Download Rhetorical Devices

Honors English II Agenda 8/8/2016
 Housekeeping- place homework on the right
corner, sharpen your pencils, dispose of any
trash etc.
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Locate your assigned seat (alphabetical order by last name)
Distribute Book List, Syllabus, and Vocabulary
Bring in August Novel for BBR (Due 8/12)
Complete Warm Up (Self Assessment)
Review the Essential Questions and Daily Objectives
Review the Purpose and Syllabus for the Class
Complete the Pre-Assessment
Introduce and Begin “The Name Assignment”
Review Annotating and Practice
Essential Questions:
 How do we create a positive culture within our
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school?
What is the purpose of this class?
How do we ensure that this purpose is met?
What are the basic tools used by an author to
manipulate the audience?
As readers, how do we identify and analyze these
tools?
What is the Purpose of this Class?
 Honors English II is designed to develop each student’s
ability to: analyze literature and non fiction,
appropriately apply English grammar, strengthen
vocabulary, and enhance public speaking skills.
 This goal must be achieved in order for students to
perform effectively on college entrance exams (SAT
and/or ACT) and in the college English courses they are
scheduled to take next year.
 The students at WYWLA must accomplish this task in 2
semesters instead of the 4 semesters of English they
would be exposed to in a traditional high school.
Always Maintain a College Focus:
School
Acceptance
Rate
GPA
Average SAT Average ACT
Verbal Score Reading
Score
NC State
51.4%
4.42
(weighted)
607
32
UNC
28.5%
3.61
(unweighted)
600-710
28-33
Duke
11.4%
4.17
(weighted)
690-780
31-34
Spelman
College
48%
3.61
(unweighted)
520
25
NC A & T
57.65
2.48
(unweighted)
490
20
How Will Our Goals Be Achieved:
 Review Syllabus
Honors English II Agenda 8/9/2016
 Housekeeping- place homework on the right
corner, sharpen your pencils, dispose of any
trash etc.
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Signed Syllabus
My Name Assignment
Distribute Rubrics
Review the Daily Objectives and Essential Questions
“My Name” Presentations
Review Context Clues
Review SOAPSToneRS
Practice Annotating Using “The Effects of Pop Culture on
Teens”
 Complete the Closure Questions
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Essential Questions:
 How do we create a positive culture within our school? Within
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our community?
To what extent does popular culture reflect our society’s values?
To what extent does popular culture determine what our society
values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interest control what is offered to the public, or
does old-fashioned word of mouth tell what should be of interest
or valuable?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
As You Read You Must Annotate:
Annotation: written observations and comments about what
you are reading AS you are reading.
1. Summarize/ Paraphrase- What does this part of the text
seem to be about or to explain?
2. Clarify- What parts confuse or obstruct meaning? This
may include particular vocabulary or phrases.
3. Question- Analyze the structure of the text, the rhetorical
and literary devices, character motivation, bias, tone, etc.
(Always pay attention to patterns and repetition).
AFTER YOU READ:
1. Deconstruct it using the acronym SOAPSToneRS
2. Ask questions of peers or the teacher if any additional
clarification is needed.
Annotation
Is…
Is not…
Questions- about things you don’t
understand and things you are trying to
predict
Identification- recognizing a simile is of
little help, what is more important is
why the author is using it
Interpretations-meaning or depth that
requires thinking or inferences and
putting information together
Personal Reactions- your opinion does
not count; the focus should be on
analysis based on information in the
text
Summary-putting information into your Symbols- putting a star or underling a
own words or paraphrasing information passage will not help you remember its
in the margins especially after finishing importance
a section of the text.
Patterns- connecting sequences,
Over Highlighting-you are not hear to
oppositions, repeating images, symbols, color; if everything is important than
words, other literary devices etc.
nothing is
Words-unique diction or syntax
Of Course We Remember SOAPSTONERS!
 Subject: The subjects of texts are often abstract—the right to
die, racism, poverty, conformity, etc. The subject is the issue
at hand, not the character or specific situation. There will
often be direct (refer to the title)as well as a indirect subject (a
combination of the direct subject and tone).
 Occasion: Remember that naming the occasion is both the
time/place and the genre. Is the text a memory? Speech?
Letter? Critique? Argument? About what event? Where?
When?
 Audience: Who is the intended audience? Whose attention
does the speaker seek to gain? Who is the writer speaking to?
In MLK’s “I Have a Dream,” he is not speaking to African
Americans but to readers who may harbor racial prejudices—
perhaps to policy makers. Is it a general audience? Specific
audience?
SOAPSTONERS
 Purpose: Think about the modes of writing and the
purposes behind those modes. Authors write to
entertain, to inform, to persuade, to critique, to
complain, to explain, to reflect, to describe, sometimes to
simply express a truth. Often, writers have a dual
purpose. It is not enough to say to inform—to inform
about what? To complain about what? To explain what?
 Speaker: Remember that the speaker cannot simply be
the author/writer. Is there an identifiable speaker? Is the
speaker reliable? What other clues are there as to the
speaker? Age? Gender? Social class? Emotional state?
Occupation?
SOAPSTONERS
 Tone: Tone is the attitude of the speaker towards his subject
and audience. Who is the speaker? What is the subject? What
is the speaker’s attitude towards his subject? Use your
Vocabulary of Attitudes sheet for reference.
 Rhetorical Devices: The writer’s use of mode—narration,
exposition, description, and persuasion. The writer’s use of
ethos, logos, pathos; the writer’s use of evidence such as
personal experience, example, definition, statistics, research;
the writer’s use of satire, sarcasm, understatement, anecdotes,
alliteration, parallelism, diction (denotation/connotation),
detail, syntax, organization, etc.
 Stylistic Devices: Literary Devices with a figurative
meaning including (but not limited to) simile, metaphor,
personification, foreshadowing, flashback, imagery, allusions,
irony, symbolism, etc.
What constitutes pop culture?
 “Pop culture” definition: Popular culture is a
term that refers to cultural activities or commercial
