Drew Eddins

This project asks students to choose a poem and analyze it using AP Lit CED skills. The students then create a presentation for their classmates. It includes guidelines and a (non-comprehensive) list of poets for students to choose from. I had students do this individually, but depending on class size & preference, you could also have them complete this assignment with partners or small groups.

This document contains 8 rhetorical analysis questions that go along with Chapter 1 of Just Mercy. These questions focus on rhetorical analysis and are fairly advanced. I would recommend using these for AP Language or Honors/more advanced classes.

I use these slides to introduce the rhetorical analysis essay to my AP Language students. It walks them through breaking down the prompt, writing a thesis, and writing commentary.

This is an AP Language essay prompt created from Chapter 2 of Just Mercy by Brian Stevenson. It contains an AP Lang style rhetorical analysis essay question and a passage from Chapter 2.

This chart asks students to break down the claims and arguments in the introduction of the nonfiction book Just Mercy. They then need to find "sprinkle" quotes that support their findings.

I have used this assignment with AP Language classes as well as in a Honors/regular class in a rhetoric/argument unit. This assignment asks students to debate "trivial" topics (cat vs. dogs, for example), using argument skills like logos, pathos, ethos. I have them do this in small groups.

These slides walk students through an annotated TPCASTT analysis of a poem of their choice. I have linked a variety of poems--you could use a specific one or have them choose. I used this with AP Literature students when first introducing poetry, as well as honors sophomores.