The context of these speeches is that Brutus has plotted with his fellow senators to kill Caesar. On the Ides of March, Brutus and his conspirators kill Caesar by stabbing him in the back. Why was Caesar assassinated? Well, Brutus argues that Caesar was becoming too powerful. Historically, Caesar, who lived from approximately 100 B.C. to 44 B.C., had extended Rome′s empire enormously. In doing so, he had taken slaves, taxed the defeated, and used military might to subdue opposition. Brutus argues that in doing so he had become a de facto emperor and taken power away from the senators and from the commoners, too. In these speeches Brutus addresses the mourners and defends his assassination. Antony, who was also Caesar′s friend but who was not involved in the assassination, counters Brutus′ remarks. The question for you is the following: ″Who gives a more persuasive speech?″ English 103 Essay #2 Length: Five double-spaced pages of text in MLA form. Note: No Works Cited page is required. Simply identify the act and scene (as well as the author and play title) in the stakes of your introduction. Guidelines: This essay is devised to help you work with rhetorical devices within argument. Your task is to read the selected passages from Act III, scene II of Shakespeare’s Julius Caesar, focusing on the speeches by Brutus and Antony (i.e. read but ignore the words of the citizens unless they are relevant to your argument). Instructions: You will compose a thesis which directly answers this question: Which speaker is more persuasive? Please build a defense in part by weighing the effectiveness of the rhetorical devices employed by each (Remember, don’t just list and discuss the devices as if you were writing in 101 mode. Evaluate the effectiveness of the devices employed and make an argument for the reader.). . . In this process you might also consider the motivation of each person as well as the reaction of the audience. Think about which character makes a more effective appeal for his case based on his desires. AGAIN, DO NOT JUST DISCUSS THE RHETORICAL DEVICES AND LIST WHAT EACH SPEAKER USES. INSTEAD USE YOUR UNDERSTANDING OF THE DEVICES TO ARGUE WHO IS BETTER. In other words, if you just say, “Antony uses dicaelogia when he does x,” then you’ll have to rewrite the assignment. Instead, you should write, “Antony uses questions better than Brutus and is more successful manipulating the audience with them.” More instructions: This essay requires a thorough understanding of rhetorical devices. In order to acquire this understanding, you will need to use the BYU rhetoric website line and do some independent study. Below I have listed some important terms in alphabetical order. Learn these and work them into your essay where necessary. (Please note that I will categorize these for you on the next page.) Accismus Adynaton Alliteration Anaphora Anthypophora Anticategoria Antimetabole Antistrophe Aposiopesis Asyndeton Conduplicatio Diacope Diasyrmus Dicaeologia Epanalepsis Epiplexis Epizeuxis Erotema Excitatio Isocolon Polysyndeton Pysma Ratiocinatio Here is the excerpt from shakespeareonline.com: BRUTUS Be patient till the last. Romans, countrymen, and lovers! hear me for my cause, and be silent, that you may hear: believe me for mine honour, and have respect to mine honour, that you may believe: censure me in your wisdom, and awake your senses, that you may the better judge. If there be any in this assembly, any dear friend of Caesar′s, to him I say, that Brutus′ love to Caesar was no less than his. If then that friend demand why Brutus rose against Caesar, this is my answer: –Not that I loved Caesar less, but that I loved Rome more. Had you rather Caesar were living and die all slaves, than that Caesar were dead, to live all free men? As Caesar loved me, I weep for him; as he was fortunate, I rejoice at it; as he was valiant, I honour him: but, as he was ambitious, I slew him. There is tears for his love; joy for his fortune; honour for his valour; and death for his ambition. Who is here so base that would be a bondman? If any, speak; for him have I offended. Who is here so rude that would not be a Roman? If any, speak; for him have I offended. Who is here so vile that will not love his country? If any, speak; for him have I offended. I pause for a reply. 33 All None, Brutus, none. BRUTUS Then none have I offended. I have done no more to Caesar than you shall do to Brutus. The question of his death is enrolled in the Capitol; his glory not extenuated, wherein he was worthy, nor his offences enforced, for which he suffered death. 39 Enter ANTONY and others, with CAESAR′s body. Here comes his body, mourned by Mark Antony: who, though he had no hand in his death, shall receive the benefit of his dying, a place in the commonwealth; as which of you shall not? With this I depart,–that, as I slew my best lover for the good of Rome, I have the same dagger for myself, when it shall please my country to need my death. 46 All Live, Brutus! live, live! First Citizen Bring him with triumph home unto his house. Second Citizen Give him a statue with his ancestors. Third Citizen Let him be Caesar. Fourth Citizen Caesar′s better parts 50 Shall be crown′d in Brutus. First Citizen We′ll bring him to his house With shouts and clamours. BRUTUS My countrymen,– Second Citizen Peace, silence! Brutus speaks. First Citizen Peace, ho! BRUTUS Good countrymen, let me depart alone, 55 And, for my sake, stay here with Antony: Do grace to Caesar′s corpse, and grace his speech Tending to Caesar′s glories; which Mark Antony, By our permission, is allow′d to make. I do entreat you, not a man depart, 60 Save I alone, till Antony have spoke. Exit First Citizen Stay, ho! and let us hear Mark Antony. Third Citizen Let him go up into the public chair; We′ll hear him. Noble Antony, go up. ANTONY For Brutus′ sake, I am beholding to you. 65 Goes into the pulpit Fourth Citizen What does he say of Brutus? Third Citizen He says, for Brutus′ sake, He finds himself beholding to us all. Fourth Citizen ′Twere best he