Objective

Identify rhetorical devices: antithesis, rhetorical questions, repetition, parallelism

Rhetorical Devices
ACADEMIC VOCABULARY rhetorical devices: techniques writers and speakers use to effectively convey ideas and enhance arguments. Writers and speakers use rhetorical devices within the language in order to emphasize, explain, or unify ideas, and often to persuade.

Common Rhetorical Devices

repetition: the use of the same word, phrase, or sound more than once for emphasis parallelism: the use of similar grammatical constructions to express ideas that are related or of equal importance antithesis: a device that contrasts opposing ideas in a brief, grammatically balanced statement to express a truth rhetorical questions: questions that need no answer because their answers seem obvious

Repetition and Parallelism

Repetition and parallelism are rhetorical devices in which repeated words and patterns provide rhythm, enhance ideas, and organize complex passages.
In the following example, notice the parallel grammatical form (noun+ action verb) plus the repetition of the one word, change, create strong rhythms when the text is spoken, cementing the message in listeners' minds.

EXAMPLE
Times change. People change. Companies change. Have you changed?

Repetition and Parallelism

To Identify and analyze repetition and parallelism, look for

repeated words and for similar grammatical forms-phrases, sentences, or paragraphs-that express related ideas. Ask yourself: Does the repetition or parallelism create a rhythm? Does it enhance or emphasize meaning? Does it help a reader recall ideas or sense a writer's opinions? Does the parallelism link ideas of equal importance? Does it create a rhythmic flow? Does it clarify a writer's intent or message?

Repetition and Parallelism

How might repeating an a word, phrase, or sound or using similar grammatical constructions create an overall effect on a piece of writing or in a speech?

Antithesis
Much of history's wisdom is recorded in spare, memorable antithesisor a truism that contrasts two ideas. For example, Alexander Popes little adage makes a good point using antithesis: Charm is a physical, temporary, shallow pleasure; merit is a deeper, lasting, and admirable inner quality. Notice the balanced rhythm and the repeated grammatical forms. Underline the two juxtaposed subjects and then paraphrase the contrast.

Antithesis To identify and analyze antithesis, look for striking phrases that balance two related but opposing statements in order to reveal a truth such as To err is human, to forgive divine.

Ask yourself:
Are the contrasting statements memorable for their brevity, timelessness, or cleverness? Are the ideas logical? Do they enhance meaning?

Antithesis
How might summing up complex ideas in a spare gem or nugget of truth contribute to the effect of a speech or piece of writing?

Rhetorical Questions
Most rhetorical questions prompt thought or focus discussion and are not meant to be answered literally. Rhetorical questions in persuasive texts often are meant to sway audiences to agree with the writers' arguments or opinions.

Rhetorical Questions
To identify and analyze rhetorical questions, look for questions that lead to one inevitable answer (in the writer's opinion, at least) or seem intended to spark thoughts or feelings rather than answers. Ask yourself: Does the question trigger debate or support a claim? Is it plausible? Is it framed by a context intended to inform or persuade? Or, does the question ask the audience to picture an image or summon a feeling?

Rhetorical Questions
EXAMPLE And what is so rare as a day in June?

Is this question meant to persuade or to summon an image or feeling?

Rhetorical Questions
How might adding a question or series of questions to a speech or piece of writing might contribute to its effect?

Try it out For each example, decide which rhetorical device is being used by identifying characteristics of the device, and then explain the effect it creates for each piece of text.

Example 1
According to the ancient historian Plutarch, the Roman emperor Julius Caesar spoke these words, one of historys most recognized utterances.

I came, I saw, I conquered.

Parallelism
I came, I saw, I conquered.
The parallel grammatical forms (pronoun I + past-tense action verb) have a potent rhythm, giving weight and authority to the saying

Example 2
The American astronaut Neil Armstrong famously spoke these words on July 20, 1969, as he became the first human to set foot on the Moon.

Thats one small step for man, one giant leap for mankind.

