...Frederick Douglass, a well-known self-taught former slave, gave a speech about the Fourth of July on July 5, 1852 that challenged the institution of slavery and revealed the hypocrisy of the Fourth of July to slaves. Douglass uses ethos, pathos, and logos throughout his speech in order to convince his audience that there is no conceivable reason for slavery to exist. His audience were rich white citizens, including the president. Douglass first uses ethos by introducing himself to his audience and explaining how he got there, “… the distance between this platform and the slave plantation, from which I escaped, is considerable…” which establishes him as a former slave. The use of ethos isn’t a traditional one in this speech. Frederick Douglass, a very well-known speaker during this time, wouldn’t need ethos to prove himself credible. In this introduction he’s trying to appeal to the audience by acting like a grateful Freedman while subtly showing his credentials He talks about only speaking to he has a “little experience and with less learning” and had only spoken at “public meetings, in country school houses” yet states he has spoken to...
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...America was founded on freedom and equality. Americans were given rights that they were entitled to. Many people argue whether freedom is actually granted to everyone. Frederick Douglass argues that slaves are not free or given the rights that everyone else has as Americans. In his speech “What to the Slave is the Fourth of July?” he claims that the United States cannot consider itself a free country if all its people are not actually free. Similarly, Elizabeth Cady Stanton argues the point of women’s equality in part of her speech from the Declaration of Sentiments of the Seneca Falls Woman’s Rights Convention. Women were not treated as equally as the men were. By comparing and contrasting Douglass’s and Stanton’s speeches it is clear that...
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...“What to the Slave Is the Fourth of July” is a speech given by Frederick Douglass. In this speech, Douglass aims to give the audience a clear view of the injustices being experienced by slaves in America and what the Fourth of July means to them. Douglass implements vivid imagery and poignant anecdotes to evoke emotion from his audience. In “What to the Slave Is the Fourth of July,” Douglass uses very specific imagery to paint a picture in the mind of the reader of the horrific abuse endured by the slaves. On one hand, Douglass uses his imagery to show the reader a jubilant scene. In the fifth paragraph of page 4, a display is described by phrases such as “Banners and pennants wave exultingly on the breeze,” and “The ear-piercing fife and the stirring drum unite their accents with the ascending peal of a thousand church bells.... while the quick martial tramp of a great and multitudinous nation, echoed back by all the hills, valleys and mountains of a vast...
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...On July 5, 1852, Frederick Douglass was invited to give a speech to the citizens of Rochester, New York. His speech was titled, “What, To The Slave, Is Fourth of July”, in his speech he reveals the hypocrisy, false appearance, of the nation’s freedom and justice. In his speech he states, “Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us” (Douglass p.46). He points out that the celebration of the fourth of July is not for African Americans when millions are enslaved. In the Declaration of Independence, it states, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that...
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...In the nonfiction speech “What to the Slave is the Fourth of July?” (1852) Frederick Douglass eloquently, yet powerfully delivers his presentation by utilizing three important strategies. He establishes his own credibility through the respect he shows to his audience; captures the audience’s feelings of national pride; and uses the reasoning behind their pride against them in order to open the eyes of white men in the United States. They then may see the injustice of celebrating freedom when so many men are still bound by chains. Douglass establishes credibility in his humble stance by grasping the audience’s attention with his story of being a former slave. He modestly introduces himself and his hard work by explaining “the difficulties to be overcome in getting from the latter to the former, are by no means slight”, the latter being the “slave plantation” and the former being “[the] platform”. By describing his path to freedom as a challenge, it gives the audience an understanding that Douglass not only speaks as a free man allowed to express himself, but as a former slave who was once held back from going anywhere. He then addresses his limitations due to his “little experience and…less learning”, but despite that, “[he was] able to throw [his] thoughts hastily and imperfectly together”. In describing these...
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...In the speech, “What to the slave, Is the Fourth of July?”, which was presented by Frederick Douglass on July 5, 1852, Douglass condemns the hypocrisy of American society when they asked him to speak about the meaning of the Fourth of July and their freedom when a majority of the African American population remained in slavery. Considering that Douglass was a black man who escaped slavery, he found it ironic that they asked him to speak about this topic, but he still took the opportunity to establish his reasons on why the slaves should receive their freedom. In his speech, Frederick Douglass is trying to persuade the people who are pro-slavery to change their minds. In the introduction, Douglass starts off the speech by apologizing for being nervous and says, “apologies of this sort are generally considered flat and unmeaning.” He tells his audience this to show that he is being sincere and to establish trust between him and the congregation. He also states, “The little experience I have had in addressing...
