A PRAGMATIC ANALYSIS OF EMMA WATSON’S HEFORSHE
A THESIS Presented as a Partial Fulfillment for the Attainment of a Sarjana Pendidikan Degree in English Education Department
Tika Destiratri Setiawan NIM 10202241074
STUDY PROGRAM OF ENGLISH EDUCATION FACULTY OF LANGUAGES AND ARTS STATE UNIVERSITY OF YOGYAKARTA 2015
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PERNYATAAN
Yang bertanda tangan di bawah ini saya, Nama : Tika Destiratri Setiawan NIM : 10202241074 Prodi : Pendidikan Bahasa Inggris Fakultas : Fakultas Bahasa dan Seni Universitas Negeri Yogyakarta menyatakan bahwa karya ilmiah ini adalah hasil pekerjaan sendiri. Sepanjang pengetahuan saya, karya ilmiah ini tidak berisi material yang ditulis oleh orang lain, kecuali bagian-bagian tertentu yang saya ambil sebagai acuan dengan mengikuti tata cara dan etika penulisan karya ilmiah yang lazim. Apabila terbukti bahwa pernyataan ini tidak benar, sepenuhnya menjadi tanggung jawab saya.
Yogyakarta, Oktober 2015 Penulis
Tika Destiratri Setiawan 10202241074
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“La Tahzan Innallaha Ma’ana”
(At Taubah: 40)
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DEDICATIONS
I dedicate this thesis to:
My treasured Ibuk and Bapak who never tasted a university life but have a very big passion, endless prayers and countless supports for their children to achieve our highest dreams. My lovable baboo, Dek Alfath for the little cute things that an 11 year-old boy can do to support his sister to finish her thesis soon. “Do not be afraid to dream bigger, bo.”
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ACKNOWLEDGEMENTS
All praise be to God, the Almighty. I also would like to extend my deepest gratitude to:
1) Ibu Nury Supriyanti, M.A. for the guidance and inspirational conversations
about gender issues which help me to understand more about life;
2) my family, Ibu Dedes Setyaningrum, Bapak Agus Setiawan and Alfath
“Baboo” Destra Setiawan, for being so very patient waiting for my graduation
day to come to whom I promise I will make them proud;
3) my best friends in English Debating Society: Pipit, Ayip, Kak Nisa, Rasman,
Mas Zyah, Mb Retha, Endah, Astika, etc for the intelligent and idiot debates,
for the fights, love, bullies and all the greatest fun during the past few years;
4) my better half, without whom I could have finished my thesis six month
earlier, but I knew it was worth the sheer bliss I never got before;
5) my dear friends in PBI D: Nyunyu, Mas Hars, Dek Dani, Iden, Fie, Tyase,
Auk, Anta, Mb Eyin, Dita, Wika, Fian, Pak Soleh, and Isa for always keeping
me believe in a delusion that I can finish this thesis in less than a month;
6) all lecturers of English Education Department for the knowledge and
enlightenment which save me from idiocy;
7) my fellow friends in UKM Bahasa Asing SAFEL, Jogja Debating Forum,
EDSA and FBS for the best college memories I have ever had.
Yogyakarta, October 2015
Tika Destiratri Setiawan
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TABLE OF CONTENTS TITLE ...... i APPROVAL ...... ii RATIFICATION ...... iii PERNYATAAN ...... iv MOTTOS ...... v DEDICATIONS ...... vi ACKNOWLEDGEMENTS ...... vii TABLE OF CONTENTS ...... viii LIST OF FIGURES AND TABLES ...... xiii ABSTRACT ...... xiv CHAPTER I INTRODUCTION ...... 1 A. Background of the Study ...... 1 B. Identification of the Problem ...... 4 C. Limitation of the Problem ...... 5 D. Formulation of the Problem ...... 6 D. Objectives of the Study ...... 6 D. Significance of the Study ...... 6 CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK ...... 8 A. Literature Review ...... 8 1. Pragmatics ...... 8 a. Definition……………………………………………….8 b. Cooperative Principles………………………………….9 1) Maxim of Quantity……………………………..9 2) Maxim of Quality………………………………9 3) Maxim of Relation……………………………10 4) Maxim of Manner…………………………….11 2. Deixis……………………………………………………….12 a. Person Deixis…………………………………………12 b. Spatial Deixis ………………………………………..12
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c. Temporal Deixis ...... 13 3. Presupposition ...... 14 a. Potential Presupposition ...... 14 b. Existential Presupposition ...... 14 c. Factive Presupposition ...... 14 d. Lexical Presupposition ...... 15 e. Structural Presupposition ...... 15 f. Non-factive Presupposition ...... 15 g. Counter-factive Presupposition ...... 15 4. Implicature ...... 15 a. Conversational Implicature ...... 16 b. Generalized Conversational Implicature ...... 16 c. Scalar Implicature...... 16 d. Particularized Conversational Implicature ...... 17 e. Conventional Implicature ...... 17 5. Speech Acts ...... 17 a. Definition...... 17 b. Classification ...... 18 1) Austin’s Classification of Speech Acts ...... 18 a) Locutionary Acts ...... 18 b) Illocutionary Acts ...... 18 c) Perlocutionary Acts ...... 18 2) Searle’s Classification of Speech Acts ...... 19 a) Declaration ...... 19 b) Representative ...... 20 c) Commissive ...... 20 d) Directive...... 21 e) Expressive ...... 21 c. Types of Speech Acts in Terms of Directness ...... 22 1) Direct Speech Acts...... 22 2) Indirect Speech Acts ...... 22
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6. Speech ...... 23 a. Definition...... 23 b. Classical Rhetoric Speech ...... 23 1) Invention ...... 24 2) Arrangement ...... 24 a) Introduction (exordium) ...... 24 b) Statement of Facts (narration) ...... 25 c) Division (partition) ...... 25 d) Proof (confirmation) ...... 25 e) Refutation (refutation) ...... 25 f) Conclusion (peroration) ...... 25 3) Style ...... 26 a) Correctness ...... 26 b) Clarity ...... 26 c) Evidence ...... 26 d) Propriety ...... 26 e) Ornateness ...... 26 4) Memory ...... 26 5) Delivery ...... 26 7. Context of Situation ...... 27 a. Setting and scene (S) ...... 27 b. Participants (P) ...... 27 c. Ends (E) ...... 28 d. Act Sequence (A) ...... 28 e. Key (K) ...... 28 f. Instrumentalities (I)...... 28 g. Norms of Interaction and Interpretation (N) ...... 28 h. Genre (G) ...... 28 8. United Nations ...... 29 a. Description ...... 29 b. Purposes and Principles...... 30
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c. Membership and Structure ...... 30 1) The General Assembly...... 31 2) The Security Council ...... 31 3) The Economic and Social Council...... 31 4) The Trusteeship Council ...... 32 5) The International Court of Justice ...... 32 6) The Secretariat ...... 32 d. Issues ...... 32 1) Politics ...... 32 2) Economics ...... 33 3) Socio-Culture ...... 34 4) Education ...... 35 5) Gender ...... 35 B. Emma Charlotte Duerre Watson ...... 36 1. Bibliography ...... 36 2. Summary of the Speech ...... 37 3. The Audience’s Comments ...... 38 C. Review of the Related Studies ...... 40 B. Conceptual Framework and Analytical Construct ...... 41 CHAPTER III RESEARCH METHOD ...... 44 A. Research Design ...... 44 B. Data Preparation ...... 45 1. Object of the Research, Data and Source of Data ...... 45 2. Research Instrument ...... 46 C. Research Procedure ...... 47 1. Data Collection...... 47 2. Techniques of Data Analysis ...... 49 3. Data Trustworthiness ...... 49 CHAPTER IV FINDINGS AND DISCUSSIONS ...... 51 A. Findings ...... 51
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1. The Kinds of Speech Acts presented in Emma Watson’s HeForShe...... 51 2. The Arrangements of Classical Rhetoric presented in Emma Watson’s HeForShe ……………………………………………..54 B. Discussions ...... 56 1. The Kinds of Speech Acts presented in Emma Watson’s HeForShe...... 56 2. The Arrangements of Classical Rhetoric presented in Emma Watson’s HeForShe …………………………………………….113 CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS…..122 A. Conclusions ...... 122 B. Implications ...... 124 B. Suggestions ...... 124 References ...... 128 Triangulations ...... 131 Appendices ...... 133 1. Appendix of Speech Acts with Hymes’ Context ...... 134 2. Appendix of the Arrangements of Classical Rhetoric...... 218
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LIST OF FIGURES AND TABLES
Figure 1. Emma Charlotte Duerre Watson…..………………………………….36 Figure 2. Analytical Construct ………………………………………………….43 Table 1. The Explanation of Speech Acts……………………………………….19 Table 2. The Data Sheet of the kinds of Speech Acts presented in Emma Watson’s HeForShe……………...…………………………………….46 Table 3. The Data Sheet of the Arrangements of Classical Rhetoric presented on Emma Watson’s HeForShe…………………. ………………………….47 Table 4. The Data Findings of the kinds of Speech Acts presented in Emma Watson’s HeForShe…….…………………………………………………………52 Table 5. The Data Findings of the Arrangements of Classical Rhetoric presented on Emma Watson’s HeForShe ……………………………………...... 55
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A PRAGMATIC ANALYSIS OF EMMA WATSON’S HEFORSHE
Tika Destiratri Setiawan NIM. 10202241074
Abstract
The objectives of this research were 1) to find out the kinds of speech acts employed in Emma Watson’s HeForShe, 2) to find out the types of arrangement of classical rhetoric speech in the delivery of Emma Watson’s HeForShe. This study applied a descriptive-qualitative research which comprehensively analyzed a specific language phenomenon. The object of this study was all utterances spoken by Emma Watson in her speech about gender equality in the UN General Assembly meeting in 20 September 2014. The data were in the form of words, phrases, and utterances uttered by Emma in her speech. The speech transcript, and the data sheets were also employed as supporting instruments. The researcher has the role of planning, collecting, analyzing, and reporting the research finding. Watching the video of the speech, finding the transcript, making data sheets, categorizing and analyzing the data were done during the data collection. Furthermore, the credibility, dependability and conformability were used to check the trustwothiness of the data. The research findings are divided into two parts. The first part is about the kinds of speech acts especially in the form of illocutionary acts. Surprisingly all kinds of illocutionary acts such as declaration, representative, commissive, directive and expressive were seen in the speech. However, representative was the most frequent act with 69 occurrences. It was mostly performed in informing with 49 occurrences. The condition in the UN was very formal and the audience who attended the meeting was highly educated and politically powerful. It is needed for Emma to be careful so that the audience would not feel offended because she addressed the sensitive issue. Therefore, she would rather give bias information in her speech. The total of illocutionary acts was 90 occurrences. It outnumbered the total sentence because one sentence can perform more than one speech acts. This is a proof that the speech was very effective. The second finding was about the types of the arrangement of classical rhetoric. All elements were seen except the division because Emma wanted to make her speech more efficient. Proof came as the most frequent with 25 occurrences which is showing that she put more focus on her logical and emotional explanations so that the audience could accept her arguments. In conclusion, the speech was categorized as the effective speech because of the choice of powerful words, sentence structures and expressions to convey her intended meanings and logically appealing reasoning.
Keywords: Pragmatics, Speech Acts, the Arrangements of Classical Rhetoric, HeForShe, Gender Equality
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CHAPTER I INTRODUCTION
A. Background of the Study
Great speeches make great influences. Therefore, after hearing the
speech, the audience or even the society will be influenced to think or to do
like what the speaker says. That kind of speech can effectively make the
audience feel as if they are being carried forward and encouraged toward
the destination of the speaker (Osborn, 1988; Crick, 2014). In the past, great
speeches could only be created by great people who had big power in the
society like for example a president of a country or a leader of a certain
group. In August 1963, for instance, Martin Luther King, Jr. who happened
to be a leader of African-American Civil Rights Movement delivered a
speech called ”I have a dream.” This speech was great not only because of
its content but it was also because the speaker was King, Jr., the leader.
Therefore, it could be concluded that if the speaker is powerful, the content
of the speech must be important and powerful as well.
Today’s speech is different. It is great not because the speaker is
powerful, but it is because the speech is influential in its own. There are so
many speeches given by famous people. However, not all of the speeches
significantly bring any differences to the audience or to the addressee of the
speech itself. In September 1995, for instance, Hillary Clinton, who was
known as the first lady at that time, for the very first time spoke in Beijing,
China under the name of women of the world. This speech was known as
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the first speech about feminism. However, even if the speaker was a famous and powerful person, it did not guarantee the speech to be phenomenal in creating the changes in the status quo. In fact, the speech was forgotten by the people especially the people of Republic of China. Even until now they have not changed their One Child policy yet which very limits the women’s freedom on their own reproduction. The only thing that could be remembered from this speech was that this was the first speech about women and given by the first lady, Hillary Rodham Clinton. Another example was the speech given by the President of USA, Barrack Obama in
Wakefield School, Virginia in September 2010. The problem of Virginian students was that they prioritized playing around with their friends or just staying at home rather than going to school and doing the homework. The president felt so pity. Even though the USA is a liberal democratic country, it does not mean that the society are free to not follow the country’s interest to make them to go to school. Therefore, Obama gave a speech in front of hundreds of students of Wakefield school to tell them to be aware of the function of education. Even though it was phenomenal for it was believed as a socialism impose, it did not make a great change in the number of students who came back to the school. Therefore, it cannot be considered as a great speech as well. These two examples prove that even the powerful people could not guarantee the speech to be powerful to create any influences as well. Therefore, what makes a speech good or memorable is not only about who gives the speech but also about how that speech is
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delivered. The latest point plays the more important role in making a good speech. No matter who the speaker is, as long as the speaker uses a good strategy, the goal will be well-conveyed then. The researcher decided to analyze how a speech should be delivered in order to make it great and influential for the listeners. In order to know this strategy, the researcher took one of the most well-known and influential speech given in this 21st century. Emma Watson’s speech at the UN General Assembly meeting which was conducted on September 20th, 2014 was chosen as the object of the study.
There are four factors that influence the researcher to finally take this speech as the object of this research. Firstly, this speech was given by
Emma Watson who is known as a famous actress playing in Harry Potter film franchise but hardly seen involving in any political situations.
Secondly, this speech was delivered in the UN General Assembly Meeting in which this meeting was very occasional. The listeners were the powerful people in the world and only certain people could speak here. Not to mention, the speech given in this meeting was also publicly streamed through the official website so that people in the world could directly watch and listen to the speech. Thirdly, the topic of the speech was very challenging. It was about feminism which shows the deconstruction of the gender equality. A topic like this is less likely to be discussed in the General
Assembly because most of the topics discussed in the meetings are only about politics, economy or other social issues. The last factor was the
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audience’s responses. The great responses were not only coming from the
audience in the big hall but also from the international society who
happened to see the video as well as the media which portrayed, spread and
criticized the video. Many societies from different backgrounds started to
have public discourses about the gender equality. With the 13-minutes
speech, she could successfully achieve her goal to create a wake-up call for
gender equality fighters. Therefore, it was very interesting to analyze the
combination of a great speech and amazing public speaking skill in this
speech.
It is very important for the students of English Education
Department to learn the effective way to communicate in English because
they learn the language. This study brings one real example of the effective
use of English which is Emma Watson’s use of English in her speech
entitled HeForShe. The factors that influence how Emma’s speech is
effective are analyzed here. Thus this research is important to reveal what
factors that contribute in making a great speech.
B. Identification of The Problem
There are many people wondering how a speech can be so effective
for achieving the goal of the speaker which is either to inform, to persuade,
or to entertain. It becomes the main problem of students of English Education
Department nowadays. They had difficulties in improving their speaking
skills especially those which deal with a speech. In creating a speech they
find it difficult to decide the topic, diction, and language use. One of the
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solutions to overcome this problem is by giving them the examples of a good speech. However, in understanding a speech, students, especially the non- native ones, often create various interpretations upon the speeches. It is not only because of the communication barriers (such as but not limited to grammar, vocabularies, spelling etc.) but it is also because of the complex language pattern of language variety.
The problem mentioned above showed that the students of English
Education Department had low English mastery because they could not construct the language in the effective way. It was proven by the fact that many of the students still could not clearly convey the idea of their speech.
They tended to be rambling and could not speak to the point. They also could not perfectly perceive the idea that was tried to be delivered by a speaker.
Sometimes, students totally did not know what the speaker was trying to say and sometimes they had wrong interpretations.
It has been known that the mastery of pragmatics is very important in the communication skill because when the students are aware of the pragmatics, it will be easy for them to understand the speaker’s meaning.
Thus, it will prevent them from having the wrong interpretations.
Furthermore it will also help them to know what kind of appropriate expressions to respond to and express something such as asking for a help, showing angry, happy, doubts feeling and so forth. Unfortunately, in the status quo right now many students just copy and paste the expression that they memorize from books. Meaninglessly mimicking the memorized
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expression indicates that the students have yet to fully understand the
meaning of the language and how to properly use it. Having a good
communication skills means to know and understand the meaning and the
proper use of the language.
When students analyzed a speech, sometimes they could not get the
full meaning because they forgot to link the utterances with the context of
the speech. It is also needed to know the context of where the speech is
delivered because different context creates different influences as well.
Studying the context of the speech, like the culture and habit (e.g. their
language use, their wisdoms, their social lives, and so forth) is important in
order to analyze the speech comprehensibly. Therefore, it is very needed to
have this research because it analyzed a speech based on the language
pattern, expression and context of the speech.
C. Limitation of The Problem
The problems mentioned above could be narrowed down into the
lack of examples showing how people can create an effective speech. This
is very fundamental since it gives the students a clear picture of how a
speech can be effective. This study presents Emma Watson’s speech to be
used as the example of a good speech. Emma’s speech is then analyzed to
find out the factors which make this speech great.
To specify the analysis, this study was limited into the concept of
speech acts defined by Searle which was developed based on Austin’s, the
context of the situation defined by Hymes and how the speech has classical
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rhetoric power in affecting the society. This research analyzed the
complexity of language use in illocutionary force in order to know how to
maximize the intended meaning on their speech acts, locutionary acts in
order to know how to create well-structured utterances, and also
perlocutionary acts in order to know the impact of the utterances.
The context of situation is also employed in order to know the
relation between the phychological and physical situation of the speech. Not
to mention the analysis on the types of the arrangement of classical rhetoric
is also used in order to discover the available means of persuasion in the
speech. Thus, the employment of the concepts above is effective to analyze
the strength of the speech which then is utilized in this research.
D. Formulation of The Problems
Based on the previous explanation, the problems are formulated into two:
1. what are the kinds of speech acts that can be observed in Emma
Watson’s HeForShe?
2. what are the kinds of the arrangement of classical rhetoric speech in the
delivery of Emma Watson’s HeForShe?
E. Objectives of The Study
Based on the formulation of the problems, the objectives of this study are:
1. to identify and analyze the kinds of speech acts employed in Emma
Watson’s HeForShe and;
2. to identify and analyze the kinds of the arrangement of classical rhetoric
speech in the delivery of Emma Watson’s HeForShe.
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F. Significance of The Study
Theoretically, it is expected that the final result is useful for:
1. enriching the study in the field of linguistics especially pragmatics, and;
2. creating a bibliography variation to the readers in the relation to the
classification of speech acts, and social and political condition.
Practically this research is expected to be useful for:
1. those who study English in dealing with adding their English speaking
materials especially those which deal with the speaking skill such as the
example of an effective speech;
2. those who study linguistics especially pragmatics in dealing with the
way a speech is effective;
3. other researchers who are interested in conducting the research in the
same field of study.
CHAPTER II
LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Literature Review
1. Pragmatics
a. Definition
Leech (1991) defined pragmatics as the study of how
utterances have meanings in any situations. In addition, Yule (1996)
explained that pragmatics is the study of speakers’ meaning,
contextual meaning, how more gets communicated than is said, and
the expression of relative distance. Therefore, based on these two
definitions, it can be concluded that pragmatics is the study on
speakers’ meaning which is influenced by the context situation.
However, the listeners (or readers) and the speakers (or writers)
should share the same knowledge of the context to achieve the better
understanding. So, the communication that is created between the
speaker and listener can be effectively gained and resulted into
something that both actors expected from the conversations.
b. Cooperative Principles
Cooperative principles are about how to make your
conversational contribution because generally in conversation the
speaker (writer) and listener (reader) are cooperating each other
(Leech, 1991; Yule: 1996). Cooperative principles are the kind
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illustrated by H.P. Grice (Leech, 1991: 8) which are elaborated in four sub-principles called maxims. The maxims in the cooperative principles are elaborated below.
1) Maxim of Quantity
It is about giving the right amount of information such as making
your contribution as informative as required which should not be
too less and too much. The examples are presented below.
(a) You can see me at 09.30 a.m. at my office.
(b) You can see me at 09.30 a.m. at my office. However, if
you don’t mind, we can just go outside and have lunch
together discussing our new project. I’m extremely
hungry.
(Yule, 1996: 37)
The context of situation in the examples above is that the
speaker intends to make an appointment with the speaker’s
colleague. In utterance (a) the speaker has already fulfilled the
maxim of quantity by being informative in giving the right time
and place to the colleague without adding any other information.
However, the pattern in utterance (b) contains too much
information about the speaker’s intention which is not only to
have a working meeting but also to have lunch. In this case, the
speaker overlaps the knowledge that should be shared by both
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speakers which is to have a working meeting only. Thus the
utterance in (b) flouts the maxim.
2) Maxim of Quality
It is about trying to make your contribution that is true such as not
saying something you believe to be false and lack of evidences.
The examples are presented below.
(a) I will be there at 10 o’clock sharp. Prepare what we’ve
been discussing.
(b) Emm, I will be there at about 10 o’clock if I’m not
mistaken. You have to prepare what we’ve been
discussing, right?
The context of the situation in the examples above is the
speaker promises to attend a meeting. These two people already
agreed upon what they will be discussing in the meeting. In
utterance (a), the information given is accurate that the speaker
without any doubt has no intention to come late and even
understand what things to prepare. However, when looking at
utterance (b), there is an indication that what the speaker’s
utterances may not be totally true because she is not sure about
when to come and what they should prepare before the meeting.
Thus, the utterance in (b) flouts the maxim.
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3) Maxim of Relation
It is about making your contribution relevant such as saying
something which is in line with the topic or the direction of the
speaker that you try to engage with. The examples are presented
below.
(a) *Someone is knocking the door*
Gale : I’m in the bath, Prime.
(b) *Someone is knocking the door*
Gale : I don’t really know if this is important, Prime, but
what time is it?
The context of situation in two examples above is different.
In conversation (a), the context is that there is someone calling on
the phone. Gale expects Prime to understand that his reason is
relevant to Prime’s assertion that even if there is someone
knocking the door, Gale cannot go and see who it is because Gale
is in the bath. However, at utterance (b), it is assumed that the
context is actually in a first date. There is a possibility for the
speaker to have a non-relevant material because he wants to stop
the dating for some reasons, so as to say getting bored with the
situation or getting too late to go home. So, the speaker also
seemingly likes to use expressions like ‘anyway’, ‘well’, ‘I don’t
know if this is important’, ‘oh, by the way’, and so on. In that
case, sentence (b) flouts the maxim.
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4) Maxim of Manner
It is about making your contribution perspicuous such as be brief
and orderly. It can also be done by avoiding any obscurity of
expression and ambiguity. The examples are presented below.
(a) When I was 13, I vividly remembered the way I fell down
from the tree. I was hospitalized for three days after that. I
never want to climb a tree anymore since then.
(b) This may be a bit confusing to me, but I remembered being
in stairs’ accident.
The context situation in the examples above is clearly
described that there is a person who tries to tell how he felt down
from the stairs when he was a kid. However, the utterance (a) is
the only one that fulfils the maxim of manner. In utterance (b),
he tries to remember the event but it becomes more awkward
since he could not actually remember what happened to him
when he was a kid.
These four maxims variably apply to different contexts of language use. They also can conflict each other. Even if the speaker breaks one of the maxims, it does not mean that she fails in any way to speak the English language. Breaking the maxims can be used to deceive or give misleading information which somehow can be considered as a normal conversation in which it also depends on the context situation.
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2. Deixis
According to Yule (1996: 9) deixis means pointing via language.
The language form that is used is the deictic expression which can also
be called as indexicals. There are three kinds of deixis which are as
follows.
a. Person Deixis
It operates on a basic three-part division which are defined
with pronouns as first person (‘I’), second person (‘You’) and third
person (‘She’, ‘He’, ‘It’). This deixis categories are elaborated with
their relative social status such as whether the addressee has a higher
status or not (honorifics). The use of person deixis will be influenced
by the relationship status of the speaker and addressee.
The speaker tends to use different pointing when they talk to
the people based on their age and economic status. For example, in
French there is a different word to address “you” which are “tu” for
the addressee who is considered as having the same age or social
position or even considered as familiar, and “vous” for the addressee
who is considered as having the different age, social position or non-
familiar.
b. Spatial Deixis
Spatial deixis is the distance deixis. The spatial deixis are
“here”, “this”, “that”, and “there”. “Here” and “this” are used to
point the speaker’s position, and faraway things meanwhile “that”
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and “there” are used to point the faraway place or things. However,
sometimes the use of this deixis can be different based on the
speaker’s intention due to the existence of the deictic projection.
This means that the speaker can project some location in
which she is not there. For instance in the recorder of telephone
machine. When someone calls and the speaker is not there, the
machine will automatically answer “I’m not here, please leave a
message.” It means that the speaker projects her presence to be in
the required location.
Another example is when the speaker tells a story and in the
story she said “here”. It means the speaker tries to project the
location in the story not in the place where she is now. Therefore, it
is clear that spatial deixis is really close to phychological distance
where physically close objects will tend to be treated by the speaker
as phychological close and vice versa. However, sometimes the
speaker can also treat physical close as physical distance for
example “I don’t like that.” The word “that” in this sentence does
not merely have the semantic meaning but a meaning based on the
speaker’s context. c. Temporal Deixis
Temporal deixis is the time pointing. The words used for this are
“now” and “then”. However, this type of words are really relative to
the speaker’s time which should also be matched with the hearer’s
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time. For example when a speaker says “I’m in my uncle’s house
now.” The hearer should also hear or read this sentence at exact time
as the speaker’s. Another temporal deixis expression are
“yesterday”, “last night”, “today”, “tonight”, “tomorrow”, “next
week”, “this week” and so forth. This type of deixis also requires the
same time possessed by the speaker and the hearer so that they won’t
misunderstand the message. In English the choice of these
expression will also determine the verb tense of the sentence or
utterance they use. This distal form can not only be used to show the
distance from current time to the past or present time but also from
reality or facts to imagination in the past or future. For example:
1) I live here now. proximal form
2) I lived there then. distal form
3) I could live in London now if I had a lot of money. distal
form from the speaker’s reality
3. Presupposition
Presupposition means a thing that the speaker assumes to be the prior
case to make an utterance (Yule: 1996: 25). For example the utterance:
Emma’s brother got three turtles. The assumption will be (1) we know
who Emma is (2) we know Emma has a brother (3) we know he has
three turtles. However, we can also drag another assumption which are
(1) Emma only has one brother (2) He is very caring toward animal. All
of these assumption can be true or wrong according to speaker’s fact.
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According to Yule (1996: 27-29) there are seven types of presupposition which are: a. Potential Presupposition
It means the linguistics forms such as words, phrases and structures
are used as an indicator which can only become correct
presupposition in contexts with the speakers. b. Existential Presupposition
It means the utterance is not assumed to be only present in the
possessive construction but rather in any definite noun phrase. c. Factive Presupposition
It means the hearer does not only assume but she can assure that what
she hears is a fact. It is shown by the words such as know, realize,
aware and so forth. d. Lexical Presupposition
It means the use of one form is conventionally interpreted with the
presupposition of another meaning. For example when you hear
someone says “she managed to do something”, it means that she
succeed at some level. Meanwhile when you hear someone says “she
didn’t manage it”, it means that she didn’t succeed. e. Structural Presupposition
It means whenever the speaker uses certain sentence structures
which has been conventionally analyzed presupposing another
message to be true. For example when you hear someone says
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“When did she leave?” The following structure which is true is that
you have known she left.
f. Non-factive Presupposition
It means the context that is assumed to be not true such as the words
dream, imagine, pretend and so forth. For example when you hear
someone says “I pretend to be ill.” The facts is that I am not ill at all.
g. Counter-factive Presupposition
It means the presupposition is not only false but even it is
contradictory with the fact itself. For example the utterance like “If
you were my boyfriend, you would have helped me.” It means that
the presupposition is you are not my friend which is very opposed
with the utterance.
