EXPLORING TED SPEAKERS’ RHETORICAL STRATEGIES a GENRE ANALYSIS OF a SELECTED TED TALK = tìm HIỂU về các BIỆN PHÁP TU từ của DIỄN GIẢ TED TALK = PHÂN TÍCH THỂ LOẠI DIỄN NGÔN CHO một bài TED TALK

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF LINGUISTICS & CULTURES OF ENGLISH-SPEAKING COUNTRIES GRADUATION PAPER EXPLORING TED SPEAKERS’ RHETORICAL STRATEGIES A GENRE ANALYSIS OF A SELECTED TED TALK Supervisor: Mrs Nguyễn Thị Thùy Linh Student: Nguyễn Nguyệt Hà Course: QH2017.F1.E2 HÀ NỘI – 2021 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA NGƠN NGỮ VÀ VĂN HỐ CÁC NƯỚC NĨI TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP TÌM HIỂU VỀ CÁC BIỆN PHÁP TU TỪ CỦA DIỄN GIẢ TED TALK PHÂN TÍCH THỂ LOẠI DIỄN NGƠN CHO MỘT BÀI TED TALK Giáo viên hướng dẫn: Mrs Nguyễn Thị Thùy Linh Sinh viên: Nguyễn Nguyệt Hà Khóa: QH2010.F1.E2 HÀ NỘI – 2021 I hereby state that I: Nguyen Nguyet Ha – Class QH2017.F1.E2, being a candidate for the degree of Bachelor of Arts (B.A Honours Programme) accept the requirements of the University relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date ACKNOWLEDGEMENTS I would like to express my great appreciation to Mrs Nguyen Thi Thuy Linh, my research supervisor, for her patient guidance, valuable and constructive suggestions during the planning and development of this thesis work Her willingness to give her time generously has been much appreciated My special thanks are also extended to Dr Nguyen Thi Minh Tam, for her advice and assistance in keeping my progression on schedule I would like to extend my deep gratitude to my parents and my elder brothers who gave me unflagging support throughout my study Without their great encouragement and endless patience, I would have never achieved this version of myself My many thanks go to my good friends, Do Ninh Chi and Do Lan Anh at my university class for their wholehearted support and joyful friendship during my academic journey My sincere gratefulness also goes to my favorite girl, Nguyen Lan Anh for her loving care of me I am also deeply thankful to my friend, Van Sy Son, for always having faith in me and my ability to complete this research work My last appreciation is for my dearest special friend for his unwavering love and support over the years Without his affection, I would have hardly been emotionally and mentally sound enough to complete this journey Abstract: This research aims at investigating the use of rhetorical strategies deployed by TED Speakers The analysis focuses on the rhetorical moves with their corresponding steps and three modes of Appeals which characterize these moves in a selected TED Talk in the science categorization The data is discussed in the light of Rhetorical Genre Studies (RGS) and English for Specific Purposes (ESP) theories of genre analysis Results demonstrate that in terms of rhetorical moves, there are six possible moves and steps namely Topic Introduction, Speaker Presentation, Topic Development, Closure, Concluding messages and Acknowledgements/Gratitude Moreover, the flexibility of move-step is also acknowledged in the chosen talk Regarding rhetorical strategies, there is an attempt to appeal to modes, namely Logos, Ethos and Pathos, in out of moves to persuade the audience to accept her argument about the powerful benefits of physical activities These rhetorical strategies are characterized by types of dictions (technical, concrete, emotional and ironic diction), sentence lengths (telegraphic, short, medium and long sentences) and sentence functions (declarative, interrogative, imperative and exclamatory sentences) Keyword: genre analysis, TED Talk, rhetorical moves, rhetorical strategies, diction and syntax TABLE OF CONTENTS INTRODUCTION……………………………………………………………………8 1.1 SIGNIFICANCE OF THE STUDY……………………………………………… 1.2 RESEARCH QUESTION………………………………………………………… THEORETICAL BACKGROUND/ LITERATURE REVIEW………………….10 2.1 THEORETICAL BACKGROUND ……………………………………………… 10 2.2 PREVIOUS STUDIES INTO TED TALKS ………………………………………16 METHODOLOGY …………………………………………………………………19 3.1 SAMPLING ……………………………………………………………………… 19 3.2 SAMPLING ANALYSIS ………………………………………………………….21 FINDINGS AND DISCUSSION ………………………………………………… 23 4.1 THE RHETORICAL MOVES …………………………………………………….23 4.2 THE RHETORICAL STRATEGIES …………………………………………… 26 4.2.1 THREE MODES OF APPEALS ……………………………………………… 26 4.2.2 SURFACE FEATURES …………………………………………………………32 4.2.2.1 DICTION ………………………………………………………………………32 4.2.2.2 SYNTAX ………………………………………………………………………36 4.3 THE TONE ……………………………………………………………………… 43 CONCLUSION …………………………………………………………………… 44 5.1 SUMMARY OF THE FINDINGS …………………………………………………44 5.2 IMPLICATIONS ………………………………………………………………… 45 5.3 LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDIES …………… 45 REFERENCE ………………………………………………………….