An example of Douglass’s syntax is his use of juxtaposition. Juxtaposition is two opposing ideas next to each other to bring more attention to the issue. Douglass does this throughout the whole excerpt when comparing freedom and slavery, “It was a moment of the highest excitement I ever experienced…this state of mind, however, very soon subsided; I was again seized with a feeling of great insecurity and loneliness.” Since the whole essay is comparing freedom to slavery, there are many examples of juxtaposition but this is an example of the main shift from when Douglass talks about how he feels towards freedom and how he feels towards slavery. Douglass is saying that when he was free, at first he had never felt more excited or ready for the future. But very soon after he was alone again, always worrying if people were going to hurt him or talk behind his back. This means that even when a slave is free, it doesn’t take away the fact that that man or woman was once a slave.…
When Mrs. Auld began teaching Frederick how to read was Douglass’s first real foray into rebellion. It was illegal to teach a slave how to read and write and after Mr. Auld reprimanded Mrs. Auld, Douglass realized that “to wit, the white man’s power to enslave the black man” (Douglass 20). The seed of rebellion had been planted and he had discovered his path to freedom. He was proud of his new ability and tried to practice it as often as he could by challenging children to writing letters (Douglass 26). Douglass cultivated this new ability and treats it as the reason he was able to become free.…
The book Narrative of the Life of Frederick Douglass, by Frederick Douglass, is a story about Frederick Douglass’s life as a slave and how he goes on his quest to achieve freedom. Douglass was born into slavery and goes from master to master, and he finally sees the power of education when he reaches Baltimore to work for some new people. Here Douglass begins to learn how to read and write and he uses this to his advantage in hopes of becoming free one day. He manages to teach himself how to read in secret and then helps the other slaves become more literate. Eventually Douglass does manage to escape but he doesn’t stop there, he becomes an activist himself in hopes of ending all slavery one day. Through this book, Douglass reveals that learning is essential in order to achieve freedom, friends can help you to achieve your goals, and that slavery can have a very negative effect on a slave’s mind.…
His master had kept Fredrick a slave for most of his life. He had no way of being social or living life like he had wanted. Fredrick had dreamed of being a free man and living in Baltimore. Whipped daily and barely fed, Douglass was "broken in body, soul, and spirit." Not only was he treated horrible physically, he had mentally been missing out on education needed as time went on. Finally, Douglass reestablishes a sense of self and justice through his struggles and had escaped to freedom the second time.…
He wrote about his personal experience to reach out to the audience so they can, through his words, see and feel what he went through as a slave. Douglass’s idea of protest was active and peaceful to a certain extent. Douglass made it a point to learn how to read shortly after his mistress was forbidden, by her husband, from continuing teaching Douglass how to read. Douglass. According to Douglass, his master said, “If you give a nigger an inch, he will take an ell” (39). and Douglass did. He would do anything he could to continue his “education”. He went to children and tricked them into teaching him how to read and write. Also, he would sneak a book during any free time he had so that he can practice until he mastered it. With all of his reading, he realized that there was a life outside of being a slave and he was determined that he was not going to be a slave for his entire life, he was one day going to be free. Douglass explains how one day his life changes, “I have already intimidated that my condition was much worse, during that first six months of my stay at Mr. Convey’s, than in the last six. The circumstances leading to the change in Mr. Convey’s course…
Douglass has a great advantage in appealing to his audience as majority of his readers may be less familiarized with the setting of a plantation, and more familiar with the setting of a city, which allows them to relate to his story more. However, Douglass has a good idea of what it means to have to relate and conform to a foreign life, as an escaped slave. He discusses his new life as a freedman in the narrative, and especially how the cuts of slavery still sting and run deep in his life. He feels as if he is unable to be at peace if so many he knows are still living lives of undecided servitude at the will of cruel masters, and that he will never be able to adapt to society this way. To represent his feelings to the reader, he occasionally writes of incidents where he felt out of place in his new society, and he occasionally vents to the reader of what it feels like to live in such a dramatically different way. Stating a long list of perilous situations he finds comfortably comparable to slavery, he writes, “Let him be a fugitive slave in a strange land--a land given up to be the hunting-ground for slaveholders--whose inhabitants are legalized kidnappers--where he is every moment subjected to the terrible liability of being seized upon by his…
Parallelism and pathos help to underline his main argument, which is how slavery corrupts the mind of a human into abusing their capabilities. Douglass describes his experiences in a way that lets audiences feel what Douglass felt. For example, Douglass recounts the experience of watching the slaveholder whip his aunt until she was covered in blood and the pleasure the slaveholder seemed to take in it. The graphic description of her abuse makes readers feel the same anger Douglass must have…
Douglass's slave narrative reflects a search for his identity. Douglass did not know his origins, and age. He was a slave, and considered a piece of property that lack understanding, but with his narrative he proves the contrary. His narrative proves that he was a human being that have many capacities to succeed and demonstrated that African-Americans were capable to learn just like anybody else. Since, Douglass taught himself to read and write he acquired an identity and he found the way to break slavery because by then he knew that he was a human being and not an object. Douglass was trying to find a reason for the abuse he received on the hands of his master and he could not find any justification and he reflects it on his narration. Douglass…
