AP English III Unit 2

Big Idea:

• Students will be able to identify rhetorical devices within a passage, speech, and novel.
• Students will be able to identify the author’s rhetorical purpose within a passage, speech, and novel.
• Students will be able to analyze and connect the effect of rhetoric on the author’s purpose.

Student Expectations:

Priority TEKS

SC7 The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to explain an author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.

Ongoing TEKS

SC3 The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and/or aware of the techniques employed by the writers they read.

SC4 The course requires students to produce one or more expository writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences.

SC7 The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing,nature writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to explain an author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.

SC11 Students will cite sources using a recognized editorial style (e.g., Modern Language Association (MLA), The Chicago Manual of Style, American Psychological Association (APA), etc.).

SC13 The AP teacher provides instruction and feedback on students’ writing assignments both before and after the students revise their work that help the students develop a variety of sentence structures.

Learning Targets:

• Identify the author’s use of rhetoric within a passage, speech, and novel.
• Explain the use of rhetoric.
• Explain the effect of the rhetoric on the author’s purpose.
• Apply SOAPSTONE analysis to Puritan sermons.
• Analyze rhetorically and connect effects of rhetoric to the author’s rhetorical purpose.
• Explain the author’s use of rhetorical strategies.
• Explain the author’s use of rhetorical techniques
• Choose vocabulary words from assigned texts.
• Analyze the use of the chosen vocabulary word as a rhetorical strategy.
• Write a meaningful sentence using the chosen vocabulary word properly.
• Cite the source from which the sentence was pulled using MLA citations.

Essential Questions:

• How does the rhetoric affect the passage?
• What is the author’s rhetorical purpose?
• What is the effect of the author’s rhetorical purpose?
• What rhetorical strategies does the author use?
• How do the rhetorical strategies affect the author’s rhetorical purpose?

Extra Information:

Adopted Textbook:

District Grading Policy

Texas Gateway Online Resource Center