Wednesday, May 18, 2011
May 9-25
GOOD LUCK SENIORS 2011!
WE LOVE YOU!
SENIOR ENGLISH
WELL, THIS IS IT. TURN IN YOUR RESEARCH PAPERS IF YOU HAVE NOT ALREADY DONE SO. TURN IN YOUR FINAL EXAM OVER MARY SHELLEY'S NOVEL FRANKENSTEIN.ONCE YOU COMPLETE YOUR EXAM THEN YOU SHOULD PREPARE FOR YOUR EXAMS IN OTHER CLASSES. I WILL MISS YOU SO MUCH!!!!!!!!!! LET ME JUST SAY-------------SQUIRREL!
AP LANGUAGE AND COMP
VOCABULARY WORDS ON SEMESTER EXAM: INTIMATED, PRECARIOUS, ENCUMBRANCE, LUCID, AVARICE, LUDICROUS, RIGOROUS, PLAINTIVE, TEMERITY, RENDEZVOUS
VIEW PBS' REGENCY HOUSE PARTY BEFORE YOUR AP TESTING. THIS DOCUMENTARY SHEDS MUCH LIGHT ON ENGLAND'S SOCIAL, ECONOMIC, AND POLITICAL AGENDAS AT THE TURN OF THE 19TH CENTURY. THESE ARE THE UNDERLYING HUMAN CONSTRUCTS THAT LITERATURE ADDRESSES AND MORE OFTEN THAN NOT THIS ART FORM ATTEMPTS TO PROVOKE THE READER TO ADDRESS THE QUESTION--"HOW SHALL WE LIVE WELL TOGETHER?" AS YOU MOVE TOWARD BRITISH LITERATURE IN YOUR SENIOR STUDIES, I THINK IT IS APPROPRIATE TO BECOME AWARE OF THE DRAMATIC AND OFTEN CONFUSING SOCIOLOGICAL ASPECTS OF BRITISH LIFE. THESE ARE REFLECTED IN THE LITERATURE AND ESPECIALLY IN THIS PERIOD OF INDUSTRIALIZATION AND SOCIAL CHANGE WITH AUSTEN'S NOVELS OF MANNERS GIVING WAY TO MARXIST TREATISES ON THE HUMAN RIGHTS OF THE MASSES. THESE WORKS OF ART SIGNAL THE COMPLEXITIES OF MODERN LIFE. THE VOICES OF JANE AUSTEN, MARY SHELLEY, AND THE ROMANTICS REVEAL THE TENSIONS THAT ARE ARISING AGAINST A STRICT CLASS SYSTEM IN THE LATE 1700S AND THE BEGINNING OF THE 1800S. REGENCY HOUSE PARTY NOT ONLY EXAMINES THE EFFECTS UPON MINORITIES UNDER THE HIERARCHICAL CLASS SYSTEM, BUT ALSO THE TECHNOLOGICAL INNOVATIONS OF THE PERIOD (LOGOS TAKES PRECEDENCE OVER MYTHOS AND THE WESTERN WORLD BEGINS TRANSFORMATION INTO THE MODERN WORLD WE KNOW TODAY), THE HISTORICAL TURMOIL OF THE FRENCH REVOLUTION AND THE NAPOLEONIC WARS AND THEIR IMPLICATIONS UPON THE ECONOMIC, POLITICAL, AND SOCIAL FOUNDATIONS OF BRITAIN. IT IS A FASCINATING LOOK INTO THE EMPIRE, A WORLD VERY DIFFERENT FROM THE DEMOCRATIC SOCIETY ESTABLISHED IN AMERICA. CLEARLY, ONE CAN SEE WHY THE LITERATURE OF BRITAIN DIFFERS DRAMATICALLY FROM THE WRITINGS OF AMERICAN TRANSCENDENTALIST, ROMANTICS AND NATIONALISTS. AT THIS TIME, AMERICA IS STILL A NEW COUNTRY TRANSITIONING FROM THE COLONIAL PERIOD. FENIMORE COOPER'S WRITING IS DECIDEDLY DIFFERENT FROM LORD BYRON'S OR SHELLEY'S IN TERMS OF SUBJECT MATTER AND STYLE. Reiterated themes in British literature include the discourse on natural rights, which surfaces in campaigns for political reform and the abolition of slavery, as well as in primitivist accounts contrasting the lives of noble savages with those of 'civilized' man, and the gradual introduction of institutional support for writers, artists, and scientists, who previously had been dependent economically on aristocratic patronage.THIS VISUAL SELECTION CAPTURES THE ZEITGEIST OF THE PERIOD AND IS INTENDED AS A TYPE OF SEGUE FROM AMERICAN TO BRITISH LITERATURE. SEE WHAT YOU HAVE TO LOOK FORWARD TO IN YOUR SENIOR STUDIES!!
