1. Welcome Back! Let’s reconnect!
Think about our school year so far. What are the expectations that we strive to maintain in our classes and mini school?
Create a Top 10 List with your table. The Top 10 Expectations of 7C- Create a New Year’s Goal to work on.
Gallery Walk

2. ELA Headbands
Create partners for the week. Next Door Neighbor Partner, Siegel Partner, Cavalier Partner, January Partner
Think about the texts that we have read so far this school year-both fiction and non-fiction. Use your composition book to help you.
Choose one character from a text that we have read this year. Write it on the post-it note, but keep it hidden.
Switch post-it notes with someone at your table. Do not let them see it!!!! Stick it on their forehead!
Wait for instructions. Go to the assigned partner and ask them 5 yes or no questions about the post-it stuck on your head. If you guess it sit down, if not, wait until I call new partners. You will get three tries.

3. 14 COMMA RULES TO MAKE YOU A BETTER WRITER
THOSE PESKY COMMAS!
14 COMMA RULES TO MAKE YOU A BETTER WRITER 3

4. RULE #1 In a series of 3 or more… I like nachos burritos and tamales., ,
3 items = 2 commas
I brought my sleeping bag sleeping pad Nalgene bottle and a tent on the trip. , , ,
4 items = 3 commas 4

5. When 2 or more adjectives precede a noun…
RULE #1
When 2 or more adjectives precede a noun… , ,
Sara found a slimy wet squishy slug in her sleeping bag.
3 adjectives before the noun = 2 commas 5

6. NO commas between an adverb and an adjective…
RULE #1
NO commas between an adverb and an adjective…
The extraordinarily observant student picked up a wad of paper off the floor.
No Commas Needed!! 6

7. Give It A Try!
Create a sentence that has 3 items in a series. Use proper conventions.
Create a sentence that has 3 adjectives that precede a noun.
Write a sentence that has an adverb before the adjective.
Think winter break!

8. For what purpose do authors write?
Discuss this with your table.

9. How do writers vary their style? Text Structure
Discuss this with your table.

10. Foldable Follow the instructions on how to fold and cut your foldable.
On the front slits, write:
Chronological
Sequential
Compare and Contrast
Cause and Effect
Problem Solution
Spatial Description

11. What is a text structure?
Writers use different structures to build their ideas
Each text structure communicates ideas in a different way

12. Chronological Order
Authors use chronological order to explain how things happen in order
Chronological order

13. Chronological order
You will know that you are reading a text in chronological order because you will see words like first, next, later, then, and finally.
Most importantly, chronological order has to do with time.

14. Chronological order
You will often see chronological order in directions:
Have you ever made macaroni and cheese? It’s simple! First, boil some water and make some macaroni. Then, make your cheese sauce. After the cheese sauce is ready, mix it with the macaroni. Bake the entire thing in the oven. Finally, it’s time to eat!

15. Which paragraph is in chronological order?
Pennsylvania has many historic sites. You can visit Revolutionary war sites, like Valley Forge. You can also visit important locations from the Civil War, like Gettysburg. Finally, you can also see the site of the first oil well in Titusville. Pennsylvania has many neat places to visit!
Through the ages, Pennsylvania has seen many interesting events. The state was founded in 1681 by William Penn. Later, Pennsylvania was the site of important Revolutionary War battles. After that, Pennsylvania was home to new factories during the Industrial Revolution. Today, Pennsylvania continues to make history.

16. Another Text Structure
Suppose an author wanted to explain how these two birds are similar and different
Chronological order wouldn’t work---there is no order of events
The author would need to use compare and contrast

17. Compare and Contrast
The cardinal and the cedar waxwing are two common birds. Both have crests on their heads. Both are common at birdfeeders. But the birds have some differences. The male cardinal is a bright red, while the waxwing is brown. The cedar waxwing often migrates from place to place. On the other hand, the cardinal stays in one place year after year.

18. Another text structure
Sometimes, a writer will want to explain how one event leads to another
This kind of text structure is called cause and effect

19. Cause and effect clue words
When authors write paragraphs to show causes and effects, they use words like cause, effect, as a result, consequently, and so

20. Can you find the clue words?
The night’s snowstorm had many effects. People were out shoveling snow from their sidewalks. The power lines were draped with ice. Snow plows drove down every street. Children were the happiest of all. The unexpected snow caused school to be cancelled!

21. More with cause and effect
Baby painted turtles spend all winter in their nests. They have special chemicals in their blood that can keep their blood from freezing. As a result, baby painted turtles can survive freezing temperatures!

