JP was absent today.

In preparation for tomorrow's test on Unit 8, we first discussed Matthew's review homework from the AP site which was excellent. We noted how certain reading questions on tone and purpose are somewhat subjective while the composition questions are much clearer . Next, I reviewed the contents and techniques to employ in composing the argumentative essay. I reiterated the need to incorporate evidence and provided examples of the types of evidence that can support a thesis. I further explained how to earn sophistication points on the AP exam by employing concession and acknowledgment as a device. In this regard, I noted how transition words like "however, while , although , and nevertheless" can be used to acknowledge and distinguish opposing claims.

We reviewed and edited Matthew's rhetorical analysis essay. Matthew's tone, syntax , and diction remains impressive. However, we continue to develop thesis support. As the essay's thesis indicated a focus on pathos and ethos, I first directed Matthew's attention to an anecdote related by the speaker. Matthew quickly recognized this anecdote as a strong example of pathos and incorporated strong quotes from the speech into his essay. Likewise, we discussed the need to find support for the proposition that the speaker offers a global solution to the issue of terrorism. Matthew again did very well in locating a strong example to incorporate into the essay. I explained that this section of the speech also illustrated the speaker's organization or line of development, which is also a rhetorical device. We discussed how an essay that recognizes how devices overlap offers sophistication. By the end of our editing session, Matthew had composed a very strong rhetorical analysis essay.

We studied ,revised, and edited JP's rhetorical analysis essay . We noted a strong introduction and a thesis that outlined that the essay would address diction and pathos. I assisted JP in recognizing that his examples-rhetorical questions- did not clearly evidence either pathos or ethos. As such, we rewrote the paragraph to explain how each rhetorical question employed "we" as a means of demonstrating a shared value or experience with the intended audience-ethos. I then directed JP to a portion of the speech that evoked emotion or pathos and we discussed how to incorporate that example into the next paragraph. As JP had questions on how to draft a conclusion to this type of essay, we reviewed various options and approaches. JP will conclude his rewrite this evening.

We reviewed the elements of the rhetorical analysis essay during today's session. I placed on the board an outline of the essay's organization: 1. An introduction that identifies the exigence, occasion , and purpose of the passage 2. An identification of the writer's rhetorical choices such such as diction( including tone, connotation, allusion, metaphor). 3. an explanation as to why the choices are effective (or not) given the writer's audience and purpose. As the use of punctuation can likewise act as a rhetorical choice, we reviewed an AP practice MCQ on the use of punctuation that JP found challenging. I studied the passage with JP and explained the writer's use of dashes ,here to focus on a subset of facts. We discussed how the AP multiple choice answers can be very nuanced and addressed what specific words in the choice of answers suggested the correct response.

We reviewed the elements and organization of the rhetorical analysis essay during today's session, I outlined on the board: 1.elements in the introduction -exigence, occasion , purpose and audience and focused the need for the essay to explain how the writer's rhetorical choices are crafted to the audience.2.Rhetorical choices made by writers- diction ( metaphor, connotation, allusion tone), syntax, line of reasoning , punctuation and 3. How the foregoing are all intertwined with pathos, ethos, and logos. Matthew took notes on the foregoing and will use them as an outline for completing his essay on the rhetorical choices made by the Prime Minister of New Zealand in her speech in the aftermath of a terrorist attack.

JP was absent today.

Matthew was absent today.

As the textbook contains detailed strategies to employ in writing the rhetorical analysis essay, we first studied and discussed the book's organizational suggestions as well as its emphasis on tying the identified rhetorical choices of the writer to the specific audience. We specifically read and studied Congresswoman Shirley Chisolm's anti -war speech to Congress and critiqued a sample student essay analyzing this speech. JP discussed how the topic sentences in the student essay logically support the thesis but critically JP also noted how the evidence within the paragraphs did not support the topic sentences. We further noted where the student essay effectively quoted the speech to create pathos and where the quoted material appeared irrelevant . We further studied a series of sample thesis statements in the book noting how additional detail in the thesis strengthens a thesis statement . Last, we studied differing techniques to employ in drafting a conclusion to a rhetorical analysis essay.

We worked on developing the first paragraph of Matthew's rhetorical analysis essay . l provided instruction and suggestions for a first paragraph: identify the occasion, the audience, the exigence ,and the speaker's purpose. After we added this material into the essay ,we discussed how to use a thesis sentence to outline the areas that will be addressed in the body of the essay. Matthew will complete the essay for homework tonight.