name: period: date: i have a dream” by martin luther king, jr

Name:__________________________________________ Period:__________ Date:_____________________

“I Have a Dream” by Martin Luther King, Jr. Unit Assignments - Complete the following

Assignments: We will work in class. However, what is not completed in class must be completed at home. Exam: Date to be advised (see eboard). 1. Comprehension: See attached.

2. Structure: See attached.

3. Author’s Methods: See attached.

4. Vocabulary – underline the words in the speech, use as many words as possible in your journal entries, summary, and essays. In addition, WRITE each word in a sentence (see

attached definitions): Momentous, militancy, prodigious, languished, hallowed, desolate, tribulations, curvaceous, promissory, redemptive, creed, interposition, sweltering, nullification, invigorating, exalted, tranquility, hew, degenerate, and jangling. Other words to know and use: Adversity, Abolish, Prospect, Privilege, Retrospect, Segregate, and Tyrant.

A. Underline the words in the speech, use as many words as possible in your journal entries, summary, and essays.

B. Find the Latin Root for each word and write it below. See your Latin Root Words Glossary (in binder).

C. WRITE each word in a sentence.

Writing Assignments:

5. Journal entries: For a higher grade remember to use imagery/figurative language and new

vocabulary words whenever possible (underline new vocabulary words). Title each entry: D. Journal

#.

Discrimination (D.) Journal 1: What things would you miss most if your freedom were taken away?

D. Journal 2: What is your “American Dream?” Write a paragraph describing your “American Dream.”

D. Journal 3: Choose an area of your own school or community and describe how certain crowds “own”

different spaces. Explain what would happen if someone from one crowd tried to join another. What would be the positive and negative consequences?

D. Journal 4: Describe a place or activity that provides you safety or peace when you are feeling stressed

or pressured. What does it offer you that no other place or activity can?

D. Journal 5: Think about how other people react to your own appearance. Describe a time when you or

someone you know was treated differently from others because of what you/they were wearing.

D. Journal 6: Think of positive or negative labels that have been attached to your race(s). Write to

describe the ways you have accepted or ignored these labels and whether or not they have come to define the way you see yourself.

D. Journal 7: Consider what you know about hate and intolerance throughout history. Do you believe

people’s treatment and understanding of others is improving or not? Support your thoughts with specific examples.

D. Journal 8: Many students have some level of fear about not being accepted by friends and family

because of their heritage/race/religion/sexual orientation/family’s economic status/other. Think of an instance in your life where you were not sure whether you would receive the support and respect of those you love or care about. How did they end up reacting? Explain how you dealt with their reactions.

D. Journal 9: Complete this sentence. “I have a dream that one day this nation . . .”

6. Summary on “I Have a Dream.” As mentioned in assignment # 1 (comprehension).

7. Expository essay analyzing text - Writing Prompt (after completing “Structure” assignments):

In his 1963 speech entitled “I Have a Dream”, Martin Luther King, Jr. argues for an end to racial

discrimination and inequity in America. He challenges his fellow Americans to change the culture of

racism by improving civil rights for all Americans. Write an expository essay in which you analyze

how King uses rhetorical devices (tone/dialect/repetition/ethos/pathos/logos) to advance his

argument. State his position and the general purpose of the speech. Then, identify rhetorical/literary

devices King uses and explain the effect and purpose of each. Conclude your response with a

statement of significance.

Name:___________________________________________________________ Period:_____________ Date:________________

VOCABULARY - “I Have a Dream” by Martin Luther King, Jr.

Vocabulary Assignments:

1. Underline the words in the speech, use as many words as possible in your journal entries, summary, and essays.

2. Find the Latin Root for each word and write it below. See your Latin Root Words Glossary (in binder). 3. WRITE each word in a sentence.

