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Racial Discrimination in the Criminal Justice System
Racial Discrimination in the Criminal Justice System
Racial prejudice in the court system
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1.Give an example showing that the focus in your writing is on the speaker and not the reader. Explain how this strengthens your statement.
Douglass uses an admonitory tone to assert “...that killing...any colored person...is not treated as a crime,either by the courts or the community ” (Douglass) to emphasize the sense of invisibility Caucasians had because the justice system did not hold them accountable for their actions thus implying Caucasians did not have to fear the ramifications of their actions.
The example focus solely on Douglass and does not mention how his tone impacts the reader but instead focuses on how the tone clarifies Douglass message. In addition, the example narrows the focus on Douglass which makes his claim
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In today's society An increasing amount of African americans believe black males lives are not valued in the american criminal justice system because a growing amount of police officers have not been indicted for the murders they committed. If police officers are not indicted for the crimes they commit why would a police officer fear the consequence of indictment when most police officers don’t receive formal indictments.
I rearranged the order to connect how Frederick Douglass remarks resonate with the twenty first century criminal justice system. I added criminal justice system to make my assertion clearer in order to connect my assertion to the overarching purpose of my piece. I added the word prevalent to emphasis the effect on modern society. I have strengthen my commentary by explaining the perspective of the black community in the twenty first century which is essential to connecting my evidence to my thesis statement.
3.Give an example of quote integration which gives the reader a good about of the “scoop”. Explain what scoop is added and how it strengthens your
To begin, one of the most influential black African Americans is known as Frederick Douglass. Throughout his whole life he worked hard to fight for life and equality. The purpose for this research paper is to argue information about Frederick Douglass life and impact.
The Stases and Other Rhetorical Concepts from Introduction to Academic Writing. N.p.: n.p., n.d. PDF.
In his “Narrative of the Life of Frederick Douglass” Douglass recounts the struggles he personally experienced as a black male born into slavery. While the narrative clearly critiques the American institution of race-based slavery, it at moments goes even further to critique other American institutions that ‘enslave’ its participants. In one specific moment of his narrative, during the second chapter, Douglass engages in a particularly fascinating rhetorical move which simultaneously denies that race is the only basis for slavery, and implicates white society as slaves themselves merely operating under a different institutional ideology. Douglass acutely observes how the oppression of slaves within the institution of American slavery mirrors the oppression of free thought within the institution of American politics. In this moment, instead of permitting slavery to be understood as a ‘black’ problem that white culture is not negatively impacted by, Douglass points out how ideological oppression is a problem in society at large, in a variety of institutions, and thus everyone is negatively impacted so long as these institutions are sustained. The institution of slavery is linked to the institution of politics, and both are acknowledged as social constructs that are in need of revision.
Rosenberg first suggests that the academic reader joins in on the conversation. Her first way to go about this is by rhetorical reading. The reader should analyze the relationship between the author, the reader, and the text. After briefly discussing rhetorical reading the author gives a couple of strategies of doing so.
People carry the stigma of being criminals for their entire lives. Michelle Alexander, the writer of The New Jim Crow, describes the challenges criminals face after being released from prison. In the beginning of chapter four, she argues that they were treated cruelly by society, comparing them to freed slaves during the era of emancipation. Alexander effectively makes emotional appeals, logical moves, and convincing citations to add the credibility of her argument. Moreover, she organizes the passage through connected timelines and comparisons, successfully proving that criminals today encounter tough and biased treatment from the society.
In 2014, the death of Eric Garner in New York City raised controversial conversations and highlighted the issues of race, crime, and policing in neighborhoods that tend to be poor and racially isolated. Garner, an unarmed black man, was killed after being tackled and held in a “chokehold.” According to the AP Polls in December 2014, “Police killings of unarmed blacks were the most important news stories of 2014.” The problem is that young black men are targeted by police officers in which they have responded with the misuse of force and policy brutality. It is evident that this issue affects many people nationwide. The civilians do not trust the police department and the justice system because they hold the perceptions that police officers are immune from prosecution despite their actions. In particular, black individuals, specifically black males, do not feel safe in the presence of police officers because they are not held accountable for their mistakes.
