Rhetorical choices analyzing and writing arguments to support

In other posts, I have provided a quick video introduction to the topic, and have discussed the ideas behind discourse theorythe main questions that students and researchers will likely ask as they set up their discourse analysis projectand the things that are worth keeping in mind when working with East Asian language sources.

Rhetorical choices analyzing and writing arguments to support

Session One Begin the lesson by asking students what needs to be present in order for a speech to occur. The class should discuss audience and the importance of identifying the audience for speeches, since they occur in particular moments in time and are delivered to specific audiences.

This is a good time to discuss the Rhetorical Triangle Aristotelian Triad or discuss a chapter on audience from an argumentative textbook. You may wish to share information from the ReadWriteThink. Provide a bit of background information on the moment in history.

Adjust the level of guidance you provide, depending on your students' experiences with this type of analysis. The questions provide a place to start, but there are many other stylistic devices to discuss in this selection. Consider posing questions such as This is a successful speech.

The tone shifts throughout the selection. But more importantly, why? If time permits, discuss how politicians and speech writers employ rhetorical strategies to influence the opinions of their audience members.

Martin Luther King, Jr. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

Ask students to think about how the particular moment in history and the national audience contribute to the rhetorical choices made by the speaker. Lead a discussion of the speech as an argument with regard to purpose and intent.

Work with students to identify warrants, claims, and appeals. Ask students to consider how the author manipulates the audience using tone, diction, and stylistic devices. Discuss a particular rhetorical device that the President used and the purpose it served.

Share the Essay Rubric and explain to students the expectations for success on this assignment. Allow students to select a speech from the List of Speeches for Students.

If they wish to preview any of the speeches, they can type the speaker's name and the title of the speech into a search engine and should have little difficulty finding it. Session Three Take the students to the library and allow them to research their speeches.

They should locate their speech and print a copy for them to begin annotating for argumentative structure and rhetorical devices. Ask students to research the history of the speech.

What was the speaker up against? What is the occasion for the speech? What did the author have to keep in mind when composing the text?

rhetorical choices analyzing and writing arguments to support

What were his or her goals? What was his or her ultimate purpose? What was his or her intent? Remind students that the writer of the speech is sometimes not the person who delivered the speech, for example, and this will surprise some students. Many people assume that the speaker president, senator, etc.

rhetorical choices analyzing and writing arguments to support

They might be surprised at the answer. Help students find the author of the speech because this will challenge some students. Once the speechwriter is identified, it is easier to find information on the speech. Help students find the history behind the speech without getting too bogged down in the details.

They need to understand the climate, but they do not need to be complete experts on the historical details in order to understand the elements of the speech.

If they wish, students can use the ReadThinkWrite Interactive Notetaker to help them track their notes for their essays.

Remind them that their work cannot be saved on this tool and should be printed by the end of the session so they can use it in future work. For Session Four, students must bring a thesis, an outline, and all of their research materials to class for a workday.

Remind them to refer to the Analyzing Famous Speeches as Argumentsthe Essay Rubricand any notes they may have taken during the first two sessions as they begin their work. The thesis statement should answer the following question: What makes this speech an effective argument and worthy of making this list?There are two basic aims of senior high school English language arts.

One aim is to encourage, in students, an understanding and appreciation of the significance and artistry of literature. Article PDF. Introduction. The early s marked the first publications both in English studies and communication studies to address lesbian and gay issues.

Rhetorical Criticism: monstermanfilm.com

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A toolbox for analysing political texts. Discourse analysis is a useful tool for studying the political meanings that inform written and spoken text.

In other posts, I have provided a quick video introduction to the topic, and have discussed the ideas behind discourse theory, the main questions that students and researchers will likely ask as they set up their discourse analysis project, and. This course was created by Rebecca Epperly Wire.

You can contact her through the Facebook community group with questions. You can say thank you to her with a gift. Please review the FAQs and contact us if you find a problem.

Credits: 1 Recommended: 10th, 11th, 12th (This is typically the 11th grade course.) Prerequisite: Literature. Rhetorical Analysis of Speech a Speech by George W. Bush - In this paper I am going to discuss the rhetorical appeals, as well as the argumentative structure, audience and purpose set forth by George W.

Bush in his September 27 speech in Flagstaff, Arizona.

How to Do a Discourse Analysis - monstermanfilm.com