IOC Preparation Genre Analysis Review NOVEL INTRO: ID passage, say what part of novel it comes from and

provide context Create claim to address what author is doing IN THIS PASSAGE Analysis for a novel: Freytags triangle (plot structure) Setting Characterization Character relationships/dynamics Theme Author style - Imagery Tone/mood Type of Diction Point of view (narrator) Symbolism CONCLUSION: Make sure that you connect the passage to the greater work connect it to what Fitzgerald was doing with the rest of the novel POETRY INTRO: ID the poem and author provide right there summary of the poem. Claim. *Tip: title of the poem is USUALLY somewhere within the poem itself, skim.* Analysis for poetry: Rhythm Rhyme pattern stanzas not paragraphs Imagery Tone Syntax Allusions Structure Type of diction Alliteration/consonance Repetition Juxtaposition Cacophony/euphony CONCLUSION: Relate poem to poets greater body of works i.e. With Bishop connect to various themes (Brazil, childhood memories, issues of geography/travel, Nova Scotia)

With Hughes look at time periods his poems were from (Harlem Renaissance, Communist period, post WWII, 1960s)

PLAY INTRO: Context of scene Analysis: Characterization Plot Setting Allusions Type of diction Imagery Connotations Tone Situation Puns/word play Conclusion: Explain how meaning in passage is connected to rest of play what would Shakespeare NOT been able to achieve had he not created this passage? _____________________________________________________________________________ _ BRIEF VOCABULARY Soliloquy an act of speaking someones thoughts aloud; talking to oneself, usually seen in a play Free Verse without a certain rhyme scheme or structure Antithesis a contrast or opposition between two things Motif a recurring distinctive feature or idea, something that has symbolic meaning Pathos (Emotion) persuading by appealing to the audiences emotions Ethos (Credibility) projecting to the audience that you are someone worth listening to; wise, respectable Logos (Logic) persuading by the use of reasoning; evidence, support, the heart of an argument _____________________________________________________________________________ _

Work: The Great Gatsby Author: F. Scott Fitzgerald Type: Novel Year: 1925 Themes/Analysis

New Money vs. Old Money

The Eyes of Dr. T.J. Eckleburg Death of the American Dream Gatsby & The Green Light Chapter 1

Nick arrives to Buchanans house, talk with Daisy & Tom, first impression of their lavished, rich personalities (old money) Nick is invited to Gatsbys house for party, environment full of music & people who barely know each other (or Gatsby), sees Gatsby reaching out towards green light Chapter 2

Nick & Tom visit valley of ashes, meet Mr. Wilson and Toms mistress Myrtle Wilson Tom slaps Myrtle after she mentions Daisy, they leave party Chapter 3

Nick gets invited to another one of Gatsbys parties, runs into Jordan Baker, hears rumors about Gatsby, Gatsby reveals himself to Nick & Jordan Baker later on and has a talk with Jordan Walks home and sees Owl Eyes and his overturned car, Nick reflects on life and Jordan Baker (start to have a thing) Chapter 4

Gatsby tells Nick about his past while they drive to the city, Gatsby went to Oxford & served in the First World War, son of wealthy Midwestern parents, Nick meets Meyer Wolfshiem who is responsible for fixing the Worlds Series Jordan tells Nick what Gatsby is up to, Nick agrees to arrange tea party for Gatsby & Daisy Chapter 5

Gatsby tries to suck up to Nick for him to arrange tea date, Nick arranges the date anyway, Daisy arrives and reunion is terribly awkward, Nick steps out for a while and everything is smooth when he walks back into the house, Gatsby invites Nick & Daisy over to his house, shows Daisy expensive things Nick wonders if Daisy can live up to Gatsbys vision of her, romance between two is seemingly rekindled, Nick slowly leaves Gatsbys house Chapter 6

Nick narrates Gatsbys true past (factual retelling); came from poor background, son of James Gatz, life changed when he met Dan Cody, learned how to become a wealthy man Nick finds Tom and the Sloanes at Gatsbys house, Gatsby invites them to dine inside (they refuse), they invite him to dine with them (he accepts), he mistakes their offering, Tom & Daisy attend Gatsbys party, after they leave Gatsby tells Nick he wants to recreate the past, believes money can win over Daisy Chapter 7

