Introduction: Frederick Douglass discusses the selfish nature people have taken on when celebrating the 4th of July. They celebrated a time where not everyone in America was free.
Narration: Slavery in America was a pressing and perpetuous issue. Douglass, a freed slave, dedicated his life to spreading and bringing awareness to slavery in America. His speech was meant to ask the American people to rethink their independence. Division: The 4th of July is a beloved holiday for the American people, and celebrates the freedom of America from British rule. It served as a celebration for white Americans only. Douglass states “The rich inheritance of justice, liberty, prosperity, and independence bequeathed by yours fathers is shared by you, not by me” (Douglass 3). Proof: The celebration should not be set off so soon. The people of America must realize that their country isn’t free. It contains slaves as well as slavery, people who were put down and silenced. Their white independence is not independence for everyone. Refutation: Our nation is built upon the words of the Constitution, saying “We hold these truths to be self evident that all men are created equal.” We mustn't claim to be independent when in fact we are not. Conclusion: Douglass calls out the audience on their faults, and explains the harm ignoring slavery and racism in America has on the country as a whole.
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Exchange between Rev. Parris and Abigail
Rev. Parris’s intended desire: To get Abigail to admit that she was in fact dabbling in witchcraft ABIGAIL: Did you hear the nonsense runnin’ about? Witchcraft! You best go down there uncle, and dismiss it. PARRIS: If I do, what is there to say to them? That my daughter and niece were out and runnin’ around like fools? (Argument tool on page 77 - Act as though you felt compelled to reach your conclusion, despite your own desires. Parris wants Abigail to understand the absurdity in the statement she just made.) ABIGAIL: I admit, we did dance, and you tell them that. But they’re speakin’ the worst of it. We danced, you gave us a fright, and Betty fainted, and that’s all there is. Betty isn’t bewitched. PARRIS: Abigail, I can’t go and give the congregation anything short of the whole truth. Sit down, child ABIGAIL: sits down reluctantly, but clearly upset: I would never mean to hurt her, I love Betty. PARRIS: Look, if you are to be whipped then so be it. But if spirits are to be involved, you must tell me the whole of what happened in the forest. If I don’t, my enemies surely will ,and will ruin me. ABIGAIL: We never conjured spirits, uncle. PARRIS: You say that, yet Betty has been inert since midnight. You must tell me now, or my enemies will have worse ways of exposing the truth. You understand I have many enemies, surely you do child. And the faction, the faction sworn to drive me from my pulpit, you understand that as well? ABIGAIL: Aye, I understand uncle. PARRIS: And to disrupt manners further, my household is being deemed home to witchcraft. The unspeakable acts in the forest- ABIGAIL: lashing out: It was merely fun, that’s all! PARRIS: bewildered, motioning to the idle Betty laid in bed: This is what you call fun? He begins to plead: Abigail please, if there be any useful information for the doctor, tell me for God’s sake. She doesn’t speak. Tituba, I saw her motioning her arms over the fire, and speaking all sorts of gibberish. She was swaying like a mad woman. Why? What was she doing? ABIGAIL: Uncle, you know how Tituba loves to sing her Barbados songs, and Betty and I, why we love to dance. PARRIS: I cannot dismiss this as a mere song, for my enemies surely won’t. I saw a dress laying in the grass. With difficulty speaking: And through the trees, if my eyes don’t deceive me, there was someone running, naked! ABIGAIL, terrified: There was no one naked! Your eyes do deceive you, uncle! PARRIS, with growing anger and impatience: There was! At his last resort, almost begging on his hands and knees to Abigail: I pray you feel what the stakes are at now that the chips are down. Whatever you have done, I beg of you, let it be told now, give me the whole of it, for I dare not be surprised at any new information in front of the congregation. (Argument tool on page 112 – Babbling is an arguer’s tendency to repeat himself over and over. This reveals the bedrock of your audience’s opinion. Parris has begged over and over for Abigail to tell him the truth.) ABIGAIL: Theres’s nothin’ more to say. PARRIS, half-convinced: Abigail, I have fought to gain respect from these people, and just when I start to receive it, you compromise my character. I have given you so much, a home, a bed, clothes to wear on your body – so give me a full and true answer. Your name in this town, it’s unblemished, yes? (Argument tool on page 110 – Base your argument on what’s good for the audience, not for you. Parris reminds Abigail that if she is in fact dabbling in witchcraft, her name could be permanently damaged.) ABIGAIL: Why yes, my name remains entirely white. PARRIS, to the point: Is there any other reason for your being discharged by Goody Proctor? She rarely comes to church because she “will not sit so close to something that is soiled.” Why did she say this? ABIGAIL: She truly loathes me! She is a disheveled and sniveling woman, and I will never work for her! PARRIS: That is true, yet it remains you have been out of service for seven months. ABIGAIL: They want slaves, and I will never submit to them! With growing resentment: Do you question my name, uncle? PARRIS: No, child. ABIGAIL, screaming with temper: My name is good! It is never to be soiled! Goody Proctor is nothing but a liar! 1. Camille A. Langston's main claim is the definitions of the different terms under the umbrella term rhetoric, and how to identify, as well as use these different types of rhetoric in writing.
