Module B – Speeches Use to Start the Introduction or Conclusion •
The late 19th Century poet Ralph Waldo Waldo Emerson expressed the eects o! the most prominent speeches in my memory in one succinct sentence" #Speech is po$er% speech is to persuade" to con&ert" to compel'
(n$ar Sadat ) Speech to the Israeli *nesset Context"" +ccasion and (udience Context •
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,eli&ered to the Israeli *nesset -Israeli .arliament/ on the 0 th o! 2o&em3er 1944 Immediate audience $ere the Israeli 5o&ernment" althou5h speech $as also 3roadcast throu5hout the $orld
.urposes and Exi5encies • • •
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( time o! massi&e disad&anta5e in E5ypt Similar" yet sli5htly less se&ere" in Israel ( solution to 3rea6 the con7ict 3et$een the 0 countries $as re8uired" $ith ris6 o! !urther con7ict i! not resol&ed Use the past as a lesson le sson !or the present (dust the le&el o! peace 3et$een E5ypt and Israel !or the !uture ! uture
:alues • • • • •
;ustice and e8uality 3ased on !airness Reconciliation .reudice
=uotes and Si5ni>cant Techni8ues •
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#Muslims" Christians" ;e$s' Re!erence to reli5ion as a method o! unitin5 them" an appeal to o pathos Extended metaphor o! #peace 3ased on ustice' o Ironically contrasts de&astation o! $ar $a5ed ? years earlier Sadat $ants permanent peace – peace treaty t reaty $as si5ned 4 years o a!ter speech $as deli&ered #Con7ict" hatred and slau5hter' Tricolon Tricolon ) emoti&e lan5ua5e appeals to lo5os and pathos o! the o *nesset #
.uts himsel! on the same le&el as the audience throu5h the inclusi&e lan5ua5e #The !arthest corner o! the $orld'
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Reception •
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(mi Issero – #Sadats &isit and speech 5a&e Israelis con>dence that the peace oer $as 5enuine' o i&es e&idence the speech has persuaded the people
,oris Dessin5 – +n 2ot Winnin5 the 2o3el .rie Context" +ccasion and (udience •
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,eli&ered at the 2o3el Dectures 3y her pu3lisher" 4 th o! ,ecem3er 04 a!ter 3ein5 a$arded the 2o3el .rie !or Diterature Immediate audience $as the 3ody responsi3le !or selectin5 2. $inners -S$edish (cademy/
.urposes and Exi5encies • • • • •
To dra$ attention to attention to 5lo3al ine8uality and opportunity To explore chan5in5 attitudes to story)tellin5 and literature .assionate" li!e)5i&in5 !orce o! literature To sha6e people out o! aded &ie$s and indierence En5a5e in the collecti&e &ie$ o! humanity
:alues • • • •
.o&erty E8uality and ine8uality Education as a ri5ht .ast sheds li5ht on the present
=uotes and Si5ni>cant Techni8ues •
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.ersonal context played a maor part in the speech – raised in and mo&ed !rom .ersia to Dondon in 19?9 $ith youn5est son #3elon5-s/ to an or5anisation' and #5ettin5 3oo6s into the &illa5es' o Re!erence to Animal Farm ) #popular simply 3ecause it happens to 3e there' :alue laden connotations – class tyranny and class structures e&en o in supposed e8uality ) Fim3a3$e did not #5et the 5o&ernment they deser&ed' – re7ects the themes o! Animal Farm
Comparison o! Fim3a3$es 5o&ernance $ith >ction o! totalitarianism in (nimal Garm #I $as there some days' Girst person narrati&e &oice adds a sense o! authority and appeals to o ethos o! the audience" rein!orces the messa5e #rst and third $orld countries #I $ould li6e you to ima5ine yoursel&es' ,irectly addresses the audience $ith a call to action o o
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Speech Structure • • •
Starts in >rst person perspecti&e Story)tellin5 throu5h personal experiences Endin5 calls those in more pri&ile5ed 8uestions to li3erate themsel&es
Reception •
Mar5aret (t$ood – #-Dessin5s/ up3rin5in5 5a&e her an insi5ht into the &ie$points and pli5hts o! people unli6e hersel!' Wor6 in $ith Dessin5s personal context o
eraldine Broo6s – (
