APLAC

1. APLAC Key Points So Far

2. What is Rhetoric? • What is said (message) • Who is saying it (speaker) • Who is listening (audience) • Where / when it is being said (context, appeals) • Why it is being said (purpose) • How it is being said (tone, style)

3. Rhetoric Continued… Rhetoric is the skillful use of language. The goal of rhetoric is to change others’ point of view or to move others to take action. Precise, thoughtful, purposeful language and images are tools for persuasion/argument.

4. Rhetorical Triangle • Shows the relationship between speaker, audience, message, context, and purpose • Understanding these rhetorical elements makes both writing and analysis much clearer

5. Rhetorical Triangle Cont… Purpose Topic/Subject Context Audience Speaker

6. Appeals Appeals are guides, not strategies Logos Ethos Pathos

7. Logos Logos is argument based on facts, evidence and reason. (Often uses statistics and numbers) Using logos means appealing to the readers’ sense of what is logical. Logos appeals to reason and proof. Logos can be analyzed by looking at the text of the argument to identify the techniques that show the logical evidence used to argue the topic/subject.

8. Ethos Ethos is argument based on character. Using ethos means the writer or speaker appeals to the audience’s sense of ethicalbehavior. The writer or speaker presents him or herself to the audience as credible, trustworthy, honest, and ethical. Ethos can also be thought of as the role of the writer in the argument, and how credible his/her argument is. “I am an ethical expert, so believe what I say.” Remember, ethos is not a technique, but a speaker uses certain techniques to appeal to a sense of ethos. Identify the techniques and decide if it they enhance the purpose.

9. Pathos Pathos is argument based on feelings or emotions Pathos appeals to the emotions and the sympathetic imagination, as well as to beliefs and values of an audience. Pathos can also be thought of as the role of the audience in the argument. Again, make sure you identify the techniques the author uses to build pathos. Pathos is not a technique in itself.

10. Context The timing of the piece and how it corresponds with historical, social, political, or other important events going on. The place in which the piece fits and its significance to the audience. One of the most important aspects of the Rhetorical Triangle.

11. Purpose • What is the most important aspect or perspective about that topic that the author wants you to understand? • What, exactly, does the author want the reader to think/do/feel/say? • What is the “no” on the other side of the author’s “yes?” (And vice versa)

12. The Tone • What is the author’s attitude about his / her subject / message? • What words in the message let you know the tone? • How does the tone affect the audience’s reception of the message? Is it appropriate for the occasion/subject matter?

13. The Tone cont… Zealous Apathetic Reticent Condescending Conciliatory Complimentary Remorseful Resigned Nostalgic Self-Deprecating Detached Haughty Sardonic Sarcastic Irreverent

14. Diction Word choices that matter to the author’s purpose. Describe what pattern/description of diction you see. Scholarly, colloquial, vulgar, jargon(y), precise, insipid, esoteric, plain, emotional, detached, artificial, pedantic, euphonious, cacophonous, euphemistic, sensuous, exact, symbolic, simple, concrete, moralistic, homespun, trite, obscure, formal, casual, brusque, patriotic, passionate, shocking, folksy, sentimental, political, learned, technical, unifying, etc.

15. Syntax The arrangement of words and the order of grammatical elements in a sentence. This includes sentence patterns (declarative, imperative, interrogative, exclamatory, simple, compound, complex, etc) and placement of parts of speech. Syntax helps set the tone.

16. Simple One independent clause. Often short (but not always); makes the pace speed up; can be choppy; can make an impact. Life is funny. He ran all the way home. In order to get ready for my final, I studied every night for a week. Who brought the cookies?

17. Compound • Two independent clauses. • Connected three ways: • , and (FANBOYS) • ; • ; however, (THAMOS) I wanted to go, but I was too late. My sister has one flaw; she hates to lose. They were out of pepperoni pizza; therefore, I had to eat cheese.

18. Complex One independent clause with at least one dependent clause. Look for clue words like “since” (SWABIs) After I left the party, the hostess gave gifts. When I fell down, no one rushed to see that I was okay.

19. Compound-Complex Two or more independent clauses and at least one dependent clause. Slows down the pace. Since my friends threw me a surprise party, I need to show my appreciation, but I don’t know how. My phone is a blessing and a curse; moreover, I’ve had to put some limits on using it because I’m afraid I’m becoming addicted.

20. Appositive a noun, noun phrase, or series of nouns placed next to another word or phrase to identify or rename it. Nonrestrictive appositives are usually set off by commas, parentheses, or dashes. My father, a fat, funny man with beautiful eyes and a subversive wit, is trying to decide which of his eight children he will take with him to the county fair.

21. Anaphora The deliberate repetition of the first part of the sentence in order to achieve an artistic effect. “Every day, every night, in every way, I am getting better and better.” “My life is my purpose. My life is my goal. My life is my inspiration.” 

22. Anaphora cont… We shall not flag or fail. We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender.

23. Rhetorical Analysis • Knowledge necessary to write your rhetorical analysis • Purpose • Tone  (SOAPSTone) • Rhetorical • moves • appeals (logos, ethos, pathos) • strategies (diction, syntax, imagery, tone) • Why did the author choose these moves, strategies for this particular audience, occasion, purpose? • How does the author use these strategies to achieve his/her purpose? • Why does the author choose for the particular audience and for this particular occasion?