4. Implicature
It is an additional conveyed meaning, called an implicature (Yule:
1996: 35). This statement has clearly shown us that implicature is what
lies behind the literal conveyed meaning of the utterance. For example
when someone says “Pizza can save my day.” The speaker does not only
want to say that Pizza is everything for her day but also wants someone
to order some pizza for her to halt her starvation. It is the speakers who
communicate the meaning via implicatures and it is the listeners who
recognize them via inference. The inference is that which will preserve
the assumption of cooperation. There are many kinds of implicature:
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a. Conversational Implicature
It means the speaker conveyed meaning more than what is
one said. The example is presented in the conversation below.
Anna : I hope you brought the paper and the glue.
Fia : Ah, I brought the paper.
Even if Fia does not mention anything about the glue, but it can
be concluded that she only brings the paper but not the glue. So,
the meaning of Fia’s utterance is conveying more meaning than
what is she said. b. Generalized Conversational Implicature
It means that the condition where there is no required special
knowledge in the context to calculate the additional conveyed
meaning. The use of it in English is how the speaker uses an
article “a/an X”. Therefore, it means that the X is not the
speaker’s belonging. c. Scalar Implicature
It means that it is the conversational implicature which is
communicated on the basis of a scale of values. For example
when producing an utterance, the speaker selects the word from
the most informative and truthful scale (quantity and quality).
When a speaker says “I’m studying linguistics and I’ve
completed some of the required courses.” the speaker chooses
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the word “some” which means “not all”. Then the scale will be
“few, some, many, most, all”. d. Particularized Conversational Implicature
It means the implicatures can be calculated with the very specific
context. The example is presented in the conversation below.
Ian : Hey, coming to the wild party tonight?
Tom : My parents are visiting
In this conversation, Ian has to get an assumed knowledge when
Tom will be spending the evening with his parents in which the
condition is usually quiet. Therefore, Tom’s utterance means
that he cannot go to the party. e. Conventional Implicature
It means that in creating the interpretation, the utterance by
itself does not depend on any special context. It associates with
specific words such as “but”, “and”, “yet”, and “even” which
result in additional conveyed meanings when those words are
used. For example “Danni put on his clothes and left the house.”
In this utterance, the word “and” means “in addition” or “plus”.
Because of the implicatures, sometimes the parts of the utterance
can be reversed. However, for this utterance it will create a very
big change in meaning if the parts (put on his clothes and left the
house) are reversed.
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5. Speech Acts
a. Definition
Speech acts is actions performed via utterances (Yule, 1996:
47). In English it is given more specific labels such as apology,
compliment, complaint, promise, request and so forth.
b. Classification of Speech Acts
According to Austin (Yule, 1996: 48-49) the action performed
by producing an utterance will consist of three related acts. The
explanations are provided below.
1) Austin’s Classification of Speech Acts
a) Locutionary Acts
Locutionary acts is the basic act of utterance, or producing a
meaningful linguistic expression. It is about the words used
and the structured created to make a well-formed utterances.
b) Illocutionary Acts
Illocutionary acts is when we form an utterance with some
kind of function in mind. So, the utterances are produced
with a purpose. The purpose is then called as the
illocutionary acts. It is performed via communicative forces
of an utterance for the communicative purpose such as an
offer, an explanation and so forth.
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c) Perlocutionary Acts
Perlocutionary acts is the intending effect of the utterance
towards the listeners. It is about what is done or what is
resulted by uttering the words. The effect is expected since
at the very first time the speaker utters the words. Therefore,
to make it easy to differ those three speech acts, Austin’s in
Leech (1991: 199) explains in the simplest way as follows.
Table 1: The Explanation of Speech Acts
Speech Explanation Example Acts Locution Performing the act of s says to h that X saying something Illocution Performing the act in in saying X, s saying something asserts that P Perlocution Performing the act by By saying X, s saying something convinces h that P
2) Searle’s Classification of Speech Acts
Searle (1969) creates one general classification which lists
fives types of general functions performed by speech acts which
are presented below.
a) Declaration
Declaration is a kind of speech act that change the world via
their utterance (Yule, 1996: 53). The further explanation is
given through the examples.
(1) Priest: I now pronounce you husband and wife
(2) Referee: You’re out.
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(3) Jury Foreman: We find the defendant guilty.
In example (1) the context situation is that there is a
Christian couple who want to get married. The priest’s words
change the legal status of these two people from single into
a married status. Meanwhile, in example (2) the context
situation is that there is a football match. Due to some
conditions, the referee then punishes the player and prohibits
him to play in the field during the match. The last example
is example (3) which context situation is about the justice
trial. The Jury Foreman’s words change the defendant status
from innocent into guilty. Therefore, he deserves the
punishment. b) Representative
Representive is a kind of speech acts which states what the
speaker believes to be the case or not (Yule, 1996: 53). The
further explanation is given through the examples below.
(1) The earth is flat.
(2) Chomsky didn’t write about peanuts.
(3) It was a warm sunny day.
In example (1) the speaker believes that “the earth is flat”
is true. She does not believe in any assertion that backlashes
with this premise. Meanwhile, in example (2) the speaker
believes that Chomsky writes about something bigger and
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more important. In the last example, the speaker believes that
the day was warm and sunny. It was not hot, cold or else.
The speaker also believes that what she feels about the
weather is true. c) Commissive
Commissive is a kind of speech acts that speakers use to
commit themselves to do something in the future.
Commissive is like giving promises, threats, refusals,
pledges and so forth (Yule, 1996: 53). The further
explanation is given through the examples below.
(1) I’ll be back.
(2) I’m going to get it right next time
(3) We will not do that.
In example (1) the speaker is going to somewhere and
promising to be back again. Meanwhile, in example (2) the
speaker promises to not doing something. d) Directive
Directive is a kind of speech that speakers use to get someone
else to do something. Directive is like commands, orders,
and suggestions (Yule, 1996: 53). The further explanation is
given through the examples below.
(1) Gimme a cup of coffee. Make it black.
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(2) Could you lend me a pen, please?
(3) Don’t touch that!
In example (1) the speaker commands the hearer to
make a cup of coffee without pouring any milk. Meanwhile,
in example (2) the speaker asks the hearer to permit her to
use the pen. In example (3) the speaker prohibits the hearer
to touch the stuff.
e) Expressive
Expressive is a kind of speech acts that states what the
speakers believe. (Yule, 1996: 53). The further explanation
is given through the examples below.
(1) I’m really sorry.
(2) Congratulations.
(3) Oh, yes, great, mmmm, ssahh!
In example (1) the speaker feels sorry and sincerely
apologizes upon something she does wrong. Meanwhile, in
example (2) the speaker feels happy for some achievements
that the hearer got. In example (3) the speaker feels great for
something. c. Types of Speech Acts in Terms of Directness
Another different approach to differ types of speech acts can be
seen through its structure. There are three structural forms which are
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declarative, interrogative, and imperative. There are also three general communicative functions such as statement, question, and command/request. The difference between direct and indirect speech acts is put on the relations between the structural forms and general communicative functions.
1) Direct Speech Acts
It is where there is a direct relationship between the structure
and the function. Therefore, a declarative used to make a
statement is considered as a direct speech acts. It is the same as
the imperative structure. The examples are presented below.
a) It is cold outside.
b) I hereby tell you about the weather.
In example a) the utterance is directive. If this utterance is
used to make a statement, the form will be changed into the
example b).
2) Indirect Speech Acts
It is where there is an indirect relationship between the
structure and the function. Therefore, a declarative which is used
to make a request is considered as an indirect speech acts. The
examples are given below.
a) It is cold outside.
b) I hereby request of you that you close the door.
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In example a) the utterance is in the declarative form. If it is
used to make a command or request, the form of the utterance
will be changed into the example b).
6. Speech
a. Definition
Speech is the learned skill that exists freely without writing
(but still applies the cohesive and coherent sentences) and delivered
through spoken language (Gordon, 1961; Burton, 1976; Osborn,
1988; Eggins, 2004). The structure of a speech is just like the
structure in any other writing products; introduction, body and
conclusion. The language that is used in the speech should be clear,
lively or colourful, concrete, and comprehensible, so that it can
prevent the miss-conception from the audience.
There are three ideas that should exist whenever we want to
deliver our speech. The first is the integrity that means it should be
honest, having good intentions, responsible, straightforward and
dependable. The second is the attractiveness that means it is about
whether the audience likes the speaker or can accept the ideas that
the speaker tries to deliver. The third is the power which means that
it should be confident, decisive and enthusiastic. The power is
divided into two which are conferred (which is gained from the
status and responsibility) and natural (which is gained from the
manner of dealing with others).
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b. Classical Rhetoric Speech
Rhetorical speech is the art of addressing the speaker’s
thought which is conducted through employing deliberate
persuasive strategies at a specific occasion to achieve some effects
through its imaginary and narrative voices (Porter, 2001; Crick,
2014). In other words, as one of the persuasive strategies rhetoric
also involves the cultural, political and social assumptions that are
inherent with the topic being spoken. Furthermore, Crick (2014) also
mentions “Rhetoric is ultimately about how people act as agents of
social change, using whatever symbolic power they can harness to
move people from this place to that place.” Therefore, it can be
concluded that rhetoric speech is a speech that is made by people in
order to transform the way a society or community thinks, feels, and
behaves by using the available means of persuasion.
1) Invention
It means that it is about the context situation and argument
planning. It represents specific ways of placing materials that
ideally bring the new questions and new insights. In this phase,
the goal is to brainstorm ideas on what the speaker is going to
say and how we are going to say it in order to maximize the
persuasion.
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2) Arrangement
It means that it is about the making of the context situation into
a logical sequence and unity. It can also be conducted through
organizing the various materials which are gathered together
into a coherent speech structure. The structure should consist of
a beginning, middle, and end which are broken down into points
as follows.
a) Introduction (exordium)
Its function is to state the speech’s purpose and establish
credibility to persuade the listeners whether the speech is
worth to listen or not.
b) Statement of Facts (narratio)
Its function is to provide an overview of the situation to
provide enough information for the audience to understand
the context of the speaker’s arguments.
c) Division (partitio)
Its function is to outline what is to follow and to specify the
main point. In this phase, the speaker takes the audience on
a journey of logic and emotion. Thus, it is better to give them
an idea of where they are going, so that it will be easier to
follow the speech.
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d) Proof (confirmatio)
Its function is to present logical arguments and supporting
facts, so that the audience can understand and follow.
e) Refutation (refutatio)
Its function is to refute counterargument by showing the
weakness of the speaker’s argument. It is very useful to
create a pre-emptive argument, so that the speaker can
answer the audience doubts about the argument. It also
creates trust since the speaker shows the intellectual
modesty.
f) Conclusion (peroratio)
Its function is to sum up claims and reinforce them with the
emotional appeal. Injecting some emotions into the
conclusion is really needed to touch the heart of the listeners,
so that they will not only remember the content of the speech
but also are persuaded to follow the speaker’s direction.
3) Style
It is about the choice and combination of words into clauses,
periods, and figures.
a) Correctness
It means that the speaker uses one’s language correctly and
properly. It can improve the sense of persuasion since it
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shows that she is well educated and paying attention to the
language nuance and details.
b) Clarity
It means that the speaker needs to be clear and straightforward.
c) Evidence
It means that the speaker provides the evidence to support
the claims. In order to make the evidence easy to be
understood, therefore, the speaker needs to explain it with
vivid descriptions.
d) Propriety
It is about saying the right thing at the right time in the right place.
e) Ornateness
It means that the speaker makes the speech interesting by
using figures of speech and manipulating the sound and
rhythm of the words.
4) Memory
Memory is about the use of mnemonic system to retain the
contents in mind. Therefore, whenever the audience throws up
questions the speaker can answer it accordingly.
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5) Delivery
It is about the oral expression and gesture in order to make the
persuasion.
7. Context of Situation
In understanding the intended meaning of the speaker, it is really
needed to know the context of situation that happens at the time when
the speaker delivers the speech. This is very important to see the link
between what she said and the interpretations that may come as the
result of analyzing the speaker’s meaning.
In regard to this need, Hymes (1974) in Wardhaugh (2006: 232-
234) proposed an ethnography framework which describes all factors
that are relevant in understanding how a particular communicative event
can achieve its goals. Hymes names this ethnography as SPEAKING
which is explained as follows.
a. Setting and scene (S)
Setting refers to the time and place where the utterance is
delivered. Time and place can also refer to the physical setting.
Meanwhile, the psychological one is employed in the scene.
Scene means the occasion or the circumstances of when the
utterance is delivered. It sometimes is not bounded with the
physical setting which means it depends on the speaker’s
intention to change the scene. The example is when the speaker
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changes the conversation from formal to informal, from serious
to joyful and so forth. b. Participants (P)
Participants refer to the people involved in the utterance which
can be defined as the speaker-listener, addressor-addressee, or
sender-receiver. Participants will identify who plays as the
speaker-listener, addressor-addressee or sender-receiver for
example in the political speech. The addressor is the leader while
the addressee is the audience. c. Ends (E)
Ends refers to the goals or outcome which is expected to be
achieved by the participants. The goals may be varied. For
example in the courtroom, there are the judge, jury, prosecution,
defense and so forth. d. Act sequence (A)
Act sequence refers to the actual form and content of what is said
such as the precise words used, how the words are used, and the
relationship of what is said to the actual topic. For example to join
parties, if the participants want to mingle with others, they need
to follow the system of language used and things talked within. e. Key (K)
Key refers to the tone, manner, or spirit of the utterance such as
light-hearted, serious, precise, sarcastic, mocking and so forth.
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f. Instrumentalities (I)
Instrumentalities refer to the choice of channel of how the
utterance is created such as oral, written or telegraphic and how
the actual forms of utterance employed such as the language,
dialect, and so forth.
g. Norms of interaction and interpretation (N)
Norms of interaction and interpretation refers to the specific
behaviours and properties attached to the utterance for example
loudness, silence, gaze return, and so forth.
h. Genre (G)
Genre refers to the types of the utterance such as poems, proverbs,
riddles, sermons, prayers, lectures and so forth.
This SPEAKING formula is very important to show that talk is a
very complex activity and that any particular talk is actually a piece of
“skilled work”. Skilled work means that the speaker must be aware and
sensitive toward each of these eight factors above. Neglecting to fulfil
these factors may result into the poorer speaker.
8. United Nations (UN)
The United Nations (UN) was established to create, maintain and
spread the peace among countries in the world. From Southern Sudan to
Timor-Leste, from Tunisia to Kyrgyzstan, the UN will keep on
35
articulating and standing up for universal values such as freedom, human rights and democratic accountability. a. Description
UN, which stands for United Nations, is the biggest and
highest international organization in the world. Before using the
term United Nations as its name, the League of Nations was applied
to name this organization. The League of Nations was built in 1919,
during the First World War. The aim is to promote international
cooperation and to achieve peace and security. However, the League
of Nations failed to prevent the Second World War. Therefore, there
was a more urgent demand for the peaceful resolution such as
international collaborations and dialogues.
The term United Nations was given by the US President
Franklin D. Roosevelt. In 1942, it made a Declaration which put
forth a pledge by 26 nations to fight together. After that, delegates
from 50 countries met and drew up the Charter of the United Nations
on June 26th, 1945. On October 24th, 1945 the Charter was ratified
by China, France, the Soviet Union, the United Kingdom, the United
States and a majority of other signatories. Therefore, on every 26
October we celebrate the establishment of the most prominent
organization in the world to create the peace and security.
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b. Purposes and Principles
The purposes of the United Nations as written in the chapter are
as follows.
1) to maintain international peace and security;
2) to develop friendly relations among nations based on respect for
the principle of equal rights and self-determination of peoples;
3) to cooperate in solving international economic, social, cultural
and humanitarian problems and in promoting respect for human
rights and fundamental freedoms;
4) to be a centre for harmonizing the actions of nations in attaining
these common ends.
In turn, the United Nations acts in accordance with the following
principles.
1) It is based on the sovereign equality of all its members.
2) All members are to fulfil in good faith their Charter obligations.
3) They are to settle their international disputes by peaceful means
and without endangering international peace and security and
justice.
4) They are to refrain from the threat or use of force against any
other state. c. Membership and Structure
Membership of the UN is open to all peace-loving nations that
accept the terms and condition in the Charter. Any nation which
37
wants to become members should get the recommendation from the
Security Council to be admitted by the General Assembly. The official languages are Chinese, English, French, Russian, Spanish and Arabic. The UN consists of six principal organs which are explained below.
1) The General Assembly
The General Assembly is the organ of the UN which consists of
representatives of all member states, each of which has one vote.
Some of their jobs are to consider and to make recommendations
on the principles of cooperation in the maintenance of
international peace and security, to elect the non-permanent
members of the Security Council, the Economic and Social
Council and additional members of the Trusteeship Council
(when necessary) and to elect, together with the Security
Council, the judges of the ICJ and lastly, on the recommendation
of the Security Council, to appoint the Secretary General.
2) The Security Council
The United Nations Security Council (UNSC) is the peace
and security keeper of UN. It consists of 15 members (5
permanent and 10 non-permanent members). The P5 (5
permanent members) is UK, USA, France, Republic of China,
and the Russian Federation. The P5 is granted with the veto right
38
which enables them to object to any resolutions made under the
UNSC.
Meanwhile, the 10 non-permanent members are elected by
General Assembly for a two-year term only and do not possess
the veto right. The main job of the UNSC is to create and
maintain the peace and security. One of the ways is to create
approaches to the conflicted parties which may create the
insecure circumstances.
3) The Economic and Social Council
The Economic and Social Council (ECOSOC) consists of 54
members. They are placed based on the geographical areas
which are 14 for African states, 11 to Asian states, 6 to Eastern
European states, 10 to Latin American and Caribbean states, and
13 to Western European and other states. The members are only
serving for three-year terms. Its main job is to discuss, make and
formulate any economic policy recommendation addressed for
the UN member and the UN system itself.
4) The Trusteeship Council
The Trusteeship Council is an organ of the UN which provides
international supervision for 11 Trust Territories to ensure that
they take proper steps for the self-government.
39
5) The International Court of Justice
It is the principal judicial organ of the UN which is located at
The Hague (The Netherlands). This court is charged with legal
disputes between states. It is not open for private people, entities
and other international organization.
6) The Secretariat
The UN Secretariat consists of staff members representing all
nationalities working under UN. Its function is to service the
other principal organs of the UN and administer the programmes
and policies created by them. The Secretary-General, who is
appointed by the General Assembly on the recommendation of
the UNSC, acts as the head of the Secretariat for a renewable
five-year term. d. Issues
1) Politics
The UN now are facing the hard time where there are a lot
disputes between countries. The case of Arab Spring which arouse
in 2010 still bring many bad impacts. Not only the problem of
maintaining the growth of the newly democratic countries like
Tunisia, Egypt, Libya and so forth but also the problem of the
ongoing war still exist until now such as the war in Syria. The
worse news is that how the country cannot only secure its
sovereignty from the rebellions but also how it causes the country
40
into a damage and chaotic country. This resulted into how there are
many citizens choose to seek for the asylum from the
neighbourhood countries.
Another ongoing war still happens between Israel and
Palestine. Luckily even if the resolution has been voted by the US
for many times, Palestine’s flag can finally be put in the UN office
in 2015. It shows that Palestine has been acknowledged by the UN
as an official country and official member of the UN. Thus the UN
can give any measures to help the conflicting parties in the war in
which this is considered as a good move from the UN in creating
and maintaining the peace in the world.
2) Economy
The world is facing the economic problem such as poverty,
gap of prosperity, unsustainable development, unfair trade and the
increasing of immobilizing foreign debt. In finding the resolution
for that problems, the UN urges the adoption of macroeconomic
policies that address current imbalances between the North and
South.
The UN also established some sub-organizations such as the
UNDP (United Nations Development Programme), the UNDAF
(United Nations Development Assistance Framework), the
UNCDF (United Nations Capital Development Fund) and so forth
to provide sound policy advice and to help to generate the equitable
41
economic growth especially in the developing countries. It also
provides the development and sustainability loan through World
Bank and its sub-organizations such as the IBRD (International
Bank for Reconstruction and Development), the IDA (The
International Development Association), the IMF (International
Monetary Fund) and so forth.
3) Socio-Culture
The world is facing the new change of civilization right now.
It is not only proven with numbers of authoritarian countries which
have changed into a democratic countries but also proven with the
existence of the pop-culture. This pop-culture is the culture of
citizens who are considered as modern citizens. The development
of the technology and life style causes the change in the people’s
ideology and behaviour. For instance people now choose to be
more active in talking through social media than in the direct face-
to-face conversations. The new culture like free sex, hook-up, and
ignorance as the new life style has been becoming the culture of
our youths.
The problem about this culture is not about the change but
rather it is more about how this culture is mostly opposed by the
conventional society. The world is no longer safe since the people
are easily offended by other’s people actions which actually do not
bring any significant impact to them. For example if someone
42
executes one of the values of the pop-culture, it does not
necessarily mean that they break the values that are believed by the
conventional people. However, people’s responses are random and
uncontrollable. At the extreme case this intolerance can bring them
into a conflict and disintegration.
4) Education
Education is currently becoming the main problem in some
countries in the world. This is where poverty comes from.
Therefore, the UN programmes have shown some progress in
enrolling the children in the primary schools. Based on UN Facts
2012, in 2008 primary school enrolment had increased to 89 per
cent in the developing world. The progress was also reported in
Southern Asia and Northern Africa, where enrolment increased by
11 and 8 percentage points, respectively, over the last decade.
5) Gender
The gender gap in the out-of-school population is decreasing
which was based on the UN Facts 2012. It was proven with the
share of girls in that group decreasing from 57 per cent to 53 per
cent globally between 1999 and 2008. However, the share was
much larger in some regions, such as Northern Africa, where 66
per cent of out-of-school children are girl. Sadly, the focus of
gender equality only to the extent of how women are empowered
through the education means but not broadly to the extent of how
43
women are given the same freedom as men in expressing
themselves, in executing the full self-determination, and in
achieving whatever they want to achieve even if it is perceived as
the man-stuff.
B. Emma Charlotte Duerre Watson
1. Bibliography
Figure 1: Emma Charlotte Duerre Watson
Emma Charlotte Duerre Watson was born on April 15, 1990, in
Paris. Her parents are both British lawyers. Sadly her parents divorced
when she was 5 years old. After the divorce her mother brought Emma
and her brother to Oxfordshire in England. Hermione Granger, Harry
Potter's smart, bossy best friend and voice of reason in the Harry Potter
film franchise was her first debut in acting. She becomes a popular adult
model and actress since then.
Emma attended the Stagecoach Theatre Arts School at Oxford. She
studied singing, acting and dancing. Emma took her schooling quite
seriously. She attended the Dragon School, a premier preparatory school
44
in Oxford, England in 2001. From 2001-2006, she attended the equally prestigious Headington School for girls.
Not only did she attend top schools, but Emma also earned top marks in her schools. She consistently achieved grades in the A category, and has done quite well on her exams too. She received two A marks on her
GCSEs, which are a series of tests English students to gain entrance to institutions of higher education. She attended Brown University and graduated with cum laude title.
Sports activities such as field hockey, netball, and tennis are her favourite. She enjoys recreational skiing and dancing, and competes regularly in dance competitions. This activities help her to have an athletic body. Her youngest fans see Emma as a role model because she is considered quite approachable, friendly and easy to relate to.
Therefore, it is not surprising that Emma easily gets many friends around her. Meanwhile, her adults fans see her as a person with a strong determination because she finally can make the cut for top-earning, sexiest, and most popular celebrities in Forbes and Empire magazines.
Phumzile Mlambo-Ngcuka, the Under-Secretary-General and
Executive Director of UN Women, (The Reuters, ep 23 September
2014) believed that the engagement of young people is critical for the advancement of gender equality in the 21st century, and she was convinced that Emma’s intellect and passion will enable UN Women’s messages to reach the hearts and minds of young people globally.
45
Therefore, Emma Watson is pointed as the UN Women Goodwill
Ambassador in 2014.
2. Summary of The Speech
This speech was delivered in UN General Assembly Meeting in New
York, United States of America on September 20th, 2014. The audience
in the hall was the members and staffs of the General Assembly
delegates. However, the speech was streamed through the official UN
Youtube site, so that the international people outside the hall can also
witness the speech directly.
She said that the world is not enough in treating genders equally.
She believed women should also have rights to determine themselves
including to be aggressive and strong. In other words, men will also get
the rights to be submissive and vulnerable. She added that feminism is
about addressing the power imbalances which limit people’s
opportunities to live their lives to the fullest. Furthermore, saying that
the world needs men to uphold women’s right strengthened the message
that men are considered as having the higher power than women in the
society. This condition brings benefits for men because they have more
authority to change the stereotypes that have been widely spread for
years in the society.
Lastly, she informed the good news about how this world has got the
HeForShe uniting movement. This is an urge for people who believe in
the gender equality to join and support this movement. At the end of her
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speech she asked everybody to step forward to be seen to speak of and
to be “he” for “she for the greater good in the future.
3. The Audience’s Comments
Emma Watson’s UN speech on gender equality was applauded by
actors, musicians, politicians and almost all people in every spectrum of
society in the world. After receiving a standing ovation, her speech had
successfully made waves on social media and blogs. There were more
than 100,000 men worldwide who shared the #HeForShe hashtag
(Rachel Jones, The Telegraph Post, ep September 28th, 2014). On
September 23rd, 2014, more than 70,000 men and boys had signed online
pledges, according to the HeForShe online active map on the campaign's
website (The Reuters, ep September 23rd, 2014). There were many people
who gave comments toward Emma’s Speech. Some of the comments
showed that they disagree with her but most of them showed that they
were amazed with the speech. Here are some of the audience comments
which were taken from different sites.
“I love that Emma Watson has bravely put herself on the line as a proud feminist. It is wonderful that she may be instrumental in inspiring millions more to consider these issues. Bravo to her.” Clementine Ford, The Freelance Writer
The Sydney Morning Herad, September 26th, 2014
“She delivered a thoughtful and passionate argument about the need for gender equity. Her words were impressive, but so too was how she delivered them. Anyone who wishes to speak as a leader would be wise
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to read the transcript of her talk and watch the videos of her delivering in.” Bart Egnal, The Leadership Communication Coach
The Huffington Post, October 17th, 2014
“I was so very proud of Emma Watson’s speech at the UN. It was brilliant, such an incredible use of her airspace, and really passionate.” Cate Blanchet, The Australian actor
The Guardian, November 28th, 2014
“We are all very humbled by the numbers. I have to point out that Emma has been a very instrumental part.. her speech was so powerful.” Elizabeth Nyamayaro, Senior Advisor to UN Women’s Executive
director Phumzile Mlambo-Ngcuka
Glamour Magazine, September 29th, 2014
Emma Watson also got support from many Hollywood celebrities.
Before Emma’s speech, these nowadays celebrities are known as the political-free celebrities. However, after listening to Emma’s speech, they were interested in joining the campaign and supporting the gender equality. Most of the celebrities also showed their support by posting pictures of them holding up signs with #HeForShe emblazoned on them.
This kind of posts had been a viral phenomenon since then. On
September 29th, 2014, Leanne Bayley compiled all industry’s biggest
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stars who are supporting Emma’s HeForShe campaign in one of the
famous UK magazines, Glamour Magazine.
