Touch The Earth, By Bell Hook's Touching The Earth

Sitting on the porch with her sisters, hooks saw that “next to the white drivers in the front would be the dog and in the back seat the black worker.” This subtle image taught hooks the “interconnectedness of race and class,” and a demeaning message that white people placed animals ahead of African-Americans. Taking the high road, hooks attempted to spark conversation with her white neighbors; however, she was turned down and ridiculed. While trying to be friendly, hooks was told that “they came to this side of town to be rid of lazy blacks.” Time and time again racial and sexist tensions worked against Hooks, but instead of letting injustice get the best of her she made her porch a place of “antiracist resistance.” Hooks’ porch was an oasis in the male/white desert that dried up her life. On hooks’ porch she could experience the peace and joy she had as a child sitting on her porch with her sisters before her father came home. Hooks could have talked back to the white people that mocked her, but instead she chose the high road and conquered race with peace.

Weatherford's also uses pathos as a way to convey his argument to the reader. Especially in the opening paragraph when Weatherford assumes that the reader grew up learning how Christopher Columbus “discovered” America, and how he lived peacefully with the Native Americans. Weatherford uses this and demonstrates how Columbus did nothing that people thought he pioneered: “Columbus’s voyage has less meaning for the North America that for South America because he never set foot in our continent, nor did he open it to European trade.” It is portrayed to the reader that Weatherford can keep discussing the wrong that Christopher Columbus did. He does this in the way he construct his essay by having some sort of connection with everything. Weatherford speaks

As Douglass began to acquire a greater understanding of his condition through reading, he felt as if “the silver trump of freedom had roused [his] soul to eternal wakefulness.”20 Douglass’s use of the word silver helps express the precious nature of freedom, as well as the idea that it’s beckoning the enslaved with its gleam. Through the contrast between the purity of freedom and the corruption of slavery, Douglass’s choice of words humanizes himself because it demonstrates his attention to detail as he constructed this narrative. Likewise, he expresses that “[the slaves selected to go to the Great House Farm] would make [woods] reverberate with their wild songs, revealing at once the highest joys and the deepest sadness.”21 Douglass's usage of juxtaposition to draw attention to the vastness of emotion expressed by these songs demonstrates his own humanity, for this selection highlights Douglass's talent to capture the emotional peaks and troughs that are endured by

To begin, Douglass uses imagery to describe the heart wrenching experience of a slave child on a plantation. Without adequate food or clothing, slave children begin the process of dehumanization. Denied blankets or beds, the children slept on the cold and damp floor and Douglass describes with horrid detail his “feet [being] so cracked with the frost, that the pen which [he is] writing might be laid in the gashes”(1836). This painful description creates empathy for a mistreated child whose only “crime” results from his birth to a black mother. In the most dehumanizing comparison, Douglass uses animal imagery to reveal the conditions and manner in which the children are fed. Douglass writes:

Mr. Berger uses Pathos close to the beginning of his essay to get the attention of his audience. To get an emotion started that would make anyone want to know and read further. Where he writes “In this respect, images are more precise and richer than literature.” (121) For anyone who may be passionate about literature may disagree, it would cause an emotion. An emotion that would cause someone to want a better understanding. He is using this strategy to get the audience interested, engaged, and to be able to have an emotional tie to the subject. He explains how images have been around to make up for what was absent. Words are words and mean what we read from them. Anyone can read a book explaining how life was in the past, and an image can give a different story.

In the book Bone Black, Bell Hooks gives a vivid look into her childhood. She starts off by talking about a quilt that her mother gave her from her mother. She thinks that this is special because her mother gave it to her and not one of her other sisters. Then she goes into describing how the children in her family never knew that they were poor until they grew up. They liked the dolls that they played with and the food that they ate. They never wondered why they didn’t have the things that their white neighbors did have. You would seldomly hear them complain because they had to walk to school and the white kids rode the school bus. She thought that they had a pretty normal family.

bell hooks, renowned black feminist and cultural critic criticizes the lack of racial awareness in her essay, Representing Whiteness in the Black Imagination (1992). ‘bell hooks’ is written in lower case to convey that the substance of her work reigns more important than the writer. From a marginalized perspective, hooks argues that sites of dominance, not otherness is problematic and critiques the lack of attention that white scholars pay to the representation of whiteness in the black imagination. Critical feminist scholars Peggy McIntosh and Ruth Frankenberg identify their own whiteness as a dominant discourse, but share a critical departure from hooks with the notion of whiteness as terror. hooks aim is not to reverse racism, but discuss her position to authentically inform readers about how she experiences racism. Furthermore, systems of oppression are manufactured by human thought and thus the site of the Other is always produced as a site of difference. Gender, race, sex, class, disability, and geography are situated differently in social structure, but dominant groups assume they share the same reality though they cannot experience it. In consequence, the Other cannot hold a singularized identity of their own and the binary structure succeeds in containing racialized bodies in place. What happens to those bodies when they cross boundaries of the binary? hooks recounts being routinely disciplined back into place when crossing the border; however, dominant white

