AP ENGLISH LITERATURE CLINTON S OKLAHOMA BOMBING MEMORIAL ADDRESS & CLAUDIUS S OPENING MONOLOGUE Prompt: In the speeches we have read this week, both Clinton and Claudius address their nation. Write an essay in which you compare and contrast the two speeches, analyzing the rhetorical techniques each speaker uses to achieve his purpose. COLOR #1: Any 2 of the following: Opening adjective Delayed adjective Opening adverb Delayed adverb COLOR #2: Any 2 of the 15 vocab words on your Lexicons. SCORING GUIDE General Directions: The score that you assign should reflect your judgment of the quality of the essay as a whole its content, its style, its mechanics. Reward the writers for what they do well. The score for an exceptionally well-written essay may be raised by one point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a three (3). 9-8 These essays offer a persuasive comparison/contrast of the two speeches and present an insightful analysis of the relationship between them and the techniques each writer uses to achieve his purpose. Although these essays offer a range of interpretations and choose to emphasize different rhetorical techniques, they also provide a convincing reading of both speeches and demonstrate consistent and effective control over the elements of composition in language appropriate to the analysis of rhetoric. Their textual references are apt and specific. Though they may not be error-free, these essay are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a nine (9) essay, especially persuasive. 7-6 These competent essays offer a reasonable comparison/contrast of the two speeches and an effective analysis of the relationship between them and the techniques each writer uses to achieve his purpose. They are less thorough or less precise in their discussion, and their analysis of the relationship between the two speeches is less convincing. These essays demonstrate the ability to express ideas clearly with references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. While essays scored 7-6 are generally well written, those scored a seven (7) demonstrate more sophistication in both substance and style. 5 These essays may respond to the assigned task with a plausible reading of the two speeches and their relationship, but they may be superficial in their analysis. They often rely on paraphrase, but paraphrase that contains some analysis, implicit or explicit. Their comparison/contrast of the relationship between the two speeches may be vague, formulaic, or minimally supported by references to the texts. There may be minor misinterpretations of one or both speeches. These essays demonstrate control of language, but the writing may be marred by surface errors. The essays are not as well conceived, organized, or developed as 7-6 essays. 4-3 These lower-half essays fail to offer an adequate analysis of the two speeches. The analysis may be partial, unconvincing, or irrelevant, or may ignore one of the speeches completely. Evidence from the speeches may be slight or misconstrued, or the essay may rely on paraphrase only. The writing often demonstrates a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a three (3) may contain significant misreadings and/or demonstrate inept writing. 2-1 These essays compound the weaknesses of the papers in the 4-3 range. Although some attempt has been made to respond to the prompt, the assertions are presented with little clarity, organization, or support from the speeches themselves. The essay may contain serious errors in grammar and mechanics. These essays may offer a complete misreading or be unacceptably brief. Essays scored a one (1) contain little coherent discussion of the speeches. 0 These essays give a response with no more than a reference to the task. These essays are either left blank or are completely off-topic.
Devices for Argument and Persuasion analysis: Analyzing text to determine how the author has shaped the content in order to achieve an identifiable purpose for a given audience (paraphrased from Covino and Jolliffe). Anaphora (A kind of repetition) Analogy Imagery One of the devices of repetition, in which the same expression (word or words) is repeated at the beginning of two or more lines, clauses, or sentences. (Often, the repeated phrase occurs three times.) A kind of extended metaphor or long simile in which an explicit comparison is made between two things (events, ideas, people, etc) for the purpose of furthering a line of reasoning or drawing an inference; a form of reasoning employing comparative or parallel cases. Language that evokes particular sensations or emotionally rich experiences in a reader. Imagery calls up sensations of sight, taste, smell, touch, heat, pressure. Images help to make abstracts and/or feelings concrete. Imagery often carries rich connotative meanings. If there is anyone out there who still doubts that America is a place where all things are possible; who still wonders if the dream of our founders is alive in our time; who still questions the power of our democracy, tonight is your answer. "Withdrawal of U.S. troops will become like salted peanuts to the American public; the more U.S. troops come home, the more will be demanded." Let us all hope that the dark clouds of racial prejudice will soon pass away and the deep fog of misunderstanding will be lifted from our fear drenched communities, and the radiant stars of love and brotherhood will shine over our great nation Pathos An appeal to the emotions of the audience Personal Account Appeals to values Though this Pathos approach overlaps with the Logos appeal of anecdotal evidence, we see in the example how the experiences of a single person can create a stronger emotional effect than broad statistics. Appealing to your audience by calling on values such as their sense of patriotism, fair play, justice, respect for the underdog, etc. Imagine yourself as an orphaned child, the head of your household, responsible for your younger siblings. It is difficult for many adults to envision such a childhood. James, 16, heads a household of four siblings orphaned as a result of AIDS. We Americans know that it s not always easy to do what s right. But we ve done it before, and we ll do it again.