“@emwatson is an inspiration for taking a stand + sparking a worthy debate. #HeForShe – RT for #kindness #equality #love #moms #sisters #daughters #friends.” Jared Leto posted on Instagram on September 2014
“And speaking of #Feminism, @EmWatson is doing a great project called #HeForShe. Go check it out http://HeForShe.org” Joseph Gordon-Levitt tweeted on September 22nd, 2014
“A beautiful speech @EmWatson http://youtu.be/p- iFl4qhBsE Inspired. #HeForShe” Ellie Goulding tweeted on September 23rd, 2014
“@EmWatson you are impeccable & extraordinary. I stand with you. I believe in gender equality. #HeForShe” Tom Hiddleston tweeted on September 24th, 2014
“I'm supporting @UN_Women and @EmWatson in #HeForShe As should you..” Harry Styles tweeted on September 25th, 2014
C. Review of The Related Studies
There are many studies in analyzing speech through pragmatics. One
of them is the research conducted by Annisa Laura Maretha, a Sarjana
Pendidikan degree student of English Education Department of State
University of Yogyakarta, in 2012 entitled “A Pragmatic Analysis Of
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President William “Bill” Jefferson Clinton’s Apology Speeches I Misled
And I Have Sinned”. She used Searle’s theory of Speech Acts as the basis of the analysis of the study. She analyzed the types of speech acts and classical rhetoric in the speeches. The study revealed the second speech was more effective and convincing rather than the first speech which was still full of emotion of embarrassment and anger.
Another similar research is the research conducted by Retno Rahma
Safitri, a Sarjana Pendidikan degree student of English Education
Department of State University of Yogyakarta, in 2014 entitled “Pragmatics
Analysis on Speech Acts and The Arrangements of Classical Rhetoric in
Franklin Delano Roosevelt’s Pearl Harbor“. She analyzed the types of speech acts and the arrangements of classical rhetoric in the speech. The study revealed the speech which lasted only for 7 minutes was very effective. This speech was even effective to trigger the World War II.
The researches about a pragmatic analysis above are similar to this research because they also analyzed the pragmatics especially speech acts and the arrangement of classical rhetoric. However, what makes this research different with those studies is about the speaker who gave the speech. In Annisa and Retno’s research, the speeches were popular mostly because they were spoken by the president of the USA at that time.
Meanwhile, in this research the speech was popular simply because of the language that was used by the speaker. The speaker was not American but
British and she neither belonged to any political positions nor involved in
50
any political actions. However, her speech can trigger many influences. One
of them was creating the wake-up calls from the international society.
D. Conceptual Framework and Analytical Construct
Based on the explanation in the literature review, this study was
conducted to classify a speech delivered by Emma Watson in the UN
General Assembly entitled HeForShe. The researcher started with figuring
out the speaker’s meaning that could be portrayed through context situation
and language use. In the context of the speech, this study dealt with context
situation and context of socio-cultural. In the language part, this research
dealt with the data in the form of classical rhetoric. The classical rhetoric
has five canons that are important in organizing a speech. They are
invention, arrangement, memory, style, and delivery. However, this study
analyzed further in the arrangement part which are the introduction,
statement of facts, division, proof, refutation, and conclusion. The speech
was also analyzed further to the scopes of pragmatics which is the speech
acts part, which consists of locutionary, illocutionary, and perlocutionary.
In the locutionary acts, the factors that influence the speech can be like word
choice, functional grammar, and sentence structure and many more. In the
illocutionary acts, the researcher broke down the acts based on Searle’s
classification. The illocutionary acts are divided into the basis of the
speaker’s intention in the idea of declaration, representative, commisive,
directive, and expressive. Based on the conceptual framework, the
analytical construct of this study is illustrated in Figure 2:
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Emma Watson’s HeForShe Speech Invention Introduction
Statements of facts Context of Speaker Meaning Memory Situation
Language – Arrangement Division Context Classical Rhetoric Proof Context of Style Socio-Cultural Pragmatic Analysis Refutation Delivery
Conclusion
Deixis Cooperative Principles Speech Acts Implicature Presupposition
Locutionary acts Illocutionary acts Perlocutionary acts
Searle Classification
Representatives Directives Comissives Expressives Declarations
Figure 2. The Analytical Construct of The Analysis in Emma Watson’s HeForShe
CHAPTER III RESEARCH METHOD
A. Research Design
This study is a descriptive-qualitative research. This type of research
demands the researcher to engage in deep analysis of the subjective
experience in conducting the research and analyzing the data (Johnson,
2008; Lodico, 2010; Litosseliti, 2010). It also demands to collect and
summarize the data mostly with narratives or verbal methods such as
observations, interviews, and document analysis. A qualitative research also
considerably means as a type of research which analyses some phenomena.
However, it is believed that the full understanding of phenomena is
dependent on the context situation, so that it demands the deeper analysis in
doing the research.
Meanwhile, a descriptive research is a method that deals with the
possibilities to solve an actual problem by collecting, classifying, analyzing,
and interpreting data. In interpreting the data, the researcher used theories
to analyze the patterns observed. Certain theories were utilized as the basic
foundation of analyzing the research. In conclusion, this type of research
seeks to describe or explain why a phenomenon happens by doing the data
collection, classification, analysis, and interpretation of the phenomenon. It
does not deal with numeric data or variable and its relationship.
This research concerned about providing a description of a
phenomenon. The phenomenon acknowledged in this research was one of
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the great speeches in the world. The speech was Emma Watson’s HeForShe.
As it has been mentioned that natural setting has become one of the
characteristics of a qualitative research. This research also took a natural
setting which means it naturally happened without any intervention from
the researcher.
The last thing about this research is how this research was conducted.
The scientific approach was employed in order to do this research. It was
conducted from February 2015 until October 2015.
The video of Emma Watson’s HeForShe and its transcript were used as
the main object to be analyzed. The background knowledge of the speaker,
the topic, the place, and the occasion as well as its atmosphere which were
deployed as the context, were also employed in this research to obtain the
deep analysis.
This study focused on finding the types of speech acts based on Searle’s
classification, finding the context situation which was influential in the
speech and explaining the types of the arrangement of the classical rhetoric
in Emma Watson’s HeForShe.
B. Data Preparation
1. Object of The Research, Data and Source of Data
The object of this study was the speech of Emma Watson in the UN
on September 20th, 2014 entitled HeForShe. The data were in the form
of words, phrases, utterances, and discourse uttered by her in the speech.
The source of the data was the video of HeForShe Speech which was
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retrieved from www.youtube/emma-watson.com The transcript of the
speech was retrieved from
http://www.unwomen.org/en/news/stories/2014/9/emma-watson-
gender-equality-is-your-issue-too#sthash.jn3LIdg2.dpuf The researcher
also collected some data from other sources as well.
2. Research Instrument
The primary instrument of this research was the researcher. It
became one of the strengths of qualitative approach because it allowed
her to see and document the qualities of the interaction. As the first
instrument, the researcher has the role of planning, collecting, analyzing,
and reporting the research finding. The speech, the speech transcript,
and the data sheets were also employed as supporting instruments. The
form of data sheets can be seen as follows.
Table 2: The Data Sheet of The Kinds of Speech Acts Presented in
Emma Watson’s HeForShe
Illocutionary Perlocutionary
Locutionary
COM
DEC
REP EXP No Code Data Context DIR
1.
Notes :
SP : Speech COM : Commissive
00:01-00:23 : minute EXP : Expressive
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REP : Representative DEC : Declaration
DIR : Directive
Table 3: The Data Sheet of The Arrangements of Classical
Rhetoric Presented in Emma Watson’s HeForShe
The Arrangement of The UN issues in st Classical 21 Century No Data Rhetoric Speech
IR
SCI
DV
PR RF
SF GI
IN
EI
P
I
C
1.
Notes:
AR : Arrangements IRI : International Relation Issues
00:01-00:23: minute PI: Political Issues
IN : Introduction SCI : Socio-Culture Issues
SF : Statement of Facts EI : Economic Issues
DV : Division GI : Gender Issues
PR : Proof RF : Refutation
C. Research Procedure
1. Data Collection
Based on Lodico (2010: 11) basically this type of research uses
inductive approaches for its data collection because the hypotheses are
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formulated right after the observation is conducted. After making hypotheses, they are examined by further data collection and used for a given setting or context. The researcher undertook some steps during the data collection such as watching the videos of the speech, finding the transcript, making data sheets, and categorizing the data in the data sheets.
The collection of the data was conducted through the document analysis. It was not possible for the researcher to conduct an interview since the speaker was the Hollywood artist. It was very difficult to meet personally and to undergo the extra distance which all of these points, even if they were possible, it would charge a very big amount of money. Nonetheless, the researcher got the benefit from the advance of technology nowadays which supported the researcher in analyzing the data. Therefore, the information which was needed in this research can still be gained through the media easily.
Other documents which support this research were also collected in order to have a deep learning process and interpretations. This technique of collecting data was a non-interactive technique because it did not involve the researcher interacting with subjects who were being studied. The steps that are taken while collecting the data collection were
a. retrieving the video of the speech which will be the source of the
data form;
b. retrieving the speech transcript form;
c. watching and re-watching the video to find the relevant data;
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d. identifying the words, phrases, utterances, or discourse in the
interview with a support of the transcript;
e. recording the data into the data sheet; and
f. analyzing the data.
2. Techniques of Data Analysis
The data analysis of this research was divided into some steps as
follows:
a. identifying the speech and selecting it as data after watching and
rewatching the video comprehensively;
b. classifying the data into raw data that further it was categorised
based on the data sheets provided;
c. classifying the kinds of speech acts in the speech video;
d. analyzing context situations involved and explaining the
arrangements of classical rhetoric in Emma Watson’s HeForShe;
and
e. drawing conclusions after making the written report of the analysis.
3. Data Trustworthiness
This research was principally using credibility, dependability and conformability as to check the trustwothiness of the data. To deal with the credibility of the data, the researcher presented deep and detailed information of the data, so that the data could be considered credible. While to check on the dependability, it is needed to read and re-read the data and to examine the process of the data collection and the data analysis by matching the
58
research questions with the results. In conformability, the researcher aimed to measure whether the data findings and its interpretation were truly based on the obtained data.
It is also needed to use a triangulation technique to confirm the evidence and to achieve the conformability. Based on Lodico (2010: 189) triangulation is the process of comparing different source of data or perspective of different participants. Triangulation can be conducted by studying linguistics, which was done by seeking for an affirmation from articles, journals and books, and consulting the data with a lecturer as the thesis supervisor and students who study linguistics. The students were
Nurhidayah Permata Nurani (a student of English Education Department in
State University of Yogyakarta) and Annisa Laura Maretha, S.Pd (a student of English for Professional Development in Mae Fah Luang University of
Chiang Rai, Thailand).
CHAPTER IV FINDINGS AND DISCUSSIONS
This chapter consists of research findings and discussions. The kinds of speech acts and the types of the arrangement of classical rhetoric presented in Emma
Watson’s HeForShe which were analyzed further through the UN Social Issues in the 21st Century were put in the research findings section. After that, the data findings were discussed and elaborated more in the discussions section.
A. Findings
1. The data findings of the kinds of Speech Acts presented in Emma
Watson’s HeForShe
As it has been discussed in Chapter II, speech acts consist of three
acts which are locutionary acts, illocutionary acts and perlocutionary acts.
Furthermore, illocutionary acts are divided into five which are declaration,
representative, commissive, directive and expressive. Surprisingly all those
five kinds of illocutionary acts were seen and employed in Emma Watson’s
HeForShe. This deployment of the five kinds of illocutionary acts made her
speech more effective.
The reason is because Emma did not only want to deliver a speech
which contains of some new information but she also wanted to convince
and drag the audience’s perception and belief towards the feminism idea by
informing them regarding the deplorable facts and telling them what is more
to come if they do not change the status quo. She was also expressive to
show the sorrow of the condition in the status quo that women and men are
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victimized by the stereotypes. She added that it would be nice if the condition changes in the near future. Therefore, by creating a logical and emotional arguments, Emma successfully made her speech very effective in gaining people’s attention towards gender issues. The data findings regarding the speech acts in Emma Watson’s HeForShe are presented in the table below.
Table 4: The Data Findings of The Kinds of Speech Acts Presented in
Emma Watson’s HeForShe
NO. Illocutionary Acts Illocutionary Force Frequency 1. Declaration 1. Declaring 1 Total 1 2. Representative 1. Opening 1 2. Informing 49 3. Convincing 7 4. Insisting 5 5. Clarifying 1 6. Protesting 1 7. Criticizing 1 8. Guessing 1 9. Predicting 3 Total 69 3. Commissive 1. Guaranteeing 1 2. Threatening 3 Total 4 4. Directive 1. Commanding 1 2. Inviting 2 3. Requesting 2 Total 5 5. Expressive 1. Addressing 1 2. Relieving 2 3. Deploring 3 4. Regretting 2 5. Praising 2 6. Thanking 1 Total 11 Total of Illocutionary Act occurrences 90
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Based on the table above, representative is the most frequently used illocutionary act which was used by the speaker for 69 times. It is because the main goal of Emma’s speech in the UN General Assembly was to tell the people that the world is no longer safe. One of the most dangerous problems still exists in the status quo right now which is the gender inequality. We, as the current human beings who live in this world, should do something to stop it. It is needed for us to prevent the world to be more deteriorated. Telling the audience about the information and making people aware of the problem existing in the current status quo are mostly effective to be delivered by using representative. That is why in this speech Emma utilized representative the most in order to convey her message.
Representative consists of 9 illocutionary forces which are opening, informing, convincing, insisting, clarifying, protesting, criticizing, guessing and predicting. Informing was seen as the most frequent force with 49 occurrences. Based on the research that had been conducted by Emma, it proved that most of the people are not familiar with the feminism term. They only understand it as something which is bad, aggressive and man-hating.
Therefore, Emma wanted to clarify the meaning of feminism. She also wanted to direct the people’s mind that being feminism does not necessarily mean they hate men but simply fighting for the equality that both men and women deserve to get. Therefore, in order to transfer this important issues to the audience with the highly educated background, informing was used
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more frequently than any other types of representative because it was less
offensive.
On the other hand, it was found that declaring came as the least
frequent type to be seen in the table. The function of declaring is to state
oneself about something that may change how the world perceives them.
Emma was only known as the Hollywood actress who was seen less
contributive in any political situations. In the UN General Assembly Hall,
she was trying to make a social and political approach to the audience by
bringing up the gender issue. She made a declaration which was done by
telling the audience that she is the goodwill ambassador of the UN Women.
Exactly after hearing that statement, the audience suddenly changed their
perception about Emma and gave more attention and respect to her. This
statement was really effective to make a good sudden change of perception
about Emma in the audience’s eyes just in one second. Therefore, the use of
declaration should be just right, effective, and not too much.
2. The data findings of the types of the arrangement of classical rhetoric
presented in Emma Watson’s HeForShe
The arrangement of classical rhetoric consists of introduction,
statement of facts, division, proof, refutation and conclusion. The data
findings regarding the arrangement of classical rhetoric presented in Emma
Watson’s HeForShe are shown below.
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Table 5. The Data Findings of The Arrangements of Classical
Rhetoric Presented in Emma Watson’s HeForShe
No The Arrangements of Classical Rhetoric Frequency 1. Introduction 2 2. Statement of Facts 14 3. Division 0 4. Proof 25 5. Refutation 1 6. Conclusion 17 Total 59
Based on the table above proof came as the most frequent canon with
25 times of occurrence and division came as the least canon to be used by the speaker with 0 time of occurrence. In influencing the people to make an important move, we need to enter into their logic and give the explanations in detail. By providing the logical arguments, it will be easier for any new arguments, especially those which somehow are the opposite of their current beliefs, to be accepted and digested by the audience. This logical explanations and supporting facts will be very meaningful to convince the audience to the points brought by the speaker.
Similar with Emma, most of the people did not aware that there was a gender problem such as the unequal treatment, limited self-determination, underestimating women’s capability, and so forth. We were forced to believe that women should be perceived as the weaker human beings.
Hence, their freedom and rights were less likely acknowledged by the society. This condition made the women suffer even more. In order to make people believe that there was an urgent problem in the society, the speaker
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needed to bring facts that happen in their surroundings. Therefore, Emma
brought evidences about how women were suffering from bad treatments,
unfair judgements and violations. Later on, these facts and logical
explanations were categorized as proof. Thus, proof got the highest score
compared to any other types of arrangement of classical rhetoric.
B. Discussion
1. The data findings of the kinds of Speech Acts presented in Emma
Watson’s HeForShe
Based on the findings above, surprisingly all acts in the illocutionary
acts were seen in Emma Watson’s HeForShe. Representative appeared as
the most dominant act because Emma wanted to show her opinion regarding
the gender issue. In the status quo right now people believe that gender issue
is not an important issue to be discussed. They think it is right for women
to not have the same freedom as men do, and it is also right for men to not
have the full free-self-determination like being sensitive and feminine.
Therefore, to make the people realize, Emma used representatives more
than any other acts to inform the audience about the gender issue that exists
around them. On the other hand, commissive appeared as the minor act
because in her speech Emma also wanted to show the audience about the
future effect if they keep letting the status quo happen without any
interference. The further elaboration will be explained below.
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a. Declaration
Declaration is a speech act that changes the world by their utterance
(Yule, 1996). The form of declaration in Emma Watson’s HeForShe which is presented by the speaker is only declaring.
(1) Declaring
The goal of declaring is to give a statement or declaration about
one’s status that changes the people’s perception and degree of
respect toward them. This is needed because Emma wanted to show
the audience that she deserved to have a speech in the UN General
Assembly podium and she had a right to speak about the gender
issue. Therefore, in order to give that statement, Emma made it into
a declaration sentence. The example of declaring in Emma Watson’s
HeForShe is presented below.
I was appointed as Goodwill Ambassador for UN Women six months ago. (SP/1/00.50-00.57)
It has been known that not all people can wish to speak in the
UN podium. The people who can speak there are only the
representatives of the country members or the significant people in
the UN like for example the Secretary General of the UN, the
President of General Assembly and the UN Security Council, etc.
However, the UN can also invite the speaker outside the UN officials
like the President of the country members. It was very surprising that
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suddenly there was a person whose position is not mentioned above.
She was neither the president of a country member nor the UN officials. This condition made people wonder why a person like
Emma could speak in the UN General Assembly.
Based on the data above, Emma wanted to tell the reason why she could be in the UN General Assembly. She told the audience that she had been appointed by the UN Women as the
Goodwill Ambassador six months ago. This statement changed the social status of Emma in the International World which was not only as an actress but also as an ambassador. Being a Goodwill
Ambassador of the UN Women made the audience believe that
Emma had the authority to stand in the podium and to talk about the feminist movement in the UN. Telling the audience her important position in the UN would gain the emotional feeling of the audience to trust Emma and to believe in what Emma said.
Furthermore, she added that she had been chosen since six months ago which means she had been in that position since half a year ago. It means that since half a year ago until the time she delivered the speech, she had been experiencing many things regarding the gender issue. She had dealt with gender problems around the world, from the first world countries until the third world countries. The noun phrase “six months ago” was chosen rather than
“half a year” because it strengthened the audience’s understanding
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about how long she had been in that position and how experienced
she had become. Therefore, delivering this declaration was a good
choice to gain the people’s respect and trust to Emma. b. Representative
Representive is a kind of speech acts which states what the speaker believes to be the case or not (Yule, 1996). There were many forms of representative shown in Emma Watson’s HeForShe which are presented as follows.
(1) Opening
The goal of opening is to gain the attention of the audience.
Opening usually is placed in the beginning of the speech. The
opening can be a greeting and/or addressing. One of the example
of the opening presented in Emma Watson’s HeForShe speech
is shown below.
Your Excellences, UN Secretary General, President of the General Assembly, Executive Director of the UN Women and distinguished guests. (SP/1/00.00-00.16)
The atmosphere in the UN General Assembly meeting was
very formal which made people already have high attention
toward the person talking in the podium. Therefore, when
Emma went to the podium, everybody had given her the
attention. Thus, she did not need to grab the attention of the
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audience by greeting them but by directly addressing the officials and the audience.
This perception was also emphasized with the use of
“distinguished guests” phrase because this way of addressing looked more formal yet very respectful than “ladies and gentlemen”. Therefore, the utterance above was included as opening since its function was to open Emma’s speech.
However, greeting was not used because she wanted to be straightforward and simple in her opening.
Just like any other organizations, the UN also has its own hierarchy position. However, not all Presidents and Chairs of the
UN branches were invited in order to make the meeting more specific and effective. The UN Secretary General, the President of the General Assembly, the Executive Director of the UN
Women were some of the most important people of the UN who were invited in the meeting. The other guests who attended the meeting were the members of the UN and the media.
Emma addressed the UN officials based on the degree of the respect because it would eventually make the audience believe that she was very appropriate and had a high sense of social sensitiveness. It was because Emma would tell the audience about the most sensitive issue which was the gender issue. Many people did not believe in gender inequality simply because they
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were not aware of the fact that women deserve the equal rights
as men. Therefore, it was needed for her to grab their emotional
attention, so that she could deliver her ideas.
To be exact, this way of opening was practically used in
order to gain the emotional feeling of the audience which then
made them feel sympathetic towards Emma. This condition
made it easy for Emma to grab their unconscious mind to believe
in what she said afterwards. Thus, Emma’s speech would sound
more powerful and believable.
(2) Informing
The goal of Informing is to tell a fact or something new to
the audience. Some of the informing presented in Emma
Watson’s HeForShe speech are given below.
Today, we are launching a campaign called HeForShe. (SP/1/00.16-00.20)
The utterance above is categorized as informing because the
speaker wanted to tell the audience about what happened in the
day she gave the speech. The audience might wonder why a
Hollywood actress like Emma wanted to deliver a speech in the
UN and what she was going to talk about. Emma tried to be
informative by telling the audience the information that would
support them to understand the context of the topic. Thus, this
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information would prevent the audience to misunderstand her.
It also prevented the audience from being confused in following the flows of her arguments mentioned later in her speech.
Because of the reason, this utterance, therefore, was considered as informing.
In addition to that, the word “today” was placed in front of the sentence in order to emphasize the time constraint on the day she delivered the speech which was about the launching day for
HeForShe campaign. Telling this to the audience was very important not only to make them know what Emma’s main topic was but also to make them realize that the future would be better.
Emma tried to make people aware that there was a tangible problem exist in the world which was about the gender problem.
On one hand, women could not have full access to be what they wanted to be and men, on the other hand, could not have a deliberate freedom to become more feminine.
By telling the HeForShe movement, she would like to say that finally there was an official platform in the UN which concerned more on the gender issue and tried to care more for unfortunate women and men in the world. Emma combined the goal to give the audience a clue of her topic and to ease the worry of the people toward gender issues in one simple sentence. This made her speech very effective and efficient.
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The second example of informing that existed in Emma
Watson’s HeForShe is presented below.
This is the first campaign of its kind at the UN. (SP/1/00.33-00.37)
Emma tried to tell the audience what was so special from her speech which was not only about the topic but also about the chance. It was the first time for the UN to give a chance for a gender equality movement to campaign in the hall. This was a good sign from the UN that at the end the UN realized that a gender issue should be treated as one of the important and crucial issues to be discussed in the hall. It was good news for all feminists and people who concerned for gender equality.
Therefore, Emma wanted to spread and inform this good news to the audience.
Furthermore, by spreading this information, it added the sense of influence to the audience to join the movement. This information made the audience think that this movement was very important and worth to follow. Because this utterance had a function to inform the audience about the good news, therefore, it was considered as informing.
Moreover, the words were constructed by Simple Present
Tense because Emma wanted to be straightforward in telling the audience about the points that she emphasized. She used the
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phrase “of its kind” to avoid redundancy because it would make the speech less effective. Thus, this sentence made the audience easily grab the main idea and understand her intention.
The last example of informing in Emma Watson’s HeForShe speech is shown below.
I decided that I was a feminist. (SP/1/02.18-02.21)
In the data above, Emma wanted to inform the audience that after witnessing many gender inequalities in her past life, she wanted to become someone who could heal these and bring the ultimate peace between genders. Emma realized that she needed to not only fight for her own rights but also for all women’s right. Thus, in order to gain that goal, she decided to become a self-proclaimed feminist.
She thought that to be a self-proclaimed feminist was a must because becoming a feminist means that you were aware of the rights that women deserved to get. At the same time, being a feminist means that you also held a moral responsibility to actively make women aware of the rights and able to execute their rights. Unfortunately, we found there were not many people became feminists. So, Emma delivered the speech to provoke people to also become a feminist like her.
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Emma structured the sentence by using Simple Past Tense
because the fact that she finally decided to become a feminist
was done in the past. However, it did not necessarily mean that
in the day she delivered the speech, she was no longer a feminist.
She is still a feminist until now. She is even appointed as the
goodwill ambassador by the UN Women.
The utterance was made short and simple in order to make it
more effective in delivering the main point. It could also make
the utterance sound meaningful and convincing. Thus, the
audience could easily grasp the idea from this specific utterance.
(3) Convincing
The function of convincing is to make people believe in
one’s statements. In order to make the speech well-conveyed,
the speaker needs to be trusted by the audience. The trust leads
people to easily consume what the speaker says because they
will not give any negative sentiments or rebuttals toward the
arguments delivered in the speech. Hence, in order to create a
good strategy, it is very needed to gain the trust of the audience.
One of the way, to do that is by being sincere and convincing.
There are several utterances in Emma Watson’s HeForShe that
were considered as convincing which are given below.
We want to try and make sure that it is tangible. (SP/1/00.47-00.50)
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In the utterance above, Emma wanted to convince the people that HeForShe was a real, determinative and trusted movement.
In order to do that, she wanted to emphasize how important and promising HeForShe was. In this era, there were already many feminist movements which supported the women’s freedom and right.
However, not many of them recognized that at the same time, men’s rights were also prohibited by the society. For instance, how men could not be emotional, sensitive and feminine was because they would be seen as less of a man. It was because those characteristics were women’s characteristics. Women were considered as the second class human, so that anyone who reflected their characters would also be considered as weak and second class.
She believed that even with current feminist movements, the gender equality was still hard to achieve. It was not only about the lack of people’s awareness but also about the quality of the movement itself. Therefore, she explained that HeForShe was different from other movements not only because it was under the UN Women but also because it had a different point of view and was very persistent in making everyone’s ultimate happiness true.
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Furthermore, “want to try and make sure” strengthened the point that she was very serious with the movement and highly suggesting the audience to join it. However, Emma believed that this movement needed the full support from the audience because she admitted that quantity mattered a lot in achieving the goal of the movement. She added that everyone could be a gender agent as a result of her experience in the past about the people around her who became the inadvertent gender ambassadors. Therefore, this utterance added more convincing sense to make people interested in supporting and joining the movement.
Based on the words structuring, Emma chose the less formal phrase “want to” compared to “would like to” because she wanted to decrease the gap between her and the audience.
Knowing the atmosphere of the UN General Assembly meeting which was highly formal, she believed that it was not possible to find the gap. Therefore, she decided to be straightforward by absorbing it and using less formal wording to convince them to believe in her. This kind of strategy was very helpful to decrease the phychological disparity and to make the audience feel closer to Emma. Thus, the messages would be easily delivered.
The sentence was constructed in simple present tense because it showed that trying and ensuring the existence of
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gender equality would not only be conducted during certain period of time. It secured the idea that this movement would not stop fighting the inequality. Moreover “tangible” made the utterance more sensible because this word was very powerful to strengthen the meaning of how the speaker wanted to make it as visible, applicable and successful as it could be. Thus, it gave more vivid explanation to gain people’s understanding and feeling toward the depiction of the movement.
And I think it is right that I am paid the same as my male counterparts. (SP/1/03.10-03.16)
In the past, not many companies hired women as their employee because women were considered as less capable of doing other jobs except being housewives. This condition limited the freedom of women to work in any places they wanted to. Those who felt capable of doing the job would be undermined simply because their gender was female.
But in the recent years, they start to hire more women.
However, the women still get low salary and different treatments. On the other hand, men with the same position get higher payment than they do, even though the women are able to give equal or better performance. It is totally unfair for them because they also do the same job, as hard as, as difficult as, and
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as risky as men’s job. So, it is common if they ask for the acknowledgement and same payment too.
In Emma’s speech this is an example of how women suffered unfair treatments for a very long time. Emma wanted to convince the audience that companies or any other actors who involved in the work field should give the same chance and salary for the women. Women should be free to choose their job as long as they are willing and capable. Women should also receive the same salary as men for the same job and position.
