Identify The Device
Identify this device:
“Very soon after my return to Baltimore, my mistress, Lucretia, died, leaving her husband and one child, Amanda, and in a very short time after her death, Master Andrew died. Now all the property of my old master, slaves included, was in the hands of strangers.”
What is... Repetition!
The words; "death" and "my" are repeated.
Why do you think?
What quote or term from paragraph 1 identifies the ethos in the passage?
What is ... "My."
How does this show credibility?
What quote or term from paragraph 1 identifies the pathos in the passage?
What is ... "The use of words like death, leaving, and died."
How does this appeal to the audience's emotions?
What quote or term from paragraph 1 identifies the logos in the passage?
What is ... "Now all the property of my old master, slaves included, was in the hands of strangers.”
How does this show logic?
In the passage who is the audience?
Anyone who will incite change
Identify the device:
"She had served my old master faithfully from youth to old age. She had been the source of all his wealth; she had peopled his plantation with slaves; she had become a great-grandmother in his service. She had rocked him in infancy, attended him in childhood, served him through life"
What is... Anaphora!
The repetition of "she had" at the beginning of every line. Why is this impactful?
What quote or term from paragraph 2 identifies the ethos in the passage?
What is ... "She had served my old master faithfully from youth to old age."
How does this show credibility?
What quote or term from paragraph 2 identifies the pathos in the passage?
What is ... two sentences from the passage show the pathos.
1) "If any one thing in my experience, more than another, served to deepen my conviction of the infernal character of slavery, and to fill me with unutterable loathing of slaveholders, it was their base ingratitude to my poor old grandmother. "
2) "She had rocked him in infancy, attended him in childhood, served him through life, and at his death wiped from his icy brow the cold death-sweat, and closed his eyes forever. She was nevertheless left a slave.”
How do they show the pathos?
What quote or term from paragraph 2 identifies the logos in the passage?
What is ... "She had been the source of all his wealth; she had peopled his plantation with slaves; she had become a great-grandmother in his service. "
How does this show logic?
In what passage does the speaker change?
Who becomes the speaker?
What is ... passage 4 and the poet Whittier!
Why is the speaker change impactful?
Identify the device
"If my poor old grandmother now lives, she lives to suffer in utter loneliness; she lives to remember and mourn over the loss of children, the loss of grandchildren, and the loss of great-grandchildren."
What is ... repetition!
Accepted answers:
1) The repetition of "loss" throughout the paragraph
2) The repetition of "she lives" throughout the paragraph
Why is this impactful?
What quote or term from paragraph 3 identifies the ethos in the passage?
What is ... "My grandmother, who was now very old, having outlived my old master and all his children, having seen the beginning and end of all of them"
How does this show her credibility?
What quote or term from paragraph 3 identifies the pathos in the passage?
What is ... "in their hands she saw her children, her grandchildren, and her great-grandchildren, divided, like so many sheep, without being gratified with the small privilege of a single word, as to their or her own destiny."
How does this appeal to the audience's emotions?
What quote or term from paragraph 3 identifies the logos in the passage?
What is ... "And, to cap the climax of their base ingratitude and fiendish barbarity, my grandmother, who was now very old ... her frame already racked with the pains of old age, and complete helplessness fast stealing over her once active limbs, they took her to the woods, built her a little hut, put up a little mud-chimney, and then made her welcome to the privilege of supporting herself there in perfect loneliness; thus virtually turning her out to die!"
How does this show the logic of slavery's permanence?
Who is Douglass speaking about in passages 2 and 3?
What is ... his grandmother!
What affect does speaking about his grandmother have on the audience?
Identify the device:
“To the rice swamp dank and lone,
Where the slave- whip ceaseless swings,
Where the noisome insect stings,
Where the fever-demon strews
Poison with the falling dews,
Where the sickly sunbeams glare
Through the hot and misty air"
What is ... rhyming!
The end words of every line rhyme with the ending word of the line 2 lines later.
What impact does this have?
What quote or term from paragraph 4 identifies the ethos in the passage?
What is ... "Woe is me, my stolen daughters!"
How does this show the credibility?
What quote or term from paragraph 4 identifies the pathos in the passage?
What is ... "Woe is me, my stolen daughters!”
How does this appeal to the audience's emotions?
What quote or term from paragraph 4 identifies the logos in the passage?
What is ... "Gone, gone, sold and gone."
How does this show the logic in this part of the passage?
What was the name of Douglass's mistress?
What is ... Lucretia!
Throughout the passage what rhetorical device was used most?
What is ... repetition!
How does Douglass show his credibility throughout the whole passage?
What is ... talking about his and his grandmother's first-hand experiences shows that Douglass knows what he is talking about.
How does Douglass appeal to the audience throughout the whole passage?
What is ... speaking of family and life and death helps the audience understand the permanency of enslavement and the horrors people faced.
How does Douglass show logos throughout the whole passage?
What is ... explaining the brutality of enslavement.
How does that help Douglass explain his point in the passage?
What is ... family, life-death, and service!
How are they connected?