AP English Language & Composition April 20-24

For AP class, we will continue following the new YouTube classes that AP is now offering for distance learning. Now that we know the exam will be a rhetorical analysis essay, we will focus on that. You will turn in your written assignments to me to receive a grade. You will also have a quiz to complete in AP Central. It is listed under Friday’s assignments, but you may complete it at any time. Everything listed under “Your Assignment” should be turned in to Mrs. Talbott for a grade. You may email a photo of your work, send your work via email, post it on our class Microsoft Teams page, or have your parents send it via SchoolStatus. Monday, April 20: AP English Language: Crafting a Thesis for a Rhetorical Essay:

https://www.youtube.com/watch?v=vPJGDf0LmOA&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=14

Documents:

▪ 2-Handout ▪ 3-Prompt for Lesson (Madeleine Albright) ▪ 4-AP Practice-Thatcher

Your Assignment: The lesson uses the Madeleine Albright prompt. At the end, the homework uses the Margaret Thatcher prompt on page 2 of AP Practice-Thatcher. ▪ Handout (Task One): Based on the rubric, jot down what you should do and should not do in your

thesis. ▪ Handout (Task Two): What is the difference between a “device” and a “strategy”? ▪ Handout (Task Three): Jot notes about the pros and cons of device-driven vs. idea-driven thesis

statements. ▪ AP Practice-Thatcher: Revise your thesis from Friday’s lesson.

Tuesday, April 21: AP English Language: Constructing Sophisticated Conclusions for a Rhetorical Analysis Essay:

https://www.youtube.com/watch?v=CcOwl6rdZYY&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=15

Documents: ▪ 3-Prompt for Lesson (Madeleine Albright) – same as yesterday’s ▪ 5- Handout ▪ 6-Student Sample (Albright essay) ▪ 7-Add the Conclusion (Thatcher essay)

Your Assignment: ▪ Handout (Task One): Jot down what makes a good vs a great conclusion. ▪ Read the Student Sample. Then complete Tasks 2 and 3 on the Handout as instructed. ▪ Handout (Task Two): Is this example a good or great conclusion? ▪ Handout (Task Three): Study these two conclusions – what aspects make them great conclusions? ▪ AP Practice. Add a conclusion to the Thatcher essay you are given.

Wednesday, April 22: AP English Language: Understanding Line of Reasoning

https://www.youtube.com/watch?v=LHPpoQfVrSQ&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=16

Documents:

▪ 8-2008 FRQ: America Needs Its Nerds ▪ 9-AP Practice: Last Child in the Woods

Your Assignment: ▪ Read 2008 prompt “American Needs Its Nerds.” Annotate for the following: Rhetorical Situation,

Main Idea/Argument, Claims, Evidence, Shifts, and Organizational Patterns. You can use SOAPStone for the rhetorical situation.

▪ AP Practice “Last Child in the Woods.” Read the prompt and passage. Annotate the passage for rhetorical situation and patterns in organization.

Thursday, April 23: AP English Language: Developing a Paragraph That Supports a Line of Reasoning

https://www.youtube.com/watch?v=hI9TT-kKtQs&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=17

Documents:

▪ 10-AP Practice: Last Child in the Woods (different questions listed at top of page, but text is same as yesterday’s document)

Your Assignment: ▪ Read and annotate the passage. ▪ Write a thesis statement that addresses the prompt. ▪ Write a body paragraph that includes claim, evidence, explanation, and connection to thesis. Use

transitions to connect the elements. Friday, April 24: AP English Language: Selecting Appropriate Evidence

https://www.youtube.com/watch?v=2NAbJH6eDc0&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=18

Documents:

▪ 11-Prompt: Queen Elizabeth I Addresses Her Troops at Tilbury ▪ 12-AP Practice: Handout

Your Assignment 1: Below, you are being asked to apply the “Plan of Attack” presented early in the video. ▪ Read the Queen Elizabeth speech. Study the speech and jot down on a piece of paper the

rhetorical situation, main ideas, and patterns. Next, follow the video and jot down key words, examples, evaluate whether they prove main idea, and select two examples that best prove the main ideas. (You can draw a chart like the one in the video if it helps.)

