...9/11 Speech Rhetorical Analysis Essay The setting of this speech was September 11, 2001 and our former president during the time, George Bush, was addressing the nation about an infamous terrorist attack on the twin towers in lower Manhattan, New York, The Pentagon in Washington D.C, and flight 93 that landed in a field in Pennsylvania. The towers took up over 16 acres of land and both stood at 1,362 feet with 104 floors. The terrorist attack on the twin towers had the most fatalities with 2,606 that perished. Flight 93 obtained 44 fatalities including the 4 hijackers. The pentagon was attacked on the west side of the building, which was thankfully under construction that day which led to no casualties besides the terrorists. The president had to address the nation about what was happening and help people understand the importance of keeping our nation safe. The president got the attention of the nation with his opening sentence. Bush said, “Today our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and...
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...speeches after the September 11, 2001, terrorist attack on the World Trade Centers and the Pentagon. It was during this time that the United States desperately needed support and direction in terms of how it was going to deal with the most detrimental terrorist attack in history. The attack took America by surprise, and many people were in constant fear for their lives and their country. Because of this state of trauma that the nation was in, both Bush and Blair took action and delivered emotional speeches that utilized several rhetorical techniques to adequately minimized public fears as well as persuaded America to take collective action. On September 20, 2001, President George Bush...
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...President George W. Bush was in office during the 9/11 attacks. This was a tragic moment in the United States history and the future of American foreign policy! This is what the President had to say in his address to the nation “On the morning of September the 11th, 2001, our nation awoke to a nightmare attack. Nineteen men armed with box cutters took control of airplanes and turned them into missiles. They used them to kill nearly 3,000 innocent people. We watched the twin towers collapse before our eyes, and it became instantly clear that we'd entered a new world and a dangerous new war”1. The President starts of by reminding the people of the United States of how the terrorist took down the twin towers and killed innocent people. Now there seems to be a trend when the word terrorism and innocent appears. Not implying that the 9/11 victims were not innocent, but that there is always an innocent group when a terrorist group attacks. At the end of the paragraph President Bush has declared a new type of warfare and how it won’t be like anything the United States has dealt with. The president goes on to state this new type of war, “The terrorists who declared war on America represent no nation. They defend no territory. And they wear no uniform. They do not mass armies on borders or flotillas of warships on...
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...September 11, a day that will always be remembered in infamy. America was attacked by terrorists that day and our patriotism and emotions were tested, when five planes targeted different landmarks and ended many american lives. This event triggered a fast response that saved many lives that would have otherwise been lost, and a very quick federal response from the president to the group responsible that appeals to American pride. And insures that these terrible acts will not go by unnoticed. The speech that Bush gives uses all the emotion that the american people are feeling and uses his credibility to insure them that the government is doing everything to keep these attacks from happening again. One way that Bush connected with the American people was through grief when he said “thousands of lives were suddenly ended by evil, despicable acts of terror” and that their goal was to weaken us by killing innocent people and even though it was a tragic day we need to be strong. This relates to the metaphor “ these acts shatter steel, but they cannot dent the steel of American resolve” because even though this is a time of grief we must unite and find the people responsible for this attack....
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...A Rhetorical Analysis of President George W. Bush’s “9/11 Address to the Nation” On September 11, 2001 the United States was tragically struck by a series of terrorist attacks that left many people dead and many fearful of the future. The President of the United States at the time, George W. Bush, addressed the nation shortly after the attacks in his “9/11 Address to the Nation,” which was aired across the country to ease any fears amongst citizens and to assure that he was qualified to handle such a dire situation. In his speech, Bush uses organization, tone, and diction to achieve his purpose of connecting to his audience on a more personal level. In his Address, Bush discusses the events of 9/11 in a chronological and orderly fashion, helping...
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...Rhetorical Strategies 1. “…the federal … asked if there had been any terrorist attacks by people from the seven counties listed in Trump's order since 9/11. Bennett said she didn't know”. "The answer is none," Robert said. "You're here arguing we have to protect from these individuals from these countries, and there's no support for that." Logos – The Judge uses logic to question the validly of President Trump’s “travel ban”. It would make logical sense to “ban” immigrants from the United States that are from countries who have attacked us after 9/11. This rhetorical Strategy shows the court and the American people that President Donald Trump’s travel ban is either logically irresponsible or a ploy to target people of Islam faith. 2. “will...
