1. AP – 4 November 2015 Homework (note this!) Bellwork (do this!)
Read Into the Wild with scholarly attention by Nov. 9
Your timed writing + reflection + timed writing needs to be turned in to me by tomorrow or it will be a Z if you missed class Mon. or Tues.
Look over the handout you picked up on your way in. Try to identify what part of the prompt/passage I mean when I say “BIG question.”

2. Today’s Activity
Today we will discuss and practice strategies for planning on the rhetorical analysis task by looking at an actual AP rhetorical analysis prompt

3. The Prompt
The prompt will contain the information the test writers believe you need to write a successful essay, including the T-A-G:
T = title (if there is one)
A = author (there will be one)
G = genre (what kind of written piece it is)
They will also include contextual information they think you might need to fully understand the passage.

4. This Prompt Please read the prompt. As you read, identify: T-A-G
Any contextual information you think could help you understand the passage and/or write about it effectively

5. This Prompt
T: no official title; I’d call it “Florence Kelley’s speech to the NAWSA”
A: Florence Kelley (social worker and reformer)
G: speech (to women’s suffrage association)
Context:
Women don’t have the vote yet (or there wouldn’t be a women’s suffrage association convention, right?) (helps with audience and purpose)
Speech is in 1905 (helps with exigence and audience)
Kelley was a social worker and reformer who succeeded in improving working conditions for people (helps me with exigence and purpose)

6. BIG question
The BIG question comes from the prompt and will be about the author’s overall purpose
THIS prompt says “analyze the rhetorical strategies Kelley uses to convey her message about child labor to her audience.”
So, the place where it discusses her purpose is the part that says “to convey her message about child labor to her audience.”
SO, what I need to ask to determine her purpose is “What is Kelley’s message about child labor?”
When I answer that, I will be on the path to purpose.

7. little question
The little question (which is really a command) comes from the prompt and will be about the author’s strategies
THIS prompt says “analyze the rhetorical strategies Kelley uses to convey her message about child labor to her audience.”
So, the place where it discusses her strategies is the part that says “analyze the rhetorical strategies Kelley uses.”
SO, this prompt tells me to “Analyze the rhetorical strategies Kelley uses.”
If I do that, I’m answering the little question.

8. Why BIG and little? The BIG question is far more important
The focus of a rhetorical analysis paper should be on the author’s overall purpose, not the devices in the paper
If you get the purpose wrong, you get the whole thing wrong
Also, if you list devices without discussing purpose, you’re doing it wrong
SO, when you’re planicking (planning + panicking) on an RA TW, remember to focus on the overall purpose.

9. SO. Now we have identified important information in the prompt
We’ve identified our BIG and little questions
We’re ready to read the passage… in a sec.

10. While you read Think like the author.
“Ok, I’m giving this speech to the NAWSA in July. What do I want to talk about? How should I sound? What should I emphasize? What is my goal overall? How will I achieve it? I sure do hate child labor. I’ll talk about that. How can I relate this audience to child labor??”
Focus on identifying Kelley’s purpose
Don’t forget her context and audience
Think like Kelley:
What is she trying to make her audience understand or realize?
How is what she writes influenced/inspired by what she wants her audience to realize?
Read the passage, annotating for both purpose and strategies that develop that purpose
Keep a close eye out for patterns in her strategies.

11. What did you see? I hope that you noticed:
Kelley is against child labor
Kelley thinks women can help stop child labor
Kelley’s speech charges her audience with a responsibility to help end child labor
SOME strategies*:
Pathos is all up over around and through this passage; guilting the audience is a big strategy
She relates the audience to child labor by discussing their clothes and how their daily routines compare to those of child laborers
She also explains what certain ages of children are doing, which may make mothers in the audience think of their own children
Imagery contributes to the pathos
Syntax emphasizes multitude of wrongdoings
Logos: She provides evidence and data throughout the speech to establish that child labor is a concern nationwide
States, laws, ages of children, etc. – “detail”
Ethos: She builds credibility with data and by “we” and “our” and “us”-ing the audience – she isn’t maudlin, just truthful

12. * strategies
My list on the previous slide was NOT exhaustive. You could talk about TONS of things!
Why she chose a speech for her message about child labor
How she organized her ideas (What does she do in the beginning? What does she do in the middle? How does she end her speech?)
Other specific devices that convey her purpose (She uses a lot of ?s, doesn’t she? Hmm, why is that? How do those affect her audience?)
Any passage you see on the AP RA task will have a bevy of devices so rich you will not be able to address them all.

13. Next up! The charts on the back.
Let’s practice connecting BIG question to little question by filling in the blanks on the chart.
Left column: Statements of purpose
Right column: Identify strategies she uses to achieve those purposes
Below the chart: In addition to her immediate audience, who would Kelley plan to reach through this speech? (Please do not say “anyone who can read.” That answer is too general to mean much.)