Unit Activity

English 12

Unit: Rhetoric and Persuasion

This Unit Activity will help you meet these educational goals:
21st Century SkillsYou will assess and validate information, independently raise
questions, and pursue leads.

Introduction
In this activity, you will design, write, revise, deliver, and record a persuasive speech. You will
have your speech reviewed to look for aspects of your writing and speaking that need
improvement.
__________________________________________________________________________

Directions and Analysis

Task 1: Writing a Thesis Statement
One key element of a good persuasive essay is a well-written thesis. You should convey the
thesis in the introduction to establish the importance or relevance of the arguments and
capture your audiences attention. The thesis states your opinion about your topic and
provides the main idea of the speech. To see how a thesis statement differs from the topic of
a speech, look at the following examples:
Topic
pollution
crime prevention
South American endangered
species
sleeping habits

Thesis Statement
Alternatives to landfills must be considered in
order to reduce groundwater pollution.
Curfews are an effective means of reducing
crimes committed by teens.
Measures to preserve rain forest habitats will
help preserve South American species.
A lack of sleep has a negative impact on how
well students achieve in school.

When writing the thesis of your speech, ask yourself these two questions:
Does it cover the whole main idea?
Does it show the reader that youve thought through your topic?
Review this strategy for forming a thesis statement:
Decide what you want to say about the topic.
o
What do you find most interesting or important?
o
Write your answer in a sentence.

Ask yourself why or how questions about the topic. If your topic is global warming, you
might ask, How does global warming affect the environment? Or you may ask, Why is
global warming a problem for the United States?

Copyright 2012 PLATO Learning, Inc. All rights reserved.

Continue to ask why or how until you reach a level of detail you think will be interesting to
the reader of your essay. For your global warming topic, you might further ask, How does
global warming affect the habitat of animals in polar regions? Or you may ask, How does
global warming affect the sea level?

Write the results of this process in one or two sentences. This is your thesis, and it can
guide you as your write your paper.

Now brainstorm a topic for your own persuasive speech. Think about the following topics or
come up with one of your own.
global warming
homelessness
war
pollution
terrorism
free speech
election
evil
education
twenty-first century technology
racism
human cloning
urban sprawl
Select a topic. Then work through the strategy you learned to form your thesis. Write your
topic, what you think is most interesting or important about it, and the questions you asked
about it. Then write your thesis statement.
Type your response here:
Terrorism is a terrible thing in our world. What causes people to terrorize? Why do they do it? All
humans have the capability for evil, however, lack of consequences from higher authorities encourages
our natural sadistic nature to manifest.
Task 2: Writing Arguments for Your Speech
The next step in writing your persuasive speech is to support the thesis with arguments.
Arguments are statements that are used to defend your thesis. Arguments represent the way
you appeal via logos to your audience. You might want to review the lesson "Evaluating
Persuasive Speeches" in this unit to refresh your understanding of modes of rhetorical appeal
like logos. As you've learned in the lesson, logos is the argument itselfthat is, the appeal to
reason. Look at this example:
Alternatives to landfills must be considered in order to reduce groundwater pollution (thesis).
Recycling used technology, including computers, will reduce the amount of toxic waste
that ends up in landfills (argument).
Manufacturers can help reduce the load on landfills by recycling used products into
new ones (argument).
2

