ADVANCED ENGLISH
MODULE B - CRITICAL STUDY OF TEXT
THE SPEECHES
Module B: Critical Study of Texts
This module requires students to explore and evaluate a specific text and its reception in a
range of contexts. It develops students’ understanding of questions of textual integrity.
Each elective in this module requires close study of a single text to be chosen from a list of
prescribed texts.
Students explore the ideas expressed in the text through analysing its construction, content
and language. They examine how particular features of the text contribute to textual integrity.
They research others’ perspectives of the text and test these against their own understanding
and interpretations of the text. Students discuss and evaluate the ways in which the set work
has been read, received and valued in historical and other contexts. They extrapolate from
this study of a particular text to explore questions of textual integrity and significance.
Students develop a range of imaginative, interpretive and analytical compositions that relate
to the study of their specific text. These compositions may be realised in a variety of forms
and media.
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Module B – Critical Study of Text: the Speeches
Module B: Critical Study of Text: the speeches
Keating’s Speech
SPEAKER Paul Keating was the 24th Australian Prime Minister (1991 – 1996). He
was a member of the Labor Party.
AUDIENCE The speech was televised nationwide. The audience then is a very
broad one – old Australians, new Australians, multicultural Australia, those who
served in the wars, those whose relatives died in the wars, a younger generation for
whom World Wars I and II were extremely remote.
CONTEXT delivered on November 11, 1993, 75 years after the end of WWI.
In the middle of the Reconciliation debate – concerns about Australia’s past
treatment of aborigines and the quest to forge an inclusive sense of national identity.
Keating represented a highly multicultural part of Australia – the Bankstown
electorate. The Anzac legend needed to be made relevant to all in an inclusive way.
Questions.
1. How does Keating’s speech shift between the first 4 paragraphs (up to
“And he is one of us”) and the next three paragraphs?
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2. Why does Keating include some negative comments on the First World
War and emphasise the huge divide between 1915 Australia and Australia
in 1993?
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3. According to Keating why do we honour those who died in war? What
lessons does their death have for us?
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4. Identify TWO different purposes and TWO different audiences for this
speech.
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5. “The unknown Australian is not interred here to glorify war over peace, or
to assert . .” Why does Keating bother mentioning what the ceremony of
Remembrance Day is not meant to glorify?
6. Comment (with one example each) on the following aspects of the speech:
 Word choice

Repetition

Use of statistics
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
Use of paradox

Use of inclusive language and binary pairs

The overall structure of the speech
What is the overall purpose of Keating’s speech? Is it merely a eulogy? Or is it more
a political speech? What values does it appeal to? What is its subtext?
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Question Sheet on Faith Bandler, “Faith, Hope and Reconciliation”.
Reread the speech carefully then answer the following questions.
1. In three or four sentences state what you see as the main message of the
speech.
2. Although Faith Bandler’s speech is designed to inspire a renewal of efforts in
the struggle for justice for Australia’s indigenous people, what reasons does
Bandler give for feelings of hopelessness? Why does she mention these
negative factors in the speech?
3. Faith Bandler’s speech makes it clear that the struggle for justice for
Australia’s indigenous people has been a long hard one. It has involved many
separate issues and campaigns. Make a list of those issues and campaigns
starting with the 1967 campaign.
4. “You have brought change, it is true, but to eliminate some of the in-built
attitudes of this society, the task is yet to be tackled.” What examples does
Bandler give of these attitudes?
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5. Comment on the closing section of the speech. In what ways does the style of
the speech, its tone and word choice shift in the closing paragraphs? Is it an
effective ending why?
6. List the different audiences for whom the speech is delivered. In what ways
does the speech deliberately include different groups?
7. Faith Bandler’s speech could be contrasted with Keating’s Remembrance Day
speech as an ordinary person’s delivered in simple direct personal style as
opposed to a politician’s speech that is aimed at a formal occasion. Do you
think the speech is more moving and powerful for this reason? In contrasting
the two think of the following:
 which speech has more clichés?
 Which speech has more specific factual detail?
 Which speech uses more rhetorical devices?
 Which speech has the more powerful close?
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Aung San Suu Kyi, Keynote address at the Beijing Conference on Women
1. What connections does Aung San Suu Kyi make between an increased
participation of women in political leadership and decision-making and the
achievement of peace, justice and tolerance?
2. What relevance does Aung San Suu Kyi see in her own experiences for the
purposes of the Conference?
3. What grounds for hope towards the world’s future does this speech suggest?
4. What religious and other values does Aung San Suu Kyi bring into this
speech?
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5. Would you say this speech is more personal or more political and formal?
Justify your answer.
6. Give examples of where Aung San Suu Kyi uses images or metaphors,
proverbs, quotations, rhetorical questions and statistical facts in this speech?
