Mark

Expresses her personal mission Encourages audience to Relate with her and agree with her || ‘countless animals dying’ || Creates visual images for the audience emphasises her concern about the problem the world is facing and why leaders have to act || emphasizes what a child aged 13 can do ||
 * __**Technique **__ || __**Example (Quote) **__ || __**Effect **__ ||
 * First person pronoun || ‘I am afraid to go out in the sun’ || Gives her address a personal and sincere tone
 * Emotive language || ‘fish full of cancers’
 * Repetition || ‘I am only a child’ || Expresses the main point of her speech.

__**Severn Suzuki Persuades Her Audience By....**__
==== Severn Suzuki, a girl from Canada who is only twelve years old is speaking to leaders, raising the issues about not listening to the children’s voices at the Earth Summit in 1992. She expresses the reasons about attempting to end Poverty and highlight the destruction of the environment using these Techniques listed below. ==== ==== Firstly, She uses the word ‘I’ which is a using a first person pronoun. She says ‘I am afraid to go out in the sun’ and ‘I have no hidden agenda’, Gives her address a personal and sincere tone, emphasises her personal mission and encourages audience to identify with her and agree with her. ==== ==== Secondly, she uses emotive language to express ‘fish full of cancers’ and ‘countless animals dying’, the effect from these techniques Create visual images for the audience and emphasises her concern about the problem the world is facing and why leaders have to act. ==== ==== Thirdly, she uses repetition in her speech such as ‘I am only a child’ and ‘Buy and through away, Buy and through away.’ These techniques assist in and Expresses the main point of her speech and emphasizes what a child aged 13 can do. ==== ==== In conclusion through these techniques listed below and many more she delivers a very persuasive speech about the problems and dangers living the way we are living on this planet and what we can do to protect this planet for future generations. ==== orn to do this.

**__ Lady Macbeth Persuasive Soliloquy __** **Act 1, Scene 7, Page 2** 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 honoured me, and I have earned the good opinion of all sorts of people. I want to enjoy these honours while the feeling is fresh and not throw them away so soon. || 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? Have you gone to sleep and woken up green and pale in fear of this idea? From now on this is what I’ll think of your love. Are you afraid to act the way you desire? 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. || 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. || 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. || =Lady Macbeth responce=
 * || [[image:file:///C:/Users/MJPATT%7E1/AppData/Local/Temp/msohtmlclip1/01/clip_image001.gif width="11" height="12" caption="Description: Anchor"]]**Original Text** || [[image:file:///C:/Users/MJPATT%7E1/AppData/Local/Temp/msohtmlclip1/01/clip_image001.gif width="11" height="12" caption="Description: Anchor"]]**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
 * || **MACBETH**
 * 50
 * =Technique= || =Example= || =Effect= ||
 * First Person Pronoun || "I","you","me" || they show that the writer is directly speaking to the reader. ||
 * Verbs || "smashed", "murder" || Makes the story more visual. ||
 * Nouns || "old", "boneless" || Helps to describe a person, place or thing. ||

Firstly, Lady Macbeth uses second person pronoun numerously when she persuades Macbeth. For example, when directing Macbeth she uses “you” making her sound forceful to Macbeth to kill King Duncan.
====Secondly, Lady Macbeth uses similes such as “Like the poor cat i' th' adage”. This creates the feeling that Lady Macbeth is greedy and cruel towards Macbeth which shows that she doesn’t really care for him only to kill King Duncan.==== ====Finally, Lady Macbeth uses personal anecdote many times to persuade Macbeth. For example, “I have given suck, and know How tender ’tis to love the babe that milks me.” This emphasizes her main points towards Macbeth. Lady Macbeth uses numerous amounts of persuades techniques to kill King Duncan. Even though these techniques many be used in a harsh way, it still convinces Macbeth to kill King Duncan.==== = __**Christchurch Earthquake**__ =

==== 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. ==== ==== hristchurch 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). Another earthquake, measuring 7.1 on the Richter scale, struck Christchurch on September 4 and the region has since been shaken by aftershocks. 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 amage but reopened within hours. 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 $NZ 6 billion cost in September. 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. ''It's a nightmare. A lot of people were just getting back on their feet after the original quake.'' 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. 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. That time, much of the city was tucked up in bed, 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. The 63-metre cathedral spire rocked, swayed and fell. The dean, Peter Beck, could not confirm if any were under the rubble. ''We just don't know if there were people underneath, so all we can do now is just pray.' ====

=Saint Crispin’s day about how Henry 5TH talks to his men= ====Henry V appeals to his soldiers by putting their manhood on the line. If they don’t fight with him and run away they would be called a coward and they would have lost their manhood, if they fight they will have respect and manhood they also would be honoured by Henry V. In the Sentence stated “We band of brother”, Henry V is showing that he respects his soldiers and putting them at the same level as them. The other statement he uses is “the fewer men, the greater share of honour”, this means that he is saying if you don’t stand and fight but don’t run you would have honour and respect. With the two examples listed above Henry V is showing that he is putting himself at the same level as his soldiers and giving his people courage, faith and respect.==== ====Henry V uses wisdom, this is an idea that encourages his men and help them think that they aren’t going to die and they will pass the stories from this day on to their children. This makes his men feel more enthusiastic about the battle and not to think about losing this battle but wining. In the quote “ This story shall be about a good man who teaches his own son” gives the wisdom and the courage they need for the battle that they are about to face. Henry V uses wisdom to help them think of good thoughts of going home and telling everyone of the great courage they had and that you should never give up.====

