Learning Focused Unit Overview *District Learning Map*
Topic: Persuasion
Days: 9-11 days
Grade: 11
Subject Area(s): English Language Arts
Key Learning: A reader must use a variety of elements when analyzing and interpreting persuasive texts.
Essential Unit Question:
How can a reader interpret and analyze persuasive texts to develop a meaningful response?
Concept:
Concept:
Concept:
Concept:
Characteristics of
Persuasion
Author’s Craft
Argument
Rhetoric
Lesson Essential
Questions:
Lesson Essential
Questions:
Lesson Essential
Question:
Lesson Essential
Questions:
-How can a reader or
audience identify and
analyze the
characteristics of
persuasion?
-How can I determine an
author’s point of view and
purpose in a text?
-How does an author
structure an argument?
-How do I identify the
dominant rhetorical
appeal in persuasive
writing?
-How do characteristics
of persuasion set it
apart from other text
genres?
-How does
contextualization impact
how I interpret and analyze
persuasive texts?
-How do I craft an
effective argument in my
own writing?
-How do I differentiate
between fact and the
author’s opinion?
-How do authors utilize
literary devices to
influence their
audiences?
-How does diction impact
tone?
Vocabulary:
Persuasion
Communicator
Message
Topic
Audience
Persuasion Process
(Exposure, Attention,
Comprehension,
Acceptance, Retention)
Vocabulary:
Author Perspective
Context
Purpose
Diction
Tone
Fact vs. Opinion
-How do authors utilize
literary devices to
support rhetorical
appeals?
Vocabulary:
Argument
Claim
Support
Counter Arguments
Call to Action
Deductive Reasoning
Inductive Reasoning
Logical Fallacies
Vocabulary:
Logical appeals
Emotional appeals
Ethical appeals
Rhetorical Question
Antithesis
Repetition
Parallelism
Allusion
Figurative Language
Persuasion Unit
Homebound Modification
English 11-Dr. Shubert
Unit Readings:
Notes: (KEY PROVIDED)
“Text Analysis Workshop: Persuasive Rhetoric”—p.226
Notes Organizer
Persuasive Techniques:
Notes Guide on Back on Notes Organizer
 Tutorial Link: http://my.hrw.com/la_2010/na_lit/student/levelup/lit022/shell.html
Readings: Reach each piece and fill out the row on the unit chart
(focus elements are provided—also supporting pages include instructional activities and keys)
 “Sinners in the Hands of an Angry God”—p.122
 Purpose, audience, context, allusions
 Emotional appeals

“Speech in the Virginia Convention”—p.228
 Rhetorical devices: rhetorical question, antithesis, repetition, parallelism, allusion
 Reading skill: audience, purpose, diction, tone

“The Declaration of Independence”—p.238
 Author Background
 Argument
 Analyze Text Structure

from “Letter from Birmingham Jail”—p.1202
 Allusion
 Elements of an argument: deductive reasoning, reasons/evidence, general principles
 Parallelism

“9/11 Speech”—online video
 Persuasion Process
 Rhetorical Appeals
 Rhetorical Devices
Complete the Unit Chart for Each Reading:







Audience: Who was the primary audience for the text?
Author’s Purpose: Why did the author write the piece? E.g. John Doe wrote Text to persuade X to Y (typically a change in thinking
or action).
Context: What was happening around the time the text was written?
Dominant Tone: What is the author’s attitude toward the subject and/or the audience?
Argument (Claim/Support): What is the position the author is taking on the topic/subject? How does he/she support it?
Rhetorical Appeals: How does the author appeal to logic/reason (logos), emotions (pathos), or credibility/trustworthiness (ethos)?
Rhetorical Devices: What literary devices does the author use to make their writing more effective? (e.g. parallelism, imagery,
figurative language, loaded language, allusion, etc.)
Online Text Book Access: Use this login information to access an online version of your textbook, complete with downloadable graphic
organizers, interactive extension presentations and general resources for reading, writing and learning. Some texts also offer an audio option.
Web Address: http://my.hrw.com/
Username: jdoeu72
Password: cavaliers (all lower case)
1.Go to the online textbook website: http://my.hrw.com/
2.Type the username from above into the window.
