Rhetorical Analysis Essay

January 4, 2023/in Uncategorized /by

Rhetorical Analysis Essay

Rhetoric is traditionally defined as “the art of persuasion through written or spoken means.” Analysis can be defined as the ability to explain “how” and “why” something works. Analysis is not a summary, description, criticism, or praise.In analyzing a rhetorical situation, you need to determine the author’s purpose, the anticipated audience, and the rhetorical appeals that the author uses in order to convey meaning to his/her audience and persuade them. In other words, you will be examining the following:

Who is doing What to Whom, How and Why are they doing It ?

Instructions: Choose one of the videos provided below:

https://www.youtube.com/watch?v=fKy7ljRr0AA

https://www.youtube.com/watch?v=hER0Qp6QJNU

https://www.youtube.com/watch?v=ibVpDhW6kDQ

1) First summarize your chosen rhetor’s argument in under 250 words. You must include the rhetor’s thesis or implied thesis and the main points they make. The summary paragraph should begin as follows: In “[insert title of article],” [insert full name of author] argues that… [insert author’s thesis]. Then summarize the article in less than 250 words.

2) Next, you will analyze the rhetorical situation of your text in order to gain a fuller understanding about how and why arguments are being made in which contexts and for which audiences.

Rhetorical Analysis Essay Feedback Seminar

I’ve accidentally deleted the feedback I gave the volunteers during our feedback seminar when I cleaned my desktop out.

From what I remember, here is the advice I can give you all:

1) Be sure that your thesis points out what you believe to be the most effective strategies the rhetor uses to attempt to convince or persuade his audience.

2) Be sure that each of your topic sentences for each of your paragraphs focuses one specific strategy that the rhetor uses to generate pathos, ethos, logs, or a combination of two or more of these appeals. You may also explore how the argument or strategy is kairotic or timely (kairos).

3) In each paragraph explain HOW the strategy appeals to the targeted audience and explain why the targeted audience may be receptive to the strategy.

4) IN your conclusions, you may present your overall opinion of the talk or speech.

5) Remember, in your body paragraphs, you want to avoid criticizing the rhetor. It’s about just explaining what strategies the uses to try and convince or persuade the targeted audience.

Leadership Assignment

January 4, 2023/in Uncategorized /by

MADM 720 Instructions to complete Leadership Development Portfolio

What is a Leadership Portfolio? A Leadership Portfolio is an ongoing reflection of the individual accomplishments, skills, activities and other related experiences that have contributed to your personal leadership development throughout the semester. See the section entitled “What is included in my leadership portfolio?” to ensure that you follow the correct format. What are Leadership Self-Assessment Questionnaires? At the end of several chapters in the textbook are self-assessment questionnaires. For each chapter that we cover in the Northouse textbook, complete the questionnaire at the end of the chapter. Once you complete a questionnaire, you will rate or score your responses. In addition, you will write a 1-2 paragraph summary of your results based on the scoring interpretation and questions presented at the end of the questionnaire. As we cover each chapter, I highly suggest that you complete each questionnaire. The results from your questionnaire will not be due until the end of the 7-week module. However, completing them as you go will save considerable time. You will complete a total of nine (9) leadership self-assessments: Week 1  Myer’s Briggs (MBTI) Personality Test

Week 2  Leadership Trait Questionnaire – Chapter 2  Skills Inventory – Chapter 3

Week 3  Situational Leadership Questionnaire – Chapter 5

Week 4  Dimensions of Culture Questionnaire – Chapter 16  Gender Implicit Association Test – Chapter 15

Week 5  Team Excellent and Collaborative Team Leader Questionnaire – Chapter 14

Week 6  Multifactor Leadership Questionnaire – Chapter 8

Week 7  Servant Leadership Questionnaire – Chapter 10

**7/22/17 – Updated by Dr. Williams. Culture and Gender moved to Week 4 and added Gender Implicit Association Test. Removed Authentic Leadership from Week 5** **8/7/17 – Updated by Dr, Williams. Removed Chapter 13**

What format should I use for my Leadership Portfolio? Since you will be writing and reflecting on your leadership development throughout the course, create your documents in Microsoft Word or a comparable word processing program. Your portfolio should include a section for each of the items in the Table of Contents. Each section

should be clearly labeled, either with a title page or with a distinct header. Use 12-point font, Times New Roman or Arial, double spaced, 1-inch margins. What is included in my Leadership Portfolio? Your portfolio will be assessed for grammar, punctuation, and proper formatting. (5%) Use 12-point font, Times New Roman or Arial, double spaced, 1-inch margins Your leadership portfolio should include the following:

• Cover page • Table of Contents page • Personal Statement or Philosophy on Leadership • Results & Reflections on Leadership Self-Assessment Questionnaires • Moments of Inspiration & Motivation • Essay on Summary of Leadership Development Experience

The table of contents for your leadership portfolio is listed below. In your table of contents you should list each major heading: Table of Contents

I. Personal Statement or Philosophy on Leadership II. Results & Reflections on Leadership Self-Assessments

III. Moments of Inspiration & Motivation IV. Essay on Leadership Development Experience

Personal Statement or Philosophy on Leadership (1 page) 5% Develop a personal statement or philosophy on leadership. In this case, creating and describing what leadership is and what it means to you will help to develop an understanding of why you participate in leadership. Your statement can include: your definition of leadership, a description of leadership qualities, or what you think is the most important thing about leadership. For example: Leadership is the ability to guide a group of people in accomplishing a task or goal while utilizing the skills of each member of the group and making each member feel committed to the process and the group as a whole. A good leader sets attainable goals, involves everyone in the group, and acknowledges the skills of each member of the group. The most important leadership characteristic is enthusiasm. When goal attainment is difficult the leader can recognize difficulties without sacrificing enthusiasm or encouragement. Your personal statement can be succinct, like the one above, or more detailed, but should not be more than one page. Moments of Inspiration/Motivation (2-3 pages) 30% In this section, you have an opportunity to highlight some of your moments of inspiration throughout the semester. Leadership development is a deliberate act. You must be present, dedicated and actively engaged in the process. Be as daring, courageous and creative as you’d like! Include pictures of someone who motivates you or social media posts. You will need at

least five examples/experiences with a brief description of what is it, why you were inspired and how it relates to leadership. Limit to no more than 3 pages. Your reflective essay could include:

• I participated in a volunteer experience with Habitat for Humanity. This experience challenged me to be a better leader because….

