Maestría · Historia
The Speechwriter
Una redactora de discursos de un alcalde de Nueva Zelanda pierde su voz.
Toca una palabra subrayada para ver su significado.
Palabras útiles (10)
- lectern · atril
- hip · cadera
- deputy mayor · teniente de alcalde, vicealcalde
- councilor · concejal
- to swallow · tragar(se)
- to tap · dar golpecitos
- to inherit · heredar
- anaphora · anáfora (repetición al inicio de frases)
- jolt · sacudida, sobresalto
- haltingly · titubeando, entrecortadamente
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For eleven years, Kate Lawson had been the voice behind the voice of Christchurch City Council. Three mayors had come and gone, and each of them had, at some point, stood at a and said something that people later quoted back to them, never suspecting that the line had been written at two in the morning by a woman in a cardigan at a kitchen table in Sydenham. Kate liked it that way. Her job was to disappear.
On the Monday before the most important speech of the year, she woke up and found that she could not make a sound. Her doctor diagnosed acute laryngitis and prescribed, with what Kate felt was unnecessary enjoyment, complete vocal rest for at least a week. That would have been merely inconvenient, had it not been for the second piece of news, which arrived by text an hour later: the mayor had slipped on a wet step outside her home, broken her and would be in the hospital until well after Friday.
The speech was the city's annual address on the regeneration of the central city, part of the long and often painful work of rebuilding after the earthquakes of 2010 and 2011. This year it mattered more than usual, because the council was about to vote on a controversial plan to open up land along the Avon River to public housing and green space, and the mayor's speech was meant to win over a skeptical public. The mayor was abroad. The job fell, by a process nobody fully understood, to Tama Rangi, a twenty-nine-year-old in his first term, who had never addressed more than forty people at once.
He arrived at her house on Tuesday morning looking as though he had not slept. Kate, unable to speak, greeted him with a small whiteboard and a marker. "I'm going to be terrible," he said. She wrote: "Probably. Sit down." Then, underneath: "Read it to me."
He read it badly. He rushed the beginning, the ends of his sentences and treated every line, however carefully it had been shaped, as an obstacle to get past. Kate had built the speech on repetition. The central passage began four times with the same words: "We remember the city we lost. We remember the streets we could no longer walk. We remember the neighbors who left and did not come back. And we remember the day we decided to stay." Tama read it as if it were a shopping list.
Over the next three days, Kate coached him in silence. She found, to her surprise, that not being able to talk made her a better teacher. She could not lecture him, so she had to show him. She the table to mark where he should pause. She drew arrows over the words that needed weight. When he reached the rhetorical question at the heart of the speech, "What kind of city do we want our grandchildren to she held up a hand and wrote: "Don't answer it. Let them." He looked at her. "Just stand there?" She nodded. "For how long?" She wrote: "Longer than is comfortable."
By Thursday he had improved, but something was still wrong, and Kate could not name it. The words were right; the pauses were right; the built as it was supposed to. Yet every time he reached the passage about remembering, his voice went flat, as though he were reading someone else's memories. Which, she realized with a he was. She had written it for a mayor in her sixties who had lived in the city all her life. She wrote: "Where were you? February 2011?" Tama was quiet for a moment. "I was fourteen," he said. "At school. We were in the hall when it hit."
He told her about it then, the noise, which he still heard in his sleep sometimes; the long walk home with his younger sister because the buses had stopped; his grandmother's house in Avonside, which the family had been forced to leave, and the empty land where it had stood, which had been grass for over a decade. Kate listened, unable to interrupt even if she had wanted to. Then she took the speech, crossed out the whole remembering passage, and wrote at the top of the page: "Tell them that. Your words. Same shape."
On Friday evening the town hall was full. Kate sat in the back row with a scarf wrapped around her throat. Tama was nervous at the start, but he was nervous in the way that audiences forgive. And when he reached the center of the speech, he put his notes down. "I remember the hall at my school shaking," he said. "I remember walking my sister home past buildings that had stood for a hundred years and were suddenly gone. I remember my grandmother's kitchen, and I remember the grass where her kitchen used to be." He paused. "And I remember that we decided to stay."
Then came the question, "What kind of city do we want our grandchildren to and he stood there, as she had taught him, for longer than was comfortable. Nobody coughed. Kate, who had written more than three hundred speeches and sat through every one of them, could not remember a silence like it. The vote the following month was closer than anyone wanted, but the plan passed. By then, Kate's voice had come back. She had used it first, the morning after the speech, to call Tama and tell him that he had been wonderful, and then, after some hesitation, to tell him that she had had almost nothing to do with the best part. It was the first time in eleven years she had said such a thing about a speech, and it was true.
Comprensión lectora
0/4 respondidas
1. ¿Por qué tiene que dar el discurso Tama, un concejal joven y sin experiencia?
2. ¿Cómo entrena Kate a Tama sin poder hablar?
3. ¿Qué descubre Kate sobre el pasaje de los recuerdos?
4. ¿Qué hace Tama con la pregunta retórica central del discurso?