Premium Essay

Rhetorical Analysis Of Night By Elie Wiesel

Submitted By
Words 649
Pages 3
How many times must man perform the same mistakes until the lesson is learned? Holocaust survivor Elie Wiesel speaks of the importance of sharing his story and others alike to demonstrate to people an event in which he and millions of others lost so much to never happen again. Wiesel speaks of “those moments that murdered [his] God” as he pushes to survive and realizes he will no longer be the same boy as before but a man willing to persevere through the camps without religion to guide him and emphasizes the loss he feels in the camps (Wiesel 34). As Elie Wiesel documents his experience of the Holocaust in his memoir Night, he uses rhetorical questions to demonstrate how the belief in God is challenged, and ultimately lost, during times of tremendous suffering.
At the arrival of the first camp, …show more content…
When Elie and his father arrive at Birkenau and they first see the crematoriums, the realization sinks in that they are not going to be a concern for the officers and Elie begins to think “Why should I sanctify His name?...What was there to thank Him for?” (33). The repeated questioning of Elie’s position with God and what God has done for him emphasizes how early at the camps he sees bodies being destroyed. The early questioning of faith sets a foundation for the diminished belief in God and as the tragedies increase, the doubting of faith deepens to a complete loss. However, the Elie is not the only one losing the grip on God in his life. After seeing the pipel, a young apprentice whom everyone in the camp loves, being hanged, Elie and the other prisoners begin questioning “Where is merciful God, where is He?” (64). The stating of the other prisoners

Similar Documents

Premium Essay

Rhetorical Analysis Elie Wiesel Night

...The tone in this chapter is hard to understand. I can't really understand how to decode Elie’s thoughts. This tone is now being about mood. I feel that he is very scared from the SS men and how he can evade them and how to get out of the camp. He is scared for his life and for his father's. He has seen the hangings and what the SS can accomplish when they get tired of what the jews are doing. He doesn't want to die and he doesn't feel alive anymore, he wants to be free like all others in the camps worldwide. He just wants to go home and not have to worry about his safety in the camp. And he just doesn't want to go back to Auschwitz. Another is danger. He feels the constant danger of being killed by the SS and he is also in danger of other...

Words: 264 - Pages: 2

Premium Essay

Rhetorical Analysis Of Night By Elie Wiesel

...Tone Over the course of chapter 5, I have seen that the Elie’s perspective on god and his religion has changed drastically, giving this story a very depressing tone. This has been shown because in the time of the Jewish new year, he was telling himself that he was feeling rebellious against god “What are you, my god? I thought angrily” . He was questioning why god had let this happen. He was asking why god wasn’t helping them and why this has happened. The rebellious feeling in him was probably from anger and confusion. Now this feeling of true loss and defeat, has given this story a very sad and depressing tone. This is shown once again when the jews were celebrating the Jewish new year, when he decides that this isn’t fair, why...

Words: 290 - Pages: 2

Premium Essay

Rhetorical Analysis Of Night By Elie Wiesel

...story. These methods include effective devices that express the message in a very clear and meaningful way. Two of the ways Elie Wiesel conveys his message to the reader is through his diction as well as his tone throughout the novel, Night. The diction throughout Elie Wiesel's memoir Night is very descriptive and vivid. Diction keeps the reader interested, but also helps them clearly understand the situation or environment: “Suffering from dysentery, my father was prostrate on his cot, with another five sick inmates nearby” (Wiesel 108). In this quote, the use of the word “prostrate” helps the reader clearly imagine how his father is lying on the cot, face down and dying...

Words: 446 - Pages: 2

Premium Essay

Night By Elie Wiesel Rhetorical Analysis

...1) SHOCK: "Delusion of reprieve": "The condemned man, immediately before his execution, gets the illusion that he might be reprieved at the very last moment. We, too, clung to the shreds of hope and believed to the last moment that it would not be so bad." (p. 14) "An abnormal reaction to an abnormal situation is normal behavior." (p. 30) "Disgust, horror and pity" were "emotions" one could "not really feel anymore. The sufferers, the dying and the dead, became such common place sights to him after a few weeks of camp life that they could not move him anymore." (p. 33) “Beatings occurred on the slightest provocation, sometimes for no reason at all. For example, bread was rationed out at our work site and we had to line up for it. Once, the man behind me stood off a little to one side and that lack of symmetry displeased the SS guard. I did not know what was going on in the line behind me, nor in the mind of the SS guard, but suddenly I received two sharp blows on my head. Only then did I spot the guard at my side who was using his stick. At such a moment it is not the physical pain which hurts the most (and this applies to adults as much as to punished children); it is the mental agony caused by the injustice, the unreasonableness of it all.” (page 36). These quotes show that prisoners suffered from the shock on the entry to the camp. They saw many alarming , long stretches of several row of barbed wire fences; water towers; searchlights; and long columns of ragged human figures...

Words: 408 - Pages: 2

Premium Essay

Rhetorical Analysis Of Elie Wiesel's Acceptance Speech

...Lynch Ms. Pound English II PreAP/Block 7 14 May 2018 Rhetorical Analysis;“Elie Wiesel’s Acceptance Speech for the Nobel Peace Prize” Author and human rights activist Elie Wiesel, in his acceptance speech for the Nobel Peace Prize, discusses the nature of human injustice and its impact on his life and humanity as a whole. He adopts a forthright and heartfelt tone throughout his speech in order to gain support from his audience. Wiesel's purpose is to convince the audience to unite against injustice and human rights violations. In the beginning of the speech, Wiesel’s intention is to remind the audience of the scale and inhumanity of the Jewish genocide and to establish his own personal experiences with it. When presented with the Nobel Peace Prize, Wiesel asks a hypophora “do I have the right to accept this great honor on their behalf? I do not”. He includes this in order to establish a sense of humility with his audience so the case he presents is much more convincing to them. This...

Words: 698 - Pages: 3

Premium Essay

Will Do Next Time

...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGraw­Hill, an imprint of The McGraw­Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006,  2003, 2000, 1997, 1994, 1991 by The McGraw­Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form  solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in  any other form or for any other purpose without the prior written consent of The McGraw­Hill Companies, Inc., including, but not limited to, in any  network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...

Words: 159106 - Pages: 637

Free Essay

Living History

...___________________________ LIVING HISTORY Hillary Rodham Clinton Simon & Schuster New York • London • Toronto • Sydney • Singapore To my parents, my husband, my daughter and all the good souls around the world whose inspiration, prayers, support and love blessed my heart and sustained me in the years of living history. AUTHOR’S NOTE In 1959, I wrote my autobiography for an assignment in sixth grade. In twenty-nine pages, most half-filled with earnest scrawl, I described my parents, brothers, pets, house, hobbies, school, sports and plans for the future. Forty-two years later, I began writing another memoir, this one about the eight years I spent in the White House living history with Bill Clinton. I quickly realized that I couldn’t explain my life as First Lady without going back to the beginning―how I became the woman I was that first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described...

Words: 217937 - Pages: 872

Free Essay

Test2

...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...

Words: 113589 - Pages: 455