TOW #13 – Lunch atop a Skyscraper

Taken in September of 1932, this photograph depicts eleven construction workers sitting across a steel bar in the final stages of building 30 Rockefeller Plaza (“Lunch atop a Skyscraper”). Not yet three years after the start of the Great Depression, during which America faced exhaustion and instability, this photograph encouraged development as a community. The photographer juxtaposes the city’s background to the construction workers as an effective way to compare America’s developments to the blue-collar workers. Considering the significant issues that were present during the Great Depression, including job loss and financial instability, this photograph shows men casually sitting across a life-threatening bar that overlooks the city. This shows the desperation of the workers given the time period, but it is also relevant to the companionship that the eleven workers share. Furthermore, the photographer includes the city’s background to show that, while in the desperation of the financial crisis, America continues to advance and industrialize. With the workers juxtaposed to the enormous city in the background, an appeal to pathos is made that characterizes the time period; desperation to have work, but hope for national stability. While unable to solve any of the issues presented during this time, this image captures the intense amount of hard work that Americans put into their occupations, allowing the nation to move forward and to continue the construction of public and private institutions, like the 30 Rockefeller Plaza. Given the desperate atmosphere of the early 1930s, this image successfully juxtaposes the huge city of New York to the tired construction workers leisurely eating lunch on a steel bar, clearly commenting on the weakness of America at the time while also encouraging America to focus on community and development. Hence, the photographer’s juxtaposition of construction workers in the foreground to the large city in the background allows a tired America to see hope towards stability.

Lunch atop a Skyscraper (Unknown)

Works Cited

“Lunch atop a Skyscraper.” Wikipedia, New York City, 4 Dec. 2016, en.wikipedia.org/wiki/Lunch_atop_a_Skyscraper.

TOW #12 – Politics by Aristotle

Aristotle, historically significant for his impacts on today’s scientific method and schooling, outlines the groundwork of an ideal government in Politics (Editors). He directly clarifies, “Our purpose is to consider what form of political community is best for those who are most able to realize their ideal life,” (Aristotle 23) which indirectly suggests a hierarchy of value in society, which he elaborates upon. In order to defend this stance, Aristotle employs juxtaposition and allusions to other governments as a measure to continue his political teachings in his school. Aristotle attempts to establish the rudiments of family within a society to support the last part of his claim: “Now we should begin by examining everything in its fewest possible elements; and the first and fewest possible parts if a family are master and slave, husband and wife, father and children” (Aristotle 4). He uses these contrasting positions—being societal rank, gender role, and age respectively—to defend his argument that some people are more “able to realize their ideal life” and can therefore receive a higher representation in government. Through the obvious lack of altruism in this argument, Aristotle employs juxtaposition to weigh one class significantly higher than the other, all in his pursuit of his utopia. Furthermore, while considering the effectiveness of a governmental constitution, Aristotle alludes to an effective application in Sparta: “[Desire to maintain a permanent constitution] is the case in Sparta, where the kings desire its permanence because they have due honour in their own persons; the nobles because they are represented in the council of elders … and the people, because all are eligible to the Ephoralty” (Aristotle 46). In referencing this successful characteristic of a well-functioning society, Aristotle progresses in his own search for the perfect political society. After determining how the constitution in Sparta was applied with an effective framework, Aristotle strengthens his argument that a constitution should be included in government for support amongst classes. Attributable to his application of allusions, Aristotle had a brief attempt at an ideal government. However, because his juxtaposition of societal roles severely disregards the importance of equality, Aristotle’s analysis of an ideal government is not suitable for a modern audience, and hence, his ideology must be wholly rejected.

 

Works Cited

Aristotle. Politics. New York, NY, Barnes &Amp; Noble, Inc., 2005.

Editors, Biography.com. “Aristotle Biography.” The Biography.com Website, A&E Television Networks, 7 Nov. 2016, www.biography.com/people/aristotle-9188415#synopsis.

