English Final Review Notes

Aristotle’s Three Ways of Persuasion

• Rhetoric: The art of persuasion.

• Persuasion: To change others' point of view or to move others to act.

• Ethos: Ethics, image; argument based on character.

  • Using ethos means presenting yourself as trustworthy, honest, and ethical.

• Logos: Logic; argument based on facts/statistics.

  • Using logos means appealing to the reader's sense of logic.

• Pathos: Passion, emotion; argument based on feelings.

  • Using pathos means appealing to a reader’s emotion or passion.

Examples of Ethos, Logos, and Pathos

• Ethos Example: "As a doctor with over 20 years of experience in pediatric medicine, I strongly recommend vaccinating your children to ensure their long-term health and safety."

  • Effect of appeal: Demonstrates reliability, competence, and respect for audience values and ideas.

• Logos Example: "Studies show that wearing seat belts reduces the risk of fatal injury by 45%, making it one of the simplest ways to stay safe on the road."

  • Effect of appeal: Evokes a cognitive, rational response.

• Pathos Example: "Imagine the heartbreak of losing a loved one in an accident that could have been prevented—just one text while driving can change everything."

  • Effect of appeal: Evokes personal, emotional responses.

Rhetorical Devices

• Rhetorical Question: A question asked to make a point, without expecting an actual answer. The writer suggests an answer.

  • Effects: Draws the reader into the text, introduces ideas/topics, makes the reader think.

  • Example: “Who wouldn’t want to go on vacation?”

• Anecdote: The writer incorporates aspects of their personal experiences; look for ‘I’.

  • Effects: Appeals to the reader and makes the writing seem more human or involved.

  • Example: “I was shocked to know that most students don’t know the national anthem.”

• Sarcasm: Ideas presented in a way that seems opposite to what they really mean.

  • Effects: Creates humor and engages the reader on a personal level.

  • Example: “What a lovely day’’ when it’s pouring rain.

• Hyperbole: An exaggerated statement not meant to be taken literally.

  • Effects: Emphasizes a point, adds humor, and intensifies emotion.

  • Example: “I’ve told you a million times.”

• Irony: Ideas presented in a way that seems opposite to what they really mean.

  • Effects: Creates humor and engages the reader on a personal level.

  • Example: “What a lovely day’’ when it’s pouring rain.

• Parallelism: Structures that are grammatically parallel to emphasize specific points through repetition.

  • Effect: Emphasizes specific points through repetition.

  • Example: “If there is anyone who still doubts…who still wonders…who still questions…”

• Anaphora: Repetition of a word or phrase at the start of a sentence.

  • Effects: Emphasizes key words, makes the line memorable, and appeals to readers' emotions.

  • Example: “I will win. I will fight. I will not give up.”

• Personal Involvement: The writer incorporates aspects of their personal experiences; look for ‘I’

  • Effects: Appeals to the reader and makes writing seem more human or involved

  • Example: “I was shocked to know that most students don’t know the national anthem.”

More Rhetorical Devices

• Allegory: Story where characters and events represent deeper meanings or a moral lesson.

  • Effects: Simplifies complex ideas and adds depth and engagement.

  • Example: “a blooming garden” (symbolizes growth, renewal, and hope).

• Antithesis: A contrast of ideas in a balanced grammatical structure.

  • Effects: Adds rhythm and emphasizes key terms.

  • Example: “To be or not to be, is the real question.”

• Quotations: The knowledge of an expert is referred to by the writer.

  • Effects: Shows an alternative point of view, the reader trusts what the writer is saying, and is very persuasive.

  • Example: “Dr. Martin believes that more needs to be done to improve health.”

• Ethos (revisited): Appeals to credibility or character, convincing readers that you’re trustworthy.

  • Effects: Demonstrates the author's reliability and respect for the audiences’ ideas/values.

  • Example: “As a doctor, I recommend this treatment.”

• Logos (revisited): Appealing to logic, using reason, and/or statistics.

  • Effects: Evokes cognitive, rational response.

  • Example: “Studies show this method is 90% more effective.”

• Pathos (revisited): Appealing to emotion/passion, making the audience feel something.

  • Effects: Evokes personal, emotional response.

  • Example: “Think of children who suffer everyday.”

• Direct Address: Writer involves the reader by relating the subject to their lives; look for ‘you’ ‘we’ ‘us’.

  • Effects: Makes readers care about the subject, establishes a relationship between reader and writer, and is less intimidating.

  • Example: “We all know how bad school lunches are.”

• Metaphor: One object is said to be the same as another.

