...Socrates asks their patience if he, a stranger to the law courts, might speak as he normally would as well. Rather than pay attention to his style, Socrates asks the jurors to pay attention to the substance of his speech and consider whether what he says is true or not. Commentary The sharp contrast that runs throughout this first section lies between the studied, artificial--and false--speech of Socrates' accusers, and Socrates' own improvised, conversational--and true--speech. At this time in Athens, there were a great many sophists, professional teachers who would instruct the wealthy youth of the city in oratory. Throughout his works, Plato gives a rather unkind picture of these sophists--it seems they were generally considered shallow thinkers who taught budding politicians to overcome sound reasoning with shoddy reasoning by means of flowery rhetoric. We shall see that Socrates has often been mistakenly classed with these sophists, whom he despises. The speech of his accusers, then, comes from careful training with sophists, who have...
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...In “Letter from Birmingham Jail” by Martin Luther King Jr. King uses a variety rhetorical devices in order to counter claims made by the clergymen who wrote him a letter while he was in jail. The purpose of King’s letter was to defend not only his actions but the actions of other fellow African Americans. According to Dr. King, Birmingham was the most segregated city in the south. Blacks were forced to adhere to laws that would be considered inhumane and unlawful in modern times. The continuation of these laws caused King to eventually turn his focus towards Birmingham. His method of non-violent direct action landed him in jail numerous times. After receiving the letter from the clergymen he decided to write his own letter in response to theirs. Throughout the letter there are many examples of pathos, logos, and allusion that are used to advance his argument. Dr. King was able to effectively use pathos in order to pull out sympathy from its reader. During the 1950’s and 1960’s, the African American race faced many political and social injustices that hindered their progression in society. Groups such as the KKK caused African Americans to operate in fear. In order to make his audience feel the pain that African Americans went through, in...
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...explores instances of the media’s depiction of disability and argues that the media must treat disability as normal. Comparatively, Harriet McBryde Johnson approaches the subject of her own disability much more lightly, neutral, and analytically. Akin to a scientific lab report, she does not voice a strong opinion, but instead presents facts in a neutral manner without strongly voicing an opinion — even if it is discussing a subject as sensitive as whether she should have been killed at birth. This is a far cry from Mairs’ writing, which not only voices an opinion, but strongly argues for the representation of disabled people in the media. Despite having different approaches to a similar subject, the authors utilize similar literary and rhetorical...
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...BrieAnna Wallace Professor Loput ENC 1101 (12:30 P.M.) 20 February 2012 Ignorance Killed the Cat In “Making the Grade” by Kurt Wiesenfeld and “In Praise of the F Word” by Mary Sherry, both authors establish an issue with the grading system in schools. Somewhere along the line, love for knowledge died and a generation of indolent students were born. They both however, point the finger of blame in different directions. Wiesenfeld claims society has molded the student to believe he/she can simply charm their way to good grades, whereas Sherry holds complete liability in the pampering of high school teachers. In the materialistic world we live, it’s easy for Wiesenfeld to grasp how love for knowledge has diminished. Fast fortune with little effort is what humanity has convinced its people to be the new American dream. Students view college as a place to be handed grades which can then “be traded for what has value: a degree, which means a job, which means money. The one thing college actually offers – a chance to learn – is considered irrelevant, even less than worthless, because of the long hours and hard work required” (1). Far too many students attend class solely to pass rather than to better their education. He posits this nonchalant attitude towards grades to become dangerous when unqualified graduates enter the work force. Sherry suggests a different source to the problem. Many high school teachers are hesitant to fail a student in hope to be doing him/her a favor;...
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...would be a paean to lobsters and the exquisiteness of the Maine coast. Truth be told, Gourmet was a dream magazine for foodies and voyagers. However Wallace, a not so secluded critic and expert of savviness and talk, took the reader’s on an alternate adventure. One in which their taste buds needed to confront their consciousness. Wallace hopes to provoke self-analysis and examination of the readers’ own views on animal suffering. He does this by utilizing diverse Rhetorical devices to help engage the readers to influence them towards his contention. "Consider the...
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...The Irony in Flannery O’Connor’s Irony is a significant rhetorical technique used in demonstrating a condition which is conflicting or expression whereby the result is the exact opposite of what is anticipated. This device of literature creates absurdity in the story according to its tone. Irony has an element of indirectness hence making the writing interesting to the reader. In the story of Flannery O’Connor’s “A Good Man is Hard to Find,” Irony has aided deeper comprehension and understanding of its themes as it provokes the readers making them to critically analyze the state, paralleling and distinguishing the actual condition with assumptions as explained in the paper. Use of irony is imbued in this work as it is a principal feature in her lifetime and limited career. She dwelt mostly in Georgia as one of the minor Catholic emphatic. What is amusing is that, she spent most of her lifetime in struggle and met her death immediately it was ripe for her to start enjoying life. At such time it is expected that people should get time in life so that they can enjoy and do whatever they had in mind but they have never got the opportunity or power to do them. It is ironical that, she becomes popular and passes away before she is rewarded for her determination and hard work. The family plans to go to Florida except the grandmother who wants to go to Tennessee. She tries to convince the family by telling them that there is Misfit, the murderer on the way to Florida but they give her...
