examples of rhetorical devices in speech to the virginia convention

Speech to the Second Virginia Convention

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Henry’s speech is argumentative. He asserts that the colonists should mobilize for war and uses evidence and rhetoric to support that claim .

It is not until the third paragraph that Henry states his argument directly. He opens with disclaimers about not wanting to offend anyone in the audience and rhetorical questions about wisdom and courage. This potentially established trust, mutual respect, and common ground between Henry and his audience before Henry explicitly stated what he anticipated would be a controversial position.

Though Henry approaches his main argument from many angles, he eventually states it concisely in the second half of the speech, at the very end of the third paragraph. Furthermore, he repeats it: “If we wish to be free […] we must fight! I repeat it, sir, we must fight!” (Paragraph 3). After making this statement, Henry returns to rhetorical questions and motivational sentiments, telling the colonists that they can succeed in taking up arms against a more powerful and trained army. This approach cushions the argument in a speech intended not only to inform an audience but emotionally move it toward action.

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By Patrick Henry

Give Me Liberty, or Give Me Death

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Home — Essay Samples — Literature — Rhetoric — Rhetorical Analysis of Patrick Henry’s Speech

Rhetorical Analysis of Patrick Henry's Speech

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Context and audience, rhetorical devices, structure and delivery.

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Speech Analysis: Speech in the Virginia Convention

In Patrick Henry’s, “Speech In the Virginia Convention,” two persuasive techniques that are used in the speech include restatement and rhetorical questions. The first technique that Henry often incorporates in his speech is restatement. Restatement is considered an idea that is rephrased among a speech but in different word variations. This device is frequently seen throughout Henry’s verbal communication.

One major theme that Henry conveys in his speech is the idea of slavery. This concept of slavery is used multiple times in different forms. An example of this is when Henry talks about the idea of chains. Henry states, “They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging.”(204). This quote is informing the reader that the British soldiers are being sent over to win the people of his state over slavery, and force them into a battle.

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Another way restatement is included in Henry’s speech is when he gives images about their freedom. By doing this, Henry is showing the congress that the British are trying to take their independence away, and that if they go into battle first this can be prevented. Henry’s restatement of slavery can be seen when he states, ” If we wish to be free, if we mean to preserve inviolate those inestimable privileges for which we have been so long contending, if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained-we must fight!”(205). This repetitive concept of slavery that Henry pushes can be noted as a pathos, or Emotional appeal. Henry’s aggressive and meaningful acknowledgments of slavery indicate his strong passion for freedom and how he is against this idea of becoming an enslaved nation under British rule.

Another idea Henry often repeats is the immorality of King George and his plot to go against Henry’s nation. He depicts the King in various ways, demonstrating his malice personality. An example Henry uses relating King George’s bane characteristics was to Judas in the Bible. Another comparison that is seen in the speech is correlating to King George as a siren. This comparison is explaining how the king will draw them in as well as forcing them into transforming their country if they chose to listen to his actions. Patrick Henry’s, “Speech in the Virginia Convention” contains numerous examples relating to the rhetorical device known as restatement.

Among this meticulous speech written by Patrick Henry, another type of device that is used is rhetorical questions. This device can be described as when the speaker asks a question that does not seek an actual verbal answer. These type of questions are often used in debates for the opponent to question beliefs and make one think in a new and dissimilar way. An example of when this device is used is when Henry says, “Is this the part of wise men, engaged in a great and arduous struggle for liberty?”(204). This specific question is used to cause those listening to reevaluate their thoughts use a different type of way of thinking.

Another time this device is used in this speech is when Henry asks the question, “But when shall we be stronger?”(205). By asking this, he is relating to the lack of effort and thought that is being put into this battle. The type of questions mentioned in this speech lead to a very emotional appeal, by how vigorously Henry is trying to explain his liberal thoughts and beliefs. In the “Speech in the Virginia Convention”, Patrick Henry passionately expresses his thoughts on declaring war and fighting for independence, as well as using various types of persuasive techniques that help remonstrate these words.

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Analysis Pages

• Historical Context
• Literary Devices
• Rhetorical Devices

Allusion in Speech to the Second Virginia Convention

Biblical Allusions : Many of Henry’s incendiary remarks are enhanced by biblical allusions. Henry does not explicitly denounce the British, which would have been perceived as treacherous; instead, he veils his remarks behind recognizable anecdotes from the Old and New Testaments. For example, he repeatedly warns his audience to remain vigilant against the British by alluding to to the betrayal of Christ in the New Testament. The allusion compares Judas’s disloyalty to Jesus with Britain’s disloyalty to the American colonists.

