Design Project 4 - mrsjmetzger - homemrsjmetzger.wikispaces.com/file/view/Design_Project_… · · 2011-11-10Text Analysis with the Rhetorical Triangle ... for the educators to

Text Analysis with the

Rhetorical Triangle

Unit Outline

Instructional Designer: Jessie Metzger, NBCT

This project was completed for a graduate course in instructional design, EME 6609,

Fall 2011, at the University of Florida School of Teaching and Learning

Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/

Text Analysis with the Rhetorical Triangle Unit Outline

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Table of Contents

UnitGoalStatement .............................................................................................................................4

NeedsAssessment.................................................................................................................................4AlignmentwithStandards .................................................................................................................4Educator’sIntroduction......................................................................................................................5AboutLearnersandLearningEnvironment................................................................................5

DetailedDescriptionofLearners ....................................................................................................6UnitObjectiveswithRationales.......................................................................................................6MeasuringLearningOutcomes ........................................................................................................7LearningStrategies ..............................................................................................................................8LearningTheory....................................................................................................................................9

InstructionalSequenceandTimeline .........................................................................................11Educator’sUnitOutlineOverview................................................................................................12LearnerEntryCompetencies .........................................................................................................12InstructionalContext........................................................................................................................13

PreInstructionalActivities ............................................................................................................13StudentOverview...............................................................................................................................14Component#1–Summaryvs.Analysis......................................................................................151.Explainthedifferencebetweensummaryandanalysis. ............................................................ 152.Classifyexamplesassummaryoranalysis. .................................................................................... 163.Createasummaryandanalysis. ......................................................................................................... 16

Component#2–RhetoricalTriangle ..........................................................................................171.Definethepartsoftherhetoricaltriangle. ..................................................................................... 172.Findexamplesofrhetoricinprintmedia........................................................................................ 183.Identifythefeaturesoftherhetoricaltriangleinfoundrhetoric. .......................................... 19

Component#3–RhetoricalAppeals ...........................................................................................201.Definetherhetoricalappeals. ............................................................................................................. 202.Identifyexamplesofrhetoricalappeals. ......................................................................................... 213.Theorizewhyspecificappealswerechosen................................................................................... 22

Component#4–ImpactoftheRhetoricalSituation ..............................................................231.Discusstheinfluenceofauthorandpurposeonrhetoric.......................................................... 232.Analyzetheimpactofaudienceonwriting..................................................................................... 253.Analyzetheimpactofcontextonwriting. ....................................................................................... 27

Component#5–WrittenRhetoricalAnalysis ..........................................................................301.Analyzetheimpactoftherhetoricalsituationonthetext. ....................................................... 302.Analyzetheeffectofrhetoricalappealsonthetext..................................................................... 31



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3.Combineanalysesintowellwrittenparagraphattheappropriateleveloflanguage. ... 32TeacherResourcesandMaterials ................................................................................................34

References............................................................................................................................................36



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Unit Goal Statement Ninth‐gradeEnglishhonorsstudentswillwritearhetoricalanalysisofacontemporaryspeechasmeasuredbya75%ontherubric.Rationale:RhetoricalanalysisisacomponentofthenewlyadoptedCommonCoreStateStandardsforEnglish/LanguageArtsandSocialStudies.Currentlyonly17.8%ofthestudentbodyreceivesinstructiononrhetoricalanalysisbutallstudentswillbetestedonthisconceptforgraduationbeginningin2014‐2015.Rhetoricalanalysiswillimprovestudents’comprehensionofnon‐literarytexts.Theanalysisofnon‐literarytextsistheareaonwhichninth‐gradestudentshavethelowestperformanceonourstate’sstandardizedtest.

Needs Assessment Thisisafuture,expressed,andfeltneed.WewillnothavedatafornormativeandorcomparativeneedsuntilafterthefirstPARCCAssessment(PARCCisreplacingFCATasagraduationrequirementintheschoolyear2014‐2015).Criticalincidentneedstodonotapplytothissituation.FutureNeed:OurschooldoesnotincludeanyinstructiononrhetoricexceptintheAdvancedPlacementLanguageandCompositionclassforeleventhgradestudents,whichmeansthatonly4%ofstudentscurrentlyreceiveanykindofinstructiononthistopic.TheCCSSincludesrhetoricalanalysisbeginninginninthgrade.Fortheclassslatedtograduatein2016,theywillbeheldresponsibleforthisanalyticalconceptonastandardizedassessmentinthespringof2015whichmeansthatbeginningintheschoolyearfor2012‐2013ninthgradestudentswillneedtobeinstructedonrhetoricalanalysis.FeltandExpressedNeed:ThroughconversationswiththeheadoftheLanguageArtsDepartmentChair,ourschool’sadministrativeteam,andmyteamthatsupportsanddevelopstheschool‐sidestaffdevelopmentsfortheCommonCoreStateStandards(CCSS)implementation,rhetoricalanalysiswaslistedasoneofthemajorareasofweaknessforourstudentsacrossallcontentareas.

Alignment with Standards ThisinstructionalunitalignswithboththeNewGenerationSunshineStateStandards(NGSSS)andtheadoptedCommonCoreStateStandards(CCSS).NGSSSAlignment:AnalysisofnonfictiontextisamajorportionoftheNGSS.Rhetoricalanalysisprovidesstudentswithaconcretestrategyforanalyzingnonfictiontext.CCSSAlignment:CollegeandCareerReadinessAnchorStandardsforSpeakingandListening:Standard3.ReadingStandardsforInformationalText6‐12:Standards6(Grades9‐10,11‐12)andStandard9(Grades11‐12).



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Educator’s Introduction

Whatistherhetoricaltriangle?TherhetoricaltriangleiscomposedofthethreeelementsthatAristotle,aGreekphilosopherinthe300sBCandafamousspeaker(rhetor),identified.AccordingtoAristotle,rhetoricis"thefacultyofobservinginanygivencasetheavailablemeansofpersuasion."Aristotleidentifiedthosethreeelementsasthesubject,audience,andspeaker.Thethreeelementsareencompassedbythecontext.Whatisthepurposeofthisinstructionalunit?Thepurposeofthisinstructionalunitistointroduceninth‐gradehonorsEnglishstudentstothebasicsofusingtherhetoricaltriangletoanalyzetext.Forwhichstudentsisthisunitdesigned?OurintendedlearnersandninthgradehonorsEnglishstudents.Whyisthisinstructionunitneededforourstudents?(1)RhetoricalanalysisisacomponentofthenewlyadoptedCommonCoreStateStandardsforEnglish/LanguageArtsandSocialStudies.(2)Currentlyonly17.8%ofthestudentbodyreceivesinstructiononrhetoricalanalysisbutallstudentswillbetestedonthisconceptforgraduationbeginningin2014‐2015.(3)Rhetoricalanalysiswillimprovestudents’comprehensionofnon‐literarytexts.(4)Theanalysisofnon‐literarytextsistheareaonwhichninth‐gradestudentshavethelowestperformanceonourstate’sstandardizedtest.

About Learners and Learning Environment

Ourlearnerswillbenefitfromanintroductiontotherhetoricaltrianglebecausethisconceptisincludedinnewlyadoptedstandards.Rhetoricalanalysisisaconceptthatimprovescomprehensionandanalysisofnonfictiontext,whichisconsistentlytheninth‐gradestudents’areaoflowestperformanceonourstate’sstandardizedtest.

Ourlearnersaremotivatedtolearnnewthingswhenthecontentisrelevanttotheirlivesandwhentheirsuccesswillberewardedwithhighgrades.

Avarietyofsupportexiststohelplearnersrecognizetherelevanceofrhetoricalanalysistotheirlives:testscoresarelow;theymusttaketheFCATtwomoretimes;97%planontakingtheSAT;44%planontakingAPEnglishLanguageandComposition;59%areregularlyreadingnewspaperarticles;allstudentshavenonfictionreadingassignedinothercontentareas.

Themajorityofstudentspossessalltherequisiteskillsandabilitiestobesuccessfulinthisinstructionalunit.

Incorporationofvariousactivitiesandhigh‐interestmaterialwillencouragepositivestudentattitudestowardslearning.

Learnerattitudeswillbemorepositiveiftheyarepresentedwithopportunitiesforavarietyofactivitiesandareawareofthisplanatthebeginningoftheunit.

Studentsareinterestedinlearningmoreaboutadvertisingandpoliticalspeeches.



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Studentshavepriorknowledgeofrhetoric;however,theydonotknowwhattheyalreadyknow(i.e.whatrhetoricis).

Thelearningenvironmentprovidesmostofwhatteacherswillneedintermsofphysicalspaceandamenities.Sometechnologicalresourceswillneedtobearrangedinadvanceonacase‐by‐casebasis.

Detailed Description of Learners

Attitudes:Themajorityofstudentsapproachnewunitswithoptimismandinterest.

Themajorityofstudentsexpressaninterestinlearning. Motivation:Studentmotivationisimprovedwhenstudentsrecognizetherelevance

oftheinstructionalunittotheirfutureacademicneeds.Motivationisalsostronglytiedtogrades.

Background:Studentsareculturallydiversewithanaverageof3studentsperclasshavingbeenbornoutsidetheUnitedStatesandmorethan10%ofstudentsspeakingmorethanonelanguageathome.

Abilities:Studentabilitiesvary.Studentreadinglevelsrangefromgradelevel7.5to12+withineachclasssampled.Students’skillsatanalysisofnonfictiontextisconsistentlythelowestscoringcomponentoftheFCATAssessmentforallclassessampledwithanaverageof57%ofstudents’scoresindicatinganalysisofinformationaltextbeingtheirlowestperformingareaoutoffourareastested.

