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Example Persuasive Speech 2.pdf

Doe 1

John Doe

Ms. Boyce

English 4U

11 January 2018

There should be no SAT testing in Canada

Have you ever written an exam on a bad day?1 I have. But thankfully it wasn’t an SAT

and that one bad exam didn’t affect the rest of my life. The Scholastic Assessment Test, also

known as SAT, is an exam like test that assesses students on a universal set of questions. SATs

are intended to standardize University applications to sort out biases in order to offer university

placements in the United States. The biggest disadvantage of SATs is that young people are

already overwhelmed by the pressures of high school and growing up. Adding the additional

weight of SATs on these young people may cause them to break2. Some people believe that you

need to have a common set of standards across the country to be able to assess university

applicants fairly, but the unintended consequence is to overload already stressed out youth. There

is no hiding or escaping judgement and it contributes to students being under tremendous

amounts of stress;the stress to succeed, the stress to fit in, the stress to get good marks.3 SATs

create the additional anxiety for students to score high on their tests so that they can get into the

best schools. The pressure of an exam that carries the weight of their future4 acts only as yet

another burden5 on young students. SATs are as big and stressful as university exams, which is a

lot to ask of students who aren’t there yet. 6The basic argument behind the introduction of SATs

was to give high achieving students in non-elite schools something they can present to potential

1 Rhetorical Question 2 Metaphor 3 Parallel Sentence 4 Denotation 5 Simile 6 Simile

[ _ ] = a critically concerned tone [jj] =Rhetorical device also indicated in footnotes

Doe 2

universities to sell themselves. Ideally, the introduction of SATs could have changed the life of

millions of kids overnight7, giving them a new opportunity for success. Further, universities filter

applicants through SATs to find potential students that will go on to graduate, be successful and

support the university's reputation as alumni. Unfortunately, the process is not that simple and

the set of questions included on the SATs do not necessarily translate to success. A student’s

inability to respond well against those questions can define or limit their future. So does a mark

on a test outweigh a person’s qualities and experiences? What about those who may not be great

at writing tests or who’s best subjects are not tested on the SAT exams? 8The SAT strategy

eliminates a sample of smart creative individuals who lack the specific skills tested. Another

supposed advantage of the SAT system is that it removes biases linked to discrimination, wealth

and/or sexism. Test scores cannot be influenced by societal problems and marks cannot be

manipulated by opinion9. SATs can allow a person who has no apparent societal advantages but

who is intelligent to have a premium education. From certain perspectives, SATs could be

considered a great equalizer. However, ironically, the SAT format tends to favour students from

private schools who have had the opportunity to practice writing under similar situations. This

gives the private school students more potential to succeed. This makes a biased equalizer10 that

introduces the same societal imbalance that the tests were created to eliminate. Hence, there is

the risk of educating a group of students with similar abilities and therefore not getting the

benefit of diversity. In life, often the best performers are the best collaborators. SAT's fail to

evaluate this skill which puts groups who could potentially contribute to society at a

disadvantage. Not only would the government be limiting the potential opportunities of some

7 Hyperbole 8 Rhetorical Question 9 Balanced Sentence 10 Oxymoron

[ _ ] = a critically concerned tone [jj] =Rhetorical device also indicated in footnotes

Doe 3

individuals by implementing SATs in Canada but they would be harming society as a whole, as

we are strongest when we exercise different skills.

[ _ ] = a critically concerned tone [jj] =Rhetorical device also indicated in footnotes

Example Persuasive Speech 1.pdf

Dent 1

Stu Dent

Ms. Boyce

ENG4U1-01

21 May 2019

Change Requires Action

“Reconciliation means “...that if you are a child living on reserve, you should

be able to turn on the tap and have clean water come out. Water that you can

drink, and bathe in, without fear.”

