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Rhetorical Analysis Of Malala

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Malala Malala Yousafzai a young teenager was on the brink of death thanks to her advocating.Women's rights are something not given to all girls in her country, Pakistan.For that sole reason she was shot, for speaking up for her rights.Therefore, by using juxtaposition to compare the Pakistan people to the American lifestyle, imagery to intensify the endeavor of women and young girls, and pathos to invigorate the world to help attain educational rights for these girls . In the small city of swat is where Malala is found to be living she involves this to her use of imagery.For example she states “When i close my eyes, i see my bedroom.The bed is unmade,my fluffy blanket in a heap, because i've rushed out for school, late for an exam” (Yousafzai pg 1).Notably, in this quote Malala creates a picture of a tranquil yet hectic environment that forms her whole life. On the other hand she makes it comprehensible to her audience that she is a young imperative teenage girl that lives with the struggles of …show more content…

As well as focusing on the whole fact that in Pakistan no one cared how well the girls did in school but in England everything is graded so much more and everything is more rigorous. Thus making the education seem more important in other places and also makes sure to point out that everything is poorer in Pakistan than it is in the U.S.In the end Malala uses comparison to show how things differentiate between countries and how lucky she thinks the people mainly the women of the U.S are to get the rights to study and become something in life,not like the poor country of Pakistan where education was not a

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"I was a girl in a land where rifles are fired in celebration of a son, while daughters are hidden away behind a curtain, their role in life simply to prepare food and give birth to children" (Malala, 13). Cultural tradition is evidently a culminating aspect in the formation of societies and a direct consequence on the lifestyle of these families. Malala Yousafzai was born in Pakistan, a society which privileged man, even though since young she was determined to stand against the tradition and live for herself and for her family. In the first quarter of her autobiography, I Am Malala, she relates stories of her ancestors that demonstrates her inner pride which serves as influence to the building of her character. Pride is indeed a common characteristic that human beings share, which is satisfaction for our own achievements.

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Malala Rhetorical Research Paper         Malala Yousafzai, an inspirational and courageous young girl with a strong ambition to change the educational structure in third world countries for the justice of misfortunate children deprived of an education. She is a million voices depicted in one, she is the spark of light searched by the many who aren’t granted an education so readily. Malala speaks from the heart, she is humble, bold, and confident procuring her the followers and support she has had throughout her hardship. Malala’s compelling and life-changing perspectives were effectively allocated in the world with her use of passionate parallelism, concrete diction, and heartfelt imagery.

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The push for women’s rights will never truly be satisfied because of the change not being able to reach the entire world at the same moment in time. Attempting to hold three pillars with two hands, one can only do so much by themselves. Malala Yousafzai, a young girl that has been affected by the patriarchal society in the Middle-East region, has been denied her right to education and even threatened by the Taliban to stand down. In the documentary, He Named Me Malala, the movie begins with an animated intro as Malala recites the quote “It is better to live like a lion one day, than to live like a slave for hundred years”. She believes in making a difference and would rather die and speak up, than to live and remain silent.

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Malala uses pathos very well throughout her speech to create a feeling of sympathy for the children who are “deprived of education” (Yousafzai). Malala uses words like “fighting,” “peace,” and “necessities” to emphasize the importance of education for children. Malala shows sympathy in her statement “It is for those voiceless children who want change” (Yousafzai). Malala's compassionate statements let voiceless people know that she is there acknowledging the problem and trying to make others

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Malala Yousafzai is a Pakistani education activist who has been fighting for women and girls to have the right to education in Pakistan. Some women in the US do not have the right to an abortion. Some people still believe that relationships should be “traditional”, and women should be staying at home cooking and taking care of

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Malala addresses and acknowledges all the people who have helped her in the beginning of the speech. Giving help of her use of ethos in the speech. Malala creates an analogy using logos. Stating statistics of how many children across the world are not receiving the education needed. Going on, Malala speaks more on women’s education between society.

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Malala Yousafzai advocates for her beliefs through her persistent pathos to elicit sympathy within the audience and irony to identify a problem the Taliban asserts, but also utilizes rhetorical questions and allusions in order to provoke thought and present a solution against the injustice the Taliban brings, all in efforts to express her primary concern for change against

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Now, this ties into her conveying her message because this tells her audience what she has to live through everyday because the taliban wants to destroy everything that according to them is not islamic. Another example of imagery that Malala used was “When I was in Swat, it was a place of tourism and beauty, suddenly changed into a place of terrorism” (Malala, 2014) in her famous Nobel Peace Prize speech. She is using imagery in this because she begins with describing Swat as a place that was beautiful and full of tourism from around the world. She then compares it to how it is now, a place of terrorism, a place where no man, women, and children are completely safe. This ties in to Malala conveying her message because in part of her message she wants peace, with that in mind, she uses this to project an image to her audience of what the Taliban has turned Swat

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Since age 11, she had stood up for her rights of education (Rowell 10). She said women are going to bring change. Malala fought for the equality for Pakistani men and women. The Taliban did not like that Malala was against them, but she would not let their words and actions stop her from her mission. Malala stated that no one had to die to go to school and that we can change the picture together.

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Malala Yousafzai lived in fear because of the terrorists that threaten her country but now she fights for youths. Yousafzai believes that all youths should have educations which she addresses in her speech. Yousafzai also believes that giving education to youths will fight against terrorists. Yousafzai fights for women and children’s rights and throughout her speech she discourses this. Yousafzai’s United Nations speech shows the rhetorical methods of Logos, Ethos, and

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Throughout the novel, Malala utilizes influential ethos while talking about how difficult it was for a girl to attend school in peace so that the audience will believe her story. For example, in the novel Malala states “The trips from school became tense and frightening, and I just wanted to relax once I was safe inside my home”. (Yousafzai,pg.62) This quote is included so that the reader will be able to perceive how she and the other girls felt while trying to obtain an education. Also, her purpose of

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Now that she’s a well known figure, Malala Yousafzai will not stop advocating the importance of education. Malala utilizes various rhetorical strategies such as pathos, imagery, and juxtaposition to convey her message that education is a basic human right to both men and women. Malala utilizes pathos to evoke emotions towards the audience on reasons why education should be a right. Yousafzai reveals, “Because when a teacher appreciates you, you think, I am something!

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