...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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...Although throughout the Narrative, Frederick Douglass has a tendency to skip around often and does not always follow a completely chronological ordering, the work begins with his childhood. Frederick Douglass gives a summary of how he, like many other slave children, has no idea when his birthday is but as far he can guess it must have been around 1818. He was separated from his mother right after he was born (which he imagines was because they did not want the bonds of family to develop naturally between families) but recalls how sometimes she would walk at night from a neighboring plantation to sleep with him. As this important part of this summary of “Narrative of the Life of Frederick Douglass” makes clear, he tells the reader that she died but because of his lack of connection with her the news did not have much of an impact on him. All Frederick Douglass knows about his father is that he is a white man based on his light skin tone and rumors he’s heard to confirm it. Frederick Douglass then gives the reader a brutal short summary of that the rape of female slaves by their white masters actually benefits slavery because by law the products of the rape become slaves themselves. When you’re reading this analysis and summary of “Narrative of the Life of Frederick Douglass” and throughout the text itself, you should notice the way Douglass makes reference not just to the cruelty of slavery as an institution, but also how he shows the way it has become institutionalized through...
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...Frederick Douglass Rhetorical Analysis Emancipated slave turned distinguished scholar, Frederick Douglass, uses his book Narratives of the Life of an American Slave to narrate the struggles that he went through as a slave under one of his owners, referred to as “my mistress”. Douglass uses this book to enlighten the American people about the horrors and the sheer inhumanity of slavery. In this book, written before the Civil War, he accurately represents what happened to slaves to those who weren’t accustomed to the horrors of slavery, the Northerners. He tried to convey the struggles of slavery to the people of the North to try to get them to help those agonizing in the South. Douglass accomplishes this goal by using antithetical ideas, by using metaphor and by using diction that was only expected of the upper class. Douglass begins his book by emphasizing the negative effect of slavery on the slave-owner. He explores these negative effects by discussing how being a slave owner caused his mistress to change from a “lamblike disposition to a tiger-like fierceness (line 14-15).” This demonstrates how slavery can corrupt how a person thinks and acts. Although the shift in this sentence was very apparent, Douglass implicitly discusses this shift throughout the passage by speaking of his mistress’ kind heartedness prior to owning slaves, to her ruthless behavior after owning slaves. According to Douglass, this sudden shift of behavior can be attributed to the power she gained...
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...role in the formation and evolution of the American experience Three hours of instructor-led class time per week. Required Materials: All readings are located in PDF format on our course’s Moodle page. Academic Integrity: All graded assignments must completed individually. Plagiarism is a serious offense, and any attempt to pass off another person's ideas and writings as your own will result in severe disciplinary measures, possibly expulsion from the university. This also applies to your Informal Responses, which should reflect your own understanding of the material and not simply repeat what I or your classmates have already said. Students are required to conduct themselves in an academically responsible and ethical manner in line with the Student Code of Ethics. These acts are subject to disciplinary measures as prescribed in the AUA Code of Student Ethics (http://www.aua.am/students/STUDENT_CODE_OF_ETHICS.pdf) Course Structure: You are expected to have done the readings for each day and be ready to discuss the day’s reading when...
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...English 311.01 (13471): The History of African-American Writing Fall 2015 Tuesday, Thursday 11:00-12:15 JR 244 Professor Nate Millsnathaniel.mills@csun.eduOffice hours: Tuesdays 1:00-3:30 and by appointmentSierra Tower 718 | Course Description / Objectives Through a historical survey of the work of major African-American writers from slavery to the present, this course will examine the defining features of African-American expression. The course is organized around a foundational question: what makes African-American literature African-American? Is it just a set of texts that happen to have been written by authors who identified as black in their respective historical moments? Are there distinct formal and thematic paradigms that unify these texts into a coherent literary tradition? What relation do black texts bear to other black texts, as well as to the Western canon? Are African-American texts necessarily “political,” by definition protesting the social and political marginalization of black people in America? Do African-American texts represent the particular experiences of African Americans, or do they (also?) address universal problems and experiences? The cultural, literary-formal, and political distinctiveness of African-American writing will thus be the guiding theme of this course’s rigorous, fast-moving survey. Additionally, students in 311 will acquire knowledge of the following: * The ways African-American...
