Reflection: Adjustments to Practice The Rhetorical Triangle and SOAPSTone Analysis - Section 3: Rhetorical Triangle and Jolliffe's Rhetorical framework


Well, I learned a couple things from this part of the lesson:

1.  They get the triangle and the process rather well as a concept.

2.  I don't like using Prezi's very much.

When I went over the rhetorical triangle using Brassil's model, they just got it.  We talked a little about the difference between the subject and the purpose, and one student said that they like this version a lot better than the textbook one, because it makes more sense.  Other than that, there were no issues or questions when using the text examples.

With the Jolliffe model, one student immediately asked about the word "exigence," which I defined.  The rest seemed quite clear to them, as did the idea that it outlines their analysis process; they are an academically curious group of students, so when their eyes started to glaze over after the second or third Prezi slide, I decided to bail out and move on to the Bush speech.  Also, the Prezi seemed quite informational when I went through it myself, but I realized as I was doing it that having each part of the model pop up like that with the Prezi movement took away from the flowchart aspect--the thing that makes the model useful.  So, I decided to continue working on understanding through the actual model of the Bush speech.

  Adjustments to Practice: Overkill
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The Rhetorical Triangle and SOAPSTone Analysis

Unit 2: Understanding Rhetoric
Lesson 1 of 13

Objective: SWBAT explain the context of a text through concepts in the rhetorical triangle, as well as complete a SOAPSTone analysis of a text.

Big Idea: Analyzing the basic circumstances of a text first will lead to deeper analysis of rhetorical moves.

  Print Lesson
Reading, English / Language Arts, Comprehension (Reading), rhetorical device, rhetorical strategy, rhetorical analysis
  75 minutes
rhetorical triangle
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