Month: January 2024

Introduction: The Woman Warrior by Brave Orchid

Although the book The Woman Warrior seems to be written as an autobiography by Maxine Hong Kingston, it begins with a quote from her mother, Brave Orchid, advising her, “You must not tell anyone,” my mother said, “what I am about to tell you” (Kingston 1). The book then concludes with a song from a talk story that her mother tells her. This clearly indicates that the dominating figure in this autobiography is not Maxine Hong Kingston, but her mother. Brave Orchid not only acquires various skills but also endeavors to impart them to her siblings, including the eldest Kingston, so that they can survive in the alien land.

It is true that the cultural shock initially terrifies Maxine, but her resilient nature soon leads her to adapt to the circumstances, just as she did in China when she turned to nursing. Maxine learns laundry and navigates tough circumstances in Stockton, where the very survival of the family is at stake. In the book, Brave Orchid emerges as a caring mother, culturally trained, skilled in survival, hardworking, and a preserver of traditions. She is portrayed as a brave lady who not only dominates as a maternal figure but also plays a crucial role in shaping the family’s fate.

Siblings and The Woman Warrior

Brave Orchid is perhaps aware that her daughters, in particular, need more care. This awareness stems from her experiences in China, where girls were not afforded much significance, as evident from the tragic fate of her father’s sister who took her own life due to an illegitimate child (1). Having faced trials and tribulations herself, Brave Orchid understands that her daughters could face challenges in a new cultural setting.

To ensure the success and well-being of her daughters, she shares different stories with them, including those illustrating the struggles of repressed females, such as her husband’s sister. Brave Orchid is especially attentive to her youngest daughter, who, at only fourteen years old, requires extra care and guidance (32). Her nurturing extends beyond her biological children, as seen in her advice to Moon Orchid about her husband. She encourages Moon Orchid to make her husband feel remorseful for leaving his parents, emphasizing the importance of family unity (71). Brave Orchid further supports Moon Orchid by accompanying her to confront her husband and assert her rights, demonstrating her commitment to the well-being of those around her. In addition to her practical care, Brave Orchid’s storytelling serves as a manifestation of her nurturing nature. Through these stories, she imparts valuable lessons and cultural wisdom to her daughters, contributing to their understanding of life and relationships.

China and The Woman Warrior

Brave Orchid displays remarkable adaptability and resourcefulness. In China, sensing that she cannot succeed in her current circumstances, she promptly secures admission to become a doctor, demonstrating her determination to survive. Her success in this new role reflects her resilience and ability to thrive, even treating her servant with kindness.

Upon reaching the United States with her husband, Brave Orchid recognizes that her medical expertise is not as applicable in the new environment. Undeterred, she takes on various roles, initially working as a tomato picker and later establishing a laundry business. Understanding the need to contribute to the family’s financial stability and support her husband, she embraces different forms of labor. Kingston’s admiration for Brave Orchid as a commendable woman, akin to a scholar, stems from her multifaceted skills and her willingness to do whatever is necessary.

Brave Orchid’s transition to unfamiliar tasks, such as running a laundry, underscores her commitment to providing for her family. It is evident that she undertakes these challenges, even if untrained for them, recognizing the importance of her efforts to complement her husband’s income. The hard work she invests in settling in Stockton highlights her determination to secure a better future for her family, acknowledging that her husband’s sole income would not suffice.

Traditions and The Woman Warrior

Brave Orchid’s role as a preserver of traditions is evident in her storytelling, especially to Kingston, who narrates many of these stories in the book. Through tales of her husband’s sister, her own sister, and mythical figures like Fa Mulan, she passionately imparts the richness of their culture. Recognizing the physical distance from their homeland, she diligently shares these stories daily, emphasizing the importance of maintaining their cultural identity.

Brave Orchid’s commitment to preserving Chinese heritage is further underscored by her actions, such as cutting Kingston’s tongue in childhood to ensure fluency in the language. Nostalgically yearning for the slower pace of time in China, she expresses her deep love for her motherland, stating, “I would still be young if we lived in China” (92). Her concerns extend beyond personal anecdotes to include updates on the political climate in China, such as the Communist onslaughts and the general situation of the people.

Brave Orchid emerges as a brave and intelligent woman in the narrative. She demonstrates courage by taking charge of family matters, confronting her sister’s husband directly, and advising Moon Orchid to leave her husband to avoid trouble. Her use of myths serves as a powerful tool to convey messages and make others understand her perspective. Encouraging her sister to “come out of the dawn” (101) symbolizes her call for liberation, urging Moon Orchid to free herself and her husband, whom she metaphorically refers to as an emperor. In the challenging setting of California, where survival was considered a miracle, Brave Orchid’s resourcefulness and determination shine through in successfully establishing and sustaining her family.

Conclusion: The Woman Warrior

In summary, “The Warrior Woman” appears to focus more on Brave Orchid, Maxine Hong Kingston’s mother, than on Kingston herself. The narrative highlights Brave Orchid’s lifelong dedication and struggles, emphasizing her resilience, bravery, and intelligence. It is not just the story of Kingston growing up in the United States and benefiting from her mother’s efforts; rather, it is a tribute to Brave Orchid’s fierce determination to raise her family, showcasing her ability to adapt and survive in a foreign land while steadfastly preserving her cultural traditions and skills. Kingston pays homage to her mother’s strength and tenacity throughout the book.

Works Cited: The Woman Warrior

Kingston, Maxine Hong. The Woman Warrior. Vintage International. 2010. Print.

Relevant Questions about The Woman Warrior

1. How does Maxine Hong Kingston’s portrayal of her mother, Brave Orchid, contribute to the overall theme of cultural preservation and adaptation in “The Woman Warrior”?
2. In “The Woman Warrior,” how does Maxine Hong Kingston use storytelling, particularly myths and family anecdotes, to convey the complexities of her Chinese-American identity and the challenges faced by her mother?
3. The title “The Woman Warrior” suggests a strong and empowered female figure. How does Maxine Hong Kingston explore the concept of femininity and strength through the characters, especially her mother, in the various stories presented in the book?

Introduction

The unique feature of human life that beings have ever invented is language, and it is not just one but many, showcasing the rich tapestry of Differences Among Languages. There are more than 6,500 languages spoken in the world, divided into 136 major families. Despite the existence of numerous language families, no two languages are the same; they differ in various ways. In addition to naturally evolved language families, some artificial languages have been developed for convenience, such as sign languages. Differences encompass a range of aspects, from sounds and sound systems to the number of alphabets, derivation of meanings from script to families, and from the style of writing to the style of reading. Most languages differ in three major areas, including phonetics, script, and grammar, besides the total number of their alphabets.

Phonetics

Languages exhibit variation in their phonetics, encompassing not only the sounds themselves but also their production, combination, description, and the written symbols that represent them. The range of sounds in languages can vary significantly, with some having only a few sounds, while others boast a comprehensive system.