The utterance above proved how she was really insistent with her argument that women should be treated equally in all spectrums. She wanted to make the people not only believe in but also execute it too. They should help women to get their rights in the work field.
When people do so, Emma believed that gender inequality will be overcome soon. She used the subject “I” because she wanted to show to the audience that she was the representative of thousands women who get this unfair treatment. This strategy was effective to provoke people especially the women to be braver to voice up their feelings and thoughts. Because Emma wanted to be straightforward in convincing the people to believe in the point in her statement, therefore, this utterance was categorized as convincing.
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I think… (applause break) I think it is right that women should be involved on my behalf in the policies and the decisions that will affect my life. (SP/1/03.16-03.22)
The data above was classified as convincing because Emma wanted to make the audience believe that women also have right to sit in the parliament or to be a politician or to be in any other formal positions whose job is to create policies and public decisions. In the work field, women are considered as less capable than men, especially those jobs which use intelligence as its main workers’ capability. It is because women have been stereotyped as too weak, too emotional, too sensitive, too expressive, and too irrational which at the end these perceptions badly influence their working performance.
They even perceive that women do not have any interest to join because they generalize that all women should have interest in kitchen and children only. This way of thinking influences the way how society constructs an unwritten yet accepted gender rule. This rule then harms women because there are no representatives of women who are involved in the discussion.
Therefore, it is believed that the fewer women involve in the discussion, the lesser they are recognized by the society, and the sufferer they become.
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By uttering that sentence, Emma wanted to tell the audience
that women deserve to get involved in any politic, social, and
economy discussions. Women should be free to divine
themselves to be what they want to be. They should be free from
any prejudices that undermine their dignity and capability as
women. This was the message that Emma wanted to convince
to the audience.
The long applause given by the audience in the middle of
Emma’s utterance proved how they felt touched seeing Emma
could be that brave to deconstruct the values that have been
rooted so long in the society. This applause was also a proof that
they were convinced with the arguments and ready to support
the movement to bring the change. When the audience gave her
applause, she paused her speech for a while because she wanted
to respect the audience. She understood that the audience have
given her a good response. However, she did not want to be too
flattered by this circumstance, so she continued her speech by
mentioning the words “I think” again to make her point strong.
(4) Insisting
The goal of insisting is to force people to follow the
speaker’s order. Some of the utterances presented in Emma
Watson’s HeForShe speech that were considered as insisting are
given below.
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We need more of those. (SP/1/04.38-04.40)
In the utterance above, Emma wanted to make people believe that the world needed to be deconstructed for its inequality that harmed people in the margin. People in the margin were the people who suffered the most like in this case, they were women. To deconstruct the world, it needed feminists because they were the actors who would fight and strive for women’s right.
Emma had shown them the inadvertent feminists in her surroundings. Thus, she wanted to make people become the feminist as well who strived for the gender equality. By giving the statement above, it strengthened her intention that she really insisted the audience to become ones. Therefore, this utterance was classified as insisting.
It could be seen that Emma used a simple sentence because she wanted to be straightforward in telling the people what it really needed to change the world. It needed more feminists.
This simple sentence was very powerful to send a message that there should be more people who were aware of the gender’s rights and freedom, and willing to fight for that things to happen.
The word “those” also added the sense of simplicity because it referred to her previous statements about the inadvertent
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feminists she met in her past life. Therefore, to reduce the redundancy she made it bold by saying “those”. This simple, effective and straightforward sentence would make the point of
Emma very meaningful and powerful.
Gender equality is your issue too. (SP/1/05.41-05.47)
The statement above proved that Emma wanted to show that people needed to care for the issue on gender equality too.
Basically people would care for the problems that were close to and had something to do with them. As long as the people were not disturbed with it, they would not care for it at all. This was the proof of how people nowadays started to become self- centred and ignorant. This condition would then make the society could not go hand in hand in solving the problem.
The utterance was very simple and straightforward. It emphasized that Emma really insisted the audience to think about and to solve the gender inequality happened in this world.
They had to think that gender inequality would also impact them. For example if you treated women as second class people, it would inherently limit men’s freedom to be feminine. At the end, the gender inequality did not only bring bad impacts to women only but also to men and to the whole society. Therefore,
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it was very urgent for all people to contribute in solving the gender problems.
Meanwhile, for the sentence structure, this sentence was created in the simple present because the speaker wanted to emphasize the awareness of the audience from now on. “Your issue too” was perceived as something powerful because it made the audience, especially men, feel that the problems faced by women were one of their responsibilities too.
It is time that we all perceive gender on a spectrum instead of two sets of opposing ideals. (Applause) (SP/1/07.23-07.31)
In the utterance above, Emma tried to insist that all audience should see gender as one point. There should be no significant difference between the role of men and women in the society.
Both of them were just physically different. They deserved the same freedom and rights to be free from any prejudices and gender biased rules. The people thought that men bring certain burden that were opposed to women’s burden which at the end it harmed them both.
As the example, people casually thought that being strong was the power of men, on the other hand, being emotional was the power of women. Another example was when going to work was the job of men, on the other hand, staying at home was the
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most ideal job for women and so forth. This was so unfair because we created a standard not based on their capability and willingness but based on their gender. Becoming women did not mean that you had to be weak and emotional and at the same time, becoming men did not always mean you had to be strong and more logic than women.
This kind of concept was wrong at the very first place. Thus, she delivered her speech in order to wake everybody up to realize that men and women had the same freedom and rights such as to determine their personalities, to be what they want to be, to work in whatever jobs they like and so on. So, at the end, women and men could be whatever they wanted to be and they could be free from any gender stereotypes.
She put “It is time that..” in front of the sentence to strengthen the essence that she wanted to be straight in making people believe that this was the right time for them to change their conventional thought about gender. The applause given by the audience was a form of appreciation of how brave Emma was in voicing up her idea about the gender equality. The people felt so impressed with her performance and were convinced to change their perception.
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(5) Clarifying
The goal of clarifying is to give more explanation or details
which can make the previous statements clearer, less doubtful,
and easier to understand. In Emma Watson’s HeForShe, the
clarifying was only raised for once which is posted below.
And if you still hate the word, it is not the word that is important. (SP/1/04.40-04.48)
Many people still did not aware of the women’s right. Most
of them even antagonized the feminists as the destroyers of the
current values. They were seen as the bad actors who would
mess up the norms and values which had been constructed for
years. The people were just too lazy to move from their comfort
zone. They were afraid of the challenges. They did not realize
that actually the challenges could bring new alterations and
better values.
In the sentence above, Emma tried to create the pre-emptive
utterance that the people might still hate the feminism idea. She
realized that there was still a possibility for the people to not be
convinced by her speech. This strategy even strengthened the
point Emma wanted to emphasize which was to make people
believe in the gender equality. To grab people’s attention to the
ultimate meaning and neglect the words and its spelling were
very much needed because people were only trapped in the
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stereotype toward feminism but they did not really know what it really meant to be a real feminist.
In her speech, she wanted to drag people’s mind to understand more about the idea of having an equal opportunity, equal power and equal freedom upon their body, their dreams, and their willingness. They should put less focus on the wording because it could make them feel difficult and impossible to achieve that ideal and expected condition. It could be so because whenever they wanted to strive for the gender equality, what they needed to do is fighting the very strict conventional society to accept the new different value among them. Changing the social values was the hardest part. Emma realized that fact about how this was not an easy thing to do. Thus, she convinced the audience by uttering that sentence.
She repeated the phrase “the word” for twice to indicate that she strengthened the point that people should really neglect the word and should pay more attention to the full meaning.
Conditional word like “If” was used to address the people who still had a possibility to not be willing to balance the gender.
Thus, this sentence was specifically addressed the people who still doubted about whether to join the movement and become the feminist.
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(6) Protesting
The goal of protesting is to show that the speaker disagrees
and complains about something. Some of the utterances
presented in Emma Watson’s HeForShe speech that were
considered as protesting are given below.
Why has the world become such an uncomfortable one? (SP/1/ 02.59- 03.06)
In the data above, it was clear that Emma wanted to complain
about the nowadays condition. In the status quo, the world was
considered as not comfortable for women since many people,
values and beliefs limit women’s freedom and happiness. For
example the fact that women were not treated equally in politic,
economy, education and even social spectrum proved that
women were undermined in all aspects of life. Because of that
reasons, Emma felt that the world was no longer comfortable for
the women to live in.
The form of the utterance was interrogative because she
wanted to invite the audience to also question why the condition
was very uncomfortable for all of us all. This form helped Emma
to not only make the listeners believe in Emma’s statement
about how deploring the fact was but also to make them realize
it by themselves. They did not question the world but
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themselves. They were the actors who contributed in making
that unideal atmosphere.
“Such uncomfortable one” means that the existence of
gender inequality was really depressing and frustrating, so that
it made people feel uncomfortable to live in. When it existed, it
means there was one kind of human who suffered alone, women.
This way of speaking made it more effective to protest to the
people why they kept on holding the values that limit women’s
right, and even violate many of their rights. Emma invited the
audience to reflect themselves that what they so far did for years
was wrong. They should respect women the same way as how
they respect the men.
(7) Criticizing
Criticizing is used to express disapproval toward someone or
something. The examples of criticizing in Emma Watson’s
HeForShe are elaborated below.
How can we affect change in the world when only half of it is invited or feel welcome to participate in the conversation? (SP/1/05.24-05.35)
There were gender equality promotions, movements and
socializations. However, not many of them were successful to
achieve the gender equality simply because it hit the wrong
target. In upholding the equality, it needed the cooperation
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between men and women, not women alone as a single fighter.
This happened in the current movements where they did not involve men as their fighters. The way involving men was not only how men should become the feminist only but also how they should explain it according to the men’s point of view. For instance, the gender inequality was not only going to harm women as a single entity but it would also harm men and the whole society.
The importance of men to be involved in the discussion was to make the discussion become richer, deeper and wider. This good and healthy discussion would bring the best result in tackling down the problem. It was because men were considered as the first class human. The only way to make women level up and get the same treatment as men was by giving the ladder for them to go up which could only be conducted by men.
In 1995, Mrs Clinton delivered a feminism idea in Beijing,
China. Only less of half of the invited audience were men. The speech was not really heard because the speaker could not position herself in both scenarios which were how the gender inequality would not only harm the women but also the men. So, it could not raise the emotional attentions from men to see that the problem was really urgent to solve. This precedent proved that the men involvement was really important.
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The form of the utterance was in the interrogative sentence
because she wanted to criticize the current method used to
uphold women’s right. Inviting the audience to think like the
way how she thought could possibly be shown through an
interrogative sentence. It was effective because this kind of
utterance would enter the audience’s logic to also think about
the importance of men to involve in the discussion. She utilized
“affect change in the world” in order to strengthen the point that
having a speech about feminism was not a mere speech but a
speech which could bring a change.
(8) Guessing
Guessing is used to give an answer to particular question that
you predict it will be asked by someone. The examples of
guessing in Emma Watson’s HeForShe are elaborated below.
You might be thinking who is this Harry Potter girl? (laugh) and what is she doing at the UN? (SP/1/08.19-09.28)
Harry Potter was a movie which took place in a magical
world. The main characters were Harry (the boy who lived) and
his two best friends, Ron (The king) and Hermione (The
smartest witch ever). Their life journey started when they
entered a school special for witches called Hogwarts. These
movies were based on a novel with the same title, Harry Potter.
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The writer, J.K. Rowling wrote Harry Potter in seven series from 1997 up to 2007 while the movie were produced in eight series from 2001 up to 2011. So basically, the movies existed for more than ten years. However, until now people still keep on talking about this.
One of the main character, Hermione, was played by Emma.
She joined the Harry Potter franchise since she was 11. These movies successfully brought Emma to the ultimate fame. It was quite hard for people especially Harry Potter fans to not associate her with Hermione. Thus, whenever Emma appeared in public, people would always think that she was always the
Hermione of the Harry Potter.
Emma was rarely seen in any political movements. It was very shocking that suddenly she appeared in public in the different form. She wore formal casual attire and talked about a serious issue in the United Nations. Members of the UN might have wondered why an actress like her who was hardly seen in the UN having a speech there. The laughter was a common response from the audience to Emma’s keywords “Harry Potter girl”. She also laughed when she addressed that term indicating that she also accepted the fact that people labelled her with
Hermione, the Harry Potter girl.
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However, this was considered as a good strategy for Emma
to be more convincing. In order to make people convinced, a
speaker needed to heal the doubts towards the arguments
brought in the speech. She realized that people felt uncertain
about her arguments about how she wanted to change the world
for the betterment. She guessed that this uncertainty existed
simply because the people knew her only as Hermione. To heal
the doubts, she directly spotted it by mentioning the term “Harry
Potter girl” and gave answers as to why this girl was standing in
the UN podium. This way of explaining would eventually make
people give more trust to her and believe that she deserved to be
there and talk about the gender issue. c. Commissive
Commissive is a kind of speech acts that speakers use to commit themselves to do something in the future (Yule, 1996). The forms of commissive that were seen in Emma Watson’s HeForShe are presented below.
(1) Guaranteeing
Guaranteeing is used to promise something will happen or
will be done in the future. The examples of guaranteeing in
Emma Watson’s HeForShe are given below.
And that when they are free, things will change for women as a natural consequence. (SP/1/06.52-06.59)
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As it has been explained by Emma how men suffer from the gender inequality too, she believed that men could also be sensitive, expressive, emotional, and somehow feminine too.
But when they decided to be like that, they were called as pushy and weak which then they made them feel less of a man. This condition made them very upset because they could not determine themselves like what they wanted to be.
Expressing their freedom and feeling was really important for every single person since it was the form of self-happiness.
The reason why human needed to survive in this world was because they wanted to achieve their self-happiness. If their self- happiness was violated, it would make the person suffer and live under pressure. The worst scenario was that how it could even make them commit to suicide just like what we could see in newspapers in the recent days. There were a lot of men kill themselves simply because they felt that they were no longer able to find happiness inside their mind because of the society’s construction.
Emma tried to portray when the people realized that gender inequality also prohibited men to execute their freedom, men would also felt triggered to join the movement too. She added when men could be free from the stereotypes, as the
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consequences the women would be free too. So, it was clear that the movement would bring a win-win solution for both genders.
“And” was put in front of the utterance to add the information which could strengthen the previous statement which was “We don’t often talk about men being imprisoned by gender stereotypes but I can see that that they are”. This proved to the audience that actually men were also imprisoned by the gender stereotypes as well as the women. Then Emma added the second statement to strengthen the point that at the end whenever the men were free from this stereotypes, as one of the consequence, the women would automatically be free too.
She emphasized how it was really needed to deconstruct the gender stereotypes and to bring equality toward both parties.
This was a compound sentence because there were two clause
(And that when..) and (things will..). The speaker used future tense like “things will change..” because it was a hope for the future. However, this hope could be guaranteed once people agreed to free men from the stereotypes. She chose the word
“natural consequence” because it sounded soft and attached the emotion of the audience. Therefore, the audience could really feel how suffer the women and men were because of the gender stereotypes. If we could free one of them, we could also free all of them.
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(2) Threatening
Threatening is used to express some danger or unpleasant
things that will happen in the future if someone does not do
something. The examples of threatening in Emma Watson’s
HeForShe are elaborated below.
Because the reality is that if we do nothing it will take 75 years, or for me to be nearly 100, before women can expect to be paid the same as men for the same work. (SP/1/10.30-10.51)
In the utterance above, Emma tried to predict what the worst condition was if people kept ignoring the fact that gender needed to be balanced. It was really frightening seeing the prediction that if until now there was none tries to help, the women would get more suffer. The problem was not only how they would get the pain but also how they had to feel it for the very long time. She gave the exact number 75 years and she even strengthened that 75 years was not a small number. It was a number which was close to 100 years. Under people’s logic, 100 years means at least there are three or four generations who should feel the pain and suffer from this unfair life.
This shows how the sorrow will last long.
She believed that the organic change would be there someday because at the end when the civilization gets better, the people become more modern and more aware to realize the rights
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and freedom, the problem would eventually be overcome. However, she tried to tell the world that we did not need to wait to the organic change to happen. It was not only because its existence was still questionable but also because the world could no longer wait. The longer we have to wait, the sufferer the women become. So, this is the time for the people to make a fast move to strive for the gender equality.
The unequal treatment was given to women in all spectrums including in the work field. Emma insisted the people that women deserve to be paid the same as their male counterparts for the same job. Emma gave the silent and deploring gaze to show that the reality would be very much frightening to face if we could not help the women to get their rights.
15.5 million girls will be married in the next 16 years as children. (SP/1/10.51-10.59)
Marriage is something important and sacred. It is a symbol of the highest expression of sanctity, love and happiness. It is about how the couple commit to love each other and life happily ever after until they die. You cannot randomly choose a stranger to become your husband because it is impossible for you to reach the happiness if you are forced to life with someone we do not even know and love.
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However, in the reality, there were many young women whose marriage were arranged by their family simply because the family is poor. Based on the data of UNICEF in 2014, more than
700 million women were married before their 18th birthday. In
Niger, for instance, 77 per cent of women aged 20 to 49 were married before age 18 in contrast to 5 per cent of men in the same age group. More than one in three (about 250 million) entered into union before age 15. This showed how deplorable the fact is because girls were forced to get married in their childhood age.
For the society who married their daughters too son, a marriage was like an exchange of daughters into gold, money and prosper life. So, they expect that when they marry their daughter with the old rich merchant, their family will get a better life. They believe that their daughters only bring suffering and pathetic life.
Sadly, this idea is strengthened by the stereotype that perceives women as the second class human.
Not only that, but the saddest part was that how they also married their daughters too soon. The brides were still very young.
Their ages were ranging from 10 to under 20 years old. Whereas the grooms were 30 years old or above. The girls did not possess any choice but to accept. When the girls got married, it cut off all their hopes and happiness. They could no longer play with their peers, go to schools and pursue their dreams, travel around the world, try new
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things and learn from their mistakes. All they could do was only serving their husband whom they did not love since at the very first place.
It was also more tragic when the girls got pregnant. They were under age and they had to take care of the babies. Many of them died because their body could not resist the pain of being a wife and mother too soon. We were living in the world where we neglected girls’ right to give a consent to their own marriage.
Emma tried to tell the people the worst condition if we did not change it. There would be more and more children who would be forced to get married with someone they did not even love. They would be forced to give up their dreams. The moment when they give up their dreams are the moments when the government significantly loose its potential future generation.
In order to give the vivid prediction, Emma mentioned the numbers so that it could directly enter the people’s logic to accept that the world would literally no longer be safe for the girls if we did not fight the imbalance. “15.5 million” was put in the first utterance to make people aware that it was a big deal. It did not happen to one or two girls but to millions girls in the world.
She even made her point clear by putting the phrase “as children” in the end of her utterance. She knew she has mentioned
“girls” in the beginning of her utterance. However, mentioning
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“girls” and “children” in one line of utterance would make the message bold that this was morally wrong for our girls and our children to be forced to give up their education, their dreams and their happiness to something they were not yet ready for.
And at current rates it won’t be until 2086 before all rural African girls can have a secondary education. (SP/1/10.59-11.10)
The problem that was faced by women is not only how they got different treatment in politic, social and also economy, but also in education spectrum. Many women could not pursue their carrier because they were perceived as less smart and less skilful. This kind of perception was rooted from how women were not granted the right to get educated. The society had constructed their position as a housewife whose job is only to take care of the children and the husband. Therefore, they did not see that education would be important for them to help them with that job.
Emma believed that this stereotype of how women could only be a housewife is wrong. Women had a free dreams to be whatever they want to be. They could be a career woman, a doctor, a teacher, a politician and so on. In pursuing their dreams, they also deserved to get education like men. They did not even deserve to get the primary education but also the secondary even tertiary education too.
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Emma gave a clear prediction which most likely would happen in the near future, that there were not many African girls who could pursue their dreams and attend the schools of their secondary education. We all know that everyone deserves to get educated. The higher education institution you attend in, the higher quality as human being you will get. When you get a good quality as human being, it will be easier for you to achieve your dream too.
These girls deserve to get educated. They also deserve to achieve their dream. Sadly, they cannot do that not because they did not want to but simply because the people and the culture prohibit them to be so. It is even more unfair when this phenomenon does not happen to boys. Therefore, the one who suffers the most from this unfair world is the women.
In this prediction Emma also mentioned the number to give the vivid image. “..it won’t be until 2086..” proved that even until
2086 the number of girls who went to their secondary education was very small. After hearing to this statement, the audiences were expected to feel the sadness and the frightening future that possibly would happen if we do not do something to stop the inequality from now.
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d. Directive
Directive is a kind of speech that speakers use to instruct someone to do something. The forms of directive performed in commanding, inviting and requesting. The further explanations are given below.
(1) Commanding
Commanding is to give someone an order. The examples of
commanding in Emma Watson’s HeForShe are elaborated
below.
I want men to take up this mantle, so their daughters, sisters and mothers can be free from prejudice, but also so their sons have permissions to be vulnerable and human too, reclaim those parts of themselves they abandoned and in doing so be a more true and complete version of themselves. (SP/1/07.56-08.19)
First of all, Emma explained that the problems exist in the
status quo which is about how women are suffering from the
unequal treatment and considered as the second class, then it
inherently influences how men are stereotyped in the society as
the first class people. Women are perceived as a weak,
vulnerable and emotional human. On the other hand, men are
perceived as strong, rational and dependable human. If there is
a woman or a man who does not follow this characteristic she or
he will be seen as less of a woman or a man which at the end
will make them look less attractive and abnormal.
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This utterance was the solution offered by Emma about how the audience could fix the problem immediately. She mentioned what they could do first as men. They should take up this mantle which means give the basic protection towards their daughters, sisters and mothers to protect them from any stereotypes and prejudices. Women should be granted more freedom to choose, to determine themselves, to get their basic rights, and to pursue their own dreams.
On the other hand, men should also be free to be whatever they want to be. They should be free to cry, to be vulnerable, and to be emotional and so on. The society should never prohibit men to be true to themselves. If many men take the mantle, there will be many people who can be the complete version of themselves and at the end be able to reach their ultimate happiness.
This solution was not only a suggestion but a command from
Emma to the audience to work together to solve the problem.
We must heal the stereotypes that stick in each gender especially in the women because women are the main actor who suffer the most from this. Emma delivered the statement boldly so that it made the point powerful and strong to attack the audience logic and emotion.
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(2) Inviting
Inviting means asking someone to join something or to come
in some events. The examples of inviting are elaborated below.
Men, I would like to take this opportunity to extend your formal invitation. (Applause). (SP/1/05.35-05.41)
Realizing the involvement of men in the discussion and
movement is very much important, and seeing the precedent of
how Mrs Clinton’s speech was failed to achieve her goal, Emma
tried to be more confident in telling the audience that they,
especially the men, are invited to join the movement and be the
feminist to fight for the women’s right. The moment when men
help the feminism goal to achieve the gender equality, this is the
moment when the movement is having a complete weapon to
fight for the women and men’s rights.
“Men” was put at the beginning of the utterance because she
wanted to be straightforward to direct the message to men only.
Furthermore, the reason why she did not use “gentlemen” or
other more formal words because what she said was about men
and women, so she wanted to specifically address to the male
counterpart.
However, after mentioning men, she spoke very formal
because she wanted to take the audience emotion by being
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respectful and polite. The applause was given as a proof of
respecting to Emma and answering to her question that men in
the hall agree with her statement to join the opportunity to heal
the gender inequality.
(3) Requesting
Requesting means someone ask for something to be done or
given by other people. The requesting seen in Emma Watson’s
HeForShe are as follows.
I am inviting you to step forward, to be seen and to ask yourself: “If not me, who? If not now, when?” (SP/1/11.36-11.52)
As it has been explained by Emma in her speech, we know
that there are not many people who concern in gender equality.
Most of the people are either unaware or afraid to speak up in
public about the gender issue. It is because society has a big
force to make us believe that women and men should not have
equal rights because they were born differently. This condition
makes women suffer a lot. However, at the same time, men also
suffer from the stereotype too.
Emma wanted to convince the audience to step forward and
to be seen in combating the stereotypes. She wanted them to be
involved in the movement to not only help women and men to
be free from any stereotypes but also to make the better future
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for the next generation. This action should be conducted immediately, so that the problem can be overcome as soon as possible.
“I am inviting you” was very soft and appropriate to make people feel that they have another choice which is to not join the movement. This soft approach made the audience feel not forced and threatened to decide whether to be a feminist or not.
However, “If not me, who? If not now, when?” which was put at the end of the utterance strengthened one of the choices, that
Emma offered to them, that is to join the movement. Therefore, the audience feel a sudden change of feeling from perceiving that being a feminist is an option into realizing that it is an obligation. This is a smart move shown by Emma in her speech.
Knowing that not many people are brave enough to help women and men free from stereotypes, so Emma employed this strategy to encourage them to join the movement right now. This utterance sounded so simple but very meaningful. Emma thought that it is very important for Emma to emphasize the time constraint which is right now and emphasize the actor who is us.
I am reaching out to you because we need your help. (SP/1/00.20-00.24)
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Emma chose the word “reaching” instead of “talking” because she did not only want to talk to them but also to grab their heart to listen, affirm, and do something regarding the topic she brought in the podium. The words “need your help” was effective to gain people’s emotion because it showed how they are more powerful than the speaker or the movement itself. Therefore, their presence is much more important compared to anything.
The utterance was in the complex sentence which consists of ordinate (I am…) and sub-ordinate (because we..). The ordinate was formed in the present continuous tense because she wanted to focus on the process, while the sub-ordinate was in the simple present tense because she wanted to show that the need is not only for now but it is needed until the problem is solved.
We want to end gender inequality and to do this, we need everyone involved. (SP/1/00.24-00.33)
It was constructed by the simple present tense because she believed that ending gender equality and letting everyone involved in the campaign should not only be conducted today. She was very straightforward and effective which was proven with the words
“want to end” and briefly telling how to do this. It showed how she made everything clear since at the very first place and did not beat around the bush. She chose the word “want to” instead of “would
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like to” because she knew that her speech was not only listened by
people in the hall but also outside the hall who could be not
politicians but just ordinary people. Thus, she wanted to make it
close to them. She chose the word “gender inequality” instead of
“gender problem” or else because she was very determinative to the
root of the problem. Not to mention, the word “inequality” was
perceived as something morally wrong. Therefore, it added the sense
of how worse the problem is. This phrase helped her to be more
persuasive. e. Expressive
Expressive is a kind of speech acts that states what the speakers
believe (Yule, 1996). There are many forms of expressive used
presented in Emma Watson’s HeForShe such as addressing,
relieving, deploring, regretting, praising and thanking. The
elaborations are given below.
(1) Addressing
Addressing means you speak to specific people to make them
pay attention to you. The examples of addressing is elaborated
further below.
Your Excellences, UN Secretary General, President of the General Assembly, Executive Director of the UN Women and distinguished guests. (SP/1/00.00-00.16)
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As it has been elaborated in the previous explanation, this
utterance was included in the opening. It is because this was
used by Emma to open her speech by addressing the invited
guests. It had been known that the meeting was very formal for
there were many prominent people attending it and also the
representative of countries in the world. The audience were
giving her a serious gaze because everything discussed in this
hall would always be about something very serious and that
become the concern of many people in the world.
“Your Excellences” was used to address as well as to greet
and open her speech. It showed that she wanted to be formal but
also straightforward. Greeting is usually used to gain people’s
attention, but in this hall, Emma has got that attention. That is
why she should make her speech effective but still formal. The
people mentioned was ordered based on the degree of respect
which she wanted to do it more personally. She chose the word
“distinguished guests” instead of “ladies& gentlemen” because
she wanted to show more respect to the audience.
(2) Relieving
Relieving means to state feeling of how the fear and
unpleasant feeling seems less strong. The examples of relieving
in Emma Watson’s HeForShe are elaborated below.
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And this seemed uncomplicated to me. (SP/1/02.21-02.24)
Emma had experienced and witnessed gender inequality in her life. Many people face the same case but they choose to be silent, but Emma was very eager to be a feminist.
