In Du Boise’s the Souls of Black Folk, Du Bois uses logos to bring out his points. He also though, lacks detail within his story. Although this does make the text a tough read, it does show logically Du Boise’s thoughts and points that he was trying to make.
Du Bois logically brings out within his story his argument that the black folk, is one to be recognized just as equally as all the other races. He says this in the manner of: “After the Egyptian and Indian, the Greek and Roman, the Teuton and Mongolian, the Negro is a sort of seventh son.” The way he puts his thoughts together on the page is as to get an explanation of what he was thinking. This does take some extra meditation on what is being said, but once the reader grasps the concept, it makes sense. He uses long sentences which also make a challenge to the reader to be able to comprehend, but they help to drive his point further. He talks about how the “training of the Negroes,” or the blacks receiving their education would be vital to the black race becoming like the others. He doesn’t place much emphasis on this fact, but he does slip it in towards the end of the passage.
The tone of this passage is like that of a wakeup call. Du Bois was trying to show his fellows what was happening around them. He was trying to show them what was to come, and how he felt about what he believed was to come. This type of tone adds to the feel of the story. Since it is logical in manner, a serious tone would be needed in order to meet the logic that is presented within the story.
One thing that one sees while reading Du Boise’s work, is that he lacks in detail. Detail would make this an easier read for his audience. It would help his audience to pay more attention and be able to grasp what is being presented to them. Yet the lack of detail here in Du Boise’s story is what makes it hard to read, or hard to pay attention to. If it had more detail, it would likely be easier for his audience to grasp what he was saying, and his views on the Negro people.
In the Souls of Black Folk, Du Bois uses logos, or logic, to bring out his points. His serious tone to his subject further enforces the logic put forth by it. Although his lack of detail does make it a harder read for his audience, if one reads and meditates on what he is reading, Du Boise’s logic begins to make more sense.
Monday, November 24, 2008
Sunday, November 23, 2008
Booker T. Washington's Signs of Progress Among The Negores Lit. Response
Booker T. Washington’s, Signs of Progress among the Negroes, mainly uses two rhetoric devices. His pathos establishes an emotional connection with his audience. He uses logos in his explanations of his beliefs. These devices help better the audience’s understanding of the text, and make it a reading the audience can take to heart so to speak.
Washington’s main purpose for this passage is to show the progress among the Negroes, especially in the matter of education. He tells a story within this text which better establishes the sense of pathos. Washington talks about a young black boy who lived and worked on a plantation. The plantation owner, feeling sorry for the boy, would toss nickels and dimes at him every time he would ride by. Eventually, after the boy saved up the money he was receiving from Mr. S----, the plantation owner, he used it to go to school and get himself an education. This story brings Washington’s view into perspective for his audience. It establishes an emotional connection with the audience, because very likely Washington’s readers felt for the boy who wanted to get himself an education, even though in the south, it was illegal to teach black slaves. Even when this law was outlawed, those who were involved in the teaching of black people were greatly mistreated. This is what leads one to believe why Washington does not use the plantation owner’s full name, Mr. S----. He does this to protect his identity, likely because of how much teaching blacks was hated. This gets the reader involved, because now the reader thinks in his own mind, what he would have done in this situation. As we see later within the passage, Mr. S--- had forgotten about the boy after he left for school. When the boy wrote to him in a letter he just threw the letters away. But when the boy showed up and paid Mr. S---- his money back with interest, Mr. S---- was impressed. He was impressed to the point that he opened a school on his plantation so his blacks could get an education and turn out just like the boy that went to school. Now the readers more involved emotionally with the story. They likely want the school to succeed, to teach more blacks living and working on the plantation. And they were likely joyful once they learned that the school eventually did get its success and did teach many Negroes.
