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ENGLISH: WEEK 2-3. Rhetorical Strategies. "How To Tame A Wild Tongue"
Transcript of ENGLISH: WEEK 2-3. Rhetorical Strategies. "How To Tame A Wild Tongue"
A white, English-speaking American as distinct from a Hispanic American.
To show a critical or disrespectful attitude. DEROGATORY
Individuals or groups who keep down other individuals or groups by severe and unjust use of force or authority. OPPRESSORS
Not having enough of a specified item, unit, or quality.
A person who betrays a friend, country, principle, etc. TRAITOR
An severe injury that causes disfigurement . To hold a high level of office. To hold the majority of the power.
The standard literary and official form of Spanish. DEFICIENT MUTILATION REIGNING CASTILLIAN
Diverse in character or content. CHICANO HETEROGENEOUS DISTORTED Mexican-American person. One whose parents were born in Mexico, but who, himself or herself, was born in the United States. Pull or twist out of shape. STOP & THINK Make a prediction about Anzaldua's point for writing this essay. How is she trying to persuade or inform you, her reader. Write a question and notes in Cornell format as a response. STOP & THINK Think about the three rhetorical strategies you learned about yesterday. Which strategy do you believe the author is using by including this quote? Let's discuss as a class. STOP & THINK Reread your definition for 'ethos'. How, in the previous section, does Anzaldua use ethos to give her perspective / argument credibility? Talk at your table groups, and together form a question with notes. Write a thorough response. STOP & THINK What rhetorical strategy is the author using in the underlined section we just read? Write a question and notes in your Cornell notes. STOP & THINK How does the author's list of languages she speaks act as a rhetorical strategy? Develop a question with notes. Refer to yesterday's notes if needed, and be sure to name the specific rhetorical strategy she uses. STOP & THINK Gloria Anzaldua list words and phrases commonly used among Pachuco-speaking kids. Notice the type of words and phrases she chooses. What does this list tell us about their lives? How does this specific list of words act as a rhetorical strategy? Talk in your table groups, and develop a question and notes to explain your thinking. EVOLVED COLONIZERS DIALECTS Develop gradually, especially from a simple to a more complex form A regional or social variety of a language distinguished by pronunciation, grammar, or vocabulary, especially a variety of speech differing from the standard literary language or speech pattern of the culture in which it exists. Those who form or establish a colony or colonies.
Those who migrate to and settle in; occupy as a colony. STOP & THINK How does the section under "Linguistic Terrorism" use powerful words to create a rhetorical strategy? Underline the three strongest words, and identify how these three words create a rhetorical strategy. Develop a question and notes that demonstrate your understanding. INTERNALIZED To make internal, personal, or subjective:
To take in and make an integral part of one's attitudes or beliefs. MONOLINGUAL A person who speaks only one language. STOP & THINK In the underlined section, Anzaldua uses two rhetorical strategies to make her point. Can you identify them? Underline the section, talk in your table groups, develop a question, and write notes to explain your understanding. STOP & THINK Underline this section and identify the rhetorical strategy used. How does this rhetorical strategy help the author make her appeal? Develop a question, and write notes to show your understanding. Not authorized by the law; not in accordance with accepted standards or rules. ILLEGITIMATE STOP & THINK Again, in the underlined section, Anzaldua uses a rhetorical strategy. Can you identify which one? Underline the section, talk in your table groups, develop a question, and write notes to explain your understanding. STOP & THINK Considering the fact that Gloria Anzaldua became a scholar and a writer, how does the underlined section serve as a rhetorical strategy? Discuss this with your table groups, identify the strategy, and develop a question and notes. Gave consequences for a person's actions. To be reprimanded is to get in trouble. REPRIMANDED STOP & THINK A Ph.D. is the highest degree you can achieve. Here is the common order of degrees by lowest to highest: High School diploma, AA, BA, MA, Ph.D. How does Anzaldua's mention of her level of education serve as a rhetorical strategy? Which one? Develop a question, and write notes to demonstrate your understanding. A quick note on notes: As we read, you will see Spanish words underlined in red.
Vocabulary words are underlined in blue.