………………46 APPENDIX …………………………………………………………………………… 50 CHAPTER 1: INTRODUCTION The study of genres has received significant attention in the last few decades In the past, genre studies used to be conducted mostly in the field of literature; however, nowadays they have been observed in all discourse forms to analyze a variety of text types for different purposes, produced by distinct communities in different situations and contexts Various attempts have been made by applied linguists to explore genres in different perspectives (Bazerman, 2010; Bonini, 2001; Marcuschi & Luiz Antônio, 2004; Martin, 1984; Meurer, 2003; Moritz, 2006, and Swales, 1990) In terms of spoken discourse, genre studies have been carried out on dissertation defenses (Rescki, 2005, 2006), academic lectures and conference presentations (Flowerdew & Miller, 1996; Rowley-Jolivet & Carter-Thomas, 2005; Thompson, 1994; Dubois, 1980) and TED Talks (Compagnone, 2015; Scotto di Carlo, 2014a; Scotto di Carlo, 2015b; Sugimoto, Thelwall, Larivière, Mongeon, & Macaluso, 2013; Chang & Huang, 2015) TED, which is the acronym for Technology, Entertainment and Design, is a nonprofit organization providing short talks, aiming at celebrating new ideas across the globe Founded in 1984, TED was primarily devoted to spreading ideas in technology, entertainment and design Today, TED has gone far beyond these fields, covering a wide range of topics, from science to education to entrepreneur to global problems TED Talks, delivered in more than 100 languages, are broadcast on the official website: www.ted.com, offering internet users with free access to their interested topics As part of oral discourse, TED Talks have received much attention in recent years Various authors have focused on examining the rhetorical organization of TED Talks and their communicative purposes (Li & Li, 2021; Miranda, 2018; e.g., Chang & Huang, 2015); and their linguistic features such as epistemic lexical verbs, the use of the first and second pronouns and prosodic voice characters (Tsai, 2015; Caliendo & Compagnone, 2014) Despite the current body of literature, how TED speakers in a specific profession, for example science, use rhetorical strategies to achieve their communicative purposes have yet to be robustly researched Significance of the study The findings of this study on rhetorical strategies deployed by a TED speaker in the category of science may contribute to the current body of literature about genre studies into TED Talks by shedding light on the unexplored areas which are rhetorical strategies deployed by TED speakers Therefore, this paper can be the starting point for any research attempting to describe and explain how TED Talk as a genre mediate the way member of that community practice their language to reach the audience’s thoughts and actions Another contribution of this study is that it may be of some assistance for novice persuasive speakers who can draw on the findings about rhetorical strategies to integrate this aspect into preparing a persuasive speech, specifically related to the topic of science Research Questions The current study aims at investigating the rhetorical strategies deployed by an acclaimed neuroscientist Wendy Suzuki to fulfil her purpose of persuading the audience to believe in the benefits of physical training in her TED Talk named “The brain-changing benefits of exercise” As such, this research set out to answer the following question: (1) Which rhetorical moves, realized by steps, characterize the selected talk? (2) Which rhetorical strategies are deployed to facilitate the speaker to persuade the audience? The findings of the current research reflect the significance of the present study since they are directly related to the research problem CHAPTER 2: THEORETICAL BACKGROUND / LITERATURE REVIEW In this chapter, the theoretical framework of the present study and literature related to the subject of the current research are presented The review starts with an overview of genre and genre analysis, which puts an emphasis on three different approaches towards genre studies, and then moves on to the research subject 2.1 THEORETICAL BACKGROUND 2.1.1 The introduction of Genre Analysis In this section, the explanation of Genre Analysis and the classification of three schools of genre study are given 2.1.1.1 Genre and Genre Analysis 2.1.1.1.1 Definition Genres have been a subject of study since the