Download Answer Key for Unit I-IX: Rhetorical Devices and Writing Techniques and more Summaries Rhetoric in PDF only on Docsity!
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Answer Key
Unit I
Lesson 1: Keyword Outline : (Answers will vary, but the outline should follow the pattern given in the lesson) II. Everett, wartime, oration
- Lincoln, 2 minutes
- Everett forgotten,
- Lincoln, Gettysburg Address Rhetoric Fun! Antithesis (a case may be made for repetition in this sentence) Repetition Repetition Antithesis Antithesis Repetition Antithesis and Repetition Lesson 2: (Answers for Note Outlines will vary) II. family, not happy
- parsimonious, despite estate
- expenditures meticulously accounted
- mistrusted sons, rented
- his business, politics III. Pericles neglected Anaxagoras
- starving, on deathbed
- Pericles, begging
- Anaxagoras, counsels
- lamp, uses, oil Rhetor’s Collection At first, these examples will be best explored in a group. In the course of the school year, it will be helpful for students to revisit this section with new additions. In a sense, this section is intended to function like a commonplace, so that students can begin to keep anecdotes and stories close at hand when making persuasive cases.
Unit II
Lesson 3 Paragraph : Each student’s paragraph will be slightly different, but if they follow the note outline as presented in the lesson, then many of their paragraphs will be very similar. As you read them make sure they use all three keywords in each sentence, and also make sure that they are correctly employing the dress-ups. It is a good idea to reteach or correct the students’ usage of the dress-ups at the beginning of the semester so that new and returning students are all at the same point. Style Tools: www.asia (Answers will vary)
ii After he died, the heedless man looked back at his life … when he began his trip to the gates. where he saw many good deeds that had gone undone. while thinking about his next nap. as he climbed the path toward paradise. since there was nothing more for him to do. (if you can call what he lived a “life”). although there was very little substance for him to review. because at that point the development of his being had reached completion. Lesson 4 Note Outlines When checking the note outlines, make sure that students are following the proper conventions as laid out in the instructions, and also make sure that their outlines summarize the ideas from the whole story, not just the individual sentences. Students should limit their outlines to the space provided in order to help them identify key ideas, not just key words. Rhetoric Practice There are numerous possibilities for these responses including “Heedless Man at the Gates”: virtue/vice, attentiveness/laziness, sleeping/wakefulness, etc. “Man who Dined on Turnips”: wealth/frugality, bribery/loyalty, wisdom/foolhardiness, etc. “Man Enough for the Job”: industry/laziness, general/corporal, pride/humility, etc. Review Proverb: A short, aphoristic saying that expresses a basic truth or practical precept Chreia: A brief, edifying anecdote about an action or saying of a person Antithesis: Juxtaposition of opposite ideas Repetition: repeating the same ideas in proximity to one another Fable: A short story (like a chreia) that uses animal characters instead of people (Proverbs will vary. Some possibilities are listed below.) Pericles: “Those who use a lamp must put oil in it to receive its light.” Or “Excessive frugality can create poverty.” Lincoln: “Quality is more important than quantity.” Socrates: “Justice is not always just.” or “Even the law can be followed unlawfully.” Adjectives Encourage the students to build lists of colorful adjectives. Though they may come up with something like “great” instead of “good,” press onward for even better words, like “outstanding,” “superlative,” or “magnificent.” Lesson 5 Note Outlines The paragraphs should be checked for all grammatical and mechanical errors, as well as for congruity with the note outlines. Students may be creative with dress-ups, but I always encourage them to put effort into their revisions. Sometimes it is helpful for students first to write a rough draft, and then make revisions in order to accommodate the openers and dress-ups.
iv Rhetoric Fun
- A
- A
- P
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- P Practice (Answers will vary. Use the model as a paradigm for judging students’ responses.) Lessons 9 and 10 (See note above in Answer Key for Lesson 8. These exercises are designed for further and more complex practice for understanding the story sequence chart.)
Unit IV
Lesson 11 Note Outline Assessment should ensure that students are implementing the topic/clincher relationship. This structure helps improve paragraph unity and transitions (when mastered). Encomium/Vituperation This section would best be used to promote a class discussion on character. Some of the characters are obviously praiseworthy (Washington and Carlyle) and others are clearly blameworthy (Minos and The Heedless Man). Others are more complex: even Socrates in the “Apology” has been interpreted as a man who is almost eager for death. If students come up with differing answers, they should make a case to defend their stance. In fact, a lesson on forensic (judicial) rhetoric could easily be interwoven into this assignment. Lesson 12 Parenthetical Remark Some possible answers include:
- Pericles—the Scrooge!—would not trust his sons with any of the family business…. Note: Calling Pericles a “Scrooge” is an example of using an eponymous adjective— a proper noun that has taken on its own meaning as an adjective. (“eponym” is from the Greek meaning “upon a name.”) Can you think of any other eponyms? Sometimes they can pack quite a punch.
- At a dinner for Commonwealth dignitaries one evening, Winston Churchill was approached by the chief of protocol and quietly informed that one of the distinguished guests had, heaven forbid, slipped a silver saltshaker into his pocket.
- After watching for what seemed like an eternity—fifteen minutes—his shoulders slumped and his head began to nod.
- Not only was the manuscript gone (an inestimable loss!), so were the notes Carlyle had used to write it.
- No one but Polyphemus—a drunken monster gargling the residue of his last carnal nutriment—could roll back the huge stone before the door, and if the horrified men had been able to summon courage and strength enough to kill him, they would have been imprisoned there forever.
