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4 2 3 English

Appeals Through Syntax High School Lesson

The rhetorical appeals used by writers can be created through a variety of methods. One of the methods used to bolster pathos, ethos, and logos is the clever use of syntax. The following activities will help you notice how syntax strengthens the appeals in an argument.

Activity One: Read the sentences of the excerpt carefully, paying attention to the structure. Then answer the questions. Use the “Syntactical Terms” handout as a guide.

Address to a Joint Session of Congress Following 9/11 Attacks by former President George W. Bush

In the normal course of events, Presidents come to this chamber to report on the state of the Union. Tonight, no such report is needed. It has already been delivered by the American people.

1) We have seen it in the courage of passengers, who rushed terrorists to save others on the ground—passengers like an exceptional man named Todd Beamer. 2) And would you please help me to welcome his wife, Lisa Beamer, here tonight. 3) We have seen the state of our Union in the endurance of rescuers, working past exhaustion. 4) We’ve seen the unfurling of flags, the lighting of candles, the giving of blood, the saying of prayers—in English, Hebrew, and Arabic. 5) We have seen the decency of a loving and giving people who have made the grief of strangers their own. 6) My fellow citizens, for the last nine days, the entire world has seen for itself the state of our Union—and it is strong.

1. Look at the first three words of sentences 1, 3, 4, and 5. What pattern do you see there?

What is this pattern called?

2. How does this pattern evoke emotions in the listeners? (Hint: What are the words that are repeated?)

3. Does sentence 2 strengthen or weaken the effect of the first 5 sentences? Explain.

4. Sentence 4 uses asyndeton. What is the effect of listing the images with no breaks (conjunctions) in between?

Speech by President George W. Bush. Reprinted from http://americanrhetoric.com/speechbank.htm. Public domain. Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 1 Student Activity—Appeals Through Syntax High School

A loose or cumulative sentence is one in which a main or independent clause comes first, followed by further dependent grammatical units. A cumulative sentence makes sense if brought to a close before the period.

A periodic sentence has its main clause at the end of the sentence with additional grammatical units leading up to the point. A periodic sentence does not make sense until the end.

5. Look back at sentences 1–5. Are the sentences cumulative or periodic?

6. What effect does this sentence structure have on the persuasiveness of the speech?

Activity Two: Read the excerpt from Maya Angelou’s remarks at Coretta Scott King’s funeral in February 2006. Column 1 lists the number of the sentence, and column 2 lists a syntactical structure found in that sentence. Column 3 gives the example of that structure from the sentence, and column 4 explains how that structure helps create ethical appeal. Complete the blank parts of the chart.

Remarks by Maya Angelou at the Funeral Service for Coretta Scott King

1) I speak as a—a sister of a sister. Dr. Martin Luther King was assassinated on my birthday. 2) And for over 30 years, Coretta Scott King and I have telephoned, or sent cards to each other, or flowers to each other, or met each other somewhere in the world . . . 3) I stand here today for her family—which is my family—and for my family and all the other families in the world who would want to be here, but could not be here. 4) I have beside me up here millions of people who are living and standing straight and erect, and knowing something about dignity without being cold and aloof, knowing something about being contained without being unapproachable— people who have learned something from Coretta Scott King.

Remarks by Maya Angelou at the Funeral Service for Coretta Scott King, February 2006. Copyright © 2006 by Maya Angelou. Permission by The Helen Brann Agency, Inc. Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 2 Student Activity—Appeals Through Syntax High School Sentence Structure Where is it Effect on ethos # demonstrated in the sentence? 1 Repetition “sister” and “sister” The repetition of “sister” at the (epanalepsis) beginning of the phrase and at the end creates a complete “circle,” where Angelou and King are the parts, connected and the same, making Angelou’s words more powerful because she speaks both for herself and her “sister.” 2 Polysyndeton or, or, or

2 Parallelism

3 Repetition (epistrophe)

4 Anaphora

Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 3 Student Activity—Appeals Through Syntax High School Activity Three: Read the excerpt from the Nobel Peace Prize acceptance speech, given by Albert Gore, Jr., in December 2007. Then answer the questions that follow.

Nobel Peace Prize Lecture By Albert A. Gore, Jr.

1) So today, we dumped another 70 million tons of global-warming pollution into the thin shell of atmosphere surrounding our planet, as if it were an open sewer. 2) And tomorrow, we will dump a slightly larger amount, with the cumulative concentrations now trapping more and more heat from the sun. . . .

3) Last September 21st, as the Northern Hemisphere tilted away from the sun, scientists reported with unprecedented alarm that the North Polar ice cap is in their words: “falling off a cliff.” 4) One study estimated that it could be completely gone during summer in less than 22 years. 5) Another new study, to be presented by U.S. Navy researchers later this week, warns it could happen in as little as 7 years. . . .

6) After performing 10,000 equations by hand, Svante Arrhenius calculated that the earth’s average temperature would increase by many degrees if we doubled the amount of CO2 in the atmosphere. 7) Seventy years later, my teacher, Roger Revelle, and his colleague, Dave Keeling, began to precisely document the increasing CO2 levels day by day. 8) But unlike most other forms of pollution, CO2 is invisible, tasteless, and odorless—which has helped keep the truth about what it is doing to our climate out of sight and out of mind. 9) Moreover, the catastrophe now threatening us is unprecedented; and we often confuse the unprecedented with the improbable.

1. Look at paragraph one. Are the sentences periodic or cumulative?

2. What is the effect of that sentence structure on the persuasiveness of the paragraph?

3. How does the periodic construction of sentence 3 create more impact?

4. How does the repetition of the word “study” reinforce the logos of the speech?

Al Gore, Nobel Acceptance Speech. 10 December 2007 at the Oslo City Hall, Norway. Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 4 Student Activity—Appeals Through Syntax High School

5. Look at sentence 8. “But unlike most other forms of pollution, CO2 is invisible, tasteless, and odorless—which has helped keep the truth about what it is doing to our climate out of sight and out of mind.” a. Write the sentence using polysyndeton.

How does polysyndeton change the effect of the sentence?

b. Write the sentence using asyndeton.

How does asyndeton change the effect of the sentence?

c. Which version do you think is more persuasive—the original, the one using polysyndeton, or the one using asyndeton? Why?

6. How is the repetition of the word “unprecedented” persuasive?