a. Before constructing your argument, you should consider your intended audience. Having
a strong sense of your audience, its beliefs and values, its demographic description, and
its background and interests will help you better use rhetorical appeals. Analyze and
describe the audience that will hear your speech. Your audience can be an imaginary one
and not necessarily one of your peers. Write an overview for your audience on the topic
you selected.
Type your response here:
1. Introduction/Thesis
2. Causes of evil
3. Purpose of evil
4, Why we are evil
5. Are we all evil
6. Terrorism and evil/Conclusion
b. What is the exigence of your argument? In other words, why will your argument be
important and interesting to your intended audience? Why should they care?
Type your response here:
Terrorism is something we all fear immensely. However, what if we are all capable of terrorism?
Should we fear oursleves more than anyone else?
c. Keeping your audience in mind, examine your thesis and write two arguments that can
support it.
Type your response here:
1. Unfortunately, all human beings, including me and all of you, are naturally born with the
capability of evil.
2. Although all humans are naturally born with evil, we arent born as true villains, however, the
lack of consequences may test our evil nature allowing it to truly manifest. Without consequences
from a superior, humans have the free will to do as we please, including the choice to use cruelty
when given the opportunity.
d. In the lesson "Evaluating Persuasive Speeches," you learned about common topics or
ways to advance the premises of a speech. Now consider the premises you will
incorporate to advance your main arguments. Before writing your speech, think of relevant
examples of the common topics. Include at least one of each of the common topics.
Record your intended common topics below and explain how your example supports your
speechs primary arguments or claims.
Type your response in the table:
Common Topic
definition

Definition
a premise based

Example
evil

Explanation
Evil is the basis of
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cause or
consequence
analogy

testimony

on the definition,
category, or nature
of a thing
a premise based
on an if/then
relationship
a premise based
on the likenesses
or differences of
one thing in
relationship to
another
a premise based
on the authority
and credibility of
testimonial support
or expert opinion

our cruelty, it's an

insticnt.
Because we are
evil, we have
capabilities to be
terrorists.
Like the pigs of
animal farm, we
are selfish.

Because of one
thing, another
happens.

I know I am
capable of evil.

My petty little sins

and mean actions
are acts of evil, no
matter how small.

The pigs of animal

farm are selfish
leaders and are
therefore evil, like
us.

Task 3: Supporting Your Arguments with Evidence

Next, you need to consider what evidence you will use. Evidence is the research or analysis
used to support your arguments. It helps to establish your credibility with your audience.
Different types of evidence you might use to support your argument include the following:
Statistics: This includes data that provides information about facts and trends. For children
in grades six through ten, nearly one in six, or 3.2 million, were victims of bullying each year.
Examples: These are pieces of information that are characteristic of a larger trend or that
illustrate a general rule. Examples may fall into one of the following categories:
Historical: Historical references include an event from the past. Though many are
acquainted with the bully/victim problem, it wasnt until the 1970s that efforts were made
to study it.
Anecdotal: Anecdotal references include the experiences of others. Supporters include
Erika Harold, who was bullied in ninth grade.
For each of your main arguments, consider whether you have included the right evidence. Is
your evidence relevant? Does it logically and thoroughly support each argument?
Now for each of your arguments, write two or three statements (evidence) that support the
argument. You can access Fedstats or UNSD Statistical Database to obtain statistics related
to many topics.
Type your response here:
Although all humans are naturally born with evil, we arent born as true villains, however, the lack of
consequences may test our evil nature allowing it to truly manifest. Without consequences from a
superior, humans have the free will to do as we please, including the choice to use cruelty when given
the opportunity. In William Goldings Lord of the Flies, the boys have no adults to lay down the
4

