Quarter 4 ENGLISH 3 work organized by weekly dates
Last Note: Sunday, June 7
Last day to turn in work: Wednesday, June 10.
Final grades for the 4th quarter due:
Thursday, June 11
As you should all be aware by now, all grades are due this Thursday. The news was unexpected, so this will be the last post, rather than what was to be our final ELA work. I can accept work though Wednesday only.
The district already shared with families and students the grading. Of note, however, the 4th quarter grades will be an incomplete (50-64), passing (65 to 84) or passing with distinction (85 to 100). Whether you pass the course will be determined upon your academics for the whole year. If you are not successful in completing the course, you will receive an incomplete for the year and have the opportunity to make up the work on line through a summer program.
Please, if you have any questions or concerns, please contact me!
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ELA work for the week of
June 1 through June 5
As you read, note the words Thoreau uses to describe the scene before him.
This week we are reading an excerpt from Ralph Waldo Emerson's essay "Self-Reliance"
There are two associated assignments:
2. writing response to quote from the text.
Last day to turn in work: Wednesday, June 10.
Final grades for the 4th quarter due:
Thursday, June 11
As you should all be aware by now, all grades are due this Thursday. The news was unexpected, so this will be the last post, rather than what was to be our final ELA work. I can accept work though Wednesday only.
The district already shared with families and students the grading. Of note, however, the 4th quarter grades will be an incomplete (50-64), passing (65 to 84) or passing with distinction (85 to 100). Whether you pass the course will be determined upon your academics for the whole year. If you are not successful in completing the course, you will receive an incomplete for the year and have the opportunity to make up the work on line through a summer program.
Please, if you have any questions or concerns, please contact me!
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
ELA work for the week of
June 1 through June 5
Henry David Thoreau was a contemporary and friend of Ralph Waldo Emerson, whose essay "Self-Reliance" you read last week. Both of these men have had a significance on America's idealized image of itself: the revitalizing aspects of nature (have you walked in a park?) or stood up to a an idea because it is the "right" thing to do, not because it was popular?
There are two parts to this week's work: multiple choice questions that align with the reading and your final essay of your junior year. Please take your time and be conscientious of your language conventions. Avoid punctuation, spelling, capitalization and grammar errors as best you can. Proof read. The text is not long, but weave in using quotations, bits into your own sentences. Remember you make a clear thesis statement, You provide evidence and then you have an analysis statement, that is the why or in way something is significant. These are the expectations and state standards for juniors, expecting to more on to their senior year.
Walden Pond
Henry David Thoreau (1817-1862) was an American author, essayist, and philosopher. He was one of the major figures of Transcendentalism, a movement that valued the spiritual over the material. The following excerpt comes from his best-known work, Walden, in which he reflects upon his two years spent living in the wilderness near Walden Pond in Massachusetts.
As you read, note the words Thoreau uses to describe the scene before him.
It is a soothing employment, on one of those fine days in the fall when all the warmth of the sun is fully appreciated, to sit on a stump on such a height as this, overlooking the pond, and study the dimpling circles which are incessantly inscribed on its otherwise invisible surface amid the reflected skies and trees. Over this great expanse there is no disturbance but it is thus at once gently smoothed away and assuaged, as, when a vase of water is jarred, the trembling circles seek the shore and all is smooth again. Not a fish can leap or an insect fall on the pond but it is thus reported in circling dimples, in lines of beauty, as it were the constant welling up of its fountain, the gentle pulsing of its life, the heaving of its breast. The thrills of joy and thrills of pain are undistinguishable. How peaceful the phenomena of the lake! Again the works of man shine as in the spring. Ay, every leaf and twig and stone and cobweb sparkles now at mid-afternoon as when covered with dew in a spring morning. Every motion of an oar or an insect produces a flash of light; and if an oar falls, how sweet the echo!
In such a day, in September or October, Walden is a perfect forest mirror, set round with stones as precious to my eye as if fewer or rarer. Nothing so fair, so pure, and at the same time so large, as a lake, perchance, lies on the surface of the earth. Sky water. It needs no fence. Nations come and go without defiling it. It is a mirror which no stone can crack, whose quicksilver will never wear off, whose gilding Nature continually repairs; no storms, no dust, can dim its surface ever fresh; — a mirror in which all impurity presented to it sinks, swept and dusted by the sun’s hazy brush, — this the light dust-cloth, — which retains no breath that is breathed on it, but sends its own to float as clouds high above its surface, and be reflected in its bosom still.
A field of water betrays the spirit that is in the air. It is continually receiving new life and motion from above. It is intermediate in its nature between land and sky. On land only the grass and trees wave, but the water itself is rippled by the wind. I see where the breeze dashes across it by the streaks or flakes of light. It is remarkable that we can look down on its surface. We shall, perhaps, look down thus on the surface of air at length, and mark where a still subtler spirit sweeps over it.
Part 1: multiple choice questions. Copy, paste and share 2006630. Highlight or underline the correct response. (class participation grade)
1. Thoreau is...
A. enjoying a day boating on the water.
B. moved by the beauty of the water.
C. saddened by how polluted the water is.
D. impressed by the power of the choppy water.
2. What is the appearance of Walden
A. It reflects the beautiful forest and the sky
B. It is dark and murky from pollution
C. It is clear and reveals the treasures below
D. It is rough from the activity of a nearby boat
3. The wind...
A. Disturbs the water and peace that Thoreau feels
B.Makes the water violent and scares the fish away
C. Causes it to get cold and drives Thoreau inside
D. Moves the surface of the water in a pleasing way
4. Part A: What is the meaning of "assuaged" as it is used in paragraph 1?
A. calmed
B. alerted
C. reflected
D. muted
5. Part B: Which phrase from paragraph 1 provides the contect for the meaning of "assuaged"?
A. "fully appreciated"
B. "smooth again"
C. "welling up"
D. "circling dimples"
6. Part A: What is Thoreau's purpose in the passage from "Walden"?
A. to describe his reasons for visiting Walden Pond and its surroundings
B. to argue for the preservation and reclamation of Walden Pond in the face of
human intrusion.
