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CHAPTER-TWO

CHAPTER-TWO
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70 Correctness
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33 Punctuation in compound/complex
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49 Engagement

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2 Monotonous sentences

4 Delivery
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1 Incomplete sentences

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CHAPTER-TWO

CHAPTER II
REVIEW RELATED LITERATURE AND STUDIES

This chapter comprises various related literature relevant to the study

considering the different concepts and theories about the research topic for a
1
fair presentation of the studies. The texts cited in this section are collected
from articles, books, and other data that support and con rm the claims of the
2
study.
Motivation
3
A motivational talk, stated by (Ellison and Gilden, 344), empowers a group of
people to do something. It may be changing the style they do, see, or feel
almost something. It gives data and instruction on approximately how to
4
achieve a speci c assignment. It is comparable to a powerful approach
5
discourse as in uence discourses are planned to persuade others to alter
esteem, demeanor, or conduct. Motivation is required for the human brain to
improve in many areas, not only in school. This time is when many individuals
are pursuing to self-educate and transform their future autonomously. Self-
6 7
motivation is aided by an independent learning environment.As a result,
autonomous people can self-regulate and be self-motivated to change their
8 9
behaviors if a learning environment is provided, (Hungarian et al, 2009).
10
Motivated behaviors are processed in people's brains and can affect cognition.
11
Because motivation in uences how individuals think (Hughes and Zaki, p.25). A

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well-known motivational speaker, Dale Carnegie, believes that the only problem
we have to deal with is picking the appropriate thoughts. If we can do that, we
can easily nd other issues. (Dweck, p. 57- 65) added that motivation's purpose
12
is simply to in uence people's attitudes and ideas when they are young. As a
result, educational institutions strive to emphasize motivation both school and
13
home. Positive thought perception is critical in receiving guidance and
developing people's conduct."There is nothing either good or terrible except
that believing makes it so," Shakespeare is quoted as sayings. If a person
14
believes that he or she can succeed, will succeed; disbelief renders individuals
inert; it has a detrimental effect on people's behavior.
Figures of speech
Figures of speech stated by (Khodabadeh, p. 347) are words or phrases used to
make a different representation than their literal meaning. These devices are
15
employed basically in public discourse to create an impact. (Martens et. al.
16
2013) stated that storytellers or speakers may enrich their ways of storytelling
with several gures of speech to emphasize the effectiveness of their
messages as they try to sway or convince their audiences to believe in their
viewpoints. The more interaction of the audience on the intended meanings,
17 18
the great effect of the message is depicted. The existence of gures of speech
in storytelling functions as facilitating strategy to ensure that the audience
19 20
receives the story correctly. Along these lines, commencement speakers
delivering their motivational speeches rely on gures of speech to create a
context of acceptance of the conclusions and lessons they present at the end
19
of the story.
21
Sharing life's stories and personal experiences usually took place on a special
occasion like a commencement ceremony where the speakers' audiences are
graduating students. (Schmidt p.36), states that commencement speakers

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should commend or congratulate the member of graduating class, share

testimonies with the range of their knowledge and experiences and inspire the
22
graduates to lifelong commitment.Considers that the speaker's audience
extends to the parents, grandparents, younger siblings of the graduates,
teachers and anyone who accompanied them in the ceremony, and those who
may watch the speeches on different online platforms. To achieve the rst
23
objective, commencement speakers have to give compliments or appreciate
the graduates on their achievements. Second, like motivational speakers, they
have to share their life stories or give the audience personal testimonies of
downfalls and success that will help them strengthen their faith and build more
24 25
con dence in the things they are capable of doing.To achieve the last nail goal,
motivational speakers must encourage the graduates to broaden their
horizons, widen their vision, come out of their shells, and remain focused on
their desired target. There will be tons of challenges in their future lives, and
speakers must help them build a great foundation to maintain undefeated in
26
every battle they will encounter. Nothing can be more inspiring than hearing a
motivational speech from well-known personalities and successful people
(Schmidt p.36).
Aristotle's rhetorical appeal
3 27
According to (Alkirbash, 112), Aristotle provided three key principles for
persuasion, which he referred to as modes of persuasion. He says that any
orator must master these three modes of persuasion. These three were named
28 29
by Aristotle. Ethos, pathos, and logos are the three forms of persuasion.
30
Aristotle denied ethos as the trustworthiness of a person speaking. It depends
31
on the speaker's personality, whenever the speaker appears to be deserving of
32
praise. If he has credibility and can acquire his audience's trust, his ideas was
33
accepted. Consider his claims to be truthful and credible. By displaying, the

