Week 5: Baldwin’s Blueprint: Dissecting Rhetorical Mastery
Week Breakdown
Monday the 4th
Take notes on James Baldwin, reading the historical background and video on him.
Write down lexicon #10: Exigence.
Read, annotate, and discuss "A Letter to My Nephew" by James Baldwin, taking note on his rhetorical strategies (how he uses ethos, logos, and pathos).
Tuesday the 5th
Finish reading, annotating, and discussing "A Letter to My Nephew."
Write your own short letter to someone in your family or younger version of yourself. Impart your wisdom!
Wednesday the 6th
Write down lexicon #11: Authorial choice
Read and note the exigence for Baldwin's "A Talk to Teachers"
Begin reading, annotating, and discussing Baldwin's "A Talk to Teachers."
Thursday the 7th
Finish reading Baldwin's "A Talk to Teachers."
Introduce the final assignment
Go over how to create a strong thesis statement.
Friday the 8th
Write a 3-4 paragraph essay on either "A Letter to My Nephew" or "A Talk to Teachers" in which you analyze two authorial choices Baldwin decides to use in his piece to persuade his audience.
Monday the 4th - Tuesday the 5th
James Baldwin: Rhetorical Analysis in Action
“The role of the artist is exactly the same as the role of the lover. If I love you, I have to make you conscious of the things you don’t see.” - James Baldwin
Who was James Baldwin?
James Baldwin at 100.mp4Lexicon #10: Exigence
Definition: Exigence is the pressing issue, problem, or situation that prompts a writer or speaker to address a topic or take action. It's the driving force behind the creation of a text.
Baldwin's Exigence: The United States in 1962
The exigence in this personal letter is Baldwin’s desire to offer guidance and encouragement to his nephew, who is growing up in a society that devalues Black people and limits their opportunities because of racism. Written around the same time as the Civil Rights Movement, Baldwin reflects on the personal and collective struggles of Black Americans. His nephew represents the younger generation of African Americans who must confront the harsh realities of systemic racism. Baldwin writes to encourage his nephew to resist internalizing society's racist perceptions and to find strength in the knowledge of his own worth.
Anniversary of The Emancipation Proclamation
Key context: The letter was written on the 100th anniversary of the Emancipation Proclamation, yet Baldwin notes how little had changed for African Americans in terms of true freedom and equality. This letter is Baldwin’s effort to instill a sense of pride, resilience, and hope in his nephew despite these ongoing challenges.
"A Letter to My Nephew" by James Baldwin (1962)
A Letter to My Nephew by James Baldwin.docxBonus Content!
The Emancipation Proclamation (1863)
The Emancipation Proclamation was an executive order issued by President Abraham Lincoln on January 1, 1863, during the American Civil War. It declared that all enslaved people in Confederate states that were in rebellion against the Union were to be freed. The proclamation did not immediately free all enslaved individuals, particularly in border states or areas under Union control, but it was a crucial turning point in the war.
The Emancipation Proclamation:
Shifted the focus of the Civil War from just preserving the Union to also including the abolition of slavery.
Allowed Black men to join the Union Army, which significantly bolstered the Union’s forces.
Paved the way for the 13th Amendment, which abolished slavery throughout the entire United States in 1865.
A Letter of Wisdom
Having finished reading and discussing Baldwin's Letter, it's our turn to impart wisdom. Your task is to write a letter to someone younger—a sibling, cousin, niece, nephew, friend, MP freshman, future child, or even a younger version of yourself in your notebook.
In this letter, share your insights, advice, and encouragement based on your experiences to prepare them for this world. Think about what lessons you’ve learned that might help this person navigate challenges or find their own path in a world that can be so open and so closed off at the same time.
Wednesday the 6th - Thursday the 7th
Identifying and Analyzing Authorial Choice
Lexicon #11: Authorial choice
Definition: The intentional decisions an author makes to shape their argument, impact, and clarity of their message. Each choice influences the reader's interpretation and emotional response to an issue. Essentially, it's the conscious selection an author makes to convey their intended message.
Baldwin and New York Teachers
The exigence of this speech is Baldwin’s concern of how American education perpetuates racial injustice and oppression. Baldwin delivered this speech in New York City in October 1963, at the heigh of the Civil Rights Movement. He was addressing a group of educators at a conference, urging teachers of the critical need to transform the education system so that it stops indoctrinating students with a false sense of history and identity. He argues that education should empower students, especially Black and Brown students, to critically assess their society and its systemic inequalities. Baldwin wants teachers to help students recognize the lies they are told about their country and encourage them to become agents of change. His speech remains a powerful commentary on the role of education in both perpetuating and combating systemic oppression.