LearningStyles:Forthegroupasawhole,withawiderangeofstudents,noonelearningstyleispreferredoverothers.Studentswillbenefitfromavarietyofactivities.

GroupCharacteristics:Asagroup,ninthgradestudentshaveshorterattentionspansandlessexperiencewithlong‐termassignmentsthanoldersecondarystudents.Peersareanimportantcomponentofthegroupdynamicforyoungadolescents,soattitudestowardslearningcanbestronglyinfluencedbyoneortwostrongpersonalitiesinaclassroom.

Unit Objectives with Rationales

Objective1:Distinguishbetweensummaryandanalysis.

1. Explainthedifferencebetweensummaryandanalysis.2. Classifyexamplesassummaryoranalysis.3. Createasummaryandanalysis.

Rationale:Beforebeingaskedtoconducttheirownanalyses,studentsmustbeexplicitlytaughtthedifferencebetweensummarizingandanalyses.Studentsmustalsobeprovidedwithpracticeinwritinganalyses.Objective2:ExplainAristotle’srhetoricaltriangle.

1. Definethepartsoftherhetoricaltriangle.2. Findexamplesofrhetoricinprintmedia.3. Identifythefeaturesoftherhetoricaltriangleinfoundrhetoric.



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Rationale:Therhetoricaltriangleisaconcretemethodidentifyingthefeaturesoftext.Therhetoricaltriangleisthefoundationforthisunit.Studentsmustbeabletoindependentlydefinethepartsoftherhetoricaltriangle,findexamplesofrhetoric,andidentifyfeaturesoftherhetoricaltriangleinvariedexamplesofrhetoric.

Objective3:Examinetheappealsusedinrhetoric.

1.Definetherhetoricalappeals.2.Identifyexamplesofrhetoricalappeals.3.Theorizewhyspecificappealswerechosen.

Rationale:Acompleterhetoricalanalysismustaddresstherhetoricalappeals.Masteryofrhetoricalappealsisnotnecessarytomeetingtheunitgoal;however,anunderstandingoftherhetoricalappealsisessentialtoathoroughtextanalysis.Therefore,studentswillbeintroducedtothisconceptandhaveopportunitiestoidentifyappeals.Objective4:Explaintheimpactofauthor,purpose,audience,andcontextinrhetoric(rhetoricalsituation).

1. Discusstheinfluenceofauthorandpurposeonrhetoric.2. Analyzetheimpactofaudienceonwriting.3. Analyzetheimpactofcontextonwriting.

Rationale:Oncestudentshavemasteredthefeaturesoftherhetoricaltriangleandhaveanunderstandingoftherhetoricalappeals,theyneedtoexaminetheimpactofeachfeaturemorecloselyinordertoconductananalysis.Objective5:Composeawrittenrhetoricalanalysisofnonfictiontext.

1. Analyzetheimpactoftherhetoricalsituationonthetext.2. Analyzetheeffectofrhetoricalappealsonthetext.3. Combineanalysesintowell‐writtenparagraphattheappropriateleveloflanguage.

Rationale:Thefinalobjectiveisthesynthesisofthepreviousfourobjectives.Studentswillhavepracticebuildinguptothefinalobjectiveinwhichtheyindependentlycomposearhetoricalanalysisofnonfictiontext.

Measuring Learning Outcomes

PriortoInstruction:Studentswilltakeanonlinepretestthatfunctionsas(1)asurveyofstudentinterestsfortheeducatorstopullinexamplesthatwillappealtostudents,(2)apretestofthecontentbeingcoveredtoserveasabenchmarkforlatercomparison,and(3)atestofstudents’priorknowledge.URL:http://www.quia.com/sv/549518.htmlDuringInstruction:Throughouttheunit,therearemanyopportunitiesforassessment.Assessmentsarelistedattheendofeachlessonoutlineinthefollowingpages.Inadditiontotheassessmentslistedattheendofeachlesson,teachersmayopttoassessstudentsonadditionalaspectsasfollows:teachersmayincludeclassdiscussionparticipationmeasuredagainstarubrictoassessstudents’participationduringclassdiscussions;teachersmayalsousestudents’choicesin“foundrhetoric”toassessstudentcomprehension;teachers



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mayincludeafinalassessmentofgroupworkcontributionbasedonworkproductandmemberevaluations.

Withinthelessonoutlines,assessmentsareindicatedbythecartoonexclamationpointtotheleft.

AfterInstruction:StudentSelfEvaluation:Priortotheirfinalwrittenassessment,studentswillhaveanopportunitytoretakethecontent‐basedquestionsonthesurvey.Studentscancomparetheirresponsestotheoriginalpretestandevaluatetheirownachievements.URL:http://www.quia.com/sv/549559.htmlSummativeAssessment:Eachstudent’sfinalwrittenanalysiscompletedattheendoftheunitwillbeusedasthesummativeassessment.Writtenassignmentswillbemeasuredagainstarubric.Ascoreof75%willbeconsideredproficient.Thereisnocriterion‐basedsummativeassessmentforthisinstructionalunit.ContinuingAssessment:Thestrategiesofrhetoricalanalysiscanbeappliedtoanyassignedreading,fiction,poetry,ornonfiction;therefore,theprocessofrhetoricalanalysisshouldbecomeacornerstonetoallliteraryanalysisconductedupontheconclusionofthisinstructionalunit.StudentswillhavecontinuousopportunitiestoapplytheirknowledgetoavarietyoftextsthroughouttheremainderoftheschoolyearandintothefollowingyearsofEnglisheducationathighschool.

Learning Strategies LearnerCenteredSequencing:Overthecourseoftheentireinstructionalunit,theobjectivesaredesignedsequentiallyfromsimpletocomplexwhiletheassignmentswithineachobjectivearedesignedfromeasytodifficult.

SimpletoComplex:Eachofthesubsequentobjectivesbuildonskillsdevelopedthroughthepreviousobjectives.

EasytoDifficult:Assignmentsincreaseindifficultyfromthebeginningoftheunittotheendoftheunitculminatingwithachallengingwritingassignmenttoanalyzeachallengingpieceofnonfiction.

Withinthesequenceforsegmentsoftheinstructionalunit,additionalsequencingstrategiesareemployed.

MoreInterestingtoLessInteresting:Teacherswilluseinterestingexamplesandmediaatthebeginningofeachportionoftheunitforobjectives1‐4.Examples:videocommentariesforObjective1,teacherandstudent‐selectedadvertisementsforObjective2and3,theabandonedwalletactivityforObjective4.Thecontentbecomeslessinterestingtostudentsaseachlessonprogresses.



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KnowntoUnknown:Studentsareintroducedtotheconceptswithexamplesfrommainstreammediathatwillbefamiliar.Studentssupplyexamplesoftheirchoosingthatarefamiliartotheminthebeginningoftheinstructionalunit.Contentusedforassignmentsinthelasttwoobjectiveswillnotbefamiliar.

EasytoDifficult:Withineachstepoftheinstructionalprocess,studentsbeginworkingwiththewholeclassthroughguidedinstruction.Studentsthenworkinsmallergroupswithlessguidanceandmoreindependence.Eachobjectivehasoneactivitythatrequiresstudentstoproduceworkindependentlyorwithonlyonepartner.Theassignmentsincreaseindifficulty.

ConceptCenteredStrategies:LogicalPrerequisites:Objective1,distinguishbetweensummaryandanalysis,isthefirstobjectiveintheinstructionalsequencebecauseallofthesubsequenceobjectivesrequireanalysisatsomelevel.Objective2introducesthepartsoftherhetoricaltrianglethatwillbeaddressedinstudentanalyses.Objective3includesmoredetailedinstructionaboutthemethodsusedinrhetoric.Objectives4and5buildonthecontentmasteredduringObjectives1,2and3.StudentswouldnotbeabletoaccomplishthetasksinObjective4withoutfirstmasteringthecontentinthepreviousobjectives.Studentswillnotbeabletoputitalltogether,Objective5,withouthavingthepracticeandmasteryaccomplishedinObjectives1,2,3and4.ElaborationTheorySequencing:TaskExpertiseSequencing:Individualstudenttasksareassignedinincreasingdifficultythroughouttheunit.ForeachObjective,studentsworkasamembersoftheclassinguidedinstruction,thenworkasmembersofasmallgroup,thenworkasindividuals.Inaddition,astheunitprogressivesthedifficultyofthetasksincreasessothatstudentsmustfirstmasteronetaskbeforebeingabletomoveontothenext.Forexample,beforebeingaskedtowriteananalysis,studentsarerequiredtodescribethedifferencebetweensummaryandanalysisandtoidentifyexamplesofanalysis.

Learning Theory Elementsofallthreelearningtheoriesareutilizedatdifferenttimesduringthisinstructionalunit.BehavioralTheory:Studentswillbeprovidedwithfeedbackandreinforcementthroughouttheunitofinstruction.Therearemanyopportunitiesforteacherstogivepositivereinforcementtoencouragelearners.SocialLearningTheory:Teacherswillusemodelingduringwholeclassdiscussionsandinstruction.Duringgrouppresentations,teachersandpeerswillprovidefeedbackgivingstudentsmoreexposuretomodelingandlearningvicariously.Throughcollaborativegroupworkstudentsalsoincreaseconfidence.



