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PARTS & SECTIONS

   Click on a title below:

Part I.
Basics/Process

  A. Chapters 1-6:
      
Starting

  B. Ch. 7-13:
       Organizing

  C. Ch. 14-20:
       Revising/Edit
ing

Part II.
College Writing

   D. Ch. 21-23:
        What Is It?

   E. Ch. 24-30:
      
 Write on Rdgs.

   F. Ch.31-35:
       Arguments

  G. Ch. 36-42:
       Research

   I.  Ch. 49-58:
       Majors & Work

Part III.
Writing to Literature

 H. Ch. 43-48:
       Literature

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 Study Questions

 

                                                                             

Chapter 45. ANALYSIS OF ELEMENTS

Student Sample of an Analysis of Elements

(To return to this chapter's information and methods page,
click in the right column on the chapter's name.)

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Introduction

The sample below is a student's paper that demonstrates excellence in writing to literature. The authors of all sample student papers in this Web site have given their permission in writing to have their work included in this textbook. All samples remain copyrighted by their original authors.  Other than showing it on this website (or a web page printout from this website), none should be used without the explicit permission of the author.

Please note that sample papers in this Web site's section do not necessarily meet all requirements an individual literature, arts, or humanities instructor may have: ask your instructor.  In addition, samples are single spaced to save room; however, a proper manuscript given to an instructor normally should be double spaced with margins set at or close to 1" unless another format has been requested.

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Christine Hebl
Am Lit 1201/Sec 16
University of Minnesota
Literary Analysis Paper

The Death Penalty for a Slave

Introduction

          The appalling horrors regarding the punishment of slaves are exposed through the candid words of a white American in Letters from an American Farmer, specifically "Letter IX: Charleston Slave," by Michel-Guillaume Jean de Crevecoeur. Through the story, Crevecoeur graphically shows the atrocity of the slave’s punishment. He says, for example, "I shudder when I recollect that the birds had already picked out his eyes, his cheek bones were bare; his arms had been attacked in several places, and his body seemed covered with a multitude of wounds" (341).  This paper analyzes the elements of Crevecouer's horrific account of coming face to face with the terrors of slavery.  Specifically, the conventions of character, setting, voice, tone, language, symbol, argument, and theme are examined.

Characters

          The two main characters in this essay are an unnamed African slave and Crevecoeur, the author. Crevecoeur gives a ghastly physical description of the appearance of the slave. He tells how the slave is hanging in a cage on a tree. While hanging in the cage, birds and bugs poke out his eyes, peck at his cheeks, and peel the skin from his arms, leaving a bloody, dripping mess. Crevecoeur describes the horrendous sight when he says, "No sooner were the birds flown, than swarms of insects covered the whole body of this unfortunate wretch, eager to feed on his mangled flesh . . ." (341). Crevecoeur also describes the slave’s coarse English as an "uncouth dialect." (341). The distorted body is in a terrifying condition, and although the slave cannot see, he can still talk and communicate with Crevecoeur.

          Crevecoeur learns of the slave’s horrible pain and discomfort not only through the slave’s appearance, but also through his words. The slave’s personality is shown subtly, rather than directly, through the text.  He begs for something to drink and explains that he wants to die.  At this point in life, nothing is motivating the encased slave to survive.

          In contrast to the physical description of the slave, Crevecoeur does not give much description of his own appearance; however, it becomes obvious that he is Caucasian. The slave says to him, "’Tanke you, white man . . .’" (341).  The slave must infer the color of Crevecoeur’s skin, because he cannot see him, since the slave’s eyes are poked out.  Crevecoeur’s language and accent must be that of a man who is white, thus giving the slave the information he needs to discern the color of the author.

          Crevecoeur’s personality is mainly shown through his horror regarding the situation of the slave. However, he meanders through the woods before coming to the caged slave. He says, "I was leisurely travelling along, attentively examining some peculiar plants . . ." (340). At this point, before coming into contact with the slave, Crevecoeur is shown to be a mild-mannered gentleman

          Furthermore, it is common for white men of this era to possess little compassion for slaves, which makes Crevecoeur an exception. Crevecoeur is motivated to help the slave, because Crevecoeur has the personality trait of compassion and sees the human qualities the caged African slave. Crevecoeur says, "Humanity herself would have recoiled with horror . . ." (341). Thus, he believes that anyone in this situation would have been aghast.

