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AP Lang: Test Prep BW. Fill out the grid below & be prepared to share:. Meaning: . 30-15-10 List. Examples: Artifact facsimile. Root: Fac , fact. Class Examples: . Visual/Memory Clue. Meaning: . Meaning: . Examples: dialogue biology. Examples: - PowerPoint PPT Presentation
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AP Lang: Test Prep BWFill out the grid below & be prepared to share:
Analysis Acronym Definition Example
Speaker
Occasion
Audience
Purpose
Subject
Meaning:
Examples: Artifact facsimile
Class Examples:
Root:
Fac, fact
Visual/Memory Clue
Root Meaning
Fac, fact Make, do
Graph Write
Log Word, study of
Mort Die, death
Scrib, script Write
30-15-10 List
Meaning:
Examples: Autograph graphic
Class Examples:
Root: Graph
Visual/Memory Clue
Root: Log
Meaning:
Examples: dialogue biology
Class Examples:
Visual/Memory Clue
Meaning:
Examples: Mortal mortician
Class Examples:
Root:
Mort
Visual/Memory Clue
Root: Scrib script
Meaning:
Examples: Transcribe subsrciption
Class Examples:
Visual/Memory Clue
Analyzing a Text: AP Lang StyleThree things you must know in order to accurately analyze a text:
1) SOAPS2) Rhetorical Strategies
a. Appeals (logos, pathos, ethos)
b. Style (diction, imagery, details, syntax, tone….DIDST)
3) These Questions:a. HOW do the RS help the author achieve his/her
purpose?b. WHY does the author chose those strategies for that particular audience and for that particular
occasion?
Without this, you are merely summarizing the text!
S.O.A.P.S.: “Fish Cheeks”
Analysis Acronym Example
SpeakerOccasionAudiencePurposeSubject
Introduction (aka “rhetorical precis”)
FORMAT: Essential Information for Intro: Speaker, Occasion, & Subject1) (Writer’s Credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject).
Purpose2) (Writer’s last name)’s purpose is to (what the writer
does in the text).Audience
3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants reader to do/think) in his/her (intended audience).
Analysis Acronym Example
Speaker Amy Tan as a 14 yr. old
Occasion Christmas Eve Dinner
Audience Adult readers
Purpose Show her embarrassment; recognize mom’s love/sacirifices…
Subject Reflecting upon the dinner & her mother
Speaker, Occasion, & Subject1) (Writer’s Credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject).
Purpose2) (Writer’s last name)’s purpose is to
(what the writer does in the text).Audience
3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants reader to do/think) in his/her (intended audience).
Intro Rhetorical Precis:
Novelist Amy Tan, in her narrative essay, “Fish Cheeks,” recounts an embarrassing Christmas Eve dinner when she was 14 years old. Tan’s purpose is to convey the idea that, at fourteen, she wasn’t able to recognize the love her mother had for her or the sacrifices she made. She adopts a sentimental tone in order to appeal to similar feelings and experiences in her adult audience.
S.O.A.P.S.: “Flamingo”Analysis Acronym Example
SpeakerOccasionAudiencePurposeSubject
Analysis Acronym Example
Speaker
Occasion
Audience
Purpose
Subject
Speaker, Occasion, & Subject1) (Writer’s Credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject).
Purpose2) (Writer’s last name)’s purpose is to
(what the writer does in the text).Audience
3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants reader to do/think) in his/her (intended audience).
“Flamingo” Intro Rhetorical Precis:
S.O.A.P.S.: “Challenger”Analysis Acronym Example
SpeakerOccasionAudiencePurposeSubject
Analysis Acronym Example
Speaker
Occasion
Audience
Purpose
Subject
Speaker, Occasion, & Subject1) (Writer’s Credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject).
Purpose2) (Writer’s last name)’s purpose is to
(what the writer does in the text).Audience
3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants reader to do/think) in his/her (intended audience).
“Challenger” Intro Rhetorical Precis:
Tuesday AP Lang: Test Prep BWScheme: a pattern of words or sentence construction
used for rhetorical effect (syntax)
Trope: the use of language in a non-literal way; aka figure of speech (diction)
Schemes TropesList all the schemes &
tropes you already
know!
The Glass Castle1) Parts 1-4 Quiz…open note/open book
2) Scene Swap! Due on Tuesday…
3) Part 5: Due on 4/23
MAP Testing
Thursday AP Lang: Test Prep BWFill out the grid below & be prepared to share:
Analysis Acronym Definition Example
Diction
Imagery
Detail
Syntax
Tone
Analyzing a Text: AP Lang StyleThree things you must know in order to accurately analyze a text:
1) SOAPS2) Rhetorical Strategies
a. Appeals (logos, pathos, ethos)
b. Style (diction, imagery, details, syntax, tone….DIDST)
3) These Questions:a. HOW do the RS help the author achieve his/her
purpose?b. WHY does the author chose those strategies for that particular audience and for that particular
occasion?
