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thesis for harriet jacobs incidents in the life of a slave girl
thesis for harriet jacobs incidents in the life of a slave girl
thesis for harriet jacobs incidents in the life of a slave girl
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Comparing Narrative of the Life of Frederick Douglass, an American Slave and Incidents in the Life of a Slave Girl What provokes a person to write about his or her life? What motivates us to read it? Moreover, do men and women tell their life story in the same way? The answers may vary depending on the person who answers the questions. However, one may suggest a reader elects to read an autobiography because there is an interest. This interest allows the reader to draw from the narrator's experience and to gain understanding from the experience. When the reader involves him/herself in the experience, the reader encounters what is known and felt by the narrator. The encounter may provide the reader an opportunity to explore a time and place long past. Reading the narratives of Frederick Douglass and Harriet Jacobs, one identifies a period when the slave's voice begins to emerge. Douglass and Jacobs emerge during the American Renaissance period. During this period, society struggles with the abolishment of slavery and women's rights. Douglass and Jacobs' narratives awaken society to the atrocities of slavery confirmed by their personal experiences. The American Renaissance, distinguished as an intellectual and artistic period, now includes, among others, Douglass and Jacobs brutal historical accounts. Douglass and Jacobs' narrative presence represents the voice slaves who desire freedom from bondage. In Trudy Mercer's "Representative Woman: Harriet Jacobs and the Incidents in the Life of a Slave Girl," she suggests both narratives work as propaganda: The slave narratives of pre-Civil War America may exemplify the earliest and most dramatic uses of the "personal as political," and the sharing of experiences ... ... middle of paper ... ... the Autobiographies of Frederick Douglass and Harriet Jacobs." Melus. 22.4 (Winter 1997): 91-108. 16 April 2002 http://relayweb.hwwilsonweb.com/cgi-bin/webclient.pl?sp.usernumber.p=513630&url=yes&sp.nextform=show. Douglass, Frederick. "Narrative of the Life of Frederick Douglass, an American Slave." The Heath Anthology of American Literature. Ed. Paul Laughter. Boston: Houghton Mifflin Company, 2002. 1871-1880. Jacobs, Harriet Ann. "Incidents in the Life of a Slave Girl." The Heath Anthology of American Literature. Ed. Paul Lauter. Boston: Houghton Mifflin Company, 2002. 1962-1985. McFreely, William S. Frederick Douglass. New York: W. W. Norton & Company, 1991. Mercer, Trudy. Harriet Ann Jacobs Author of Incidents in the Life of a Slave Girl. "Representative Woman: Harriet Jacobs and Incidents in the Life of a Slave Girl." 16 April 2002.
The movie “Falling Down”, released in 1993, depicts an unemployed defense worker who becomes frustrated with society and unleashes that frustration on the Los Angeles community. The movie follows William through is destruction as well as the impact his actions has on other characters in the movie. It becomes apparent that the events and characters in the movie are ideal illustrations of the criminological theories anomie and social control.
Slavery in the middle of the 19th century was well known by every American in the country, but despite the acknowledgment of slavery the average citizen did not realize the severity of the lifestyle of the slave before slave narratives began to arise. In Incidents in the life of a slave girl, Harriet Jacobs uses an explicit tone to argue the general life of slave compared to a free person, as well as the hardships one endured on one’s path to freedom. Jacobs fought hard in order to expand the abolitionist movement with her narrative. She was able to draw in the readers by elements of slave culture that helped the slaves endure the hardships like religion and leisure and the middle class ideals of the women being “submissive, past, domestic,
Jacobs, Harriet, and Yellin, Jean. Incidents in the Life of a Slave Girl. Cambridge, Mass.: Harvard University Press
Jacobs, Harriet A.. Incidents in the life of a slave girl. New York: Oxford University Press, 1988
Jacobs, Harriet A. Incidents in the Life of a Slave Girl. New York: Oxford UP, 1988. Print.
Not many are aware of the horror that slavery in the United States was. Many only have knowledge of it from analyses or textbook readings, rarely ever having read firsthand accounts. These sources also generally only focus on the atrocities of slavery, then quickly shift to its abolishment, hardy ever elaborating on the change that came about to end the institution. Frederick Douglass’ autobiography Narrative of the Life of Frederick Douglas, allows the reader to experience slave life through the eyes of Douglass. It also allows the person reading to understand the transformation of the American attitude towards slavery that ultimately led to its abolition. The autobiography fully encompasses the tenacity that Douglass possessed, with a never dying strive for freedom.
Jacobs, Harriet. Incidents in The Life of a Slave Girl. New York: Penguin, 2000. Print.
The reader is first introduced to the idea of Douglass’s formation of identity outside the constraints of slavery before he or she even begins reading the narrative. By viewing the title page and reading the words “The Narrative of the Life of Frederick Douglass, An American Slave, written by himself” the reader sees the advancement Douglass made from a dependent slave to an independent author (Stone 134). As a slave, he was forbidden a voice with which he might speak out against slavery. Furthermore, the traditional roles of slavery would have had him uneducated—unable to read and incapable of writing. However, by examining the full meaning of the title page, the reader is introduced to Douglass’s refusal to adhere to the slave role of uneducated and voiceless. Thus, even before reading the work, the reader knows that Douglass will show “how a slave was made a man” through “speaking out—the symbolic act of self-definition” (Stone 135).
It is impossible to even imagine the scale of hate, destruction, and massacre that occurred in Rwanda during those 100 days. Linda Melvern, on the International Development Research Centere website, describes in an article the Gikondo Massacre, one of the bloodiest mass-killings during the genocide. On the third day of the turmoil, about 500 Tutsi, many of them children, gathered at a church in the middle of Kigali, having stepped over the bodies of their neighbors to get there. They pleaded the clergy for protection. The priest did his best, but presidential guard soldiers arrived and accused the church of harboring evil. He then left, telling soldiers not to waste bullets; the Interahamwe, he said, would arrive with...
Harriet Jacobs in Incidents in the Life of a Slave Girl uses clear detail and straightforward language, except when talking about her sexual history, to fully describe what it is like to be a slave. Jacobs says that Northerners only think of slavery as perpetual bondage; they don't know the depth of degradation there is to that word. She believes that no one could truly understand how slavery really is unless they have gone through it. Incidents in the Life of a Slave Girl do not only tell about the physical pains and hard labor that she went through. It mostly concentrates on the emotional viewpoints on it and what it did to shape who she is. When writing her story, Jacobs had a clear motive. Her motive was one of a political taking. She writes through her experiences and sufferings to make it clear to people, mainly the Northerners, and more specifically white women in the North, how slavery really is. She does not want sympathy, however, she does want "to arouse the women in the North to a realizing sense of the condition of two millions of women of the South, still in bondage" (460). Jacobs wants people to take action in antislavery efforts. Jacobs in telling her story uses many techniques to make it effective. Some of the techniques that she uses are dealing with the use of her language, her selections of incidents and details, and her method of addressing an audience.
Robert Burns (often called Robbie or Rabbie in Scotland) was “born on January 25, 1759 in Alloway, Ayrshire he was the oldest son of seven children” (The Calgary Burns Club) In order to make a living the Burns family had to become farmers in order to bring in a larger salary to keep afloat. Back in that day and time the whole family had to work together to bring in wages. Robert Burns was the oldest of the family and so he had to work by his father’s side. Most of his poems were about the natural world, and was influenced heavily by the outdoor work. Henry Mackenzie described Burns as a “Heaven-taught ploughman.” (BBC News) But we must not forget that he was a working farmer for most of his life and he acquired his book learning through sheer determination in the midst of arduous physical toil.” (The Influences of Robert Burns) The Burns family struggled financially, however Robert Burns sill obtained an education in a time when not everyone was able to go to school and many common people could not even read or write. He joined John Murdoch grammar school at the age of six, and through his ...
The second wave of feminism came about in the 1960s and lasted into the early 1980s (History, 2010). This movement focused on many issues of equality in culture, politics, and many other areas. While this wave is often associated with bra burning, this is an exaggeration that actually ...
Emerson was born in Boston, Massachusetts on May 25, 1803. His parents were Ruth Haskins and William Emerson. When Emerson was a you boy at the age of 7 his dad died from stomach cancer. Emerson attended formal schooling at Boston Latin School in 1812 when he was 9. At the age of 14 he went to Harvard College and he was the messenger as a freshmen. Midway during his junior year Emerson started a journal called "Wide World" which was consisted as all the names of the books he read. Also during his junior year in college he would work for his uncle as an occasional teacher in Waltham, Massachusetts.
In sum, all of these key arguments exist in “The Narrative of the Life of Frederick Douglass” because of the institution of slavery and its resulting lack of freedom that was used to defend it. This text’s arguments could all be gathered together under the common element of inequality and how it affected the practical, social, and even spiritual lives of the slaves.
The tone established in the Narrative of the Life of Frederick Douglass is unusual in that from the beginning to the end the focus has been shifted. In the beginning of the narrative Douglass seems to fulfill every stereotypical slavery theme. He is a young black slave who at first cannot read and is very naïve in understanding his situation. As a child put into slavery Douglass does not have the knowledge to know about his surroundings and the world outside of slavery. In Douglass’ narrative the tone is first set as that of an observer, however finishing with his own personal accounts.