time of Aristotle’s Rhetoric (Bhatia, 2004) In terms of the orientation to genre study, Flowerdew (2002) pointed out that genre analysis could be practically classified into two domains, which were textual analyses, and context and social analyses These two approaches were reported to have interrelation with each other, instead of being two opposite perspectives In other words, textual and contextual orientations should be employed in attempt to afford better understanding of genre theory For the purpose of conducting genre studies, Hyon (1996) mentioned in his seminal article that there are three traditional approaches, namely English for Specific Purposes (ESP), New Rhetoric (Reynolds, 1998) and Systemic Functional linguistics (a distinctive Australian approach) In general, these traditions were different from one another in terms of the theorists and practitioners; however, they still shared some similar aspects such as the nature of the orientations towards how the text is constructed (Johns, 2002) 2.1.1.1.2 Three approaches in Genre Analysis Rhetorical Genre Studies (RGS) Rhetorical Genre Studies, based in North America, was inspired by the developmental psychology and meta-cognitive science which paid attention to the social purpose of genre Therefore, genre was described by Miller (1984) as “typified rhetorical actions based in recurrent situations The primary focus of this tradition was to gain insights into the way genre ‘mediates situated practices, interactions, symbolic realities and congruent meanings” (Bazerman, 2003) By exploring this feature, researchers were able to understand the dynamic relationship between genre and situations Based on this focus 10 will last for at least two hours And finally, studies have shown that a single workout will improve your reaction times which basically means that you are going to be faster at catching that cup of Starbucks that falls off the counter, which is very, very important But these immediate effects are transient, they help you right after What you have to is what I did, that is change your exercise regime, increase your cardiorespiratory function, to get the long-lasting effects And these effects are long-lasting because exercise actually changes the brain’s anatomy, physiology and function Let’s start with my favorite brain area, the hippocampus The hippocampus — or exercise actually produces brand new brain cells, new brain cells in the hippocampus, that actually increase its volume, as well as improve your long-term memory, OK? And that including in you and me Number two: the most common finding in neuroscience studies, looking at effects of long-term exercise, is improved attention function dependent or your prefrontal cortex You not only get better focus and attention, but the volume of the hippocampus increases as well And finally, you not only get immediate effects of mood with exercise but those last for a long time So you get long-lasting increases in those good mood neurotransmitters But really, the most transformative thing that exercise will is its protective effects on your brain Here you can think about the brain like a muscle The more you’re working out, the bigger and stronger your hippocampus and prefrontal cortex gets Why is that important? Because the prefrontal cortex and the hippocampus are the two areas that are most susceptible to neurodegenerative diseases and normal cognitive decline in aging So with increased exercise over your lifetime, you’re not going to cure dementia or Alzheimer’s disease, but what you’re going to is you’re going to create the strongest, biggest hippocampus and prefrontal cortex so it takes longer for these diseases to actually have an effect You can think of exercise, therefore, as a supercharged 401K for your brain, OK? And it’s even better, because it’s free Excerpt 5: So this is the point in the talk where everybody says, “That sounds so interesting, Wendy, but I really will only want to know one thing And that is, just tell me the minimum amount of exercise I need to get all these changes.” And so I’m going to tell you the answer to that question First, good news: you don’t have to become a triathlete to get these effects The rule of thumb is you want to get three to four times a week exercise minimum 30 minutes an exercise session, and you want to get aerobic exercise in That is, get your heart rate up And the good news is, you don’t have to go to the gym to get a very expensive gym membership Add an extra walk around the block in your power walk You see stairs — take stairs And power-vacuuming