• I most admire Nelson Mandela as a leader because…. • The quote “To whom much is give, much is expected” inspires me to serve others.

Serving others will help me be a better leader because… • I watched a Ted Talk video on Dr. Brene Brown called The Power of Vulnerability. This

video inspired me to focus on vulnerability and courage which will make me a better leader because….

• I was selected to lead a project at work or school. This was an awesome leadership experience because…

• I have difficulty speaking in front of large groups of people. I decided to join Toastmaster’s to improve my communication skills. Improving my communication skills will help me be a better leader because….

• I asked John Smith to become my mentor. Having a mentor will challenge me to develop as a leader because…

• Using social media to network is helps to build relationships. Networking is a great leadership skill because…

• I volunteered to coach my son’s football team. Serving as a coach and mentor is important to me because…

Results & Reflections on Leadership Self-Assessments Questionnaires (length will vary) 30% See section above related to leadership self-assessment questionnaires. The results from your self-assessments must be combined and included in your leadership development portfolio. Essay on Leadership Development Experience (2-3 pages) 30% The final aspect of your leadership portfolio is a 2-3 page essay on your leadership development experience this semester. In this essay you want to describe if and how you’ve grown as a leader. Describe in detail how experiences, self-assessment results, dialogue in class discussion forums, videos, etc. impacted your leadership growth. As you reflect, consider the following:

• How has your definition of leadership changed during the semester? If it did not, explain why?

• Has your ability to effectively communicate with others changed? Why or why not? • Did you experience an increase in awareness of yourself and others in relation to

leadership? If not, explain why. • How have you demonstrated the skills necessary to work collaboratively? Effectively

communicate? Lead a team? • Which leadership style do you must closely align with? As an example, are you a

transformational, situational, authentic or servant leader or combination of a few? • Describe how you better understand leadership as a process, not a position?

• Discuss how you have sought opportunities to enhance your leadership development and engage in leadership behaviors. Have you adjusted how you lead and/or follow others?

• Overall, how was your experience in the course? Do you believe that your leadership communication skills have improved? Has your confidence grown as a leader?

Business Law

January 4, 2023/in Uncategorized /by

student A

Issue:

Nursing Services was contracted by the hospital to care for Janine around the clock while in the intensive care unit. Janine received the services for two weeks while in the hospital and for two weeks while out of the hospital at her home. Nursing Services billed Janine for the services, but Janine is refusing to pay due to never have contracted them personally. Due to no express contract formed, can Nursing Services recover the amount owed from Janine?

Rule:

The hospital entered in an express contract with Nursing Services for the around the clock care of Janine while in the hospitals care.

Janine entered an implied contract with Nursing Services for the around the clock care for the two weeks while out of the hospital.

Application:

Since the doctor told the personnel staff of the hospital to order the care for while Janine was in the hospital, they entered in an express contract with Nursing Services and are bound by that contract. Janine did not ask for the external use of the nursing services.

After Janine left the hospitals care, she continued to receive the care of the services provided by Nursing Services. This continued use of the services became an implied contract. Janine did not have to have an express contract with them due to the conduct, not words, of her acceptance of the help. The requirements for an implied contract are clear; The plaintiff furnished some service(two weeks of round the clock care at Janine’s home), the plaintiff expected to be paid for services and the defendant knew or should have known that payment was expected(nothing is free), and the defendant had a chance to reject the services and did not.

Conclusion:

The hospital should be liable for the first two weeks of the care provided by Nursing Services. They entered into a contract, with an outside nursing company, instead of using the hospital nurses for Janine’s care. Janine did not ask for the outside companies help while in the intensive care unit.

After Janine left the hospital, she accepted the in home nursing services for an additional two weeks. She entered an implied contract because she did not refuse the services after she left the hospital. Once she left the hospital it was up to her to decide to either continue the nursing care or reject it. It is implied that since she is no longer under the hospitals care, she is responsible for the two weeks of care she got while at home. Janine should be held liable for the two weeks of home care and pay half of the services billed to her.

Other student answer

Issue: Nursing Services Unlimited is looking to recover $4,000 from Janine because they have provided her with nursing assistance in hospital and at home as well. Janine states she was never contracted in any way shape or form to pay for the at home care although she was fully aware of the services. Nursing Services wants Janine to pay the bill in order to cover the costs of the services they provided.

Rule: Implied contract rule states that it is a contract where two or more parties abide by this contract due to actions that have occurred that all parties are aware of. When it comes to dealing with an implied contract it gets tricky because it is a contract that is settled on the fact that actions or services are being provided and it doesn’t even have to be a written or verbal contract it is just something that should be known. Different circumstances decide whether a contract is implied or not and if a contract is implied therefor you can be legally obligated to abide by the stipulations of the contract regardless if they were written or verbalized or not.

Analysis: In this case, Janine had been hospitalized and was aware that Nursing Services Unlimited was providing these round the clock services to her. She was hospitalized for two weeks and received there services the entire time even leading into two more weeks of in home care as well. Although Nursing Services Unlimited made Janine not aware verbally or through writing that she was obligated to pay for these services it was implied that because these services are expensive and they are being provided to you by your doctor in hospital and at home you should know that you must repay them for their services. Janine is arguing that she was never aware she had to pay for these services because they never made her sign a contract or verbalized stipulations for the at home care so she isn’t obligated to pay it. The bill came out to $4,000 and Janine is not okay with it simply due to the fact that even though she was aware of the services she didn’t know she was obligated to pay for these services.

Conclusion: In my honest opinion it can go both ways, Janine in court could make a case where she could get away with not being obligated to pay for the in home services she was aware of but didn’t think it was going to be an extra cost but realistically if you were aware of what was going on it should be implied that this was going to cost her money therefore unfortunately i think she would have to pay the ticket regardless if there was a contract blatantly expressed to her or not. Janine could have refused the services then exempting her from having to pay but by accepting these services for two weeks in hospital on top of two weeks at home as well you should know that you will be obligated to pay up.

