Speeches First
 Book groups
 Cornell Notes How-to
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Suggested Weekend work- start thinking
about independent reading
 At least 200 pages
 Nonfiction highly suggested
 Thank You for Arguing is my recommendation
 The
cool kids
call them Cnotes
In 1885, Hermann Ebbinghaus did extensive research around
the idea of forgetting. In his book, Memory: A Contribution to
Experimental Psychology, he mapped out the rate at which
the average human forgets information over time.
Ebbinghaus went on to examine how frequently a student would need
to revisit information in order to regain near perfect recall. His
research evinces the brain’s ability to retain information, when we
revisit the information during key times.

The idea is that
the Cornell notes
setup builds in
ways to review
your notes at
those critical
points by hiding
or revealing
different parts of
the material so
you can quiz
yourself.
 Check
your Summer Reading Discussion
Notes- be ready to give me a
commitment by the end of class
 Homework
for Monday Chapter 1 in
Lang&Comp with Cornell Notes
 Make
a T-
chart
 Left
column
• “Says”
 Right
Column
• “does”
1. What details can
you group
together to draw
a bigger
inference? Label
them with an
adjective
2. What emotional
tones does the
painting convey?
3. What seems to be a
theme of the
picture?
 New T-chart
• Says/Does
http://www.youtube.com/watch?v=_lfxYhtf8o4
 Cornell
Notes for pages 1-27 due
Monday
 QuestBridge
info
 Double-check
independent reading.
Have your book by next Thursday
 Names
Quiz takers?
Consider: An aged man is but a paltry thing
A tattered coat upon a stick… W.B. Yeats, “Sailing
to Byzantium”
Discuss:What picture is created by the use of the
word tattered?
By understanding the connotations of the word
tattered, what do we understand about the
persona’s attitude toward an aged man?
Apply:List three adjectives that can be used to
describe a pair of shoes. Each adjective should
connote a different feeling about the shoes.
 Take
out that says/does chart from
Wednesday
 You
Are Not Special speech
 Missing
Letters- SPENCER
• No late penalty
 Names
Quizzes continue
 Have out your homework Cornell Notes
and your Says/Does chart from the
McCullough speech
 Homework- Make notecards for the terms
in Ch 1
Consider: The man sighed hugely.
E. Annie Proulx, The Shipping
News
Discuss: What does it mean to sigh hugely?
How would the meaning of the sentence change if
we rewrote it as: The man sighed loudly.
Apply: Fill in the blank below with an adverb:
The man coughed ___________________.
Your adverb should make the cough express and
attitude. For example, the cough could express
contempt, desperation, or propriety. Do not state
the attitude. Instead, let the adverb imply it.
 You
Are Not Special speech
 1-10 for Logos, Ethos, Pathos
• Watch for how he establishes L/E/P
• Note the structure of the speech
 In
your opinion, what were the 3 most
important things the speech Does?
 title+
author+ active verb+ term+
example 1+ example 2+ purpose.
 Example:
In “Leaving Home” by Norman
Rockwell, the artist employs contrasting
clothing of working class denim versus a
summer suit between father and son,
respectively, to demonstrate the stark
differences between their occupations.
 What
might the metaphor- “throw them a
lifeline” look like in real life?
• Be creative if you need to, but if you can draw
from your own life experiences, it’ll help you
more in a bit
 Emails
 Finishing
up “You’re Not Special”
 Summer Reading
• 3- good start
• 2- some promising work
• 1- You have lots of room to improve
 Have
your IRB in class tomorrow
 Tonight- Read 36-48. Think of Angelou’s “My
First Lifeline” as you read their analysis of
Didion and compare their suggestions of
dialectical journals to the annotating I
presented yesterday.
• As always- add the bold words to your notecards
 Not
Ethos from yesterday, Pathos as
propagandistic and polemical- Somebody
should have called me on that one!
