Gilbert 1

Ashton Gilbert

Miss Cook

Composition

10 February 2017

Rhetorical Analysis of I Have a Dream- Martin Luther King Jr.

Imagine looking at a crowd of 200,000 plus people, in front of the memorial of the man

who made it all possible. Martin Luther King Jr. gave his speech I Have a Dream at the

Lincoln Memorial in Washington, DC August 28, 1963. Martin was a very intelligent pastor

who attended multiple colleges. Later in his life Martin uses this knowledge to change the nation.

He was a civil rights advocate. Back in the 1960s our great nation still had a lot of discrimination

toward African Americans . In his speech he spoke about segregation, racism and injustice. As an

African American himself, he fought for equal rights. He would speak about changing the world

in a nonviolent way. An example of this is his I Have a Dream speech. This speech can give

you chills down your spine because it is so moving. Martin uses a lot of persuasive techniques in

his speech. He perfectively uses ethos, pathos and logos all throughout his speech. He uses them

to point out the flaws of the nation. He definitely affected the hearts and minds of many

Americans that day.

The Civil Rights Movement started with Rosa Parks in 1955 because she would not move

for a white man. She was the starting point of the Civil Rights Movement. Martin helped by

guiding people to take action in a non-violent way during this time. He told them to not take the

bus. He told them to walk to wherever they had to go in protest. The 1960s Civil Right

Movement states this and other non violent actions. Throughout the 1960's, bus riding Freedom

Riders, marchers, boycotters and other protesters continued their crusade for freedom and were
 Gilbert 2

met with fierce white and establishment resistance.(1960's Civil Rights Movement). Just

because he preached it does not mean that always happened. In the 1960s to 1970s riots,

bombings, beatings and shootings were common as growing thousands of civil rights protesters

marched throughout the South..(1960s Civil Rights Movement). The Civil Rights Movement

was a big turning point for America. Martin was a big part of this movement. He influenced

people, not just black but white as well. That is what made him and this speech so important.

First thing he does is use ethos to appeal to the ethics of the audience. He starts off with

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the

Emancipation Proclamation (King). He is referencing the Lincoln memorial behind him and

when he signed the Emancipation Proclamation that stated that all slaves will forever be free.

This show that there is a reason why he is where he is. He knew what Abraham Lincoln stood for

and he sure was not going to let anyone forget it. He also continues to state, This note was a

promise of that all men, yes, black as well as white men, would be guaranteed the unalienable

Rightsof Life, Liberty and the pursuit of Happiness(King). He uses the words that are said in

the Declaration of Independence showing that it was for all men not just white men. With rights

that are offered when you are born no matter what skin color you have. This shows that he knows

his rights and not only a white man, but a black man that should be equal. They always should

have been even from the beginning.

Furthermore, Martin uses pathos to appeal to the audience's emotion. He uses a Dream

to show his vision what america could be for both caucasians and African Americans . he starts

his dream by saying, And so even though we face the difficulties of today and tomorrow, I still

have a dream. It is a dream deeply rooted in the American dream. The American dream that he

is referencing to is the belief that America is the land of the free and the hope of a new life
 Gilbert 3

without persecution. This affects the audience emotionally because thats how their ancestors that

once came here for the same freedoms. He continues with this by saying,I have a dream that my

four little children will one day live in a nation where they will not be judged by the color of

their skin but by the content of their character (King). This affects the audience two ways. First

off, it has to do with children and as a society we see them as innocent and harmless. Nobody in

their right mind should judge a kid. Secondly, he says that the kids should not be persecuted for

their skin color they, should be persecuted for how they are as an individual.

