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The Art of Public Speaking by Dale Carnegie and J. Berg Esenwein onlineIII EFFICIENCY THROUGH EMPHASIS AND SUBORDINATIONpage 5 of 5 | page 1 | table of contents  QUESTIONS AND EXERCISES. 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. |