Wednesday you will take your AP Exam GOOD LUCK
Friday and next Tuesday you will write free response essays. Your final exam is scheduled for next week as well.
ENGLISH 11
*Turn in homework p.1044 questions 1-10
THIS WEEK WE WILL BE COMPLETING OUR FINAL SHORT NARRATIVES IN AMERICAN LITERATURE. YOUR FINAL EXAM WILL COVER WORKS DEALING WITH THE EMERGING MULTICULTURAL VOICE IN AMERICAN LITERATURE. THE WORKS ARE THE RULES OF THE GAME, MR.PIRZADA CAME TO DINE, THE BOOK OF THE DEAD, AND BLACK BOY. THESE PARTICULAR WORKS FOCUS ON LITERARY ELEMENTS USED TO CONSTRUCT NARRATIVES, PARTICULARLY THEME, MOTIVATION, IRONY, DIALOGUE AND NONFICTION. WE WILL COVER THESE ELEMENTS IN CLASS. THE PAGES COVERED ON THE EXAM WILL BE PP.1015-1078.
THIS TYPE OF LITERATURE REFLECTS WHAT IS KNOWN AS VOICES FROM THE GAPS. THE INTRODUCTION OF THIS LITERATURE INTO MODERN ANTHOLOGIES SEEKS TO REACH BACKWARD AND FORWARD TO PLACE READERS ON A BRIDGE THAT CONNECTS THE GAPS EXISTING IN LITERATURE, SOCIETY, AND CULTURE. SIGNIFICANTLY, THIS LITERATURE GIVES EXPRESSION TO WRITERS OF COLOR AND VARYING GENDER AND ETHNIC BACKGROUNDS.
AS BOTH POSTMODERNISTS AND WESTERN FEMINISTS HAVE NOTED, THESE BELIEFS HAVE RESULTED IN THE PRIVILEGING OF THE VOICES AND IDEOLOGY OF THE DOMINANT AND POWERFUL AND THE NEGLECT OF GROUPS WHO ARE MARGINALIZED, SUPPRESSED, OR CLASSIFIED AS "MINORITY."
POSTMODERNISTS SEEK TO UNCOVER MULTIPLE PERSPECTIVES AND REALITIES SO THAT ALL VOICES MAY BE HEARD. ANOTHER ASPECT OF POSTMODERNIST LITERATURE IS THE ELIMINATION OF OPPRESSION AND IS CONSISTENT WITH THE GOALS OF FEMINISM AND OTHER HUMAN RIGHTS MOVEMENTS OPPOSED TO THE VARIOUS "ISMS," SUCH AS SEXISM, RACISM, AND CLASSISMS. SOURCE:http://www.english.txstate.edu
Jacque Derrida argues in Margins of Philosophy: "It is the domination of beings that difference everywhere comes to solicit...to shake...it is the determination of being as presence that is interrogated by the thought of difference."
FOOD FOR THOUGHT AS WE WIND UP THE SCHOOL YEAR!
SHAKESPEARE
WHAT WILL WE DO WITHOUT OUR SENIORS???? WE WILL COMPLETE THE MERCHANT OF VENICE AND DISCUSS THE THEMES OF REVENGE, BIGOTRY, AND LOYALTY. YOUR FINAL EXAM, AS YOU KNOW, WILL BE OVER THIS PLAY.
