Throughout his speech, Brutus speaks in prose to lower himself to the audience's level to appear as if he is one of them. He uses his reputation to influence the audience's view through his use of personal pronouns
(L:12) "Be patient til the last"
The commanding tone of Brutus establishes his authoritative figure which increases his ethos and image of presenter.
(L:13) "Romans, countrymen and lovers"
Appeals to their values of nationalism. Cumulative listing emphasizes this idea. Use of lovers establishes him as a friend rather than an enemy
(L:15) "mine honour"
Anadiplosis reminds the audience of his status and nobility whilst increasing his ethos by sounding humble
(L:16-17) "Censure me in your wisdom...you may the better judge"
use of flattery
(L: 19) "Brutus' love to Caesar"
Brutus continually mentions his love for Caesar to show the audience that he too had to make a difficult decision between his love for Caesar and his love for Rome. This appeals to their pathos, justifying his actions by making it seem necessary
(L: 22) "Not that I Loved Caesar less, but that i loved Rome more."
appeals to their values of patriotism/nationalism
(L: 23-24) "Had you rather Caesar were living, and die all slaves, than that Caesar were dead, to live all free men?"
The use of parallel syntax (antithesis) coupled with rhetorical questions appeal's to their logos by making only one option seem logical
(L: 30-31) "Who is here so rude that would not be a Roman?"
Appeals to patriotism and accusatory tone make the plebs feel ashamed if they were to disagree
(L: 32) "If any, speak; for i him i have offended"
Sarcastic tone challenges the audience to defy him
(L: 36-37) "I have done no more to Caesar than you shall do to Brutus"
Honesty, humility, objectivity increase his ethos
(L: 45) "I slew my best lover for the good of Rome, I have the same dagger for myself, when it shall please my country to need my death"
Appeals to their sense of patriotism
(L: 57) "And, for my sake, stay here with Antony"
By encouraging the audience to listen to Antony, Brutus appeals objective
Wednesday, November 17, 2010
Monday, November 8, 2010
another great website!
Read through this site on ethos, pathos and logos.
Really well explained!
http://english.ecu.edu/~wpbanks/rhetoric/rhetanalysis.html
Really well explained!
http://english.ecu.edu/~wpbanks/rhetoric/rhetanalysis.html
more on rhetorical analysis
Definition: A rhetorical analysis requires you to apply your critical reading skills in order to “break down” a text. In essence, you break off the “parts” from the “whole” of the piece you’re analyzing. The goal of a rhetorical analysis is to articulate HOW the author writes, rather than WHAT they actually wrote. To do this, you will analyze the strategies the author uses to achieve his or her goal or purpose of writing their piece. Keep in mind that writers of different disciplines often use varying writing strategies in order to achieve their goals. So, it is okay to analyze a scientific article a different way than you would a humanities writer. These authors have very different goals in mind, and thus will use different writing strategies.
Rhetorical analysis: Johnson employs formal language throughout his essay. For example, he argues unequal funding in public schools creates a “horrific imbalance between affluent communities and those that are impoverished” (27). In using formal, academic writing, he establishes himself as a credible and valid author (thus, creating ethos from the classical form).
Rhetorical analysis: Johnson employs formal language throughout his essay. For example, he argues unequal funding in public schools creates a “horrific imbalance between affluent communities and those that are impoverished” (27). In using formal, academic writing, he establishes himself as a credible and valid author (thus, creating ethos from the classical form).
Basic Questions for Rhetorical Analysis
What is the rhetorical situation?
What occasion gives rise to the need or opportunity for persuasion?
What is the historical occasion that would give rise to the composition of this text?
Who is the author/speaker?
How does he or she establish ethos (personal credibility)?
Does he/she come across as knowledgeable? fair?
Does the speaker's reputation convey a certain authority?
What is his/her intention in speaking?
To attack or defend?
To exhort or dissuade from certain action?
To praise or blame?
To teach, to delight, or to persuade?
Who make up the audience?
Who is the intended audience?
What values does the audience hold that the author or speaker appeals to?
Who have been or might be secondary audiences?
If this is a work of fiction, what is the nature of the audience within the fiction?
What is the content of the message?
Can you summarize the main idea?
What are the principal lines of reasoning or kinds of arguments used?
What topics of invention are employed?
How does the author or speaker appeal to reason? to emotion?
What is the form in which it is conveyed?
What is the structure of the communication; how is it arranged?
What oral or literary genre is it following?
What figures of speech (schemes and tropes) are used?
What kind of style and tone is used and for what purpose?
How do form and content correspond?
Does the form complement the content?
What effect could the form have, and does this aid or hinder the author's intention?
Does the message/speech/text succeed in fulfilling the author's or speaker's intentions?
For whom?
Does the author/speaker effectively fit his/her message to the circumstances, times, and audience?
Can you identify the responses of historical or contemporary audiences?
