The program on graduation and college was on April 4, 2003. When we got there she was very nervous. While we waited in the hallway for the program to begin I asked her if she wanted me to go over the speech with her but she said no. I told her that I knew a little about rhetoric because I leaned it in my Communications Theory class but she said she too had learned about rhetoric and was very prepared but she was just extremely nervous. When the program began and the commentator called her name to speak I began to get just as nervous as she had been before the program began. As she walked on stage and began talking she appeared very confident and not so nervous anymore. I thought that I would have been bored but she had a hold on the audience because everyone was very attentive. After the performance many people came up to her and complemented her

She began her speech with her own personal struggles with high school, which related to many of the struggles that the kids had at that very moment. After she told them of her struggles she told them that she had worked hard and was now in college to what she wanted to do in life, which was to become an actor. This relates to pathos and the idea of “fear versus Confidence” (Griffin 2003, p. 309). According to Griffin “fear comes from a mental image of potential disaster. The speaker should pain a vivid word picture of the tragedy, showing that its occurrence is probable. Confidence can be built up by describing the danger as remote.” (p. 309). She demonstrated logos by relating to them and saying “I am living proof… if I can make it you can make it”. She then told them about how they would be able to get good jobs if they worked hard and went to college. Ethos really came into play because she was very credible. Griffin states that, “According to Aristotle, its not enough for a speech to contain plausible argument. The speaker must seem credible as well” (p. 307). Aristotle uses “Three qualities that build high source credibility-intelligence, character, and goodwill” (Griffin 2003, p. 307). The audience, which was mostly high school students, thought she was intelligent because she was in college but could still relate to them. She had a “virtuous chara

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