This document outlines the agenda for a class on rhetorical strategies and persuasive techniques. It includes a review of Monroe's Motivated Sequence and a presentation on the three main types of motivational appeals: ethos, pathos and logos. It then discusses how these appeals are used in Martin Luther King Jr.'s "I Have a Dream" speech. Students analyze examples of rhetorical strategies like antithesis, metaphor, repetition and allusion from the speech. The class includes an in-class writing and homework to write and refine their own speech using these persuasive techniques.
This presentation introduces students to the classical definition of tragedy. After the presentation--and after reading Macbeth--the students prepare a debate on whether Macbeth is really a tragedy by the classical definition.
This presentation introduces students to the classical definition of tragedy. After the presentation--and after reading Macbeth--the students prepare a debate on whether Macbeth is really a tragedy by the classical definition.
Essays On Slavery In America. US History - Slavery EssayNoel Brooks
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A History of Slavery in the United States - Free Essay Example .... The Portrayal of the Institution of Slavery in 12 Years a Slave .... Slaves Essay | Essay on Slaves for Students and Children in English - A .... Essay on Slaves | Slaves Essay for Students and Children in English - A .... The slave trade essay - GCSE History - Marked by Teachers.com. Slavery essay. New Slavery Essay Examples Background - Essay. Write my Paper for Cheap in High Quality - essay on abolition of .... Slavery essay Fall 2014 Grade A - From 1775 to 1830, many African .... US History - Slavery Essay. Essay - 1788 on Slavery - Thomas Clarkson: NEN Gallery. Sample essay on slavery. Analytical Essay: Slavery essays. The Abolishment of the Slave Trade Essay - GCSE History - Marked by .... Essay on slavery in the us - dissertationideas.x.fc2.com.
Primary Source Responses When I assign you to read one or.docxstilliegeorgiana
Primary Source Responses
When I assign you to read one or more primary sources, you will respond to it by answering these six questions
below. General instructions:
• Answer each question separately. You should write at least one paragraph per question. If you have
more than one source to respond to, you must answer each source separately.
• Put all answers in one file and upload it onto Blackboard. Files must be in a .doc or .docx format.
• Please do not copy-paste the questions/suggested responses below into your assignments.
• You may use information from the textbook or lecture to help build your analysis. No sources from
outside of the course may be used.
One of the key skills history students must learn is how to use primary sources. A primary source can be a
document, artwork, artifact, or oral-history interview, just so long as it tells us something about the past and is
as close as we can get to the past. Primary sources are those sources created by people who participated in an
event, witnessed it firsthand, or at least heard about it from a credible witness.
Historians ask all manner of questions about primary sources. Here I have tried to group such questions into six
larger categories, to suggest a means by which to approach an unfamiliar source.
Six (6) Types of Questions to ask of every primary source:
1.What sort of document is it? (For example: a letter, a speech, a newspaper article, etc.) Who is the author?
And who is the intended audience or reader? When and where was the document written? Sometimes the
author will tell you explicitly. In other cases, the historian may need to make educated guesses.
2. Summarize the passage in your own words. What is the style? What are the main points of the passage?
What keywords does the author use to convey his or her point of view? Is the language formal or informal?
Does s/he use reasoned arguments or metaphors/imagery? (This should be two paragraphs: one that
summarizes the passage and one that discusses the language of the text.)
3. Why was this document created/what purpose does this document serve? Consider why the author has
decided to create this document. What has motivated them to write this? Does this source represent a group
perspective or an individual perspective?
4. What is the historical context? History is premised, in part, on the notion that any document can tell us
something about the time and place in which it was produced, and, conversely, that time and place can help us
understand the document. What was going on when this document was created? Does the author represent a
particular perspective from this era? How might these circumstances help us understand this document? Refer
to your lecture notes and textbook for help on this one if needed. BE SPECIFIC!!!!
5. What is missing? What perspectives and information is not present in the source? How does this help us to
better understand the perspecti ...