- And it came to pass that after all thy wickedness—Woe, woe unto thee, saith the Lord!—that thou hast also built unto thee an eminent place.
- And in those days Peter stood up in the midst of the disciples—the number of names together were about a hundred and twenty—and said, Men and brethren….
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- My name is Ozymandias, king of kings: Look on my works ye mighty and despair!
- Observing it to be much swollen and inflamed, Androclus examined the lion and found a large thorn, which he removed, embedded in the ball of the foot, which he dressed.
- Nestor, looking first to one man and then to another, was insistent with them that they should prevail with he who was the best at persuasion, Ulysses, the noble son of Peleus. Lesson 13 Note Outline Student should make sure that the essay is organized according to the three topics. It should not be a summary of Hannibal’s Speech, which does not present the ideas in the same order as the note outline.
Review: “Gettysburg Address”
Argument (Answers will vary, but should say something along these lines.) I. (Already completed) II. It is fitting that we dedicate this portion of the battlefield to those who gave their lives protecting our liberty. III. Since these men died for our liberty, we must, with increased devotion, continue to work for their cause, so that our nation will witness a rebirth of freedom. Genre Chreia: a brief, pithy anecdote about an action or saying of a person for the purpose of edification Proverb: a short, aphoristic saying that expresses a basic truth or practical precept Fable: an anecdote using animals as characters instead of people Narratio: an account or narrative of events (like a story) Encomium: a speech of praise Vituperation: a speech of blame Rhetorical Devices Antithesis: employment of opposites in the same passage Repetition: repeating the same ideas in a passage Parallelism: the use of identical or equivalent syntactic constructions in adjacent clauses or phrases Polysyndeton: repetition of conjunctions in close succession Asyndeton: the omission of conjunctions where the reader normally expects them Parenthesis: the interjection of a thought into a composition (often in the middle)
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- Upon seeing that there was a tie vote for the next president of the Chess Club, the mathletes constitutioned their way out of the jam by drafting a set of resolutions. 5 - 9. (These exercises are difficult but valuable. Encourage the students to construct sentences illustrative of the words’ meanings.) Lesson 17 (No further exercises outside of the keyword outline and composition.)
Unit VI
Lesson 18 Fused Outline Heretofore, students have been refining their note taking and writing skills almost, we could say, for the sole purpose of becoming good researchers. In this unit, we start building the fundamental habits of doing research and presenting it in a logical manner. Double-check for accuracy in note-taking. Make sure the students show their work so that you can make sure they understand the fundamentals of combining sources. If they try to write their final drafts first, then they will most likely present the information in an unbalanced and clumsy way. (Though, as we know, they might do this anyway!) Anadiplosis (Answers will vary. Make sure that they use the “chain link” feature of the anadiplosis correctly.) Example: Antithesis: wise/fool Example: Seeking wisdom is the mark of an eager youth. But an eager youth is anybody’s fool. Lessons 19- 20 Continue to monitor the students’ attention to building good research habits as they do the keyword outlines and write their compositions. If the students have been doing the exercises up to this point, then integrating sources should not be too difficult.
Unit VII
Lesson 21 Metonymy and Synecdoche Any of the nouns in each sentence can be substituted with a more general or specific term. Students should double-check to see that they understand that they are using the two opposite devices accurately. If students are having difficulty, they may want to consult a thesaurus.
- Metonymy: A horrible consequence awaited these young people. Synecdoche: A horrible death awaited these young people. Or: Met: A horrible fate awaited these young humans. Syn: A horrible fate awaited these young eyes.
- Met: As the slave wandered about in search of nourishment and home…
viii Syn: As the slave wandered about in search of bread and roof…
- Met: The men marveled at what it might mean that a knight and his horse… Syn: The men marveled at what it might mean that the armor and his steed…
- Met: Three years after the revolt of the poor… Syn: Three years after the revolt of the shoeless… Lesson 22- 23 Students ought to have proficiency at this point with the outline/essay format of the assignments. Encourage the students to visualize the scene in as much detail as possible. What personal effects might the characters have with them? What articles (maps, charcoal pencils, etc.) could be sitting on the desk of the Volscian general? Lesson 24 Assignment The passage in this lesson is intentionally brief. Students should go to greater lengths to imagine additional details for the purpose of completing their essays. Sonnet 65 Audience: We are the audience, the readers of the poem. Means: Rational appeal. Each quatrain points out further evidence that time seems to attack beauty with all intention of destroying it. End: Poetry preserves beauty. Summary: The poet can preserve his beloved’s beauty only by embodying it in a poem, for poetry is an art form that does not decay over time. The speaker of the poem suggests that beauty preserved in poetry is protected from time’s deteriorating effects. Character of the speaker: (Answers will vary.)
Unit VIII
Lesson 25 Assignment Ensure that the new essays are edited for clarity, not just preexisting paragraphs with affixed introductions and conclusions. Lesson 26 Assignment This assignment is similar to a poetry analysis—a staple assignment in first year college English classes. Students are working with a short yet profound passage, and they should end up using direct quotations from the text to justify their interpretations. Ensure that they are following the correct format for citing their source, and also help them to become more comfortable using the lead-ins to inset quotations. Lesson 27 Antimetabole
- But we must remember a crucial fact: the source of the mistrust between East and West is not that we have weapons; instead, we have weapons because we do not trust each other.
- It is the logician who seeks to get the heavens into his head, but his head cannot contain them.
- One should eat in order that he continue living. He should not live for the purpose of enjoying his next meal.
