We continued parsing Clare Luce's speech to the Washington press corps by identifying her strategic use of tone, diction, and allusion to achieve her purpose of diplomatically criticizing journalists . After we identified the employed techniques, I assisted JP in drafting the first two paragraphs of his rhetorical analysis. We edited his introductory paragraph to limit its scope to the speaker's rhetorical situation -exigence, purpose, and occasion- and then discussed how to weave the specific techniques previously discussed into a second paragraph. I provided model sentences and made word choice comments in order to get JP started as he still encounters challenges in formally verbalizing his ideas. He will complete his writing exercise this evening.

We continued parsing Clare Luce's speech to the Washington press club by identifying the use of parallel structure, and repetition . We further discussed how her diction creates a light tone.I emphasized how the rhetorical analysis essay must further address why and how the rhetorical devices are crafted to the audience and to the speaker's purpose. I then distributed student essays from the College Board that analyzed this speech for the 2017 exam. We explored the highest graded essay and what made that essay cogent , developed, and organized. Matthew found this exercise very helpful ,especially reading the comments of the readers who scored the essay.

We analyzed Clare Luce's speech to the Washington DC press core in order to prepare a rhetorical analysis. As we have previously addressed explaining the rhetorical situation of the speaker in the first paragraph we began by noting the exigence, occasion, audience and purpose of the speech. As the speaker has been charged with speaking about what is wrong with journalism to an audience of journalists, we identified how diction establishes the humorous tone of the speaker . Again, noting diction ,we identified language that establishes ethos or shared values of the speaker and the audience. Given the delicate purpose of the speech, to critique the audience, we explored the importance of ethos and tone . I further explained the allusions to Billy Graham and how that allusion in context also establishes a light tone. Last, we addressed the speaker's line of reasoning and why that technique is apt given the audience and the purpose of the speech.

After we reviewed the rhetorical choices Lincoln made in delivering the Gettsburg Address, I distributed a model rhetorical analysis essay and discussed and demonstrated how to draft an opening paragraph that addresses the rhetorical situation. We then analyzed Claire Booth's 1960 speech to the Washington Press Club. We examined the rhetorical situation and identified the following rhetorical choices: line of reasoning, tone, diction, and syntax. I placed these techniques on the board and discussed how the speaker molded her rhetorical choices to her audience . We further examined why these choices were effective given the purpose of the speech..

During today's introductory session to Unit 8- the rhetorical analysis essay- on the board I outlined the elements that reflect the writer's rhetorical choices. I first outlined a technique for drafting the introductory paragraph by identifying the rhetorical situation: purpose,exigence, and audience. I then listed and discussed elements that evidence a writer's rhetorical choices such as diction, tone, syntax, punctuation, logos, ethos, and pathos. I emphasized that when crafting the rhetorical analysis essay the commentary should explain how the writer employed the rhetorical choices to advance his purpose and how the choices reflect the writer's awareness of his audience. JP took notes on today's session which he will reference as a checklist when drafting his essays for this unit.

During the first segment, I drafted a model response to an AP rhetorical analysis prompt as a basis for instruction. I discussed and demonstrated how to write an introduction that highlights the rhetorical situation-occasion, exigence and purpose. I further discussed and then demonstrated how to write a thesis statement for the rhetorical analysis essay- in my example addressing diction , syntax ,and tone. I further drafted a paragraph on the use of diction and demonstrated how to embed quotes in the essay. During the second segment, we worked on an AP MCQ exercise on diction and tone thereby addressing in this session both how to address the rhetorical analysis essay writing and how the AP exam tests an understanding of diction and tone in the multiple choice questions.

JP took the final test on Unit 7 during today's session.

We first reviewed my comments to Matthew's argumentative essay and discussed how the essay could be improved by adding personal anecdotes and by defining terms critical to the argument. We then began studying Unit 8-the rhetorical analysis essay. I provided instruction on elements to address in response to this essay prompt. Specifically, I first reviewed the elements of the rhetorical situation-writer,audience,and purpose- and suggested addressing these elements in the opening paragraph . I then outlined on the board the types of rhetorical choices writers make such as diction, syntax, and tone. I further provided examples of each as well as how these rhetorical choices can be employed to create logos, ethos, and pathos.

We continued instruction and editing of JP's argumentative essay on self-determination. I first provided a review and instruction on elements to incorporate into a conclusion which for JP's essay included a statement as to why his thesis is important . We then focused on how to use and argue historical evidence. As JP had difficulty articulating his ideas, I provided a number of model sentences and transitions followed by commentary explaining how the evidence proved the thesis. We spent additional time discussing how to write and to organize commentary that ties back to the writer's main claim. Based on class instruction, JP worked on completing his essay in class .

Matthew was absent today.