Name

Mr. Farrell
Date
Class Section:
Title of Argumentative Essay
Transfer your mini-paper text here from the graphic organizer below.

NOTE: Once you have completed the graphic organizer, we are going to transfer your work to the drafting
space and reformat it (Ctrl+C and Ctrl+Shift+V). I will help you with that in class.
Type your responses HERE:

HOOK: Ask a
question or make a
surprising statement
about the topic to get
the reader
interested.
Introduce the
speaker and her
claim.
THESIS: What is
your claim?

In one topic
sentence, explain
what you learned
about the
importance of
counterclaims and
rebuttals in this unit.
In at least one
sentence, explain
how claims,
counterclaims and
rebuttals work in
persuasive writing.
In at least one
sentence, give an
example of a
counterclaim and
rebuttal that your
author used in your
speech.
Add at least one
sentence of
commentary to:
1) explain,
2) clarify,
or
3) offer an opinion
How did using
counterclaims and
rebuttals improve
this speech?

In one topic
sentence, explain
what you learned
about rhetorical
strategies (ethos,
pathos, logos,
parallelism, allusion,
etc.) in this unit.
Define ONE
rhetorical strategy
that your author
used well.
In at least one
sentence, give a
specific example of
your authors use of
ONE rhetorical
strategy (ex.
parallelism, pathos).
Add at least one
sentence of
commentary to:
1) explain,
2) clarify,
or
3) offer an opinion
In at least one
sentence, give
another specific
example of your
authors use of that
SAME rhetorical
strategy.
Add at least one
sentence of
commentary to:
1) explain,
2) clarify,
or
3) offer an opinion
How did using this
rhetorical strategy
(ethos, pathos,
logos, parallelism,
allusion, etc.)
improve this
speech?

In one topic
sentence, explain
how your author
used another
rhetorical strategy
(ethos, pathos,
logos, parallelism,
allusion, etc.) in her
speech.
Define ANOTHER
rhetorical strategy
that your author
used well.
In at least one
sentence, give a
specific example of
your authors use of
ONE rhetorical
strategy (ex.
parallelism, pathos).
Add at least one
sentence of
commentary to:
1) explain,
2) clarify,
or
3) offer an opinion
In at least one
sentence, give
another specific
example of your
authors use of that
SAME rhetorical
strategy.
Add at least one
sentence of
commentary to:
1) explain,
2) clarify,
or
3) offer an opinion
How did using this
rhetorical strategy
(ethos, pathos,
logos, parallelism,
allusion, etc.)
improve this
speech?

THESIS: Restate
your claim

How did this author

use rhetorical
strategies to make
her speech more
effective?
What have you
learned about
yourself as a writer
and thinker?
What big idea from
this unit could you
teach to other
people?

Name:
Mr. Farrell

Date:
ELA 901

On Womens Right To Vote

by Susan B. Anthony

KEY

ETHOS

PATHOS

LOGOS

PARALLELISM

ALLUSION

Friends and fellow citizens: I stand before you tonight under indictment for the alleged crime of having voted at
the last presidential election, without having a lawful right to vote. It shall be my work this evening to prove to
you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's rights,
guaranteed to me and all United States citizens by the National Constitution, beyond the power of any state to
deny.
The preamble of the Federal Constitution says: We, the people of the United States, in order to form a more
perfect union, establish justice, insure domestic tranquillity, provide for the common defense, promote the
general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this
Constitution for the United States of America.
It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people,
who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half
of ourselves and the half of our posterity, but to the whole people - women as well as men. And it is a
downright mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use
of the only means of securing them provided by this democratic-republican government -- the ballot.
For any state to make sex a qualification that must ever result in the disfranchisement of one entire half of the
people, is to pass a bill of attainder, or, an ex post facto law, and is therefore a violation of the supreme law of
the land. By it the blessings of liberty are forever withheld from women and their female posterity.
To them this government has no just powers derived from the consent of the governed. To them this
government is not a democracy. It is not a republic. It is an odious aristocracy; a hateful oligarchy of sex; the
most hateful aristocracy ever established on the face of the globe; an oligarchy of wealth, where the rich
govern the poor. An oligarchy of learning, where the educated govern the ignorant, or even an oligarchy of
race, where the Saxon rules the African, might be endured; but this oligarchy of sex, which makes father,
brothers, husband, sons, the oligarchs over the mother and sisters, the wife and daughters, of every household
- which ordains all men sovereigns, all women subjects, carries dissension, discord, and rebellion into every
home of the nation. Webster, Worcester, and Bouvier all define a citizen to be a person in the United States,
entitled to vote and hold office.
The only question left to be settled now is: Are women persons? And I hardly believe any of our opponents will
have the hardihood to say they are not. Being persons, then, women are citizens; and no state has a right to
make any law, or to enforce any old law, that shall abridge their privileges or immunities. Hence, every
discrimination against women in the constitutions and laws of the several states is today null and void,
precisely as is every one against Negroes.