C. to explain whay most people are not able to appreciate the beauty of nature
D. to describe the permenance of a natural scene
7. Part B: Seclect TWO quotations that most clearly reveal Thoreau's purpose in the passage.
A. "It is a soothing employment, on one of those fine days in the fall when all the warmth of the sund is fully appreciated, to sti on a stump on such a height as this, overlooking the pond" (paragraph 1)
B. "Over this great expanse there is no disturbance but is is this at once gently smoothed away and assuaged" (paragraph 1)
C. "Not a fish can leap or an insect fall on the pond but it is thus reported in circling dimples, in lines of beauty (paragraph 1)
D. "In such a day, in September or October, Walden is a perfect forest mirror, set round with stones ans as precious to my eye as if fewer or rarer" (paragraph 2)
E. "It is a mirror which no stone can crack, whose quicksilver will never wear off, whose gilding Nature continually repairs" (paragraph 2)
F. "It is intermediate in its nature between land and sky." (paragraph 3)
Part 2: writing component Please respond to the following in a minimum of 300 words. Take your time with language conventions. Remember to incorporate text from the Thoreau's Walden. Last major writing of the year!
In the text, Thoreau describes Walden pond as “a mirror which no stone can crack” (Paragraph 2). In what ways are humans altering, or “cracking,” nature? How do you think Thoreau would feel about the state of nature today?
(note that you might want to do some reseach!)
(note that you might want to do some reseach!)
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ELA work for the week of Monday, May 25 to Friday, May 29
This week we are reading an excerpt from Ralph Waldo Emerson's essay "Self-Reliance"
There are two associated assignments:
1. ten multiple choice questions for a class participation grade
2. writing response to quote from the text.
Ralph Waldo Emerson (1803-1882) was an American writer, speaker, abolitionist, and a key figure in the Transcendentalist movement of the 1820s-1830s. This movement promoted the ideas of intuition, independence, and inherent goodness in humans and nature. The following excerpt comes from Emerson’s most famous essay. “Self-Reliance,” which discusses similar ideas.
As you read, identify the traits that Emerson believes support self-reliance.
The notes following the text have the numbered defintions
“Ne te quaesiveris extra.”
“Man is his own star; and the soul that can
Render an honest and a perfect man,
Commands all light, all influence, all fate;
Nothing to him falls early or too late.
Our acts our angels are, or good or ill,
Our fatal shadows that walk by us still.”
[1]There is a time in every man’s education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till. The power which resides in him is new in nature, and none but he knows what that is which he can do, nor does he know until he has tried. Not for nothing one face, one character, one fact makes much impression on him, and another none. It is not without pre-established harmony, this sculpture in the memory. The eye was placed where one ray should fall, that it might testify of that particular ray. Bravely let him speak the utmost syllable of his confession. We but half express ourselves, and are ashamed of that divine idea which each of us represents. It may be safely trusted as proportionate and of good issues, so it be faithfully imparted, but God will not have his work made manifest by cowards. It needs a divine man to exhibit any thing divine. A man is relieved and gay when he has put his heart into his work and done his best; but what he has said or done otherwise, shall give him no peace. It is a deliverance which does not deliver. In the attempt his genius deserts him; no muse befriends; no invention, no hope.
Trust thyself: every heart vibrates to that iron string. Accept the place the divine Providence has found for you; the society of your contemporaries, the connection of events. Great men have always done so and confided themselves childlike to the genius of their age, betraying their perception that the Eternal was stirring at their heart, working through their hands, predominating in all their being. And we are now men, and must accept in the highest mind the same transcendent destiny; and not pinched in a corner, not cowards fleeing before a revolution, but redeemers and benefactors, pious aspirants to be noble clay plastic under the Almighty effort, let us advance and advance on Chaos and the Dark...
These are the voices which we hear in solitude, but they grow faint and inaudible as we enter into the world. Society everywhere is in conspiracy against the manhood of every one of its members. Society is a joint-stock company in which the members agree for the better securing of his bread to each shareholder, to surrender the liberty and culture of the eater, the virtue in most request is conformity. Self-reliance is its aversion. It loves not realities and creators, but names and customs.
Whoso would be a man must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the integrity of our own mind. Absolve you to yourself, and you shall have the suffrage of the world...
[5]A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines. With consistency a great soul has simply nothing to do. He may as well concern himself with his shadow on the wall. Out upon your guarded lips! Sew them up with packthread, do. Else, if you would be a man, speak what you think today in words as hard as cannon balls, and tomorrow speak what tomorrow thinks in hard words again, though it contradict every thing you said today. Ah, then, exclaim the aged ladies, you shall be sure to be misunderstood. Misunderstood! It is a right fool’s word. Is it so bad then to be misunderstood? Pythagoras was misunderstood, and Socrates, and Jesus, and Luther, and Copernicus, and Galileo, and Newton, and every pure and wise spirit that ever took flesh. To be great is to be misunderstood.
Notes
1.
“Seek no one besides yourself.”
2.
Epilogue to Beaumont and Fletcher’s “Honest Man’s Fortune”
3. spiritual guidance, often depicted as divine in nature
4. Aversion (noun) : avoidance, often due to disgust or dislike
5. leaves of a palm tree awarded as a prize or viewed as a symbol of victory or triumph
6. (archaic) a vote given in favor of a proposal or a particular person
7. a mischievous goblin or imp
Please copy and paste the questions; then underline the correct response.
1. What must everyone realize at some point in life"?
A. that our education will help us realize that the universe is good
B. that the power of nature is not anything new at all
C. that being ignorant of others will lead to a great deal of envy
D. that we can never know our true potential until we test ourselves
2. According to the text, the best way to live is by
A. putting our heart and soul into everything we do
B. trying to discover new inventions
C. attempting to understand the divine idea that God created
D. living a happy and calm life with friends that are geniuses.
3. How should we live our lives?
A. By accepting that great men are always betrayed
B. By refusing to flee from a revolution
C. By accepting our circumstances and trusting ourselves
D. By trying to immitate the childlike geniuses of our age
4. What is self-reliance?
A. A reliance on names and customs
B. A refusal to conform to society's expectations
C. A conspiracy against the manhood of society
D. A request for conformity of everyone in society
5.Self-Reliance is put into practice by
A. Thinking for yourself, no matter what anyone else believes
B. Fighting for universal suffrage
C. Refusing to contradict yourself, even if you are wrong
D. Reading the teachings of Socrates, Luther, Jesus and Conpernicus.
6. PART A: Which of the following best summarizes a central idea of the text?
A.
B.
C.
D.
A.
B.
C.
D.
8. .
A.
B.
C.
D.
9. What does the term “plastic” most likely mean as used in paragraph 2?
A.
