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Teaching Unit English 3 AP

Ingrid Rodriguez, Brianna Longoria, Cristian Figueroa, and Jesus Jimenez
by

Ingrid Rodriguez

on 27 August 2014

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Transcript of Teaching Unit English 3 AP

What is the prompt asking you?
Assignment:
Read the following sources (including any introductory information) carefully. Then in a well organized essay, use four of the sources below to analyze the extent to which television plays a role in convincing Americans to buy certain products.
Persuasive Argumentation
"Learning is not attained by chance. It must be sought for with ardor and attended to with diligence."
- Abigail Adams
Source D (Hefty - Visual)
According to a survey conducted nation-wide, nowadays, Americans spend an average of 34 hours a week in front of a television. That's about 329 ads per week. These ads are aimed for every age and gender. The Hefty trashbag commercial, (Source D) for example, is aimed at stay-at-home moms or women over the age of 25. These women, more than others, are the ones that are interested in home care products. To attract women and entice them into buying this product, this commercial uses logos, ethos, and pathos to call out to its intended audience. The very attractive garbage men cause an emotional appeal in the women. This can humorously be seen when the women gasp with excitement at the things the garbage men do. It also conveys the message that attractive workers will be eager to take out your trash if you buy these bags. Furthermore, the men are constantly throwing out facts about the trash bags. They mention things that will interest their audience such as "Arm and Hammer Odor Control...tight drawstring...and incredible strength." These are things that will make the women want to go out and buy the trash bags. Also, Hefty and Arm and Hammer are well-known brands across the nation and that brings in the credibility to this ad. As a whole, this ad humorously calls out to women and through the power of broadcasting and advertisement, it entices women to go out and buy Hefty Trashbags.
Visual, Persuasive, and Rhetorical Analysis
VISUAL
Introduction:
Advertising plays a huge role in influencing the minds of Americans. Everything from a magazine ad to a billboard ad to a free sample at the supermarket is meant to impact your decision. Inclusively, anyone who watches TV is exposed to the world of infomercials.
Sources:
Source A (Windex)
Source B (Swiffer)
Source C (Clorox Bleach)
Source D (Hefty- Visual)
Source E (Bounty Select-A-Size)
Source F (Statistics)
What did the visual show you?
What does it have to do with the prompt?
Who is the primary audience?
How does it appeal to ethos, logos, pathos?
Have they persuaded you to buy the product?
Consider this quotation about education. Then write an essay that defends, challenges or qualifies this assertion about the discipline involved in the learning process. (i.e. balancing homework, sports, band, family, etc.) Support your argument with appropriate evidence from your reading, observation, or experience.
What does the quote mean?
Intro:
Abigail Adams
, wife of the second President of the United States - John Adams - once said, "
Learning is not attained by chance. It must be sought for with ardor and attended to with diligence
."
This quote is true to a certain extent.

Although learning does require responsibility and maturity, it is not always the case.
P1: An example of this would be taking college level classes in high school. These Advanced Placement (AP) courses require a tremendous amount of effort from the students taking them. The curriculum for the courses are rigorous, the amount of homework is strenuous, and the style of teaching is more student involved than average high school courses. In addition, as high school students, our maturity is not fully developed and some sense of responsibility is lacking. Therefore, to excel in these classes, we must diligently tend to the knowledge obtained on a daily basis. This includes keeping up with homework, studying for tests, and attending tutorials when necessary. It can be seen through this example that Adams' quote is true.

P2: However, Adams' assertion is not always true. Some people are natural born geniuses. Steve Jobs, for example, dropped out of college only to become one of the richest men in the world. He was a co-founder of both Disney Pixar and Apple. Both of the companies are some of the best known companies in the world. Everyone owns some Disney movie or another and a vast majority of people world-wide own an Apple product. Another example is Stephen Hawking. He started at the University of Oxford at the age of 17. He had "bad study habits" but excelled in his classes. In fact, according to his parents, he complained numerous times to his parents that his classes were "ridiculously easy." He continued on to become one of the world's greatest theoretical physicists and cosmetologists. To Steve Jobs and Stephen Hawking, learning was as natural as breathing.
P3: On the other hand, learning can be a complete challenge. For example, people who struggle with dyslexia have to put in twice the effort to learn something others might find as easy as adding two and two. These people have to be taught strategies that will help them "decode" a passage so that they can read and must train their brain to be able to write. This "training" might take years and maybe some failed classes or grade levels. Dyslexic people are slower learners and their learning process requires a tremendous effort on their part.
Conclusion: As a result, it can be seen that Adams' assertion does not apply to everybody. To some, learning is not a struggle while other must put their all into it.
Rhetorical Analysis
Declaration of Independence
When in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the
Laws of Nature
and of
Nature's God
entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident,
that

all men are created equal
,
that

they are endowed by their Creator with certain unalienable Rights
,
that

among these are Life, Liberty and the pursuit of Happiness
.--
That
to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --
That
whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
He has

