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Rhetorical devices in Frederick Douglass Flashcards | Quizlet
Among his writings Douglass published his autobiography "Narrative of the life of Frederick Douglass, an American Slave" , which is indeed one of his more famous pieces of work....
My goal is that students will be able to identify different rhetorical strategies in texts studied in this unit, specifically, combining fact with philosophy and developing trust, or credibility with an audience in an effort to increase their skills in persuasive writing. To introduce rhetoric, I will ask students to read the first paragraph of and ask them which words, phrases, or sentences persuade the reader to disagree with the dehumanization of slavery upon the slave. In this passage, Douglass employs a rhetorical strategy used during the Abolition Movement. I will call attention to the sentences about his age: "I have no accurate knowledge of my age…I do not remember to have ever met a slave who could tell of his birthday. The white children could tell their ages. I could not tell why I ought to be deprived the same privilege." 10 Here, Douglass combined a personal experience with his philosophy; he tells the reader he was deprived of knowing his birth date and then goes on to express his dissatisfaction of this form of dehumanization in the institution of slavery. Students will be asked: As an orator, Douglass faced the complications of being asked by white abolitionists to speak about his experiences as a slave while also being told to leave out his philosophy about the institution of slavery; although the white men were abolitionists, they were still guided by their own prejudices. As a former slave, Douglass was to speak only as a storyteller who experienced first-hand the ills of slavery. Although Douglass was a respected orator in the Abolition Movement, society still viewed him as intellectually inferior to whites. Therefore, it was deemed inappropriate for a former slave to share his about the institution of slavery - his role was to simply provide the facts of his experience, leaving the of slavery to his fellow white abolitionists.
Essay on the Life of Frederick Douglass - 1699 Words
The of voice. Dr. Burkhard Henke, a German professor at Davidson University, revealed to me what I consider very valuable information for my unit and my students. The German word literally means "of mouth," but in the court of law it means "of age," that is, one who is able to speak for himself; one who "has mouth" has the power to represent himself in society. Similarly, the English word means "out of man's hand"; it is a legal term meaning that the freed slave has been released from the master's hand or control. 3 After Douglass escaped he began penning public letters to Thomas Auld, his former master, which symbolized his freedom from the hands of slavery. Following his escape, his voice became his power; he used his voice to persuade others to fight against the institution of slavery. In contrast, , means someone else is doing the thinking, a concept Douglass explored thoroughly in his years as an Abolitionist and an orator. Voice and power are synonymous. Frederick Douglass's role as a slave made him "under age," or voiceless in the court of American society. He could not become "of age," or have a power until he emancipated himself from the galling of slavery. This concept reminds me of the struggles adolescents face on a daily basis. Adolescents are always trying to act older, whether it is defying their parents' orders to be home at a certain time, or mimicking the actions of older peers at school. They are not "of age" in society until they are eighteen years old, four or five years older than they are when I teach them. However, to an adolescent, being younger than eighteen does not mean that they do not have voices or that their voices do not matter. The goal of this unit is to help them develop their voices so they can be heard loud and strong in the classroom, at home, and in society.
Voice is a very abstract concept and I believe it will be difficult for my students to understand Frederick Douglass's use of voice and rhetoric if I do not first introduce several key vocabulary words and concepts that are probably unfamiliar to them.
Examples and Definition of Litotes - Literary Devices
Narrative in the Life of Frederick Douglass was not only an autobiography about Frederick Douglass, one of the most prominent figures in the abolition of slavery.
For William Wells Brown, he begins to tell about his family in the just the second sentence, and for Frederick Douglass, it starts in the second paragraph....
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Douglass states in the : "I felt strongly urged to speak, and was at the same time much urged…It was a severe cross, and I took it up reluctantly. The truth was, I felt myself a slave, and the idea of speaking to white people weighed me down." 32In order for Frederick Douglass to establish a rapport with his audience he had to address his place in society - a former slave amongst white abolitionists. I will ask students which characteristic of rhetoric was used here. They will be able to pinpoint ethos, as Douglass discusses his uneasiness in speaking to the white crown, lending to his credibility as the speaker. 33 In order to build credibility as a reliable speaker, one must connect to his audience by building a trustworthy relationship. It is important to note to students that although Douglass stated, "I felt myself a slave," he is not viewing himself as inferior to his audience; he is actually using rhetoric to placate his white audience in order to connect with them. Douglass often opened his speeches by downplaying his ability, a common feature in the rhetoric of other African American abolition speakers of his time. 34 This apparent "nonchalance or self-deprecation was a nineteenth-century oratorical convention to establish rapport with his audiences." 35
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Frederick Douglass, in his autobiography, The Narrative of the Life of Frederick Douglass: An American Slave, rises against the injustices done to his people by presenting insight into the power imbalance between slaves and their holders....
American Rhetoric: The Power of Oratory in the United …
A letter written by Frederick Douglass to Thomas Auld, his former slave master, was published in on the ten year anniversary of his freedom. In this letter he alludes to at least six different events or circumstances in his ; this will provide a great opportunity to have students read excerpts of both texts and compare/contrast his role as a writer, the audience to whom he was writing, the format, and tone. The intimate nature of a letter is challenged here because it was published in a newspaper. In both the and the letter to Thomas Auld, Douglass reveals the private details of his enslavement as well as expressing the public focus of the evils of slavery. 24 Students will be able to compare the ways in which this is accomplished in both texts. The letter provides insight into his role as an orator and can be used as a link to the lessons on his speeches that will be mentioned later in this unit.
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