Juan Francisco Marzano Research Paper

“The Autobiography of a Runaway Slave” revolves around the life of Esteban Montejo: who once set his life is the Caribbean island of Cuba; in which this story provides readers with another distinctive approach to teaching the lives of slavery. As the narration progresses through this writing, readers consequently have many opportunities to annotate how the abolition of slavery played a great role in his personal life. Evidently, whether it is intentional or unintentional, the narrator frequently mentions the ending of slavery, as he substantially detailed “…till slavery left Cuba,” (Barnet 38); “… I got to know all these people better after slavery was abolished,” (Barnet 58); and “It was after Abolition that the term ‘effeminate’ came into

A young African boy, impacted by the society in mid-nineteenth century, wrote about him growing up with negative viewpoints all around and not being able to learn like other kids did . This boy was Frederick Douglass and this autobiography was “My Bondage and My Freedom”. In “My Bondage and My Freedom”, Frederick Douglass illustrates the impact of a like-minded society, the impact knowledge had on a slave, and slaves having knowledge allowed for them to have free thought but still not being free as a person.

Richard Blanco, a famous Cuban-American poet who became the first Latin American, immigrant, and openly gay Inaugural Poet in 2013, wrote a variety of works based off his life and all the things that were going on in it. In Richard Blanco’s, “El Florida Room” and “The First Real San Giving Day”, Blanco provides the readers with a look into his personal life with information about his family and some characteristics of his life. Dealing with many different societal issues due to his culture and even his sexual orientation, Blanco describes what his life was truly like, more specifically geared towards his culture; being Cuban-American. Through his use of a chronological storytelling in his memoir and a reflection on the past in his poem,

After about nine chapters detailing his slave life, he says, “You have seen how a man was made a slave; you shall see how a slave was made a man.” (Douglass, 75) He then goes on to describe the turning point for him that sparked his quest for freedom. By structuring his narrative this way, he reveals both sides- how slavery broke him “in body, soul, and spirit” (Douglass, 73) and how it eventually “rekindled the few expiring embers of freedom” within him (Douglass, 80). In doing so, he gives the reader an insight into how he became himself, and reinforces the evils of slavery in the way it shapes a man’s life. Douglass’ use of diction and structure effectively persuades the reader of the barbarity and inhumanity that comes as a result of slavery.

The “Narrative of the Life of Frederick Douglass” is an autobiography in which Frederick Douglass reflects on his life as a slave in America. He writes this book as a free slave, in the North, while slavery was still running its course before the Civil War. Through his effective use of rhetorical strategies, Frederick Douglass argues against the institution of slavery by appealing to pathos and ethos, introducing multiple anecdotes, using satirical irony, and explaining the persuasive effects of slavery and reasoning behind keeping slaves uneducated.

Published in 1845, ‘Narrative of life of Frederick Douglass an American slave written by himself’ is still the most highly acclaimed American autobiography ever written. It was published seven years after Douglass escaped from his life as a slave in Maryland. It describes his experience of being slave and his psychological insights into the slave-master relationship. The main focus is on ‘How he learn to read and write ‘and ‘the pain of slavery.’ The goal of this paper is to bring more insight analysis of his narrative life through the most famous two chapter’s in which he defines, “How he learn to read and write” and “The pain of slavery.” To achieve this goal, the paper is organized into four main sections. First, author background and

The analysis of the under discussion autobiography indicates a lot of major universal themes and human exploitation is one of them. A reader can see bleak picture of black slavery from the narration of Frederick Douglass who confronts brutal conduct of white masters throughout his childhood.

“The Narrative of the Life of Frederick Douglass” is often told with a harsh and unemotional tone; it is this euphemistic style that gives the reader a keen insight into the writer's epoch as a slave in Maryland during the early 1800’s. Douglass never let us forget that his narrative was true, he wanted the readers to understand the truth that was Douglass's life, in addition the symbols and allusions that populate this book showing the intelligence and sophistication of the writer, while the detached writing also gives the reader another look into that time’s attitude and into Douglass’s own perception.

