frederick douglass rhetorical analysis essay ap lang

3.4 Annotated Sample Reading: from Narrative of the Life of Frederick Douglass by Frederick Douglass

Learning outcomes.

By the end of this section, you will be able to:

• Read in several genres to understand how conventions are shaped by purpose, language, culture, and expectation.
• Use reading for inquiry, learning, critical thinking, and communicating in varying rhetorical and cultural contexts.
• Read a diverse range of texts, attending to relationships among ideas, patterns of organization, and interplay between verbal and nonverbal elements.

Introduction

Frederick Douglass (1818–1895) was born into slavery in Maryland. He never knew his father, barely knew his mother, and was separated from his grandmother at a young age. As a boy, Douglass understood there to be a connection between literacy and freedom. In the excerpt from his autobiography, Narrative of the Life of Frederick Douglass, an American Slave , that follows, you will learn about how Douglass learned to read. By age 12, he was reading texts about the natural rights of human beings. At age 15, he began educating other enslaved people. When Douglass was 20, he met Anna Murray, whom he would later marry. Murray helped Douglass plot his escape from slavery. Dressed as a sailor, Douglass bought a train ticket northward. Within 24 hours, he arrived in New York City and declared himself free. Douglass went on to work as an activist in the abolitionist movement as well as the women’s suffrage movement.

In the portion of the text included here, Douglass chooses to represent the dialogue of Mr. Auld, an enslaver who by the laws of the time owns Douglass. Douglass describes this moment with detail and accuracy, including Mr. Auld’s use of a racial slur. In an interview with the Public Broadcasting Service (PBS), Harvard professor Randall Kennedy (b. 1954), who has traced the historical evolution of the word, notes that one of its first uses, recorded in 1619, appears to have been descriptive rather than derogatory. However, by the mid-1800s, White people had appropriated the term and begun using it with its current negative connotation. In response, over time, Black people have reclaimed the word (or variations of it) for different purposes, including mirroring racism, creating irony, and reclaiming community and personal power—using the word for a contrasting purpose to the way others use it. Despite this evolution, Professor Kennedy explains that the use of the word should be accompanied by a deep understanding of one’s audience and by being clear about the intention. However, even when intention is very clear and malice is not intended, harm can, and likely will, occur. Thus, Professor Kennedy cautions that all people should understand the history of the word, be aware of its potential negative effect on an audience, and therefore use it sparingly, or preferably not at all.

In the case of Mr. Auld and Douglass, Douglass gives an account of Auld’s exact language in order to hold a mirror to the racism of Mr. Auld—and the reading audience of his memoir—and to emphasize the theme that literacy (or education) is one way to combat racism.

Living by Their Own Words

Literacy from unexpected sources.

annotated text From the title and from Douglass’s use of pronoun I, you know this work is autobiographical and therefore written from the first-person point of view. end annotated text

public domain text [excerpt begins with first full paragraph on page 33 and ends on page 34 where the paragraph ends] end public domain text

public domain text 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 had 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. end public domain text

annotated text Douglass describes the background situation and the culture of the time, which he will defy in his quest for literacy. The word choice in his narration of events indicates that he is writing for an educated audience. end annotated text

public domain text To use his own words, further, he said, “If you give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master—to do as he is told to do. Learning would spoil the best nigger in the world. Now,” said he, “if you teach that nigger (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.” end public domain text

annotated text In sharing this part of the narrative, Douglass underscores the importance of literacy. He provides a description of Mr. Auld, a slaveholder, who seeks to impose illiteracy as a means to oppress others. In this description of Mr. Auld’s reaction, Douglass shows that slaveholders feared the power that enslaved people would have if they could read and write. end annotated text

annotated text Douglass provides the details of Auld’s dialogue not only because it is a convention of narrative genre but also because it demonstrates the purpose and motivation for his forthcoming pursuit of literacy. We have chosen to maintain the authenticity of the original text by using the language that Douglass offers to quote Mr. Auld’s dialogue because it both provides context for the rhetorical situation and underscores the value of the attainment of literacy for Douglass. However, contemporary audiences must understand that this language should be uttered only under very narrow circumstances in any current rhetorical situation. In general, it is best to avoid its use. end annotated text

