Reflection: Adjustments to Practice Revisiting Writing/Comparing Rhetorical Appeals - Section 3: Who Uses Better Rhetoric?


This is one of the first times I've had students read silently in class, and I learned a valuable lesson about the time it takes them to read and annotate thoroughly.  They are strong students and take tasks seriously, and that takes time.  It ended up that we had about 10 minutes at the end of class to chat for a few minutes about the first text, but we will have to start with this next class, and I will have to re-evaluate how much I give students to read on a given night when I ask them to also take notes or annotate--that they are learning how to do this, so less will be more.  

It may be, too, that they are interested in the text.  They certainly wanted to talk about it, and have opinions on the issue, so that was a good sign, and something to look forward to for tomorrow (maybe that was why they took a while to read--they weren't skimming anything!).

  We'll Pick Up Next Class
  Adjustments to Practice: We'll Pick Up Next Class
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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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