The Great-break-up letter

• New lesson editor

THE GREAT BREAK-UP

WHAT is the author saying?

HOW does the author convince us?

Essential Question: How does an author use language and structure to make an argument convincing?

George,

I don’t really know how to start this, but I feel like we need to talk. I've been thinking a lot about us lately, and honestly, things just aren’t the same. It used to feel perfect, like we were made for each other. Everyone even said we were perfect, and I really thought we'd be together forever.

But now... it just feels like things have changed. I feel like you started taking me for granted. You just do whatever you want without even thinking about how it might affect me. You push me around, expect me to pay all your bills and you treat me like I am stupid. I know this is kind of hard to say, but I don’t think this is working anymore. I feel like I need to figure things out on my own for a while.

I don’t want to hurt you, but maybe we’re just not meant to be together. I know some people might say I’m wrong or selfish or whatever, but it feels like I have to be honest. I’m just over it! I’m sorry, but I think “us” is over. -AC

How does AC try to convince George? S

Authors don't just have a point. They make choices about how to communicate that point.

First: A Break-Up Letter

WHAT is AC's point?

Write the main point in ONE clear sentence.

HOW does AC try to convince George?

Find at least TWO choices AC makes:

• reasons or examples
• emotional wording
• organization
• anticipating criticism

PEAR DECK: Type your response

Good readers ask WHAT? and HOW?

Enter your question here

Author's Point vs. Author's Choices

Two questions good readers should ask.

1. WHAT is the author saying?

POINT
The central claim, idea, or message the author wants the audience to accept.

2. HOW does the author get me to believe it?

AUTHOR'S CHOICES
Word choice, evidence, appeals, repetition, structure, and other techniques.

POINT + AUTHOR'S CHOICES = ARGUMENT ANALYSIS

WHAT is Jefferson saying? • HOW does he make it convincing?

Now let's read the greatest
break-up letter ever written.

Thomas Jefferson uses the same basic process:
state the relationship • explain the problem • provide evidence • justify leaving

THE DECLARATION OF INDEPENDENCE

Read the Declaration of Independence page 137

Kansas ELA Standards

• RI.11-12.1: Cite strong and thorough textual evidence. (Claim Evidence Reasoning)

• RI.11-12.2: Determine central ideas and analyze their development.

• RI.11-12.5: Analyze the structure of a text.

• RI.11-12.6: Determine an author's point of view or purpose.

• RI.11-12.8: Delineate and evaluate an argument and specific claims.

Today's Target

Keep your attention on the argument—not the history lesson.

I can determine Jefferson's point and explain how his use of literary and rhetorical techniques helps communicate that point.

I can determine…

• Jefferson's point
• what a passage is doing
• how the argument develops

I can identify…

• purposeful diction
• rhetorical appeals
• repetition & parallelism

I can explain…

• the effect of a choice
• why Jefferson includes it
• how it strengthens the argument

WHAT is Jefferson saying? • HOW does he make it convincing?

Jefferson's Argument Roadmap

Watch him BUILD the case for independence.

1

PRINCIPLE

People have rights. Government exists to protect them.

2

PROBLEM

A government that violates those rights loses its authority.

3

EVIDENCE

The king has repeatedly violated the colonists' rights.

4

RESPONSE

The colonists tried to solve the problem peacefully.

5

CONCLUSION

Independence is justified.

WHAT is Jefferson saying? • HOW does he make it convincing?

Before We Analyze: Our Tool Kit

You do not need to memorize a definition and stop there. Ask what the choice DOES.

DICTION

The author's word choice.

TONE

The author's attitude toward the subject.

RHETORICAL APPEAL

How the author persuades an audience.

PARALLELISM

Repeating a similar grammatical structure.

REPETITION

Repeating key words or phrases for emphasis.

The goal is EFFECT, not just identification.

WHAT is Jefferson saying? • HOW does he make it convincing?

Read: The Opening Principle

Declaration of Independence, p. 137

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights...”

WHAT does Jefferson want the reader to believe about these truths?

PEAR DECK: Respond before we discuss.

WHAT is Jefferson saying? • HOW does he make it convincing?

Diction Has Purpose

Why this word instead of a simpler one?

SELF-EVIDENT

Why not simply say TRUE?

The word self-evident suggests __________, which helps Jefferson emphasize __________.

UNALIENABLE

Why not simply say RIGHTS?

The word unalienable suggests __________, which helps Jefferson emphasize __________.

Think: What belief does each word encourage the audience to accept?

WHAT is Jefferson saying? • HOW does he make it convincing?

CFU: You Choose the Language

Move from meaning → effect → argument.

“Governments are instituted among Men, deriving their just powers from the consent of the governed ... the Right of the People to alter or to abolish it.”

Choose ONE word or phrase to analyze.

Sentence Frame

The word/phrase __________ suggests __________, which helps Jefferson emphasize __________.

PEAR DECK: Type your analysis

WHAT is Jefferson saying? • HOW does he make it convincing?

Pause: What Is the Core Point?

Do not identify a device yet. First determine WHAT Jefferson is saying.

