On May 5, 2013, in New York, New York, Rita Pierson delivered an inspiring informative speech that has changed the way that many educators, educate. Rita's speech focused on education and how educators tend not to discuss the importance and value of human connection, relationships. Pierson has been an educator and education reformer for forty years following in the footsteps of her parents who were both educators. In this speech she has three key points discussing why kids drop out of school and why they do not learn, it is either because of low attendance, living in poverty, or negative peer influence. Pierson informs her audience about why we should encourage children to do better, to be pushed in school, to become successful and with that …show more content…
Pierson uses many techniques to effectively deliver this speech, but she was most effective in using rhetorical devices such as diction, pathos, parallelism, vocal variety, eye contact, and anecdotes to emphasize and explain how one of the most important factors in education are good relationships. She also uses a lot of her own enthusiasm and humor to maintain her audience interest. Pierson brings humor into her talk with telling a personal anecdote of one student receiving an F on a quiz, and she put a smiley face their paper. The student then asked, “Why did you put a smiley face on my paper?” to which she replied, " Now, you will do better next time, you got two right, you didn't miss them all?" She also uses pathos and humor by saying that it is hard to teach kids that smell bad. Teachers teach because "teaching and learning should bring joy". Pierson’s uses pathos while being honest as well, she emphasizes the importance of engaging, being zealous, humble and cognitive is only achievable through a relationship thrived on passion for the subject, and a solid understanding of assisting one another when …show more content…
She also used repetition by constantly repeating words like relationship, communication, and education to emphasize the importance of these things. She also effectively used parallelism, “You know Ms. Walker you made a difference in my life, you made it work for me, you made me feel like I was somebody when I knew I wasn’t, and I want you to just see what I’ve become.” , here she was referring to the students that her mother had taught before she retired. Because Pierson memorized her speech she was able to make a lot of eye contact, she never took her eyes off the audience. Through her body language, Pierson conveyed her confidence and the connection she made with her audience. As she became more comfortable, she smiled more and moved around
Pashtana said she would rather die than not go to school and acted on her words. Her education is limited and she doesn’t have all the recourses to make school easier, yet she still loves and wants all the knowledge she can get. While I sit in my three story private school, a clean uniform free of holes or loose seams, my macbook air in my lap, the smell of cookies rising up from the cafeteria, wishing to be anywhere else but there. No one has beat me because I want to go to school, no one has forced me into a marriage, I’ve never put my life in jeopardy for the sake of education. Pashtana’s life and choices made me take a moment to stop and reflect on my own life and how fortunate I am to have what I have.
American journalist and politician Claire Boothe Luce, and her speech to the journalist at the Women's National Press Club, criticize the American press for surrendering fulfilling work for cheap dramatize stories. Luce, in her speech, discussed the many problems the journalist face in the writing community. This purpose is to introduce problems in the writing community. She uses happy tone to appeal to her uninterested colleagues, as well as, diction, ethos, pathos, and logos. Claire Luce gives a powerful speech while bringing the American press down.
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.
In a reality where the government strives to establish total equality, there are bound to be an immense amount of rebels and protesters who questions the newly established system. It is expected for the mass majority of individuals to be demeaning the so-called “equality” and demanding for change. However, this interpretation is far from the case in the fictional text “Harrison Bergeron”, where there appears to be daily brainwashing of the population, as well as law enforcement through putting bullets through people’s heads. The allegory attempts to depict a world where the government’s primary focus is to ensure that each and every individual is absolutely equivalent to one another. Taking place in 2081 America, there are several
She then immediately follows up with a way to fix it and demand respect. Shes trying to connect with the audience and shows that she has been in the same place, that she can relate. You can see that she has done her research, she uses plenty of statistics to give you a visual of what she is talking about as well as quoting people from organizations and giving them the appropriate credit. She mentions in 2005 at yale, her alma mater, 15 students sat in the admissions office until they were removed by police. These individuals were demanding changes to the financial aid policy.
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.
