Rhetorical Analysis Of Martin Luther King Jr - 847 Words

Martin Luther King Jr and The Civil Rights Movement Martin Luther King Jr was a protestor who became the most important spokesperson and leader in the Civil Rights Movement. He was a member of the National Association for the Advancement of Colored People(NAACP) and in 1954, he decided to take a position as a preacher at Dexter Avenue Church in Montgomery, Alabama. King felt as though it was his moral duty to help the civil rights movement which is why he planned many activities that will help get his point across. Activities such as boycotts, sit-in protest, freedom rides, and many nonviolent protests, which led to his arrest in 1963. Martin Luther King Jr. uses different rhetorical appeals to demonstrate all the conflict African†¦show more content†¦In fact, this is not just effecting him, it is effecting everyone around the world. He wants them to see that the results matter and that the civil rights movement was founded in order to make a big change in history. This is w hy he was describing the many brutal incidents throughout his letter that has been accruing to African Americans to convince many that the way they are living is not fair or right. Furthermore, King’s letter not only covers ethos and pathos, but he also tries to demonstrate the readers logic in their laws, which is logos. He mentions how they, whites, are nervous and afraid of them because of what they are doing. For instance, he writes, â€Å"You express a great deal of anxiety over our willingness to break laws† ( ). Yet, many of them burn churches and homes of colored people, and beat up non-whites; these are all forms of law breaking activities. While King and his fellow protesters are doing friendly nonviolent protest. He then defines Unjust and Just laws to show others that their laws do not have a sense of logic and do not follow the moral laws that were given to people at birth. â€Å"A just law is a manmade code that squares with the moral law or the law of God. An unjust law is a code that is out of harmony with the moral law† ( ). He is a pastor, so he would not use or mention GodShow MoreRelatedRhetorical Analysis Of Martin Luther King Jr.1046 Words   |  5 PagesRhetorical Analysis Essay Civil rights activist, Martin Luther King Jr. gave his memorable â€Å"I Have a Dream† speech while standing at the feet of the Lincoln Memorial in Washington D.C. His uplifting speech is one of the most admired during the civil rights era and arguably one of the best in American history. On August 28th, 1963, Martin Luther King Jr. spoke about the true American dream: equality. Although the video of his oral spectacle is powerful, the written document portrays exactly howRead MoreThe Rhetorical Analysis Of Martin Luther King Jr.1139 Words   |  5 Pagesuse rhetorical devices and strategies to get their point across and try to convince the reader to believe in their perspective. It can also be used to get emotions from its readers, but that isn’t really the whole point of persuading someone. For instance, Martin Luther King Jr. uses an abundance of pathos in order to make the reader or clergymen feel sympathy towards the black people. Along with pathos, he uses lo gos and a bundle of hypophora. In order to obtain the goal of persuasion, Martin LutherRead MoreRhetorical Analysis Of Martin Luther King Jr.976 Words   |  4 PagesMartin Luther King Jr. wrote numerous speeches in efforts to inspire the idea of non-violent protesting in hopes of eventually reaching racial equality. Under what conditions can a man with seemingly no connection to a local community step in and assume the mantle of leadership as a spokesman for a segment of that community’s population? In all of the speeches, one way or another, Dr. King used several different rhetorical devices in order to defend his own actions. In specific, two of his speechesRead MoreThe Rhetorical Analysis Of Martin Luther King Jr.728 Words   |  3 Pages Martin Luther King Jr. gives this speech on September 28, 1965. This time period was the heart of the Civil Rights movement in America. Slaves received their freedom at the end of the Civil War, in 1865. However, the battle for forme r slaves did not end there. While they may have earned their freedom, there was still a long road ahead to achieving equality. Martin Luther King Jr., was a Civil Rights activist and speaker. In this speech, he talked not only about what has been accomplished, but aboutRead MoreRhetorical Analysis Of Martin Luther King Jr1689 Words   |  7 PagesMartin Luther King Junior is often known as the leader of African American civil rights in the United States. His infamous â€Å"I Have a Dream† speech brought a crowd of over two hundred and fifty thousand people to the steps and lake of the Lincoln Monument in Washington D.C. In 1963, Martin Luther King Jr. led a protest in Birmingham, Alabama that focused on the unfair treatment and the segregation of African Americans. The court ruled that he was not allowed to hold protests. Therefore, he was arrestedRead MoreRhetorical Analysis Of Martin Luther King Jr. Essay1996 Words   |  8 PagesIn 1963 Martin Luther King Jr. wrote a let ter while incarcerated in Birmingham jail to eight clergymen in response to their letter known as â€Å" A Call For Unity.