This document provides tutorials on various rhetorical devices including alliteration, analogy, antithesis, hyperbole, metaphor, parallelism, repetition, rhetorical questions, and simile. Each device is defined and an example is given from a famous speech or text. The document concludes with a practice test where the user must identify the rhetorical device used in excerpts from speeches.
Ethos, Logos, Pathos Paper Analysis Criteria SheetIn this essa.docxelbanglis
Ethos, Logos, Pathos Paper Analysis Criteria Sheet
In this essay you will be required to select a speech that addresses a civil rights issue in some capacity. You may select any speech from any historical period as long as it connects to an issue of civil rights. You may use the actual speech by the leader/orator you have chosen for your Oral Project. For the essay you need to accomplish the following:
1. Provide a background about the rhetorical exigence of the speech. In other words, why was it necessary and pertinent for the times? Where was it given and why?
2. Define and discuss the ethos or credibility of the person delivering the discourse. How did her or his contemporaries see the person and her or his work? Make sure you provide a brief explanation of what ethos is and define some of its traits and characteristics. Then apply what you have learned to the speaker you have selected. Keep in mind you are allowed to discuss negative credibility items as well. If you notice items within the speech that contribute to the speaker's credibility profile, you may write about this as well.
3. Define and discuss how the speaker uses pathos within the speech. What parts are designed to elicit an emotional response from the audience, and how did they accomplish this? Please make sure to define and explain what pathos is and describe some of the ways the speaker created emotion in the speech. What emotions did the speaker try to access in the minds of his or her audience?
4. Define and discuss how the speaker uses logos in the presentation (evidence and reasoning). Please make sure you define and explain what logos is and the importance of it in a speech. Then identify one or two strategies you feel are the most significant in the speech.
5. In addition to defining the terms and discussing Ethos, Logos, Pathos, analyze the speech/orator for his/her Rhetorical Skills such as alliteration, assonance, antithesis, similes and metaphors, kinds of Repetitions. See Unit #234 Viewings and hard copy of Bb Viewings lecture below.
6. Please make sure you provide a copy of the speech as part of your paper or a link to indicate where you found this.
7. For this assignment you will need a minimum of five different sources. The actual speech or text does not count as a source. Use these sources to define and explain the concepts of ethos, logos, or pathos. You may also use these to augment your section on the speech and the speaker's background.
8. This assignment is 4-5 pages in length. It should be double spaced and typed using Times New Roman font. The Works Cited page does not count as part of the page count.
P.S: Reminder: You may include this investigation in your oral project on The Life and Times of a Famous Civil Rights Leader.
Rhetorical Stylistic Devices formulas for persuasion
Integrating style - building it into the speech around your core ideas.
Please see Bb 'Viewings' link.
Alliteration - repetition of consonant sounds ...
Best Film Analysis Essay Examples PNG - scholarship. 017 Film Essay Example Rashomonessay Phpapp02 Thumbnail ~ Thatsnotus. Classic movie analysis research paper.
M I D T E R M E X A M ENGL 447 SPRING 2015 This m.docxSHIVA101531
M I D T E R M E X A M
ENGL 447
SPRING 2015
This midterm is designed to gage your skills at textual analysis and argumentation, as well as your
familiarity with the cultural and literary history of slavery we have explored in class thus far. Together,
the two parts of the exam challenge your abilities to critically assess the “big picture,” the “little
picture,” and their relation to each other – the little picture being your analysis and close readings of
particular passages or elements of the text(s), and the big picture being your larger claims about
slavery and slave narratives. Your exam should be typed, double-spaced, clearly labeled and stapled,
and is due at the start of class on T h u r s d a y , M a r c h 5 .
