Pre-20th century American primary document Rhetorical Analysis Essay

Use this document to guide you through the writing process for this essay.  We will write this essay in class.  If absent, this should be completed for homework, due before leaving for break, or via email by Thursday, 4/2.


TUESDAY:
Choose American primary source document
Read and annotate this document
Consider historical context and significance of this piece (research may be conducted here, if needed).  Record this info. in notes form.
Analyze this author's use of language (stylistic choices, diction, tone, arrangement, syntax) used to impart meaning to the audience.  Record this info. in notes form.

WEDNESDAY:
Plan out this essay, and begin drafting.
Consider elements of VOICE, ORGANIZATION, WRITING CRAFT, & EFFECT/IMPACT while writing (see rubric for more explanation) 

THURSDAY:
Complete drafting of this essay and share with others in the editing process.
Final draft is due at the end of this class period.

Schemes and Tropes list for Monday assessment

FOR ADDITIONAL PRACTICE, USE THIS DOCUMENT. You may want to use this document for schemes and tropes practice. antithesis

alliteration

assonance

anadiplosis

anaphora

asyndeton

antimetabole

climax

epistrophe

implied metaphor

parallelism

parenthesis

personification

rhetorical questions

synecdoche

Presentation Preparations

In preparation for upcoming presentations, please read the submitted piece from the assigned author below.  Use THIS DOCUMENT to record reactions to writing style, etc. and MC answers.
It is particularly important to record questions about this author to ask of "the experts" during tomorrow's presentations.


FOR TUESDAY, 3/24:  REALISM & RADICAL EXPLORATORY AUTHORS

Please use these pieces to prepare for the Realism authors presentation (Civil War era writers: Harriet Jacobs, Frederick Douglass, and Mark Twain)  

Jacobs piece and mc?s should be completed by: Emily Chau, Emily Russcher
Douglass' piece and mc?s should be completed by: Michael, Hannah
Twain's piece and mc?s should be completed by:  Michele

Please use these pieces to prepare for the Radical Exploratory authors presentation (late 1800s writers: Charles Darwin, G.K. Chesterton, Francis Parkman, Charlotte Perkins Gilman)
Chesterton piece and mc?s should be completed by: Wes, Jordan
Parkman piece and mc?s should be completed by: Brian, Anna
Darwin piece and mc?s should be completed by: Zach, Ashley P.
Gilman piece and mc?s should be completed by: Jacob, Kaylee


FOR FRIDAY, 3/20:  RATIONALIST & ROMANTIC/ TRANSCENDENTALIST AUTHORS

Please use these pieces to prepare for the Rationalist authors presentation (late 1700s writers: Jefferson, Paine, Wollstonecraft, Franklin)
Jefferson piece and mc?s should be completed by:  Emily B., Lydia B.
Wollstonecraft piece and mc?s should be completed by:  Andrea
Paine piece and mc?s should be completed by: Wes
Franklin piece and mc?s should be completed by: Haley

Please use these pieces to prepare for the ROMANTIC/TRANSCENDENTALIST AUTHORS pres. (Fuller, Emerson, Thoreau, Carlyle)
Fuller piece and mc?s should be completed by: Michael
Thoreau piece and mc?s should be completed by:  Jacob
Carlyle piece and mc?s should be completed by: Taylor, Zach 
Emerson piece and mc?s should be completed by: Anna


FOR THURSDAY, 3/19: RENAISSANCE & RESTORATION AUTHORS
Please use these pieces to prepare for the RENAISSANCE AUTHORS pres. (Machiavelli, More, Bacon)
Machiavelli piece and mc ?s should be completed by: Emily R., Emily C.
More piece and mc ?s should be completed by: Hannah S., Haley H.
Bacon piece and mc ?s should be completed by: Jordan M., Kaylee C.

Please use these pieces to prepare for the RESTORATION AUTHORS pres. (Addison, Swift, Steele)
Addison piece and mc ?s should be completed by: Kyra B., Lydia B., Makayla H.
Swift piece and mc ?s should be completed by:  Ashley P., Taylor S., Michele C.
Steele piece and mc ?s should be completed by: Emily B., Katelyn C.

Pre-20th century Presentations

Guide and rubric for pre-20th century presentations

Contemporary Connections Paper

Please use this guide to help you draft your contemporary connections paper.
Rough draft due Thursday, 3/12.

Mr. Rogers Tributes and People Unit Writing #3 (due Monday, 3/9)

"Everybody's Next Door Neighbor" by Daniel McGinn

http://www.newsweek.com/everybodys-next-door-neighbor-132609 

"Transitions and Change:  A Tribute to Mr. Fred Rogers" by Mary Lambrecht

http://www.pfl.org/article/transitions-and-change-a-tribute-to-mr-fred-rogers/

Fred Rogers obituary and commentary from New York Times
http://www.nytimes.com/2003/02/27/obituaries/27WEB-ROGE.html

Reflections of Ben Wagner, documentary filmmaker of Mister Rogers and Me
http://mentalfloss.com/article/49559/46-things-i-learned-making-mister-rogers-me

People Unit Writing Prompt #3 (due Monday, 3/9):

George Haley and Martin Luther King, Jr. were faces of bravery, determination, and tenacity to change the world that they were an integral part of.  They faced the limitations of humanity in their times head on, and did not allow themselves to be defined or stopped by those limitations.

Mr. Fred Rogers was an iconic figure of American children's television for many years,

as recognizable as Sesame Street and Disney to many children.  He lived and worked with a purpose of changing the world and how young children perceive it.  

Consider and compare how he (your choice:  Fred Rogers, George Haley, or Martin Luther King, Jr.) went about achieving his purpose with how your chosen "person of the year" or "runner up" is/was going about trying to change the world.  Support your responses with specifics from the reading pieces.

Tributes to read and analyze

Tribute to George Haley, "The Man Who Wouldn't Quit"
http://www.rd.com/true-stories/inspiring/george-haley-the-man-who-wouldnt-quit/

"Choice:  A Tribute to Martin Luther King, Jr." by Alice Walker
http://whs.wsd.wednet.edu/Faculty/Zobel/documents/ChoiceTEXT.pdf

Above are two tributes, written by authors who admired and respected greatly their subjects/

After reading, consider the following:
1.  Why did this person write this tribute?  What did this author hope the world would learn about this person's life and legacy that was of value to pass on?
2.  What are some of the most impactful writing strategies this author uses to bring his/her purpose across?  Pick specific lines/ideas for support.
3.  Each author uses specific examples to support the claims they are making about their subject's importance.  Choose one example that this author included which you felt was strongest for exemplifying claim(s), and explain your choice.

Martin Luther King Jr.'s "I Have a Dream" speech analysis and extended comparison

Read Martin Luther King, Jr.'s "I Have a Dream" speech from a rhetorically analytical perspective.
Please use the handout from class for analysis work, DUE ON THURSDAY.

WRITING  DUE THURSDAY:
After reading and analyzing Martin Luther King, Jr.'s "I Have a Dream" speech, write about how you feel your chosen "person of the year" or "runner up" was inspired or is living his/her own version of the "dream" discussed in the speech.  Make direct references to various aspects of the speech throughout your writing.