For instance, consider Pashto, spoken in Afghanistan, some areas of Pakistan, and parts of Uzbekistan. Pashto comprises 44 letters borrowed not only from Arabic but also from Persian and Urdu. Despite sharing a linguistic family with Arabic, Pashto’s total sounds, approximately 65, differ considerably from both Urdu and English. Pashto also diverges from Urdu in some sounds absent in Urdu and features some sounds not utilized in Arabic, despite the shared linguistic lineage. While Pashto and English share similarities in vowel sounds, Pashto lacks diphthongs and triphthongs, using single-letter symbols to represent these sounds. Furthermore, Pashto’s combination of sounds distinguishes it from its parent language, Arabic, and its relatives, Urdu and Persian. This example illustrates the diverse phonetic systems found in all languages.

Script and Differences Among Languages

Every language possesses a distinct writing system that sets it apart from others, even those within the same linguistic family. Take Pashto, for instance; it differs significantly in its writing system. Pashto is written in the Arabic script, while its sister languages, Persian and Urdu, utilize the Nastaleeq script, which is a refined version of the Arabic script written in slanting letters. In contrast, English, from a different language family, employs the Roman script, written from left to right. Notably, Pashto, written in the Arabic script, starts from right to left, showcasing a fundamental difference in direction. Additionally, there are variations within the Arabic script itself, with different symbols denoting distinct sounds. This underscores the diversity in scripts among languages.

Grammar and Differences Among Languages

Grammar is a pivotal aspect, and languages vary significantly in this area. In Pashto, detailed rules for nouns and their types are not as extensive as in Persian, which boasts a vast array of nouns, or in Arabic, recognized for having one of the most intricate grammars among all languages. Arabic, for instance, employs distinct words to denote dual and plurals, a feature not mirrored in Pashto, which employs different singulars and plurals.

Arabic grammar stands out for its intricate nature, with over 75 words or symbols representing “camel” and a similar number for “dates.” This language exhibits semantic differences in linguistic features. Urdu, another language with detailed grammar, presents six different ways to denote the past tense. In a comparison of Chinese to English, Chinese grammar reveals simpler rules, often utilizing the same words for plurals and singulars, and featuring a higher occurrence of gerunds than in many other languages.

In essence, no two languages share identical grammar rules, except for Urdu and Punjabi. Although Punjabi predates Urdu and can be written in two scripts—Shahmukhi and Gurmukhi—its grammar remains the same as Urdu’s.

Conclusion: Differences Among Languages

In short, much like the uniqueness of individual human beings, they developed in different regions of the world exhibit variations influenced by factors such as culture, regional distinctions, cuisine, attire, and even local flora and fauna. Like living organisms, they undergo variations from one region to another. These linguistic differences manifest in alphabets, phonetic systems, written scripts, and language rules. While some modern linguists argue for uniformity in grammar rules, attributing it to an inherent human capability, distinctions in grammar rules persist across languages, albeit in rare cases.

Works Cited

1. Garshol, Lars Marius. “Scripts and Languages.” Ontopia, n.d. Web. 07 December 2013. http://www.ontopia.net/i18n/index.jsp.
2. Nordquist, Richard. “Ten Types of Grammar.” About.com, n.d. Web. 07 December 2013. http://grammar.about.com/od/basicsentencegrammar/a/tengrammartypes.htm.
3. R.L.G. “True Untranslatability.” The Economist, 01 December 2011. Web. 07 December 2013. http://www.economist.com/blogs/johnson/2011/12/differences-among-languages.
4. Shoebottom, Paul. “Language Families.” FIS ESL, 2013. Web. 07 December 2013. http://esl.fis.edu/grammar/langdiff/family.htm.

Relevant Questions

1. How does the concept of “True Untranslatability” highlight the inherent differences?
2. What key factors contribute to the variations in grammar, as discussed in “Ten Types of Grammar,” emphasizing the differences?
3. How do language families play a crucial role in understanding the diversities and commonalities that contribute to differences ?

Introduction: Debunking Fast Food

Debunking the fast-food myth involves an argument that fast foods are not only consumed quickly but also provide more nutritional value. There is no doubt about it. However, its other side shows telltale signs of an impending health crisis. David Zinczenko has eloquently exposed the adverse effects of fast food addiction. Zinczenko narrates a personal experience as a “latchkey kid” during the 80s when he swelled to “212 pounds of torpid teenage,” but fortunately, he was saved by learning diet management through his association with a health magazine (Zinczenko 195). He believes that several others are not as fortunate and have become permanent couch potatoes. This has led to an increase in type 2 Diabetes, constituting a significant portion of the total $100 billion a year health budget. According to him, this is partly due to a lack of awareness, a shortage of alternative foods, and a lack of nutritional information. He argues that labeling laws in this regard are silent, adding that this could lead to future litigation by parents against fast-food outlets. I agree with Zinczenko that there are limited alternatives to fast food compared to fast-food restaurants and insufficient information about the nutritional value of the food, leading to increased health issues.

Outlets and Debunking Fast Food

It is indeed true that there are now more fast-food outlets than grocery stores selling fruits and vegetables, reflecting a preference for fast foods over organic options. Zinczenko notes that there are limited alternatives for Americans outside of fast-food restaurants, emphasizing their popularity. He points out that during a short journey to any square, “I guarantee that you will see one of our country’s 13,000 McDonald’s,” but not necessarily any vegetable shops (196). He is correct to some extent in arguing that equal alternative food shops are scarce, but I believe people also choose not to seek out other options, as the appeal of fast foods lies in their quick consumption. In this context, he may have overlooked the aspect of a fast-paced lifestyle where people prefer to have food quickly. However, he is accurate in highlighting the limited alternatives available, especially for children.

Less Information and Debunking Fast Food

His second argument, that there is less information, is also very convincing because most fast-food outlets do not bother to list the calorie count on the labels of the food items they serve. The outlets may not find it necessary to provide this information on every food item. This lack of information, as Zinczenko states, is evident in the absence of calorie information charts on fast-food packaging, complicating matters for health-conscious individuals who seek to understand the nutritional value (196). Even if some information is available, it is often relegated to websites that not everyone consults. Zinczenko implies that this, too, is misleading, partly due to the company’s carelessness and partly due to our own negligence. Many people may overlook counting the calories of drinks in addition to the fast-food items they consume.

Facts and Debunking Fast Food

The evidence indicates a significant rise in various diseases among teenagers in recent years, and Zinczenko argues that this can be attributed to the increased consumption of fast foods. He contends that many people neglect to consider the nutritional value of fast foods, resulting in an intake of excess calories beyond what is necessary. This has led to obesity and its associated ailment, Type 2 Diabetes, which, according to him, now accounts for “at least 30 percent of all the new childhood cases” (196). As a consequence, the health budget has surged from $2.6 billion to an “unbelievable $100 billion a year,” Zinczenko notes (196). He is explicit in attributing this increase to the skyrocketing treatment costs for diabetes, a direct result of the substantial consumption of unaccounted calories.

