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Analysis of george w bush speech
Address to the nation by george w. bush analyze a speech
Analysis of george w bush speech
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On July 8, 2003, George W. Bush delivered a speech at Goree Island, Senegal in an attempt to acknowledge and atone for America’s past of slavery. This speech served as a confession of America’s past “sins”, and a movement towards restitution for these “sins” through the proposition of “economic partnership and political partnerships” (Medhurst 258), and a promise of American investment to fight AIDS in Africa.
In his rhetorical analysis of this speech, Martin Medhurst asserts the major claim that George Bush’s speech on Goree Island was an attempt at an apology and reconciliation for slavery, and asserts that the speech was “the most important speech on American slavery since Abraham Lincoln” (Medhurst 257). Medhurst supports his thesis successfully by providing significant background information, appropriate quotations from Bush’s speech, and emphasizing the public reaction and opinion following the speech. Medhurst’s claim is well organized, as he immediately states his view on Bush’s speech and then clearly states the three primary parts to his argument.
Medhurst enforces his thesis by citing Bush’s many rhetorical theories, including the use of a progressive narrative structure, the use of paradox and irony, a Providential or God-centered perspective, and a reversal technique, which all aided in the effectiveness of the speech. The first rhetorical theory he explores is Bush’s use of a narrative structure. As Medhurst points out, Bush discusses the horrific experience of slaves through his parallel of the “progressive” journey of the slave. This journey begins “on [Goree] Island” and ends in the promised “land of liberty and justice for all” (Medhurst 258). Medhurst explains that this entire speech is based upon this narrativ...
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... their interpretations would improve his argument. I think that the analysis could have been a little more compacted and concise, which would have made it easier to understand. Also, I would have liked to see a greater depth of explanation of the speech’s historical significance. As Medhurst states, “[Bush] clearly made a historic step by acknowledging the crime with respect to the African states.” (Medhurst 272). However, he failed to reach the African American demographic, and instead received a negative reaction from the African American community. In summation, while there is room for improvement, I believe that Martin Medhurst provided a thorough and insightful criticism of Bush’s speech.
Works Cited
Medhurst, Martin J. "George W. Bush at Goree Island: American Slavery and the Rhetoric of Redemption." Quarterly Journal of Speech 96.3 (2010): 257-77. Print.
Slavery’s Constitution by David Waldstreicher can be identified as a very important piece of political analytical literature as it was the first book to recognize slavery 's place at the heart of the U.S. Constitution. Waldstreicher successfully highlights a number of silences which most of the general public are unaware of, for example, the lack of the word “slavery” in the Constitution of the United States of America. Also, the overwhelming presence and lack of explicit mention of the debate of slavery during the construction of the document.
“Slavery is an American embarrassment” (Breen/Innes 3). The history of slavery can be very complex. While most people believe that slaves did not have the chance to advance, Breen and Innes prove that theory wrong. At least slaves had the opportunity to purchase their freedom on the Eastern Shore of Virginia. Breen and Innes also point out that the relationships between blacks and whites are also not how we originally thought they were. They were not one sided relationships; they could be considered co-dependent relationships.
In writing this letter to Thomas Jefferson, Benjamin Banneker, clearly and precisely uses numerous rhetorical strategies to establish his point that the immoral, unlawful and horrid institution of slavery should be abolished in the thirteen colonies of America. Centered on the argument against slavery Benjamin Banneker uses a passive-aggressive, informal, and specific tone throughout the entire letter. His belief that if he can sway Jefferson first, and then the government of the abomination that is slavery, then there is a chance that it may finally be terminated in America. To do this and to truly persuade Jefferson, Banneker demonstrates an immense amount of rhetorical strategies such as analogy, comparison and contrast, hyperbole, allusion,
Roy Peter Clark, author of “A More Perfect Union”: Why It Worked, takes a stance on President Barack Obama’s speech while analyzing it. President Barack Obama delivered a speech titled “A More Perfect Union.” His speech focused on the prominent issue of racism in America. In this article, Clark talks about President Obama’s known power and brilliance. Clark makes references and comparisons to Dr. Martin Luther King Jr. and W.EB. DuBois. “A More Perfect Union” features writing techniques that makes the message more defined and effective. President Obama utilizes four closely related rhetorical strategies. Clark broadly explains the purpose of the rhetorical strategies. Allusion, parallelism, two-ness, and autobiography helped to shape President Obama’s speech that that was meant to create
There are many contradictions pertaining to slavery, which lasted for approximately 245 years. In Woody Holton’s “Black Americans in the Revolutionary Era”, Holton points out the multiple instances where one would find discrepancies that lie in the interests of slaveowners, noble figures, and slaves that lived throughout the United States. Holton exemplifies this hostility in forms of documents that further specify and support his claim.
Abraham Lincoln’s original views on slavery were formed through the way he was raised and the American customs of the period. Throughout Lincoln’s influential years, slavery was a recognized and a legal institution in the United States of America. Even though Lincoln began his career by declaring that he was “anti-slavery,” he was not likely to agree to instant emancipation. However, although Lincoln did not begin as a radical anti-slavery Republican, he eventually issued his Emancipation Proclamation, which freed all slaves and in his last speech, even recommended extending voting to blacks. Although Lincoln’s feeling about blacks and slavery was quite constant over time, the evidence found between his debate with Stephen A. Douglas and his Gettysburg Address, proves that his political position and actions towards slavery have changed profoundly.
