RHETORIC From Paragraphs to Essay Department of English Shih Hsin University Chen-ching Li ccli@cc.shu.edu.tw

1. RHETORIC From Paragraphs to Essay Department of English Shih Hsin University Chen-ching Li ccli@cc.shu.edu.tw

3. Chapter 7 The Essay How Rhetoric Works at SHU From Paragraph to Essay (P. 118, Writer’s Resources) Paragraph Topic sentence (Main idea) Support sentences (Body) Conclusion (sentence) Please turn to P. 117, WR. Most of the writing you produce in college will be in the format of an essay, regardless of its being English or Chinese. The writing of an essay is an attempt at developing a main idea in a number of paragraphs. An essay can be five or six paragraphs long, as you have written for your Freshman or Sophomore English composition, or it can be as long as an academic thesis, professional paper, or an entire book. (Revised by C.C. Li from WR, 2006.) Essay Thesis (Main idea) (One or two sentences at the end of the introduction) Support paragraphs (Body) Conclusion paragraphs (Conclusion) To help you understand the structure of the English essay, I will cite “I Have a Dream” of Martin Luther King, Jr. for reference in my lecture. Be sure to read it thoroughly. In the meantime, exercises (WR PP. 119 – 140) will be discussed in class.

4. Structure of a Good Writing and Speeches Chapter 6 (Review for Chapter 7) Topic Sentence: Parents can help their children to be successful in school by encouraging them. Support: Parents can encourage children by reminding them to do their homework. (DCS P. 10) Conclusion: So, if parents really want their children to succeed in school, they need to pay attention to their studies and encourage them. (P. 12)

5. Essay Paragraph Topic Sentence Introduction with Thesis Statement Support Topic Sentence Support Topic Sentence Support Conclusion Conclusion Development Communication Skills PP. 181, 184

6. The correct use of “Tense” is a challenging problem to all Chinese students. (Cf. Chap 26) I have read the articles (which) you sent to us.

7. Tenses!!! Consistency of Tenses

9. Chapter 26: Verb Tenses (pp. 335 - 343) 1. The sandhill cranes _________ (arrive) here last weekend. (P. 341) 2. The birds ________ (fly) all over northern Taiwan since last week. 3. My grandfather ______ (take) some nice photos of the cranes yesterday. 4. The little birds ________ (take) to the sandhill for food by their mother.

10. Turn to Page 119 • Read All about It • Our Daily Tutor Thesis The Daily newspaper provides a valuable source of information. • Further Review: • For the structure of a good essay, or your English assigned to write either in-class or off-class, pay attention to the following points: • The attention-getter and background information (P. 121) • Appeal to audience (P. 123) • Thesis (P. 125) • Body paragraphs (P. 126) • Conclusion (P. 128) • Transition (P. 129) “I Have a Dream” (MLK)

11. 1. Introduction (Greetings ) – RW P. 120 I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. 3A. (Introduction + The Attention Getter and Background Information )(RW P. 121) 3B. Appeal to the Audience(RW P. 123) Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon of hope to millions of slaves, who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the colored America is still not free. One hundred years later, the life of the colored American is still sadly crippled by the manacle of segregation and the chains of discrimination. Thesis of “I Have a Dream”: The political and social injustice of the black in the United States (Cf. RW PP. 118, 125) (Washington, D.C. Lincoln Memorial)

12. Tulane University, New Orleans 1996

13. Supports (Supporting ideas) and Transition (Body Paragraph) (RW P. 126, 129) One hundred years later, the colored American lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.One hundred years later, the colored American is still languishing in the corners of American society and finds himself an exile in his own land.  So we have come here today to dramatize a shameful condition.

14. Supporting ideas and Transition In a sense we have come to our Nation's Capital to cash a check. When the architects of our great republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. (Ref. Movie: National Treasures and Constitution and the Declaration of Independence) Washington, D.C.

15. Conclusion paragraphs (paragraphs) Martin Luther King marching – heightening Alleghenies of Pennsylvania.

16. Conclusion 1: Let freedom ring from the snow-capped Rockies of Colorado.

17. Conclusion 2: Let freedom ring from the curvaceous slopes of California.

18. Conclusion 3: But not only that, let freedom, ring from Stone Mountain of Georgia.

19. But not only that, let freedom, ring from Stone Mountain of Georgia.

20. Conclusion 4: Let freedom ring from every hill and molehill of Mississippi and every mountainside.

21. Conclusion Wrapped up: When we let freedom ring, when we let it ring from every tenement and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old spiritual, "Free at last, free at last. Thank God Almighty, we are free at last." 1. Reading Assignment: Follow the Syllabus. 2. Turn to Part V: Rhetorical Patterns (PP. 141 - 263)