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CognitiveTheory:Explicitinstructionisbrokenintosmallerchunksofinformationwithconsistentopportunitiesforpracticeandreinforcementthroughouttheunit.Opportunitiesforconversationwiththeteacher,theclass,andpeersinasmallgroupenablestudentstoperformatahighercognitivelevel.Studentsaregivenopportunitiestoconnectthecontentofinstructiontotheirownexperiences.Usinggraphicorganizersandstudent‐selectedexamples,studentsareworkingtoconstructtheirownknowledge.



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Instructional Sequence and Timeline Sequence:

Timeline:Teacherswilldevisetheirowntimelinessothattheyhaveflexibilitywithinthedeliveryoftheunittoaccountforotherrequirementswithinthecurriculum.Theabovesequenceshouldbeconsistent,butthetimelinecanvaryfromteachertoteacher.



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Educator’s Unit Outline Overview

OrganizationalFramework:Thefollowingpageswilloutlinetheunit.Theentireunithasbeenbrokendownintofivecomponents.Eachcomponentcoversoneoftheobjectives(i.e.component1coversobjective1,etc.).Withineachcomponent,therearethreesub‐objectives.Together,masteryofthethreesub‐objectivesshouldindicatemasteryoftheoverallobjective.Forexample,oncestudentsareabletoexplainthedifferentbetweensummaryandanalysis,classifyexamplesofsummaryandanalysis,andcreateasummaryandanalysis,studentsshouldhavesuccessfullyachievedmasteryofmainObjective1:distinguishbetweensummaryandanalysis.PrepWork:Foreachportionofthelesson,anyworkthatneedstobecompleted,bytheteacherorthestudents,priortobeginningthelessonwillbeidentified.Materials:Throughouttheunitoutline,therewillbelinkstoonlineresources.Alloftheselinksareavailableinonecentrallocationonthewebatthefollowingaddress: https://mrsjmetzger.wikispaces.com/Unit+MaterialsBookmarktheaboveaddressforeasyaccesstoallonlinematerialsandresources.*Foracompletelistingofallresourcesandmaterials,seethesectionattheendofthisdocument.LessonSummary:Thereisalessonsummaryforeachlesson.Somesub‐objectiveshavemultiplelessonswhichareindicatedasPartA,B,andC.DetailedLessonOutline:Thereisasequencedoutlineofstepstocompletingeachlessonfollowingeachlessonsummary.PracticeandFeedback:Alistofopportunitiesforstudentpracticeandfeedbackwithineachlessonisincludedattheendofeachsection.Assessments:Wheneverassignmentsorassessmentsshouldbecompletedand/or

collected,anexclamationpoint(seetotheright)indicatesalistofassessments.Adescriptionofassessmentsandtheprocessesforcompletingtheassessmentsisincludedwithineachdetailedlessonoutline.

Acautionsignindicatesabenchmarkassessmentusedformeasuringmastery.

Learner Entry Competencies

Knowledge:Studentsneedtoknowthedefinitionofaudienceandspeaker.Skills:Studentsneedtobeabletoreadandcomprehendtextwithintheirgradelevelrangeof8to10;towritecompletesentences;tobehaveinsmallgroupandwholeclassdiscussions;toparticipateinsmallgroupassignmentsAttitudes:Studentsneedtobemotivatedtolearn;toparticipateinsmallgroups;tounderstandtherelevanceofthecontenttotheirlives;tocompleteassignmentsathome



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Instructional Context

Thisunitwasdesignedwiththeexpectationthatallclassroomsareequippedwith:o PrometheanBoardsandincludedPrometheanvoterso ceiling‐mountedLCDProjectorso ELMODocumentCameraso VCR/DVDcombinationso Microphones–bothhand‐heldandonethatcanbeworno Wirelessinterneto 25studentdesks,notables:forgroupworkstudentswouldhavetomove

theirdeskso TeachershaveaccesstoMacBookLaptopcartsthatcontain25‐30laptops,

buttheymustplaninadvancetocheckoutthecarts.LaptopswereupdatedinJuneandJulyof2011.

Rationale:Allninth‐gradeEnglishteachersarehousedinabuildinginwhichallclassroomscontaintheabovelistoftechnologyresources.

Pre-Instructional Activities

Pretest:StudentsshouldtakeapretestusingQUIAonlinequizzingservice.Thepurposeofthepretestis(1)togatherdataregardingyourstudents’priorknowledgeandareasofinterestand(2)toestablishabaselinepriortoinstructionforevaluationattheendoftheunit.QUIAPretestURL:http://www.quia.com/sv/549518.htmlOrganizeStudentGroups:Asessentialportionofthisinstructionalunitinvolvescollaborativegroupwork.Itisrecommendedthatteachersassigngroupsof4to5studentspriortobeginninginstructionforComponent#1.

Considerusinginformationaboutstudentinterestsandpriorknowledgegatheredduringthepretesttoguidegroupcreation.

TestVideos:ItisrecommendedthatteacherstestoutthevideospriortobeginningComponent#1toavoidanytechnicaldifficultiesduringinstruction.



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Student Overview

PreInstructionalObjective:Tobuildstudentinterestintheinstructionalunit.TeacherInstructions:ShowstudentsthefollowingadvertisementsfromHSBCBanksalongwiththeparagraphoverview.Writethefive(5)unitobjectivesontheboardinalocationwheretheycanremainforthedurationoftheunitifpossible.NOTE:apdfandjpgoftheseimagesisavailableonthewikiunderUnitMaterials.

UnitOverview:TextAnalysiswiththeRhetoricalTriangle

Overthenextfewweeks,wewillbelearningaboutrhetoric.Asimpledefinitionofrhetoricistheartofpersuasion.Somepeoplesaythatrhetoriciseverywhereandeverythingisrhetoric.Wearegoingtolearnhowtoanalyze,ratherthansummarize.Wearegoingtolearnwhatarhetoricaltriangleisandhowpeopleuserhetorictoappealtous.Finally,wearegoingtolearnhowtoputallofthattogetherandanalyzepoliticalcartoons,speeches,andothertexts.Let’stryawarm‐upactivity.LookatthefollowingadvertisementsfromHSBCBanks.Whatmessagedoyouthinkthecreatorsoftheseadsaretryingtoexpresstoyou?Remembertothinkaboutthemessage.Writeyourresponseonasheetofpaperincompletesentences.

Advertisement A

Advertisement B



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Component #1 – Summary vs. Analysis

Objective1:Distinguishbetweensummaryandanalysis.PreInstructionalStrategy:Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.Askstudentstobeginthinkingabout,discussingwiththeclass,and/orlistingsituationsthatrequirethemtosummarizeandanalyze.

1.Explainthedifferencebetweensummaryandanalysis.Materials:videoclips,graphicorganizer,audio/videoequipmentforshowingthevideosTeacherPrep‐Work:ReviewJoliffe’s“Introduction:Analysisas‘Undoing’”forbackgroundonanalysis.LessonSummary:StudentswillviewashortvideoclipsfromapoliticalspeechordebateandtheRepublicanandDemocraticcommentaryfollowing.Studentswillviewashortvideoclipfromasportingeventandthecommentaryafter.Throughclassdiscussion,studentswillcompleteagraphicorganizeroutliningthedefinitionsofandcomponentsofsummaryandanalysis.DetailedLessonOutline:

Showstudentsthevideomontagetitled“Foxvs.MSNBC:Michelle’sSpeech.”BriefSynopsis:TheuserwhocreatedthisvideoshowsalternatingclipsofMichelleObama’sspeechfromthe2008DemocraticNationalConventionandthecommentaryfromleft‐leaningcommentatorsandright‐leaningcommentators.Thepurposeistoshowstudentshowanalysisresultswhenindividualstakeinformationanddrawtheirownconclusions.Studentswillseethatcommentatorsareanalyzingbecausesummarizingwouldresultinthecommentatorssayingthesamething.Inthisvideo,thecommentatorscontradicteachotheroneachclip.

Discussthevideoasawholeclass. Distributethegraphicorganizeronsummaryandanalysis.Thegraphicorganizer

canbedownloadedhere:https://mrsjmetzger.wikispaces.com/file/view/summary‐vs‐analysis‐organizer.pdfStudentsshouldcontinuetocompletetheirgraphicorganizersfortherestofthelesson.Studentswillalsoneedtoworkwiththegraphicorganizerduringthenextlesson.

Define“summary”and“analysis”.Includetheoriginoftheword“analysis”asdescribedinJoliffe’s“Introduction:Analysisas‘Undoing’”page2,includedinyourphotocopiedreferences.

ShowstudentsthevideoclipfromESPNCollegeGameDay“SportsCommentary–LSUvs.Alabama2011.”

BriefSynopsis:Thevideoclipfeaturestwoexpertsportsanalysts.Bothhaveanalyzedtheperformancesofbothteamsinpreviousgames,thestarathletes,andthestatistics.Oneexpert’sanalysishasledhimtobelievethatAlabamawillwinthegamewhiletheotherhaspredictedthatLSUwillwin.



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Practice:studentsparticipateinaclassdiscussionFeedback:providedbyteacherandpeers

2.Classifyexamplesassummaryoranalysis.Materials:samplesummariesandanalysesfromvarioussources(audiotranscripts,articles,bookreviews,etc.)TeacherPrep‐Work:Collectexamplesforstudentgroupstocategorize.Examplesdonothavetobesummaryandanalysisofthesamematerial.Theobjectiveisforstudentstoread,hear,orviewamessageanddeterminewhetheritissummaryoranalysisasitstandsbyitself.Somesuggestionsinclude:additionalmoviereviewsandsynopses;televisionepisodereviewsandsynopses;televisionnewscast(summaryofanevent);newscastercommentaryaboutthemeaningofanevent;additionalsportsreviewsandcommentary;bookcovers;bookcriticisms.LessonSummary:Workinginsmallgroups,studentswillreadseveralexamplesofanalysesandsummariesandcorrectlycategorizetheexamples.DetailedLessonOutline:

Havestudentsseparateintogroups.Theyshouldstillhavetheirgraphicorganizerswiththemastheywillcontinuetoworkonthisorganizer.

