INTRODUCTION
Rationale
Metaphor is a significant linguistic phenomenon that has garnered interest across various fields such as philosophy, linguistics, literary theory, semiotics, stylistics, psychology, and pedagogy Notably, Halliday, in his influential work "An Introduction to Functional Grammar," dedicated considerable time to exploring both general metaphor and the specific concept of grammatical metaphor He emphasized that while traditional research often focuses on lexical metaphor, it represents only one facet of metaphor, highlighting the importance of the grammatical elements involved in rhetorical transference.
Halliday asserts that "metaphorical modes of expression are characteristic of all adult discourse," suggesting that metaphor is a fundamental element in various speeches This insight led me to select a renowned speech by a famous President to analyze the use of grammatical metaphor within it.
Barack Obama, the former President of the United States, is renowned for his exceptional political skills and impactful speeches His choice of language enhances the power and persuasiveness of his messages A notable strategy in his speeches is the effective use of both lexical and grammatical metaphors, which contribute to making his discourse vivid and accessible to a diverse audience.
In conclusion, my fascination with metaphor, especially grammatical metaphor, drives my interest in this topic I am particularly captivated by the frequent use of metaphor in adult speeches, exemplified by the impactful and persuasive rhetoric of former American President Barack Obama.
Aims of the study
This study aims at examining the use of metaphorical modes of expression in Barack Obama’s Presidential Nomination Acceptance Speech from a systemic functional perspective
This analysis will explore the features of grammatical metaphor within the speech, utilizing a systemic functional linguistics approach to uncover the significance of these metaphors in shaping and organizing the discourse.
Scope of the study
This study attempts to look at how Barack Obama uses grammatical metaphors in his Presidential Nomination Acceptance Speech
The analysis will follow Halliday’s work “An Introduction to Functional Grammar” as the framework and Obama’s Presidential Nomination Acceptance Speech will be taken as source of data for illustration.
Method of the study
This thesis focuses on exploring the use of grammatical metaphor in Barack Obama’s Presidential Nomination Acceptance Speech It employs descriptive research methods to analyze the various ways grammatical metaphors are utilized The data analysis techniques incorporate both qualitative and quantitative approaches.
Format of the study
The study is composed of four chapters
Chapter 1: Introduction ─ presents the rationale, the aims, the scope, the methodology and the format of the study
Chapter 2: Literature Review ─ provides the theoretical background of the study It examines aspects of metaphor and focuses on the nature of grammatical metaphor
Chapter 3: The Study ─ is the main part of the study which investigates the use of grammatical metaphor in Barack Obama’s Presidential Nomination Acceptance Speech
Chapter 4: Conclusion ─ summarizes the main contents of the study and offers implications for teachers and makes suggestions for further studies.
LITERATURE REVIEW
Introduction
Language serves as a systematic resource for conveying meaning, while linguistics explores how individuals communicate through language Metaphor stands out as a fascinating aspect of this system, requiring context for accurate interpretation Traditionally, learners focus on lexical metaphor, but many are unaware of the existence of grammatical metaphor, a concept developed by scholars such as Halliday and Martin This article will delve into key points regarding grammatical metaphor, beginning with definitions and examples of metaphor in general It will then provide a detailed analysis of both lexical and grammatical metaphors to highlight their distinct characteristics, followed by an examination of the relationship between the two, as articulated by Halliday.
Thus, the following parts are organized around the headings: Metaphor; lexical metaphor: traditional view “from below”; grammatical metaphor: new view “from above”; lexical metaphor and grammatical metaphor.
Metaphor
Metaphor is a significant linguistic phenomenon that captivates the interest of stylisticians, linguists, and cognitive poeticians due to its role in transferring mental constructs and mapping one mental representation onto another in texts This conceptual transfer is essential in both literary and everyday discourse, with metaphor serving as a key trope The term "metaphor" originates from the Greek words meta-, meaning "beyond," and phora, meaning "to carry," which reflects its fundamental nature of moving from one concept to another While modern definitions of metaphor maintain this essence, they are now more concrete and detailed, highlighting its importance in understanding language and thought.
Metaphor can be defined as the mapping of one conceptual domain onto another, specifically distinguishing between the source domain and the target domain The target domain represents the concept or topic being described, while the source domain provides the framework or reference for creating the metaphor This understanding clarifies the relationship between the two domains, enhancing the definition of metaphor beyond basic structural mapping.
Halliday (1994: 340) defines metaphor in a straightforward manner, stating that it occurs when a word is applied to something that resembles its usual reference This definition emphasizes the similarity between the source and target concepts without explicitly addressing their domains.
