examples of rhetorical devices in speech in the virginia convention

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Speech to the Second Virginia Convention

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Henry’s speech is argumentative. He asserts that the colonists should mobilize for war and uses evidence and rhetoric to support that claim .

It is not until the third paragraph that Henry states his argument directly. He opens with disclaimers about not wanting to offend anyone in the audience and rhetorical questions about wisdom and courage. This potentially established trust, mutual respect, and common ground between Henry and his audience before Henry explicitly stated what he anticipated would be a controversial position.

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Though Henry approaches his main argument from many angles, he eventually states it concisely in the second half of the speech, at the very end of the third paragraph. Furthermore, he repeats it: “If we wish to be free […] we must fight! I repeat it, sir, we must fight!” (Paragraph 3). After making this statement, Henry returns to rhetorical questions and motivational sentiments, telling the colonists that they can succeed in taking up arms against a more powerful and trained army. This approach cushions the argument in a speech intended not only to inform an audience but emotionally move it toward action.

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Speech Analysis: Speech in the Virginia Convention

In Patrick Henry’s, “Speech In the Virginia Convention,” two persuasive techniques that are used in the speech include restatement and rhetorical questions. The first technique that Henry often incorporates in his speech is restatement. Restatement is considered an idea that is rephrased among a speech but in different word variations. This device is frequently seen throughout Henry’s verbal communication.

One major theme that Henry conveys in his speech is the idea of slavery. This concept of slavery is used multiple times in different forms. An example of this is when Henry talks about the idea of chains. Henry states, “They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging.”(204). This quote is informing the reader that the British soldiers are being sent over to win the people of his state over slavery, and force them into a battle.

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Another way restatement is included in Henry’s speech is when he gives images about their freedom. By doing this, Henry is showing the congress that the British are trying to take their independence away, and that if they go into battle first this can be prevented. Henry’s restatement of slavery can be seen when he states, ” If we wish to be free, if we mean to preserve inviolate those inestimable privileges for which we have been so long contending, if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained-we must fight!”(205). This repetitive concept of slavery that Henry pushes can be noted as a pathos, or Emotional appeal. Henry’s aggressive and meaningful acknowledgments of slavery indicate his strong passion for freedom and how he is against this idea of becoming an enslaved nation under British rule.

Another idea Henry often repeats is the immorality of King George and his plot to go against Henry’s nation. He depicts the King in various ways, demonstrating his malice personality. An example Henry uses relating King George’s bane characteristics was to Judas in the Bible. Another comparison that is seen in the speech is correlating to King George as a siren. This comparison is explaining how the king will draw them in as well as forcing them into transforming their country if they chose to listen to his actions. Patrick Henry’s, “Speech in the Virginia Convention” contains numerous examples relating to the rhetorical device known as restatement.

Among this meticulous speech written by Patrick Henry, another type of device that is used is rhetorical questions. This device can be described as when the speaker asks a question that does not seek an actual verbal answer. These type of questions are often used in debates for the opponent to question beliefs and make one think in a new and dissimilar way. An example of when this device is used is when Henry says, “Is this the part of wise men, engaged in a great and arduous struggle for liberty?”(204). This specific question is used to cause those listening to reevaluate their thoughts use a different type of way of thinking.

Another time this device is used in this speech is when Henry asks the question, “But when shall we be stronger?”(205). By asking this, he is relating to the lack of effort and thought that is being put into this battle. The type of questions mentioned in this speech lead to a very emotional appeal, by how vigorously Henry is trying to explain his liberal thoughts and beliefs. In the “Speech in the Virginia Convention”, Patrick Henry passionately expresses his thoughts on declaring war and fighting for independence, as well as using various types of persuasive techniques that help remonstrate these words.

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Rhetorical Strategies in Speech at the Virginia Convention

In this activity, activity overview, template and class instructions, more storyboard that activities.

• This Activity is Part of Many Teacher Guides

In high school, the ELA Common Core Standards require students to develop formal writing skills, creating essays and arguments that are well-thought-out and syntactically varied. They also require students to effectively use persuasive writing strategies to defend a claim or point of view. The ability to dissect and validate, or debunk, other arguments is key to strong persuasive writing. This requires a basic working knowledge of rhetoric. A great way to enhance students' understanding of effective arguments is to teach the Aristotelian concepts of Ethos, Pathos, and Logos. Students can then identify and analyze the effectiveness of these strategies in a work of literature, a speech, or a letter.

Patrick Henry’s “Speech in the Virginia Convention” was delivered to advocate a complete break with England, not just a compromise. Henry needed to ensure that he established credibility, made logical arguments, and showed his audience that there was no other option but to forge a new path, away from England. Have students examine the text and come up with quotes from throughout the speech of Ethos, Logos, and Pathos rhetoric. Have students illustrate these examples in a storyboard. The following storyboard shows two examples of each strategy.

