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Rhetorical Term Review
Rhetorical Analysis
Exigency: whatever inspired the author to write the thing (ex: 9/11 == write about buildings)
Persona: “mask” of the writer to deliver the message (child/pilot perspective)
Persuasive Strategies
Refutation: you are wrong, here is evidence that proves it
Rebuttal: you are wrong, here’s a different perspective (counterargument)
Induction: specific to general (observation -> theory)
- Ex: I died, I am a man, so all men will die
Deduction: general to specific (theory -> confirmation of observation)
- Premise: assumption of truth (ex: chocolate is yummy, all things die)
- Syllogism: using deductive reasoning to find a conclusion
- all men die (major premise), I am a man (minor premise), I will die (conclusion)
Rhetorical Question: to create dramatic effect or make a point, not get an answer (ex: How could I be so stupid?)
Anecdote: a (true) short story about an incident
Logical Fallacies
Circumlocution: never getting to the point, speaking in circles (you are bad, you suck, that is why you’re bad)
Glittering Generality: emotionally appealing phrase with no inherent reasoning but is associated with highly valued concepts (make America great again -> makes you ask “how?”)
Ad Hominem: attacking the writer, not the issue by mudslinging (insults, names, whatever)
Bandwagon: considering the majority’s beliefs as valid (if everyone says the sky is red, it is red)
False Dilemma/Black and White Thinking: believing there are only 2 options when there are more
Slippery Slope: believing that one thing leads to another, more disastrous/significant thing
Red Herring: something to mislead ppl from the important info
Symbolic Strategies
Overstatement: exaggerated claim (I could eat a 3-course meal right now)
Hyperbole: exaggerated overstatement (I could eat a whole restaurant right now)
Apostrophe: addressing some nonexistent thing as if it was there and could hear (o Mr. Pickles! Hear my prayer!, O Lord of Light! Help me win the iron throne and the seven kingdoms!)
Allusion: indirect reference to person/place/thing/idea (you were my Romeo!)
Allegory: (fictional) story/poem/picture that may have a moral/political meaning (“Totally, like, you know” -> use conviction!)
Sound Strategies
Alliteration: Repeating consonant sounds at the beginning (Peter Piper Picked a Peck)
- Consonance: alliteration but everywhere (Mike on a hike liked his new bike)
Assonance: repeating vowel sounds (How now brown cow)
Cacophony: clashing consonant sounds; sharp, harsh and mostly used to characterize noise (Stick click snicker chuck knuck keys)
Euphony: smooth consonant sounds (sand banks, oh yeah)
Humor
Juxtaposition: placing (opposite) elements side-by-side for the reader to establish connection (ex: mansion next to poor ppl)
- Oxymoron: pairing 2 opposing words (adjective-noun pairing -> cold fire, bright darkness -> doesn’t make sense)
- Paradox: contradictory statement/situation with hidden meaning (war is peace -> doesn’t make sense)
- Antithesis: contrasting ideas in statement (One small step for man, one giant leap for mankind -> makes sense)
Satire: criticizing something to reveal social/political/moral flaw (ex: “totally, like, whatever”)
Parody: meant to mock for funsies
Caricature: gross exaggeration/distortion of characteristics (big ol’ booty, big ol’ face, etc)
Irony: what appears to be the case is radically different
- Verbal: difference in what is said vs. what is meant (“the weather is beautiful” - during hurricane )
- In contrast, sarcasm is a form of irony intended to criticize (“wow, you’re soooo smart!” - after failing test)
- Situational: what happens vs. is expected to happen (fire station burns down)
- Dramatic: when reader knows something that the character doesn’t (we know Winston will die, he doesn’t)
Meaning Terms
Semantics/Connotation: implications/meanings/associations implied by words
Denotation: opposite of semantics -> literal meaning of word
Innuendo: subtle, indirect observation that’s usually derogative (sexual/racial/offensive -> “drink my special juice”)
Euphemism: making something sound better than it is (derogatory to neutral/happy -> you’re not fat, you’re big boned)
Dysphemism: making something sound worse than it is (neutral/happy to derogatory -> you’re not big boned, you’re a whale)
Didactic: to teach (philosophy, religious writing, textbooks)
Pedantic: overly scholarly, showing off knowledge (“can a 3-dimensional frequency table be used to examine more complex data sets” -> 🤓)
Aphorism: short statement that has universal truth (“if it ain’t broke, dont fix it”)
Epithet: adjective/descriptive phrase to express a characteristic of a thing (“He, the skilled man, knows a lot of sports”)
Epigram: less formal than aphorism -> concise, witty, maybe surprising/satirical statement meant to be funny (“i like carrying photos of my childhood. It’s nice to see how much worse I’ve gotten.”)
