Response To Joan
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This document provides advice on organizing a rhetorical analysis of Joan of Arc using the rhetorical appeals of logos, ethos, and pathos. It recommends structuring one's thinking around these appeals and avoiding a chronological recounting of the source text. Instead, it suggests categorizing quotes and clarifying their purpose, audience, and underlying strategic intention.
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This document discusses combining an AP Language and Composition class with an AP Seminar class into a single course. It notes that both classes focus on creating strong arguments and learning how to find and assess the truth. The combined course would prepare students to take both the AP Language and AP Seminar exams. It would require students to complete the requirements for both classes, including group and individual projects and presentations for Seminar, and essays and multiple choice for Language. The goals are for students to learn how to make convincing arguments, understand different perspectives on issues, and earn college credits through their exam scores. Policies for the combined class are also outlined.
Intro to ap sem and lang
This document discusses combining AP Language and Composition with AP Seminar into a single class. It would require students to complete the requirements for both AP exams, including essays, presentations, and research for two yearlong projects. The goal is for students to learn how to create strong arguments, think critically about issues, and resist manipulation. Completing both AP classes would provide skills in research, argumentation, and collaboration that are part of the AP Capstone diploma program. The schedule outlines working on group and individual projects throughout the school year and completing exams and portfolios in May and June.
Bridges 6 traits intro
This document discusses using the "Six Traits + 1" framework to evaluate writing skills. It breaks down writing into six traits: Ideas, Voice, Sentence Fluency, Word Choice, Organization, and Conventions. An additional trait of Research is included. Examples are provided for each trait to illustrate strengths and weaknesses. The framework can be used to assess writing on a scale of 1 to 10 for each trait in order to identify areas to improve.
Claims4
The document outlines 6 types of arguments: 1) categorical arguments that determine if something is or isn't, 2) definitional arguments where the definition is contested, 3) cause/consequence arguments about what causes what, 4) metaphor arguments that compare things, 5) evaluation arguments about what is good or bad, and 6) proposal arguments about what should be done. It then provides examples that name the type of argument for various claims about steroid use, toy factories, college athletes, and 9/11.
Intro to ap sem and lang
This document discusses two Advanced Placement courses that combine multiple subjects: AP Language and Composition, which combines composition and rhetoric, and AP Seminar, which combines research skills and argumentation. For AP Lang, the exam consists of synthesis, argument, and rhetorical analysis essays along with multiple choice questions. AP Seminar involves a group and individual research project, presentation, and report, as well as an exam assessing understanding and making arguments. The document suggests taking these courses as part of the AP Capstone program, which provides a certificate for students who pass the AP Seminar and Research exams along with four other AP exams.
Line of reasoning 2
This document provides information on how to identify the key components of an argument, including the claim, reasons, and evidence. It defines an argument as having a claim, reasons to support the claim, and evidence to back up the reasons. It then provides examples of different arguments, outlining the claim, reasons, and evidence in each.
Intro to ap sem and lang
This document discusses two Advanced Placement classes that are combined into one: AP Seminar and AP Research. Students in this combined AP Capstone program must take AP Seminar, which involves a group project, individual project, and a small multiple choice and essay exam. They must also take AP Research, which involves an academic thesis paper and presentation with an interview. Completing both of these classes along with four other AP classes can provide college credit and other benefits for students.
Guided rhetorical analysis of 2008 q2 prompt
This document provides guidance on how to write a successful rhetorical analysis essay for the AP English Language and Composition exam. It explains that the essay requires analyzing the rhetorical choices a writer makes to convey an argument, purpose, or message. Students should explain what the writer says, how the writer says it, and why the rhetorical choices are effective. The document offers tips for close reading, understanding the prompt, outlining an essay, and writing a draft within the time limit. It provides examples of body paragraphs and encourages students to reflect on their work.
Arg prompt class
The prompt examines H.L. Mencken's claim that the average person values safety over freedom and asks students to argue how much this applies to contemporary society. It warns against misunderstanding the prompt, missing its focus on contemporary issues, and making an argument that is too simplistic. It provides examples of thesis statements that could fully agree, disagree, or qualify Mencken's view and suggests an evidence-first or thesis-first approach to planning the essay. Possible evidence mentioned includes references to the Patriot Act, volunteering for war, sacrificing for family, and thrill-seeking behaviors.
