Rhetorical Analysis Outline

Imane Forbes Rhetorical Analysis Outline

of Kavitza Krishnan’s Speech

Purpose : To Inform the public on the governments faults, and to persude and motivate people to take action to help and change the rape culture in India.

Audience: Government Officials running and controlling India, Men from 16-60, Women who aren’t informed about the things happening.

Context:  Standing outside of a woman government official that made a claim on a rape that recently happened on a bus.

Section 1: Introduction and Placing Blame

Purpose: Introduce the lack of responsibility on the government’s behalf. Introducing her reasoning for Dikshit’s resignation.

Appeals: Logos( deduction) Pathos(

Technique: Uses Dikshit’s statement to Deduct with explanation “If it can pick up passengers” “if a bus containing iron rods and rapists””it is no one else’s responsibility – it is yours.”

Effectiveness:  Very Effective. Her use of deduction places the blame on the government therefore showing the public the government’s ignorance and faults.

Section 2: Other Statements Made By Government Officials

Purpose: Demonstrate that the Indian Government has other officials that are ignorant and “support” rape.

Effectiveness: Very effective because it shows India curroption within the government.

A.     Sheila Dikshit. (CM)

Appeals:  Logos: “we are here to tell her women have every right to be adventurous”

“We will be reckless.” …etc…

Techniques:

·         Diction: Repetition “we will” – creates emphasis on serious tone

Emphasis on the freedom of women.

·         Sentence variety- Most sentences are short and to the point. Last sentence is long and reprimands government.  

B.      Neeraj Kumar (Newly Appointed as a Police Commissioner) – next 2 para.

Appeals:  Ethos- Builds ethos by using evidence. “conviction rate has gone from…” “There is a huge gap in the police’s investigation…”

 Logos- supports quote from Kumar by using evidence “ This is an authentic statistic…”

Techniques:

·         Punctuation & Argument: “”explain to you”—“beta, don’t file a complaint.”” = creates moment of realization. Shows even the public doesn’t want rape cases in the government not only government officials.

·         Begging a Question: “Who is responsible for this?” = gives room for the govt. to take blame

·         Rhetorical Question: “Why would you prevent this from happening?” = questions the actions of the govt.

Section 3:  Challenging Authority, Creating & Supporting Feminism

Purpose:  Introduces her opinion & “retaliation” against the opinion of the government officials. Introduces ideas of anti- feminism within India. Speaks on behalf of the “women of India”.

Appeals: Logos: Women’s rights and freedom. Ethos: builds her character and opinion

Techniques:

Begging a Question: “Is this a crime for women?” uses a question to challenge the government’s beliefs of womens rights.

Diction: “we” – Unifies and ties her with all of the women in India.

“Women know what safety refers to.” = allows the reader to understand ALL women go through.        

“We have hear our parents use it”= allows reader to see it is a part of society. Taught the idea of safety (restriction) from young.

Repetition: “You behave yourself” “You get back into the house” = creates emphasis on anti- feminism

Hyperbole: “that women only leave their homes for work………they are compelled to go out.”

Sentence Variation: “A whole range of patriarchal laws…….We reject this notion…” = creates emphasis on the idea that society is wrong.

Effectiveness: Very effective because it shows the reader her seriousness of the topic while stressing the importance of the need for change within the society.

Section 4:  Government Actions

Purpose: Introduces the Governments Actions. Introduces her ideas and opinions on the actions.

Appeals :

Pathos: - Strong Diction readers

Logos: Uses evidence from the government.

Techniques:

Diction: “Rape survivors are complete, strong, fighting women…..” & “She is not a corpse. We salute her will….” =  calls on feminism and support within readers

“In your entire procedure…..”= shows fault in government

“No one is protecting her ‘bekhauf azaadi’” = uses word in her language to show significance. (The fact that there is a word for it)

Evidence:  “If an object is inserted into a woman’s genitals…..”  “

Parallelism : “ an iron rod into….. the reason that she is battling for her life today.” = shows relationship between fault in govt. & actual occurrence.

Rhetorical Question: “Why are we here?”

Begging a Question: “What about the brother who cuts his sisters head off……”= question creates a realization within society.

