...A rhetorical précis is a highly specialized, specific type of summary. It differs from the more general summary in that emphasis is placed upon providing the rhetorical aspects of the work under consideration. Like the summary, the goal is to provide in clear, precise language, the main points of a piece. Essential information within the rhetorical précis include the writer’s name, the genre and name of the piece, the way in which this information is delivered, the main point, how the point is developed, and the relationship between the writer and audience. This information is presented in four very specific sentences as outlined below. 1. Sentence one provides the name of the author, the genre (essay, novel, speech...etc.) and title of the work with the date (in parentheses), a concise appropriate action verb, such as “claims, posits, argues, or asserts” followed by a “that” phrase in which the thesis of the work is stated (either paraphrased or directly quoted). “Paraphrasing” a passage, means putting that passage into your own words (use your own language). When directly “quoting” a passage, you must write the text using the exact words of the original author, and you must encase the select passage in quotation marks. Please remember that whenever you paraphrase or directly quote a passage, you must follow that passage with a parenthetical citation, meaning that within parentheses, you must insert the author’s last name and the page number from which you gathered the passage...
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...PRECIS WRITING Please re-write the following passage into 1/3rd of the size and also title it. It is physically impossible for a well-educated or brave man to make money the chief object of his thoughts, just as it is for him to make his dinner the principal object of them. All healthy people like their dinners, but their dinner is not the main object of their lives. So all healthy minded people like making money—ought to like it and enjoy the sensation of winning it; it is something better than money. A good soldier, for instance, mainly wishes to do his fighting well. He is glad of his pay—very properly so, and justly grumbles when you keep him ten years without it—still his main notion of life is to win battles, not to be paid for winning them. So of clergyman’s object is essentially to baptize and preach, not to be paid for preaching. So of doctors. They like fees no doubt, -- out to like them; yet if they are b rave and well educated, the entire object of their lives is a not fee. They, on the whole, desire to cure the sick, and, if they are good doctors, and the choice were fairly put to them, would rather cure their patient and lose their fee than kill him and get it. And so with all the other brave and rightly trained men; their work is first, their fee second – very important always, but still second. (233 words) We would also like to give some aids to do this task Aids to Vocabulary Grumble Notion Clergyman Baptize : Show dissatisfaction : Idea, belief, opinion...
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...R24 Culture of Hate: Who Are We? Summary Lee Harvey, the director of the documentary film Culture of Hate: Who Are We? (2002), addresses the topic of racism. She reveals the hidden world of white power youths in Lakeside and discusses the causes and effects of white power movement in the community of Lakeside. In the beginning of the film, Harvey shows the viewers the murder incident of a Mexican migrant worker whose body was found in a drainage ditch in Lakeside, CA. In the drainage ditch, the walls were surfaced with swastikas and other racist symbols. The three boys who were arrested for the Mexican murder incident argued that they were drunk. Nevertheless, the police officers believed that it was a hate crime, involving discrimination. Harvey mentions that the town used to be more or less safe, populated with white middle class Americans. Nevertheless, due to the economic and social changes, more hate crimes began occurring. And also, ethnic minorities became “scapegoats” due to economic recession. According to the expert testimonies of teachers, school administrators, and halfway house directors, these misguided white kids defined racism as a way to express of their emotional needs, to get out of their anger, to find the meaning of life, to get a sense of belonging, and to get protection. For this reason, they envied blacks for having Black History Month, Black Power, and other black cultural celebrations, blamed and attacked Mexicans for losing their jobs, and drew...
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...also want the audience to understand that with today’s technology of ‘Facebook’ it has the ability of taking away the effort in staying in touch with people. 3. What is the most effective way of composing and presenting my speech to accomplish that aim? - Use of anecdotes in portraying personality to the audience and showing the audience through my stories that I have credibility in this area and I know first hand the benefits of ‘staying in touch’ - Connotative language to shape peoples opinion of staying in touch; use bubbly, infective, energetic words so people will have a positive image when they are think of staying in touch with people, this will also help them get motivated to reconnecting with people. - End with a rhetorical question / positive statement to allow the audience to question if they are doing all they can do to stay in touch with people and if they not they will want to after listening to the speech. - Use the introduction as a way of telling the audience that by listening to this speech it will make them want to reconnect with people due to the positives that will be outlined in my body. (Terry Lufffman, 2010) 4. What is their demographic? Both male and female age between 17 and 25 years old, university students, from all different places and countries. The act that I am...
