Explore the similarities and differences between the three examples of speech Essay

Explore the similarities and differences amidst the common chord examples of rescue, including a consideration of the contrastive contexts in which the texts were produced and how the speakers convey sides and values.Text A was both(prenominal) published and delivered by David Lloyd George as a lyric in 1914. The corking pinnacle of sacrifice is a text of persuasion in stern of the war. It does non induce the benefit of hindsight that we be possessed of like a shot, which entirelyows us to establish a context an sense of hearing of 1914 would not have been equal to(p) to do.Lloyd George opens with the coer noun The pack, this puts e preciseone into a metaphorical firing line, underlining the spirit that everyone will benefit from passing game to war. Great work forceace and Freedom atomic number 18 superlative noun phrases that are set to reinforce the opinion that by going to war wholly rebarbative necessities will be avoided.Lloyd George expends the decl arative That is not all this emphatic, simple objurgate shows he doesnt allow room for interpretation, which is regular(prenominal) of political language. He uses the collocation new and superannuated in an attempt to rank all members of society together as an act of capturing this equal status. He continues with the comparative degree adjectives richer/nobler suggesting how life could be as a result, making the future have the appearance _or_ semblance rosy.Lloyd George refers to imagery taken from the Bible Great food of luxury. He uses this metaphor to condone approximatelything complicated. By evoking this biblical imagery of good and bad he is making use of intertextuality to reach the audience on a higher emotional level that his expression alone could never master. David Lloyd George continues to progress hopes and ideas of the future by using the inclusive modal verb we can mold this is clearly an indication of him trying to heighten hope in the shoes with dres s down of new possibilities.Again he uses a modal verb may, this politeness marker allows him to gain encouragement through and through civility. This passive song of verbs makes the audience realise its their responsibility. He reinforces this action with the repetition of in any case, how far Britain has let things slip, not concentrating on wider things. He likewise continues with the ghostlike lexis by incorporating a emblem into his speech. This gives a higher prominence to the speech by creating a gentle air. Lloyd George successfully reinforces his discourse with this illustrated spiritual truth, allowing him to resign his words, as if its Gods Will.He thence r deceaseers a personal receive to the piece by using concrete nouns mountain sea for the audience to crate a visual atmosphere beautiful valley he is referring to Britain metaphorically, underpinning the accompaniment that we should not figure a blind eye.Hand, they will be cleansed of all bad things at the time. The images following this is vital to David Lloyd Georges speech, his use of in ceremonious words, sentences, convergence results in bringing them c drift offr together makes him, his speech and ultimately the war await less intimidating.The audience is a variety of social classes, certainly adults and David Lloyd Georges use of the polysyllabic lexis towards the end creates his intended aim. The use of pre-modifiers and superlatives create a sense of euphoria, he is using them to rouse muckle up. He does not hide the fact that nation are going to die, but he covers it up by calling it a sacrifice, this is one of many euphemisms he uses to create passion and intensity in his speech. Towards the end his innotation and stressed syllables becomes much frequent and his passion increases.His speech is obviously non-spontaneous, there are no non-fluency features, which is typical of political speech. He assumes to achieve maximum prepare through his language, thereof there is no room for mistakes. There are stages that his language goes through. Abstract nouns start the speech with a con organizeity of negativity, which progresses to end on a positive note. From struggle to honour and glory. It consequently succeeds in its purpose to inspire.Text B is from the final episode of the japery serial publication B loseadder Goes Forth. Scene two The Dug-Out chooses the three main characters of the series B deprivationadder, George and baldrick, whose status is in the akin order. They each successfully create sear irritation towards the satire of the piece, reinforcing its main purpose to entertain.The audience would have been expected to have prior knowledge to the screening of Blackadder in 1992. Their familiarity with the Thatcher situation of the 1982 Falklands contend allows them hindsight to the broadcasting of the programme Giving the audience the opportunity to screw the black prank.The extract opens with spoken language and the trend is bot h formal and folksy. The informality is marked by the co-ordianting conjunctions in baldrics speech So, And, he is topic linking. Plus his repetition of Right? creates a sense of reasonableness. His phatic /child-like language is a satirical point that baldrick doesnt understand what is happening (the war). The formality of the text is indicated through the military lexis, Baldricks utterance Permission to ask a question, sir The vocative again consolidates the fact that Baldrick is the indifferent character. The field specific lexis allows us an appreciation to the visual aspect of the situation war started, shot history save. There is a great deal of uncertainty in their speech isnt it? right? well these interrogatives again mirror how people in their position would have matte up confused.The context is juxtaposed for the claim of the audience. The comedy value is played against the military content of the scene. Status plays a tough part in this as Blackadders prime(pr enominal)ity enables him to act sarcastically and be exceedingly patronising towards George George, I hardly think we can be entirely absolved from blame on the imperialistic front. His relaxed innotaion is extremely demeaning, he wants to deflate George to reinforce his position of superiority. His inferior/ sarcastic humour is used best with George through the hyperbole (small) sausage, the emphasis rigid on the alliteration also adds to the comedy.When speaking to Baldrick his patronising attitude is less abrupt, he somewhat creates a father/son blood Well possibly the convergence shows that Blackadder is making the distance smaller mingled with them by letting Baldrick down gently, this also creates a instructor/pupil relationship, Blackadder sees himself as an educator, maybe this is an easier option. Blackadders paralinguistic features show how he treats Baldrick with contempt As retentive as it isnt the one unconvincingly where babies come from. This is humorous, but also making a veiled intension to Baldricks intelligence (maturity-childlike). Blackadder is de-meaning him for his audience.Whichever way Blackadder places his patronising attitude whether it is conditional or demeaning he his only(prenominal) after his official aim to obtain and prove his superior rank to the audience. Baldricks be lack of understanding and through his connective declarative So, the poor old ostrich died for nothing proves he has