Ethos An appeal based on the authority of the speaker Establishing Credentials Concession Credentials of Sources The speaker establishes that he or she is qualified to address a particular matter based on experience, training, or official recognition. The goal is to show that she or he is serious, dedicated, reliable, and well informed about the subject at hand. Expressing views, concerns, or objections of those who would disagree with your position. For ethos, the tone is important here- being respectful of the other side is a way to show you are a balanced, unbiased person who has come to your position after careful consideration of both sides. Directly referencing the experience, titles, or achievements of the source who you are quoting. (Here, you are using the ethos of your source to help establish your own.) As a captain who has served three tours in Iraq where I saw many good people die because of inadequate equipment, I must urge congress to approve funding for these vests. Those who are against sending increased aid do so because they recognize the needs here in our own country. They raise a good point- we must not lose focus on the poor here in order to deal with poverty abroad. Lawrence Summers, Professor of Economics at Harvard, warns us not to completely throw out the current economic system. Logos An appeal based on logic Numerical Evidence Anecdotal Evidence If-Then Statements Historical Precedent Quantifiable evidence (remember that this evidence should be up to date and from a reliable source) Non-scientific observations or studies, based on personal experience. (The reliability of the source should be considered here.) A basic form of logic, showing the relationship between events in order to make a prediction Comparing a historical event that is similar to one s topic in order to make a prediction or argumentative point. In stark contrast, an estimated 80 percent of Haitians live in absolute poverty. In a remote Church in Rwanda s countryside in July of 1994, Jeune Pritchard knew she was going to one of the thousands of massacre sites. But she was unprepared for what she saw. "You know, you couldn t step into it because there were so many bodies. If the government of Sudan stops providing aid to the Janjaweed raiders, the raids will quickly diminish. An international force ended violence and genocide in the Balkans, and they can do so here.
William Jefferson Clinton Oklahoma Bombing Memorial Address Delivered April 23 rd, 1995 in Oklahoma City 1 Thank you very much, Governor Keating and Mrs. Keating, Reverend Graham, to the families of those who have been lost and wounded, to the people of Oklahoma City, who have endured so much, and the people of this wonderful state, to all of you who are here as our fellow Americans. 2 I am honored to be here today to represent the American people. But I have to tell you that Hillary and I also come as parents, as husband and wife, as people who were your neighbors for some of the best years of our lives. 3 Today our nation joins with you in grief. We mourn with you. We share your hope against hope that some may still survive. We thank all those who have worked so heroically to save lives and to solve this crime those here in Oklahoma and those who are all across this great land, and many who left their own lives to come here to work hand in hand with you. We pledge to do all we can to help you heal the injured, to rebuild this city, and to bring to justice those who did this evil. 4 This terrible sin took the lives of our American family, innocent children in that building, only because their parents were trying to be good parents as well as good workers; citizens in the building going about their daily business; and many there who served the rest of us who worked to help the elderly and the disabled, who worked to support our farmers and our veterans, who worked to enforce our laws and to protect us. Let us say clearly, they served us well, and we are grateful. 5 But for so many of you they were also neighbors and friends. You saw them at church or the PTA meetings, at the civic clubs, at the ball park. You know them in ways that all the rest of America could not. And to all the members of the families here present who have suffered loss, though we share your grief, your pain is unimaginable, and we know that. We cannot undo it. That is God's work. 6 Our words seem small beside the loss you have endured. But I found a few I wanted to share today. I've received a lot of letters in these last terrible days. One stood out because it came from a young widow and a mother of three whose own husband was murdered with over 200 other Americans when Pan Am 103 was shot down. Here is what that woman said I should say to you today: 7 The anger you feel is valid, but you must not allow yourselves to be consumed by it. The hurt you feel must not be allowed to turn into hate, but instead into the search for justice. The loss you feel must not paralyze your own lives. Instead, you must try to pay tribute to your loved ones by continuing to do all the things they left undone, thus ensuring they did not die in vain. 8 Wise words from one who also knows. 