These are the instructions which the class receives before using the computer program.
Two objectives:
I. To gain a better understanding of the political, economic, and social events surrounding the writing of the letter.
II. To be able to define, describe, identify and use six major rhetorical elements (writing techniques) used in persuasive writing.
Example: The case of people dying in Rwanda due to lack of food and the spread of disease.
Goal : To persuade Americans to send medical personnel and supplies to Rwanda.
Rhetorical Elements:
1. Logos - Appeals based on logic and reason. Ex: "Send assistance because if there is mass death, the economy of the country might be ruined and even more financial assistance would be required in the future." (the argument is based on logic. It does not depend on the audience feeling badly for the dying people)
2. Pathos - Appeals based on emotion. Ex: "Send assistance because children are losing their mothers and fathers. Death by starvation is extremely painful." (The writer wants the reader to feel the pain and suffering of the victims)
3. Ethos - How the audience views the writer's character, personality, motives, etc. The writer must present an appropriate and appealing image of herself if she is to be persuasive to the reader. Ethos can be created both through what the writer says and also how she says it. Ex: "All of us, members of the human family, must find a way to help our brothers and sisters in Rwanda. Although I am not rich, I will give what I can. Won't you do the same?" (The writer identifies with the reader as part of a family. She also lets people know they don't have to be rich to contribute.)
4. Structure and Style - The writer should choose a structure and style which fit the topic and the audience. Should sentences be long and complex or short and direct? Would repetition, similes, metaphors, questions, parallel statements be effective? Ex: "Do you feel helpless and hopeless about the situation in Rwanda? You can make a difference. Send a few dollars today. You can make a difference. Send clothes that you do not need. You can make a difference. " (This question and repetition may be effective to make your point).
5. Audience - The writer should keep her audience in mind at all times when choosing both content and form. Ex: " I know you are busy, but don't throw this letter away. I will be short and to the point. These are your African brothers and sisters who are dying. When they die, a piece of you dies with them. Contribute what you can." (Audience=African American professionals) The writer is recognizing that the recipient is a busy person while, at the same time, pointing out that perhaps she might feel a special obligation to help. This passage, directed at this particular audience may appeal to emotion (pathos)
1. Read this handout completely.
2. Watch your teacher's demonstration.
3. On your computer, complete pages 1-12 of the Introduction.
4. Do the following assignments:
Free Exploration
1. Explore the program as you like until your teacher stops you.
2. As you work, you should copy to your Notebook the following:
a) one ¶ of the letter
b) the ethos, pathos, logos, etc. descriptions that go with it
c) any Library entries that go with it
(For help, see Introduction: "How to Use the Notebook" pp. 9-10)
3. When you finish, add your name & date. NOTE: Select and delete any info. you don't need. Then, use the "Print Notebook" command to print.
Assignment 2 Due _______
Structured Exploration
Answer on a piece of notebook paper.
1. Which 5 states had the highest number of lynchings. Write the figures for black and white lynchings in these states. How many lynchings did Oregon have? How many black? How many white? (Hint: See Almanac in the Library)
2. Find Brown v. Board of Education (Hint: See Encyclopedia in the Library)
a) Where did the name "Jim Crow" laws come from? (Hint: Click on "Show Links" at the bottom of the page. Click on "Jim Crow". Click on "Return" to come back to the Encyclopedia section)
b) What was the most important conclusion in the Brown case? (Hint: Choose "Find" and search the "Laws" section for the words, "inherently unequal." ) Copy the sentence in which you find the words, "inherently unequal."
3. Identify 3 kinds of facilities that were closed to blacks in many areas of the south. (Hint: See the segregation signs in the Video/Photo section of the Library)
4. Name 5 events that happened around the time of the "Letter from Birmingham Jail." (Hint: See "Timeline in the Library")
5. What are the two ways to see the rhetorical analysis section of the program? (Ex. pathos, ethos, etc.)
6. Write the paragraph numbers in the Letter which have rhetorical appeals to pathos. (Hint: Go to rhetorical analysis section. Click on "Pathos". Use the arrow keys to go through the letter.
Rhetorical Analysis of Letter from Birmingham Jail
On a separate piece of paper:
1. Find one example (which you understand well) of each rhetorical device . (One example of Ethos, Pathos, Logos, Style & Structure, and Audience) For each example:
a. Write the paragraph number and copy the paragraph which contains the rhetorical element. (If it is a long paragraph, you can quote just the most important part of it)
b. Label the paragraph with the appropriate rhetorical element (Pathos, etc.)
c. Explain in your own words why you think this is a good example of that particular rhetorical device.
Analyzing an Article
1. Read the speech (in your textbook), "JFK's Radio and Television Report to the American People on Civil Rights.", June 11, 1963 (You will notice that this speech to the nation by President Kennedy was made only two months after MLK's Letter from Birmingham Jail.
2. Who is the author's intended audience? (It might be more than one group.)
3. What is the author's purpose? What does she want her audience to believe?
4. On a separate piece of paper, write down two examples of each rhetorical component we have studied (ie ethos, pathos, etc.). Explain in a few sentences why you chose each example.
Assignment 5 Due ________
Write an Argumentative Paper
Your instructor will give you this assignment in class.
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Created by:
krauss@lclark.edu
Updated: 2/15/98