Rhetorical Techniques In 'Why I Read Shakespeare' By Michael Mack

Rhetoric refers to the study of the ways speakers and writers utilizes words in influencing the audience. Therefore, a rhetorical analysis refers to the essay where a non-fiction work is broken down into parts and it is used in the creation of a specific effect. A rhetorical analysis must assess the goals of the rhetorician, the tools used and the effectiveness of those tools. In writing a rhetorical analysis, one does not argue on the tools used but instead discusses the ways the rhetorician makes an argument and whether he or she uses a successful approach. The Lion, the Witch and the Wardrobe is a fiction novel for children which was written by C.S. Lewis and was published by Geoffrey Bles in 1950. It is regarded as one of the renowned and first published novels of The Chronicles of Narnia and it is held in libraries. Most parts of the novel are set in Narnia, which is believed to be a land with talking animals and mythical creatures ruling into the deep winter. This paper seeks to compare the novel and movie adaptation of the Lion, the Witch and the Wardrobe.

Michael Mack presented an effective argument to a class of college freshmen by using rhetorical devices and counterclaims. These techniques helped to further develop Mack’s arguments. While there are aspects of his speech that could use revision, Mack’s speech was overall successful in displaying why students should read Shakespeare.

I consider Macbeth’s dagger soliloquy from Act Two, Scene One to be one of the most revealing speeches in Shakespeare’s Macbeth. This is because it demonstrates the effect that a character’s actions have on the way they think about moral issues. The speech takes place while Macbeth is on his way to kill King Duncan. At the beginning of the speech, Macbeth is feeling guilty about what he is about to do. This is shown by the fact that he is seeing a dagger that is not there. His use of rhetoric in the statement “Is this a dagger I see before me, / the handle towards my hand?” shows the reader that Macbeth is uncertain about the substantiality of the dagger. Macbeth has clearly been thinking about the effects of the murder so much his conscience has presented him with an image of that which he is dreading. His statement “heat-oppressed brain” also tells the reader he has been so wrought up about the murder, he is hallucinating

Imagine how dull a Shakespearean play would be without the ingenious literary devices and techniques that contribute so much to the fulfillment of its reader or viewer. Macbeth, by William Shakespeare, is a tragedy that combines fact and legend to tell the story of an eleventh century king. Shakespeare uses numerous types of literary techniques to make this tragic play more appealing. Three literary devices that Shakespeare uses to make Macbeth more interesting and effective are irony, symbolism, and imagery.

Without literary techniques most literature would be colorless. Therefore these techniques are very crucial in producing successful writing. Not only do they create interest, they also help in development of characters, this is especially depicted in the Shakespearean play, Macbeth. The characters developed from the different literary techniques such as irony, paradox, and imagery assist in conveying the many themes throughout the play.

Simply stated, students should study Shakespeare's works in school because of the incredible value within them. In addition to exposing students to a multitude of literary techniques, Shakespeare's plays challenge the student with difficult language and style, express a profound knowledge of human behavior and offer insight into the world around us.William Shakespeare is recognized by much of the world as the greatest of all dramatists. The intricate meanings, extensive vocabulary, and powerful imagery contained within his works demonstrate the phenomenal story telling ability of the English playwright. "Shakespeare's use of poetry within his plays to express the deepest levels of human motivation in individual, social and universal

One technique that Mack uses to advance his argument is his use of rhetorical devices. Lines 7-8 Mack used a rhetorical question “I don’t get it; is it really worth the effort?” Asking this question is meant to grab the freshmen’s attention. Although I feel like asking this rhetorical question is ineffective, due to the fact that if someone has no interest in Shakespeare a rhetorical question will go through one ear and out the other. Lines 34-42 Mack used the rhetorical device logos. “The editors, john Heming and henry Condell” said there self that to read Shakespeare you have to read “again and again”. Although Mack tried to include facts in his speech, his facts are ineffective. Proving that Shakespeare is hard to understand doesn’t make someone let alone freshmen want to read.

“Shakespeare isn’t worth my time!” A common phrase said by college students. Michael Mack gathered a large freshman class and delivered a speech called “Why Read Shakespeare?” noting that the value of reading Shakespeare must, from time, be articulated. Mack generated an effective argument that’s purpose is to persuade people that Shakespeare is indeed difficult to read, but he is worth the effort through his use of rhetorical devices and counterclaims.

The most common misconception is that reading Shakespeare is not worth your time and doesn’t help you in life. Professor, Michael Mack effectively argues the total disparate. When giving a speech to a group of college freshman, Mack establishes an effective argument that convinces his audience to give Shakespeare a chance and maybe it will help in life in life through his use of rhetorical devices and strong evidence.

Do you ever wonder why Shakespeare is still taught in high school. In high school, Shakespeare was shoved down our throats and I despised Shakespeare and his works. I thought that they were pointless and was just a way to torture high school students, but the more I think about what Shakespeare is trying to teach through his works. The more I respect and understand the themes and the language of his works. The more that you understand the more that you can relate, the more that you can relate the more that you can reflect on the things that you have learned. In this essay, I will argue that Shakespeare’s works are important to learn . I will support my argument by explaining the universal themes in Shakespeare’s

When you hear the word Shakespeare, you probably think that it is meant for the people that use intellectual language, the literary types, or even the people who have a higher reading level than the average person. Well, a college professor named Michael Mack argues that Shakespeare can be for everyone once you understand it and it can relate to the real world or be a reflection of it. Mack produces an effective argument that although Shakespeare is difficult, it is worth the effort. Through his use of rhetorical devices and counterclaims.

"Shakespeare offers us a lens on the real world in which we live in." {Lines 65-66} Mack is speaking to incoming college freshman because he wants to broaden their interests. Mack designs effective argument that why reading Shakespeare has value through his use of alliteration and counterclaims. To begin, the device that Mack uses to advance his argument is his use of alliteration. "Besides, what would my bowling buddies say." He understands how they feel but Shakespeare is hard. "I much prefer something more scientific-I believe is studying "real" things: fiction is fun to read on summer break, but..." He is referring it to fiction and that it has value. In addition, the technique that Mack uses to advance his argument is his use of counterclaim.

Do you believe reading Shakespeare is important? Mack thinks reading Shakespeare makes you smart. Mack produces an effective argument that Shakespeare makes you more smart or better to understand your emotions through his use of Rhetorical devices and giving the opponents counterclaim.

I’m not a Shakespeare scholar. Or an actor. I read them as part of a Nashville Shakespeare Festival program called “Shakespeare Allowed!” which invites a group of strangers to gather at a giant square table in the downtown library and read one speech or line at a time, round-robin-style, regardless of gender or acting ability. (Others silently read along in the periphery, except during crowd scenes, when everyone

Can reading Shakespeare better help you understand reality? In the excerpt of “Why Read Shakespeare?” by Michael Mack; Mack is inspired to tell college students how reading Shakespeare can help them better understand life. Mack constructed an effective argument that in which we live or that struggling with the complexities involved in interpreting Shakespeare is a superb preparation for struggling with the complexities of life through his use of rhetorical questions, and analogies. Mack advances his argument in his use of rhetorical questions. In lines (2-3) Mack asks his students “Why should Shakespeare be one of the interests that you seek to develop at CUA?” He then gives an explanation to this statement in line (3-5) by saying: “The obvious