A n a ly z i n g C r e o n ’ s S p e e c h
Ta b l e o f co n t e n t s
Page Number
Item
3.
Terms of Use
4.
Table of Contents
5.
Full text for annotating
6.
Annotation Guide
7.
Rhetorical Devices Handout
8.
Full text for note-taking and paraphrasing
9.
Figurative language chart
10.
Figurative language chart with example
11.
Rhetorical triangle activity
12.
Diction activity
13.
14.
Rhetorical précis
Rhetorical précis grading rubric
15.
Rhetorical précis grading rubric without scores
© 2014- present: The Daring English Teacher, Inc. Not to be published online
Name: _________________________________________________________ Per: __________ Date: ______________
A n a ly z i n g C r e o n ’ s S p e e c h
Directions: Using the symbols and cues from the annotation guide, annotate Creon’s speech from
Scene 1.
Creon: Gentlemen: I have the honor to inform you that our Ship of State, which recent storms have
threatened to destroy, has come safely to harbor at last, guided by the merciful wisdom of Heaven. I
have summoned you here this morning because I know that I can depend upon you: your devotion to
King Laios was absolute; you never hesitated in your duty to our late ruler Oedipus, and when Oedipus
died, your loyalty was transferred to his children. Unfortunately, as you know, his two sons, the princes
Eteocles and Polyneices, have killed each other in battle: and I, as zacchris(najacobaubrey0
the next in line, have succeeded to
the full power of the throne.
I am aware, of course, that no Ruler can expect complete loyalty from his subjects until he has been
tested in office. Nevertheless, I say to you at the very outset that I have nothing but contempt for the
kind of Governor who is afraid, for whatever reason, to follow the course that he knows is best for the
State: and as for the man who sets private friendship above the public welfare, --I have no use for him,
either. I call God to witness that if I saw my country headed for ruin, I should not be afraid to speak out
plainly; and indeed hardly remind you that I would never have any dealings with an enemy of the
people. No one values friendship more highly than I; but we must remember that friends made at the
risk of destroying the State are not real friends at all.
These are my principles, at any rate, and that is why I have made the following decision concerning
the sons of Oedipus. Eteocles, who died as a man should die, fighting for his country, is to be buried
with full military honors, with all the ceremony that is usual when the greatest heroes die, but his brother
Polyneices, who broke his exile to come back with fire and sword against his native city and the shrines
of his fathers' gods, (Boos from crowd.) whose one idea was to spill the blood of his blood and sell his
own people into slavery. Polyneices, I say, is to have no burial, no man is to touch him or say the least
prayer for him. He shall lie on this plain, unburied, and the birds and the scavenging dogs can do with
him whatever they like.
This is my command, and you can see the wisdom behind it. As long as I am King, no traitor is going to
be honored.
© 2014- present: The Daring English Teacher, Inc. Not to be published online
A n n otat i o n G u i d e
Symbol
circle
underline
Guide
Ac t i o n
Powerful words and phrases
Write and explain why these
words and phrases are
powerful. Diction = author’s
word choice
Words or phrases you do not
understand. Try to use context clues in
the text to help you write a definition
in the margins
If you cannot identify the
word with context clues, go
back and write in the
definition
zacchris(najacobaubrey0
Explain why this part of the
?
Place a question mark next to text
that raises questions
!
Place an exclamation point next to
ideas that surprise you
Explain why it surprised you.
Draw arrows when you make a
connection to the text, ideas, or
experiences
Write the connections down.
Why are these connected?
Explain what the connections
mean.
Write “EX” next to the author’s
examples
Explain the author’s example
and how it helps the author
prove his/her point.
1, 2, 3
Number the author’s arguments, key
details, and important ideas
Explain the arguments.
Identify which argument/
detail is the strongest.
WRITE
Write important thoughts and
connection in the margins
Write any thoughts or ideas
you have while reading.
WRITE
Write questions you have about the
reading in the margins
Write any questions you have
while reading. Go back and
answer the questions.
EX
text made you question it.
Write down any connections
or inferences you can make in
the margins.
Helpful Hints:
•
•
•
•
•
Only mark up materials that belong to you
Read with a pencil in your hand
Be consistent with your symbols
Always try to include notes along with your symbols
Go back and answer questions and define unknown words
© 2014- present: The Daring English Teacher, Inc. Not to be published online
R h e to r i c a l D e v i c e s
Device
Definition
Example
alliteration
The repetition of the same
sound or letter at the
beginning of several words in
a sequence.
