Writing Into The Day ---your WITD will the be the work you do today in class! Take a picture of your group's finished product and take a pic of the portion that you worked on and wrote up. Upload these pics to your Writing Folder!

Learning Objectives

Working with primary sources and rhetorical analysis

Working with the following terms:

  1. Primary source --- title and date of publication
  2. Context -- what are the essential elements of the background information that you would need to include for someone to understand the primary source document?
  3. Author or rhetor --- What do we know about Frethorne?
  4. Purpose -- what is he trying to accomplish with his writing?
  5. Summary & Tone --make a few brief statements about the overall message of the letter and describe his tone.
  6. Ethos --- select samples from the text that definitely demonstrate this rhetorical appeal!
  7. Pathos --- select samples from the text that definitely demonstrate this rhetorical appeal!
  8. Logos --select samples from the text that definitely demonstrate this rhetorical appeal!
  9. Audience --- what do know about the audience and what can we infer about how they might react to this letter?
  10. Thesis --- if you were writing a rhetorical analysis for this document, what would be your thesis?


The Richard Frethorne Rhetorical Analysis Collage

For today's activity, the entire class will be split into 4 groups. Each group will need to discuss the Frethorne primary source document and analyze its rhetorical situation by focusing on the 10 terms listed above.

Each group will be given a packet with 10 pieces of paper to create a rhetorical analysis collage that is based on the 10 terms. You will need to write out a response based on Frethorne's letter for each term.

Each group will be given a grade based on the following:

  • how well you work collaboratively with one another
    • every member of the group should be actively engaging and contributing to the final product
    • each person must play an active role in discussing and writing
  • the quality of your analysis as demonstrated in your written work
    • critical thinking
    • creativity in the way you assemble your collage

The last 10 minutes of class will be served for viewing and presenting your work to your peer groups!

Homework and Announcements

Read for Week 3 -- A Chapter in "CV'

  • Sections 240 at 9:00 and 242 at 10:00 will read Ch. 9 “Politics, Morality, and Race in the Abolitionist Crusade: William Lloyd Garrison and Frederick Douglass”
  • Sections 244 at 11:00 and 245 at 12:00 will read Ch. 6 - “Political Conflict in the Early Republic: Benjamin Franklin Bache and Alexander Hamilton”