Transcript AP Language and Composition

1st Grammar Unit and Voice Lessons
August 27 and 28
Place homework and forms on your desk, then
correct the grammar.
Underline nouns once and adjectives twice:
 Archeologists have documented trade between
eastern Africa and the Roman Empire around the
second century.
 According to an ancient travel book, markets in the
area sold various weapons and glass items from
southern Africa.
 In the eleventh and twelfth centuries, trade in ivory
and god funded the construction of stone citadels.
Diction Lesson
 Read the quote and answer the questions:
“As I watched, the sun broke weakly through, brightened the
rich red of the fawns, and kindled their white spots.” –E.B.
White, “Twins”
What kind of flame does kindled imply? How does this
verb suit the purpose of the sentence?
2. Would the sentence bet strengthened or weakened by
changing the sun broke weakly through to the sun burst
through? Explain how this change would affect the use of
kindled.
1.
Think of an advertisement, speech, article, or video that had an
effect on you (sadness, joy, pride, etc…). Tell us about it. Why
did it affect you this way?
Write this DOWN!
Speaker
Audience
Purpose
Introduction to Analysis:
SOAPSTone
 Subject
 Occasion
 Audience
 Purpose
 Speaker
 Tone
Background for our 1ST SOAPSTone
analysis: The initial letter
 The Riverside Church
January 19, 1936
My dear Dr. Einstein,
We have brought up the question: Do scientists pray? in our Sunday school
class. It began by asking whether we could believe in both science and religion.
We are writing to scientists and other important men, to try and have our own
question answered.
We will feel greatly honored if you will answer our question: Do scientists pray,
and what do they pray for?
We are in the sixth grade, Miss Ellis's class.
Respectfully yours,
Phyllis
The Response: Read for SOAPSTone
 Letter to Phyllis
SOAPSTone (Einstein’s letter)
 Subject: The explicit subject is whether or not scientists pray
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
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and what they pray for. Implicitly, the subject nature is faith.
Occasion: The occasion is the receipt of Phyllis Wright’s letter.
Audience: The primary audience is Phyllis. Although, the
formality hints that he knew this would be share with a wider
audience. (He won the Nobel Prize in Physics in 1921).
Purpose: Straightforwardly, it is to respond to the question. On
a deeper level, he seems to wish to expand her horizons to
understand that science and religion are not always antagonistic.
Speaker: The speaker is a scientist nearly 60 years old
responding to a girl around 12 years. (Wise speaker giving advice
to the younger.)
Tone: The speaker is caring yet cautious in his speech.
Examples?
Read the following for SOAPSTone
 9/11 Speech by George W. Bush (handout)
 How does your analysis compare?
Add to your Rhetorical triangle!
Ethos: Credibility and
trustworthiness of the speaker.
Logos: Reason for and
logical thinking
through writing.
Pathos: an appeal to
emotion, values,
desires, hopes, fears,
and/or prejudices.
Automatic Ethos. Read this speech
and describe how title may alter
ethos.
 Audio track
 PDF of the speech
Logos
 Counterargument: an anticipation of objections or
counterpoints strengthens your argument
 Ex: You think we should have longer off-campus
lunches. You realize someone may object; so, you state,
some may say that we students will just be irresponsible
and return late.
 Concession: an agreement that the counterargument is
logical
 Refutation (refute): the denial of part or all of the
counterargument.
Refute in Action-Where is it?
 We should have longer off campus lunches so that
students have healthier options, a mental health break
during school hours, and the ability to make new
friends with the leisure nature of free time. Some may
say that we students will just be irresponsible and
return late. Students sometimes take advantage of
freedom. However, students who have proven to be
responsible in the past will continue to be responsible
in the future and should be rewarded for their efforts
through all of the benefits of a longer off campus
lunch.
Analyze this!
 Logos (Handout)
Get in touch with your feelings!
 Pathos- an appeal to emotions
 Often propagandistic
 More polemical (strongly critical) than persuasive
Pathos in Media
 Dog’s Day
 Print Ads
 Social Awareness
Homework
 E-mail me BY 7:00PM tomorrow night an
advertisement, music video, speech, tv/movie clip,
short writing which exemplifies Ethos, Logos, and/or
Pathos.
 Your clip/writing must be appropriate. Your e-mail
must include your name, a link to the clip, and what
you choose to analyze (Ethos, Logos, Pathos).
 I will compile them, and you will explain it to the class
on our next meeting.