Antithesis
Thats one small step for man, one giant leap for mankind.
Armstrongs words strike a concise contrast between individual advancement and humanitys vast progress.

Example 3
President John F. Kennedys inaugural address on January 20, 1969 moved many Americans with its call to action.

Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in that historic effort?

Rhetorical Questions
Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in that historic effort? Kennedys rhetorical questions are addressed directly to the audience. The implied yes answer to each question, prompts listeners to accept the challenges named in the speech.

Common Rhetorical Devices

repetition: the use of the same word, phrase, or sound more than once for emphasis parallelism: the use of similar grammatical constructions to express ideas that are related or of equal importance antithesis: a device that contrasts opposing ideas in a brief, grammatically balanced statement to express a truth rhetorical questions: questions that need no answer because their answers seem obvious

Rhetorical Devices Quick Check Review

You can give without loving, but you cannot love without giving. How could you covert this sentence into one or more rhetorical questions? How could you convert it into a different parallel construction?

You can give without loving, but you cannot love without giving.
Sample Rhetorical Question: Must learning to give come before learning to love? Sample of a different parallel construction: You can give. You can love. You can love to give. But you must give to love.

Rhetorical Devices Quick Check Review

You can give without loving, but you cannot love without giving. What rhetorical device is being used in this statement? Why?

You can give without loving, but you cannot love without giving.
Antithesis It contrast two different things: giving without love and loving without giving.

Objective
To introduce setting and time of Julius Caesar.

Julius Caesar
For centuries, Romans debated and fought civil wars while trying to decide whether a monarchy, a republic or a dictatorship was the best form of government. Until 509 B.C., Rome was a monarchy, but, in that year, the Brutus family evicted the king (Tarquinius Superbus) from the throne and Rome was established as a republic. The people soon discovered, however, that they had merely exchanged rule by a King for rule by a group of wealthy Romans called patricians.

Julius Caesar
By 100 B.C., Rome was a moderate democracy in form; in actual practice, Rome was being ruled by the Senate. Julius Caesar was a patricianan aristocrat--but won his popularity with the people by spending money for public entertainment and establishing laws that freed farmers and tradesmen from heavy taxes in order to gain their support. He campaigned in the slums of Rome and appealed to the urban poor. In 60 B.C., a triumvirate(a three man rule) of Caesar, Crassus, and Pompey was formed to govern Rome.

Julius Caesar
In 58 B.C., Caesar was made governor of part of Gaul (an area now encompassing southern France and northern Italy), and at the age of 44, began his military career. During the next 10 years, he proceeded to conquer all of Gaul.

Julius Caesar
After Crassus was killed while conducting a military campaign in Parthia, trouble began to develop between Pompey and Caesar. Pompey, jealous of Caesars popularity, persuaded the Senate to order Caesar to disband his army and return to Rome. But Caesar, with his army, crossed the Rubicon River which separated Gaul from Italy, invaded Rome, and made himself absolute ruler of Rome.

Julius Caesar
Caesar then defeated Pompeys army at Pharsalia (48 B.C) and Pompey fled to Egypt where he was later murdered. Three years after this battle at Pharsalia, Caesar defeated Pompeys two sons in Spain. By now, Caesar had been made dictator for life. Thus, as Shakespeare begins his play with Caesar returning from victory from Spain, Caesar was the undisputed leader and master of the entire Roman world

Julius Caesar
Julius Caesars affect on the Roman Empire

Julius Caesar
Campaigns led by Caesar

Act III Summary The Tragedy of Julius Caesar

In Act 3, the rising action reaches a turning point (climax) that will precipitate the rest of the plays action. ACT 3, Scene 1: Rome - in front of the Capitol On his way to the Capitol, Caesar disregards Artemidorus' letter saying he'll put his needs last. At the Capitol he is surrounded by the conspirators who have a "suit" (petition) to present. Trebonius draws Antony away from Caesar. Metullus Cimber presents the suit that asks Caesar to repeal his brother's banishment. Caesar then gives an arrogant speech about how he's as steady and constant as the Northern Star. He is killed. Though Casca is the first to strike & 6 other men follow, it is the treachery of his friend Brutus that destroys him. He is shocked, "Et tu, Brute?" (You too, Brutus?), expresses his shattered trust in his friend.

