Transcript What is Satire?

A Modest Proposal
By Jonathan Swift
Industrial Revolution Provides Millions
Of Out-Of-Work Children With Jobs
After centuries of chronic unemployment, millions of small children across
the United Kingdom saw their lives drastically improve when the Industrial
Revolution at long last provided them with steady factory work regardless
of age, size, or experience.
"Before the turn of the 19th century, frail boys and girls had no choice but
to sit at home all day, playing with their younger siblings, just watching as
another empty, unproductive week passed them by," noted British scholar
William Donnelley said. "Once the Industrial Revolution began, however,
any child able to fit inside a narrow mining shaft, or reach deep within a
malfunctioning textile press, could venture out into the world and find
himself a job."
Added Donnelley, "It was a time of unprecedented opportunity for the
nation's 5- to 9-year-olds."
According to records, the introduction of machine-based manufacturing
provided a desperately needed solution to England's toddlerunemployment epidemic. Out-of-work children, many of whom had
struggled since birth to earn any kind of wage at all, were now afforded the
chance to work seven days a week, up to 19 hours a day, in such
competitive industries as iron-smelting and steel-tempering.
Not only was finding employment easier than ever for countless
preadolescents, but the generous overtime available to them allowed
boys and girls to catch up on years of experience they had lost while
learning how to walk, nurse, or, in some unfortunate cases, attend
several months of school.
"As a child of the time, it must have felt wonderful to be able to go to
bed at night, confident in the knowledge that a job as a coal-boy,
furnace operator, or even bore-grinder machinist awaited you the next
morning," historian Russell Black said. "The sense of satisfaction and
well-being all those orphans must have experienced week in and week
out—it's hard to imagine."
"After all, there's nothing like a full-time job to help someone get back
on his feet," Black continued. "Especially if he's lost one of them in a
horrifying threshing accident."
Quickwrite
• What are your initial impressions of what we just read? (think
pathos)
• Do you agree or disagree with the opinions in the article?
• Why or Why not?
• What flaws, if any, can you identify in the author’s argument?
• What do you think is the purpose of the article?
Satire and Irony –
Think, Pair, Share
• With a partner, write a definition
for the word “Satire” and “Irony”
• What do you think is the
difference between the two?
• What is the purpose of satire?
• What does satire try to
accomplish?
• Why not just write about the topic
in a realistic and straightforward
manner?
• List some forms of satire and irony
you are familiar with
Satire
• A piece of literature designed to ridicule the subject of the
work. While satire can be funny, its aim is not to amuse, but
to arouse contempt. Satire arouses laughter or scorn as a
means of ridicule and derision, with the avowed intention of
correcting human fault.
• What is Satire?
• According to Jane Ogborn and Peter Buckroyd, the satirist "has a
view of how people and society should behave morally, and
contrasts this with what he or she sees as the vices and follies of the
time." In other words, satire focuses on mocking various aspects of
society and current events in order to convey social or cultural
criticism.
• Why Satire?
• Scholars such as Ogborn, Buckroyd, and others often refer to the
18th century as a kind of golden age of satire; however, The Daily
Show is a major news source for many people today, articles from
The Onion are being picked up by Fox Nation and discussed as real
news, and many people think that Stephen Colbert seriously
believes what he says on The Colbert Report. The Washington DC
Capitol Police even felt the need to officially deny an Onion article.
While we may not live in a golden age of satire, it profoundly
influences our culture nonetheless.
This cartoon shows the ability of satire to
succinctly convey social and political criticism.
Irony
• Surprising, amusing, or interesting contrast between reality
and expectation.
Irony and Satire
What is the difference?
• Satire and irony are often closely related, but there are important distinctions
between the two. A form of criticism, satire uses humor to accomplish its goals.
One technique that satire uses is irony. Irony focuses on the discrepancies
between what is said or seen and what is actually meant. Simply, satire and irony
differ largely because one, satire, often uses the other, irony.
• Both satire and irony can be found in literature, television, movies, theater and
even in artwork. Satire, however, is a genre, whereas irony is a technique. The
term "genre" refers to categories of written or preformed art. Drama, comedy
and horror are all various genres.
• Although satire and irony are arguably linked, they are not exclusive to each
other. Irony occurs not just in satire but in dramatic and comedic art as well.
Likewise, satire also uses many other rhetorical and comedic techniques, such as
ridicule, to accomplish its goal.