Modeltheactivitywiththesamplemoviereviewsofthe2011remakeofFootloose(1984).

Threemoviereviewsareavailablerangingfroman“A‐“ratingto“1½stars”.LisaScwarzbaumofEntertainmentWeeklygivesFootlooseanA‐.RichardRoepergivesFootlooseaC.RogerEbertgivesFootloose1.5stars.AdetailedplotsynopsisisavailableonIMDb.comLinkstoallthreereviewsandplotsynopsisareavailablehere:https://mrsjmetzger.wikispaces.com/Unit+Materials#movie

Incollaborativegroups,studentswilllookthroughexamplesofsummariesandanalyses.Providestudentswithseveralexamplesofanalysisandsummary.

Studentsshouldcompletetheirgraphicorganizerscollaboratively.Practice:studentsidentifysummaryandanalysiswithgroupsFeedback:providedbyteachercirculatingtogroupsandduringclassdiscussion,peerswithingroups,peerswithinclassdiscussion

3.Createasummaryandanalysis.Materials:studentswillchoosetheirowncontent



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LessonSummary:Workinginpairs,studentswillchooseamovie,televisionshow,song,play,novel,etc.Theywillwriteasummaryofthepieceandananalysisofthepieceintheformofareview.DetailedLessonOutline:

Havestudentschooseapartner.(Note:studentsshouldchoosetheirownpartnersbecausesomeworkoutsideofclassmayberequiredforcompletingthisassignment.)

Pairschooseonetextormediafortheirwriting.Allchoicesshouldbeteacher‐approved.

Workingtogether,pairsshoulddraftasummary.Studentsshouldusetheirgraphicorganizersasguides.

Workingtogether,pairsshoulddraftananalysisintheformofareviewoftheiteminquestion.StudentsshouldberemindedtousetheFootlooseexamplesasmodelsfortheirwork.Studentsshouldusetheirgraphicorganizersasguides.

Workingtogether,pairsshouldcompletefinaldraftsforsubmission.Practice:studentswritingtheirownsummaryandanalysiswithpeer,studentsdiscussclassmates’work,studentswillcontinuetopracticethedistinguishingsummaryandanalysisforthedurationoftheunitFeedback:teacherprovidesfeedbackonwritingexercise;peersprovidefeedbackwithingroupsandclassdiscussiononpresentationofwritingexercises

Assessments:(1) Completedgraphicorganizer

(2) SummaryandAnalysisWritingAssignment:BenchmarkAssessmenttomeasurestudentmasteryofObjective1.Toestablishmastery,80%ofstudentsshouldbescoring70%orhigheronthiswritingassignment.

Component #2 – Rhetorical Triangle

Objective2:ExplainAristotle’srhetoricaltriangle.PreInstructionalStrategy:Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.Askstudentstobeginthinkingabout,discussingwiththeclass,and/orlistingsituationsthatrequirepublicspeeches.

1.Definethepartsoftherhetoricaltriangle.



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TeacherPrep‐Work:(1)Collectexamplesofrhetoricfollowingthephilosophythat“rhetoriciseverywhere”and“everything’sanargument”(Lunsfordet.al.,2010).Considerpoliticalcartoons(seebelow),advertisements,newspaperheadlines,foodandproductlabels,etc.RefertotheChapter1ofeverything’sanargumentbyLunsford,Ruszkiewicz,andWaltersforideas.

Politicalcartoonscanbeeffective.Forabankofpoliticalcartoonsorganizedbytopic,visithttp://theweek.com/section/cartoon/0/221147/all‐cartoons

(2)Reviewthefeaturesoftherhetoricaltriangleintheenclosedteacherresources:“WhatDoStudentsNeedtoKnowAboutRhetoric”byHepzibahRoskellyandChapter1,“KeyElementsofRhetoric”pages1‐4fromTheLanguageofCompositiontextbook.Materials:samplerhetoric(advertisement,politicalcartoon,articleheadlines),rhetoricaltrianglegraphicorganizerLessonSummary:Teacherwillintroducetherhetoricaltriangleandrelatedvocabulary.Teacherwillfacilitateaclassdiscussionusingafewsamplesofrhetorictoapplytheconceptsoftherhetoricaltriangle.Studentswillrecorddefinitionsandnotesonagraphicorganizer.Studentswillcompletethegraphicorganizerindependentlybyillustratingthediagram.DetailedLessonOutline:

Projectacopyoftherhetoricaltriangleorganizerontheboard(usingeitherthedesktopoverlayfeaturewiththePrometheanBoardortheELMOprojector).

Distributecopiesoftherhetoricaltrianglegraphicorganizertostudents.Thegraphicorganizerisavailablefordownloadhere:https://mrsjmetzger.wikispaces.com/file/view/rhetorical‐triangle‐organizer.pdf

Usingyourexamplesofrhetoric,identifythefeaturesoftherhetoricaltrianglewithinexamples.

Labeltheprojectedcopyoftherhetoricaltrianglewhilestudentslabeltheirowncopies.(Note:studentswilllaterillustratetheircopiesandshouldbeinformedofthisatthistime.)

Studentsshouldillustratetheirgraphicorganizersasafollow‐upassignment.Practice:studentsrecordinformationongraphicorganizersandindependentlyillustrateorganizerstopersonallyconnecttoconcepts;studentsparticipateinclassdiscussionFeedback:teacherprovidesfeedbackonindividualizedgraphicorganizers;teacherprovidesfeedbackonstudentcommentaryduringdiscussion;peersprovidefeedbackonstudentcommentary

2.Findexamplesofrhetoricinprintmedia.StudentPrepWork:Studentswillneedtofindexamplesofrhetorictobringtoclassforthislesson.



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Considerhavingstudentscontinuouslybringinpiecesofrhetoricsothateachstudenthasseveralexamplesbytheendoftheunit.Futurelessonswillrequiremore“foundrhetoric.”

Materials:Student‐selectedpiecesofrhetoric,teacher‐suppliedextrasamples(optionalforstudentswhodonothavetheirown)LessonSummary:Studentswillfindseveralexamplesofrhetoricoutsideofclassandpreparetosharethe“foundrhetoric”withtheirclassmates.DetailedLessonOutline:

Workingindependentlyandusingtheirgraphicorganizersasaguide,studentsidentifytherhetoricalfeaturesoftheir“foundrhetoric.”

Practice:studentssearchforexamplesofrhetoricFeedback:teacherprovidesfeedbackonstudentsamples

Assessments:(1) FoundRhetoric

3.Identifythefeaturesoftherhetoricaltriangleinfoundrhetoric.Materials:student‐selectedrhetoricLessonSummary:Insmallgroups,studentswillsharetheir“foundrhetoric”withthepeers.Thegroupwillidentifythefeaturesoftherhetoricaltriangleforeachpieceof“foundrhetoric.”Thegroupwillselectthetwoofthepiecestosharewiththeclass.Eachgroupwillsharetheirtwopiecesoffoundrhetoric.Theteacherwillfacilitateaclassdiscussiononthesharedpieces.Studentswillindividuallysubmittheirfoundrhetoricandawrittenstatementoutliningitsrhetoricalfeatures.DetailedLessonOutline:

Studentsseparateintotheirgroups.Itisrecommendedthatstudentsstayinthesamegroupsforthedurationoftheunit.

Studentssharetheirfoundrhetoricwiththeirgroups. Workingcollaboratively,studentsidentifytherhetoricalfeaturesofeachpieceof

foundrhetoricbydiscussing,checking,andcorrectingeachstudent’sindependentwork.

Eachgroupchoosestwopiecesofrhetorictosharewiththeclass. Informalpresentationsshouldincludeanexplanationoftherhetoricalfeaturesof

thepiecesoffoundrhetoric. Facilitateaclassdiscussionofeachpieceoffoundrhetoric.



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Independently,studentswillwriteastatementthatoutlinestherhetoricalfeaturesofoneoftheirpiecesoffoundrhetoric.

Practice:studentsidentifytherhetoricalfeaturesoftheirfoundrhetoricandworkwithgroupmemberstoidentifytherhetoricalfeaturesoftheirfoundrhetoric;studentsparticipateinclassdiscussiononclassmates’examplesofrhetoric;studentsproduceawrittenstatementoutliningtherhetoricalfeaturesoftheirfoundrhetoricFeedback:teacherprovidesfeedbacktogroupswhilecirculatingduringgroupwork;teacherprovidesfeedbackduringclassdiscussion;teacherprovidesfeedbackonthewrittenstatement;studentsprovidefeedbacktoeachotherduringgroupwork;studentsprovidefeedbacktooneanotherduringclassdiscussion

Assessments:(1) Completed,illustratedgraphicorganizer

(2) Writtenstatement:BenchmarkAssessmenttomeasurestudentmasteryofObjective2.75%ofstudentsshouldbeabletoaccuratelyandclearlyidentifyallfeaturesoftherhetoricalsituationintheirfoundrhetoric.

Component #3 – Rhetorical Appeals

Objective3:Examinetheappealsusedinrhetoric.PreInstructionalStrategies:

(1) Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.

