Chang

“You don’t know how to” || **It makes the sentence more firm, and highlights the main point of what the speaker is trying to say. It also allows the audience to focus and remember better of what the speaker is trying to say, by repeating the word numerous times ** ||
 * T.E.E table **
 * **technique ** || **Example ** || **Effect ** ||
 * ** 1) **** repetition ** || **“ **You don’t know how to”
 * ** 2) **** rhetorical question ** || Then why do you go out and do the things you tell us not to do? || **it basically asks the audience for their opinion for the matter, and it makes them agree or think about the question that is asked. By the question, they get to focus on the topic and rethink about their self ** ||
 * ** 3) **** personal anecdote ** || Two days ago here in Brazil, we were shocked when we spent some time with || **This tells the audience about the actual experience that the speaker had, and it makes the audience think about their own status and what they have done in their own life. That makes the audience reflect about a certain topic or problem, which again, engages the audience ** ||
 * ** 4)high modality ** || Should/must/will || **It exaggerates the importance and the seriousness of the speech and allows to pressurise, the audience and also has a effect of perfection ** ||

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** S **** ervern **** S **** uzuki’s **** s **** peech **** a **** nalysis **

<span style="background-color: aqua; color: black; font-family: 'Times New Roman',serif; font-size: 14pt; line-height: 115%; margin: 0cm 0cm 10pt;">Severn Suzuki, a 12year old girl, who was brave enough to stand in front of the “Earth submit” and in front of all the representatives from each countries from around the world in 1992. She has put in amazing effort of delivering a persuasive speech, using the essential techniques of persuasive language. <span style="background: none repeat scroll 0% 0% red; color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Firstly <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">, she makes frequent usage of repetition She said, **“** <span style="background: none repeat scroll 0% 0% lime; color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">You don’t know how to” “You don’t know how to <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">”. <span style="background: none repeat scroll 0% 0% fuchsia; color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">this makes the sentence more firm, and highlights the main point of what the speaker is trying to say. It also allows the audience to focus and remember better of what the speaker is trying to say, by repeating the word numerous times. It can also deliver the message that the speaker is saying more clearly and in a more convincing manner <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">. <span style="background: none repeat scroll 0% 0% red; color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Secondly <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">, she uses “ personal anecdote ”. She talks about “ <span style="background: none repeat scroll 0% 0% lime; color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Two days ago here in Brazil, we were shocked when we spent some time with…….”. <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">This tells the audience about the actual experience that the speaker had, and it makes the audience think about their own status and what they have done in their own life. That makes the audience reflect about a certain topic or problem, which again, Thirdly, she uses “ rhetorical question ”. She announced “ Then why do you go out and do the things you tell us not to do?”. She says this to basically ask the audience for their opinion for the matter and it makes them agree or think about the question that is asked. By the question, they get to focus on the topic and rethink about their self. Finally, she uses “ high modality ”. During the speech, she includes “you will”, "you must”, “you should” to exaggerate the importance and the seriousness of the speech and to pressurise, the audience .  <span style="background-color: aqua; font-family: 'Times New Roman'; font-size: 14pt; line-height: 14.25pt;">I believe that because of the appropriate usage of persuasive language throughout her speech, she has delivered her speech more clearly and demanded the representatives that the poverty and environmental damage is intolerant.

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 * Technique || Example || Effect ||
 * Rhetorical question || <span style="background-color: yellow; color: black; font-size: 10pt; line-height: normal; margin-bottom: 0cm;">If you weren’t a man, then what kind of animal were you when you first told me you wanted to do this? || By Lady Macbeth frequently asking rhetorical questions to Macbeth, This made Macbeth think of the entire question that lady Macbeth had asked. It also draws Macbeths attention more to the topic ||
 * Emotive language || I have suckled a baby, and I know how sweet it is to love the baby at my breast. But even as the baby was smiling up at me, I would have plucked my nipple out of its mouth and smashed its brains out against a wall if I had sworn to do that the same way you have sworn to do this. || This impacted on the act that Macbeth did when he didn’t do what he has sworn to. The emotive language makes it sound more dreadful and it really makes Macbeth feel that he has done the wrong thing. This makes persuasion of a person much more easier, as they feel more sorry about what they have done by a broad usage of emotive language ||
 * 2nd person || When you dared to do it, that’s when you were a man. And if you go one step further by doing what you dared to do before, you’ll be that much more the man.  || This highlights that “you” who is Macbeth, is involved in the topic, and it engages the listener more by highlighting that “you” dared to, “you” were a man. Lady Macbeth also uses high modality aside 2nd person to exaggerate the effect by even further. ||