9 You have lost too much, but you have not lost everything. And you have certainly not lost America, for we will stand with you for as many tomorrows as it takes. 10 If ever we needed evidence of that, I could only recall the words of Governor and Mrs. Keating: "If anybody thinks that Americans are mostly mean and selfish, they ought to come to Oklahoma. If anybody thinks Americans have lost the capacity for love and caring and courage, they ought to come to Oklahoma." 11 To all my fellow Americans beyond this hall, I say, one thing we owe those who have
sacrificed is the duty to purge ourselves of the dark forces which gave rise to this evil. They are forces that threaten our common peace, our freedom, our way of life. Let us teach our children that the God of comfort is also the God of righteousness: Those who trouble their own house will inherit the wind.¹ Justice will prevail. 12 Let us let our own children know that we will stand against the forces of fear. When there is talk of hatred, let us stand up and talk against it. When there is talk of violence, let us stand up and talk against it. In the face of death, let us honor life. As St. Paul admonished us, Let us "not be overcome by evil, but overcome evil with good."² 13 Yesterday, Hillary and I had the privilege of speaking with some children of other federal employees children like those who were lost here. And one little girl said something we will never forget. She said, "We should all plant a tree in memory of the children." So this morning before we got on the plane to come here, at the White House, we planted that tree in honor of the children of Oklahoma. It was a dogwood with its wonderful spring flower and its deep, enduring roots. It embodies the lesson of the Psalms that the life of a good person is like a tree whose leaf does not wither.³ 14 My fellow Americans, a tree takes a long time to grow, and wounds take a long time to heal. But we must begin. Those who are lost now belong to God. Some day we will be with them. But until that happens, their legacy must be our lives. 15 Thank you all, and God bless you. ¹ Proverbs 11:29 " He who troubles his own house will inherit the wind, and the fool will be servant to the wise of heart." (NKJV) ² Romans 12:21 " Do not be overcome by evil, but overcome evil with good." (NIV) ³ Psalms 1:3 " Blessed is the man who does not walk in the counsel of the wicked or stand in the way of sinners or sit in the seat of mockers. But his delight is in the law of the Lord, and on his law he meditates day and night. He is like a tree planted by streams of water, which yields its fruit in season and whose leaf does not wither. Whatever he does prospers." (NIV)
2.1.1-39 KING Though yet of Hamlet our dear brother's death The memory be green, and that it us befitted To bear our hearts in grief and our whole kingdom To be contracted in one brow of woe, Yet so far hath discretion fought with nature That we with wisest sorrow think on him, Together with remembrance of ourselves. Therefore our sometime sister, now our queen, The imperial jointress to this warlike state, Have we, as 'twere with a defeated joy,-- With an auspicious and a dropping eye, With mirth in funeral and with dirge in marriage, In equal scale weighing delight and dole,-- Taken to wife: nor have we herein barr'd Your better wisdoms, which have freely gone With this affair along. For all, our thanks. Now follows, that you know, young Fortinbras, Holding a weak supposal of our worth, Or thinking by our late dear brother's death Our state to be disjoint and out of frame, Colleagued with the dream of his advantage, He hath not fail'd to pester us with message, Importing the surrender of those lands Lost by his father, with all bonds of law, To our most valiant brother. So much for him. Now for ourself and for this time of meeting: Thus much the business is: we have here writ To Norway, uncle of young Fortinbras,-- Who, impotent and bed-rid, scarcely hears Of this his nephew's purpose,--to suppress His further gait herein; in that the levies, The lists and full proportions, are all made Out of his subject: and we here dispatch You, good Cornelius, and you, Voltimand, For bearers of this greeting to old Norway; Giving to you no further personal power To business with the king, more than the scope Of these delated articles allow. Farewell, and let your haste commend your duty.