Agenda 1 Review quiz on multimodal syntactical elements

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 Persuasion: Multi-Model 4 basic sentence types Subordination Coordination Anaphora Subordination Loose & Periodic Sentences Parallel structure Antithesis Inductive and Deductive logic and organization RQ & Simple Sentences Active versus Passive Voice Inverted syntax Understatement Repetition Rhetorical Questions & S. S. Rhetorical questions 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

§ § § § § 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. to. He 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. Cat ashair cat wafted hair wafted 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

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 to the interview. I’m sorry.

Coordination Subordination versus writer places concepts or people or objects on an equal level and joins them with conjunctions or punctuation (semi-colon) The writer states the more important idea in an independent clause (a group of words with a subject and a verb that express a complete idea) and the less

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 . 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

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. ”

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

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

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 Active The portfolio piece was prepared by the student. The student prepared the portfolio piece. There was also found two of their [the Indians’] houses covered with mats, and sundry of their implements in then, but the people were 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 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,

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

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… , s d r a w The Modern, secular The other believed in d For E on, of human s a world that believed in nce, Rthe lowliness e e i c S f o Reason and Learning, beings in relation to n o i t a v r e s and Ob the value of independent God’s majesty and d l r o w l a he physicman’s intellect, and the tpower inability to y l p e e is d salvation of human will. confirmed h achieve a f o n o i s i v piritual through his own efforts. s h t i w d e l l i universe f ence. s e r p s ’ d Go d e v o r p e Scienc God…

Context: The Great Awakening Edwards central to the onset of movement Great Awakening began at a time when the old Puritan religion was declining. Churches began allowing “unregenerate” Christians into their congregations (unsaved, but good people).

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.

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 Other Devices Imagery n a e t a e r c s e c i v e DAntithesis Juxtaposition, e h t n i e Simile/metaphor n o t r o ( l a e p p h Repetition a c i h w ) n S o i t Metaphysical e ofhdiicft (tonae s a c d n Rhetorical questions with simple S ) T C symbolism a E F n F E d e r a / sentences orrpcoo u sen; tras p Motif t , e Coordination versusu Subordination r a y n e h t i n v o s e a e r r s e h t a l o t e Allusion t a u Inductive and deductive q e n a c s d u e d b e e n jffeecctt. s Diction tone logic/organization e Loose/periodic sentences Inverted syntax

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

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

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

Peer Review Thesis Statements Are all logistical elements accounted for? Could you ask “so what” to 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

Pre-Writing the Body Paragraph Rhetorical Analysis Graphic Organizer staging a shift from focus on ideas to focus on writing

T CO EX T N

Device identified and discussed with group Revisiting example discussed with group. Independently finding a 2 nd example of device and outlining analysis

Device identified and discussed with group : ls a o /G t n e m n ig s As m o r f s i s y l a n a e 1. Complet o w t : s s a l c s ’ y a yesterd h t i w n o i t c e r i d f o examples d n a e s o p r u p e t a i appropr t s u m u o y r e d i s on c ; t c e f f e Revisiting example discussed. T U s i s e h t o t nect back n o c with groupte(the other direction)… e r u d e c o r p e m a 2. Comple s. n o i nd t c e r i d r e h t o Independently finding a 2 e for th w o n , x a t n y s d i d you example and outlining (Note: ofif device ) a s r e v e c i v d n a , . g n a l. g i f o d analysis. S E T O N R U O Y 3. USE

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 thesis components (but now with a twist)!

Step 1: Begin with a solid thesis (p. 17) Gary Soto’s autobiographical essay, in which he shifts from innocence to experience, uses simplistic diction, Biblical allusions, and contrasting imagery to prove that “sweet, gold -colored, sticky” guilt seems to haunt those who sin with “faraway messages” of blame.

Step 2: Borrow the “Topics” from the Thesis’s Directions Thesis Gary Soto’s autobiographical essay, in which he shifts from innocence to experience, uses simplistic diction, Biblical allusions, and contrasting imagery to prove that “sweet, gold-colored, sticky” guilt seems to haunt those who sin with “faraway messages” of blame. Topic Sentence Topic: Biblical allusions (This is the first direction. ) Note: Directions on page 21, biblical = modifier

Step 3: Add the Note: Direction(s) s n o i t c e The “directions” 1 of the topic sentence are r i d o w t. Use the examples you will ) lesevidence. mpas (exause n o i t c n u f t s u m s e 2. Exampl e h t n i h t i w y l t n e differ Soto’s Biblical allusions, asuch as the. e g a s s p squirrel nailing itself to ther c tree and g n i s o o h e d i s Conthe apple, . . . Adam and Eve 3. and o t n o i t c e n n o c n o based shift/contrast.

Step 4: Add the Claim Note: 1. List of verbs on 2. Should verb thatplinks age 21. Choose an appropriate parallel o r mirrto or the ‘definido what the directions in relation the tion’ or pu rpose of universal idea. your devi ce. 3. Consid er PURPO SE (persuasi on), too. 4. Appeal s casuch Soto’s Biblical allusions, the n alsoas become “exto squirrel nailing itself the am pletree s”. and Adam and Eve and the apple, underscore

Step 5: Add the Universal Idea (Again) te: Notopic Add the universal idea to the sentence. , d r o w 3 e h t r nside o C. 1 CAUTION: To keep the universal idea from. T U c i r o m o h p o s becoming redundant throughout thexiessay, g n i m r e d i s n o c , develop synonyms. 2. Also s i e r e h t f i e s o p r with pu e r e h t n o i s a u s r e p one ( ne)squirrel e othe Soto’s Biblical allusions, such will bas 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

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

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?

1. Body Paragraph At-AGlance 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)