refused
his Assent to Laws, the most wholesome and necessary for the public good.
He has

forbidden
his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has

refused
to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has

dissolved
Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has

refused
for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has

endeavoured
to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has

obstructed
the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.
He has
combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:
For
Quartering large bodies of armed troops among us:
For
protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:
For
cutting off our Trade with all parts of the world:
For
imposing Taxes on us without our Consent:
For

depriving
us in many cases, of the benefits of Trial by Jury:
For
transporting us beyond Seas to be tried for pretended offences
He has

abdicated
Government here, by declaring us out of his Protection and waging War against us.
He has

plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.
He is
at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our
sacred Honor.
Intro: When the New World was in the early stages of colonization, the new comers were content with their way of life until the British Crown started to become tyrannical. They started regulating everything the colonies did, such as imposing taxes without consent and prohibiting them to trade with anyone but Britain. The British abused the colonies in their rise to power and sparked an anger in the colonists that had not been there before leading to the American Revolution. In
1776
,
Thomas Jefferson, along with the Founding Fathers of the United States
,
wrote the Declaration of Independence
, in which they used a variety of rhetorical strategies to persuade the revolutionary colonists to fight for their rights and declare independence from Great Britain.
P1: In the Declaration, the Founding Fathers use emotional appeal to persuade their fellow patriots to seek independence from the British. For example, the Declaration states that the King of England has “Plundered our seas, ravaged our coast, burnt our towns, and destroyed the lives of our people,” the Founding Fathers dwell into the hearts of the colonists to fuel their anger. The colonists are already upset at the Crown for the way it rules the colonies, so the declaration was used to remind the colonies of the improper treatment of the British Rule. Furthermore, the Declaration refers to “the Laws of Nature” and the “Natures of God,” to deliver a sense of unity among the patriots and “impel them to the separation.” It also states “all men are created equal” and they are “endowed by their Creator with certain unalienable Rights.” All these quotes tie back to God, as religion is used to further unify the patriots and persuade them to seek independence from Britain to begin life as a nation under the laws of God.
P2: The Founding Fathers also make use of accusatory diction to emphasize the need for freedom. Strong diction is used when stating the actions of the King. For example, he has “forbidden” America to pass laws, “dissolved” Represented Houses repeatedly, “obstructed” the Administration of Justice, “depriving” us in many cases, and “harass” our people. The diction is used to dramatize the actions the King has taken against the patriots. This serves to further unify the patriots and encourage them to fight as one against the king to gain independence. Moreover, the use of strong diction creates an accusatory tone which is present throughout most of the indictment. Towards the end, however, the tone shifts into a motivational tone used to encourage the patriots. For example, the Declaration states that “these United Colonies are, and of Right ought to be Free and Independent States.” This phrase is the climax of the Declaration of Independence and it conveys an extremely strong message to the colonists saying that it is their right to be free. The accusatory tone combined with the motivational tone are used to fuel the anger that is already burning within the colonists and further unifies them in their fight for freedom from the British Crown.
P3: Furthermore, the Declaration follows a syntactical pattern of repetition. For example, “that all men are created equal, that they are endowed… with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness”. The word “that” is used to organize all the different meanings of the “Laws of Nature” into one powerful statement. Also, “He has forbidden his Governors to pass Laws… He has endeavored to prevent the population of these States… He has obstructed the Administration of Justice…”. This syntactical pattern clearly shows that “He,” the King of England, has done many wrong doings for the Colonies and that it is time to declare independence. Similarly, the Founding Fathers write, “For quartering large bodies of armed troops among us… For cutting off our Trade with all parts of the world… For imposing Taxes on us without our Consent” and “For depriving us in many cases, of the benefit of Trial by Jury”. Again the syntax shows the repeated wrongdoings of the King. The repetition of words reinforces the clarity for the need of patriots to seek independence from Britain.
Conclusion: Ultimately, the Founding Fathers use emotional appeals, diction, tone and syntax to convey their fellow Americans to declare independence from the British Crown.
It's asking you to write an essay in which you agree with this quote, disagree with it or qualify it. It is also asking you to support your position with examples.
Rhetorical Analysis Essay
In the following document, the Founding Fathers wrote "The Deceleration of Independence" in 1776 to try to persuade the colonist to fight for independence. Read the document carefully. Then, in a well-written essay, analyze how the Founding Fathers use rhetorical strategies to characterize the need to fight for Independence.
Knowledge doesn't just fall into your hands, you need to be actively seeking to obtain knowledge and then expand on that knowledge on a daily basis.
Tom Cruise has told his story about living with dyslexia many times. He's told countless magazines and talk show hosts of the hardship he went through when he was in school. He struggled to read and write and because of this, he was ridiculed for being "slow and dumb." He didn't let this stop him and, with dedication and discipline, he overcame his adversity to become a very famous actor. To people like this, Adams' assertion applies completely because they must put their all into nurturing and expanding their knowledge.
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