{"id":42,"date":"2017-09-04T06:06:34","date_gmt":"2017-09-04T06:06:34","guid":{"rendered":"http:\/\/americanboard.org\/Subjects\/english\/?page_id=42"},"modified":"2019-02-19T20:02:58","modified_gmt":"2019-02-19T20:02:58","slug":"rhetoric","status":"publish","type":"page","link":"https:\/\/americanboard.org\/Subjects\/english\/rhetoric\/","title":{"rendered":"Rhetoric"},"content":{"rendered":"<div class=\"twelve columns\" style=\"margin-top: 10%;\">\n<div class=\"advance\"><a class=\"button button-primary\" href=\"http:\/\/americanboard.org\/Subjects\/english\/argument\">\u2b05 Previous Lesson<\/a>\u00a0<a class=\"button\" href=\"http:\/\/americanboard.org\/Subjects\/english\/interpretation-of-expository-texts\">Workshop Index<\/a>\u00a0<a class=\"button button-primary\" href=\"http:\/\/americanboard.org\/Subjects\/english\/text-features\">Next Lesson \u27a1<\/a><\/div>\n<p><!-- CONTENT BEGINS HERE --><\/p>\n<h1 id=\"title\">Rhetoric<\/h1>\n<h4>Objective<\/h4>\n<p>In this lesson we will discuss various persuasive devices and techniques.<\/p>\n<p><!-- --><\/p>\n<h4>Previously Covered:<\/h4>\n<ul style=\"list-style: circle;\">\n<li>\n<div align=\"left\"><strong>Inductive reasoning<\/strong> involves the observation of a limited number of cases to arrive at a universal statement. With <strong>deductive reasoning,<\/strong> a reader takes a general statement and applies it to specific situations.<\/div>\n<\/li>\n<li>\n<div align=\"left\">In persuasive writing,<strong> arguments<\/strong> may be based on appeals to <strong>emotion<\/strong>, <strong>character<\/strong>, or <strong>authority<\/strong>; or they may use <strong>cause and effect<\/strong> or <strong>analogies<\/strong> to support a case.<\/div>\n<\/li>\n<li>\n<div align=\"left\"><strong>Empirical evidence<\/strong> is scientifically based on numerous studies and observations. <strong>Anecdotal evidence<\/strong>, which is not scientifically valid, uses a single observation or incident to support an argument. <strong>Logical evidence<\/strong> is based on statements, events, or conditions.<\/div>\n<\/li>\n<\/ul>\n<p><!-- --><\/p>\n<section>\n<p class=\"lesson_subhead\">The Art of Persuasion<\/p>\n<p>Although it often has negative connotations, rhetoric is the art of persuasion in speaking or writing. <a>Rhetorical features<\/a> are the various persuasive devices or techniques used to effectively argue a case, such as figures of speech or analogies. This connotation is descended all the way from ancient Greece and a school of philosophers known as the Sophists who had developed the art of oratory into a means in and of itself. Form and flash in speaking was more important to them than making a good point or speaking the truth.<\/p>\n<p>The Sophists aside, there is nothing intrinsically wrong with rhetoric. A rhetorical argument is merely one that is crafted to be as effective as possible. All expository writers, from the worst pundit to the greatest thinker, are therefore rhetoricians. What distinguishes one argument from another is the mode of exposition (that is, the means of organization the author applies to the presentation of information) and how the information is presented.<\/p>\n<p>The following table explains a few rhetorical features often used in persuasive speaking and writing.<\/p>\n<table cellspacing=\"0\" cellpadding=\"10\" align=\"center\">\n<tbody>\n<tr bgcolor=\"#003366\">\n<td colspan=\"2\" valign=\"top\">\n<div align=\"center\"><span class=\"lesson_subhead style1\"><strong>Rhetorical Features<\/strong><\/span><\/div>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"163\">\n<p class=\"lesson_subhead\"><strong> Rhetorical Feature<\/strong><\/p>\n<\/td>\n<td valign=\"top\" width=\"427\">\n<p class=\"lesson_subhead\"><strong> Definition<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"163\"><strong> Hyperbole <\/strong><\/td>\n<td valign=\"top\" width=\"427\">A figure of speech that employs exaggeration to make a point, evoke humor, or heighten effect<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"163\"><strong> Imagery <\/strong><\/td>\n<td valign=\"top\" width=\"427\">A