Chris

· She is exposing what they say they have been working on to stop pollution in water. || · When she uses repetition and especially the example of “you” she is criticizing them of doing the wrong thing and telling them that they don’t have the answers to resolve the problems. || · She also does this to emphasis the importance for all people to get involved and change what the world looks like today. || · When she says “Did you have to worry about these little things when you were my age?” she is telling them that what they didn’t have to worry about she does and she has to clean up for their decisions to the environment. ||
 * ** technique ** || ** Example/quote ** || ** Effect ** ||
 * Personal anecdote || “I used to go fishing in Vancouver with my dad until just a few years ago we found the fish full of cancers. And now we hear about animals and plants going extinct every day — vanishing forever.” || · She is expressing herself by telling the audience a story to convince them that they are causing harm
 * repetition || “to” and “you” || · She uses repetition to keep the audience’s attention and also to keep on reminding them of a particular point.
 * statistics || “5 billion strong” and “30 million species” || · She uses statistics to show the adults that there is real truth to what she is saying.
 * Rhetorical question || “Then why do you go out and do the things you tell us not to do?” and “If a child on the street who has nothing, is willing to share, why are we who have everything still so greedy?” and “Did you have to worry about these little things when you were my age?” || · She uses rhetorical questions to keep the audience’s attention on the topic at hand.

Severn Suzuki is a 12 year old girl who stepped up to address the Earth summit in 1992. She made a speech on the environment and strongly expressed her concern for its future. She persuades the audience to change their actions towards the environment and poverty in the world today. She used many persuasive techniques to do this.

Firstly, Severn Suzuki uses a personal anecdote to persuade her audience. She used the short story “I used to go fishing in Vancouver with my dad until just a few years ago we found the fish full of cancers. And now we hear about animals and plants going extinct every day — vanishing forever” to convince them. By using this Severn Suzuki is exposing some of the lethal dangers that are doing to the world water-ways and major rivers, pollution.

Secondly, Severn Suzuki uses repetition in her speech to persuade the audience and explain that their ways are wrong. She uses “to” and “you” through-out her speech. The effect of using repetition is that she is keeping the audience’s attention and she is reminding them of a point that she is making during her speech.

Thirdly, She uses statistics in her speech, some example of her statistics that she has used include; “5 billion strong” and “30 million species”. Severn Suzuki uses these statistics to expose the real truth of the world and to emphasis the importance for all people to get involved and change the world for future generations.

Finally, Severn Suzuki uses rhetorical questions through-out her speech to persuade the audience. She uses examples such as; “Then why do you go out and do the things you tell us not to do?” and “If a child on the street who has nothing, is willing to share, why are we who have everything still so greedy?” and “Did you have to worry about these little things when you were my age?” in her speech. The effect of using these questions is that she keeps their attention on her topic and also she is making a point that is taken in by the audience to consider in their own lives.

Through-out Severn Suzuki’s speech she has used multiple numbers of persuasive techniques that have persuaded her audience to believe her point and what she has in mind about the environment and poverty in the world.


 * ======** Technique **====== || ======** Example **====== || ======** effect **====== ||
 * ====== 2nd person pronoun ====== || When you durst do it, then you were a man (When you dared to do it, that’s when you were a man), Which thou esteem’s the ornament of life (Will you take the crown you want so badly || ====== · Lady Macbeth uses it to put Macbeth on the spot and make him that think that he has done a bad thing. ======

· She also uses the word “you” to state that he needs to make it up to her by killing King Duncan.
||
 * ====== Rhetorical question ====== || ====== Know you not he has?, Hath he asked for me? , Why have you left the chamber? (Don’t you know he has?, Has he asked for me?, Why did you leave the dining room?) ====== || ====== · They are questions that Macbeth and lady Macbeth us at each-other to make each-other think about what they are saying and their point of view. ======

· They are using them to get into each-others head and make them think of their next response.
||
 * ====== Personal anecdote ====== || ====== Does unmake you. I have given suck, and know How tender ’tis to love the babe that milks me. (I have suckled a baby, and I know how sweet it is to love the baby at my breast.) ====== || ====== · Lady Macbeth uses this to show Macbeth what a wimp he really is and also that she is stating her point and that she wouldn’t back away from a promise. ======

· She also uses it to get Macbeth thinking of what he should do about the issue at hand.
|| __//** ﻿ **//__ Lady Macbeth uses 2nd person pronouns, rhetorical questions and personal anecdote to strongly express herself about how he made a promise to kill King Duncan and so he can be king. She uses persuasive language to convince him to kill the king and take the crown.