B.
C.
D.
10. According to Emerson’s essay, how does society affect the development of individualism?
A.
B.
C.
D.
EXTENDED RESPONSE: minimum of 200 words.
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ELA work for the week of Monday, May 18 to Friday, May 22
This is our last week with the rhetorical material.
The work is due by Friday midnight, with the exception of those receiving extended time. Their work is due by Sunday midnight.
1. So far we covered logos, ethos, and pathos.
2. As well, we looked at the techniques of epistrophe and anaphora.
3. Remember, as well, the rhetorical triangle, where the speaker has a message to deliver to a particular audience.
4. How is is delivered is through diction; that is word choice. (we have talked about diction numerous times in class this year!)
Assignment: What makes a great speech (writing grade)
Below you will find excerpts from six speeches. For each: 1.Label the speech and date
2. Identify the speaker, the audience and the message. You will need to infer the message and the audience by reading the speech.
3) What rhetorical device (s) is used?
4. What type of diction is used to communicate the message? Select several words or phrases and explain why you think the words were chosen by the speaker? Consider how the speaker expected the audience to react.
5. Finally, note two examples of a rhetorical technique (epistrophe / anaphora) OR two examples of a figurative language technique (metaphor, simile, hyperbole, personification, omnomatopoeia, alliteration (repetition of sounds), oxymoron (self -contradition: deliberate mistake), litote (verbal irony in which understatement is used to emphasize a point), imagery (sound, see, smell, taste, touch) synecdoche (term for a part of something refers to the whole of something),
I have modelled Martin Luther King's speech for you as an exemplar.
Martin Luther King I Have a Dream 1963
I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification – one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.
I have a dream today.
I have a dream that one day every valley shall be exalted and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed and all flesh shall see it together.
1.Speech Title: Martin Luther King I Have a Dream 1963
2. Speaker: Martin Luther King
Audience: individuals who want to end racism and
racial politics
racial politics
Message: Together with God's help all people will be
treated fairly.
treated fairly.
3. Rhetorical Devices: King uses pathos to make the emotional connection to a dream, which everyone in the audience could relate to, as well as ethos in his referencing God.
4. Diction: King uses both sophisticated language: "interposition and nullification" and simple phrases, such as "little black boys and black girls... little white boys and white girls".
5. Rhetorical/ figurative language devices. King uses anaphora: "I have a dream"; he also uses powerful metaphorical imagery: "crooked places will be made straight" and "every valley shall be exalted"
Model for you
1.Speech Title:
2. Speaker:
Audience:
Audience:
Message:
3. Rhetorical Devices:
4. Diction:
5. Rhetorical/ figurative language devices.
5. Rhetorical/ figurative language devices.
1) King George VI Radio Address 1939
In this grave hour, perhaps the most fateful in history, I send to every household of my peoples, both at home and overseas, this message, spoken with the same depth of feeling for each one of you as if I were able to cross your threshold and speak to you myself.
For the second time in the lives of most of us, we are at war.
Over and over again, we have tried to find a peaceful way out of the differences between ourselves and those who are now our enemies, but it has been in vain.
2) Winston Churchill We shall fight on the beaches 1940
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, and even if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God’s good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.
3) Chief Joseph Surrender Speech 1877
We’ve included this speech because there is something extremely raw and humbling about Chief Joseph’s surrender. Combining vulnerability with pride, this is an unusual speech and deserves attention.
Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.
4) Emmeline Pankhurst Freedom or Death 1913
Traditionally silent, women tend to have been left out of rhetoric. All that changed, however, with the advent of feminism. In her struggle for the vote, Pankhurst and her fellow protesters were compelled to find a voice.
You have left it to women in your land, the men of all civilised countries have left it to women, to work out their own salvation. That is the way in which we women of England are doing. Human life for us is sacred, but we say if any life is to be sacrificed it shall be ours; we won’t do it ourselves, but we will put the enemy in the position where they will have to choose between giving us freedom or giving us death.
5) John F. Kennedy The Decision to go the Moon 1961
We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too.
6) Shakespeare Henry V Act 3 Scene 1, 1598
Once more unto the breach, dear friends, once more;
Or close the wall up with our English dead.
In peace there’s nothing so becomes a man
As modest stillness and humility:
But when the blast of war blows in our ears,
Then imitate the action of the tiger;
Stiffen the sinews, summon up the blood,
Disguise fair nature with hard-favour’d rage
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For students, who completed last week's work about Picasso's Guernica, you'll get this!
One of the reasons I chose to review symbolism and metaphors through Picasso's Guernica was that this painting is one you will come across your whole life. Well, for Mother's Day, the New Yorker magazine had the following cartoon:
Week of Monday, May 11 through Friday, May 15
Continuing with rhetorical devices.
We are returning to practicing rhetorical devices this week. If you have yet to complete the work from April 20 to 24th or the following week, April 27 to May 1, you can scroll down and find the videos, graphs and exercises. You will absolutely need a solid understanding of the rhetorical devices to complete this week's work. If you have questions, please let's talk.
However, we are moving on. Last week's bonus has now evaporated.
THREE Assignments this week. Remember, unless you receive extended time, the material is due by Friday, May 15 at midnight.
1) For each of the following commercials, identify the rhetorical device used (logos, ethos, pathos), what idea (thesis statement) is being promoted and what information SPECIFIC to the commercial supports your choice. These should be only a couple of well written, complete sentences each. (class participation grade)
2) ASSIGNMENT 2: Practice with logos, ethos and pathos.
Below you will find three practice charts: logos, ethos and pathos. Copy them onto your document and complete. I have modeled the first one in each. In your reasoning, make sure to use complete sentences. There are a total of 15, each one is worth 6.6 points. This is your major work this week, so will count as a writing grade. Again, if you have not completed the previous rhetorical work, check the previous weeks.
For each of the following, explain whether or
not you think that logos is being used effectively.
Effective?
Yes No
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“I need new jeans. Everyone in my class has new jeans.”
|
x
|
This isn’t an effective use of logos as the reasoning is
not logical and convincing. Firstly, it’s highly unlikely that everyone has
new jeans (hyperbole). Secondly, just because other people have new jeans, it
doesn’t logically follow that the speaker needs them.
|
|
1.
“All men and
women will die. You are a man. Therefore, you will die one day.”
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|||
2.
“Everyone has children. Therefore, everyone
needs to think about the schooling of his or her children.”
