NATIONAL
MATH + SCIENCE
INITIATIVE
English
Analyzing Rhetorical Appeals
in Lyndon B. Johnson’s “The American Promise”
Activity One: Analyzing the Prompt
Read the writing prompt below:
On March 15, 1965, President Lyndon B. Johnson addressed the nation to explain why Congress needed
to pass his voting rights bill, which was designed to protect the right to vote for all citizens. The title of
President Johnson’s speech is “The American Promise,” although many historians also call it the “We Shall
Overcome” speech.
Read the excerpt from “The American Promise” carefully. Then, write a response in which you analyze
how Johnson uses rhetorical techniques such as allusions and connotative diction to persuade his audience
to support the Voting Rights Act. Be sure to support your analysis with evidence from the text.
1. Put brackets around any background information included in the prompt.
2. What do you think is the “American Promise” to which President Johnson is referring? List three ideas
you think that the United States “promises” its citizens:
●
●
●
3. “We Shall Overcome” is the name of a gospel song that civil rights protesters in the 1960s used as an
anthem, or symbolic song, of their movement. Search for the song’s lyrics on the Internet and/or listen
to the song.
●
After hearing the lyrics, write a sentence or two that explains why civil rights protesters would
have adopted the song as their anthem.
●
Predict why historians may also use the title “We Shall Overcome” when referring to the
President’s speech.
4. What will be the focus of your essay? In the prompt above, underline concrete devices and circle the
abstract idea you will have to discuss.
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English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Activity Two: Reading the Speech
Read the following excerpt from President Johnson’s speech “The American Promise.” As you read,
make note of different rhetorical devices such as diction, details, repetitions, and allusions that help create
persuasive appeals. In the right column, write your reactions to the speech and answer the questions
associated with the bold type.
Mr. Speaker, Mr. President, Members of Congress:
(1) I speak tonight for the dignity of man and the
destiny of democracy.
(2) I urge every member of both parties, Americans of all
religions and of all colors, from every section of this country,
to join me in that cause.
(3) At times history and fate meet at a single time in
a single place to shape a turning point in man’s unending
search for freedom. So it was at Lexington and Concord.
So it was a century ago at Appomattox. So it was last
week in Selma, Alabama.
(4) There, long-suffering men and women peacefully
protested the denial of their rights as Americans. Many were
brutally assaulted. One good man, a man of God, was killed.
(5) There is no cause for pride in what has happened in
Selma. There is no cause for self-satisfaction in the long
denial of equal rights of millions of Americans. But there
is cause for hope and for faith in our democracy in what is
happening here tonight.
(6) For the cries of pain and the hymns and protests of
oppressed people have summoned into convocation all the
majesty of this great Government—the Government of the
greatest Nation on earth.
(7) Our mission is at once the oldest and the most
basic of this country: to right wrong, to do justice, to
serve man.
(8) In our time we have come to live with moments of
great crisis. Our lives have been marked with debate about
great issues; issues of war and peace, issues of prosperity
and depression. But rarely in any time does an issue lay bare
the secret heart of America itself. Rarely are we met with a
challenge, not to our growth or abundance, our welfare
or our security, but rather to the values and the purposes
and the meaning of our beloved Nation.
(9) The issue of equal rights for American Negroes is
such an issue. And should we defeat every enemy, should
we double our wealth and conquer the stars, and still be
unequal to this issue, then we will have failed as a people
and as a nation.
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1. Define dignity:
2. How does the idea
of freedom connect
the locations listed in
Paragraph 3?
3. What is the
connotative effect
of the bold words in
Paragraph 4?
4. What group of
people is he addressing
in Paragraph 5. What is
Johnson’s point?
5. Convocation
means “a gathering
of people.” What
issue has brought
together “this great
Government”?
6. What values does
Johnson identify in
Paragraph 7?
7. What challenge to
America’s values does
Johnson identify in
Paragraphs 8 and 9?
Why is this challenge
difficult?
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English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
(10) For with a country as with a person, “What is
a man profited, if he shall gain the whole world, and
lose his own soul?”
(11) There is no Negro problem. There is no Southern
problem. There is no Northern problem. There is only
an American problem. And we are met here tonight as
Americans—not as Democrats or Republicans—we are met
here as Americans to solve that problem.
(12) This was the first nation in history of the world to
be founded with a purpose. The great phrases of that purpose
still sound in every American heart, North and South: “All
men are created equal”—“government by consent of the
governed”—“give me liberty or give me death.” Well,
those are not just clever words, or those are not just empty
theories. In their name Americans have fought and died for
two centuries, and tonight around the world they stand there
as guardians of our liberty, risking their lives.
