Transcript AP Lang: Test Prep BW - Tomhave ELA 9 & AP Language

AP Lang: Test Prep BW
Fill out the grid below & be prepared to share:
Analysis Acronym
Speaker
Occasion
Audience
Purpose
Subject
Definition
Example
Meaning:
30-15-10 List
Examples:
Artifact
facsimile
Root:
Class Examples:
Visual/Memory Clue
Meaning
Root
Fac, fact
Fac, fact
Make, do
Graph
Write
Log
Word, study of
Mort
Die, death
Scrib, script
Write
Meaning:
Meaning:
Examples:
dialogue
biology
Examples:
Autograph
graphic
Root:
Graph
Class Examples:
Visual/Memory Clue
Root:
Log
Class Examples:
Visual/Memory Clue
Meaning:
Meaning:
Examples:
Transcribe
subsrciption
Examples:
Mortal
mortician
Root:
Class Examples:
Visual/Memory Clue
Mort
Root:
Scrib
script
Class Examples:
Visual/Memory Clue
Analyzing a Text: AP Lang Style
Three things you must know in order to accurately analyze a text:
1) SOAPS
2) Rhetorical Strategies
a. Appeals (logos, pathos, ethos)
b. Style (diction, imagery, details, syntax, tone….DIDST)
3) 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!
S.O.A.P.S.: “Fish Cheeks”
Analysis Acronym
Speaker
Occasion
Audience
Purpose
Subject
Example
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
2) (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).
Analysis Acronym
Example
Speaker
Amy Tan as a 14 yr. old
Occasion
Christmas Eve Dinner
Audience
Adult readers
Purpose
Show her embarrassment; recognize
mom’s love/sacirifices…
Subject
Reflecting upon the dinner & her
mother
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
2) (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).
Intro Rhetorical Precis:
Novelist Amy Tan, in her
narrative essay, “Fish Cheeks,”
recounts an embarrassing
Christmas Eve dinner when
she was 14 years old. Tan’s
purpose is to convey the idea
that, at fourteen, she wasn’t
able to recognize the love her
mother had for her or the
sacrifices she made. She
adopts a sentimental tone in
order to appeal to similar
feelings and experiences in
her adult audience.
S.O.A.P.S.: “Flamingo”
Analysis Acronym
Speaker
Occasion
Audience
Purpose
Subject
Example
Analysis Acronym
Example
Speaker
Occasion
Audience
Purpose
Subject
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
2) (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).
“Flamingo” Intro Rhetorical Precis:
S.O.A.P.S.: “Challenger”
Analysis Acronym
Speaker
Occasion
Audience
Purpose
Subject
Example
Analysis Acronym
Example
Speaker
Occasion
Audience
Purpose
Subject
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
2) (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).
“Challenger” Intro Rhetorical Precis:
Tuesday AP Lang: Test Prep BW
Scheme: a pattern of words or sentence construction
used for rhetorical effect (syntax)
Trope: the use of language in a non-literal way; aka
figure of speech (diction)
Schemes
Tropes
The Glass Castle
1) Parts 1-4 Quiz…open note/open book
2) Scene Swap! Due on Tuesday…
3) Part 5: Due on 4/23
Thursday AP Lang: Test Prep BW
Fill out the grid below & be prepared to share:
Analysis Acronym
Diction
Imagery
Detail
Syntax
Tone
Definition
Example
Analyzing a Text: AP Lang Style
Three things you must know in order to accurately analyze a text:
1) SOAPS
2) Rhetorical Strategies
a. Appeals (logos, pathos, ethos)
b. Style (diction, imagery, details, syntax, tone….DIDST)
3) 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!
Rhetorical Strategies
a. Appeals (logos, pathos, ethos)
b. Style (diction, imagery, details, syntax, tone….DIDST)
Analysis
Acronym
Diction
Imagery
Detail
Syntax
Tone
Logos
Pathos
Ethos
Example from text
HOW help achieve
purpose
WHY chosen for
audience/occasion
“The Plastic Pink Flamingo: A Natural
History” (Jennifer Price)
Analysis
Acronym
Diction
Imagery
Detail
Syntax
Tone
Logos
Pathos
Ethos
Example from text
HOW help achieve
purpose
WHY chosen for
audience/occasion
“Speech on the Challenger Disaster”
(Ronald Reagan, 1/28/86)
Analysis
Acronym
Diction
Imagery
Detail
Syntax
Tone
Logos
Pathos
Ethos
Example from text
HOW help achieve
purpose
WHY chosen for
audience/occasion
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.
Analysis Acronym
Example
Diction (logos, pathos,
ethos)
Imagery (logos, pathos)
Detail (logos, pathos)
Syntax
Tone (logos, pathos,
ethos)
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.
“Challenger” body paragraph one:
Analysis Acronym
Example
Diction (logos, pathos,
ethos)
Mournful, grief, pained, loss
Imagery (logos, pathos)
Pained to the core; national loss
Detail (logos, pathos)
Postponed speech; mention Nancy
Syntax
Complex sentence; simple
sentences…S-V
Tone (logos, pathos,
ethos)
Calming; reassuring
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.
“Challenger” body paragraph one:
Reagan begins his tribute to the
Challenger astronauts by acknowledging
that the shuttle accident has
appropriately postponed his planned
State of the Union address and by
expressing the depth of his and his
wife’s personal grief. He appeals to the
mournful emotions of his audience by
admitting that he and Nancy are
“pained to the core” (3), that today is
rightfully a “day for mourning and
remembering”(2-3), and that the
accident is “truly a national loss”(4). He
joins in this time of mourning in order
to unify the nation and humbly admit
that “we share this pain with all of the
people of our country”(4). The
outpouring of emotion from the
president conveys a calming tone that
reassures the Nation that their grief is
both understandable and proper.
Analysis Acronym
Example
Diction (logos, pathos,
ethos)
Imagery (logos, pathos)
Detail (logos, pathos)
Syntax
Tone (logos, pathos,
ethos)
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.
“Flamingo” body paragraph one:
Your assignment:
Finish the analysis of EITHER the Challenger speech or
“Flamingo”; that is, write the 2nd & 3rd body paragraphs following
the established outline.
Do first:
• Fill out DIDST grid labeled “Middle of Text” &
“End of Text” for your chosen Text
• Write the body paragraphs…preface with the intro paragraphs
we wrote on Monday!
• Turn-in
Vocab 5:3 Test…
Root
Meaning
Fac, fact
Make, do
Graph
Write
Log
Word, study of
Mort
Die, death
Scrib, script
Write