3.Type the password from above into the window (all lowercase).
4.Select "Go to the Online Textbook" from the menu.
5.Choose the appropriate chapter and section in the book from the drop down menu (Chapter 1 and Unit Introduction).
6.Advance the page numbers to the appropriate page using the "previous" and "next" choices
Writing Assessment: Persuasive Letter
Just as the authors of the unit utilized persuasive rhetoric to argue a supported claim, you will write a persuasive letter to an elected official
(Governor, Senator, Congressman) about a topic of your choice.
Name:
Date:
Note Taking: Text Analysis Workshop (p. 226)
PERSUASIVE RHETORIC
Finish each sentence starter to make complete sentences that will help you remember the terms.
1. To argue deductively is to
2. To argue inductively is to
3. Logical appeals are persuasive appeals that
4. Emotional appeals are persuasive appeals that
5. Ethical appeals are persuasive appeals that
6. A rhetorical question is a question that
7. In the rhetorical device called antithesis
8. Repetition is
9. Parallelism is a form of repetition in which
BASICS OF AN ARGUMENT
To be effective, an argument should include:
1.
2.
3.
4.
5.
Introduction to Persuasive Techniques
Student Notes Guide: Model
I.
Persuasive Techniques
A. Logical Appeals: Elements of a Logical Argument
1. Claim:
2. Support:
3. Assumptions:
4. Counter Argument:
B. Emotional Appeals: Types
1. Appeal to Pity:
2. Appeal to Vanity:
3. Appeal to Fear:
C. Appeals by Association
1. Appeal to Loyalty
2. “Plain Folks Appeal”
3. Bandwagon Appeal
4. Snob Appeal
5. Appeal to Authority
D. Ethical Appeals
1. Claims to:
2. Arguments that appeal to ethics
E. Loaded Language
1. Purr Words:
2. Snarl Words:
3. Weasel Words:
Tutorial Link: http://my.hrw.com/la_2010/na_lit/student/levelup/lit022/shell.html
Name:
Date:
Note Taking: Text Analysis Workshop (p. 226)
PERSUASIVE RHETORIC
Finish each sentence starter to make complete sentences that will help you remember the terms.
10. To argue deductively is to begin with a generalization, or premise, and proceeding to examples and
supporting facts.
11. To argue inductively is to begin with examples and facts and proceed to conclusion.
12. Logical appeals are persuasive appeals that rely on reason and facts to support a claim.
13. Emotional appeals are persuasive appeals that present ideas that elicit strong feelings.
14. Ethical appeals are persuasive appeals that use values or moral standards to persuade an audience.
15. A rhetorical question is a question that does not require a reply because the answer is obvious.
16. In the rhetorical device called antithesis contrasting ideas are expressed in a grammatically balanced
statement.
17. Repetition is the use of the same word or phrase more than once for emphasis.
18. Parallelism is a form of repetition in which a grammatical pattern is repeated.
BASICS OF AN ARGUMENT
To be effective, an argument should include:
1. Claim, or clear statement of a position on an issue.
2.
Support for the claim in the form of reasons and evidence.
3.
Counterarguments, or statements that anticipate and refute the opposing view.
4.
Sound logic and effective language.
5. A conclusion that sums up the reasons or the call to action.
Introduction to Persuasive Techniques
Student Notes Guide: Model
II. Persuasive Techniques
A. Logical Appeals: Elements of a Logical Argument
1.
Claim: states the writer’s position on an issue.
2. Support: refers to the reason and evidence used to prove the claim. Evidence can be in the form of
facts, statistics, examples or expert materials.
3.
Assumptions: opinions or beliefs that the writer takes for granted.
4. Counter Argument: used to oppose other viewpoints. It shows that the writer has thought about the
other side and answered those concerns.
B. Emotional Appeals: Types
1.
Appeal to Pity: technique that makes the audience feel sorry for the subject.
2.
Appeal to Vanity: technique that appeals to the audience’s vanity, or pride in a appearance or status.
3.
Appeal to Fear: technique that persuades by making people afraid.
C. Appeals by Association
1.
Appeal to Loyalty: play on reader’s desire to show that they are loyal to a group
2.