22. Another kind of text structure
Sometimes, an author will want to explain a problem, and then show one or more solutions
This kind of text structure is called problem and solution

23. An example of problem and solution
Can you find the problem and the solution in this paragraph?
Park School had a terrible problem. Every day at recess, students would argue over the slides. Teachers had to spend time every day taking care of the arguments. Finally, one teacher came up with a great solution. They bought another set of slides that everyone could enjoy.

24. A more difficult problem and solution paragraph
The Chesapeake Bay faces an uncertain future. Issues such as pesticides, too many nutrients, and habitat loss all threaten the Bay’s water quality and animal life. However, scientists are hopeful that the future may be brighter. If everyone in the Chesapeake Bay watershed works together, solutions may be found.

25. What’s the text structure?
Chronological order
Compare and contrast
Cause and effect
Problem and solution
Daniel Sullivan was the first to notice the flames coming from the O’Leary barn at around 8:30 pm on October 8. A problem with the alarm box made it impossible for the people in the area to call for the fire department. By 9:30 pm, the entire block was blazing. In another 3 hours, there were fires all over Chicago. The heavy wind coming from the lake only made the fire bigger. It would be another day before the fire would be completely out. By that time, 17,500 buildings had been burned.

26. Try another!
Compare and contrast
Cause and effect
Problem and solution
Why was the Great Chicago Fire so disastrous? After all, Chicago had fire departments and fire alarms. One reason for the terrible fire is that the alarm malfunctioned. The local fire company noticed the fire by accident as it was returning from another fire. As another problem, a watchman who saw the flames directed other fire companies to a location that was nearly a mile away from the fire. Because of these two problems, a fire that could have been controlled rapidly spread across the city.

27. What is the text structure?
Chronological order
Compare and contrast
Cause and effect
Problem and solution
After the fire, thousands of people were left homeless. Many escaped the fire with nothing except the clothes on their backs. Providing all of these people with food, clean water, and shelter was a huge task. Luckily, the city quickly formed a Relief and Aid Society. This group started giving out the food donations that were pouring in from other cities. The society built places for people to live, gathered the tools that people needed to rebuild their houses, and even vaccinated 64,000 people against smallpox.

28. RULE #2
QUOTATION MARKS
- Use commas to set off explanatory words (such as Rachel said, replied Maggie, announced Tim) of a direct quotation. 28

29. RULE #2
QUOTATION MARKS
“So far “ began Elissa “English has been very enlightening.” , , ,
Gasping for breath, Tristan announced “The pigeons pecked at my ankles and
chased me across the street.” 29

30. Linguistic Builder
Don’t forget to send me you’re new address Charlie said.
I wonder said Beth why the neighbors are making so much noise.
Get all of your materials together first Dad reminded me and then we can start.

31. Academic Vocabulary Words Help!
Explain: Describe something in detail so that it is more clearly understood.
Identify: Indicate what a thing is, when, and where it occurs.
Illustrate: Give one or more examples of the topic, relating each to the topic.
Interpret: Explain what something means in your own words.
Relate: Show how the topic had an effect on something else and/or the connection between two things.
Synthesize: Express how one idea is connected to another.
Compare: Show how two things are alike and different.
Contrast: Show only the differences between two things.
Evaluate: Give an opinion telling the positive and negative qualities of something.
Analyze: Separate something into parts and discuss or examine each part.
Describe: Give an account of something by giving details of characteristics, qualities, and parts.
Summarize: Give a shortened account, including the main points and highlights.
Delineate: Explain in detail.

32. RULE #3
TOO MEANS ALSO
-Use commas to separate “too” from the rest of the sentence when it can be replaced by the word “also.” 32

33. RULE #3 TOO MEANS ALSO , , I want to go to Culver’s for dinner too.
Running 26.2 miles would make my legs ache too. , 33

34. Give it a try!
1. Create two sentences that incorporate the word “too”. Use proper comma usage.

35. Text Structure CFA
1. Read carefully. Decipher the text structure.

36. IN DATES (Tuesday) RULE 4
-Use commas between the day of the month and the year.
-In a sentence, the comma follows the year. 36

37. RULE #4 IN DATES , , , December 6 2007
October was the last Halloween that I went “trick-or-treating.” 37

38. Practice
1. Write two sentences that contain dates in them. Incorporate the comma rule.

39. Academic Vocabulary
Create a riddle about one of your academic vocabulary words.
Example of a text structure riddle:
I use word clues such as however, like, unlike, and although.
Sometimes I am similar and sometimes I am different.
You could use a Venn Diagram to organize my information.
What text structure am I?