Class, Gender, Pleasure, and CriticismAuthor(s) Norman.docxAASTHA76
Class, Gender, Pleasure, and Criticism
Author(s): Norman N. Holland, Lawrence Hyman, James O'Rourke, Daniel W. Ross, Richard
Levin, Alan G. Gross and Susan Winnett
Source: PMLA, Vol. 106, No. 1 (Jan., 1991), pp. 130-136
Published by: Modern Language Association
Stable URL: https://www.jstor.org/stable/462833
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Forum
Class, Gender, Pleasure, and Criticism
To the Editor:
Richard Levin's "The Poetics and Politics of Bardi-
cide" (105 [1990]: 491-504) makes wicked fun of what
this reader-response critic terms the text-active position.
Levin points out the absurdities of critics' claims to the
"real meaning" of a text. He shows the pretentiousness
of the pretense to an absolute, god's-eye view of what
a text does or is. He punctures the claim that we can
step out of the mortal psychological processes of per-
ception and interpretation that necessarily produce any
critic's reading. Levin targets those who premise The
Death of the Author and substitute an active, project-
ing, strategizing, revealing, concealing text for the lost
bard. I think he makes it clear, however, that the same
anomalies and pretensions appear when more tradi-
tional critics claim "objective knowledge of the real
meaning of a text" (499).
Levin's critique thus calls down-I hesitate to say
it-a Shakespearean plague on both houses. He leaves
us with the ever-daunting question, Where do we go
from here?
I suggest that the beginning of wisdom is frankly to
acknowledge a different "project of the text." The real
purpose of all these readings, formalist-humanist or
anti-formalist-humanist, is that their authors may pub-
lish and not perish. (From this point of view, Levin
might note, the authors he cites are very much in exis-
tence, indeed somewhat frantically so.) We can begin
by granting that the primary aim of literary criticism
as we know it today is publication and all the rewards
that publication brings.
If so, then what might we publish if we were to give
up our claims to superhuman objectivity? We would,
of course, have to acknowledge our own activity in our
criticism, but greater critics than we have done so. In-
deed it was customary until recent decades. We might,
for example, express opinions. .
American Culture -- Winter, 2015, These questions will appear .docxgalerussel59292
American Culture -- Winter, 2015,
These questions will appear on the final exam. Read them carefully so you’ll be sure to adequately address what is being asked. The final exam will be held as scheduled on the university final exam schedule--on Monday, March 16 at 6:30 (NOTE HALF-HOUR TIME CHANGE) in our regular classroom, HEC 305. This is a 75-minute exam, so you should be finished by about 7:45-8:00.
(1) What are the two most important issues facing American society today? Explain why these are crucial or important. How should we address or resolve these issues? Explain your answer, drawing on discussions and materials we have used in this course – readings, films, articles presented, lecture and discussion. The issues you think are most important do not have to be ones we discusses specifically in class, but your answer should be based broadly on what you have learned and discussed about American society and its conflicting values, the functionality of institutions, etc. Support your statements with reasoned culturally-based argument or evidence. NO uneducated emotional venting, please.
(2) I will select some of the following terms for the final exam, and within that selection you may have choices. For each term on the exam, the questions will be: What does the term mean? Describe or explain its relevance to American culture or American society, perhaps even in a specific historical period or with reference to a specific major issue in American society, if you can. This list is taken entirely from our class lectures and discussions, films, and/or readings. In studying these, I suggest you start with those you know or think you know, first. Don’t spend all your time on the (very) few you don’t recognize.
· Culture
· Individualism
· Prejudice
· Discrimination
· Extended family
· Nativism
· Brown v. Board of Education (1954)
· Mexican Revolution
· Libertarianism
· Liberalism –utilitarian, moral, economic, political/social
· Rosie the Riveter
· Civil Rights Act (1964)
· Security (its different meanings, and as an issue)
· Hamburger University
· Church-state separation
· Diversity and multiculturalism
· Equality (its different meanings)
· Affirmative Action
· Desegregation
· States’ rights
· Browning of America
· Globalization
· Family values
· Racial stereotypes
· Consumer society
ENG125: Introduction to Literature
List of Literary Techniques
Technique Description
Allusion
A reference to a recognized literary work, person, historic
event, artistic achievement, etc. that enhances the
meaning of a detail in a literary work.