(2) Askstudentstopullouttheirfavoritepieceoffoundrhetoric.Havestudentsrespond,inwriting,tothefollowingquestions:Whydidthepieceofrhetoricyouchoseappealtoyou?Whydidyoulikeit?Whyisthisyourfavoriteexample?

1.Definetherhetoricalappeals.TeacherPrep‐Work:Reviewtherhetoricalappealsintheenclosedteacherresources:Chapter1,“AppealstoEthos,Logos,andPathos”fromTheLanguageofCompositiontextbookpages4‐6andChapter1,“AppealingtoAudiences”fromeverything’sanargumenttextbookpages33‐35.Reviewtheteacherresourceontropes,rhetoricalquestions,rhetoricaldevices,andrhetoricalmodesincludedinyourmaterials.Materials:graphicorganizerontherhetoricalappeals,rhetoricexamples



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LessonSummary:Facilitateaclassdiscussionforstudentstosharetheirthoughtsabouttheassignedin‐classwriting(pre‐instructionalstrategy2),takingnotesonaboard.Teacherwillintroducethethreerhetoricalappeals(ethos,pathos,logos)andworkwiththeclasstodefinetheappealsandsupplyexamplesfromteacher‐suppliedexamples.Studentswillcompleteagraphicorganizeronthethreerhetoricalappealsandindependentlyillustratetheorganizer.DetailedLessonOutline:

Facilitateaclassdiscussionduringwhichstudentssharetheirreasonsforchoosingtheir“favorite”examplesofrhetoric.Theobjectiveisforstudentstobeginidentifyingexamplesofethos,logos,andpathosthatcanbeusedto

Distributecopiesoftherhetoricalappealsgraphicorganizer.Downloadhere:https://mrsjmetzger.wikispaces.com/file/view/rhetorical‐appeals‐organizer.pdf

Projectacopyoftherhetoricalappealsorganizerontheboard(usingeitherthedesktopoverlayfeaturewiththePrometheanBoardortheELMOprojector).

Usingexamplesofrhetoric,identifyinstancesofethos,logos,andpathos. Labeltheprojectedcopyoftherhetoricalappealsorganizerwhilestudentslabel

theirowncopies.(Note:studentswilllaterillustratetheircopiesandshouldbeinformedofthisatthistime.)

Createalistofrhetoricaldevicesthatauthorscanusetoappealtotheiraudiences(i.e.humor,literaryallusions,repetition,metaphors,etc.)

Studentsshouldillustratetheirgraphicorganizersasafollow‐upassignment.Practice:studentswriteaboutanddiscussionrhetoricalappeals;studentsparticipateinclassdiscussiononrhetoricalappealsbyprovidingcommentaryonteacher‐suppliedexamples;studentscompletegraphicorganizeronrhetoricalappeals;studentsindividuallyillustratetheirgraphicorganizeronrhetoricalappealsFeedback:teacherprovidesindividualfeedbackoncompletegraphicorganizers;teacherprovidesfeedbackonstudentcommentary;studentsprovidefeedbacktoeachotherduringclassdiscussion

2.Identifyexamplesofrhetoricalappeals.Materials:student‐selectedrhetoricStudentPrepWork:Studentsshouldfindmoreexamplesofrhetoricwiththerhetoricalappealsinmind.Studentsmayuseexamplesfrombefore,butitisrecommendedthatstudentscontinuetocollectrhetoricfortheentireunit.Themoreexamplesofrhetorictheyfind,themoreexposuretheywillhavetoanalysis.LessonSummary:Insmallgroups,studentswilldiscusstherhetoricalappealsintheir“foundrhetoric”.DetailedLessonOutline:

Studentsseparateintotheirgroups.



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Studentssharetheirfoundrhetoricwiththeirgroups. Workingcollaboratively,studentsidentifytherhetoricalappealsusedineachpiece

offoundrhetoric. Studentsshouldworktogethertobuildaconsensusregardingwhichappealsappear

ineachpieceofrhetoricwhilekeepinginmindthatoftenrhetoricwillappealtoone,two,orallthreeappeals.

Studentsshouldcontinuebuildingontheirgraphicorganizersbyaddingexamplesfromtheirgroupwork.

Practice:studentsidentifyanddiscusstherhetoricalappealsintheirexamplesofrhetoricandthoseoftheirpeers;studentscollaborativelydeterminethestrongestexamplesofeachoftheappealsFeedback:teacherprovidesfeedbackwhilecirculatingduringgroupwork;peersprovidefeedbackduringdiscussions

Assessments:(1) FoundRhetoric

3.Theorizewhyspecificappealswerechosen.Materials:student‐suppliedexamplesofrhetoricLessonSummary:Continuinginsmallgroups,studentswillselectthestrongestexampleforeachofthethreeappealstosharewiththeclass.Studentswilldiscusswhytheythinktheproducersoftherhetoricchosetousetheappealschosen.Eachgroupwillsharetheirthreechosenpieces,explaintherhetoricappeals,andsupplytheirtheoryastowhytheappealswerechosen.Teacherwillfacilitateaclassdiscussionasgroupssharetheirpieceswiththeclass.Studentswillindividuallywriteasummaryofthegroup’sdecision‐makingprocessandpresentation.DetailedLessonOutline:

Studentscontinuetoworkintheircollaborativegroups. Studentsdiscusstheirexamplesofrhetoricwhiletryingtofindthestrongest

examplesofeachoftheappeals. Studentsmustcometoaconsensusandbeabletoexplainwhytheappealofone

examplerhetoricisstrongerthanthatofanother. Studentsmustalsoidentifythefeaturesoftherhetoricalsituation. Inaninformalpresentation,eachgroupwillpresenttheirexamplesoftherhetorical

appealstotheclass:oneeachforethos,pathos,andlogos. Teacherwillfacilitateaclassdiscussionduringthepresentationstohighlightthe

featuresofthefoundrhetoricintermsoftherhetoricaltriangleandtohighlighttheexamplesofappealstoethos,logos,andpathos.



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Individually,asafollow‐upassignment,studentsshouldwriteabriefsummarydetailinghowtheyandtheirgroupmemberscametoaconsensusonthethreepieceschosenforthepresentation.Thesummaryshouldalsoincludespecificexamplesidentifyingrhetoricalappeals.

Studentsshouldcontinuebuildingontheirgraphicorganizersbyaddingexamplesfromtheirgroupwork.

Practice:studentsdiscussthereasonswhyproducerschosedifferentappeals;studentsparticipateinclassdiscussion;studentswillwriteasummaryofthegroupdecision‐makingprocessFeedback:teacherprovidesfeedbackwhilecirculating;teacherprovidesfeedbackduringgrouppresentationsoftheirselectedrhetoric;teacherprovidesfeedbackonstudentsummary;studentsprovidefeedbacktoeachotherduringthediscussion;studentsprovidefeedbackduringtheclassdiscussion

Assessments:(1) Completed,illustratedgraphicorganizer

(2) BriefSummary:BenchmarkAssessmenttomeasurestudentmasteryofObjective3.Studentsummariesshouldincludecorrectexamplesoftherhetoricalappealswithaccuracyin70%ofassignments.

Component #4 – Impact of the Rhetorical Situation

Objective4:Explaintheimpactofauthor,purpose,audience,andcontextinrhetoric(rhetoricalsituation).

PreInstructionalStrategies:Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.Havestudentsreviewtheirgraphicorganizersoftherhetoricaltriangle.

1.Discusstheinfluenceofauthorandpurposeonrhetoric.Materials:anabandonedwalletorphotographofanabandonedwallet;atimely,mainstreampoliticalcartoon

PartA

TeacherPrepWork:Searchthroughrecentpoliticalcartoonsandpickseveralforexamples.Bepreparedtoprovidesomebackgroundinformationaboutthepoliticalcartoonforstudentswhomaynotbeawareofthecontext.Keepalistofthecartoonsyouchoose



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becauseyouwillanalyzethesamecartoonsagaininthenextportionofthiscomponent.TrysearchingTheWeekMagazineforrecentpoliticalcartoonsorganizedbysubject:http://theweek.com/section/cartoon/0/221147/all‐cartoons

OptionalIdea:allowstudentstobringinpoliticalcartoonsandpresentthecartoonalongwiththenecessarybackgroundinformationtoinformtheclass.Teacherchoosesafewexcellentexamples.

LessonSummary:(A)“TheAbandonedWallet”–Studentswillbepresentedwithanimageofanabandonedwalletatthefrontoftheclassroom.Theywillidentifywhichword(temptation,misfortune,obligation)theythinkbestdescribestheabandonedwallet.Teacherwillfacilitateaclassdiscussiononwhatthewordchoicerevealsaboutthespeakerandthespeaker’smessage.DetailedLessonOutline:

Studentsobservethe“abandonedwallet”imageontheELMOorthePrometheanBoard(downloadthejpgorpdffilehere:https://mrsjmetzger.wikispaces.com/Unit+Materials#Obj4)Optional:Arealabandonedwalletcouldbeplacedonthefloorinthecenteroftheclassroominsteadofusingtheimagetocreateamorerealisticexperience.

Studentswillwriteinashortparagraphwhichwordbestdescribestheabandonedwalletandexplainwhy.

Facilitateaclassdiscussonthethreechoicesandwhateachchoicecouldpossiblyshowaboutaspeaker.

Studentsshouldbeconnectingtheword,misfortune,opportunity,orobligation,withthespeaker’smessageabouttheabandonedwallet.

Studentsshouldaddtotheirparagraphattributesofaspeakerwhowouldalsochoosethewordtheychose.

