make your bed speech rhetorical analysis

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An Analysis of William H. McRaven’s Commencement Speech

• By: Kelly Allison

In 2014, Admiral William H. McRaven delivered a commencement speech to the University of Texas that won’t soon be forgotten. His speech was so impactful that it immediately went viral, filling millions of people with a sense of drive, empowerment, and inspiration.

If you’re hoping to similarly inspire and empower audiences with your own presentations, then there’s no better place to start than by learning what, exactly, made this former Navy SEAL’s commencement speech so powerful. Apply the following principles from Admiral McRaven’s talk to your next presentation and you can bet that it’ll be your best one yet.

Tell Your Audience What They’re in For

During the beginning of his address, Admiral McRaven let the audience know that he’ll be sharing ten different stories, each with their own leadership lesson. He let the audience know what they’re in for. This eliminating the restlessness that arises when an audience doesn’t know when the speech will be over. With the structure of his address made clear up front, he’s making it as easy as possible for his audience to remain engaged.

Be Authentically You

Admiral McRaven’s crisp, decorated military uniform is misleading. You would anticipate that a stiff and formal commencement speech will follow. Instead, he immediately opens with a quip about the intense hangover he had when he was forced to sit through his own commencement as a student. His willingness to be himself and share a bit of vulnerability instantly transformed him from an almost-mythical Navy SEAL to someone we can all relate to and understand.

Keep it Concise

According to Alf Rehn , professor of management at Abo Akademi University, the average length of time a speaker can realistically hold an audience’s attention is 20 minutes. Admiral McRaven’s speech is perfectly timed at 19 minutes. As a general rule of thumb, the shorter your presentation can be while still making your point, the better.

Provide Actionable Steps

Admiral McRaven took the abstract and overwhelming concept of “changing the world” and broke it down with a simple argument: Everyone can make a global impact by improving the lives of ten people. Give your audience measurable steps they can take today to put that inspiration into action. Your presentation will resonate a whole lot more.

Make it Universally Applicable

Very few people can or will endure the notoriously difficult training that it takes to become a Navy SEAL. Admiral McRaven’s commencement speech is effective because he made all of the lessons from his experience in the military universally applicable. We can all relate to his takeaway that even when you work your ass off, you’ll still wind up in the dirt. The key is to keep getting back up.

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Rhetorical Analysis of Admiral William. H. McRaven

• Author: arsalan
• Posted on: 5 Apr 2018
• Paper Type: Free Essay
• Subject: English
• Wordcount: 1378 words
• Published: 5th Apr 2018

Rhetorical Analysis of Admiral William H. McRaven gave the famous, memorable commencement speech at the graduation ceremony of the University of Texas in 2014. (“Adm. McRaven Urges Graduates to Find Courage to Change the World”)The admiral uses different rhetorical strategies in his speech to achieve his purpose of teaching essential life lessons, which makes it inspirational for millions of people around the world. The majority of the present audience at the ceremony was the young generation which is why he used informal language and diction to communicate his message to the generation that is entirely different from his.

Admiral uses the rhetorical technique of “framing” to draw upon the power of reason to teach the students some leadership lessons. The speech also appeals to the emotions of the listeners. He uses many expressions like “the fact that” and “most importantly” to assert the facts in his speech to show that his statements are factual, and which is one of the essential ways of framing. Thus, he presents examples from his own and other’s experiences to persuade the audience about the authenticity of his argument.

Admiral also uses pre-emptive arguments. He acknowledges the opposing position but then shows the reason why the particular circumstances require an alternative approach. For example, he says,  

Know that life is not fair and that you will fail often. But if you take some risks…then the next generation and the generations that follow will live in a world far better than the one we have today.

In these lines, the propositions preceding the word “but” acknowledge a counter-argument which is to counterbalance the sentence.

Rhetorical Analysis of Admiral William H. McRaven redefines some words to suit his purposes. The semantic categories of words like “serious” and “young” in “serious girlfriend” and “young Army officer” are redefined to suit his purpose. By “serious,” he means that he was in a serious relationship and wanted to marry the girlfriend that he had when he was graduating from college. It does not say that his girlfriend was a stone-faced being and uncheerful. Similarly, young means more than just young by age here. It is an expression of honor and respect for the officer’s enthusiasm and vigor who got killed in Iraq.

Rhetorical Analysis of Admiral William H. McRaven tells many stories in the speech from his personal experience to create cohesion and identify himself with the values taught in the story. A story is defined as “a fact wrapped in an emotion that compels us to take an action that transforms our world.” The concept of pathos, i.e., the appeal to the emotions of the audience to create a rhetorical effect, is essential to a gripping story that includes identification and a sense of suffering.

He draws a lot of analogies and metaphors between the term that is used in the story and the real-life happenings. The “circus,” which means exercise and PT for two more hours, mentioned in one of the stories, is equated with the difficult circumstances in real life that can make a person stronger. Further metaphors are used in the speech to elicit emotions and to communicate the lessons. These tropes include faith that a single person can change the world. Instead of refuting an already existing frame, Admiral William H. McRaven frames a new one that appeals to the standard values.

After we are presented with many examples that illustrate that one person can change the world, the audience feels assured about the authenticity of the speaker’s point. The dream and the future of a better world are one of the most inspiring things for a human soul. The mention of moral imagination, and our faith in changing the world makes the audience hopeful for the aspirational future.

The concept of ethos, i.e., the credibility of the narrator that is judged by knowledge, evidence, credentials, and authority, is also used by the admiral to prove the authenticity of his point. The fact that he is an Admiral of the United States Navy and Navy SEAL trainer presents him as an authoritative leader whose arguments can win minds and hearts.

Words with value judgments attached or connotations are used to put a story in a nutshell by the mere choice of words. In his speech, Admiral William H. McRaven uses words like “Vietnam veterans” and “calisthenics” to save himself from giving details about his instructors and the exercises he was made to do during the training.

He employs a careful use of pronouns to establish his authority and leadership. In the speech, the admiral shows his achievements and the hardships from which a SEAL goes through during the training, to show his leadership. He uses the second person pronoun is used while relating what he did not do, as in, “all you have to do to quit is ring the bell.” Moreover, he establishes himself as a mentor and the audience as learners by the use of the second person pronoun as he says, “If you want to change the world, don’t ever, ever ring the bell.”

Admiral repeats many words and phrases which he deems to be the essence of his lessons. For example, at the beginning of the speech, he repeats the phrase, “what starts here changes the world.”

Admiral uses funny SEAL jargon like “sugar cookie,” “circus,” and “munchkin crew” to keep the connection with the audience so that they remain interested in what he has to say.

At the end of his speech, he appeals to precedent, citing the deeds of great men. Abraham Lincoln, George Washington, Nelson Mandela, Martin Luther King, and Malala Yousufzai from Pakistan are all mentioned by him; to dually enforce the authenticity of his arguments and to let some of their wisdom, charisma, and authority be passed on to him. By aligning his thinking with that of these great people, he creates a frame of reference to place himself more effectively.

Rhetorical Analysis of Admiral William H. McRaven takes the motto of the University of Texas, “What starts here changes the world,” and elaborates it with the help of his own experiences as a SEAL and the leadership lessons that he learned, which can help in changing the world. The speech is well constructed; it starts with the motto of the University of Texas and sums it up with the same slogan.

The graduating students are about to enter the practical life for which they need a guideline to succeed. Admiral chooses to teach the graduating batch some leadership lessons that can help them make a positive impact in the world.

His speech inspired not only the 8000 students who were graduating that night but also the millions of people around the globe and filled them with a sense of drive and empowerment. Admiral William H. McRaven uses informal language while relating his personal experiences during his training to the audience to establish a connection with the audience that certifies his credibility. It makes the audience more responsive and receptive to his message.

“Adm. McRaven Urges Graduates to Find Courage to Change the World.” UT News | The University of Texas at Austin , 16 May 2014, https://news.utexas.edu/2014/05/16/mcraven-urges-graduates-to-find-courage-to-change-the-world.

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Admiral McRaven “Make Your Bed” Commencement Speech Transcript

Admiral William H. McRaven gave a commencement speech at the University of Texas often referred to as the “Make Your Bed” speech. It’s considered one of the best and more inspirational commencement speeches. Read the full transcript of McRaven’s May 19, 2014 speech right here at Rev.com.

Admiral McRaven: ( 00:00 ) Thank you very much, thank you. Well, thank you president Powers, Provost Fenves, deans, members of the faculty, family and friends, and most importantly, the class of 2014, it is indeed an honor for me to be here tonight. It’s been almost 37 years to the day that I graduated from UT. I remember a lot of things about that day. I remember I had a throbbing headache from a party the night before. I remember I had a serious girlfriend who I later married. That’s important to remember by the way. And I remember I was getting commissioned in the Navy that day, but of all the things I remember, I don’t have a clue who the commencement speaker was and I certainly don’t remember anything they said.

Admiral McRaven: ( 00:59 ) So acknowledging that fact, if I can’t make this commencement speech memorable, I’ll at least try to make it short. So the university slogan is, what starts here changes the world. Well, I’ve got to admit, I kind of like it. What starts here changes the world. Tonight there are almost 8,000 students or there are more than 8,000 students graduated from UT. So that great Paragon of analytical rigor ask.com says that the average American will meet 10,000 people in their lifetime. 10,000 people, that’s a lot of folks. But if every one of you change the lives of just 10 people and each one of those people change the lives of another 10 people and another 10 then in five generations, 125 years, the class of 2014 will have changed the lives of 800 million people, 800 million people.

Admiral McRaven: ( 01:59 ) Think about it, over twice the population of United States go one more generation and you can change the entire population of the world. 8 billion people. If you think it’s hard to change the lives of 10 people change their lives forever, you’re wrong. I saw it happen every day in Iraq and Afghanistan. A young army officer makes a decision to go left instead of right down a road in Baghdad and the 10 soldiers with him are saved from a close in ambush. In Kandahar province, Afghanistan, a noncommissioned officer from the female engagement team senses that something isn’t right and directs the infantry platoon away from a 500 pound IED saving the lives of a dozen soldiers. But if you think about it, not only were those soldiers saved by the decisions of one person, but their children were saved and their children’s children, generations were saved by one decision, one person.

Admiral McRaven: ( 02:59 ) But changing the world can happen anywhere and anyone can do it. So what starts here can indeed change the world. But the question is, what will the world look like after you change it? Well, I’m confident that it will look much, much better. But if you’ll humor this old sailor for just a moment, I have a few suggestions that might help you on your way to a better world. And while these lessons were learned during my time in the military, I can assure you that it matters not whether you’ve ever served a day in uniform, it matters not your gender, your ethnic or religious background, your orientation or your social status. Our struggles in this world are similar and the lessons to overcome those struggles and to move forward, changing ourselves and changing the world around us will apply equally to all. I’ve been a Navy SEAL for 36 years, but it all began when I left UT for basic SEAL training in Coronado, California.

Admiral McRaven: ( 03:53 ) Basic SEAL training is six months, a long torturous runs in the soft sand, midnight swims in the cold water off San Diego, obstacle courses, unending calisthenics, days without sleep and always being cold, wet and miserable. It is six months of being constantly harassed by professionally trained warriors who seek to find the weak of mind and body and eliminate them from ever becoming a Navy SEAL. But the training also seeks to find those students who can lead in an environment of constant stress, chaos, failure and hardships. To me, basic SEAL training was a lifetime of challenges crammed into six months. So here are the 10 lessons I learned from basic SEAL training that hopefully will be a value to you as you move forward in life.

Admiral McRaven: ( 04:44 ) Every morning in SEAL training, my instructors who were at the time were all Vietnam veterans, would show up in my barracks room and the first thing they do is inspect my bed. If I did it right, the corners would be square, the covers would be pulled tight, the pillow centered just under the headboard and the extra blanket folded neatly at the foot of the rack. It was a simple task, mundane at best, but every morning we were required to make our bed to perfection.

Admiral McRaven: ( 05:13 ) It seemed a little ridiculous at the time, particularly in light of the fact that we were aspiring to be real warriors, tough battle-hardened SEALs. But the wisdom of this simple act has been proven to me many times over. If you made your bed every morning, you will have accomplished the first task of the day. It will give you a small sense of pride and it will encourage you to do another task and another and another. And by the end of the day, that one task completed will have turned into many tasks completed. Making your bed will also reinforce the fact that the little things in life matter.

