...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...
Words: 457 - Pages: 2
...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...
Words: 607 - Pages: 3
...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...
Words: 716 - Pages: 3
...Abigail Adams once said, “Well, knowledge is a fine thing, and mother Eve thought so; but she smarted so severely for hers, that most of her daughters have been afraid of it since” (Adams, Abigail. Letter to Elizabeth Shaw). In every American elementary school classroom, children are being told the story of the country, how George Washington crossed the Delaware River, how Thomas Jefferson wrote the Declaration of Independence, and how America, a colony still in infancy, managed to gain independence from powerful Britain. The Founding Fathers are essential historical personages that every American child is well schooled in, but the women who helped shape the country are rarely discussed. Abigail Adams is mostly known as the wife of the second president John Adams, but she was much more than that, and left an indelible imprint on the political landscape of the time. She is a Founding Mother- full of spark, depth, and intelligence. SUMMARY Abigail Adams was an intelligent woman from the day she was born until the day she died. She was raised to have a strong sense of morals and beliefs, as well as a love for education. Her...
Words: 1574 - Pages: 7
...Americanization of Benjamin Franklin ( Wood,2004) and Abigail Adams (Holton, 2009) each depict historical figures before, during, and after the American revolution. Respectively, Woody Holton and Gordon S. Wood present unique aspects of Abigail Adams and Benjamin Franklin which highlight societal, institutional, and ideological changes brought about by the American revolution. Holton’s depiction of Abigail Adams provides an in depth analysis of the challenges she faces as a wife who assumes the roles typically undertaken by the family patriarch. In wood’s book, the depiction of Benjamin Franklin allows the reader to understand the progressive development of Franklin as he transitions from a gentleman to an ardent revolutionary. An interesting aspect of Wood’s portrayal of Franklin resides in his detailed analyses of his contributions to the American Revolution and the generally negative reception he receives upon returning to the independent colonies. Both Wood and Holton chose these individuals, and specifically the overriding topics of each book, in order to explain these chosen themes through the perspective of well-known historical figures. Although both authors make interesting arguments, Holton’s research on Abigail Adams presents a more significant contribution to historical research by highlighting her contribution to women’s rights and feminism. Woody Holton’s work, Abigail Adams (2009) tells the story of the wife of John Adams before, during, and after the American Revolution...
Words: 1948 - Pages: 8
...The Passionate Sage created by Joseph J. Ellis is a novel that mainly focuses on the time period that John Adams was retired. Something that would marvel the reader, is that it is not really a saga over John Adams, but actually is an analysis more or less. The books analysis over John Adams has an astonishing amount of detail over his life. Mainly after his presidency and during his retirement, but does talk about his education and his early life as well. Ellis’ main thesis throughout the book is stating that John Adams is one of the Founding Fathers of the United States that is still in the shadow of some of the most famous Founding fathers such as George Washington or even Ben Franklin. In other ways Ellis expresses that we the people of...
Words: 685 - Pages: 3
...court reviews cases regarding witchcraft brought to the gavel by a group of hormonal teenage girls, who have been willing the court to arrest and execute whom they see fit. This literal courtroom is allegorical to the interactions of Senator McCarthy with potential traitors during the 1950’s. As the girls of Salem exploit the fears of their community, McCarthy capitalized on the fear of the entire U.S. nation: Communism. McCarthy’s tactics and actions were highlighted in a CBS broadcasting led by Edward R. Murrow titled, “We Will Not Walk in Fear”. The broadcast was received by the U.S. in 1954 during the Cold War, a decade dubbed ‘The Red Scare’. While the empowered teens of Salem and McCarthy were daunting, their injustices were matched by John Proctor and Edward R. Murrow, respectively. Proctor and Murrow fought against the false accusations and biased plaintiffs to stop the injustice posed. Proctor and Murrow combat their oppressors on the hollow claims made. Proctor is roped in to the Salem courts when his wife is accused. He points out to the judges that “so many of these women have lived so long with such upright reputation” (Miller 84). Proctor’s aim in convincing the court is so that “[he] would free [his] wife” (83). His lack of participation in the court until his wife’s arrest also shows his personal motives. While his logical reasoning against the girls in Salem is not a strong claim, but a written and oral testament to pretense from Mary Warren, one of the girls...
Words: 1560 - Pages: 7
...revolutionary era and the early republic were political. These events and achievements are historically significant because they shaped the subsequent history of the United States, including our own time.” (Ellis, 13) Towards the end of the preface, Ellis tells the readers which historical figures he will be talking about in the pages to follow, “they are in alphabetical order, Abigail and John Adams, Aaron Burr, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, James Madison, and George Washington. The first chapter, which was titled “The Duel,” depicts the famous duel between the current Vice President Aaron Burr and Alexander Hamilton for a fight of honor, which was illegal at the time, on July 11, 1804. In result, Hamilton was fatally shot and Burr’s reputation died with it. After briefly describing the events that took place the author told the reader about about how the two men prepared for the worst by writing letters to their loved ones. However, the author also stated that it was very rare for a person to be killed let alone be injured. After giving some details, the author gave a lengthy analysis on the event. ...