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...Fredrick Douglass was an abolitionist, civil rights activist, orator and journalist who fought for the equality of African Americans. In the speech “What to the Slave is the Fourth of July”, he discusses the meaning of the fourth of July to Americas black population which consists of mostly slaves. Douglass believes that people who are still enslaved should not celebrate the white man’s freedom. Slave are not free therefore they should not rejoice in festivities not designed for them. Secondly, he condemns the church for not speaking out against slavery. Douglass gives the title “What to the Slave is the Fourth of July” because he wants others to view the lack of equal rights, democracy and freedom of the very people who are oppressed: Slaves....
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...“This fourth of July is yours, not mine, you may rejoice, I must mourn”. This was delivered on July 4th,1852 in Rochester, New York by a former slave named Fredrick Douglass. The goal of his famous speech “What to Slave is Fourth of July?” was to convince the people of the wrongfulness of slavery. In his speech he stated that while he hears the joy of the rejoicing citizens he also hears mournful wail of millions whose chains and grievous rendered more intolerable by jubilee shouts that reach them. What this means is that while the whites are celebrating “freedom”, his people mourn. He also questioned his audience by asking “Was I being mocked by them inviting me to speak?”. He believed that fourth of July was a revolting reminder to him and...
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...Declaration of Independence reads, “We hold these truths to be self-evident that all men are created equal” with one huge unwritten disclaimer, “except African Americans”. Sarcastically written, this doctrine inspired many activists and abolitionists during that era to fight for freedom and equality for all. Frederick Douglass and Sojourner Truth were two of the most prominent figures of the abolitionist movement in 19th-century America. Their speeches, “What, to the Slave, is the Fourth of July?” by Federick Douglass and “Ain’t I a Woman?” by Sojourner Truth, are iconic speeches that continue to resonate with audiences today. Both speeches influence their perspective on equality for African Americans through rhetorical appeals and devices. Truth successfully gains the empathy of...
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...Tate Bennett Professor Jack Wood COMM3300 7/11/2024 Genre Criticism: Barack Obama Introduction Many politicians have come up with a slew of slogans for their campaigns. Slogans like “All the way with L.B.J.” for Lyndon B. Johnson’s campaign, “This time vote like your whole world depended on it” for Richard Nixon’s campaign, and “Stronger together” for Hillary Clinton’s campaign. These are all examples of a rhetorical artifact that fits within a political-slogan-type genre. For my second paper, I will be analyzing Barack Obama’s slogan from his 2008 campaign. His slogan is as follows: “Change We Can Believe In” (Obama 2008). I believe this slogan follows the proper guidelines and structure of the many political slogans that have come before...
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...Ronnie Spears Dr. Tolokun Omokunde NTS403, Introduction to Biblical Languages July 7, 2014 Final Exam Ronnie Spears Dr. Tolokun Omokunde Introduction to Biblical Languages May 30, 2014 Week 2 Reflection Paper “Off the Shelf and into Yourself” In this modern time of electronic explosion, using the right tools to properly exegesis the word of God is crucial. Not eliminating the bible as the concrete foundation of our Christian knowledge but allowing other resources to become windows in our biblical mansion. The author Mr. Black is sharing with us the necessity of having the right tools to properly make application of the word of God. Greek is the language used by the Gentiles in the New Testament and to adequately teach or preached the New Testament scriptures one need understand Greek translations. There are tools to assist in understanding Greek and we must take advantage of them just like a mechanic always update their tools according to modernization of cars. Paul writes to Timothy and states “to study to show ourselves approved to God, a worker who does not need to be ashamed, rightly dividing the word of truth”, (II Tim. 2:15). The author recommends ten essential tools in using and understanding Greek in ministry, which six of those tools will be discussed in this assignment. Let me establish that all of the tools are essential although I am discussing only six. The first tool is an English bible, whether the King James, (which is the recommended...
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...Nightingale” by John Keats. Thesis: John Keats correlated the nightingale’s transcendent song with man’s desire for immortality. I. Brief History of Poem A. Outline details, including when, where written. B. Outline interesting relevant historical facts II. Break down of poem – stanza by stanza A. Include description of title. B. Identify rhyme and metrical device employed in poem. C. Include theme, setting description. D. Identify literary devices utilized by Keats III. Closing Analysis A. Speculate about Keats ultimate inspiration. B. Relate inspiration theme to Ode to a Nightingale theme. C. Close with analysis of irony of respective poems compared. D. Repeat thesis statement in closing for synchronicity of essay. Written in May of 1819, “Ode to a Nightingale” was one of five “odes” written by John Keats during that year [1]. The poem, which was published July of the same year in the Annals of Fine Art, was originally titled “Ode to the Nightingale”, but was apparently changed by the publisher twenty years following the death of John Keats(reference here) . According to a recollection of Keats’ good friend, Charles Brown, Keats’ inspiration for the poem came while sitting under a plum tree growing upon Hampstead Heath. There, Keats was said to be mesmerized by the melodic song of a nightingale who proved to be the muse in this poetic masterpiece. It was then and there that John Keats correlated...