poetic device that uses language to represent actions, feelings, thoughts, and the five senses<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"163\"><strong> Literary Allusions <\/strong><\/td>\n<td valign=\"top\" width=\"427\">A reference to a character, place, or situation from history, music, art, literature, or the Bible<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"163\"><strong> Metaphor <\/strong><\/td>\n<td valign=\"top\" width=\"427\">A figure of speech that compares two unlike things<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"163\"><strong> Repetition <\/strong><\/td>\n<td valign=\"top\" width=\"427\">The recurrence of sounds, words, or phrases to increase unity, emphasize a point, or call attention to a particular idea<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"163\"><strong> Rhetorical Questions <\/strong><\/td>\n<td valign=\"top\" width=\"427\">A question to which no answer is expected because the answer should be obvious<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Patrick Henry, Thomas Paine, and Martin Luther King Jr. were all successful orators who understood that passion, clarity, and organization are essential elements of memorable, effective speeches. We will review a variety of rhetorical features that can be found in their speeches.<\/p>\n<hr \/>\n<p>Patrick Henry stood before delegates at the Second Virginia Convention and issued a challenge to stand up against the British. A well-known orator, Patrick Henry used many different rhetorical features and literary devices to bring life to his speeches.<\/p>\n<p>The following excerpt from his speech to the Second Virginia Convention indicates Henry\u2019s fondness for using rhetorical questions.<\/p>\n<table border=\"0\" width=\"618\" cellspacing=\"2\" cellpadding=\"10\" align=\"center\" bgcolor=\"#caebea\">\n<tbody>\n<tr>\n<td>Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Henry references the Bible in a literary allusion from the same speech, when he says, \u201cIt is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country.\u201d He uses imagery when he invites his audience to hear the colonists fighting the British with all their might. Henry writes, \u201cThe next gale that sweeps from the North will bring to our ears the clash of resounding arms!\u201d<\/p>\n<p>Soon after Patrick Henry urged delegates to support the Revolutionary War, Thomas Paine published a series of essays called <i>The Crisis<\/i>. Paine sympathized with the revolutionary forces, and in the \u201cCrisis, No. 1\u201d he urged others to support the troops.<\/p>\n<p>When Paine refers to King George in the \u201cCrisis, No. 1\u201d as \u201ca common murderer, a highwayman, or a housebreaker,\u201d he is using hyperbole, which emphasizes the faults of the king through exaggeration. Paine also makes a persuasive point that the war is not an \u201coffensive\u201d by employing an analogy in the following passage:<\/p>\n<table border=\"0\" width=\"618\" cellspacing=\"2\" cellpadding=\"10\" align=\"center\" bgcolor=\"#caebea\">\n<tbody>\n<tr>\n<td>Not all the treasures of the world, so far as I believe, could have induced me to support an offensive war, for I think it murder; but if a thief breaks into my house, burns and destroys my property, and kills or threatens to kill me or those that are in it, and to \u201cbind me in all cases whatsoever\u201d to his absolute will, am I to suffer it? What signifies it to me, whether he who does it is a king or a common man; my countryman or not my countryman; whether it be done by an individual villain, or an army of them?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Paine\u2019s analogy about defending against a thief breaking into a house reiterates to his audience the fact that the Revolutionary War is necessary for self-preservation. Thomas Paine appeals to the audience\u2019s feelings of loyalty, service, and responsibility in this persuasive plea to continue the fight against British rule.<\/p>\n<p>Being able to recognize the rhetorical features used by writers, speakers, politicians, and advertisers is the first step to evaluating whether their arguments are sound.