Justin Trudeau’s 2016 speech to the Assembly of First Nations in Ottawa is in

stark contrast to the sentiments of J.A. Macdonald whose aim in 1879 was to make

Indigenous peoples more “white” and to take the “savage” out of the child by

withdrawing the child as much as possible from the “parental influence”. While 137

years separates these two important speeches, not much has changed. Fixing the

relationship with our Indigenous brothers and sisters is not Canada’s top priority as

suggested by Stephen Harper and Justin Trudeau’s apology and the Truth and

Reconciliation’s 94 Calls to Action.

Canada is a country rich in resources, rich in diversity and rich in spirit

however the legacy of our not so secret past continues to rear its ugly head and

remind us that we may not be that much different from our intolerant neighbors.

Although land acknowledgments are heard at the beginning of every meeting,

impressive numbers of Indigenous parliamentary figures have been elected and

English classrooms have become Heritage Minute commercials courtesy of Historica

Dent 1

Canada, the shocking reality is rampant with racism; the Canadian government

continues to shamefully carry on and perpetuate a failed relationship with

Indigenous people. Canadians can do more; any less they cannot do.

With a population in Ontario of 14.57 million people (2019), it seems this

problem is an insignificant social issue corroding our ever-tarnishing reputation.

However, access to clean water and sanitation systems is a basic human right

enjoyed by almost all Canadians. Except those unfortunate to be born with

Indigenous blood who strive to recapture their identity and way of life once stolen

from them by the very people withholding basic services. Neskataga and

Attawpiskat represent the link between our sullied past and our government’s

inability to fulfill reconciliatory responsibilities. This is what Racism in 2020 looks

like. This is what discrimination in 2020 looks like. This is our shameful past

personified in 2020.

25% of Neskataga’s population is under 24 years old. Due to an evacuation

for an issue that has plagued their community for 25 years, they are currently living

in motels, away from their community, away from their sacred land, away from

everything they know. This is not The Road to Emmaus because Indigneous people

have been empowered by their government to go on a Pilgrimage and teach fellow

Canadians about their sacred relationship with water. Or the First Nations

commitment to continue their stewardship over Mother Earth and help us as a

country to control climate change because Mother Earth is screaming for us to hear

what we are doing to Her. Instead, First Nations communities like Neskataga and

Dent 1

Attawapiskat are fighting for their lives and thirsty for reform and unless we speak

up as a united body of Canadians, nothing will change.

Just look to history. Now is the time. You are the voice of change.

Legend:

TONE ARGUMENT - see comments RHETORICAL SENTENCES - see comments RHETORICAL TECHNIQUES - see comments

Rough Work:

Tone: is concerned about this issue however critical of the government’s inaction. As well, I am employing words that evoke passion for the people of whom I speak.

Audience: is you! I am using that tone to inspire you to write a speech from the heart about an issue that is directly linked to your world, today, and something that stirs you to want change in our world.

Purpose: to raise awareness for the power inequities in our country because I am quoting famous powerful men whose voices are heard by everyone around the world and that clouds people’s knowledge of issues like a water crisis which is creating third world living conditions for fellow Canadians. The voiceless are the Indignous people who can only hope that you and I take notice of a news report or article chronicling the repeated injustices inflicted upon them by a government who is “sorry”.

Rhetorical Techniques used: -alliteration -statistic -facts -beginning technique: quote and ending technique: call to action -allusions -personification -imagery (aligned with another technique) -sentence structure - short -repetition -examples

Dent 1

Rhetorical Sentences used: -chiasmus -periodic -parallel

Thesis: Fixing the problem with Indigenous peoples is not Canada’s top priority.

Argument #1 - racism Counter argument to #2 - Canada’s population is big so why worry about small insignificant communities? Argument #3 - access to clean water is not enjoyed by everyone Argument #4 - people of Neskataga - living away from community because they lack basic human rights granted to rest of Canada

Notification Essay Overview.pdf

Nonfiction Essays

Essays are a form of self-expression and are found in newspapers, magazines, on-line blogs and

forums. They take the form of opinion pieces, editorials, reviews and speeches.

Why Are Essays Written?

