LPCI Speeches 2015 1 SPEECH MAKING Types of Speeches: To Entertain and Amuse: Although this type of speech is fun to hear, it is not always easy to give. Jokes and stories must be carefully chosen to suit the audience and the content of the speech. In addition, the way you present a story or joke is often more important than the joke itself. To Inform or Explain: News broadcasts, school announcements, public service announcements and class presentations are examples of informative speeches. To Persuade or Convince: Some speeches aim to change people's opinion or to move them to take some action. In a persuasive speech, credibility is important. The speaker will have more success if the audience sees him or her as a trustworthy individual. This type of speech appeals to the listeners' emotions while using facts, statistics and specific examples to appeal to the listeners' reason. SPEECHES SHOULD: Incorporate elements of all 3 different types! I Elements of a Speech: 1. The speech should open with a catchy and interesting introduction. This beginning should engage the audience (your teacher and classmates) and draw attention to your topic. This introduction should be creative, possibly humorous and could be a bit abstract. This introduction should leave the audience guessing where the direction of the speech is heading, (lmin) 2. After the intro. directly state the topic and how this topic will be discussed. Traditionally, this begins with: "Honourable Judges, teachers and fellow students, my topic is on drunk driving and the horrible effects it has upon society." (30sec) 3. Engage the audience to feel your topic. Bring the audience into your topic. Allow the audience to care about your topic. Rhetorically this is called an apostrophe... beginning with the 2 nd person pronoun "You". For example, "imagine you were ---- " or, "think of how you would..." or, "My topic is on love and how no one can truly understand it. Place your hand on your heart, place it there, feel your pulse. Ask yourself: Is this what love is?" (30sec)
LPCI Speeches 2015 2 4. Rhetorical questions and rhetorical devices: Now you are in the body of your speech. Rhetorically invite the audience to participate with your language and your ideas. Think of using metaphors, similes or parallelisms. Think of repeating the beginning of short sentences. Think of repeating the end of short sentences. Think of repeating the middle of short sentences. Think. Just think. Think of how rhetoric works. The body should use quotations, information and methods of development... cause and effect sentences, definition sentences, expository sentences... develop your topic and point of view with proper support and evidence. This is not a report so choose your information and quotations wisely. No one wants to be lost when someone is speaking. This causes the mind to wonder and the speaker to perform poorly. (2-3mins) 5. Concluding thoughts: End short and sweet. Be gentle with the audience and make them feel compassion for your words and thoughts. Make the audience feel satisfied for having listened to your ideas. (30sec.-lmin) REMEMBER this is a PERFORMANCE!!! Speak clearly. Speak slowly. Use expression to begin and end ideas. Use expression to highlight certain words. Use expression to convince and persuade. You are a performer. Perform with facial expressions and arm/body gestures. Communicate your words through your VOICE and BODY. You MUST also use your EYES. Make sure every single person and every single mind has your attention. Make sure everyone knows you are in charge and you are commanding them to participate. Length: Junior 3-5 minutes Senior 4-6 minutes Evaluation: All speeches will be evaluated with the Standard LPCI Rubrics, (Oral Presentation Without Media) Process: The first draft will be written by December 15 th - 19 th, 2014. The second draft will be written January 8 th to 13 th, 2015. Dates: In-class presentations January 14 th 22 nd, 2015. LPCI Speech Assembly & Competition January 30 th, 2015.
LPCI Speeches 2015 3 I Have a Dream by The Rev. Martin Luther King, Jr Aug. 28,1963 Five score years ago, a great American, in whose symbolic shadow we stand signed the Emancipation Proclamation. 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 captivity. But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we. have come here today to dramatize an appalling condition. In a sense, we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men would be guaranteed the inalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. It would be fetal for the nation to overlook the urgency of the moment and to underestimate the determination of the Negro. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline, we must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead.us to distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny and their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" we can never be satisfied as long as our
LPCI Speeches 2015 4 bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slaveowners will be able to sit down together at a table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day the state of Alabama, whose governor's lips are presently dripping with the words of interposition and nullification, will be transformed into a situation where little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring." And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous peaks of California! But not only that; let freedom ring from Stone Mountain of Georgia! Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and every molehill of Mississippi. From every mountainside, let freedom ring. When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! Free at last! Thank God Almighty, we are free at last!"