<\/p>\n<section class=\"question\">\n<h4>Question<\/h4>\n<div>\n<p>Identify the rhetorical device used in this passage from Andrew Marvell\u2019s poem \u201cTo His Coy Mistress.&#8221;<\/p>\n<table border=\"0\" width=\"400\" cellspacing=\"2\" cellpadding=\"10\" align=\"center\" bgcolor=\"#caebea\">\n<tbody>\n<tr>\n<td>\n<div align=\"left\">An hundred years should go to praise<br \/>\nThine eyes, and on thy forehead gaze,<br \/>\nTwo hundred to adore each breast,<br \/>\nBut thirty thousand to the rest.<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ol>\n<li>Hyperbole<\/li>\n<li>Analogy<\/li>\n<li>Allusion<\/li>\n<li>Repetition<\/li>\n<\/ol>\n<\/div>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<div class=\"q-reveal\" style=\"display: none;\"><span class=\"lesson_text\">Marvell relies on hyperbole, choice A, to profess his undivided love.<\/span><\/div>\n<\/section>\n<hr \/>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/Images\/english\/images\/MLK_final.jpg\" width=\"257\" height=\"200\" align=\"right\" hspace=\"10\" vspace=\"10\" \/><\/p>\n<p>Almost two hundred years after Patrick Henry spoke at the Second Virginia Convention, Martin Luther King Jr. gave his \u201cI Have a Dream\u201d speech of 1963. In this speech, King makes use of both metaphors and repetition. King repeats the phrase \u201cone hundred years later\u201d to emphasize his argument that life has not improved for African Americans since slavery\u2019s abolition. Metaphors such as \u201cmanacles of segregation\u201d and \u201cchains of discrimination\u201d provide a visual image to the audience and illustrate his point that African Americans are not actually free from slavery.<\/p>\n<p>Depending on the point they are trying to make and the type of argument they select, authors have a choice of which rhetorical features to employ in order to achieve their goal of persuading readers to think or act in a certain way. Authors can also appeal to their readers by using tactics such as logic, humor, diplomacy, emotion, and analogy.<\/p>\n<hr \/>\n<p class=\"lesson_subhead\"><strong> Logic<\/strong><\/p>\n<p>While other tactics tend to use more manipulative means of persuasion, the logical argument appeals directly to the reader\u2019s intellect. The reader or listener is simply asked to follow a chain of reasoning from the premise through the supporting evidence to the conclusion\u2014if the chain holds, the author must be correct. This tactic is as close as a writer can come to a mathematical proof; in fact, some ancient Greek philosophy, such as Zeno\u2019s paradox, can be presented in mathematical terms.<\/p>\n<p>Thomas Jefferson relied upon pure logic to support his argument in the Declaration of Independence. He states a premise\u2014that American colonists must be able to clearly state their reasons for rebellion\u2014and supports it with a series of historical facts (specifically, the list of King George\u2019s wrongs against the colonists). The great Greek philosophers, including Socrates, Plato, and Aristotle, also argued using logic.<\/p>\n<section class=\"question\">\n<h4>Question<\/h4>\n<div>\n<p>The interpretation of this rhetorical tactic raises an important question: Is the logical argument necessarily a valid argument?<\/p>\n<ol>\n<li>Yes. A logical argument is composed entirely of objective facts, which by definition can only lead to a valid conclusion.<\/li>\n<li>Yes. \u201cValidity \u201d refers to an argument\u2019s integrity\u2014that is, its adherence to proper rhetorical form. Because a logical argument includes premise, evidence, and conclusion, it must be valid.<\/li>\n<li>No, though the opposite statement is true: A valid argument is necessarily logical.<\/li>\n<li>No. Facts can be twisted to support almost any argument, even one that purports to rely on pure logic to support its conclusion.