1 st Pd: Autumn Bailey, Jonathan Eisenhour, Blake Barhorst
2 nd Pd: Grant Markwell, Allison Towell
3 rd Pd: Canon Vice, Will Quesinberry
5 th Pd: Megan Nance
INDEPENDENT WORK:
Practice Writing Thesis Statements for the Following Prompts (Pick two).Should students’ grades in gym affect their grade point averages?
• Should girls be allowed to play on boys sports teams?
• Should teenage girls be allowed to get birth control without the permission of their parents?
•
Should school athletes have to be on the honor roll to play in games?
•
Should music with curse words be allowed at school dances?
.
Turn in for credit.
CLASSWORK:
Learning Targets
I can evaluate a text for the use of rhetorical style (diction, syntax, details, imagery, tone, etc.)
I can analyze and explain the effect of the use of the elements of style on the argument made.
Formative & Summative Assessment
Formative assessments will take the form of class discussion and evaluation of student work/writing in class.
Summative assessment will take the form of written rhetorical analysis essay.

Student-Centered Learning Experiences
AGENDA:
1. Independent Work
Student will practice writing thesis statements from PPT prompts. These will be turned in and used in class on the following day.
2. Unfinished Business
3. Lecture - Analyzing for Style
The analysis will form the body of the essay. This is where you will include a detailed explanation of the strategies used by the writer.
We will work through the text chronologically again. Once we've done this several times, you will look for appeals and style together as you go through the piece from beginning to end.
In terms of looking at the author's style we will focus on several main categories:
1. diction
2. syntax
3. details
4. imagery
5. tone
6. etc. c. DICTION- The words a writer chooses to convey a particular meaning
 Look for SPECIFIC WORDS or WORD PHRASES that seem stronger than others. Diction is NEVER the entire sentence.
i.e. His adventures allowed him to slingshot around the world.
VS
His adventures allowed him to travel around the world.
 Look for a PATTERN (or similarity) in the words the writer chooses. Do the words imply a particular feeling?
Sadness? Happiness? Etc? This pattern helps create a particular kind of diction.
 The pattern may also include REPETITION of the same words of phrases. Repeating the same word or phrase helps
 the reader emphasize a point, feeling, etc.
Effective diction is shaped by words that are CLEAR, CONCRETE, and EXACT.
 Good writers avoid words like pretty, nice, and bad because they are not specific enough. Instead they

rely on words that invoke a specific effect in order to bring the reader into their message.
EXAMPLES
A coat isn't torn ; it is tattered .
The US Army does not want revenge; it is thirsting for revenge.
A door does not shut ; it thuds .
 Diction depends on SUBJECT, PURPOSE, OCCASION and AUDIENCE.
 The SUBJECT often determines how specific or sophisticated the diction needs to be. For example articles on computers are filled with a specialized language: e-mail, e-shopping, web, interface, etc.
Many topics generated special vocabularies to convey meaning.
 The writer's PURPOSE - whether to persuade, entertain, inform - partly determines diction. Words chosen to impart a particular effect on the reader reflect the writer's purpose. For example, if an author's purpose is to inform, the reader should expect straightforward diction. On the other hand, if the speaker's purpose is to entertain, the readers will likely encounter words used in ironic, playful, or

 unexpected ways.
Diction also depends on OCCASION. Formal disction is reserved for scholarly writng and serious texts. Informal diction is often used in narrative essays and newspaper editorials. Colloquial diction and slang are typically used to capture the language of a particular time frame or culture.
The type of diction a writer uses depends on the AUDIENCE (the readers or listeners). A speaker who uses sophisticated diction know he is writing for an intelligent audience. An author who uses mor informal diction know he is writing fo an audience of varied intelligence.
4. Practice Analyzing for Style: Diction
In ENG 100 we used the essay "The Language Police" chronologically go through the piece and cite evidence of Diction. Leave 2-3 lines after each piece of evidence to write an explanation of the effect of diction on the overall purpose of the argument. We completed the Intro.
In AP ENG 100 student worked on analyzing his or her argument to analyze the diction for his or her rhetorical analysis paper.