This piece is quite different from the other ones, especially because it has subheadings that say "What do we know?" and "What don't we know?" This will definately help the reader better understand the issue at hand, because it is clearly marked beforehand. In the "What we don't know" section, readers are more likely to think critically about the questions put in there. The author uses "in my own opinion" which clearly means that it isn't formal. This writing piece seems to be shorter than the previous ones I've read and the structure epescially is alot different. There are just three paragraphs to begin with, which talk about the media's influence in adolecents lives and why its a major player. The information following that is what I mentioned above about the "What do we know?" and "What don't we know?" sections. These sections are refering to the amount of knowledge people have in general about the media, in relation to adolecents. This particular piece alot lists a bunch of sources which include: website articles, books and studies.
Overall I think this piece is short and a quick read. People can just read it quickly, for fun and it isn't formal but readable. I like how it has subheadings and clearly defines what they are talking about. The sources which are presented are also good on the writer's part, and the reader's can look into the sources.
Wednesday, February 25, 2009
Debunking Media Violence- Formal Tone
For starters, this essay is definitely written in a formal tone. Simply because it doesn't address anyone specifically and doesn't use any street language or slang. In this piece the writer includes personal stories which is one rhetorical device. This proves to be effective when the writer is trying to convey a message to the audience and it connects to them on a more personal level. Another rhetorical device that this author uses is, rhetorical questions and it helps the reader think about an idea and finally the author explains in detail, following the rhetorical question. The amount of sources used in this piece is phenomenal, there are citings left, right and centre. What I though was a good idea, was how the author wrote a reference section and clearly listed his sources, for the reader to see. This helps improve credibility and also helps the reader see if this author is just making up facts or if its actually legitimate.
The author talks about cartoons, video games and even includes research. This author touched on an important argument of school shootings, and used real life events to help explain a statement. Within the school shooting subject, he once again used rhetorical devices in order to put a question into the reader's mind. This can initiate critical thinking on the reader's part and the reader will be more intrigued into the written piece. Overall I think this piece was well written, and includes proper grammer, puntucation and spelling. The author backs up alot of his statements through facts, studies and statistics.
The author talks about cartoons, video games and even includes research. This author touched on an important argument of school shootings, and used real life events to help explain a statement. Within the school shooting subject, he once again used rhetorical devices in order to put a question into the reader's mind. This can initiate critical thinking on the reader's part and the reader will be more intrigued into the written piece. Overall I think this piece was well written, and includes proper grammer, puntucation and spelling. The author backs up alot of his statements through facts, studies and statistics.
A few thoughts on media violence
I'm very impressed at how this author started off his piece, with rolling punches. The way he had worded his starting point was incredible. He used words such as: reformers, culture warriors, scurrying, public eye etc. The piece sounded very sophisticated and well written, as well as well thought out. This piece did seem in-formal for sure, and the author used plenty of facts, nicely blended in with the arguments. His statements stood out to me and he would use rhetorical questions in large amounts. This author spoke beyond reasonable doubt, and would refer to what his critics may rebut with. He addresses logical fallacies extremely well and his work is well crafted and proper grammar, spelling as well as punctuation.
The author uses examples from movies, books, video games and so forth. His sources include a wide variety of newspapers, studies and statistics. Overall, I would say this author has presented his work very well, and contains all the good elements of a informal writing piece.
The author uses examples from movies, books, video games and so forth. His sources include a wide variety of newspapers, studies and statistics. Overall, I would say this author has presented his work very well, and contains all the good elements of a informal writing piece.
Media violence: Formal Tone
This particular article talked about how violence has plagued society consistently for a long period of time. The author provided various examples of drugs, inadequate parenting, availability of weapons, unemployment as causes of violence. Not only that, the author displayed examples relating to media such as: TV, newspapers, comic books etc. It was interesting to see how the reader displayed the low end of violence and the extreme end. I noted that the author used statistics to back up their arguments and one point that stood out to me was how television affects people in different ways, and its hard to see the effects because of the variation of it. It was a strong point, because it explained about the complexity about it. However, the author could use more facts to back up statements like these.
