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1944: The Year I Learned to Love a German
Transcript of 1944: The Year I Learned to Love a German
Thesis: Books are thought-provoking, dangerous and can change people's opinions and ideas.
Increase in knowledge
Level of Language
1. Ad Hominem
2. Appeal to Emotion
3. Use of Anecdote
Mordecai Richler was born into a Jewish family in 1931 in Canada. Being born just before the second world war and the mass genocide of Jewish people by Hitler and his army, Richler hated every German on the face of the earth. Richler's essay talks about his experience as a youth during World War II and how a single book was able to change his entire view on life.
The Purpose was to make the reader aware of stereotypes and the personal bias they carry with them
The Essayist, Mordecai Richler wrote informally with a satirical tone
The mood conveyed to the reader through Richler's essay was didactic with an undertone of satirical reflection.
Level of Language
Other than some time-specific referenced that require a bit of previous knowledge, research or inferring, the level of language used in 1944: The Year I learned to Love a German is at a level of understanding for people with a high school education or above
Use of Anecdote
In paragraph 9,
Shows that books are a symbol
Argument Ad Hominem
In paragraph 10 Richler...
Wishes all Germans to die
Judges Germans because of Holocaust
Significant because he reads Books which changes his mind about Germans.
Appeal to Emotion
Depicts how Erich Ramarque's book "All Quiet on the Western Front" was once so important to him
Functions of a Paragraph
Method of Development
Paragraph 1: This paragraph is used for contextual purposes that will later support the essays thesis.
Paragraph 10 and 11: This Anecdotal paragraph is used to strengthen the thesis.
This is a persuasive essay with a slant of narration and cause and effect.
This essay is directed more at either an older audience or teen audience; people who have preconceived notions about worldly matters already or those who are still forming opinions and learning
Paragraph 23: Thesis Paragraph.
Literary Rhetorical Devices
Imagery - paragraph 11 - "A time bomb ticking away though I hardly expected it"
Dramatic Irony - paragraph 11 - "finally I was driven to picking up 'All Quiet Ont The Western Front' out of boredom."
Allegory - Paragraph 11 - "I never expected ...what novels were"
Metaphor - paragraph 17 - "Obviously, having having waded into the pool of serious fiction...Anything could happen"
Sentence Fragment - paragraph 23 - "He burned them. I began to devour them."
Imagery/Symbol - paragraph 29 " fatherland"
Paragraph 28: This paragraph was used to transition from the sarcastic tone that the essayist uses to poke fun at his adolescence to a very serious tone.
Daire Crawford, John Huynh, Natalie Plausini