Climax
The crisis or high point of tension that becomes the story’s
turning point—the point at which the outcome of the
conflict is determined.
Conflict The struggle that shapes the plot in a story.
Dramatic irony
When the reader or audience knows more about the
action than the character involved.
Epiphany
A profound and sudden personal discovery.
Exposition
.
The limits of my language means the limits of my world.
Ludwig Wittgenstein
Philosophy is a battle against the bewitchment of our intelligence by means of language.
Ludwig Wittgenstein
www.english-culture.com/literature-life Our lives in the end are nothing but stories. Carl William Brown
If we spoke a different language, we would perceive a somewhat different world.
Ludwig Wittgenstein
The Trail of Tears - Free Essay Example | PapersOwl.com. Fantastic Trail Of Tears Essay ~ Thatsnotus. Use this one page fill-in-the-blank resource to accompany my FREE Trail .... Different Drummer Secondary Resources | Narrative writing activities .... 2 Trail of Tears Document Analysis for Virtual Learning.doc - THE TRAIL .... Trail of Tears Unit | Trail of tears, Informational text, Persuasive essays. About the Trail of Tears - Free Essay Example | PapersOwl.com. The Trail of Tears Informational Article and Narrative Writing Activity. Indian removal act trail of tears essay. The Trail of Tears mock essay.docx - The Trail of Tears Essay The Trail .... Trail of Tears Essay - Trail of Tears Essay Think about being ran out .... Trail of Tears: Prove It! Primary Source Analysis | Teaching us history .... Inskeep Trail of Tears Essay Final.doc. The Trail of Tears History - Free Essay Example | PapersOwl.com. ⇉Response to the Trail of Tears Essay Example | GraduateWay. 008 Trail Of Tears Essay Example Term Paper Help Using Statistics In .... Trail of Tears - Social Studies - Paired Texts - Fiction to Nonfiction. trail of tears. U.S. History - Indian Removals & Trail of Tears Homework | Trail of .... The Trail of Tears - Free Essay Example - 363 Words | PapersOwl.com. Essay Paper on The Trail of Tears. Trail of tears essay. Research Paper #1 – The Trail of Tears - Free Essay Example | PapersOwl.com. ⇉Essay About The Trail of Tears Essay Example | GraduateWay. Essay: Chicago's Trail of Tears | Patrick T Reardon | Writer, Essayist .... Trail of Tears: The Rise and Fall of the Cherokee Nation - 551 Words .... ️ Trail of tears research paper outline. Trail of tears research paper ... Trail Of Tears Essay
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. +
Agenda
Review:
Monroe’s Motivated Sequence
Presentation:
The Motivational Appeals: Ethos, Pathos, and Logos
Discussion: "I have a Dream.”
Ethos, Pathos, and Logos
Rhetorical Strategies
In Class Writing
Rhetorical Strategies
3. + Have you reorganized your essay into
the five steps of Monroe’s Motivated
Sequence ?
I. In the attention step, speakers call attention to the
situation. (The Problem)
II. For the need step, speakers describe the difficulty,
trouble, distress, crisis, emergency, or urgency. (Its
Seriousness)
III. In the satisfaction step, speakers tell listeners how to
satisfy the need they establish. (The Solution)
IV. For visualization, speakers offer listeners a vision of
what life can be once their solution (offered in the
satisfaction step) is adopted. (The Promise)
V. The final stage is the action step when speakers offer
listeners a specific course of action to follow. (Call to
Action: Conclusion)
5. +
Introduction to Speech Writing: The
Art of (Ethical)Persuasion
Three Crucial Motivational Appeals:
Ethos: Establishing credibility; convincing
through your character, credentials, or
knowledge.
Pathos: Appealing to emotions, values, and
beliefs.
Logos: Appealing to reason or logic.
6. +
Ethos (Greek for 'character') refers to the
trustworthiness or credibility of the writer or speaker.
Ethos is often conveyed through tone and style of the
message and through the way the writer or speaker
refers to differing views. It can also be affected by the
writer's reputation as it exists independently from the
message--his or her expertise in the field, his or her
previous record or integrity, and so forth.
