Module B – Speeches Anwar Sadat – Speech to the Israeli Knesset Context Delivered on the 20th of November 1977 at the Israeli Knesset by the President of Egypt, Anwar Sadat He went regardless of other’s not supporting him (an unprecedented statement by an enemy statesmen) At the time, 4 wars had already been fought over a 30 year period Sadat was the first Arab leader to formally recognise Israel as a country Translated from Hebrew Purpose Humanity and Justice To convince people that peace was achievable To strive for “permanent peace based on justice” To seek for commonality as a way for peaceful resolution Religious inclusion Audience and Response Addressed to the members of the Israeli Knesset (Legislative body of Israel) At the time of the speech, the audience was hostile to Sadat as war had waged on their nations years beforehand The speech eventually helped to lead to a peace agreement between the nations – The Camp David Accords to the Egypt-Israel Peace Treaty Central Ideas and Values Submission to God Permanent peace based of Justice Unification Example(s) “Permanent peace based on justice” Technique(s) Peace motif Repetition “Peace for us all on the Arab land…” “We all..” “The first fact…” “The second fact…” “The third fact…” “Let us be frank with each other” Inclusive language “…we all - Muslims, Christians, Jews – worship God” Enumeration Blunt and open tone Anaphora Inclusive language “A barrier of suspicion. A barrier of rejection. A barrier of fear of deception…” Metaphor Anaphora “Any life lost in war is a human life” Pathos “When the bells of peace ring, there will be no hands to beat the drums of war” Metaphor Auditory Imagery Effect Emphasises that there cannot be any lasting peace unless they work together to give justice to both parties, arching motif that represents the long term goals of the speech Shows that there should be no separation between the two countries. Evokes a sense of trust Establishes the speakers ethos as he shows that he is giving facts and not just opinions Evokes a sense of trust, speaking directly to the audience Shows that peace is important in religion Emphasises that there should be no barrier as all three religions all follow one God Shows how the physiological barriers prevent peace and justice Appeals to the pathos of the audience Appeals to the emotion of the audience, urging them to take action Shows that war can end if peace arises Utilises different sound to emphasise his point (bells=light, drums=heavy) Paul Keating – Redfern Speech Context Delivered on the 10th of December 1992 at Redfern Park on by the Prime Minister of Australia, Paul Keating Keating was the first Prime Minister to acknowledge that European settlers were the reason for the troubles of the Indigenous Australians Intended to launch Australia’s celebration of the 1993 “International Year of the World’s Indigenous people” Written by Don Watson Purpose To launch Australia’s celebration of the 1993 “International Year of the World’s Indigenous people” For an urge for change To urge non-indigenous Australians to take responsibility for the past Unity of all Australians (reconciliation) Empower and encourage Indigenous Australian Audience and Response The crowd was mostly made up of Indigenous Australians Very mixed responses 1993 Native Title Act passed Central Ideas and Values Reconciliation That the 1993 “International Year of the World’s Indigenous people” will be a starting point and a year of great significance for the treatment of Indigenous Australians National identity and humanity Aboriginal rights Example(s) “I think” “To me” Technique(s) Ethos “We simply cannot sweep injustice aside” “… Extending opportunity and care … to the Indigenous people of Australia” “So far we have failed” “We brought the diseases. The alcohol. We committed the murders. We took the children…” Inclusive language Extended metaphor “If we open one door, others will follow” Metaphor “We failed to ask – How would I feel if this were done to me?” “They have shaped our identity … they have helped build this nation” “Building blocks of change” Rhetorical Question “Shut up” Audience response “Guilt is not a constructive emotion” Opinionated language Anaphora High modality Emotive language Irony Metaphor Effect Added to the ethos of the speaker Made him vulnerable to criticism Showed his sincerity Associates non-Indigenous Australians to past mistakes Extended metaphor of a pass or fail test Challenges audience human nature to want to succeed Stimulates a visual image of the brutality Inflicts guilt Adds to pathos Suggests that national identity is burdened by the past Relates to the ripple effect Suggests possibility and opportunities Causes a want for justice Adds to pathos Builds a sense of empathy and imagination Ironic as non-Indigenous Australians broke their identity. Gives power to the Indigenous Australians Shows how there is a process Shows how little actions can make a big difference Adds to context Shows the hostile set of mind towards the topic at the time Should never be guilt-tripped into action (Pearson), it should be from the heart (open heart, open