Admiral McRaven: ( 05:51 ) If you can’t do the little things right, you’ll never be able to do the big things right. And if by chance have a miserable day, you will come home to a bed that is made, that you made. And a made bed gives you encouragement that tomorrow will be better. So if you want to change the world, start off by making your bed. During SEAL training the students, during training the students are all broken down in a boat crews. Each crew is seven students, three on each side of a small rubber boat and one cox and to help guide the dinging. Every day your boat crew forms up on the beach and is instructed to get through the surf zone and paddle several miles down the coast. In the winter, the surf off San Diego can get to be 8 to 10 feet high and it is exceedingly difficult to paddle through the plunging surf unless everyone digs in.

Admiral McRaven: ( 06:45 ) Every paddle must be synchronized to the stroke count of the coxswain. Everyone must exert equal effort or the boat will turn against the wave and be unceremoniously dumped back on the beach. For the boat to make it to its destination, everyone must paddle. You can’t change the world alone you will need some help and to truly get from your starting point to your destination takes friends, colleagues, the Goodwill of strangers and a strong coxswain to guide you. If you want to change the world, find someone to help you paddle. Over a few weeks of difficult training, my SEAL class which started with 150 men was down to just 42. There were now six boat crews of seven men each. I was in the boat with the tall guys, but the best boat crew we had was made up with little guys, the munchkin crew, we called them. No one was over five foot five.

Admiral McRaven: ( 07:42 ) The munchkin boat crew had one American Indian, one African American, one Polish American, one Greek American, one Italian American, and two tough kids from the Midwest. They out paddled outran and out swam all the other boat crews. The big men in the other boat crews would always make good natured fun of the tiny little flippers the munchkins put on their tiny little feet prior to every swim, but somehow these little guys from every corner of the nation in the world always had the last laugh sewing faster than everyone and reaching the shore long before the rest of us. SEAL training was a great equalizer. Nothing mattered but your will to succeed. Not your color, not your ethnic background, not your education, not your social status. If you want to change the world, measure a person by the size of their heart, not by the size of their flippers.

Admiral McRaven: ( 08:38 ) Several times a week the instructors would line up the class and do a uniform inspection. It was exceptionally thorough. Your hat had to be perfectly starched, your uniform, immaculately pressed, your belt buckle, shiny and void of any smudges, but it seemed that no matter how much effort you’re put into starching your hat or pressing your uniform or polishing your belt buckle and it just wasn’t good enough. The instructors would find something wrong. For failing uniform inspection, the student had to run fully clothed into the surf zone, then wet from head to toe, roll around on the beach until every part of your body was covered with sand, the effect was known as a sugar cookie.

Admiral McRaven: ( 09:22 ) You stayed in the uniform the rest of the day, cold, wet, and Sandy. There were many of student who just couldn’t accept the fact that all their efforts were in vain. That no matter how hard they tried to get the uniform right, it went on appreciated. Those students didn’t make it through training. Those students didn’t understand the purpose of the drill. You were never going to succeed. You were never going to have a perfect uniform. The instructors weren’t going to allow it. Sometimes no matter how well you prepare or how well you perform, you still end up as a sugar cookie. It’s just the way life is sometimes. If you want to change the world, get over being a sugar cookie and keep moving forward. Every day during training, you were challenged with multiple physical events, long runs, long swims, obstacle courses, hours of calisthenics, something designed to test your metal.

Admiral McRaven: ( 10:15 ) Every event had standards times you had to meet. If you fail to meet those times, those standards, your name was posted on a list and at the end of the day those on the list were invited to a circus. A circus was two hours of additional calisthenics designed to wear you down to break your spirit, to force you to quit. No one wanted a circus. A circus met that for that day. You didn’t measure up. A circus meant more fatigue and more fatigue meant that the following day would be more difficult and more surfaces were likely, but at sometime during SEAL training, everyone, everyone made the circus list. But an interesting thing happened to those who were constantly on the list. Over time those students who did two hours of extras, calisthenics got stronger and stronger. The pain of the circuses built inner strength and physical resiliency. Life is filled with circuses.

Admiral McRaven: ( 11:15 ) You will fail. You will likely fail often it will be painful. It will be discouraging. At times it will test you to your very core, but if you want to change the world, don’t be afraid of the circuses. At least twice a week the trainees were required to run the obstacle course. The obstacle course contained 25 obstacles including a 10 foot wall, a 30 foot cargo net, a barbwire crawl to name a few, but the most challenging obstacle was the slide for life. It had a three level 30 foot tower at one end and a one-level tower at the other. In between was a 200 foot long rope. You had to climb the three tiered tower and once at the top you grabbed the rope, swung underneath the rope and pulled yourself hand over hand until you got to the other end. The record for the obstacle course had stood for years when my class began in 1977.

Admiral McRaven: ( 12:10 ) The record seemed unbeatable until one day a student decided to go down the slide for life head first. Instead of swinging his body underneath the rope and inching his way down, he bravely mounted the top of the rope and thrust himself forward. It was a dangerous move, seemingly foolish and fraught with risk. Failure could be an injury and being dropped from the course. Without hesitation, the students slid down the rope perilously fast instead of several minutes it only took him half that time and by the end of the course he had broken the record. If you want to change the world, sometimes you have to slide down the obstacles head first.

Admiral McRaven: ( 12:52 ) During the land warfare phase of training, the students are flown out to San Clemente Island, which lies off the coast of San Diego. The waters of San Clemente are a breeding ground for the great white sharks. To pass SEAL training there are a series of long swims that must be completed. One is the night swim. Before the swim the instructors joyfully brief the students on all the species of sharks that inhabit the waters of San Clemente. They assure you, however, that no student has ever been eaten by a shark, at least not that they can remember. But you are also taught that if a shark begins to circle your position, stand your ground, do not swim away, do not act afraid. And if the shark hungry for a midnight snack, darts towards you, then summons up all your strength and punch him in the snout and he will turn and swim away. There are a lot of sharks in the world. If you hope to complete the swim, you will have to deal with them. So if you want to change the world, don’t back down from the sharks.

Admiral McRaven: ( 14:02 ) As Navy SEALs, one of our jobs is to conduct underwater attacks against enemies shipping. We practiced this technique extensively during training. The ship attack mission is where a pair of SEAL divers is dropped off outside an enemy Harbor and then swims well over two miles underwater using nothing but a DEF gauge and a compass to get to the target. During the entire swim even well below the surface, there is some light that comes through. It is comforting to know that there is open water above you, but as you approach the ship, which is tied to appear, the light begins to fade. The steel structure of the ship blocks the Moonlight. It blocks the surrounding streetlamps. It blocks all ambient light. To be successful in your mission, you have to swim under the ship and find the keel, the center line, and the deepest part of the ship.

Admiral McRaven: ( 14:56 ) This is your objective, but the keel is also the darkest part of the ship where you cannot see your hand in front of your face or the noise from the ship’s machinery is deafening and where it gets to be easily disoriented and you can fail. Every SEAL knows that under the keel at that darkest moment of the mission is a time when you need to be calm, when you must be calm, where you must be composed. When all your tactical skills, your physical power, and your inner strength must be brought to bear. If you want to change the world, you must be your very best in the darkest moments.

Admiral McRaven: ( 15:38 ) The ninth week of training is referred to as hell week. It is six days of no sleep, constant physical and mental harassment and one special day at the mudflats. The mudflats are an area between San Diego and Tijuana where the water runs off and creates the Tijuana slews, a swampy patch of terrain where the mud will engulf you. It is on Wednesday of hell week, which you paddle down in the mudflats and spend the next 15 hours trying to survive this freezing cold, the howling wind and the incessant pressure to quit from the instructors.

Admiral McRaven: ( 16:12 ) As the sun began to set that Wednesday evening, my training class, having committed some egregious infraction of the rules was ordered into the mud. The mud consumed each man until there was nothing visible but our heads. The instructors told us we could leave the mud if only five men would quit. Only five men, just five men, and we could get out of the oppressive cold. Looking around the mudflat it was apparent that some students were about to give up. It was still over eight hours till the sun came up. Eight more hours of bone chilling cold, chattering teeth and shivering moans of the trainees were so loud, it was hard to hear anything.

Admiral McRaven: ( 16:54 ) And then one voice began to echo through the night. One voice raised in song. The song was terribly out of tune, but sung with great enthusiasm. One voice became two and two became three and before long everyone in the class was singing. The instructors threatened us with more time in the mud if we kept up the singing, but the singing persisted and somehow the mud seemed a little warmer. And the wind a little tamer and the dawn, not so far away. If I have learned anything in my time traveling the world, it is the power of hope. The power of one person, a Washington, a Lincoln, King, Mandela, and even a young girl from Pakistan, Malala, one person can change the world by giving people hope. So if you want to change the world, start singing when you’re up to your neck and mud.

Admiral McRaven: ( 17:51 ) Finally, in SEAL training there is a bell. A brass bell that hangs in the center of the compound for all the students to see. All you have to do to quit is ring the bell, ring the bell, and you no longer have to wake up at five o’clock ring the bell and you no longer have to be in the freezing cold swims. Ring the bell and you no longer have to do the runs, the obstacle course, the PT, and you no longer have to endure the hardships of training. All you have to do is ring the bell to get out. If you want to change the world, don’t ever, ever ring the bell.

Admiral McRaven: ( 18:33 ) To the class of 2014 you are moments away from graduating, moments away from beginning your journey through life, moments away from starting to change the world for the better. It will not be easy, but you are the class of 2014 the class that can affect the lives of 800 million people in the next century. Start each day with a task completed. Find someone to help you through life. Respect everyone. Know that life is not fair and that you will fail often. But if you take some risks, step up on the times, you’re the toughest face down the bullies. Lift up the downtrodden and never ever give up. If you do these things, the next generation and the generations that follow will live in a world far better than the one we have today. And what started here will indeed have changed the world for the better. Thank you very much, hook ’em horns.

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The Full Admiral McRaven Speech Transcript

O n May 17, 2014, Former Admiral William. H. McRaven advised the graduates of the class of 2014 at the University of Texas. He served in the Navy for many years.

The former Admiral McRaven’s speech is very motivational, and the whole purpose of the speech is to show that anyone can change the world. In his speech, he gives ten suggestions on how anyone can see the world.

Article Topics

What is the theme of admiral mcraven speech.

The general theme of his ‘make your bed speech’ is that anyone can change the world; all you need is the courage to do it. He also explains how giving up isn’t an option no matter what you’re going through. Eventually, it will pass, and you will win.

Admiral McRaven also explains how it isn’t necessary to change everyone’s lives for the world to change. All you need is to change the lives of only a few people, and the generations to come will feel the effect. You would have changed their entire lineage’s lives.

Watch and Listen to this motivational video of the Admiral McRaven Speech on YouTube

What advice did navy admiral william.h.mcraven give in his commencement address and well known 'make your bed speech'.

• Make your bed . Making your bed means that you’d have accomplished the first task of the day. It might seem small and mundane, but even after a long miserable day, at least you’ll come back to a made bed.
• Find someone to help you paddle . You can’t change the world on your own; you need a support team, people to cheer you up and help you change the world. We all need help.
• Measure a person by the size of their heart, not their flippers’ size . The physical aspects of who someone is don’t necessarily make up for a lot. What’s on the inside is what matters the most.
• Get over being a sugar cookie and keep moving forward . Sometimes the universe just doesn’t recognize your efforts no matter how much you’ve put in. This shouldn’t make you lose hope, get over it and keep pushing.
• Don’t be afraid of the circuses . Some situations will wear us down, but they are meant to strengthen your resolve by the end of the day.
• Sometimes you have to slide down the obstacle head first . Even in the hardest of situations, you have to take a risk and face your problems head first. Sometimes that’s the only way to win.
• Don’t back down from the sharks . Sharks are obstacles that you might face in your journey. Even when those obstacles show up, don’t back down. That’s the only way you’ll win.
• If you want to change the world, you must be the very best in your darkest moment . During the darkest moments, it gets hard to see what lies ahead, but be hopeful because, after that darkness, there can only be light.
• Start singing when you’re up to your neck in mud . In your darkest moments, be the person who stands up and gives others hope. Giving others hope will mean preventing them from giving up during those difficult moments.
• Don’t ever ring the bell . Ringing the bell is the easiest thing to do. But for you to succeed in life, you will have to assume that giving up isn’t an option, and that’s when you can concentrate on winning.

The Full Admiral McRaven Speech

It’s been almost 37 years to the day that I graduated from UT. I remember a lot of things about that day. I remember I had a throbbing headache from a party the night before. I remember I had a serious girlfriend, whom I later married (that’s important to remember, by the way), and I remember that I was getting commissioned in the Navy that day.