,eli&ered to the Boyer Dectures" 3roadcast on the 11 th o! ,ecem3er" 011 cally lo&ers o! >ction and those $ho see6 to 3e !amiliar $ith recent intellectualHacademic ideas
.urposes and Exi5encies • • •
To hi5hli5ht the role o! >ction $riters in contri3utin5 to society Re7ect on li!e in ournalism and >ction
:alues • • • •
Education E8uality :alue and po$er o! literature
Si5ni>cant =uotes and Themes •
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#I ac8uired some use!ul and dura3le tools !rom it' ,e&elops ethos throu5h the inclusion o! personal experiences that o seemed irrele&ant at the time #I s$im in a sea o! $ords A s$im so !ar" di&e so deep' She is com!orta3le in lan5ua5e" extended moti! accentuates the o si5ni>cance o! $ords -speci>cally >ction/ in her li!e" hyper3ole sho$s the extent o! the 5reater $orld o! 6no$led5e she li&es in Recurrin5 moti! o! the doors – #Unexpected doors opened !or me' ( common moti! in art and literature" hence employed here o o (uto3io5raphical tone de&elops ethos" descri3es her in7uences and opportunities that lan5ua5e oered her #I 3elie&e >ction matters I 6no$ it has po$er' (naphora o! #I 6no$' reiterates purpose and exi5encies" truncated o sentences are concise and hence promote lo5os #Jou try it" you am it in" you come 3ac6 A you cannot 3ear to loo6 at it' o Extended metaphor comparin5 $ritin5 to a process o! construction .laces listeners in the process throu5h use o! second person o lan5ua5e" usin5 anaphora to perpetuate this notion #I thin6 o! that mathematician and her search !or a more per!ect description o! the $orlds s$oops and cur&es' Reiteratin5 this re!erence !rom the start o! the speech alludes to the o cycle and process o! creatin5 >ction ;uxtaposes the $orld o! mathematics $ith the $orld o! literature" o comments on the de>nite nature o! maths and the 3oundless possi3ilities in >ction
Reception •
Mr 2e$man – #(s an expatriate" $ith stron5 ties to (ustralia" her re7ections on the meanin5 o! home $ill pro&ide the &oice o! (ustralian experience and the eyes o! a 5lo3al citien'
Mar5aret (t$ood ) Spotty
,eli&ered on &arious occasions in 199? Throu5hout Canada and possi3ly (merica .re&iously a !eminist campai5ner" ho$e&er doesnt descri3ed hersel! as a !eminist author
.urposes and Exi5encies •
(rt shapes li!e
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ender e8uality is a crucial modern day issue – must 3e re7ected in the $orld o! literature Representations o! !emales in texts Diterature should re7ect the di&ersity o! li!e and its moral complexity
:alues • • • •
E8uality +ppression :alue o! the arts Teachin5 and education
Structure • • • • •
Introduction o! title and su3title o! speech .ersonal anecdote o! her dau5hters to de>ne $hat literature is not ,escri3es $hat a no&el is 2otion o! $omen in literature Re!erences to$ards other examples o! literature to hi5hli5ht intentions and ideas
Si5ni>cant =uotes and Themes •
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#Create a 7a$less character and you create an insuera3le oneK $hich may 3e $hy I am so interested in spots A Dady Mac3eth $as spotted" +phelia $as not' Intertextuality allo$s the audience to re7ect on stories that possess o $ic6ed $omen and the 7a$s $hich represent their e&il nature" allo$in5 success o! the story #(nd there you ha&e it" the dierence 3et$een literature A and li!e Somethin5 has to happen' Diterature &s Di!e – unreality presented in literature" such as $omen o constantly as the &illains o c ima5e to $omen" as she sees o them as multi!aceted #I $ill lea&e you $ith a >nal 8uotation" LDadies o! reat Britain" $e ha&e not enou5h e&il in us'
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Conclusi&e 8uotation su55ests that $hile $omen are multi!aceted" they are not li&in5 up to their potential" inclusi&e lan5ua5e su55ests that collecti&ely $omen are a united !orce
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Theme transcends time as $e see discrimination in many aspects o! li!e – still &alued today (ttac6ed !or Lsellin5 out on the cause Geminist critics !ound her condemnation o! the restricti&e nature o! the Womens Mo&ement as an un!air depiction o! the situation