Act III Summary The Tragedy of Julius Caesar

Antony goes to the conspirators & says that he understands & forgives them and shakes each man's bloody hand. He asks permission to speak at Caesar's funeral and Brutus grants it. Cassius is afraid that Antony's words may move the crowd, but Brutus disagrees saying it will only make them look good for allowing him to speak.

Act III Summary The Tragedy of Julius Caesar

Brutus sets up the conditions under which Antony may speak & believes that will be enough to control him. 1. Antony has to speak after Brutus & from the same pulpit. 2. Antony can't say anything bad about the conspirators. 3. Antony must mention that Brutus let him speak. 4. Antony must stay in the pulpit during his speech.

Act III Summary The Tragedy of Julius Caesar

Left alone with Caesar's corpse, Antony reveals his true feelings in a soliloquy. He vows that Rome will be total chaos - filled with destruction and battles so bloody that mothers will smile when their infants are killed as he gets revenge for Caesar's death.

Objective
To analyze and discuss the logic, language, and meaning of the funeral orations of Brutus and Antony

Julius Caesar Act III, scene 2

With its two funeral orations, this act is one of the most famous scenes in a Shakespeare play. During this scene, Brutus, in a calm and eloquent style, appeals to the crowds intellect and reason in informing them that Caesar was slain to free Rome.

Julius Caesar Act III, scene 2

At the end of Brutus speech, the crowd cheers him and ironically states that he should become King. Antony is then permitted to speak and in a masterful speech, turns the crowd into an angry mob against the conspirators. Brutus and Cassius flee Rome to escape the mob, while Antony prepares to meet with OctaviusCaesars nephew.

Act III Summary The Tragedy of Julius Caesar

ACT 3, Scene 2 - The Forum Brutus delivers an unemotional and logical speech in which he tells the crowd that they killed Caesar because he was "too ambitious", thereby saving them all from a tyrant. It's not that he loved Caesar less, but that he loved Rome more. The crowd is ready to forget Caesar and make Brutus king. Antony then gives a masterful, emotional speech in which he destroys Brutus' argument that Caesar was too ambitious by giving examples of Caesar's generosity. He repeats the line, "but Brutus is an honorable man" and the people begin to realize that the conspirators are far from honor. Antony descends from the pulpit to show them Caesar's bloodied toga and his corpse which evokes feelings of grief and anger. He then teases them with Caesar's will by saying he'd like to read it, but it would only make them angry. Of course, they demand that he read it. When they hear that Caesar has left every Roman citizen 75 drachmas, plus all of his private gardens and orchards, the crowd turns into an unruly mob. They are ready to burn the conspirators' houses. Antony's speech marks the turning point of the play.

Act III Summary The Tragedy of Julius Caesar

ACT 3, Scene 3 - A street in Rome Poor Cinna the poet is questioned and killed by the angry mob because they mistake him for Cinna the conspirator

Brutus Speech
Less than one-forth the length of Antonys speech Prose Brutus has 3 main objectives: To prove that Caesar was ambitious To prove that the murder was done for the good of Rome To prove that the murders are honorable men

 I. Introduction loved Caesar; loved Rome II. Body A. Part I 1. weep; tears 2. rejoice; joy 3. honor; honor 4. slew; death B. Part 2 1. base (low); bondman (slave) 2. rude (barbarous); Roman 3. vile (despicable); his country Conclusion A. None B. in the Capitol 1. worthy; extenuated(to represent a fault as less seriousto make light of or lesson) 2. suffered death; enforced

Brutus Speech

Brutus Speech
The first part of the speech deals with four case/effect relationships Brutus admits Caesars good qualities but states that Caesars ambition to be king was what caused his death. Brutus then asks three rhetorical questionsthey are abstract and philosophical in nature. Love of country and love of freedom fail as convincing reasons for Caesars death compared to Antonys argument. At the end of the speech, Brutus leaves the forum, believing that he has convinced the crowd that Caesars death was justified.

