Evolution of the Slave Narrative from Frederick Douglass to Django
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Text Complexity Analysis
Text Complexity Analysis Text complexity analysis Michelle Henry Teachfest Connecticut: Summer Academy Created by: Event/Date: July 29, 2014 Excerpt from Narrative Of The Life of Frederick Public Domain Text and Where to Access Douglass, An American Slave, written by Frederick http://www.historyisaweapon.com/defcon1/dougeduc.html Author Text Douglass Text Description Published in 1845, Narrative of The Life of Frederick Douglass, An American Slave was the first volume of Douglass’s autobiography. In this excerpt, Douglass revealed the mental oppression that he had experienced as a slave and the importance of literacy as a means to enlightenment and freedom. It could be inferred that illiteracy perpetuated a slave’s ignorance and compliance while literacy inspired critical thinking and self-empowerment. For instance, alluding to his reading of the “Columbia Orator”, Douglass demonstrates how he was able to see the evil of slavery and how this realization instilled a profound sense of discontentment. This excerpt would fit well in an American Literature or U.S. History unit, highlighting the slave narrative genre and the struggles of slaves during the antebellum period. Douglass employs pedantic and emotional diction to convey the injustice of slavery. Quantitative th Lexile and Grade Level 1070L- 11 Grade Text Length 483 words Qualitative Meaning/Central Ideas Text Structure/Organization Literature has an impacting influence on readers. During the slave era, This text is a well-known excerpt of Douglass’s autobiography. The organization is literacy was a means to freedom. In today’s society, literacy and education sequential with Douglass introducing his first exposure to reading and then are just as important. -
The Narrative of the Life of Frederick Douglass:An American Slave by Frederick Douglas
Study Material On The Narrative of the Life of Frederick Douglass:An American Slave By Frederick Douglas For the students of The Department of English, University of Calcutta MA Semester II DSE II Nineteenth Century American Literature Prepared by Dr. Sinjini Bandyopadhyay Associate Professor, Department of English, University of Calcutta I. Knowledge and Power: If the trajectory of Frederick Douglass’s life refers to a movement from oppression to liberty then it certainly involve a journey from ignorance to knowledge. Douglass’s freedom is amenable to the urge of knowing. With an innate ‘Humanist’ zeal Douglas is keen to know the ideas of the world; language, history, space, culture and so on and at the same time is eager to trace his identity. The issue of identity may be elaborated with reference to the following points: a) Confusion regarding his parental identity b) The rumour has it that his master is his father c) Vague memory of mother (Students may work upon the metaphor of the darkness of night as his mother was allowed to meet him only at night) d) Less attachment to his siblings who worked in the same plantation Such an absence of proper familial identity exasperated Douglass’s desire to establish an identity on his own which, he realized even at an early age, can be developed only with knowledge and learning. Douglass’ journey towards freedom is coterminous with knowledge the begins with a programme for literacy that he chose for himself, continued with, despite hurdles of several sorts coming along all the way and where he involves other fellow slaves. -
Television Satire and Discursive Integration in the Post-Stewart/Colbert Era
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2017 On with the Motley: Television Satire and Discursive Integration in the Post-Stewart/Colbert Era Amanda Kay Martin University of Tennessee, Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Journalism Studies Commons Recommended Citation Martin, Amanda Kay, "On with the Motley: Television Satire and Discursive Integration in the Post-Stewart/ Colbert Era. " Master's Thesis, University of Tennessee, 2017. https://trace.tennessee.edu/utk_gradthes/4759 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Amanda Kay Martin entitled "On with the Motley: Television Satire and Discursive Integration in the Post-Stewart/Colbert Era." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Science, with a major in Communication and Information. Barbara Kaye, Major Professor We have read this thesis and recommend its acceptance: Mark Harmon, Amber Roessner Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) On with the Motley: Television Satire and Discursive Integration in the Post-Stewart/Colbert Era A Thesis Presented for the Master of Science Degree The University of Tennessee, Knoxville Amanda Kay Martin May 2017 Copyright © 2017 by Amanda Kay Martin All rights reserved. -
A Genre Is a Conventional Response to a Rhetorical Situation That Occurs Fairly Often
