Introduction
“For who so firm that cannot be seduced?” --Cassius [I,ii,305]
Rhetoric, or the art of persuasion, is a key skill for my sophomore English students to develop as it requires them to make connections between the classroom and the world surrounding them. This necessitates that they come to a deeper understanding of figures of speech and how they affect readers, how they are used to persuade, and how to use them oneself to effectively communicate. Rhetoric surrounds them every day as they interact with advertisements, political speeches, media coverage of current events, movies, art, and the classroom. While my students are quite savvy viewers and are aware that many images they see may be altered, they seem less critical of the written and spoken word. My unit seeks to develop in my students the ability to think critically, read analytically and speak and write effectively and convincingly. By exploring the connections among the speaker, the audience, and the subject within the given context, I hope to give my students the tools that will enable them to be aware of how those interconnections are played out in their daily lives. The analysis and use of the arts of rhetoric will empower my students to be better citizens, better communicators and more successful in their pursuits.
By teaching the fundamentals of rhetoric, I hope to create an awareness of its prevalence in advertising and political speeches, an appreciation for the power of language, and a sense that students can potentially harness that power. I want my students not only to become skilled at identifying rhetoric, but also to become proficient in using the art to strengthen their critical reading skills, speaking and writing. I plan to build on their understanding of logos, ethos and pathos, as Aristotle divided the parts of persuasive speech in his Rhetoric, while also strengthening their observation of basic rhetorical strategies like repetition, structure, symbolism, defining, describing, etc. While some time will be devoted to the classical canon of rhetoric - invention, arrangement, style, memory and delivery- I do not intend to cover the tropes and figures in detail. My true aim is to develop critical thinking skills, utilizing challenging classroom activities to engage their interest and encourage civic engagement.
A number of different texts and video clips will be utilized to create a rich and comprehensive exploration of the use of rhetoric in modernity, but William Shakespeare’s play Julius Caesar will serve as my foundation text. This drama is based upon the historical figure Julius Caesar, who returns to Rome as a triumphant hero only to be considered a potential threat to the republic as a result of his consolidation of power. Several senators, led by his friend Marcus Brutus, conspire to assassinate him. After the bloody deed, Mark Antony masterfully turns the people against the conspirators and a vicious struggle for power ensues. Although the semantically dense language is a challenge, grappling with the text develops close reading skills and challenges students to really excel and perform in a rigorous manner. Students will carefully read the text with a focus on characters and themes, using a variety of activities.
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