mind - Sadat) Margaret Atwood – Spotty-Handed Villainesses Context Delivered, in various versions, in 1994 by Margaret Atwood Some regard Atwood as a key feminist author (during third-wave feminism) She rejects the idea that she is a “feminist author” Poet, raised issues on the role of women through the perspective of the portrayal of women in literature Purpose To consider the impact of the feminist movement on the writing of novels, especially on female villains To persuade and entertain Establish the idea that it was acceptable to portray some women as evil in literature Audience and Response Mostly literate individuals Possibly a high percentage were females who had an interest in the impact of the women’s movement on literature The speech has lost very little, if any, of its relevance and wit Central Ideas and Values Women and feminism in literature That women are capable of evil Evil characters make up the essence of literature Literature should reflect the diversity of life and its moral complexity Role of women in society & literature’s reflection on reality Example(s) “… When she was good, she was very, very good, And when she was bad, she was horrid!” Technique(s) Intertextual references “No doubt this is a remnant of the angel/whore split…” Dichotomy Effect Emphasises the stereotypical mindset regarding females, other references allude to the differing examples of female characters and its relation to reality Represents that at the time, women were only given two extreme options, to be angel like or to be devil like “Breakfast”, eternal breakfast Extended metaphor Anecdote “if you write a novel, everyone assumes it’s about real people … but if you write an autobiography, everyone assumes you’re lying…” “God started with chaos - dark, without form and void - and so does the novelist.” Irony “But critics start on Day seven” Religious allusion Comparison Simile “But female bad characters can also act as keys to doors we need to open…” “…Flogging a few dead horses…” “women who wore high heels… those in overalls were acceptable” Religious allusions Colloquialism Hyperbole Paradox Highlights that there is a world of possibilities other than just stereo types Emphasises that you have to have more than breakfast Establishes herself as a trustworthy speaker Emphasises the distrust that are put on authors at times, To draw comparison between the messages conveyed in the speech, and a well-known figure that is highly considered by many individuals. Shows how writing is a process that is not fully planned out as it happens Novelists are essentially people who make stories out of nothing Highlights the differences between critics and novelists. Draws out the need to venture out more in writing and how stereotypes should not be the only writing style Allows the audience to connect more and understand the speech The issue has been argued so much that it is becoming ‘overkill’ or overdone Women were instantly judged by their one dimensional appearances, with the influence of the feminist movement – a divide persists Noel Pearson – An Australian History For Us All Context Delivered on the 20th of November 1996 at UWS by Noel Pearson Pearson is a high-profile, Indigenous Australian lawyer and activist in Australian politics 1990’s were a time of heated debates concerning land right issues (Mabo, Wik and Native Title) Purpose Addresses controversial contextual issues Rational argument against those who resent the idea of contemporary Australians taking responsibility for the actions of our ancestors To show the true history of the matter To show the perspectives of the Indigenous Australians Audience and Response The audience would have been made up of middle-class, well-educated and informed individuals, who did not consider themselves as conservative in their attitudes Central Ideas and Values The truth regarding Indigenous Australians treatment and history should be told, regardless of any guilt that may be felt That there was a danger that John Howard may undo the Mabo decision Ideas and truth is more important than politics Example(s) “Our nation” “We” Technique(s) Inclusive language “Should get over it, it’s all in the past, we had nothing to do with it, we are not guilty, help yourselves.” “Not necessary for the truth to be distorted” Colloquial language “Black armband view of history” “You have taken from us not just our land and not just all of the icons of Indigenous Australia, but some of our ways of approaching things have become an inescapable part of Australia’s national mythology.” “Guilt is not a very constructive emotion. I think what we need to do is open our hearts a bit” “How do we explain the past to our children?” “Revise we historians must… the conquistador brings the Cross and the Sword, the red man shrinks back…” – Robert Hughes Colloquial terms Accumulation Irony Intertextual reference Rhetorical Question Intertextual referencing Effect Shows how all Australians have to work together in order to achieve justice and reconciliation. used to highlight the action needed to resolve the social, political, legal and religious conflict caused