ETHOS (ETHICS / CREDIBILITY)

Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason toward my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.

I have but one lamp by which my feet are guided, and that is the lamp of experience. I know of no way of judging of the future but by the past. I wish to know what there has been in the conduct of the British ministry for the last ten years to justify those hopes with which gentlemen have been pleased to solace themselves and the house?

LOGOS (LOGIC)

I ask gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motive for it? Has Great Britain any enemy in this quarter of the world, to call for all this accumulation of natives and armies? No, sir, she has none. They are meant for us: they can be meant for no other.

And what have we to oppose them? Shall we try argument? Sir, we have been trying that for the last ten years. Have anything new to offer upon the subject? Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain.

PATHOS (EMOTIONS)

They tell us, sir, that we are weak - unable to cope with so formidable an adversary. 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?

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.

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a storyboard that shows examples of ethos, pathos, and logos from the text.

• Identify two examples for each rhetorical strategy: ethos, pathos, and logos.
• Type the examples into the description box under the cell.
• Illustrate the examples using any combination of scenes, characters, and items.

Lesson Plan Reference

Grade Level 9-10

Difficulty Level 5 (Advanced / Mastery)

Type of Assignment Individual, Partner, or Group

Type of Activity: The Rhetorical Triangle: Ethos, Pathos, Logos

(You can also create your own on Quick Rubric .)

Speech in the Virginia Convention

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Historical Context in Speech to the Second Virginia Convention

The Virginia Convention: After British Governor of Virginia, Lord Dunmore, dismantled the House of Burgesses—the first legislative body of representatives in the American colonies—the Burgesses reconvened with the First Virginia Convention. During this first convention, which took place at the Raleigh Tavern in August of 1774, the Burgesses elected Peyton Randolph as the Speaker of the House and made several sweeping changes, including ending trade with Britain. Later, on March 20, 1775, the Second Convention met at St. John’s Episcopal Church in Richmond, Virginia, in order to evade Lord Dunmore and the British army. At St. John’s, Patrick Henry swayed delegates to form a militia with his “Give Me Liberty or Give Me Death” speech. In addition, delegates elected a committee to prepare the thirteen colonies for war with Britain.

Lead-Up to the Revolutionary War: In an effort to repay the debt accrued during the French and Indian War, which ended in 1763, British Parliament passed a series of laws that taxed American colonists. American colonists believed that these laws—including the Sugar Act of 1764 and the Stamp Act of 1765, which taxed basic goods—infringed upon their basic rights. During the Boston Tea Party of 1773, colonists protested Parliament’s tea tax by throwing 46 tons of tea into the Boston harbor. American colonists did not believe it was their duty to repay a war fought by the British, nor did they believe that British Parliament should tax them unduly.

Text of Henry’s Speech: Henry rarely wrote down his speeches, preferring to improvise, which has frustrated historical scholars. His “Speech to the Second Virginia Convention,” although not transcribed at the convention, was later reconstructed by biographer William Wirt, who began collecting information and witness testimony from various founders nine years after Henry’s death. Because of this, there is debate on how much of the speech should be credited to Henry and how much should be attributed to Wirt’s sources and his own rhetorical skill.

Historical Context Examples in Speech to the Second Virginia Convention:

Text of henry's speech.

"There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us...."   See in text   (Text of Henry's Speech)

Here, Henry states that God will preside over the colonies by providing allies to help secure a victory over the British. Henry was correct about the raising up of “friends to fight our battles for us.” During the American Revolution, France, Spain, and the Dutch Republic would become American allies and provide necessary financial aid.

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"when a British guard shall be stationed in every house?..."   See in text   (Text of Henry's Speech)

Henry’s grievances against the British for quartering soldiers in American houses laid the groundwork for two major pieces of legislation in the Declaration of Independence (1776) and the Third Amendment to the US Constitution (1791) . In the Declaration of Independence, the founders lay out a list of injustices forced upon the American people, including “Quartering large bodies of armed troops among us.” About fifteen years later, the Third Amendment would prohibit the quartering of troops without consent.

"gracious reception of our petition..."   See in text   (Text of Henry's Speech)

In a passage that exudes irony, Henry mocks the British Parliament’s lackluster response to the American colonists’ “Petition to the King.” He describes it sarcastically as a “gracious reception.” The British Parliament’s neglectful response enraged Henry and the other founders. Only a few months later, the Second Continental Congress reacted to the King’s response with the “Declaration of the Causes and Necessity of Taking Up Arms,” written by Thomas Jefferson and John Dickinson.

"ten years..."   See in text   (Text of Henry's Speech)

Henry refers to the Stamp Act, the first direct tax on American colonists. Passed on March 22, 1765, this tax required American colonies to pay a tax on printed paper, including newspapers and legal documents. The purpose of the tax was to subsidize the costs of the British army in the colonies.

