Close‐Reading 

Douglass: Rhetorical Appeals / Possible Contingencies 
Dr. Morse Winter 2016 “War on Slavery” 25 pts LP 

Part One: Group “Warm-Up” Discussion of rhetorical analysis and historical contingency
 What are Ethos/Logos/Pathos?
 How might an appeal to pathos be an effective, even necessary, rhetorical strategy for Douglass?
 To what extent does Douglass vary the particular ethos he constructs for and presents to his audience(s)
throughout his Narrative and speeches? (Ethos as Christian, as Man, as Slave, as American, etc. and to what end
or in response to what kinds of attitudes, values, cultural beliefs, etc.)?
 How would you characterize or define what we mean by “historical contingency”?

All Groups: Look at the final paragraph of Douglass’ narrative. How do his personal experiences contributing to and
leading up to the narrative prepare Douglass for public life? What rhetorical connections can you make between the
final passage of the narrative (1844) and the opening of his “What to the Slave is the 4th of July” speech (1852) with
respect to Douglass’ ethos? Discuss possible contingencies impact his rhetoric, use of language, references, etc.

Part Two: In your groups prepare a response to the following questions. You will present your findings to the class. Be
sure to discuss what kinds of contingent factors (social, cultural, political, economic, environmental etc.) might
contribute to or account for particular rhetorical arguments/choices made in the assigned and other passages you find.

Group One: Carefully read the poem at the end of Douglass’ speech. How does this speech contribute to the
central message of Douglass’ speech? Why might Douglass choose to end his speech with a poem by William
Lloyd Garrison? (Rhetorical or otherwise purpose?) How is this inclusion similar to or different from the preface
to his narrative written by Wendell Philips?

Group Two: In discussion we have focused attention on violent acts on the slave body and social factors used to
justify this violence. Consider and compare its depiction and rhetorical function in three different passages from
Douglass’ writing. From the narrative (par 8) “I have often been awakened” AND (par 10 last par Ch 1) “Aunt
Hester had not only disobeyed” AND from his speech (5th par from the end of section titled “The Present”) How
do these representations of violence differ? What is the rhetorical function of each? How might particular
contingencies account for or play a role in Douglass’ argument or choices in including these representations of
violence?

Group Three: In chapter 3 of his narrative, Douglass includes a discussion or account of horses on Colonel
Lloyd’s plantation. How would you characterize this account, what role does irony play here, and what social or
political or other factors might contribute to or account for the argument or message Douglass articulates here?
Compare this relationship/distinction between human and animal to that which appears in the preface letter
written by Wendell Phillips.

Group Four: Consider the rhetorical function of and appeal to patriot/American/citizen in the final par. in “How
to End the War,” (CR 54) and compare it to the CR bottom par p. 57-58 in “What Shall be Done With the Slaves if
Emancipated” and Opening page of “Why Should a Colored Man Enlist” (CR 60)? Who makes up the audience in
these passages? How do the themes of unity/disunity, inclusion/exclusion, etc. function rhetorically or operate
differently in these passages?

Group Five: Compare and contrast the audience, rhetorical function and appeals to education/religion/natural
rights/Enlightenment ideals, etc. in “Life Among the Contrabands” (CR 66-67) with the Appendix included at the
end of Douglass’ narrative and “The Church is Responsible” section of the “What is the Slave to the 4th of July”
speech.