Introduction: In Frederick Douglass' "What to the Slave is the Fourth of July," his logical statements on why African-Americans do not feel similarly about the Fourth of July compared to European-Americans are extremely notable and shed light on the fact that African Americans were treated unequally.
Narration: Ever since people from Africa were enslaved in America, segregation towards African-Americans was prominent - and completely absurd. This resulted in events like the Civil War, the Ku Klux Klan, and other occurrences regarding African-American equality. Division: As American's we should all work together to create equality among all races, as there is still racism happening in the country today. Many people might not have thought about the holiday aspect - myself - with holidays like the Fourth of July honoring America's independence, but with articles like Douglass', it allows people to learn about why African-Americans might not feel the same patriotism during the Fourth of July like European-Americans. Proof: When closing out his speech, Douglass states that to a slave, the Fourth of July is "a day that reveals (...) the gross injustice and cruelty to which he is the constant victim" (Douglass 16). As an escaped slave, Douglass' claim that slaves do not feel passionate about the Fourth of July is clearly valid, making it more obvious that all should come to realization of this view. Refutation: As for the people who disagree that certain African-Americans should feel this away about the Fourth of July, their close-mindedness will fail in helping America reach full equality potential and justice among all races. Conclusion: Everyone needs to take part in recognizing sentiments like Douglass' "What to the Slave is the Fourth of July;" Imagine if it were you who felt as he did.
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Conversation: The initial exchange between Rev. Parris and Abigail regarding the effect of Abigail’s actions on Parris’s reputation
Goal: Rev. Parris’ outcome is to get Abigail to tell the truth about what happened in the forest. --------------------------------------------------------------------------------------------------------- PARRIS: Abigail, please just tell me why Betty has remained in the same position since midnight last night. ABIGAIL: I’m telling you Uncle, all we were doing was dancing in the forest. PARRIS: Look, either you can expose the truth of what happened, or you can let the truth of what happened expose you (Chiasmus). Which one would you rather pick? ABIGAIL: Clearly I would choose to tell you the truth, and I am. It was sport! Truly. PARRIS: If you do not come clean, my enemies will eventually find everything out, as I have many enemies. ABIGAIL: There’s no possible way your enemies could find out anything more than what I am telling you, because there is nothing more to discuss. PARRIS: Abigail! Surely you are lying. I saw Tituba waving her arms over the fire. She was screeching and yelling in-interpretable words! ABIGAIL: You could not have seen anything more than that. Betty and I were dancing to Tituba’s Barbados’ songs. PARRIS: You might believe that this was the only thing I saw, but it was not (But wait, there’s more…). ABIGAIL: You saw more? PARRIS: Indeed. I saw a dress lying on the grass. ABIGAIL: But Uncle, no girl had their dress off last night. PARRIS: Yes, one of you had your dresses off last night, because I saw someone running naked through the forest. ABIGAIL: Naked? PARRIS: Yes, Abigail. I know for a fact I was not going crazy. I know what I saw. I beg of you, just tell me what truly happened. Whatever you say could help the doctor, and possibly cure Betty of whatever ungodly mishap has happened among her. ABIGAIL: Uncle I-… All we were doing was dancing in the forest. PARRIS: Do not go back to the beginning with me! If you do not discuss with me what happened last night, evidence will put itself together, you will be exposed of what you did, and you will be in more trouble. If you converse with me right now, we can help the doctor diagnose what has happened, and Betty can go back to normal (The lesser of two evils). Is that not what you desire? ABIGAIL: Alright, I’ll tell. 1. Camille A. Langston claims that you can get what you want by using just your words, and further uses Aristotle to show the audience how.
