Читать книгу THE ART OF PUBLIC SPEAKING - J. BERG ESENWEIN DALE CARNAGEY - Страница 11

1. What is emphasis?

2. Describe one method of destroying monotony of thought-presentation.

3. What relation does this have to the use of the voice?

4. Which words should be emphasized, which subordinated, in a sentence?

5. Read the selections on pages 50, 51, 52, 53 and 54, devoting special

attention to emphasizing the important words or phrases and

subordinating the unimportant ones. Read again, changing emphasis

slightly. What is the effect?

6. Read some sentence repeatedly, emphasizing a different word each

time, and show how the meaning is changed, as is done on page 22.

7. What is the effect of a lack of emphasis?

8. Read the selections on pages 30 and 48, emphasizing every word. What

is the effect on the emphasis?

9. When is it permissible to emphasize every single word in a sentence?

10. Note the emphasis and subordination in some conversation or speech

you have heard. Were they well made? Why? Can you suggest any

improvement?

11. From a newspaper or a magazine, clip a report of an address, or a

biographical eulogy. Mark the passage for emphasis and bring it with you

to class.

12. In the following passage, would you make any changes in the author's

markings for emphasis? Where? Why? Bear in mind that not all words

marked require the same _degree_ of emphasis--_in a wide variety of

emphasis, and in nice shading of the gradations, lie the excellence of

emphatic speech_.

I would call him _Napoleon_, but Napoleon made his way to empire

over _broken oaths_ and through a _sea_ of _blood_. This man

_never_ broke his word. "No Retaliation" was his great motto and

the rule of his life; and the last words uttered to his son in

France were these: "My boy, you will one day go back to Santo

Domingo; _forget_ that _France murdered your father_." I would

call him _Cromwell_, but Cromwell was _only_ a _soldier_, and

the state he founded _went down_ with him into his grave. I

would call him _Washington_, but the great Virginian _held

slaves_. This man _risked_ his _empire_ rather than _permit_ the

slave-trade in the _humblest village_ of his dominions.

You think me a fanatic to-night, for you read history, _not_

with your _eyes_, but with your _prejudices_. But fifty years

hence, when _Truth_ gets a hearing, the Muse of History will put

_Phocion_ for the _Greek_, and _Brutus_ for the _Roman_,

_Hampden_ for _England_, _Lafayette_ for _France_, choose

_Washington_ as the bright, consummate flower of our _earlier_

civilization, and _John Brown_ the ripe fruit of our _noonday_,

then, dipping her pen in the sunlight, will write in the clear

blue, above them all, the name of the _soldier_, the

_statesman_, the _martyr_, _TOUSSAINT L'OUVERTURE_.

--WENDELL PHILLIPS, _Toussaint l'Ouverture_.

Practise on the following selections for emphasis: Beecher's "Abraham

Lincoln," page 76; Lincoln's "Gettysburg Speech," page 50; Seward's

"Irrepressible Conflict," page 67; and Bryan's "Prince of Peace," page

448.