Read the selections carefully. Then Rewrite my essay(rhetorical analysis essay), keep all orginal language by using the source given in which you analyze the strategies that the speaker uses to praise his subject and move his audience.
Criteria:
Responds to the prompt with a defensible thesis that analyzes the writer’s
rhetorical choices.
Responds to the prompt rather than restate or rephrase the prompt, and
the thesis clearly takes a position rather than just stating that there are
pros/cons.
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Consistently explains how the
evidence supports a line of
reasoning.
AND
Explains how multiple rhetorical
choices in the passage
contribute to the writer’s
argument, purpose, or message
Uniformly offer evidence to
support claims.
• Focus on the importance of
specific words and details
from the passage to build an
argument.
• Organize and support
an argument as a line of
reasoning composed of
multiple supporting claims,
each with adequate evidence
that is clearly explained.
• Explain how the writer’s
use of rhetorical choices
contributes to the student’s
interpretation of the passage.
Response demonstrates sophistication of thought and/or a complex understanding
of the rhetorical situation.
Source: The selections below are taken from a speech delivered in 1861 by Wendell Phillips, a prominent white American
abolitionist. The speech, written near the beginning of the Civil War, when Northerners were debating whether to
allow African Americans to serve in the military, celebrates the achievements of the Haitian general ToussaintLouverture (c. 1744-1803). Toussaint-Louverture was a former slave who led the struggle to liberate other enslaved
Haitians. At one time, he was the most powerful leader in Haiti, which was threatened alternately by French,
Spanish, and British armies. 
If I stood here tonight to tell the story of Napoleon,
I should take it from the lips of Frenchmen, who find
no language rich enough to paint the great captain of
the nineteenth century. Were I here to tell you the
5 story of Washington, I should take it from your
hearts,—you, who think no marble white enough on
which to carve the name of the Father of his Country.
[Applause.] I am about to tell you the story of a negro
who has left hardly one written line. I am to glean it
10 from the reluctant testimony of Britons, Frenchmen,
Spaniards,—men who despised him as a negro and a
slave, and hated him because he had beaten them in
many a battle. All the materials for his biography are
from the lips of his enemies. . . .
15 [Toussaint] forged a thunderbolt and hurled it at
what? At the proudest blood in Europe, the Spaniard,
and sent him home conquered [cheers]; at the most
warlike blood in Europe, the French, and put them
under his feet; at the pluckiest blood in Europe, the
20 English, and they skulked home to Jamaica.
[Applause.] Now if Cromwell1 was a general, at least
this man was a soldier. I know it was a small territory;
it was not as large as the continent; but it was as large
as that Attica2, which, with Athens for a capital, has
25 filled the earth with its fame for two thousand years.
We measure genius by quality, not by quantity. . . .
I would call him Cromwell, but Cromwell was only
a soldier, and the state he founded went down with
him into his grave. I would call him Washington, but
30 the great Virginian held slaves. This man risked his
empire rather than permit the slave-trade in the
humblest village of his dominions.
You think me a fanatic tonight, for you read
history, not with your eyes, but with your prejudices.
35 But fifty years hence, when Truth gets a hearing, the
Muse of History will put Phocion for the Greek, and
Brutus for the Roman, Hampden for England, Fayette
for France, choose Washington as the bright,
consummate flower of our earlier civilization, and
40 John Brown the ripe fruit of our noonday [thunders of
applause], then, dipping her pen in the sunlight, will
write in the clear blue, above them all, the name of the
soldier, the statesman, the martyr, ToussaintLouverture. [Long-continued applause.]
1 Oliver Cromwell: 1599-1658. Important English political leader known
for military skill
2 Classical Greece
Essay:
In his 1861 speech, Wendell Phillips—a prominent white American abolitionist at the dawn of the Civil War, when Northerners were debating whether to allow African Americans to serve in the military, Phillips praises and celebrates the achievements of the Haitian general Toussaint Louverture. Phillips’s intent is clear: to persuade his audience that a former slave like Louverture, who led the struggle to liberate fellow enslaved Haitians, exemplifies why individuals from African American descent merit the right to serve in the military. His argument hinges on the premise that Louverture’s triumphs rival or exceed those of revered white military leaders like Washington and Napoleon. Employing metaphors and historical parallels to illustrious figures, Phillips underscores Louverture’s comparable stature, arguing for his due recognition. Moreover, Phillips deftly uses visualization to convey the magnitude of his achievements, instilling in his audience a profound appreciation for the general’s legacy. This array of strategies enables Phillips to effectively captivate his listeners and praise his subject General Toussaint Louverture.

In the beginning of the speech, Phillips boldly compares Toussaint to notable historical figures like Napoleon and Washington. He articulates this in his first paragraph, stating, “If I stood here tonight to tell the story of Napoleon, I should take it from the lips of Frenchmen, who find language rich enough to paint the great captain of the nineteenth century. Were I here to tell you the story of Washington, I should take it from your hearts, - you, who think no marble white enough on which to carve the name of the Father of his country. I am about to tell you the story of a negro who has hardly written one line. I am to glean it … from the lips of his enemies ”. These initial comparisons, deftly presented at the beginning of the speech, excites the audience’s enthusiasm, prompting them to recall some of the achievements and details about the historical figures to better grasp Toussaint’s, if not superior, stature. Phillips intensifies this correlation in the third paragraph of his speech which states that “I would call him Cromwell, but Cromwell was only a soldier, and the state he founded went down with him into his grave. I would call him Washington, but the great Virginian held slaves”. In the third paragraph Phillips deepens the comparisons made earlier, harnessing them to argue for Toussaint’s rightful place among these esteemed historical figures-his prowess and achievements rivaling or exceeding their renowned deeds.

Progressing in his speech, Phillips skillfully employs vivid metaphors and visualization to acclaim Toussaint and move his audience in the second paragraph of his speech which beams with a striking description: “[Toussaint] forged a thunderbolt and hurled it at what? At the proudest in Europe, the Spaniard, and sent him home conquered; at the most warlike blood in Europe, the French, and put them under his feet; at the pluckiest blood in Europe, the English, and they skulked home to Jamaica”. The use of visualization magnifies Toussaint’s accomplishments in the minds of the listeners, accomplishing Phillips’s dual objectives of exalting Toussaint’s heroism and captivating his audience with the grandeur of the general’s achievements.