Mitchell


 * technique || example || effect ||
 * Rhetorical question || Then why do you go out and do the things you tell us not to do? || Encourages the audience to consider the issue and accept the Suzuki’s point of view ||
 * Statistics || I know we are all part of a family, five billion strong, in fact, 30 million species strong || The use of statistics helps emphases important facts. It gets the audience to understand the facts and to try and help the planet. ||
 * Repetition || “I am an only child” || Sentence is repeat many time to show that Suzuki is only one child and yet she knows that we are destroying the world and that we need to do something she repeats it so you know that you are all adults and don’t know but she does ||
 * 2nd person pronoun || “You” || It gets the audience to understand that It is them who are destroying the world it is you doing it no us not me but you did it. ||

Severn Suzuki, a 12 year old girl from Canada is speaking to adults regarding the destruction and pollution of our earth and how they are failing to stop this or help the situation. She uses a very persuasive speech to do this with some persuasive techniques. 1st Suzuki uses 2nd person pronouns- you- to persuade the audience to listen as she is directing them she says you are the problem, you don’t know how to fix this, you are not helping. It gets the audience to understand that It is them who are destroying the world it is you doing it no us not me but you did it. It helps them make sense that they are to blame this is a very good persuasive technique to focus on what they are doing wrong. 2nd repetition is used over and over and over again in Suzuki’s speech as one or her main persuasive techniques. she repeats one certain phrase over and over again “I am an only child” she repeats this many times to show that Suzuki is only one child and yet she knows that we are destroying the world and that we need to do something she repeats it so you know that you are all adults and don’t know but she does she puts emphasise on herself how she is alone and she noes and we they are together and don’t. 3rd throughout the speech Suzuki throws in some statistics to try and emphasise how important it is to help the earth and stop the destruction I t shows how much we have and how much we are losing plus in-between notes to help us follow how much we have contributed. The use of statistics helps emphases important facts. It gets the audience to understand the facts and to try and help the planet. Finally the use of rhetorical questions in her speech also makes the audience think. It makes them answer the question in there head which makes it honest so then they know what really they have done and how they need to fix the problem Encourages the audience to consider the issue and accept the Suzuki’s point of view


 * __ lady macbeths speech __**

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. ||
 * || === 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 ? 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 says “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. ||
 * || **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. ||

Rhetorical questions 2nd person pronoun High modality Adjectives

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 || The use of adjectives makes the reader more believed it describes the manner in a bad way which angered Macbeth. The adjectives make the speech more persuasive it argues more and sounds more violent. ||
 * technique || example || effect ||
 * Rhetorical question || Are you afraid to act the way you desire? || Ms Macbeth has used rhetorical questions to change Mr Macbeth’s mind into believing that he is a scared and angers Mr Macbeth’s. ||
 * 2nd person pronoun || But you would have gone ahead with the murder anyhow. || The use of 2nd person pronoun “you” puts pressure on the accuser that it is there fault and that they are the fault. This angers Macbeth. ||
 * adjectives || I have suckled a baby, and I know how sweet it is to love the baby at my breast.

Lady Macbeth’s speech is very persuasive towards Macbeth because it uses many persuasive techniques which include adjectives rhetorical questions and 2nd person pronouns. Firstly Ms Macbeth has used rhetorical questions” Are you afraid to act the way you desire?” To change Mr Macbeth’s mind into believing that he is a scared and angers Mr Macbeth’s Second the use of 2nd person pronoun “you” puts pressure on the accuser that it is there fault and that they are the fault. This angers Macbeth. Finally the use of adjectives makes the reader more believed it describes the manner in a bad way which angered Macbeth. The adjectives make the speech more persuasive it argues more and sounds more violent.

NZ Article

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 peop le 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 j umped 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. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">Last night Sky News reported that rescuers had pulled 120 people alive from the rubble. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">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. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">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. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">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. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">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. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">The earthquake hit at 12.51pm (10.51am Sydney time). <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">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 damage but reopened within hours. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">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="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">3The 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.'' <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">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="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">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: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">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. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">The 63-metre cathedral spire rocked, swayed and fell. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">The dean, Peter Beck, could not confirm if any were under the rubble. <span style="background: white; color: black; font-family: Calibri; font-size: 14pt; line-height: normal; margin: 0cm 0cm 10pt;">We just don't know if there were people underneath, so all we can do now is just pray. <span style="background: yellow; font-family: Calibri; font-size: 14pt; line-height: 115%; margin: 0cm 0cm 10pt;">Adjectives <span style="background: lime; font-family: Calibri; font-size: 14pt; line-height: 115%; margin: 0cm 0cm 10pt;">Verbs <span style="background: aqua; font-family: Calibri; font-size: 14pt; line-height: 115%; margin: 0cm 0cm 10pt;">statistics


