jfk rhetorical analysis essay

Rhetorical Analysis of Jfk Inaugural Address

This essay about JFK’s inaugural address examines how he skillfully used rhetorical devices to establish credibility, evoke emotions, and appeal to reason. Through strategic deployment of ethos, pathos, logos, and various rhetorical techniques like parallelism and antithesis, Kennedy effectively conveyed his vision for unity, progress, and responsibility. The address serves as a timeless reminder of the power of persuasive communication in inspiring change and uniting a nation.

How it works

John F. Kennedy’s inaugural address delivered on January 20, 1961, remains etched in the annals of American history as a seminal moment, where the power of oratory met the call for action. Through a meticulous examination of rhetorical devices, Kennedy not only painted a vision for his presidency but also summoned the collective conscience of the American people to embark on a journey towards progress and unity. Delving into the intricacies of JFK’s inaugural address unveils a tapestry woven with ethos, pathos, logos, and an array of rhetorical devices, all orchestrated to captivate, inspire, and propel a nation forward.

At the outset, Kennedy strategically wielded ethos, leveraging his newly-acquired presidential stature to forge a bond of trust and credibility with his audience. Through poignant references to his military service and his unwavering commitment to public service, Kennedy sought to portray himself not merely as a political figure but as a servant leader dedicated to the welfare of the nation. By grounding his ethos in humility and a shared sense of duty, Kennedy endeared himself to the American people, laying the foundation for the profound impact his words would have on the collective psyche of the nation.

Furthermore, Kennedy skillfully appealed to the emotions of his audience, employing pathos to evoke sentiments of patriotism, unity, and hope. Through vivid imagery and emotive language, Kennedy painted a picture of a nation poised at the cusp of greatness, beckoning its citizens to rise above individual interests and embrace a shared destiny. In his iconic call to action, “Ask not what your country can do for you; ask what you can do for your country,” Kennedy tapped into the deep well of American idealism, stirring the hearts of his listeners and galvanizing them into action. Through the lens of pathos, Kennedy bridged the gap between rhetoric and reality, transforming his vision into a palpable reality for those who dared to believe.

Moreover, Kennedy employed logos to construct a logical framework for his vision, appealing to reason and pragmatism to garner support for his agenda. By delineating specific policy goals and articulating a clear roadmap for progress, Kennedy sought to assuage any lingering doubts and demonstrate the feasibility of his vision. Whether outlining his commitment to international diplomacy or championing the cause of civil rights at home, Kennedy’s appeal to logos served as a beacon of clarity amidst the tumult of political uncertainty, providing a sturdy foundation upon which his audience could rally behind.

In addition to ethos, pathos, and logos, Kennedy deployed a myriad of rhetorical devices to amplify the potency of his message. Through the strategic use of parallelism, Kennedy imbued his address with a cadence and rhythm that echoed the heartbeat of a nation united in purpose. By repeating phrases such as “Let both sides explore what problems unite us instead of belaboring those problems which divide us,” Kennedy not only underscored the importance of unity but also etched his words into the collective memory of the nation, ensuring their enduring resonance for generations to come.

Furthermore, Kennedy employed antithesis to juxtapose contrasting ideas and underscore the urgency of his message. In his impassioned declaration, “We shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty,” Kennedy juxtaposed the notions of sacrifice and freedom, compelling his audience to confront the weighty responsibilities that accompany the blessings of liberty. Through the artful use of antithesis, Kennedy imbued his words with a sense of gravitas and moral clarity, leaving an indelible imprint on the collective conscience of the nation.

In conclusion, John F. Kennedy’s inaugural address stands as a testament to the enduring power of rhetoric to inspire change and unite a nation. Through the strategic deployment of ethos, pathos, logos, and a host of rhetorical devices, Kennedy not only articulated a vision for his presidency but also ignited a flame of hope and possibility in the hearts of the American people. As we reflect on JFK’s inaugural address, we are reminded of the transformative potential of words spoken with conviction and purpose, and the profound impact they can have on shaping the course of history.

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Rhetorical Analysis of John F. Kennedy’s Inaugural Address

Introduction.