Zinczenko draws an interesting conclusion by comparing the marketing expenditures of fast-food outlets, reaching $1 billion, to the tobacco industry’s advertising budget. He suggests that this comparison will prompt governments to recognize the correlation between the fast-food marketing drive and the subsequent increase in health costs. This conclusion, based on the estimation of the escalating healthcare budget, is indeed alarming.

Conclusion: Debunking Fast Food

In short, Zinczenko rightly emphasizes the flourishing fast-food industry, attributing it in part to indifferent parents allowing their kids to consume such foods. This has led to a surge in obesity and related diseases like diabetes, consequently driving up healthcare costs. The lack of alternatives to fast foods, coupled with inadequate and often misleading nutritional information, underscores the urgency for legislation. Zinczenko correctly asserts that the responsibility now lies with both the fast-food industry and the Food and Drug Administration to enact and enforce laws requiring accurate calorie labeling on fast food items. Such measures would not only safeguard the fast-food industry but also protect the health of the next generation and alleviate the strain on public expenditure in healthcare. This move is crucial in informing consumers about the nature and risks of the food they consume, serving as a preventive legal measure to avert future legal battles, thus benefiting both the nation and the fast-food industry.

Works Cited: Debunking Fast Food

Zinczenko, David. “Don’t Blame the Eater. “They Say, I Say: The Moves that Matter in Academic Writing by Gerald Graff & Birkenstein. W.W.Norton & Company. New York. 2010. pp. 195-197.

Relevant Questions: Debunking Fast Food

1. What are the main arguments presented by David Zinczenko in “Don’t Blame the Eater” regarding the responsibility of fast food establishments in contributing to health issues?
2. How does Zinczenko use personal anecdotes and examples to support his claims about the impact of fast food on individuals’ health in “Don’t Blame the Eater”?
3. In “Don’t Blame the Eater,” what solutions or alternatives does Zinczenko propose to address the issues raised concerning fast food, and how does he argue for personal and corporate accountability in making healthier food choices?

Introduction: “Letter from Birmingham Jail”

“Letter from Birmingham Jail” is a respectful letter written by Martin Luther King on April 16, 1963, to eight clergymen, whom he addresses as his “Dear Fellow Clergymen” in the salutation of his letter, responding to the letter they wrote to him. In this letter, Martin Luther King concludes, after reading their letter, that his fellow clergymen have raised two main points: first, they oppose the direct action he is leading in Birmingham, and second, they object to “demonstrations by some of our Negro friends,” feeling that such actions are not justified in any way (“Public Statement by Eight Alabama Clergymen”). Since they disapprove of the direct action and demonstrations led by Martin Luther King in Birmingham, he aims to clarify the extent of segregation in Birmingham, emphasizing that it is more oppressive there than in other areas in the South.

Martin Luther King assumes that he is addressing white moderate individuals who are advising him and his friends to exercise restraint and wait for the appropriate time. Based on these realities and assumptions, Martin Luther King utilizes rhetorical devices such as ethos, pathos, logos, figures of speech, and various supporting details to keep his audience engaged and convey his message in the most suitable manner.

Strategies in “Letter from Birmingham Jail”

In terms of strategies, Martin Luther King has employed a comprehensive array of classical devices. He establishes his own leading role as a form of ethos, emphasizing his position as the “President of the Southern Christian Leadership Conference” to counter accusations of inciting hatred and violence by the clergymen (King). This assertion is crucial to maintain his status as an educated and distinguished figure, rather than being perceived as an ordinary individual. Regarding ethos, James D. Williams argues that it encompasses “the character, the customs, the deeds, and the life of those on who do the pleading,” underscoring its significant role (350). King exemplifies ethos according to Williams, aiming to make his audience recognize him as an authority figure.

Secondly, King extensively quotes Christian saints such as Apostle Paul, Jesus Christ, and St. Augustine, among others, to reinforce his arguments. This serves to show that he is not the first to address these issues and that he can support his stance with authoritative figures. Furthermore, he draws parallels between the situation of African Americans and that of early Christians, as well as with the esteemed philosopher Socrates. This incorporation of comparisons and contrasts constitutes the use of logos, strengthening his argument with historical and philosophical references.

In addition, King strategically mentions that the time is right, employing the classical device of kairos, which emphasizes the use of the opportune moment for making an argument. This suggests that he is mindful of choosing the right time to convey his message effectively.

Pathos in “Letter from Birmingham Jail”

Certainly, Martin Luther King effectively employs pathos, appealing to the emotions of his audience, and this is most evident in a paragraph where he vividly describes the emotional impact of racial injustice on children. He paints a poignant picture of a father trying to explain to his six-year-old daughter why she can’t go to the public amusement park, the tears welling up in her eyes, and the ominous clouds of inferiority forming in her mind. This emotional narrative aims to evoke empathy and a visceral response from the reader.

In commenting on King’s use of rhetorical devices, Martin Lee Roy observes that “The reader is forced to concede that serious injustices must be addressed without delay” (Roy). This highlights the effectiveness of King’s emotional appeal in bringing attention to the urgency of addressing racial injustices.

Moreover, King employs figurative language, such as a powerful metaphor, to enhance the beauty and impact of his language. The metaphor “There comes a time when the cup of endurance runs over, and men are no longer willing to be plunged over into an abyss of injustice” conveys the idea that there is a limit to one’s patience and tolerance for injustice. This metaphorical expression adds depth and resonance to his argument, making it more compelling.

In summary, King’s skillful use of pathos, along with figurative language and other rhetorical devices, contributes to the strength and impact of his argument in “Letter from Birmingham Jail.”

Evidences in “Letter from Birmingham Jail”

Martin Luther King strengthens his strategies by incorporating relevant data and quotes, drawing from a diverse range of sources. He not only references Christian figures, priests, and laws but also includes quotes from Grecian sages like Socrates and even cites dictators such as Adolf Hitler to fortify his arguments. This broad use of quotations from various contexts adds depth and authority to King’s discourse.

Steven Lynn aptly captures King’s ability to find and use quotes effectively, likening topics in classical rhetoric to a search engine that guides the speaker or writer to pertinent material (77). King’s adept use of quotes contributes to the persuasive force of his arguments, allowing him to draw on a rich tapestry of perspectives and authorities.

Furthermore, to validate his strategies, King quotes from statutes and laws, referencing the Supreme Court Decision of 1954, which declared segregation at public places illegal. This legal reference serves to counter the clergymen’s suggestion that the cause should be pursued through the courts (“Public Statement by Eight Alabama Clergymen”). King aligns the Supreme Court’s decision with their own recommendation to seek justice in the courts, highlighting the logical consistency of his actions. Additionally, it may serve as a response to legal restrictions imposed on his protests, as Michael Leff notes that the city’s attorneys obtained an injunction forbidding King from sponsoring or participating in demonstrations (Leff).

