At the beginning of the 1918 flu epidemic, many people were uncertain about the causes, effects, and circumstances that influenza revolved around. People were scared, and research on the sickness was nearly impossible due to the fear of the unknown. When people saw the frightening amounts of deaths, which finalized at around 21 million in four months, which took place around the entire world, no one would want to face the deadly virus themselves. John M. Berry, an author and historian, published the book The Great Influenza in 2004 to highlight the scientists of this time and the research they withheld. Barry uses rhetorical devices, including anaphora, allusion, and analogy in his book to emphasize the greatness behind scientists and their …show more content…
Like faced by the people who were quarantined in fear due to the fear of the effects of influenza, scientists were also faced with the fear head-first, with no knowledge of the subject. Barry exclaims that having uncertainty will not achieve any of their goals, and to be seen as something greater than just a scientist. they had to be certain about their work. His word choice in this paragraph holds power, meaning, and assertiveness that teaches the reader about what many of the scientists who studied influenza in this period faced. The uncertainty of the virus was the main restraint for scientists, and for one to take the chance is what set them aside from the ordinary. Likewise, Barry alludes to the findings of Albert Einstein, one of the most well-known physicists in world history in the late 1800s. While he may have been best recognized for his theories behind energy and mass, Barry studies that "Einstein refused to accept his theory until his predictions were tested, one must seek out such findings" which set him apart from others, allowing him not to doubt himself when things go
Eugene V. Debs, the United State’s most influential union leader and avid socialist gives light to many issues including presidency, systems of society, and most importantly the unemployed in his speech “The Issue”. Debs was imprisoned in the 1890s for illegally encouraging a railroad strike, he also was sentenced to 10 years for his discouragement to the United States’ involvement in World War I. Debs has been a remarkable figure in the socialist party and had influenced so many. In Eugene Debs’ speech, Debs’ uses rhetorical appeal to relate to and convince his audience of the “issues” in the United
Contemporary writer, John M Barry, in his passage from Rising Tide: The Great Mississippi Flood of 1927 and How It Changed America, seeks to communicate the extraordinarily perplexing river that has a life of it’s own. Barry illustrates the incomprehensibility and lifelikeness of the Mississippi, and how that makes it so alluring, by establishing it as far superior to all other rivers.
It became apparent in 1918 during a flu epidemic that certain traits were lacking in the scientific community necessary to research for a cure. In a passage from The Great Influenza, John M. Barry implements exemplification, diction, and didactic figurative language in order to depict the works of a scientist and the common obstacles encountered. Barry also characterizes scientists as those who possess the traits needed to accomplish their goals.
Luckovich’s editorial cartoon on H1N1 was published in October of 2009 and the cartoon is in Luckovich’s classic scribble sketch style. His cartoon alludes to H1N1 and the vaccine scares that caused avoidable sickness and death. Luckovich was in favor of vaccinations and he shows in his editorial why they are important. He directed his editorial cartoon specifically towards parents who refuse to vaccinate their kids due to rumors or lifestyle choices. His cartoon’s overall point is if you don’t vaccinate your children they will get sick and die from a preventable disease. The editorial was published after a major outbreak of a devastating strain of H1N1 that killed and hospitalized many, it spread quickly because of people who refused to vaccinate
The Influenza Pandemic of 1918-1919 occurred during the midst of World War I, and it would claim more lives than the war itself. The disease erupted suddenly without a forewarning and spread rapidly across the globe. It seemed as though all of humanity had fallen under the mercy of this deadly illness. Influenza had very clear symptoms as described by William Collier in his letter to The Lancet. After a patient seizes their temperature can run up to 105° or more while their pulse averages at about 90 beats per minute. The high temperature and low pulse are frequently combined with epistaxis (nosebleed) and cyanosis (blueness of the skin). The epistaxis is caused by the high temperature and the cyanosis is caused by a lack of oxygen due to the decreased pulse (Kent 34). The author of Influenza Pandemic of 1918-1919, Susan Kinglsey Kent, provides a brief history of the pandemic and documents from the time period. Many of the included documents show how unprepared and unorganized governments attempted to contain and control a disease they had never experienced, and how the expectations of the governments changed as a result of their successes and failures.
Scientists are constantly forced to test their work and beliefs. Thus they need the ability to embrace the uncertainty that science is based on. This is a point John M. Barry uses throughout the passage to characterize scientific research, and by using rhetorical devices such as, comparison, specific diction, and contrast he is able show the way he views and characterizes scientific research.
Albert Einstein declared, “The most important thing is to never stop questioning.” Questions help extend our knowledge by opening our minds to change and new possibilities. The excerpt talks about the mindset that scientists need to become successful and the process they go through to make new discoveries. In The Great Influenza, John M. Barry educates citizens of the everyday challenges that scientists face through utilizing rhetorical questions, cause and effect, and contrast.
Elie Weisel once said this: “I know and I speak from experience, that even in the midst of darkness, it is possible to create light and share warmth with one another; that even on the edge of the abyss, it is possible to dream exalted dreams of compassion; that it is possible to be free and strengthen the ideals of freedom, even within prison walls; that even in exile, friendship becomes an anchor.” Compassion is not something that is easy to understand, or even easy to show sometimes. The Holocaust was a difficult time to comprehend: how could one man have so much power and hate towards a society of people that he started a genocide? There may never be the right emotional explanation to describe the disturbing events that happened during the Holocaust, but Elie Weisel was able to share his. His message was that compassion and friendship can refrain someone from sinking so deep into a dark sea like the Holocaust.
In 1729, Jonathan Swift published a pamphlet called “A Modest Proposal”. It is a satirical piece that described a radical and humorous proposal to a very serious problem. The problem Swift was attacking was the poverty and state of destitution that Ireland was in at the time. Swift wanted to bring attention to the seriousness of the problem and does so by satirically proposing to eat the babies of poor families in order to rid Ireland of poverty. Clearly, this proposal is not to be taken seriously, but merely to prompt others to work to better the state of the nation. Swift hoped to reach not only the people of Ireland who he was calling to action, but the British, who were oppressing the poor. He writes with contempt for those who are oppressing the Irish and also dissatisfaction with the people in Ireland themselves to be oppressed.
From the Chelsea Naval Hospital, overlooking the Boston Bay, I sip on a cup of Joe and browse over the Sports Section of the Los Angeles Times. Earlier this month, three Bostonians dropped dead from influenza. In examining the extent of the epidemic, Surgeon-General Blue commented to the Times , "People are stricken on the streets, while at work in factories, shipyards, offices or elsewhere. First there is a chill, then fever with temperature from 101 to 103, headache, backache, reddening and running of the eyes, pains and aches all over the body, and general prostration." I gaze out my window, the sun seems brighter than usual and the town more radiant. It must be the victory, for the threat of death due to influenza is pervasive. Outside, children jump rope. With every skip of the jump rope they chant. "I had a little bird." Skip. "Its name was Enza." Skip. "I opened up the window." Skip. "And in-flu-enza."
“The Influenza Pandemic of 1918.” Billings, Molly. Stanford University Virology. June 1, 1997. retrieved from http://virus.stanford.edu/uda/
...ssor Heather MacDougall, “July – 11 November 1918: Pandemic Influenza on the Battlefield and Homefront,” Lecture delivered 9 November, 2011, HIST 191, University of Waterloo
The subject of death is one that many have trouble talking about, but Virginia Woolf provides her ideas in her narration The Death of the Moth. The moth is used as a metaphor to depict the constant battle between life and death, as well as Woolf’s struggle with chronic depression. Her use of pathos and personification of the moth helps readers develop an emotional connection and twists them to feel a certain way. Her intentional use of often awkward punctuation forces readers to take a step back and think about what they just read. Overall, Woolf uses these techniques to give her opinion on existence in general, and reminds readers that death is a part of life.
Kolata, Gina. Flu: The Story of the Great Influenza Pandemic of 1918 and the Search for the Virus that Cause It. New York: Farrar, Straus and Giroux, 1999. Print.
Sydney Chen Mrs. Dahlke Pre-AP English 9 4/17/24. Rhetorical Analysis Essay: Challenged Books The dystopian world of George Orwell’s “1984” threatens to spill from its pages and into our world now as within just the past year, the American Library Association found that 4,240 titles were targeted for removal or restriction from school libraries in a myriad of targeted attempts. Of course, the U.S. is not a totalitarian society in which citizens are deprived of their fundamental liberties, but, it would not seem as though we are far enough from such a reality through continuous censorship. In an analysis of two juxtaposing articles, the first, written by Sherman Alexie, titled “Why the Best Kids Books Are Written in Blood” he details the absolute