▪ Based on the sentence “Furthermore, Queen Elizabeth showcases her leadership by utilizing rousing diction to inspire the troops to fight Spain valiantly,” on a piece of paper, identify the choice the student is making in the body paragraph to follow and key ideas that will the student will have to prove. Basically, you’re trying to figure out what has to come next in a body paragraph based on this sentence.

▪ AP Practice: On the handout, identify key words in the topic sentence that is given and find two allusions to God in the text. Answer the questions about the allusions.

Your Assignment 2: ▪ AP Central Quiz “April 24-Talbott”

You can do this any time during the week – the quiz is already open in AP Central. This quiz has nine multiple choice questions about two text passages. You can access the quiz in AP Central using the same log in information you did in class prior to Spring Break. Further assignments will be posted next week as they become available online.

AP English Language YouTube Sessions

Handout TASK ONE: Describe what you should and shouldn’t do in your thesis based on the information in the rubric.

DO DON’T DO

TASK TWO: Take notes about the difference between a “device” and a “strategy.”

Device Strategy

TASK THREE: Take notes about the two suggested types of thesis statements, including the pros and cons of each, examples, and how to structure them. Pause the recording as you need to.

Device-Driven Thesis Idea-Driven Thesis

In 1997, then United States Secretary Madeleine Albright gave the commencement speech to the graduating class of Mount Holyoke College, a women’s college in Massachusetts. Read the passage carefully. Write an essay that analyzes the rhetorical choices Albright makes to convey her message about the importance of perseverance.

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As individuals, each of us must choose whether to live our lives narrowly, selfishly and complacently, or to act with courage and faith. As a nation, America must choose whether to turn inward and betray the lessons of history, or to seize the opportunity before us to shape history. Today, under the leadership of President Clinton, America is making the right choice. The Berlin Wall is now a memory. We could be satisfied with that. Instead, we are enlarging and adapting NATO1 and striving to create a future for Europe in which every democracy—including Russia –is our partner and every partner is a builder of peace. Largely because of U.S. leadership, nuclear weapons no longer target our homes. We could relax. Instead, we are working to reduce nuclear arsenals further, eliminate chemical weapons, end the child-maiming scourge of land mines and ratify a treaty that would ban nuclear explosions forever. The fighting in Bosnia has stopped. We could turn our backs now and risk renewed war. Instead, we are renewing our commitment, and insisting that the parties meet theirs, to implement the Dayton Accords.2 And we are backing the War Crimes Tribunal, because we believe that those responsible for ethnic cleansing should be held accountable and those who consider rape just another tactic of war should answer for their crimes. We have built a growing world economy in which those with modern skills and available capital have done very well. We could stop there. Instead, we are pursuing a broader prosperity, in which those entrapped by poverty and discrimination are empowered to share, and in which every democracy on every continent will be included. In our lifetimes, we have seen enormous advances in the status of women. We could now lower our voices and –as some suggest—sit sedately down. Instead, women everywhere—whether bumping against a glass ceiling or rising from a dirt floor—are standing up, spreading the word that we are ready to claim our rightful place as full citizens and full participants in every society on Earth. Mount Holyoke is the home, to borrow Wendy Wasserstein’s phrase, of “uncommon women.” But we know that there are uncommon women in all corners of the globe. In recent years, I have met in Sarajevo with women weighted down by personal grief reaching out across ethnic lines to rebuild their shattered society. In Burundi, I have seen women taking the lead in efforts to avoid the fate of neighboring Rwanda, where violence left three-quarters of the population

