During the time of the Civil War, the United States was divided on many issues; one of the issues being the issue of slavery. The North was fighting against the heinous act of imprisoning someone for life for self-gain and the South was fighting to preserve this heinous act. The North needed all the warriors of freedom as possible, which is why Alfred M. Green gave a speech in Philadelphia in April 1861 to get his fellow African Americans to join the union and fight be the warriors of freedom that the North needed them to be in this fight against slavery. But, there is a problem in recruiting people to leave their lives and go fight in a gruesome war -- people fear for their lives. To avoid this fear and get African Americans to fight in this war, Green utilizes two unionizing rhetorical strategies in order to dismantle this fear …show more content…
Throughout his speech, Green employs the usage of the effective rhetorical strategy -- asyndeton -- in order to compel his audience to join the fight against slavery. Green utilizes asyndeton to begin his fifth paragraph: “Let us, then, take up the sword, trusting in God, who will defend the right, remembering that these are other days than those of yore; that the world today is on the side of freedom and universal equality; that the war cry of the howling leaders of Secession and treason”(Lines 36-41). When Green preaches to his audience, the constant stoppage of his words, couples with the meaning -- emotional appeal -- behind the words -- that they must fight for something bigger than them; they must fight for freedom and equality -- in order to achieve his desired purpose of persuading his fellow African Americans to join the fight against slavery. But, this alone does not persuade the audience to join the fight against the heinous acts of slavery, Green must unify his audience in order to draw more people to be recruited and fight as one
Alfred M Green wrote and presented a speech about encouraging the blacks that striving to enlist in the army is worth it. He includes historical and religious allusion, political diction, and juxtaposition. Although it's understandable that you don’t feel patriotic, Green argues that striving to enlist in the army is worth it because it will prove patriotism, and we will prove our argument of justice and equality because we deserve it. Also, we will fight to prevent those values from disappearing in the South. He wants his audience to feel motivated, encouraged, and inspired, to feel and want his audience to believe in the same values as him, to make a change which is to enlist in the army.
He first starts out the speech with making the African Americans feel as though fighting with the Union is the only logical thing to do and if they do not side with the Union, they are making an illogical decision. Green constructs the idea that all of his opinions is the only logical thing to do and it feels like agreeing with his opinion is the common thing to do and it would be very irrational and unreasonable to not agree with his opinion. Throughout the speech, he shows his audience what the correct thing to do in each situation such as the Dred Scott decisions or rethinking about George Washington and Andrew Jackson. Green makes the end result of all of these situations is to take arms and assist the Union in defeating the confederacy. This is further proven in the point with the final paragraph where Green concludes the speech with an inspirational tangent saying that fighting alongside with the Union is not only the only logical thing to do but each and every individual that helps fight against the Confederacy is able to impact the whole war and decide who the victor
This commercial was made by the car company, Prius, that prides itself as being the first eco-friendly car in early 2008. It advertises the toyota prius as a new innovation that helps the earth unlike other cars. It’s geared towards people who drive or will be driving, or basically anyone that cares about their environment. It wasn’t until the early 2000’s when everyone started becoming aware of global warming and the effects of pollution on earth. Therefore, this ad was created to advertise another step in conserving the earth using modern technology. Its goal is to get people to feel sympathy and buy a prius in order to save the earth.
Ann Richards’s keynote speech at the Democratic National Convention in 1988 was extremely interesting to watch. I believe her speech was intended to be focused on the American family and also the American farmers. These two areas seemed to be very important to Mrs. Richards and she made a point to discuss both.
Not only does repetition play a major role in Chisholm’s speech, but her dispersement of anaphoras indeed calls attention to her main point. Anaphoras allow her to emphasize her frustration and put forth the notion of the severity of discrimination and differences men and women had to endure during that time. An example of this is right in the beginning of her speech where she states: “It provides a legal basis for attack on the most subtle, most pervasive, and most institutionalized form of prejudice that exists,” where she explains how the Constitution was based on the equality of the American people, including between men and women. This quotation fulfills her point by expressing these prejudices in the superlative form. Because she placed
“Always remember that you are absolutely unique. Just like everyone else.” This mantra from Margaret Mead is a somewhat humorous yet slightly satirical spin on how people tend to think of themselves as one-of-a-kind, irreplaceable human specimens. However, one English teacher from Wellesley High School takes this critique one step further with his polemic presentation at the school commencement. David McCullough, a Massachusetts English teacher, gave a seemingly somber sendoff to his graduates in 2012, with a speech that contained some unapologetically harsh sentiments. However, by looking past the outwardly dismal surface of the speech, the students can infer a more optimistic message. By incorporating devices of asyndeton, paradox, antimetabole, and anadiplosis, McCullough conveys to each student that even though none of them is unique, their commonality is not a fault they all have merit and should strive to view the world through a more selfless lens.
President Franklin Delano Roosevelt delivered a powerful speech before Congress on December 8th 1941, the day after Japan attacked Pearl Harbor. His purpose in addressing the country in this way is his attempt to calm the American People and avoid chaos across the country. Roosevelt is aware of the impact that the event has had on the Citizens. As their leader, he forcefully reassures the population that they will be safe. The President emphasizes that the United States would not allow the attacks to affect the country though his use of rhetorical devices, including pathos.
“Domestic tranquility”, and “All men created equal”, words used in the preamble to the Constitution of the United States of America, irony at its finest in the period known as the Civil War. One month into the Civil War a black man, Alfred M. Green, gave a speech in Philadelphia to a Union audience about just that. In the oration he urged the African American people, who at this time were not eligible to enlist in the Union army, to fight for domestic harmony and equality. In doing so, Green uses figurative language and strong diction to help garner an emotional appeal, as well as establish a tone of empowerment.
As one of the most controversial condoned actions of the time, Thoreau deeply opposed the possession and treatment of slaves. He demonstrated his transgressions with the government’s approval of slavery through the refusal to pay taxes to the state and the church. Thoreau spoke to the people in order to entice them for the banishment of slavery through civil protest in his speech, he wanted to induce urgency within his message to obtain liberties for all and governmental equity. Through the use of rhetorical questions and repetition, both urgency and importance were conveyed in his speech to protest slavery. Thoreau was able to motivate a different, more impactful response from the audience in using rhetorical questions. Likewise, these are used to purposely prompt the audience to think about the point being made rather than elicit an answer. Further provoking the audience’s exploration into the objection to slavery and war, he expedited his own beliefs in the midst of constructing a commonly rejected belief with an urgent antidote for the people. Thoreau asks of the audience why one would allow unjust laws against others to exist: “Unjust laws exist: … transgress them at once? Why is it not more … provide for reform? Why does it not … minority?” It is these questions that support his purpose for change, he provides the audience with questions to elicit a calculated response that correlates with his beliefs. When Thoreau employs rhetorical questions, he applies several one after another. Therefore, it is this structure that sets the stage for his immediate messages to the audience and their need to respond. Also, just as the Mexican-American war was reiterated throughout the speech, slavery is in constant recognition as well. Like how repetition was used for the war, Thoreau presented the audience with a continual exposure to his
During 1931, a second grand war begin with national powers uniting together. Many nations instantly took arms, but the US decided to stay neutral. As a result, European countries established a new flourishing fear of being overthrown by eastern communist foes(“World”). Then the dreadful event on December 6, 1941, caused the US to reconsider its own stance on the war. Allied Powers realized their opportunity to use Pearl Harbor to gain a chance to determine their own fate in war. On December 26, 1941, the United Kingdom’s Prime Minister, Winston Churchill, presented a speech eventually known as “Masters of Our Fate” to the US Senate and the House of Representatives(“Winston”). Through the use of esoteric rhetorical questions, vivid metaphors,
We Shall Overcome Rhetorical Analyses Throughout the history of the United States, racial discrimination has always been around our society. Many civil rights movements and laws have helped to minimize the amount of discrimination towards every single citizen, but discrimination is something that will not ever disappear. On March 15, 1965, Lyndon Baines Johnson gave a speech that pointed out the racial injustice and human rights problems of America in Washington D.C. He wanted every citizen of the United States to support his ideas to overcome and solve the racial injustice problems as a nation. Throughout the speech, Lyndon Johnson used several rhetorical concepts to persuade the audience.
A TED Talk video is spreading ideas in a speech that takes about eighteen minutes or less.In a TED Video, the speaker uses Ethos, Pathos, and Logos, to persuade their audience to believe them.Ethos is an ethical appeal (credibility), convincing the audience that the speaker is someone worth them listening to.Pathos is when the speaker uses emotions to persuade their audience.Logos is when the speaker uses reasoning and common sense to get to their audience.
In the speech composed by Frederick Douglass, “What To The Slave Is The 4th Of July?”, he uses rhetorical strategies to connect with his audience by conveying a sense of emotion, facts, and giving the idea that he is a very good candidate to talk about the idea of slavery and what it means to be a slave on the 4th of July. It being that Frederick Douglass himself was once a slave and also bought his freedom, he can determine viewpoints from both sides of the spectrum, being a free American and being an African-American slave. This enables him to have a better idea of the counter-arguments made by the opposition, and give a clear representation of what it really means to be a slave on the 4th of July.
In Rochester, New York on July 5, 1852 Frederick Douglass, a former slave, spoke at the Ladies’ Anti-Slavery Society on the irony of rejoicing and celebrating the freedom and independence of America, a country in which so much of the population was not free, but rather enslaved (Faigley 351). His speech was a fiery call to arms for the abolitionists at the meeting to not only concern themselves with the issue, but also to take action; not only to listen but to become engaged. His work was a powerful example of the anger, frustration, and raw emotion felt by the millions of slaves in the Americas, and how it could be put to work, exposing the hypocrisy of many white
The first section of Frederick Douglass’s “What to the Slave is the Fourth of July” speech praises American father’s past accomplishments for freedom, “Feeling themselves harshly unjustly treated by the home government, your fathers, like men of honest, and men of spirit, earnestly sought redress… Your fathers were wise men, and if they did not go mad, they became restive under this treatment” (462). In this first section, Douglass’s main purpose is to briefly narrate the historical event and remind the audience why they are celebrating it. However, he is also trying to convince the audience to keep listening and have them understand his point of view, of which will be brought up later in the speech. By praising the founding fathers, Douglass