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...Mass Communication and Para-social Interaction Donald Horton and R. Richard Wohl Extract from Horton, Donald and R. Richard Wohl (1956): 'Mass Communication and Para-social Interaction: Observations on Intimacy at a Distance', Psychiatry 19: 215-29 This is a classic paper which is very widely cited but hard to locate. It introduced the notion of 'parasocial interaction' between viewers and those whom they watch on the television screen. Although the paper is now very old it is useful to reflect on current television programmes to consider the relevance of Horton and Wohl's observations. The original page numbering has been noted to facilitate citation. Please refer to the pagination provided and the source shown above (Horton and Wohl 1956) rather than citing this online extract. [start of p. 215] One of the striking characteristics of the new mass media - radio, television, and the movies - is that they give the illusion of face-to-face relationship with the performer. The conditions of response to the performer are analogous to those in a primary group. The most remote and illustrious men are met as if they were in the circle of one's peers; the same is true of a character in a story who comes to life in these media in an especially vivid and arresting way. We propose to call this seeming face-to-face relationship between spectator and performer a para-social relationship. In television, especially, the image which is presented makes available nuances of appearance...
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...для студентов институтов и факультетов иностранных языков и филологических факультетов университетов. GALPERIN STYLISTICS SECOND EDITION, REVISED Допущено Министерством высшего и среднего специального образования СССР в качестве учебника для студентов институтов и факультетов иностранных языков |[pic] |MOSCOW | | |"HIGHER SCHOOL" | | |1977 | TABLE OF CONTENTS Page Предисловие к первому изданию……………………………………………………..6 Предисловие к второму изданию……………………………………………………..7 Part I. Introduction 1. General Notes on Style and Stylistics…………………………………………9 2. Expressive Means (EM) and Stylistic Devices (SD)………………………...25 3. General Notes on Functional Styles of Language……………………………32 4. Varieties of Language………………………………………………………..35 5. A Brief Outline of the Development of the English Literary Standard Language……………………………………………………………………..41 6. Meaning from a Stylistic Point of View…………………………..…………57 Part II. Stylistic Classification of the English Vocabulary 1. General Considerations………………………………………………………70 2. Neutral, Common Literary and Common Colloquial Vocabulary…………..72 3. Special Literary...
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...MODULE 1: INTRODUCTION This module provides an overview on the subject of art appreciation for those entirely new to the subject. This is a complex topic to deal with and it is impossible to have a truly comprehensive discussion on the topic in such a brief essay. The student is advised to consult more advanced texts to gain further understanding of how to appreciate art more fully. HUMANITIES: What is it? • The term Humanities comes from the Latin word, “humanitas” • It generally refers to art, literature, music, architecture, dance and the theatre—in which human subjectivity is emphasized and individual expressiveness is dramatized. HOW IMPORTANT IS HUMANITIES • The fields of knowledge and study falling under humanities are dedicated to the pursuit of discovering and understanding the nature of man. • The humanities deal with man as a being of purpose, of values, loves, hates, ideas and sometimes as seer or prophet with divine inspiration. • The humanities aim at educating. THE ARTS: What is it? • The word “art” usually refers to the so-called “fine arts” (e.g. pictorial, plastic, and building)– and to the so-called “minor arts” (everyday, useful, applied, and decorative arts) • The word “art” is derived from arti, which denotes craftsmanship, skill, mastery of form, inventiveness. • Art serves as a technical and creative record of human needs and achievements. The word 'art' is often used in our daily lives. However, when...
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...Julius Caesar full title · The Tragedy of Julius Caesar author · William Shakespeare type of work · Play genre · Tragic drama, historical drama language · English time and place written · 1599, in London date of first publication · Published in the First Folio of 1623, probably from the theater company’s official promptbook rather than from Shakespeare’s manuscript publisher · Edward Blount and William Jaggard headed the group of five men who undertook the publication of Shakespeare’s First Folio narrator · None climax · Cassius’s death (V.iii), upon ordering his servant, Pindarus, to stab him, marks the point at which it becomes clear that the murdered Caesar has been avenged, and that Cassius, Brutus, and the other conspirators have lost in their attempt to keep Rome a republic rather than an empire. Ironically, the conspirators’ defeat is not yet as certain as Cassius believes, but his death helps bring about defeat for his side. protagonists · Brutus and Cassius antagonists · Antony and Octavius setting (time) · 44 b.c. setting (place) · Ancient Rome, toward the end of the Roman republic point of view · The play sustains no single point of view; however, the audience acquires the most insight into Brutus’s mind over the course of the action falling action · Titinius’ realization that Cassius has died wrongly assuming defeat; Titinius’ suicide; Brutus’s discovery of the two corpses; the final struggle between Brutus’s men and the troops...