Stewarts (2004) suggested that Herbert A Wichelns influenced rhetorical studies since 1925 through his essay “The Literary Criticism of Oratory.” In this sense, oratory is considered naturally as statecraft but critics have almost always focused on “the minutiae of style and with whether a speech was “literature” (p 407). However, Wichelns also noted that while rhetorical criticism lie “at the boundary of politics” it was concerned audience impact and judgment over time instead of beauty or permanence (1925).

As such, the critic determines the speech impact through assessment of the situation – past current and expected future – “the audience, the speaker’s personality and public character, speech preparation, arrangement, style, ideas, motives, topics, proofs, judgment of human nature, and delivery” (Stewarts, 2004, p 408).

By 1954, Marie Hochmuth Nichol dissected the text of Lincoln’s First Inaugural Address and analyzed the rhetorical situation, press coverage, the president’s images from coast to coast, how the speech was done, its delivery as well as popular reaction, the purpose of the speech, use of language, argument and style. The speech became the focus.

This paper will try to discuss Rhetor, Audience, Context, and Critique John F. Kennedy’s 1961 Inaugural Address.

In John F. Kennedy’s Inaugural Address delivered on 20 January 1961, his most famous line was spoken, “Ask not what your country can do for you; ask what you can do for your country.” Instead of a divide, his speech sought unity and cooperation among nations, an active and vigilant citizenry, and togetherness in fighting tyranny, poverty, disease, and war. In closing, he said, “whether you are citizens of America or citizens of the world, ask of us the same high standards of strength and sacrifice which we ask of you.” (American Rhetoric, 2009).

John F. Kennedy is considered a “crisis manager” who had to address a lot of events and issues that include: the Bay of Pigs Invasion, the Cuban Missile Crisis, the building of the Berlin Wall, the Space Race, the African American Civil Rights Movement and early events of the Vietnam War. In summary, Kennedy discouraged commerce and trade with countries that plan to harm the United States, the Communists and supplying bombs to the middle east. Prior to being elected as President, he was congressman and then a senator, from a successful political family which produced a president, 3 senators and multiple representatives from federal to state levels.

In summary, John Kennedy was a good orator and delivered compelling messages of which was considered the best was his inaugural address. Faced with crises, he attempted to manage the crisis as well as “manipulate it to further political, social and philosophical agendas. As noted by Thomas Benson (2004), John Kennedy’s administration subscribed to Richard Neustadt’s book Presidential Power (1960) like a bible. The book states, that “…since the president’s only real power was the power to persuade, he had to manipulate each of his constituencies in order to use each for the manipulation of the other (p 9).

Many consider the inaugural address of Kennedy as iconic. It could be because there had been low esteem of the public for governance at that time: there was an escalating Vietnam War, an arms and space race, cold war, Cuban and missile crisis, among other issues that inflate insecurity of a nation that has established itself as the protector of freedom.

Kennedy was seen to have established his charisma and association with the media such as his involvement with the American Society of Newspaper Editors (ASNE) and the American Newspaper Publishers Association (ANPA). He used press conferences and off-the-record briefings to his advantage (30). As compared to previous presidents, Kennedy spent more time not only with newspapers but also frequent live televised press conferences to the chagrin of newspaper journalists. There was a shift to television and news magazines as primary outlets for administration stories (A&M University Press, 2002).

The President’s address admonished a public of their capacity to “abolish all forms of poverty” as well as all forms of life or destruction, with “the rights of man” to have come from God. He admonished the public to safeguard and promote human rights and liberty all over the world, to do which is right, promote good deeds, a “request: that both sides begin anew the quest for peace, before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction,” (American Rhetoric, 2009)

He has stressed the need to, “Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce,“ (American Rhetoric, 2009)

“Let both sides unite to heed in all corners of the earth the command of Isaiah—to “undo the heavy burdens… and to let the oppressed go free,” (American Rhetoric, 2009).