Terms Definitions

Latin Root &

root meaning

(see Glossary)

1. momentous (adj.) very important _

2. militancy the act of aggressively supporting a political or social cause _

3. prodigious (adj.) immense; extraordinary in bulk, size, or degree _

4. languished to have become weak or feeble; droop; fade _

5. hallowed greatly respected; holy; sacred _

6. desolate (of a place) deserted; unpopulated; (of a person) lonely;

forlorn; joyless

_

7. tribulations trials, difficulties, sufferings _

8. curvaceous 1. wavy and rounded, often pertaining to a woman's body _

9. promissory containing or implying a promise, particularly to pay a debt _

10. redemptive liberating and reforming or paying a debt on someone's

behalf

_

11. creed a statement of belief or principle, often of a religion or in a

religious context

_

12. interposition placing an item between others, often in the sense of

intervention or stepping in to try to solve the problem

_

13. sweltering oppressively hot and humid; torrid; sultry _

14. nullification to cancel or make invalid, particularly a law or debt _

15. invigorating giving vigor to; enlivening; filling with energy; exhilarating _

16. exalted raised or elevated, as in rank or character, venerated _

17. tranquility a state of peace and quiet _

18. hew chop, hack, fell, adhere, conform _

19. degenerate become worse in quality; deteriorate; ADJ: having become

worse; depraved or corrupt person

_

20. jangling clashing, jarring; harshly unpleasant (in sound); discordant _

21. Adversity

22. Abolish

23. Prospect

24. Privilege

25. Retrospect

26. Tyrant

27. Segregate

Additional words to know and use:

Misfortune, hardship, and suffering.

To outlaw something/put an end to something.

Vision of future. Possibility of something happening soon.

Special honor. Rights and advantages enjoyed by elite.

Restricted right or benefit. Confidentiality

Thinking about or reviewing the past, especially from a new

persepective or with new information. Example: In

retrospect….

Absolute ruler, authoritarian person

Separate people or things, keep groups separate.

_

_

_

_

_

_

_

Name:__________________________________________ Period:__________ Date:_______________GROUP:________

“I Have a Dream” by Martin Luther King, Jr. Comprehension: “I Have a Dream” (Assignment #1, page 1 of 3)

Instructions: Answering the following questions and write a concise summary on Martin Luther

King, Jr.’s speech “I Have a Dream.”

A) Summarize what the text says explicitly (expressing details in a clear way and quote text,

remember to include page number in parenthesis) and make logical inferences (conclusions

drawn from evidence or reasoning) from the text.

B) Incorporate your answers to the question below in your summary.

C) Designate your presenter (each group will share their summary).

LIST THE MEMBERS OF YOUR GROUP BELOW:

1. What is King’s argument?

_____________________________________________________________________________

_____________________________________________________________________________

8. Who is King’s audience and what does he want them to do? How did you arrive to your

answer (use textual evidence)?

_____________________________________________________________________________

Notes:

NAME:_______________________GROUP # ____ DATE: ________________ PERIOD:________ FINAL SCORE:_______

“I Have a Dream” by Martin Luther King, Jr. - Comprehension: “I Have a Dream” (Assignment #1, page 2 of 3)

Grading: All group members will anonymously score each other’s performance. Teacher will also grade group along with individual contributions.

INDIVIDUAL/GROUP GRADING RUBRIC: POINTS: EXCELLENT (23-25): ABOVE AVERAGE (20-22): AVERAGE (16-19): POOR (0-15):

Format Summarizes what the text says explicitly and makes logical inferences from the text. Cites the text using quotes when necessary.

Summarizes most parts of what the text says explicitly and makes logical inferences from the text. Cites the text using quotes when necessary.

Summarizes some of what the text says and makes few logical inferences from the text. Cites the text using quotes when necessary.

Barely summarizes what the text says and makes few or no logical inferences from the text. Does not cites the text using quotes when necessary.

Summary presentation (speaking)

Clear and coherent (logical) speech.

Clear and coherent speech.

Clear and somewhat coherent speech.

Speech is not clear or coherent.

Written summary (what was submitted)

Very clear writing, cohesive (works

together) and on topic with no errors in syntax/grammar/ spelling.