King’s use of rhetorical questions, such as “Why direct action? Why sit-ins, marches, and so forth?” further bolsters his argument. These questions engage the audience and prompt them to consider the rationale behind his actions, making his argument more compelling and capturing the audience’s attention. Overall, King strategically employs data, quotes, and rhetorical questions to enhance the persuasiveness of his letter.

Audience of “Letter from Birmingham Jail”

The primary audience for Martin Luther King’s letter is indeed the eight clergymen to whom he directly addresses in the salutation. However, it is crucial to recognize that, beyond the clergymen, King extends his message to a broader audience. He implicitly speaks to the common African American population, white moderates who advocate for patience, and essentially, anyone who identifies as a true Christian or American believing in freedom, liberty, and equality as outlined in the Constitution.

While the letter may have the appearance of a public address, S. Jonathan Bass notes that it appears more like a sermon than a direct correspondence and suggests that it was intended for a larger audience than just the eight clergymen who initially wrote to him (120). In this way, King broadens the scope of his message, inviting a wider readership to consider the issues at hand.

Moreover, King provides guidance to his fellow African American activists, emphasizing the importance of non-violence in their pursuit of justice. By doing so, he reinforces the principles of the civil rights movement and encourages unity and discipline among those working towards social change. Overall, while the immediate addressees are the eight clergymen, King’s letter resonates with a more extensive and diverse audience, appealing to those who share his vision of equality and justice.

Conclusion: “Letter from Birmingham Jail”

In short, Martin Luther King strategically employs a combination of classical and contemporary rhetorical strategies to enhance the power of his arguments. The strength of his rhetoric lies not only in the effective use of strategies but also in the validity of his points and the inclusion of quotations from diverse sources and authorities. King utilizes various linguistic features to make his argument both convincing and impactful. He demonstrates a keen understanding of his audience and employs specific elements to tailor his message to resonate with them. King’s language is not only powerful but also convincing, as he carefully considers the timing of his argument. Recognizing the opportune moment for direct action, he emphasizes that the time has come to take a stand against segregation in the United States. This decision is informed by the preceding steps of fact-finding, negotiation, and self-purification that he outlines in his letter. Ultimately, Martin Luther King confronts the pacifism advocated by the eight clergymen, asserting that direct action is the appropriate response to the injustice of segregation. His strategic use of language and timing contributes to the effectiveness of his argument and strengthens his call for civil rights and equality in the United States.

Works Cited: “Letter from Birmingham Jail”

1. Bass, S. Jonathan. Blessed are the Peacemakers: Martin Luther King, Jr., Eight White Religious Leaders, and the “Letter from Birmingham Jail.” LSU Press. 2001. Print.
2. King, Martin Luther. “Letter from Birminghan.” UPENN. 16 Apr. 1963. https://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html. Accessed on 07 Jun. 2022. 
3. Leff, Michael. “ISSA Proceedings 2002 – Rhetoric and Dialectic in Martin Luther King’s ‘Letter From Birmingham Jail.” Rozenberg Quarterly. n. d. Web. http://rozenbergquarterly.com/issa-proceedings-2002-rhetoric-and-dialectic-in-martin-luther-kings-letter-from-birmingham-jail/. Accessed on 07 Jun. 2022.
4. Lynn, Steven. Rhetoric and Composition: An Introduction. Cambridge University Press. 2010.
5. Martin, Lee Roy. “Letter from Birmingham City Jail.” Masterplots, Fourth Edition, November 2010, pp. 1-2. EBSCOhost, //search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=103331MP420939820000649&site=ehost-live. Accessed on 07 Jun. 2022.
6. “Public Statement by Eight Alabama Clergymen.” Mass Resistance. http://www.massresistance.org/docs/gen/09a/mlk_day/statement.html. Accessed on 07 Jun. 2022.
7. Williams, James D. An Introduction to Classical Rhetoric: Essential Readings. John Wiley & Sons. 2009. Print.

Relevant Questions About “Letter from Birmingham Jail”

1. How does Martin Luther King Jr. address the criticism of “outsiders” in his “Letter from Birmingham Jail”?
2. What rhetorical strategies does Martin Luther King Jr. employ to convey his message in “Letter from Birmingham Jail”?
3. How does Martin Luther King Jr. draw on religious and philosophical references in “Letter from Birmingham Jail” to support his civil rights arguments?

Introduction: “The Cyberbullying Problem is Overhyped”

Published on the website Techdirt.com, the article “The Cyberbullying Problem is Overhyped” by Tim Cushing is a risk exposing essay regarding the issue of cyberbullying among kids. The author, Tim Cushing, eloquently places his thesis at the beginning of the article, stating that although administrative and legislative bodies continue to pressure each other to implement measures to end cyberbullying, they lack verifiable statistics to support corresponding policies and laws. This is the reason parents and victims do not receive much assistance from these policies and legislations.

The author follows this with a reference to a Huffington Post writer, Larry Magid, who claimed that more than 70% of kids are victims of cyberbullying. Tim Cushing then presents actual numbers from data provided by the National Center for Educational Statistics, the Centers for Disease Control, and the Cyberbullying Research Center. He also includes statistics listed by Dan Olweus, a respected figure in cyberbullying research, to refute Larry Magid’s claims, asserting that not only is the term’s definition misleading, but the statistics are also unverified and incorrect.

Tim Cushing then highlights sources with vested interests in presenting such statistics. He verifies his claim regarding misleading statistics through a close dissection of the original article from the Hartford Country Examiner, explaining how the statistics have been misquoted and why. Additionally, he provides the definition of the term as defined by the NCPC, emphasizing that both the definition and the statistics are the real reasons behind the escalation of this issue.

By the end of the essay, he quotes criminologist Seoking Jeong to support his claim that antibullying programs are not working. However, he argues that while the problem exists, it is not as pervasive as portrayed, leading to a lack of tangible steps to address it. Tim Cushing not only employs classical rhetorical strategies of logos, ethos, pathos, and kairos to strengthen his argument but also goes a step further by using a unique article design, diction, and style.

Logos in “The Cyberbullying Problem is Overhyped”

The very first quality of this article is the successful use of the classical rhetorical device, logos. Writer Tim Cushing has not only presented statistics but also the complete names of the sources and analyses of the statistics to support his claims. For example, his assertion is that much of the data regarding cyberbullying statistics is exaggerated, incorrect, and misleading. He begins by presenting erroneous data mentioned by a writer from the Huffington Post. Then, he dissects these statistics by comparing them with the data from other reputable institutions responsible for researching cyberbullying and its impacts on school-going kids. The inclusion of respectable and credible names such as the NCPC, the Cyberbullying Research Center, and the European Journal of Development Psychology indicates that their data is verifiable and reliable.

