1. Reminders
Human Condition Unit Test: All students were curved 9 points based on item analysis we did; then you could earn up to an additional 8 points for the written portion.
Research Papers – feedback is on the rubric you will get today and via comment feature in
Outliers
Reading Schedule – Chaps. 3-5 due today!
Next Reading Quiz – tomorrow (or today...)
Study Questions were posted to the blog before the break – these are for your use if you want them.
Vocabulary Unit 9
Pic Quiz – this Friday, 12/1
Full Quiz – next Friday, 12/8

2. Voice Lesson: Syntax #2

3. Voice Lesson: Syntax #2 Read and Think:
When I woke up it was light. It was awfully quiet. Too quiet. I mean, our house just isn’t naturally quiet. The radio’s usually going full blast and the TV is turned up loud and people are wrestling and knocking over lamps and tripping over the coffee table and yelling at each other. Something was wrong, but I couldn’t quite figure it out. Something had happened…I couldn’t remember what.
-- S.E. Hinton, The Outsiders
Hinton starts the passage with two short sentences, a sentence fragment, and another short sentence. Then she writes two longer sentences. Look at these sentences carefully, and contrast the purpose of the short sentences and fragment and the purpose of the longer sentences.
Purpose (short/fragment):
Purpose (longer):
How does the sentence length reinforce the meaning of the passage?
Hinton uses ellipses in the last sentence to show that something has been left out. What has been left out? How do you know?
Purpose of the short sentences and sentence fragment: to set the scene, to emphasize the quiet and the unusual nature of the quiet
Purpose of the longer sentences: to contrast the usual state of the house (noisy) with the startling quiet; The last and longest sentence gives the details to support the contrast. The sentence is breathless and exuberant, filled with images of a noisy, active household.
Sentence length reinforces meaning by emphasizing, through short sentences and fragments, the unusual quiet and by re-creating the noise and bustle of the house’s usual state through the longer sentences.
2. What has been left out is the SOMETHING that happened. You know this because all of the detail and imagery in the passage point to something happening, something wrong. Yet it’s never stated. What is omitted is what is most important. It makes the narrative pause and allows the reader to pause and speculate, too, as indicated by the ellipsis.

4. Do your responses look similar?
Purpose of the short sentences and sentence fragment: to set the scene, to emphasize the quiet and the unusual nature of the quiet
Purpose of the longer sentences: to contrast the usual state of the house (noisy) with the startling quiet; The last and longest sentence gives the details to support the contrast. The sentence is breathless and exuberant, filled with images of a noisy, active household.
Sentence length reinforces meaning by emphasizing, through short sentences and fragments, the unusual quiet and by re-creating the noise and bustle of the house’s usual state through the longer sentences.
2. What has been left out is the SOMETHING that happened. You know this because all of the detail and imagery in the passage point to something happening, something wrong. Yet it’s never stated. What is omitted is what is most important. It makes the narrative pause and allows the reader to pause and speculate, too, as indicated by the ellipsis.

5. Vocabulary Unit 9 (#s 1-10)

6. Refresh Unit Essential Questions:
How is our definition of success constructed? 
How has society’s definition of success changed or remained the same?
Why do some people excel and others don’t?
In the face of adversity, what causes some people to prevail while others fail?

7. Outliers
Jigsaw Articles (this will help us finish discussion of Chapter 2)
Gladwell’s Use of Rhetoric – in Chapter 2
Introduction to Rhetorical Analysis #1 (rough draft due hard copy in class Wednesday, 11/29) - handout

8. Article Jigsaw Groups Article #1: Sorry Strivers, Talent Matters
Article #2: 10,000 Hours Make Not Make a Master After All
Article #3: Complexity and the 10,000 Hour Rule
Article #4: Malcolm Got Us Wrong

9. With your assigned article, complete the following and prepare to share:
3 – Delineate THREE ways the author uses rhetorical appeals (ethos, pathos, logos) and if you can, identify rhetorical device(s) – use your charts
2 – Identify TWO ways that the author(s) either agree or disagree with Gladwell’s argument
1 – Determine the author’s point of view/argument and write it in ONE sentence.

