Rhetorical Resources In I Have A Dream Speech

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Rhetorical Resources hidden in “I Have a Dream” Speech In making an analysis of the rhetorical resources of a work, the great majority of literature teachers use the classics. However, there are other texts that can be analyzed with the same relevance as the texts of Shakespeare. In this case, I mean the speech "I Have a Dream," which has different resources and techniques that can be considered in the literature program of schools. In this paper, first, I will start with an overview of address canonicity and the notion of literariness. Second, I will briefly explain about the main generic features that the text has. And as the last point, I will conclude with the theoretical support reflected in “I Have a Dream” speech. "I have a dream" is one of the most influential pieces of literature, since its content is canonized within the biblical-pedagogical category as Hansen (1968) states, because Martin Luther King Jr. had a connection with the Creator to write this valuable piece of literature which has been analyzed inside the didactic act in Literature. Besides, this notion of canon shows indirectly how we deal with literacy, that is, what gives a text a literary relevance. This means being able to distinguish a literary text from a non-literary text. In this case, it is a speech originally written in English language and whose content has been the object of study in elementary schools, high schools and universities of the world since it occurred in the year 1963.

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