Name Jahware Roberts

Mr. Farrell
Date 1| 13| 15
Class and Section : 904
Title of Speech: Equal Rights for Women : address to the US house of Representatives
Draft your speech text here.

Checklist for speech (each item should be deleted when you are done):
Did you remember to
Choose a social justice topic from your Project Citizen exhibition (Civics class) or a current
controversy of your choosing?
Research the background of the subject?
Complete the Prewriting Questions and Graphic Organizers in class?
Determine the audience and purpose of your speech?
Educate the audience on the topic?
Persuade the audience of your solution (your claim)?
Include rhetorical strategies, including Aristotles Appeals (ethos, pathos, logos) and parallelism?
Cite your sources (According to _______, over 54% of Americans are)?
Include at least two outside sources to add ethos to your paper?

Name Jahware Roberts

Mr. Farrell
Date: 1\13 \15
Class and Section : 904
Title of Mini-Paper
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:

In one topic
sentence, explain
what you attempted
to learn in this unit
on speeches and
rhetoric.
Which strategies did
you learn the most
about in our class
(ex. ethos,
parallelism,
counterclaim, etc.)?
Give an example of
your learning (in
class or outside of
class).
Add at least one
sentence of
commentary to:
1) explain,
2) clarify,
or
3) offer an opinion

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 you
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
your speech?

In one topic
sentence, explain
what you learned
about rhetorical
strategies (ethos,
pathos, logos,
parallelism, allusion,
etc.) in this unit.
In at least one
sentence, give a
specific example of
your use of a
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 a
specific example of
your use of a
different rhetorical
strategy (ex. ethos,
allusion).
Add at least one
sentence of
commentary to:
1) explain,
2) clarify,
or
3) offer an opinion
How did using
counterclaims and

rebuttals improve
your speech?

In one topic
sentence, restate
what you attempted
to learn in this unit
on speeches and
rhetoric.
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

How do we identify counterclaims and

Due Monday, January 12
MY CLAIM:
ONE PIECE OF GOOD EVIDENCE TO SUPPORT MY CLAIM:
EXPLANATION OF MY EVIDENCE:
COUNTERCLAIM
Add a counterclaim. Why might someone disagree with your claim?
REBUTTAL
Why do you believe that your claim is more valid?

Date:
Class Section:

rebuttals?

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 use and

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

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

I can develop my
own and other
claims, examining

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 use or
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
own claims using
evidence;

With help, I can

develop my own
claim(s) with

I cannot develop
evidence of a
balanced look at

relevant information or
findings and develops
insights. To make
fairly, supplying
connections and draw evidence for each
the
conclusions, the
while pointing
counterclaims may
evidence and
some evidence, but
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.

the issue.

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.