Washington further discusses how far the Negroes have come, and how far they can go. One great point which he brings this out is where he says: “Perhaps the most that we have accomplished in the last thirty years is to show the North and the South how the fourteen slaves landed a few hundred years ago at Jamestown, Virginia, now nearly eight millions of freemen in the South Alone are to be made a safe and useful part of our democratic and Christian institutions.” Washington obviously sees something here, and his logos, or his logic, helps convey his thoughts to his audience. He sees where the blacks have come from, as he brings out the fourteen slaves that landed in Jamestown, and now the eight million freemen in the south. And he now sees that they can go somewhere greater, through the use of education. “So long as the whites in the south are surrounded by a race that is, in a large measure, in ignorance and poverty, so long will this ignorance and poverty of the Negro in a score of ways prevents the highest development of the white man.” So as long as the Negroes remain uneducated, they will stay in their current state, but when they become educated, like the young boy in his earlier illustration, they can and will take themselves to bigger and better places. It’s this logic that helps the audience to understand Washington’s point.
In this passage Washington uses both pathos and logos to convey his ideas. His pathos helps establish an emotional connection with his audience, as in his illustration with the young black boy who sought his education, and his logos shows his logic in how he is thinking, which better helps the audience to understand his points and ideas. It is these two aspects of his writing that brings the reader to a greater knowledge and understanding of what Booker T. Washington was trying to express.
Washington’s main purpose for this passage is to show the progress among the Negroes, especially in the matter of education. He tells a story within this text which better establishes the sense of pathos. Washington talks about a young black boy who lived and worked on a plantation. The plantation owner, feeling sorry for the boy, would toss nickels and dimes at him every time he would ride by. Eventually, after the boy saved up the money he was receiving from Mr. S----, the plantation owner, he used it to go to school and get himself an education. This story brings Washington’s view into perspective for his audience. It establishes an emotional connection with the audience, because very likely Washington’s readers felt for the boy who wanted to get himself an education, even though in the south, it was illegal to teach black slaves. Even when this law was outlawed, those who were involved in the teaching of black people were greatly mistreated. This is what leads one to believe why Washington does not use the plantation owner’s full name, Mr. S----. He does this to protect his identity, likely because of how much teaching blacks was hated. This gets the reader involved, because now the reader thinks in his own mind, what he would have done in this situation. As we see later within the passage, Mr. S--- had forgotten about the boy after he left for school. When the boy wrote to him in a letter he just threw the letters away. But when the boy showed up and paid Mr. S---- his money back with interest, Mr. S---- was impressed. He was impressed to the point that he opened a school on his plantation so his blacks could get an education and turn out just like the boy that went to school. Now the readers more involved emotionally with the story. They likely want the school to succeed, to teach more blacks living and working on the plantation. And they were likely joyful once they learned that the school eventually did get its success and did teach many Negroes.
Washington further discusses how far the Negroes have come, and how far they can go. One great point which he brings this out is where he says: “Perhaps the most that we have accomplished in the last thirty years is to show the North and the South how the fourteen slaves landed a few hundred years ago at Jamestown, Virginia, now nearly eight millions of freemen in the South Alone are to be made a safe and useful part of our democratic and Christian institutions.” Washington obviously sees something here, and his logos, or his logic, helps convey his thoughts to his audience. He sees where the blacks have come from, as he brings out the fourteen slaves that landed in Jamestown, and now the eight million freemen in the south. And he now sees that they can go somewhere greater, through the use of education. “So long as the whites in the south are surrounded by a race that is, in a large measure, in ignorance and poverty, so long will this ignorance and poverty of the Negro in a score of ways prevents the highest development of the white man.” So as long as the Negroes remain uneducated, they will stay in their current state, but when they become educated, like the young boy in his earlier illustration, they can and will take themselves to bigger and better places. It’s this logic that helps the audience to understand Washington’s point.
In this passage Washington uses both pathos and logos to convey his ideas. His pathos helps establish an emotional connection with his audience, as in his illustration with the young black boy who sought his education, and his logos shows his logic in how he is thinking, which better helps the audience to understand his points and ideas. It is these two aspects of his writing that brings the reader to a greater knowledge and understanding of what Booker T. Washington was trying to express.
Monday, October 27, 2008
Disturbia Character Analysis
Mr. Turner definately brings the maniahcale aspect of a villian to the story of the movie, Disturbia. This characteristic of his helps to better the movie and make it more supensful. His tactics are realistic. An example of this would be how he laid low through out the whole first part of the movie, but once he realised his problem, his problem being the main character and his friends out to expose him, he was determined to deal with it; to make his problem go away so to speak. His whole way of operation throught the film is very realistic, and brings the "edge of your seat" aspect to the audience.
