Diction In Narrative Of The Life Of Frederick Douglass

In this passage from Frederick Douglass’ autobiography, the third paragraph differences from the other two in the way it was constructed. The third paragraph is distinguished from the other two based on Douglass’ use of figurative language and syntax. Douglass uses those elements in order to show the reader the thoughts of a slave and a glimpse into their life.

African Americans are more than just slaves. African Americans are people that have dreams to pursue anything they want just as white people do. Throughout the novel “Narrative of the Life of Frederick Douglass” as written by himself, Douglass writes about his life during slavery and how it changed him into the man he became after he gained his freedom. He provides his own thoughts throughout this novel, which all appeal mainly to pathos. Also, Douglass provides examples of rhetorical analysis, such as chiasmus, loose sentences, and analogy. He wrote this novel to inform fellow slaves and abolitionists to stay hopeful and never give up, just as he did. He maintains a constant tone of depression and hope as he tells about his life story and being a slave. In this narrative, Douglass presents the argument that slavery is inhumane and needs to be discontinued.

In his, Narrative of the Life of Frederick Douglass, an American Slave, Douglass experiences the songs of his brothers and expresses his understanding of this passage. Through his use of structured diction, Douglass reveals the eternal enslavement of his mind caused by the deterioration of his slave self, exposing his apprehension of the songs.

Mental deprivation for Frederick Douglass was a far worse experience than the physical imprisonment of slavery for reasons of personal thought and independent knowledge being stripped away from him. He always knew slavery was wrong in the back of his mind, yet he had no idea of what to do about the situation, but when he was finally told how to read by one of his slave master’s wife, that power he was beginning to obtain was immediately stripped away from him and he felt mentally crushed. Lastly, there came a time when through him educating fellow slaves by teaching them how to read the Bible, the group of slaves plotted to escape. When the plan failed, Douglass was separated from his loved ones.

     It is at this time that Frederick Douglass learns one of the greatest freedoms of all. He is set free, in an educational sense. Douglass has been taught a few reading lessons form his mistress. Soon after his master discovers this, and commences the teaching at once. Soon thereafter, Frederick Douglass uses some smart tactics to resume his learning. He in a sense manipulates the children around him into teaching him how to read and write. This grand achievement taught Douglass something, as he says, “From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and

The Narrative of the Life of Frederick Douglass details the oppression Fredrick Douglass went through before his escape to freedom. In his narratives, Douglass offers the readers with fast hand information of the pain, brutality, and humiliation of the slaves. He points out the cruelty of this institution on both the perpetrator, and the victims. As a slave, Fredrick Douglass witnessed the brutalization of the blacks whose only crime was to be born of the wrong color. He narrates of the pain, suffering the slaves went through, and how he fought for his freedom through attaining education.

Frederick Douglass was a great author who used a variety of literary devices to contribute to his overall writing. One of his main literary elements that he uses is diction. What is diction? According to Merriam Webster’s dictionary diction is the way in which words are used in speech or writing. Douglass’ use of diction helps emphasize key point about slavery that writes about. Also, diction helps to convey the message that Douglass is writing about. Douglass uses diction is to describe the struggles and experiences of his life. Lastly, through his use of diction, Douglass was able to reveal what truly happened to slaves in the south, as well as the corruption of the slaveholders.

The Narrative of the Life of Frederick Douglass, An American Slave was written by Douglass himself, giving a detailed description of the slaveholders cruelty. Douglass was born in Tuckahoe, Maryland, and he makes known that he does not know his specific birthdate, “... no accurate knowledge of my age, never having seen any authentic record containing it.” (47), but it was approximately around 1818. Once being enslaved, and then escaping in 1838 he became known as an eloquent speaker for abolitionists, being able to deliver passionate speeches about the role of a slaveholder and their relationship to their slaves, especially since he was one of them. Douglass even discovered the true meaning of the songs sung by enslaved people, “ I did not, when a slave, understand the deep meaning of those rude and apparently incoherent songs, I was myself within the circle; so that I neither saw nor heard as those without might see and hear.” (27). The book is not an easy read for those who believe in equal rights, as Douglass put into painful words the description of brutal whippings, signs of no mercy, and people being taken advantage of because if they had shown mercy they believed they would have lost their dignity.

