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Frederick Douglass Rhetorical Devices

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Douglass uses many rhetorical strategies here to make this paragraph sound almost poetic. He has personification through describing the sounds the animals make, metaphor in the line “She gropes her way, in the darkness of age...”, and his choice of diction allowed for words like “feet” and “meet” or “remains” and “things” to rhyme.

He uses striking parallelism in the line “She stands- she sits- she staggers- she falls- she groans- she dies-...” The short clauses emphasis the feeling and emphasis of this line. There is also alliteration of the letter s in the first three clauses.
In Douglass’ soliloquy, he uses parallelism and anaphora. He has the same sentence structure, “You…; I…” which creates a sort of juxtaposition of freedom and captivity. The following sentences start with “O” By using anaphora, he adds rhythm and emphasis to his speech, even if it wasn’t intentional (it may just be the natural way we talk). …show more content…

Ague is the chill and shivering accompanying malarial fever. The fever refers to death by slavery. Douglass wants to run away from slavery which is very dangerous and might result in death. He refers to the chance of death while running away to the ague. The line basically means he might as well die from trying to escape as opposed to dying while under fetters and tyranny. By using this metaphor he creates a comparison for himself and the reader and shows an example of his reasoning.
Douglass’ use of short sentences also aid in creating a desperate

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When slavery was abolished in 1865, it was a critical turning point in the journey towards equality for African Americans. Prior to the eradication of slavery writers like Frederick Douglass sought to free millions of slaves in America. While slavery was a well-known and growing problem in the south, it wasn’t as widely recognized in the north. In Narrative of the Life of Frederick Douglass: An American Slave‎ Douglass recounts his experiences and tribulations as a slave. In the narrative Douglass effectively uses rhetorical imagery, antithesis, and irony in order to expose the harsh reality of slavery during the 19th century.

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He points out personal facts about how he feels when he says, “I often found myself regretting my own existence, and wishing myself dead; and but for the hope of being free, I have no doubt but that I should have killed myself or done something foe which I should have been killed”. The words that he uses explains the emotions that he was going through and to build an appeal to emotions. Throughout the time that he has been expanding his knowledge he runs across the word “abolitionist” which means it’s a movement to end slavery. He was always eager for someone to speak about it and he was ready to listen he says, “I did not dare ask anyone about its meaning, for I was satisfied that it was something they wanted me to know very little about”. He says this because he realized that the word is spoken very rarely and he knew if he spoke that word and someone heard him, he could get penalized.

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Because of the statuses of each person who attends Douglass’ school, they have a common ground to discuss with each other. Although Douglass is not technically a slave like most of the others learning from him, he still is in the lowest social tier and African American. Because of their corresponding similarities, the slaves and Douglass bond over their hardships while understanding what the others are going through. It is easy to sympathize with each other because they are in the same situation. During the time period this was written, society purposely made African American slaves feel like they didn’t belong and like they were outcasts.

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Frederick Douglass’s Hope for Freedom Hope and fear, two contradictory emotions that influence us all, convicted Frederick Douglass to choose life over death, light over darkness, and freedom over sin. Douglass, in Chapter ten, pages thirty-seven through thirty-nine, of the Narrative of the Life of Frederick Douglass, utilizes various rhetorical techniques and tone shifts to convey his desperation to find hope in this time of misery and suffering. Mr. Covey, who Douglass has been sent to by his master to be broken, has succeeded in nearly tearing all of Douglass’s dreams of freedom away from him. To expound on his desires to escape, Douglass presents boats as something that induces joy to most but compels slaves to feel terror. Given the multiple uses of repetition, antithesis, indirect tone shifts, and various other rhetorical techniques, we can see Douglass relaying to his audience the hardships of slavery through ethos, the disheartening times that slavery brings, and his breakthrough of determination to obtain freedom.

