Introduction: (45 seconds - 1 min)

● Good afternoon Mrs Bolton!

● Given the great predominance of gender inequality throughout today’s society, I felt the
need to create this inquiry revolving specifically around gender inequality regarding a
female's education.
● Females are NOT given equal opportunity to learn and elevate themselves through
education.
● As a result, to better illustrate this global issue, I will be deeply analyzing Malala’s many
impactful speeches, as well as UNICEF’s insightful and creative videos.

Analysis: (8 minutes)
Text A - Malala’s Speeches
Part 1: 40 Line Extract (2 minutes)
● To begin this analysis, I will first reference Malala’s very first international speech
after her recovery from sadly being shot in the head by terrorist extremists.
● Throughout the extract, Malala cleverly utilizes authorial choices to better allow
the readers to emotionally connect with the importance of female education.
○ As you first begin to read the extract, you will notice Malala’s insightful
use of diction and connotation in relation to the global issue on line 2.
■ Malala's diction here is very important, as by adding education in
the same 'goal rank' not only shows its significance to society but
stating education before the proceeding goals gives it the
connotation that education causes both peace and equality.

○ Furthermore, Malala aims to create a welcoming and peaceful

environment in the audience such as the environment she advocates for,
for the “thousands of people who have been killed by the terrorist and
millions who have been injured”(Line 3). And by People, she means all
the females who fought and are currently fighting for their right to be
educated.
■ She achieves this by using sentimental and authorial figures in
one's life to better relate her message. This is shown in lines 26 -
29. Through popular religious figures, activists, and even spiritual
Leaders, Malala portrays not only the nature of her viewpoints, but
of the whole activist group by informing them that she is trying to
follow these impactful people.
○ Next, Malala’s elaborate use of anaphora greatly aids her in better
relating her global issue. This is shown many times throughout the extract
especially in lines 4 through 7.
■ It is important to note Malala's inclusivity of her statements through
her repetition of "I".
"I am "
"I stand"
"I speak"
 "I raise up my voice"
She begins these consecutive statements with "I", highlighting that
personal element to the issue and her great desire for change. But,
she ends the phrase with a sign that she is in fact not alone in this
journey for adequate female education:
"I am just one of them"
"I stand, one girl among many"
"I speak not for myself, but for all girls"
"I raise up my voice, not so I can shout, but so that those without a
voice can be heard"

○ Lastly, significant personification is used in this speech, especially in this

extract. This is shown in lines 14 and 15.
■ Malala really likes to surround the word ‘bullets’ with
personification to help her establish an image of the millions of
females struggling to find education for the audience. “They
thought that the bullets would silence us. But they failed. And
then, out of that silence came, thousands of voices.”
● Here she personifies bullets in a way that

Part 2: Body of Work (2 minutes)

● There are many other instances where Malala carefully uses authorial choices in
her other speeches to highlight the importance of female education.
○ In her speech at the Nobel award ceremony, Malala again uses Anaphora
and even diction to show that she is fighting for an important cause. As
she stated before in the previous extract, that she is fighting for “those
without a voice”(7). They need to be heard and therefore after receiving
the award, she repeats the phrase:
■ “It is for those forgotten children who want education. It is for
those frightened children who want peace. It is for those voiceless
children who want change.” Creating a lasting effect of the
importance of malala's cause on the audience.
■ I also want to note the clever use of diction once again as she
uses the same three words she used in the extract that emphasize
her cause.
● Education, peace, and change through equality.

○ In both her Nobel award ceremony speech, and her speech at the World
Assembly of Women, Malala likes to incorporate some aspects of humor
throughout. She uses humor at the beginning of her speech for two main
reasons, to enlighten the mood of the audience before she begins talking
about the importance of her cause, and to gather the audience's full
attention so they can better understand the full extent of the global issue.
 ■ In her Speech at the Nobel award ceremony, she adds some
humor through a joke about her newly won award.
● “I have found that people describe me in many different
ways.

Some people call me the girl who was shot by the Taliban.

