gettysburg address speech rhetorical analysis

A Summary and Analysis of Abraham Lincoln’s Gettysburg Address

By Dr Oliver Tearle (Loughborough University)

Here’s a question for you. Who was the main speaker at the event which became known as the Gettysburg Address? If you answered ‘Abraham Lincoln’, this post is for you. For the facts of what took place on the afternoon of November 19, 1863, four and a half months after the Union armies defeated Confederate forces in the Battle of Gettysburg, have become shrouded in myth. And one of the most famous speeches in all of American history was not exactly a resounding success when it was first spoken.

What was the Gettysburg Address?

The Gettysburg Address is the name given to a short speech (of just 268 words) that the US President Abraham Lincoln delivered at the dedication of the Soldiers’ National Cemetery (which is now known as Gettysburg National Cemetery) in Gettysburg, Pennsylvania on 19 November 1863. At the time, the American Civil War was still raging, and the Battle of Gettysburg had been the bloodiest battle in the war, with an estimated 23,000 casualties.

Gettysburg Address: summary

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

The opening words to the Gettysburg Address are now well-known. President Abraham Lincoln begins by harking back ‘four score and seven years’ – that is, eighty-seven years – to the year 1776, when the Declaration of Independence was signed and the nation known as the United States was founded.

The Declaration of Independence opens with the words: ‘We hold these truths to be self-evident, that all men are created equal’. Lincoln refers to these words in the opening sentence of his declaration.

However, when he uses the words, he is including all Americans – male and female (he uses ‘men’ here, but ‘man’, as the old quip has it, embraces ‘woman’) – including African slaves, whose liberty is at issue in the war. The Union side wanted to abolish slavery and free the slaves, whereas the Confederates, largely in the south of the US, wanted to retain slavery.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

Lincoln immediately moves to throw emphasis on the sacrifice made by all of the fallen soldiers who gave their lives at Gettysburg, and at other battles during the Civil War. He reminds his listeners that the United States is still a relatively young country, not even a century old yet.

Will it endure when it is already at war with itself? Can all Americans be convinced that every single one of them, including its current slaves, deserves what the Declaration of Independence calls ‘life, liberty and the pursuit of happiness’?

But, in a larger sense, we can not dedicate – we can not consecrate – we can not hallow – this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here.

Lincoln begins the third and final paragraph of the Gettysburg Address with a slight rhetorical flourish: the so-called rule of three, which entails listing three things in succession. Here, he uses three verbs which are roughly synonymous with each other – ‘dedicate’, ‘consecrate’, ‘hallow’ – in order to drive home the sacrifice the dead soldiers have made. It is not for Lincoln and the survivors to declare this ground hallowed: the soldiers who bled for their cause have done that through the highest sacrifice it is possible to make.

Note that this is the fourth time Lincoln has used the verb ‘dedicate’ in this short speech: ‘and dedicated to the proposition …’; ‘any nation so conceived and so dedicated …’; ‘We have come to dedicate a portion …’; ‘we can not dedicate …’. He will go on to repeat the word twice more before the end of his address.

Repetition is another key rhetorical device used in persuasive writing, and Lincoln’s speech uses a great deal of repetition like this.

It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us – that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion – that we here highly resolve that these dead shall not have died in vain – that this nation, under God, shall have a new birth of freedom – and that government of the people, by the people, for the people, shall not perish from the earth.

Lincoln concludes his address by urging his listeners to keep up the fight, so that the men who have died in battles such as the Battle of Gettysburg will not have given their lives in vain to a lost cause. He ends with a now-famous phrase (‘government of the people, by the people, for the people’) which evokes the principle of democracy , whereby nations are governed by elected officials and everyone has a say in who runs the country.

Gettysburg Address: analysis

The mythical aura surrounding the Gettysburg Address, like many iconic moments in American history, tends to obscure some of the more surprising facts from us. For example, on the day Lincoln delivered his famous address, he was not the top billing: the main speaker at Gettysburg on 19 November 1863 was not Abraham Lincoln but Edward Everett .

Everett gave a long – many would say overlong – speech, which lasted two hours . Everett’s speech was packed full of literary and historical allusions which were, one feels, there to remind his listeners how learned Everett was. When he’d finished, his exhausted audience of some 15,000 people waited for their President to address them.

Lincoln’s speech is just 268 words long, because he was intended just to wrap things up with a few concluding remarks. His speech lasted perhaps two minutes, contrasted with Everett’s two hours.

Afterwards, Lincoln remarked that he had ‘failed’ in his duty to deliver a memorable speech, and some contemporary newspaper reports echoed this judgment, with the Chicago Times summarising it as a few ‘silly, flat and dishwatery utterances’ before hinting that Lincoln’s speech was an embarrassment, especially coming from so high an office as the President of the United States.

But in time, Lincoln’s Gettysburg Address would come to be regarded as one of the great historic American speeches. This is partly because Lincoln eschewed the high-flown allusions and wordy style of most political orators of the nineteenth century.

Instead, he wanted to address people directly and simply, in plain language that would be immediately accessible and comprehensible to everyone. There is something democratic , in the broadest sense, about Lincoln’s choice of plain-spoken words and to-the-point sentences. He wanted everyone, regardless of their education or intellect, to be able to understand his words.

In writing and delivering a speech using such matter-of-fact language, Lincoln was being authentic and true to his roots. He may have been attempting to remind his listeners that he belonged to the frontier rather than to the East, the world of Washington and New York and Massachusetts.

There are several written versions of the Gettysburg Address in existence. However, the one which is viewed as the most authentic, and the most frequently reproduced, is the one known as the Bliss Copy . It is this version which is found on the walls of the Lincoln Memorial in Washington. It is named after Colonel Alexander Bliss, the stepson of historian George Bancroft.

Bancroft asked Lincoln for a copy to use as a fundraiser for soldiers, but because Lincoln wrote on both sides of the paper, the speech was illegible and could not be reprinted, so Lincoln made another copy at Bliss’s request. This is the last known copy of the speech which Lincoln himself wrote out, and the only one signed and dated by him, so this is why it is widely regarded as the most authentic.

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• Analysis of a Speech , History of Public Speaking

The Gettysburg Address: An Analysis

Mannerofspeaking.

• November 19, 2010

On 19 November, we commemorate the anniversary of Abraham  Lincoln’s Gettysburg Address  in 1863.

In  one of the first posts  on this blog, I compared Lincoln’s two-minute address with the two-hour oration by Edward Everett on the same occasion. Today, people regard the former as one of the most famous speeches in American history; the latter largely forgotten. Indeed, Everett himself recognized the genius of Lincoln’s speech in a note that he sent to the President shortly after the event:

“I should be glad, if I could flatter myself that I came as near to the central idea of the occasion, in two hours, as you did in two minutes.”

In a speech of only 10 sentences and 272 words, Lincoln struck a chord that would resonate through time. Why is this short speech so memorable?

First, it is important to remember the context. America was in the midst of a bloody civil war. Union troops had only recently defeated Confederate troops at the Battle of Gettysburg. It was a the turning point in the war. The stated purpose of Lincoln’s speech was to dedicate a plot of land that would become Soldier’s National Cemetery. However, Lincoln realized that he also had to inspire the people to continue the fight.

Below is the text of the Gettysburg Address, interspersed with my thoughts on what made it so memorable.

Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.

• “Four score and seven” is much more poetic, much more elegant, much more noble than “Eighty-seven”. The United States had won its freedom from Britain 87 years earlier, embarking on the “Great Experiment”.
• Lincoln reminds the audience of the founding principles of the country: liberty and equality. In so doing, he sets up his next sentence perfectly.

Now we are engaged in a great civil war, testing whether that nation, or any nation, so conceived and so dedicated, can long endure.

• Here, Lincoln signals the challenge: the nation is under attack.
• He extends the significance of the fight beyond the borders of the United States. It is a question of whether any nation founded on the same principles could survive. Thus does the war — and the importance of winning it — take on an even greater significance.

We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

• Lincoln turns to recognize those who have fallen for their country.
• He uses contrast effectively. By stating “those who here  gave their lives  that this nation might  live ” Lincoln makes what is perhaps the ultimate contrast: life vs death. Contrast is compelling. It creates interest. Communicating an idea juxtaposed with its polar opposite creates energy. Moving back and forth between the contradictory poles encourages full engagement from the audience.”
• He uses consonance — the repetition of the same consonant in short succession — through words with the letter “f”: battlefield; field; final; for; fitting.

But, in a larger sense, we can not dedicate, we can not consecrate, we can not hallow this ground.

• Notice the use of a “tricolon”: “can not dedicate … can not consecrate … can not hallow”. A  tricolon  is a powerful public speaking technique that can add power to your words and make them memorable.
• Say the sentence out loud and hear the powerful cadence and rhythm.

The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract.

• This sentence is full of solemn respect for those who fought. It is an eloquent way of saying that their actions speak louder than Lincoln’s words.
• There is an alliteration: “poor power”.

The world will little note, nor long remember what we say here, but it can never forget what they did here.

• There is a double contrast in this sentence: “The world will little note, nor long  remember  what we  say  here” / “but it can never  forget  what they  did  here.”
• Note the appeal to something larger. It is not the United States that will never forget, but the entire world.
• Ironically, Lincoln was wrong on this point. Not only do we remember his words to this day, we will continue to remember them in the future.

It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

• The final two sentence of the address sound a call to action, a resolve to complete “the unfinished work”.
• They are full of inspirational words such as “dedicated”, “nobly”, “great”, “honored”, “devotion”, “highly resolve”, “God”, “birth” and “freedom”.
• There are a couple of contrasts here: “the  living ” with “the honored  dead ”; and “these dead  shall not have died  in vain” with “this nation …  shall have a new birth  of freedom”.
• Earlier, Lincoln said that, in a sense, they could not dedicate the ground. Here, he tells the audience to dedicate themselves to “the unfinished work” and “the great task remaining before us”.
• He finishes with his famous tricolon: “of the people, by the people, for the people”.

In an  excellent analysis  of the Gettysburg Address, Nick Morgan offers an interesting perspective on Lincoln’s repetition of one word throughout the address:

And buried in the biblical phrasing there’s a further device that works unconsciously on the audience, and the reader, to weave some incantatory magic.  I’ve discussed this speech many times with students, with clients, and with colleagues, and I always ask them what simple little word is repeated most unusually in the speech.  No one ever spots it. …

When they look, people notice that the word ‘we’ is repeated 10 times.  But that’s not unusual, or surprising, given that Lincoln was trying to rally the nation.  The speech was all about ‘we’.  No, what is unusual is the repetition of the word ‘here’. …

Eight times in 250 words — two minutes — Lincoln invokes the place — the hallowed ground of Gettysburg — by repeating the word ‘here’.  As a result, he weaves some kind of spell on listeners, then and afterward, that is not consciously noticed, but unconsciously seems to have a powerful effect.

Repetition is an essential aspect of great public speaking.  The trick is knowing what and how to repeat.  Take a lesson from Lincoln.  Sometimes its the little words that have the most power.

We can learn a lot about public speaking by studying the great speeches of history. The Gettysburg Address is one of the greats. Lincoln took his audience on a journey. It began with the founding of America and ended at a crossroads. He wanted to make sure that Americans chose the right path. And he did.

We might never deliver a speech or presentation that becomes as famous as the Gettysburg Address, but we can still make an impact when we speak. For a comprehensive, step-by-step overview of how to write a speech outline, please see this post .

And for a fitting conclusion to Lincoln’s Gettysburg Address, enjoy this video.

Like this article?

I have read that Lincoln revised the Gettysburg Address more than 60 times. Regardless of whether or not that number is true, it’s obvious that he made every word pull its weight. Great post on this timeless speech.

Thanks, Patricia. If you click on the first link in the post, you will see that, in fact, there were different versions of the speech. I am not too familiar with the history, but it is interesting. But you are right about Lincoln making every word count. Cheers! John

Great analysis, John!

Thanks, Mel!

John – While president Lincoln’s command of the English language was impeccable, it would seem that the historical essence of his speech was much more important. That is Garry Wills’ contention in Lincoln at Gettysburg: The Words That Remade America (1193) — “a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.” Thus he relied more on the Declaration of Independence than the U.S. Constitution and made a bridge with European liberalism by using Giuseppe Mazzini’s words “the government of the people, by the people, for the people”. Cheers, Osvaldo

Osvaldo, thanks very much for the additional historical perspective. Very interesting indeed. It is a testment to Lincoln that he was able to draw on history and blend it seemlessly with the solemnity of the occasion to create such a masterpiece of a speech. Cheers! John

Again, a wonderful analysis. Contrast is such a strong idea, and Lincoln’s use of “We” does, too. A century and many score years later, Neuharth exploited to power of that word when he gave the world USA Today. “We” appeals to audience members, and readers.

Thanks for the comment, Harry. You’re right – “we” makes the audience feel like they are part of the story, part of the message, part of the solution.

Great analysis! It would help me to do my, study the “state of the Nation Address: an analysis” it gave me the idea. Thank you, Sir John Zimmer. I hope that you could do more analysis from different literature so that many students learn from you.

Thank you for the comment, Lileth. I am glad that you enjoyed the analysis. If you are looking for other speech analyses, you might find something useful at this link: http://mannerofspeaking.org/speech-analyses/ Regards, John

This should be read and seen every day to remind America what their fathers fought for, black and white .

Thank you for the comment, Carol.

Have you got any analysis and spoken language studies of President Obama’s Inaugral Address? If you haven’t I would be so happy and grateful if you could do one.

Hi Ali. Thank you for the comment and suggestion. I have not analyzed any of Barack Obama’s speeches, but have noted your idea and will certainly consider it for the future.

John, President Obama began using Lincoln’s Euclidean system for structuring his speeches in January, 2011, shortly after “Abraham Lincoln and the Structure of Reason” was published. We have a second book coming out analyzing numerous speeches by President Obama, demarcating them into the six elements of a Euclidean proposition. “Barack Obama, Abraham Lincoln, and the Structure of Reason”, published by Savas Beatie. This book will be out shortly in eBook format. Dan Van Haften

Thanks, Dan. I’ll be sure to have a look. John

Thanks so much! This really helped me with my literature homework.

Glad to hear it, Jen. Thanks for the comment.