Language Placement
- Syntax (word order/sentence order/punctuation), Repetition, Parallelism, Arrangement
Language Style
Jargon: language specialized to field (“triple integral, closed interval, phi/rho/theta”)
Invective: language that blames/criticizes, can be ad hominem (“you are a failure!”)
Diction: choice of words
Colloquial: informal words (slang -> skibidi toilet irl is so sigma rizz from ohio, I ain’t capping)
Sentence Types
Declarative: tells something ( . ) -> I like cats.
Imperative: commands something ( . or ! ) -> Bring me a cat!
Interrogative: asks question ( ? ) -> Do you like cats?
Exclamatory: strong feeling ( ! ) -> I LOVE CATS!
Summary/Analysis of Every Text
Plato’s "Allegory of the Cave":
Summary: Socrates is portraying an image of prisoners chained in a dark cave since childhood for Glaucon. They’re facing a wall and can see only the shadows of objects carried behind them. These shadows, projected by a fire behind the prisoners, represent the only reality they know, unable to perceive the actual objects causing them. When one prisoner is freed, he initially suffers pain and confusion upon turning towards the fire and the world outside the cave. As he ascends into the sunlight, he gradually adjusts to the light and begins to see the world as it truly is. Eventually, the freed prisoner understands the sun as the ultimate source of light, life, and truth. If this enlightened individual returns to the cave to share his knowledge, he will face ridicule and disbelief from the remaining prisoners, who are unwilling to accept a reality beyond the shadows. Worse, the prisoners might even try to kill anyone attempting to free them, clinging to their familiar, albeit false, understanding of the world. Plato concludes that the cave represents the physical world of appearances, while the journey out of the cave symbolizes the ascent of the soul toward intellectual and spiritual understanding. The sun represents the ultimate truth—the “Good”—that illuminates all knowledge and moral understanding.
Key Themes:
- Perception vs. Reality The shadows represent superficial appearances, while the objects and the sun symbolize deeper truths.
- Ignorance and Enlightenment: The allegory emphasizes the painful but necessary process of gaining knowledge.
- Resistance to Truth: People often reject unfamiliar truths, preferring the comfort of their existing beliefs.
Rhetorical Devices:
- Extended Metaphor (Allegory) - a metaphor for human ignorance and the journey to enlightenment. Each element has a symbolic meaning: The cave = the physical world of appearances. Shadows = false beliefs or perceptions. The fire = partial truths. The sun = ultimate truth or the Form of the Good.
- Imagery: Vivid descriptions of the cave, shadows, and ascent emphasize the difficulty and clarity of the journey toward truth.
- Contrast: Plato contrasts darkness and light, ignorance and knowledge, and imprisonment and freedom to highlight the transformative power of education.
- Dialogue: The conversational format between Socrates and Glaucon makes the abstract ideas accessible and engaging, allowing readers to follow the logical progression of arguments.
- Symbolism: Each stage of the freed prisoner’s journey—from seeing shadows to perceiving the sun—symbolizes stages of intellectual awakening.
- Analogy: The allegory serves as an analogy for the philosopher’s role in society, tasked with pursuing and sharing truths despite opposition and misunderstanding.
Aristotle’s The Art of Rhetoric
Summary: Aristotle’s The Art of Rhetoric outlines the principles and techniques of persuasion, focusing on rhetoric as a practical tool for public and civic discourse. He defines rhetoric as “the faculty of observing in any given case the available means of persuasion.” Aristotle identifies three core appeals necessary for effective persuasion:
- Ethos (Character): The credibility and moral character of the speaker. Trust in the speaker enhances the message’s persuasiveness.
- Pathos (Emotion): The emotional appeal to the audience, which can influence their judgment and decision-making.
- Logos (Logic): The logical structure and reasoning within the argument itself, supported by evidence and rationality.
Categories of Rhetoric:
- Deliberative Rhetoric (future-focused): Used in political and legislative settings to persuade about what actions should or should not be taken.
- Forensic Rhetoric (past-focused): Used in legal settings to argue guilt or innocence.
- Epideictic Rhetoric (present-focused): Used in ceremonial contexts, such as speeches of praise or blame.
Aristotle also emphasizes the importance of understanding the audience and tailoring arguments to their beliefs, values, and emotions. Additionally, he discusses logical techniques like syllogisms (deductive reasoning) and enthymemes (arguments that omit a premise for the audience to infer).