“This sweltering
summer…”
a l lu s i o n
A short reference to a familiar
person, place, thing, or event.
“Five score years ago…”
This is an allusion to
Abraham Lincoln’s
“Gettysburg Address”
anaphora
The repetition of the same
word or words at the
beginning of successive
phrases or sentences.
“One hundred years
later…” “One hundred
years later…”
m e ta p h o r
A comparison of two different
things by speaking about one
in terms of the other.
“But we refuse to believe
that the bank of justice is
bankrupt.”
pa r a l l e l i s m
A list of successive words or
phrases with the same or very
similar grammatical structure.
“And they have come to
realize that their freedom
is inextricably bound to
our freedom.”
simile
The comparison of two unlike
things by using the words
“like” or “as.”
“Righteousness like a
mighty stream…”
R h e to r i c a l A p p e a l s
ethos: appeal to authority and credibility
pathos: appeal to emotions
logos: appeal to logic and fact
© 2014- present: The Daring English Teacher, Inc. Not to be published online
Name: _________________________________________________________ Per: __________ Date: ______________
A n a ly z i n g C r e o n ’ s S p e e c h
Directions: Use the space provided in the right-hand column to write notes. Paraphrase the text from
Creon’s speech in the left-hand column.
Creon: Gentlemen: I have the honor to inform you that our Ship
of State, which recent storms have threatened to destroy, has
come safely to harbor at last, guided by the merciful wisdom of
Heaven. I have summoned you here this morning because I
know that I can depend upon you: your devotion to King Laios
was absolute; you never hesitated in your duty to our late ruler
Oedipus, and when Oedipus died, your loyalty was transferred
to his children. Unfortunately, as you know, his two sons, the
princes Eteocles and Polyneices, have killed each other in
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
battle: and I, as the next in line, have succeeded to the full
power of the throne.
____________________________
I am aware, of course, that no Ruler can expect complete
loyalty from his subjects until he has been tested in office.
Nevertheless, I say to you at the very outset that I have nothing
but contempt for the kind of Governor who is afraid, for
whatever reason, to follow the course that he knows is best for
____________________________
the State: and as for the man who sets private friendship above
the public welfare, --I have no use for him, either. I call God to
witness that if I saw my country headed for ruin, I should not be
afraid to speak out plainly; and indeed hardly remind you that I
would never have any dealings with an enemy of the people.
No one values friendship more highly than I; but we must
remember that friends made at the risk of destroying the State
are not real friends at all.
These are my principles, at any rate, and that is why I have
made the following decision concerning the sons of Oedipus.
Eteocles, who died as a man should die, fighting for his country,
is to be buried with full military honors, with all the ceremony
that is usual when the greatest heroes die, but his brother
Polyneices, who broke his exile to come back with fire and
sword against his native city and the shrines of his fathers' gods,
(Boos from crowd.) whose one idea was to spill the blood of his
blood and sell his own people into slavery. Polyneices, I say, is to
have no burial, no man is to touch him or say the least prayer for
him. He shall lie on this plain, unburied, and the birds and the
scavenging dogs can do with him whatever they like.
This is my command, and you can see the wisdom behind it. As
long as I am King, no traitor is going to be honored.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________0
© 2014- present: The Daring English Teacher, Inc.
Name: _________________________________________________________ Per: __________ Date: ______________
A n a ly z i n g C r e o n ’ s S p e e c h
Directions: Using the text from Creon’s monologue in Scene 1, fill out the chart by identifying figures of
speech and explaining the impact the figure of speech has on the meaning of the text.
s i m i l e : A comparison of two dislike things using like or as
m e t a p h o r : A comparison of two dislike things
p e r s o n i f i c a t i o n : Giving human qualities to inanimate objects
h y p e r b o l e : A gross exaggeration
Text
Figure of Speech
purpose
zacchris(najacobaubrey0
Which figure of speech is the most effective? Explain why.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
© 2014- present: The Daring English Teacher, Inc. Not to be published online
Name: _________________________________________________________ Per: __________ Date: ______________
A n a ly z i n g C r e o n ’ s S p e e c h
Directions: Using the text from Creon’s monologue in Scene 1, fill out the chart by identifying figures of
speech and explaining the impact the figure of speech has on the meaning of the text.
