Killing two birds with one stone is exactly what Florence Kelley does in her speech at the National American Woman Suffrage Association convention on July 22, 1905. She argues against unfair child labor laws by utilizing emotional appeal, using rhetorical questions, and employing repetition. Kelley does this in order to convince her audience if women had the right to vote there would be better child labor laws. Kelley’s utilization of emotional appeal invokes a number of different emotions onto the audience. For example, Kelley states “Tonight while we sleep, several thousand little girls will be working in textile mills, all the night through, in the deafening noise of the spindles and the looms spinning and weaving cotton and wool, silks and ribbons for us to …show more content…
She asks a number of questions throughout the speech, specifically Kelley asks “If the mothers and teachers in Georgia could vote, would the Georgia Legislature have refused at every session for the last three years to stop the work in the mills of children under twelve years of age?”(lines 55-58) Kelley asks this question to assert the argument of women’s suffrage. Kelly argues that if women had the right to vote there would be better guidelines for child labor laws. Kelley also asks “ Would the New Jersey Legislature have passed that shameful repeal bill enabling girls of fourteen years to work all night, if the mothers in New Jersey were enfranchised?”(lines 59-62) Kelley takes this opportunity to emphasize the importance of women fighting for their rights to vote. This rhetorical question acts as a call for women to fight even harder for their rights, because now Kelley introduces the idea that they are fighting for their rights in order to save their kids. Ultimately Kelley uses the child labor argument as a segue to her women’s rights argument, she argues that if women could vote there would be better child
Florence Kelly was a United States social worker and reformed who fought successfully for child labor laws and improved conditions. She couldn’t believe how some states were allowing children to work for as many hours as they did. She gave a speech to the NAWSA or the National American Woman Suffrage Association on how it has gotten too far with child labor. In her speech she uses examples of rhetorical strategies to convey her message to her audience. It seems her message was conveyed not only to her audience, but to the world.
When she does use pathos, she accompanies it with uses of logic and fundamentally relatable situations. One of the most emotionally appealing statements she made in her entire speech was her reference to the voting techniques she saw as a child, and how terrible they were. She uses this concept to show how the unfairness of males being able to vote and women not caused pain and a general sense of not truly being free. To balance out her use of emotional appeal in reference to the human struggle, she argues that "when we take so much pains to adapt the ballot to the male intelligence of the United States, we should be very humble when we talk about female ignorance" (Shaw). She not only makes an emotional appeal to women by using a blanket statement to say women are not ignorant, but also negates the possibility of an anti-suffragist saying she is being emotionally unreasonable.
Florence Kelley, a United States social worker and reformer, delivered a speech before the convention of the National American Woman Suffrage Association on July 22, 1905. The speech was meant to call the listeners’ attention to child labour, the laws that governed it, and how it needed to be changed. In order to achieve this, Kelley uses various rhetorical devices; some of which include the use of rhetorical questions to draw the listener’s attention to what is happening, the use of imagery to evoke emotions, and the use of specific facts in order to build credibility. Kelly conveys her message about child labor reviews of rhetorical questions to draw the listener’s attention to what is happening. When she questions that
This speech by Florence Kelley is filled with numerous rhetorical strategies. Giving her speech in Philadelphia, she touched the hearts of many. Appealing to the emotions of the other women in the audience, Kelley got her point across. She despised child labor as she felt it was dangerous and inappropriate. By using rhetorical strategies such as imagery, anaphora, and forced teaming, she engages the right audience (women attending the suffrage convention) whom were already seeking change.
With women voting Colorado became a better state it was more progressive, real changes were being made. Women voting did not hurt them at all it only improved Colorado. Everyone should be able to vote, and defend themselves in government. In the next document Mrs. Gilbert E. Jones claims that women do not need the right to vote. She claims that women do not want the right to vote.