Setting

          The setting of this story is quite complex. Technically, the setting is Charleston, South Carolina in the late 18th century. The time and place are discerned through the title of the essay, "Letter IX: Charleston Slave" and from the dates given at the bottom of the document. More specifically, however, this story takes place in what Crevecoeur describes as "a small path, leading through a pleasant wood" (340). In spite of this, the sight of the caged slave soon disrupts the nice wooded area.

          Crevecoeur vividly provides sensory details about the setting. First, through his sense of touch, Crevecoeur feels the warmth of the air when he states, "the day was perfectly calm and sultry" (340). Further proving evidence of the heat, the slave pleads for "some water to allay his thirst" (341). Secondly, through his sense of hearing, Crevecoeur notices the "rough voice, uttered . . . a few inarticulate monosyllables" (341) after which Crevecoeur describes the air as feeling "strongly agitated" (340). Moreover, through the sense of hearing, the slave senses Crevecoeur’s approach, without the assistance of eyes. Crevecoeur says, "The living Spectre . . . could still distinctly hear . . ." (341). The slave, therefore, knows of Crevecoeur’s approach. Lastly, through his sense of sight, Crevecoeur describes this area as lush and foliage-filled.

          Crevecoeur values this setting as a pathway to avoid the heat of the day before coming across the slave. For the slave, rather, the area is his place of dying and death. But for both of them, the setting has a significant, negative meaning that will be ingrained in their lives forever.

          If this setting had a personality, it would be a deceitful one: usually extremely beautiful and serene, except when evils (of slavery) make it frightfully ugly and utterly terrifying. The "personality" of this setting is a significant part of the story, as it assists in setting the tone, voice, and language.

Voice, Tone, and Language

          The voice, tone, and language come together in this piece to present in graphic detail, the situation of Letter IX: Charleston Slave. Crevecoeur’s voice in this piece of literature is in first-person. His point of view is limited; he is not omniscient and only expounds on his own thoughts. This point is evident by the fact that Crevecoeur only describes the visual situations and sounds when describing the situation and point of view of the African slave. In contrast, Crevecoeur describes how he felt in the situations, when he says, "horrid to think and painful to repeat, I perceived a Negro, suspended in the cage and left there to expire!" (341). Just by his use of exclamation marks, Crevecoeur describes the anger and sadness he felt, and how he thinks the situation is sadly and chillingly absurd.

          The tone of this essay is very serious, almost angry, and subtly persuasive. The seriousness is emotionally charged, therefore trying to convey some evil qualities of slavery. The tone is evident when Crevecoeur states his opinions sharply. He says, "I stood motionless, involuntarily contemplating the fate of the Negro in all its dismal latitude" (341). It is evident the tone is almost mournful for the slave.

          The language is displayed by the author’s use of quotes in providing a detailed, horrific mental picture of the scenes. For example, when the slave asks for water, Crevecoeur finds a shell. He says, "I filled it with water, and with trembling hands I guided it to the quivering lips of the wretched sufferer" (341). Although passages like this are written very straight forward, without metaphors and similes and other descriptive writing techniques, a vivid mental picture is still formed by his way of thoroughly describing his feelings.

          Another important aspect regarding the language of this piece of literature is the use of certain words, including "travelling" and "surprized." These words are not spelled in the modern American English way. Thus, it exudes the historical aspect of this essay.

Symbols

          The symbols in "Letter IX: Charleston Slave" are perceived by the reader, rather than purposely placed by Crevecoeur. One symbol can be found from the thirst of the slave. At one point, Crevecoeur explains how the slave pleads for something to drink. Crevecoeur says, "Urged by the irresistible power of thirst, he endeavoured to meet it as he instinctively guessed its approach by the noise it made in passing the bars" (341). The passage of the water through the bars from a white person’s hands to a black person’s hands could symbolize the chance for change in the treatment of slaves or could even symbolize brotherhood between the races.

          Another possible symbol is the cage. The caged black slave could symbolize a slave’s place in society. The typical wealthy, white Americans of this time period treated these black men, women, and children as sub-humans totally under the control of white people. Furthermore, the bars of the cage could symbolize the laws and rules placed upon slaves to keep them from escaping the horrible life of a slave.

