Frederick Douglass Rhetorical Analysis

Improved Essays
The Terrible Truth Imagine that you are dehumanized to the extent of being regarded as chattel. You have no rights, you are not allowed to seek an education, you cannot oppose a white man, and you are maltreated at your owner’s will. You are a slave like Douglass in the 1800s. The Narrative of the Life of Frederick Douglass, an American Slave is the life story of the author himself and his journey from slavery to freedom. In his narrative, Frederick Douglass uses rhetorical appeals to possibly inveigle abolitionists and people to understand why slavery is abhorrent and should be demolished. Douglass appeals to a strong sense pathos through acrid images and unnerving diction to reveal the horrors of slavery. He uses memories of brutality he either witnessed or personally suffered from. Douglass’ memory of witnessing his Aunt Hester being whipped with a “heavy cowskin” and watching “her naked back… literally covered with blood” while hearing “heart-rending shrieks from her, and horrid oaths from [Mr. Plumber]”, instills trepidation and abhorrence in the reader’s heart (Douglass 23, 24). By invoking these emotions of fear, Douglass communicates the terrors and inhumanity of slavery. He uses malice images such as this memory of the …show more content…
For example, Mrs. Hugh was at first “a kind and tender-hearted woman” but “slavery soon proved its ability to divest her of these heavenly qualities” (Douglass 51, 52). Because slavery has dangerous effects on both parties, Douglass has logically concluded that slavery gives too much power to one person by allowing someone the capability of owning another human being should be exterminated completely because of its detrimental effects on everyone. Anything that only has the capability of causing excruciating physical and mental pain, like slavery, that profits nothing good should not be

Related Documents

  • Decent Essays

    Throughout this passage, the sentences create notable paradoxes that emphasize the hypocritical aspect of the whites. Those who preach against theft stole the earnings of a hardworking slave and those who preached against abuse and rape were the ones who committed the crime. Douglass shows that they were not true in their ways, and just for show, they would preach against their own actions. It is also ironic that the Church encouraged cruel behavior even though the main message under the church is to show kindness to everyone as Christ had done so. Douglass also employs a juxtaposition when he pictures the church sitting next to the jail.…

    • 235 Words
    • 1 Pages
    Decent Essays
  • Superior Essays

    Phoebe Wolfe Professor Neary ENGL 399.96: Race and Visual Culture 10/30/2014 Frederick Douglass’s Demolition and Reconstruction of Visual Codification The Narrative of the Life of Frederick Douglass exemplifies the complexities and paradoxes involved in the genre of the slave narrative. While, at many points in the narrative, Douglass appears to be merely conforming to the standard requirements of the slave narrative genre, the subtleties and intricacies of his work challenge both common characterizations of slaves and the narrative conventions themselves. By appropriating the very mechanisms and tropes that readers expected of him, Douglass retools traditional techniques to illustrate his specific account of slavery and to assert his humanity.…

    • 1748 Words
    • 7 Pages
    Superior Essays
  • Superior Essays

    An emancipated slave, Frederick Douglass, in Narrative of the Life of Frederick Douglass, relayed his life as a former slave and the events that led to his liberation in order to reveal the inherent unethicality of slavery. Douglass, in an attempt to further support his claim about the rarely discussed oppressiveness of slavery, reveals, in chapter 10, on pages 37 and 38, the tyrannical cruelty he had to endure under one of his owners, Mr. Covey. Transitioning from a brief description of Mr. Covey’s behavior and methods of punishment to a more emotional admittance of the effects Mr. Covey’s ruthless rule over him had had on his will to live, Douglass recounted how laborious and arduous each day as a slave under Mr. Covey seemed and how little…

