Rhetorical Analysis John Lewis

When he had arrived in Buffalo, Lewis’s first reaction to when they had finally reached his Uncle Otis’s home. “When we reached my Uncle O.C’s home and Dink’s house, I couldn’t believe it, They had white people living next door to them...on BOTH sides.” (Lewis and Aydin March Book 1: 43) Segregation in the north wasn’t a big deal to people in the north than it was in the south and from that he experienced a lot during that visit in the north. Once he had returned back home, he knew what was different now, he understood what the problem and differences were while he was up in Buffalo and at home. It came to him when school time was coming back around in the fall. “ In the fall, I started right the bus to school ,which should’ve been fun. But it was just another sad reminder of how different our lives were from those of white children.” (Lewis and Aydin March Book 1: 47) Between the black and white community, Lewis saw how “degrading” it was when it had came to school. They didn’t have the nice playground, the nicest bus, roads, and the ugly, sad sight of the prison full of black men and only black men, but he had managed to get pass all of the gloominess with a positive outlook of reading. “ I realized how old it was when we finally climbed onto the paved highway, the main road running east from Troy, and passed the white children’s buses..We drove past prison work gangs almost every day the prisoner were always

John Lewis has never let his 40+ arrest affect what he stands for. In Lewis’ book March, he tells his story of segregation in the 60’s and the events that shaped his life. From when he was a little kid, to an older adult, March displays Lewis deal with the segregation in the south, and the hardships others endure. Although he experienced many events in his life, John Lewis used those events to build himself religiously and help others. Receiving his first bible, Jim Lawson’s workshops, his decision not to go to college and Martin Luther King’s speech all helped him become who he is.

In paragraph two, John Lewis states his views over the fact that “Unless Title III is not put in this bill, there is nothing to protect the young children and old women” and explains how the bill is useless in serving to protect the black population from discrimination and prejudice. To illustrate his idea that a better government is needed, Lewis provides examples of victims he knew or was friends with to let the audience sympathize with his fight more, and Lewis criticizes the government for not doing their job and protecting everyone. In making these comments, Lewis urges to the listening audience to help them increase the number of people who are fighting for their rights not only colored people, but whites as well. From this, listeners can

Advertisements are everywhere. From billboards, to magazines, to newspapers, flyers and TV commercials, chances are that you won’t go a day without observing some sort of ad. In most cases, companies use these ads as persuasive tools, deploying rhetorical appeals—logos, pathos, and ethos—to move their audiences to think or act in a certain way. The two magazine ads featured here, both endorsing Pedigree products, serve as excellent examples of how these modes of persuasion are strategically used.

In March book 2, author and activist, John Lewis, delivered a speech on August 28, 1963. Before John Lewis delivered his speech, there was a lot of ciaos occurring backstage about revising Lewis’ speech. Mr. Randolph wasn’t pleased with the way John Lewis worded parts of his speech and demanded for him to change it. After Lewis negotiated with Mr. Randolph, Lewis was still content with the arrangement of his speech. Lewis confronts his sentiments to the people regarding racial inequality. He emphasizes on the unfair acts that are implemented among the African American working class. John Lewis states, “While we stand here, there are sharecroppers in the Delta of Mississippi who are out in the fields working for less than three dollars a day, twelve hours a day” (Lewis Aydin 166). In this statement, Lewis explains his reasoning for assembling his speech. His objective was to arouse the public on the realism of the nation’s unjust behavior towards African Americans. Lewis explains the march on Washington is occurring because blacks don’t receive the same wages as whites. Lewis declares, “We do not want our freedom gradually, but we want to be free now” (Lewis Aydin 169). He proclaims that African Americans have been fighting for their freedom long enough and they are not willing to be patient. With his skillful use of appeals, Lewis applies powerful logos to illustrate racism, emotional pathos to connect with the audience, and ethos to appeal to the segregation and discrimination towards African Americans.

John Lewis begins his historical speech by addressing their reasons for the march and how they have a tough road ahead of them.The description on the first line of the first paragraph is a perfect illustration of foreshadowing. The reason is that it specify for what they will be talking about and why it must be changed. That is to say, How Lewis believes that it isn't right to just get paid inequality. From this statement, readers can infer that there is some determination within Lewis to deliver his message out to the world. To further illustrate this theme, of challenging the society and the politicians who are trying to stop them. The author describes, the unjust in wages, and one day they will end up in jail just because of their skin color. In other words, Lewis believes that the economic system does not even give them to feed themselves but not even a whole family. John Lewis implies one has to be strong and stand by the people who are fighting for their freedom. To sum, up the first paragraph is the initiative to his speech that builds up the colored had more courage and the politicians with more guilt. (Nayeli Lazaro)

Persuasion is a skill that can be acquired and utilized with a mastery of writing. Arguing against the popular belief is one of the most difficult things that one can do. The following essay rhetorically analyzes an article that is written about why the legal drinking age should stay at 21 years old in the United States. The author of the article attempts to argue against the popular opinion that the drinking age should be lowered and is successful by using appeals to one’s logos. The author is an experienced writer and knows how to convey their ideas to convince people of his argument. Understanding why someone is writing a piece, what their motivation is, and how they try to convince the reader of their argument helps gain a more comprehensive grasp of what the subject matter itself is. Personally, I look to argue against popular opinions because it enables me to critically think of a sound argument that can not easily be disputed. This essay helped me

In May of 1998, Kipland Kinkel brought a gun to his school. Over the course of two days this escalated from: being sent home, to murdering his father and mother, to murdering 2 students and wounding 26, earning a lifetime sentence of 111 years and 8 months in prison. In the court case being examined, the presiding judge addresses the original case, defendants ground for appeal, and the justification for the State’s decision to deny the appeal. Judge Haselton effectively uses ethos, logos, and pathos to support the Higher Court’s decision to deny the appeal because the original sentence was constitutional and just.