Issue: Janine an intensive care unit patient received care from Nursing Service Unlimited under her doctor’s orders. She received around- the-clock nursing care, but once she left the hospital she received additional care at home. She was fully aware of the care she was receiving. However, when the Nursing Services Unlimited billed Janine $4,000 for their services she refused to pay because she stated she never wrote or orally stated she agreed to the contract of service.

Rule: A contract is an intended legal agreement between two or more. In order for a contract to be valid it needs to meet four requirements: an agreement, considerations, both parties are able to formally make a contract, and the contract must be legal. According to the defendant she never wrote or orally stated she agreed to the contract. This form of contract would be an express contract in which a contract needs to be written out or said orally. However, another form of contract is an implied contract in which the performance or behavior of the parties implies if the contract is made.

Analysis: According to what is given we know that Janine was fully aware of the service she was given, and she did not want to pay for the services because she believed she did not write or orally state she agreed to the service contract. Under the express contract sure she would not have to pay the Nursing Service Company money for the services they delivered, but under the implied contract she would possibly have to pay for the services. In order for an implied contract to be formed three requirements have to be met: plaintiff needs to have dealt a service, the plaintiff expected to be paid for the services dealt and the defendant knew or should have known there would be a payment, and the defendant had a chance to reject the services, but never did. Nursing Service Unlimited provided in hospital care and two extra weeks at home for Janine. They serviced Janine and the company expected to be paid for the services. Nursing Service Unlimited is a company and in order for a company to stay in business it needs payments from the customers they deal with. Janine is implied to be capable of making a contract; it never states otherwise. Under that idea I would assume she knows that in order for a business to keep running it needs money, so she knew or should have know there would be a charge for the services she received. As stated she was fully aware that she was receiving care from this company at the hospital and at her house and never once denied the service.

Conclusion: According to the implied contract Nursing Service Unlimited can recover the $4,000 dollars from Janine. They performed a service, they expected to be paid, and Janine never once refused their services. The only thing they really need to prove is whether or not Janine knew or should have known that there would be a charge for their services.

AQA English Language Paper Two Emmett Till Resources Questions 1-4

January 4, 2023/in Uncategorized /by

AQA English Language Paper Two

Emmett Till Resources

Questions 1-4

Do Now:

With your partner, come up with a list of six things that you would expect to find in the human rights act.

Image: https://pixabay.com/en/right-human-rights-human-hands-597133/

Emmett Till: Questions 1 and 3

Sunday, 14 October 2018

Lesson One

We will read two sources associated with the case of Emmett Till

We will respond to a Q1 with a focus on the case

We will respond to a Q3 and examine a model response

AO1

Identify and interpret explicit and implicit information and ideas.

• Select and synthesise evidence from different texts.

AO2

Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views

Lesson Objectives

Lesson Outcomes

The Human Rights Act (1998)

Everyone has the right to life.

Everyone has the right to be free from torture and inhuman and degrading treatment or punishment.

Everyone should be free from slavery or forced labour.

Everyone has the right to liberty and security of person.

Everyone has the right to a fair trial, and to be presumed innocent until found guilty, if they are facing a criminal charge.

No one can be found guilty of a crime if there was no law against it when the act was committed.

Everyone has the right to respect for their private and family life, home and correspondence.

Everyone has the right to freedom of thought, conscience and religion.

Everyone has the right to freedom of expression.

Everyone has the right to freedom of peaceful assembly and association.

Everyone has the right to marry and found family.

Everyone has these rights, regardless of their gender, race, language, religion etc.

Now compare your list with the HRA.

How many did you guess?

Are there any that surprise you?

Are there any rights you think are missing?

Sophisticated Subject Terminology Starter:

Abstract Nouns are nouns denoting an idea, concepts quality, or state.

Concrete Nouns are things that you can experience through your five senses.

Pronouns are words that takes the place of a noun.

Proper Nouns: a name used for an individual person, place, or organization. Spelled with an initial capital letter.

Collective Nouns are used to show a group of persons, animals or objects.

A noun is a part of speech that denotes a person, animal, place, thing, or idea. The English word noun has its roots in the Latin word “nomen”, which means “name.” Every language has words that are nouns.

Organise the following words into the correct noun category.

TABLE

ENGLAND

LILY

AWESOME

LOVE

MUSIC

OPINION

FAMILY

HERD

PACK

PENCIL

GOOGLE

FAMILY

TRUTH

JEALOUSY

AWESOMENESS

YOU

TIME

CLOCK

SHARON

INTELLIGENCE

FIRE

FIREFIGHTER

RECTANGLE

If pushed for time, ask students to find two examples for each noun type.

Answers:

TABLE

ENGLAND

DAFFODIL

AWESOME

LOVE

MUSIC

OPINION

FAMILY

HERD

PACK

PENCIL

GOOGLE

FAMILY

TRUTH

JEALOUSY

AWESOMENESS

YOU

TIME

CLOCK

SHARON

INTELLIGENCE

FIRE

FIREFIGHTER

RECTANGLE

CONCRETE

PRONOUN

PROPER

CONCRETE

ADJECTIVE

ABSTRACT

PRONOUN

COLLECTIVE

CONCRETE

PROPER

COLLECTIVE

ABSTRACT

PRONOUN

ABSTRACT

CONCRETE

PROPER

ABSTRACT

CONCRETE

Read Source A

You each have 4 minutes to read the source you have been given.

Once complete, in your book answer the following questions:

What is the text type?

Who is the audience?

What is the focus of the text?

What language devices are used and for what purpose?

Source A

Source B

Glue in the sources on a double page (like below), with enough space to make annotations around them.

Image: https://pixabay.com/en/book-isolated-open-book-empty-3057904/

Question One

Re-read Source A, lines 1-21. Select four statements that you believe to be true. Find me the quotation that proves it to be true.

Emmett Till’s funeral was held in Chicago.

Over 400,000 people came to pay their respects.

The Governor promised vigorous protection of those guilty.

