Hello, and welcome to the lesson.

I'm Mrs. Butterworth and I'll be guiding you through the learning.

Now this lesson is all about analysing a persuasive speech.

So we'll be focusing on Emmeline Pankhurst speech, "Freedom or Death," and really exploring how she uses language to create particular effects, to galvanise her audience, and to also to conform to the conventions of a speech.

So lots to do, shall we get started? So by the end of this lesson, you will have analysed the writer's choice of rhetorical and persuasive devices.

So let's have a look at those key words that are going to pop up in our lesson today.

Those words are militant, unify, rapport, and bolster.

So the word militant con refers to this idea of a combative or confrontational attitude, often advocating for extreme measures in pursuit of a particular cause.

So in Emmeline Pankhurst's speech, she talks about how the suffragettes are described as militant, and perhaps with their radical methods, they could be viewed as militant.

They're confrontational, and they use quite extreme methods.

We also get this word unified.

So this idea about bringing together, and very often when people are putting forward persuasive speeches, they want to unify their audience because that way their audiences are more likely to feel collective responsibility.

They're more likely to want to get involved.

So that unifying experience of a speech is very impactful.

The word rapport.

Now, this is a really useful word to have in your repertoire when commenting on an audience and writer's relationship because a rapport is about creating a good conversation or understanding with someone.

So like a close rate relationship.

So if you think about a writer, they want to create a rapport with their audience.

They want the audience to feel like they have a relationship with them, if that makes sense.

That kind of rapport.

That's a really good word to have to describe that audience and writer, particularly in speeches, that relationship.

And then we get this word bolster.

And this is about in the context of an argument, you could talk about evidence bolstering an argument.

So it means to support or strengthen it.

So you may use quotations in your work to bolster your argument.

So the outline of our lesson today looks like this.

We're first of all going to explore the writer's use of language.

So in this case, we're going to look at Emmeline Pankhurst, and then we're going to move on to looking at how we can write up our analysis effectively.

So let's start by really exploring that use of language.

So first of all, what does it actually mean to analyse a text? I'm sure you've heard that word plenty of times, but what does it actually mean? Okay, pause the video.

So you've got time to discuss that question.

Or just think quietly to yourself.

Off you go.

Okay, so we have our pupils here ready to feedback.

So Aisha says that analysis is, "Looking for interesting language choices and deconstructing them, considering why the writer has used them." Excellent.

Yep, absolutely.

We are always on the lookout for those key language choices.

And I think the key thing here is we are always thinking about the writer's intention.

Why has the writer made the choices that they have? It's thinking about the writer's purpose and what their aims are.

Have they adapted language to achieve this?" That's a really interesting thing to think about, how writers have adapted their language for particular reasons.

So this might be to match the purpose of the text or the form of the text or to reach a particular audience.

So it's again, considering a writer's choices.

And then, "Commenting on what affects are created and considering a reader or audience's reaction." That's a great answer, because yes, once we've considered why the writer has chosen them, we want to then think about the effects that are created.

So, and the impact that it's having on the audience or the reader.

So now I want us to think about some things that we can be on the lookout for when we are looking at texts and the things that we can potentially pick out to analyse.

Because the most perceptive analysis we'll find and comment on patterns across the text.

So you don't want to just be looking for words in say the top part of the text.

You want to look throughout and see if you can spot any patterns.

So you'll need Emmeline Pankhurst speech, "Freedom or Death," and you can find this in the additional materials.

So make sure you've got that in front of you ready to look at.

And what you are going to do is you're gonna use some of those reading skills.

You're gonna skim and scan the text, and you are gonna look for some key words.

So it's really about just skimming that text and looking for key words.

Now a top tip, and not just for this text, but different texts as well, look for repetition.

So a writer may repeat words for emphasis.

So it's a really good place to start is that repetition.

Okay, pause a video so you have time to find those keywords.

Off you go.

Great.

So the words that I picked out, so hopefully you have something similar.