● To express new ideas or points of view

● To teach or explain

● To express an opinion

● To raise awareness of social issues

● To persuade or influence readers on political issue

● To entertain or amuse the reader by presenting topic in original/clever way

There are five general types of essays:

1. Expository Essay – explains and analyzes a topic

2. Narrative Essay – uses a single story to draw a conclusion or state an opinion

3. Argumentative Essay – provides reasons in support of a position

4. Persuasive Essay – combines argument with emotion to persuade the reader

5. Humour Essay – uses humour or satire to entertain and provide a commentary on life

Descriptors:

Informal Formal

- usually uses first person

- directly addresses the reader (you)

- uses 3rd person

- content is drawn from personal

experiences and everyday events

- content is from historical events,

literature, or other forms of knowledge

- tone is more personal: ironic, amusing, - tone is objective (removed)

thoughtful, angry, serious - keeps emotion in check

- more loosely structured - rigid structure that focuses on

development of a supported thesis

- thesis may not be explicitly (clearly)

stated

- thesis may be anywhere in the essay

- thesis is explicitly stated, usually in first

paragraph

- uses everyday language - uses academic language

Analyze the essay passages on the handout using the above criteria.

Thesis

The thesis includes the topic of the essay and the author’s position (argument on the topic). In

many cases, the thesis is explicitly stated in the first or last paragraph. However, it may be

implicitly stated: the reader must decide what the author’s thesis is based on the arguments

presented.

Beginnings and Endings

An essay’s beginning and ending are the most important sections: the beginning must draw the

reader in and the ending must leave the reader with a strong final image or thought.

Beginning

Shocking Statistic - fact/figure to amaze or disturb

Anecdote - a brief story to set up a point the author wants to make

Bold, direct statement - a simple statement that challenges a belief e.g. “Students leave high school uneducated.”

Quotation - words of someone presented exactly to establish argument or to break the ice

Background Information - relating the circumstances of the topic/very common info

Comparison/contrast - a dramatic presentation of similarities or differences

Rhetorical Device - metaphor, simile, personification to create interest

Ending

Reference to the beginning - restating something from the opening/coming ‘full circle’

Question - a question and answer or a question as a challenge e.g. “Who will save the environment?”

Quotation - a quotation from an authority to give strength to an argument

Summary - restating the strongest points in the essay

Prediction - a look into the future: usually a warning

Significance - showing the importance of the topic

Shocking Statement - a statement designed to surprise the reader

Tone

The tone is the manner in which the message is delivered. It is the ‘feel’ of the language. See

handout for examples

Bias

Bias is the author’s position on the topic. The most obviously biased work will be in first

person.

ENG 4U Persuasive_Essay_Assignment Quad 4.docx

ENG 4U Persuasive Essay

You have been voluntold by Me to participate in a campaign to raise awareness for the very real issues faced by Indigenous people living on Reserves in the province of Ontario; the issue of lack of clean water and third world living conditions.

Your task is to write and perform a 500-600 word persuasive piece. You will use screencast-o-matic or vidyard to record your speech. See instructions below - after rubrics.

RECORDING & ESSAY due Thursday May 27 but I will give you until Friday May 28 at 3 pm. If I do not receive it by then, you will receive a mark of zero on your midterm for this assignment.

We will continue our thematic study of power by looking at systemic racism and systems of power as we unpack real world issues affecting Canadian people right now. Today.

Your task is to create a persuasive opinion essay about the topic of power as seen through the above issue that I will teach in class. As you develop your opinion, consider the following points to organize your ideas:

· Why is the issue of importance?

· How do we see the theme of power in this issue?

· What is your opinion about the issue? What are your arguments and how will you support your arguments?

· What are your secondary sources? Are they reliable? How do you know? Use only material from library.hcdsb.org , under Secondary Databases. I recommend Curio.ca (cbc)

· How will you use rhetorical devices to show the importance of this issue and raise awareness (your purpose)?

· Connect to our focus on faith themes of dignity, community and the common good, option for the poor and vulnerable and rights and responsibilities.

YOUR ESSAY MUST CONTAIN THE FOLLOWING:

· a consistent tone, deliberately used for effect;

· 4-5 arguments in support of (or to counter) your position;

· 8 different rhetorical devices, including at least 1 rhetorical sentence structure.