Finally, Martin uses logos to appeal to the logic of the audience. He is very intelligent. He

attended multiple colleges. This feathered his knowledge. He knows that many Americans know

about the banking system so he uses it. He says, Instead of honoring this sacred obligation,

America has given the Negro people a bad check, a check which has come back marked

insufficient funds (King). He is comparing the way if you would get a bad check this logic

shows the audience that they are offering freedom, but not actually giving it to the African

Americans. Martin preaches non- violence, he believes that there is other ways to solve problems

that are just as effective or more effective than violence. He says, The marvelous new militancy

which has engulfed the Negro community must not lead us to a distrust of all white people, for

many of our white brothers, as evidenced by their presence here today, have come to realize that

their destiny is tied up with our destiny. And they have come to realize that their freedom is

inextricably bound to our freedom (King). He is saying that not all caucasian people are bad.

That there are some there for the same cause. That not all of them are out to get the African

Americans. This logic appeals to both the groups of people. African Americans because they

have so much hate for the caucasian people, but also caucasians because it shows that that the
 Gilbert 4

black people are not so different from them. He is also opening a door for each of ethnic group is

not so different if they would just look past each others skin color.

In conclusion, Martian Luther King Jr changed the nation that day. He used his

knowledge and the had the courage to stand up for what he believed in. It would've been easy for

him to stand up there and be violent, but he didn't. He saw a greater america. He used excellent

persuasive techniques that really convinces the audience. He gave reasons why he thinks what he

thinks and gave a picture of what would be like if his dreams came true. At the end of the

speech you rethink how the world is in a different perspective and knew that something needs to

change. Our generation does not really think of these issues as much, but it is still around. I know

that Martin Luther King Jr had a lot to do with that. As our society grows, we should always take

note of Martin's approach towards things.There is a lot you can change with just words/actions

and not violence. As Martin said, Let freedom ring (King). American is the land of their free

no matter what race, religion, or sexual preference you have. That is the American dream.
 Gilbert 5

Works Cited

Biography.com Editors. "Martin Luther King Jr." Biography.com. A&E Networks Television, 05
Jan. 2017. Web. 03 Feb. 2017. <http://www.biography.com/people/martin-luther-king-jr-
9365086#synopsis>.
History.com Staff. "Emancipation Proclamation." History.com. A&E Television Networks,
2009. Web. 06 Feb. 2017. <http://www.history.com/topics/american-civil-
war/emancipation-proclamation>.
King, Martin Luther. "I Have a Dream" by Dr. Martin Luther King."The Art of Manliness. N.p.,
n.d. Web. 03 Feb. 2017. <http://www.artofmanliness.com/i-have-a-dream-by-dr-martin-
luther-king/>.
YourDictionary. "Examples of Ethos, Logos, and Pathos." YourDictionary. N.p., 21 June 2016.
Web. 08 Feb. 2017. <http://examples.yourdictionary.com/examples-of-ethos-logos-and-
pathos.html>.
"1960's Civil Rights Movement." 1960's Civil Rights Movement History | Jim Crow Laws |
Martin Luther King Jr. N.p., n.d. Web. 14 Feb. 2017.
<http://www.historybits.com/civilrights.htm>
Rubric rating submitted on: 3/1/2017, 4:33:29 PM by danielle.cook@redstreaks.org
5 4 3 2 1 0

Introduction 5 = Fully and 4= 3= 2= 1= 0 = No

W.2.a & creatively Demonstrated Attempted to Attempted to Attempted to attempt made
Conclusion demonstrated Introduction demonstrate; demonstrate; demonstrate; Introduction
W.2.e Introduction W.2.a a couple a few errors several errors W.2.a
Your score: W.2.a -Intro errors exist exist exist -Intro
4.5 -Intro paragraph Introduction Introduction Introduction paragraph
paragraph captures the W.2.a W.2.a W.2.a captures the
captures the readers -Intro -Intro -Intro readers
readers attention. paragraph paragraph paragraph attention.
attention. -A brief captures the captures the captures the -A brief
-A brief summary of readers readers readers summary of
summary of the text(s) attention. attention. attention. the text(s)
the text(s) analyzed is -A brief -A brief -A brief analyzed is
analyzed is given to summary of summary of summary of given to
given to anticipate the the text(s) the text(s) the text(s) anticipate the
anticipate the readers analyzed is analyzed is analyzed is readers
readers knowledge given to given to given to knowledge
knowledge level--no anticipate the anticipate the anticipate the level--no
level--no more than a readers readers readers more than a
more than a couple knowledge knowledge knowledge couple
couple sentences. level--no level--no level--no sentences.
sentences. -Intro more than a more than a more than a -Intro
 Gilbert 6

