Please turn Act II homework into the tray as you enter Vocabulary: continuing prefixes Grammar: continuing parts of speech Practice identifying tone shift.

Please turn Act II homework into the tray as you enter

Vocabulary: continuing prefixes Grammar: continuing parts of speech Practice identifying tone shift Review of homework assignment (Miller

reading) Assign homeworkBy the end of class today, we will analyze

how an author shifts his or her tone to meet a rhetorical purpose.

AD – to or toward

Example: admitWhat does this word mean, especially if you know that the root word “mit” means “to send”?

What other words can you think of that begin with this prefix?

Does this prefix make a word positive or negative?

Keep your homework for class discussion!

Article –

Preposition –

Conjunction –

Interjection –

Shift – when an author slightly alters the direction of his or her writing

If you think about a shift as a slight change, what could an author shift?

When analyzing rhetoric, pay attention to where an author shifts his or her tone. This indicates:

a change in attitude toward the subject of the piece

maybe a change in the type of language the author will use to form his or her argument

a focusing in on the true purpose of the piece

Where does the tone shift occur in the monologue on the next slide? How can you tell? What does the tone shift accomplish for the

speaker? Where does the tone shift occur in the AP

passage? How can you tell? What does the tone shift accomplish for the

speaker?

Cher: (voice-over) Everything I think and everything I do is wrong. I was wrong about Elton, I was wrong about Christian, and now Josh hated me. It all boiled down to one inevitable conclusion, I was just totally clueless . . . Oh and this whole Josh and Ty thing was wiggin' me more than anything. I mean, what was my problem? Ty is my pal, I don't begrudge her a boyfriend. I really . . . (looks into a store window) Oooh! I wonder if they have that in my size! (comes out of the store with bags in tow). What does she want with Josh anyway? He dresses funny, he listens to complaint rock, he's not even cute in a conventional way . . . I mean, he's just like this slug that hangs around the house all the time! Ugh! And he's a hideous dancer, couldn't take him anywhere. Wait a second, what am I stressing about, this is like, Josh. Okay, okay . . . so he's kind of a Baldwin. What would he want with Ty? She couldn't make him happy. Josh needs someone with imagination, someone to take care of him, someone to laugh at his jokes in case he ever makes any . . . (pause) Oh my god! I love Josh! I'm majorly, totally, crazy in love with Josh!

Form small groups with your classmates analyzing the same character from Miller’s The Crucible.

Review your handout from Act I List several words to describe your character’s tone. Does it shift within this act? Explain your answer.

Consider your handout from Act II (see me if you need it back) List several words to describe your character’s tone. Does it shift within this act? Explain your answer. Has your character’s tone shifted since Act I?

Explain your answer.

Read Act III of Miller’s The Crucible Complete the handout for your assigned

characterTo help you complete the handout, consider

what you have learned about Puritan culture in addition to the modern culture of America in the 1950’s. Also, think about Miller as an author—what motivates him to write? Lastly, think about the form (or genre)—Miller writes a play.