For a formal tone, this was a bit under par. It seemed like it needed some more life into it, and the audience may not be interested. I think its good how the facts were placed, but its important to use more devices to attract interest and make the piece more formal. There were some capital errors where the writer put TV in lower case t.v. I think it was an alright piece to read, but some sections did not seem formal and it was more on a causal level. It wasn't the worst nor was it the greatest, it was more in between.
For a formal tone, this was a bit under par. It seemed like it needed some more life into it, and the audience may not be interested. I think its good how the facts were placed, but its important to use more devices to attract interest and make the piece more formal. There were some capital errors where the writer put TV in lower case t.v. I think it was an alright piece to read, but some sections did not seem formal and it was more on a causal level. It wasn't the worst nor was it the greatest, it was more in between.
Tuesday, February 24, 2009
Reflection
What are some of the reasons why writing a persuasive piece is particularly difficult?
In what ways can this be improved? (Preparation, Writing, Editing)
What kind of support will be needed to realistically improve these skills without severely placing the course behind schedule? (which it is now)
Persuasive writing is meant to convey a message that convinces the audience of a certain opinion you are presenting. It is backed up by facts, and in order to make a strong persuasive writing piece, you need to avoid using other people's opinion's to back up your own. When statistics are used and actual facts, they make your opinion stronger and make it more believable as well as legitimate. Some of the reasons why writing a persuasive piece is particularly difficult is because, its so simple to just write down someone Else's opinion. Some people would rather just find another person's opinion, instead of researching actual facts or statistics and spending the time to do it. Another reason would be, that the arguments should flow properly and they should be able to make sense. If the audience fails to understand what message you are trying to convey, then the whole piece is down the drain. Not only that, but if the audience sees you constantly repeating the same statements over and over, it makes it look like a cheap job.
I think persuasive writing can be improved by doing, more in depth research into the topics we are doing. We should get at least 3 different people to check over our work, in case we don't catch some of our own mistakes. It would also be important to think twice before writing something, for example: "would the audience understand this, if they don't know anything about the topic?" "Would the audience agree with the statement and are they backed up by facts or nothing?" It would also be good to learn from the best, try and get some tips from the good writers and learn something from them. Also, try and think in the other person's perspective and how they would look at the arguments presented and if they would question anything about it?
The type of support that our class would need is, to work as a team in my opinion. There are some strong writers in our class, and if we did some group activities, we can learn some things from them. We can also, do activities that train us in various aspects of writing and then combine those aspects together and eventually we will learn to do it independently.
In what ways can this be improved? (Preparation, Writing, Editing)
What kind of support will be needed to realistically improve these skills without severely placing the course behind schedule? (which it is now)
Persuasive writing is meant to convey a message that convinces the audience of a certain opinion you are presenting. It is backed up by facts, and in order to make a strong persuasive writing piece, you need to avoid using other people's opinion's to back up your own. When statistics are used and actual facts, they make your opinion stronger and make it more believable as well as legitimate. Some of the reasons why writing a persuasive piece is particularly difficult is because, its so simple to just write down someone Else's opinion. Some people would rather just find another person's opinion, instead of researching actual facts or statistics and spending the time to do it. Another reason would be, that the arguments should flow properly and they should be able to make sense. If the audience fails to understand what message you are trying to convey, then the whole piece is down the drain. Not only that, but if the audience sees you constantly repeating the same statements over and over, it makes it look like a cheap job.
I think persuasive writing can be improved by doing, more in depth research into the topics we are doing. We should get at least 3 different people to check over our work, in case we don't catch some of our own mistakes. It would also be important to think twice before writing something, for example: "would the audience understand this, if they don't know anything about the topic?" "Would the audience agree with the statement and are they backed up by facts or nothing?" It would also be good to learn from the best, try and get some tips from the good writers and learn something from them. Also, try and think in the other person's perspective and how they would look at the arguments presented and if they would question anything about it?