TOW #11 – Second Inaugural Address by Abraham Lincoln

In the midst of the Civil War, entering into his second term in office, President Abraham Lincoln delivered his inaugural address per the precedent established by Washington. Approximately four years after the start of the Civil War, Lincoln recognized the fragility of the Union and hoped to address the most significant issues in the United States (Staff). Employing juxtaposition, chiasmus, and anaphora, Lincoln uses rhetoric to produce an appeal to pathos and shift American perspectives during the Civil War. When introducing the intense topic of the lasting war between the Confederacy and the Union, Lincoln juxtaposes survival and death: “…one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish” (Lincoln 2). Establishing his position on the war, Lincoln weighs the purpose of war for the Confederacy and compares it to that of the Union. Claiming that the Union fights to heal the nation evokes patriotic emotions that can rebuild an exhausted population. Contrary to that one-sided position, Lincoln employs chiasmus to provide a common ground for the Confederates. Lincoln recognizes, “It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces,” instead proclaiming, “let us judge not, that we be not judged” (Lincoln 3). He responds to grievances in the Union, maintaining that while the shared reason for entering war was different from the Confederacy, they are still as responsible for participating. Thus, Lincoln builds towards a resolution to this lasting war between the North and the South. Lastly, Lincoln employs anaphora to make a call to action: “…let us strive on to finish the work we are in, to bind up the nation's wounds … to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations” (Lincoln 4). Including all Americans in a single nation, Lincoln makes one last attempt towards restoration of the country within his address. He recognizes the impact the war had on the divided nation, using anaphora to effectively unite the North and the South by listing the steps that must be taken. Considering the intensity and importance of the occasion, Lincoln employs juxtaposition, chiasmus, and anaphora, thereby showing a divided America that common ground is shared and that it is in the best interest of the rivals to restore peaceful relations under a single government.

Works Cited

Lincoln, Abraham. “Second Inaugural Address of Abraham Lincoln.” The Avalon Project, Yale Law School, 4 Mar. 1865, avalon.law.yale.edu/19th_century/lincoln2.asp.

Staff, History.com. “The Civil War Begins.” History.com, A+E Networks, 2009, www.history.com/this-day-in-history/the-civil-war-begins.

TOW #10 – “Helping Autonomous Vehicles And Humans Share The Road”

In our modern era of technological advancements and efficiencies, items such as the autonomous vehicle are being developed without a truly clear understanding of the implications of such an item. Jeffrey Peters, who is a Postdoctoral Fellow at Stanford University, raised an important question to this age of development in his editorial, “Helping Autonomous Vehicles And Humans Share The Road.” Through the use of hypophora and rhetorical questioning, as well as didacticism, Peters opens the conversation surrounding self-driving cars to determine a safe way to incorporate the technology into our modern society. In the introduction, Peters questions, “How should we program them to handle difficult situations?” (Peters) which remains a major theme throughout the editorial. This employment of hypophora opens discussion to the underlying subtopic, which surrounds the ethics of programming a vehicle to determine the ‘greatest good of society,’ as suggested from any utilitarianism’s perspective. Still, Peters continues from this starting point to suggest the “ambiguity” of decision making, allowing him to employ another device: didacticism. The moral dilemma suggested by this era of intelligent technology is the extent to which humans should transfer that ambiguous decision making process to technology. Relying on the psychology’s most recurrent motif, the “trolley problem,” Peters examines how many variables can impact a life or death decision. The problem originally weighs quantitative data to determine the ‘greatest good’ of the situation, but via a rhetorical question, Peters investigates, “Would you, for example, save five children and let a senior citizen die?” (Peters). Sequentially, in order to deliver his didactic reasoning, Peters later compares, “…would an autonomous car that noticed a child running in the middle of traffic decide to run over your grandmother on the sidewalk instead?” (Peters). While either question may have a seemingly ‘right’ answer, Peters suggests that establishing a trust relationship with technology could, in the short-term, bring greater harms than benefits. Supported with sound reasoning, delivered using hypophora and didacticism, Peters effectively upholds an argument that while there is a clear issue with relying upon autonomous vehicles, they could prove beneficial to efficiency, and ultimately, utility.

Works Cited

Peters, Jeffrey C. “Helping Autonomous Vehicles and Humans Share the Road.” The Conversation, 15 Nov. 2016, theconversation.com/helping-autonomous-vehicles-and-humans-share-the-road-68044.

IRB Intro Post #2

Throughout the second quarter of the school year, I will be reading Politics, written by Aristotle circa 330 BCE. Aristotle laid the foundation of many current political policies and concepts, and I have an interest in observing the development of these political ideas. Likewise, supporting my interest in psychology and human nature, much of Aristotle’s writing focuses on the effective organization of humans to then achieve an effective governing body. Aristotle, as defined on the back cover, sought to define the exact balance between branches of government, a concept that is currently being replicated in 21st century America. I hope to gain a greater understanding of human nature and organization in order to form my own principles, in turn allowing me to be involved as a politically informed citizen.

