NATIONAL
MATH + SCIENCE
INITIATIVE
English
NMSI ENGLISH
AP Language and Composition
Rhetorical Analysis - 2014
Deconstruction Lesson
Abigail Adams’s Letter to Her Son
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English
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English—Abigail Adams’s Letter to Her Son
Abigail Adams’s Letter to Her Son
2014 Deconstruction Lesson
Rhetorical Analysis Overview
This deconstruction lesson will guide you through a series of strategies to help you generate more effective
analytic responses. Let’s review the best ways to ensure you are giving yourself the highest chance to get a
passing score on the AP English Language and Composition exam.
Prompt Deconstruction and Prewriting
● Read and annotate the prompt.
◦◦
●
Remember that the rhetorical analysis questions are often set in a larger context that shapes the text.
This context might be the time period in which it is written, the relationship between the writer and
the reader, or a particular action the writer wants the reader to take. You have to understand and
analyze the ways the writer has shaped her message for a particular audience to achieve her purposes.
Read and annotate the passage.
◦◦
Mark small sections of the text you will cite directly in your response. Pulling long quotations from
the passage and stuffing them in your support paragraphs looks like you are desperate to make your
response longer. Instead, concentrate on offering explanation and analysis of the evidence you are
using to support your reading of the passage.
Construct annotations that make the connection between text and technique and strategy to reveal
purpose and meaning.
Introduction
● Limit your time. Begin with a hook that shows you understand the intent of the passage.
◦◦
●
Identify the core components of the big-picture part of the question.
●
Identify the strategies and techniques the author uses to create a forceful message that will move her son
to behave in a particular way. Watch out for long lists.
Write a well-crafted thesis in which you feature the ANSWER to the big-picture part of the prompt at the
END of your thesis statement. You might want to revise to ensure that your thesis is clear, concise, and
correct.
Body Paragraphs
● Start with a statement that makes a claim.
●
●
Identify the section, techniques/strategy, and purpose.
●
Refer directly to the text—be judicious in your use of quotations.
Be sure commentary speaks to the strategies that Adams uses to advise her son. Your voice and analysis
should dominate the paragraphs.
Conclusion
● Conclude with more than just restatement of your thesis.
●
●
Show how the different sections of the letter work together to make a compelling argument.
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English—Abigail Adams’s Letter to Her Son
Activity One: Getting the Most out of the Prompt
Your questions should start the moment you read the prompt. Your first job when approaching a set of
directions is to turn the statements in the prompt into a series of questions and answers that will be your
marching orders for reading the passage. Some of the questions you might ask about the prompt are below.
Rhetorical Analysis Prompt
In the following letter, Abigail Adams (1744-1818) writes to her son John Quincy Adams, who is traveling
abroad with his father, John Adams, a United States diplomat and later the country’s second president.
Read the letter carefully. Then, in a well-developed essay, analyze the rhetorical strategies Adams uses to
advise her son. Support your analysis with specific references to the text.
1. Who is the author of the letter? What might be her economic and social standing within her
community?
2. What might be the hopes that Adams has for her son based on her marriage and social standing?
3. The son is overseas with his father—what are some of the emotions he might have felt before leaving on
this journey? How about on the journey? While being in a foreign land?
4. What is the difference between rhetorical strategies and rhetorical devices? Do they overlap?
5. Advice is an abstract noun—how might you define her advice so clearly that it pertains to this mother
writing to her son on one day in January in 1780?
4
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English—Abigail Adams’s Letter to Her Son
Directions:
ReadRead
and and
annotate
the passage.
Mark
any any
text text
that that
clearly
conveys
motherly
advice.
Directions:
annotate
the passage.
Mark
clearly
conveys
motherly
advice.
12 January, 1780
MY DEAR SON
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I hope you have had no occasion, either
from enemies or the dangers of the sea, to
repent your second voyage to France. If I had
thought your reluctance arose from proper
deliberation, or that you were capable of
judging what was most for your own benefit, I
should not have urged you to accompany your
father and brother when you appeared so averse
to the voyage.
You, however, readily submitted to my
advice, and, I hope, will never have occasion
yourself, nor give me reason, to lament it. Your
knowledge of the language must give you
greater advantages now than you could possibly
have reaped whilst ignorant of it; and as you
increase in years, you will find your
understanding opening and daily improving.
