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Unit 1.7 Speeches 

pg 35 ex 7.1 

Complete the matching exercise 

Rhetorical devices 

a) Anaphora = 3 "We shall fight on the beaches, we shall..."

b) Diacope = 5 "The people everywhere, not just here in Britain,..." 

c) Antithesis = 6 "That's one small step for man, one giant leap for ..."

d) Chiasmus = 1 "Ask not what your country can do ..."

e) Anadiplosis = 9 "Fear is the path to the dark side. Fear leads to ..."

f) Amplification = 4 "know I have but the body of a weak and feeble ..."

g) Metaphor = 8 "All the world's a stage and all the men ..."

h) Alliteration = 2 "We will have no truce ... grisly gang ... wicked will..."

i) Tricolon = 7 "This nation, under God, shall have a new birth ..."

Unit 1.7 Speeches 

pg 36 ex 7.2

Study the different kinds of appeal. 

Find evidence of ethos, pathos and logos in the Obama speech. 

Planning and assessment in term 3 

BOW - Michelle Obama's speeches

Speech extract analysis essay 

Individual oral (mock) in test week  

Class notebook /exercise book 

BOW assignments in your BOW tab 

Philpot textbook in your Philpot tab 

Answer on paper 

Answer without looking at your notes or your textbook. 

1. What is paralanguage? 

2. What are ethos, pathos and logos? Explain how each one is used in a speech to persuade the audience. 

3. What is anaphora? Explain the effect on the reader. 

Look at how each paragraph begins and how each paragraph end. 

1. How does each paragraph link to the very first paragraph? Why do you think that this is a good structure for a speech? 

2. Look at how Obama ends each section. Each section is overwhelmingly positive. Why does he keep doing this and how do the ends of the paragraphs link to the beginning of the others? 

Answer these questions

speech

Unit 1.7 Speeches 

Read and listen to Obama's victory speech 

1. How had he used paralanguage to make his speech more engaging to the audience? Give evidence

Unit 1.7 Speeches 

pg 40 read the contextual information 

Read the speech text 1.29 on page 39 

Then listen to the speech 

Statement on the assassination of Dr Martin Luther King jr. 

Work in pairs. Write all your answers down. 

1. summarise in one or two sentences the main point of this speech.

2. Write information on the following: SOAPStone = Speaker, Occasion, Audience, Purpose, Subject and Tone. 

3. Highlight/write down the rhetorical devices that you can find in this speech. 

4. Highlight the persuasive techniques that you can find in this speech (logos, pathos, ethos). 

From broad to precise 

Start with the broad elements of the speech:

1. Appeal to ethos, appeal to pathos, appeal to logos

2. Modality - use of modal verbs

3. structural choices - whole speech

4. structural choices - sentence level

5. Language choices (rhetoric amongst others)

Evidence to persuade 

Writers use evidence to make their argument stronger and bolster their credibility. There are three main types of evidence: anecdotal, expert opinion and statistical

Expert opinion 

To make the person delivering the speech seem more credible, they may quote the opinions of experts that correspond to their own. As in a court case experts are often called on to make one side seem stronger and more believable. 

Statistical evidence

Like any form of evidence, statistics can be used to make an argument seem more conclusive and a writer/speaker's opinion more valid. Often statistics are used that are out of context, or from unreliable sources. As the saying goes, "There are lies, damned lies and statistics". 

Anecdotal evidence

An anecdote is a tale involving real life events, a true story. Such stories can be used by writers and speakers as evidence to back up their claims. To support a contention, and to make themselves appear more credible. Writers often use personal anecdotes. 

Unit 1.7 Speeches 

pg 38 ex 7.4 

Using the Padlet shared with you, find evidence of the rhetorical devices suggested and comment on the effect or the intended effect of these style choices. 

1. Who is her audience and what is her purpose or purposes in this speech?

2. Using the rhetorical devices you notes what was the most powerful device used - in your opinion - and why?

4. How does the written speech (the text itself) differ from the actual delivered speech? Analyse the use of paralanguage. 