Studentsshouldwritetwoadditionalstatements,innote‐takingform,toaddressattributesofspeakerswhomightchoosetheothertwowordsandthespeaker’smessage(i.e.whatmakesthisanobligation?anopportunity?amisfortune?)

PartB

LessonSummary:(B)thepoliticalcartoon–Teacherwillpresentatimelypoliticalcartoonreferencingamainstreamnewsstoryorheadline.Studentswillidentifythepoliticalpartiesorideasbeingsupportedandopposedandthepurposeofthemessage.DetailedLessonOutline:

Projectanimageofapoliticalcartoon(usingtheELMOorPrometheanBoard). Facilitateaclassdiscussioninwhichstudentsdeterminetheattributesofthe

speakerofthecartoon(i.e.apoliticalliberal,pro‐teacheractivist,anti‐waractivist,politicalconservative,etc.)andthemessageofthecartoon.

Continueprojectingseveralcartoonsfordiscussion.



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Forthelastcartoon,havestudentssilentlyandindependentlyaddressthefollowing:Summarizetheactivitypresentedincartoon.Analyzethecartoonbyanswering:whoisthespeakerandwhatishisorhermessage?

PartCLessonSummary:(C)foundrhetoricrevisitedStudentswillreturntotheirsmallgroupsandexaminepreviousexamplesoffoundrhetoric.Groupswilldiscusstheauthorandpurposeofthefoundrhetoricandrecordresponsesinnote‐takingform.DetailedLessonOutline:

Studentsreturntotheirgroups. Determinethenumberofpiecesoffoundrhetoricyouwouldlikestudentsto

examinebasedupontheamountoftimeyouhaveavailable. Usingfoundrhetoricfromthepreviouslessonsandanyadditionalexamplesof

rhetoricthatstudentshavecollected,studentsshouldexaminetheirfoundrhetoricfortheauthorandmessageofthepieces.

Remindstudentstoconsiderthedirectmessageandanyhiddenmessages. Remindstudentstoconsidertherhetoricappealsastheyexaminethemessages. Studentsshouldrecordwhattheydiscussinnote‐takingformidentifyingthe

rhetoricalsituation,rhetoricalappeals,anddetailtheirobservationsaboutspeakerandmessage.

Practice:studentsparticipateinclassdiscussion;studentsidentifytheauthorandpurposeoftheirfoundrhetoricinsmallgroupsFeedback:teacherprovidesfeedbackduringclassdiscussion;teachersuppliesfeedbackwhilecirculatingduringgroupwork

Assessments:(1) Optional:PoliticalCartoonAnalysis:thewritingassignmentshouldbeshort

(twoparagraphs)withaportionofsummaryandaportionofanalysisspecifictothespeakerandmessage.

(2) Optional:Notes:fromthegroupactivityanalyzingtherhetoric

2.Analyzetheimpactofaudienceonwriting.Materials:levelsoflanguagegraphicorganizer,prewrittenanecdotes

PartA

TeacherPrepWork:Considerwritingoutyourown“LevelsofLanguage”priortopresentingthelesson.Considerincludingexamplesfromstudentwritingtoillustratethelevels.



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LessonSummary:(A)LevelsofLanguage–Teacherwillfacilitateaclassdiscussiononthelevelsofformalityoflanguage.Workingasaclass,studentswillproduceachartidentifyingtheoverlappingnatureoftheformalityoflanguageandhowthatlanguagechangesdependingontheintendedaudience.Studentswillrecordtheclassconsensusontheirown“levelsoflanguage”organizer.Independently,studentswilladddetailstotheorganizeridentifyingsamplesentencesandaudiencesforeachlevel.DetailedLessonOutline:

Distributecopiesofthelevelsoflanguagegraphicorganizer.Downloadhere:https://mrsjmetzger.wikispaces.com/file/view/levels‐of‐language‐organizer.pdf

Projectacopyoftherhetoricalappealsorganizerontheboard(usingeitherthedesktopoverlayfeaturewiththePrometheanBoardortheELMOprojector).

Facilitateaclassdiscussionoverthevaryingformalityoflanguage.Discusshowthesituationandtheaudienceimpactsthechoiceoflanguage.Keyideastoaddress:slang,abbreviations,text‐speak,“fancy”vocabulary,sentencelength,etc.

Instructstudentstoleaveroomontheirorganizersforaddingadditionalcontentaftertheclassdiscussion.

Recordontheprojectedcopyexamplesofthekindsoflanguagefoundineachlevelofformality.

Recordontheprojectedcopyexamplesoftheaudienceswhowouldreceivethevariouslevelsofformallanguage.

Asafollow‐upactivity,studentsshouldwriteanexamplesentenceforlevel1,3,and5withanexampleaudienceforeach.

PartB

LessonSummary:(B)WriteThisStory‐Insmallgroups,studentswillwritethesameanecdotetothreeintendedaudiences,eachofwhichwouldreceivewritingatadifferentlanguagelevel.Groupswillchoosetwopiecestosharewiththeclass.Teacherwillfacilitateaclassdiscussiononthelevelsoflanguageanditsimpactonthewrittenanecdotes.DetailedLessonOutline:

Studentsshouldreturntotheircollaborativegroups.Optional:Allowstudentstochooseapartnerforthiswritingactivity.Partnersmaybeespeciallyeffectiveifthisbecomesatake‐homeassignment.

Distributeanecdoteideas.Comeupwithyourownideasorfeelfreetousethefollowing:https://mrsjmetzger.wikispaces.com/file/view/write‐this‐story‐ideas.pdfTherearesixdifferentanecdotesonthisdocumentalongwithdirectionsandrulesforwriting.Itisrecommendedthatyouprovideoneanecdoteforeachgroup.

Establishatimeframeforwritingandaduedateforallthreeanecdotes. Reviewthe“LevelsofLanguage”andinstructstudentstoreferencetheirorganizers

astheycollaborativelywritetheanecdotes.



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CAUTION:studentsshouldcollaborateonallthreewritingassignments.Studentsshouldnottakeindividualresponsibilityforoneanecdoteeach.

Uponcompletionofthewritingassignments,studentgroupsshoulddecidewhichtwoofthethreepiecestheywouldmostliketosharewiththeclass.Itisrecommendedthattheteacherapproveofthechoices(1)becausesomeinformalpiecesmayincludeinappropriatematerialthatshouldbeeditedand(2)becauseitisessentialthatavarietyofpiecesfromallthreelevelsoflanguagearerepresented.

Studentgroupswillreadtheirassignmentsandpassaroundtheirassignmentsfortheclasstohearandview.

Studentsshouldtakenotesduringthereadingskeepingthefocusinmind:whatisdifferentinwritingforaudiencesofvaryingformality?

Teacherwillfacilitateashortdiscussionaftereachgroup’spresentationandafterallgroupshavepresented.

Practice:studentsparticipateinclassdiscussion;studentscreategraphicorganizeronthelevelsoflanguage;studentsdiscussthelevelsoflanguagefortheirwritingassignment;studentscollaborativelywriteforvariousaudiences;studentsparticipateinclassdiscussionFeedback:teacherprovidesfeedbackduringclassdiscussion;teachersuppliesfeedbackoncompletedgraphicorganizer;teachersuppliesfeedbackwhilecirculatingduringgroupwork;teachersuppliesfeedbackoncompletedwritingassignment;studentsprovidefeedbackduringdiscussion;studentsprovidefeedbackduringgroupwork

Assessments:

(1) “WriteThisStory”WritingAssignments:BenchmarkAssessmentforevaluationofstudentmasteryoverlevelsoflanguageandintendedaudiences.Collectallthreefromeachgrouptobegradedholistically.

(2) Optional:Notes:fromstudentsduringclasspresentations(3) “LevelsofLanguage”graphicorganizers:organizersshouldbecompletewith

examplesfromclassaswellasstudents’originalsentencesandexampleaudiencesfromthefollow‐upactivityattheendofLesson2,PartA.

3.Analyzetheimpactofcontextonwriting.Materials:politicalcartoons,videoclip,audio/visualequipment,“contextchangeseverything”writingassignment

PartA

TeacherPrepWork:Chooseoneortwoappropriatevideoclipsfromcomedians.Itisrecommendedthatyouchooseacurrentclipthatishighlydependentonthenewscontext



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ofthemostrecentevents.Bepreparedtohelpstudentsunderstandanyofthereferencestocurrentevents. CBS’sLateShowwithDavidLettermanhasmostofhismostrecent“TopTen”video

segmentsavailableforviewingontheirwebpageat:http://www.cbs.com/late_night/late_show/top_ten/

NBC’sTheTonightShowwithJayLenoprovidesclipsfromLeno’smonologueat:http://www.nbc.com/the‐tonight‐show/video/categories/monologues/1239765/

Pre‐InstructionalStrategy:OpenendedQuestion–Thinkofasituationduringwhichsomethingyouorsomeoneelsesaidwastakenoutofcontext.Writeyourresponseincompletesentences.First,summarizethesituation.Then,explainhowthestatementbeingtakenoutofcontextimpactedyouandothersinvolved.(Ifyouarehavingtroublethinkingofasituationinwhichthishappenedtoyouorsomeoneyouknow,feelfreetorecountasituationyousawinatelevisionshowormovie.)LessonSummary:(A)thepoliticalcartoon(revisited)andthecomedian’sapproachtonews–Teacherwillfacilitateadiscussionofcontextbypresentingpreviousexamplesofpoliticalcartoonsandidentifyingtheimportantcontextualelementsforthosepiecesofrhetoric.Teacherwillshowavideoclipofacomedic,news‐relatedsegmentthatishighlydependentoncontext(forexample,Letterman’stop10,Leno’smonologue,Colbert’stipofthehat/wagofthefingerorthreatdown,Stewart’s“momentofzen”,etc.).Theclasswilldiscuss:Whatwasthecontextforthesejokes?Wouldtheymakesenseayearfromnow?Wouldtheybeasfunny?DetailedLessonOutline:

Showtwoorthreepoliticalcartoonsfromthelistofpoliticalcartoonsusedinthepreviouslesson.Saveonepoliticalcartoonforthelastassignment.

