Honors English II Agenda 8/17/2015
 Housekeeping- place homework on the right corner,
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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 Fallacies
Practice Analyzing Logical Fallacies and Rhetorical
Devices using A Modest Proposal
Complete 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.
4. Commas (,) in succession can quicken the
reader’s pace, link ideas, and create a rhythm
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.
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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
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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
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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.
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Vocabulary Notes
 Review the Essential Question and Daily Objectives
 Complete Ticket In and SSR
 Review Context Clues
 Review Parts of Speech and Subject Verb Agreement
 Practice 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
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Neither rain nor snow
Crowd of rowdy fans
Media
Criterion
One or two
Everything
Either of the candidates
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,
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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:
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6.
7.
What problem does Swift present in the first two paragraphs of
the essay?
What is Swift’s “modest proposal?”
What point of view does Swift decide to use? What affect does
point of view have on the reader?
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?
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?
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?
What is the speakers primary mode of appeal? What fallacies are
present in his argument?
Honors English II Agenda 8/19/2015
 Housekeeping- place homework on the right corner,
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sharpen your pencils, dispose of any trash etc.
Complete the Ticket-In and SSR
Review the Essential Question and the Daily
Objectives
Review Subject Verb Agreement and Syntax
Practice Analyzing Logical Fallacies and Rhetorical
Devices using Julius Caesar
Complete the Closure Questions
Identify the Subject and Select the Correct Verb
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Neither of the cars (is/are) equipped with antilock
brakes.
The flock of geese (was/were) startled by the shotgun
blast.
The data on my computer (was/were) completely
erased when the power failed.
Mathematics and history (is/are) my favorite subjects.
None of the roast (was/were) eaten.
All of the games (was/ were) play on real grass fields.
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.
Honors English II Agenda 8/20/2015
 Housekeeping- place homework on the right corner,
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sharpen your pencils, dispose of any trash etc.
Complete Ticket In and SSR
Review the Essential Question and the Daily
Objectives
Grammar Practice
Review Syntax
Practice Analyzing Logical Fallacies and Rhetorical
Devices using The Lean and Hungry Look
Closure Questions
Identify the Subject and Select the Correct Verb
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2.
3.
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6.
Neither of the twins (is/are) allergic to penicillin.
Much of what I hear in those lectures (goes/go) in one
ear and out the other.
Amy, along with Jamie and Jen, (is/are) apply to
Mount Holyoke.
None of the books (was/were) considered fit for public
consumption.
All of the eggplant (was/were) used to make the sauce.
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.
The Constructed Response
 Constructed Response Information
 According to the Department of Public Instruction (DPI):
 The short constructed response items on the English II EOC
assessment require a brief response of approximately 5-8
sentences. Although the text box offers additional space to
write a short answer response, scorers only review for the
specific criteria as stated in the question. Additional
information not required in the answer does not increase the
student’s score. Students should not write an essay for short
constructed response items, and they must not be led to
believe longer responses may receive higher scores. The key
is to answer the question with the specified supporting
evidence.
Thesis/ Claim
A Short Constructed Response should contain all of the following:
Sentence 1 (Thesis): Name of the author, the type and title
of the work, a strong verb that describes what the author is
doing in the text, and a “THAT” clause in which you state
the major of assertion (that reflects the question)?
Example: How does Edgar Allan Poe manipulate tone in
“The Tell Tale Heart”?
In his short story, “The Tell Tale Heart,” Poe evokes a
feeling of fear that creates a tone of nervous cynicism.
• Long works – underline the title
• Short works- place quotation marks around the title
Reasons, Data, Details, Facts
 Sentence 2 (Reasons/Data/Details/ Facts): An
explanation of how the author develops and/or
supports the thesis. This explanation is usually
presented in the same chronological order that the
items are presented in the work. (For instance,
comparing, contrasting, narrating, illustrating,
defining, demonstrating, showing, enhancing, etc.)
 Example:
 The author produces this tone through his use of
syntax.
Elaborations
 Sentences 3-4 (Elaborations): A statement of the
purpose, followed by an “IN ORDER TO” phrase in
which you explain what the author intends the
audience to do or feel as a result of reading the work.
 Examples: He interrupts longer sentences with
several phrases and dashes in order to disrupt the
flow of the narration. This in turn causes the
audience to view the narrator’s thoughts as
disjointed and frantic.
Helpful Transitions
Thus illustrating
In particular
In an effort to
In order that
So that
To that end, to this end
For this purpose
To illustrate
To demonstrate
Specifically
For the purpose of
As an illustration
Quotations
 Sentences 5-6 (Quotation): Embed the quotation in
your own sentence. Remember all quotes are not
created equal. Choose carefully which words you
wish to quote. (Do Not Forget the Citation!)
 Example: The tone becomes increasingly tense as
the narrator states, “When I had waited a long time,
very patiently, without hearing him lie down, I
resolved to open a little-a very, very little crevice in
the lantern. So I opened it-you cannot imagine how
stealthily, stealthily-until, a single dim ray…fell full
upon the vulture eye (Poe, 3).”
The Most Important Sentence- Significance
 Sentences 7-8 (Significance): Remember that a mere
quote doesn’t show anything, prove anything, or make
anything obvious or evident. You as the writer, have that
job. How the quotation impacts the intended audience
and/or the relationship the author establishes with the
audience should be explained.
 Example: By interrupting the flow of the sentence with
phrases and dashes, Poe slows down the movement of
the sentence and increases the tension. The reader has to
wait for the action to unfold as slowly as the action itself.
Outline
Outline
How does Edgar Allan Poe manipulate tone in The Tell Tale Heart?
Thesis
In his short story, The Tell Tale Heart, Poe evokes a feeling of fear that
creates a tone of nervous cynicism.
RDF(Reason/
Data/Details/
Facts)
The author produces this tone through his syntax.
Elaborations
He interrupts longer sentences with several phrases and dashes in
order to interrupt the flow of the narration. This in turn causes the
audience to view the narrator’s thoughts as disjointed and frantic.
Quotations
The tone becomes increasingly tense as the narrator states, “When I
had waited a long time, very patiently, without hearing him lie down, I
resolved to open a little-a very, very little crevice in the lantern. So I
opened it-you cannot imagine how stealthily, stealthily-until, a single
dim ray…fell full upon the vulture eye. (Poe, 3)”
Significance
By interrupting the flow of the sentence with phrases and dashes, Poe
slows down the movement of the sentence and increases the tension.
The reader has to wait for the action to unfold as slowly as the action
itself.
The Paragraph
In his short story, “The Tell Tale Heart”, Poe evokes a
feeling of fear that creates a tone of nervous cynicism. The
author produces this tone through his use of syntax. He
interrupts longer sentences with several phrases and dashes in
order to disrupt the flow of the narration. This in turn causes the
audience to view the narrator’s thoughts as disjointed and
frantic. The tone becomes increasingly tense as the narrator
states, “When I had waited a long time, very patiently, without
hearing him lie down, I resolved to open a little-a very, very little
crevice in the lantern. So I opened it-you cannot imagine how
stealthily, stealthily-until, a single dim ray…fell full upon the
vulture eye (Poe, 3).” By interrupting the flow of the sentence
with phrases and dashes, Poe slows down the movement of the
sentence and increases the tension. The reader has to wait for
the action to unfold as slowly as the action itself.
Honors English II 8/21/2015
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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AOW on Right Corner
No Warm Up- Begin Test
 Review the Essential Question and the Daily
Objectives
 Complete the Quiz and Essay