MEDIA LITERACY : ANALYZE SPEECHES GIVEN IN HISTORICAL CONTEXT

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Which technique did Kennedy use to encourage America's participation in supporting human rights throughout the world? an appeal to logic and science an appeal to the fear of communism an appeal to authority and credibility an appeal to moral responsibility

an appeal to moral responsibility

Which statement is true? Kennedy wanted to give an inspiring speech without being long-winded. Kennedy did not put much preparation into his inaugural address because he was a naturally gifted speaker. Kennedy wanted his speech to be exciting, so he used a lot of humor to excite the audience.

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Kennedy's speech was criticized for being too complicated and unorganized for most people to appreciate.

Kennedy wanted to give an inspiring speech without being long-winded.

Which appeal did Kennedy not use to evoke pathos in his audience during his inaugural address? an appeal to uphold freedom and democracy an appeal to patriotic duty an appeal to moral duty to help those in need an appeal to accept Kennedy as a trustworthy president

an appeal to accept Kennedy as a trustworthy president

Which statement identifies the impact parallelism can have when used in a speech? Parallelism keeps the audience members in a highly emotional state so that the speaker can use their emotions against them.

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Parallelism keeps information organized, provides emphasis, and oftentimes adds rhythm. Parallelism is used to speak to the audience members with the lowest intelligence and most limited education. Parallelism is used when speakers want to sound scholarly and important so that they can build confidence.

Parallelism keeps information organized, provides emphasis, and oftentimes adds rhythm.

Which phrase defines "chiasmus" best? the use of repetition in opposite order with the focus on the structure of the phrasing the use of repetition at the beginning of sentences or phrases a reference to something common that most people should recognize a suggestion that one thing is like another thing when they are actually opposites

the use of repetition in opposite order with the focus on the structure of the phrasing

Which passage from Kennedy's inaugural address is an example of anaphora? "To those people in the huts and villages of half the globe struggling to break the bonds of mass misery .

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. ."
"All this will not be finished in the first one hundred days. Nor will it be finished in the first one thousand days, nor in the life of this Administration, nor even perhaps in our lifetime on this planet."
"[T]he torch has been passed to a new generation of Americans . . . ."
"[T]hose who foolishly sought power by riding the back of the tiger ended up inside."

"All this will not be finished in the first one hundred days. Nor will it be finished in the first one thousand days, nor in the life of this Administration, nor even perhaps in our lifetime on this planet."

What was not a theme that Kennedy addressed in his inaugural speech? protecting human rights the threat of communism protecting the environment the threat of nuclear war

protecting the environment

Which statement is false? Speeches should be evaluated on both content and delivery. The best speeches are full of logos and have very little ethos or pathos. Carefully selected rhetorical devices can add impact and memorability to a speech. Every word and gesture matters when giving a speech.

The best speeches are full of logos and have very little ethos or pathos.

Which statement is false? Kennedy had several years' experience working in the medium of television, but Nixon did not. Many people believe that Kennedy's presence during the televised debates had a significant impact on his successful election to the presidency. The debates between Nixon and Kennedy were the first presidential debates broadcast on television. The medium of television and its accessibility among Americans had a significant impact on politics.

Kennedy had several years' experience working in the medium of television, but Nixon did not.

Which technique does not add to the memorability of a speech? using a loud voice, shouting key words using well-placed rhetorical devices using repetition of important ideas using a strong ending to drive home key ideas

using a loud voice, shouting key words

Media Literacy: Analyze Speeches given in Historical Context

Which passage from Kennedy's inaugural address is a metaphor?
A. "And let every other power know that this Hemisphere intends to remain the master of its own house."
B. "To our sister republics south of our border, we offer a special pledge—to convert our good words into good deeds . . . ."
C. "For only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed."
D. "Let us never negotiate out of fear. But let us never fear to negotiate."

A. "And let every other power know that this Hemisphere intends to remain the master of its own house."

All of the following words describe Kennedy's inaugural address except __________.
A. respectful
B. cautionary
C. compassionate
D. indifferent

D. indifferent

Which statement is false?
A. Kennedy had several years' experience working in the medium of television, but Nixon did not.
B. Many people believe that Kennedy's presence during the televised debates had a significant impact on his successful election to the presidency.
C. The debates between Nixon and Kennedy were the first presidential debates broadcast on television.
D. The medium of television and its accessibility among Americans had a significant impact on politics.

A. Kennedy had several years' experience working in the medium of television, but Nixon did not.

Which appeal did Kennedy not use to evoke pathos in his audience during his inaugural address?
A. an appeal to uphold freedom and democracy
B. an appeal to patriotic duty
C. an appeal to moral duty to help those in need
D. an appeal to accept Kennedy as a trustworthy president

D. an appeal to accept Kennedy as a trustworthy president.

What was the overall purpose of John F. Kennedy's inaugural speech?
A. to warn Russia that the US will go to war if they continue to show aggression
B. to tell the people of South America that the US will support their right to democracy
C. to inform the nation and the world that the US is ready for war if necessary
D. to address the nation upon being sworn in as President of the United States

D. to address the nation upon being sworn in as President of the United States

Which technique does not add to the memorability of a speech?
A. using a loud voice, shouting key words
B. using well-placed rhetorical devices
C. using repetition of important ideas
D. using a strong ending to drive home key idea

A. using a loud voice, shouting key words

All of the following added to the clarity of the content in Kennedy's inaugural address except __________.
A. straightforward and simple word choice
B. the use of pathos
C. repetition of important ideas
D. directly addressing the audience with the use of "you"

B. the use of pathos

Which statement is true?
A. Kennedy wanted to give an inspiring speech without being long-winded.
B. Kennedy did not put much preparation into his inaugural address because he was a naturally gifted speaker.
C. Kennedy wanted his speech to be exciting, so he used a lot of humor to excite the audience.
D. Kennedy's speech was criticized for being too complicated and unorganized for most people to appreciate.