TOW #9 – “Just Ducky” from Tom and Jerry

The 77^th episode of Tom and Jerry, “Just Ducky,” was produced in 1953 by Fred Quimby and serves to entertain a younger audience and promote humanitarianism to that target demographic (“Tom and Jerry”). While the cat and mouse combo continually antagonize each other throughout the episode with astounding resilience, this particular episode shows the importance of companionship via the use personification of the animated characters, as well as humor. Throughout the episode, the cat Tom antagonizes the innocent mouse Jerry and duck Quacker. The animals, able to walk and on occasion even talk like humans, are easily relatable, especially to the young children who would ordinarily watch cartoons like this one. The animals express an understanding close to that of humans, capable of having more complex thoughts that are not expected from them. Following the light mischief between Tom and Jerry, Tom accidentally falls into a lake after chasing Quacker. Unable to swim, Tom splashes around until Quacker, also unable to swim, jumps in after him to help. This scene specifically demonstrates the importance of humanitarian assistance to a younger demographic under the cliché relationship between a cat and mouse. Likewise, the directors’ use of humor is very significant to entertaining the audience and establishing an occasion in the show. With most of their actions, the animals do not sustain lasting injuries. For example, Tom is shattered with a brick at 1:14 but is miraculously present at 1:21, which allows the writers to include the playful fighting without continuing a narrative, making impactful moments like Quacker saving Tom more significant. This humor plays a significant role in engaging the audience because as shown, most Tom and Jerry cartoons make a strong appeal to pathos, which is often more intuitive to younger children than ethos or logos. Via the use of personification and humor, Quimby teaches a fundamental lesson about companionship, showing that even polar opposites, like a large cat versus a small mouse and duck, can work towards a common good.

Works Cited

Quimby, Fred, director. “Just Ducky.” Metro-Goldwyn-Mayer, 1953, https://www.youtube.com/watch?v=AIeHdbLca7o.

“Tom and Jerry Theatrical Cartoon Series.” The Big Cartoon Database, www.bcdb.com/bcdb/cartoon.cgi?film=3100.

TOW #8 – "Killing Lincoln: The Shocking Assassination That Changed America Forever"

Killing Lincoln: The Shocking Assassination That Changed America Forever by Bill O’Reilly and Martin Dugard details the events leading up to and directly following President Lincoln’s assassination. O’Reilly and Dugard focus on the influences Lincoln had on the nation, which gives a particular context to the devastating impacts John Wilkes Booth’s attack on Lincoln had on America. The host of a FOX news show, O’Reilly is famous as a historian (Editors), and as is Dugard for writing historical texts (Dugard). Most relevant to the intention of explaining the impact of the assassination, the authors manipulate syntax by concluding chapters with small sentences to leave a lasting message for the audience. For example, after explaining John Wilkes Booth’s convoluted plotting, the coauthors simply conclude, “John Wilkes Booth is expecting them” (O’Reilly and Dugard 176). Following pages of very detailed information, O’Reilly and Dugard effectively use these short statements to summarize most generally what was happening, as well as to generate an appeal to pathos. This short, albeit complete sentence contributes largely to the authors’ purpose of explaining how large an event Lincoln’s death truly was. Furthermore, following the attack on Lincoln, the coauthors employ anaphora to emphasize the immense impacts Lincoln’s brain (in itself an example of synecdoche) had on the nation: “It struggled with war… It imagined stirring speeches that knit the country together… It guided [the signing of] the Emancipation Proclamation, giving four million slaves their freedom” (O’Reilly and Dugard 229). Including this background information argues the validity of the title, that Lincoln’s death truly did change America. The parallel structure achieved using anaphora contributes to building an extensive list of Lincoln’s impacts, further showing the audience the context of Lincoln’s death. All of the items in the list serve to explain Lincoln’s positive contributions to the American government, helping the authors explain fully why Booth's attack on Lincoln negatively impacted America. Via the multiple devices employed, including the syntax of small sentences and anaphora, the coauthors successfully achieved their purpose of explaining the large, devastating impact that Booth's assassination of Lincoln had on America.

Works Cited

Dugard, Martin. “About.” Martin Dugard, http://www.martindugard.com/about/.

Editors, Biography.com. “Bill O'Reilly Biography.” The Biography.com Website, A&E Networks Television, 2015, http://www.biography.com/people/bill-oreilly-9542547#personal-life.

O'Reilly, Bill, and Martin Dugard. Killing Lincoln: The Shocking Assassination That Changed America Forever. 1st ed., New York, Henry Holt and Co., 2011.

