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Portfolio Assignment 1.1: Rhetorical Analysis<\/h1>\n
Whenever you hear the word analysis<\/span>, you should think of small pieces. An analyst is someone who breaks something down into smaller sections so they can better understand how those pieces work together to make a more effective whole. You will do a rhetorical analysis of the Declaration of Independence<\/span>.<\/p>\n Please format and submit your assignment according to the instructions in the syllabus.<\/p>\n <\/p>\n Use rhetorical strategies and the principles of persuasive speaking in your own presentation.<\/p>\n The Declaration of Independence<\/span> was a pivotal document which changed the world in many ways. It was discussed, written, and voted on by some of the greatest minds of the eighteenth century. These men spent hours of time and energy applying their varied gifts to creating the ideas which it embodies. But that was in the seventeenth century, we now live in a different United States of America than the one which broke away from Great Britain. There are many people and groups who feel that the Declaration<\/span> is outdated and doesn\u2019t apply to the modern America. However, there are also many who hold the document as sacred and feel that its ideals are timeless. Which side of the fence do you stand on?<\/p>\n You will give a speech about your standpoint but, like the document in question, you will not come up with all your ideas on your own. Your speech\/presentation will require personal reflection and group collaboration.<\/p>\n Your first task is to determine what your argument is going to be. What will you try to persuade your audience to do or believe? So ask yourself, \u201cDo I feel the Declaration of Independence<\/span> is outdated, or do I feel that it has application for us today?\u201d<\/p>\n After you\u2019ve answered yes or no, sit down and write a one paragraph free write which starts like this: \u201cThe Declaration of Independence is applicable today because . . . ,\u201d or \u201cThe Declaration of independence is not applicable today because . . . \u201c<\/p>\n That gives you your main point, your argument. Now you need to collaborate and see if you can refine it and get better ideas. Use the checklist to aid your collaboration. Read over this rubric and checklist before you begin.<\/p>\n Presentation Checklist and Signature Form<\/em><\/a><\/p>\n Here\u2019s what to do:<\/p>\n First, organize a group of three to five individuals<\/span>. (That\u2019s you plus two more or you plus four more.) You will meet with them on more than one occasion so be sure they are people you will have access to.<\/p>\n During your first meeting ,you will present your basic argument<\/span> to the group (you may want to give them copies of the Declaration<\/span>). This will be a brainstorming<\/span> session. Ask them questions such as:<\/p>\n Be sure to take notes or assign a scribe to keep minutes of the meeting.<\/p>\n Using your notes, create a clear one-sentence statement<\/span> for your argument, which includes three supporting reasons<\/span>. Another name for this one-sentence argument is a thesis statement<\/span>.<\/p>\n Meet with one member<\/span> of your group. Share with them your new argument. Ask them for ways to improve or strengthen your argument<\/span>. You might focus on questions such as \u201cAre there weak words which could be replaced?\u201d \u201cDo you think the supporting reasons are strong enough?\u201d Work through a revision together.<\/p>\n Take your revision to the group<\/span> for a final meeting. This time assign one or two members to be the negative side of the argument. You want them to attack your argument<\/span>. Your job is to listen to their arguments understand their side and then come back with your own argument. Do not get in a fight, and be respectful<\/span> of the views they express. Pay attention to the details you use to support your reasons. These will become part of your speech.<\/p>\n Write your speech<\/span>. It should consist of these five sections and the final condition, like so:<\/p>\n Be sure to include an example of all three rhetorical strategies<\/span> (ethos, pathos, and logos) somewhere in the speech.<\/p>\n Practice giving your speech<\/span> by recording yourself, either an audio or video recording. Save the recording<\/span> to send to me for grading.<\/p>\n Print out a copy<\/span> of the Presentation Checklist and Signature Form<\/em><\/a> and use it to help you put the finishing touches on your presentation. You\u2019ll also need a member of your audience to fill it out and sign it.<\/p>\n Finally, give your speech in front of a live audience<\/span>. Here are tips for public speaking.