FRENCH I/II
THIS WEEK WE WILL COMPLETE AND REVIEW CHAPTER SIX YOUR FINAL EXAM WILL COVER ONLY CHAPTER 6. GRAMMATICAL CONSTRUCTIONS USING THE COMPARATIVE AND SUPERLATIVE, PAST TENSE DETERMINATIONS BETWEEN THE PASSE COMPOSE AND THE IMPERFECT AND VOCABULARY WILL CONTINUE TO BE OUR FOCUS. WE WILL UTILIZE THE EXERCISES FOUND IN PREPARE-TOI POUR L'EXAMEN TO PRACTICE THESE CONSTRUCTIONS. AS ALWAYS, PLEASE STUDY.
Sunday, April 3, 2011
April 4-8
SENIORS 2011
30 DAYS UNTIL GRADUATION!!!!
English
Test Alert: Prologue, Chapters 1-9
We will continue our study of Mary Shelley's Frankenstein. Please read deeply into Book III.
Additionally, I have reserved time in the computer lab so that you may work on your research paper. This paper is due on the 12th of April (before we dismiss for Spring break)
Shakespeare: We will begin a study of the Tragedies of Romeo and Juliet, Othello, Hamlet and King Lear.We will be viewing the cinematic representations of these works. I will be supplying you with supplemental information concerning tragedy itself and historical, socio-economic, and political structures surrounding the plays.
This quote is from The Essence of Shakespeare by David Chandler found at http://www.lcurve.org/writings/Tragedy.htm
"We have said that tragedy deals with one of the great paradoxes of life. It does not propose a solution to the paradox. It does not tell us that life is meaningful in spite of defeat and disappointment, nor does it point to despair and proclaim the worthlessness of our hopes. Rather it affirms the paradox and challenges us with it."
Additionally, Northrop Frye distinguishes five stages of action in tragedy: 1) Encroachment. Protagonist takes on too much, makes a mistake that causes his/her "fall." This mistake is often unconscious (an act blindly done, through over-confidence in one's ability to regulate the world or through insensitivity to others) but still violates the norms of human conduct. 2) Complication. The building up of events aligning opposing forces that will lead inexorably to the tragic conclusion. "Just as comedy often sets up an arbitrary law and then organizes the action to break or evade it, so tragedy presents the reverse theme of narrowing a comparatively free life into a process of causation." 3) Reversal. The point at which it becomes clear that the hero's expectations are mistaken, that his fate will be the reverse of what he had hoped. At this moment, the vision of the dramatist and the audience are the same. The classic example is Oedipus, who seeks the knowledge that proves him guilty of murdering his father and marrying his mother; when he accomplishes his objective, he realizes he has destroyed himself in the process. 4) Catastrophe. The catastrophe exposes the limits of the hero's power and dramatizes the waste of his life. Piles of dead bodies remind us that the forces unleashed are not easily contained; there are also elaborate subplots (e.g. Gloucester in King Lear) which reinforce the impression of a world inundated with evil. 5) Recognition. The audience (sometimes the hero as well) recognizes the larger pattern. If the hero does experience recognition, he assumes the vision of his life held by the dramatist and the audience. From this new perspective he can see the irony of his actions, adding to the poignancy of the tragic events. WE WILL TRY TO IDENTIFY THESE WITHIN THE PLAYS.
CONGRATS ON YOUR SUCCESS WITH THE GRAD EXAM!!!
English 11
We will continue our study of the changing American literary voice. You will need to have your literature book in class each day as you will be reading in class and discussing the texts. In the post-modern period, the multicultural voice begins to exert itself and we will consider the reasons and conditions surrounding the entrance of this voice. Additionally, you will write a comparative essay on Hemingway's "Soldier's Home" and O'Brien's "Speaking of Courage."
This is link for the structure of a basic compare/contrast essay
http://www.roanestate.edu/owl/Com_Con.html
AP Language and Composition
Debrief of study session. Lecture on Things They Carried --understanding rhetorical strategies in the text.
Practice multiple choice, write essay on Things They Carried.
30 DAYS UNTIL GRADUATION!!!!
English
Test Alert: Prologue, Chapters 1-9
We will continue our study of Mary Shelley's Frankenstein. Please read deeply into Book III.
Additionally, I have reserved time in the computer lab so that you may work on your research paper. This paper is due on the 12th of April (before we dismiss for Spring break)
Shakespeare: We will begin a study of the Tragedies of Romeo and Juliet, Othello, Hamlet and King Lear.We will be viewing the cinematic representations of these works. I will be supplying you with supplemental information concerning tragedy itself and historical, socio-economic, and political structures surrounding the plays.