Ideas and techniques 

1. In the left-hand margin write down, for each paragraph, what the main idea, message or topic is. You can pick out a word from the speech or use your own words.

2. In the right-hand margin write and highlight/underline the rhetorical techniques that you find. Also persuasive techniques can be noted. 

Ideas 

Children 

Legacy 

Family 

Resistance 

Integrity 

Role models 

 

Trust

Resilient 

Perseverance Equity 

History 

Solidarity 

Complete this table with 5 rhetorical /persuasive devices 

Textual reference (quote)

Rhetorical strategy 

Audience effect 

Write a sentence showing you understand the word. 

Evoke 

Diverge 

Intrinsic 

Amorphous 

Lustre 

Averse (to) 

Exhaust 

Other techniques at word or sentence level 

1. Pronouns 

2. Diction (word choice) 

3. Sentence structure 

1. Who is her audience and what is her purpose or purposes in this speech?

2. List all the rhetorical devices and literary features Obama uses in the speech. What is the effect of each and why?

3. Using your list from #2, what was the most powerful device used - in your opinion - and why?

4. How does the written speech (the text itself) differ from the actual delivered speech (as seen on YouTube)? What other elements are important when speaking to a group of people and why?

5. How does this speech compare with the other speeches? In what ways are they similar? In what ways are they different? Which one is more effective and why?

Rhetorical devices 

" it has been eight years since" = ethos 

" character and conviction,"  = alliteration 

" how we  ...How we insist ... How we explain"  = anaphora 

"Kids who ... Kids who wonder ...Kids whose parents don’t ...Kids who look"  = anaphora, accumulation 

"when they go low, we go high."  = antithesis 

" With every word we utter, with every action we take, we know our kids are watching us"  = parallelism 

there but for the grace of God go I. = allusion 

 we are all created equal = allusion

keep our kids safe. = pathos 

Rhetorical devices 

Police officers and protestors in Dallas who ...People who ... Leaders like Tim Kaine...  who show our kids = Parallelism 

the shame of servitude, the sting of segregation, = alliteration 

"We need to pour every last ounce of our passion and our strength and our love"   = tricolon & polysyndeton 

character and conviction, his decency and his grace = polysyndeton 

" felt the lash of bondage, the shame of servitude, the sting of segregation, but who kept on striving and hoping"  = antithesis 

" this country, the story that has brought me to this stage tonight, the story of generations of people who felt the lash of bondage, the shame of servitude, the sting of segregation, but who kept on striving = asyndeton 

Use of pronouns and point of view 

Pronouns

“It is hard to believe that it has been eight years since I first came to this convention to talk with you about why I thought my husband should be president. Remember how I told you about his character and his conviction? His decency and grace? The traits we have seen every day as he served our country in the White House.”

First person = personal appeal (I, me, my) 

Second person = conversational (you) 

Pronouns 

“I also told you about our daughters, how they are the heart of our hearts, the center of our world, and during our time in the White House we have had the joy of watching them grow from bubbly little girls into poised young women.”

1st person plural = Collective power (we, our), inclusion 

3rd person = moves the point of view away from the speaker (he, his) 

Diction (word choice) 

Positive connotations 

daughters, hearts, center, world, joy, grow, bubbly little girls, poised young women

Imagery emphasized through anaphora 

“I will never forget that winter morning as I watched our girls, just 7 and 10 years old, pile into those black SUVs with all those men with guns.”

“How we urged them to ignore those who question their father’s citizenship or faith. How we insist that the hateful language they hear from public figures on TV does not represent the true spirit of this country. How we explain that when someone is cruel or acts like a bully, you don’t stoop to their level.”

Image of protecting, teaching and raising their children = mother 

Short sentences 

“Our motto is, when they go low, we go high.”

complex sentence. Repetition of "go", antithesis of "low" and "high", use of inclusive pronouns and abundance of single syllable vocabulary. This makes this 'slogan' very memorable. 

Your best thought in a short sentence = catchy slogan 

Which word used in this speech
do you feel describes
the substance?

How does Michelle Obama use rhetorical strategies to communicate a main claim? 