• Satire is a form of comedic criticism. Although it sometimes uses seemingly
harsh techniques, its aim is not cruelty but rather to point out faults in
government, society, individuals or the human condition. Satire is an attempt to
draw attention to these faults, either to encourage a change or to force an
awareness. Some of the most famous modern satires occur on television shows.
Irony and Satire
What is the difference?
SOAPSTone
• Speaker: current writer, journalist, interviewer
• Occasion: bringing awareness to current unemployment
issues, economic recession
• Audience: US citizens, unemployed, employers, government,
everyone
• Purpose: political, informing, highlighting economic,
unemployment issues
• Subject: Industrial Revolution was good for unemployed
children
• Tone: satire – ironic, sarcastic, mocking
Time For Some Academic
Vocabulary!
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Satire: A piece of literature designed to ridicule the subject of the work. While satire can
be funny, its aim is not to amuse, but to arouse contempt. Satire arouses laughter or scorn
as a means of ridicule and derision, with the avowed intention of correcting human fault.
Irony: Surprising, amusing, or interesting contrast between reality and expectation.
Persona: The aspect of someone's character that is presented to or perceived by others.
Hyperbole: a figure of speech that uses an incredible
exaggeration or overstatement for effect
juxtaposition: poetic and rhetorical device in which normally
unassociated ideas, words, or phrases are placed next to each other to
create an effect of surprise and wit
6.
Paradox: a statement that appears self-contradictory but reveals a kind of truth
7.
Parody: a work that makes fun of another work by imitating some aspect of the writer's
style
8.
Quantification: expressing the quantity of something limiting the variables that could
change
9.
Dehumanization: taking away the human qualities
10.
Qualifiers: words or phrases that limit the scope of a claim: usually; in a few cases;
under these circumstances
11.. Incongruity: a kind of irony that brings together two ideas, events, or people that do not
belong together
And some context
vocabulary…
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1. Misanthropic (adj): marked by a hatred or contempt for humankind
2. Prodigious (adj): extraordinary in bulk, quantity, or degree : enormous
3. Deference (n): respect or esteem shown to a superior or an elder
4. Importune (v): to beg, urge, or solicit persistently or troublesomely
5. Scrupulous (adj): having moral integrity : acting in strict regard for
what is considered right or proper
6. Censure (n): a judgment involving condemnation
7. Encumbrance (n): something that impedes or hinders
8. Emulation (n): the act of imitating
9. Parsimony (n): the quality of being careful with money or resources
10. Exacerbate (v): to make more violent, bitter, or severe
11. Melancholy (Adj): depressing; gloomy
12. Sustenance (n): nourishment; food and drink as a source of strength
Quick Write:
• Describe the process you use to write an essay
• In other words, what are the steps for writing an essay?
• Brainstorm:
• What components should an adequate essay contain?
• What components should a good argument essay contain?
Steps for Writing an Essay
• PREWRITING: this consists of the planning that needs to be done
before you can actually start writing an essay:
• Reading and analyzing the question, or prompt
• Choosing a main idea, or thesis for your essay
• Gathering and arranging supporting ideas
• COMPOSING:
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Introducing the thesis
Developing paragraphs
Choosing the best words for expressing your ideas
Structuring sentences for variety and coherence
Writing a conclusion
• Proofreading and Editing:
• Editing for clarity and coherence
• Editing to create interest
• Checking for standard usage and mechanical errors, including
spelling, punctuation, and capitalization
Writing an Argument
• Writing an argument requires the following:
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Introducing your position
Supporting your position with appropriate evidence
Refuting opposing viewpoints
Avoiding faulty reasoning
Incorporating sources
Citing sources
Introducing your position
• Your position should be crystal clear, precise, and written in
unambiguous language.
• Where should you put it? Early in your essay, but starting with
it is not the best method
• Begin with a brief incident or anecdote related to the point
you plan to make in your essay
• Or Knock down a commonly held assumption or define a word
in a startling new way.
Supporting your position with
appropriate evidence
• Each paragraph in your essay should contribute to the
development of the main idea. It should contain facts, data,
examples – reasons of all kinds to corroborate the thesis and
to convince the readers to believe with you.
• A good rule of thumb is that three distinct and relevant
reasons will usually suffice to prove a point. Three is better
than one or two but whether three is enough depends on the
topic and issue
• Use your strongest
argument last so it has the
most impact and doesn’t
lessen the impact of the
weaker arguments.
Refuting Opposing Viewpoints
• What exactly is a counterargument?
