1. “A real picture of factory life”
Lowell Women’s Protest

2. Contextual Information- Time Period
The following quotes allow us to know what was going on around this time, leading to the decisions being made regarding how women were treated in the Lowell mills:
The remark was made that “...none was more important for women’s history than the employment of young New England women like Lucy Larcom as factory operatives at the power-driven spindles and looms of the newly established American textile industry” (Dubois & Dumenil 196).
Women continued to find work outside of the home, and “by the 1820’s textile production, one of the most important of America’s early industries -- and certainly the most female dominated -- was decisively shifting in the direction of factory labor” (Dubois & Dumenil 197).

3. Time Period Women worked in the Lowell mills during the 19th century.
This time period today is referred to as the Industrial Revolution.
The Industrial Revolution is the transition into manufacturing goods in factories instead of in their home. The Industrial Revolution introduced the world to the idea of mass production and the use of machinery to produce goods more efficiently. This led to advancements in communication, technology, and transportation through the development of the steam engine and other goods found in the iron and textile industries.

4. Contextual Information- “Author”
The author of this piece is anonymous, so the following
is information on the Lowell mill and the working conditions in
the mills:
“Declining prices for cotton and wool and investors’ expectations of high returns led factory owners to slash wages. Within the first decade, wages were cut twice” (Dubois & Dumenil 199) which demonstrates how the people working in the mills didn’t earn the amount of money equivalent to the work they put in.
Women began to protest against the “...thirteen-hour days, six-day workweeks, and wages of $1 to $2 per week” (Dubois & Dumenil 198) to show others how they didn’t deserve the conditions they had to work in. Despite these conditions, they continued to work to help provide for their families.

5. Rhetorical Analysis
“A Real Picture of Factory Life” focuses on organization/structure/syntax, pathos & logos, as well as imagery and tone.
Follow along on your copy of the text and pay attention to the color coordinated notes as we explain.
Organization/Structure/syntax
Pathos
Logos
Imagery
Tone
Purpose/Audience/Speaker-Persona

6. Rhetorical Analysis
Historical Content is given in as background to preface the literary piece.
The facts represent logos that is evident.
The purpose of the text reflects through the title and emphasis on the average female worker as the subject.
Looking at structure/organization, putting this information first in bold helps the reader comprehend what is going on.

7. Rhetorical Analysis The piece begins with… Lots of imagery
Optimistic tone
Pathos to convey emotional appeal
The syntax is complex. If you look at the first paragraph in this selection, it is all one sentence!

8. Rhetorical Analysis
A shift in tone starts to develop, going from nice and optimistic to realistic and serious/stern.
The complex syntax continues to fully describe what is going o.

9. Rhetorical Analysis
Logos is present to tell the reader the wage of a female factory worker.

10. Rhetorical Analysis
The author uses a sarcastic tone to describe the factory worker’s lifestyle.
Logos tell us how long the workers have for lunch break.

11. Rhetorical Analysis
Logos describes the living situation of the factory working women.
The description also appeals to pathos, as it makes the audience feel sorry.
The following paragraph has a persuasive tone, using rhetorical questions.

12. Rhetorical Analysis
The persuasive tone continues to be evident.

13. Rhetorical Analysis
The facts presented by logos speak of the number of members in the Female Labor Reform Association.
The tone is concluded in seriousness of the matter to complete the shift.
After reading the entire piece, you can also look at the organization of thought, going from telling a story to promoting a purpose.

14. Rhetorical Analysis
The purpose/audience/speaker- persona of this text is noted in the triangle graphic organizer.
-Hardships of being in a factory
-Common American people
-A woman who worked in the Lowell factory