messages.role: user
messages.content: What from this source can I use to make essay(rhetorical analysis) stronger. Only mention suggestions do not make any edits.
  Source: The selections below are taken from a speech delivered in 1861 by Wendell Phillips, a prominent white American
  abolitionist. The speech, written near the beginning of the Civil War, when Northerners were debating whether to
  allow African Americans to serve in the military, celebrates the achievements of the Haitian general ToussaintLouverture (c. 1744-1803). Toussaint-Louverture was a former slave who led the struggle to liberate other enslaved
  Haitians. At one time, he was the most powerful leader in Haiti, which was threatened alternately by French,
  Spanish, and British armies. 
  If I stood here tonight to tell the story of Napoleon,
  I should take it from the lips of Frenchmen, who find
  no language rich enough to paint the great captain of
  the nineteenth century. Were I here to tell you the
  5 story of Washington, I should take it from your
  hearts,—you, who think no marble white enough on
  which to carve the name of the Father of his Country.
  [Applause.] I am about to tell you the story of a negro
  who has left hardly one written line. I am to glean it
  10 from the reluctant testimony of Britons, Frenchmen,
  Spaniards,—men who despised him as a negro and a
  slave, and hated him because he had beaten them in
  many a battle. All the materials for his biography are
  from the lips of his enemies. . . .
  15 [Toussaint] forged a thunderbolt and hurled it at
  what? At the proudest blood in Europe, the Spaniard,
  and sent him home conquered [cheers]; at the most
  warlike blood in Europe, the French, and put them
  under his feet; at the pluckiest blood in Europe, the
  20 English, and they skulked home to Jamaica.
  [Applause.] Now if Cromwell1 was a general, at least
  this man was a soldier. I know it was a small territory;
  it was not as large as the continent; but it was as large
  as that Attica2, which, with Athens for a capital, has
  25 filled the earth with its fame for two thousand years.
  We measure genius by quality, not by quantity. . . .
  I would call him Cromwell, but Cromwell was only
  a soldier, and the state he founded went down with
  him into his grave. I would call him Washington, but
  30 the great Virginian held slaves. This man risked his
  empire rather than permit the slave-trade in the
  humblest village of his dominions.
  You think me a fanatic tonight, for you read
  history, not with your eyes, but with your prejudices.
  35 But fifty years hence, when Truth gets a hearing, the
  Muse of History will put Phocion for the Greek, and
  Brutus for the Roman, Hampden for England, Fayette
  for France, choose Washington as the bright,
  consummate flower of our earlier civilization, and
  40 John Brown the ripe fruit of our noonday [thunders of
  applause], then, dipping her pen in the sunlight, will
  write in the clear blue, above them all, the name of the
  soldier, the statesman, the martyr, ToussaintLouverture. [Long-continued applause.]
  1 Oliver Cromwell: 1599-1658. Important English political leader known
  for military skill
  2 Classical Greece
  Essay:
  In his 1861 speech, Wendell Phillips—a prominent white American abolitionist at the dawn of the Civil War, when Northerners were debating whether to allow African Americans to serve in the military, Phillips praises and celebrates the achievements of the Haitian general Toussaint Louverture. Phillips’s intent is clear: to persuade his audience that a former slave like Louverture, who led the struggle to liberate fellow enslaved Haitians, exemplifies why individuals from African American descent merit the right to serve in the military. His argument hinges on the premise that Louverture’s triumphs rival or exceed those of revered white military leaders like Washington and Napoleon. Employing metaphors and historical parallels to illustrious figures, Phillips underscores Louverture’s comparable stature, arguing for his due recognition. Moreover, Phillips deftly uses visualization to convey the magnitude of his achievements, instilling in his audience a profound appreciation for the general’s legacy. This array of strategies enables Phillips to effectively captivate his listeners and praise his subject General Toussaint Louverture.
  
  In the beginning of the speech, Phillips boldly compares Toussaint to notable historical figures like Napoleon and Washington. He articulates this in his first paragraph, stating, “If I stood here tonight to tell the story of Napoleon, I should take it from the lips of Frenchmen, who find language rich enough to paint the great captain of the nineteenth century. Were I here to tell you the story of Washington, I should take it from your hearts, - you, who think no marble white enough on which to carve the name of the Father of his country. I am about to tell you the story of a negro who has hardly written one line. I am to glean it … from the lips of his enemies ”. These initial comparisons, deftly presented at the beginning of the speech, excites the audience’s enthusiasm, prompting them to recall some of the achievements and details about the historical figures to better grasp Toussaint’s, if not superior, stature. Phillips intensifies this correlation in the third paragraph of his speech which states that “I would call him Cromwell, but Cromwell was only a soldier, and the state he founded went down with him into his grave. I would call him Washington, but the great Virginian held slaves”. In the third paragraph Phillips deepens the comparisons made earlier, harnessing them to argue for Toussaint’s rightful place among these esteemed historical figures-his prowess and achievements rivaling or exceeding their renowned deeds.
  