What are the effects of these devices? What do they add to the speech?
7. Contrast this speech in terms of purpose, audience and style with the
speeches by Faith Bandler and Paul Keating.
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Comparison of Aung San Suu Kyi and Margaret Atwood speeches
Complete these sentences and use examples or quotes to support your opinion.
1. Aung San Suu Kyi has an optimistic outllook on the impact feminism can have
on
2. Margaret Atwood considers that dogmatic feminism can have a disastrous
influence on
3 Aung SanSuu Kyi opens her speech with a personal reflection but soon moves to a
consideration of women in
4 Margaret Atwood’s anecdotal opening draws attention to the stereotype of girls as
5 Aung San Suu Kyi ably characterizes the defects of male dominance in politics
with her comments about war and weaponry:
6 Atwood, using the example of her daughter’s play performance, coins a
memorable phrase to show the difference between literature and life:
7 Atwood maintains her audience’s interest in three main ways:
8 Aung San Suu Kyi challenges her audience to think beyond stereotypes towards
the close of her speech when
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9 If Atwood’s speech gains credibility from numerous references to literature, Aung San
Suu Kyi adds weight to her opinion by citing
10 Atwood’s underlying values could be described as
11 Atwood’s approach to her audience is
12 Aung San Suu Kyi’s underlying values could be described as
13 Aung San Suu Kyi’s approach to her audience is
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Anwar Sadat’s speech to the Israeli Knesset
Background: Anwar Sadat was President of Egypt from 1970 to 1981. In 1973 he
launched the October/Yom Kippur War in an attempt to recapture Egyptian territory
taken by Israel during the Six Day War of 1967. The 1973 war ended in a ceasefire with
no clear victor. Egyptian armies initially defeated Israeli forces in the Sinai but Israeli
troops then encircled the Egyptians. The war became a stalemate and a ceasefire was
organised. In 1977 Sadat became the first Arab leader to visit Israel and delivered his
speech, proposing a peace plan, to the Israeli Knesset. In 1979 an Egypt-Israeli Peace
Treaty was signed at Camp David. Sadat and Menachem Begin (the Israeli leader) were
awarded the Nobel Peace Prize. Sadat was severely criticised in the Arab world for
betraying the Palestinian cause and was branded by many as a “traitor”. In 1981 he was
assassinated.
Consider:
1. What strategies does Sadat use to lay out his peace proposal before the
Knesset?
2. What multiple audiences and pressures does Sadat face in delivering this
speech?
3. What rhetorical devices does he employ to shape his message?
4. The peace proposals are on a few lines on page 43. Why then is the speech so
long?
5. What do you make of the closing of the speech? Is it effective?
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PAST HSC QUESTIONS : MODULE B – Speeches
In your answer you will be assessed on how well you:
demonstrate an informed understanding of the ideas expressed in the text
evaluate the text’s language, content and construction
organise, develop and express ideas using language appropriate to audience, purpose and
form
2009 HSC— Nonfiction – Speeches (20 marks)
Through their portrayal of human experience, the speeches you have studied reinforce the
significance of justice.
To what extent does your interpretation of these speeches support this view?
In your response, make detailed reference to at least TWO speeches set for study.
The prescribed speeches are:
Margaret Atwood – Spotty-Handed Villainesses, 1994
Paul Keating – Funeral Service of the Unknown Australian Soldier, 1993
Noel Pearson – An Australian History for Us All, 1996
Aung San Suu Kyi – Keynote Address at the Beijing World Conference on Women, 1995
Faith Bandler – Faith, Hope and Reconciliation, 1999
William Deane – It is Still Winter at Home, 1999
Anwar Sadat – Speech to the Israeli Knesset, 1977
HSC — Nonfiction – Speeches (20 marks)
In your view, how have rhetorical techniques been used to reveal memorable ideas in the
speeches set for study?
Support your view with detailed reference to at least TWO of the speeches set for study.
2007 HSC — Nonfiction – Speeches (20 marks)
Ultimately, in these speeches, it is the representation of deeply held ideals that captivates
audiences.
Explore the representation of at least ONE deeply held ideal, evaluating its significance in at least
TWO speeches prescribed for study.
2006 HSC — Nonfiction – Speeches (20 marks)
To what extent has your personal response to the speeches been shaped by the enduring power of
their intellectual and artistic qualities?
Support your evaluation with a close analysis of TWO speeches.
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A sample answer to the 2006 HSC Question – Critical Study of Text: Speeches
<note they had a slightly different list of speeches to choose from>
Examination Rubric
In your answer you will be assessed on how well you:
x demonstrate understanding of the ideas expressed in the text
x evaluate the text’s reception in a range of contexts
x organise, develop and express ideas using language appropriate to audience,
purpose and form.