Three people kidnapped Till from his Uncle’s home.

e) The case will go to trial on a Tuesday. f) Till was on vacation to Mississippi at the time.

g) Capital punishment was in place at the time of writing in Mississippi. h) The two men were cousins.

A, D, F, G

Question One

A – Emmett Till’s funeral was held in Chicago. “CHICAGO – Funeral rites for Emmett Louis Till, the most recent victim of brutal Mississippi lynchers, were held here”

D – Three people kidnapped Till from his Uncle’s home.

“kidnapped from his uncle’s home on Aug. 27 by two white men and a woman”

F – Till was on vacation to Mississippi at the time.

“while on vacation from his native city of Chicago”

G – Capital punishment was in place at the time of writing in Mississippi.

“A conviction of murder in Mississippi carries a mandatory death penalty “

Question Three

You now need to refer only to Source A from lines 22 to the end of the extract.

How does the writer use language to shock the reader and appeal to their emotions?

[12 marks]

Copy out the question. Highlight and annotate the key words. What is the question actually asking you to do?

This part changes depending on the text. In this case, you should look for anything that shocks you or appeals to your emotions in some way.

“How” – You should focus on the methods that the writer has used.

“Language” – Refer specifically to words, phrases, language features, structural techniques.

Example

“in a heated statement, said, “It would appear from this lynching that the State of Mississippi has decided to maintain white supremacy by murdering children.”

“Heated” – Metaphor – Could connote fire and the pain that comes with a burn. Could also connote anger and outrage at the events that have unfolded. Appeals to the reader as we feel the same way.

Q3) How does the writer use language to shock the reader and appeal to their emotions?

Let’s have a go at annotating this quotation together.

“State of Mississippi” – Collective Noun – Refers to a collective group with no name. Without a name, there is no one to blame for this atrocity. Appeals to the reader as we are shocked that an official group will not take responsibility.

“Murdering children” – Juxtaposition of evil and innocence – Infanticide is one of the most horrendous crimes that a human can commit. This choice of words has clearly been chosen for their shock value and it works. The reader feel shock and angered at the injustice.

Always link back to the question (see italics). Make it clear that you know how to answer the question and are confident in doing so.

Write the next two paragraphs

The uncredited writer of Source A is able to shock the reader and appeal to their emotions when he notes that Till’s uncle, “interrupted a hasty burial of the body in Mississippi”. The harsh alliterative sound of the repeated ‘b’ in “burial of the body” reflects the sinister nature of the crime. Similarly, it could also be said that the sound imitates the reader’s disgust. This linguistic choice could have been employed to emphasise the vulgarity of the injuries and allow the reader to clearly and simply see the seriousness of the case. Furthermore, the harsh plosive sound, which is mirrored in the ‘p’ of “Mississippi”, sticks out to the reader when reading aloud. The sounds stick out for dramatic effect but also to show plainly that this crime sticks out from many others due to its harrowing nature. This shocks the reader as we come to understand the disturbing circumstances involved in the case of Emmett Till and his family.

Technique

Quote

Explain

Note that the explanation makes up the majority of my answer. The same should apply to your answer.

Question Three Tips

Time	Task	Song
3 Minutes	Find quotations, annotate the techniques and how they link to the question	Radioactive – Imagine Dragons
4 Minutes	Paragraph One	Can’t Stop The Feeling – Justin Timberlake
4 Minutes	Paragraph Two	Things We Lost In The Fire – Bastille
4 Minutes	Paragraph Three	Pumped Up Kicks – Foster The People

Technique

Quote

Explain

Develop

(Develop = Level 4)

“A common mistake that students can make is to focus too much on effective words and phrases and ignore other relevant features. When you plan your answer to this question, make sure you analyse sentence forms, language features and punctuation as well” – AQA, 2016

Key Phrase Box

At first…

Making it seem…

Encouraging the reader to…

In total contrast to this…

This is built on when…

This connotes…

We sense…

When the writer describes…

which expresses…

Marks

https://www.youtube.com/watch?v=4U8C_XuE7wc Radioactive

https://www.youtube.com/watch?v=_KAZX8i_RPQ Can’t Stop The Feeling

https://www.youtube.com/watch?v=dYRqIAuY9IQ Things We Lost In The Fire

https://www.youtube.com/watch?v=SDTZ7iX4vTQ Pumped Up Kicks

Hint Key

Why use Emmet Louis Till’s full name?

Can you find a semantic field of violence? Death? Religion?

What anecdotes are used? And how?

What are the connotations of a “pine” box?

Can you find any emotive language?

HINTS

Show for low ability sets

Image: https://pixabay.com/en/key-vintage-key-lock-old-antique-2824086/

Plenary – Self Assessment – Q3

Level	Skills Descriptors	WWW/EBI
Level 4 Detailed, perceptive analysis 10-12 marks	Shows detailed and perceptive understanding of language:  Analyses the effects of the writer’s choices of language  Selects a judicious range of textual detail  Makes sophisticated and accurate use of subject terminology
Level 3 Clear, relevant explanation 7-9 marks	Shows clear understanding of language:  Explains clearly the effects of the writer’s choices of language  Selects a range of relevant textual detail  Makes clear and accurate use of subject terminology
Level 2 Some understanding and comment 4-6 marks	Shows some understanding of language:  Attempts to comment on the effect of language  Selects some appropriate textual detail  Makes some use of subject terminology, mainly appropriately
Level 1 Simple, limited comment 1-3 marks	Shows simple awareness of language:  Offers simple comment on the effects of language  Selects simple references or textual details  Makes simple use of subject terminology, not always appropriately

Do Now:

In 1896, an American court allowed segregation (separation of students along racial lines) if it was ‘separate but equal.’

What do you think separate but equal means?

Is it possible to be ‘separate but equal’?

Image: https://commons.wikimedia.org/wiki/File:%22Colored%22_drinking_fountain_from_mid-20th_century_with_african-american_drinking.jpg

Emmett Till: Questions 1 and 2

Sunday, 14 October 2018

Lesson Two

We will read two sources associated with the case of Emmett Till

We will respond to a Q1 with a focus on the case as told from a 2017 perspective

We will respond to a Q2 and examine a model response

AO1

Identify and interpret explicit and implicit information and ideas.