from the Australian Government in the past. Describing ‘most ordinary Australians’ view and attitudes to history. Highlights how there needs to be a change in this attitude Shows how non-Indigenous Australians warp the truth in order to feel less guilty Highlights the need for change Allows Pearson to connect with his audience Highlights the injustices of the past Allows Pearson to emphasise the Indigenous point of view Shows how small actions can make a big difference Draws the audiences attention to the speech Historian for American colonization, drawing parallels with Aus’ history with Indigenous people Sir William Deane – It is Still Winter at Home Context Delivered on the 5th of August 1999 in an ecumenical service for the victims of the canyoning tragedy by the Governor General of the Commonwealth of Australia, Sir William Deane Regarding the deaths of the 21 young people, including 14 Australians, in the canyoning accident on the 27th of July 1999, near Interlaken in Switzerland Purpose To make a very public speech on the occasion of the deaths of the 14 young Australians To commemorate the deaths in a way that was moving but not excessive Audience and Response The audience was made up of the family and friends of the victims and the Swiss representatives Due to media attention, also the wider world Central Ideas and Values That the deaths of the young people is always a tragic event That the canyoning accident was a matter of national significance That the accident has brought Australia and Switzerland closer together, and all other nations involved Example(s) Length of Speech Technique(s) Structure Australian Wattle Symbolism/ Extended metaphor Effect Emphasis of the tragic nature of the speech. Ensures that it is appropriate for the event. His point gets across in an emotional manner. The wattle symbolises Australia, by bringing it to Switzerland, it unifies the two countries by bringing them together. It is a physical manifestation of the bond. Shows how negative situations can bring about positive consequences. “We pray with them for their loved ones who have died” “We are gathered in great sadness” Inclusive language “And we also pray that in the words of our Lord (Matthew 5 : 4), they will truly be comforted” “May they all rest with God” “We felt like it was bringing a little of Australia to them” “The young people – certainly the young Australians – who have been killed … the delight of youth.” “It is still winter at home. But the golden wattles are coming into bloom. Just as these young men and women were in the flower of their youth.” Biblical Allusion/References “Yes my wife and I … people who came from our homeland…” “As John Donne wrote, ‘No man is an island’. Anyone’s ‘death diminishes’ us all because we are all ‘involved in mankind’” Informal language Repetition Accumulation Symbolism Emotive Language Metaphor Truncated sentences Personal pronouns Intertextual references Unification Engaging Shows that everyone it together to support the families suffering from loss. Adds a personal level to the loss. Helps to establish the bond between two countries, as they are both predominantly Christian countries. Appropriate for the event (ecumenical) Creates a sense of community between the two countries as it shows closeness and comfort. The use of hyphens Emphasises the tragic event of the loss of young lives Symbolises the loss of life and the future Reflects the structure of the speech short and to the point but has emotional aspects throughout. Emphasises the tragedy, as the youth who had died were yet to ‘bloom’ in their lives. Adds a personal level to the loss. Adds to unification. Shows that he mourns for the loss of the youth as well Involves everyone, regardless of nationality Shows that it is not just him that believes in what he is saying Unification of mankind Doris Lessing – On Not Winning the Nobel Prize Context Was delivered on the 7th of December 2007 at the Nobel Lecture upon Lessing’s awarding for her 2007 Nobel prize in literature Her publisher read the speech in her place as she could not travel to Sweden At 88, she was the oldest person to ever win a Nobel Prize Purpose To make the audience realise that there is still inequality in the world To make the audience appreciate the desire for books and education in Africa To conjure the beauty and fierceness in Zimbabwe in language To explain that there is a story teller in all of us Audience and Response The media and the world (she was interviewed in front of her house in London) Speech was then published and the proceeds went to HIV/AIDS sufferers Central Ideas and Values There is still much inequality in the world Everyone should have access to education and books There is a craving for education in the world There is a storyteller in all of us Example(s) “I am standing in a doorway looking through clouds of blowing dust” “Everyone begs for books” “The library is only half-read” Technique(s) Anecdote Mise-en-scene Visual Image Juxtaposition Effect Places the visual image of a rural village in the minds of the audience Allows her to effectively share her concerns Confronts