To refute the claims of writer Larry Magid, Tim Cushing immediately challenges them by presenting this verifiable data and stating that i-Safe and other similar websites have vested interests in showcasing inflated statistics to boost the sales of their anti-bullying software. These statistics are further discredited by mentioning that i-Safe “maybe” a nonprofit organization within brackets, and the data “hasn’t been updated in nearly a decade” (Cushing, 2015). This reveals that the given data is not credible, supporting his claim that these are misleading statistics. Hence, his logical appeal resonates with reason.

Ethos in “The Cyberbullying Problem is Overhyped”

Another effective element is the use of ethos, where the author, Tim Cushing, relies on credible sources. The author himself questions the credibility of i-Safe data, which is the focal point of his argument. The statistics listed by the author in 2004, stating that “42% of kids have been bullied,” remain unchanged on the website under the heading “Cyber Bullying: Statistics and Tips” (Cushing, 2015). The website continues to present the same statistics that Tim Cushing has refuted, using credible sources such as the NCPC, Dan Olweus’ research, and the examination of the actual article from the Hartford County Examiner, along with the definition of the term and an analysis of the statistics (“Cyber Bullying: Statistics and Tips”).

Even the author’s credentials, highlighted by his association with the website Techdirt.com, shed light on his intention to present accurate statistics to assist administrations and legislatures in formulating effective policies. Therefore, there is no doubt that his ethos is credible and successful in persuading readers to agree with his reliable sources, his own credentials, and his thorough analysis.

Pathos in “The Cyberbullying Problem is Overhyped”

Regarding pathos, Tim Cushing does not employ emotionally charged language as often seen in fiction. Instead, he appeals to reason by presenting statistics and demonstrating how inaccurate data has needlessly alarmed parents. His argument revolves around the notion that parents are naturally concerned about their children’s well-being. However, companies and individuals selling anti-bullying software are exploiting misleading data to boost sales.

The inclusion of Larry Magid’s statement, where he mentions being told that the software “helps protect kids from strangers who would do them harm,” is used skillfully by Cushing. This statement is strategically placed to resonate with his audience, primarily parents, administrators, and legislators, aiming to convince them that while the threat is real, the presented data is misleading (Cushing, 2015). In essence, he effectively utilizes pathos, albeit to a lesser extent than typically found in tragic novels or fiction.

Kairos in “The Cyberbullying Problem is Overhyped”

Tim Cushing unconsciously employs another persuasive device crucial for his audience – kairos, writing within the existing time. If the article had been presented three or four decades ago, it might not have garnered much attention. The audience might have perceived it as science fiction with fictitious statistics meant to deceive readers into believing such things could happen in the future. However, it’s apparent that Cushing is fully aware of the contemporary times in which he is writing and understands his audience. This awareness contributes to his success in persuading readers by debunking general statistics presented with vested interests.

Regarding the design and format of the article, Cushing employs his unique structure. He places the thesis statement at the top of the article and divides it into three distinct parts with clear headings indicating the focus of each section. For instance, the first part addresses the exaggerated claims about cyberbullying statistics from companies selling anti-bullying software. The next heading, “A Vested Interest,” suggests that certain websites present the same old data to deceive readers and entice parents into purchasing the software (Cushing, 2015). He then introduces his own statistics and analyses them to demonstrate that this is not the case. The final heading addresses the issue, provides a proper understanding, and issues a call to action. Cushing presents the entire article in a conical shape, with the thesis at the top instead of after the introduction and background information. The background information and introduction follow the thesis. Data to be refuted is presented at the very beginning and is systematically debunked with credible statistics from sources such as the NCPC and Dan Olweus (Cushing, 2015). Finally, Cushing concludes by highlighting the issue, offering a proper understanding, and issuing a call to action.

The diction employed by Cushing is versatile. At times, he uses simple language for analysis, such as stating, “This isn’t to say that cyberbullying doesn’t exist and isn’t a problem” (Cushing). Other times, he employs academic language, including proper quotes from sources, contributing to an overall academic and formal style.

Conclusion: “The Cyberbullying Problem is Overhyped”

In conclusion, it can be asserted that the primary audience for the article “The Cyberbullying Problem is Overhyped” is comprised of parents, school administrators, and legislators. Tim Cushing adeptly employs a range of persuasive and rhetorical techniques to effectively reach and convince these audiences about the genuine problem that remains unresolved despite partial measures taken. He provides insights into the reasons why policies and laws have failed to yield positive results.

Cushing’s masterful use of classical rhetorical devices, a conically shaped argument, refutation through credible statistics, timely writing, and an academic writing style collectively make his article remarkably straightforward yet persuasively convincing. By daringly giving a new organization to his article, diving straight into the heart of the problem, and then presenting real statistics along with their refutation, Cushing takes a risk that deviates from traditional academic styles. He acknowledges that he can tackle the issue effectively, and he successfully accomplishes this through his unique format.

References: “The Cyberbullying Problem is Overhyped”

1. Cyber Bullying: Statistics and Tips (n. d.). Retried from on October 23, 2022 from https://www.isafe.org/outreach/media/media_cyber_bullying
2. Cushing, Tim. (2015). “The Cyberbullying Problem is Overhyped.” Retrieved on October 23, 2022 from ASU Libraries.

Relevant Questions about “The Cyberbullying Problem is Overhyped”

1. In Tim Cushing’s article, “The Cyberbullying Problem is Overhyped,” how does he support or justify the claim, and what specific evidence or arguments does he present to back this assertion?
2. Within the context of Tim Cushing’s work titled “The Cyberbullying Problem is Overhyped,” are there counterarguments or alternative perspectives presented by the author regarding the perceived exaggeration of the cyberbullying issue?
3. How has the reception of Tim Cushing’s perspective, as outlined in the article “The Cyberbullying Problem is Overhyped,” influenced public discourse or policymaking surrounding the broader issue of online harassment?

Introduction: “The Flesh and the Spirit” and “For Deliverance from a Fever”

“The Flesh and the Spirit” and “For Deliverance from a Fever” by Bradstreet are similar in several ways in terms of style and theme. “The Flesh and the Spirit” was published in 1650. The poem is a dialogue between Flesh and Spirit, which Bradstreet depicts as two conflicting sisters. There is tension between these two facets of human nature, and in the poem, Bradstreet explores some of the most significant and omnipresent questions within the Puritan faith. The poem begins with Bradstreet wandering along the banks of Lacrim (a variation on the Latin word for tears, suggesting sorrow or grieving) and coming across the two sisters in heated conversation. In light of Puritan philosophy, it is clear which one of the sisters will “win” or have the metaphorical last word, but the conversation between the two raises some plausible scenarios surrounding faith. Flesh begins by asking her sister how she can subsist on examination and reflection alone. Flesh wonders if the lack of immediate results is debilitating. She also attempts to capture Spirit’s attention by pointing out various and wondrous material goods. She celebrates the pleasure of honor, wealth, precious stones – “enough of what you will.” Flesh, as critic Robert J. Richardson writes, “is not gross, disgusting, arousing, or careless.” Instead, her questions are probing and meaningful, as she is trying to mediate between the sinful self and the redeemed self – which are, as Bradstreet suggests, close kin (Ann, 12).

