Reflection: Modeling How Evidence Functions in Rhetorical Analysis - Section 4: How Strong is the Analysis?


Now that I'm going through this curriculum a second time, I decided I should have one more model before students have an assessment, not only of completing a rhetorical analysis, but also of the questions I will ask.  I chose Peter Hyman's "Stop Them Before They Joke Again" because it has a similarly modern feel to it as the Ariel Levy piece I will use in the assessment.  I also gave students the same questions I plan to ask on the assessment--the lesson was for them to read and then discuss the questions in groups of four.  I walked around and pushed them to find evidence, coaching them for the ultimate assessment and expectations there.  I look forward to seeing if this modelling had some impact on their overall performance on the assessment!

  Modeling: Update: Another model
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How Evidence Functions in Rhetorical Analysis

Unit 2: Understanding Rhetoric
Lesson 12 of 13

Objective: SWBAT recognize how evidence functions in a rhetorical analysis essay through analysis of a student text.

Big Idea: Relevant, specific evidence makes a claim worth reading.

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