homework english

Topics: Slavery in the United States, Frederick Douglass, Atlantic slave trade Pages: 3 (807 words) Published: September 15, 2014
Title
Rhetorical Analysis of Frederick Douglass’s “Learning To Read and Write” Skill
Making a Strong Argument
EBA Activity
Choosing the Best Warrant Writing Exercise
Claims and/or Warrants
You may use the following claim and warrants:

In 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.

Warrants:
1 Frederick Douglass’s strongest strategy in his “Learning to Read and Write” passage is his empathic and compassionate tone that convinces a white 1850s audience of the kindness and humanity of enslaved Africans. 2 Frederick Douglass’s 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 Douglass’s strongest strategy in his “Learning to Read and Write” passage is the imagery of his mistress’s shift from a “lamb-like disposition” to a “tiger-like fierceness” that convinces a white 1850s audience of the evils of slavery. 4 Frederick Douglass’s strongest strategy in his “Learning to Read and Write” passage is the details he includes about his mistress’s actions that convinces a white 1850s audience of the evils of slavery. Procedure

Standard Choosing the Best Warrant Writing Exercise
Timing/Pacing
1 This lesson comes after students have been completed work on Moby Dick. Students have 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 someone’s attempt to control them and how they grew as a result. Students have shared their “resistance” stories in read-around in groups or as a whole class and have reflected on in writing and then...
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