products reflecting, suited to, or aimed at the tastes
of the general masses of people.
 Including-
Assignment
 Using one of the magazines find an example of “pop
culture”- it can be a picture, advertisement, an article
etc.
 Complete SOAPSToneRS
 Pay attention to the target audience and the implied
subject: how are they conveyed to the audience?
Honors English II Agenda 8/10/2016
 Housekeeping- place homework on the
right corner, sharpen your pencils, dispose
of any trash etc.
 Review the Daily Objectives and Essential Questions
 Rhetorical Devices Notes
 Review SOAPSToneRS
 Practice Annotating using McBride’s “Hip Hop
Planet”
 Complete the Closure Questions
Essential Questions
 How do we create a positive culture within our school?
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Within our community?
To what extent does popular culture reflect our society’s
values?
To what extent does popular culture determine what our
society values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interests control what is offered to the
public, or does old-fashioned word of mouth tell what
should be of interest or valuable?
What impact does American culture have on the world?
What are the basic tools used by an author to manipulate
the audience? As readers, how do we identify and analyze
these tools?
Rhetoric: The art of using words effectively in
writing or speaking so as to influence or persuade
Write the definitions for the following rhetorical devices.
Diction
Imagery
Hyperbole
Syntax
Inverted Syntax
Rhetorical Questions
Analogy
Paradox/Oxymoron
Parable
Parody
Satire
Understatement
Parallelism/Antithesis
Euphemism
Allusion
Digression
Anecdote
Tone
Repetition
Ethos, Logos, and Pathos
Rhetorical Devices
 Diction: The author’s choice of words. It is the foundation
to all other rhetorical and literary devices. The reader
must consider if the diction is monosyllabic or
polysyllabic, colloquial, formal or informal, technical,
what impact it has on the relationship between the author
and the audience
 Hyperbole: An extravagant exaggeration of fact, used
either for serious or comic effect. “I’m so sleepy I might
fall asleep standing here”.
 Inverted Syntax: Reversing the normal word order of a
sentence. "him who from harm has set us free "is from the
ordinary “him who has set us free from harm"
 Analogy: A comparison between two things in which the
more complex is explained in terms of the more simple. In
the same way as one cannot have the rainbow without the
rain, one cannot achieve success and riches without hard
work.
Rhetorical Devices
 Parable: A short story from which a lesson may be
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drawn. Parable of the “Prodigal Son” is used to teach
about God’s forgiveness in the New Testament.
Antithesis: A form of parallelism in which there is a
connection between two opposing ideas/things
within a sentence. When Neil Armstrong walked on
the moon it might have been “one small step for a
man but it was one giant leap for mankind.”
Pathos- Arguments based on Emotion
Logos- Arguments based on Facts and Reason
Ethos-Arguments based on the
Character/Righteousness of the Speaker
Rhetorical Devices
 Satire: A literary work in which vices, abuses, absurdities
etc. Are held up to ridicule and contempt; the use of
ridicule, sarcasm, irony, etc. to expose vices, abuses etc.
Example: Swift’s A Modest Proposal
 Parallelism: Using the same part of speech or syntactic
structure in (1) each element of a series (2) before and
after coordinating conjunctions (FANBOYS) (3) after each
of a pair or correlative conjunction (not...only, both…and,
neither…nor) “The mathematics test included arithmetic,
algebra, and geometry.”
 Allusion: A brief reference to a famous person, place,
literary work, etc. that represent general concepts and
moral qualities. “It’s no wonder everyone refers to Mary
as another Mother Teresa in the making; she loves to help
and care after people everywhere- from the streets to her
own friends.”
Rhetorical Devices
 Anecdote: A short entertaining nonfiction account of
some happening, frequently personal or biographical.
 Winston Churchill was very fond of his pet dog Rufus. He ate in the
dining room with the family on a special cloth and was treated with
utmost respect. When enjoying movies, Rufus had the best seat in
the house; on Winston Churchill's lap. While watching “Oliver
Twist,” Churchill put his hands over Rufus' eyes during the scene
where Bill Sike's intends to drown his dog. Churchill is believed to
have said to Rufus: “don't look now, dear. I'll tell you about it later.”
 Imagery: Lively descriptions which impress the images of
things upon the mind; figures of speech- it can be literal or
figurative. “The gushing brook stole its way down the lush
green mountains, dotted with tiny flowers in a riot of
colors and trees coming alive with gaily chirping birds.”
Rhetorical Devices
 Syntax: In grammar, the arrangement of words as
elements in a sentence to show their relationship.
The sentence "The man drives the car" would follow
normal syntax in the English language. By changing
the syntax to "The car drives the man", the sentence
becomes awkward.
 Rhetorical Questions: a question asked for rhetorical
effect to emphasize a point, no answer being
expected. “Are you talking back to me?”
 Paradox: A statement composition which seems self
contradictory, but which may be true in fact. “High
walls make not a palace; full coffers make not a king”
 Oxymoron: A figure of speech in which contradictory
terms or ideas are combined (usually two or three
words). “He possessed a cold fire in his eyes”
Rhetorical Devices
 Understatement: Deliberately representing
something as much less than it really is “The
earthquake was a little disruptive.”
 Euphemism: The use of a word or phrase that is
less direct, but that is also less distasteful or less
offensive than another. Using “to put out to
pasture” when one implies retiring a person
because they are too old to be effective.
 Digression: A temporary departure from the
main subject in speaking or writing.
 Tone : A way of wording or expressing things
that expresses an attitude. “Positive, Regretful,
Uplifting, etc”
Honors English II Agenda 8/11/2016
 Housekeeping- place homework on the
right corner, sharpen your pencils, dispose
of any trash etc.
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Annotations of Article or Advertisement
 Review the Daily Objectives and Essential Questions
 Complete Paragraph Writing Review
 Continue Close Reading, Annotating, Rhetorical
Devices Analysis Using McBride’s “Hip Hop Planet”
 Complete the Closure Questions
Essential Questions
 To what extent does popular culture reflect our society’s values?
 To what extent does popular culture determine what our society
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


