it continues to be analyzed in classrooms‚ articles‚ and on television today. His words gained the people’s confidence that he had a positive future in store for America‚ and his moving statements kept the attention on him captivated. His uses of rhetorical strategies caused his arguments to be emphasized as well as considered‚ and he was able to say so much without boring those listening. He not only demonstrated the commitment that he was willing to make for the good of America‚ but he also encouraged
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Organizational Patterns for Informative Speeches There are four basic patterns of organization for an informative speech. Chronological order A speech organized chronologically has main points oriented toward time. For example‚ a speech about the Farm Aid benefit concert could have main points organized chronologically. The first main point focuses on the creation of the event; the second main point focuses on the planning stages; the third point focuses on the actual performance/concert; and the
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thought-provoking rhetorical questions. These questions are a nice way to make sure he gets the reader’s attention‚ and to force the reader to think about what he writes about. After Brooks has asked questions‚ he gives us much information about the subject this makes us wonder even further about the subject. “So the philosophic question of the day is: Would you take that as a deal? Would you exchange a tremendous professional triumph for a severe personal blow?” Here he uses two rhetorical questions‚
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change-looked down upon because of my gender; His message made me feel otherwise.” (Debra Wilson‚ 1775) In his speech‚ Henry aims to convince the colonist that the opposing forces must‚ “Give me Liberty‚ or give me death” compacted with dexterous rhetorical techniques such as imagery‚ anaphora‚ repetition‚ and pathos to assemble a believable‚ undoubted‚ well-founded speech. Henry begins his speech assertively with “No man thinks more highly than I do of the patriotism‚ as well as the abilities of
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foreign invaders‚ language and generation Line 19-20: _____________ – more philosophical‚ makes us think about _______________in general‚ different from the previous mocking tone‚ which language is ‘original’? Line 21-22: rhetorical question – double meaning = English not to kill people but to _____________ India’s culture/traditions; question tries to understand the aims of the ‘oppressor’ Line 23-27: _________________________/thread of diction/semantic
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created outstanding pieces known for its strength and most importantly its effectiveness to deliver their message across. Mary Wollstonecraft wrote the essay “A Vindication of the Rights of Woman” on 1792. She used rhetorical devices such as counterargument and analogy to prove her point. For example‚ one of the counterargument she uses is “…the female in point of strength is…inferior to the male…This is the law of nature…” pg. 640. She agrees that women are not as
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simple points. The audience needs to be engaged and thinking about what you’re talking about. A good way to do this is to ask a question the audience hadn’t considered‚ and force them to think of the only obvious answer. This is called a rhetorical question. Rhetorical questions aren’t meant to be answered‚ but still allow the audience to think about the question and relate to what you’re talking about. These questions are great to use as an introduction to your speech and can never be overused throughout
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how these kids are starting to get funneled into more elite programs‚ the child born in January‚ who is older‚ bigger‚ and more mature‚ will get selected. For my analysis of The Matthew Effect‚ Gladwell uses figurative language such as imagery‚ rhetorical question‚ and exemplification. “The air was filled with cigar smoke and the smell of champagne and sweat-soaked hockey gear.” In this quote‚ Gladwell uses imagery to describe the smell and tension into the winning team’s locker room. The smell
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How effective is this feature article as a protest text? The feature article “Sexed up tween advertising shows fashion needs to grow up”‚ by Emma Rush and Caroline Norma‚ is an extremely effective protest text against the sexual exploitation of young girls in the fashion industry. Its textual form allows it to strategically target influential audiences and the article itself is written so that the composer’s disapproval of sexed-up‚ young models is clearly seen. As a protest text‚ it also manages
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the attention of the reader. Also works to construct a vivid image in the mind of the reader. Headline is always visually appealing: bold and clear. Can sometimes contain jokes‚ puns or provocative language to entertain reader. Can also ask rhetorical questions. Structure: Introduction: The introduction entices the reader‚ whilst clarifying the subject. It establishes the writer’s point of view/thesis. Uses direct quotations‚ recounts‚ questions‚ descriptions or a personal interest story
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