Very clear writing cohesive and on topic with 2 or less errors in syntax/grammar/ spelling.

Clear writing somewhat cohesive and on topic with 3-6 errors in syntax/grammar/ spelling.

Writing is not clear, cohesive, or on topic and too many errors in syntax/grammar/ spelling.

PARTICIPATION: ALL MEMBERS PARTICIPATED

HALF OF THE GROUP PARTICIPATED

LESS THAN HALF OF THE GROUP PARTICIPATED

ONLY ONE MEBER OF THE GROUP PARTICIPATED.

FOR GROUPS ONLY: ANANAYMOUS GROUP MEMBER GRADING RUBRIC MEMBERS OF YOUR GROUP (ADD A CHECKMARK IN THE APPROPRIATE BOX):

GROUP MEMBER’S NAME:

FULLY PARTICIPATED AND CONTRIBUTED IDEAS/FEEDBACK (FULL CREDIT):

PARTICIPATED BUT DID NOT CONTRIBUE IDEAS/FEEDBACK (PARTIAL CREDIT):

DID NOT PARTICIPATE (0 CREDIT):

STUDENT/GROUP:____________________________ Period:_______ Date:________________________ Final Score: _____

“I Have a Dream” by Martin Luther King, Jr. – SUMMARY – Comprehension (Assignment #1, page 3 of 3). Remember to include your source and answer who, what, where, when, why, and how.


“I Have a Dream” by Martin Luther King, Jr. Structure: “I Have a Dream” (Assignment #2, page 1 of 2)

1. Question: How does King organize his speech? How does each section advance his

argument?

__________________________________________________________

_____________________________________________________________________________

2. Where does Martin Luther King, Jr. state his thesis (write it below)? (paragraph #______)

_____________________________________________________________________________

3. Instructions: To find the answers above write a bullet point list summarizing each paragraph

of “I Have a Dream” (underline the textual evidence in the speech, and be ready to share your answers).

Line # Bullet Point Summary:

5

10

15

20

25

30 Calling all Americans to rise up and take action “now is the time” (pg. 4)

35

40

45

50

55

60

65

70

75 Remain positive when you go back to your city/home because the situation will change.

80

85

95

100

105

110

115

120


“I Have a Dream” by Martin Luther King, Jr. Literary/Rhetorical Devices in “I Have a Dream” (assignment #3, METAPHORES, PAGE 1 of 3)

Instructions: Identify examples of literary/rhetorical devices usage in “I Have a Dream.” Use the

columns to enter your information.

Literary

Device/Strategy

Used:

Definition: LOCATE AN EXAMPLE OF

THE LITERARY DEVICE

(WRITE DOWN THE

CORRESPONDING

PASSAGE/LINE)

Why is this Literary Device/Strategy

effective? EXPLAIN HOW THE

RHETORICAL DEVICE/STRATEGY

CONTRIBUTES TO THE OVERALL

MESSAGE TO HELP HIM ACHIEVE HIS

PURPOSE (e.g., via an appeal to logic,

ethics, or emotion).

Personification

Human qualities attributed to an animal, object, or idea.

Find 1 example.

Hyperbole An extreme and purposeful exaggeration to make a point.

Find 1 example.

Simile

Comparison of two things using the words “like” or “as.”

Find 1 example.

Metaphor

Comparison of two things essentially different but with some commonalities; does not use “like” or “as.”

Metaphors allow you to associate your speech concepts with concrete images and emotions.

To highlight the contrast between two abstract concepts, consider associating them with contrasting concrete metaphors. For example, to contrast segregation with racial justice, King evokes the contrasting metaphors of dark and desolate valley (of segregation)

Find at least 4 examples.