values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interests control what is offered to the public, or
does old-fashioned word of mouth tell what should be of interest
or valuable?
What impact does American culture have on the world?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
After reading the article, identify the general
purpose of each rhetorical device?
Device
Diction
Connotation/Denotation
Monosyllabic
Polysyllabic
Colloquial (slang)
Formal
Informal
Technical
Hyperbole
Inverted Syntax
Analogy
Parable
Antithesis
Purpose
Diction Practice-connotation/denotation, formal informal,
colloquial(slang), technical, monosyllabic/polysyllabic
“Art is the antidote that can call us back from the edge
of numbness, restoring the ability to feel for another.”
-Kingsolver, High Tide in Tucson
1. By using the word “antidote,” what does the author
imply about the inability to feel for another?
2. If the reader changed the word “antidote” to “gift,”
what effect would it have on the meaning of the
sentence?
3. Create a list of medical terms; then write a sentence
using a medical term to characterize love.
Honors English II Agenda 8/12/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.

BBR Novel
 Complete the Ticket-In
 Review the Essential Question and the Daily
Objectives
 Complete Mc Bride’s “Hip Hop Planet”
 Complete the Closure Questions
Purpose of Rhetorical Devices Cont’d
Device
Pathos, Logos, Ethos
Satire
Parallelism
Allusion
Anecdote
Imagery
Syntax
Rhetorical Questions
Paradox
Understatement
Euphemism
Digression
Tone
Purpose
Diction Practice
“Once I am sure there’s nothing going on
I step inside, letting the door thud shut.” -Phillip Larkin, “Church Going”
1. What feelings are evoked by the word thud?
2. How would the meaning change if the speaker let the door
slam shut?
3. Fill in the following chart.
Verbs expressing the closing of a
door.
1.
2.
3.
4.
5.
Feeling evoked by the verb.
“Hip Hop Planet”
1.
2.
3.
4.
5.
6.
What do you consider McBride’s primary purpose in the
essay? Do you think this is a personal essay or a cultural
study? Explain your response.
McBride’s “hook” (the opening paragraph) could be
considered provocative, if not confrontational. Having
completed the essay, reread the “hook.” Is it an effective
introduction to the essay, or could it be considered
misleading? Explain.
What rhetorical strategies does McBride use in his “hook”
to establish his voice and credibility? Consider irony,
hyperbole, metaphor and colloquialisms.
What is McBride’s central argument? What are his
secondary arguments? How does he bring them together?
How does he use cause and effect to provide the reasons for
hip hop’s development?
Look carefully at paragraph 12. How does McBride’s style
mirror the paragraph’s subject matter?
Assignment
 Read McBride’s “Hip Hop Planet”
 Annotate as you Read-Summarizing, Clarifying, and
Questioning as you Read
 Complete SOAPSToneRS for the text
Writing Pre-Assessment
 Complete “Hip Hop Planet”
 Use your Annotations, SOAPSToneRS, and
Questions to
 Write a 5 Paragraph Essay Responding to the
Prompt: How does McBride manipulate rhetorical
devices to enhance the theme of his text “Hip Hop
Planet?” Make sure you use quotations form the text
to support your response.
Honors English II Agenda 8/15/2016
 Housekeeping- place homework on the
right corner, sharpen your pencils, dispose
of any trash etc.