“Uncomplicated” was prioritized than the word “not complicated” because the speaker wanted to show that being a feminist is not something too easy but also not too complicated as well. The word “and” was put in front of the utterance because she wanted to send a message that the previous utterance was strengthened by this one.
Emma realized that people are afraid to be a feminist, therefore, she wanted to encourage them by telling about her story in becoming a feminist which she considered is as something not too hard to do. She delivered this utterance with the relax gazed but flat tone to make people believe that what they need to do is not worrying the society’s judgement but be themself to help the unlucky people who get the unfair treatment. This strategy was considered very powerful.
We are struggling for a uniting world but the good news is we have a uniting movement. (SP/1/11.24-11.33)
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Emma told the audience that we could together fight the
stereotypes and bring the equality between genders, so that all
women and men in the world would no longer suffer from the
judgements. In order to create the equality, it is really needed to
unite people into one spectrum which consists of those who
believe in the human rights and happiness. However, people
need a platform for this movement to support their move and
actions. Therefore, Emma tried to answer their doubts by giving
“the good news” which was about how there is a right strong
platform for them to deal with gender problems.
In the beginning of her speech, Emma had told the audience
that the day she delivered the speech was the launching day for
a campaign called HeForShe. Therefore, what she meant with
“uniting movement” was HeForShe which supports the freedom
of both women and men. With a big smile, soft eyes, and slow
pace, Emma implied that this is the right platform for the people
to fight for their freedom.
(3) Deploring
Deploring is used to state something which is very bad. The
examples of deploring in Emma Watson’s HeForShe are shown
below.
But my recent research has shown me that feminism has become an unpopular word. (SP/1/02.24-02.31)
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The unfair treatments are given to all women in the world, but most of them choose to stay silent and feel the pain alone.
They deceive themselves that what the society tell them is always right. Therefore, they try very hard to force their own heart and mind to believe in it too, even if they have to put aside their own happiness.
“Unpopular” means that it is not a well-known issue or an issue which many people do not put their concern on. This word was really powerful to prove that the feminism is not really familiar with them. It also means that very less people involve in the movement. Furthermore, she brought the fact that very few people realize about the gender equality and women’s fundamental rights in which this condition is a true disaster for women. Women are the main victim in this problem. The deplorable fact is that realizing how the people cannot bring the equal rights simply because women since at the very first place are not aware with it. This is the unpleasant fact that Emma wanted the audience to know because the possibility to be successful in upholding gender equality will be very small.
“Recent research” was used to emphasize that the research is relevant with the current condition. It strengthened that the gender especially women’s problem is very severe happening in the status quo. This is very powerful to make people believe that
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it is scientifically proven that what Emma said was not just an assumption.
Not to mention, the way how Emma delivered this utterance was by giving a regretful gaze and melancholic tones to add the emotion feeling about the fact that not many people are involved in upholding the equality between genders. Because of the reasons, this statement made the audience feel more convinced to become a feminist.
Why has the world become such an uncomfortable one? (SP/1/ 02.59- 03.06)
As it has been explained in the previous elaborations, the moral values about gender that have been rooted in the society bring more harms than good towards the women and men as well. This condition makes the women unable to get the same treatment as men, to be seen as a complete version of human being, and to be respected based on their intelligent and merit.
The same with men, they are unable to be free from any prejudices that force them to be in a certain state of psychology.
Happiness is the essence of life. The reason why humans keep surviving is because they want to reach their ultimate happiness. If they cannot reach their happiness simply because other people hamper and tell them to stop reaching it, because it
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backlashes with the current moral values, it will make them suffer even more. Emma started to make the audience to ask to themselves why the world is really this uncomfortable for the human to live in.
This sarcastic utterance combined with the resentful gaze
Emma shown to the public, made the message strong that being silent means being contributive in making the people suffer from the prejudices. This utterance sounded so bold and powerful to achieve its goal.
But what stood out for me the most was that less than 30% of the audience were male. (SP/1/05.14-05.24)
This statement was addressed to Hillary Clinton’s speech in
Beijing in 1995. She had a speech about women’s right toward their own reproduction system. This was known as the first speech about women’s issues. However, this speech was not successful to achieve its goal which was to make the women aware that One Child Policy brings more harms than good for them. It was even failed to bring any changes in the society and government in order to have a better discourse about the policy.
Emma claimed that one of the biggest reason why this speech was failed because there were lack of men attended the occasion where Mrs Clinton addressed the speech. This is because Emma
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believed that men hold the bigger power than women to change
the condition in the status quo. The society perceives men as the
controller, the leader and the one who holds bigger authority.
So, it is very possible for them to have a chance to change the
perspective towards women. Therefore, the involvement of the
men is very needed in any discourses about gender.
After listening to this utterance delivered by Emma with her
mean and sharp eyes yet deploring tone, the male audience
would feel that it is very urgent for them to involve in the
movement to fight against any gender stereotypes. It is because
at the end when women are free from the stereotypes, the men
will automatically be free too from the stereotypes. So, both
genders can have freedom to determine what they want to be.
(4) Regretting
Regretting means the speaker feels sorry about a situation.
The examples of regretting in Emma Watson’s HeForShe are
shown below.
But sadly I can say that there is no one country in the world where all women can expect to receive these rights. (SP/1/03.50-03.54)
Emma had mentioned that women should be treated equally
for their work, existence, respect, decision, and freedom. This is
the thing that all women also hope to happen in the real life.
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However, not all people care for this. “But sadly” was used to show how the fact is very opposite and deplorable for her.
“No one country” emphasized the fact that there is no single country, even the country members of the UN, where the women get their fundamental freedom. Emma regretted this fact which was proven by the droopy eyes, resentful yet melancholic gaze that she shown to the public whenever she delivered this utterance.
She wanted to tell the audience that the dreams to receive the equal respect and rights can still be gotten if the people join the movement. This utterance made the audience believe what they have done towards women is wrong and needs to be fixed soon.
The sentence was a complex sentence because it consisted of an independent clause (But sadly I..) and dependent clause
(there) as the object and (where..) as the adverb of place.
Sadly many of the things that she wanted to change are still true today. (SP/1/05.08-05.14)
The speech of Hillary Clinton in Beijing in 1995 was not really heard by the local government and society. She talked about how women are also own the rights called the human rights. At that time not many people were aware that women possessed the same freedom as men did. She even used the term
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“human rights” in order to show that women were also a human that should be treated like how a human should be properly treated too. The issue about this inhuman action in China was about how women did not possess the right of their own reproduction. Their body autonomous right was not granted. It was proven by how China applied One Child Policy.
The policy prohibits a family to have more than one child. It really makes the women there suffer because they cannot have full freedom upon their own reproduction. They do not possess any right to determine how many babies they want to bear to the world as their legitimate children. Mrs Clinton wanted to emphasize that women should never be treated that way. It should be legal for women to execute their body autonomous right including their right upon their reproduction.
Until now this policy is still applied. Most of the people in
China do not realize that it truly violates the women’s right that much. Very less people realize it and they choose to be silent.
They are not only afraid toward their communist government but also afraid toward the society’s judgement.
“Sadly” was put in front of the utterance because she wanted to emphasize her sad feeling that the condition which Hillary wanted to change does not happen. “True” is used to show that the condition on women’s right violation still exists today.
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(5) Praising
Praising is used to express admiration or approval towards
something. The examples of praising in Emma Watson’s
HeForShe are elaborated below.
And it is really a good question. (SP/1/09.28-09.30)
In the data above Emma tried to praise the audience for what
they had been wondering before. Emma realized that the
audience started to question the existence of her in the UN
General Assembly. People know her as the Hollywood artist.
Thus Emma addressed their doubts and accepted the truth that it
was a very common for them to question why a Harry Potter girl
had a privilege to speech in the UN podium.
Affirming the people’s doubt, accepting it as a common
response, giving the right answer, and praising the complaint
were good to make the people more believed in what Emma
said. She delivered it with light hearted, soft eyes and friendly
joking gaze shows how she is not offended at all with this. This
was the proof of how Emma could be so appropriate in
delivering the right utterance in the right moment.
And for this I applaud you. (SP/1/11.21-11.24)
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Emma told the audience about her past experiences about gender problem. She knew that many of her female and male friends’ freedom were limited because of the stereotypes.
However, she was glad that she knew many people did not see her based on the stereotypes. She called them as the inadvertent feminists because they believed in the equality and did not discriminate one and another based on the gender.
Emma was not naive considering that among the audience there must be some people who are pro-equality and have done many things that resembles the action of feminism. It is because she realized she was speaking in the UN podium in which the audience were mostly the smart and educated people who had got the understanding of how essential the human rights is.
Therefore, these people might have a chance to be a feminist before Emma delivered the speech.
Giving them the praise was a form of respect that Emma gave to them. This is also important to make them more enthusiastic to be a better feminist. However, the main point that Emma wanted to deliver was that how it is not enough for them to only become the inadvertent feminist. They have to join the movement as well in order to prove that they have a strong and bold stance to achieve the equality between genders so that the goal will be achieved.
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(6) Thanking
Thanking is used to express that you are pleased about or
grateful for something that someone have done. The examples
of thanking in Emma Watson’s HeForShe is elaborated below.
Thank you very very much. (Standing applause) (SP/1/11.52-11.57)
Thanking can be used to end the speech and to indicate that
the speaker is very grateful for successfully grabbing the
audience attention to listen to her speech. The way of saying like
“Thank you” is very simple yet effective to show how pleased
the speaker for something that she receives. In the status quo
right now people do not really aware that there is a gender
problem, that women and men are treated differently not
because of their merit but rather because of their gender. It is
considered very unfair since human does not counted based on
their actual power which is their intelligent and skill but simply
based on their identity. This kind of assessment will lead into an
inhuman action such as undermining one’s capability, the
absence of acknowledgement toward one’s freedom, option and
determination, and also unfairly violating one’s rights.
Based on Emma’s research, it is found that very less people
who are familiar with the term “Feminism”. Even if they are,
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they define the word as man-hating and very aggressive in fighting the current norms and values. Feminists are well- antagonized by the society for so many times so that it makes people easily hate the feminists since at the very first time they hear the word. In this occasion, Emma wanted to clarify and tell them about what it means by being a feminist and how its idea can bring better life in the future.
She knew that it is very difficult to make people, especially the conservative ones, interested in listening to her feminism speech. The first step of making them aware of the gender issue was to make them willing to listen. It is because once they listen, they will at least realize that the world is not monochrome.
Every people have different perspective and it does not always mean you cannot live together. When you as a woman believes that you want to be a carrier woman then be it, but it is not right for you to force other women to be like you too. When you believe that you will be happy if you stay at home and become housewife then be it, but you can never antagonize other wives who do not have the same option with you.
The messages above were the proof that people should never have right to determine other’s people rights including their freedom and self-determination. Happiness should never be standardized. Everybody should be free from any prejudices and
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forces. This is the thing that Emma wanted to deliver in her speech, that women and men deserve the same portion of rights, freedom and determination. Seeing the good attention and response from the audience, she felt so thankful and appreciated them. Therefore, the way how she expressed it was done by saying “Thank you very very much”.
Furthermore, in 1995 Hillary Clinton, the first lady of USA, happened to deliver the gender issue too in Beijing China. The speech was not really successful to bring a change since there were not any audience pay attention and interested to listen to her deconstructing speech. Seeing that failure, Emma realized that grabbing people’s attention was very hard to do. Thus, she needed to make her speech urgent, effective and interesting.
However, in her turn to speech, surprisingly the people gave her higher attention and support in order to solve the root of the problem of the gender inequality. It was also proven from the long applause that was given to Emma. Therefore, “very” was mentioned twice to emphasize how grateful Emma was to see the great attention, response and support of the audience to
HeForShe movement.
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2. The data findings of the Arrangements of Classical Rhetoric presented
in Emma Watson’s HeForShe
Based on the findings above, proof is the most frequent canon with
25 occurrences and division is the least frequent canon with 0 occurrence.
The further elaboration will be explained below.
a. Introduction
Introduction is used to make the audience know the topic and
the purpose of the speech at the very first place. It is very important
since it really influences the audience to see the speech as something
worth to listen or not. The examples of introduction presented in
Emma Watson’s HeForShe are as follows.
Your Excellences, UN Secretary General, President of the General Assembly, Executive Director of the UN Women and distinguished guests. (SP/1/00.00-00.16)
In the utterance above Emma started her speech by addressing the
invited guests in the hall. This is very appropriate since Emma delivered
a speech in the UN General Assembly which required her to use right
words and address terms because the situation was very formal and quiet
tense. This way of addressing was a form of respect that Emma gave to
the guests for their willingness to still stay in their seat and listen to her
speech.
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This addressing was also meant to be used as an introduction in
Emma’s speech. As we know, this speech could also be accessed through internet streaming. It made Emma realized that her audience were not only those who were in the hall but also the people outside the hall who could be the international society such as teachers, students, employers, farmers, housewife, the youths and the old men and so forth.
Emma gave this as her introduction, so that they could also know who attended the speech and the condition inside the hall. Therefore, the people outside could understand the context situation happened there.
Today, we are launching a campaign called HeForShe. I am reaching out to you because we need your help. We want to end gender inequality and to do this, we need everyone involved. This is the first campaign of its kind at the UN. We want to try and galvanize as many men and boys as possible to be advocates for change. And we don't just want to talk about it. We want to try and make sure that it's tangible. (SP/1/00.16-00.50)
In the utterances above, Emma wanted to be clear and straightforward in telling the audience the topic and the purpose of her speech. This was very effective because at the very first place the audience knew exactly what the main speech would be about and it made them easy to follow her speech.
Emma announced that the day she delivered the speech was the launching day for HeForShe movement. Therefore, the utterance above was clear to give the audience portrayal that the whole speech was all
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about the campaign of the movement. Another significant point was that how Emma also said that this was the first gender movement at the UN.
It means that this movement is very special. Thus, this information made the audience attracted to know more and keep listening to the speech.
Emma looked very bold with her statements about the goal of the movement which was to invite as many men and boys as she could to join the movement to make a change. The goal of this movement was to make a change, to deconstruct the gender stereotypes that exist in the status quo. b. Statement of Facts (narratio)
Statement of facts is used to make the audience understand the context of the speaker’s arguments. The example of statement of facts presented Emma Watson’s HeForShe are as follows.
I was appointed as Goodwill Ambassador for U.N. Women six months ago. (SP/1/00.50-00.57)
In this utterance, Emma tried to provide enough information regarding her presence in the UN General Assembly meeting. After uttering this, the audience would know that Emma was there standing as the Goodwill Ambassador of the UN Women. This utterance brought two major benefits. Firstly, this utterance would prevent the confusion of the audience because they might wonder why a Hollywood actress like Emma was there giving a speech in the UN. Secondly, this utterance
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would make the audience know the context of the speech better. As we know, the topic of her speech is gender equality. Therefore, this statement showed that there was a link between her current position in the UN especially in the UN Women with the topic of the speech.
For the record, feminism by definition is the belief that men and women should have equal rights and opportunities. It is the theory of the political, economic and social equality of the sexes. (SP/1/01.19-01.39)
Many people do not know about the feminism. Most of the people who know it, define feminism as something bad and very different from its real meaning. For example the society considers feminism as the idea about man-hating and radicalism, because they try to bring new opposite idea in the society. Therefore, Emma was here to clarify the meaning of the feminism.
It was much needed because she wanted to influence people to be pro for feminism. However, this influence would not be effective if the audience do not know the right meaning of feminism itself not only in the politic, the economy but also in the social spectrum. Thus, narrowing people’s mind about feminism would help them better to understand the context that later on she said to the audience.
But my recent research has shown me that feminism has become an unpopular word. (SP/1/02.24-02.31)
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In this utterance Emma tried to tell the audience that the main reason why she spoke in the UN General Assembly was because she wanted to tell the audience about feminism and asked them to join the movement to support the gender equality. She told them that many people have little knowledge about feminism itself. This assumption was even strengthened with the scientific proof that was Emma’s recent research about how well people know about feminism. This information was needed to be given to the audience, so that the people know exactly the context situation regarding the condition of the society. Therefore, it made them realize that supporting the feminism idea is something urgent. c. Division (partitio)
Division is used to give the logical sequence of explanation so that it will be easier for the audience to know the journey of the logic and emotion. However, in Emma Watson’s HeForShe, there was no division employed in the speech. This is so because Emma did not need to tell the sequence of her arguments because all of her arguments are straightforward and simple yet very powerful. d. Proof (confirmatio)
Proof is used to present logical arguments and supporting facts that strengthen the arguments. The example of Proof presented Emma
Watson’s HeForShe are as follows.
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When I was 8, I was confused about being called “bossy” because I wanted to direct the plays that we would put on for our parents, but the boys were not. When at 14, I started to be sexualized by certain elements of the media. When at 15, my girlfriends started dropping out of their beloved sports teams because they did not want to appear “muscly”. When at 18, my male friends were unable to express their feelings. (SP/1/01.45-02.18)
In the utterances above, Emma tried to tell the audience about her experiences in witnessing gender assumptions in her surroundings. She was upset seeing that the gender stereotypes limit the choice, freedom and happiness of every individuals. She gave the sequence of her experiences in order to show that it does not happen for one time but for a very long time, since Emma was little until she have grown up. These were the proof that gender inequality has been rooted in our society for a very long time.
And I think it is right that I am paid the same as my male counterparts. I think it is right that I should be able to make decisions about my own body. I think… I think it is right that women should be involved on my behalf in the policies and the decisions that will affect my life. I think it is right that socially I am afforded the same respect as men. (SP/1/03.10-03.50)
These utterances were the arguments about what is right to be done in the politic, economy, and social regarding the gender issue. Emma tried to convince the audience that what she thought is right and should be followed up. After explaining her experiences and how she found many inadvertent feminists in her life, she decided to strive for these
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rights to be granted to women. She looked very brave and bold when she told the audience about her thoughts. This was the simple and logical arguments that she brought in order to make the audience believe in her. e. Refutation (refutatio)
Refutation is used to give a pre-emptive argument or counterargument to answer the audience’s doubt. This is important to gain the trust of the audience towards the speaker’s statements. The example of refutation presented Emma Watson’s HeForShe is as follows.
You might be thinking who is this Harry Potter girl? (laugh) and what is she doing at the UN? And it is really a good question. I have been asking myself the same thing. (SP/1/08.19-09.32)
In the data above, Emma realized that the audience were wondering why a Hollywood actress like her could speak in the UN podium. She was afraid that the people were not convinced with whatever she said because she did not possess the appropriate position in the UN.
Therefore, in order to heal the doubt which could decrease their trust,
Emma positioned herself in the audience, asking the same question and giving an answer to it. She was really care for the gender equality. Not only because she witnessed many women and men who are trapped in the stereotypes but because she also cares for the future generations.
This refutation even strengthened the convincing strategy that Emma used to make people believe that gender equality is very important to be upheld.
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f. Conclusion (peroratio)
Conclusion is used to sum up claims and reinforce them with emotional appeals. The example of conclusion presented in Emma
Watson’s HeForShe are as follows.
I decided that I was a feminist. And this seemed uncomplicated to me. (SP/1/02.18-02.24)
After witnessing the unequal treatments given to her and her friends, she finally decided that she wanted to become a feminist. This was the conclusion of what she finally took after having the bad experiences in her life. She added her feeling about her decision to let the audience know that deciding to be a feminist is not something hard to do. This emotion was needed to touch the heart of the listeners, so that they would not only remember the content of the speech but they also were persuaded to follow the speaker’s direction which was to be a feminist.
These influencers were the gender equality ambassadors that made who I am today. (SP/1/04.23-04.31)
The statement above showed that there was a link between the people in her surrounding to influence her to become a feminist with the reason why she became a feminist. She was also trapped by the society’s prejudices regarding the gender, but she was lucky that there were still many people who helped her to be free from the prejudices. In
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conclusion, these people were the ones who shaped Emma’s ideology about feminism. This feminism will help female as well as male to have the equal rights to be a complete version of human they want to pursue.
How can we affect change in the world when only half of it is invited or feel welcome to participate in the conversation? (SP/1/05.24-05.35)
Before delivering the statement above, Emma gave the analysis about why the very outstanding speech given by the most famous woman in that time, Mrs Clinton, could not affect change in the targeted people which were the people of Republic of China. She concluded that the speech failed because half of the audience were men. As Emma had explained before, men are the main actor who can help to change the values that have been rooted in the society.
Therefore, from the precedent which is Mrs Clinton’s speech, Emma could conclude that the success of a feminism campaign can be seen from the number of male audiences who attend it. This is very important for the audience because if they believe in gender equality, they will encourage men to watch the speech and to be a feminist.
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
Based on the findings and discussions, the conclusions could be drawn as
follows:
1. Regarding the first objective, which is to identify and analyze the
kinds of speech acts in Emma Watson’s HeForShe, the result showed
that all acts are seen in the speech. They are declaration,
representative, commissive, directive and expressive. Representative
is the most frequently used illocutionary act compared to the others.
The representative was performed in opening, informing,
convincing, insisting, clarifying, protesting, criticizing, guessing and
predicting. Informing is the most frequently used among the other
types of representative. As we can see, the gender issue is a very
sensitive issue. People have different assumptions about this issue.
Therefore, in order to be less offensive, Emma gave the bias
information in her speech. The information was emphasized on how
the gender inequality does not only make girls and women suffer in
every aspect of life for a very long time but at the same it also
imprisons men from being sensitive, emotional and vulnerable. She
also gave the information about what we could do to solve the problem
by being feminists and joining a campaign called HeForShe.
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On the other hand, declaration is seen as the least kind of
illocutionary acts. Emma used declaration to inform her authority to
speak in the UN General Assembly podium. It was needed since
people knew her as an actress who was free from any political
movements.
2. Regarding the second objective, which is to identify and analyze the
kinds of the arrangement of classical rhetoric in Emma Watson’s
HeForShe, all types of arrangement are seen except the division.
Division was not used by Emma because she wanted to be
straightforward and simple in addressing the issue. As we know,
Emma needed to tell them many things about the problems happening
in the status quo. Therefore, in order to make her speech simple, she
did not use division in her speech.
Proof comes as the most often to be performed in the speech. It is
because Emma wanted to convince the audience to accept the truth
that there is an urgent gender problem happening in our surrounding,
and the way to solve it is by believing in the gender equality and
joining the movement. As we know, the nature of the audience was
highly educated and having a politically higher position. Therefore, it
was needed for Emma to be smart and effective in delivering her
speech. By focusing more on the logical explanations, she could grab
the people’s attention towards the issue. Proof was also used in order
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to give more elaborations on the feminism and how it could solve the
gender problem faced by both women and men.
B. Implications
1. Regarding the first conclusion, which is about how Emma emphasized
the bias information, it is important for us to know how paramount it
is to have a detailed identification and analysis in understanding the
language structure, especially the spoken language such as speech. It
is also important to understand the topic of the speech, so that the
speaker can analyze whether the topic is too mainstream, too sensitive
or too dangerous. This identification and analysis will make the
readers aware of the essence of pragmatics.
2. Regarding the second conclusion, which is how Emma emphasized
the logical explanations, it is important to know how the readers can
be aware of the arrangement of the content of their speech in order to
convey the meaning effectively and straightforwardly.
C. Suggestions
1. Regarding the first implication, the suggestions are explained below.
a. To English Education Department Students
This research is supposed to help the students to understand
how to construct a good rhetoric speech in order to avoid the
ineffective and blunder words and the sentence structure. It is also
expected to make students to be able to understand and able to link
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the context situation to the topic to prevent misunderstanding, and
misleading information in the speech. b. To English Education Department
This research is supposed to make the English Education
Department aware of the importance of linguistics study especially
pragmatics, so that it will be able to give more rooms and facilities
for the students to conduct such research in order to enrich the study
of pragmatics. Pragmatics is also part of the language theory that
should be learnt by the students in order to master the language
which then help them to become a good teacher in the future. c. To the readers of linguistics
This research is supposed to enrich the ideas and knowledge
of the readers about how to correctly interpret the meanings of a
speech. The readers will then be able to create a meaningful and
effective speech and other means of communication by paying more
attention to the detail of the speech acts and the context situation that
they are going to employ in their speech. d. To other researchers
The researcher acknowledges that this research is still far
from being perfect. It can be considered as not deep and specific
enough. Therefore, it is expected that this research is supposed to
encourage other researchers to conduct further research about
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pragmatics especially the classification of speech acts as addressed
by Austin and developed by Searle.
2. Regarding the second implication the suggestions are explained
below.
a. To English Education Department Students
This research is supposed to help them to construct and
arrange an effective speech, so that the goal of the speech can be
achieved. It is also supposed to give them the vivid portrayal of a
good speech, so that they will understand clearly why certain speech
can be labelled as a good speech. They also can learn about the
strategy to make a good speech like Emma’s.
b. To English Education Department
This research is supposed to make the English Education
Department aware of the importance of learning the types of the
arrangement of the classical rhetoric, so that the department will give
more support for students to conduct the research about linguistics
study.
c. To the readers of linguistics
This research is supposed to enrich the ideas and knowledge
about how to convey a meaning in a correct and effective way.
d. To other researchers
This research is supposed to trigger the other researchers to
conduct the deeper and wider research in linguistics study especially
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those which deal with understanding the speaker’s meaning because this is the fundamental base of every language learner to master the language.
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REFERENCES
A. Printed Materials
Burton, S.H. 1976. Using English. London: The Chaucer Press. Crick, N. 2014. Rhetorical Public Speaking, Second Edition. Boston: Boston Pearson. Eggins, S. 2004. An Introduction to Systemic Functional Linguistics: Second Edition. Great Britain: MPG Books Ltd, Bodmin, Cornwall. Gordon, M. and Helene W. 1961. A manual for Speech Improvement. USA: Prentice Hall, Inc. Johnson, B. and Larry C. 2008. Educational Research, Third Edition: Quantitative, Qualitative and Mixed Approach. United States of America: SAGE Publication. Leech, G. 1991. Principles of Pragmatics. England: Longman Group Limited. Litosseliti, L. 2010. Research Education. Great Britain: MGP Books Group, Bodmin and King’s Lynn. Lodico, G, Spaulding, Dean T, and Voegtle, Katherine H. 2010. Methods in Educational Research: from theory to practice, Second Edition. San Fransisco: Jossey-Bass. Maretha, A. L. 2013. A Pragmatic Analysis of President William “Bill” Jefferson Clinton’s Apology Speeches I Misled and I have Sinned. Yogyakarta: Universitas Negeri Yogyakarta. Osborn, M., and Suzanne O. 1988. Public Speaking. Boston: Houghton Mifflin Company. Porter, S. E. 2001. Classical Rhetoric in the Hellenistic Period. Boston: Brill Academic Publisher, Inc. Safitri, R. R. 2014. Pragmatic Analysis on Speech Acts and The Arrangements of Classical Rhetoric in Franklin Delano Roosevelt’s Pearl Harbor. Yogyakarta: Universitas Negeri Yogyakarta. Searle, J. R. 1969. Speech Acts. Cambridge: Cambridge University Press. UN. 2011. Basic Facts about United Nations. New York: the United Nations Department of Public Information. UNICEF. 2014. United Nations Children’s Fund, Ending Child Marriage: Progress and prospect. New York: UNICEF. Wardhaugh, R. 2006. An Introduction to Sociolinguistics (2nd Edition). Oxford UK & Cambridge USA: Blackwell.
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Yule, G. 1996. Pragmatics. Oxford: Oxford University Press.