Arg prompt class
The document provides a prompt for an AP argument essay about a quote by H.L. Mencken that "The average man does not want to be free. He simply wants to be safe." Students are asked to examine how much this observation applies to contemporary society and support their position with evidence. The document discusses understanding the quote and prompt, boiling it down to a choice between risking safety for freedom or giving up freedom for safety. It warns of potential pitfalls in misunderstanding or oversimplifying the prompt. It presents options of planning evidence first then thesis or thesis first then evidence, and provides examples of potential thesis statements agreeing, disagreeing, or qualifying Mencken's view, as well as potential pieces of evidence
Ted talk script org
This document provides guidance for creating an effective TED Talk presentation. It recommends that talks be 6-8 minutes long, use a slideshow to enhance the discussion, and offer a clear argument or new perspective. Talks should be based on research and cite sources. The presentation style should be engaging with strong eye contact and body language. It suggests organizing the talk using Monroe's Motivational Sequence: get attention, establish need or want, provide satisfaction or solution, help the audience visualize benefits, and encourage action. An example is provided that follows this structure by opening with a personal story, discussing problems reading can solve, giving examples, showing pictures, and suggesting ways for the audience to read more. Various formats like a listicle
Making the case
This document provides guidance on organizing persuasive arguments using classical rhetorical structures or modern marketing approaches. It discusses gathering an audience's attention, providing context, outlining an argument's thesis and parts, making and supporting claims, refuting counterarguments, and closing with a compelling appeal. An example debate topic on nuclear weapons possession is used to illustrate how to plan an argument by identifying knowledge gaps, structuring an outline with classical elements, and determining the most persuasive reasons and evidence for the intended audience. The key is to understand an audience and frame an argument in a way that convinces others they already agree with one's position.
Visualizing arguments
The document outlines an argument that it is wasteful for the city of Chicago to destroy confiscated weapons. The argument claims that the confiscated weapons, estimated to be worth $2 million, could provide funds for the city's needs rather than being destroyed. Evidence includes that the city already sells other confiscated contraband. The argument acknowledges the common belief in Chicago that more guns lead to more violence, but notes that nationally crime rates have declined as gun ownership has increased, suggesting guns in lawful citizens' hands may not cause increased harm.
What it says.what it does
Lincoln recalls the founding of the United States based on principles of liberty and equality. He refers to the ongoing Civil War and how its outcome will determine whether a nation founded on these principles can long endure. Lincoln cites the battle at Gettysburg as the reason for dedicating a memorial to those who died there defending these founding principles of the nation.
Ideas in writing 2019
The document provides tips for effective writing. It emphasizes using concrete examples, sensory details, metaphors, and stories to show rather than just tell. Allusions and references should be understandable to the intended audience. The creative process takes time and may involve preparation, incubation of ideas, illumination of solutions, and verification. Overall it stresses showing ideas vividly through specific examples, descriptions, and comparisons rather than vague statements to improve writing.
Evidence on q3
This document provides guidance and examples for writing high-scoring responses on the AP English Language and Composition exam. It discusses the importance of including evidence and commentary in arguments. It provides examples of introductions and body paragraphs from 4-point scored responses. It also includes prompts for students to practice developing their own arguments and evidence, including brainstorming counterarguments and writing an introduction and body paragraph.
Emotional argumentation 2019
This document discusses different rhetorical strategies for emotional argumentation, including appeals to emotion, framing, and rhetorical figures. It provides examples of different types of appeals to emotion such as appeals to hope, fear, pity, guilt, ridicule, disgust, consequences, flattery, and spite. It also discusses conceptual metaphors, framing devices, and rhetorical figures like repetition figures, antithesis, tricolon, chiasmus, and paralipsis that can be used to emotionally engage an audience.
English 12 intro
This document outlines the curriculum and expectations for a 12th grade English class. The class is divided into 4 quarters, with each quarter focusing on different skills like reading, writing, speaking, and humanities. For quarter one, students will do independent reading, reflective essays, and learn about philosophy. Quarters two through four will cover dystopian literature, creative writing, research papers, public speaking, and analyzing plays and philosophy. The document also lists class expectations around grading, supplies, cellphone policy, and how students and the teacher should treat each other with respect.
Rhetoric intro 2019
This document provides a brief history of rhetoric and discusses its origins in ancient Greece. It notes that rhetoric referred to public speaking and involves persuading others. It mentions important early rhetoricians like Tisias and Corax in Sicily and Aristotle, who wrote about the rhetorical triangle of logos, ethos, and pathos. The document then provides four examples of situations and asks the reader to analyze them according to the rhetorical triangle.
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Response To Joan
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- 4. Use Logos, Ethos, Pathos to organize your thinking
- 5. The Claim should never, never, never be Many rhetorical strategies are used.
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