“For Deliverance from a Fever” is Bradstreet’s second exploration of illness after her first surviving poem, “Upon a Fit of Sickness.” Despite “Deliverance’s” strong Puritan themes, the content is highly relatable as readers can easily understand the agony of being afflicted with a terrible illness and wondering if the cause is that God is angry or displeased.

The poem begins with Bradstreet describing her pain. Her body is burning, she is sweating, filled with torment, and experiencing headaches. She tosses and turns, unable to find a physically comfortable position. Her mental anguish mirrors her physical suffering, creating intense turmoil within her soul. She fears that God is displeased with her because she can no longer find evidence of his favor. When Bradstreet speaks of “Proof,” it is likely that she is referring to the Puritan understanding of salvation. Puritans believed that one continually sought proof of his or her salvation, pursuing a conversion experience that clarified whether he or she had been saved. Those Puritans who underwent conversion experiences were known as “visible saints.” By lamenting her inability to discern “Prove,” Bradstreet suddenly begins to question the certainty of her salvation (Bradstreet et al., 10).

Differences: “The Flesh and the Spirit” and “For Deliverance from a Fever”

“For Deliverance from a Fever” in her troubled state, she calls upon God, requesting that He not avoid her. She says that exclusive He knows the genuine substance of her heart. She understands that if her body is not going recuperate, then her spirit should be spared. In the event that her body falls into clean, her spirit must be acquired before God His transcendence. This sort of point of view would have been soothing for Puritans, who trusted that their anguish on Earth was proposed to convey them nearer to God and reorient their attention on life following death. Luckily for Bradstreet, as she clarifies in the last eight lines, she recoups from her fever. God takes his “bar” from her and extras her “slight” body. He demonstrates her beauty and love, and she now offers acclaim to Him for recovering her body. Puritans acknowledged whatever difficulties occurred for them as a piece of God’s arrangement, and also, Bradstreet is diminished that God has conveyed her from her fever. Right on time in the ballad, she obviously communicates her dread of God’s dismay and promises to acknowledge her passing as a pathway to God’s greatness, she appears to be to a great degree assuaged to that He permits her to live. In this lyric, Anne Bradstreet uncovers her enthusiastic connection to her life on Earth, which is a typical subject in her work.

“The Flesh and the Spirit” continues with Soul speaking next, and her words are more grounded. Clearly, the conflict between the two will never be reconciled. Soul lashes out against her sister: “…For I have vowed (thus will do)/thee as an adversary still to seek after, / and battle with thee will and should/until I see thee laid into clean…” (17). Spirit does not take time to invalidate Flesh’s arguments but simply insists that her sister is wrong and deserving of condemnation. Soul claims to spend her time contemplating things beyond Flesh’s mental capacity and priggishly declares that she will be the victor.

Richardson notes “the crowned irony” in the second half of Spirit’s monologue, which is that “Soul describes Heaven in the very material terms she has just deplored.” She talks about her royal robes, precious stones, royal walls, and sparkling streams. Soul states that the allure of these things is not inherently wrong but that she prefers the eternal versions. The City where Spirit will eventually reside for eternity is free from “disease and sickness” and “darksome night,” but Flesh cannot go there. Soul typically “gets the last word” in the discussion between the two sisters, as it would have been unlikely that Bradstreet would have given the victory to Flesh. However, as with many of Bradstreet’s poems, the questions surrounding religion are not necessarily straightforward. “The Flesh and the Spirit” implies the inner conflicts that many Puritans faced.

Work Cited: “The Flesh and the Spirit” and “For Deliverance from a Fever”

1. Bradstreet, Anne, and Jeannine Hensley. The Works of Anne Bradstreet. Cambridge, Mass: Belknap Press of Harvard University Press, 2011. Print.
2. Stanford, Ann. Anne Bradstreet, the Worldly Puritan: An Introduction to Her Poetry. New York: B. Franklin, 2015. Print.

Relevant Questions: “The Flesh and the Spirit” and “For Deliverance from a Fever”

1. Theme of Inner Conflict:
   • Both poems, “The Flesh and the Spirit” and “For Deliverance from a Fever,” seem to explore inner conflicts, one involving spiritual aspects and the other dealing with physical suffering. How do the themes of inner conflict manifest in each poem, and how does Bradstreet use language and imagery to depict the struggles within the human experience, whether they be spiritual or physical?
2. Puritan Influence and Theological Reflection:
   • Considering that Anne Bradstreet was a Puritan, how do these poems reflect the Puritan beliefs and worldview? Analyze the poems in the context of Puritan theology, examining the portrayal of sin, salvation, and the relationship between the spiritual and physical aspects of human existence. How does the poet grapple with these theological concepts in her exploration of inner conflict and deliverance?
3. Comparison of Poetic Devices:
   • Compare and contrast the use of poetic devices in both poems. How does Bradstreet employ literary elements such as metaphor, imagery, and rhyme scheme to convey the themes of the poems? Consider the tone and style in each poem and how they contribute to the overall impact of the work. Additionally, analyze how the poetic devices differ in their application between the spiritual contemplation in “The Flesh and the Spirit” and the plea for deliverance in “For Deliverance from a Fever.”

Introduction: Jimmy McClean’s Stories Stories

Jimmy McClean’s stories in “In the Footsteps of Crazy Horse” by Joseph Marshall III and of Julia in “I am not Your Mexican Daughter” by Erika Sanchez both present teenage characters whose nature refuses to merge in the melting pot of the multiculturalism of the United States. However, when both of them revert to their past and use transformation methods of adaptation, they not only come out of their confusion and depression, but they also become important members of their adopted culture. The transformation methods both of the protagonists use to merge in the new cultural setting come from their indigeneity and a revisit to their indigenous culture. In the case of Jimmy, it comes through his journey with his Grandpa to the Lakota community and prairie while in the case of Julia Reyes, it comes from her visit to her grandma and aunts in Los Ojos in Mexico. In fact, both protagonists not only use their confusion but also their cultural shock and revisit  their indigenous culture to reshape their cultural identity and merge into the new culture.

