rhetorical analysis essay lou gehrig

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“Lou Gehrig,” Emily Foley (2016) — Inquiry 2

Writer’s Reflection:

I enjoyed writing this analysis of Lou Gehrig’s Farewell to Baseball. This paper allowed me to combine and apply what I have learned about rhetoric with two things I’m passionate about, history and baseball. Not only did I learn about strong writing, but also about how to use it and when it is used.  It was very fascinating to look a historical speech and analyze it through a new perspective. Before, whenever I read, watched, or listened to a speech, I only listened to what the speaker was saying, not the way he or she was saying it. Now I know what makes Gehrig’s speech and all great and famous speeches, for that matter, so inspirational and effective. I learned the key aspects of an evoking or powerful address while writing this paper.

I chose Lou Gehrig’s retirement speech, Farewell to Baseball, because I have always loved baseball and have found his story inspiring. While analyzing this speech I was surprised by how many times Gehrig used good rhetoric in his speech. The most difficult thing about writing this paper was the order in which to put everything. I didn’t know how or when I should introduce Lou Gehrig and his fatal disease, and when I should discuss his effect on baseball and the effect his famous speech had on baseball and the world of rhetoric. But, with a little guiding and help I think the final organization of each topic flows well together and will make sense to the reader. It came naturally to me to research and learn about Gehrig and his memorable speech. Finding information was the easy part, deciding what to keep and what to throw out was the most difficult part. But, because of what I decided to keep and what I decided to discard, this paper is easy to read and will make since to the audience; it flows nicely. I think I did a good job explaining the purpose and reasons behind why he made the speech as well as the reaction to the speech by the audience. This paper allowed me to practice many of my skills and interests I already had had.

All in all, I think this paper furthered me as a learning rhetor. It helped me grasp an understanding of all the terms and applications we have been learning in class, such as logos, pathos, ethos, exigence, decorum and,  kairos. It also allowed to me apply them to a real life example, which furthered my understanding of the elements and where they belong in a speech. This paper reemphasized the elements of rhetoric for me and made me look at them in a new way, not just definitions but in a real speech. This. For a lack of better words, forced me to understand the elements and now I believe I am will be able to apply the element of good rhetoric to my own writing. I think the paper was beneficial to me as a writer and furthered me as a rhetorician.

Inquiry Two

Lou Gehrig, the “Iron Horse” of baseball, was cut down by a disease that attacked the two things the fans loved most about him-his pure athleticism and his tenacity. Gehrig had recently been diagnosed with ALS (amyotrophic lateral sclerosis) and was retiring from a Hall of Fame professional baseball career with the New York Yankees. On a beautiful Independence Day in 1939 he said farewell to the fans and the game that had been his life for seventeen years. His unrehearsed and heartfelt speech brought tears to those who witnessed it firsthand, and it continues to captivate a nation. In this analysis, I intend to demonstrate that Gehrig used the characteristics of rhetoric in his Farewell Address, and because of this his speech is as poignant and evocative today as it was on the day he delivered it.  

Gehrig was nicknamed the “Iron Horse” for his seemingly inhuman endurance. He was the starting first baseman for the Yankees from 1923 to 1939. During that period, he set a Major League Baseball record by playing in 2,130 consecutive games. He was the man who never took a sick day. He, along with team mate Babe Ruth, led the Yankees to six World Series titles.  “On May 2, 1939, Gehrig’s ironman streak came to an end when he voluntarily took himself out of the lineup” (“Lou Gehrig”). Although not widely known at the time, Gehrig had recently been diagnosed with ALS. He would officially retire soon after.

Most of the fans at Yankee Stadium that day assumed that Gehrig was diagnosed with polio because that is what many of the reports had said (“Lou Gehrig”). Also, the public was familiar with polio and its symptoms because it was the disease that afflicted President Roosevelt. Therefore, people assumed Gehrig would become permanently disabled like the President, but very few realized that he was dying. Almost no one in the public had ever heard of ALS, and even the medical experts new very little about the disease at that time. We now know ALS is the deterioration of nerve cells in the brain and spinal cord. Lou Gehrig’s celebrity brought so much national and global attention to the disease that it would eventually come to be known simply as “Lou Gehrig’s Disease.”