Distribute AOW and Vocabulary Roots
 Review the Daily Objectives and Essential Questions
 Grammar Review
 Begin Close Reading, Annotating, Rhetorical Devices
Analysis Using Twain’s “Corn Pone Opinions”
 Practice Paragraph Writing
 Complete the Closure Questions
Essential Questions:
 To what extent does popular culture reflect our society’s





values?
To what extent does popular culture determine what our
society values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interests control what is offered to the
public, or does old-fashioned word of mouth tell what
should be of interest or valuable?
What impact does American culture have on the world?
What are the basic tools used by an author to manipulate
the audience? As readers, how do we identify and analyze
these tools?
Parts of Speech Review-Tom broke the vase
 Noun- a word used to name a person, place, a thing,
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or an idea (Tom, vase)
Verb- a word that expresses action (broke)
Article- a special type of adjective (a, an, the)that
modifies or limits a noun.
*Subject- the person, place, or thing that is “doing”
the action (Tom)
*Object- receives the action of the verb (vase)
Tom accidentally broke the big vase of flowers.
 Adverb- a word that modifies a verb, an adjective, or
another adverb (accidentally)
 Adjective- a word that modifies a noun (big)
 Preposition- a word that notes the relation of the
noun to an action or a thing (of- shows the
relationship between vase and flowers)
 Prepositional phrase- a group of words beginning
with a preposition (of flowers – acts as an adjective
by modifying vase)
As he ran across the room, Tom accidentally
broke the big vase of flowers
 Pronoun- a word that takes the place of a noun (he)
 Clause- a group of words that contains a subject and
verb.
 Independent clause- has a subject + verb + complete
thought. It can stand alone as a sentence (Tom
accidentally broke the big vase of flowers)
 Dependent clause- is missing either a subject or a
verb or a complete thought (as he ran across the
room- lacking a complete thought)
Grammar Practice- Identify the noun, verb, article, subject and
object in the following sentences:
1.
Joe played the song.
2. Camille nibbled the chocolate.
3. Aaron folded the clothes.
4. David made the bed.
5. Wallace planted the vegetable.
Diction Practice-connotation/denotation, formal informal,
colloquial(slang), technical, monosyllabic/polysyllabic
“As I watched, the sun broke weakly through,
brightened the rich red of the fawns, and kindled their
white spots.” -White, “Twins”
1. What kind of flame does “kindled” imply? How
does this verb suit the purpose of the sentence?
2. Would the sentence be strengthened or weakened
by changing “the sun broke weakly through” to “the
sun burst through?” Explain the effect this change
would have on the use of the verb “kindled.”
3. Brainstorm a list of action verbs that demonstrate
the effects of sunlight
Homework
 Create a review of the Greek and Latin roots you
learned last year:
 Flashcards
 “Test” or “Quiz”
 Game
 Art work
 Mnemonic Devices
 Foldable
 Collage
***You can be creative!
Questions
1.
2.
3.
4.
5.
6.
Trace Twain’s use of personal pronouns. What is the effect
of changing from “I” to “we”? (diction)
What does the anecdote about the young slave preaching
add to his argument? Does it detract in any way? Explain.
Identify Twain’s appeals to logos. Do the subjects of the
appeals (hoopskirts, bloomers, wine glasses) strengthen the
appeals or weaken them? Explain.
What is the effect of the parallelism in the two long
sentences that make up paragraph 12?
What is the effect of capitalizing “Public Opinion” and
“Voice of God” at the end of the essay?
Find examples of understatement and hyperbole. Discuss
their effects.
Honors English II Agenda 8/16/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.

Vocabulary Review
 Complete the Ticket-In
 Review the Essential Question and the Daily
Objectives
 Paragraph Writing Review
 Close Reading, Annotating, Rhetorical Devices
Analysis of Hanes’ “Little Girls or Little Women?”
 Complete the Closure Questions
Essential Questions:
 To what extent does popular culture reflect our society’s
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

