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S.O.A.P.S.tone

S.O.A.P.S.tone. Document Analysis. Speaker: Is there someone identified as the speaker? Can you make some assumptions about this person? What class do they come from? What political party? A gender? . S .O.A.P.S.-tone. Occasion: What prompted the author to write this piece?

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S.O.A.P.S.tone

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  1. S.O.A.P.S.tone Document Analysis

  2. Speaker: • Is there someone identified as the speaker? • Can you make some assumptions about this person? • What class do they come from? What political party? A gender? S.O.A.P.S.-tone

  3. Occasion: • What prompted the author to write this piece? • What event led to its publication or development? S.O.A.P.S.tone

  4. Audience: • Does the speaker identify an audience? • What assumptions can you make about the audience? • Is it a mixed racial/gender group? • What social class? Political party? • Who was the document created for? • c S.O.A.P.S.tone

  5. Audience: • Are there any words or phrases that are unusual or different? • Does the speaker use language that is specific for a unique audience? • Does the speaker evoke God? Nation? Liberty? History? Hell? • Does the speaker allude to classical themes: the Fates, the Classics, Pericles, Caesar? • Why is the speaker using this type of language? What is the mode of delivery? S.O.A.P.S.tone

  6. Purpose • What is the speaker’s purpose? • In what ways does he convey this message? • How would you perceive the speaker giving this speech? S.O.A.P.S.tone

  7. Purpose • What is the document saying? What is 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 the document supposed to make you feel? S.O.A.P.S.tone

  8. Subject: • What is the subject of the piece? How do you know this? • How has the subject been selected and presented by the author? S.O.A.P.S.tone

  9. -tone: • What is the author’s tone? • How is the author perceived by the audience? • What is the author’s mood? What is the author’s point-of-view? S.O.A.P.S.-tone

  10. Steps • Read the Directions • Read/Analyze the Prompt • Write a Preliminary Thesis (AP, Time/Place, 3 Categories/Groups, 1:2 if necessary) • Read/Analyze the Documents • Read and Interpret (SOAPS-tone and Annotate) • POV- point of view statement • Categorize/Group • Additional Voice • Re-evaluate Thesis and Plan the Essay • Write • Include all Docs (By Title/Author and not by doc # • Check DBQ Process

  11. Thesis (1pt) • Use All Documents (1pt) • Provide evidence from all Documents (2pts) • Group (Bucket) Documents(1pt) • Provide Point of View Statements for at least 3 documents(1pt) • Identify an additional document that would help answer the question.(1pt) 6 DBQ Rubric Requirements

  12. Structure Introduction Thesis (AP, Time/Place, 3 Categories/Groups, 1:2 if necessary) Body (x3) Body Thesis (Baby Thesis/Topic Sentence) MP1- CD +CM (POV) CM Ties to your thesis MP2- CD +CM (POV) One Additional Document CM Ties to your thesis – in an “organic” place MP3- CD +CM (POV) CM Ties to your thesis Conclusion Sentence Conclusion Restate the Thesis in New Terms Essay Structure

  13. Good DBQ Thesis Statements: • Takes a stand • Answers the question • Previews the argument • Details Time and Place • Groupings (Main Points) • Can be more than one sentence Thesis Statements

  14. Step 1 • Read the Document and Source Information • SOAPS-tone • Step 2 • Determine the POV of the author • Who is saying What to Whom and Why? • What informs the author’s POV? • What is the author’s tone regarding the subject? Point of View

  15. Step 3 • Write a POV Statement • Identify Who is speaking and what is their Tone • Classify Who they are • Explain What they believe • Define Why they believe it and Tie it to their group/classification Point of View

  16. Every DBQ needs 3 groups. • Groups can use SPICE categories • Categories must be justified • EX. Politically through the administration of the Achamenid Empire. • Be as specific as possible in descriptions of groupings • Are there any connections between reactions, trends or events and the historical time period? • Documents can be used in more than one grouping! Grouping/Bucketing

  17. What are our expectations?” What are our expectations?

  18. Include at least 1 additional document that you wish you had to analyze the situation • It can be: • Real or fake as long as it is probable • For or against you argument • It Must be some perspective that is missing and would give you better insight to an issue. Additional Document

  19. Describe the Qin Dynasty • Describe the Han Dynasty Bell Work

  20. Explain each of the following terms • Political • Social • Economical CT Bell Work

  21. Based on the reading, explain the political, social, and economic effects of September 11, 2001. • Be sure to include: • Thesis Statement with 3 main points. • At least 3 Details for each. • Argue why you details matter! CT Prompt

  22. Martin Luther King Jr- • Prompt-Evaluate the progress of Dr. King’s vision for America in his “I have a Dream” speech.  Has it been completed or is it still a work in progress? Justify your argument. • September 11th • Argue what the three most important events were in 9/11 and explain their immediate impact on America.

  23. Explain what you know about DBQs Bellworkk

  24. Warm Up: Article Read • Underline Arguments • Circle key ideas/terms • Annotate: • Left – Summarize what the author is saying. • Right - Question • Put an X by economic effects • Put a Star by political Underline • Put a Smiley Face by social effects-

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