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Agenda:1. Review quiz on multi-modal syntactical elements. You
may not use your notes.
2. Complete syntax notes (elements specific to persuasion); you will need sticky notes, pages 71/73.
3. Preview Puritan sermon, “Sinners in the Hands of an Angry God” with context, medium, and purpose for reading/annotating’ Read sermon for homework.
4. Jigsaw with “7 Deadly Sins” article
5. Comparison of universal subject (sin) and how term has changed
6. Thesis statement review
7. Begin topic sentences and body paragraphs for “Sinners”
Rhetoric & The Art of Persuasionwith “Sinners in the Hands of an Angry God” by J. Edwards, a Puritan sermon
Rhetoric is The Art of Persuasion: Note: Argument is
different than Persuasion.
The GOAL of PERSUASION is to to
convince the reader or listener to adopt a
particular opinion or to perform a certain action
Syntax: Rhetorical Category…elements for persuasion, the creation of appeals and connection to the Rhetorical Triangle to understand reliability, authenticity and purpose.
Scope & Sequence: Syntax
Multi-Model
4 basic sentence types
Coordination
Subordination
Loose & Periodic Sentences
Parallel structure
Inverted syntax
Repetition
Rhetorical questions
Persuasion:
Subordination
Anaphora
Antithesis
Inductive and Deductive logic and organization
RQ & Simple Sentences
Active versus Passive Voice
Understatement
Rhetorical Questions & S. S.
Restatement versus Repetition
SubordinationComplex Sentences
A Basic Definition
independent clause joined by one or more dependent clauses
always has a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which
Subordinate Conjunctions
after although as because before even though if, even if in order that once provided that
since so [that implied], so
that than that though unless when, whenever where, wherever,
whereas whether while
Use a comma if you subordinate the first of the two clauses.
Subordinate clause + ,
+
main clause.
Cat hair clung to Marvin’s pant legs. He still got the job.Even though cat hair clung to Marvin’s pant legs, he still got the job.
The first clause is
less important.
The second clause has more
emphasis because its thought is complete.
Use no punctuation if you subordinate the second of the two clauses.
Marvin smiled at his success. Cat hair wafted in his wake.Marvin smiled at his success as cat hair wafted in his wake.
Main clause + Ø
+
subordinate clause.
Now the first clause is the
most important.
The second clause has less
emphasis because its thought is
incomplete.
Subordinating conjunction
subject verb
SubordinationPurpose
Emphasizes one idea and subordinates another idea
The clause following the subordinator will be less important
Used in argument
Tone academic or pretentious, sarcastic
Can show train of thought or existential thinking
Show high emotion or lack of emotion
Effect
Increase ethos appealShowing awareness of the opposition
Why does the speaker want ethos appeal?
Discuss why subject being emphasized appeals to audience
How emphasis supports the claim of text
• Subordination gives less attention to one idea so that the other has emphasis.
• Use subordinate conjunctions, such as because, even though, and when.
Subordination, Example & Purpose
Marvin tried to clean his suit. He was late to the interview.Since Marvin tried to clean his suit, he was late to the interview.
I’m sorry.
Coordination versus Subordination
writer places concepts or people or objects on an equal level and joins them with conjunctions or punctuation (semi-colon)
The writer states the more important idea in an independent clause (a group of words with a subject and a verb that express a complete idea)
and the less important idea in a dependent clause
RepetitionDiction versus Syntax
Repetition: the simple repeating of a word or phrase, with no particular
placement of the words.
Consider the subject; what is being repeated as it will be emphasizing the subject (diction)
May draw attention to what comes after it (syntactical) or begin a transition or structure organization
Emphasis of ideas
Building of momentum
Refocusing of reader to subsequent important ideas
Adds conviction to what is being said; is really effective in speeches
Desperation (tone)
AnaphoraA Paralleling Repetition
A Definition & Examplethe same beginning of successive independent clauses
"We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender.”
Winston Churchill, speech to the House of Commons, June 4,1940
Purpose/Effect of Anaphora:
Building toward a “climax” (increases suspense; increases the speaker’s priority and/or purpose)
Creates a strong emotional effect (state the emotion!)
Emphasis of ideas What idea is being repeated and emphasized?Draws attention the clause that comes after repeated element
Adds rhythm or cadence – meant to rally an audience
Persuade, motivate, inspire audience to do xyz
Rhetorical Questions…and simple sentences for persuasive effect
Interrogative Sentence
Asks a question that expects or requires an answer from the audience
Rhetorical Question
Makes a questioning statement that does not expect an answer
Put this in commentary!