The works of Herman Melville and Frederick Douglass are both centered on the topic of slavery. Although both texts are similar in the sense that they focus directly on the theme of slavery, the functions of each work differ drastically. The differences in the works stem from both the style of the text, and the way that this style functions in accordance with the reader. Although Herman Melville’s Benito Cereno is drawn from an actual event, Melville embellishes and alters the event in the style of prose. The prose style used by Melville invites the reader to question the story while understanding that the majority of the work is fictional. The confusion of Captain Delano is brought onto the reader, and therefore engages the reader because of the limited point of view the story is told in. Frederick Douglass’s Narrative of the Life of Frederick Douglass tells of actual events that occurred using twentieth and twenty-first century plain style. This style of writing does not ask the reader to question what he is saying, but feel his emotions as they read the narrative. Although readers may understand both works to be stories about slavery written differently in terms of style, I argue that the way the texts are written sets up the readers interpretation of them. Melville and Douglass differ because Melville’s work invites the reader to think, whereas Douglass’s work invites the reader to feel.

North American Slavery vs. Latin American Slavery: A Comparative Look at Frederick Douglass and Juan Francisco Manzano

Early American Literature reflects many conflicting differences in the presentation of slavery during that time period. Through the two chosen texts, the reader is presented with two different perspectives of slavery; Frederick Douglass’s narrative provides a look at a slave’s life through the eyes if a slave while Benito Cereno showcases the tale of a slave uprising from the viewpoint of the slave owner.. Benito Cereno’s work shows the stereotypical attitude towards African-American slaves and the immorality of that outlook according to Douglass’s narrative. Cereno portrays the typical white slave owner of his time, while Douglass’ narrative shows the thoughts of the slaves. The two stories together show that white Americans are oblivious to the ramifications and overall effects of slavery. These texts assist a moralistic purpose in trying to open up America’s eyes to the true nature of slavery by revealing it’s inhumanity and depicting the cruelty that was allowed.

In this article, one dealt with the figure of Frederick Douglass and his journey from an uneducated slave, to a free man. Douglass was separated from his mother since he was an infant, and not only this, they were not allowed to meet each other. It gave a brief biography of his life as a slave man taking into consideration the main points in his life on different owners.

Pedro Alonzo Lopez who is also known as the “Monster of the Andes”, is a serial killer that is known to kill many people. At first he started off as a petty thief and then he went on to stealing cars in his teenage years. Then later on in his life he started killing and raping people. Pedro Lopez’s main victims were all young girls. He would look for young girls on a busy street or a market. After he would find his victim that he thought was good enough he would then go onto kidnaping them and then rape them. After he was done raping them he would strangle them to death as he would stare into their eye. He has been caught many times but was released and his main focus was to make the young girls lose their innocence. He is known to kidnap, rape and kill over 300 young girls. After he was done killing them he would bury them and sometimes he would even bury 3-4 girls in one grave. In a confession he once stated that he would have tea parties or would play morbid games with the dead children, not only that but he would also prop them up in their grave and talk to them and would convince himself that his little friends likes the company (websleuths).

Nicolas Guillen is a Cuban writer who is not afraid to speak on injustices that he sees not only in his country, but also in America. He has been critically acclaimed for his ability to create images through his metaphoric language. Though he not from America, he has seemed to master how to appropriately address sensitive issues within our country. In this essay, I will be analyzing Guillen’s prestigious style and how he conveys his complex ideals through his works.

The Marzano learning goal for this lesson was that the students would be able to create a “one pager” based on their reading from the Mexico informational packet. The topic of this lesson was to be able to use the knowledge learned from the Mexico packet to create a one pager. Creating a one pager was the assessment Ms. Munafo decided to use instead of an actual test. For the one pager, the students were given a rubric, which clearly stated all the requirements she was looking for on this assessment. One of the requirements was that for each heading the students would have to write down two facts on their one pager. Some of the headings included natural landmarks and man-made landmarks, and climate and vegetation. For each section, the students