Carter


 * ** Technique ** || ** Example ** || ** Effect ** ||
 * Rhetorical Question || Did you have to worry about these little things when you were my age? || A rhetorical question can evoke an emotional response and it encourages the audience to consider the issue and accept it. ||
 * 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. || A personal anecdote is a short story within a text which gives the reader a detailed explanation of the authors experience with someone or at some place. ||
 * Repetition || We buy and throw away, buy and throw away, and yet northern countries will not share with the needy. || Repetition makes the quote memorable and highlights a main idea. ||
 * 2nd person pronoun || “You are what you do, not what you say.”

If you don’t know how to fix it, please stop breaking it! || Directing the quote at the reader to captivate their attention and to make them think about themselves and their actions || In 1992, Severn Suzuki from Canada addressed adults pleading them to listen to the children of the world and take action against poverty and preserve the environment for years to come. She used a number of techniques to persuade her audience. Firstly, Suzuki uses rhetorical questions such as; ‘did you have to worry about these little things when you were my age?’ A rhetorical question can evoke an emotional response and it encourages the audience to consider the issue and accept it. Secondly, she makes use of a personal anecdote and quotes; ‘ 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.’ A personal anecdote is a short story within a text which gives the reader a detailed explanation of the authors experience with someone or at some place and it creates images for the audience. Thirdly, Suzuki uses repetition such as, ‘we buy and throw away, buy and throw away’. Using repetition makes the quote memorable and highlights a main idea that the audience need to consider in a personal way. Finally, 2nd person pronouns are used regularly throughout her speech. ‘ You are what you do, not what you say,’ and ‘If you don’t know how to fix it, please stop breaking it!’ are two examples of directing the quote at the reader to captivate their attention. Writing in second person also makes the audience think about themselves and their actions and what they can do to help. Severn Suzuki delivers a very persuasive speech about how adults can conserve the environment for future generations and end poverty. She outlines the need for adults to take responsibility for their actions and she uses many techniques to help persuade her audience to make a change.
 * Severn Suzuki Response- **

=A broken city: fears earthquake death toll will reach 200 =

THE death toll in the Christchurch earthquake stood at 65 last night, and there were fears it would exceed 200 as rescue teams in New Zealand's second largest city searched frantically all night for survivors. Up to 200 people were feared trapped in buildings that collapsed as an earthquake of magnitude 6.3 struck at lunchtime yesterday. Bystanders described the city as a war zone, with dead bodies lying on streets, buildings demolished, vehicles flattened, roads ruptured, and water and silt - earthquake liquefaction - swamping the central city. The blacked out central city was under heavy security last night. About 400 army personnel are expected to be on duty today. As aftershocks struck, office workers jumped from fourth floors, abseiled down the side of collapsed office blocks or were rescued by cherry pickers while gas mains ruptured, and fires broke out, threatening to engulf the city centre. Christchurch Hospital was unable to cope and the city ran out of ambulances. Private cars ferried people to medical help and many of the injured were taken to other towns. The Prime Minister, John Key, confirmed the death toll at 65. The opposition Labour leader, Phil Goff, who also flew to the city, said police had told him that between 200 and 300 people might be dead. The mayor of Christchurch, Bob Parker, said at least 100 people were trapped in about six sites and up to 200 people could be trapped across the city. I don't believe there will be thousands dead, but we're certainly talking dozens of people who are in peril and they may not be able to be saved. Last night Sky News reported that rescuers had pulled 120 people alive from the rubble. A state of emergency was declared and the central business district evacuated. Power and gas were shut off to prevent fire. The city's water and sewerage was damaged and people were urged to conserve and boil water. Mr Key said extra police and army reinforcements had been brought in to help. I don't think we can go past the fact that we may well be witnessing New Zealand's darkest day , he said. The Australian Prime Minister, Julia Gillard, told Parliament she had spoken with Mr Key. I said very simply to him that anything we have got that they need we will get to them. The air force flew a NSW search and rescue team of 40 to New Zealand and more help is on the way. At least 8000 Australians are thought to be in the area. The earthquake hit at 12.51pm (10.51am Sydney time). <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 12.75pt; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">Another earthquake, measuring 7.1 on the Richter scale, struck Christchurch on September 4 and the region has since been shaken by aftershocks. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 12.75pt; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">Large parts of the city and suburbs to the south - including Lyttelton where the quake was centred at a depth of five kilometres - were hit. Wharves at Lyttelton Port, the region's main shipping terminal, suffered damage but reopened within hours. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 12.75pt; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">The earthquake caused the New Zealand dollar to drop by more than 1¢ against the US dollar. Economists believe the damage bill will exceed the $NZ6 billion cost in September. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt;">The manager of the data centre at the Institute of Geological and Nuclear Sciences, Kevin Fenaughty, said this earthquake caused more damage than the one in September because of its shallowness. <span style="background: lightgrey; font-family: 'Calibri','sans-serif'; font-size: 10pt;">''It's a nightmare. A lot of people were just getting back on their feet after the original quake.'' <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 12.75pt; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">There were fears for people trapped in offices including the Canterbury Television building and the Pyne Gould Guinness building. A group of Japanese exchange students were reportedly among those trapped. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; 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. <span style="background: red; color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt;">That time, much of the city was tucked up in bed <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt;">, the CBD deserted. Not so yesterday. The CBD was on its lunch break. People were shopping, eating in offices or restaurants. A few were in the cathedral when the quake hit. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 12.75pt; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">The 63-metre cathedral spire rocked, swayed and fell. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 12.75pt; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">The dean, Peter Beck, could not confirm if any were under the rubble. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 12.75pt; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">We just don't know if there were people underneath, so all we can do now is just pray.

