Your SlideShare is downloading. ×
My ap eng language rhetorical analysis helpers to edit
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

My ap eng language rhetorical analysis helpers to edit

312

Published on

Published in: Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
312
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Rhetorical analysis is different than literary analysis. The focus is on how an author’s choices shaped the content to affect an intended audience. That is the focus of the Rhetorical Analysis essay!!
  • 2. RHETORICAL PRÉCIS (**See your handout on Words for Talking about Language) In this _________________ ___________________, author (tone adjective) (noun) ____________________ ________________________ (tone verb) summary of argument IN ORDER TO ________________________________. (statement of purpose) A starting point for rhetorical analysis begins with the précis:
  • 3. The Chief Reader, Marilyn Elkins, provided the following advice after the 2001 AP Reading: Students should read essay prompts as texts, making certain that they have understood what they are being asked to do before they begin writing. Tell your students that they must first decipher a text's meaning; then, and only then, can they go on a successful search for strategies and techniques. To begin without doing so leads to a list of parts that may be only tangentially related to the primary effect of the text. Such approaches generally lack insight about the relationship between the parts and the whole, and are often rather superficial in their observations.
  • 4. Students need to understand the difference between "telling" details and details that merely pad arguments. Make sure they understand that more details are not necessarily better, and that three examples may or may not be better than two. Don't require students to refer to novels or other literary texts to gain credence for their arguments. Instead, teach them to use evidence for which they can clearly articulate their rationale. This approach produces the best evidence, regardless of its source. No matter how high-minded some evidence may sound, it is simply not convincing if the writer cannot fully explain its relevance.
  • 5. Rhetorical Analysis Question 2: What is expected from College Board

×