Revolutionary Era Reading List
DIRECTIONS:
Read the selections below and respond to your reading in a Reader’s Notebook—see model
provided in class. For some entries (#’s 1,2,6,14 and 15) you are directed to “take notes” rather
than do a rhetorical analysis (there are further directions and a model included below). We will
work in class with some of the selections more extensively with some than with others. During
the unit, you may also be asked to add notes or other work. Listen carefully in class for changes
in directions. Also, be sure to listen for specific reading due dates. You may read ahead, but
don’t get behind. As you read, do a separate response page for each selection. In general, the
entries that call for notes will be longer than those that call for rhetorical analysis, which should
be one page. Check off the entries as you finish. Everything must be typed. Do not use plastic
sheet covers.
FROM OUR CURRENT TEXTBOOK:
____ Entry 1. “The Right To Be Free, Writers in the Time of the Revolution” The Language of
Literature, genre: nonfiction information. p. 256-258. Also, notes from in-class lecture.
Purpose: to get background knowledge of historical context. What to do: Take notes.
____ Entry 2. “Learning the language of Literature: Persuasive Rhetoric” The Language of
Literature, genre: nonfiction information. p. 260-261. Also, notes from in-class lecture,
“Key Concepts in Argument and Persuasion.”
Purpose: to record important concepts, technical information, and terminology for doing
rhetorical analysis and the persuasion speech. What to do: Take notes.
____ Entry 3. “The Declaration of Independence,” Thomas Jefferson, genre: political
document, p 270-276.
Purpose: to understand rhetorical structure and analysis, to see this document as an
argument. What to do: Rhetorical analysis.
____ Entry 4. “Letter to the Reverend Samson Occom,” Phillis Wheatley, genre: literary
letter. p 282-284.
Purpose: to understand what a literary letter is and see it as an argument. What to do:
Rhetorical analysis.
____ Entry 5. “Letter to John Adams,” Abigail Adams, genre: literary letter. p 282, 285-287
Purpose: to understand what a literary letter is and see it as an argument. What to
do: Rhetorical analysis. Note: you may use the model provided in class for this entry.
____ Entry 6. “Poor Richard’s Almanack,” Benjamin Franklin, genre: almanac. p 292-293
Purpose: to read, enjoy, and gain American-style wisdom. What to do: Choose any 15
and explain what they mean.
____ Entry 7. “Lecture to a Missionary,” Red Jacket, genre: persuasive speech, p 295-299
Purpose: to understand speech as argument and persuasion. What to do: Rhetorical
analysis.
V.Stevenson, 5/30/12
American Literature
____ Entry 8. “Stride Toward Freedom,” Martin Luther King, Jr., genre: excerpt from
nonfiction book. p 300-304, 308.
Purpose: to read/analyze a contemporary example of argument and persuasion. What to
do: Rhetorical analysis.
____ Entry 9. “Protect Ourselves, “ Malcolm X, genre: TV interview, page 305-308
Purpose: to read interview genre as a contemporary example of argument and persuasion.
What to do: Rhetorical analysis.
____ Entry 10. “Yo Soy Joaquin/I Am Joaquin,” Rodolfo Gonzales, genre: poem, p 309-317
Purpose: see a poem as an example of argument and persuasion. What to do: Rhetorical
analysis.
FROM THE INTERACTIVE READER (aka “Soft Text”)
____ Entry 11. “Speech in the Virginia Convention,” Patrick Henry, genre: speech, p 54-65,
plus exercises on 64-66.
Purpose: example of historically significant speech as argument and persuasion. What to
do: follow all the directions in the book and include those pages as your entry.
____ Entry12. “What Is An American,” Michel-Guillaume Jean de Crevecoeur, genre: essay.
p 67, plus exercises on 72-74.
Purpose: read and work with a famous 1782 definition essay. What to do: follow the
directions in the book.
FROM HANDOUTS OR EXCERPTS FROM THE “OLD RED TEXTBOOK”
____ Entry 13. “The Crisis,” Thomas Paine, genre: political propaganda pamphlet, p 93-99 (or
handout).
Purpose: to read and analyze famous Revolutionary war propaganda. What to do:
Worksheet provided in class.
____ Entry 14. Excerpt from “The Autobiography of Benjamin Franklin,” Benjamin Franklin,
genre: autobiography, p 72-82.
Purpose: to read influential writing regarding the American concept of progress and selfimprovement. What to include: Prereading Activity notes, Selection test, Notes on moral
perfection.
____ Entry 15. Miscellaneous contemporary feature articles. These will be supplied in class.
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DIRECTIONS for READER’S NOTEBOOK:
1. SET UP: Every entry should be set up with THE ENTRY NUMBER, TITLE, AUTHOR, and
GENRE. Except for the entries that call for taking notes, do the following for each rhetorical
analysis:
2. SUMMARY: Write a few brief sentences summarizing what the selection was about so that
you can keep all these readings straight.
3. AUTHOR’S PURPOSE: Briefly state what the author’s main purpose is.
4. AUTHOR’S AUDIENCE: Who is this writing intended to reach?
4. TECHNICAL INFORMATION and STYLE ANALYSIS: How does the author achieve his or
her purpose? Jot down notes and examples about the rhetorical techniques the author uses,
especially examples of those you yourself might want to imitate. Consider the three basic appeals
(logos, pathos, and ethos) and other literary and rhetorical devices.
5. PERSONAL RESPONSE & NOTES FOR MY PROJECT: What did you think of this
selection? Is there anything in it you would like to use in your own persuasion presentation?
Make notes to yourself to help you later with your project.
Maximum length: 1 page
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