Monday, October 20, 2008
Some assignment that i cant remember the name of
Here we have two passages, both The Life of a Slave girl, and Narrative in the Life of Fredrick Douglas. Both passages are prime examples of life back in the slave days. When it comes to rhetoric, both passages have their similarities.
Both of these passages appeal to pathos. At first, the two stories seem to have no type of rhetoric whatsoever, but eventually as one reads further, one can make an emotional connection with the characters depicted within the story. Both stories contain examples of the cruelty shown to slaves in that period of time. Some examples more graphic than others, but they all contain blood, pain, and anger. These feelings and aspects of the story can be easily picked up by the reader, and felt by the reader. This further strengthens the connection between the authors work and his audience.
Both of these passages, The Life of a Slave Girl, and Narrative in the Life of Fredrick Douglas, establish pathos with their readers. They both are prime examples of life back in the slave days. Because of this and their realistic problems presented, they form an emotional connection with their readers.
Both of these passages appeal to pathos. At first, the two stories seem to have no type of rhetoric whatsoever, but eventually as one reads further, one can make an emotional connection with the characters depicted within the story. Both stories contain examples of the cruelty shown to slaves in that period of time. Some examples more graphic than others, but they all contain blood, pain, and anger. These feelings and aspects of the story can be easily picked up by the reader, and felt by the reader. This further strengthens the connection between the authors work and his audience.
Both of these passages, The Life of a Slave Girl, and Narrative in the Life of Fredrick Douglas, establish pathos with their readers. They both are prime examples of life back in the slave days. Because of this and their realistic problems presented, they form an emotional connection with their readers.
Monday, October 13, 2008
Friday, September 26, 2008
"Where is she?"
"Have you talked to them lately?" "Yea sure why?" "Well i haven't seen them in a few weeks, I was just wondering if everything was ok." "Well....they got kicked out again." "What? Are u serious? When did this happen?" "Just a couple of weeks ago." "Well do you know where they are? Why did they get kicked out?" "I dont know."
"I can't believe it, again? Why oh why oh why. What in the world could she and her sister have done? So many questions are running throughout my head right now it's crazy. I should have known once i went a week without seeing her. We've been hanging out so much lately, it was beautiful, but then this happens. Where could she be, maybe down south again like last time, so far away. I hope she's alright. I wonder how long she is going to stay down there, hopefully not as long as last time. I miss her. I can't stop freakin thinking about her. She knows how I feel about her. I told her that in a conversation that we once had. Ever since then it's been so good, and now this. I wish i could have atleast seen her before hand, just to say goodbye, but wait. I can see her again. Thats right, she told me the last time i saw her! Next thursday, the night she is supposed to do it. She told me herself, the week of the 22nd. Hopefully she is still supposed to do it, i hope so."
"So you talked to her mother today?" "Yea I did. I asked her if her daughter would still be doing it on thurday and she said yea. I told her that my family and I would come by to hear her do it and she said she would let her know." "Wow, well thats interesting, i thought she was kicked out along with her sister?" "Yea i kno, i was thinking the same thing. I hope she will actualy be there you kno. I would be kinda upset if she wasnt and, you know, her mother just told me should would be." "Yea i know what ya mean. That would be pretty bogus." "Yea, well lets just hope."
"Tonights the night. Tonights the night she is supposed to give her performance. I wore a suit to school yesterday, and I looked real fly, I'll just wear that same suit again. My sister and I pulled up, parked the car, and walked in and I knew right away what was happening, I just don't think I was willing to accept it yet. We walked to the front and sat down right infront of the stage. All the while i was thinking, well maybe she's in the bathroom or something, or maybe she's in the back practicing or something. Her mother said she would be here, i believe her. After a few minutes my parents walk in and sit right beside my sister and I. Now my heart begins to beat harder. I really hope this is all going to happen now, even my parents came to hear. My sister turns to me and asks, "Where is she?" and I dont know. Her turn comes up, and i watch her mother and her grandmother walk onto the stage. All I could think to myself was I knew it. I can't believe this. How could her mother sit there and tell me right to my face that she would be here tonight. I knew deep down inside that she probably wouldnt be, but i just did not want to believe it. I thought just by some chance, just maybe she would be here, and i could see her for that one last time before she gets sent away. Away out of my reach, where i cant contact her, i cant find out how she is or how shes doing. Where we can't even speak to each other. My palms sweat heavily, all i could do is look down in disgrace. My parents asking "Where is she?" I felt played, mislead, sent-off, stupid off all things. My sister taps my arm and says "I am so sorry." All I can do is just sit there and think. I can't believe this."
