Category: Speech

Introduction

According to the analysis of the speech forming strategies provided by Lincolns Gettysburg Address, the main aspects to be used by every speaker are usually focused on the approaches of logic and persuasive speech building. The data highlighted the principle steps of perfect and influential speech creation based on particular examples through the ways of influence on the audience.

Main body

The article highlighted the methods of communication with the audience through appropriate speech presentations. The author states that it is important to involve the listeners in the basic speech patterns stimulating them to discussions and making ones speech deep and thought-provoking. The goal is to provide structural strategies helping to establish rapport with the audience and persuade the listeners of the ideas importance.

The ideas of communication strategies provided in the lecture appeared to be used in job activities. The first step to mention goes about perfect situation description by the speaker. In job, this aspect allows establishing rapport with the potential clients involving them in the depth of the problem discussed. It is important to move slowly from the situation to the problem disclosing the basic aspects to be covered and understood. Job experience shows that the speaker is to concentrate on the possible ways out of the situation explaining his position and clarifying it. Such strategies make the speech and audience messages more persuasive and influential.

In the process of new idea communication, it is important to evoke interest in the effectiveness of its fulfillment. The speaker is to be competent and qualified in the problem disclosing to the boss for him to be completely persuaded. The basic strategy to be used in this case should be connected with the highlight of the most important idea aspects. It is important to present the depth of the problem providing a new idea as the basic mean of its solution. The centralization of the ideas significance and its role in the problem-solution will allow involving any listener in the necessity of its fulfillment. Persuasive messages creation is based on correct modeling of the most important parts of the idea and appropriate presentation.

Psychological influence on the audience is considered to be an integral part of message effectiveness. To achieve the persuasive purpose of the message it is necessary to organize the data following its importance for the audience to dive into the sense of the situation. The message should be written with the usage of various psychological approaches influencing the activities of the human mind. The problem and its possible solution should be thoroughly interconnected in written communication for the audience to understand the significance and necessity of the idea fulfillment.

The development of corporate culture is vied in terms of established behavior norms and shared values. In persuasive message usage, the consistency of corporate culture sticks to the involvement of the customers interests and values researched in advance. The corporate culture of my company sticks to the ethical norms and values regarding the interests of the community in the process of persuasive communication. The model of the company strategies is first of all based on the psychological aspect regarding all possible initiatives provided by any employee. There is a tendency to believe that corporate culture can bring harm to human mental health; nevertheless, appropriate development of psychological aspects allows making communication more persuasive and beneficial not only economically but also ethically.

References

How to Structure a Persuasive Speech. (2000). Harvard Management Communication Letter, Issue 5.

Locker, K. (2002). Writing Essentials. Boston, MA: Primis/McGraw Hill.

On April 12th, 1999, Elie Wiesel, a holocaust survivor and Nobel laureate, delivered a speech on the dangers of indifference. Early in the speech, Wiesel reflected on how the 20th century will be viewed in the new millennium (Wiesel, 1999). He described the numerous violent and inhumane events as darkness cast over humanity and how at their core, these events prevailed due to indifference.

In the following points, he referred to apathy as being an extremely tempting approach to the horrors of the world, but he was concerned about the lack of empathy is a pathway to treating the hardships of others as obstructions. Wiesel stipulated that seeing the anguish of others as though they may interfere with ones happiness, dreams, and aspirations, is why indifference is a static attitude that allows cruelty to take place (Wiesel, 1999). He continued by explaining that indifference can only benefit the attacker and not the victim, and, as such, it is more damaging than even anger and hatred.

Further in the speech, Wiesel assessed the events of the holocaust and the involvement of American troops. At first, he and other survivors believed that their imprisonment was unknown to the leaders of the world at the time (Wiesel, 1999). He became disillusioned when he found out that the Pentagon knew of the events of the camps. He questioned the indifference of leaders at the time and reflected on how an empathetic attitude may have led to different outcomes. For instance, the invasion of France may not have taken place were it not for American oil (Wiesel, 1999). Wiesel held hope for the future in the second half of the speech and mentioned the interventions that took place, such as NATO presence in Kosovo.

As the speech concludes, Wiesel mentions that the greatest suffering in conflict and war is carried by children. He believed that greater empathy was much more likely to save many lives. Wiesel ended the speech with worry but with hope as well, that not only world leaders, but common people, could begin conquering fear and indifference.

