Argumentative Speech Assignment
Persuasive Speech Assignment
• You will research a topic and present your argument to the class.
• The speech must
o Be 5-6 minutes in length
o Have a typed, formal persuasive essay and a works cited page in MLA format. Both must be submitted on the first day of presentations to receive full credit.
▪ The essay must include six paragraphs
• Introduction (First paragraph)
o Hook/lead-in statement
o Thesis statement, which includes three main points
• Body (Second-fifth paragraphs)
o First point and evidence
o Second point and evidence
o Opposing opinions and reasons
o Third point and evidence
• Conclusion (Sixth paragraph)
o Restate your position/summary of reasons
o Clincher (Conclude with your opinion or “call to action”)
▪ Use three sources: credible website (.edu or .gov); book; and scholarly journal
▪ Have a completed persuasive graphic organizer attached to the back of the essay and works cited
MLA format
• Typed, size 12 Times New Roman font, double spaced, 1-inch margins
• Header and heading
• Works Cited page
*For assistance with MLA format, consult The Purdue OWL or MLA Handbook for Writers of Research Papers.
Persuasive Speech Rubric
| |30 |28 |24 |22 |20 or fewer |
|Content |Abundance of material clearly |Sufficient information related to |Great deal of information related to |Some information related to topic;|Topic unclear or content is off |
| |related to topic; points clearly |topic; many good points but uneven |topic; little use of logic evident |little use of logic evident |topic; no evidence of logic presented|
| |made; sound logic evident |balance; some logic evident | | | |
|Coherence/ |Topic is clearly stated; |Most information presented in logical|Concept and ideas somewhat connected;|Concept and ideas loosely |Presentation choppy and disjointed; |
|Organization |persuasive logic developed with |sequence; generally very well |few clear transitions; flow and |connected; lacks clear |does not flow at all; development of |
| |support; high impact introduction;|organized, but better transitions |organization choppy |transitions; flow and organization|topic is vague; no apparent order of |
| |clear conclusion; flows together |needed between ideas | |choppy |presentation |
| |well; effective use of transitions| | | | |
|MLA Format |Precise use of MLA format |Functional use of MLA format |Inconsistent use of MLA format |Little evidence of MLA format | |
| |- 1” margins, double-spaced, |- apparent and adequate arrangement |- limited demonstration of |- confused or deficient |No evidence of MLA format |
| |heading, header, and pagination |of |* parenthetical citations |* parenthetical citations | |
| |- Times New Roman (12pt. font) |* parenthetical citations |* Works Cited page |* Works Cited page | |
| |- parenthetical citations |* Works Cited page |* Several distracting errors |* Numerous errors | |
| |- Works Cited page |* Few errors | | | |
| |- Virtually no errors | | | | |
| |15 |14/13 |12 |11 |10 or fewer |
|Non-Verbal Delivery |Effective use of non-verbal skills|Good use of non-verbal skills (4) |Fair use of non-verbal skills (3) |Poor use of non-verbal skills (2 |No evidence of non-verbal skills (0) |
|Skills |(5) | | |or 1) | |
|Verbal Delivery |No grammar, articulation, |Few (1-2) grammar, articulation, |Some (3-4) grammar, articulation, |Several (5-6) grammar, |Many (7+) grammar, articulation, |
|Skills |pronunciation, or enunciation |pronunciation, or enunciation errors;|pronunciation, or enunciation errors;|articulation, pronunciation, or |pronunciation, or enunciation errors;|
| |errors; no vocalized pauses |few vocalized pauses |some vocalized pauses |enunciation errors; several |many vocalized pauses |
| | | | |vocalized pauses | |
o Deduction: Adherence to time (-2 points for every
30 seconds under) _______
o Deduction: Preparedness (-12 points per day) _______
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