This quote is from The Essence of Shakespeare by David Chandler found at http://www.lcurve.org/writings/Tragedy.htm
"We have said that tragedy deals with one of the great paradoxes of life. It does not propose a solution to the paradox. It does not tell us that life is meaningful in spite of defeat and disappointment, nor does it point to despair and proclaim the worthlessness of our hopes. Rather it affirms the paradox and challenges us with it."
Additionally, Northrop Frye distinguishes five stages of action in tragedy: 1) Encroachment. Protagonist takes on too much, makes a mistake that causes his/her "fall." This mistake is often unconscious (an act blindly done, through over-confidence in one's ability to regulate the world or through insensitivity to others) but still violates the norms of human conduct. 2) Complication. The building up of events aligning opposing forces that will lead inexorably to the tragic conclusion. "Just as comedy often sets up an arbitrary law and then organizes the action to break or evade it, so tragedy presents the reverse theme of narrowing a comparatively free life into a process of causation." 3) Reversal. The point at which it becomes clear that the hero's expectations are mistaken, that his fate will be the reverse of what he had hoped. At this moment, the vision of the dramatist and the audience are the same. The classic example is Oedipus, who seeks the knowledge that proves him guilty of murdering his father and marrying his mother; when he accomplishes his objective, he realizes he has destroyed himself in the process. 4) Catastrophe. The catastrophe exposes the limits of the hero's power and dramatizes the waste of his life. Piles of dead bodies remind us that the forces unleashed are not easily contained; there are also elaborate subplots (e.g. Gloucester in King Lear) which reinforce the impression of a world inundated with evil. 5) Recognition. The audience (sometimes the hero as well) recognizes the larger pattern. If the hero does experience recognition, he assumes the vision of his life held by the dramatist and the audience. From this new perspective he can see the irony of his actions, adding to the poignancy of the tragic events. WE WILL TRY TO IDENTIFY THESE WITHIN THE PLAYS.
CONGRATS ON YOUR SUCCESS WITH THE GRAD EXAM!!!
English 11
We will continue our study of the changing American literary voice. You will need to have your literature book in class each day as you will be reading in class and discussing the texts. In the post-modern period, the multicultural voice begins to exert itself and we will consider the reasons and conditions surrounding the entrance of this voice. Additionally, you will write a comparative essay on Hemingway's "Soldier's Home" and O'Brien's "Speaking of Courage."
This is link for the structure of a basic compare/contrast essay
http://www.roanestate.edu/owl/Com_Con.html
AP Language and Composition
Debrief of study session. Lecture on Things They Carried --understanding rhetorical strategies in the text.
Practice multiple choice, write essay on Things They Carried.
Monday, March 21, 2011
march 21-25
English 11
"A Noiseless Flash" p. 927-939
Complete Post modern assignment sheet (handout in class)
Read: "The Arrogance of Cruelty and Power"
Read handout: The Security Council Has Last Lived Up To Its Duty"
"The Diary of A young girl"
"The biggest battle of all history"
"April in Germany"
P. 949 Denotation/Connotation of words, etymology
Answer questions 1-5 p. 958
French I/II
Vocabulary Test Part 1 Unit 6 - quiz Tuesday
Imperfect Tense/ quiz Tuesday
Passe Compose or Imperfect Tense
Senior English
Begin study of Mary Shelley's Frankenstein
Read chapters 1-7
AP Language & Composition
MLK speech rhetorical analysis
Tim O'Brien's The Things They Carried
Shakespeare
Complete As You Like It
Test over Acts 1-3 Thursday
"A Noiseless Flash" p. 927-939
Complete Post modern assignment sheet (handout in class)
Read: "The Arrogance of Cruelty and Power"
Read handout: The Security Council Has Last Lived Up To Its Duty"
"The Diary of A young girl"
"The biggest battle of all history"
"April in Germany"
P. 949 Denotation/Connotation of words, etymology
Answer questions 1-5 p. 958
French I/II
Vocabulary Test Part 1 Unit 6 - quiz Tuesday
Imperfect Tense/ quiz Tuesday
Passe Compose or Imperfect Tense
Senior English
Begin study of Mary Shelley's Frankenstein
Read chapters 1-7
AP Language & Composition
MLK speech rhetorical analysis
Tim O'Brien's The Things They Carried
Shakespeare
Complete As You Like It
Test over Acts 1-3 Thursday
Monday, February 28, 2011
March 7-11
these plans will carry over to this week since last week was a bit difficult to coordinate...