I. C L O S E R E A D I N G (35 points)
Select o n e o f t h e t h r e e passages below to analyze carefully. Your close reading should be between
1 ½ - 2 p a g e s typed, double-spaced. Identify the author and text quickly, and then explain its
significance to the text as a whole. first ID the author and text title, and quickly ID what is happening
in the passage. Then, provide a close reading that makes an argument about how the passage
functions, analyzing how and why this passage is important to the text as a whole. Your aim is to
demonstrate your familiarity with the particular text at hand and its relationship to slavery and
pertinent course concepts. contexts of the course, and your skills at close reading. Support your claim
about the relationship between passage and text by identifying and analyzing key elements of the
passage. How do specific features of the selected passage – language, rhetorical strategies, symbolism,
imagery, tone, irony, etc. – contribute to its meaning(s) and to the larger cause of abolition? Certainly,
you may (should, even) reference other parts of the text not quoted below, but your primary focus
should be on close reading of the passage you select.
1. The gentleman said my master could obtain the very best advice in Philadelphia. Which
turned out to be quite correct, though he did not receive it from physicians, but from kind
abolitionists who understood his case much better. The gentleman also said, “I reckon your
master’s father hasn’t any more such faithful and smart boys as you.” “O, yes, sir, he has,” I
replied, “lots on ’em.” Which was literally true. This seemed all he wished to know. He
thanked me, gave me a ten-cent piece, and requested me to be attentive to my good master. I
promised that I would do so, and have ever since endeavoured to keep my pledge.
2. “We all sympathize with you in your unfortunate condition, and are ready to do all in our
power to make you contented and happy. . . . You have it in your power to be reinstated in
our affections. . . . You know that . . . you were never treated as a slave. You were never put
to hard work, nor exposed to field labor. On the contrary, you were taken into th ...
Ethos, Logos, Pathos Paper Analysis Criteria SheetIn this essa.docxelbanglis
Ethos, Logos, Pathos Paper Analysis Criteria Sheet
In this essay you will be required to select a speech that addresses a civil rights issue in some capacity. You may select any speech from any historical period as long as it connects to an issue of civil rights. You may use the actual speech by the leader/orator you have chosen for your Oral Project. For the essay you need to accomplish the following:
1. Provide a background about the rhetorical exigence of the speech. In other words, why was it necessary and pertinent for the times? Where was it given and why?
2. Define and discuss the ethos or credibility of the person delivering the discourse. How did her or his contemporaries see the person and her or his work? Make sure you provide a brief explanation of what ethos is and define some of its traits and characteristics. Then apply what you have learned to the speaker you have selected. Keep in mind you are allowed to discuss negative credibility items as well. If you notice items within the speech that contribute to the speaker's credibility profile, you may write about this as well.
3. Define and discuss how the speaker uses pathos within the speech. What parts are designed to elicit an emotional response from the audience, and how did they accomplish this? Please make sure to define and explain what pathos is and describe some of the ways the speaker created emotion in the speech. What emotions did the speaker try to access in the minds of his or her audience?
4. Define and discuss how the speaker uses logos in the presentation (evidence and reasoning). Please make sure you define and explain what logos is and the importance of it in a speech. Then identify one or two strategies you feel are the most significant in the speech.
5. In addition to defining the terms and discussing Ethos, Logos, Pathos, analyze the speech/orator for his/her Rhetorical Skills such as alliteration, assonance, antithesis, similes and metaphors, kinds of Repetitions. See Unit #234 Viewings and hard copy of Bb Viewings lecture below.
6. Please make sure you provide a copy of the speech as part of your paper or a link to indicate where you found this.
7. For this assignment you will need a minimum of five different sources. The actual speech or text does not count as a source. Use these sources to define and explain the concepts of ethos, logos, or pathos. You may also use these to augment your section on the speech and the speaker's background.
8. This assignment is 4-5 pages in length. It should be double spaced and typed using Times New Roman font. The Works Cited page does not count as part of the page count.
P.S: Reminder: You may include this investigation in your oral project on The Life and Times of a Famous Civil Rights Leader.
Rhetorical Stylistic Devices formulas for persuasion
Integrating style - building it into the speech around your core ideas.
Please see Bb 'Viewings' link.
Alliteration - repetition of consonant sounds ...