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34
speaker might appear credible. Good sense, good moral character
35
(virtuouscharacter), and goodwill are three crucial things. Sigmund Freud's
36
ideas on the nature of authority are discussed (Hauser, p. 112). According to
37
Freud, authority comes from the ability to full the human want to believe
38
someone or something is trustworthy. In (Hall, p. 112), Aristotle believes that
the speaker must possess three fundamental qualities. Good moral character,
good sense, and kindness are the traits articulated by Aristotle.
39
The second mode of persuasion is pathos, based on the audience's emotions
40
Emotion is described as "all those affections which induce persons to change
their view about their judgments and accompanied by pleasure and pain, such
as rage, pity, fear, and all comparable emotions and their contraries" in
41
Aristotle's Rhetoric, book II (translated by W. Rhys Roberts 2004). They see that
Aristotle's description of emotions matches Gorgias' argument that emotional
responses aid people in changing their opinions. When people are furious or
terri ed, they enter various states of mind in which they see objects or people
3 42
differently than before. According to (Cockcroft 57) cited in Alkirbash 2016,
43
emotion is the "raw material" of rhetoric, because effective persuasion is
unlikely to occur without genuine feeling, regardless of the matter involved. He
44
went on to say that persuaders must feel the feeling they want to elicit in their
audience. He can do so by using actualizations like lexis, abstract
classi cation, gurative language, or a combination of the three. The vital link
is dependent on the ability of a persuader to forecast people's emotional
reactions and desire to engage in persuasion. The third mode of persuasion
45
proposed by Aristotle is Logos (translated by Roberts, 2004) logos is de ned as
"what makes an orator's speech demonstrative and worthy of belief." The main
difference between syllogism and enthymeme, according to Aristotle's earlier
explanation (Book. II), is that syllogism leads to a required conclusion from

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46
universally true premises, but enthymeme leads to a tentative conclusion from
likely premises. Corbett used two examples of deductive reasoning to
demonstrate the difference between syllogism and enthymeme. He claimed
47 48
that the syllogism's main premise, "all men are mortal," indicates a universal
49
fact, that history and our senses teach us that men must die. "Socrates being a
man" is a minor premise that is true.
Another important persuasive device is Rhetorical questions. Questions that
50 52 51
seek solutions, yet are designed to elicit logical reasoning from listeners. A
53
rhetorical question, according to (Nelson and Pearson p. 265), is "a query for
54
which you do not expect an oral answer." Rhetorical questions, according to
(Verderber et al. p. 76), are "questions structured to provoke a conceptual
response rather than an actual verbal answer on the side of the audience." They
say that rhetorical questions establish common ground by referencing
knowledge that the speaker and the listener are both familiar with or share. (
Axelrod p.113) also underlines the importance of rhetorical questions in
melding the response. The speaker wants his audience to respond. He thinks
55 56
that rhetorical inquiries are also effective. By requiring the audience to think
56
and answer vocally, the argument becomes more engaging.
Additionally, motivational discourses appear on three levels (Peseschkian,p. 34
57
). At the level of actual contact, it appears to be a part of the client's current
living circumstances. Clients' wants or unwillingness for something or someone
in their own lives, the client's incapacity to make a choice or decision, purpose
ambiguity, and even nding the meaning of existence are all themes. All of
these themes are accompanied by the queries "why?" and "for what or for
58
whom?" as well as statements such as "because..." and "to..." Motivational
speech becomes a motivational contact with rigid polarity at the level of
59
internal con ict. Study on the use of ethos in persuasive settings has always

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been a powerful tool in public speaking, especially by those in power