During his time with the Yankees, Lou Gehrig was one of baseball’s most beloved players, so his unexpected retirement was especially emotional for Yankees fans and players. Even outside of New York, almost everyone who cared about baseball was aware that losing Gehrig would be a loss to the entire sport. On that fateful Fourth of July, 1939, Gehrig’s audience had gone to the ball field to celebrate Lou Gehrig Appreciation Day and watch the Yankees play a doubleheader against the Washington Senators. Over 62 thousand fans, players, coaches, and reporters witnessed, first hand, Gehrig’s sincere and simple sentiments. Lou Gehrig’s Farewell Address was only 278 words long and there is no surviving footage of the entire speech; but, the essence of the speech is remembered to this day. The New York Times reported the event the following day as “one of the most touching scenes ever witnessed on a ball field’, that made even hard-boiled reporters ‘swallow hard” (“Luckiest Man on The face of The Earth”). Gehrig’s purpose was to show his audience that recent events were not going to define his career or his life. He wanted them all to know that his was a blessed life, and that he was humble and thankful for his success.

The exigence of Gehrig’s address was to bring closure to his fans about his retirement from baseball. He applies Kairos appropriately, because his fans needed to hear directly from him and see him walk off the field at Yankee Stadium while he was still able. Yankee fans were worried and confused, and it was time for them to hear from their hero. Gehrig also used the correct decorum for the audience.  He used simple language and talked about things they all understood and related to: baseball and family. He started his speech by acknowledging what was on everybody’s minds: He opened with, “Fans, for the past two weeks you have been reading about a bad break I got” (para. 1). In his second sentence, Lou Gehrig made the famous statement that was the thesis of his Farewell to Baseball Address: “Yet, today I consider myself the luckiest man on the face of the earth.” (Gehrig para.1). He reaffirmed this point twice in his address by saying, “Sure, I’m lucky.” This brought further emphasis to his thesis statement (para. 3; 5).

Although his address was unrehearsed, Lou Gehrig managed to include all three rhetorical appeals; ethos, pathos, and logos. He employed ethos when he talked about his long career, solidifying his credibility by saying, “I have been in ballparks for seventeen years..” (para. 2). He also mentioned by name some of the baseball players he has had the privilege to know and play with, which reiterated his authenticity as a ball player and connected him to his audience because they knew of and respected the players he talked about.

He also connected with the audience by using pathos to convey emotion as he talked about his affection and admiration for his family; “When you have a wonderful mother-in-law who takes sides with you in squabbles with her own daughter — that’s something” (para. 7). He also mentioned his parents; “When you have a father and a mother who work all their lives so you can have an education and build your body — it’s a blessing” (para. 8). Lastly, he lovingly told the audience about his wife; “When you have a wife who has been a tower of strength and shown more courage than you dreamed existed — that’s the finest I know” (para. 9).

If his credibility and his emotional transparency were not enough to appeal to the crowd, Gehrig also implored them using logic by asking them if they could argue with his thesis.  He challenges them by asking, “Which of you wouldn’t consider it the highlight of his career just to associate with them (the other famous players) for even one day?” (para. 2, parenthesis added).

Throughout the entire heartfelt and spontaneous address, the audience was reminded that Gehrig is thankful, humble, and he believed to his core that he was indeed the luckiest man in the world.  By the end of the short talk, the crowd had learned that he considered both his career and personal life to be fulfilling. In his closing statement he let them know that even though his career was over and his personal life would never be the same, he still found meaning and purpose. He leaves the audience with, “So, I close in saying that I might have been given a bad break, but I’ve got an awful lot to live for” (para. 10).

It was not difficult for Gehrig to connect with or get support from his audience. After every pause in his address they clapped and cheered for him.  At the end of the speech the entire crowd rose to their feet and applauded him for over two minutes (Luckiest Man on the Face of the Earth). There is little doubt that all those in attendance felt a sense of sadness when he stepped down from the microphone and wiped a tear from his eye. Babe Ruth walked up and hugged him as the band played “I Love You Truly.” The crowd chanted “We love you, Lou!” (“Luckiest Man on the Face of the earth”).