The type of support that our class would need is, to work as a team in my opinion. There are some strong writers in our class, and if we did some group activities, we can learn some things from them. We can also, do activities that train us in various aspects of writing and then combine those aspects together and eventually we will learn to do it independently.
Friday, February 20, 2009
Speech Analysis Part 3
This will be the 3rd speech analysis, Obama's previous speeches which I have discussed in my blog are somewhat similar to this particular one. To begin with, Obama starts his speech off by congratulating president bush and various other people for their support and help in a long fought campaign. Once again, Obama is using rhetorical techniques such as repetition. A clear example of repetition is when Obama talks about the foundation of America and its founding documents: : "So it has been. So it must be with this generation of Americans." Obama also uses a good amount of cause and affect, especially when discussing its major issues. Another example of Obama using repetition is when he says this famous line: "On this day, we gather because we have chosen hope over fear, unity of purpose over conflict and discord." This section is particularly catchy, primarily because he talks about having hope and purpose instead of fear and conflict. For many Americans and people abroad, this means something fresh and something different as well as a sign of change.
"That we are in the midst of crisis is now well understood. Our nation is at war, against a far-reaching network of violence and hatred. Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some, but also our collective failure to make hard choices and prepare the nation for a new age. Homes have been lost; jobs shed; businesses shuttered. Our health care is too costly; our schools fail too many; and each day brings further evidence that the ways we use energy strengthen our adversaries and threaten our planet."
In this section he discusses the war in Iraq and Afghanistan, the economy, American homes, job loss, and an energy crisis. He clearly identifies the causes and effects of these various issues on his plate. Another rhetorical device used by Obama is, rhetorical climax. Especially when he gets fired up by this statement: "Today I say to you that the challenges we face are real. They are serious and they are many. They will not be met easily or in a short span of time. But know this, America they will be met." This statement is personally one of my favourite ones, simply because he shows honesty and showing the American people and the world, what is the reality of the situation. Obama will help people come to grips with reality and understand what needs to be done to help resolve these various issues. He can help educate those, who may not understand how it will effect them personally or even indirectly.
This is speech is different because he is talking about his victory and what road lies ahead for America and the world. In previous speeches he talked more about what he can offer once he was elected and what he would do, and what he would do differently compared to his counterparts. Obama can't sound like he's winning for sure, or else he would come off as overconfident, and that's something people would despise. He needed to present himself as a mature, and strong leader who knew he may lose but he's committed to his country and the world. Once he was elected president, the green light would be set up for a victory speech, however the victory speech can't sound too cocky or unrealistic. Obama needed to present the problems, the truth and the solutions and what he can do within his power. He admitted himself, that he needed every one's help to make this happen, and it can't be a one man show. Obama lives on a principle of not misleading the public but rather leading them to what is the good news and bad, but he states it in a respectful manner.
"That we are in the midst of crisis is now well understood. Our nation is at war, against a far-reaching network of violence and hatred. Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some, but also our collective failure to make hard choices and prepare the nation for a new age. Homes have been lost; jobs shed; businesses shuttered. Our health care is too costly; our schools fail too many; and each day brings further evidence that the ways we use energy strengthen our adversaries and threaten our planet."
In this section he discusses the war in Iraq and Afghanistan, the economy, American homes, job loss, and an energy crisis. He clearly identifies the causes and effects of these various issues on his plate. Another rhetorical device used by Obama is, rhetorical climax. Especially when he gets fired up by this statement: "Today I say to you that the challenges we face are real. They are serious and they are many. They will not be met easily or in a short span of time. But know this, America they will be met." This statement is personally one of my favourite ones, simply because he shows honesty and showing the American people and the world, what is the reality of the situation. Obama will help people come to grips with reality and understand what needs to be done to help resolve these various issues. He can help educate those, who may not understand how it will effect them personally or even indirectly.
