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On Thursday, February 16, 2017, Dr. Rosanna Reyes delivered a speech entitled “From Theory to Practice: Engaging First Generation College Students.” The speech was interesting to me, but perhaps this was because I related to the topic. Because of the layout of the speech and the way it was delivered, I sincerely believe that anyone who was not a first generation college student may have fallen asleep during this speech. I also do not think that she accomplished the goal of her speech: to persuade her audience to take action to engage first generation college students at a liberal arts college. Her introduction really was not even an introduction at all; in fact, it was nothing more than a biography on her part. This was effective with grabbing the audience’s attention because she told the story of her background and kept it interesting. I could …show more content…
see that during most of her introduction, Dr. Reyes had all audience members looking at her. However, where she came from was not a great way to preview the speech. In fact, after the introduction, the only reason I knew where the speech was headed was because I had written down the title before she started speaking; otherwise, I sincerely would have thought the speech was going to be about her life story (which was still very interesting). She could have fixed this simply by having one sentence to preview what she would be talking about. The body of Dr.
Reyes speech was a little clearer than her introduction, but not much. Her entire speech was based on personal narratives from Jefferson, the college she works a dean for; the reason I mention this is because the stories made it easy for her to explain what she was talking about while still keeping the audience’s attention, but this also made us confused. Dr. Reyes kept mentioning places at Jefferson as though we knew exactly what she was talking about, even though her audience members had never stepped foot on that campus (most of the audience were members of Allegheny College). Because of this, her points were not made very clear. She could have fixed this by explaining more of where she was talking about. Another problem with the speech was that Dr. Reyes kept saying phrase like, “I’ll explain this later,” or “We’ll come back to this.” Phrases like these made it hard to see where the speech was going and left me confused. Clearly, I was not the only person she lost the attention of though because I had noticed one person playing on their phone and another person sleeping during the middle of the
speech. Her conclusion was not really even a conclusion. At the beginning of her last point, Dr. Reyes said “I’m going to start wrapping up.” This was confusing because after saying this, she still continued to talk for another five minutes. Because she had said that concluding phrase so early, it felt like the whole audience was false-started in preparing for the speech to end. She could have avoided this by saying the phrase after stating her last point. Furthermore, after her last point, or body of her speech, it completely ended by her saying, “That’s it, thank you.” This being said, her speech completely lacked a conclusion. The fact that Rosanna Reyes had earned her doctorate was clear in the delivery of her speech. She was extremely professional, and despite her Latino background and accent, her words were still very clear. She did a great job of pausing for effect and using her vocal variety to keep the speech interesting. She also was good at responding to any problems during her speech. For example, the stage of the auditorium we were in was made entirely of wood, and she wore really high heels that made a lot of noise when she moved around. At the beginning of her speech, she swayed a little, making her shoes echo off the floor, but by the end of the speech, she barely moved, knowing of the noise issue. Her delivery was really good, and I kept note of how she spoke to use some of her tactics in my speeches. Overall, Dr. Reyes herself was what kept her speech interesting. She was very professional and her stories made her likable. However, if she were to give the speech over, I think she would need to completely rewrite her introduction and conclusion. Also, I think she would need to reorganize her speech so her audience would be about to keep up with her points.
Margaret Sanger, a well known feminist and women's reproductive right activist in USA history wrote the famous speech: The Children's Era. This speech focuses on the topic of women's reproductive freedom. Sanger uses rhetorical forms of communication to persuade and modify the perspectives of the audience through the use of analogy and pathos. She uses reason, thought and emotion to lead her speech.
In, “The Speech of Miss Polly Baker” written by Benjamin Franklin (one of the Founding Fathers) in 1747, brought up the disparities that were between men and women within the judicial system. Also, “The Speech of Miss Polly Baker” also briefly points out, how religion has been intertwined with politics. All throughout “The Speech of Miss Polly Baker,” Benjamin Franklin uses very intense diction and syntax to help support what he is trying to express to the rest of society. Also writing this speech in the view point of a women, greatly helps establish what he is trying to say. If Benjamin Franklin was to write it as a man, the speech my have not had the same passionate effect as it currently has.
For years the LGBT community has been consistently denied the same rights as their heterosexual counterparts, and it wasn’t until last year that same sex marriage became legal throughout the United States. However, they are not the only minorities being discriminated against in the United States. That is why Dolores Huerta, a well-known civil rights activist, points out that people who have experienced oppression should come together to achieve equality. In her keynote speech at the 21st National Conference on LGBT Equality, Dolores Huerta uses ethos, logos, and pathos as an effective way to inspire her audience to make a change in society.
Ann Richards’s keynote speech at the Democratic National Convention in 1988 was extremely interesting to watch. I believe her speech was intended to be focused on the American family and also the American farmers. These two areas seemed to be very important to Mrs. Richards and she made a point to discuss both.