What is a genre? A genre is a conventional response to a rhetorical situation that occurs fairly often. Conventional does not necessarily mean boring. Instead, it means a recognizable pattern for providing specific kinds of information for an identifiable audience demanded by circumstances that come up again and again. For example, new movies open almost every week. Movie makers pay for advertising to entice viewers to see their movies. Genres have a purpose. While consumers may learn about a movie from the ads, they know they are getting a sales pitch with that information, so they look for an outside source of information before they spend their money. Movie reviews provide viewers with enough information about the content and quality of a film to help them make a decision, without ruining it for them by giving away the ending. Movie reviews are the conventional response to the rhetorical situation of a new film opening. Genres have a pattern. The movie review is conventional because it follows certain conventions, or recognized and accepted ways of giving readers information. This is called a move pattern. Here are the moves associated with that genre: 1. Name of the movie, director, leading actors, Sometimes, the opening also includes the names of people and companies associated with the film if that information seems important to the reader: screenwriter, animators, special effects, or other important aspects of the film. This information is always included in the opening lines or at the top of the review. 2. Graphic design elements---usually, movie reviews include some kind of art or graphic taken from the film itself to call attention to the review and draw readers into it. -
Reflections on the Slave Trade and Impact on Latin American Culture
Unit Title: Reflections on the Slave Trade and Impact on Latin American Culture Author: Colleen Devine Atlanta Charter Middle School 6th grade Humanities 2-week unit Unit Summary: In this mini-unit, students will research and teach each other about European conquest and colonization in Latin America. They will learn about and reflect on the trans- Atlantic slave trade. They will analyze primary source documents from the slave trade by conducting research using the online Slave Voyages Database, reading slave narratives and viewing primary source paintings and photographs. They will reflect on the influence of African culture in Latin America as a result of the slave trade. Finally, they will write a slave perspective narrative, applying their knowledge of all of the above. Established Goals: Georgia Performance Standards: GA SS6H1: The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. GA SS6H2: The student will describe the influence of African slavery on the development of the Americas. Enduring Understandings: Students will be able to describe the impact of European contact on Latin America. Students will be able to define the African slave trade and describe the impact it had on Latin America. Students will reflect on the experiences of slaves in the trans-Atlantic slave trade. -
ELEMENTS of FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms That Indentify Components of Narratives “Fiction
Dr. Hallett ELEMENTS OF FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms that Indentify Components of Narratives “Fiction” is defined as any imaginative re-creation of life in prose narrative form. All fiction is a falsehood of sorts because it relates events that never actually happened to people (characters) who never existed, at least not in the manner portrayed in the stories. However, fiction writers aim at creating “legitimate untruths,” since they seek to demonstrate meaningful insights into the human condition. Therefore, fiction is “untrue” in the absolute sense, but true in the universal sense. Critical Thinking – analysis of any work of literature – requires a thorough investigation of the “who, where, when, what, why, etc.” of the work. Narrator / Narrative Voice Guiding Question: Who is telling the story? …What is the … Narrative Point of View is the perspective from which the events in the story are observed and recounted. To determine the point of view, identify who is telling the story, that is, the viewer through whose eyes the readers see the action (the narrator). Consider these aspects: A. Pronoun p-o-v: First (I, We)/Second (You)/Third Person narrator (He, She, It, They] B. Narrator’s degree of Omniscience [Full, Limited, Partial, None]* C. Narrator’s degree of Objectivity [Complete, None, Some (Editorial?), Ironic]* D. Narrator’s “Un/Reliability” * The Third Person (therefore, apparently Objective) Totally Omniscient (fly-on-the-wall) Narrator is the classic narrative point of view through which a disembodied narrative voice (not that of a participant in the events) knows everything (omniscient) recounts the events, introduces the characters, reports dialogue and thoughts, and all details. -
Under the Influence of Satire Introduction