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...company, the product of his creative genius, had been forced to submit to public accountability. It had a pressing need to raise preferred equity finance for a major expansion during a period of market uncertainty, war, and reported losses. This paper conducts a “close reading” of the “Letter to Stockholders” in Walt Disney Productions’ 1940 annual report, the first such letter signed by Walt Disney. The letter’s rhetorical features, including metaphor and ideology, are examined in the context of the times. What is revealed is an accountability document skillfully crafted with the exigencies faced by Disney’s company firmly in mind. The letter offers suggestive insight to the world as Disney made sense of it. The paper contributes to understanding the use of rhetoric by top management in activities related to aspects of financial accountability and reporting. It also helps to understand better a significant public persona of the 20th century, Walt Disnev. Acknowledgment The authors wish to acknowledge the helpful comments of the reviewers. SCOPE AND OBJECTIVES Analysis of annual reports, including letters by CEOs to stockholders, has a long history in management and accounting literatures. Discourse by CEOs is important not only because of the power that corporate leaders wield in their own organizations, but also because of their political and cultural influence generally. Since such discourse may be viewed as a form of sense making [Weick, 1995], its study also has value because...
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...author: Email: mohamed.mejri@univ-littoral.fr Abstract On the 20th of April 2010, an outstanding explosion of the BP Deepwater Horizon oil rig situated in the Golf of Mexico caused the largest maritime disaster oil spill in the USA history and particularly caused considerable reputation and financial losses to BP.To deal with the spill oil as well as reputation and financial losses, the company particularly use many tactics and tools to communicate with stakeholders during and after the crisis. However, crisis management and communication experts’ opinions differed on whether BP crisis communication was effective or ineffective.This paper aims to assess BP crisis communication and mainly to point out possible failures through a content analysis of secondary data collected from various sources (newspapers, magazines, annual reports and blogs). Keywords: British Petroleum, Crisis communication, Crisis Management, Deepwater horizon. Introduction On the 20th of April 2010, the petroleum industry has been marked by the largest maritime disaster oil spill in its history known as the Deepwater Horizon oil spill. This accident was caused by an outstanding explosion and has resulted in the killing of eleven people. Five months after the explosion and until the announcement of the completion of sealing of the oil well, some 780 million gallons of crude leaked into the sea, causing the most considerable damages in the USA from an oil disaster,...
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...Revised 2/11/10 Page 1 of 18 FRÉDÉRIC F. BRUNEL Boston University School of Management Department of Marketing 595 Commonwealth Avenue Boston, MA 02215 : (617) 353-4609 Fax: (617) 353-4098 e-mail: brunel@bu.edu Education 1998 Ph.D. in Marketing, University of Washington 1992 M.B.A., Illinois State University (graduated top of class) 1989 B.S. in Business Administration, Ecole Supérieure des Sciences Commerciales d'Angers (ESSCA) Angers, France (graduated in top 5%). Dissertation Brunel, Frédéric F. (1998) “The Psychology of Product Aesthetics: Antecedents and Individual Differences in Product Evaluations”, Chair: Richard Yalch. Academic Positions Boston University, School of Management Associate Professor of Marketing & Dean’s Research Fellow, since September 2007 Assistant Professor of Marketing, March 1998- August 2007 Marketing Instructor, September 1997 to March 1998 Delft University of Technology, The Netherlands, Department of Product Innovation and Management Visiting Scholar, 2005 (November-December) University of Washington, School of Business Instructor, 1994-1997 Teaching Assistant, 1992-1994 Publications 1. Brunel, F., Utter, D. (2009). Phillips Foods, Inc.: Introducing King Crab to the Trade (pp. 20 pages). London, Ontario: Ivey Publishing, # 909A04. 2. Brunel, F., Utter, D. (2009). Teaching Note. Phillips Foods, Inc.: Introducing King Crab to the Trade (pp. 18 pages). London, Ontario: Ivey Publishing, # 809A04. 3. Susan Fournier, and Frédéric F....
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