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|||
3.
“You don’t need to jump in front of a train to
know it’s a bad idea; so why do you need to try drugs to know if they’re damaging?”
|
|||
4.
“Cigarette smoke contains over 4,800
chemicals, 69 of which are known to cause cancer. So why start smoking?”
|
|||
5, “Every morning the rooster crows, then the sun rises.
Therefore the rooster causes the sun to rise.”
|
|||
Explain
|
|
“Don’t be the last person to get one. You don’t want to be the
laughing stock of your school!”
|
Here the speaker is appealing to the audience’s sense of pride by
pointing out that they will be
laughed at if they don’t get the product. This would make the
listener/reader feel compelled to get
it, in order to maintain their dignity and not hurt their pride.
|
1. “If you don’t purchase this life insurance, and something happens
to you, how will your family survive?”
|
|
2. “We have been mistreated, abused and oppressed. They have
benefited from our suffering and we must act now!”
|
|
3. “We live in a great democracy. So donate now and support the
troops who are protecting our freedom.”
|
|
4. “Just eat and don’t complain. Children in Africa are starving and
would give anything to have that plate of food.”
|
|
5. “Caring for the environment may not change your life, but it will
change the lives of your children.”
|
Ethos
|
Explanation
|
|
“You should definitely get help with your debt, & I say that as
somebody with over 30 years’ experience of debt counseling.”
|
yes
|
The speaker is has referred to their extensive experience in this
area, in order to give credit to their opinion. Somebody with over 30 years’
experience would surely know what he or she is talking about.
|
“As your father, I love you and only want
1
the best
for you. Therefore when I ask you not to go, please listen to me.”
|
||
2. “We really should try
that recipe. Someone told me that it was good.”
|
||
3. “The research –
conducted by professors
at Harvard University – suggests that you
should learn a second language.
|
||
4. “Dentists all over the
world are telling their patients the same things. You must floss regularly.”
|
||
5. “I read somewhere that
bicarbonate of soda is really useful for cleaning. You should try it.”
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Assignment 3: Anaphora and Epistrophe
Think about why we repeat words in a sentence. It's because the speaker wants the listener to firmly get the message.
The rhetorical device is the logos, ethos and pathos, but there are techniqes the speaker uses to get the message across to the audience. Two basic ones (there are lots more) are anaphora and epistrophe.
Watch the clip that explains them, and learn the correct pronunciation. I have also provided written definitions. The most challenging part of this is learning the new words.
WHAT IS ANAPHORA?
Anaphora is when the first word or series of words in a phrase, sentence, or clause repeats itself for emphasis.
The most famous anaphora that we’re all probably familiar with comes from the opening lines of Charles Dickens’s A Tale of Two Cities. You know, “It was the best of times, it was the worst of times…” etc.
Martin Luther King Jr. also used anaphora in his “I have a dream” speech, with the repetition of that famous phrase.
HOW ABOUT EPISTROPHE?
But what if the repetition happens at the end of the phrase/sentence/clause? Is there a term for that?
There sure is! That’s called epistrophe, or epiphora, or antistrophe. Take your pick; they’re all correct.
Examples of epistrophe appear in Abraham Lincoln’s Gettysburg Address ( “…and that government of the people, by the people, for the people, shall not perish from the earth.”), and in Lyndon B. Johnson’s “We Shall Overcome” speech (“There is no Negro problem. There is no Southern problem. There is no Northern problem. There is only an American problem.“1).
There’s even a song by Thelonious Monk called “Epistrophy”, which uses notes in a pattern of epistrophe. Like anaphora, epistrophe is used to add emphasis.
Your turn: identify the rhetorical device. Copy the material onto a document. After each example, label whether the writer used anaphora or epistrophe. Share, as usual. 2006630 (class participation grade)
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?”
2. If you had known the virtue of the ring,
Or half her worthiness that gave the ring,
Or your own honour to contain the ring,
You would not then have parted with the ring.
The Merchant of Venice - William Shakespeare
3. “Every day, every night, in every way, I am getting better and better”
4. For no government is better than the men who compose it, and I want the best, and we need the best, and we deserve the best. -John F. Kennedy
4. For no government is better than the men who compose it, and I want the best, and we need the best, and we deserve the best. -John F. Kennedy
5. The moth and the fish eggs are in their place,
The bright suns I see and the dark suns I cannot see are in their place,
The palpable is in its place and the impalpable is in its place.
Song of Myself - Whitman
6. “This blessed plot, this earth, this realm, this England,
This nurse, this teeming womb of royal kings [. . .]
This land of such dear souls, this dear dear land,”
This nurse, this teeming womb of royal kings [. . .]
This land of such dear souls, this dear dear land,”
7. “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair.”
8. The time for the healing of the wounds has come. The moment to bridge the chasms that divides us has come. - Nelson Mandela
8. The time for the healing of the wounds has come. The moment to bridge the chasms that divides us has come. - Nelson Mandela
9. When I was a child,
I spoke as a child,
I understood as a child,
I thought as a child.
Corinthians 13:11
10. If you liked it then you should've put a ring on it
Don't be mad once you see that he want it
If you liked it then you should've put a ring on it
Single Ladies - Beyonce
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ELA work for the week of Monday, May 4 through Friday, May 8
This week, we are stepping away from the Rhetorical Material, in the hope that those who have not yet completed the work from the last two weeks, will check it out, as it will be needed next week. Make sure you completely understand the concepts of logos, ethos and pathos. The short videos and images are excellent.
And...if you need furthe assistance after watching / reading, let's make a plan to review together.
Now we are exploring the symbolism, imagery and metaphors through Pablo Picasso's paining Guernica.
1) background information
2) TED TALK FILM (see link below)
3) transcript of film below, for anyone who wants to read and listen
4) accompanying analysis and response. Copy onto a document and share, as usual 2006630
The work is due by midnight Friday, May 8, with the exception of those who receive extended time. Yours is due by midnight Sunday. Questions? Let me know!
Note: this week's work counts as a writing grade; that is in the 50 % category.
1. Background Information
Probably Picasso's most famous work, Guernica is certainly the his most powerful political statement, painted as an immediate reaction to the Nazi's devastating casual bombing practice on the Basque town of Guernica during Spanish Civil War.