Anxiety and Depression in Jimmy McClean’s Stories Stories

Whereas confusion, anxiety, and depression in the strange culture is concerned, Julia Reyes faces it on account of overprotective parents at home and open and liberal culture at school and in the city of Chicago. Therefore, whenever she wants to merge in the liberal cultural settings, she finds one or the other impediments in the shape of her mother Ama at home when she sees that she is not culturally connecting to her familial traditions while her elder sister Olga has won all praise at home on account of her being “perfect Mexican daughter” and labeled as “Saint Olga” (Sanchez 9). She clearly states “Ama and I haven’t had that kind of relationship since I was little” (9). Therefore, whenever she intends to cross limits, she faces obstacles and has to face accountability at home whether it is about befriending others at school or in the neighborhood. Therefore, she is fully aware that she cannot become Olga and a perfect daughter belonging to her Mexican mother. She rather wants to make a career in other fields instead of conforming to the traditions of becoming a domestic woman. Another chagrin that she feels the most and that leads to her depression is that Olga has won the approval of the family even in her death, but Julia could not follow her even after trying to do her best. This anxiety and confusion of not mixing up in either culture leads her to try to commit suicide. Jimmy McClean, the protagonist of, In the Footsteps of Crazy Horse, faces the same thing though he has been brought up by a Lakota mother and Indian-American father. His anxiety about his roots and his different culture leads him to depression when he hears his mother saying that his problem is that “you three Lakota parts are all hidden inside. Your one white part is on the outside” (Marshall III 11). That is why instead of fighting with brothers and sisters he finds refuge in the trees and by the “Smoking Earth River” where the roots of his Indian culture are lying buried. In fact, he faces alienation and depression when other boys at school make fun of his racial identification. Being only 11 years old, he has blue eyes but light brown hair, and at home, his mother has already pointed out to him his Lakota background. Therefore, he has double consciousness that he belongs to that community as well as the white community which has led to his alienation and anxiety. All this is because of the cultural shock that the protagonists feel when merging into the other culture.

Cultural Shock in Jimmy McClean’s Stories Stories

The cultural shock comes when a person faces another culture outside of the boundaries of his home. A home is always a protected family place where the traditions of the family, or mainly the indigenous cultural traditions, have an upper hand. Mostly, women preserve these family traditions. Ama plays an important role to instill in Olga that she is a “perfect Mexican girl” (Sanchez 9), and the same into Julia that she is not perfect as she does not conform to the family traditions. However, when Julia goes out of home and comes to know her Mexican background as strange and misfit in the school setting, she often takes a period off to cry out in the washroom. She tries to merge into that culture but again at home, she faces her overprotective mother who questions her. Even when her mother becomes a bit lenient, she “tells me I am better not act volada, which means “flirtations” Julia declares (Sanchez 78). What she means is that her mother does not let her mix up with boys, or make a boyfriend, though, she sometimes becomes lenient. However, when she goes out, she finds it entirely opposite. Her secret dating with Conner and then fear that her mother would find it out is part of the same cultural shock. The same goes with Jimmy McClean. Although he is taught at home by his mother that he is Lakota as well as white, he tells his favorite Grandpa that he is not accepted at school. He tells him “They say I’m not Lakota” (Marshall III 130). This shocks him that he is told at home that he is Lakota and out of home that he is not that. When his Grandpa Nyles asks him to follow him to the creek and up to the river, he is puzzled to go to the roots as the white cultural setting has already caused a shock. Both the protagonists try to merge in the dominant culture after revisiting their own culture to reshape their cultural identity.

Cultural Identity in Jimmy McClean’s Stories Stories

Reshaping of cultural identity lies, perhaps, in revisiting the original culture. Both the protagonists go on these expeditions alone, or with some of their relatives. Julia Reyes first does not accept her mother’s desire that she should visit her village back in Mexico to meet her grandma and aunts. However, after getting up from her failed suicide attempt, she goes to Los Ojos, her native village, and reconnects with her family members. It is her she learns about the secrets of her parents and what sacrifices they have rendered to bring her up in the best environment in Chicago. Therefore, this visit to her own culture proves beneficial for her to reconnect her present to the past and shows her how to better her fate in America. That is why when she comes to know about his father that he has been a painter, she asks and responds saying “Julia, sometimes in life you don’t get to do what you want to do” (Sanchez 226). It is here she learns that Apa has sacrificed his future for her daughters. In the same way, Jimmy comes to know about his culture when he revisits the Lakota region with his Grandpa Nyles. Grandpa narrates to him the old Indian history when animals used to be their mainstay and they used to understand each other. After hearing the narrative of Crazy Horse, he comes to know his real cultural past and feels proud of it. In other words, he does not feel shame for his being biracial but invents his identity that he has double features of both races.

Conclusion: Jimmy McClean’s Stories Stories

Cutting the argument of cultural identity short, it is fair to state that both the protagonists, Julia as well as Jimmy, first feel chagrin and depression at their being different. They do not find their true identity as they are different at home and different at school. Both people tell them that they are different from others. However, what they come to feel is that they are shocked that they are treated differently at both the places that are supposed to teach them about their cultural identity. However, when they find time to revisit their true cultural past and feel that they are different, they find their identity. It becomes very easy for them to reshape their identities and merge into the new culture with ease. Therefore, their transformative method is to revisit the culture of their past and make it feel present to reshape their identity.

Works Cited: Conclusion: Jimmy McClean’s Stories Stories

1. Marshall III, Joseph. In the Footsteps of Crazy Horse. New York: Amulet Books, 2015.
2. Sanchez, Erika L. I Am Not Your Perfect Mexican Daughter. New York: Alfred A. Knopf, 2017.

Relevant Questions: Jimmy McClean’s Stories Stories

1. How do the protagonists in Jimmy McClean’s Stories Stories “In the Footsteps of Crazy Horse” and “I am not Your Mexican Daughter” deal with their cultural identity crisis?
2. What role does the cultural shock play in shaping the cultural identity of the protagonists in Jimmy McClean’s Stories Stories?
3. How do the protagonists use their indigenous culture to adapt and merge into the new cultural milieu Jimmy McClean’s Stories Stories?

Introduction: I Have a Dream

In his famous speech, “I Have a Dream,” Martin Luther King presented his arguments using some of the most compelling figurative language ever employed in a speech. At the outset, King expresses his dream about Abraham Lincoln and the Emancipation Proclamation, portraying it as a beacon of hope for all Negroes to attain equal rights and citizenship in the United States. He proceeds to draw a parallel between the circumstances of a century earlier and the present reality as he addresses his fellow Negroes. King contends that while the situation has not significantly changed, the Declaration of Independence affirms their entitlement to equal citizenship alongside white people. Despite America having “defaulted on this promissory note” of granting them constitutionally enshrined “unalienable rights of life, liberty, and the pursuit of happiness,” King asserts that they will not accept this status quo, likening it to a bad check (553).