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female, and one-half of the women widows. In Guatemala, I have talked to women striving to ensure that their new peace endures and is accompanied by justice and an end to discrimination and abuse. And in Burma, I have met with a remarkable woman named Aung Suu Kyi, who risks her life every day to keep alive the hope for democracy in her country. These women have in common a determination to chart their own path, and by so doing, to alter for the better the course of their country or community. Each has suffered blows, but each has proceeded with courage. Each has persevered. As you go along your own road in life, you will, if you aim high enough, also meet resistance, for as Robert Kennedy once said, “if there’s nobody in your way, it’s because you’re not going anywhere.” But no matter how tough the opposition may seem, have courage still—and persevere. There is no doubt, if you aim high enough, that you will be confronted by those who say that your efforts to change the world or improve the lot of those around you do not mean much in the grand scheme of things. But no matter how impotent you may sometimes feel have courage still—and persevere. It is certain, if you aim high enough, that you will find your strongest beliefs ridiculed and challenged; principles that you cherish may be derisively dismissed by those claiming to be more practical or realistic than you. But no matter how weary you may become in persuading others to see the value in what you value, have courage still—and persevere. Inevitably, if you aim high enough, you will be buffeted by demands of family, friends, and employment that will conspire to distract you from your course. But no matter how difficult it may be to meet the commitments you have made, have courage still—and persevere. It has been said that all work that is worth anything is done in faith. This morning, in these beautiful surroundings, at this celebration of warm memory and high expectation, I summon you in the name of this historic college and of all who have passed through its halls, to embrace the faith that your courage and your perseverance will make a difference; and that every life enriched by your giving, every friend touched by your affection, every soul inspired by your passion and every barrier to justice brought down by your determination, will ennoble your own life, inspire others, serve your country, and explode outward the boundaries of what is achievable on this earth. 1 military alliance established by the North Atlantic Treaty of April 4, 1949

2 peace agreement ending the war in Bosnia, signed in 1995

AP EXAM PRACTICE: Read the prompt and passage of the speech provided below. Revise your thesis to meet the qualifications of “good” or “great.” Record your original thesis statement.

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Now, revise your thesis statement based on the information shared in today’s lesson.

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Prompt: On June 11, 2004, Margaret Thatcher, a former prime minister of Great Britain, delivered the following eulogy to the American people in honor of former United States president Ronald Reagan, with whom she had worked closely. Read the passage carefully. Write an essay that analyzes the rhetorical strategies that Thatcher makes to convey her respect for Reagan.

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We have lost a great president, a great American, and a great man, and I have lost a dear friend. In his lifetime, Ronald Reagan was such a cheerful and invigorating presence that it was easy to forget what daunting historic tasks he set himself. He sought to mend America’s wounded spirit, to restore the strength of the free world, and to free the slaves of communism. These were causes hard to accomplish and heavy with risk, yet they were pursued with almost a lightness of spirit, for Ronald Reagan also embodied another great cause, what Arnold Bennett once called “the great cause of cheering us all up.” His policies had a freshness and optimism that won converts from every class and every nation, and ultimately, from the very heart of the “evil empire.”1

Yet his humour often had a purpose beyond humour. In the terrible hours after the attempt on his life, his easy jokes gave reassurance to an anxious world. They were evidence that in the aftermath of terror and in the midst of hysteria one great heart at least remained sane and jocular. They were truly grace under pressure. And perhaps they signaled grace of a deeper kind. Ronnie himself certainly believed that he had been given back his life for a purpose. As he told a priest after his recovery, “Whatever time I’ve got left now belongs to the big fella upstairs.” And surely, it is hard to deny that Ronald Reagan’s life was providential when we look at what he achieved in the eight years that followed. Others prophesied the decline of the West. He inspired America and its allies with renewed faith in their mission of freedom. Others saw only limits to growth. He transformed a stagnant economy into an engine of opportunity. Others hoped, at best, for an uneasy cohabitation with the Soviet Union. He won the Cold War, not only without firing a shot, but also by inviting enemies out of their fortress and turning them into friends. I cannot imagine how any diplomat or any dramatist could improve on his words to Mikhail Gorbachev2 at the Geneva summit. “Let me tell you why it is we distrust you.” Those words are candid and tough, and they cannot have been easy to hear. But they are also a clear invitation to a new beginning and a new relationship that would be rooted in trust. We live today in the world that Ronald Reagan began to reshape with those words. It is a very different world, with different challenges and new