There is a hidden structure to Abraham Lincoln’s speeches, including the Gettysburg Address. Lincoln used the structure of ancient Euclidean propositions. These contain six distinct elements, an enunciation (with a given and sought), an exposition, a specification, a construction, a proof and a conclusion. This discovery is described in a book I co-authored, “Abraham Lincoln and the Structure of Reason”.

Dan, thanks very much for sharing this insight with us. I was completely unaware of Lincoln’s fascination with Euclidean geometry. But your comment prompted me to do some digging and I came up with this anecdote from Lincoln himself:

“In the course of my law reading I constantly came upon the word “demonstrate”. I thought at first that I understood its meaning, but soon became satisfied that I did not. I said to myself, What do I do when I demonstrate more than when I reason or prove? How does demonstration differ from any other proof? “I consulted Webster’s Dictionary. They told of ‘certain proof,’ ‘proof beyond the possibility of doubt’; but I could form no idea of what sort of proof that was. I thought a great many things were proved beyond the possibility of doubt, without recourse to any such extraordinary process of reasoning as I understood demonstration to be. I consulted all the dictionaries and books of reference I could find, but with no better results. You might as well have defined blue to a blind man. “At last I said: Lincoln, you never can make a lawyer if you do not understand what demonstrate means; and I left my situation in Springfield, went home to my father’s house, and stayed there till I could give any proposition in the six books of Euclid at sight. I then found out what demonstrate means, and went back to my law studies.”

Thanks again for sharing this insight. Your book is now on my “to read” list. Cheers! John

John, The story about Lincoln wanting to learn what it means to demonstrate (and many more stories) are in our book. Thanks, Dan

Hi Dan. I knew that you would, of course, be familiar with the story but found it so interesting that I figured other readers would as well. I am looking forward to reading your book. Regards, John

John, Our new book, “Barack Obama, Abraham Lincoln, and the Structure of Reason”, was just released our publisher, Savas Beatie. This book shows how President Obama is using Lincoln’s Euclidean system to structure his speeches. The book is currently available as an eBook on Kindle and iBook, and soon will be available on the other digital platforms. Kindle: http://www.amazon.com/Barack-Abraham-Lincoln-Structure-ebook/dp/B008AKOFOO/ref=la_B0043H0XNA_1_2?ie=UTF8&qid=1339641707&sr=1-2 IBook: http://itunes.apple.com/us/book/barack-obama-structure-reason/id535241124?mt=11

Congratulations on the book release, Dan. John

Thanks for the analysis. This helps with my oral comm speeches! 🙂

Thank you for the comment, Violet. Glad the post helped and good luck with your speeches! John

While all of these assessments of Lincoln’s speech are clearly good ones, allow me to throw a wrench in the works. Has anyone ever considered why the country was fighting against itself, and further more does anyone feel that there is a reflection on the word “we” in Lincoln’s speech for all men. Including men and women that were bound by the institution of slavery. Lincoln was an abolitionist, and the very fact that he gave this speech on the border of slavery seems very interesting to me. “…all men are created equal”, really gets my wheels spinning. You know that Frederick Douglas and Lincoln were friends, the North would not have won this battle without the use of African American men fighting in their armies. Would love to hear some input about my random thoughts. Mike

Thanks for the comment, Mike. You raise important issues, but ones that go well beyond the focus of this blog. I’m not quite sure I understand what you mean by “a reflection on the word ‘we’ in Lincoln’s speech”, but going through the speech again, it seems to me that the “we” changes depending on the sentence. Sometimes “we” refers to the entire country; sometimes it refers to the people who were gathered at Gettysburg; sometimes it refers to those finding against slavery and the South. I do know that many African Americans did fight in the war (and I recall the movie “Glory” was about the first all-black regiment). I also know that there is still some debate over Lincoln’s response to the issue of emancipation, but my knowledge of American Civil War history is not good enough for me to express an educated opinion. Others may feel free to weigh in. Regards, John

For a little more information on slavery and abolitionism, I would like to point out that this speech and the Civil War would not have been necessary if the founding fathers had not removed the abolition of slavery from the Declaration of Independence. Not many people know that the Declaration was delayed because certain signers would not sign until the abolition of slavery was removed from the writing. Sad, but true.

Hope this helps a little,

Hi Terri. Thanks for sharing that bit of history. I did not that about the Declaration of Independence. Do you happen to know which founding fathers held out until the provision was removed? John

Thanks John, for such a detailed analysis! It has certainly gave me a new perspective of the address, as it was indeed, very helpful in my research. But more importantly, I have began to realize what a great influence the speech had on history. For example, before he gave the address people saw it as “The United States are a free goverment,” but now it is “The United States is a free goverment”. I’m doing a project called National History Day. People from all across the country compete at different levels, nationals being in D.C. The theme for this year is “Turning Points in History” and this is my thesis statement for my documentary. Garry Wills’ Lincoln at Gettysburg: The Words that Remade America has provided me with a great deal of information and I highly recommend it you. Lawson P.S. Sorry for the poor structure of my comment, I’m only in sixth grade.

Dear Lawson, Thank you very much for the thoughtful (and well structured!) comment. It is great to see young people such as yourself taking an interest in subjects such as Lincoln’s address and the historical context in which it was given. It bodes well for the future. I wish you the best of success in the competition and hope that you make it to Washington, D.C. Cheers! John Zimmer

Great analysis of the speech!

Thank you for such a detailed and comprehensive stylistic analysis of this speech, Mr. John. It was extremely helpful, as I have picked up this speech as the main primary text for a further oral activity in school. Your analysis has helped me to a great extent; thanks once more. Shaiv

Dear Shaiv, Thank you for the message. I am glad that you found the post helpful and wish you all the best with your studies. Regards, John

Thank you so soooo much for having such a detailed and good analysis of this speech! 🙂 It did help me with my report very well. I just wanted to tell you thank you thank you thank you!!!!!!!! You’re a lifesaver! I will be looking forward to your reply. Thank you Thank you Thank you! May GOD Bless you and your Family! Thanks again! Love, Adriana P.S. sorry for not having so many big advanced words I’m only in 7th grade Thanks again!

Dear Adriana, You’re welcome you’re welcome, you’re welcome! 🙂 I am glad that you found the post helpful. Thank you for stopping by to leave a comment. And don’t worry about not using “big advanced words”. Too many people try to use too many fancy words and it just makes their message more difficult to understand. When you write and when you speak, it is good to use a big word from time to time; however, for the most part, stick to the simple words. As Winston Churchill said, short words are the best words. Best of luck with your studies. John Zimmer

Thanks so much for your reply! p.s. (Don’t take offense of this question just curious) Do you speak Spanish? It would kinda be cool if you did because I do 🙂 BTW I made an A on my report thanks to you! I’ll be looking fwd to your reply! Love, Adriana peace, Love <3, Happiness :-), plus +, Star Paz, Amor, Felizidad, y, estrella!!!!!

Hi Adriana, Lo siento. No hablo muy bien espagnol. Congratulations on your report. Best regards, John Zimmer

Thanks! 🙂 I’m glad you replied thanks again! God Bless you and your family! love, Adriana p.s. its ok if you dont know spanish you might on the other hand know some other language and i respect that:-) alright bye!

Thank you so much for this detailed analysis! I have gone through many people’s analysis of The Gettysburg Address, yet none have been as helpful. I admire how you extracted effective public speaking techniques from the interpreptations of the words in this famous speech. My english assignment seemed like a piece of cake after reading this! Thanks again!

