Racial Equality : Unit Power, Protest, and Change

Category: Writing
Date added
2019/07/31
Pages:  4
Words:  1069
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80% of all African Americans have experienced some form of discrimination or unfair treatment and continues to suffer silently with its negative effects.

After reading the Unit Power, Protest, and Change the reader can understand the struggles of being an African American.

After reading Black Boy “What to the slave is the fourth of July” “Aint I a Woman” “ Brown v. Board of Education” and Brown v. Board of Education a Failure.” One can understand how Mood, Tone, and Problem and Solution contribute to the overall meaning, and effectiveness of author’s choices and text structure.

The mood can easily grasp one’s attention as it is very emotional and powerful. Once the reader has read all the stories previously listed then the reader can see that each story is different, but that the pain in each one is the same.

In the speech ‘What to the slave is the fourth of July” the reader can easily infer that the author Frederick Douglass is very angry, and hostile, In “Aint I a Woman” a speech by Sojourner Truth the reader can infer that she is fed up with this sexist world. In “Brown v. Board of Education a Legal Opinion the reader can infer that Earl Warren is also fed up with the inequality of our school systems. In “ Was Brown v. Board of Education a Failure” a Magazine article by Sarah Garland the reader can infer that nothing has changed and the fight for a difference is still in effect. In the last story Black Boy the reader can infer that the author Richard Wright was very emotional.

The evidence is located on (Douglas 291), (Truth 331), (Warren 364), (Garland 373), (Wright Chapter 1-5.)

This evidence helps support the thesis by allowing the reader to put the situations into perspective.

In conclusion from the information provided above One can see that the mood plays a major role in how the Authors exemplify the effectiveness of author choice.

Once the reader has read all five stories. The reader can then identify the tone of the author. All five authors had a different tone.

In Wright’s Black boy the reader can see that the author tone is resent an anger. In Truth’s “ Ain’t I a Woman” her tone is sarcasm and emotional. In Warrens “ Brown v. Board of Education” the tone is Demanding and Optimistic. In Garlands “Brown v. Board of Education a Failure.” the tone is disappointment. In the final story written by Douglass “What to the Slave is the Fourth of July” the tone is informational and bitter.

This evidence helps support the thesis by allowing the reader to put the situations into perspective.

In conclusion from the information provided above One can see that the Tone impacts how the Authors exemplify the effectiveness of author choice.

Finally, Once the reader has finished all five stories. One can understand the problem and solution that each author identified in each story.

In Wright’s Black boy the reader can see that the problem was the young boy’s (Richard) father left the picture leaving their family hungry. The solution was the mother got a job to support her family. In Truth’s “ Ain’t I a Woman” The problem was sexual inequality. The solution was Women’s rights. In Warrens “ Brown v. Board of Education” the problem was racial segregation in public schools disobeyed the Fourteenth Amendment. The solution was the “separate but equal” doctrine adopted by Plessy v. Ferguson. In Garlands “Brown v. Board of Education a Failure.” the problem still in effect today in many different ways. There is still no solution today. In the final story written by Douglass “What to the Slave is the Fourth of July” the problem was that Fourth of July is not a cause worthy of celebration by all. The solution was that African Americans freed or not Celebrated the Fourth of July.

This evidence helps support the thesis by allowing the reader to put the situations into perspective.

Although many will argue the effectiveness of text structure an author’s choice, it can be concluded that the author’s style of writing can be a bit confusing to the reader. For example, Wright’s lyrical style of using imagery can lead the reader’s mind to wonder and to draw conclusions that are not present nor eluded. Upon further examination of this unit, Truth’s use of parallelism is often mistaken for just being wordy or being on her “soapbox.” Many critics posit that she [Truth] makes an abundance of generalizations, and doesn’t provide enough specific stories or information, which would be a more compelling read. It is also apparent that Douglass’ use of rhetorical devices can be misleading as well. His questions most likely lead the reader down paths of nothingness which are a complete waste of the readers time and energy. Overall, these units selections were one-sided at best filled with examples the rants and ravings of speakers, who are notable but could use some more evidence and clearer language to explain their purpose and usefulness.

After reading various informational text pieces. One can understand how Mood, Tone, and Problem and Solution contribute to the overall meaning, and effectiveness of author’s choices and text structure.

The mood can easily grasp one’s attention as it is very emotional and powerful. Next the tone can graps ones attention as Informational, and Persuasive, Finally Problem and Solution shows the reader how the author of each story over comes the obstacles that they are faced with.

“I hate racial discrimination most intensely and all its manifestations. I have fought all my life; I fight now, and will do so until the end of my days. Even although I now happen to be tried by one, whose opinion I hold in high esteem, I detest most.”- Nelson Mandela.

“I am where I am because of the bridges that I crossed. Sojourner Truth was a bridge. Harriet Tubman was a bridge. Ida B. Wells was a bridge. Madame C.J. Walker was a bridge. Fannie Lou Hamer was a bridge.”- Oprah Winfrey.

“feel that every young Negro must make his personal contribution toward the accomplishment of his freedom. No one man can fight alone. You can’t confine the struggle for human freedom and dignity to one place or to one man. To free the right arm and cut the left arm off this is not progress.”- James H. Meredith, from “

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Racial Equality : Unit Power, Protest, and Change. (2019, Jul 31). Retrieved from https://papersowl.com/examples/racial-equality-unit-power-protest-and-change/

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