“A flood of protests poured in following the announcement” (1)
“The government still hopes to stem the tide of inflation”(2)
In these two examples, metaphors are “flood….poured in”, “stem the tide” They are transferred from concrete senses “a large quantity…came in”, “resist the force of” to abstract senses.
Lexical metaphor: Traditional view “from below”
The traditional perspective on metaphor, as described by Halliday (1994), examines it as a shift in meaning from a literal to a figurative interpretation This involves a specific word retaining its literal meaning while simultaneously conveying a new figurative significance Such words, known as lexemes, form the foundation of metaphorical expressions, categorized as lexical metaphors Taverniers (2004) defines lexical metaphor as a linguistic feature that allows lexemes to convey novel, metaphorical meanings within a language's lexicon.
If analyzing the first example above with traditional view “from below”, literally, “flood” is “a moving mass of water” and metaphorically, “flood” is “a moving mass of felling or rhetoric”
Lexical metaphors encompass various types, with five primary categories being most significant: allegorical, absolute, mixed, extended, and dead metaphors An allegory uses an extended narrative to illustrate comparisons through symbols, often revealing deeper commentary within a story In contrast, an absolute metaphor presents a straightforward equivalency, such as light symbolizing knowledge or snow representing purity, and cannot be altered or replaced Mixed metaphors, while common, blend contradictory elements and may pose challenges in comprehension, yet they still convey symbolic meaning Occasionally, mixed metaphors are used intentionally for emphasis and effect.
The phrase "There's no place like a home on the range" combines two familiar idioms, illustrating the concept of extended metaphor, which presents a complex comparison between a primary object and symbolic elements A classic example is Shakespeare’s "All the world's a stage," where "world" and "stage" serve as primary objects, while "we" and "players" function as secondary ones In contrast, a dead metaphor involves comparisons that have lost their symbolic significance, often becoming part of everyday language For instance, saying "the committee will hold a meeting" exemplifies a dead metaphor, as the term "hold" implies a physical action, even though a committee cannot literally grasp a meeting.
(Source:http://www.wisegeek.com/what-are-the-different-types-of-metaphors.htm)
2.4 Grammatical metaphor: New view “from above”
Lexical metaphor and grammatical metaphor differ in their perspectives, with lexical metaphor examining metaphor "from below" and grammatical metaphor "from above." The "from above" viewpoint involves analyzing variations in how a specific meaning is expressed (Halliday 1994: 342).
If analyzing the first example above with the new view “from above”, congruently, “many people” is “a large number” and metaphorically, “many people” is transferred as “a flood”
In the following part, we will discuss some main points relating to grammatical metaphor, which are “metafunctions, definition of grammatical metaphor, example and classification of grammatical metaphor”
In functional grammar, meaning is fundamentally linked to function, and three primary types of meaning are identified These encompass the different ways in which language conveys information and intent, highlighting the significance of context and usage in understanding communication.
We use language to talk about our experience of the world, including the worlds in our own minds, to describe events and states and the entities involved in them
Language serves as a vital tool for interpersonal interaction, allowing us to build and sustain relationships, influence others' behaviors, share our perspectives, and shape the views of those around us.
Effective communication involves structuring our messages to demonstrate their relationship with surrounding information and the broader context of the conversation or writing.
The three categories serve as a foundation for examining how meanings are generated and comprehended, as they enable a specific alignment of functions with corresponding wordings, a level of precision that is often lacking in other classifications.
The three metafunctions—experiential, interpersonal, and textual—each correspond to distinct meanings and structures within a clause Specifically, the experiential meaning is conveyed through the transitivity system, the interpersonal meaning is expressed via mood and modality, and the textual meaning is represented in the Theme-Rheme system.
“Introducing Functional Grammar” written by Thompson (1996: 32) below is the illustration for three kinds of metafunctions
Type of structure Who has taken her calculator?
Interpersonal Subject Finite Predicator Complement
When we label “Who” as Actor, it indicates that it has the function of expressing the
In analyzing clauses, we consider the "doer" of the action from an experiential perspective, focusing on how entities and events are referenced When we identify "Who" as the Subject, we shift to an interpersonal perspective, examining how the speaker communicates meanings to the listener Additionally, recognizing "Who" as a Theme allows us to view the clause from a textual perspective, emphasizing the organization of groups and phrases, particularly the selection of the starting point for the message.