Lou Gehrig will be forever remembered as a Hall of Fame baseball player and an American hero. Even today, seventy five years later, his story as he told it in his Farewell Address inspires and touches people, whether or not they are baseball fans. Instead of focusing on the tragedy of his situation, he remained thankful, humble, and positive. He did not discuss his illness. The audience learned that his illness would not define him.  He reassured them that his life would forever be defined but his relationships with fans, teammates, and family. He said farewell with grace and dignity.  Even though he probably did not do so intentionally, and maybe not even knowingly, Gehrig used the tools and techniques of the rhetorical to deliver the most iconic speech ever made by an athlete.  Through his Farewell Address, Lou Gehrig solidified his place as a true American hero.

References:

Gehrig, Lou.  “American Rhetoric: Lou Gehrig – Farewell to Baseball Address.” American Rhetoric: Lou Gehrig – Farewell to Baseball Address. N.p., n.d. Web. 23 Sept. 2015.

“Lou Gehrig.” Bio.com. A&E Networks Television, n.d. Web. 23 Sept. 2015.

“Luckiest Man on the Face of the Earth.” ESPN. ESPN Sports News, n.d. Web. 23 Sept. 2015.

My Favorite Speeches for Rhetorical Analysis: 10 Speeches for Middle School ELA and High School English

Teaching rhetorical analysis is one of my absolute favorite units to complete with my students. I love teaching my students about rhetorical strategies and devices, analyzing what makes an effective and persuasive argument, and reading critical speeches with my students. Here is a quick list of some of my favorite speeches for rhetorical analysis.

I absolutely LOVE teaching rhetorical analysis. I think it might be one of my favorite units to teach to my high school students. There are just so many different text options to choose from. Here is a list of some of my favorite speeches to include in my rhetorical analysis teaching unit.

10 Speeches for Teaching Rhetorical Analysis

1. the gettysburg address (abraham lincoln).

Some notable things to mention in this speech include allusion and parallel structure. To make your analysis more meaningful, point out these devices to students and explain how these devices enhance the meaning of the text.

Teaching Resource : The Gettysburg Address Rhetorical Analysis Activity Packet

2. Lou Gehrig’s Farewell Speech (Lou Gehrig)

This speech is one that many of my athletes love to analyze, and it is an excellent exemplar text to teach pathos. And like The Gettysburg Address, it is short. This is another speech that you can read, analyze, and even write about in one class period.

When I use this speech in my class, I have students look for examples of pathos. Mainly, I have them look at word choice, tone, and mood. How does Lou Gehrig’s choice of words affect his tone and the overall mood of the speech?

3. I Have a Dream (Martin Luther King,  Jr.)

In the classroom, it is important to point out the sermonic feel to the speech and also to have your students look for calls to action and pathos. Have your students look for tone, allusions, and word choice to help them notice these rhetoric expressions throughout it.

Teaching Resource : I Have a Dream Close Read and Rhetorical Analysis

4. Speech at the March on Washington (Josephine Baker)

This is another important speech that held a lot of importance for the changes that needed to be made in America. The speech is a shorter one, so in the classroom, it will not take as long to analyze it, and students can understand the significance of the use of rhetoric in a shorter amount of time than some other speeches.

When teaching this speech, I like to remind my students to search for devices that portray an excellent example of the pathos that is so present in this speech. Some of these devices could be mood, repetition, and diction.

5. Steve Jobs’ Commencement Speech (Steve Jobs)

In class, it is good to have your students annotate and analyze the speech just as they have done for the others. The organization of the speech will help them to notice the similarities and differences between each point Jobs makes.

6. Space Shuttle Challenger (Ronald Reagan)

This speech represents a strong sense of pathos as a movement to help the American people cope with loss after the deaths of the astronauts aboard the Challenger. It is another speech that is not too long, so it should not take a long time to both analyze and annotate the entire speech.

When teaching this speech in class, be sure to mention how pathos is the driving force behind the speech, through the tone and the diction. How does Reagan use emotion to focus on the astronauts as humans, rather than solely focusing on the tragedy?

7. The Perils of Indifference (Elie Wiesel)

This speech is a good one to teach because it both makes students question their own lives, but also how the world works. The speech relies on pathos, and a little ethos too, to get the audience to feel the full effect of the tragedy of the Holocaust and what the speaker went through. It is a long speech so it may take longer for the students to fully grasp all the details that make it such a persuasive speech.

When I teach this speech, I like to have students annotate every place they notice an example of pathos, and then have them explain why in their annotations this makes them feel an emotion. The same with the ethos, and then we can further analyze the rest together.