Dates: Jul 17, 1936 – Apr 1, 1939
Dates: Jul 17, 1936 – Apr 1, 1939
Guernica shows the tragedies of war and the suffering it inflicts upon individuals, particularly innocent civilians. This work has gained a monumental status, becoming a perpetual reminder of the tragedies of war, an anti-war symbol, and an embodiment of peace. On completion Guernica was displayed around the world in a brief tour, becoming famous and widely acclaimed. This tour helped bring the Spanish Civil War to the world's attention.
This work is seen as an amalgmation of pastoral and epic styles. The discarding of color intensifis the drama, producing a reportage quality as in a photographic record. Guernica is blue, black and white, 3.5 metre (11 ft) tall and 7.8 metre (25.6 ft) wide, a mural-size canvas painted in oil. This painting can be seen in the Museo Reina Sofia in Madrid.
After the bombing, Picasso was made aware of what had gone on in his country of origin. At the time, he was working on a mural for the Paris Exhibition to be held in the summer of 1937, commissioned by the Spanish Republican government. He deserted his original idea and on 1 May 1937, began on Guernica. This captivated his imagination unlike his previous idea, on which he had been working somewhat dispassionately, for a couple of months. It is interesting to note, however, that at its unveiling at the Paris Exhibition that summer, it garnered little attention. It would later attain its power as such a potent symbol of the destruction of war on innocent lives.
Guernica, Picasso's most important political painting, has remained relevant as a work of art and as a symbol of protest, and it kept the memory of the Basque town's nightmare alive. While Picasso was living in Nazi-occupied Paris during World War II, one German officer allegedly asked him, upon seeing a photo of Guernica in his apartment, "Did you do that?" Picasso responded, "No, you did."
“Guernica, 1937 by Pablo Picasso.” Henri Matisse, www.pablopicasso.org/guernica.jsp.
2. Watch the following:
TED TALK: Guernica 5 minutes
3.Transcript
For Pablo Picasso, the tragedy sparked a frenzied period of work in which he produced a massive anti-war mural, aptly titled "Guernica." The painting is a powerful work of historical documentation and political protest. But while Picasso’s artistic motivations are clear, the symbolism of the painting can be as confusing and chaotic as war itself. How can we make sense of this overwhelming image, and what exactly makes it a masterpiece of anti-war art?
The painting’s monumental canvas is disorienting from the start, rendered in the abstracted Cubist style Picasso pioneered. Cubism deliberately emphasized the two-dimensionality of the canvas by flattening the objects being painted. This afforded viewers multiple and often impossible perspectives on the same object; a technique considered shocking even in Picasso’s domestic scenes.
On the far left, a woman holding her dead child releases a scream; her eyes sliding down her face in the shape of tears and her head bending back unnaturally to echo her baby’s. There is the statue of a soldier present below, but he is unable to defend the woman and child. Instead his broken body lies in pieces, his arm clutching a splintered sword in a signal of utmost defeat.
The tip of his sword meets a woman’s foot as she attempts to flee the devastation. But her other leg appears rooted to the spot, locked in the corner of the canvas even as she stretches to move it. Another victim appears behind this slouching figure. Falling helplessly as flames lick around her, she too is caught in her own hopeless scene.
From the coffin-like confines of her window, her arm guides the viewer back into the fray, to perhaps the most controversial symbols of all– two ghostly animals caught in the destruction. Does the screaming horse embody the threat of Franco’s military nationalism; or does the spike running through its body convey its victimhood? Does the white bull represent Spain, the country of matadors and a common theme in Picasso’s work– or does it stand for the brutality of war?
In this scene of strife, these animals raise more questions than answers. And additional elements hidden throughout the frame offer even more secrets for close observers. At the top of the canvas flashes a bird desperate to escape the carnage. And the abundance of animals on display may hint at the bombing’s date– a market day which flooded the streets with villagers, animals, and other potential causalities.
Like the bombing of Guernica itself, Picasso’s painting is dense with destruction. But hidden beneath this supposed chaos, are carefully crafted scenes and symbols, carrying out the painting’s multifaceted attack on fascism. Decades after its creation, "Guernica" retains its power to shock viewers and ignite debate, and is often referenced at anti-war gatherings around the world. Hundred of viewers have grappled with its harsh imagery, shattering symbolism and complex political messaging. But even without a close understanding of it’s complicated subtext, Picasso’s work remains a searing reminder of the true casualties of violence.
Part 4 Response sheet
Guernica- by Pablo Picasso accompanying work
contingent- a group of people united by a common feature to grapple-to struggle
devastation- great destruction acute-(adjective)- sharp, poignant
atrocities- wicked, cruel, destructive acts claustrophobia- extreme fear of enclosed spaces
to illuminate- make visible, to bring clarity
matador- bull fighter
Name________________________________
After reading the background material on Pablo Picasso’s painting Guernica and watching the short film, please respond to the following questions in complete, grammatically correct sentences. You will ot be able to complete the following without having thoroughly read and explored the above information.
1. What forces bombed the northern Spanish city of Guernica in 1937?
2. Who were the two groups fighting during the Spanish Civil War?
3. How does the disoriented perspective of the canvas contribute to the anti-war message?
4. List 5 images within the painting and explain their symbolism
5. In your own words, explain the metaphor of the ghostly woman holding the lamp.
6. What three animals can be found within the mural?
7. Select one of the above animals and discuss historically and or culturally what it has come to mean; then looking over the painting carefully how and why you interpret the image within the mural. This must be a minimum of five well-composed, grammatically correct sentences.
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English III work for the week of Monday, April 27 to May 1
These two assignments are due by midnight Friday, with the exception for those who receive extended time. Their work is due by midnight Sunday. As always, share: 2006630
I am available for individual help. Please e-mail me with any questions.
We began our rhetorical unit with a learning about the three basic devices that we use to make an argument, so that someone agrees with our point of view. As a review these are Logos, Ethos, and Pathos. If you are not familiar with these, please review the chart and excellent short video from last week. (Thank you to those who completed the assignment!)
Moving on....
What you see above is an image of the RHETORICAL TRIANGLE. I talked about this several times in class this year. As a recap: Every time we want to get a message across, there are three factors we must consider:
1) who is speaking
2) who is the audience
3) what is the message.
Again, you already employ the rhetorical triangle in your daily life. When you (the speaker) talk with your friends (the audience), you employ a different language / work choice (diction) and even body language to convey what you want (message).