According to Halliday (1994), meaning as representation is encapsulated in the transitivity system, which categorizes the world of experience into six manageable process types: material, mental, relational, verbal, existential, and behavioral processes.
Process type Category meaning Participants
Carrier, Attribute Identified, Identifier; Token, Value
Table 1: Process types, their meanings and key participants
The interpersonal metafunction of language facilitates the establishment of social relationships through communication between speakers and listeners, as well as writers and readers This function is primarily realized through the grammatical systems of mood and modality The mood system plays a crucial role in defining interactions by assigning specific speech roles, categorized as "giving" and "demanding," to the participants in the conversation.
The concepts of "giving" and "demanding" pertain to the characteristics of the exchanged commodity, which can be either "goods and services" or "information." These elements together establish the four main speech functions: offer, command, statement, and question Each of these speech functions corresponds to specific moods: the question aligns with the interrogative mood, the statement with the declarative mood, and the command with the imperative mood, as illustrated by Halliday (1994: 69).
Would you like this teapot?
He’s giving her the teapot
What is he giving her?
Table 2: Giving or Demanding, Goods - & - Services or Information
The textual meaning is described through the system of Theme - Rheme Halliday (1994:
37) argues that thematic structure “gives the clause its character as a message” Theme is the element that serves as the point of departure of the message Rheme is the remainder of the message, the part in which the theme is developed
Both Halliday (1994) and Thompson (1996) discuss a fourth metafunction known as the logical metafunction While Halliday does not elaborate on this concept, as it is represented in clause complexes rather than individual clauses, Thompson provides a detailed analysis He emphasizes the importance of examining the types of relationships that can be formed between clauses, asserting that the logical metafunction serves as the grammatical framework for understanding the similarities and differences in how pairs of clauses can be combined.
Estimates of the soot produced by the fires vary, but it is probably about 500,000 tonnes a month
Although estimates of the soot produced by the fires vary, it is probably about 500,000 tonnes a month”
Thompson (1996: 35) adds “the logical metafunction relates to the connections between the messages, and to the ways in which we signal these connections”
In short, according to Halliday (1994) and Thompson (1996), there are four metafunctions which are experiential, interpersonal, textual and logical metafunctions Halliday (1994:
Lexical metaphor and grammatical metaphor
The relationship between lexical metaphor and grammatical metaphor is significant, as highlighted by Halliday (1994:341), who asserts that lexical selection is a component of lexicogrammatical selection, or "wording." He emphasizes that metaphorical variation extends beyond mere lexical choices, often involving grammatical variations as well Additionally, Halliday introduces the concept of grammatical metaphor, which focuses on variations in grammatical forms that may also include some lexical changes.
Concluding remarks
This chapter set out to give an overview of metaphor in general and grammatical metaphor in particular The major points may be summarized as follows:
A metaphor involves mapping between two distinct conceptual domains: the target domain, which is the concept being described, and the source domain, from which the metaphor is derived Essentially, it allows one to illustrate a concept by drawing parallels with another, creating a vivid and relatable understanding of the target through the characteristics of the source.
- The traditional approach to metaphor is to look at it “from below” as variation in the meaning of a given expression (Halliday 1994: 342)
- The new approach to metaphor is to look at it “from above” as variation in the expression of a given meaning (Halliday 1994: 342)
- Lexical and grammatical metaphors are not two different phenomena; they are both aspects of the same general metaphorical strategy by which we expand our semantic resources for construing experience
- Two types of realization relationship between grammar and semantics are congruent and metaphorical
- Grammatical metaphors can be classified into logical, experiential, interpersonal and textual metaphors (Martin 1992) Or it can be classified into ideational and interpersonal metaphors (Halliday 1994).
The use of grammatical metaphors in Barack Obama’s Presidential
Questions
1 How are ideational metaphors and interpersonal metaphors used in Barack Obama’s Presidential Nomination Acceptance Speech?
2 How did Barack Obama employ grammatical metaphors to develop and structure his discourse?
Metaphorical modes of expression in Barack Obama’s Presidential Nomination
In this article, we utilize the class shift table by Halliday and Matthiessen (1999) to analyze grammatical metaphors in English scientific discourse This framework serves as a guideline for examining ideational metaphors present in Barack Obama’s Presidential Nomination Acceptance Speech The class shifts outlined by Halliday and Matthiessen are relevant to the experiential and logical metaphors introduced by Martin (1992) and the ideational metaphors discussed in Halliday's "An Introduction to Functional Grammar."