DeMattio 1 Under the Influence of Satire By: Ashley DeMattio Introduction This thesis compares and contrasts the two plays, Lysistrata by Aristophanes and Mrs. Warren’s Profession by George Bernard Shaw, based on their political agendas through the literary form of satire; they are greatly influenced by the time period in which they lived, and express themselves through the female characters in their plays. Insight and further understanding of each play will be provided, and it will be demonstrated how the authors had a goal of starting specific conversations amongst their audiences. Though these conversations differ, Aristophanes and Shaw demonstrate the ability to politically and intellectually enlighten their audiences through pleasure. Aristophanes was a native of Greece during the first century B.C.E., and witnessed the cruel occurrences of the Peloponnesian War and the challenge to Greece’s political stability. In his play Lysistrata he took the idea of war and molded it into a battle of the sexes. The main idea of the play is that the women of Greece, both Athenians and Spartans, are seeking to end the war, and in order to do so they hold a sex strike. The sex strike is used as a way to intrigue the audience through humor and risqué references; the use of satire is amplified when he uses women as the dominant characters. The women hold the power in the play, and this makes the Athenian audience uneasy. This uneasiness is what Aristophanes wants to accomplish, and he puts the audience in a vulnerable state. Lysistrata is meant to warn the people of Greece; what he is warning against and how he goes about it will be further understood when the play is examined. -
Dirty Skirts
2. Roots and Routes of Development: Coming of Age in the Caribbean and Diaspora By breaking into the old genre, the female heroine has brought new meaning to Bildung and the Bildungsroman. (Labovitz 1989: 258) West Indian women have reinvented the traditional male-centred form in order to portray the emerging female voice and consciousness. (Wilson 2008: ix) What does it mean when the tools of a racist patriarchy are used to examine the fruits of that same patriarchy?It means that only the most narrow parameters of change are possible and allowable. […] For the master’s tools will never dismantle the master’s house. (Lorde 2007:112) 2.1 A Contested Genre Among the most-often repeated mantras of postmodernism are most likely the ones about the death of the author and the fragmentation of the subject. While the first is seen as antithetical to identity politics, the latter in particular poses a serious threat to a novelistic genre like the Bildungsroman, which concerned itself originally with coherent subject and stable identity formation. Indeed, postmodernism, as Daniel Lea puts it, “constitutes a serious ideological blow to the relevance of the bildungsroman” (2005: 20). As a consequence, by the 1980s, the Bildungsroman is pronounced dead by some of its critics (cf. Miles 1974; Moretti 2000), while others argue it has only ceased to be a form valid for trac- ing the development and self-actualization of certain privileged or bourgeois social subjects, meaning white, male, educated, mostly middle-class individuals; at the same time, for the depiction of female development it “still offers a vital 41 Coming of Age in the Caribbean and Diaspora form” (Abel/Hirsch/Langland 1983: 13). -
Willing Suspension of Disbelief? a Study of the Role of Volition in the Experience of Delving Into a Story
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/298068504 Willing Suspension of Disbelief? A study of the role of volition in the experience of delving into a story Research · March 2016 DOI: 10.13140/RG.2.1.1046.1843 CITATIONS READS 0 4,182 1 author: Itai Leigh Hebrew University of Jerusalem 1 PUBLICATION 0 CITATIONS SEE PROFILE All content following this page was uploaded by Itai Leigh on 13 March 2016. The user has requested enhancement of the downloaded file. 30/09/2015 Contextualizing Paper for MA Practical Project module MA Acting (International) (EA606-G-SU) East15 Acting School Itai Leigh (PG 145747) Monologue Tutor: Zois Pigadas University of Essex Head of Course: Robin Sneller Willing Suspension of Disbelief? A study of the role of volition in the experience of delving into a story “The magician takes the ordinary something and makes it do something extraordinary. Now you're looking for the secret... but you won't find it, because of course you're not really looking. You don't really want to know. You want to be fooled.” — The Prestige, Director Christopher Nolan, 2006 In this paper I present several angles, trying to understand the degree and the nature of will that takes place in the suspension of disbelief, or in immersion into a narrative we receive. I believe an understanding of the nature of the phenomenon can be, apart from intellectually interesting, doubly beneficial for actors. On one hand it is clearly desirable to have the power to modify the extent to which an audience would tend to get rapt or lost in a project we are creating (whether to elevate it for a more emotional reaction, or reduce it to allow more intellectual deliberation about its themes). -
Measuring the Audience: Why It Matters to Independent News Media and How It Can Contribute to Media Development