“It is a far, far better thing that I do, than I have ever done; it
is a far, far better rest that I go to, than I have ever
known”
~ Charles Dickens A Tale of Two Cities
 Discuss: Put the sentence into your own words. How does the
sentence’s complexity add to its impact?
 Where are the most important words – at the beginning or at
the end? What effect does this have on the reader?
 What is the effect of the rhyme and repetition in this sentence?
 What function does the colon serve in this sentence?

Apply- Using Dickens’ sentence as a model, write a sentence
using repetition for emphasis and a progression of ideas.
Insert a semicolon as well if you dare.
For nearly a year, I sopped around
the house, the Store, the school
and the church, like an old
biscuit, dirty and inedible. Then
I met, or rather got to know, the
lady who threw me my first life
line.
He was a year older than I, skinny, brown as a chocolate
bar, his hair orange, his hazel eyes full of mischief and
laughter.
~Esmerelda Santaigo, When I was Puerto Rican
Look carefully at the way this sentence is written. All of the
words that follow the word I are used to describe the he of
the sentence. They are adjectives and adjective phrases.
This is not the way words are usually ordered in English.
(Usually, adjectives are right before the nouns they modify,
or at least next to them.) What effect does this word order
have on the meaning of the sentence?
Placing all of the adjective phrases one after the other is
called layering. What effect does this layering have on the
He was a year older than I, skinny, brown as a
chocolate bar, his hair orange, his hazel
eyes full of mischief and laughter.
He (She) was ___comparative of an adjective___ than I,
___adjective____,
____simile that describes the subject_____, his/her hair
___adjective____, his/her eyes ____adjective
phrase_____.
 Diction
 Syntax
 Tone
 style
 Schemes
and Tropes (you won’t really need
these unless you major in English or go to
grad school)
 Metaphor
and simile- figurative language
 Personification
 Hyperbole
 Parallelism
 Juxtaposition
 Antitheses
 To
the Mattresses!
• Err, laptops
 Homework-
4 diction annotations on
“Lifeline”
 Bring
paper copies of your “Lifeline”
Essays tomorrow to class. You’ll be
annotating your own.
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What level is the diction- formal or informal and is it general or concrete?
What are the effects of diction on meaning and tone?
Apply- Write 1 diction annotation for this excerpt
The instructor said,
Go home and write
A page tonight.
And let that page come out of you–
Then, it will be true. I wonder if it’s that simple?
I am twenty-two, colored, born in Winston-Salem.
I went to school there, Then Durham, then here
To this college o nthe hill above Harlem.
I am the only colored student in my class.
The steps from the hill lead down into Harlem,
Through a park, then I cross St. Nicholas,
Eighth Avenue, Seventh and I come to the Y,
The Harlem Branch Y, where I take the elevator
Up to my room, sit down, and write this page.
Langston Hughes, “Theme for English B”
 Homework-
Study for tomorrow’s Quiz.
• Be ready for anything- especially for analyzing a
piece of writing like they do with the Didion
essay in Ch 2
But that is Cooper’s way; frequently he will explain and justify little things that do
not need it and then make yup for this by as frequently failing to explain
important ones that do need it. For instance he allowed that astute and
cautious person, Deerslayer-Hawkeye, to throw his rifle heedlessly down and
leave it lying on the front where some hostile Indians would presently be sure
to find it – a rifle prized by that person above all things else in the earth – and
the reader hers not work of explanation of that strange act. There was a reason,
but it wouldn’t bear exposure. Cooper meant to get a fine dramatic effect out
of the finding of the rifle by the Indians, and he accomplished this at the happy
time; but all the same, Hawkeye could have hidden the rifle in a quarter of a
minute where the Indians could not have found it. Cooper couldn’t think of any
way to explain why Hawkeye didn’t do that, so he just shirked the difficulty and
did not explain at all. Mark Twain, “Cooper’s Prose Style,” Letters from the
Earth
Discuss:What is Twain’s tone in this passage? What is central to the tone of this
passage: the attitude toward the speaker, the subject, or the reader?
How does Twain create the tone?