Thank you very much for the kind words about the post, Noor. I am glad that you found it helpful. Best of luck with the rest of your English, and other classes. John Zimmer PS – I’ve always liked the name Noor. I know that it means “Light”. (Atakelemu al arabiya. Qalilaan.)

Mr. John I agree with all the complements people had given you. I have a quick question, do you think the thesis of this speech is the first sentence? Thank you. Savi

Dear Savi, Thank you for the comment and the kind words. You pose an interesting question. Because the speech is so short, every sentence has great significance. In the first sentence, Lincoln reminds the audience of the principles on which the United States was founded. However, it is the final sentence that is the real call to action and, as you put it, the “thesis” of the speech. That sentence — and it is a long one — is as follows: “It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.” Kind regards, John

What an interesting analysis on the Gettysburg Address! You seem to have taken heed to some unique points, such as the contrasting. and when the President says ‘world’ instead of our country. There’s definitely a lot more power and just over-all inspiring things to learn from Lincoln’s speech now that it’s been elaborated so finely. Similar to one of your reviewers, I was looking for a new way to view this address for an English assignment, as I was definitely looking at in black and white. I felt I wasn’t grasping all that there was so wisely embedded into it, but I’m glad that I had found this. Hopefully I can build off of your interpretation and further admire the Gettysburg Address.

Dear Annie, Thank you for the kind comment. I am glad that you found the post useful. I have no doubt that you (and others) can find more that it good about the Gettysburg Address. All the best, John

Dear John, Thank you so much for this detailed information. It really helped on my English assignment. 🙂 Nallely

Dear Nallely, Thank you for the comment. I am glad that the post helped you with your assignment. All the best for the rest of the school year. John

Great piece, John! This is very helpful. I’m a lover of great speeches!

Thanks very much for the comment and also for referencing my post on your blog. Thank you also for introducing me to the cyclorama. I had not heard of it before and I watched a video of it on YouTube. Truly impressive! John

Dear John, I just wanted to thank you for your speaking points and thoughts. Curiously enough, I am a criminal defense attorney in Los Angeles, California. While I have employed several of the tactics and forces that you discuss in your article, I have never seen them explained so well. Whether to a jury, judge, or prosecutor; I try to employ the methodology you describe and highlight with your eyesight. I think I just used some of your and Lincoln’s method. In any case, thank you for your concise evaluation of a pretty special speech. Yours, Andy

Andy, I very much appreciate your comments as I too am a lawyer. When I was practicing law in Canada, I found that judges appreciated eloquence but not verbosity, passion but not theatrics. And they especially liked it when barristers could cut through reams of evidence and present a simple, cogent argument on the key points. (They also liked it when lawyers had a bit of a sense of humour and would show their humanity.) The best presentation skills, in my view, are still the ones that have been handed down through the centuries. Thanks again and good luck with your cases. John

Hi sir. I have my oration presentation in my english class, can i use gettysburg address? If so, how can i perform it? I mean. Is there a body gestures or action? Or just simply standing while reciting? Thanks ahead. -Padate

Dear Padate, Thank you for the questions. Assuming that for your oration presentation you can use a famous speech (as opposed to one that you write yourself) I see know reason why you cannot use the Gettysburg Address. It is one of the most famous speeches in the English language. Be aware, however, that it is relatively short. I don’t know if you have to speak for a minimum time, so take that into account. As for gesturing, my recommendation is to use gestures that feel natural to you. The speech is a very solemn one, so you do not want to overdo it; however, a well-time gesture, for example, with your hand or arms to emphasize a key point would be effective. More than gestures, however, it is your voice that will be most important for this speech. Be sure to let it rise and fall at the right times and don’t forget to pause at key moments to let the significance of the words sink in. Speak in a measured rhythm and do not rush the speech. Hope this is helpful. Best of luck with it! John Zimmer

I thank you so much sir, God bless you.

What do you think the strengths of this speech are?

Well, Randie, I would have to say that the speech’s strengths are its brevity, its eloquence, its universal message and its call to action. Thanks, for the question. John Zimmer

Thank you very much!! Could you please help me, my professor asked me to write paper about the speech that I have to write three or four reasons about why this speech is great? With evidence from speech. 🙁

Dear Abu Khalid, Unfortunately, I cannot write the paper for you. You will have to think about the speech and come up with the reasons on your own. You already have the post that I wrote. I recommend that you also Google other blogs that have analyzed the Gettysburg Address. Good luck.

I really appreciate your comment! However, I did not mean write instead of me, just help me with ideas, but I saw the link that you sent it and I wrote paper could I send it to your emil and give me your advice and tell me if I have wrong ideas? Thank you so much!

I appreciate your confidence in me, but I have to decline. I am extremely busy at the moment, but more fundamentally, it would not be appropriate for me to direct you in your schoolwork without knowing the curriculum or the focus of your teacher. I suggest that you ask your teacher to look at your draft and give preliminary feedback. Alternatively, you could ask one of your classmates. I wish you success with it. John

thanks a lot for the great help you provided by posting this great analysis.After going through your analysis,I have begun to appreciate this speech even more than before.I desperately need your help,sir.I am a student of ninth standard and am participating in an inter school elocution competition.we are required to recite an actual speech by a historical character in just two minutes.I thought for going for this speech but wonder if it would be the right choice.Also,I am confused so as to how to introduce myself to the audience because a regular introduction is a bore and common one.Please help me sir,i am very confused,the competition is on the day after tomorrow.

Dear Aditi, Thanks for the comment. I am glad that you enjoyed the post. Now, as for your contest, a few things: 1. Take a deep breath and relax. Keep the contest in perspective. Yes, it is exciting and nerve-wracking – I competed in a speech contest only yesterday, so I know how it feels. But you need to focus the nervous energy constructively and not let it overwhelm you. 2. The Gettysburg Address is a perfect speech for two minutes. 3. Usually in a contest, you do not have to introduce yourself. The Contest Chair does that. He or she should call you to the stage when it is your turn. If you must introduce yourself, just say something like “My name is *** and I have chosen to recite one of the most important speeches in history, The Gettysburg Address (assuming you choose this speech). 4. Warm up before you speak. Find a quiet place and stretch your arms and neck and shoulders. Swing your arms to get the blood flowing. Practice your voice. Drink only warm liquids or room temperature liquids. No fizzy drinks. 5. Speak slowly and with conviction. Put some emotion into it. Remember how important this speech was and why Lincoln gave it. It is your job to share it with the audience. 6. Pause after key sentences in the speech. 7. Smile when you are done. Don’t forget to shake the hand of the Contest Chair. I hope that these tips help. Good luck with it and have fun. It is a privilege to be able to share a message with an audience. John Zimmer

An idea. Represent yourself as a REPORTER OF THE DAY’S EVENT, GATHERING, AND THEN READ THE SPEECH. Sorry, the cap lock was on.

That’s a very good idea, Andy. Thanks for sharing it. Aditi, you said you only had two minutes to recite the speech and the Gettysburg Address should take about that much time. (You don’t want to rush through it.) But if you have a bit of extra time, Andy’s idea is a clever one. John

thank you so much,sir.You have helped me very much.I am very grateful to you as well,Andy for you cared to help me.Still quite nervous and hope I do well.Anyway,thanks a lot.