Reference

Wiesel, Elie. (1999). Elie Wiesel Perils of Indifference. American Rhetoric. Web.

Introduction

It is reasonable to expect conflict when there are deviations in opinions, backgrounds, and attitudes. Disagreements have been an integral part of human history, and have led to massive acts of violence and bloodshed. However, disputes are possible to resolve without resorting to arms but with reaching agreement based on certain principles. In his 1998 Nobel Prize speech and lecture, John Hume, a renowned politician and a significant figure in the Northern Ireland peace process, explains how agreements can be reached and on what postulates they should be based. This paper will review the core ideas from Humes teachings and provide a reflection on the material.

Humes Views of Conflict and Resolution

Conflicts emerge when there are opposing opinions and contrasting viewpoints. Hume (1998), however, suggests that the majority of disputes are fueled by elements that one may not control. For instance, people have no capacity to influence in what culture or race they are born into. Therefore, Hume claims that differences are an accident of birth (Nobel Prize, 2020). The 1998 Nobel Laureate believes that in a significant portion of circumstances, opposing sides have motivations different from what they are claiming. He provides an example regarding Protestants and Catholics in the ranks of Unionists and Nationalists, respectively (Nobel Prize, 2020). While some would suggest that the dispute was on the basis of religion, in reality, conflict emerged because of differing political motives. Both sides wanted to protect their identity, but this objective could not be achieved through violence (Nobel Prize, 2020). Hume sees agreements as the only way of resolving conflicts.

On Partnerships and Collaboration

An agreement means partnering with the opposing side and collaborating with them to devise an outcome that suits all participating parties. Without cooperation and shared work, Hume believes that it is not possible to resolve conflicts. Humans cant be brought together by guns and bombs, but only by agreement (Nobel Prize, 2020). When people are divided, the land and territories they reside on lose their value, and violence only deteriorates the situation and intensifies differences even further. Hume espouses that collaboration is not likely when one of the sides starts favoring brutality and physical force. Inevitably, the other party will reply, and the outcome will be harmful to both participants (Nobel Prize, 2020). Therefore, it is significant to lay down arms and start cooperating on the issues that serve as the foundation for the conflict.

Principles and His Vision for Peace

For collaborations and partnerships to be successful, an agreement should be based on three principles. Hume states these as respect for differences and diversity, creation of institutions that promote those differences, and economic integration (Nobel Prize, 2020). By applying these principles, Hume believes that it is possible to resolve any conflict. His vision for peace is of a world where every person respects one another, and people spill their sweat and not their blood (Hume, 1998, para. 9). Hume believes that through common hard work, it is possible to make differences in race, religion, and nationality unimportant. When people concentrate on shared interests, all of the items on which parties disagree become insignificant.

My Personal Views

From the aforementioned principles, the Nobel Laureate emphasizes the third one  economic integration and free trade. I believe that economic interactions that benefit all sides are a foundation for mutual understanding. While Hume provides the European Union as an example, I can also recall many cases from American history. When there were continuous disagreements between colonists and Hispanics prior to the Texas Revolution, many Americas residing in borderlands found Mexicans to be reasonable people to do business with. The conflict was promoted by individuals with purely political motives. Sometimes I think about what would have happened if the government opted for economic collaboration instead of armed conflicts. In the business environment, there are many examples of companies that partner with their rivals to achieve common objectives. Bill Gates, when he was the CEO of Microsoft, invested in Apple when the latter was facing bankruptcy. I agree entirely with Hume and support his vision of ubiquitous economic collaboration and respect for differences. There are issues that affect all of humanity, and all opposing parties should come together to overcome these shared obstacles.

Conclusion

Peace is an important prerequisite for economic development and prosperity. At the same time, economic collaboration is an essential instrument for achieving peace. Hume states that by gathering opposing sides and providing them with common objectives to work on, it is possible to resolve conflicts without using arms. European Union, which serves as a platform for trade for all of its members, is a notable example of successful conflict resolution. There have been many cases in the history of the United States as well. American-Hispanic interactions in the frontiers and models from the contemporary business environment demonstrate that agreements can be reached through collaborations and partnerships. Differences should be valued and respected because they are not ones choice to be born with.

Reference List

Hume, J. (1998) Nobel lecture. Web.

Nobel Prize (2020) John Hume, Nobel Peace Prize 1998: Our differences are an accident of birth. Web.

