Blogger #27 Sophia Ripoll 1/10/2022 P2

 JC Act 3, 2 Speeches [2-3 Days]

Blogger #27 Sophia Ripoll 1/10/2022 P2

Aim: How can an in-depth rhetorical analysis and evaluation of Brutus’s speech provide insight on multiple levels (POV, Roman PPL, etc…)?

Before the break, we had previously watched and analyzed Brutus’ speech in Julius Caesar Act 3, using the document’s questions to guide us with our understanding. Today we had completed our analyses and discussed them with the class. 

12.2 JC: 3, 2 Brutus’ Funeral Oration, Brutus' Speech [4:57], & 12.2 JC: Brutus' Funeral Oration Analysis 

Brutus	My Group’s Analysis & Evidence	Discussion Analysis & Evidence
1. Brutus uses prose in delivering his speech. Why? 2. What rhetorical questions does Brutus use in his speech? What answers does he expect? 3. How does Brutus feel about Caesar?	1. Brutus uses prose in delivering his speech to seem more genuine and authentic to the crowd of people to influence them to believe his words. It doesn’t seem fake and rigid.  2. Quotes: “Had you rather Caesar were living, and die all slaves, than that Caesar were dead, to live all freemen?” “Who is here so base that would be a bondman? If any, speak, for him have I offended. Who is here so rude that would not be a Roman? If any, speak, for him have I offended. Who is here so vile that will not love his country? If any, speak, for him have I offended. I pause for a reply.” 3. Brutus is saying that he loved Caesar but prioritizes the good of Rome more.  “As Caesar loved me, I weep for him. As he was fortunate, I rejoice at it. As he was valiant, I honor him. But, as he was ambitious, I slew him.”	Ms. Peterson starts off the discussion by saying: Prose - a text without any metric form (normal everyday way speech would be said)  → seen in many of Shakespeare's works → usually trying to show you that they are “common people” → flowery and poetic language is for someone would who have elevated language “royalty” 1. Group 3: Brutus uses prose in delivering his speech to make it seem more real and truthful to the people of Rome. 2. Group 2: (My Group’s Response)  Ms. Peterson adds on by saying: Rhetorical Question: a question you already know the answer to (often used to prove a point) 3. Group 3: Brutus is saying that he wants to look out for the people of Rome, so he has to kill Caesar.
Mood of Audience	The mood of the audience when Brutus begins his speech is that of outrage, as Caesar had just been murdered.	Group 3: At the beginning of Brutus’ speech, the audience is angry, skeptical, enraged, and untrusting.
What he says…	Throughout the speech, Brutus is saying that he loved Caesar but is more concerned with the good of the people of Rome. Along with that, he mentions that he would rather see a free Rome than for Caesar to be in power.	Group 2: (My Group’s Response)  Group 4: In his speech, Brutus is using pathos to persuade the people to agree with him, saying he’s doing it for the good of Rome.  Ms. Peterson adds to this by saying that Brutus is appealing to their emotions and patriotism/nationalism for Rome.
How he says it… (Literary & Rhetorical Devices) → How would you describe the style and tone of the speech as a whole?	Literary Devices: → Hyperbole - “Had you rather Caesar were living, and die all slaves, than that Caesar were dead, to live all freemen?” Rhetorical Devices: → Anaphora - “Who is here…” “If any, speak…” → Antithesis - “Not that I loved Caesar less, but I loved Rome more.” → Rhetorical Questions: “Had you rather Caesar were living, and die all slaves, than that Caesar were dead, to live all freemen?” “Who is here so base that would be a bondman? If any, speak, for him have I offended. Who is here so rude that would not be a Roman? If any, speak, for him have I offended. Who is here so vile that will not love his country? If any, speak, for him have I offended. I pause for a reply.” Style & Tone of Speech: Throughout the speech, Brutus is trying to say how he loved Caesar, but the murder needed to be done for the good of Rome. This paints the narrative that he was a good person in this situation.	Group 2: (My Group’s Response)  Ms. Peterson continues the discussion by saying how Brutus’ speech has a patriotic tone to it, as he uses pathos to convince the crowd to believe him. She also mentions how Brutus seems to be speaking from the heart, further persuading the audience.
Reaction of Audience	The audience by the end of his speech believes his word and trusts him. This is proven by their cheering and applauding, showing their respect.	Group 4: The audience seemed to want Brutus to be the next king and be a successor to Caesar.  Teacher: the ideals of the people were in Brutus's heart so the people might want him to be the next ruler of Rome

After our discussion on our analysis, we continued to the next slide where we read the aim and had a class discussion before proceeding to Antony’s speech. 

Aim: How does Antony’s speech provide insight as to his reasoning, and motives, while establishing the Roman people's feelings, through an in-depth rhetorical analysis and evaluation?

TEAM DISCUSSION How might you feel if you were Antony after hearing Brutus’s speech? Why?

My Group’s Response: If we were Antony, we would most likely try to make our speech as convincing as possible to sway the crowd to our side. As Brutus had previously just convinced all of the people to trust and believe in him, Antony’s job will now be much more difficult. 

Group 3’s Response: If we were Antony, we would feel discouraged. Antony's whole point was to get the people against the conspirators, wanting the people to be on his side, but now Brutus made a great speech in which the people trust his word. 

Ms. Peterson adds on by saying that Antony had just watched the people turn from loving Caesar to trusting the people who killed him. So, Antony now needs to convince the people to trust his word instead of Brutus’. He wants the people to realize there wasn’t a good reason for the death of Caesar. 

Once our discussion has ended, we go to the next slide in which we watch Antony’s speech and prepare to start an analysis. 

12.3 JC: 3, 2 Antony’s Funeral Oration, Antony’s Speech [4:58], & 12.3 JC: 3, 2 Antony’s Funeral Oration  

Reflection:

During today’s lesson, I learned about how to analyze Shakespearean speeches to more about the character’s motives, choice of language, such as literary and rhetorical devices, as well as how ethos, pathos, and logos can be applied to said speeches. Along with that, I learned about new vocabulary and literary terms such as prose, ethos, logos, pathos, and rhetorical questions so I can better comprehend how and when they are used in literature and everyday life. Throughout our reading of Julius Caesar, I have been able to analyze the characters through direct and indirect characterization, to further understand them and the major events of the play. I learned this because it will not only better my understanding of Shakespeare’s writing now, but also in the future, as I know there are other writings by Shakespeare that I will read in the next few years. As I previously mentioned, I will use what I learned in the future when I have to read other works of Shakespeare, such as McBeth in my upcoming high school years, and continue to apply it in and outside of school.