speak no harm of Brutus here. First Citizen This Caesar was a tyrant. Third Citizen Nay, that′s certain: We are blest that Rome is rid of him. 70 Second Citizen Peace! let us hear what Antony can say. ANTONY You gentle Romans,– Citizens Peace, ho! let us hear him. ANTONY Friends, Romans, countrymen, lend me your ears; I come to bury Caesar, not to praise him. The evil that men do lives after them; 75 The good is oft interred with their bones; So let it be with Caesar. The noble Brutus Hath told you Caesar was ambitious: If it were so, it was a grievous fault, And grievously hath Caesar answer′d it. 80 Here, under leave of Brutus and the rest– For Brutus is an honourable man; So are they all, all honourable men– Come I to speak in Caesar′s funeral. He was my friend, faithful and just to me: 85 But Brutus says he was ambitious; And Brutus is an honourable man. He hath brought many captives home to Rome Whose ransoms did the general coffers fill: Did this in Caesar seem ambitious? 90 When that the poor have cried, Caesar hath wept: Ambition should be made of sterner stuff: Yet Brutus says he was ambitious; And Brutus is an honourable man. You all did see that on the Lupercal 95 I thrice presented him a kingly crown, Which he did thrice refuse: was this ambition? Yet Brutus says he was ambitious; And, sure, he is an honourable man. I speak not to disprove what Brutus spoke, 100 But here I am to speak what I do know. You all did love him once, not without cause: What cause withholds you then, to mourn for him? O judgment! thou art fled to brutish beasts, And men have lost their reason. Bear with me; 105 My heart is in the coffin there with Caesar, And I must pause till it come back to me. First Citizen Methinks there is much reason in his sayings. Second Citizen If thou consider rightly of the matter, Caesar has had great wrong. Third Citizen Has he, masters? 110 I fear there will a worse come in his place. Fourth Citizen Mark′d ye his words? He would not take the crown; Therefore ′tis certain he was not ambitious. First Citizen If it be found so, some will dear abide it. Second Citizen Poor soul! his eyes are red as fire with weeping. Third Citizen There′s not a nobler man in Rome than Antony. 116 Fourth Citizen Now mark him, he begins again to speak. ANTONY But yesterday the word of Caesar might Have stood against the world; now lies he there. And none so poor to do him reverence. 120 O masters, if I were disposed to stir Your hearts and minds to mutiny and rage, I should do Brutus wrong, and Cassius wrong, Who, you all know, are honourable men: I will not do them wrong; I rather choose 125 To wrong the dead, to wrong myself and you, Than I will wrong such honourable men. But here′s a parchment with the seal of Caesar; I found it in his closet, ′tis his will: Let but the commons hear this testament– 130 Which, pardon me, I do not mean to read– And they would go and kiss dead Caesar′s wounds And dip their napkins in his sacred blood, Yea, beg a hair of him for memory, And, dying, mention it within their wills, 135 Bequeathing it as a rich legacy Unto their issue. Hi All, This website is the go to website for defining rhetorical devices. It is organized in alphabetical order and gives you examples of each device. You′ll note that there are a few hundred devices. The supply is seemingly endless, but you ONLY have to check out the devices relevant to the Shakespeare essay–we′ll be working with less than two dozen. I have given you a list in the prompt, but here they are so you can write them into your notes and identify them as you read: Accismus; Adynaton; Alliteration; Anaphora; Anthypophora; Anticategoria; Antimetabole; Antistrophe; Aposiopesis; Asyndeton; Conduplicatio; Diacope; Diasyrmus; Dicaeologia; Epanalepsis; Epiplexis; Epizeuxis; Erotema; Excitatio; Isocolon; Polysyndeton; Pysma; Ratiocinatio Yep. The names are tough, but as you check out the link, I′ll note for you that it helps to categorize what the devices do. Then, when you understand their purpose, you′ll be able to draft your essay by forming an opinion as to who uses them better. You might ask yourselves these questions: Who uses emotion better? Who hides his motivations better? Who gets a better response from the audience? Who achieves his aims better? You will see that there are basically four kinds of devices, though a few have dual purposes; studying them according to their category will be immensely helpful: 1) Ways to use questions in argument (Rhetorical Questions)–anthypophora, epiplexis, erotema, pysma, and ratiocinatio 2) Ways to refute counter-arguments (Figures of Refutation)–accismus, anthypophora, anticategoria, diasyrmus, dicaelogia, and erotema 3) Ways to create emotion (Figures of Pathos)–adynaton, aposiopesis, conduplicatio, diacope, epiplexis, and excitatio 4) Ways to create parallelism and repetition (designed to help a reader remember a message)–alliteration, anaphora, antimetabole, antistrophe, asyndeton, epanalepsis, isocolon, and polysyndeton. http://rhetoric.byu.edu/ (Links to an external site.) BYU SCREENSHOT.png Essay Two focuses on understanding and working with pathos (emotion). While actors convey emotion through words AND gestures, writers must rely on word choice, placement, and tone to create an emotionally-laden message. These ″tricks″ of structuring and choosing one′s words for the greatest impact in argument are called rhetorical devices. The video and website which follow will complement your prompt to help you understand and identify which of these devices are used in Act III, scene ii of Shakespeare′s Julius Caesar. I′ve also included a very brief handout which helps you cite lines from Shakespeare in MLA format. Your objectives for Week 6 are multifold: 1) Read the background and instructions for your second essay. 2) Watch a live performance of Act III, scene ii. 3) Study the rhetorical devices by using the BYU website. (I′ve highlighted them and categorized them for you.) 4) Read the one page link on using quotes from Shakespeare in MLA form. (Hide)
