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”

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.
is to

…elements for persuasion, the creation of appeals and connection to the
Rhetorical Triangle to understand reliability, authenticity and purpose.

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

Complex Sentences

 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.
S u b o rd i n a t e c l a u s e
+ , + m a i n c l a u s e .
Even though cat hair clung to Marvin’s legs, he still got the job.
The first The second clause is less clause has more emphasis important.
because its thought is complete
.

Use no punctuation if you subordinate the second of the two clauses.
M a i n c l a u s e + Ø + s u b o rd i n a t e c l a u s e .
success as cat hair wafted
Now the first clause is the most important
.
The second clause has less emphasis because its thought is in complete.

subject verb
Subordinating conjunction

Purpose
Emphasizes one idea and subordinates another idea
The clause following the subordinator will be less important
Used in argument
Tone  academic or pretentious, sarcastic
Can show train of thought or existential thinking
Show high emotion or lack of emotion
Effect
Increase ethos appeal
Showing awareness of the opposition
Why does the speaker want ethos appeal?
Discuss why subject being emphasized appeals to audience
How emphasis supports the claim of text

•
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 to clean his suit
, he was late
I’m sorry
.

versus
writer places concepts or people or objects on an equal level and joins them with conjunctions or punctuation (semicolon)
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 important idea in a dependent clause

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)
Emphasis of ideas
Building of momentum
Refocusing of reader to subsequent important ideas
May draw attention to what comes after it
(syntactical) or begin a transition or structure organization
Adds conviction to what is being said; is really effective in speeches
Desperation (tone)

A Paralleling Repetition

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 cost may be, defend our Island, whatever the 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 we shall never surrender.” in the hills;
Winston Churchill, speech to the House of Commons, June 4,1940

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 audience
Persuade, motivate, inspire audience to do xyz

…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!

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 credible, fearless leader

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?

juxtaposed parallel structure underscoring universal subjects

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."

John F. Kennedy

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

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

Passive
The portfolio piece was prepared by the student.
There was also found two of their [the Indians’] houses covered with mats, and sundry of their implements in then, but the people were run away and could not be seen.
Active
The student prepared the portfolio piece.
How would you rewrite the second example
(from “Plymouth) using active 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
Strengthens the degree of objectivity
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

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

The Persuasive Appeals: logos, ethos, pathos

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.

(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.

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).

(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.

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).

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, you must do your persuasive and informative speech to graduate.

Statistics, facts
Allusions
Jargon (diction)
Inductive and deductive logic
Syllogistic structures
Expert opinions or testimonies
Acknowledgment of the opposition
Subordination, counterargument

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.

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 sentences

…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.

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)

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)

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

A Puritan sermon delivered in 1741

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

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!

Page 114 offers information about Jonathon Edwards…
SPEAKER
• Stern, zealous preacher
• Brilliant, thoughtful,
• complicated
CONTEXT
• Religious revival,
• “Great
Awakening”

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…

The Modern, secular world that believed in Reason and
Learning, the value of independent intellect, and the power of human will.
The other believed in the lowliness of human beings in relation to God’s majesty and man’s inability to achieve salvation through his own efforts.

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).
Sermon captures the religious fervor of
The Great Awakening

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.
Purpose: provide religious instruction

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

Syntactical Element
Parallel structure, anaphora
Juxtaposition, Antithesis
Repetition
Rhetorical questions with simple sentences
Coordination versus Subordination
Inductive and deductive logic/organization
Loose/periodic sentences
Inverted syntax
Active/Passive voice
Other Devices
Imagery
Simile/metaphor
Metaphysical symbolism
Motif
Allusion
Diction  tone

The rhetorical devices used and appropriate modifiers.
1.
2.
3.
4.
Tone created.
Appeal created and how the appeal is created.
How these elements evoke a response in audience, and infer, then, who the audience must be.
5.
6.
7.
What is the purpose of the device? Why did the author choose this specific device?
What effect does it elicit on the reader? What do we learn about the persona/perspective of speaker?
What is the purpose for including this, and the purpose for the overall piece?
How does it support a shift/contrast or message?
8.
9.
Universal subjects connected to device?
10.
Reflection of time period and/or other texts from same or different time period?

Revisited

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

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 distress” you will be guided through it by the “hand of God.”

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 the most difficult of situations.

Are all logistical elements accounted for?
Could you ask “so what” to the 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 truth and/or contrast?

Rhetorical Analysis Graphic Organizer staging a shift from focus on ideas to focus on writing

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

Revisiting example discussed with group (the other direction)…
Independently finding a 2 nd example of device and outlining analysis

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 the 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, goldcolored, 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

The “directions” of the topic sentence are the examples you will use as evidence.
Soto’s Biblical allusions, such as the squirrel nailing itself to the tree and Adam and Eve and the apple , . . .

Choose an appropriate verb that links what the directions do in relation to the universal idea.
Soto’s Biblical allusions, such as the squirrel nailing itself to the tree and Adam and Eve and the apple, underscore

Step 5: Add the Universal Idea (Again)
Add the universal idea to the topic sentence.
CAUTION: To keep the universal idea from becoming redundant throughout the essay, develop synonyms.
.
Soto’s Biblical allusions, such as the squirrel nailing itself to the tree and Adam and Eve sinning because of the apple, underscore the disgrace associated with sin .

A Basic Lecture on Organization and Structure

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

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 chosen.
e. Appeals? Tone?

a.
b.
c.
d.
Because the writer used this rhetorical strategy, how/why does the use influence one or more of
Message, Purpose, UT the following: Speaker, Reader,
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?

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 .

a.
b.
c.
(Optional)
Tone/Tonal Shift
Effect of shift
Highlight movement/chronology

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

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 chosen.
e. Appeals? Tone?

a.
b.
c.
d.
Because the writer used this rhetorical strategy, how/why does the use influence one or more of
Message, Purpose, UT the following: Speaker, Reader,
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.
How do these examples (of the SAME device) work in tandem to create the overall universal truth?

1.
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)