AP Language Class Notes
Objective(s): APELC students 1) asked and answered analytical questions of a dramatic speech, 2) analyzed context, speaker, audience, and text of the same, and 3) evaluate the text’s rhetoricity.
APELC, you began by clarifying the text of the speech with your partner. Many of you were able to identify the text without investigating, while others of you took time to go a bit deeper and contextualize the piece by finding out more details.
We then began to look at the text as it might be distilled into the four parts of the rhetorical triangle from your notes, ideas, questions, and answers. (That’s right, four parts to the triangle). These latter few inform your broader description of the four parts of the triangle as they relate to a specific piece of text. Always begin your rhetorical analysis first with critical reading using the basic questions as a guide observing, analyzing, inferring, synthesizing, and evaluating as you go, and follow-up by consolidating and categorizing your ideas. Then begin to funnel them into the four parts of the triangle.
You all did well today, except during the incident in second period when, as I recommended you look for patterns in the text, many of you panicked at the mention of iambic pentameter. (The horror!) We’ll pick it next class, but here’s a neat ThinkQuest site that was put together by some fifth graders that may help you brush up your poetry terms.
Until next class…
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