In this article, we explore interpersonal metaphors within Barack Obama’s Presidential Nomination Acceptance Speech, referencing Halliday's theoretical framework from "An Introduction to Functional Grammar" (1994) While the provided table includes some interpersonal metaphors, it should not be viewed as a comprehensive representation for analyzing these metaphors Additionally, we will examine types of grammatical metaphor in scientific discourse, as outlined by Halliday and Matthiessen (1999: 247).
Type Metaphorical Class shift Example
1 Quality Thing Adjective - noun unstable - instability
Event of process Verb-noun Transform- transformation
Aspect of phase of process
Tense/phase verb(adverb) - noun
Going to/try- prospect/attempt
3 Circumstance (minor process) Thing Preposition - noun
So-cause, proof If-conditions
(poverty) is increasing- increasing (poverty)
Aspect or phase of process
Tense/phase verb(adverb)- adjective
(argued) for a long time-lengthy (argument)
(cracks) on the surface – surface (cracks)
And – complement; then – follow; so – lead to
When – in times of ; So – as a reasult
11 0 Thing 0 - noun (x)-the fact of (x)
Engine (fails) – engine (failure); Glass (fractures) – (the fracture) of glass; Cabinet (decided) – government’s decision
Table 6: Types of Grammatical Metaphor (From Halliday & Matthiessen 1999:247)
Figure 1 summarizes the table, illustrating that the semantic functions can be ordered from left to right This indicates that while all possible movements to the right are allowed, no movements can occur to the left.
Relator circumstance process quality thing
Relator - Circumstance - Process - Quality - Thing
Firgure 1: Direction of metaphorization (From Halliday & Matthiessen 1999: 264)
An analysis of Barack Obama’s Presidential Nomination Acceptance Speech reveals the predominant use of several types of grammatical metaphors, particularly types 1 (quality to thing), 2 (process to thing), 5 (process to quality), 6 (circumstance to quality), and 13 (thing to modifier of thing) Additionally, types 4 (relator to thing), 7 (relator to quality), 8 (circumstance to process), 9 (relator to process), and 12 (0 to process) were noted, albeit with lower frequencies For a comprehensive overview of the ideational metaphors utilized in the discourse, please refer to Appendix 1, which includes a detailed summary of their frequency and percentage rates as illustrated in the accompanying table.
Types of Ideational Metaphor Frequency Percentage
Table 7: Types of ideational metaphors in Barack Obama’s Presidential Nomination
As can be seen from the table, types 1 (quality thing), 2 (process thing), 5 (process
In his speech, the frequent use of terms such as "quality," "circumstance," and "modifier of thing" significantly shapes the structure and style of the discourse, highlighting their importance as major types of expression.
Nominalization in Obama’s speech, particularly through type 1 (quality to thing) and type 2 (process to thing), significantly enhances the power and persuasiveness of his language By transforming processes into nouns, Obama effectively reflects facts and conveys meanings as established entities This approach enables him to build his arguments incrementally, using complex ideas encapsulated in nominal forms as central themes Additionally, it allows for the objectification of processes, expressing actions without directly referencing the human doer An analysis of specific examples of nominalization in his speech will further illustrate these functions.
Senator McCain has consistently shown a lack of independence on critical issues that significantly impact our lives, including healthcare, education, and the economy.
The clause complex comprises three simple clauses, with the first clause stating, "the truth is ," where Obama employs nominalization to create an ideational metaphor The congruent form, "It is true that ," positions "true" as an attribute, while in the metaphorical form, "truth" serves as the carrier This transformation allows Obama to reference an enduring fact—"a truth." Furthermore, by using a single word as the subject and maintaining an unmarked theme in the metaphorical clause, the audience can grasp that the message he conveys holds significant information about a fact that may not be widely known.
In clause (2), the phrase “on issue after issue that would make a difference in your lives – on health care and education and the economy” highlights the verb “make” as a material process, with “difference” serving as a participant in the role of “range.” A congruent form of this clause could be rephrased as “On issue after issue that would make your lives different – on health care and education and the economy.” Here, the verb “make” transitions to a relational process, and “different” becomes an attribute rather than a range This shift in participant roles alters the impact of both forms In the metaphorical form, Obama presents “difference” as a creative aspect of “issue,” suggesting an objective existence of “difference” independent of a human doer at the time of speaking Conversely, in the congruent form, “different” serves as an attribute of “issue,” allowing the speaker or writer to ascribe flexibility and human influence to the change.