She additionally incorporates repetition in her sentences to support her purpose, by asking, “Do you realize that when you ask women to take their cause to state referendum you compel them to do this: that you drive women of education, refinement, achievement, to beg men who cannot read for their political freedom?” , she asks another question, “Do you realize that such anomalies as a college president asking her janitor to give her a vote are overstraining patience and driving women to desperation?” Catt urges her audience to listen to her through these repetitive questions and make the Congress feel that a change must be made, she uses emotional diction to support her purpose of giving this message that women do not need to feel desperate for their
When Kelly claims, “We can enlist the workingmen on behalf of our enfranchisement just in proportion as we strive with them to free the children” (Kelly 11) . Kelly’s intention of this speech was to pursue reforming children’s rights in labor; however, by trying to find a solution to the strict children labor laws, it required women to seek men for assistance for women’s liberty since men are the ones with authority. Still being in a patriarchal society, Kelly motivated social equality with examples like “If mothers and the teachers in Georgia could vote […]” (10) or “Would the New Jersey […] enfranchised” (10)? This began to advocate the feminist ideology, that women should have the same opportunities as men such as “enjoying the right of petition” (10). As the feminist perspective sprouted in the minds of women, the idea of asking men for assistance began to show irony, because who would want to help their opponent achieve their goal?
Before August 18th, 1920, only men could vote in the United States. One person that helped to right this wrong was Carrie Chapman Catt. In Carrie Chapman Catt’s address to Congress on women’s suffrage, she uses logos, pathos, and other rhetorical devices to convince Congress to give women more rights. One tool that helps make this speech as effective as it is is logos. She demonstrates logos when introducing the second reason as to why women’s suffrage is inevitable.
A year later, she gave the speech intended to reach out to the nation, in hopes of the leaders to change their views on women’s rights. This speech gave Anthony the chance to finally speak up and encourage the U.S to join her in the fight for justice. By utilizing anaphora, sentence fragments, and asyndeton, Anthony empowers the nation to gain momentum towards the issue that was at hand: women’s rights.
When she first started public speaking, Nellie McClung spoke of her success as an author, but later went on to speak about the suffrage movement and trying to encourage people to join and support the cause of improving rights for Canadian women. One of her most famous speeches was in 1914, called, “should men vote?” This speech was delivered by McClung at the ‘mock parliament’, which was performed by a group of the suffragettes. Nellie McClung used her humor to effectively get the message across to the audience. When she delivered this speech it was a huge turning point for the suffrage movement.
In Susan B. Anthony’s Women’s right to work speech she emphasizes how everyone should be treated the same, no matter what gender or race they are. Susan B. Anthony’s use of persuasive techniques further enhances her key point, which is that each person is born equal and should be treated equally. Anthony uses rhetoric as well as figurative language to further communicate her main point. The logos appeal is the most noteworthy appeal portrayed in the first half of Anthony’s speech. Anthony starts out her speech by talking about the preamble which begins by saying, “We the people…” however this section of the text was never taken seriously.
In America’s history, child labor was fiercely criticized. Many activists of child labor laws and women’s suffrage strived to introduce their own viewpoints to the country. Florence Kelley was a reformer who successfully changed the mindset of many Americans through her powerful and persuading arguments. Florence Kelley’s carefully crafted rhetoric strategies such as pathos, repetition, and sarcasm generates an effective and thought provoking tone that was in favor of women’s suffrage and child labor laws. Florence Kelley uses pathos continuously throughout her speech.
Carrie Chapman Catt, an effective advocate for women 's rights, utilizes Ethos and Logos effective to craft a persuasive argument for the suffrage of women. In Catt’s speech “Address to Congress on Women’s Rights,” she utilizes Logos to gain support for women’s rights. She creates a compelling argument through her concession, repetition, and historical facts to back up what she says. Catt uses concession effectively in her well planned speech. This is evidenced in the line “Gentlemen, we hereby petition you, our only designated representatives, to ...(fight for women’s suffrage)... and to use your influence to secure its ratification in your own state, in order that the women of our nation may be endowed with political freedom before the next
This obviously shows she is on the side of women's rights in her argument and again, quoting the Declaration of Independence, gives her the quality of formality using lines from a piece that dear to American
She uses this to emphasize her point, and to get the audience thinking about the question. As a result, the audience can relate the questions to themselves and think about how it affects them. Although women have an education just like men why should they have to follow behind men and do what they want? That’s the idea that she gets across to the audience by asking these