learned nothing and produces a more(prenominal) comical affect as his statement is not connected at all to Georges last utterance. George uses fairly racist, acid language pre-modifier base, which British soldiers would have used at the time and the fact that he is totally un-shocked by Blackadders expletive language It was bollocks (which would have shocked audiences at the time) allows us to feel a slight condolence towards his passion in his order in rank. Georges patrism makes a slight insight to his idiotism Henry VIII and hi s Six Knives.The fact that these three characters with their different status in society have been stuck together for a long time creates the humorous content needed to steer clear of the harsh reality of a War, I feel its main purpose is therefore to entertain.Text C is an extract of spoken language and the manner is formal as it is three educators discussing the affects of both WWI and II. The formality is marked through the subject specific lexis Second creation war first world war German Hitler. On the contrary the extract does not contain a title or specific names this suggests a familiarity between the speakers, highlighting an informal manner on the conversation.The conversation revolves around turn taking and object of priapic and fe potent roles is then looked at in greater depth. MP initiates the conversation it seems to me the use of the first person pronoun suggests his need to express his opinion first. JD corrects MP throughout the conversation and dominates him with his knowledge and understanding of the subject. This is expected as JD majors in History.MPs use of fillers um and one-second pauses prove his speech to be less tiny than JD, due to his lack in subject knowledge. MPs repetition imponderables (.) Um (.) vague imponderables is very characteristic of a spontaneous conversation and this is reinforced by his nature to interrupt.LT, being the only female turn taker, is slightly mistreated as her turns are rather like interruptions or comments. until now she does disrupt the male on male battle by responding and supporting her opinion, ultimately for the affect to assert her inferiority. Opposed to you know, nevertheless her informal utterance indicates her lack of confidence suggesting she does need reassurance, which may be true of typical women in conversation.The extract is very much Fact versus Opinion. JD is the biggest turn-taker as he is the more confident speaker in subject knowledge. Unlike MP his long utterance clearly has s trong opinions, but he uses fact. ferocity in JDs long utterance is always words that explain ideas, suggesting he is used to explaining concepts, reinforcing his baron as a teacher. This is true for all three speakers, as the piece does not contain many informal remarks, suggesting their ability to talk passionately about a topic.Was about 1911, 1912 when they had some crises with the British and French to 1918, JDs complex use of figures stress the fact that his points are substantial however MP overlaps his turn, signifying him as the principal speaker. MPs overlap occurs due to a male on male debate, they are both competing for talk-time, in spite of this JDs complex and detailed utterances indicate his own passionate attitude reinforcing his position as the rife speaker.Thomas completes JDs sentence, again suggesting a familiarity it just provided them with the opportunity didnt it. The topic loop forms closeness between them rather than a form of ignorance that can be shown between both male speakers. LTs inferior position is again obtained through her use of a rhetorical interrogative. It is a tag question, not only proving her lack of confidence but also accentuating a stereotype of war and men. From this extract it is shown to be true that men speak more in groups then women, although all speakers have the ability of hindsight. The purpose I feel is highly informational, and the ideas raised prove it is a conversation of opinions, thus status.Both Blackadder and teacher Speech create a formal and informal manner. Their informality is marked through the familiarity between characters Baldrick and Blackadder (father/son relationship) and teachers LT and JD (use of topic loops). Baldricks informal manner may be related to the audience of David Lloyd Georges speech the uncertainty in his speech isnt it? right? mirror how his audience would have felt confused.Lloyd George uses biblical imagery to his own effect, by the use of a parable he is able to rea ch his audience on an emotional level, Blackadder and instructors Speech differs, as their field specific lexis is both resting on the military aspect. thus far, there is a similarity between Lloyd George and Blackadder as they both try to cover up the actual harsh reality or the War Blackadder through black humour and Lloyd George through biblical language.Teachers Speech is very much Fact versus Opinion, this may be said for all three texts. Lloyd George has an opinion and through his use of concrete nouns the people and religious imagery food of luxury he is able to persuade his audience in support of the war. On the contrary, Balckadder uses fact his speech to obtain superiority over the two characters, making his utterances more believable. However George speaks of his opinions and his harsh, racial attitude makes seem appear displeasing to an audience of today. However an audience of Lloyd Georges time would have related to his anger.Blackadder uses his knowledge to form a patronising attitude, to ultimately obtain his rightful status, JD in the same way uses his knowledge and understanding of the field specific lexis to obtain his superior status utterances does not contain many informal remarks suggesting his ability to talk passionately about a topic and finally Lloyd George uses no non-fluency features, typical of political speech in order to raise his status over his audience.The main difference between all three texts is their purpose. I feel this may be because of the dates in which each text was created. David Lloyd George is the earliest of the three and this is not only clear through his strong use of biblical imagery, but his main aim to uplift and ignite positivity in his audience, who do not have the benefit of hindsight. Therefore its purpose is to inspire. Blackadder is abutting on the time-scale and the audience of 1992 are able to have hindsight and are therefore able to understand the black humour towards the satire of the piece. H ence its main purpose to entertain. And finally Teachers Speech has an informational purpose, containing ideas and opinions that only the benefit of hindsight would allow us to summon and understand.It is acknowledgeable that through the passing of time, a subject from long ago may still be discussed and has the same ability to cause confusion and passion in the lives of people everywhere. The people of 1914, Lloyd Georges Speech, may have had different views or opinions to an audience of 1992, Blackadder and present day, Teachers speech, but the topic of the effects of the War is still as easily roused now as it was then. The people of today are able to obtain the same passion as the people of 1914, seeing that their lives would not be the same if the older generations of their family hadnt fought so bravely and created that passion to begin with. Time is not an excuse to lose acknowledgement and enthusiasm.