public domain text 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 had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty—to wit, the white man’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. Whilst 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. end public domain text

annotated text In this reflection, Douglass has a definitive and transformative moment with reading and writing. The moment that sparked a desire for literacy is a common feature in literacy narratives, particularly those of enslaved people. In that moment, he understood the value of literacy and its life-changing possibilities; that transformative moment is a central part of the arc of this literacy narrative. end annotated text

public domain text Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost 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 instruction, 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 benefit of both. end public domain text

annotated text Douglass articulates that this moment changed his relationship to literacy and ignited a purposeful engagement with language and learning that would last throughout his long life. The rhythm, sentence structure, and poetic phrasing in this reflection provide further evidence that Douglass, over the course of his life, actively pursued and mastered language after having this experience with Mr. Auld. end annotated text

public domain text [excerpt continues with the beginning of Chapter 7 on page 36 and ends with the end of the paragraph at the top of page 39] end public domain text

public domain text [In Chapter 7, the narrative continues] I lived in Master Hugh’s family about seven years. During this time, I succeeded in learning to read and write. In accomplishing this, I was compelled to resort to various stratagems. I had no regular teacher. My mistress, who had kindly commenced to instruct me, had, in compliance with the advice and direction of her husband, not only ceased to instruct, but had set her face against my being instructed by any one else. It is due, however, to my mistress to say of her, that she did not adopt this course of treatment immediately. She at first lacked the depravity indispensable to shutting me up in mental darkness. It was at least necessary for her to have some training in the exercise of irresponsible power, to make her equal to the task of treating me as though I were a brute. end public domain text

public domain text My mistress was, as I have said, a kind and tender-hearted woman; and in the simplicity of her soul she commenced, when I first went to live with her, to treat me as she supposed one human being ought to treat another. In entering upon the duties of a slaveholder, she did not seem to perceive that I sustained to her the relation of a mere chattel, and that for her to treat me as a human being was not only wrong, but dangerously so. Slavery proved as injurious to her as it did to me. When I went there, she was a pious, warm, and tender-hearted woman. There was no sorrow or suffering for which she had not a tear. She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach. Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness. The first step in her downward course was in her ceasing to instruct me. She now commenced to practise her husband’s precepts. She finally became even more violent in her opposition than her husband himself. end public domain text

annotated text Douglass describes in detail a person in his life and his relationship to her. He uses specific diction to describe her kindness and to help readers get to know her—a “tear” for the “suffering”; “bread for the hungry, clothes for the naked, and comfort for every mourner.” end annotated text

public domain text She was not satisfied with simply doing as well as he had commanded; she seemed anxious to do better. Nothing seemed to make her more angry than to see me with a newspaper. She seemed to think that here lay the danger. I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension. She was an apt woman; and a little experience soon demonstrated, to her satisfaction, that education and slavery were incompatible with each other. end public domain text

annotated text The fact that Douglass can understand the harm caused by the institution of slavery to slaveholders as well as to enslaved people shows a level of sophistication in thought, identifies the complexity and detriment of this historical period, and demonstrates an acute awareness of the rhetorical situation, especially for his audience for this text. The way that he articulates compassion for the slaveholders, despite their ill treatment of him, would create empathy in his readers and possibly provide a revelation for his audience. end annotated text

public domain text From this time I was most narrowly watched. If I was in a separate room any considerable length of time, I was sure to be suspected of having a book, and was at once called to give an account of myself. All this, however, was too late. The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch , and no precaution could prevent me from taking the ell . end public domain text

annotated text Once again, Douglass underscores the value that literacy has for transforming the lived experiences of enslaved people. The reference to the inch and the ell circles back to Mr. Auld’s warnings and recalls the impact of that moment on his life. end annotated text

public domain text The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear them; but prudence forbids;—not that it would injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to read in this Christian country. end public domain text

