Burkitt 1

Madison Burkitt
Miss Cook
Composition
27 October 2016
John F. Kennedy: The Decision to go to the Moon
Not even the laws of gravity can hold humankind from reaching the stars. On May 25,
1961, President John F. Kennedy gave a spiel at Rice University in Houston, Texas, which is
known as The Decision to go to the Moon. To begin the speech he addresses: President Pitzer,
Mr. Vice President, Governor, Congressman Thomas, Senator Wiley, and Congressman Miller,
Mr. Webb, Mr. Bell, scientists, distinguished guests, and ladies and gentlemen. Kennedy
announced the ambitious goal of sending an American safely to the Moon before the end of the
decade (Garber). Many factors led to this decision, such as: the pressure to catch up in the
space race, the Sputnik shock of 1957, the loss of the Bay of Pigs, and the Russian cosmonaut
Yuri Gagarin becoming the first person in space while also orbiting the Earth. Kennedy felt the
U.S. had been greatly embarrassed and he wanted to announce a program that the U.S. had a
strong chance at achieving before the Soviet Union (Garber). In Kennedys speech he uses
many rhetorical devices to convince the audience of the importance of space exploration.
Throughout the entirety of the speech, only a one fallacy was found. On the other hand, he
appeals to ethics, emotions, and logic to make the speech more convincing. To strengthen his
statements he uses persuasive language techniques such as: groups of 3, loaded words, rhetorical
questions, and pronouns.Overall, these devices help to make Kennedys speech effective.
Kennedy uses pathos to invoke emotion into the audience to gain acceptance into his
ideas. He states, Surely the opening vistas of space promise high costs of and hardships, as well

Burkitt 2
as high reward. This demonstrates pathos by insuring the audience that although the task at
hand may be difficult, a big reward is to be expected, giving a sense of hope. Another example is:
So it is not surprising that some would have us stay where we are a little longer to rest, to wait.
But this city of Houston, this state of Texas, this country of the United States was not built by
those who waited and rested and wished to look behind them. This country was conquered by
those who moved forward- and so will space. This gives the listeners a feeling of involvement
and eagerness. Kennedy proceeds to invoke emotions, And finally, the space effort itself, while
still in its infancy, has already created a great number of new companies, and tens of thousands
of new jobs. Space and related industries are generating new demands in investment and skilled
personnel, and this city and this state, and this region, will share greatly in this growth. Given
that new jobs are being created, excitement begins to arise. Altogether, these examples help give
the speech a persuasive effectiveness. Along with these, President Kennedy uses many other
devices to add to the effectiveness of his speech.
A logical appeal uses reasoning to make a case, which is exactly what Kennedy does. He
says, Despite the striking fact that most of the scientists that the world has ever known are alive
and working today, despite the fact that this Nations own scientific manpower is doubling every
12 years in a rate of growth more than three times that of our population as a whole, despite that,
the vast stretches of the unknown and the unanswered and the unfinished still far outstrip our
collective comprehension. He uses the fact that scientific manpower is doubling to give a
optimistic outlook on the situation. He continues to say, To be sure, all this costs us all a good
deal of money. This years space budget is three times what it was in January 1961, and it is
greater than the space budget of the previous eight years combined. That budget now stands a
$5,400 million a year--a staggering sum, though somewhat less than we pay for cigarettes and

Burkitt 3
cigars every year. By giving the fact that the space budget has tripled, he proves the seriousness
of the the idea of space exploration. It is then backed up with a comparison of the price of
cigarettes and cigars to give it a more affordable sense.
The use of ethos uses ones credibility to gain approval. Kennedy uses reliable sources in
his speech to persuade the audience, he states, William Bradford, speaking in 1630 of the
founding of the Plymouth Bay Colony, said that all great and honorable actions are accompanied
with great difficulties, and both must be enterprised and overcome with answerable courage. By
quoting such a source, Kennedy had hoped to reassure his argument that great difficulties could
be solved with great courage. He later quotes, Many years ago the great British explorer George
Mallory, who was to die on Mount Everest, was asked why did he want to climb it. He said,
Because it is there. This source was used as inspiration, because if a famous explorer can die
trying to climb a mountain, than America could attempt to reach the moon if it is in reach.
Although these appeals help the effectiveness, there is always room for flaws.
Kennedy makes a couple logical fallacies, which is an error in reasoning that can
potentially weaken your argument. One of which that was found was a red herring, which is a
diversion tactic that tries to draw the audience's attention away from the real issue at hand.
Kennedy exclaims, Its hazards are hostile to us all. Its conquest deserves the best of all
mankind, and its opportunity for peaceful cooperation may never come again. But why, some
say, the moon? Why choose this as our goal? And they may well ask why climb the highest
mountain? Why, 35 years ago, fly the Atlantic? Why does Rice play Texas? Although it is stated
that the mission is extremely hazardous, Kennedy tries to deflect from the fact by asking why
other hazardous missions were attempted. Later on he says, We have had our failures, but so
have others, even if they do not admit them. And they may be less public. Instead of listing our