• Select and synthesise evidence from different texts.

Lesson Objectives

Lesson Outcomes

Homework: Due Friday

Create a subject terminology glossary somewhere that is easily accessible in your books. This should include key linguistic and structural words and phrases, their definitions and one example of the technique in use. E.g.:

Metaphor

A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable.

“You are the thorn in my side.”

Don’t just copy definitions from the internet. The task is pointless if you do not understand the terms.

Image: https://pixabay.com/en/search-to-find-internet-1013910/

Dynamic Verbs are verbs that express action.

Sophisticated Subject Terminology Starter:

Auxiliary Verbs are used together with a main verb to show the verb’s tense or to form a negative or question.

Stative Verbs express a state rather than an action.

Modal Verbs are used to express: ability, possibility, permission or obligation.

Phrasal Verbs combination of words that when used together, usually take on a different meaning to that of the original verb.

Imperative Verbs create an imperative sentence i.e. a sentence that gives an order.

The verb signals an action, an occurrence, or a state of being. Whether mental, physical, or mechanical, verbs always express activity.

Organise the following words into the correct verb category.

BREAK OUT

ASSIGN

MIGHT

APPRECIATE

SMELL

CHAT

ATTEND

UNDERSTAND

LEARN

HAVE

TAKE OFF

SHALL

CAN

RUN

BREAK DOWN

SHUT

TEAR UP

HEAR

COULD

STAND UP

DOESN’T

FEEL

TYPE

RECOGNISE

ARE

GOOGLE

If pushed for time, ask students to find two examples for each verb type.

Answers

BREAK OUT

ASSIGN

MIGHT

APPRECIATE

SMELL

CHAT

ATTEND

UNDERSTAND

LEARN

HAVE

TAKE OFF

SHALL

CAN

RUN

BREAK DOWN

SHUT

TEAR UP

HEAR

COULD

STAND UP

DOESN’T

FEEL

TYPE

RECOGNISE

ARE

GOOGLE

DYNAMIC

PHRASAL

DYNAMIC

PHRASAL

STATIVE

MODAL

AUXILIARY

PHRASAL

MODAL

STATIVE

DYNAMIC

STATIVE

AUXILIARY

DYNAMIC

PHRASAL

DYNAMIC

MODAL

STATIVE

DYNAMIC

STATIVE

DYNAMIC

AUXILIARY

PHRASAL

MODAL

EXT: What do you notice about imperative verbs?

Question One

Read the first part of Source B, from lines 1 to 15.

Choose four statements below which are TRUE. Find me the quotation that proves it to be true.

Carolyn Bryant accused Till of harassment.

This case sparked the civil rights movement.

Till’s body was found in a Tallahatchie lake.

Till’s death changed the United States.

e) Roy Bryant and JW Milam walked free even though they admitted their guilt.

f) Carolyn Bryant was only 12 at the time.

g) Mississippi was known as the coal county.

h) Till was found dead on the 24 august 1955.

A, B, D, E

Question One

Carolyn Bryant accused Till of harassment.

This case sparked the civil rights movement.

d) Till’s death changed the United States.

e) Roy Bryant and JW Milam walked free even though they admitted their guilt.

“Carolyn Bryant disappeared from public view after alleging Till harassed her”

“It was the lynching that outraged African Americans, spurred the civil rights movement”

“It was a ghastly crime that changed the United States”

“The all-white jury cleared her husband Roy Bryant and his half-brother JW Milam of the crime. They later publicly admitted their guilt”

Now read the whole of source B

You each have 4 minutes to read the source you have been given.

Once complete, in your book answer the following questions:

What is the text type?

Who is the audience?

What is the focus of the text?

What language devices are used and for what purpose?

Please keep in mind that Source A was written two weeks after the murder and shortly after the funeral and the writer did not know the full details of the case.

Source B was written over sixty years later – after the trial and after the men’s release. Also, after Carolyn Bryant made her confession.

EXT: As soon as you’re done, note down any details about the case that you notice are different or have changed.

Image: https://commons.wikimedia.org/wiki/File:14EmmettTillBefore_(2534273093).jpg

Question Two

You need to refer to Source A and Source B for this question.

Both Sources give details about the case of Emmett Till.

Use details from both sources to write a summary of the differences.

[8 marks]

Pick out bits of implicit and explicit information to support your points. Remember to embed quotes.

The question will always ask about something that both texts have in common – it might be a topic or a pair of characters. Everything you write needs to link to this topic.

The question is asking you to summarise information from both texts – use connectives to show you’re thinking about both texts together.

In this particular question, you are looking at the differences between the details of the case.

Copy out the question. Highlight and annotate the key words. What is the question actually asking you to do?

Peer Assessment

Use your copy of the mark scheme. Label where you think I have hit the criteria for Level 1/2/3/4. How could I improve it?

Whilst containing similar core elements, the details of the case differ greatly between the two texts. In Source A, Emmett Till is seen as a “14-year-old” “victim” “on vacation” and we get the impression that, whilst horrific, his death is seen as just another tragedy in a line of people who have “been lynched in Mississippi”. This is further supported by the mention of “two other” lynchings within the same newspaper article – indicating that the racially motivated murders were commonplace. However, in Source B, it is revealed that Till’s death was not commonplace, it was a death that “spurred the civil rights movement” and moved the nation, from “Rosa Parks” to “Bob Dylan”. The public was so outraged that his death “kickstart[ed] nationwide protests”. This suggests that Till did not die in vain and his death was not just the “most recent” lynching as Source A clearly indicates.

Q2) Both Sources give details about the case of Emmett Till. Use details from both sources to write a summary of the differences.