s i m i l e : A comparison of two dislike things using like or as
m e t a p h o r : A comparison of two dislike things
p e r s o n i f i c a t i o n : Giving human qualities to inanimate objects
h y p e r b o l e : A gross exaggeration
Text
Figure of Speech
“that our Ship of State, which
recent storms have threatened
to destroy, has come safely to
harbor at last”
purpose
The purpose of this metaphor is
zacchris(najacobaubrey0
for Creon to inform the people
and the Elders of Thebes that
the war is over and that there
Recent threatening storms =
is no longer a threat.
attacking army/war
Metaphor
Ship of State = Thebes
Which figure of speech is the most effective? Explain why.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
© 2014- present: The Daring English Teacher, Inc. Not to be published online
Name: _________________________________________________________ Per: __________ Date: ______________
A n a ly z i n g C r e o n ’ s S p e e c h
Directions: Using the text from Creon’s monologue in Scene 1, fill out the rhetorical triangle below
by identifying the speaker, context, purpose, subject, and audience. Then, write a summary of the
speech.
S P E A K E R : Who is the author/speaker of the text?
A U D I E N C E : Who is the intended audience for this speech?
S U B J E C T : What is the speech mostly about?
C O N T E X T : What was happening in the plot at the time this speech was given?
P U R P O S E : Why do you think the speaker gave this speech?
Speaker:0____________________________________________________________________________0
0
Context:0_____________________________0
Purpose:0_____________________________0
_______________________________________0
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______________________________________0
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00000000000000___________________________________0
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00000000000000000__________________________________0
_________________________________0
00000000000000000000_________________________________0
_______________________________0
0000000000000000000000________________________________0
0
0
____________________________0
000000000000000000000000000000____________________________0
__________________________0
000000000000000000000000000000000___________________________0
________________________0
000000000000000000000000000000000000_________________________0
_______________________0
00000000000000000000000000000000000000________________________0
_______________________0
00000000000000000000000000000000000000________________________0
Subject:0____________________0
Audience:0__________________0
0
0Summary:0__________________________________________________________________________0
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________0
© 2014- present: The Daring English Teacher, Inc. Not to be published online
Name: ___________________________ Date: ____________ Per: ___
Understanding Rhetoric Through diction
Directions: Think about the words that Sophocles chose for Creon’s speech in Scene 1. As you
read the speech, think about these words and fill in all of the boxes.
purpose
word choice
Write words from the passage that
help you understand the meaning.
1. _________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________
What is the purpose of this piece? How does
diction help convey the purpose?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
6. _________________________
_________________________________
7. _________________________
8. _________________________
context
9. _________________________
What does diction reveal about the context
of the piece?
10. _________________________
tone
formal
____________________________________
____________________________________
informal
____________________________________
____________________________________
How does word choice affect tone?
_______________________________
____________________________________
_______________________________
_________________________________
_______________________________
_______________________________
_______________________________
annotation guide
! Underline key points.
! [Place brackets around important
_______________________________
____________________________
In my opinion, the most powerful
phrase is Creon’s monologue is:
_____________________________________
_____________________________________
_____________________________________0
!
!
!
!
!
!
chunks of text]
* Asterisk to write comments in margins
Circle unfamiliar words
? Next to ideas you don’t understand
! Next to ideas that surprise you
Write “EX” next to the author’s examples
Draw an arrow
to make connections
! Highlight words that show power, strength,
and intimidation
© 2014- present: The Daring English Teacher, Inc. Not to be published online
Name: _________________________________________________________ Per: __________ Date: ______________
A n a ly z i n g C r e o n ’ s S p e e c h
R h e to r i c a l A n a ly s i s p r é c i s
A rhetorical précis is similar to a summary, but is less neutral and contains rhetorical
analysis. A rhetorical précis is a brief representation of what a text both says and does.
Sentence One: Name of author, genre, and title of work + a rhetorically strong verb + and a THAT
clause containing the major assertion or thesis in the text.
Sentence Two: An explanation of how the author develops and supports the thesis/main point.
Sentence Three: A statement of the author’s purpose, followed by an “in order to” phrase.
Sentence Four: A description of the intended audience and/or the relationship the author
establishes with the audience.
Sentence 1
(Who/What?)
