100 POINTS! PLEASE HELP!!

Read "On Women's Right to Vote," a speech given by Susan B. Antony after she was arrested for voting in the 1872 presidential election. Then, respond to the question that follows.

Friends and fellow citizens: I stand before you tonight under indictment for the alleged crime of having voted at the last presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's rights, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any state to deny.

The preamble of the Federal Constitution says:

"We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America."

It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to the whole people -women as well as men. And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them provided by this democratic-republican government—the ballot.

For any state to make sex a qualification that must ever result in the disfranchisement of one entire half of the people, is to pass a bill of attainder, or, an ex post facto law, and is therefore a violation of the supreme law of the land.

By it the blessings of liberty are forever withheld from women and their female posterity.

To them this government has no just powers derived from the consent of the governed. To them this government is not a democracy. It is not a republic. It is an odious aristocracy; a hateful oligarchy of sex; the most hateful aristocracy ever established on the face of the globe; an oligarchy of wealth, where the rich govern the poor. An oligarchy of learning, where the educated govern the ignorant, or even an oligarchy of race, where the Saxon rules the African, might be endured; but this oligarchy of sex, which makes father, brothers, husband, sons, the oligarchs over the mother and sisters, the wife and daughters, of every household—which ordains all men sovereigns, all women subjects, carries dissension, discord, and rebellion into every home of the nation.

Webster, Worcester, and Bouvier all define a citizen to be a person in the United States, entitled to vote and hold office.

The only question left to be settled now is: Are women persons? And I hardly believe any of our opponents will have the hardihood to say they are not. Being persons, then, women are citizens; and no state has a right to make any law, or to enforce any old law, that shall abridge their privileges or immunities.

In a well-written paragraph of 5–7 sentences, explain the meaning and significance of the speaker's use of one rhetorical appeal and one rhetorical device from the list below. Use textual evidence from the speech to support your response.


Rhetorical appeals
ethos
logos
pathos
Rhetorical devices
figurative language
irony
rhetorical question

Answer:

The speech by Susan B. Anthony, given after her arrest for casting a vote in the presidential election, is a notable example of American oratory. In this speech, Anthony’s objective was to persuade the audience that women’s suffrage was guaranteed by the Constitution as well as that of men. To do so, Anthony combined logos, ethos, and historical parallels in a brief yet convincing address.

Logos is, by far, the most prominent rhetorical strategy used in the speech. Essentially, the core of the author’s argument is a classical syllogism: the Constitution secures liberties for all people, women are people – therefore, women should enjoy the freedoms guaranteed by the Constitution – including suffrage – as much as men. She even adopts the form of a syllogism directly when she speaks of this discrimination from a legal perspective.

Any law that contradicts the universal suffrage is unconstitutional, and restrictions on voting are in contradiction to the Constitution – therefore, such law is “a violation of the supreme law of the land” (Anthony 5). Thus, Anthony represents her thesis – that women have the right to vote and restricting it is against the spirit and letter of the Constitution – as an inevitable logical conclusion of an impartial inquiry into the matter.

Anthony’s use of ethos is not typical, but all the more impressive because of that. Closer to the end of her speech, she mentions that the only way do deny citizens’ rights to women is to deny they are persons and doubts that her opponents “will have the hardihood to say they are not” (Anthony 8). As a rule, the speaker tries to establish credibility by pointing to something that makes him or her more competent to speak on a given topic than others, be that knowledge or personal experience. However, Anthony does not opt for that – rather, she appeals to a bare minimum of credibility a sentient creature is entitled to: being considered a person. While not elevating her above the audience, this appeal to credibility is still enough for her rhetorical purpose.

To further her case and root it in the audience’s relatively recent experiences, Anthony also draws a historical parallel with the emancipation and enfranchisement of former slaves. She emphasizes that the Constitution says, “we, the people; not we, the white male citizens” (Anthony 4). This specific reference to whiteness is a clear reference to the 15th Amendment prohibiting the denial of the right to vote based on color, race, or previous condition of servitude.

By linking the issue of women’s suffrage to voting rights for black citizens, Anthony claims the former is an important progressive endeavor, just like the latter. This parallel is likely an attempt to appeal to the audience’s self-perception as progressive citizens of a free country. The implicit reasoning is clear: those who decided that race is an obstacle for casting a ballot cannot, in all honesty, claim that the gender is.

As one can see, Susan B. Anthony’s 1873 speech combines logos, ethos, and historical parallels to make a case for women’s voting rights. Anthony’s appeals to logic are simple and clear syllogisms based on the Constitution itself. She claims no greater credibility that is due to any sentient being, but that is just enough for her rhetorical purpose. Finally, a historical parallel with the recent enfranchisements of citizens of all races appeals to the audience’s sense of justice and self-perception as progressive people.

Read the following excerpt from A Narrative in the Life of Frederick Douglass. Then, answer the question that follows.

