...Give Me Liberty! “Give me liberty or give me death”. Patrick Henry was an inspiring figure in the Revolutionary times. At this moment in history, many higher ups did not want war with the mother country, but Henry on the other hand did. At the Second Virginia Convention, Henry stood up for what he believed in and delivered a speech that would change history. Although he used logos and ethos, Patrick Henry's outstanding use of pathos in his speech allowed him to convince his fellow delegates, because he provoked emotion from his audience. Patrick Henry needs support from his fellow delegates to go to war against the British. He utilizes fear tactics against his audience to draw emotion and personal connection. We see this when he says “But...
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...Patrick Henry's, speech is to individuals in the Virginia Convention in Richmond. The speech distinguishes the explanations behind the Revolutionary War, on March 23, 1775. The reason for his speech was to persuade audience at the convention to go to war with the expectation that they will acquire their independence from Britain and ultimately demonstrate that the US isn’t an easy target to constrain. All throughout Patrick's entire speech, he utilizes an exacting influential tone by utilizing numerous rhetorical devices to convey his point. Patrick Henry starts out his speech with logos by giving motivation behind why colonists of contrasting judgment ought to meet up as one. He expresses, “No man thinks more highly than I do of the patriotism,...
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...In the early spring of 1775, the thirteen American colonies are torn between compromising and imminent war with Britain. Patrick Henry, an American democracy supporter, knew within himself that compromise was no longer an option. Determined and ambitious, Henry took it upon himself to try and convince the Virginia Convention to fight back. He gave an empowering speech by using rhetorical devices that appeal to logic, emotions, and credibility. Henry used appeals to logic and thinking quite frequently. Henry stated, “I have but one lamp by which my feet are guided; and that is the lamp of experience.” The lamp of experience Henry is referring to, is the past. In the past, the colonists have tried numerous negotiation attempts and they all failed....
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...! Fight for what you believe in because one day when everything is in total chaos there will be no one left to help you, so what are you waiting for? Patrick Henry is trying to get people to rebel against Great Britain. In Patrick Henry's speech he uses logic to show what was wrong, using emotions to get others to feel what he feels, and uses ethics by giving his opinion. Patrick Henry had no way of knowing what the future may hold, but based on the past he has a fair idea of the outcome. "I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way judging of the future, but the past. And judging by the past, I wish to know what there has been in the conduct of the conduct of the...
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...In Lesson 1, there is one text excerpt that will be used from the Prentice Hall Literature book titled The American Experience, Volume 1. The excerpt is from Patrick Henry’s “Speech in the Virginia Convention.” This text’s genre is a speech. The text features language and syntax typical of the American Revolution, which students may not be familiar with. In addition to giving his own claims, Henry also cites those of the opposition, also known as the counterclaims. It is being used for the purpose of analysis for claim, counterclaim, and refutation. Students will be specifically using this text in order to write their own argumentative body paragraph featuring a claim, counterclaim, and refutation. In Lesson 2, text excerpts which feature ethos,...
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...Adv. Composition 30 August 2011 Arguing for Freedom As a member of the Virginia House of Burgesses, Patrick Henry strongly supported joining the American Revolution to break away from Great Britain. Henry delivered a speech to his fellow House members at the Virginia Convention on March 23, 1775, to persuade the voting to favor his decision to fight for freedom. The strong title of Give Me Liberty or Give Me Freedom represents the climax of the speech and Henry’s primary message. Henry utilizes various rhetorical strategies to appeal to the audience and support the purpose of the argument. Numerous schemes and tropes, such as hyperboles, metaphors, erotema, antithesis, and repetition draw attention to the purpose of the speech and demand focus from the audience. Appeals to ethos, logos, and pathos strategically employed throughout the speech enhance the overall effect of the argument. By properly exhausting rhetorical strategies, Henry creates a demanding yet respectful tone that is strong, honorable, and persuasive. Henry identifies his great respect for the audience and opposing opinions in the first lines of the speech with the statement, “I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve.” Such a bold yet respectful tone illustrates Henry’s purpose accurately and delivers the controversial message without offending...
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...Convince Me Not What strikes more in the heart of the people, fear or freedom? Patrick Henry writes, “Give me Liberty, or give me Death!” (4) He speaks at the Virginia Convention to convince the delegates that the war with Britain is inevitable and they should not wait to act. He appeals to the people mainly through biblical allusions, something heavily waited in the hearts of the Americans and greatly persuasive in his points. He uses rhetorical questions to make the people reflect on their future based on the actions they decide on today. Jonathan Edwards pushes at a different angle in “Sinners in the Hands of an Angry God,” he is not passionately fighting for what he wants; he speaks calmly with warning of the terrible fate sinners have...
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...Henry The main purpose of henrys speech is to persuade the colonists to enter war against Britain. In "speech in the Virginia convention" that he must take a speak out against England to be true patriot. Henry emotions shows in his appeals, “The war is inevitable and let it come! I repeat it, sir, let it come! " To establish a sense of ethos, in other words, credibility, Patrick Henry writes of himself, "I have but one lamp by which my feet are guided; and that is the lamp of experience." He states that he has the necessary experience to judge the British throne because he has been watching and observing them for the last 10 years. Henry tries to evoke a sense of pathos in his listeners. He says, “Suffer not yourselves to be betrayed with a...