Lady Macbeth, who is trying to persuade Macbeth in a conversation, uses a wide variety of persuasive language throughout the conversation. She has a good understanding and powerful speech that persuades Macbeth very easily. She continuously uses three persuasive technique in her speech. Rhetorical question, emotional language and 2nd person. Firstly, lady Macbeth uses a very powerful emotive language. She says “ I <span style="background-color: lime; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">have suckled a baby, and I know how sweet it is to love the baby at my breast. But even as the baby was smiling up at me, I would have plucked my nipple out of its mouth and smashed its brains out against a wall if I had sworn to do that the same way you have sworn to do this. “ she even says she would smash a babies brains out against the wall if she swore a promise. This impacted on the act that Macbeth did when he didn’t do what he has sworn to. The emotive language makes it sound more dreadful and it really makes Macbeth feel that he has done the wrong thing. This makes persuasion of a person much more easier, as they feel more sorry about what they have done by a broad usage of emotive language. Secondly, lady Macbeth repeatedly uses 2nd person. She repeats “<span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">When <span style="background-color: red; color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">you <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">dared to do it, that’s when <span style="background-color: red; color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">you <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">were a man. <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">And if you go one step further by doing what you dared to do before, you’ll be that much more the man. ” This highlights that “you” who is Macbeth, is involved in the topic, and it engages the listener more by highlighting that “you” dared to, “you” were a man. Lady Macbeth also uses high modality aside 2nd person to exaggerate the effect by even further. Lastly lady Macbeth broadly asks rhetorical questions. One of the question states “<span style="background-color: yellow; color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">If you weren’t a man, then what kind of animal were you when you first told me you wanted to do this? <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">” By Lady Macbeth frequently asking rhetorical questions to Macbeth, This made Macbeth think of the entire question that lady Macbeth had asked. It also draws Macbeths attention more to the topic.

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 * Technique || Example || Effect ||
 * Jargon || Another earthquake, measuring 7.1 on the Richter scale || The usage of a jargon has an effect of more detailed information of one topic, and it informs the audience easily with jargon words “7.1 on the Richter scale. ||
 * Emotional language || <span style="background-color: aqua; color: black; font-size: 11pt; line-height: 12.75pt; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">The historic Anglican cathedral has been the city's centrepiece for 107 years. When the September earthquake struck it stood firm, a symbol of endurance and hope. || This tells the audience how the cathedral that stood firm even after a earthquake and how it symbolises hope for the citizens in the Christchurch area. This gives the audience a very emotional sense that explains the hope of the people that were at the earthquake ||
 * Strong verbs || vehicles flattened, roads ruptured, and water and silt - earthquake liquefaction - swamping the central city. || This gives and explains how great the impact was from the earthquake, and how it destroyed the whole Christchurch area. The strong verb exaggerates the devastation that has happened which engages the audience into what has been happening ||

The earthquake that has struck New Zealand with devastating impact, has been a headline for many newspaper. Most newspaper uses a variety of persuasive language, which engages and catches the eyes of the world wide audience. Firstly, they use a very deep emotional language. The newspaper article stated that “ he historic Anglican cathedral has been the city's centrepiece for 107 years. When the September earthquake struck it stood firm, a symbol of endurance and hope. ” This tells the audience how the cathedral that stood firm even after a earthquake and how it symbolises hope for the citizens in the Christchurch area. This gives the audience a very emotional sense that explains the hope of the people that were at the earthquake. Secondly, the newspaper article widely uses strong verbs such as “ vehicles flattened, roads ruptured, and water and silt - earthquake liquefaction - swamping the central city. ” These strong verbs give and explain how great the impact was from the earthquake, and how it destroyed the whole Christchurch area. The strong verb exaggerates the devastation that has happened which engages the audience into what has been happening. Finally, they uses a very detailed jargon “ Another earthquake, measuring 7.1 on the Richter scale ” The usage of a jargon has an effect of more detailed information of one topic, and it informs the audience easily with jargon words “7.1 on the Richter scale.

Well done Chang. Excellent progress so far. I look forward to seeing your Henry V analysis. Progress APA: 1 Miss A

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HENRY V PERSUASIVE ANALYSIS [ST CRISPIN'S DAY]

<span style="font-family: 'Times New Roman',Times,serif;">Henry V in St Crispin’s day gives a persuasive speech to his army and appeals to their manhood, their honour and their courage before their awaiting battle against an army that has many more men. He delivers an excellent speech, and uses many persuasive techniques to give their army courage and strength. <span style="font-family: 'Times New Roman',Times,serif;">Firstly, Henry V lowers himself in the same state as their soldier by appealing to the armies manhood and saying “We few, we happy few, we band of brothers”. This not only appeals to the soldier’s manhood, but it also indicates that Henry V is also included in this “band of brothers” and it gives the soldiers the trust and faith that they are one solid group of men, brave men. This statement “We few, we happy few, we band of brothers” also has the usage of inclusive language. Henry V uses repetition of the word “we” to express how he is also in the same group as the soldiers and the soldiers are the equal as henry. The statement also has a repetition of the “F” sound which creates a brave and courageous affect and motivates the soldiers. This appeals to their manhood more easily and also motivates the whole army with the fact that their king/leader is fighting against the side of them.