“Plain Folks Appeal”: connects an idea or product to something readers find comforting or familiar.
3.
Bandwagon Appeal: most common-plays on audience’s desire to be one of the group.
4.
Snob Appeal: relies on the audiences desire to be special, part of the “elite.”
5. Appeal to Authority: sometimes called testimonials, persuade by using celebrities or experts to support
a product or an idea.
D. Ethical Appeals
1.
Claims to: commonly held beliefs or valuessense of duty, justice, what is right and wrong
2.
Arguments that appeal to ethics can be hard to criticize logically
E. Loaded Language
1.
Purr Words: strong positive connotations, emotional associations.
2.
Snarl Words: strong negative associations for readers.
3. Weasel Words: words that have very vague meanings. Ex. Our device will repair almost any broken
or worn-out DVD.
Tutorial Link: http://my.hrw.com/la_2010/na_lit/student/levelup/lit022/shell.html
Unit 7 Chart: Set Up Example
THE FOLLOWING PAGES ARE SUPPORTING MATERIALS AND ANSWER KEYS : THESE ARE
OPTIONAL TOOLS TO ASSIST EITHER TEACHER OR STUDENT THROUGHOUT THE UNIT
Name
Date
from SINNERS IN THE HANDS OF AN ANGRY GOD
Reading Check
Directions: Read over the questions below and think about the excerpt from “Sinners in the Hands of an
Angry God.” Then answer each question in one or two sentences.
1. Whom is God prepared to send to Hell?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. According to Edwards, is God angrier at sinners in Hell or the sinners still living on earth?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Edwards tells his listeners that God holds them over the fiery pit. What does Edwards compare this
to?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. According to Edwards, how long must people suffer the wrath of God?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. How does Edwards think that people can be saved from God’s wrath?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Directions: Answer the questions.
6. Analyze Emotional Appeals Circle the words or images from the sermon that are intended to
inspire fear in the audience.
a. the furnace is now hot
d. unsearchable ways
g. an extraordinary opportunity
b. the glitter sword is whet
e. the fiery pit
h. the flames gather
c. everlasting destruction
f. purer eyes
i. a slender thread
5. Analyze Persuasion I think Edwards used fear to motivate his audience because
________________________________________________________________________________
________________________________________________________________________________
Sinners in the Hands of an Angry God
Student Answer Key
Reading Check
1.
2.
3.
4.
5.
6.
7.
God will send his enemies to hell; his enemies are people who have not accepted Christ.
Edwards claims that God is angrier with sinners on earth than with sinners in hell.
He compares God holding people over the fiery pit to someone holding a spider over a fire.
People must suffer the wrath of God for all eternity.
Edwards believes that people can be saved if they accept Christ.
a, b, c, e, h, i
I think Jonathan Edwards regarded fear as a stronger motivating force than the desire to do good deeds.
Stressing the emotional rather than the rational side of religion made it more accessible to people without
regard to education or ability.
Name
Date
SPEECH IN THE VIRGINIA CONVENTION
Text Analysis: Rhetorical Devices
Rhetorical devices are structures within language that appeal to readers or listeners and communicate ideas.
Directions: In the chart, record an example of each rhetorical device from Patrick Henry’s speech.
Rhetorical Device
Rhetorical question: a question to
which no answer is expected.
Example
Antithesis: expresses contrasting ideas
in parallel grammatical structures.
Repetition: the recurrence of words,
phrases, or lines.
Parallelism: a kind of repetition in
which words or phrases in the same
grammatical form connect ideas.
Biblical allusion: references to events,
figures, or phrases from the Bible
Reading Strategy: Reading a Persuasive Speech
When you read a persuasive speech, consider the speaker’s audience, tone, and purpose.
Directions: In the chart, take notes on how Henry uses language to appeal to his audience, what tone you detect in
his language, and how his choice of words reveals his purpose.
Notes
Audience:
Purpose:
Tone:
Name
Date
SPEECH IN THE VIRGINIA CONVENTION
COPY MASTER
Reading Check
Directions: Read over the questions below and think about Henry’s speech at the Virginia Convention. Then
answer each question in one or two sentences.