Sojourner Truth addresses the discrimination black women endured in the 1800s in her lecture Aint I a Woman. The speech became iconic because it influenced the movement for womens suffrage at the time. This analysis of the speech will determine the literacy she employs. By incorporating literary devices such as allegories and anaphora, Sojourner Truth amplifies the significance of her message, drawing more attention to it, whereas the inclusion of metaphors and slang help Sojourner Truth to illustrate her point.

Ethos: She connects with the minority audience by employing ethos. She uses her own experiences to illustrate. See my arm! I planted and plowed and gathered into barns& And suffer the lash! she says (Truth 1). She talked about working and being beaten as an enslaved personthis shows how she leverages her motherhood credibility to reveal her life. I have produced thirteen children and watched virtually all sold off to slavery, she says (Truth 1). She bonds with the mothers in the audience by narrating her experiences.

Pathos: Sojourner Truths article is full of pathos to connect with her audience. Mothers, Christians, minorities, and men were her friends. She hoped to evoke emotion through personal instances. She exclaimed, I have carried thirteen children and seen most all taken off to slavery, and when I cried out with my mothers agony, none but Jesus heard me! Aint I a Woman? (Truth 1). Sojourner Truth moves women, especially black women, with a compelling example from her life on how they want their children enslaved.

Furthermore, Aint I a Woman? features several powerful literary devices that serve to enhance the authors voice and make her message heard. The use of anaphora, namely, continuous repetitions of key statements, throughout her speech represents one of the most effective strategies. Specifically, the titular question of Aint I a woman? is reiterated throughout the speech: I have ploughed and planted, and gathered into barns, and no man could head me! And aint I a woman? I could work as much and eat as much as a man  when I could get it  and bear the lash as well! And aint I a woman? (Truth par. 1). The specified approach serves to mark the key points in Sojourner Truths speech, allowing the audience to perceive it better and making it overall more palatable. Thus, in addition to representing the main argument of claiming humanity through the acknowledgment of her womanhood, the specified question allows Sojourner Truth to outline the core part of her statement while also ensuring that the core message appeals to the audience both as a statement of reason and an emotional plight for justice.

Furthermore, metaphor represents one of the main literary devices that Sojourner Truth utilizes in her speech. Serving as the means of connecting with the audience emotionally, the application of a metaphor that is easily understandable for every audience member helps Sojourner Truth transcend the boundaries of class and race. For instance, as she uses the expression to bear the lash when expressing her ability to contribute to the community to the same extent as men do, she captures the undivided attention and receives the unanimous empathy of people from all social classes, as well as racial and ethnic backgrounds (Truth 1). The specified expression captures the broad range of responsibilities that she has had to accept and, therefore, reinforces her plight to be recognized as a capable and independent human being with the same range of rights and freedoms as White women, therefore, promoting the need to advocate for the rights of African American women as well.

Furthermore, Sojourner truths speech must be appreciated for the broad range of allusions to the Bible and a variety of Biblical concepts and ideas. Supporting her argument concerning her right to claim the same range of freedoms and opportunities as White women, the specified element enhances the overall impression of her speech as it allows directing the main argument at the core ethical standards and spiritual beliefs and values of her target audience. For instance, by mentioning Eve as the embodiment of womanhood, Sojourner Truth equates her to her White female audience: If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back, and get it right side up again! (Truth 2). The specified statement addresses the problem of racism prevalent in American society at the time and preventing African American women from receiving the same amount of opportunities for fighting for their rights and agency as White women.

Another crucial component of the rhetorical framework of Sojourner Truths speech is represented by juxtaposition. Namely, she utilizes the specified literary device as the means of drawing attention to her plight and reinforcing her idea of African American womens right to claim the same extent of humanity and womanhood as White women. The juxtaposition between the extent of education to which the specified groups have access to and the resulting range of knowledge that African American and White women have is outlined in the specified claim: If my cup wont hold but a pint, and yours holds a quart, wouldnt you be mean not to let me have my little half measure full? (Truth 1). The use of the specified juxtaposition contributes to the overall argument regarding the need for equity and equality in the womens movement. The application of implicit simile in Sojourner Truths speech creates the same, albeit slightly less powerful, effect: twixt the negroes of the South and the women at the North (Truth 1). The lesser impact that simile produces can be attributed to the absence of a stark contrast within the statement. Furthermore, the specified component is also representative of metaphor, which Sojourner Truths speech is rife with, also creating an impression of honesty and authenticity, as well as creating a shorthand to convey an idea to which the audience can relate immediately.