"After its all over my friends try to cheer me up." "Its allright man, she'll be back." "Well how can we know that, we can't even speak to eachother." Her mother walks past, and just looks at me, doesnt wave, doesnt say im sorry, doesnt say anything. She just walks and looks. All i can continuously think is "Where could she be....Where is she"
"I can't believe it, again? Why oh why oh why. What in the world could she and her sister have done? So many questions are running throughout my head right now it's crazy. I should have known once i went a week without seeing her. We've been hanging out so much lately, it was beautiful, but then this happens. Where could she be, maybe down south again like last time, so far away. I hope she's alright. I wonder how long she is going to stay down there, hopefully not as long as last time. I miss her. I can't stop freakin thinking about her. She knows how I feel about her. I told her that in a conversation that we once had. Ever since then it's been so good, and now this. I wish i could have atleast seen her before hand, just to say goodbye, but wait. I can see her again. Thats right, she told me the last time i saw her! Next thursday, the night she is supposed to do it. She told me herself, the week of the 22nd. Hopefully she is still supposed to do it, i hope so."
"So you talked to her mother today?" "Yea I did. I asked her if her daughter would still be doing it on thurday and she said yea. I told her that my family and I would come by to hear her do it and she said she would let her know." "Wow, well thats interesting, i thought she was kicked out along with her sister?" "Yea i kno, i was thinking the same thing. I hope she will actualy be there you kno. I would be kinda upset if she wasnt and, you know, her mother just told me should would be." "Yea i know what ya mean. That would be pretty bogus." "Yea, well lets just hope."
"Tonights the night. Tonights the night she is supposed to give her performance. I wore a suit to school yesterday, and I looked real fly, I'll just wear that same suit again. My sister and I pulled up, parked the car, and walked in and I knew right away what was happening, I just don't think I was willing to accept it yet. We walked to the front and sat down right infront of the stage. All the while i was thinking, well maybe she's in the bathroom or something, or maybe she's in the back practicing or something. Her mother said she would be here, i believe her. After a few minutes my parents walk in and sit right beside my sister and I. Now my heart begins to beat harder. I really hope this is all going to happen now, even my parents came to hear. My sister turns to me and asks, "Where is she?" and I dont know. Her turn comes up, and i watch her mother and her grandmother walk onto the stage. All I could think to myself was I knew it. I can't believe this. How could her mother sit there and tell me right to my face that she would be here tonight. I knew deep down inside that she probably wouldnt be, but i just did not want to believe it. I thought just by some chance, just maybe she would be here, and i could see her for that one last time before she gets sent away. Away out of my reach, where i cant contact her, i cant find out how she is or how shes doing. Where we can't even speak to each other. My palms sweat heavily, all i could do is look down in disgrace. My parents asking "Where is she?" I felt played, mislead, sent-off, stupid off all things. My sister taps my arm and says "I am so sorry." All I can do is just sit there and think. I can't believe this."
"After its all over my friends try to cheer me up." "Its allright man, she'll be back." "Well how can we know that, we can't even speak to eachother." Her mother walks past, and just looks at me, doesnt wave, doesnt say im sorry, doesnt say anything. She just walks and looks. All i can continuously think is "Where could she be....Where is she"
Sunday, September 21, 2008
The Custom-House Questions....*yawn*
- What is the primary purpose for the Custom House introduction?
The primary purpose for the Custom House introduction, is to show the author's purpose to his book. It provides an elaborate example on how the authors thought process works, and how he writes, which in this case is rather difficult.
2. What significant change does Hawthorne admit to making in telling the story contained in the diary?
His change seems to be that he began to write more like a surveyor instead of writing typical essays.
3. What potential impact will this change have on the story?
Instead of facts and eact events being thrown at your througout the reading, it will be more of the author's "surveys;" the authors personal thoughts and opinions on what is written.
Subscribe to:
Comments (Atom)