(13) Those words are a promise to every citizen that
he shall share in the dignity of man. This dignity cannot
be found in a man’s possessions; it cannot be found in his
power, or in his position. It really rests on his right to be
treated as a man equal in opportunity to all others. It says
that he shall share in freedom, he shall choose his leaders,
educate his children, and provide for his family according to
his ability and his merits as a human being.
(14) To apply any other test—to deny a man his hopes
because of his color or race, his religion or the place of his
birth—is not only to do injustice, it is to deny America and
to dishonor the dead who gave their lives for American
freedom.
(15) Our fathers believed that if this noble view of the
rights of man was to flourish, it must be rooted in democracy.
The most basic right of all was the right to choose your own
leaders. The history of this country, in large measure, is the
history of the expansion of that right to all of our people.
(16) Many of the issues of civil rights are very complex
and most difficult. But about this there can and should be no
argument. Every American citizen must have an equal right
to vote. There is no reason which can excuse the denial of
that right. There is no duty which weighs more heavily on us
than the duty we have to ensure that right.
(17) Yet the harsh fact is that in many places in this
country men and women are kept from voting simply
because they are Negroes.
(18) Every device of which human ingenuity is capable
has been used to deny this right. The Negro citizen may go
to register only to be told that the day is wrong, or the hour
8. The biblical
allusion in paragraph
10 comes from
Matthew 16:26.
Paraphrase this verse
and explain why
Johnson refers to it
in his speech about
equal voting rights for
all citizens.
9. Identify the
origins of the three
historical allusions in
Paragraph 12.
10. How does
Johnson define
dignity in Paragraph
13? Compare this
definition to the one
you identified in
Question 1.
11. What problem
does Johnson identify
in Paragraph 17?
Which word describes
how he feels about
this problem?
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English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
is late, or the official in charge is absent. And if he persists,
and if he manages to present himself to the registrar, he may
be disqualified because he did not spell out his middle name
or because he abbreviated a word on the application.
(19) And if he manages to fill out an application he
is given a test. The registrar is the sole judge of whether
he passes this test. He may be asked to recite the entire
Constitution, or explain the most complex provisions of
State law. And even a college degree cannot be used to prove
that he can read and write.
(20) For the fact is that the only way to pass these
barriers is to show a white skin.
(21) Experience has clearly shown that the existing
process of law cannot overcome systematic and ingenious
discrimination. No law that we now have on the books—
and I helped put three of them there—can ensure the
right to vote when local officials are determined to deny
it.
(22) In such a case our duty must be clear to all of
us. The Constitution says that no person shall be kept
from voting because of his race or his color. We have all
sworn an oath before God to support and defend that
Constitution. We must now act in obedience to that oath.
(23) . . . This time, on this issue, there must be no delay,
no hesitation and no compromise with our purpose.
(24) We cannot, we must not, refuse to protect the right
of every American to vote in every election that he may
desire to participate in. And we ought not and we cannot
and we must not wait another 8 months before we get a bill.
We have already waited a hundred years and more, and the
time for waiting is gone.
(25) So I ask you to join me in working long hours—
nights and weekends if necessary—to pass this bill. And I
don’t make that request lightly. For from the window where I
sit with the problems of our country I recognize that outside
this chamber is the outraged conscience of a nation, the
grave concern of many nations, and the harsh judgment of
history on our acts.
(26) But even if we pass this bill, the battle will not
be over. What happened in Selma is part of a far larger
movement which reaches into every section and State of
America. It is the effort of American Negroes to secure for
themselves the full blessings of American life.
(27) Their cause must be our cause too. Because it is not
just Negroes, but really it is all of us, who must overcome
the crippling legacy of bigotry and injustice.
(28) And we shall overcome.
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12. What is the
purpose of Paragraphs
18 and 19?
13. In Paragraph 20,
what conclusion does
Johnson draw about
voting registration?
14. In Paragraph
22, who specifically
has sworn an oath
to support the
Constitution?
15. Why does
Johnson believe his
primary audience
should act to pass the
Voting Rights Act?
16. What idea
connects the
underlined words and
phrases in Paragraphs
23 and 24?
17. In Paragraph 25,
what does Johnson
ask his primary
audience to do?
18. Why do you think
Johnson makes an
allusion to the song
“We Shall Overcome”
in Paragraph 28?
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English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Activity Three: Understanding the Speaker’s Purpose
The first step in performing a rhetorical analysis is determining the speaker’s or author’s purpose for making
his or her argument.