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...George Bush delivered a speech following the horrific acts taken place on September 11, 2001. Bush speaks to the whole American public so he could use our vulnerability in order to persuade us to feel and think a certain way. That evening when Bush delivered his speech to Americans from all over, for or against him, waited in suspense for their leader to inform them of what actually took place earlier that day. During the speech Bush adds specific details so he could achieve certain reactions from the American people. The tone of this piece often evoked emotions such as empathy, anger, vengeance, security, nationalism, and unity. Americans were so easily influenced and affected by Bush’s speech because nothing of this caliber has ever threatened the citizens of America....
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...One of the most tragic event includes the September 11th, 2001 terrorist attack. Our nation faced one of the most damaging attacks in history; and it was up to president George W. Bush, to address the entire nation and attempt to assure everyone that America still remains a strong and functioning country. His goal was to persuade Americans to feel comforted in the light of effort being put forth in resolving the aftermath of the attacks. Recognizing his audience as being innocent victims of an unknown evil, President Bush ultimately had to present a speech that mastered various techniques of rhetoric. The president George W. Bush applies logos throughout his speech in order to prove to our nation that he is qualified to take control of the situation at hand and maintaining a strong country. In one part of his speech, Bush reasons with Americans that “The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business as well.”(Bush 2001). He utilizes these points to prove to the audience that everything remains in control. He also mentions the restoration of the economy and governmental institutions to convince Americans that there is nothing to worry about as long as the organizations are still functioning. He makes these logical claims to assure...
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...Contributors:Ethan Sproat, Dana Lynn Driscoll, Allen Brizee Last Edited: 2012-04-27 10:46:02 Example 1: “I Have a Dream” Speech A lot of what was covered above may still seem abstract and complicated. To illustrate how diverse kinds of texts have their own rhetorical situations, consider the following examples. First, consider Dr. Martin Luther King’s famous “I Have a Dream” speech. Because this speech is famous, it should be very easy to identify the basic elements of its particular rhetorical situation. Text The text in question is a 17-minute speech written and delivered by Dr. King. The basic medium of the text was an oral speech that was broadcast by both loudspeakers at the event and over radio and television. Dr. King drew on years of training as a minister and public speaker to deliver the speech. He also drew on his extensive education and the tumultuous history of racial prejudices and civil rights in the US. Audiences at the time either heard his speech in person or over radio or television broadcasts. Part of the speech near the end was improvised around the repeated phrase “I have a dream.” Author http://owl.english.purdue.edu/owl/resource/625/08/ Page 1 of 9 Purdue OWL: The Rhetorical Situation 9/11/13 7:53 PM Dr. Martin Luther King, Jr. was the most iconic leader of the American Civil Rights Movement in the 1950s and 1960s. He was an African-American Baptist minister and prominent civil rights activist who campaigned to end segregation and racial discrimi-...
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...Instructor: Cathy Corder, Ph.D. Course Information: Section 043, TH 119, TTh 8 – 9:20am Office/Hours: Carlisle Hall 523, M 1 – 2pm, Tues 10am – 12noon, and by appointment Email: ccorder@uta.edu ENGL 1301 RHETORIC AND COMPOSITION I: This course satisfies the University of Texas at Arlington core curriculum requirement in communication. This course will require students to read rhetorically and analyze scholarly texts on a variety of subjects. The course emphasizes writing to specific audiences and understanding how information is context dependent and audience specific. Students must engage with a variety of ideas and learn how to synthesize those in college level essays. Core Objectives • Critical Thinking Skills: To include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information • Communication Skills: To include effective development and expression of ideas through written, oral, and visual communication • Teamwork: To include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal • Personal Responsibility: To include the ability to connect choices, actions and consequences to ethical decision-making ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, you should be able to demonstrate the following: Rhetorical Knowledge • Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts ...
