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Case study analysis
Social media on academic achievement
Social media on academic achievement
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Talbot’s use of case studies, interviews, and checking the background of valedictorians with contemplative diction, shows how competitive being a valedictorian can be. Talbot uses her narrative to create awareness and to inform the reader and the general public about the competition among valedictorians. Talbot uses the response of her interviews and case studies to rebuttal student and school views to emphasize the importance of the valedictorian title. This makes her tone contemplative because of how she considers both sides of having a valedictorian and taking away the title of being a valedictorian. Talbots use of diction and imagery allow her to show off her purpose and show her tone. Talbot’s use of situations around many High Schools
Jim Valvano was the head coach for the North Carolina State Wolfpack in the National Collegiate Athletic Association (NCAA). In 1992, he was diagnosed with terminal cancer and as a result he created the V Foundation, whose raises money for cancer research. In 1993, Valvano won the Arthur Ashe Award for Courage at the ESPY’s. In his acceptance speech, Valvano effectively incorporates the three appeals of speech writing, but uses a strong ethos appeal to capture the audience. Through such a strong ethos appeal, Valvano makes himself worthy for the award he is receiving, which is the goal for any acceptance speech. Valvano’s speech is also effective because he uses four of the six parts of a speech, found in the Ad Herenium. In Valvano’s speech, exordium, narration, proof, and peroration are present. Since the purpose of this speech is not to get the hearers to donate, division (showing the difference between you and your opponent) and refutation (lowering your opponent’s arguments) are not needed. So let us go through Valvano’s speech to see the different parts where he makes his ethos appeal.
She shows the perspective of many different people to show a seemingly neutral overview of the situation surrounding the status of valedictorian. Her frequent use of interviews and dialogue allows for her to show her opinion or position on the matter while still maintaining her status of neutrality; the claims simply appear to be the positions of others. The structure of her essay and positioning of her interviews also are deliberate and subtly support Talbot’s message. She grouped the interviews so that negative statements about valedictorians were positioned near the beginning and arranged the interviews with good outlooks on valedictorians near the end, separated by a chunk of historical context for the school system. The context used as a divider influences the reader to think the following interviews are stronger and more well reasoned because the audience has information to relate what the speakers are saying to. This establishes the intent behind the essay as the layout encourages the perception of the positive interviews as well written.
To regard the importance of the bigger picture, he maintains parallel structure and utilizes the repetition of words in the body of the speech. “The fulfilling life, the distinctive life, the relevant life” occurs when one seizes the day—when one finds the joys in life by realizing “you are not special”. The pauses and short sentences also adds to the conversational aspect and pace of the commencement piece. To continue, he notes how in this moment of time, every single one of them is dressed “exactly the same” and their diplomas are “exactly the same”. The unification of these prospective seniors further augments the message of settling. McCullogh further critiques the phrases that defy logic. High school students have perceived that “good is no longer good enough, where a B is the new C”. The goal into doing one’s best has been shaped into doing the capabilities of another, in which McCullogh responds metaphorically to only focus on the betterment of the self: “climb [the mountain] so you can see the world, not so the world can see you”. All of these seniors have fallen into the preconceived mindset of superiority, unifying them together but it is their personal capabilities that distinguishes one from another, successes from failures. The support and inspiration he is aiming for is clearly portrayed in proposing to the students to, “[d]ream big. Work hard. Think for yourself”. He inspires them to experience life instead of accomplish
Throughout her writing Talbot uses logical reasoning to thoroughly analyze the ideas and conflicts presented in having valedictorians. She does this by having multiple examples where the main idea was involved in some way. This can range from multiple law-suits and student testimonies on not being named valedictorian to a principal's view on the situation. Most notably the opening and main story used about Sarasota High School and the tensions that arose from having a valedictorian one year. With that comes the after stories of where students ended up and how the parents felt, even how the community and school felt. Such as when Talbot said, “Some teachers considered boycotting graduation; students talked about booing Davies when he walked onstage” (224). All of this is used by Talbot to create first a background to the topic, and from that, use other
In her ,“Harvard”, address, actress, comedian and producer Amy Poehler speaks to the graduating class of 2011. Her speech is filled with her uplifting sense of humor and her down-to-earth personality that you can’t help but enjoy. Poehler utilizes various rhetorical strategies throughout her address such as allusion, and conveying pathos in a humourous as well as an emotional way. By using these, she successfully encourages the young students and families at Harvard University to work their hardest and take on the world.
