Apply it! Now that you are familiar with the list of

slanters, apply this knowledge to a reading of the editorial, “Abolish High School Football!” on pages 136-7 of your SpringBoard book.

As you read, highlight or mark the words and phrases that show the writer’s feelings about the topic.

Because the text is an editorial, it will obviously be biased towards a particular position on the issue.

Your job is to focus on how the language helps construct that biased perspective.

Identify it! Now that you have read and marked the

text, go back to the beginning of the editorial, “Abolish High School Football!” on pages 136-7 of your SpringBoard book, and identify the following slanters as follows: Labeling – Highlight

Rhetorical Definition – Underline

Innuendo – Mark with an *asterisk*

Hyperbole – Underline with a swiggly line

Ridicule/Sarcasm – Circle

SMELL it! I know, I know, SMELL is a strange name for a

graphic organizer, but it actually stands for:

Sender-Receiver RelationshipMessageEmotional StrategiesLogical StrategiesLanguage

SMELL is an effective strategy for analyzing a writer’s use of language in support of a position.

Now that you have read the editorial “Abolish High School Football!” and identified the slanters used, you need to complete the graphic organizer on page 138 of your SpringBoard book.

Generalize it! Ok, so now you have read the editorial

“Abolish High School Football!” and identified the slanters used, you’ve SMELLED it by completing the graphic organizer on page 138 of your SpringBoard book.

The last step is to use deductive reasoning to compose a generalization about the following “essential question”:

How does a writer use tone to advance an opinion?

Write your generalization as a complete sentence on page 138 of your SpringBoard book.