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...Constitutional Law: CRJS400 - 1402B - 01 Individual Project: Unit 3 Human Rights Analysis Human Rights Analysis The case of Plessy vs. Ferguson established the separate but equal doctrine that was prevalent throughout life in the South for over fifty years. The case involved a man by the name of Homer Adolph Plessy, who was a colored shoemaker from New Orleans, Louisiana. He was only 1/8 black and 7/8 white, but under Louisiana law he was considered black. It also involved a white Judge by the name of John Howard Ferguson. In 1892 Plessy was asked by the Citizens Committee which was a political group made up of African Americans and Creoles to help them challenge the Separate Car Act, which by Louisiana law separated blacks and whites in railroad cars. If a black was caught sitting in the white section of the cars, they could get either 20 days in jail or a $25 fine. He agreed to help the Committee. On June 7, 1892, Plessy purchased a first-class ticket at the Press Street Station in New Orleans to go to Covington, Louisiana. The railroad didn’t support the Separate Car Law, because of the expense and trouble involved with it. They chose this station for that reason and the station was in on the test as well. He sat in the white only section and waited for the conductor. When the conductor arrived he told him that he was only 1/8 black and that he refused to move to the colored car of the train. A hired detective told Plessy he was violating the law but he still refused...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...University of North Carolina at Pembroke English and Theatre DEPARTMENT COURSE: ENG 2100: African American Literature Fall 2014 INSTRUCTOR: Dr. Charles Tita OFFICE: West Building, Office of Distance Education OFFICE HOURS: Monday 4-6 and Tuesday/Thursday 10:30-12 OFFICE PHONE: 521 6352 FAX: 910 521 6762 EMAIL ADDRESS: charles.tita@uncp.edu LECTURE TIME: Tuesday/Thursday 2-3:15pm LOCATION: DIAL 147 REQUIRED TEXT Gates Jr., Henry Louis, and Nellie Y. McKay, eds. The Norton Anthology of African American Literature. New York: W.W. Norton and Company, 2004. OPTIONAL REFERENCES Locke, Alain, ed. The New Negro. New York: Atheneum, 1968. hooks, bell. Teaching to Trangress: Education as the Practice of Freedom. New York: Routledge, 1994. Harrold, Stanley. American Abolitionists. New York: Pearson Education, 2001. Youngs, J. William T. American Realities: Historical Episodes-From First Settlements to the Civil War. New York: Longman, 2000. Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963. COURSE DESCRIPTION: A survey of African American literature, introducing students to genres, trends, and major periods of African American literature, ranging from the 17th-, 18th- and 19th- century autobiographies and narratives to 20tth –century works. Authors include: Jupiter Hammon, Briton Hammon, Sojourner Truth, Nat Turner, Claude McKay, Zora Neale Hurston, Sterling Brown, Richard Wright, Lorraine Hansberry, Amiri Baraka, Toni Morrison...
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...The SAT Essay: Building a Repertoire of Examples The SAT essay is intended to measure your writing skills, not your knowledge of any specific subject. Therefore, the essay prompts given on the SAT must be fairly open-ended, so that anyone with a highschool education and life experiences common to all teenagers can respond to them. Most of them deal with basic philosophical, psychological, moral, or social issues. In my experience as a teacher, I’ve seen that the biggest challenge students face in writing the SAT essay is coming up with rich and relevant examples to discuss within the twenty-five minutes you’re given for the essay section. Quite often, students end up using examples that are inappropriate or superficial, or they don’t know enough about the examples they’ve chosen to write about them in detail. The way to combat this problem is to create your own repertoire of examples that you are well prepared to write detailed paragraphs about. Then, when you read the prompt you’re given on the day of the test, you can simply choose the examples from your repertoire that are most relevant to that particular topic. (Of course, this method isn’t fullproof; it may happen that you are unfortunate enough to get a topic that your prepared examples aren’t really appropriate for. If that’s the case, don’t try to force your examples to fit the topic. The process of coming up with these examples and writing several practice essays will also help you learn how to come up with new examples...