TOW #7 – “No. 10: The Same Subject Continued” from The Federalist Papers

James Madison, also known as the “Father of the Constitution,” made significant contributions to The Federalist Papers, valuable documents that served to defend the United States Constitution shortly after it was created (“James Madison”). Along with Alexander Hamilton and James Jay, Madison sought to defend the newly-created Constitution, which encompassed ideas of republicanism, as well as democracy. Arguably one of the most influential essays in The Federalist Papers was Madison’s “No. 10: The Same Subject Continued.” In this text, Madison used two prominent rhetorical devices, metaphors and hypophora, to defend the arguments made by the Constitution. While explaining the relationship between liberty and disunity, Madison stated, “Liberty is to faction what air is to fire, an aliment without which it instantly expires” (Hamilton 73). Madison, comparing faction to fire, claimed that while taking away liberty would destroy any chance for disunity, liberties must be protected and factions supported in a republic. By comparing this removal of rights to extinguishing a fire, Madison appeals to pathos in his audience, encouraging them to keep the noble flame of revolution alive. Furthermore, Madison employs hypophora in his essay to answer critical questions that would have been asked in the historical context in which The Federalist Papers was written. Madison asks, “Does it, in fine, consist in the greater obstacles opposed to the concert and accomplishment of the secret wishes of an unjust and interested majority,” to which he responds, “Here again the extent of the Union gives it the most palpable advantage” (Hamilton 78-79). Madison is essentially claiming that the republic established by the Constitution will support all persons beyond the majority of the population, which was a large motivating factor for the Revolution to occur in the first place. By defending this principle, Madison shows that the Constitution is representative of what the people wanted from a new government following British rule. Because Madison used logical reasoning to support his claims, and with the incorporation of rhetorical devices like metaphors and hypophora, Madison effectively argued in favor of the Constitution, assisting in the adoption and acceptance of the document as a governing entity.

Works Cited

Hamilton, Alexander et al. “No. 10: The Same Subject Continued.” The Federalist Papers, Edited by Clinton Rossiter, Signet Classics, United States, NY, 2003, pp. 71–79.

“James Madison's Contribution to the Constitution.” America's Library, Library of Congress, www.americaslibrary.gov/aa/madison/aa_madison_father_2.html.

TOW #6 - “The Media’s Moment of Truth”

Frank Bruni, who has been a journalist for the New York Times for more than 20 years and even acted as a White House correspondent, comments on the media’s responsibility for Trump’s success in his editorial “The Media’s Moment of Truth” (“Biography”). Written with confidence that Trump will lose the presidential election, this editorial is primarily written to democrats and others who recognize that Trump is not the best candidate for President of the United States. With this acknowledged, Bruni focuses less on exemplifying Trump’s political blunders, but rather on the pivotal role the media had in supporting bad candidates in order to prevent the media from interrupting the essence of democracy. Bruni has multiple uses of parallel structure to emphasize the media’s large role in supporting Trump: “Was he ridiculous? Beyond measure. Relevant? Beyond doubt” (Bruni), and “His reckoning comes on Nov. 8. Ours comes shortly after that” (Bruni). The first quotation gives context as to why the media would possibly provide coverage for Trump: he is not an ordinary candidate; he is willing to make unsubstantiated statements that lend themselves perfectly to news headlines. Additionally, Bruni concludes the essay saying that while Trump will get the immediate results of the election on November 8^th, the American population will be tasked with a serious question about the role of media in politics. Bruni also used invective to deliver his message, stating “Trump’s mendacity, viciousness, vulgarity and lack of preparation encouraged a kind of political journalism that […] can’t become the new normal, not in a country that’s already this polarized” (Bruni). Bruni, describing Trump’s character with a string of charged nouns, used this invective to deliver his message that it is dangerous for the media to provide coverage for candidates who are unqualified to be the next President. In his editorial, Bruni provides a solid argument that systemic reforms must be made within the profession of media coverage to prevent unqualified candidates from becoming President. With support of the advanced rhetoric used to drive Bruni’s claims, the argument that the media should not support a candidate like Donald Trump is very stable, creating a motive to change the way media covers future elections in order to preserve democracy.

 Works Cited

“Biography: Frank Bruni.” The New York Times, http://www.nytimes.com/ref/dining/bruni-bio.html.

Bruni, Frank. “The Media's Moment of Truth.” The New York Times, 23 Oct. 2016, http://www.nytimes.com/2016/10/23/opinion/sunday/the-medias-moment-of-truth.html?ref=opinion&_r=0.