2006 HSC question (8):
To what extent has your personal response to the speeches been shaped by the enduring
power of their intellectual and artistic qualities?
Support your evaluation with a close analysis of two speeches.
Student Response
Aristotle once wrote that “it is simplicity that makes the uneducated more effective than the
educated when addressing popular audiences”. Aristotle, like many others, knew that the
“spoken word” was the most powerful form of communication because the simple, yet effective
use of rhetorical language ensured that speaker’s themes & ideas were easily translated to a large
audience. This is evident in both Margaret Atwood’s “Spotty-handed Villianesses” & Emma
Goldman’s “The political criminal of today must needs be the saint of a new age”, as their
intellectual & artistic qualities have been shaped in such a way, due to the effective use of
rhetorical technique, that they can simply be translated to the audience, ensuring their speeches
were memorable & would resonate with a contemporary audience due to their universal themes
& values.
Atwood’s “Spotty-handed Villianesses” is a casual & entertaining speech that combines a
celebration of literature with the topical issues of Feminism & the notion of literature reflecting
reality, & it is through her unorthodox approach, a contemporary audiences personal response
can be easily formed due to her effective use of rhetorical technique. Atwood explores the
changing role of women in society through a study of significant female literary characters. In
particular, Atwood plays close attention to the character of Lady Macbeth, whom the very title of
the speech refers to. Atwood continually refers back to Lady Macbeth & the notion of “spots”
which are synonymous with Lady Macbeth to entertain her audience & emphasise the crux of
her argument, that it is wrong to deny female characters the right to be evil as it is not an
accurate reflection of society, for in society there exists both “good” & “evil” women. “The
murderers, the seducers, the espionage agents, the cheats, the bad mother…” By visiting easily
recognisable stereotypes, Atwood’s audience is able to acknowledge her argument & appreciate
its intellectual & artistic qualities due to the execution of rhetorical technique.
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Atwood further argues that the portrayal of female characters due to the feminist movement is
false & inaccurate through two simple words: “good” & “evil”. By simplifying the female
character into two extremes Atwood’s audience is easily able
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to grasp her audience, and she is also able to criticise the feminist movement. The repetition of
“good” & “evil” allows Atwood to criticise the feminist movement for creating such a divide in
literature but also, simplifies Atwood’s argument making it accessible for her audience & thus,
more persuasive. Atwood refers to the notion of “good” & “evil” right up to the final lines of
her speech where she quotes Rebecca West “we have not enough evil in us” which also
suggests, Atwood admires the role of evil women in literature.
Atwood further entertains & emphasises her argument through a plethora of
colloquialisms such as “flogging a few dead horses”, “bumped off”, “juicy parts” to
both entertain & persuade. Atwood also uses a series of humours metaphors where
she likens her job as an author to that of God’s, followed by religious allusions to challenge
her audience which gives her speech enduring power. “God” who is “among other things an
author”.
Atwood’s speech is still valid to a contemporary audience as the role of women in
society is still a very topical issue, and so it has not lost its enduring power to persuade people &
there invoke an emotional response due to its intellectual & artistic qualities. This is only
emphasised through her unorthodox approach to addressing apparent themes as her use of simple
rhetorical technique has allowed her to engage her audience, ensuring her speech is of timeless
relevance.
Emma Goldman, like Atwood, uses effective rhetorical technique to emphasise the validity of
the study of speeches to convey universal ideas & themes, (freedom, patriotism, progress)
ensuring those who study them shape their own personal response due to its artistic &
intellectual qualities.
Goldman’s speech was delivered at the time of the Great War, a time where the nation
was bound by patriotism & so, Goldman uses this theme to identify with her audience & justify
her actions. Goldman was on trial for her controversial anarchist views which were seen as a
threat to patriotism. However, Goldman suggests that it is her love of America, which is
patriotism, that fuels her anarchist views, with the belief that it will lead to a better future, the
notion of progress. Goldman contrasts the two sides of patriotism through the metaphor of the
love between a man & a woman.
“…that of a man who loves a woman with open eyes; enchanted by her beauty yet sees her
faults”. The use of this metaphor has ensured that Goldman was easily able to convey the
universal value of patriotism to her audience because of the effective artistic use of rhetorical
technique.
Goldman uses the theme of progress to develop her argument & present herself as a
hero by saying all those who worked towards progressions were never “within the law”. The
repetition of “within the law” emphasises the notion of progression for a
better outcome. Goldman then makes comparisons between herself, the true patriots & religious
pioneers, drawing parallels between herself, the founders of America and Christ saying these
people were anarchists of their time which arouses anger amongst her audience. By invoking an
emotional response, we can see that the execution of rhetorical technique is essential in creating
a successful speech as it is what gives the speech its enduring power of its artistic & intellectual
qualities, showing that a study of speeches is of timeless importance.