Name:__________________________________________ Period:__________ Date:________________GROUP:_________

“I Have a Dream” by Martin Luther King, Jr. Literary/Rhetorical Devices in “I Have a Dream” (assignment #3, REPETITION, PAGE 2 of 3)



Literary

Device/Strategy

Used:


THE LITERARY DEVICE

(WRITE DOWN THE

CORRESPONDING

PASSAGE/LINE)

Why is this Literary Device/Strategy







Alliteration

The repetition of sounds

makes the speech more

catchy and memorable.

The commencement of two or

more stressed syllables of a

word group either with the

same consonant sound or

sound group (e.g. from stem to

stern)

Find 1 example.

Anaphora

Commonly used rhetorical device. Repeating the words twice sets the pattern, and further repetitions emphasize the pattern and increases the rhetorical effect.

Find 4 examples.

Theme words

Repetition in forms like anaphora is quite obvious, but there are more subtle ways to use repetition as well. One way is to repeat key “theme” words throughout the body of your speech.

Find 4 examples (words that

appear more than a minimum

of 10 times).

http://dictionary.reference.com/browse/syllables

http://dictionary.reference.com/browse/word

http://dictionary.reference.com/browse/sound


“I Have a Dream” by Martin Luther King, Jr. Literary/Rhetorical Devices in “I Have a Dream” (assignment #3, ALLUSION, PAGE 3 of 3)



Literary

Device/Strategy

Used:


THE LITERARY DEVICE

(WRITE DOWN THE

CORRESPONDING

PASSAGE/LINE)

Where is the reference from? Why is this Literary Device/Strategy







Allusion:

Evoking historic and literary references is a powerful speechwriting technique which can be executed explicitly (a direct quotation) or implicitly (allusion).

You can improve the credibility of your arguments by referring to the (appropriate) words of credible speakers/writers in your speech. Consider the allusions used by Martin Luther King Jr.

Find 3 examples.

Name:__________________________________________ Period:____________ Date:_________________

NAME:_____________________________________________ Period: ________ DATE: _____________________

Expository Essay (Analysis) – “I Have a Dream” by Martin Luther King, Jr.

Expository essay analyzing text - Writing Prompt:

In his 1963 speech entitled “I Have a Dream”, Martin Luther King, Jr. argues for an end to racial

discrimination and inequity in America. He challenges his fellow Americans to change the culture of

racism by improving civil rights for all Americans. Write an expository essay in which you analyze how

King uses rhetorical/literary devices to advance his argument. State his position and the general

purpose of the speech. Then, identify three main ideas - rhetorical/literary devices King uses and explain

the effect and purpose of each.

Name:____________________________ Period:_______ Date:__________ Assignment:___________________ Final Score: _____

`

Repetition/

other:

Allusion to

Historical

documents/other:

Metaphores/

other:

CHECKLIST - Develop an Expository Essay – ANALYSIS

Step 1: Read the prompt carefully and make sure you understand what it is asking you to do. Underline/circle key words

and think about how to put the quotation in your own words.

Step 2: Brainstorm the reasons/examples you will use to explain your analysis. For three minutes, make a list of the possible

examples you could use.

Paragraph 1: Introduction – should consist of 4-6 sentences (no less than 4).

1. Begin with a “hook” or attention “grabber” to catch the reader’s attention. Some

“hook”/“grabber” suggestions: Rhetorical question (e.g. Have you ever considered how many books we’d read if it were not for television?)

Strong statement (e.g. Cigarettes sales should be outlawed in our state.)

Scenario (e.g. “Imagine”….)

Quotation (e.g. Elbert Hubbard once said, “Truth is stronger than fiction.”)

Statistic or fact: This will add emphasis or interest to your topic. However, remember to include your source.

Exaggeration or outrageous statement (e.g. Hyperbole: The whole world watched as the comet flew overhead.)

2. Explain and relate the “hook”/“grabber” to the topic/quotation/question.

3. Restate the topic/quotation/question and explain your interpretation of its meaning.

4. THESIS statement - you can also include the restate in your THESIS statement (the thesis

statement reflects the underlying meaning/central idea of your essay. The central idea is like a thread tying

together all the paragraphs).

