Text A

Grade 7

Living in a world full of technological devices containing catalogs of knowledge, it is important that we root ourselves into the realm of literature, exploring the plethora of esoteric stories and texts. “Pleasure of Books” is a speech delivered by William Lyon Phelps in 1933 addressing the importance of integrating literature within our lives. In the text, Phelps employs a multitude of rhetorical and figurative devices to captivate the reader, creating an immersive experience that emphasizes the profound significance of reading and owning books. Through the use of vivid imagery, metaphorical language, and persuasive appeals, the author effectively engages the primary target audience of those interested in novels and literature on both intellectual and emotional levels to highlight the authentic beauty of timeless interaction between reader and author.

One notable rhetorical device employed by the author is the use of extended metaphor, alongside personification, creating an engrossing association between books and people. In the introduction of his speech, Phelps describes how “a borrowed book is like a guest in the house; it must be treated with punctiliousness, with a certain considerate formality.” By likening books to guests, the author establishes a sense of formality and obligation, highlighting the need for careful treatment and preservation. However, this is contrasted to the comparison of a one’s “own books” to “intimate friends” which powerfully underscores the personal interaction and liberty allowed by owning books. Additionally, this figurative juxtaposition not only captures the reader's attention but also prompts reflection on their own relationship with literature. Hence, while the novel comparison of books to people through simile and metaphor convey Phelps’ attitude of literature, it also emphasizes the artistic craft of his speech founded by his long love for books. His adamant view can be understood through his allusions and listing which is heard he describes the effect books have as a gateway to “converse with Socrates or Shakespeare or Carlyle or Dumas or Dickens or Shaw or Barrie or Galsworthy.” Through a polysyndetic syntax, emphasizing the effect of books as an entryway into the realm of literature, Phelps invites the reader to partake in metaphorical conversation with history's most luminary novelists. Furthermore, the use of inclusive pronoun such as "you" creates a direct rapport with the audience, compelling the American public to envision themselves actively engaging in such conversations. This book exemplifies the transformative power of literature, offering readers an opportunity not only to gain knowledge but also understand the depth of the literary landscapes awaiting exploration. Through this, one can appreciate the profound impact of this excerpt in fostering a deeper appreciation for the written word and its ability to transcend temporal and spatial boundaries.

Moreover, the author uses descriptive language to enhance the reader's immersion in the text. By associating the process of rereading books as "the pleasure of going over the old ground" and "like visiting a forest where you once blazed a trail," Phelps appeals to the reader's imagination, evoking nostalgia and personal growth. Moreover, the inverse alliteration of ‘going over the old ground,’ creates a rhythmic tone, engaging the reader through sonically aesthetic phrases. Additionally, literature as “the immortal part of history” creates a dramatic juxtaposition between ‘immortal’ books and mortal humans which spotlights the importance of books as a source of memorializing stories and information: engaging the readers through the practical comparison between humans and books. Similarly, the author's portrayal of books as personified "intimate friends" having "separate personalities" imbues them with human-like qualities, inviting readers to envision themselves surrounded by a diverse cast of companions. While appealing to such visual and organic sensations, the author fosters a profound emotional connection with the act of reading and owning books, advocating for the cultivation of their “personal library.”

Additionally, the author employs rhetorical questions to prompt introspection and encourage reader engagement. Questions such as "Have you read all of these books? Some of them twice," and "How could it?" engage the reader while employing comedy, inviting reflection and self-examination. Phelps’ clever wit ‘Some of them twice’ ironically and lightheartedly underscores the vast amount of books he read - and the vast amount left to be read by the reader. Moreover, through the diction of such words and phrases, Phelps not only prompts readers to reflect on their own reading habits but also encourages them to evaluate the depth of their literary exploration. By cleverly using modal verbs like “could,” alongside his rhetorical questions, Phelps emphasizes the idea of change: inviting external audience members who may not be as infatuated with literature a chance to immerse themselves into the worlds of books and novels. Moreover, it could also be said that Phelps is challenging young audiences to recognize the inherent value of “personal libraries” and profound impact they can have on one's intellectual and emotional growth. By communicating such knowledge, these rhetorical questions serve to ignite a spark of intellectual curiosity within readers, propelling them to embark on a journey of literary discovery. In doing so, Phelps effectively cultivates a thought-provoking interaction between his speech and those listening, encouraging engagement with a range of different listeners.

Furthermore, the author employs parallel structure to emphasize and create a sense of rhythm and cohesion. In the succinct assertion, "Books are for use, not for show," the author encapsulates the essence of literature: the intrinsic value of books lies not in their decorative presence but in their capacity to be actively utilized. Beyond mere adornment, books serve as conduits for knowledge, insight, and inspiration, inviting readers to delve into their pages and extract meaning. This challenges the notion of books as mere ornaments, instead affirming their primary function as tools for intellectual exploration and personal enrichment. Moreover, by mentioning how "books are of the people, by the people, for the people," Phelps alludes to Abraham Lincoln’s speech, unifying the American audience to appreciate the works of our intellectual writers. Moreover, this phrase highlights how literature is not confined to a privileged few, but is accessible to everyone, thereby democratizing knowledge and discourse. This tricolon therefore emphasizes the interconnectedness between books and the human experience, echoing the sentiments of inclusivity and accessibility.

In conclusion, this speech employs a balanced combination of rhetorical and figurative language to to engage the reader and convey the importance of reading and owning books. Through the use of extended metaphor, vivid imagery, rhetorical questions, and parallel structure, the author creates a compelling narrative that resonates with readers on both intellectual and emotional levels. By harnessing the power of language, both within and through his speech, the author inspires a deeper appreciation for literature and fosters a sense of connection with the written word.

Criteria	Mark	Feedback
A	5	The essay demonstrates a clear and thorough understanding of the text and the author's purpose. The interpretations are insightful and supported by well-chosen references to the text.
B	5	The essay presents a detailed analysis of the author's use of stylistic and rhetorical devices. The evaluation of how these devices contribute to meaning is perceptive and convincing.
C	5	The essay is well-organized and focused, with ideas developed logically and coherently. There is a clear progression of ideas, and paragraphs are well-structured.
D	5	The language is clear, varied, and precise. Sentence structures are effective, and vocabulary is appropriate and used accurately. Minor errors do not impede understanding.
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