Glad to hear it, Aditi. Best of luck! Remember, treat it as a learning experience and have fun. Let us know how you do.

Thank you so much. My AP English Language and Composition teacher gave us this speech for homework and told us to analyze and take notes. This analysis of the speech has been very very helpful. Thank you so much!!

You are welcome. Glad you found the post useful.

wonderful. deeply analysed

Many thanks.

Hi, I still cannot understand why Abraham Lincoln uses the word “dedicate” 6 time in this short speech. Do have an idea? Thanks

Hi Milotas.

I have two ideas. First, repetition of a key word in a speech is tried and true rhetorical device that lends emphasis and power to the words. Second, inherent in the word “dedicate” is the notion that we are doing something for someone (or something) else. In the context of Lincoln’s speech, there was a dedication those who had thus far died in the civil war, but there was also the notion that Lincoln wanted the people to dedicate themselves to the task of building their nation and staying true to the principles upon which it was founded.

Would you say Lincoln’s speech worked and who would you is the “audience” he is giving this speech to? I would really appreciate your input and also what do you think he wanted “them” to do?

Hi Daniela,

I do think that Lincoln’s speech worked. The fact that it is still so well known today is but one indicator. I believe that he had three audiences in mind: the first, of course, was the people who were assembled in Gettysburg that day; the second audience was the wider American population at the time who would hear about or read about the address; and the third was for future generations. I do think that Lincoln had the foresight to leave a message that would resonate for generations.

As for what he wanted the people to do, well, first of all there was a civil war that had to be won. However, beyond that, there was the still (and always) unfinished business of building a nation based on the principles upon which it was founded.

Would you say that his speech was short, but important and the other guy who spoke for two hours wasn’t important? What was that guy’s name as well?

Hi, Yevgeniy. Thanks for the questions.

The other fellow to whom you refer was Edward Everett. I compared his speech to Lincoln’s in this post from 2009. I don’t doubt that Everett’s speech was important and that he had good things to say. But it went on for two hours! I am sure that much of the good stuff was lost amongst text that could have been cut. Indeed, soon after the event, Everett wrote to Lincoln and said, “I should be glad, if I could flatter myself that I came as near to the central idea of the occasion, in two hours, as you did in two minutes.”

The lesson in all of this is to be rigorous, if not ruthless, when it comes to speech-craft. Focus on the message and dispense with anything that detracts from it. And nobody ever complained about a speech being under time!

I note that in the audio recital of the speech on this site, the speaker has added an “and” that is not in the text. It appears in the phrase “by the people (and) for the people…”. I only noticed this because, as an exercise, I have been trying to commit the speech to memory. It is without doubt one of the classic utterances of all time. Do you think that it was written primarily to be spoken or mostly with an eye to it being read? Given that Lincoln would have known that his short dedication speech would follow the lengthy oration by Edward Everett, I think it was mostly written to be read. (One can only have sympathy for the audience having to sit or stand through Everett’s two hour oration) Also it seems to me there is another subtle triple repetition that occurs in the passage “It is for us the living … last full measure of devotion.” In this part, Lincoln invokes the obligation of the living to the dead three times in different ways. If it’s worth saying, it’s worth saying it three times!

Finally, imitation is the sincerest form of flattery. The following sentence comes from the reported sentencing speech by the judge in the shoe bomber case (Jan 2003). The judge said “The world is not going to long remember what you or I say here. The day after tomorrow, it will be forgotten, but this [our freedom in the US], however, will long endure.” In the same remarks, there is a further homage to a later president’s inaugural speech, which I leave for the curious find.

Dear Nigel,

Thank you for the message. I appreciate your taking the time to write.

As to your question, I cannot say for sure, but knowing what an astute guy Lincoln was, it wouldn’t surprise me if he wrote it both to be heard and read. I had not noticed the extra “and” slipped in the audio. Good catch! The “and” weakens the sentence. Without it, we have the rhetorical device, polysyndeton, which is very powerful when used properly (as Lincoln did).

Thanks, also, for the reference to the Unabomber sentencing. I did not know that! Very interesting. Indeed, some things never go out of style.

Prove that the Gettysburg address as a piece of literature.

Thanks for the comment, Moshiur. I am not sure what you are asking. The Gettysburg Address is certainly a great speech. Whether it qualifies is literature is open to debate; however, it is unquestionably an eloquent and inspiring piece of writing.

You are to be congratulated for your measured response. My draft included a “candidature for caricature in literature causing discomfiture” rhyming device. Taking a quick look at both modern and archaic definitions, I think the Gettysburg Address does, probably clearly so, qualify as literature. Brevity can be the soul of both wit and literature. Especially, when it is written in granite. That suggests an enduring tome. You are a gentleman and, obviously, a very good and patient teacher. Nice to see some of your writing, again. Even when it comes from being asked to prove that which you had not even raised.

Andy. That attorney out West.

Thanks for the comment. I admire your abilities as a wordsmith. And, I take your point about the Gettysburg Address qualifying as literature. If a poem of a few stanzas can qualify as literature, I see no reason why an eloquent speech cannot so qualify as well.

If anyone were to give that speech today, they probably would be accused of “inciting the people to rebel against what is “now here”. History has it that Lincoln did not go further than the 2nd grade in school; so what does that say about the billions we spend on education today, when probably none could write a better speech?

It’s an interesting thought, Mary. Thanks for the comment.

Extremely useful, John! I especially like the colour-coded phrases, which make the point you’re discussing leap from the screen! (Your readers here might also like this analysis of a TEDx talk on body language , which I published recently.)

Thank you for such a detailed and comprehensive stylistic analysis of this speech, Mr. John. It was extremely helpful, as I have picked up this speech as the main primary text for a further oral activity in school. Your analysis has helped me to a great extent; thanks once more.

Thank you for the comment. I am glad that you found the post useful. Good luck with your classes!

what does of the people, by the people, for the people mean in the gettysburg address sorry i will not give my real name or e-mail this is for John Zimmer

Thanks for the question and no problem about remaining anonymous.

“Of the people” means that the government is made up of people from the country. Americans choose their representatives from among themselves. “By the people” means that it is the American people themselves who choose their government. “For the people” means that it is the job of the government to govern in the best interests of the people.

I hope this helps.

You have made some good points.

Great analysis!

That’s great and useful. It helps me a lot to pass my translation exam. Thank you.

Glad it was helpful.

John do you know when you wrote this blog because I need it to cite your blog. Thanks. P.S. VERY useful info, thanks.

Thanks for the comment. Glad you found the information useful. I wrote the post on 19 November 2010. You can find the date for any post that I wrote by clicking on the URL. WordPress always has the date of publication in the full URL. Cheers!

Thank you for your analysis of Lincoln speech. It was extremely helpful for me to do my class work.

Glad to hear it. Thanks for letting me know.

Thank you so much for the analysis, John. It really helped me for my semester.

Thank you for the comment. I am glad that you found the post helpful.

thank you so much for this analysis, it really helps me with my paper

Thanks, Mohamed. Glad you found it helpful.

This has been very helpful. On it’s anniversary I’m planning on releasing a series of memes based on the Gettysburg Address that will hopefully symbolize and analogize our current political environment and I believe this analysis will help me greatly with both the wording and the imagery. Thank you.