Some author, that I have met with,
compares a judicious traveller to a river, that
increases its stream the further it flows from its
source; or to certain springs, which, running
through rich veins of minerals, improve their
qualities as they pass along. It will be expected
of you, my son, that, as you are favored with
superior advantages under the instructive eye of
a tender parent, your improvements should bear
some proportion to your advantages. Nothing is
wanting with you but attention, diligence, and
steady application. Nature has not been
deficient.
These are times in which a genius would
wish to live. It is not in the still calm of life, or
the repose of a pacific station, that great
characters are formed. Would Cicero have
shone so distinguished an orator if he had not
been roused, kindled, and enflamed by the
tyranny of Catiline, Verres, and Mark Anthony?
The habits of a vigorous mind are formed in
contending with difficulties. All history will
convince you of this, and that wisdom and
penetration are the fruits of experience, not the
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60
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70
lessons of retirement and leisure. Great
necessities call out great virtues. When a mind
is raised and animated by scenes that engage
the heart, then those qualities, which would
otherwise lay dormant, wake into life and form
the character of the hero and the statesman.
War, tyranny, and desolation are the scourges
of the Almighty, and ought no doubt be
deprecated. Yet it is your lot, my son, to be an
eyewitness of these calamities in your own
native land, and, at the same time, to owe your
existence among a people who have made a
glorious defense of their invaded liberties, and
who, aided by a generous and powerful ally,
with the blessing of Heaven, will transmit this
inheritance to ages yet unborn.
Nor ought it to be one of the least of your
incitements towards exerting every power and
faculty of your mind, that you have a parent
who has taken so large and active a share in this
contest, and discharged the trust reposed in him
with so much satisfaction as to be honored with
the important embassy which at present calls
him abroad.
The strict and inviolable regard you have
ever paid to truth, gives me pleasing hopes that
you will not swerve from her dictates, but add
justice, fortitude, and every manly virtue which
can adorn a good citizen, do honor to your
country, and render your parents supremely
happy, particularly your ever affectionate
mother,
A. A.
.
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5
English—Abigail Adams’s Letter to Her Son
Activity Two: Understanding and Identifying Doing Verbs
Sometimes it is helpful to remember that language is an active force, capable of moving a reader to feel
specific emotions that can turn into acts (of goodness, we hope). You can sharpen your responses by using
“doing verbs” that accurately capture what the writer is doing when you pull key quotations from the
passage.
Examine the reference list below. These verbs can be used to describe any author’s argument. For each key
argument within a text, assign one of the verbs below to describe what the author is accomplishing. Then,
discuss how the author’s technique, as described by the verb you have chosen, supports the author’s purpose.
Doing Verbs for Rhetorical Analysis
Amplifies
Establishes Authority Narrates
AnalyzesEvaluatesOrganizes
Argues
Exemplifies Outlines
AssertsExplains WhyPersuades
ChallengesForecastsPredicts
Clarifies
Identifies
Presents
ComparesIllustratesProposes
Concludes
Implies
Qualifies
ConstructsIntegratesQuestions
ContrastsInspectsSubstantiates
DefendsInterpretsSuggests
Defines
Introduces
Summarizes
Differentiates Between
Justifies
Synthesizes
ModelsTheorizes
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If I had thought your reluctance arose
from proper deliberation, or that you
were capable of judging what was most
for your own benefit, I should not have
urged you to accompany your father and
brother when you appeared so averse to
the voyage2.
I hope you have had no occasion,
either from enemies or the dangers of
the sea, to repent your second voyage to
France1.
Section One
Identify key sentences or phrases that
demonstrate the argument.
MY DEAR SON,
Adams defends her reasoning
for urging her son to go with his
father on this journey abroad.
Example Two: Defends
Abigail Adams asserts her role as
a mother by inquiring after her
son’s well being.
Example One: Asserts
Doing Verbs
Identify a verb that describes the
author’s action.
Example Two: Here, Abigail Adams offers
conditions (the long clause that starts the sentence)
that would have made her NOT urge her son to
take the trip. Because those conditions do not exist,
Adams is, perhaps, forced to realize that mother
knows best and he should heed her advice.