annotated text Douglass comments on the culture of the time, which still permitted slavery; he is sensitive to the fact that these boys might be embarrassed by their participation in unacceptable, though humanitarian, behavior. His audience will also recognize the irony in his tone when he writes that it is “an unpardonable offense to teach slaves . . . in this Christian country.” Such behavior is surely “unchristian.” end annotated text

public domain text It is enough to say of the dear little fellows, that they lived on Philpot Street, very near Durgin and Bailey’s ship-yard. I used to talk this matter of slavery over with them. I would sometimes say to them, I wished I could be as free as they would be when they got to be men. “You will be free as soon as you are twenty-one, but I am a slave for life ! Have not I as good a right to be free as you have?” These words used to trouble them; they would express for me the liveliest sympathy, and console me with the hope that something would occur by which I might be free. end public domain text

annotated text Douglass pursues and attains literacy not only for his own benefit; his knowledge also allows him to begin to instruct, as well as advocate for, those around him. Douglass’s use of language and his understanding of the rhetorical situation give the audience evidence of the power of literacy for all people, round out the arc of his narrative, and provide a resolution. end annotated text

Discussion Questions

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How to Write the AP Lang Rhetorical Analysis Essay (With Example)

November 27, 2023

Feeling intimidated by the AP Lang Rhetorical Analysis Essay? We’re here to help demystify. Whether you’re cramming for the AP Lang exam right now or planning to take the test down the road, we’ve got crucial rubric information, helpful tips, and an essay example to prepare you for the big day. This post will cover 1) What is the AP Lang Rhetorical Analysis Essay? 2) AP Lang Rhetorical Analysis Rubric 3) AP Lang Rhetorical Analysis: Sample Prompt 4) AP Lang Rhetorical Analysis Essay Example 5)AP Lang Rhetorical Analysis Essay Example: Why It Works

What is the AP Lang Rhetorical Analysis Essay?

The AP Lang Rhetorical Analysis Essay is one of three essays included in the written portion of the AP English Exam. The full AP English Exam is 3 hours and 15 minutes long, with the first 60 minutes dedicated to multiple-choice questions. Once you complete the multiple-choice section, you move on to three equally weighted essays that ask you to synthesize, analyze, and interpret texts and develop well-reasoned arguments. The three essays include:

Synthesis essay: You’ll review various pieces of evidence and then write an essay that synthesizes (aka combines and interprets) the evidence and presents a clear argument. Read our write up on How to Write the AP Lang Synthesis Essay here.

Argumentative essay: You’ll take a stance on a specific topic and argue your case.

Rhetorical essay: You’ll read a provided passage, then analyze the author’s rhetorical choices and develop an argument that explains why the author made those rhetorical choices.

AP Lang Rhetorical Analysis Rubric

The AP Lang Rhetorical Analysis Essay is graded on just 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . At a glance, the rubric categories may seem vague, but AP exam graders are actually looking for very particular things in each category. We’ll break it down with dos and don’ts for each rubric category:

Thesis (0-1 point)

There’s nothing nebulous when it comes to grading AP Lang Rhetorical Analysis Essay thesis. You either have one or you don’t. Including a thesis gets you one point closer to a high score and leaving it out means you miss out on one crucial point. So, what makes a thesis that counts?

• Make sure your thesis argues something about the author’s rhetorical choices. Making an argument means taking a risk and offering your own interpretation of the provided text. This is an argument that someone else might disagree with.
• A good test to see if you have a thesis that makes an argument. In your head, add the phrase “I think that…” to the beginning of your thesis. If what follows doesn’t logically flow after that phrase (aka if what follows isn’t something you and only you think), it’s likely you’re not making an argument.
• Avoid a thesis that merely restates the prompt.
• Avoid a thesis that summarizes the text but does not make an argument.