<\/li>\n<\/ol>\n<\/div>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<div class=\"q-reveal\" style=\"display: none;\"><span class=\"lesson_text\">The answer is D. Fallacious arguments can take many forms\u2014including the purely logical. <\/span><\/div>\n<\/section>\n<hr \/>\n<p class=\"lesson_subhead\"><strong> Humor<\/strong><\/p>\n<p>The most common form of humor used in persuasive exposition is <abbr title=\"A method of combining ridicule with a critical attitude in order to correct behavior\">satire<\/abbr>. Satirical humor can be used as a means of criticism without exposing the adversary to a direct attack. Because satire usually addresses widespread social problems, the satirical writer is very likely to be arguing against the reader\u2019s politics or unconscious beliefs, thus making a direct attack unwise. Jonathan Swift\u2019s essay \u201cA Modest Proposal,\u201d in which he lambastes contemporary society for its treatment of the poor, is a classic example of satire.<\/p>\n<p class=\"lesson_subhead\"><strong>Diplomacy<\/strong><\/p>\n<p>The diplomatic argument uses flattery as a means of persuasion. The author or speaker may flatter his or her audience in the hopes of making them more sympathetic, or may use flattery and compliments to establish him- or herself in the audience\u2019s perception as a sympathetic character. As a master rhetorician, Socrates was not above using false compliments as a way of advancing his argument. In the following excerpt from the beginning of the <i>Apology<\/i> (Plato&#8217;s collection of Socrates&#8217; arguments), Socrates defends himself against the charge that he corrupts the youth of Athens with his teachings:<\/p>\n<table border=\"0\" width=\"618\" cellspacing=\"2\" cellpadding=\"10\" align=\"center\" bgcolor=\"#caebea\">\n<tbody>\n<tr>\n<td>\u201cI know not, O Athenians, how you may be affected by my accusers: I indeed have through them almost forgotten myself, so persuasively have they spoken\u2026\u201d<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<section class=\"question\">\n<h4>Question<\/h4>\n<div>\n<p>What important effect does the rhetorical tactic of diplomacy have upon its audience?<\/p>\n<ol>\n<li>It grants that the author\u2019s point of view may not be entirely justified.<\/li>\n<li>It establishes the writer as fair and unprejudiced against his adversaries.<\/li>\n<li>It acknowledges that the audience may find the adversary\u2019s point of view persuasive.<\/li>\n<li>It allows the reader to compare the author\u2019s argument to his adversary\u2019s.<\/li>\n<\/ol>\n<\/div>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<div class=\"q-reveal\" style=\"display: none;\">\n<p>Here\u2019s the rest of that opening sentence, which should make the answer clear:<\/p>\n<p>\u201c\u2026though, as I may say, they have not asserted any thing which is true.\u201d<\/p>\n<p>The answer is C. In this case, the effect of diplomacy is to acknowledge that the audience may already be persuaded by another point of view. By admitting that his adversaries have made a persuasive argument, Socrates can move on to his next point\u2013\u2013that their argument is also groundless\u2013\u2013without insulting or attacking any members of his audience who have been convinced.<\/p>\n<\/div>\n<\/section>\n<hr \/>\n<p class=\"lesson_subhead\"><strong> Emotion<\/strong><\/p>\n<p>The <a href=\"A rhetorical strategy that attempts to persuade the audience by engaging their emotions\">appeal to emotion<\/a> relies on the least subtle of the rhetorical tactics, and its use generally signals a serious flaw in the author\u2019s logic. Here, the author appeals to the audience\u2019s strong, basic feelings, such as hatred and fear, which are likely to overwhelm any instinct to examine the argument or its conclusions in the cold light of logic or reason.<\/p>\n<p>In <i>The Prince,<\/i> Machiavelli advocates that rulers use forceful speech for reasons of efficiency, as it is easier to rule people who fear you. Living memory proves him right. Adolf Hitler used hate and fear to inspire a highly civilized nation to forget all morality and degenerate into savagery, a tactic that remained successful for more than a decade.