But of all the things I remember, I don’t have a clue who the commencement speaker was, and I certainly don’t remember anything they said. So, acknowledging that fact, if I can’t make this commencement speech memorable, I will at least try to make it short.

The University’s slogan is, “What starts here changes the world.” I’ve got to admit. I kind of like it. “What starts here changes the world.”

Tonight there are almost 8,000 students (there are more than 8000) graduating from UT. So, that great paragon of analytical rigor, Ask.Com, says that the average American will meet 10,000 people in their lifetime. That’s a lot of folks. But, if every one of you changed the lives of just ten people and each one of those people changed the lives of another ten people,(just ten people) then in five generations 125 years, the class of 2014 will have changed the lives of 800 million people.

Eight hundred million people — think about it — over twice the population of the United States. Go one more generation, and you can change the entire population of the world — eight billion people.

If you think it’s hard to change the lives of 10 people, change their lives forever, you’re wrong. I saw it happen every day in Iraq and Afghanistan: A young Army officer makes a decision to go left instead of right down a road in Baghdad, and the ten soldiers with him are saved from a close-in ambush.

In Kandahar province, Afghanistan, a non-commissioned officer from the Female Engagement Team senses that something isn’t right and directs the infantry platoon away from a 500-pound IED, saving the lives of a dozen soldiers.

But, if you think about it, not only were those soldiers saved by the decisions of one person, but their children were saved. And their children’s children were saved. Generations were saved by one decision, one person.

But changing the world can happen anywhere, and anyone can do it. So, what starts here can indeed change the world, but the question is — what will the world look like after you change it?

Well, I am confident that it will look much, much better. But if you will humor this old sailor for just a moment, I have a few suggestions that may help you on your way to a better world. And while these lessons were learned during my time in the military, I can assure you that it matters not whether you ever served a day in uniform. It matters not your gender, your ethnic or religious background, your orientation, or your social status.

Our struggles in this world are similar, and the lessons to overcome those struggles and to move forward — changing ourselves and changing the world around us — will apply equally to all.

I have been a Navy SEAL for 36 years. But it all began when I left UT for Basic SEAL training in Coronado, California. Basic SEAL training is six months of long torturous runs in the soft sand, midnight swims in the cold water off San Diego, obstacles courses, unending calisthenics, days without sleep, and always being cold, wet, and miserable.

It is six months of being constantly harassed by professionally trained warriors who seek to find the weak of mind and body and eliminate them from ever becoming a Navy SEAL.

But the training also seeks to find those students who can lead in an environment of constant stress, chaos, failure, and hardships. To me, basic SEAL training was a lifetime of challenges crammed into six months.

So, here are the ten lessons I learned from basic SEAL training that hopefully will be of value to you as you move forward in life.

1. Make your bed

Every morning in SEAL training, my instructors, who at the time were all Vietnam veterans, would show up in my barracks room, and the first thing they would do is inspect my bed. If you did it right, the corners would be square; the covers would be pulled tight, the pillow centered just under the headboard, and the extra blanket folded neatly at the foot of the rack.

It was a simple task, mundane at best. But every morning, we were required to make our bed to perfection. It seemed a little ridiculous at the time, particularly in light of the fact that we were aspiring to be real warriors, tough battle-hardened SEALs, but the wisdom of this simple act has been proven to me many times over.

If you make your bed every morning, you will have accomplished the first task of the day. It will give you a small sense of pride, and it will encourage you to do another task and another and another. By the end of the day, that one task completed will have turned into many tasks completed. Making your bed will also reinforce the fact that the little things in life matter. If you can’t do the little things right, you will never be able to do the big things right.

And, if by chance you have a miserable day, you will come home to a bed that is made — that you made — and a made bed gives you encouragement that tomorrow will be better.

If you want to change the world, start off by making your bed.

2. Find someone to paddle with

During SEAL training, the students are broken down into boat crews. Each crew is seven students — three on each side of a small rubber boat and one coxswain to help guide the dingy. Every day your boat crew forms up on the beach and is instructed to get through the surf zone and paddle several miles down the coast. In the winter, the surf off San Diego can get to be 8 to 10 feet high, and it is exceedingly difficult to paddle through the plunging surf unless everyone digs in.

Every paddle must be synchronized to the stroke count of the coxswain. Everyone must exert equal effort, or the boat will turn against the wave and be unceremoniously dumped back on the beach.

For the boat to make it to its destination, everyone must paddle. You can’t change the world alone — you will need some help — and to truly get from your starting point to your destination takes friends, colleagues, the goodwill of strangers, and a strong coxswain to guide them.

If you want to change the world, find someone to help you paddle.

3. Measure a person by the size of their heart, not the size of their flippers

Over a few weeks of difficult training, my SEAL class, which started with 150 men, was down to just 42. There were now six boat crews of seven men each. I was in the boat with the tall guys, but the best boat crew we had was made up of the little guys (the munchkin crew we called them) no one was over about five-foot-five.

The munchkin boat crew had one American Indian, one African American, one Polish American, one Greek American, one Italian American, and two tough kids from the midwest. They out-paddled, out-ran, and out-swam all the other boat crews.

The big men in the other boat crews would always make good-natured fun of the tiny little flippers the munchkins put on their tiny little feet prior to every swim. But somehow, these little guys, from every corner of the nation and the world, always had the last laugh, swimming faster than everyone and reaching the shore long before the rest of us.

SEAL training was a great equalizer. Nothing mattered but your will to succeed. Not your color, not your ethnic background, not your education, and not your social status.

If you want to change the world, measure a person by the size of their heart, not the size of their flippers.

4. Get over being a sugar cookie and keep moving forward.

Several times a week, the instructors would line up the class and do a uniform inspection. It was exceptionally thorough. Your hat had to be perfectly starched, your uniform immaculately pressed, your belt buckle shiny and void of any smudges.

But it seemed that no matter how much effort you put into starching your hat, or pressing your uniform, or polishing your belt buckle — it just wasn’t good enough. The instructors would find “something” wrong.

For failing the uniform inspection, the student had to run, fully clothed into the surf zone, and then, wet from head to toe, roll around on the beach until every part of your body was covered with sand. The effect was known as a “sugar cookie.” You stayed in the uniform the rest of the day — cold, wet, and sandy.

There were many a student who just couldn’t accept the fact that all their effort was in vain. That no matter how hard they tried to get the uniform right, it was unappreciated. Those students didn’t make it through training. Those students didn’t understand the purpose of the drill. You were never going to succeed. You were never gonna have a perfect uniform.

Sometimes no matter how well you prepare or how well you perform, you still end up as a sugar cookie. It’s just the way life is sometimes.

If you want to change the world, get over being a sugar cookie and keep moving forward.

5. Don’t be afraid of the circuses.

Every day during training, you were challenged with multiple physical events — long runs, long swims, obstacle courses, hours of calisthenics — something designed to test your mettle. Every event had standards — times you had to meet.

If you failed to meet those standards, your name was posted on a list, and at the end of the day, those on the list were invited to a “circus.” A circus was two hours of additional calisthenics designed to wear you down, to break your spirit, to force you to quit.

No one wanted a circus.

A circus meant that for that day, you didn’t measure up. A circus meant more fatigue, and more fatigue meant that the following day would be more difficult, and more circuses were likely. But at some time during SEAL training, everyone, everyone, made the circus list.

But an interesting thing happened to those who were constantly on the list. Over time those students — who did two hours of extra calisthenics — got stronger and stronger. The pain of the circuses built inner strength and physical resiliency.

Life is filled with circuses. You will fail. You will likely fail often. It will be painful. It will be discouraging. At times it will test you to your very core.

But if you want to change the world, don’t be afraid of the circuses.

6. If you want to change the world, sometimes you have to slide down the obstacle head first.

At least twice a week, the trainees were required to run the obstacle course. The obstacle course contained 25 obstacles, including a 10-foot high wall, a 30-foot cargo net, and a barbed wire crawl, to name a few.

But the most challenging obstacle was the slide for life. It had a three-level 30-foot tower at one end and a one-level tower at the other. In between was a 200-foot-long rope. You had to climb the three-tiered tower, and once at the top, you grabbed the rope, swung underneath the rope, and pulled yourself hand over hand until you got to the other end.

The record for the obstacle course had stood for years when my class began training in 1977. The record seemed unbeatable until one day; a student decided to go down the slide for life head first. Instead of swinging his body underneath the rope and inching his way down, he bravely mounted the TOP of the rope and thrust himself forward.

It was a dangerous move — seemingly foolish and fraught with risk. Failure could mean injury and being dropped from the course. Without hesitation, the student slid down the rope perilously fast. Instead of several minutes, it only took him half that time, and by the end of the course, he had broken the record.

If you want to change the world, sometimes you have to slide down the obstacle head first.

7. If you want to change the world, don’t back down from the sharks

During the land warfare phase of training, the students are flown out to San Clemente Island, which lies off the coast of San Diego. The waters off San Clemente are a breeding ground for the great white sharks.

To pass SEAL training, there are a series of long swims that must be completed. One is the night swim.

Before the swim, the instructors joyfully brief the trainees on all the species of sharks that inhabit the waters off San Clemente.

They assure you, however, that no student has ever been eaten by a shark — at least not that they can remember. But, you are also taught that if a shark begins to circle your position, stand your ground.

Do not swim away. Do not act afraid. And if the shark, hungry for a midnight snack, darts towards you, then summon up all your strength and punch him in the snout, and he will turn and swim away.

There are a lot of sharks in the world. If you hope to complete the swim, you will have to deal with them.

So, if you want to change the world, don’t back down from the sharks.

8. Be your very best in the darkest moments.

As Navy SEALs, one of our jobs is to conduct underwater attacks against enemy shipping. We practiced this technique extensively during training. The ship attack mission is where a pair of SEAL divers is dropped off outside an enemy harbor and then swims well over two miles — underwater — using nothing but a depth gauge and a compass to get to their target.

During the entire swim, even well below the surface, there is some light that comes through. It is comforting to know that there is open water above you. But as you approach the ship, which is tied to a pier, the light begins to fade. The steel structure of the ship blocks the moonlight, it blocks the surrounding street lamps, it blocks all ambient light.

To be successful in your mission, you have to swim under the ship and find the keel — the centerline and the deepest part of the ship. This is your objective. But the keel is also the darkest part of the ship — where you cannot see your hand in front of your face, where the noise from the ship’s machinery is deafening, and where it is easy to get disoriented and you can fail.

Every SEAL knows that under the keel, at the darkest moment of the mission, is the time when you must be calm when you must be composed — when all your tactical skills, your physical power, and all your inner strength must be brought to bear.

If you want to change the world, you must be your very best in the darkest moments.

9. Start singing when you’re up to your neck in mud

The ninth week of training is referred to as “Hell Week.” It is six days of no sleep, constant physical and mental harassment, and one special day at the Mud Flats. The Mud Flats are area between San Diego and Tijuana where the water runs off and creates the Tijuana slues, a swampy patch of terrain where the mud will engulf you.

It is on Wednesday of Hell Week that you paddle down to the mudflats and spend the next 15 hours trying to survive the freezing cold mud, the howling wind, and the incessant pressure to quit from the instructors. As the sun began to set that Wednesday evening, my training class, having committed some “egregious infraction of the rules,” was ordered into the mud.

The mud consumed each man till there was nothing visible but our heads. The instructors told us we could leave the mud if only five men would quit — just five men — and we could get out of the oppressive cold. Looking around the mudflat, it was apparent that some students were about to give up. It was still over eight hours till the sun came up — eight more hours of bone-chilling cold.

The chattering teeth and shivering moans of the trainees were so loud it was hard to hear anything. And then, one voice began to echo through the night, one voice raised in song. The song was terribly out of tune but sung with great enthusiasm. One voice became two, and two became three, and before long, everyone in the class was singing.

The instructors threatened us with more time in the mud if we kept up the singing, but the singing persisted. And somehow, the mud seemed a little warmer, the wind a little tamer, and the dawn not so far away.

If I have learned anything in my time traveling the world, it is the power of hope. The power of one person — Washington, Lincoln, King, Mandela, and even a young girl from Pakistan, Malala — one person can change the world by giving people hope.

So, if you want to change the world, start singing when you’re up to your neck in mud.

10. Don’t ever, ever ring the bell.

Finally, in SEAL training, there is a bell. A brass bell that hangs in the center of the compound for all the students to see. All you have to do to quit is ring the bell.