An author’s purpose refers to the reason why a writer or speaker decides to discuss or address
a particular topic. An author or speaker may want to entertain his or her audience, to inform the
audience about an issue, to describe something unfamiliar or complicated, or to persuade the
audience to adopt a position. Depending on his or her argument, the author or speaker may have
multiple purposes.
In “The American Promise,” President Johnson clearly states his purpose in paragraph 25. In your own
words, write President Johnson’s purpose below:
In “The American Promise,” President Johnson’s purpose is to
(describe, inform, entertain, persuade)
to
(What specific audience or audiences is the President addressing?)
(What does the President want to accomplish in his speech?)
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5
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Activity Four: Developing Central Ideas and Persuasive Appeals
President Johnson offers reasons and creates persuasive appeals to support the claims in his argument.
A claim is a debatable or controversial statement the speaker or writer intends to prove with evidence.
Part A: The following statement is one of the claims Johnson makes in his speech:
Claim 1: The issue of voting rights for African American citizens challenges America’s values and denying
this right to all citizens is an injustice.
Johnson offers his audience several justifications to suggest why Claim 1 is true. Look at the specific
paragraphs noted in the bulleted list below, and write two additional justifications that support Claim 1.
●
Paragraph 7: As Americans, it is our duty to right social wrongs and to pursue justice for all
people, and not allowing African Americans to register to vote is an injustice.
●
Paragraphs 12-14:
●
Paragraphs 16-17: ●
Paragraph 22: The Constitution says that no one must be kept from voting because of his/her race
or skin color. If Congress does not defend the Constitution, their inaction will lead to injustice.
Part B: To support their arguments, speakers and writers use different rhetorical techniques, including
allusions, connotative diction, and repetition, in order to create appeals that persuade the audience to adopt a
certain position or to act in a specific way.
Three Types of Appeals
● Logical appeal (logos)—The writer or speaker appeals to the audience’s logic by constructing a
well-reasoned argument. Logical appeals use devices such as statistics, facts, research, and reason to
persuade the audience.
6
●
Emotional appeal (pathos)—The speaker or writer appeals to the audience’s emotions. Emotional
appeals use style devices such as imagery, sound devices, figurative language, and word choice to
appeal to the audience’s emotions or feelings.
●
Ethical appeal (ethos)—The speaker or writer appeals to the audience’s trust by establishing
his credibility or trustworthiness as a writer or speaker. An ethical appeal relies on the character,
reputation, or expertise of the writer to give the argument validity or persuasiveness.
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English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Reread Paragraphs 3 and 10 from President Johnson’s speech, which contain information that helps support
Claim 1.
(3) At times history and fate meet at a single time in a single place to shape a turning point in
man’s unending search for freedom. So it was at Lexington and Concord. So it was a century ago at
Appomattox. So it was last week in Selma, Alabama.
(10) For with a country as with a person, “What is a man profited, if he shall gain the whole world,
and lose his own soul?”
The rhetorical techniques in these paragraphs create an emotional appeal.
1. Circle the specific rhetorical techniques Johnson uses in these examples.
allusions
connotative diction
images
figures of speech
repetition
statistics
2. Choose one of the following emotions you believe is suggested by the emotional appeal and complete
the sentence:
The speaker wants his listeners . . .
to be proud that to be angry about to feel concerned about
to feel outraged about to feel regretful about 3. Explain how this appeal helps support Claim 1.
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7
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Part C: Reread Paragraphs 12-14, which contains information that helps support Claim 1.
(12) This was the first nation in the history of the world to be founded with a purpose. The great
phrases of that purpose still sound in every American heart, North and South: “All men are created
equal”—“government by consent of the governed”—“give me liberty or give me death.” Well, those
are not just clever words, or those are not just empty theories. In their name Americans have fought and
died for two centuries, and tonight around the world they stand there as guardians of our liberty, risking
their lives.
(13) Those words are a promise to every citizen that he shall share in the dignity of man. This dignity
cannot be found in a man’s possessions; it cannot be found in his power, or in his position. It really rests
on his right to be treated as a man equal in opportunity to all others. It says that he shall share in freedom,
he shall choose his leaders, educate his children, and provide for his family according to his ability and his
merits as a human being.
(14) To apply any other test—to deny a man his hopes because of his color or race, his religion or the
place of his birth—is not only to do injustice, it is to deny America and to dishonor the dead who gave their
lives for American freedom.
1. Choose one of the following ideas suggested in the paragraphs and complete the sentence:
The speaker wants his listeners . . .
to have facts that support his argument.
to trust that he is a credible and trustworthy speaker.
to believe that all American citizens need to be treated fairly.
2. Highlight or underline words or phrases that help support your understanding of the speaker’s purpose
in Paragraphs 12-14.