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...Emergency Medical Technician-Basic: National Standard Curriculum EMT-Basic: National Standard Curriculum Instructor's Course Guide ------------------------------------- EMT-BASIC: NATIONAL STANDARD CURRICULUM PROJECT DIRECTOR David J. Samuels, MBA System Director Samaritan AirEvac/Emergency Medical Services Samaritan Health System Phoenix, AZ CO-MEDICAL DIRECTORS Henry C. Bock, MD, FACEP Emergency Physician Methodist Hospital of Indiana, Inc. Indianapolis, IN Kimball I. Maull, MD, FACS Director R Adams Cowley Shock Trauma Center Baltimore, MD PRINCIPAL INVESTIGATOR Walt A. Stoy, Ph.D., EMT-P Director of Educational Programs Center for Emergency Medicine Research Assistant Professor of Medicine University of Pittsburgh School of Medicine Pittsburgh, PA Contract Number DTNH22-90-C-05189 -------------------------------------United States Department of Transportation National Highway Traffic Safety Administration EMT-Basic: National Standard Curriculum i EMT-Basic: National Standard Curriculum Instructor's Course Guide ------------------------------------- CURRICULUM DEVELOPMENT GROUP James Bothwell, EMT-P National Flight Paramedics Association William Brown, RN, NREMT-P National Registry of Emergency Medical Technicians Ricky Davidson International Association of Fire Chiefs Karla Holmes, RN National Council of State EMS Training Coordinators Richard Judd, Ph.D., EMSI National Association of Emergency Medical Technicians Kathryn Lewis, RN, Ph...
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...Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Lenka Drbalová Comedy of Manners: William Congreve and Oscar Wilde Bachelor’s Diploma Thesis Supervisor: prof. Mgr. Milada Franková, CSc., M.A. 2014 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature Acknowledgement I would like to thank prof. Mgr Franková , CSc., M.A. and PhDr. Věra Pálenská, CSc. for their guidance, advice and kind encouragement. Table of Contents Preface ...............................................................................................2 Introduction ......................................................................................3 Chapter I – The Way of the World 1.1 In General ..................................................................................8 1.2 True Wit and False Wit ............................................................9 1.3 Courtship and Love .................................................................14 1.4 Invention vs. Reality ................................................................18 Chapter II – The Importance of Being Earnest 2.1 In General ................................................................................22 2.2 True Wit and False Wit ..........................................................23 2.3 Courtship...
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...NOTE: This is a published paper and should be cited as follows: Simmons, A.M. (2012). Class on fire: Using the Hunger Games trilogy to encourage social action. The Journal of Adolescent and Adult Literacy, 56(1), 22-34. Abstract This article explores ways to utilize students’ interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not fiction, but very real, and that they can play a role in its abolishment, just like Katniss, through social action projects. Issues such as hunger, forced labor, child soldiers, and the sex trade that appear in both the fictional series and our world are discussed, encouraging students to assess their world and advocate for change. Examples of social action projects that utilize multiple literacies are suggested as a way to inspire students take action in the community and to stand up to injustice and brutality in hopes of creating a better world and a better human race. Using popular literature to pique student interest, this article explores how to incorporate the books in the Hunger Games series into the ELA classroom to support literacy and critical goals. Class on Fire: Using the Hunger Games Trilogy to Encourage Social Action Introduction The Hunger Games trilogy by Suzanne Collins, comprising...
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...Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics of the Sentence. Syntactical SDs. Sentence Length…………………………………..38 One-Word Sentences. Sentence Structure. Punctuation. Arrangement of Sentence Members. Rhetorical Question. Types of Repetition. Parallel Constructions. Chiasmus. Inversion. Suspense, Detachment. Completeness of Sentence Structure. Ellipsis. One-Member Sentences. Apokoinu Constructions. Break. Types of Connection. Polysyndeton. Asyndeton. Attachment Lexico-Syntactical Stylistic Devices. Antithesis. Climax. Anticlimax. Simile. Litotes. Periphrasis....
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...Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics of the Sentence. Syntactical SDs. Sentence Length…………………………………..38 One-Word Sentences. Sentence Structure. Punctuation. Arrangement of Sentence Members. Rhetorical Question. Types of Repetition. Parallel Constructions. Chiasmus. Inversion. Suspense, Detachment. Completeness of Sentence Structure. Ellipsis. One-Member Sentences. Apokoinu Constructions. Break. Types of...
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