Lincoln’s Second Inaugural Address

 

 

 

 

Rhetorical Analysis Assignment

Table of Contents

Print and actively read second inaugural speech (5 pts.)
Quick paragraph/analysis outline (5 pts.)
One-page analysis (60 pts.)
Primary Sources (Required):

http://www.bartleby.com/124/pres32.htmlLinks to an external site. (Required reading)

Lincolns Second Inaugural AddressLinks to an external site.

Secondary Sources (Optional):

http://www.history.com/videos/gilder-lehrman-second-Links to an external site.inaugural#gilder-lehrman-second-inauguralLinks to an external site.

http://www.gilderlehrman.org/history-by-era/american-civil-war/resources/president- lincoln%E2%80%99s-second-inaugural-address-1865Links to an external site.

http://www.studymode.com/essays/The-Syntax-Of-Abraham-Lincoln’s-Second-145196.htmlLinks to an external site.

http://www.sjusd.org/schools/lincoln/downloads/Lincoln%E2%80%99s_Second_Inaugural.student_sam ples_.pdfLinks to an external site. (optional)

 

After carefully reading Lincoln’s second inaugural address (see instructions on active reading in Course Docs), write a one page rhetorical analysis of how the address is generally thought of as a good example of successfully using ethos in appealing to and trying to persuade a partially hostile audience (who was resentful at losing the civil war) that it was time for the country to come together as one. What could President Trump or all future presidential candidates and elects take from Lincoln’s generosity to his opposition? Give detailed examples from the speech to support your claims.

 

Aristotle identifies THREE aspects of the speaker’s character (ethos) that help to persuade an audience.
a) Good Sense:
* does the speaker seem to have intelligence, expertise, authoritativeness?
* does he appear to know what he is talking about?
b) Good Moral Character:
* does the speaker seem to have a virtuous character?
*does he appear trustworthy?
c) Good Will (towards audience):
* do we have the feeling that the speaker cares about us?
* this involves:

*empathy (can he see things my way?)

*understanding (does he know about and care about my concerns?)
*responsiveness (is he willing to respond to my needs?)
http://www.molloy.edu/sophia/aristotle/r…

 

 

 

Sample Solution

Recruitment took place at the beginning of a class period after permission had been granted by the instructor. The researcher then explained the goals of the study and distributed individual sign-up sheet to preserve the anonymity of the participants. Any student who wished to participate was welcome. The researcher hoped to recruit at least 15 participants in each section of the French phonetics course to meet the requirement for representativeness, but due to lack of enrollment, there were only 7 participants per group. The qualitative data from the participants provided rich enough data to obtain a credible picture and ensure saturation. Thus the requirements for the representativeness/saturation trade-off was met. Both groups received the same instruction in French phonetics and pronunciation. The phonetics course was held every Monday, Wednesday, and Friday for fifty minutes. Fridays were dedicated to lab work, while Mondays and Wednesdays were lectures. At the University of Illinois, French pronunciation is taught following an explicit methodology. Each phonological feature is explained in detail according to the manner of pronunciation: tongue position, jaw position, lips, etc. Data Collection Before the first phonological feature was taught, the participants completed the pre-test (Time 1). The post-test (Time 2) was completed after the instruction of the features. Both pre-test and post-test included two types of reading/recording exercises: a short text and short sentences (created by the researcher), targeting specific phonological features of French: /y/ vs. /u/, or the “silent e” (or schwa). While reading the texts and sentences, each participant was required to record themselves at Time 1 and at Time 2. The recordings took place in the phonetics laboratory at the University of Illinois, where participants can be monitored. The researcher asked the students to record themselves only once to control for repeated recordings, which may allow the students to modify their pronunciation.

This question has been answered.

Get Answer
WeCreativez WhatsApp Support
Our customer support team is here to answer your questions. Ask us anything!
👋 Hi, Welcome to Compliant Papers.