"A Talk to Teachers" by James Baldwin (1963)
A Talk to Teachers by James Baldwin with footnotes.docxBonus Content!
James Baldwin's speech on racial injustice in London 1968 titled "Baldwin's Nigger." It's a little long, but worth the listen and watch! Baldwin is a master of rhetoric and making hard concepts seem approachable!
James Baldwin's Nigger (Speech on America's racial in London).mp4Friday the 8th: Unit 1 Final
Unit 1 Final Assignment
Words that Resonate: Dissecting Baldwin's Rhetorical Choices
Unit 1 Final: Words that Resonate: Dissecting Baldwin's Rhetorical Choices.docxHow to write your introduction and body paragraphs
Introduction and two body paragraphs structure.docxHow to Write a Rhetorical Analysis essay
Introduction paragraph (x1)
Overview
In the introduction paragraph, one should have a hook that pulls the reader in, context sentences to prepare the reader to understand which topics, texts, and ideas will be discussed, and a thesis statement that represents your main argument: this is what one will seek to argue effectively by the end of an essay.
Hook (1-2 sentences)
The hook should grab the reader's attention and get them interested in the topic at hand. This can be a question, a quote, a thought, a general idea or perception of the world. Generally, start broad; we’ll get specific as we progress through the introduction and arrive at our thesis.
Context sentences (2-4 sentences)
The reader needs to be introduced to the topic of discussion before you fully enter into an argument or analysis of said topic.
Questions to answer to create strong context sentences:
1. About the text
Which text will you be discussing and why? Is the text a great example of something? What is the text basically about? Sum up the most important or intriguing points.
2. About the author
Who is the author? Does their time period or era matter to the story? Was there some issue happening in the world or in the United States specifically? Do the ideas or messages still matter today?
Thesis Statement (1 sentence)
Now that you’ve given context to all the ideas and characters you will discuss in your argument, it’s time to present a clear and concise argument about the play and why it matters.
Check the formula below to help you create a strong thesis!
Thesis Formula
Thesis formula: In (text), (author) + (verb) + (argument/idea of the text) by/through (choice A) and (choice B).
Example #1: In "A Talk to Teachers," Baldwin argues that education controls our perception of reality by referencing Hitler youth and his personal experiences growing up in New York city.
Example #2: In "A Letter to My Nephew," Baldwin illustrates how America avoids its racist history by comparing Charles Dickens' London to modern day America and calling out how the average American sees themselves as "innocent."
Body paragraphs (x2)
Overview
In our body paragraphs, we should have a topic sentence that speaks to an idea or argument in our thesis statement, context sentences to prepare the reader to understand our evidence, explanation of the evidence to make sure our reader follows our train of thought, and analysis that digs deeper into why you are bringing up the evidence and its larger implications.
1. Craft a topic sentence that is an argument with a clear purpose or direction
A. Baldwin + (verb) + (argument/idea) by/through (authorial choice)
B. By/through (authorial choice), Baldwin + (verb) + (argument/idea).
C. Baldwin + (verb) + (argument/idea) in order to (purpose).
D. Baldwin’s choice to (authorial choice) illustrates (idea/argument)
2. Provide context for your evidence.
This means preparing our reader by situating what’s happening or what’s being discussed before the quote to properly prepare them for its contents.
3. Properly introduce quotes.
Do not simply drop them into the text without warning or explanation.
A. As Baldwin states, “blah blah blah” (23).
B. Baldwin insinuates that “blah blah blah” (153-164).
C. Baldwin’s answer to the problem: “blah, blah, blah, and blah” (7, 9-10).
D. It was a “hazardous job” (8) that not many people were “excited to perform” (2).
4. What does the evidence mean?
This shouldn’t be a chore; it’s taking a moment to guide your reader through the idea before jumping into nuanced analysis. This is a necessity; however, it is not enough to just simply copy what is being said in the quote itself.
5. Why is this significant to my argument (my topic sentence)?
This is where you begin to analyze what the quote’s value is and why it’s important to draw attention to. You can speak to larger criticisms or problems here! Remember, keep it author-focused, meaning what is the author’s intentions?
6. What are the broader implications of the idea or point? How does this affect society or humanity?
Make a connection to why this impacts humanity, society, or the world as we know it today. Ultimately, what’s at stake if we do not pay attention to what the author is illustrating or arguing?