warm up view the following commercial. write down any examples of ethos, pathos, and logos that you...

Warm Up

• View the following commercial. Write down any examples of ethos, pathos, and logos that you see.

• https://www.youtube.com/watch?v=h-8PBx7isoM

• Is this intended to argue or to persuade? How do you know?

https://www.youtube.com/watch?v=h-8PBx7isoM

https://www.youtube.com/watch?v=h-8PBx7isoM

Pre-AP English 10/13

Agenda• Continue Activity 1.16—

Using Rhetorical Appeals

Outcome• Identify and analyze the

effectiveness of the use of logos, ethos, and pathos

• Explain how a writer or speaker uses rhetoric to advance his or her purpose

Vocabulary Quiz Thursday 10/16

Paragraphs 18-24

• In paragraphs 18-24, what does the president do to overcome potential resistance by his audience? Does this approach rely more on logos or on pathos? Explain.

Paragraphs 18-24

• In paragraphs 18-24, what does the president do to overcome potential resistance by his audience? Does this approach rely more on logos or on pathos? Explain.– The president provides specific examples of students who

have overcome overwhelming odds to achieve in school While there is logic to this appeal (if they can do it, so can you) the details provided appeal primarily to pathos. The thought of a student undergoing brain cancer treatments or struggling through inconsistent foster homes while trying to study will serve to undermine most students’ excuses through guilt.

Paragraph 24

• Obama uses the word maybe eleven times in this speech, including three times in paragraph 24. Find the other two paragraphs where he uses it multiple times.

• What do these paragraphs have in common? • Why would he use this approach so often with

this audience? • How does the use of parallelism affect the

rhetoric?

• Paragraphs 8 and 17 also contain multiple repetitions of the word maybe. These are all paragraphs in which the President appeals directly to his audience by attempting to address their individual experiences. He knows that most young people see the world primarily in terms of their own personal experience and that he will lose their attention if he speaks too abstractly. The parallelism of the word maybe also helps convey a hopeful tone to reflect the opportunities he is discussing.

Paragraphs 26-33

• In paragraph 26, the president seems to shoot down the dreams many students might have.

• How does that link to what follows in paragraphs 27-33?

• It it logical to use Rowling and Jordan to prove his point?

• Why or why not?

• The president says that students will most likely not become rappers, basketball stars, or reality TV stars. These are proposed easy roads to success presented by TV. He goes on to explain in later paragraphs that success takes hard work and perseverance. He uses specific examples—including a basketball star—to show that these successful people have actually worked very hard and had to learn from multiple failures. This doesn’t contradict his argument because his examples are not just lucky people; they overcame slim chances of success in their chosen field through hard work.

Paragraphs 32-35

• How does the president use pathos in paragraphs 32-35? Underline sentences designed to motivate the audience using emotions rather than logic.

• The president again appeals to patriotism: “when you give up on yourself, you give up on your country.” He uses love of country and pride in our heritage and ancestors as a motivating tool.

SMELL• Sender: What is the sender-receiver relationship? Who are the images

and language meant to attract? Describe the speaker of the text.• Message: What is the message? Summarize the thesis (claim).• Emotional Strategies: What is the desired effect of the emotional

strategies?• Logical Strategies: What logic is being used? How does it (or its absence)

affect the message? Consider the logic of images as well as words.• Language: What does the language (diction and imagery) of the text

describe? How does it affect the meaning and effectiveness of the writing? Consider the language of the images as well as the words.

• Use the graphic organizer on page 72—complete a SMELL chart for Obama’s speech.

Speaker

• Obama does not want to be perceived as elitist or out of touch, but rather as a mentor or role model who knows what students are going through—who has been where they are. He is speaking to a K-12 audience, but seems to focus more on high school students. As president, he seeks to connect with all young Americans and with America’s future.

Message

• Obama urges students to try hard in school. He argues that it is a responsibility and that it will pay off both for the students and the country if everyone tries their best. He acknowledges that it can be hard to do well, but by using his own story and examples of celebrities and ordinary people who have overcome challenges, he makes the case that by working hard everyone can contribute to the story of America.

Emotional Strategies

• Paragraphs 2, 14, 16, etc.• Ethos and Pathos—build relationship between

speaker and audience• Make Obama seem more human

Logical Strategies

• Paragraphs 8, 11, etc.• Why doesn’t Obama use facts and statistics?

Why does he only use illustrative examples of success stories?

Language

• Voice is relatively informal, yet uses formal tricks.• Diction is accessible, and includes a lot of

repetition in sentence structures to reinforce ideas. • He uses illustrative examples to evoke images of

success.• “You can’t let your failures define you—you have

to let your failures teach you.” (Antithesis)• “I have failed over and over and over again in my

life. And that is why I have succeeded.” (Paradox)

Vocabulary

• Abhor: hate• Noxious: harmful; poisonous; lethal• Placid: calm; peaceful


Agenda• Finish Activity 1.16• Begin Activity 1.17—

Targeting Your Audience

Outcome• Identify different types of

evidence and their purposes• Select evidence, appeals,

and techniques specifically to reach a target audience

Vocabulary Quiz Thursday 10/16EA2 Due October 27 uploaded to Turnitin.com

1.5 pages; MLA Format

Writing Prompt

• Some politicians have called for increasing the number of college graduates. Write an introduction and at least two to three paragraphs supporting a claim that we either need or do not need more college graduates.– Orient the reader and set out the problem– Sequence relevant evidence from your experiences or

what you have read to support the claim, using ethos, logos, and pathos to engage the reader

– Use transitions for coherence

Connecting with an Audience

• To make an argument compelling, writers and speakers use a variety of reasons and evidence that they think will convince their audience to agree with them. Knowing the audience helps the writer or speakers decide what reasons and evidence to use.