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...Patrick Henry's Biblically Charged Speech Patrick Henry utilizes advance oratory skills, and various literary devices to illustrate his "Give me Liberty or give me death!" speech to members of the Virginia legislature. Henry possesses an impressive ability to speak to the hearts of men. His fiery passion combined with biblical passages outline a common theme that implies God sanctions his cause. Henry uses metaphors to invoke prevocational images to give his words life, and foreshadowing to allude what is to come if decisive actions are not taken. Henry and many representatives in the Virginia legislative were slave owners. This encourages Henry to utilize slavery to instill fear and anger in these proud men because the mere thought of being considered a slave is unconscionable. In the beginning of his speech, Henry very respectfully presents his argument to the president and the legislature at the second Virginia Convention. His challenge is to present abundantly radical ideas without alienating his audience as Henry states, "...no man thinks more highly than I do of the patriotism." Some regarded him as non-patriotic because of his far-reaching ideas with respect to the parliament, King George III, and his position on going to war with England. Henry eloquently continues to address them by utilizing metaphors hoping to invoke logic and emotional responses. This is evident as Henry states, "...different men often see the same subject in different lights." ...
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...A. Dao English 3P, Period 1 Ms. Alba 2nd November, 2015 Early American Ideas: Patrick Henry It is how people treat their peers, human nature. The human nature that can be found in Americans is like no other. The American is a strong, proud, and passionate man. Mr. Patrick Henry seems to have proved the previous statement quite accurately with his logical and emotional appeal. For example, Henry states “Sir, we are not weak, if we make a proper use of the means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us.”( ¶ 3 Page 2). This quote explains Henry’s definition of human nature, where he thinks that all American’s have the ability to come up and fight together against any enemy in their path....
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...Proceeding for the School of Visual Arts Eighteenth Annual National Conference on Liberal Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch...
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...CURRICULUM OF BUSINESS ADMINISTRATION FOR BBA, BBS, MBA & MS HIG HER EDUC ATIO N CO MM ISSION (2012) HIGHER EDUCATION COMMISSION ISLAMABAD 1 CURRICULUM DIVISION, HEC Prof. Dr. Syed Sohail H. Naqvi Mr. Muhammad Javed Khan Malik Arshad Mahmood Dr. M. Tahir Ali Shah Mr. Farrukh Raza Mr. Abdul Fatah Bhatti Executive Director Adviser (Academics) Director (Curri) Deputy Director (Curri) Asstt. Director (Curri) Asstt. Director (Curri) Composed by: Mr. Zulfiqar Ali, HEC, Islamabad 2 CONTENTS 1. Introduction……………………………………...........6 2. BBA Programme....................................................11 a. Structure of BBA Programme..……………....12 b. Layout for BBA Programme..........................13 c. Semester-wise Breakup for BBA…...............14 3. Bachelor of Business Studies (BBS)......................15 4. MBA Programme....................................................16 a. Structure of MBA Programme........................17 b. Semester-wise Breakup for MBA...................19 5. MS in Management Sciences................................20 a. Structure of MS Programme...........................20 b. Eligibility for Non-business Degree Holders...21 6. Roadmap for Business Education…………............24 7. BBA Course outlines...............................................25 a. Compulsory Courses for BBA...…….…..........25 b. Foundation Core Courses...........…....…....... 41 c. Major Core Courses........................................59 d. Major...
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...Presentación El Plan de Desarrollo 2006-2015 de la Universidad Católica de Oriente, en el sector estratégico “Excelencia académica de los pregrados y demás niveles y modalidades del sistema educativo colombiano”, presenta como una de las estrategias: “Implementar en todos los programas el Proyecto Pedagogos como un servicio educativo a los estudiantes, especialmente en los primeros niveles”.1 Este proyecto se desarrolla desde la Dirección Académica y el Grupo de Investigación Pedagogía y Didáctica en coordinación con las Facultades y la Dirección de Bienestar Universitario y Pastoral, con el fin de apoyar a los estudiantes y orientarlos en su proceso de formación integral, así como estimular el desarrollo de habilidades para lograr un mejor aprendizaje. Es un servicio educativo que hace parte del Modelo Pedagógico de la Universidad Católica de Oriente, atiende asuntos relacionados con la formación académica del estudiante, con su vida diaria, con sus aciertos y conflictos como miembro de una comunidad, a través de estrategias como: tutorías, cursos nivelatorios en matemáticas, lectoescritura y técnicas de estudio, monitorias académicas, orientación vocacional, sicológica, familiar y espiritual, apoyo económico, entre otras. El Proyecto Pedagogos cuenta para el primer semestre del 2010 con el apoyo del Ministerio de Educación Nacional , mediante Convenio de asociación número 1521 de 2009, suscrito entre la Universidad Católica de Oriente y este Ministerio. 1 ...
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