values? What women value?
To what extent does popular culture determine what our
society values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interests control what is offered to the
public, or does old-fashioned word of mouth tell what
should be of interest or valuable?
What impact does American culture have on the world?
What are the basic tools used by an author to manipulate
the audience? As readers, how do we identify and analyze
these tools?
Label the adverbs, adjectives, prepositions, and
prepositional phrases in each sentence.
1.
2.
3.
4.
5.
Joe passionately played the euphonic song to the
audience.
Camille slowly nibbled the creamy chocolate in the
café.
Aaron accidently folded the dirty clothes in the
laundry room.
David angrily made the disheveled bed for his
sister.
Wallace gently planted the tender vegetable in the
garden.
Diction Practice-connotation/denotation, formal informal,
colloquial(slang), technical, monosyllabic/polysyllabic
“An aged man is but a paltry thing/A tattered coat
upon a stick…” –Yeats, “Sailing to Byzantium”
1. What picture is created by the use of the word
“tattered?”
2. By understanding the connotations of the word
“tattered,” what do we understand about the
narrator’s attitude toward “an aged man?”
3. List three adjectives that can be used to describe a
pair of shoes. Each adjective should connote a
different feeling about the shoes.
Short Constructed Response Information
 Constructed Response Information
 According to the Department of Public Instruction (DPI):
 The short constructed response items on the English II EOC
assessment require a brief response of approximately 5-8
sentences. Although the text box offers additional space to
write a short answer response, scorers only review for the
specific criteria as stated in the question. Additional
information not required in the answer does not increase the
student’s score. Students should not write an essay for short
constructed response items, and they must not be led to
believe longer responses may receive higher scores. The key
is to answer the question with the specified supporting
evidence.
Thesis
A Short Constructed Response should contain all of the following:
Sentence 1 (Thesis): Name of the author, the type and
title of the work, a strong verb that describes what the
author is doing in the text, and a “THAT” clause in
which you state the major of assertion (that reflects the
question)?
Example: How does Edgar Allan Poe manipulate tone
in “The Tell Tale Heart”?
In his short story, “The Tell Tale Heart,” Poe evokes a
feeling of fear that creates a tone of nervous cynicism.
• Long works – underline the title
• Short works- place quotation marks around the title
Helpful Verbs
Asserts
Details
Alludes to
Implies
Clarifies
Portrays
Inspires
Describes
Suggests
Connotes
Reveals
Delineates
Shifts
Specifies
Evokes
Notes
Depicts
Tackles
Hints at
Highlights
Constrains
Explores
Alters
Manipulates
Produces
Elicits
Juxtaposes
Construes
Solidifies
Differentiates
Transcends
Emphasizes
Explains
Enhances
Ignites
Changes
Invokes
Exemplifies
Conveys
Repudiates
Compares
Masters
Creates
Refutes
Documents
Maintains
Demonstrates
Stirs
Dispels
Elucidates
Reason, Data, Details, Facts
 Sentence 2 (Reasons/Data/Details/ Facts): An
explanation of how the author develops and/or
supports the thesis. This explanation is usually
presented in the same chronological order that the
items are presented in the work. (For instance,
comparing, contrasting, narrating, illustrating,
defining, demonstrating, showing, enhancing, etc.)
 Example:
 The author produces this tone through his use of
syntax.
Elaborations
 Sentences 3-4 (Elaborations): A statement of the
purpose, followed by an “IN ORDER TO” phrase in
which you explain what the author intends the
audience to do or feel as a result of reading the work.
 Examples: He interrupts longer sentences with
several phrases and dashes in order to disrupt the
flow of the narration. This in turn causes the
audience to view the narrator’s thoughts as
disjointed and frantic.
Helpful Transitions
Thus illustrating
In particular
In an effort to
In order that
So that
To that end, to this end
For this purpose
To illustrate
To demonstrate
Specifically
For the purpose of
As an illustration
Quotation
 Sentences 5-6 (Quotation): Embed the quotation in
your own sentence. Remember all quotes are not
created equal. Choose carefully which words you
wish to quote. (Do Not Forget the Citation!)
 Example: The tone becomes increasingly tense as
the narrator states, “When I had waited a long time,
very patiently, without hearing him lie down, I
resolved to open a little-a very, very little crevice in
the lantern. So I opened it-you cannot imagine how
stealthily, stealthily-until, a single dim ray…fell full
upon the vulture eye (Poe, 3).”
Significance
 Sentences 7-8 (Significance): Remember that a mere
quote doesn’t show anything, prove anything, or make
anything obvious or evident. You as the writer, have that
job. How the quotation impacts the intended audience
and/or the relationship the author establishes with the
audience should be explained.
 Example: By interrupting the flow of the sentence with
phrases and dashes, Poe slows down the movement of
the sentence and increases the tension. The reader has to
wait for the action to unfold as slowly as the action itself.
Outline: How does Edgar Allan Poe manipulate tone in The Tell Tale
Heart?
Thesis
In his short story, The Tell Tale Heart, Poe evokes a feeling of fear
that creates a tone of nervous cynicism.
RDF(Reason/
Data/Details/
Facts)
The author produces this tone through his syntax.
Elaborations
He interrupts longer sentences with several phrases and dashes in
order to interrupt the flow of the narration. This in turn causes the
audience to view the narrator’s thoughts as disjointed and frantic.
Quotations
The tone becomes increasingly tense as the narrator states, “When I
had waited a long time, very patiently, without hearing him lie
down, I resolved to open a little-a very, very little crevice in the
lantern. So I opened it-you cannot imagine how stealthily,
stealthily-until, a single dim ray…fell full upon the vulture eye. (Poe,
3)”
Significance
By interrupting the flow of the sentence with phrases and dashes,
Poe slows down the movement of the sentence and increases the
tension. The reader has to wait for the action to unfold as slowly as
the action itself.
The Paragraph
In his short story, “The Tell Tale Heart”, Poe evokes a
feeling of fear that creates a tone of nervous cynicism. The
author produces this tone through his use of syntax. He
interrupts longer sentences with several phrases and dashes in
order to disrupt the flow of the narration. This in turn causes the
audience to view the narrator’s thoughts as disjointed and
frantic. The tone becomes increasingly tense as the narrator
states, “When I had waited a long time, very patiently, without
hearing him lie down, I resolved to open a little-a very, very little
crevice in the lantern. So I opened it-you cannot imagine how
stealthily, stealthily-until, a single dim ray…fell full upon the
vulture eye (Poe, 3).” By interrupting the flow of the sentence
with phrases and dashes, Poe slows down the movement of the
sentence and increases the tension. The reader has to wait for
the action to unfold as slowly as the action itself.
Outline for an Essay
Hook (Author’s Name, Title, Genre, and Summary of the text):
Thesis (Must include an O and P):
Key Idea 1 (Include an O and P)
RDF (Criteria):
E/E (Evidence/ Elaborations)
E/E
E/E
E/E
E/E
Key Idea 1 (Include an O and P)
RDF (Criteria):
E/E (Evidence/ Elaborations)
E/E
E/E
E/E
E/E
Key Idea 1 (Include an O and P)
RDF (Criteria):
E/E (Evidence/ Elaborations)
E/E
E/E
E/E
E/E
Conclusion (Restate the O and P) (Anecdote)?
Respond to the following prompt using the text
from yesterday:
 How does Twain use rhetoric to enhance the theme
of “Corn Pone Opinions”?
View the Clip From Miss Representation and
read “Little Girls or Little Women”
Watch and analyze the clip from Miss
Representation using SOAPSToneRS
2. Read the article “Little Girls or Little Women” and
analyze the text using SOAPSToneRS
3. Use both the visual and written text to respond to
each of the Essential Questions. Include
quotations of support.
1.
Honors English II Agenda 8/17/2016
 Housekeeping- place homework on the right corner,




