How Does Lord Chesterfield Present His Son

The majority of the sentences in King’s letter can be connected to logos, pathos or ethos and his incorporation of appeals is masterful.

In his attempt to build credibility, Chesterfield constructs anaphora and metaphor, which serves to show his belief that greater wisdom comes with age. Chesterfield initiates his letter through immediately establishing his perspective as a concerned and aware parent and anticipating his son’s objection to

Novelist, Ernest Hemingway, in his novel, The Scarlet Letter, writes about the Puritan life and how some characters with through a rough path of disobeying the Puritan culture. He has many characters that represent many different things in his novel. Hemingway uses an abundance of rhetorical strategies. One of the ones that he uses is irony. He uses different types of irony such as verbal, situational and dramatic to shows the imperfect world that the Puritans really had.

     The first and most obvious subject of irony is the novel’s protagonist, Holden Caulfield. His hatred for anything “phony” is ironic because he to is deceitful. He is constantly performing by taking a new identity for each new situation he is in. For

The first type of irony in this play is verbal irony. He uses this type of irony when Helena

The letter is argumentative, but solely with personal backing. The reader is invited into Hanchett’s daily and family life, where he explains his personal relation

Hamlet is a play full of trials and tribulations. Throughout the play the use of soliloquies is extensive for they allow the audience a look into the mind of a character without ruining a plot. The three productions; This is Hamlet, Oliver in the 1948 film adaptation, and Gibson in the 1990 film adaptation all provide their own aspect on the soliloquy while still sharing some common themes in the `now might I do it pat` soliloquy. Through the voice and tone, atmosphere, and body language, the delivery of this soliloquy is proven effective in all productions. Hamlet is a character that requires the utmost flare, and his voice is one to need the allowance of much dramatization.

In this letter Lord Chesterfield is establishing advice to his young son. Noticing that his young son could be uninterested in what he has to say, Chesterfield used anaphora to grasp with his son attention. Then reveals his expectations in the advice given to at least be considered from his young son. Chesterfield continues to assert that he only desires to advice to the young boy, and dictate through the practice of simile. Lord Chesterfield later changes his tone of translation from expressing concern to talking more straightforward. Chesterfield achieved this by the use of irony, reminding his young son that he is his supporter, and that he can choose to stop supporting him if his son fails to make the right choice of listening of his advice.

The children In Nathaniel Hawthorne’s The Scarlet Letter play a major role in the Puritan society. With their honest opinions of Hester and Pearl, the children are presented as more perceptive and more honest than adults. Due to their innocence, children are capable of expressing themselves without constraints; there are no laws or regulations that they are bounded by. As an adolescent go through the stages of life and grow older, they begin to be more conscious of the how they act as they are more aware of society and the things that are occurring in the world, creating a filter for their actions. When they remain as the children, on the other hand, are adventurous; they are still exploring the universe that seems to fill with mysteries that are bound to be solved. They tend to attach to the truth and they are not afraid to speak it freely. Children differ from adults in their potential for expressing these perceptions. With their obliviousness to the things that are actually going on around the town, children therefore react differently compared to the adults, who are more knowledgeable. Perceived to be immature, young children are presented as more perceptive and more honest than adults due to their innocence, how they are unaware of the reality and the crimes that are presented in society by the adults enables them to be blithe and not afraid of saying what they feel like. Due to their naivety, when they express what they perceive to be true, they do not get punished,

The New-England primer if given in a document without any dates to point when it was published or printed can easily trick the reader into believing that it is a modern document. Unlike other historical textbooks, the “New-England Primer” has the purpose you can find in many present-day textbooks. The purpose is broad and provides no hints to the time period it was used in. The document raises many questions, mainly to the fact it was published back in the 1690s. The excerpt from the New-England Primer raises the question why is it formatted in the way where the moral instructions for the boys is written in a more sequential form whereas the girls moral instructions is formatted as poem with rhythm.

William shakespeare uses dramatic irony in the play Romeo and Juliet to enhance and develop the plot of scene 3. The dramatic irony that shakespeare uses is when Juliet is crying over the banishment of Romeo when people around her thinks it’s over Tybalt’s death. Shakespeare uses this in enhancing the fact that no one around her likes Romeo. “Evermore weeping for your cousin's death? What, wilt thou wash him from his grave with tears?” -Lady Capulet, her mother, not knowing that in fact Juliet has married the person that killed her brother-in-law’s son and is more sad about her husband leaving her than a family member passing ”Shall I speak ill of him that is my husband?” -Juliet. With that said, leading into the next use of dramatic irony.

In “The Cask of Amontillado,” Edgar Allan Poe uses irony to help tell the horrific tale of a man who was buried alive. Poe is well-known for using irony in most of the stories he writes. He uses the different types of irony throughout the whole story to help develop his theme, which in this case is revenge. The use of verbal, situational, and dramatic irony help to build suspense, foreshadow the ending, and add a touch of humor to his story. Verbal irony can be best defined as when a character says one thing but means the opposite.

For his assert he persuasively used a blend of elements such as and practical reasoning and direct argumentation. These elements are what made his letter certainly inspiring and courageous. The elements that King uses obtains what he wants, intrigued his audience, make them feel what he is going through and is requiring them to act. For instance, he quotes “discipline,” their restraint from violence

In the book Hamlet by Shakespeare, irony is used numerous times in order to give the reader insight on what is going on. As stated in the Merriam-Webster dictionary, irony is an action that is understood by the audience but not by the characters in the play. If this strategy were not included in this drama, it would take away the whole purpose. This play would consist of no suspense and would be extremely boring to the reader because the characters would know as much as the readers know. This allows for incite to what can happen in the future or what has happened in the past. The irony in this play ultimately revolves around Hamlet and his plan to achieve revenge with Claudius. From the play that Hamlet organizes

Firstly, it assumes that children are necessarily less complex than adults in their communicative ability. Secondly, it holds true to the notion that those who fail to understand irony are inferior and less sophisticated. Combining the two assumptions, the logic is that because children are necessarily less complex and sophisticated than adults, and because those who cannot "get" irony are also less sophisticated beings, it then follows that children, being less sophisticated, therefore cannot "get" irony as well. It is an insidious line of logic and problematic at best, because it fixes children (and those who don't get irony) immovably as being inferior by labeling them as such without any explanation and justification. Such rigid labeling also causes the logic to breakdown when it fails to address the issue of transition from childhood to adulthood. If children are necessarily inferior and adults superior, how do children automatically lose their inferiority when they grow up? Given the problems and injustices of following such an approach, one would do well to begin by establishing a viable alternative to the elitist notion of irony and consequently open the door towards bringing children to a more equitable position with respect to understanding irony.