TOW #5 - Minimum Wage Political Cartoon by Nick Anderson

Nick Anderson, who won the Pulitzer Prize in 2005 for his cartoons (“Nick Anderson”), produced a political cartoon in 2013 that brings attention to the wide gap between economic classes in the United States of America. In the cartoon, a person is holding a sign that reads, “Raise the minimum wage,” and right next to them is a single bill and three coins (“Minimum Wage”). One the opposite side of the visual text, a business man is on top of an enormous mound of money, exclaiming “Your greed is hurting the economy!” (“Minimum Wage”). Anderson juxtaposes these greatly different economic situations to effectively show the disparity between economic classes in the United States and elicit change. Because the lower and middle classes do not need any explanation for why the minimum wage should be increased federally, this cartoon was produced specifically for those in the upper class who insist that increasing the minimum wage would only harm the economy. The irony presented in this cartoon is very obvious: the rich man, claiming that the lower classes are being greedy by protesting for a wage increase, is standing on a huge mound of money (“Minimum Wage”). Anderson makes this connection very clear in the political cartoon, as he portrays the businessman as immature and avaricious by showing him yelling and pointing. As explained, Anderson uses hyperbole to depict the protester as being very poor. The exaggeration of the lower class having one bill and a couple of coins is important to deliver the irony in the cartoon, showing the upper class that the minimum wage actually should be increased. Anderson’s use of juxtaposition, irony, and hyperbole generate an appeal to pathos, and while it is partially aggressive and would not achieve immediate sympathy, the gap of wealth is made evident to those in the upper class, allowing them to see why the minimum wage should be increased.

[Minimum wage political cartoon by Nick Anderson, found at the source ("Minimum Wage")]

Works Cited

“Minimum Wage.” Understanding Fiscal Responsibility, Columbia University, http://teachufr.org/tag/minimum-wage/.

“Nick Anderson.” AAEC, The Association of American Editorial Cartoonists, http://editorialcartoonists.com/cartoonist/profile.cfm/andern/#speaker.

TOW #4 - "Killing Lincoln: The Shocking Assassination That Changed America Forever"

Written by Bill O’Reilly and Martin Dugard, Killing Lincoln: The Shocking Assassination That Changed America Forever is a nonfiction text that analyzes the context of Lincoln’s tragic assassination. O’Reilly, who runs his own news program on FOX News (Editors), and Dugard, who has a history of producing historical works (Dugard), co-wrote Killing Lincoln to explain the historical context in which President Lincoln, the executive leader of the Union Army during the Civil War, was assassinated by John Wilkes Booth. This text provides a high level of written analysis via the narrative style, which allows the coauthors to emphasize the relevance of specific events to Lincoln’s assassination. During the first portion of the text, the authors use anaphora to elaborate on tensions between General Meade and General-in-Chief Grant of the Union Army: “The problem, in a nutshell, is the unspoken rivalry between infantry and cavalry—between the unglamorous and the swashbuckling” (O’Reilly and Dugard 49). In the repetition, the writers juxtapose two charged antonyms, which not only contributes to the educated audience’s understanding of the tensions within the Union Army, but also heightens the audience's understanding of the immense responsibilities that President Lincoln was faced with. The authors later directly comment on John Wilkes Booth’s disturbing level of control with both a metaphor and a simile, claiming that “Booth is fighting the Civil War on his terms, using his talents, choreographing the action like a great director” (O’Reilly and Dugard 93-94). Booth did not fight for the Confederate Army, but rather independently planned to assassinate the leader of the Union, or as O’Reilly and Dugard stated, “[fought] the Civil War on his terms” (93). O’Reilly and Dugard also use a simile comparing Booth to a “great director” (94) which is carefully selected diction that displays Booth’s frightening level of control while plotting the attack. In the context it was written, the seemingly positive connotation of “great” only represents Booth’s own distorted perception; the authors recognize his twisted, villainous nature. The first portion of the text does offer the important historical context of the Civil War, which was a period of polar disunity. Because the coauthors address this critical factor of the historical context, the tragic event of Lincoln’s assassination is presented with relevant background information for the educated audience, allowing them to become more knowledgeable.

Works Cited

Dugard, Martin. “About.” Martin Dugard, http://www.martindugard.com/about/.

Editors, Biography.com. “Bill O'Reilly Biography.” The Biography.com Website, A&E Networks Television, 2015, http://www.biography.com/people/bill-oreilly-9542547#personal-life.

O'Reilly, Bill, and Martin Dugard. Killing Lincoln: The Shocking Assassination That Changed America Forever. 1st ed., New York, Henry Holt and Co., 2011.

TOW #3 - "We’re Working Harder Than Ever, So Why Is Productivity Plummeting?”

