Transcript of the appeals! - Fort Thomas Independent Schools

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 Persuasion
with “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
Persuasion:
4 basic sentence types
Subordination
Coordination
Anaphora
Subordination
Antithesis
Loose & Periodic Sentences
Inductive and Deductive logic and
organization
Parallel structure
RQ & Simple Sentences
Inverted syntax
Active versus Passive Voice
Repetition
Understatement
Rhetorical questions
Rhetorical Questions & S. S.
Restatement versus Repetition
Subordination
Complex 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
hairthough
clung to Marvin’s
legs.toHe
still got the
Even
cat hairpant
clung
Marvin’s
job.
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.
Main clause
+Ø+
subordinate clause.
Marvin smiled at his success.
successCat
ashair
cat wafted
hair wafted
in his
wake.
in
his wake.
Now the first
clause is the
most
important.
The second
clause has less
emphasis
because its
thought is
incomplete.
subject
verb
Subordinating
conjunction
Subordination
Purpose
Emphasizes one idea and
subordinates another idea
The clause following the
subordinator will be less important
Used in argument
Effect
Increase ethos appeal
Showing awareness of the
opposition
Why does the speaker want
ethos appeal?
Tone  academic or
pretentious, sarcastic
Discuss why subject being
emphasized appeals to audience
Can show train of thought or
existential thinking
How emphasis supports the
claim of text
Show high emotion or lack of
emotion
Subordination, Example & Purpose
• Subordination gives less attention to one
idea so that the other has emphasis.
• Use subordinate conjunctions, such as
because, even though, and when.
Since
Marvin
tried his
to clean
hiswas
suitlate
, hetowas
Marvin tried
to clean
suit. He
the late
interview.
to
the interview.
I’m sorry.
Coordination
versus
writer places concepts
or people or objects
on an equal level and
joins them with
conjunctions or
punctuation (semicolon)
Subordination
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
Repetition
Diction 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)
Anaphora
A Paralleling Repetition
A Definition & Example
the 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
answered
But 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?
Antithesis
juxtaposed 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 Example
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."
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 Voice
Can 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 Examples
Passive
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 & Appeals
Bringing the Pieces Together, slowly
Audience & Devices
When 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 values
opportune timing
proper fit with situation
Appealing to Audience
The 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/Organization (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).
Deductive
Reasoning/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 Examples
Syllogism: A=B, B=C, THEN C=A
Example: 1. All students (A) go to school (B). 2. You (C) are a
student (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 logic
Syllogistic structures
Expert opinions or testimonies
Acknowledgment of the opposition
Subordination, counterargument
Ethos Appeal
Ethos Appeal
evoking 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 Sermon
A Study in syntax, R.T., topic sentences and body paragraphs
Reflection of universal subject (sin) in archaic and modern text
“Sinners in the Hands of
an Angry God”
A Puritan sermon delivered in 1741
Learning Targets
Identify 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!
Who was Edwards?
Page 114 offers information about Jonathon Edwards…
SPEAKER
• Stern, zealous
preacher
• Brilliant,
thoughtful,
• complicated
CONTEXT
• 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.
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
Medium
Puritan 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 Starters
Compare to Other Texts – CONTEXT
Assessment Task Blueprint #2
General 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 triangle
How 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 Devices
Syntactical 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
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 Thesis
Revisited
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 Statements
Are 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 Paragraph
Rhetorical Analysis Graphic Organizer
staging a shift from focus on ideas to focus on writing
Device identified
and discussed with
group
Revisiting example discussed with
group.
Independently finding a 2nd example
of device and outlining analysis
Device identified
and discussed with
group
Revisiting example discussed with
group (the other direction)…
Independently finding a 2nd example
of device and outlining analysis
Topic Sentences and Body
Paragraphs: Rhetorical
Analysis
staging 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, goldcolored, 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, . . .
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
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.
.
Writing the Body Paragraph
A Basic Lecture on Organization and Structure
1. Write the topic sentence.
2. Integrate Textual Evidence
a. Change personal pronouns
b. Shorten complex sentences/coordinated syntax to
focus on subject
c. Closest tenet to a summary statement
d. 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.
b.
c.
d.
Because the writer used this rhetorical strategy,
how/why does the
use influence one or more of
the following: Speaker, Reader,
Message, Purpose, UT
Why is the appeal created – to persuade who of what?
Why is the tone important? (Connect to audience)
How does this contribute to the universal truth?
A Note About Commentary
If 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.
b.
c.
Tone/Tonal Shift
Effect of shift
Highlight movement/chronology
6. Integrate Textual Evidence #2
a. Change personal pronouns
b. Shorten complex sentences/coordinated syntax to
focus on subject
c. Closest tenet to a summary statement
d. 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.
b.
c.
d.
Because the writer used this rhetorical strategy,
how/why does the
use influence one or more of
the following: Speaker, Reader,
Message, Purpose, UT
Why is the appeal created – to persuade who of what?
Why is the tone important? (Connect to audience)
How does this contribute to the universal truth?
9. Clincher
a.
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)