...The Ballot or the Bullet “The Ballot or the Bullet”, the name itself does not leave something to the imagination. It catches our attention and makes us react without even uttering another word. Malcolm X knew this well and that’s what made him such a charismatic figure in the civil rights movement of the sixties. Malcolm X delivered this speech at the height of the civil rights movement, just one month prior Dr. Martin Luther King’s “I Have a Dream” speech was delivered. X was trying to go after a different group of people within the same group (African-Americans), he knew that many people didn’t embrace the peaceful nature of Dr. King’s rallies and knew he could capitalize on the moment. Congress had done very little to further the civil rights movement with any piece of legislation, and the African-American population was growing frustrated. That frustration fueled Malcolm X to deliver “The Ballot or the Bullet”, invoking a sense of emergency amongst African-Americans to act now. 1964 was an election year and Malcolm X used this to further fuel his movement, “when all the political crooks will be right in the community, with all their false promises which they don’t intend to keep (X, 1964). Malcolm X made it very clear that he was not asking the black man to throw caution to the wind with statements such as “I’m not anti-Democrat, I’m not anti-Republican, and I’m not anti-anything. I’m just questioning their (white politicians) sincerity and some of the strategy...
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...September, 2001. At this time in history, the United States needed direction and support for how it was going to deal with the most costly and bloodiest terrorist attacks in the Nation’s history: the American people demanded the President address the Nation after the attacks, and nine days later, the President delivered his speech. Across the country, emotions ran high in America and many were in constant fear for their lives and their country. “Is another attack coming?” “What will be the next target?” “Could this be the end of the world?” many pondered. Throughout the country the airlines halted service, the New York Stock Exchange temporarily suspended its operations and nearly every television station around the country relayed the latest news covering the latest developments in those uncertain times. The American people prodded answers from their leaders, “Who’s responsible?” “Why did they do this?” “What’s next?” So when President addressed the nation not only did he have to answer those questions, but he also had to quash fears and reinstill a sense of pride and stability in the American people. Hailed by many, “The speech that made the Bush Presidency,” the President utilized several techniques, explicit and implicit, that had effectively neutralized public fears and persuaded the people toward collective action. To understand why the speech was as effective as it was, one has to look at two major components that when used together, effectively communicated his platform to those...
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... or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves included—frequently malign or ignore. As we have considered our quandary, we have come face-to-face with the central paradox that characterizes the genre: Teaching manuals tend to be distant, mechanical, impersonal, and lifeless, when in fact good teaching is immediate, flexible, personal, and lively. In this manual, therefore, we have attempted to communicate to fellow teachers...
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...Lopez Jaena- “I love argument, I love debate. I don't expect anyone just to sit there and agree with me, that's not their job.” -ate coring "Present your case," says the Lord. "Bring forth your strong reasons," says the King of Jacob. Isaiah 41:21 What is debate? A debate is a contest, or, perhaps, like a game, where two or more speakers present their arguments intent on persuading one another. Men have been debating with one another since the beginning of time when the serpent first debated with Eve the benefits of eating certain fruits in the Garden. We shall limit ourselves here with discussing formal contest debating between educational institutions, or, in the world of homeschooling, between families that choose to bypass educational institutions and educate their children at home. Debate "Present your case," says the Lord. "Bring forth your strong reasons," says the King of Jacob. Isaiah 41:21 What is debate? A debate is a contest, or, perhaps, like a game, where two or more speakers present their arguments intent on persuading one another. Men have been debating with one another since the beginning of time when the serpent first debated with Eve the benefits of eating certain fruits in the Garden. We shall limit ourselves here with discussing formal contest debating between educational institutions, or, in the world of homeschooling, between families that choose to bypass educational institutions and educate their children at home. Why debate? "He [the...
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...Moore−Parker: Critical Thinking, Ninth Edition 5. Persuasion Through Rhetoric: Common Devices and Techniques Text © The McGraw−Hill Companies, 2009 Chapter Persuasion Through Rhetoric 5 It’s just the way things are: Images and impressions tend to sell more products than good arguments do. At least some of the images are fun. Common Devices and Techniques W hen the military uses the phrase “self-injurious behavior incidents” regarding detainees at Guantánamo Bay, it means what most of us call “attempted suicides.” In fact, when the word “detainees” is used, it means what most of us call “prisoners.” “Waterboarding” sounds at first like something you’d expect to see young people doing on a California beach, not a torture technique that involves forced simulated drowning. Less remarkable, perhaps, but possibly more relevant for most of us, we’ve heard the term “downsized” used when someone is fired or laid off. “Ethnic cleansing” covers everything from deportation to genocide. What we have to say may be important, but the words we choose to say it with can be equally important. The examples just given are cases of a certain type of linguistic coercion—an attempt to get us to adopt a particular attitude toward a subject that, if described differently, would seem less attractive to us. Words have tremendous persuasive power, or what we have called their rhetorical force or emotive meaning—their power to express and elicit images, feelings, and emotional...