Burkitt 4
failures, Kennedy goes straight into the fact that others have had mistakes too, to take away from
the idea that we fail. Although this fallacy was made, Kennedy also used a number of persuasive
devices to make up for, and strengthen his argument.
Rhetorical questions help to prompt thought and lead to a conclusion, in this case, going
to the moon. Kennedy asks, But why, some say, the moon? Why choose this as our goal? And
they may well ask why climb the highest mountain? Why, 35 years ago, fly the Atlantic? Why
does Rice play Texas? He uses this as a way to get people to think why not go to the moon?
The country as a whole has already accomplished so much, so why should it stop at space
exploration. His choice of words add to the success of the entire speech.
Words that have a deep meaning are called loaded words, when used either positively or
negatively, they can have a great impact on an audience. In the speech, it states, Whether it will
become a force for good or ill depends on man, and only if the United States occupies a position
of pre-eminence can we help decide whether this new ocean will be a sea of peace or a new
terrifying theater of war. By using a sea of peace and terrifying theater of war Kennedy is
offering an option to the audience. Depending on the route that America takes, the decision to go
to the moon can turn out any way, but he is trying to convince them to become a force for
good. He later says, Well, space is there, and were going to climb it, and the moon and the
planets are there, and new hopes for knowledge and peace are there. And, therefore, as we set
sail we ask Gods blessing on the most hazardous and dangerous and greatest adventure on
which man has ever embarked. The use of hazardous and dangerous contradicts greatest,
giving the audience a sense of wonder and excitement. Both these examples add to the lure of
Kennedys speech, further convincing the audience that it is a good idea to go to the moon.

Burkitt 5
Kennedy uses the use of pronouns to better his argument. One of the most well known
excerpts from the speech states, We choose to go to the moon. We choose to go to the moon in
this decade and do the other things, not because they are easy, but because they are hard, because
that goal will serve to organize and measure the best of our energies and skills, because that
challenge is one that we are willing to accept, one we are unwilling to postpone, and one which
we intend to win, and the others, too. By repeatedly using the word we, Kennedy is
establishing unity within the audience and making them feel more involved. Toward the end of
the speech he says, And I am delighted that this university is playing a part in putting a man on
the moon as part of a great national effort of the United States of America. When he says I, he
gives off a sense of authority, control, and credibility. Giving the audience recognition from
himself for the gratefulness he has for allowing space exploration to move forward.
In conclusion, John F. Kennedy effectively used persuasive devices to convince his
audience of the idea to send a man to the moon. Through pathos he evokes different emotions in
different ways. By using logical facts and ethical and reliable sources he supports his arguments.
Although the majority of the speech was a success, only two logical fallacy was found, red
herrings. Kennedy manipulates the listeners with such devices as rhetorical questions, loaded
words, and pronouns. Through this speech, Kennedy was able to convince the people at Rice
University to agree to send a man to the moon. This ended up being one of the most memorable
and most effective speeches made by John F. Kennedy. So, was space exploration as big as a deal
as Kennedy made it out to be? How has winning the space race effected America? If Kennedy
wasnt made president, would we have made as much progress? There are so many questions
that will go unknown, but the one thing that is known is that we have went beyond our
boundaries and put a man on the moon, all with the help of John F. Kennedys speech.

Burkitt 6

Burkitt 7

Works Cited
Art of Manliness. N.p., 31 July 2008. Web. 02 Nov. 2016.
Garber, Steve. NASA. NASA, n.d. Web. 02 Nov. 2016.
Rubric rating submitted on: 11/20/2016, 10:54:36 AM by danielle.cook@redstreaks.org

Introduction
W.2.a &
Conclusion
W.2.e
Your score:
4.75

5 = Fully and
creatively
demonstrated
Introduction
W.2.a
-Intro
paragraph
captures the
readers
attention.
-A brief
summary of
the text(s)
analyzed is
given to
anticipate the
readers
knowledge
level--no
more than a
couple
sentences.
-Intro
paragraph
clearly
introduces the
thesis and
topic of the
body
paragraphs
that are clear,
sophisticated,
and
insightful.
Conclusion
W.2.e
-Conclusion

