Introduction- The Fourth of July is not a holiday that the slaves should be rejoicing over.
Narration- Frederick Douglass, himself an escaped slave, knew the struggles of slaves, and he adamantly spoke up against slavery. In Douglass's speech he shares that not much has changed for the better for the slaves. Division- The Fourth of July was a time where one group freed themselves from a harsh overhead. It is just like this that once everyone is freed from repression, that only then should it be celebrated. Proof- One of the ways that Douglass shows that there is injustice is by sharing that in Virginia, there are 72 laws that if a black man were to commit them they would be sentenced to death, but only 2 of the same for a white man. Douglass hopes that this brings to light that the United States has a ton of work to do at becoming an equal state. Refutation- To celebrate the Fourth of July, while a large portion of the population of the United States is under oppression, is celebrating against the foundations of the United States. Conclusion- Only when oppression is no longer there, then freedom can be celebrated, whether it be on the Fourth of July or any ordinary day of the year.
1 Comment
1. The main claim of Camille A. Langston is that deliberative rhetoric can be used in a variety of different ways and can be very effective.
2. I believe the author chose her claim because she wanted to show how deliberative rhetoric can influence a wide variety of situations, and also how well its influences are. 3. The tone of the video was explanative, while trying to be a little lighter; however very little emotion was shone through the video. 4. The intended audience was anyone who looks to improve their arguments. It shows this by describing the different types of deliberative rhetoric. 5. The author arranges her ideas in groups, starting out in larger, more encompassing groups, and finishing in smaller, more defined groups. She did this so she could explain what she was talking about, as well as give her ideas context. 6. The writer establishes credibility by using famous figures to show her claim, such as when she used the philosopher Aristotle. 7. The author wants the emotions of the viewer to be in awe of what rhetoric can do. Langston throughout uses examples of important figures throughout history to show that rhetoric can have huge effects on situations. 8. Langston lays out her argument in stages, from larger topics to smaller ones. In the midst of that, she introduces specific examples of how historical figures used rhetoric in their time periods'. 9. Langston also used newer examples that relate to modern life, such as advertisements for beauty creams and cars. Her use of modern examples, created a sense of how close rhetoric is to one's everyday experiences. She also uses questions to get her point across, such as starting the video with the question, "how do you get what you want using just your words?" Langston used this question to hook the viewer in and to entice them about the topic. 10. I can use rhetoric to get what I want by using the different types of rhetoric laid out by Langston in this video. I can use these types of rhetoric in a multitude of different situations, whether it being something small or something large that i want to get done. 1. The main claim that Dweck makes is that she believes that learning is about the process. Dweck believes that by "praising the process that kids engage in, their effort, their strategies, their focus, their perseverance, their improvement. This process praise creates kids who are hardy and resilient" (4:17-4:30).
2. Her purpose in sharing this information is that she believes that a growth mindset can change the outlook of future generations for the better. 3. The context that Dweck's speech is in is after the millennial generation had grown up being rewarded for only good results, rather than for effort, in the United States. 4. The exigence that inspires Dweck's claims is that poorer areas such as a class of "fourth-grade students in the South Bronx" (7:36-7:38). The ability for a specific few historically less-well off neighborhoods to be able to score well when using a growth mindset, drives Dweck to her ideas that growth mindset lessons should be spread throughout the education system. 5. The audience that Dweck is trying to reach is educators, because she believes that they want the best for their students and would follow her ideas about growth mindsets. 6. Carol Dweck arranges her ideas by creating questions, and then answering those questions, such as "So what can we do?" (3:59-4:01). 7. To support her claim, Dweck used a study with 10-year-olds that came to the conclusion that some students "understood that their abilities could be developed" (1:12-1:16). Dweck also uses employers to support her claim, as she uses them to cement the point that "We have already raised a generation of young workers who can't get through the day without an award" (3:47-3:53). 8. As I student I believe that I have a developing growth mindset because I attempt to look for challenges in situations, but sometimes I will take easier paths. |
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November 2020
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