3. Below, circle the specific rhetorical techniques Johnson uses in these examples you identified in
Paragraphs 12-14.
allusions
connotative diction
images
figures of speech
4. What type of appeal is created by these devices? a/an repetition
statistics
appeal.
5. The bold words in paragraph 12 are historical allusions that help define the concept of dignity of man.
What values are promoted by the bold words in paragraph 12? How do these values support the concept
of dignity of man?
6. In your answer, discuss whether the appeal is an effective support for Johnson’s argument.
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English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Part D: Consider another claim Johnson makes in his speech:
Claim 2: The laws in place prior to 1965 do not protect the right to vote for all citizens.
Reread paragraphs 18-21. Underline information that supports Claim 2.
18) Every device of which human ingenuity is capable has been used to deny this right. The Negro
citizen may go to register only to be told that the day is wrong, or the hour is late, or the official in
charge is absent. And if he persists, and if he manages to present himself to the registrar, he may be
disqualified because he did not spell out his middle name or because he abbreviated a word on the
application.
(19) And if he manages to fill out an application he is given a test. The registrar is the sole judge
of whether he passes this test. He may be asked to recite the entire Constitution, or explain the most
complex provisions of State law. And even a college degree cannot be used to prove that he can read
and write.
(20) For the fact is that the only way to pass these barriers is to show a white skin.
(21) Experience has clearly shown that the existing process of law cannot overcome systematic and
ingenious discrimination.
1. Complete the sentences below:
In Paragraphs 18-21, the speaker wants his listeners . . .
●
to understand
●
to believe
2. Highlight or underline words or phrases that help support your understanding of the speaker’s purpose
in Paragraphs 18-21.
3. Below, circle the specific rhetorical techniques Johnson uses in these examples you identified in
Paragraphs 18-21.
allusions
connotative diction
images
figures of speech
repetition
statistics
4. What type of appeal is created by the rhetorical techniques you identified? 5. Below, evaluate how well this type of appeal helps support Claim 2.
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9
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Part E
1. Identify a third claim made by the President in Paragraphs 26-28:
2. Complete the sentence below:
In Paragraphs 26-27, the speaker wants his listeners . . .
3. In the left column below, identify any rhetorical devices used by the President. In the right column, list
any textual evidence that illustrates that device.
Device
Textual Evidence
4. What type of appeal is created by the textual evidence you cited in the boxes above?
5. Explain how this appeal helps support the claim you identified.
10
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English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Activity Five: Understanding Counterarguments and Conflicting Viewpoints
In order to make an effective argument, writers and speakers must consider all sides of the issue. When used
correctly, concessions and counterarguments can demonstrate that a speaker is reasonable and informed.
A concession is a respectful acknowledgment of an opposing viewpoint. By recognizing and fairly
summarizing an opposing viewpoint, the writer or speaker is seen as logical and fair-minded.
A counterargument follows the concession and strong counters or refutes the opposition’s evidence.
Counterarguments explain why the other side’s argument is not accurate or appropriate.
Reread Paragraphs 11, 21, 23, and 24.
(11) There is no Negro problem. There is no Southern problem. There is no Northern problem.
There is only an American problem. And we are met here tonight as Americans—not as Democrats or
Republicans—we are met here as Americans to solve that problem.
(21) Experience has clearly shown that the existing process of law cannot overcome systematic and
ingenious discrimination. No law that we now have on the books—and I helped put three of them there—
can ensure the right to vote when local officials are determined to deny it.
(23) . . . This time, on this issue, there must be no delay, no hesitation and no compromise with our
purpose.
(24) We cannot, we must not, refuse to protect the right of every American to vote in every election that
he may desire to participate in. And we ought not and we cannot and we must not wait another 8 months
before we get a bill. We have already waited a hundred years and more, and the time for waiting is gone.
1. How does each paragraph help address a conflicting viewpoint or a counterargument that could be
delivered by individuals who do not agree with the President? In the space below, write a few sentences
that describe the conflicting viewpoint and Johnson’s response.
a. Paragraph 11:Some individuals might say that the problem of African American voting rights does
not affect the majority of people in the country, so we do not need to worry about it or to create new
laws to address it. President Johnson offers a counterargument by suggesting that providing equal
voting rights for all citizens is an American problem, not a problem for one group of people.
b. Paragraph 21:
c. Paragraphs 23 and 24:
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11
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
2. Paragraphs 23 and 24 introduce an emotional appeal with the phrases “no delay, no hesitation, and no
compromise” in paragraph 23 and the phrases “ought not” and “cannot” and “must not” in paragraph 24.
Explain the effect of these phrases on Johnson’s counterargument.
12
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