ipl-logo

Risks In Learning To Read By Frances Ellen Watkins

889 Words4 Pages

Was there any time you wanted to take a risk, but were either too scared, or maybe when you did want to take a risk and you did it, but it didn't work out as you wanted it to? Or you may have taken a risk and it ended perfectly for you. When it comes to risks people do them daily especially when it comes to things such as getting treated unfairly or wanting to be dedicated to doing something. Some people have even made history by taking one of the biggest risks like, going to space, or escaping slave masters, or it can even be by learning. The authors used many different methods of media to explain to the reader about their story and took major risks and small risks. It may seem like they have a huge difference from each other, however they …show more content…

The story "Learning to Read" by Frances Ellen Watkins, is about a slave named Chloe who wanted to read and it was not just her. "'But some of us would try to steal A little from the book. And put the words together, And learn by hook or crook.'" Her fellow slaves also wanted to read and write, however some took the risk by stealing books and reading them at night and others did not. The slave owners did not like the fact that the slaves would be reading because they did not want to risk the slaves running away from their work because the slave owners were scared that they would out smart them. For example, when Chloe stated, "“I remember Uncle Caldwell, Who took pot liquor fat And greased the pages of his book, And hid it in his hat. And had his master ever seen The leaves upon his head, He’d have thought them greasy papers, But nothing to be read." which could tell the reader that if a slave was caught reading they would get killed. However, Chloe did not care. She risked her life as a slave to read a bible at night in her little cabin. Her risk of wanting to learn was good for her because she ended up learning how to read and …show more content…

The story, "Address to the Nation on the Explosion of the Space Shuttle Challenger." starts off as bad news to the United States presented by president Ronald Reagan. He uses compare and contrast and cause and effect in his announcement. He informs the people of the US about the explosion on the rocket in which killing 7 people. He then stated, "But they, the Challenger Seven, were aware of the dangers, but overcame them and did their jobs brilliantly.” which tells the reader about how the people who volunteered to take the risk of their lives for their nation. He then explains, "'There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue.'" this could tell the reader about how just because this event happened it will not stop them from making

Show More
Related

Challenger Speech Rhetorical Analysis

776 Words | 4 Pages

emotional appeal by going back in history telling everyone that this is not the first time astronauts died in space mission, this comforts the public about risks astronauts take to do their job, this may not appeal for those who were skeptical about the program at the beginning, rather it is to gain more support for NASA. He used “courage’ and “brilliant” those words were carefully chosen to evoke patriotism as well as persuade broader audience. Finely closes his Pathos by naming the astronauts one by one. Naming them individually he’s trying connect with each family personally.

Read More

Ronald Reagan Speech Rhetorical Analysis Essay

873 Words | 4 Pages

Later that night President Ronald Reagan came on air to give the State of the Union address and talk on the tragedy that had just unfolded. Through this speech President Reagan consoles the families of those who lost their lives, the American schoolchildren, and the American public as a whole. He also gives this speech to reassure America of the viability of the NASA program and the light in the future. By the use of rhetorical skill, including analogy, strong emotional appeals, and his position of power, President Reagan manages to convince America that despite the tragedy the benefits of keeping a space exploration program greatly outweigh the losses.

Read More

Ronald Reagan Ethos Pathos Logos Essay

401 Words | 2 Pages

He wrote “But they, the Challenger Seven, were aware of the dangers, but overcame them and did their jobs brilliantly. We mourn seven heroes: Micheal Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis and Christa McAuliffe.” In listing the names of those brave individuals, it gives a sense of Closeness to them. As an audience we are wanting to connect, and now we can.

Read More

Ronald Reagan Challenger Disaster Rhetorical Analysis

1002 Words | 5 Pages

On January 28th, 1986, Ronald Reagan, the president of the United States at the time, in his speech, entitled “Challenger Disaster,” addressed the Challenger Disaster. He supported this claim by first mourning over the tragedy, then he promoted NASA, also he tried to make sense of this calamity, and finally he informed the audience that the seven astronauts will never be forgotten and as a country we will be forever thankful for their service. Through Reagan’s use of tone, rhetorical analysis, and rhetorical tools he effectively persuaded America to mourn and appreciate the lives of the seven astronauts loss and to convince American people to continue their support for NASA and move forward as a country. Reagan unified America with his supportive

Read More

Ronald Reagan's Speech Challenger Speech

922 Words | 4 Pages

(Dennis 714) By giving the members of the space shuttle crew a recognition as “pioneers”, the speech was poised for a smooth transition from its nature as sincere eulogy into a rhetorical work with a deliberative occasion. As soon as audience received a message implying that Challenger was a beginning instead of an end and how discovery has its risk, Ronald Reagan was in a good position to elaborate his objectives on the space program. Surely, the transition between the bad news and the new hope is one of the greatest features of the speech.

Read More

Figurative Language In Mother To Son And Frederick Douglass's Autobiography

678 Words | 3 Pages

Learning to read as a slave was a lot like climbing up the staircase described because they had to teach themselves and the other people didn’t want them to learn so it was very difficult but the ones who kept trying were able to learn eventually. In Fredrick Douglass’s Autobiography, the text describes how Frederick felt after knowing about the evils of slavery after reading. He describes how he felt anguish pain and depression at the thought of being a slave. He says that sometimes he wished that he would be stupid again or that he would turn into some type of lizard instead of knowing how to read. This shows how learning to read is a risk not just in trying to learn how but in the things that could happen after you learn how to

Read More

An Analysis Of Frances Ellen Watkins Harper's Learning To Read

827 Words | 4 Pages

“And I felt independent, as the queen upon here throne” (Baym 2012). This simile ties together the thought of a woman’s struggle for an education in the poem, “Learning to Read”, by Frances Ellen Watkins Harper. Through Harper’s deployment of the character, Chloe, the author conveys the importance of knowledge that a sixty-year-old African American woman yearns, through the specific use of altered diction, change in tone, and imagery to show that knowledge is power. In the beginning of the poem, Chloe shows the use of poor diction when she articulates how the “Rebs hate it” because school was “agin’ their rule” (Baym 2012).