  Progressing in his speech, Phillips skillfully employs vivid metaphors and visualization to acclaim Toussaint and move his audience in the second paragraph of his speech which beams with a striking description: “[Toussaint] forged a thunderbolt and hurled it at what? At the proudest in Europe, the Spaniard, and sent him home conquered; at the most warlike blood in Europe, the French, and put them under his feet; at the pluckiest blood in Europe, the English, and they skulked home to Jamaica”. The use of visualization magnifies Toussaint’s accomplishments in the minds of the listeners, accomplishing Phillips’s dual objectives of exalting Toussaint’s heroism and captivating his audience with the grandeur of the general’s achievements.
  
messages.role: assistant
messages.content: Here are some suggestions to strengthen your rhetorical analysis essay using the given source:
  
  1. **Close Reading and Quotation**: To make your essay stronger, ensure you've closely read the source and use direct quotations to support your analysis. For instance, you could start your essay by quoting the opening lines to show Phillips' bold comparison of Toussaint to Napoleon and Washington.
  
     *Example*: "Phillips begins his speech by boldly asserting, 'If I stood here tonight to tell the story of Napoleon...' (Phillips, 1861), immediately drawing a parallel between the Haitian general and these renowned figures."
  
  2. **Rhetorical Devices**: Analyze and discuss the rhetorical devices Phillips employs. You've already mentioned metaphors and visualization. Additionally, consider:
     - **Anaphora**: Phillips repeats the phrase "At the..." in the second paragraph to emphasize Toussaint's victories.
     - **Ethos**: Phillips establishes his credibility as an abolitionist and his audience's familiarity with the historical figures he mentions.
     - **Pathos**: Phillips appeals to his audience's emotions through his vivid descriptions and the importance of the topic (rights for African Americans).
  
  3. **Historical Context**: Provide more context about the time period and the debate surrounding African Americans serving in the military. This will help your readers understand the significance of Phillips' speech and the impact of his arguments.
  
  4. **Counterarguments**: While Phillips' speech is persuasive, consider briefly mentioning any potential counterarguments or criticisms. This shows a deeper understanding of the text and the historical context.
  
  5. **Audience Analysis**: Analyze the intended audience for Phillips' speech. Who were they, and how might their background and beliefs have influenced their response to his arguments?
  
  6. **Thesis Statement**: Ensure your thesis statement is clear, concise, and drives the entire essay. It should clearly state Phillips' purpose in the speech and how he achieves it through his rhetorical strategies.
  
  7. **Transitions**: Use smooth transitions between paragraphs to guide your readers through your analysis. This will help maintain their interest and understanding of your points.
  
  8. **Conclusion**: In your conclusion, reiterate your thesis and summarize your main points. You could also discuss the lasting impact of Phillips' speech and the legacy of Toussaint Louverture.
  
