Wagner 1
Problems with Einstein…
1.
In your commentary, you must talk about how something is achieved. Identification is not enough. That’s like when your boss asks you to come up with a plan and you only tell him the end result, not how to get there.
2.
In your conclusion, you must talk about why the paper is important.
3.
Introduce or embed your quotes.
4.
Assertions or claims without proof or general statements which seem true but are not backed up with your commentary are forbidden.
5.
Know the type of writing you are doing: rhetorical analysis, argument analysis, or argument. The rhetorical analysis talks about how well or poorly the message is communicated. Argument analysis talks about the message and it’s weak or strong points. Argument chooses a side on the topic discussed in the letter (religion and science). We are writing rhetorical analysis.
6.
No thesis, no topic sentences, not following prescribed structure = bad grade.
7.
MLA- mostly spacing issues. Remember to remove space after the paragraph. Even the heading is double spaced. Page numbers must also be in Times New Roman. Works cited page has a hanging indent and a page number and title.
8.
Misunderstanding the appeals and/or how they work. a.
Rhetoric is the art of using words to persuade an audience. b.
Pathos is emotional appeal – audience feels… c.
Ethos is ethical appeal- audience trusts… d.
Logos is logical appeal- audience puts the pieces together logically… e.
Authors don’t “use” ethos, logos or pathos, they hope to create it in their audience through their choices of words. f.
The audience is the interpretor and receives the message; therefore, they are the ones who feel emotion, sense trust, and form logic from the words presented.
9.
No grabber.
10.
If you need help, come to tutorials. 8am, lunch, 4pm.

Wagner 2
REMEMBER: The Ten Commandments of AP English
1.
I am the prompt, thy prompt; Thou shalt have no other prompt before me. Thou shalt read the prompt with rapt attention; the prompt is thy friend. Thou shalt address the prompt.
Thou shalt not just get the general idea of the prompt, nor shalt thou fight the prompt or substitute thine own ideas for the prompt.
2.
Thou shalt not postpone, omit, or bury thy thesis statement.
3.
Thou shalt not commit plot-summary, nor shalt thou cohabit with reading comprehension, for it is an abomination in my sight.
4.
Thou shalt not commit free-floating generalization, but shall support and develop thy every assertion.
5.
Thou shalt not mistake complexity for confusion, or subtlety for indecisiveness; thou shalt not attribute thine own insensitivity or ignorance to authorial ineptitude. The fact that thou gettest not the point does not mean that the passage has no point; thou hast missed the point. Deal with it. Read it again.
6.
Thou shalt read every multiple choice question with the same exquisite care that thou devotest to the essay prompt; thou shalt not “get the gist.” By the same token, thou shalt strive to read what the writer actually wrote, not what thou expectest him or her to have written.
7.
Thou shalt not finish early. Thou shalt spend plenty of thy time planning thine essay responses and reading them over.
8.
Thou shalt guess when thou knowest not the answers.
9.
Thou shalt not merely identify rhetorical and stylistic devices, but shalt show how they function.
10.
Thou shalt never permit thyself to become discouraged; I am the prompt, thy prompt.
Thou shalt maintain thy focus, attention and confidence. Yea, though thou hast totally messed up thy essay, this next essay maketh a fresh start.

Wagner 3
Requirements for Princess Di Paper
Structure – Minimum of 750 words (1500 max). Typed. MLA format. Follow the prompts on pages 28-34. Look for how the rhetoric misses or hits the mark. Revise and edit your paper. You may use this outline to help you write your paper.
I.
Introduction with thesis as the final sentence of the introduction. a.
Grabber: b.
Connection between grabber and thesis: c.
Topics in the paper:
II.
d.
Thesis:
1 st Body Paragraph a.
Topic sentence: b.
Discuss: the purpose of text #1: c.
Discuss how the interaction of speaker, audience, and subject affects the text. i.
This will be the bulk of the paragraph and will take more sentences to discuss. ii.
This is actually 3 chunks of writing – 1 st chunk
1.
Speaker:
2.
Possible text evidence:
3.
2 pieces of commentary discussing the interaction and affects that the speaker has on the text: iii.
2 nd chunk
1.
Audience:
2.
Possible text evidence:
3.
2 pieces of commentary discussing the interaction and affects that the audience has on the text: iv.
3 rd chunk
1.
Subject:
2.
Possible text evidence:

