1: Introduction to Rhetorical Analysis by Lani Montreal
- Page ID
- 231284
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Dr. Martin Luther King Jr. wrote the essay “Letter from Birmingham Jail” in 1963 while in prison in direct response to the Open Letter that Christian and Jewish religious leaders published in a Birmingham newspaper. The clergymen wrote their letter (1.2) after anti-racist demonstrations led by Dr. King were violently dispersed by the Birmingham police and the protesters jailed, including Dr. King. They called the demonstrations "unwise and untimely," blaming "outsiders" for agitating Birmingham residents and asked that citizens stay calm and allow the justice system to address the matter in the courts. In his letter, Dr. King eloquently responded to each point raised by the clergymen using logical reasoning and quoted for support religious, political and historical figures, including Socrates, St. Augustine, Thomas Jefferson, and Supreme Court Justice Earl Warren, who facilitated the landmark ruling Brown v Board of Education that ended segregation in public schools. To stress the urgency of the matter, he cited specific cases of police brutality against children as an appeal for empathy. Finally, he rebuts the claim that “outsiders” should not meddle in local affairs with a thought-provoking statement “injustice anywhere is a threat to justice everywhere.” This essay by Dr. Martin Luther King Jr. is a great example of rhetoric and addresses the following Student Learning Outcomes for ENG 101:
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Formulate and support an explicit or implied thesis
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Direct an argument or explanation to the designated audience
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Incorporate reasoning and explanations appropriate to the thesis and its supporting claims
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Establish a clear framework of organization appropriate to the writing task and the thesis
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Employ rhetorical strategies consistent with the purpose of the writing task
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Incorporate effective rhetorical tools such as transitions, examples, explanations, concrete and relevant details
- 1.1: Letter from the Clergymen
- This letter, written by Alabama clergymen in 1963, provided the impetus for Martin Luther King Jr. to write his seminal essay "Letter from Birmingham Jail." This gives context to the composition of the letter and allows instructors to discuss a brief historical background of the events surrounding the letter.
- 1.2: Dr. Martin Luther King's "Letter from Birmingham Jail"
- Dr. Martin Luther King Jr. wrote this essay in 1963 while in prison in direct response to the open letter that Christian and Jewish religious leaders published in a Birmingham newspaper. The clergymen wrote their letter after anti-racist demonstrations led by Dr. King were violently dispersed by the Birmingham police and the protesters jailed, including Dr. King. They called the demonstrations "unwise and untimely," blaming "outsiders" for agitating Birmingham residents.
- 1.3: Dr. Martin Luther King's "Letter from Birmingham Jail"--Discussion Activity
- This activity should come after the instructor has gone over the lessons on rhetorical analysis including the Aristotelian appeals. As a way to model the activity, the instructor can discuss the first three paragraphs with the whole class. Have students identify claims made by the author and how logos, ethos, pathos, and kairos are used to support them.
- 1.4: Dr. Martin Luther King's "Letter from Birmingham Jail--Classroom Activity
- The instructor can use this learning object as a tool to review and assess what students have learned about Toulmin Method of Argumentation.
- 1.5: Dr. Martin Luther King's "Letter from Birmingham Jail-- Summary-Analysis-Response Paper
- As a culminating activity of this lesson plan and as part of the course's summative assessment, students must write an essay that summarizes, analyzes, and responds to Dr. Martin Luther King, Jr.'s "Letter from Birmingham Jail" using the rhetorical tools they have learned in class.
- 1.6: Rhetorical Analysis- An Introduction--Slideshow
- A slideshow introducing students to rhetorical analysis for use with Dr. martin Luther King's "Letter from Birmingham Jail."