This is speech is different because he is talking about his victory and what road lies ahead for America and the world. In previous speeches he talked more about what he can offer once he was elected and what he would do, and what he would do differently compared to his counterparts. Obama can't sound like he's winning for sure, or else he would come off as overconfident, and that's something people would despise. He needed to present himself as a mature, and strong leader who knew he may lose but he's committed to his country and the world. Once he was elected president, the green light would be set up for a victory speech, however the victory speech can't sound too cocky or unrealistic. Obama needed to present the problems, the truth and the solutions and what he can do within his power. He admitted himself, that he needed every one's help to make this happen, and it can't be a one man show. Obama lives on a principle of not misleading the public but rather leading them to what is the good news and bad, but he states it in a respectful manner.
Thursday, February 19, 2009
Speech Analysis: Part 2
Obama's speech has many Rhetorical devices and much of his speech includes Anecdotes, Cause of effect and chaiasmus. These rhetorical devices can be used to draw in the audiences attention, and to better connect to the audience. As a speaker, Obama can effectively speak to an audience and has plenty of charisma. Rhetorical devices also help, him send the right kind of message to the American people and the world.
Obama uses plenty of personal stories (anecdotes) to illustrate a point to the American people primarily or even the rest of the world. One example of this is when Obama spoke of Ann Nixon Cooper, who was a 106 years old. "She was born just a generation past slavery; a time when there were no cars on the road or planes in the sky; when someone like her couldn't vote for two reasons - because she was a woman and because of the colour of her skin." He also speaks of his campaign professionals who have helped him. "To my campaign manager David Plouffe, the unsung hero of this campaign, who built the best political campaign in the history of the United States of America. My chief strategist David Axelrod, who has been a partner with me every step of the way, and to the best campaign team ever assembled in the history of politics - you made this happen, and I am forever grateful for what you've sacrificed to get it done."
The president elect also uses, cause and effect when he says, "There are mothers and fathers who will lie awake after their children fall asleep and wonder how they'll make the mortgage, or pay their doctor's bills, or save enough for their child's college education. There is new energy to harness and new jobs to be created; new schools to build and threats to meet and alliances to repair." In this case, he is referring to the need to make some major changes in America. Obama wants to make it clear to the American people, of what results can come out of a certain course of action taken, and what changes will come about.
Repetition is also used in Obama's speech, when he imposes the point about rebuilding America and starting off fresh. "I will ask you to join in the work of remaking this nation the only way it's been done in America for 221 years - block by block, brick by brick, calloused hand by calloused hand." d This particular part of his speech is meant to get Americans motivated about rebuilding their country and taking a stand. The repetition would get the message across effectively.
Chiasmus is another element used in Obama's speech, one example of this is when he talks about America's image to the world. "For that is the true genius of America - that America can change. Our union can be perfected. And what we have already achieved gives us hope for what we can and must achieve tomorrow." In this section, he is addressing the world and the American people, and ensuring that America can change for the good and not be known as a bad country internationally.
In combination with a variety of Rhetorical devices, Obama can premote hope and send a strong message to the world and the American people. Each Rhetorical device has its individual effects. Anecdotes, connect to people on a more personal level and help people understand the circumstances some have to go through. Cause and effect helps the audience understand, what are the possible outcomes from a certain course of action. Chiasmus, which is crisscrossing of words, helps people think in a thoughtful way and provides words of wisdom. Repition helps get the message across by repeating certain words and the statement becomes even more powerful.