40. Text Structure CFA Read each text structure carefully.
Use your foldable to help you analyze the structures.
3. Pay close attention to the transition words.

41. (Wed.) RULE #5 IN ADDRESSES
-Use commas between the name of the city or town and the name of its state or country and the rest of the sentence.
-In writing the address in a sentence, use a comma after each item (Except between state and zip code). 41

42. RULE #5
IN ADDRESSES ,
Sydney Australia sounds like a wonderful place to visit.
Mail the package to Candy Cane Ln Hopkins MN , , 42

43. Practice
Write a sentence about a city and state that you have visited.
2. You are sending your long lost friend a care package. Create an address where your friend lives.

44. Claims and Supporting Evidence
Terms:
Thesis Statement- A sentence that states the author’s claim in a piece of writing
Valid- Having sound, well-reasoned basis in fact (Does your claim have reliable evidence?)
Evidence- facts that support your claim
Tone- The author’s feelings about the subject.
Counterclaim-a claim made to argue against another claim

45. (Thurs.) RULE #6
LETTER
- Use commas after the greeting and closing of a letter. 45

46. RULE #6 LETTER , , Dear Mom I love your home cooking! With love Timmy46

47. Practice
1. Write a very short, friendly letter to your teacher explaining why you deserve an A in her class. Use proper comma usage.

48. Academic Vocabulary Test
When complete:
Turn over your quiz
On the back, try to answer these questions:
What is another word for a thesis statement?
What do you think is the difference between argumentative and persuasive writing?
List as many things as you can that good writers do when writing an essay.

49. The Moon Is The Blue Cheese
Read The Moon Is The Blue Cheese.
Annotate the text. (make connections, ask questions, make comments, underline the thesis/claim, underline the author’s evidence that supports the claim.
Answer the questions. Understand that valid evidence cannot be a personal opinion, what some people think, tradition, or simply morally right. Evidence must have proven evidence.
4. When instructed to do so, compare what you wrote with your writing partner.

50. The Moon Is The Blue Cheese
The thesis/claim is that the moon is blue cheese.
2. The evidence for the claim is not valid. While “facts” about similar size and shape support the thesis, they do NOT pass the “tests” of being valid reasoning, relevant, or sufficient.

51. Wrap-Up: Write a paragraph
Start with a claim about one of the following topics: school uniforms, cell phone use at school, driving age, or curfew times.
2. Write two-three sentences with valid evidence that supports your claim.
3. Try it! Create a counterclaim.
Example:
I know that people say…, but ….

54. DIRECT ADDRESS (Friday) RULE #7
-Use commas to set off the nouns when directly addressing someone 54

55. RULE #7 IN DIRECT ADDRESS , , ,
Explain to us Mr. Hunter why you felt the need to sign with the Detroit Tigers for more money. ,
Good afternoon Anna! 55

56. Practice
1. Create a sentence that models Rule #7. Use proper comma usage.

57. Academic Vocabulary List #2
1.describe: tell about; explain
2.details: provide exact items; be specific
3.diagram: label the parts; make a drawing , chart, or plan
4.discuss: talk about; argue
5.draft: plan; rough copy
6.evaluate: judge; consider
7.examine: look at; inspect
8.example: give an instance; case
9.explain: make clear; put in your own words
10.formulate: put together; create
11.identify: name; label
12.infer: make a good guess; read between the lines

58. What is the difference between a persuasive and an argumentative essay?

60. RULE #8
INTERJECTIONS
- Use commas before and/or after words that are interjected into sentences. Interjection words include yes, no, well, oh. 60

61. RULE #8
INTERJECTIONS ,
Yes I would love to go see High School Musical on Ice! ,
Well I wasn’t sure whether the note was from him or not, so I threw it away! 61

62. INTRODUCTORY WORDS/PHRASES
RULE #9
INTRODUCTORY WORDS/PHRASES
Key words that indicate an introductory phrase – when, while, after, before, if, so, since.
If these words begin a sentence, use a comma after the phrase.

