Rhetorical Analysis of Speech a Speech by George W. Bush...

In this paper I am going to discuss the rhetorical appeals, as well as the argumentative structure, audience and purpose set forth by George W. Bush in his September 27 speech in Flagstaff, Arizona. More specifically I will refer to the rhetorical appeals of ethos, pathos and logos, and explain how they are used to gain the support and attention of the audience and further the further the purpose of the speech. As I explain these appeals I will also give an insight into the argumentative structure and why it is apparent in this particular speech. President Bush’s speech was directed towards an audience of northern Arizonan republican supporters. Bush continuously uses the rhetorical appeal of pathos, the appeal to the†¦show more content†¦It is another great example the rhetorical appeal of pathos. Again in an emotional appeal to the nation Bush tries to sum up the general feelings of his audience when he refers to the people who lost their lives on Flight 93 while working to save others. Bush recalls the events by exclaiming, â€Å"It was a sad, sad moment...†. The use of the word â€Å"sad† was a simple but effective way to convey emotion to the audience and rally it to support the speaker. Bush uses the first few paragraphs of his speech to introduce several of the people he is working with. The appeals he makes in these lines are excellent examples of ethos, the rhetorical appeal to character. Bush continuously comments on the character of the people around him. He speaks of them as if he knows them very well, almost like old friends. Through this appeal the audience became able to relate to these people and learn a little bit about their character. Some of the people mentioned have large families and are of an honest and selfless nature. Because the speaker’s purpose is to gain support from the constituents for the candidates represented, the appeal to the character of the candidates is a crucial tool that becomes extremely vital to the swaying of the audience to the purposes of the speaker. In the case of this speech, the appeals toShow MoreRelatedRhetorical Analysis Of George W. Bush s Speech1364 Words   |  6 Pages Rhetorical Analysis: 9/11 Address to the Nation When reading and watching our former president George W. Bush’s 9/11 Address to the Nation I found the speech to be ineffective. George W. Bush was president at the time of the 9/11 attacks, his speech started and ended efficiently with the appeal to pathos. Though its lack of logos overlooked this and made his speech unsuccessful. This essay will examine the President’s use of rhetorical appeals and how his speech was made for failure. In George WRead MoreRhetorical Analysis Of George W. 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Whole Foods The World s Largest Natural And Organic Foods

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Sue Sylvester Would Hate Me free essay sample

Wednesday is my favorite day of the week. At my school, Wednesdays and Thursdays are â€Å"block days† where classes last for eighty minutes instead of the usual forty. On Wednesdays, my last class of the day is A Cappella singing.Or, as we fondly call it, â€Å"Blockappella.† It is the best time of the weekeighty minutes of singing. Admittedly, I am a music nerd so singing for that long is my idea of the perfect class. Fortunately for me, there are many students at Field who feel the same way. A typical â€Å"Blockappella† Wednesday begins with me walking up the stairs next to our classroom, where I can usually hear the muffled voices of my classmates harmonizing on â€Å"Proud Mary,† by Tina Turner. The thought of teenagers willingly singing and harmonizing on a diva tune from the 70s might be baffling for those who don’t watch Glee, but if you spent a day with the Field School Tempo Tantrums then you would certainly understand. We will write a custom essay sample on Sue Sylvester Would Hate Me or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We all share the same bond of having a genuine passion for music and singing. However, my passion for music was not born in A Cappella class. For as long as I can remember, I have always loved music and singing. The walls and shelves of my room are covered with musical artifacts and memories, including the Abbey Road Beatles poster, some real vinyl records, and programs from Broadway shows. I have also been playing piano since I was six and I have been taking voice lessons for four years. While I cannot say that singing came naturally to me at first, I have worked hard to get to where I am now. I’m proud of how my persistence has paid off. I am also lucky to have amazing teachers to help me improve my singing and who encourage my passion for music: especially our A Cappella teacher, David Buffum, fondly known as D-Buff, Buffles and Buff-Man. (Since we call our teachers by their first names at my school, this is appropriatemaybe.) David was in high school and college a cappella groups and even went on to sing in a professional group called The Vineyard Sound. His zeal for music is contagious. Over the past three years, I have learned so much from him about harmonies, chord structures, blending my voice with the rest of the group, and appreciating music as an art form. Every time David plays a video, song, or sound clip, I try to wait before I react to the sound of the piece, because David always tells us, â€Å"It is not humanly possible to truly listen to music if you are talking.† Thanks to David, each time I truly listen, I discover new things about a song that I wouldn’t noticed otherwise. Today all I discover when I hear the boys singing â€Å"Proud Mary† is that they simply cannot sing like Tina Turner, despite their best efforts. When I open the door to the classroom, I find the group of four boys singing in major thirds above one another, snapping along. Entranced by the music, only one looks over to me with a smile and waves. I sit down on the brown suede couch, the prime sitting spot, and listen to them sing. Soon, the rest of the class files in along with David. My fellow A Cappella devotees scramble to talk to him about the great barber shop quartet video they saw last night on YouTube or how ruthless Sue Sylvester was on Glee on Tuesday. David smiles and takes the time to talk to each student, carefully listening and enjoying each conversation, just as he always does. Finally, David claps his hands and announces that it is time to start. He takes out his trusty pitch fork, hears the note, gives us our pitches for one of our songs right on the spot, cou nts us in, â€Å"A-one, a-two, a-one, two, three, four,† and we begin. Eighty minutes of singing. Nothing gets better than that.