According to King, they have come again to claim these rights, believing that it is now the opportune moment. However, he cautions his followers against resorting to violence, emphasizing that it is a counterproductive path that would hinder their cause. Instead, he advises them to embrace non-violent methods of protest within their respective states. King then articulates his dream of witnessing white and black girls and boys walking together, united in their pursuit of equal rights for Negroes. I believe that Martin Luther King eloquently employed classical rhetorical strategies, including pathos, logos, ethos, and kairos, through his figurative language to persuade his audience against resorting to violence in their quest for equal rights with white people.

Classical Strategies in I Have a Dream

Pathos in I Have a Dream

Regarding classical rhetorical strategies, Martin Luther King demonstrates a particular proficiency in the use of pathos. He repeatedly employs it to passionately appeal to his audience, urging them that their pursuit of rights is a noble one that does not necessitate resorting to violence. Initially, he evokes emotions by describing the plight of Negroes a century ago, stating, “we must face the tragic fact that the Negro is still not free,” emphasizing the persistency of this condition over the past century (King 553). On the subsequent page, he continues to appeal to their emotions, acknowledging, “I am not unmindful that some of you have come here out of great trials and tribulations,” conveying his awareness of their collective suffering (555). Notably, he employs the poignant phrase, “You have been veterans of the creative suffering,” linking the experiences of other Negroes to emphasize their shared suffering and unity in their quest for rights. The repetitive articulation of his dream serves to reinforce his message, playing on the emotions of his audience and urging them to strive for their rights without resorting to violence. This speech stands out as Martin Luther King’s most adept use of pathos.

Logos in I Have a Dream

In terms of logos, Martin Luther King employs logical reasoning throughout his speech. Initially, he appeals to logos by asserting his demand for rights under the influence of the great American, President Abraham Lincoln, who signed “the Emancipation Proclamation” (553). This reference suggests that the proclamation, in principle, promises equal rights for all, yet the reality on the ground reflects a stark contrast where Negroes are not treated equally.

King further relies on logical arguments, presenting the constitutional equality as a promissory note, asserting that their “unalienable rights of life, liberty, and the pursuit of happiness” are guaranteed by both the Constitution and “the Declaration of Independence” (554). His logical reasoning extends to the assertion that they have gathered to demand the fulfillment of this promise, emphasizing that segregation and racial injustice must cease immediately. He warns that the discontent will persist as it is their unalienable right enshrined in the constitution.

Another logical point made by King is the progression from a “smaller ghetto to a larger ghetto,” illustrating that despite this progress, they have not been granted the rights they deserve (555). Therefore, his logical argument contends that everything they are demanding in terms of rights is already promised to them, except in practice.

Moreover, King utilizes logical reasoning when comparing the past with the present, emphasizing that the time has come for democracy to spread globally. He argues that they must seize this opportunity to secure their rights.

In addition to logos, King also incorporates ethos into his persuasive techniques.

Ethos in I Have a Dream

Regarding ethos, Martin Luther King’s personal credibility plays a significant role in his persuasive efforts. As a prominent “spokesman of civil rights movements during the 1950s and 1960s,” as mentioned in his introduction, his name and qualifications lend authority to his words (553). His advocacy for the philosophy of non-violence, stemming from his education in theology, adds further weight to his ethos.

In the speech, King employs ethos by expressing mindfulness of the hardships his audience has endured, acknowledging that they have come from different states across America. He specifically names each state, urging individuals to return and engage in peaceful protests. Additionally, he aligns himself with the American dream of equality and enhanced opportunities, stating, “It is a dream deeply rooted in the American dream” (555). His references to the national anthem, acknowledgment of followers from various religions and races, and constant allusions to different states highlight his awareness of his position as a rights activist.

King consistently calls for protest, emphasizing a non-violent approach, recognizing the potential consequences of spiraling out of control. This demonstrates his understanding of the delicate balance needed in the pursuit of justice.

Furthermore, King strategically employs kairos by comparing the then-and-now, frequently using the term “now.” He asserts, “Now is the time to make real the promises of Democracy,” emphasizing that these promises were not fulfilled in the past (554). This use of classical rhetorical strategies, including ethos and kairos, contributes to the effectiveness of his speech.

Figurative Language in I Have a Dream

Martin Luther King employs various figures of speech, including metaphors, similes, allusions, and references, enriching the language and impact of his speech. Metaphors are particularly prevalent, with examples like “the long night of captivity,” “solid rock of brotherhood,” “a bad check,” “sweltering summer,” and others (554). Notably, the metaphors related to weather, such as summer symbolizing torture, humiliation, and barbarism, while spring symbolizes the arrival of better days, serve as powerful symbols of hardship and hope.

Similes are used to compare the past experiences of Negroes with their present circumstances, emphasizing the lack of significant change in the situation of their rights.

King incorporates references and allusions, citing important documents like the Constitution, the Declaration of Independence, and the Emancipation Proclamation. Additionally, he alludes to common instances of police brutality without specifying particular events, maintaining a broader yet relatable context.

Repetition is a notable rhetorical device, contributing to the memorability and impact of the speech. Phrases like “Go back,” “I have a dream,” and “Let freedom ring from” are repeated throughout the speech, creating a rhythmic and emphatic cadence that reinforces key messages (555-557&558).

Overall, King’s adept use of figurative language, combined with strategic repetition, enhances the persuasiveness and eloquence of his speech, making it a compelling and memorable piece of oratory.

Conclusion: I Have a Dream

In short, Martin Luther King’s speech possesses the qualities of a great oration. While not necessarily intentional, he effectively incorporates classical rhetorical devices such as logos, pathos, ethos, and kairos throughout the speech, making it compelling and forceful. King’s own credibility, highlighted by his significant role in civil rights movements and the awarding of the Nobel Peace Prize in 1964, adds weight to his ethos (553).

In addition to rhetorical devices, King utilizes literary devices like metaphors, similes, references, and allusions to convince his audience that non-violent strategies are more effective in achieving their rights. He strategically references the national anthem to evoke patriotism and emphasizes the importance of unity between blacks and whites in singing the song as an expression of love for their country.

The skillful use of repetition, such as the iconic phrase “I have a dream,” contributes to the speech’s memorability. King consistently refers to democracy and the Declaration of Rights to underscore the high moral ground upon which they stand.

Overall, these strategies enhance the effectiveness and persuasiveness of the speech, proving its practicality, universality, and enduring impact over several decades.

Works Cited: I Have a Dream

1. Krauthammer, Charles. “The Truth About Torture.” Models for Writers. Eds. Alfred Rosa and Paul Eschholz. 11th ed. Boston: Bedford /St. Martin’s, 2012. 553-558. Print

Relevant Questions about I Have a Dream

1. How does Martin Luther King use rhetorical devices, such as metaphors and repetition, to convey his message and evoke emotions in the audience?
2. What role does ethos play in Martin Luther King’s “I Have a Dream” speech, and how does his personal credibility contribute to the overall impact of his message?
3. In what ways does Martin Luther King appeal to the principles of democracy and the American Dream in his speech, and how does he connect these ideals to the struggle for civil rights?