By Plenary Sessions: Anastassia Kovalenko-Kõlvart

A concrete, analytical, and slightly controversial tone; it uses questions and provocative examples to highlight flawed processes. The text employs both an emotional and a fact-based approach, often referencing experts and historical examples (Lennart Meri). It fosters debate and serves as an effective tool for public policy discussion.

Oppressive, combative, and accusatory style: utilizes questions, riddles and hypotheses concerning a demagogic attitude (“if Tallinn and large cities…”) and emphasizes data-based argumentation, but coupled with a concrete attack against political opponents. The rhetoric is balanced, yet primarily seeks an emotional and critical impact; formally correct, but forceful and challenging in style.

The tone is decisive yet constructive; it uses emotional references (the poster “No teacher, no engineer, no economy”) combined with fact-based argumentation. It combines semantic and visionary rhetoric and emphasizes the need for consensus and cooperation. The text is formal and systematic, while the emotional undertone remains prominent regarding the themes of education and future security.

The tone is formal and substantive; it raises the question of the necessity of finding the optimal income tax rate and the potential support from the coalition, while simultaneously referencing the coalition's earlier resistance. The address carries a critical, yet impersonal, emphasis and maintains a factual tonality.

The style is critical and somewhat forceful, employing rhetorical questions and strong language (e.g., 'hypocrisy,' 'steamroller politics'); it combines emotional and argumentative modes of discourse.

The tone is formal, question-focused, and analytical; it uses structured arguments and specific questions (e.g., "Do you have a plan...?"), emphasizing the clarification of procedural and institutional aspects. The texts contain limited emotion and employ a more fact-based approach. Not enough data regarding the additional description.

The emphasis is on an official and moderately critical tone; it frequently employs rhetorical questions and question-driven argumentation. The text is formal, logical, and fact-based, yet it simultaneously conveys significant critical force and a measured, deliberative atmosphere.

A formal and measured tone; the focus is placed on highlighting issues using specific examples. It employs the dialogical device, "Don't you have the feeling that...", which helps open the discussion and underscore the necessity of finding solutions. The vocabulary is subtly analytical and less emotional.

A formal, respectful, and question-centric tone; uses a structured approach based on procedural reasoning.

It frequently employs a critical and quick-witted, yet formal tone; the speaker uses rhetorical questions and examples to emphasize inconsistencies with government policy. It is heavily focused on facts and figures, combined with the delivery of a direct response and frustrated expectations. The style is clearly dissatisfied and urgent, yet discipline and legal language are maintained.

The tone is formal and constructive, yet critical: the speaker employs questions and assertions to steer the discussion and scrutinize the minister’s responses. They combine emotional concern (regarding education and mental health issues) with rational, policy-focused arguments, maintaining a polite and professional level of discourse.