  • Effects: Makes the writing more interesting.

  • Example: “Her smile was sunshine.”

• Alliteration: Within a sentence, a series of words begin with the same sound.

  • Effects: Draws attention, reinforces ideas, and can be used for humor.

  • Example: “Politics is probably pointless.”

• Pun: A joking use of a word sounding the same as another.

  • Effects: Draws attention, highlights ideas, and is an interesting way to start a text.

  • Example: “Deciding where to bury him was a grave decision.”

• Paradox: A statement that seems to contradict itself but may reveal the truth.

  • Effects: Reveals deeper truths and enhances engagement.

  • Example: “Less is more” or “This is the beginning of the end.”

Even More Rhetorical Devices

• Allusion: An indirect reference to a well-known person, event, or work.

  • Effects: Adds depth/meaning and engages the reader.

  • Example: In “so Eden sank to grief,” refers to the biblical garden of Eden.

"The Veldt" Comprehension Questions

• Primary function of the Hadley's' house:

  • The house is fully automated and designed to cater to the family's needs, providing food, cleaning, and entertainment.

• Significance of the nursery in the story:

  • The nursery is a room that can create realistic environments based on the children's thoughts and emotions. It becomes a symbol of their subconscious desires and repressed feelings.

• How Wendy and Peter react to their parents' decision to shut down the nursery:

  • The children resist the decision and manipulate the situation, eventually using the nursery to trap their parents, leading to their deaths.

• What the lions in the veldt symbolize:

  • The lions symbolize the children's anger, aggression, and the violent emotional atmosphere within the family, particularly the children's suppressed feelings toward their parents.

• How George and Lydia react when they realize something is wrong with the nursery:

  • George is initially in denial, trying to rationalize the situation, while Lydia becomes increasingly fearful and anxious as the nursery's effects on their children become clearer.

• Final fate of George and Lydia Hadley:

  • George and Lydia are killed by the lions in the virtual veldt, a tragic consequence of the emotional and technological breakdown within their family.

• Role of technology in the family dynamic:

  • The house and nursery serve as replacements for emotional connection and human interaction. Technology isolates the family members, leading to a lack of meaningful relationships.

"A Pair of Silk Gloves" Comprehension Questions

• Protagonist and her situation at the start of the story:

  • Mrs. Sommers, a middle-class mother struggling with financial constraints and the responsibilities of raising her children. She finds herself with a small, unexpected windfall of money.

• How Mrs. Sommers comes into possession of extra money and her initial reaction:

  • Mrs. Sommers finds a sum of 15 in her possession (possibly from a rebate or small inheritance). Her initial reaction is one of surprise and hesitation, as she is not used to having money for herself.

• Mrs. Sommers' decision after finding the money and how she carries it out:

  • Mrs. Sommers decides to spend the money on herself rather than on her family. She uses the money to buy silk gloves and enjoys a brief day of indulgence, engaging in activities she would not normally allow herself, such as shopping, attending a theater, and experiencing luxury.

• Mrs. Sommers' feelings as she enjoys her day of indulgence and how her mood shifts:

  • At first, Mrs. Sommers feels both guilty and exhilarated, caught between her responsibilities and her desires. However, as she continues her indulgence, she becomes more immersed in the experience, feeling a sense of freedom and joy.

• Significance of the silk gloves and what they represent to Mrs. Sommers:

  • The silk gloves symbolize luxury, self-care, and a brief escape from her mundane life. They represent an indulgence in personal pleasure that Mrs. Sommers seldom allows herself, symbolizing her longing for freedom and autonomy.

• Why Mrs. Sommers chooses to spend the money on herself:

  • Mrs. Sommers wants to experience something for her own enjoyment for once. The story shows her inner conflict between her duties as a mother and her need for personal fulfillment.

• Activities Mrs. Sommers engages in after purchasing the gloves and how these experiences contrast with her usual life:

  • Mrs. Sommers goes shopping, enjoys a nice meal, and attends a theater performance. These activities contrast with her usual life, where she would likely spend her time attending to her children’s needs and managing household tasks.

• Role of Mrs. Sommers' children in the story and how she feels about them when she is out on her own:

  • Mrs. Sommers' children are important because they represent her responsibilities and sacrifices. When she is out on her own, she feels a mixture of guilt and relief; she loves her children but longs for a break from the constant demands of motherhood.

• How the story ends and Mrs. Sommers' decision at the conclusion:

  • The story ends with Mrs. Sommers returning to her family, resigned to the responsibilities she must face. She decides to return to her role as a mother, even though her brief experience of freedom has awakened a desire for more personal fulfillment. The ending suggests her internal conflict and the tension between societal expectations and personal desires.

