TOW #24: IRB - "Hole in My Life" by Jack Gantos

As Gantos vividly gives an account of his life experiences, from his early adulthood to his time in prison, Jack Gantos is able to draw in the reader. After successfully pulling in the reader to his rich style of word articulation, Gantos is able to reveal a deeper meaning behind his autobiography; not only does the book entertain the reader, but it also teaches important life lessons centered around perseverance and overcoming obstacles. These lessons which Gantos instills into the reader are even able to be seen through the publication of the book. Gantos, an aspiring writer, has pushed through trials and tribulations from his days of drug dealing to the day he was able to publish his autobiography. Through Gantos's usage of a colloquial, casual tone and humor allows him to share his experiences in a way that is funny and entertaining, while also enlightening.

Along with Gantos's vivid details about his life, Gantos's use of a casual, colloquial tone establishes a more intimate and familiar connection between Gantos and the reader in order to both show his life story and share the lessons he has learned. Through the repeated use of "I" and colloquial words such as "dope", "joint", and "Feds", the slang and colloquialism used by Gantos creates a casual tone. This tone helps Gantos share his story in a way that is informal and more personal. Through using colloquialism, Gantos utilizes a casual tone that helps him entertain and inform the reader. Though the casual tone is light hearted at times, the colloquialism allows Gantos to be brutally honest in his thoughts and expressions. One example of this is seen when Gantos reveals his fears and anxieties of encountering danger in the prison with other prisoners. Sharing that "I was brginning to fill up with fear and wanted to put some distance between us...It was just twenty-four hours since I had been sentenced and I knew I was in way over my head" (153), Gantos's colloquialism and tone creates emotion and a more personal connection between the reader and the narrator, Gantos.

Gantos's use of humor while writing about a heavy topic such as his experiences in drug-dealing and time in prison aids Gantos in entertaining the reader while also teaching an important lesson. Many examples are able to be found throughout the entire autobiography. One example that particularly stuck out was when Gantos describes his face: "because the skin of my face was so messed up it was difficult ot shave properly, so my shaving became and exercise in landscaping-as if I were shaving around flower beds and trees and rocky outcroppings" (174). Not only does the usage of humor aid in establishing the entertaining, casual tone, but it also reflects the lessons and morals Gantos, himself, learns. Gantos repeatedly states that it is important to preserve and be the best version of oneself that he can be. The usage of humor, even while describing his time in prison, shows how Gantos is applying what he has learned from his experiences: continuing on, remaining optimistic, and being true to oneself.

Gantos's autobiography, Hole in My Life, is evidence of the power of perseverance and optimism. Though Jack Gantos hit rock bottom when he had to take all the blame for the drug transactions, Gantos continued to perservere through the obstacles in his life and do what he loved: write. By utilizing colloquialism to create a casual tone and humor to entertain while enlighten the reader, Gantos shares his experiences to teach and enlighten the reader. The story of Jack Gantos is a reminder to the reader that despite how dark and dim one's situation may be, the best possible thing one can do is persevere and continue on while enduring and overcoming trials and tribulations.

TOW #23: Written - "Declaration of Sentiments" by Elizabeth Cady Stanton

As the middle of the 19th century was filled with religious passion and drive for reform, the United States, after the Second Great Awakening, attempted and successfully provided reform and change for several different causes such as jails and the education system. However, an unpopular cause known as the fight for Women's Suffrage was shunned and looked down upon. During a time period where women were deemed inferior both physically and socially in comparison to men, the reform for Women's Suffrage was a long battle fought by both men and women who continued to persevere despite the obstacles that stood in their way. A prime example of such a reformist is Elizabeth Cady Stanton, an active leader in beginning of the reform for Women's Suffrage. The famous text composed by Stanton is known as the Declaration of Sentiments. Through Stanton's brilliant use of arrangement and inductive and deductive reasoning, Stanton shows the contradicting words and actions of America; this, in turn, aids in Stanton's attempt to rally support for Women's Suffrage.

The Declaration of Sentiments is inspired, arranged, and based off of another famous document in America's history: the Declaration of Independence. As the Declaration of Independence was penned by Thomas Jefferson as an act of officially declaring rebellion against the tyrant, King George III, Stanton realized similarities between the proclamation of the colonists and the mission of the Women's Suffrage activists. Stanton uses famous phrases such as "we hold these truths to be self-evident" and "that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness" (1). However, a change and clarification that Stanton makes in her unique arrangement, which is based off of the Declaration of Independence, is the addition of a few words which causes the audience to question who the rights and freedoms of America apply to. This change that states "that all men and women are created equal" is shocking and radical; never before has the usage of the arrangement of a previous document been used to support a fight for women's right to vote. The arrangement of Stanton's document has similarities with the Jefferson's document; this brilliant idea of Stanton guides her audience to question and see that the freedoms and natural rights apply not only to men, but also to all women.