Based on the opening section, complete this thought:

People have __________, government exists to __________,
and if government fails, the people may __________.

TURN & TALK

Then be ready to support your answer with a phrase from the text.

WHAT is Jefferson saying? • HOW does he make it convincing?

The Core Point

Now connect WHAT to HOW.

People possess rights, government exists to protect those rights, and people may change a government that fails to do so.

WORD CHOICE

Diction & emotional language

RHETORICAL APPEALS

Ethos • Pathos • Logos

DEVICES

Repetition • Parallelism • Allusion

STRUCTURE

Principle → Evidence → Conclusion

WHAT is Jefferson saying? • HOW does he make it convincing?

Rhetorical Appeals

How does Jefferson persuade his audience?

LOGOS — Think

Logic and reasoning

People have rights → government protects rights → the king violates rights → change is justified.

PATHOS — Feel

Language that creates an emotional response

“plundered… ravaged… burnt… destroyed…”

ETHOS — Trust

Presents the colonists as reasonable and morally credible.

They tried peaceful solutions before separating.

CFU: Listing specific grievances most strongly supports which appeal—and WHY?

WHAT is Jefferson saying? • HOW does he make it convincing?

Parallelism vs. Repetition

They often overlap—but they are not identical.

PARALLELISM

Repeating a similar grammatical structure to create balance, rhythm, or a sense of accumulation.

REPETITION

Repeating key words or phrases to emphasize a central idea or pattern.

Example pattern: “He has refused…” “He has forbidden…” “He has dissolved…”

Question that matters: What does this repeated pattern make the reader believe about the king?

WHAT is Jefferson saying? • HOW does he make it convincing?

Group Activity: Find It → Rate It → Explain It

Analyze the Declaration for repetition and parallelism.

• Find one distinct example of repetition, parallelism, allusion, logos, ethos, pathos, Kairos.

• Write each example on a sticky note and place it under the correct heading.

• Take a Four-Corners note sheet and visit each station.

• Rate each response: Level 3 — Nailed It; Level 2 — Not Quite; Level 1 — Not an Example.

• Most important: explain WHY the rating is correct and what effect the choice creates.

Identification is Step 1. EFFECT is Step 2.

WHAT is Jefferson saying? • HOW does he make it convincing?

Why So Many Grievances?

Jefferson could have listed three. He doesn't.

Why does Jefferson include such a long list of the king's actions?

A. To make the document longer and more formal

B. To show that the king's behavior is a repeated pattern

C. To explain how the British government operates

D. To introduce several unrelated complaints

FOLLOW-UP: How does this structural choice strengthen Jefferson's argument?

WHAT is Jefferson saying? • HOW does he make it convincing?

Jefferson Shows They Tried

Why include failed attempts to solve the problem?

“In every stage of these Oppressions We have Petitioned for Redress in the most humble terms...”

WHAT is Jefferson saying?

The colonists repeatedly tried to resolve the problem peacefully.

WHY include this?

How does this make independence appear reasonable or necessary rather than rash?

Challenge: How would the argument change if Jefferson left this section out?

WHAT is Jefferson saying? • HOW does he make it convincing?

CFU: What Is This Part DOING?

Practice the kind of thinking you'll need on an unfamiliar question.

“Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes...”

Why does Jefferson acknowledge that governments should NOT be changed for minor reasons?

A. To suggest that independence may be a mistake

B. To show that the colonists understand the seriousness of overthrowing a government

C. To argue that Britain should create a new government

D. To explain why governments usually fail

WHAT is Jefferson saying? • HOW does he make it convincing?

Jefferson Built a Case

Put the argument in the correct order.

CLAIM

The colonies are justified in separating from Britain.

REASONING

Government exists to protect people's rights.

EVIDENCE

The king has repeatedly violated those rights.

RESPONSE

The colonists attempted peaceful solutions.

CONCLUSION

Independence is necessary and justified.

WHAT is Jefferson saying? • HOW does he make it convincing?

Bring It All Together

Every strong analysis should connect the choice back to Jefferson's point.

WHAT?

→

HOW?

→

EFFECT?

→

ARGUMENT?

Analysis Frame

Jefferson uses __________ when he writes “__________.” This creates/emphasizes __________, which helps convince the reader that __________.

Do not stop at: “It makes the reader feel sad.”
Explain what that feeling/idea makes the audience BELIEVE.

WHAT is Jefferson saying? • HOW does he make it convincing?

Exit Ticket: WHAT + HOW

Show that you can analyze a new excerpt independently.

“He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.”

• 1. WHAT is Jefferson's point in this sentence?

• 2. HOW does Jefferson communicate that point? Identify ONE rhetorical/literary choice.

• 3. What effect does that choice create?

• 4. Explain how that effect strengthens Jefferson's argument for independence.

Frame: Jefferson uses ______ when he writes “______.” This emphasizes ______, which helps convince the reader that ______.

WHAT is Jefferson saying? • HOW does he make it convincing?

Remember

When you see a new passage or test question, ask yourself:

WHAT is the author saying HERE?

WHY did he choose to say it THIS WAY?

If you can answer those two questions with evidence,
you can analyze the argument.