Michelle Obama effectively uses rhetorical strategies to communicate the main claim that ...

Homework for Monday 6th Feb. For the second speech complete 

1. In the left-hand margin write down, for each paragraph, what the main idea, message or topic is. You can pick out a word from the speech or use your own words.

2. In the right-hand margin write and highlight/underline the rhetorical techniques that you find. Also, persuasive techniques can be noted. 

Work in pairs. Write all your answers down. 

1. summarise in one or two sentences the main point of this speech.

2. Write information on the following: SOAPStone = Speaker, Occasion, Audience, Purpose, Subject and Tone. 

3. Highlight/write down the rhetorical devices that you can find in this speech. 

4. Highlight the persuasive techniques that you can find in this speech (logos, pathos, ethos). 

00:55

What is the anecdote?

How is it used to connect to the audience? 

01:13

What type of imagery is used here?

Why does the speaker use these adjectives? 

01:28

Which rhetorical device has been used? 

What is the intended effect of the audience? 

01:49

How is ethos used here? 

Why does the speaker introduce ethos at this stage in the speech? 

02:04

Which rhetorical device is that? 

02:43

Which linguistic device was that? 

What is the intended effect on the audience

04:07

Which persuasive device was that?

What is the intended effect on the audience? 

04:50

Which rhetorical device was that? 

What is the intended effect on the audience? 

05:39

Which persuasive technique is being used here? 

What is the intended effect on the audience? 

05:58

What is the slogan? 

Why is it effective? 

Anecdote = 8 years old, Christmas, grandfather asked " Do you want a chocolate biscuit?" 

Descriptive adjectives = creamy, sweet, yumminess of chocolate (gustatory imagery) 

Pathos = I felt special, I felt renewed. My life would never be the same again. 

Hypophora = Do you want to live in a country that lags behind all others ... of course not ... 

Tricolon = certainly, they tasted good; of course, they hadn't made me ill; naturally, I thought I could handle them.

Ethos = Mr Gregory, geography teacher

Logos = it has been estimated that the average 35 year old has spent 67% of their life eating chocolate biscuits. 

Alliteration = biting on their bourbons with their beverages

Call to action = all production, distribution and consumption of chocolate biscuits ends now. 

Slogan = ban the biscuit. 

Unit 1.7 Speeches 

1)What is the purpose of this speech? 

2) In what ways is it effective at achieving its purpose? 

3) In what ways would you describe this as a parody? 

Parody = an imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect.

Ideas 

Urgency 

Respect 

Shock 

Demeaning 

Sexism 

Unacceptable

Uniting 

Values 

Children 

Action

Hope 

Support 

Complete this table with 5 rhetorical /persuasive devices that you found 

Textual reference (quote)

Rhetorical strategy 

Audience effect 

Integrating textual reference & author/audience relationship  

1. As the passage begins, (author) employs [technique] ...

2. In line ___, (author) uses [technique]...

3. To further emphasize ___, (author) utilizes [technique]...

4. To heighten___, (author) uses [technique]...

5. Even more..., (author) chooses [technique]...

6. Through [technique], the author...

7. Accordingly, the audience understands that...

8. As a result, the audience concludes that...

9. Consequently, the audience realizes that...

10. As a consequence, the audience perceives that... 

Discussing the implications 

1. This phrase implies that...

2. Although not explicitly stated, the audience can imply that...

3. The author suggests that...

4. While not stated explicitly, the author hints that...

5. The implications are clear: ( ...) .

6. The audience can deduce that...

7. The audience can infer that...

8. The audience can conclude that...

9. The audience can reason that...

10 While not overtly stated, the audience can infer that...

How does Michelle Obama use rhetorical strategies to communicate a main claim? 

Michelle Obama effectively uses rhetorical strategies to communicate the main claim that ...

1. Who is her audience and what is her purpose or purposes in this speech?

2. List all the rhetorical devices and literary features Obama uses in the speech. What is the effect of each and why?

3. Using your list from #2, what was the most powerful device used - in your opinion - and why?

4. How does the written speech (the text itself) differ from the actual delivered speech (as seen on YouTube)? What other elements are important when speaking to a group of people and why?