Rhetorical Questions & Persuasion
When followed with a simple sentence, speaker creates ethos appeal
The nature of a RQ is that it cannot be answeredBut the speaker is able to answer this question
Tone – knowledgeable and credible, fearless leader
Purpose/Effect of Rhetorical Questions
Purpose
Question intended to make a point – consider subject of the question
Reflection
Contemplation
Existential thinking
Confusion
Effects
How does subject identify the intended audience?
How does the common tones connect to subject?
Antithesisjuxtaposed parallel structure underscoring universal subjects
Antithesis Definition
Figure of balance in which two contrasting ideas are intentionally juxtaposed through parallel structure to express a statement of truth.
Look for striking phrases that balance two related but opposing statements in order to reveal a truth…
“To err is human, to forgive divine.”That's one small step for [a] man; one giant leap for mankind."
Antithesis ExampleJohn 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."
Purpose/Effect for Antithesis
examine pros and cons of a subject under discussion (ethos)
helps to bring forth judgment on that particular subject
conveys meaning more vividly than ordinary speech (via contrast)
places emphasis on ideas (via contrast/juxtaposition and the similar structure)
underscores the main message, universal subject or truth
Active versus Passive VoiceCan be with Point of View, Syntax, or Diction Rhetorical Categories
Active Voice
A sentence is in the active voice…
when the subject does the acting instead of being the recipient of the acting/action
Passive Voice
The subject does not act
The subject is acted upon
Always uses an is verb & a past participle
Basic ExamplesPassive
The portfolio piece was prepared by the student.
There was also found two of their [the Indians’] houses covered with mats, and sundry of their implements in then, but the people were run away and could not be seen.
Active
The student prepared the portfolio piece.
How would you rewrite the second example (from “Plymouth) using active voice?
Purpose/Effect of Each Voice:
Passive
Often used in bureaucratic or political prose – why?
Gentler, more diplomatic approach, cowardly?
Emphasizes what was found, not who did the finding
Can be pedantic and wordy sounding – confusing to audience? (speech)
Hides who was responsible for the action
Strengthens the degree of objectivity
Active
Natural diction
The subject is front and center, as is what its doing
Often uses stronger verbs because emphasis is on verbs
Clearly defined actor and action
More forceful, greater clarity
Rhetorical Triangle, Persuasion, Syntax & AppealsBringing the Pieces Together, slowly
Audience & DevicesWhen trying to persuade someone to do something, the writer must choose specific devices that appeal/move his/her audience; all attempts to persuade must consider audience
Choose subjects to emphasize that are important to subject or audience
Audience includes:knowledge of audience’s valuesopportune timingproper fit with situation
Appealing to AudienceThe Persuasive Appeals: logos, ethos, pathos
Logos Appeal
Logos Appeal
argument based on evidence such as facts, statistics, testimonies, logical reasoning (inductive/deductive)
demonstrates a speakers expertise on a subject by providing evidence to support her claim.
Inductive Reasoning/Logic/Organizatio
n (131)Reasoning that begins with a specific details or subjects and moves toward a generalization (reasoning/logic).
Organization: piece begins with a specific subject, audience, focus and moves to a wider audience or subject.
Inductive Logic Examples
If he did his homework (specific), then the whole class has done their homework (general).
My cat is easy to take care of (specific), therefore all cats must be easy to take care of (general).
DeductiveReasoning/Logic/Organization (131)
Reasoning that starts with a general observation and moves to a specific conclusion.
Organization: piece begins with a general subject, focus or wide audience, and moves to a narrower audience or subject.
Deductive Basic Examples
If the class is going on a fieldtrip (general), then Eric must be going, too (specific).
The law says you must wear a helmet when riding a bike (general). Therefore, Cody must be wearing a helmet when he rides a bike (specific).
Deductive Logic ExamplesSyllogism: A=B, B=C,
THEN C=AExample: 1. All students (A) go to school (B). 2. You (C)
are astudent (A). 3. Therefore, you (C) go to school (B).
Example: When people hurry, inefficiency and poor communication are the results. Under current conditions clubs must hurry at lunch time meetings. Therefore, lunch period should be lengthened to allow for better club meetings.
Example: You need to pass OC. to graduate. You need to do your
informative and persuasive speech to pass OC. Therefore, you must
do your persuasive and informative speech to graduate.