So these really stood out to me, are soldier, battle, militant and war, because these words were repeated and also they really just stood out to me in terms of being key vocabulary.

So now we've picked out our key words.

A good thing to do is to think about what links these words.

So I'd like you to discuss, please, what links these words and do they share a theme? Pause the video so you can discuss, think, or write down your answers.

Off you go.

Okay, great.

So lots of you picked up on this idea that they are linked by this idea of fighting or conflict.

We've got soldier, battle, militant or war.

They all have a very particular theme, don't they? And there's a word for this.

So when words are linked thematically, they can be considered a semantic field.

So when words link or they have similar themes, we can talk about this use of a semantic field.

So now a further discussion question for you.

Why might Pankhurst choose the semantic field of conflict and violence? So we found the device, the method that Pankhurst has used, but now we need to consider why she has done this and how this links to her purpose.

So you'll need to pause a video to discuss your answer to these questions.

So just a reminder, why might Pankhurst choose the semantic field of conflict and violence and how does this link to her purpose? Okay, pause the video now.

Okay, yeah, great.

Some really great ideas there.

So let's feed these ideas back.

So Pankhurst uses repetition to create a co semantic field of conflict and violence.

So we've identified the method there.

We've identified that she uses repetition and it creates this semantic field of conflict and violence.

And then we're going to explain why she's done that.

So this compares the women's rights movement and pursuit of gender equality to the brutality of the front lines.

So Pankhurst has very obviously done this for effect and done this to make her point because it emphasises the challenges faced by Pankhurst and helps to bolster, to help her to support her argument.

So you know, she's really emphasising how intense this struggle is.

You know, if she's comparing this fight to being a soldier, being in a battle, it's like war.

It's a really intense struggle.

Okay, so let's see how much you remember.

Which one of these words is not.

So you were looking for the word that is not used by Pankhurst in the semantic field of conflict and violence.

Is it A, B, C, or D? Excellent.

It's C, weapons.

Now interestingly, all of the words on the screen there, A, B, C, and D are all in the semantic field of conflicts and violence.

But Pankhurst doesn't specifically use the word weapons in her speech.

Okay, so there are three images here.

What I would like you to do is I would like you to look at the text and discuss which quotes from the text match these images.

If you are not discussing, you may just want to pull out and write down those answers, those key quotes.

So pause the video to find those quotes that match those images.

Off you go.

Okay, fantastic.

Let's see if we have the same answers.

You may have something different, but this is what I have gone for.

So I am here as a soldier.

I just thought that image really evoked that idea of like a single soldier walking into battle.

And I picked this one temporarily absent from the field at battle.

So you can see I've got the trenches here, and I just thought that quote really evoked that image.

And then what civil war is like when civil war is waged by women.

So you can see here there's a really intense war happening in this image, a real battle.

And I thought that idea of kind of civil war and being waged by women kind of fit this image here.

So there's some key quotes there, and you can start to see these images that are being created.

So Pankhurst uses language to build on and develop the image of warfare throughout her speech.

So you can start to see how these patterns throughout the text are all working together to create these images and to create these themes.

So we thought about the semantic field and now we're thinking about this idea of an extended metaphor.

So they are working hand in hand to really emphasise the intensity of this battle for equality, if you like.

So this, where she's using these, this building on these images using language, is an extended metaphor.

Okay? So we've got the soldier, the battle, the civil war.

It's that extended metaphor running throughout the text.

She's comparing the fight to warfare.

So I've sort of given you some ideas to this question already, but let's just consolidate them anyway.

So I'd like you to discuss, why would Pankhurst choose to weave the extended metaphor of warfare throughout her speech? So pause the video so you've got time to discuss these ideas or think quietly to yourself or write them down.

Okay, off you go.

Thank you everyone.

Some really lively discussions there.

I like how some of you were building on some things that I've already said, which is always a fantastic thing to do, and just using that evidence to bolster your ideas.

That's fantastic.

Okay, so I've kind of summarised everything together in some sentences here.

So Pankhurst cleverly uses the extended metaphor of warfare to emphasise the intensity and urgency of the struggle for women's rights.