Thanks for the comment. I’m glad you found the post helpful. Good luck with your project. Please come back and leave another comment with the link so that readers and I can check it out.

When it comes to passing the time there’s nothing quite like reading a wonderfully written analysis on one of my favourite historical speeches of all time. I have to say I’m actually really thankful for this, it’s just so interesting and not just the article itself. I’ve been reading through the comments and I’ve actually learnt quite a bit more about this speech and it’s historical significance from all of the analysis readers as well as you, Mr. Zimmer.

Who’d have known that history and literature could be so interesting? I’ll also be checking out that book mentioned in the comments. Sounds like a worthy read. Plus all these helpful points on presenting speeches will definitely come in handy down the road. xD Thanks for all the information!

This is why I love checking the comment sections of articles with interesting topics. Hm, I feel like I’ve been using the word ‘interesting’ a lot. What’s a synonym for that? Intriguing, perhaps? Well, anyway… Well done, sir! Great job! I’ve never been so glad to have decided to procrastinate my studies and search the web for historical speech articles for no reason! It was worth the lost time. xD

From Sasha, the Procrastination Queen aka the Terrible 11th Grader Who Needs To Get To Work Right Away!

P.S. I love your website’s layout! xD

Hi Sasha. Thanks for the great comment. I love the stream-of-consciousness flow to it and I am glad that you found the post helpful. I agree with you about finding interesting ideas and information in the comments. That’s one of the things that I enjoy about writing and reading blogs.

Good luck with your studies and remember to give them at least equal time with this blog! 😉

John – I really appreciate and admire your clear thinking, analysis, and articulateness.

As always, super work, well done, thank you.

WatchMojo also placed this speech at the top of its list of “Top 10 Famous Speeches”. ( https://youtu.be/0VegIvb1e7s ) If anyone is interested in using a “Memory Palace” technique to memorize the Gettysburg Address in 1-hour, this article may help.

http://www.necessarybridges.com/2017/09/leading-team-preparing-presentation-think-different-think-memory-palace/ Keep up your awesome work.

Thanks so much, Rashid. The post on the Gettysburg Address, which I wrote years ago, is still my No. 1 performing post in terms of hits. On an average week, it will be No. 1 four or five days out of seven. I often get messages from students in high school and college saying how it helped them with an assignment.

I will read your post with interest. I have seen the montage of different speakers before. It’s a shame that Bill O’Reilly is there! But it is very good. As for the memory palace, we should talk about memory techniques some time. I have been using one for years to remember lists but also to remember parts of a speech.

Thanks John. Interesting to note that this is your most popular post. But not surprising. Again, your analysis is superb, your articulation outstanding.

Will be happy to talk about memory techniques some time. Please feel free to suggest options and dates/times. Side note. I have a 45 minutes (private) video of an education session where I got the whole audience to memorize the speech. Even though I had to demand a lot from my audience, the talk was generally well received.

It is a very poor quality video (made only for my review), but if you like, I can try to get it to you via Dropbox or Google drive, or a private YT link etc.

It is a very powerful technique but it sure makes you work hard :-).

The technique had been used for ~2K years by orators–so it obviously works.

Good luck! Keep up your splendid work.

Thanks, Rashid. I’d be interested in watching the video when I have some time.

If it is less than 2GB, you can send it to me for free using We Transfer (www.wetransfer.com). Just upload the file and send it to [email protected] . I use We Transfer all the time.

And yes, when my schedule eases up, I will look into possible dates to speak about memory techniques.

john i love you

Well, I appreciate it.

This analysis is so good! this is definitely helping me study for future exams.

Glad you found the article helpful, Elijah. Good luck with your exams.

thanks for that

This is a very good analysis. I also like how you still respond 10 years later.

Thank you, Dan. I have been so busy with work of late that I have not been on the blog that much. This will change and yes, I will always respond to people who take the time to comment.

Thanks John Zimmmmer!!!! very cool

Thanks, Benson (including the extra “mm”.

Any idea about “euphemism” in the speech?

Interesting question. I think that there are some euphemisms in the speech:

– “final resting place” for “cemetery” – “gave their lives” for “died” – “gave the last full measure of devotion” also for “died”

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Course: US history   >   Unit 5

• Slavery and the Missouri Compromise
• Increasing political battles over slavery in the mid-1800s
• Start of the Civil War - secession and Fort Sumter
• Strategy of the Civil War
• Early phases of Civil War and Antietam
• The Emancipation Proclamation
• Significance of the battle of Antietam
• The battle of Gettysburg
• The Gettysburg Address - setting and context
• Photographing the Battle of Gettysburg, O'Sullivan's Harvest of Death

The Gettysburg Address - full text and analysis

• Later stages of the Civil War - 1863
• Later stages of the Civil War - the election of 1864 and Sherman's March
• Later stages of the Civil War - Appomattox and Lincoln's assassination
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The Gettysburg Address

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Speech Analysis: Gettysburg Address – Abraham Lincoln

Abraham Lincoln’s Gettysburg Address is one of the most famous, most quoted, and most recited speeches of all time . It is also one of the shortest among its peers at just 10 sentences.

In this article, we examine five key lessons which you can learn from Lincoln’s speech and apply to your own speeches.

This is the latest in a series of  speech critiques  here on  Six Minutes .

Speech Critique – Gettysburg Address – Abraham Lincoln

I encourage you to:

• Watch  the video with a recitation by Jeff Daniels;
• Read  the analysis in this speech critique, as well as the speech transcript below; and
• Share  your thoughts on this speech in  the comment section .

Lesson #1 – Anchor Your Arguments Solidly

When trying to persuade your audience, one of the strongest techniques you can use is to anchor your arguments to statements which your audience believes in. Lincoln does this twice in his first sentence:

Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal . [1]

Among the beliefs which his audience held, perhaps none were stronger than those put forth in the Bible and Declaration of Independence. Lincoln knew this, of course, and included references to both of these documents.

First,  Psalm 90 verse 10  states:

The days of our years are threescore years and ten …

(Note: a “score” equals 20 years. So, the verse is stating that a human life is about 70 years.)

Therefore, Lincoln’s “Four score and seven years ago” was a Biblically evocative way of tracing backwards eighty-seven years to the signing of the Declaration of Independence in 1776. That document contains the following famous line:

We hold these truths to be self-evident, that all men are created equal , that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.

By referencing both the Bible and the Declaration of Independence, Lincoln is signalling that if his audience trusts the words in those documents (they did!), then they should trust his words as well.

How can you use this lesson?  When trying to persuade your audience, seek out principles on which you agree and beliefs which you share. Anchor your arguments from that solid foundation.

Lesson #2 – Employ Classic Rhetorical Devices

Lincoln employed simple techniques which transformed his words from bland to poetic. Two which we’ll look at here are triads and contrast.

First, he uttered two of the most famous triads ever spoken:

• “…we can not dedicate, we can not consecrate, we can not hallow this ground.” [6]
• “government of the people, by the people, for the people.” [10]
• “… for those who here gave their lives that that nation might live .” [4] (the death of the soldiers contrasts with the life of the nation)
• “The world will little note, nor long remember what we say here , but it can never forget what they did here .” [8] ( remember contrasts forget ; say contrasts did )

How can you use this lesson?  While the stately prose of Lincoln’s day may not be appropriate for your next speech, there is still much to be gained from weaving rhetorical devices into your speech. A few well-crafted phrases often serve as memorable sound bites, giving your words an extended life.