Eg 2: (1) And when one of his chief advisors – (2)the man who wrote his economic plan – was talking about the anxiety (3)Americans are feeling,(4) he said that (5) we were just suffering from a “mental recession” (6) and that we’ve become,(7) and I quote, “a nation of whiners”
The clause complex consists of seven simple clauses, with clauses 1 and 2 featuring grammatical metaphors By utilizing nominalization, Obama effectively conveys meanings within a single complex clause, making his statements more objective and concise This technique allows him to avoid excessive wordiness, enhancing the clarity of his communication.
One of his chief advisors, who planned out the economy, was discussing a particular topic Upon hearing this, Americans felt anxious He claimed that the nation was experiencing a "mental recession" and referred to us as "a nation of whiners." Thus, using simple clauses to form noun phrases effectively reduces the number of clauses while preserving the original meaning.
Some examples belong to type 5 (process quality) and type 6 (circumstance quality) will be analyzed to highlight their functions in this famous speech
Eg 1: “Now is the time to help families with paid sick days” In this clause, “paid” functions as an adjective and if we analyze it following systemic functional perspective, this clause could be:
Now is the time to help families with paid sick days
In the phrase "with paid sick days," "paid" serves as a circumstantial element, while in the congruent form "our government paid for families for sick days," it functions as a verb indicating a process This distinction highlights the difference in meaning between metaphorical and congruent forms, illustrating the impact of transitivity on interpretation The following table provides a parallel analysis of these forms.
Now is the time to help families with paid sick days
Now is the time our gover- nment paid for families for sick days
Eg2: “We will make sure you can afford a college education” (incongruent form)(1)
“We will make sure you can afford an education in a college (congruent form) (2)
Both clauses (1) and (2) depict the same scenario, but while clause (2) presents the process constituents in a straightforward manner, clause (1) favors metaphorical expressions.
Summary
This chapter examines the use of grammatical metaphors in Barack Obama’s Presidential Nomination Acceptance Speech, highlighting their role in shaping the discourse The analysis reveals that both ideational and interpersonal metaphors are extensively employed, contributing to the speech's power, subtlety, and persuasiveness These metaphors also reflect the President's attitudes, emotions, and rhetorical skills Ultimately, the findings underscore the significant impact of grammatical metaphors on the effectiveness of the speech.
Barack Obama utilized various ideational metaphors in his discourse, prominently featuring types 1 (quality to thing), 2 (process to thing), 5 (process to quality), and 6 (circumstance to quality) Additionally, he incorporated types 4 (relator to thing), 7 (relator to quality), 8 (circumstance to process), 9 (relator to process), and 12 (0 to process) However, the primary focus remained on types 1, 2, 5, and 6.
The article explores interpersonal metaphors, highlighting the various aspects of modality It emphasizes the effective use of four primary types of mood metaphors: questions presented in a declarative mood, statements framed with interrogative and imperative moods, and commands expressed through a declarative mood.
CONCLUSION
Major findings
This thesis aims at examining the use of grammatical metaphor in Barack Obama’s Presidential Nomination Acceptance Speech After studying, we recognized that both ideational and interpersonal metaphors appeared densely
In the analysis of ideational metaphor within Barack Obama's discourse, we identified key types of grammatical metaphors, including type 1 (quality to thing), type 2 (process to thing), type 5 (process to quality), type 6 (circumstance to quality), and type 13 (thing to modifier of thing) Nominalization is crucial in his metaphorical expressions, allowing him to present facts and develop arguments effectively through complex ideas condensed into nominal forms This technique not only objectifies the processes in his speech but also results in metaphorical clauses that are consistently shorter than their congruent counterparts.
In interpersonal metaphor, we studied the speech in two aspects: metaphor of mood and metaphor of modality
In analyzing Obama's use of mood in communication, we observed that he frequently posed questions using a declarative mood, while employing statements in both interrogative and imperative forms This strategic combination encourages listeners to engage thoughtfully with his words and respond to his inquiries, effectively conveying facts and appealing to their emotions Additionally, this approach reveals aspects of Obama's personality, showcasing his finesse and intelligence in communication.
The analysis reveals that 122 clauses in Obama's speech involve modality, with probability making up nearly half, followed by inclination, obligation, and usuality All clauses exhibit subjective modality, predominantly in an implicit form Notably, Obama employs median values for half of the clauses, resulting in minimal disparity between high and low values The majority of these clauses are positive, highlighting the optimistic tone of his speech The metaphors of modality enhance nuance and expression in his evaluations, while also safeguarding his judgments Overall, an optimistic atmosphere pervades his address, as he emphasizes his aspirations and commitments to the American people during his presidency.