• A paragraph or more that points out weaknesses in the evidence
that may be used by someone who disagrees with your position.
• In order to construct a counterargument, you must anticipate
the arguments a prospective proponent might use to support
a view contrary to yours.
• Counterarguments are not required but recommended as they
serve to strengthen your position
• You have flexibility with where to place your counterargument
since there is no hard and fast rule for it.
• They can be discussed briefly in each paragraph
• Can also be placed right before the conclusion
Avoiding Faulty Reasoning
• Evidence must be logically support your essay’s main idea.
• Here are some common pitfalls:
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Irrelevant testimony
Snob Appeal
Circular reasoning
Absence of proof
Oversimplification
Telling only half the story
Going to extremes
RUBRIC
9 Essays earning a score of 9 meet the criteria for a score of 8 and, in addition, are especially
sophisticated
in their [analysis or argument], thorough in their development or impressive in their control of
language.
8 Effective Essays earning a score of 8 effectively [present the requirements of the prompt].
They develop their [analysis or argument] with evidence and explanations that are appropriate
and convincing, [adhering to the requirements of the prompt]. The prose demonstrates a
consistent ability to control a wide range of the elements of effective writing but is not
necessarily
flawless.
7 Essays earning a score of 7 meet the criteria for a score of 6 but provide more complete
explanation,
more thorough development or a more mature prose style.
6 Adequate Essays earning a score of 6 adequately [present the requirements of the
prompt]. They develop their [analysis or argument] with evidence and explanations that are
appropriate and sufficient, [adhering to the requirements of the prompt]. The writing may
contain
lapses in diction or syntax, but generally the prose is clear.
5 Essays earning a score of 5 [present the requirements of the prompt]. The evidence or
explanations
used may be uneven, inconsistent or limited. The writing may contain lapses in diction or
syntax,
but it usually conveys the student’s ideas.
Rubric
4 Inadequate Essays earning a score of 4 inadequately [present the requirements of the
prompt]. These essays may misunderstand the passage, or fail to completely [present the
requirements of the prompt]. The evidence or explanations used may be inappropriate, insufficient
or less convincing. The prose generally conveys the student’s ideas but may be less
consistent in controlling the elements of effective writing.
3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in
[presenting
the requirements of the prompt]. They are less perceptive in their understanding of the passage
or [the requirements of the prompt], or the explanation or examples may be particularly limited or
simplistic. The essays may show less maturity in control of writing.
2 Little Success Essays earning a score of 2 demonstrate little success in [presenting the
requirements of the prompt]. These essays may misunderstand the prompt, misread the passage,
fail to [present the requirements of the prompt], or substitute a simpler task by responding
to the prompt tangentially with unrelated, inaccurate or inappropriate explanation. The prose
often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of
development or organization, or a lack of control.
1 Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially
simplistic
in their explanation or weak in their control of language.
0 Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt,
or presents a narrative of a personal experience.
— Indicates a blank response or one that is completely off top
Active Verbs
• Because active verbs describe or show movement, the excel all
other words in pumping vitality into your prose. Being verbs, in
contrast, have almost no life in them. Their lifelessness is apparent
in the common forms of the verb to be:
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Is
Were
Had been
Are
Am
Have been
Was
Has been
Will be
Because being verbs lack energy, use active verbs whenever you can.
Active Verbs
• 1. Substitute an active verb for the being verb:
• Being verb: It is not easy for most students to write immortal
essays.
• Active verb: Most students struggle to write immortal essays.
• 2. Extract an active verb from a noun in the sentence:
• Being verb: Monica was the winner of the essay contest.
• Active verb: Monica won the essay contest.
• 3. Extract an active verb from an adjective:
• Being verb: My weekend at the beach was enjoyable.
• Active verb: I enjoyed my weekend at the beach.
Mini-Workout: Active Verbs
• Directions: Revise each of the following sentences by substituting
active verbs for “being” verbs, but try not to change the meaning of
the original sentence.
1. Monica and Phil were the highest scorers on the practice AP exam.
2. Cost is the determining factor in choosing a rug for my bedroom.
3. It is logical that admission to college is the result of a student’s
effort and achievement.
4. The monarchy was over after the Revolutionary War
5. Since 9/11 there have been many more terrorist threats.
6. Chaos is a word that is relevant to my math class.
7. Everyone is scared of Mr. Gill.
8. The way to the principal’s office is down the next corridor.
9. There are students who are excellent in chemistry but not in
physics.
10. This novel was the one recommended by the librarian.