Obama uses plenty of personal stories (anecdotes) to illustrate a point to the American people primarily or even the rest of the world. One example of this is when Obama spoke of Ann Nixon Cooper, who was a 106 years old. "She was born just a generation past slavery; a time when there were no cars on the road or planes in the sky; when someone like her couldn't vote for two reasons - because she was a woman and because of the colour of her skin." He also speaks of his campaign professionals who have helped him. "To my campaign manager David Plouffe, the unsung hero of this campaign, who built the best political campaign in the history of the United States of America. My chief strategist David Axelrod, who has been a partner with me every step of the way, and to the best campaign team ever assembled in the history of politics - you made this happen, and I am forever grateful for what you've sacrificed to get it done."
The president elect also uses, cause and effect when he says, "There are mothers and fathers who will lie awake after their children fall asleep and wonder how they'll make the mortgage, or pay their doctor's bills, or save enough for their child's college education. There is new energy to harness and new jobs to be created; new schools to build and threats to meet and alliances to repair." In this case, he is referring to the need to make some major changes in America. Obama wants to make it clear to the American people, of what results can come out of a certain course of action taken, and what changes will come about.
Repetition is also used in Obama's speech, when he imposes the point about rebuilding America and starting off fresh. "I will ask you to join in the work of remaking this nation the only way it's been done in America for 221 years - block by block, brick by brick, calloused hand by calloused hand." d This particular part of his speech is meant to get Americans motivated about rebuilding their country and taking a stand. The repetition would get the message across effectively.
Chiasmus is another element used in Obama's speech, one example of this is when he talks about America's image to the world. "For that is the true genius of America - that America can change. Our union can be perfected. And what we have already achieved gives us hope for what we can and must achieve tomorrow." In this section, he is addressing the world and the American people, and ensuring that America can change for the good and not be known as a bad country internationally.
In combination with a variety of Rhetorical devices, Obama can premote hope and send a strong message to the world and the American people. Each Rhetorical device has its individual effects. Anecdotes, connect to people on a more personal level and help people understand the circumstances some have to go through. Cause and effect helps the audience understand, what are the possible outcomes from a certain course of action. Chiasmus, which is crisscrossing of words, helps people think in a thoughtful way and provides words of wisdom. Repition helps get the message across by repeating certain words and the statement becomes even more powerful.
Wednesday, February 18, 2009
Reaction to Obama's Speech
I found that Obama is a very effective speaker and can connect to his audience very clearly. He appears as a very caring and compassionate individual and he believes in standing up for those who can't really stand up for themselves. The way he speaks also, indicates confidence and also demonstrates his commitment to changing his country and being honest and transparent. I have also found that the remarks that he makes is very inspiring and brings a sense of hope, not only to America but also for the rest of the world. He shows a great sign of respect to his family, the American people, and the world, by addressing pretty much everybody in the picture. Obama doesn't just address the rich and cast down the poor, he mentions the lawyers, doctors, janitors, farmers and teachers. He also, mentions the reality of the problems that America and the world faces, and also instills a sense of teamwork in order to solve these problems. When you read his speech you miss out on his facial cues or hand gestures and various other actions. Body language does also add more power to the speech or can take away. Obama, a figure that many kids even admire, simply because he is incredible to watch. Everything he says next, is like a new chapter of wisdom and hope, and keeps you wanting to hear more. Obama can also be seen as a down to earth type of guy, he gets along with everyone, regardless of their age, sex, religion and so forth. He clearly makes an effort not to forget anybody or leave them behind, and even makes the people's problem, his own personal commitment. Very rarely has a president been so upbeat and inspirational. Some may even think of this individual as a best friend, dad, uncle and like I mentioned earlier, many kids look up to this man. Obama is clearly doing an immaculate job, and he's not even well into a presidency yet.
Friday, February 6, 2009
Dramatic devices
Dramatic devices are elements in a play, which allow the writer to build tension or other intended effects. The particular effects influence the actions of the play and the response of the characters and auidence. These devices include dialogue, rhyme, description, soliloquy, aside and metaphor. It is usually meant to leave an impression to the reader and audience, about a play.
http://www.englishbiz.co.uk/popups/devices.htm
http://www.englishbiz.co.uk/popups/devices.htm
Literary devices and definitions
Literary devices include:
Allegory - a symbolic representationi.e. The blindfolded figure with scales is an allegory of justice.