Nick finds Gatsby at the Buchanans house, Tom finds out Daisys feelings for Gatsby, they all leave to the city for a trip, Mr. Wilson finds out Myrtles infidelity and Tom panics, Tom and Gatsby have a confrontation at the hotel, Daisy loses control of emotions, they all leave in separate cars On their way back they find Myrtle dead in an accident, Mr. Wilson assumes Gatsby was the driver, Gatsby waits outside Buchanans house and watches as Daisy and Tom reunite and talk Chapter 8

Gatsby tells Nick why he pursued Daisy so much, he goes out for a swim on his pool, Mr. Wilson arrives and shoots Gatsby, Gatsby is found dead Right before this, Mr. Wilson reflects that whoever killed Myrtle must suffer revenge and that it is the will of God (Eyes of T.J. Eckleburg), Nick finds Gatsby and Mr. Wilson both dead Chapter 9

Nick tries to arrange funeral for Gatsby but all friends and guests make excuses not to come, Tom & Daisy move away, Nick, Owl Eyes and James Gatz attend the funeral Nick leaves the East disgusted, runs into Tom & Daisy, comes to the conclusion that Tom & Daisy are reckless and shield themselves with their money, realizes this is a story of the Midwest (Tom, Daisy, Nick), compares Gatsbys dream to the American Dream Work: Various works Author: Langston Hughes Type: Poetry Year: 1920s-1960s (active writer)

Context & Background 1920s The Harlem Renaissance Wrote about how African-Americans did not have to try to be like whites; they were unique in their own way Hughes acknowledged he had to aspire to be a credit to his race Stayed at home with mother (loneliness) Some concealed anger & knowledge of black history in poems 1930s poetry turned into more imperialist manner Poor relationship with his father Promoted black is beautiful, & strived to show the hard-working, lower-class Negro Uplifted his people Criticized the class divisions within the black community Themes/Analysis

Racial equality Harlem

Spiritual/moral values Drugs & violence Growth (progress) Poems

The Negro Speaks of Rivers Purpose of poem: acknowledging how far African-Americans have come (the test of time vs. strength of soul) Form: free verse, no rhyme scheme; however several phrases are repeated which gives the sense of entering and leaving a river (Ive known rivers and my soul has grown deep like rivers) Shape of stanzas zig-zags like a winding river or stream References names of real rivers starting from ancient times in the Middle East to current times in New Orleans (the south) The Weary Blues Purpose of poem: conveying the emotion/feeling of the blues Language Expressing suffering Encouraging individuality amongst his people Musical, alliteration, creating a beat, use of apostrophes (blues lingo) Poem in the form of a blues song (repetition) Quotes blues lyrics Onomatopoeia Showing his people are weary, tired of working, tired of inequality I, Too, Sing America Purpose of poem: looking for a brighter futuresaying black people will achieve racial equality soon and America will recognize how beautiful they are Shows ambition to succeed, determination, confidence, reassurance, acknowledgement, even pride Tomorrow and Then shows passage of time Black person in a white household Form: free verse, no rhyme Short compact lines make poem seem longer which helps illustrate passage of time A Song to a Negro Wash-Woman Purpose of poem: hard work in this life amounts to something in the next admiring wash-woman Form: free verse Shows different places she goes, different times for work

She supports her household through the work she does; helping her man, maintaining her house, helping her churchall money that comes from washing Work is liberating (it is recognized after death) Eventually washing clothes will not matter anymore (many Biblical references) she will be at peace Mentions different shades of black and shows that we are all equal Trying to admire her work ethic, her courage; for you I have many songs to make Ruby Brown Purpose of poem: showing context of the 1920s & how money was status (Ruby was the gem of her culture until she let herself be poisoned by the promise of money) Form: free verse Title of poem describes what she was; a gem First stanza has a lot of warm, lovely, pure descriptions of her (positive connotations) Poem tells a story: show transformation from girl to prostitute Third stanza shows how her people have ostracized her Poem shows the context of the 1920s: harsh reality of money being status Brass Spittoons Purpose of poem: to illustrate the life of a working black man menial tasks pay for responsibilities his offering to the Lord (all he can do) No respect, seen every time Hey, boy is repeated Spittoons are pails for spitting tobacco Progression of money he is paid if hes lucky; nickel, dime, dollar, sometimes two Money he earns pays for everything; all his responsibilities What he does is respectable despite everything he goes through, it is all he can offer to the Lord what you work for is your offering References to the church (King David, Solomon, etc.) Form: free verse, one giant stanza made to seem like a large laundry list of menial tasks, never-ending, repetitive, tiring, etc. I Thought It Was Tangiers I Wanted Purpose of poem: happiness is not a place it is within oneself Form: free verse Lots of repetition I know now Names off places (Notre Dame, Crystal Palace, Genoa, Africa, Venice, etc.) Makes it sound as if author has traveled far and wide only to come back to the very beginning and realize that happiness is not a place Goodbye Christ

