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Logos, pathos, and ethos in frederick douglass speech
Frederick douglass rhetorical strategies in his speech
Logos, pathos, and ethos in frederick douglass speech
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Fredrick Douglass was an african amaerican leader he was born into slaver by the name Fredrick Agustus Washington Bailey. Douglass fled slavery in 1838 and went to New Bedford Massichusetts, to escape capture he boarded a train and disquised him self. After Douglass had escaped slavery he got a newly wed bride who he had met in Baltimore and married in New York and he married her under his new name Fedrick Douglass. Douglass was always interested in eucating him self he attended several anti slavery groups and abolitionist groups. Douglass was inspired by William Garrison when he saw him speak at the bristol anti slavery meeting.
“And i now resolved that , however long I might remain a slave in form , the day had passed forever when I could be a slave in fact”. Frederick Douglass birth name was Frederick Augustus Washington Bailey. He was born into slavery in Talbot County , Maryland , around 1818. Douglass exact birth date and year is unknown. But he chose to celebrate his birthday in February 14.
Douglass’s descriptions of the slave trade were extremely vivid, from the details of how American’s viewed slaves, to the sounds of whips cracking and how a woman was encumbered by the weight of the child she carried and the chains that she wore. These details would bring readers to know what it was like to be in a slaves shoes at that time. His speech is driven by first had accounts of the degradations of slavery and would not be credible if it wasn’t for this fact. I believe that Douglass’s tone throughout the speech was hopeful, he enforced the cause of the Ladies’ Anti-Slavery Society with the hopes of making the United States more complete when slavery ended.
Fredrick Douglass knew what he believed and would not let anyone tell him any different. Within chapter ten he did question why he, or any man, was put into the slave position if God did not want any harm for men. He wanted to know how God existed when he allowed him to become a slave and let all him experience all the horrific times he did; “O God, save me! God, deliver me! Let me be free!
Fredrick Douglass uses very descriptive words throughout his book, especially when he’s describing scenes and different imagery. In the passage from chapter 2 of Frederick Douglass' narrative, he vividly depicts the sensory experiences of slaves living on the Great House Farm. Douglass effectively conveys the harsh realities of slavery and the dehumanizing conditions in which the slaves lived. The author utilizes a range of sensory images to evoke the sights, sounds, and smells of the plantation, allowing readers to immerse themselves in the environment and comprehend the extreme impact it had on the lives of the enslaved people. One of the senses Douglass focuses on in this passage is sight.
After civil war in US, black people got freed from slavery. Even though the government passed the amendment thirteen, fourteen, fifteen, to give equal right for blacks, people in south were still struggling with discrimination of skin and color. Additionally, in distance states the law was not getting implemented and people were unprotected. Therefore, Douglass Fredericks sends a vivid message to the congress to make them aware of illegal activities. The author intent in this passage was to save people from getting tortured by whites and he wanted to make the government to take action across the US.
Progress is something everyone has to struggle and fought it through. Without progress and struggles, people wouldn't know how to make something better. Frederick Douglass once said that “If there’s no struggle, there’s no progress.” The struggle can be a physical struggle or a moral struggle, and any of them would work.
One of the strongest approaches Douglass incorporates to do this is by illustrating the ignorance of America, he does this multiple times throughout the address. “Above your national joy, I hear the mournful wail of millions” (2), this statement points the finger directly towards America for ignoring the pain of its citizens. Millions of enslaved and discriminated people are suffering at the exact moment this address is given, yet Americans try to ignore the screams and pain by blinding themselves with celebrations. America is truly hypocritical and Douglass condemns the celebration of the country over and over by pointing out the true meaning of
Within the introductory paragraph, Douglass relates that rather than express his gratitude for the abolishment of slavery, he leans to persuade and urge his audience to fight for the extension of the liberties described in the Declaration of Independence to all Americans. Douglass began by labeling Independence Day celebrations as inhuman mockery and sacrilegious irony, questioning why he, one of many victims of legalized discrimination, was chosen to address the nation with devout gratitude for the independence granted to him. As the circular arrangement of his speech advanced, Douglass declared that he can not express felicity, when the shrilling wails of his people, those bound by society’s
The 4th of July marks the historic day in the United States in which the Declaration of Independence was approved by the Continent Congress, and this date marks the beginning of a new era for the American people. Former slave Frederick Douglass delivered a speech in 1852 on the Fourth of July, the main focus of this speech was to open the eyes of American citizens to what the meaning of freedom means and what slaves aren’t able to partake in due to the ignorance and irony of the white Americans, celebrating the liberty and freedom slaves don’t have in comparison to them. Slaves in the South have no access to any freedom or liberty white Americans are used to every day of their lives, Frederick Douglass’ speech brought the attention of the white
Annotated bibliography Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Dover Publications, 1995. Print.
When Mrs. Auld teaches Frederick Douglass how to read, he realizes that the road to freedom correlates with education. However, Douglass learns this through Mr. Auld’s refusal to allow his wife to teach Douglass literacy. Auld explains to his wife, “It would forever unfit him to be a slave” (VI.409). Overhearing this, Frederick understood why masters have so much control over their slaves. They inflicted not only physical, but also mental brutality.
“Letter to My Master, Thomas Auld” explores Frederick Douglass’ view of slavery and Thomas Auld, his former slave master, in a smart and emotionally charged letter originally written in 1848 and published in the abolitionist newspaper North Star. Throughout the letter, Douglass uses his own experience as a slave to drive his views, often using sarcasm and a dark recognition of his trials to drive his own view of slavery; that slavery should be abolished and that it is inhumane and cruel. Douglass’ decision to publish this paper in the North Star allowed him to bring to light his experiences to push other readers of the newspaper towards an abolitionist stand point by bringing his first-hand accounts of slavery forward and explaining, at times
Mandy Hoang Professor Scannell McCormick Reading and Writing Critically II April 29, 2024 Title The protagonists of Edgar Allan Poe's “The Tell-Tale Heart” and “The Cask of Amontillado” both portray characters who meticulously plan and execute their acts of murder, compared to the unnamed protagonist in “The Black Cat” who makes impulsive and haphazard actions. In The Black Cat, the protagonist's lack of foresight and reasoning is evident in his impulsive decision-making, such as cutting Pluto’s eye and killing his wife in a fit of rage. On the other hand, the unnamed protagonist of “The Tell-Tale Heart” and Montresor from “The Cask of Amontillado” display premeditation in their murders.
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).
