Speech to the Virginia Convention

 The life of Patrick Henry
 The most celebrated orator of the American Revolution
 He originally tried being both a storekeeper and a farmer, but failing at both he became a lawyer and was admitted to the VA bar in 1760.
 He was twice governor of VA
 1765: Helped repel the Stamp Act.
 Gave leadership in the House, and lead to the Dec. of
Independence with Thomas Jefferson, and others.
 Elected to Louisa Co VA House of Burgesses in 1765.
 Remembered mainly for his famous speech before a meeting of the VA assembly in Richmond on March 23, 1775. He called on the colonists to arm themselves with the words:
"Give me liberty, or give me death". He was a strong advocate of states rights.
http://encarta.msn.com/media_461526458_761553475_-1_1/Patrick_Henry.html

 Charged words are words with strong connotations beyond their literal meaning that are likely to produce an emotional response.
 Tyranny (evokes a feeling of fear, suggests living in a state of terror)
 Liberty (suggests an ideal life characterized by freedom)
 Justice (can be associated with freedom and equality)
 Honor (evokes a sense of morality and dignity)

 A form of public speaking
 A qualified speaker
 Contents of speech for emphasis include:
 Rhetorical questions
 Restatement
 Repetition
 Parallelism
 Exclamation

 Rhetorical question/questions are the questions the speaker asks the audience.
However, the audience internalizes the answer. Nothing is answered orally.
 “Are you men or what?”

 Restatement is stating the same idea in different words

 Repetition is repeating the exact same words over again.

 Parallelism refers to the repeated use of phrases, clauses, or sentences that are similar in structure or meaning. Writers use this technique to emphasize important ideas, create rhythm, and make their writing more forceful and direct.
 Example: “Give me liberty or give me death!”

 Also used in some speeches is the use of the exclamation (or highly emotional or provocative statements)

 We are apt to
…listen to the song of that siren, till she transforms us into beasts.”
 Odyssey, Books
10 and 12

 “Are we disposed to be of the number of those, who having eyes, see not, and having ears, hear not, the things which we so nearly concern their temporal salvation.”
 Ezekiel 12:2

 Suffer not yourselves to be betrayed with a kiss.”
 Listen to the song of that siren…
 Having ears, hear not…
 Luke 22:47-48


Mythological
Biblical

 Attempts to convince readers to accept a specific view point about an issue to take a particular action.
 Uses a combination of logical and emotional appeals

 Logical Appeal (logos) - uses a chain of reasoning (facts) to establish the validity of a proposed argument (either specific to general or general to specific)
 Emotional Appeal (pathos) - seeks to stir the reader’s feelings; it relies on charged words ad symbols that evoke sympathy or distaste.

 “And judging by the past, I wish to know what the British government has done… to justify the hope of these gentlemen speak of.”
 “They tell us… that we are unable to fight fight so strong an enemy. But when shall we be stronger?”

 They [the large armies and navies] are sent to put us in the chains the British government has been making for us.”
 “We shall not fight our battles alone. God, who rules the fates of nations, will send us help.” Also authority appeal
 “I know not what course others may take; but as for me, give me liberty, or give me death!”

 Write out examples of the following devices in
Patrick Henry’s “Speech to the Virginia
Convention:”
 1) Rhetorical Questions
 2) Restatement
 3) Repetition
 4) Parallelism
 5) Exclamation
 6) Logical Appeal
 7) Emotional Appeal

 Appeal to Authority uses the audience’s respect for another person who shares the view of the author

 Faulty Parallelism
“For my own part, what ever anguish of spirit it my cost, I am willing to know the whole truth: to know the worst and I will provide for it.”
 Effective Parallelism
“For my own 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.

Identifying Parallel Structure
 Directions: Write each of these sentences and circle the parallel elements.
 Are we disposed to be of the number of those who having eyes see not, and having ears hear not?
 Ask yourself how this gracious reception of our petition comports with those warlike preparations which cover our waters and darken our land.
 They are meant for us; they can be meant for no other.
 Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded.

Identifying Parallel Structure
(continued)
 Directions: Circle the parallel elements in each of the following sentences.
 If we wish to be free, if we mean to preserve inviolate those inestimable privileges. . .,if we mean not basely to abandon the noble struggle in which we have been so long engaged…,we must fight!

Revising Sentences for
Parallel Structure
 Directions: Rewrite the following sentence so that all elements are parallel.
 Patrick Henry stirred the colonists to action through emotional appeals to patriotism, by threatening loss of freedom, and by logically arguing about Britain’s goals.

Revising Sentences for
Parallel Structure
 Directions: Rewrite the following sentence so that all elements are parallel.
 Compromise, arguing, and making petitions are not workable solutions to Henry.

Revising Sentences for
Parallel Structure
 Directions: Rewrite the following sentences so that all elements are parallel.
 Patrick Henry boldly and with much drama urged armed resistance to England.

Revising Sentences for
Parallel Structure
 Directions: Rewrite the following sentences so that all elements are parallel.
 His speech is not only remembered for its stirring words but is also valuable as a slice of history.

Understanding Persuasive
Techniques
 Directions: Identify the following passages as logical argument or emotional appeal.
 “I know not what course other may take; but as for me, give me liberty or give me death.”__________________________
 “Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned with contempt from the foot of the throne!
In vain, after these things, may we indulge the fond hope of peace and reconciliation.”________________

Understanding Persuasive
Techniques
 Directions: Identify the following passage as logical argument or emotional appeal.
 “Besides, sir, we shall not fight our battles alone.
There is a just God who presides over the destinies of nations and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave.” ________________