How the Construction of a Speech Contributes to Their Appreciation

Is the construction of a speech a crucial element which can drastically increase the effectiveness of the speech, or if not what elements of a speech do this? This is the question which must be answered and analyzed in order to fully understand how the construction of a speech contributes to their appreciation. Two outstanding speeches which thoroughly show this contribution of speech construction is Paul Keating’s speech about the unknown soldier on the 75th anniversary of remembrance day, and Sir William Deane’s speech at the ecumenical service of the victims of the Swiss canyoning accident on the 5th of August 1999. These speeches not only use effective techniques such as inclusive language and rhetorical questions, but they use these techniques in such a way to create links and form relationships between the speaker and audience.
Paul Keating’s background of being the Prime Minister of Australia, and being renown for being passionate about Australian history created a foundation of credibility before he even begun his speech. Paul Keating effectively utilizes inclusive language from the beginning of his speech, by opening with the line ‘We do not know the   Australian’s name and we never will’. Keating is able to establish immediately establish the link that we are all Australians, and creates a sense of unity throughout the audience. The opening line also expresses that the unknown soldier is one of our own, even though we may not personally know him. Inclusive language such as ‘we’ is constantly used throughout the whole speech which sustains and reinforces the sense of unity created by the link created in the beginning sentence.
Repetition is another well used technique used within the beginning of Keating’s speech. The repetition is used in order to emphasise the importance of those who died defending our country. Unlike most uses of repetition, the repeated line ‘We do not know...’ is changed for the final repetition to ‘We will never know...’. which...