And some, the girl who fought for her rights.

Some people, call me a "Nobel Laureate" now.”

■ And in her speech at the World Assembly of Women, she adds

some humor about her interactions with the leaders of Japan.
● “I am also grateful that he and Mrs. Abe were so kind to
me last night at dinner when I accidentally ate a large
portion of wasabi. I had never tasted anything like this! My
eyes started to water and I struggled to keep my
composure in front of this distinguished company.”
■ Malala smartly places instances of humor to both enhance the
mood of the speech and gather attention.

○ I also just wanted to highlight again Malala's love for personifying bullets
as a means to give the situation regarding inequality for female education,
its rightful significance.
■ In her speech at the Nobel award ceremony, Malala incorporates
the use of personification of bullets “winning” over her and her
friends. This demonstrates the extent of the global issue.

Text B- UNICEF Female Education Rights

Part 1: Extract (2 minutes)
● UNICEF uses a form of contrast in scenes to create a “in the moment” reaction
for the viewers. For instance:
○ In the scene at 0:33 seconds, viewers are shown the protagonist of the
video happily getting married as she “dreams of having a family with her
true love”. There is a happy mood as there is uplifting music in the
background and she is even about to kiss her loved one.
○ But, this is quickly contrasted with the scene right after at 0:34, as the
mood of the video changes. Sad music starts playing and instead of
kissing her true love, there is a white drawn individual on the chalkboard
in the background. This drawn man is clearly older, foreshadowing the
type of person she will be forced to marry at such a young age.
● Additionally, UNICEF uses camera position and angles, to highlight the gender
inequality faced by women in today’s society.
 ○ After being “forced to drop out of school”, “because [she's] a girl”, the
proceeding scenes at 0:50 and 0:56 show males looking down on the
female protagonist. They view her as inferior due to her gender and lack
of education as she even states that “because I am a girl, boys bully me”,
and “men desire me”. There is even an “A++” sign on the mans paper
thinking he can incentivise and trick this poor, uneducated girl into
marrying him.
○ The camera is put in a position in both stills where we, the viewers, are in
the shoes of the female. This is done to try to make the viewer feel what
those females have to undergo due to the disregard of women's right to
be educated in today's society.
● Finally, I'd like to highlight that in order to allow the viewers to fully grasp the
extent of the global issue, UNICEF utilizes facial expressions and body language
in the scene at 1:20.
○ Here, you can clearly see the man very happy to be getting married
through his facial expression and his body language as he's even
reaching down to hold the girl's hand. While the girl herself is looking
down as a sign of fear and sadness. As a result of the perception that
females are inferior, she is forced to leave her education as well as marry
a man she doesn't love.

Part 2: Body of Work (2 minutes)

● Video #1:
○ Given that this global issue can be very sad and depressing at times,
UNICEF tries to instill some hope in the viewers by using camera angles
in a positive way in their video, “Empowering girls by challenging the
tradition of…”.
■ In this video, there is a scene that shows all the female children
sitting quietly and learning from their teacher in a safe
environment. This is thanks to a UNICEF supported program that
is working hard to give girls a say in their future. The camera is
angled in a way to make it seem as if the viewers are in the same
position as the children. This is done to both highlight the safe
environment that was created by UNICEF in hopes of emotionally
connecting with the viewers to try and help create other
environments like that for girls.

● Video #2:
○ Finally, UNICEF elaborately places scenes in a way that greatly matches
what is being said.
■ To elaborate, In UNICEF’s video titled “What does education
mean to you?” viewers are shown a young girl who answers the
question that many have asked her. “Why should girls go to
school?” She replies by saying “Why not?”. She is then shown
 thriving in school and trying hard to learn, showing that not only
can girls learn too, they can do it amazingly as well.

Conclusion: (30 seconds)

● Clearly, it's evident that both Malala and UNICEF elaborately use authorial choices in a
way that helps to better communicate the global issue of gender inequality regarding
female education.

TOTAL = 9 minutes and 30 seconds