can be as good as the aerobics class that you were going to take at the gym So I’ve gone from memory pioneer to exercise explorer From going into the innermost workings of the brain, to trying to understand how exercise can improve our brain function, and my goal in my lab right now is to go beyond that rule of thumb that I just gave you — three to four times a week, 30 minutes I want to understand the optimum 52 exercise prescription for you, at your age, at your fitness level, for your genetic background, to maximize the effects of exercise today and also to improve your brain and protect your brain the best for the rest of your life But it’s one thing to talk about exercise, and it’s another to it So I’m going to invoke my power as a certified exercise instructor, to ask you all to stand up We’re going to just one minute of exercise It’s call-andresponse, just what I do, say what I say, and make sure you don’t punch your neighbor, OK? Music! Five, six, seven, eight, it’s right, left, right, left And I say, I am strong now Let’s hear you Audience: I am strong now Wendy Suzuki: Ladies, I am Wonder Woman-strong Let’s hear you! Audience: I am Wonder Woman-strong WS: New move — uppercut, right and left I am inspired now You say it! Audience: I am inspired now WS: Last move — pull it down, right and left, right and left I say, I am on fire now! You say it Audience: I am on fire now WS: And done! OK, good job! Thank you I want to leave you with one last thought And that is, bringing exercise in your life will not only give you a happier, more protective life today, but it will protect your brain from incurable diseases And in this way it will change the trajectory of your life for the better Excerpt 6: Thank you very much 53 1.2 The detailed analysis of syntax (sentence lengths – sentence types) Excerpt 1: Topic introduction Sentence 1: long sentence – complex sentence – interrogative sentence (1) What if I told you there was something that you can right now that would have an immediate, positive benefit for your brain including your mood and your focus? Sentence 2: long sentence – complex sentence – interrogative sentence (2) And what if I told you that same thing could actually last a long time and protect your brain from different conditions like depression, Alzheimer’s disease or dementia Sentence 3: telegraphic sentence – simple sentence – interrogative sentence (3) Would you it? Sentence 4: telegraphic sentence – simple sentence – declarative sentence (4) Yes! Sentence 5: short sentence – simple sentence – declarative sentence (5) I am talking about the powerful effects of physical activity Sentence 6: medium sentence – compound sentence – declarative sentence (6) Simply moving your body, has immediate, long-lasting and protective benefits for your brain And that can last for the rest of your life Excerpt 2: Speaker Presentation Sentence 7: long sentence – complex sentence – declarative sentence (7) So what I want to today is tell you a story about how I used my deep understanding of neuroscience, as a professor of neuroscience, to essentially an experiment on myself in which I discovered the science underlying why exercise is the most transformative thing that you can for your brain today Sentence 8: long sentence – complex sentence – declarative sentence (8) Now, as a neuroscientist, I know that our brains, that is the thing in our head right now, that is the most complex structure known to humankind Sentence 9: medium sentence – compound sentence – declarative sentence (9) But it’s one thing to talk about the brain, and it’s another to see it 54 Sentence 10: short sentence – simple sentence – declarative sentence (10) So here is a real preserved human brain Sentence 11: medium sentence – complex sentence – declarative sentence (11) And it’s going to illustrate two key areas that we are going to talk about today Sentence 12: medium sentence – complex sentence – declarative sentence (12) The first is the prefrontal cortex, right behind your forehead, critical for things like decision-making, focus, attention and your personality Sentence 13: medium sentence – complex sentence – declarative sentence (13) The second key area is located in the temporal lobe, shown right here Sentence 14: long sentence – compound sentence – declarative sentence (14) You have two temporal lobes in your brain, the right and the left, and deep in the temporal lobe is a key structure critical for your ability to form and retain new long-term memories for facts and events Sentence 15: short sentence – simple sentence – declarative