sharpen your pencils, dispose of any trash etc.
Complete the Ticket-In
Review the Essential Question and the Daily
Objectives
Close Reading, Annotating, Rhetorical Devices
Analysis of Becker’s “Television, Disordered Eating,
and Young Women in Fiji” and Dillon’s “Evictions at
Sorority Raise Issue of Bias”
Complete the Closure Questions
Essential Questions
 To what extent does popular culture reflect our society’s values?





What women value?
To what extent does popular culture determine what our society
values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interests control what is offered to the public, or
does old-fashioned word of mouth tell what should be of interest
or valuable?
What impact does American culture have on the world?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Grammar Practice- Identify the noun, verb, article, subject
and object in the following sentences
1.
Annabelle bought the dress.
2. Rachel sketched a likeness.
3. Camille acknowledged the help.
4. Hiram celebrated the “A”.
5. John returned to the house.
Label the adverbs, adjectives, prepositions, and
prepositional phrases in each sentence.
1.
2.
3.
4.
5.
Annabelle joyfully bought the beautiful new dress
for her sister.
Rachel artistically sketched an exact likeness of her
father for her art class.
Camille thankfully acknowledged the help of her
friends in resolving the problem.
Hiram enthusiastically celebrated the A he received
on his paper.
John quietly returned to the house after his curfew.
Diction Practice-connotation/denotation, formal informal,
colloquial(slang), technical, monosyllabic/polysyllabic
“The man sighed hugely.” - Proulx, The Shipping News
What does it mean to sigh hugely?
2. How would the meaning of the sentence change if it
was written “The man sighed loudly?”
3. Fill in the blank with an adverb:
The man coughed___________________.
**Your adverb should make the cough express an
attitude(don’t state the attitude; use an adverb to
imply it).
1.
Assignment
Read the articles “Television, Disordered Eating,
and Young Women in Fiji” and “Evictions at
Sorority Raise Issue of Bias”and analyze the text
using SOAPSToneRS
2. Generate “good” discussion questions related to
text structure, rhetoric, and pop culture based on
your analysis.
1.
Honors English II Agenda 8/18/2016
 Housekeeping- place homework on the right corner,





sharpen your pencils, dispose of any trash etc.
Complete the Ticket-In
Review the Essential Question and the Daily
Objectives
Read, Annotate, and Analyze Chapters 1 and 2 from
Orwell’s 1984
Introduce the Rhetorical Devices Advertisement
Project
Complete the Closure Questions
Label the adverbs, adjectives, prepositions, and
prepositional phrases in each sentence.
1.
2.
3.
4.
5.
Wallace excitedly cooked the delicious meal for his
family.
Mary gratefully soaked in the hot tub after the long
camping trip.
Charles sorrowfully apologized to his dog.
To be careful, Sophia carefully held the sharp
scissors.
Gary guiltily sneaked in the house after his curfew.
Diction Practice-connotation/denotation, formal informal,
colloquial(slang), technical, monosyllabic/polysyllabic
“A rowan like a lipsticked girl.” -Heaney, “Song”
***a rowan is a small tree that has white flowers and
orange berries.
1. Other than color, what comes to mind you think of
a “lipsticked” girl?
2. How would it change the meaning and feeling of
the line if, instead of “lipsticked girl,” the author
wrote “girl with lipstick on?”
3. Write a simile comparing a tree with an animal. In
your simile, use a word that is normally used as a
noun (like lipstick) as an adjective (lipsticked)>
Honors English II Agenda 8/19/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.