A. Kennedy wanted to give an inspiring speech without being long-winded.

Which phrase defines "chiasmus" best?
A. the use of repetition in opposite order with the focus on the structure of the phrasing
B. the use of repetition at the beginning of sentences or phrases
C. a reference to something common that most people should recognize
D. a suggestion that one thing is like another thing when they are actually opposite

A. the use of repetition in opposite order with the focus on the structure of the phrasing

Which technique did Kennedy use to encourage America's participation in supporting human rights throughout the world?
A. an appeal to logic and science
B. an appeal to the fear of communism
C. an appeal to authority and credibility
D. an appeal to moral responsibility

D. an appeal to moral responsibility

What Is Media Literacy?

What is Media Literacy? Media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day. It's the ability to bring critical thinking skills to bear on all media— from music videos and Web environments to product placement in films and virtual displays on NHL hockey boards. It's about asking pertinent questions about what's there, and noticing what's not there. And it's the instinct to question what lies behind media productions— the motives, the money, the values and the ownership— and to be aware of how these factors influence content.

Media education encourages a probing approach to the world of media: Who is this message intended for? Who wants to reach this audience, and why? From whose perspective is this story told? Whose voices are heard, and whose are absent? What strategies does this message use to get my attention and make me feel included? In our world of multi-tasking, commercialism, globalization and interactivity, media education isn't about having the right answers—it's about asking the right questions. The result is lifelong empowerment of the learner and citizen.

| | | | The 3 Stages of Media Literacy Media literacy is an overall term that incorporates three stages of a continuum leading to media empowerment: The first stage is simply becoming aware of the importance of managing one's media "diet"— that is, making choices and reducing the time spent with television, videos, electronic games, films and various print media forms. The second stage is learning specific skills of critical viewing— learning to analyze and question what is in the frame, how it is constructed and what may have been left out.

Skills of critical viewing are best learned through inquiry-based classes or interactive group activities, as well as from creating and producing one's own media messages. The third stage goes behind the frame to explore deeper issues. Who produces the media we experience—and for what purpose? Who profits? Who loses? And who decides? This stage of social, political and economic analysis looks at how everyone in society makes meaning from our media experiences, and how the mass media drive our global consumer economy.

This inquiry can sometimes set the stage for various media advocacy efforts to challenge or redress public policies or corporate practices. Although television and electronic media may seem to present the most compelling reasons for promoting media literacy education in contemporary society, the principles and practices of media literacy education are applicable to all media— from television to T-shirts, from billboards to the Internet. | | | | Media Study, Media Education or Media Literacy? Media teachers today use the terms "media education," "media study," and "media literacy" almost interchangeably.

My personal preference is to use the term "media education" as a broad description of all that takes place in a media-oriented classroom, whether the subject matter is English, history, geography or science. (There's plenty of media learning that can be done in all those subject areas and others. ) "Media study" occurs when schools or teachers organize specific courses or units to study the media. "Media literacy" is the expected outcome from work in either media education or media study. The more you learn about or through the media, the more media literacy you have.

Media literacy is the skill of experiencing, interpreting/analyzing and making media products. | | | | Literacy, Then and Now The traditional definition of literacy, when print was the supreme media format, was the ability to decode, understand and communicate in print. But the world has evolved, and print is no longer the dominant media format—that role has been usurped by the electronic media. To be literate today, people must be able to: • decode, understand, evaluate and write through, and with, all forms of media • read, evaluate and create text, images and sounds, or any combination of these elements.

In other words literate individuals must possess media literacy as well as print literacy, numeral literacy and technological literacy. | | | | Media Literacy and Media Education "Media literacy" is a quality, like a tan, which can be achieved. For example: "Yo! Check it out! I am media literate! " "Media education" is an ongoing process, which can develop and evolve. For example: "Every day, my media education is getting more powerful. " | | | | An Informed, Critical Understanding of the Media Media literacy is an informed, critical understanding of the mass media.

It involves examining the techniques, technologies and institutions involved in media production; being able to critically analyze media messages; and recognizing the role audiences play in making meaning from those messages. | | | | Citizens for Media Literacy Media literacy seeks to empower citizens and to transform their passive relationship to media into an active, critical engagement— capable of challenging the traditions and structures of a privatized, commercial media culture, and finding new avenues of citizen speech and discourse.

MEDIA LITERACY : ANALYZE SPEECHES GIVEN IN HISTORICAL CONTEXT. (2018, Jan 05). Retrieved from https://studymoose.com/media-literacy-analyze-speeches-given-in-historical-context-essay