Hyperbole : “What about the brother who cuts his sisters head off……”= overstatement creates emphasis on a serious matter

Section 5 : Conclusion

Purpose: To conclude & Addresses another problem within the government

Appeals: Pathos: STRONG Diction

Techniques:

Diction: “There is a culture that justifies rape…”   “If we are to change any of this…”

“Our rage will not be washed away with.."

"It is shameful that the government..... are now poised to attack those fighting for the rights of women.

Hyperbole: Our rage will not be washed away with water cannons…. = stresses an importance and strength of their rage. 

The Reluctant Fundamentalist

But I did none of these things. Instead, I blushed and said, "Hello." She smiled ---- with uncharacteristic shyness, it seemed to me ---and replied, "Hi." I nodded, tried to think of something else to say, failed, and said, "Hello," again. As soon as i had done this, I wanted to disappear; I knew I sounded unbelievably foolish. She started to laugh, her small breasts bouncing, and said, "I'm going for a swim." But then, as she walked away, she half-turned and added, "You want to come?" (Pg 24)


My mother always cooks dinner. Never, ever anyone but her, "Delicious." It is --- with different flavors, it always seems good--- and yummy, "Tempting." Always tempting, sugary goodness making your mouth water with saliva, delicious, and lovely. "Quenching" always. As soon as it hits my tongue, the thirst goes away; I know it sounds dramatic. Turkey isn't my favorite, none the less,  "Eat it it is good" Mom says, but I never do,  macaroni and cheese is my style,  "But put that down."

World War 2 Speech Analysis

Emperor Hirohito’s Surrender speech, Winston Churchill’s, “Blood, Toil, Sweat, and Tears” (speech), Goebbel’s “Nation, Rise Up, and Let the Storm Break Loose” all use many similar stylistic devices that alter the readers perception and interpretation of their speeches and the events occurring.

 A prime example lies within the victimizing in Emperor Hirohito’s Surrender speech and Goebbel’s “Nation, Rise Up, and Let the Storm Break Loose. Discarding the fact that the Japanese killed innocent civilians and did extremely detrimental things to those in World War 2 their main reason for surrendering appeared to be “ the war situation has not developed not necessarily to Japan’s advantage, while the general trends of the world have all turned against her interest.” Hirohito’s diction and use of a litote(understatement) allowed him to victimize Japan rather than taking the actual blame in the situation. Using similar diction and stylistic devices Goebbels speech on total war allows him to victimize himself and Germany in their decision to start the war. “It was two minutes before midnight. Waiting any longer could easily have led to the destruction of the Reich and a total Bolshevization of the European continent.” Using slippery slope fallacy Goebbels justifies and victimizes himself and Germany in their decision.

Another prevalent idea within Goebbels “Nation, Rise Up, and Let the Storm Break Loose and Winston Churchill’s, “Blood, Toil, Sweat, and Tears” is to call upon the patriotism and instill unity within its citizens. At the end of Goebbels speech has a series of questions that he asks his supporters in the war. “ Are you resolved to follow the Fuhrer through thick and thin...... Are you and the German people willing to work, if the Fuhrer orders…..Is your confidence in the Fuhrer greater……?” These series of rhetorical questions creates a bandwagon effect and instills patriotism within the reader. Giving an either or fallacy Goebbels instills guilt in the reader if he does not follow the bandwagon. In Winston Churchill’s, “Blood, Toil, Sweat, and Tears” Churchill gives the same effect to his readers by instilling the idea of unity and a “together we can win but divided we fall apart” effect. “ At this time I feel entitled to claim the aim of all, and I say, “ Come then, lets go forward together with our united strength.”” Churchill’s diction with his “entitlement” to ask for help creates a bandwagon and instills patriotism within the reader.

A common stylistic device between all three of the World War 2 speeches is by zoomorphism and making their enemy seem like the most eminent threat in the world. Churchill said “….to wage a war against a monstrous tyranny, never surpassed in the dark and the lamentable catalogue of human crime.” Goebbels said “International Jewry is the devilish ferment of decomposition that finds cynical satisfaction in plunging the world into the deepest chaos and destroying ancient cultures that it played no role in building.” Hirohito said “The enemy has begun to employ a new and most cruel bomb..” All three speeches give the effect that the enemies are the most important and evil danger in the world.