Lesson #3 – Repeat Your Most Important Words

“ When trying to persuade your audience, seek out principles on which you agree and beliefs which you share. Anchor your arguments from that solid foundation. ”

In the first lesson, we’ve seen how words can be used to anchor arguments by referencing widely held beliefs.

In the second lesson, we’ve seen how words can be strung together to craft rhetorical devices.

Now, we’ll turn our attention to the importance of repeating individual words. A word-by-word analysis of the Gettysburg Address reveals the following words are repeated:

• we: 10 times
• here: 8 times
• dedicate (or dedicated): 6 times
• nation: 5 times

While this may not seem like much, remember that his entire speech was only 271 words.

By repetitive use of these words, he drills his central point home: Like the men who died here , we must dedicate ourselves to save our  nation .

• “we” creates a bond with the audience (it’s not about you or I, it’s about us together)
• “here” casts Gettysburg as the springboard to propel them forward
• “dedicate” is more powerful than saying “we must try to do this”
• “nation” gives the higher purpose

How can you use this lesson?  Determine the words which most clearly capture your central argument. Repeat them throughout your speech, particularly in your conclusion and in conjunction with other rhetorical devices. Use these words in your marketing materials, speech title, speech introduction, and slides as well. Doing so will make it more likely that your audience will [a] “get” your message and [b] remember it.

Lesson #4 – Use a Simple Outline

The Gettysburg Address employs a simple and straightforward three part speech outline : past, present, future.

• Past : The speech begins 87 years in the past, with the signing of the Declaration of Independence and the formation of a new nation. [1]
• Present : The speech then describes the present context: the civil war, a great battlefield (Gettysburg), and a dedication ceremony. The new nation is being tested. [2-8]
• Future : Lincoln paints a picture of the future where the promise of the new nation is fully realized through a desirable relationship between government and the people. [9-10]

How can you use this lesson?  When organizing your content, one of the best approaches is one of the simplest. Go chronological.

• Start in the past, generally at a moment of relative prosperity or happiness.
• Explain how your audience came to the present moment. Describe the challenge, the conflict, or the negative trend.
• Finally, describe a more prosperous future, one that can be realized if your audience is persuaded to action by you.

Lesson #5 – State a Clear Call-to-Action

The final sentences of the Gettysburg Address are a rallying cry for Lincoln’s audience. Although the occasion of the gathering is to dedicate a war memorial (a purpose to which Lincoln devotes many words in the body of his speech), that is not Lincoln’s full purpose. He calls his audience to “be dedicated here to the unfinished work” [8], to not let those who died to “have died in vain” [10]. He implores them to remain committed to the ideals set forth by the nation’s founding fathers.

How can you use this lesson?  The hallmark of a persuasive speech is a clear call-to-action. Don’t hint at what you want your audience to do. Don’t imply. Don’t suggest. Clearly state the actions that, if taken, will lead your audience to success and prosperity.

Speech Transcript – Gettysburg Address – Abraham Lincoln

[1] Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.

[2] Now we are engaged in a great civil war, testing whether that nation, or any nation, so conceived and so dedicated, can long endure.

[3] We are met on a great battle-field of that war.

[4] We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.

[5] It is altogether fitting and proper that we should do this.

[6] But, in a larger sense, we can not dedicate, we can not consecrate, we can not hallow this ground.

[7] The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract.

[8] The world will little note, nor long remember what we say here, but it can never forget what they did here.

[9] It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.

[10] It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.

Other Critiques of Lincoln’s Gettysburg Address

For further reading, you may enjoy these excellent analyses:

• Nick Morgan — The greatest 250-word speech ever written
• John Zimmer — The Gettysburg Address: An Analysis
• Christopher Graham — A poetical analysis of Abraham Lincoln’s Gettysburg Address

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19 comments.

Hi Andrew, Wonderful insights and tools about how speakers can have an effective profound impact on their listeners. I always like reading your entries.

Thank you for this. I will use this and the other speech critiques with my clients. I just finished reading The Presentation Secrets of Steve Jobs just a week before his death… we can learn so much from these great presenters.

What an excellent and timely analysis of Lincoln’s address. I especially appreciated your thoughts on Lincoln’s rhetorical devices. In our age of technology and it’s pragmatic focus on precision, efficiency and productivity, the poetic and reflective communicators stand out. I have really enjoyed your blog and resources. Thanks, Andrew. I’ll be back!

I think that Lincoln was a compelling speaker who was able to contrast the negative with positive. His ability to be passionate, to me, shows his genuine sincerity about what he speaks. He really believed in equality for all and it was expressed in his words and their tone. What I took away as important for the speaker is to know your audience and what will move them to action. I think Lincoln was an inspiring speaker that spoke from his heart.This is a truly wonderful way to address others whether or not you are using public speaking as a forum.

Am teaching this right now and your article on the Gettysburg Address dovetails with what I am trying to teach really well. Am going to a link to my blog. Thanks. Dave

Abraham Lincoln’s speeches are always compelling, but this is address is by far my favorite. His way to deliver and emphasize on hi significant points is powerful.

I would like to use this 2011 analysis “Speech Analysis: Gettysburg Address – Abraham Lincoln” in an upcoming academic presentation. Anyone know a way to get the author’s permission?

Wow, I am impressed and learned so much about using past and present then future references. Ab Lincoln was a lyrical genius

Thank you so much for your website–you have so many wonderful resources! You have helped me with several ideas for a new speech and debate class that I am teaching to 8th graders next year!

Andrew, I saw your FB link to this post and am so happy to have followed the link. As always, your points are right on the money, and provide lots of useful suggestions that all of us can incorporate. It’s amazing what Lincoln conveyed in a mere 271 (or should I say “13 score and 11?”) words, and I like how you broke it into 10 sentences to make it easier to examine.

It’s very interesting to break down speech over 100 years old and see why Abraham Lincoln was one of the best speakers, persuaders, and leaders of our country.

He certainly was.

Andrew, Your analysis of Lincoln’s Gettysburg Address and tips for speech writing is superb. One thought. I seem to recall discussion of the word “that” in various critical treatments of the GA. I believe Gary Wills gives emphasis to the repetition of “that,” which amounts to 12 times. I recite the GA from memory about twice a month, probably for the last 25 years. I do the same with a number of poems also. I recently ran for Congress in Maryland’s 8th Congressional District. So I have referred to my website above. I used to be a college professor. I’d be interested to share other thoughts about Lincoln and the GA. I discussed Bruce Miroff and his Lincoln in my recent book, “Leveraging: A Political, Economic and Societal Framework,” (Springer, 2014) I taught Gary Miroff and David Donald on Lincoln at GW’s GSPM for 12 years also. Coincidentially, I just met an MP from BC, MP Sarai, at the National Governors Association Meeting in Des Moines in July. Hope to hear from you. Best, Dave Anderson

The advice that I found most helpful in this example is the second tip given: “Employ Classic Rhetorical Devices”. I have heard this said many times in many ways, but Lincoln’s speech lended itself extremely well as an example of this advice. The power and the memorability of this speech lies in the phrases that used rhetorical devices. Since Lincoln did this so well, his speech and his ideas lived long past his own death. I also appreciated the first piece of advice that tells readers to anchor their arguments. Building credibility and gaining the trust of audience members is incredibly important whilst giving a speech, especially if your speech is asking your audience to perform a task. If they do not relate to or trust you, your request will remain untouched.