Similarly to the Declaration of Independence, Stanton exhibits a brilliant use of inductive and deductive reasoning to help support her reasoning and persuasion. Like the Declaration of Independence, the deductive reasoning Stanton utilizes is simply:

1. Major Premise: People have the duty and right to throw off, or change, a government that abuses the rights of the people.
2. Minor Premise:  The women of America are having their rights abused by not legally gaining the right to vote.
3. Conclusion: Therefore, the women of America have the duty and right to protest for women's suffrage. 

Stanton's thought process, which is very similar to that of Jefferson is easily identifiable in the introduction of the document, specifically the first few paragraphs. In addition, Stanton also uses inductive reasoning to support her minor premise; this provides evidence and reasons that justify the claim the minor premise makes. Such usage of inductive reasoning is seen when Stanton writes that "He has never permitted her to exercise her inalienable right to the elective franchise. He has compelled her to submit to laws, in the formation of which she had no voice" (1). Elizabeth Cady Stanton lists several more justifications, helping lead to the conclusion which is the minor premise in deductive reasoning. By utilizing inductive and deductive reasoning, Stanton shows the clear details and grounds of the fight for women's suffrage.

Though America is supposed to represent equality, liberty, and democracy, Elizabeth Cady Stanton expresses, through her composition of Declaration of Sentiments that these ideals are contradictory to what is actually occurring in America: women are being denied the right to participate in government and are refused suffrage. As Stanton uses arrangement along with inductive and deductive reasoning, Stanton highlights and augments the flaws of America in a classy manner that imitates the famed Declaration of Independence.

TOW #22: Written - "Duty, Honor, Country" by General Douglas MacArthur

On May 12, 1962, General Douglas MacArthur was recognized and given the Sylvanus Thayer Award, an accolade awarded every year to one who encompasses and exemplifies the award's motto of "Duty, Honor, Country." In MacArthur's strong speech, he addresses and explains the mentality soldiers must have: remembering the purpose for which they became soldiers for their country. By utilizing rhetoric such as anaphora and repetition of the award's motto, MacArthur speaks of the characteristics that define a soldier and the importance of a soldier remembering his purpose.

When delivering his speech, MacArthur frequently uses anaphora to aid in his fluidity, his rhythm, and his emotional build-up towards the conclusion of his speech. Through the use of anaphora such as "whether our strength is being sapped by deficit financing, indulged in too long, by federal paternalism grown too mighty, by power groups grown too arrogant...” (1), MacArthur emphasizes and stresses the importance of remembering the three words “Duty, Honor, Country” in all circumstances; despite whatever obstacles may be such as a loss in strength, as seen in the quote, MacArthur explains that soldiers must continue to fight on. It is the soldiers duty, emphasized through anaphora, to endure and persevere. The effects of MacArthur’s anaphora are a rhythm to his speech and an emotional tie to MacArthur’s speech.

As the motto of the Sylvanus Thayer Award is “Duty, Honor, Country,” MacArthur repeatedly references and utilizes this phrase in his argument and in his speech; such usage helps address the event at which MacArthur is speaking at and also stresses three simple words that encompass the nature of a soldier. Stating that “the very obsession of your public service must be: Duty, Honor, Country” and “Your guidepost stands out like a ten-fold beacon in the night: Duty, Honor, Country” (1), MacArthur is addressing soldiers in the majority of his speech. By repeating the motto of the award, MacArthur shares possible events and times when soldiers must remember the three simple words. Previously in his speech, MacArthur speaks of the common characteristics found in soldiers; now, he sums up all the soldiers’ attributes into “Duty, Honor, Country.”

After years of war in the first half of the 20^th century such as World War I, World War II, and the Korean War, America has endured much. General Douglas MacArthur uplifts and praises the soldiers who have died, who are in combat, and who continue to sacrifice for the nation. In his speech Duty, Honor, Country, MacArthur not only explains the importance of the motto to the soldier, but also reminds the audience of the heroic deeds of all people who selflessly sacrificed themselves for the sake of the country. As they were “on the other side of the globe” in “filth of murky foxholes” with “the stench of ghostly trenches, the slime of dripping dugouts” (1), General MacArthur humbly states that the award does not “honor a personality”, but “symbolize a great moral code” (1), which all soldiers express.

TOW #21: Visual - "We Can Do It!" by J.Howard Miller

wikipedia.org

The iconic poster known as "We Can Do It!" or "Rosie the Riveter" has been utilized in the 1940s during World War II, the 1980s during the feminist movement, and recently to celebrate the accomplishments of women throughout history. Flexing her muscles, the woman in the picture is tough and strong, a combination that was unusual in the 1940s when this poster was made. Yet, through its depiction of a resilient woman and its usage of four simple words "We Can Do It!" the poster accomplishes its purpose: rallying the war spirit while motivating women to join the work force. However, this poster's power does not simply stop after World War II; even today, the poster illustrates the power women have, leading to a battle for gender equality along with motivating and encouraging women of today.