1. What is Patrick Henry’s opinion of the delegates who addressed the convention before him?
2. Henry refers to a lamp that guides him. What is this “lamp”?
3. What does Henry indicate are the signs that the British are planning to attack?
4. Henry rejects the possibility of Americans gaining their rights simply by asking the King to grant them.
Why?
5. What does Henry say will result from the colonies’ backing down from a war with Britain?
Evaluate Appeals
6. Some of Patrick Henry’s reasons for going to war appeal to logic, others appeal to the emotions of the
audience. List one logical appeal and one emotional appeal from Henry’s speech.
Make Judgments About Rhetorical Devices
7. Review the rhetorical devices discussed on page 229 of your textbook. Which device do you think is the
most effective in getting Patrick Henry’s point of view across?
Speech in the Virginia Convention
Student Answer Key
Text Analysis
Rhetorical Question:
“Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery?”
(lines 84–85)
Antithesis:
“a question of freedom or slavery” (line 8)
“give me liberty, or give me death!” (line 86)
Repetition:
“Gentlemen may cry, “Peace! peace!”—but there is no peace” (lines 80–81).
Parallelism:
“We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the
throne . . .” (lines 48–49).
Biblical Allusions:
“having eyes . . . hear not” (line 19)
“betrayed with a kiss” (line 28
Reading Strategy:
Audience:
Colonists
States the cause of the overall colonist struggle with Britain and
recommends a recourse
President and the delegates
“Mr. President” “worthy gentlemen…addressed the house”
Appeals to audience by appealing to their patriotism, integrity, and
bravery
Urgent
“Let it come, I repeat it sir, let it come!
Emotionally Charged
“We must fight!”
Assertive
“This is no time for ceremony”
Tone:
Tone can be found in: rhetorical devices, punctuation, diction
Purpose:
Uses words such as “a question of freedom or slavery,” “insidious smile,” and “subjugation” to further his purpose of
convincing his audience to rise against the British
Reading Check
1. He admires them but disagrees with them.
2. Henry refers to “the lamp of experience.”
3. Henry points to British fleets and armies in the colonies.
4. For ten years, the British have been unresponsive to petitions and other nonviolent efforts.
5. The colonists will end up in submission and slavery.
6. Appeal to logic: “Sir, we are not weak, if we make a proper use of those means which the God of nature hath placed in
our power. Three millions of people, armed in the holy cause of liberty. . . are invincible by any force which our enemy
can send against us.” (lines 69–72)
Appeal to emotion: “There is no retreat but in submission and slavery! Our chains are forged!” (line 77)
7. Repetition and parallelism are the most effective in getting across Henry’s point of view. Using repetition and
parallelism emphasizes his selection of words and his stand on taking up arms against Britain.
Name
Date
THE DECLARATION OF INDEPENDENCE
Reading Check
Directions: Read over the questions below and think about the Declaration of Independence. Then answer each question in
one or two sentences.
1. What is the purpose of the preamble?
___________________________________________________________________________________
___________________________________________________________________________________
2. According to Jefferson, when do people have the right to alter or abolish a government?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. According to Jefferson, what, in general, do the colonists object to about the way laws are made and enforced in the
colonies?
___________________________________________________________________________________
___________________________________________________________________________________
4. According to Jefferson, what have the colonists done repeatedly each time they felt that they had been wronged?
___________________________________________________________________________________
___________________________________________________________________________________
5. What does the last part of the document say about the colonies’ relationship with Great Britain?
___________________________________________________________________________________
___________________________________________________________________________________
Text Analysis: Argument
An argument expresses an opinion on an issue and supports it with reasons and evidence. An argument
contains these three important parts:
Directions: Record the elements of the argument presented in the Declaration of Independence.
Claim:
the writer’s position on an
issue or problem
Support:
reasons and evidence
provided to prove a claim
Counterarguments:
arguments to answer
opposing views
Declaration of Independence:
Student Answer Key
Answers for Reading Check:
1. The purpose of the preamble is to explain why the colonists are declaring their independence.
2. A government can be altered or abolished when it does not give rights to the people it governs.
3. Laws are made and enforced without regard to the needs and desires of the colonists and without their consent.
4. The colonists have petitioned for redress repeatedly. They have warned the British and appealed for justice.
5. The document says the colonies no longer give their allegiance to the British crown. All political connection between the
colonies and Great Britain is dissolved.