Chase Mielke’s spoken word piece, “What Students Really Need to Hear”, shines many lights on the purpose of school and how students contribute to said purpose. There are a myriad of important points, although the central idea stands out above all. More specifically, the idea that the point of school is not to memorize facts, but to learn how to deal with difficult times properly. He writes, “It is your resilience in conquering the main event- adversity- that truly prepares you for life after school.” Mielke illustrates this concept using rhetorical devices such as pathos, or emotions. Simply, the author’s use of pathos emphasizes the idea that school’s ‘main event’ is to instruct students on how to keep moving in the face of seemly insurmountable harshness.
“Always remember that you are absolutely unique. Just like everyone else.” This mantra from Margaret Mead is a somewhat humorous yet slightly satirical spin on how people tend to think of themselves as one-of-a-kind, irreplaceable human specimens. However, one English teacher from Wellesley High School takes this critique one step further with his polemic presentation at the school commencement. David McCullough, a Massachusetts English teacher, gave a seemingly somber sendoff to his graduates in 2012, with a speech that contained some unapologetically harsh sentiments. However, by looking past the outwardly dismal surface of the speech, the students can infer a more optimistic message. By incorporating devices of asyndeton, paradox, antimetabole, and anadiplosis, McCullough conveys to each student that even though none of them is unique, their commonality is not a fault they all have merit and should strive to view the world through a more selfless lens.
David McCullough Jr., delivered the commencement at Wellesley High School in Massachusetts on June 1st 2012 to staff, the 2012 graduates, and their family and friends. The speech was straightforward and supplied valuable information for their future. . McCullough’s speech at times felt harsh, offensive, and insulting. His words and examples were given to achieve insight, knowledge, and awareness for each student’s future. The commencement expressed a great deal of achievement, but conveyed that there was more work to be done. His speech was effective and appreciated through humor parallelism, repetition, and anaphora. His point of view has obtained respect and determination by all those that have been challenged and have heard his words.
Wallace, David Foster. “Kenyon Commencement Speech.” They Say/I Say: The Moves That Matter In Academic Writing. Ed. Gerald Graff. 2nd ed. New York: W.W. Norton & Company, 2012. 198-210. Print.
Commencement speeches, which are presented in American graduation ceremonies, aim to inspire and motivate. Successfully, Nora Ephron 's commencement speech addressed to the Wellesley Class of 1996; inspired her audience to "be the heroine of [their '] li[ves], not the victim". Through anecdotes, Ephron explored the differences between her education and the graduates at Wellesley College, to remind the women graduating that whilst society was different in many ways, in particular for women, "there was still a glass ceiling".
In June of 2011, Conan O’Brien gave the commencement address to the 2011 graduating class of Dartmouth College. O’Brien uses humor and anecdotes to deliver a powerful speech which resonated with most viewers. O’Brien also used many literary devices for the graduates to better understand his primary points. Conan O’Brien delivery of his commencement address was effective because of his use of pathos, ethos, and antidotes, which contributed to his fantastic speech.
Wallace, David Foster. "Kenyon Commencement Speech". "They Say / I Say": The Moves That Matter in Academic Writing with Readings. 2nd ed. Graff, Gerald, Cathy Birkenstein, and Russel Durst. New York: W. W. Norton & Company, 2012. 198-209. Print.
Ever since I first heard about The National Honor Society during my freshman year, I knew I wanted to be involved with it. With this goal in mind, I have worked extremely hard the past two years to maintain my 4.0 GPA, improve in all of my sports, and help my community whernever possible. Some places/events I have volunteered for include the Hopedale day care, Oly Swish basketball camps and games, and helping renovate our high school softball fields. While all of these are enjoyable, my favorite, by far, is helping at Oly Swish camps and games!
Graduation is an exciting time in a person’s life, especially a high school graduation. When I think of family and friends gathering together to celebrate a joyous occasion, I feel I accomplished my strongest goal. It never occurred to me that graduation would be the end of my youth and the start of adulthood. Graduating from high school was an influential event that gave me an altered outlook on my existence. Life before graduation, preparing for graduation day, and commencement day overwhelmed me for reality.
It was one of the most exciting and nerve racking days of our lives. Although we were finally leaving high school, the feeling of being unsure didn’t go away. The whole day was full of practicing for the big moment when the entire class graduated on to a new beginning. All the girls wore shiny bright red robes and the guys were dressed in a shiny navy blue. Standing there, I had no idea what to expect. Some things I were aware of, my friends were leaving and we wouldn’t be the same friends anymore. My role was that of being so aware of the future that I was too shocked to soak in the present; being a pessimist was my main goal and everything I was sure of became true.