Without this, you are merely summarizing the text!
Analysis Acronym
Example from text HOW help achieve purpose
WHY chosen for audience/occasion
DictionImageryDetailSyntaxTone Logos Pathos Ethos
Rhetorical Strategiesa. Appeals (logos, pathos, ethos)b. Style (diction, imagery, details, syntax, tone….DIDST)
Analysis Acronym
Example from text HOW help achieve purpose
WHY chosen for audience/occasion
DictionImageryDetailSyntaxTone Logos Pathos Ethos
“The Plastic Pink Flamingo: A Natural History” (Jennifer Price)
Analysis Acronym
Example from text HOW help achieve purpose
WHY chosen for audience/occasion
DictionImageryDetailSyntaxTone Logos Pathos Ethos
“Speech on the Challenger Disaster” (Ronald Reagan, 1/28/86)
Body: The Analysis…work chronologically… 1) Sentence one:Identify section of text & main idea of section(Writer’s last name) (transition word) his/her (type of text) by (strong verb) that (main idea of that section).
2) Sentence two:Conveys the writer’s support for the main idea by identifying and providing a specific example for one rhetorical strategy used by the writer. (Repeat if you want to discuss more than one rhetorical strategy)
3) Sentence three:Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his purpose by using and in order to statement.
4) Sentence four:Identifies the effect of the writer’s use of these rhetorical strategies on the audience.
Analysis Acronym Example
Diction (logos, pathos, ethos)
Imagery (logos, pathos)
Detail (logos, pathos)
Syntax
Tone (logos, pathos, ethos)
1) Sentence one:Identify section of text & main idea of section(Writer’s last name) (transition word) his/her (type of text) by (strong verb) that (main idea of that section).
2) Sentence two:Conveys the writer’s support for the main idea by identifying and providing a specific example for one rhetorical strategy used by the writer. (Repeat if you want to discuss more than one rhetorical strategy)
3) Sentence three:Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his purpose by using and in order to statement.
4) Sentence four:Identifies the effect of the writer’s use of these rhetorical strategies on the audience.
“Challenger” body paragraph one:
Analysis Acronym Example
Diction (logos, pathos, ethos)
Mournful, grief, pained, loss
Imagery (logos, pathos) Pained to the core; national loss
Detail (logos, pathos) Postponed speech; mention Nancy
Syntax Complex sentence; simple sentences…S-V
Tone (logos, pathos, ethos)
Calming; reassuring
1) Sentence one:Identify section of text & main idea of section(Writer’s last name) (transition word) his/her (type of text) by (strong verb) that (main idea of that section).
2) Sentence two:Conveys the writer’s support for the main idea by identifying and providing a specific example for one rhetorical strategy used by the writer. (Repeat if you want to discuss more than one rhetorical strategy)
3) Sentence three:Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his purpose by using and in order to statement.
4) Sentence four:Identifies the effect of the writer’s use of these rhetorical strategies on the audience.
“Challenger” body paragraph one:
Reagan begins his tribute to the Challenger astronauts by acknowledging that the shuttle accident has appropriately postponed his planned State of the Union address and by expressing the depth of his and his wife’s personal grief. He appeals to the mournful emotions of his audience by admitting that he and Nancy are “pained to the core” (3), that today is rightfully a “day for mourning and remembering”(2-3), and that the accident is “truly a national loss”(4). He joins in this time of mourning in order to unify the nation and humbly admit that “we share this pain with all of the people of our country”(4). The outpouring of emotion from the president conveys a calming tone that reassures the Nation that their grief is both understandable and proper.
Analysis Acronym Example
Diction (logos, pathos, ethos)
Imagery (logos, pathos)
Detail (logos, pathos)
Syntax
Tone (logos, pathos, ethos)
1) Sentence one:Identify section of text & main idea of section(Writer’s last name) (transition word) his/her (type of text) by (strong verb) that (main idea of that section).
2) Sentence two:Conveys the writer’s support for the main idea by identifying and providing a specific example for one rhetorical strategy used by the writer. (Repeat if you want to discuss more than one rhetorical strategy)
3) Sentence three:Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his purpose by using and in order to statement.
4) Sentence four:Identifies the effect of the writer’s use of these rhetorical strategies on the audience.
“Flamingo” body paragraph one:
Your assignment:Finish the analysis of EITHER the Challenger speech or “Flamingo”; that is, write the 2nd & 3rd body paragraphs following the established outline.
Do first:• Fill out DIDST grid labeled “Middle of Text” & “End of Text” for your chosen Text
• Write the body paragraphs…preface with the intro paragraphs we wrote on Monday!
• Turn-in
Vocab 5:3 Test…Root Meaning
Fac, fact Make, do
Graph Write
Log Word, study of
Mort Die, death
Scrib, script Write
