Rhetorical Analysis Of Ted Talk By Sir Ken Robinson

In April of 1861, the first month of the civil war, Alfred M. Green gave a speech to encourage his fellow African Americans to “prepare to enlist” and fight for the north. The north was fighting to preserve the Union and end slavery while the opposing side, the south, fought to defend slavery. Although they could not fight in the war, and did not want to, he felt that African Americans should “strive to be admitted to the ranks.” In his speech, Green uses many different methods to persuade them to join the Union forces.

As Tim O'Brien discusses Curt Lemon's death, he effectively highlights the underlying paradoxes of a war story's truths by telling the same story in three accounts that each differ in diction, mood, tone, and sometimes imagery. For example, in the first paragraph, O'Brien utilizes a neutral, objective tone as he briefly lists the events before, during, and after Lemon's death. How so? O'Brien implicates his staunch neutrality in the middle of the first paragraph, where he nonchalantly recants, "He [Curt Lemon] was playing catch with Rat Kiley, laughing, and then he was dead." Here O'Brien seems to be playing with the audience's emotions, as he intentionally uses phrases such as "playing catch" and "laughing" to indicate vibrancy and child-like

With his use of easy to understand language and relatable stories, Graff makes the reader feel as if they are a part of the story. Although, there may not be a lot of supporting evidence for Graff’s point of view, he comes across as very knowledgeable on the subject. He uses logos and sense to convey his point of view to the readers. By using examples from his own life, Graff makes his point of view more believable and relatable. As the reader, the use of his personal stories helped me form an attachment to this topic. I felt that the author became more trustworthy as a source when disclosing personal information about his childhood. Even though he did not source other references, because of his personal connection to the topic, I felt as though he has a good understanding of this issue. Graff comes across as confident, but also humble and understanding to his audience. Through his writing, Graff clearly portrays that he believes true intelligence comes from a place of desire to learn, not necessarily from aptitude. This is a belief that he made evident throughout this essay. He confirms his beliefs with the statement “Real intellectuals turn any subject, however lightweight it may seem into grist for their mill through the thoughtful questions they bring to it, whereas a dullard will find a way to to drain the interest out of the richest subject.” (Graff 265) By saying this, Graft makes the argument that while academic intelligence is important, it can sometimes be dull and lifeless. He believes that you should not base a student’s intellectualism on how well he learns in the classroom, but on their personal drive. He successfully reaches the reader on an emotional level by giving personal stories and testaments from childhood to young adulthood. By doing this, the reader respects his opinion on the matter, even though Graff has no credentials relating to this topic. The author

Hidden Intellectualism,” by Gerald Graff, is an essay in which the former English professor discusses the misconceptions of the ideas of intellectualism amongst society. He primarily focuses on the way adolescents view intellectualism as a negative trait that only “nerds” strive for. He also elaborates on his experiences in revealing his own hidden intellectualism, while in college in a literature class, after growing up in the “anti-intellectual” 1950s. However, through a method that Graff and an eleventh grade high school teacher are developing, they hope to make students think and debate argumentatively as intellectuals would. They do this in an attempt to have the students see their true potentials as intellectuals themselves. Throughout

Dr. Randy Pausch enticed to the world with his approach in how he views life and accepts the idea of death. His unique attitude towards death is based on the idea that one is still able to have fun even when death is knocking at their door. He conveyed this message of having fun at all times through a tangible example of his own take on life during his final days. “The Last Lecture” he titled “Really Achieving Your Childhood Dreams" wasn't about death, it was about living and recognizing the importance of overcoming obstacles and enabling the dreams of others and seizing every moment as if it was one’s last. In reference to his Tigger or Eeyore analogy, where he separates the world into

To dream is to desire an achievement which seems unobtainable. Most everyone has trouble convincing themselves that their dreams are within reach. Jim Carrey once said, “So many of us choose our path out of fear disguised as practicality.” This is a result of allowing dreams to remain dreams and, instead, opting to take a more reliable path. In doing so, a sense of emptiness that never completely dies out is often developed. Jim Carrey has spoken publicly numerous times about his feelings toward following dreams, however, his commencement speech at the Maharishi University of Management stands out the most. Carrey's experience as an actor undoubtedly aided in his ability to project a highly impactful message to his audience.