Implications for teachers
Metaphor is an interesting phenomenon of language but it is not easy to use and interpret
Deciphering the meanings behind metaphorical language can often be challenging, making it difficult to determine whether a reading is congruent or metaphorical Grammatical metaphor presents an extensive array of potential rewordings, requiring educators to approach this concept with caution when assisting students in understanding and using English texts Furthermore, a solid grasp of grammatical metaphor serves as a valuable resource for students in enhancing their argumentative writing skills Consequently, it is essential to incorporate grammatical metaphor in the development of writing materials for learners.
Suggestions for further study
This study explores the nature of grammatical metaphor, focusing specifically on its use in Barack Obama’s Presidential Nomination Acceptance Speech While the analysis primarily addresses ideational and interpersonal metaphors, it highlights the absence of research on textual metaphors Future studies should investigate the role of textual metaphor in this speech to provide a more comprehensive understanding of its rhetorical strategies.
Besides, since the text we chose belongs to political field, further research may focus on other genres such as literature, culture, journalism, economy…etc
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Ideational Metaphors in Barack Obama’s Presidential
To Chairman Dean and my great friend Dick Durbin; and to all my fellow citizens of this great nation;
With profound gratitude and great humility , I accept your nomination for the presidency 6i 1 6i 1 2i of the United States
Let me express my thanks to the historic slate of candidates who accompanied me
2i 13 8 on this journey, and especially the one who traveled the farthest - a champion for working Americans and an inspiration to my daughters and to yours Hillary
Rodham Clinton To President Clinton, who last night made the case for change as
7 2i only he can make it; to Ted Kennedy, who embodies the spirit of service ; and to the
13 2i next Vice President of the United States, Joe Biden, I thank you I am grateful to
7 13 finish this journey with one of the finest statesmen of our time, a man at ease with
13 6i 13 everyone from world leaders to the conductors on the Amtrak train he still takes
6iii 2i 6iii home every night
To the love of my life, our next First Lady, Michelle Obama, and to Sasha and
Malia - I love you so much, and I'm so proud of all of you
Four years ago, I stood before you and told you my story - of the brief union
A young man from Kenya and a young woman from Kansas, both from humble backgrounds, held a shared conviction that their son could achieve anything he aspired to in America.
It is that promise that has always set this country apart - that through hard work and
2i 6i 2i sacrifice , each of us can pursue our individual dreams but still come together as
2i 13 6i 2i one American family, to ensure that the next generation can pursue their dreams as well 6ii 2i
For over two hundred and thirty-two years, ordinary individuals—students, soldiers, farmers, teachers, nurses, and janitors—have displayed remarkable courage to uphold the promise of our nation during challenging times.
We meet at one of those defining moments - a moment when our nation is at war,
13 5i our economy is in turmoil, and the American promise has been threatened once
Tonight, more Americans are out of work and more are working harder for less
More of you have lost your homes and even more are watching your home values
13 plummet More of you have cars you can't afford to drive, credit card bills you can't
9 13 13 13 afford to pay, and tuition that's beyond your reach
These challenges are not all of government 's making But the failure to respond is
2i 13 13 2i 2i a direct result of a broken politics in Washington and the failed policies of George
America, we are better than these last eight years We are a better country than this
This country is more decent than one where a woman in Ohio, on the brink of retirement, finds herself one illness away from disaster after a lifetime of hard work
This country shows greater generosity compared to a situation where an Indiana man must dismantle the equipment he dedicated twenty years to, only to see it shipped off to China He struggles to hold back tears as he shares the sense of failure he felt when he returned home to deliver the news to his family.
We are more compassionate than a government that lets veterans sleep on our streets and 5i families slide into poverty ; that sits on its hands while a major American city drowns
Tonight, I say to the American people, to Democrats and Republicans and Independents 6ii across this great land - enough! This moment - this election - is our chance to keep,
2i in the 21st century, the American promise alive Because next week, in Minnesota,
6ii 2i the same party that brought you two terms of George Bush and Dick Cheney will ask
We are united by our deep love for this country and are determined to prevent the next four years from mirroring the past eight On November 4th, it is crucial for us to take a stand and make our voices heard.
Now let there be no doubt The Republican nominee, John McCain, has worn the
2i uniform of our country with bravery and distinction , and for that we owe him our
13 1 1 gratitude and respect And next week, we'll also hear about those occasions when
2i he's broken with his party as evidence that he can deliver the change that we need
But the record's clear: John McCain has voted with George Bush ninety percent of
Senator McCain often emphasizes the importance of judgment, yet it raises questions about his own judgment when he believes that George Bush has made the right decisions over ninety percent of the time.