The motives and actions of the inaugural address can only be interpreted in the days of the presidency of John Kennedy. Here, he had started to commit blunders. And as earlier noted, has started the use of persuasion and manipulation. In the Bay of Pigs invasion, its planning stage had the administration leaders faked to distance the United States from the invasion to make it look Cuban-led. It also tried to entice Fidel Castro to make the first strike to justify retaliation and invasion (Stewart, 2004).

Through the extensive use of mass media’s print and broadcast by Kennedy, the presidential rhetoric was viewed as “addressed to the press, through the press to the public, using materials written in public and behind the scenes by the press, and over the heads of the press to the public (A&M University Press, 2002).

The drama and popularity of the Kennedy family provided a big impact on the perceived importance of the 1961 Inaugural Address. His short presidential term stunted by an assassination doubled this human drama making it appealing to a wider and sympathetic global audience.

The sincerity of a speech may be glimpsed by its content and delivery which many delivering an inaugural address aspire to achieve. This may be achieved more than people could recall if they had listened or known of these addresses, or cared to know which obviously is a matter of choice, and a matter of media hype.

As noted throughout the essay, President Kennedy successfully gained the print and broadcast media to his side, making him known and “close” to the people he served. But in reality, he was a better orator than an administrator who has fed on the human leaning on drama and the hype of a media that was charmed. He had a good speechwriter.

Stewart, Charles J. (2004). “Back to Our Roots: The Library of Presidential Rhetoric.” Rhetoric & Public Affairs 7 (3), pp. 407-419

Murphy, John M (2000) Crafting the Kennedy Legacy. Rhetoric & Public Affairs, Volume 3, Number 4, pp. 577-601

Benson, Thomas (2004). Writing JFK: Presidential Rhetoric and the Press in the Bay of Pigs Crisis. A&M University Press

A&M University Press (2002). “Announcing the New Library of Presidential Rhetoric.” A Press Release.

American Rhetoric (2009). “John F. Kennedy Inaugural Address.” Web.

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How to Write the AP Lang Rhetorical Analysis Essay (With Example)

November 27, 2023

Feeling intimidated by the AP Lang Rhetorical Analysis Essay? We’re here to help demystify. Whether you’re cramming for the AP Lang exam right now or planning to take the test down the road, we’ve got crucial rubric information, helpful tips, and an essay example to prepare you for the big day. This post will cover 1) What is the AP Lang Rhetorical Analysis Essay? 2) AP Lang Rhetorical Analysis Rubric 3) AP Lang Rhetorical Analysis: Sample Prompt 4) AP Lang Rhetorical Analysis Essay Example 5)AP Lang Rhetorical Analysis Essay Example: Why It Works

What is the AP Lang Rhetorical Analysis Essay?

The AP Lang Rhetorical Analysis Essay is one of three essays included in the written portion of the AP English Exam. The full AP English Exam is 3 hours and 15 minutes long, with the first 60 minutes dedicated to multiple-choice questions. Once you complete the multiple-choice section, you move on to three equally weighted essays that ask you to synthesize, analyze, and interpret texts and develop well-reasoned arguments. The three essays include:

Synthesis essay: You’ll review various pieces of evidence and then write an essay that synthesizes (aka combines and interprets) the evidence and presents a clear argument. Read our write up on How to Write the AP Lang Synthesis Essay here.

Argumentative essay: You’ll take a stance on a specific topic and argue your case.

Rhetorical essay: You’ll read a provided passage, then analyze the author’s rhetorical choices and develop an argument that explains why the author made those rhetorical choices.

AP Lang Rhetorical Analysis Rubric

The AP Lang Rhetorical Analysis Essay is graded on just 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . At a glance, the rubric categories may seem vague, but AP exam graders are actually looking for very particular things in each category. We’ll break it down with dos and don’ts for each rubric category:

Thesis (0-1 point)

There’s nothing nebulous when it comes to grading AP Lang Rhetorical Analysis Essay thesis. You either have one or you don’t. Including a thesis gets you one point closer to a high score and leaving it out means you miss out on one crucial point. So, what makes a thesis that counts?