2. The author chose this claim because it encompasses each term and point she tries to make throughout the video. It covers what will be discussed in the video, as well as how students will be able to use these terms in their writing. 3. The tone of the video is informative. Throughout the video, the author gives various definitions and examples, as well as historical evidence as to how certain rhetorical elements came to use. 4. The intended audience is those who wish to further implement rhetoric in their writing. It is aimed mainly toward students, who are still learning the ins and outs of rhetoric, and rhetorical claims. 5. The author arranges her ideas in chronological order. Although none of the presented definitions necessarily come before or after each other, the way they are presented mimics a chronological sequence. The author uses transition words such as "first, next, then", commonly used when ideas are arranged in chronological order. 6. The writer establishes their credibility through evidence used to back up her claims, correct grammar and grammatical usage, and providing historical context. She arranges her ideas in a way that is easy for the audience to understand, and provides historical evidence when saying "Aristotle set out to answer exactly that question over 2,000 years ago" (0:11-0:15). 7. The writer wants the reader to feel informed and acquainted with the presented information. The author hopes to provide students with a better understanding of rhetoric. Students should feel confident and capable of utilizing rhetoric in their writing, as well as being able to distinguish between different kinds of rhetoric in others' writing. 8. Langston arranges her logical argument by drawing the audience in by asking a question. Upon grasping the attention of the audience, she states her claim, and then goes on to define terms and explain when they are to be used. To close the video, she revisits her claim made in the beginning of the video, by stating "Aristotle's rhetorical appeals still remain powerful tools today" (3:50-55). 9. Two rhetorical strategies used in the video are hypophora and personification. The author asks "but what makes for good deliberative rhetoric, besides the future tense?" (1:37-41). She then goes on to provide a clear answer to that question for the audience. The author uses personification when referring to pathos, saying "It can just as easily rally people for peace as incite them to war" (3:35-40). The rhetorical strategy "pathos" is being referred to in a human sense, even though it is not human at all. 10. Personally, I would say that I take advantage of pathos. I use this rhetorical strategy quite often on my parents. For example, I may get them to buy something for me by saying how I've had such a hard week, school is really stressful, I have so much homework, etc. 1. Dweck claims that we as humans have the ability to develop a growth mindset, and teach younger generations to adopt a growth mindset.
2. Carol Dweck hopes to inform the audience about "the power of yet". She wants to persuade the audience to look further into what it is that causes people to have a fixed mindset. Dweck ushers viewers to change their mindset, and work on building a growth mindset. 3. The context of this video surrounds the fact that there are students in our country who underperform, or perform poorly, such as children in Native American Reservations and inner-cities. Through the power of classrooms that utilize the importance of a growth mindset, they were able to excel in areas such as math in the state of New York. 4. Inspiring Dweck's claim, a Chicago high school required students to pass a certain number of classes to graduate. In the event that they didn't pass a course, "they got the grade not yet" (Dweck 00:07-00:35). This sparked her overall claim of the importance of "the power of yet". She explains throughout her speech the positive effect a growth mindset can have on students. 5. The intended audience is made clear to be parents and teachers who have young children and students in their lives. She addresses this audience with a word of advice, saying "First of all, we can praise wisely, not praising of intelligence or talent" (Dweck 4:00-4:30). She explains that parents and teachers many times scold, or ridicule poor academic performance. She gives insight as to what steps need to be taken to shift this generation's mindset. 6. The author arranges her ideas a using a cause and effect, or problem and solution organization. She states how one problem in schools or everyday life effects the mindset of students, and then presents the audience with ways to correct their outdated and harmful way of correcting students. 7. To support her overall claim, Dweck provides many facts from studies. In a study conducted with several 10-year-olds, she states "they told us they would probably cheat the next time instead of studying more if they failed a test" (Dweck 1:51). Another study showed that "students who were not taught this growth mindset continued to show declining grades...but those who were taught this lesson showed a sharp rebound in their grades" (Dweck 5:55-6:27). 8. Applying Dweck's claim to myself, I would say I'm a bit of both. It ultimately depends on the situation I'm placed in. For example, some lessons in a certain subject may be harder for me to grasp, and I don't work entirely smoothly. As a result, I have caught myself many times adopting a fixed mindset, and struggling to move past it. On the contrary, if I find myself excelling at something, I become confident in my abilities and willing to learn more. |
AuthorHi! My name is Ava James. I am a junior in high school, and love to take pictures! ArchivesCategories |