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dangers. All in all, however, it is one of greater freedom and prosperity, one more hopeful than the world he inherited on becoming president. As Prime Minister, I worked closely with Ronald Reagan for eight of the most important years of all our lives. We talked regularly, both before and after his presidency, and I’ve had time and cause to reflect on what made him a great president. Ronald Reagan knew his own mind. He had firm principles and, I believe, right ones. He expounded them clearly. He acted upon them decisively. When the world threw problems at the White House, he was not baffled or disoriented or overwhelmed. He knew almost instinctively what to do. When his aides were preparing option papers for his decision, they were able to cut out entire rafts of proposals that they knew the old man would never wear. When his allies came under Soviet or domestic pressure, they could look confidently to Washington for firm leadership, and when his enemies tested American resolve, they soon discovered that his resolve was firm and unyielding. Yet his ideas, so clear, were never simplistic. He saw the many sides of truth. Yes, he warned that the Soviet Union had an insatiable drive for military power and territorial expansion, but he also sensed that it was being eaten away by systemic failures impossible to reform. Yes, he did not shrink from denouncing Moscow’s evil empire, but he realized that a man of good will might nonetheless emerge from within its dark corridors. So the president resisted Soviet expansion and pressed down on Soviet weakness at every point until the day came when communism began to collapse beneath the combined weight of those pressures and its own failures. And when a man of good will did emerge from the ruins, President Reagan stepped forward to shake his hand and to offer sincere cooperation. Nothing was more typical of Ronald Reagan than that large-hearted magnanimity, and nothing was more American. Therein lies perhaps the final explanation of his achievements. Ronald Reagan carried the American people with him in his great endeavours because there was perfect sympathy between them. He and they loved America and what it stands for: freedom and opportunity for ordinary people. 1 A phrase used by Reagan to describe the Soviet Union

2 The leader of the Communist Party of the Soviet Union from 1985 to 1991

AP English Language YouTube Sessions

Handout TASK ONE: Take notes about what constitutes a “good” versus a “great” conclusion.

Traits of “Good” Conclusion Traits of “Great” Conclusion

TASK TWO: Study this conclusion. Using your knowledge from this session, is it “good” or “great”? TASK THREE: Study these two conclusions. Using your knowledge from this session, identify the techniques the student incorporates to make them “great”. SAMPLE A While we have made advances in gender equality, more can be done to effectively break the glass ceiling restricting women. In her commencement address to the graduating class of Mount Holyoke College,

SAMPLE B The young women, clad in their caps and gowns and anxious for an uncertain world, were eager to glean advice from a role model, such as Madeleine Albright. They saw Albright’s words as a beacon to guide

In her commencement address to the graduating class of Mount Holyoke College, Secretary of State Madeleine Albright models the power women can yield. By contrasting hypotheticals with reality, providing anecdotes of women facing adversity and encouraging the graduates to persevere, Albright motivates and inspires the women to make a difference regardless of challenges they face.

Secretary of State Madeleine Albright models the power women can yield. By contrasting hypotheticals with reality, providing anecdotes of women facing adversity and encouraging the graduates to persevere, Albright motivates and inspires the women to make a difference regardless of challenges they face.

their future. In her commencement address to the graduating class of Mount Holyoke College, Secretary of State Madeleine Albright models the power women can yield. By contrasting hypotheticals with reality, providing anecdotes of women facing adversity and encouraging the graduates to persevere, Albright motivates and inspires the women to make a difference regardless of challenges they face.