13 time? I don't know about you, but I'm not ready to take a ten percent chance on change
The truth is, on issue after issue that would make a difference in your lives - on
1 1 health care and education and the economy - Senator McCain has been anything but
13 independent He said that our economy has made "great progress " under this President 2i
He said that the fundamentals of the economy are strong And when one
13 of his chief advisors - the man who wrote his economic plan - was talking about the
13 13 13 2i anxiety Americans are feeling, he said that we were just suffering from a "mental
1 recession," and that we've become, and I quote, "a nation of whiners."
A nation of whiners? Tell that to the proud auto workers at a Michigan plant who,
After learning about the impending closure, the dedicated workers continued to show up daily, putting in their best effort, fully aware of the importance of the brakes they produced for those who relied on them This commitment is reminiscent of the military families who quietly bear their own burdens while supporting their loved ones.
13 5i ones leave for their third or fourth or fifth tour of duty These are not whiners They work
13 hard and give back and keep going without complaint
These are the Americans that I know
Now, I don't believe that Senator McCain doesn't care what's going on in the lives of
Americans I just think he doesn't know Why else would he define middle-class as someone making under five million dollars a year? How else could he propose hundreds of
13 billions in tax breaks for big corporations and oil companies but not
13 one penny of tax relief to more than one hundred million Americans? How else
13 could he offer a health care plan that would actually tax people 's benefits, or an
13 13 13 education plan that would do nothing to help families pay for college, or a plan that
13 would privatize Social Security and gamble your retirement?
It's not because John McCain doesn't care It's because John McCain doesn't get it
For over two decades, he's subscribed to that old, discredited Republican philosophy - give
The concept of the Ownership Society in Washington emphasizes the belief that wealth concentrated among the affluent will eventually benefit everyone through trickle-down prosperity.
13 is - you're on your own Out of work? Tough luck No health care? The market will fix it
Born into poverty ? Pull yourself up by your own bootstraps - even if you don't have boots
You're on your own
Well it's time for them to own their failure It's time for us to change America
You see, we Democrats have a very different measure of what constitutes progress
Progress is measured by the ability of individuals to secure jobs that cover essential expenses, such as mortgage payments, and to save for significant milestones, like a child's college education This is reflected in the creation of 23 million new jobs.
13 that were created when Bill Clinton was President - when the average
American family saw its income go up $7,500 instead of down $2,000 like it has under
We measure the strength of our economy not by the number of billionaires we have
1 13 1 13 or the profits of the Fortune 500, but by whether someone with a good idea can take
13 a risk and start a new business, or whether the waitress who lives on tips can take a
2i day off to look after a sick kid without losing her job - an economy that honors the dignity of work
The fundamentals we use to measure economic strength are whether we are living
13 up to that fundamental promise that has made this country great - a promise that is the only reason I am standing here tonight
Because in the faces of those young veterans who come back from Iraq and Afghanistan,
I see my grandfather, who signed up after Pearl Harbor, marched in Patton 's Army,
13 and was rewarded by a grateful nation with the chance to go to college on the GI Bill
In the face of that young student who sleeps just three hours before working the
13 night shift, I think about my mom, who raised my sister and me on her own while
6iii 12 she worked and earned her degree; who once turned to food stamps but was still
13 able to send us to the best schools in the country with the help of student loans and
When I listen to another worker tell me that his factory has shut down, I remember
2i all those men and women on the South Side of Chicago who I stood by and fought
6iii 13 for two decades ago after the local steel plant closed
And when I hear a woman talk about the difficulties of starting her own business, I
1 13 2i think about my grandmother, who worked her way up from the secretarial pool to middle- management, despite years of being passed over for promotions because she was a
8 2i woman She's the one who taught me about hard work She's the one who put
My mother sacrificed her own desires, like buying a new car or a dress, to ensure I could have a better life She invested all her resources and love into my future, and even though she can no longer travel, her dedication and support remain a significant part of my journey.
12 she's watching tonight, and that tonight is her night as well
I don't know what kind of lives John McCain thinks that celebrities lead , but this has been
My heroes are the stories that have shaped my journey, and it is for them that I am committed to winning this election and fulfilling our promise as President.
