Reflection: Standards Alignment Revisiting Writing/Comparing Rhetorical Appeals - Section 2: Revisit Writing Rhetorical Analysis Essays


When I walked through the text, I asked them to identify specific words and phrases that were specifically stating how Marx was trying to persuade his audience in the body paragraphs (particularly in topic sentences) in order to model how to create a logical sequence of evidence-supported claims, and students were able to do this reasonably well, particularly after the first couple examples.  We also spent time looking at how Marx, or some other reference to him, is a frequent subject of clauses in this model because the writer is showing how Marx was trying to persuade his audience.  We ended up spending about 30 minutes on this, because it was a little slow going at first, and I felt like I had to be thorough this time to make sure they see how the ideas build throughout, and stay focused on rhetorical strategy rather than on Marx's central idea.  I won't know until I get their final papers, but the drafts were so clearly missing this aspect that it should be relatively easy to see.  

Overall, I thought this was valuable, and I wish I had done this more thoroughly a week ago.  However, having never taught this particular type of essay, I needed to see these drafts to learn the nature of their challenges; I will certainly take this lesson to heart as we move to the next type of AP essay in a few weeks--the synthesis essay.

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  Standards Alignment: I Hope They Get It Now
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Revisiting Writing/Comparing Rhetorical Appeals

Unit 4: Thematic Unit: Education
Lesson 3 of 18

Objective: SWBAT write body paragraphs of rhetorical analysis essays that analyze how a writer uses rhetorical strategies to persuade the audience by using a model analysis essay. SWBAT recognize persuasive strategies of writers and evaluate effectiveness of strategies by evaluating apposing arguments on the same topic.

Big Idea: Rhetorical Analysis isn't just explaining an author's argument, but also explaining the persuasive approach of the writer; evaluating rhetoric is in part recognizing what isn't written.

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