consequences for their wrongdoings. In one scene, Roger and Maurice disrupt the littluns peaceful
game and destroy their sandcastles causing, quote, Percival to whimper with an eyeful of sand.
Although, Maurice, quote, felt the unease of [his] wrongdoing, there was no parent to let fall a heavy
hand and he [ultimately] forms an excuse to dismiss his misconduct. Even though Maurice knew
that his actions were wrong, he chose to trouble the littluns anyways, knowing that there wouldnt be
any adults to stop or punish him. Golding also states in his article, Why Boys Become Vicious, that
without guidance, children go wrong and will plumb the depths of their nature. The lack of
consequences, as demonstrated by the behaviors of children, gives us the opportunity to allow our true
evil selves to manifest, despite the compassionate and selfless nature born alongside our evilness.
Task 4: Appealing to Your Audience
In the lesson "Evaluating Persuasive Speeches," you also learned about pathos (appeal to
emotions and common interests and values) and intrinsic ethos (establishing your credibility
in the speech itself through proper language, evidence of your knowledge, etc.). Now
consider how you will appeal to your audience using these two rhetorical appeals. You will
want to appeal to your audiences emotions, beliefs, and values through the effective use of
pathos. At the same time, you dont want to go overboard. Your speech should be driven not
by emotional appeals but by valid and well-supported logos. A bit of pathos, however, can
help you connect with your audience and demonstrate that you are aware of their concerns
and feelings. You also can use pathos to reach out rhetorically to your audience through the
use of rhetorical questions. Also, think about how you will establish your ethos as a speaker.
You can build your ethos through the use of proper grammar and evidence that shows you
have thoroughly researched your topic.
a. Plan how you will use pathos and intrinsic ethos in your speech.
Type your response in the table:
Appeal

pathos

Examples

Explanation

1. Without consequences from a

superior, humans have the free
will to do as we please,
including the choice to use
cruelty when given the
opportunity.

1. WE are cruel people. Cruel is a

strong word to generalize a whole
population of all humans, but that
brings revelation and shock to the
relization.

2. we are born with a capacity

for selflessness and love, nature
balances our human qualities
with a capacity for evil and
cruelty as well.

2. Indeed, humans are born with good

and evil. Again, the realization we
exist with evil brings the audience to
a shocking revelation.

3. We may all be born with the

same ability to be inhumane.

3. Though we call ourselves

"human", we are still capable of
inhumane actions.
5

intrinsic ethos

1. In addition, Golding, in his

article, Why Boys Become
Vicious, states that though we
are born with a capacity for
selflessness and love, nature
balances our human qualities
with a capacity for evil and
cruelty as well.i

1. I use a credited author as a source

to support my point giving my point
credibility.

2. . Evil, as defined by Stanford

University psychologist, Philip
Zimbardo, is, quote,
intentionally behaving in ways
that harm others. As humans,
weve all committed acts of evil
since the beginning of our lives.

2. I use a credible source to support

my point.

3. This American Life, on their

episode, Bad Babies, some
studies show that the, quote,
peak of human violence is at
age two with further statement
from Paul Bloom, Yale ethics
researcher and professor, quote,
Families survive the terrible
twos because toddlers arent
strong enough to kill with their
hands and arent capable of
using lethal weapons.

3. I use a relevant and credible source

to support my point.

b. Your use of language in an effective, coherent structure will help build your ethos as a
speaker. Think of effective language choices. What connotations will help advance your
argument by capturing the readers attention and eliciting an emotional response? Think
of 10 words related to your topic and describe the connotative nature and the
effectiveness of these words.
Type your response in the table:
Word

Connotation
Negative

Evil
Negative
Cruel
Compassion

Positive

Effectiveness
Evokes anger and
emphasizes darker side of
human nature
Evokes anger and shock
emphasizes darker side of
human nature
Highlights the better
6

goodness of people and

evokes joyous feelings

Task 5: Anticipating Counter-Arguments

In writing a persuasive speech, it is important to anticipate any counter-arguments the
audience may offer. A counter-argument is a rebuttal argument someone else offers to
dispute one or more of the arguments you have made. Review this strategy:

Look at your thesis and list of arguments.

o
Ask yourself who else might have opinions about the issue.
o
What are some of their counter-arguments?

If you are not sure about the counter-arguments, ask a friend to debate the issue.

Consider this thesis: All high school students should have a locally mandated curfew.
You can then build several arguments.
Students do not get enough sleep at night.
A curfew will curtail vandalism and other crimes.
A curfew will help parents keep track of their teenage children.