Albright Student Sample We have come a long way since women gained voting rights. Yet we have not gone far enough as gender equality remains an issue unresolved. The glass ceiling remains unbroken and women continue to fight on all fronts for rights they deserve, rights that should be inherent. Secretary of State Madeleine Albright in her speech to the women graduating from Mount Holyoke College emphasizes the need to continue this struggle and strive for gender equality. By contrasting hypotheticals and reality, providing examples and personal anecdotes, and strong repetition of the word ‘persevere,” Albright successfully conveys her message to these graduates that they must continue to fight for rights in the face of opposition, and that they will succeed. Albright begins by presenting her audience with America’s accomplishments and continued work in this growing world. She states the past, “the Berlin Wall is now a memory,” then a hypothetical, “We could be satisfied with that,” and then America’s continued work, “creating a future” and building world peace. This powerful form of presenting what has been accomplished then a hypothetical paired with reality is a powerful way to allude to the idea that accomplishing is not enough, we must never stop trying to get better. Without hypothetical, her statements engender awe and pride in her audience for the progress of America on the world stage. But that is not what Albright wants. Albright wants her audience to understand that this continued effort is optional, we could be enjoying our technological advancements while ignoring the world. By adding the hypothetical she forces her audience to acknowledge that America is going above and beyond, something hard to do but accomplishable. Albright does not do this once. She does it five times. The Berlin Wall, nuclear weapons, Bosnia, a world economy, and last but not least, women’s rights. She includes women’s rights last to reveal that this urge to push onwards is not confined to America but to also her audience, a class of women with the potential to bring about change. With this series of contrasts between hypothetical and reality, the audience, a class of women, cannot help but nod their heads in understanding that this could be them, spearheading the continued struggle for gender equality in a relentless manner. Albright, having gotten the gears in the minds of the audience turning on what they maybe can do regarding women’s rights, follows up with a series of personal anecdotes of what women across the world are doing. Women in Sarajevo that she personally met are reaching across ethnic lines. Women in Burundi reach out to prevent another Rwandan genocide. Women in Guatemala, Burma. One might think that these examples serve a minor effect but in fact these examples are very powerful. Being the Secretary of State, Albright is an imposing figure in the eye of her audience and they know her anecdotes are stories of unforgettable encounters and experiences of a strong woman. The personal feel brought by Albright sends a message to her audience that this is real, a movement is happening, women are stepping across the globe. Even better? Albright selected nations going through conflict and devastation and women rising from the shattered remnants from a society is a story that brings her audience tears, tears of joy and pride knowing that fellow women were standing up to injustice everywhere. More importantly, the hidden feeling conjured up in the minds of the audience is, if they can do it we can too! These anecdotes are like the stories of the underdogs, the poor and oppressed rising to make a difference, anecdotes that strike home within the hearts of the women sitting and listening to Albright’s speech.

Having brought forth the continued struggle for women’s rights and enlightening her audience with their potential by showing them the acts of others like them, Albright begins her final push for action. She knows that these graduates, in their struggle for equality, will face resistance, ridicule, distraction. Some will concede others will struggle onwards with diminished fervor. Overcoming these roadblocks are tough but Albright pushes onward and drills into the minds of these future activists that they must persevere. Ending each paragraph with “and persevere” after speaking of all the opposition and taunts that they may face, Albright successfully relates the idea of perseverance with opposition in the minds of the graduate. Walking away from college, they will remember to persevere in the face of opposition, that perseverance is the key to continued struggle. This link is solidified through Albright’s repetition and there will be little opposition these graduates will not be able to overcome in the future. In addition, she states “if you aim high enough” before every description of opposition as if she is challenging her audience to aim higher. This repetition of a challenge is something the graduates cannot walk away from, as every time she repeats “if you aim high enough,” her audience looks inwards and questions themselves as to whether or not they will push harder and aim higher. And of course after hearing America’s continued work and the struggle of women abroad, the graduates say to themselves “yes.” It is this “yes” that Albright wants, a “yes” that confirms to each audience member that they will fight for gender equality, a yes that symbolizes the beginning of an endless journey to achievements in the face of opposition. ?????????

AP YouTube Review Session Add the Conclusion- Thatcher Sample

In her eulogy in 2004, Margaret Thatcher commemorates the life of Ronald Reagan. She speaks to both the American and English people of the dead former president in order to highlight his honor and leadership through emotional, authoritative appeals, and parallelism. Using pathos, the appeal to emotion, Thatcher tugs at the heart of the audience to bring respect and sadness at the loss of Reagan. Thatcher uses powerful diction to describe Reagan, such as “cheerful and invigorating presence,” and “freshness and optimism.” These descriptions of his policy and character contribute to the legacy Thatcher attaches to Reagan’s memory. She uses juxtaposition of powerful diction by describing how Reagan’s jokes after an assassination attempt “were evidence that in the aftermath of terror and in the midst of hysteria one great heart at least remained sane and jocular” contributes to the words the audience will forever remember Reagan by, as the opposite of terror and hysteria. These choices of wording by Thatcher create emotional construct of character in the audience to strength their fondness of Reagan and their grief at his passing through diction and juxtaposition. Thatcher also uses ethos, the appeal to authority, to cement her argument of Reagan’s good character and the tragedy that was his death. In her opening sentence, Thatcher asserts, “We have lost a great president, a great American, and a great man, and I have lost a dear friend.” This inclusion of anaphora, the repetition of “great” emphasizes Reagan’s character, but also creates a noticeable construct to the last phrase, which characterizes Reagan as Thatcher’s “dear friend.” By calling Reagan “dear” rather than “great” when referring to her own relationship with the former President, Thatcher isolates herself from the rest of the audience as an authority above them. This authority is found again later when Thatcher declares, “As Prime Minister, I worked closely with Ronald Reagan…” There, Thatcher establishes herself as an authority of the state, Prime Minister, to increase credibility of her argument as more than an admirer of Reagan, but as a close, knowing partner in running countries. Thatcher’s establishments of herself as an authority both as Reagan’s “dear friend” and compatriot as Prime Minister add to the authority of her eulogy and the credibility she has as someone who truly is sincere in her assessment of Reagan as a decisive leader and optimistic man who will be missed. Thatcher also summarizes Reagan’s accomplishments and goals in order to remind the world of his presidency’s effectiveness. Thatcher says Reagan, “sought to mend America’s wounded spirit, to restore the strength of the free world, and to free the slaves of communism.” By using the phrasing “to mend,” “to restore,” and “to free,” Thatcher establishes Reagan as a man of action and healing. These qualities amplify the audience’s approval of Reagan and ease their grief. The parallel structure of the infinitives highlights Reagan’s actions and wishes toward benefitting the audience’s opinion of him. Also in the sentence includes more pathos, such as “wounded spirit” and “slaves of communism.” These sad characters are saved by Reagan through his mending and freeing to further declare Reagan as an effective president and great man.