 * technique || Example || effect ||
 * adjectives || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 0pt;">buildings demolished, vehicles flattened, roads ruptured, and water and silt - earthquake liquefaction - swamping the central city || Adjectives are used in this article to add more emotion they make more emphasise on the problem it makes it sound worse or shows how bad it really was ||
 * verbs || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">As aftershocks struck, office workers j umped from fourth floors, abseiled down the side of collapsed office blocks or were rescued by cherry pickers || Verbs are one of the things that are needed in text to describe exactly what they did and it makes it sound better or worse “ they abseiled down the office” is used to make It sound much more dangerous when they could have just said they climbed down from the building. ||
 * statistics || <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt;">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. || Statistics are used mainly to tell the reader the fact of what exactly is going on how monay this or that who needs help and why it is the vital step to help the reader to understand the problem NZ is facing after this natural disaster . ||

This news article was made to let everyone one know exactly what is going on in NZ. Throughout this article they use many persuasive techniques to make the article sound worse or make you feel bad. This article uses adjectives, verbs and statistics + more Firstly Adjectives are used in this article to add more emotion they make more emphasise on the problem it makes it sound worse or shows how bad it really was Second Verbs are one of the things that are needed in text to describe exactly what they did and it makes it sound better or worse “ they abseiled down the office” is used to make It sound much more dangerous when they could have just said they climbed down from the building. Finally Statistics are used mainly to tell the reader the fact of what exactly is going on for this or that who needs help and why it is the vital step to help the reader to understand the problem NZ is facing after this natural disaster.

**__ Analysis of king henry V speech to the troops __**

In the speech that king henry gave to his troops he used many persuasive techniques to persuade them into believing that they would win the battle and that it is the strength and courage of the men that would win it, even though they are greatly outnumbered. Henry uses many techniques to do this which include alliteration, rhetorical questions, inclusive language and repetition to persuade the troops. Henry is trying to persuade his troops to fight for him and not to doubt themselves but to believe that they can win to do this henry has used alliteration to help with this. For example “ band of brother” is alliteration the use of the B evokes the idea of strength, mateship and bravery. There are other uses of alliteration throughout his speech he uses the repletion of the s sound but this particular one how they are strong they are men. It makes them believe that since they are strong men they can win this battle. Henry has stated to use persuasive techniques to persuade his troops and has decided to use rhetorical questions to help with his speech. He uses them mainly at the start like “what’s he who wishes so?” is a rhetorical question that henry uses at the start it is too basically at the start to capture their attention. They are tired and don’t what to focus but when they are asked a question they have to think and try to see what the king is trying to explain. The king started using this technique when he overheard the troops he was asking who said that they would never win he is trying to differ from what they are thinking and makes them think that they can win this battle.

Henry is now using inclusive language in his speech to make the troops think. He is using this to make the troops shocked that basically the king is battling with them to show that they are all equal not the king is the best ruler and they are mere peasant and troop’s but it is a great honour to be working alongside with the king. To do this the king keeps repeating “we” to say that he is included he would usually say you will win but no he says we to include himself to make them think that they are just as strong and manly as the king who is considered the ruler of all the strongest manliest but now they are all equal.

Henry, in his speech uses different techniques to persuade his almighty troops that they are the best that they can win but they don’t believe what he is saying to he has added persuasive text to make it sound better to them. To do this the king; henry, uses repetition to drill in an idea towards them for example if someone said to you every day that you are cool then eventually you would believe that yourself, in this speech though he doesn’t use the word cool. He uses crispian. He repeat St crispian a lot throughout his speech to make them believe the importance of this battle they when they win this they will be remembered on this day the celebration if the wining the battle.

In conclusion, king henry has used many different persuasive techniques to persuade his troops. I have outlined most of the techniques used and how they affected the troops. The use of persuasive text like this help the troops believe that they can win.

Excellent progress Mitch, particuarly as you have been away this week. Well done. Remember to always provide the example (the quote) as well as the technique and your discussion of its effect in your analysis. Keep up the good work. Progress APA: 1 Miss A.