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Meaning:

Meaning: . 30-15-10 List. Examples: Specimen Aspect. Root: Spec, Spect. Class Examples: . Visual/Memory Clue. Meaning: . Meaning: . Examples: Tenacious Retentive. Examples: Contact Tactile. Root: Tact. Root: Ten. Class Examples: .

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Meaning:

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  1. Meaning: 30-15-10 List Examples: Specimen Aspect Root: Spec, Spect Class Examples: Visual/Memory Clue

  2. Meaning: Meaning: Examples: Tenacious Retentive Examples: Contact Tactile Root: Tact Root: Ten Class Examples: Class Examples: Visual/Memory Clue Visual/Memory Clue

  3. Meaning: Meaning: Examples: Verify Verdict Examples: Thermostat Thermometer Root: Therm Root: Ver Class Examples: Class Examples: Visual/Memory Clue Visual/Memory Clue

  4. Analyzing a Text: AP Lang Style Three things you must know in order to accurately analyze a text: 1) SOAPS Rhetorical Strategies a. Appeals (logos, pathos, ethos) b. Style (diction, imagery, details, syntax, tone….DIDST) These Questions: a. HOW do the RS help the author achieve his/her purpose? b. WHY does the author chose those strategies for that particular audience and for that particular occasion? Without this, you are merely summarizing the text!

  5. Introduction (aka “rhetorical precis”) FORMAT: Essential Information for Intro: Speaker, Occasion, & Subject 1) (Writer’s Credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject). Purpose (Writer’s last name)’s purpose is to (what the writer does in the text). Audience 3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants reader to do/think) in his/her (intended audience).

  6. Body: The Analysis…work chronologically… 1) Sentence one: Identify section of text & main idea of section (Writer’s last name) (transition word) his/her (type of text) by (strong verb) that (main idea of that section). 2) Sentence two: Conveys the writer’s support for the main idea by identifying and providing a specific example for one rhetorical strategy used by the writer. (Repeat if you want to discuss more than one rhetorical strategy) 3) Sentence three: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his purpose by using and in order to statement. 4) Sentence four: Identifies the effect of the writer’s use of these rhetorical strategies on the audience.

  7. The Conclusion • * Your conclusion should briefly restate your main argument. • * It should then apply your argument on a higher level. • * Why does your argument matter? What does it mean in the real world? • * How do authorial choices influence the delivery of that message? • * What is the underlying message? • 1) Sentence one: Briefly restate your main argument • (Writer’s Credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject) in order to (purpose) (effect on audience). • 2) Sentence two: How the rhetorical choices of the author influence the delivery of the message. • (Writer’s last name) use of (rhetorical strategies) allows him/her to (adverb)(strong verb) (the message/purpose). • Sentence three: • Why it matters/real world indications/underlying message.

  8. “Challenger” Conclusion: 1) Sentence one: Briefly restate your main argument (Writer’s Credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject) in order to (purpose) (effect on audience). 2) Sentence two: How the rhetorical choices of the author influence the delivery of the message. (Writer’s last name) use of (rhetorical strategies) allows him/her to (adverb)(strong verb) (the message/purpose). Sentence three: Why it matters/real world indications/underlying message.

  9. Writing the RA: Divide & Conquer • Read aloud 2010 Benjamin Banneker prompt • Count off by 5’s 1’s = Write the Intro & Concluding Paragraphs & SOAPS grid 2’s = Write the 1st body paragraph about (lines 1-7) & DIDST grid 3’s = Write the 2nd body paragraph about (lines 8 -13) & DIDST grid 4’s = Write the 3rd body paragraph about (lines 14 – 21) & DIDST grid 5’s = Write the 4th body paragraph about (lines 22 – 27) & DIDST grid • Write paragraph(s) on large paper given • Label the sections, read aloud, & post

  10. Happy Tuesday (work day)! • Finish Scene Swaps…due @ end of hour • Read Part 5 The Glass Castle • Work on resubmissions for Research Paper

  11. Happy Wednesday! AP Practice Test: Multiple Choice Section * 60 minutes * Record best guess * Will be pairing off & discussing tomorrow Vocab 5:4 Test tomorrow!

  12. Happy Thursday! Look over your Vocab 5:4 Roots…..

  13. AP MC Test • Compare & Discuss answers • Record “new” discussed answers on answer sheet given today • Score both (your original & the new discussed) • Access your strengths and weaknesses

  14. MAP Language Test If your new score is higher than your original, I will give you 15 points extra credit! OhhhhYeahhhh!

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