60 61
andbusinesses. Kenneth Burke's Pentad plays a primary role in persuasive
62
situations, particularly when scholars try to dissect and understand speci c
aspects of a speech situation. In this essay, Burke's Pentad as a framework is
63 64 65
utilized to explore Steve Jobs' use of, "internal and external ethos" as not only
65
a persuasive mechanism but also as a force to build his persona/mythological
legacy (Keith Bestodeau, p. 88).
In the analysis of Vassar commencement speeches from 1910 to 1915, it is
66 67
important to note that not all of the speeches during this period exhibit the
progressive position and attention on women that I have found in several. Have
68
talked about the speeches covered a wide range of subjects, including King
69
Arthur to the westward expansion of Vassar College women as previously
stated, not all women of the day were like this. They belonged to an exclusive
70
group of people. Those who spoke during commencement were members of an
even smaller group or more select group. Furthermore, while progressive
women's organization's era was involved in several successful social justice
71 72 73
campaigns, with positive results. Their attempts were complicated. Despite
74 75
these limits, however, these addresses are so important (Suzzane, p. 527-530).
Related Studies
76
Several studies were conducted using Aristotle's Three Modes of Persuasion as
a tool for the research investigation. (Taylor & Francis p. 23) employed ethos,
logos, and pathos in their study that evolves on investigating two images with
different issues during the cold war in the late 90s. (Dyck, E. F p. 170) applied
ethos, pathos, and logos in analyzing the play by William Shakespeare "Troilus
and Criseyde'' during the Trojan War. (Higgins & Walker p. 194) analyzed the
strategies of persuasion utilized in social/environmental reports. The study
77
revealed the recent talk investigations of social/environmental reports uncover

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78 79
how the language utilized in these reports develops a centre-ground talk
80
business and manageability, however, they don't intricate how the talk comes
81
to impact other social entertainers.
The study by (Mubarak &Rhaif, p. 36) investigated the motivational storytelling
by American commencement speakers using the Politeness strategies as a tool
82
for the analysis. It was found out in the study that the strategies were used in
diverse ways by American commencement speakers, but the majority of them
83 84
focus on positive civility. While motivating the graduates, develop a sense of
85
camaraderie with them. There was a predilection for speci c sub-strategies
that assisted commencement speakers in delivering motivational narratives.
(Jakubowska, p. 133-134) studied the discursive representation of places
signi cant for an individual, an analysis of Polish academic year inauguration
86
speeches and American commencement addresses. It was found out in the
study that a similar representation of place as an element of the context of the
87
situation is much more common in American speech, but is present in both
88
types of speech. The analyzed discourse was rich in metaphor, it appeared in
the descriptions of places signi cant for the individual identity.
90 89,90
A similar study was conducted by (Zhu, p.108) analyzing the English and
Chinese commencement speeches using intercultural analysis of personal
metadiscourse. This study investigates the similarities and differences in the
91
use of personal meta-discourse in English and Chinese commencement
speeches and the possible reasons behind these similarities and differences.
92
The ndings of qualitative and quantitative research American speeches
contain signi cantly more personal meta-discourse than Chinese talks. Textual
93
analysis revealed there were some similarities and differences in the discourse
functions of personal meta-discourse between two sets of texts because of
their genre characteristics and social-cultural differences.

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94 95
Additionally, the same study was conducted by Tian, Shuai, and Konfrst. Both
96
have studied commencement speeches but use different tools in analyzing the
97
data. (Tian and Shuai, p. 762) studied comparative study of Conceptual
Metaphor in Chinese and American Commencement Speeches. The study
98
revealed that there were 102theoretical similitudes in Chinese initiation
99,100
discourses and 202 reasonable analogies in American which the University of
101 1
the Conceptual Illustration. Also, it was found out some reasonable similitudes
103 104
both show up in these two dialects while a few similitudes just exist in one. In
this theory, the venture analogy, creature similitude, and building illustration
105,106
are utilized in the two pieces of information while the family illustration
107
happens in Chinese information and the machine illustration in American
108 109 110
information. While, (Konfrst, p. 55) studied content analysis on messaging
strategies in presidential commencement speeches from 1980 – to 2016. It was
111 112
revealed in the study that presidents were very particular to implement in
113
advance their policies and advocacy agenda at the end of their terms rather
114
than having it done not just at the moment that they began. Tough they may
only have a few months left in of ce, presidents demonstrate through their
115
word choice in commencement speeches that their work is not yet done. In the
3
study of (Kurt Beyers, 32), the United States of America was founded on
rhetorical justi cations and has been governed through most of its history by a
116
system designed to operate on rhetorical principles. This paper argues that
118 117
citizens, to be actively engaged, can and should use rhetorical principles as
tools for evaluating persuasive messages. Aristotle's principles of ethos, logos,
119 120
and pathos can serve the function of evaluative tools as well as persuasive
121 122 123
tools. Rooted in human nature, these principles are as useful in America in the
124
21st century as in Athens 2,400 years ago. Aristotle's principles are used here
125
to analyzed a historical communication artifact, Abraham Lincoln's Cooper