Finally, one should mention the role that informal speech and slang play in Sojourner Truths speech. Specifically, the specified components allow her argument to sound authentic and sincere: and now old Sojourner aint got nothing more to say (Truth 2). The integration of informal speech indicates that Sojourner Truth speaks passionately and straightforwardly. As a result, the incorporation of informal elements does not make her argument seem any lesser in value but, instead, enhances its power and effect.

Using a variety of literary devices ranging from the incorporation of key rhetorical elements to the integration of tools such as metaphors, allegories, alliterations, and slang in Aint I a Woman?, Sojourner Truth manages to convey her compelling message. She fulfilled her duty to raise awareness of the challenges women of the 1800s faced due to bias based on gender and race and to encourage others to stand up for the rights of women of color and women. As she concluded, she successfully incited a desire for change among women, leading to the long-sought-after rights for women.

Work Cited

Truth, Sojourner. Aint I A Woman? Florida Center for Instructional Technology, 1851, pp. 1-2.

I watched three self-introduction speeches from women of different ages. In all examples, the speakers used engaging and straightforward language and structured their narrative, making the contents of each address easy to follow. For instance, Kierstyn Freeman started her presentation by numbering the points she was going to cover during the speech (Self Introduction Speech). This choice allowed her to stay focused on the subjects she was discussing. At the same time, the listener knew what to expect and when the introduction was coming to a conclusion. The other two examples did not use this tactic, and their speeches did not have the same feeling of completeness as a result.

The subjects covered in each video also differed and produced varying results. Freeman and Sadovnik both talked about their previous experience and their current occupation, as well as their hobbies and aspirations (Self Introduction Speech, Self Introduction Speech: Public Speaking). In contrast, Lu did not mention anything about her personal interests and hobbies, focusing solely on work-related achievements and ideas (Ying-Ying Lu, 1-min. Self-Introduction). While this approach shows the speaker as a highly-motivated individual, it does not say much about ones character. As a result, the listener does not learn anything beyond the speakers job history.

The length of the three speeches varied from one to two minutes. Overall, the introductions were short enough for the listener to focus on what the speaker was saying. On the one hand, Lus video  the shortest one  appeared to progress quickly and concentrated too much on one subject to learn about the speaker. On the other hand, Sadovnik could shorten her speech as she spoke calmly and slowly, while other introductions sounded more assertive. Overall, the videos were concise and did not include any unnecessary information.

Works Cited

Self Introduction Speech. YouTube, uploaded by Kierstyn Freeman, Web.

Self Introduction Speech: Public Speaking. YouTube, uploaded by Vicky Sadovnik, Web.

Ying-Ying Lu, 1-min. Self-Introduction. YouTube, uploaded by Ying Lu, Web.

Ethos

Steve Jobs begins his 2005 speech at Stanford University with a rather emotional but short greeting. Jobs, at that time, was already a famous person and began his speech with understandable and straightforward words, thereby establishing the ethos, or in other words, conquering the public. In addition, it is highly indicative that Jobs began his graduation with a story about how he left him. It can be said that Jobs established the ethos with his authority even before he began to speak. Nevertheless, he concretized his merits, constantly, but not boastfully, recalling precisely what heights the speaker reached and why this is important in the context of the story he tells.

Pathos

This combination of ethos and pathos, from the very beginning of the speech, captured the audience. The speaker skillfully kept the storys pace, maintaining the intonation for a more significant effect of humor, which he sought, judging by the smiles and laughter (Stanford, 2005). The style and tone of the narration remain flat, without shouting or unique gestures. Nevertheless, fleeting glances, smiles, and the play of the speakers intonations create a unique pathos in the speech that is successful among the audience.

Logos

His stories have the same structure: an example from the past, a reflection on the present, and morality. Thus, with the help of metaphors, the logos that Jobs uses in his speech are manifested. Maintaining this structure carries with it the style of logos characteristic of Jobs speech: repetition of the essential phrases reflecting morality, preceded by simple, unadorned life stories. Drawing a logical conclusion from such lifes little things, Jobs shows how he achieved success and wishes the same to graduates, adding an emotional component in the form of a restrained smile.

References

Stanford. (2005). Steve Jobs 2005 Stanford Commencement Address [Video file]. YouTube.