Ring the bell, and you no longer have to wake up at 5 o’clock. Ring the bell, and you no longer have to be in the freezing cold swims. Ring the bell, and you no longer have to do the runs, the obstacle course, the PT — and you no longer have to endure the hardships of training. All you have to do is ring the bell and be out.

If you want to change the world, don’t ever, ever ring the bell.

Why does Admiral McRaven say to make your bed?

He emphasizes making your bed first thing in the morning because by doing that, you have accomplished your first task of the day. Making your bed means; you have already won something even before you’ve begun. And even if your day ends up being not perfect, at the end of the day, you will come back home to a well-made bed to rest on.

Making your bed in the morning will give you a sense of pride and accomplishment and help you get through the day. Having accomplished your first task in the morning will give you the encouragement needed to accomplish the other tasks ahead of you, making it not just one task but a couple of others that followed.

When did Admiral McRaven make his speech?

Admiral McRaven, the ninth U.S. Special Operations Command, made his speech at the University of Texas commencement on May 17, 2014.

Final Words

The Admiral’s speech is the most memorable speech ever given due to the amount of wisdom and advice. It is an encouragement to everyone that making a change in the world doesn’t require much except for will and drive. Never giving up is a very great tool that he shares multiple times in his speech.

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Luke Ocean is a writer, self-proclaimed bio-hacker, wellness advocate and yoga expert. Luke grew up on a small ranch in Montana and enlisted in the Navy to study and become a cryptologist. He later graduated from the US Naval Academy with a Minor in Mandarin and a Bachelor's of Science for General Engineering and a Major of English Literature. Luke's interests and career span multiple industries and various disciplines.  Luke resides in San Antonio and is a Certified Yoga Instructor, a student of Zen Buddhism, practitioner of Holistic Psychology and has completed his CYT-200 and is studying for his 300-hour yoga teacher training.

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Make Your Bed Speech: Summary and 5 Lessons

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One thing that every 2014 graduate of the University of Texas has in common is that they were able to witness one of the most empowering and inspirational commencement speeches of our time.

Given by former Navy SEAL, Admiral William H. McRaven, this inspiring 20-minute speech offers timeless lessons that anyone can apply to their own life to overcome challenges, be more successful, and change the world.

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What Did Admiral McRaven Say in His Famous Speech?

In his speech, McRaven recognizes that while every person may be different, all of our struggles as humans are similar to each other. So while listeners may not be able to relate specifically to Admiral McRaven’s career in the Navy, his message is universal.

McRaven starts by focusing on the schools motto, “What starts here changes the world.” The motto in itself relays the message that graduating from the University of Texas is just the beginning of what’s to come.

Students graduate with the knowledge they have gained from their professors and peers, but once they leave, they have to apply those lessons to the real world.

No matter what career path you have chosen, you are sure to face challenges. You may decide that some are too big to overcome or too complicated to deal with.

However, McRaven uses UT’s motto to call people to action. Don’t settle for how things are or how they have always been if they can be improved. Make an effort today to create a change in the world.

Throughout the rest of his speech, McRaven recounts his life as a Navy SEAL following his own graduation from the University of Texas and the ten most important lessons that he learned from his initial six months of basic training.

You can view the full speech here:

This speech touched so many people that it led to the publishing of McRaven’s #1 New York Times Best Seller, Make Your Bed .

Make Your Bed: Little Things That Can Change Your Life…And Maybe the World

But what insight did Admiral McRaven gain during his time in the Navy and how can those lessons be implemented into everyone else’s life?

In this article, I will delve into the five biggest lessons that you can take away from this commencement speech to help you change the world, and I will reveal what Admiral McRaven is really telling people when he says to make your bed .

Lesson #1: Make Your Bed Every Morning

Starting your day off by completing a task will initiate your momentum to do the next task, and then the next, and so on. It will give you a sense of accomplishment that you will want to continue to feel throughout the day.

If you can’t complete a small and mundane task each morning such as making your bed, you can’t expect yourself to be able to complete more complicated tasks moving forward.

If you end up having an unproductive or otherwise negligible day, you will still come home and be reminded that you completed that one task, which can instill hope that you will have a better or more productive day tomorrow.

In your life, the small task that jumpstarts your day may not literally be making your bed. But the point is to find one task that you can make into a habit that will slowly start to get to the root of a problem you’re facing or inch toward a goal for which you’re reaching.

As long as you accomplish this task every day, you will be starting off on the right foot. Set this task up as a routine, so no matter what, this one thing gets completed every day.

Make sure the task you choose is meaningful to you and your team. While tucking in sheets may not feel meaningful to you, as a Navy SEAL heading to bed after a long day of training, a neatly made bed would provide meaningful comfort and a sense of reward.

What task do you do every day that provides value when all is said and done? Identify a task that you derive a clear value from when you look back at your previous state.

Lesson #2: You Can’t Change the World Alone

In McRaven’s speech, he describes rafting through the tall waves of the sea at night with three rowers on each side of the boat and one guide at the bow.

Apply this idea of team work to your life. You will always work with people who have various talents, but you need a balance of skills and abilities in order to succeed. Like Admiral McRaven, you want to be able to balance out those who can work at a faster pace with those who take more time, but produce high-quality work.

In order to make a difference, you also need to have the support of friends, family, co-workers, and others who share your vision. You need a strong team of people behind you to help you along your way.

This means it is important to nurture as many relationships as you can throughout life to ultimately be successful and to always recognize the role that other people played in your triumphs.

In turn, be willing to help out others who are on your team. Don’t prevent other people from learning or growing by keeping a task to yourself. Instead, be a leader and help your team along by encouraging everyone to grow and preventing just one person from taking on the entire load.

Consider your strengths and the progress your team could make together if you shared your expertise with them.

Lesson #3: Perfection Doesn’t Exist

While in training, Admiral McRaven underwent uniform inspections by his instructors, which he (and his fellow students) would fail on every occasion, no matter how hard they tried to prepare for it.

The instructors would always find something wrong with the students’ efforts, which would result in them having to endure a grueling run into the water, fully clothed, and a roll through the sand before spending the rest of the day in their dirty uniform.

Those who couldn’t accept the fact that their labor went unappreciated were the ones who didn’t make it through training. They were trying to reach a level of perfection that doesn’t exist.

People who focus on perfection hold unattainable standards for themselves and are overly concerned with how others perceive them. They don’t see mistakes as being an opportunity for growth , but rather a sign of failure.

Because of this, perfectionists rarely realize their full potential. Admiral McRaven’s advice here is to get over your failures and move on.

Lesson #4: Don’t Be Afraid of the Challenges That You Face

Whether it is a failure of some sort, an obstacle that you have to overcome, or an unexpected turn of events, don’t be afraid to face the things that try to break you down on your path to success.

Realize that these hurdles are most often opportunities to gain strength and resilience, which will make success more likely in the end.

Everyone will face challenges at times that may even make you want to quit. However, recognizing your ability to fight through these tough times will help you advance past subsequent barriers as your strength continues to multiply.

Furthermore, prepare yourself for the possible challenges you may face by doing small things each day that will make challenges in the future seem less intimidating.

For example, if you have a personal goal of reducing expenses , how often are you taking the time to review your spending ? How are you preparing yourself to face an unexpected bill? You have to take little steps to help make any potential challenges more approachable, no matter what line of work you’re in.

Lesson #5: Be Your Best In Your Darkest Moments

One thing that is certain is that you will face dark moments during your life. You will experience the death of a loved one and other events that leave you questioning the future. It is often difficult to imagine your life improving during these testing times.

While you may feel like you’ve lost the hope of deriving joy from life again, it is during these most difficult times that you dig deep inside yourself and bring out your best self.

Moving forward despite your feelings of helplessness will give you the necessary chance to come out on the other side and begin your journey of healing.

During these times, focus on the things you have rather than the things that you need. Capitalize on your strengths to help you get through these dark moments and remember that you have more inner strength than you will probably ever realize.

Final Thoughts on the Make Your Bed Speech

While few people have first-hand experience enduring the infamously difficult training that is required to become a Navy SEAL, Admiral McRaven offers lessons in his commencement speech that are universally applicable.

Everyone can relate to his message that even if you work as hard as you possibly can, you will still face failure at times. The key to being successful and changing the world, however, is to keep getting back up.

You have a choice each time you fail to either quit or find a lesson from the failure and move on. In order to change the world, you have to never, ever give up .

And if you're looking for more small habits that can change your life forever that only take five minutes or less to complete, watch the video below:

Connie Mathers is a professional editor and freelance writer. She holds a Bachelor's Degree in Marketing and a Master’s Degree in Social Work. When she is not writing, Connie is either spending time with her daughter and two dogs, running, or working at her full-time job as a social worker in Richmond, VA.

Finally, if you want to take your goal-setting efforts to the next level, check out this FREE printable worksheet and a step-by-step process that will help you set effective SMART goals .

Make Your Bed Summary

1-Sentence-Summary: Make Your Bed encourages you to pursue your goals and change the lives of others for the better by showing that success is a combination of individual willpower and mutual support.

Favorite quote from the author:

Table of Contents

Video Summary

Make your bed review, audio summary, who would i recommend the make your bed summary to.

In 2014 Admiral William H. McRaven gave the commencement address at the University of Texas at Austin. While encouraging the students to improve the world , he gave many life lessons that could be of help. He had learned most of them during his Navy SEAL training – 6 months of runs in the sand, obstacles courses, unending calisthenics and continuous harassment by veterans, who wanted only the strongest to get to the end of it. 

As a cadet, McRaven learned that success doesn’t depend on social status, race or religion. It’s not how good your parents were to you or which school you went to that determines your future. It’s a combination of the little actions and help from others that makes people successful.

The admiral’s speech went viral on Youtube and later became a book .

In Make Your Bed: Small things that can change your life… and maybe the world , McRaven stresses that life is unfair, as everybody knows. In fact, what defines great men and women is how they deal with life’s unfairness. People like Helen Keller, Nelson Mandela, Stephen Hawking are just a few examples.

Here are my 3 favorite lessons about leveraging self-discipline and teaming up for a meaningful life:

• Making your bed first thing in the morning can lead to many tasks completed by the end of the day.
• If you want to change the world, never ever ring the bell.
• Find someone to help you paddle if you want to make a real difference in the world.

Do you want to be prepared for life challenges? Let’s see what we can learn from a Navy veteran who has held impressive key roles inside and outside the military!

If you want to save this summary for later, download the free PDF and read it whenever you want.

Lesson 1: Making the bed can boost your productivity and even give you hope in the bad days.

As a US SEAL cadet, McRaven had to make his bed to perfection first thing after waking up.

If he failed to follow the bed-making code, he had to perform the sugar cookie ritual, which has nothing to do with treats, as you can imagine. It’s more about diving into the cold waters of the Pacific Ocean and then rolling around on the beach until you are covered with sand head to toe. But why is making your bed so important?

While it may seem trivial when big assignments are waiting for you outside, starting off with this small task makes you feel a little proud and ready to deal with the rest of your tasks. And if you have a miserable day, coming back to a bed made – by you – will make you feel tomorrow will be better.

After a serious injury, McRaven spent many months lying on a hospital bed that had been wheeled into his government quarters. When he was finally able to stand up unaided, the first thing he did was adjusting the bed. 

It was his way of showing that he was recovering and moving forward.

Lesson 2: If you want to make a difference in life, never give up, learn from failures and keep improving yourself.

During the SEAL training , McRaven and his fellows had to withstand uncountable challenges of strength and courage . Giving up at any time was very easy: they just had to ring a bell hanging in the center of the compound and they would be free, immediately.

Never ring the bell if you want to achieve big goals in life.

You may have heard of the Circus, another legendary punishment known to make many cadets quit the SEAL training. It’s two hours of additional calisthenics, paired with non-stop harassment by SEAL combat veterans.

During the training, McRaven was part of a swim team that constantly came in last place and had to face the Circus many times a week. At the moment of the graduation test though, they came in first: all those hours of calisthenics had made them stronger. 

Life is full of Circuses. You fail, you keep training yourself, you get stronger .

Once McRaven’s team had to swim 4 miles in the dark. Scary enough in itself, but that night there were even reports of big white sharks near the coast. Since it was the only way to complete the SEAL training, they swam anyway.

If you want to achieve your full potential in life, don’t let fear stops you.

Lesson 3: Life is a struggle. To accomplish great things you need to fight. But you can’t do it alone: you need teammates.

SEAL cadets also have to overcome Hell Week, 7 days of endurance tests when many of them call it quits.