Example One: The word choice (“enemies” and
“danger” balanced by “hope”) would make John
Quincy Adams feel his mother’s care and concern
and would make him less defensive in taking his
mother’s advice that follows.
Effect
Explain the effect the language might have on a
young son.
Directions: For this activity, you will use the doing verbs reference list to explain what the author is doing and its effect(s) on her son. For
the first section of the letter, five places in the text are bolded for your doing verb analysis. In the second and third sections of text, you
should find 3-4 additional places to practice capturing what Adams is doing and how her son should be feeling and thinking while reading
the letter.
English—Abigail Adams’s Letter to Her Son
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7
English—Abigail Adams’s Letter to Her Son
You, however, readily submitted
to my advice, and, I hope, will never
have occasion yourself, nor give me
reason, to lament it. Your knowledge
of the language must give you greater
advantages now than you could possibly
have reaped whilst ignorant of it; and
as you increase in years, you will find
your understanding opening and daily
improving3.
Example Three: Predicts
Some author, that I have met with4, Example Four: Establishes
Authority
compares a judicious traveller to a river,
that increases its stream the further
it flows from its source; or to certain
springs, which, running through rich
veins of minerals, improve their qualities
as they pass along. It will be expected
of you, my son, that, as you are favored
with superior advantages under the
instructive eye of a tender parent,
Example Five: Implies
your improvements should bear some
proportion to your advantages5. Nothing
is wanting with you but attention, diligence,
and steady application. Nature has not been
deficient.
Example Three:
Example Four:
Example Five:
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8
Section Two
Identify key sentences or phrases that
demonstrate the argument.
These are times in which a genius would
wish to live. It is not in the still calm of
life, or the repose of a pacific station, that
great characters are formed. Would Cicero
have shone so distinguished an orator if he
had not been roused, kindled, and enflamed
by the tyranny of Catiline, Verres, and
Mark Anthony? The habits of a vigorous
mind are formed in contending with
difficulties. All history will convince you
of this, and that wisdom and penetration
are the fruits of experience, not the lessons
of retirement and leisure. Great necessities
call out great virtues. When a mind is
raised and animated by scenes that engage
the heart, then those qualities, which would
otherwise lay dormant, wake into life and
form the character of the hero and the
statesman. War, tyranny, and desolation are
the scourges of the Almighty, and ought no
doubt be deprecated. Yet it is your lot, my
son, to be an eyewitness of these calamities
in your own native land, and, at the same
time, to owe your existence among a
people who have made a glorious defense
of their invaded liberties, and who, aided
by a generous and powerful ally, with
the blessing of Heaven, will transmit this
inheritance to ages yet unborn.
Doing Verbs
Identify a verb that describes the author’s
action.
Effect
Explain the effect the language might have
on a young son.
English—Abigail Adams’s Letter to Her Son
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9
English—Abigail Adams’s Letter to Her Son
Section Three
Identify key sentences or phrases that
demonstrate the argument.
Nor ought it to be one of the least of
your incitements towards exerting every
power and faculty of your mind, that you
have a parent who has taken so large and
active a share in this contest, and discharged
the trust reposed in him with so much
satisfaction as to be honored with the
important embassy which at present calls
him abroad.
The strict and inviolable regard you
have ever paid to truth, gives me pleasing
hopes that you will not swerve from her
dictates, but add justice, fortitude, and every
manly virtue which can adorn a good citizen,
do honor to your country, and render your
parents supremely happy, particularly your
ever affectionate mother,
A. A.
Doing Verbs
Identify a verb that describes the author’s
action.
Effect
Explain the effect the language might
have on a young son.
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10
English—Abigail Adams’s Letter to Her Son
Activity Three: Analyzing and Creating Powerful Responses with Doing VerbsThe sample support
paragraph below effectively explains what Adams does in several sections of her letter and how her choices
reveal her advice to her distant son. Mark the places in the paragraph where the writer creates powerful
sentences with select doing verbs.