Samir Boussarhane During the early 20th century in the U.S, most children of the lower and middle class were workers. These children worked long, dangerous shifts that even an adult would find tiresome. On July 22, 1905, at a convention of the National Woman Suffrage Association in Philadelphia, Florence Kelley gave a famous speech regarding the extraneous child labor of the time. Kelley’s argument was to add laws to help the workers or abolish the practice completely.
During the late 1800’s and early 1900’s the fight for equal and just treatment for both women and children was one of the most historically prominent movements in America. Courageous women everywhere fought, protested and petitioned with the hope that they would achieve equal rights and better treatment for all, especially children. One of these women is known as Florence Kelley. On July 22, 1905, Kelley made her mark on the nation when she delivered a speech before the National American Woman Suffrage Association, raising awareness of the cruel truth of the severity behind child labor through the use of repetition, imagery and oxymorons.
Florence Kelley was a social and political reformer that fought for woman’s suffrage and child labor laws. Her speech to the National American Woman’s Suffrage Association initiated a call to action for the reform of child labor laws. She explains how young children worked long and exhausting hours during the night and how despicable these work conditions were. Kelley’s use of ethos, logos, pathos, and repetition helps her establish her argument for the reform of the child labor laws.
I chose this word because the tone of the first chapter seems rather dark. We hear stories of the hopes with which the Puritans arrived in the new world; however, these hopes quickly turned dark because the Purtains found that the first buildings they needed to create were a prison, which alludes to the sins they committed; and a cemetery, which contradicts the new life they hoped to create for themselves.
The documentary, First Generation, follows four first generation college students who try and balance the hardships of working, sports, being part of a lower socioeconomic status and handling the challenges of learning how to apply and cover the cost of hefty college tuitions. In this paper, I will discuss barriers that some students experienced, the benefits of attainting a college education as a first generation student and some of the challenges individuals faced once they were accepted into college.
While first-generation college students are over half of all students in postsecondary education, exclusionary practices block their admittance into elite institutions. The outliers who receive admittance to the Ivory Tower may think they have made it—that their American Dream and long-held belief in the meritocratic ethos has finally paid off. Instead, they are confronted with educational stratification and social reproduction that was stacked against them long before they received the piece of parchment granting them access. The onerous task of navigating through unfamiliar academic and social situations often results in leaving. Can first-generation college students learn how to activate, manage, and accumulate social and cultural capital to navigate elite universities?
In 1729, Jonathan Swift published a pamphlet called “A Modest Proposal”. It is a satirical piece that described a radical and humorous proposal to a very serious problem. The problem Swift was attacking was the poverty and state of destitution that Ireland was in at the time. Swift wanted to bring attention to the seriousness of the problem and does so by satirically proposing to eat the babies of poor families in order to rid Ireland of poverty. Clearly, this proposal is not to be taken seriously, but merely to prompt others to work to better the state of the nation. Swift hoped to reach not only the people of Ireland who he was calling to action, but the British, who were oppressing the poor. He writes with contempt for those who are oppressing the Irish and also dissatisfaction with the people in Ireland themselves to be oppressed.
On September 5, 1995 Hillary Rodham Clinton delivered a speech to the United Nations 4th World Conference during a Women Plenary Session, located in Beijing, China. Clinton spoke about how women around the world were not treated equally, how women rights should be equal to human rights, and the ghastly abuse and discrimination women faced around the world. The reason for the conference was to strengthen women, families, and societies in order to empower women to taking control of their lives and not be subject to such discrimination. She emphasized how education, health care, jobs, and political rights were not equal between genders and that the world needed to change. Clinton gave a very convincing speech because of her use of rhetorical techniques. The use of pathos, ethos, logos, and anaphora created a powerful, persuasive argument against the way women were treated around the world. Clintons main goal of this speech was to appeal to the audience and convince them that this is unequal treatment is an immense matter and needs to be addressed all over the world.
The author, Julia Brookshire Everett commenced the article, “Public Community Colleges: Creating Access and Opportunities for First Generation College Students”, by first characterizing first- generation college students and also expounding on the difficulties first-generation students encountered when acquiring post-secondary degrees. According to Everett (2015), the term ‘first- generation college student’ was first coined in the 1960s in order to regulate student eligibility for federally financed programs to aid students from low-income households.
Saunders, M., & Serna, I. (2004). Making college happen: The college experiences of first-generation Latino students. Journal of Hispanic Higher Education, 3(2), 146-163.
In addition, first-generation students lack an established skill set when entering college due to the lack of exposure to higher education. After years of research, Dr. Ryan Padgett and Megan Johnson (2012) found that first generation students lack interpersonal skills when entering college because they are unfamiliar with how to interact with individuals who have a postsecondary education. By demonstrating a certain lack of skills before entering college, Jennifer Guerra of the National Public Radio extends the findings of Padgett et al. by stating first-generation students feel out of place when assimilating to their college campus.