Allusion Examples in Speech to the Second Virginia Convention:

Text of henry's speech.

"God of hosts..."   See in text   (Text of Henry's Speech)

Translated from the Hebrew word sabaoth, the word “host” refers to armies. First referred in the Old Testament, specifically 1 Samuel 1:3, the “God of hosts” is the God of the armies of heaven. In addition to an appeal to warfare, he calls on the God of war to aid the American people in their revolutionary efforts. This reflects Henry’s devout sense of faith, even in the case of war.

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"Suffer not yourselves to be betrayed with a kiss...."   See in text   (Text of Henry's Speech)

By peppering the speech with biblical allusions, Henry is able to make disparaging remarks about the British without consequence. Here, he compares the actions of the British to the kiss of Judas, an episode known as the Betrayal of Christ. In the New Testament, Judas kisses Jesus in order to identify him to the chief priests and have him arrested. Henry warns his audience to be careful of the British, who might appear friendly on the surface but who are actually vindictive and cunning.

"Trust it not, sir; it will prove a snare to your feet...."   See in text   (Text of Henry's Speech)

A “snare” is a trap with a string and a noose used to capture small animals. The image of a foot trapped in a snare is used repeatedly throughout the Old and New Testament of the Bible, often to describe how God will prevent someone’s foot from becoming metaphorically ensnared. With this biblical allusion and the image of ensnarement, Henry compares British mistreatment to a trap. He encourages his audience to remain vigilant towards the British. This biblical allusions, like the others Henry uses, hint at British mistreatment without overtly renouncing it. This allowed Henry to make strong claims against the British without seeming treasonous.

"I have but one lamp by which my feet are guided, and that is the lamp of experience...."   See in text   (Text of Henry's Speech)

Henry alludes to Psalm 119:105, a passage from a book in the Bible written as an anonymous prayer to God. The speaker of Psalms asks that God light their way forward, as a lamp to guide their feet. In this allusion, the lamp that lights Henry’s path is not God, but the “lamp of experience.” He asks his audience to recall the past in order to avoid repeating mistakes. This allusion also appeals to ethos because it conveys that Henry has experienced and observed the British imposition for the “last ten years.”

"Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? ..."   See in text   (Text of Henry's Speech)

Both the Old and New Testaments of the Bible make reference to eyes that cannot see and ears that cannot hear to describe God’s followers who do not attend to his teachings. Henry alludes to these passages (Isaiah 6:10, Jeremiah 5:21, Ezekiel 12:2, Matthew 13:15, Acts 28:27, and Romans 11:8) to compare his audience to such ignorant disciples. With this rhetorical question, Henry encourages his audience to remain vigilant.

"the song of that siren..."   See in text   (Text of Henry's Speech)

In Greek mythology, a siren, similar to a mermaid, was a female creature who lured sailors into shipwreck with their beautiful voices. Henry warns his audience with this allusion, asking that they ignore the similarly tempting but dangerous “illusion of hope.”

Rhetorical Devices in Patrick Henry’s “Speech in the Virginia Convention”

This essay will analyze the use of rhetorical devices in Patrick Henry’s “Speech in the Virginia Convention.” It will discuss how Henry used persuasion techniques like appeals to ethos, pathos, and logos, and rhetorical questions to effectively argue for American independence. The piece will explore the historical context and the speech’s impact on the American Revolution. You can also find more related free essay samples at PapersOwl about Colonialism.

How it works

The scene takes place in St. John’s Church in Richmond, Virginia, on March 23rd, 1775, as American delegates watch thirty-nine-year-old Patrick Henry stand up and give a speech that would change history. Ears carefully catch on to his words, duly noting them down. Some instantly agree while others take their time to let themselves agree on the topic. He wants them to fight. He wants the colonists to stand up for themselves against the British.

• 1.1 Rhetorical Questions and Resistance
• 1.2 The Rhetorical Devices Fueling Liberty
• 1.3 References

Patrick Henry’s Defining Speech

Henry has grown tired of the tyrannical control that the British government has over the colonies, over his own country.

