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Essays on slave narrative
Analysis of slave narratives
Analysis of part one of the novel beloved by toni morrison
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In the introduction of the essay, Davis states “This book is about how the threads of slavery were woven deeply into almost every aspect of American society for centuries. It is about how important slavery was to the nation’s birth and growth and to the men who led the country for so long. It is about wealth and political power and untold misery” (xii). He supports his topic with the five stories of the black people enslaved by American heroes that he researched well. Within the stories, he appeals to logic and emotion.
In Toni Morrisons novel, Beloved, she uses various literary techniques to convey the aspect of oppression. Morrisons conveys the theme of oppression by using syntax. Morrison writes in short choppy sentences that makes you read faster. Throughout this part, Morrison mentions many cruel times that she recollects upon such as: “I love him because he has a song when he turned around to die he see the teeth he sung through” (211), “storms rock us and mix the men into women and the women into men” (211). The most profound literary technique
In the passage, Frederick Douglass speaks about the particulars of his state of mind as an escaped slave, a fugitive, in 1830’s New York. Throughout the passage, Douglass comprehensively uses similes and metaphors, as well as tone shifts, and repetition, to fully impart unto the reader his not only elation at being free but also his fears, exhaustion and his anxiety towards trusting people. This garners both empathy and understanding from his audience. Douglass opens the passage by describing parts of his escape to New York, comparing his elation to that of a “mariner . . .
Throughout the narrative, the author includes his personal stories about experiencing the violence of slavery first-hand. For example, on page 20, he writes about the first time he witnessed a slave, his own aunt, getting the whip. “The louder she screamed, the harder he whipped; and where the blood ran fastest, there he whipped longest…I remember the first time I ever witnessed this horrible exhibition… It struck me with awful force. It was the blood-stained gate, the entrance to the hell of slavery…” The author including his experience of his aunts whipping, in detail, appeals to the emotions of the reader.
The next criticism presented is the callousness of the slaveholder. A characteristic of sterilized emotions that is consistent among many slaveholders. Perhaps an instance of sympathy—of human kindness—would only result in making the practice unbearable. Yet compassion is not lost on many northerners who bear witness to such wicked behavior. Yet it is Jacobs and Douglass's experiences that bear witness to such vindictiveness, institutionalized and reinforced through the culture.
My natural elasticity was crushed... the cheerful spark that lingered about my eye died; the dark night of slavery closed in upon me” (Douglass 39). The point to remember, is the horrendous conditions slaves are subjected to is unfathomable for most and has become dehumanizing; it should only be expected for Douglass to act as he did against the violent attack.
The sentence, “I wanted to keep myself pure; and, under the most adverse circumstances, I tried hard to preserve my self-respect; but I was struggling alone in the powerful grasp of the demon Slavery; and the monster proved too strong for me,” exonerates Jacobs while pinning the crime on the corrupt social institution, slavery (48). To further this point, Jacobs employs the rhetorical device of personification to describe slavery in terms of human attributes. In effect, Jacobs transforms the ideology that is slavery into a material object upon which the reader can place blame. Each carefully chosen word works toward Jacobs’ ultimate goal of revealing the underbelly of benign paternalism, the backbone of Southern
To show his perception on the very cruel slaveholders, Douglass uses a multitude of adjectives to create an image in his reader’s mind, while also using metaphors to better comprehend the situation. For example, Douglass stated, “No words, no tears, no prayers, for his gory victim, seemed to move his iron heart from its bloody purpose.” By using this metaphor, Frederick Douglass made the reader question how one could be so cruel to another human being. By visualizing one whipping another without any guilt, it makes the audience understand the inhumanity of slavery. In total, this metaphor creates a agonizing image in the reader’s
An American Slave,” Douglass discusses the horrors of being enslaved and a fugitive slave. Through Douglass’s use of figurative language, diction and repetition he emphasizes the cruelty he experiences thus allowing readers to under-stand his feelings of happiness, fear and isolation upon escaping slavery. Figurative language allocates emotions such as excitement, dread and seclusion. As a slave you have no rights, identity or home. Escaping slavery is the only hope of establishing a sense of self and humanity.
The Narrative of the life of Frederick Douglass shows the imbalance of power between slaves and their masters. In his book, Douglass proves that slavery is a destructive force not only to the slaves, but also for the slaveholders. “Poison of the irresponsible power” that masters have upon their slaves that are dehumanizing and shameless, have changed the masters themselves and their morality(Douglass 39). This amount of power and control in contact with one man breaks the kindest heart and the purest thoughts turning the person evil and corrupt. Douglass uses flashbacks that illustrate the emotions that declare the negative effects of slavery.
Frederick Douglass’s narrative provides a first hand experience into the imbalance of power between a slave and a slaveholder and the negative effects it has on them both. Douglass proves that slavery destroys not only the slave, but the slaveholder as well by saying that this “poison of irresponsible power” has a dehumanizing effect on the slaveholder’s morals and beliefs (Douglass 40). This intense amount of power breaks the kindest heart and changes the slaveholder into a heartless demon (Douglass 40). Yet these are not the only ways that Douglass proves what ill effect slavery has on the slaveholder. Douglass also uses deep characterization, emotional appeal, and religion to present the negative effects of slavery.
From this, derives a bond with the reader that pushes their understanding of the evil nature of slavery that society deemed appropriate therefore enhancing their understanding of history. While only glossed over in most classroom settings of the twenty-first century, students often neglect the sad but true reality that the backbone of slavery, was the dehumanization of an entire race of people. To create a group of individuals known for their extreme oppression derived from slavery, required plantation owner’s of the South to constantly embedded certain values into the lives of their slaves. To talk back means to be whipped.
The concept of money goes throughout the story The Adventures of Huckleberry Finn. From the beginning to the very end of the novel Mark Twain shows different ways that money can influence people. This can go from helping someone’s conscience, to making someone greedy and becoming a thief. The writer of The Adventures of Huckleberry Finn, Mark Twain, shows how money distinguishes the rich and poor, but also how it will change people and influence the way they live life.
“With them, justice, liberty and humanity were “final”; not slavery and oppression.” This relates to the hardships and the fact that the people don’t recognize how terrible it is. And that these meanings of these “free” words mean something else to him and other slaves. He shows that the changes are hard but once they are made everything will be peaceful. Rhetorical features and strategies are Douglass’ forte’ in engaging with the audience.
The federal government should not pay for two years of community college. The cost is too high and there are better ways to help students to successfully attend and graduate from community colleges. There are too many hurdles and cost differences among states for the government to provide free tuition. Current scholarships and grants are already in place to help low-income students. Ways other than just free tuition may be more effective in both motivating and in helping students succeed in college.