  By incorporating these suggestions, you can create a stronger, more comprehensive rhetorical analysis essay.
messages.role: user
messages.content: What from this source can I use to make my essay(rhetorical analysis) stronger. Only add new sentences to edit and rewrite but do not change any original sentences or language from the essay.
  Source: The selections below are taken from a speech delivered in 1861 by Wendell Phillips, a prominent white American
  abolitionist. The speech, written near the beginning of the Civil War, when Northerners were debating whether to
  allow African Americans to serve in the military, celebrates the achievements of the Haitian general ToussaintLouverture (c. 1744-1803). Toussaint-Louverture was a former slave who led the struggle to liberate other enslaved
  Haitians. At one time, he was the most powerful leader in Haiti, which was threatened alternately by French,
  Spanish, and British armies. 
  If I stood here tonight to tell the story of Napoleon,
  I should take it from the lips of Frenchmen, who find
  no language rich enough to paint the great captain of
  the nineteenth century. Were I here to tell you the
  5 story of Washington, I should take it from your
  hearts,—you, who think no marble white enough on
  which to carve the name of the Father of his Country.
  [Applause.] I am about to tell you the story of a negro
  who has left hardly one written line. I am to glean it
  10 from the reluctant testimony of Britons, Frenchmen,
  Spaniards,—men who despised him as a negro and a
  slave, and hated him because he had beaten them in
  many a battle. All the materials for his biography are
  from the lips of his enemies. . . .
  15 [Toussaint] forged a thunderbolt and hurled it at
  what? At the proudest blood in Europe, the Spaniard,
  and sent him home conquered [cheers]; at the most
  warlike blood in Europe, the French, and put them
  under his feet; at the pluckiest blood in Europe, the
  20 English, and they skulked home to Jamaica.
  [Applause.] Now if Cromwell1 was a general, at least
  this man was a soldier. I know it was a small territory;
  it was not as large as the continent; but it was as large
  as that Attica2, which, with Athens for a capital, has
  25 filled the earth with its fame for two thousand years.
  We measure genius by quality, not by quantity. . . .
  I would call him Cromwell, but Cromwell was only
  a soldier, and the state he founded went down with
  him into his grave. I would call him Washington, but
  30 the great Virginian held slaves. This man risked his
  empire rather than permit the slave-trade in the
  humblest village of his dominions.
  You think me a fanatic tonight, for you read
  history, not with your eyes, but with your prejudices.
  35 But fifty years hence, when Truth gets a hearing, the
  Muse of History will put Phocion for the Greek, and
  Brutus for the Roman, Hampden for England, Fayette
  for France, choose Washington as the bright,
  consummate flower of our earlier civilization, and
  40 John Brown the ripe fruit of our noonday [thunders of
  applause], then, dipping her pen in the sunlight, will
  write in the clear blue, above them all, the name of the
  soldier, the statesman, the martyr, ToussaintLouverture. [Long-continued applause.]
  1 Oliver Cromwell: 1599-1658. Important English political leader known
  for military skill
  2 Classical Greece
  Essay:
  In his 1861 speech, Wendell Phillips—a prominent white American abolitionist at the dawn of the Civil War, when Northerners were debating whether to allow African Americans to serve in the military, Phillips praises and celebrates the achievements of the Haitian general Toussaint Louverture. Phillips’s intent is clear: to persuade his audience that a former slave like Louverture, who led the struggle to liberate fellow enslaved Haitians, exemplifies why individuals from African American descent merit the right to serve in the military. His argument hinges on the premise that Louverture’s triumphs rival or exceed those of revered white military leaders like Washington and Napoleon. Employing metaphors and historical parallels to illustrious figures, Phillips underscores Louverture’s comparable stature, arguing for his due recognition. Moreover, Phillips deftly uses visualization to convey the magnitude of his achievements, instilling in his audience a profound appreciation for the general’s legacy. This array of strategies enables Phillips to effectively captivate his listeners and praise his subject General Toussaint Louverture.
  
  In the beginning of the speech, Phillips boldly compares Toussaint to notable historical figures like Napoleon and Washington. He articulates this in his first paragraph, stating, “If I stood here tonight to tell the story of Napoleon, I should take it from the lips of Frenchmen, who find language rich enough to paint the great captain of the nineteenth century. Were I here to tell you the story of Washington, I should take it from your hearts, - you, who think no marble white enough on which to carve the name of the Father of his country. I am about to tell you the story of a negro who has hardly written one line. I am to glean it … from the lips of his enemies ”. These initial comparisons, deftly presented at the beginning of the speech, excites the audience’s enthusiasm, prompting them to recall some of the achievements and details about the historical figures to better grasp Toussaint’s, if not superior, stature. Phillips intensifies this correlation in the third paragraph of his speech which states that “I would call him Cromwell, but Cromwell was only a soldier, and the state he founded went down with him into his grave. I would call him Washington, but the great Virginian held slaves”. In the third paragraph Phillips deepens the comparisons made earlier, harnessing them to argue for Toussaint’s rightful place among these esteemed historical figures-his prowess and achievements rivaling or exceeding their renowned deeds.
  
  Progressing in his speech, Phillips skillfully employs vivid metaphors and visualization to acclaim Toussaint and move his audience in the second paragraph of his speech which beams with a striking description: “[Toussaint] forged a thunderbolt and hurled it at what? At the proudest in Europe, the Spaniard, and sent him home conquered; at the most warlike blood in Europe, the French, and put them under his feet; at the pluckiest blood in Europe, the English, and they skulked home to Jamaica”. The use of visualization magnifies Toussaint’s accomplishments in the minds of the listeners, accomplishing Phillips’s dual objectives of exalting Toussaint’s heroism and captivating his audience with the grandeur of the general’s achievements.
  