Key Takeaways:
- Holistic Approach to Persuasion: Effective rhetoric requires a balance of credibility (ethos), emotional connection (pathos), and logical reasoning (logos).
- Audience-Centric Argumentation: Successful persuasion depends on understanding the audience’s mindset and appealing to their emotions, values, and intellect.
- Ethics in Persuasion: While Aristotle acknowledges the potential for manipulation, he argues that rhetoric should serve truth and justice when applied ethically.
- Rhetoric as a Civic Duty: Aristotle sees rhetoric as essential to participating in public life, resolving disputes, and making decisions in democratic societies.
Rhetorical Devices:
- Definition and Classification: Aristotle systematically defines rhetoric and classifies its components, making the subject accessible and practical.
- Examples and Analogies: He frequently uses real-world examples and analogies to illustrate rhetorical principles, such as comparing the construction of arguments to building structures.
- Logical Structure: The text is highly organized, using deductive reasoning to develop and support its arguments.
- Contrast and Comparison: Aristotle contrasts rhetoric with other disciplines, such as dialectic (philosophical debate), to highlight its unique purpose and applications.
- Appeals in Action: Aristotle models ethos, pathos, and logos in his writing, appealing to his audience’s trust, emotions, and logic.
“Totally, Like, Whatever, You Know?” - Taylor Mali
Summary: Taylor Mali critiques modern speech patterns, particularly among younger generations, for their hesitancy and lack of confidence. Using humor and satire, he highlights the overuse of filler phrases such as “like” and “you know,” which undermine clarity and conviction. Mali argues for the importance of speaking with confidence and purpose, emphasizing that words shape how people perceive us. Key Takeaways:
- Clear, assertive communication fosters respect and conveys confidence.
- Modern linguistic habits reflect broader societal trends of apathy and indecision.
Rhetorical Devices:
- Satire and Humor: Mali exaggerates speech tics to provoke self-awareness in his audience.
- Colloquial Diction: Mimics the language he critiques, making his argument relatable and illustrative.
- Repetition: Repeated phrases like “you know” emphasize the problem of redundant language.
- Call to Action: Mali directly challenges the audience to speak with clarity and purpose.
“A Letter to His Daughter” by F. Scott Fitzgerald
Summary: Fitzgerald’s letter to his daughter offers life advice, focusing on self-discipline, individuality, and the importance of character. He warns her against valuing superficial achievements like popularity, encouraging her instead to develop inner virtues and a sense of responsibility. The tone is affectionate yet instructive, blending personal anecdotes with universal lessons.
Key Takeaways:
- True success comes from personal growth and self-awareness rather than external validation.
- Moderation and balance are essential in navigating life’s complexities.
Rhetorical Devices:
- Anecdotes: Personal stories underscore his advice, making it relatable and heartfelt.
- Didactic Tone: The letter is structured as a lesson, aimed at guiding his daughter’s decisions.
- Parallelism: Repeated structures create rhythm and emphasize key points.
“The Last Letter to His Wife” -Sullivan Ballou
Summary: Written on the eve of the First Battle of Bull Run during the Civil War, Ballou’s letter to his wife expresses his love for her and its conflict with his unwavering commitment to the Union cause. Aware of the danger he faces, Ballou reflects on the sacrifices required for a greater good. The letter blends personal devotion with patriotic duty, portraying love as both a personal and collective force. In the end, he describes how the love he feels for his family isn’t nearly as strong as his patriotic duty to himself and the nation.
Key Takeaways:
- Love transcends physical presence and remains eternal.
- Sacrifices for a noble cause require courage and resolve.
Rhetorical Devices:
- Pathos: Emotional appeals evoke empathy for his love and courage.
- Imagery: Descriptions of his wife and the Union’s cause create vivid emotional resonance.
- Juxtaposition: Contrasts personal love with public duty, highlighting their interconnectedness
“Letter to Her Cousins” by Emily Dickinson
Summary: In this letter, Dickinson reflects on mortality, using poetic and contemplative language to explore the fleeting nature of life. She balances personal sentiments with philosophical musings, crafting a deeply intimate yet universal meditation on death and memory.
Key Takeaways:
- Life is transient, and its value is heightened by its impermanence.
- Mortality invites reflection, connecting personal and cosmic perspectives.
Rhetorical Devices:
- Metaphor: Life and death are represented through evocative imagery.
- Allusion: Subtle references to broader spiritual or philosophical ideas.
- Economy of Language: Dickinson’s brevity adds depth and intensity to her reflections.