AOW on Right Corner
No Warm Up- Begin Test
 Review the Essential Question and the Daily
Objectives
 Complete the Test and Essay
Honors English II Agenda 8/22/2016
 Housekeeping- place homework on the right corner,






sharpen your pencils, dispose of any trash etc.
Complete the Ticket In
Review the Essential Questions and Daily Objectives
Introduce Logical Fallacies
Practice Analyzing Logical Fallacies and Rhetorical
Devices using Shakespeare’s Julius Caesar
Begin Rhetorical Devices Project (Due 8/30)
Complete a Closure Question
Essential Questions
 To what extent does popular culture reflect our society’s





values? What women value?
To what extent does popular culture determine what our
society values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interests control what is offered to the
public, or does old-fashioned word of mouth tell what
should be of interest or valuable?
What impact does American culture have on the world?
What are the basic tools used by an author to manipulate
the audience? As readers, how do we identify and analyze
these tools?
Parts of Speech Reminders
 The verb is the most important part of the sentence.
A verb is what conveys the essential meaning of a
clause (clause: a string of words that convey an idea
that contains a noun and a verb).
 However, verbs are not easy to spot. In which of the
following sentences is “swim” used as a verb?
 The ducks swim in the pond.
 The ducks love to swim.
 In the sentence The ducks swim in a pond says
Something swims somewhere, so the verb is to swim.
 In the sentence The ducks love to swim says
Something loves something, so the verb is love.
 Every sentence requires a subject, that is, what does
the verb. In both sentence, the subject is ducks.
 The verb may also require an object, that is, what
receives the verb. In The ducks love to swim, the
object is swim, because that is the thing that is loved.
Label the subject, verb, and object in the
following
 When David approached third base, the coach waved
him home.
 Clause 1: When David approached third base
 Verb: approached
 Subject: David
 Object: Third Base
 Clause 2: the coach waved him home
 Verb: waved
 Subject: the coach
 Object: him
Subject Verb Agreement
 Every verb and subject must agree in number
(singular or plural) with its subject.
 The best way to check for subject-verb agreement is
to find the subject and the verb (ignoring all the
intervening words) and say them together.
 Remember the following pronouns are singular:
each, anyone, anybody, anything, another, neither,
either, every, everyone, someone, no one, somebody,
everything, little, and much.
 To check agreement you can replace any of the
pronouns with “it” and it will make sense.
 The following words are plural: phenomena (singular:
phenomenon), media (singular: medium), data(singular:
datum), and criteria (singular: criterion)
 To check agreement you can replace any of them with
“they” and it will make sense.
 All of the following can be singular or plural: none (of),
any (of), some (of), most (of), more (of), and all (of)
 If using correlative conjunctions (neither…nor,
either…or) they must agree with the noun closer to the
verb.
 Phrases joined by coordination conjunctions
(FANBOYS) are plural –Sam and Bob, but phrases
like Sam, in addition to Bob, are singular. These
phrases are “interrupters” which are not part of the
main subject.
 Interrupters include: as well as, together with, along
with, in addition to.
 Usually the subject comes before the verb, but when
the syntax is inverted, check subject verb agreement
by “uninverting” the sentence.
Practice: Next to each noun or phrase write “S” if
it is singular and “P” if it is Plural
1.
2.
3.
4.
5.
6.
7.
8.
Neither rain nor snow
Crowd of rowdy fans
Media
Criterion
One or two
Everything
Either of the candidates
Phenomena
Diction Practice-connotation/denotation, formal informal,
colloquial(slang), technical, monosyllabic/polysyllabic
“Abuelito under a bald light bulb, under a ceiling dusty
with flies, puffs his cigar and counts money soft and
wrinkled as old Kleenex.” –Cisneros, Woman Hollering
Creek
1. How can a ceiling be dusty with flies? Are the flies
plentiful or sparse? Active or still? Clustered or evenly
distributed?
2. What does Cisneros mean by a “bald” light bulb? What
does this reveal about Abuelito’s room?
3. Take Cisneros’s phrase “under a ceiling dusty with
flies,” and write a new phrase by substituting the word
dusty with a different adjective.
Logical Fallacies
 The term "logical fallacy" refers to the concept of
making an error in terms of reasoning.
 Often they are used intentionally (however
inaccurate they may be) when creating an argument
or appeal that appeals to “pathos”
 It is crucial to understand logical fallacies so that
they can be identified and avoided when attempting
to persuade.
Types of Logical Fallacies
 Ad Homineum Fallacy — “to the man;” a person’s character is




attacked instead of his argument
Ad Populum Fallacy — “to the crowd;” a misconception that a
widespread occurrence of something is assumed to make it right
or wrong- The Escort is the most widely sold car in the world;
therefore, it must be the best
Appeal to Authority- Citation of information from people
recognized for their special knowledge of a subject for the
purpose of strengthening a speaker’s arguments.
Bandwagon – threat of rejection is substituted for evidence,
desire to conform to beliefs of a group
Guilt by Association – claim is rejected because disliked
people accept the claim
Logical Fallacies Continued
 Loaded Words — using highly connotative words to describe




favorably or unfavorably without justification
Oversimplification — tendency to provide simple solutions to
complex problems
Pedantry — narrow-minded, trivial scholarship or arbitrary
adherence to rules and forms
Condemning with Faint Praise- Intentional use of a positive
statement that has a negative implication – Your new hairdo is
so...interesting
False Dilemma- Too few of the available alternatives are
considered, and all but one are assessed and deemed impossible
or unacceptable –A father speaking to a son says “are you going
to go to college and make something of yourself, or are you going
to end up be unemployable bum like me?
Diction Practice-connotation/denotation, formal informal,
colloquial(slang), technical, monosyllabic/polysyllabic
“Meanwhile, the United States Army, thirsting for
revenge, was prowling the country north and west of
the Black Hills, killing Indians wherever they could be
found.” - Brown, Bury my Heart at Wounded Knee
1. What are the connotations of “thirsting?” What
feelings are evoked by this diction?
2. What are the connotations of “prowling?” What
kind of animals prowl? What attitude toward the
U.S. army does this diction convey?
3. Use an eating or drinking verb in a sentence which
expresses anger about a speeding ticket. Express
the anger through the verb.
Honors English II Agenda 8/23/2016
 Housekeeping- place homework on the right corner,




