Othello Act I sc iii - Iago

It is merely a lust of the blood and a permission of
the will. Come, be a man. Drown thyself! drown
cats and blind puppies. I have professed me thy
friend and I confess me knit to thy deserving with
cables of perdurable toughness; I could never
better stead thee than now. Put money in thy
purse; follow thou the wars; defeat thy favour with
an usurped beard; I say, put money in thy purse. It
cannot be that Desdemona should long continue her
love to the Moor,-- put money in thy purse,--nor he
his to her: it was a violent commencement, and thou
shalt see an answerable sequestration:--put but
money in thy purse. These Moors are changeable in
their wills: fill thy purse with money:--the food
that to him now is as luscious as locusts, shall be
to him shortly as bitter as coloquintida. She must
change for youth: when she is sated with his body,
she will find the error of her choice: she must
have change, she must: therefore put money in thy
purse. If thou wilt needs damn thyself, do it a
more delicate way than drowning. Make all the money
thou canst: if sanctimony and a frail vow betwixt
an erring barbarian and a supersubtle Venetian not
too hard for my wits and all the tribe of hell, thou
shalt enjoy her; therefore make money. A pox of
drowning thyself! it is clean out of the way: seek
thou rather to be hanged in compassing thy joy than
to be drowned and go without her.

 Highlight where the following persuasive techniques are used:

• repetition
• alliteration
• extended metaphor

Answer the following questions using quotes where applicable:

• What extended metaphor is used in this speech? Is this metaphor positive or negative towards women? Explain. 

The extended metaphor is the 'Put money in thy purse' and it is a negative  thing towards women because it is saying that women have no rights. Also it is saying that woman are objects and that Rodrigo should go get it like getting paid.

• How does the metaphor related to Rodrigo becoming more proactive in his pursuit of Desdemona?

He is trying to persuade not to be committed to Desdemona and just take her.

• How was Othello ('the moor') characterized ?

As an person who is unwanted, weak-minded, and undesirable. Basically you could buy them off.

• How does Iago describe Rodrigo being passive? What will he do to himself if he doesn't act?

He describes him as a person who is violent and is heading no where in his life because of his actions. He would drown himself in his sorrows. 'Drown thyself!'.

Henry V 'once more unto the breach'

Once more unto the breach, dear friends, once more,
Or close the wall up with our English dead.
In peace there's nothing so becomes a man
As modest stillness and humility,
But when the blast of war blows in our ears,
Then imitate the action of the tiger.
Stiffen the sinews, summon up the blood,
Disguise fair nature with hard-favoured rage.
Then lend the eye a terrible aspect,
Let pry through the portage of the head
Like the brass cannon, let the brow o'erwhelm it
As fearfully as doth a galled rock
O'erhang and jutty his confounded base,
Swilled with the wild and wasteful ocean.
Now set the teeth and stretch the nostril wide,
Hold hard the breath, and bend up every spirit
To his full height. On, on, you noblest English,
Whose blood is fet from fathers of war-proof,
Fathers that like so many Alexanders
Have in these parts from morn till even fought
And sheathed their swords for lack of argument.
Dishonour not your mothers; now attest
That those whom you called fathers did beget you.
Be copy now to men of grosser blood,
And teach them how to war. And you, good yeomen,
Whose limbs were made in England, show us here
The mettle of your pasture; let us swear
That you are worth your breeding- which I doubt not,
For there is none of you so mean and base
That hath not noble lustre in your eyes.
I see you stand like greyhounds in the slips,
Straining upon the start. The game's afoot.
Follow your spirit, and upon this charge
Cry 'God for Harry, England, and Saint George!'

1. Find and Highlight where these techniques are used:

Repetition

Inclusive language

Alliteration

Metaphor

2. Answer the following Questions (use quotes where applicable):

• What characteristics does King Henry say are best for men in times of PEACE?

They should be modest, show humility and should be still. 'I

n peace there's nothing so becomes a man, a

s modest stillness and humility'

• What should men be like in war?

• In war men should be not afraid of anything and should be strong and tough.

• What does Henry say about the English and their ancestors?

• "Whose blood is fet from fathers of war-proof," this shows that through there ancestors they should draw strength from the battles in which they fought and should battle as they did.

• What does he mean when he says 'Be copy now to men of grosser blood.'?

• He means that they should be like men who are tougher and stronger then themselves and they should rise to the challenge.

• What is Henry saying you have to become in order to be successful in war?

Henry says that they have to become like greyhounds; they need to have lustre and quick thinking in order to be successful in war.