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Union address, and an example of a modern announcement of a presidential

candidacy, Ted Cruz's Liberty University speech, to demonstrate that these
principles can serve evaluative purposes.
3
Another study was conducted by (Jakubowska, 133-134) studied the analysis of
126
Polish academic year inauguration speeches and American commencement
127
addresses were also researched. The study discovered that the selected Polish
academic year inauguration speeches and American commencement
128 129
addresses had both parallels and distinctions. First, both styles of speech
include similar representations of place as a component of the situation's
130 131
background, while American speeches use it signicantly more frequently.
132
Second, in commencement talks, depictions of places that contribute to the
133
formation of individual identity surpass those in inauguration speeches. Third,
metaphors abound in the examined discourse, which is ceremonial in form and
134
represents the epideictic genre. They show up in accounts of places that are
135
important to the individual's identity. These are the metaphors of place and the
136
metaphors of the university. Study on the motivational storytelling of American
commencement speakers using the Politeness strategies as a tool for analyzing
137
the study. The ndings have revealed that American graduation speakers use a
variety of tactics to generate a sense of unity with the graduates while inspiring
138 139 140
them, but they largely rely on positive civility. There is a predilection for speci c
141 142
sub-strategies that assisted commencement speakers deliver their
142 143
motivational tales within each super-strategy of politeness. Furthermore, the
research revealed that the origins of commencement speakers' professions
144 3
have little bearing on their use of politeness tactics (Mubarak and Rhaif, 36-37)
145 146 3
On the other hand, A Content Analysis was conducted by (Konfrst, 55)
investigating Messaging strategies in presidential commencement speeches
147
from 1980 - to 2016: It was found in the study that presidents are eager to

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148
pushfor a policy advocacy agenda at the federal level not simply when they're
going to the conclusion of their terms began. They may only have a few months
left, though. Presidents exhibit their power by their words in of ce in
149
commencement speeches that their work is important and not yet completed.
When reviewing the ndings of this study, several terms stand out. Some words
150
and phrases are used far more frequently than others. ("government," "I/we
did/have," "change," "I/we are," "I/we are") are," "challenge," and "congress"),
suggesting that presidents have chosen these phrases to reject the job for
which they want credit.
151
In times of rhetorical presidency, no presidential address is apolitical and this
thesis investigated the functions of epideictic address in light of the rhetorical
152
presidency doctrine. A close textual analysis of the three most controversial
commencement speeches delivered by President Barack Obama revealed that
153 154
the challenge of fullling the expectations of a commencement address, while
155
also responding to rhetorical problems, required the President to adopt
complex rhetorical strategies. With those ndings, this thesis proposes to
156
renew the functions of presidential ceremonial rhetoric to a unique function. In
157 158
this renewed segment of the genre, the speech should use the available means
159 160
of persuasion towards a single purpose: display leadership through eloquence
to enhance presidential ethos (Ribeiro M. p. 42).
161 162
In the study of (Wang Niu, and Yuan Yin, p. 56), the paper aims at constructing a
163
hierarchical system of the ethos category, which is expected to be more
operable and interpretive in both rhetorical criticism and rhetorical practice.
The justi cation of this ethos system is the focus of the inquiry. We will mainly
resolve the vagueness of Aristotle's three elements of ethos: good sense, good
moral character, and goodwill, via extracting from the existing studies some
164
core sub-elements for each of them. To achieve this objective, the

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165 166
relatedchapters in Aristotle's Rhetoric are re-examined; interpretations of
167
ethos by contemporary scholars are investigated, and two texts from different
168 169
genres are analyzed for the testing of this re-framed ethos model. The same
170 171 172
study was conducted by Hamurenge (p. 101), which was grounded on Aristotle's
3
Theory of Rhetoric (Aristotle, 1976), which identi es ethos, pathos, and logos
173
as a means of persuasion. Vastly employed for the analysis of speeches, the
theory examines emotion, authority, and logic, which are essential parameters
for an effective speech (Borg, p. 17). It also helps to determine the
effectiveness of persuasion; a rhetorician should consider in discourse when
addressing an audience. The study employed a qualitative document analysis
research design in which commencement ceremony speech samples by
174
Professor Lazarus Hangula were explored. The study, in identifying and
interpreting the usage of ethos, pathos, and logos in the speeches using
175 176
Aristotle's theory of rhetoric, largely observes that the speeches make
extensive use of the proofs of persuasion in negotiating meaning and proposals
with the audience. (Mubarak, A. S., &Rhaif,p. 58) this study explores how
commencement speakers utilize success stories pragma-rhetorically to
177
motivate the graduates to behave wisely to take future decisions. It
investigates the pragmatic rhetorical strategies in the motivational storytelling
178 179
that is delivered within commencement speeches at American universities and
institutes. More speci cally, it explores how speech acts, rhetorical tropes,
conversational implicate, and rhetorical appeals are used and distributed in the
storytelling discourse. The ndings have revealed that commencement
speakers resort to various pragmatic and rhetorical strategies to convey the
motivational message and advice they intend to deliver to the graduates within
the stories they embed in their commencement speeches.