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...* ------------------------------------------------- Course Information: Course Description: Exposition and argument, emphasizing critical thinking in response to electronic and print texts. Focus on exploring, developing, and communicating ideas in a voice appropriate to the audience. Students strengthen skills through pre-writing, drafting, revising, and editing. In-class and out-of-class essays required. Prerequisite: A grade of "C" or better in ENGL 098 taken at 5 credits or recommending score on the writing skills placement test for ENGL 101. | Credits: 5Item #: 2806Class Hours/Locations: 9:00-9:50JSH 248 | ------------------------------------------------- Instructor Information: 0 1 Instructor: Sharla Yates, MA in Writing 2 Office Hours: by appointment only 3 Phone: 503-750-9552 (Last Resort) | 4 E-mail address: syates@clark.edu (Best) 5 Mailstop: FHL 222 6 Office Location: FHL 112 | * ------------------------------------------------- Text & Materials Needed: Required Text: * Hacker, Diana, Ed. Rules for Writers. Boston: Bedford, 2008. * Everything’s an Argument 5th edition. Boston: Bedford 2010. Required Supplies/Materials: You will need daily access to a computer and a printer, both must function properly. You will need access to the Internet. You will receive all assignments, announcements, grades, additional reading materials, videos, handouts and due dates on...
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...Rhetorical Comic Analysis – Four More Years ...of Gridlock Michael Cannon ECPI University Abstract This is a rhetorical analysis paper on a political cartoon called “Four more years …of Gridlock” drawn by Patrick Chappette for the “International Herald Tribune.” It depicts both the reaction of the re-election of President Obama, as well as the realistic reaction of the G.O.P. on their stance of congress still being at a political gridlock. There has been much conversation in the political world if progress can truly be made in Congress between the Democratic Party and the G.O.P. or the Republican Party. This paper breaks down both the Democratic and Republican side of the cartoon, than my opinion on the cartoon as a whole and what message the artist Chappette is trying to send to his audience. Rhetorical Analysis: Four More Years ..of Gridlock Figure 1. A cartoon by Patrick Chappatte about the re-election of President Obama and the thoughts of G.O.P. on his re-election. Source: http://ideas.time.com/2012/11/08/cartoons-of-the-week-november-2-9/photo/cartoon Figure 1. A cartoon by Patrick Chappatte about the re-election of President Obama and the thoughts of G.O.P. on his re-election. Source: http://ideas.time.com/2012/11/08/cartoons-of-the-week-november-2-9/photo/cartoon The 2012 presidential election was nothing short of interesting. The controversy behind everything the candidates did was unbelievable, and in turn, this created the opportunity for a multitude of...
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...with this course are subject to change at the instructor's discretion. Any and all changes will be communicated to students in writing. Course Description RHET 1302 will prepare you for college-level writing while helping you develop your critical thinking skills. Rhetoric is the study and practice of how people communicate messages, not only in writing and speech, but also through visual and digital mediums. In this class, you will develop skills to analyze the way rhetoric, in its various forms, addresses audiences. By paying attention to the strategies that good writers and speakers use to persuade their particular audiences, you will learn to reason better and to persuade others in your own writing, both through rhetorical appeals and through analysis of audience, purpose, and exigency that is at the heart of the study of rhetoric. For RHET 1302, you will read and reread texts and write multi-draft essays. Practically speaking, you will learn skills that you can use in your future course work regardless of your major. Student Learning Objectives • Students will be able to write in different ways for different audiences. • Students will be able to write effectively using appropriate organization, mechanics, and style. • Students will be able to construct effective written arguments. • Students will be able to gather, incorporate, and interpret source material in their writing. Required Texts Rosenwasser, David and Stephen, Jill. Writing Analytically...
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...Conflict -- The Case of the US and China.” The article was written in May of 2016 as a part of Einstein’s university degree, making his audience more knowledgeable, specifically in the field of global relations. Einstein’s purpose is to bring light to the rising tensions between the US and China and support that economic interdependence alone can not prevent conflict, but that it is just one of many variables to be considered. Einstein makes an effective argument through strong credibility and logical arguments, but his work lacks emotional appeals and rhetorical devices that ultimately...
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern...
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