extra credit

Analysis Exercises #1 (required) and #2 (optional / extra credit)English 1A  Dr. Leiby Fall 2010					     Name		Isaiah Rochlen 							  Section #6338 You will be assigned an essay from The Mercury Reader to analyze for a number of rhetorical strategies utilized by the author. First review the material in your textbooks and in the Logic and Argumentation handout. Before completing the exercise, read the essay several times, annotating it (underlining passages, writing in the margins, etc.), especially whenever you believe you have identified the rhetorical strategies, then fill in the information below. You may use pen on this assignment sheet or (preferred method) upload the Word document from the class website, typing in the information, saving it onto a flash drive (bring the flash drive to class!) and printing a copy to submit to the instructor. Analysis #1 Due: September 27	            Analysis #2 Due: October 1Author and Title of Essay: Bruno Bettelheim | The HolocaustPurpose: To single out misleading implications that result when using certain words and phrasing to describe the holocaust.Audience: (primary and secondary) Those who have been directly or indirectly affected by the Holocaust/ Those with an appreciation for humanityClaim: (You may paraphraseuse your own wordsor quote the authors; however, you probably will NOT be able to find a thesis statement at the end of the first paragraph.)To call these wretched victims of a murderous delusion, of destructive drives run rampant, martyrs or a burnt offering is a distortion invited for our comfort, as small as it may be.Methods of Development: (for example, narration, description, comparison/contrast, examples, definition, etc.; identify the methods and include the page numbers where the methods are used)Examples (174), Definition (174-175), Description (175-176), Comparison (174)Point of View: (can varyfirst person, second person, third person)Third Person, First PersonTone: (can varysarcastic, humorous, angry, prideful, etc.; include page numbers when identifying various tones)Scolding (174-176), Informative (174-176), EXAMPLES OF ETHOS, LOGOS, AND PATHOS: (include quotations/paraphrases and page numbers; for extensive passages, quote part of the passage, use ellipses, then include last words)Ethos:1)	But while the event when named a mass murder most foul evokes the most immediate, most powerful revulsion, when it is designated by a rare technical term, we must first translate it back into emotionally meaningful language. 1742)	The Nazis made sure that nobody could mistakenly think that their victims were murdered for their religious beliefs. Renouncing their faith would have saved none of them.3)	Even the Nazis-usually given to grossness in language and action-shied away from facing openly what they were up to and called this vile mass murder the final solution of the Jewish problem. 174Logos:1)	It was the Americans who applied this artificial and highly technical term to the Nazi extermination of the European Jews. 1742)	The Nuremberg judges of these Nazi criminals followed their example of circumlocution by coining a neologism out of one Greek and one Latin root: genocide. 1743)	The correct definition of holocaust is burnt offering. As such, it is part of the language of the psalmist . . . 174 Pathos:1)	Using a word with such a strong unconscious religious connotations when speaking of the murder of millions of Jews robs the victims of this abominable mass murder of the only thing left to them: their uniqueness. 1752)	Calling the most callous, most brutal, most horrid, most heinous mass murder a burnt offering is a sacrilege, a profanation of God and man. 1753)	Millions-men, women, and children-wereprocessed after they had been utterly brutalized, their humanity destroyed, their clothes torn from their bodies, Naked, they were sorted into those who were destined to be murdered immediately, and those who had a short-term usefulness as slave labor. 175-176