<\/p>\n<p>The argument by emotion is not necessarily flawed, however. Some arguments are so fundamental that logic does not apply; the only way to present them is to appeal to the reader\u2019s sympathy. The following passage is from Frederick Douglass\u2019s \u201cIndependence Day speech at Rochester,\u201d delivered June 4, 1852, in which Douglass points out that the concept of Independence Day is a mockery when millions of Americans are legally held as slaves:<\/p>\n<table border=\"0\" width=\"618\" cellspacing=\"2\" cellpadding=\"10\" align=\"center\" bgcolor=\"#caebea\">\n<tbody>\n<tr>\n<td>At a time like this, scorching iron, not convincing argument, is needed. O! Had I the ability, and could I reach the nation\u2019s ear, I would today pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake. The feeling of the nation must be quickened; the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be proclaimed and denounced.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<section class=\"question\">\n<h4>Question<\/h4>\n<div>\n<p>Beyond sympathy, what does Douglass attempt to make his audience feel?<\/p>\n<ol>\n<li>Hatred<\/li>\n<li>Self-righteous indignation<\/li>\n<li>Pain<\/li>\n<li>Sorrow<\/li>\n<\/ol>\n<\/div>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<div class=\"q-reveal\" style=\"display: none;\"><span class=\"lesson_text\">The answer is C. Douglass wants his audience to share the slave\u2019s pain, literally to burn them with his words. He says he would gladly exchange convincing argument for \u201cscorching iron,\u201d and if he could, he would singe the nation\u2019s ear with a \u201cfiery stream\u201d of words. The reference to hot iron brings to mind chains and brands, a few painful aspects of the slave\u2019s life.<\/span><\/div>\n<\/section>\n<hr \/>\n<p class=\"lesson_subhead\"><strong> Analogy<\/strong><\/p>\n<p>The <abbr title=\"An attempt to prove that an object, person, or situation has a certain characteristic by claiming that other, similar objects, persons, or situations have the same characteristic.\">argument by analogy<\/abbr> relies upon comparison to make its point. Such arguments generally concern abstract subjects whose terms are difficult for the author to define clearly. Instead, the author illustrates his or her point by making a similar argument with which the reader is more likely to be familiar.<\/p>\n<p>This rhetorical tactic is valid when the author uses it to illuminate difficult concepts by comparing them to the reader\u2019s everyday experience. However, it is not a valid means of making or supporting an argument. Any argument that relies on analogy for proof is fallacious by definition. No matter how compelling an example the analogy may provide, it can never be more than <i>like<\/i> the main point being argued. Two things that are alike are not the same or even necessarily equivalent.<\/p>\n<p>Look at the following example, Christ\u2019s parable of the wise and foolish builders, taken from the New Testament\u2019s Book of Matthew:<\/p>\n<table border=\"0\" width=\"618\" cellspacing=\"2\" cellpadding=\"10\" align=\"center\" bgcolor=\"#caebea\">\n<tbody>\n<tr>\n<td>Therefore everyone who hears these words of mine and puts them into practice is like a wise man who built his house on the rock. The rain came down, the streams rose, and the winds blew and beat against that house; yet it did not fall, because it had its foundation on the rock. But everyone who hears these words of mine and does not put them into practice is like a foolish man who built his house on sand. The rain came down, the streams rose, and the winds blew and beat against that house, and it fell with a great crash.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<section class=\"question\">\n<h4>Question<\/h4>\n<div>\n<p>Where does this analogy break down?<\/p>\n<ol>\n<li>Many people will never have to build their own houses.<\/li>\n<li>Not everyone listening to this example is a man.<\/li>\n<li>Even houses built on rock can be destroyed. Furthermore, some houses built on sand endure all storms.<\/li>\n<li>It is difficult to understand the meaning of lessons such as these. Therefore, some people may believe they\u00a0are putting words into practice while, in fact, they are leading themselves further into folly.