4=
Demonstrated
Introduction
W.2.a
-Intro
paragraph
captures the
readers
attention.
-A brief
summary of
the text(s)
analyzed is
given to
anticipate the
readers
knowledge
level--no
more than a
couple
sentences.
-Intro
paragraph
clearly
introduces the
thesis and
topic of the
body
paragraphs
that are clear,
sophisticated,
and
insightful.
Conclusion
W.2.e
-Conclusion
restates

3=
Attempted to
demonstrate;
a couple
errors exist
Introduction
W.2.a
-Intro
paragraph
captures the
readers
attention.
-A brief
summary of
the text(s)
analyzed is
given to
anticipate the
readers
knowledge
level--no
more than a
couple
sentences.
-Intro
paragraph
clearly
introduces the
thesis and
topic of the
body
paragraphs
that are clear,
sophisticated,
and
insightful.
Conclusion

2=
Attempted to
demonstrate;
a few errors
exist
Introduction
W.2.a
-Intro
paragraph
captures the
readers
attention.
-A brief
summary of
the text(s)
analyzed is
given to
anticipate the
readers
knowledge
level--no
more than a
couple
sentences.
-Intro
paragraph
clearly
introduces the
thesis and
topic of the
body
paragraphs
that are clear,
sophisticated,
and
insightful.
Conclusion

1=
Attempted to
demonstrate;
several errors
exist
Introduction
W.2.a
-Intro
paragraph
captures the
readers
attention.
-A brief
summary of
the text(s)
analyzed is
given to
anticipate the
readers
knowledge
level--no
more than a
couple
sentences.
-Intro
paragraph
clearly
introduces the
thesis and
topic of the
body
paragraphs
that are clear,
sophisticated,
and
insightful.
Conclusion

0 = No
attempt made
Introduction
W.2.a
-Intro
paragraph
captures the
readers
attention.
-A brief
summary of
the text(s)
analyzed is
given to
anticipate the
readers
knowledge
level--no
more than a
couple
sentences.
-Intro
paragraph
clearly
introduces the
thesis and
topic of the
body
paragraphs
that are clear,
sophisticated,
and
insightful.
Conclusion
W.2.e
-Conclusion
restates

Burkitt 8

Body W.2.b
Your score:
4.75

restates
thesis,
reviews the
topics/claims
in the body of
the essay,
offers closure
and answers
the So
What?
question.

thesis,
reviews the
topics/claims
in the body of
the essay,
offers closure
and answers
the So
What?
question.

W.2.e
-Conclusion
restates
thesis,
reviews the
topics/claims
in the body of
the essay,
offers closure
and answers
the So
What?
question.

W.2.e
-Conclusion
restates
thesis,
reviews the
topics/claims
in the body of
the essay,
offers closure
and answers
the So
What?
question.

W.2.e
-Conclusion
restates
thesis,
reviews the
topics/claims
in the body of
the essay,
offers closure
and answers
the So
What?
question.

thesis,
reviews the
topics/claims
in the body of
the essay,
offers closure
and answers
the So
What?
question.

5 = Fully and
creatively
demonstrated
Body W.2.b
-Each body
paragraph
begins with a
clear,
sophisticated,
insightful
topic
sentence.
-Claims,
reasons, and
evidence are
effectively
structured
and organized
in a logical
sequence
with effective
transitions.
-The
significance
of the claims
is clearly
established
for the
audience
throughout
the body.
-Maintains a
consistent

4=
Demonstrated
Body W.2.b
-Each body
paragraph
begins with a
clear,
sophisticated,
insightful
topic
sentence.
-Claims,
reasons, and
evidence are
effectively
structured
and organized
in a logical
sequence
with effective
transitions.
-The
significance
of the claims
is clearly
established
for the
audience
throughout
the body.
-Maintains a
consistent
focus

3=
Attempted to
demonstrate;
a couple
errors exist
Body W.2.b
-Each body
paragraph
begins with a
clear,
sophisticated,
insightful
topic
sentence.
-Claims,
reasons, and
evidence are
effectively
structured
and organized
in a logical
sequence
with effective
transitions.
-The
significance
of the claims
is clearly
established
for the
audience
throughout
the body.

2=
Attempted to
demonstrate;
a few errors
exist
Body W.2.b
-Each body
paragraph
begins with a
clear,
sophisticated,
insightful
topic
sentence.
-Claims,
reasons, and
evidence are
effectively
structured
and organized
in a logical
sequence
with effective
transitions.
-The
significance
of the claims
is clearly
established
for the
audience
throughout
the body.