A. Jefferson claims that the colonists owe the world an explanation for their need to sever ties with Great Britain. He says
he will list the reasons that force the separation.
B. Jefferson anticipates the argument that it may be too dangerous to change a long-standing government. He claims that so
many abuses have accrued that rebellion is justified (lines 19–22). He says that the British king has repeatedly injured the
colonies and that he will provide facts to support his case (lines 24–27).
C. Jefferson wishes to show the overwhelming evidence that exists to support the case of the colonists.
F. Jefferson chooses formal words and a formal tone in the concluding paragraphs, appropriate for a government declaring
its independence. The word choice and tone supports the finality and importance of the decision to declare independence.
Claim: Government exists to protect the rights of the people. The British King has failed to protect the rights of the American
colonists, and so the colonists have the right and duty to abolish his government and set up a new one. (lines 9–13)
Support: The Declaration lists 28 specific grievances against the King and Parliament. These include suspending colonial laws
(lines 30–32), dissolving legislatures (lines 39–40), obstructing justice (lines 49–50), maintaining an army during peacetime
without legislative consent (lines 55–56), preventing colonists from trading with the rest of the world (line 65), taxing the
colonists without their consent (line 66), depriving colonists of trial by jury (line 67), waging war against the colonists (lines 77–
78), forcing citizens captured at sea to bear arms against their country (lines 85–87), encouraging slaves and Native Americans to
rebel (lines 88–90).
Counterargument: Governments should not be changed lightly (lines 15–16); however, the British train of abuses and failure to
pay attention to the colonists’ pleas for change give the colonists the right and duty to throw off this government and set up a new
one (line 21–24).
Letter from Birmingham Jail
Reading Check
Directions: Read over the questions and think about the ideas presented in the letter. Then answer each
question in sentences or phrases.
1. Why does King object to being called an “outsider”?
2. What are the four steps that King associates with any nonviolent campaign?
3. Why are demonstrations taking place in Birmingham?
4. When he is asked about negotiation, why does King say that direct action is necessary?
5. What does King say will happen if nonviolent demonstrations are condemned?
Letter from Birmingham Jail
Student Answer Key
Reading Check
1. No one living in the United States can be called an outsider when fighting injustice anywhere in the United States.
King’s organization also had branches throughout the South.
2. collection of facts to determine whether injustice exists; negotiation; self-purification; and direct action
3. People are demonstrating against segregation and Birmingham’s reputation for oppressing and persecuting black
people.
4. The white community refuses to negotiate. King hopes direct nonviolent action will create enough tension to force
the white community to negotiate.
5. If oppressed people cannot release their repressed emotions in nonviolent ways, people will become violent.
Letter from Birmingham Jail
Focused Reading
Directions: Read the the assigned section of “Letter from Birmingham Jail” (lines 1-119). At the end of each
paragraph or grouping of paragraphs, pause and respond to the focused reading question(s) thoughtfully.
Read the first paragraph:
1. Based on this first paragraph, what can you tell about the letter that King has received?
Read second, third and fourth paragraph: “I think I should indicate why I am here in Birmingham.”
2. Reread lines 10-21. Which sentence refers to the position that King is arguing against?
3. What three arguments does King make as to why he is in Birmingham? (e.g.: moral, legal,
historical/religious; hint: one per paragraph)
a. Second paragraph:
b. Third paragraph:
c. Fourth Paragraph:
Read the fifth paragraph: “You deplore the demonstrations taking place in Birmingham…”
4. What does he say about what was in the letter he received and what was left out of the letter?
Read the sixth paragraph: “In any nonviolent campaign there are four basic steps…”
5. What are the four basic steps for a nonviolent campaign?
a.
b.
c.
d.
6. What reasons and evidence does King use to support his claim that there is racial injustice in
Birmingham?
Read the seventh, eighth and ninth paragraph: “Then, last September, came the opportunity”
7. Summarize the talk with leaders of the Birmingham economic community and the following events.
8. Summarize the planned response to these events.
9. What happened to the plans? Why?
Read the tenth and eleventh paragraph: “You may well ask: Why direct action?”