• How Mrs. Sommers' indulgence highlights the struggles of women in her societal and economic position:

  • Mrs. Sommers' indulgence highlights the limited opportunities for women to experience personal freedom in her societal and economic position. It shows how women are often constrained by their roles as wives and mothers, leaving them little room for individual enjoyment or self-expression.

Symbols in "The Veldt"

• The Nursery: Represents both the power and danger of advanced technology.

  • While it can create amazing virtual worlds from imagination, it replaces the role of parents by raising the children, feeding their desires, and isolating them from reality.

  • Shows how technology can be both helpful and harmful when used only for pleasure.

• The Lions: Portrayed as dangerous and exotic predators, not native to North America, which adds a mysterious quality to them.

  • The story draws a subtle connection between lions and humans—both are carnivores and hunters.

  • This link is hinted at when George eats his dinner “tastelessly,” suggesting an underlying similarity between people and animals.

  • The comparison implies that humans, like lions, can be predators and pose a threat to others, a theme that becomes clear by the story’s end.

Quotations in "The Veldt"

• "Nothing's too good for our children."

  • Context: George Hadley says this when he and Lydia are discussing the house and the nursery. They believe that the nursery is a perfect way to indulge their children's wishes.

  • Significance: This quote reflects the Hadleys' misguided parenting approach. It reveals their over-indulgence and failure to recognize the emotional needs of their children. Their belief that material comfort and technology can replace genuine parental care is a central theme in the story.

• "I don't think we should have let the kids run the house like they do."

  • Context: Lydia Hadley says this to George, expressing her growing concern about the power their children have over the house and the nursery.

  • Significance: This quote highlights Lydia's realization that the children's increasing control over the house's technology is damaging. It reflects the parents' growing awareness of their emotional detachment from their children and the consequences of letting technology dominate their lives.

• "The lions were the same as the lions in the nursery. They were the lions that ate the Hadleys."

  • Context: This line occurs toward the end of the story, when the nursery's virtual lions finally become lethal, and the children's subconscious desires are revealed.

  • Significance: This chilling line emphasizes the blurring of reality and illusion in the nursery. The lions represent the children's repressed anger and desire for control. The final, fatal encounter with the lions symbolizes the tragic consequence of the emotional neglect and disconnection in the family.

• "You're right. I've been feeling a little crazy lately."

  • Context: Lydia says this when she begins to realize that something is wrong with the nursery, and the family is falling apart.

  • Significance: This moment of self-awareness in Lydia reveals how the family's emotional disintegration has led to confusion and distress. It marks a turning point where Lydia's recognition of the problem comes too late to prevent the tragedy. It also reflects the theme of repression and the failure to acknowledge deeper emotional issues until they become destructive.

Themes of

Aristotle’s Three Ways of Persuasion

• Rhetoric: The art of persuasion.

• Persuasion: To change others' point of view.

• Ethos: Argument based on character.

  • Present yourself as trustworthy.

• Logos: Argument based on facts/statistics.

  • Appeal to logic.

• Pathos: Argument based on feelings.

  • Appeal to emotion.

Examples of Ethos, Logos, and Pathos

• Ethos Example: Doctor recommends vaccination based on experience.

  • Effect: Demonstrates reliability.

• Logos Example: Studies show seat belts reduce fatal injuries by 45%.

  • Effect: Evokes rational response.

• Pathos Example: Imagine losing a loved one due to texting while driving.

  • Effect: Evokes emotional responses.

Rhetorical Devices

• Rhetorical Question: A question for effect, not an answer.

  • Effects: Engages the reader.

  • Example: “Who wouldn’t want to go on vacation?”

• Anecdote: Personal experiences.

  • Effects: Makes writing human.

  • Example: “I was shocked that students don’t know the national anthem.”

• Sarcasm: Opposite of what is meant.

  • Effects: Creates humor.

  • Example: “What a lovely day’’ when it’s raining.

• Hyperbole: Exaggerated statement.

  • Effects: Emphasizes a point.

  • Example: “I’ve told you a million times.”

• Irony: Opposite of what is meant.

  • Effects: Creates humor.

  • Example: “What a lovely day’’ when it’s raining.

• Parallelism: Grammatically parallel structures.

  • Effect: Emphasizes points through repetition.

  • Example: “If there is anyone who still doubts…who still wonders…who still questions…”

• Anaphora: Repetition at the start of a sentence.

