When heroes die, people want them

to be remembered.
 1
Intro: attention grabber
This opening line of the introduction
grabs the reader’s attention by making
a bold statement. Avoid rhetorical
questions and sweeping
generalizations as attention grabbers.
Text 1 is a speech written for the President of
the United States to read to the American
public in case the astronauts Neil Armstrong
and Edwin Aldrin do not return from their
mission to the moon in 1969. Text 2 is a
poem written by Rupert Brook before he
goes to fight for England in World War I.
 2
Intro: the basics
The introduction should start
with the basics, such as the name
of the text and author and the
year of publication.
 The authors of these texts want to
establish that the deaths of these
men would not be in vain but for a
greater cause. They persuade their
audiences to believe in their greater
causes by using diction, antithesis
and parallelisms.
 3
Intro: thesis statement
Include a thesis statement at the
end of the introduction. It
should connect the authors’
purposes to the stylistic features
that they use.
Through the use of diction, both
authors aim to unify their
audiences, suggesting that they
are part of a greater place and
larger group of people.
 4
1st Body: main point
The topic sentence or main point of a
paragraph connects one of the main
stylistic features to the authors’ purposes,
exploring an aspect of the thesis
statement.
Text 1, though spoken by the President of the
United States, is about “mankind” (lines 4
and 20). It addresses “human beings” (line
19) and encourages the “people of the world
to feel as one” (line 11). Furthermore, he
refers to the “sons” of “Mother Earth” (line
10), suggesting that their deaths were about
“bind[ing] more tightly the brotherhood of
man” (line 12) in man’s search for “truth” and
“understanding” (line 7).
 5
1st Body: 1st evidence
Include evidence, illustrations and
quotations from Text 1 to support the
claim of the topic sentence.
This choice of words implies that
America’s loss is really the
world’s loss.
 6
1st Body: 1st analysis
This line explains how the evidence is
relevant to the topic sentence.
 While Nixon aims to unite the
people of the world, Rupert
Brooke uses diction to unite the
people of England.
 7
1st Body: 1st comparison
This line compares and contrasts the
texts with relevance to the topic
statement and its stylistic device.
Brooke’s first stanza suggests that “some
corner of a foreign field” (line2) would
belong to England if he should die there
in war, because his English body, heart
and soul essentially carry all of that
which is England with him into that
foreign country.
 8
1st Body:2nd evidence,
2nd analysis
Include an example from the second
text and explain how that relates to the
topic sentence.
 Like the Americans claiming that “some
corner of another world” would “forever”
belong to “mankind” (line 20), Brooke
claims that his death would make that
“corner of a foreign field” (line 2) “for
ever England” (line 3).
 9
1st Body: 2ndcomparison
Make yet another comparison of
the texts, connecting them to the
topic sentences.
 Just as Nixon’s claim on the moon
emboldens the people of the world to
feel united, so too do Brooke’s words
make young soldiers feel that they are
part of the glory of England.
 10
1st Body: tie back
The last line of each paragraph
should tie the paragraph’s ideas
back to the topic sentence and/or
thesis statement.
Secondly, the authors of both texts
use antithesis to persuade their
audiences that these men would
have died for a greater cause.
William Safire’s speech for Nixon is
full of contrast that emphasizes the
importance of lunar discovery.
 11
2nd Body: main point
The topic sentence or main point of 2nd
paragraph also explores an aspect of the
thesis statement, connecting a stylistic
device to the authors’ purposes.
 To ‘explore in peace’ and to ‘rest in peace’
(lines 1-2) are two lines that exemplify
antithesis, just as “no hope for their
recovery” (lines 3-4) is an antithesis of “hope
for mankind” (line 4). “The ancient days”
(line 13) are contrasted with “modern times”
(line 15) and while Armstrong and Aldrin
were the “first” (line 17) to travel to the
moon, “others will follow” (line 16).
 12
2nd Body: 1st evidence
Include evidence from the Text 1 that
supports the claim in the 2nd body
paragraph’s topic sentence or main point.
 All of these examples of antithesis give the
listener a sense of progress, growth,
accomplishment and pride, convincing them
that the astronauts did not die in vain.