“Fault Line” by Leanne O’Sullivan
Summary: This poem uses the imagery of geological fault lines to metaphorically explore human vulnerability and resilience. O’Sullivan depicts life’s challenges as fractures, but also emphasizes the strength that comes from enduring and adapting to these struggles.
Key Takeaways:
- Human connections and inner strength are both fragile and enduring.
- Life’s “fault lines” reveal hidden depths of character and resilience.
Rhetorical Devices:
- Imagery: Vivid descriptions of fault lines create a visual and emotional connection to human experiences.
- Metaphor: The geological theme serves as a lens for understanding human fragility.
- Enjambment: Lines flow into one another, mirroring the continuity of life’s struggles and triumphs.
“Country Living and Country Thinking” by Mary Abigail Dodge (Gail Hamilton)
Summary: Dodge critiques the romanticization of rural life, arguing that it is often misrepresented as idyllic while ignoring its hardships. She examines the disconnect between how country living is portrayed and the reality of labor, isolation, and challenges faced by those in rural areas.
Key Takeaways:
- Stereotypes about rural life obscure its true complexities.
- Idealized depictions of nature fail to account for the human effort required to survive and thrive in such environments.
Rhetorical Devices:
- Satire: Dodge mocks the oversimplified views of rural living.
- Juxtaposition: Contrasts idealized portrayals with harsh realities.
- Irony: Highlights the gap between perception and reality to critique misconceptions.
“In the Name of Identity” by Amin Maalouf
Summary: Maalouf argues that identity is a complex and multifaceted concept, shaped by culture, religion, language, and history. He critiques the tendency to define identity rigidly, which fosters exclusion and conflict. Maalouf advocates for a pluralistic approach that embraces the multiplicity of human identity rather than reducing it to a single characteristic, such as nationality or religion.
Key Takeaways:
- The Fallacy of Singular Identity: Maalouf explains how people are often pressured to conform to a singular identity, such as “Christian,” “Arab,” or “French.” This oversimplification leads to stereotypes and divisions.
- Dualities and Clashes: He examines how conflicting loyalties can create internal and external strife. For example, individuals may feel torn between their national identity and their cultural heritage.
- The Universal and the Specific: Maalouf insists that individuals are both unique and part of larger human narratives, rejecting binary oppositions like “us versus them.”
Rhetorical Devices:
- Logical Argumentation: Maalouf systematically critiques identity reductionism, using clear reasoning and examples.
- Anecdotes: Personal stories and historical references (e.g., the Lebanese Civil War) illustrate the dangers of identity-driven conflict.
- Contrast: He juxtaposes rigid and fluid conceptions of identity to underscore the value of pluralism.
- Appeal to Universal Values: Maalouf evokes common human experiences to connect with readers across cultural boundaries.
“Middle Class Pastoral” by Richard Rodriguez
Summary: Rodriguez examines his experience as a dark-skinned, middle-class, assimilated American. Reflecting on his upward mobility through education, he explores the tensions between his ethnic heritage, family ties, and his current identity in predominantly white, affluent spaces. Rodriguez rejects traditional notions of racial authenticity, challenging expectations placed on him by both white society and the ethnic left. He recounts his journey from a "socially disadvantaged" child to a middle-class writer who navigates spaces of privilege, such as cocktail parties and academic conferences. Despite outward success, he describes an internal sense of alienation, particularly from his parents and cultural roots. He dismisses attempts by others to romanticize his ethnic background or cast him as a representative of racial reconciliation, choosing instead to embrace his hybrid identity and focus on individuality over cultural essentialism.
- Childhood and Assimilation: Rodriguez fondly remembers the closeness of his family during his youth, juxtaposed with the alienation that came with assimilation.
- Navigating White Spaces: Rodriguez shares anecdotes of being treated as exotic in elite spaces, where his skin color both defines and alienates him.
- Cultural Disconnection: He confronts the emotional toll of separating from his parents' cultural world, highlighting the silence and distance that education has created.
- Rejection of Romanticized Identity: Rodriguez resists efforts by white liberals and ethnic activists to simplify his identity, rejecting both nostalgia for his heritage and roles imposed upon him.
Key Takeaways:
- Education and Alienation: Education is portrayed as a double-edged sword that provides social mobility but distances Rodriguez from his family and cultural origins.
- Intersection of Race and Class: Rodriguez critiques how race and class intersect, particularly the superficial inclusion of minority voices in elite spaces.
- Rejection of Essentialism: Rodriguez rejects reductive racial narratives and insists on the complexity of his identity, challenging stereotypes and romanticized notions of authenticity.
- Middle-Class Identity: The essay interrogates what it means to belong to the middle class, where cultural and familial ties often feel diluted.
Rhetorical Devices:
- Allusion: The opening line, “I have taken Caliban’s advice. I have stolen their books,” references Shakespeare’s The Tempest, symbolizing Rodriguez’s reclamation of knowledge and power through education.
- Juxtaposition: Rodriguez contrasts his intimate, family-oriented childhood with the alienating spaces of white privilege and academic elitism.
- Irony: He highlights the absurdity of being exoticized in white spaces, such as being mistaken for a potential high-fashion model at a cocktail party.
- Imagery: Vivid descriptions, such as his parents’ cultural silence and the Mexican woman serving hors d’oeuvres, evoke the tensions between his ethnic heritage and middle-class environment.
- Paradox: While Rodriguez benefits from education and assimilation, he simultaneously critiques their costs, particularly in the form of cultural and familial estrangement.
- Tone Shifts: Rodriguez alternates between nostalgia, humor, and critical reflection, mirroring the complexity of his internal conflict.
“Mlle. Dias de Corta” by Mavis Gallant
Summary: This short story follows the decline of a French governess, Mlle. Dias de Corta, exploring themes of powerlessness, social expectations, and economic vulnerability. The protagonist struggles with changing societal roles and her diminishing relevance as she ages, reflecting the precarious status of single women in a patriarchal society.
Key Takeaways:
- Characterization of Mlle. Dias: Gallant paints her as a tragic figure who clings to dignity despite her declining circumstances.
- Social Commentary: The story critiques how society devalues women who are no longer “useful” or desirable.
- Symbolism: Mlle. Dias’s physical decline mirrors her loss of social status.
Rhetorical Devices:
- Characterization: Through detailed depictions, Gallant reveals Mlle. Dias’s internal conflict and the societal forces shaping her fate.
- Irony: The governess’s devotion to her employers contrasts with their lack of reciprocity.
- Imagery: Descriptions of her environment highlight her isolation and decline.
- Subtle Critique: Gallant avoids overt moralizing, instead allowing the narrative to speak for itself.
“The Death of a Moth” by Annie Dillard
Summary: Dillard meditates on the death of a moth as a metaphor for life’s intensity and fragility. Observing the moth’s struggle, she reflects on the universal human desire for meaning and transcendence. The essay juxtaposes the moth’s ephemeral existence with the writer’s own quest for purpose.
Key Takeaways:
- Observation of the Moth: Dillard’s detailed description of the moth’s burning creates a vivid, almost cinematic image of its demise.
- Philosophical Reflection: The moth’s death prompts broader reflections on the nature of existence, sacrifice, and the fleeting nature of life.
- Connection to Creativity: Dillard relates the moth’s flame-bound demise to the intensity required for artistic creation.
Rhetorical Devices:
- Symbolism: The moth represents both mortality and the burning passion of life.
- Imagery: Vivid descriptions evoke both the beauty and brutality of the moth’s death.
- Contrast: The mundane death of the moth contrasts with its profound symbolic weight.
- First-Person Perspective: Dillard’s personal observations make the essay intimate and relatable.
“The Death of the Moth” by Virginia Woolf
Summary: Woolf’s essay also centers on a moth’s death, using it as a metaphor for life’s struggle against inevitability. While Dillard focuses on transcendence, Woolf emphasizes the quiet dignity of resistance. The moth’s futile struggle against death mirrors the human condition, highlighting the universal tension between vitality and mortality.
Key Takeaways:
- The Moth’s Struggle: Woolf details the moth’s attempts to escape death, which evoke both pity and admiration.
- Reflection on Mortality: Woolf sees the moth’s fight as symbolic of life’s universal struggle, where death is the ultimate certainty.
- Tone Shift: The essay moves from observation to philosophical reflection, mirroring the moth’s transition from life to death.
Rhetorical Devices:
- Symbolism: The moth becomes a poignant representation of life and mortality.
- Imagery: Woolf’s descriptions capture the delicate and tragic beauty of the moth’s movements.
- Contrast: The vitality of the moth contrasts with the inevitability of its death.
- Personification: Woolf imbues the moth with human qualities, making its struggle deeply relatable.
The Canterbury Tales by Geoffrey Chaucer
Summary: Chaucer’s The Canterbury Tales is a collection of stories narrated by a group of pilgrims traveling to the shrine of Saint Thomas Becket in Canterbury. Each tale reflects the personality, background, and social position of the teller, offering a snapshot of medieval society. The overarching themes include morality, human folly, and the complexities of social class.
- The General Prologue: Chaucer introduces the diverse group of pilgrims, from the Knight (a noble and virtuous figure) to the Pardoner (a corrupt and hypocritical church official).
- Analysis: The prologue sets the stage for the tales, emphasizing the complexity of human nature through vivid character sketches.
- Individual Tales: Each tale embodies a moral or satirical message, such as the Wife of Bath’s exploration of marriage and power dynamics, or the Pardoner’s Tale about greed and hypocrisy.
- Analysis: The tales often critique societal institutions like the Church, highlighting corruption and moral failings.
Key Takeaways:
- Human nature is multifaceted, encompassing both virtue and vice.
- The tales reflect the cultural and moral tensions of medieval society.
Rhetorical Devices:
- Satire: Chaucer critiques societal norms and institutions, often using humor.
- Irony: Many tales, such as the Pardoner’s, are laced with contradictions between the teller’s moral and personal character.
- Frame Narrative: The pilgrimage serves as a unifying framework, connecting the diverse stories.
- Characterization: Rich, detailed depictions of each pilgrim reveal universal human traits.
“A Room of One’s Own” by Virginia Woolf
Summary: In this extended essay, Woolf explores the historical and social barriers that have prevented women from succeeding as writers. She argues that women need financial independence and personal space—a “room of one’s own”—to create literature. Woolf also examines how patriarchal systems have shaped literature and the representation of women.
- Historical Context: Woolf imagines what would have happened if Shakespeare had a sister with equal talent but no opportunity.
- Analysis: This hypothetical highlights how societal constraints stifle potential.
- Financial Independence: Woolf emphasizes that economic freedom is essential for creativity.
- Analysis: She critiques how economic dependence on men has historically limited women’s intellectual pursuits.
- The Androgynous Mind: Woolf advocates for a literary voice that transcends gendered perspectives.
Key Takeaways:
- Women’s intellectual and creative potential has been historically suppressed.
- Economic independence and personal freedom are essential for artistic expression.
- Literature benefits from diverse perspectives, unbound by gender.
Rhetorical Devices:
- Hypothetical Scenarios: Woolf’s imagined “Judith Shakespeare” illustrates systemic inequality.
- Allusion: References to historical figures and works, such as Shakespeare and Austen, ground her arguments in literary tradition.
- Metaphor: The “room” symbolizes autonomy and creative freedom.
- Irony: Woolf critiques male-dominated literary traditions with sharp wit.
“Cassandra Among the Creeps” by Rebecca Solnit
Summary:
Solnit uses the myth of Cassandra, a prophetess cursed to be ignored, as a metaphor for how society dismisses women’s voices. She examines cultural patterns where women are discredited, particularly when speaking about harassment, abuse, or injustice. Solnit connects these patterns to broader systemic issues of sexism and power dynamics.
- Cassandra as a Symbol: Solnit frames Cassandra as an archetype for silenced women throughout history.
- Analysis: The myth highlights the societal tendency to dismiss women’s warnings, even when they are proven correct.
- Modern Parallels: Solnit discusses how contemporary women face disbelief or ridicule when they challenge male-dominated systems.
- Analysis: Examples include the #MeToo movement and public reactions to whistleblowers.
- Call for Change: Solnit advocates for creating spaces where women’s voices are respected and believed.
Key Takeaways:
- Discrediting women’s voices is a historical and systemic issue.
- Cultural change requires challenging ingrained biases and power structures.
Rhetorical Devices:
- Mythological Allusion: Cassandra’s story serves as a timeless metaphor.
- Anecdotes: Real-world examples illustrate ongoing patterns of disbelief.
- Appeal to Justice: Solnit appeals to ethical and social values to argue for change.
- Juxtaposition: She contrasts Cassandra’s truths with the dismissive reactions of those around her, highlighting the tragedy of silencing.
“Reimagining Masculinity” by Ocean Vuong
Summary: Vuong argues that masculinity should be redefined—or dismantled altogether—to include vulnerability, empathy, and emotional openness. Drawing from his personal experiences as a queer Asian man, Vuong critiques traditional masculinity as a limiting, often harmful construct that equates strength with dominance and suppresses individuality.
- Masculinity’s Harmful Legacy: Vuong critiques toxic masculinity, showing how it fosters violence and emotional repression.
- Analysis: He argues that these traits harm men as much as they perpetuate harm against others.
- Vulnerability as Strength: Vuong emphasizes that emotional expression is a form of courage, not weakness.
