...Rhetorical Analysis on Letter to John Adams from Abigail Adams In colonial America, women were treated as second class citizens. While men were protesting taxes and fighting wars, their wives were often relegated to completing housework and tending to the children. They lacked basic rights, and were even compared to slaves. In author Abigail Adam’s letter to her husband John Adams, Abigail explains the need for women’s rights. Her purpose in writing this letter is to convince her husband that women deserve to be included in the Declaration of Independence. She adopts an authoritative tone in order to emphasize her request, in an attempt to persuade her husband to “Remember the Ladies”. Her topic, women’s rights, is strengthened by various...
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...In 1780, Abigail Adams wrote to her dear son, John Quincy Adams, regarding the matter of his maturity. Mrs. Adams had previously goaded her son into traveling abroad to France amidst the Revolutionary War with his diplomat father, John Adams, and his brother. John was only thirteen years old at the time. His mother saw him as a young, immature, whimsical boy unable to make wise decisions for himself. Thus, Mrs. Adams believed it would be smart to send him on this trip; she had high hopes of maturing his closed mind and heart while under the guidance of his father. In order for him to make the most of the trip, Mrs. Adams wrote to him including lots of advice. The rhetorical devices employed in Abigail’s letter were metaphors, comparison, and allusion – all of which helped drive her message about maturing into a young adult. The primary device used by Mrs. Adams in her letter is a metaphorical reference. She mentions an author that she had met with and how this author referred to a traveler as “a...
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...In 1780, Abigail Adams wrote to her son John Quincy Adams, the future president of the United States, travelling abroad with his father John Adams , then a United States diplomat and later America’s second president, Abigail advises her son to use this opportunity to gain wisdom and become a leader. In Adams letter to her son she uses many rhetorical strategies to advise to her son that he define his future and that he must know how to make it through when he is being tested. She shared her advice through the use of irony and allusion. Adams also use pathos to share her advice and a encouraging tone. Adams uses irony to help develop the purpose and show John that she know what he's capable of and that he can achieve anything he want to achieve if he put his mind too it. Adams wrote “If I had thought your reluctance arose from proper deliberation,...I should not have urged you to accompany your father and brother when you appeared so averse to voyage". This represents how Adams knew that her son was capable of anything he wanted to do. Another rhetorical strategy that Adams uses was allusion. Adams knew that her son faced adversity in his life, and Adams uses an allusion to help her point out that people need adversity in their life to help them succeed. In line 30-32 Adams wrote "Would Cicero have shone so distinguished an orator if he had not been roused, kindled, and inflamed by the tyranny of Catiline, Verres, and Mark Anthony?". The allusion was used to advise to her...
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...Wife of U.S. diplomat and later second president John Adams, Abigail Adams, writes in her letter to her son John Quincy Adams how he has everything he needs in order to become a respected and honorable man. Adams’ purpose is to convince her son that he has the potential to become a hero to the nation. She adopts a maternal tone in encourage her son through the use of supportive diction, clear-cut comparisons, and expressive pathos. Adams begins her letter with the use of supportive diction. By using words such as “superiour” to describe the advantages her son has she helps boost his confidence. Adams is aware of the significant role she plays as JQA’s mother and understands that she can use that position to motivate him in some way others...
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...On January 12, 1780, Abigail Adams writes a letter to her beloved son John Quincy Adams. In her letter, Abigail Adams encourages her son to continue his journey of triumph with persistence and diligence. Adam’s use of rhetorical devices inspires her son, John Quincy Adams, to strive for success during a voyage with his father in 1780. Adams writes the letter for the purpose of informing her son on how important it is for him to travel to France. Abigail Adams writes to her son, to advise him of the opportunities he has a head of him and to advise him to use what he is learning to further himself and others. Adams’ letter contains strong diction, thought out phrases, and references to bestow upon her son the life advice he will need. Adams uses strong diction and a first person point of view to establish authority. Adams states how the language he knows will give him more advantages now then he could have “reaped” before. This knowledge...
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...Abigail Adams writes a persuasive letter to her son John Quincy Adams to explain her reasoning for sending him to France with his father diplomatic father John Adams. In her letter, she reminds J.Q. Adams of his intelligence, opportunities, and his natural gifts. In her writing it is clear that she has a strong maternal instinct and feels a responsibility to prepare her son. Abigail is attempting to protect and educate her beloved son in her letter by using a variety of rhetorical devices including persuasion, comparison/contrast, and figures of speech. Originally John Q. Adams was not intrigued by the idea of voyaging to France for a second time. But A. Adams was able to convince her son to embark on this particular journey with his Father. In her letter she is listing all the aids J.Q. Adams has by accompanying his father on the trip. She feels he will gain experience and become more educated by traveling and being around a different culture. She is attempting to make him...
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...Abigail Adams, the wife of John Adams, wrote a letter to her son, John Quincy Adams, on January 12, 1780. In this letter, Abigail Adams spoke to her son about him traveling with his father overseas. Throughout her letter, she wishes her son luck on his voyage, and she also claims that he has incredible knowledge. She also mentions how much she cares for her son, and his character while he is traveling. In Abigail Adam’s letter to her son, she utilizes various rhetorical strategies, including ethical appeal, emotional appeal, and metaphors, to encourage him to do extraordinary things, and to become a great man. To begin, Abigail Adams uses a metaphor in the letter to encourage her son. For example, in her letter, she states: “Some author, that I have met, compares a judicious traveler to a river, that increases its stream the further it flows from its source; or to certain springs, which, running through rich veins of minerals, improve their qualities as they pass along.” (Adams) In this quote, Abigail Adams compares a travelers’ knowledge to the way a river flows. This quote means that a traveler increases their knowledge the further they stray from their homeland. Their increase of knowledge is compared to the stream that flows from the source of the river. Adams uses this comparison to...
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...Proceeding for the School of Visual Arts Eighteenth Annual National Conference on Liberal Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...___________________________ LIVING HISTORY Hillary Rodham Clinton Simon & Schuster New York • London • Toronto • Sydney • Singapore To my parents, my husband, my daughter and all the good souls around the world whose inspiration, prayers, support and love blessed my heart and sustained me in the years of living history. AUTHOR’S NOTE In 1959, I wrote my autobiography for an assignment in sixth grade. In twenty-nine pages, most half-filled with earnest scrawl, I described my parents, brothers, pets, house, hobbies, school, sports and plans for the future. Forty-two years later, I began writing another memoir, this one about the eight years I spent in the White House living history with Bill Clinton. I quickly realized that I couldn’t explain my life as First Lady without going back to the beginning―how I became the woman I was that first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described...
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