She gives the listeners personal advice she has learned and uses pathos in a more emotional way. Her allusion to the world trade center is a perfect example of this. She reminds us how we can easily overcome obstacles when we work together with other people. Later in the address Amy Poehler shares a few things she learned from when she studied improvisation in Chicago. She says, “Say ‘yes.’ Live in the moment. Make sure you play with people who have your back. Make big choices early and often. Don’t start a scene where two people are talking and jumping out of a plane. Start the scene having already jumped. If you are scared, look into your partner’s eyes. You’ll feel better”,. The way she relates the strategies she learned there back to life touches your heart. She closes her speech with a heartfelt message, “When you feel scared, hold someone’s hand and look into their eyes. And when you feel brave, do the same thing. You are all here because you are smart. And you are brave....As you head out into the world, I wish you love and light, joy, and much
Florence Kelley uses an abundant amount of rhetorical devices in her speech to express her feelings about child labor. Kelley uses sarcasm, repetition, and imagery in her speech to explain her thoughts on child labor.
The essays of Carr and boyd are all structured fairly similarly. The author explains the problem and then describes the effects the problem results in, also known as the cause and effect organizational strategy (“Introduction to Rhetorical Strategies”). One example of this organizational strategy is in Nicholas Carr’s essay when he discusses the Internet and how it is affecting him personally, he shares, “They [the Internet] supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation” (Carr 315). Carr makes it clear that the cause of the issue in this quote is the Internet, and the effects that the Internet have on him specifically,
Throughout the nation catastrophes occur on a daily basis; however there are a few catastrophes that have taken national precedence and left a traumatized nation. Most usually these catastrophes are an act of terrorism. Michael Nelson (2010) describes the nature of such terrorism catastrophes as disconcerting, unanticipated and that unnerve “the country’s sense of safety and identity” (p. 20). When such “a traumatic event results in the death of civilians” and “calls the nation’s institutions or values into question” the nation as a whole looks to their leader, our president, to offer solace and calm through a responsive speech (Campbell and Jamieson, 2008, p. 102). In Presidents Creating the Presidency, (2008) the authors have labeled these speeches as a national eulogy in which they usually occur at the sight of the
Overall, Amy Cuddy gave an effective speech on her topic of the importance of body language. Amy Cuddy achieve the goal of an effective speech by her delivery of the topic, her credibility on the subject, and how she kept the audience engage. In order for a person to give an effect speech they should really look into on how Amy Cuddy gave her
...her ups, and then once their ideas of education update, so can school systems, then teachers themselves. Maiers “Keys to Student Engagement” shows the raw potential that school systems already have. It also shows that students need the drive and ambition to succeed. Tristan’s article on edutopia provides ideas that are already in motion. His ideas and tips have already started to work in public high school in his community. With the guidance and vision of these three authors public school issues could cease to exist. Even though there’s a lot involved getting administrators (and some teachers) on board, it is possible, and in the near future, a reality.
Lucas devotes a section of chapter one to talking about the history of public speaking stating that every culture has some word equivalent of the word speaker. Lucas then goes on to tell the similarities and differences between public speaking and conversation. Stephan Lucas then goes on to explains in this chapter that nervousness and stage fright are among the leading causes for the fear of public speaking. But he then assures us that nervousness is normal, and a welcomed part of speech giving. Lucas proves his point by saying, “If you feel nervous about giving a speech, you are in very good company. Some of the greatest public speakers in history have suffered from stage fright, including Abraham Lincoln, Margaret Sanger, and Winston Churchill” (Lucas, 2012 pg. 9). Lucas says that you should not run from your nervousness, but instead try to turn it into a positive nervousness. Lucas then goes on to give six ways to turn the negative nervousness into positive nervousness. They are acquiring speaking experience, preparation, positive thinking, visualization, realizing you’re nervousness isn’t visible and not expecting perfection. Now that Lucas has touched on the history, fears, and possible rewards of public
According to the Children’s Defense Fund, in 1989 an average of 1,375 children dropped out of school every day. As a future educator, my reaction to this figure is one of horror and disbelief. Once I get past the shock of such a figure and the obligatory rhetorical questions: How could we let this happen?, I become an investigator. I begin to look for patterns in the profiles of students who have failed. I consider the curriculum these students ingest and how it is fed to them. I try to understand what circumstances result in the forsaking of 1,375 students per day.
My public speaking class has already enhanced my knowledge and my ability to give speeches greatly. I know that with time and experience in public speaking, I will become a more skilled and professional public speaker. I will be sharing my first thoughts about my public speaking class, my strengths and weaknesses as a speaker, the speech I am most proud of so far, the speech that was the most difficult so far, and areas I know I need to improve on in order to be a skilled public speaker. Although I have had previous engagements with public speaking in high and middle school, none can be compared to the nervousness I felt about speaking in college level classes.