English 11 test alert...Thursday the 10th of March
1st period -Anthem
2nd period - In Cold Blood
This week we will be reading 2 books in class Truman Capote's In Cold Blood and Ayn Rand's Anthem. I will give you reading test over of these books on Monday March 7th. Here is a link to vocabulary for In Cold Blood http://quizlet.com/4454789/in-cold-blood-chapter-3-flash-cards/
Many of you will be taking graduation exams this week. I certainly hope that you will get a good night's sleep and eat a hearty breakfast. These actions should empower you to Pass those grad exams!
Shakespeare
Full text of play: http://shakespeare.mit.edu/much_ado/full.html
TEST ALERT: You need to read the play on line. The passage identification test will be taken upon completion of the film. this is a link to a test review of the play. http://quizlet.com/4051495/much-ado-about-nothing-test-review-flash-cards/
French I/II
We will continue with The Count of Monte Cristo
At this link you can explore The Emperor Napoleon: http://www.pbs.org/empires/napoleon/n_myth/youth/page_1.html
TEST ALERT: THIS IS A LINK TO FRENCH VOCABULARY FOR THE COUNT OF MONTE CRISTO there are 90 terms so you must study every night: http://quizlet.com/3313238/count-of-monte-cristo-vocabulary-flash-cards/
Senior English
We will continue our examination of Shakespearean comedy with A Midsummer's Night's Dream
Shakespeare has a lot to say about the nature of love in this play, as well as in Much Ado About Nothing
I am so thrilled that you are enjoying Shakespeare.
PRESENTATION ALERT: I would like for you to go this website and pick a topic to research and present to the class on Friday: http://www.elizabethan.org/compendium/home.html
***Speech delivered by Elizabeth I to the land forces assembled at Tilbury in anticipation of an invasion by the Spanish Armada in 1588. I will show you Helen Mirren's representation of the speech. It is a most remarkable reenactment. Elizabeth I was remarkable indeed and I think it was her singularity that endowed the period with such vitality. Her rhetoric in the speech is stirring and she attempts to establish a clear claim to her subjects loyalty and her right to rule England.
My loving people,
We have been persuaded by some that are careful of our safety, to take heed how we commit our selves to armed multitudes, for fear of treachery; but I assure you I do not desire to live to distrust my faithful and loving people. Let tyrants fear, I have always so behaved myself that, under God, I have placed my chiefest strength and safeguard in the loyal hearts and good-will of my subjects; and therefore I am come amongst you, as you see, at this time, not for my recreation and disport, but being resolved, in the midst and heat of the battle, to live and die amongst you all; to lay down for my God, and for my kingdom, and my people, my honour and my blood, even in the dust. I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king, and of a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realm; to which rather than any dishonour shall grow by me, I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field. I know already, for your forwardness you have deserved rewards and crowns; and We do assure you in the word of a prince, they shall be duly paid you. In the mean time, my lieutenant general2 shall be in my stead, than whom never prince commanded a more noble or worthy subject; not doubting but by your obedience to my general, by your concord in the camp, and your valour in the field, we shall shortly have a famous victory over those enemies of my God, of my kingdom, and of my people.
We will complete a rhetorical analysis of the Queen's Speech at Tilbury using the SOAPS method. I will pass out a handout on rhetorical devices and you will look for the use of these in the speech. Questions we will address are: how does the author try to convince the audience? who is the audience? what is the author's goal? how is the speech organized? How is the author's major claim supported? *Note: if we do not have time for this on Friday we will do this on Tuesday next.
AP Language and Composition
As per our discussion on our last class meeting, you will bring your resources to class and write your first timed synthesis paper. Tuesday the 8th - multiple choice test practice/Weds. review test and write 2nd synthesis essay/Thursday-3rd synthesis essay
Friday: We will complete a rhetorical analysis of the Queen's Speech at Tilbury using the SOAPS method. I will pass out a handout on rhetorical devices and you will look for the use of these in the speech. Questions we will address are: how does the author try to convince the audience? who is the audience? what is the author's goal? how is the speech organized? How is the author's major claim supported?
