Rush Limbaugh “Condoms:The New Diploma”
Paragraph # / Rhetorical Strategy / Why does the author use this strategy? What is the effect? How does the RS help the author support his/her argument?2
13 / Sarcasm
Censoring himself
Diction (strong word choice) / Mockingly to downplay other side;
Emphasis;
7
13
9 / Magic Johnson
Ref to Planned Parenthood
LOGOS / Use of MJ
Connotation of PP; they support the schools and their fight against the schools; known for the distribution of birth control, STD treatment and performing abortions
“Doesn’t it just make sense…”
5
19 / Depicting young men as aggressive & sex-charged
Uses humor; creates a character / Intended to have an emotional, perhaps protective response
Ends on a positive note; wants you on his side of the argument; shows that he understands the “wives’ tales”; shows his sense of humor
8-9
4 / Entertaining, dynamic writing
Rhetorical questions
Scenarios / Held your attention throughout even if you disagree with his argument
Makes the reader stop and think about your personal response;
Depicts kids so that readers will think about the young people about whom this directly impacts
18
2 / Reference to LA Times
Compare/Contrast / Builds credibility
Downplaying opposition; trying to get audience to see the hypocrisy he sees in the argument about providing condoms to teens
Anna Quindlen “A Pyrrhic Victory”
Page & Paragraph # / Rhetorical Strategy / How does the RS help the author support his/her argument?7
End 7 /
- Pathos
Anecdote
- Sarcasm “don’t you just love…”;
- argumentation
- Helps emphasize with the daughter and the struggles she lives with
- Paints a picture in your mind; helps you imagine the victims of these situations
- Emphasizing the difficulty of parent-child sex talks; provides a biting humor/irony that emphasizes the gravity of the potential consequences
9&10
7,8,9
5, 8, 11 /
- exemplification
- development of idea; builds towards idea in paragraph 12
- Church
- Rhetorical questions
- Contrasts “rather mild” condom/abstinence commercials with the controversial humor in tv shows like Roseanne in order support her argument that opponents of condom distribution live in a “Fantasyland”
- Conveys the difficulty in the discussion and also the importance of participating in these kinds of talks;
- Uses powerful, credible sources to provide the opposition; she provides the counter-point which supports her argument
- Wants us to think about our own answer; personalized; adds a different tone to the piece; reemphasizes her main point
1
Title, 5, 13 / Pop quiz/hypothetical situation/narration
Pyrrhic allusion / Draws the reader into the situation; makes in personal; about an “actual person”;
Illustrates the greater consequence; the opposition (those who oppose condom distribution) may have won a single battle in terms of parents’ rights and condom distribution, but the consequences outweigh the victory
A Pyrrhic victory (/ˈpɪrɪk/) is a victory with such a devastating cost to the victor that it carries the implication that another such victory will ultimately cause defeat.
Ronald Takaki “The Myth of Asian Superiority”
Page & Paragraph # / Rhetorical Strategy / How does the RS help the author support his/her argument?8 / Statistics
throughout / Statistics, facts throughout
Argument development / The use of multiple pieces of evidence in a “rapid fire” method, continually builds his case and supports his argument.
Chooses to organize his details by order of importance, starting with the least striking and building to the most important detail
3
7 / C/E; exemplification
c/c / Illuminates that African Americans and Asian Americans have been pitted against each other by politicians and pundits in order to show that the myth of Asian superiority is harmful to many people, not just Asian Americans
Compares and contrasts the myth and the reality to show that the there are Asian Americans that fit the definition of “success” but there are also large groups of people that are not “successful” and thus do not fall into the category of “Asian superiority”
Gloria Anzaldúa“How to Tame a Wild Tongue’”
Page & Paragraph # / Rhetorical Strategy / How does the RS help the author support his/her argument?1-3
6
Throughout / Narration and metaphor/symbolism
Imagery, narration, language, allows her mother’s voice to be heard
Use of Spanish / “cleaning her roots” “controlling her tongue”; makes it more accessible to those who do not speak multiple languages; helps us identify with the situation
Incorporation of Spanish, gives the reader insight into her past/childhood
Emphasizes the English that surrounds it; individual Spanish phrases support her conclusion about utilizing different languages; allows the reader to experience what others are experiencing in terms of not understanding each word/phrase that is used; supports her conclusion that this is how she identifies herself and she is going to continue doing so
10-14 / Dialogue
Discusses variations of Spanish; list in para 13
Description “complex, heterogeneous people” / Emphasizes the hybridity of language;
7 (bottom of page 2)
8-21 / Excerpt from a poem by Irena Klepfisz
Ethos – discusses history of Chicana Spanish / Gives reader an idea that there are other people from other minority groups who feel similarly
Builds her credibility by including facts, small differences between the Spanish variations; linguistic history/background; explains the clashes between the groups of people who speak different variations of Spanish
Diction/ Diction in dialogue / Her sharp word choice “three licks on the knuckles” evokes a feeling of pathos
Use of quotes/outside voices / Draws attention to the fact that she is not isolated in her feelings about language
Richard Rodriguez“Our Neighbors, Ourselves”
Page & Paragraph # / Rhetorical Strategy / How does the RS help the author support his/her argument?1 / Narration / Personal Reference / Anecdote / Depicts the working-class Mexican (“wandering peasants”) as innocent; illustrates the degree of innocence and how long people have been crossing the border – decades prior to NAFTA (para 2).
1-3
1 / Structure / context-building or tension building
Diction / Builds to his question posed in 3rd para: “What is a border?”
“North American” as opposed to “illegal alien”
4
17 / Personification of America and Mexico
Bold statement “Look, if you dare….” (para17) / Illustrates the concept that the “wandering peasants” have betrayed both countries; compares two countries to show how they are similar in their reactions to the “wandering peasants”
Contrasts with tone of rest of piece (?); emphasizes point that we are all North Americans; look at yourself; reiterates (or makes for the first time?) his argument that borders are permeable and will not prevent people from crossing, those people who are now, too, called “North Americans”
8 / Cultural examples (exemplification); Pres of Mexico; popularity of soccer, Dallas Cowboys / Shows how the two cultures are overlapping or diffusing; “Americanization of Mexico” and vice versa
Richard Rodriguez“Bilingualism, Con: Outdated and Unrealistic”
Page & Paragraph # / Rhetorical Strategy / How does the RS help the author support his/her argument?2, 13 (14)
5 / Pathos
Compare/Contrast / Allows the reader to empathize/sympathize with the situation the author and other foreign-language speaking children experience;
Compares bilingualism movement to other movements that followed the civil rights movement in order to emphasize that these “secondary movements” are “imitations”; he does this to downgrade the movements; don’t have a valid reason for existing
2, 14
13 / Rhetorical questions
Pathos/imagery / Poses question and responds to it; essentially telling the reader what to think/how to feel; reiterates his argument about bilingualism
Describes how he felt when he was in school and was forced to learn English; allows the reader to imagine the child in this situation; creates a real person for the reader to imagine/identify with
7 / Symbolism with imagery / Shows how Hispanics want to be American but don’t want to assimilate the way that the “melting pot” requires