63. INTRODUCTORY WORDS/PHRASES
RULE #9
INTRODUCTORY WORDS/PHRASES
Since hearing the prognosis, I have been a nervous wreck. ,
After the movie, we went for ice cream.
Unfortunately, the game cannot be rescheduled. 63

64. Rule # 9
Using an introductory phrase, write a sentence about your snow day.

65. RULE #10
INTERRUPTERS
- Use commas to set off words or groups of words that interrupt the flow of thought in a sentence. 65

66. INTERRUPTERS: Copy one example
RULE #10
INTERRUPTERS: Copy one example
I, on the other hand, love to eat chocolate cookies. ,
Change, I believe, is life’s only constant. , ,
Try it! Create your own sentence using the interrupter “for example.” 66

67. RULE #11
CONJUNCTIONS
Use a comma before the conjunction that joins two independent sentences.
(Sentence = Subject + Verb)
Conjunctions = FANBOYS
For, And, Nor, But, Or, Yet, So 67

68. CONJUNCTIONS: Copy entire example
RULE #11
CONJUNCTIONS: Copy entire example
Comma:
James dreams of becoming a rock star, so he rehearses every day.
No Comma:
George eats apples and oranges.
Comma? I sat in my seat and fell to the floor.
*Write your own example about two things that you did today. , 68

69. “America The Not-So-Beautiful”
You will have ten minutes to read, annotate, mark-up the text, and create notes on the side. 69

70. “America The Not-So-Beautiful”
Chart the text in pairs.
Left side: What does the author tell us?
Right side: What does the author do? 70

71. When Done Charting the Text:
Write an evaluation of the article “America the-not-so Beautiful.”
Things to think about:
Do you agree with the author’s claims? Why? Is the evidence valid and reliable? How do you know? What evidence might the author have added to strengthen his argument?

72. Wednesday: What Do Authors Do?
Take a few minutes to review what author’s do.
Get ready to Zip, Zap, Zop! 72

73. What Do Authors Do? State claims Write counterclaims Provide examples
Explain data
Explain a process
Use figurative language
Use creative descriptions
Quote important people or other texts
Use anecdotes (short, personal stories to help illustrate a point)
Use Rhetorical Questions
Re-state important information in a new way
Compare and contrast ideas
Summarize information
Reflect
Uses humor
Explains a problem/history

74. Comma RULE #12 APPOSITIVE Phrases
An appositive is a noun or phrase that comes immediately after another noun that gives more information about that noun. 74

75. RULE #12
APPOSITIVE
Sally, my neighbor, sells seashells by the seashore.
Comma? Baseball my favorite sport starts soon.
*Write an example of a sentence with an appositive phrase. , 75

76. Wrap-Up: What stuck with you today?
What did you find interesting about the article?
What did Andy Rooney say in his article?
What did Andy Rooney do in his article?

77. Academic Vocabulary 3 Pick up a list. Glue into your notebook
Create as many riddles as you can in five minutes.
Example:
I am a good technique for learning but can also be used for cheating.
I have a prefix in me that means “to do again.”
I can get repetitive
What word am I?

78. Share with your elbow partner.
Share your riddles!
Share with your elbow partner.

79. Writing an argument summary.
Fix-It:
Part 4:
____________ establishes ___________ for __________________________.

80. Tone
Tone is the author’s attitude or the way he is expressing himself.
The author’s attitude can be discovered by what is said and done.

81. Wrap-Up
On a piece of paper, describe 2 techniques authors use to support their writing. Explain why these techniques are effective.

82. Steps to Attacking the Prompt:
Read the prompt.
Read the prompt again.
Identify verbs
Do/What chart 82

83. What The task following the verb
Breaking down a prompt Do
Verb
What The task following the verb 83

84. Practice!
What is one important goal you would like to achieve in the next few years?
In your essay, identify that one goal and explain how you plan to achieve it. Use your personal observations, experience, and knowledge to support your essay. 84

85. Breaking down a Prompt Do (Verb) What Identify
Explain
Use
What
One goal (in the next few years)
How I will achieve it
Personal observations
Experience
Knowledge 85 85

86. Attack This Prompt! What does it take to be a good parent?
In your essay, describe the characteristics of a good parent. Give specific details to explain your views. Use your personal observations, experience, and knowledge. 86

87. Try Another!
Today our workplaces and neighborhoods are composed of people of diverse backgrounds. For this reason it is important for people to find ways to get along with each other.
Write an essay illustrating how people of diverse backgrounds can get along better. 87

88. Break it down
Read both articles about texting. Choose the article you believe is more reliable. Using several pieces of evidence from both texts, explain why one text is more reliable than the other. Be sure to elaborate on your ideas.