John Lewis, now a US representative for Georgia, was an activist in the civil rights movement at the time of this speech. Lewis has been involved in politics for quite some time. He was one of the leaders that organized the March on Washington in 1963. All of this lead to the speech he gave on August 28th, 1963. When giving this speech, it is clear that he has the confidence of a strong leader. The larger underlying occasion in this speech, in other words, what is going on in the world that caused Lewis to give this speech, was the civil rights movement. At this time, the African Americans in America were protesting against the government in order to gain the rights they deserved. The immediate occasion, in this case, would, in fact, be the speech that Lewis is giving. During the March On Washington, Lewis gave a speech in order to persuade the people to get more involved with the civil rights movement. There are two audiences that Lewis addresses. He is addressing those that are physically at the location of the speech. These people are there in support of the civil rights movement. Then there is the rest of the world, specifically those who are against the civil rights movement. There is a time in the speech where Lewis calls out those who oppose the movement and, in summary, says that we will not sit in silence. The purpose of this speech is to persuade those who are in favor of the civil rights movement and hope that they become even more actively involved. Lewis

Starting this year, I thought English 102 was just going to be another general education requirement I needed to have in order to graduate. English has never been my favorite subject, so I guess it is safe to say that I was not super excited about this class. However, this class turned out to be different then I thought. It turned out to be more useful then I originally thought. English 102 was both helpful and fairly simple because of what what I learned, the effort I put in and how prepared I was.

Throughout the passage, Barry establishes an optimistic tone through encouraging diction. For example, on lines 20-21, he says "To move forcefully and aggressively even when uncertain requires a confidence and strength deeper than physical courage" (Barry). Here, he is conveying the point that a scientific breakthrough takes hard work and dedication, but keeps a reasonably optimistic tone and gives his audience a boost of positivity. He also uses an encouraging tone on line 49 when he says "ultimately, if the researcher succeeds, a flood of colleagues will pave roads over the path laid, and those roads will be orderly and straight" (Barry). He gives his audience, who may be that successful researcher one day, a reason to keep working by lifting

In response to Geoffrey Shepherd's article “It’s clear the US should not have bombed Hiroshima and Nagasaki”. Shepard tries to pull us into his claim by using pathos, logos, and ethos. He uses estimates of 500,000 Japanese soldiers died from the atomic bomb. Then Geoffrey begins to state that we had an alternative spot to drop the bombs, the alternate spot we could’ve dropped the bomb would have been Tokyo Bay. It was idle and estimated that less lives would’ve been taken and would showed more of a threat to the Japanese leaders.

John Lewis begins his remarks by revealing his attitude that civil rights leaders should not congratulate themselves yet and that there is still a long road before Africans Americans have true freedom. To immediately complicate the notion of being satisfied with the progress of the civil rights movement that other speakers proclaimed, he announces, “We march today for jobs and freedom, but we have nothing to be proud of” (para 1). The essence of Lewis’ argument is that the leaders of the civil rights movement are marching for workplace fairness and equality for African Americans, but they should not stop and congratulate themselves. Significantly, this opening statement reveals the difference of beliefs that Lewis had compared to some of the older leaders in the movement who wanted to discuss how far civil rights have progressed. To further demonstrate this idea, Lewis states, “While we stand here, there are sharecroppers in... Mississippi...working for less than three dollars a day, twelve hours a day. While we stand here there are students in jail on trumped-up charges” (para 1). In this illustration, Lewis highlights the dissimilarities between those at home who are experiencing low wages and unfair hours or are imprisoned on false charges to those who are standing there in

The audience to which this paper is directed towards is the college aged baseball fan in America. They are interested in the game and love to go to the ballpark to watch a game, and if they can’t make it to the game they will try to watch it on TV or catch some of the highlights. They hear the stories about steroids and the various scandals, but don't possess a deep understanding of them. My audience’s attitude towards my culture is admiration for the players and teams. However, likely objections could include the steroid scandals and some fans may be hesitant to accept the fact the these players makes huge salaries each year. Professional baseball players come from all over the world, so while it is likely that my audience share similar backgrounds

In Marjane Satrapi's word-specific panel about refugees fleeing north on page 89, she indicates the perilous situation of the war through taxis escaping flaming iconography. The bombing of border towns in the Iran-Iraq war forces residents to abandon their homes and belongings in the hope of finding refuge in the northern cities. The foreboding, chaotic scene underscores a period of turmoil in Iranian history. The words of the panel state, “After Abadan, every border town was targeted by bombers. Most of the people living in those areas had to flee northward, far away from the Iraqi missiles.” Satrapi sets the backdrop of warfare with intense, slightly militaristic words such as “targeted,” “flee,” and “far away”. This being a word-specific panel, the graphic