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...Australian values. And they include those great values of mateship and egalitarianism.1 10 years ago a Mitsubishi type development would have flattened people psychologically. Now they take it in their stride … 2 Policy-makers and commentators have long been cajoling Australians into accepting that they are a part of the global economy, which means an acceptance of a whole range of ‘new realities’. One of the major themes of the pro-globalisation position is that Australia has accepted these new realities and adjusted well to globalisation by embracing economic liberalism. The results, it is argued, have been overwhelmingly beneficial. John Howard points out the Australian economy has grown for fourteen years straight – a remarkable achievement by any standards. This success story of growth has tended, however, to override more disaggregated, negative analyses of social outcomes in Australia. A less sanguine part of this new globalising ‘reality’ appears to be an acceptance of rising inequality. Indeed, it is often implied that rising inequality is a spur for growth. The argument is that everyone is better off, it’s just that some people are better off than others. While commentary is often not explicit about the association of globalisation and rising inequality, occasionally it is: The other thing we have to face up to is that in the end we have to be a productive and competitive society and greater inequality might be inevitable.3 Others argue that rising inequality is not...
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...Figurative language has been widely examined by linguist in the study of literature in recent years. It is because figurative language has the essence of style and beauty. Figurative language often provides a more effective means of saying what we mean than direct statement. In the specific sense, figurative language may take the form of figures of speech. Figurative language is used in any form of communication, such as in daily conversation, articles in newspaper, advertisements, novels, poems, etc. The effectiveness of figurative language in four main reasons, Perrine (1982) First, figurative language affords readers imaginative pleasure of literary works. Second, it is a way of bringing additional imagery into verse, making the abstract concrete, making literary works more sensuous. The third, figurative is a way of adding emotional intensity to otherwise merely informative statements and conveying attitudes along with information. And the last, it is a way of saying much in brief compass. She divides figurative language into seven types, namely metaphor, simile, personification, metonymy, paradox, overstatement, understatement, irony and illusion. 2 Keraf (1998: 129) divided majas (figures of speech) into two classifications, namely majas retoris (rhetoric) and majas kiasan (analogy). The first classification covers illiteracy, assonances, anastrophe, apophasis, apostrophe, asyndeton, polycyndenton, chiasmus, ellipsis, euphemism, litotes, paradox, hyperbole and oxymoron...
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...Public Speaking The Importance of Public Speaking Even if you don't need to make regular presentations in front of a group, there are plenty of situations where good public speaking skills can help you advance your career and create opportunities. For example, you might have to talk about your organization at a conference, make a speech after accepting an award, or teach a class to new recruits. Public speaking also includes online presentations or talks; for instance, when training a virtual team, or when speaking to a group of customers in an online meeting. Good public speaking skills are important in other areas of your life, as well. You might be asked to make a speech at a friend's wedding, give a eulogy for a loved one, or inspire a group of volunteers at a charity event. In short, being a good public speaker can enhance your reputation, boost your self-confidence , and open up countless opportunities. However, while good public speaking skills can open doors, poor speaking skills can close them. For example, your boss might decide against promoting you after sitting through a poorly-delivered presentation. You might lose a valuable new contract by failing to connect with a prospect during a sales pitch. Or you could make a poor impression with your new team, because you trip over your words and don't look people in the eye. Make sure that you learn how to speak well! Plan Appropriately First, make sure that you plan your communication appropriately. Use...
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...programs and commercials they have watched, and how these media affected them. Description: Students will write creative narratives about a childhood TV experience, then trade papers with another classmate, who will assess the program, the narrator, and then complete the narrative with a commercial break description suited to the program and audience. You may want to have your own example written up to read to them before each step, just to get them thinking about what’s possible. Suggested Time: 20 minutes to a full class period Procedure: Ask the class what their favorite shows were as kids: cartoons, sitcoms, even documentaries. You may want to bring in a few stills or uTube clips to project (in a tech class), as a memory jogger (ex. The Cosby Show, Ren & Stimpy, etc). Once you’ve discussed a nice variety of TV programs, ask the class to freewrite for 5-10 minutes (however long you wish to tell them) in first-person P.O.V. about their experience watching a show like these as a kid. They should be specific and detailed, writing whatever comes to memory about what’s going on in the program and their thoughts/reactions/and situation as they watch. Ask them to consider tings like: What are the TV characters doing? What does the animation, clothing, setting look like? Are you excited as the show comes on? What kind of viewer are you: young, girl, boy, etc? Be as vivid and inthe-moment as possible (you can make it up if you can’t remember). But, most importantly, JUST WRITE. Reading...
