English
Strengthening Claims with Rhetorical Devices
Warm-Up Activity
About this Lesson
This warm up activity asks students to analyze how the claim made in a memorable quotation is
strengthened because of the way it is written. Using devices such as an extended metaphor,
parallelism, or antithesis, a writer can emphasize a point, make a point clearer, or make a point
just more memorable.
This lesson is included in Module 10: Analyzing Organization and Syntax.
Objectives
Students will
analyze the claim made in a quotation.
emulate the style of the quotation to write their own claim.
Level
Grades Six through Ten
T E A C H E R
Connection to Common Core Standards for English Language Arts
LTF® Foundation Lessons are designed to be used across grade levels and therefore are aligned
to the CCSS Anchor Standards. Teachers should consult their own grade-level-specific
Standards. The activities in this lesson allow teachers to address the following Common Core
Standards:
Explicitly addressed in this lesson
Code
Standard
R.1
R.4
L.3
Read closely to determine what the text says
explicitly and to make logical inferences from it.
Cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
Interpret words and phrases as they are used in a
text, including determining technical, connotative,
and figurative meanings, and analyze how specific
word choices shape meaning or tone.
Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Level of
Thinking
Understand
Depth of
Knowledge
III
Analyze
III
Understand
II
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Teacher Overview—Strengthening Claims with Rhetorical Devices
Implicitly addressed in this lesson
Code
Standard
L.5
Demonstrate understanding of word relationships
and nuances in word meanings.
Level of
Thinking
Understand
Depth of
Knowledge
II
LTF Skill Focus
The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills
for each domain, beginning with grade 6 and adding more complex skills at each subsequent
grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each
individual lesson identifies the skills actually addressed in that lesson.
Levels of Thinking
Apply
Analyze
Grammar
Remember
Understand
Close Reading
written, spoken, and visual texts
purposeful use of language for effect
Syntax Techniques
Parallelism
Reversal
written, spoken, and visual products
Types (modes)
Persuasive (Argumentative)
Claim
Style/Voice
Imitation of Stylistic Models
Connections to AP*
Students must make claims when writing the free response portion of the AP Language Exam. A
more powerful, memorable claim will make the essay more effective.
*Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College
Board was not involved in the production of this material.
Materials and Resources
copies of Student Activity
Assessments
The following kinds of formative assessments are embedded in this lesson:
guided questions
student written claims
Answers
Activity 1:
William Bennett quote
1. happiness
2. happiness is compared to a cat.
3. Usually happiness cannot be “found”; it is instead a feeling that comes to us when we are going
about our everyday lives and not even thinking about whether we are happy.
4. By creating the image of a cat to represent this abstract feeling, the writer conveys his central
claim in a more concise, visual way—which makes it more memorable.
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T E A C H E R
Literary Elements
Diction
connotation
Figures of Speech
(Figurative Language)
Metaphor
extended/controlling
Personification
Evaluate
Create
Composition
Teacher Overview—Strengthening Claims with Rhetorical Devices
Now you try it: Answers will vary.
Gail Sheehy quote
1. change
2. Both sentences begin with a dependent clause beginning with “if,” followed by “we don’t” and a
verb (contrasting). The independent clause of each sentence is also parallel, beginning with “we,”
followed by a verb.
3. That personal change is a part of growing and living, and that if we don’t change, but stay static,
we aren’t having significant experiences that create that change—we aren’t “living.”
4. The parallel structure makes it easy for the reader to see the contrast and connections between
“change” and “grow” and “grow” and “live.”
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T E A C H E R
Activity 2: Answers will vary.
Napoleon Bonaparte (contrast)
It is so hard to keep promises that it is really best to avoid making them in the first place. The
contrast occurs between the verbs “keep” and “give,” and the ironic and surprising reversal
of the second part of the sentence offers a very negative view of human nature, suggesting
that keeping a promise is next to impossible. The brevity and the parallelism of “to keep”
and “to give” contribute to the effectiveness of the sentence.
Charles duBois (diction)
It is important to give up something we may want now as an investment for the future. The
word “sacrifice” intensifies the idea of giving up something we hold dear because it has
connotations of pain and even martyrdom. That word alone makes the entire claim more
memorable and more meaningful.
Nicholas Falletta (personification)
A person is the same person whether he stands on his feet or stands on his head, so a truth
standing “on its head” is still the same truth. A paradox of any kind is a surprising reversal,
a contradiction in the expected way of things. So to personify the abstract ideas of paradox
and truth is in itself surprising. In addition, by definition, a paradox always contains truth—
which adds to the irony.
English
Strengthening Claims with Rhetorical Devices
Warm-Up Activity
Activity One: The power of famous quotations often rests upon the writer’s or speaker’s use of
figurative language, interesting syntactical devices, or compelling, connotative diction to offer an
observation or make a claim. Read each quotation below and respond to the questions that
follow. Then imitate the quotation’s structure, but write about a different subject.
Happiness is like a cat. If you try to coax it or call it, it will avoid you; it will never come.
But if you pay no attention to it and go about your business, you’ll find it rubbing against
your legs and jumping into your lap. —William Bennett
1. What is the abstract subject of the quotation?
2. The quotation consists of an extended metaphor, comparing an abstract concept to
something concrete and familiar. What is being compared?
compared to
is
.
3. What is the general claim the writer makes about the subject?
4. How does the use of the comparison contribute to the effectiveness of the claim?
Now you try it:
________________________ is like a
(abstract idea)
. If you
(concrete noun)
, it will
.
But if you
,
you’ll find it
.
If we don’t change, we don’t grow. If we don’t grow, we aren’t really living.—Gail Sheehy
1. What is the abstract subject of the quotation?
2. The quotation contains parallelism. Describe the similar structure of the two parts of the
sentences.
.
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Student Activity—Strengthening Claims with Rhetorical Devices
3. What is the general claim the writer makes about the subject?
4. How does the use of the parallel structure strengthen the claim?
___________________________________________________________________________
______________________________________________________________________
Now you try it:
If we
, we
.
If we
, we
.
Activity Two: Read each quotation carefully and, on the lines that follow, restate the claim in
your own words. Then explain how the rhetorical device used in the quotation increases the
power of the claim.
The best way to keep one’s word is not to give it. —Napoleon Bonaparte (contrast)
The important thing is this: to be able at any moment to sacrifice what we are for what we
could become. —Charles duBois (diction)
A paradox is truth standing on its head to attract attention. —Nicholas Falletta
(personification)
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