7. +
Ethos
King was born into a well-educated, successful
family, graduated from Morehouse College, and, as
the outstanding member of his senior class, from
Crozer Theological Seminary. He received his Ph.D.
in philosophy in 1955, and served as minister of the
Dexter Avenue Baptist Church from 1955 to 1968.
His Nobel Peace Prize was received one year after
this speech was given. He is dressed well and is
well-spoken. His demeanor produces trust.
8. +
Pathos (Greek for 'suffering' or 'experience') is often
associated with emotional appeal. But a better
equivalent might be 'appeal to the audience's
sympathies and imagination.' An appeal to pathos
causes an audience not just to respond emotionally
but to identify with the writer's point of view--to feel
what the writer feels.
9. + Pathos: King depends on his use of
language to draw emotion from his
listeners. Figures of speech predominate.
Antithesis, or the setting of one clause or other member of a
sentence against another to which it is opposed, is heavily
used. “It came as a joyous daybreak to end their long night
of captivity,” is the first of many examples of antithesis used
in the speech.
Simile is the comparison of two unlike things, connected with
the words “like” or “as” such as “justice rolls down like waters
and righteousness like a mighty stream.”
Metaphor is a compressed simile (the “like” or “as” is
eliminated) and they are abundant: “manacles of
segregation,” “symphony of brotherhood.”
10. Allusions, or references to literary, historical, and biblical
events, occur often. One obvious example is “Five score
years ago,” which refers to the Gettysburg Address.
Personification: the attribution of a personal nature or
character to inanimate objects or abstract notions: “It is
obvious today that America has defaulted on this
promissory note, insofar as her citizens of color are
concerned.”
Hyperbole: obvious and intentional exaggeration: "I have a
dream that one day every valley shall be exalted, and
every hill and mountain shall be made low, the rough
places will be made plain, and the crooked places will
be made straight.”
11. Colloquialisms: a word, phrase, or expression characteristic of ordinary
or familiar conversation rather than formal speech or writing: For
example, King uses both "cooling off” and "blow off steam.”
Repetition: repeated word aimed at stimulating thought on a recurring
theme; used to create an 'auditory' stimulus: “freedom” and “dream”
are oft repeated by King.
Anaphora: a poetic device and a repetition device where the same
expression is repeated at the beginning of two or more lines, clauses,
or sentences: “One hundred years later”
Parallelism: occurs when a writer or speaker expresses ideas of equal
worth with the same grammatical form: “With this faith we will be
able to work together, to pray together, to struggle together, to go
to jail together, to stand up for freedom together, knowing that we
will be free one day.”
12. +
Logos (Greek for 'word') refers to the internal
consistency of the message--the clarity of the
claim, the logic of its reasons, and the
effectiveness of its supporting evidence. The
impact of logos on an audience is sometimes
called the argument's logical appeal.
13. +
Logos
In his “I Have a Dream” speech, King often uses his own
personal experience and observations of racism and injustice
to support his major arguments.
He also uses logos in his analogies. When he states,
“America has given the Negro people a bad check, a check
which has come back marked ‘insufficient funds.’” (King)
His analogy is using logic as a form of reasoning. He reasons
is that everyone understands money and that the listener is
able to relate to being handed a bad check.
14. + In Groups, look for examples of rhetorical
strategies in King’s Speech
Antithesis: the setting of one
clause against another to which it
is opposed.
Simile is the comparison of two
unlike things, connected with the
words “like” or “as.”
Metaphor is a compressed simile
(the “like” or “as” is eliminated).
Examples: Both general and
specific references that people will
understand.
Anaphora: a repetition device
where the same expression is
repeated at the beginning of
two or more lines, clauses, or
sentences.
Repetition: repeated word
aimed at stimulating thought on
a recurring theme.