• Make sure your thesis argues something about the author’s rhetorical choices. Making an argument means taking a risk and offering your own interpretation of the provided text. This is an argument that someone else might disagree with.
• A good test to see if you have a thesis that makes an argument. In your head, add the phrase “I think that…” to the beginning of your thesis. If what follows doesn’t logically flow after that phrase (aka if what follows isn’t something you and only you think), it’s likely you’re not making an argument.
• Avoid a thesis that merely restates the prompt.
• Avoid a thesis that summarizes the text but does not make an argument.

Evidence and Commentary (0-4 points)

This rubric category is graded on a scale of 0-4 where 4 is the highest grade. Per the AP Lang Rhetorical Analysis rubric, to get a 4, you’ll want to:

• Include lots of specific evidence from the text. There is no set golden number of quotes to include, but you’ll want to make sure you’re incorporating more than a couple pieces of evidence that support your argument about the author’s rhetorical choices.
• Make sure you include more than one type of evidence, too. Let’s say you’re working on your essay and have gathered examples of alliteration to include as supporting evidence. That’s just one type of rhetorical choice, and it’s hard to make a credible argument if you’re only looking at one type of evidence. To fix that issue, reread the text again looking for patterns in word choice and syntax, meaningful figurative language and imagery, literary devices, and other rhetorical choices, looking for additional types of evidence to support your argument.
• After you include evidence, offer your own interpretation and explain how this evidence proves the point you make in your thesis.
• Don’t summarize or speak generally about the author and the text. Everything you write must be backed up with evidence.
• Don’t let quotes speak for themselves. After every piece of evidence you include, make sure to explain your interpretation. Also, connect the evidence to your overarching argument.

Sophistication (0-1 point)

In this case, sophistication isn’t about how many fancy vocabulary words or how many semicolons you use. According to College Board , one point can be awarded to AP Lang Rhetorical Analysis essays that “demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation” in any of these three ways:

• Explaining the significance or relevance of the writer’s rhetorical choices.
• Explaining the purpose or function of the passage’s complexities or tensions.
• Employing a style that is consistently vivid and persuasive.

Note that you don’t have to achieve all three to earn your sophistication point. A good way to think of this rubric category is to consider it a bonus point that you can earn for going above and beyond in depth of analysis or by writing an especially persuasive, clear, and well-structured essay. In order to earn this point, you’ll need to first do a good job with your thesis, evidence, and commentary.

• Focus on nailing an argumentative thesis and multiple types of evidence. Getting these fundamentals of your essay right will set you up for achieving depth of analysis.
• Explain how each piece of evidence connects to your thesis.
• Spend a minute outlining your essay before you begin to ensure your essay flows in a clear and cohesive way.
• Steer clear of generalizations about the author or text.
• Don’t include arguments you can’t prove with evidence from the text.
• Avoid complex sentences and fancy vocabulary words unless you use them often. Long, clunky sentences with imprecisely used words are hard to follow.

AP Lang Rhetorical Analysis: Sample Prompt

The sample prompt below is published online by College Board and is a real example from the 2021 AP Exam. The prompt provides background context, essay instructions, and the text you need to analyze. For sake of space, we’ve included the text as an image you can click to read. After the prompt, we provide a sample high scoring essay and then explain why this AP Lang Rhetorical Analysis essay example works.

Suggested time—40 minutes.

(This question counts as one-third of the total essay section score.)

On February 27, 2013, while in office, former president Barack Obama delivered the following address dedicating the Rosa Parks statue in the National Statuary Hall of the United States Capitol building. Rosa Parks was an African American civil rights activist who was arrested in 1955 for refusing to give up her seat on a segregated bus in Montgomery, Alabama. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey his message.

In your response you should do the following:

• Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
• Select and use evidence to support your line of reasoning.
• Explain how the evidence supports your line of reasoning.
• Demonstrate an understanding of the rhetorical situation.
• Use appropriate grammar and punctuation in communicating your argument.

AP Lang Rhetorical Analysis Essay Example

In his speech delivered in 2013 at the dedication of Rosa Park’s statue, President Barack Obama acknowledges everything that Parks’ activism made possible in the United States. Telling the story of Parks’ life and achievements, Obama highlights the fact that Parks was a regular person whose actions accomplished enormous change during the civil rights era. Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did.

