Review Module 3 Videos: Color Blind Or Color Brave And Eliza ✓ Solved

Review Module 3 Videoscolor Blind Or Color Braveandelizabeth I Speech

Review module 3 videos: Color Blind or Color Brave and Elizabeth I Speech to the Troops at Tilbury to guide your discussion. Instructions for this Discussion For this discussion, respond to the following: Both speakers are discussing how to motivate and thrive in a world which discriminates against race, ethnicity, and gender. Where do they succeed in your opinion? Also, where do you see bias and discrimination as challenges in your own workplace? Be sure to include in your discussion a clear linkage between the concepts and at least the following learning outcome: Identify rhetorical tools in writing and speech (LO1) Your initial post will need to be at least 250 words. Videos:

Sample Paper For Above instruction

The videos "Color Blind or Color Brave" by Mellody Hobson and "Elizabeth I's Speech to the Troops at Tilbury" serve as compelling examples of effective rhetoric aimed at motivating audiences amidst challenging social contexts. Both speeches address themes of resilience, motivation, and confronting adversity, but they do so through different rhetorical tools and cultural lenses.

Analysis of Successes in Rhetorical Strategies

In Mellody Hobson's "Color Blind or Color Brave," she advocates for active engagement and honest conversations about race, emphasizing the importance of openness over the perceived comfort of "color blindness." Her success lies in her use of inclusive language, personal storytelling, and direct appeals that challenge listeners to confront biases. By employing ethos, Hobson establishes her credibility, sharing her personal experiences and encouraging others to follow her lead in creating more equitable environments. Her rhetorical tool of analogy—comparing color blindness to not addressing a health problem—effectively underscores the dangers of ignoring racial issues.

Elizabeth I’s speech to the troops at Tilbury demonstrates strength and resolve through powerful diction and patriotic appeals. Her use of ethos asserts her leadership and dedication to her country, inspiring confidence in her troops. The repetition of phrases like “I know I have the body of a weak, feeble woman; but I have the heart and stomach of a king” exemplifies the rhetorical tool of antithesis, contrasting perceived weakness with inner strength. Her use of direct address and vivid imagery rally her audience, fostering unity and resilience in the face of invasion threats.

Bias and Discrimination Challenges in the Workplace

Despite these inspiring speeches, bias and discrimination remain persistent challenges in modern workplaces. Personal experiences reflect how unconscious bias can affect hiring, promotion, and everyday interactions, often hindering diversity and inclusion efforts. For example, stereotypes about gender roles or racial abilities can lead to unequal opportunities, causing employees to feel undervalued or marginalized. Addressing these biases requires intentional rhetorical strategies—such as fostering open dialogues, providing bias-awareness training, and promoting inclusive policies—that mirror the rhetorical tools seen in Hobson and Elizabeth’s speeches.

In my own workplace, I observe biases influencing decision-making processes, including assumptions about competence based on gender or ethnicity. To combat this, leaders must employ clear communication emphasizing fairness and equality, much like Elizabeth’s rallying cry or Hobson’s call for honest dialogue. These rhetorical tools are essential in creating a culture where diversity thrives, and discrimination diminishes.

Conclusion

Both the "Color Brave" speech and Elizabeth I’s address exemplify how rhetorical tools—such as ethos, analogy, repetition, and vivid imagery—can inspire and motivate audiences facing adversity. Applying these strategies in contemporary contexts can help challenge biases and foster more inclusive environments. Recognizing and deploying effective rhetoric is a vital step in combating discrimination and promoting social and workplace equity.

References

• Hobson, M. (2014). Color Blind or Color Brave. TEDxMidwest. Retrieved from https://www.ted.com/talks/mellody_hobson_color_blind_or_color_brave
• Elizabeth I. (1588). Speech to the Troops at Tilbury. The National Archives.
• Burke, K. (1969). A Rhetoric of Motives. University of California Press.
• Bitzer, L. F. (1968). The Rhetorical Situation. Philosophy & Rhetoric, 1(1), 1-14.
• Griffin, E. (2012). A First Look at Communication Theory. McGraw-Hill Education.
• Reed, J. (2020). Overcoming Bias in the Workplace. Harvard Business Review.
• Cialdini, R. B. (2007). Influence: The Psychology of Persuasion. Harper Business.
• Debord, G. (1967). The Society of the Spectacle. Black & Red.
• Goffman, E. (1959). The Presentation of Self in Everyday Life. Anchor Books.
• Salmon, F. (2011). Principles of Effective Communication. Routledge.