This was an excellent analysis of Abraham Lincolns speech, and gave several useful tips that every public speaker and even presenter can use is his or her own speeches to make sure that their presentation is as effective as it possibly can be. Presentations can be powerful if they are presented in the correct way.

From these 5 lessons, the ones that stood out to me were anchoring your arguments towards your audiences beliefs, the repetition of strong words and outlining the speech from past to future.

I found it incredibly interesting that it is useful to say your most important words multiple times throughout your speech. This was interesting to me because in most of my communication and literature classes, I was told not to repeat myself and only speak, or write, new ideas or concepts that will build your main points.

I found this article extremely helpful. It introduced me to ideas I ever pondered when experimenting with speeches such as repetitive use of your most important words. It also showed how rhetorical devices can enhance your speech and make it very memorable to the audience. Lastly, I learned that organizing your speech to go from past, present, then future helps grab your audiences attention and get your idea across very clearly.

2. I thought the idea of using a message that an audience already believes in, such as Abraham Lincoln quoting the Bible and Declaration of Independence, is a very effective way of capturing the audience’s attention and persuading them to agree with your message. I also believe that having a simple outline is and a clear call to action makes it easier to write a speech and easier for the audience to understand your point and decide whether they agree with you.

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Lincoln’s rhetoric in the Gettysburg Address

Rhetorical Style

A comprehensive guide to the language of argument, Rhetorical Style offers a renewed appreciation of the persuasive power of the English language.

• By Jeanne Fahnestock
• November 19 th 2013

Perhaps no speech in the canon of American oratory is as famous as the “Dedicatory Remarks” delivered in a few minutes, one hundred and fifty years ago, by President Abraham Lincoln. Though school children may no longer memorize the conveniently brief 272 words of “The Gettysburg Address,” most American can still recall its opening and closing phrases. It has received abundant and usually reverent critical attention, especially from rhetoricians who take a functional view of discourse by always asking how an author’s choices, deliberate or not, achieve an author’s purposes. Of these many studies, the greatest is Garry Wills’s Lincoln at Gettysburg (Simon & Schuster, 1992). It leaves little unsaid about the genre, context, and content of the speech, or about the grandeur and beauty of its language, the product of Lincoln’s long self-education in and mastery of prose composition. But while the rhetorical artistry of Lincoln’s speech is uncontestable, it can also be said that its medium, the English language, was and is an instrument worthy of the artist. Among all the ways that this speech can be celebrated for its author, its moment in history, and its lasting effects, still another way is as monument to the resources of the English.

In its amazing lexicon, the largest of any living language in Lincoln’s time or ours, English is, thanks to the accidents of history, a layered language. The bottom layer, containing its simplest and most frequently used words, is Germanic. The Norman invasion added thousands of Latin words, but detoured through French to create, according to eighteenth-century British rhetoricians like Hugh Blair, a distinctive French layer in English. Throughout its history, but peaking between 1400 to 1700, words were stacked on directly from Latin and Greek to form a learned and formal layer in the language. (English of course continues borrowing from any and all languages today.) It is therefore not unusual in synonym-rich English to have multiple ways of saying something, one living on from Anglo-Saxon or Norse, another a French-tinctured option, and still another incorporated directly from a classical language. Consider the alternatives last/endure/persist or full/complete/consummate . Of course no English speaker would see these alternatives as fungible since, through years of usage, each has acquired a special sense and preferred context. But an artist in the English language like Lincoln understands the consequences in precision and nuance of movement from layer to layer. He chose the French-sourced endure at one one point in his Remarks and the Old English full at another.

Lincoln’s awareness of this synonym richness is also on display in his progressive restatement of what he and his audience cannot do at Gettysburg: they cannot  dedicate — consecrate — hallow the ground they stand on . All three verbs denote roughly the same action: to set apart as special and devoted to a purpose. According to the Oxford English Dictionary , the first two came into English in the fourteenth century as adjectives and in the fifteenth as verbs, both formed from the past participle of Latin verbs. The second of these, however, has a twelfth century French cognate, consacrer , in use when French was the language of England’s rulers. The third word, hallow , comes from the Old English core and carries the strongest association of a setting apart as holy. Lincoln’s progression then goes from the Latinate layer to the core, a progression in service of the greatest goal of rhetorical style – to amplify , to express one’s meaning with emotional force. Lincoln’s series of synonyms, simply as a series, distances the living from the dead, but as a progression it rises from the formulaic setting apart with words of dedicate, to the making sacred as a church or churchyard are of consecrate , to the making holy in martyrdom of hallow . Forms of consecrate and dedicate appear again, but hallow only once, mid-speech.

Lincoln’s deftness in word choice is matched by his artistry of sentence form. Among the often-noticed features of Lincoln’s sentence style is his fondness for antithesis. This pattern is hardly Lincoln’s invention. It is one of the oldest forms recommended in rhetorical style manuals and in Aristotle’s Topics as the purest form of the argument from contraries. The formally correct antithesis places opposed wording in parallel syntactic positions: little note nor long remember/ what we say here // never forget/ what they did here.

A figure like antitheses can be formed in languages that carry meaning in inflectional endings as well as in English where word order is crucial, but other figures do not translate as easily. For example, the figure polyptoton requires carrying a term through case permutations. Had Lincoln been writing in Latin, the great concluding tricolon of the speech could have been the jangle populi, populo, populo, the genitive of the people , the ablative by the people, and the dative for the people. But English requires prepositional phrases to do what Latin does in case endings, and in this case a constraint yields a great advantage in prosody. For once listeners pick up the meter of the first and second phrase, they are prepared for the third and their satisfied expectation is part of the persuasiveness of the phrasing.

In all languages, rhetorical discourse springs from situations fixed in time and space. It responds to pressing events, addresses particular audiences and is delivered in particular places that can all be referred to with deictic or “pointing” language linking text to context. Much of the Gettysburg Address defines its own immediate rhetorical situation. Lincoln locates “we,” speaker and audience, on a portion of a great battlefield in a continuing war, and he dwells on the immediacy of this setting in space and time by repeating the word here six times (a seventh in one version, an eighth in another). This often-noted repetition is critical in Lincoln’s purpose. The speech opens in the past and closes in the future, but most of it is in the speaker and listeners’ “here” and “now” so that, held in that place and moment, a touching, a transaction can occur between the dead who gave their last full measure of devotion, and the living who take increased devotion from them.

The Gettysburg Address is profoundly the speech of a moment in our history and it is altogether fitting and proper to remember its anniversary. Yet whenever it is read or spoken it seems to belong to that moment. How is that possible? Because languages like English not only express the situation of an utterance, they also recreate that situation when the language is experienced anew. In this way, read or heard again, the Address once more performs a transaction between America’s honored dead, its author now included, and its living citizens affirming their faith in government of, by and for the people, repeating its language into the future.

Jeanne Fahnestock is Professor Emeritus, Department of English, the University of Maryland. She is the author of Rhetorical Style (Oxford, 2011), Rhetorical Figures in Science (Oxford, 1999), and co-author with Marie Secor of A Rhetoric of Argument (McGraw-Hill, 2004).

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