Write an essay that analyzes the style and rhetorical techniques Douglass uses in one of the following passages. Explain how Douglass’ use of language (style and rhetorical techniques) is designed to achieve a certain effect or purpose. Keep this question in mind as you write: What is Douglass trying to communicate to his audience and how does his use of language aid his purpose? Additionally you must note the importance of the passage when considered in the larger context of the novel. Do not write a plot summary. Include textual evidence to support the points you make about the passage
400 WORDS MINIMUM
The passages you may choose from are:
Pages 46-48: At the beginning of chapter VI to the line, “In learning to read, I owe almost as much to the bitter opposite of my master…”
Pages 69-72: At the beginning of chapter X to the line, “…before he would get half way thither, he would tum short and crawl into a fence-corner, or behind some tree…
Pages 75-81: Read from “I have already intimated that my condition was much worse, during the first six months of my stay at Mr. Covey’s, than in the last six” to “..his reputation would have been lost; so, to save his reputation, he suffered
me to go unpunished.
Passages to read to complete the essay:
Style Analysis
Chapter VI
Style Analysis
Chapter VI
My mistress proved to be all she appeared when
heart and finest feelings. She had never had a slave
t met her at the door–a woman of the kindest marriage she had been dependent upon her own industry for a living. She was by trade a weaver; er her control previously to myself, and prior to On to her business, she had been in a good degree preserved from the blighting
dna dehumanizing effects of slavery. I was utterly astonish goodness. I scarcely knew how to Behave toward her. She was entirely unlike any other white woman I had ever seen. I could not approach her as I was accustomed to approach other white ladies. My early instruction was Of u all Crouching servility, usually so acceptable quality in a slave, did not answer when manifested toward her. Her favor was not gained by it; she seemed to be disturbed by it. She did not unmannerly for a slave to look her in the face. The meanest slave was put fully at Case in her presence, and none left without feeling better for having seen her. Her face was made of heavenly smiles, and her voice of tranquil music. But, alas! This kind heart had buta short time to remain such. The fatal poison of irresponsible power was already in her hands, and soon commenced its infernal work. That cheerful eye, under the influence of slavery, soon became red with rage; that voice, made all of sweet accord, changed to one of harsh and horrid discord; and that angelic face gave place to that of a demon.
Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read. To use his own words, further, he said, ” If you give a n—- and inch, he will take an ell. A n– should know nothing but to obey his master-to do as he is told to do. Learning would spoil the best n—in the world. Now,” said he, “if you teach that n– (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable and
of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy.” These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding has struggled in vain. I now understood what had been to me a most perplexing difficulty-to wit, the white a’s power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a
time when I the least expected it. Whist I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. Though conscious of the difficulty of learning without a teacher, I set out with high hopes, and a fixed purpose at whatever coast of trouble. to learn how to read. The very decided manner with which he spoke and strove to impress his wife with the evil consequences of giving me instructions, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefits of both.
Chapter x
Douglass’s stay with Mr. Coveye his reputation. he suffered me to go unpunished.