Level 4 Perceptive summary 7-8 marks	Shows perceptive synthesis and interpretation of both texts:  Makes perceptive inferences from both texts  Makes judicious references/use of textual detail relevant to the focus of the question  Statements show perceptive differences between texts
Level 3 Clear, relevant summary 5-6 marks	Shows clear synthesis and interpretation of both texts:  Makes clear inferences from both texts  Selects clear references/textual detail relevant to the focus of the question  Statements show clear differences between texts
Level 2 Some attempts at summary 3-4 marks	Shows some interpretation from one/both texts:  Attempts some inference(s) from one/both texts  Selects some appropriate references/textual detail from one/both texts  Statements show some difference(s) between texts
Level 1 Simple, limited summary 1-2 marks	Shows simple awareness from one/both texts:  Offers paraphrase rather than inference  Makes simple reference/textual details from one/both texts  Statements show simple difference between texts

Question Two Tips

Time	Task	Song
3 Minutes	Find quotations, annotate how they differ and how they link to the question	Maroon 5 – Give A Little More
4 Minutes	Paragraph One	Coldplay – Viva La Vida
4 Minutes	Paragraph Two	Bruno Mars – When I Was Your Man

Point, Evidence, Explain

Connective

Point, Evidence, Explain

In the exam, you may encounter a text about a topic or time that you know something about. For example, you may have studied the history of the period the text is from. Remember the exam is a test of reading, so focus on the content of the source texts and don’t be tempted to include your own knowledge. – AQA, 2016

Key Phrase Box

On the other hand…

Although…

Whereas…

However…

Unlike…

Similarly…

In the same way…

We are told that…

The writer explains that…

We sense that…

We learn that…

Marks

Now finish my answer…

https://www.youtube.com/watch?v=BP1PsqBmbvM&index=27&list=PLIXR_3Q6owLZfSuihTnxMF8JRGPzX8Kon – Give A Little More

https://www.youtube.com/watch?v=dvgZkm1xWPE&list=PLzyYbaYKbahnDKc2MS0TEl7kGD2LIMr2F – Viva La Vida

https://www.youtube.com/watch?v=ekzHIouo8Q4&list=PLI6Wzy3GVpd7ePeUKE-E4YhSYvbFYNRXN – When I Was Your Man

Hint Key

Admission of guilt and double jeopardy

Fabricated testimony

Till’s injuries

What was Till actually accused of?

The long lasting effects of the case

HINTS

Show for low ability sets

Image: https://pixabay.com/en/key-vintage-key-lock-old-antique-2824086/

Plenary: Peer assess – Q2

This assesses both bullet points.
Level	Skills Descriptors	WWW/EBI
Level 4 Perceptive summary 7-8 marks	Shows perceptive synthesis and interpretation of both texts:  Makes perceptive inferences from both texts  Makes judicious references/use of textual detail relevant to the focus of the question  Statements show perceptive differences between texts
Level 3 Clear, relevant summary 5-6 marks	Shows clear synthesis and interpretation of both texts:  Makes clear inferences from both texts  Selects clear references/textual detail relevant to the focus of the question  Statements show clear differences between texts
Level 2 Some attempts at summary 3-4 marks	Shows some interpretation from one/both texts:  Attempts some inference(s) from one/both texts  Selects some appropriate references/textual detail from one/both texts  Statements show some difference(s) between texts
Level 1 Simple, limited summary 1-2 marks	Shows simple awareness from one/both texts:  Offers paraphrase rather than inference  Makes simple reference/textual details from one/both texts  Statements show simple difference between texts

Do Now: Compare and Contrast

Create a comparison chart of these two schools in the 1950s. How equal was the education students were receiving?

Image: https://www.nps.gov/nr/twhp/wwwlps/lessons/158equalization/158visual4.htm

Image: https://commons.wikimedia.org/wiki/File:Queensland_State_Archives_1578_Library_Buranda_State_School_c_1950.png

Emmett Till: Question 4

Sunday, 14 October 2018

Lesson Three

We will read two sources associated with the case of Emmett Till

We will respond to a Q4 and consider the writer’s perspective

We will examine a model response

Lesson Objectives

Lesson Outcomes

AO3

Compare writers’ ideas and perspectives as well as how these are conveyed across two or more texts

What is the difference in funding?

Carolina state spent $179 per student per year educating white children.

Carolina state spent $43 per student per year educating black children.

EXT: Roughly how much more funding (%) do white schools get?

$ 136 EXT: 316%

Image: https://www.nps.gov/nr/twhp/wwwlps/lessons/158equalization/158visual4.htm

Image: https://commons.wikimedia.org/wiki/File:Queensland_State_Archives_1578_Library_Buranda_State_School_c_1950.png

Declarative Sentences:

By far the most common type of sentence, we use declarative sentences to convey information or to make statements and end in a full stop.

I can play the piano.

Interrogative Sentences: Interrogative sentences are used in asking questions. They end with a question mark.

Can you play the piano?

You play the piano, don’t you?

Sophisticated Subject Terminology Starter:

Imperative Sentences:

Imperative sentences are used in issuing orders or directives.

Stop playing the piano.

Exclamative Sentences:

Exclamative sentences are used to make exclamations. They end with an exclamation mark.

I hate the piano!

Whilst every sentence has a grammatical structure (simple, compound, complex or minor), they also have a function. Below are the four types of sentence function.

Come up with your own example for each and let your partner check if you have correct answers.

Question Four

For this question, you need to refer to the whole of Source A, together with the whole of Source B.

Compare how the writers convey their different attitudes and perspectives of the events that they describe.

In your answer, you could:

compare their different attitudes and perspectives

compare the methods they use to convey their attitudes and perspectives

support your response with references to both texts.

[16 marks]

Copy out the question. Highlight and annotate the key words. What is the question actually asking you to do?

Try to identify how the writers have used language and structure to show subtle differences in their attitudes. This will show the examiner that you’ve really understood the text.

Make sure you cover everything mentioned in the bullet points – you need to write about what the writers’ attitudes are and how they are similar or different (depending on the wording of the question).

Make sure you give quotations and examples from both sources.

This part of the question will change depending on the topics covered in the texts.

Differences

Source B was written in 2017 and published by the Guardian, a well funded, widely distributed liberal national newspaper – over sixty years later – after the trial, after the men’s release, after the civil rights movement, after Martin Luther King, after Rosa Parks, after the USA’s first black President. This would give the writer some perspective and influence their opinion.

Source A was written in 1955 and published by the St. Louis Argus newspaper, a small African-American newspaper published in Chicago. It was written at a time of severe segregation between blacks and whites and racial tension was high. This was written weeks after the discovery of Till’s body – before the trial and when people were campaigning for the prosecution of the brothers.