Purpose of poem: religion is far overused for corrupt purposes and it is time for a change Form: free verse First stanza shows religion has been overused to control land, education, industrialism, sold at pawn shops Third stanza: make way for something new, references Marx (who did not use religion) Uses a cynical use of word saint, lists of important people and means that world is not suit to believe in them any longer Theme for English B Purpose of poem: we are all equal beings, united whether we like it or not Form: free verse, written almost like an actual English paper instead of a poem First large stanza describes authors mundane lifestyle, who he is, where he lives, etc. Third stanza, says Harlem is a huge part of him Why do you think our experiences are so different? We are a part of each other; a part of Harlem, and Harlem is part of us Jokingly asks if his report will be colored white references to race (just because he is black, does not mean everything he does is black or different Last half of large stanza claims we are all one, united together whether we like it or not Junior Addict Purpose of poem: drugs are not the answer to our problems Form: rhyme scheme, not in a particular order but ending words rhyme on occasion First stanza, boy seeks an out in other wordly dreams through needles (drugs, heroine) and will not be able to see when things get better if he chooses to opt out Second stanza, there is no life for someone who chooses not to live Third stanza, references to war (poem is post-WWII) Whole poem has a tone of plea Birmingham Sunday Reference to real life event; bomb left in church by KKK kills four little girls during Civil Rights Movement Purpose of poem: death of little girls was not in vain, it will incite a fire of courage within everyone (progress, freedom) Gruesome imagery to emphasize the tragedy of the event Claims dynamite was used for killing when it was originally used for other purposes by China Form: rhyme scheme at ending words on occasion

Second stanza, talks about how deaths will ignite the fire of courage/nonviolence; Hughes acknowledges this is a turning point in the Civil Rights Movement Work: Various works Author: Elizabeth Bishop Type: Poetry Year: 1930s-1960s (active writer)

Context & Background Deceased father & large inheritance from father which allowed her to travel extensively Influenced by Latin American poets (traveled there) Strong feminist ideals Struggled with alcoholism & depression throughout her life (however she did not explicitly write about it) Very discrete when using personal references in poetry Brought up by grandparents on a farm In touch with nature Themes/Analysis

Gender equality Nature Respect Life lesson (usually at the end of each poem) Poems

The Man-Moth Man and the fear of failure Man-Moth is a heroic character who does not fear Moths do not fear to ascend or head to the light Man observes their goal from a distance (the moon reference) We should not let the fear of failure stand in our way The Map Fascination of people over maps (small-scale renditions of far-off lands) The Fish About the admiration between a fisherman and a fish Conflicted feelings (fisherman trying to catch fish, then releases fish out of respect & admiration) Evenness of lines in poem Vivid colors (vivid memory) Single stanza, like one long memory in list-form Speaker (most likely an older man or woman; very patient, not impulsive) Cirque DHiver

Poem about gender equality Horse is personified through both body & soul Dancer is seen as artificial, all looks, no depth pole dancing Dancer represents what society sees in women, while horse represents the real formal, melancholy soul of women

Sestina

Poem is in sestina form: six-line stanzas; six altogether, and then one three-line stanza (no rhyme or repetition) Sad, solemn tone (beginning) Almanac, tea kettle, and tears are repeated throughout entire poem Poem is about repressed memories of a tragedy (death in a family perhaps) Almanac is a reminder of the tragedy which hovers above both child and grandmother Grandmother refuses to accept tragedy, represses feelings End of poem offers a lesson plant tears means to let go of the past and make something good grow out of the pain (perhaps pay more attention to the child and forget about the death of a close one) Five Flights Up Poem about being too ignorant and caught up in our own problems to stop, and take life in (assess the consequences of our actions) Dog and bird are like ignorant children, unashamed of their usual routine of arguing with each other Strong nature imagery (life that dog and bird do not notice) Passage of time (nighttime to daytime, and then offers sense of repeating routine) Filling Station Masculine, dirty tone in first three stanzas (greasy, oily) Contrasts with more feminine tone in last four stanzas (doily, flowers, crochet) Message (purpose) of the poem is somebody loves us all after questioning the nice things (flowers & such), Bishop concludes that there is someone else putting them there The Armadillo Setting of poem: St. Johns Day (honoring saint), Brazil (her time spent in South America) Fire balloons are described aesthetically, but not too admiringly Last half of poem describes danger of balloons to animals, does not over exaggerate Together, halves are very balanced and is not more inclined to danger to animals or to beauty of balloons Last stanza, Bishop cries out on behalf of animals declaring the danger of fire balloons