It also points to the resilience shown in the face of formidable opposition.

So I guess, yeah, in that extended metaphor of these women, like soldiers going into battle, going into war, there is this sense of resilience and again, this sense of real intensity and urgency.

So Pankhurst is really clever with her use of language, not only in that repetition and that creation of the semantic field, but also in this extended metaphor.

It really conveys her urgency and the experiences of this fight for equality.

True or false time.

Looking for patterns and ideas across a text makes an analysis more perceptive.

Is that true or false? A few.

I'm so pleased, lots of you said true, absolutely.

We should be looking for those patterns and ideas.

So now we need to pick A or B to justify your answer.

So what do we go for? Did we go for A? Excellent.

So looking for semantic feels and extended metaphors can help you engage with and comment on the whole of the text.

So keep an eye out from those patterns.

It just really enriches the analysis and just your understanding of the text.

We're now going to think about how Pankhurst hooks in and unifies, so makes her audience feel a sense of collective identity, or they are united.

I want us think about how she uses language to do that.

So I want you to pause the video and discuss how does Pankhurst use language to hook in and unify her audience.

You may want to find some specific examples to help you answer that question.

Okay, pause the video now.

Okay, great.

Some of our pupils have offered to share their ideas, so let's see what they have to say.

So Andeep says, that he "Thinks it's really interesting that she uses a first person perspective," and she does.

She uses I doesn't she? Quite a lot.

I think this or I did this.

And quite rightly, Andeep says that it creates a personal relationship with the audience, emphasising her own experiences and convictions.

And if you think about Pankhurst role, she's kind of put herself in charge.

She's like the head of this cause.

So people need to feel like they know her and like they have a relationship with her.

And Izzy says that she totally agrees, "And it helps convey the passion and urgency of the cause." Absolutely.

"If we think about the purpose of the speech by building a rapport with the audience, it could inspire action." Well done Izzy for really thinking about the purpose of the speech because she has given that speech, because she wants to create awareness, she wants people to take action and to get involved.

So having a relationship and building a rapport, people are more likely to get on board with what she wants them to do.

And Andeep said, "That the idea of rapport is really key, especially considering this persuasive speech." Absolutely.

So Andeep, is kind of building on what I've just said.

So you want your audience to feel involved, and this effect is also furthered in her use of direct address.

So when Emmeline Pankhurst turns to her audience and start saying, you think this and you need to do that, again, it's this idea of creating this rapport.

And again, Izzy says here, "Did you notice her use of collective pronouns in 'we' were called militants?" So we've got those first person plural pronouns in we, and this really creates a sense of unity.

And again, this idea of rapport with those she wants to galvanise into action.

If someone's looking at you and saying, we need to do this, you feel part of it, you are more likely to to do what she's asking, to kind of get involved and be galvanised into action.

So absolutely, great discussion, Izzy and Andeep.

Well done for identifying those key rhetorical devices.

So we've talked about those first person plural pronouns in we, the direct address and that first person I as well, and that keyword rapport there too.

And they've linked to purpose and audience, which is exactly what you should be doing in an analysis.

So I have another top tip for you.

So when you are thinking about your analysis, referring to the repeated use of specific rhetorical features, demonstrates your awareness of the text as a whole and makes your analysis even more perceptive.

So if you remember, I've been saying, looking for patterns, looking for ideas that are weaved throughout the text, make your analysis even more perceptive.

So by using the rephrase, the repeated use, can also help you do this.

So what do I mean by that? Let's look at some examples.

So the repeated use of the collective pronoun, we, creates a rapport with the audience and a sense of unity.

So again, we can talk about that repeated pattern throughout the text and the effect.

The repeated use of direct address by using you, allows Pankhurst to establish a personal connection with the audience.

And then the repeated use of first person enables Pankhurst to convey the urgency of the cause more effectively and bolster her argument in a personal way.

So if you add the repeated use to your repertoire and your sentence structures, it's just really helpful.