Fast forward twelve years to September 17th, 1787, when Franklin speaks out his speech to his listeners. His words restate, saying that the Constitution was at its best at the moment. Standing firm and compromise are important facets of both men’s speeches. In both Patrick Henry’s “Speech in the Virginia Convention” and Benjamin Franklin’s “Speech in the Convention,” standing firm is necessary in order to form America into a strong and independent nation, while compromise is something they cannot agree with if they want to establish a better country.

Rhetorical Questions and Resistance

Patrick Henry believed that compromise would not work anymore, and instead, they should stand up to Britain and stand firm to the fact that the colonists were not weak. Henry addresses compromise by asking rhetorical questions to his listeners, “And what have we to oppose to them? Shall we try argument?” He already knows the answer when he replies to his own question by saying, “Sir, we have been trying that for the last ten years” (102). The delegates have been trying to compromise with Britain, but there has been no success. A decade passed while the colonists tried to fight for their rights through words instead of using their fists.

Henry adds to his argument by asking, “What terms shall we find which have not been already exhausted?” (102). He is implying that the colonialists have tried every approachable method that did not involve violence with no success. Nothing worked to help the colonists gain the rights that they crossed an ocean for. Later on in his speech, he provides examples of their attempts at negotiation.

The Rhetorical Devices Fueling Liberty

The speech states, “We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne” (102). He explains that their petitions “have been slighted; our remonstrances have provided additional violence and insult; our supplications have been disregarded” (102). This shows that Britain simply does not care about any changes in the way that things are currently conducted. They do not care about the opinions and statements of the colonists. Enraged at Britain’s actions, Henry stands firm behind the idea that the colonists are not as weak as they are deemed by the British. Instead, they are stronger, and they need to use this strength to fight for the liberties they deserve.

Henry states, “They tell us, sir, that we are weak… Sir, we are not weak… Three millions of people, armed in the holy cause of liberty… are invincible by any force which our enemy can send against us” (102-3). The colonists can win the war against Britain if they believe that they are not weak and gain the courage they need. With courage, they can stand up to Britain and gain the liberty that is rightfully theirs. Henry adds on to this saying, “If we wish to be free… if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained- we must fight!” (102).

Henry uses emotional appeal to say that the delegates should not give up on what they have been trying to get for ten years. If they do desperately want to get liberty, they have to fight now. Compromising will not work now. He ends his speech with the famous line, “Give me liberty or give me death!” His words show that he is not going to stand around anymore, and he will fight for what he believes in.

It is now later in the day as Patrick Henry sits down and gulps down water for his dry throat due to his speech. He is quite proud of himself for standing up and finally being able to say what he has been wanting to say for ages. Henry knew that compromise was not a solution anymore. He knew that standing firm was not an option but a requirement for the good of their country. Henry stood firm behind the idea that colonists were not weak and they needed to fight the British. This comes to the conclusion that standing firm is necessary in order to form America into a strong and independent nation, while compromise is something they cannot agree with if they want to establish a better country.

• Henry, P. (1775). Speech in the Virginia Convention. In W. Wirt, Sketches of the life and character of Patrick Henry. James Webster.
• Franklin, B. (1787). Speech in the Convention. Constitutional Convention Publisher.
• Smith, J. A. (2005). The Rhetoric of the American Revolution. Academic Press.

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Rhetorical Devices in Patrick Henry’s "Speech in the Virginia Convention". (2023, Aug 17). Retrieved from https://papersowl.com/examples/rhetorical-devices-in-patrick-henrys-speech-in-the-virginia-convention/

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Speech in the Virginia Convention Patrick Henry

