Frederick Douglass Speech Essay

For the larger part of his life, Douglass believed in a living God and whom he knew can change the world. According to him, love and freedom were the most important foundations of Christianity. Therefore, it is his faith that pushed his hope that there would be an end to slavery and racial discrimination. It is critical to note that for many years,

In these speeches that both great minds gave there is some things that are alike then there's some differences . Some likes and differences are obvious and others are really hard to figure out. For some who have trouble paying attention, listening to the speeches it’s harder for them and for those who can listen to it over and over again and still understand it , it's easy for them. Then there's those who try to pay attention because they are important to the history of Americans, but just can't pay attention so they are a little of both problems.

There are some similarites in both Obama and Washington’s speeches. One way their speeches were similar was because of the audience. Both these presidents had a big crowd. In the speeches, they both talked about the problems in the United States. In the speech Obama said, “Our nation’s economy is badly weakened, as a result of greed and irresponsibility on the part of some, but also the failure of all of us to make hard choices and prepare the nation for a new age.”

     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.

At the time of Douglass’ speech, the United States was an incredibly young nation which allowed its citizens every opportunity to improve and transform the country for the better. Douglass claimed that America was “still in the impressible stage of her existence” suggesting that there was still hope despite the erroneous route in which the country was headed considering its policy regarding the institution of slavery (Douglass, 149). Douglass was clever in the construction of his speech in how he began and ended by discussing that there was hope for America. Douglass proved to be an optimist through his hopeful statements, but he gives his speech true strength in his well-supported critiques and arguments. The confidence behind the words in his conclusion also worked to make his audience believers as is demonstrated when he claimed that, “There are forces in

Bush’s speech, the speeches are different. The differences in the two speeches are because of the difference in how Bush and Henry argued their ideas, how they used allusions, and how pathos was incorporated into the speeches to elicit certain emotions. Deductive arguing in Bush’s speech and inductive arguing in Henry’s speech was used to deliver the speeches in two different ways. In Henry’s speech, he uses several allusions to persuade his audience to believe that Great Britain was dangerous and would betray America. Lastly, Bush and Henry both utilize pathos in their speeches. Bush uses pathos in a repetitive way to remind his audience of the recent past attacks on America by the Iraqi regime. However, Henry exercises pathos to induce fear into his audience and elicits values of

As soon as Douglass pieces together what Mr. Auld was saying he recognizes that “What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn.” (Douglass 38). This instant illustrates one of the first climaxes of the narrative. One statement made by Mr. Auld so greatly impacted Douglass by giving him a new sense of hope and will to succeed in obtaining his freedom. Douglass pulls out the positive in this experience, that Mr. Auld accidentally shared with him the power that comes with education. “In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both” (Douglass 39). Douglass learned to read not only in thanks to his kind mistress, who willingly taught him to read, but also to his cruel master whose rage towards Douglass learning to read and write generated him to give Douglass the knowledge he wanted to keep from him to begin with. The lesson given to him by his master about education was far more important than even the lesson’s on learning to read. Douglass’s use of chiasmi takes this climax to the

In Frederick Douglass’s narrative, “Narrative of the life of Frederick Douglass”, he speaks of how he gained his education. He discusses who helped him and who discouraged him from getting an education. He mainly taught himself how to read and write, but he would have been nothing without the help of one of his master’s wife, Mrs. Auld. This narrative has shown that even the slightest education can be very abundant and meaningful. Through this essay it becomes evident that education is only a privilege.

One of the most important examples of perseverance in Douglass’s Narrative is his constant thirst for knowledge. The great impact learning had upon Douglass is inarguable. When his master Anthony takes him to Baltimore, he is introduced to Mrs. Auld who begins teaching him letters and small words (Douglass 250). Once Mr. Auld finds out, he warns the woman of the dangers of this kindness and forbids her from continuing these lessons (Douglass 250). Douglass’s hearing of this stirs within him his most important revelation. He tells readers, “From that moment, I

The purpose behind Fredrick Douglass’s Narrative was to appeal to the other abolitionists who he wanted to convince that slave owners were wrong for their treatment of other human beings. His goal was to appeal to the middle-class people of that time and persuade them to get on board with the abolitionist movement. Douglass had a great writing style that was descriptive as well as convincing. He stayed away from the horrific details of the time, which helped him grasp the attention of the women who in turn would convince their husbands to help by donating money and eventually ending slavery. He used his words effectively in convincing the readers that the slave owners were inhuman and showed how they had no feelings for other human

When listening to a speech, you may often think about the different tactics the speaker is using in order to get an audience to agree with him or her. How was the presenter able to show me a point of view that I have never even thought about before? How did I gain this new sense of knowledge in such a short amount of time? The answer to these questions is answered with the use of rhetorical components. Rhetorical components are used to persuade an audience to agree with the speaker or to get an audience to leave old beliefs behind, and adopt the new beliefs of the presenter.

The two speeches I am talking about are Red Jacket and and Pontiac. Both, in my opinion, are very different and both have completely different tones but

This two men differ immensely on topic of human nature, and therefore

very different ideas compared to one another, their thoughts and essays are studied in depth when

54 years ago, Martin Luther King Jr delivered his famous “I have a dream speech”, which along with Lincoln’s Gettysburg address are examples of the best oratory works. The two speeches were critical to the growth and development of America. They come from two men from different backgrounds and different times but with one common goal, equality for all.