Apply:
Write a paragraph about a movie you have recently seen. Create a critical,
disparaging tone through your choice of details. Use Twain’s paragraph as a

Homework- Annotate and polish your
own lifeline. Bring 6 annotations and
polished copy to class tomorrow. Submit
the writeup to Turnitin.com as well.
 Warmup
8
Summarize the Custom House so far.
Describe its diction and tones if you dare.
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Have you ever kept a secret for someone to keep them
from getting in trouble?
Have you ever been judged for doing something?
Have you ever felt guilty?
Have you ever felt guilty for keeping a secret to protect
yourself?
Have you ever experienced prejudice as a woman?
Have you ever been publicly humiliated?
Have you ever been publicly blamed for something when
you aren’t the only person who did it?
Have you ever sought revenge on someone?
Would you ever allow someone to take the blame for you if
you knew they would be publicly humiliated?
 MA-
Master Annotaters Are:
• Katie W
• Saira
• Megha
• J.R.
• Anna
 If
you were going to have a letter labeling
you for something you’re embarrassed
about, what would the letter be and what
would it stand for?
Brother, continue to listen.
You say that you are sent to instruct us how to worship the Great
Spirit agreeably to his mind; and, if we do not take hold of how
the religion which you white people teach, we shall be
unhappy hereafter. You say that you are right and we are lost.
How do we know this to be true?
Chief red Jacket, “Chief Red Jacket Rejects a Change of
Religion”
Discuss: The words “you say” are repeated several times in the
sentence. What is the repetition’s function?
The question at the end of the passage is a rhetorical question.
What attitude toward the audience is expressed by the use of
a rhetorical question?
Apply: Write a three-sentence paragraph modeled after Chief
Red Jacket’s passage. The first two sentences should contain
repetition; the third sentence should be a rhetorical question.
Your topic is school uniforms.
 Homework-
Ch 2 39-54
• + SL 17-31 with notes
• Bring Textbooks Tomorrow! Remember, this is
the first day since I’ve given them to you that I’ve
asked you to lug them around. I need you to be
able to deliver, or I’ll have to say carry them all
the time
 As
with diction, for syntax, you look for
patterns and for breaks in patterns.
When you feel you’re getting the hang of
that, start branching out into some of the
specialized terminology.
The Custom House at Salem Maritime NHS is the last
of 13 Custom Houses in the city. There has been a
Custom House in Salem since 1649, collecting taxes on
imported cargos first for the British Government during
the Colonial period, then for the American Government
after the establishment of the
U. S. Customs Service in 1789. This Custom House was built
in 1819 and housed offices for the officers of the U.S.
Customs Service, as well as an attached warehouse, the
Public Stores, used for the storage of bonded and
impounded cargo. The Custom House symbolized the
Federal Government's presence in Salem, requiring the
architects to design an impressive building. High ceilings,
a sweeping staircase, and beautifully carved woodwork all
contribute to a feeling of strength and stability. The Salem
Custom House was used by the U. S. Customs Service into
the 1930s, and the furnishings reflect the long use of the
building.
Images and Information Courtesy of the National Park
Service Website: NPS.org
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The Collector's offices were
furnished with rich colors and
fine furniture. The furniture in
these offices was purchased by
the Customs Service in 1873.
In 1826, a wooden eagle was
placed on the roof. It was
carved by Salem craftsman
Joseph True, and its original
cost was $50.00. In 2004, the
original eagle was replaced
with a fiberglass replica. After
several years of conservation
work, the Joseph True eagle
will be going on display in the
Custom House in 2007.
P5
 What
does the Rhetorical Triangle for
The Custom House look like?
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Backlash against 18th century Enlightenment which focused
on science as a way to find truth
Builds on British Romanticism which started at the turn of the
19th century, many see an influence of the French Revolution.