Facilitateaclassdiscussiononcontextofthepoliticalcartoons.Studentsshouldbeabletoidentifythecurrenteventssurroundingthecartoon.

Includeareviewdiscussionoftherhetoricalsituationandrhetoricalappealsofthecartoons.

Showoneortwovideoclipsfromcomediansreferencingcurrentevents(forexample,Leno’smonologueandLetterman’s“topten”).Studentsshouldtakenotesidentifyingreferencestocurrenteventsthatestablishthecontextofthejokes.

Facilitateaclassdiscussiononcontext.Focuson:Whatwasthecontextforthesejokes?Wouldtheymakesenseayearfromnow?Wouldtheybeasfunny?

Forthelastcartoon,havestudentssilentlyandindependentlyaddressthefollowing:Summarizetheactivitypresentedincartoon.Analyzethecartoonbyanswering:Whatisthecontextofthiscartoon?Howisthecontextimportant?

Assessments:(1) OptionalPoliticalCartoonAnalysis:collecttheanalysisofthelastcartoon(2) Optional:Notes:fromstudentswhilewatchingthevideos



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PartBLessonSummary:(B)ContextChangesEverything–Givenanopeningsentenceofnarrativeandseveraldifferentcontexts,studentswilldiscussinsmallgroupshoweachcontextchangesthemeaningofthenarrative.Ingroups,studentswillproduceanopeningparagraphforeachofthecontexts.Thegroupwillchooseonepiecetosharewiththeclass.Theteacherwillfacilitateaclassdiscussionontheimpactofthecontextoneachgroup’swritingsample.DetailedLessonOutline:

Studentsreturntotheircollaborativegroups. Distributeacopyof“ContextChangesEverything”writingassignmenttoeach

group.Thiscanbedownloadedhere:https://mrsjmetzger.wikispaces.com/file/view/Context‐Changes‐Everything.pdf

Instructstudentstochoosethreeoftheprovidedsevencontextsforwriting. CAUTION:studentsshouldcollaborateonallthreewritingassignments.Students

shouldnottakeindividualresponsibilityforonecontextpieceeach. Uponcompletionofthewritingassignments,studentgroupsshoulddecidewhich

oneofthethreepiecestheywouldmostliketosharewiththeclass.Itisrecommendedthattheteacherapproveofthechoices(1)toensureschoolappropriatecontentand(2)becauseitisessentialthatavarietyofpiecesfromthedifferentcontextsbepresented.

Facilitateaclassdiscussionafterallstudentshaveshared.Discusshowsignificantlythecontextimpactedthedirectiontakeninthewritingaftertheopeningsentence.

Asafollow‐upactivity,askstudentstorespondtothefollowinginwriting:Thinkofatimewhenthecontextofsomethingyouwerereadingimpactedyourabilitytocomprehend.Whatwereyoureading?Howdidthecontextcreatethischallenge?Whatwouldyoudonowtohelpimproveyourcomprehension?

Practice:studentsparticipateinclassdiscussion;studentsdiscussthehowthecontextschangetheirwritingassignment;studentscollaborativelywritenarrativewithdifferentcontexts;studentsparticipateinclassdiscussionFeedback:teacherprovidesfeedbackduringclassdiscussion;teachersuppliesfeedbackwhilecirculatingduringgroupwork;teachersuppliesfeedbackoncompletedwritingassignment;studentsprovidefeedbackduringdiscussion;studentsprovidefeedbackduringgroupwork

Assessments:(1) OptionalPreInstructionalOpenEndedQuestion:collectstudentparagraphs

describingasituationinwhichastatementwastakenoutofcontext

(2) “ContextChangesEverything”WritingAssignments:BenchmarkAssessmenttoevaluatemasteryoverunderstandingcontext.Collectallthreefromeachgrouptobegradedholistically.



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(3) Optional:FollowUpActivity:collectstudentparagraphsdescribingasituationinwhichcontextimpactedtheircomprehension

(4) “LevelsofLanguage”graphicorganizers:organizersshouldbecompletewithexamplesfromclassaswellasstudents’originalsentencesandexampleaudiencesfromthefollow‐upactivityattheendoflessona.

Component #5 – Written Rhetorical Analysis

Objective5:Composeawrittenrhetoricalanalysisofnonfictiontext.PreInstructionalStrategies:Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.Writethedefinitionofanalysisontheboardsothatitcanbeviewedfortheentireinstruction.Havestudentsreviewtheirgraphicorganizersofsummaryversusanalysis,rhetoricaltriangle,rhetoricalappeals,andlevelsoflanguage.

1.Analyzetheimpactoftherhetoricalsituationonthetext.Materials:nonfictiontextsTeacherPrepWork:Choosepiecesofnonfictiontextforstudentstoanalyze.Commencementspeechesandshortpoliticaladdressesareexcellent.Itisrecommendedthatyouchoosesignificantexcerptsforstudentstoanalyze.Reviewwhichevernonfictiontextsyouwillbeofferingtostudents.Chooseenoughpiecessothateachgroupanalyzingadifferenttext. Highlightsfromeightmajorcommencementspeechesof2011areavailablehere:

http://theweek.com/article/index/217057/the‐best‐advice‐from‐2011s‐commencement‐speakers#

LessonSummary:Insmallgroups,studentswillanalyzetherhetoricalsituationofanonfictiontext.Studentswillworktogethertowriteaparagraphanalysisoftherhetoricalsituation.DetailedLessonOutline:

Studentsreturntotheircollaborativegroups. Distributeexcerptsofspeeches(orothernonfictiontexts)toeachgroup.Besureto

giveeachgroupadifferenttext. Workingcollaboratively,studentsshouldidentifytherhetoricalsituation. Workingcollaboratively,studentsshouldwriteaparagraphanalysisoftheir

assignednonfictiontexts.Remindstudentstowriteatlevel4or5offormality. Distributecopiesofalltextstoeachstudent.



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Inaninformalpresentation,eachstudentgroupshouldreadtheirnonfictiontextwhiletheclassfollowsalong.Avolunteerfromeachstudentgroupshouldreadtheiranalysistotheclass.

Studentsshouldtakenotesonthepresentationsandtheclassdiscussions. Facilitateaclassdiscussionovertherhetoricalanalysisaspresentedbyeachgroup.

Practice:studentsanalyzethetextwithclassmates;studentswriteanalysisparagraphcollaborativelyFeedback:teacherprovidesfeedbackwhilecirculating;studentsprovidefeedbacktoeachotherduringgroupwork

Assessments:(1) RhetoricalAnalysis:collecteachgroup’sparagraphwritingassignment

2.Analyzetheeffectofrhetoricalappealsonthetext.Materials:nonfictiontextsLessonSummary:Insmallgroups,studentswillidentifytherhetoricalsituationandanalyzetherhetoricalappealsofanonfictiontext.Studentswillworktogethertowriteaparagraphanalysisoftherhetoricalappeals.DetailedLessonOutline:

Studentsreturntotheircollaborativegroups. Distributenonfictiontextsforanalysis.Usethesametextsaswiththeprevious

activity,butbesuretogiveeachgroupadifferenttextthanthetextfromthepreviousactivity.

Workingcollaboratively,studentsshouldidentifytherhetoricalsituation. Workingcollaboratively,studentsshouldidentifytherhetoricalappeals. Workingcollaboratively,studentsshouldwriteatwo‐paragraphanalysisoftheir

assignednonfictiontexts.Remindstudentstowriteatlevel4or5offormality. Distributecopiesofalltextstoeachstudent. Inaninformalpresentation,eachstudentgroupshouldreadtheirnonfictiontext

whiletheclassfollowsalong.Avolunteerfromeachstudentgroupshouldreadtheiranalysistotheclass.


Practice:studentsanalyzethetextwithclassmates;studentswriteanalysisparagraphcollaboratively;studentsparticipateinclassdiscussion



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Feedback:teacherprovidesfeedbackwhilecirculating;teacherprovidesfeedbackduringclassdiscussion;studentsprovidefeedbacktoeachotherduringgroupwork;studentsprovidefeedbackduringtheclassdiscussion

Assessments:

(1) RhetoricalAnalysis:BenchmarkAssessmentcollecteachgroup’stwo‐paragraphwritingassignment

(2) Optional:Notes:fromstudentswhilewatchingthevideos

3.Combineanalysesintowellwrittenparagraphattheappropriateleveloflanguage.PartA

Materials:nonfictiontext,transcriptofacontemporaryspeechTeacherPrepWork:Choosealistofspeechesforyourstudentstoanalyze.Therearelinkstoseveralrecent(2011)commencementspeecheshere:https://mrsjmetzger.wikispaces.com/Unit+Materials#Obj5

Ifpossible,providelaptopsforstudentsforthisactivity.Allowstudentstovieworlistentospeecheswhenthataudio/videoisavailable.

