Hayden Beadle's
Act 1: a. (Initial exchange between Rev. Parris and Abigail)
Abigail: Uncle, the rumor of witchcraft is all about; I think you'd best go down and deny it yourself. The parlor's packed with people, sir. I'll sit with her. Parris, standing from his knees, looks at Abigail, stern but collected: Last night, you were in the woods, as we both know. Now tell me, what would the townspeople think and no doubt speak suspicious of, if I go in my name and deny this growing paranoia? Abigail: Sir? I would not know; they should heed your word as reverend. Parris: Abigail, you have seen these people for yourself, they do not speak my name in grace. I can see them from my pulpit as I preach The Lord's word, Proctor and his men, they seem to desire driving us from our land. I have seen the way he looks at us both, Abigail freezes, Parris does not notice, his tongue is turning more hands against us as the days pass. I have overheard conservation between the minions that follow his vindictive dogma, Parris steps closer to Abigail, she stares into his eyes; they speak of castigation and banishment against all of us, Abigail. (Anger and Storytelling) Abigail: I- I have never heard or seen any sense of discontent, Uncle, you must be imagining this nonsense. Abigail darts her eyes around the room. Proctor is a good Christian, of course, he never questions your preaching. (Proof in Ignorance) Parris, turning to Betty and ignoring Abigail, dissembling vulnerability : Oh my child, to find whatever curse has crippled you so, to find whatever demonic cretin has punished us so! Parris's voice slightly trembling: I- I do not know if I have the strength to win over this town. What reverend- what man am I, that I cannot protect my own family? Parris collects himself from further emotion, he slumps into a chair next to the table. (Appeal to Pathos, Tactical Flaw, and Self-Control) Abigail, getting up to comfort Parris: Oh uncle, this is too much for you, these people are only scared, there must be a way for us to win them over and stay. Parris reflexively raises his fist to slam on the table in anguish, but he stops himself. He unclasps his hand and rests it on the table. (Self-Control) Parris, choking up ever so slightly: I've tried so hard to do good, now, escape my sin. He looks to Abigail, pauses, and deepens his voice subtly: You know this, of course. Abigail: Aye sir, I know. This bewitching scare will not go away, uncle, you must save them! Tell me, is there something that I may do to help? Parris, turning to face her, changing from his vulnerable attitude: The truth, Abigail. I must know it. Tell me all you know and this problem shall leave us in time. Abigail, a wave of cold sweat washing over her: Sir, I have told you the truth. Would I lie to my uncle? No niece would do such so. (Tautology) Parris, sighing: Abigail, there is more than what you have said. I saw Tituba, her chants and demonic swaying. I saw the dress, and the naked figure. Tell me the truth, as you say, this bewitching will not go away until he find truth behind these matters. Abigail, beads of sweating forming across her face: Dress? What dress, there was no dress that I know of. What color was it, you say? (Red Herring) Parris, looking increasingly distrusting of Abigail's word: Enough about the dress. I know you are involved in some unwholesome sect in those woods, there is no debate, and I shall not hear such. In light of this circumstance, I am willing to... compromise. I am willing to overlook your sin, for the truth. (Choice) Abigail, eyes wavering, focusing on Parris's focused stare: What do you propose? Parris: I could say, place this entire entire encounter on the shoulders of Tituba, and say that you, my Abigail, were under some sort of satanic seance, seduced by that Barbadian's song and dance. The righteous people of Salem shan't look to poor Abigail for blame, they would welcome you back to the holy realm. Parris pauses: Now, I can only do for you this favor, if you tell me the entirety of the truth, because failure to do so shall see you nailed to the crucifix by the morrow. (Desire) Abigail, face white and frozen from fear, her hands shaking and knees locking: S-sir, there is more to my retelling; I confess. Tituba brewed blood in her cauldron for me, Mercy Lewis and Mary Warren, we drank it! Tituba conjured spirits, the sisters of Ruth Putnam! Abigail begins to cry now: The dress you saw was Lewis's, she ran naked in the woods like a heathen! I drank the blood to kill Goody Proctor! She does not deserve a man such as John! She sobs, her face buried in her hands. Parris, standing over the hysterical Abigail, suppressing his shock and disgust with all his being: Is that all? (Self-Control) Abigail nods Parris commanding: I'm getting Tituba, Mercy Lewis and Mary Warren. Come with me. Abigail, sniffling through her words: W-where are w-we going, uncle? Parris coldly: The courthouse, you will not disown my name any longer. May God forgive your soul, Salem won't.
