1. Critical Thinking
You have 2 minutes to answer the three questions. I’ll give you credit for each answer you get correct. No talking or hints.

2. The Situation
A SAFE PLACE:  Frank leaves home.  When he tries to return, a man wearing a mask blocks his path.  1.) What is Frank doing?  2.) What is the masked man's occupation?  3.) Where is Frank's "safe place?"

3. The Answer
Playing Baseball
A Catcher
3rd base or home plate

4. 6th period – Thursday lunch
You will all go to C lunch on Thursday – come here immediately after your 4th period class. Don’t forget!

5. Goals for the Day
I can identify, analyze, and apply rhetorical strategies authors use when developing an argument.
Step 1: Identifying and analyzing claims
Step 2: Identifying and analyzing rhetorical devices
I can analyze multiple rhetorical choices an author makes and assess how they work together to create a single argument, purpose, and/or tone.

6. Week 10 – Vocabulary
Remember, you’re responsible for studying vocabulary each week. You might want to make flashcards to help you study.
Consider making a quizlet – share it with multiple classmates if you’d like. Work together to eliminate work time. Practice a little each day.
Vocabulary Quiz #10 will be on Thursday. You are still responsible for week 1-10 words.

7. Voice Lesson – Tone – 9 o’clock appointment
Consider:
It’s true. If you want to buy a spring suit, the choice selection occurs in February: a bathing suit, March: back-to- school clothes, July: a fur coat, August. Did I tell you about the week I gave in to a mad-Mitty desire to buy a bathing suit in August? The clerk, swathed in a long-sleeved woolen dress which made her look for the world like Teddy Snowcrop, was aghast. “Surely, you are putting me on,” she said. “A bathing suit! In August!”
“That’s right,” I said firmly, “and I am not leaving this store until you show me one.”
She shrugged helplessly. “But surely you are aware of the fact that we haven’t had a bathing suit in stock since the first of June. Our – no offense – White Elephant sale was June third and we upload – rather, disposed of all of our suits at the time.”
- Erma Bombeck, At Wit’s End
Discuss:
What is the attitude of the writer toward the subject matter?
What diction and details does Bombeck use to express this attitude? In other words, what diction and details create the tone of the passage?
Apply:
Write down two words that describe the tone of this passage. Begin a class chart of tone descriptors, listing the tone vocabulary you and your fellow students have collected. Add to the chart as you discover new tone words throughout these exercises.

8. Parts of a Sentence Part of Sentence Verb Must Be: Look for: Ask:
Direct Object
Action
Subject, Action Verb
What? Who?
Indirect Object
Subject, Action Verb, Direct Object
To what?
For what?
To whom?
For whom?
Objective Complement
What?
Predicate Nominative
Linking
Subject, Linking Verb
Noun?
Predicate Adjective
Subject, Linking
Adjective?

12. Let’s try the example of the American family
Crevecoeur’s argument is that different cultures and individuals from various countries come together to create “one of the finest systems of population which has ever appeared.”  To help the reader understand this idea, he uses an example of a “modern” American family. At first it may seem unlikely that individuals from various cultures could come together to so quickly form a new culture, but as he begins to build his example of a family whose “grandfather was an Englishman, whose wife was Dutch, whose son married a French woman,” the family dynamic begins to reveal not only how possible this is but also how quickly a new American culture might have arisen. Although the example of the “modern” family doesn’t explicitly express how America is the ‘finest system” to have ever appeared, it does demonstrate clearly the way in which individuals from various countries came together to form a “new” culture.  It could also be inferred that he is suggesting that through this merging of cultures into a single family, the greatest ideas and qualities from various cultures will merge into a single American culture, which will eventually create one of the “finest systems which has ever appears” due to the pulling of each culture’s “best” attributes.  

13. Revised Paragraph
With your partner, analyze what each of you did well and what each of you might still be able to work on.
Be kind, but critical.
Is the author’s argument clear?
Is the rhetorical strategy the author used clear?
Are there multiple examples of where the strategy occurs?
Is there a clear explanation of how the strategy helps develop the argument?
Do any questions remain about the point you are trying to make?
You will have 10 minutes. Make revisions as necessary then hit submit at the end of the 10 minute session.

14. It’s critical that you have a good feel for the text
At this point, you’ve seen some examples how you might develop some paragraphs with one argument. However, many of you identified other arguments that worked and may have been as strong or stronger.
Let’s examine arguments more closely – what’s the author’s argument, how does he support it, with what purpose, and how it’s presented to the audience (tone)?
Rhetorical Precis

15. Pull out Your Rhetorical Precis Outline Sheet
Take J. Hector St. John de Crevecoeur’s passage and create a rhetorical precis.
Remember that you could all have a very different precis because you may each identify a slightly different argument. The key to success isn’t “perfect” identification of any one argument or strategy or tone, but how well you support with examples from the text and how well you’re able to explain.
You have 20 minutes to complete this task. I expect a finished product from ALL groups within the next 20 minutes. If you complete the task prior to the 20 minutes expiring, show it to me and I will give you further instructions.

16. Rhetorical Precis Structure
THE FIRST SENTENCE identifies the essay's author and title, provides the article's date in parenthesis, uses some form of the verb says (claims, asserts, suggests, argues—) followed by that, and the essay's thesis (paraphrased or quoted).
THE SECOND SENTENCE conveys the author's support for the thesis (how the author develops the essay); the trick is to convey a good sense of the breadth of the author’s support/examples, usually in chronological order.
THE THIRD SENTENCE analyzes the author's purpose using an “in order to” statement.
THE FOURTH SENTENCE describes the essay's target audience and characterizes the author's relationship with that audience—or the essay's tone.

17. Homework
Write your own rhetorical precis for John F. Kennedy’s inaugural speech in This is on page 69 in your book. Be prepared to really dig deep into this text on Tuesday. Consider carefully what his argument is as you complete the precis.
Vocabulary Quiz on Thursday.
Review and practice direct objects, indirect objects, and objective complements as needed.
Finish Voice Lessons as needed.
Be sure that Rhetorical Question tasks are complete and bring to class.
Be sure you have completed Albert assignment.

18. Take out the student essay from A. Adams
Can you identify the thesis statement?
Can you identify what this writer considers to be Abigail Adam’s main rhetorical strategies and what she considers the main purpose of the text?
Look at the second paragraph – how many specific examples from the text does she use to develop her paragraph on a concerned, materialistic tone? Identify each example.
How often does she make a comment about HOW the specific textual evidence helps to develop the purpose of the text? How does she explain each?