Transcript Rhetorical essay boot camp - Ms. Waldo`sELA

Journal 11/10/2016 ½ pg
■ What is one lesson in life you have learned that you
will remember always? Who taught you that lesson?
Why will you always remember?
Journal 11/15/2016 ½ page
■ What three words would you choose to describe
yourself? Why are those words appropriate to
describe your personality?
Journal 11/17/2016 ½ pg
Who do you think is the most interesting
person in history? Why do you find them so
interesting?
RHETORICAL ESSAY
BOOT CAMP
Possible Rhetorical Analysis Prompts
■ Analyze an author’s view on a specific subject
■ Analyze rhetorical devices used by an author to achieve his or her
purpose
■ Analyze stylistic elements in a passage and their effects
■ Analyze the author’s tone and how the author conveys this tone
■ Analyze the author’s purpose and how he or she achieves it
Things you need in order to follow the
prompt
■ SOAPStone
■ Rhetorical Strategies
Appeals (ethos, logos, pathos)
Style (DIDLS)
■ Why did the author choose these strategies for the audience, occasion, and/or
purpose?
HOW and WHY?
Overall organization of Analysis Essay
■ Introduction (Rhetorical Precis)
■ Body Paragraph 1
■ Body Paragraph 2
■ Conclusion
RHETORICAL PRECIS
This is how we intro…This is how we intro…
Rhetorical Precis AKA the perfect intro
■ A Rhetorical Precis analyzes both the WHAT and the HOW of the piece.
■ It is a four sentence paragraph that blends summary and analysis
■ Each sentence requires specific information such as
Author’s background information
Author’s thesis statement
HOW the author reaches that thesis
Relationship author has with audience
■ This is vital in academic writing and especially the AP exam
Overall Format
1. Name of author, [optional: a phrase describing author], genre and title of work date in
parentheses (additional publishing information in parentheses or note); a rhetorically accurate
verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.); and a THAT clause containing
the major assertion (thesis statement) of the work.
2. An explanation of how the author develops and/or supports the thesis, usually in chronological
order.
3. A statement of the author’s apparent purpose followed by an “in order to” phrase.
4. A description of the intended audience and/or the relationship the author establishes with the
audience.
Rhetorical Precis Sentence Number 1
■ Identifies the essay's author and title, provides the article's date in
parenthesis, uses some form of the verb says (claims, asserts,
suggests, argues—) followed by that, and the essay's thesis
(paraphrased or quoted).
EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry argues
that "...women generally do not think of their looks in the same way that
men do" (4).
EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry satirizes
the unnecessary ways that women obsess about their physical
appearance.
Rhetorical Precis Sentence Number 2
■ Conveys the author's support for the thesis (how the author develops
the essay); the trick is to convey a good sense of the breadth of the
author’s support/examples, usually in chronological order.
EXAMPLE
Barry illuminates this discrepancy by juxtaposing men's perceptions of
their looks ("average-looking") with women's ("not good enough"), by
contrasting female role models (Barbie, Cindy Crawford) with male role
models (He-Man, Buzz-Off), and by comparing men's interests (the Super
Bowl, lawn care) with women's (manicures).
Rhetorical Precis Sentence Number 3
■ analyzes the author's purpose using an in order to statement
EXAMPLE
He exaggerates and stereotypes these differences in order to prevent women from so
eagerly accepting society's expectation of them; to this end, Barry claims that men who
want women to "look like Cindy Crawford" are "idiots"(10), implying that women who
adhere to the Crawford standard are fools as well.
Rhetorical Precis Sentence Number 4
■ Describes the essay's target audience and characterizes the author's relationship
with that audience—or the essay's tone
EXAMPLE
Barry ostensibly addresses men in this essay because he opens and closes the essay
directly addressing men (as in "If you're a man...”) and offering to give them advice in a
mockingly conspiratorial fashion; however, by using humor to poke fun at both men and
women’s perceptions of themselves, Barry makes his essay palatable to women as well,
hoping to convince them to stop obsessively "thinking they need to look like Barbie" (8).
