Rhetorical Devices 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 antithesis—or a truism that contrasts two ideas. For example, Alexander Pope’s 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?

EXAMPLE And what is so rare as a day in June? 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 history’s 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 That’s one small step for man, one giant leap for mankind. 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. That’s one small step for man, one giant leap for mankind.

Antithesis That’s one small step for man, one giant leap for mankind. Armstrong’s words strike a concise contrast between individual advancement and humanity’s vast progress.

Example 3 President John F. Kennedy’s 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? Kennedy’s 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.