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United States social worker and reformer Florence Kelley delivered a speech to the National American Women Suffrage Association advocating for laws to restrict child labor, stating the importance of women’s suffrage in resolving the issue. Kelley communicates this message by implementing rhetorical devices such as repetition, parallelism, and others to showcase ideas of lack of childhood, maternal instincts, and sectionalism throughout her speech. One of the main concepts Florence Kelley exploits in order to deliver her message is that of the childhood that the children’s lives are lacking, and how the factories are the ones taking that from them. In lines 2-3 the speaker uses an idiom, that can in the context of the speech be applied literally,
“Always remember that you are absolutely unique. Just like everyone else.” This mantra from Margaret Mead is a somewhat humorous yet slightly satirical spin on how people tend to think of themselves as one-of-a-kind, irreplaceable human specimens. However, one English teacher from Wellesley High School takes this critique one step further with his polemic presentation at the school commencement. David McCullough, a Massachusetts English teacher, gave a seemingly somber sendoff to his graduates in 2012, with a speech that contained some unapologetically harsh sentiments. However, by looking past the outwardly dismal surface of the speech, the students can infer a more optimistic message. By incorporating devices of asyndeton, paradox, antimetabole, and anadiplosis, McCullough conveys to each student that even though none of them is unique, their commonality is not a fault they all have merit and should strive to view the world through a more selfless lens.
In the passage the author addresses who Ellen Terry is. Not just an actress, but a writer, and a painter. Ellen Terry was remembered as Ellen Terry, not for her roles in plays, pieces of writing, or paintings. Throughout the essay the author portrays Ellen Terry in all aspects of her life as an extraordinary person by using rhetorical techniques such as tone, rhetorical question, and comparison.
On September 5, 1995 Hillary Rodham Clinton delivered a speech to the United Nations 4th World Conference during a Women Plenary Session, located in Beijing, China. Clinton spoke about how women around the world were not treated equally, how women rights should be equal to human rights, and the ghastly abuse and discrimination women faced around the world. The reason for the conference was to strengthen women, families, and societies in order to empower women to taking control of their lives and not be subject to such discrimination. She emphasized how education, health care, jobs, and political rights were not equal between genders and that the world needed to change. Clinton gave a very convincing speech because of her use of rhetorical techniques. The use of pathos, ethos, logos, and anaphora created a powerful, persuasive argument against the way women were treated around the world. Clintons main goal of this speech was to appeal to the audience and convince them that this is unequal treatment is an immense matter and needs to be addressed all over the world.
Ann Richards’s keynote speech at the Democratic National Convention in 1988 was extremely interesting to watch. I believe her speech was intended to be focused on the American family and also the American farmers. These two areas seemed to be very important to Mrs. Richards and she made a point to discuss both.
In Florence Kelley’s 1905 speech to the Philadelphia convention of the National American Women Suffrage Association, she accentuates the obligatory need to reform the working conditions for young children.
Joseph McCarthy was a man of many talents, oration being one that surpassed the majority of the rest. McCarthy’s ability to use motifs, tone, and repetition in a way that supported his message impeccably was one of the reasons he excelled at persuasion.
Throughout Kelley’s speech, she utilizes imagery to help prove her view that child labor is wrong. She points out that while “we sleep” there are “several thousand little girls… working in the textile mills, all the night through, in the deafening noise of the spindles and the looms spinning and weaving cotton and wool.” The listener of the speech can visualize the dreadful scene in which thousands of little girls are working in the textile mills. This imagery evokes a sense of sorrow from the listener. Also, the word “deafening” adds to the listener’s understanding that not only are young children working, but they are working dangerous and dreadful jobs. She also depicts an image of a girl who “ on her thirteenth birthday” could work from “ six at night until six in the morning.” This detail suggests that there is little happiness in the lives of these young children
Imagery like “several thousand little girls will be working in textile mills, all the night through, in the deafening noise of spindles and the looms spinning and weaving cotton and wool, silks and ribbons for us to buy” illustrates the harsh conditions that the children are forced to work in. By describing this for her audience, Kelley clarifies how poorly the children are forced to live due to the lack of laws. Another example of this is her description of a little girl who, “on her thirteenth birthday, could start away from her home at half past five in the afternoon, carrying her pail of midnight luncheon”. The emphasis on the innocence of children portrays the pity and sympathy that the audience should feel. She creates a scenario that seems much too real when she says “The children make our shoes in the shoe factories; they knit our stockings, our knitted underwear…They carry bundles of garments from the factories to the tenements, little beasts of burden, robbed of the school life that they may work for us.” By going into detail about what kinds of work the children do at work helps to open up the audience’s eyes to a perspective that is more personal and in-depth than Kelley merely lecturing them. In doing this, Kelley is able to invoke a sense of guilt that the audience members share. Consequently, the audience members thus feel the need to make change and rid themselves of the guilt they feel by allowing the continuation of children’s forced
In the first paragraph, Kelley explains the ages of these labor-bearing children by saying that “they very in age from six...sixteen in more enlightened states.” The use of “enlightened” is purely sarcastic, and the speaker does not have any respect for those states that allow sixteen year old girls to do heavy-labor. For anyone in the audience that knows the literal definition of “enlightened,” they, too, would be squirming in their seats at the thought of child labor, even at sixteen years of age, being “enlightening.” In her fourth paragraph, she touches more on “enlightened” states by talking about Alabama. She uses “child[ren] under sixteen.. shall not work in a cotton mill at night longer than 8 hours,” and then says that Alabama “does better... than any other southern state,” to again show her sarcasm towards these states...
Florence Kelley used rhetorical strategies in her message. She uses them to make logical statements in an argument, to make credible statements showing what is morally correct, and to make statements that appeal to the reader's emotions.
Helen Keller, against all odds, became a mouthpiece for many causes in the early to mid-twentieth century. She advocated for causes such as building institutions for the blind, schools for the deaf, women’s suffrage and pacifism. When America was in the most desperate of times, her voice stood out. Helen Keller spoke at Carnegie Hall in New York raising her voice in protest of America’s decision to join the World War. The purpose of this paper will analyze the devices and methods Keller used in her speech to create a good ethos, pathos, and logos.
On January 19, 2016, during the election process for the new president, presidential candidate Donald J. Trump is endorsed by well-known Politician Sarah Palin. She conveys a convincing speech that catches the audience's attention on who they want as a leader for this country. Through the use of imagery & sarcasm and Ethos, along with enthusiastic facial expressions, direct eye contact, and confident posture, Palin stresses her beliefs and what she believes Trump will do for our country. Sarah Palin brings her opinion to the table and informs the audience on the trust she has for Donald Trump with a faithful, optimistic message about his background and reputation. Palin’s purpose of the speech is to show America that in order for our country
Margaret Sanger, a well known feminist and women's reproductive right activist in USA history wrote the famous speech: The Children's Era. This speech focuses on the topic of women's reproductive freedom. Sanger uses rhetorical forms of communication to persuade and modify the perspectives of the audience through the use of analogy and pathos. She uses reason, thought and emotion to lead her speech.
Elizabeth Cady Stanton, along with many other women, packed into a convention on a hot July day to all fight for a common cause; their rights. At the first Women’s Rights convention, Stanton gave a heroic speech that motivated the fight for the cause to be even stronger. Through Stanton’s appliances of rhetorical devices such as emotional, logical, and ethical appeals, she was able to her win her point, change the opinions of many, and persuade people to follow her.
In Florence Kelly’s child labor speech she expresses her discontent with child labor, an and the lack of humanity our nations country have because it hasn’t ended. In her time period.