honors english ii agenda 8/17/2015 housekeeping- place homework on the right corner, sharpen your...

Honors English II Agenda 8/17/2015

Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.

Complete the Ticket In begin Reading Your BBR

Review the Essential Questions and Daily Objectives

Introduce Logical FallaciesPractice Analyzing Logical Fallacies and

Rhetorical Devices using A Modest ProposalComplete a Closure Question

Speaker’s/Writer’s Purpose

The audience must consider: The writer’s purpose, the effects of a work, the levels of meaning, and organization.

A writer or speaker uses argumentation to convince readers or hearers of the truth (or falsehood) of a proposition. It focuses on both the topic at hand and the audience. (It seeks to influence the audience through the use of rhetoric.)

The Effects of the Work

Determining the meaning of a work also involves looking at its effect. The emotional impact and the impression the work leaves on the audience is part of its effect.

Skillful writers will plan a certain effect (perhaps feelings of anger, aversion, joyful laughter etc.) for their audience.

Author’s/ speaker’s can use diction (a word, phrase, line), a situation, syntax (grammatical structure or word order), rhetoric, or the entire work to create the effect.

Rhetoric is the use of language for the purpose of persuading the readers or hearers. Rhetoric includes rhetorical questions, hyperbole, paradox, oxymoron, irony, etc.

Syntax Review

You must pay attention to the syntax (the way the words are arranged and the punctuation used).

1. A semicolon (;) indicates the ideas are linked or closely related.

2. A dash (-) indicates a sudden change in thought or tone.

3. A colon (:) directs the readers attention to the words that follow or a related list.

Effect Continued

The reader must consider the validity of the reasoning of a writer or speaker.

A valid argument has logical conclusion based on true premises. Induction-Reasoning that arrives at a general principle or draws a

conclusion from facts or examples (He was late for supper, later for our wedding, and even a late delivery when he was born (examples)-that man is habitually late(conclusion)

Deduction- Reasoning that uses two premises and a conclusion Premise 1: When it rains more than 5 inches, the river floods. Premise 2: It has rained 6 inches. Conclusion: The river is overflowing form its banks.

Logical fallacies/Fallacious reasoning- An incorrect belief or supposition based on faulty data, defective evidence, false information, or flawed logic; errors in reasoning caused by false premises or illogical consequences.

Both logical and illogical arguments may appeal to logos, pathos, and ethos – rhetorical strategies of logic, emotion, or ethics

Common Logical Fallacies Include

Ad Homineum Fallacy — “to the man;” a person’s character is attacked instead of his argument

Ad Populum Fallacy — “to the crowd;” a misconception that a widespread occurrence of something is assumed to make it right or wrong- The Escort is the most widely sold car in the world; therefore, it must be the best

Appeal to Authority- Citation of information from people recognized for their special knowledge of a subject for the purpose of strengthening a speaker’s arguments.

Bandwagon – threat of rejection is substituted for evidence, desire to conform to beliefs of a group

Guilt by Association – claim is rejected because disliked people accept the claim

Logical Fallacies Continued

Loaded Words — using highly connotative words to describe favorably or unfavorably without justification

Oversimplification — tendency to provide simple solutions to complex problems

Pedantry — narrow-minded, trivial scholarship or arbitrary adherence to rules and forms

Condemning with Faint Praise- Intentional use of a positive statement that has a negative implication – Your new hairdo is so...interesting

False Dilemma- Too few of the available alternatives are considered, and all but one are assessed and deemed impossible or unacceptable –A father speaking to a son says “are you going to go to college and make something of yourself, or are you going to end up be unemployable bum like me?

Non-fiction: Levels of Meaning

The literal meaning is based on taking the work at its “face value”- without examining any figurative levels.

At the figurative level the writer strives for a meaning other than or beyond the standard or literal meanings of the words by using figurative language and rhetorical devices.

Honors English II 8/18/2015

Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Vocabulary Notes

Review the Essential Question and Daily ObjectivesComplete Ticket In and SSRReview Context CluesReview Parts of Speech and Subject Verb

AgreementPractice Analyzing Logical Fallacies and Rhetorical

Devices using A Modest Proposal Complete the Closure Questions

Parts of Speech Reminders

The verb is the most important part of the sentence. A verb is what conveys the essential meaning of a clause (clause: a string of words that convey an idea that contains a noun and a verb).

However, verbs are not easy to spot. In which of the following sentences is “swim” used as a verb?

The ducks swim in the pond.The ducks love to swim.

In the sentence The ducks swim in a pond says Something swims somewhere, so the verb is to swim.