89. Break Down the Prompt
Read the text about new cell phone rules at your school. Formulate your ideas concerning this issue. Write a letter to the principal stating your position. Support your position with convincing reasons and several pieces of cited text. Be sure to explain your reasons in detail.

90. Breaking Down a Prompt
Television is detrimental to the well-being of today’s youth. Every time I see young people passing their time watching television, I feel that they are setting themselves up to have significantly emptier lives. If we unplugged our televisions, our children would grow up to be healthier, happier, more productive human beings.
Do you agree or disagree with the above statement? Write an essay that presents your opinion and support it with examples from your own experience, things you have read, or your observations of others. 90

91. “America The Not-So-Beautiful”
You will summarize the text “America the Not-So-Beautiful.”
This is a very specific summary! You will use the template to guide you.
Write your paragraphs on a clean sheet of paper.
Staple and Turn in :
Top: Annotated essay
Middle: Charting the Text
Bottom: Summary
Done?
Write an argument convincing your teacher that 7th graders need recess. Use several “good things that writers do.”

92. RULE #13
IN PHRASES
- Use a comma to separate a phrase from the rest of the sentence. 92

93. RULE #14
IN CLAUSES
- Use a comma to separate a clause (a group of words with its own subject and verb) 93

94. RULE #14
IN CLAUSES
The snow storm, which was the worst of the year, made driving terrible.
Commas? My neighbor who lives in a tent values the preservation of our environment.
Try it! Write your own sentence with a clause. , , 94

95. Academic Words 4 Glue your academic words into your notebook.
Get out your planning for prompt one about “The Osage Firebird”

96. RULE #13
IN PHRASES
Example:
Running through the woods, I tripped on a log and scraped my knee.
Comma?
Quickly turning towards the man Billy screamed.
**Begin your own sentence with a phrase. , 96

97. Academic Vocabulary 4
Remember to use context clues and eliminate answers.
*When you are done: Turn over your paper. Review all the things a good writer does by making a list on the back of your paper.

98. Academic Vocabulary 4
Create as many riddles as you can in five minutes.
Example:
I am a good technique for learning but can also be used for cheating.
I have a prefix in me that means “to do again.”
I can get repetitive
What word am I?

99. Share with your elbow partner.
Share your riddles!
Share with your elbow partner.

100. Academic Vocabulary
Create sentences or a paragraph that describes some of the things you have been doing in school in the last two weeks.
Use as many of the academic vocabulary 4 words as possible in five minutes.

101. Peer-Editing: Side One
Put your Name/Use half of side one
Explain two-three strengths you see in the writing of the essay. (do not discuss grammar/hand writing/ spelling)
Explain one way the writer might improve on this essay. Be specific.

102. Reflection
Do you agree with your peers regarding your strengths and areas that need improvement? Explain why.
What is one other thing that you either do well or need improvement on?
How well did our “time countdown” work for you. Are there some areas you would spend a bit more or less time within the 90 minutes. Why or why not?

103. What is the difference between a persuasive and an argumentative essay?
103

104. Creating a prompt
1. Use the short excerpt from the article “Break the Addiction!” to create a writing prompt of your own. The article is found on page 955 of your textbooks.

105. Copy the steps of argument writing
105

106. Citing Text Read “Break the addiction” p. 955
How does the author show bias (favoring one side of the issue)?
Answer: The author shows bias by…
Cite: It states in the text, “…”
Explain: This shows…
***Read when complete

107. Pearls on a string
What will we do for the 90 minutes that we have to take the writing test?

108. Write a rebuttal to the counterclaims (finish the sentence)
I know adults think that video games have a negative impact on kids. Actually, ……
Some people think that having a pet is a waste of time. However, …………

109. 109

110. Finish this counterclaim with a rebuttal:
Some people think that seventh graders don’t know how to write. However,…..

111. Starter Pick up a packet Open to your essay
Be ready to share your introduction

112. Time Countdown 90 Minutes5
Read Introduction to the topic
Read Prompt—Do/What Chart 15
Read / Annotate / take notes on text 10
Outline/ Plan 50
Write your essay
10 Minutes
Revise and Edit

113. What Do Authors Do? Take a few minutes to review what author’s do.
Get ready to Zip, Zap, Zop!
113

114. What Do Authors Do? State claims Write counterclaims Provide examples
Explain data
Explain a process
Use figurative language
Use creative descriptions
Quote important people or other texts
Use anecdotes (short, personal stories to help illustrate a point)
Use Rhetorical Questions
Re-state important information in a new way
Compare and contrast ideas
Summarize information
Reflect
Uses humor
Explains a problem/history
114

