AP Lang - Unit 6

AP Language - Unit 6
Monday, January 20

Multiple Choice

In the first sentence of the second paragraph, the author includes the statement about the "sensible writer" primarily to

• acknowledge that she is not well acquainted with the writer's works

• complain about the lack of availability of the writer's book during her travels

• apologize in advance if she is not a reliable reporter of the source's words

• admit that she may be misinterpreting the writer's original intentions

• Newsela: Article #2 (due Friday)

  • Plagiarism...

• NoRedInk: A1 (due Monday at 11:59PM)

​

​Q3 Assignments

Tuesday, January 21 - Agenda

Skill 3.A2 - Different perspectives

Practice

Line of Reasoning

​The Titanic Is Sunk, with Great Loss of Life

Nellie Walcroft's Letter to Clara

Skill 3.A2 Takeaways

1. It's important to identify the perspectives of all sources.

2. Different perspectives will influence bias and credibility of the source itself.

AP Language - Unit 6
Tuesday, January 21

Multiple Choice

Given the context, the author's description of her teacher's views in the middle of the paragraph ("I am quite...questioned) is best characterized as a

• frank reconsideration of an early assessment of the teacher's intelligence

• careful reflection on the biases that influenced her teacher's judgement

• calculated effort to expose an unfit teacher to the public's disapproval

• satisfying resolution to a long-standing puzzle from the author's use

• Newsela: Article #2 (due Friday)

  • Plagiarism...

• NoRedInk: A1 (due Monday at 11:59PM)

​

​Q3 Assignments

1. Identify the components of the Rhetorical Analysis acronym: SPACECAT

2. Use SPACECAT to analyze a text.

Learning Objectives

​Introducing...

​SPACECAT

• s: Speaker

• P: Purpose

• A: Audience

• C: Context

• E: Exigence

• C: Choices

• A: Appeals

• T: Tone

S: Speaker

1. Who created this artifact?
2. What do you know about this creator?
3. How is the artifact's meaning or effect influenced because of the person who created it?

P: Purpose

1. What is the speaker/writer hoping to accomplish?
2. What is the reason behind this piece?
3. What do they want the audience to do after having listened?

A: Audience

1. Who is the speaker/writer trying to reach? How do we know?
2. Do they indicate a specific audience?

C: Context

1. What is the time and place of this piece?
2. What is happening in the world as it relates to the subject of the speech or the speaker/writer?

E: Exigence

1. What was the spark or catalyst that moved the writer to write?
2. How did that event impact the speaker/writer?

C: Choices

1. What are the rhetorical choices that the speaker/writer makes in the speech?
2. Think about overall structure, devices, diction, syntax, etc.

A: Appeals

1. Which of the three rhetorical appeals (ethos, logos, pathos) are present in the text? 2. Where?
3. Why?

T: Tone

1. What is the speaker/authors attitude toward the subject?
2. Is the tone the same throughout the whole piece? Where does it shift?
3. What evidence is there to demonstrate the tone?

AP Language - Unit 6
Friday, January 24

Multiple Choice

What is the purpose of King’s use of the phrase “fear-drenched communities”?

• To emphasize the overwhelming nature of fear within these communities

• To criticize the communities for their fearfulness

• To suggest that fear is a minor issue in these communities

• To imply that these communities are responsible for their own fear

Multiple Choice

The imagery in the passage primarily serves to:

• Compare racial prejudice to natural disasters

• Criticize the slow pace of social change

• Illustrate the beauty of a future free from racial prejudice

• Present a logical argument against racial prejudice

• Newsela: Article #3 (due next Friday)

• NoRedInk: A1 (due Monday at 11:59PM)

​

​Q3 Assignments

Fill in the Blank

The S in SPACECAT stands for:

Fill in the Blank

The P in SPACECAT stands for:

Fill in the Blank

The A in SPACECAT stands for:

Fill in the Blank

The C in SPACECAT stands for:

Fill in the Blank

The E in SPACECAT stands for:

Fill in the Blank

The 2nd C in SPACECAT stands for:

Fill in the Blank

The 2nd A in SPACECAT stands for:

Fill in the Blank

The T in SPACECAT stands for:

Multiple Choice

Writing about what was going on in the world at the time that the article was released would best fit into the category of:

• audience

• context

• tone

• exigence

Multiple Choice

The author using visual aids or anecdotes would best fit into the category of:

• audience

• context

• tone

• choices

Multiple Choice

Knowing the background of the author can influence their message would best fall into the category of:

• speaker

• exigence

• appeals

• choices

Multiple Choice

Thinking of what the catalyst was, or what the spark was, prior to the speech/article being written would best fall into the category of:

• audience

• exigence

• purpose

• choices

Multiple Choice

What is ethos?

• a rhetorical appeal to logic, reason and facts

• a rhetorical appeal to emotions and feelings

• a method of scientific research.

• a rhetorical appeal to credibility and character.

Multiple Choice

What is logos?

• a rhetorical appeal to logic, reason and facts

• a rhetorical appeal to emotions and feelings

• a method of scientific research.

• a rhetorical appeal to credibility and character.

Multiple Choice

What is pathos?

• a rhetorical appeal to logic, reason and facts

• a rhetorical appeal to emotions and feelings

• a method of scientific research.

• a rhetorical appeal to credibility and character.

PRACTING SPACECAT

PRACTING SPACECAT

​Group 1: SPAC focus

Group 2: ECAT focus

*Group of 5 = 5 key takeaways

- Create a GoogleSlides/Canva presentation with your findings.
- Each slide should include relevant pictures, key questions for SPACECAT & any research (if needed)

Line of Reasoning

• The logical sequence of claims that support the overarching thesis or argument in a piece of writing.

Critical Components

• Clear thesis or main claim

• Supporting claims that build upon each other

• Relevant evidence for each claim

• Logical transitions between ideas

• Consistent focus on the central argument

Let's Practice

• Presents an alternative line of reasoning to defend the wolf's actions

• Challenges readers to evaluate the effectiveness of the argument

While You Read...

Try to determine the wolf's line of reasoning!

1. Main Claim: The wolf is ________

2. Supporting claims: What does he say to back his main claim up?

   • First, the wolf had ???

   • Then... what happened?

   • Ultimately....What was the result?

3. Evidence: What supports his claims?

In small groups:

• Identify the main claim, supporting claims, and evidence in the wolf's story

• Evaluate the strength of the line of reasoning

• Discuss how the author uses rhetoric to make the argument persuasive

• Present your findings to the class, supporting your evaluation with specific examples from the text

What is the Wolf's Line of Reasoning?

• Main claim: The wolf is innocent and misunderstood

• Supporting claims:

  • The wolf had a cold and was borrowing sugar

  • The pigs' houses fell due to poor construction, not deliberate destruction

  • The wolf's actions were self-defense, not aggression

• Evidence: The wolf's first-person account and explanations