Who else might have opinions about this issue? What are their possible counterarguments?
Other students: A curfew takes away from a students autonomy and independence.
Law enforcement officials: Police officers are too busy to track and ticket teenagers.
Employers: My business would suffer because the students would have to leave their
shifts too early.
a. Now think about the arguments for your thesis. Then write the names of others who might
have opinions about your topic and some possible counter-arguments. If you are not sure
about the counter-arguments, ask a friend to debate the issue with you.
Type your response in the table:
Who Has Opinions on
Your Topic?
People in general

What Are Some Counter-Arguments?

Good hearted people

Prime exmaple of good, not evil people

Not all people are entirely bad.

b. After you have identified counter-arguments, you can either refute them or concede.
Refutation is when you can effectively dispute the opposing claim, and concession is
when you accept that an opposing claim is valid without breaking down your whole
7

argument. Concession helps you build your ethos. Words that indicate concession include
the following:
although
while
but
however
Now explain which of the counter-arguments above can be refuted and on what grounds.
Also mention how you can effectively concede the remaining counter-arguments without
losing focus on your main arguments.
Type your response here:
Some people may argue that humans are not born evil but evil develops from interactions, experiences,
and others influences throughout our lives. According to Kohlberg, an esteemed psychologist,
elements including cultural factors, social experiences, and face-to-face interactions stimulate thinking
including what we deem as the difference between good or evil in order to commit actions in our lives.
However, Kohlberg states that none of these elements directly shape our moral thoughts. Therefore, in
order to develop and stimulate our moral judgment, we must initially possess the capability for both
good and evil. We may not be thinking evil thoughts or committing evil actions the moment were
born, but in order to stimulate our minds toward evil to potentially commit evil actions, we must first
possess the potential for evil. In addition, Golding, in his article, Why Boys Become Vicious, states
that though we are born with a capacity for selflessness and love, nature balances our human qualities
with a capacity for evil and cruelty as well. Unfortunately, we are born with the capability for evil;
however, it is our own will and moral judgment to allow our evil nature to manifest.

Task 6: Preparing an Outline

As you learned in the lesson "Evaluating Persuasive Speeches," a speech is divided into
three parts: introduction, body, and conclusion. Now create an outline for your speech using
your work in the previous activities. Start with the thesis statement for your introduction.
Choose an organizational pattern that best suits your arguments for the body of the speech,
and provide a conclusion that states the results of the arguments and conveys the exigence
of the speech. Remember to include the main arguments as well as possible counterarguments in your outline.
Type your response here:
1. Introduction/Thesis
2. Causes of evil
3. Purpose of evil
4, Why we are evil
5. Are we all evil
6. Terrorism and evil/Conclusion