Humans’ actions and thoughts are complex, many people spend their lives researching why people act in certain ways. In the TED Talk ‘Why we do what we do’, Tony Robbins, motivational speaker and life coach, helps people understand the reasons behind their actions in order to show how they can reach their full potential and use it to help and understand others. The rhetorical and speaking strategies used in his speech aided him in his effort to reach his audience. The ethos and pathos were very strong and bolstered his message, but his attempt at being logical did not improve the quality of his speech, and affected the extent his audience will take his message to heart.

The TED talk video by Paul Piff discussed how socioeconomic status impacts the behavior of a person, and wealthy people are more likely to have an unethical behavior than those come from poor background. I agreed with Piff, because I think that how our mind works. Our mind recognizes of the advantage that we have and uses it for our own benefit. Wealthy people are more likely to commit crimes because they know that they can afford to pay for any penalty.

How I think Severn Suzuki used her ethos in the speech was mediocre.And her authority was not very effective to make the audience feel to trust her.To me she should have not have changed the subject frequently .But her personal connection was on spot.She made the audience have to feel like they care for the future of there family.

Summary: The general argument made by Ken Robinson is that public education has become a way to produce college professors instead of students growing up to prosper in what they enjoy doing. More specifically, Ken Robinson is that education itself is though in a way to prepare students for the future, when no one knows on what the future will look like in years to come. Students are all for innovation and in public school with our different talents education seems to squander them. Ken Robinson specifically states that “Children have a go and they are not frightened to be wrong, but public education makes them belief so”. This idea creates children to not belief that they should prosper in any other field but the ones being taught in high

Rhetorical Analysis – J.K. Rowling “The Fringe Benefits of Failure, and the Importance of Imagination”

During an exclusive interview with The Snowflake Report and a Royal Society of Art (RSA) speech, Ken Robinson challenged his audience to think differently about the ancient tactics that have been used to formally educate every individual. Even if viewers weren't fully aware of Sr. Robinson's previous educational and occupational endeavours, it was clear that he is a person who has had first-hand experience in what he’s discussing. In fact, the majority of his dialogue seems to be common sense, but the change that he and many of us desire is not an easy feat. Students especially relate to his advocacy when experiencing moments of stress or a complete demotivation to continue going to school. Raging comments on YouTube and other social streams are raving to trash the current model of education and look for a system that maximizes the potential of every student. But who can we do this?

Standardization and creative thinking have always had a unique relationship because of how both deal with the ways that people look at the world. Standardization can be defined as the process of making something uphold a certain level. Creative thinking has always been thought of as a different way for people to learn and grasp information that might be understood in a more traditional learning method. “Project Classroom Makeover,” written by Cathy Davidson, discusses how standardization has a large impact on people who see the world from a creative way of thinking. The idea of standardizing education is one that has caused much worry in few people’s eyes because of the different ways that people learn and absorb knowledge. People who have

In his speech, "Do Schools Kill Creativity?", Ken Robinson (Robinson, 2006) discusses individual 's creativity and the role of education in this field. Robinson argues that the main aim of education systems is to prepare students for their careers. He continues to suggest that "we are running education systems where mistakes are the worst thing you can do". (Robinson, 2006, p.7). He also adds that "we are educating people out of their creative capacities". His speech raises questions: "what is creativity?", "do schools kill creativity?" and can creativity be learned?

“Creativity is experiencing a global revolution. Since the 1990s, in many countries, it has assumed increasing importance in the school curriculum, contrasting strongly with previous approaches to creativity in education.” (Craft, 2005).