The Peopling of America Questions free essay sample

Why did these individuals migrate to the New World? To have a fresh start away from England and all of their absurd laws and restrictions on religion. They were tired of living under the Church of England. 3. Describe their experiences in migrating to America. The ships were horrid and not many people survived the trip to the New World. People died of many different diseases such as cancer, hunger, thirst, scurvy. Children died most often since their bodies were more frail than that of the adults. Many parents had to watch their precious children be tossed overboard after they died. Also, women barely survived child birth which resulted in child and mother being thrown overboard after death. 4. What do these quotations tell us about colonial attitudes toward labor? It seems to me that the colonists were lazy and wanted slaves to do all the work for them. 1. How did life expectancy in the Northern and Chesapeake colonies compare? What implications might this have upon the nature of family life in the two regions? The Northern colonies had a higher life expectancy than that of the Chesapeake colonies. We will write a custom essay sample on The Peopling of America Questions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is probably because more indian attacks occurred in the Chesapeake colonies than in the north. Family life in the Chesapeake colonies would probably be very rough and sad with all the deaths where as in the north the family life would be more easy going. 2. What factors may have contributed to the discrepancy in life expectancy in the two regions? Factors could be the different conflicts that the two regions had. There was a lot more violence between the colonists and Indians in the Chesapeake than in the Northern colonies. 3. Why might women have had a shorter life expectancy than men? I think women had a shorter life expectancy because their bodies went through more suffering than the men since they had to endure child birth. Child birth could lead to sickness and infections and all sorts of other things that the men wouldn’t be exposed to. 1. How does the growth of the colonial population compare to the growth of the American population today? The growth rate was only at 3. 5% back then where as today it must be triple that, or more. Also our population today grows much faster due to medicine for diesaes and such. 2. What were the major contributors to the growth of the colonial population? The declining mortality rate had an impact on the population since more people were surviving. 3. What factors may have contributed to the decline in fertility after 1800? 1. How many slaves were imported into the American colonies and the United States? 459,822 slaves were imported into the colonies and 44,207 to Virginia. 2. Which country imported the greatest number of slaves? British carribean 3. Construct an explanation of why the United States, which imported a relatively small number of slaves from Africa, had by far the largest black population in the New World by l820? Even though they imported a small amount that does not mean that the slaves they imported couldn’t reproduce. So, I believe that they simply reproduced a large amount. 4. During which period did the American slave population grow most rapidly? 1730-1750 5. How likely was a slave to die during the middle passage from Africa to the Americas? It was extremely likely because they would end up getting sick which could make them refuse to eat and as a result they would starve to death. Or quite possibly they would be killed during the middle passage by the white men on board.