Read More

A Rhetorical Analysis Of The Ronald Reagan Shuttle Crash Speech

624 Words | 3 Pages

There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue.” (Ronald Reagan pg 2). Reagan uses Anaphora by repeatedly saying “more” before saying a different group of people. By putting “more” before every different group of people he mentions, he creates equal importance between all of them and shows that many more different kinds of people will go into space.

Read More

Rhetorical Analysis Of Learning To Read And Write By Frederick Douglass

743 Words | 3 Pages

Many of us take education for granted and don’t learn to our fullest potential, but Fredrick Douglass soaked in every piece of information up because he knew it was his way out. “Learning to Read and Write” is a famous article based on what Fredrick Douglass went through to earn a valuable education while being enslaved. Author Fredrick Douglass, wrote “Learning to Read and Write”, published in 1845. Throughout the article, he takes us through different events he goes through while being enslaved. Douglass begins building his credibility with personal facts and successfully demonstrating logic and pathos appeal.

Read More

Frederick Douglass Why I Learned To Read And Write Analysis

582 Words | 3 Pages

Douglass began to view reading as a curse more than a blessing; a way in which he felt more imprisoned by the slave state he was in. Thus, the more he read the more he began to detest enslavers; which nonetheless in his mind would be nothing but thieves whom robbed slave’s homes. For it was not only reading but his ceaseless mind getting the best of him; such reading would create endless thoughts which haunted him and made him wish that he would remain an ignorant slave. Nonetheless, during Douglass’s thoughts, Douglass began to learn to

Read More

Frederick Douglass: Overcoming Obstacles

392 Words | 2 Pages

African-American slaves were forbidden to obtain the knowledge of being able to read or write, stemming from the fear of white masters that educated slaves will overpower them. Douglass managed to learn to read by bribing poor and hungry white boys into teaching him in exchange for bits of bread. Douglass illustrates his thirst for literacy through “[The] bread [he] used to bestow upon the hungry little urchins, who, in return, would give [him] that more valuable bread of knowledge” (pg 23). This reveals how much Douglass valued education and took advantage of all the knowledge he had access to. Today’s youth, especially the ones belonging to a minority

Read More

Analysis Of Learning To Read And Write Frederick Douglass

560 Words | 3 Pages

“Learning to Read and Write” by Frederick Douglass is a personal narrative which describes a specific time in his childhood when he was learning to read and write. Born as a slave in the pre-Civil War south, Douglass was not expected to be literate. However, through strong ambition, Douglass overcame restrictions and stereotypes placed on slaves and taught himself to read and write. Later in his life, Frederick Douglass wrote down this story in his book Narrative of the Life of Frederick Douglass in 1845. Today, students and adults can enjoy this narrative on how he overcame the struggles of learning how to read and write.

Read More

Figurative Language In Ronald Reagan's Speech On 7 Astronauts

272 Words | 2 Pages

As well, figurative language in his speech showed the passion and bravery the astronauts had. “As they prepared for the journey and waved goodbye and ‘slipped the surly bonds of earth’ to ‘touch the face of god’” (8). His use of personification justifies to all citizens that the journey that turned into a disaster was not their last. It was only the beginning for them.

Read More

Rhetorical Analysis Of Ronald Reagan's Shuttle Challenger Address

604 Words | 3 Pages

Raegan states that “the future doesn't belong to the fainthearted; it belongs to the brave.(7)” By using this type of syntax, it gives the audience a ray of hope and encouragement to tell them that if we want our space endeavors to reach up to its fullest potential, we need to take risks and not let this tragedy affect our plans. If these crew members were brave enough to “lead us into the future,” then it is our job to finish what they started and not let their dedication be in vain. Another way in which Reagan effectively applies parataxis is when he says that “nothing ends here; our hopes and our journeys continue.(8)” By saying this, Ragen establishes a bit of a general truth that essentially encourages his audience that they should not take this tragedy as a loss, but instead take it as a lesson learned.

Read More

Ronald Reagan Speech Rhetorical Analysis

850 Words | 4 Pages

Former President of the United States, Ronald Reagan, in his address to the nation about the Challenger explosion, distinguishes the terrifying news of the explosion of the space shuttle. Reagan's purpose is to remember the lives lost in this painful accident and to ensure that space program will keep our faith with its future in space. He adopts a sorrowful tone in order to acknowledge all the courage and breakers that those seven astronauts expressed to his nation. Reagan opens his tribute to the Challenger astronauts by recognizing that this accident delayed his State of the Union address and by showing the pain of him and his wife’s grief. He appeal to the emotions of the listeners by expressing that “today is a day for mourning and remembering” (Reagan, 1986), that he and his wife are “pained to the core” (Reagan, 1986), and that we all know that this accident is “truly a national loss” (Reagan, 1986).

Read More

More about Risks In Learning To Read By Frances Ellen Watkins

Related Topics

Open Document