Words: 807 - Pages: 4
...Using Narrative Text in the Secondary Classroom Once upon a time, in a school, very much like your own, American History and all its contents were studied alongside tales of triumph, and defeat. In this history class, the students supplemented curriculum delivered through lectures and textbooks, with materials from sources such as diary entries, editorials, and historical fiction. This is an example of how narrative text can coexist with expository information found in content area classrooms in today's high schools. While the need for expository text is vital to the success of a student to understand the content (i.e., Social Studies) curriculum, narrative literature and various other texts are a great way to supplement the learner with information from which they can draw a better understanding of the state standards. Explained below is a definition of narrative literature, advantages and disadvantages of using narrative text in the high school Social Studies classroom, and five possible uses for using narrative texts in the high school classroom. Narrative Literature Narrative literature can be both fiction such as novels, as well as non-fictional works such as memoirs (Burke). Often, narrative literature includes many of the following: a plot, character, problems, and themes. In fictional work, one generally finds a setting, with a beginning, a reaction, and an ending (Roe, Stoodt-Hill, & P. C. Burns, 2004). Narrative literature can, and does exist on its own in...
Words: 1279 - Pages: 6
...that he felt could easily have brought the developing America down to show just how great of an accomplishment the revolution was. The Founding Fathers were not completely oblivious to the severity of breaking away from Great Britain. Tom Pain states that, “it is only common sense that an island can not rule a continent (pg.3).” Many assumed that it was only natural that the thirteen colonies govern themselves. They figured that it would be a peaceful break such as the gaining of independence for Ghana or Canada. It was not until later on that the colonies realized that Britain would not easily hand over the land. What I find interesting is that only the Founding Fathers seemed to realize the great events taking place during their time. John Adams even instructed his wife to file and keep all of his records. It is as if he knew that hundreds of years from then, we the future Americans would look back at his notes and recognize his greatness. This makes me wonder why they were so sure of themselves. The Americans were at a disadvantage during the beginning of the war. How was it that they seem so certain that the war would end up in their favor? Ellis backs up my point by stating, “Men make history…, but they can never know the history that they are making (pg.4).” Every event in life can go two ways: really good or really bad. If the British were to take the...
Words: 4380 - Pages: 18
...Fayette County Schools Research Paper Survival Guide June 2009 (revised November 2011) Compiled by: Jillian Bowen, Joanne Dirring, Monica Dorner, Greta Jackson, Shery Kearney, Ann Richardson, and Cheryll Thompson-Smith Based on the work of: Linda Brem, Kathy Franks, Cathy Nix, Ann Richardson, and Cynde Snider Table of Contents Plagiarism………………………………………………………………. Plagiarism Statement - Middle School……………………………..... Plagiarism Statement - High School……………………………….... English Research Requirements…………………………………….. Middle School Requirements…………………………………... 9th Grade Requirements………………………………………… 10th Grade Requirements………………………………………. 11th Grade Requirements………………………………………. 12th Grade Requirements………………………………………. Frequently Asked Questions…………………………………………. Annotated Bibliographies……………………………………….. Citation Formats…………………..……………………………... Common Mistakes………………………………………………. Documentation and Plagiarism…………..…………………….. Internet and Databases…………………………………………. MLA Manuscript Form…...……………………………………… Note Cards…..…………………………………………………… Outlines…………………………………………………………… Paraphrases and Quotations..…………………………………. Parenthetical Documentation……………………………...…... Quoting Poetry……………………………..……………………. Research Papers..………………………………………………. Research Process……………….……………………………… Research Projects……….……………………………………… Source Cards..…………………………………………………… Works Cited Page……………………………………………….. Research Glossary……………………………………………………. Online Resources……………………………………………………… Works Cited…………………………………………………………….....
