Name:

Mrs. Bickerstaff

AP Language and Composition

Date:

Device and Meaning: First rule of thumb: device without meaning is NOTHING.

  1. Definition of device—a device is the rhetorical strategy, literary element, or syntactical element being used by the author
  2. Definition of meaning—what is the POINT in the author using this device? The author does not simply throw words on a page to make sentences. Each device is placed with a reason and significance in mind. Meaning and effect go hand in hand. You’re asking yourself why at this exact point in the excerpt the author is using this device.
  3. How do I write about meaning? Here are some different questions and stems you can use to discuss MEANING after you have identified the device.
  4. Does the device affect tone?
  5. Does the device affect the pace of a sentence? (think about Hawthorne’s use of long sentences)
  6. Does the device speed up or slow down the sentence?
  7. Does the device make an abrupt contrast or confuse the reader?
  8. What is the impact of the device?

Now, CANNOT just say, “Hawthorne’s use of polysyndeton emphasizes each part of the sentence.” I will say SO WHAT?!

You must complete a statement of meaning by saying WHY the author would want to emphasize each part of the sentence, or HOW this aids or conveys the author’s purpose. *This is the commentary that links the evidence back to the thesis

Effect of Devices—how NOT to say “it emphasizes the author’s point to the reader.”

Adapted from Lorri Winkcomplek, Alamo Heights High School

  1. Loose sentence-ideal for writing that aims at being colloquial, informal, relaxed. It puts first things first, as most of us do when we talk. Even so, the loose sentence lacks emphasis, and it can easily become formless
  2. Periodic Sentence- emphatic; by delaying and preparing the way for the principle thought, readers are alerted to the importance. The style is also formal and literary, suggesting not the flow of familiar talk, but the writer at his desk.
  3. Antithesis-highlights or expresses oppositional ideas
  4. Juxtaposition-creates an effect of surprise or wit
  5. Parallel sentence structure (parallelism)-impressive and pleasing to hear--elaborate yet rhythmic and ordered. In its fullest development the parallel sentence gives weight and dignity to what the sentence says
  6. Rhetorical question-draws attention to a point and is generally stronger than a direct statement
  7. Repetition-enhances rhythm and creates emphasis
  8. Anaphora
  9. Epistrophe (opposite of anaphora)
  10. Anadiplosis –same term at the end of one clause and at the beginning of the next one: “to philosophize is to understand; to understand is to explain oneself, to explain is to relate”
  11. Epanalepsis –when the same word appears at the beginning and the end: “problem gives rise to problem”
  12. Polysyndeton-as opposed to a conventional series where there is no emphasis on any particular item, the emphasis here falls more evenly upon each member of the list
  13. Asyndeton-passage moves more quickly; series takes on more significance as a whole than it does in the conventional pattern; stress on each item is lighter than in polysyndeton
  • When discussing the appeals, we do not say the author uses pathos/logos/ethos. We do not say the author appeals to the audience’s pathos/ethos/logos (this doesn’t make logical sense).
  • We discuss the author’s use of facts or evidence (logos) and why that’s effective at achieving his purpose.
  • We discuss the emotions that the author is able to evoke from his audience, or what emotions the author is trying to create in his audience, THEN how those emotions would be effective at helping the author achieve his purpose.
  • We really don’t need to analyze the author’s credibility (ethos). I would stay away from doing this.
  • HOWEVER…you CAN discuss the author’s appeal to values or morals. That is NOT ethos, but simply an appeal to values.
  • When writing about diction, you MUST limit your quotes to a simple word or phrase.
  • When writing about diction, we do not say, the author uses diction. We say the author’s choice of words, or the author’s use of _____ diction and we describe the diction. And we always talk about the EFFECT of the word choice, or how the word choice creates ____ tone or evokes an emotion. Word choice must relate to effect and purpose.
  • In using any textual evidence at all, AP graders frown upon using a long quote or an ellipsis; they would rather have a paraphrase or a short quote
  • Explanation v. Commentary
  • Explaining a quote is just that—dissecting it and trying to show the reader what the quote means
  • Commentary is making a unique observation or remark based on your interpretation of the strategy or quote
  • You cannot simply explain a quote when asked for commentary or effect; you must observe or remark as to what the function of the word or strategy is within the piece and how it relates to author’s purpose