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180
In addition, (Nurkhamidah, Fahira, Ningtya, 73), this research aims nding the
rhetorical appeals of President Joe Biden's inaugural address on his
181 18
inauguration as the 46th President of the United States. The research is based
on Aristotle's theory called a rhetorical theory. The researcher employs
descriptive qualitative as a methodology to analyze the data from the spoken
utterances of the speech. The result shows that Joe Biden uses all of the
183
Aristotelian rhetoric strategies in his inaugural address, which are: ethos,
184 185
pathos, and logos. The data shows that Joe Biden uses pathos in 55% of his
186 187
speech, followed by ethos in 37%, and logos in 8% Joe Biden skillfully used and
implied Aristotle's rhetorical theory in his inauguration address to engage and
build trust with the American people. From the analysis, the researcher has
188
concluded that a good speaker can use all of the three elements of the
rhetorical theory and imply them in the speech or writing.
3
Moreover, the study (Sherwani, 21-25) investigates two English motivational
speeches. The research focuses on progressive rhetoric rather than
conservative discourse. The data were analyzed using three discourse analysis
189 19,189
analytical techniques, including Story, hyperbole, and framing. The impact of
190
speech on human behavior, emphasizes the importance of considering mindset
when dealing with it. Beliefs, objectives, and actions these qualities are not
static; positive dialogue has the potential to in uence human behavior. Change
your attitudes, beliefs, intentions, goals, and behaviors by changing your
191
cognition. The study concludes that positive discourse analysis can be used to
analyze text positively and progressively. Discourse can affect action and
behavior. Telling successful stories is essential. Public speakers use hyperbole
or exaggeration for several purposes. Discourse framing is another powerful
192
technique used by public speakers.
Synthesis

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193 194 195

The rhetorical theory has in one way or another emphasized the work of media
196
in an open talk which essentially centers on spreading realities and setting
through an online screen with the reason of giving information to individuals of
197
all ages. Rather like the talks of the Late Senator Miriam Santiago her capable
198
addresses have come to all places that empower individuals on being great
199
citizens of the nation. This is made conceivable through the utilization of
201 2
media. In today's era where mental well-being issue is exceptionally disturbing,
particularly to the youth in terms of weight for career openings and future
challenges. Talks from outstanding and successful personalities are one way of
202
rousing those who battle in life careers. It is where in uential techniques are
203
generally utilized moreover, in other perspectives like promoting, movies,
204
documentaries, political addresses and indeed in type in ups. Awesome talks of
Miriam Santiago made the open more curious about dissecting her talks as a
205
subject for theirponder to unwind the covered-up philosophies utilized in her
discourse.

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1. are collected Passive voice misuse Clarity

2. study's claims Wordy sentences Clarity

3. (Ellison and Gilden, 344); (Alkirbash, 112); Citation style options Correctness
(Cockcroft 57); (Kurt Beyers, 32);
(Jakubowska, 133-134); (Mubarak and
Rhaif, 36-37); (Konfrst, 55); (Aristotle,
1976); (Sherwani, 21-25)

4. powerful → robust Word choice Engagement

5. are planned Passive voice misuse Clarity

6. Self-motivation is aided by an Passive voice misuse Clarity

independent learning environment.

7. . As Improper formatting Correctness

8. provided, Punctuation in Correctness

compound/complex
sentences

9. et al → et al. Comma misuse within Correctness

clauses

10. Motivated → ¶ Motivated Intricate text Clarity

11. . Because → because Incomplete sentences Correctness

12. simply Tone suggestions Delivery

13. As a result, educational institutions strive Unclear sentences Clarity

to emphasize motivation both school and
home.

