THE RHETORICAL

ANALYSISLet’s make it awesome!

WHAT ARE SOME AREAS THAT YOU THINK ARE IMPORTANT FOR US TO REMEMBER AS WE WRITE?

4 MINUTES TO WRITE SILENTLY

PAIR UP AND SHARE IDEAS

CLASS SHARE

WHAT WE DO WELL Use the text

Thesis statements

Beginning of in-depth analysis

Citing the text

Intros and conclusions

Not using you.

HOW CAN WE DO BETTER?

because we all want everyone to know how truly awesome we are….

BEGINNING OF SENTENCES Do not start with a quote

VARIETY!!!! Sometimes invert the usual order of a sentence for emphasis, clarity, or style.

Transition—Transitions are key for ideas and for paragraphs.

MIDDLE OF THE PARAGRAPH ANALYZE Rhetoric.

Do not summarize or analyze the content of the text.

Do not add your opinion about the topic.

HOW MANY SENTENCES IN A PARAGRAPH?

WHAT ELSE? Keep the 80/20 ratio

Always FULLY explain the use of each quote—2 quotes means more explanation of the purpose of rhetoric and how it affects the text as a whole.

LET’S PRACTICE!! =)

READ THE FOLLOWING PARAGRAPH In order to keep a rhythm throughout her

speech, Kelley used some phrases repeatedly. Mentioned multiple times in the middle of her speech Kelley says, “…while we sleep…” (Kelley). This helps reinforce her ideas by keeping that in her readers’ mind, to keep it fresh. This particular phrase also adds a guilt factor to her persuasion. By making her audience feel guilty about the current situation, she is inspiring change in their actions and decisions. If she had repeated any other phrase throughout her speech, it wouldn’t have been as emotionally effective

HIGHLIGHT OR UNDERLINE ALL QUOTES/SUMMARY In order to keep a rhythm throughout her

speech, Kelley used some phrases repeatedly. Mentioned multiple times in the middle of her speech Kelley says, “…while we sleep…” (Kelley). This helps reinforce her ideas by keeping that in her readers’ mind, to keep it fresh. This particular phrase also adds a guilt factor to her persuasion. By making her audience feel guilty about the current situation, she is inspiring change in their actions and decisions. If she had repeated any other phrase throughout her speech, it wouldn’t have been as emotionally effective

SYNTAX: HOW CAN WE IMPROVE? In order to keep a rhythm throughout her

speech, Kelley used some phrases repeatedly. Mentioned multiple times in the middle of her speech Kelley says, “…while we sleep…” (Kelley). This helps reinforce her ideas by keeping that in her readers’ mind, to keep it fresh. This particular phrase also adds a guilt factor to her persuasion. By making her audience feel guilty about the current situation, she is inspiring change in their actions and decisions. If she had repeated any other phrase throughout her speech, it wouldn’t have been as emotionally effective

DICTION: HOW CAN WE IMPROVE? In order to keep a rhythm throughout her

speech, Kelley used some phrases repeatedly. Mentioned multiple times in the middle of her speech Kelley says, “…while we sleep…” (Kelley). This helps reinforce her ideas by keeping that in her readers’ mind, to keep it fresh. This particular phrase also adds a guilt factor to her persuasion. By making her audience feel guilty about the current situation, she is inspiring change in their actions and decisions. If she had repeated any other phrase throughout her speech, it wouldn’t have been as emotionally effective

READ THE FOLLOWING PARAGRAPH Kelley’s voice throughout her written

speech was outraged, indignantly upset, and angry at the abuse of young children and lack of laws set to enforce safe work hours for kids, made apparent in the quote, “IN Georgia there is no restriction whatever! A girl of six or seven years, just tall enough to reach the bobbins, may work eleven hours by day or by night.” Kelley’s indignation makes the reader feel upset by the mistreatment of young girls.

HIGHLIGHT OR UNDERLINE ALL QUOTES/SUMMARY Kelley’s voice throughout her written

speech was outraged, indignantly upset, and angry at the abuse of young children and lack of laws set to enforce safe work hours for kids, made apparent in the quote, “IN Georgia there is no restriction whatever! A girl of six or seven years, just tall enough to reach the bobbins, may work eleven hours by day or by night.” Kelley’s indignation makes the reader feel upset by the mistreatment of young girls.

SYNTAX: HOW CAN WE IMPROVE? Kelley’s voice throughout her written

speech was outraged, indignantly upset, and angry at the abuse of young children and lack of laws set to enforce safe work hours for kids, made apparent in the quote, “IN Georgia there is no restriction whatever! A girl of six or seven years, just tall enough to reach the bobbins, may work eleven hours by day or by night.” Kelley’s indignation makes the reader feel upset by the mistreatment of young girls.

DICTION: HOW CAN WE IMPROVE? Kelley’s voice throughout her written

speech was outraged, indignantly upset, and angry at the abuse of young children and lack of laws set to enforce safe work hours for kids, made apparent in the quote, “IN Georgia there is no restriction whatever! A girl of six or seven years, just tall enough to reach the bobbins, may work eleven hours by day or by night.” Kelley’s indignation makes the reader feel upset by the mistreatment of young girls.