When preparing a persuasive, argumentative speech, you need to consider both matter what you are going to say and manner how you are going to say it. For political speeches here For war inspirational speeches here. A brief and simple message has the dramatic and persuasive appeal that a long- winded, rambling discourse does not.
Session One Begin the lesson by asking students what needs to be present in order for a speech to occur. The class should discuss audience and the importance of identifying the audience for speeches, since they occur in particular moments in time and are delivered to specific audiences.
This is a good time to discuss the Rhetorical Triangle Aristotelian Triad or discuss a chapter on audience from an argumentative textbook. You may wish to share information from the ReadWriteThink. Provide a bit of background information on the moment in history.
Adjust the level of guidance you provide, depending on your students' experiences with this type of analysis.
The questions provide a place to start, but there are many other stylistic devices to discuss in this selection. Consider posing questions such as This is a successful speech.
The tone shifts throughout the selection. But more importantly, why? If time permits, discuss how politicians and speech writers employ rhetorical strategies to influence the opinions of their audience members.
Martin Luther King, Jr. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice.
It came as a joyous daybreak to end the long night of their captivity. Ask students to think about how the particular moment in history and the national audience contribute to the rhetorical choices made by the speaker. Lead a discussion of the speech as an argument with regard to purpose and intent.
Work with students to identify warrants, claims, and appeals. Ask students to consider how the author manipulates the audience using tone, diction, and stylistic devices. Discuss a particular rhetorical device that the President used and the purpose it served.
Share the Essay Rubric and explain to students the expectations for success on this assignment. Allow students to select a speech from the List of Speeches for Students. If they wish to preview any of the speeches, they can type the speaker's name and the title of the speech into a search engine and should have little difficulty finding it.
Session Three Take the students to the library and allow them to research their speeches. They should locate their speech and print a copy for them to begin annotating for argumentative structure and rhetorical devices.
Ask students to research the history of the speech. What was the speaker up against? What is the occasion for the speech? What did the author have to keep in mind when composing the text? What were his or her goals? What was his or her ultimate purpose? What was his or her intent? Remind students that the writer of the speech is sometimes not the person who delivered the speech, for example, and this will surprise some students.
Many people assume that the speaker president, senator, etc. They might be surprised at the answer. Help students find the author of the speech because this will challenge some students. Once the speechwriter is identified, it is easier to find information on the speech.
Help students find the history behind the speech without getting too bogged down in the details. They need to understand the climate, but they do not need to be complete experts on the historical details in order to understand the elements of the speech.
If they wish, students can use the ReadThinkWrite Interactive Notetaker to help them track their notes for their essays. Remind them that their work cannot be saved on this tool and should be printed by the end of the session so they can use it in future work.
For Session Four, students must bring a thesis, an outline, and all of their research materials to class for a workday. Remind them to refer to the Analyzing Famous Speeches as Argumentsthe Essay Rubricand any notes they may have taken during the first two sessions as they begin their work.
The thesis statement should answer the following question: What makes this speech an effective argument and worthy of making this list?IDENTIFYING PERSUASIVE TECHNIQUES IN SPEECHES.
One of the places we see persuasive techniques used effectively, is in political speeches. They abound in them. In order to be informed, critical citizens, students really do need to be able to critically listen to speeches and be able to identify techniques of persuasion.
This product helps them.
Persuasive speakers use analogy to make a comparison between what they are proposing and something simple and clear the audience is already familiar with. The advantage of using an analogy is that several ideas can be captured in a short phrase or fewer words.
You may wish to share information from the schwenkreis.com lesson Persuasive Techniques in Advertising and Continue the work from the previous session by distributing the Analyzing Famous Speeches as Arguments handout and discussing the assignment and what it requires.
These FIVE worksheets each focus on extracts from different political speeches and test students' knowledge of different persuasive language techniques. Find this Pin and more on Teacher Resources by Stephanie Hasty.
Persuasive language runs through mass media, from advertisements to political speeches. As we study various advertising techniques, rhetorical devices and forms of propaganda you will become more aware of educational, political and ideological influence of the media.
This is an outline of the presentation given to students regarding persuasive techniques.
The Claim. The statement of the argument. Example: I am going to try to convince you that chocolate is a healthy snack.