Evidence and Commentary (0-4 points)

This rubric category is graded on a scale of 0-4 where 4 is the highest grade. Per the AP Lang Rhetorical Analysis rubric, to get a 4, you’ll want to:

• Include lots of specific evidence from the text. There is no set golden number of quotes to include, but you’ll want to make sure you’re incorporating more than a couple pieces of evidence that support your argument about the author’s rhetorical choices.
• Make sure you include more than one type of evidence, too. Let’s say you’re working on your essay and have gathered examples of alliteration to include as supporting evidence. That’s just one type of rhetorical choice, and it’s hard to make a credible argument if you’re only looking at one type of evidence. To fix that issue, reread the text again looking for patterns in word choice and syntax, meaningful figurative language and imagery, literary devices, and other rhetorical choices, looking for additional types of evidence to support your argument.
• After you include evidence, offer your own interpretation and explain how this evidence proves the point you make in your thesis.
• Don’t summarize or speak generally about the author and the text. Everything you write must be backed up with evidence.
• Don’t let quotes speak for themselves. After every piece of evidence you include, make sure to explain your interpretation. Also, connect the evidence to your overarching argument.

Sophistication (0-1 point)

In this case, sophistication isn’t about how many fancy vocabulary words or how many semicolons you use. According to College Board , one point can be awarded to AP Lang Rhetorical Analysis essays that “demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation” in any of these three ways:

• Explaining the significance or relevance of the writer’s rhetorical choices.
• Explaining the purpose or function of the passage’s complexities or tensions.
• Employing a style that is consistently vivid and persuasive.

Note that you don’t have to achieve all three to earn your sophistication point. A good way to think of this rubric category is to consider it a bonus point that you can earn for going above and beyond in depth of analysis or by writing an especially persuasive, clear, and well-structured essay. In order to earn this point, you’ll need to first do a good job with your thesis, evidence, and commentary.

• Focus on nailing an argumentative thesis and multiple types of evidence. Getting these fundamentals of your essay right will set you up for achieving depth of analysis.
• Explain how each piece of evidence connects to your thesis.
• Spend a minute outlining your essay before you begin to ensure your essay flows in a clear and cohesive way.
• Steer clear of generalizations about the author or text.
• Don’t include arguments you can’t prove with evidence from the text.
• Avoid complex sentences and fancy vocabulary words unless you use them often. Long, clunky sentences with imprecisely used words are hard to follow.

AP Lang Rhetorical Analysis: Sample Prompt

The sample prompt below is published online by College Board and is a real example from the 2021 AP Exam. The prompt provides background context, essay instructions, and the text you need to analyze. For sake of space, we’ve included the text as an image you can click to read. After the prompt, we provide a sample high scoring essay and then explain why this AP Lang Rhetorical Analysis essay example works.

Suggested time—40 minutes.

(This question counts as one-third of the total essay section score.)

On February 27, 2013, while in office, former president Barack Obama delivered the following address dedicating the Rosa Parks statue in the National Statuary Hall of the United States Capitol building. Rosa Parks was an African American civil rights activist who was arrested in 1955 for refusing to give up her seat on a segregated bus in Montgomery, Alabama. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey his message.

In your response you should do the following:

• Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
• Select and use evidence to support your line of reasoning.
• Explain how the evidence supports your line of reasoning.
• Demonstrate an understanding of the rhetorical situation.
• Use appropriate grammar and punctuation in communicating your argument.

AP Lang Rhetorical Analysis Essay Example

In his speech delivered in 2013 at the dedication of Rosa Park’s statue, President Barack Obama acknowledges everything that Parks’ activism made possible in the United States. Telling the story of Parks’ life and achievements, Obama highlights the fact that Parks was a regular person whose actions accomplished enormous change during the civil rights era. Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did.

Although it might be a surprising way to start to his dedication, Obama begins his speech by telling us who Parks was not: “Rosa Parks held no elected office. She possessed no fortune” he explains in lines 1-2. Later, when he tells the story of the bus driver who threatened to have Parks arrested when she refused to get off the bus, he explains that Parks “simply replied, ‘You may do that’” (lines 22-23). Right away, he establishes that Parks was a regular person who did not hold a seat of power. Her protest on the bus was not part of a larger plan, it was a simple response. By emphasizing that Parks was not powerful, wealthy, or loud spoken, he implies that Parks’ style of activism is an everyday practice that all of us can aspire to.