Purpose of poem is the ignorance of man towards his surroundings; man tries to do good by honoring saint with fire balloons and everything seems fine (beauty of balloons), but in reality his actions are harming others around him (nature, animals) Squatters Children Poems purpose is to illustrate the condition of poverty; look beyond your unlawful life Cacophony Setting begins dry and stable (sun) Setting ends wet and unstable (thunderhead) Rhyme scheme Pink Dog Purpose of poem is to say: dont flaunt your body, but dont be ashamed of it either. Tone of poem begins ashamed and self-conscious Tone of poem ends upbeat, flaunty, musical, whimsical, entertaining Rhyme scheme One Art Type of poem: Villanelle 19 line poem with two rhymes Purpose of poem is for one to accept the art of losing (someone, something) Transience Tone of poem: surrendered, solemn, relinquished Lines 13-15: Bishop references her own traveling (lost two cities, loved ones, continent, etc.) Last stanza tone changes, more joking Work: Hamlet Author: William Shakespeare Type: Drama (Play) Year: 16th Century (approx.)

Act 1 Guards Bernardo, Horatio, Francisco see ghost of King of Denmark Marcellus explains mobilization of army: Danish army (Fortinbras) is preparing to take back lands which were forfeit in time of Old Hamlet Ghost reappears Horatio confirms ghost is of Old Hamlet Act 2

Polonius prepares Reynaldo to spy on his son Laertes (instructs him and sends him off) Ophelia enters and tells Polonius about Hamlets odd behavior

Polonius concludes that Hamlet is in love (or something else) and leaves to tell Claudius & Gertrude Polonius sends Guildenstern & Rosencrantz to investigate Hamlets behavior Ambassadors of Norway arrive and speak of news; King of Norway found out that Fortinbras was planning to invade Norway, etc. etc. Polonius proposes to Claudius to release Ophelia upon Hamlet and spy on them to see what Hamlet does. Claudius agrees. Hamlet enters, mocks Polonius, concludes Hamlet has a broken heart, Polonius leaves to plot some more Hamlet interrogates Guildy & Rosie, finds out that someone is onto him, sinks into a long speech detailing his misery Polonius enters, Hamlet goes into another speech about Troy, performers tell story about Troy, Hamlet curses his indecisiveness, and plans to reveal if Claudius killed his father or not through another play ANALYSIS: tone of act is devious; everyone is spying on everyone else or plotting against them, reveals how foolish and impulsive Claudius & Polonius really are Claudius, Gertrude, Polonius & the others prepare to see the play, Guildy & Rosie play dumb about Hamlet, Hamlet delivers famous speech To Be or Not To Be Ophelia is instructed to pretend to read behind a tapestry as part of the plan Hamlet delivers speech then talks to Ophelia, she tries to court him, Hamlet replies venomously and then exits Claudius & Polonius plan to send Hamlet off to England before he can cause any further trouble Play begins, royal retinue is seated, play reaches conflicting part and Claudius stands and orders the play to stop, Hamlet laughs, is told to visit his mother and ends scene with a soliloquy of what he will tell his mother Polonius gets ready to spy on Hamlet and his mother King Claudius reflects on his guilt and prays, Hamlet comes up behind him and hesitates on killing him because he may go to heaven instead of hell Polonius meets with mother, tries to find out what is wrong with her, Gertrude panics, Polonius shouts and Hamlet kills him without knowing Hamlet continues to criticize his mother and tell her she should revoke her marriage with Claudius ANALYSIS: Hamlets to be or not to be speech is random and out-of-text, shows how driven by his emotions he is. Hamlet also hesitates before killing Claudius because making the king guilty of his conscience is gratifying enough for Hamlet, for the moment.