What does the nature of the communication reveal about the culture that produced it?
What kinds of values or customs would the people have that would produce this?
How do the allusions, historical references, or kinds of words used place this in a certain time and location?
What occasion gives rise to the need or opportunity for persuasion?
What is the historical occasion that would give rise to the composition of this text?
Who is the author/speaker?
How does he or she establish ethos (personal credibility)?
Does he/she come across as knowledgeable? fair?
Does the speaker's reputation convey a certain authority?
What is his/her intention in speaking?
To attack or defend?
To exhort or dissuade from certain action?
To praise or blame?
To teach, to delight, or to persuade?
Who make up the audience?
Who is the intended audience?
What values does the audience hold that the author or speaker appeals to?
Who have been or might be secondary audiences?
If this is a work of fiction, what is the nature of the audience within the fiction?
What is the content of the message?
Can you summarize the main idea?
What are the principal lines of reasoning or kinds of arguments used?
What topics of invention are employed?
How does the author or speaker appeal to reason? to emotion?
What is the form in which it is conveyed?
What is the structure of the communication; how is it arranged?
What oral or literary genre is it following?
What figures of speech (schemes and tropes) are used?
What kind of style and tone is used and for what purpose?
How do form and content correspond?
Does the form complement the content?
What effect could the form have, and does this aid or hinder the author's intention?
Does the message/speech/text succeed in fulfilling the author's or speaker's intentions?
For whom?
Does the author/speaker effectively fit his/her message to the circumstances, times, and audience?
Can you identify the responses of historical or contemporary audiences?
What does the nature of the communication reveal about the culture that produced it?
What kinds of values or customs would the people have that would produce this?
How do the allusions, historical references, or kinds of words used place this in a certain time and location?
Saturday, November 6, 2010
Explanation: Ethos, Pathos and Logos
I don't think I've explained Ethos properly. Here's a better definition:
Ethos: Ethos is the hardest rhetorical approach to define, because it doesn't translate well into English. John Gage, in The Shape of Reason, defines it as "authority." Ethos does include authority, but it also includes something of charisma and individual character. It is whatever inspires trust in an audience. Basically, ethos involves three traits:
(1) Rhetors must show themselves to be honest individuals of good moral character who sincerely believe what they claim.
(2) Rhetors must show themselves be competent, intelligent individuals who know the material or subject-matter they are talking or writing about.
(3) Rhetors must show themselves to be open-minded individuals who write, not merely out of personal interest, but because they are also concerned about the audience's best interest or well-being.
Pathos: Pathos is the use of language, examples, diction, or images to create an emotional reaction in the reader. The most common types are anger at a social injustice, sympathy for another's misfortune, or laughter at a humorous or illogical state of affair
Logos: There are two types of logical argument, inductive and deductive. In an inductive argument, the reader holds up a specific example, and then claims that what is true for it is also true for a general category. For instance, "I have just tasted this lemon. It is sour. Therefore, all lemons are probably sour." Deductive reasoning works in the opposite manner; it begins with a general or universal rule accepted by most people ("all lemons are sour") and then applies that claim to a specific example. ("That is a lemon. Therefore, it too must be sour.")
http://web.cn.edu/kwheeler/logic.html
Ethos: Ethos is the hardest rhetorical approach to define, because it doesn't translate well into English. John Gage, in The Shape of Reason, defines it as "authority." Ethos does include authority, but it also includes something of charisma and individual character. It is whatever inspires trust in an audience. Basically, ethos involves three traits:
(1) Rhetors must show themselves to be honest individuals of good moral character who sincerely believe what they claim.
(2) Rhetors must show themselves be competent, intelligent individuals who know the material or subject-matter they are talking or writing about.
(3) Rhetors must show themselves to be open-minded individuals who write, not merely out of personal interest, but because they are also concerned about the audience's best interest or well-being.
Pathos: Pathos is the use of language, examples, diction, or images to create an emotional reaction in the reader. The most common types are anger at a social injustice, sympathy for another's misfortune, or laughter at a humorous or illogical state of affair
Logos: There are two types of logical argument, inductive and deductive. In an inductive argument, the reader holds up a specific example, and then claims that what is true for it is also true for a general category. For instance, "I have just tasted this lemon. It is sour. Therefore, all lemons are probably sour." Deductive reasoning works in the opposite manner; it begins with a general or universal rule accepted by most people ("all lemons are sour") and then applies that claim to a specific example. ("That is a lemon. Therefore, it too must be sour.")
http://web.cn.edu/kwheeler/logic.html
Monday, November 1, 2010
More on the rubric
HSC English Advanced Module C: Representation and Text
Elective 1: Conflicting Perspectives
In their responding and composing, students consider the ways in which conflicting perspectives on events, personalities or situations are represented in their prescribed text and other related texts of their own choosing. Students analyse and evaluate how acts of representation, such as the choice of textual forms, features and language, shape meaning and influence responses.