sharpen your pencils, dispose of any trash etc.
Complete the Ticket In
Review the Essential Questions and Daily Objectives
Continue Working on Rhetorical Devices Project
(Due 8/30)
Complete a Closure Question
Essential Questions
 To what extent does popular culture reflect our society’s values?





What women value?
To what extent does popular culture determine what our society
values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interests control what is offered to the public, or
does old-fashioned word of mouth tell what should be of interest
or valuable?
What impact does American culture have on the world?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
1.
2.
3.
4.
5.
6.
7.
Neither of the cars (is/are) equipped with antilock
brakes.
The flock of geese (was/were) startled by the shotgun
blast.
The data on my computer (was/were) completely
erased when the power failed.
Mathematics and history (is/are) my favorite subjects.
None of the roast (was/were) eaten.
All of the games (was/ were) play on real grass fields.
Pride and Prejudice (is/ are) my favorite Jane Austen
novel.
Diction Practice
“Most men wear their belts low here, there being so many outstanding
bellies, some big enough to have names of their own and be formally
introduced. These men don’t suck them in or hide them in loose shirts;
they let them hang free, they pat them, they stroke them as they stand
around and talk.”-Keillor, “Home”
1. What is the actual meaning of outstanding? What is its meaning
here? What does this pun reveal about the attitude of the author
toward his subject?
2. Read the second sentence again. How would the level of formality
change of we changed suck to pull and let them hang free to accept
them?
3. Write a sentence or two describing an unattractive but beloved
relative. In your description, use words that describe the unattractive
features honestly yet reveal that you care about this person, that you
accept and even admire him/her, complete with defects.
Honors English II Agenda 8/24/2016
 Housekeeping- place homework on the right corner,




sharpen your pencils, dispose of any trash etc.
Complete the Ticket In
Review the Essential Questions and Daily Objectives
Continue Working on Rhetorical Devices Project
(Due 8/30)
Complete a Closure Question
Essential Questions
 To what extent does popular culture reflect our society’s values?





What women value?
To what extent does popular culture determine what our society
values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interests control what is offered to the public, or
does old-fashioned word of mouth tell what should be of interest
or valuable?
What impact does American culture have on the world?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
1.
2.
3.
4.
5.
6.
Neither of the twins (is/are) allergic to penicillin.
Much of what I hear in those lectures (goes/go) in one
ear and out the other.
Amy, along with Jamie and Jen, (is/are) apply to
Mount Holyoke.
None of the books (was/were) considered fit for public
consumption.
All of the eggplant (was/were) used to make the sauce.
Amid the lilies and wildflowers (was/were) one solitary
rose.
Diction Practice
“ Doc awakened very slowly and clumsily like a fat man
getting out of a swimming pool. His mind broke the surface
and fell back several times.”
- John Stienbeck, Cannery Row
1. What is the subject of the verb broke? What does this
tell you about Doc’s ability to control his thinking at
this point in the story?
2. To what does surface refer?
3. List three active verbs that could be used to complete
the sentence below. Act out one of the verbs for the
class, demonstrating the verb’s connotation.
He __________ into the crowded auditorium.
Honors English II Agenda 8/25/2016
 Housekeeping- place homework on the right corner,




sharpen your pencils, dispose of any trash etc.
Complete the Ticket In
Review the Essential Questions and Daily Objectives
Continue Working on Rhetorical Devices Project
(Due 8/30)
Complete a Closure Question
Essential Questions
 To what extent does popular culture reflect our society’s values?





What women value?
To what extent does popular culture determine what our society
values?
What is the relationship among pop culture, politics, and
commerce?
Do commercial interests control what is offered to the public, or
does old-fashioned word of mouth tell what should be of interest
or valuable?
What impact does American culture have on the world?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Diction Practice
“ Pots rattled in the kitchen where Momma was frying corn cakes to go
with vegetable soup for supper, and the homey sounds and scents
cushioned me as I read of Jane Eyre in the cold English mansion of a
even colder English gentleman.”
-Maya Angelou, I know Why the Caged Bird Sings
1.
By using the word cushioned, what does Angelou imply about her
life and the life of Jane Eyre?
2. What is the difference between the cold of the English mansion
and the cold of the English gentleman? What does Angelou’s
diction convey about her attitude towards Jane’s life?
3. Write a sentence using a strong verb to connect one part of your
life with another. Use an exact verb (like cushioned), one which
connotes the attitude you want to convey. Share your sentence
with the class.
Honors English II 8/26/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.


AOW on Right Corner
No Warm Up- Begin Test
 Review the Essential Question and the Daily
Objectives
 Complete the Test and Essay