1. Journal 11/10/2016 ½ pg
What is one lesson in life you have learned that you will remember always? Who taught you that lesson? Why will you always remember?

2. Journal 11/15/2016 ½ page
What three words would you choose to describe yourself? Why are those words appropriate to describe your personality?

3. Journal 11/17/2016 ½ pg
Who do you think is the most interesting person in history? Why do you find them so interesting?

4. Rhetorical essay boot camp

5. Possible Rhetorical Analysis Prompts
Analyze an author’s view on a specific subject
Analyze rhetorical devices used by an author to achieve his or her purpose
Analyze stylistic elements in a passage and their effects
Analyze the author’s tone and how the author conveys this tone
Analyze the author’s purpose and how he or she achieves it

6. Things you need in order to follow the prompt
SOAPStone
Rhetorical Strategies Appeals (ethos, logos, pathos) Style (DIDLS)
Why did the author choose these strategies for the audience, occasion, and/or purpose? HOW and WHY?

7. Overall organization of Analysis Essay
Introduction (Rhetorical Precis)
Body Paragraph 1
Body Paragraph 2
Conclusion

8. Rhetorical precis
This is how we intro…This is how we intro…

9. Rhetorical Precis AKA the perfect intro
A Rhetorical Precis analyzes both the WHAT and the HOW of the piece.
It is a four sentence paragraph that blends summary and analysis
Each sentence requires specific information such as Author’s background information Author’s thesis statement HOW the author reaches that thesis Relationship author has with audience
This is vital in academic writing and especially the AP exam

10. Overall Format
1. Name of author, [optional: a phrase describing author], genre and title of work date in parentheses (additional publishing information in parentheses or note); a rhetorically accurate verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.); and a THAT clause containing the major assertion (thesis statement) of the work An explanation of how the author develops and/or supports the thesis, usually in chronological order A statement of the author’s apparent purpose followed by an “in order to” phrase A description of the intended audience and/or the relationship the author establishes with the audience.

11. Rhetorical Precis Sentence Number 1
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).
EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry argues that "...women generally do not think of their looks in the same way that men do" (4).
EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry satirizes the unnecessary ways that women obsess about their physical appearance.

12. Rhetorical Precis Sentence Number 2
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.
EXAMPLE
Barry illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good enough"), by contrasting female role models (Barbie, Cindy Crawford) with male role models (He-Man, Buzz-Off), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures).

13. Rhetorical Precis Sentence Number 3
analyzes the author's purpose using an in order to statement
EXAMPLE
He exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; to this end, Barry claims that men who want women to "look like Cindy Crawford" are "idiots"(10), implying that women who adhere to the Crawford standard are fools as well.

14. Rhetorical Precis Sentence Number 4
Describes the essay's target audience and characterizes the author's relationship with that audience—or the essay's tone
EXAMPLE
Barry ostensibly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to women as well, hoping to convince them to stop obsessively "thinking they need to look like Barbie" (8).

15. Put it all together and…
In "The Ugly Truth about Beauty" (1998), Dave Barry argues that ". . . women generally do not think of their looks in the same way that men do"(4). Barry illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good enough"), by contrasting female role models (Barbie, Cindy Crawford) with male role models (He-Man, BuzzOff), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures). He exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; in fact, Barry claims that men who want women to "look like Cindy Crawford" are "idiots" (10). Barry ostensibly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to both genders and hopes to convince women to stop obsessively "thinking they need to look like Barbie" (8).

16. Now let’s practice our own…

17. Analysis of ALL the things
Body paragraphs
Analysis of ALL the things

18. Body Paragraphs EVERY Analysis Essay MUST:
This is the analysis part! This is where you include a detailed explanation of strategies used by the writer.
When writing an analysis, it is crucial that you work chronologically through the text.
EVERY Analysis Essay MUST:
Identify the part of the text you are analyzing by using transition words and strong verbs to explain what is being said Identify the strongest rhetorical strategies used in that particular section. This includes incorporating specific text examples into your own words. Do NOT try to discuss every strategy the writer uses; pick the strongest!
Clearly and specifically explain how the rhetorical strategies are used to help the writer achieve his purpose and reach his audience.

19. Body Paragraph Formula
The first sentence identifies which section of the text you are discussing and the main idea of that section.
(Writer’s last name) (transition word) his/her (type of text) by (strong verb) that (main idea of this section of the text).
Reagan begins his tribute to the Challenger astronauts by acknowledging that the shuttle accident has appropriately postponed his planned State of the Union address and by expressing the depth of his and his wife’s personal grief.

20. Body Paragraph Formula
The second sentence conveys the writer’s support for the main idea by identifying and providing a specific example for one rhetorical strategy used by the writer.
[This sentence is repeated if you want to discuss more than one rhetorical strategy.]
He appeals to the mournful emotions of the audience by admitting that he and Nancy are “pained to the core” (3), that today is rightfully a “day for mourning and remembering” (2-3), and that the accident is “truly a national loss” (4).

21. Body Paragraph Formula
The third sentence explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his purpose by using an in order to statement.
He joins in this time of mourning in order to unify the nation and humbly admit that “we share this pain with all of the people of our country” (4).
The fourth sentence identifies the effect of the writer’s use of these rhetorical strategies on the audience.
This outpouring of emotion from the president conveys a calming tone that reassures the Nation that their grief is both understandable and proper.

22. Put it all together and…
Reagan begins his tribute to the Challenger astronauts by acknowledging that the shuttle accident has appropriately postponed his planned State of the Union address and by expressing the depth of his and his wife’s personal grief. He appeals to the mournful emotions of the audience by admitting that he and Nancy are “pained to the core” (3), that today is rightfully a “day for mourning and remembering” (2-3), and that the accident is “truly a national loss” (4). He joins in this time of mourning in order to unify the nation and humbly admit that “we share this pain with all of the people of our country” (4). This outpouring of emotion from the president conveys a calming tone that reassures the Nation that their grief is both understandable and proper.

23. Conclusion
The conclusion of a rhetorical analysis is an opportunity to sum up your argument and express the significance of the patterns and techniques you found in the work you analyzed. A well-written conclusion will go beyond simply repeating and summarizing your analysis .
Summarize what the work you analyzed accomplishes, such as persuading the audience to believe a certain idea or portraying a certain political party in an admirable or absurd light.
Summarize how the work you analyzed accomplished its goal. For example, the author or speaker may have used evidence-based arguments illustrated with emotionally evocative personal anecdotes. If the work did not accomplish its goal, summarize why it failed.

24. Example….
Though Grose begins the essay by effectively persuading her readers of the unfair distribution of home-maintenance cleaning labor, she loses her power in the end, where she most needs to drive home her argument. Readers can see the problem exists in both her marriage and throughout the world; however, her shift to humor and sarcasm makes the reader not take the problem as seriously in the end. Grose could have more seriously driven home the point that a woman’s work could be done: by a man.