Best Film Analysis Essay Examples PNG - scholarship. 017 Film Essay Example Rashomonessay Phpapp02 Thumbnail ~ Thatsnotus. Classic movie analysis research paper.
M I D T E R M E X A M ENGL 447 SPRING 2015 This m.docxSHIVA101531
M I D T E R M E X A M
ENGL 447
SPRING 2015
This midterm is designed to gage your skills at textual analysis and argumentation, as well as your
familiarity with the cultural and literary history of slavery we have explored in class thus far. Together,
the two parts of the exam challenge your abilities to critically assess the “big picture,” the “little
picture,” and their relation to each other – the little picture being your analysis and close readings of
particular passages or elements of the text(s), and the big picture being your larger claims about
slavery and slave narratives. Your exam should be typed, double-spaced, clearly labeled and stapled,
and is due at the start of class on T h u r s d a y , M a r c h 5 .
I. C L O S E R E A D I N G (35 points)
Select o n e o f t h e t h r e e passages below to analyze carefully. Your close reading should be between
1 ½ - 2 p a g e s typed, double-spaced. Identify the author and text quickly, and then explain its
significance to the text as a whole. first ID the author and text title, and quickly ID what is happening
in the passage. Then, provide a close reading that makes an argument about how the passage
functions, analyzing how and why this passage is important to the text as a whole. Your aim is to
demonstrate your familiarity with the particular text at hand and its relationship to slavery and
pertinent course concepts. contexts of the course, and your skills at close reading. Support your claim
about the relationship between passage and text by identifying and analyzing key elements of the
passage. How do specific features of the selected passage – language, rhetorical strategies, symbolism,
imagery, tone, irony, etc. – contribute to its meaning(s) and to the larger cause of abolition? Certainly,
you may (should, even) reference other parts of the text not quoted below, but your primary focus
should be on close reading of the passage you select.
1. The gentleman said my master could obtain the very best advice in Philadelphia. Which
turned out to be quite correct, though he did not receive it from physicians, but from kind
abolitionists who understood his case much better. The gentleman also said, “I reckon your
master’s father hasn’t any more such faithful and smart boys as you.” “O, yes, sir, he has,” I
replied, “lots on ’em.” Which was literally true. This seemed all he wished to know. He
thanked me, gave me a ten-cent piece, and requested me to be attentive to my good master. I
promised that I would do so, and have ever since endeavoured to keep my pledge.
2. “We all sympathize with you in your unfortunate condition, and are ready to do all in our
power to make you contented and happy. . . . You have it in your power to be reinstated in
our affections. . . . You know that . . . you were never treated as a slave. You were never put
to hard work, nor exposed to field labor. On the contrary, you were taken into th ...
MJHS Rising 8th Grade Parent Registration Night Information (2-3-15)Andy Lombardo
MJHS Rising 8th Grade Parent Registration Night Information (2-3-15). For more details, visit mjhsrebels.org and click on "2015-16 Registration" under Quick Links.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
2. Click on each rhetorical device for a tutorial. After you have
finished all of the tutorials, test your skills using the test link.
Alliteration
Parallelism
Analogy
Repetition
Antithesis
Hyperbole
Rhetorical
Questions
Metaphor
Simile
Practice Test
Credits
3. Alliteration
• Definition:
The repetition of
consonant sounds in
words that are close to
one another
Example from The Wizard of Oz
"Step forward, Tin Man. You dare to come to me for a
heart, do you? You clinking, clanking, clattering
collection of caliginous junk...And you, Scarecrow,
have the effrontery to ask for a brain! You billowing
bale of bovine fodder!"
4. Analogy
• Definition:
A kind of extended metaphor or
long simile in which an explicit
comparison is made between two
things for the purpose of furthering
a line of reasoning or drawing an
inference
Example from Man of the Year
“Remember this, ladies and gentlemen. It's an old phrase,
basically anonymous. Politicians are a lot like diapers: They
should be changed frequently and for the same reason. Keep
that in mind next time you vote. Good night.”