<\/li>\n<\/ol>\n<\/div>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<div class=\"q-reveal\" style=\"display: none;\">\n<p class=\"lesson_text\">To answer this question, we must first make sure we understand what points are being compared: The practitioner or follower of Christ\u2019s teaching is like the wise builder. Next, we must figure out what point Christ is illustrating with this comparison. In other words, in what way is the follower like the wise builder? Thanks to his foresight and good engineering, the wise builder enjoys shelter from even the most ferocious storm. Christ\u2019s followers enjoy a similar security\u2014that of entering the kingdom of heaven.<\/p>\n<p class=\"lesson_text\">But disaster can still visit the wise builder in the form of lightning or a seismic fault. Maybe the house is built on the slopes of a volcano that isn\u2019t really dormant. Similarly, the destructive hurricane always stops somewhere. One cheaply built house might be blown down while the mobile home next door remains standing. This is where the analogy breaks down, as stated in Choice C. We cannot apply its terms to the real point with any certainty because faith is not actually like a house\u2014the two are merely alike, not the same. (Nor were we intended to believe that they were: the Book of Matthew includes many other parables that use a variety of analogies, from the vineyard to the disloyal servant, to describe the kingdom of heaven.)<\/p>\n<\/div>\n<\/section>\n<hr \/>\n<div align=\"left\">\n<p class=\"lesson_subhead\">Review<\/p>\n<ul>\n<li>Persuasive speakers and writers rely on <strong><abbr title=\"Persuasive devices or techniques used to argue a case, such as figures of speech or analogies')\">rhetorical features <\/abbr><\/strong>such as repetition<strong>, <\/strong>rhetorical questions, analogies, logic, humor, and emotion to emphasize points of their arguments.<\/li>\n<li>Literary devices such as metaphors, allusions, imagery, and hyperbole also find their way into persuasive speeches and essays to clarify arguments.<\/li>\n<\/ul>\n<\/div>\n<hr \/>\n<\/section>\n<p><!-- CONTENT ENDS HERE --><\/p>\n<div class=\"advance\"><a class=\"button button-primary\" href=\"http:\/\/americanboard.org\/Subjects\/english\/argument\">\u2b05 Previous Lesson<\/a>\u00a0<a class=\"button\" href=\"http:\/\/americanboard.org\/Subjects\/english\/interpretation-of-expository-texts\">Workshop Index<\/a>\u00a0<a class=\"button button-primary\" href=\"http:\/\/americanboard.org\/Subjects\/english\/text-features\">Next Lesson \u27a1<\/a><\/div>\n<p><a class=\"backtotop\" href=\"#title\">Back to Top<\/a><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>\u2b05 Previous Lesson\u00a0Workshop Index\u00a0Next Lesson \u27a1 Rhetoric Objective In this lesson we will discuss various persuasive devices and techniques. Previously Covered: Inductive reasoning involves the observation of a limited number of cases to arrive at a universal statement. With deductive reasoning, a reader takes a general statement and applies it to specific situations. In persuasive [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-42","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/americanboard.org\/Subjects\/english\/wp-json\/wp\/v2\/pages\/42","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/americanboard.org\/Subjects\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/americanboard.org\/Subjects\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/americanboard.org\/Subjects\/english\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/americanboard.org\/Subjects\/english\/wp-json\/wp\/v2\/comments?post=42"}],"version-history":[{"count":10,"href":"https:\/\/americanboard.org\/Subjects\/english\/wp-json\/wp\/v2\/pages\/42\/revisions"}],"predecessor-version":[{"id":667,"href":"https:\/\/americanboard.org\/Subjects\/english\/wp-json\/wp\/v2\/pages\/42\/revisions\/667"}],"wp:attachment":[{"href":"https:\/\/americanboard.org\/Subjects\/english\/wp-json\/wp\/v2\/media?parent=42"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}