2. The reason this is Langston’s claim is so one can utilize Aristotle’s methods and be able to identify when they are being used on you. 3. Langston’s tone throughout her entire video is formal and informational. Her goal is to stay professional when informing her audience about the multiple different rhetorical strategies. 4. The intended audience of this video is anybody who desires to make it easier to get something they want. In hindsight, basically anybody would be willing to learn these various ways to improve their rhetoric through Langston’s logical explanations. 5. Langston arranges her ideas by starting off with, “How do you get what you want using just your words?” to draw the listeners in and make them interested (Langston 0:06-0:09). Then, she immediately introduces Aristotle and his three types of persuasive speech: forensics, epideictic, and symbouleutikon. Then she explains ethos, logos, and pathos, and how one can use them in certain situations. Langston concludes with a small few sentences on how these methods of persuasion are helpful and knowing them can help one identify if they are being used on that person. 6. Langston establishes credibility by bringing in Aristotle at the beginning and explaining that the topics talked about in the video were first thought of by him. She uses more examples throughout the video, such as when she credited Martin Luther King Jr. in his speech and related it to deliberative rhetoric: “Such as Martin Luther King Jr.’s dream that his children will one day live in a nation where they will not be judged by the color of their skin, but by content of their character” (Langston 1:19-1:28). 7. An emotion Langston wants the listeners to feel is interest and enlightenment. She wants people to be interested in using rhetoric strategies more often. She wants people to feel like they just gained very useful information that they might not have known before. 8. Langston arranges logical argument by starting off with Aristotle. By starting off with Aristotle, one can identify where these ideas, that Langson discusses, come from. Then throughout her explanation of ethos, pathos, and logos, she uses examples of real life situations, such as how well-known people uses these methods in speeches to sway the judgement of their audience. 9. The first rhetorical strategy identified was the “But wait, there’s more” strategy. Langston starts off by explaining ethos, and how successful a persuasive method it has been with well-known people. Then, she goes on to mention another powerful way of persuading an audience: logos. Finally, she introduces pathos as another method. By doing this, she informs her audience that no matter the preference on how to use rhetoric, one can use any method. Second of all, she uses logos, another rhetorical strategy, in her video. By using Aristotle as a prime example for where all this information came from, the audience can be certain that these ideas did not come from the back of her mind. These ideas and methods of persuasion came from an extremely famous Greek philosopher. 10. When considering how I use rhetoric to get what I want, I have found that pathos is the most effective. If you can sway the feelings of someone by touching on a topic that is important towards them, they will be very open to listening to your ideas. 1. Carol Dweck’s main claim of her speech is that kids need to be raised to have a growth mindset rather than a fixed one. Dweck says praise is most effective towards a growth mindset in children: “(Praise) the process that kids engage in” versus “praising intelligence or talent.” In this case, she describes this method as “praising wisely”.
2. Carol Dweck’s purpose of presenting her claim is to inform how to raise more kids to have a growth mindset. By reaching more adults in her talk to raise children with a growth mindset, the future generations will be more optimistic, more determined to be successful, and potentially raise their kids the same way their parents did. 3. This TED talk takes place in 2014 in a TED convention center, on a stage. Here, Carol Dweck performs her speech on the power of yet. 4. During this time, there are students all over the country with a fixed mindset. Carol Dweck uses the opportunity of the TED conference to talk about what is happening among children of all ages. “A basic human right” is what Dweck relates to raising kids to have a growth mindset. By giving kids this basic human right, it will give them the opportunity to shine. 5. Dweck’s audience is parents who are raising their kids. These parents want the best for their children, and Dweck presents a helpful way to give them that. 6. Carol Dweck starts out by using an example of a school in Chicago. When their students did not pass a class, the report card would say “not yet.” Carol proceeds with her talk by explaining her experiment of giving younger kids higher level questions. From this, the kids with the growth mindset would say something along the lines of, “I’m always up for a challenge.” The children with a fixed mindset would respond to those challenging questions by finding someone who scored lower to make them feel better. Dweck later on uses scientific research on the brains of these two different mindsets to back up her experiment. Finally, asks the audience the question, “How are we raising our kids?” 7. Carol Dweck uses various pieces of evidence to support her claim. For example, a kindergarten class in Harlem, New York ended up being in the 95th percentile because of their growth mindsets. Similar to this example, fourth-grade students from The South Bronx became the number one class in their state, all because of the way they were raised by the adults around them. 8. As a student, I think I lean towards having a growth mindset. My parents always praised me in the right ways, thus making me ready to take on a challenge and improve my skills. My dad gives speeches on happiness around the world, and even though happiness and growth mindsets are not the same thing, being raised on occasional happiness talks from my dad definitely has something to do with it. |
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