Firstly she uses 2nd person pronoun to persuade Macbeth to kill The King. She does this by saying When you durst do it, then you were a man and which thou esteem’s the ornament of life to persuade him. The result is that lady Macbeth puts him on the spot and makes him think of the bad thing that he has done. She also says the word “you” to tell him that he needs to make it up to her by killing the king.

Secondly she uses rhetorical questions all through their conversation. Some examples of her using them are Know you not he has? , Hath he asked for me? and Why have you left the chamber? She does this to make him think of their point of view and what she is thinking about the situation. She also does it to get into his head and, make him think of what he is doing.

Finally she uses a personal anecdote at the end of her conversation because she wants to reinforce what she has said before and finally to tell him that he should and needs to kill the King. To do this she uses the example of does unmake you. I have given suck, and know how tender ’tis to love the babe that milks me. Translated it means I have suckled a baby, and I know how sweet it is to love the baby at my breast. She does this to expose to him that he is not a man but a wimp and also that she would never back away from a promise. She also uses it to show him that he needs to deal with the issue at hand.

Throughout this conversation between Macbeth and Lady Macbeth there are some very strong expressions being exposed by both people? Lady Macbeth especially in her last statement she says a lot of things that hit hard to Macbeth thought’s.

-to express to people to help them and provide them with support to restart and re build. || -to indicate to people the amount of support that is being provided for them. -shows people really what has been done to the small city of Christchurch. || -to make the words after them sound worse and to make it better and more interesting to read. || T his report is about the earthquake in Christchurch New Zealand. This report was reported by the Sydney Morning Herald. It was a horrible earthquake because it caused more damage than the first on because it happened in the middle of the day and that was when everyone was at work, school, shopping or even at the café.
 * ** Technique ** || ** Example ** || ** Effect ** ||
 * Personal anecdote || We just don't know if there were people underneath, so all we can do now is just pray., I don't think we can go past the fact that we may well be witnessing New Zealand's darkest day, || -to show to other people how the people of new Zealand have been affected.
 * Stastics || Rescuers had pulled 120 people alive from the rubble, 400 army personnel are expected to be on duty today. || -to show the world the real damage that is being done.
 * Powerful Adjectives || Swamping, blacked, trapped, jumped and abseiled || -to make the statement before sound exaggerated.
 * Powerful verb || Shaken || -the word shaken is used in the report to express to the public just how rough and unexpected the aftershocks were to the New Zealanders. ||

Firstly the reporter uses person anecdotes from people that they interview. Examples of this are We just don't know if there were people underneath, so all we can do now is just pray., I don't think we can go past the fact that we may well be witnessing New Zealand's darkest day,. The effect of these is that so the public can realize how the New Zealander’s have been affected and also to express themselves to other people to provide support and aid form them.

Secondly they use statistics such as Rescuers had pulled 120 people alive from the rubble, 400 army personnel are expected to be on duty today. By the reporter using these they are exposing to the world the real damage that has been done and also to show the world how much support is being given to the small city of Christchurch.

Thirdly they have used powerful adjectives such as Swamping, blacked, trapped, jumped and abseiled to make the report sound better and also to make it more interesting for the public to read.

Finally the reporter uses powerful verbs to show how the aftershock affected the small city and also what damage the much smaller earthquakes can produce. An example of a powerful verb that is used in this report is “Shaken” and it refers to the effect of the aftershocks.

In this report, provided my SMH you can see that there are many persuasive techniques all through this report and they all have a particular purpose throughout the report. But this report has a very bad image on what the future for Christchurch is and also what lies ahead for them.

**Henry V St Crispin's Day speech**

Henry V makes a speech to his troops when they are about to fight the French on St Crispin’s Day. In his speech he uses persuasive techniques and refers to all of their manhood, bravery and courageousness to make them fight.

Henry V appeals to their manhood to motivate them to fight against the French. He does this by using the example “band of brothers” which shows his troops that they are all the same and no-one is higher or lower than anyone else. Henry V uses alliteration to express to their manhood that they are all together to bring them to victoria. When Henry refers to their manhood he is making them fight against the French.

Henry V also persuades his men to fight and convinces them that it is an honourable thing that they will do during their life. Henry uses the example of himself by saying that he cares more about his honour that his personal belongings and his money. When henry does this he is showing his men that honour is more powerful than anything in their life. He uses a personal anecdote to express himself to his troops before battle. As he appeals to their honour for their life they are ready to fight in battle.