14. he or she → they Potentially sensitive language Delivery

15. et. al. → et al. Comma misuse within Correctness

clauses

16. , 20 3 Punctuation in Correctness

compound/complex

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sentences

17. great → signi cant Word choice Engagement

18. is depicted Passive voice misuse Clarity

19. story; Story Text inconsistencies Correctness

20. The existence of gures of speech in Incomplete sentences Delivery

storytelling functions as facilitating
strategy to ensure that the audience
receives the story correctly.

21. took → takes Faulty tense sequence Correctness

22. . Considers Improper formatting Correctness

23. give compliments → compliment Wordy sentences Clarity

24. are capable of doing → Wordy sentences Clarity

can do

25. . To Improper formatting Correctness

26. they will encounter Wordy sentences Clarity

27. key → critical Word choice Engagement

28. These three were named by Aristotle. Passive voice misuse Clarity

29. persuasion → in uence Word choice Engagement

30. These three were named by Aristotle. Monotonous sentences Engagement

Ethos, pathos, and logos are the three
forms of persuasion. Aristotle denied
ethos as the trustworthiness of a person
speaking.

31. personality, Punctuation in Correctness

compound/complex
sentences

32. was → are Faulty tense sequence Correctness

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33. his ideas was accepted Passive voice misuse Clarity

34. credible → reasonable Word choice Engagement

35. virtuous character Misspelled words Correctness

36. are discussed Passive voice misuse Clarity

37. authority → power, source Word choice Engagement

38. believes → thinks Word choice Engagement

39. emotions. Closing punctuation Correctness

40. is described Passive voice misuse Clarity

41. Emotion is described as "all those Hard-to-read text Clarity

affections which induce persons to
change their view about their judgments
and accompanied by pleasure and pain,
such as rage, pity, fear, and all
comparable emotions and their
contraries" in Aristotle's Rhetoric, book II
(translated by W. Rhys Roberts 2004).

42. ), Punctuation in Correctness

compound/complex
sentences

43. rhetoric, Punctuation in Correctness

compound/complex
sentences

44. feeling → sense, sensation Word choice Engagement

45. logos → . Logos, ; logos Punctuation in Correctness

compound/complex
sentences

46. . Still, enthymeme Hard-to-read text Clarity

47. main → central Word choice Engagement

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48. premise → belief Word choice Engagement

49. fact, Punctuation in Correctness

compound/complex
sentences

50. solutions, Punctuation in Correctness

compound/complex
sentences

51. are designed Passive voice misuse Clarity

52. Questions that seek solutions, yet are Unclear sentences Clarity
designed to elicit logical reasoning from
listeners.

53. A rhetorical question, according to Unclear sentences Clarity

(Nelson and Pearson p. 265), is "a query
for which you do not expect an oral
answer."

54. Rhetorical questions, according to Unclear sentences Clarity

(Verderber et al. p. 76), are "questions
structured to provoke a conceptual
response rather than an actual verbal
answer on the side of the audience."

55. effective → practical Word choice Engagement

56. By requiring the audience to think and Unclear sentences Clarity

answer vocally, the argument becomes
more engaging.

57. appears → seems Word choice Engagement

58. All of these themes are accompanied by Intricate text Clarity

the queries "why?" and "for what or for
whom?" as well as statements such as
"because..." and "to..."

59. the use of Wordy sentences Clarity

60. andbusinesses → and businesses Misspelled words Correctness

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61. persuasive → compelling, clear Word choice Engagement

62. particularly → mainly Word choice Engagement

63. is utilized Passive voice misuse Clarity

64. of, Punctuation in Correctness

compound/complex
sentences

65. In this essay, Burke's Pentad as a Unclear sentences Clarity

framework is utilized to explore Steve
Jobs' use of, "internal and external
ethos" as not only a persuasive
mechanism but also as a force to build
his persona/mythological legacy (Keith
Bestodeau, p. 88).

66. important → essential Word choice Engagement

67. speeches → lessons, addresses Word choice Engagement

68. speeches → lessons, addresses Word choice Engagement

69. as → . As, ; as Punctuation in Correctness

compound/complex
sentences

70. Those who spoke during commencement Unclear sentences Clarity

were members of an even smaller group
or more select group.

71. campaigns, Punctuation in Correctness

compound/complex
sentences

72. . Their → , their Incomplete sentences Correctness

73. Their attempts were complicated Passive voice misuse Clarity

74. Despite these limits, however, these Unclear sentences Clarity

addresses are so important (Suzzane, p.
527-530).