I know sometimes I struggle to think about how I'm going to analyse the word I or we or you, those short words.

So by using that phrase, the repeated use of, shows that you have on awareness of the whole text and how those devices are being used in particular ways.

Okay, so A, B or C, "We were called militant and we were quite willing to accept the name," is an example of A, B, or C? Well done to everyone who noticed that it was C, it's collective pronouns.

Also, we think about this idea of the first person, plural pronouns as well in we.

So our first practise task, what I would like you to do, please, is I would like you to pick three quotes from Pankhurst's speech.

So you need to make sure you've got speech in front of you and annotate them.

So you need to make sure your annotations include, you need to label any language devices.

So they need to be identified.

You need to make some comments linked to the effect created.

You need to make some comments linked to purpose and some comments linked to audience.

So we have been doing this throughout the whole lesson, so you should be able to draw on lots of the discussions that we have already done to help you do this.

Okay, so make sure you pick three really juicy, excellent quotes to make sure you've got lots to annotate.

Okay, pause the video now.

Okay, so well done.

I think we've all got some quotes, which is great.

So I'm just going to see if this quotation as an example, has met the checklist.

So we were called militant and we were quite willing to accept the name.

So let's have a look.

So they have identified and labelled some language devices, so the use of pronouns there.

So that's a really good annotation.

They have commented on the effect.

So use of that pronoun unifies the audience and creates a sense of collective identity.

So that's a really good comment on the effect of this.

There's also a comment linked to purpose.

So the purpose of this speech is obviously to persuade.

So it enables Pankhurst to galvanise individuals into action.

So there's a link to purpose there and the comment on audience.

So this use of collective pronoun creates a rapport with the audience, and this relationship creates a sense of unity and inclusion.

So we can see how those annotations, that identifying of the device, thinking about the effect and then linking to purpose and audience really starts to layer up those comments and that analysis.

So now you must check your own annotations using the checklist.

Okay, off you go.

We have reached the second part of our lesson, which is all about writing up an analysis.

In order to practise writing up our analysis, we need a question.

And the question is, how does a writer use language to present the challenges faced by the women's rights movement? So I want us to think about our own words.

So some adjectives that we could use to describe Pankhurst's use of language.

So I've got a key word here from the question.

So presents the challenges as, and I want you to come up with some adjectives to complete the sentence.

So let me just recap.

You need to discuss what adjectives could you use to complete this sentence.

Pankhurst presents the challenges as, so you might use something like brutal, for example, but now you need to come up with your own.

So pause the video and I wanna hit all the adjectives that you could use to finish that sentence.

Off you go.

Excellent work everyone.

Well done.

So many adjectives.

I love that some of you were looking into Thesaurus' and some of you had dictionaries to try and find some more vocabulary, which is just fantastic.

So we should have lots of ideas by now.

So some of the words I heard were things like relentless.

So Pankhurst presents the challenges as relentless, unyielding, lovely word.

Oppressive, yes.

The challenges are oppressive, aren't they? Again, link to the side of relentless, ongoing.

Forceful, lovely.

Daunting, yes, I guess the challenges are daunting, yeah.

Brutal and formidable.

So some really great words there to describe how Pankhurst is presenting the challenges in her speech.

And what these adjectives are really useful for is they can help us to structure topic sentences.

So whenever you get a question, start to think how I can describe the writer's use of language using adjectives.

And these will help you to start writing up your analysis.

So in order to write your topic sentences, you should also use a declarative sentence.

Now this sounds very complicated, but it's not.

It's really just making a statement about the text.

So here we go.

Pankhurst presents the challenges faced as unyielding.

I've got one of my adjectives there, in order to convey the realities of gender equality.

So I've just used words from the question, Pankhurst presents the challenges as, and then my adjective, and I've just added a bit more onto that to create a more detailed topic sentence.

So the declarative is Pankhurst presents the challenges.

So it sounds like a statement.

I've used words from the question, I've used adjectives from my initial discussion, and I've linked to the writer's purpose, in order to convey the realities of gender inequality.