Parallelism: a writer or
speaker expresses ideas of
equal worth with the same
grammatical form
Allusions: references to
literary, historical, and biblical
events
16. +
Antithesis
“joyous daybreak to end the long night of their captivity”
[paragraph 2]
“the Negro lives on a lonely island of poverty in the midst of a
vast ocean of material prosperity” [3]
“rise from the dark and desolate valley of segregation to the
sunlit path of racial justice” [6]
“This sweltering summer of the Negro’s legitimate discontent
will not pass until there is an invigorating autumn of freedom
and equality.” [7]
“sweltering with the heat of oppression, will be transformed into
an oasis of freedom and justice.” [19]
Metaphor and simile
17. +
“battered by the storms of
persecution”
“staggered by the winds of
police brutality."
"The whirlwinds of revolt”
“beautiful symphony of
brotherhood.”
“signing a promissory note”
“bad check”
"No, no, we are not satisfied, and
we will not be satisfied until 'justice
rolls down like waters, and
righteousness like a mighty
stream.'"
the Emancipation Proclamation
came “as a joyous daybreak”
Metaphor Simile
Examples
18. +
Mississippi, New York [paragraph
13]
Mississippi, Alabama, South
Carolina, Georgia, Louisiana [14]
Georgia [18]
Mississippi [19]
Alabama [22]
New Hampshire [32], New York
[33], Pennsylvania [34], Colorado
[35], California [36], Georgia [37],
Tennessee [38], Mississippi [39]
“slums and ghettos of
our northern cities”
[paragraph 14]
“the South” [25]
“From every
mountainside” [40]
“from every village and
every hamlet” [41]
Specific Examples General Examples
Anaphora
19. +
ANAPHORA
“One hundred years later…” [paragraph 3]
“Now is the time…” [paragraph 6]
“We must…” [paragraph 8]
“We can never (cannot) be satisfied…” [paragraph 13]
“Go back to…” [paragraph 14]
“I Have a Dream…” [paragraphs 16 through 24]
“With this faith, …” [paragraph 26]
“Let freedom ring (from) …” [paragraphs 27 through 41]
Repetition
20. +
Repetition
freedom (20 times)
we (30 times), our (17 times), you (8 times)
nation (10 times), America (5 times), American (4
times)
justice (8 times) and injustice (3 times)
dream (11 times)
Parallelism
21. +
“Go back to Mississippi, go back to
Alabama, go back to South Carolina, go
back to Georgia, go back to Louisiana.”
“from every village and every hamlet, from
every state and every city”
“all of God’s children,” no matter if they are
“black men and white men, Jews and
Gentiles, Protestants and Catholics”
Parallelism
Allusion
22. +
ALLUSION
“Five score years ago…” [paragraph 2] refers to Lincoln’s famous Gettysburg
Address speech which began “Four score and seven years ago…” This allusion
is particularly poignant given that King was speaking in front of the Lincoln
Memorial.
“Life, Liberty, and the Pursuit of Happiness” [and the rest of paragraph 4] is a
reference to the United States Declaration of Independence.
Numerous Biblical allusions provide the moral basis for King’s arguments: “It
came as a joyous daybreak to end the long night of their captivity.” [paragraph
2] alludes to Psalms 30:5 “For his anger is but for a moment; his favor is for a
lifetime. Weeping may linger for the night, but joy comes with the morning.“
“Let us not seek to satisfy our thirst for freedom by drinking from the cup of
bitterness and hatred.” [paragraph 8] evokes Jeremiah 2:13 “for my people
have committed two evils: they have forsaken me, the fountain of living water,
and dug out cisterns for themselves, cracked cisterns that can hold no water.“
23. +
In-Class Writing
Work to integrate these multiple rhetorical
strategies into your speech.
Antithesis
Metaphor/Simile
Examples
Anaphora
Repetition
Parallelism
Allusion
24. +
Speeches
Speeches begin tomorrow.
Everyone should be
prepared to go first.
Everyone must show up on
Tuesday, Wednesday. and
Thursday to get full credit for
a speech. Failing to show up
on one day will result in a ten
point penalty.
25. +
Homework
Write, revise, or refine your speech.
Use the list of strategies to generate
several ideas for your own speech.
Read: SMG "Oral Presentations” 835-39
Bring your final draft of your speech to
turn in. It should be formatted in MLA
style and have a works cited page.