#1 “Sunset on the River” by Mark Twain 1.) “Now when I had mastered the language of this water, and had come to know every trifling feature that bordered the great river as familiarity as I knew the letters of the alphabet, I had made a valuable acquisition.” 2.) I chose this quote because it fits the story perfectly. This quote is at the beginning of the story saying that he knows the river really well. At the end he still knows the river well just in a different way. This way is not for the better because he learns all the dangerous parts about it. 3.) Notes Loves the river and everything about Becomes a steamboat captain Has to learn everything about the river Lasts for 5 years as a captain Compared to doctor I believe that the author is trying to say how being a captain ruined his view of the river. 4.) A modern equivalent is with doctors and how the way they look at their patients after they have treated them. 5.) I chose these two pictures because they fit the theme of the story. The picture on the left shows the beauty of the trees in the fall, while the picture on the right shows the emptiness of the trees in winter. The reason this fits the theme is something happened that changes how you look at things. 6.) Do not get a job that would change the way that you look at things you love. #2 "The War Prayer" by Mark Twain 1.) "Upon the listening spirit of God the Father fell also the unspoken part of the prayer. He commandeth me to put it into words. Listen!" 2.) This quote has importance with in the story. This means that it helps get the message of the story across. It says that in prayer some is spoken and some is kept to silent. The unspoken part of the prayer can be hurting others by what... ... middle of paper ... ...ave kids. Her son became a famous politician. “Hamilton Greene” Son of Elsa, but he thinks he got all of his traits from the Greens, when really it was from his mom and his actual father. “Barney Hainsfather” It is about a man who dies in a train accident, and another guy both buried in wrong cemetery. “Fiddler Jones” This is about a guy who goes around playing instruments even though he is poor. “Lucinda Matlock” She had a terrible life. She receives news that her husband died and is happy then he walks in and she dies of a heart attack. #12 Paul Lawrence Dunbar “We Wear the Mask” They wear a mask so that they do not get ridiculed. “Douglass” It is about how they needed Frederick Douglass, because times were just as bad as before. “When De Co’n Pone’s Hot” Everything is better when de co’n pone’s hot. “A Negro Love Song” Jump back, honey, jump back.
Any action predicated on one character’s withholding of information could have been remedied by sharing the information. This undeniable truth proves that the curiosity of humanity can lead to destruction and anguish. The playwright’s motive is for the audience to understand this lesson and rid themselves of secrecy and unhelpful curiosity. The playwright’s parables are aimed to not only enlighten, but to change perspective of the audience, ultimately leading to the improvement of humanity.
Barry defines the Mississippi’s unpredictability through an “uncoiling rope.” One cannot experience an act such as that of an uncoiling rope, in it’s smooth, but quick movements. Its destination cannot be anticipated and its course of action can only be speculated. By using a single phrase, like “uncoiling rope,” Barry guides his audience to a complete picture of the fascinating Mississippi. He gives life to the Mississippi by relating it to a snake. His snake-related diction, such as “roils” and “uncoiling” present the river with lifelike qualities that extend Barry’s purpose in saying that the incredible river can actually stand on it’s own. Furthermore, Barry describes the river in similes in order to compare the Mississippi to a snake, in a sense of both power and grace. The river “devours itself”, “sucking” at the surface around it, and “scouring out holes” in its depths. Barry’s combination of personifying diction and similes provide his audience with a relation in which one understands the Mississippi’s paradox of strength and unpredictability, and
Frederick Douglass wrote in his 1845 autobiography, Narrative of the Life of Frederick Douglass, an American Slave, about the devastation associated with slavery and the destruction from which comes desperation. Douglass intends to summon upon the guilt and empathy of his white audience by giving an account from which the reader is able to coax up a new perspective on the dreadful oppression. Seen especially in the third paragraph where Douglass provides a series of rhetorical devices including: apostrophe, anaphora, personification, exemplum, and epithet in his sorrowful bellowing to passing ships.
Frederick Douglass, an African American social reformer who escaped from slavery, in his autobiography “Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself,” denotes the perilous life of a slave in the South. Through syntax, Douglass is able to persuade his readers to support the abolitionist movement as his writing transitions from shifting sentence lengths to parallel structure and finally to varying uses of punctuation. Douglass begins his memoir with a combination of long and short sentences that serve to effectively depict life his life as a slave. This depiction is significant because it illustrates the treatment of slaves in the south allows his audience to despise the horrors of slavery. In addition, this
middle of paper ... ... This moment is especially powerful because it allows Douglass to extend the scope of his influence. He makes an attempt to show that all people are the same, there are no exceptions. There will also come times when things will change as long as there are people who can recognize and tolerate otherness without harming others.
In the narrative, Frederick Douglass introduced us to many different characters. The ones in particular that would be discussed in the following paragraphs are Sandy Jenkins and Edward Covey. These two characters are very different from each other but share the same importance to the growth of Douglass. Jenkins was a slave just as he was but the only thing different between him and Douglass was that he was a superstitious man. He had seemed to be a little closer to being a traditional slave than Douglass. On the other hand, Covey was a religious prude. He took advantage of the biblical word made it his law. Between these two characters, Douglass had his "roots" on one side and the "law" on the other gnawing at him and his only relief would
The tone established in the Narrative of the Life of Frederick Douglass is unusual in that from the beginning to the end the focus has been shifted. In the beginning of the narrative Douglass seems to fulfill every stereotypical slavery theme. He is a young black slave who at first cannot read and is very naïve in understanding his situation. As a child put into slavery Douglass does not have the knowledge to know about his surroundings and the world outside of slavery. In Douglass’ narrative the tone is first set as that of an observer, however finishing with his own personal accounts.
... slavery as a heavenly duty. He wrote this passage to show how slavery is wrong, but his views on religion connected with slavery are the strongest point made in this reading. I think we all can agree that treating people as unequal or cruel is actually going against the bible instead of following it. Christianity is all about doing a good deed and making the heavenly father proud, but slaveholders were doing the exact opposite. Someone once said that one of the worst sins you can commit is knowing what the rules say in the bible and still going against it. Douglass is trying to prove that just because you go to church and praise God does not mean you are a true Christian.
It captures a calm scene during the winter. Looking at the painting, some of the things that jump right out are the paved side walk/ bike path, the evergreen trees, and the ground covered by clear fresh snow. The side walk starts on the right side of the painting, curves to the left and comes back to the right and fades into the evergreen tree, which is right in the middle, the emphasis of the painting. The other evergreen trees are painted behind the middle tree. They are evenly spaced and each tree is painted in different perspectives, which adds depth to the view of the nature/scene being captured. Since there is fresh snow on the ground and the time seems to be set in the morning or midafternoon, the whole painting has a snow white
“Go on, dive in. You’ll have to do some digging... she’s big heifer”. Such was one of my earliest forays into surgical medicine. As a student new to the clinical environment, I was somewhat surprised by the pervasiveness of derogatory slang used to describe patients, and I questioned how I wanted to interact with those around me - be they doctors, patients or students. Reading around this topic led to an excerpt by Komesaroff (2008) in which he presents his theory of micro ethics. Addressing the disparity between traditional bioethical teachings and the realities of clinical practice, he ultimately emphasises the importance of the smallest of ethical decisions in patient care - be it facial expression, tone of questioning or the often inconspicuous acts of trust.
...y afraid at first but finds out that there are many ex-slaves willing to take a stand and risk their lives to help their own. Douglass realizes that with the help from the ex-slaves he could also help his fellow slaves.
Douglass’s life in the city was very different from his life in the country, and living in the city changed his life. In the city, he worked as a ship caulker which he excelled at, compared to a a field hand in the country which he was not skilled at. In the city he was treated better and always fed, but in the country he was experienced lack of food most of the time. The city opened his mind to escaping, and with the help of abolitionists he was able to successfully escape. In the country he did not knowledgable people to help him and was turned in by an ignorant, loyal slave. The city’s better opportunities and atmosphere led Frederick Douglass to escape freedom and dedicate the rest of his life fighting to end slavery
The Narrative of Frederick Douglass by Frederick Douglass is written to have people place their feet in the shoes of Frederick Douglass and try to understand the experience he went through as a slave. Douglass writes this piece of literature with strong wording to get his point across. He is not trying to point out the unpleasant parts of history, but to make people face the truth. He wants readers to realize that slavery is brutalizing and dehumanizing, that a slave is able to become a man, and that some slaves, like himself, have intellectual ability. These points are commonly presented through the words of Douglass because of his diction.
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.
His main argument in the speech is that it 's unjust and hypocritical for a country to celebrate its freedom while it still has slaves. Now that in itself is a morally viable argument, and it has never been more relevant than today in our racially hate fueled world where every situation is turned into a hate crime. However, back in those days majority of slaves were sold into slavery by their own people. Most slaves were sold by rival tribes as prisoners of war, or trouble makers of the tribe, thus giving us the “bottom of the barrel” of the groups. Another counter to Douglass was that even though slaves were people, they were still considered property. A hard working farmer could have used his last penny in order to purchase that slave because he was unable to tend his farm and provide for his family. One common misconception was that all slaves were beaten and treated lower than swine, while to the contrary some were treated well being given a bed and meals every day in exchange for their hard work. While Douglass may have had a bad time under the ownership of Auld, most northern states did not treat their slaves in this manner. This is one of the main reasons Douglass learned how to read, yet no credit is given to his former owner. Most slaves developed a relationship with their owners, in which their owners taught them useful skills such as reading, writing, simple math and farming skills. Another argument brought into Douglass’ speech was that most churches were segregated, and in turn perpetuated the racism that helped keep slavery alive in well. He proposed that a God that wouldn’t allow such evil and disservice in this world would contradict everything the bible proposes and teaches. He praises the writers of the constitution, considering them his equal and thanking the signers of the Declaration of Independence, calling