Alliteration - the repetition of the initial consonant. There should be at least two repetitions in a row. i.e. Peter Piper picked a peck of pickled peppers.
Allusion – A reference to a famous person or event in life or literature. i.e. She is as pretty as the Mona Lisa.
Analogy - the comparison of two pairs which have the same relationship. i.e. shoe is to foot as tire is to wheel
Assonance - the repetition of similar vowel sounds in a sentence.
Climax - the turning point of the action in the plot of a play or story. The climax represents the point of greatest tension in the work.
Foreshadowing - hints of what is to come in the action of a play or a story
Hyperbole - a figure of speech involving exaggeration.
Metaphor - A comparison in which one thing is said to be another. i.e. The cat's eyes were jewels, gleaming in the darkness.
Onomatopoeia - the use of words to imitate the sounds they describe.i.e. The burning wood crackled and hissed.
Oxymoron - putting two contradictory words together. i.e. bittersweet, jumbo shrimp, and act naturally
Personification - is giving human qualities to animals or objects.i.e. The daffodils nodded their yellow heads.
Pun - A word is used which has two meanings at the same time, which results in humor.
Simile - figure of speech involving a comparison between unlike things using like, as, or as though.
i.e. She floated in like a cloud.
http://olc.spsd.sk.ca/de/resources/litdevices/index.html
LINK BELOW INCLUDES MORE LITERARY DEVICES
http://www.cliffsnotes.com/WileyCDA/Section/Literary-Terms-Poetry-Glossary.id-305499,articleId-30165.html
Allegory - a symbolic representationi.e. The blindfolded figure with scales is an allegory of justice.
Alliteration - the repetition of the initial consonant. There should be at least two repetitions in a row. i.e. Peter Piper picked a peck of pickled peppers.
Allusion – A reference to a famous person or event in life or literature. i.e. She is as pretty as the Mona Lisa.
Analogy - the comparison of two pairs which have the same relationship. i.e. shoe is to foot as tire is to wheel
Assonance - the repetition of similar vowel sounds in a sentence.
Climax - the turning point of the action in the plot of a play or story. The climax represents the point of greatest tension in the work.
Foreshadowing - hints of what is to come in the action of a play or a story
Hyperbole - a figure of speech involving exaggeration.
Metaphor - A comparison in which one thing is said to be another. i.e. The cat's eyes were jewels, gleaming in the darkness.
Onomatopoeia - the use of words to imitate the sounds they describe.i.e. The burning wood crackled and hissed.
Oxymoron - putting two contradictory words together. i.e. bittersweet, jumbo shrimp, and act naturally
Personification - is giving human qualities to animals or objects.i.e. The daffodils nodded their yellow heads.
Pun - A word is used which has two meanings at the same time, which results in humor.
Simile - figure of speech involving a comparison between unlike things using like, as, or as though.
i.e. She floated in like a cloud.
http://olc.spsd.sk.ca/de/resources/litdevices/index.html
LINK BELOW INCLUDES MORE LITERARY DEVICES
http://www.cliffsnotes.com/WileyCDA/Section/Literary-Terms-Poetry-Glossary.id-305499,articleId-30165.html
MLA CIATATIONS
MLA citations are used to leave a trail of clues for interested readers. Documentation of sources leaves readers to identify the sources that you have used while assemblying your paper and citations are there to ensure ethical responsibility and academic consistancy within a discipline. Plagarism is a major issue in the academic world, and citing sources helps the reader to clearly see if plagarism has occured or if proper sources were used. You might ask, what needs to be citied?
You need to document:
Direct quotes, both entire sentences and phrases
Paraphrases (rephrased or summarized material)
Words specific or unique to the author's research, theories, or ideas
Use of an author's argument or line of thinking
Historical, statistical, or scientific facts
Articles or studies you refer to within your text
You do not need to document:
Proverbs, axioms, and sayings ("A stitch in time saves nine.")