All of these things would influence the writer’s viewpoint/perspective/ideas/opinions/attitudes. Question Four is about identifying and proving those differences.

Peer Assess and then finish my answer

Both texts agree that the crime was an appalling and evil murder and one of significant importance. However they present this information in different ways.

Firstly, Source A attempts to remain objective by using predominantly declarative sentences to report on the “kidnapping” and “murder”. There are not many adjectives that give away the writer’s opinion on the matter. However, the writer shows their attitude through subtle methods – they primarily include quotations from other African Americans (namely Till’s family) which alters the tone of the text. The extensive emotive language used when we discover that the body “wasn’t even embalmed” or that he had his mother on his “mind when [he] died” shows that the writer clearly found the lynching of this youth a particularly upsetting tragedy. The writer has attempted to display their emotions and attitudes towards the crime by allowing the raw, emotion inducing effect of statements such as “murdering children” to affect the reader and let the writer’s feelings be passively displayed.

Conversely, in Source B, the writer has over sixty years of social progress to provide perspective and assist them in expressing their own, personal opinion. It is for that reason that we begin to see adjectives such as “ghastly” that show the writer’s opinion coming through. Different to Source A, the modern text chooses to report statements exclusively from the white defendants in the case. This use of dialogue to give a voice to the “acquitted”, allows them to share their “tender sorrow” for the Till family in a simple sentence with no further elaboration from the writer. This is an interesting contradiction to Source A as it allows the writer to express their clear disapproving attitude towards the case by almost refusing to comment on the murderer’s statements as they are not worth the writer’s time…

Hint Key

Source B – Repetition of “public”, “admit” and “disappear”

Source B – Admires the impact Till’s death has had

Source A – Semantic Fields – how have they been used?

HINTS

Show for low ability sets

Image: https://pixabay.com/en/key-vintage-key-lock-old-antique-2824086/

Question Four Tips

Time	Task	Song
5 Minutes	Find quotations, annotate the techniques and how they link to the question	Joe Cocker – With A Little Help From My Friends
6 Minutes	Paragraph One	Rolling Stones – You Can’t Always Get What You Want
6 Minutes	Paragraph Two	Guns N’ Roses – Patience
6 Minutes	Paragraph Three	Queen – Bohemian Rhapsody

Point

Quote

Explain

Analyse

Develop

“In the exam you are likely to be asked to analyse different views but don’t ignore similarities. One of the signs of a high-scoring answer is that it analyses subtle and detailed differences among some similarities. So, for example, you might say that both writers are nervous but explain the different reasons why they are nervous.” – AQA, 2016

Key Phrase Box

Both writers… whereas…

The writer shows this through…

On the other hand, …

Despite this, …

The writer of Source A’s attitude is made clear when…

Conversely, …

Unlike in Source B when…

Whereas…

Marks

Point

Quote

Explain

Analyse

Develop

Connective

https://www.youtube.com/watch?v=nCrlyX6XbTU – With A Little Help From My Friends

https://www.youtube.com/watch?v=PkGrkNu6mDg – You Can’t Always Get What You Want

https://www.youtube.com/watch?v=ErvgV4P6Fzc&index=2&list=PLmg3zV92tOh6ZEeyDIcPzp9Sbb2_DMs4s – Patience

https://www.youtube.com/watch?v=fJ9rUzIMcZQ&index=1&list=PLqDzNilwDj_dm_BOGxoCRmvA6CheRwAiw – Bohemian Rhapsody

Self Assessment – Q4

Level	Skills Descriptors	WWW/EBI
Level 4 Perceptive, detailed 13-16 marks	 Compares ideas and perspectives in a perceptive way  Analyses how writers’ methods are used  Selects a range of judicious supporting detail from both texts  Shows a detailed understanding of the different ideas and perspectives in both texts
Level 3 Clear, relevant 9-12 marks	 Compares ideas and perspectives in a clear and relevant way  Explains clearly how writers’ methods are used  Selects relevant detail to support from both texts  Shows a clear understanding of the different ideas and perspectives in both texts
Level 2 Some, attempts 5-8 marks	 Attempts to compare ideas and perspectives  Makes some comment on how writers’ methods are used  Selects some appropriate textual detail/references, not always supporting from one or both texts  Identifies some different ideas and perspectives
Level 1 Simple, limited 1-4 marks	 Makes simple cross reference of ideas and perspectives  Makes simple identification of writers’ methods  Makes simple references/ textual details from one or both texts  Shows simple awareness of ideas and/or perspectives

Plenary: Critical Thinking

In Britain, there are grammar schools and comprehensive schools.

Do you think this is an example of the idea ‘separate but equal’?

Do you think pupils in these two types of schools feel equal? Why or why not?

Image: https://commons.wikimedia.org/wiki/File:Ilkley_Grammar_School_main_building.jpg

Image: http://www.geograph.org.uk/photo/1009051

Do Now:

With your partner:

What do you know about oppression?

Your discussion may surround real life or movies/books you’ve come across.

Image: https://commons.wikimedia.org/wiki/File:Malala_Yousafzai_at_Girl_Summit_2014.jpg

Image: https://pixabay.com/en/non-violence-peace-transformation-1160133/

Emmett Till: Question 3

Sunday, 14 October 2018

Lesson Four

We will read two sources associated with the case of Emmett Till

To improve our range of subject terminology

We will complete a full response to a Q3

AO2

Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views

Lesson Objectives

Lesson Outcomes

Simple sentence

Complex sentence

Compound sentence

The sky was growing darker. I couldn’t see where I was going. I stumbled.

The sky was grey and sombre, and the rain lashed at our faces.

Above the sleepy town, where the clouds crawled across the horizon and the minutes trickled by, the sky was grey and sombre.

Can be used to build tension or to create a worried and confused tone.

Can be used to add description or to give the impression of time dragging.

Can be used to do things like expand on an initial statement, creating more detailed and interesting descriptions.

Sophisticated Subject Terminology Starter:

Link the sentence type with the correct example and purpose.

Word Types

Types of words are used for varying purposes.