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 Report: CHAPTER-TWO

75. important → necessary Word choice Engagement

76. were conducted Passive voice misuse Clarity

77. environmental → ecological Word choice Engagement

78. utilized → used Word choice Engagement

79. centre-ground → center-ground Mixed dialects of English Correctness

80. , however → . However, ; however Punctuation in Correctness

compound/complex
sentences

81. comes to impact → impacts Wordy sentences Clarity

82. It was found out Passive voice misuse Clarity

83. focus → focused Faulty tense sequence Correctness

84. positive → cheerful Word choice Engagement

85. predilection → preference, propensity Word choice Clarity

86. It was found out Passive voice misuse Clarity

87. speech, Punctuation in Correctness

compound/complex
sentences

88. , it → ; it, , and it, . It Punctuation in Correctness

compound/complex
sentences

89. , analyzing Punctuation in Correctness

compound/complex
sentences

90. A similar study was conducted by (Zhu, Unclear sentences Clarity

p.108) analyzing the English and Chinese
commencement speeches using
intercultural analysis of personal
metadiscourse.

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 Report: CHAPTER-TWO

91. the use of Wordy sentences Clarity

92. show that American Incomplete sentences Correctness

93. there were Wordy sentences Clarity

94. Additionally, the → The Wordy sentences Clarity

95. was conducted Passive voice misuse Clarity

96. in analyzing → to analyze Incorrect verb forms Correctness

97. studied → reviewed Word choice Engagement

98. that there were Wordy sentences Clarity

99. which Pronoun use Correctness

100. which, Punctuation in Correctness

compound/complex
sentences

101. was found out Passive voice misuse Clarity

102. similitudes → Word choice Engagement

correspondences, likenesses,
similarities, parallels

103. similitudes → Word choice Engagement

correspondences, likenesses,
similarities, parallels

104. just Tone suggestions Delivery

105. , while Punctuation in Correctness

compound/complex
sentences

106. while → . In contrast, Hard-to-read text Clarity

107. information → details Word choice Engagement

108.

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 Report: CHAPTER-TWO

information → details Word choice Engagement

109. While, Punctuation in Correctness

compound/complex
sentences

110. ¶ While, (Konfrst, Intricate text Clarity

111. It was revealed Passive voice misuse Clarity

112. to implement → about implementing Incorrect verb forms Correctness

113. agenda → plan Word choice Clarity

114. , not Punctuation in Correctness

compound/complex
sentences

115. is not yet done Passive voice misuse Clarity

116. rhetorical → lofty Word choice Engagement

117. rhetorical → lofty Word choice Engagement

118. This paper argues that citizens, to be Unclear sentences Clarity

actively engaged, can and should use
rhetorical principles as tools for
evaluating persuasive messages.

119. as well as → and Wordy sentences Clarity

120. persuasive → Word choice Engagement

clear, compelling, in uential

121. Rooted in human nature Misplaced words or phrases Correctness

122. are → were Faulty tense sequence Correctness

123. useful in → valuable for, helpful in Word choice Engagement

124. are used Passive voice misuse Clarity

125. analyzed → analyze Incorrect verb forms Correctness

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126. , and Punctuation in Correctness

compound/complex
sentences

127. American commencement addresses Passive voice misuse Clarity

were also researched

128. both Wordy sentences Clarity

129. styles of speech → speech styles Wordy sentences Clarity

130. speeches → lessons Word choice Engagement

131. signicantly → signi cantly Misspelled words Correctness

132. places → Word choice Engagement

businesses, areas, sites, positions

133. Second, in commencement talks, Unclear sentences Clarity

depictions of places that contribute to
the formation of individual identity
surpass those in inauguration speeches.

134. that are Wordy sentences Clarity

135. place → business, home Word choice Engagement

136. Study on the → ¶ Study on the Intricate text Clarity

137. study → survey Word choice Engagement

138. largely → primarily Word choice Engagement

139. positive → cheerful Word choice Engagement

140. predilection → preference, propensity Word choice Clarity

141. assisted → assist Faulty tense sequence Correctness

142. There is a predilection for speci c sub- Unclear sentences Clarity

strategies that assisted commencement

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 Report: CHAPTER-TWO

speakers deliver their motivational tales

within each super-strategy of politeness.

