Prompt
Prewriting
Rough Draft
Final Draft
In the mid 1700's, Lord Chesterfield had written a letter of advice to his son, which, clearly defined in the writing, is quite troubled. With a scholarly tone, Chesterfield intends to initiate a positive trend in his son's values and will build his values towards success. The excerpt shows commentary which will lead Chesterfield's child down the right path. Lord Chesterfield uses the rhetorical devices of powerful diction, differing choices, pathos, and personification in order to reveal his own values of a strong education and the act of comprehension to his son.
Throughout the letter, Lord Chesterfield uses powerful diction in order to diffuse his values. For example, within lines 6-9, Chesterfield states, "and I know, too, that the advice of parents, most particularly, is ascribed to the moroseness, the imperiousness, or the garrulity of old age." Chesterfield's strong diction allows him to provide contrasting ideas of advice. Chesterfield contradicts himself greatly through the use of words like "moroseness", "imperiousness", and "garrulity," which make the fore-coming advice to seem obnoxious and boring-like. Though, the purpose of this contradiction is to lower expectations and to become more connected to his child by putting himself in his son's shoes. However, Chesterfield follows the contradiction with a statement that defines that the advice which is being given is completely necessary to his successes. This allows for his son to listen to the advice, for the way that Chesterfield is making the advice out to be is abnormally helpful rather than obnoxiously boring. The contrasting statements allow for Chesterfield to put a strong emphasis on the comprehension of his advice.
Chesterfield also uses the rhetorical strategy of imitation in order to reveal his value of listening and comprehension to his son. Within lines 20-22, Lord Chesterfield writes, "do not think I mean to dictate as a parent; I only mean to advise as a friend." In order to persuade his son to listen and comprehend his words, Chesterfield classifies himself as a friend rather than his fatherly self. His friendly manner offers an alternative approach to getting into his son's morals. This alternate method provides as a persuasive being to help get the advice across to his son.
Lord Chesterfield also offer several options to his son, each allowing optimal success for the future in terms of education and goal setting and/or achieving. For example, within lines 44-49 Chesterfield states, "I have so often recommended to you attention and application of whatever you learn, that I do not mention them now as duties; but I point them out as conducive, nay, absolutely necessary for your pleasures," (Chesterfield 44-49). Through throwing out the necessity of his son to follow his advice allows Chesterfield to provide proper penetration to his son's comprehension. In the statement, he offered multiple options, each with a different outcome. For example, if his son had treated his studies as duties then his pleasures would not be achieved. Although, if he had treated his education as necessary, then his pleasures would be met. This offering shows Chesterfield's value of "jumping at opportunity" because the proposed options show an urgency for his son to take the advice for his own successes.
Lastly, Lord Chesterfield diffuses to his son's pathos to portray his value of a strong education through hard work. For example, Chesterfield writes to his son, "in this latter case, your shame and regret must be greater than anybody's, because everyone knows the uncommon care which has been taken of your education, and the opportunities you have had of knowing more than others of your age," (Chesterfield 54-60). Chesterfield uses pathos in order to diffuse to his sons' feelings and behavior. He attempts to make his son feel shameful because he may not take the proper opportunities to drive himself to a greater educational level. By making his son feel shamed, Chesterfield hopes to initiate a positive change in his son.
Through several rhetorical strategies, Chesterfield exemplifies his values to his son in the form of a letter. It is clearly defined in the letter that his values are meant to be passed onto his child. Through imitation, strong diction, pathos, and strong diction, Chesterfield properly attempted to do so.
Throughout the letter, Lord Chesterfield uses powerful diction in order to diffuse his values. For example, within lines 6-9, Chesterfield states, "and I know, too, that the advice of parents, most particularly, is ascribed to the moroseness, the imperiousness, or the garrulity of old age." Chesterfield's strong diction allows him to provide contrasting ideas of advice. Chesterfield contradicts himself greatly through the use of words like "moroseness", "imperiousness", and "garrulity," which make the fore-coming advice to seem obnoxious and boring-like. Though, the purpose of this contradiction is to lower expectations and to become more connected to his child by putting himself in his son's shoes. However, Chesterfield follows the contradiction with a statement that defines that the advice which is being given is completely necessary to his successes. This allows for his son to listen to the advice, for the way that Chesterfield is making the advice out to be is abnormally helpful rather than obnoxiously boring. The contrasting statements allow for Chesterfield to put a strong emphasis on the comprehension of his advice.
Chesterfield also uses the rhetorical strategy of imitation in order to reveal his value of listening and comprehension to his son. Within lines 20-22, Lord Chesterfield writes, "do not think I mean to dictate as a parent; I only mean to advise as a friend." In order to persuade his son to listen and comprehend his words, Chesterfield classifies himself as a friend rather than his fatherly self. His friendly manner offers an alternative approach to getting into his son's morals. This alternate method provides as a persuasive being to help get the advice across to his son.
Lord Chesterfield also offer several options to his son, each allowing optimal success for the future in terms of education and goal setting and/or achieving. For example, within lines 44-49 Chesterfield states, "I have so often recommended to you attention and application of whatever you learn, that I do not mention them now as duties; but I point them out as conducive, nay, absolutely necessary for your pleasures," (Chesterfield 44-49). Through throwing out the necessity of his son to follow his advice allows Chesterfield to provide proper penetration to his son's comprehension. In the statement, he offered multiple options, each with a different outcome. For example, if his son had treated his studies as duties then his pleasures would not be achieved. Although, if he had treated his education as necessary, then his pleasures would be met. This offering shows Chesterfield's value of "jumping at opportunity" because the proposed options show an urgency for his son to take the advice for his own successes.
Lastly, Lord Chesterfield diffuses to his son's pathos to portray his value of a strong education through hard work. For example, Chesterfield writes to his son, "in this latter case, your shame and regret must be greater than anybody's, because everyone knows the uncommon care which has been taken of your education, and the opportunities you have had of knowing more than others of your age," (Chesterfield 54-60). Chesterfield uses pathos in order to diffuse to his sons' feelings and behavior. He attempts to make his son feel shameful because he may not take the proper opportunities to drive himself to a greater educational level. By making his son feel shamed, Chesterfield hopes to initiate a positive change in his son.
Through several rhetorical strategies, Chesterfield exemplifies his values to his son in the form of a letter. It is clearly defined in the letter that his values are meant to be passed onto his child. Through imitation, strong diction, pathos, and strong diction, Chesterfield properly attempted to do so.
Reflection
I absolutely despise this piece in every way possible. The essay was written on November 21st of 2016 and ranks as the earliest essay depicted on the portfolio. In the rough draft, there were many grammatical and diction errors which is very unlike me today. It was quite easy to relate to the excerpt, but a bit hard to pull out specific rhetorical devices. I tend to struggle in pieces like this, though my skill level has increased greatly since then. I am very happy that this essay is placed in the front of my portfolio, because it was such an awful essay that it will highlight my changes and strengths that I built though correction in commentary which properly interprets the evidence, better observation of rhetorical devices in text, and assertions that interpret the prompt.