Take a moment here to look at the Rhetorical Triangle above and find the three parts. Again, if you are not familiar with the three techniques to make an argument, Logos (appeal to logic), Ethos (appeal to status, professionalism, or celebrity endorsement) or Pathos (emotions). go back to last week's assignment and review.
ASSIGNMENT 1: Watch the following video: application of logos, ethos, pathos 4:19
Similar to last week's practice, you have two scenarios. For each, 1) identify the speaker, the audience and the message. THEN 2) Create a dialogue (that means the audience with whom you are communicating is going to respond and you as the initial speaker must be able to reply). There must be a minimum of three conversation exchanges, which incorporate logos, ethos and pathos.
Scenario 1: You are convincing your parent to change your curfew time.
Scenario 2: A friend is trying to get you to ditch school for the day and hang out.
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Assignment 2:
After having read the following essay, complete the following:
1, List the components of the rhetorical triangle, the speaker, audience and message within "I Went From Prison to Professor by Stanley Andris,
2. Find three examples for each following within the reading: logos, ethos and pathos.
Dr. Stanley Andrisse is the executive director of From Prison Cells to PhD, Inc. This organization helps formerly incarcerated people obtain higher education. He is also Assistant Professor of Medicine at Howard University. In this informational text, Dr. Andrisse discusses access to high education for people who are, or previously were, incarcerated.
These two assignments are due by midnight Friday, with the exception for those who receive extended time. Their work is due by midnight Sunday. As always, share: 2006630
I am available for individual help. Please e-mail me with any questions.
We began our rhetorical unit with a learning about the three basic devices that we use to make an argument, so that someone agrees with our point of view. As a review these are Logos, Ethos, and Pathos. If you are not familiar with these, please review the chart and excellent short video from last week. (Thank you to those who completed the assignment!)
Moving on....
What you see above is an image of the RHETORICAL TRIANGLE. I talked about this several times in class this year. As a recap: Every time we want to get a message across, there are three factors we must consider:
1) who is speaking
2) who is the audience
3) what is the message.
Again, you already employ the rhetorical triangle in your daily life. When you (the speaker) talk with your friends (the audience), you employ a different language / work choice (diction) and even body language to convey what you want (message).
Take a moment here to look at the Rhetorical Triangle above and find the three parts. Again, if you are not familiar with the three techniques to make an argument, Logos (appeal to logic), Ethos (appeal to status, professionalism, or celebrity endorsement) or Pathos (emotions). go back to last week's assignment and review.
ASSIGNMENT 1: Watch the following video: application of logos, ethos, pathos 4:19
Similar to last week's practice, you have two scenarios. For each, 1) identify the speaker, the audience and the message. THEN 2) Create a dialogue (that means the audience with whom you are communicating is going to respond and you as the initial speaker must be able to reply). There must be a minimum of three conversation exchanges, which incorporate logos, ethos and pathos.
Scenario 1: You are convincing your parent to change your curfew time.
Scenario 2: A friend is trying to get you to ditch school for the day and hang out.
***************************************************
Assignment 2:
After having read the following essay, complete the following:
1, List the components of the rhetorical triangle, the speaker, audience and message within "I Went From Prison to Professor by Stanley Andris,
2. Find three examples for each following within the reading: logos, ethos and pathos.
I WENT FROM PRISON TO PROFESSOR
Here’s why criminal records should not be used to keep people out of college
Dr. Stanley Andrisse is the executive director of From Prison Cells to PhD, Inc. This organization helps formerly incarcerated people obtain higher education. He is also Assistant Professor of Medicine at Howard University. In this informational text, Dr. Andrisse discusses access to high education for people who are, or previously were, incarcerated.
Beginning in 2019, the Common Application — an online form that enables students to apply to the 800 or so colleges that use it — will no longer ask students about their criminal pasts.
As a formerly incarcerated person who now is an endocrinologist and professor at two world-renowned medical institutions — Johns Hopkins Medicine and Howard University College of Medicine — I believe this move is a positive one. People’s prior convictions should not be held against them in their pursuit of higher learning.
While I am enthusiastic about the decision to remove the criminal history question from the Common Application, I also believe more must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.
I make this argument not only as a formerly incarcerated person who now teaches aspiring medical doctors, but also as an advocate for people with criminal convictions. The organization I lead — From Prison Cells to PhD — helped push for the change on the Common Application.
My own story stands as a testament to the fact that today’s incarcerated person could become tomorrow’s professor. A person who once sold illegal drugs on the street could become tomorrow’s medical doctor. But this can only happen if such a person, and the many others in similar situations, are given the chance.
There was a time not so long ago when some in the legal system believed I did not deserve a chance. With three felony convictions, I was sentenced to 10 years in prison for drug trafficking as a prior and persistent career criminal. My prosecuting attorney once stated that I had no hope for change.
Today, I am Dr. Stanley Andrisse. As a professor at Johns Hopkins and Howard University, I now help train students who want to be doctors. I’d say that I have changed. Education was transformative.
US INCARCERATION RATES THE HIGHEST
The United States needs to have more of this transformative power of education. The country incarcerates more people and at a higher rate than any other nation in the world. The U.S. accounts for less than 5 percent of the world population but nearly 25 percent of the incarcerated population around the globe.
Roughly 2.2 million people in the United States are essentially locked away in cages. About 1 in 5 of those people are locked up for drug offenses.
I was one of those people in prison not so long ago.
EARLY LIFE OF CRIME
Growing up in the Ferguson, North St. Louis area, I started selling drugs and getting involved with other crimes at a very young age. I was arrested for the first time at age 14. By age 17, I was moving substantial amounts of drugs across the state of Missouri and the country. By my early 20s, I found myself sitting in front of a judge and facing 20 years to life for drug trafficking charges. The judge sentenced me to 10 years in state prison.
When I stood in front of that judge, school was not really my thing.
Although I was a successful student athlete and received a near full scholarship to play football for Lindenwood University, a Division II college football program, I found it difficult to get out of the drug business. Suffice it to say, there were people in the drug world who wanted me to keep moving drugs. And they made it clear that they would be extremely disappointed if I were to suddenly stop. So I continued. For this reason, I didn’t view my undergraduate college experience the way I view education now.
When I stood in front of that judge, school was not really my thing.
Although I was a successful student athlete and received a near full scholarship to play football for Lindenwood University, a Division II college football program, I found it difficult to get out of the drug business. Suffice it to say, there were people in the drug world who wanted me to keep moving drugs. And they made it clear that they would be extremely disappointed if I were to suddenly stop. So I continued. For this reason, I didn’t view my undergraduate college experience the way I view education now.