Measuring the Audience: Why It Matters to Independent News Media and How It Can Contribute to Media Development BY MICHELLE J. FOSTER October 2014 Measuring the Audience: Why It Matters to Independent News Media and How It Can Contribute to Media Development ABOUT CIMA OCTOBER 2014 The Center for International Media Assistance (CIMA), at the National Endowment for Democracy, CONTENTS works to strengthen the support, raise the visibility, and improve the effectiveness of independent Introduction . 1 media development throughout the world . The center provides information, builds networks, The Exposure Model of Audience Research . 3 conducts research, and highlights the indispensable Audience Data Move Directly into the Ad Buying Process . 5 role independent media play in the creation and development of sustainable democracies . An Business Development . 9 important aspect of CIMA’s work is to research ways Audience Development . 13 to attract additional U .S . private sector interest in and support for international media development . Informing and Evaluating Media Development Efforts . 15 CIMA convenes working groups, discussions, and Limits to Audience Research Tool panels on a variety of topics in the field of media for Media Development . 18 development and assistance . The center also issues Conclusions and Recommendations . 19 reports and recommendations based on working group discussions and other investigations . These Endnotes . 21 reports aim to provide policymakers, as well as donors and practitioners, with ideas for bolstering the effectiveness of media assistance . Center for International Media Assistance ABOUT THE AUTHOR National Endowment for Democracy Michelle Foster consults and works with media 1025 F STREET, N W. ., 8TH FLOOR companies to develop strong management practices WASHINGTON, DC 20004 and business models . -
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title The Extraordinary Black Slave Woman in Nineteenth-Century Slave Narratives Permalink https://escholarship.org/uc/item/2wj8k34c Author Thomas, Kimber Publication Date 2014 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles The Extraordinary Black Slave Woman in Nineteenth-Century Slave Narratives A thesis submitted in partial satisfaction of the requirements for the degree Master of Arts in Afro-American Studies by Kimber Thomas 2014 ABSTRACT OF THE THESIS The Extraordinary Black Slave Woman in Nineteenth-Century Slave Narratives by Kimber Thomas Master of Arts in Afro-American Studies University of California, Los Angeles, 2014 Professor Richard Yarborough, Chair This thesis identifies a new type of black female character present in African American literature. By extending Trudier Harris’ research on representations of the “strong” black woman backwards into the nineteenth century, this thesis argues that the earliest literary depiction of such figures is the “extraordinary black slave woman,” an image present in many nineteenth- century slave narratives. In particular, I argue that in the narratives of Harriet Jacobs, Mary Prince, Frederick Douglass, Sylvia Dubois, Zilpha Elaw and Jarena Lee, the extraordinary slave women are depicted as domestic workers, manual laborers, physical resisters, mothers, and spiritual sisters. ii The thesis of Kimber Thomas is approved. Michael Cohen Harryette Mullen Richard Yarborough, Committee Chair University of California, Los Angeles 2014 iii DEDICATION To “Mom,” Mama, Kelsey, Keisha, Fooney, Teddybear, Cat, Ann, and Niece: the most extraordinary black women I’ve ever known. iv TABLE OF CONTENTS I. -
Writing and Genres
1chapter Writing and Genres In this chapter, you will learn how to— 1.1 describe what genres are and how they help writers and readers communicate. 1.2 use genres to communicate with readers. 1.3 develop a writing process that will help you write efficiently and effectively. 1.4 use “genre know-how” to become a versatile writer in college and in the workplace. riting gives you the power to get things done with words and images. It allows W you to respond successfully to the people and events around you, whether you are trying to strengthen your community, pitch a new idea at work, or just text with your friends. The emergence of new writing situations—new places for writing, new readers, and new media—means writing today involves more than just getting words and images onto a page or screen. Writers need to handle a wide variety of situations with diverse groups of people and rapidly changing technologies. Learning to navigate among these complex situations is the real challenge of writing in today’s world. What Are Genres? In this book, you will learn how to use genres to interpret complex situations and 1.1 describe respond to them successfully. Defining the word genre is difficult. Sometimes, genres what genres are are defined by their structure alone (e.g., “A report has five parts: introduction, meth- and how they help writers ods, results, discussion, and conclusion”). But this understanding of genre is too sim- and readers plistic. Genres are not fixed or rigid patterns to be followed mechanically.