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• Patrick Henry Speaks to the Second Virginia Convention Patrick Henry 1 Patrick Henry Speaks to the Second Virginia Convention Patrick Henry 1 OVERVIEW Patrick Henry, a member of the Virginia legislature and of the Continental Congresses, was a leading advocate of American independence. Known for his oratory, Henry gave the following famous speech in 1775, in support of arming the Virginia militia to fight the British. GUIDED READING As you read, consider the following questions: • What types of imagery does Henry use to incite his fellow colonists to take up arms? • Does Henry feel all possible nonviolent measures have been taken to address the colonists’ complaints? t is natural for man to indulge in the illusions of hope. We are apt to shut Iour eyes against a painful truth, and listen to the song of that siren, till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst and to provide for it. I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years to justify those hopes with which gentlemen have been pleased to solace themselves and the House? Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. [Show full text]
• Briefing Document Scholar Exchange: The Bill of Rights Briefing Document Scholar Exchange: The Bill of Rights Briefing Document INTRODUCTION Goals ● What is the Bill of Rights, and why did the Framers think it was necessary? ● Where did the idea of a Bill of Rights emerge from? ● What rights are in the Bill of Rights? Why those rights and not others? ● What was the role of the Anti-Federalists, those who opposed the Constitution, in making the Bill of Rights? ● After the founding generation, how did the Bill of Rights change over time? Big Idea With the Bill of Rights, the Founding generation wrote some of our nation’s most cherished liberties—from free speech to religious liberty and due process—into the Constitution. As originally crafted, the Bill of Rights protected Americans from abuses by the national government. However, with the ratification of the Fourteenth Amendment and later decisions by the Supreme Court, the Bill of Rights is now truly a national charter of freedom—applying to abuses by both national government and the states. We’ll discuss a few major figures in this framing debate—Alexander Hamilton, James Wilson, James Madison, and George Mason. BILL OF RIGHTS First Amendment: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” ● This covers freedom of speech, religion, the press, and assembly and petition. (There are five rights in here, including both establishment of religion and the free exercise of religion) Scholar Exchange: The Bill of Rights Briefing Document Second Amendment: “A well-regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.” ● Two parts of the amendment, taken from drafts and state constitutions that often-included language about standing armies, conscientious objectors, and the separation of the civil military power. [Show full text]
• Black Life in Hanover County, Virginia During the Era of Disfranchisement W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2007 Roses in December: Black life in Hanover County, Virginia during the era of disfranchisement Jody Lynn Allen College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African History Commons, and the United States History Commons Recommended Citation Allen, Jody Lynn, "Roses in December: Black life in Hanover County, Virginia during the era of disfranchisement" (2007). Dissertations, Theses, and Masters Projects. Paper 1539623327. https://dx.doi.org/doi:10.21220/s2-5qxx-xq34 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected] . Roses in December Black Life in Hanover County, Virginia During the Era of Disfranchisement Jody Lynn Allen Hampton, Virginia MA, Michigan State University, 1987 BA, University of Delaware, 1980 A Dissertation presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Doctor of Philosophy Lyon Gardiner Tyler Department of History The College of William and Mary August 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. COPYRIGHT 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPROVAL SHEET This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Approved by the Committee, June 2007 Melvin Patrick Ely, Chair Kris E. [Show full text]
• Of the Shenandoah Valley of Virginia The German Element of the Shenandoah Valley of Virginia BY JOHN WALTER WAYLAND, 53.4., P11. D. t Assistant and Fellow in History, University of Virginia. Member of the Virginia Historical Society, the Southern History Association, and the Pennsylvania-German Society . r3. ' _ U » .'_~ 1,” 7+:owuwni‘v-LLM3. ‘4‘ (“QT ””14“” , i ‘i N. THIS MONOGRAPH has been accepted by the Faculty of the University of Virginia as satisfying the requirements in original research for the degree of Doctor of Philosophy PUBLISHED BY THE AUTHOR The Mickie Company, Printers Charlottesvillc, Va. 1907 Lil u Vt: U. Va. Doctoral Dissertation 42. 22M .. V r “'7" 5 Ci v‘\ c i H, 55‘ r,‘ '7: --‘- 'r" C“ "S ‘-L\ Copyright 1907 by John W. Wayland Preface. One who was born in the Shenandoah Valley, who has dwelt there during the greater portion of hislife to the present, ‘ and who is by blood three-fourths German or German—Swiss, may doubtless be excused for writing aboutthe German Ele- ment in the Shenandoah Valley of Virginia. He may also be excused, perhaps, for regarding such a subject as naturally attractive, and for believing that it is well worthy of careful investigation. As a matter of fact, the field has proved most /7 fruitful: so much so that the writer has been surprised at the abundance and wealth of material that may be secured for historical, economical, sociological, political, religious, linguis- tic, and even literary studies. He hastens to say, however, for the reassurance of the reader, that he has not attempted to follow out all these lines of investigation in the present treatise: what he has attempted is merely a plain, unvarnished picture of the people in their homes, in their churches, in their schools, in their fields and workshops, and in the larger re- lations of church and state as affected by peace and war. [Show full text]