__________________________ in the ________________ , ________________________________ ,
__________________________ that ____________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________.
Sentence 2
(How?)
_________________________ supports his/her ___________________ by ___________________
___________________________________________________________________________________
Sentence 3
(Why?)
___________________________________________________________________________________
The author’s purpose is to __________________________________________________________
__________________________________ in order to / so that ______________________________
Sentence 4
(To Whom?)
___________________________________________________________________________________
___________________________________________________________________________________.
The author writes in ____________________tone for ____________________________________.
© 2014- present: The Daring English Teacher, Inc. Not to be published online
Name: _________________________________________________________ Per: __________ Date: ______________
R h e to r i c a l A n a ly s i s p r é c i s
Grading Rubric
Topic Sentence
The paragraph should
begin with a clear and
telling topic sentence.
Content
The author is able to
demonstrate substantial
knowledge about the
prompt.
5
The topic sentence
is clear, concise,
and informative. It
includes the title,
author, genre,
strong verb, and a
that clause.
15
The author
demonstrates a
thorough rhetorical
understanding of
the text.
3
The topic is missing
the that clause.
1
There is no topic
sentence.
12
5
The author somewhat
demonstrates a
rhetorical
understanding of the
text.
The author does not
demonstrate a
rhetorical
understanding of the
text.
Quotes
10
7
3
The quotes are properly
introduced,
grammatically sound
within the sentence, and
properly cited in MLA
format.
The quotes are
properly introduced
and cited. The
quotes help prove
the author’s
argument.
There may be some
minor errors with the
embedded quotes –
either with citation or
introduction.
The writing does not
include quotes, does
not include citation,
and/or the quotes do
not support the
argument.
Explanations
15
12
5
The explanations are
a bit vague. The
author is still able to
convey a level of
understanding.
There are no
explanations and/or
the explanations do
not relate to the
quote/content at all.
3
1
The quotes are
thoroughly explained in
a way that demonstrates
understanding of the
concept.
Mechanics
The paragraph is
grammatically correct
and has no spelling
errors.
The student is able
to adequately
explain how the
author of the text
develops and
supports the main
idea.
5
The paragraph is
free from any major
grammatical and/or
spelling errors. The
paragraph only
contains a couple
minor errors.
There are minor
grammatical and
spelling errors in the
paragraph. May
contain 1-2 major
errors.
Total Score = _________ / 50
© 2016 - The Daring English Teacher – Not to be published openly online
The grammar and
spelling errors distract
the reader from the
paragraph’s content.
Name: _________________________________________________________ Per: __________ Date: ______________
R h e to r i c a l A n a ly s i s p r é c i s
Grading Rubric
Topic Sentence
The paragraph should
begin with a clear and
telling topic sentence.
The topic sentence
is clear, concise,
and informative. It
includes the title,
author, genre,
strong verb, and a
that clause.
The topic is missing
the that clause.
There is no topic
sentence.
The author
demonstrates a
thorough rhetorical
understanding of
the text.
The author somewhat
demonstrates a
rhetorical
understanding of the
text.
The author does not
demonstrate a
rhetorical
understanding of the
text.
The quotes are
properly introduced
and cited. The
quotes help prove
the author’s
argument.
There may be some
minor errors with the
embedded quotes –
either with citation or
introduction.
The writing does not
include quotes, does
not include citation,
and/or the quotes do
not support the
argument.
The student is able
to adequately
explain how the
author of the text
develops and
supports the main
idea.
The explanations are
a bit vague. The
author is still able to
convey a level of
understanding.
There are no
explanations and/or
the explanations do
not relate to the
quote/content at all.
The paragraph is
free from any major
grammatical and/or
spelling errors. The
paragraph only
contains a couple
minor errors.
There are minor
grammatical and
spelling errors in the
paragraph. May
contain 1-2 major
errors.
The grammar and
spelling errors distract
the reader from the
paragraph’s content.
Content
The author is able to
demonstrate substantial
knowledge about the
prompt.
Quotes
The quotes are properly
introduced,
grammatically sound
within the sentence, and
properly cited in MLA
format.
Explanations
The quotes are
thoroughly explained in
a way that demonstrates
understanding of the
concept.
Mechanics
The paragraph is
grammatically correct
and has no spelling
errors.
Total Score = _________ / 50
© 2016 - The Daring English Teacher – Not to be published openly online