Seen in the works of British poets William Wordsworth and
Samuel Coleridge. Builds to Transcendentalism
Characteristics of American Romantic Literature
• Distrust of “civilization” and cities
• Nostalgia for the past
• Focus on individual freedom
• Appreciation of the beauty of nature
• Interest in the supernatural
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Hero seems youthful, innocent
Heroes love nature and hate “civilization”
Heroes distrust women who are seen as “civilizing” and
constraining
Heroes often journey from the city to nature
• Getting away from cities allows the hero to focus on
using their imagination and find “truth” in nature that
can’t exist in a city
Often requires a strong “suspension of disbelief”
In European literature, the wilderness is often a
frightening, violent place. In American Literature,
wilderness is idealized as a place of freedom, connects
to growth in American nationalism
 Homework-
Annotate Kennedy’s speech for
the abundance of rhetorical devices—
antithesis in particular, but also parallelism,
allusion, metaphor, and alliteration (add on
anaphora and zeugma if you’re bold)
Warmup 10
 Summarize Section 2 of Custom House. Use
last night’s notes for reference
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Antithesis- parallel syntax with opposite idea
• “It was the best of times, it was the worst of times”
parallelism- repeated syntax
• “Roses are red/ violets are blue”
Metaphor- implicit comparison
• “Juliet is the sun”
Alliteration-repeating sounds at the start of several closely
placed words.
• “The harried woman hurriedly packed her horrid bag.”
a
reference to a place, person, or something that
happened. This can be real or imaginary and may
refer to anything, including paintings, opera, folk
lore, mythical figures, or religious manuscripts. The
reference can be direct or may be inferred
 Allusions
are rhetorical shortcuts they allow the
writer to give an example or get a point across
without going into a lengthy explanation.
 Allusions
are risky because they’re contingent on
mutual knowledge between speaker and audience.
 He
was a real Romeo with the ladies.”
 “Chocolate was her Achilles’ heel
 He was a Good Samaritan yesterday when he
helped the lady start her car.”
 “She turned the other cheek after she was
cheated out of a promotion.”
 “This place is like a Garden of Eden.”
 Develop “Allusion
Antennae” and look things
up when you come across them.
 Mike titled a recent physics lab email “More
Trouble in River City” and lost some folks
 Scarlett's
Red Dress Scene
 American Heritage Dictionary says
 scarlet woman
• A prostitute, an immoral woman, as in Malicious
gossip had it that she was a scarlet woman, which
was quite untrue . This expression first appeared
in Revelation 17:5, describing Saint John's vision
of a woman in scarlet clothes with an inscription
on her forehead, "Mystery, Babylon the Great,
the mother of harlots and abominations of the
earth." Some interpreters believe she stood for
Rome, drunk with the blood of saints, but by
about 1700 the term was being used more
generally for a woman with loose morals.
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Anaphora- Repeating words at the beginning of poetic stanzas or
sentences. What Anaphora have we seen lately?
Zeugma-any case of parallelism and ellipsis working together so
that a single word governs two or more other parts of a sentence
• Ellipsis- the act of leaving out one or more words that are not
necessary for a phrase to be understood. This may be done with
punctuation (…) but also with syntax.
 “Begin when ready” for “Begin when you are ready”
• Histories make men wise; poets, witty; the mathematics, subtle;
natural philosophy, deep; moral, grave; logic and rhetoric, able to
contend. (Francis Bacon[13]).
• The more usual way of phrasing this would be: "Histories make
men wise, poets make them witty, the mathematics make them
subtle, natural philosophy makes them deep, moral makes them
grave, and logic and rhetoric make them able to contend."
 Kennedy's
1961 Inauguration Speech
1.
2.
3.
4.
Why are so many of the words abstract? How
do words like “Freedom,” “poverty,”
“devotion,” “loyalty,” and “sacrifice,” impact
tone?
Are there clichés in the speech? Are there
fresher metaphors? Where?
Can you find examples of archaic diction?
Where? To what effect are they employed?
More than 20 of the sentences he uses are
complex (check your packet if you need to)
how does that sentence type create an
energetic ethos?
 Custom
House video