Rhetorical Analysis

Lee Simmons

Sophia Pathways ENG1020

June 22, 2021

Rhetorical Analysis: Give Me Liberty or Give me Death

Introduction and Context

Before the United States was a country, we were a group of colonies under

British rule. The “shot heard round the world” began the American Revolution and gave

rise to the country that would one day become a superpower. Men like Patrick Henry

spurred the colonies to take action against Great Britain. Henry made his mark on

history with his famous speech given at the Second Virginia Revolutionary Convention

meeting at St. John's Church, Richmond on March 23, 1775.

The purpose of this convention was to decide whether or not to send Virginia

troops to fight Great Britain in the Revolutionary War. Henry’s purpose was to persuade

the convention to raise a militia across the state to defend Virginia. His tone is very

strong and motivational, designed to spurn the convention into action. His bold speech

and masterful use of rhetorical devices caused this speech to be remembered for

centuries.

Analysis of Rhetorical Devices

Henry uses many rhetorical devices in his speech, but perhaps none so much as

the rhetorical question. He poses many questions throughout this speech, and though

he answers some of them himself, all of them are made to make a point. He asks that if

Great Britain was only thinking of peace and harmony, would she be gearing for war in

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the colonies; “Are fleets and armies necessary to a work of love and reconciliation?”

(Henry, 2018). He asks if there is anyone else these weapons could be for, besides the

colonies: “Has Great Britain any enemy, in this quarter of the world, to call for all this

accumulation of navies and armies? No, sir, she has none.” (Henry, 2018). He insists

the time to strike is now, for “But when shall we be stronger? Will it be the next week, or

the next year? Will it be when we are totally disarmed, and when a British guard shall be

stationed in every house? Shall we gather strength by irresolution and inaction?”

(Henry, 2018). Of course, the colonies will not be stronger as the imperial country takes

away more control, and no one gathers strength by doing nothing; this is Henry’s point

by making these rhetorical questions. They need to act now, before it is too late.

Henry also uses pathos to encourage others to act. He calls upon the sense of

patriotic pride in the revolutionaries and all the hopes they had in creating this new

civilization in the new world. He uses loaded language such as “noble struggle” and

encourages them to “fulfill the great responsibility which we hold to God and our

country.” (Henry, 2018). He goes on to say that to avoid fighting would make the

colonists seem weak, something they surely would want to avoid. Though perhaps the

colonists feel some kinship with Great Britain, Henry makes it clear they are being

betrayed, making an allusion to the Biblical story of Judas betraying Christ: “Suffer not

yourselves to be betrayed with a kiss.” (Henry, 2018).

Finally, in the last section of the speech, Henry will speak those famous words in

his logical argument. He argues that while certainly it may be safer to avoid fighting, it is

not worth what the colonies would lose. He states, “Is life so dear, or peace so sweet, as

to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not

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what course others may take; but as for me, give me liberty or give me death!” (Henry,

2018). His meaning is this: life under slavery [under British rule] is worse than death, so

let us risk our lives and fight for freedom.

Conclusion

There were many great writers and speakers among the founding fathers. These

men used their words to encourage the colonies to rise up against British rule and

create a new country governed by the people and for the people. Among some of the

most memorable is this impassioned speech by Patrick Henry.

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References

Henry, Patrick. (2018) “Give Me Liberty or Give me Death.” Patrick Henry Memorial

Foundation. Red Hill. Retrieved from https://www.redhill.org/speech/liberty

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Reflection Questions

1. We use rhetoric all the time, perhaps without even realizing it, to persuade our

audience to accept our point of view. These speeches were all historical events,

but we use rhetoric in our daily lives as well. How have you used rhetoric in the

past week? (2-3 sentences)

This week I used rhetoric to get a day off of work. My co-worker and I had both asked

for the same day off, but she just wanted to go shopping, and I had planned to attend

my nephew’s kindergarten graduation. I pointed out that she could go shopping at any

time, but the graduation was a scheduled event. I also showed her a picture of my

nephew, so I used pathos as well, since he is a very cute kid. Finally, I offered to work

for her another day so she could go shopping. I feel that was a very effective use of

rhetoric.

2. As we go through our course discussing the power of persuasion and write our

own persuasive documents, what rhetorical strategies will you use to persuade

your audience? (2-3 sentences)

Since many of our assignments will include research, I believe I will mostly use logos to

persuade my audience. I will use my research and logical information and data to

support my thesis and persuade my audience. I can also use credible sources and

therefore use ethos to persuade my audience as well.

3. What difficulties did you face while reading the text and analyzing for rhetorical

effectiveness? How did you overcome these difficulties? (2-3 sentences)

Though I have heard of this speech before, I hadn’t paid close attention to the words,

and I certainly hadn’t thought about the rhetoric behind it. I overcame these issues by

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reading the passage several times. That helped me understand the passage and

consider how Henry used rhetoric.

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