1. Football Weeds and Roses (Are you loving this pink as much as I am??
It’s like sorbet for eyes…and therefore, calorie-free!!)

2. Weed #1—Identify author’s purpose ASAP
“What is the author’s purpose and how does he achieve it?”
Why having purpose in the beginning helps

3. Weed #1—Identify author’s purpose ASAP
Identify Rhetorical Strategy #1
Show examples of RS #1
Explain how RS #1 aids development of purpose
Identify Rhetorical Strategy #2
Show examples of RS #2
Explain how RS #2 aids development of purpose

4. Weed #2—Be Katniss
Slow down to say more

5. Weed #2—Slow down to say more
“One of the glaring elements that accomplishes this is the author’s diction. Word choices such as ‘tragically inexcusable’ and ‘unbelievably sloppy’ are all intentional; they each contribute to form the desired critical tone.”
“This [critical] tone is achieve through the phrases and words choice used: ‘tragically inexcusable,’ ‘unbelievably sloppy,’ and ‘inhumane system’. Tragically and unbelievably form an idea of incompetence, and inhumane causes visuals of cruel and atrocious actions…”

6. …develops the __ of ___ by… …contributes to… …aids …highlights II
III IV
State Subject
Identify technique (word choice, imagery, tone, etc.) + example (pluck and plop)
…in order to…
…develops the __ of ___ by…
…contributes to…
…aids
…highlights
…demonstrates
…functions
State the purpose; connect back to thesis
The author/ The speaker
Uses rhetorical questions such as…
In order to
Illustrate the fruitlessness of asking such questions. Though questions may be asked, answering who to blame and why it happened won’t bring “Jimmy” back. The questions are left hanging, much like the emotion of the parent.

7. What did I do here to create this analysis/commentary?
You Try:
“The word ‘inhumane’ also serves to create a highly dramatic effect and add to the bitterness.”
The author characterizes the system not just as flawed, but “inhumane,” suggesting cruelty and unacceptable suffering. The choice of diction reinforces the irony of the examination process: the need to zip though and pass unfit students as healthy, all in the name of a win, sacrifices the very lives it is meant to save. Athletes are treated as less than human, indeed no better than animals.
What did I do here to create this analysis/commentary?

8. Weed #3—Use more text…still
More than you think!
Yes, this means pluck and plop
Why do we quote material?
The author uses a set of dashes to…
VS.
The author uses dashes when he discusses Bresnick’s death: “ignores the health—indeed the very lives—” The dash functions as…
Use at least one piece of text (minimum) for each element you analyze.
Rule of Thumb:

9. Why is the left sample more effective?
“Another stylistic approach the author took was to write a long sentence followed by a short, punch sentence. These short sentences pack the most punch, which in turn builds towards moving the reader’s emotions.”
“It is clear by the diction choices that the author’s tone is negative: “tragically inexcusable,” “unbelievably sloppy,” and “inhumane.”

10. Baby Weeds How to make a dash—oh!! Looky there!
Two hyphens (no spaces on either side) --
“[ignored] the health…”
No cheerleading
Not a summary

11. Roses!!
“The use of rhetorical questions throughout the entire passage—Who is to blame?—make the writing seems almost stream-of-consciousness…”

12. Roses!!
“The author’s last sentence is a final conclusion containing impact. This short, telegraphic sentence gives a good-bye effect, and explains that even through ‘Jimmy’ has passed away, in the end, they still love him no matter what.”

13. Roses!!
“The final sentence, ‘Jimmy, we loved you,’ offers some closure. Using the past tense form of ‘love’ suggests that the author has begun to accept the loss of their son, even if they are still grieving heavily. This also provides the effect that the author has said all they want to. They are done talking about what needs to be done and what has happened and only want to focus on celebrating the life of Jim.”

14. Roses!!
“The writer uses eight consecutive rhetorical questions: this is to illustrate their confusion, but also to list all the possibilities for who could be at fault. The questions are all the different questions that are in the writer’s head. These questions are what the writer is asking the world, and yet these questions do not have answers.”