5. How does this speech compare with the other speeches? In what ways are they similar? In what ways are they different? Which one is more effective and why?

Write all your answers down. 

1. summarise in one or two sentences the main point of this speech.

2. Write information on the following: SOAPStone = Speaker, Occasion, Audience, Purpose, Subject and Tone. 

3. Highlight/write down the rhetorical devices that you can find in this speech. 

4. Highlight the persuasive techniques that you can find in this speech (logos, pathos, ethos). 

Rhetorical devices 

" On Tuesday at the White House, we celebrated" = ethos 

" demeans or devalues,"  = alliteration 

" this was not ...This wasn't just ... This was "  = anaphora 

"The shameful ...The disrespect ... The belief ... "  = parallelism 

"It's about right and wrong."  = antithesis 

"We're telling our sons ...We're telling our daughters...We're telling our kids "= anaphora

"It's that feeling of terror and violation" = pathos 

Rhetorical devices 

"sick, sinking feeling you get when you're walking down the street minding your own business" = anecdote/ ethos 

"won New Hampshire by about 40,000 votes... If 66 people per precinct" = Logos, statistics to persuade 

"defend our blessings of liberty" = allusion (US constitution preamble) 

"they are husbands and brothers and sons" = polysyndeton 

"men and women, folks of every background and walk of life" = tricolon 

" Is this what we want for our children?" Rhetorical question 

Write a PEEL paragraph 

Write your paragraph. We will review one. This is your topic sentence. 

Use : additionally, furthermore, subsequently 

In the speech delivered by Michelle Obama during the America Campaign Event, rhetorical devices such as x, y and z are used to persuade the audience to vote for and support the Democrat candidate,  and to connect emotionally to the speaker. 

Skeleton plan 

You will complete the skeleton plan in our Team posts. 

You will need to research some of your evidence. You can add a link that you want to use. Remember to use reliable sources! Evidence can also be an expert or personal experience; however, do not expect your audience to believe something just because you are passionate about it. 

Features of an opinion column 

Anecdote: An anecdote is a short, personal story that captures a truth about life. Columnists use the first-person 'I' and tell an anecdote from their own life that relates to current affairs. 

Humour: Columnists are often looking for a laugh, as they expose the irony of current affairs. Humour, wit, satire or a tongue-in-cheek tone are often the ways columnists construct a 'voice' or tone. 

Features of an opinion column 

Opinion: At the heart of a column is a clear, informed and well-argued opinion, which is often about a newsworthy event or person.

Newsworthy and topical: Opinion columns often refer to newsworthy events. What deems a story 'newsworthy'? Usually they are relevant to readers, extraordinary by nature or negative.

Argument and evidence: Columnists appeal to logic and provide evidence to support their argument. Good evidence usually comes in the form of facts, research and hard numbers.

Write a PEEL paragraph 

Question: What  arguments and techniques does the author use to convince and entertain the audience? 

This is a thesis statement for a complete essay.

We will write the first paragraph which focuses on diction choice and the effect of those choices. 

The author, Jena McGregor, successfully persuades and entertains her audience through her use of diction choices, argument structure and use of effective examples. 

Hand in on SOM between now and 25th March (23:00) in one document: 

1) completed plan 

2) 10 point bullet point list 

3) 2 extracts 

You will not receive feedback unless you specifically ask for it prior to handing in. 

In the oral exam bring to the classroom: 

2 x 10 bullet point list 

2 sets (4 items in total) clean copies of our extracts. One for yourself and one for your examiner. 

IO preparation 

Homework Friday 11th March 

Upload to your IO tab in your class notebook your literary extract and BOW extract (max 40 lines)

Define further your global issue so that it becomes a thesis statement that leads to a 'persuasive interpretation' of the texts you are analysing. 

