...Rhetorical Analysis of The Perils of Indifference by Elie Wiesel As part of the Millennium Lecture Series hosted by the White House, notable author, Noble Peace Prize Winner, and Holocaust survivor Elie Wiesel delivered the speech The Perils of Indifference on April 12, 1999. He delivered this speech in order to inspire the American people to take action in times of human suffering, injustice, and violence, in order to prevent events like the Holocaust from happening again in the future. Through the use of the modes of persuasion, his rhetorical situation, and word choice, Wiesel successfully appeals to his audience of President Clinton and his wife, the members of Congress, Ambassador Holbrooke, his “excellencies” and the rest of the American public. Wiesel’s main point in his speech is that of indifference and what can come about because of it. In order to successfully define indifference to the audience and persuade them to never be indifferent in the future, Wiesel defines its etymology, as “no difference” and uses numerous comparisons on what may cause indifference, as “a strange and unnatural state in which the lines blur” in circumstances like light and dark and good and evil. To prove that indifference is both a sin and a punishment, Wiesel appeals to logos and ethos, stating that he is aware of how tempting it may be to be indifferent and that it can be easier to avoid something rather than take action against it. He believes that indifference benefits the aggressor...
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...Anthony Graziano Mrs. Bader AP Language and Composition September 30, 2011 Perils of Indifference Rhetorical Analysis The Perils of Indifference speech by Elie Wiesel is one that is well crafted and that sends a strong message to the audience. Wiesel, a survivor of the Holocaust, addresses the issues of the 20th century in his speech while at the same time explaining the dangers of indifference. Wiesel’s appeals to his audience, as well as his strong message and arguments are what make this speech so effective. In any powerful speech, the speaker communicates and relates directly to his or her audience. Elie Wiesel does a superb job of doing this in his Perils of Indifference speech, given in April 1999. His use of pathos throughout the speech makes the audience reflect on his words, and create a strong emotional reaction to what is being said. For one, Wiesel is a survivor of the Holocaust, one of the darkest times in the history of humanity. Due to this, sympathy is automatically drawn to the listener’s mind. When he speaks of his time in concentration camps during the Holocaust, he explains the horrible conditions that people had to live in. He then says about the people who were also there, “They no longer felt pain, hunger, thirst. They feared nothing. They felt nothing. They were dead and did not know it.” By saying this in his speech, Wiesel automatically brings forth the emotions of the audience. Specifically, these details bring out a feeling of...
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...But this President would speak to each of all peoples and their need for acknowledgment and the support by pointing out differences and the likeliness of a people who all were at war against each other. Ronald Reagan would grain respect form the German people, the Jewish people and, the American people all in one speech, in an area where he was certain to fall face first in his own words. No, but President Reagan's effect on these people and these different soldiers, would show how every one of us has been in the dark only to be lead to the light, by an unexpected person or people good or bad. There have been times where we all have done the worst just to come out better as a...
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...Public Relations Review 33 (2007) 313–318 Remembering disaster: Since the media do, so must public relations Jeffrey L. Courtright a,∗ , Gerald Z. Slaughter b,1 b a School of Communication, Fell Hall 428, Illinois State University, Normal, IL 61790-4480, United States Department of Communication, 322 Erickson Hall, Indiana State University, Terre Haute, IN 47809, United States Received 9 October 2006; received in revised form 26 January 2007; accepted 26 January 2007 Abstract Only recently has research begun concerning the longer-term aftermath of organizational crisis. This essay presents the genre of disaster rhetoric as a viable strategy to address the problems and opportunities that arise when the media write about crisis anniversaries or news stories that refer to any crisis or disaster, past or present. After a brief review of genre theory, the authors outline the seven functions of the “rhetoric of disaster” and provide multiple examples of their application to public relations activity and its news coverage. The essay concludes with questions that practitioners may use proactively in the development of copy points to address each of the rhetoric of disaster’s functions. © 2007 Elsevier Inc. All rights reserved. Keywords: Rhetoric; Genre; Writing conventions; Disaster; Crisis; Message design 1. Overview The bulk of the crisis communication literature has been devoted to crisis plans and the principles behind them (e.g., Fearn-Banks, 2006; Seeger, Sellnow...
