Adv Eng: Mod B Speeches Essay

[Conkerclub1]

Hey,
Would someone look over this essay and give any feedback? Specifically, I think it needs to be a bit more clear and synthesised better, but not sure how.
Any help is appreciated 

Here's the question:
Choose a speech aimed at an audience of senior students that persuades them of the enduring appeal of your prescribed text. Make detailed reference to at least TWO of your speeches set for study.


The medium of speeches cannot solely remodel a society’s perspective, but they do provide an effective and powerful medium in which to communicate compelling ideas and so are united in purpose. These ideas are delivered through enduring themes, which are persistent due to the textual integrity of the composer’s apt lexicon weaved throughout. Margaret Atwood’s 1994 critical essay Spotty-Handed Villianesses discusses the representation and role of females in literature throughout history. On not winning the Nobel Prize by Doris Lessing is a 2007 award acceptance speech that elucidates the void of opportunity which characterizes most of the world compared to the West. These speeches differ in their textual integrity, yet both foster a common perspective throughout to depart enduring themes.

The differing contexts and receptions of speeches can elucidate textual integrity, and so the enduring ability of a speech. Atwood’s feminist context reveals her motivation to change the portrayal of women in literature. She argues that since “bad women exist in life, why shouldn’t they exist in literature,” utilizing a rhetorical question to force the responder to consider her perspective. The imperative tone in the metaphor “female bad characters can also act as keys to doors we need to open” highlights the importance of these non-stereotypical characters. Atwood accentuates this idea with pathos in saying that women are “deprived of free will,” yet omits any means to achieve freedom for these women. This empowers the audience to pursue her perspective, thus is enduring and textually integral. Lessing’s context of receiving her Nobel Prize reveals the irony in the speech’s title, whilst she seeks to impose contrasting feelings of guilt and provoking compassion from her audience. She uncovers how “books were never written, writers that could not make it… voices unheard,” thus utilizing pathos and anadiplosis to her link the statements, bringing forth a sense of urgency to change. Her context also reveals that she was not merely undertaking polite discourse with the rich, but bringing to them the poor and needy. This juxtaposition of audiences develops a deeper understanding of Lessing’s motive through context. She seeks purely a revival of passion for the “phoenix” of the storyteller. This unusual symbol represents the power of writing in being retold, so evokes compassion in her audience. Thus, she provokes a response and builds integrity, so enduring themes.

Critical study of the composer’s coherent use of form and language throughout a speech reveal textual integrity that unites all powerful orations. Atwood uses the intriguing form of hypophora to provide several perspectives and effectively confront her audience. The juxtaposition of “a good woman who did a bad thing for a good reason” reveals that women are not simply defined by “good” and “bad.” Hence, the audience is left wondering what women truly are, yet it is not answered, only left as the “human condition.” Thus, Atwood’s question-and-answer style speech leaves the audience with an ambiguous result, leaving the question of where textual integrity is. Yet, this speech still remains effective due to it’s abnormal approach and challenge for responders. Conversely, Lessing’s speech is extremely clear throughout, even blatant at times. Despite the misleading title, in her speech she logically moves from explaining her challenging Zimbabwean childhood to necessitating a social change. The “people hungering for standards of education beyond them” utilizes a motif of “hunger” to allow the upper class immediate audience to relate with the inherent desire for knowledge. She explains that a village she visited that had no food “were still talking about books,” thus displaying via language the extent to which Lessing’s own personal experience reflects her perspective. Hence, orators’ language and form create compelling arguments and present the textual integrity of the speech.


The construction of meaning throughout speeches unifies their purpose of achieving a reevaluation with potent textual integrity. Textual integrity and ethos is built up throughout Atwood’s speech, saying “times have changed.” This cliché acknowledges the changing roles of men and women due to the “Women’s Movement.” Her connection reality here constitutes credibility, demonstrating her intentions to build a “rich five-dimensional picture” of women through imagery. Atwood thirsts for women to truly have meaning, not merely some “spotless of soul” individual, effectively communicated via alliteration. The “spotty-handed villainesses” she craves dapple in “guilt” and “blood” and fault, reflecting real women and thus creating a more meaningful “scope” of literature. Analogously, Lessing details rich meaning in her speech to leave an enduring effect. Lessing displays inequality as detrimental to the world and it’s people. She states that all people in Zimbabwe have in terms of reading material is “rejects from white libraries.” Such harsh tone, coupled with high modality and juxtaposition highlight the difference between Africa and the West whilst further revealing her passion. The students “dream of possibilities,” yet can never achieve them as a result of disadvantage. The “prizes” that English boys “will one day win” can never be won by “pupils of this (African) school.” Lessing’s use of contrast therefore reveals the void of opportunity in different nations. Ultimately, Lessing calls for “The Tradition” to be passed on, as “reading maketh the man.” Thus allusion is utilized to create meaning and unveil her final motive. Hence, profound meaning throughout texts builds textual integrity and so leaves lasting impacts.

Consequently, speeches may not solely change the world, yet they do provide a means to achieve a goal and communicate enduring ideas. Both Doris Lessing’s speech and Margaret Atwood’s essay elucidate textual integrity, and so are unified, delivering a message which has durable themes and appeals.