B. Electronic Sources
Bayley, L. 2014. Emma Watson UN Goodwill Ambassador for Women. Retrieved September 29th, 2014 from http://www.glamourmagazine.co.uk/news/celebrity/2014/07/08/emma- watson-un-goodwill-ambassador-for-women Bettelheim, A. 2008. A great speech, but what else? Retrieved October 5th, 2014 fromhttp://www.politifact.com/truth-ometer/statements/2008/mar/11/ hillary-clinton/a-great-speech-but-what-else/ Biography.com Auditors. 2014. Emma Watson Biography. Retrieved September 25th, 2014 from http://www.biography.com/people/emma-watson- 20660247 Egnal, B. 2014. Emma Watson 4 Lesson Speaks a Leader. Retrieved October 17h, 2014 from http://www.huffingtonpost.com/bart-egnal/emma-watson-4- lessons-speaks-as-a-leader_b_6000014.html Ford, C. 2014, September 26th. Emma Watson speech hardly a game changer. Retrieved September 26th, 2014 from http://www.smh.com.au/comment/emma-watson-speech-hardly-a- gamechanger-20140925-10lhz9.html Golding, E. 2014, September. Retrieved September 28th, 2014 from https://twitter.com/elliegoulding/status/514373250298945536?ref_src=t wsrc%5Etfw Gordon-levitt, J. 2014, September. Twitter @hitRECordJoe. Retrieved September 28th, 2014 from https://twitter.com/hitrecordjoe/status/514116134673866753 Groves, N. 2014. Cate Blanchett: I was so proud of Emma Watson UN Speech. Retrieved November 28h, 2014 from http://www.theguardian.com/film/2014/nov/28/cate-blanchett-i-was-so- proud-of-emma-watson-un-speech HeForShe. 2014. HeForShe. Retrieved September 25th, 2014 from http://www.heforshe.org/ HeForShe. 2014. Emma Watson’s HeForShe. Retrieved September 25th, 2014 from http;//www.youtube/emma-watson.com Hiddleston, T. 2014, September. Twitter @tomhiddleston. Retrieved September 28th, 2014 from https://twitter.com/twhiddleston/status/514661994621054976
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Jones, R. 2014. 15-year-old boy’s magnificent letter about Emma Watson’s UN Speech. Retrieved September 28th, 2014 from http://www.telegraph.co.uk/news/celebritynews/11126520/15-year-old- boys-magnificent-letter-about-Emma-Watsons-UN-speech.html Letto, J. 2014, September. Instagram @jaredletto. Retrieved September 28th, 2014 from https://instagram.com/p/tgUU2TzBQN/ Onita, L. 2014. US foundation Women Emma Watson. Retrieved September 23rd, 2014 from http://www.reuters.com/article/2014/09/23/us-foundation- women-emmawatson-idUSKCN0HI1SS20140923 Styles, H. 2014, September. Twitter @Harry_Styles. Retrieved September 28th, 2014 from https://twitter.com/harry_styles/status/515165253068660736 UN Women. 2014. Emma Watson gender equality is your issue too. Retrieved September 25th, 2014 from http://www.unwomen.org/en/news/stories/2014/9/emma-watson-gender- equality-is-your-issue-too
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PERNYATAAN
Yang bertanda tangan di bawah ini, saya Nama : Nurhidayah Permata Nurani NIM : 10202241066 menyatakan telah melakukan tringulasi data sehubungan dengan analisis data yang dilakukan oleh mahasiswa yang bersangkutan dalam penelitian yang berjudul “A Pragmatic Analysis of Emma Watson’s HeForShe” Demikian surat keterangan ini dibuat untuk dapat digunakan sesuai dengan keperluan.
Yogyakarta, 19 Oktober 2015
Yang membuat pernyataan
Nurhidayah Permata Nurani
140
PERNYATAAN
Yang bertanda tangan di bawah ini, saya Nama : Annisa Laura Maretha, S.Pd Mahasiswa : S2 Jurusan Bahasa Inggris untuk Pengembangan Profesional, Universitas Mae Fah Luang Chiang Rai, Thailand menyatakan telah melakukan tringulasi data sehubungan dengan analisis data yang dilakukan oleh mahasiswa yang bersangkutan dalam penelitian yang berjudul “A Pragmatic Analysis of Emma Watson’s HeForShe” Demikian surat keterangan ini dibuat untuk dapat digunakan sesuai dengan keperluan.
Yogyakarta, 19 Oktober 2015
Yang membuat pernyataan
Annisa Laura Maretha, S.Pd
APPENDICES
Hymes’ Context 1. Setting and Scene a. Physical 1) Occasion : There was a meeting in the General Assembly UN which one of the theme to be discussed is Women. The UN Women took a chance to let its ambassador to promote about the gender equality campaign, HeForShe. 2) Date : 20 September 2014 3) Place : Big Hall of the UN General Assembly b. Phychological : to be analysed further in the table below 2. Participant a. Receivers : 1) The UN Secretary General 2) President of the General Assembly 3) The Executive Director of the UN Women 4) Members of the General Assembly (who come from different countries) 5) Journalist from various media from different countries and different ideology 6) International Society who were streaming the speech through media b. Addresses : all boys and men in the world c. Speaker : Emma Charlotte Deurre Watson (an actress, and a Goodwill Ambassador for the UN Women) 3. Instrumentalities a. Form : formal spoken language b. Channel : 1) Direct : Face to Face 2) Indirect : Youtube (a social media which can be used to watch, upload and download videos through streaming or not), Electronic Newspapers, magazines and articles 4. Genre : formal persuasive speech
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Illocutionary
COM
DEC
REP EXP NO Code Data Context Locutionary DIR Perlocutionary
1. SP/1/ Your 1. Setting & Scene 1. Your Excellencies was openi addre The high 00.00- Excellencies, UN (Psychological): The used to address as well as ng ssing position people 00.16 Secretary meeting was very to greet and open her as well as the General, President formal for there were speech. It shows that she audience felt of the General many prominent wanted to be formal but welcome and Assembly, people attending it also straightforward. were interested Executive and also the Opening or greeting is to pay more Director of the representative of usually used to gain attention to her UN Women and countries in the people’s attention, but in speech because distinguished world. The audience this hall, Emma has got she shown a guests. were giving her a that attention. That is why good attitude in serious gaze because she should make her her first second everything discussed speech effective but still speech. in this hall will formal. always be about 2. The people mentioned is something very ordered based on the serious and that degree of respect which she become the concern wanted to do it more of many people in personally. the world. 3. She chose the word 2. Ends: informing, “Distinguished guests” addressing instead of “Ladies & Gentlemen” because she
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3. Key: friendly casual wanted to show more smiling , precise respect to the audience. tone, well-mannered 4. Norms: enthusiasm gaze, loudness, clear 2. SP/1/ Today, we are 1. Setting & Scene 1. “Today” was put in the infor The audience 00.16- launching a (Psychological): beginning of the utterance ming knew that in that 00.20 campaign called Emma was because she wanted to day (today) UN HeForShe. representing UN show that time constraint Women was Women to have a that on that day, the launching its speech in the UN movement was launched. movement for General Assembly. 2. It is a Present Continuous Women which is Since she spoke on Tense which was used by HeForShe. behalf of UN her to show that it is in the Women, therefore process of launching, and people have what she was doing is the wondered what the launching process itself. biggest theme she 3. The Passive Voice would be talking “..campaign called..” was about, which is a used as the verbal language women issue. because she delivered the 2. Ends: informing speech verbally, not to 3. Key: precise tone, mention this way of distinct gesture constructing her utterance 4. Norm: enthusiasm shows two meanings. First: gaze, loudness, very It shows that Emma clear, threatening wanted to be less formal to silent lessen the gap between her
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and the audience therefore it would be much comfortable for her to deliver her persuasive speech. Second: It shows how she wanted to be effective by cutting some unnecessary words and be more straightforward. 3 SP/1/ I am reaching out 1. Setting & Scene 1. The utterance is in the infor reque The audience 00.20- to you because we (Psychological): Complex sentence which ming sting knew the 00.24 need your help. After hearing a consists of ordinate (I urgency of why movement called am…) and sub-ordinate they need to HeForShe, the (because we..). The keep listening to audience started to ordinate is formed in the her speech wonder what it Present Continuous Tense because that exactly is and how because she wanted to movement needs they have to react to focus on the process, while their help. it. the sub-ordinate is in the 2. Ends: informing, Simple Present Tense requesting because she wanted to 3. Key: precise tone, show that the need is not droopy eyes, heavy only for now. breath 2. Emma chose the word 4. Norms: enthusiasm “reaching” instead of gaze, clear gaze “talking” because she did not only want to talk to them but also to grab their
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heart to listen, affirm, and do something to what she would be talking in her speech. 3. The words “need your help” is effective to gain people’s emotion because it shows how they are more powerful than the speaker or the movement itself. 4. SP/1/ We want to end 1. Setting & Scene 1. It is constructed with the infor reque The people knew 00.24- gender inequality (Psychological): Simple Present Tense ming sting that gender 00.33 and to do this, we After hearing a because she believes that inequality needs need everyone movement called ending gender equality and to be vanished involved. HeForShe, the letting everyone involved soon, and it audience started to should not only be cannot be done wonder what it conducted today. as long as exactly is and how 2. She was very everybody in they have to react to straightforward and this world are it. effective which was not involved in 2. Ends: informing, proven with the words this movement. requesting “want to end” and briefly Therefore they 3. Key: long breath, telling how to do this. It were triggered to precise tone, sharp shows how she made join the eyes everything clear since at movement after 4. Norms: the very first place and did listening to this commanding gaze, not beat around the bush. utterance. loudness,
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straightforward and 3. She chose the word “want serious gaze to” instead of “would like to” because she knew that her speech was not only listened by people in the hall but also outside the hall who can be not a politicians but just ordinary people. Thus she wanted to make it close to them. 4. She chose the word “gender inequality” instead of “gender problem” or else because she was very determinative to the root of the problem. Not to mention the word “inequality” is perceived as something morally wrong. Therefore it adds the sense of how worse the problem is. This phrase helps her to be more persuasive. 5. SP/1/ This is the first 1. Setting and Scene 1. The simplification of her infor People finally 00.33- campaign of its (Psychological): The utterance which is “…of its ming knew that this is 00.37 kind at the UN. UN has many bodies kind..” shows how she did the first time for
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or institutions which not want to repeat the UN to have concern on various something that has already the UN Women problems. The been clear. This strategy to campaign movement that has makes her speech look about gender been promoted in the even more effective. movement in the UN mostly about 2. She wanted to show that UN General listening to her speech is Assembly politics such as very special because she is meeting. People democratic the first person having a will respect movement, speech about women and more toward liberalization and so gender inequality in the Emma’s effort forth. UN. Usually everything for 2. Ends: informing that is done for the first deconstructing 3. Key: pompous heart, time takes bigger bravery, the UN casual sarcastic tone, silent harder effort and wider theme meeting. gesture heart. Therefore she 4. Norms: emphasized the phrase straightforward, “the first campaign”. silent gaze 3. This is a Simple Present Tense because she wanted to be direct and clear on explaining the uniqueness of her speech. 6. SP/1/ We want to try 1. Setting and Scene 1. The word “galvanize” was convi People 00.37- and galvanize as (Psychological): employed instead of ncing especially men 00.44 many men and Since gender “encourage” or else in and boys were boys as possible to stereotype gives order to strengthen its provoked to be more benefits to meaning to make people
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be advocates for male, therefore men pay more attention to that the advocates for change. and boys would word because galvanize gender equality. rather be more means to make someone passive toward the do some action by exciting changes and not care them. toward any gender 2. She chose the word “want inequality issues. to” instead of “would like Because the society to” because she knew that consider them as the her speech was not only first class human, listened by people in the therefore they are hall but also outside the 2. Ends: convincing hall who can be not a 3. Key: one single politicians but just breath, precise tone, ordinary people. Thus she rigid gesture wanted to make it close to 4. Norms: threatening them. gaze 3. The word “advocates for change” shows more powerful to influence people than other words. 8. SP/1/ And we don’t just 1. Setting and Scene 1. The word “and” was put in convi People were 00.44- want to talk about (Psychological): the first line because it ncing convinced that 00.47 it. Many movements shows how the speaker is being advocates which are striving not yet finished with her does not mean for women’s right previous statement. This you sign for the failed to achieve its additional sentence was treaty only but used to strengthen the they need to do goal simply because previous one which is very few people put
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concern and about trying and some real involved in that galvanizing as many men actions too. movement. Not to and boys as possible. Thus mention the activists the use of “and” in here is in that movement very effective. also only talk about 2. The speaker used a less formal sentence like “don’t gender equality in just want to” because again general but not really she wanted to make it close explain and ensure to everybody listening to the people in details her speech. When the how to achieve that. speaker can be close to the Thus it demotivates listeners, it is going to be the people to join the easy for her to grab their movement. emotion and then influence 2. Ends: convincing, them. 3. Key: one single breath, precise tone, rigid gesture 4. Norms: threatening gaze
9. SP/1/ We want to try 1. Setting & Scene 1. Just like the previous convi The audience 00.47- and make sure that (Psychological): analysis, the less formal ncing were convinced 00.50 it is tangible. Many movements verb phrase “want to” was that this which are striving for used to decrease the gap movement is women’s right failed between Emma and the real, full concern
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to achieve its goal audience because it makes and really simply because very her close with them. So insistent to its few people put that the message will be goal. It shows concern and involved easier to be delivered. that the problem in that movement. Not 2. The utterance was is really that to mention the constructed in Simple urgent and Present Tense because it severe. Thus it activists in that shows that trying and made people movement also only ensuring the existence of more convinced talk about gender gender equality will not to join the equality in general but only be conducted during movement. not really explain and certain period of time. ensure the people in 3. “Tangible” would make details how to achieve the utterance more sensible that. Thus it because this word is very demotivates the powerful to strengthen the people to join the meaning of how the movement. speaker wanted to make it 2. Ends: convincing as visible, applicable and 3. Key: one single successful as it can be. Thus it gives more vivid breath, precise tone, explanation to gain rigid gesture people’s understanding 4. Norms: threatening and feeling toward the gaze problem. 10. SP/1/ I was appointed as 1. Setting & Scene 1. The statement was uttered declar infor People started to 00.50- Goodwill (Psychological): in the Simple Past Tense ing ming recognize her as 00.57 Ambassador for Only certain people because it shows that she the Ambassador
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UN Women six with certain power has already been chosen for UN Women months ago. and authority can before she delivered the and she has been speak in the UN speech. This title shows working for a meeting. The people that she has power to stand half year. From were wondering why in the podium of the UN this statement, an actress like Emma General Assembly. people started to 2. “Appointed” word was give more Watson can have that used instead of “chosen” or respect to her privilege. “elected” or else because which at the end 2. Ends: declaring, that word sends a sense it made the informing that she is very special and audience more 3. Key: long breath, she deserves the position. influenced to her fast pace, pompous Not to mention “six sayings. heart, sharp eyes months ago” adds the Declaring 4. Norms: loudness strong point that she herself as an experienced in that field. ambassador of the UN made people knew that Emma has right and bigger responsibility to solve the problem. 11. SP/1/ And the more I 1. Setting & Scene 1. The word “and” like on the infor The audience 00.57- have spoken about (Psychological): previous table is to show ming felt how bad the 01.09 feminism the Many people just that she wanted to reality is. They more I have want to play safe by strengthen her previous will feel that the realized that letting the statement and she wanted reality depicted
152 fighting for discriminative to ensure that it is inline by Emma is not women’s rights values and and unity. morally right. has too often stereotypes exist. 2. “The more” was uttered become Therefore if there is twice. It shows that if one synonymous with someone who wants entity changes, it will man-hating. to deconstruct the change the other one too. It sends a narrative that her values, she or he will experiences shape and be perceived as show her that women’s someone who does right has been violated not only against with badly. the current values 3. The speaker used but also with the “synonymous” instead of people who believe “similar” in order to make in the values. For her point strong. The example when there audience then will focus is a feminist in the more on this word. conventional 4. She invented the word society, the society “man-hating” which shows will perceive her as how negative the sense is. What she wanted to prove the enemy of their is how fighting for ancestors’ norms, women’s right means beliefs and values, women and men will be and the enemy of her equal in pursuing their male counterparts. freedom, it does not mean 2. Ends: informing when women’s right is
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3. Key: well-ordered upheld then men’s right is breath, soft eyes violated. 4. Norms: relaxed gaze, faded gaze 12. SP/1/ If there is one 1. Setting and Scene 1. “If” was put in front of the insisti The people are o1.09- thing I know for (Psychological): The utterance because she ng influenced to 01.19 certain, it is that world keeps on wanted to be soft in believe that this has to stop. blaming the uttering her opinion feminism is not feminists (or people regarding to the man- similar with who believe in hating terms to be put on man-hating. women’s freedom) feminism idea. as people who 2. It is a Complex sentence destroy the current because it has dependent peace and trigger the clause (If..) and gender war. It is so independent clause (it is..). because not many people really know the truth. 2. Ends: insisting 3. Key: precise tone, fierce gesture 4. Norms: threatening gaze, loudness and seriousness 13. SP/1/ For the record, 1. Setting and Scene 1. “For the record” was put infor The audience 01.19- feminism by (Phychological): Not in the first sentence ming knew about the 01.31 definition is the all people know because the speaker general, simple
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belief that men about the definition wanted to emphasize the and true and women of feminism because understanding of the definition of should have equal feminism has not yet audience toward feminism. feminism. rights and become a popular 2. The modal verb was opportunities. term. But even if “should” because the they do, there are so speaker wanted to be more many definitions polite. Thus it makes her about feminism. Not speech more effective. to mention after passing three waves of feminism era (Liberal Feminism, Radical Feminism and Free- determinative Feminism) the people are confused to have the right meaning of feminism. 2. Ends: informing 3. Key: relaxed gesture, droopy eyes, 4. Norms: melancholic gaze 14. SP/1/ It is the theory of 1. Setting and Scene 1. The speaker chose “sexes” infor The people knew 01.31- the political, (Psychological): than “gender” to send a ming what Emma 01.39 economic and After listening to the narrative that in political, meant by equal
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social equality of definition of economic and social we rights and the sexes. feminism, the are differentiated based on opportunities is audience started to our sex. This sex term then how it should be wonder the further is used to differentiate the upheld in the explanation of equal rights, responsibility and political, rights and power that then leads into a economic and opportunities. gender biased. social point of Because some of view. them may think that socially or economically or else, women have received her freedom already. 2. Ends: informing 3. Key: smiling, precise tone 4. Norms: enthusiasm gaze, seriousness, melancholic gaze 15. SP/1/ I started 1. Setting and Scene 1. “Started questioning” infor The people knew 01.39- questioning (Psychological): shows that the speaker has ming that Emma 01.45 gender-based Many people realize realized there was started to assumptions a the gender inequality something wrong in her criticize the
long time ago. exists in our real life surrounding especially gender concepts when they have about the gender concept since long time recently attended the since long time ago when ago. secondary or tertiary
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schools. It is very few people have not rare to find a young realized it. feminist who is fully 2. It is a Simple Sentence aware of the because the speaker consequence of wanted to be deconstructing the straightforward in stereotypes. explaining her point. 2. Ends: informing 3. Key: precise tone, one single breath, faster speed 4. Norms: seriousness, melancholic gaze 16. SP/1/ When I was 8, I 1. Setting and Scene 1. The speaker chose the infor The audience 01.45- was confused (Psychological): word “bossy” because this ming knew that when 01.57 about being called Society believe that word is attached to Emma was 8 “bossy” because I those who can be and someone who always tells years old, she wanted to direct must be powerful is other people what to do. was confused the plays that we men. This power She strengthened the point about why would put on for that in society right now, it directing people automatically gives our parents, but is allowed for men to give is not right for them authority to the boys were not. the order but it is not right women but it is create the rule and for the women to give the right for men. order other people. order for they will be When there is a girl called bossy which has a takes this role, she negative meaning. will be disrespected 2. “When at 8” was put in by the society. front of the sentence
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2. Ends: informing because the speaker 3. Key: relaxed and wanted to emphasize the explaining gesture, time that the story precise tone, happened when she was 8 sarcastic years old. 4. Norms: enthusiasm 3. It is a Simple Past Tense because it happened in the gaze past. Emma wanted to create the proof that she has been questioning gender concept since she was little.
17. SP/1/ When at 14, I 1. Setting and Scene 1. “When at 14” was put in infor The audience 01.57- started to be (Psychological): As front of the sentence ming knew that when 02.04 sexualized by a famous actress, because the speaker Emma was 14 certain elements Emma is often wanted to emphasize the years old, she of the media. exposed by the time. The story happened was treated media for example when she was 14 years old. unfairly by 2. She mentioned her age in certain elements being interviewed in the first line of her of media. This televisions or utterance and kept treatment did not newspapers, being in repeating the structure of happen to men photo sessions, and the speech because she however. so forth. During that wanted to be clear in activities there are explaining the sequence of many different her experiences. treatments that
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Emma got from 3. “Sexualized” means she different media was treated unfairly simply which have different because she is a girl. ideology as well. But 4. It is a Simple Past Tense sadly most of the because it happened in the media is past. Emma wanted to create the proof that she strengthening and has been questioning supporting the gender concept since she stereotype. was little. 2. Ends: informing 3. Key: angry and fierce tone, sharp eyes 4. Norms: seriousness, silent gaze 18. SP/1/ When at 15, my 1. Setting and Scene 1. “When at 15” was put in infor The people were 02.04- girlfriends started (Psychological): front of the sentence ming told that when 02.11 dropping out of Gender stereotype because the speaker Emma was 15 their beloved also determines the wanted to emphasize the years old, her sports teams activities of girls and time which is the story girlfriends because they did happened when she was 15 cannot join the boys. For example not want to appear years old. teams that they girls should play “muscly”. 2. She mentioned her age in love simply with their dolls and the first line of her because they are barbie, join dance utterance because she afraid of the and make-up class, wanted to be clear in judgement of the and have a slim body society. This
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in order to appear explaining the sequence of proves that the feminine. her experiences. stereotype very Meanwhile boys can 3. The word “girlfriend” does limits women’s join football or not indicate that she is a determination. basketball club, and lesbian but she wanted to have muscles in show to the audience that she emphasized on the order to appear female gender. manly. If they do like 4. She used informal word what their like “muscly” because she counterparts do, they wanted to make her point will be perceived as strong that her girlfriends’ bad and ugly girls or cannot have a freedom to boys. join whatever teams they 2. Ends: informing want to join because they 3. Key: furious, sharp do not want to be called as eyes, precise tone an ugly girl. 4. Norms: angry and 5. It is a Simple Past Tense regretful gaze because it happened in the past. Emma wanted to create the proof that she has been questioning gender concept since she was little. 19. SP/1/ When at 18, my 1. Setting and Scene 1. The word “unable” was infor The people knew 02.11- male friends were (Psychological): used to send a narrative ming that when Emma
02.18 unable to express Expressing feeling that her friends were not was 18 years old, their feelings. like showing how really able and were she witnessed
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someone is happy, limited to express their how her male sad, euphoric, feelings. friends should gloomy, furious, etc 2. “When at 18” was put in hide their can only be done by front of the sentence feelings because women because it is because the speaker they do not want considered as wanted to emphasize the to look like a girl time which is the story which for them something feminine. happened when she was 18 and society it If there is a man years old. equals with shows his feeling too 3. She used the word “male being weak. much, he will be friends” instead of mocked by his boyfriends because of two friends, reprimanded reasons. The first reason is by his parents, and how the word “boyfriend” discriminated by in the status quo indicates society. the lover. What she meant 2. Ends: informing in her speech is not her 3. Key: droopy eyes, lovers. Thus she used precise tone “male friends” to avoid 4. Norms: regretful such interpretation. The gaze second reason is because the targeted audience of her speech was men and boy. Thus he wanted to be clear in addressing them both by saying “male”. 4. She mentioned her age in the first line of her
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utterance because she wanted to be clear in explaining the sequence of her experiences. 5. It is a Simple Past Tense because it happened in the past. Emma wanted to create the proof that she has been questioning gender concept since she was little. 20. SP/1/ I decided that I 1. Setting and Scene 1. The tenses is in the past infor People knew that 02.18- was a feminist. (Psychological): because it does not prove ming Emma is a self- 02.21 Many women that in the present it does proclaim experienced and not exist anymore but feminist since witnessed many rather it just means that the years ago until inconvenience and time when she decides to now because of unfair treatments. be a feminist is from the her experience. But not many of past until now that she Being a feminist them who finally becomes the ambassador. means a lot for decide to stand up the society for for justice to fight for example it gives women’s rights. hope for women 2. Ends: informing who suffer from 3. Key: one breath, the stereotypes. firm, rigid gesture 4. Norms: seriousness, clear gaze
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21. SP/1/ And this seemed 1. Setting and Scene 1. “Uncomplicated” was relie The people see 02.21- uncomplicated to (Psychological): prioritized than the word ving that being a 02.24 me. Emma has “not complicated” because feminist is not experienced and the speaker wanted to difficult for witnessed gender show that being a feminist Emma. inequality in her life. is not something too easy Many people face but also not too the same case but complicated as well. they choose to be 2. The word “and” was put in silent. But Emma is front of the utterance very eager to be a because she wanted to send feminist. a message that the previous 2. Ends: relieving utterance was strengthened 3. Key: shake the head, by this one. frown shape, flat tone 4. Norms: relaxed gaze 22. SP/1/ But my recent 1. Setting and Scene 1. “Unpopular” means that it infor deplo The people knew 02.24- research has (Psychological): The is not a well-known issue ming ring that even if 02.31 shown me that unfair treatments are or an issue which many gender feminism has given to all women people put their concern inequality is become an in the world, but on. Furthermore she very close to unpopular word. most of them choose brought the fact that very them, and they to stay silent and feel few people realize about can see the the pain alone. the gender equality and existence of 2. Ends: informing, women’s fundamental feminism but it deploring rights which it becomes a is very shocking disaster for women. that after Emma
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3. Key: droopy eyes, 2. “Recent research” was conducting a melancholic tones, used to emphasize that the research, it is silent gesture research is relevant with concluded that 4. Norms: regretful the current condition. It feminism is not a gaze emphasizes the women’s familiar and problem is very severe. good term to be known in the society. 23. SP/1/ Women are 1. Setting and Scene 1. The tense is Present infor The audience 02.31- choosing not to (Psychological): The Continuous because the ming were informed 02.39 identify as fear toward fact that women avoid that nowadays feminists. consequences of becoming feminists still many women are being feminists exists today. Many women reluctant to fight makes many women do not realize their for their give up their freedom, even if they do freedom. Being freedom and choose most of them choose to be a feminist means to be silent. silent. It’s because being a being a 2. Ends: informing feminist is perceived as freedom’s 3. Key: droopy eyes, being a bad girl for they fighter. worried dare to challenge the social 4. Norms: regretful construction about gender gaze equality. 2. “Not to identify” was prioritized compare to “unidentified” or the other words because the speaker wanted to strengthen the point that until right now
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women do not really want to stand and fight for their freedom. 24. SP/1/ Apparently I am 1. Setting and Scene 1. “Apparently” was put in infor The society 02.39- among the ranks (Psychological): front of the utterance ming knew that Emma 02.59 of women whose There are many because she wanted to is a type of expressions are types of women show to audience that they woman who is seen as too strong, which are women must regret the fact that she very expressive, too aggressive, who are submissive is identified as an- and aggressive isolating, and anti- and weaker than uncommon women who which then it men, unattractive men, and women deconstruct the value of makes people even. who are aggressive being a good woman. think that she is and as strong as or 2. “Anti-men” term is used to anti-men and even stronger than send a narrative that she is unattractive. men. The first type a type of women who of women is oppose the power of men. perceived as the 3. “Unattractive even” attractive women strengthens the idea that while the second men are more interested to type is perceived as date women who are the unattractive perceived as weak, women. sensitive and dependent. 2. Ends: informing 4. “The ranks of women” 3. Key: resentful and means women are soft tone generally classified as too 4. Norms: intimidating strong, strong, less strong, gaze weak, very weak. Emma
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considers herself as rank one. 25. SP/1/ Why has the 1. Setting and Scene 1. The form of the utterance protes deplo The audience 02.59- world become (Psychological): In is in the interrogative ting ring started to think 03.06 such an the status quo, the sentence because she that the problem uncomfortable world is considered wanted to invite the is very much one? not comfortable for audience to think what she severe so that it women since many thinks. is no longer people, values and 2. “Such uncomfortable one” comfortable for beliefs limit means the world which women to live women’s freedom gender inequality still in. and happiness. exists. When it exists, it 2. Ends: protesting, means there is one kind of deploring human who suffers alone, 3. Key: high tone, women. This way of sarcastic, slow pace speaking makes it more 4. Norms: resentful effective to deliver the gaze message to the audience. 26. SP/1/ I am from Britain. 1. Setting and Scene 1. Britain is considered as infor The people were 03.06- (Psychological): having a higher sense of ming informed that 03.10 Historically in the dignity compare to the she comes from colonialization era, it word UK or England. The Britain. It adds was Great Britain use of this word proves that more respect and
which was able to she wanted to send a trust to Emma colonialize almost narrative that even in this since Britain is all countries in the powerful country, there is known as one of world. Therefore the still gender inequality. She the great word Britain invited the audience to
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possesses higher think how worse the countries in the power compare to problem will be in the world. the word UK or powerless countries. This England. way of speaking makes 2. Ends: informing Emma easy to grab the 3. Key: long breath, audience’s emotion. serious, flat tone 2. By mentioning where she 4. Norms: plain and comes from also shows silent gaze that she wanted to emphasize a feminist can be from any country in the world. 27. SP/1/ And I think it is 1. Setting and Scene 1. She utilized the word convi The audience 03.10- right that I am (Psychological): In “think” because it is the ncing were convinced 03.16 paid the same as the status quo, many way how she delivers her that women get my male women who get the opinion which sound soft unfair salary. counterparts. same position as so that the people will be They are not men, for example more influenced to her paid based on both of the parties arguments. their merit but become the manager 2. She put the word “And I rather based on
of a company, but think” in the front of the their gender. sadly they get utterance because she different salary. Men wanted to emphasize that will get higher salary she is going to deliver her compare to women thoughts. for the same 3. The sentence is complex position. sentence because it 2. Ends: convincing consists if and independent
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3. Key: slow pace, soft clause (I think..) and tone dependent clause (that..). 4. Norms: serious gaze She used that kind of sentence because she wanted to be clear on what the “something right” means. 28. SP/1/ I think it is right 1. Setting and Scene 1. She mentioned “I think” convi The audience 03.16- that I should be (Psychological): again to show what she ncing were convinced 03.22 able to make Women rights upon thinks and what she wants. to believe that decisions about their own body is This repetition makes her women do not my own body. even prohibited by speech stronger. possess full the society. For 2. The sentence is complex rights upon their example when a wife sentence because it own body. want to abort her consists if and independent baby, she needs an clause (I think..) and approval from her dependent clause (that..). husband otherwise She used that kind of she cannot do so, or a sentence because she girl cannot appear wanted to be clear on what boyish for they will the “something right” be mocked by the means. people and so forth. 2. Ends: convincing 3. Key: sharp and mean, clear tone 4. Norms: serious gaze
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29. SP/1/ I think… 1. Setting & Scene 1. The applause means that convi The audience 03.22- (applause break) I (Psychological): the audience appreciate her ncing were convinced 03.43 think it is right Society considered bravery to state something that whenever that women that women is less which is very intriguing. society or should be capable than men in Women in status quo do government or involved on my decision making. not possess any freedom any institutions, behalf in the upon their body and this which its policy They even perceive policies and the has become the most will affect not decisions that will that women do not talked issues in current only men but affect my life. have any interest to society. also women, join because what 2. She mentioned “I think” want to create they know is only again to show what she policies or about kitchen and thinks and what she wants. decisions, they children. This way of This way of delivering should involve
thinking influence makes her speech stronger. women in the the way how society 3. The sentence is complex discussion or construct a rule sentence because it policy making. which at the end the consists if and independent rules harm women clause (I think..) and because there are no dependent clause (that..). However she mentioned I representatives of think twice in this women who are utterance because in the involved in the first “I think” the audience discussion. gave her applause, thus she 2. Ends: convincing paused her speech and 3. Key: smiling, clear respected the audience. tone, relaxed gesture
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4. Norms: serious gaze 4. She used that kind of sentence because she wanted to be clear on what the “something right” means. 30. SP/1/ I think it is right 1. Setting and Scene 1. The sentence is complex convi It is very 03.43- that socially I am (Psychological): In sentence because it ncing convincing for 03.50 afforded the same status quo right now, consists if and independent the audience that respect as men. society give a clause (I think..) and women and men different treatment dependent clause (that..). should gain the toward men and She used that kind of same respect women. For example sentence because she regardless their when they become a wanted to be clear on what gender. leader, the society the “something right” would give more means. respect to the leader 2. “Socially” means the way if the leader is a man. how society should 2. Ends: convincing perceive women. She 3. Key: sharp tone, clearly mentioned that droopy eyes society should also give 4. Norms: regretful respect toward women too. and serious gaze 31. SP/1/ But sadly I can say 1. Setting and Scene 1. “But sadly” was used to infor regret The audience 03.50- that there is no one (Psychological): show how the fact is very ming ting were shocked 03.54 country in the opposite and deplorable knowing the fact Emma has world where all mentioned that for her. that there is no women can expect women should be 2. The sentence is complex country which sentence because it
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to receive these treated equally for consists if and independent uphold the rights. their work, clause (But sadly I..) and gender equality. existence, respect, dependent clause (there) decision, and which plays as the object freedom. This is the and (where..) as the adverb thing that all women of place. 3. “No one country” also hope to happen emphasizes the fact that in the real life. there is no single country, However not all men even the country members care for this. of the UN, where the 2. Ends: informing, women get their regretting fundamental freedom. 3. Key: clear tone, sharp, droopy eyes 4. Norms: resentful and melancholic gaze 32. SP/1/ No country in the 1. Setting and Scene 1. The sentence is complex infor It was very 03.54- world can yet say (Psychological): sentence because it ming shocking for the 04.01 they have Emma has consists if and independent audience to hear achieved gender mentioned that clause (No country..) and about this equality. women should be dependent clause (yet inconvenient treated equally for say..). truth that there is 2. “No country” is repeated to no single their work, strengthen the meaning country has existence, respect, that there is really no single achieved gender decision, and country which has upheld equality. freedom. This is the the gender equality.