sentence (15) And that structure is called the hippocampus Excerpt 3: Topic Development Sentence 16: short sentence – simple sentence – declarative sentence (16) So I’ve always been fascinated with the hippocampus Sentence 17: long sentence – complex sentence – interrogative sentence (17) How could it be that an event that lasts just a moment, say, your first kiss, or the moment your first child was born, can form a memory that has changed your brain, that lasts an entire lifetime? Sentence 18: short sentence – simple sentence – declarative sentence (18) That’s what I want to understand Sentence 19: medium sentence – compound sentence – declarative sentence (19) I wanted to start and record the activity of individual brain cells in the hippocampus as subjects were forming new memories 55 Sentence 20: long sentence – compound sentence – declarative sentence (20) And essentially try and decode how those brief bursts of electrical activity, which is how neurons communicate with each other, how those brief bursts either allowed us to form a new memory, or did not Sentence 21: medium sentence – simple sentence – declarative sentence (21) But a few years ago, I did something very unusual in science Sentence 22: medium sentence – simple sentence – declarative sentence (22) As a full professor of neural science, I decided to completely switch my research program Sentence 23: medium sentence – simple sentence – declarative sentence (23) Because I encountered something that was so amazing, with the potential to change so many lives that I had to study it Sentence 24: medium sentence – compound sentence – declarative sentence (24) I discovered and I experienced the brain-changing effects of exercise Sentence 25: short sentence – simple sentence – declarative sentence (25) And I did it in a completely inadvertent way Sentence 26: long sentence – compound-complex sentence – declarative sentence (26) I was actually at the height of all the memory work that I was doing — data was pouring in, I was becoming known in my field for all of this memory work Sentence 27: short sentence – simple sentence - declarative sentence (27) And it should have been going great Sentence 28: telegraphic sentence – simple sentence - declarative sentence (28) DIC 12It was, scientifically Sentence 29: medium sentence – complex sentence - declarative sentence (29) But when I stuck my head out of my lab door, I noticed something Sentence 30: short sentence – simple sentence - declarative sentence (30) I had no social life 56 Sentence 31: medium sentence – simple sentence - declarative sentence (31) I spent too much time listening to those brain cells in a dark room, by myself Sentence 32: short sentence – simple sentence - declarative sentence (32) (Laughter) I didn’t move my body at all Sentence 33: short sentence – simple sentence - declarative sentence (33) I had gained 25 pounds Sentence 34: medium sentence – compound sentence - declarative sentence (34) And actually, it took me many years to realize it, I was actually miserable Sentence 35: short sentence – simple sentence - declarative sentence (35) And I shouldn’t be miserable Sentence 36: medium sentence – complex sentence - declarative sentence (36) And I went on a river-rafting trip — by myself, because I had no social life Sentence 37: medium sentence – simple sentence - declarative sentence (37) And I came back — thinking, “Oh, my God, I was the weakest person on that trip.” Sentence 38: short sentence – simple sentence - declarative sentence (38) And I came back with a mission Sentence 39: medium sentence – simple sentence - declarative sentence (39) I said, “I’m never going to feel like the weakest person on a river-rafting trip again.” Sentence 40: short sentence – simple sentence - declarative sentence (40) And that’s what made me go to the gym Sentence 41: medium sentence – simple sentence - declarative sentence (41) And I focused my type-A personality on going to all the exercise classes at the gym Sentence 42: telegraphic sentence – simple sentence - declarative sentence (42) I tried everything Sentence 43: medium sentence – compound sentence – declarative sentence 57 (43) D I went to kickbox, dance, yoga, step class, and at first it was really hard Sentence 44: long sentence – complex sentence – declarative sentence (44) But what I noticed is that after every sweat-inducing workout that I tried, I had this great mood boost and this great energy boost Sentence 45: short sentence – simple sentence - declarative sentence (45) And that’s what kept me going back to the gym Sentence 46: short sentence – simple sentence - declarative sentence (46) Well, I started feeling stronger Sentence 47: short sentence – compound sentence – declarative sentence (47) I started feeling better, I even lost that 25 pounds Sentence 48: long sentence – compound-complex sentence – declarative sentence (48) And now, fast-forward a year and a half into this regular exercise program and I noticed something that really made me sit up and take notice Sentence 49: long sentence – compound-complex sentence – declarative sentence (49) I was sitting at my desk, writing a research grant, and a thought went through my mind that had never gone through my mind before Sentence 50: medium sentence – simple sentence - declarative sentence (50) And that thought was, “Gee, grant-writing is going well today.” Sentence 51: medium sentence – complex sentence – declarative sentence (51) And all the scientists — yeah, all the scientists always laugh when I say that, because grant-writing never goes well Sentence 52: medium sentence – compound-complex sentence – declarative sentence (52) It is so hard; you’re always pulling your hair out, trying to come up with that milliondollar-winning idea Sentence 53: long sentence – compound-complex sentence – declarative sentence (53) But I realized that the grant-writing was going well, because I was able to focus and maintain my attention for longer than I had before 58 Sentence 54: medium sentence – simple sentence – declarative sentence (54) And my long-term memory — what I was studying in my own lab — seemed to be better in me Sentence 55: short sentence – simple sentence – declarative sentence (55) And that’s when I put it together Sentence 56: medium sentence – complex sentence – declarative sentence (56) Maybe all that exercise that I had included and added to my life was changing my brain Sentence 57: short sentence – simple sentence – declarative sentence (57) Maybe I did an experiment on myself without even knowing it Sentence 58: long sentence – simple sentence – declarative sentence (58) So as a curious neuroscientist, I went to the literature to see what I could find about what we knew about the effects of exercise on the brain Sentence 59: medium sentence – complex sentence – declarative sentence (59) And what I found was an exciting and a growing literature that was essentially showing everything that I noticed in myself Sentence 60: short sentence – simple sentence – declarative sentence (60) Better mood, better energy, better memory, better attention Sentence 61: medium sentence – compound-complex sentence – declarative sentence (61) And the more I learned, the more I realized how powerful exercise was Sentence 62: medium sentence – simple sentence – declarative sentence (62) Which eventually led me to the big decision to completely shift my research focus Excerpt 4: Closure Sentence 63: medium sentence – simple sentence – declarative sentence (63) And so now, after several years of really focusing on this question, I’ve come to the following conclusion: Sentence 64: medium sentence – complex sentence – declarative sentence 59 (64) that exercise is the most transformative thing that you can for your brain today for the following three reasons Sentence 65: short sentence – simple sentence – declarative sentence (65) Number one: it has immediate effects on your brain Sentence 66: medium sentence – complex sentence – declarative sentence (66) A single workout that you will immediately increase levels of neurotransmitters like dopamine, serotonin and noradrenaline Sentence 67: medium sentence – simple sentence – declarative sentence (67) That is going to increase your mood right after that workout, exactly what I was feeling Sentence 68: long sentence – compound-complex sentence – declarative sentence (68) My lab showed, that a single workout can improve your ability to shift and focus attention, and that focus improvement will last for at least two hours Sentence 69: long sentence – complex sentence – declarative sentence (69) And finally, studies have shown that a single workout will improve your reaction times which basically means that you are going to be faster at catching that cup of Starbucks that falls off the counter, which is very, very important Sentence 70: short sentence – compound sentence – declarative sentence (70) But these immediate effects are transient, they help you right after Sentence 71: long sentence – complex sentence – declarative sentence (71) What you have to is what I did, that is change your exercise regime, increase your cardiorespiratory function, to