Bell Work

Please grab your composition books. After the bell please

begin on your bell work, which you will see on the next slide
Greek and Latin Vocab 2
STA, STI
Latin STARE, STANTUM stand, stay

STANCH: (v) to stop the flow of
Desperate to stanch the blood seeping from the
wound, the doctor decided to put a tourniquet
on the patients arm above the elbow.
synonym: cease

STAUNCH: (adj) firm and steadfast
Though Reverend Lockwood was a staunch
believer in the goodness of humanity, he found
his faith tested by the horrible events of that
week.
synonym: strong antonym: fickle,
wavering
EXTANT: (adj) still in existence; not destroyed
Scientists continue to search through the remains of the
museum in the hopes that they will discover some
extant works of art.
synonym: existing antonym: extinct

RESTIVE: (adj) resisting authority; difficult to
control : restless; fidgety
Police feared the townspeople would grow restive under
the strict curfew and begin to engage in acts of civil
disorder.
The elderly man expected the children to become restive
during his long speech, but they listened attentively
instead.
Rhetorical Precis
Write a rhetorical precis of your essay. For the rhetorical precis you will
write a brief analysis of the content, purpose, and persuasive strategies
of your essay.
Sentence 1: Note the name of the author, the genre and title of the
work, and the publication date in parentheses; a rhetorically accurate
verb; and a that clause containing the major assertion or thesis
statement in the work.
Example:
Charles S. Peirces article, The Fixation of Belief (1877), asserts
humans have psychological and social mechanisms designed to protect
and cement (or fix) our beliefs.
Rhetorical Precis Continued
Sentence 2: Provide an explanation of how the author
develops and supports the thesis, usually in chronological
order.
Example:
Peirce backs this claim up with descriptions of four methods of
fixing belief, pointing out the effectiveness and potential
weaknesses of each method.
Rhetorical Precis Continued
Sentence 3: Summarize the authors apparent purpose,
followed by an in order to phrase.
Example:
Peirces purpose is to point out the ways that people
commonly establish their belief systems in order to jolt the
awareness of the reader into considering how their own belief
system may the product of such methods and to consider
what Peirce calls, the method of science as a progressive
alternative to the other three.
Rhetorical Precis Continued
Sentence 4: Offer a description of the intended
audience, the relationship the author establishes with
the audience, or both.
Example:
Given the technical language used in the article, Peirce
is writing to an well-educated audience with some
knowledge of philosophy and history and a willingness
to other ways of thinking.
As a whole:
Sentence 1: Note the name of the author, the genre and title of the work, and the
publication date in parentheses; a rhetorically accurate verb; and a that clause containing
the major assertion or thesis statement in the work. Sentence 2: Provide an explanation of
how the author develops and supports the thesis, usually in chronological order. Sentence
3: Summarize the authors apparent purpose, followed by an in order to phrase.
Sentence 4: Offer a description of the intended audience, the relationship the author
establishes with the audience, or both.

Example:
Charles S. Peirces article, The Fixation of Belief (1877), asserts humans have
psychological and social mechanisms designed to protect and cement (or fix) our beliefs.
Peirce backs this claim up with descriptions of four methods of fixing belief, pointing out
the effectiveness and potential weaknesses of each method. Peirces purpose is to point
out the ways that people commonly establish their belief systems in order to jolt the
awareness of the reader into considering how their own belief system may the product of
such methods and to consider what Peirce calls, the method of science as a progressive
alternative to the other three. Given the technical language used in the article, Peirce is
writing to an well-educated audience with some knowledge of philosophy and history and
a willingness to other ways of thinking.





Editing the draft
1. QUIETLY read your essay out loud to yourself so you can listen for any mistakes
and hear the rhythm of your writing.
2. Figure out your own pattern of errors the most serious and frequent ones
that you make.
3. Look for one type of error at a time. Then go back and look for a second type,
and if necessary, a third.
4. Check for spelling and that you have used the right word for the context.
5. Use reverse editing to catch errors: Take a piece of paper and cover up all but
the last sentence of your paper. Check this sentence for any mistakes; edit
where needed. Then expose the sentence above that one and again look for
errors. Continue reading in this fashion, sentence by sentence, back to the
beginning of your essay.
6. Use Part II of the Evaluation Form (the other side) to help you with your
revisions.
Final Papers
Your final papers are due TOMORROW!!!!!
They must be typed!
No electronic copies will be accepted.
The library and labs allow printing so there is no excuse.
Follow MLA formatting (there is an example on Roosevelts webpage)
(a great source is OWL Purdue google MLA format and it should be
the first result).
You must also include your abstract at the beginning of your paper
(no, this does not count as part of the 2-3 page requirement).