8. 9/11 Address to the Nation (George W. Bush)

This speech shows another example of the use of pathos in the midst of a tragedy. The President wanted to show the American people how much he was feeling for those lost in the tragedy of 9/11. It is not a long speech, but the amount of emotion within the words is significant for students to notice.

When teaching this speech, it is essential that students look very closely at each part of it, noticing each piece that reveals tone, mood, and other literary devices. How do the different devices add to the pathos of the speech?

FREE TEACHING ACTIVITY : September 11 Address to the Nation Sampler

Teaching Resource : September 11 Address to the Nation Rhetorical Analysis Unit

9. We are Virginia Tech (Nikki Giovanni)

This speech is probably the shortest speech on this list but provides one of the most emotional and pathos-filled rhetoric. This describes another tragedy that is spoken about with pathos to give the audience a safe feeling after such an emotional thing. Students can spend time analyzing the different devices that make the piece so strong in its emotion.

In the classroom, make sure your students make a note of the repetition, and what that does for the speech. Does it make the emotion more impactful? How does it make the audience feel like they are a part of something bigger?

10. Woman’s Right to the Suffrage (Susan B. Anthony)

This is another short speech that holds a lot of power within it. A lot of students will enjoy reading this to see how much the country has changed, and how this speech may have some part in influencing this change. It is a great speech to help teach logos in the classroom, and it will not take a long time to analyze.

Make sure your students notice, and they also understand, the use of allusions within the speech. These allusions help to establish the use of logos, as Anthony wants the use of American historical documents to show how logical her argument is.

Ready-For-You Rhetorical Analysis Teaching Unit

You might also be interested in my blog post about 15 rhetorical analysis questions to ask your students.

Teaching rhetorical analysis and speeches in the classroom is a great way to teach informational text reading standards.

Rhetorical Analysis Teaching Resources:

These resources follow reading standards for informational text and are ideal for secondary ELA teachers.

• Rhetorical Analysis Unit with Sticky Notes
• Ethos, Pathos, Logos: Understanding Rhetorical Appeals\
• Rhetorical Analysis Mini Flip Book

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Rhetorical Analysis Of Lou Gehrig's Farewell Speech

Lou Gehrig's farewell speech, delivered on July 4, 1939, at Yankee Stadium, stands as one of the most iconic moments in sports history. Gehrig, affectionately known as the "Iron Horse," was forced to retire from baseball due to amyotrophic lateral sclerosis (ALS), a debilitating disease that would later become associated with his name. In his speech, Gehrig masterfully employs rhetorical strategies to convey gratitude, humility, and strength in the face of adversity.

One of the most striking aspects of Gehrig's speech is his use of repetition. Throughout his address, Gehrig repeatedly emphasizes his good fortune, stating, "Today, I consider myself the luckiest man on the face of the earth." This refrain not only highlights Gehrig's gratitude for his baseball career but also serves to inspire and uplift his audience. By repeating this sentiment, Gehrig reinforces the idea that despite his dire circumstances, he remains appreciative of the opportunities he has been afforded.

Furthermore, Gehrig employs the rhetorical device of parallelism to structure his speech effectively. He lists various individuals and groups he wishes to thank, including his family, teammates, and fans, in a series of parallel clauses. This parallel structure not only lends his speech a sense of organization but also emphasizes the breadth of Gehrig's gratitude. By acknowledging the contributions of others in this systematic manner, Gehrig underscores the importance of teamwork and camaraderie in both baseball and life.

In addition to repetition and parallelism, Gehrig utilizes the rhetorical appeal of ethos to establish his credibility and moral character. Throughout his speech, Gehrig remains humble and modest, deflecting attention away from himself and towards those who have supported him. By embodying these virtues, Gehrig earns the trust and respect of his audience, allowing his message to resonate on a deeper level.

In conclusion, Lou Gehrig's farewell speech stands as a timeless example of effective rhetoric. Through the strategic use of repetition, parallelism, and ethos, Gehrig conveys messages of gratitude, humility, and resilience that continue to inspire audiences to this day. As we reflect on Gehrig's words, we are reminded not only of his remarkable career but also of the enduring power of language to unite, uplift, and inspire.