Act 3

Act 4

Claudius sends Guildy & Rosie after Hamlet to find out what happened to Polonius corpse Hamlet confronts Guildy & Rosie, confuses them, and sends them in a different direction Hamlet, Guildy and Rosie meet with Claudius, Hamlet reveals location of Polonius corpse, Claudius tells Hamlet his plans for him to leave to England Claudius plans to have Hamlet killed by English king Hamlet is led to a ship by Guildy & Rosie, says soliloquy about the irony of the men who march onto the ship (off to defend a worthless piece of land while Hamlet does nothing to defend something worth fighting for) Hamlet leaves Denmark on ship Ophelia enters the court mad, grieving her fathers (Polonius) death, Laertes arrives and wishes to take crown from Claudius, asks for Polonius body Claudius tricks Laertes by telling him they are on the same side against Hamlet Hamlet switches ships onto a pirate vessel and is on course back to Denmark Claudius & Laertes learn of Hamlets return through his letter and plot to kill him, Ophelia drowns (really, now?) Act opens with clownish gravediggers digging grave for Ophelia Hamlet & Horatio enter, Hamlet exchanges witticisms with gravedigger Claudius, Gertrude and Laertes enter, Laertes grieves over his dead sister, Hamlet reveals himself and argues with Laertes Hamlet grieves for Ophelia Hamlet and Laertes prepare to swordfight, Laertes holds the poisoned sword with the sharp tip, Hamlet apologizes to Laertes for everything but Laertes must reclaim his honor Claudius tries to poison Hamlet with chalice, Hamlet refuses drink, Gertrude makes a toast with the poisoned chalice Hamlet is wounded with poisoned sword by Laertes, Hamlet then wounds Laertes with poisoned sword Gertrude dies, Laertes reveals the plan, Hamlet stabs and kills Claudius Laertes and Hamlet die

Act 5

Work: Writings & Speeches That Changed the World (MLK Jr.) Author: Martin Luther King Jr. Type: Speech Year: 1956-1968 Context & Background Harlem Renaissance The Roaring Twenties Jim Crow Laws

The Great Depression WWII Experience as a minister/reverend Themes/Analysis

Techniques to consider: Historical Context Audience Dr. Kings Challenge Dr. Kings Overall Purpose

*DO NOT FORGET ABOUT ETHOS, PATHOS AND LOGOS* The Power of Nonviolence (1958) ID THIS SPEECH: Youll notice that King doesnt use many allusions, imagery or metaphors to talk to these students. He presents the cold hard facts. No sugar-coating. College students want knowledge and that is what he gives them. Tone is very professorial. He praises them and compliments them. He acknowledges that they are a NEW generation of people. In addition, he DEFINES TERMS (Agape Love, remember?) Historical Context o Audience

Black students graduating from college

o Progressive generation of students (college students of University of California, Berkely) Challenge o o o Purpose

Appealing to college students (as opposed to common folk, politicians, etc.) Acknowledging that audience was not fully concerned with problems in the South Different, newer generation

o Tell students that they are the generation which will see the change in the future Unique Qualities o Philosophical, professorial tone o Students are hungry for knowledge The Speech before the Youth March for Integrated Schools (1959)

ID THIS SPEECH: Very similar to the previous speech except these kids are a bit younger. Were not talking college here, pal. Not quite. Tone is not professorial so be careful of using that word. Its more concise and direct. Hes proud of them too and he shows it. He talks about their future in the last chunk or two of the speech so that will be a giveaway. Also this is a super-short speech. Kids get bored. End of story. Historical Context o Audience o Challenge o o Purpose

Law passed to de-segregate public schools New generation of people who are more affected by de-segregation Dealing with cause & effect, sharing civil rights perspective to rally students Praises audience as human beings & citizens

o Rallying a new generation to make history instead of repeating it Unique Qualities o Few to no metaphors, religious allusions, imagerygets right to the point o Makes sure audience feels empowered The Time for Freedom Has Come (1961)

ID THIS SPEECH: Biggest thing you should know is that this is an ARTICLE published in The New York Times and not a speech. There should be some things that definitely appear different. His language is, not going to lie, a bit complicated and boring. He talks about stereotypes and the new negro, whatever the hell that is. He uses the word student and negro a lot so look out for that. Historical Context o Audience o o o Challenge Purpose