- Analysis: Vulnerability allows for genuine human connection and healing.
- Cultural Intersections: Vuong discusses how race, sexuality, and gender intersect to shape his experience of masculinity.
Key Takeaways:
- Traditional masculinity is restrictive and harmful.
- True strength lies in vulnerability and empathy.
- Embracing diversity and rejecting rigid definitions fosters healthier societies.
Rhetorical Devices:
- Personal Anecdotes: Vuong’s experiences provide authenticity and emotional weight.
- Imagery: Evocative descriptions illustrate the struggles of living within restrictive gender norms.
- Metaphor: Vuong likens masculinity to armor, emphasizing its weight and limitations.
- Intersectionality: He connects masculinity to broader issues of race, sexuality, and culture.
“Between the World and Me” by Ta-Nehisi Coates
Summary: Written as a letter to his teenage son, Coates reflects on the Black experience in America, focusing on systemic racism, the fragility of the Black body, and the enduring legacy of oppression. He describes how racism operates as an invisible system that shapes every facet of life. Coates recounts his personal experiences with racial violence, the fear instilled in Black parents, and his intellectual awakening at Howard University. He critiques the American Dream as inherently built on the exploitation of Black bodies and advocates for a fuller understanding of history and personal identity.
Key Takeaways:
- Racism in America is deeply entrenched and systemic, shaping both individual lives and societal structures.
- Black identity is formed in resistance to oppression but also in celebration of culture and resilience.
- The American Dream excludes Black people, built on their exploitation.
Rhetorical Devices:
- Epistolary Form: The personal address to his son creates intimacy and emotional resonance.
- Anecdotes: Personal stories, such as the death of a friend at the hands of police, ground systemic critiques in lived experience.
- Allusions: References to Malcolm X, James Baldwin, and historical events provide cultural and historical depth.
- Metaphor: The Black body serves as a recurring metaphor for vulnerability and resistance.
“My Dungeon Shook: Letter to My Nephew” by James Baldwin
Summary: Baldwin writes to his nephew, reflecting on the challenges of growing up Black in America. He addresses systemic racism, the weight of history, and the power of love and resilience. Baldwin encourages his nephew to reject society’s dehumanizing narratives and embrace his own worth, while understanding the necessity of forgiveness and the responsibility to fight for justice.
Key Takeaways:
- Racism is a reflection of the oppressors’ failures, not the oppressed’s worth.
- Love and resilience are essential tools in resisting dehumanization.
- Black individuals must claim their own identities, despite systemic efforts to diminish them.
Rhetorical Devices:
- Direct Address: Baldwin’s personal tone makes his message intimate and compelling.
- Historical Context: References to slavery and segregation connect personal struggles to larger societal systems.
- Repetition: Phrases like “you must” emphasize urgency and empowerment.
- Biblical Allusions: Invocations of spiritual themes reinforce the moral weight of his argument.
“How It Feels to Be Colored Me” by Zora Neale Hurston
Summary: Hurston celebrates her individuality and refuses to view her Black identity as a burden. She recounts her childhood experiences in Eatonville, Florida, where she first became aware of racial difference. Rather than lament oppression, Hurston embraces her unique identity and emphasizes her resilience. The essay balances humor and introspection, rejecting victimhood and embracing self-worth.
Key Takeaways:
- Race is an essential part of identity but does not define self-worth.
- Resilience and individuality allow for transcending racial prejudice.
- Joy and creativity are forms of resistance against systemic oppression.
Rhetorical Devices:
- Humor: Hurston’s light-hearted tone challenges stereotypes and undermines victimhood narratives.
- Metaphor: Her comparison of herself to a “bag of miscellany” suggests individuality within a shared humanity.
- Juxtaposition: The shift from innocence in Eatonville to racial awareness highlights societal inequalities.
- Anecdote: Personal stories illustrate larger cultural and racial dynamics.
“A Modest Proposal” by Jonathan Swift
Summary: Swift’s satirical essay proposes that impoverished Irish families sell their children as food to the wealthy, solving issues of poverty and overpopulation. Beneath this shocking suggestion lies a scathing critique of British exploitation of Ireland, as well as indifference toward the suffering of the poor. The essay targets both oppressive policies and the moral hypocrisy of the ruling class.
Key Takeaways:
- Satire can expose societal injustices and provoke moral reflection.
- Swift critiques the dehumanization of the poor and the commodification of human life.
- Effective rhetoric can draw attention to neglected social and political issues.
Rhetorical Devices:
- Irony: Swift’s exaggerated tone underscores the absurdity of dehumanizing policies.