Henry the V strongly expressed the importance of the passing on of wisdom from father to son because it shows their children the great thing they did. To show them this he uses this example of “This story shall the good man teach his son”. This example strike the men’s manhood and makes them feel unintimidated by the enemy. When Henry uses this expression he is showing the men the importance to stay alive and together through this battle against the French.

Henry V convinces them that this battle is going to be a courageous one and all who participates will be forever courageous. He uses the example “one man more” to emphasise their manhood and that they don’t need any more men because they are going to be brave and courageous. This example is alliteration. When he says this he is showing them that they are big enough and strong enough to take on the entire army themselves. By henry saying those words he is confident that they are courageous enough to win the battle on St Crispin’s day.

The speech that King Henry V makes to his troops is extremely persuasive because he has used many techniques to encourage them to fight. He has mentioned their honour and bravery to make them feel stronger and ready. He has also said that they were a band of brother and they fight to the end.

FAntastic efforts Chris. Excellent progress so far. A terrific attempt to use the PETAL scaffold for your Henry V analysis. Remember to include a quote - textual evidence in each of your paragraphs to enable you to discuss the techniques used effectively. Progress APA: 1 Miss A


 * Word meanings of the 50 words **

**Word meanings** ** Stereotype: ** a process, now often replaced by more advanced methods,for making metal printing plates by taking a mold of composedtype or   the   like in papier-mâché or other material and thentaking from this mold a cast in type metal. ** Appropriate ** : suitable or fitting for a particular purpose, person, occasion ** Composition ** : the  act   of combining parts or elements to form a whole. ** Controversial ** :of, pertaining to, or characteristic of  controversy   ; polemical:  // a // // controversial // // book. //    ** Emphasise ** :  sized, -siz·ing. to give emphasis to; lay stress upon; stress: //to emphasize apoint; to emphasize// the// eyes with mascara. //  ** Explanation ** :  the   act   or process of   explaining. ** Illustrate ** :to furnish (a book, magazine, etc.) with drawings, pictures,or other artwork intended for explanation, elucidation, oradornment. Presumably: ** Selection ** : to be selected. ** Provocative ** : Intending to provoke ** Striking ** : When something is so emphasised that it pops of the page ** Symbolic **__ : __ Something which shows a symbol ** Unique ** : Something like no other ** Certainty ** : How certain you are about something ** Accessible ** : Capable of being reached ** Distortion ** : A change for the worst ** Caricature ** : A character represented through exaggeration, humour etc ** Captivating ** : Something interesting that you ** Contentious ** : tending to argument or strife ** Credibility ** : capable of being believed; believable: // a // // credible // // statement. //   ** Disparage ** :   to speak of or treat slighting ** Homogeneous ** : composed of parts or elements that are all of  the   same kind ** Incongruous ** :out of keeping or place; inappropriate; unbecoming: // anincongruous // // effect; // // incongruous // // behavior. //   ** Indiscriminate ** :   not discriminating; lacking in care, judgment ** Impartial ** : not  partial   or biased; fair; just:  // an // // impartial // // judge. //    ** Endorsement ** :   approval or sanction ** Perceptive ** : having or showing keenness of insight, understanding, or intuition. ** Peripheral ** : concerned with relatively minor, irrelevant, or superficial aspects of the subject in question. ** Pervasive ** : to become spread throughout. ** Symmetry ** : the correspondence in size, form, and arrangement of parts on opposite sides of a plane, line, or point. ** Sophisticated ** : complex or intricate. ** Advocacy ** : the act of pleading for, supporting, or recommending. ** Annotate ** : to supply with critical or explanatory notes. ** Captivate ** : to attract and hold the attention or interest. ** Comparable ** : capable of being compared, having features in common with something else to permit or suggest comparison. ** Dominant ** : ruling, governing, or controlling, having or exerting authority or influence. ** Capture ** : to take by force or stratagem. ** Enticement ** : the act or practice of enticing, especially to evil. ** Effective ** : prepared and available for service, especially military service. ** Appeal ** : an earnest request for aid, support, sympathy, mercy. ** Modality ** : an attribute or circumstance that denotes mode or manner. ** Exposition ** : writing or speech primarily intended to convey information or to explain. ** Rhetorical ** : used for, belonging to, or concerned with mere style or effect. ** Guaranteed ** : a promise or assurance, especially one in writing, that something is of specified quality, content, benefit.