1=
Attempted to
demonstrate;
several errors
exist
Body W.2.b
-Each body
paragraph
begins with a
clear,
sophisticated,
insightful
topic
sentence.
-Claims,
reasons, and
evidence are
effectively
structured
and organized
in a logical
sequence
with effective
transitions.
-The
significance
of the claims
is clearly
established
for the
audience
throughout
the body.

0 = No
attempt made
Body W.2.b
-Each body
paragraph
begins with a
clear,
sophisticated,
insightful
topic
sentence.
-Claims,
reasons, and
evidence are
effectively
structured and
organized in a
logical
sequence with
effective
transitions.
-The
significance
of the claims
is clearly
established
for the
audience
throughout
the body.
-Maintains a
consistent
focus

Burkitt 9

Evidence &
Elaboration
RL. 1
Your score:
5

focus
throughout.
Ideas always
related back
to thesis in
order to prove
the central
claim.
-A clear,
accurate
analysis of
rhetorical
appeals and
techniques
used within
the text is
apparent.

throughout.
Ideas always
related back
to thesis in
order to prove
the central
claim.
-A clear,
accurate
analysis of
rhetorical
appeals and
techniques
used within
the text is
apparent.

-Maintains a
consistent
focus
throughout.
Ideas always
related back
to thesis in
order to prove
the central
claim.
-A clear,
accurate
analysis of
rhetorical
appeals and
techniques
used within
the text is
apparent.

-Maintains a
consistent
focus
throughout.
Ideas always
related back
to thesis in
order to prove
the central
claim.
-A clear,
accurate
analysis of
rhetorical
appeals and
techniques
used within
the text is
apparent.

-Maintains a
consistent
focus
throughout.
Ideas always
related back
to thesis in
order to prove
the central
claim.
-A clear,
accurate
analysis of
rhetorical
appeals and
techniques
used within
the text is
apparent.

throughout.
Ideas always
related back
to thesis in
order to prove
the central
claim.
-A clear,
accurate
analysis of
rhetorical
appeals and
techniques
used within
the text is
apparent.

5 = Fully and
creatively
demonstrated
Evidence &
Elaboration
RL. 1
-Contains
effective,
specific,
relevant
examples and
details to
back up
major claims
in each body
paragraph
and the
thesis.
-Clear
reflection on
the evidence
is referenced
from the text
and
thoroughly
and clearly
explained to
the audience.

4=
Demonstrated
Evidence &
Elaboration
RL. 1
-Contains
effective,
specific,
relevant
examples and
details to
back up
major claims
in each body
paragraph
and the
thesis.
-Clear
reflection on
the evidence
is referenced
from the text
and
thoroughly
and clearly
explained to
the audience.
-

3=
Attempted to
demonstrate;
a couple
errors exist
Evidence &
Elaboration
RL. 1
-Contains
effective,
specific,
relevant
examples and
details to
back up
major claims
in each body
paragraph
and the
thesis.
-Clear
reflection on
the evidence
is referenced
from the text
and
thoroughly
and clearly

2=
Attempted to
demonstrate;
a few errors
exist
Evidence &
Elaboration
RL. 1
-Contains
effective,
specific,
relevant
examples and
details to
back up
major claims
in each body
paragraph
and the
thesis.
-Clear
reflection on
the evidence
is referenced
from the text
and
thoroughly
and clearly

1=
Attempted to
demonstrate;
several errors
exist
Evidence &
Elaboration
RL. 1
-Contains
effective,
specific,
relevant
examples and
details to
back up
major claims
in each body
paragraph
and the
thesis.
-Clear
reflection on
the evidence
is referenced
from the text
and
thoroughly
and clearly

0 = No
attempt made
Evidence &
Elaboration
RL. 1
-Contains
effective,
specific,
relevant
examples and
details to
back up
major claims
in each body
paragraph and
the thesis.
-Clear
reflection on
the evidence
is referenced
from the text
and
thoroughly
and clearly
explained to
the audience.
Demonstrates

Burkitt 10
Demonstrates
thoughtful
consideration
of the task
and
thoroughly
answers the
prompt.