1. Review the texts in the unit and identify examples of the different types of evidence used.

• Facts and Statistics: numbers drawn from surveys, studies or observation, as well as pieces of commonly accepted information about the world

• Analogy: comparison between two unalike things to support conclusions about one based on similarities to the other (figurative); or things that are very similar (literal)

• Personal Experience/Anecdote: A true story that describes a person’s experience relative to the topic

• Illustrative Example: description of a specific experience or example to support the validity of a generalization

• Expert/Personal Testimony: the use of a person’s words or conclusion to support a claim

• Hypothetical Case: use of possible scenarios in order to challenge the audience to consider the complications

• A. Facts and Statistics:• B. College graduates make an average of

$22,000 more than high school drop outs annually

• C. Used to appeal logically• Offers research, survey, or observation based evidence

Grammar

• No grammar today.• Take time to make sure your binder is in order.• Dividers:– Warm Ups (Mondays)– Vocabulary (Tuesdays and Thursdays)– Grammar (Wednesdays)– Notes/Handouts (MLA Handout; Matthew

Shepard Packet; Outline for Interview Narrative)– Graded Work (Summer Reading On Demands)


Agenda• Finish Activity 1.17• Begin Activity 1.18—

Evaluating Claims and Reasoning

Outcome• Identify different types of

evidence and their purposes• Select evidence, appeals, and

techniques specifically to reach a target audience

• Identify counterclaims and refutations in an argument

• Analyze conclusion to an argument

• Describe counterclaims and refutations in writingVocabulary Quiz Thursday 10/16

EA2 Due October 27 uploaded to Turnitin.com1.5 pages; MLA Format

• A. Analogy:• B. “Education is a passport to the future”• Liddell’s chess v. checkers• C. Make the unfamiliar more familiar through

comparisons– Add logos (if literal) or ethos (based on the source)

• A. Personal Experience:• B. Obama’s story about studying at 4:30 in the

morning• C. Build a writer’s credibility (ethos)– Put a human face to an issue, which can also

create pathos

• A. Illustrative Example:• B. Jazmin, Andoni, and Shantell in Obama’s

speech• C. Logically support a claim with a specific

example (logos)– Creates pathos as well

• A. Expert/Personal Testimony:• B. “I have failed over and over and over again

in my life. And that’s why I succeed.” –MJ• C. Use of the source’s credibility to enhance

the writer’s ethos– Add logos if it is an expert opinion

• A. Hypothetical Case:• B. “Maybe you could be a great writer…”• C. Show what might happen– Create logical appeal—if the scenario is realistic

2. List each text you cited, and then describe the target audience

• Text 1:• Text 2:• Text 3:

3. Quickwrite

• Identify the target audience for this text:• HEYYYYYY!!!! i cant wait 2 c u xoxo bae• I hope you are well. I have a quick question;

when is our paper due? Thank you.• How do we tailor the language we use

depending on our audience? Syntax?

4. During Reading

• Underline the claim of the argument and label it as claim

• Underline logos--logical• Squiggly line ethos--credibility• Bracket pathos--emotional• In the My Notes section, identify the target

audience for this editorial

After Reading

• 5. The StarTribune editorial addressed multiple audiences. In the space below, identify each audience. Use quotes to show how each audience is referenced or directly addressed in the text.

• 6. How effective is this piece at appealing to high school students? Why? What types of evidence and which rhetorical appeals are effective for high school students?

Writing Prompt

• Go back to the writing you did in response to the writing prompt about how to increase the number of college graduations. Evaluate your work based on your additional analyses of audience, claims, and evidence.– Revise to clearly address your audience– Evaluate the types of evidence you include and

revise to strengthen evidence as needed– Revise the language to clarify rhetorical appeals

Vocabulary

• Quiz today• Please clear your desk of everything except a

pencil.


Agenda• Begin Activity 1.18—


Outcome• Identify counterclaims and

refutations in an argument• Analyze conclusion to an

argument• Describe counterclaims and

refutations in writing


Before Reading

• 1. Quickwrite: Explain the difference between a formal and an informal writing style.

During Reading

• Argumentative writing uses a formal writing style.

• Formal writing can be of any type, such as descriptive, analytical, or critical. It is typically based on facts and follows a plan for developing the content. It also is characterized by correct grammar, clear language, and the avoidance of any type of slang.

During Reading

• When writing an argument, you not only need to state your own claim, but you also need to address counterclaims and the evidence supporting them.