IN THE MARGIN,

· you MUST identify the primary method (and any secondary methods) you used to develop your argument(s) (i.e. cause/effect, compare/contrast, example, categorize, classification);

· you MUST clearly identify EIGHT DIFFERENT rhetorical devices used in your paper. At least ONE of these devices must be rhetorical sentence structure. Underline and label these devices in the margin of your essay;

· you MUST underline/highlight words/phrases that you used to help convey the specific tone of your paper (i.e. if the tone you are trying to evoke is irony, then highlight words/phrases that connote irony).

Please include the following:

-a rough draft with your thesis, main arguments and organizational structure.

-consider your tone, types of arguments, beginning/ending technique, rhetorical devices that best serve your piece, what position you will take.

RHETORICAL DEVICES:

· Denotation	· Symbol	· Analogy
· Connotation	· Allegory	· Hyperbole
· Literal Imagery	· Alliteration	· Personification
· Metaphor	· Rhyme	· Pun
· Simile	· Rhythm
· Onomatopoeia	· Allusion

RHETORICAL SENTENCE STRUCTURES:

· Abnormal word order	· Antithesis / Contrasting
· Balanced sentence	· Parallel sentence
· Climactic word order · Rhetorical question · Sentence Fragment	· Periodic sentence · Chiasmus

ESSAY RUBRIC

Below Level One

Level One

Level Two

Level Three

Level Four

Knowledge

/10

Demonstrates very limited/no understanding of persuasive techniques/ rhetorical devices

Very limited/no evidence of understanding of persuasive essay form

No annotations/ inaccurate identification of organizational structures/ rhetorical devices

Little understanding of persuasive techniques or rhetorical devices/ sentence structures

Limited evidence of persuasive essay form

Limited accuracy in identifying organizational structures/ rhetorical devices employed

Some understanding of persuasive techniques and rhetorical devices/sentence structures

Some understanding of persuasive essay form

Some accuracy in identifying organizational structures/ rhetorical devices employed

Appropriate understanding of persuasive techniques and rhetorical devices/ sentence structures

Considerable understanding of persuasive essay form

Correct identification of most organization structures/ rhetorical devices employed

Sophisticated understanding of persuasive techniques and rhetorical devices/ sentence structures

Thorough understanding of persuasive essay form

Identifies organization structures and rhetorical devices without error

Thinking

/15

No thesis is apparent/ thesis is highly ineffective

Does not provide sufficient or appropriate facts, opinions, examples, to support ideas

Fails to consider opposing/ does not refute these effectively

Solely based on opinion, no reasoned arguments or no emotional appeal

Thesis is of limited effectiveness

Facts, expert opinions, examples, reasons given as support and to rebut opposing ideas are of limited relevance

Arguments to support thesis are of limited effectiveness

Limited effectiveness is refuting opposing arguments

Too reliant on opinion; limited emotional appeal

Thesis is somewhat effective

Facts, expert opinions, examples, reasons given as support and to rebut opposing ideas are somewhat relevant and accurate

Some effective arguments or arguments are somewhat effective

Some consideration of opposing viewpoints, which are refuted with some effectiveness

Some emotional appeal

Thesis demonstrates clear opinion; idea is original and interesting

Facts, opinions, examples, reasons given as support and to rebut opposing ideas are relevant and sufficient

Recognizes most significant opposing arguments and effectively refutes them

Arguments are sufficient and considerably effective

Considerable emotional appeal

Thesis is well-formulated, insightful and demonstrates clear, precise, credible opinion that focuses essay

Facts, opinions, examples, reasons given as support and to rebut opposing ideas are relevant, credible, sufficient, compelling

Skilfully recognizes and refutes opposing arguments

Thesis is proved by three to five insightful, unique, highly effective arguments, balanced with strong emotional appeal