Well-known quotations ("The personal is political.")
Common knowledge (Thomas Edison invented the phonograph, or oxygen has an atomic number of 8, or "The Starry Night" was painted by Vincent Van Gogh.)
RULE OF THUMB: MAKE SURE A KNOWLEDGABLE READER WOULD KNOW THE INFORMATION PROVIDED
http://www.unc.edu/depts/wcweb/handouts/mla.html
FOLLOWING LINK PROVIDES EXAMPLES RELATING TO MLA CITATIONS
http://www.liu.edu/cwis/cwp/library/workshop/citmla.htm
You need to document:
Direct quotes, both entire sentences and phrases
Paraphrases (rephrased or summarized material)
Words specific or unique to the author's research, theories, or ideas
Use of an author's argument or line of thinking
Historical, statistical, or scientific facts
Articles or studies you refer to within your text
You do not need to document:
Proverbs, axioms, and sayings ("A stitch in time saves nine.")
Well-known quotations ("The personal is political.")
Common knowledge (Thomas Edison invented the phonograph, or oxygen has an atomic number of 8, or "The Starry Night" was painted by Vincent Van Gogh.)
RULE OF THUMB: MAKE SURE A KNOWLEDGABLE READER WOULD KNOW THE INFORMATION PROVIDED
http://www.unc.edu/depts/wcweb/handouts/mla.html
FOLLOWING LINK PROVIDES EXAMPLES RELATING TO MLA CITATIONS
http://www.liu.edu/cwis/cwp/library/workshop/citmla.htm
Structuring an arguement
An arguement is a reason given in proof or rebuttal, or can be a discourse intended to persuade. It is also known as a coherent series of statements leading from a premise to a conclusion. There is a certain structure to making an arguement. This structure includes making a claim and taking a position, supporting the claim and anticipating reader's concerns. The first part which is, making the claim invovlves making your position very clear and doing so earlier on in an essay. It's important to begin with a clear focus and keep that focus in mind and the rest of the paper should also be focused. This is not a detailed discussion but a detailed defence of your portion on this issue.
http://www.ask.com/bar?q=structuring+an+argument&page=1&qsrc=19&zoom=Types+of+Organizational+%3CKW%3EStructures%3C%2FKW%3E%7CWhat+Is+%3CKW%3EStructuring%3C%2FKW%3E+in+Money+Laundering%7C%3CKW%3EStructuring%3C%2FKW%3E+Transactions&ab=6&u=http%3A%2F%2Fwww.public.asu.edu%2F%7Ekheenan%2Fcourses%2F102%2Fsummer99%2Fstruct.htm
http://www.ask.com/bar?q=structuring+an+argument&page=1&qsrc=19&zoom=Types+of+Organizational+%3CKW%3EStructures%3C%2FKW%3E%7CWhat+Is+%3CKW%3EStructuring%3C%2FKW%3E+in+Money+Laundering%7C%3CKW%3EStructuring%3C%2FKW%3E+Transactions&ab=6&u=http%3A%2F%2Fwww.public.asu.edu%2F%7Ekheenan%2Fcourses%2F102%2Fsummer99%2Fstruct.htm
Review Intro and Rhetoric, Rhetoric devices
This is my first blog for Ms.Cornetopolous's grade 12 U english class, regarding the topics that will be covered today. These topics will include:
Rhetoric and Rhetorical Devices
Structuring an Argument (Logic, Thesis, etc)
MLA Citation
Literary Devices and Narrative Techniques
Dramatic Devices
Rhetoric means the art of speaking or writing effectively, the study of principles and rules of composition formulated by critics of ancient times, the study of writing or speaking as a means of communication or pursuation. The source of this information was the webster online dictionary. A rethorical device is a use of language that creates a literary effect, and this is often without regard for literal significance. Examples of devices include: rethorical question, emotive language, parallel structures, sound patterns, contrast, description and imagery, the rule of three, repetition, hyberbole and anecdote .