5. Next, identify your three topics/examples that develop and prove your analysis.

SAMPLE: In the (speech/play/story/poem/novel) titled “_____________” by __________

(rhetorical and literary devices) _____ are used to illustrate/convey/ demonstrate/reveal…. King

gains the reader’s attention and advances his arguments with use of (main ideas:

repetition/allusion/metaphors/other)…..

Paragraphs 2, 3, and 4: Body paragraphs with supporting ideas (3 example/idea for each paragraph – use textual evidence to support your analysis and explain the quote). Each paragraph should consist of 5-8 sentences (no less than 5).

1. Transitional phrase – see chart below (“To begin with,...;” “In addition,…;” “Finally,…”)

2. Topic sentence to provide focus for each paragraph. Include specific and vivid details to support your

analysis (one paragraph per example/topic). IDENTIFY THE MAIN IDEA and how it relates to your analysis.

3. Three details about your topic/example/evidence. In each paragraph use evidence to support your

topic sentence and explain it (explain how your evidence/detail supports your thesis ).

4. NOTE: Discuss and incorporate counterarguments (if any).

5. Incorporate one form of figurative language (simile, metaphor, personification, etc.).

One use of a literary device: Figurative language, imagery, etc. a. Simile: Like _[1

st item]__ _[2

nd comparison item]______ can be considered/etc. ____________.

b. Metaphor: _______ is/an/a _________ … c. Personification: The _[non human object/item]___screams/cries/speaks/etc. _[description]__. d. Imagery: Visual (color)/auditory (sound)/olfactory (smell)/kinesthetic (movement)/etc.

6. Finish each paragraph with a concluding sentence.

Final Paragraph: Conclusion should have no less than 4 sentences.

1. Transitional phrase – see chart below (“In conclusion,…;” “In summation,…”)

2. Restate thesis.

3. Restate/paraphrase three main topics/supporting information used in body paragraphs.

4. Wrap up sentence. Answer the “so what” question (What should people know?).

Revise & Edit: Carefully read what you have written. Check for correct spelling, punctuation,

capitalization, subject-verb agreement, etc.

Transitional words and phrases: First Reason Starters: to begin with, to start with, first of all, most important Second and Third Reason Starters: in addition, finally, also, another reason, equally important, furthermore, in a like manner, in fact, last of all, likewise, moreover, of greatest importance, undoubtedly Summary/Conclusion Starters: in conclusion, in summary, on the whole, to conclude, to summarize, all in all, although there may be more reasons

Purpose Word/Phrase

Explanation/Give an example: For example, for instance, such as, one reason, in particular Example: New Jersey has many tourists’ attractions, such as its scenic parks.

Add information Also, another, furthermore, in addition, and besides, too, as well. Example: In addition, the state has numerous beautiful beaches.

State a consequence, conclusion, or summaries:

Because of, for this reason, therefore, consequently, as a result, finally, lastly, in conclusion, in short, in summary, thus Example: Lack of rain has left the woods very dry. For this reason, no campfires are permitted.

Make a comparison or signal a change in direction:

Both, however, on the other hand, but although, even though, otherwise, on the contrary, in contrast, rather than, as opposed to Example: Living in the country is less stressful than living in the city. However, city living can be…

Add emphasis: Especially, in particular, in fact, above all, most important Example: Princeton University is an outstanding school. In fact, it’s one of the nation’s finest schools.

Show sequence: First, second, third (and so on); next; finally; after; before; while; during; later on; then; meanwhile; at last; after a while; immediately Example: The storm ended in the afternoon. After a while, the sun came out.