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thing that all women also hope to happen in the real life. However not all men care for this. 2. Ends: informing 3. Key: higher tone, faster pace, silent and plain gesture 4. Norms: sadness 33. SP/1/ These rights I 1. Setting and Scene 1. This is a compound infor The audience 04.01- consider to be (Psychological): sentence because it ming were told that 04.09 human rights but I People believe that consists of two gender equality am one of the human rights is the independent clauses is the right of lucky ones. fundamental rights (These rights..) and (but I women. They that should be am..). The word “but” were also fulfilled for example indicates the last clause is a informed that right to live, right to refutation of the first Emma is one of get education, right clause. women who can to choose, etc. 2. “Lucky ones” shows that get her full However there is still she is included in the group freedom as a a debate about rights of women where they can woman. of women, whether exercise their right freely, the gender equality as free as men. that women 3. The speaker chose nowadays ask for is “consider” rather than their fundamental “think” to sum up all her
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right that should be thoughts which have been fulfilled or not. delivered in the previous 2. Ends: informing utterances. Not to mention 3. Key: slow pace, this word is considered lower tone, sharp more polite since it has a and mean sense to contemplate the 4. Norms: melancholic details of other point of gaze view as well. 4. The choice of “human rights” is effective to emphasize the point that women’s fundamental right can be upheld if there is gender equality. 34. SP/1/ My life is a sheer 1. Setting and Scene 1. This is a complex sentence infor The audience 04.09- privilege because (Psychological): because it consists of ming were informed 04.10 my parents did not People perceive that independent clause (My that Emma’s love me less family will get less life..) and dependent parents were because I was benefit (socially, clause (because..). very happy even born a daughter. economically, and “Because” was used to if their baby is a politically) when explain why her life is a girl, unlike the
they have daughters. sheer privilege. other Not to mention they 2. “Sheer privilege” means conventional also believe that she has a very great life society who daughters will bring where she is not trapped in have not believe more burden to the the gender biased. in the gender family rather than equality. sons. Therefore
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many family choose to have a son rather than daughter. 2. Ends: informing 3. Key: pompous, serious, clear tone 4. Norms: arrogant gaze 35. SP/1/ My school did not 1. Setting and Scene 1. This is a complex sentence infor The audience 04.10- limit me because I (Psychological): The because it consists of ming were told that 04.15 was a girl. gender stereotype independent clause (My Emma’s school has been rooted, school..) and dependent gave Emma the broadly spread and clause (because..). same freedom believed by many “Because” was used to with men’s institutions. For explain why her school did freedom. example in the not limit her. political parties 2. “Not limit” indicates how where they believe the school allowed her join
men have higher any activities even if this capability than activity is considered women. In many manly for example being a schools, the gender leader of the class, join stereotype also football club, etc. influence the way how school organize, and treat the students. 2. Ends: informing
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3. Key: heavy breath, fierce, sharp eyes 4. Norms: arrogant gaze 36. SP/1/ My mentors did 1. Setting and Scene 1. This is a complex sentence infor People knew that 04.15- not assume I (Psychological): because it consists of ming even if Emma is 04.23 would go less far The gender independent clause (My a girl, her because I might stereotype has been mentors..) and dependent mentors did not give birth to a rooted, broadly clause (because..). treat her child one day. spread and believed “Because” was used to differently. explain why her mentors by many institutions. assume that way. For example in the 2. “Mentors” is used to political parties address teachers of where they believe informal schools (outside men have higher school). Usually they teach capability than skills. Emma joined theatre women. In many and dance class after schools, the gender school. So this term is used stereotype also to address her teachers in influence the way that classes. how school (formal 3. She chose the word and informal) “might” in order make it organize, and treat more polite for she mentioned her mentors’ the students. thought. In that way of 2. Ends: informing saying proves that she
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3. Key: sharp eyes, really respects her heavy breath, clear mentors. tone 4. Norms: arrogant gaze 37. SP/1/ These influencers 1. Setting and Scene 1. This is a complex sentence Infor The audience 04.23- were the gender (Psychological): because it consists of ming, realized that the 04.31 equality Emma believes that independent clause (These people in ambassadors that to be a hero, to influencers..) and Emma’s life made who I am uphold the gender dependent clause (that..). were today. equality, it does not “Because” was used to contributing in require many explain why they are called shaping Emma’s complicated things. as the ambassadors. ideology. As long as someone 2. “These influencers” refers believes in gender to her parents, school, and equality, they can be mentors. They are very
called as feminist influential during Emma’s too. The point is that nurturing process. people are influencing each other. If one group believe in gender equality, usually the people surround that group will also have the same belief. 2. Ends: informing,
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3. Key: smiling , long breath, precise tone 4. Norms: relaxed and grateful gaze 38. SP/1/ They may not 1. Setting and Scene 1. “May” indicates the infor The audience 04.31- know it, but they (Psychological): speaker wanted to be more ming knew that the 04.38 are the inadvertent People assume that casual in her speech. people or feminists who are being a feminist 2. The sentence is Complex institutions changing the should be Compound because it mentioned in her world today. proclaimed to the consists of two previous independent clauses utterances are society that she is a (They..) and (but they..) categorized as feminist. Therefore and dependent clause feminist who can there is a possibility (who..). “But” is used to bring equality in for people to not refute the first clause, and the world. become feminists “who” is used to explain but they are pro for the inadvertent feminists. gender equality. 3. “Inadvertent” was chosen 2. Ends: informing because the speaker 3. Key: heavy breath, wanted to drag the focus sharp eyes, into this word which trembling tone means unconsciously they 4. Norms: hopeful gaze become a feminist who believe in women’s freedom. It means they are not a self-proclaim feminists as well.
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39. SP/1/ We need more of 1. Setting and Scene 1. It is a Simple sentence insisti People knew that 04.38- those. (Psychological): The because Emma wanted to ng Emma as well as 04.40 number of feminist be clear for her conclusion the International or people who are of her experience. society, the UN, pro for gender 2. The tense is Simple and the world equality is still low. Present because she need people who wanted to emphasize the concern for It is so because of need for not only today but gender equality. several reasons such also for current time. as the people are not aware of the gender equality, and if the people are aware, they are too afraid to speak up. 2. Ends: insisting 3. Key: droopy eyes, lower tone 4. Norms: insisting and melancholic gaze 40. SP/1/ And if you still 1. Setting and Scene 1. The word “and” is added in clarif The audience 04.40- hate the word, it is (Psychological): The the first sentence because ying were told to not 04.48 not the word that people still believe she wanted to strengthen bother the word is important. feminism as the previous saying. “feminism” but
something bad 2. This is a complex sentence the meaning because it is because it consists of behind it. perceived as independent clause (it is..) something and dependent clause (if..).
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backlashing with the “If” was used to explain rooted norms and the possibility if the values of being a audience still hate the word good women in the feminism. society. Most of the 3. “Hate the word” means people are not open whenever people hear the for change too. word, feminism, all they 2. Ends: clarifying know is about man-hating 3. Key: stable breath, which is considered regretful and fierce morally wrong. eyes, relaxed gesture 4. Norms: serious gaze 41. SP/1/ It is the idea and 1. Setting and Scene 1. “Idea” indicates the gender infor The people were 04.48- the ambition (Psychological): equality and “Ambition” ming told that they 04.58 behind it, because The people still refers to upholding should pay not all women believe feminism as women’s rights. attention more to have received the something bad 2. It is a Complex Compound the idea and same rights that I because it is Sentence because it has ambition of have. perceived as two independent clauses feminism which something (It is..) and (because..) and support the good
backlashing with the one dependent clause (that things toward rooted norms and I..). “Because” was used to women. values of being a affirm why the idea and good women in the ambition is correct. “That” society. Most of the was used to explain “the people are not open same rights”. for change too. 2. Ends: informing
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3. Key: sharp and clear tone, slow and clear pace, firm gesture 4. Norms: serious and melancholic gaze 42. SP/1/ In fact, 1. Setting and Scene 1. “Statically” refers to the infor The audience 04.58- statistically, very (Psychological): research she has ming knew that in 05.00 few have been. Emma still thought conducted. It was put after reality, based on that the problem is the word “in fact” to Emma’s very severe for there strengthen the point that it research, there is very few women’s really happens in the are very few rights being upheld. current time. women whose 2. Ends: informing 2. “Very few” emphasizes freedom have 3. Key: firm gesture, the low number of women been granted. slow pace, droopy whose rights are not eyes, miserable face upheld. 4. Norms: melancholic 3. The sentence is Simple gaze sentence because the speaker wanted to make it clear and straightforward. 43. SP/1/ In 1997, Hilary 1. Setting and Scene 1. “In 1997” was put in front infor People knew 05.00- Clinton made a (Psychological): of the sentence because she ming there was a 05.08 famous speech in Beijing, China is wanted to emphasize the famous speech Beijing about time constraint. in Beijing in applying a One Child women’s rights. Policy which only 2. It is a Simple Tense 1997 which has allow a family to because the speaker the same theme wanted to send a clear with her that is have one child only. message that there was a about freedom of
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They will be famous speech about women. They punished if they gender equality in the past realized that violate this rule. delivered by the first lady. even the First Hilary Clinton, the 3. The tenses is Simple Past Lady also first lady of USA at Tense because she told a addressed the that time gave a story in the past. same thing with Emma. Both of speech in Beijing them talked telling the people about feminism that this policy very but in the limits the women’s different right upon their own scenarios. body and reproduction. Because women cannot have full rights to choose how many children she wants to have. 2. Ends: informing 3. Key: flat tone and gesture 4. Norms: plain and silent gaze 44. SP/1/ Sadly many of the 1. Setting and Scene 1. “Sadly” was put in front of regret It was known ting 05.08- things that she (Psychological): The the saying because she that women in 05.14 speech of Hillary wanted to emphasize her China have not
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wanted to change Clinton was not sad feeling that the yet been granted are still true today. really heard by the condition which Hillary their freedom local government wanted to change does not upon their own and society. happen. reproduction. Therefore until now 2. “True” is used to show that The abuse this policy is still the condition on women’s towards women right violation still exists still happens applied. today. right now and
2. Ends: regretting this is the 3. Key: droopy eyes, deplorable fact. worried, slow pace, soft tone 4. Norms: melancholic gaze 45. SP/1/ But what stood 1. Setting and Scene 1. “But” was put in front of infor deplo The audience 05.14- out for me the (Psychological): the utterance because she ming ring knew that the 05.24 most was that less People started wanted to emphasize the number of male than 30% of the wondering what things that she was who attended audience were made Mrs. Clinton’s disappointed the most. Hillary’s speech male. speech unsuccessful. 2. “Less than 30%” indicates was only less 2. Ends: informing, the very small number of than 30% of the deploring audience. total audience. 3. Key: casual tone, Therefore it sharp and mean eyes, made the speech 4. Norms: furious and less successful to regretful gaze bring a change.
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46. SP/1/ How can we affect 1. Setting and Scene 1. The form of the utterance critici The audience 05.24- change in the (Psychological): is in the interrogative zing, knew that it is infor 05.35 world when only There are gender sentence because she ming very urgent to half of it is invited equality promotions, wanted to invite the invite and let as or feel welcome to movements and audience to think like the many men as participate in the socializations. way how she thinks. It is possible involve conversation? effective because it makes in upholding the However not many 2. She utilized “affect change gender equality. of them is successful in the world” in order to to achieve the gender strengthen the point that equality simply having a speech about because it hits the feminism is not a mere wrong target. In speech but a speech which
upholding the can bring a change. equality, it needs the cooperation between men and women, not women alone as a single fighter. 2. Ends: criticizing, informing 3. Key: slow pace, soft tone, sharp eyes 4. Norms: regretful and peevish gaze
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47. SP/1/ Men, I would like 1. Setting and Scene 1. “Men” was put at the inviti All men who 05.35- to take this (Psychological): beginning of the utterance ng listened to 05.41 opportunity to Based on Emma’s because she wanted to be Emma’s speech extend your claims toward Mrs. straightforward to direct would feel formal invitation. Clinton’s speech, the the message to men only. welcome to be (Applause) audience started to Not to mention the reason involved in the why she did not use discussion. They wonder what men “Gentlemen” or other should do. more formal words 2. Ends: inviting because what she said was 3. Key: smiling, light about Men and Women, so hearted, soft eyes, she wanted to specifically
silent gesture address to the male 4. Norms: enthusiasm counterpart. and serious gaze 2. However, after mentioned men, she spoke very formal because she wanted to take the audience emotion by being respectful and polite. 3. The applause was given as a proof of respecting to Emma and answering to her question. 48. SP/1/ Gender equality is 1. Setting and Scene 1. The tense is Simple insisti It was known 05.41- your issue too. (Psychological): Present because the ng that men should
05.47 Gender issue so far is speaker wanted to also pay perceived only as attention and
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women’s issue. emphasize the awareness care toward any Men’s issues are of the audience. gender issues. about politics, 2. “Your issue too” is family, religion and perceived as something stuff. The gap exists powerful because it makes between men and the audience, especially women, thus it men, feel that the problem makes women feel faced by women is one of alone to fight for her their problems too. own rights. Most of the people do not realize that gender equality is not about women’s right but it is about women and men’s right. 2. Ends: insisting 3. Key: sharp eyes, precise tone, rigid tone 4. Norms: insisting and serious gaze 49. SP/1/ Because to date, 1. Setting and Scene 1. “Because to date” was put infor The people were 05.47- I’ve seen my (Psychological): in front of the sentence ming convinced that 06.11 father’s role as a because Emma wanted to gender equality Emma’s parents parent being divorced when give further explanation is not only valued less by Emma was still very and proof upon her women’s issue society despite my previous statement telling but also men’s
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needing his young. She lived about how gender equality issue. When her presence as a child with her mom and is also men’s issues. father is valued as much as my her brother since 2. less because of mother’s. then. When there is the divorce, she a divorce commonly perceived it as people will put the something unfair too. The divorce blame on the is not husband or husband for wife’s problem abandoning his but it is a family family. problem. Not to 2. Ends: informing mention she did 3. Key: slow pace, soft not want society tone, regretful face to blame her 4. Norms: melancholic father because and peevish gaze she and their family do not do so. 50. SP/1/ I’ve seen young 1. Setting and Scene 1. She chose to say “I’ve infor The audience 06.11- men suffering (Psychological): The seen” instead of “I have ming were informed 06.24 from mental society constructs seen” because it was a that the there are illness unable to gender stereotypes spoken language. many men who ask for help, for Therefore she made it cannot express which limit the fear it would make emotion and simpler. “I’ve seen” also their feeling to them look less of a shows that Emma ask for help determination of men or less of a witnesses the event because they are man. male and female. directly in her real life. afraid it will Asking for help, make them look
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which is believed to 2. “Mental illness” was weaker. If they be weaker, can only prioritized to be put in her become weak, be appropriately speech because it makes the society will done by women. On the strong message that judge them as the other hand someone who cannot someone who helping other people, uphold his/her rights to cannot be called the fullest will feel as a real man. which is considered unhappy thus their to be stronger, can mentality will be sick. only be 3. “Less of a men or less of appropriately done a man” means there is a by men. dignity of being a man or 2. Ends: informing being in a group of men. 3. Key: sharp eyes, This dignity is violated firm and clear tone once they become weak 4. Norms: hateful and and ask for help. serious gaze 51. SP/1/ In fact, in the UK 1. Setting and Scene 1. “In fact” was put in front of infor It was very 06.24- suicide is the (Psychological): the utterance because she ming horrifying to 06.27 biggest killer of Many men are wanted to strengthen the know the fact men, between 20- suffering from the previous statement about that self- 49, eclipsing road inability to express how bad suffering from determination is accidents, cancer their freedom which mental illness is by very much and coronary at the end limit their bringing up the case important for heart disease. happiness as a happened in the real life. every single human being too. It 2. “Eclipsing” word was human being. If has been known that prioritized to be used in her it is limited, it suffering from utterance because she will hamper their
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mental illness is wanted to make the happiness and much more audience pay more lead into mental dangerous than attention toward this word. illness which at suffering from She wanted to make them the end can physical illness. realize that illness leads make them to 2. Ends: informing into suicide and it is even irrationally 3. Key: flicker eyes, worse that the road choose to die sarcastic, precise accidents, cancer and than to live. tone coronary heart disease 4. Norms: regretful which are considered as gaze the very severe problems too. 52. SP/1/ I’ve seen men 1. Setting and Scene 1. “I’ve seen men” was infor The audience 06.27- made fragile and (Psychological): repeated in order to make ming felt that it is right 06.37 insecure by a Men are the ones the message stronger for men to distorted sense of who are perceived to which is telling about the determine their what constitutes be strong so that they fact of how suffering men own happiness. male success. will give the security are. 2. “Distorted” means Emma toward women. This considers the values that condition makes are upheld by the society society standardize are no longer relevant with that all men should the current situation. Men be strong otherwise nowadays have more room they will be to express themselves considered as less of including to be vulnerable a man. or less masculine. 2. Ends: informing
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3. Key: firm and clear tone, droopy eyes, slow pace 4. Norms: melancholic gaze 53. SP/1/ Men don’t have 1. Setting and Scene 1. “Either” was used to show infor The audience 06.37- the benefits of (Psychological): the party who get the unfair ming knew that 06.43 equality either. Most of people know treatment from the society gender that in status quo is not only women but also stereotypes do right now women men. not only make suffer a lot from the 2. She chose the word women suffer “benefits” to send a but also the unfair treatment narrative that human men. given by the society. should not be harmed. 2. Ends: informing Therefore when a party do 3. Key: firm and clear not get the benefit (or in tone, droopy eyes, other word they are slow pace harmed), it is something 4. Norms: melancholic morally wrong and it needs gaze to be changed. 54. SP/1/ We don’t often 1. Setting and Scene 1. “We” refers to current infor Society knew 06.43- talk about men (Psychological): modern people who still ming that gender 06.52 being imprisoned Gender stereotypes believe in the gender stereotypes do by gender stereotypes. not only abuse is the wrong stereotypes but I perception of gender 2. “Being imprisoned” was women’s rights can see that that roles that has been used to strengthen the idea but also men. they are. that men’s rights is really rooted and believed
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by society since long limited thus it make them time ago. This very much suffer too. concept limits 3. It is a Compound Sentence certain parties to not because there is an be able to get full independent clause (We access toward their don’t …) and (but..). But was used to emphasize freedom and why the previous clause is determines their wrong. Therefore there is right not based on an urgent need to make the their merit, but rather discussion about men based on their trapped in the gender gender. One of the stereotypes in the surface. example is the one who should stay at home is women and the other counterparts should go to work. 2. Ends: informing 3. Key: firm and clear tone, droopy eyes, slow pace, sad face 4. Norms: melancholic and pitiful gaze
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55. SP/1/ And that when 1. Setting and Scene 1. “And” was put in front of guara The society were 06.52- they are free, (Psychological): the utterance to add the nteein informed that 06.59 things will change 2. Ends: guaranteeing information which can g what they need for women as a 3. Key: slow pace, strengthen the previous to do is to help natural precise tone, plain statement. She emphasized men to be free consequence. and silent gesture how it is really needed to from stereotypes 4. Norms: hopeful and deconstruct the gender because this serious gaze stereotypes and bring action at the equality toward both same time can parties because at the end if also help women men are free, women will to be free from be free too. the stereotypes 2. This is a Compound as well. Sentence because there are
two clause (And that when..) which acts as the adverb of time and (things will..). 3. The speaker used future tense like “things will change..” because it is a hope for the future. However this hope can be guaranteed once people agree to free men from the stereotypes. 4. She chose the word “natural consequence”
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because it sounds soft and attaches the emotion of the audience. 56. SP/1/ If men don’t have 1. Setting and Scene 1. Emma tried to show how promi The audience 06.59- to be aggressive in (Psychological): her campaign can bring the sing can feel that the 07.08 order to be Men are perceived as mutual benefit for both campaign does accepted women someone who is sides; men and women. “If not only bring won’t feel strong, masculine men don’t have to be benefit for compelled to be and capable of doing aggressive…women won’t women but also submissive. anything. Sadly feel compelled to be for men. Thus it people are born submissive” means that if triggered them to different. Just men can be free from the be more active in because they are prejudices, at the same joining the men, it does not time women can be free campaign. necessarily mean too and vice versa. they are strong, 2. Emma used the antonym in masculine and her utterance which is capable of anything. “aggressive” and In reality we can face “submissive”. It means that there are men that this two characteristics who can be can be owned by both men vulnerable, and and women. These words feminine. Because of are not innate and this, they are assimilated with certain discriminated by the gender. Men can be society too. At the submissive, on the other end these people also hand, women can be suffer from the aggressive too. As long as
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stereotype because it is their own willingness they cannot be true and happiness to be so, to themselves and there should be none who thus cannot achieve can determine what their own happiness. characteristic they should 2. Ends: persuading have just because they are 3. Key: precise tone, women or men. slow pace, sharp and mean 4. Norms: hopeful and insisting gaze 57. SP/1/ If men don’t have 1. Setting and Scene 1. She repeated “If men don’t promi The audience 07.08- to control, women (Psychological): have” to strengthen her sing felt that if men 07.14 won’t have to be Society constructed point that the gender can have an controlled. a value that men equality can be achieved if option to not should be the one gender is freed from control the other controller and the stereotypes. creatures, then at women should be the 2. Emma used the opposite the same time one who are under words in one utterance women also men’s control. This which are “control” and possess right not value has been “controlled” in order to to be controlled rooted for a very show to the audience that by their male- long time ago so that men and women are not counterpart. it is hard to be two opposite human. Men changed. This can also have the women’s prejudice creates characteristic and vice many women suffer. versa. Their life should not Because when be dictated by the society
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women are under because at the end they are men’s control it the ones who will run their means they do not life and get the risk of it. possess any rights toward their own body, mind and happiness. It seems so unfair because we cannot have full control toward our own life. 2. Ends: persuading 3. Key: precise tone, slow pace, sharp and mean 4. Norms: hopeful and insisting gaze 58. SP/1/ Both men and 1. Setting and Scene 1. This sentence is Simple promi The audience 07.14- women should (Psychological): sentence showing that sing realized that 07.18 feel free to be Society believe that Emma wanted to be everyone sensitive. the one who can be straightforward to her regardless their sensitive is only point that men and women gender can be women. If they find are equal. sensitive as long 2. “Feel free to be sensitive” as it is suit with men who are strengthens the fact that their own sensitive, they will being sensitive can be personality and discriminate, mock owned by anyone it can bring them and even do physical regardless their gender. If the happiness.