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AP Exam Practice 4/15

1. Read and study the prompt (about 3 minutes) 2. Annotate the passage looking for rhetorical situation and patterns in

organization (about 7 minutes)

The passage below is from Last Child in the Woods (2008) by Richard Louv. Read the passage carefully. Then, in a well-developed essay, analyze the rhetorical choices Louv makes to develop his argument about the separation between people and nature.

AP Exam Practice 4/16

1. Read and annotate the passage (if you haven’t already). 2. Write a thesis statement that answers the prompt. 3. Write a body paragraph that includes claim, evidence, explanation,

and connection to thesis. Try to use transitions to connect the elements.

The passage below is from Last Child in the Woods (2008) by Richard Louv. Read the passage carefully. Then, in a well-developed essay, analyze the rhetorical choices Louv makes to develop his argument about the separation between people and nature.

In 1588, Queen Elizabeth I of England addressed her troops assembled at Tilbury, a town on the Thames River, to repel an expected invasion of England by troops serving the king of Spain. Read the passage carefully. Write an essay that analyzes the rhetorical choices Queen Elizabeth makes to convey her capabilities as a leader.

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My loving people, we have been persuaded by some that are careful of our safety, to take heed how we commit our selves to armed multitudes, for fear of treachery; but I assure you I do not desire to live to distrust my faithful and loving people. Let tyrants fear, I have always so behaved myself that, under God, I have placed my chiefest strength and safeguard in the loyal hearts and good-will of my subjects; and therefore I am come amongst you, as you see, at this time, not for my recreation and disport, but being resolved, in the midst and heat of the battle, to live or die amongst you all; to lay down for my God, and for my kingdom, and my people, my honour and my blood, even in the dust. I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king, and of a king of England too, and think foul

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scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realms: to which, rather than any dishonour should grow by me, I myself will take up arms; I myself will be your general, judge, and rewarder of every one of your virtues in the field. I know already, by your forwardness, that you have deserved rewards and crowns; and we do assure you, on the word of a prince, they shall be duly paid you. In the meantime, my lieutenant general shall be in my stead, than whom never prince commanded a more noble or worthy subject; not doubting but by your obedience to my general, by your concord in the camp, and by your valour in the field, we shall shortly have a famous victory over those enemies of my God, of my kingdom, and of my people.

*Note: Elizabeth uses the royal “we” and “our” to refer to herself. The “majestic plural” is used to refer to individuals holding high offices.

AP Practice 4/17-Selecting Appropriate Evidence

TOPIC SENTENCE:

Finally, Queen Elizabeth encourages confidence in her leadership and inspires the troops to defend her kingdom by alluding to God. Identify the key words in the topic sentence that need to be proven in your paragraph. Hint: there are two. Then, identify two allusions to God that you believe best reflects these ideas. HOW does each example convey these ideas?

WHAT is each example suggesting about these ideas?

Allusion #1:

Allusion #2: