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How to perform a rhetorical analysis
How to perform a rhetorical analysis
How to perform a rhetorical analysis
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Throughout Florence Kelley’s 1905 speech to the Philadelphia Convention of the National American Women Suffrage Association, she emphasizes the need to alter the existing working conditions for young children as a necessary change in society. Repeating key concepts, introducing numerous examples of horrendous conditions and state policies, and extolling the virtues of laws curtailing the workday, Kelley develops a highly effective argument that pulls her audience into the issue and invites them to join her efforts. Utilizing forceful emotional appeals to the consciences of her audience, Kelley urges her audience to empathize with the victims of the labor policies. For example, in the opening sentence of her speech, Kelley gives the audience an idea of the scope of the problem that over “two million children …show more content…
In the body of her speech, Kelley uses parallel structure to start each paragraph, emphasizing the similar injustice of the laws in “in Alabama,” “in Georgia,” and “in Pennsylvania.” This notion of unfairness is furthered by her diction when she simultaneously praises the Unites States as a “great industrial” country while condemning many state laws as a “great evil.” Additionally, Kelley uses the oxymoron of “pitiful privilege” to describe the hypocritical nature of New Jersey’s laws. Finally, she calls her audience into action with a transition from narration into firm assertion. After describing the horrible nature of legislation “enabling girls of fourteen years to work all night” and little girls and boys of “under twelve years of age” to spend their developing years in factories, Kelley ties her ample evidence to her concrete goal: women’s rights. Including her audience in her discussion, Kelley affirms that both the audience and she are in agreement together on the issue when she asserts they “do not wish
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.
For example, she shares details that young children “ make our shoes in the shoe factories; they knit our stockings, our knitted underwear in the knitting factories. They spin and weave our cotton underwear in the cotton mills.” These details of labor suggests that there are many children working a wide variety of jobs. The details also indicates the severity of the situation: child labor is immoral. Kelley also enumerates specific laws that are outrageous that support child labor. She asserts that in Georgia, a girl who is as young as six could be working. A child of the age of six should be enjoying childhood — not working at a factory — which adds to the immoral view of child
I chose this word because the tone of the first chapter seems rather dark. We hear stories of the hopes with which the Puritans arrived in the new world; however, these hopes quickly turned dark because the Purtains found that the first buildings they needed to create were a prison, which alludes to the sins they committed; and a cemetery, which contradicts the new life they hoped to create for themselves.
The women working in the textile mills were offered money and a place to live in the companies boarding houses. The working conditions were not good, the mills were often hot, dusty, the machines would run too fast sometimes, and they would have to work more machines than intended, which didn’t cause an increase in pay. The Lowell Female Labor Reform Association was formed to change general conditions and shorten the work days. They tried to get the Legislature to investigate the working conditions, but they did nothing. In the end, they didn’t get the 10-hour work day they were fighting for.
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...
It was not until 1919 that women had the right to vote. If it was not for the hard work, determination, and perseverance from Elizabeth Cady Stanton, women today still may not of had the privilege to vote. Because of Elizabeth Cady Stanton and her hard work, women are now treated equally in our society today.
It is safe to say that the box next to the “boring, monotone, never-ending lecture” has been checked off more than once. Without the use of rhetorical strategies, the world would be left with nothing but boring, uniform literature. This would leave readers feeling the same way one does after a bad lecture. Rhetorical devices not only open one’s imagination but also allows a reader to dig deep into a piece and come out with a better understanding of the author’s intentions. Ursula K. Le Guin’s “The Wife’s Story” is about a family that is going through a tough spot. However, though diction, imagery, pathos, and foreshadowing Guin reveals a deep truth about this family that the reader does not see coming.
The function of women in politics, the economy, and communal events in American society moved significantly from the pre-Revolutionary war era to the early beginnings of the 20th century. In the years leading up to the American Revolution, women were looked upon as being “subordinate to males” and so as a result women were affected by the laws and regulations forced upon them by men. It was almost as if it was a woman’s right, to get married, have kids, and live out the obligation of being a thorough wife and mother. Because the government was mainly ruled and controlled by men, it was often that women didn’t have the lawful rights, for example the power to vote or be in possession of property.
Turbulent times of a newly freed democracy bred a longing for civil liberties and birthed what would become equality for all. The United States of America, known for independence, has not always been balanced in its freedom. The labor movement in America was a significant step in developing equal opportunity. In the nation’s infancy, working conditions were abominable. Workers were underpaid, overworked, and abused. Women and children in the workforce were ubiquitous in certain industries, often earning far less than a man would. Countless laborers were injured or killed on the job, and there was no health insurance. If a worker was wounded while working, he or she would simply be replaced. As a result of the deplorable labor environment, unions
Led by Clara Lemlich, 20,000 immigrants, mostly young women, demanded a twenty percent pay raise, a fifty-two hour workweek, and a closed shop (59). Their cause gained a significant amount of attention and caught the eye of wealthy progressive reformers, such as Alva Belmont and Anne Morgan, who perceived the strike as an opportunity to also advocate their own objective: women’s suffrage. Wealthy elites like Carnegie and Sumner may have believed that efforts to change the natural order are futile, but Morgan claimed that after learning about the details of the strike, she and other women wouldn’t be able to live their lives “without doing something to help them” (72). These affluent women demonstrated their support from both sides of the spectrum, from modestly distributing ribbons and buttons, to Alva Belmont’s contribution of her several cars to a parade for the striking workers (682) and the pledge of her mansion as surety for the bail of four strikers (76). Without the aid of these women, it was doubtful the strikers “could have lasted much longer without progressive money” (70). However, frustration arose amongst picketers as these progressive reformers turned a strike based on class struggle into a “broader feminist revolt” (68). Morgan blamed the strikers’ treatment on the inability for women to vote, not their inability to unionize (67). Striker’s retorted, asking
The oppression and discrimination the women felt in this era launched the women into create the women’s right movement. The economic growth in the market economy women opportunity to work was very low Lucy Stone explained that the same society that pushes men forward keeps woman at home (Doc. H). Only low paying jobs were available such as factories, seamstress, or a teacher and in most states women had no control over their wages. Charlotte Woodward explained how she would sew gloves for a terrible wage but it was under rebellion she wished to choose her own job and the pay (Doc.E). The chart on Doc F explained how women between 1837-1844 dominated men as teachers in the Massachusetts Public School. The idea of the “cult of true womanhood” was that most respectable middle class women should stay at home and take care of the family and be the moral of the home. The advancement in the market economy gave women a chance to make their own money to be able to support themselves and work outside of the home. The nineteenth century was a ferment of reform such as the Second...
At the beginning of the nineteenth century women were considered inferior to men. An average woman at that time, according to Stephanie Muntone from McGraw-Hill Professional, was not permit- ted to vote or hold office. By law, she had few rights to her own property or her own earnings. She could not take custody of her children in the event of divorce. There were few colleges or professions open to her. When our founding fathers established this nation they declared that everybody was created equally. However, at best, they were a second-class citizen in a republic founded on the principles of liberty and equality. The women fought back, as they should, because nobody should be oppressed because of their gender. They rebelled, withdrew, and raised awareness of the more than obvious mistreatment and unfairness of this situation. Because of this, the argument developed that the women were being disobedient. As recorded in history, during the 1920’s, you had the Sacco-Vanzetti murder case in Boston, you had the "Denver Mint robbery", you had the Ku Klux Klan, and you had Al Capone, the most powerful and prominent gang leader in the 1920’s. The acts these people committed were disobedience. But people obviously thought women, protesting for the equal rights that were given to them in the Constitution were just as bad as the criminals. Kate Chopin, an author, wrote The Story of an Hour during this time of struggle for women. Her story reflects this time period in a way that helps readers understand the dynamics of this movement in American History and how women were emotionally affected by gender differences.
...en endured throughout the Realist literary period. This oppression has evolved into strong female business figures. Kate Chopin’s “The Story of an Hour” shows the perceived inequality and inferiority of women throughout this era. This lies in contrast with strong, powerful female officials, such as Supreme Court Justices Sonia Sotomayor and Elena Kagan. Chopin’s The Awakening illustrates a literary attempt at women’s activism. Women’s activism is still present today, and is seen in the recent happenings at the Plymouth High School baseball and softball fields. Women have evolved past their positions as domestic keepers that were subordinate to men to active, equal members of society. Feminist literature has aided this evolution over the year. Women have overcome oppression through activism and garnered more rights since the termination of the Realist literary era.
Navarro, Mireya and Janon Fisher. “Long Silent, Oldest Profession Gets Vocal and Organized.” Women’s Rights. Ed. Jennifer Curry. New York: The H.W. Wilson Company, 2005. 95-98. Print.
The Industrial Revolution and the Suffrage of woman it’s an “earth- shaking revolution” in every aspect of a person faces trying to balance family and work in modern life. In the early 1920s, the Industrial Revolution transformed America society, created a middle class; but social conditions did not always get better and in many cases they got worse. Instead of going to school, children were expected to work more than ever and for very little pay. Parent was not much concern of providing them with education or stability. Before, laws were passed to regulate industry many of the conditions inside factoring could be both dangerous and exploitation of child. While, traditionally a woman’s role in society was to stay at home and care for her family. Often, woman weren’t considered educated enough in local or national affairs touted.