Evidence of Indian contact with the ancient civilizations to her west, however is certain. Knobbed pottery vases came to Sumer from India and so did cotton.
Students summarize what the speech is about Occasion: Students explain the context that inspired the speech Audience: Students explain to whom the speech was delivered Purpose: Students explain the reason the speech was given Speaker: Students explain what they know about the speaker based on both internal evidence from the text and external evidence Students work in groups to compare their homework responses for both speeches, then as a class guided by the teacher work to get a consensus on the two texts so the class has a shared understanding and the teacher can respond to any misunderstandings or fill in any necessary information.
The teacher will call on students to offer their responses to the homework, and will then write appropriate responses on the board as a classroom example.
Review the concepts of ethos, pathos and logos, as well as arguments of fact, policy and value Rhetorical Devices Sheet. Students return to their groups to compare their homework responses, then work as a full class to create a consensus for the chart for each speech, as done the day before.
Students place these arguments next to each other in a T-chart. As students list the arguments, they will indicate whether they appeal to ethos, pathos or logos, and whether they are arguments of fact, policy or value.
The two contrasting arguments side by side will allow students to easily compare and contrast the speeches when they write their essays. Return to the journal prompt that started the lesson. Have students write a journal responding to this question again, this time with the arguments from the speeches in mind.
After the students finish writing, the teacher conducts a classroom discussion exploring which arguments students found most convincing in relation to the question, and why. As a class discussion, compare and contrast various rhetorical strategies used within the speeches to prepare for an essay they will write.
See below for possible guiding questions.
Students then choose any three of the speeches and in a well-written essay compare and contrast how the speakers use rhetorical strategies to support their arguments. This can be done as homework outside of class or as an in-class essay on a fourth day. Questions to Guide Discussion of the Speeches: How does each speech allude to other speeches or texts?
What is the goal of this rhetorical strategy?
How is religion invoked in each of these speeches as a rhetorical appeal? How is the emotional appeal to hope used in each speech? Does the historical context of the speech affect this appeal?
Does the speaker appeal primarily to logos, ethos or pathos? Do you think the speaker would make a different choice if this were a written document rather than a speech? Would this appeal work differently for different audiences?
We welcome your suggestions. It has no affiliation with the University of Washington.Solve this simple math problem and enter the result.
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At Alexandria, in Egypt, Indian scholars were a common sight: they are mentioned both by Chrysostomus ( A.D.) and by Clement ( A.D.) Indirect contact between ancient India and Egypt through Mesopotamia is generally admitted, but evidence of a direct relationship between the two is .
The Ambassadors and Indian Summer are known novels which are written by different novelists Henry James and William Howells. These novels share some characteristics that reflecting the reality and mirroring events which occurred outside The United State of America.
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