The Merchant of Venice: Act IV sc i - Portia

The quality of mercy is not strain'd,
It droppeth as the gentle rain from heaven
Upon the place beneath: it is twice blest;
It blesseth him that gives and him that takes:
'Tis mightiest in the mightiest: it becomes
The throned monarch better than his crown;
His sceptre shows the force of temporal power,
The attribute to awe and majesty,
Wherein doth sit the dread and fear of kings;
But mercy is above this sceptred sway;
It is enthroned in the hearts of kings,
It is an attribute to God himself;
And earthly power doth then show likest God's
When mercy seasons justice. Therefore, Jew,
Though justice be thy plea, consider this,
That, in the course of justice, none of us
Should see salvation: we do pray for mercy;
And that same prayer doth teach us all to render
The deeds of mercy. I have spoke thus much
To mitigate the justice of thy plea;
Which if thou follow, this strict court of Venice
Must needs give sentence 'gainst the merchant there.

Find and highlight these techniques in the speech:
metaphor
alliteration
repetition

Answer the following questions using quotes where applicable:
How does Portia describe mercy? How important and powerful is it?

Portia describes mercy as a king and peacefully thing that is given to someone from god through belief. Mercy is very powerful because it is forgiveness given to someone.
What can one achieve through mercy?

Through mercy one can achieve forgiveness of god as well as '.'The attribute to awe and majesty.
How is religion part of this speech? (You need to do some thinking on this one.)

 Religion is apart of this speech because the main idea behind the speech is mercy which is portrayed as a attribute which is given by God. To get mercy one must believe in God.

reflection

I have chosen the topic of Equality in Education because I believe that it is an interesting topic. I have stated within my speech that equality in education is an ideal rather than a reality because of several points including stereotypes, different education standards, costs of tuition and post-education. My viewpoint is that different schools, both public and private, are at different levels of education and the government needs to fix this issue.

Throughout my speech I have used different language techniques, which include repetition, exaggeration, alliteration, inclusive language, anecdote, emotive language, statistics, and metaphors. ‘Now is the time!’ is used in the conclusion of my speech six times, which is both an example of repetition and exaggeration. The reason I have used repetition is that when I deliver my speech it will help to flow and have more of an impact of the listener. The use of repetition also makes people want to listen because they hear the same clause and want to hear what is added to differentiate the next statement from the one that preceded it. It also serves as exaggeration, which draws listeners in to hear my dramatic statement because when dictating an exaggerate clause it is done with a deeper tone which makes people listen. An example of alliteration in my speech is ‘extensive library, expansive playing fields and the expensive gymnasium’. Alliteration is import within a persuasive speech because it makes the speech easier to follow because it make the speech flow from word to word and the statement that has alliteration is more likely to be remembered because it has the same prefix. I have used inclusive language within my speech to include my audience into my speech. When I start talking about a group that includes my audience, they are more likely to listen to what I have to say because they stop to think about how they are involved within my topic. The use of an anecdote in my speech is one of the most important literacy techniques. The anecdote in which I used is easily relatable to my audience, which makes my speech flow easier and pulls in my audience. An anecdote is also important because it gives an example of my point of view in a real life situation. The most typical literacy technique, which is bound to a persuasive speech, is emotive language. An example of emotive language within my speech is ‘overcrowded’ and ‘expensive’. The use of this technique basically adds more information to the noun in which it precedes. It helps to add detail and exaggeration to a word. I used statistics in my speech to make it more believable and more reassuring. Without statistics the speech would have less impact on the audience because facts make people more inclined to change there mind. The last technique I used was a metaphor and an example is ‘extra inch ahead of everyone else’. The hypothetical inch is a metaphor for the advantage one has on everyone else. This is important because it add emphases on the situation.

Throughout my speech I have used many different language techniques to convey my point, which is that equality in education is an ideal and not a reality. I have realised that without these techniques my speech would be ineffective and more of a statement rather than a persuasion.

Draft of Equality in Education

There was once a man, one that we now follow in the footsteps of, Hugh Jackman who was school captain of Knox. He has made it big in Hollywood thanks to the Knox drama department, a drama department with a high standard of teaching. Everyone starts somewhere and he started at Knox. He learnt all of his fundamentals of acting here and with the help of the facilities he made it big.


Education is the most important point of anybody's life. Equality in Education, is it a reality, or is it an ideal? I strongly believe it is an ideal for many reasons in which I will address. These reasons include the different types of education, costs of the schools, inequality on different levels, and post-education. 

They are two main types of education public school and private school. Typically private schools offer a high standard of education with smaller student to teacher ratios, maximum 28 per class – often less than this, while in public schools teachers are regularly having to cope with student numbers well in excess of 30 per class. This smaller ratio is important as it means the teachers are able to spend more time with quality teaching rather than dealing with the behavioral issues that are likely to arise in an overcrowded classroom. The teachers are also more easily able to discover which children need extra attention and they are able to devote more individual attention to the students who need it most.

