Rhetorical Analysis Of David Foster Wallace's Commencement Speech

David Foster Wallace’s Commencement speech persuades its audience by employing a combination of narrative storytelling, emotional appeal, and contrasting rhetorical devices to challenge conventional thinking about education and personal awareness. Wallace encourages the graduates of the 2005 graduating class at Kenyon College to examine their default perspectives and embrace a more conscious, empathetic approach to navigating adult life. While some may argue that Wallace's use of logical fallacies undermines the strength of his argument. His overall effectiveness lies in prompting reflection and sparking meaningful dialogue about the true value of education and the pursuit of genuine fulfillment in modern society. Wallace employs various rhetorical

"(0:52-1:05) These stories serve to capture the audience's attention and provide concrete examples to illustrate his points. By grounding his argument in relatable stories, Wallace makes his message more accessible and memorable. These anecdotes show the importance of recognizing our default settings and making conscious choices about how we perceive and engage with the world. Additionally, Wallace incorporates rhetorical questions and directs the audience, inviting them to reflect on their own experiences and perspectives. This helps build a sense of shared experience and connect with the audience on a deeper level. For example, he asks, "What the hell is water?" "(0:48-0:54) challenging the audience to consider the hidden realities that shape their everyday lives. By directly engaging with his audience in this way, Wallace encourages active participation and reflection, further reinforcing his

Instead, individuals often navigate a spectrum of thoughts, emotions, and behaviors influenced by a multitude of factors. Wallace doesn't fully acknowledge the complexity of human psychology and behavior. Despite potential criticisms, Wallace's speech remains effective in prompting reflection and challenging conventional thinking. As he puts it, "Learning how to think really means learning how to exercise some control over how and what you think." (1:44-2:01) Beyond the rhetorical strategies and narrative elements, David Foster Wallace's speech consists of dynamic interaction with the audience. Wallace doesn't merely deliver a monologue, but rather invites the graduates to actively participate in the exploration of his ideas. Throughout the speech, he pauses to address potential reactions or objections that the audience might have, thereby acknowledging and validating their thoughts and feelings. For instance, when discussing the self-centered default setting, Wallace anticipates the audience's skepticism and preemptively addresses it by acknowledging the validity of certain self-interested behaviors in certain