Critical Thinking Bring the one word answer to me before the three minutes is up. You - PowerPoint Presentation

Slide1

Critical Thinking

Bring the one word answer to me before the three minutes is up. You may want to write down your work to help you See the Answer. No talking or Cheating. Slide2

The Riddle:

The following verse spells out a word, letter by letter.  "My first" refers to the word's first letter, and so on.  What's the word that this verse describes?

My first is in fish but not in snail

My second in rabbit but not in tail

My third in up but not down

My fourth in tiara not in crown

My fifth in tree you plainly see

My whole a food for you and meSlide3

The Answer: FRUIT

F

and H are in fish but not snail.

R

and B are in rabbit but not tail.

U and P are in up and not down. T, I, or A are in tiara but not crown.T and R are in tree but not see. The whole word is food for you and me: Fruit Slide4

Goals for the Day

I can analyze the rhetorical situation of a text to help me identify the most important rhetorical devices an author uses to help develop his argument. Slide5

Remember, you’re responsible for studying vocabulary each week. You might want to make flashcards to help you study.

Consider making a

quizlet

– share it with multiple classmates if you’d like. Work together to eliminate work time. Practice a little each day.

Vocabulary Quiz #12 will be on Friday. You are responsible for week 1-12 words.

Week 12 – Vocabulary Slide6

Take out your Annotation Assignment

Since you’ve pre-read the text and annotated it. You’ll have exactly 10 minutes to take the quiz.

You may use any of the annotations you’ve made and/or any of the summaries, definitions, notes, etc. that you made for the assignment. Slide7

251. (C)

The

line uses “she” to refer to Spain. It reads, “On the western side of the Mississippi she advanced in considerable force, and took post at the settlement of Bayou Pierre, on the Red River.” Spain is being

personified

as a woman advancing in force.

252. (A) The first paragraph of this state of the union address is meant to inform the listeners of the present situation in foreign relations, especially with Spain. While Jefferson does try to persuade his listeners later to stay within the law, this paragraph is meant to inform.253. (B) The sentence provides the number of volunteer cavalry and is analyzing the writer’s reasoning for providing the commanding officer with this number. Because of its factual information and its analysis of reasoning, this sentence appeals most to logos.254. (C) The sentence uses the emotions and values of honor, accomplishment or entitlement, confidence, camaraderie, strength, and determination. It relies on the appeal to pathos to persuade the listeners that these volunteers are outstanding citizens and that they are worthy of our help and protection.255. (B) The

root of the word “promptitude” is prompt, which should help readers

figure

out that the word is used to describe the quickness with which the citizens responded

.Slide8

256. (E)

The

sentence provided has more than one independent clause and several dependent clauses attached. As such, it’s a compound-complex sentence

.

257. (A)

The last sentence repeats “it was due to” in the beginning of two successive clauses. Repetition of a word or group of words in the beginning of successive phrases, clauses, or sentences is anaphora.258. (C) “Efficaciously” most nearly means “effectively” in both of these sentences. “Expeditiously” is describing something done effectively, but with quickness, which is not mentioned in these contexts.259. (E) The last paragraph’s primary purpose is to defend the writer’s choice to disarm the people who were taking matters into their own hands in terms of

fighting

the Spanish

.

260. (A)

The

tone of the last paragraph can best be described as “fervent,” meaning that the writer is showing intensity.

This

can be seen in the closing line, especially “should be promptly and

efficaciously

suppressed,” which expresses the writer’s intensity. Slide9

Analyzing the Rhetorical Situation

Read and annotate The Ugly Truth About Beauty.

Use the

See, Think, Wonder

strategy to dive deep into the Rhetorical Situation and the

SOAPSTone of the text. SEE: Read and annotate the text to explore what’s there.THINK: Think about the complexities – what do you understand, what don’t you understand, what is the rhetorical situation, what is the SOAPSTone, what strategies are used to help the author make his argument? WONDER: Write down at least 5 questions you have about the text or about what the author is doing to develop his argument. Slide10

Precis –

French Word that means

an abstract

or synopsis

Precis

a concise synopsis of essential points, statements, or factsPurpose to show comprehension/understanding of the literal meaning of a text – restate the author’s main ideas or pointsA Precis is not personal interpretation – personal opinionWhy? to help you understand the most essential components of a text prior to inserting your own claimsSlide11

Step 1

1. THE FIRST SENTENCE identifies the essay's author and title, provides the article's

date

in parenthesis, uses some form of the verb says (claims, asserts, suggests, a

rgues

—) followed by that, and the essay's thesis (paraphrased or quoted). EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry argues that "...women generally do not think of their looks in the same way that men do" (4). EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry satirizes the unnecessary ways that women obsess about their physical appearance. Rhetorical Precis Slide12

Step 2

2. THE SECOND SENTENCE conveys the author's support for the thesis (how the author develops the essay); the trick is to convey a good sense of the breadth of the author’s support/examples, usually in chronological order.

EXAMPLE

: Barry illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good enough

"),

by contrasting female role models (Barbie, Cindy Crawford) with male role models (He-Man, Buzz-Off), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures). Slide13

Step 3

3. THE THIRD SENTENCE analyzes the author's purpose using an in order to statement:

EXAMPLE

:

He

exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; to this end, Barry claims that men who want women to "look like Cindy Crawford" are "idiots"(10), implying that women who adhere to the Crawford standard are fools as well. Slide14

Step 4

4. THE FOURTH SENTENCE describes the essay's target audience and characterizes the author's relationship with that audience—or the essay's

tone

.

EXAMPLE

: Barry seemingly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to women as well, hoping to convince them to stop obsessively "thinking they need to look like Barbie" (8). Slide15

The Result

In

"The Ugly Truth about Beauty" (1998), Dave Barry argues that ". . . women generally do not think of their looks in the same way that men do"(4).

Barry

illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good

enough“, by contrasting female role models (Barbie, Cindy Crawford) with male role models (He-Man, BuzzOff), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures). He exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; in fact, Barry claims that men who want women to "look like Cindy Crawford" are "idiots" (10). Barry seemingly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to both genders and hopes to convince women to stop obsessively "thinking they need to look like Barbie" (8). Slide16

Let’s Try it

1. Reread the text.

2. Complete step one on your own.

3. Defend your sentence within a small group – change as necessary.

4. Complete step two.

5. Defend your sentence to your group – revise.6. Complete step three. 7. Defend your sentence to your group – revise.8. Complete step four.9. Defend your sentence to your group – revise. Slide17

Homework

Read Cesar Chavez’s article about the assassination of Dr. Martin Luther King, Jr. – attempt to write a rhetorical precis using the rubric. Follow the rubric closely and you should be able to do this!

Remember the goal is to gather info that will help you better understand the text.

Exam coming soon – Half of a multiple choice AP exam + the rhetorical analysis essay.

Begin

studying for your next Academic Vocabulary quiz (summer vocabulary, chapter 1 glossary and chapter 2 glossary terms). Begin thinking in terms of not only being able to define words but also identify examples of them in a text. Review prepositional phrases and appositive phrases as needed. Slide18

Phrases

Prepositional Phrases

Appositive Phrases

Gerund Phrases

Participial Phrases

Infinitive PhrasesSlide19

Prepositional phrases Slide20

Adjective Phrases Slide21

Adverb Phrase Slide22

Appositives – Quickly Slide23

Appositive Phrases – Quickly Slide24

Verbals – A Brief Introduction