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...Rhetorical Analysis of “A Whisper of Aids” BY Maribel Garcia Texas A&M Corpus Christi Composition II English 1302-W01 Rhetorical Analysis of, “A Whisper of Aids” “A Whisper of Aids”, is a speech given by Mary Fisher. Mary Fisher is a republican white female, daughter of a multi-millionaire and mother of two sons. She was once employed at the Whitehouse for President Gerald R. Ford. She held a prominent position as the first female “advance man”. The defined position is “A man who travels ahead to arrange the details of scheduling, publicity, security, and other matters connected with a trip or public appearance, especially one to be made by a politician or dignitary”. Mary Fisher gave her “A Whisper of Aids “speech on August 19, 1992 at the Republican National Convention at the Astrodome in Houston, TX. That day she did not stand in front of her audience to speak for the Republican Party or for any advance man duties. She stood there that day as an HIV positive victim. An Aids victim that did not fit the profile of the stereotype. Behind the podium she voiced awareness through compassion. She wanted to erase stereo type and raise concern. She clearly states the reason for her rhetoric in her plea,” Set aside prejudice and politics to make room for compassion and sound policy.” Mary Fisher in her speech persuasively and successfully used appeals to achieve interest and concern to the rise of the Aids epidemic. Mary Fisher and her personal testimony of...
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...in Society b. Transactional c. Interrelation d. Linear 4. Communication ethics is defined as ____________________. a. standards of what is right and wrong, good and bad, moral and immoral b. the standards of right and wrong that one applies to messages that are sent and received c. pertaining to the belief that there is a single correct answer d. pertaining to the belief that moral behavior differs among individuals -1- 07/29/2013 Communications QUIZZES AND EXAMS 5. Ancient Greeks, the Middle Ages, and the _____________ all made major contributions to the study of communication. a. Civil War b. Renaissance Era c. Twentieth Century d. Holocaust 6. The study of communication in the early twentieth century solidified into which two approaches? a. Rhetorical and Behavioral Studies approach. b. Positivism and Functionalist approach c. Interpretive and Social Science approach. d....
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...1. Describe the United Nations Partition Plan for Palestine in 1947. For two years after the end of WWII, the world was in constant flux. New countries and boundaries were being drawn and one of the most contested and controversial was the creation of an Israeli/ Palestinian state. The Learning Network (2011) states the following: On Nov. 29, 1947, the United Nations General Assembly passed a resolution calling for Palestine to be partitioned between Arabs and Jews, allowing for the formation of the Jewish state of Israel. Since 1917, Palestine had been under the control of Britain, which supported the creation of a Jewish state in the holy land. Sympathy for the Jewish cause grew during the genocide of European Jews during the Holocaust. In 1946, the Palestine issue was brought before the newly created United Nations, which drafted a partition plan. The plan, which organized Palestine into three Jewish sections, four Arab sections and the internationally-administered city of Jerusalem, had strong support in Western nations as well as the Soviet Union. It was opposed by Arab nations. US Central Intelligence Agency (para. 1-3) 2. Why do you think that Palestinian terrorists concentrate on soft targets? The concentration on soft targets is a result of the need to draw attention of a global audience that is increasingly challenging to traumatize, the growing sophistication of the terrorists as a result of experience, and cooperation between terrorist groups whose causes...
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...IHS Affirmative Observation One: Inherency 2 Advantage One: Health 5 Advantage Two: Indigenous Economy 9 Observation Two: Solvency 14 Only federal action can solve the case- denying Indian health care furthers an ongoing policy of American Indian genocide 17 Inherency – Lack of Funding 18 Inherency – Lack of Funding 19 Inherency – Lack of Funding 20 Inherency – Lack of Funding 21 Health Impacts – Disease/Death 22 Health Impacts – Disease/Death 23 Health Impacts – Disease/Death 24 IMPACT: Mental Health and Suicide 25 IMPACT: Mental Health and Suicide 26 Extensions to Genocide/Racism Impact 27 Extensions to Genocide/Racism Impact 28 IMPACT: Moral Obligation/Human Rights 29 Solvency Extension - IHCIA/IHS Solves 30 Solvency Extension - IHCIA/IHS Solves 31 Solvency Extension - IHCIA/IHS Solves 32 Solvency Extension - IHCIA/IHS Solves 33 Solvency Extension - IHCIA/IHS Solves for cultural sensitive health 34 Solvency Extension – Congress Key 35 Solvency Extension – Federal Government Key 36 A2: I.H.S. is Racist 37 A2: Transportation 38 A2: “Structural/Distribution Barriers” 39 A2: No Qualified Professionals 40 A2: Bureaucrats 41 A2: IHS has arbitrary eligibility standards 42 A2: Blood Quantum 43 A2: Medicaid Solves 44 AT: Medicaid Solves 45 AT: Medicaid Solves 46 A2: IHS doesn’t use traditional medicine 47 Tribal...