5. Antithesis
• Definition:
Figure of balance in which
two contrasting ideas are
intentionally juxtaposed,
usually through parallel
structure
Example from Neil Armstrong
"...although the surface appears to be...very,
very fine-grained as you get close to it. It's
almost like a powder...Okay, I'm going to
step off the LEM now. That's one small step
for [a] man; one giant leap for mankind."
Second example
6. Antithesis
• Definition:
Figure of balance in which
two contrasting ideas are
intentionally juxtaposed,
usually through parallel
structure
Example from John F. Kennedy
"We observe today not a victory of party but a
celebration of freedom, symbolizing an end as well as
a beginning, signifying renewal as well as change."
7. Hyperbole
• Definition:
A figure of speech that
uses exaggeration to
express strong emotion or
create a comic effect
• Example from FDR’s First Inaugural Address
"So first of all, let me assert my firm belief that the only
thing we have to fear is fear itself."
Second example
8. Hyperbole
• Definition:
A figure of speech that
uses exaggeration to
express strong emotion or
create a comic effect
• Example from Ralph Nader’s 2000 NAACP Address
"The only place where democracy comes before work
is in the dictionary."
9. Metaphor
• Definition:
A figure of speech that makes
a comparison between two
seemingly unlike things
without using a connective
word such as like, as, than, or
resembles
• Example from Al Gore’s Oklahoma Bombing Memorial
Address
"At the dawn of spring last year, a single act of terror
brought forth the long, cold winter in our hearts. The
people of Oklahoma City are mourning still."
10. Parallelism
• Definition:
Used for balance, it is the
syntactical structure of a set of
words in successive phrases,
clauses, sentences; successive
words, phrases, clauses with the
same or very similar grammatical
structure
• Example from Jesse Jackson’s 1984 DNC Address
"I've tried to offer leadership to the Democratic Party and the
Nation. If, in my high moments, I have done some good,
offered some service, shed some light, healed some
wounds, rekindled some hope, or stirred someone from
apathy and indifference, or in any way along the way helped
somebody, then this campaign has not been in vain."
Second example
11. Parallelism
• Definition:
Used for balance, it is the
syntactical structure of a set of
words in successive phrases,
clauses, sentences; successive
words, phrases, clauses with the
same or very similar grammatical
structure
• Example from Abraham Lincoln’s Gettysburg Address,
delivered by Jeff Daniels
"...and that government of the people, by the people, for
the people, shall not perish from the earth."
12. Repetition
• Definition:
The repeating of words, phrases,
clauses for emphasis
• Example from Martin Luther King Jr.’s
I Have a Dream
And if America is to be a great nation, this must become true.
And so let freedom ring from the prodigious hilltops of New Hampshire.
Let freedom ring from the mighty mountains of New York.
Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous slopes of California.
13. Rhetorical Question
• Definition:
A question, not for the purpose of further
discussion, but to assert or deny an answer
implicitly; a question whose answer is obvious
or implied.
• Example from Ronald Reagan’s Remarks to the National Association
of Evangelicals, 1983
"But no one seems to mention morality as playing a part in the
subject of sex. Is all of Judeo-Christian tradition wrong? Are we to
believe that something so sacred can be looked upon as a purely
physical thing with no potential for emotional and psychological
harm? And isn't it the parents' right to give counsel and advice to
keep their children from making mistakes that may affect their entire
lives?"
14. Simile
• Definition
A figure of speech that
makes a comparison
between two seemingly
unlike things using a
connective word such as
like, as, than, or resembles
• Example from The Shawshank Redemption Morgan Freeman
"I've had some long nights in the stir. Alone in the dark with
nothing but your thoughts, time can draw out like a blade.
That was the longest night of my life."
15. Practice Test Directions
Read each speech excerpt. When
you finish, click “test my skills”
for the question concerning the
underlined portion. If you need to
review a skill, select the Home
button at the bottom.