<\/p>\n When you are finished, ask an adult member of your audience to fill out the Presentation Checklist and Signature Form<\/em><\/a>. Scan the completed form and include it with your assignment for Portfolio 1.<\/p>\n <\/p>\n Read the following statements. On a scale of one to ten, rank how strongly you agree with these statements, with one being you do not agree at all, while ten being you agree completely. You may use the same number more than once. Once you have gone through all ten statements, choose five of these statements and explain your ranking to me. This doesn\u2019t have to be a long explanation, but it does need to be three or four sentences. Try to pick five rankings that give a pretty fair sampling of your anticipation guide. For example, don\u2019t give me all five statements that you ranked a ten or all five that you ranked a one. (You can download this assignment here<\/em><\/a>.)<\/p>\n Refer back to these statements while you read; as you\u2019re introduced to certain characters, try to anticipate where they might stand on the same spectrum. Do you stand with them? Your rankings might change throughout the course of the play; if they do, indicate the changes on this anticipation guide. I would like to see any observations you make when you turn it in to me. This assignment will be turned in with portfolio 1.<\/p>\n Please format and submit your assignment according to the instructions in the syllabus and format them in the following manner:<\/p>\n Now that you have finished the first act of The Crucible<\/span>, you need to select one of the following writing prompts on which to write a one-page, double-spaced, typed response. While I don\u2019t expect you to go through a brainstorming or outlining process for this response, it should be obvious that some thought went into the assignment. This assignment will be turned in with portfolio 1.<\/p>\n Please select one of the following prompts to write your journal about.<\/p>\n Please format and submit your assignment according to the instructions in the syllabus and format them in the following manner:<\/p>\n In the appendices (A\u2013D) you will read the transcripts of testimonies and examinations of actual people at this tumultuous time in Salem. You will also find a list of the accused and those executed. Read carefully as the language is a bit archaic (old-fashioned) and the spelling is not what we are used to now. You may want to take notes or write observations as you read through these transcripts. It is interesting to note how the accused are treated while being examined. Keep in mind that this is long before our nation became \u201cour nation\u201d. At the time, Massachusetts was still a British colony and the courts were not held under our current Constitutional guidelines.<\/p>\n After you have read these transcripts and other documents, you will pretend that you are a reporter from an unbiased village watching the proceedings. You are expected to write an unbiased newspaper article for your village\u2019s newspaper about the strange rumors circulating about Salem and its supposed witches and trials. Include as much information as you can from these documents as you create an interesting news article. Don\u2019t feel you have to use the complicated language the Puritans did at the time. Your article needs to be one and one-half full pages in length and will need to be typed. This assignment will be turned in with portfolio 1 after lesson 5.<\/strong><\/p>\n Please format and submit your assignment according to the instructions in the syllabus.<\/p>\n <\/p>\n As you know, good readers make textual connections. These textual connections are text-to-text, text-to-self, and text-to-world. We\u2019ll be reviewing each of these textual connections throughout the course. For this assignment, you\u2019ll be making a text-to-text connection.<\/p>\n Text-to-text connections are more than superficially comparing characters from one book to another. I often hear students try to pawn off a text-to-text connection such as, \u201cA character in Book A answered the telephone, and so did the character in Book B. That\u2019s a connection.\u201d Well . . . not quite. Let\u2019s try to go a little deeper.<\/p>\n\n
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<\/p>\nPortfolio Assignment 1.2: Collaborate and Orate<\/h1>\n
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Portfolio Assignment 2.2: Anticipation Guide<\/h1>\n
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Portfolio Assignment 2.3: Response Paper<\/h1>\n
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Portfolio Assignment 3.2: Read Transcripts and Newspaper Article<\/h1>\n
Read Transcripts<\/h2>\n
Newspaper Article<\/h2>\n
Portfolio Assignment 4.2<\/h1>\n
Poem Summary and Character Declaration<\/h2>\n