the ways: show how ideas are portrayed by texts on issues about representation and meaning
conflicting perspectives: show the different versions, situation and points of view and evaluate their significance
represented: the ways ideas and perspectives are revealed
related texts: texts of your own choosing to support and develop a discriminating personal response
analyse: identify components and the relationship between ideas and draw out implications
evaluate: make a judgement based on criteria; determine the value and significance
acts of representation: how texts represent the nature of thinking and acting in the world
textual forms: how texts are constructed to shape and influence an audience
shape meaning: how language can define, develop and subvert accepted ways of thinking and behaviour
influence responses: the power of language to modify, change and distort views, attitudes and perceptions
Elective 1: Conflicting Perspectives
In their responding and composing, students consider the ways in which conflicting perspectives on events, personalities or situations are represented in their prescribed text and other related texts of their own choosing. Students analyse and evaluate how acts of representation, such as the choice of textual forms, features and language, shape meaning and influence responses.
the ways: show how ideas are portrayed by texts on issues about representation and meaning
conflicting perspectives: show the different versions, situation and points of view and evaluate their significance
represented: the ways ideas and perspectives are revealed
related texts: texts of your own choosing to support and develop a discriminating personal response
analyse: identify components and the relationship between ideas and draw out implications
evaluate: make a judgement based on criteria; determine the value and significance
acts of representation: how texts represent the nature of thinking and acting in the world
textual forms: how texts are constructed to shape and influence an audience
shape meaning: how language can define, develop and subvert accepted ways of thinking and behaviour
influence responses: the power of language to modify, change and distort views, attitudes and perceptions
Module notes
HSC English Advanced
Module C: Representation and Text
This module requires students to explore various representations of events, personalities or situations.
Examine closely the variety of representations portrayed in a range of texts. You need to look at texts that reflect events, personalities or situations. The texts should give a range of perspectives and points of view.
They evaluate how medium of production, textual form, perspective and choice of language influence meaning. The study develops students’ understanding of the relationships between representation and meaning.
Make judgements about what the composer of the text has to say about an event, personality or situation. Give an opinion and develop a response about the ways it was presented. A personal response can provide a greater degree of insight and engagement.
Each elective in this module requires the study of one prescribed text offering a representation of an event, personality or situation. Students are also required to supplement this study with texts of their own choosing which provide a variety of representations of that event, personality or situation. These texts are to be drawn from a variety of sources, in a range of genres and media.
A range of related texts from a variety of media will help develop your understanding of representation and the language of representation. The selection and analysis of substantial texts shows a conceptual understanding of the ideas, perspectives and language of representation.
Students explore the ways in which different media present information and ideas to understand how various textual forms and their media of production offer different versions and perspectives for a range of audiences and purposes.
Examine how the media of production shows different perspectives and opinions. A close examination of the purpose and audience will inform the means of production.
Students develop a range of imaginative, interpretive and analytical compositions that relate to different forms and media of representation. These compositions may be realised in a variety of forms and media.
Responses can involve a variety of compositions forms, media and genres. The related texts can indicate the ways composers use the media to present their perspectives and points of view. Compositions should reflect the range of texts you have studied.
(English Stage 6 Syllabus, p 52)
Module C: Representation and Text
This module requires students to explore various representations of events, personalities or situations.
Examine closely the variety of representations portrayed in a range of texts. You need to look at texts that reflect events, personalities or situations. The texts should give a range of perspectives and points of view.
They evaluate how medium of production, textual form, perspective and choice of language influence meaning. The study develops students’ understanding of the relationships between representation and meaning.
Make judgements about what the composer of the text has to say about an event, personality or situation. Give an opinion and develop a response about the ways it was presented. A personal response can provide a greater degree of insight and engagement.
Each elective in this module requires the study of one prescribed text offering a representation of an event, personality or situation. Students are also required to supplement this study with texts of their own choosing which provide a variety of representations of that event, personality or situation. These texts are to be drawn from a variety of sources, in a range of genres and media.
A range of related texts from a variety of media will help develop your understanding of representation and the language of representation. The selection and analysis of substantial texts shows a conceptual understanding of the ideas, perspectives and language of representation.
Students explore the ways in which different media present information and ideas to understand how various textual forms and their media of production offer different versions and perspectives for a range of audiences and purposes.
Examine how the media of production shows different perspectives and opinions. A close examination of the purpose and audience will inform the means of production.
Students develop a range of imaginative, interpretive and analytical compositions that relate to different forms and media of representation. These compositions may be realised in a variety of forms and media.
Responses can involve a variety of compositions forms, media and genres. The related texts can indicate the ways composers use the media to present their perspectives and points of view. Compositions should reflect the range of texts you have studied.
(English Stage 6 Syllabus, p 52)
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