Communication

/15

Inappropriate or ineffective diction/ not suited to purpose/ audience

Tone is inappropriate or developed in a very limited manner

Ideas are ineffectively organized; lack of coherence

Excessive errors in spelling, grammar, mechanics

Diction is limited in terms of suitability

Tone is of limited appropriateness to topic

Organization of ideas is of limited effectiveness

Uses conventions and mechanics with limited effectiveness

Diction and style are somewhat consistent and generally appropriate

Tone is somewhat consistent throughout

Essay is organized with some effectiveness or some ideas are effectively organized

Inconsistent use of conventions/ mechanics

Diction and style are consistent and appropriate to purpose and audience

Tone is consistent and appropriate

Effective organization of ideas

Consistent use of conventions and mechanics

Effectively and skillfully uses appropriate diction and style

Tone is skillfully and intentionally developed

Ideas are skillfully and purposefully organized

Virtually error-free use of conventions and mechanics

Application

(application of devices) /5

/5 (planning, process)

Does not rhetorical devices / sentence structures or does so ineffectively

Does not plan or use the writing process

Uses rhetorical devices/ sentence structures with limited effectiveness

Limited planning or use of writing process

Uses rhetorical devices/ sentence structures with some effectiveness

Plans and applies the writing process with some effectiveness

Uses rhetorical devices/ sentence structures with considerable effectiveness

Plans and utilizes the writing process with considerable effectiveness

Uses rhetorical devices/ sentence structures creatively and skilfully

Use of planning and process is highly effective

PERSUASIVE SPEECH ORAL RUBRIC

COMMUNICATION /10	Below Level One	Level One	Level Two	Level Three	Level Four
Speech is fluent, expressive and audible (register, timbre- quality of sound, prosody – stress and intonation, pitch, volume)		Speaks in low volume and/or monotonous tone, which causes the audience to disengage	Speaks in uneven volume with little or no inflection	Speaks with satisfactory variation of volume and inflection	Speaks with fluctuation in volume, and inflection to maintain audience interest and emphasize key points
Tone and the appropriate emotional impact of delivery are reflected in inflexion, attitude, emotion and pacing of reading		Shows no interest in the topic presented; little time spent in preparation.	Shows little, or mixed feelings about the topic being presented	Shows some enthusiastic feelings about the topic.	Demonstrates strong enthusiasm about the topic.
Body language is controlled, professional and suited to the tone of the piece		Holds no eye contact with the audience. Reading only from notes	Displays minimum eye contact with the audience, while reading mostly from the notes	Consistent use of direct eye contact with the audience, but still returns to notes	Holds attention of the audience with the use of direct eye contact, seldom looking at notes.

SCREENCAST-O-MATIC

VIDYARD

● GO TO: https://screencast-o-matic.com/

● CLICK ON: “Sign Up, It’s Free” (red button, top right of your screen)

● CHOOSE: “Sign Up With Google”

● Select your school email account: “@my.aquinas.me”

● CLICK: The camera icon in the top-left corner of your screen (blue circle)

● At this point it may prompt you to download the Screen Recorder, which you can of course later delete.

● Once you launch the recorder, you should see a black and white dotted rectangle appear on your screen.

Only this portion of your screen will be captured.

● Go to your PowerPoint or Google Slide Presentation and record your content. This free trial only allows you to record a 15 minute video, which is more than enough for you to complete the presentation

● Save your video (somewhere where you’ll remember - I choose my desktop) and then when you’re ready to submit your assignment, you’ll simply submit the video you created.

● GO TO: https://www.vidyard.com/

● CLICK ON: “Sign Up For Free”

● CLICK ON: “Continue With Google”

● Select your school email account: “@my.aquinas.me”

● Agree to the terms of use

● CLICK the Purple Button (you may need to scroll down a little) that says “Record Video Now”

● ALLOW ACCESS to MICROPHONE

● You may be asked to INSTALL the CHROME EXTENSION, which is fine:

○ Select “ Install Chrome Extension” and when the new window opens, select the option to install the

extension.

○ Once you download it, you’ll be able to record your video

● CLICK ON the little alien icon that will appear in your

website bar and select the type of video you’d like to

record. Then open your PowerPoint or Google Slide

Presentation and press the Red “RECORD” button.