It's a promise that says each of us has the freedom to make of our own lives what
2i 13 1 2i we will, but that we also have the obligation to treat each other with dignity and
It's a promise that says the market should reward drive and innovation and generate 2i 2i 2i growth, but that businesses should live up to their responsibilities to create
American jobs, look out for American workers , and play by the rules of the road
Ours is a promise that says government cannot solve all our problems, but what it
2i should do is that which we cannot do for ourselves - protect us from harm and
1 provide every child a decent education; keep our water clean and our toys safe ;
6i 5i 5i invest in new schools and new roads and new science and technology
The government must prioritize the needs of its citizens, fostering an environment that supports all Americans rather than favoring the wealthy and influential It should create opportunities for everyone who is willing to put in the effort, ensuring that assistance is available to all, not just a select few.
That's the promise of America - the idea that we are responsible for ourselves, but
2i 13 that we also rise or fall as one nation; the fundamental belief that I am my brother' s
8 8 2i 13 keeper ; I am my sister 's keeper
That's the promise we need to keep That's the change we need right now So let me 2i 2i spell out exactly what that change would mean if I am President
Change means a tax code that doesn't reward the lobbyists who wrote it, but the
American workers and small businesses who deserve it
Unlike John McCain, I will stop giving tax breaks to corporations that ship jobs overseas,
13 and I will start giving them to companies that create good jobs right here in America
I will eliminate capital gains taxes for the small businesses and the start-ups that will create 6ii the high- wage , high- tech jobs of tomorrow
I will cut taxes - cut taxes - for 95% of all working families Because in an economy
13 5i like this, the last thing we should do is raise taxes on the middle-class
And for the sake of our economy, our security, and the future of our planet, I will
13 13 set a clear goal as President: in ten years, we will finally end our dependence on oil
Washington's been talking about our oil addiction for the last thirty years, and John
McCain has been there for twenty-six of them In that time, he's said no to higher
13 fuel -efficiency standards for cars, no to investments in renewable energy, no to
13 2i renewable fuels And today, we import triple the amount of oil as the day that
Now is the time to end this addiction, and to understand that drilling is a stop - gap 2i 5i 13 measure, not a long- term solution Not even close
As President, I will tap our natural gas reserves, invest in clean coal technology,
13 13 and find ways to safely harness nuclear power I'll help our auto companies re-tool,
13 13 so that the fuel -efficient cars of the future are built right here in America I'll make
13 13 it easier for the American people to afford these new cars And I'll invest 150 6ii billion dollars over the next decade in affordable, renewable sources of energy –
7 13 wind power and solar power and the next generation of biofuels; an investment that
13 13 7 13 will lead to new industries and five million new jobs that pay well and can't ever be
America, now is not the time for small plans
Now is the time to finally meet our moral obligation to provide every child a
6ii 2iii world - class education, because it will take nothing less to compete in the global
Michelle and I are here tonight because we were fortunate enough to receive an education, and I refuse to accept a future where not all children have the same opportunity I am committed to investing in early childhood education and will work to recruit a new generation of teachers.
13 13 and pay them higher salaries and give them more support And in exchange, I'll ask
6i for higher standards and more accountability And we will keep our promise to
6i 6i 2i every young American - if you commit to serving your community or your country, we will make sure you can afford a college education
Now is the time to finally keep the promise of affordable, accessible health care for
2i 13 13 every single American If you have health care, my plan will lower your premiums
If you don't, you'll be able to get the same kind of coverage that members of
Congress give themselves And as someone who watched my mother argue with insurance
13 companies while she lay in bed dying of cancer, I will make certain those
9 companies stop discriminating against those who are sick and need care the most
It is crucial to support families by providing paid sick days and improved family leave, as no one in America should have to decide between maintaining their employment and caring for a sick child or an elderly parent.
Now is the time to change our bankruptcy laws, so that your pensions are protected
13 ahead of CEO bonuses; and the time to protect Social Security for future
And now is the time to keep the promise of equal pay for an equal day 's work,
2i 6i 2i 13 because I want my daughters to have exactly the same opportunities as your sons
Now, many of these plans will cost money, which is why I've laid out how I'll pay
13 for every dime - by closing corporate loopholes and tax havens that don't help
America must evolve by thoroughly reviewing the federal budget to eliminate ineffective programs while enhancing the efficiency and cost-effectiveness of essential ones, as meeting the challenges of the twenty-first century requires modern solutions rather than outdated approaches.
And Democrats, we must also admit that fulfilling America 's promise will require
13 more than just money It will require a renewed sense of responsibility from each of
13 13 us to recover what John F Kennedy called our "intellectual and moral strength." Yes, government must lead on energy independence, but each of us must do our part to make