Building a Glossary of Terms for Douglass’ Narrative

It is not enough to recognize rhetorical language when you see it; now it is time to shift your focus to WHY the element was used and what the INTENDED EFFECT was for the reader.

Directions:  With your partner, review your annotations of the Preface, the letter, chapters 1, 2, 7, 9, and 10, and the appendix.  Then, create a GLOSSARY of terms for the text.  Be sure to include:

1. The term;
2. The definition of the term (provided; you can cut and paste them into your Glossary);
3. The excerpt from Douglass that illustrates his use of the term in the text;
4. A DISCUSSION* OF WHY DOUGLASS USED THAT TECHNIQUE:  what is the effect on the reader?  How does this technique enhance your understanding of the topic and his purpose; and
5. Consistent use of font, diction, syntax, and tone.

You may begin to see that one section or passage may include more than one element.  You may use the same section for more than one element, but be sure to include passages from all of your reading.

*REMEMBER THAT A DISCUSSION is a detailed treatment of a particular topic in speech or writing.

synonyms:

examination, exploration, analysis, study

List of terms—you may use any section of the text for the first seven (7) terms:

Parallelism:  the use of components in a sentence that are grammatically the same in their construction, sound, or meaning.  This method adds balance and rhythm to sentences, giving ideas a smoother flow and thus persuasiveness, because of the repetition it employs. For example, “Alice ran into the room, into the garden, and into our hearts.” We see the repetition of a phrase that not only gives the sentence a balance, but rhythm and flow as well. This repetition can also occur in similarly structured clauses, such as, “Whenever you need me, wherever you need me, I will be there for you.”

Syntax:  The intentional emphasis on word order/structure of a sentence or phrase; to analyze syntax one can consider sentence form and structure, repetition, and/or punctuation.  (Analyze especially complex or simple sentence structure—what effect did that choice have on the idea being communicated?)

Diction:  Word choice.  (Analyze only unusual word choice or especially evocative choices that contain powerful connotations.)

Tone:  The accumulated and implied attitude toward the subject reached by analyzing diction, detail, syntax, and all other figurative language elements.

Tone shift:  Because tone radiates from the author, through a speaker(s) or narrator(s) and then to the reader, a tone shift indicates a shift in attitude about the subject.  A tone shift may be the result of a change in speaker, subject, audience, or intention. The shift may indicate irony, a deeper and more complex understanding of the topic, a new way of addressing the topic, etc. Notice how and why the tone shift occurs and utilize two contrasting tone words to express the change and its effect. This will tie to the argument or point of view perhaps highlighting a change in position.

Juxtaposition:  The placing of contrasting settings, characters, or other literary elements in opposition between paragraphs or between sections of text to highlight an intended disparity.

Irony: a device in which words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that ends up in quite a different way than what is generally anticipated. In simple words, it is a difference between appearance and reality. For example, the narrator of “The Tell-Tale Heart” poses that he is a wise and intelligent person, who takes each step very carefully to kill his victim. However, he behaves insanely throughout the story and his logic is flawed.

Use ONE SECTION of your choice to define and teach the following:

Evidence-based claim:  A personal conclusion that arises from and is supported by textual and/or topical evidence.

Sub claims:  The claims of an argument that are linked together logically using evidence and reasoning to support a position.

Reasoning:  The logical relationships among ideas, including claim /premises and evidence.

Use ONE or TWO SECTIONS of your choice to define and teach the following (as you may wish to separate logos and pathos):

Ethos:  Ethos is an appeal based on the character of the speaker. An ethos-driven document relies on the reputation of the author.

Logos:  Logos is an appeal based on logic or reason. Documents distributed by companies or corporations are logos-driven. Scholarly documents are also often logos-driven.

Pathos:  Pathos is an appeal based on emotion. Advertisements tend to be pathos-driven. 

HERE IS A LINK TO AN E-TEXT OF THE NARRATIVE so that you can cut and paste the passages into your document:  https://www.gutenberg.org/files/23/23-h/23-h.htm