"to God..."   See in text   (Text of Henry's Speech)

Patrick Henry was an unapologetic and faithful Christian. Unlike several of the Founding Fathers—including Thomas Jefferson, who believed in the separation between church and state—Henry was adamant in his belief that church and state ought to be intertwined. In 1784, for example, he supported a “general assessment” bill whereby taxpayers paid a tax to a designated church. The bill did not receive much traction among his peers and was not passed. While the founders may have disagreed on the separation between church and state, they nevertheless supported the armed resistance against the British and many of them believed God would aid the American people. Henry’s steadfast Christian values are revealed throughout the speech in his use of biblical allusions and his direct calls to God for courage and strength.

"The question ..."   See in text   (Text of Henry's Speech)

By 1775, war was nearly underway. Tensions mounted as Americans revolted against the “Intolerable Acts” and the British blockade in Boston harbor. The “question” Henry contemplates before the Second Virginia Convention is whether or not to enter into armed conflict with the British. His stance is made immediately clear: he suggests creating militias throughout Virginia. Henry attempts to persuade his fellow delegates to side with his revolutionary ideals.

"Is it that insidious smile with which our petition has been lately received?..."   See in text   (Text of Henry's Speech)

Henry is referencing the “Petition to the King,” a document approved by the First Continental Congress in October 1774. It reached British Parliament in January 1775 and was given little attention. In fact, King George never formally responded to the petition. Henry draws on the irritation colonial leaders felt towards this blatant disregard for their petition in this speech, which was given nearly two months after the petition reached Britain. The petition addressed the “Intolerable Acts,” which were passed after the Boston Tea Party as a way to penalize Massachusetts for the act of rebellion. The language of the petition offered colonial loyalty to the crown under the condition that Britain agreed to repeal the offending policies.

"Mr. President..."   See in text   (Text of Henry's Speech)

Henry is addressing the president of the Second Virginia Convention, Peyton Randolph. Randolph was an influential politician in Virginia from a prominent family with deep roots in the politics of the colony. He served as the speaker of the House of Burgesses until it was dissolved by the British. Due to his position as speaker of the House, he was elected president of the first three Virginia Conventions, which continued the activities of the House of Burgesses. Randolph was also the president of the First and Second Continental Congresses in Philadelphia, though illness kept him from fully performing his duties in both cases. He was known as a political moderate and he clashed with the more liberal Henry during their tenures as representatives of the House Of Burgesses. He was also the first to bear the title of “Father of the Country.”

"the magnitude of the subject..."   See in text   (Text of Henry's Speech)

The Second Virginia Convention convened partly to address the failure of British Parliament to respond to colonial complaints about the “Intolerable Acts.” The Intolerable Acts were a set of laws passed by the British Parliament in 1774 as a reaction to the Boston Tea Party. The Boston Port Act closed Boston Harbor until the colonists repaid the king for the destroyed tea. The Massachusetts Government Act dissolved the Massachusetts Charter and brought the colony fully under British control. The Administration of Justice Act gave British officials the right to be tried on British soil, meaning that any colonists accusing British officials would have to travel to Britain for the trial as well. The Quartering Act, which went on to inspire the Third Amendment to the Constitution , gave the Royal Governors of the colonies the right to house British troops in the homes of colonists and in unoccupied buildings. The Intolerable Acts galvanized the American revolutionaries, who felt that the acts were unreasonable and oppressive. The refusal of the British government to address colonial grievances had a direct hand in the outbreak of the Revolutionary War.

"I shall speak forth my sentiments freely and without reserve. This is no time for ceremony...."   See in text   (Text of Henry's Speech)

Patrick Henry (1736–1799) had a reputation as a passionate and skilled orator who could translate lofty political discussions into common language. Henry’s speeches were famous for their impromptu nature and animated delivery. His candid speaking style and tendency to shape his rhetoric for the common man helped spread revolutionary ideals to the masses. By promising to speak “freely” and “without reserve,” Henry appeals to ethos by establishing himself as an honest, straightforward voice. He also establishes a sense of urgency by rejecting ceremoniousness in favor of plain, direct speaking.

"the House..."   See in text   (Text of Henry's Speech)

“The House” refers to the House of Burgesses (1619–1776), Virginia’s legislative body and the first group of elected representatives in the colonies. The Virginia Conventions were devised after the Royal Governor of Virginia, Lord Dunmore, dissolved the House of Burgesses in 1774 to rebuke the representatives for their support of Massachusetts after the Boston Tea Party. However, rather than accepting their disbandment, the delegates decided to continue meeting without British oversight; it is this group that Henry addresses as “The House.” The House of Burgesses continued meeting in this capacity until 1776, when it transitioned into the House of Delegates.

