Opening Thought / Reflection: Answer the following prompt below, drawing from your own personal experience.

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1 LOEB AP ENGLISH LANGUAGE & COMPOSITION KENWOOD ACADEMY NAME: PERIOD: CLOSE READING & RHETORICAL ANALYSIS: JUST WALK ON BY: BLACK MEN AND PUBLIC SPACES BY BRENT STAPLES Opening Thought / Reflection: Answer the following prompt below, drawing from your own personal experience. What is your reaction to the video clip? How closely does this reflect what happens in the public space for minorities? Vocabulary Journal: Complete the vocabulary journal below for the following diction found in Cofer s text. Word and Page #: 1. Unwieldy (pg. 383) Complete Sentence(s) from the text: Definition and Part of Speech: Original Sentence (Your Own): Author s Intended Effect: 2. Congenial (pg. 386) 3. Affluent (pg. 383)

2 4. Bravado (pg. 385) 5. Alienation (pg. 385) 6. Dicey (pg. 384) 7. Taut (pg. 384) 8. Discreet (pg. 383)

3 Rhetorical Analysis Guide Select examples from the reading that most significantly and effectively support Staples s larger purpose and argument. Complete the chart below to provide analysis of each selected example. Consider the following rhetorical elements: Ethos, Logos, Pathos, Diction, Syntax, Imagery/Figurative Language, Structure/Arrangement, Tone. Example from Staples s text: What effect/appeal does this text move have on the audience? How does this effect support the larger purpose/argument?

4 Questions on Rhetoric and Style Respond to each question in complete sentences, referencing specific details from the text. 1. How does Staples describe himself? How is he sometimes viewed by others? 2. Staples makes use of irony throughout the essay. Identify at least two examples of irony from the essay and explain how they support Staples s purpose.

5 3. Paragraphs 8, 9, 10 and 12 all end with a similar sentence. What is the similarity and what is its effect? 4. Staples structures his essay around personal experiences. Why does he include so many? What effect do they have on the reader? 5. What does Staples mean by the essay s final sentence? Why does he choose to end this way? What effect does it have on the reader? Notes:

6 Name: Date: Period: Course/Unit AP Language and Composition Assignment Title Rhetorical Analysis Response (Timed, In-Class) Due Date Thursday, October 15, 2015 Assessment Summary & Writing Context In paragraphs 1-5 of Just Walk on By: Black Men and Public Spaces, Brent Staples describes his experience of being stereotyped on the basis of sex and race. Write a short rhetorical response paragraph that analyzes the rhetorical strategies he uses to achieve his purpose. Resources/Text: Annotated copy of Just Walk on By: Black Men and Public Spaces by Brent Staples Knowledge of the Rhetorical Triangle, Joliffe s framework, and the Rhetorical Appeals Ability to closely read, annotate, and analyze writing / speaker rhetorical strategies related to diction, syntax, imagery, and fig. language Form, Structure, & Organization Requirements Content/Standard Focus Areas Form Requirement The guidelines of this response are: 1. It must present a short rhetorical analysis of Staples s text that points to features related to structure, diction, syntax, figurative language, imagery, and rhetorical situations and appeals. 2. Your response must have a clear main idea / claim regarding the structure and language employed by Staples in the inaugural address. 3. Your response must be organized in a way that analyzes and presents what is being said, how it is being said, and the effect/appeal being made by Staples. 4. Utilize textual evidence that is not only relevant to the main idea regarding structure and language, but also analyzes the passage with regard to the rhetorical situation, appeals, and surface features. 5. It must be neatly written with consideration of basic writing conventions. Common Core CCSS.ELA-LITERACY.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RI Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.RI Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. CCSS.ELA-LITERACY.RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. CCSS.ELA-LITERACY.RI Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-LITERACY.RI Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. CCSS.ELA-LITERACY.W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.