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...| | CCRS | CONTENT STANDARDS | EVIDENCE OF STUDENT ATTAINMENT | RESOURCES | 91929384130 | EIGHTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of...
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...one thing to make their life entire, an adoring man. But the question is why do they desire to rendezvous men from out of their rush? One person’s opinion would comprise of either the rush would treat her unfair and possibly brain commanding everything she does. As for the usual educated very dark man, our excuse is we were coach by that usual woman. Yet we glimpse it every day. Why do very dark women date white men, or possibly Latino men? Or even better Japanese men? Yet the genuine investigation is why do educated women get with problem men? One cause is the believe topic. Women who are expert are very much having affairs with men who are commanding their every move. As it was mention in the first paragraph, men would use mental and physical means to make the Afro-American woman your domestics. Another reason there man would treated them like animals. One demonstration: All the Tyler Perry videos, with the exclusion of the following: The Family That Prays, Madea's Big Happy Family, and Madea Witness Protection. All the others would display how an expert Afro-American woman would be in a problem connection to a dark hue friend. Then the lightweight skin hue friend would come into the location and would save the professional Afro-American woman and dwelled joyously ever after. This can furthermore be describing as a fairy tale story. When a woman hit their 30’s the only thing they would believe about is finding that right person in their life. They face a few bumps...
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...Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment by remaining cautious in his charges and demands. Privately he worked tirelessly to undo the effects of institutional and cultural racism. Although he seemed to have made a grand compromise, first with the white south and then with white America, he worked in deepest secret to undermine the compromise and advance the social and economic position of blacks. No doubt exists as to his greatness....
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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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...Discovering Truth in Incidents in the Life of a Slave Girl _________________________ Melissa McGowen English 601 December 2013 Melissa McGowen Barish Ali English 601 December 2013 Discovering Truth in Incidents in the Life of a Slave Girl Publication and Critical Reception: The autobiographical text, Incidents in the Life of Slave Girl suffered a difficult road in becoming published. The text suffered an even larger feat in becoming recognized for its worth. Because it took many years for the author, now revealed as Harriet Jacobs, to be properly identified, the work had been dismissed as fictional. Jacobs’ decision to remain anonymous came from guilt and disgrace over the way she was treated while enslaved and the actions she was forced to take to become free, particularly those pertaining to sexual acts. Wanting to be viewed as a “proper Christian” she decided to create the pseudonym name Linda Brent. It was under this name the text was published. In later years, her text has been viewed as an important text, speaking truth to the ears of sentimental novel readers in the north, and calling for action against the cruel institution of slavery. Employed as a teacher by Pace University in 1968, Jean Fagan Yellin wrote and published her dissertation. While re-reading Incidents in the 1970s as part of the project and to educate herself in the use of gender as a category of analysis, Yellin became interested in the question of the text's true authorship. Over the...
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...[pic] |题目 |从1852年到2009年对汤姆叔叔的小屋所作 | | |评论的研究 | |英语系 |院（系） |英语 |专业 | |学号 |B06011131 | |学生姓名 |吴何芳 | |指导教师 |Bracher Andy | |起讫日期 |2009年12月~2010年5月 | |设计地点 |第二教学楼 | Acknowledgements Many people gave me support and help in the process of writing the paper. I’d like first to give my grate to my dear teacher, Andy, who generously gave me his kindly help and instructions during the whole process of my paper-writing. Then I’d like to give my many thanks to my classmates who helped me a lot with my information collecting and paper-polishing. Most important of all, I want to give my thanks to my mother university and all the teachers in the English Department, who educated and cultivated me to be a qualified graduate in the future. Abstract ...
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