AP Lang Rhetorical Analysis Essay Example (Continued)

Even though Obama portrays Parks as a demure person whose protest came “simply” and naturally, he shows the importance of her activism through long lists of ripple effects. When Parks challenged her arrest, Obama explains, Martin Luther King, Jr. stood with her and “so did thousands of Montgomery, Alabama commuters” (lines 27-28). They began a boycott that included “teachers and laborers, clergy and domestics, through rain and cold and sweltering heat, day after day, week after week, month after month, walking miles if they had to…” (lines 28-31). In this section of the speech, Obama’s sentences grow longer and he uses lists to show that Parks’ small action impacted and inspired many others to fight for change. Further, listing out how many days, weeks, and months the boycott lasted shows how Parks’ single act of protest sparked a much longer push for change.

To further illustrate Parks’ impact, Obama incorporates Biblical references that emphasize the importance of “that single moment on the bus” (lines 57-58). In lines 33-35, Obama explains that Parks and the other protestors are “driven by a solemn determination to affirm their God-given dignity” and he also compares their victory to the fall the “ancient walls of Jericho” (line 43). By of including these Biblical references, Obama suggests that Parks’ action on the bus did more than correct personal or political wrongs; it also corrected moral and spiritual wrongs. Although Parks had no political power or fortune, she was able to restore a moral balance in our world.

Toward the end of the speech, Obama states that change happens “not mainly through the exploits of the famous and the powerful, but through the countless acts of often anonymous courage and kindness” (lines 78-81). Through carefully chosen diction that portrays her as a quiet, regular person and through lists and Biblical references that highlight the huge impacts of her action, Obama illustrates exactly this point. He wants us to see that, just like Parks, the small and meek can change the world for the better.

AP Lang Rhetorical Analysis Essay Example: Why It Works

We would give the AP Lang Rhetorical Analysis essay above a score of 6 out of 6 because it fully satisfies the essay’s 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . Let’s break down what this student did:

The thesis of this essay appears in the last line of the first paragraph:

“ Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did .”

This student’s thesis works because they make a clear argument about Obama’s rhetorical choices. They 1) list the rhetorical choices that will be analyzed in the rest of the essay (the italicized text above) and 2) include an argument someone else might disagree with (the bolded text above).

Evidence and Commentary:

This student includes substantial evidence and commentary. Things they do right, per the AP Lang Rhetorical Analysis rubric:

• They include lots of specific evidence from the text in the form of quotes.
• They incorporate 3 different types of evidence (diction, long lists, Biblical references).
• After including evidence, they offer an interpretation of what the evidence means and explain how the evidence contributes to their overarching argument (aka their thesis).

Sophistication

This essay achieves sophistication according to the AP Lang Rhetorical Analysis essay rubric in a few key ways:

• This student provides an introduction that flows naturally into the topic their essay will discuss. Before they get to their thesis, they tell us that Obama portrays Parks as a “regular person” setting up their main argument: Obama wants all regular people to aspire to do good in the world just as Rosa Parks did.
• They organize evidence and commentary in a clear and cohesive way. Each body paragraph focuses on just one type of evidence.
• They explain how their evidence is significant. In the final sentence of each body paragraph, they draw a connection back to the overarching argument presented in the thesis.
• All their evidence supports the argument presented in their thesis. There is no extraneous evidence or misleading detail.
• They consider nuances in the text. Rather than taking the text at face value, they consider what Obama’s rhetorical choices imply and offer their own unique interpretation of those implications.
• In their final paragraph, they come full circle, reiterate their thesis, and explain what Obama’s rhetorical choices communicate to readers.
• Their sentences are clear and easy to read. There are no grammar errors or misused words.