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Douglass demonstrates pathos by the story he had told regarding to the mother and daughter. According to Douglass 's speech and how he express the

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‘’ No words, No tears, No prayers, from his glory victim, seemed to move his iron heart fro his bloody purpose.’’ (page 5). Douglass appeals to the mournful emotions of the audience by expressing how the overseers gave no mercy or cared about the effect of whippings to the slaves. Douglass use of parallelism displayed how slavery was

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In “The Narrative of the Life of Frederick Douglass”, Douglass narrates in detail the oppressions he went through as a slave before winning his freedom. In the narrative, Douglass gives a picture about the humiliation, brutality, and pain that slaves go through. We can evidently see that Douglass does not want to describe only his life, but he uses his personal experiences and life story as a tool to rise against slavery. He uses his personal life story to argue against common myths that were used to justify the act of slavery. Douglass invalidated common justification for slavery like religion, economic argument and color with his life story through his experiences torture, separation, and illiteracy, and he urged for the end of slavery.

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In Frederick Douglass’s book, he writes accounts of his time in slavery and beyond. Throughout the book, Douglass writes about not only the physical hardships slaves endured, but the mental and emotional hardships as well. In Chapter X, Douglass describes a battle he had with a temporary slave owner named Mr. Covey. After the fight concludes, Douglass writes, “This battle with Mr. Covey was the turning point in my career as a slave. It rekindled the few expiring embers of freedom, and revived within me a sense of my own manhood.

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He starts out describing his new slave owner, Sophia Auld as “a white face beaming with the most kindly emotions; it was the face of my new mistress, Sophia Auld. I wish I could describe the rapture that flashed through my soul as I beheld it. It was a new and strange sight to me, brightening up my pathway with the light of happiness” (Ch. 5 ¶10). Douglass uses diction in “the rapture that flashed through my soul as I beheld it” to portray the effects of her gentle, compassionate personality. The word “rapture” eloquently expresses his feelings of joy and peace as he meets Mrs. Auld.

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He truly tapped into the reader’s emotions to allow them a deeper connection with the story. To see the way that the slaveholder would dehumanize the slave to the point of seeing the slave as just a piece of property was truly heartbreaking. It was at moments such as this that the reader saw a glimpse of the mood, tone and theme. Douglass makes clear his tone of understanding, the theme of both the slave and the slaveholder being affected, and the mood of the reader being

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After being separated from his mother at a young age, Frederick Douglass fights back against slavery and human rights. In Narrative of the Life of Frederick Douglass, an American Slave, the author, Frederick Douglass, uses powerful rhetoric to disprove the Pragmatic and the Scientific pro-slavery arguments of Pre-Civil War America. The Pragmatic Argument is about how many people believe that if all black slaves were to be freed, then this would result in convulsions which would then lead to extermination of the one or other race. Many people also believed that black slavery was necessary for American history.

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Douglass encountered multiple harsh realities of being enslaved. For example, the ex-slave was practically starved to death by his masters on multiple occasions. In fact, “[He was] allowed less than a half of a bushel of corn-meal per week, and very little else... It was not enough for [him] to subsist upon... A great many times [he had] been nearly perishing with hunger” (pg 31).

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Frederick Douglass Rhetorical Analysis Essay The Narrative of the Life of Frederick Douglass, written by Frederick Douglass himself, is a brutally honest portrayal of slavery’s dehumanizing capabilities. By clearly connecting with his audience’s emotions, Douglass uses numerous rhetorical devices, including anecdotes and irony, to argue the depravity of slavery. Douglass clearly uses anecdotes to support his argument against the immorality of slavery. He illustrates different aspects of slavery’s destructive nature by using accounts of not only his own life but others’ alsoas well.

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Instead of staying with them to overcome obstacles, he learns how to read and write and uses it for his own benefit. According to chapter 10, Douglass says, “I was broken in body, soul, and spirit, my natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died” (Douglass, 45). Douglass believes ignorance played a major role in destroying any shred of hope a slave had left. The idea of slavery was to keep slaves ignorant; therefore, they wouldn’t question their past, their future, or their overall existence. Douglass doesn’t challenge the American beliefs of slavery, but uses their ideals to better enhance his motivation to

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He uses similes throughout his narrative to compare his struggles with slavery and show how the African American is negatively portrayed with something the reader can easily imagine and relate. When discussing his tiresome days working , Douglass compares himself to being held down by a weight, When I could stand no longer, I fell, and felt as if held down by an immense weight.” (55) The simile between him and the weight shows how slavery is weighing him down and it is something the reader can easily imagine and relate too. Later in the narrative Douglass compares slaves to wild beasts, “In the midst of houses, yet having no home,--among fellow-men, yet feeling as if in the midst of wild beasts,” (90).

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