Agenda
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SAT Warm-Up
Discuss Outliers, Chap. 1 & 2 – in context of the
charts created yesterday (Building His Argument)
Address counterargument articles
Quiz – Intro, Chap. 1-2
Intro to R.A. #1
If time, start drafting R.A. #1 – rough draft due
Thursday
Reminders
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Outliers Quiz, Intro-Chap. 2 - today
Rhetorical Analysis #1 – will start assign & today –
rough draft due in class Monday.
Outliers, Chaps. 3-4 – Due tomorrow
Opening – The Important Thing –
Chapter 1
The important things about Gladwell’s Chapter
1 are…(list 3)
 Add detail/info
 Add detail/info
 Add detail/info
 But the MOST important thing about chapter 1
is…[complete the sentence with his main
argument]
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Gladwell – Outliers, Intro-Chap. 2
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Discuss Building His Argument (next slide) – add
‘names’ to his ‘moves’/Create charts in groups
 Rhetorical
Appeals (Ethos/Pathos/Logos Chart)
 Rhetorical Tools (handout)
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Intro to Rhetorical Analysis #1 (Either Chapter 1 or
2) – handout with instructions (Review slides that
follow today or tomorrow depending on time)
Quiz
After quiz, you can begin your note-taking and
drafting for R.A. #1
Building His Argument – Chapter 2
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With your small group, review what Gladwell’s
argument is for Chapter 2 (“The 10,000 Hour
Rule”). In other words, what is Gladwell trying to
convince/show the reader in Chapter 2?
What makes his argument effective? This chapter is
broken down into 6 sub-sections. What does he do
in each section to build his argument?
Create a chart and look in each section for the
‘moves’ he makes as a writer to build his argument.
The following example demonstrates an effective
analytical process, taking a sample from the speech
“Against the Spanish Armada” by Queen Elizabeth I:
• I know I have but the body of a weak and feeble woman; but
I have the heart of a king, and of a king of England, too; and
think foul scorn that Parma or Spain, or any prince of
Europe, should dare to invade the borders of my realms: to
which, rather than any dishonor should grow by me, I myself
will take up arms.
• 1. Determine stance: Is the argument effective or
ineffective?
• Examine parts of speech, text, chapter, etc. to determine
stance
• Reader Reaction – powerful, positive…SO…Student decides
stance will be that the speech is effective.
2. What rhetorical tools does the author/speaker use to
make his/her argument?
Examine text/passages for what the author/speaker does
(moves)
• Looking at the previous segment critically, student
notices ‘moves’ of author/speaker:
• Elizabeth manages to logically connect the fact that
she is a Queen with the responsibility to defend her
realm.
• Queen Elizabeth ironically juxtaposes the fact that
she is a “feeble woman” against the invading
European “princes.”
• Elizabeth references herself many times in the
segment.
3. Focus on one tool at a time and question,
notice, analyze, etc.
• Elizabeth’s repetitive references to herself.
• Elizabeth refers to herself seven times
• five of those references show Elizabeth as the subject of the
clause.
• Why would Elizabeth refer to herself so often? Possibilities:
• Elizabeth was reminding her troops how important she
was
• Elizabeth wanted to have her troops remember her when
they were in battle
• Elizabeth wanted to appear confident
• Elizabeth was egomanical
• Elizabeth was emphasizing her role as a Queen
• Elizabeth was using repetition of a subject to create a
dramatic feeling in her audience
4. Explore that aspect in depth. Analyze and
Interpret.
• Student decides that the most likely possibility is that Elizabeth
wished to establish her authority in the eyes of her subjects.
(appealing to her audience by establishing credibility – ethos)
• This is only one possible analysis of many possibilities;
however, student feels that she can explore this aspect in
depth.
• Then ask more questions to analyze (interpret): How does
referring to herself so often help Elizabeth’s troops accept
her as their leader?
• Looking at each specific reference, he notices that in
every instance Elizabeth portrays herself as active and
powerful. By attaching herself to verbs commonly
associated with power and ruling, he reasons, Elizabeth is
able to repetitively emphasize her position as the ruler of
the English people.
5. Write your paragraph of rhetorical
analysis (a body paragraph)
Example:
Queen Elizabeth use repetition as she establishes the
credibility of a powerful and knowledgeable leader. In the
passage, Elizabeth refers to herself no fewer than seven times.
In each instance, Elizabeth connects herself to active verbs
which emphasize her dynamic and powerful status: I have, I
know, I think foul scorn, I will take up arms. This repetition of
her autonomous identity is a powerful way of reminding her
troops that she is, in fact, their queen and military leader. By
demonstrating her own personal power, Elizabeth shows that
she is just as capable as “any prince of Europe” of defending
her lands and people; the repetition of that idea with her
carefully chosen verbs connects her power as a person (and as
a “kingly” woman) with her power as a queen.
Steps to Writing Body Paragraphs of
Rhetorical Analysis
1. Determine stance (argument is effective or
ineffective)
Examine parts of speech, text, chapter, etc. to
determine stance
2. What rhetorical tools does the author/speaker use
to make his/her argument?
Examine text/passages for what the author/speaker
does (moves)
3. Focus on one tool at a time and question, notice,
analyze, etc.
4. Explore that aspect in depth. Analyze and Interpret.
5. Write your paragraph of rhetorical analysis (a body
paragraph)
Let’s try with Gladwell
• Follow the steps – start with…Determining your stance – effective or
ineffective argument and then where did you begin to think that or
when was it confirmed – that will help you answer next question:
What is your selected passage?
• Use one passage for each body paragraph (each body paragraph
should address a rhetorical tool he uses to appeal to ethos, pathos,
or logos)
• One paragraph about tool that is used to establish ethos
• One paragraph about tool that is used to appeal to pathos
• One paragraph about tool that is used to appeal to logos
*For example in Queen Elizabeth, the writer focused on the tool of repetition
and interpreted it/explained that it established credibility.
Another tool that is used might be the use of facts and startling statistics which
the writer could interpret as using logic to prove/establish her argument.