Begin Test
16. From Queen Elizabeth I’s Speech to the Troops at Tilbury
“I have always so behaved myself that, under God, I have placed
my chief strength and safeguard in the loyal hearts and goodwill
of my subjects; therefore, I am come amongst you, as you see, at
this time, not for my recreation and disport, but being resolved,
in he midst of the heat of the battle, to live or die amongst you
all; to lay down for my God, and for my kingdom, and for
my people, my honor and my blood, even in the dust.”
Practice Test 1
Test my
Skills
17. Practice Test 1
“I am come amongst you, as you see, at this time, not for
my recreation and disport, but being resolved, in he midst
of the heat of the battle, to live or die amongst you all; to
lay down for my God, and for my kingdom, and for
my people, my honor and my blood, even in the dust.”
The underlined portion is an example of
A. a metaphor
B. a rhetorical question
C. an antithesis
D. parallel structure
18. Practice Test 2
From Edward Kennedy’s Eulogy for Robert F. Kennedy
"Those of us who loved him and who take him to his rest
today pray that what he was to us and what he wished for
others will some day come to pass for all the world. As he
said many times, in many parts of this nation, to those he
touched and who sought to touch him: 'Some men see
things as they are and say why. I dream things that
never were and say why not.'"
Test my
Skills
19. Practice Test 2
“As he said many times, in many parts of this nation, to
those he touched and who sought to touch him: 'Some
men see things as they are and say why. I dream things
that never were and say why not.’”
The underlined portion is an example of
A. alliteration
B. a simile
C. an antithesis
D. repetition
20. Practice Test 3
From Martin Luther King Jr.’s I Have a Dream speech
“In a sense we've come to our nation's capital to cash a check. When
the architects of our republic wrote the magnificent words of the
Constitution and the Declaration of Independence, they were signing
a promissory note to which every American was to fall heir. This
note was a promise that all men, yes, black men as well as white men,
would be guaranteed the "unalienable Rights" of "Life, Liberty and the
pursuit of Happiness." It is obvious today that America has defaulted
on this promissory note, insofar as her citizens of color are
concerned. Instead of honoring this sacred obligation, America has
given the Negro people a bad check, a check which has come back
marked "insufficient funds.’”
Test my
Skills
21. Practice Test 3
“It is obvious today that America has defaulted on this
promissory note, insofar as her citizens of color are
concerned. Instead of honoring this sacred obligation,
America has given the Negro people a bad check, a check
which has come back marked "insufficient funds.’”
The underlined portions are an example of
A. an analogy
B. parallelism
C. hyperbole
D. an antithesis
22. Practice Test 4
From President George W. Bush 2002 State of the Union Address
“Thanks to the work of our law enforcement officials and coalition
partners, hundreds of terrorists have been arrested. Yet, tens of
thousands of trained terrorists are still at large. These enemies view the
entire world as a battlefield, and we must pursue them wherever they
are. So long as training camps operate, so long as nations harbor
terrorists, freedom is at risk. And America and our allies must not, and
will not, allow it.
Our nation will continue to be steadfast and patient and persistent in
the pursuit of two great objectives. First, we will shut down terrorist
camps, disrupt terrorist plans, and bring terrorists to justice. And,
second, we must prevent the terrorists and regimes who seek chemical,
biological or nuclear weapons from threatening the United States and
the world.”
Test my
Skills
23. Practice Test 4
“Our nation will continue to be steadfast and patient and persistent
in the pursuit of two great objectives. First, we will shut down
terrorist camps, disrupt terrorist plans, and bring terrorists to justice.
And, second, we must prevent the terrorists and regimes who seek
chemical, biological or nuclear weapons from threatening the United
States and the world.”