          Yet another inferred symbol is found through the birds. The birds pecking away at the slave’s body might symbolize how the slave owners "pecked" away at the emotional and physical well being of slaves. Another symbol related to the birds is found through the slave’s blood. Crevecoeur says, "From the edges of the hollow sockets and from the lacerations with which he was disfigured, the blood slowly dropped, and tinged the ground beneath" (341). The blood of a slave seeping into the earth could symbolize the permanent damage and remembrance slavery left on Earth.

Argument

          The argument in this non-fiction essay or story is quite subtle and perhaps inadvertent. Crevecoeur’s argument is that the punishment of slaves can be too brutal for the white man not only to experience themselves, but even too brutal for the white race to look at. Perhaps, Crevecoeur does not mean to display his opinion through this work, but it is evident. His subtle argument is evident at the very beginning of this piece. He says, "The following scene will I hope account for these melancholy reflections, and apologize for the gloomy thoughts with which I have filled this letter: my mind is, and always has been, oppressed since I became a witness to it" (340). Through this experience of witnessing the gruesome scene of a dying man in a cage, Crevecoeur is forever changed and rightfully so.

Even though Crevecoeur experienced what "Humanity herself" would have been horrified by and cares enough to document it, he is not necessarily a hero. He does not, for example, propose any change to the current laws. However, he sarcastically shows the redundant ignorance of the white people when he explains, that they "supported the doctrine of slavery with arguments generally made use of to justify the practice; with the repetition of which I shall not trouble you at present" (341). Perhaps he was not courageous enough to do something like propose new regulations for the benefit and well being of slaves, but he knew that his work could easily show what he believed to be the horrors of slavery for future generations.

Theme

          There are two prominent themes throughout Crevecoeur’s memoir. One major theme is the horror Crevecoeur feels when coming across the African slave in a cage. Throughout this piece of literature, he displays this terrible sight: "my nerves were convulsed" (341). He tries, while fighting his terror and working against his social standing, to do as much for the slave’s benefit as possible. He says, "I sought, through trembling, to relieve him as well as I could" (341). After his efforts to help the slave were accomplished, the theme of regarding the horror of the caged slave is further explained. He says, "my mind is, and always has been, oppressed since I became to witness it" (340). Crevecoeur, therefore, explains how the trauma of this day will be forever embedded in his mind.

          Another theme discussed towards the end of the literature is the role of white people and how they exhibit ignorance and dehumanization towards the slaves. After Crevecoeur leaves the slave and goes to dinner, the other white people are not as struck with the pain and terror as that of Crevecoeur, which he describes as a "dreadful scene of agonizing torture" (341), rather they explain the circumstances and reasoning behind the caging of a man. He says that they explain, "the reason for this slave being thus punished, was on account of his having killed the overseer of the plantation . . ." (341). Thus, they make it seem as if this brutal suffering is justifiable punishment for another human being. Perhaps the ignorance of these men would change if they were in the same situation as Crevecoeur and witnesses this viciousness first-hand.

Conclusion

          Through this literary analysis of Letters from an American Farmer, particularly "Letter IX: Charleston Slave," by Michel Guillaune Jean de Crevecoeur, it is imperative to realize how the horrors of slavery and the human qualities of slaves were oftentimes overlooked and deemed unimportant. Crevecoeur, in a sarcastic and angry tone, says, "They told me that the laws of self-preservation rendered such executions necessary" (341). Thus, it is reassuring for modern society to know that even some non-slaves of this era noticed the inhumanity of slavery and were saddened and scarred by its violence.

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H. RESPONSE TO LITERATURE

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Chapters:

 43. What Is "Writing to Lit"?

 44. How To Read Literature

 45. Analysis of Elements

 46. Critical Analysis

 47. Interpretive Thesis

 48. Literary Review

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Prewriting Activities

Critical  Alternatives

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For writing about content in articles, essays, & books, see

E. Responding to Reading

                    

                    

 

Updated 1 Aug. 2013

  

   

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Writing for College 
by Richard Jewell is licensed by Creative Commons under CC BY-NC-SA 4.0.
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1st Edition: Writing for School & Work, 1984-1998. 6th Edition: 8-1-12, rev. 8-1-13. Format rev. 11-28-21
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Permission is hereby granted for nonprofit educational copying and use without a written request.

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