Rhetorical Analysis of Frederick Douglass’s “Learning To Read and Write” Skill Essay

In the excerpt information to charter and save up, Frederick Douglass uses an empathic tone, elevated diction, imagery, and telling details to convince a black-and-blue American reference from the 1850s of the human race and intelligence of enslaved Africans and the evils of slavery. apologizes1 Frederick Douglasss strongest dodging in his acquisition to Read and Write release is his empathic and human tone that convinces a white 1850s sense of hearing of the kindness and humanity of enslaved Africans. 2 Frederick Douglasss strongest dodging in his Learning to Read and Write pass is his elevated diction that convinces a white 1850s audience of the intelligence of enslaved Africans. 3 Frederick Douglasss strongest strategy in his Learning to Read and Write passage is the imagery of his mistresss shift from a lamb-like zest to a tiger-like fierceness that convinces a white 1850s audience of the evils of slavery. 4 Frederick Douglasss strongest strategy in his Learning to Read and Write passage is the details he involves about his mistresss actions that convinces a white 1850s audience of the evils of slavery. turnStandard Choosing the Best Warrant Writing usanceTiming/ walk1 This lesson comes after students draw been completed work on Moby Dick. Students give up read excerpts from Narrative of the Life of Frederick Douglass, including an excerpt in which he resists and defies his master. Students necessitate written their own stories of resistance, a time when they mentally or physically resisted someones attempt to control them and how they grew as a result. Students have shared their resistance stories inread-around in groups or as a whole class and have reflected on in writing and thusly discussed the patterns found among their classmates stories and their messages. Students have also read Douglasss excerpt Learning to Read and Write and completed a DIDST (Details, Imagery, Diction, Syntax, Tone) chart on the passage. roughly background k nowledge/familiarity with the American slavery system and slave narratives is helpful. afterwards this lesson, students will write a rhetorical analysis essay of the Learning to Read and Write passage.2 This occupation is approximately 25 minutes3 This activity comes after the Do Now.NotesThe rationale for this activity is to psychoanalyse the strength of a speakers arguments and warrants, and what makes an argument and warrant strong. This activity helps prepare students to write a rhetorical analysis of this passage.Follow-up ActivitiesTo include an oral activity, follow up with a choosing the trump out warrant miniskirt debate.TextReading Frederick Douglass- excerpts from Narrative of the Life of Frederick Douglass (These excerpts, the DIDST chart, and related lessons are in stock(predicate) online by Googling Frederick Douglass AP Lang.) Name_____________________________________ Class__________________Date______________Choosing the Best Warrant Writing ExerciseIn the exce rpt Learning to Read and Write, Frederick Douglass uses an empathic tone, elevated diction, imagery, and telling details to convince a white American audience from the 1850s of the humanity and intelligence of enslaved Africans and the evils of slavery.Warrants1. His empathic and compassionate tone convinces a white 1850s audience ofthe kindness and humanity of enslaved Africans. 2. His elevated diction convinces a white 1850s audience of the intelligence of enslaved Africans. 3. The imagery of his mistresss shift from a lamb-like disposition to a tiger-like fierceness convinces a white 1850s audience of the evils of slavery. 4. The details he includes about his mistresss actions convinces a white 1850s audience of the evils of slavery.Preparing to WriteStep 1 Select the strongest warrant. Warrant ___.Step 2 depict 2 reasons why the warrant you choose is the strongest close 1Reason 2Step 3 Provide 2 reasons, 1 for severally of the 2 weaker warrants why they are not as strong of an argument.Warrant __ is weaker becauseWarrant __ is also weaker becauseParagraph Set-upThe strongest reason for believing claim is true is the circumstance that the warrant you chose. One reason why this warrant is best is reason why the warrant is best. Additionally, 2nd reason why the warrant is best. Some would argue that 1st opponent warrant is a better reason to believe claim, but that is not the case. Specifically, reason why 1st opposing warrant is weaker. In addition, others would argue that 2nd opposing warrant is a better reason to believe claim, but that is not the case. In fact, reason why 2nd opposing warrant is weaker. Thus, the chosen best warrant is clearly the best reason to believe claim.