Common Devices that Create Logos Appeal:
Statistics, facts
Allusions
Jargon (diction)
Inductive and deductive logicSyllogistic structures
Expert opinions or testimonies
Acknowledgment of the oppositionSubordination, counterargument
Ethos Appeal
Ethos Appealevoking ethos
Aristotle defined ethos as an appeal character that demonstrates a speaker is trustworthy
Convinces audience that speaker is fair, honest, well-informed; audience wants sense of right/wrong and honesty so that your subject is well received.
Common Devices that Create Ethos Appeal:
Levels of diction: how a writer/speaker chooses words to address a particular audience
Appearing humble, down to earth
Employing humor
Allusions: alluding to cultural, religious, literary values held by the audience
Collective Pronouns (unity)
Rhetorical questions followed by simple sentences
Pathos Appeal
Pathos Appeal
…a way a speaker engages the audience to illicit an emotional response, be it nostalgia, anger, compassion, etc.
Evoking Pathos is important for a speaker to establish a bond between himself and his audience.
Common Devices that Create Pathos Appeal:
NOTE: In commentary, always state what emotion the speaker is evoking (purpose) and the effect is why/how this emotion appeals to the specific audience and for what ultimate purpose, which is to persuade __ to do __.
Emphatic, connotative diction
Imagery, metaphors, similes, motifs
Repetition and anaphora (unity, momentum, rallying tone)
Commentary for Pathos:Fear as motivation
Physiological needs
Safety needs/sense of belonging
Safety & sense of security, belongingness
Patriotism and unity
Self-esteem, people need to like themselves and feel valued
Motivation – look for incentive for the audience to do something (purpose of persuasion)
“Sinners in the Hands of an Angry God”
J. Edwards: A Puritan SermonA Study in syntax, R.T., topic sentences and body
paragraphsReflection of universal subject (sin) in archaic and
modern text
“Sinners in the Hands of an Angry God”A Puritan sermon delivered in 1741
Learning TargetsIdentify and designate purpose of identified devices
Infer universal subjects emergent throughout text
Compare “sin” as UI with representation in article; is the article’s explanation applicable, here, and are the devices you inferred connect to sin evident in the sermon?
Connect with the universal subjects in order to help generate subsequent universal truths (also will become a conclusion later)
Review thesis statement writing
Connect devices, with appeals, with rhetorical triangle
Essential Questions (page 123)
How do the devices create appeals and ultimately help to convey the message?
How does syntax function in the understanding of a work on a deeper level?
How are the different parts of the triangle working together to achieve his message and the overall purpose?
Notice, we’re adding the layer … of the appeals!
Page 114 offers information about Jonathon Edwards…
Who was Edwards?
SPEAKER CONTEXT
• Stern, zealous preacher
• Brilliant, thoughtful,
• complicated
• Religious revival,
• “Great Awakening”
Edwards: The Speaker
Did not hesitate to accuse members by name of relapsing into sin. (Reading improper books!)
His strictness proved too much for his congregation- they fired him.
He relocated to Massachusetts, became President of Princeton, died of smallpox inoculation…
Edwards straddled 2 ages…
The Modern, secular world that believed in Reason and Learning, the value of independent intellect, and the power of human will.
The other believed in the lowliness of human beings in relation to God’s majesty and man’s inability to achieve salvation through his own efforts.
For Edwards,
Science, Reason,
and Observation
of the physical
world confirmed
his deeply
spiritual vision of
a universe filled
with God’s
presence.
Science proved
God…
Context: The Great Awakening
Edwards central to the onset of movement
Great Awakening began at a time when the old Puritan religion was declining.
Churches began allowing “unregenerate” Christians into their congregations (unsaved, but good people).
Sermon captures the religious fervor of The Great Awakening
MediumPuritan sermon speech
The preacher first examined a passage from the Bible and explained it to the congregation.Then he used logic to explain the teaching, or lesson of the passage.Finally, he would inject emotion into the sermon by relating the text to the lives and behavior of his listeners. Purpose: provide religious instruction
Figurative Language in the Sermon
Purpose (general): Edwards’s belief in eternal damnation is literal, he uses figures of speech to compare God’s wrath to ordinary, everyday things that his listeners to relate to and understand. (symbol, extended metaphor…)
Attempted to define the individual.