Original Speech
Rubric

Standard Addressed

CCLS.ELALITERACY.W.9-10.6:
Use technology,
including the Internet,
to produce, publish,
and update individual
or shared writing
products, taking
advantage of
technologys capacity
to link to other
information and to
display information
flexibly and
dynamically.

I can use
technology to
Even with help, I
I can use
With help, I can
publish and update
cannot use
technology to
I can use
use technology to
shared writing
technology to
publish and update
technology to
publish and update
products to display
publish and update
shared writing
publish and update
shared writing
information
shared writing
products to display
shared writing
products to display
dynamically, taking
products to display
information
products.
information
self-directed steps
information
dynamically.
dynamically.
to improve my
dynamically.
product.

RHETORICAL
APPEALS:

I can identify a
range of rhetorical
I can identify a
I can identify
strategies,
range of rhetorical
With help,
several rhetorical
including how
strategies,
I can identify a
strategies,
multiple lines of
including Aristotles
range of rhetorical
including Aristotles
text may contain
Appeals and
strategies..
Appeals.
several appeals at
parallelism.
once.

PROBLEM
FORMULATION:
Formulates
testable/researchable
and relevant questions,
problem statements, or
hypotheses that
demonstrate clarity
about the nature of the
task.

RESEARCH:
Collects information
and data necessary to
solve the problem as
formulated, drawing
evidence from
informational texts,
conducting an
investigation, or
generating data.
INTERPRETATION:
The student identifies
and considers the most
relevant information or

I can Introduce
precise claim(s),
distinguish the
claim(s) from
alternate or
opposing claims,
and create an
organization that
establishes clear
relationships
among claim(s),
counterclaims,
reasons, and
evidence.

I can introduce
precise claim(s),
distinguish the
claim from
alternate or
opposing claims,
and create an
organizational
structure that
maintains
consistency with
the overall
argument.

I can draw
I can draw
evidence from a
evidence from a
range of
range of
informational texts
informational texts
to support my claim
to support my
and refute a
claim.
counterclaim.
I can develop
claim(s) and
counterclaims
fairly, supplying

I can develop my
own and other
claims, examining
the

I can introduce
precise claim(s)
that
remains consistent
throughout
the text, and which
is evaluated
against at least one
counterclaim.

With help, I can

introduce precise
claim(s),
distinguish the
claim from
alternate or
opposing claims,
and create an
organizational
structure that
maintains
consistency with
the overall
argument.

Even with help,

I cannot identify a
range of rhetorical
strategies.

Even with help, I

cannot introduce
precise claim(s),
distinguish the
claim from
alternate or
opposing claims,
or create an
organizational
structure that
maintains
consistency with
the overall
argument.

Even with help, I

I can draw
With help, I can
cannot draw
evidence from at draw evidence from
evidence from a
least two
a range of
range of
informational texts informational texts
informational texts
to support my
to support my
to support my
claim.
claim.
claim.
I can develop my
With help, I can
own claims using
develop my own
evidence;
claim(s) with
counterclaims may some evidence, but

I cannot develop
evidence of a
balanced look at
the issue.

findings and develops

insights. To make
connections and draw evidence for each
conclusions, the
while pointing
evidence and
student uses structures out the strengths
only
implications for
may ignore or
and strategies, which
and limitations
be mentioned. The
each. Some
dismiss
contribute to the
of both in a manner
two sets of
recognition of
counterclaims, and
framework for
that
claims may not be
communicating a
audiences
cannot recognize
anticipates the
fair or
solution. The student
knowledge is
the audience.
audiences
balanced.
reflects on the quality
present or implied.
knowledge level
of the conclusions
and concerns.
drawn and may revisit
and revise previous
steps in the process.
COMMUNICATION:
Incorporates feedback
to make appropriate
revisions.
PRECISION:
Assures that the final
product meets all
discipline-specific
standards for
language, terms,
expressions, rules,
terminology, and
conventions.

I can utilize peer

feedback to
improve my work
for precision and
style.

I can utilize peer

feedback to
improve my work
for precision.

I can share my
work with peers
and request
feedback for
precision or style.

With help, I can

utilize peer
feedback to
improve my work
for precision.

Even with help, I

cannot utilize peer
feedback to
improve my work.

I can write and

Even with help,
I can write and
I can write and
With help, I can
revise a timely
I cannot write and
revise a persuasive revise a persuasive write and revise a
persuasive speech
revise a persuasive
speech and minispeech and mini- persuasive speech
and mini-paper,
speech and minipaper, attending to paper, attending to
and mini-paper,
attending to or
paper, attending to
all aspects of the
some aspects of
attending to all
exceeding all
all aspects of the
task.
the task.
aspects of the task.
aspects of the task.
task.