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III.
3.
2 pieces of commentary discussing the interaction and affects that the subject has on the text: d.
How effective is text #1 in achieving its purpose? i.
Make a judgement. Extremely effective, somewhat effective, minimally effective, etc: ii.
Tell why it is effective or ineffective for the purpose: e.
What would the opposition say who disagree with your assessment? f.
How would you answer their claims? g.
Transition sentence. This sentence mentions the subject in this section and connects it in soemway to the following section. DO NOT IGNORE THIS STEP:
2 nd Body Paragraph a.
Topic sentence b.
Discuss: the purpose of text #2 c.
Discuss how the interaction of speaker, audience, and subject affects the text. i.
This will be the bulk of the paragraph and will take more sentences to discuss. ii.
This is actually 3 chunks of writing – 1 st chunk
1.
Speaker
2.
Possible text evidence
3.
2 pieces of commentary discussing the interaction and affects that the speaker has on the text. iii.
2 nd chunk
1.
Audience
2.
Possible text evidence
3.
2 pieces of commentary discussing the interaction and affects that the audience has on the text.

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IV.
iv.
3 rd chunk
1.
Subject
2.
Possible text evidence
3.
2 pieces of commentary discussing the interaction and affects that the subject has on the text. d.
How effective is text #2 in achieving its purpose? i.
Make a judgement. Extremely effective, somewhat effective, minimally effective, etc. ii.
Tell why it is effective or ineffective for the purpose. e.
What would the opposition say who disagree with your assessment? f.
How would you answer their claims? g.
Transition sentence. This sentence mentions the subject in this section and connects it in soemway to the following section. DO NOT IGNORE THIS STEP.
3 rd Body Paragraph a.
Topic sentence b.
Discuss: the purpose of text #3 c.
Discuss how the interaction of speaker, audience and subject affects the text. i.
This will be the bulk of the paragraph and will take more sentences to discuss. ii.
This is actually 3 chunks of writing – 1 st chunk
1.
Speaker
2.
Possible text evidence
3.
2 pieces of commentary discussing the interaction and affects that the speaker has on the text. iii.
2 nd chunk
1.
Audience
2.
Possible text evidence

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V.
3.
2 pieces of commentary discussing the interaction and affects that the audience has on the text. iv.
3 rd chunk
1.
Subject
2.
Possible text evidence
3.
2 pieces of commentary discussing the interaction and affects that the subject has on the text. d.
How effective is text #3 in achieving its purpose? i.
Make a judgement. Extremely effective, somewhat effective, minimally effective, etc. ii.
Tell why it is effective or ineffective for the purpose. e.
What would the opposition say who disagree with your assessment? f.
How would you answer their claims? g.
Transition sentence. This sentence mentions the subject in this section and connects it in soemway to the following section. DO NOT IGNORE THIS STEP.
4 th Body Paragraph a.
Topic sentence b.
Discuss: the purpose of text #1 c.
Discuss how the interaction of speaker, audience, and subject affects the text. i.
This will be the bulk of the paragraph and will take more sentences to discuss. ii.
This is actually 3 chunks of writing – 1 st chunk
1.
Speaker
2.
Possible text evidence
3.
2 pieces of commentary discussing the interaction and affects that the speaker has on the text.

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VI.
iii.
2 nd chunk
1.
Audience
2.
Possible text evidence
3.
2 pieces of commentary discussing the interaction and affects that the audience has on the text. iv.
3 rd chunk
1.
Subject
2.
Possible text evidence
3.
2 pieces of commentary discussing the interaction and affects that the subject has on the text. d.
How effective is text #1 in achieving its purpose? i.
Make a judgement. Extremely effective, somewhat effective, minimally effective, etc. ii.
Tell why it is effective or ineffective for the purpose. e.
What would the opposition say who disagree with your assessment? f.
How would you answer their claims? g.
Transition sentence. This sentence mentions the subject in this section and connects it in soemway to the following section. DO NOT IGNORE THIS STEP.
Conclusion a.
Why is it important to study the relationships between speaker, audience and subject? b.
Rank the articles according to their rheorical effectiveness and briefly explain why you chose this order. c.
Why is your thesis correct?
ALSO SEE: writing rubric in syllabus or on website.
This assignment counts on your college transcript.
This assignment is a major grade on your MHS transcript.
You will not likely pass the six weeks if you fail this assignment.
Follow the structure set forth in this outline.