Task 7: First Draft Review

8

a. Write a draft of your persuasive speech. As you write, keep the basic structure of a
persuasive speech in mind and determine the organizational pattern that is most
appropriate and effective for advancing your thesis. Also be sure to incorporate lines of
argument and be wary of integrating logical fallacies.
Type your response here:
Gregory Maguire, the author of the novel Wicked, wrote in his book, People who claim they are evil
are usually no worse than the rest of us. On December 14, 2012, a 20 year old man, Adam Lanza,
killed 26 people and himself at Sandy Hook Elementary School in Newtown, Connecticut. Most
recently, Elliot Rodgers, a 22 year old man, went on a stabbing and shooting spree near the campus of
the University of California, Santa Barbara, causing 13 injuries and the lives of 6 young adults. Both
tragic incidents resulted in the casualties and deaths of innocents because of the violence and cruelty
caused by mere human beings. These unfortunate incidents demonstrate how anyone has the ability to
cause great wreckage. All humans have the capability for evil, however, lack of consequences from
higher authorities encourages our natural sadistic nature to manifest.
Unfortunately, all human beings, including me and all of you, are naturally born with the
capability of evil. Evil, as defined by Stanford University psychologist, Philip Zimbardo, is, quote,
intentionally behaving in ways that harm others. As humans, weve all committed acts of evil since
the beginning of our lives. Zimbardo also adds that evil doesnt just include murder or rape but
everyday evil includes simple insulting jokes, gossip, or cyber-bullying. This natural capability of evil
allows even adorable, little children to become monsters. In fact, according to radio program, This
American Life, on their episode, Bad Babies, some studies show that the, quote, peak of human
violence is at age two with further statement from Paul Bloom, Yale ethics researcher and professor,
quote, Families survive the terrible twos because toddlers arent strong enough to kill with their hands
and arent capable of using lethal weapons. Interviewee, Chris Gethard, shares on Bad Babies that
as a young toddler, Chris tormented his mother by biting and publicly humiliating her branding him as
the devils child. Behaviors such as Chriss, the natural violent instinct toddlers have, and the small
everyday evil acts humans commit all revert back to the natural born capability for evil humans are
born with. The big or small actions that we commit to intentionally harm another demonstrates how
were all born with the natural capability of evil which manifests in our everyday lives, whether we see
it or not.
Although all humans are naturally born with evil, we arent born as true villains, however, the
lack of consequences may test our evil nature allowing it to truly manifest. Without consequences from
a superior, humans have the free will to do as we please, including the choice to use cruelty when
given the opportunity. In William Goldings Lord of the Flies, the boys have no adults to lay down the
consequences for their wrongdoings. In one scene, Roger and Maurice disrupt the littluns peaceful
game and destroy their sandcastles causing, quote, Percival to whimper with an eyeful of sand.
Although, Maurice, quote, felt the unease of [his] wrongdoing, there was no parent to let fall a heavy
hand and he [ultimately] forms an excuse to dismiss his misconduct. Even though Maurice knew
that his actions were wrong, he chose to trouble the littluns anyways, knowing that there wouldnt be
any adults to stop or punish him. Golding also states in his article, Why Boys Become Vicious, that
without guidance, children go wrong and will plumb the depths of their nature. The lack of
consequences, as demonstrated by the behaviors of children, gives us the opportunity to allow our true
evil selves to manifest, despite the compassionate and selfless nature born alongside our evilness.
Some people may argue that humans are not born evil but evil develops from interactions,
experiences, and others influences throughout our lives. According to Kohlberg, an esteemed
psychologist, elements including cultural factors, social experiences, and face-to-face interactions
stimulate thinking including what we deem as the difference between good or evil in order to commit
9

actions in our lives. However, Kohlberg states that none of these elements directly shape our moral
thoughts. Therefore, in order to develop and stimulate our moral judgment, we must initially possess
the capability for both good and evil. We may not be thinking evil thoughts or committing evil actions
the moment were born, but in order to stimulate our minds toward evil to potentially commit evil
actions, we must first possess the potential for evil. In addition, Golding, in his article, Why Boys
Become Vicious, states that though we are born with a capacity for selflessness and love, nature
balances our human qualities with a capacity for evil and cruelty as well. Unfortunately, we are born
with the capability for evil; however, it is our own will and moral judgment to allow our evil nature to
manifest.
As humans, were all naturally born with the capability for evil, and although were not entirely
evil the moment we are born, lack of consequences encourages our evil nature to manifest. Evil may
exist everywhere in our world, but individually, we all have the choice to choose between good or evil
and that choice is entirely our own. Whether we are guided by others, influenced by the world around
us, or see what consequences lie ahead of each choice, the choice for evil, and the capability to commit
to evil remains standing right in front of us. We may all be born with the same ability to be inhumane.
However, it is our own choice, to better ourselves, to choose to do good, and to limit ourselves from
evil.

b. Now present your speech to a classmate. Be sure to demonstrate confidence and poise
during your presentation. Try to interact with your audience through eye contact and
appropriate body language.
After giving your speech, ask the audience if they have any questions about your topic or
argument and answer those questions accordingly. Encourage your audience to complete
an evaluation of your speech and thank them for their interest and participation. Print out
the evaluation form below and give it to your audience to review your speech.