    • 1174 Words
    • 5 Pages
    Superior Essays
  • Improved Essays

    Redo of Rhetorical Analysis of “How to Read and Write” (Frederick Douglass) During an era of slavery, manifest destiny, and no hopes of abolition, Frederick Douglass depicts a world where slavery enters the kindest of souls, and pollutes the soul to have no kindness left, only hatred and anger. In the empowering narrative “How to Read and Write”, Douglass sheds light on the cruelty of slavery and its pervasive impact, though his journey to ultimately gain his ability to think through reading and writing. Douglass manages to pull this off by first speaking about his Mistress and their interactions, followed Mistress’ transformation, and finally, the detrimental effects of thinking. Douglass begins his narrative by discussing his case with…

    • 742 Words
    • 3 Pages
    Improved Essays
  • Improved Essays

    Frederick Douglass. A former slave, a writer, and an abolitionist who fought hard to achieve civil rights for himself and his African-American race. At the age of 20, Frederick Douglass escaped from slavery and he took on the role as the leader of the abolitionist movement, hence his profound rhetoric. Throughout his lifetime, he composed of several autobiographies that are now today’s classics of American slavery stories. Before his turning point in life,his abolitionist movements, his early life helped him define who he became as we know it.…

    • 905 Words
    • 4 Pages
    Improved Essays
  • Superior Essays

    Frederick describes a time when he was "awakened by the dawn of the day by the most heart-rending shrieks," of an aunt (Douglass 21). The detail used to recount this memory depicts just how slavery limits or confines a slave. He writes that his aunt was "tied up to a joist, and whipped upon her naked back till she was literally covered in blood" (Douglass 17). It was evident that his aunt was being abused physically, mentally, and emotionally due to Douglass saying "no words, no tears, and no prayers, from his gory victim stemmed to move his iron heart from its bloody purpose" (Douglass 17). This quote stresses that nothing could stop the beatings or help them escape the pain.…

    • 1820 Words
    • 7 Pages
    Superior Essays
  • Improved Essays

    Unsurprisingly, Douglass conveys that the life of the average southerner was the complete opposite, and slaves were hardly treated humanely. Southerners saw their slaves as animals who were greatly inferior to them. Douglass recalls when he is young that when his aunt was whipped by their master, “no words, no tears, no prayers, from his gory victim, seemed to move his iron heart from its bloody purpose. The louder she screamed, the harder he whipped; and where the blood ran fastest, there he whipped longest” (5). His shocking account of this event was effective in asserting his criticism of a southerner’s idealistic portrayal of slavery.…

    • 1072 Words
    • 5 Pages
    Improved Essays
  • Improved Essays

    Within the text “Narrative of the Life of Frederick Douglass, an American Slave” written in 1845, is the autobiographical account of Fredrick Douglas’s life as a slave which also gives insight into how the 1845th African American slave was marginalized at the time. Before the abolishment of slavery in 1865, the actions responsible for marginalizing slaves in 1845 can be depicted through several accounts in Douglas’s autobiography and regarded as a general picture into how other slaves were neglected at the time through actions such as the withholding of birthdates from slaves, separation from their parents, constant beating of slaves and keeping slave’s illiterate. The marginalization and silencing of slaves is also depicted by Douglass through…

    • 1279 Words
    • 6 Pages
    Improved Essays
  • Improved Essays

    When describing the false benevolence of slaveholders who gave a short holiday at the end of every year, Douglass describes how it is “one of the grossest frauds committed upon the down-trodden slave” (43). Through careful choice of words such as ‘fraud’, he is able to not only portray the deceitful nature of slave owners, but also demonstrate how they were clearly acting to hurt the slaves; the term also implies a businesslike connotation, which portrays how the cruelties of slavery were a trivial business decision made by owners. While slave owners attempted to appear altruistic by providing time off for slaves, slaveholders were truly hypocritical in that they only afforded this privilege in order to subdue their unruly slaves. Douglass also portrays the negative impact of hypocrisy after a description of Mr. Covey, stating that “the religion of the south is a mere covering for the most horrid crimes… a sanctifier of the most hateful frauds,-- and a dark shelter under, which the darkest, foulest, grossest, and most infernal deeds of slaveholders find the strongest protection.” Integration of the word ‘infernal’ helps Douglass describe both the evil and hellish nature of slavery.…

