Communication:

1. Communication: Understanding Discourse and Rhetoric

2. Learning Goal and Scale • What should I learn in the next two weeks? • 4 Students will distinguish which modes and strategies a producer/writer/director uses and evaluate how the writer uses the mode to create a thesis about society’s culture. • 3 (Learning Goal) Students will classify passages by rhetorical modes and strategies and distinguish which modes are used in current text/film. • 2 Students will describe the effects/purpose of various modes and strategies. • 1 Students will recognize and label the terms of discourse and rhetoric. • Analysis • Discourse • Rhetoric • Modes of discourse • Rhetorical strategy • Rhetorical structure • Example • Compare/contrast • Cause and effect • Classification • Process • Definition • Narration • Description

3. In other words……this is what should happen this year

4. What is analysis? • Break it down! (Deconstruct it!) • Examine how the parts help to create the whole • Analysis has 3 different forms • Structure • Purpose • Style

5. Rhetoric • The ART of communication • It is how the writer creates the textas well as how the writer builds the text with stylistic devices—it is DESIGN of text • It includes three areas • Modes • Strategies • Devices

6. Modes of Discourse • Discourse means “conversation” between the text and the reader • 4 primary modes of discourse for a writer to use • Exposition • Narration • Description • Argumentation • Modes may change throughout a reading!

7. Rhetorical Strategies • Think approaches or arrangement • Types of strategies • Examples • Contrast/Comparisons • Definition • Cause and Effect • Analysis/Division • Classification

8. Example (Exemplification) • Uses a specific event , person, or detail of an idea cited and or developed to support or illustrate a thesis or topic • Uses (at times) one extended example • Focuses on inductive logic (drawing conclusions from an example)

9. Compare and Contrast • Examines the nature of information being analyzed • Focuses on subtle differences or similarities • Organizes as • Subject by Subject • Point by Point

10. Cause and Effect • Explains the relationship between A and B • Requires very clear logic! • Signals include the use of the word why in the title • Requires the use of anticipating objections

11. Classification/Division • Sorts ideas or material • Used not just in science! • Provides a writer a method of organization

12. Process • Known as the “how to” piece • Gives instructions OR • Informs the reader how to do something • Uses chronological order • Needs clarity to be solid • Uses transitions well • Moves through steps easily

13. Definition • Often is needed to open a debate or disagreement • Seeks common understanding • Humorous or serious tone • Various types: • Physical • Historical • Emotional • Psychological • Emotional • relationsps

14. Narration • Telling a story or recounting a series of events • Personal experience or knowledge/observation • Chronology • Concrete detail • Point of view • Supports a thesis!!!

15. Description • Emphasizes the senses • Establishes mood or atmosphere • Only partially descriptive • Look for emotionally charged words or imagery • Has various arrangements: • Spatial • Chronological • Important Details first • Most noticeable detail first

16. Rhetorical Devices • The style of the piece • Types of Devices • Organization • Tone • Detail • Diction (Language) • Syntax (sentence structure) • Figurative Language • Imagery • Attitude

17. Practice Time • Work with your side partner • Pick up the practice handout on the tables “Modes of Discourse.” Each of you will need a copy. • Place both you and your partners names on the piece. • Work together to identify the modes of the following passages.

18. Class Example • Great novels can help us master the all—too—rare skill of tolerating—of being able to hold in mind—ambiguity and contradiction. Jay Gatsby has a shady past, but he’s also sympathetic. Huck Finn is a liar, but we come to love him. A friend’s student once wrote that Alice Munro’s character’s weren’t people he’d choose to hangout with but that reading her work always made him feel “a little less petty and judgmental.” Such benefits are denied to the young reader exposed only to books with banal, simple-minded moral equations as well as to the students encouraged to come up with the reductive, wrong-headed readings of multi-layered texts.—Francise Prose, “I Know Why the Caged Bird Cannot Read”

19. The topic/subject of the passage is ???? • the effect of reading material • What is the piece’s main point? What is the thesis? • People who read words from the cannon have positive effects. • The primary purpose of the passage is to inform, persuade, or entertain. (Circle the most appropriate choice). • What strategy does the writer use? Circle the answer. • Contrast • Example • Definition • Cause and Effect • Process • Analysis • Classification Answer (Cause and Effect)

20. Cause and Effect Evidence • Great novels can help us master the all—too—rare skill of tolerating—of being able to hold in mind—ambiguity and contradiction. (Main point) Jay Gatsby has a shady past, but he’s also sympathetic. Huck Finn is a liar, but we come to love him. A friend’s student once wrote that Alice Munro’s character’s weren’t people he’d choose to hangout with but that reading her work always made him feel “a little less petty and judgmental.” Begins with established how literature benefits people. Such benefits are denied to the young reader exposed only to books with banal, simple-minded moral equations as well as to the students encouraged to come up with the reductive, wrong-headed readings of multi-layered texts.—Francise Prose, “I Know Why the Caged Bird Cannot Read” Ends with the effect of less worthy literature

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