Notably, both speeches are persuasive and inspirational; they aim to evoke listeners thoughts and motivate them to change in life. Hence, the rhetorical mode of both videos is persuasion, which is a style of reasoning that includes a call to action aimed at the audience (Beqiri). The first speech by Jim Carrey concentrated on explaining how fear and ego place obstacles on the way to living a happy life and doing beautiful things (After Skool). People must choose between love and fear, and Jim Carrey attempts to inspire listeners to choose love and be open to new opportunities with faith. In the second video, Chris Do describes the concept of a mirror mask, which symbolizes the fake identity that we want to create (The Futur). Nonetheless, he persuades listeners of how vital self-acceptance and confidence are.

Both speeches use comparison and contrast via metaphors. Essentially, a metaphor is a rhetorical device in which one item is explicitly likened to another (Beqiri). For instance, Jim Carrey describes life with fear and without; he uses many metaphors, such as I am here to plant a seed, meaning giving listeners a fresh start in life (After Skool 00:00:10-00:00:12). The second example is Your job is to open the door in your head, which refers to being ready for new opportunities (After Skool 00:04:05-00:04:07). Chris Dos description of a mirror mask is a metaphor as well; he argues, We all walk around with a mask that we think is a mirror and then reflects the world, and we have a completed vision of who we are (The Futur 00:00:09-00:01:15). Chris Do adds that the mirror masks people that take a lot of work and effort. Nonetheless, the world already sees each individual for who they are; thus, self-acceptance and confidence are crucial for happiness.

The fundamental difference between the two speeches is that one describes a more personal experience of the speaker for listeners persuasion while the other one is more abstract. When discussing the concept of self-acceptance, Chis Do tells a story to make it personal (The Futur). He mentioned the period when he started doing YouTube videos and how he was very reluctant and scared. On the contrary, Jim Carrey, in his speech, does not provide stories but instead discusses ideas philosophically and abstractly (After Skool). He claims that hope is the beggar, and people should focus more on faith in their strengths.

Works Cited

After Skool. The Need for Acceptance Will Make You Invisible  Jim Carrey. YouTube, uploaded by After Skool, 2017.

Beqiri, Gini. Rhetoric: How to Inform, Persuade, or Motivate your Audience. VirtualSpeech, 2018.

The Futur. Learn Self-Acceptance Self-Confidence by Letting Go of Ego & Being Yourself. YouTube, uploaded by The Futur, 2018.

While persuasive and informative speeches are related, they are distinct in several ways. The process of preparing and presenting informative and persuasive speeches may have a common element. Principally, the method and process first involved the identification of the goal and purpose of the addresses. Informative speeches are the most predominant, and the primary goals are to pass information. Though persuasive speeches tell the audience what to do with the knowledge, Informative speeches do not have a call to action. Identifying the goal of a persuasive and informative speech is necessary for clarity purposes. Secondly, we determined the thesis, core argument of the address. Thus, it was easy to identify the stylistic strategies in quest of the end purpose. The core argument of a speech will determine whether it is informative or persuasive. The process for each presentation took into consideration the envisioned audience addressed in the presentation. A persuasive presentation aims to relay information to the audience and influence their views and beliefs.

Notably, there are instances where the goals of a presentation are not achieved. However, a few pointers contributed to the success of our speeches. First, having a clear proposition of an address influenced the process of research and writing, ensuring that the thesis statement mirrored down to a specific topic. Also, narrowing down the topic should match the intended purpose and the target audience (Smith). A contracted argument ensured that the subject had direction and clarity for easy understanding. One of the most challenging parts of speech writing and delivery is the lack of audience consideration. Audience analysis entails acquiring information about the audience to establish and understand their values, beliefs, needs and expectations, and opinions (Smith). Having recognized our audiences needs ensured that the topic considerations were appropriate for the given audience.

Even though the objective of the presentation was to remain cohesive and straightforward, there were significant elements that need practice. Communicating to an audience is outstandingly tricky, and the struggle to stay consistent in the speech was evident. Some instances of rush through the address might have made the audience overlook the most critical points. One major limitation that we faced was the timeframe of our presentation concerning the topics. For instance, trying to get together and deliver information in ten minutes may not be realistic for a broad topic. Trying to squeeze all of our ideas to fit a short time frame did not work in our favor. Narrowing our ideas into portions that would be more manageable and deliverable within the allocated time would be appropriate. Focusing on material that can be within a specific timeframe was more probable to archive the objectives of the sessions at the end of the expositions.