Put it all together and…
In "The Ugly Truth about Beauty" (1998), Dave Barry argues that ". . . women
generally do not think of their looks in the same way that men do"(4). Barry
illuminates this discrepancy by juxtaposing men's perceptions of their looks
("average-looking") with women's ("not good enough"), by contrasting female role
models (Barbie, Cindy Crawford) with male role models (He-Man, BuzzOff), and
by comparing men's interests (the Super Bowl, lawn care) with women's
(manicures). He exaggerates and stereotypes these differences in order to
prevent women from so eagerly accepting society's expectation of them; in fact,
Barry claims that men who want women to "look like Cindy Crawford" are "idiots"
(10). Barry ostensibly addresses men in this essay because he opens and
closes the essay directly addressing men (as in "If you're a man...”) and offering
to give them advice in a mockingly conspiratorial fashion; however, by using
humor to poke fun at both men and women’s perceptions of themselves, Barry
makes his essay palatable to both genders and hopes to convince women to
stop obsessively "thinking they need to look like Barbie" (8).
Now let’s practice our own…
BODY PARAGRAPHS
Analysis of ALL the things
Body Paragraphs
■ This is the analysis part! This is where you include a detailed explanation of
strategies used by the writer.
■ When writing an analysis, it is crucial that you work chronologically through the text.
EVERY Analysis Essay MUST:
Identify the part of the text you are analyzing by using transition words and strong verbs
to explain what is being said.
Identify the strongest rhetorical strategies used in that particular section. This includes
incorporating specific text examples into your own words. Do NOT try to discuss every
strategy the writer uses; pick the strongest!
Clearly and specifically explain how the rhetorical strategies are used to help the writer
achieve his purpose and reach his audience.
Body Paragraph Formula
■ The first sentence identifies which section of the text you are discussing and the
main idea of that section.
(Writer’s last name) (transition word) his/her (type of text) by (strong verb) that (main
idea of this section of the text).
Reagan begins his tribute to the Challenger astronauts by acknowledging that the
shuttle accident has appropriately postponed his planned State of the Union address
and by expressing the depth of his and his wife’s personal grief.
Body Paragraph Formula
■ The second sentence conveys the writer’s support for the main idea by identifying
and providing a specific example for one rhetorical strategy used by the writer.
[This sentence is repeated if you want to discuss more than one rhetorical strategy.]
He appeals to the mournful emotions of the audience by admitting that he and Nancy
are “pained to the core” (3), that today is rightfully a “day for mourning and
remembering” (2-3), and that the accident is “truly a national loss” (4).
Body Paragraph Formula
■ The third sentence explains how the rhetorical strategies you discussed in the
previous sentences help the writer achieve his purpose by using an in order to
statement.
He joins in this time of mourning in order to unify the nation and humbly admit that “we
share this pain with all of the people of our country” (4).
■ The fourth sentence identifies the effect of the writer’s use of these rhetorical
strategies on the audience.
This outpouring of emotion from the president conveys a calming tone that reassures
the Nation that their grief is both understandable and proper.
Put it all together and…
Reagan begins his tribute to the Challenger astronauts by acknowledging
that the shuttle accident has appropriately postponed his planned State
of the Union address and by expressing the depth of his and his wife’s
personal grief. He appeals to the mournful emotions of the audience by
admitting that he and Nancy are “pained to the core” (3), that today is
rightfully a “day for mourning and remembering” (2-3), and that the
accident is “truly a national loss” (4). He joins in this time of mourning in
order to unify the nation and humbly admit that “we share this pain with
all of the people of our country” (4). This outpouring of emotion from the
president conveys a calming tone that reassures the Nation that their
grief is both understandable and proper.
Conclusion
■ The conclusion of a rhetorical analysis is an opportunity to sum up your argument
and express the significance of the patterns and techniques you found in the work
you analyzed. A well-written conclusion will go beyond simply repeating and
summarizing your analysis .
■ Summarize what the work you analyzed accomplishes, such as persuading the
audience to believe a certain idea or portraying a certain political party in an
admirable or absurd light.
■ Summarize how the work you analyzed accomplished its goal. For example, the
author or speaker may have used evidence-based arguments illustrated with
emotionally evocative personal anecdotes. If the work did not accomplish its goal,
summarize why it failed.
Example….
Though Grose begins the essay by effectively persuading her readers of
the unfair distribution of home-maintenance cleaning labor, she loses her
power in the end, where she most needs to drive home her argument.
Readers can see the problem exists in both her marriage and throughout
the world; however, her shift to humor and sarcasm makes the reader not
take the problem as seriously in the end. Grose could have more
seriously driven home the point that a woman’s work could be done: by a
man.