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Florence Kelley and her Use of Rhetorical Strategies

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Lorissa Schroeder

on 4 March 2013

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Transcript of Florence Kelley and her Use of Rhetorical Strategies

Created By: Lorissa Schroeder Florence Kelley and her Use of
Rhetorical Strategies Kelley's Use of Repetition Kelley's Use of
Three Pillars of Rhetoric Kelley's Use of
Word Choice Anistrophe Lines 10-12: "Men increase, women increase, youth increase, boys increase in the ranks of the breadwinners..." Anistrophe is defined as the repetition of the same word or phrase at the end of successive clauses. Kelley uses this near the beginning of her speech to emphasize the point that all of these groups did increase, but the increase of young girls was by far the most drastic increase. She uses this to convey her message about child labor by drawing this attention and creating a whole paragraph just for a simple idea. Repetition of Phrases Line 18: "Tonight while we sleep, several thousand little girls..."
Line 29: "...while we sleep little white girls will be working in textile mills.."
Line 35: "And they will do so tonight, while we sleep." By repeating the phrase "while we sleep" over and over and over again, you could say it definitely gets the audience's attention. It almost turns the issue of child labor into an emotional situation in which we pity all the work that they must do while we lay in our beds and do absolutely nothing. Furthering her message on child labor is definitely helped in this way because it puts the audience on her side; who wouldn't feel sorry for a sleep-deprived overworked child? Repetition of Words Lines 66-69: "The children make our shoes in the shoe factories; they knit our stockings, our knitted underwear in the knitting factories. They spin and weave our cotton underwear in the cotton mills."
Lines 78-80: "We do not wish this. We prefer to have our work done by men and women. But we are almost powerless." In these two excerpts from Kelley's child labor speech, the pronouns we and our are repeated again and again and it definitely aids her in emphasizing her message. This makes the audience feel as though the entire human race at this point is one big group of people who are getting our work done by children, and they are suffering. It makes us really think about how we receive our belongings. This thought process is just a simple step in Kelley's plan to get the people involved for the right causes. Personification Line 37: "Alabama does better than New Jersey."
Lines 39-40: "Last year, New Jersey took a long backward step." Kelley does a phenomenal job of personifying the completely non-human states in these two examples but how does it further convey her message? By making the states appear human-like, the audience (for instance) relates the backward step taken by New Jersey, to the actual human population of New Jersey taking a step back as far as child labor laws go. Oxymoron Lines 44-45: "...after their 14th birthday, enjoy the pitiful privilege of working all night long."
Lines 64-65: "...free our consciences from participation in this great evil." By using these two contradictory terms in her speech, Kelley brings the irony of her attitude towards the way child labor is being dealt with to life. Privileges usually aren't pitiful and evils definitely aren't all that great, so this definitely reveals the sarcasm in Kelley's voice to the audience and helps to convey her message on child labor. Metonymy Lines 1-3: "We have, in this country, two million children under the age of sixteen years who are earning their bread." When Kelley uses "bread" in the beginning of her speech, the audience (or most of it) assumes that she doesn't literally mean they are getting paid in bread. This use of metonymy of "bread" for "money" helps us to use context clues in order to figure out the connotative meaning for the word. This conveys her message by forcing the audience to pay close attention to the context, getting her point across easily. Logos Lines 55-63 When Kelley uses these extremely long questions in a row, it definitely has an effect on the audience. She questions the logical aspects of who gets the opportunity to vote and how they would change how the child labor issue is addressed. It makes the audience ask themselves these questions and makes them seem utterly logical in the process. This is how it further conveys her strong message on child labor. Pathos Lines 18-22 In this paragraph, Kelley uses language tools in order for us to pity the children being overworked. She gives an emotional feel to the table and makes it nearly impossible to side with anyone but these poor children. In doing this, Kelley further gets her message across by getting more and more people on her side, making her message more and more successful.
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