Students should consider framing an argument from a range of possibilities: (a) actually advocating that one emotion dominated the slave emotional experience due to frequency and repetition; (b) contending that slaves experienced a range of emotions, with a couple dominant extremes; (c) asserting that one emotional extreme, while rare, actually signals a crucially important moment of slavery; or (d) some other variation of this argument. If students do plan to accept one of these possible argumentative frameworks, they should be careful to use their own words, and specify in as much detail as possible the specific emotions they’re writing about (hope, joy, excitement, wonder, sadness, depression, terror, fear, agony, shame, humiliation, sorrow, anger, etc).
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