Another factor that impacts on the education of an private school student is the facilities that are offered at the school. Many private schools have extensive facilities that help students to develop both mentally and physically. The high fees the parents are charged of course pay for these facilities. Many parents choose to send their children to a private school because they see the inequality in the school system and feel it is worth it to sacrifice the money on a private school. In reverse, some parents have the money to send their children to private school but feel that the extra money isn’t worth it and send there children to an public school in which they are helping fund through taxes. In comparison public school students while having lower fees often have less facilities available. They do not have the extensive libraries, expansive playing fields and expensive gymnasiums that challenge the students mind and bodies that the private schools provide.

However I feel that there is not just inequality between public and private schools, but there is also inequality between public schools and other public schools. A public school in a wealthy area could offer a higher standard of education than a public school in a less socio-economic advantaged area could offer. From the “MySchool” website I got the statistic that once all the student expenses are paid $2,448,419 is left over at Killara High while $1,344,595 is left over at Blacktown Boys High. Therefore, even between public schools there is inequality because $1,103,924 is being spent more on extras like facilities and programs all because an area in which someone lives in. The same is true between the various private schools. The socio-economic status impacts heavily on the inequality.

Stereotypically people with an education from a private school are likely to get a better job and earn more money as research suggests they are more likely to attend and complete university. People who go to a public school that has a poor quality of education will most likely end up with a low paying job. They will then send there children to the same or similar public school because they can not afford a better education and have a low income thus continuing inequality. Surely this suggests that the inequality between schools needs to be addressed. 

Now is the time for change! Now is the time the government should be stepping in and taking action. Now is the time that all children deserve a quality education including smaller class sizes and room to move in. Now is the time to invest more into our school system so the all students can receive the same high standard of education.  Now is the time for the students who are being shortchanged to have their needs met. Now is the time!

NEEDS MORE FACTS

More notes on Equality - Ideal in education

- Its an ideal not a reality
- It is a good aim for the future
- Countries are doing better than other countries
- States are doing better than other states
- People are doing better than other people
- Money is a major issue
- People working for less/ more
- People getting a/better education
- People come from better background
- In history, white people have been earning
- Government funded education vs private school education
- Should all education be equal
- I believe that people can become rich off public education
- People earning more and more money every year
- It wouldn't be fair to make people have lesser education because of money
- There should be two standards, public and private.
- 34.3% of children go to independent schools 2009, 28.1% in 1993
- Use our year as an example;

Give Me Liberty Or Give Me Death Patrick Henry

No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. This is no time for ceremony. The questing before the House is one of awful moment to this country. For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.

Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it.

I have but one lamp by which my feet are guided, and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years to justify those hopes with which gentlemen have been pleased to solace themselves and the House. Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition comports with those warlike preparations which cover our waters and darken our land. Are fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled that force must be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and subjugation; the last arguments to which kings resort. I ask gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motive for it? Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us: they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging. And what have we to oppose to them? Shall we try argument? Sir, we have been trying that for the last ten years. Have we anything new to offer upon the subject? Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain. Shall we resort to entreaty and humble supplication? What terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament. Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne! In vain, after these things, may we indulge the fond hope of peace and reconciliation. There is no longer any room for hope. If we wish to be free-- if we mean to preserve inviolate those inestimable privileges for which we have been so long contending--if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained--we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of hosts is all that is left us!

They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance by lying supinely on our backs and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. The millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable--and let it come! I repeat it, sir, let it come.

It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace-- but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!

Highlight the text where you see the techniques below being used in the speech. When highlighting the text in the speech where one of these techniques is used use the colour provided.

• Repetition
• Exaggeration/Hyperbole
• Generalizations
• Clichés
• Statistics/Distortion of facts
• Imperatives
• Emotive words
• Use of imagery/symbolism
• Puns
• Use of endorsements/testimonials
• Rhetorical questions
• Inclusive language
• Euphemism 

Assessment Task Speech Notes

1. Becoming an organ donor -
• Help those in need
• Save a life 
• You know how it is to lose a loved one and you can help them
• Make a small part of the person live on 
• Some one can have a longer life
• Although they can get a bit cut up there will still be some remaining 
• good option if you were going to get your loved one cremated.
2. Equality - 
•  Ideal not reality
• Some people still not getting a vote
• Women still treated lesser than men
• Countries have more money than others
• Some countries don't have enough money to help there citizens
• People are have different amount of money and can survive better
• Some people can't afford basic necessities.
3. Primary School Children - 
• They shouldn't be allowed in online chat rooms
• They are immature
• They have no need for it 
• They develop less social skills
• They don't get used to speaking to someone
• Better to ring and speak than use I.M.
• Younger ages being introducd to online IM and chatrooms
• Can be some older people pretending to be younger
• Not enough information about online predators

Persuasive CAS speech

The time has come! We shall win the CAS swimming after 7 long years! There is no doubt! The swimmers have put in endless hours of blood, sweat and tears into the preparation of the carnival. They shall not go home empty handed again. The amount of effort is endless. The amount of passion is endless. We cannot be satisfied until we are holding that trophy high in the air.