THE TRANSFORMATIVE POWER OF EDUCATION
Education provides opportunities for people with criminal records to move beyond their experience with the penal system and reach their full potential. The more education a person has, the higher their income. Similarly, the more education a person has, the less likely they are to return to prison.
[15]A 2013 analysis of several studies found that obtaining higher education reduced recidivism — the rate of returning to prison — by 43 percent and was four to five times less costly than re-incarcerating that person. The bottom line is education increases personal income and reduces crime.
Despite these facts, education is woefully lacking among those being held in America’s jails and prisons. Nearly 30 percent of America’s incarcerated — about 690,000 people — are released each year and only 60 percent of those individuals have a GED or high school diploma, compared to 90 percent of the overall of U.S. population over age 25. And less than 3 percent of the people released from incarceration each year have a college degree, compared to 40 percent of the U.S. population.
Education provides opportunities for people with criminal records to move beyond their experience with the penal system and reach their full potential. The more education a person has, the higher their income. Similarly, the more education a person has, the less likely they are to return to prison.
[15]A 2013 analysis of several studies found that obtaining higher education reduced recidivism — the rate of returning to prison — by 43 percent and was four to five times less costly than re-incarcerating that person. The bottom line is education increases personal income and reduces crime.
Despite these facts, education is woefully lacking among those being held in America’s jails and prisons. Nearly 30 percent of America’s incarcerated — about 690,000 people — are released each year and only 60 percent of those individuals have a GED or high school diploma, compared to 90 percent of the overall of U.S. population over age 25. And less than 3 percent of the people released from incarceration each year have a college degree, compared to 40 percent of the U.S. population.
REJECTED BY COLLEGES
I had a bachelor’s degree by the time I went to prison but never got the chance to put it to use. Then something tragic happened while I was serving time that prompted me to see the need to further my education. Due to complications of diabetes, my father had his legs amputated. He fell into a coma and lost his battle with Type 2 diabetes. I was devastated. This experience made me want to learn more about how to fight this disease.
While incarcerated, I applied to six biomedical graduate programs. I was rejected from all but one — Saint Louis University. Notably, I had a mentor from Saint Louis University who served on the admission committee. Without that personal connection, I’m not sure I would have ever gotten a second chance.
I finished near the top of my graduate school class, suggesting that I was likely qualified for the programs that rejected me.
I had a bachelor’s degree by the time I went to prison but never got the chance to put it to use. Then something tragic happened while I was serving time that prompted me to see the need to further my education. Due to complications of diabetes, my father had his legs amputated. He fell into a coma and lost his battle with Type 2 diabetes. I was devastated. This experience made me want to learn more about how to fight this disease.
While incarcerated, I applied to six biomedical graduate programs. I was rejected from all but one — Saint Louis University. Notably, I had a mentor from Saint Louis University who served on the admission committee. Without that personal connection, I’m not sure I would have ever gotten a second chance.
I finished near the top of my graduate school class, suggesting that I was likely qualified for the programs that rejected me.
RESTORE PELL GRANTS TO INCARCERATED PEOPLE
[20]Based on the difficulty I experienced in going from prison to becoming a college professor, I believe there are things that should be done to remove barriers for incarcerated or formerly incarcerated people who wish to pursue higher education.
One of those barriers is cost. When the government removed Pell funding from prisons by issuing the “tough on crime” Law Enforcement Act of 1994, the vast majority of colleges offering courses in prison stopped. Due to the federal ban on receiving Pell grants while incarcerated, most of those serving time are not able to afford to take college courses while in prison. The Obama administration took a step toward trying to restore Pell grants for those in prison with the Second Chance Pell pilot. The program has given over 12,000 incarcerated individuals across the nation the chance to use Pell grants toward college courses in prison.
Through the program, 67 colleges and universities are working with over 100 prisons to provide college courses to the incarcerated.
This program is at-risk of being discontinued at the end of 2018. Historically, some have argued that allowing Pell dollars to be used by those in prison takes precious Pell dollars from people who did not violate the law. However, the current Second Chance Pell pilot funding being directed to prisons, $30 million, accounts for 0.1 percent of the total $28 billion of Pell funding. Even if the program were expanded, based on historical levels, it would still amount to one-half of 1 percent of all Pell funding. This is justified by the impact that Pell dollars would have in prison in terms of reducing recidivism.
[20]Based on the difficulty I experienced in going from prison to becoming a college professor, I believe there are things that should be done to remove barriers for incarcerated or formerly incarcerated people who wish to pursue higher education.
One of those barriers is cost. When the government removed Pell funding from prisons by issuing the “tough on crime” Law Enforcement Act of 1994, the vast majority of colleges offering courses in prison stopped. Due to the federal ban on receiving Pell grants while incarcerated, most of those serving time are not able to afford to take college courses while in prison. The Obama administration took a step toward trying to restore Pell grants for those in prison with the Second Chance Pell pilot. The program has given over 12,000 incarcerated individuals across the nation the chance to use Pell grants toward college courses in prison.
Through the program, 67 colleges and universities are working with over 100 prisons to provide college courses to the incarcerated.
This program is at-risk of being discontinued at the end of 2018. Historically, some have argued that allowing Pell dollars to be used by those in prison takes precious Pell dollars from people who did not violate the law. However, the current Second Chance Pell pilot funding being directed to prisons, $30 million, accounts for 0.1 percent of the total $28 billion of Pell funding. Even if the program were expanded, based on historical levels, it would still amount to one-half of 1 percent of all Pell funding. This is justified by the impact that Pell dollars would have in prison in terms of reducing recidivism.
REMOVE QUESTIONS ABOUT DRUG CRIMES FROM FEDERAL AID FORMS
Federal policymakers could increase opportunities by removing Question 23 on the federal student aid form that asks if applicants have been convicted of drug crimes. A 2015 study found that nearly 66 percent of would-be undergraduates who disclosed a conviction on their college application did not finish their application.
]Federal student aid applicants likely feel the same discouragement. I felt discouraged myself when I was applying to graduate programs when I came across the question about whether I had ever been convicted of a crime. It made me feel like I was nothing more than a criminal in the eyes of the college gatekeepers.