The depiction of a strong woman is one that differs from the idea that women are inferior and weaker than men; thus, this shocking, drastically different portrayal of a woman encouraged women to take a more active role in society. During World War II, many women joined the work force and took the jobs of the men who were at war. With an increase in employed women, the poster shows that women loved the depiction of an independent, tough woman. In addition, the color scheme of the depiction is red, white, and blue, reflecting a patriotic attitude that the woman should have: they are doing work and labor for the good of their country. Lastly, the facial expression and the hairstyle of the woman shows that the woman depicted in the poster does not agree with the idea that women are weak. The bandana shows a hairstyle that, rather than being meant for aesthetic reasons, is practical and suits the job. The facial expression of the woman is determined, guiding women viewers to imagine themselves as the female shown in the poster.

Four simple words have become famous for its concision and effectiveness. "We Can Do It!" is seen being spoken by the woman in the poster. This mentality of perseverance and determination is both brave and admirable for all viewers. As women were beginning to play a more active role in the war effort, the phrase seen on the poster became iconic for its positive tone and the use of first person. With "we", all women are included; this, in turn, creates a sense of unity that reminds women of the strength in number. The famous phrase's effectiveness is seen in the long lasting use of these four words along with the short sentence being the name of the well-known poster.

The physical depiction of the woman along with the concise statement of "We Can Do It!" creates a sense of unity and a calling for those who desire to make a difference in the war effort, women specifically. As the main objective of this advertisement was to attract potential female workers to work in a specific factory or company, the accomplishments of this poster exceeds that. This poster has become a famed use of propaganda and advertisement that pertains not only to the era of the 1940s, but also to today. The poster does not simply show a working woman, but effectively displays the true power and strength a woman has.

TOW #20: IRB - "Hole In My Life" by Jack Gantos

wisconsinjustin.weebly.com

 Jack Gantos is a true example of the power of learning from one's previous mistakes. In his memoir, Hole In My Life, Gantos writes about his life before, in, and after prison. With his use of colloquialism, humor, and personal experiences, Gantos teaches the reader the importance of optimism, perseverance, and recovering from what one believes to be rock-bottom. Hole In My Life is not simply a memoir, but the writing of one's life experiences about mistakes, redemption, and courage.

Gantos's use of humor and colloquialism is a perfect combination for teaching the reader about perseverance and redemption; these two devices, used together, allow Gantos to share his life story in a way that is entertaining and enlightening. By using colloquialism, Gantos successfully reaches to his audience; his tone, which is created from colloquialism, is informal and his use of humor displays Gantos in an honest light. Presenting himself in an informal way to the audience, Gantos is able to connect with the reader on a more personal level and educate the reader about the importance of optimism, redemption, and perseverance in a way that is neither boring nor too commanding. The presentation of Gantos, by himself, is more casual and relate-able to the audience. Therefore, it is easier for the author to relay his dark and heavy memories in prison. The memoir itself, with its humor and colloquialism, is an example of finding the good and being optimistic in times of depression and defeat. His true meaning is captured when Gantos writes, "I made a lot of mistakes, and went to jail, but I wasn't on the road to ruin like everyone said. While I was locked up, I pulled myself together and made some good decisions" (8). His humor and colloquialism is straight-forward and shows Gantos's ability to redeem himself and persevere.

In addition, Gantos's usage of personal experiences allows Gantos to have credibility in the message he is trying to share to the reader. From the very beginning, Jack Gantos begins by describing his mug shot in prison. By immediately delving into his personal experiences, whether it be describing the time of being kicked out of the Bacon family's house or the decisions he makes to enter the drug selling business with Tim Scanlon, the personal story of Jack Gantos is an example of the significance of learning from one's mistakes and redeeming oneself. The honest personal thoughts of Gantos, such as when he believed that he had nothing in common with the four prisoners who visited his high school, along with his personal experiences allows Gantos to achieve both ethos and pathos to help achieve his purpose.

From the first half of his memoir, Jack Gantos already starts educating the reader about the importance of optimism, perseverance, and redemption. By using humor, colloquialism, and personal experiences, Gantos displays his true nature; along with his hopes and dreams, he acknowledges and recognizes his mistakes and flaws. Through humor, colloquialism, and personal experiences Gantos successfully achieves his purpose and, through his writing, shows bravery and courage by the sharing of his personal struggles.