In the sentence The ducks love to swim says Something loves something, so the verb is love.

Every sentence requires a subject, that is, what does the verb. In both sentence, the subject is ducks.

The verb may also require an object, that is, what receives the verb. In The ducks love to swim, the object is swim, because that is the thing that is loved.

Label the subject, verb, and object in the following:

When David approached third base, the coach waved him home.

Clause 1: When David approached third base Verb: approached Subject: David Object: Third Base

Clause 2: the coach waved him home Verb: waved Subject: the coach Object: him

Subject Verb Agreement

Every verb and subject must agree in number (singular or plural) with its subject.

The best way to check for subject-verb agreement is to find the subject and the verb (ignoring all the intervening words) and say them together.

Remember the following pronouns are singular: each, anyone, anybody, anything, another, neither, either, every, everyone, someone, no one, somebody, everything, little, and much.

To check agreement you can replace any of the pronouns with “it” and it will make sense.

The following words are plural: phenomena (singular: phenomenon), media (singular: medium), data(singular: datum), and criteria (singular: criterion)

To check agreement you can replace any of them with “they” and it will make sense.

All of the following can be singular or plural: none (of), any (of), some (of), most (of), more (of), and all (of)

If using correlative conjunctions (neither…nor, either…or) they must agree with the noun closer to the verb.

Phrases joined by coordination conjunctions (FANBOYS) are plural –Sam and Bob, but phrases like Sam, in addition to Bob, are singular. These phrases are “interrupters” which are not part of the main subject.

Interrupters include: as well as, together with, along with, in addition to.

Usually the subject comes before the verb, but when the syntax is inverted, check subject verb agreement by “uninverting” the sentence.

Practice: Next to each noun or phrase write “S” if it is singular and “P” if it is Plural

1. Neither rain nor snow2. Crowd of rowdy fans3. Media4. Criterion5. One or two6. Everything7. Either of the candidates8. Phenomena

Syntax Practice

“The impact of poetry is so hard and direct that for the moment there is not other sensation except that of the poem itself. What profound depths we visit then-how sudden and complete is our immersion! There is nothing here to catch hold of; nothing to stay us in our flight….The poet is always our contemporary. Our being for the moment is centered and constricted, as in any violent shock of personal emotion.” -Woolf, “How should One Read a Book”

Woolf uses a variety of sentence types in this selection. Among them is the exclamatory sentence. Identify the exclamatory sentence and explain its effect.

Classify each sentence as to length: short, medium, or long. How is the meaning of the passage reinforced and clarified by the sentence length?

Syntax Answers

The exclamatory sentence is What profound depths… The exclamatory sentence here serves to emphasize the immediacy and complete involvement found in reading poetry. Exclamatory sentences in general show deep feeling, excitement, and passion. When used sparingly, they provide contrast for the more decorous declarative sentence, and they express the strong feelings of the writer.

There are five sentences in the passage. The first and second sentences are medium in length; the third and fifth sentences are long; and the fourth sentence (The poet..) is short. Placing a short sentence amidst several longer sentences serves to emphasize the short sentence and give it weight. The central idea of the passage is carried by the short sentence and is intensified by its contrast with the longer sentences.

Review of Parts of Speech from Last Semester

Tom broke the vase

Noun- a word used to name a person, place, a thing, or an idea (Tom, vase)

Verb- a word that expresses action (broke)Article- a special type of adjective (a, an,

the)that modifies or limits a noun.*Subject- the person, place, or thing that is

“doing” the action (Tom)*Object- receives the action of the verb (vase)*Passive voice is the exception and will be

discussed later.

Tom accidentally broke the big vase of flowers

Adverb- a word that modifies a verb, an adjective, or another adverb (accidentally)

Adjective- a word that modifies a noun (big)Preposition- a word that notes the relation of

the noun to an action or a thing (of- shows the relationship between vase and flowers)

Prepositional phrase- a group of words beginning with a preposition (of flowers – acts as an adjective by modifying vase)

As he ran across the room, Tom accidentally broke the big vase of flowers.

Pronoun- a word that takes the place of a noun (he)

Clause- a group of words that contains a subject and verb.

Independent clause- has a subject + verb + complete thought. It can stand alone as a sentence (Tom accidentally broke the big vase of flowers)

Dependent clause- is missing either a subject or a verb or a complete thought (as he ran across the room- lacking a complete thought)

In Groups, answer the following questions:

1. What problem does Swift present in the first two paragraphs of the essay?

2. What is Swift’s “modest proposal?”3. What point of view does Swift decide to use? What affect does

point of view have on the reader?4. The speaker employs a series of commas in the paragraph that

begins “I don therefore humbly offer” (#10). Why does he do this? How would the effect be different if he used short, declarative sentence instead?