-Intro paragraph couple couple couple paragraph

paragraph clearly sentences. sentences. sentences. clearly
clearly introduces the -Intro -Intro -Intro introduces the
introduces the thesis and paragraph paragraph paragraph thesis and
thesis and topic of the clearly clearly clearly topic of the
topic of the body introduces the introduces the introduces the body
body paragraphs thesis and thesis and thesis and paragraphs
paragraphs that are clear, topic of the topic of the topic of the that are clear,
that are clear, sophisticated, body body body sophisticated,
sophisticated, and paragraphs paragraphs paragraphs and
and insightful. that are clear, that are clear, that are clear, insightful.
insightful. Conclusion sophisticated, sophisticated, sophisticated, Conclusion
Conclusion W.2.e and and and W.2.e
W.2.e -Conclusion insightful. insightful. insightful. -Conclusion
-Conclusion restates Conclusion Conclusion Conclusion restates
restates thesis, W.2.e W.2.e W.2.e thesis,
thesis, reviews the -Conclusion -Conclusion -Conclusion reviews the
reviews the topics/claims restates restates restates topics/claims
topics/claims in the body of thesis, thesis, thesis, in the body of
in the body of the essay, reviews the reviews the reviews the the essay,
the essay, offers closure topics/claims topics/claims topics/claims offers closure
offers closure and answers in the body of in the body of in the body of and answers
and answers the So the essay, the essay, the essay, the So
the So What? offers closure offers closure offers closure What?
What? question. and answers and answers and answers question.
question. the So the So the So
What? What? What?
question. question. question.

Body W.2.b 5 = Fully and 4= 3= 2= 1= 0 = No

Your score: creatively Demonstrated Attempted to Attempted to Attempted to attempt made
5 demonstrated Body W.2.b demonstrate; demonstrate; demonstrate; Body W.2.b
Body W.2.b -Each body a couple a few errors several errors -Each body
-Each body paragraph errors exist exist exist paragraph
paragraph begins with a Body W.2.b Body W.2.b Body W.2.b begins with a
begins with a clear, -Each body -Each body -Each body clear,
clear, sophisticated, paragraph paragraph paragraph sophisticated,
sophisticated, insightful begins with a begins with a begins with a insightful
insightful topic clear, clear, clear, topic
topic sentence. sophisticated, sophisticated, sophisticated, sentence.
sentence. -Claims, insightful insightful insightful -Claims,
-Claims, reasons, and topic topic topic reasons, and
reasons, and evidence are sentence. sentence. sentence. evidence are
evidence are effectively -Claims, -Claims, -Claims, effectively
effectively structured reasons, and reasons, and reasons, and structured and
structured and organized evidence are evidence are evidence are organized in a
and organized in a logical effectively effectively effectively logical
 Gilbert 7