The vocal delivery of presentations needs improvements to make the speeches clearer, credible and engaging. Some components of speech delivery, such as rate, articulation, volume, and fluency, are essential elements to consider. On the one hand, vocal delivery can aid in engaging and drawing the attention of the audience. Contrarily, it will ensure that information and thoughts are communicated clearly. Additionally, scholars argue that one can never be too prepared for anything. Vigilant, well thought, and timely preparation is essential to avoid a last-minute rush. It is always a good idea to prepare early for a staging which helps to manage speech nerves. Another strategy that I would polish is to begin the presentation with an interesting question or story (Smith). Queries and reports will help to draw the audiences attention from myself to the speech itself.

Comparing the Muhammad Ali informative speech and the Fake News Should Be Illegal persuasive speech is completely interesting because they are different topics and different types of addresses. Firstly, both speeches have a precise topic and a narrowed down thesis statement that ensure the speeches are informative and persuasive. Both speeches have a common objective: to be clear and ensure that the audience understands the intended information and ideas. In contrast, the Mohammad Ali speech shares information to provide and increase fundamental understanding of a topic, i.e., the career and legacy of Mohammad Ali. Fake News Should Be Illegal speech pauses a problem and provides a solution. For instance, the narrator gives background information to persuade the audience of the impact of fake news and the solution; Fake News Should Be Illegal. The Mohammad Ali speech gives straightforward facts about the topic. At the same time, Fake News Should Be Illegal speech gives vital comparable points for each side, making informative and comparative speeches different.

In essence, some speeches may cover both aspects of persuasive speeches and educational speeches. Moreover, persuasive speeches use information just like informative speeches. The difference is usually in the design and the intended purpose. Compelling presentations depend on the audiences emotions to convince and relay a viewpoint. Moreover, one should make a deliberate effort to evade some shared faults that people make in speeches. The success of the address would be dependent on the outcome of the

Work Cited

Smith, Jordan. Presentations. Communication @ Work, Simple Book Publishing, 2019.

Introduction

Malala Yousafzai was a schoolgirl from Pakistan who gave a speech to the Office of the Secretary Generals Envoy on Youth and thousands of proficient grownups on her 16^th birthday. The day when the speech was being conveyed was called Malala day (Yousafzai 1). The audience was gathered in the United Nations headquarters in New York City, where the girl delivered her discourse on education. The girl intended to campaign for free and compulsory education for all children. The teenagers interest in speaking about education developed after being shot in the forehead by the Taliban with other friends on a bus from school for conflicting Taliban constraints on female education. In the speech, Yousafzai focused on ladies rights and girls education since they were the victims. The purpose of the speech was to unite and help society ensure that education becomes a right for every child.

The Success of the Speech

Yousafzai was a young Pakistani girl who valued learning most. On her 16^th birthday celebration, Malala Day, she gave a speech on education at the UN headquarters in New York City. Although the girl was young, her words impacted many peoples lives (Yousafzai 1). The audience included UN Secretary-General Ban Ki-moon, honored president of the General Assembly Vuk Jeremic, UN envoy for global education Gordon Brown, esteemed elders, and professional adults whom she referred to as brothers and sisters. The day was meant for women, boys, and girls who raised their voices to demand their rights. At the age of 15 years, the girl was shot in the forehead on a school bus with the company of other friends because the terrorists were opposing learning. Despite the shootings, Yousafzai did not give up on achieving her goals but became more courageous and powerful. The girl was not interested in revenge but felt more motivated to encourage other people on the need for education.

The girl was more interested in ensuring every child had access to free and compulsory education. Yousafzai states, I do not know what people would expect me to say, but first of all, thank you to God, for we all are equal (Yousafzai 2). The girl argued that she lacked words to express her happiness for getting a chance to address the audience after a long period spent in the hospital because of the Taliban attacks. The girl said that no one is more special than others before God. Therefore, everyone deserves the right to education, no matter their gender. The teenager supported the Global Education First Initiative by the UN Secretary-General Ki-Moon and had good headship from other leaders, especially in supporting education.

Yousafzais speech represented many social laborers and human rights campaigners struggling to attain educational, equality, and peace goals. The girls message to the UN representatives was that people should stop being killed by the Taliban and that every person deserves the right to live peacefully (Yousafzai 3). Yousafzai agreed when she noted, I speak not for myself, but so that those without a voice can be heard (Yousafzai 3).

