AP English Language - The WhistleRead Ben Franklin’s “The Whistle” twice - once just for basic comprehension, and a second time while taking detailed notes on the key elements of each paragraph.

Work either individually or with partners (two or three people per group max) and describe:

1. What you believe Franklin’s purpose to be2. What are the major stylistic elements Franklin employs

(think diction, syntax, rhetorical devices, selection of details)

3. How he intends those elements to help him accomplish his purpose in the essay.

AP English Language - The WhistleToday’s presenters should in the order Ms. McCormack dictates. You’ll be filmed, so that your presentations can be viewed later by Mr. Nelson. At the end of your presentations, Ms. M will ask you to read a random passage and describe how it fits into the book’s overall narrative, and to discuss how the passage represents notable elements of the author’s style.

AP English Language - The WhistleAt the end of the period,you’ll get a collection of presentation slides from Sensei Nelsonius’s lecture on parallelism, accumulation, juxtaposition, and varying sentence structures.

Read through the lecture, taking note of the definitions for each of these rhetorical elements. Then, complete the three prompts from Thursday, utiling these new terms. Work to identify all these elements in Franklin’s writing over the weekend.

AP English Language - The WhistleHave out your responses to Thursday’s prompt, your copy of The Whistle, and the lecture slides you were given on Friday.

We’re going to go over that lecture in class, and answer questions you may have about sentence structure, parallelism, accumulation, and juxtaposition, and where you found those things in Franklin’s essay.

AP English - Literary & Rhetorical Devices - The WhistleAccumulation: to “pile up”. It is a stylistic device that is defined as a list of words which embody similar abstract or physical qualities or meanings with the intention to emphasize the common qualities that words hold.

● “These students are the absolute best. Polite, charming, daring, brilliant, talented - almost too talented - and funny beyond belief. They’re stars.”

AP English - Literary & Rhetorical Devices - The WhistleJuxtaposition - placing two things close together, either for the purposes of comparison or (more often) contrast, can be used as a rhetorical device. An author may wish to demonstrate a sharp and stark contrast, or point out the total similarity between two different things.

AP English - Literary & Rhetorical Devices - The WhistleParallelism is the use of similar patterns of words (or grammatical forms) to express similar or related ideas.

Parallelism can create rhythm and balance in your writing. Parallelism can help a writer emphasize information or make a powerful point. It can also just help you streamline your sentences to be more pleasing to read.

AP English - Literary & Rhetorical Devices - The WhistleNot parallel:

Yoga requires coordination, flexibility, and to be able to concentrate.

In parallel:

Yoga requires coordination, flexibility, and concentration. Don’t try it, Gary.

AP English - Literary & Rhetorical Devices - The WhistleNot parallel:

Before we go on our road trip, Yasin is responsible for loading the trunk, cleaning the seat cushions, and the engine check. Sorry, Yasin, but get to work.

In parallel:

Before we go on our road trip, Yasin is responsible for loading the trunk, cleaning the seat cushions, and checking the engine. Sorry, Yasin, but get to work.

AP English - Literary & Rhetorical Devices - The WhistleNot parallel:

Bobbie will always be remembered for her sharp wit, her violent outbursts, and for behavior that was self-destructive.

In parallel:

Bobbie will always be remembered for her sharp wit, her violent outbursts, and for her self-destructive behavior. Man, Bobbie is super scary.

AP English - Literary & Rhetorical Devices - The WhistleSince parallelism exists to create relationships between words, sentences, and ideas in writing, it’s important to note the conjunctive terms used in that writing:

● and, but, or: (coordinating conjunctions)● either/or, neither/nor, not only/but also (a pair of

correlative conjunctions)● than, as (a word introducing a comparison).

You’ll often find parallelism going along with the rule of threes, with variations (including pairs for juxtaposition or addition, or more than three for purposes of accumulation, accent, or humor).

AP English - Literary & Rhetorical Devices - The WhistleNot parallel:

J.J. is a genius when it comes to playing with his meat. His new ingredient will reduce the fat in our burger patty, and the meat will have more taste.

In parallel:

J.J. is a genius when it comes to playing with his meat. The new ingredient will reduce the fat and increase the taste of our burger patty.

AP English - Literary & Rhetorical Devices - The WhistleNot parallel:

Tuan always believed that giving was better than to receive.

In parallel:

Tuan always believed that giving was better than receiving. Pretty dumb, Tuan.

AP English - Literary & Rhetorical Devices - The WhistleParallelism comes in many different shapes, not just in pairs or in lists of three things. Identify the elements of parallelism in these examples:

● "You can fool all the people some of the time, and some of the people all the time, but you cannot fool all the people all the time." - Abraham Lincoln

● "Ask not what your country can do for you; ask what you can do for your country." - John F. Kennedy

● "We are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream." - Rev. Martin Luther King, Jr.

AP English - Literary & Rhetorical Devices - The WhistleParallelism comes in many different shapes, not just in pairs or in lists of three things. Identify the elements of parallelism in these examples:

● "You can fool all the people some of the time, and some of the people all the time, but you cannot fool all the people all the time." - Abraham Lincoln

● "Ask not what your country can do for you; ask what you can do for your country." - John F. Kennedy

● "We are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream." - Rev. Martin Luther King, Jr.

AP English - Literary & Rhetorical Devices - The WhistlePeriodic Sentence: A long sentence that has the main point at the end

Loose Sentence: A long sentence that has the main point at the beginning

Balanced Sentence: A sentence that uses parallel structure and has clauses that are equally long and equally important

Between the brutal ringing of my alarm, dragging myself from under my covers, and realizing that I have to go to school again, I find waking up to be one of the most unpleasant parts of the day.

The Internet provides an endless source of entertainment, because of Youtube, Facebook, Twitter, and Wikipedia. And, uh...other stuff.

Vision without action is daydream, and action without vision is nightmare.

~Japanese Proverb

AP English - Literary & Rhetorical Devices - The WhistleGo through The Whistle and identify elements of parallelism, accumulation (and its cousin, repetition),juxtaposition, and note any uses Franklin makes of loose, periodic, or balanced sentences.

Once you’ve identified these elements, take notes on what those specific rhetorical devices are helping Franklin accomplish.

AP English Language - The Whistle - Analysis - JournalDescribe what Franklin means by “whistles” in his essay. Are the whistles in his essay literal or figurative? If they represent something, what is it? Support your claim with reasoning and evidence.

AP English Language - The Whistle - Analysis - JournalDescribe Franklin’s tone throughout the passage. Hopeful? Bleak? Superior? Kindly? Biting? Whiny? Wistful? Salty? Support your claims with reasoning and evidence.

AP English Language - The Whistle - Analysis - JournalDescribe all similarities and differences within the examples Franklin gives of those who “gave too much for their whistle” (paragraphs 6-11).

Use your work on Franklin’s tone, and your work here, to add to your description of what Franklin’s “whistle” represents, and how that impacts his message to the reader.

AP English Language - The Whistle - Analysis - JournalDescribe the purpose of the final paragraph of Franklin’s letter. What does he mean in the passage referring to the “apples of King John”? How does that relate to the essay as a whole?

AP English Language - The Whistle - Analysis - SummativeFinal Assessment: You’ll get into groups of three, and each group will create a response to the prompt:

● Write an essay in which you analyze how Franklin’s distinctive style reveals his purpose in this passage. In your analysis, consider Franklin’s word choice, his manipulation of sentences, and his selection of details.

Each member of the group should design an outline for an essay that would respond to this prompt. That essay should include textual support and strong rationales, but doesn’t need to be written out as a refined essay.