With A Focus On Reading Critically Identifying Literary Elem

With A Focus On Reading Critically Identifying Literary Elements Con

With a focus on reading critically, identifying literary elements, connecting the elements used to each other in an effort to uncover what the author means (And no, there is no one meaning - everyone will interpret differently) you will write an analysis NOT A SUMMARY but an analysis of the essay. Here are your specs: POV: Third Person ONLY Format: MLA Word Count: Minimum 1500 Primary Source: “What to the Slave is the Fourth of July" by Fredrick Douglass Secondary: At least three Works Cited Page: Absolutely Borrowed material: At least six instances of borrowed material Things to consider: PURPOSE : Remember, this is not an expository essay, it is an argumentative essay. Therefore you should be starting with your thesis statement, ensuring that the thesis addressed the topic in a way that motivated the reader to want to respond. BORROWED MATERIAL : Be selective when choosing the borrowed material. Don’t just find something to throw in the essay and cite it. That is not productive at all, not to mention it will get you a frowning face! Let your borrowed material, since you are reading the sources BEFORE you write the paper, be your guide. As you write, annotate, make note of what you like. Keep it. Then figure out how you can use it in your essay. REVISE AND EDIT: I cannot stress this enough. You MUST give yourself time to revise and edit your paper. There may be paragraphs that would fit better in a different section of the essay. There will definitely be errors. Give yourself time to revise and edit in order to submit the best paper possible!

Paper For Above instruction

Analyzing Frederick Douglass’s “What to the Slave is the Fourth of July,” requires a deep critical engagement with the text, focusing on identifying and connecting literary elements to uncover the underlying meanings and messages. This essay aims to explore how Douglass employs literary devices such as rhetorical appeals, diction, tone, and imagery to criticize the hypocrisy of American freedom and justice from a slave’s perspective. The analysis will demonstrate how these elements work together to reinforce the central argument that the nation’s independence celebration is fundamentally hypocritical when considering the realities of slavery and racial injustice.

Douglass’s purpose in this speech is to denounce the contradiction between the professed ideals of liberty and equality and the brutal reality of slavery. His rhetorical strategy involves a careful balance of appeals to ethos, pathos, and logos to persuade his audience of the moral bankruptcy of celebrating independence amid widespread oppression. The use of powerful diction, such as “crimes,” “wicked,” and “hypocrisy,” underscores his contempt for America's failure to uphold its principles. These word choices evoke an emotional response from the audience, reinforcing the moral outrage that Douglass seeks to inspire.

Imagery and metaphors in Douglass’s speech serve as vivid literary elements that paint a stark contrast between the ideals of freedom and the brutality of slavery. For example, Douglass compares slavery to a “foul crime” and the nation’s celebration to a “sham,” exposing the gap between appearance and reality. This imagery not only intensifies the moral indictment but also connects to broader themes of justice and human dignity.

Furthermore, Douglass’s tone fluctuates from righteous indignation to measured irony, which enhances the persuasive power of his critique. His ironic remarks about the “glorious” Fourth and the “festivities” highlight the absurdity and injustice of celebrating liberty while millions remain enslaved. This tone invites reflection and encourages the audience to question their assumptions, fulfilling Douglass’s purpose as a moral critic.

Douglass’s strategic use of literary elements culminates in a compelling argument that challenges the audience to reconsider their complicity in systemic injustice. His integration of historical references and biblical allusions further deepen the analytical layers, connecting the fight for liberty to moral and spiritual dimensions. The interconnectedness of these literary devices amplifies his critique, making it not just a political statement but a moral imperative.

References

• Foner, Eric. Gateway to Freedom: The Hidden History of the Underground Railroad. W. W. Norton & Company, 2015.
• McPherson, James M. Battle Cry of Freedom: The Civil War Era. Oxford University Press, 1988.
• Douglass, Frederick. “What to the Slave is the Fourth of July.” 1852.
• Berlin, Ira. Stolen Labor: The Politics of Slavery, Emancipation, and Reconstruction. Harvard University Press, 1999.
• Wilson, Charles Reagan. The Cross and the Lynching Tree. Wm. B. Eerdmans Publishing, 2011.
• Blight, David W. Race and Reunion: The Civil War in American Memory. Harvard University Press, 2001.
• Fletcher, Robert Samuel. The Life and Writings of Frederick Douglass. A. M. Thayer, 1882.
• Chinua Achebe, Chinua. Things Fall Apart. Heinemann, 1958.
• McDonnell, Michael. Civil War Speech & Drama. Ohio University Press, 2018.
• Garraty, John A. American National Biography. Oxford University Press, 1999.