the audience Inflicts either guilt or gratification as it shows how education is taken for granted in first-world countries Appeals to audience as education is one of the world’s top “Not think many of the pupils … will get prizes” “Some will one day win prizes” Comparison “Scratching the letters in the dirt with a stick” Motif (of Dust) “Do we think that we are better – we, stuffed full of food, our cupboards full of clothes” Rhetorical Question “Writers, do not come out of houses without books. There is a gap. There is difficulty…” Truncated sentences “Bigger than the supermarket, a big building and it ‘b’ alliteration is full of books” referring to a young woman who had been able to imagine this as she had read a small paragraph from ‘Anna Karenina’ “Throats are full of dust…” Pathos Anna Karenina anecdote Anecdote & Intertextual referencing values Contrasts different levels of opportunity Inflicts a sense of pity Highlights inequality Represents the thirst for knowledge in rural areas Inflicts a sense of remorse Adds to pathos due to the realisation that others do not have equal opportunities Confronts audience Challenges them to take action and to not take things for granted Emphasises her message Encourages audience to imagine the difficulty in emerging as a writer without the proper resources to do so Evokes a sense of urgency Demonstrates the transformative power of literature as she was able to imagine this despite her hardship Creates a plosive sound of energy Emotionally symbolises the parched, stifled voices that helplessly await the nourishment of education Creates an emotional response Richness of her stories, illustrates the greatest hardships a mother faces in the pursuit of water, yet finds time to read and improve herself – priority of education and pride in learning Geraldine Brooks – A Home in Fiction Context Delivered on the 11th of December 2011 as one of the Boyer Lectures by Geraldine Brooks She had four lectures on “The Idea of Home”, this was her fourth lecture Purpose To show that mathematicians and authors have a role to play in national dialogue and society Show that mathematics is poetry Reflects on the lessons she learnt in journalism and fiction Explain the action of writing and to explain her technique of finding a story to write Audience and Response Listeners of the ABC national radio Lovers of fiction Intellectuals Central Ideas and Values Fiction has its basis in fact Fiction is powerful and valuable That both mathematicians and fiction authors are on the same quest for truth Concepts of home The creative writing process The significance to her ability to hear the voices of the characters from the past Example(s) “This is like poetry” Technique(s) Simile “It’s a beautiful world, but I cannot live there” Metaphor Effect Shows how there are similarities between mathematics and poetry Implies that both mathematics and fiction are their own worlds Shows how despite the need to branch out, your roots are “Build a wood shed” “Materials” “Useful and durable tools” “I learned a respect for factual details which is essential to fiction” Motif Extended metaphor “There can be no day without lifting stones” Extended metaphor “The youth gets together his materials to build a bridge to the moon … a middle-ages man concludes to build a wooden shed with them” Extended metaphor Literary Allusion “Every generation has its once upon a time” Cliché Repetition Paradox still important Shows how fiction gave her a chance to make a change She was able to build a life around writing Shows how what she learnt from journalism has helped her become a novelist Progression of gaining knowledge Shows how spate world must become one to become effective Stones represent hard work Adds to the building metaphor Shows how nothing can be built with out hard work Henry David Thoreau Shows how things may not always go as you originally plan, for Brooks, she aimed for the shed but got the bridge to the moon. Shows how everyone has their own path to take Shows that stories are continuous Gives voices to the people of the past Linking Ideas Between the Speeches Unification Anwar Sadat – Speech to the Israeli Knesset Paul Keating – Redfern Speech Margaret Atwood – Spotty-handed Villainesses Noel Pearson – An Australian History for us all Sir William Deane – It is Still Winter at Home Doris Lessing – On Not Winning the Nobel Prize Geraldine Brooks – A Home in Fiction (unification of different worlds, e.g. Fiction, journalism and math) Fiction Margaret Atwood – Spotty-handed Villainesses Geraldine Brooks – A Home in Fiction Doris Lessing – On Not Winning the Nobel Prize Youth/Future Anwar Sadat – Speech to the Israeli Knesset Paul Keating – Redfern Speech Noel Pearson – An Australian History for us all Sir William Deane – It is Still Winter at Home Indigenous Rights Paul Keating – Redfern Speech Noel Pearson – An Australian History for us all Justice Anwar Sadat – Speech to the Israeli Knesset Paul Keating – Redfern Speech Margaret Atwood – Spotty-handed Villainesses Noel Pearson – An Australian History for us all Doris Lessing – On Not Winning the Nobel Prize