- Satire: The grotesque proposal ridicules British attitudes toward the Irish.
- Logical Structure: The essay mimics rational argumentation to parody utilitarian logic.
- Hyperbole: Extreme suggestions emphasize the moral failings of society.
“I Know Why the Caged Bird Does Not Read” by Francine Prose
Summary: Prose critiques the American educational system’s approach to literature, arguing that reading lists and simplified interpretations strip texts of their complexity. She asserts that schools often prioritize moral lessons over literary artistry, diminishing students’ engagement and critical thinking. Prose advocates for teaching literature in ways that inspire intellectual curiosity and appreciation for craft.
Key Takeaways:
- Literature’s complexity should be preserved in teaching, rather than reduced to moral didacticism.
- Simplistic readings hinder students’ intellectual and emotional engagement.
- Education should foster a love of language and deep critical analysis.
Rhetorical Devices:
- Anecdotes: Prose describes her own experiences with teaching to illustrate her points.
- Allusion: References to canonical works like The Scarlet Letter emphasize literature’s richness.
- Critique: Directly addresses flaws in the educational system.
- Call to Action: Urges educators to rethink their teaching methods.
“Nobel Lecture” by Toni Morrison
Summary: In her Nobel lecture, Morrison explores the power of language, emphasizing its capacity to create, oppress, and liberate. She reflects on the responsibilities of writers to use language ethically and imaginatively. Morrison warns against the dangers of language becoming stagnant or abusive and highlights its role in shaping cultural identity and history.
Key Takeaways:
- Language is a tool of immense power, capable of shaping reality.
- Writers have a moral responsibility to use language to liberate rather than oppress.
- Creativity and imagination are essential for cultural and social progress.
Rhetorical Devices:
- Allegory: Morrison uses the story of a blind woman to explore themes of perception and truth.
- Symbolism: Language is portrayed as a living entity that requires care and attention.
- Imagery: Vivid descriptions underscore the transformative potential of words.
- Allusion: References to historical and cultural contexts deepen her argument.
“Politics of the English Language” by George Orwell
Summary: Orwell critiques modern English for its decline in clarity and precision. He argues that vague, pretentious, and clichéd language enables political manipulation and erodes critical thinking. Orwell provides concrete examples of poor writing and offers guidelines for improving clarity, such as avoiding jargon, passive voice, and overused metaphors.
Key Takeaways:
- Clear language fosters clear thinking, while vague language facilitates manipulation.
- Writers have a responsibility to use language thoughtfully and accurately.
- Language reform is necessary for political and intellectual progress.
Rhetorical Devices:
- Examples: Orwell analyzes real-world examples of bad writing.
- Rule-Based Argument: He provides practical guidelines for improving writing.
- Appeal to Logic: Emphasizes the link between clarity and critical thinking.
- Contrast: Juxtaposes strong and weak writing to highlight his points.
“On Truths and Lies in an Extra-Moral Sense” by Friedrich Nietzsche
Summary: Nietzsche examines the nature of truth, arguing that it is a human construct shaped by language and societal norms. He contends that “truths” are illusions we have forgotten are illusions, created to impose order on an otherwise chaotic reality. Nietzsche critiques traditional morality and advocates for embracing creative freedom over rigid structures of thought.
Key Takeaways:
- Truth is subjective, shaped by human perception and language.
- Traditional morality imposes artificial constraints on human potential.
- Embracing ambiguity and creativity allows for greater intellectual freedom.
Rhetorical Devices:
- Metaphor: Nietzsche compares truth to a coin worn smooth by use, losing its original meaning.
- Philosophical Tone: Abstract reasoning challenges conventional ideas.
- Paradox: Truths are both necessary and illusory.
- Critique: Nietzsche deconstructs societal norms and values.
RA Paragraph Review
- Topic sentence should be an intro to quotation.
- [In her description of self and what she compares herself to,] Hurston most prominently establishes the largeness and constancy of her identity.
- In your quote analysis, focus on HOW the author achieves the WHY, using the rhetorical device.
- You want to focus on how the rhetorical device works to convey meaning.
- This staunchness and surety in herself and identity emphasizes the strength of what she is, a solid rock standing in the face of liquid waters of white people. Even when “overswept,” the waters eventually recede, and she remains unchanged.
- When she talks in metaphor about being at Barnard, surrounded by the “waters,” of white people, she is a “dark rock,” sometimes covered by the surf, but still there and still a rock. Even more than this immutability, Hurston expresses her largeness by declaring herself as almost godlike.