Rana Foroohar, an economics journalist for Time and Global Economic Analyst for CNN (“About.”), comments on the apparent lack of productivity that exists in the United States in her article “We’re Working Harder Than Ever, So Why Is Productivity Plummeting?” (Foroohar). In an age of countless technological advancements, this editorial serves as an in-depth look at the current state of the United States of America’s economy given the amount of work being completed. Foroohar transitions into potential reasons for a loss of productivity using synecdoche: “With birth­rates falling and immigration down, productivity needs to go up—or we’ll soon be worse off economically than our parents” (Foroohar). As commonly used when describing the economy, Foroohar uses the term “parents” to distinguish between two distinct generations and identify her audience as young American workers. This establishment of the audience is essential to the purpose of the editorial, which is to identify and suggest ways to resolve potential reasons for a decline in America’s productivity. Additionally, Foroohar alludes to a time when the United States flourished economically, which “happened from 1945 to 1973, when there were major public and private investments in education, infrastructure, and worker training” (Foroohar). This contributes to the editorial’s purpose of identifying potential solutions to resolve a dip in productivity, as she claims this same practice today “would bolster demand, … creating a virtuous cycle of productivity growth, wage growth and economic growth” (Foroohar). Foroohar’s argument focuses around that final statement; governmental and private advancements in education offer more opportunity for the economy to strengthen, allowing citizens to usefully focus their efforts. While identifying the purpose of this editorial is straightforward, it was slightly lacking in data and statistics to back up claims, including education’s impact on the economy. Foroohar could have included specific governmental investments in education that helped to raise the economy after 1945, but because this significant portion of the editorial was unsubstantiated, her purpose of determining ways to increase productivity was left uncompleted.

Works Cited

“About.” RanaForoohar.com, http://www.ranaforoohar.com/about/.

Foroohar, Rana. “We're Working Harder Than Ever, So Why Is Productivity Plummeting?” Time, Time, 24 Aug. 2016, http://time.com/4464743/productivity-decline/.

TOW #2 - Calvin and Hobbes Comic Strip

A Calvin and Hobbes comic strip showing a phone conversation. This comic strip was produced by Bill Watterson and was found at http://i1.nyt.com/images/2014/04/13/education/413/413-articleLarge-v2.jpg (Watterson)

This comic strip is from Calvin and Hobbes, a comic strip produced by Bill Watterson, who had much success on a national level during the years he produced the comic strips (Editors). Within this text, a young boy named Calvin picks up his home telephone only to deny taking a message for his dad, claiming that he is not concerned with others’ wellbeing. This comic strip satirizes the polite way children are taught to talk on the phone, as Calvin is very upfront about having no interest in taking any message. As this comic was produced to be placed in a newspaper or in a dedicated Calvin and Hobbes book, Watterson’s primary audience is ordinary people who seek humor from comic strips. To effectively establish this scenario, Watterson uses three rhetorical devices: onomatopoeia, hypophora, and hyperbole. Via the alarming “RRIINGG RRINGG” (Watterson 1) in the first box, the situation is created as the reader becomes aware that the phone is ringing, establishing a sense of urgency to pick the phone up. Calvin then continued, politely, to answer the phone, letting the caller know that his father is unavailable to speak. Watterson then uses hypophora to continue a two-way conversation, even though the reader only views the event from Calvin’s perspective: “Will I take a message? I don’t know – what’s in it for me?” (Watterson 3). While it is understood that Calvin himself is not using hypophora in this situation, the writer Bill Watterson tactically provided the readers with this question for the conversation to move forward. If he were to remove this question from the text, the context of Calvin’s statements would be illogical and unintelligible, ruining the flow of the short comic strip. Lastly, hyperbole is used when Calvin says, “People always assume you’re some kind of altruist” (Watterson 4). Calvin takes the commonly known scenario of being asked to take a message and compares it to a humanitarian deed, largely exaggerating the scale by which he is helping the caller. Relatedly, Calvin claims that everyone “always” (Watterson 4) asks him for a favor, further satirizing the scale of this ordinary exchange via the use of a hyperbole. Watterson intended to make his audience laugh by having Calvin refuse to do a simple task that only poses a minor inconvenience; with the help of several rhetorical devices that contribute emotion and context, Watterson produced a humorous comic strip that contrasts the different scale of duties in childhood and adulthood.

Works Cited

Editors, Biography.com. "Bill Watterson Biography." The Biography.com Website. A&E Networks Television, 2 Jan. 2015. Web. 18 Sept. 2016.

Watterson, Bill. "Calvin and Hobbes." The New York Times. N.p., n.d. Web. 18 Sept. 2016.