Demonstrates
thoughtful
consideration
of the task
and
thoroughly
answers the
prompt.

explained to
the audience.
Demonstrates
thoughtful
consideration
of the task
and
thoroughly
answers the
prompt.

explained to
the audience.
Demonstrates
thoughtful
consideration
of the task
and
thoroughly
answers the
prompt.

explained to
the audience.
Demonstrates
thoughtful
consideration
of the task
and
thoroughly
answers the
prompt.

thoughtful
consideration
of the task
and
thoroughly
answers the
prompt.

Mechanics,
Usage &
Style W.2.c,d
& L. 1 & 2
Your score:
5

5 = Fully and
creatively
demonstrated
Mechanics,
Usage &
Style W.2.c,d
& L. 1 & 2
-Sentence
variety and
word choice
is effective
and
sophisticated.
-A formal
style and
objective tone
is established
and
maintained &
-Writing is
clear, concise,
and strong.
-Sentences
demonstrate
correct usage,
punctuation,
capitalization,
and spelling.

4=
Demonstrated
Mechanics,
Usage &
Style W.2.c,d
& L. 1 & 2
-Sentence
variety and
word choice
is effective
and
sophisticated.
-A formal
style and
objective tone
is established
and
maintained &
-Writing is
clear, concise,
and strong.
-Sentences
demonstrate
correct usage,
punctuation,
capitalization,
and spelling.

3=
Attempted to
demonstrate;
a couple
errors exist
Mechanics,
Usage &
Style W.2.c,d
& L. 1 & 2
-Sentence
variety and
word choice
is effective
and
sophisticated.
-A formal
style and
objective tone
is established
and
maintained &
-Writing is
clear, concise,
and strong.
-Sentences
demonstrate
correct usage,
punctuation,
capitalization,
and spelling.

2=
Attempted to
demonstrate;
a few errors
exist
Mechanics,
Usage &
Style W.2.c,d
& L. 1 & 2
-Sentence
variety and
word choice
is effective
and
sophisticated.
-A formal
style and
objective tone
is established
and
maintained &
-Writing is
clear, concise,
and strong.
-Sentences
demonstrate
correct usage,
punctuation,
capitalization,
and spelling.

1=
Attempted to
demonstrate;
several errors
exist
Mechanics,
Usage &
Style W.2.c,d
& L. 1 & 2
-Sentence
variety and
word choice
is effective
and
sophisticated.
-A formal
style and
objective tone
is established
and
maintained &
-Writing is
clear, concise,
and strong.
-Sentences
demonstrate
correct usage,
punctuation,
capitalization,
and spelling.

0 = No
attempt made
Mechanics,
Usage &
Style W.2.c,d
& L. 1 & 2
-Sentence
variety and
word choice
is effective
and
sophisticated.
-A formal
style and
objective tone
is established
and
maintained &
-Writing is
clear, concise,
and strong.
-Sentences
demonstrate
correct usage,
punctuation,
capitalization,
and spelling.

MLA Format
W.8

5 = Fully and
creatively

4=
Demonstrated

3=
Attempted to

2= Attempted
to

1= Attempted
to

0 = No
attempt made

Burkitt 11
Your score:
5

demonstrated
MLA Format
W.8
-Information
from the text
is integrated
into the essay
selectively to
maintain the
flow of ideas,
and
overreliance
on the text
using
transition
words/phrase
s. Plagiarism
is avoided by
each quote
being
appropriately
cited using
in-text
citations and
a works cited
page.
-Paper is
formatted
according to
MLA
guidelines
(header, font,
spacing,
margins, page
number, etc).

MLA Format
W.8
-Information
from the text
is integrated
into the essay
selectively to
maintain the
flow of ideas,
and
overreliance
on the text
using
transition
words/phrase
s. Plagiarism
is avoided by
each quote
being
appropriately
cited using
in-text
citations and
a works cited
page.
-Paper is
formatted
according to
MLA
guidelines
(header, font,
spacing,
margins, page
number, etc).

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

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

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

MLA Format
W.8
-Information
from the text
is integrated
into the essay
selectively to
maintain the
flow of ideas,
and
overreliance
on the text
using
transition
words/phrase
s. Plagiarism
is avoided by
each quote
being
appropriately
cited using
in-text
citations and
a works cited
page.
-Paper is
formatted
according to
MLA
guidelines
(header, font,
spacing,
margins, page
number, etc).

Comments:
Total: 24.5 / 25 x 4 = 98/100
A very good analysis overall. Transitions to link paragraphs would create a smoother transition
throughout the essay. Also, the conclusion was a little repetitive. The thesis was clear and the
body paragraphs effectively supported the claim made in the thesis. The essay provides good

Burkitt 12
relevant evidence to support the claim and that evidence is explained very well.