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Finally, Goldman draws on the shared value of freedom, a concept on which America was
founded. Goldman presents herself as a victim being punished for exercising her
fundamental right. The repetition of “democracy” only emphasises the need of
freedom which adds to the persuasive nature of her speech.
Historically, her speech failed as she insisted on pushing conventions at a turbulent time
however that only strengthens its power today. With a wider knowledge of political ideologies,
a contemporary audience can respect the speech for its controversial nature & its brilliant use
of oratory technique to its enduring power.
Both speeches shape one’s personal response to the study of the speeches collectively
due to the perfect execution of the art & intellect of rhetoric as well as the enduring themes
they resonate.
Comment
In this answer, all elements of the question are skilfully addressed. The answer presents an
informed and clear thesis, revealing a detailed understanding and perceptive evaluation of the
qualities of the prescribed speeches. The arts of speech writing and oratory, as well as the
intellectual ideas expressed in the speeches, are explored. The answer contains a convincing
argument that these ideas transcend different contexts and audiences, thus proving their
enduring power. This view is supported by judiciously chosen textual references. This response
is fluent and articulate, with a strong personal voice.
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REVISION SHEETS ONE – Speech by Speech
Margaret Atwood – Spotty-Handed Villainesses, 1994
Big Themes (one Word) Feminism / Freedom (for writer)
Main idea 1
Main idea 2
Relation to audience(s)
Context – After dinner speech to various groups; audience interested in literature, novels,
Atwood’s novels; feminism. Need to entertain as well as inform.
Structure (order of speech/ how it starts / how it progresses/ ending)
Anecdotal opening (personal story) followed by a second personal story (Eternal Breakfast)
Content – what is a novel? What is literature?
Main Theme – Why do we need bad women in literature?
Major Rhetorical Techniques plus examples
1. Personal anecdotes
2. Questions
3. Examples from literature
4. Humour
Personal Response
William Deane – It is Still Winter at Home, 1999
Big Idea Unity among people / Australian identity
Main idea 1
Main idea 2
Relation to audience(s)
Context
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Structure (order of speech/ how it starts / how it progresses/ ending)
Major Rhetorical Techniques plus examples
Personal Response
Anwar Sadat – Speech to the Israeli Knesset, 1977
Big Themes (one Word) Peace and Justice / Peace
Main idea 1
Main idea 2
Relation to audience(s)
Context
Structure (order of speech/ how it starts / how it progresses/ ending)
Major Rhetorical Techniques plus examples
1 repetition
2 Religious references
3 Proverbs and images
Personal Response
Aung San Suu Kyi – Keynote Address at the Beijing World Conference on Women,
1995
Big Themes (one Word) Feminism / Social and Political Role of Women / Justice / Peace
Main idea 1
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Main idea 2
Relation to audience(s)
Context
Structure (order of speech/ how it starts / how it progresses/ ending)
Major Rhetorical Techniques plus examples
Personal Response
Faith Bandler – Faith, Hope and Reconciliation, 1999
Big Themes (one Word) Justice/ Equality/ Social Change/ Australian Identity
Main idea 1
Main idea 2
Relation to audience(s)
Context
Structure (order of speech/ how it starts / how it progresses/ ending)
Major Rhetorical Techniques plus examples
Personal Response
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Noel Pearson – An Australian History for Us All, 1996
Big Themes (one Word) Justice / Equality/ Social Change/ Australian Identity/ History
Main idea 1
Main idea 2
Relation to audience(s)
Context
Structure (order of speech/ how it starts / how it progresses/ ending)
Major Rhetorical Techniques plus examples
Personal Response
Paul Keating – Funeral Service of the Unknown Australian Soldier, 1993
Big Themes (one Word) Australian Identity / Social Change / Equality / History
Main idea 1
Main idea 2
Relation to audience(s)
Context
Structure (order of speech/ how it starts / how it progresses/ ending)
Major Rhetorical Techniques plus examples
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Personal Response
REVISION SHEET TWO – Big Ideas
1. Which of the speeches did you find most effectively delivered a powerful message about
social justice? Justify your answer.
2. Which of the set speeches do you think was most effective in entertaining an audience?
Justify your answer.
3. Which of the set speeches do you think had the most interesting ideas about the position
of women in society? Justify your answer.
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4. Which of the speeches had the most persuasive ideas about national identity?
5. Which speech had the most effective ending? Justify your answer.
6. Which speech made the most use of rhetorical devices? Which made the least use of
rhetoric? Which did you prefer? Explain your answer.
7. Considering the effectiveness of its use of language, its ability to speak to a wide and
varied audience, the power of its ideas and the memorable nature of its phrases, which of
the speeches do you think is the best speech? Justify your answer.
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