The underlined portions are an example of
A. a rhetorical question
B. alliteration
C. a metaphor
D. a hyperbole
24. Practice Test 5
From Larry Rayfield Wright in his Pro Football Hall of
Fame Address
"My senior year, I received a telephone call from a
gentleman by the name of Mr. Gil Brandt of the Dallas
Cowboys. And he stated that the Cowboys was interested
in drafting me, and I couldn't ignore it. I decided to attend
the Cowboys training camp. That year, 1967, the Dallas
Cowboys had 137 rookies in training camp. Gil Brandt
was signing everybody that could walk. Only five made
the team that year, and I was one of the five."
Test my
Skills
25. Practice Test 5
“ Gil Brandt was signing everybody that could walk.
Only five made the team that year, and I was one of the
five."
The underlined portions are an example of
A. a rhetorical question
B. alliteration
C. a metaphor
D. a hyperbole
37. Bibliography
American Rhetoric. “Rhetorical Figures in Sound.” American Rhetoric.com (2009). 3 Aug. 2009
<http://www.americanrhetoric.com/rhetoricaldevicesinsound.htm>.
American Rhetoric. “Top 100 Speeches.” American Rhetoric.com (2009). 3 Aug. 2009
<http://www.americanrhetoric.com/speeches/mlkihaveadream.htm>.
Arkansas Times. “Rock Candy.” arktimes.com. (2009). 3 Aug. 2009 <http://images.google.com/imgres?
imgurl=http://www.arktimes.com/blogs/rockcandy/Image/robin_williams.jpg&imgrefurl=http://www.arktimes.com/bl
ogs/rockcandy/2009/03/robin_williams_postponed.aspx&usg=__y9nQ0AP7BFhKNREnmkJM4L4Qyc=&h=399&w=
300&sz=16&hl=en&start=2&tbnid=GtyQNNtJG9pLeM:&tbnh=124&tbnw=93&prev=/images%3Fq%3Drobin
%2Bwilliams%26gbv%3D2%26hl%3Den%26sa%3DG>.
Boston Herald. “More than a log cabin.” BostonHerald.com. (2009). 3 Aug. 2009 <http://images.google.com/imgres?
imgurl=http://www.bostonherald.com/blogs/news/getting_real/wp-
content/uploads/2008/04/lincoln3.jpg&imgrefurl=http://www.bostonherald.com/blogs/news/getting_real/%3Fm
%3D200804&usg=__H3A3BvgT0oKuahZ5BXAkrIJ63qE=&h=800&w=521&sz=64&hl=en&start=2&tbnid=lmEzqR
t3ITWeiM:&tbnh=143&tbnw=93&prev=/images%3Fq%3Dabe%2Blincoln%26gbv%3D2%26hl%3Den>.
Breakthrough. “The Many Sides of Al Gore.” Breakthrough. 3(2008). Aug. 2009
<http://thebreakthrough.org/blog//2008/03/the_many_sides_of_al_gore-print.html>.
Ellard. “more bloody ellard.” Ellard.com. (2007). 6 Aug. 2009 < http://images.google.com/imgres?
imgurl=http://tomellard.com/wp/wp-content/uploads/2009/01/ronald-reagan-
picture.jpg&imgrefurl=http://tomellard.com/wp/2009/01/jg-ballard-proved-
right/&usg=__7mtL1rgQcirVgUCfhAt7zghcvuw=&h=520&w=498&sz=87&hl=en&start=3&tbnid=MxPa6dGxpA-
dRM:&tbnh=131&tbnw=125&prev=/images%3Fq%3Dronald%2Breagan%26gbv%3D2%26hl%3Den>.
More credits
38. Bibliography (con’t)
Fused Film. “Morgan Freeman to Join Bruce Willis in Red.” Fused Film.com. (2009) 3 Aug. 2009
<http://images.google.com/imgres?imgurl=http://fusedfilm.com/wp-
content/uploads/2009/07/freeman.jpg&imgrefurl=http://fusedfilm.com/2009/07/morgan-freeman-to-join-bruce-willis-
inred/&usg=__YztzIPx6ElDIB3t8Q80nSCB8vGY=&h=400&w=280&sz=21&hl=en&start=6&tbnid=Yfry21xnzNACl
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