<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 12.75pt; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">Techniques: Evidence, High Modality, adjectives, personification, alliteration, personal anecdote

**//Earthquake Response//** ‘A broken City’ is an article describing the devastation and damage of the recent Earthquake to strike Christchurch in New Zealand. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">Firstly, the article makes use of evidence and states some very important facts that readers are keen to know. “Measuring 6.1 on the Richter scale” and “ Last night Sky News reported that rescuers had pulled 120 people alive from the rubble”. These statistics show the reader what is occurring and grabs their attention and makes them realise how bad the earthquake is. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">Secondly, the author makes use of High modality. “I said very simply to him that anything we have got that they need we will get to them” is a technique that shows dominance and a signal of strength and leadership. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">Finally, the article shows signs of alliteration and is used in “I don't think we can go past the fact that we may well be witnessing New Zealand's darkest day”. The author uses this technique to catch the reader’s attention it and expresses the impact of the earthquake. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; margin: 0cm 0cm 9.6pt; vertical-align: baseline;">In conclusion, ‘A broken city’ persuades the reader through several persuasive techniques. The article evokes an emotional response and feelings of concern and fear for the people of Christchurch as they begin their search for survivors and mourning lives that have been lost.

He has almost supped. Why have you left the chamber? || **LADY MACBETH** He has almost finished dinner. Why did you leave the dining room? || Hath he asked for me? || **MACBETH** Has he asked for me? || Know you not he has? || **LADY MACBETH** Don’t you know he has? || He hath honored me of late, and I have bought Golden opinions from all sorts of people, Which would be worn now in their newest gloss, Not cast aside so soon. || **MACBETH** We can’t go on with this plan. The king has just honored me, and I have earned the good opinion of all sorts of people. I want to enjoy these honors while the feeling is fresh and not throw them away so soon. ||
 * === Original Text === || === Modern Text === ||
 * || Enter **LADY MACBETH** || **LADY MACBETH** enters. ||
 * || How now! What news? || What news do you have? ||
 * || **LADY MACBETH**
 * 30 || **MACBETH**
 * || **LADY MACBETH**
 * 35 || **MACBETH**We will proceed no further in this business.
 * 40

45 || **LADY MACBETH** Was the hope drunk Wherein you dressed yourself? Hath it slept since? And wakes it now, to look so green and pale At what it did so freely? From this time Such I account thy love. Art thou afeard To be the same in thine own act and valor As thou art in desire? Wouldst thou have that Which thou esteem’st the ornament of life, And live a coward in thine own esteem, Letting “I dare not” wait upon “I would, ” Like the poor cat i' th' adage? || **LADY MACBETH** __** Were you drunk when you seemed so hopeful before? **__ From now on this is what I’ll think of your love. Are you afraid to act the way you desire? Prithee, peace: I dare do all that may become a man; Who dares do more is none. || **MACBETH** Please, stop! I dare to do only what is proper for a man to do. He who dares to do more is not a man at all. ||
 * __ Have you gone to sleep and woken up green and pale in fear of this idea? __**
 * __ Will you take the crown you want so badly, or will you live as a coward, always saying “I can’t” after you say “I want to”? __**
 * __ You’re like the poor cat in the old story. __** ||
 * || **MACBETH**
 * 50