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harm to the men so one day the society find a that the men can man with a sensitive heart, avoid their they should not judge him sensitiveness. and discriminate him. Therefore the They should accept and prejudice that men respect their choice. cannot be sensitive is wrong and should not be inherited to our future generations. 2. Ends: persuading 3. Key: sharp and serious tone, rigid gesture 4. Norms: insisting gaze 59. SP/1/ Both men and 1. Setting and Scene 1. Emma repeated the words promi The audience 07.18- women should (Psychological): “Both men and women sing were convinced 07.23 feel free to be 2. Ends: persuading should feel free to be..” that both men strong. 3. Key: sharp and because Emma wanted to and women can emphasize her conclusion have full right of serious tone, rigid gesture that it is not only men who determining can feel free to be anyone themselves, 4. Norms: insisting they want but also women. whether to be gaze It is both of them who sensitive or to be possess this right. strong. This
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2. Emma said earlier that characteristics regardless their gender should not be they can be sensitive labelled to one anyway. To strengthen this single gender. point Emma emphasize again that both can also be free to be strong. It shows that being anything like sensitive or strong can be done by everyone, both men and women. 60. SP/1/ It is time that we 1. Setting and Scene 1. Emma tried to explain that insisti The audience 07.23- all perceive (Psychological): men and women are the ng were convinced 07.31 gender on a Society perceive that same human beings. They that equality is spectrum instead men and women are are not two opposite really urgent to of two sets of two opposite human. creatures. Therefore the be upheld. They opposing ideals. If men are strong, on characteristics of both realized that the (applause) gender should not be society the other hand opposite too. For example prejudices are women should be if men can be aggressive, it wrong and vulnerable. If men does not necessarily mean needed to be are aggressive, on that women cannot be changed. the other hand aggressive too. “On a Women and men women should be spectrum” sums up are the equal submissive and so Emma’s argument that human being. on. Therefore if they men and women are the They do not find a man who is same human being. opposite one and vulnerable and another.
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submissive they will 2. The audience gave her see this man as less applause for her incredible of a man. argument saying that what 2. Ends: insisting society now think is 3. Key: slow pace, wrong. This is her top of droopy eyes, precise premise that can show toward the audience that tone men and women are equal
4. Norms: hopeful and because they are in one insisting gaze spectrum not in “two sets of opposing ideals”. 60. SP/1/ If we stop 1. Setting and Scene 1. Emma wanted to promi The society 07.31- defining each (Psychological): The strengthen the point that sing thought that they 07.49 other by what we people focus more the society should put should no longer are not and start on what a man more focus on what they put more focus defining ourselves should be like and want to be instead of what on determining by who we are, we what a women they should be according what women and can all be freer. should be like. So to the society’s judgement. men should be. that they forget that If they can do that, this is They should this idea limits and the true freedom that give more room even violate the Emma wanted the society and access for freedom of every to understand. This men and women human to be argument is strengthen by to decide and whatever they want the word “freer” which determine their in order to achieve means the people can own life, to be their ultimate achieve better freedom, the whatever they happiness. ultimate freedom, if they want to be. 2. Ends: persuading
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3. Key: smiling and can have full right to friendly face, soft determine their own self. tone, slow pace 4. Norms: hopeful gaze 61. SP/1/ And this is what 1. Setting and Scene 1. Emma wanted to show that infor The audience 07.49- HeForShe is (Psychological): In what she addressed in her ming started to know 07.53 about. the status quo right previous statements is all what HeForShe now, there are many about HeForShe is. They knew feminism movement. She pointed that this movements which that this movement helps movement cares women and men to be free for the equality concern on the from any prejudices. between women’s freedom. 2. This utterance is in Simple genders. It cares However Emma Present Tense because for the freedom wanted to emphasize Emma wanted to be of women and at that HeForShe is straightforward telling that the same different from any what she has been freedom of men other movements. mentioning before have too. 2. Ends: informing been there in one package 3. Key: one breath, called HeForShe. very clear tone, sharp eyes, firm gesture 4. Norms: seriousness, loudness
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62. SP/1/ It is about 1. Setting and Scene 1. It is a Simple Present infor The society 07.53- freedom. (Psychological): The Tense and a Simple ming knew that the 07.56 audience have been Sentence because Emma main concern of convinced that wanted to make it simple HeForShe is the women and men and straightforward that freedom. should be free from HeForShe is all about Therefore they any prejudices that freedom. were convinced are labelled to their 2. “It” refers to the movement that until the gender. After being HeForShe. She did not freedom does told that HeForShe want to make her point not exist also upholds the redundant by mentioning between same ideology. They the same words in the genders, this need more different utterances movement will convincing because in this context if not stop its fight. statement showing she repeat the words it will that this movement be useless. really concerns on the genders’ freedoms. 2. Ends: informing 3. Key: smiling, light hearted, relax gesture 4. Norms: relaxed gaze 63. SP/1/ I want men to take 1. Setting and Scene 1. “I want men” was uttered com The male- 07.56- up this mantle, so (Psychological): because Emma wanted to mand audience felt
08.19 their daughters, Women are direct the male audience ing triggered to join sisters and perceived as that they need to help their the movement so
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mothers can be vulnerable and daughters, mothers, sisters that they can free from submissive, on the and sons to be free from save their prejudice, but also other hand the the gender labels. daughters, sons, so their sons have opposite characters 2. This utterance was mothers and permissions to be should be owned by constructed in the complex sisters from the vulnerable and men. This condition sentence because Emma prejudices. human too, makes them suffer wanted to be complete in reclaim those because it can giving the order to the parts of demotivate them to men. She did not want her themselves they have better quality of information is being abandoned and in living. The only one misleading so that it doing so be a more who can help them is creates confusion in the true and complete the men who are society. version of perceived as the themselves. strong actor. 2. Ends: commanding 3. Key: sharp eyes, trembling yet clear tone, heavy breath, droopy eyes 4. Norms: seriousness, loudness, melancholic gaze 64. SP/1/ You might be 1. Setting and Scene 1. “You might be thinking..” guess The audience 08.19- thinking who is (Psychological): In was used to guess whether ing knew that Emma 09.28 this Harry Potter her first debut as a there is a possibility of the realized why the girl? (laugh) and Hollywood actress, audience to doubt her audience kept on existence in the UN. This wondering about
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what is she doing she played in Harry is very effective in order to her presence in at the UN? Potter series, a very answer and heal the doubt the UN. well-known magic- of the audience which can and-love-novel- decrease their trust. based movie. Therefore in order to Members of the UN strengthen or re-gain the trust, she mentioned their might have doubt and gave answer to wondered why an it. actress who is hardly 2. The laugh is the natural seen as a politicians response of how it may or even in political sound so silly but very movements having a meaningful for the speech there. audience. She realized that Everybody in the most of the people only room was laughing know her in the television that finally she as a Hollywood actress. realized it. This laughter is also a form 2. Ends: guessing of how Emma wanted to 3. Key: smile and take it easy, to decrease the tense in the hall. laugh, friendly, light hearted, soft eyes 4. Norms: joking gaze 65. SP/1/ And it is really a 1. Setting and Scene 1. “A good question” is infor praisi The audience 09.28- good question. (Psychological): Emma’s affirmation that ming ng felt appreciated
09.30 After guessing the she was not offended at all by Emma. They question that has if the audience think that know it may be a
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been running in the way. On the other hand, silly question but audience’s heads, the she thought that it was a Emma still took tense in the hall was common question that it easy. decreasing. people may have in their 2. Ends: informing, head whenever they see praising Emma especially when they see Emma in the UN 3. Key: smile and talking about the serious laugh, friendly, light issue. hearted, soft eyes 4. Norms: joking gaze 66. SP/1/ I have been asking 1. Setting and Scene 1. This sentence is very infor The audience 09.30- myself the same (Psychological): simple because Emma did ming knew that Emma 09.32 thing. Emma is the very not need to prolong her also asked the famous actress in the sentence. This is just the same question world. She played additional sentence to with them too Hermione character strengthen the previous which means it statement that she is fine strengthens the since she was 11 with the question. point that Emma years old. Besides, 2. “Asking myself the same was not offended she also played other thing” means asking at all. famous film herself the same question produced by Warner that the audience may have Brothers. She knew in their head too which is it was a common about why Emma, the question even for Harry Potter girl, can have herself to ask why a a speech in the UN girl like her can have podium.
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a speech in the UN podium. 2. Ends: informing 3. Key: smile, friendly, light hearted, soft eyes 4. Norms: joking gaze 67. SP/1/ All I know is that I 1. Setting and Scene 1. Emma tried to explain to infor The audience 09.32- care about this (Psychological): The the audience that the ming gave her more 09.40 problem and I audience and even reason why she was there appreciation and want to make it Emma asked the is not because she is a respect because better. same question why celebrity but because she as a Hollywood an actress like Emma also cares for the gender actress, she still problem. It is proven with cares for the can be speaking in “All I know is that I care world problem the UN podium. The about this problem”. such as gender people’s mind was 2. “I want to make it better” problem. shifting from the means that Emma wanted gender issue into to solve the problem. By Emma’s issue. this statement, Emma 2. Ends: informing wanted to show to the 3. Key: relaxed, serious audience that anyone eyes, light hearted, including a Hollywood soft eyes actress can be the women’s 4. Norms: melancholic libbers or feminists. gaze
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68. SP/1/ And having seen 1. Setting and Scene 1. “Having seen what I’ve infor The audience 09.40- what I’ve seen and (Psychological): seen” means that Emma ming felt that Emma is 09.50 given the chance, I Emma felt that she is has gone through the smart and can feel it is my just an actress who bittersweet of growing up have appropriate responsibility to never involves in any in the conventional society actions because say something. political and social who hold the stereotypes she knew that tightly. this opportunity movements or 2. “Given the chance” means is not randomly parties. The audience the opportunity to speak up given to may have the same in the UN podium. She anybody, then feeling too toward chose this wording she use it very Emma and toward because it sounds softer well to wake themselves that they and convincing than the everybody to be do not involve in any word “opportunity”. aware of the political and social 3. She thought it is fair for her gender issue. movements. to give the feedback of the Therefore Emma chance she got with the wanted to show them responsibility that she felt that this is the right she needed to tell it to the time for them to audience. Her responsibility is by show up and bring a inviting as many people as change. she can do to join the 2. Ends: informing movement. The word 3. Key: sharp and “responsibility” sounds serious eyes, slow having higher dignity pace and tone because Emma wanted to 4. Norms: serious gaze
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make it looks like a privilege. 69. SP/1/ Statesman 1. Setting and Scene 1. Emma used a quote to tell infor The audience 09.50- Edmund Burke (Psychological): We the audience that it is not ming knew that it is 10.02 said: “All that is can still find that only her who believe in it very urgent for needed for the many people are not but also another famous them to stand for forces of evil to aware of the gender person like Edmund justice and triumph is for equality. Even after Burke. It is about how the gender equality enough good men evil things will get the because they do they listened to and women to do triumph if there is none not want to make nothing.” Emma’s speech it is who are aware of and fight the world suffer still hard for them to for the equality. even more. be a feminist. However Emma explained that the
world can no longer bear the suffering of many women and men because of the stereotypes labelled to them. 2. Ends: informing 3. Key: bold voice, lift the shoulders, slow pace, serious yet pitiful eyes 4. Norms: serious gaze
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70. SP/1/ In my 1. Setting and Scene 1. “My moments of doubts” infor The audience 10.02- nervousness for (Psychological): sends a message that ming knew that they 10.20 the speech and in Emma never Emma once happened to have to take the my moments of involves in any feel the doubt of whether opportunity to be doubts, I’ve told political or social or not she wanted to a feminist and myself firmly: “If parties before. She become a feminist. Emma help women and not me, who? If realized that the burden of men free from never has a formal not now, when?” becoming a feminist is a lot the gender speech about a such as a feminist has to be labelling and serious issue in the ready to be attacked by the stereotypes. formal meeting like conservative society in the UN. So it is because she is perceived as very natural if a girl radical and deviating the like Emma felt norms. nervous in her first time speaking in the UN podium. 2. Ends: informing 3. Key: patient, friendly smile, serious eyes 4. Norms: serious gaze 71. SP/1/ If you have 1. Setting and Scene 1. “Similar doubts” means infor The society were 10.20- similar doubts (Psychological): that the thing that can ming convinced that 10.30 when Being a feminist is discourage and demotivate whenever they opportunities are a big thing. It them to be a feminist. have the doubts presented to you, I means you have to they have to
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hope that those be brave and ready reaffirm words will be to be mocked and themselves to be helpful. discriminated by bold and the society whose consistent in values do not want upholding the to be changed. women and men’s rights. 2. Ends: informing 3. Key: relaxed face, slow pace, serious eyes 4. Norms: serious gaze, hopeful 72. SP/1/ Because the 1. Setting and Scene 1. Emma wanted to predi threat The audience 10.30- reality is that if we (Psychological): emphasize the time cting ening realized that they 10.51 do nothing it will Women get constraint which is “75 cannot rely on take 75 years, or different treatment years or for me to be the organic for me to be nearly in terms of nearly 100”. It means that change about 100, before economy. First this number is not a small how the values women can expect number. During that will naturally be they cannot apply to be paid the years, people can get changed anyway same as men for the job which is through for three to four when the time the same work. considered man- generations. It means goes by. It is so job simply because their fourth generation because they the people will still face the unfair need to wait for undermine them as employment. almost 100 years not strong and 2. Emma tried to link her for the organic smart enough to do argument about how this change to
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the job. However is very urgent for the happen. even if some of people to move forward Therefore they them can at the end and change the do not need to go to work, they stereotypes with the delay to stand up will not get the reality in the current for justice. same treatment and situation. She convinced the audience by adding salary. This unfair the scientific number in employment order to enter into the happens in many people’s logic that the places even in big problem is getting worse cities. day by day. 2. Ends: predicting, threatening 3. Key: droopy eyes, shaking head 4. Norms: sadness, regretful gaze 73. SP/1/ 15.5 million girls 1. Setting and Scene 1. Emma put the number in predi threat The audience are 10.51- will be married in (Psychological): In front of her utterance cting ening mostly the 10.59 the next 16 years many countries there because she wanted to modern people as children. is still a culture about emphasize how many who are no girls will get violated in longer applying marriage which is the arranged terms of their marriages. an arranged “15.5 million” is a big marriage. After marriage. Most of number. The people will listening to this the time the brides be convinced more if the fact, they are too young to get know that there is a realized that
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married. However scientific proof with many their family still numbers that shows how unfortunate girls marry them with the many girls will suffer. living out there richer man who is 2. “Next 16 years” means who need our very old for the that Emma wanted to helps because women. Sadly this emphasize the time they will be constraint that during that married with marriage is not time there will be a lot of someone they do because of love but girls suffer. not like even simply because the 3. “Girls” and “Marriage” know, and it will girl family is poor. are believed as something make them This cuts off the which are contradictory. suffer because girls’ hopes. In a A girl means that she is the marriage will very young age, they still underage. It means it stop them to cannot go to school is not proper for them to pursue their and achieve their get married. Because in education and dream. that ages, they are still in dreams. 2. Ends: predicting, the process of learning, threatening dreaming, and playing 3. Key: teary eyes with their friends. On the other hand, marriage is 4. Norms: sadness all about adult’s life. This is something very sacred. It does not only require the readiness of both bride and groom but also it requires love. As we know in this context the
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arranged marriage is still legal in some countries. Emma tried to strengthen her point that marrying a girl, moreover it is not because of her own willingness, is by default wrong. 74. SP/1/ And at current 1. Setting and Scene 1. “It won’t be until 2086” predi threat The audience 10.59- rates it won’t be (Psychological): means that until the year cting ening knew that in 11.10 until 2086 before Women are 2086 the rural African order to compete all rural African discriminated not girls still cannot attend with the girls can have a only in economy the secondary education. globalization secondary but also in It also means that there era, it is very education. will be a lot of women needed for education. They are who cannot achieve their everybody to perceived as own dreams and still attend the someone who can oppressed by the secondary only work in the stereotypes that they are education even kitchen. Therefore weak and less smart than the tertiary society think that men. It results, it will also education. they do not need hard for them to pursue Regardless their school to enhance their career because they gender, they their intelligence. do not enough deserve the right This makes women preparation to pass the to pursue their very upset because test. career and they cannot achieve 2. “Rural African girls” was achieve their their own dreams. used to be the dreams.
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The school that representative of third they can attend is world countries which only the primary the gender stereotype is school. Other than very strong influencing that they are the life of the people prohibited to attend there. Emma used this as one of the examples of it. Even if now how bad the future will many countries be. It does not only have allowed happen in Africa but also women to go to in other countries which higher educations, still uphold the gender but still some stereotypes. countries 3. “Secondary education” especially in the 3rd means that there is world countries another obligated-formal prohibited women education if someone to do so. wants to achieve their 2. Ends: predicting, dreams. They should at threatening least have attended the secondary education. 3. Key: feel sorry, and Because in this phase at sad, but very least the students’ threatening eyes intelligence and skill 4. Norms: sarcastic have been developed gaze better compare to when they are in the primary education. Therefore
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Emma wanted to show that attending the secondary education is very important not only for men but also for women. 75. SP/1/ If you believe in 1. Setting and Scene 1. “If you believe in convi The audience are 11.10- equality, you (Psychological): equality” means that if ncing convinced that 11.21 might be one of Many people do not the people do not becoming a those inadvertent realize that being a discriminate women and feminist is not feminists I spoke feminist can be as neglect their capability, difficult. Simply of earlier. simple as believing and at the same time they when they support men to be free to believe in the in equality. Many choose their self- gender equality, people may not determination. It means it is the moment
realize that they have that they have become when they been becoming an inadvertent feminists like become the inadvertent feminist. what Emma said. inadvertent 2. Ends: convincing 2. “I spoke of earlier” feminists. 3. Key: serious eyes, means that Emma did not sharp eyes want to repeat again. She 4. Norms: hoping and avoided redundancy so demanding gaze that it will make her statement effective. 76. SP/1/ And for this I 1. Setting and Scene 1. “And” was put in front of praisi For the audience 11.21- applaud you. (Psychological): the sentence because the ng who have been
11.24 Seeing how not speaker wanted to add the become the many people are previous statement inadvertent
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familiar with 2. “Applaud you” means feminists felt feminism, Emma that Emma gave respect appreciated, and tried to understand to the audience because for the audience the situation of how they are pro with who have not yet it is quite difficult for feminism. However become them to be a Emma’s main point is not inadvertent only about praising them feminists they feminist. However but also encouraging will from Emma’s them to be the true experience it is not feminists, to be bolder possible for her to feminists to fight for the find the inadvertent gender equality. feminists out there. Therefore Emma gave respect to all people who have been becoming the inadvertent feminists. 2. Ends: praising 3. Key: happy face, friendly smile, teary eyes 4. Norms: hoping gaze 77. SP/1/ We are struggling 1. Setting and Scene infor reliev The audience ming ing 11.24- for a uniting world (Psychological): knew that there 11.33 but the good news After being informed is a uniting
213 is we have a how deplorable the movement that uniting fact is and how can support their movement. suffer women and action to fight men because of the for the gender gender stereotypes, equality. the audience felt triggered to step forward and fight for the equal rights between genders. However they doubt that there is no right platform for them to support their action. Thus Emma was there to tell them the good news. 2. Ends: informing, relieving 3. Key: focused eyes, happy face, friendly smile 4. Norms: serious yet relaxed gaze
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78. SP/1/ It is called 1. Setting and Scene 1. This sentence is Simple infor The audience 11.33- HeForShe. (Psychological): Present Tense because ming finally knew 11.36 There are so many this is the conclusion of what HeForShe feminist movements what she told in the movement is. that exist in the previous statement which They were also society now. is the uniting movement influenced to which can help the world join the However not many to be united. movement. of them can achieve 2. HeForShe is the the goal simply movement that Emma because they cannot campaigned in the UN gain the symphaty of General Assembly. She the conventional wanted the people to join society to accept and the movement. support them. Emma was here to tell the audience that this movement is different from any other movement. The major difference is that how this movement focus more on the gender equality, both women and men’s
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rights, not only one actor’s rights. 2. Ends: informing 3. Key: bold face, sharp eyes, friendly smile 4. Norms: serious gaze 79. SP/1/ I am inviting you 1. Setting and Scene 1. “Inviting” is used to reque The people felt 11.36- to step forward, to (Psychological): show Emma was using a sting invited to join 11.52 be seen and to ask Emma realized that soft approach to the movement yourself: “If not not many people are command them to be a and to stand for me, who? If not aware and brave to feminist and join the gender equality. now, when?” be a feminist. Many movement. 2. “To step forward, to be of them are just seen and to ask yourself” afraid fighting for and “If not me, who? If women’s right not now, when?” are because of society rhymes to show that
judgment. Therefore Emma wanted to make the audience really her words attractive to be need a lot of heard. encourgament to be 3. “If not me, who?” aware and brave to strengthens the messsage fight for the justice. that it is they who have to 2. Ends: requesting be the actor who can help 3. Key: serious, to overcome the problem.
hoping, bold 4. “If not now, when?” emphasizes the time expression constraint. We cannot
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4. Norms: hopeful and delay anymore to be a serious gaze feminist. 80. SP/1/ Thank you very 1. Setting and Scene 1. Thank you can be used to thank The audience 11.52- very much. (Psychological): end the speech. This way ing were very proud 11.57 (Standing Seeing how of saying is very simple to her speech applause) appreciative the yet effective in order to and they gave a audience was toward show how the speaker long standing Emma, she felt that was very grateful and applause for thankful. Emma. she was very 2. “Very” was mentioned grateful. Not many twice to emphasize the speakers even a how grateful Emma was speaker like Mrs for having a speech in the Clinton got the good UN and having such an respond from the appreciation from the audience after they audience. talked about gender issue. 2. Ends: thanking 3. Key: smile, hopeful face, fast pace, precise tone 4. Norms: melancholic and faded gaze
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Emma Watson’s HeForShe Speech The UN General Assembly September 20th, 2014
The UN Context in 21st Arrangement of Classical Rhetoric No Data Century INT SOF DIV PRO REF CON POI ECI SCI EDI GEI Your Excellencies, UN Secretary General, √ President of the General Assembly, Executive (Addr 1 √ Director of the UN Women and distinguished essing guests. ) Today, we are launching a campaign called HeForShe. I am reaching out to you because we need your help. We want to end gender inequality and to do this, we need everyone involved. This is the first campaign of its kind 2 √ √ at the UN. We want to try and galvanize as many men and boys as possible to be advocates for change. And we don't just want to talk about it. We want to try and make sure that it's tangible. I was appointed as Goodwill Ambassador for 3 √ √ U.N. Women six months ago.
218 And the more I've spoken about feminism, the more I have realized that fighting for women's 4 √ √ rights has too often become synonymous with man-hating. If there is one thing I know for certain, it is that 5 √ √ √ this has to stop. For the record, feminism, by definition, is the belief that men and women should have equal 6 rights and opportunities. It is the theory of the √ √ √ √ √ political, economic and social equality of the sexes. I started questioning gender-based assumptions 7 √ √ a long time ago. When I was 8, I was confused about being called 'bossy' because I wanted to direct the plays that we would put on for our parents. But the boys were not. When at 14, I started to be sexualized by certain elements of the media, 8 √ √ √ when at 15, my girlfriends started dropping out of their beloved sports teams, because they didn't want to appear 'muscle-y,' when at 18, my male friends were unable to express their feelings. 9 I decided that I was a feminist. √ √ 10 And this seems uncomplicated to me. √ √
219 But my recent research has shown me that 11 √ √ √ feminism has become an unpopular word. Women are choosing not to identify as 12 √ √ feminists. Apparently, I am among the ranks of women whose expressions are seen as too strong, 'too 13 √ √ aggressive,' isolating and anti-men, unattractive, even. Why has the world become such an 14 √ √ uncomfortable one? 15 I am from Britain. √ √ And I think it is right that I am paid the same as my male counterparts. I think it is right that I should be able to make decisions about my own body, I think [applause break] ... I think 16 it is right that women be involved on my behalf √ √ √ in the policies and the decisions that will affect my life. I think it is right that socially, I am afforded the same respect as men.
But sadly, I can say that there is no one country in the world where all women can expect to 17 receive these rights. No country in the world √ √ √ can yet say that they have achieved gender equality.
220 18 These rights, I consider to be human rights. √ √ 19 But I am one of the lucky ones. √ √ My life is a sheer privilege because my parents didn't love me less because I was born a daughter. My school did not limit me because I 20 √ √ √ √ was a girl. My mentors didn't assume that I would go less far because I might give birth to a child one day. These influencers were the gender equality ambassadors that made me who I am today. 21 They may not know it, but they are the √ √ √ inadvertent feminists who are changing the world today. We need more of those. And if you still hate the word, it is not the word 22 √ √ that is important. 23 It's the idea and the ambition behind it. √ √ Because not all women have received the same 24 √ √ rights that I have. 25 In fact, statistically, very few have been. √ √ In 1997, Hillary Clinton made a famous speech 26 √ √ √ in Beijing about women's rights. Sadly, many of the things that she wanted to 27 √ √ √ √ change are still true today.
221 But what stood out for me the most was that 28 less than 30 percent of the audience were male. √ √ √
How can we affect change in the world when 29 only half of it is invited or feel welcome to √ √ √ participate in the conversation? Men, I would like to take this opportunity to 30 extend your formal invitation. [Applause √ √ √ break] 31 Gender equality is your issue too. √ √ Because to date, I've seen my father's role as a parent being valued less by society despite my 32 √ √ √ needing his presence, as a child, as much as my mother's. I've seen young men suffering from mental illness, unable to ask for help, for fear it would 33 √ √ √ make them less of a men—or less of a man.
In fact, in the U.K., suicide is the biggest killer of men, between 20 to 49, eclipsing road 34 √ √ accidents, cancer and coronary heart disease.
I've seen men made fragile and insecure by a 35 distorted sense of what constitutes male √ √ success.
222 Men don't have the benefits of equality, either. 36 √ √ We don't often talk about men being 37 imprisoned by gender stereotypes but I can see √ √ that they are. And that when they are free, things will change 38 √ √ √ for women as a natural consequence. If men don't have to be aggressive in order to be accepted, women won't feel compelled to be submissive. If men don't have to control, 39 √ √ women won't have to be controlled. Both men and women should feel free to be sensitive.
Both men and women should feel free to be 40 √ √ strong. It is time that we all perceive gender on a 41 spectrum instead of two sets of opposing √ √ √ ideals. If we stop defining each other by what we are 42 not and start defining ourselves by who we are, √ √ we can all be freer. And this is what HeForShe is about. It's about 43 √ √ √ √ freedom.
223 I want men to take up this mantle so their daughters, sisters and mothers can be free from prejudice but also so their sons have 44 permission to be vulnerable and human, too. √ √ √ √ Reclaim those parts of themselves they abandoned and in doing so be a more true and complete version of themselves. You might be thinking, 'Who is this Harry Potter girl? and What is she doing at the U.N.? 45 √ √ And it's a really good question. I've been asking myself at the same thing. All I know is that I care about this problem. And I want to make it better. And having seen what I've seen and given the chance, I feel it’s 46 my responsibility to say something. Statesman √ √ √ √ Edmund Burke said all that is needed for the forces of evil to triumph is for good men and women to do nothing. In my nervousness for the speech and in my 47 moments of doubt, I've told myself firmly, If √ √ √ not me, who? If not now, when? If you have similar doubts when opportunities 48 are presented to you, I hope that those words √ √ √ will be helpful.
224 Because the reality is, that if we do nothing, it will take 75 years or for me, to be nearly 100, before women can expect to be paid the same as men for the same work. 15.5 million girls 49 √ √ √ √ will be married in the next 16 years as children and at current rates, it won't be until 2086 before all rural African girls can have a secondary education. If you believe in equality, you might be one of 50 those inadvertent feminists that I spoke of √ √ √ earlier and for this, I applaud you. We are struggling for a uniting world but the 51 good news is that we have a uniting movement. √ √ √ It is called HeForShe. I am inviting you to step forward to be seen 52 and to ask yourself, 'If not me, who? If not √ √ √ now, when?' Thank you very very much.
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