143. Furthermore → ¶ Furthermore Intricate text Clarity

144. Rhaif → Raif Misspelled words Correctness

145. . On Punctuation in Correctness

compound/complex
sentences

146. Konfrst, Punctuation in Correctness

compound/complex
sentences

147. was found Passive voice misuse Clarity

148. pushfor → push for Misspelled words Correctness

149. important → essential Word choice Engagement

150. are used Passive voice misuse Clarity

151. , and Punctuation in Correctness

compound/complex
sentences

152. In times of rhetorical presidency, no Hard-to-read text Clarity

presidential address is apolitical and this
thesis investigated the functions of
epideictic address in light of the
rhetorical presidency doctrine.

153. fullling → ful lling, fuelling Misspelled words Correctness

154. address, Punctuation in Correctness

compound/complex
sentences

155. problems, Punctuation in Correctness

compound/complex
sentences

156. function → position, process, role, part Word choice Engagement

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 Report: CHAPTER-TWO

157. renewed → restored, continued Word choice Engagement

158. genre segment Wordy sentences Clarity

159. towards → for Wrong or missing prepositions Correctness

160. to display Incorrect verb forms Correctness

161. Niu, Punctuation in Correctness

compound/complex
sentences

162. at constructing → to construct Incorrect verb forms Correctness

163. is expected Passive voice misuse Clarity

164. To achieve this objective Misplaced words or phrases Correctness

165. related chapters Misspelled words Correctness

166. are re-examined Passive voice misuse Clarity

167. are investigated Passive voice misuse Clarity

168. are analyzed Passive voice misuse Clarity

169. for the testing of → to test Wordy sentences Clarity

170. was conducted Passive voice misuse Clarity

171. which was Wordy sentences Clarity

172. was grounded Passive voice misuse Clarity

173. the analysis of → analyzing Wordy sentences Clarity

174. commencement ceremony speech Passive voice misuse Clarity

samples by Professor Lazarus Hangula
were explored

175. largely → essentially, primarily Word choice Engagement

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176. speeches → addresses, lessons Word choice Engagement

177. The study, in identifying and interpreting Hard-to-read text Clarity

the usage of ethos, pathos, and logos in
the speeches using Aristotle's theory of
rhetoric, largely observes that the
speeches make extensive use of the
proofs of persuasion in negotiating
meaning and proposals with the
audience. (Mubarak, A. S., &Rhaif,p.…

178. is delivered Passive voice misuse Clarity

179. delivered in Wordy sentences Clarity

180. nding → to nd Incorrect verb forms Correctness

181. research → study Word choice Engagement

182. is based Passive voice misuse Clarity

183. The result shows that Joe Biden uses all Unclear sentences Clarity
of the Aristotelian rhetoric strategies in
his inaugural address, which are: ethos,
pathos, and logos.

184. shows → indicates Word choice Engagement

185. uses → used Faulty tense sequence Correctness

186. logos → symbols Word choice Engagement

187. . Joe Punctuation in Correctness

compound/complex
sentences

188. of the Wordy sentences Clarity

189. The data were analyzed using three Unclear sentences Clarity
discourse analysis analytical techniques,
including Story, hyperbole, and framing.

190. behavior, Punctuation in Correctness

compound/complex

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 Report: CHAPTER-TWO

sentences

191. be used Passive voice misuse Clarity

192. Telling successful stories is essential. Monotonous sentences Engagement

Public speakers use hyperbole or
exaggeration for several purposes.
Discourse framing is another powerful
technique used by public speakers.

193. , in Punctuation in Correctness

compound/complex
sentences

194. , or Punctuation in Correctness

compound/complex
sentences

195. another, Punctuation in Correctness

compound/complex
sentences

196. , which Punctuation in Correctness

compound/complex
sentences

197. Santiago, Punctuation in Correctness

compound/complex
sentences

198. on being → to be Incorrect verb forms Correctness

199. This Intricate text Clarity

200. alarming, bothersome Word choice Engagement

201. In today's era where mental well-being Unclear sentences Clarity

issue is exceptionally disturbing,
particularly to the youth in terms of
weight for career openings and future
challenges.

202. in uential → effective, persuasive Word choice Engagement

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203. It is where in uential techniques are Unclear sentences Clarity

generally utilized moreover, in other
perspectives like promoting, movies,
documentaries, political addresses and
indeed in type in ups.

204. Awesome → Excellent, Fantastic Word choice Engagement

205. theirponder Unknown words Correctness

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