10. According to King, what is the purpose of direct action?
Read the twelfth paragraph: “One of the basic points in your statement”
11. What counterargument is made in this paragraph? How does the author respond?
Read the thirteenth paragraph: “We know through painful experience…”
12. What statements does the author make about freedom and justice in this paragraph?
Reflecting on Reading Questions:
13. What does King mean when he says that groups are more immoral than individuals?
14. Do you agree or disagree with King’s assessment that freedom must be demanded by the oppressed?
Why?
Online Text: http://www.drmartinlutherkingjr.com/letterfrombirminghamjail.htm
Letter from Birmingham Jail
Focused Reading: Line-Based
Directions: Continue and finish reading the selection. Review the line-based sections and respond to the focus questions.
Lines 124-147:
Parallelism—the use of the same grammatical forms to express equivalent thoughts—helps King emphasize…
Lines 157-158:
Is King correct that one has a moral responsibility to take action against unjust laws? Why or why not?
Lines 160-176:
How does King use deductive reasoning to support his conclusion that people should disobey segregation laws?
Lines 202-209:
What message about civil disobedience does King send with his choice of allusions? (use the footnotes)
Lines 238-244:
What is King saying in these lines?
Lines 256-272:
What does it mean to be oppressed?
What connotation(s)—see text inset—do you think extremist has?
Contrast those with connotations with activist. How do the connotations differ?
Lines 275-293:
Think about the usual connotation of the word extremist. At first, King says that he was “disappointed” at being
called an extremist, but then he embraces the label. Why?
How does he use biblical and historical allusions to support his reevaluation of the term extremist?
Teacher Notes:
1.
Question: Based on this first paragraph, what can you tell about the letter that King received? (the first sentence, he says
that they have called his present activities unwise and untimely—almost always helpful when an author is making an
argument to get a sense of what is the argument that author is pushing against—King announces he has received an
accusation, that he is being called unwise and untimely in his work)—note initial greeting
2.
Students read paragraphs 2, 3, 4: questions: what three arguments does King make as to why he is in Birmingham, and
how does the support/evidence for each one differ?
a. Paragraph 2: I think I should indicate…, legal argument--outsiders coming in—here because I have been invited
and he has organizational ties
b. Paragraph 3: dense allusion—religious or historical argument—he follows a line of prophets (just like the
c. Paragraph 4: moral argument—the kind of people we should be—defend injustice in Birmingham—in the realm
of justice and injustice, there is no outsider (claim with no evidence)
The rest of the article flows from this third argument. How do they fit together and build on each other.
3.
Paragraph 5, what can we tell about the letter King received from the letter we are reading… notice that he talks about
what is in the letter and what is left out of letter—disagreeing with letter and point out what is critically missing from the
letter received.
4.
Paragraph 6, change of tone, there have been more unsolved bombings—hard facts—changes from moral voice to a hard
hitting tone—lawyer
5.
Paragraph 10, tension—what is meant by tension—concept is fundamental to his thinking
KEY
1.
2.
3.
4.
5.
6.
7.
8.
9.
King has received a letter from his fellow clergymen that criticizes his activities as “unwise and untimely.” King seeks
to respond to the criticism of his work and his ideas.
“Since you have been influenced by the view which argues against “outsiders coming in.”
Three arguments
a. legal argument—response to counterargument—outsiders coming in—here because he has been invited and he
has organizational ties
b. religious or historical argument—dense allusion—he follows a line of prophets/long standing tradition
c. moral argument—the kind of people we should be—defend injustice in Birmingham—in the realm of justice
and injustice, there is no outsider
The letter deplored the Birmingham demonstrations—it looked at the effects without examining the causes. It is more
unfortunate that there is no alternative.
Collection of facts to determine whether injustice exists, negotiation, self-purification, and direct action.
Racial injustice engulfs the community.
Birmingham is probably the most thoroughly segregated city in the United States. It’s record of ugly brutality… Grossly
unjust treatment in the courts…Unsolved bombings of home and churches…
Talks were had with merchants and promises were made (racial signs)—reality—few signs; signs returned or remained.