TOW #19: Written - "Pearl Harbor Address to the Union" by President Franklin Delano Roosevelt

http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm

 After the devastating attack on Pearl Harbor in Oahu, Hawaii by Japan, the United States was in a state of chaos. With a World War II raging on in many different countries in Europe, the surprise attack on Pearl Harbor made the war more personal for the people of America. Delivering an address to the country the day after the attack on December 8, 1941, former president Franklin D. Roosevelt brings comfort and arouses a fighting spirit that America is known for. By utilizing repetition and uniting diction and phrases to rally the American people as the U.S. prepares to go to war.

Roosevelt uses repetition to stress the wrong misdoings of Japan and to personalize the war to America. By repeating the phrase "last night, Japanese forces attacked", the president provides background information about the war occurring in the world around the nation. After repeating this phrase three times and listing various countries and islands that were devastated by the war, the phrase "and this morning, the Japanese attacked Midway Island" follows. The repetition allows the build up of tension and emotion to the final mention of the attack on Midway Island, which is an American territory. Repetition emphasizes the attacks of Japan and allows Roosevelt to deliver the final punch-line of the Japanese eventually attacking the home-front. In addition, Roosevelt's usage of repetition in "yesterday", seen four times throughout his entire speech, reminds the audience of the fresh wounds Japan has caused. The emphasis on time, in his repeated use of "yesterday", guides the audience to remember Pearl Harbor and the feelings of anger, sadness, and patriotism that accompanied the attack.

President Franklin D. Roosevelt utilizes uniting diction and phrases to unite the people in a time where war is quickly approaching in order to rally a fighting spirit; this, in turn, allows the U.S. to officially enter World War II. Throughout Roosevelt's short address, phrases such as "the people of the United States," "our nation," and "our whole nation" are used. The diction of "our", which is the perspective of first person, brings forth emotions of unity and oneness. By stressing America and the American people being one, the president emphasizes that the whole country is affected; therefore, since the president reflects and shares the opinions of the people (as Roosevelt states), that action must be taken. Such uniting diction and phrases rallies support for the country entering into World War II and arouses a fighting spirit, nationalism, and patriotism. By using Pearl Harbor as a vehicle, the United States will eventually enter the war.

Through Roosevelt's usage of repetition and uniting diction and phrases, the president is able to show the wrongdoings of Japan, unite the nation, comfort the country, and help convince the people that action must be done. Roosevelt's effectiveness is seen when the United States enters the war with the Allies. In a time of chaos and outrage, the president successfully addresses the attack on Pearl Harbor and emphasizes, yet again, that America is a nation that will not tolerate for injustice.

TOW #18: Written - "Bop" by Langston Hughes

Every time a policeman's club hits the head of a colored man, it makes the sound bop. Written in1949, Bop reflects the true essence of inequality and the social hierarchy created by color. In Langston Hughes short essay, he utilizes symbolism and onomatopoeia to show the separation between colored and whites and also to describe the mistreatment of African Americans. By using such devices, Hughes is able to augment the distorted view of segregation.

From the very beginning, Hughes shows the division between "white boys" and "colored boys" by the interpretation of music. Hughes shows the contrast between the ability to understand the meaning of Dizzy Gillespie's record playing Bop. Hughes then elaborates that the interpretation of the record is much greater than the difference "between Re and Be" when singing the lyrics, for "Be-Bop is the real thing like the colored boys play" (190). The record is a symbol of the inequality at the time. As the record is able to be sung and interpreted different ways, the different lyrics of Bop reflects the treatment of different races. Hughes explains that "folks who ain't suffered much cannot play Bop, neither appreciate it. They think Bop is nonsense" (191), meaning that a true understanding of the evils of segregation cannot be understood unless experienced. This goes hand-in-hand with the idea the record being sung different ways. The "white folks" who find "it so hard to imitate" are unable to do so for they do not comprehend the depressing history of the song (191). The record, Bop, acts as a symbol throughout the short essay to reflect the segregation and inequality at the time.

Hughes also utilizes onomatopoeia to illustrate the mistreatment of African Americans. By using words such as "Mop! Mop...Be-Bop!....Mop!" (191), Hughes is able to achieve his purpose through pathos. The sounds in the short essay are meant to imitate the sound a club would make when beating someone on the head. Hughes explicitly states that "from the police beating Negroes' heads...that old club says, 'Bop!" (191), showing that the title of the record and the meaning of the lyrics derives from hatred and racism. The onomatopoeia word, Bop, is repeated about 25 times throughout the three-page essay. Hughes stress on onomatopoeia illustrates the repeated actions of violence and inequality.

By utilizing symbolism and onomatopoeia, Langston Hughes is able to show the segregation and inequality between whites and African Americans. The record, Bop, not only holds a depressing history of racism, but also is a story many African Americans are able to reflect to, as seen when Hughes writes that "them young colored kids who started it, they know what Bop is" (192). Through Hughes's writing, he is able to show racism and inequality while illustrating the fighting spirit of Civil Rights Activists in the fight for equality regardless of color.