ARTICLE not speech Acknowledges that not everyone may see what he sees Compares different perspectives & stereotypes Tries to awaken public to these stereotypes & proves Negroes are capable

More logos in speech

o Quotes important figures & documents, refers to himself as a minster (credits himself) Unique Qualities

o Statistical evidence & past events o Less poetic, more explanatory like a textnot a speech I Have a Dream (1963)

ID THIS SPEECH: It seems easy enough, but were kidding ourselves a bit here. Theres a lot of repetition. A lot (we can never be satisfied, I have a dream, one hundred years later those are the main ones). Also there are a lot of similes/metaphors which help King relate to the common man. He gets down with his bad self (poetic and whatnot). In addition, he references several legal documents Good luck. Historical Context o o Audience o o Challenge

Speech given in WA D.C. on steps of the Lincoln Memorial 100th anniversary of Emancipation Broadcasted on TV, whole nation witness to speech Political audience as well as common folk (broad audience)

o At his strongest & weakest point, diverse audience (African-Americans & politicians, skeptics) Purpose Unique Qualities o Rich with allusions, metaphors and slightly poetic but simple enough for everyone to comprehend Nobel Prize Acceptance Speech (1964)

ID THIS SPEECH: Obviously the mans humble. His language is very respectful as well. There are three main chunks (or four) which give this one away: (1) he says he does not deserve the prize, (2) entitles the prize to the movement and not just him, (3) redefines the prize, and (4) he accepts it at the very end. Chances are youll see these chunks. Historical Context

o o o

JFK is assassinated, Lyndon Johnson is sworn into office Civil Rights Bill of 1964 is enacted and riots break out African-American rebellion against racial injustice

Audience o Challenge

People of great importance & significance

o Grateful yet humble; mentions he does not entirely deserve prize, entitles prize to Civil Rights movement, redefines the prize, and finally accepts it graciously o Talks about the futurehis vision Purpose o To acknowledge the progress which has been made and humbly accept the prize on behalf of the Civil Rights movement Unique Qualities

o Humble tone Eulogy for the Martyred Children (1963)

ID THIS SPEECH: Not too tough. The tone is melancholy as much as it is harsh. Language is extremely descriptive and visceral (imagery). He mentions the words child, children, and innocent multiple times. He is also trying to quell their anger and turn it into something positive for the sake of the movement. Historical Context o Four little girls are killed by a bomb that goes off in a church which was set up by KKK o Turning point in the Civil Rights Movement Audience

o Family, friends, activists, some politicians perhaps (mostly people tightly knit in the black community) Challenge

o o o Purpose

Inspiring the audience as well as paying respect to the deceased children Uplifting his people in this time of need Quelling their anger, keeping them on the right path, avoiding revenge

o Calm the waters and take something good (however small it may be) from the tragedy to keep the movement going stronger than ever before Unique Qualities o Humble tone Our God is Marching On! (1965)

ID THIS SPEECH: He mentions the location various times (Selma, Alabama) dead giveaway. The language is very progressive and encouraging. We must, we are here, we are moving on, we march, and whatever other mix of those words he comes up with. The tone is uplifting. He is speaking to marchers who have seen fellow marchers get arrested in the streets. Historical Context o Different activist groups gather in Selma, Alabama to protest black disenfranchisement; gathering ends in hundreds of arrests o Malcolm X is murdered along with black reverend; tension rose higher o President LBJ pleads with Congress to pass legislation which would grant voting rights o Dr. King calls on activists to assemble at Selma to show support for justice Audience

o Challenge o Purpose

Marchers and activists mainly Encouraging audience to keep moving on, despite recent setbacks and tragedies

o Instill a sense of progress into the march Unique Qualities I See the Promised Land (1968) ID THIS SPEECH: There is a sense of foreboding throughout the entire speech (as if King knows he is almost out of time), various historical/biblical references (pharaoh, Egypt, Rome, Renaissance, etc.). He also sums up various encounters on the streets with Bull Connor. This is a bit of a tough one. Historical Context o King was never meant to have given this speech, he was asked at the last minute (on the eve of his assassination) Audience

o Challenge

The average negro, sanitation workers, activists

o To let everyone know that we are nearly there; they are so close to achieving their goal Purpose

Summing up everything that has happened so far to show how close they are