Sunni Brown, the co-author of “Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers”, makes a sound and coherently proficient case in which she suggests that the definition of ‘Doodling’ be changed to “make spontaneous marks to help yourself think”. Brown’s speech at the March 2011 ‘TED’ conference in Long Beach, California before academics and her peers, was entitled “Doodlers, unite!”. She suggests in a both informative and persuasive manner that the act of doodling is undervalued, at times ridiculed but more often than not will assist people in learning and retaining knowledge. The speech’s structure, content, implemented speech devices and delivery will be analysed as to whether they were successful or unsuccessful.
Brown’s speech was delivered in a problem-solution structure as evidenced by her two main points; ‘the reality of Doodling’ and ‘the benefits of Doodling’. The “Problem-Solution Order” is defined in Lucas’ The Art of Public Speaking (2012, p. 172) as “A method of speech organisation in which the first main point deals with the existence of a problem and the second main point presents a solution to the problem”. As the speech progresses, it becomes quite clear that it was Brown’s intent to persuade her audience of academics and internet viewers to come to the realisation that doodling should no longer be perceived as a waste of time and in fact is a method to increase concentration and information retention. Brown’s speech opens with “So I just want to tell you my story”. This form of introduction lacks the attention-grabbing qualities that are highlighted in many public speaking texts. For example; Stephanie Coopman and James Lull (2012, p. 173) state that a good introductory sentence “Focuses...
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... in Lucas’ The Art of Public Speaking. She demonstrated volume, pitch, rate, pauses, vocal variety, pronunciation, articulation, movement, gestures and eye contact proficiently. “Listeners are naturally enticed when a speaker is so engaged and interested in the topic that he or she seems to exude the information” (Michael A. DeCoske and Sara J. White, 2010, p. 1225).
Sunni Brown presented an individual speech on an uncommon topic which provided an astounding amount of research to assist the wider audience in understanding how her proposition can change the way people commonly learn. Within this analysis, Browns logical structure, interesting content, delivery and the use of speech devices including humor, anecdotes, emotion and metaphor have been critiqued and investigated. These aforementioned elements together have seen Brown deliver a truly successful speech.
Each and every person has their own thoughts and opinions throughout life, no matter how alike or different two individuals can be. In this generation, anyone can speak freely and debate as they please. Two very important individuals Carol Dweck whom is a professor of psychology at Stanford University, and Malcolm Gladwell whom is a Canadian journalist and speaker created two inciting pieces. “Mind-Sets and Equitable Education” by Dweck, and “The Matthew Effect” by Gladwell, are very similar as well as different pieces of writing. Dweck and Gladwell’s arguments appear different’ in reality due to education and sports, mindsets, and achieving success.
When analyzing the arguments of both Michael Moore’s “Idiot Nation” and John Taylor Gatto’s “Against School”, their most distinct aspect is the tone in which their arguments are presented. Moore’s informal writing invokes a reaction within the reader. He capitalizes entire sentences to make them appear louder and draw attention. How can referring to a president as an “Idiot-in-Chief” not elicit a certain emotion within the reader? Moore is a well-known activist who is quite aware of popularity and infamy. His words are not an attempt to persuade dissenters to his side, but rather to appeal to the emotions of his supporters and drive them to action. Whereas Gatto writes in a formal but understandable language that appeals to the intelligence of parents and children alike regardless of their view of public education. It is notably free of exclamation marks as well as the jargon associated with educators. The voice used plays a key role in the techniques and tools each arguer uses to convince their intended audience to take action.
Moore uses a great deal of data and logos strategies to alarm the reader. Michael Moore’s overall essay is based on his pathos arguments. He is highly irritated and in disbelief of the education system. The author uses one of the most common and easy to read strategy. First, he makes a logo standpoint and then supports his argument with pathos. He does this so that the reader is engaged and taken aback by his logo argument then is in agreement with his pathos argument that follows.
The thesis, or the main idea of the book, is that by using specific communication techniques, we can turn difficult discussions into productive learning conversations.
Throughout the span of the past few weeks I have traversed the globe, visiting several countries and regions, only to realize that although new methods develop, language as a way of expressing ones self has remained the most effective. Despite this fact, language still has its pitfalls. Neil Postman, in his essay “Defending Against the Indefensible,'; outlines seven concepts that can be used to aid a student in better understanding the language as a means of communication. He describes how modern teaching methods leave a student vulnerable to the “prejudices of their elders';, further stating that a good teacher must always be skeptical. He urges teachers of all subjects to break free from traditional teachings as well as “linguistical tyranny';
Speeches are a method of persuading people to do something. For Martin Luther King Jr. and Malcolm X, their speeches were to bring equality for the people of color. However, their approaches are different. Consequently, the effects may be different. An example of their contrasting differences is a speech from each, King’s “I Have a Dream” and X’s “The Black Revolution”. Their speeches used pathos, a central metaphor, and a warning, but was presented differently.
The author begins his argument by retelling the story of his youth to build his ethos but the results are poor as it presents more questions on how he is a credible source on this argument as his only evidence is his own story. However, through the same means his pathos is built as his anecdote conveys feelings in the audience, making them more willing to listen. Graff finally, gives a call to action to schools to use students’ interests to develop their skills in rhetoric and analysis, which reveals the logic behind his argument. The topic about how students are taught rhetoric and analysis brings interest but with an average argument only built on pathos, a low amount of logos, and questionable ethos it can fall on deaf
White, Fred D., and Simone J. Billings. The Well-crafted Argument: Across the Curriculum. Boston, MA: Wadsworth Cengage Learning, 2013. Print.
Any craftsman knows that you need the right tools to complete a project successfully. Similarly, people need the right language and usage to communicate in a positive way. How people write is often a problem because they don’t have the right tools, but a bigger problem occurs when a writer “is almost indifferent as to whether his words mean anything at all” (592). If a writer carries this mentality, why try to communicate in the first place? People need...
The speaker first grab her viewer’s attention by giving them questions and having self participation. Also, Amy uses humor to keep the audience focus on what is is talking about. She achieved this by her use of funny pictures and videos to break the ice for the viewers and to warm her crowd up. Cuddy also utilized technology in her speech. Her use of technology enhance her discussion by providing visuals to guide the audience in her topic. Together with the technology, Amy used an emotional personal story to keep the attention of the audience. This emotional story used the pathos side of a persuasive speech to use the audience emotion to keep them focus on the subject.
The purpose of this reflective essay on the debate is to analyse my team and my own personal learning style and experience of participating in the debate and in the preparation period - that started in week 7 with the mock debate - by structured and based on Honey and Mumford’s Learning Styles theory, and examine some ideas for my future practice.
The speaker’s delivery in this persuasive speech was acceptable. This speaker kept his audience engaged at first, but started to lose them as his speech
Wilson, V. (2000), Education Forum on Teaching Thinking Skills Online at http://www.scotland.gov.uk/library3/education/ftts.pdf Accessed at 22nd February 2014
Creative and original thought needs to be inspired at a younger age in order to have a long lasting effect, as educational technologies obstruct a student’s ability to work with a person or group to solve complex problems.... ... middle of paper ... ... Is Google Making Us Stupid? Magazine - The Atlantic.
“There is a need to address the fundamental issue of how the thinking of these children can be made more effective, also a...