AP Lang Rhetorical Analysis Essay—More Resources

Looking for more tips to help your master your AP Lang Rhetorical Analysis Essay? Brush up on 20 Rhetorical Devices High School Students Should Know and read our Tips for Improving Reading Comprehension . If you’re ready to start studying for another part of the AP English Exam, find more expert tips in our How to Write the AP Lang Synthesis blog post.

Considering what other AP classes to take? Read up on the Hardest AP Classes .

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Christina Wood

Christina Wood holds a BA in Literature & Writing from UC San Diego, an MFA in Creative Writing from Washington University in St. Louis, and is currently a Doctoral Candidate in English at the University of Georgia, where she teaches creative writing and first-year composition courses. Christina has published fiction and nonfiction in numerous publications, including The Paris Review , McSweeney’s , Granta , Virginia Quarterly Review , The Sewanee Review , Mississippi Review , and Puerto del Sol , among others. Her story “The Astronaut” won the 2018 Shirley Jackson Award for short fiction and received a “Distinguished Stories” mention in the 2019 Best American Short Stories anthology.

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Home — Essay Samples — Literature — Narrative of The Life of Frederick Douglass — A Rhetorical Analysis of the Autobiography of Frederick Douglass

A Rhetorical Analysis of The Autobiography of Frederick Douglass

• Categories: Frederick Douglass Narrative of The Life of Frederick Douglass

About this sample

Words: 462 |

Published: Jul 17, 2018

Words: 462 | Page: 1 | 3 min read

Table of contents

Rhetorical precis outline, rhetorical essay example, introduction.

• Overview of Frederick Douglass's autobiography and its historical significance
• Mention of Douglass's use of stylistic elements in his writing

Use of Metaphors

• Explanation of how Douglass employs metaphors to vividly describe his situation as a slave
• Analysis of specific metaphors, such as the comparison of ships to angels and slavery as the "hottest hell"

Use of Rhetorical Questions

• Discussion of Douglass's use of rhetorical questions to strengthen his point and convey confidence
• Analysis of specific rhetorical questions and their impact on the reader

Effectiveness of Stylistic Elements

• Examination of how Douglass's use of metaphors and rhetorical questions engages the reader and conveys his message
• Emphasis on the importance of these techniques in allowing readers to empathize with Douglass's experiences and struggles as a slave
• Recap of how Douglass's skillful use of rhetorical strategies helped him communicate his story and advocate for change
• Reiteration of the significance of his autobiography in the context of African American history and the fight against slavery

Works Cited:

• Miller, A. (1953). The Crucible. Viking Press.
• Miller, A. (1987). The Crucible in history. The New Yorker, 63(32), 158-165.
• Novick, P. (1997). McCarthyism and its legacy. Journal of Social History, 31(3), 553-566.
• Pleck, E. H. (2007). McCarthyism and the American working class. Journal of American History, 94(3), 836-847.
• Schrecker, E. (1994). McCarthyism: Political repression and the fear of communism. Psychology Press.
• Smith, D. (2013). Mccarthyism: The great American red scare : A documentary history. Oxford University Press.
• Stark, R. (2009). The triumph of Christianity: How the Jesus movement became the world's largest religion. HarperOne.
• Tufte, E. R. (2006). The cognitive style of PowerPoint: Pitching out corrupts within (2nd ed.). Cheshire, CT: Graphics Press.
• Varnum, M. E. W., & Grossmann, I. (2017). The psychological science of fake news. Journal of Social and Political Psychology, 5(1), 1-37.
• Waller, M. J. (2002). Big lies: The right-wing propaganda machine and how it distorts the truth. TarcherPerigee.

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Related Essays on Narrative of The Life of Frederick Douglass

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Frederick Douglass

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AP Lang Frederick Douglass Analysis

The Emancipation Proclamation abolished slavery in the US, but slaves still attempted to escape to the Free states. Frederick Douglass recounts his journey to freedom in New York, using figurative language and syntax to convey his emotions. Douglass compares the slave states to a den of hungry lions, emphasizing the brutality of the south. He also uses strong diction to leave a greater impression on the reader, such as describing himself as a trembling and half-famished fugitive. Douglass’ use of syntax, including repetition and parallel structures, conveys his bitterness and sadness, even when surrounded by people. Through his writing, Douglass shows the emotional toll of escaping slavery and draws the reader into his experience.