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...Communication Skills Strictly For Private Distribution CONTENTS INTRODUCTION 3 UNIT 1 4 BUSINESS COMMUNICATION SKILLS 1.1 THE IMPORTANCE OF COMMUNICATION: 1.2 BARRIERS TO COMMUNICATION 1.3 OVERCOMING BARRIERS 1.4 TEN COMMANDMENTS OF EFFECTIVE COMMUNICATION 1.5 NON-VERBAL COMMUNICATION 1.6 VARIETIES OF NON VERBAL COMMUNICATION 1.7 OMMUNICATION PRINCIPLES: 1.8 USING COMMUNICATION NETWORKS 1.7 FACE TO FACE COMMUNICATION UNIT 2 16 PRINCIPLES OF COMMUNICATION 2.1 CLARITY 2.2 COMPLETENESS 2.3 CONCISENESS 2.4 CONSIDERATION 2.5 COURTESY 2.6 CORRECTNESS 2.7 THE PURPOSE AND VALUE OF COMMITTEES UNIT 3 26 EFFECTIVE MEETINGS 3.1 TYPES OF MEETING 3.2 VIRTUAL MEETINGS 3.3 PLANNING A PROBLEM SOLVING MEETING 3.4 SETTING AN AGENDA UNIT 4 32 DEVELOPING THE PRESENTATION 4.1 INTRODUCTION 4.2 ANALYSING THE SITUATION 4.3 ESTABLISHING A PURPOSE 4.4 DEVELOPING THE THESIS 4.5 ON GIVING A SPEECH 4.6 PROFILE OF A GOOD SPEAKER 4.7 PLANNING TO SPEAK UNIT 5 41 THE ART OF WRITING 5.1 WRITING WELL 5.2 MEMOS & LETTERS 5.3 THE BUSINESS LETTER 5.4 E-MAIL 5.5 WRITING FOR EMPLOYMENT 5.6 TYPES OF CVS 5.7 ELECTRONIC CVS 5.8 JOB APPLICATION LETTERS 5.9 REPORTS BIBLIOGRAPHY 67 INTRODUCTION Welcome to the next module of your course of study in commerce. The purpose of the this module is to familiarize you with some key issues underlying the notions of communications...
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...|person’s thoughts, writings, inventions, as one’s own. It includes the incorporation of another person’s work from published | |or unpublished sources, without indicating that the material is derived from those sources. It includes the use of material | |obtained from the internet. (Senate Regulations 6.46) | | | |By completing the above details, I confirm that I adhere to the School’s Policy on plagiarism. | Continue writing your coursework on the next page. Alternatively, if you have already written your coursework in another document, copy and paste the content of your coursework from your document within this file....
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...A time-line of transgender identities. © 1999 Drs. Arianne van der Ven Contents Summery 2 Introduction: The development of gender as we know it How does history relate to us? 3 From a one-gender system to a two-gender system, and on to ‘third sex’ categories. 3 Some specifics of gender transitions. 5 Part I: Sexology begins. Transgender Identities before the 19th century 7 The early 19th century: Enters forensic psychiatry 7 The late nineteenth century: Inverts turn to Experts. Enters sexology and the empirical case history. 8 Part II: Early 20th century The rise of Psychoanalysis and it's denial of transgender identities Developments in Medical technology. 10 Psycho-analysis’ erasure of transgender 11 The sixties and seventies: routine treatment of the empty transsexual 12 Part III: Transgender becomes Real. The emergence of transgender. 15 De-constructing gender, from gender identity to “freedom of gender expression”. 15 Changes in transgender care. 17 The lack of transgender in Continental Europe. 18 References 19 Summery This paper was originally written for the “Sex, Gender and Identity” program of The School for International Training (SIT) in Amsterdam. SIT is an US university and specializes in study abroad programs for students from American universities. This paper discusses transgender identities during the last...
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...Licensed to: iChapters User Licensed to: iChapters User 6e FIFTH EDITION COMMUNICATION in Our Lives LINEBERGER DISTINGUISHED PROFESSOR OF HUMANITIES CAROLINE H. AND THOMAS S. ROYSTER DISTINGUISHED PROFESSOR OF GRADUATE EDUCATION THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Australia . Brazil . C anada . M exico . Singap ore . Spain . Uniited Kingdom . United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Licensed to: iChapters User This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. ...
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...& Sons, Inc. More Praise for The Secret Language of Leadership “Out of the morass of strategies leaders are given to transform organizations, Denning plucks a powerful one—storytelling— and shows how and why it works.” —Dorothy Leonard, William J. Abernathy Professor of Business, Emerita, Harvard Business School, and author, Deep Smarts: How to Cultivate and Transfer Enduring Business Wisdom “The Secret Language of Leadership shows why narrative intelligence is central to transformational leadership and how to harness its power.” —Carol Pearson, director, James MacGregor Burns Academy of Leadership, University of Maryland, and coauthor, The Hero and the Outlaw “The Secret Language of Leadership is not only the best analysis I have seen of how and why leaders succeed or fail, it’s highly readable, as well as downright practical. It should be mandatory reading for anyone interested in engaging a company with big ideas who understands that leaders live and die by the quality of what they say.” —Richard Stone, story analytics master, i.d.e.a.s “A primary role of leaders is to create and maintain meaning for their organizations. Denning clearly demonstrates that meaningmaking comes from stories well told.” —Thomas Davenport, President’s Distinguished Professor of I.T. and Management, Babson College, and author, The Attention Economy “Steve Denning is one of the leading thinkers on the power of narrative in business settings. His latest book is a smart, useful guide...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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