These authors’ arguments are both well-articulated and comprehensive, addressing virtually every pertinent concept in the issue of explaining racially disparate arrest rates. In The Myth of a Racist Criminal Justice System, Wilbanks insists that racial discrimination in the criminal justice system is a fabrication, explaining the over-representation of African Americans in arrest numbers simply through higher incidence of crime. Walker, Spohn and DeLone’s The Color of Justice dissents that not only are African Americans not anywhere near the disproportionate level of crime that police statistics would indicate, they are also arrested more because they are policed discriminately. Walker, Spohn and DeLone addi...
These factors are similar to how writing styles affect your reader. No matter how great your grammar and punctuation are: poor diction, voice, and non-concise writing will ruin your credibility. Many students and writers throw these rough choices around like a jump shot in the d...
Douglass shared his newfound facts with distinct enslaved human beings. employed out to William Freeland, he taught one of a kind slaves at the plantation to take a look at the new testimonies at a weekly church service. hobby come to be so first-rate that in any week, more than forty slaves could attend lessons. despite the fact that Freeland did now not interfere with the instructions, different neighborhood slave proprietors were less understanding. Armed with clubs and stones, they dispersed the congregation completely.
Discuss the function and effect of one or more of the following literary devices –
Narrative of the Life of Frederick Douglass, An American Slave, brings to light many of the social injustices that colored men, women, and children all were forced to endure throughout the nineteenth century under Southern slavery laws. Douglass's life-story is presented in a way that creates a compelling argument against the justification of slavery. His argument is reinforced though a variety of anecdotes, many of which detailed strikingly bloody, horrific scenes and inhumane cruelty on the part of the slaveholders. Yet, while Douglas’s narrative describes in vivid detail his experiences of life as a slave, what Douglass intends for his readers to grasp after reading his narrative is something much more profound. Aside from all the physical burdens of slavery that he faced on a daily basis, it was the psychological effects that caused him the greatest amount of detriment during his twenty-year enslavement. In the same regard, Douglass is able to profess that it was not only the slaves who incurred the damaging effects of slavery, but also the slaveholders. Slavery, in essence, is a destructive force that collectively corrupts the minds of slaveholders and weakens slaves’ intellects.
While writing about the dehumanizing nature of slavery, Douglass eloquently and efficiently re-humanize African Americans. This is most evident throughout the work as a whole, yet specific parts can be used as examples of his artistic control of the English language. From the beginning of the novel, Douglass’ vocabulary is noteworthy with his use of words such as “intimation […] odiousness […] ordained.” This more advanced vocabulary is scattered throughout the narrative, and is a testament to Douglass’ education level. In conjunction with his vocabulary, Douglass often employed a complex syntax which shows his ability to manipulate the English language. This can be seen in Douglass’ self-description of preferring to be “true to [himself], even at the hazard of incurring ridicule of others, rather than to be false, and incur [his] own abhorrence.” This is significant because it proves that Douglass can not only simply read and write, but he has actually obtained a mastery of reading and writing. This is a highly humanizing trait because it equates him in education level to that of the stereotypical white man, and how could one deny that the white man is human because of his greater education? It is primarily the difference in education that separates the free from the slaves, and Douglass is able to bridge this gap as a pioneer of the
Back in Viet Nam, I had opportunities to learn about American slavery as a part of my World History class. I was not sensitive enough to understand the idea of slavery as deeply as the American until I read Frederick Douglass's book. It is an autobiography with a mix of politics and propaganda. He has a particular purpose in writing about his life which is to be ending slavery. Although his language sometimes seems a bit unnatural to me, his style is straightforward. He wants everyone to understand him, so he does not write long or complicated sentences, but informal ones. The title of his book draws my attention with two phrases: “American slave” and “Written by Himself”. By calling himself an “American slave”, he seems to remind everyone
From my writing collection, during this course, I have chosen three writing samples. The first report entitles "Reflection", demonstrate ideation strategies. It shows how I structured my writing process from brainstorming to come up with my thoughts. My second report "Memo" helps to develop skills in composing effective workplace documents. Lastly, my final report demonstrates how an audience analysis enhances your ability to connect with readers and listeners through persuasive writing.
Bryson forms well-structured paragraphs, which are clean, concise, accessible, and forceful for the general reader. He does not forget that his audience is the general reader with some college education. There are some conventions a writer follows when dealing with a larger audience such as maintaining a c...