Eloquence

Activities

First Activity: Print Ad Analysis: Identifying Rhetorical Devices

This is an activity designed to introduce students to the rhetorical devices they will be encountering in the speeches. It is repeated to introduce different terms throughout the unit, beginning the first week before students read Queen Elizabeth's Tilbury Speech. It gives students a deeper understanding of the devices and how they function in a familiar context (in advertising and newspaper and magazine headlines) and increases their ability to identify them at work in the world around them.

The Process

Choose the devices that will be emphasized in the study of each speech (a list of terms and definitions are provided in the Resources section). Before reading Queen Elizabeth's Tilbury Speech, ethos, pathos and parallel structure can be introduced, for example. Choose a print ad or newspaper or magazine headline that illustrates those devices. For example, in an ad for The Trust for Public Land, the speaker establishes their ethos when they assert that "The Trust for Public Land is protecting the places that make your community special"; ³² they are trying to convey that they have their audience's best interest at heart. They appeal to pathos with the picture of the smiling little girl that dominates three quarters of the ad. An ad for McDonalds utilizes parallel structure when it reads, "If it sizzles and crackles and it's coming from the kitchen, it's breakfast; If it melts and toasts and says "carpe this diem" it's breakfast, etc. ³³ Find two or three examples of each device to show. To introduce each one, have students draw a triangle on a small whiteboard and discuss the elements of the rhetorical triangle (speaker, audience, topic, purpose and context) as they apply to the first ad. Identify the main claim, and then have them work in pairs to identify those elements for each piece, illustrating them on the triangle on their whiteboards. Once students have an understanding of how the elements are functioning, go back and look at the ads and/or headlines, focusing on one device at a time, explaining the meaning of the device and how it is used in the piece. Next, have students go through newspapers and magazines so everyone can find two additional examples of each device. They will put one example on a large piece of chart paper which will remain posted on the wall (one piece of chart paper for each device), and one will go into their casebooks, along with the meaning in their own words and a quick summary of the effect. Finally, go around the room and have each student share the examples they found, explaining how and why they are used.

Second Activity: Speech Analysis Organizer

This activity is designed to give students a structured format for analyzing the speeches, so they have a process to follow. It will be introduced from the beginning of the unit, with the Queen Elizabeth and JFK speeches (after they have an understanding of the devices at work from the ad analysis activity) and will be repeated with each speech. This framework will help students develop confidence with analysis, so they can apply it to each piece we read, as well as future readings they encounter. It will also increase their ability to read a text closely, to connect method and meaning, and give them models to follow when they are composing their own speeches.

Process

To gather their impressions of the overall structure of a piece, students will read copies of the speech silently, making note of things that interest them, use of devices they notice from the pre-reading vocabulary, etc., as well as questions they have about the piece (students at each set of desks will assemble a "group list" of questions, as many of them are wondering the same things, so no one will be reluctant to ask a question). After discussing overall impressions and addressing questions, begin deconstructing the speech with students, looking at the relationship of the elements of audience, speaker, subject, purpose and context, just as when looking at the ads/headlines. Each group will have a marker board to draw a triangle with the rhetorical elements, which can be held up to check their understanding before beginning discussion. At various points, stop so each group can talk and make notes on post its to post on a chart on the whiteboard under the categories of Introduction, Appeals, Methods of Development, and Other Rhetorical Strategies, to have a master list which gives an overall idea of how each piece is developed. Next, students will use ideas from these master lists to complete an individual graphic organizer charting the development of each piece (divided by beginning, middle and end of the speech), categorized by each of the sections above. The ultimate goal is for students to have an understanding of the following elements for each piece:

1. What are the elements of the rhetorical triangle in this piece (audience, subject, speaker, purpose, and context)?
2. Introduction: How does the piece begin (quotation, anecdote, etc.)? How does the speaker draw you in?
3. What is the main claim? Are there any additional claims?
4. What are the methods of development? How does the writer get you from one place to another in the speech?
5. Which appeals are used and what are some examples?
6. Which other rhetorical/language devices are used and to what effect?
7. What other events or issues can you connect this speech to?

After each student creates their graphic organizer, project each of the questions above on a whiteboard or Smartboard and have them write a 2-3 paragraph analysis that synthesizes what they've learned. Debrief as a group, with students sharing their writing.

Third Activity: Persuasive Speech Peer Review

This activity gives students a structured format for reading their writing aloud and reflecting on changes they want to make to convey their message, focusing on effective organization, word choice, and use of other rhetorical strategies. It will take place near the end of the unit, after students have studied all the speeches, researched their issues and written a first draft of their own speeches. Getting feedback from peers before writing a second draft gives them an opportunity to revise in a low-risk, no penalty situation.

Process

Arrange desks in pairs, so students are sitting in groups of two, facing each other. Pair each student who has finished a first draft of their persuasive speech with another in their writing group who has also finished a draft (any students who do not have a first draft will continue to work on their writing in an adjacent area of the room). Tell students to spend the first 10-15 minutes taking turns reading their writing aloud to each other; explain how they will notice different things when they read their writing aloud than reading silently. Tell them to listen to the sound of the words; allow a couple of minutes after each speech for students to respond to each other orally and write down things they notice and questions they have after reading and listening. Use a timer to help keep them on track. When they're finished, each person spends an additional two minutes each talking about the at least two things they like about their piece and two things they want to work on. Next, hand out the peer review feedback sheets, and go over the questions below, which they will respond to. Have them trade papers and read silently, answering each of the following on the paper provided:

1. Draw a rhetorical triangle for the piece, identifying the subject, speaker, audience, purpose and context.
2. How does the writer begin? What do they use to get your attention (anecdote, humor, quotation, etc.)?
3. Does the introduction give readers a sense of the writer's aim and plan? If so, what is it? If not, what can they do to accomplish that?
4. What issue drives this essay? What ideas does it explore? What is the writer's main claim? Write it down and also list any secondary claims.
5. What are the methods of organization and development the writer uses? How do they get from one place to another in the speech? List them below. Is this organization effective? If not, what can be done to improve the organization?
6. What evidence does the writer use (statistics, personal anecdotes, history, etc.)?
7. List examples of the appeals used. What is the effect? Do they help the writer make their case?
8. hos –
9. thos-
10. gos-
11. How does the writer treat those who would disagree with their claim? Is there a concession to opposing points of view?
12. What are the main rhetorical devices used (anaphora, parallelism, antithesis, etc.)?
13. Type the speech into Wordle and make note of any words that are shown as repeated often. Is it an effective use of repetition?
14. Color code the diction using colored pencils: red=powerful words; gold=sentences that should be kept; blue=hazy words or sentences that are unclear and should be revised; black=consider taking out
15. Are the sentences crafted effectively? Describe the rhythm of the sentences. Do they vary in length and structure? Do they work together to convey the writer's message? Read your favorite sentence aloud to the writer. Make note of any that could be revised for effect.
16. Are there any errors in grammar and usage? If so, mark them directly on the paper.
17. Finally, is the speech convincing? Does it make you think and/or influence your feelings about the issue? How?

When students have finished completing their peer reviews, have them trade reviews, get back in their writing groups and begin working on their second drafts, using the oral and written feedback they've received.