Throughout her letter, Adams presents examples and constructs appropriate comparisons to illustrate her
arguments to her young son. Paralleling “a judicious traveler to a river,” Adams advises her son to take
advantage of what he has and turns his advantages into larger rewards for both himself and society. Just
as the stream becomes wider “the further it flows from its source,” Adams longs to see her son become
wiser and more beneficial to the society as he matures. When positing that a trip to France will increase
her son’s experience, which brings “wisdom and penetration,” Adams also draws on an historical example.
Arguing that Cicero would not have shown “so distinguished an orator if he had not been roused, kindled,
and inflamed by the tyranny of Catiline, Verres, and Mark Anthony,” Adams implies that the calamities he
views in life will only make him stronger and wiser. So, he should not hesitate to face difficulties. Building
on this example, she sets up a contrast between a dormant man in “retirement,” and a hero in harsh times,
suggesting her son follow the life of the latter.
Explain why this paragraph would be termed “effective” by AP graders.
Doing verbs can help you analyze your writing. If you were to analyze the paragraph above using the
same set of doing verbs as we used with Adams’s letter to her son, you might come up with the following
notations. The key point is to understand that your choice of examples and analysis has an effect on the
reader of your exam responses.
Student Example
1. Throughout her letter, Adams presents examples
and sets up appropriate comparisons to illustrate
her arguments to her young son.
Doing Verb Analysis
1. Forecasts the focus of the paragraph by
making a claim.
2. Integrates a quotation from the passage to
2. Paralleling “a judicious traveler to a river,”
Adams advises her son to take advantage of what
present a piece of advice from Adams to her
he has and turns his advantages into larger rewards
son.
for both himself and society.
3. Just as the stream becomes wider “the further it
flows from its source,” Adams longs to see her son 3. Integrates a quotation to clarify the implicit
become wiser and more beneficial to the society as
comparison.
he matures.
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11
English—Abigail Adams’s Letter to Her Son
4. When positing that a trip to France will increase
her son’s experience, which brings “wisdom and
penetration,” Adams also draws on an historical
example.
4. Presents examples and identifies technique.
5. Arguing that Cicero would not have shown “so
distinguished an orator if he had not been roused,
kindled, and inflamed by the tyranny of Catiline,
Verres, and Mark Anthony,” Adams implies that
the calamities he views in life will only make him
stronger and wiser.
5. Supports with example and connects to
positive values.
6. So, he should not hesitate to face difficulties.
7. Building on this example, she sets up a contrast
between a dormant man in “retirement,” and a
hero in harsh times, suggesting her son follow the
life of the latter.
6. Draws a conclusion.
7. Synthesizes two parts of the passage to
draw a conclusion about Adams’s advice.
Activity Four: Thesis Writing and Revision
Now that you have analyzed the passage and prompt, examine the original thesis statement you crafted when
you first wrote the essay. Write it in the space provided below. If you have not written this essay, construct a
thesis statement based on your close reading. The prompt’s task has been reprinted below.
Task: In a well-developed essay, analyze the rhetorical strategies Adams uses to advise her son.
Original Thesis Statement: Then, revise your original thesis statement based on your analysis. Improve your vocabulary, sentence
structure, and argumentation.
Revised/New Thesis Statement: 12
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English—Abigail Adams’s Letter to Her Son
Activity Five: Writing, Revising, and Revising Body Paragraphs
Now, for either section two or section three of the letter, write a paragraph that satisfies the
requirements below.
1. A claim sentence that highlights the section of text to be analyzed, the main or initial rhetorical feature
you will use, and a link to the purpose of the letter (as it pertains to the substance of the advice given)
2. A sentence in which you use a significant phrase (3-6 words) from the text to generate commentary.
3. Two instances in which you use doing verbs to introduce your quoted material.
4. An instance in which you demonstrate significance by fully analyzing your most important example.
5. Big-picture analysis in which you make the connections clear among numbers 1-4.
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13
English—Abigail Adams’s Letter to Her Son
Activity Six: Paragraph Analysis and Reflection
Analyze your paragraph using doing verbs to describe what each sentence of your writing accomplishes. Use
the example in the table that follows the student sample paragraph as a reference. Number each sentence in
your paragraph and analyze the effect each sentence creates.
Sentence #1: Sentence #2: Sentence #3: Sentence #4: Sentence #5: Sentence #6: Sentence #7: Sentence #8: Sentence #9: 14
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