LPCI Speeches 2015 5 I Have a Dream as Rhetoric We all have dreams. However, on Aug. 28th 1963 Rev. Martin Luther King Jr. left a resonating account of his dream, a dream that is immortalized in his famous speech. For speeches in English, we must not only focus on what is being said but also on HOW things are said. Questions: 1. Read the entire speech. On the chart provided, list words or phrases with rhetorical resonance. Then record what King is trying to suggest through these devices. 1. Rhetorical Word or Phrase Literal Meaning Implied Meaning 2. 3. 4. 5.. 6. 7.
LPCI Speeches 2015 6 2. In the passage: "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". What rhetorical devices does King use? What meaning do these devices imply isolate the word and its meaning? How do these devices make you feel as a reader? 3. In the second paragraph, describe the effect of the repeated phrase: "One hundred years later". Why does King repeat this phrase? How do you think it would make his audience feel? 4. In the "cash this check", how is this idea developed throughout the speech? Suggest what this repetition creates. 5. Reread the paragraph that begins with: "The whirlwinds of revolt". Describe how the idea of "physical force" is juxtaposed (placed side by side for ironic effect) with the idea of "soul force". What effect does the phrases "physical force" and "soul force" have upon the reader? 6. What effect does the rhetorical question: "When will you be satisfied?" have upon the reader? 7. The use of stating "you" or the second person pronoun is rhetorically called an "apostrophe". The use of the second person pronoun "you" is an excellent way of engaging an audience. Write a rhetorical question that would have.a lasting impression on your listener. 8. Why does King repeat the phrase: "Go back..."? How does repeating such a phrase engage his audience? 9. Describe the effect of the short and sweet line: "I have a dream today." How does this line phase its entire paragraph? How does its positioning phrase the entire paragraph? How does its length heighten the idea of a "dream"? 10. State the two quotations King uses in his speech. Where do these quotations come from? What is the effect of using quotations from these sources as opposed to using quotations from William Shakespeare or John Milton? Now think of your own speech. This speech should based on a topic of your choice. Use the "I have a dream" speech as a model that will guide your ability to write effectively. SPEECHES are due in the week after we return from winter break, (January 12 th -16 th, 2014). Remember a speech is a performance!!!! Write about a topic that will be interesting and emotionally engaging.
A Speaker s Toolbox Handy Rhetorical Devices Device Alliteration Allusion Analogy Anaphora Antithesis Hyperbole Irony Metaphor Onomatopoeia Oxymoron Paradox Parallelism Personification Pun Rhetorical question Simile Understatement Definition and Example the recurrence of initial consonant sounds (bubbling brook) a short, informal reference to a famous person (real or fictional) or event (He s the team s Hercules) a comparison between two things, similar in several respects, for the purpose of explaining or clarifying something unfamiliar or difficult by showing its similarity to something familiar; while similar to a simile, an analogy is often more concrete and practical, rather than artistic, and is more developed repeating the same word at the beginning or end of successive sentences to create effect and/or add emphasis establishes a clear, contrasting relationship between two ideas by joining them together or juxtaposing them, often in parallel structure the counterpart of understatement, deliberately exaggerates conditions for emphasis and/or effect; not to be overused, the hyperbole can effectively grab attention is used sparingly the actual meaning is the opposite of the expected; the words say one thing but mean the opposite a comparison between two unlike things, asserting that one thing is another; frequently invoking the to be verb (you are the light of my life) the use of words whose pronunciation imitates the sound the word describes (buzz imitates the sound of an insect) a paradox reduced to two words for effect and/or emphasis (deafening silence; inertly strong) a statement seemingly opposed to common sense that may have some truth in it (poor little rich girl) a recurrent syntactical similarity; several parts of a sentence or several sentences are expressed to show that the ideas in the parts or sentences are equal in importance; parallelism also adds balance or rhythm as well as clarity (the children ran, danced and laughed) giving human characteristics to inanimate objects (the water hose