...The preamble to the 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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...6 October 2015 Frederick Douglass Narrative of the Life of Frederick Douglass, a memoir written by Fredrick Douglass is a book written to expose the immorality of slavery. He effectively uses persuasion and rhetorical devices to expose the immorality of slavery. Douglass makes the argument that even though a slave doesn’t have rights, they do have to potential to one day be free and successful. Irony, ethos, and pathos are rhetorical devices that Douglass effectively uses to support his argument and make a solid foundation. Ethos, Pathos, and Irony are all key devices that Douglass uses that compel his audience and teaches them the unfairness and immorality of slavery. Douglass uses irony in the way that we know what to expect when a slave is owned. Within the text he is clear to remind his audience that he is an “American Slave”. When he does this he is reminding us that slavery doesn’t just begin somewhere else. Slavery starts here in America and it happened here and sometimes people forget this. By using “American Slave” he is emphasizing the fact that he was also American like all the other slave owners, which makes it very ironic that they owe a fellow American because of his skin color. Also, in the book we are told that Captain Anthony could very well be the father of Frederick Douglass. If Captain Anthony was the father then this would make Andrew, Richard, and Lucritia is siblings. Andrew Richard, and Lucritia all get the chance to own Douglass after the Captain...
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...The passage from the Narrative of the Life of Frederick Douglass has many different rhetorical devices to construct an emotional and detailed story of Douglass’s life. Throughout the passage Douglass uses different stylistic elements such as diction, figurative language, and syntax to reinforce his rhetorical purpose of the passage. The silique of the third paragraph, helps Douglass to create a strained and questioning tone on the section when comparing himself “fast in his chains” to that of the “free swift-winged” ships. The previous paragraphs provided a steady, sad tone of narration through “the bitterest dregs of slavery”, which was his life, when Douglass then bursts into frustration of “why am I a slave?” In paragraph one and two Douglass...
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...Frederick Douglass' memoir "Narrative of the Life of Frederick Douglass" has long been noted for its demonstration of Douglass' superior skill with rhetoric. Distributed in 1845, two decades before slavery was abolished, the book is a brutally honest illustration of slavery's dehumanizing impact. By unmistakably establishing his ethos and connecting with his audience, Douglass uses many rhetorical devices to argue for the immorality of slavery. Douglass' narrative weaves multiple anecdotes together, each illustrating a different aspect of slavery's immorality. For example, in chapter eight, Douglass' crippling grandmother is expelled from the plantation because she is too old to work further. Despite her faithful service, even caring for...
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...Although Frederick Douglass wrote several autobiographies during his lifetime, none continues to have the lasting literary impact of the Narrative of the Life of Frederick Douglass, an American Slave. From its publication in 1845 to its present status in the American literary canon, the Narrative has become one of the most highly acclaimed American autobiographies ever written. Published seven years after Douglass' escape from his life as a slave in Maryland, the Narrative put into print circulation a critique of slavery that Douglass had been lecturing on around the country for many years. Yet while the Narrative describes in vivid detail his experiences of being a slave, it also reveals his psychological insights into the slave/master relationship. What Douglass realizes that day is that literacy is equated with not only individual consciousness but also freedom. From that day, Douglass makes it his goal to learn as much as he can, eventually learning how to write, a skill that would provide him with his passport to freedom. What gives the book its complexity is Douglass' ability to incorporate a number of sophisticated literary devices...
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern...
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...During the first two centuries of American history, slaveholding spread throughout the American landscape and resulted in the maltreatment of slaves and abusive practices that came to characterize American slavery prior to the Civil War. By evidencing his own emotional hardships and trials and accentuating the illogical procedures employed by the slaveholders, Douglass persuades the readers of the inconceivable cruelty present in the ideology of slavery and urges the American people to take action against this atrocious institution. Overall, Frederick Douglass employs many rhetorical devices in order to convince the audience that the practice of slavery should be abolished in order for America to reach its pinnacle of success. Through the...
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...Despite the existence of female preachers and missionaries in the early part of the nineteenth century,[10] political speech was still deemed the exclusive domain of men. Yet Maria W. Miller Stewart poses a mystery for rhetorical critics even today. Why is this true pioneer so often overlooked in studies of African American and women’s oratory? When her speeches are acknowledged in collections of rhetoric, why are they designated as religious rather than political--making Stewart, as Lora Romero puts it, "the stepchild of Teresa of Avila (as opposed to the sister of Nat Turner)"?[11] Although a talented wielder of religious allusion and argument, Stewart’s message was both political and militant. For Stewart, "militancy" did not mean violence but the adoption of a more activist stance, one that challenged the passive acceptance of discrimination. Later militant reform movements would utilize dramatic demonstrations and civil disobedience to publicize the need for reform and force legislative action. Maria W. Stewart, through rhetorical devices alone, accomplished this same publication of the grievances suffered by free African Americans. By her very presence on the speaker's platform, Stewart challenged the boundaries set for women and free African Americans and enacted a new...
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...Name: |Date: | |Graded Assignment First Semester Final Exam Directions • Mark your answers to the multiple-choice questions on the answer sheet at the end of the multiple-choice section. Use a black or blue pen. • Remember to complete the submission information on every page you turn in. Multiple-Choice Questions (1 hour) Section 1 consists of selections from prose works and questions about their content, form, and style. Questions 1-10. Read the following passage, from "The Yellow Wallpaper," by Charlote Perkins Gilman (1899) carefully before you choose your answers. You may refer to the passage as often as necessary while answering the questions. It is very seldom that mere ordinary people like John and myself secure ancestral halls for the summer. A colonial mansion, a hereditary estate, I would say a haunted house and reach the height of romantic felicity—but that would be asking too much of fate! Still I will proudly declare that there is something queer about it. Else, why should it be let so cheaply? And why have stood so long untenanted? John laughs at me, of course, but one expects that in marriage. John is practical in the extreme. He has no patience with faith, an intense horror of superstition, and he scoffs openly at any talk of things not to be felt and seen and put down in figures. John is a physician, and perhaps—(I would not say it to a living soul, of course, but this is dead paper and a great relief to my mind)—perhaps...
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...Barbara Jeanne Fields Slavery, Race and Ideology in the United States of America Two years ago, a sports announcer in the United States lost his job because he enlarged indiscreetly—that is, before a television audience—upon his views about ‘racial’ differences. Asked why there are so few black coaches in basketball, Jimmy ‘the Greek’ Snyder remarked that black athletes already hold an advantage as basketball players because they have longer thighs than white athletes, their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...6 Build Your Vocabulary ■ ■ ■ ■ The SAT High-Frequency Word List The SAT Hot Prospects Word List The 3,500 Basic Word List Basic Word Parts be facing on the test. First, look over the words on our SAT High-Frequency Word List, which you’ll find on the following pages. Each of these words has appeared (as answer choices or as question words) from eight to forty times on SATs published in the past two decades. Next, look over the words on our Hot Prospects List, which appears immediately after the High-Frequency List. Though these words don’t appear as often as the high-frequency words do, when they do appear, the odds are that they’re key words in questions. As such, they deserve your special attention. Now you’re ready to master the words on the High-Frequency and Hot Prospects Word Lists. First, check off those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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