2A.Write introductions and conclusions appropriate to the purpose and context of the
rhetorical situation. 4B. Write a thesis statement that requires proof or defense and that may preview the structure of the argument. |
Before students can really get writing an AP rhetorical analysis (as in an FRQ #2 response), they need to practice by writing smaller and more focused versions of a rhetorical analysis thesis, one that clarifies the essential task for students and makes their thesis actually grounded in evidence and analysis -- either that, or we risk having them write things like, "Chavez uses rhetorical strategies to convey his argument about nonviolent resistance," which (as we all know) is not a very helpful or successful thesis.
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NOTE: This activity assumes you're working already with a piece for rhetorical analysis. For the sake of clarity, I'll refer to a text used in my class early on, specifically the song "Mother Knows Best" from the film Tangled.
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First, Show Students How to Close Read for Tactics and Effects
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ANNOTATION AND DISCUSSION. We typically work through the first few lines of this song as a class and in groups. Throughout, I focus on several ideas:
Make it a general practice to rarely accept initial answers without elaboration. Ask followup questions:
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Bottom line, purpose means the essential goal the speaker has in delivering this speech to the audience. To put it another way, what does Mother Gothel want this speech to DO?
Here are some verbs that might help you.
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In [TAG], when [Context/Exigence], [Speaker] [tactic using a verb], [tactic using a verb] and [tactic using a verb] in order to [Basic Purpose].
Example: In a key moment from Disney's The Little Mermaid, when Ariel seeks help from the sea witch Ursula in gaining the love of a human prince, Ursula poses as a reformed villain, falsely suggests that Ariel's voice has very little value, and asserts that human men don't want women to speak anyway in order to compel Ariel to give up a central source of her mermaid power: her enthralling voice. |
Now, it's not enough to stop there. If you only do that and stop there, it's something, but you've only stated the basic purpose. What you haven't done is explored WHY this purpose is important, or WHAT is at stake here.
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When you deliver a speech, you're trying to create change in your audience. You're trying to change their beliefs, their minds, their actions, or their values. In other words, you have to make them your accomplices.
That's why the purpose isn't enough. Sure, Mother Gothel wants Rapunzel to stay in the tower, but that isn't enough. If staying in the tower were all she needed, then she wouldn't need a speech, but a padlock. Instead, she needs to make Rapunzel her accomplice, in a manner of speaking. Mother Gothel has to persuade her do DO or BELIEVE or THINK something different than she did before. That new "something" is the message. Questions to Prompt Ideas
Now Add On! In [TAG], when [Context/Exigence], [Speaker] [tactic using a verb], [tactic using a verb] and [tactic using a verb] in order to [Basic Purpose], ultimately convincing / by convincing [audience] that [message]. Example: In a key moment from Disney's The Little Mermaid, when Ariel seeks help from the sea witch Ursula in gaining the love of a human prince, Ursula poses as a reformed villain, falsely suggests that Ariel's voice has very little value, and asserts that human men don't want women to speak anyway in order to compel Ariel to give up a central source of her mermaid power--her enthralling voice--by convincing her that for human men, a truly desirable woman is both powerless and silent. |