danced across the lawn; the tree stretched its arms into the sky) a play on words; when a word has more than one possible meaning (A father says to a mother while at the beach with his son and daughter: At least the sun is bright could refer to the sun or the son ) since its answer is obvious or obviously desired, this form of question is not answered; used for effect, emphasis, provocation or for drawing a conclusion from the facts at hand a comparison between two unlike things using like, as or than to emphasize a similarity (her eyes shone like diamonds) deliberately expressing an idea as less important than it actually is, either for ironic emphasis or for politeness and tact; especially useful when dealing with a disagreement (with a speaker or an audience), because the statement may carry the same point with less offense
Curriculum Expectations "R" Below Level 1 LPCI SPEECH EVALUATION RUBRIC D: Level 1 (50-59%) C: Level 2 (60-69%) B: Level 3 (70-79%) A: Level 4 (80 100%) 1L 1M 1H 2L 2M 2H 3L 3M 3H 4L 4M 4H 50-52% 53-56% 57-59% 60-62% 63-66% 67-69% 70-72% 73-76% 77-79% 80-86% 87-94% 95-100% Knowledge & understanding Thinking & Inquiry understanding of topic material and purpose vocabulary development research & idea development. development development. development. developed K/U - thesis/position/ purpose statement evidence and/or examples to support argument/thesis/ demonstrates some understanding of topic & purpose. is developing grade appropriate vocabulary adequate research and idea undemanding but clear thesis/purpose/argument some general supporting or specific evidence. demonstrates satisfactory understanding of topic & purpose. has an adequate grade and purpose appropriate vocabulary. competent research and idea thesis expresses sufficient purpose/argument proficiently understanding of topic & purpose uses and understands grade and purpose appropriate vocabulary good research and idea thesis/purpose/argument expresses a well structured, appropriate argument. supporting and some specific supporting and/or specific evidence given but incomplete evidence appropriate for to establish point establishing point. insightful understanding of topic & purpose uses and understands an extensive and expanding grade and purpose appropriate vocabulary exceptional research and idea as in 3 butexpressed economically and/or stylistically supporting/specific evidence well chosen; point established forcefully and economically purpose T/I - vocal strategies adequate varying use of vocal strategies (pitch, pace, volume). some effective use of vocal strategies (pitch, pace, volume). good varying use of vocal strategies (pitch, pace, volume). exceptional, varying use of vocal strategies (pitch, pace, volume). Communication non- verbal strategies clarity, structure and coherence seldom use of non-verbal clues (facial expressions, gestures, eye contact). communicates with adequate attention to coherence, structure and organization some use of non-verbal clues (facial expressions, gestures, eye contact). communicates with satisfactory attention to coherence, structure and organization natural use of non-verbal clues (facial expressions, gestures, eye contact). communicates with clear and coherent style, structure and organization natural use of non-verbal cues (facial expressions, gestures, eye contact) enhances meaning and purpose. communicates with exceptionally clear and coherent style, structure and organization introduction and conclusion complete introductory &/or concluding statement. complete introductory & concluding statements as in Level 2, but a minimal sense of repetitiveness and a hook for reader s interest and ending sense of closure as in Level 3, but organizing principle is effective and fully developed. Comm- relevance; critical literacy (bias, values) very little depth and relevance; little linkage beyond text. some depth and relevance; some attempt to link beyond text. links beyond text shows significant depth and relevance links beyond text are insightful, critical and highly relevant. Application application of voice, tone and diction adequately selects and applies language/register to suit audience/purpose competently selects and applies language/register to suit audience/purpose effectively selects and applies language/register to suit audience/purpose exceptional use and application of language/register to suit audience/purpose. application oratory/oral rhetorical methods little use and application of rhetorical device(s). some use and application of rhetorical device(s). effective use and application of rhetorical device(s). Appexceptional use and application of rhetorical device(s). antonini.ca/english
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