A Purpose for Reading &
After Reading Discussion StartersCompare to Other Texts – CONTEXT
Assessment Task Blueprint #2General History, Of Plymouth Plantation, 7 Deadly Sins article, Upon Spider Catching a Fly
The Rhetorical Triangle Discussion (page 123)Identification and explanation of the parts of the rhetorical triangleHow are the different parts of the triangle working together to achieve his message and the overall purpose?Adding the layer … of the appeals!
Identification & explication of devices: syntactical, imagery, metaphor, symbol/motif (metaphysical)
Purpose of device (tone and what appeal is created)Note: the devices create an appeal
Effect of device
Rhetorical DevicesSyntactical Element
Parallel structure, anaphora
Juxtaposition, Antithesis
Repetition
Rhetorical questions with simple sentences
Coordination versus Subordination
Inductive and deductive logic/organization
Loose/periodic sentences
Inverted syntax
Active/Passive voice
Other Devices
Imagery
Simile/metaphor
Metaphysical symbolism
Motif
Allusion
Diction tone
Devices create an
appeal (or tone in
the case of diction)
which are EFFECTS
and purpose;
the reason they are
needed can equate
to effect.
Shift (tone) and/or contrast,universal subjects
To analyze, consider:1. The rhetorical devices used and appropriate modifiers.
2. Tone created.
3. Appeal created and how the appeal is created.
4. How these elements evoke a response in audience, and infer, then, who the audience must be.
5. What is the purpose of the device? Why did the author choose this specific device?
6. What effect does it elicit on the reader? What do we learn about the persona/perspective of speaker?
7. What is the purpose for including this, and the purpose for the overall piece?
8. How does it support a shift/contrast or message?
9. Universal subjects connected to device?
10. Reflection of time period and/or other texts from same or different time period?
The Rhetorical ThesisRevisited
The Thesis Statement for Rhetorical Analysis
Topic (medium, author, title)
Tonal shift (must have tone words + subject)
Contrast (keep in parallel structure, state subjects)
Purpose verb
3 directions with clear modifiers
Blended quote that supports the abstract, NOT used as examples, and no personal pronouns
A universal truth that extends the contrast, supports a shift, and answers the 5 W’s
Student Model 1 from Plymouth:
In “Of Plymouth Plantation” the author shifts from perilous exploration of unknown territory to misery during a starving time to progression in productivity and collaboration and uses biblical allusions, condemnatory diction and connective syntax to prove that no matter what endeavor you encounter, even in “the time of most distress” you will be guided through it by the “hand of God.”
Student Model 2 from Plymouth:
In William Bradford’s first hand account, Bradford shifts from intense “fell upon their knees and blessed the God of Heaven” gratitude to “sharp and violent” conflict to “profitable” peace using biblical allusions, periodic sentences, and straight forward imagery to prove that ultimate faith in “God’s good providence” can conquer the most difficult of situations.
Peer Review Thesis StatementsAre all logistical elements accounted for?
Could you ask “so what” to the thesis statement? In other words, could this thesis statement be more specific?
Can you identify an opposing argument to the U.T.?
Do the quotes support the abstract ideas and are they seamless?
Can you see a parallel between shift/contrast and the universal truth?
Are the directions clear, modified appropriately and are there 3 rhetorical categories represented?
Can you clearly envision where the essay will go?
Can you think of a “worldly” connection to the universal truth and/or contrast?
Pre-Writing the Body ParagraphRhetorical Analysis Graphic Organizer
staging a shift from focus on ideas to focus on writing
CONTEXT
Revisiting example discussed with group.
Devic
e
iden
tified
and
d
iscu
ssed w
ith
gro
up Independently finding a 2nd
example of device and outlining analysis
Revisiting example discussed with group (the other direction)…
Devic
e
iden
tified
and
d
iscu
ssed w
ith
gro
up Independently finding a 2nd
example of device and outlining analysis
Assignment/Goals:
1. Complete analysis from
yesterday’s class: two
examples of direction
with appropriate
purpose and effect;
consider you must
connect back to thesis
UT.2. Complete same
procedure for the other
direction. (Note: if you
did syntax, now do fig.
lang., and vice-versa)
3. USE YOUR NOTES.
Topic Sentences and Body Paragraphs: Rhetorical Analysisstaging a shift from focus on ideas to focus on writing
The Elements of the Topic Sentence
Topic
Direction
Claim
Universal Idea
* These elements should seem similar to the thesis components (but now with a twist)!
