Speak Out Day speech (12/13)

Our theme this unit is “Voices of Dissent – Problems and Solutions.” We have studied the ways in which argument and persuasion can be used to further the cause of those who challenge the status quo, and have learned that these voices, used well, can be powerful things. Not only can they point out the problems in our world, they can also propose solutions.

 

January 21 – 25 marks Global Awareness Week here at BSS. During this week, we learn about ways in which we can use our voices to propose solutions to the world’s problems. In this, we can learn from those who have made names for themselves by lifting their voices – often speaking for those whose voices have been silenced, or who haven’t yet found a voice of their own. Our speeches will highlight the achievements of these individuals in giving a voice to the voiceless.

Imagine if BSS were to create a special Speak Out Day during Global Awareness Week in the name of one of these individuals who fought to give a voice to the voiceless, and, in so doing, improved the world. In whose name would we establish that day?

 

Your job is to make a 4-5 minute persuasive speech nominating one individual as the inaugural Speak Out Day honoree. You will be making this speech to your classmates and Reverend Cathy as representatives of the BSS community, and then we will be sending speakers on to Chapel to advocate for their individual to the school at large. Voting will follow the second day of speeches with two speakers selected from one ENG3UI class and two from the other.

Possible nominees are listed below:

If you have a suggestion for a name not listed here, you must let me know before the November 27th selection deadline, and you must still research a total of three individuals and include your researched information in your selection request. Although I will take your choice strongly into account, there is no guarantee that you will end up with that individual. As much as possible, I would like to include a range of nationalities, genders, causes, and eras.

Project Stages

 

1.    Read through the list of possible nominees and do some preliminary reading and research so that you are making well-informed choices. 

2.    Select three possible choices; rank them in your order of preference; and in 2-3 sentences for each explain why you would nominate each of these individuals. Selections are due in a journal item posted to Blackboard by 8:30 a.m. Tuesday Nov. 27. Ideally, each class member will advocate for a different individual. Assignments will be made by the end of that week.

3.    Research your choice, ensuring that you are consulting both authoritative secondary sources and writings/speeches by the individual him- or herself. 

4.    Write your persuasive speech according to the guidelines given below. In this unit, you will be reading and studying speeches so that you are familiar with effective rhetorical strategies.

5.    Finished draft versions of the written speeches are due December 18 on Blackboard. We will have an opportunity at that time for peer feedback.

6.    Between December 18 and January 15, polish and then practise your speech diligently so that you can deliver it confidently, using no more than two note cards  (one front and back or two one-sided cards). You should only be glancing at your cards as you speak, not reading from them.

7.    Performances  (half the members of the class one day and half the next): January 15 and 16. Final written versions of your speeches are due on those dates for evaluation of their content. Please submit according to the usual submission requirements.

8.    Voting on the speeches will happen at the end of the second presentation class, and the two top speakers from each class will present in Chapel during Global Awareness Week.

 

Evaluation

 

Oral delivery (Communication):

·       pacing helps the audience follow and absorb the logic and progression of ideas in the speech

·       vocal strategies like tone, dynamic, and volume create emotional appeal

·       nonverbal contact with the audience (e.g., eye contact, facial expressions, gesture, posture, level of animation) enhances the speech

·       speech notes are used as an aid periodically, not a script to read

 

Written content:

·       Knowledge/Understanding: Your inclusion of details that show your understanding of the life and work of the individual from the perspective of how he or she has used her voice to improve the lot of the voiceless

·       Thinking: Your effective choice of arguments and deployment of evidence drawn from secondary research and knowledge of the individual’s writing/speeches

·       Application: Your effective use of the rhetorical strategies and appeals studied in class to persuade your audience

 

Note: A full rubric will be posted early in January  

 

 

Writing the Speech

This is the time to review your research looking for the evidence allowing you to build a strong case for the significant contributions and symbolic importance of this individual. You will need arguments and evidence (logos), but you also need to persuade your audience: remember, an audience that finds you trustworthy and is moved by your words is an audience that is easier to sway (ethos and pathos). Remember too that energy and enthusiasm are infectious so choose an individual about whom you can speak with authority, passion, and conviction.

 

Tips

 

·       Keep purpose in mind. It is not acceptable to fill the speech by listing all the other prizes this individual has won nor is it acceptable to organize this as a biography with a long list factual material. It must be organized as a series of supported arguments that will convince.

 

·       Keep tone in mind. How do you want the audience to perceive you? How will your choice of words convince them that this individual deserves their support?

 

·       Make sure you sound knowledgeable about your cause by providing specific supporting details drawn from the individual’s key experiences and accomplishments. Use his or her words or those of well-known other people where they are powerful.

 

·       Consider how your speech should develop and progress from section to section. Paragraph accordingly.

 

·       Be particularly mindful of how your speech opens and closes.

 

·       Make efforts to employ rhetorical appeals (logos, pathos, ethos) and strategies (language, imagery, structure, etc.) in ways that will catch your reader’s attention and serve your purpose.

 

·       At the same time, remember that you want to sound authentic and fluid, and not stilted.  Your audience will be listening to this speech, not reading it.

 

 

This assignment addresses the following Ministry of Education expectations for ENG3U:

Writing:

1.1.  identify the topic, purpose, and audience for a variety of writing tasks

1.4.   identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing

2.2.   establish a distinctive voice in their writing, modifying language and tone skillfully and effectively to suit the form, audience, and purpose for writing

2.3.   use appropriate descriptive and evocative words, phrases, and expressions imaginatively to make their writing clear, vivid, and interesting for their intended audience

2.4.   write complete sentences that communicate their meaning clearly and effectively, skillfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas

3.      applying knowledge of conventions (spelling, vocabulary, punctuation, grammar) in drafts and  revision

 

Oral Communication:

2.1. communicate orally for a range of purposes, using language appropriate for the intended audience

2.2. demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience

2.3. communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience

2.5. identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs

2.6. identify a variety on non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning and with sensitivity to audience needs