†   The letter asked for the halt of direct action type protest in Birmingham, Alabama that Martin Luther King was leading.   The letter has become known as one of the greatest works of argument in American history. Part of the reason for the letter’s notoriety and effectiveness is due to its eloquent use of pathos. King’s use of pathos in hisRead MoreThe Rhetorical Analysis Of Reverend Martin Luther King Jr.764 Words   |  4 PagesWhile sitting in a jail cell, Reverend Martin Luther King Jr. uses this time of reflection to write a letter to the 7 white church leaders in the south in rebuttal to their recent criticisms of the Civil Rights Movement. The letter comes after the recent protest in Birmingham, and the criticisms of his work form the Southern leaders. King crafts his argument in a cause and effect style to illustrate the direct problems or criticisms, and refutes these claims with substantial support in favor of hisRead MoreRhetorical Analysis Of Dr. Martin Luther King Jr.769 Words   |  4 Pagesactivists in the nation such as Dr. Martin Luther King Jr. After his assassination, people took their grief to the public and called for acts of violence to deal with the sudden loss. As their anger continued to rise, Cesar Chavez published an article, in which he urged people to com e to their senses and take a less violent approach to the situation. Chavez states that only through nonviolence will people continue to strive towards the peace that they and Dr. King have so long looked forward to. HeRead MoreRhetorical Analysis Of Martin Luther King Jr. s I Have A Dream 1132 Words   |  5 PagesMartin Luther King Jr. was the man who wrote the speech entitled â€Å"I have a dream† and presented it to nearly 250,000 people on August 23, 1963. In that speech, MLK Jr. used several different types of figurative language/rhetorical devices in order to convey his message to the people on a deeper level. These devices include personification, allusion, symbolism, hyperbole, metaphor, simile, and anaphora. Personification is a form of figurative language in which something has nonhuman human qualitiesRead MoreRhetorical Analysis Of I Have A Dream Speech By Martin Luther King Jr.815 Words   |  4 PagesMemorial more than two score years ago, Dr. Martin Luther King electrified America with his momentous I Have a Dream speech. Aimed at the entire nation, King’s main purpose in this speech was to convince his audience to demand racial justice towards the mistreated African Americans and to stand up together for the rights afforded to all under the Constitution. To further convey this purpose more effectively, King cleverly makes use of the rhetorical devices — ethos, pathos and logos — using figurative

Commentary on Two hands Essay Example For Students

Commentary on Two hands Essay The poem Two hands, by Jon Stallworthy compares the hands of the persona with those of his father. The son is the voice of the poem and he describes the difference between his fathers hand and his hand. Although these hands are physically similar, expressed in the line hands so alike spade palms the personalities of owners of the hands, are very different. The title itself, the Two Hands, represents the two different personalities of the father and the son. The son on one hand, appears to be a poet. This is supported in the line; dance with this pencil where the sons hand, similar to his fathers, dances. The difference between the hands however is that the fathers hands are described as dancing when performing operations since he is a surgeon, while the sons hands dance when writing poems. We can already here assume that the persona is the poet himself, mainly because of some clear indications e.g. my father and also since Stallworthy obviously is also a poet. In this poem the son compares his hand with his fathers. The first line itself tells us that the personas father is a person with a job that involves a lot of research and studying. In the next two lines we come to learn that the father is a surgeon by profession. The idea of the father being a surgeon is backed up further by the medical diction; scalpel, stitch and Lancet. Lurking beneath the simple comparing of hands one can find an underlying description of the relationship between the father and the son and their feelings towards each other. The lines fingers with some style | on paper, elsewhere none and I have watched | the other save no one, serve no one, dance with this pencil hints at resentment as if the son feels inferior to his life saving father since he is only a poet. He says that he is only good for writing, not for saving lives or helping people. Also the way the father is described by the son (thirteen times led a scalpel and intricate dance) suggests that the son admires and looks up to his father and that he feels that he, himself, is not good enough. Furthermore the lines Who would have though | hands so alikewould have no more in common and I curse | tonight, at the other end of the house suggest a separation between the father and the son. Stallworthy has deliberately written this other end of the house as a metaphor to show the distance between them, not only physically but also in their behaviour. Stallworthy makes use of several different literary techniques in order to emphasize certain parts of his poem. An example of this can be found in the line that thirteen times where the alliteration of the ts accentuates these words and gives the line a somewhat chatty feeling which contributes to the colloquial manner in which this story is told. The same technique is used in the 1st and 2nd lines to draw together the words study, sits and stiffly and in order to, perhaps use the word stiffly sitting as well as the way the pen nods.  