In the previous unit we studied persuasion
In the previous unit we studied persuasion. Your assignment is to compose an essay assessing Frederick Douglass’ narrative as persuasion.
Prompt: How does Frederick Douglass make an effective argument against slavery in his book?
Your response should address:
1. Douglass’ crafting according to purpose and audience
2. Douglass’ use of the three types of persuasive appeals
a. Emotional
How does Douglass use examples that get an emotional reaction from the reader?
i. - Where does he try to make readers feel a specific emotion, such as sadness, anger, hope, sympathy, or any other emotion?
ii. - How does he get them to feel this way, and how does this help convince his audience of his overall argument?
b. Logical
How does Douglass use examples and strategies that make logical sense to the reader?
i. - Where does Douglass use techniques like compare & contrast, cause & effect, or analogy to show how slavery is unjust?
ii. - Where does he make allusions to literary or religious doctrines, or examine the historical, economic, or political impacts of slavery?
iii. - Where does he employ expert opinions, quotations, or other, similar evidence?
iv. - How do any of these strategies help convince his audience of his overall argument?
c. Ethical
How does Douglass present himself as an ethical and moral person to the reader?
i. - Where does he show himself to be intelligent, well-informed, or knowledgeable?
ii. - Where does he show himself to be kind, sympathetic, or sensitive to others?
iii. - Where does he show himself to be honest, moral, patriotic, or an overall “good person”?
iv. - How do any of these strategies help convince his audience of his overall argument?
This is not a summary of the book.
The essay should be organized in paragraphs and have a clear thesis that you defend.
Please use 12 Point Garamond, double spaced
Refrain from the use of “I think…, I feel…” or other “I” statements. It is already clear you that it is your opinion because you are the author.
You need to provide quotations and/or specific examples from the novel to support your assessment.
When citing a page for a quote or example place the page number in parenthesis after the quote:
“We felt, and very properly too, that we had almost as well be slaves to man as to rum” (71).
|Paper Component |Excellent |Good |Adequate |Inadequate |Poor |
|Organization |Extremely well-organized, with a |Well-organized, w/ clear |Clear beginning, middle, and |Beginning, middle, and end; |Disorganized (or method of |
| |clear beginning, middle, and |beginning, middle, and end; |end; clear pattern of |some connections; argument |organization undetermined); |
| |end; insightful, logical pattern |logical pattern of connections; |connections; argument can |may be difficult to follow; |argument difficult to follow; |
| |of connections; argument is |argument is clear and easy to |generally be followed; writer |basically addresses prompt. |illogical or confusing |
| |clear, creative, and easy to |follow. Avoids generalizations |answers the prompt. | |connections; does not address |
| |follow. Avoids generalizations |and answers prompt. | | |prompt. |
| |and thoroughly answers | | | | |
| |prompt. | | | | |
|Content, |Thoroughly and creatively |Thoroughly answers |Adequately answers |Attempts to answer prompt; |Does not answer prompt; |
|Argument, and |answers prompt; clear and |prompt; clear and logical |prompt; clear argument; |argument may be unclear or |argument may be unclear or |
|Support |logical argument; supports |argument; supports |supports argument with |illogical; examples of |illogical; insufficient |
| |argument with excellent |argument with relevant |examples of emotional, |emotional, logical, and |examples of emotional, |
| |examples of emotional, |examples of emotional, |logical, and moral |moral quotations may be |logical, and moral |
| |logical, and moral quotations; |logical, and moral |quotations; avoids |poorly chosen or |quotations; excessive |
| |avoids summary. |quotations; avoids |summary. |incomplete; may rely on |summary. |
| | |summary. | |excessive summary. | |
|Grammar/ |Free from grammatical and |Minimal grammatical and |Some grammatical and |Multiple grammatical and |Multiple grammatical and |
|Mechanics |mechanical errors; writing |mechanical errors; writing |mechanical errors; writing |mechanical errors; writing |mechanical errors impair |
| |is polished and formal. |is polished and formal |is basically polished and |may not be polished and |understanding; writing |
| | | |formal. |formal. |unpolished and informal. |
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