Name:_______________________________



Quindlen Speech Extension: Freshman Orientation Speech

Using Quindlen’s speech as a model, write a speech for next year’s incoming freshmen to be read at freshman orientation. What do incoming freshmen need to know in order to be successful at Lindblom? Like Quindlen, you should strive to use your own experience without sounding judgmental or didactic. Also, you must incorporate the following elements into your speech: metaphor, quotes from famous people, personal anecdote, cause/effect reasoning, imperative sentences, allusion, antithesis, anaphora, polysyndeton, and parallel structure. You may choose to work by yourself or with one partner for this assignment but it may not be the same person you worked with for your Obama partner essay.

This assignment will count as a 50 point homework grade and will serve as practice before you write your individual speeches. Mrs. Mueller and Mrs. Trace will choose the top ten speeches from all Honors Lang and Comp classes, and students will vote on the best speech. The winning speech will be read at next year’s orientation AND the student(s) who write the winning speech will have 5% added to the homework category of their second semester grade! Good luck.

Grading Rubric:

A—The speech is clearly and logically organized. It has a highly engaging introduction, a logically sequenced body with appropriate transitions, and a clear and convincing conclusion. The speech uses sophisticated and varied language that is suited to the topic and audience; word choice is concise, original, and effectively conveys the appropriate tone given the purpose of the speech. The speech artfully incorporates metaphor, quotes from famous people, personal anecdote, cause/effect reasoning, imperative sentences, allusion, antithesis, anaphora, polysyndeton, and parallel structure. Tropes and schemes are fluidly and naturally scattered throughout the speech and aid in the persuasive argument. Usage does not feel forced. All three appeals (ethos, logos, pathos) are fluidly and naturally scattered throughout the speech with a balance that effectively aids in your persuasion without making it feel forced or contrite. The speech has no spelling, punctuation, capitalization, grammar, or usage errors and is written in an artful style with sentence variety. No MLA formatting errors.

B—The speech shows a clear attempt at organization with a beginning, middle, and end and an attempt to use transitions. The speech uses appropriate language and word choice, but with less sophistication, expressiveness, and/or originality. The speech incorporates metaphor, quotes from famous people, personal anecdote, cause/effect reasoning, imperative sentences, allusion, antithesis, anaphora, polysyndeton, and parallel structure. Tropes and schemes are scattered throughout the speech and aid in the persuasive argument. Usage does not feel forced. All three appeals (ethos/pathos/logos) are clearly used throughout the speech to effectively persuade your audience. The speech has some minor spelling, punctuation, capitalization, grammar or usage errors, but they don’t detract from the meaning of the speech. There is some sentence variety and a few errors in MLA formatting.

C—The speech has some inconsistencies in organization and/or a lack of sustained focus throughout the speech with inconsistently used transitions. The speech uses words that may be unsuited to the topic, audience, or purpose of the speech; word choice lacks originality and fails to convey an appropriate tone for the speech. The speech incorporates most of the following devices: metaphor, quotes from famous people, personal anecdote, cause/effect reasoning, imperative sentences, allusion, antithesis, anaphora, polysyndeton, and parallel structure. Tropes and schemes are scattered throughout the speech, but don’t aid in the persuasive argument. Usage feels somewhat forced. Writer make an attempt to use all three appeals although there may be some imbalance or the persuasion may be slightly ineffective. The speech has multiple spelling, punctuation, capitalization, grammar or usage errors; mechanical errors do not disrupt flow of ideas. There are some errors in MLA formatting.

D/F—The speech’s lack of organization makes it difficult to follow the speaker’s ideas. The speech may be too conversational and may ramble without a clear beginning, middle, or end. The speech uses inappropriate use of language which distracts the audience because it is too informal or too imprecise given its topic and purpose. The speech incorporates only a few of the following devices: metaphor, quotes from famous people, personal anecdote, cause/effect reasoning, imperative sentences, allusion, antithesis, anaphora, polysyndeton, and parallel structure. Tropes and schemes are rarely used; if they are, they don’t aid in the persuasive argument. Usage feels forced. Either not all appeals are obvious, or they are used ineffectively. There are numerous spelling, punctuation, capitalization, grammar or usage errors. There are also numerous errors in MLA formatting.

Speech is DUE on March 9th. Please submit to by 6:00 pm.

Use the graphic organizer below to help you brainstorm how you want to approach your speech. A clear understanding of speaker, occasion, audience, purpose, subject, and tone will help you tremendously.

|Who is the Speaker? | |

|What facts do you know about the speaker? (These facts may help you make | |

|judgments about the speaker’s point of view). What assumptions can you make | |

|about the speaker? (e.g., age, gender, class, emotional state, etc.) What | |

|does the writing say about the speaker? Remember that the author and the | |

|speaker are not necessarily the same. | |

|What is the Occasion? | |

|The time and place of the piece; the context that prompted the writing. Note | |

|the larger occasion, that is, the broad issue which is the center of ideas, | |

|attitudes, and emotions. Also note, if present, the immediate occasion, that | |

|is, the event or situation that caught the writer’s attention and triggered a| |

|response. | |

|Who is the Audience? | |

|The group of readers to whom this piece is directed. Does the author identify| |

|an audience? Is it one individual, a group, many groups? What assumptions can| |

|you make about the intended audience? This choice of audience will affect how| |

| | |

|and why the writer creates a particular text. | |

|What is the Purpose? | |

|The speaker’s reason for writing the text. What does the speaker want the | |

|audience to think or feel or do as a result of reading this text? | |

| | |

| | |

|What is the Subject? | |

|The general topic, content, idea in the text. You should be able to state the| |

|subject in a few words or phrases. | |

|What is the Tone? | |

|The attitude of the speaker toward the subject. What emotional sense do you | |

|take from the piece? What is the speaker’s tone towards his or her subject? | |

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