Yellow underlined sections mark where we will discuss rhetorical strategies. In your notes, make sure you mark the difference in topics. If you have different colored pens or highlighters, feel free to color-code your notes accordingly. If not, Write a 'V' by vocabulary words, and an 'RS' by notes related to rhetorical strategies. The red underlined Spanish words will be read silently. They will not be interpreted, because they are not intended by the author to be interpreted. If you do not understand them, don't worry. You will still understand the majority of the the essay. Please allow yourself to consider how NOT understanding the language makes you, the reader, feel. Think about how that helps you relate to the author's experience of being an isolated by the way she uses language. If you do understand the Spanish, you will be at an advantage during the reading of this text. Consider how being "in the know" as you read helps you identify with the author. READING THE SPANISH SECTIONS SURMISING Suppose that something is true without having evidence to confirm it ALIENATION Isolation from a group or an activity to which one should belong or in which one should be involved STOP & THINK Anzaldua uses a literary device; imagery--descriptions of what she tastes, feels, sees, smells, and hears--to describe her surroundings. How is the use of this literary device also a rhetorical strategy? Discuss with your table group, develop a question, and write notes to demonstrate your understanding. Having mixed feelings about someone or something; being unable to choose between two (usually opposing) courses of action. AMBIVALENT EXHILARATION The state of being stimulated, refreshed, or elated. STOP & THINK Again, Anzaldua uses rich imagery to describe her experience. How does this help you connect with and understand the author's perspective? How is her intention to make you, the reader, connect with her, a strong rhetorical strategy? Again, develop a question and notes. STOP & THINK Gershen Kaufman, Ph.D. is a well-known psychologist who studies identity. He has published many books about the topic. What rhetorical strategy is the author using by including his quote? Develop a question and notes to demonstrate understanding. INCESSANT Continuing without pause or interruption. PREDOMINANT Present as the strongest or main element. ACCULTURATING
Assimilate or cause to assimilate a different culture. STOP & THINK In the last section, Anzaldua talked about "copping out." What might she mean by this? Why would the way she describes her identity change based on the environment and the people around? How is her use of the term "copping out" a rhetorical strategy. Discuss this in your group, develop a question, and take notes. FRAGMENTS Break or cause to break into fragments. INTEGRATION The intermixing of people or groups previously segregated. STOP & THINK What, do you believe, is Anzaldua's appeal? How is she trying to persuade or inform her reader? Discuss this briefly in your table groups, then develop a question and notes to show your understanding . 1. Capable of being shaped or formed pressure: a malleable metal.
2. Easily controlled or influenced
3. Able to adjust to changing circumstance MALLEABILITY STOP & THINK What rhetorical strategy does she use the most? Is she effective? Why, or why not? Develop a question and notes to show your understanding. Moving back and forth between two or more languages or dialects or registers of the same language. CODE
SWITCHING Lolita: Oh, I could stay with Ana?
Marta: — but you could ask papi and mami to see if you could come down.
Marta: Ana, if I leave her here would you send her upstairs when you leave?
Zentella: I’ll tell you exactly when I have to leave, at ten o’clock. Y son las nueve y cuarto. ("And it’s nine fifteen.")
Marta: Lolita, te voy a dejar con Ana. ("I’m going to leave you with Ana.") Thank you, Ana. Do we all code-switch? Though we aren't all bilingual or multilingual, we all do use variations in our language use. Consider the difference between how you talk to your family members vs. your close friend? What is the difference? What is a way you talk to your grandma that you would never talk to your best friend? How is the way you talk in the hallways at school different than how you would speak at a job interview? Think of five different environments you are often in (perhaps school, work, home, in the hallways, at a friend's house, etc.) Think of 5 different environments you are often in. Write 3 paragraphs about the different ways you use language in those contexts. If you are not monolingual, feel free to write, as the author did, in multiple languages. Please see the board for your 'Do Now' assignment. Which definition do you think applies best in this context? Re-reading the text Good readers re-read texts.
Now that you have had the opportunity to "break down" the vocabulary and rhetorical strategies; now that you have discussed and analyzed the content of the article, you will reread the text to increase your comprehension using your Cornell Notes as a study guide. But you will not just read it, you will engage with it on a much deeper level. Your first read allowed you a chance to develop the schema you need. Now is your opportunity to gather and reflect on it's deeper meaning. This will prepare you to succeed on the test. ANNOTATIONS & "FIVE SKILLS OF A GOOD READER" PREDICT & INFER QUESTIONING & FINDING ANSWERS IN THE TEXT CLARIFYING SUMMARIZING What is the text about?
What will happen next?
How can I use clues from the text to help me figure out what the author doesn’t say? Does the text make sense?
Can I reread, read ahead, read captions to help myself
Am I learning what I need to know? VISUALIZE & IMAGINE I wonder…?
“What do I want to know more about? YOU WILL ASK YOURSELF You will make PREDICTIONS by guessing what will happen in the text.
You will make INFERENCE by making an educated guess about what will happen next based on information from the text.
You will write your predictions/inferences in the margins YOU WILL ASK YOURSELF YOU WILL ASK YOURSELF YOU WILL ASK YOURSELF YOU WILL ASK YOURSELF Be a detective. You will find parts of the text that you don't understand, write a question in the margins, and as you find the answers in the text, you will answer your own questions. Restate confusing sections in your own words. As you read, you will circle, highlight, or underline confusing sections or words, and rewrite the meaning in your own words. Break it down. Select 4 sentences-1 paragraph, and write a summary of what the author is saying. See if you can explain their main point in 1-2 sentences. What pictures do you see in your head? Use imagery to describe what you imagine, and/or draw pictures in the margin to connect your imagination to the text. What is the theme/main point of this section?
What, in simple terms, is the author saying?
What did I learn from this section of the text? What pictures do I see in my head when I read this?
How does this section of the text connect to all my senses? ANNOTATION/5 SKILLS OF A GOOD READER As you read, you will annotate (write in the margins of the text)
7 annotations will be questions/answers
7 annotations will be clarifications
7 annotations will be summaries
7 annotations will be examples of imagery and visualization
NOTE: You will not predict/infer. YOUR 28 ANNOTATIONS WILL BE GRADED