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Warm-Up
• There is a set of cards on your desk. Look
through the cards with your group.
• After reading each card, determine where the
term should be placed.
Familiar
Somewhat Familiar
Unfamiliar
Page 1
Introduction
to Rhetoric
Page 2
Why study rhetoric?
• Rhetoric is the language of persuasion.
• One word changes EVERYTHING!!
• Words can be manipulated and used to our
advantage, and writing is a series of
manipulated patterns.
Page 3
Rhetorical Devices
• FOUR main rhetorical devices:
– Diction: word choice
– Syntax: how sentences are put together
– Tone: implied attitude; how the author
“says” things
– Imagery: appeals to the five senses
Page 4
Our Goal
• The term “rhetoric” should become part of
your vocabulary.
• You should be able to discuss rhetoric and
rhetorical devices fluently in class.
Page 5
Diction
• Diction should be purposeful. One word can
change everything!
• Think about the intended effect when deciding
on appropriate word choice.
Page 6
Page 7
Syntax
• The way sentences are put together
creates an intended effect. As a reader,
you should notice the length of
sentences.
• Power comes with brevity.
• Short sentences pack a “punch”, while
long sentences provide detail.
Page 8
Tone
• The way something is “said” or implied
• Tone is created through the use of other
rhetorical devices.
• Diction, syntax, and imagery help illustrate
the author’s attitude toward his or her
subject.
Page 9
Imagery
• Appeals to the five senses
• Can be in the form of figurative language
Page 10
Grammar and Punctuation
• Grammar is a set of rules that governs
a language and helps people learn that
language easily.
• Punctuation is a part of grammar. It
tells us when to pause and what to
emphasize when reading.
Page 11
Page 12
Quick Syntax Lesson
• Refresher: Syntax is the way that sentences
are put together.
• Two common examples of sentence
construction for effect are:
•Asyndeton
•Polysyndeton
Page 13
ACTION
Asyndeton
• no coordinating conjunctions
• Forces the reader to read the sentence quickly
• My mom walked in with a list and said clean your
room, pick up the laundry, feed the dogs, water
the lawn, set the table.
Page 14
PAUSE
Polysyndeton
• Use of repeated coordinating conjunctions in
place of commas
• Forces the reader to read more slowly so that
they have to take in all of the information
• My mom walked in with a list and said clean your
room and pick up the laundry and feed the dogs
and water the lawn and set the table.
Page 15
Poll Everywhere
•Text NATALIEHONTS982 to
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Page 16
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