The Emancipation Proclamation of 1863 abolished slavery in the United States. However, before this proclamation was put into action, slaves would attempt to escape their dark lives by running to the Free states up north. Many were successful including Frederick Douglass, a well-known former slave, who recounts his escape in the given passage. Douglass skillfully controls language, including figurative language and syntax, to relay his emotions after the draining journey to readers.

Douglass often makes comparisons so that readers are able to relate or imagine his situations and emotions. As soon as he arrived in New York, he felt “like one who escaped a den of hungry lions.” Most know the sensation of great relief or of a heavy weight being lifted off of their shoulders and can relate to Douglass. This forms a bond between the writer and audience, drawing them in further into the experience. Also, the comparison of the slave states to a den of hungry lions allows us to infer just how brutal and savage the south as to slaves. Douglass was happy when he stepped into the Free State, but that relief was quickly dispelled by insecurity and mild paranoia.

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He trusted no one, a motto he took on as a slave. The fear of being captured by slave hunters or his fellow men was like that of a prey’s with a “hideous crocodile” about to seize upon it. The scene of Douglass being cornered by other men easily pops up in our minds as we read this line in the passage. Douglass also incorporates diction into his writing. He uses strong words describing himself as a “trembling and half-famished fugitive” instead of passive words like shaking or hungry. These stronger words leave a greater impression on the reader’s mind because he or she is able envision a more powerful and evoking scene.

While diction is about individual words, syntax is focused on groups and clusters of them, which contribute to the meaning and purpose of a piece of writing. In Douglass’ recount, there is a sentence that spans over twenty lines, only broken up by dashes and commas, leaving the reader with barely any break. As Douglass is writing that sentence his anger builds just as the sentence continuously builds upon itself.

Within the sentence, there are parallel structures and repetition, which puts more emphasis on the words and the passion and power behind them. In the long sentence, he continuously repeated “in the midst of plenty, yet… in the midst of houses, yet… in the midst of beasts.” He emphasizes his bitterness and sadness as he compares himself, an escaped slave, to those who are well off. He brings to attention the loneliness he felt despite being “in the midst” of everything and everyone, the people around him strange to him like “beasts.” In a different state, Douglass felt lost and confused, asking himself “what to do, where to go, or where to stay [?]”Douglass’ use of syntax allowed him to convey even more emotion than just using figurative language by itself.

As the audience reads Frederick Douglass’ recount of his escape into New York, they are able to visualize his brief happiness, soon turning into fear, insecurity, bitterness and depression. Douglass is able to thoroughly show his emotions and thoughts after his journey by using figurative language, such as diction and similes, and syntax. Frederick Douglass was a truly talented writer, who was able to create vivid images in our minds, but if a writer properly uses these techniques then he or she can write just as well.

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Rhetorical Analysis of Frederick Douglass

There is an expert called “Narrative of the Life of Frederick Douglass” that is in my opinion motivational and uplifting with the way that Frederick Douglass doesn’t back down the whole time with his struggle and torment of his oppressor. The autobiography of Frederick Douglass explores the unfair life of Frederick as a kid and continuing to when he is a  young adult who escaped the life of slavery. This article even goes into details of Frederick’s response to the effect of slavery on his development as an individual and how he was trying to convince the reader of how inhumane slavery was to convince them and gain followers to stop slavery for good . The motivating issue that interests me in the writing was the lack of education and knowledge that fellow African Americans and Frederick himself had as a slave and how they weren’t treated like humans. in addiction, the article continues to state the disadvantage and lack of care that slaves endured in society and their everyday occupations. 