1. Rhetorical question
Can we really expect the school to keep paying from its limited resources?
2. Emotive language
Imagine being cast out into the street, cold, lonely and frightened.
3. Parallel structures
To show kindness is praiseworthy; to show hatred is evil.
4. Sound patterns
Alliteration: Callous, calculating cruelty – is this what we must expect?
Assonance: A fine time we all had, too.
5. Contrast
Sometimes we have to be cruel to be kind.
6. Description and Imagery (i.e. using metaphor, simile and personification)
While we wait and do nothing, we must not forget that the fuse is already burning.
7. The 'rule of three'
I ask you, is this fair, is it right, is it just?
8. Repetition
Evil minds will use evil means.
9. Hyperbole (using exaggeration for effect)
While we await your decision, the whole school holds its breath.
10. Anecdote
The exam question asks you to write an article to persuade your readers that homeless people suffer and need help but you know that many people have no sympathy for the homeless, maybe thinking they are lazy and don't want work or that the government help them out enough already with social security. So you make up an anecdote...
'I know that many of you think the homeless are a lost cause and that they are lazy good for nothings. Well, of course, that might be true for some of them, but let me tell you about Dave. I went to school with Dave for three years until Year 11. It was just before our exams when Dave's mum and dad hit problems - big-time! From there on in life began to fall apart for Dave. He just wasn't able to cope. By the time he was eighteen, when I was sitting for my A-levels, Dave was on the streets...'
http://www.englishbiz.co.uk/extras/rhetoricalexamples.htm
Rhetoric and Rhetorical Devices
Structuring an Argument (Logic, Thesis, etc)
MLA Citation
Literary Devices and Narrative Techniques
Dramatic Devices
Rhetoric means the art of speaking or writing effectively, the study of principles and rules of composition formulated by critics of ancient times, the study of writing or speaking as a means of communication or pursuation. The source of this information was the webster online dictionary. A rethorical device is a use of language that creates a literary effect, and this is often without regard for literal significance. Examples of devices include: rethorical question, emotive language, parallel structures, sound patterns, contrast, description and imagery, the rule of three, repetition, hyberbole and anecdote .
1. Rhetorical question
Can we really expect the school to keep paying from its limited resources?
2. Emotive language
Imagine being cast out into the street, cold, lonely and frightened.
3. Parallel structures
To show kindness is praiseworthy; to show hatred is evil.
4. Sound patterns
Alliteration: Callous, calculating cruelty – is this what we must expect?
Assonance: A fine time we all had, too.
5. Contrast
Sometimes we have to be cruel to be kind.
6. Description and Imagery (i.e. using metaphor, simile and personification)
While we wait and do nothing, we must not forget that the fuse is already burning.
7. The 'rule of three'
I ask you, is this fair, is it right, is it just?
8. Repetition
Evil minds will use evil means.
9. Hyperbole (using exaggeration for effect)
While we await your decision, the whole school holds its breath.
10. Anecdote
The exam question asks you to write an article to persuade your readers that homeless people suffer and need help but you know that many people have no sympathy for the homeless, maybe thinking they are lazy and don't want work or that the government help them out enough already with social security. So you make up an anecdote...
'I know that many of you think the homeless are a lost cause and that they are lazy good for nothings. Well, of course, that might be true for some of them, but let me tell you about Dave. I went to school with Dave for three years until Year 11. It was just before our exams when Dave's mum and dad hit problems - big-time! From there on in life began to fall apart for Dave. He just wasn't able to cope. By the time he was eighteen, when I was sitting for my A-levels, Dave was on the streets...'
http://www.englishbiz.co.uk/extras/rhetoricalexamples.htm
Thursday, February 5, 2009
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