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...Dear Residents of the community, I would like to inform you of some information that I have found that can be the cause of why so many of us are getting sick. I started out my research with trying to figure out what type of problem is this and what the solution may be. I asked questions like, what is distributed to the whole city? What does the community have access to? What type of sources can create an illness or carry an illness in them? Once I narrowed down my questions I was able to direct my research to power lines, water sources and gas sources. I then began to think about the previous questions I have asked myself and found that it was one of those sources. After finding out the information that I did, I then had to dig a little deeper. I had to think about how the companies will try to hide any information that could have caused any damage. I had to think about what the records would be called and how they would conceal it. I found out that the gas company was the cause for why the community was starting to get sick. Although the gas company as at fault we may not want to stop using their services, but merely let them know that the practices of their company is hurting our community. I think if we get together and ask the right questions we will be able to figure out a solution for this problem. I’m pretty sure that the gas company doesn’t want to cause anyone any harm, so confronting them and letting them aware of the dangers they are causing should not...
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...Anthony Wilson, Sr. English 151 15 February 2012 An Explication of Hughes' "Harlem" In the poem "Harlem" written by Langston Hughes, the speaker utilizes a series of rhetorical questions and similes intended to initiate a thought-provoking reaction that addresses unresolved or deferred dreams. The use of these questions and similes add to the overwhelming feeling of despair the speaker seems to have form the beginning until the end of the poem. In life, many have dreams intended to fulfill whatever end fantasy or goal is in mind. But, this poem attempts to address those dreams that are unfilled or put off for whatever reason. The speaker's inquisitive nature implies an uncertainty of promise or happiness of a dream deferred. The very first line of the poem begins with a question and sets the what becomes a "What happens to a dream deferred "? and immediately is followed by a series of rhetorical questions that mimics the negative outlook for the end result. "Does it dry up like a raisin in the sun"? ( 3) "Or fester like a sore- And then run"? (4-5) "Does it stink like rotten meat"? (6) Or crust over and sugar over- like a syrupy sweet"? (7-8) "Or does it explode"? (11) So, from start to finish these questions imply the outlook is a grim one. The negative tone never seems to change not even for a split second from the beginning until the end. Even the use of certain word choice added to the continuous dismal tone of the poem. Usually when...
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...Humanities Department Course Prefix and Number: ENGL 111 Course Title: English Composition I Number of: Credit Hours 3 Lecture Hours 3 Lab Hours 0 Catalog Description: Expository writing to practice traditional rhetorical modes and strategies, to increase analytical clarity, and to achieve precise expression. Grade of C or higher required. Prerequisite: Grade of C or higher in ENGL 107, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 18 to 29 or whose SAT Writing Score is from 430 to 650 will be placed in ENGL 111. Offered Fall and Spring. Prerequisite(s) / Corequisite(s): Grade of C or higher in ENGL 107, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 18 to 29 or whose SAT Writing Score is from 430 to 650 will be placed in ENGL 111. Course Rotation for Day Program: Offered Fall and Spring. Text(s): Most current editions of the following: Many English Composition texts are available. The recommended choices listed below are numerous, so please read the complete listings carefully. Required texts must include: • A handbook (choose from texts 1-4 below); • A rhetoric (choose from texts 5-10 below); and, • An anthology of expository writing. Combinations of these are also available (texts 11-16 below). Note: For locations where it is necessary to continue in ENGL 112 with at least one text used in ENGL 111, texts 14-16...
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...not a torture technique that involves forced simulated drowning. Less remarkable, perhaps, but possibly more relevant for most of us, we’ve heard the term “downsized” used when someone is fired or laid off. “Ethnic cleansing” covers everything from deportation to genocide. What we have to say may be important, but the words we choose to say it with can be equally important. The examples just given are cases of a certain type of linguistic coercion—an attempt to get us to adopt a particular attitude toward a subject that, if described differently, would seem less attractive to us. Words have tremendous persuasive power, or what we have called their rhetorical force or emotive meaning—their power to express and elicit images, feelings, and emotional associations. In the next few chapters, we examine some of the most common rhetorical techniques used to affect people’s attitudes, opinions, and behavior. Rhetoric refers to the study of persuasive writing. As we use the term, it denotes a broad category of linguistic techniques people use Moore−Parker: Critical Thinking, Ninth Edition 5. Persuasion Through Rhetoric: Common Devices and...