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My first of two research topics I have pondered is the claim that social isolation causes crime. When googling this topic, I found a large amount of search results, from several different sources. I find the topic interesting firstly, but the medical and biological evidence that backs the claim can prove easier to argue than other topics. The research committed to this topic heavily relies on statistics and quantitative data, which substantiates my argument, and allows for through analysis through my own research paper. As this issue affects the majority of communities in the present, globalized world, viewpoints from different sources could provide insight into social differences that could also have an impact on my topic.
My second topic I have considered is the claim that, holistically, the United Nations has failed to prevent conflicts around the world. This claim is on a broader, international scale, larger than my prior topic, which could allow for a larger amount of sources to be analyzed. The wide spectrum of viewpoints on the United Nations allows for several different voices to be heard, which can strengthen my argument, as I consider each side to this claim. Though heavy bias could be more common on this topic, this could be used to analyze the legitimacy of both neutral and radical standpoints. 1. Carol Dweck claims that a quote "growth mindset" is commonly found in successful students who do not always succeed, but strives to learn and improve themselves. In addition, Dweck also claims that students with a "fixed mindset" would avoid challenging problems that could lead to failure, looking outward for reassurance, rather than inward for true progress. Dweck finally claims that the process of learning is what is truly important for preparing the future workforce, instead of the commonly praised direct answer, which she claims to be ineffective.
2. Dweck's purpose as an author is to inform her audience of a new perspective on the learning process for children, both its psychological effects on the students and their performance, and the opportunity it presents for the workforce of the future. Dweck covers a broad discussion over her claims, which appeals to several different populations in the audience, increasing the effectiveness of her purpose as a speaker. 3. The context of the video is a Ted Talk conference in Norrköping, Sweden, during the September of 2014. Ted Talk conferences are held twice or more a year, and consist of a variety of public speakings and their discussions, whether it be social, political, artistic, scientific, or any combination of the four. In addition to the location and occasion of Dweck's speech, her presentation occurred during the month of September, soon after the school year begins, when many students and their parents focus on education, the key discussion point of Dweck's claims. 4. The exigence which inspired Dweck's claim was her personal research into the adolescent learning process, and the surprising data she analyzed that disproved the precedent set by commonplace western educational providers. This new information prompted Dweck to share her findings and argument with the public; these people could influence how children are taught in the future, improving intellectual stimulation and increasing the number of "kids who are hardy and resilient" (Dweck 4:36-4:38) to the challenges of the real world. 5. The intended audience of Dweck's lecture are students and education providers who could utilize the analytical data found by Dweck to instigate change for the better. Students who could have had a background focused on letter grades and generally performed as fixed mindset thinkers could learn a new approach to learning that could increase their retention and happiness; though prior to this lecture these students might believe what they need were high grades, this new perspective allows for a deeper introspective into what they value in learning. Education providers could look at Dweck's research and apply it to their schools to create an effective learning environment that forges passionate and intelligent students. 6. Dweck arranges her ideas by firstly contextualizing the topic to the audience by recalling a specific and recorded experiment Dweck participated in, which in this lecture was where she "wanted to see how children coped with challenge and difficulty" (Dweck 0:55-1:01). After setting the stage for her analysis, Dweck then defines her claim and utilizes several instances of rhetorical strategies such as hypophora to illustrate and present the opportunities her research holds to the audience. Dweck also provides other scientific studies, and real world examples of her claim in application to prove her credibility and successfully persuade the audience to agree with her argument. 7. Dweck uses both scientific studies in the quantitative and the purely observable sense to support her claim with irrefutable evidence. Dweck provides an example of quantitative, or numerical data, to bolster her argument by showing trends and figures to establish a correlation between her claims and the objective data presented. For example, Dweck speaks of one study 8. Personally, I believe I used to function under a fixed mindset when I was enrolled in middle school, constantly fearing failure and only working for the letter point grade. As I grew older and experienced failure throughout my high school career, I believe I have matured into more of a growth mindset. Though I still do not care for bad grades and failure, I understand and grow as a student and person over the silver lining of each problem I have come to face. Each failure is an extreme lesson that can be learned from, as they reveal some fault in myself which can be fixed and prepared for future challenges. Though success is my goal as a student, I have learned more valuable lessons from my own failures than my victories. 1. Camille A. Langston claims that the rhetoric described by Aristotle (forensic, epideictic, and symbouleutikon) has both been applied throughout history, ancient and modern, and that such strategies can be used effectively to shape people's feelings and choices throughout their lives.
