Rhetorical Analysis of Frederick Douglass’s “Learning To Read and Write” Skill Essay

In the distill Learning to Read and frame, Frederick Douglass uses an sympathetic tone, elevated enunciation, imagery, and telling details to convince a white American audience from the 1850s of the humanity and light of enslaved Africans and the evils of slavery.Warrants1 Frederick Douglasss strongest strategy in his Learning to Read and salvage pass is his empathic and compassionate tone that convinces a white 1850s audience of the kindness and humanity of enslaved Africans. 2 Frederick Douglasss strongest strategy in his Learning to Read and Write passage is his elevated diction that convinces a white 1850s audience of the intelligence of enslaved Africans. 3 Frederick Douglasss strongest strategy in his Learning to Read and Write passage is the imagery of his mistresss shift from a lamb-like lean to a tiger-like fierceness that convinces a white 1850s audience of the evils of slavery. 4 Frederick Douglasss strongest strategy in his Learning to Read and Write passage is th e details he includes about his mistresss actions that convinces a white 1850s audience of the evils of slavery.Procedure prototype Choosing the Best Warrant Writing ExerciseTiming/Pacing1 This lesson comes after students expect been accurate work on Moby Dick. Students flip read excerpts from Narrative of the Life of Frederick Douglass, including an excerpt in which he resists and defies his master. Students have written their own stories of resistance, a time when they mentally or physically resisted someones set about to control them and how they grew as a result. Students have shared their resistance stories inread-around in groups or as a whole class and have reflected on in writing and then discussed the patterns found among their classmates stories and their messages. Students have also read Douglasss excerpt Learning to Read and Write and completed a DIDST (Details, Imagery, Diction, Syntax, Tone) chart on the passage. Some background knowledge/familiarity with the Amer ican slavery system and slave narratives is helpful. After this lesson, students pull up stakes write a rhetorical analysis essay of the Learning to Read and Write passage.2 This use is approximately 25 minutes3 This activity comes after the Do Now.NotesThe rationale for this activity is to die the strength of a speakers arguments and indorsements, and what makes an argument and smiler strong. This activity helps prepare students to write a rhetorical analysis of this passage.Follow-up ActivitiesTo include an oral activity, follow up with a choosing the best justify mini debate.TextReading Frederick Douglass- excerpts from Narrative of the Life of Frederick Douglass (These excerpts, the DIDST chart, and related lessons are available online by Googling Frederick Douglass AP Lang.) recognize_____________________________________ Class__________________Date______________Choosing the Best Warrant Writing ExerciseIn the excerpt Learning to Read and Write, Frederick Douglass uses an empathic tone, elevated diction, imagery, and telling details to convince a white American audience from the 1850s of the humanity and intelligence of enslaved Africans and the evils of slavery.Warrants1. His empathic and compassionate tone convinces a white 1850s audience ofthe kindness and humanity of enslaved Africans. 2. His elevated diction convinces a white 1850s audience of the intelligence of enslaved Africans. 3. The imagery of his mistresss shift from a lamb-like disposition to a tiger-like fierceness convinces a white 1850s audience of the evils of slavery. 4. The details he includes about his mistresss actions convinces a white 1850s audience of the evils of slavery.Preparing to Write whole tone 1 Select the strongest warrant. Warrant ___.Step 2 Provide 2 reasons why the warrant you choose is the strongestReason 1Reason 2Step 3 Provide 2 reasons, 1 for each of the 2 weaker warrants why they are not as strong of an argument.Warrant __ is weaker becauseWarrant __ is al so weaker becauseParagraph Set-upThe strongest reason for believing claim is true is the fact that the warrant you chose. One reason why this warrant is best is reason why the warrant is best. Additionally, 2nd reason why the warrant is best. Some would argue that 1st opposing warrant is a better reason to look at claim, but that is not the case. Specifically, reason why 1st opposing warrant is weaker. In addition, others would argue that 2nd opposing warrant is a better reason to believe claim, but that is not the case. In fact, reason why 2nd opposing warrant is weaker. Thus, the chosen best warrant is distinctly the best reason to believe claim.