115. Man Eating Sharks
Read the article “Great White Sharks” by Peter Benchley. P. 920
“Chart the Text” In sections
5. Writing an Argument Summary. Follow a similar format to “America The Not So Beautiful”. Tell what the author does and says.
115
115

116. What Is Author’s Bias? Loaded Language
Emotional Appeals not logical appeals
Wording is oversimplified or over generalized
Limited view of the topic
Facts that could have been omitted
Glittering generalizations
Persuasive testimonials
Scare tactics or name calling

117. Writing a Strong Introduction
Pg. 892
Read “from East to the Dawn: The Life of Amelia Earhart.” Analyze the author’s purpose for writing. Write an essay that explains the purpose and the techniques that contribute to that purpose. Make sure to cite evidence and use correct conventions.

118. Claim
In the text, “from East to the Dawn: The Life of Amelia Earhart,” the author Susan Butler explains how Amelia Earhart grew to love planes. Her purpose is to use biographical evidence to show the reader how Amelia went from unimpressed to fascinated by planes.

119. Body
Example / Reason: The author informs the reader that Amelia had a strong love for airplanes.
Cite: Butler states, “Her friend ran off. Amelia didn’t, she was fascinated.”
Explain: This shows that she really likes planes and has a connection with them.

120. Steps to Attacking the Prompt:
Read the prompt.
Read the prompt again.
Circle verbs.
Underline key words.
Figure out your task.
Purpose, Audience, Format
6. Paraphrase

121. Do/What
Do : Verbs
What: What are the verbs telling you to do?

122. Practice!
What is one important goal you would like to achieve in the next few years?
In your essay, identify that one goal and explain how you plan to achieve it. Use your personal observations, experience, and knowledge to support your essay.

123. Attack! Read the prompt twice. Circle the verbs like to achieve
Identify
explain
plan to achieve
use
Support
Underline key words
one important
goal
personal observations
experience
Knowledge
(Are any words repeated?)
Notice that the words goal and achieve are each repeated twice. Clearly, they are important key words within the essay prompt.
Paraphrase: Notice the words one and few. These are two very important key words. A common mistake would be to write about many goals, even though the prompt tells you to focus on only one goal. Another common mistake would be to discuss goals that you want to achieve across a lifetime, even though the prompt clearly tells you to focus on only the next few years of your life. The topic for the prompt is limited to one goal that you would like to achieve in the next few years.

124. Attack This Prompt! What does it take to be a good parent?
In your essay, describe the characteristics of a good parent. Give specific details to explain your views. Use your personal observations, experience, and knowledge.

125. Try Another!
Today our workplaces and neighborhoods are composed of people of diverse backgrounds. For this reason it is important for people to find ways to get along with each other.
Write an essay illustrating how people of diverse backgrounds can get along better.

126. Break It Down!
There are many forms of advertising that we encounter on a day-to-day basis. Choose one form of advertising, and think about the positive and negative effects of that form of advertising on you.
Write an essay evaluating the effects of one type of advertising on our daily lives.

127. Breaking Down a Prompt
Television is detrimental to the well-being of today’s youth. Every time I see young people passing their time watching television, I feel that they are setting themselves up to have significantly emptier lives. If we unplugged our televisions, our children would grow up to be healthier, happier, more productive human beings.
Do you agree or disagree with the above statement? Write an essay that presents your opinion and support it with examples from your own experience, things you have read, or your observations of others.

128. Rhetorical Analysis/Soapstone
Speaker 
The term speaker can also be identified as the narrator, the author, or the writer. 
 Who is the speaker?
What is the speaker's background?
What is the speakers claim?
Occasion 
What is the time and place of the text?
What has prompted the author to write this text?
What is going on in the world that caused this piece to be written?
What event has led to its publication or development?  

129. Who is the audience? What do they mean to the writer/ speaker?
How much do they already know about the subject?
What is their interest in the subject?
Audience 
Who is the audience? What do they mean to the writer/ speaker?
How much do they already know about the subject?
What is their interest in the subject?
What do they need to know about the subject?
What prejudices or biases might they have about the subject?
 Purpose 
 Does the speaker write to inform or teach? 
 Does the speaker attempt to persuade or convince the audience in some way? 
 Is the speaker trying to entertain the reader? 
What is the speaker’s tone?
  Subject 
What is the main idea of the article or document.
 Who or what did you just read about? 
 What is the main point or points the speaker made about this topic? 
What information does he give you to support this main idea?