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...whether we should allow marine parks to stay open has been widely debated in our community recently. It is an important issue because it concerns fundamental moral and economic questions about the way we use our native wildlife. A variety of different arguments have been put forward about this issue, but considering arguments for having marine parks and pointing to some of the problems with these parks, it is not difficult to understand our legislation should introduce laws which prohibit these unnecessary and cruel institutions. 2. A Question. Many writers open their essays with a question that is meant to attract the interest of the reader. Sometimes writers use a rhetorical question; that is, a question for which no answer is expected because the intended answer is obvious. An example of a rhetorical question: “Should we allow child abuse to continue?” A writer might open an essay with a question that requires an answer; the need to hear the answer keeps the reader reading. When people think ahead to the year 2050, many different questions come to mind. Does germ warfare have the potential to destroy the world? Does the medical profession have the knowledge and technology to make gene therapy a natural part of medical care? Will the cloning of humans be successfully accomplished in the next few years? If the answer to all these questions is yes, then it is only logical that in the next fifty years people will experience major differences in medicine, lifestyles...
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...Robert Hayden 1913-1980 Those winter Sundays Sundays too my father got up early And put his clothes on in the blueblack cold, Then with cracked hands that ached From labor in the weekday weather made Banked fires blaze. No one ever thanked him. I’d wake and hear the cold splintering, breaking. When the rooms were warm, he’d call, And slowly I would rise and dress, Fearing the chronic angers of that house, Speaking indifferently to him, Who had driven out the cold And polished my good shoes as well. What did I know, what did I know Of love’s austere and lonely offices? Poem “Those Winter Sundays” is wrote by Robert Hayden, generally seen as a crafted lyric on a universal theme---paternal love, describing a past day and showing a present reverence for author’s father. The title “Those Wither Sundays” emphasizes the time background. It is Sundays, not Tuesdays or Fridays. Sundays are days at home, days completely belongs to ourselves, days that we see our families the most. Hayden recalls the past and realizes how much he had to thank his father. It was a normal Sunday in winter when the author was a little boy; his father got up early, made the fire with his “cracked hands”, woke him up and polished shoes for him. The theme is presented directly and explicitly through every rich physical detail. The poem doesn’t use a masculine pronoun; it sounds more like a woman’s. Through the choice of the gender of voice, I can see the speaker is a soft and sensitive man...
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...SIW Module 1 Variant 2 Theme: Stylistic Devices. Analysis of the text. 1. Point out three metaphors and three epithets used by the author to characterize the main character (Stephens) and comment on them. Three metaphors : trifle embarrassed apologetic laugh forcible ring Three epithets: thick-set and stout a round red face bullet-shaped head All these stylistic devices describe the main hero as a person who is very tired of life, he is passive, but he wants to change something in it, that is why to show us the antagonistic character of the visitor, the author uses an oxymoron “bright dark eyes”. Also we can see the despair of a stranger, because he uses “short, sharp sentences”, to emphasize it the author told us that they had “a forcible ring”. 2. Give synonyms of colloquial style to the following literary words: “to flounder”, “hazardous”, “content”, “a trifling indisposition», «errand”, “to perceive”. To flounder – to struggle Hazardous - dicey, chancy Content – pleased A trifling indisposition – reluctance Errand – trip To perceive – get, understand 3. What words and phrases are used to describe Stephens at the beginning and at the end of the story? How can the reader gather that Stephens was happy in Spain? What was it that attracted him to Spain? The narrator used epithets, metaphors, oxymoron and other SD to describe Stephens. He used such constructions as “trifle embarrassed”, “…holding it in one hand absent...
