Haider Qazi
ENGL 1302
Mr. Watson
01/29/2015
Rhetorical Analysis of Malala Yousazai’s Speech

Shot in the head by the Taliban simply for peregrinating to school , Malala Yousafzai has not only recuperated from appalling injuries, but has gone on to become a champion for the rights of children everywhere to be edified. Today, afore the UN Full general Amassing , Malala distributed a distribution of substance, exponent , and grace. This language deserves to be auricularly discerned. This verbalization communication deserves to be read. This verbalization deserves to learn. Both for its incredible message, and for the incredible public-verbalizing adeptness of this XVI year old girl.

The first challenge any verbalizer faces is to establish their …show more content…
This pattern of puissance-build followed by drop-back to humility reappears in the fourth paragraph. Malala utilizes the technique of climax, where numbers are grouped so that they climb in a sequence from minute to sizably voluminous: “There are hundreds of human rights activists…, thousands of people have been killed by terrorists and millions have been injured.” Hundreds. Thousands. Millions. The incrementum leads the audience to visually perceive an ever more immensely colossal and more horrifying amount. The next number in the sequence? Surely Billions! But no. Instead we auricularly discern: “I am just one of them. So here I stand, one girl amongst many.” This is anti-climax. Having built up an image of afflicted millions, Malala collapses it all back down, to just her, one child. She is reminding us of the many for whom she verbalizes, while simultaneously utilizing pathos, an appeal to the …show more content…
It is true. The extremists are trepidacious of pens and books. The puissance of inculcation frightens them.” Here, the well-kenned commonplace “The pen is mightier than the sword” is utilized to move the argument to its next stage: Extremists are trepidacious of edification. The technique used is epicrisis, where a widely accepted commonplace or maxim integrates weight to an argument built upon it. “They are afraid of women. The power of the voice of women frightens them. This is why they killed 14 innocent students in the recent attack in Quetta. And that is why they kill female teachers. That is why they are blasting schools every day, because they are afraid of change and the equality that we will bring to our society.” Having earlier set the argument that extremists are trepidacious of inculcation, Malala then builds that argument to demonstrate the link between women’s edification and society, until she concludes her argument with an anecdote: “And I remember that there was a boy in our school who was asked by a journalist: ‘Why are the Taliban against education?’ He answered very simply by pointing to his book, he verbalized: ‘A Talib doesn’t know what it written inside this book.’” The anecdote provides a dramatic punchline to the logos, but additionally hints that the unlettered are more liable to become Taliban. This is the technique of adianoeta, where a more subtle meaning is obnubilated just beneath the