in a logical sequence structured structured structured sequence with

sequence with effective and organized and organized and organized effective
with effective transitions. in a logical in a logical in a logical transitions.
transitions. -The sequence sequence sequence -The
-The significance with effective with effective with effective significance
significance of the claims transitions. transitions. transitions. of the claims
of the claims is clearly -The -The -The is clearly
is clearly established significance significance significance established
established for the of the claims of the claims of the claims for the
for the audience is clearly is clearly is clearly audience
audience throughout established established established throughout
throughout the body. for the for the for the the body.
the body. -Maintains a audience audience audience -Maintains a
-Maintains a consistent throughout throughout throughout consistent
consistent focus the body. the body. the body. focus
focus throughout. -Maintains a -Maintains a -Maintains a throughout.
throughout. Ideas always consistent consistent consistent Ideas always
Ideas always related back focus focus focus related back
related back to thesis in throughout. throughout. throughout. to thesis in
to thesis in order to prove Ideas always Ideas always Ideas always order to prove
order to prove the central related back related back related back the central
the central claim. to thesis in to thesis in to thesis in claim.
claim. -A clear, order to prove order to prove order to prove -A clear,
-A clear, accurate the central the central the central accurate
accurate analysis of claim. claim. claim. analysis of
analysis of the use of -A clear, -A clear, -A clear, the use of
the use of rhetoric accurate accurate accurate rhetoric
rhetoric within the analysis of analysis of analysis of within the
within the text is the use of the use of the use of text is
text is apparent. rhetoric rhetoric rhetoric apparent.
apparent. within the within the within the
text is text is text is
apparent. apparent. apparent.

Evidence & 5 = Fully and 4= 3= 2= 1= 0 = No

Elaboration creatively Demonstrated Attempted to Attempted to Attempted to attempt made
RL. 1 demonstrated Evidence & demonstrate; demonstrate; demonstrate; Evidence &
Your score: Evidence & Elaboration a couple a few errors several errors Elaboration
3.5 Elaboration RL. 1 errors exist exist exist RL. 1
RL. 1 -Contains Evidence & Evidence & Evidence & -Contains
-Contains effective, Elaboration Elaboration Elaboration effective,
effective, specific, RL. 1 RL. 1 RL. 1 specific,
specific, relevant -Contains -Contains -Contains relevant
relevant examples and effective, effective, effective, examples and
examples and details to specific, specific, specific, details to
details to back up relevant relevant relevant back up
back up major claims examples and examples and examples and major claims
major claims in each body details to details to details to in each body
 Gilbert 8

in each body paragraph back up back up back up paragraph and

paragraph and the major claims major claims major claims the thesis.
and the thesis. in each body in each body in each body -Clear
thesis. -Clear paragraph paragraph paragraph reflection on
-Clear reflection on and the and the and the the evidence
reflection on the evidence thesis. thesis. thesis. is referenced
the evidence is referenced -Clear -Clear -Clear from the text
is referenced from the text reflection on reflection on reflection on and
from the text and the evidence the evidence the evidence thoroughly
and thoroughly is referenced is referenced is referenced and clearly
thoroughly and clearly from the text from the text from the text explained to
and clearly explained to and and and the audience.
explained to the audience. thoroughly thoroughly thoroughly -
the audience. - and clearly and clearly and clearly Demonstrates
- Demonstrates explained to explained to explained to thoughtful
Demonstrates thoughtful the audience. the audience. the audience. consideration
thoughtful consideration - - - of the task
consideration of the task Demonstrates Demonstrates Demonstrates and
of the task and thoughtful thoughtful thoughtful thoroughly
and thoroughly consideration consideration consideration answers the
thoroughly answers the of the task of the task of the task prompt.
answers the prompt. and and and
prompt. thoroughly thoroughly thoroughly
answers the answers the answers the
prompt. prompt. prompt.