During their Hell Week, McRaven and his fellows had to spend a whole night sitting, covered in cold mud. In the middle of the test, some of them seemed ready to give up . Then one man began to sing. One by one the others followed him. Suddenly the mud felt less cold and the dawn closer.

Sometimes life gets very hard: the loss of someone you love, a disease or something you are not prepared for may crush your spirit. These are the moments when you need to dig inside yourself and bring out all your strength . But you also need the help of your friends and family.

Years ago the author was badly wounded in a parachute accident and he had to go through months of recovery and rehabilitation. He’s sure he would have surrendered to self-pity and depression if his wife hadn’t been there to support him.

In McRaven’s view, life is like a small rubber boat: you cannot paddle it alone. It takes a team of good people to get you where you want to go. So, as he says,

“Find someone to share your life with. Never forget that your success depends on others.”

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The 17-year-old discouraged about what he can do in life since he lives in a poor neighborhood, the 36-year-old who doesn’t like his life and blames it on his parents, and anyone who feels unlucky, demotivated or just lazy.

Last Updated on December 5, 2022

Clara Lobina

Clara is a SEO content strategist, writer, and proofreader from Sardinia, Italy. She is a cofounder, head of content, and COO of Botteega, a delivery service for local goods from high-quality shops and farmers. Clara wrote a total of 16 summaries for us. When she's not working on her own or her client's blogs, she teaches and does yoga. My favorite project of hers is Come L'Acqua — "Like Water" — a personal growth and mindfulness blog (in Italian).

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5.6: Rhetorical Analysis

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Overview of Rhetorical Analysis

A RHETORICAL ANALYSIS REFERS TO THE PROCESS OF ANALYZING A TEXT, GIVEN SOURCE OR ARTIFACT.  The text, source, or artifact may be in written form or in some different sort of communication. The goal of a rhetorical analysis is to take into consideration the purpose, audience, genre, stance, and media/design of the given rhetorical situation. In other words, the analysis explores not only what everything means in the given source (content), but also why the author wrote about it (the purpose), who the author is (background), how the piece was organized (structure), where and/or when it was published (forum), and the intended message conveyed to the audience (topic).

A rhetorical analysis is one of the more challenging assignments in any writing class. Students often confuse a rhetorical analysis with a review because both assignments work to analyze a text. However, a rhetorical analysis reserves judgment on whether they agree/disagree with the topic presented. A review, of course, invites the reviewer to critique how "good" or "bad" the content of the text is. The  PROCESS  of completing a rhetorical analysis requires the use of different rhetorical strategies. These strategies are: critical reading, strategies for effective communication, persuasive appeals, argumentation, and avoidance of logical fallacies. These specific strategies are discussed in depth throughout the remainder of this page.

The  PURPOSE  of a rhetorical analysis is to engage in critical thinking with the intention of effectively communicating an intended message to a predetermined audience. In order to successfully determine the intended message of a particular text a good question to guide your analysis is: how did the author craft his/her argument?

Rhetoric is a term that is widely used in many forms, and by itself can mean a great many things. Some use the term in association with political rhetoric, to name the voice and stance, as well as the language that becomes the nature of politics. Rhetoric can be thought of as the way in which you phrase what you are saying, and the forces that impact what you are saying. At its very core  RHETORIC IS THE ABILITY TO EFFECTIVELY COMMUNICATE AN INTENDED MESSAGE , whether it is via argumentation, persuasion, or another form of communication.

Critical Reading

Critical reading is the first step in a rhetorical analysis. In order to make a reasonable and logical analysis, you need to apply critical reading skills to a text, given source, or artifact that you intend on analyzing. For example, when reading, you can break the whole text down into several parts. Then, try to determine what the writer is attempting to achieve with the message they are conveying to a predetermined audience; then work to identify the writing strategies s/he is using. Once the text, artifact or given source has been thoroughly analyzed you can determine whether the intended message was effectively communicated.

Reading critically does not simply mean being moved, affected, informed, influenced, and persuaded by a piece of writing; it is much more than that. It refers to analyzing and understanding of how the writing has achieved its effect on the audience. Some specific questions can guide you in your critical reading process. You can use them in reading the text, and if asked to, you can use them in writing a formal analysis. In terms of engaging in critical reading, it is important to begin with broad questions and then work towards asking more specific questions, but in the end the purpose of engaging in critical reading is so that as an analyzer you are asking questions that work to develop the purpose of the artifact, text, or given source you are choosing to analyze.

The following is a list of suggested questions that you may find useful for when you engage in critical reading. However, you do not need to apply all of these questions to every text, artifact, or given source. Rather, you may use them selectively according to the specific reading at hand. The main questions listed below are considered to be broad in nature; with the questions listed via bullet points underneath the broad questions are meant to get at more the specific details of the intended message. Please remember that this is simply one method for getting you started on reading (and then writing) more critically.

POTENTIAL QUESTIONS TO ASK WHEN ENGAGING IN CRITICAL READING:

What is the subject?

• Does the subject bring up any personal associations? Is it a controversial one?

What is the thesis (the overall main point)?

• How does the thesis interpret the subject? If asked, could you summarize the main idea?

Who is the intended audience?

• What values and/or beliefs do they hold that the writer could appeal to?

What is the tone of the text?

• What is your reaction to the text, emotional or rational (think of pathos)? Does this reaction change at all throughout the text?

What is the writer's purpose?

• To explain? Inform? Anger? Persuade? Amuse? Motivate? Sadden? Ridicule? Attack? Defend?
• Is there more than one purpose? Does the purpose shift at all throughout the text?

What methods does the writer use to develop his/her ideas?

• Narration? Description? Definition? Comparison? Analogy? Cause and Effect? Example?
• Why does the writer use these methods? Do these methods help in his/her development of ideas?

What pattern does the author use for the arrangement of ideas?

• Particular to general, broad to specific, spatial, chronological, alternating, or block?
• Does the format enhance or detract from the content? Does it help the piece along or distract from it?

Does the writer use adequate transitions to make the text unified and coherent?

• Do you think the transitions work well? In what ways do they work well?

Are there any patterns in the sentence structure that make the writer's purpose clear to you?

• What are these patterns like if there are some? Does the writer use any fragments or run-on sentences?

Is there any dialog and/or quotations used in the text?

• To what effect? For what purpose is this dialog or quotations used?

In what way does the writer use diction?

• Is the language emotionally evocative? Does the language change throughout the piece? How does the language contribute to the writer's aim?

Is there anything unusual in the writer's use of punctuation?

• What punctuation or other techniques of emphasis (italics, capitals, underlining, ellipses, parentheses) does the writer use?
• Is punctuation over- or under-used? Which marks does the writer use where, and to what effect?

Are there any repetitions of important terms throughout the text?

• Are these repetitions effective, or do they detract from the text?

Does the writer present any particularly vivid images that stand out?

• What is the effect of these images on the writer's purpose?

Are there any tropes--similes, metaphors, personification, hyperbole, comparisons, contrasts, etc. that are employed by the writer?

• When does he/she use them? For what reason(s)? Are those devices used to convey or enhance meaning?

Are there any other devices such as humor, wordplay, irony, sarcasm, understatement, or parody that are used in the text?

• Is the effect comic relief? Pleasure? Hysteria? Ridicule?

Is there any information about the background of the writer?

• Is the writer an acceptable authority on the subject? How do you know?

Basic Rhetorical Strategies for Effective Communication

After engaging in a critical analysis or reading of your intended artifact, text, or given source, the next step in the process of completing an effective rhetorical analysis is to discuss your discoveries. For the purposes of writing, when we refer to rhetoric, we often talk about it as the art of persuasion or the ability to communicate effectively. There are many different strategies a communicator may employ to effectively communicate his/her message to his/her intended audience. While the rhetorical strategies for effective communication are discussed in terms of writing about your findings, pertaining to your rhetorical analysis, it should be noted that these rhetorical strategies can be employed during the critical analysis or reading portion of your rhetorical analysis project.

Below is a table that breaks down some rhetorical strategies, what they mean, and how to analyze them critically. This table can be used when rhetorically analyzing a text or artifact or when you begin the process of writing about your findings. The purpose of this table is to provide a breakdown of rhetorical strategies and how one can identify them in a message.

Persuasive Appeals

The persuasive appeals, or what could also be known as the rhetorical triangle, were developed by Aristotle to ensure effective communication, and are a cornerstone within the field of Rhetoric and Writing. It is common to see the three persuasive appeals depicted as the points of a triangle because like the points of triangle they each play a role in the ability to hold the message together. Aristotle was a Greek philosopher that believed all three of these rhetorical appeals were needed to effectively communicate an intended message to a pre-determined audience. Aristotle's three rhetorical appeals are: Logos, Ethos, and Pathos; they are discussed in detail throughout the remainder of this section.

Logos is most easily defined as the logical appeal of an argument. It relies on logic or reason and depends on deductive and/or inductive reasoning. Deductive reasoning begins with a generalization and then applies it to a specific case. The generalization you start with must be based on a sufficient amount of reliable evidence. Inductive reasoning takes a specific representative case, or facts, and then draws generalizations or conclusions from them. Inductive reasoning must be based on a sufficient amount of reliable evidence. In other words, the facts you draw on must fairly represent the larger situation or population. Both deductive and inductive reasoning are discussed more in depth further down on this page.

Example of Logos:  Say that you are writing a paper on immigration and you say "55,000 illegal immigrants entered this country last year, of those, only 23,000 did it legally." There is obviously something wrong here. Although saying 55,000 immigrants were "illegal" makes for an impressive statistic, it is apparently not correct if you admit that 23,000 of these people immigrated legally. The actual number of illegal immigrants would then be only 32,000, a significantly lower number. The purpose of this example is to demonstrate how having logical progression to an argument is essential in effectively communicating your intended message.

Ethos is the appeal to ethics, the use of authority to persuade an audience to believe in their character. And while ethos is called an ethical appeal, be careful not to confuse it solely with ethics; it encompasses a large number of different things which can include what a person wears, says, the words they use, their tone, their credentials, their experience, their charge over the audience, verbal and nonverbal behavior, criminal records, etc. Ethos gives the author credibility. It is important to build credibility with your audience because without it, readers are less inclined to trust you or accept the argument presented to them. Using credible sources is one method of building credibility. A certain amount of ethos may be implied solely from the author's reputation, but a writer should not rely only on reputation to prop up his/her work. A sure way to damage your ethos is by attacking or insulting an opponent or opposing viewpoint. The most effective ethos should develop from what is said, whether it is in spoken or written form. The most persuasive rhetoricians are the ones that understand this concept.

Example of Ethos:  To elaborate, the construction of authority is reflected in how the rhetorician presents herself, what diction she uses, how she phrases her ideas, what other authorities she refers to, how she composes herself under stress, her experience within the context of her message, her personal or academic background, and more. In academia, ethos can be constructed not only by diction, tone, phrasing, and the like, but by what the rhetorician knows. A works cited page reflects this. It says: this author has read these sources, and knows their contents. And if those sources are relevant, reputable, and well regarded, the author has just benefited from that association. At the same time, authors want to make sure they properly introduce their sources within their writing to establish the authority they are drawing from.

Pathos is the appeal to passion, the use of emotion to persuade readers’ or listeners’ opinions in a rhetorical argument. Pathetic appeals (the use of pathos) are characterized by evocative imagery, description, visuals, and the like to create within the reader or listener a sense of emotion: outrage, sorrow, excitement, etc. Pathos is often easily recognizable because audiences tend to know when what they hear or read swells emotion within their hearts and minds. Be careful to distinguish between pathos as a rhetorical vehicle to persuade using emotion and the logical fallacy “appeal to pity” (discussed more in depth further down the page). Both use emotion to make their point, but the fallacy diverts the audience from the issue to the self while the appeal emphasizes the impact of the issue.

Although argument emphasizes reason, there is usually a place for emotion as well. Emotional appeals can use sources such as interviews and individual stories to paint a moving picture of reality, or to illuminate the truth. For example, telling the story of a specific child who has been abused may make for a more persuasive argument than simply stating the number of children abused each year. The story provides the numbers with a human face. However, a writer must be careful not to employ emotional appeals which distract from the crux of the debate, argument, or point trying to be made.

