A Rhetorical Analysis of Washington’s Farewell Address
Teacher’s Note:
This exercise addresses the following Common Core standards (grades 11-12):
 RI 4 “Determine the meaning of words and phrases as they are used in a text, including figurative connotative, and
technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
(Analysis 2, 3 and 4 address this standard)
 RI 5 “Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging. (Analysis 1 and Analysis 5 address this standard)
 RI 6 “Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text. (Analysis 3 and 5 address this standard)
Although not at all necessary, reading the following rhetorical analysis of Washington’s speech can prove useful before guiding
students through a rhetorical analysis of the text: http://www.mnsu.edu/cmst/dsr-tka/sgvol38.pdf
(Don’t worry! The essay that is linked is only 13 pages even though the document is 65 pages long.)
Teachers may choose to have students complete any or all of the following rhetorical analyses of the address depending upon the
time and ability of their classes.
In analysis two, help students to see that Henry’s diction is more accessible than Washington’s vocabulary. Also, Henry intersperses
short exclamations whereas Washington’s sentences are long and without emotional emphasis.
Student Instructions
Today you will be analyzing Washington’s use of rhetoric in his farewell address and evaluating its effectiveness as
compared to another politician of the Revolutionary time period, Patrick Henry.
Your analysis of Washington’s difficult text will be guided by the following questions.
Analysis 1
The founding fathers were educated in the Greek and Roman classics; therefore, it makes sense that classical forms of
rhetoric would be infused in their speeches. Two founding fathers assisted Washington with the writing of his address:
Alexander Hamilton and James Monroe. Both received classical educations—Hamilton at King’s College (now Columbia)
and Monroe at the College of New Jersey (now Princeton).
One ancient rhetorical form is the apologia. Apologia is a specific genre in which an orator defends himself or his
actions against accusation.
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What accusation does Washington defend himself against, in advance of it being made, in the opening
paragraphs of the address?
What specific quote best illustrates the apologia?
By making this apology in advance, what does Washington preclude the congress from doing had it decided to
do so?
The exercise derives many of its terms and ideas from the essay “The Rhetoric of Washington’s Farewell Address” by Halford Ryan
in Speaker and Gavel, 2001. http://www.mnsu.edu/cmst/dsr-tka/speakerandgavel.htm
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By placing this apologia at the opening, how does Washington hope to give the remarks that follow greater
ethos? (Ethos establishes the speaker’s character or why the speaker is qualified to speak on the subject) Focus
especially on paragraph 7 in your analysis.
What would the effect be of placing the opening apologia last rather than at the beginning? How would his
reader’s and listeners felt about the main points of the speech if he had ended with it rather than ended with
his discussion of the nation’s neutrality? (Need a hint: he would have ended on a personal note rather than
ending on a logical note.)
Later in the address, specifically paragraphs 32 and onward, what policy of Washington’s does he also offer an
apology for?
What specific action of his administration does Washington defend?
In real life when we hear someone defend him or herself, we find it easier to listen to the person and evaluate
his or her reasoning if the speaker is deferential and somewhat humble rather than boastful and arrogant. Find
evidence in the early paragraphs that Washington adopts a deferential and humble tone. Provide two quoted
statements that illustrate his tone, and within the statements underline key words or phrases that exhibit his
tone.
Analysis 2
Prior to completing this rhetorical analysis, you need to read Patrick Henry’s famous “Speech to the Second Virginia
Convention” in 1775. Many of you will recognize it as the “Give me liberty or give me death” speech.
In an essay analyzing Washington’s rhetoric (see footnote below), Halford Ryan writes, “The ability to coin a metaphor
has always been prized in oratory, for metaphors invite audiences to perceive new relationships and to attribute to the
speaker a sharp intellect (9).
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In paragraph 25 what does Washington liken political parties to?
Why is the metaphor a particularly apt one given the type of discourse or language usually employed by
partisan political parties?
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Pathos is another rhetorical device in which the orator appeals to and plays upon the emotions of his audience.
By what metaphor in paragraph 32 does Washington make an emotional appeal? (Quote the text)
Why would this appeal have been immediately understandable to the white audience of Washington’s
address?
Where in his famous speech does Patrick Henry, writing 18 years earlier, first utilize the same metaphor?
(Quote the text and paragraph)
Looking at both metaphors, whose is more effective and why? (In your analysis consider elements such as
diction and syntax)
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Analysis 3
Washington and Henry have very different styles. Building upon your analysis of their use of metaphor in the previous
section, write a paragraph that describes the essential stylistic differences in the two pieces. Focus especially on diction
and syntax in your analysis and provide brief examples from each to support your description.
The exercise derives many of its terms and ideas from the essay “The Rhetoric of Washington’s Farewell Address” by Halford Ryan
in Speaker and Gavel, 2001. http://www.mnsu.edu/cmst/dsr-tka/speakerandgavel.htm
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Ryan described Washington’s oratory style in this way: “Washington was not a dynamic speaker. He was aware
of his shortcomings and did not like to speak in public. His voice was characterized as undistinguished, he spoke
slowly, and he seldom gesticulated for force or emphasis and when he did, his gestures were awkward and stiff
(3-4). How is Washington’s style reflective of his personality?
Washington never delivered his address publically. Rather, it was disseminated in print through the various
newspapers of the day. How is his style indicative of the format?
Patrick Henry was a delegate to the convention and considered to be the “voice of the revolution” when he
delivered his speech. Washington was ending his second term as the first president of the nation. Explain how
the offices of the two men and their different purposes are reflected in their different styles.
Analysis 4
Washington makes use of rhetorical questions throughout his address. Ryan defines the rhetorical question as, “A
rhetorical question is a question so phrased that it elicits from the audience the desired response, which may be vocal
or quiet assent to oneself (9).
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Locate two instances where Washington makes use of a rhetorical question.
For each, explain what idea or response Washington intended for the question to elicit from his audience.
In addition, although often associated with poetry, to give forcefulness to their ideas orators often employ alliteration.
Alliteration is the repetition of initial consonant sounds. Scan the following paragraphs for examples of Washington’s
alliteration. (Actually, both examples are Hamilton’s. Remember, he was a “ghost writer” for the address).
 Paragraph 6
 Paragraph 19
Finally, another rhetorical device used for emphasis is the Tricola. Tricola is the placing of phrases, clauses, words, in a
unit of threes. Scan the following paragraphs for evidence of Washington’s use of Tricola.
 Paragraph 6
 Paragraph 45
Analysis 5
The order in which an orator presents his or her arguments can have an impact on how those arguments are received.
You have already examined this principle in the first analysis.
 Make an argument for why Washington felt it necessary to place the central ideas of paragraph 9 and 10
before paragraph 15.
The exercise derives many of its terms and ideas from the essay “The Rhetoric of Washington’s Farewell Address” by Halford Ryan
in Speaker and Gavel, 2001. http://www.mnsu.edu/cmst/dsr-tka/speakerandgavel.htm