So you can see how a topic sentence can be constructed to do all of those things.

Sam has had a go at writing a topic sentence, Shall we see what Sam has written? So Sam has written, "The writer uses direct address to present the challenges faced." Now, Sam has received this feedback.

So what went well? You have used a declarative sentence, yeah, and there are words from the questions.

Now here is the even better if, that you linked to the writer's purpose.

And this is a key piece of advice here.

Leading with a language feature limits your analysis.

So here the writer uses direct address, is quite limiting if you start to use and identify rhetorical devices or language devices in your topic sentence.

So instead, try use including an adjective to describe how the challenges are presented and this will make it more relevant and specific.

So Sam uses that feedback to rewrite their topic sentence and comes up with this.

Pankhurst suggests that the challenges are daunting, which emphasises a greater need for unity in the movement.

So you can see how that is a much better topic sentence.

It's gonna allow for much richer analysis, because you can then go on after your topic sentence, to identify those key features and analyse them, linking back to your topic sentence.

Now, let's look at these students.

Which pupil has created the most effective topic sentence? Is it A, Pankhurst uses an extended metaphor to compare the challenges to warfare? Or is it B, Pankhurst presents the challenges of the movement as comparable to warfare, which conveys the complexity of the conflict.

So is it A or B? Are we ready for the answer? Yes, that's right, it's B, this is a much better topic sentence.

Now we can see in A, this topic sentence has led with a language feature, so used as an extended metaphor, which really limits the analysis that follows, whereas B, it's all about describing the challenges that are presented and linking to the writer's purpose.

The other thing we need to consider when analysing language choices is we want to ensure that the comments are developed and layered.

So this can look like this.

You may want to use your, so you have your evidence, then you need to identify any specific features and explain the effect.

Then you may want to link to purpose or comment on purpose, have a link to audience or comment on the audience.

So very similar to what we did with our annotations in task A.

You may want to offer some additional or alternative interpretations, and you may refer to or link to another part of the text to continue the analysis.

So these are some things that you consider to really make sure you are developing and furthering your analysis.

So what does this look like altogether? So we've got our evidence.

So this is the piece of evidence I'm using.

What civil war is when? What Civil War is like when Civil war is waged by women.

So I'm gonna identify any specific features and explain the effect.

So this metaphor, I've used some terminology there, effectively creates the image of battle.

It emphasises the extremity of the challenges faced by the movement.

So I've identified and explained, generally, the effects of that feature.

Then I'm gonna link to purpose.

Pankhurst always by name, Pankhurst refers to war to create an urgent and forceful tone, making it seem like a fight.

So I'm really thinking about why Pankhurst has used that in terms of the the purpose to persuade.

Then I'm gonna link to the audience.

Using the language of war provokes an impassioned response and inspires action.

It unifies the audience like a call to action.

So I've considered purpose, I've considered audience.

Now I could also consider an alternative interpretation.

So this could provoke an alternative reaction.

Those that oppose the cause could see this as threatening or extreme.

And that's quite a perceptive point actually, because although Pankhurst wants to unify her audience, for some people her tone, what she's fighting for, particularly at the time she was writing, may actually, people might actually oppose it and it might make them feel uncomfortable.

And then I might link to another part of the text to continue the analysis.

Pankhurst uses this to develop an extended metaphor of warfare throughout the text.

So I could then go on to talk about the extended metaphor.

So you can see here I have really layered up my analysis.

There is so much to say with reference to that quote.

I could link to purpose, I could link to audience, alternative or interpretation, link to another part of the text.

And you may not be able to do all of these every single time for every single quote, but just being aware that these are the options in order to help you analyse, will really help you to create that layered and developed analysis.

That we need.

Like I said, look for opportunities to develop your analysis.

So true or false? Pankhurst is subtle in her presentation of the challenges faced by the women's rights movement.

Is that true or false? Yes, that's very much false.

I don't think she is that subtle, is she? Okay, so justify your answer by picking A or B.