5. List the 6 benefits of the speaker’s proposal, noting the rhetorical devices utilize to sway the reader. What logical fallacies are present? Which two reasons are the most convincing? Why?

6. The speaker claims he has “no other motive than the public good of my country.” How does satire help to improve a country’s dynamics?



Complete the Ticket-In and SSRReview the Essential Question and the Daily

ObjectivesReview Subject Verb Agreement and SyntaxPractice Analyzing Logical Fallacies and

Rhetorical Devices using Julius CaesarComplete the Closure Questions

Identify the Subject and Select the Correct Verb

1. Neither of the cars (is/are) equipped with antilock brakes.

2. The flock of geese (was/were) startled by the shotgun blast.

3. The data on my computer (was/were) completely erased when the power failed.

4. Mathematics and history (is/are) my favorite subjects.5. None of the roast (was/were) eaten.6. All of the games (was/ were) play on real grass fields.7. Pride and Prejudice (is/ are) my favorite Jane Austen

novel.

Syntax

“No sooner had the reverberation of my blows sunk into silence, then I was answered by a voice from within the tomb!- by a cry, at first muffled and broken, like the sobbing of a child, and then quickly swelling into one long, loud, and continuous scream, utterly anomalous and inhuman-a howl!-a wailing shriek, half of horror and half of triumph, such as might have arisen only out of hell, conjointly from the throat of the damned in their agony and of the demons that exult in the damnation.” –Poe “The Black Cat”

The dashes in this long sentence set off a series of appositives. (An appositive is a noun or noun phrase placed beside another noun or noun phrase and used to identify or explain it.) What noun phrase is explained by the appositives?

This sentence makes syntactic and semantic sense if it ends with the first exclamation point. What do the appositives add to the meaning and effectivenes of the sentences?

Syntax Answers

The noun phrase explained by the appositives is a voice from within the tomb.

The main clause of this sentence is I was answered by a voice from within the tomb. It carries both the syntactic and semantic weight of the sentence. Syntactic closure (the completion of a grammatical structure) is thus achieved very early in the sentence. Syntactic closure relieves tension and allows the reader to explore the complex description of the voice in the tomb. Through the appositives, Poe increases the intensity of the cries. He moves from a voice (the main noun), to a cry, then to a howl, then to a shriek. The increasing intensity creates the mood of terror and reflects the narrator’s increasing madness.



Complete Ticket In and SSRReview the Essential Question and the Daily

ObjectivesGrammar PracticeReview SyntaxPractice Analyzing Logical Fallacies and

Rhetorical Devices using Julius CaesarClosure Questions

Identify the Subject and Select the Correct Verb

1. Neither of the twins (is/are) allergic to penicillin.2. Much of what I hear in those lectures (goes/go)

in one ear and out the other.3. Amy, along with Jamie and Jen, (is/are) apply to

Mount Holyoke.4. None of the books (was/were) considered fit for

public consumption.5. All of the eggplant (was/were) used to make the

sauce.6. Amid the lilies and wildflowers (was/were) one

solitary rose.

Syntax Practice

“The seven years’ difference in our ages lay between us like a chasm: I wondered if these years would ever operate between us as a bridge.” –Baldwin, “Sonny’s Blues”

What function does the colon serve in this sentence?

How would the meaning and impact of the sentence change if the sentence read as follows: The seven years’ difference in our ages lay between us like a chasm, and I wondered if these years would ever operate between us as a bridge.

Syntax Answers

Colons direct the reader’s attention to the words that follow and emphasize those words. The purpose of this colon is to indicate that closely related information will follow. The chasm of the first clause is connected tot the bridge of the second clause, and the possibility of reconciliation for the characters in the sentence is raised through syntax.

The change would shift the meaning and lessen the impact. Two independent clauses joined by a comma and conjunction indicate equal weight of both clauses; this syntax does not assume a prescribed relationship: the second clause explains, summarizes, or amplifies the first. Baldwin’s sentence draws the connection between the chasm and the bridge with the colon and emphasizes the possibility of bridging the relationship. His syntax indicates semantic possibilities The new version reduces the second clause to speculation and diminishes the connection between syntax and meaning.

Honors English II 8/20/2015

Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW on Right Corner No Warm Up- Begin Test

Review the Essential Question and the Daily Objectives

Complete the Quiz and Essay

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