<span style="font-family: 'Times New Roman',Times,serif;">Secondly, Henry V points a sharp sword against the army’s manhood and cowardice. He says “That he which hath no stomach to this fight, Let him depart. His passport shall be made, And crowns for convoy put into his purse”. He uses some very appropriate alliteration of the C sound “Crowns for Convoy”. This produces a sharp C sound which emphasises his disdain for any man who does not wish to fight with him. This reflects on each of the individuals’ cowardice and manhood.

<span style="font-family: 'Times New Roman',Times,serif;">Thirdly, Henry V emphasises the duty of a good father and passing on wisdom to their child. He states “This story shall the good man teach his son”. Henry V expresses importance of passing on of wisdom from father to son by saying the following sentence and highlights what a real good father would do, and the importance of fighting, surviving, and passing on the wisdom of the St Crispin’s day.

<span style="font-family: 'Times New Roman',Times,serif;">Lastly Henry V highlights the importance of a man’s honour and bravery. He says “Then will he strip his sleeve and show his scars”. Henry V uses a Sibilance which appeals to our sense of sound. It sounds fierce and also highlights his determination to win and pride at having fought in the battle. He indicates that the scars that we get in this battle are nothing but a sign of bravery and honour which again, appeals to the army’s manhood, bravery and honour.

<span style="font-family: 'Times New Roman',Times,serif;">Henry V broadly uses wise words and persuasive techniques to persuade and motivate the army that he had for St Crispin’s day. He also appeals to the army’s manhood, bravery; cowardice and responsibility. I personally think that it was his speech which led their army into victory and glory in St Crispin’s day.

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<span style="font-family: 'Times New Roman',Times,serif;">[assessment words definition]
Donor: a person who gives or donates. Diplomacy: the conduct by government officials of negotiations and other relations between nations. Euthanasia: Also called mercy killing. The act of putting to death painlessly or allowing to die, as by withholding extreme medical measures, a person or animal suffering from an incurable, especially a painful, disease or condition. Innovation: something new or different introduced Ethics: a system of moral principles

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[50 words Definitions] Representation: a presentation to the mind in the form of an idea or image Appropriate: give or assign a resource to a particular person or cause Composition: the spatial property resulting from the arrangement of parts in relation to each other and to the whole Controversial: marked by or capable of arousing controversy Emphasise: underscore: give extra weight to (a communication) Explanation: a statement that makes something comprehensible by describing the relevant structure or operation or circumstances etc.  Illustrates: clarify by giving an example of illustrate - depict with an illustration Presumably: by reasonable assumption Selection: choice: the act of choosing or selecting Prompt: motivate: give an incentive for action Provocative: tending or serving to  [|provoke]  ; inciting, stimulating, irritating,or vexing. Striking: attractive; impressive:  // a //  // scene //  // of //  // striking //  [|//beauty//] //. // Symbolic:  relating to or using or proceeding by means of symbols; "symbolic logic"; "symbolic operations"; "symbolic thinking" Unique: existing as  [|the]  only one or as the sole example; single;solitary in type or characteristics:  // a //  // unique //  // copy //  // of //  // anancient //  // manuscript. // Certainty:  the state of being certain; "his certainty reassured the others" Accessible: easy to approach, reach, enter, speak with, or use. Distortion: the state of being  [|distorted]  or  [|the]  relative degree or amountby which something is distorted Caricature: a picture, description, etc., ludicrously exaggerating  [|the]  peculiarities or defects of persons or things Captivating: to attract and hold  [|the]  attention or interest of, as by  [|beauty]  or excellence; enchant:  // Her //  // blue //  // eyes //  // and //  [|//red//] // hair captivated //  // him. //  Derivative: derived function: the result of mathematical differentiation; the instantaneous change of one quantity relative to another Contentious: inclined or showing an inclination to dispute or disagree, even to engage in law suits Credibility: the quality of being believable or trustworthy Disparage: express a negative opinion of   Divergent: diverging from another or from a standard Homogenous: all of the same or similar kind or nature Incongruous: lacking in harmony or compatibility or appropriateness Indiscriminate: failing to make or recognize distinctions Impartial: showing lack of favouritism Endorsement: a promotional statement Engender: call forth Perceptive: of or relating to perception Peripheral: on or near an edge or constituting an outer boundary Pervasive: spreading or spread throughout Symmetry: an attribute of a shape or relation Sophisticated: having or appealing to those having worldly knowledge and refinement and savoir-faire Advocacy: active support of an idea or cause etc. Annotate: add explanatory notes to or supply with critical comments Captivate: capture: attract; cause to be enamoured Comparable: able to be compared or worthy of comparison Discernible:  perceptible by the senses or intellect Dominant:  exercising influence or control Capture:  succeed in representing or expressing something intangible Enticement:  temptation: something that seduces or has the quality to seduce Effective:  producing or capable of producing an intended result or having a striking effect Appeal:  invoke: cite as an authority; resort to    Modality:   a classification of propositions on the basis of whether they claim necessity or possibility or impossibility Exposition:  a systematic interpretation or explanation (usually written) of a specific topic Rhetorical:  given to rhetoric, emphasizing style at the expense of thought Guaranteed:  a promise or assurance, especially one in writing, thatsomething is of specified quality, content, benefit, etc.