Although it might be a surprising way to start to his dedication, Obama begins his speech by telling us who Parks was not: “Rosa Parks held no elected office. She possessed no fortune” he explains in lines 1-2. Later, when he tells the story of the bus driver who threatened to have Parks arrested when she refused to get off the bus, he explains that Parks “simply replied, ‘You may do that’” (lines 22-23). Right away, he establishes that Parks was a regular person who did not hold a seat of power. Her protest on the bus was not part of a larger plan, it was a simple response. By emphasizing that Parks was not powerful, wealthy, or loud spoken, he implies that Parks’ style of activism is an everyday practice that all of us can aspire to.

AP Lang Rhetorical Analysis Essay Example (Continued)

Even though Obama portrays Parks as a demure person whose protest came “simply” and naturally, he shows the importance of her activism through long lists of ripple effects. When Parks challenged her arrest, Obama explains, Martin Luther King, Jr. stood with her and “so did thousands of Montgomery, Alabama commuters” (lines 27-28). They began a boycott that included “teachers and laborers, clergy and domestics, through rain and cold and sweltering heat, day after day, week after week, month after month, walking miles if they had to…” (lines 28-31). In this section of the speech, Obama’s sentences grow longer and he uses lists to show that Parks’ small action impacted and inspired many others to fight for change. Further, listing out how many days, weeks, and months the boycott lasted shows how Parks’ single act of protest sparked a much longer push for change.

To further illustrate Parks’ impact, Obama incorporates Biblical references that emphasize the importance of “that single moment on the bus” (lines 57-58). In lines 33-35, Obama explains that Parks and the other protestors are “driven by a solemn determination to affirm their God-given dignity” and he also compares their victory to the fall the “ancient walls of Jericho” (line 43). By of including these Biblical references, Obama suggests that Parks’ action on the bus did more than correct personal or political wrongs; it also corrected moral and spiritual wrongs. Although Parks had no political power or fortune, she was able to restore a moral balance in our world.

Toward the end of the speech, Obama states that change happens “not mainly through the exploits of the famous and the powerful, but through the countless acts of often anonymous courage and kindness” (lines 78-81). Through carefully chosen diction that portrays her as a quiet, regular person and through lists and Biblical references that highlight the huge impacts of her action, Obama illustrates exactly this point. He wants us to see that, just like Parks, the small and meek can change the world for the better.

AP Lang Rhetorical Analysis Essay Example: Why It Works

We would give the AP Lang Rhetorical Analysis essay above a score of 6 out of 6 because it fully satisfies the essay’s 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . Let’s break down what this student did:

The thesis of this essay appears in the last line of the first paragraph:

“ Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did .”

This student’s thesis works because they make a clear argument about Obama’s rhetorical choices. They 1) list the rhetorical choices that will be analyzed in the rest of the essay (the italicized text above) and 2) include an argument someone else might disagree with (the bolded text above).

Evidence and Commentary:

This student includes substantial evidence and commentary. Things they do right, per the AP Lang Rhetorical Analysis rubric:

• They include lots of specific evidence from the text in the form of quotes.
• They incorporate 3 different types of evidence (diction, long lists, Biblical references).
• After including evidence, they offer an interpretation of what the evidence means and explain how the evidence contributes to their overarching argument (aka their thesis).

Sophistication

This essay achieves sophistication according to the AP Lang Rhetorical Analysis essay rubric in a few key ways:

• This student provides an introduction that flows naturally into the topic their essay will discuss. Before they get to their thesis, they tell us that Obama portrays Parks as a “regular person” setting up their main argument: Obama wants all regular people to aspire to do good in the world just as Rosa Parks did.
• They organize evidence and commentary in a clear and cohesive way. Each body paragraph focuses on just one type of evidence.
• They explain how their evidence is significant. In the final sentence of each body paragraph, they draw a connection back to the overarching argument presented in the thesis.
• All their evidence supports the argument presented in their thesis. There is no extraneous evidence or misleading detail.
• They consider nuances in the text. Rather than taking the text at face value, they consider what Obama’s rhetorical choices imply and offer their own unique interpretation of those implications.
• In their final paragraph, they come full circle, reiterate their thesis, and explain what Obama’s rhetorical choices communicate to readers.
• Their sentences are clear and easy to read. There are no grammar errors or misused words.

