Rhetorical Analysis Of Speech By Florence Kelley

How many times have you dropped those swimming classes? When was last time you put off in getting that enrollment for the gym? “Unlimited” ads campaign by Nike, appeals to its audience by showing people who even having certain difficulties, go after what they want and push their limits as much as they can, which is not a little. The ads feature a grown Sister competing in a triathlon, a transgender who runs with the National men’s team and a climber with no extremities. Nike didn’t choose these actors for its ads by accident, they are source of inspiration for all those athletes that always put the best of themselves in whichever the activity that passionate them is. People who would be the main target for this campaign.

The Centers for Disease Control and Prevention (CDC), is a government website that provides information about various diseases, disabilities, disorders, etc.. The CDC provides multiple webpages about Attention Deficit/Hyperactivity Disorder (ADHD) that list and provide information about causes, treatments, variations, and signs/symptoms of the disorder. On their informative pages, they use rhetorical devices to better portray their message. The CDC effectively uses the three rhetorical devices, pathos, ethos, and logos, to reach their goal of informing their target audience and providing a clear perspective on Attention Deficit/Hyperactivity Disorder.

Kelley accentuates white girls in hopes that her audience will imagine their own daughters in a similar situation and feel they are to blame. Throughout the first half of her speech, Kelley uses rhetorical devices to elicit the feelings of sympathy, remorse, and pity to persuade her audience. Using extensive details, she illustrates the harsh reality of what the children go through. She expresses that tonight while they sleep “several thousand little girls will be working in textile mills, all the night through, in the deafening noise of spindles and the looms spinning and weaving cotton and wool, silks and ribbons” for the audience to buy. She intentionally mentions items of necessity and luxury to relate to the poor and wealthier people she is speaking to. She uses rhetorical stances to emphasize her point by listing all the items the children make throughout the night that her audience members have most likely previously purchased. Going into detail that “the children make [their] shoes in the shoe factories; they knit [their] stockings, [their] knitted underwear” and continues by adding that they are “little beast of burden, robbed of the school life” so they can work instead. With these rhetorical stances, she evokes the feeling of guilt within her audience. By painting this picture, she reveals the grim truth that these children are forced to live by due to the

Many people can confuse joy and pleasure because they are similar or the same thing but author Zadie Smith mentions the differences between joy and pleasure. She explains that sometimes joy can’t be pleasurable at all. She talks about joy as a different type of emotion.

Individual rhetorical analysis of the selected readings by Olaudah Equiano, Harriet Jacobs, Frederick Douglass, and Harriet Beecher Stowe are necessary to arrive at a collective analysis of the most effective strategies.

Kelley starts off her speech with a bang by constantly repeating herself, which allows the audience to understand how important the points she is trying to get across truly are. For example, on lines 10-12 she states, “Men increase, women increase, youth increase, boy increase…” By using such dramatic repetition, Kelley causes the audience to feel sadness towards the children, since they are being treated like adults at such a young age. Kelley continues her strong usage of repetition throughout the entire story by constantly stating the words “little white girls” should not be doing the type of jobs that adults do. By using more little white girl statements rather than little white boy statements in her speech, Kelley is able to show the problem in child labor, but more importantly the change that is needed for women’s rights. Finally, on lines 92-96 she goes onto say, “For the sake of the children, for the Republic in which these children…

On the 12 of April 1999, Elie Wiesel gave an encaptivating speech conveying to the American government of how they must change their ways. In the speech he shares with his audience some of his personal experiences he encountered due to their indifference during the Holocaust. While sharing with the audience his experiences he conveys how "they no longer felt pain, hunger, thirst. They feared nothing. They felt nothing. They were dead and did not know it." Though he never once added himself into that group he spoke of. How come he used the pronoun "they" instead of "we"? Did he not consider himself apart of that group? If not why did he not consider himself like

Florence Kelley applies repetition throughout the text by continually referring to her audience as “we.” This use of repetition is key because it builds a sense of unity that is essential for the American people to have in taking on the issue at hand. Through the constant use of “we,” Kelley is able to push the concept that the current state of child labor is not just one man’s problem, it is an American problem. Kelley clearly portrays this message through “We do not wish this. We prefer to have our work done by men and women.” This demonstrates the obvious: nobody

Kelly begins by detailing the wide scope of child oppression within the “sweating system”. She use the statistic of “ two million children under the age of sixteen” who are spread from “Georgia” to “Pennsylvania” and everywhere inbetween. This establishes to the listener that this is not an isolated problem, but rather one that children all over the country deal with. Kelly then details the alarming rate of increase in wage earning young girls. This suggests that the problem is only going to grow, and immediate, decisive action is necessary.

Florence Kelly fought for child labor. She has a strong disagreement of children working at night while we sleep. And some rhetorical devices that she uses to convey her message is compare and contrast, imagery, and description. Each of these devices show what children do while working at night and what children suffer off.

In Florence Kelly’s speech at the convention of the National American Women Suffrage Association in Philadelphia, she explains that child labor is hurting the youth. Specifically she states that children are robbed of school life and their work should be left to the workingmen voters. In order to convey her message about child labor to her audience, Kelly applies pathos to evoke emotion, repetition, and description. Kelly’s message about child labor included pathos, which was used in order to show the struggles that these child workers went through.

The speaker begins her speech by introducing the topic of child labor, stating powerful facts that support her case and using poignant diction to create sympathy; these devices work together to bring attention to the problem of children being overworked from very young ages, and attempt to win the audience’s allegiance to her cause. Referring to a census regarding the different groups of people making up the “wage earning class,” Kelley declares that “no contingent so doubles from census period to census period…as does the contingent of girls between twelve and twenty years of age.” The rate of young girls working, earning a living, increases faster than any other group of people. The reference to a census, tells the audience that, not only

Rhetorical analysis can be used in many majors outside of English such as Sociology, Philosophy, and even Engineering. Quite simply, rhetorical analysis as stated by Nathalie Singh-Corcoran in Composition as a Write of Passage can help to "examine written texts in terms of their purposes, their audiences, their persuasive strategies, and their effectiveness" ( Singh-Corcoran 28). Using rhetorical analysis helps the audience to understand and then "articulate HOW the author writes, rather than WHAT they actually wrote (UBC Writing Centre 3).

To many people, President Lyndon Baines Johnson is memorized for being earnest, sympathetic, generous, self-sacrificing, and devoted to the American people; however, to others he was recalled as tyrannical, brutal, and selfish. Even as a young boy, he had inner monsters that would later affect his presidency. Johnson had an emptiness that he had a need to fill- whether from companionship, work, attention, or – most of all - approval. His neediness led to his always wanting to be the best at everything. Above all, he wanted desperately to leave a legacy to the American people of being the president who took civil rights further than anyone had, and who won the war on poverty. One of the effective methods he used to persuade others to his way of thinking was through his use of rhetorical device in his speeches.

Rhetoric is used by speakers or writers to persuade or motivate their audiences. Aristotle defines it as a counterpart of logic and politics, and calls it “the faculty of observing in any given case the available means of persuasion. Rhetoric provides heuristics for understanding, discovering, and developing arguments for certain situations, such as Aristotle's three persuasive styles, which are logos, pathos, and ethos.”