All three speeches use many similar stylistic devices that hide the truth by altering the readers perception of the situations.

Machiavelli Vs. Thoreau Ideologies

Machiavelli in his book The Morals of the Prince maintains the ideal principle that a prince must look out and do what is in the best interests of himself and his kingdom. Regardless of any backfiring or how his subjects might feel on the matter Machiavelli claims that a prince must and should do what he feels is right in the circumstance. Thoreau correspondingly believes that a man must do what he believes is right for him and should not follow the beliefs of other men and follow the bandwagon. Both of these men mutually share the same ideas on how a man should control his actions.

Machiavelli often states that a prince must do what is in the best interests of him and his kingdom, correspondingly Thoreau believes that governments are often unjustified in their actions. Thoreau says “The government itself which is the only mode which the people have chosen to execute their will, is equally liable to be abused and perverted before the people can act through it.” Thoreau claims here that although the government is the only way a man can execute his wants and needs it can still be abused and corrupted. This is supported by the mere fact that Machiavelli believes that princes must “manipulate the minds of men” and “must learn how not to be good” in order to control his reign and protect his empire.

An apparent relationship between Machiavelli and Thoreau’s writing is that Machiavelli writes for the leader of a monarch while Thoreau writes for the subordinate and the common “man”. Machiavelli writes on how to correctly control a government although it may not be considered morally correct. Thoreau on the other hand writes on how a man should act based on his own morals. Machiavelli shows that leaders have to be feared and run their empires based on cruelty rather than love, they shouldn't be generous and they should manipulate the minds of their subjects. Thoreau writes on how a man should challenge these principles. Thoreau writes so that the subject of said government should go against the rules and laws of the leader and they should do what they feel is right for them rather than what the leader demands.

Throughout all of the ideologies that appear through both texts there is one clear idea that is prominent in both texts. The idea is that people do things because we have to not because we want to. Within Thoreau’s text he explains that men often pay taxes and vote not because they actually want to, but it is due to the fear instilled in them by the government. Within Machiavelli’s text he shows that a prince mustn't be generous or merciful not because of his morals but because of what is best for the government and his supremacy. The idea that doing what we have to is more important than doing what we want to is prominent in both texts. 

Logos

Being in high school is a challenge as it is. There are hundreds of expectations to live up to. We are all in the stages of our life’s where we all have an idea of what we want, but have no idea how to get it. We are stuck between adolescences and adulthood; too old to not have responsibilities, but too young to be trusted with certain privileges. This is only the social part of school, there is also the academic part. Classes start at 7:30 only to end at 2:15. Then there is another task to be dealt with after that….. homework.

 Excluding homework there are sports, clubs and just millions of other things that disallow people like me to ever imagine of having an actual social life. In between our busy work day at school we are tested multiple times on the same information that will most likely never be used in the future. Slacking is never an option, if you slack once, it may seem as if your whole world is tumbling over. One overlooked mistake on a test could cost you your grade for the entire semester.

As we grow up, we realize that the one mistake we made on that one important test was never really that important. That one test that everyone seemed to fail will not matter once you turn 50 and are praying for your retirement pay check to come 15 years sooner. One small test in our entire life will most likely not affect us for the rest of our life’s. But something that will actually affect us in the long run is the amount of sleep we get.

Looking back onto kindergarten days, we were all taught that nap time was the most important part of the day. We were taught that sleeping was important for all children to grow up to be strong and smart.  Any 4 year old would easily disagree that taking nap in the middle of the day was not necessary, and that it never helped them grow nor helped them learn better. But somehow it was enforced into every schedule every day. But who were we to know? We were just kids.

Maybe teachers and parents had some logic to nap time.  What if that one mistake that you made on that important test could have been fixed with a 15 minute nap.  It worked in kindergarten, why wouldn't it work now? Having a nap in school would allow students to regain energy to full understand the information being taught at us and allow us to gain energy to function properly throughout the day.

Sleep as an Answer?

I remember like it was yesterday, the first nap I ever took. Well actually I don't. I just thought it would seem more interesting if could remember my first nap. To be honest I don't remember most of the naps I took as a child. I'm pretty sure no one remembers them. 