TOW #1 - James Garfield’s Inaugural Address

James A. Garfield was elected president in 1881, less than 20 years after the Civil War in the United States (Editors and McPherson). In his inaugural address, Garfield recognized the importance of addressing the segregation that remained in society. Because there was still great tension between the North and the South, due in part to the abolition of slavery and also due to the growth of a strong central government (McPherson), Garfield had to find a balance between emphasizing both local and central rights. Though both parts of the country still held different beliefs, Garfield remained optimistic while also encouraging equality and a strong central government via the use of several rhetorical devices. Garfield used an allusion to a quote by Abraham Lincoln to emphasize the value of equality: “The elevation of the negro race from slavery to the full rights of citizenship is the most important political change we have known since the adoption of the Constitution of 1787. […] The influence of this force will grow greater and bear richer fruit with the coming years” (James). As Lincoln’s original use of the expression was, “I have always found that mercy bears richer fruits than strict justice” (Lincoln), Garfield extended it to deliver the message that people should be more compassionate and stop continuing prejudice. Additionally, Garfield addressed his duties in the executive position using synecdoche: “And now, fellow-citizens, I am about to assume the great trust which you have committed to my hands” (James). While Garfield is formally accepting the position of President of the United States, he states “my hands” to detach his own bias from the position, further emphasizing that he stands only as an elected national representative to serve others. Garfield, a firm believer in equality, had unfortunately limited time in office; in July of 1881, he was shot and killed (Editors). This does not, however, affect the value of Garfield’s inaugural address, as he purposefully and tactically brought attention to several of the largest issues existing in the country at the time with encouraging words to proactively fix them.

Works Cited

Editors, Biography.com. "James Garfield Biography." The Biography.com Website. A&E Television Networks, n.d. Web. 11 Sept. 2016.

James A. Garfield: "Inaugural Address," March 4, 1881. Online by Gerhard Peters and John T. Woolley, The American Presidency Project. http://www.presidency.ucsb.edu/ws/?pid=25823.

Lincoln, Abraham. "Abraham Lincoln Quotes." BrainyQuote. N.p., n.d. Web. 11 Sept. 2016.

McPherson, James, Dr. "A Brief Overview of the American Civil War." Civilwar.com. History.com, n.d. Web. 11 Sept. 2016.

IRB Intro Post #1

During the first quarter of school, I will be reading Killing Lincoln: The Shocking Assassination That Changed America Forever by Bill O’Reilly and Martin Dugard. I have a particular interest in reading this book due to my curiosity in politics and history, and I also recently began researching Andrew Johnson, who was Vice President with Lincoln and later became president following Lincoln’s assassination. I understand that John Wilkes Booth is the murderer of Lincoln, but I do not currently know the specific policies that he disagreed with. I know that this will be an emotional description of the events that took place leading up to and after Lincoln’s assassination, and I hope to gain more knowledge about one of America’s most famous presidents.

Blog Post 3

E. B. White’s Once More to the Lake is a narrative that follows a father and son who go to the father’s childhood retreat. White is most known for his sentimental writing style, as observed in his famous story Charlotte’s Web (Editors), and that style is continued in this coming-of-age essay that outlines the hardships of letting go of the past. The essay does not lessen the value of nostalgia, but the central argument is that people should cherish the past, not relive it. This purpose is demonstrated through White’s use of polysyndeton, where he says, “Inside [the same store], all was just as it had always been, except there was more Coco-Cola and not so much Moxie and root beer and birch beer and sarsaparilla” (White 184). This string of conjunctions helps to show White’s thought process that many things have changed in the place he so vividly remembered, furthering the argument that one cannot truly relive memories. White’s nostalgic recollection of the past is also revealed when he romanticizes using diacope: “Summertime, oh, summertime, pattern of life indelible, the fade-proof lake, the woods unshatterable…” (White 182). In this quotation, White explains that he cannot forget the importance of the memories he formed at the lake, also claiming that his childhood will remain with him as he continues living. Lastly, White’s use of a metaphor contributes to the overall purpose of the essay. When his son went to swim in the lake as he always had, White stated, “Languidly, and with no thought of going in, I watched him, his hard little body, skinny and bare, saw him wince slightly as he pulled up around his vitals the [cold swimsuit]. …suddenly my groin felt the chill of death” (White 185). This metaphor describes the moment that White stopped attempting to recreate his childhood, but instead connected to his son who gave him his truest remembrance. While this story is largely situational to White, the rhetorical devices used revealed to his audience the futility of existing in the past, instilling in them the idea that the present should be cherished.

The Persistence of Memory by Salvador Dali

This piece of famous art may have one intended meaning, but it shows a distorted sense of time that reflects one's tendency to hold onto the past. The digitized painting was retrieved from wikiart.org (Dali)

Works Cited

Dali, Salvador. The Persistence of Memory. Digital image. www.wikiart.org. N.p., n.d. Web. 26 Aug. 2016.

Editors, Biography.com. "E.B. White Biography." The Biography.com Website. A&E Networks Television, n.d. Web. 17 Aug. 2016.

White, E. B. "Once More to the Lake." The Best American Essays of the Century. Ed. Joyce Carol Oates and Robert Atwan. New York: Houghton Mifflin, 2000. 179-85. Print.