Match the word type with the correct definition of purpose.

Verbs

Adjectives

Nouns

Adverbs

Words that describe nouns, e.g. pretty, incredible, blue.

Words that are objects or things (can be common or proper) e.g. Alfred, table, nowhere.

Words that describe an action, e.g. run, jumping, read.

Words that describe a doing word, e.g. quickly, excitedly, silently.

“Cybercriminals do stuff online, so punish them by taking away their internet access. It’s as simple as taking a crowbar from a burglar. Or is it? Some outside-the-box thinking by a top cop this week has triggered a debate among cybersecurity types about young offending and punishment.

Ch Supt Gavin Thomas, the president of the Police Superintendents’ Association of England and Wales, suggested in an interview that wifi jammers – devices worn on the ankle or wrist to block the internet – could serve as a smarter punishment for cybercrimes than prison. “We have got to stop using 19th-century punishments to deal with 21st-century crimes,” he said.”

Word Type	Example	Effect
Noun	“Cybercriminals”	Introduces us to who the article is about – emotive word which makes us dislike them.
Verb
Adjective
Adverb

Identify the nouns, verbs, adjectives and adverbs in this text:

Anecdote

An anecdote is a short, personal story of the writer used to entertain, amuse or warn the reader.

What is the effect of the anecdote in this passage? Discuss with your partner.

You will find these in travel writing, diary or journal accounts, reviews…

Before Christmas I took a young relative to a jazz concert. The thought of it ruined his whole day. He scuffed around the house like an angry rhino. After the event, even he acknowledged that we had a good time. But neither of us would ever get back the dreadful hours that preceded it. He’d fallen prey to a cardinal paradox – poisoning the present by worrying about something that might happen in the future.

We’ve all done that. The homo sapiens is so clever, and yet sometimes so stupid with it. We are the only species that can get wrapped up in things that haven’t yet happened or things that are long gone but can never be changed.

Challenge Homework: Due Friday

One side of A4 analysis of this piece of text:

“Naturally, the black cat sat quietly on the warm, red mat.”

You may discuss connotations, but I want you to expand your use of subject terminology; therefore, you will be marked on your use of subject terminology only.

Areas for discussion:

Word class

Clause types

Sentence type

Sentence function

Word order

Tense

Person/perspective

Punctuation

Post/pre modifiers

Noun/verb phrases

You may need to research some of these areas of discussion; however, learning them will help you greatly in the exam.

Video

In 1968, after being disgusted with the way people were treated due to race, a teacher named Jane Elliott carried out a experiment in discrimination based on the eye colour of children in her class:

Day 1 – Blue eyed people are superior.

Day 2 – Brown eyed people are superior.

Day 3 – Review.

As we watch…

a) What do you find shocking about this film?

b) Why is it important to target education when looking for reform?

Click the header, or: https://www.youtube.com/watch?v=KHxFuO2Nk-0

Can watch the whole thing. Or can just watch the first 3 and a half minutes. Then skip to 11:40

Question Three

You now need to refer only to Source B from lines 1 to 35.

How does the writer use language to present the crime?

[12 marks]

You are going to attempt a full Q3. This means 3 minutes of annotation and 12 minutes of writing.

Copy out the question. Highlight and annotate the key words. What is the question actually asking you to do?

Question Three Tips

Time	Task	Song
3 Minutes	Find quotations, annotate the techniques and how they link to the question	Radioactive – Imagine Dragons
4 Minutes	Paragraph One	Can’t Stop The Feeling – Justin Timberlake
4 Minutes	Paragraph Two	Things We Lost In The Fire – Bastille
4 Minutes	Paragraph Three	Pumped Up Kicks – Foster The People

Technique

Quote

Explain

Develop

(Develop = Level 4)

Key Phrase Box

At first…

Making it seem…

Encouraging the reader to…

In total contrast to this…

This is built on when…

This connotes…

We sense…

When the writer describes…

which expresses…

Marks

https://www.youtube.com/watch?v=4U8C_XuE7wc Radioactive

https://www.youtube.com/watch?v=_KAZX8i_RPQ Can’t Stop The Feeling

https://www.youtube.com/watch?v=dYRqIAuY9IQ Things We Lost In The Fire

https://www.youtube.com/watch?v=SDTZ7iX4vTQ Pumped Up Kicks

Hint Key

Can you find a semantic field?

Repetition of certain words or phrases.

Use of dialogue (speech).

Use of simple sentences.

Adjectives (“ghastly”)

Verb phrases (“changed the United States”)

HINTS

Show for low ability sets

Image: https://pixabay.com/en/key-vintage-key-lock-old-antique-2824086/

Plenary – Peer Assessment – Q3

Level	Skills Descriptors	WWW/EBI
Level 4 Detailed, perceptive analysis 10-12 marks	Shows detailed and perceptive understanding of language:  Analyses the effects of the writer’s choices of language  Selects a judicious range of textual detail  Makes sophisticated and accurate use of subject terminology
Level 3 Clear, relevant explanation 7-9 marks	Shows clear understanding of language:  Explains clearly the effects of the writer’s choices of language  Selects a range of relevant textual detail  Makes clear and accurate use of subject terminology
Level 2 Some understanding and comment 4-6 marks	Shows some understanding of language:  Attempts to comment on the effect of language  Selects some appropriate textual detail  Makes some use of subject terminology, mainly appropriately
Level 1 Simple, limited comment 1-3 marks	Shows simple awareness of language:  Offers simple comment on the effects of language  Selects simple references or textual details  Makes simple use of subject terminology, not always appropriately

Extension Task:

A semantic field is a group of words with a similar theme or idea behind them.

Writers may use a series of words within one semantic field in order to make you understand an opinion on a certain event or feel a certain way about something.

You must also state a semantic field of… a certain topic. For the lists of words below, decide what they are a semantic field of.

Stunning

Glorious

Iridescent

Pretty

Idyllic

Bullets

Guns

Wound

Trench

Enemy

Eye popping

Trembling

Scream

Phobia

Nerves

Write a diary account of a time when you were really saddened about something. Use a semantic field (related words about excitement, or something else) to emphasise a particular element of your experience.