Unit 4 Test Review

A persuasive piece will likely be structured as an argument and will include...

• A random sequence of events

• A clear claim supported by reasons and evidence

• Emotional language with or without support

• A list of unrelated facts

Tags

CCSS.RI.11-12.5

CCSS.RI.9-10.5

CCSS.RI.8.5

CCSS.RI. 9-10.8

CCSS.RI.11-12.8

A narrative (story) structure includes...

• A list of statistics and data

• A claim supported by evidence

• A beginning, middle, and end with characters and a plot

• Opinions with no sequence

Tags

CCSS.RL.9-10.10

CCSS.RL.8.10

CCSS.RI.11-12.10

CCSS.RI.9-10.10

CCSS.RL.11-12.10

Informational and persuasive pieces may include...

Select all that apply

• Imaginary characters and a plot

• Rhymes and poetic language

• Headings, photographs, maps, and captions

• Facts, details, and supporting evidence

Tags

CCSS.RI.11-12.5

CCSS.RI.9-10.5

CCSS.RI.8.5

CCSS.RI.6.5

CCSS.RI.7.5

Purpose & Perspective

Groups:

(a) first person

,

(b) second person

,

(c) third person

• creates closeness between the speaker and the audience

•  directly addresses the audience to focus on their decisions and attitudes

• uses pronouns like I, me, and we

• uses pronouns like he, she, and they

• uses pronouns like you and your

• provides distance between the speaker and the audience

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

CCSS.RI.8.9

Match the following

• logos

• Appeals to logic and reason

• pathos

• Appeals to credibility or trust

• ethos

• Appeals to emotions

Tags

CCSS.RI.11-12.5

CCSS.RI.9-10.5

Match the following

• ethos

• A charity campaign shares a personal story of a family struggling to access clean water, evoking compassion and a desire to help.

• pathos

• An argument for renewable energy cites statistical evidence, cost analyses, and efficiency data to demonstrate long-term economic and environmental benefits.

• logos

• A peer-reviewed study published by leading climate scientists argues for policy change, emphasizing the authors’ credentials and decades of research.

Tags

CCSS.RI.11-12.5

CCSS.RI.9-10.5

Direct or Indirect Characterization?

Groups:

(a) indirect characterization

,

(b) direct characterization

• Jamie was an ambitious student determined to become valedictorian.

• 1. Jamal stayed up late studying and volunteered for extra assignments to improve his grades.

• Lena was shy and avoided attention whenever possible.

• • The old man quietly slipped money into the donation box when no one was looking.

• Marcus was arrogant and believed he was always right.

• • Marcus interrupted everyone in the meeting, dismissing their ideas without consideration.

Tags

CCSS.RL.11-12.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Qualitative or Quantitative Evidence?

Groups:

(a) Quantitative

,

(b) Qualitative

• The teacher reported that the classroom was quiet and focused.

• A survey response where students say they feel “overwhelmed by homework.

• Test scores improved by an average of 12 points after implementing tutoring.

• 75% of students report feeling stressed about homework,” supporting a claim about workload.

• A witness explains how a character “spoke calmly” suggesting confide

• Only 3 out of 50 students use the current bus schedule.

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1

Match the following

• diction

• a word's dictionary definition

• absolute language

• an author's word choice

• denotation

• definitive or inflexible and often signals bias.

• connotation

• feelings associated with a word

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

CCSS.RI.8.6

What is the author’s main purpose when using satire?

• To entertain readers with a simple story

• To criticize or expose problems in society using humor or exaggeration

• To provide factual information about an event

• To create suspense and tension