55 || **LADY MACBETH** What beast was ’t, then, That made you break this enterprise to me? When you durst do it, then you were a man; And to be more than what you were, you would Be so much more the man. Nor time nor place Did then adhere, and yet you would make both. They have made themselves, and that their fitness now Does unmake you. I have given suck, and know How tender ’tis to love the babe that milks me. I would, while it was smiling in my face, Have plucked my nipple from his boneless gums And dashed the brains out, had I so sworn as you Have done to this. || **LADY MACBETH** __** If you weren’t a man, then what kind of animal were you when you first told me you wanted to do this? **__ __** 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. **__ The time and place weren’t right before, but you would have gone ahead with the murder anyhow. Now the time and place are just right, but they’re almost too good for you. 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. **__ ||


 * ** Technique ** || ** Example ** || ** Effect ** ||
 * Rhetorical Question || “If you weren’t a man, then what kind of animal were you when you first told me you wanted to do this?” || The rhetorical question evokes emotion and gains the attention of the audience and the need to consider the issue and accept it. ||
 * Personal Anecdote || “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.” || A personal anecdote gives the reader a detailed explanation of the character’s experience. In this case, Lady Macbeth is telling Macbeth of what she would do if she was in the situation he is in. ||
 * Simile || **<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">“You’re like the poor cat in the old story.” ** || A simile has a big impact on the reader because it gives them an insight into what the character is saying from a different perspective and it is comparing his actions to something similar. ||

** Macbeth Response ** Lady Macbeth uses many persuasive techniques in order to convince Macbeth to kill the King. The first technique Lady Macbeth uses is a Rhetorical Question. She quotes, “If you weren’t a man, then what kind of animal were you when you first told me you wanted to do this?” This quote evokes emotion and gains the attention of the audience and the need to consider the issue and accept it. Secondly, a personal anecdote is made use of when she quotes, “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 gives the reader a detailed explanation of the character’s experience. In this case, Lady Macbeth is telling Macbeth of what she would do if she was in the situation he is in. Finally, Lady Macbeth uses a simile to help persuade Macbeth. **<span style="font-family: 'Calibri','sans-serif'; font-weight: normal; line-height: 115%;">“You’re like the poor cat in the old story” is used and **has a big impact on the reader because it gives them an insight into what the character is saying from a different perspective and it is comparing his actions to something similar. In conclusion, Lady Macbeth used a variety of persuasive techniques to influence Macbeth into killing the King. She used these techniques very wisely and intimidated Macbeth into doing what he was told.

Excellent progress Carter. Well done on catching up on the work you missed. Try to be more specific when discussing the effects of certain techniques. For example, when you discuss the simile used by Lady Macbeth you need to discuss why this particular simile is effective - your discussion is a bit vague. This simile is effective because it creates a vivid visual image of a pathetic cat which, when compared to Macbeth is quite insulting. This is why it is persuasive. I look forward to seeing your Henry V analysis. APA progress; 1 Miss Aldridge

**  How does Henry V persuade his troops to fight with him? **    Henry V uses many persuasive techniques to convince his troops to fight with him against the French on St Crispin’s Day. He uses various language techniques to motivate his men and appeals to their manhood, honour, wisdom and courage. Firstly, Henry V appeals to his troop’s manhood in order to motivate them. Henry V quotes, “We band of brothers” and uses the alliteration of the ‘b’ to evoke the idea of strength, mateship and bravery. By using this technique, Henry V is bringing his troops together and encouraging them to fight for their country as they will be remembered for their actions on St Crispin’s Day. Secondly, Henry V persuades his men to fight by convincing them it is an honourable act. He quotes, “ I pray thee wish not one man more” and this is appealing to their honour and their ability to fight for their country. The repetition and the alliteration of ‘man more’ evoke emotion and inspire the men to fight and do it with pride. Thirdly, Henry V expresses the importance of the passing on of wisdom from father to son. “ This story shall the good man teach his son” is a quote that motivates Henry V men to never give up and fight for their country with pride and honour. This quote persuades Henry V troops because he is emphasising that if they fight and survive, they can pass this wisdom down to their sons. Finally, Henry V influences his men that they will be remembered for their courage if they fight. Henry V is appealing to his men’s courage when he says, “We few, we happy few we band of brothers” because emphasising the ‘few’ indicates only the bold men are fighting in this battle. This motivates the troops even more because they’ve be told they have the courage to fight against an army who outnumber them dramatically. In conclusion, Henry V persuades his troops to fight with him using a wide range of persuasive techniques. He motivates his army with a compelling speech which appeals to their manhood, honour, wisdom and gives them the courage to stand with Henry V and fight on St Crispin’s Day.