Direct action planned: bodies in place as a means to present case—nonviolence—during shopping/economic season—
pressure merchants for needed change.
Kept postponing for a variety of reasons, but cannot be delayed any more.
10. Direct action serves to force negotiation with those who refuse to negotiate.
11. Counterargument: that activities are untimely. The author responds that it will never be timely as the privileged do not
wish to give up privileges voluntarily.
12. Freedom is never given voluntarily by the oppressor; it must be demanded by the oppressed. “Justice too long delayed
is justice denied.”
13. Groups provide people with anonymity. It is easier to behave immorally if there is no individual accountability for one’s
actions or inactions.
14. Those who value people over others are not likely to abdicate this power willingly.
Literacy Practice: Speaking and Listening—Speech Viewing
Following the attacks of Sept. 11, 2001, President George W. Bush made a nationally broadcast address to the nation,
delivering one of the defining speeches of his presidency. This exceptionally short (4 minutes), but historic piece,
serves as an excellent example of both the persuasion process and contemporary rhetoric.
First Viewing: (Focus—Persuasion Process)
1. Identify the five steps of the persuasion process:
a. Exposure: who saw this message?
b. Attention: what about this speech makes the audience pay attention to it?
c. Comprehension: what is the main idea of the speech? what are important details?
d. Acceptance: why is this speech believed or accepted by the audience?
e. Retention: what will be remembered by the audience from this speech? why?
Second Viewing: (Focus—Rhetorical Appeals)
2. What appeals do you recognize in this speech?
_____ Logical Appeals: ex.
_____ Emotional Appeals: ex.
_____ Ethical Appeals: ex.
3. What is the dominant rhetorical appeal in this speech?
Third Viewing: (Focus: Rhetorical Devices)
4. What rhetorical devices do you recognize in this speech?
Check them off as you notice them and jot down supporting notes.
_____ Repetition: ex.
_____ Parallelism: ex.
_____ Allusion: ex.
_____ Figurative Language: ex.
_____ Imagery: ex.
_____ Allusion: ex.
5.
How does the speaker utilize literary devices to influence the audience?
6. How does the speaker use literary devices to support the dominant appeal?
Smart Board Projection Screen
Good evening.
Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly
terrorist acts. The victims were in airplanes or in their offices: secretaries, business men and women, military and
federal workers, moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable
acts of terror. The pictures of airplanes flying into buildings, fires burning, huge -- huge structures collapsing have
filled us with disbelief, terrible sadness, and a quiet, unyielding anger. These acts of mass murder were intended to
frighten our nation into chaos and retreat. But they have failed. Our country is strong.
A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest
buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent the steel of
American resolve. America was targeted for attack because we're the brightest beacon for freedom and opportunity in
the world. And no one will keep that light from shining. Today, our nation saw evil -- the very worst of human nature
-- and we responded with the best of America. With the daring of our rescue workers, with the caring for strangers
and neighbors who came to give blood and help in any way they could.
Immediately following the first attack, I implemented our government's emergency response plans. Our military is
powerful, and it's prepared. Our emergency teams are working in New York City and Washington D.C. to help with
local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to
protect our citizens at home and around the world from further attacks. The functions of our government continue
without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential
personnel tonight and will be open for business tomorrow. Our financial institutions remain strong, and the American
economy will be open for business as well.
The search is underway for those who were behind these evil acts. I have directed the full resources of our intelligence
and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction
between the terrorists who committed these acts and those who harbor them.
I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And
on behalf of the American people, I thank the many world leaders who have called to offer their condolences and
assistance. America and our friends and allies join with all those who want peace and security in the world, and we
stand together to win the war against terrorism.
Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all
whose sense of safety and security has been threatened. And I pray they will be comforted by a Power greater than
any of us, spoken through the ages in Psalm 23:
Even though I walk through the valley of the shadow of death, I fear no evil for you are with me.
This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood
down enemies before, and we will do so this time. None of us will ever forget this day, yet we go forward to defend
freedom and all that is good and just in our world.
Thank you. Good night. And God bless America.
Teacher Notes:
Bush’s speech “rallied” the nation in five steps, noted Time magazine. First, he explained what had happened on Sept.