It’s not like they were the most memorable moments of our childhoods. My happy childhood memories range from my first trip to Chucky Cheese, or the moment I learned how to ride a bike and felt my first sense of independence.( Although I couldn’t leave my street or ride without a parent watching) It all felt the same. Happiness, excitement are all synonyms for my childhood, or at least majority of it.

But the moment my mom told me it was nap time… all hell would break loose…

Sleep isn’t what a 3 year old wants to hear after they’ve watched 3 hours of Telle-Tubies and Barney

Sleep isn’t what a five year old (with adrenaline running through their veins) wants to hear after they’ve had sugar filled delicacies.

Sleep isn’t what a 7 year old wants to hear after they’ve just came back from their best friend’s house, jumping on trampolines and high off of life.

Sleep just never seemed to be the answer I wanted to hear as a child ; but it always seemed to be the answer my mother wanted to give me.

I would like to believe that I was a decent child, one that never yelled or complained when it was nap time; As for my siblings... I can’t say the same.

My baby sister has taken on an animalistic personality when my mom says the words “Nap Time”.

I’ve never believed in Jekyll and Hyde until I experienced my sister at nap time.

The bite marks on the sides of the crib scream “I’m in prison”

While the smile on her face yells “I love my life”

As I’ve grown older I’ve began to love my mom and all of those that forced me to take a nap as a child.

Naps are the only thing I survive on now. Naps are the only thing that gets me through the day, considering the longest period of time of day I probably sleep is during my Civics class, I appreciate naps so much more.

Imagine in highschool that we were allowed to sleep in class. A nap during the day can reengerize any student, allowing them to fully participate in class and fully understand the material being taught.

Egypt Seminar

The biggest problem that Egypt is facing at the moment seems to be its social problems. There has been an increasing rate of poverty. The unemployment rate has grown rapidly after the revolution in 2011. In the first quarter of 2013 North Africans unemployment rate went up to 13.2%. This creates a horrible combination when combined with the price of food rising. People can barely support their families without jobs and with the price of food rising people cannot fund all of their needs. There are places in Egypt that actually have begun to offer free food to those without money.

Another social problem that has arisen is the crime rate. During the many riots Egyptian women have been raped. Society has made women afraid to leave their houses and afraid to go into crowds.

Also that the voices of Egyptians need to be heard, all Egyptians are trying to voice their opinions through riots. With a fully developed democratic system Egyptians would stop rioting and voice their opinions fully.

The extent that the United States should be involved in helping Egypt face this challenge is sending money to help the country get back on its feet. Although there are many people that discuss whether the United States is doing too much or too little I feel that in order to help Egypt help itself the government needs to be pumped with money to fuel its economy. Although the United States feels the need to stay neutral throughout all of the riots and corruption I feel that the United States needs to put their foot down and help Egypt create a working democratic system that is not corrupted.

The American media seems to make it seem that Egypt’s government has no control over the public. There seems to be multiple riots in a day and the recent revolution has led to the public outbreaks all over. There seems to be no control within the government and it seems as if a government is non-existent.

Where I'm From

Where I'm from the streets aren't paved with gold
There isn't silver lying on the streets
But there are thousands of people
And a city that never sleeps
The lights are bright, sometimes even blinding
But the view is amazing, to some it could be frightening.
Where I'm from you'll be lucky to see a star
Making a wish could never be so hard
When all you see at night are cars.
The people are loud and obnoxious
But what else could you expect
From the city that never sleeps
A smile too wide is thought to be a threat


Any corner you turn you'll find a new story
A new life
A new story waiting to be told
Its the concrete jungle
Or so I've heard
But in reality it's the only place I like to call home

Where I'm from the friendly people are the ones to watch out for
Because trust must be gained not given

Where I'm from food from all over the world
Can end up on the same block

Where I'm from a white picket fence is hard to be found
But a hopscotch drawing of chalk can be easily found on the ground.


Packing up and leaving everything behind was the hardest to do
Espicially when it seems like the worst thing i left was you

It was hard to leave
Because it felt like i was leaving apart of me

Leaving where I'm from changed me so much
It felt like me and the world were coming out of touch

I miss where I'm from because it was a place I could call home
Now where I am to talk to my family I have to pick up a phone.