Rhetorical Devices in Patrick Henry’s “Speech in the Virginia Convention”

This essay will analyze the use of rhetorical devices in Patrick Henry’s “Speech in the Virginia Convention.” It will discuss how Henry used persuasion techniques like appeals to ethos, pathos, and logos, and rhetorical questions to effectively argue for American independence. The piece will explore the historical context and the speech’s impact on the American Revolution. You can also find more related free essay samples at PapersOwl about Colonialism.

How it works

The scene takes place in St. John’s Church in Richmond, Virginia, on March 23rd, 1775, as American delegates watch thirty-nine-year-old Patrick Henry stand up and give a speech that would change history. Ears carefully catch on to his words, duly noting them down. Some instantly agree while others take their time to let themselves agree on the topic. He wants them to fight. He wants the colonists to stand up for themselves against the British.

• 1.1 Rhetorical Questions and Resistance
• 1.2 The Rhetorical Devices Fueling Liberty
• 1.3 References

Patrick Henry’s Defining Speech

Henry has grown tired of the tyrannical control that the British government has over the colonies, over his own country.

Fast forward twelve years to September 17th, 1787, when Franklin speaks out his speech to his listeners. His words restate, saying that the Constitution was at its best at the moment. Standing firm and compromise are important facets of both men’s speeches. In both Patrick Henry’s “Speech in the Virginia Convention” and Benjamin Franklin’s “Speech in the Convention,” standing firm is necessary in order to form America into a strong and independent nation, while compromise is something they cannot agree with if they want to establish a better country.

Rhetorical Questions and Resistance

Patrick Henry believed that compromise would not work anymore, and instead, they should stand up to Britain and stand firm to the fact that the colonists were not weak. Henry addresses compromise by asking rhetorical questions to his listeners, “And what have we to oppose to them? Shall we try argument?” He already knows the answer when he replies to his own question by saying, “Sir, we have been trying that for the last ten years” (102). The delegates have been trying to compromise with Britain, but there has been no success. A decade passed while the colonists tried to fight for their rights through words instead of using their fists.

Henry adds to his argument by asking, “What terms shall we find which have not been already exhausted?” (102). He is implying that the colonialists have tried every approachable method that did not involve violence with no success. Nothing worked to help the colonists gain the rights that they crossed an ocean for. Later on in his speech, he provides examples of their attempts at negotiation.

The Rhetorical Devices Fueling Liberty

The speech states, “We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne” (102). He explains that their petitions “have been slighted; our remonstrances have provided additional violence and insult; our supplications have been disregarded” (102). This shows that Britain simply does not care about any changes in the way that things are currently conducted. They do not care about the opinions and statements of the colonists. Enraged at Britain’s actions, Henry stands firm behind the idea that the colonists are not as weak as they are deemed by the British. Instead, they are stronger, and they need to use this strength to fight for the liberties they deserve.

Henry states, “They tell us, sir, that we are weak… Sir, we are not weak… Three millions of people, armed in the holy cause of liberty… are invincible by any force which our enemy can send against us” (102-3). The colonists can win the war against Britain if they believe that they are not weak and gain the courage they need. With courage, they can stand up to Britain and gain the liberty that is rightfully theirs. Henry adds on to this saying, “If we wish to be free… if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained- we must fight!” (102).

Henry uses emotional appeal to say that the delegates should not give up on what they have been trying to get for ten years. If they do desperately want to get liberty, they have to fight now. Compromising will not work now. He ends his speech with the famous line, “Give me liberty or give me death!” His words show that he is not going to stand around anymore, and he will fight for what he believes in.

It is now later in the day as Patrick Henry sits down and gulps down water for his dry throat due to his speech. He is quite proud of himself for standing up and finally being able to say what he has been wanting to say for ages. Henry knew that compromise was not a solution anymore. He knew that standing firm was not an option but a requirement for the good of their country. Henry stood firm behind the idea that colonists were not weak and they needed to fight the British. This comes to the conclusion that standing firm is necessary in order to form America into a strong and independent nation, while compromise is something they cannot agree with if they want to establish a better country.

• Henry, P. (1775). Speech in the Virginia Convention. In W. Wirt, Sketches of the life and character of Patrick Henry. James Webster.
• Franklin, B. (1787). Speech in the Convention. Constitutional Convention Publisher.
• Smith, J. A. (2005). The Rhetoric of the American Revolution. Academic Press.

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Rhetorical Devices in Patrick Henry’s "Speech in the Virginia Convention". (2023, Aug 17). Retrieved from https://papersowl.com/examples/rhetorical-devices-in-patrick-henrys-speech-in-the-virginia-convention/

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PapersOwl.com. (2023). Rhetorical Devices in Patrick Henry’s "Speech in the Virginia Convention" . [Online]. Available at: https://papersowl.com/examples/rhetorical-devices-in-patrick-henrys-speech-in-the-virginia-convention/ [Accessed: 26 Jun. 2024]

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