2oel .earson – (n (ustralian
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,eli&ered to the Chancellors Clu3 ,inner at the Uni&ersity o! Western Sydney on the 0 th o! 2o&em3er" 199 Broadcast to $ider (ustralian community
.urposes and Exi5encies • • •
Call !or a !ull and !ran6 account o! (ustralias history (ttri3ution o! 5uilt is counterproducti&e Chastises those in positions o! po$er
:alues • • • • • •
2ational identity Reconciliation
Si5ni>cant =uotes and Themes •
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#.erpetual seminar !or elite opinion a3out our national identity' o =uotin5 the .rime Minister to appeal to lo5os #(3ori5ines must stop 3ein5 &ictims and L5et o&er it' Collo8uial lan5ua5e sho$in5 lac6 o! respect 3y $ider (ustralian o pu3lic #Jou ha&e ta6en !rom us' Inclusi&e lan5ua5e incorporatin5 personal perspecti&e -de&elops o ethos/ into his ar5ument oes 3eyond spea6in5 to his immediate audience o #uilt need not 3e an in5redient in our -re/consideration o! history' Belie&ed that the distri3ution o! 5uilt $as unproducti&e in the path o to$ards reconciliation Repeated re!erence to the Ma3o Case o #Ma3o thre$ the country into social" political and psycholo5ical turmoil' Re!erences appropriate to $hen it $as deli&ered sho$ an in)depth o 6no$led5e o! contemporary issues" de&elopin5 ethos
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#Blac6 (rm3ands A .olitical Correctness These are lines that resonate' Truncated sentences add emphasis and conse8uently impact o Distin5 o! emotional la3els lin6in5 3ac6 to 3e5innin5 o! the speech o
Reception •
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Ideas o! ustice" peace and the stru55le a5ainst oppression recei&ed as resonatin5 core (ustralian &alues Many (ustralians a5reed $ith ;ohn
.aul *eatin5 – Red!ern Speech Context" +ccasion and (udience • •
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,eli&ered in Red!ern .ar6 on the 1 th o! ,ecem3er" 1990 Daunch o! (ustralias cele3ration o! the 199N International Jear o! the Worlds Indi5enous .eople Immediate audience $as indi5enous community o! Red!ern" 3ut also 3roadcast to the $ider (ustralian pu3lic
.urposes and Exi5encies • • • •
To reco5nise European settlement as the cause o! indi5enous pro3lems (c6no$led5ement o! e&ents o! the past Reco5nition o! past inustice as a $ay o! healin5 the !uture ,ispossession o! (3ori5ines
:alues • • • • • • •
E8uality 2ational identity (c6no$led5ementHreco5nitionHhonesty Empathy Unity Inclusion Citienship
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Thesis – issueHconcern (r5ument – reasons Recommendation – shouldHshould not happen
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#Succeedin5 in the test $hich so !ar $e ha&e al$ays !ailed' Esta3lishes humility" admission o! !ailure $hich appeals to emotion o o! the audience #Red!ern is a 5ood place to contemplate these thin5s' :alues immediate context and usti>es decision to present it there o #The startin5 point mi5ht 3e to reco5nise that the pro3lem starts $ith us' Do$ modality lan5ua5e si5nals a pro3lem that needs to 3e o addressed
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#Reco5nition that it $as $e $ho did the dispossessin5 A too6 the traditional lands A 3rou5ht the diseases' (ccumulation o! short sentences" po$er!ul statements that allocate o responsi3ility throu5h pro)reconciliatory rhetoric Repetition o! #Ima5ineA' (naphora" hypotheticals sho$ empathy and understandin5 to$ards o the (3ori5inal people #I am con>dent that $e $ill succeed in this decade' Conclusi&e statement" hi5h modality lan5ua5e expresses certainty o to$ards o3li5ations o! non)Indi5enous (ustralians
Reception •
The (5e – #A a 5reat speech 3ecause it $as a3out leadership" principle and coura5e In the history o! (3ori5inal peoples relationship $ith the non)(3ori5inal political and le5al institutions o! this nation" no prime minister had said $hat he said'