In other words, the girl was ready to fight for weak people who deserved their rights for self-respect and fairness of job chances, education, and peace. The girl intended to educate the audience that there were children who did not have equal access to education, especially girls, and come up with an initiative to end the situation.

The activist assured the audience of education for all children by calling upon all governments to offer free and compulsory education, safeguard people against terrorism and defend children from violence and mischief. The girl argues that success cannot come if some people are held back by a lack of education (Yousafzai 3). The girl achieved her purpose of ensuring that every child had access to education because the Malala petition led to the success of Pakistan signing a 2012 Bill on the Right to Education. All children between 5 and 16 years were assured of free access to education, and parents who went against the law and employers who hired school-aged children were imprisoned.

Word Choices Used by Yousafzai

The girl uses a persistent tone, strong pathos, logos, and powerful ethos to help the audience view a girls education as equal to that of a boy. Yousafzai wants to assist the reader in knowing how a girl feels fighting for other girls education (Yousafzai 3). The teenager uses ethos by presenting herself as just a normal and a representative of other girls who yearn for education. Yousafzai agrees when she says, I am one of them. So I stand, one girl among many (Yousafzai 3).

In other words, the girl meant that she was ready to speak up for all girls who needed education, but their voices could not be heard for various reasons, and she was at once in that situation. The girl claims, I am the same Malala. My ambitions are the same. My hopes are the same (Yousafzai 3). The basis of Yousafzais argument is that despite the Taliban shooting her, she was still motivated to achieve her goals in education, and nobody prevented her.

The use of ethos helped the spectators to build more trust with Yousafzai. The audience got more encouraged that despite all the barriers to achieving goals, the most important thing is gaining more courage and strength to conquer (Yousafzai 3). The use of logos demonstrates facts when the girl states, They are afraid of women. This is why they killed 14 innocent students, and this is why they kill female teachers frequently (Yousafzai 3). In other words, Yousafzai argues that the terrorists know that women can be the best leaders in education and management, and that is why they put effort into killing the ladiesusing pathos stresses the importance of having something when in a worse situation. Yousafzai states, We realize the importance of light when we see darkness (Yousafzai 3). The girl insists that education is needed, whether life runs smoothly or not.

In the speech, the girl argued that education should be prioritized. Yousafzai claims that one child, one teacher, one book, and one pen can change the world (Yousafzai 4). In this context, the girl means that education is the only solution to reducing poverty, illiteracy, and terrorism. Yousafzai stated, I am not telling men to step away from speaking for womens rights; rather am focusing on women to be independent to fight for themselves (Yousafzai 3).

The girl argued that education opens up the minds of females and that they can speak for themselves to acquire rights. To express persuasive language, Yousafzai uses we call upon and let us to insist on the importance of education. The use of word choices encourages the audience to keep trying something for goal achievement no matter how many times one fails because one day, one will enjoy the fruits of their labor.

Conclusion

To conclude, Yousafzais speech intended to ensure that every child had access to free and compulsory education, regardless of gender. The girl aimed to fight for the rights of people who were weak and whose voices could not be heard. Yousafzai encouraged the audience that they can consistently achieve their goals by being courageous and strong no matter the situation. The girl fought to ensure that sons and daughters of terrorists acquired education because this was the only solution to poverty, terror, and illiteracy.

Works Cited

Malala Yousafzai. United Nations, New York City, New York: UN Speech on Education, 2013. (14).

To achieve the desired level of attention to the issue, the author calls on the audiences feelings of respect towards her and her peers for her effort, which provides ethos. Suzuki calls for the audiences reason and rationale when she states that if you dont know how to fix it, please, stop breaking it (00:02:33). Suzuki begins her speech with a rhetorical question to put an emphasis on the issue. The author states her adverse personal experiences to appear to be a moral person and to add ethos to her speech (Suzuki 00:01:02).

The primary part highlights the seriousness of the situation and continuously reminds us about the prospects of a bleak future for children. The orator also refers to the listeners directly by their titles in her juxtaposition which shows that they, too, are humans and are not above this issue (Suzuki 00:02:53). Suzuki uses anaphora in several successive sentences that she begins with I am only a child to make her opinion more emotionally appealing (00:03:15). In the end, Suzuki calls to the emotions of guilt by stating that what you do makes me cry at night (00:06:24). The author appears to rely primarily on ethos in her speech to convince the audience that her cause is right.

Works Cited

Suzuki, Severn. Severn Cullis-Suzuki at Rio Summit. YouTube, uploaded by We Canada.