The swimmers have put in the effort, most mornings up before the sun rise and swimming along the black line, back and forth, day after day. They have put in the effort and should be rewarded. They need the help and support of anyone and everyone. We as a school should unite to help the swimmers to win the trophy.
We cannot be satisfied until we cross the finish line. We cannot be satisfied until we win. We cannot be satisfied until we have the trophy. We cannot be satisfied until we have broken the CAS drought. We cannot be satisfied until our supporters have lost there voice from continuous chants. Now we must take action.

Now join in the support! Put in 110% swimmers! Now we are ready to defeat the might green army and the might red army. We now are ready to put an the 7 years behind us and we are now ready to win the CAS swimming champion ships.


(I have used ethos as well as logos because i have add emotion and meaning as well as facts)

Nature of Task - Speaking Assessment 1

Persuasive texts are designed to position a point of view.

Texts that successfully persuade are usually highly emotive (conveys emotion) and effectively balance opinions with facts (research).

Persuasive texts can make sweeping generalisations (uninformed conclusions), rely on stereotypes and hyperbole and yet still seem credible (reliable information).

This is because a combination of objective (fact) and subjective (opinion) information is usually used to persuade.

Careful use of repetition and high modality (persuasion techniques) words can emphatically convey the composer’s purpose (subjective or opinion) if it is counterbalanced with the use of statistics, expert evidence and product/idea endorsement from authoritative sources (objective or facts). 

Moreover, effective incorporation of anecdotes, analogies and inclusive 
language[we, us, our] (language techniques) can personalise the message and help connect the composer and their text with its audience.

MLK Speech

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition.

In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds."

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.

We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force.

The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom.

We cannot walk alone.

And as we walk, we must make the pledge that we shall always march ahead.

We cannot turn back.

There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their self-hood and robbed of their dignity by signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until "justice rolls down like waters, and righteousness like a mighty stream."¹

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. And some of you have come from areas where your quest -- quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.

Let us not wallow in the valley of despair, I say to you today, my friends.

And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal."

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today!

I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; "and the glory of the Lord shall be revealed and all flesh shall see it together."²

This is our hope, and this is the faith that I go back to the South with.

With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

And this will be the day -- this will be the day when all of God's children will be able to sing with new meaning:

My country 'tis of thee, sweet land of liberty, of thee I sing.

Land where my fathers died, land of the Pilgrim's pride,

From every mountainside, let freedom ring!

And if America is to be a great nation, this must become true.

And so let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania.

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvaceous slopes of California.

But not only that:

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi.

From every mountainside, let freedom ring.

And when this happens, when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual:

                Free at last! Free at last!

                Thank God Almighty, we are free at last!

Questions

1. The thesis is that he and all the black people want there rights in which they were promised and equalities for blacks by highlighting major lines that make up America.

2. The mode of persuasion in the first paragraph is logos because he is using facts e.g. 'signed the Emancipation Proclamation' which is facts, then is goes to pathos 'In a sense we've come to our nation's capital to cash a check' which is adding a sense of emotion and symbolism. It goes to ethos when he states ' i have a dream' this is talking about him and there is a lot of value for he is such a success and is very personal. Then it goes back to pathos when he starts addressing the crowd as 'together'.

3. 

Metaphor - 'to cash a check' a check is a promise that is given saying that when you go to cash this check there will be what a promised in the bank account.

Inclusive Language - 'We' a uniting word which joins both blacks and whites together in the speech

Simile - "justice rolls down like waters, and righteousness like a mighty stream." The symbolism of what they want as the unfair justice is taken over by righteousness.

Repetition - 'I have a dream ... I have a dream ... I have a dream' To add emphasis to the context being ethos and adding a personal aspect.

4. The historical contents is that the black people were promised there rights in the Emancipation Proclamation and now they want there rights. It is also the beginning in the two races black and white coming together.

5. I believe that this is a very effective speech because Martin Luther King has used many different literacy devices such as metaphors, similes, repetition and inclusive language to bring blacks into a new era. His speech is about stating that blacks and whites should be equal after the emancipation proclamation was passed setting all of the slaves free. He uses pauses throughout his speech for the supporters to join in as well as using inclusive language to help unite both blacks and whites and show that they are one not two. He becomes very personal and illustrates the fact that all men should be equal. He also uses metaphors and similes to help explain his point of view and also uses repetition to add emphasis to his speech.