In the Freedom Writers Diary, the authors focus on the topic of the reality of what they have to deal with in their everyday world. Their teacher Mrs. Gruwell inspired them throughout their high school years by teaching them that it is possible for each and every one of them to change. They write with an uplifting and hopeful outlook on the world even if it not realistic in their present circumstances. In their writing, they establish an effective use of pathos by writing about their own lives and how they connect to others and us by using the selection of detail, metaphors, and allusions. Through these devices, we come to the idea that even though teenager’s in today’s world are faced with many hardships, they do not have to succumb to them. The students write in great detail to help us understand …show more content…
They use metaphors to help connect their own lives to the lives of others. Whether it is from literary works that they are reading or connecting to each other’s lives. This use is very effective because it helps us to know what is going in the student's lives by connecting with things and sayings that we can understand. Allusions are also a very effective in this piece because it connects the real-life problems that the students are going through with things that everyone can understand. An example of this is when the students compare their lives to the lives of Holocaust survivors. Everyone learns about the Holocaust so it makes it easy for us to understand the hardships that they are going through. Through the use of many rhetorical devices, The Freedom Writers are able to appeal to the audience through Pathos. We are able to understand the difficulties that the students are going through based on the details and example given to us through their writings. Each of the students has a very different life but they are able to look past their differences to work and learn
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In the books Internment by Samira Ahmed, They Called Us Enemy by George Takei, and Night by Elie Wiesel, loss of freedom, hope, and the power of memory are all ongoing themes as the protagonists of these stories are put in concentration camps. It is important to read these novels to understand the past in order to improve the future. It is mankind's collective responsibility to remember the tragedies of the past, to learn from those mistakes, to tell the stories of the past, to guarantee that such atrocities are never repeated, and to strive towards a world where all individuals are treated with dignity and
What can a person do if their language is tainted with malevolent intentions towards others, how about after sixty millions of their own people are inhumanly slaughtered with little to no respect? Nothing can ease a person’s trauma and torment, attempting to explain an event of such horrific context is extremely for a survivor of said event. However, another problem arises, how one thoroughly explains an event that they desperately do not want to relive. Many Holocaust survivors, who are literary geniuses, use a variety of methods in order to express their opinions and experiences to the reader. Elie Wiesel’s use of repetition, Art Spiegelman’s use of a bizarre genre to create symbolism while explaining euphemisms, and many survivors opening up to the younger generation at Holocaust themed museums.
The philosophy that herotic American and destructive enemies was solely developed by the method of ethos and pathos. Ethos help viewers understand the idea of the ideal, herotic, and perfect American through war propagandas. On the other hand, pathos play with viewers emotion to prove and demonstrate the idea of evil enemies. A company philosophy and persuasion causes viewers to have a bias opinion. Knowing a company philosophy will help the viewer to make less of a biased opinion on an idea or product.
Rhetorical Analysis Draft Three “The Privileges of The Parents” is written by Margaret A. Miller, a Curry School of Education professor at the University of Virginia in Charlottesville. This woman was a project director for the Pew-sponsored National Forum on college level learning from 2002-2004. This forum assessed the skills and knowledge of college educated students in five states by a way that allowed the test givers to make state-by-state comparisons. Miller believes that “[a] college education has benefits that ripple down through the generations” and this has enabled her to work and speak on topics such as: college level learning and how to evaluate it, change in higher education, the public responsibilities of higher education, campus
Aristotle wrote, “It is during our darkest moments that we must focus to see the light (Aristotle)”. The Holocaust was one of the darkest times humanity has ever seen. A machination brewed by an extraordinarily perverse man that resulted in the deaths of millions, and robbed millions more of their faith and hope. Families were torn apart, towns were destroyed, and humanity lost, all to satisfy one man’s extreme racism and psychotic agenda. If however, one only chooses to focus on the darkness, they might overlook the light, specifically in the two stories of boys who survived against all odds and shared their tales years after defying death.