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...Living Alone Together Text 3: “Just what Modern Romance Needs”: ”living apart together” written by Gary Picariello is a personal comment. This is showed in by the way the text uses tone and style. Picariello writes as if he is trying to talk and convince the reader. He is trying to provoke the reader by using a form of argumentation that usually would be presented in a conversational debate. Throughout the text Picariello is asking some rhetorical questions such as “so what’s the deal with “living apart together”?” and “whatever happened to getting married and living happily ever after?” He asks an obvious question and responds with an obvious answer making his point more important. He uses some a few statistics to back up his statements so he seems more reliable to the reader. In an attempt to keep the reader interest he use irony to make it more special. The irony is especially shown in the quote “No wonder the pope is stressing”. When he uses a humoristic quote like that, it is because he is trying to get the attention of the reader and so the point can have a bigger influence and be clearer. Picariello is also using some proverbs such as “looking at the glass half full”. When you are using proverbs, you are making the text more interesting to read. One thing that indicates that this is a personal comment is the use of exclamation marks which you don’t usually use unless you are trying to express something. Picarielle is clearly using humor as a way to keep the attention of...
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...Describe at least one important technique used in EACH test. Explain why this technique was important in each text. In the poem Anthem for Doomed Youth, by Wilfred Owen, various language techniques are used, these are important because they help portray the writers key themes. The poem is in the form of a sonnet, it is split between two parts. In both stanzas, Owen focuses on two key themes. The first theme is the horror of war and the terrible conditions facing the soldiers, in contrast, the second theme is the meaningless and lack of religion in response to such horror as seen during the war. Owen uses extremely strong and powerful imagery throughout his poem. In the very first line he asks, ‘What passing-bells for these who die as cattle?’, the connotation implies that in war, millions die with the same significance as cattle which justifies the lack of sounding from the bells. The manner of their deaths is being compared to the mass slaughter of the animals. Owen in appalled by the inhumane deaths these young men experienced. He feels as if they are nameless and faceless - losing their identities in the chaos of war. The use of this simile is important because it helps Owen to create a sense of what is recognized as the helplessness and inhumane treatment the soldiers received. In the second line of his poem he uses personification. Owen describes the ‘monstrous anger of the guns’, giving the guns a powerful, negative connotation. By doing so, the anger is misplaced...
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...University of Phoenix Material Revision Template Follow the instructions provided in your syllabus and prepare a response to the feedback you received on the Scholarship, Practice, and Leadership Essay to complete the table below. Use Microsoft® Word formatting features to add rows to the template, as needed. Student’s Name: Melissa Cook |Faculty Feedback |Faculty Feedback in My Own Words |My Detailed and Specific Action Plan to Integrate Faculty | | | |Feedback in My Revised Essay | |(Include comment numbers, as appropriate) | | | | | |(Include APA manual page numbers, as appropriate) | |While your paper is well written- it isnt addressing the |My paper was structed well, but it did not answer the questions of|I need to go back over the assignment and make sure my | |questions of the prompt or evaluating the articles as asked. |the prompt or evaluate the given articles sufficiently. |revision answers all the questions. I...
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...other than the ones pointed out in the clues. If you are not familiar with a device, use a literary dictionary to define it for yourself. Regular dictionaries will be hit-or-miss on these terms as they are highly specialized. Poetic Devices 1. couplet (Hamlet explains to his mother that his behavior is not an act, scene 2) 2. elision (Bernardo describes the movement of the stars, scene 1) 3. syncope (Horatio describes the sunrise, scene 1) 4. masculine rhyme / ending (The last two lines of Hamlet’s response to his mother’s concerns about his behavior, scene 2) 5. feminine rhyme / ending (Claudius presents the court with his appraisal of Fortinbras’ advance, scene 2) 6. diacritical accent (all over the place) Language / Rhetorical Devices 7. allusion (Hamlet contrasts himself with Hercules, scene 2) 8. antithesis (Claudius explains the death of his brother and his marriage to the widow, scene 2) 9. oxymoron (Claudius explains the death of his brother and his marriage to the widow, scene 2) 10. polysyndeton (Hamlet responds to his mother’s question regarding his grief, scene 2) EXAMPLE: (personification) “But look, the morn in russet mantle clad / Walks o’er the dew of yon high eastward hill.” (I, 1, 166-167) Horatio’s use of personification in these lines creates a vision of the slow progression of the rust-colored sun over the horizon, like a man (“clad” and “walks”) would gradually come into view as he walks over a...
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