12. In the context of the passage as a whole, the primary rhetorical function of lines 1–12 ("I lived . . . my return”) is toexplain why the author wanted to readprovide historical, cultural, and social backgroundreveal the main event that provoked the textexpress the evils of slavery to readersdescribe the author’s role, duties, and errands **Passage Title: Excerpt from a Narrative by a Leading Orator for the American Anti-Slavery Society (1845)**I lived in Master Hugh's family for about seven years. During this time, I succeeded in learning to read and write. In accomplishing this, I was compelled to resort to various stratagems. I had no regular teacher. My mistress, who had kindly commenced to instruct me, had, in compliance with the advice and direction of her husband, not only ceased to instruct, but had set her face against my being instructed by any one else...The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent off errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return...I was now about twelve years old, and the thought of being a slave for life began to bear heavily upon my heart. Just about this time, I got hold of a book entitled "The Columbian Orator." Every opportunity I got, I used to read this book. Among much other interesting matter, I found in it a dialogue between a master and his slave. The slave was represented as having run away from his master three times. The dialogue represented the conversation which took place between them, when the slave was retaken the third time. In this dialogue, the whole argument in behalf of slavery was brought forward by the master, all of which was disposed of by the slave. The slave was made to say some very smart as well as impressive things in reply to his master—things which had the desired though unexpected effect; for the conversation resulted in the voluntary emancipation of the slave on the part of the master.In the same book, I met with one of Sheridan's mighty speeches on and in behalf of Catholic emancipation. These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance. The moral which I gained from the dialogue was the power of truth over the conscience of even a slave In an educational context, the excerpt reads:The passage discusses the profound impact of reading speeches by Sheridan, particularly on Catholic emancipation, on the author's personal understanding and reflection on slavery. Sheridan's speeches offered powerful condemnation of slavery and advocacy for human rights, resonating deeply with the reader. Although these readings provided arguments against slavery, they also intensified the author's anguish over their own situation, making them acutely aware of the injustice and cruelty of their condition.The text illustrates the dual nature of this newfound knowledge: it empowers the author with the ability to articulate thoughts against slavery, but also deepens their discontent and emotional turmoil. The author reflects on the paradox of learning to read as both a blessing and a curse, as it illuminated the harshness of their reality without offering a practical escape.The passage powerfully conveys the internal struggle and awakening of a person trapped in slavery, highlighting the torment of an awakened mind in a repressive environment. Through this vivid narrative, the author articulates the relentless yearning for freedom, which once awakened, becomes an ever-present force driving their consciousness.

The slave narrative is a literary genre encompassing autobiographical accounts and a historical…

12. In the context of the passage as a whole, the primary rhetorical function of lines 1–12 ("I lived . . . my return”) is to explain why the author wanted to read provide historical, cultural, and social background reveal the main event that provoked the text express the evils of slavery to readers describe the author’s role, duties, and errands