I. PURPOSE AND AUDIENCE

1. Where and when was the speech given?

2. Who was the audience?

3. What is Michelle Obama trying to accomplish?

II. CONTENT AND TONE

4.  What were the important points that were to be made? 

5. What attitude did the speech convey?

III. STRUCTURE 

6. Did the speech have a clear beginning, middle, and end? 

7. Did the speech contain repetition? If so, what was the effect of that repetition? Give an example 

8. Did the speech contain parallel structure? If so, what was the effect of the parallel structure? Give an example. 

9. Was the vocabulary appropriate? Explain your answer.

10. Was the sentence structure appropriate? Explain your answer.

IV. DELIVERY

11. What first impression did the speaker create? How did she do that? 

12. How was the dress and appearance of the speaker appropriate to the speech?

Ideas 

For the third speech complete 

1. In the left-hand margin write down, for each paragraph, what the main idea, message or topic is. You can pick out a word from the speech or use your own words.

2. In the right-hand margin write and highlight/underline the rhetorical techniques that you find. Also, persuasive techniques can be noted. 

endorsement 

scathing 

elusive 

authenticity 

jargon-laden 

touted (to tout) 

elixir 

nebulous 

aspirational

derision 

vulgar 

channeling (to channel) 

showcase 

nurture 

scorching 

amorphous 

write down the vocabulary and a definition you can think of. 

Read the article and add to your definition after you have considered the contextual information. 

Definition bingo 

Draw a bingo card in your exercise book. Fill out your card with the 16 words. I will read a definition for the words. If you think that you have a word, cross it out. You can have bingo horizontally, vertically or diagonally.  We will check your words.  

Write a sentence showing you understand the word. 

efficient 

construed 

displace 

ambiguity 

unduly 

aspirational 

vulgar 

Rhetorical devices 

"past the threat of countryside lynchings; past the humiliation of Jim Crow; past the turmoil of the Civil Rights era."= anaphora 

"Just think about the arc of this university’s history". = allusion  (Martin Luther King) 

"So I immersed myself in the policy details.I worked with Congress on legislation, gave speeches to CEOs, military generals and Hollywood executives" = ethos 

" be a good person, a good parent, a good citizen"   = tricolon 

"You’ve got to vote, vote, vote, vote."  = repetition 

Was I too loud or too angry or too emasculating. Or was I too soft, too much of a mom, not enough of a career woman?” = antithesis 

"were "childlike", "shiftless,""unmoral and untruthful"  evidence - quotations 

Rhetorical devices 

"Booker T. Washington pawned his pocket watch to buy a kiln, and students used their bare hands to make bricks to build that dorm" = logos 

have let that experience clip their wings" metaphor & figurative language 

"So he dug through trash piles and collected old bottles, and tea cups, and fruit jars to use in his first experiments." polysyndeton 

"Back when my husband first started campaigning for President," ethos 

"I want to be very clear that those feelings are not an excuse to just throw up our hands and give up. Not and excuse. They are not an excuse" anaphora 

"You've got knowledge ...You've got families... you've got yourselves" 2nd person pronoun - conversational - moving to call for action 

Ideas 

MPO speech #3

Write an MPO plan for a response to this guiding question: 

How and to what extent does Michelle Obama establish and maintain an emotional connection with the audience in order to persuade and entertain them?  

Moreover, Obama uses an analogy to flying in her speech in order to connect with her audience of graduates and parents and to persuade them to maintain a feeling of pride and self-worth. 

Extended metaphor/analogy: flight = ambition 

Evidence:"they hit the ground, folks treated them like they were nobody" "let that experience clip their wings." "tips of their wings just six inches apart.""the act of flying itself was a symbol of liberation" "' a never-failing miracle" where all "' the bumps would smooth off' "You will feel the bumps smooth off" "you'll be flying through the air, out of this world -- free."

Write the paragraph. Use this topic sentence and some of the evidence given. Focus on the changing effect and meaning of the metaphor as the speech progresses. Focus on embedding your quotes. 

Exchange your paragraph with your neighbour

Highlight the quotes in your partner's work.

Give them feedback on how well they have embedded their quotes. 