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...means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING 75 Arlington Street, Suite 300, Boston, MA 02116 A Pearson Education Company Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. 1 Reading Arguments ontemporary American culture often seems dominated by argument. Television talk show hosts and radio shock jocks battle over countless issues. Hip-hop artists...
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...I-Introduction: The term "realism" was first used to formulate the philosophical doctrine that "universals exist outside of the mind" (Freyberg-Inan, 1). Yet, in political theory, "realism" represents a school of thought that analyzes the political process as it is or as it is disclosed by historical forces " ... that the able political practitioner takes into account ... and incorporates ... into his political conceptions and his political acts "(Ibid, 1-2). In the field of international relations, realism became the dominant analytical paradigm mostly after the start of the Second World War, when it displaced idealist doctrines, promising "to provide more accurate information, more powerful, and more relevant answers" to the roots or causes of peace and war (Brecher& Harvey, 54). At the same time, many features of the current realist paradigm can be traced back to the time of Thucydides, Niccolo Machiavelli and Thomas Hobbes. Among contemporary thinkers recognized as major writers and contributors to the realist tradition are Hans Morgenthau, Edward Carr and Kenneth Waltz (Freyberg-Inan, 8). What are then the basic tenets or common features of a realist thinker? Machiavelli would acknowledge that to be a realist one has to look at history as "a sequence of cause and effect whose course can be analysed and understood by intellectual effort, but not directed by imagination" (Carr, 64). Hobbes would persist in the same train of thought and insist that to be a realist thinker...
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...HOW TO Prepare Your Curriculum Vitae Revised Edition Acy L. Jackson and C. Kathleen Geckeis Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-142626-4 The material in this eBook also appears in the print version of this title: 0-07-139044-8 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all rights in and to the work. Use of this work is subject to these terms. Except as permitted under the Copyright Act of 1976 and the right to store and retrieve...
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...Th e T yranny of Gui lt • Pa s c a l B ru c k n e r Translated from the French by s t ev e n r e n da l l The tyranny of Guilt An Essay on Western Masochism • P r i n c e t o n u n i v e r si t y P r e s s Princeton and Oxford english translation copyright © 2010 by Princeton university Press First published as La tyrannie de la pénitence: essai sur le masochisme occidental by Pascal Bruckner, copyright © 2006 by Grasset & Fasquelle Published by Princeton university Press, 41 William street, Princeton, new Jersey 08540 in the united kingdom: Princeton university Press, 6 oxford street, Woodstock, oxfordshire OX20 1TW press.princeton.edu all rights reserved library of congress cataloging-in-Publication data Bruckner, Pascal. [tyrannie de la pénitence. english] The tyranny of guilt: an essay on Western masochism / Pascal Bruckner; translated from the French by steven rendall. p. cm. includes index. isBn 978-0-691-14376-7 (cloth : alk. paper) 1. civilization, Western— 20th century. 2. civilization, Western—21st century. 3. international relations—Moral and ethical aspects. 4. Western countries—Foreign relations. 5. Western countries—intellectual life. 6. Guilt 7. self-hate (Psychology) 8. World politics. i. title. CB245.B7613 2010 909’.09821--dc22 2009032666 British library cataloging-in-Publication data is available cet ouvrage, publié dans le cadre d’un programme d’aide à la publication, bénéficie du soutien du Ministère des affaires étrangères et du service...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...[pic][pic] [pic]Copyright © 2005 West Chester University. All rights reserved. College Literature 32.2 (2005) 103-126 [pic] | |[pic][pic][pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | | | | | | | | | | | | | |Access provided by Northwestern University Library ...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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