AP Lang Rhetorical Analysis Essay—More Resources

Looking for more tips to help your master your AP Lang Rhetorical Analysis Essay? Brush up on 20 Rhetorical Devices High School Students Should Know and read our Tips for Improving Reading Comprehension . If you’re ready to start studying for another part of the AP English Exam, find more expert tips in our How to Write the AP Lang Synthesis blog post.

Considering what other AP classes to take? Read up on the Hardest AP Classes .

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Christina Wood

Christina Wood holds a BA in Literature & Writing from UC San Diego, an MFA in Creative Writing from Washington University in St. Louis, and is currently a Doctoral Candidate in English at the University of Georgia, where she teaches creative writing and first-year composition courses. Christina has published fiction and nonfiction in numerous publications, including The Paris Review , McSweeney’s , Granta , Virginia Quarterly Review , The Sewanee Review , Mississippi Review , and Puerto del Sol , among others. Her story “The Astronaut” won the 2018 Shirley Jackson Award for short fiction and received a “Distinguished Stories” mention in the 2019 Best American Short Stories anthology.

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Rhetorical Analysis Essay Rough Draft: JFK Inaugural Address

This is a rough draft of my rhetorical analysis essay, which I chose to write on JFK’s Inaugural Address. Please let me know what you think of my essay so far!

Here is a link to the speech if you have not read it: http://www.bartleby.com/124/pres56.html

3 Comments on Rhetorical Analysis Essay Rough Draft: JFK Inaugural Address

Tara Zhuoyue Peng

It’s amazing that you chose this topic! JFK’s speech is so important and has been reiterated in classroom environments. So it’s great that you are analyzing his speech. You were able to tackle all the main points of rhetoric and did so with great writing!

Props to you for getting your essay done early! I love the topic and the actual essay is really well written. Kennedy was an amazing president and I think that your analysis hints at that perfectly. Great Job!

I did like your Essay because it is to the point and not excessively wordy. One critique is that the last sentence in the second to last paragraph is a fragment. It is not the best to start a sentence with “and”.

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Home — Essay Samples — Government & Politics — John F. Kennedy — A Rhetorical Analysis of the Inaugural Address of John F. Kennedy

A Rhetorical Analysis of The Inaugural Address of John F. Kennedy

• Categories: John F. Kennedy

About this sample

Words: 509 |

Published: Sep 12, 2018

Words: 509 | Page: 1 | 3 min read

Works Cited

• Kennedy, J. F. (1961). Inaugural Address of President John F. Kennedy. The White House. https://www.jfklibrary.org/archives/other-resources/john-f-kennedy-speeches/inaugural-address-washington-dc-january-20-1961
• Cohen, J. L. (2013). Cold War civil rights: Race and the image of American democracy. Princeton University Press.
• Dallek, R. (2003). An unfinished life: John F. Kennedy, 1917-1963. Little, Brown.
• Goldzwig, S. R., & Dionisopoulos, G. N. (2009). Presidential rhetoric and the public agenda: Constructing the war on drugs. Presidential Studies Quarterly, 39(1), 53-73.
• Griffin, M. J. (2017). Understanding JFK's inaugural address. Political Science Quarterly, 132(3), 471-499.
• Leff, M. C. (1990). The chiasmus and the rhetoric of the Kennedy administration. Rhetoric & Public Affairs, 2(2), 217-242.
• Matthews, C. (2011). Jack Kennedy: Elusive hero. Simon and Schuster.
• Schlesinger, A. M. (2002). A thousand days: John F. Kennedy in the White House. Mariner Books.
• Smith, C. R. (2016). How John F. Kennedy changed the world. ABC-CLIO.
• Zarefsky, D. (1992). President Kennedy's Inaugural Address: Genre, Performance, and Rhetorical Situation. Quarterly Journal of Speech, 78(4), 369-386.

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