Reflection: Developing a Conceptual Understanding Rhetorical Analysis of a Letter: Theodore Roosevelt Day 2 - Section 3: Group Discussion: Vocabulary and Biases

 

As anticipated, we spent some time talking about vocabulary and how they could go about reviewing that (they told me a couple days later that many of them were on their facebook group reviewing tone words with each other—that was cool to hear about!).  A couple other questions concerned the “lecture” part, including the analogy to Rome.  This brought us back to our discussion yesterday about being able to recognize biases and put them aside—to focus on the question—because the questions tend to look at the rhetoric from the author’s intention.  For example, one asks “the primary rhetorical function of the passage beginning “A man must develop” and ending with “command them as I could” in paragraph 2 is to.”  While the students yesterday thought this would irritate the son because in this section Roosevelt is using his own success as a leader (which the students thought was too self-aggrandizing), the answer is “provide support for the thesis on the limitations of athletic proficiency,” because the question is looking at the piece from the writer’s point of view.  So, this type of discussion allowed us to focus in on reading the questions carefully, and recognizing the point of view they are coming from.

  Continued Bias Discussion
  Developing a Conceptual Understanding: Continued Bias Discussion
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Rhetorical Analysis of a Letter: Theodore Roosevelt Day 2

Unit 13: Exam Preparation and Review
Lesson 4 of 6

Objective: SWBAT to evaluate the rhetorical value of a complex text in light of their own biases.

Big Idea: It is important to differentiate between the writer's point of view and yours, particularly when you are not the intended audience.

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1 teacher likes this lesson
Subject(s):
Vocabulary, English / Language Arts, tone, rhetorical strategy, rhetorical analysis, AP, peer review
  60 minutes
teddy roosevelt football quote
 
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