• 2. As you read the following two texts, mark the text for:– Claim– Support/Evidence

• Ethos, pathos, logos

– Concessions (Counterclaims)– Refutations– Conclusion/Call to Action

Who is the audience for each text?

After Reading

• 3. Compare the claims made by each of these two writers. Evaluate the reasons and evidence used by each writer.

• What is relevant and convincing?• For each text, write the claim and its supporting

evidence in the following chart.• Claim– Evidence to support claim

• Counterclaim– Evidence to support counterclaim

Why College Isn’t For Everyone

• Claim: “But for many, attending college is unequivocally not the right decision on purely economic grounds.”


• Evidence:• “Those who graduate from college were better

students in high school.”• “40 percent of those attending four-year colleges full

time fail to graduate, even within six years.”• “Earnings vary considerably between the graduates

of different schools.”• “The number of new college graduates far exceeds

the growth in the number of technical, managerial, and professional jobs…”


• Counterclaims:• “Does this mean no one should go to college?

Of course not.”


• Evidence (for counterclaims):• “College is more than training for a career.”• “High school students with certain attributes

are far less likely to equal or excel the average statistics.”

• “I would say graduates in the top quarter of their class at a high-quality school should go on to a four-year degree program.”

SSR

• Library Trip 7 minutes• Please read silently for 10 minutes when we

get back.


Agenda• Continue Activity 1.18—


• Begin Activity 2.1 and 2.2

Outcome• Identify counterclaims and

refutations in an argument• Analyze conclusion to an

argument• Describe counterclaims and

refutations in writing


Actually, College Is Very Much Worth It

• Claim:• “And in spite of all of this, the data make clear

that getting a college education is still a good idea—college graduates earn more, and are more likely to have a job in the first place.”


• Evidence:• “Median weekly earnings for someone with some college

but no degree were $712, compared to $1,038 for a college graduate.”

• “Unemployment rate was 9.2 percent for those with some college and more than 10 percent for those with just a high school degree.”

• “…most effective social mobility strategy we have…”• “…children from low-income families gain more by going to

college…”• “Education gives you choices.”


• Counterclaims:• In this essay, the counterclaims come first.• “Lately it’s become fashionable to question

whether it’s really ‘worth it’ to go to college.”• Americans would be better off skipping

college.


• Evidence (supporting counterclaims):• “widespread dissatisfaction with higher

education”• “Only 40 percent of Americans felt that colleges

provided an ‘excellent’ or ‘good’ value for money.”• “Poor quality…and out-of-control costs are two of

the biggest problems.”• “There are plenty of rewarding and important jobs

and careers that do not require college.”

After Reading

• 4. Which writer present the more convincing argument? Why? Cite evidence to support your claim.

• 5. What elements, if any, do you think are missing from either of these pieces? Explain.

• 6. Why do you think Andrew J. Rotherham disclosed at the end of his article that he is a member of an education group? How does this disclosure affect your perception of his argument?

Conclusion/Call to Action

• An argument contains a conclusion that often restates the primary claim and tries to convince the reader to take an action.

• 7. What is the call to action in each of these pieces?

Writing Prompt

• Go back to the work you did on revising your argument about how to increase the number of college graduates. Revise as needed to address counterclaims and refutations, as well as to add a conclusion/call to action.– Address counterclaims clearly and fairly– Evaluate and refute the evidence for

counterclaims– Revise language for formal style and coherence

Essential Questions

• 1. What makes a good story?• 2. What are the elements of a style analysis?

Unpacking Embedded Assessment 1

• Your assignment is to write an original narrative from real or imagined experiences or events. Your story must include a variety of narrative techniques—such as foreshadowing, point of view, figurative language, imagery, symbolism, and/or irony—as well as effective details and a well-structured sequence of events.

Elements of a Short Story/Narrative

• A short story is a form of narrative. Narratives include made-up stories—fiction—as well as real-life stories—nonfiction. A short story is a work of fiction, and this genre includes certain literary elements.

Definitions

• Characters: the people, animals, or imaginary creatures that take part in the action of the story

• Protagonist: the central character, the one who is involved in the main conflict of the story and the one who moves the actions along

• Minor Characters: secondary characters whose thoughts, words, or actions also move the action of the story along

• Theme: a literary work’s central idea or main message about life; usually not stated directly but left to the reader to define

Literary Elements

• Point of View: the perspective from which a narrative is told• Irony: a literary device that exploits readers expectations when

expected occurrences are different from what actually happens• Figurative language: images such as metaphors and similes

that describe one thing in terms of another; not meant to be taken literally

• Symbol: any object, animal, event, person, or place that represents itself but also stands for something else on a figurative level

• Allusion: a reference to a well-known person, event, or place from history, music, art, or another literary work

Planning a Story

• In preparation for writing your own short story, brainstorm what you might include in a short story. Your ideas could become the basis of your short story for EA1.

• 1. Think about a character for your short story. Create a name and two important characteristics of your character’s personality.

• 2. An essential element of a short story’s plot is conflict. Think about possible conflicts that you could use to develop a plot and use the following prompts to think about both an internal and external conflict for your character.