Are we ready for the answer? Hopefully we all got answer B, that Pankhurst uses the extended metaphor of warfare to exaggerate the experience of violence and conflict.

So it's very much not subtle in terms of these devices that she's using to do with conflict, to do with war.

It's quite extreme.

So now to task B, what I would like us to do, I would like you to do, is to write your answer to this question.

How does the writer use language to present the challenges faced by the Women's Rights Movement? Now, you may recognise this question because we have been working on it throughout the lesson, so that should make it a little bit easier for you.

And you have already annotated some quotes from task A.

So if you remember, we use that checklist to make sure we had lots of comments around the quotes.

So you've already done a lot of the work in order to answer this question.

Now, your analysis should include an effective topic sentence.

So we looked at these.

So you'll need to use a declarative and need to link to writer's purpose.

Remember not to lead with a feature, save that for your analysis.

You'll also then need to develop your analysis.

So think about all of those things that you can consider.

You can identify language features and explain the effects.

You could link to purpose, you could link to audience, you could offer an additional or alternative interpretation.

So think about the audience's response for those that are in opposition to Emmeline Pankhurst or those that don't believe that women should have equal rights.

How might they respond to the quote that you are analysing? And then you may think, start to think about linking to another part of the text.

So how does your quote link to somewhere else in the speech? Okay, so there is a lot to get on with, but there is plenty to help you do this.

And we have done lots of the work already.

So I'm really looking forward to reading your beautifully developed and layered analysis in response to that question.

Okay, so now it's over to you.

So you're going to need to pause that video now.

Oh, well done everyone.

I could feel the hard work happening there and all that thought.

I'm really pleased to see lots of you referring back to your initial annotations and some developed analysis emerging.

It's a quite a tricky thing to do actually.

So it's really good that lots of you were considering those alternative interpretations.

Okay, so Lucas has very kindly given us his response.

So let's just read this through.

"Pankhurst's powerful speech conveys the extremity of the challenges faced by women.

In this speech, she aims to galvanise her audience into action.

Pankhurst uses collective pronouns, direct address and first person to get her message across, which is effective in a persuasive speech." Okay, so, what feedback would you give Lucas using a what went well and an even better if? So pause the video so you've got time to think about the feedback you would give to him.

Okay, fantastic.

So this is what we've come up with.

There is an excellent topic sentence.

It links to the question and Pankhurst's purpose.

Absolutely.

So let's just read it again.

So Pankhurst powerful speech, it conveys the extremity of the challenges faced by women.

So it is really good, it's a declarative.

We've got key words from the question and it's linked to the writer's purpose, which is fantastic.

Now, the even better if is about developing the analysis.

So what Lucas hasn't done is he hasn't linked to purpose or audience.

He hasn't offered an alternative interpretation.

So he hasn't really developed any analysis here, because what he's done instead, he's listed some features and you should really avoid this.

So he's got three features in there.

What Lucas should really do is pick one and really layer up the analysis of that one feature.

Like it says here, pick one and explore a detail before linking to the next.

So what Lucas could do is say that Pankhurst uses direct address and then later on this effect is also continued in the use of first person or something like that, just to make those links across the text, which we know makes for perceptive analysis.

So now make sure you have checked your own work and give yourself a what went well and an even better if.

So pause the video so you've got time to do this.

Well done everyone.

We are here.

We are at the end of the lesson and you have worked incredibly hard.

So I really hope that you've got some strategies now for thinking about how to look for key things to analyse, but also how to really layer up and develop that analysis.

It just makes it so much richer and more interesting.

So let's remind ourselves of everything we've looked at.

We know that looking for patterns within the language makes analysis more perceptive.

Having an awareness of the text as a whole enables a more detailed analysis.

Analytical paragraphs must begin with a point that focuses on the writer's intention, rather than a single feature.

Offering alternative or additional interpretations can develop an analysis.

Again, well done for all of your hard work.

It's been really fantastic to see you all analysing a persuasive speech.

I'll see you again soon.

Bye, bye.