Using juxtaposition, Elie Wiesel reflects on the horrors that have occurred this past century and their effects on people. He tells a story about a young Jewish boy who was just freed from the Buchenwald concentration camp and was “finally free, but there was no joy in his heart.” This boy has just been released from imprisonment but has experienced such horrors that he is not able to enjoy his freedom. This shows the true effect of his imprisonment and torture, and how this experience will haunt him for the rest of his life. He may grow up, but this experience will never leave him.
He is very well known for his memoir “Night” and his speech “Perils of Indifference.” The message is much more prominent in his book “Night” rather than his speech. Real life examples are provided, it is more understandable, and it leaves you with something to think about. The length, connections, and abundant amount of description helps promote the message as well as the book tells us why we can never let such indifference as the Holocaust happen again.
It was the start of the Holocaust in 1940 when every kid was forced out of their school’s due to hitler becoming in-charge. All of these kids had lost their education and went home to soon find out that they would also be out of their house. Unwillingly students’ would lose their favorite teacher and possibly the only chance to have an education. “Crammed into cattle cars by the Hungarian police,” I asked one bystander that had missed one of the trains. This was the next step of the students’ lives that could soon end when being transferred to Auschwitz one of the many cities with gas chambers and
Authors use figurative language to engage their readers and make their story more convincing or interesting. Authors also use it to help add mood fluency and imagery to their books. For example, in Ender’s game the author uses figurative language a lot to help the reader understand and help picture what 's going on in the scenes. The author uses metaphors, and hyperboles to create vivid images. The author use these literary devices to enhance the novel.
Teenagers have always sought to be their own person, forgoing rules and even recommendations in favour of self-determination. While an honourable undertaking, this path to self-discovery, leads them to experience new ordeals, where mistakes will be made. To reassure us that these mistakes are not necessarily bad, Elizabeth Alexander, in her poem "Nineteen", illustrates how youth 's desire for freedom¬ and to escape from their reality allows them to grow into adulthood and leads them to make choices that will impact their perception of the world. This theme will be analysed through structure, symbolism and contrast.
The Metaphor Literary Paragraph In Budge Wilson’s “The Metaphor” the once young, enthusiastic 13 year old girl Charlotte is followed through her journey to becoming a 16 year old high school student who has been oppressed by society to match their standards. To begin with, in grade 7, Charlotte has an English teacher by the name of Miss Hancock, who is “plump and unmarried and overenthusiastic” (65). A vital role in Charlotte’s life is played by Miss Hancock because she introduces her to the beauty of literature and the importance of creativity. A breath of fresh air is what Miss Hancock is compared to in Charlotte’s plain, simple and boring life when she helps Charlotte discover her passion.
The Holocaust was an immoral machination orchestrated by the Nazi’s to eliminate any person who did not meet their criteria of a human. Millions were interned in camps all around Europe. Each person who survived the Holocaust has a different story. Within Elie Wiesel’s Night (2006) and the movie “Life is Beautiful” (2000) two different perspectives on the Holocaust are presented to audiences both however deal with the analogous subjects faced by prisoners. Inside both works you can find the general mood of sadness.
In this article there are many examples of subjectivity to show the opinions and point of view of the author and objectivity to inform the reader of the holocaust and the holocaust museam. It is important to analyze non-fiction texts that consist of both objectivity and subjectivity due to the fact that some articles can be factual, but still consist of ideas to pursuade your mind and to shape your point of view. Many articles show their point of view and also express many emotions and feelings, but when still giving information and facts on a subject. Though many non-fiction articles express objectivity, some articles express both, but there are even some, meant to bring perspectives to life. Finding out which is which would be important in order to understand where the facts are and where the perspectives are.
Racism: Should It Be The Reason To Abandon Students? Freedom Writers written and directed by Richard LaGravenese , based on the book, The Freedom Writers Diary, by The Freedom Writers with Erin Gruwell .“At 16, I’ve probably witnessed more dead bodies than a mortician,” says a Woodrow Wilson High School student, before matter-of-factly describing a life in which gang and domestic violence are everyday occurrences.1 Racism , that is, basing on racial, people are divided into different social classes. Racism not only be the reason to prejudice students, but also be the root of violence. As Eva says: “schools are like the city and the city is just like a person, all of them divided into separate sections, depending on tribes.”