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Graded Assignment
ENG500A: AP English Language and Composition | Unit 2 | 2.1 Practice 3
Name:
Date:
Graded Assignment
Interrogate an Essay
Study Questions:
1. What is this piece about?
2. How is the piece structured?
3. How would you describe the language of the piece?
4. To whom is the piece addressed?
5. What effect does the piece have on the reader?
6. What is the purpose, or goal, of the piece?
7. Is the piece effective at its goal? Why?
Critical Reading Questions
1. Mitford begins the essay with Hamlet’s “Yorick” and then later brings in “Mr. Jones” who is
“reposing in the preparation room,” waiting to be embalmed. Why does the author use these
characters in the essay? Which other rhetorical technique could the author have used?
2. This essay is, in some ways, a process essay, describing how the funeral director has “revamped
the corpse to look like a living doll.” How does Mitford describe each process and what is her
treatment of each stage?
3. Mitford uses humor throughout the selection. Find some examples and explain how the humor
balances the grim nature of the topic.
4. Put the problem of the public’s sentimentality regarding death into your own words. Do you
believe that our culture still is overly sentimental about death or have they become more informed
and thus less vulnerable to predatory practices of the funeral industry?
Assignment Question:
Once you’ve answered the study and critical reading questions, look at how the critical reading questions are
structured. Ask yourself the following questions: What kinds of tasks do they ask you to perform? How do they get
you to look deeper at the text? What elements of the text do they ask you to analyze?
Now, reread the essay. As you read, use the critical reading questions as a model to create three of your own
questions. They should be analytical questions that can generate a substantial written response.
Pick the question you find the most interesting and write a one-page, single-spaced response. Be sure to
organize your thoughts clearly, present a thesis idea and supporting body paragraphs. Also, include specific
evidence from the Mitford text to support your argument.
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Graded Assignment
ENG500A: AP English Language and Composition | Unit 2 | 2.1 Practice 3
For this 25-point Assignment, submit your three original questions (worth 5 points) and your essay response
(worth 20).
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Graded Assignment
Name:
ENG500A: AP English Language and Composition | Unit 2 | 2.3 Practice 5
Date:
Graded Assignment
Being Rhetorical
Directions
Answer 5 of the following 10 questions
1. Make a list of several qualities that, to you, define the character of a good student. Then write a short
passage addressing future college students in which you describe these qualities, using parallelism.
2. Tell a story from your own life in which you use hyperbole in describing the people, places, and events
involved. See if you can use hyperbole to enhance the emotional content of your narrative—to make it
funnier, sadder, or more exciting.
3. Look around the room you’re in right now. Focus on one particular object—a picture on the wall, a piece
of furniture, a plant, or some other inanimate object. Describe that object using personification. Have a
particular rhetorical goal in mind when composing your description—how do you want your audience to
feel about this object?
4. One of the most common uses of irony is to point out the differences between the ways in which people
behave and the ways in which they know they’re supposed to behave. Write a brief narrative in which you
use irony to point out the inconsistencies between what people say and what they do.
5. Think of a prominent celebrity or political figure. Write a short story (or part of a story) in which you use
satire to elicit a certain emotional reaction about this person and to communicate some feeling you have
about this person—without saying it outright.
6. Think of a news item that you’ve recently seen on television or read about. Now write a short passage in
which you describe the news story and make an analogy to some episode from history, mythology, or
popular culture. Be sure to use the analogy to make a point about the story—something more than “this is
similar to this.” Try to convey a specific emotion or attitude about the news item in the analogy you make.
7. Imagine that you’re to give a short speech at your high school commencement ceremony. Compose a
short passage in which you use parallelism with antithesis to describe the road ahead for you and your
fellow graduates.
8. Using metonymy or synecdoche (or both), write a short passage that describes the role the individual
plays in governmental decision-making.
9. Write a short passage describing someone you know. Write in the third person point of view, but also use
the rhetorical devices of exclamation and/or parenthesis to interrupt yourself and address your
audience directly. In doing so, make sure you convey some feeling you have about this person, without
actually coming out and stating the way you feel.
10. Imagine that you’re writing a letter to your local newspaper’s Op-Ed column. Write a short passage in
which you take a position on a local issue or debate (you can make one up if you like), using several
metaphors to strengthen your argument and elicit an emotional response from your audience.
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Graded Assignment
ENG500A: AP English Language and Composition | Unit 2 | 2.3 Practice 7
Name:
Date:
Graded Assignment
Analyzing Rhetoric
The ability to detect rhetorical devices is essential for any critical reader. And every writer needs to consider the
rhetorical effect of his or her words. One of the best ways to develop your own rhetorical skills is to actively
interact with the rhetoric of someone else’s writing. As you become more adept at detecting rhetorical devices in
the words of others, you’ll become more able to produce them on your own. And as you grow to recognize various
rhetorical “tricks” in action, you’ll find that they become second nature in your own writing.
Remember, rhetoric is just one element of writing. Argument, organization, and convention are all important in
their own right. To fully appreciate the effectiveness of any given rhetorical device, you’ll need to know how these
larger issues work in the piece you’re reading. In other words, you’ll need to know what the author is arguing in
order to know how he or she is using rhetoric to make that argument more effective.
In the reading for this activity, George Orwell presents an argument about the role that the language we use plays
in our thinking about politics and government. Orwell is famous for demonstrating the importance that clear and
effective language holds for the citizens of a democracy. His most famous novel, 1984, portrays a world in which
language has degenerated so much that citizens are no longer able to communicate their ideas well enough to
question the actions of their government.
As you read “Politics and the English Language,” keep in mind that political speech—something with which Orwell
is greatly concerned—is one of the most rhetorically rich genres of speech in today’s society. As you develop your
own ideas about Orwell’s arguments, see if you can relate his ideas to the specific rhetorical devices you’ve been
working with in this lesson.
Directions:
•
Read “Politics and the English Language,” by George Orwell.
•
Take notes while reading Orwell’s piece. Answer the study questions as you read or after you finish. You’ll
answer the study questions for your own benefit; you don’t have to turn the answers to these questions in.
Study Questions:
1. What is this piece about?
2. How is the piece structured?
3. How would you describe the language of the piece?
4. To whom is the piece addressed?
5. What effect does the piece have on the reader?
6. What is the purpose, or goal, of the piece?
7. Is the piece effective at its goal? Why?
Questions for Further Consideration
Write answers for each of the questions below. Submit these answers to your online instructor. The first three
questions are worth 5 points each; the last question is worth 10 points.
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Graded Assignment
ENG500A: AP English Language and Composition | Unit 2 | 2.3 Practice 7
1. Orwell claims that the improper use of such devices as metaphors and similes are a symptom of lazy
or slovenly language. What are some of the devices Orwell uses in his essay? Can you find any
instances of these very rhetorical devices in Orwell’s own writing? If so, how do they stand up to his
criteria for the appropriate use of language?
2. How does Orwell feel about the role of euphemism in political language? Do you agree or disagree
with him? Can you think of any examples of euphemisms from today’s world that act the way Orwell
is describing?
3. Orwell seems to have very few positive things to say about the use of rhetorical devices. In just a few
words, how would you characterize his attitude toward using these devices? Is his attitude absolute?
That is, does it apply to every instance in which one might embellish one’s language or are there
exceptions to his “rules”?
4. Go back into Orwell’s text. How would you describe his conception of the relationship between
thought and language? How do rhetorical devices play into this relationship?
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