I will take to the water. This very bay shall bear me into
freedom. The steamboats steered in a northeast course from North
Point. I will do the same; and when I get to the head of the bay,
I will turn my canoe adrift, and walk straight through Delaware
into Pennsylvania.

In this passage, which technique does Douglass use to vary his sentence structure to make his writing more interesting for his reader?

He includes interesting punctuation in each sentence.
He starts each sentence with the same word.
He switches the order of words in his sentences.
He uses a mix of long and short sentences.

100 POINTS! HELP!

Read the following excerpt from Pointed Roofs by Dorothy Richardson. Then, respond to the question that follows.

She sat shivering in the warm dim room shaded by the close sun-blinds. It looked as she had seen it with her father for the first time and Fräulein sitting near seemed to be once more in the heavy blue velvet dress.
She waited stiff and ugly till Fräulein, secure and summer-clad, spoke softly again.
"You think, my child, you shall like the profession of a teacher?"
"Oh yes," said Miriam, from the midst of a tingling flush.
"I think you have many qualities that make the teacher … You are earnest and serious-minded … Grave … Sometimes perhaps overgrave for your years … But you have a serious fault which must be corrected if you wish to succeed in your calling."
Miriam tried to pull her features into an easy enquiring seriousness. A darkness was threatening her. "You have a most unfortunate manner."
Without relaxing, Miriam quivered. She felt the blood mount to her head.
"You must adopt a quite, quite different manner. Your influence is, I think, good, a good English influence in its most general effect. But it is too slightly so and of too much indirection. You must exert it yourself, in a manner more alive, you must make it your aim that you shall have a responsible influence, a direct personal influence. You have too much of chill and formality. It makes a stiffness that I am willing to believe you do not intend."
Miriam felt a faint dizziness.
"If you should fail to become more genial, more simple and natural as to your bearing, you will neither make yourself understood nor will you be loved by your pupils."
"No——" responded Miriam, assuming an air of puzzled and interested consideration of Fräulein's words. She was recovering. She must get to the end of the interview and get away and find the answer. Far away beneath her fear and indignation, Fräulein was answered. She must get away and say the answer to herself.
"To truly fulfil the most serious role of the teacher you must enter into the personality of each pupil and must sympathize with the struggles of each one upon the path on which our feet are set. Efforts to good kindliness and thought for others must be encouraged. The teacher shall be sunshine, human sunshine, encouraging all effort and all lovely things in the personality of the pupil."
Fräulein rose and stood, tall. Then her half-tottering decorous footsteps began. Miriam had hardly listened to her last words. She felt tears of anger rising and tried to smile.
"I shall say now no more. But when you shall hear from your good parents, we can further discuss our plans." Fräulein was at the door.

In a well-written paragraph of 5–7 sentences, explain how the author uses stream of consciousness and one other narrative technique to enhance her writing. Be sure to include specific textual evidence to support the narrative techniques you discuss in your response.

Prompt Poem 1: “On the Grasshopper
and the Cricket”
Structure
Stanzas?
Rhyme scheme?
Villanelle, sonnet, or neither?

What is the definition of parallel structure?

A-The use of uneven sentences
B-The use of lines that are the same distance apart and never touch
C-The use of repetitive sentences
D-The use of the same pattern of parts of a sentence

“On the Grasshopper and the Cricket”
by John Keats

The poetry of earth is never dead:
When all the birds are faint with the hot sun,
And hide in cooling trees, a voice will run
From hedge to hedge about the new-mown mead;
That is the Grasshopper's—he takes the lead
In summer luxury,—he has never done
With his delights; for when tired out with fun
He rests at ease beneath some pleasant weed.
The poetry of earth is ceasing never:
On a lone winter evening, when the frost
Has wrought a silence, from the stove there shrills
The Cricket's song, in warmth increasing ever,
And seems to one in drowsiness half lost,
The Grasshopper's among some grassy hills.
“The Call of the Wild”
by Alexander Posey

I’m tired of the gloom
In a four-walled room;
Heart-weary, I sigh
For the open sky,
And the solitude
Of the greening wood;
Where the bluebirds call,
And the sunbeams fall,
And the daisies lure
The soul to be pure.

I’m tired of the life
In the ways of strife;
Heart-weary, I long
For the river’s song,
And the murmur of rills
In the breezy hills;
Where the pipe of Pan—
The hairy half-man—
The bright silence breaks
By the sleeping lakes.




Part 3: Write Your Compare and Contrast Paragraph
Your paragraph will compare and contrast:
 structure
 style (point of view, diction, and figurative language)
 tone
 purpose
 meaning
 poet’s reasons for choices
 impact on the reader

Both Bridge to Terabithia and The Outsiders feature unlikely relationships between a boy and a girl who seemingly have little in common. The friendship between Leslie and Jess develops under very different circumstances than the friendship between Ponyboy and Cherry. In an analysis, compare and contrast these two friendships, using evidence from the texts to support your response.