SPACE CAT: AN AP STRATEGY FOR ANALYZING ARGUMENTS

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Presentation transcript:

SPACE CAT: AN AP STRATEGY FOR ANALYZING ARGUMENTS

WHAT IS RHETORICAL ANALYSIS? . . . . . . . . . . . RHETORICAL ANALYSIS IS ABOUT LOOKING AT HOW ALL THE LITTLE PARTS CONTRIBUTE TO THE EFFECTIVENESS OF THE AUTHOR’S PURPOSE. IT ADDRESS NOT WHAT AN AUTHOR SAYS, BUT HOW AND WHY THE AUTHOR SAYS IT. RHETORICAL ANALYSIS IS NOT RESTATING TO TOPIC OR SUMMARIZING THE SUBJECT OF THE TEXT. RHETORICAL ANALYSIS IS NOT VEHEMENTLY STATING YOUR OWN OPINION RHETORICAL ANALYSIS IS NOT DEFINING RHETORICAL DEVICES LIKE: ”This is an example of pathos because it pulls at the heart strings” "This is an example of anaphora because it repeats the word 'Americans’.” . . . . . . . . . . . .

WHAT IS THE RHETORICAL SITUATION? . . WHAT IS THE RHETORICAL SITUATION? . . . . . . . . . . . . . . . . . . . . . . . . .

WHAT IS SPACECAT? . . . . . . . . . RHETORICAL ANALYSIS REQUIRES YOU TO FOCUS ON WHAT HAPPENS BEHIND THE SCENES OF AN ARGUMENT, AND TO COMMENT ON SPECIFIC FEATURES THAT MAKE THE TEXT EMOTIONALLY, ETHICALLY, AND LOGICALLY EFFECTIVE AT ACHIEVING ITS GOAL. SPACE-CAT IS AN ACRONYM USED TO WHEN ANALZING TEXT TO REMIND YOU TO FOCUS ON WHAT MATTERS AND TO BE ABLE TO EXPLAIN HOW AND WHY IT IS EFFECTIVE. . . . . . . . . . . . . . . .

WHAT IS THE SPEAKER? . . . . . . . . . TO ANALYZE THE SPEAKER, ANSWER THE FOLLOWING: Who Wrote This? What do we know about him/her? What DON'T we know about him/her? Does this text have a particular meaning because of who wrote it or said it? . . . . . . . . EX: An aged and controversial politician who tweets with aggression form the White House at 3:0 0am. . . . . . EX: A middle aged, female comedian who supports the current struggle for women’s rights through satiric performances. . . . . . . . . .

WHAT IS THE PURPOSE? . . . . . . . . . . . . . TO ANALYZE THE PURPOSE, ANSWER THE FOLLOWING: What is the author hoping to accomplish by putting this into the world. REMEMBER: Main idea or thesis is NOT THE SAME as purpose. . . . EX: To inspire EX: To criticize . EX: To inform EX: To entertain EX: To convince . . . . . . EX: To persuade . . . . . .

WHAT IS THE AUDIENCE? . . . . . . . . . . . . . TO ANALYZE THE AUDIENCE, ANSWER THE FOLLOWING: Who was the audience for this piece? Was that the intended audience? What did the author assume about the audience? How do these assumptions impact what is said, and how it is said? . . . EX: High school students who love cats . EX: American citizens watching a presidential debate on television . . . . . . . . . . . EX: Overprotective parents .

WHAT IS THE CONTEXT? . . . . . . . . . . . . . TO ANALYZE THE CONTEXT, ANSWER THE FOLLOWING: What was happening in the world when this text was produced? What were the biggest issues on the author's mind at the time? Is he/she addressing these issues directly or indirectly? How would this same text be received differently by a different audience or in a different time? . . . . EX: MLK’S “I have a Dream” speech was delivered to commemorate the 100th anniversary of the signing of the Emancipation Proclamation, despite continued segregation laws still in place. . . . . . . . . . . . .

WHAT IS THE EXIGENCE? . . . . . . . . . . . . . TO ANALYZE THE EXIGENCE, ANSWER THE FOLLOWING: Why write or say this NOW? What was the spark or catalyst that moved the author to write? What was the issue, problem, or situation that caused the author to write? . . . . EX: The #metoo movement took off after high profile men were called out for sexual harassment, exploitation, and misconduct. This empowered all other alleged victims to speak up. . . . . . . . . . . . .

WHAT ARE THE CHOICES? . . . . . . . . . . . . . TO ANALYZE THE CHOICES, ANSWER THE FOLLOWING: Why does the author make each choice? Why are certain rhetorical devices used? REMEMBER: There are a variety of types of Imagery, Syntax, Tone, Diction . . . . . . . . . EX: The author begins with an anecdote, then move to describing a process of change, and end with a call to action… . . . . . . .

WHAT ARE THE APPEALS? . . . . . . . . . . . . . TO ANALYZE THE APPEALS, ANSWER THE FOLLOWING: How does the author appeal to the audience? How does the author intentionally try to influence the audience? How does the author use emotion (PATHOS), authority (ETHOS), and/or logic (LOGOS)? . . . . EX: Telling a moving Story = Pathos . . . . EX: Examples: Bringing up One's Personal experience and expertise in the Topic/Subject = Ethos . . . . . . . . EX: Using Statistics and facts = Logos

WHAT IS THE TONE? . . . . TO ANALYZE THE TONE, ANSWER THE FOLLOWING: . What is the author’s attitude toward the subject? How do you know what his attitude is? Where is the evidence? Is there a shift in tone or a change in attitude? When? Why? . . . . EX: A religious eulogy may begin with a mournful tone, then move to a comforting or inspirational tone. . . . . . . . . . . . .