  • Effects: Emphasizes key words.

  • Example: “I will win. I will fight. I will not give up.”

• Personal Involvement: Personal experiences.

  • Effects: Makes writing human.

  • Example: “I was shocked to know that most students don’t know the national anthem.”

More Rhetorical Devices

• Allegory: Story with deeper meanings.

  • Effects: Simplifies complex ideas.

  • Example: “a blooming garden” (symbolizes hope).

• Antithesis: Contrast of ideas in a balanced structure.

  • Effects: Adds rhythm.

  • Example: “To be or not to be, is the real question.”

• Quotations: Expert knowledge.

  • Effects: Persuasive.

  • Example: “Dr. Martin believes more needs to be done.”

• Ethos (revisited): Appeals to credibility.

  • Effects: Demonstrates reliability.

  • Example: “As a doctor, I recommend this treatment.”

• Logos (revisited): Appeals to logic.

  • Effects: Evokes rational response.

  • Example: “Studies show this method is 90% more effective.”

• Pathos (revisited): Appeals to emotion.

  • Effects: Evokes emotional response.

  • Example: “Think of children who suffer everyday.”

• Direct Address: Involves the reader.

  • Effects: Makes readers care.

  • Example: “We all know how bad school lunches are.”

• Metaphor: One object is said to be the same as another.

  • Effects: Makes writing interesting.

  • Example: “Her smile was sunshine.”

• Alliteration: Words begin with the same sound.

  • Effects: Draws attention.

  • Example: “Politics is probably pointless.”

• Pun: Joking use of similar-sounding words.

  • Effects: Draws attention.

  • Example: “Deciding where to bury him was a grave decision.”

• Paradox: Contradictory statement revealing truth.

  • Effects: Reveals deeper truths.

  • Example: “Less is more” or “This is the beginning of the end.”

Even More Rhetorical Devices

• Allusion: Reference to a well-known person or event.

  • Effects: Adds depth.

  • Example: “so Eden sank to grief,” refers to Eden.

"The Veldt" Comprehension Questions

• Primary function of the Hadley's' house:

  • Automated to cater to the family's needs.

• Significance of the nursery in the story:

  • Creates realistic environments based on thoughts and emotions.

• How Wendy and Peter react to their parents' decision to shut down the nursery:

  • Resist the decision and manipulate the situation.

• What the lions in the veldt symbolize:

  • Children's anger and aggression.

• How George and Lydia react when they realize something is wrong with the nursery:

  • George is in denial; Lydia is fearful.

• Final fate of George and Lydia Hadley:

  • Killed by the lions.

• Role of technology in the family dynamic:

  • Replaces emotional connection.

"A Pair of Silk Gloves" Comprehension Questions

• Protagonist and her situation at the start of the story:

  • Mrs. Sommers, struggling with finances.

• How Mrs. Sommers comes into possession of extra money and her initial reaction:

  • Finds 15, is surprised.

• Mrs. Sommers' decision after finding the money and how she carries it out:

  • Spends on herself.

• Mrs. Sommers' feelings as she enjoys her day of indulgence and how her mood shifts:

  • Guilty and exhilarated at first, then immersed.

• Significance of the silk gloves and what they represent to Mrs. Sommers:

  • Luxury, escape from mundane life.

• Why Mrs. Sommers chooses to spend the money on herself:

  • Wants personal enjoyment.

• Activities Mrs. Sommers engages in after purchasing the gloves and how these experiences contrast with her usual life:

  • Shopping, theater; contrasts with household tasks.

• Role of Mrs. Sommers' children in the story and how she feels about them when she is out on her own:

  • Represent responsibilities; feels both guilt and relief.

• How the story ends and Mrs. Sommers' decision at the conclusion:

  • Returns to her family, resigned.

• How Mrs. Sommers' indulgence highlights the struggles of women in her societal and economic position:

  • Highlights limited opportunities for women.

Symbols in "The Veldt"

• The Nursery: Power and danger of technology.

  • Replaces parents, isolates from reality.

• The Lions: Dangerous predators.

  • Symbolizes humans as predators.

Quotations in "The Veldt"

• "Nothing's too good for our children."

  • Reflects over-indulgence.

• "I don't think we should have let the kids run the house like they do."

  • Highlights the damaging control

• Highlights the damaging control of children over technology.

• "The lions were the same as the lions in the nursery. They were the lions that ate the Hadleys."- Emphasizes the blurring of reality and illusion.

• "You're right. I've been feeling a little crazy lately."- Reveals emotional disintegration.