2. DIDLES Me This, Batman!

4. Proofreading Practice 3.3

6. Explain or Expand upon the general statement

7. Narrow to your specific writing topic

8. Background Info—specific information about your book or topic

13. Identify and analyze the rhetorical strategies utilized by Peter and Hull to convey tone in “The Peter Principle.”

14. GENBIT Steps:Review prompt. Develop the thesis statement. Work through GENBIT strategy in your writing journal.

17. Track the 14 Tier 2 terms in the article: locate, context clues, define giving part of speech. Definitions to be reconciled next class.Write a rhetorical précis for the article. Answer “Comprehension” questions 1—4

19. Indolent (7) adj. lazy, slothful, slow

20. Insolent (7) adj. bold, disrespectful, abusive, arrogant

21. Dreadnought (7) adj. heavy, thick, expansive

22. Inaudible (7) adj. silent, hushed, difficult to hear

23. Incomprehensible (7) adj. difficult to understand, not understandable

25. Minion (10) n. sycophant, brownnoser; a servile follower or subordinate of a person in power

26. Dismantled (18) v. take apart, disassemble

27. Protocol (22) n. rules of conduct, behavior in certain situation

28. Subordinates (22) n. person that serves another, aid, inferiors, helper (less – connotation than “minion”)

29. Eccentrics (34) n. person who is bizarre, unusual

32. Images

33. Details

34. Language

35. Sentence StructureRemember, just as in literary analysis, your ability to use DIDLS effectively is impacted by your own familiarity with different styles—the depth and breadth of your reading experience matters!

37. Consider your DIDLS analysis notes when responding to the following questions & prompts:

38. Purpose and Audience: 1—3