=Spelling Word List=


 * Words: || Definitions: || List: 1 || List: 2 || List: 3 || List: 4 ||
 * Representation || a presentation to the mind in the form of an idea or image || representation || representation || representation || representation ||
 * Stereotype || a conventional or formulaic conception or image || stereotype || stereotype || stereotype || stereotype ||
 * Appropriate || Acceptable behaviour within a given setting. || appropriate || appropriate || appropriate || appropriate ||
 * Composition || the way in which someone or something is composed || composition || composition || composition || composition ||
 * Controversial || A state of prolonged public dispute or debate || controversial || controversial || controversial || controversial ||
 * Emphasis || A special importance or significance || emphasis || emphasis || emphasis || emphasis ||
 * Explanation || a statement that makes the relevant structure or operation || explanation || explanation || explanation || explanation ||
 * Illustrate || The skill of giving examples to describe something || illustrate || illustrate || illustrate || illustrate ||
 * Presumably || by reasonable assumption || presumably || presumably || presumably || presumably ||
 * Selection || an assortment of things from which a choice can be made || selection || selection || selection || selection ||
 * Prompt || done, performed, delivered, etc., at once or without delay. || prompt || prompt || prompt || prompt ||
 * Provocative || one which will induce, or cause, certain symptoms || provocative || provocative || provocative || provocative ||
 * Striking || attractive, impressive, noticeable, conspicuous || striking || striking || striking || striking ||
 * Symbolic || using or proceeding by means of symbol || symbolic || symbolic || symbolic || symbolic ||
 * Unique || there is only one of these || unique || unique || unique || unique ||
 * Certainty || perfect knowledge that has total security from error || certainty || certainty || certainty || certainty ||
 * Accessible || easy to approach, reach, enter, speak with, or use. || accessible || accessible || accessible || accessible ||
 * Distortion || an act or instance of distorting. || distortion || distortion || distortion || distortion ||
 * Caricature || refers to a portrait that exaggerates or distorts the essence of a person or thing || caricature || caricature || caricature || caricature ||
 * Captivating || to attract and hold the attention or interest of, as by beauty or excellence || captivation || captivation || captivation || captivation ||
 * Perceptive || having or showing keenness of insight, understanding, or intuition || perceptive || perceptive || perceptive || perceptive ||
 * Peripheral || pertaining to, situated in, or constituting the periphery || peripheral || peripheral || peripheral || peripheral ||
 * Pervasive || to become spread throughout all parts of || pervasive || pervasive || pervasive || pervasive ||
 * Symmetry || Correspondence in size, form, and arrangement of parts on opposite sides of a plane || symmetry || symmetry || symmetry || symmetry ||
 * Sophisticated || having or appealing to those having worldly knowledge || sophisticated || sophisticated || sophisticated || sophisticated ||
 * Advocacy || Active support of an idea or cause || advocacy || advocacy || advocacy || advocacy ||
 * Annotate || To add explanatory notes to or supply with critical comments || annotate || annotate || annotate || annotate ||
 * Captivate || To attract and hold interest and attention || captivate || captivate || captivate || captivate ||
 * Comparable || able to be compared or worthy of comparison || comparable || comparable || comparable || comparable ||
 * Engender || To bring into existence || engender || engender || engender || engender ||
 * Derivative || a financial instrument whose value is based on another security || derivative || derivative || derivative || derivative ||
 * Discernible || capable of being perceived and noticed clearly || discernible || discernible || discernible || discernible ||
 * Contentious || inclined or showing an inclination to dispute or disagree || contentious || contentious || contentious || contentious ||
 * Dominant || Exercising influence or control over something or someone || dominant || dominant || dominant || dominant ||
 * Credibility || the quality of being believable or trustworthy || credibility || credibility || credibility || credibility ||
 * Disparage || To dishonor by a comparison with what is inferior || disparage || disparage || disparage || disparage ||
 * Divergent || diverging from another or from a standard || divergent || divergent || divergent || divergent ||
 * Effective || producing or capable of producing an intended result || effective || effective || effective || effective ||
 * Homogeneous || all of the same or similar kind or nature || homogeneous || homogeneous || homogeneous || homogeneous ||
 * Appeal || a process for requesting a formal change to an official decision || appeal || appeal || appeal || appeal ||
 * Incongruous || high in harmony or compatibility or appropriateness || incongruous || incongruous || incongruous || incongruous ||
 * Modality || a classification of the basis of whether they claim necessity or possibility || modality || modality || modality || modality ||
 * Indiscriminate || failing to make or recognize distinctions || indiscriminate || indiscriminate || indiscriminate || indiscriminate ||
 * Exposition || a systematic interpretation or explanation of a specific topic || exposition || exposition || exposition || exposition ||
 * Impartial || showing lack of favoritism || impartial || impartial || impartial || impartial ||
 * Rhetorical || a question with a persuasive effect without the expectation of a reply || rhetorical || rhetorical || rhetorical || rhetorical ||
 * Endorsement || a promotional statement || endorsement || endorsement || endorsement || endorsement ||
 * Guaranteed || give surety or assume responsibility || guaranteed || guaranteed || guaranteed || guaranteed ||
 * Capture || succeed in representing or expressing something intangible || capture || capture || capture || capture ||