Words: 19261 - Pages: 78
...St. Thomas More Academy, Inc. High School Department Molino III, Bacoor City, Cavite Factors Affecting Academic Failure Among High School Students of St. Thomas More Academy 2012-2013 Zarah Abigail L. Hernando Christian Dale C. Martagon John Bon Oliver V. Reyes Majella Marie S.D Miguel John Rene S.G Masuba Liezel Ann D. Deslate Jason Paolo D. Dumon Crisbie G. Villondo IV - St. Rita of Cascia Chapter I The problem and its background Introduction Education makes a man perfect. Everyone has to pass through three stages of education. These are – primary education, secondary education and higher education. In primary education children start to learn the basic knowledge. After that they come to the stage of secondary education. High school is the destination where students have to come to take secondary education. In this stage students are not children. This stage of education has a great effect on everyone’s life. Teens that are going through high school are also going through one the most important times of their development. For many, this moment in life is a time in which a cross-road is approaching; determining the path that they will take after high school graduation. In addition to maintaining grades, there are barrages of different elements that burden teens during this time that can make their lives among the most stressful. Education at secondary school or teen level is supposed to be the foundation towards higher knowledge in college. It is an investment...
Words: 4679 - Pages: 19
...U.S. Department of Justice Office of Justice Programs National Institute of Justice APR. 04 Special REPORT Forensic Examination of Digital Evidence: A Guide for Law Enforcement U.S. Department of Justice Office of Justice Programs 810 Seventh Street N.W. Washington, DC 20531 John Ashcroft Attorney General Deborah J. Daniels Assistant Attorney General Sarah V. Hart Director, National Institute of Justice This and other publications and products of the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice can be found on the World Wide Web at the following site: Office of Justice Programs National Institute of Justice http://www.ojp.usdoj.gov/nij APR. 04 Forensic Examination of Digital Evidence: A Guide for Law Enforcement NCJ 199408 Sarah V. Hart Director This document is not intended to create, does not create, and may not be relied upon to create any rights, substantive or procedural, enforceable at law by any party in any matter civil or criminal. Opinions or points of view expressed in this document represent a consensus of the authors and do not represent the official position or policies of the U.S. Department of Justice. The products, manufacturers, and organizations discussed in this document are presented for informational purposes only and do not constitute product approval or endorsement by the U.S. Department of Justice. This document was prepared under Interagency Agreement #1999–IJ–R–094 between...
Words: 22743 - Pages: 91
...Oracle® Trading Community Architecture Reference Guide Release 12.1 Part No. E13569-04 August 2010 Oracle Trading Community Architecture Reference Guide, Release 12.1 Part No. E13569-04 Copyright © 2003, 2010, Oracle and/or its affiliates. All rights reserved. Primary Author: Ashita Mathur Contributor: Ajai Singh, Amy Wu, Anish Stephen Avinash Jha, Harikrishnan Radhakrishnan, Leela Krishna, Nishant Singhai, Ramanasudhir Gokavarapu, Shankar Bharadwaj Oracle is a registered trademark of Oracle Corporation and/or its affiliates. Other names may be trademarks of their respective owners. This software and related documentation are provided under a license agreement containing restrictions on use and disclosure and are protected by intellectual property laws. Except as expressly permitted in your license agreement or allowed by law, you may not use, copy, reproduce, translate, broadcast, modify, license, transmit, distribute, exhibit, perform, publish or display any part, in any form, or by any means. Reverse engineering, disassembly, or decompilation of this software, unless required by law for interoperability, is prohibited. The information contained herein is subject to change without notice and is not warranted to be error-free. If you find any errors, please report them to us in writing. If this software or related documentation is delivered to the U.S. Government or anyone licensing it on behalf of the U.S. Government, the following notice is applicable: U.S...
Words: 64557 - Pages: 259
...Berkeley Journal of Gender, Law & Justice Volume 7 | Issue 1 Article 2 September 2013 The Legal Implications of Gender Bias in Standardized Testing Katherine Connor Ellen J. Vargyas Follow this and additional works at: http://scholarship.law.berkeley.edu/bglj Recommended Citation Katherine Connor and Ellen J. Vargyas, The Legal Implications of Gender Bias in Standardized Testing, 7 Berkeley Women's L.J. 13 (1992). Available at: http://scholarship.law.berkeley.edu/bglj/vol7/iss1/2 Link to publisher version (DOI) http://dx.doi.org/ This Article is brought to you for free and open access by the Law Journals and Related Materials at Berkeley Law Scholarship Repository. It has been accepted for inclusion in Berkeley Journal of Gender, Law & Justice by an authorized administrator of Berkeley Law Scholarship Repository. For more information, please contact jcera@law.berkeley.edu. The Legal Implications of Gender Bias in Standardized Testing Katherine Connort Ellen J. Vargyast TABLE OF CONTENTS I. II. INTRODUCTION ....................................... THE FACTUAL CONTEXT ............................. A. The Scope of the Problem ............................ 1. Post-Secondary Admissions Tests .................. 2. Vocational Aptitude Tests and Interest Inventories. B. Causes of Gender Differences in Test Scores ........... 1. Post-Secondary Admissions Tests .................. 2. Vocational Aptitude Tests and Interest Inventories. C. Validity of the Tests .......................
Words: 43113 - Pages: 173