Extending vocabulary – words you can use when writing: Express positive words:

magnificent

grandeur - The quality of being magnificent or splendid or grand,

the quality of being exalted in character or ideals or conduct

magnanimous - The quality of being exalted in character or ideals or conduct

fantastic

fantastical

phenomenal

wonderful

extraordinary

marvelous

brilliant

glorious - Bringing great happiness and thankfulness

illustrious - Widely known and esteemed

notable - Worthy of notice

respected

impressive

splendid

splendiferous - Having great beauty and splendor

flamboyant - Elaborately or excessively ornamented, Richly

tremendous

wondrous - Extraordinarily good

wonderful

sublime - Inspiring awe, Lifted up or set high

flair - natural talent

knack - A special way of doing something

outshine - Attract more attention and praise than others

paramount - Having superior power and influence

To intensify:

incredibly

exceedingly

extremely

extraordinarily

truly

really

very

utterly - Completely and without qualification; used informally as

intensifiers, With sublimity; in a sublime manner

absolutely

perfectly

sublimely

dramatically

Noted (said):

remarked

denoted - Be a sign or indication of, "Her smile denoted that she agreed"

observed

commented

mentioned

referred

announced

noticed

Said:

articulated - Express or state clearly

vocalized - Express or state clearly

SENTENCE FRAMES

Identifying Theme TOPIC Theme (Author’s

perspective)

Theme (Character’s

Perspective)

In the (play/story/poem/novel, ______________ by __________ and

______ by ______, explore/examine/ illustrate/ demonstrate/convey

(a theme of) ….. by using …(the characters, events, and settings

in the passages).. to develop the theme. (Body 1 discuss characters, body

2 discuss events, and body 3 discuss setting)

The text addresses/explores the topic of ________________.

__________________ by ___________ addresses/explores/discusses/

examines…..

In _____ the

author(s)

reveals/conveys/

suggests to that….

The (main character/speaker)

discovers/realizes/ascertains

that….

The (main character/speaker)

understands that people

must_____ so that ______

Citing and Analyzing Evidence Topic Sentence

(Literary Element)

Textual Evidence

(It says)

Paraphrase

(I say)

Analysis

(And so..) What literary element does the author use in the text and WHY? How does the author’s use of this literary element affect your understanding or

interpretation of the text

What textual evidence supports your reasoning for why the author uses

this literary element (topic sentence)

What is the textual evidence saying (IN YOUR OWN WORDS)

What is your interpretation of this textual evidence? How

does it connect to your topic sentence

BP#1

The author uses _____ to illustrate/convey/

demonstrate/reveal….

The author uses ____ to help visualize,

understand/ realize/connect…..

The author includes _____, as a result/

consequently, the reader…..

By using __________, the author

suggests/intimates/ implies…..

The use of _____ helps the reader

visualize/connect with (to), understand….

The author illustrates/ conveys/ reveals the

theme of ______ by…….

For example, on page

____ (or in

lines____), the

character/speaker/ narrator says, “…..”

As an illustration, in

the text on page ____

(or in lines____), it

reads, “___”

For instance, in the

text it states,

_____________”

To illustrate this idea/theme, the

author describes….

The description on

page ____ (or

lines____) is a

perfect illustration of

______ (cite

description)

The following lines “_____” illustrate/

demonstrate this idea

of [cite lines/quote]

For example/For instance/As an illustration, lines _____ read, “___”

In other words, the character/speaker/

narrator is_________

In this quote, (the author/ character/speaker

compares/describes/refers to_____

At this point in the story/poem, the

character/ speaker is…..

That is to say, the character/speaker

(feels/thinks/believes)____

In the literal sense/Literally

speaking_____

In the figurative sense/Figuratively

speaking ___________

Here, we note that the

character/speaker______

To sum up/In summary, the

character/speaker____

According to the

author/speaker,_____

Basically, the author/speaker is

saying___

In making this comment (or doing

this action), the character/speaker

is___

From this, (I/we/it) can infer that______ This can be interpreted to mean______

The author/This suggests/conveys/intimates/ Implies/illustrates_____ ____refers to/represents____

Possibly/Maybe the character/speaker is_____ ____may suggest (is suggesting) that ____ ____,

suggesting/implying/ Intimating______ It seems to me that _____ On a figurative level

(Figuratively

speaking),____

Like/Similar to ______, ________ is compared

to ______ because____ The author makes this

comparison because/so that

______

Another example of _____ used to

illustrate/convey/ demonstrate/reveal_____

is……

______ is also used to illustrate/convey/

demonstrate/ reveal…..

