Rhetorical Analysis

As an introduction to rhetoric (or the art of argument), we read an essay and identified the what (the strategies and structural concerns) and the why (the purpose). Rhetorical analysis, simply put, is the "what" and the "why." For instance, you noted that the author uses an anecdote of Jodi in the first two paragraphs and analyzed the contrasting diction. Then, you expressed the reasons: to create a relatable scenario for a hook and reflect the theme of the essay regarding economic strife.

In continuance, we began our review of rhetorical strategies -- from the three musketeers of logos, ethos, pathos to other considerations of diction, syntax, tone.

We will finish our review of these terms tomorrow. Then, you will have an independent rhetorical analysis. You will approve of the topic.

C/C Assessment

The compare and contrast St. Louis assessment was the featured item on today's agenda. If you were absent, you will need to make other arrangements to  make up this significant assessment.

Enjoy your weekend! We have 2 essays left for this class!

C/C Extravaganza

In order to prepare for your compare and contrast assessment on Friday, we practiced basis, introductions, and body paragraphs on a variety of topics.

If you were absent, you will need to create bases for these topics: spiders/snakes, 2 celebrities (you must select the specific celebrities first) and movies/novels. Then, you will select one basis and write an introductory paragraph. Then, you will select a second basis and construct a body paragraph. Then, you will select the third and last basis to construct a body paragraph. If you choose not to complete these paragraphs, you will not receive participation credit for Wednesday's class.

Be ready for your timed writing on Friday -- you will be able to use your group notes to assist your writing.

Student Evaluation

To mix up evaluation of paragraphs, students were responsible for critiquing (or "tearing apart" as one person commented) the compare and contrast writing. Overall, the common criticism revolved around using specific diction and providing specific examples to illustrate the ideas. As a result of these lackluster paragraphs, we will spend tomorrow practicing compare and contrast writing using the topics that you wrote on the communal board.

Outside of class, make sure you complete your St. Louis locale notes. The prompt will be on Friday.

The Last Quest

Our vocabulary enrichment is now behind us as we concentrate on compare and contrast writing. Groups resumed their team essay writing on learning and teaching with the final draft turned in today. During tomorrow's class, we will evaluate these essays and then have the remainder of the time to finish your research our St. Louis locales for the group research assignment.

Team Compare/Contrast

The first part of our class revolved around vocabulary and the competitive review of the units 1-5. The final vocabulary champion is Rowan. Don't forget to prep for the vocab quest on Monday.

Next, we began our team compare/contrast essay on the topics of learning versus teaching. In groups, you spent time constructing a basis to prepare for the writing process, determined a thesis statement for the group's writing, outlined body paragraphs, and began your individual paragraph writing. After our quest on Monday, we will be working on the completion of the team essay. 

As you have a three day weekend coming up, don't forget to that you can visit all the local area attractions assigned for your compare and contrast research!

The River & Conversation

The last four vocabulary words are in the books. Tomorrow, we will have a super review covering all 5 units. Monday, we will have the Vocabulary Quest covering all of our vocabulary.

In addition to our ever-evolving vernacular, we read two texts to analyze compare and contrast writing: "Two Ways of Seeing a River" by Twain and "Sex, Lies, and Conversation" by Tannen. While we did focus on basis, thesis, and organization, we also discussed some of the topics as well. In addition to analyzing how experience alters the perspective of a river boat captain or a doctor, we discussed how seniors in high school have changed their perspectives over 12 years of education. We also looked at our interlocutor patterns to determine how women and men differ in their expectations of conversational partners.

And, last but certainly not least, you were assigned the group research component for the compare/contrast essay. Your research is due next Wednesday so that I may make copies for your group and for the eventual individual compare and contrast in-class writing prompt.

One more day until our three day weekend! I hope you take the opportunity to visit your research locations.