Step 1: Begin with a solid thesis (p.17)
Gary Soto’s autobiographical essay, in which he shifts from innocence to experience, uses simplistic diction, Biblical allusions, and contrasting imagery to prove that “sweet, gold-colored, sticky” guilt seems to haunt those who sin with “faraway messages” of blame.
Step 2: Borrow the “Topics” from the Thesis’s Directions
Thesis
Gary Soto’s autobiographical essay, in which he shifts from innocence to experience, uses
simplistic diction, Biblical allusions, and contrasting imagery to prove that “sweet, gold-colored, sticky” guilt seems to haunt those who
sin with “faraway messages” of blame.
Topic Sentence
Topic: Biblical allusions (This is the first direction.)
Note: Directions on page 21, biblical = modifier
Step 3: Add the Direction(s)
The “directions” of the topic sentence are the examples you will use as evidence.
Soto’s Biblical allusions, such as the squirrel nailing itself to the tree and Adam and Eve and the apple, . . .
Note:
1. Use two directions
(examples)
2. Examples must
function differently
within the passage.
3. Consider choosing
based on connection
to shift/contrast.
Step 4: Add the Claim
Choose an appropriate verb that links what the directions do in relation to the universal idea.
Soto’s Biblical allusions, such as the squirrel nailing itself to the tree and Adam and Eve and the apple, underscore
Note:1. List of verbs on page 21.2. Should parallel or mirror the ‘definition’ or purpose of your device.3. Consider PURPOSE (persuasion), too.4. Appeals can also become “examples”.
Step 5: Add the Universal Idea (Again)
Add the universal idea to the topic sentence.
CAUTION: To keep the universal idea from becoming redundant throughout the essay, develop synonyms.
Soto’s Biblical allusions, such as the squirrel nailing itself to the tree and Adam and Eve sinning because of the apple, underscore the disgrace associated with sin.
.
Note:
1. Consider the 3-
word, sophomoric
UT.
2. Also, consider
mixing with purpose
if there is one
(persuasion there
will be one)
Writing the Body ParagraphA Basic Lecture on Organization and Structure
1. Write the topic sentence.
2. Integrate Textual Evidencea. Change personal pronounsb. Shorten complex sentences/coordinated syntax to focus on subjectc. Closest tenet to a summary statementd. Blend with purpose (definition) of device
3. Commentary 1: PURPOSE
a. Why does this writer choose this particular strategy to create his or her message?b. How does the writer use this strategy to make meaning?c. Why does the writer use this particular strategy and this particular example?d. Focus on WHY the device specifically was chosen.e. Appeals? Tone?
4. Commentary 2: EFFECT
a. Because the writer used this rhetorical strategy, how/why does the use influence one or
more of the following: Speaker, Reader, Message, Purpose, UT
b. Why is the appeal created – to persuade who of what?
c. Why is the tone important? (Connect to audience) d. How does this contribute to the universal truth?
A Note About CommentaryIf you are talking about what the text says, you are summarizing.
If you are talking about how the text makes meaning, you are analyzing.
5. Transition Sentence (Optional)
a. Tone/Tonal Shiftb. Effect of shiftc. Highlight movement/chronology
6. Integrate Textual Evidence #2a. Change personal pronounsb. Shorten complex sentences/coordinated syntax to focus on subjectc. Closest tenet to a summary statementd. Blend with purpose (definition) of device
7. Commentary 1: PURPOSE
a. Why does this writer choose this particular strategy to create his or her message?b. How does the writer use this strategy to make meaning?c. Why does the writer use this particular strategy and this particular example?d. Focus on WHY the device specifically was chosen.e. Appeals? Tone?
8. Commentary 2: EFFECT
a. Because the writer used this rhetorical strategy, how/why does the use influence one or
more of the following: Speaker, Reader, Message, Purpose, UT
b. Why is the appeal created – to persuade who of what?
c. Why is the tone important? (Connect to audience) d. How does this contribute to the universal truth?
9. Clinchera. How do these examples (of the SAME device)
work in tandem to create the overall universal truth?
Body Paragraph At-A-Glance
1. Topic Sentence
2. Textual example/evidence #1
3. Purpose for Evidence 1
4. Effect for Evidence 1
5. Transition Sentence (accounting for tonal shift)
6. Textual example/evidence #2
7. Purpose for Evidence 2
8. Effect for Evidence 2
9. Clincher Sentence (transition to following paragraph and how device works as a whole)