We also see that the persona knows that now he would be under the influence of his father, and feels quite frustrated at being under someones mercy. In his poem, Stallworthy frequently uses enjambment which then is followed by a caesura. An example of this can be found in the lines 9 and 15 where his use of the caesura allows the lines sense to be clear and it also influences the rhythm as to give it a feeling of natural speech. The punctuation, which comes after, then creates a somewhat informal air.  Metaphors are commonly used throughout Stallworthys poem in order to create an intricate mood. .ua827e579e2b9de9581f70fe711f88c92 , .ua827e579e2b9de9581f70fe711f88c92 .postImageUrl , .ua827e579e2b9de9581f70fe711f88c92 .centered-text-area { min-height: 80px; position: relative; } .ua827e579e2b9de9581f70fe711f88c92 , .ua827e579e2b9de9581f70fe711f88c92:hover , .ua827e579e2b9de9581f70fe711f88c92:visited , .ua827e579e2b9de9581f70fe711f88c92:active { border:0!important; } .ua827e579e2b9de9581f70fe711f88c92 .clearfix:after { content: ""; display: table; clear: both; } .ua827e579e2b9de9581f70fe711f88c92 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua827e579e2b9de9581f70fe711f88c92:active , .ua827e579e2b9de9581f70fe711f88c92:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua827e579e2b9de9581f70fe711f88c92 .centered-text-area { width: 100%; position: relative ; } .ua827e579e2b9de9581f70fe711f88c92 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua827e579e2b9de9581f70fe711f88c92 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua827e579e2b9de9581f70fe711f88c92 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua827e579e2b9de9581f70fe711f88c92:hover .ctaButton { background-color: #34495E!important; } .ua827e579e2b9de9581f70fe711f88c92 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua827e579e2b9de9581f70fe711f88c92 .ua827e579e2b9de9581f70fe711f88c92-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua827e579e2b9de9581f70fe711f88c92:after { content: ""; display: block; clear: both; } READ: Consider how Shakespeare crafts Act 3 Scene 5 to appeal to the audience EssayIn the line The phone has sobbed itself to sleep we can find personification (of the phone), assonance (of the os) and onomatopoeia (sobbed) which all together leaves the reader with a both magnificent visual and aural image. Another example of this can be found in the line A spasm shakes the phone at this elbow where the phone again is personified, this time embodied with a spasm. Once more the use of onomatopoeia (spasm) and assonance of the os creates a majestic picture. The use of the same techniques, in these two examples, draws the lines together and somewhat unifies them as if the phone at first has gone to sleep, only to wake up later with a spasm. The poets rhyme scheme is a different one and contains both regular and irregular rhyme. The rhyme is regular in the form A,B,B,A C,D,D,C; except in line 9,12 and 17 where the rhyme is broken which lays special emphasis on these words. Stallworthy has used this rhyme scheme in order to represent and enhance the suppressed and shattered feeling the boy has because of his inferiority complex to his father. Towards the end, in the lines 17-20, the poet has intentionally chosen to weaken the force of the rhyme in order to stress the words and to draw them together. The last line in the poem creates a sense of finality in the personas statement as if he is sure that his father is surely going to leave as soon as he gets a call. The pencil drops: he will be out again. He compares his hand to his fathers to show that his hand is immature and not that capable of doing work as fast as his father does. As he is inexperienced in life and is not as skilled as his father in the job of a surgeon he says that his hand moves slow as compared to this fathers. Over here he just describes his fathers efficiency in work whereas he is under the supervision of his father. To conclude, I feel that it is seen how Stallworthy has captured the mood of an inadequate son, suppressed by his fathers superiority by using several techniques. The regular rhyme which occasionally is shattered in co-operation with the diction and the various literary techniques, contributes to this atmosphere of insecurity. Stallworthy manages to create something we all can recognize; the feeling of being insufficient, not good enough, and not able to reach the expectations of our authority figures.