 13
2nd Body: 1st analysis
Explain how the evidence from Text 1
supports the claim that is made in the 2
body paragraph’s topic sentence or main
point.
Rupert Brooke uses antithesis in his poem
‘The Soldier’ for a similar reason: to show
the reader that his death would not be in
vain.
 14
2nd Body:1st
comparison
Explain how the evidence from Text 1
supports the claim that is made in the 2
body paragraph’s topic sentence or main
point.
In line 3 “a rich earth” is contrasted with “a
richer dust” which implies that his English
body would improve the soil of that “foreign
field” (line 2), if he should die there.
Furthermore, Brooke contrasts his death
abroad with a serene picture of England
back home, where hearts are at peace and
friends laugh (lines 11-12).
 15
2nd Body: 2nd evidence, 2nd analysis
Explain how the evidence from Text 1
supports the claim that is made in the 2
body paragraph’s topic sentence or main
point.
By contrasting life with death or hope with
loss, both authors suggest the positive
outcomes will outweigh the negative costs,
persuading their audiences to believe in
their causes.
 16
2nd Body: 2nd comparison, tie back
Explain how the evidence from Text 1
supports the claim that is made in the 2
body paragraph’s topic sentence or main
point.
Although Text 1 is a speech and Text 2 is a
poem, they both use parallelisms to appeal
to their audiences’ ears and make their
causes sound noble.
 17
3rd Body: main point
The topic sentence of the 3rd paragraph
should include a main point that connects
a stylistic device to the authors’ purposes.
 Text 1 uses multiple examples of anaphora, which
is typical of speech writing. The phrase “they will
be mourned” is repeated at the beginning of four
parallel sentences (lines 8-10) in order to stress the
sadness of their loss. What’s more, the men who
“went to the moon to explore in peace” (line 1) will
“stay on the moon to rest in peace” (line 2), two
parallel lines that set the solemn tone and somber
mood of the speech.
 18
3rd Body: 1st evidence, 1st analysis
The topic sentence of the 3rd paragraph
should include a main point that connects
a stylistic device to the authors’ purposes.
 Brooke also uses parallelisms in Text 2,
though to a different end, namely to create
sympathy for the soldier.
 19
3rd Body: 1st comparison
Compare and contrast Text 1 and 2 with
regards to the 1st evidence and analysis.
For example, Brooke describes how England
has given the soldier “her flowers to love”
and “her ways to roam” (line 6). The
soldier’s body has also been “washed by the
rivers” and “blest by the suns” (line 8), two
phrases that use parallel syntax to soothe
the reader’s ears and associate the soldier
with England’s landscapes.
 20
3rd Body: 2nd evidence, 2nd analysis
Evidence and analysis from the Text 2 are
introduced in relation to the main point of
the paragraph and support the
comparison being made.
Unlike Nixon’s speech, Brooke’s poem uses
parallel rhythms of iambic pentameter,
meaning each line consists of five iambs or
‘ta-dum’ sounds, such as “If I should die,
think only this of me.” After reading the 12
parallel iambic pentameters of this sonnet,
the reader is convinced that the author’s
cause is as poetic as it sounds.
 21
3rd Body: 2nd
comparison
A second comparison can be made
between texts in response to the evidence
from and analysis of Text 2.
 In their separate ways, William Safire and
Rupert Brooke use parallelisms to appeal to
their audiences’ auditory senses, making
their texts sound poetic in nature and also
pure in their purpose.
 22
3rd Body: tie back
Connect the ideas of the 3rd paragraph
back to the topic sentence and thesis
statement.
 To conclude, Text 1 and Text 2 aim to rally
support for their causes, be it to send men to
the moon or into war.
 23
Conclusion: restate purposes
Start the conclusion by restating the main
aims or purposes of the authors of both
texts.
Because they are different types of texts they
apply linguistic devices in different ways.
While Text 1 uses anaphora, Text 2 uses
iambic pentameter.
 24
Conclusion: restate devices, echo
the introduction
Point again to where the texts use similar
or different stylistic devices.
Nevertheless, they both use diction, antithesis
and parallelisms to convince their audiences
that the men who die for these causes are
heroes, who have not died in vain and will be
remembered forever.
 25
Conclusion: echo the introduction
Echo the introduction with a final
statement.