Blog Post 2

Zora Neale Hurston’s How It Feels to Be Colored Me documents her understanding of racism throughout varied childhood experiences. Hurston, born African-American in 1891 (Editors), faced much of the prejudice that existed against people of color. As she noted, neighborhoods were largely segregated when she grew up, so it was only when she moved to a town with many white people that she felt out-of-place. As a civil rights activist, Hurston concludes the essay with an extended metaphor, explaining how she “feel[s] like a brown bag of miscellany … in company with other bags, white, red, and yellow,” later continuing that “all might be dumped in a single heap and the bags refilled without altering the content any greatly” (Hurston 117). This extended metaphor is the most straight-forward explanation of her purpose: to help her audience recognize that, regardless of the body one is given at birth, everyone shares fundamental similarities. While this was written directly for those who held prejudices against people of color, the essay serves as a documentation of repression to help closed-minded individuals see past any prejudgment. Hurston also uses synecdoche, another type of metaphor, to distinguish between race and identity. Effectively denouncing the misconception that her race stands for her whole self, Herston says, “At certain times I have no race, I am me” (Hurston 117). Hurston also uses similes in the essay, most notably when she says, “I set my hat at a certain angle … feeling as snooty as the lions in front of the Forty-Second Street Library” (Hurston 117). Hurston hopes to relate to her audience with the use of the simile, hoping to break down racial and ethnic barriers that hold people apart. The unique description of the prejudice Hurston faced throughout her life and the rhetorical devices that bring her closer to her audience certainly helped Hurston to achieve her purpose. The essay marked a significant step forward in desegregation, and as Hurston wanted to achieve, society now has very few racial barriers.

This picture shows one beautiful red flower in a large field of yellow flowers. It shows the theme that difference is beautiful. This image was retrieved from flowermeaning.com, and the photographer is unspecified (One).

Works Cited

Editors, Biography.com. "Zora Neale Hurston Biography." The Biography.com Website. A&E Networks Television, n.d. Web. 17 Aug. 2016.

Hurston, Nora Neale. "How It Feels to Be Colored Me." The Best American Essays of the Century. Ed. Joyce Carol Oates and Robert Atwan. New York: Houghton Mifflin, 2000. 114-17. Print.

One red tulip in a field of yellow flowers. Digital image. Flower Meaning. N.p., n.d. Web. 26 Aug. 2016.

Blog Post 1

Corn-pone Opinions, a 1901 essay written by Mark Twain, delves into the nature of man’s tendency to conform to society. Twain, an alias for Samuel Clemens, is best known for writing The Adventures of Tom Sawyer and the sequel The Adventures of Huckleberry Finn. Twain was shaped by an early experience with death: at age 10, he witnessed a slave owner brutally murder a slave (Editors). This undoubtedly affected Twain’s interest in assessing societal trends, as it showed him how society allowed inhumane acts such as slavery. Twain described his experience befriending a slave at the age of 15, learning that “a man in not independent [from society], and cannot afford views which might interfere with his bread and butter” (Twain 2). He writes this to draw attention toward every person’s desire to follow societal trends. Twain uses multiple rhetorical devices to help his readers understand that political opinion eclipses personal decision-making. The author uses polysyndeton to emphatically display how public opinion influences everything: “I am persuaded that a coldly-though-out and independent verdict upon a fashion in clothes, or manners, or literature, or politics, or religion, or any matter … is a most rare thing…” (Twain 2). Furthermore, Twain uses hypophora to effectively anticipate his readers’ questions. In explaining the fashion fad surrounding the flaring hoopskirt, which was previously out of style, Twain asks, “Was the resentment reasoned out? Was the acceptance reasoned out?” (Twain 2). Twain later answers, “No. The instinct that moves to conformity did the work. It is our nature to conform …” (Twain 2). This hypophora offers essential information to the reader by anticipating a question and later answering it. Twain’s use of advanced rhetoric supports his purpose in displaying his thoughts in a logical manner for his readers to understand. The rhetorical strategies provide a very coherent analysis of one’s tendency to follow others, and Twain used them effectively to emphasize his largest contentions.

Salmon Doubts by Adam Sacks

This image illustrates salmon swimming in a line, going with everyone else. It is from Sacks's comic Salmon Doubts, and the image was found via a review on Madinkbeard.com (Sacks)

Works Cited

Editors, Biography.com. "Mark Twain Biography." The Biography.com Website. A&E Networks Television, n.d. Web. 17 Aug. 2016.

Sacks, Adam. Salmon Doubts. Digital image. Madinkbeard Post. N.p., 11 Jan. 2007. Web. 26 Aug. 2016.

Twain, Mark. "Corn-pone Opinions." The Best American Essays of the Century. Ed. Joyce Carol Oates and Robert Atwan. Boston: Houghton Mifflin, 2000. 1-5. Print.