• Docent Dispatch CARLYLE HOUSE HISTORIC PARK Docent Dispatch August 2017 Thomas Blackburn: Forgotten Patriot By Kerry Mitchell Thomas Jefferson, George and Indian War ending it is unclear to Washington, Richard Henry Lee, what extent he served. We do know George Mason, Patrick Henry…when that in September 1766 he served as a thinking about the period before and Justice of the Peace for Prince William during the American Revolution these County. In 1772, Thomas was elected In This Issue names come up as some of the great to be one of the Prince William Thomas Blackburn: Virginians who were involved in the representatives to the House of Forgotten Past founding of our nation. While these Burgesses. men were great on their own accounts, Calendar of Events there were other Virginian men who helped shaped our nation. Thomas Happy Hour Blackburn of Prince William County is one of these who history tends to glance over even though during the 1760s and 1770s, he was an important figure in American history. Thomas was born in Prince William County around 1742 to Richard and Mary (nee Watts) Blackburn. Richard Blackburn was a native from Ripon, England who came over in the early 1700s and settled in Gloucester Thomas’s election to the House County, Virginia before moving to coincided with the unrest brewing Prince William County in 1733. In between the colonists and Great CARLYLE addition to being a carpenter and Britain. After the Boston Tea Party and HOUSE farmer, Richard was involved in Prince Susan Hellman Britain’s passage of the Intolerable Acts, Site Manager William County politics and served as a Thomas was amongst the group of Justice of the Peace. [Show full text]
• America's Forgotten Founders Beyond Hamilton and Adams Beyond Washington and Jefferson AMERICA’S FORGOTTEN FOUNDERS AMERICA’S AMERICA’S FORGOTTEN FOUNDERS AMERICA’S Who are the members of America’s founding generation who contributed the most to our experiment in republican government but whom we don’t adequately remember in modern America? This is the question that spurred Gary L. Gregg and Mark David Hall to conduct a survey of top scholars in history, political science and law. The results are the first ever ranking of the most important and most forgotten contributors to the American Revolution FORGOTTEN and the creation of our constitutional order. America’s Forgotten Founders contains well-written and engaging short biographies of the top ten members of the founding generation who are often overlooked but deserve to be remembered. This unique book contains essential biographical material, summations of major accomplishments, and primary source material from the pens of these forgotten founders. FOUNDERS PROFILED INSIDE–THE TOP TEN FORGOTTEN FOUNDERS James Wilson James Wilson • George Mason • Gouverneur Morris • John Jay Roger Sherman • John Marshall • John Dickinson GARY L. GREGG II AND MARK DAVID HALL L. GREGG II AND MARK DAVID GARY George Mason Thomas Paine • Patrick Henry • John Witherspoon Gouverneur Morris Gary L. Gregg II holds the Mitch McConnell Chair in Leadership at the University of Louisville. He is author or editor of seven books including Vital Remnants: America’s Founding and the Western John Jay Tradition, and Thinking about the Presidency. Roger Sherman Mark David Hall is Herbert Hoover Distinguished Professor of Political Science at George Fox University. [Show full text]
• Williamsburg, VA - President's Speech, 1/31/76 (1)” of the John Marsh Files at the Gerald R The original documents are located in Box 72, folder “Williamsburg, VA - President's Speech, 1/31/76 (1)” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 72 of The John Marsh Files at the Gerald R. Ford Presidential Library . JAN 2 2 1976 THE WHITE HOUSE WASHINGTON January 22, 1976 MEMORANDUM FOR JACK MARSH FROM: GWEN ANDERSON~ SUBJECT: Williamsburg Speech Attached are materials referring to the President's upcoming visit to Williamsburg which have been received from the Research Department. Since you are pressed for time, I thought you might wish to see this material in its rough form. When it has been refined into a briefing by later today, you will receive a copy. cc: Bob Orben ; ·' PROGRAM of The General Assembly .... of Virginia Sixteenth Commemorative Session in the Capitol Building in Williamsburg January 31, 1976 1' SIXTEENTH COMHEMORATIVE SESSION of THE GENERAL ASSEMBLY OF VIRGINIA Hilliamsburg, January 31, 1976 In this Bicentennial Year, Colonial \-Tilliamsburg is uniquely privileged to welcome the President of the United States and the General Assembly of Virginia to the site where 200 years ago delegates of the Virginia Convention, meeting in the shadow of a desperate and dangerous war with England, dared to cast a unanimous vote for freedom, whatever the cost. [Show full text]