10. Building His Argument – Chapter 2
With your small group, review what Gladwell’s argument is for Chapter 2 (“The 10,000 Hour Rule”). In other words, what is Gladwell trying to convince/show the reader in Chapter 2?
Create a chart and look in each section for the ‘moves’ he makes as a writer to build his argument. (In other words, what tools/techniques (i.e. rhetorical appeals, devices) does he use to make his argument?
*This chapter is broken down into 6 sub-sections. What does he do in each section to build his argument?

11. The following example demonstrates an effective analytical process, taking a sample from the speech “Against the Spanish Armada” by Queen Elizabeth I:
I know I have but the body of a weak and feeble woman; but I have the heart of a king, and of a king of England, too; and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realms: to which, rather than any dishonor should grow by me, I myself will take up arms.
1. Determine stance: Is the argument effective or ineffective?
Examine parts of speech, text, chapter, etc. to determine stance
Reader Reaction is powerful, positive…SO…Student decides stance will be that the speech is effective.

12. 2. What rhetorical tools does the author/speaker use to make his/her argument? Examine text/passages for what the author/speaker does (moves)
Looking at the previous segment critically, student notices ‘moves’ of author/speaker:
Elizabeth manages to logically connect the fact that she is a Queen with the responsibility to defend her realm.
Queen Elizabeth ironically juxtaposes the fact that she is a “feeble woman” against the invading European “princes.”
Elizabeth references herself many times in the segment.

13. 3. Focus on one tool at a time and question, notice, analyze, etc.
Elizabeth’s repetitive references to herself.
Elizabeth refers to herself seven times
five of those references show Elizabeth as the subject of the clause.
Why would Elizabeth refer to herself so often? Possibilities:
Elizabeth was reminding her troops how important she was
Elizabeth wanted to have her troops remember her when they were in battle
Elizabeth wanted to appear confident
Elizabeth was egomanical
Elizabeth was emphasizing her role as a Queen
Elizabeth was using repetition of a subject to create a dramatic feeling in her audience

14. 4. Explore that aspect in depth. Analyze and Interpret.
Student decides that the most likely possibility is that Elizabeth wished to establish her authority in the eyes of her subjects. (appealing to her audience by establishing credibility – ethos)
This is only one possible analysis of many possibilities; however, student feels that she can explore this aspect in depth.
Then ask more questions to analyze (interpret): How does referring to herself so often help Elizabeth’s troops accept her as their leader?
Looking at each specific reference, he notices that in every instance Elizabeth portrays herself as active and powerful. By attaching herself to verbs commonly associated with power and ruling, he reasons, Elizabeth is able to repetitively emphasize her position as the ruler of the English people.

15. 5. Write your paragraph of rhetorical analysis (a body paragraph)
Example:
Queen Elizabeth use repetition as she establishes the credibility of a powerful and knowledgeable leader. In the passage, Elizabeth refers to herself no fewer than seven times. In each instance, Elizabeth connects herself to active verbs which emphasize her dynamic and powerful status: I have, I know, I think foul scorn, I will take up arms. This repetition of her autonomous identity is a powerful way of reminding her troops that she is, in fact, their queen and military leader. By demonstrating her own personal power, Elizabeth shows that she is just as capable as “any prince of Europe” of defending her lands and people; the repetition of that idea with her carefully chosen verbs connects her power as a person (and as a “kingly” woman) with her power as a queen.

16. Steps to Writing Body Paragraphs of Rhetorical Analysis
Determine stance (argument is effective or ineffective)
Examine parts of speech, text, chapter, etc. to determine stance
What rhetorical tools does the author/speaker use to make his/her argument?
Examine text/passages for what the author/speaker does (moves)
Focus on one tool at a time and question, notice, analyze, etc.
Explore that aspect in depth. Analyze and Interpret.
Write your paragraph of rhetorical analysis (a body paragraph)

17. Let’s try with Gladwell
Follow the steps – start with…Determining your stance – effective or ineffective argument and then where did you begin to think that or when was it confirmed – that will help you answer next question: What is your selected passage?
Use one passage for each body paragraph (each body paragraph should address a rhetorical tool he uses to appeal to ethos, pathos, or logos)
One paragraph about tool that is used to establish ethos
One paragraph about tool that is used to appeal to pathos
One paragraph about tool that is used to appeal to logos
*For example in Queen Elizabeth, the writer focused on the tool of repetition and interpreted it/explained that it established credibility.
Another tool that is used might be the use of facts and startling statistics which the writer could interpret as using logic to prove/establish her argument.