Warm-up:
nWrite 3 sentences about your first week of
school. The first sentence must be a
Pattern 2; the second, a pattern 7; the third, a pattern 8. Use your TASS book. You may pick it up off the back counter.
Classwork: went over homework instructions and independent book lists, started group work to prepare to teach assigned chapters of TYFA and TASS pattern
nFor each assigned chapter, discuss with your group all
of your circles, squares, triangles.
Prepare to teach the concepts covered by the chapters. You must address the circles and triangles in
your presentation.
nCreate a poster for both (or one for each chapter)
where you provide a visual aid to remind classmates of the major ideas of each
chapter. The points on your poster may
just be your triangle ideas.
nOn your poster, one sentence about each chapter must
be in your assigned TASS pattern. You
will take a main idea that you want to share and find a way to make it fit the
pattern.
Homework: Due 9/3
Directions: Reread
pp. 6-21 in The Art of Styling Sentences. For sentence patterns 1, 2, 3, and 4 (not 4a),
choose at least TEN of the “Professional Examples” sentences to work with.
For each “Professional Example,”
1)
Briefly
explain WHY the sentence is an example of the particular pattern.
2)
Then, consider what Heinrichs might say about
this sentence. Does it seem to use
ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values,
assign blame, or call for the audience to make a choice? What other rhetorical
tricks or strategies seem to be present in this sentence? Is the sentence an argument or part of an
argument of some kind? If so, what does
the author seem to WANT from his or her audience?
Example: “It made no
sense to anyone; it was just style.” SF Chronicle
1)
This sentence is an example of a compound
sentence without a conjunction because it consists of two complete thoughts
with only a semicolon joining them.
2)
Heinrichs might say that the journalist who
wrote this sentence was using ordinary language and clear sentence structure to
establish his ethos as a direct, plain communicator who is communicating sense
without unnecessary style. He is also using the word “style,” which has both
negative and positive connotations, to assign blame to the speech or text he is
criticizing. If something is done with
style, that typically implies it was done with grace, finesse, and flair, but something
done with “just” style means it lacks substance, or sense. We Americans may
like style, but we also value speakers and writers who seem to communicate
common, plain old sense. This writer seems to want the audience to condemn and
dismiss the text or speaker he is criticizing.