Additionally/Furthermore, Moreover/Finally, the author uses _____to

illustrate/convey/ demonstrate/reveal….

The use of ______ is another literary

element the author uses to help the reader

visualize/ understand/ connect……

SENTENCE FRAMES for Counterarguments (if any) Introduce counterargument:

Introduction of Evidence 1. “Some people may argue…” 2. “A possible concern is…” 3. “A common counterpoint is…”

Evidence

1. “For example, they contend that…” 2. “Those who believe… say that …”

Discussion of Evidence

1. “That is an understandable concern, however…”

2. “This argument is wrong because…” 3. “Although some people think…

others understand…” 4. “The evidence, however,

overwhelmingly supports the argument that…”

Additional options:

When it comes to the topic of

__________, most of us would agree

that ____________. Where this

agreement ends, however, is on the

question of ___________. Whereas

some are convinced that

______________. others maintain

that________.

In discussions of _______, one

controversial issue has been ______.

People who believe________ claim

that___________. On the other hand,

those who believe __________ assert

that _____________. My own view is

__________.

Counterargument: Many people [believe/argue/feel/ think/suppose/etc.] that…[state the counterargument here]. It is often [thought/imagined/supposed/etc.] that…[state the counterargument here]. [It would be easy to/One could easily] [think/believe/imagine/suppose/etc.] that…[state the counterargument here]. It might [seem/appear/look/etc.] as if…[state the counterargument here]. Opposing views claim…[state the counterargument here]. [Opponents/Naysayers] take the position that…[state the counterargument here]. Refutation/Rebuttal: However, what this argument [overlooks/fails to consider/does not take into account] is ...[state refutation here]. This view [seems/looks/sounds/etc.] [convincing/plausible/persuasive/etc.] at first, but ...[state refutation here]. While this position is popular, it is [not supported by the facts/not logical/impractical/etc.] In actuality...[state refutation here]. Although the core of this claim is valid, it suffers from a flaw in its [reasoning/application/etc.] Instead...[state refutation here]. However...[state refutation here]. Nonetheless...[state refutation here]. Nevertheless...[state refutation here].

Concession: It may be true that…[state the concession here]. It can’t be ignored that…[state the concession here]. Admittedly…[state the concession here]. Certainly…[state the concession here]. Of course…[state the concession here]. One cannot deny that…[state the concession here].

Providing a Conclusion Claim (rephrase) Evaluation Personal Reflection

As one can see,/Upon examination, the use __________ and

________ in the text helps to convey_____

To sum up,/In summary, the author conveys the theme of ____ by

using (literary element) and (literary element)___

Form this analysis, we can see that the author uses (literary

element)_ to illustrate/demonstrate/convey/ explore/emphasize

____(theme)

Upon analysis of (title of story/poem), (name of author)’s use of (literary element) and (literary element) in the (story/poem/novel)

helps to express/convey/illustrate/explore

______ (theme)

Overall, by using (literary element) and (literary element) the

author illustrates/conveys/demonstrate/ delves into ____(theme)

Upon examination, through the use of (literary element) and

(literary element), ______ communicates/conveys/reveals….

The author’s use (theme

category e.g. gender roles) is

very effective/successful/

powerful because….

The author’s use of these literary

elements is very

effective/successful/powerful

because….

Due to/As a result these effective/successful/powerful

use of these literary elements,

the author (name of author) is

able to ____

The effective/successful/

powerful use of these literary

elements results in_______

After reading______, I

realize(d)____

This story/poem is

reminiscent of _______

By reading ______, helps

me to understand/makes

me realize that _______

Upon reflection, the (story/novel/ poem) is

reminiscent of _____

By reading

_______________, it

reminds me of

_____________

name: period: date: i have a dream” by martin luther king, jr

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