2. I believe Langston chose her claim to illustrate the power deliberate diction and emotional appeals has on the course of world history, and on the human decision making process. 3. The tone of the video balances between academic and informal, with Langston using the prior to deliver her claims and provide logistical reasoning, while also utilizing the latter to maintain the audience's interest and attention throughout video. 4. The intended audience of Langston's video are those who want to learn to identify and apply persuasive rhetorical strategies, whether it be for written or spoken purposes. 5. Langston arranges her ideas through a semi-chronological structure, beginning with the conception of rhetoric, and ending with its presence in modern media and society. Langston identifies the rhetorical strategies, provides a historical example for each, and finally shows the place of each strategy in the context of the modern setting. 6. Langston establishes her credibility through her implementation of several specific historical accounts that act as recorded proof of her claims, going so far to use direct quotes from commonly known historical figures to cement her argument. In addition to the historical context, Langston further explores her own claims at several points in the video, showing her in-depth understanding and commitment to the topic. For example, after Langston described the definition of logos, which could have been satisfactory on it's own, she continues, "(Logos) is not just facts and figures. It's also the structure and content of the speech itself. The point is to use factual knowledge to convince the audience," (Langston 2:45-2:54) 7. Langston wants to evoke feelings of curious recognition in the reader, especially towards the implementations of rhetorical strategies around them. As Langston speaks of both the good and bad ways the art of persuasion could and has been utilized, which informs the reader of things he or she may have never noticed before; Langston instills this sense of enlightenment that the reader could carry into future encounters with people who apply the same strategies mentioned in the video. 8. Langston arranges her logical argument firstly by defining each aspect rhetoric, giving an example, whether it be fictitious or historical, then finally by relating each topic to the modern setting. To end of her video, Langston calls the reader into focus, giving advice for when to utilize rhetoric, and "when these same methods of persuasion are being used on you." (Langston 4:04-4:07). 9. Two other rhetorical strategies I noticed in Langston's video were analogies, and hypophoras. Langston utilized analogies several times in her video, as she compared the likeness of judicial rhetoric to "detectives at a crime scene." (Langston 0:39-0:41), and demonstrative rhetoric to wedding speeches. These analogies can aid novice readers connect the uncommon definitions to more colloquial occurrences, which are strengthened through Langston's arrangement and diction later in the video. In addition to analogies, Langston also implemented hypophoras into her work. She introduces the topic and her claim with one, asking, "How do you get what you want using just your words?" (Langston 0:07-0:09), which is answered thoroughly by the end of the video. Besides the broad introductory question, Langston also uses a hypophora to introduce the more specific topic of Aristotle's three persuasive appeals. 10. I can use rhetoric to subtly tip the balances in my favor during a discussion or argument. Correct implementation and application of the rhetorical strategies discussed in Langston's video can be vital to the authenticity and overall persuasive element of my claims, something that I value highly in respects to the art of "linguistic warfare" between my peers and colleagues, if the event arises. Personally, one of my biggest annoyances is not being able to adequately respond to or refute an argument or claim that I do not agree with, which I believe could be tackled using effective rhetoric strategies. |
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