Objective: Evaluate prepared rhetorical analysis body paragraphs and write one on “You Are A Suspect”.
Homework: Dialectical journals (3-4) and pages 101-150.
Academic Vocabulary: Rhetorical analysis.
Do Now: Finish working on your introduction paragraph. If you have already finished, begin color coding the sentences. After you have finished, we will be switching with another person in the class, and you will respond to the following two prompts on the same page as the paragraph:
- 1. What do you think is done well about this introduction?
- 2. What should be changed in this introduction, and how can it be made stronger?
- 1. Taking your own notes
We will be creating our own notes on body paragraphs. In pairs create a new page titled “body paragraph notes”, read through the following paragraphs, and write a list of notes to share with the class. Consider the following:
- Create a list of what is required structurally within the paragraph (sentence referring to the thesis, transitional sentence, evidence, etc.)
- What appeal is the author primarily using? How do you know?
- What is effective about this paragraph? (does it contain facts/quotes/statistics from the main article.)
- Does the paragraph talk about any specific rhetorical elements other than logos/pathos? If so, what are they?
Paragraph One: In addition to this diction, Hazlitt uses several syntactical strategies to convey his point about poverty. The most obvious of these is his one massive, extended sentence, which reaches across two or three standard-sized paragraphs. This huge sentence models the massive obstacle course the impoverished must face in life; because of Hazlitt’s negative word choice, the life of the poor is presented as a continual, unending stream of oppression. This stream-like idea of misfortune is further mirrored by the idea that there are no breaks for the poor, no passes, or rests, and this simply allows the despondency of the passage to build for over 40 lines. This compilation of misfortunes without end is enough to convince almost anyone of the horrors of poverty, and is certainly enough to dissuade any idealistic notions of happiness within poverty.
Paragraph Two: President John F. Kennedy has many other rhetorical strategies in his passage. He uses listing to help further prove his point; he uses quotations from people in the steel companies, and he uses detail. In a way, President JFK also uses a technique in his speech called repetition. Repetition is not directly in his speech, but it is more indirect. In the president’s inaugural address speech he said the very famous quote “ask not what your contry can do for you, but what you can do for your country”, he also in his speech regarding the increased steel prices, asked that same question in a different way. He asked the American people to reflect on that statement, and then he told them about how he asked the steel companies that same question and that is enough to get everyone ready to fight alongside him.
Paragraph Three: Johnson’s second paragraph is marked by a logical explanation as to why he will not seek patronage for the lady’s son. The use of this rhetorical device has several implications. At base, it indicates a respect for the knowledge and though process of the mother in that he is willing to explain his decision in plain terms rather than dumbing it down. Additionally, it conveys a certain severity as Johnson forces the mother to admit that “that was no reason” why he should write the letter. Ultimately, logos forces the mother to recognize faults in her decision to ask Johnson for his assistance, thus further separating himself from the rejection.
- 2. Writing a body paragraph
Now that we have seen 3 different body paragraphs, we have a good idea of what creates a solid body paragraph. Use this time to create a piece of a body paragraph based upon “You are a Suspect”. The topic of this body paragraph will be “appeals to pathos”. Be ready to share.
- 3. Writing you own
Now, you will be writing your own, complete body paragraph following the steps below. The topic will be “audience”.
A. Identify publication source (publisher, website, organization, college)
B. Identify author’s intended audience–the likely readers of this publication
C. Describe how else we know–from the essay’s subject matter, argument, etc.–that this is the likely intended audience
D. Discuss why the author likely chose this audience and how you know this
E. Discuss who else might be included in the audience, why, and how you know this
F. Discuss who is likely excluded from the audience, why, and how you know this. * Note: Focus, though, on the primary intended audience above.