English 11 test alert...Thursday the 10th of March
1st period -Anthem
2nd period - In Cold Blood
This week we will be reading 2 books in class Truman Capote's In Cold Blood and Ayn Rand's Anthem. I will give you reading test over of these books on Monday March 7th. Here is a link to vocabulary for In Cold Blood http://quizlet.com/4454789/in-cold-blood-chapter-3-flash-cards/
Many of you will be taking graduation exams this week. I certainly hope that you will get a good night's sleep and eat a hearty breakfast. These actions should empower you to Pass those grad exams!
Shakespeare
Full text of play: http://shakespeare.mit.edu/much_ado/full.html
TEST ALERT: You need to read the play on line. The passage identification test will be taken upon completion of the film. this is a link to a test review of the play. http://quizlet.com/4051495/much-ado-about-nothing-test-review-flash-cards/
French I/II
We will continue with The Count of Monte Cristo
At this link you can explore The Emperor Napoleon: http://www.pbs.org/empires/napoleon/n_myth/youth/page_1.html
TEST ALERT: THIS IS A LINK TO FRENCH VOCABULARY FOR THE COUNT OF MONTE CRISTO there are 90 terms so you must study every night: http://quizlet.com/3313238/count-of-monte-cristo-vocabulary-flash-cards/
Senior English
We will continue our examination of Shakespearean comedy with A Midsummer's Night's Dream
Shakespeare has a lot to say about the nature of love in this play, as well as in Much Ado About Nothing
I am so thrilled that you are enjoying Shakespeare.
PRESENTATION ALERT: I would like for you to go this website and pick a topic to research and present to the class on Friday: http://www.elizabethan.org/compendium/home.html
***Speech delivered by Elizabeth I to the land forces assembled at Tilbury in anticipation of an invasion by the Spanish Armada in 1588. I will show you Helen Mirren's representation of the speech. It is a most remarkable reenactment. Elizabeth I was remarkable indeed and I think it was her singularity that endowed the period with such vitality. Her rhetoric in the speech is stirring and she attempts to establish a clear claim to her subjects loyalty and her right to rule England.
My loving people,
We have been persuaded by some that are careful of our safety, to take heed how we commit our selves to armed multitudes, for fear of treachery; but I assure you I do not desire to live to distrust my faithful and loving people. Let tyrants fear, I have always so behaved myself that, under God, I have placed my chiefest strength and safeguard in the loyal hearts and good-will of my subjects; and therefore I am come amongst you, as you see, at this time, not for my recreation and disport, but being resolved, in the midst and heat of the battle, to live and die amongst you all; to lay down for my God, and for my kingdom, and my people, my honour and my blood, even in the dust. I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king, and of a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realm; to which rather than any dishonour shall grow by me, I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field. I know already, for your forwardness you have deserved rewards and crowns; and We do assure you in the word of a prince, they shall be duly paid you. In the mean time, my lieutenant general2 shall be in my stead, than whom never prince commanded a more noble or worthy subject; not doubting but by your obedience to my general, by your concord in the camp, and your valour in the field, we shall shortly have a famous victory over those enemies of my God, of my kingdom, and of my people.
We will complete a rhetorical analysis of the Queen's Speech at Tilbury using the SOAPS method. I will pass out a handout on rhetorical devices and you will look for the use of these in the speech. Questions we will address are: how does the author try to convince the audience? who is the audience? what is the author's goal? how is the speech organized? How is the author's major claim supported? *Note: if we do not have time for this on Friday we will do this on Tuesday next.
AP Language and Composition
As per our discussion on our last class meeting, you will bring your resources to class and write your first timed synthesis paper. Tuesday the 8th - multiple choice test practice/Weds. review test and write 2nd synthesis essay/Thursday-3rd synthesis essay
Friday: We will complete a rhetorical analysis of the Queen's Speech at Tilbury using the SOAPS method. I will pass out a handout on rhetorical devices and you will look for the use of these in the speech. Questions we will address are: how does the author try to convince the audience? who is the audience? what is the author's goal? how is the speech organized? How is the author's major claim supported?
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