Frederick Douglass wrote his Narrative of the Life of Frederick Douglass as an autobiographical account of his experience as an American slave and his later escape from slavery. The narrative is a fine example of rhetorical writing, as it attempts to inflame the passions of the audience and to make them aware of the injustices of slavery. Throughout the narrative, Douglass tells the facts of his story in a fairly straightforward manner while at the same time recalling what he was feeling during each event of the story. Douglass’ descriptions of the events that occurred during his time as a slave are often graphic and very emotional. This manner of relating these accounts serves to kindle the emotions of the audience in favor of Douglass and force them to consider and relate to the issue of slavery. One passage of the narrative that typically reflects this rhetorical strategy occurs during Douglass’ description of his time spent with a Mr. Edward Covey, a man who had “acquired a very high reputation for breaking young slaves.” He describes that shortly after he arrived at Mr. Covey’s farm, he was severely beaten for accidentally losing control of an ox-drawn cart, which resulted in the destruction of the cart. He describes this punishment graphically and says that Mr. Covey “gave [him] a very severe whipping, cutting [his] back, causing the blood to run, and raising ridges on [his] flesh as large as [his] little finger.” Douglass then proceeds to claim that a few months of similar punishments tamed his spirit as “Mr. Covey succeeded in breaking [him].” He describes his mental state at this time by saying,…
In the Narrative of the Life of Fredrick Douglass, Douglass uses rhetorical devices to convey his meaning that slavery is the worst possible experience for humanity in a contemptuous tone. Douglass states, “the wretchedness of slavery, and the blessedness of freedom, were perpetually before me.” This use of antithesis in parallel structure is used to convey his meaning by contrasting the two ideas of slavery and freedom, showing how extremely awful or beautiful each is and to show the differences between them. The use of the word “wretchedness” creates a contemptuous tone in this quote. He then goes on to state that upon arriving in New York he felt “like one who had escaped a den of hungry lions.” This simile is used to show the extent of his fear when in the south, showing how slavery is the worst experience for humankind. This comparison is made using a scornful tone, shown by the dehumanizing of the South through slavery. Next, Douglass explains that during his stay in the North “[he] was afraid to speak to any one for fear of speaking to any one for fear of speaking to the wrong one, and thereby falling into the hands of money-loving kidnappers, whose business it was to lie in wait for the panting fugitive, as the ferocious beats of the forest lie in wait for their prey.” Douglass writes this long sentence for the rhetorical effect of imitating the style of a person ranting, or speaking uncontrollably due to fear to show the horror of slavery. This is written in a bitter or scornful tone through his descriptions of the fugitive kidnappers. Douglass also includes that “[he] saw in every white man an enemy and in every colored man cause for distrust.” This almost equal parallelism is used to compare the common fear Douglass had for both races. The negative outlook on both races shows Douglass’s disdainful tone. Douglass further explains his outlook when he states his motto at the time was “Trust no man!” This…
In “The Narrative of the life Frederick Douglass”(1845), Frederick Douglass expresses the struggle of a slave. After years in slavery Douglass ran for freedom to achieve a better life. Frederick Douglass portrayed an ambivalent tone as he didn’t have the power to speak what he felt. He expresses his states of mind such as excitement, loneliness and insecurity through syntax and similes.…
By using a combination of both simple and complex sentences he brings everything together, he uses simple sentences such as “this kind heart had but a short time to remain such” and complex sentences such as “the crouching servility, usually so acceptable a quality in a slave, did not answer when manifested toward her. These sentences help show how simple, yet difficult it was to change from having a slave. Moreover they help convey the emotion that he felt during his time as a slave. By using sentence structure Douglass helps bring all aspects of his argument…
A relevant theme in Frederick Douglass's narrative is the importance of education. Knowledge is what contributed to setting people free, while ignorance is the very thing that contributed to enslaving them. The goal of slave owners was to keep their slaves ignorant; if they remained ignorant, it would be less likely that they would want to get away. This mindset is exemplified when Master Hugh demands that his wife stop teaching Douglass to read and write. "'A n****r should know nothing but to obey his master-- to do as he is told to do. Learning would spoil the best n****r in the world. Now,' said he, 'if you teach that n****r (speaking of myself) how to read, there would be no keeping him'" (824). In other words, once a slave has an education…
In The Autobiography by Franklin and Narrative of the Life of Frederick Douglass, an American Slave by Douglass, both narrations are generally composed of series of life events and encounters with hardship that eventually brought them success. I shall put forth some parallel ideas of both the authors…
"The very first mental effort that I now remember on my part was an attempt to solve the mysterywhy am I a slave?" Douglass uses this question as a very strong introduction to his explanation and justification of why he ran away. He goes on to describe the way he felt each time he heard the cries of the slave-women as they were whipped and beaten. He describes how he ran to the corner of the fence and would weep in fear. This makes a strong…