Moreover, Obama uses an analogy to flying in her speech in order to connect with her audience of graduates and parents and to persuade them to maintain a feeling of pride and self-worth. In the opening passages of her speech, Obama uses the example of the black pilots who were trained at Tuskegee University to illustrate tenacity, daring and persistence. The pilots flew with the "tips of their wings just six inches apart" and experienced flying as a "symbol of liberation". The positive connotations linked to "liberation" gain a wider meaning when they are connected to the discrimination that the pilots were experiencing "on the ground" when they were treated as if "they were nobody." The extended analogy obtains a deeper resonance when it is used to encourage the graduates to metaphorically fly "through the air, out of this world -- free". Here Obama is telling the graduates to rise above discrimination and prejudice and to not be afraid to aim for their highest goals. This metaphor successfully deepens the emotional connection to her young audience and encourages them to shake off the yoke of discrimination, 

Goals today: 15th Feb   

You will read in silence in WAPZ = pg 107 for Monday 

You will construct an MPO for speech 3 and gather evidence 

Write your introduction

Watch a short analysis of an Barack Obama speech 

Start on WAPZ analysis

Thesis statement 

1. Carefully read the Guiding Question and determine the focus and key words that must be implemented in the thesis statement.  The key words will typically be the literary or linguistic element from the Guiding Question.

2. Look for the “insightful ideas” from your (left margin) annotations while also considering the key words of the Guiding Question.

3. Flip the Guiding Question into a thesis statement. 

4. Use evaluative language in your thesis statement. 

Evaluative language. Adjectives/adverbs indicating evaluation 

effective(ly)	Intentional(ly)
clever(ly)	Clear(ly)
Powerful(ly)	conscious(ly)
Wise(ly)	successful(ly)
Subtle(ly)	skillful(ly)
Surreptitious(ly)	dramatical(ly)

MPO speech #3

Write an MPO plan for a response to this guiding question: 

Complete notes on the introduction, one body paragraph and a conclusion 

How and to what extent does Michelle Obama establish and maintain an emotional connection with the audience in order to persuade and entertain them?  

The body paragraph 

Look at the ideas you have generated and the rhetorical and persuasive techniques that you have identified. 

Fill out your MPO for  two body paragraphs.

Create for each body paragraph a topic sentence that reflects your thesis statement. 

Note the three quotes, stylistic feature and the relationship author/audience (effect on the reader) 

INTRODUCTION includes these

A general statement that works as a hook  

The author/speaker  is given

The text type is clearly identified (speech)

Date and place of delivery is stated

Audience is identified (as exactly as possible)

The content of the extract is paraphrased: what does the extract actually say (briefly)

The thesis: what you find most important about the text (without elaboration) (main idea/main theme)& plan of development is stated (what techniques you will focus on) 

Write your introduction for this extract. Include all of the required elements. 

Your body paragraph contains 

An insightful idea

Key language from your guiding question

textual references/ quotes

stylistic features

the author/audience relationship (effect on the reader)

transition words

evaluative language 

All these features appear several times and not in a specific order. For example; the words "Fitzgerald/the author" and "the audience" highlight that you are going to discuss the author/audience relationship. 

Integrating textual reference & author/audience relationship  

1. As the passage begins, (author) employs [technique] ...

2. In line ___, (author) uses [technique]...

3. To further emphasize ___, (author) utilizes [technique]...

4. To heighten___, (author) uses [technique]...

5. Even more..., (author) chooses [technique]...

6. Through [technique], the author...

7. Accordingly, the audience understands that...

8. As a result, the audience concludes that...

9. Consequently, the audience realizes that...

10. As a consequence, the audience perceives that... 

Discussing the implications 

1. This phrase implies that...

2. Although not explicitly stated, the reader can imply that...

3. The author suggests that...

4. While not stated explicitly, the author hints that...

5. The implications are clear: ( ...) .

6. The audience can deduce that...

7. The audience can infer that...

8. The audience can conclude that...

9. The audience can reason that...

10 While not overtly stated, the the audience can infer that...

Goals today: 30th March 

You will consider a IO example and think about structure, language and terminology. 

You will consider a bullet point outline and how to use that the best

We will continue our analysis of Woman at Point Zero