         For example, Frederick’s mistress change her ideas and was influenced by the act and pressure of slavery. A quote that supports this is “Mistress, and teaching me the alphabet, had given me the age, and no precaution could prevent me from taking the ell” as well as “She finally became even more violent and her opposition Then her husband himself” This expresses the abuse that was conflicted and how learning just a little made him one step ahead of reaching freedom. Furthermore when Frederick talked about the differences between being a slave for the moment and being a slave forever he used the white boys that he used to hang out with. He stated  “the moral which I gained from the dialogues was the power of the truth over the conscience of even slaveholders” and “you will be free as soon as you are twenty-one, but I am a slave for life!”This helps the readers to comprehend the lifestyle differences and unfair treatment that one went through as a person of color.

         The article even suggests that education is the key to freedom or what I believe Frederick wanted to say as his message was that with knowledge and an open mind nothing is out of your reach, not even freedom. The article state “the moral which I gained from the dialogues was the power of the truth over the conscience of even the slaveholders”. These quotes are the impact of learning .which gave him the ability to learn and blossom his knowledge on events that were going on in his life. In the long run, this would be the catalyst that shape his mindset and a powerful tool to break the chain of ignorance and slavery. At the end of the article Frederick Douglass gain his freedom from running away and starting a new life in the north and with his discovery and ideals, he dedicated himself to bring the ongoing issue of slavery to an end.

         Now that I went over the summary of Frederick Douglass’ pieces of Narrative I will explain to you “my fellow peers” of my analysis of the same article. But the first thing to yourself “ Why is education a way of escaping the grasp of slavery?” That is a question that’s tackled by this article, and it’s fascinating to read how Frederick Douglass used knowledge to his advantage on multiple occasions. Like escaping from his abusers, ultimately gaining his freedom, and just using his knowledge to outwit people. This is inspirational because he was half our age when accomplishing all that. I know that we can feel for his struggles and for sure would lead to discussion in our zoom meetings. Anyways I feel that this Narrative should be appreciated way more and would be great to use for motivational speeches and a way for people to strive for better in life. 

          In the article, Frederick Douglass states his claim very briefly, but he spreads his claim out throughout the article almost like a puzzle. According to the “Narrative of the Life of Frederick Douglass” chapter 7, “The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful thieves, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I interpreted them as being the meanest as well as the most wicked of men”.Another quote from the same chapter state,“ From this time I understood the words repeal and abolitionist, and always drew near when that word was spoken, hoping to hear the substance of weight to myself and fellow-slaves. The light broke in upon me by degrees.” So in other words these quotations are suggesting that slavery is favoring keeping slaves unenlightened. That’s like our professors or parents trying to deprive us of learnedness and keep us from knowing about our surroundings. Also that from Douglass educating himself he’s learning fresh about how the world works and running sensible of his possessor’s demeanor and the meaning of slavery overall. 

         As stated, Fredrick Douglass reason to support his claims to gain free will and freedom. The way he achieved this is from learning the grammar and a word that he’d learned. Which was negation that means antislavery, this enlightened him that there are people against this act and are willing to fight against the strongmen. Fredrick Douglass uses ( Norms) by speaking of his own experience and suffering of slavery in the first person. That makes the jotting try and goes in-depth with Douglass’s personality. He uses (PATHOS) by expressing his chords in his document with fear of being caught with his books and education. As well as abhorrence for his master’s abuse, and sadness of the accomplishment of slavery. This exposes us to the harsh nature of slavery and makes us want to put the slaves who were forced to endure that treatment. 

        Frederick Douglass used ( Emblems) by his amazing written and well-organized account of events. He writes fairly and gives credit where it’s due to avoid unjust bias. Like we do when citing anything in our work. Originally, I feel that Frederick did an outstanding job of expressing his feelings and compassion when talking about his experience, almost like bringing his memories to life. So this is a great essay for people to understand the power of knowledge and make a difference for us to make a change. Or to say enlighten us as knowledge has done to Frederick Douglass. This insight of Frederick Douglass’ experience has greatly affected the way I see education, making me appreciate it way more than I’ve done anteriorly and make a change to you as well. 

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