LessonSummary:(A)CollaborativeWriting–workingwithinthesmallgroups,givenanonfictiontext,studentswillcompleteafullanalysisoftherhetoricalsituationandtherhetoricalappealsofthetext.Studentswillwrite,attheformalleveloflanguage,atwoorthreeparagraphanalysisofthetexttosharewiththeclass.Teacherwillfacilitateaclassdiscussionongrouppresentations.DetailedLessonOutline:

Studentsreturntotheircollaborativegroups. Assignonespeechtoeachstudentgroup.Trytodistributetheassignedspeechesso

thatnotwogroupshavethesameassignment. Workingcollaboratively,studentswillconductacompleteanalysisofthespeech

includingtherhetoricalsituationandtherhetoricalappealsaswellasanyothertextfeaturesthatstudentsfindnoteworthy(i.e.humor,literaryallusions,metaphors,etc.)

Workingcollaboratively,studentswillwriteatwo‐tothree‐paragraphformalrhetoricalanalysisofthespeech.

Inaninformalpresentation,eachstudentgroupshouldreadtheiranalysistotheclass.Timepermitting:alloweachgrouptoshowthespeech,orhighlightsofthespeech,totheirclass.




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Assessments:(1) RhetoricalAnalysis:collecteachstudent’swritingassignment.

PartB

TeacherPrepWork:Chooseaspeechforyourstudentstoanalyzeasafinal,summativeevaluationofthisunit.Considercuttingexcerptsofaspeechtoshortenthetext.Distributetherubricsforthefinalwritingassignmentinadvance.

Therubriccanbedownloadedhere:https://mrsjmetzger.wikispaces.com/file/view/Rhetorical‐Analysis‐Writing‐%20Final‐RUBRIC.pdf

Therearelinkstoseveralrecent(2011)commencementspeecheshere:https://mrsjmetzger.wikispaces.com/Unit+Materials#Obj5

StudentPrepWork:Studentsshouldreviewtherubricforthewritingassignment.Studentsshouldreviewtheirgraphicorganizers.Materials:nonfictiontext,transcriptofacontemporaryspeech,rubricLessonSummary:(B)IndependentWriting–servesasfinalunitassessment–giventhetranscriptofacontemporaryspeech,studentswillcomposeaformalwrittenrhetoricalanalysisofthetext.

Ifpossible,allowstudentstovieworlistentothespeechbeforebeginning.Considerallowingaccesstoalaptopstationforstudentswhomaywanttoview/hearthespeechasecondtimeoncestudentsareworkingontheiranalysis.

DetailedLessonOutline:

Distributecopiesofthetexttobeanalyzed. Workingindependently,studentsshouldreadthetextandanalyzethetext

rhetorically.Studentsshouldhaveacopyoftherubricwhiletheyworktoensurethattheyareaddressingallaspectsoftheanalysis.

Assessments:

(1) RhetoricalAnalysis:SUMMATIVEEVALUATION–collecteachstudent’swritingassignment.Thisassignmentistheformalevaluationforthestudent’smasteryoverthisunit.75%ofstudentsshouldearn75%orhigherasmeasuredagainsttherubricprovided.



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Practice:thisactivityshouldserveasthefinalunitassessment[Note:teachersmayrepeatthisactivityuntilstudentsreachthedesiredlevelofmastery,inwhichcase,thisactivitybecomespracticeforthefinalassessment.]Feedback:teacherprovidesfeedbackonthefinalassessment

Teacher Resources and Materials

TextbookandAPWorkshopMaterialExcerpts:Thefollowingreadingsarenotavailableonlineandwillbeprovidedashardcopies. “Introduction:Analysisas‘Undoing’”byD.JoliffefromCollegeBoardworkshop

materials2011 “WhatDoStudentsNeedtoKnowAboutRhetoric?”byH.RoskellyfromCollegeBoard

workshopmaterials2005 TheLanguageofComposition:Chapter1,“KeyElementsofRhetoric”pgs.1‐4 TheLanguageofComposition:Chapter1,“AppealstoEthos,Logos,andPathos”pgs4‐6 everything’sanargumentwithreadings:Chapter1,“AppealingtoAudiences”pgs33‐35 RhetoricalDevices,etc.scannedcopyfromAPLanguageandCompositionSummer

InstituteMaterialsbySylviaSarrettGraphicOrganizersandWorksheets:Allgraphicorganizers,rubrics,andassignmentworksheetsareavailablefordownloadfromthewikiunderUnitMaterials.Belowisalistoftheresourcesfordownload.URL:https://mrsjmetzger.wikispaces.com/Unit+Materials Summaryvs.AnalysisGraphicOrganizer RhetoricalTriangleGraphicOrganizer RhetoricalAppealsGraphicOrganizer LevelsofLanguageGraphicOrganizer “WriteThisStory”AnecdoteIdeasforWritingAssignment “ContextChangesEverything”WritingAssignment RubricforRhetoricalAnalysisFinalWritingAssignmentAudio/VisualMaterials:Linkstomanyaudio/visualresourcesareavailableforviewingand/ordownloadfromthewikiunderUnitMaterials.Belowisalistofresourcesavailableaslinksordownloads.URL:https://mrsjmetzger.wikispaces.com/Unit+Materials StudentOverviewforPreinstruction(JPGandPDFfordownload) “Foxvs.MSNBC:Michelle’sSpeech”(video) “SportsCommentary–LSUvs.Alabama2011”(video) Footloosemoviereviews(links,video) Footloosemoviesynopsis(link) TheWeekMagazinepoliticalcartoons(link) NBC’sTheTonightShowwithJayLeno,Leno’smonologues(linktovideo) CBS’sTheLateShowwithDavidLetterman,“TopTen”(linktovideo)



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“TheBestAdvicefrom2011’aCommencementSpeakersfromTheWeekMagazine(link,PDFdownload)

ConanO'Brien'sDartmouthCommencementSpeech(linktovideoandtranscript) COOofFacebook,SherylSandberg'sBarnardCollegeCommencementSpeech(linkto

videoandtranscript) Actor,DenzelWashington'sUniversityofPennsylvaniaCommencementSpeech(links

totranscriptandvideo) Author,JohnFranzen'sKenyonCollegeCommencementSpeech(linkstotranscriptand

audio) Actor,TomHanks'YaleUniversityCommencementSpeech(linktovideo) Comedian,FredArmisen'sOregonEpiscopalSchool'sCommencementSpeech(linkto

video) Comedian,StephenColbert'sNorthwesternUniversityCommencementSpeech(linksto

videoandtranscript) SteveJobs'2005StanfordCommencementSpeech(linktotranscriptandvideo)StudentPreTest,IntermediateSurveys,andPostTest:Alltestsandsurveysareonlineatwww.QUIA.com.ThereareseventotalandlinkstoeachareavailableonthewikiatURL:https://mrsjmetzger.wikispaces.com/Evaluation+Instruments



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References .(2011,July8).TheBestAdvicefrom2011’sCommencementSpeakers.TheWeek

Magazine.Retrievedfromhttp://theweek.com/article/index/217057/the‐best‐advice‐from‐2011s‐commencement‐speakers#.

Beckelimer,L.(2010).FromHitlertoHurricanes,VietnamtoVirginiaTech:UsingHistoricalNonfictiontoTeachRhetoricalContext.EnglishJournal,99(4),55‐60.

Frey,N.&Fisher,D.(2010).MotivationRequiresaMeaningfulTask.EnglishJournal,100(1),30‐36.

Joliffe,D.A.(2011a).Introduction:Analysisas"Undoing".InAPEnglishLanguage:ReadingandWritingAnalytically(pp.1‐4).TheCollegeBoard.

Joliffe,D.A.(2011b).OnReadingandWritingAnalytically:Theory,Method,Crisis,ActionPlan.InAPEnglishLanguage:ReadingandWritingAnalytically(pp.5‐18).TheCollegeBoard.

Lamb,M.R.(2010).TeachingNonfictionthroughRhetoricalReading.EnglishJournal,99(4),43‐49.

Lunsford,A.,Ruszkiewicz,J.,&Walters,K.(2010).everything’sanargumentwithreadings.Boston:Bedford/St.Martin’s.

McDonald,K.(2011).AskingStudentsto"Play"withaText:TeachingAnalysisofAudienceandPurpose.InAPEnglishLanguage:ReadingandWritingAnalytically(pp.69‐78).TheCollegeBoard.

Mulvaney,M.K.(2011).AnalyticWritinginCollege:Forms,Sites,andStrategies.InAPEnglishLanguage:ReadingandWritingAnalytically(pp.19.42).TheCollegeBoard.

Rice,J.(2011).TheAppealsandtheAudience:TheRhetoricofDramaticLiterature.InAPEnglishLanguage:ReadingandWritingAnalytically(pp.79‐98).TheCollegeBoard.

Roskelly,H.(2005).WhatDoStudentsNeedtoKnowAboutRhetoric?InWorkshopMaterialsforAPEnglishLanguageandComposition(pp.25‐31).TheCollegeBoard.

Shea,R.,Scanlon,L.,&Aufses,R.(2008).TheLanguageofComposition.Boston:Bedford/St.Martin’s.

slatestar.(2008,August27).Foxvs.MSNBC:Michelle’sSpeech[Videofile].Videopostedtohttp://youtu.be/J2Pjudf0810

theweeblecat.(2011,November4).SportsCommentary–LSUvs.Alabama2011[Videofile].Videopostedtohttp://youtu.be/t0Tbn46g0YA

Design Project 4 - mrsjmetzger - homemrsjmetzger.wikispaces.com/file/view/Design_Project_… · · 2011-11-10Text Analysis with the Rhetorical Triangle ... for the educators to

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