get the long-lasting effects Sentence 72: medium sentence – complex sentence – declarative sentence (72) And these effects are long-lasting because exercise actually changes the brain’s anatomy, physiology and function Sentence 73: short sentence – simple sentence – imperative sentence (73) Let’s start with my favorite brain area, the hippocampus Sentence 74: long sentence – complex sentence – declarative sentence 60 (74) The hippocampus — or exercise actually produces brand new brain cells, new brain cells in the hippocampus, that actually increase its volume, as well as improve your longterm memory, OK? Sentence 75: short sentence – simple sentence – declarative sentence (75) And that including in you and me Sentence 76: long sentence – complex sentence – declarative sentence (76) Number two: the most common finding in neuroscience studies, looking at effects of long-term exercise, is improved attention function dependent or your prefrontal cortex Sentence 77: medium sentence – compound sentence – declarative sentence (77) You not only get better focus and attention, but the volume of the hippocampus increases as well Sentence 78: medium sentence – compound sentence – declarative sentence (78) And finally, you not only get immediate effects of mood with exercise but those last for a long time Sentence 79: short sentence – simple sentence – declarative sentence (79) So you get long-lasting increases in those good mood neurotransmitters Sentence 80: medium sentence – complex sentence – declarative sentence (80) But really, the most transformative thing that exercise will is its protective effects on your brain Sentence 81: short sentence – simple sentence – imperative sentence (81) Here you can think about the brain like a muscle Sentence 82: medium sentence – compound sentence – declarative sentence (82) The more you’re working out, the bigger and stronger your hippocampus and prefrontal cortex gets Sentence 83: telegraphic sentence – simple sentence – interrogative sentence (83) Why is that important? Sentence 84: long sentence – complex sentence – declarative sentence 61 (84) Because the prefrontal cortex and the hippocampus are the two areas that are most susceptible to neurodegenerative diseases and normal cognitive decline in aging Sentence 85: long sentence – compound-complex sentence – declarative sentence (85) So with increased exercise over your lifetime, you’re not going to cure dementia or Alzheimer’s disease, but what you’re going to is you’re going to create the strongest, biggest hippocampus and prefrontal cortex so it takes longer for these diseases to actually have an effect Sentence 86: medium sentence – complex sentence – imperative sentence (86) You can think of exercise, therefore, as a supercharged 401K for your brain, OK? Sentence 87: short sentence – complex sentence – declarative sentence (87) And it’s even better, because it’s free Excerpt 5: Concluding messages Sentence 88: long sentence – complex sentence – declarative sentence (88) So this is the point in the talk where everybody says, “That sounds so interesting, Wendy, but I really will only want to know one thing Sentence 89: medium sentence – complex sentence – imperative sentence (89) And that is, just tell me the minimum amount of exercise I need to get all these changes.” Sentence 90: short sentence – simple sentence – declarative sentence (90) And so I’m going to tell you the answer to that question Sentence 91: short sentence – simple sentence – declarative sentence (91) First, good news: you don’t have to become a triathlete to get these effects Sentence 92: long sentence – compound sentence – imperative sentence (92) The rule of thumb is you want to get three to four times a week exercise minimum 30 minutes an exercise session, and you want to get aerobic exercise in Sentence 93: short sentence – simple sentence – imperative sentence (93) That is, get your heart rate up Sentence 94: medium sentence – simple sentence – declarative sentence 62 (94) And the good news is, you don’t have to go to the gym to get a very expensive gym membership Sentence 95: short sentence – simple sentence – imperative sentence (95) Add an extra walk around the block in your power walk Sentence 96: short sentence – simple sentence – imperative sentence (96) You see stairs — take stairs Sentence 97: medium sentence – complex sentence – declarative sentence (97) And power-vacuuming can be as good as the aerobics class that you were going to take at the gym Sentence 98: short sentence – simple sentence – declarative sentence (98) So I’ve gone from