11. He then made an important point for diplomacy, noting that America did not hold all Muslims responsible for the
attacks and acknowledging that terrorists were a small and extreme portion of the population.
Bush then discussed the challenges that lay ahead for an America at war with an elusive and unclear enemy. He gave
“marching orders” to Americans, advising them to continue their lives as usual and to pray for the victims of Sept. 11
and the members of the U.S. military. Finally, he took responsibility for leading America through one of its darkest
moments, saying, “And in our grief and anger, we have found our mission and our moment.”
Bush outlined his plans for a “War on Terror” that would begin with al-Qaida, but would not end there. He
proclaimed that America would “pursue nations that provide aid or safe haven to terrorism. Every nation in every
region now has a decision to make: Either you are with us or you are with the terrorists.”
Bush’s speech also marked the night that he unveiled his plans for a new U.S. Department of Homeland Security. His
inspirational speech continued with the now-famous line, “We will not tire, we will not falter and we will not fail.”
His speech was immediately hailed as a success, and his ability to rally support following the Sept. 11 attacks led to
America’s temporary defeat of the Taliban in Afghanistan.
First Viewing: (Focus—Persuasion Process)
1. Identify the five steps of the persuasion process:
a. Exposure: who saw this message?
Live broadcast to nation
International Coverage
Online access
News Media
b. Attention: what about this speech makes the audience pay attention to it?
Interrupted all television
People looking for answers
President
c. Comprehension: what is the main idea of the speech? what are important details?
What has happened and what will happen
d. Acceptance: why is this speech believed or accepted by the audience?
Is the president on a reputable news station
e. Retention: what will be remembered by the audience from this speech? why?
Second Viewing: (Focus—Rhetorical Appeals)
2. What appeals do you recognize in this speech?
_____ Logical Appeals: ex. Implemented emergency plans, we are prepared, government continues
to function, open for business, full resources of intelligence
_____ Emotional Appeals: ex. Great people, great nation, no one will stop evil, best of America, list
of people, prayers, grieve, children, sense of security lost
_____ Ethical Appeals: ex. All Americans unite for justice and peace… defend freedowm all that is
good and just in the world
3. What is the dominant rhetorical appeal in this speech?
Answers vary—based on support
Third Viewing: (Focus: Rhetorical Devices)
4. What rhetorical devices do you recognize in this speech?
Check them off as you notice them and jot down supporting notes.
_____ Repetition: ex. Great, foundation, resolve, steel
_____ Parallelism: ex. Moms and dads, for grieve, for children
_____ Allusion: ex. bible
_____ Figurative Language: ex. Steel, beacon, foundation
_____ Imagery: ex. Fires, planes, structures collapsing
5.
How does the speaker utilize literary devices to influence the audience?
6. How does the speaker use literary devices to support the dominant appeal?
EXAM Review Sheet
Know:
1. The vocabulary terms from the Student Learning Map
2. The vocabulary words from each selection that we read (see back of SLM)
3. The three parts of an argument:
a. Claim
b. Support
c. Counterargument
4. The five steps of the persuasion process:
1. Exposure: has to be seen
2. Attention: has to be listened to
3. Comprehension: must be understood
4. Acceptance: must be believed
5. Retention: must be remembered
5. Characteristics of Persuasion
a. Communicator
b. Topic
c. Audience
d. Message
6.
Unit Readings:
a. “Sinners in the Hands of an Angry God”
 The author’s background/perspective/purpose
 The audience of the text
 The appeals and rhetorical devices used
 The author’s diction/tone
b. “Speech in the Virginia Convention”
 The author’s background/perspective/purpose
 The audience of the text
 The appeals and rhetorical devices used
 The author’s diction/tone
c. “The Declaration of Independence”
 The author’s background/perspective/purpose
 The audience of the text
 The appeals and rhetorical devices used
 The author’s diction/tone
d. “Letter from Birmingham Jail”
 The author’s background/perspective/purpose
 The audience of the text
 The appeals and rhetorical devices used
 The author’s diction/tone
e. “9/11 Speech to Address the Nation”
 The author’s background/perspective/purpose
 The audience of the text
 The appeals and rhetorical devices used
 The author’s diction/tone