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• History of the United States

Lyndon B Johnson Speech Rhetorical Analysis Essay

Lyndon B. Johnson Speech Rhetorical Analysis Essay Lyndon B. Johnson, the 36th President of the United States, delivered his speech titled "The Great Society" on May 22, 1964, at the University of Michigan. This seminal address outlined his vision for America, emphasizing the importance of equality, social justice, and opportunity for all citizens. Johnson's speech is a masterclass in rhetoric, employing various persuasive techniques to inspire and mobilize his audience. One of the most striking aspects of Johnson's speech is his effective use of ethos, or credibility. As President, Johnson held significant authority and expertise on matters of national policy, lending weight to his words. By invoking his personal experiences growing up in rural Texas and his rise to political power, Johnson establishes a connection with his audience, portraying himself as a relatable figure who understands the struggles and aspirations of the American people. This ethos is crucial in gaining the trust and confidence of his listeners, allowing Johnson to effectively convey his message of societal progress and reform. In addition to ethos, Johnson employs pathos, or emotional appeal, to evoke a sense of empathy and urgency among his audience. Throughout the speech, he employs vivid imagery and emotive language to depict the plight of the disadvantaged and marginalized in American society. By painting a stark contrast between the "haves" and the "have-nots," Johnson appeals to the audience's sense of compassion and moral obligation to address social inequality. His impassioned plea for unity and collective action taps into deep-seated emotions, compelling his listeners to join him in the pursuit of a more just and equitable society. Furthermore, Johnson utilizes logos, or logical reasoning, to bolster his argument and persuade his audience of the feasibility and necessity of his proposed initiatives. He presents a comprehensive plan for legislative reform, outlining specific policy measures aimed at combating poverty, expanding access to education and healthcare, and promoting economic opportunity. By grounding his rhetoric in concrete proposals and empirical evidence, Johnson demonstrates a clear and coherent vision for achieving his vision of the "Great Society." His logical appeal serves to reassure skeptics and critics of the practicality and effectiveness of his agenda, fostering confidence in his leadership and the potential for meaningful change. In conclusion, Lyndon B. Johnson's speech "The Great Society" stands as a testament to the power of rhetoric in shaping public discourse and mobilizing collective action. Through his adept use of ethos, pathos, and logos, Johnson effectively communicates his vision for a more equitable and prosperous America, inspiring hope and galvanizing support for his ambitious agenda of social reform. As we reflect on Johnson's legacy, his words serve as a timeless reminder of the enduring importance of leadership, empathy, and the pursuit of a more perfect union....

• Philosophers

Rhetorical Analysis Of Speech By Steve Jobs

Steve Jobs, the co-founder of Apple Inc., was known for his captivating speeches that left audiences in awe. One of his most famous speeches was delivered at Stanford University in 2005. In this speech, Jobs shared personal anecdotes and life lessons that resonated with the audience and inspired them to pursue their passions. Through a rhetorical analysis of this speech, we can uncover the persuasive techniques used by Jobs to convey his message effectively. One of the key rhetorical devices used by Jobs in his speech was the use of ethos, or establishing credibility. Jobs began his speech by acknowledging that he was not a traditional college graduate, but rather a college dropout. However, he went on to explain how dropping out of college led him to take calligraphy classes, which ultimately influenced the design of the Macintosh computer. By sharing this personal story, Jobs was able to establish his credibility as a successful entrepreneur and innovator, making his message more persuasive to the audience. Another rhetorical strategy employed by Jobs was the use of pathos, or appealing to the audience's emotions. Throughout his speech, Jobs shared emotional stories from his own life, such as being diagnosed with cancer and facing mortality. By sharing these personal experiences, Jobs was able to connect with the audience on a deeper level and evoke empathy and compassion. This emotional appeal helped to make his message more relatable and memorable to the audience. Lastly, Jobs used logos, or logical reasoning, to support his arguments and ideas. He presented a series of anecdotes and lessons from his own life to illustrate the importance of following one's passion and intuition. Jobs used logical reasoning to explain how seemingly unrelated events in his life ultimately led him to create Apple Inc. and revolutionize the technology industry. By using logic and reasoning to support his claims, Jobs was able to make a compelling case for the audience to pursue their dreams and never settle for mediocrity. In conclusion, Steve Jobs' speech at Stanford University in 2005 was a masterful example of effective rhetoric. By using ethos, pathos, and logos, Jobs was able to convey his message with credibility, emotion, and logic. Through a rhetorical analysis of this speech, we can see how Jobs' persuasive techniques captivated the audience and inspired them to think differently about their own lives and aspirations....

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