Example of Pathos:  A good example of pathos is in public services announcements. Some of the most popular include drug warnings: A woman is at the stove in the kitchen with a skillet. She holds up an egg and says, “This is your brain.” She cracks the egg into the skillet where it immediately begins to cook. “This is your brain on drugs.” Or the more recent billboards cautioning against (meth)amphetamines which show an attractive young person juxtaposed against a mug-shot of the same person at a later date but with pustules, open sores, missing teeth, unkempt hair, acne, running makeup, and any other assortment of detrimental and hideous signs of the drug’s ruinous capabilities. Audiences are not meant to pity these individuals; rather, the audience is meant to reel in horror at the destruction meth can cause to a person in a short amount of time. In this case, horror or shock is the emotional tool rhetoric wields to persuade. It should be noted that people with acne, unkempt hair, or other traits listed are not necessarily uncommon—in fact, these traits can be found in vast numbers of high school students; the traits are merely shown in conjunction with the normative “before” picture to elicit the desired emotion. Either of the pictures alone would not be rhetorically effective, it is only by placing them together that the audience is passionately moved.

Argumentation

DEDUCTIVE LOGICAL ARGUMENT

A deductive logical argument is one that works from the top to the bottom. It begins with what is known as a "major premise," adds a "minor premise," and attempts to reach a conclusion. A major premise is a statement that names something about a large group, a minor premise takes a single member, and the conclusion attempts to prove that because this single member is a part of the larger group, they must also have the trait named in the original statement. For example:

Now, if it is true that men are tall, and that Bob is a man, then we can safely infer that Bob must be tall. However, beware the logical fallacy. Though it may be true that in certain cultures men are, on average, taller than women, certainly this is not always the case. Being that our major premise is not altogether true, we can now say that this argument is flawed. Furthermore, we might ask what our definition of "tall" is. Tall is different if we are talking about the average population, or basketball players. Also, what is a man? Do transgendered individuals count? We see that the problem becomes far more complex the more we look into it.

INDUCTIVE LOGICAL ARGUMENT

As some would argue that a deductive argument works from the top down, toward a conclusion, some comment that an inductive argument works from the bottom up. This is mildly misleading. What is meant by this is that an inductive logical argument begins with a firm affirmation of truth, a conclusive statement. By getting the audience to agree with this statement, the argument moves to the next "logical" step. It proceeds in this manner until the argument has led you from one seemingly reasonable conclusion to another that you may not have originally agreed with. Take the following as an example. Move through the argument slowly, making sure you understand and agree with each step in the process (and please forgive the religious content, you'll come to see it is irrelevant anyway).

A sample inductive argument by Ben Doberstein

The human soul is inherently free. This is its very nature. We are confined to our mortal, earthly bodies, but our souls must be kept free, or the nature of the soul is entirely negated. If one chooses to believe in a soul, they can only believe that it embraces this (vague idea of ) freedom.

At conception, a child is given a soul. Some may argue that it is not until birth, but if those very same persons are pro-life, they confuse their arguments. Thus, if someone is pro-life, and believes in a soul, they must believe in the freedom of that soul, and also accept that the soul is granted upon conception.

A soul cannot die. By the same means by which it is free over the body, a soul claims immortality while the body decomposes and is ruined. To deny that a soul is immortal is again to deny the very essence of a soul. Thus, if someone is pro-life, and believes in a soul, they must believe in the freedom of that soul, the immortality of the soul, and also accept that the soul is granted upon conception.

A soul cannot be born. It is immortal and cannot die, it is not earthly, it forever exists, and cannot be born. There are tales in Greek mythology of Athena’s birth, yet she bounds from her father’s head a fully decorated woman. She was not born. She existed previously, as Milton writes the Son in Paradise Lost. If one accepts the Bible’s teachings, there can be no reincarnation, another form of birth, a rebirth. Thus, if someone is pro-life, and believes in a soul, and does not accept reincarnation, they must believe in the freedom of that soul, the immortality of the soul that is always and forever (which cannot be born and cannot die), and also accept that the soul is granted upon conception.

A soul being always an essence, and not being able to be reincarnated, can only exist outside of the body, somewhere, until the act of conception occurs. That soul must then be placed in the body that was forever intended to receive it, as it belongs nowhere else. The soul is fated to that one body. Thus, if someone is pro-life, and believes in a soul, and does not accept reincarnation, namely a practicing Catholic, they must also believe in the freedom of the soul, and in the concept of fate. Fate, however, completely opposes the idea of freedom. One cannot then believe in a soul, for it immediately enforces a belief if fate which directly negates the belief in the soul. If our actions are written in a Divine plan, we are not free to make our own choices. Every action has been scripted.

Do not worry, it must be that you were meant to read this.

Having seen this, some might say that the argument defeats Catholicism from an atheist standpoint. Others might find that it argues for the secularization of religion. Still, there are ways in which it supports Catholicism at the same time. Though the argument might seem as if it is disagreeing with the Catholic religion, and some would agree that it is, we must always be looking for the logical fallacy. Upon closer inspection, you may notice that all this argument truly does, in one reading of the text, is to explain the complexity of God through the mind of a human. Catholicism has argued since the beginning that God is impossible to fully explain using the conceptions of man. In that way, this argument only supports that conclusion. Be aware that there will be logic fallacies hidden in almost every argument. If there is more than one side to an argument, such as in religious or political debates, it is most likely because the argument is impossible to prove. Hence, there will be a logical fallacy present.

Logical Fallacies

Logical fallacies, often referred to by their Latin name “non sequitur” (which translates to “it does not follow”), are powerful tools in logic and rhetoric. When an arguer is able to identify her opponent’s fallacious positions, she can point them out and expose a weakness. She undermines her opponent’s position. Arguers comfortable with fallacies have an easier time avoiding them, thus making their positions more tenable. Missteps in logic can be confusing for students: sometimes a fallacy will be called by its Latin name, other times they will be referred to by a synonym; some are clumped together, and others are overly specific. For example: “Argument against the person” is often called an “Ad hominem” argument; a “Complex question” can be referred to as a “Loaded question”; “Appeal to the people” occasionally loses its distinction between direct and indirect (referred to only as “Bandwagon fallacy”); and “Begging the question” many times implies only its aspect of circular reasoning and not the other aspects. However, more important than agreeing on a name is the recognition of these non sequiturs. While a logician might dedicate her life to this topic, as a student you are expected only to avoid fallacies in your own writing and identify them in others’.

The following is a fairly comprehensive table of fallacies, and its purpose if for you to use a reference to ensure that you do not create a logical fallacy as your are writing about your discoveries throughout your rhetorical analysis. Having said that, this table can be used for more than just the completion of a rhetorical analysis; rather this table could be used as a reference for any argument or persuasion you are attempting to effectively communicate to an intended audience.

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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• Knowledge Base
• How to write a rhetorical analysis | Key concepts & examples

How to Write a Rhetorical Analysis | Key Concepts & Examples

Published on August 28, 2020 by Jack Caulfield . Revised on July 23, 2023.

A rhetorical analysis is a type of essay  that looks at a text in terms of rhetoric. This means it is less concerned with what the author is saying than with how they say it: their goals, techniques, and appeals to the audience.

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Table of contents

Key concepts in rhetoric, analyzing the text, introducing your rhetorical analysis, the body: doing the analysis, concluding a rhetorical analysis, other interesting articles, frequently asked questions about rhetorical analysis.

Rhetoric, the art of effective speaking and writing, is a subject that trains you to look at texts, arguments and speeches in terms of how they are designed to persuade the audience. This section introduces a few of the key concepts of this field.

Appeals: Logos, ethos, pathos

Appeals are how the author convinces their audience. Three central appeals are discussed in rhetoric, established by the philosopher Aristotle and sometimes called the rhetorical triangle: logos, ethos, and pathos.

Logos , or the logical appeal, refers to the use of reasoned argument to persuade. This is the dominant approach in academic writing , where arguments are built up using reasoning and evidence.

Ethos , or the ethical appeal, involves the author presenting themselves as an authority on their subject. For example, someone making a moral argument might highlight their own morally admirable behavior; someone speaking about a technical subject might present themselves as an expert by mentioning their qualifications.

Pathos , or the pathetic appeal, evokes the audience’s emotions. This might involve speaking in a passionate way, employing vivid imagery, or trying to provoke anger, sympathy, or any other emotional response in the audience.

These three appeals are all treated as integral parts of rhetoric, and a given author may combine all three of them to convince their audience.

Text and context

In rhetoric, a text is not necessarily a piece of writing (though it may be this). A text is whatever piece of communication you are analyzing. This could be, for example, a speech, an advertisement, or a satirical image.

In these cases, your analysis would focus on more than just language—you might look at visual or sonic elements of the text too.

The context is everything surrounding the text: Who is the author (or speaker, designer, etc.)? Who is their (intended or actual) audience? When and where was the text produced, and for what purpose?

Looking at the context can help to inform your rhetorical analysis. For example, Martin Luther King, Jr.’s “I Have a Dream” speech has universal power, but the context of the civil rights movement is an important part of understanding why.

Claims, supports, and warrants

A piece of rhetoric is always making some sort of argument, whether it’s a very clearly defined and logical one (e.g. in a philosophy essay) or one that the reader has to infer (e.g. in a satirical article). These arguments are built up with claims, supports, and warrants.

A claim is the fact or idea the author wants to convince the reader of. An argument might center on a single claim, or be built up out of many. Claims are usually explicitly stated, but they may also just be implied in some kinds of text.

The author uses supports to back up each claim they make. These might range from hard evidence to emotional appeals—anything that is used to convince the reader to accept a claim.

The warrant is the logic or assumption that connects a support with a claim. Outside of quite formal argumentation, the warrant is often unstated—the author assumes their audience will understand the connection without it. But that doesn’t mean you can’t still explore the implicit warrant in these cases.

For example, look at the following statement:

We can see a claim and a support here, but the warrant is implicit. Here, the warrant is the assumption that more likeable candidates would have inspired greater turnout. We might be more or less convinced by the argument depending on whether we think this is a fair assumption.

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Rhetorical analysis isn’t a matter of choosing concepts in advance and applying them to a text. Instead, it starts with looking at the text in detail and asking the appropriate questions about how it works:

• What is the author’s purpose?
• Do they focus closely on their key claims, or do they discuss various topics?
• What tone do they take—angry or sympathetic? Personal or authoritative? Formal or informal?
• Who seems to be the intended audience? Is this audience likely to be successfully reached and convinced?
• What kinds of evidence are presented?

By asking these questions, you’ll discover the various rhetorical devices the text uses. Don’t feel that you have to cram in every rhetorical term you know—focus on those that are most important to the text.

The following sections show how to write the different parts of a rhetorical analysis.

Like all essays, a rhetorical analysis begins with an introduction . The introduction tells readers what text you’ll be discussing, provides relevant background information, and presents your thesis statement .

Hover over different parts of the example below to see how an introduction works.

Martin Luther King, Jr.’s “I Have a Dream” speech is widely regarded as one of the most important pieces of oratory in American history. Delivered in 1963 to thousands of civil rights activists outside the Lincoln Memorial in Washington, D.C., the speech has come to symbolize the spirit of the civil rights movement and even to function as a major part of the American national myth. This rhetorical analysis argues that King’s assumption of the prophetic voice, amplified by the historic size of his audience, creates a powerful sense of ethos that has retained its inspirational power over the years.

The body of your rhetorical analysis is where you’ll tackle the text directly. It’s often divided into three paragraphs, although it may be more in a longer essay.

Each paragraph should focus on a different element of the text, and they should all contribute to your overall argument for your thesis statement.

Hover over the example to explore how a typical body paragraph is constructed.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

The conclusion of a rhetorical analysis wraps up the essay by restating the main argument and showing how it has been developed by your analysis. It may also try to link the text, and your analysis of it, with broader concerns.

Explore the example below to get a sense of the conclusion.

It is clear from this analysis that the effectiveness of King’s rhetoric stems less from the pathetic appeal of his utopian “dream” than it does from the ethos he carefully constructs to give force to his statements. By framing contemporary upheavals as part of a prophecy whose fulfillment will result in the better future he imagines, King ensures not only the effectiveness of his words in the moment but their continuing resonance today. Even if we have not yet achieved King’s dream, we cannot deny the role his words played in setting us on the path toward it.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

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Adm. McRaven Urges Graduates to Find Courage to Change the World

Naval Adm. William H. McRaven, ninth commander of U.S. Special Operations Command, delivered a memorable speech at the University-wide Commencement on May 17. See the full transcript.

View 10 Life Lessons from Admiral McRaven .

The following are the remarks by Naval Adm. William H. McRaven, ninth commander of U.S. Special Operations Command, at the University-wide Commencement at The University of Texas at Austin on May 17:

President Powers, Provost Fenves, Deans, members of the faculty, family and friends and most importantly, the class of 2014. Congratulations on your achievement.

