Texts written during the Revolutionary era tend to use very formal language and include complex, often abstract ideas and frequent allusions to Biblical or classical texts. These qualities require you to read the documents more carefully and critically than you might read informational or persuasive text written today. In such difficult but tightly structured texts, if you miss the meaning of a single sentence, you might misunderstand the entire document.
How well did you understand the texts in this module? Try answering these questions to find out.
As you read this passage from Patrick Henry's speech to the Virginia Assembly, look for rhetorical devices that were selected to provoke an emotional response in listeners.
Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it.
What type of persuasive device is used most often in this passage?
- allusions
- parallel structures
- rhetorical questions
- nuanced language
There are two long rhetorical questions in this passage, but only one allusion, one example of parallel structure, and just a few highly nuanced words.
There are two long rhetorical questions in this passage, but only one allusion, one example of parallel structure, and just a few highly nuanced words.
There are two long rhetorical questions in this passage, but only one allusion, one example of parallel structure, and just a few highly nuanced words.
There are two long rhetorical questions in this passage, but only one allusion, one example of parallel structure, and just a few highly nuanced words.
As you read this passage from the Declaration of Independence, consider how Jefferson's word choices are likely to impact the document's overall effect.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
Which word in this passage is the most likely to evoke a strong emotional response in readers, including King George III himself?
- humble
- Tyrant
- injury
- Prince
Publicly describing one's king using this term would be considered an act of treason, so it would evoke a strong response in any reader, regardless of that reader's political beliefs and opinions.
Publicly describing one's king using this term would be considered an act of treason, so it would evoke a strong response in any reader, regardless of that reader's political beliefs and opinions.
Publicly describing one's king using this term would be considered an act of treason, so it would evoke a strong response in any reader, regardless of that reader's political beliefs and opinions.
Publicly describing one's king using this term would be considered an act of treason, so it would evoke a strong response in any reader, regardless of that reader's political beliefs and opinions.
As you read this passage from Benjamin Franklin's Autobiography, consider the role of anecdotes (brief stories that convey a message or develop a theme).
There was a salt-marsh that bounded part of the mill-pond, on the edge of which, at high water, we used to stand to fish for minnows. By much trampling, we had made it a mere quagmire. My proposal was to build a wharf there fit for us to stand upon, and I showed my comrades a large heap of stones, which were intended for a new house near the marsh, and which would very well suit our purpose. Accordingly, in the evening, when the workmen were gone, I assembled a number of my play-fellows, and working with them diligently like so many emmets, sometimes two or three to a stone, we brought them all away and built our little wharf. The next morning the workmen were surprised at missing the stones, which were found in our wharf. Inquiry was made after the removers; we were discovered and complained of; several of us were corrected by our fathers; and though I pleaded the usefulness of the work, mine convinced me that nothing was useful which was not honest.
What character traits did Franklin hope to reveal in this anecdote?
- recklessness and criminal intent
- empathy and a desire to learn
- ambition and greed
- creativity and leadership qualities
The purpose of the anecdote was to show an early example of the kinds of qualities that helped Franklin succeed in life, once they were channeled correctly.
The purpose of the anecdote was to show an early example of the kinds of qualities that helped Franklin succeed in life, once they were channeled correctly.
The purpose of the anecdote was to show an early example of the kinds of qualities that helped Franklin succeed in life, once they were channeled correctly.
The purpose of the anecdote was to show an early example of the kinds of qualities that helped Franklin succeed in life, once they were channeled correctly.
Read these lines from one of Phillis Wheatley's poems and recall what literary devices she used most frequently.
Why, Phoebus, moves thy car so slow?
So slow thy rising ray?
Give us the famous town to view,
Thou glorious King of day!
Which two literary devices appear in this stanza and in most of Wheatley's poems?
- foreshadowing and flashback
- allusion and personification
- alliteration and simile
- satire and hyperbole
Like most of Wheatley's poems, this excerpt alludes to a figure from classical Greek literature and also personifies an element of nature (usually the Sun).
Like most of Wheatley's poems, this excerpt alludes to a figure from classical Greek literature and also personifies an element of nature (usually the Sun).
Like most of Wheatley's poems, this excerpt alludes to a figure from classical Greek literature and also personifies an element of nature (usually the Sun).
Like most of Wheatley's poems, this excerpt alludes to a figure from classical Greek literature and also personifies an element of nature (usually the Sun).
Summary
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