    • 770 Words
    • 4 Pages
    Improved Essays
  • Improved Essays

    In The Narrative of Frederick Douglass, Douglass wants readers to understand how the power of knowledge was key to overcoming the terrible tribulations of slavery. Countless of times Douglass thought acquiesce was the only was he was going to make it though slavery alive. Instead the thought of freedom was overpowering. With the use of imagery, symbolism, and situational irony, he shines light on his unimaginably, gruesome, dehumanizing experience as a slave; allowing readers to undergo his journey to becoming educated with him.…

    • 771 Words
    • 4 Pages
    Improved Essays
  • Improved Essays

    Education is one of the most important themes in Frederick Douglass’ 1845 autobiographical memoir Narrative of the Life of Frederick Douglass, an American Slave. However, despite the emphasis placed on education, it is presented as a double-edged sword. On one hand, Frederick Douglass feels that the only way to secure freedom for himself and his fellow slaves is to through learning how to read and write and receiving an education. On the other hand, education is presented as damaging to the mind as Frederick Douglass becomes increasingly aware of the full extent of his servitude. Throughout the memoir, Douglass presents education as a negative force on the psychology of the slaves as well as incompatible with the system of slavery.…

    • 1028 Words
    • 4 Pages
    Improved Essays
  • Improved Essays

    Frederick Douglass was born a slave in 1818 and he escaped slavery in 1836. In his narrative, “Learning to Read and Write”, Douglass describes the various steps and struggles he encountered as he learned to read and write. Douglass’ narrative is clearly an emotional piece as evidenced by his use of diction, intense words and imagery. Analyzing Douglass’ emotional appeal through his diction, word choice and imagery will clarify how he conveyed his message, the inhumane treatment of slaves, to his audience. To understand Douglass’ diction and imagery, the audience and purpose have to be identified first.…

    • 839 Words
    • 4 Pages
    Improved Essays
  • Improved Essays

    This passage reflects the book as a whole because it shows the brutality of slavery. This reflects the book because in every chapter Douglass writes about the various strategies that slave owners used to keep the slaves in line, whether that be psychological or physical torture. Throughout the Narrative of the Life of Frederick Douglass, Douglass reminds the reader repeatedly how terrible slavery is and the decisions it forces humans to make. The scene that Douglass depicts also reflects that slave owners like to make examples out of slaves. By whipping Frederick’s Aunt, the slave master instills fear in the other slaves and that fear prevents them from stepping out of line.…

    • 920 Words
    • 4 Pages
    Improved Essays
  • Improved Essays

    The Road to Freedom In his excerpt “Learning to Read and Write”, Public speaker, editor, author and former slave, Frederick Douglass, recounts his path to learning how to read and write in order to escape to the north to be a freed man. In order to convey his strong emotions of helplessness and loathing, Douglass effectively uses metaphor and references to animals to convince abolitionists to sympathize with his situation. Douglass begins his narrative by recounting the instruction from his mistress to teach him how to read and write. The words used to describe the transition of his mistress after her “training in the exercise of irresponsible power” (Douglass 100) inject a fear like prey has to predator to appeal to the intense emotions of…

    • 896 Words
    • 4 Pages
    Improved Essays
  • Improved Essays

    Douglass upsets this perspective by depicting the unnaturalness of slavery. He expounds the expedient by which slave owners distort convivial bonds and the natural processes of life to turn men into slaves. This process commences at birth, as Douglass shows in Chapter I, which describes his exordium into slavery. Slaveholders first abstract a child from his immediate family, and Douglass explicates how this eradicates the child’s support network and sense of personal history. In this quotation, Douglass uses descriptive adjectives like “soothing” and “tender” to re-engender imaginatively the childhood he would have kenned if his mother had been present.…

    • 979 Words
    • 4 Pages
    Improved Essays