Winter 2024 ANG-G32 V.

Copeland
Chapter 1 Like, Literally, Dude
Please submit your answers for Friday, February 23 at 1:30 p.m. at the latest. Submit a Word
compatible file (.docx, .doc, or .rtf) in the “dépôt de travaux” on LEA.

Task: Read Chapter 1 of Like, Literally, Dude. Using the “Analyzing Essays” document on Lea,
identify three techniques or devices that Fridland uses to make her chapter persuasive. Provide
an example of each technique or device from the chapter using MLA in-text citation and
comment on its effectiveness in persuading the reader.

Aim to write 250 words.

“You see, when I was a child, I had no idea my parents had accents. Sure, they were born in
Belgium and Montreal and cooked coq au vin instead of fried catfish and cornbread (haute
cuisine in my hometown of Memphis, Tennessee), but to me, they sounded like everyone else-
except when they argued, discussed critical issues like whether or not there was ice cream in
the fridge, and debated child related disciplinary action. That they did in French. Language
became a game, a code for me to crack, especially when it involves dessert or various forms of
punishment. And so I learned French, to lift the parental veil of secrecy and to learn curse words
I wouldn’t get in trouble for using at school.”

Anecdote: She used an anecdote of her personal experience to make her thesis valid by
showing us that she’s been intrigued and studying languages since her childhood.

“Providing a perspective that is a world away from the grammar lessons, drilled into us since
elementary school.” P.11

Overstatement: The grammar lessons weren’t literally grilled into our heads, the overstatement
shows

Central