memory pioneer to exercise explorer Sentence 99: long sentence – compound-complex sentence – declarative sentence (99) From going into the innermost workings of the brain, to trying to understand how exercise can improve our brain function, and my goal in my lab right now is to go beyond that rule of thumb that I just gave you — three to four times a week, 30 minutes Sentence 100: long sentence – simple sentence – declarative sentence (100) I want to understand the optimum exercise prescription for you, at your age, at your fitness level, for your genetic background, to maximize the effects of exercise today and also to improve your brain and protect your brain the best for the rest of your life Sentence 101: short sentence – compound sentence – declarative sentence (101) But it’s one thing to talk about exercise, and it’s another to it Sentence 102: medium sentence – simple sentence – declarative sentence (102) So I’m going to invoke my power as a certified exercise instructor, to ask you all to stand up Sentence 103: short sentence – simple sentence – declarative sentence (103) We’re going to just one minute of exercise Sentence 104: medium sentence – compound-complex sentence – imperative sentence 63 (104) It’s call-and-response, just what I do, say what I say, and make sure you don’t punch your neighbor, OK? Sentence 105: telegraphic sentence – simple sentence – imperative sentence (105) Music! Sentence 106: short sentence – simple sentence – exclamatory sentence (106) Five, six, seven, eight, it’s right, left, right, left Sentence 107: short sentence – simple sentence – exclamatory sentence (107) And I say, I am strong now Sentence 108: telegraphic sentence – simple sentence – imperative sentence (108) Let’s hear you Sentence 109: telegraphic sentence – simple sentence – exclamatory sentence (109) Audience: I am strong now Sentence 110: short sentence – simple sentence – exclamatory sentence (110) Wendy Suzuki: Ladies, I am Wonder Woman-strong Sentence 111: telegraphic sentence – simple sentence – imperative sentence (111) Let’s hear you! Sentence 112: telegraphic sentence – simple sentence – exclamatory sentence (112) Audience: I am Wonder Woman-strong Sentence 113: short sentence – simple sentence – imperative sentence (113) WS: New move — uppercut, right and left Sentence 114: telegraphic sentence – simple sentence – exclamatory sentence (114) I am inspired now Sentence 115: telegraphic sentence – simple sentence – imperative sentence (115) 12 You say it! Sentence 116: telegraphic sentence – simple sentence – exclamatory sentence 64 (116) Audience: I am inspired now Sentence 117: short sentence – simple sentence – imperative sentence (117) WS: Last move — pull it down, right and left, right and left Sentence 118: short sentence – simple sentence – exclamatory sentence (118) I say, I am on fire now! Sentence 119: telegraphic sentence – simple sentence – imperative sentence (119) You say it Sentence 120: short sentence – simple sentence – exclamatory sentence (120) Audience: I am on fire now Sentence 121: telegraphic sentence – simple sentence – exclamatory sentence (121) WS: And done! Sentence 122: telegraphic sentence – simple sentence – exclamatory sentence (122) OK, good job! Sentence 123: telegraphic sentence – simple sentence – exclamatory sentence (123) Thank you Sentence 124: short sentence – simple sentence – declarative sentence (124) I want to leave you with one last thought Sentence 125: long sentence – compound sentence – declarative sentence (125) And that is, bringing exercise in your life will not only give you a happier, more protective life today, but it will protect your brain from incurable diseases Sentence 126: medium sentence – simple sentence – declarative sentence (126) And in this way it will change the trajectory of your life for the better Excerpt 6: Acknowledgement Sentence 127: telegraphic sentence – simple sentence – exclamatory sentence Thank you very much 65 66 ... GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA NGƠN NGỮ VÀ VĂN HỐ CÁC NƯỚC NĨI TIẾNG ANH KH? ?A LUẬN TỐT NGHIỆP TÌM HIỂU VỀ CÁC BIỆN PHÁP TU TỪ C? ?A DIỄN GIẢ TED TALK PHÂN TÍCH THỂ LOẠI DIỄN NGƠN CHO MỘT... Bell, E., Panayiotou, A & Sayers, J (2019) Reading the TED talk genre: Contradictions and pedagogical pleasures in spreading ideas about management Academy of Management Learning and Education, 18(4),... Reconceptualization of Academic Discourse as a Professional Practice in the Digital Age: A Critical Genre Analysis of TED Talks Hermes, 54, 49-69 Connor, U., Upton, T A. , & Kanoksilapatham, B (2007)