For the ill and the absent-minded -

Here, you will find a very brief summary of class discussions and activities, lists of assigned readings, and links to other resources. The posts are reminders of what we covered in class and/or of what you missed by being absent physically and/or mentally. If we are required to work remotely, the posts will give directions for the day's activities, and let you know when we will meet via Google Meets. Please read the posts, talk with your classmates, and do the practise work as it suits the timing at home. Please put all work in your digital folders via Google Drive. Feel free to make comments and if you're still confused, please email me!

(NB: I do not condone class absences - you must be present, in class, actively listening and participating whenever possible. Always communicate your absences with the school office as well as with me. It is your responsibility to make arrangements for missed learning opportunities. You MUST meet all assignment deadlines. If we have to meet via Google Meets, please make a note of the QR link posted in Room 205 for the meeting id and passwords.)

28 January 2026

F - ... when we talked about rhetoric

ESSENTIAL QUESTION: Why should we rant?

FREE WRITE: "I'm so angry, I could..."

We revisited how Francis Bacon's essay is a series of theme statements - "big" comments about revenge. Learners read the McClean's article "Why I Rant and Why You Should Too" and shared their reactions.

I spoke about rhetoric as important to the art of writing, and reviewed a few key devices of rhetoric:

  • Anaphora (purposeful repetition)
  • Rhetorical question (questions that challenge rather than seek answers)
  • Specific example (concrete detail - a single moment)
  • Parallel Structure (balanced phrasing - reinforces logic and rhythm)
  • Juxtaposition / Contrast (placing two differing idea side by side to expose hypocrisy)
  • Hyperbole (measured not chaotic, intentional exaggeration
  • Shifts in pronouns (I to We, moving from personal to collective)
  • Strategic restraint (deliberately not saying what could be said)
Learners used the rest of the period to write their own personal rants.

PRACTISE: Finish your personal rant

REMINDER: $5 for Hamlet

NEXT CLASS: Hamlet, more ranting

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