In chapter seven of the Narrative of the Life of Frederick Douglass, Douglass is finally aware of his approximate age, and is burdened with the thought of being a “slave for life.” At the age of 12, it is not very encouraging to be given the description of a “slave for life.” Douglass uses his newfound reading and writing skills to cleverly comprehend the book The Columbian Orator, and the speeches from the Catholic emancipation it contains, in his favor. The book Douglass discovers does a good job of supporting his invalidation of slavery as well as providing him with knowledge and reasonable arguments.

In reading “The Columbian Orator” by Caleb Binghams, Douglass learns that the slave industry is dependent on the constant and absolute control of slaveholders over their slaves.[] Therefore, in order to maintain control, slaveholders perpetuated slavery by maintaining their slave’s ignorance and depriving them of an education.[] By doing so, slave owners reduced their slave’s state of mind to that of an animal, unable to think, speak and advocate for themselves. After reading “The Columbian Orator,” in particular the Dialogues Between a Master and Slave by John Aikins, Douglass understood the “pathway from slavery to freedom;” becoming educated.[] Fredrick Douglass provides the strong argument that in order to achieve physical freedom, a slave must achieve mental freedom. Through knowledge and an education, slaves can achieve mental freedom which will give them a sense of self-sufficiency and capacity.[] Through this mental freedom, slaves will have the ability to exhibit control over

In chapter six, pages thirty-eight and thirty-nine, from the memoir Narrative of the Life of Frederick Douglass, Frederick Douglass expresses how knowledge helps slaves to understand the wrongness of slavery, and how it helps slaves to see themselves no different than any other man. The book itself is an autobiography told by Douglass on his life as a slave. Because Douglass was born into slavery he begins his story with his own birth, and proceeds through his journey to freedom. Throughout the passage Douglass uses diction and chiasmi to achieve his purpose of showing that while slave masters deny their slaves an education, slaves should seek that knowledge to conduct their freedom.

While the narrative’s purpose is mainly to describe the transformation from a slave to a free man, it is also to describe the transformation from a man into a slave. The passage from The Narrative and Life of Frederick Douglass depicts Douglass’s descent into the most brutal conditions of slavery and his reaffirmation of his desire to be free. Under the possession of Mr. Covey, Douglass finds himself to be a broken spirit confined to the bonds of slavery, though later transitions to describe the reigniting of his few expiring embers of freedom. The passage enforces his rage and aggression towards slavery, but the strength of the third paragraph also brings to life his desire for freedom and his willingness to act on the incentive.

Fredrick Douglass explains in this excerpt from The Narrative Life of Fredrick Douglass that no matter how hard they try, a white person will never understand what its like living the life of a slave. Throughout the excerpt Fredrick Douglass talks about how freedom from slavery is not how he ever imagined it would be. He says that once free, he was lonely and could trust no one, which contradicts all the positive connotations of freedom. This excerpt, in addition to the whole narrative, is aimed at white intelligent people since Fredrick Douglass’s audience could only people who knew how to read and write in 1838. Fredrick Douglass conveys his point through his syntax, imagery, and figures of speech.

Frederick Douglass was born in Maryland in 1818 as a slave to a maritime captain, Captain Anthony. After decades of enslavement, Frederick Douglass escaped to the North and became one of the prominent members and drivers of the abolitionist movement. In an effort to provide an eye-opening account of the harsh treatment of slaves, Douglass wrote Narrative of the Life of Frederick Douglass. In his autobiography, Frederick Douglass detailed his life beginning from his meager early years through his escape to the North. In writing his autobiography, Douglass utilized a variety of techniques including the use of the three rhetorical strategies: Ethos, Pathos and Logos to create a powerful and influential argument against the institution of

Narrative of the Life of Frederick Douglass, depicts a vivid reality of the hardships endured by the African American culture in the period of slavery. One of the many things shown in Frederick's narrative is how slaves, in their own personal way, resisted their masters authority. Another is how slaves were able to create their own autonomous culture within the brutal system in which they were bound. There are many examples in the narrative where Frederick tries to show the resistance of the slaves. The resistors did not go unpunished though, they were punished to the severity of death. Fredrick tells of these instances with a startling sense of casualness, which seems rather