It’s been almost 37 years to the day that I graduated from UT. I remember a lot of things about that day. I remember I had throbbing headache from a party the night before. I remember I had a serious girlfriend, whom I later married — that’s important to remember by the way — and I remember that I was getting commissioned in the Navy that day.

But of all the things I remember, I don’t have a clue who the commencement speaker was that evening, and I certainly don’t remember anything they said. So, acknowledging that fact, if I can’t make this commencement speech memorable, I will at least try to make it short.

The University’s slogan is, “What starts here changes the world.” I have to admit — I kinda like it. “What starts here changes the world.”

Tonight there are almost 8,000 students graduating from UT. That great paragon of analytical rigor, Ask.Com, says that the average American will meet 10,000 people in their lifetime. That’s a lot of folks. But, if every one of you changed the lives of just 10 people — and each one of those folks changed the lives of another 10 people — just 10 — then in five generations — 125 years — the class of 2014 will have changed the lives of 800 million people.

800 million people — think of it — over twice the population of the United States. Go one more generation and you can change the entire population of the world — eight billion people.

If you think it’s hard to change the lives of 10 people — change their lives forever — you’re wrong. I saw it happen every day in Iraq and Afghanistan: A young Army officer makes a decision to go left instead of right down a road in Baghdad and the 10 soldiers in his squad are saved from close-in ambush. In Kandahar province, Afghanistan, a non-commissioned officer from the Female Engagement Team senses something isn’t right and directs the infantry platoon away from a 500-pound IED, saving the lives of a dozen soldiers.

But, if you think about it, not only were these soldiers saved by the decisions of one person, but their children yet unborn were also saved. And their children’s children were saved. Generations were saved by one decision, by one person.

But changing the world can happen anywhere and anyone can do it. So, what starts here can indeed change the world, but the question is — what will the world look like after you change it?

Well, I am confident that it will look much, much better. But if you will humor this old sailor for just a moment, I have a few suggestions that may help you on your way to a better a world. And while these lessons were learned during my time in the military, I can assure you that it matters not whether you ever served a day in uniform. It matters not your gender, your ethnic or religious background, your orientation or your social status.

Our struggles in this world are similar, and the lessons to overcome those struggles and to move forward — changing ourselves and the world around us — will apply equally to all.

I have been a Navy SEAL for 36 years. But it all began when I left UT for Basic SEAL training in Coronado, California. Basic SEAL training is six months of long torturous runs in the soft sand, midnight swims in the cold water off San Diego, obstacles courses, unending calisthenics, days without sleep and always being cold, wet and miserable. It is six months of being constantly harrassed by professionally trained warriors who seek to find the weak of mind and body and eliminate them from ever becoming a Navy SEAL.

But, the training also seeks to find those students who can lead in an environment of constant stress, chaos, failure and hardships. To me basic SEAL training was a lifetime of challenges crammed into six months.

So, here are the 10 lessons I learned from basic SEAL training that hopefully will be of value to you as you move forward in life.

Every morning in basic SEAL training, my instructors, who at the time were all Vietnam veterans, would show up in my barracks room and the first thing they would inspect was your bed. If you did it right, the corners would be square, the covers pulled tight, the pillow centered just under the headboard and the extra blanket folded neatly at the foot of the rack — that’s Navy talk for bed.

It was a simple task — mundane at best. But every morning we were required to make our bed to perfection. It seemed a little ridiculous at the time, particularly in light of the fact that were aspiring to be real warriors, tough battle-hardened SEALs, but the wisdom of this simple act has been proven to me many times over.

If you make your bed every morning you will have accomplished the first task of the day. It will give you a small sense of pride, and it will encourage you to do another task and another and another. By the end of the day, that one task completed will have turned into many tasks completed. Making your bed will also reinforce the fact that little things in life matter. If you can’t do the little things right, you will never do the big things right.

And, if by chance you have a miserable day, you will come home to a bed that is made — that you made — and a made bed gives you encouragement that tomorrow will be better.

If you want to change the world, start off by making your bed.

During SEAL training the students are broken down into boat crews. Each crew is seven students — three on each side of a small rubber boat and one coxswain to help guide the dingy. Every day your boat crew forms up on the beach and is instructed to get through the surfzone and paddle several miles down the coast. In the winter, the surf off San Diego can get to be 8 to 10 feet high and it is exceedingly difficult to paddle through the plunging surf unless everyone digs in. Every paddle must be synchronized to the stroke count of the coxswain. Everyone must exert equal effort or the boat will turn against the wave and be unceremoniously tossed back on the beach.

For the boat to make it to its destination, everyone must paddle. You can’t change the world alone — you will need some help — and to truly get from your starting point to your destination takes friends, colleagues, the good will of strangers and a strong coxswain to guide them.

If you want to change the world, find someone to help you paddle.

Over a few weeks of difficult training my SEAL class, which started with 150 men, was down to just 35. There were now six boat crews of seven men each. I was in the boat with the tall guys, but the best boat crew we had was made up of the the little guys — the munchkin crew we called them — no one was over about five-foot-five.

The munchkin boat crew had one American Indian, one African American, one Polish American, one Greek American, one Italian American, and two tough kids from the midwest. They out-paddled, out-ran and out-swam all the other boat crews. The big men in the other boat crews would always make good-natured fun of the tiny little flippers the munchkins put on their tiny little feet prior to every swim. But somehow these little guys, from every corner of the nation and the world, always had the last laugh — swimming faster than everyone and reaching the shore long before the rest of us.

SEAL training was a great equalizer. Nothing mattered but your will to succeed. Not your color, not your ethnic background, not your education and not your social status. 

If you want to change the world, measure a person by the size of their heart, not the size of their flippers.

Several times a week, the instructors would line up the class and do a uniform inspection. It was exceptionally thorough. Your hat had to be perfectly starched, your uniform immaculately pressed and your belt buckle shiny and void of any smudges. But it seemed that no matter how much effort you put into starching your hat, or pressing your uniform or polishing your belt buckle — it just wasn’t good enough. The instructors would find “something” wrong.

For failing the uniform inspection, the student had to run, fully clothed into the surfzone and then, wet from head to toe, roll around on the beach until every part of your body was covered with sand. The effect was known as a “sugar cookie.” You stayed in that uniform the rest of the day — cold, wet and sandy.

There were many a student who just couldn’t accept the fact that all their effort was in vain. That no matter how hard they tried to get the uniform right, it was unappreciated. Those students didn’t make it through training. Those students didn’t understand the purpose of the drill. You were never going to succeed. You were never going to have a perfect uniform.

Sometimes no matter how well you prepare or how well you perform you still end up as a sugar cookie. It’s just the way life is sometimes.

If you want to change the world get over being a sugar cookie and keep moving forward.

Every day during training you were challenged with multiple physical events — long runs, long swims, obstacle courses, hours of calisthenics — something designed to test your mettle. Every event had standards — times you had to meet. If you failed to meet those standards your name was posted on a list, and at the end of the day those on the list were invited to a “circus.” A circus was two hours of additional calisthenics designed to wear you down, to break your spirit, to force you to quit.

No one wanted a circus.

A circus meant that for that day you didn’t measure up. A circus meant more fatigue — and more fatigue meant that the following day would be more difficult — and more circuses were likely. But at some time during SEAL training, everyone — everyone — made the circus list.

But an interesting thing happened to those who were constantly on the list. Over time those students — who did two hours of extra calisthenics — got stronger and stronger. The pain of the circuses built inner strength, built physical resiliency.

Life is filled with circuses. You will fail. You will likely fail often. It will be painful. It will be discouraging. At times it will test you to your very core.

But if you want to change the world, don’t be afraid of the circuses.

At least twice a week, the trainees were required to run the obstacle course. The obstacle course contained 25 obstacles including a 10-foot high wall, a 30-foot cargo net and a barbed wire crawl, to name a few. But the most challenging obstacle was the slide for life. It had a three-level 30-foot tower at one end and a one-level tower at the other. In between was a 200-foot-long rope. You had to climb the three-tiered tower and once at the top, you grabbed the rope, swung underneath the rope and pulled yourself hand over hand until you got to the other end. 

The record for the obstacle course had stood for years when my class began training in 1977. The record seemed unbeatable, until one day, a student decided to go down the slide for life head first. Instead of swinging his body underneath the rope and inching his way down, he bravely mounted the TOP of the rope and thrust himself forward.

It was a dangerous move — seemingly foolish, and fraught with risk. Failure could mean injury and being dropped from the training. Without hesitation the student slid down the rope perilously fast. Instead of several minutes, it only took him half that time and by the end of the course he had broken the record.

If you want to change the world sometimes you have to slide down the obstacle head first.

During the land warfare phase of training, the students are flown out to San Clemente Island which lies off the coast of San Diego. The waters off San Clemente are a breeding ground for the great white sharks. To pass SEAL training there are a series of long swims that must be completed. One is the night swim.

Before the swim the instructors joyfully brief the trainees on all the species of sharks that inhabit the waters off San Clemente. They assure you, however, that no student has ever been eaten by a shark — at least not recently. But, you are also taught that if a shark begins to circle your position — stand your ground. Do not swim away. Do not act afraid. And if the shark, hungry for a midnight snack, darts towards you — then summon up all your strength and punch him in the snout, and he will turn and swim away.

There are a lot of sharks in the world. If you hope to complete the swim you will have to deal with them.

So, if you want to change the world, don’t back down from the sharks.

As Navy SEALs one of our jobs is to conduct underwater attacks against enemy shipping. We practiced this technique extensively during basic training. The ship attack mission is where a pair of SEAL divers is dropped off outside an enemy harbor and then swims well over two miles — underwater — using nothing but a depth gauge and a compass to get to their target.

During the entire swim, even well below the surface, there is some light that comes through. It is comforting to know that there is open water above you. But as you approach the ship, which is tied to a pier, the light begins to fade. The steel structure of the ship blocks the moonlight, it blocks the surrounding street lamps, it blocks all ambient light.

To be successful in your mission, you have to swim under the ship and find the keel — the centerline and the deepest part of the ship. This is your objective. But the keel is also the darkest part of the ship — where you cannot see your hand in front of your face, where the noise from the ship’s machinery is deafening and where it is easy to get disoriented and fail.

Every SEAL knows that under the keel, at the darkest moment of the mission, is the time when you must be calm, composed — when all your tactical skills, your physical power and all your inner strength must be brought to bear.

If you want to change the world, you must be your very best in the darkest moment.

The ninth week of training is referred to as “Hell Week.” It is six days of no sleep, constant physical and mental harassment, and one special day at the Mud Flats. The Mud Flats are area between San Diego and Tijuana where the water runs off and creates the Tijuana slues, a swampy patch of terrain where the mud will engulf you.

It is on Wednesday of Hell Week that you paddle down to the mud flats and spend the next 15 hours trying to survive the freezing cold mud, the howling wind and the incessant pressure to quit from the instructors. As the sun began to set that Wednesday evening, my training class, having committed some “egregious infraction of the rules” was ordered into the mud. 

The mud consumed each man till there was nothing visible but our heads. The instructors told us we could leave the mud if only five men would quit — just five men — and we could get out of the oppressive cold. Looking around the mud flat it was apparent that some students were about to give up. It was still over eight hours till the sun came up — eight more hours of bone-chilling cold.

The chattering teeth and shivering moans of the trainees were so loud it was hard to hear anything. And then, one voice began to echo through the night, one voice raised in song. The song was terribly out of tune, but sung with great enthusiasm. One voice became two and two became three and before long everyone in the class was singing. We knew that if one man could rise above the misery then others could as well.

The instructors threatened us with more time in the mud if we kept up the singingbut the singing persisted. And somehow the mud seemed a little warmer, the wind a little tamer and the dawn not so far away.

If I have learned anything in my time traveling the world, it is the power of hope. The power of one person — Washington, Lincoln, King, Mandela and even a young girl from Pakistan, Malala — one person can change the world by giving people hope.

So, if you want to change the world, start singing when you’re up to your neck in mud.

Finally, in SEAL training there is a bell. A brass bell that hangs in the center of the compound for all the students to see. All you have to do to quit is ring the bell. 

Ring the bell and you no longer have to wake up at 5 o’clock. Ring the bell and you no longer have to do the freezing cold swims. Ring the bell and you no longer have to do the runs, the obstacle course, the PT — and you no longer have to endure the hardships of training. Just ring the bell.