Brutus Speech
What is the overall tone of the speech? How would you describe the style of this speech? Does Brutus accomplish his reasons for delivering his speech? What mistake does Brutus make in speaking first?

Antonys Speech
I. Introduction Friends, Romans, countrymen, lend me your ears. I come to bury Caesar, not to praise him. A. Part I 1. the ransoms from his captive went into the public treasury 2. Caesar wept for the poor 3. Caesar denied the crown 3 times at the feast of Lupercal B. First PauseBear with me/My hear is in the coffin with Caesar and I must pause until it come back to me. C. Part 2 1. common people would kiss Caesars wounds and dip handkerchiefs in his blood to keep as sacred relics. D. Second PauseAntony descends from the pulpit and forms a ring around Caesar's body.

 E. Part 3 1. rent and bloody 2. Cassius, Casca, Brutus 3. The most unkindest cut of all; Brutus ingratitude vanquished Caesar.. 4. pitiful spectacle; noble Caesar; woeful day, traitors, villains, revenge. 5. a blunt manlacking in characteristics of a good speaker (orator) wit (the power of invention) words (fluency of vocabulary) worth (stature as a public figure) action (skillful gestures of an orator) utterance (good voice) power of delivery (good delivery) F. Part 4 1. 75 drachmas (about $100 to each Roman citizen) 2. Caesars private estate to be made into a public part for use by all.

Antonys Speech

Antonys Speech
In his opening lines, Antony tries to banish the suspicions the crowd has of him and to secure their confidence. In refuting Brutus claim of ambition, he offers three proofs. Especially strong is the fact that Caesar refused the crown 3 times when Antony offered it to him. Antony then changes the pace of the speech by pausing. A plebian (Roman) remarks that Antony is weeping and other remarks show that he has won the crowdTheres not a nobler man in Rome than Antony.

Antonys Speech
Antony now proceeds to make Caesar a national hero. He creates interest and suspense in the audience by mentioning Caesars will and hints at the contents by describing what the crowd's reaction would be if he were to read the contents of the will.

Antonys Speech
Antony next descends from the pulpit and goes to the visual aid for his speechthe corpse of Caesar. He shows Caesars mantle (cloak) to the crowd and reminisces upon the first time Caesar wore it after one of his greatest military victories.

Antonys Speech
Then Antony shows the present contrast with the mantles bloodstains and tears(rents). By now the crowd has been won over to Antony: they cry traitor!" and demand revenge. Antony holds the crowdhe states he is not a great speaker like Brutus but rather a plain, blunt man. The crowd again demands revenge, and again, Antony holds them back, this time to play his trump cardCaesars will. Antony reads the will, the citizens discover what Caesar has left them, and they break, vowing revenge upon the traitors that killed Caesar.

Extending Antonys Speech

Antony chooses his words carefully in his speech. Of what importance are the words honorable and ambition in the speech? Why are they used so many times in the speech? Antony uses the following refrain several times in his speech. What purpose does it serve? What effect does it have on the crowd? What effect does it have on you? Yet Brutus says he was ambitious. And Brutus is an honorable man. Antony uses emotional appeals to audience throughout the speech. List examples from the speech, and show what emotion Antony is appealing to.

Extending Antonys Speech

During his speech, Antony lists six rhetorical skills that he, as a speaker, lacks. List the six skills. Why does he do this? Does he really lack these skills?

Extending Antonys Speech

In several places during the speech, Antony pauses. What is Antonys purpose behind the pauses? Is his intended effect achieved?