24. Rhetorical Analysis cont… INTRODUCTION  should include title author and speaker, occasion, audience and, especially, purpose BODYChronologically  Move through the text chronologically.  Analyze the beginning, middle and end of the text.  Move from paragraph to paragraph or divide the text into sections.  Identify the part of the text you are discussing with strong verbs and transition words. (begins, opens, shifts to, contrasts, moves to, closes, juxtaposes, ends)

25. Rhetorical Analysis cont… Conclusion:  Be Brief.

26. Rhetorical Analysis cont… You want to focus more on how the message is persuading an audience than what the message is. Identify the techniques, explain how they help the speaker get the topic across to a particular audience. Remember—the techniques are used to appeal to logos, ethos, and pathos—yet, these are not techniques.

27. Most Important Take-Aways From Timed Writings Don’t rehash the content of the essay. Your job is not to summarize, but to analyze. Make it clear what type of diction is used. Just saying the author used diction is like saying the author used words. Same with tone. Try to be specific about the tone you identify.

28. Really Important You need to identify the author’s BIG PICTURE purpose. There should be a purpose greater than the topic of the piece. What is the big idea the speaker believes will lead to hope for things to get better? More specifically—what values of the audience does it hit! This will lead to a BIG PICTURE purpose.

29. Annotating Highlighting and annotating is a key skill for actively reading and engaging with any text—whether it’s a piece of nonfiction, a novel, a short story, a newspaper article, or an SAT critical reading passage. Active reading forces you to interact with the text in a way that helps you to keep ideas organized and to identify where in the text you lose comprehension. As you read, follow these steps for highlighting and annotating.

30. Annotating cont… Circle words that seem significant to the diction. Underline important ideas such as the claim statement, information that identifies the speaker, audience, context, etc. Use shorthand marks like ?, !, *. Use arrows and write in the margins. Begin to draw conclusions and make inferences. Write them in the margin.

31. SOAPSTone S.O.A.P.S.Tone - Analyzing point of view Speaker: Is there someone identified as the speaker? Can you make some assumptions about this person? What class does the author come from? What political bias can be inferred? What gender? Occasion: What may have prompted the author to write this piece? What event led to its publication or development? Audience: Does the speaker identify an audience? What assumptions can you make about the audience? Is it a mixed in terms of: race, politics, gender, social class, religion, etc.? Who was the document created for? Does the speaker use language that is specific for a unique audience? Does the speaker evoke: Nation? Liberty? God? History? Hell? Does the speaker allude to any particular time in history such as: Ancient Times? Industrial Revolution? World Wars? Vietnam?

32. SOAPSTonecont… Purpose: What is the speaker’s purpose? In what ways does the author convey this message? What seems to be the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker’s tone? How is this document supposed to make you feel? Subject: What is the subject of the piece? How do you know this? How has the subject been selected and presented by the author? Tone: What is the author’s attitude toward the subject? How is the writer’s attitude revealed?

33. Synthesis Essay 1. Use Your 15-Minute Planning Period Wisely. Make sure you don’t just skim the sources, but read them closely – make notes, underline key sections you may want to quote later, etc. Also begin outlining your essay and considering your opinion on the subject; have this opinion in mind before you start writing the essay, as you will use it to construct your thesis.

34. Synthesis Essay cont… 2. Evaluate Your Sources. Every source you can use for the AP Language and Composition synthesis essay will have a small box above it explaining where it comes from and who said it. Keep all information about your sources in mind when you’re quoting them or using them to support your arguments. What journal an article appeared in can say a great deal about its potential biases.

35. Synthesis Essay cont… 4. Use Rhetorical Technique to Your Advantage! The various rhetorical practices you’ve been learning about all year can be put to good use here. This class and this test aren’t just about recognizing and analyzing these techniques when others use them, but about preparing you for college and your career by teaching you how to use them effectively yourself. Build your tone through diction and syntax. Keep your audience in mind and choose evidence and explanation techniques that will appeal to that audience.

36. Synthesis Essay cont… 5. Your Argument Must be Well-Crafted. Begin by showing you are joining the conversation. Memorize and use templates to get you started. You must show logical basis for your opinion, drawing on both the sources AND your own knowledge and experience. This begins with a well-crafted THESIS STATEMENT.

37. Thesis Statement Make sure you have a clear and complete thesis. Make sure the ideas expressed in the beginning of each paragraph or section support the thesis, and that you in turn show how those ideas are supported by a source or through your own knowledge and experience. Don’t generalize or write anything down that you can’t support.

38. Thesis Statement for Synthesis Build context in the sentences before your thesis statement Statement—Make it clear what stance you will take on the issue. Transition (because, such as, or by) Reason(s) finish it out. When establishing a monument or memorial, a group or agency should consider several factorssuch asthe universal appeal, the lessons it can teach, and the potential conflicts it might create.

39. Thesis Statement for a Rhetorical Analysis Build context in the sentences before the thesis statement. Statement—Begin with the author and what he/she wrote about. Transition (by, by using, uses) Strategies used by the author that you will analyze. Richard Louv makes his argument about the separation between people and nature by sharing appealing anecdotes, juxtaposing “synthetic nature” and “true nature,” and invoking the reader’s nostalgia for childhood car trips.

40. AP Multiple Choice Test-Taking Strategies Read the questions first but don’t read the answers. Read actively, not passively. Underline words, phrases, or sentences you think might be important. The most difficult questions are “all of the following EXCEPT” so save these to last in the interest of time.

41. AP Mult. Choice Cont. When the question gives a part of a sentence and asks the meaning of a word or phrase in it, go back to the beginning of the sentence or the sentence before it and read it completely in order to comprehend the meaning in context.

42. AP Mult. Choice Cont. Read ALL answer choices since the directions call for the best answer, which means there could be more than one reasonable choice for each question. Don’t leave ANY questions blank! Bubble an answer for every question.