Mechanics, 5 = Fully and 4= 3= 2= 1= 0 = No

Usage & creatively Demonstrated Attempted to Attempted to Attempted to attempt made
Style W.2.c,d demonstrated Mechanics, demonstrate; demonstrate; demonstrate; Mechanics,
& L. 1 & 2 Mechanics, Usage & a couple a few errors several errors Usage &
Your score: Usage & Style W.2.c,d errors exist exist exist Style W.2.c,d
3 Style W.2.c,d & L. 1 & 2 Mechanics, Mechanics, Mechanics, & L. 1 & 2
& L. 1 & 2 -Sentence Usage & Usage & Usage & -Sentence
-Sentence variety and Style W.2.c,d Style W.2.c,d Style W.2.c,d variety and
variety and word choice & L. 1 & 2 & L. 1 & 2 & L. 1 & 2 word choice
word choice is effective -Sentence -Sentence -Sentence is effective
is effective and variety and variety and variety and and
and sophisticated. word choice word choice word choice sophisticated.
sophisticated. -A formal is effective is effective is effective -A formal
-A formal style and and and and style and
style and objective tone sophisticated. sophisticated. sophisticated. objective tone
objective tone is established -A formal -A formal -A formal is established
is established and style and style and style and and
and maintained & objective tone objective tone objective tone maintained &
maintained & -Writing is is established is established is established -Writing is
-Writing is clear, concise, and and and clear, concise,
clear, concise, and strong. maintained & maintained & maintained & and strong.
 Gilbert 9

and strong. -Sentences -Writing is -Writing is -Writing is -Sentences

-Sentences demonstrate clear, concise, clear, concise, clear, concise, demonstrate
demonstrate correct usage, and strong. and strong. and strong. correct usage,
correct usage, punctuation, -Sentences -Sentences -Sentences punctuation,
punctuation, capitalization, demonstrate demonstrate demonstrate capitalization,
capitalization, and spelling. correct usage, correct usage, correct usage, and spelling.
and spelling. punctuation, punctuation, punctuation,
capitalization, capitalization, capitalization,
and spelling. and spelling. and spelling.

MLA Format 5 = Fully and 4= 3= 2= Attempted 1= Attempted 0 = No

W.8 creatively Demonstrated Attempted to to to attempt made
Your score: demonstrated MLA Format demonstrate; demonstrate; demonstrate; MLA Format
3.5 MLA Format W.8 a couple a few errors several errors W.8
W.8 -Information errors exist exist exist -Information
-Information from the text MLA Format MLA Format MLA Format from the text
from the text is integrated W.8 W.8 W.8 is integrated
is integrated into the essay -Information -Information -Information into the essay
into the essay selectively to from the text from the text from the text selectively to
selectively to maintain the is integrated is integrated is integrated maintain the
maintain the flow of ideas, into the essay into the essay into the essay flow of ideas,
flow of ideas, and selectively to selectively to selectively to and
and overreliance maintain the maintain the maintain the overreliance
overreliance on the text flow of ideas, flow of ideas, flow of ideas, on the text
on the text using and and and using
using transition overreliance overreliance overreliance transition
transition words/phrase on the text on the text on the text words/phrase
words/phrase s. Plagiarism using using using s. Plagiarism
s. Plagiarism is avoided by transition transition transition is avoided by
is avoided by each quote words/phrase words/phrase words/phrase each quote
each quote being s. Plagiarism s. Plagiarism s. Plagiarism being
being appropriately is avoided by is avoided by is avoided by appropriately
appropriately cited using each quote each quote each quote cited using
cited using in-text being being being in-text
in-text citations and appropriately appropriately appropriately citations and
citations and a works cited cited using cited using cited using a works cited
a works cited page. in-text in-text in-text page.
page. -Paper is citations and citations and citations and -Paper is
-Paper is formatted a works cited a works cited a works cited formatted
formatted according to page. page. page. according to
according to MLA -Paper is -Paper is -Paper is MLA
MLA guidelines formatted formatted formatted guidelines
guidelines (header, font, according to according to according to (header, font,
(header, font, spacing, MLA MLA MLA spacing,
spacing, margins, page guidelines guidelines guidelines margins, page
margins, page number, etc). (header, font, (header, font, (header, font, number, etc).
 Gilbert 10

number, etc). spacing, spacing, spacing,

margins, page margins, page margins, page
number, etc). number, etc). number, etc).

Comments:
Total: 19.5/25 x 4 = 78/100

The essay is well organized, but the evidence needs to be more thoroughly explained. Good
evidence is provided to support the analysis, it just needs further explanation. There were some
grammatical errors throughout that need fixed. Additionally, there are no in-text citations for
evidence cited in your works cited page.