This question also disproportionately effects people of color, since people of color are disproportionately impacted by the criminal justice system. Furthermore, the question runs the risk of making formerly incarcerated people feel isolated and less valuable than those who’ve never gotten in trouble with the law.
When people who have been incarcerated begin to feel like they don’t belong and higher education is not for them, our nation will likely not be able to realize their potential and hidden talents.
It will be as if we have locked them up and thrown away the key.
Notes
1. a branch of medicine concerned with the glands and organs that make hormones
2. a program that awards financial aid to eligible students
Federal policymakers could increase opportunities by removing Question 23 on the federal student aid form that asks if applicants have been convicted of drug crimes. A 2015 study found that nearly 66 percent of would-be undergraduates who disclosed a conviction on their college application did not finish their application.
]Federal student aid applicants likely feel the same discouragement. I felt discouraged myself when I was applying to graduate programs when I came across the question about whether I had ever been convicted of a crime. It made me feel like I was nothing more than a criminal in the eyes of the college gatekeepers.
This question also disproportionately effects people of color, since people of color are disproportionately impacted by the criminal justice system. Furthermore, the question runs the risk of making formerly incarcerated people feel isolated and less valuable than those who’ve never gotten in trouble with the law.
When people who have been incarcerated begin to feel like they don’t belong and higher education is not for them, our nation will likely not be able to realize their potential and hidden talents.
It will be as if we have locked them up and thrown away the key.
Notes
1. a branch of medicine concerned with the glands and organs that make hormones
2. a program that awards financial aid to eligible students
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Work for the week of April 20-24
First of all, thank you for your hard work last quarter and difficult adjustment in moving on line. As we have a full quarter, there will be no bonus work. Please check the assignments carefully. As always, communicate with me. I love hearing about what you are doing.
I will post all the week's work by Sunday evening. You have until midnight Friday to submit your work, but please don't hesitate to send along the assignments earlier. For anyone who receives extended time, you will have until the following Sunday evening. This should allow you to balance your other academics and responsibilites. Make sure to clearly identify your assignment.
As no one should be failing this quarter, there will be no partial credit for work received late. I am modifying the work, so you have plenty of time. If you have a question, send me an e-mail. Lots of you do this already!
Culture Vulture Break (This is a short outtake from the routine; enjoy) Northerner invades London
Monday- Wednesday: Dreams by Linda Patten
I will post all the week's work by Sunday evening. You have until midnight Friday to submit your work, but please don't hesitate to send along the assignments earlier. For anyone who receives extended time, you will have until the following Sunday evening. This should allow you to balance your other academics and responsibilites. Make sure to clearly identify your assignment.
As no one should be failing this quarter, there will be no partial credit for work received late. I am modifying the work, so you have plenty of time. If you have a question, send me an e-mail. Lots of you do this already!
Culture Vulture Break (This is a short outtake from the routine; enjoy) Northerner invades London
Monday- Wednesday: Dreams by Linda Patten
_____________________________________________
Dreams by Linda Pasten
1. Dreams are the only
afterlife we know;
the place where the children
we were
[5] rock in the arms of the children
we have become.
They are as many as leaves
in their migrations,
as birds whose deaths we learn of
[10] by the single feather
left behind: a clue,
a particle of sleep
caught in the eye.
They are as irretrievable as sand
[15] when the sea creeps up
its long knife glittering
in its teeth
to claim its patrimony.
Sometimes my father
[20] in knickers and cap
waits on that shore
the dream of him
a wound
not even morning can heal.
[25]The dog’s legs pump
in his sleep;
your closed eyelids flicker
as the reel unwinds:
watcher and watched,
[30] archer and bull’s eye.
Last night I dreamed a lover in my arms
and woke innocent.
The sky was starry to the very rind,
his smile still burning there
[35] like the tail of a comet
that has just blazed by.
Assignment: Dreams Open up a document. Read through the poem a minimum of three times. Respond to the prompt below in no fewer than 250 words. MLA heading; title Dreams. Weave in text from the poem. share 2006630
is it similar or different from the feelings that the
speaker of “Dreams” may experience?
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Thursday / Friday Remember everything for the week is due by midnight Friday.
Introduction to rhetorical devices. Assignment: intro rhetorical devices
So you want people to listen to you. Someone wants to sell you something. We are constantly bombarded with the following techniques on how to get our way.
This is not new material, but a unit on making you aware of what you do and what is done to you. Consider this a power unit on rhetorical devices.
1) Watch the short video (maybe a few times, so you really understand it. Logos, ethos and pathos
2)Look at this chart below and read the three types of rhetorical devices.
3) Make sure you really understand what Ethos, Pathos and Logos are.
4) Complete the practice work. Questions? contact me with specifics.
2) Practice: read each of the following sentences and write down which of the rhetorical devices applies. Copyand paste on a document and share. 2006630
1. A child is shown covered in bug bites after using an inferior bug spray.____________________
2. Tiger Woods endorses Nike. ______________________________
3. Sprite Zero is 100% sugar-free. ______________________________
4. A 32-oz. bottle of Tides holds enough to wash 32 loads.____________________________
5. A commercial shows an image of a happy couple riding in a Corvette.______________________
6. Cardiologists recommend Ecotrin more than any other brand of aspirin._______________________
7. Advil Liquid-Gels provide up to 8 hours of continuous pain relief. ___________________________
8. Beyonce appears in Oreo advertisements. ________________________________
9. People who need more energy drink Red Bull Energy Drink. _____________________________
10. A magazine ad shows people smiling while smoking cigarettes. _______________________
11. If you don't buy this life insurance, you are letting your family down. ____________________
12. As a Doctor, I can say that this product will certainly improve your health. __________________
13. This product works 45% better than the leading brand. ________________________________
Using a combination of two of the rhetorical devices of logos, ethos and pathos, write 3 to 5 persuasive sentences for each of the following prompts. Remember that for each your sentence must be able to stand independently with a clear thesis. Be mindful of language conventions.
Sample: I am a mother who wants to get her daughter to clean her room.
Ann, I know you are a responsible and wonderful daughter, who really puts so much effort into everything. I understand that Friday night’s party is important to you. You also know that it hurts when you don’t follow through on your responsibilities. I have too much to do. If you want to go to the party, you will first need to clean your room.
1. You are trying to persuade your mother to let you get a tattoo.
2. You are attempting to convince a friend to join your sports team.
3. You are attempting to convince your class that they shouldn’t drink and drive.