Throughout the speech, the Former President George W Bush strives to empower Americans by instructing them to remain resolute, but to “go back to [their] lives and routines”. He uses the personal pronoun we and the common pronoun us repeatedly to indicate that the people of the United States, who either saw the event on television or experienced this event firsthand, were and still are involved in this national tragedy. He implements this emotional appeal into his speech to involve all Americans--people living in the United States of America, regardless of their ethnicity, race, or culture, and to acknowledge that the American people have endured this together, and that they will continue to advance after this event with stronger resolve, stronger than ever. In addition, he implements personification to motivate and empower the American people. “Our nation, this generation, will lift a dark threat of violence from our people and our future” (Bush, 2001). “This generation”, again a synonym for the American people, with its unwavering resolve, will fight for its freedom persistently. He intimates that the future of America and of democratic freedom is in the hands of the American people: that the American people have the power to control their fate. The next sentence leads into America’s “philanthropically” democratic nature: “We will rally the world to this cause, by our efforts and by our courage” (Bush, 2001). This statement has been followed up by action only a few years later, when the United States intervened in the Iraqi War, Libyan Revolution, and even more civil wars to ensure the freedom of citizens from dictatorships, which in Islāmic nations, were militant groups, like the Hamas and Taliban. Lastly, the president utilized anaphora, specifically a tripartite structure, by affirming that the American people “will not tire”, “will not falter”, and “will not fail”. He implies that the American people will relentlessly fight for the worldwide establishment of peace and democratic institutions, a promise which America has kept even in the face of its own national crisis.
When in reality, how can a slave-owning President be a hero to Black Americans today? Similarly, Americans of native descent today could not worship Washington, if they knew explicitly how he had treated their ancestors. However textbooks do not explicitly reveal these faults, and even if they give some indication the authors make sure to justify Washington to the best of their ability. Many Americans fail to know very little about the claims of Washington’s greed for wealth, his inability as a politician and President to speak before the Senate and Congress, and the debate to whether he was as good a General as is commonly believed. In addition to these forgotten flaws and human frailties; are the purely fabricated tales of Washington’s childhood, which are still retold to children today.
When reading about the institution of slavery in the United States, it is easy to focus on life for the slaves on the plantations—the places where the millions of people purchased to serve as slaves in the United States lived, made families, and eventually died. Most of the information we seek is about what daily life was like for these people, and what went “wrong” in our country’s collective psyche that allowed us to normalize the practice of keeping human beings as property, no more or less valuable than the machines in the factories which bolstered industrialized economies at the time. Many of us want to find information that assuages our own personal feelings of discomfort or even guilt over the practice which kept Southern life moving
As a former slave, bereft of any free will, written words were all but unavailable to Frederick Douglass. Slaves were unable to tell their stories, to expose the dehumanization that their enslavement caused on both sides of the racial rift; so it was necessary for Douglass to fight tooth and nail to obtain the right to learn, and ultimately to narrate his own life story. Amongst the narration, multiple rhetorical strategies are integrated into the text in order to uncover the dehumanizing effect their mistreatment had on slaves during this time. His primary purpose is to educate those who are ignorant of the horrible conditions that slaves lived in and the cruelty that they suffer. He does this through the use of rhetorical devices such as anecdotes, irony and by further connecting to his audience with pathos and ethos. By using his own personal experiences as the subject of his argument, Douglass is able to make a strong and compelling case against slavery; at a time when it was socially unacceptable to do so.
During the Abraham Lincoln’s short time as president, he managed not only to save a nation deeply divided and at war with itself, but to solidify the United States of America as a nation dedicated to the progress of civil rights. Years after his death, he was awarded the title of ‘The Great Emancipator.’ In this paper, I will examine many different aspects of Lincoln’s presidency in order to come to a conclusion: whether this title bestowed unto Lincoln was deserved, or not. In order to fully understand Lincoln, it is necessary to understand the motives that drove this man to action. While some of his intentions may not have been for the welfare of slaves, but for the preservation of the Union, the actions still stand. Abraham Lincoln, though motivated by his devotion to his nation, made the first blows against the institution of slavery and rightfully earned his title of ‘The Great Emancipator.’
In Martin Luther King’s “I have a dream speech” and Abraham Lincoln’s “Gettysburg address,” the two men employ rhetorical strategies in order to show the public the need for a better world. Two men from different backgrounds and different times both advocate for equality. Although Abraham wrote the Gettysburg Address way before Martin Luther King’s I have a dream speech, the two speeches are connected through semantics and rhetoric. King and Lincoln both use the same strategies in the making of their speeches. A hundred years and about three wars fall between the two speeches and yet they still are advocating for the same thing in a similar way.
Bhorat, H. M. (2013, June 20). A Conversation on President Obama’s Trip to Africa (web audio recording). Retrieved March 29, 2014, from Brookings: http://www.brookings.edu/research/interviews/2013/06/20-obama-trip-africa-kimenyi-schneidman
In Booker T. Washington’s letter, A Protest Against the Burning and Lynching of Negroes, Washington effectively uses rhetorical strategies to inform and persuade readers about the illegal killing of African-Americans in the United States.
"The Debate over Slavery in the United States." The African-American Years: Chronologies of American History and Experience. Ed. Gabriel Burns Stepto. New York: Charles Scribner's Sons, 2003. 108-149. Gale Virtual Reference Library. Web. 3 May 2014.