“Representing Whiteness in the Black Imagination” written by American author, feminist and social activist, bell hooks, dissects the dichotomy of black and white culture in a westernized society. Hooks utilizes the term ‘whiteness’ throughout her piece as an acknowledgment of the domination, imperialism, colonialism, and racism that white people have asserted among black people. This discipline progressively has evolved from history; through slavery and forth, leaving an imprint in

In Sethe’s perspective when it came to whether or not she should kill her kids or have herself and her children all go back to Sweet Home, she rather kill them before they have the chance to become slaves based off of the past experiences she had as a slave. In Sethe’s view, “I told Mrs. Garner on em. She had that lump and couldn’t speak but her eyes rolled out tears. Them boys found out I told on em. Schoolteacher made one open up my back, and when it closed it made a tree. It grows there still” (17). This means that not only was Sethe violated by boys but she was also whipped hard enough on her back to cause scarring that resembles a tree. In the novel the word “tree” symbolizes her unpleasant past. For example the tree-shaped scar on her back and back at Sweet Home there would be dead slaves hanging on trees. Another example of Sethe’s past experiences was her getting violated being a sex slave. According to Sethe, “After I left you, those boys came in there and took my milk. That’s what they came in there for.” Morrison’s point is that slaves are not seen as human. This is important because slaves were seen as property like animals. For instance, the boys take Sethe’s breastfeeding milk as if she were a cow. In Sethe’s words, “Where I was before I came here, that place is real. It’s never going away. Even if the whole farm--every tree and grass blade of it dies. The picture is still there and what's

In the excerpt “Learning to Read and Write”, Frederick Douglass talks about his experiences in slavery living in his masters house and his struggle to learn how to read and write. Frederick Douglass was an African American social reformer, orator, writer, and statesman. Some of his other writings include “The Heroic Slave”, “My Bondage and My Freedom”, and “Life and Times of Frederick Douglass”. In this excerpt, Frederick Douglass uses an empathic tone, imagery, certain verb choice, contrast, and metaphors to inform African Americans of how important it is to learn to read and write and also to inform a white American audience of the evils of slavery. I find Frederick Douglass to

In the book titled The Slave Community: Plantation Life in the Antebellum South, author John Blassingame’s theme, focused on the history of African slave experience throughout the American South. After much research, the author said in the preface that most historians focused more on the planter instead of the slave. He also pointed out that most of the research on slaves by previous historians was based on stereotypes, and do not tell the real history of slave life and a slave’s inner self. Most of these historians, who focused on antebellum southern history, left out the African-American slave experience on purpose. Through much gathering of research, Blassingame hoped to correct this injustice to the history of African-American slaves, and show how slavery affected slaves, but also American life, culture, and thought.

In a Narrative of the Life of Frederick Douglass: An American Slave written by himself, the author argues that no one can be enslaved if he or she has the ability to read, write, and think. Douglass supports his claim by first providing details of his attempts to earn an education, and secondly by explaining the conversion of a single slaveholder. The author’s purpose is to reveal the evils of slavery to the wider public in order to gain support for the abolition of his terrifying practice. Based on the purpose of writing the book and the graphic detail of his stories, Douglass is writing to influence people of higher power, such as abolitionists, to abolish the appalling reality of slavery; developing a sympathetic relationship with the

People often wonder about the struggles of slave life, including the fact that it was extremely difficult to become literate as a slave. Frederick Douglass, who was once a slave who learned to read and write, outlines these obstacles and the effects that they had on him in a chapter titled “Learning to Read and Write” within his autobiography. Said chapter reveals Douglass’s innermost thoughts and attitudes towards many things during his time as a slave, including his mistress, slavery itself, and reading. Douglass displays an appreciative and later aggravated tone towards his mistress, an outraged tone towards slavery, and an enthusiastic tone that later becomes resigned and despairing towards reading, exemplifying that tone can strongly influence the portrayal of a topic.

Hughes’s descriptive writing prompts the reader to visualize strong images of oppression in America. The speaker provides an image of an extremely suppressed group of people in the statement: “I am the red man driven from the land” (Hughes 21). This simple phrase creates a picture of the Native Americans being driven from their lands and forced to live on undesirable land, and, as a result, this invites the reader to acknowledge their severe oppression. Similarly, the speaker mentions the people who were “torn from Black Africa’s strand” (Hughes 50). This generates an image of boats packed with a depressing amount of broken people, waiting to be sold into slavery. These visual examples portray the severity of the situation that many Americans found themselves in. These

The incorporation of pathos in an argument can form a strong structured reading or a make the reader feel emotionally taken advantage of. In Hooks argument she uses pathos effectively, without exploiting readers of her article. She states, "estrangement from nature and engagement in mind/body splits made it all the more possible for black people to internalize white-supremacist assumptions about black identity" (973). Hooks uses this sentence to appeal to those who have experienced a loss of identity to feel for the blacks. Also, the citation brings a desirable topic up of unity within different race and cultures, which adds more reason for the reader to be persuaded to her side of the argument: the emotional pull of how blacks were treated even away from their normal ways of living.