bellringer write the following sentences correctly. 1. the furniture the young couple bought were...

Bellringer

• Write the following sentences correctly.

1. The furniture the young couple bought were very cheap

2. Your so right: goat milk is not a good coffee creamer.

3. My mom told me, that I should put, comas wherever you take a breathe.

Rhetorical Devices of the WeekReview: polysyndeton, asyndeton

Assonance: the repetition of similar vowel sounds, preceded and followed by different consonants in the stressed syllables of adjacent words. (Effect: euphonious, onomatopoetic, or humorous)

Alliteration: Repetition of initial or medial consonants in two or more adjacent words. (Effect: contributes to euphony of verse, sometimes for humor)

Please explain, Mr. Birch!

(phonological device: devices used to alter SOUND)

Conjunctions

Please remember to put grammar notes in the “grammar” section.

Quick ReviewWEIRD or WIERD?

The (effects/affects) of global warming are numerous.

(Their/They’re) not comfortable with my use overuse of improper grammar.

(You’re/Your) purple velvet Doc Martens are just lovely.

I don’t know (weather/whether) or not you are trying to be gross or if you really do enjoy jalapeños on your peanut butter and jelly sandwich.

(Its/It’s) obscure meaning often confused people.

What is a Conjunction?

• A conjunction is like glue. It helps things stick together.

• A conjunction joins words, phrases, and clauses.

What is a Conjunction?

• Conjunctions join two or more words.

Example: I went to the store to buy eggs, milk, and bread.

What is a Conjunction?

• Conjunctions can join two prepositional phrases.

Ex. I went skiing down the hill and past the trees.

What is a Conjunction?

• Conjunctions can connect two clauses or sentences.

• When two sentences are joined, a comma MUST be placed before the conjunction.

Ex. I played cards for awhile, but then I played chess.

Types of Conjunctions

• One type of conjunction is the coordinating conjunction.

• They connect words, phrases, and clauses, which are sentences.

• They connect things of equal value.

(This means that they would connect a noun with another noun or a prepositional phrase with another prepositional phrase.)

Types of Conjunctions

• There are seven coordinating conjunctions:

and but or for

nor yet so

Types of Conjunctions

• Another type of conjunction is called correlative conjunctions.

• Correlative conjunctions connect words, phrases, and clauses, which are sentences.

• Correlative conjunctions connect things of equal value.

(This means that they will connect a verb with another verb or a sentence with another sentence.)

Types of Conjunctions

• Correlative Conjunctions are not single words. They work in pairs.

• There are five pairs of correlative conjunctions:

both….and whether….or neither….nor

not only….but also either….or

Questions?

Please complete the “Grammar and Style: Coordinating Conjunctions” handout.

Please put it in the box when you’re done. (15 minutes)

Rhetoric Packet• Where do we find rhetoric?• What are the three parts of the rhetorical

triangle?• What are the three appeals? How do they

work with the rhetorical triangle?• What is meant by context/purpose?• What are some examples of visual

rhetoric?

What is rhetoric?• The art or study of using language

effectively and persuasively. [American Heritage College Dictionary]

• “Rhetoric may be defined as the faculty of observing in any given case the available means of persuasion.” [Aristotle]

The Rhetorical Triangle

Speaker

Audience Subject

by Aristotle

Aristotle believed that from the world around them, speakers could:

1. observe how communication happens and

2. use that to develop sound and convincing arguments.

• Aristotle said that when a rhetor (speaker) begins to consider how to compose a speech, he/she must take into account 3 elements: the subject, the audience, and the speaker.

Audience

Speaker

Subject

Subject

The writer/speaker: • evaluates what he/she knows already

and needs to know,• investigates perspectives (researches),

and• determines kinds of evidence or proofs

seem most useful (supports assertions with appropriate evidence).

Audience

The writer/speaker: • speculates about audience

expectations and knowledge of subject, and

• uses own experience and observation to help decide on how to communicate with audience.

Speaker

The writer/speaker uses:

1. who they are,

2. what they know and feel, and

3. what they’ve seen and done

to find their attitudes toward a subject and their understanding of audience.

Appeals

The writer/speaker uses different approaches to influence the audience’s attitude toward the subject. These are:

1. Logos

2. Ethos

3. Pathos

Logos

The writer/speaker: • offers clear, reasonable premises and

proofs,• develops ideas with appropriate

details, and• makes sure readers can follow the

progression of ideas.

EthosThe writer/speaker uses it when:• he/she demonstrates that they are

credible, good-willed, & knowledgeable and

• he/she connects their thinking to the reader’s own ethical or moral beliefs.

Audiences and speakers should assume the best intentions and most thoughtful search for truths.

Pathos

The writer/speaker:• draws on emotions and interests of

readers and• highlights those emotions using

1) personal stories and observations

to provoke audience’s sympathetic reaction and

2) figurative language to heighten emotional connections.

“Ask not what your country can do for you - ask what you can do for your

country.” John F. Kennedy

• calls attention to ethical qualities of the speaker and listener (ethos)

• proposes a solution to the country’s problems by enlisting the citizens’ help (logos)

• calls forth emotional patriotism (pathos)

Context and Purpose

Context: the situation in which writing and reading occur (comedy,

professional speaking engagement, etc)

Purpose: the emerging aim that underlies many of the writer’s decisions

Rhetorical Triangle Plus

Context

Speaker

SubjectAudience

Purpose

Visual rhetoric includes symbolic gestures, graphic designs, action shots in movies, etc. . .

Practice

• Read: “Museum Indians” by Susan Power along with her commentary. Pages 32-39

• Use the story to complete the “Rhetorical Triangle” handout. You have the rest of the period to work on it today. Turn it in if you complete it. Bring it on Friday and turn it in if you do not.