AP Language Summer Assignment Part 1: Rhetorical Strategies and Terms

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1 AP Language Summer Assignment Part 1: Rhetorical Strategies and Terms Directions: For the following 25 terms, you will define them, and find an example of the strategies being used. You can find examples in articles, advertisements, books, speeches, and essays. You can modify the attached chart as needed to define the terms and show your examples. You DO NOT need to printout/attach the whole text from where you derived your example, just tell us the full title/book etc. Example: Term Definition Example The rhetorical contrast of ideas by To err is human; to forgive Antithesis means of parallel arrangements of is divine. words, clauses, or sentences. From An Essay on Criticism, by Alexander Pope Rhetoric Rhetorical Question Logos Pathos Ethos Denotation Connotation Diction Syntax Allusion Imagery Invective Anticlimax Antithesis Anaphora Metonymy Parallel Structure/Parallelism Polysyndeton Asyndeton Shift (in person, syntax, tone etc.) Anaphora Juxtaposition Tone Mood Simile Metaphor

2 Term Definition Example

4 AP Language Summer Assignment Part 2: Rhetorical Analysis Directions: Below are 5 examples for you to analyze. Using the above terms, you just defined, you will identify 2 being used in each example (there may be more than 2 strategies, but you only need to identify 2). Try to identify the 2 most prominent strategies, and in 2 paragraphs you will identify the strategies being used and analyze WHY the writer/author/speaker. For analysis, think of what the writer/author/speakers purpose it, and how the particular strategy they are using helps them achieve their purpose. Example: Excerpt from Dr. Martin Luther King Jr. s speech I Have a Dream : I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal." I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today! Strategy 1: Anaphora: In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect. In King s I Have a Dream speech, he utilizes anaphora to reinforce and give prominence to the idea of his dream. He appeals to the audience s emotions to energize and motivate them to take his dream and make it a reality by going back to their home states ad fighting against racial injustice. Because it is a speech, King needs to repeat the idea over and over again so the audience remembers long after they leave the march on Washington. This use of anaphora also adds rhythm and flow to the speech as King builds to his climactic ending, calling his audience to action through the passion of his dream. You will write 1 analysis paragraph per strategy you identify.

5 Text 1: ABRAHAM LINCOLN, GETTYSBURG ADDRESS (19 NOVEMBER 1863) Fourscore and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate-we can not consecrate-we can not hallow-this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us-that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion-that we here highly resolve that these dead shall not have died in vain-that this nation, under God, shall have a new birth of freedom-and that government of the people, by the people, for the people shall not perish from the earth. Text 2: The following passage appears in the epilogue of Eric Schlosser s exposé, Fast Food Nation: The Dark Side of the All-American Meal. Nobody in the United States is forced to buy fast food. The first step toward meaningful change is by far the easiest: stop buying it. The executives who run the fast food industry are not bad men. They are businessmen. They will sell free-range, organic, grass-fed hamburgers if you demand it. They will sell whatever sells at a profit. The usefulness of the market, its effectiveness as a tool, cuts both ways. The real power of the American consumer has not yet been unleashed. The heads of Burger King, KFC, and McDonald's should feel daunted; they're outnumbered. There are three of them and almost three hundred million of you. A good boycott, a refusal to buy, can speak much louder than words. Sometimes the most irresistible force is the most mundane. Pull open the glass door, feel the rush of cool air, walk inside, get in line, and look around you, look at the kids working in the kitchen, at the customers in their seats, at the ads for the latest toys, study the backlit color photographs above the counter, think about where the food came from, about how and where it was made, about what is set in motion by every single fast food purchase, the ripple effect near and far, think about it. Then place your order. Or turn and walk out the door. It's not too late. Even in this fast food nation, you can still have it your way.

6 Text 3: Text 4:

7 Text 5: "Eleanor Rigby" by The Beatles Ah, look at all the lonely people Ah, look at all the lonely people Eleanor Rigby picks up the rice in the church where a wedding has been Lives in a dream Waits at the window, wearing the face that she keeps in a jar by the door Who is it for? All the lonely people Where do they all come from? All the lonely people Where do they all belong? Father McKenzie writing the words of a sermon that no one will hear No one comes near Look at him working, darning his socks in the night when there's nobody there What does he care? All the lonely people Where do they all come from? All the lonely people Where do they all belong? Ah, look at all the lonely people Ah, look at all the lonely people Eleanor Rigby died in the church and was buried along with her name Nobody came Father McKenzie wiping the dirt from his hands as he walks from the grave No one was saved All the lonely people (Ah, look at all the lonely people) Where do they all come from? All the lonely people (Ah, look at all the lonely people) Where do they all belong?

8 AP Language Summer Assignment Part 3: Persuasive Essay Directions: You will answer the following persuasive prompt to the best of your abilities. This essay should be typed and double spaced. Regarding essay length: however long it takes you to answer the question. This essay is part of your Summer Assignment, but we will also use it as your Writing Diagnostic to evaluate your abilities as a writer coming into the class. Prompt: The great artist Michelangelo once said, The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark. Do you agree or disagree with Michelangelo s statement? Take a position on this issue. Support your response with details and specific examples. PRINTED ASSIGNEMTN due Friday, August 31 st to your AP teacher by 4 p.m.!

What the author is SAYING The Gettysburg Address What the author is DOING

What the author is SAYING The Gettysburg Address What the author is DOING Directions: 1. Dissect the SAT prompt and write the CLAIM on the top of this page. 2. Closely read and analyze the text. On the left, write notes on what the author is saying, that is the main ideas. On