1. 12/11/14
Do Now:
Take out your “Just Walk on By: Black Men and Public Space” and rhetorical devices definition sheet.
Homework:
- None
Content Objective (What): Students will gain understanding of how a writer uses rhetoric to construct and defend a claim.
Language Objective (How): Students will read and annotate “Just Walk on By: Black Men and Public Space” in order to identify rhetorical devices and techniques.

2. Literary Terms v.s. Rhetorical Devices
Literary Terms: (Think Literature)
Language as an artistic medium
To determine if that same technique is a literary device, you can ask "Is the author using this technique to make the reader/listener see something in a new way?"
Rhetorical Devices: (Think Rhetoric)
Language to persuade
To determine whether a specific technique is a rhetorical device, you can ask "Is the author using this technique to persuade the reader/listener to think a certain way?"

3. Chunk 1:
Learning Focus: How does a writer use rhetoric to construct and defend a claim?
My first victim was a woman –white, well dressed, probably in her early twenties. I came upon her late one evening on a deserted street in Hyde Park, a relatively affluent neighborhood in an otherwise mean, impoverished section of Chicago. As I swung onto the avenue behind her, there seemed to be a discreet, uninflammatory distance between us. Not so. She cast back a worried glance. To her, the youngish black man –a broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a bulky military jacket –seemed menacingly close. After a few more quick glimpses, she picked up her pace and was soon running in earnest. Within seconds she disappeared into a cross street.
What is the
effect of this opening sentence?
What rhetorical strategy does the other use in the second sentence? What effect does it have?
How does the writer describe the setting? What effect does this create?
What is implied in this phrase?
How is the meaning enhanced by the following sentence?
What effect is created by using only two words?
What is the purpose of this detailed description?
What is inferred by the woman’s reaction?

4. Learning Focus: How does a writer use rhetoric to construct and defend a claim?
That was more than a decade ago, I was twenty-two years old, a graduate student newly arrived at the University of Chicago. It was in the echo of that terrified woman's footfalls that I first began to know the unwieldy inheritance I'd come into -the ability to alter public space in ugly ways. It was clear that she thought herself the quarry of a mugger, a rapist, or worse. Suffering a bout of insomnia, however, I was stalking sleep, not defenseless wayfarers. As a softy who is scarcely able to take a knife to a raw chicken–let alone hold one to a person's throat –I was surprised, embarrassed, and dismayed all at once. Her flight made me feel like an accomplice in tyranny. It also made it clear that I was indistinguishable from the muggers who occasionally seeped into the area from the surrounding ghetto. That first encounter, and those that followed, signified that a vast, unnerving gulf lay between nighttime pedestrians – particularly women –and me. And I soon gathered that being perceived as dangerous is a hazard in itself. I only needed to turn a corner into a dicey situation, or crowd some frightened, armed person in a foyer somewhere, or make an errant move after being pulled over by a policeman. Where fear and weapons meet –and they often do in urban America –there is always the possibility of death.

5. What is the writer’s claim in Chunk 1?
Learning Focus: How does a writer use rhetoric to construct and defend a claim?
flashback
That was more than a decade ago, I was twenty-two years old, a graduate student newly arrived at the University of Chicago. It was in the echo of that terrified woman's footfalls that I first began to know the unwieldy inheritance I'd come into -the ability to alter public space in ugly ways. It was clear that she thought herself the quarry of a mugger, a rapist, or worse. Suffering a bout of insomnia, however, I was stalking sleep, not defenseless wayfarers. As a softy who is scarcely able to take a knife to a raw chicken–let alone hold one to a person's throat –I was surprised, embarrassed, and dismayed all at once. Her flight made me feel like an accomplice in tyranny. It also made it clear that I was indistinguishable from the muggers who occasionally seeped into the area from the surrounding ghetto. That first encounter, and those that followed, signified that a vast, unnerving gulf lay between nighttime pedestrians – particularly women –and me. And I soon gathered that being perceived as dangerous is a hazard in itself. I only needed to turn a corner into a dicey situation, or crowd some frightened, armed person in a foyer somewhere, or make an errant move after being pulled over by a policeman. Where fear and weapons meet –and they often do in urban America –there is always the possibility of death.
analogy; serves to contrast the woman’s perception of the author vs. how he sees himself.
Pathos-we feel sympathetic toward the writer who is falsely judged
What is the writer’s claim in
Chunk 1?

6. Annotating Guidelines
Mark the text using annotating strategies to help you determine the writer’s claim in chunk 1.
Pay attention to each sentence. How does one sentence build on the other?
Circle particular words and phrases that stand out to you? Consider their effect.
Identify as many literary elements/techniques and rhetorical devices as you can.
Ask questions in your annotations if you do not understand something.
Why does the author use the literary elements/techniques and rhetorical devices to create his claim?

7. Chunk 2:

8. Chunk 3: Literary terms and rhetorical strategies the writer uses to construct and defend his claim
Literary terms and techniques
Rhetorical Devices
characterization
setting
flashback
internal conflict
external conflict
mood
tone
irony
first person point of view
compare and contrast
analogy
Imagery
cause and effect
juxtaposition
diction
inference
pathos
syntax
style

9. Rhetorical Strategies
Diction: word choice an author uses to persuade or convey tone, purpose, or effect Syntax: the way words are put together to form phrases and ideas Analogy: comparing two different things that have some similar characteristics (think simile & metaphor) Comparison/Contrast: two or more things are compared by showing similarities and/or differences Juxtaposition: location of one thing adjacent to another to create an effect or reveal an attitude. Cause and Effect: setting up an argument in which the narrator provides a cause (a reason why something happens) and then the subsequent effect(s) (what happens as a result).

10. Chunk 3:

11. Chunk 4: Literary terms and rhetorical strategies the writer uses to construct and defend his claim
Literary terms and techniques
Rhetorical Devices
characterization
setting
flashback
internal conflict
external conflict
mood
tone
irony
first person point of view
compare and contrast
analogy
Imagery
cause and effect
juxtaposition
diction
inference
pathos
syntax
style

12. Chunk 4:

13. Chunk 5: Literary terms and rhetorical strategies the writer uses to construct and defend his claim
Literary terms and techniques
Rhetorical Devices
characterization
setting
flashback
internal conflict
external conflict
mood
tone
irony
first person point of view
compare and contrast
analogy
Imagery
cause and effect
juxtaposition
diction
inference
pathos
syntax
style

14. Chunk 5:

15. What is the central idea of this text?
Judgment based on race can effect your everyday life
Raising awareness about racism
Breaking the stereotype
Adapting to stereotypes to survive

16. Bringing It All Together: