On 12th of January, in the year of 1780, Quincy Adams who is currently traveling abroad with his father, John Adams. John Adams is a diplomat and later the country’s second President. Abigail Adams, Quincy Adams’s mother writes a letter to her son guiding him to be studious and diligent in every possible way. In her letter, Adams uses rhetorical elements to guide and convince her son. She uses ethos, pathos, and logos, imagery and personification to advise her son throughout the letter. Adams introduces her letter, by stating “My Dear Son”, to show her son that she is trying to guide and convince him rather than nagging him. She uses ethos, by indirectly encouraging her son by stating, in lines 54-56 “So much satisfaction
as to be honored with the important embassy which at present calls him abroad.” She is implying that even though his father is a diplomat, he shouldn’t take things for granted and should earn for it. She uses pathos and logos by conveying her message with emotions and discipline. In lines 57-61, “The strict and inviolable regard you have ever paid to truth, gives me pleasing hopes that you will not swerve from her dictates, but add justice, fortitude, and every manly virtue which can adorn a good citizen, do honor to your country…” Through this, she is showing discipline and certainty towards Quincy Adams. She uses logos through historical context, in lines 30-43, she refers to history and the impact and result of her advice. Adams uses imagery in her letter, to show her son the reality of his actions if he obeys and understands her advice. In lines 43-49, “Yet it is your lot, my son, to be an eyewitness of these calamities in your own native land...and who, aided by a generous and powerful ally, with the blessing of Heaven, will transmit this inheritance to ages yet unborn.” She uses imagery to convey her message and guide her son to obey her advice. Adams uses personification in her letter, to refer to solidity and to show her son the real world. In lines 17-20, “Traveller to a river, that increases its stream the further it flows from its source; or to certain springs, which, running through rich veins of minerals…” Through this statement, Adams motive is to show her son sensibility and the impact of her advice to him. Adams indirectly gave herself credit for her actions, and show her son to be diligent and studious. For example, in lines 24-26, she states “Nothing is wanting with you but attention, diligence, and steady application.” Throughout her letter, Adams motive was to guide and convince her son, Quincey Adams, to be diligent and studious. She used rhetorical elements, ethos, pathos, logos, imagery, and personification to further convey her message to her son.
In the video “An Evening With MR QUENTIN CRISP (1980)”, the main speaker Mr. Quentin Crisp begins the speech by allowing the audience to acknowledge that the ideas he is presenting are different from world-wide standards and are not accepted by the mass. As he says: this is “consultation with psychiatrist madder than you are” (Mr. Quentin Crisp).
Patrick Henry was known as “the Orator of Liberty” and created his name with his speeches. When colonists were divided in 1775, some were hoping to work it out but not Patrick Henry. He thought the only choice was to go to war with Great Britain. Henry uses ethos, pathos, and logos to show his clause for going to war with Britain.
In the letter, Abigail Adams, informs her daughter about how she likes the White house. But throughout it she shows her daughter how she reacts with her new surroundings. She acts spoiled and she complains.
John Adams being a foreign diplomat upheld the responsibility to travel throughout the world and discuss foreign relations relating to American sovereignty. When under the dominance of such a prestigious family, John Quincy Adams, through the impressment of his mother was sent upon a journey with his father to new lands. In her letter, second First Lady of the United States and wife of John Adams, Abigail Adams elicits that her son John Quincy Adam’s will elaborate upon the virtues he desires through human experience–despite his initial reluctance and imprudence towards it. Adams constructs this elicitation by applying emotional and invoking language with a nuturingly considerate tone, by using figurative language like metaphors to embellish
Wife of John Adams, and the mother of John Quincy Adams, Abigail Adams was known to advocate education in public schools for girls even though she never received formal education; however, she was taught how to read and write at home and acquired the opportunity to access the library of her parents where she broadened her knowledge of philosophy, theology, government and law. The informal education provided her with a basis of political ideas influenced by her grandfather, John Quincy. Both his teachings and his interest in government moved Abigail towards the thoughts and ideals that she carried through her involvement in the early colonial government. Abigail Adams desired both boys and girls to have access to education. In addition
Abigail Adams has been historically remembered for being the wife of the second president of the United States, John Adams, and the mother of the sixth, John Quincy Adams. A close historical examination of her life, however, reveals that she is someone who deserves to be understood on her own terms. As the title of Charles Akers’ biography of Abigail Adams puts it, she was truly a revolutionary American woman who espoused the republican ideology of virtue for self-government. Akers describes her as having “the widest range of experience” (Akers 1) out of all the American women of her time, as seen in the over two thousand letters written by her, mostly to her husband who was often on the road. Abigail
Born on November 11, 1744, Abigail Smith entered the world in the Massachusetts colony during troublesome time of England rule that was destined to end one day.1 Her family was well respected in the town of Weymouth, where she was born. Her father, William Smith, was a Congregational minister and her mother, Elizabeth Quincy, hailed from a prominent family in the colony.2 Abigail spent her time at her grandmother’s house where she was schooled in English, French, and history, meanwhile, gaining a well-rounded education from the many hours she spent in her father’s library. Her mother’s father, John Quincy, was a member of the colonial Governor’s council and colonel of the militia. He was also the Speaker of the Massachusetts Assembly, a post he held for 40 years until her death at age 77.3 His interest in government and his career in public service influenced her greatly, her grandfather died three years into her marriage to John Adams.
Adams uses a plethora of rhetorical contrivances in order to encourage her son to act responsibly in his endeavors overseas. Among many other devices, she frequently uses allusions in the text in an attempt to get her message across to her child. The author speaks of people who Quincy “owes” his existence to, a people who “aided by a glorious defense of their invaded liberties, and who aided by their generous and powerful ally, with the blessing of heaven, will transmit this inheritance to ages yet unborn.’’ (Adams, 46-49). She includes this quote in order to remind her son of their families of their strong corroboration with the recent Revolutionary War, and how his life wouldn`t be the same if it hadn`t been for passionate democratic partisans,
John Quincy Adams was an American whose father was one the greatest American statesman. Abigail’s mother writes to John as he is traveling with his father. In her letter she embodies a mother’s love through the rhetorical strategies of pathos, figurative and syntax.
I come here before you, my friends, my family, and my comrades to emphasize that we shall fight, we shall defend, we shall win, and we shall prevail! As the ships of our mother country, Great Britain ascend upon us, we will not cower behind closed doors. For the past ten years they have already caused us much harm and it is time for us to finally say enough. Believe me for I would much rather hang than say a lie, Great Britain is no longer a friend of ours. March 23, I heard an intellectual man expatiate a profound speech that has moved me to stand before you today. Patrick Henry, a man of great capacity, stood before the convention of Virginia and passionately expressed why we should take action. It is with that powerful speech that I most agree with. I will and shall unite with Henry as times like these require all of us to do so. In order to obtain our freedom, we must fight.
The famous “I have a dream” speech given by Martin Luther King Junior (Jr.) sent a shockwave across the United States and forever changed the meaning of freedom and equal rights for all mankind. The way in which Martin Luther went about in bringing change for the black man and woman was brilliant and very effective. Although many things contributed to the Civil Rights Movement to bring about the radical change, Martin Luther’s rhetoric and stylistic devices throughout his speeches and...The king demonstrates In Martin Luther King Jr.’s “Letter from a Birmingham Jail”, he uses an authoritative voice, analogies, allusions, and ethical appeals that make his argument more relatable and compelling. In comparison, his authorial counterpart, David Foster Wallace in “Consider the Lobster”, lacks the similar confidence in his stylistic and rhetorical devices making his argument weak and less convincing.
“I first contracted some dread, chronic disease, the unfailing symptom of which is a kind of blind fever, a pounding in the skull and fire in the bowels. Once this disease is contracted, one can never be really carefree again, for the fever, without an instant's warning, can recur at any moment. It can wreck more important things than race relations. There is not a Negro alive who does not have this rage in his blood--one has the choice, merely, of living with it consciously or surrendering to it. As for me, this fever has recurred in me, and does, and will until the day I die” (Baldwin 592).
Through Douglass’s use of vibrant imagery and dreadful diction, he is able to display the process of his mind’s growth, guiding readers from unknowingness to consciousness.
Abigail used people who were successful to show John Q Adams to take her advice and to be more go getting to become great. In line 30-35 Abigail Adams states “Would Cicero have shone so distinguished and orator if he had not been roused, kindled, and inflamed by the tyranny of Catiline, Verres, and Mark Anthony? The habits of a vigorous mind are formed in contending with difficulties”. Abigail Adams was trying to get her son to stop being less passive and do more than what he wanted to do. Abigail before line 30 talked about how all John Q Adams wanted was attention, diligence and steady application. Adams wanted her son to be great and not to be leisure all the time. That why she was advising him to go on this trip because she wanted him to be engaged and not
He also powered his point by invoking juxtaposition into his speech. A good example of this is about halfway through his speech when he said, “Three hundred and ten years we worked in this country without a dime in return -- I mean without a dime in return. You let the white man walk around here talking about how rich this country is, but you never stop to think how it got rich so quick. It got rich because you made it rich.You take the people who are in this audience right now. They're poor. We're all poor as individuals. Our weekly salary individually amounts to hardly anything. But if you take the salary of everyone in here collectively, it'll fill up a whole lot of baskets. It's a lot of wealth. If you can collect the wages of just these