If you want to change the world don’t ever, ever ring the bell.

To the graduating class of 2014, you are moments away from graduating. Moments away from beginning your journey through life. Moments away from starting to change the world — for the better. It will not be easy. 

But, YOU are the class of 2014, the class that can affect the lives of 800 million people in the next century.

Start each day with a task completed. Find someone to help you through life. Respect everyone.

Know that life is not fair and that you will fail often. But if take you take some risks, step up when the times are toughest, face down the bullies, lift up the downtrodden and never, ever give up — if you do these things, then the next generation and the generations that follow will live in a world far better than the one we have today.

And what started here will indeed have changed the world — for the better.

Thank you very much. Hook ’em horns.

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Reference management. Clean and simple.

How to write a rhetorical analysis

What is a rhetorical analysis?

What are the key concepts of a rhetorical analysis, rhetorical situation, claims, supports, and warrants.

• Step 1: Plan and prepare
• Step 2: Write your introduction
• Step 3: Write the body
• Step 4: Write your conclusion

Frequently Asked Questions about rhetorical analysis

Related articles.

Rhetoric is the art of persuasion and aims to study writers’ or speakers' techniques to inform, persuade, or motivate their audience. Thus, a rhetorical analysis aims to explore the goals and motivations of an author, the techniques they’ve used to reach their audience, and how successful these techniques were.

This will generally involve analyzing a specific text and considering the following aspects to connect the rhetorical situation to the text:

• Does the author successfully support the thesis or claims made in the text? Here, you’ll analyze whether the author holds to their argument consistently throughout the text or whether they wander off-topic at some point.
• Does the author use evidence effectively considering the text’s intended audience? Here, you’ll consider the evidence used by the author to support their claims and whether the evidence resonates with the intended audience.
• What rhetorical strategies the author uses to achieve their goals. Here, you’ll consider the word choices by the author and whether these word choices align with their agenda for the text.
• The tone of the piece. Here, you’ll consider the tone used by the author in writing the piece by looking at specific words and aspects that set the tone.
• Whether the author is objective or trying to convince the audience of a particular viewpoint. When it comes to objectivity, you’ll consider whether the author is objective or holds a particular viewpoint they want to convince the audience of. If they are, you’ll also consider whether their persuasion interferes with how the text is read and understood.
• Does the author correctly identify the intended audience? It’s important to consider whether the author correctly writes the text for the intended audience and what assumptions the author makes about the audience.
• Does the text make sense? Here, you’ll consider whether the author effectively reasons, based on the evidence, to arrive at the text’s conclusion.
• Does the author try to appeal to the audience’s emotions? You’ll need to consider whether the author uses any words, ideas, or techniques to appeal to the audience’s emotions.
• Can the author be believed? Finally, you’ll consider whether the audience will accept the arguments and ideas of the author and why.

Summing up, unlike summaries that focus on what an author said, a rhetorical analysis focuses on how it’s said, and it doesn’t rely on an analysis of whether the author was right or wrong but rather how they made their case to arrive at their conclusions.

Although rhetorical analysis is most used by academics as part of scholarly work, it can be used to analyze any text including speeches, novels, television shows or films, advertisements, or cartoons.

Now that we’ve seen what rhetorical analysis is, let’s consider some of its key concepts .

Any rhetorical analysis starts with the rhetorical situation which identifies the relationships between the different elements of the text. These elements include the audience, author or writer, the author’s purpose, the delivery method or medium, and the content:

• Audience: The audience is simply the readers of a specific piece of text or content or printed material. For speeches or other mediums like film and video, the audience would be the listeners or viewers. Depending on the specific piece of text or the author’s perception, the audience might be real, imagined, or invoked. With a real audience, the author writes to the people actually reading or listening to the content while, for an imaginary audience, the author writes to an audience they imagine would read the content. Similarly, for an invoked audience, the author writes explicitly to a specific audience.
• Author or writer: The author or writer, also commonly referred to as the rhetor in the context of rhetorical analysis, is the person or the group of persons who authored the text or content.
• The author’s purpose: The author’s purpose is the author’s reason for communicating to the audience. In other words, the author’s purpose encompasses what the author expects or intends to achieve with the text or content.
• Alphabetic text includes essays, editorials, articles, speeches, and other written pieces.
• Imaging includes website and magazine advertisements, TV commercials, and the like.
• Audio includes speeches, website advertisements, radio or tv commercials, or podcasts.
• Context: The context of the text or content considers the time, place, and circumstances surrounding the delivery of the text to its audience. With respect to context, it might often also be helpful to analyze the text in a different context to determine its impact on a different audience and in different circumstances.

An author will use claims, supports, and warrants to build the case around their argument, irrespective of whether the argument is logical and clearly defined or needs to be inferred by the audience:

• Claim: The claim is the main idea or opinion of an argument that the author must prove to the intended audience. In other words, the claim is the fact or facts the author wants to convince the audience of. Claims are usually explicitly stated but can, depending on the specific piece of content or text, be implied from the content. Although these claims could be anything and an argument may be based on a single or several claims, the key is that these claims should be debatable.
• Support: The supports are used by the author to back up the claims they make in their argument. These supports can include anything from fact-based, objective evidence to subjective emotional appeals and personal experiences used by the author to convince the audience of a specific claim. Either way, the stronger and more reliable the supports, the more likely the audience will be to accept the claim.
• Warrant: The warrants are the logic and assumptions that connect the supports to the claims. In other words, they’re the assumptions that make the initial claim possible. The warrant is often unstated, and the author assumes that the audience will be able to understand the connection between the claims and supports. In turn, this is based on the author’s assumption that they share a set of values and beliefs with the audience that will make them understand the connection mentioned above. Conversely, if the audience doesn’t share these beliefs and values with the author, the argument will not be that effective.

Appeals are used by authors to convince their audience and, as such, are an integral part of the rhetoric and are often referred to as the rhetorical triangle. As a result, an author may combine all three appeals to convince their audience:

• Ethos: Ethos represents the authority or credibility of the author. To be successful, the author needs to convince the audience of their authority or credibility through the language and delivery techniques they use. This will, for example, be the case where an author writing on a technical subject positions themselves as an expert or authority by referring to their qualifications or experience.
• Logos: Logos refers to the reasoned argument the author uses to persuade their audience. In other words, it refers to the reasons or evidence the author proffers in substantiation of their claims and can include facts, statistics, and other forms of evidence. For this reason, logos is also the dominant approach in academic writing where authors present and build up arguments using reasoning and evidence.
• Pathos: Through pathos, also referred to as the pathetic appeal, the author attempts to evoke the audience’s emotions through the use of, for instance, passionate language, vivid imagery, anger, sympathy, or any other emotional response.

To write a rhetorical analysis, you need to follow the steps below:

With a rhetorical analysis, you don’t choose concepts in advance and apply them to a specific text or piece of content. Rather, you’ll have to analyze the text to identify the separate components and plan and prepare your analysis accordingly.

Here, it might be helpful to use the SOAPSTone technique to identify the components of the work. SOAPSTone is a common acronym in analysis and represents the:

• Speaker . Here, you’ll identify the author or the narrator delivering the content to the audience.
• Occasion . With the occasion, you’ll identify when and where the story takes place and what the surrounding context is.
• Audience . Here, you’ll identify who the audience or intended audience is.
• Purpose . With the purpose, you’ll need to identify the reason behind the text or what the author wants to achieve with their writing.
• Subject . You’ll also need to identify the subject matter or topic of the text.
• Tone . The tone identifies the author’s feelings towards the subject matter or topic.

Apart from gathering the information and analyzing the components mentioned above, you’ll also need to examine the appeals the author uses in writing the text and attempting to persuade the audience of their argument. Moreover, you’ll need to identify elements like word choice, word order, repetition, analogies, and imagery the writer uses to get a reaction from the audience.

Once you’ve gathered the information and examined the appeals and strategies used by the author as mentioned above, you’ll need to answer some questions relating to the information you’ve collected from the text. The answers to these questions will help you determine the reasons for the choices the author made and how well these choices support the overall argument.

Here, some of the questions you’ll ask include:

• What was the author’s intention?
• Who was the intended audience?
• What is the author’s argument?
• What strategies does the author use to build their argument and why do they use those strategies?
• What appeals the author uses to convince and persuade the audience?
• What effect the text has on the audience?

Keep in mind that these are just some of the questions you’ll ask, and depending on the specific text, there might be others.

Once you’ve done your preparation, you can start writing the rhetorical analysis. It will start off with an introduction which is a clear and concise paragraph that shows you understand the purpose of the text and gives more information about the author and the relevance of the text.

The introduction also summarizes the text and the main ideas you’ll discuss in your analysis. Most importantly, however, is your thesis statement . This statement should be one sentence at the end of the introduction that summarizes your argument and tempts your audience to read on and find out more about it.

After your introduction, you can proceed with the body of your analysis. Here, you’ll write at least three paragraphs that explain the strategies and techniques used by the author to convince and persuade the audience, the reasons why the writer used this approach, and why it’s either successful or unsuccessful.

You can structure the body of your analysis in several ways. For example, you can deal with every strategy the author uses in a new paragraph, but you can also structure the body around the specific appeals the author used or chronologically.

No matter how you structure the body and your paragraphs, it’s important to remember that you support each one of your arguments with facts, data, examples, or quotes and that, at the end of every paragraph, you tie the topic back to your original thesis.

Finally, you’ll write the conclusion of your rhetorical analysis. Here, you’ll repeat your thesis statement and summarize the points you’ve made in the body of your analysis. Ultimately, the goal of the conclusion is to pull the points of your analysis together so you should be careful to not raise any new issues in your conclusion.

After you’ve finished your conclusion, you’ll end your analysis with a powerful concluding statement of why your argument matters and an invitation to conduct more research if needed.

A rhetorical analysis aims to explore the goals and motivations of an author, the techniques they’ve used to reach their audience, and how successful these techniques were. Although rhetorical analysis is most used by academics as part of scholarly work, it can be used to analyze any text including speeches, novels, television shows or films, advertisements, or cartoons.

The steps to write a rhetorical analysis include:

Your rhetorical analysis introduction is a clear and concise paragraph that shows you understand the purpose of the text and gives more information about the author and the relevance of the text. The introduction also summarizes the text and the main ideas you’ll discuss in your analysis.

Ethos represents the authority or credibility of the author. To be successful, the author needs to convince the audience of their authority or credibility through the language and delivery techniques they use. This will, for example, be the case where an author writing on a technical subject positions themselves as an expert or authority by referring to their qualifications or experience.

Appeals are used by authors to convince their audience and, as such, are an integral part of the rhetoric and are often referred to as the rhetorical triangle. The 3 types of appeals are ethos, logos, and pathos.

Why it is Important to Make Your Bed Each & Every Morning

…over the last few months as the weather grew colder and the days got shorter I found myself having a hard time accomplishing all of the daily goals I set for myself the night before. Then I watched a video which gave me a blue print on how to begin each day on the right foot. Believe it or not it all starts with Making Your Bed!

U.S. Navy Admiral William H. McRaven’s Speech

While perusing YouTube as I sometimes do I came across a video of the 2014 University of Texas commencement speech delivered by U.S. Navy Admiral William H. McRaven. Taking inspiration from the university’s slogan, “What starts here changes the world,” he shared the ten principles he learned learned during Navy SEAL training that helped him overcome challenges not only in his training and long Naval career, but also throughout his life; and he explained how anyone can use these basic lessons to change themselves and the world for the better. 

The Ten Principles

The ten principles Admiral McRaven highlights are: 

• Don’t go it alone
• Grit and determination trump talent
• Life is not fair; get over it
• Don’t fear failure; embrace it
• Take calculated risks
• Stand up to bullies
• Rise to the occasion when life gets hard
• Give people hope when times are tough

But the first and most important principle is start off each day by Making Your Bed!

Start Each Day By Making Your Bed

Admiral McRaven points out that it is important to start your day with a completed task. Life can be hard and filled with anxious moments and requires a sense of of structure. Starting each day with a small accomplishment such as making your bed will give you the desire and motivation to tackle the day’s larger tasks.  A morning that starts with a made bed demonstrated discipline, shows attention to detail and is a small accomplishment to set up many larger ones. Also if everything that happens to you after that is rough, there is nothing better to provide hope for the next day than coming home to a made bed!

Interested In Learning More?

If you are interested in seeing Admiral McRaven’s full speech you can by clicking here . You can also purchase his book titled “Make Your Bed” by clicking here . I hope you reading and always remember to Make Your Bed!

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