Jr.+Comp.+&+Lit.+-+Rhetoric,+Unit+2

 During Unit 2’s 1st assessment all students will read selected readings, and partner pairings will be assigned to present their analysis of one the reading’s ** // Language Cues // **. The teacher will provide due dates for readings and presentations. Unit 2’s 2nd assessment will require students to write a process paper analyzing how a writer/speaker employs language to achieve a purpose. And, finally, Unit 2’s 3rd assessment will require students to construct a presentation (speech) employing language to create an ethos, logos, and pathos. The overall objective of this unit is to develop your abilities to be a more discerning audience when you read or hear language employed by writers/speakers to persuade and/or influence you.   ** Explanations of the Purposes of the // Introductions //, // Language Cues //, // Glossary of Terms //, and // Vocabulary Development // in Unit 2’s 1st Assessment Readings **   ** Purpose of the // INTRODUCTION // to each reading: ** Carefully examine the ** // INTRODUCTION // ** to the reading. Each one gives you a description of the speaker’s/writer’s purpose and audience. When you are aware the speaker’s/writer’s purpose and audience, your analysis will be focused on how specific language features are employed by speakers/writers to affect an audience and help a speaker/writer achieve his/her purpose. The ** // INTRODUCTION // ** will also require you to do some research about a speaker’s/writer’s life and times which will provide a better sense of why speakers/writers might make certain language choices based on the occasion of their speeches or written pieces, but you should also activate your own prior knowledge in terms what you know about certain kinds of audiences and/or speakers, then apply this knowledge during your analysis of the language used by speakers/writers.  ** Purpose of the // LANGUAGE CUE //s in each reading: ** As you read the text, complete the directions in each ** // Language Cue // ** box, noting the specific language feature it spotlights for you in the text. Use the space provided on the right side of the page to complete what is required of you by each ** // Language Cue // **. Typically a ** // Language Cue // ** will ask you to explain how the speaker/writer uses language to ** // appeal to the audience // ** or what ** // effect it has on an audience // **; in other words, this means you are being asked to analyze how a speaker/writer achieves his/her purpose by employing language which may (1) work on an audience’s common sense or logic – a // logos //, or (2) establishes the speaker/writer as a balanced thinking individual or a credible, trustworthy voice – an // ethos, // or (3) work on an emotion in an audience (a // pathos //); for example, you might write a marginal note explaining how a specific language feature is employed by a speaker/writer as part of his/her attempt to appeal to his/her audience’s sense of guilt (a // pathos //) and thus aid the speaker/writer in achieving his/her purpose. Also note that you are encouraged to analyze any aspect of the text you’re working with even if it does not have anything to do with a ** // Language Cue // ** box.
 * Summary of the 11th Grade’s Unit 2 Major Assessments **

Purpose of Glossary of Terms Used in // Language Cues //:
=== At the end of this reading packet is an alphabetized list of terms referred to in the // <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Language Cues //<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; font-weight: normal;">. Each term is defined, and examples are provided for most terms. Refer to this glossary when a // <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Language Cue //<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; font-weight: normal;"> uses a term that is unfamiliar to you. === <span style="font-family: 'Calibri','sans-serif';"> ** <span style="font-family: 'Calibri','sans-serif';">Vocabulary development and bracketed information for each reading: ** <span style="font-family: 'Calibri','sans-serif';">Students must know the definitions of the underlined words in each reading for possible comprehension level quizzes on each reading. The underlined words in the readings are meant to aid you in developing of your vocabulary. Before reading any of the texts, scan them for the underlined words and know their synonyms and/or brief definitions before you read the entire text. The synonyms and/or brief definitions of the words are in brackets following the words. Also note that sometimes information is bracketed in the text to explain archaic words, allusions, etc. <span style="font-family: 'Calibri','sans-serif'; font-size: 16pt;">