10

Evaluation Form
Area
briefly and clearly describes the main argument and
establishes the importance of the argument

Thesis
Statement

Comments

hints at the main point and the importance of the argument

does not describe the main point and the importance of the
argument
includes two clear arguments that logically support the
thesis

Arguments

includes at least one argument that logically supports the

thesis
includes arguments that do not support the thesis
logically and completely supports each argument

Supporting
Evidence

logically supports each argument, but there are gaps

does not support the speechs arguments
speech contains an appealing introduction, body, and
powerful conclusion

Organization

speech is missing a clear introduction, arguments, or a

conclusion
speech lacks structure, with no clear introduction, focus on
each argument, or conclusion
speech anticipates and responds to at least one counterargument for each argument

CounterArguments

speech anticipates and responds to one counter-argument

but lacks logic
speech does not anticipate counter-arguments
speech is completely free of grammatical errors

Grammar

speech is mostly free of grammatical errors

speech has many grammatical errors

Connotative
Words/
Strong
Language

uses connotative words and strong language that clearly

supports the argument

uses connotative words or strong language that supports

the argument somewhat
uses bland words or words with inappropriate connotations

11

c. After collecting and reviewing the audience evaluations, revise your speech according to
the audience recommendations.
Type your response here:
d. Now reflect on your experience writing a speech and then presenting it. Write one or two
paragraphs in which you answer the following questions: What did you enjoy about your
speech writing? Do you think you made a strong argument? What was your sense of the
audiences response to your speech? How could you improve as a speaker?
Type your response here:

Task 8: Recording Your Speech for Review

a. Record yourself giving the completed speech. Submit the recording to your teacher for
peer review or teacher review. Practice your speech several times and submit the best
recording. Remember to consider the rubric in the Evaluation section to check your
speech on the points of oral presentation that you need to consider.
b. (Optional) Give your speech to a group outside of class and get feedback. Consider
submitting the audio recording of your speech to a website that helps critique speeches
and support the growth of public speakers.
Type your response here:
__________________________________________________________________________

Resources

UNSD Statistical Databases

FedStats Database
Common Topics

Document any references you used for this project below. At minimum, include a title and
URL for any Internet resource.
Type your response here:
__________________________________________________________________________

12

Evaluation
Your teacher will use these rubrics to evaluate the completeness of your work as well as the
clarity of thinking you exhibit.
Task 1: Writing a Thesis Statement

(1 point)Beginning
(2 points)Developing
(3 points)Proficient
(4 points)Distinguished

Criteria

Thesis statement focuses strongly on the chosen topic

Thesis statement suggests deep thinking, including a thorough consideration of
what is likely to be of interest

Thesis statement focuses on the chosen topic

Thesis statement suggests careful thinking, including adequate consideration of
what is likely to be of interest
Thesis statement is relevant to the chosen topic
Thesis statement suggests some thinking, including some consideration of what is
likely to be of interest

Thesis statement is marginally relevant to the chosen topic

Thesis statement suggests a lack of thinking and a lack of consideration of what is
likely to be of interest

13

Task 2: Writing Arguments for Your Speech

(1 point)Beginning
(2 points)Developing
(3 points)Proficient
(4 points)Distinguished

Criteria

Provides a clear and detailed overview of the audience

Provides strong reasons to support the exigence of the speech

Provides strong arguments to support the thesis

Provides a clear overview of the audience

Provides good reasons to support the exigence of the speech

Provides a meaningful overview of the audience

Provides acceptable reasons to support the exigence of the speech

Provides acceptable arguments to support the thesis

Provides a vague overview of the audience

Provides trivial reasons to support the exigence of the speech

14

Task 3: Supporting Your Arguments with Evidence

(1 point)Beginning
points)Developing
(3 points)
(2
Proficient
(4 points)Distinguished

Criteria
Provides strong evidence to support each argument

Provides logical evidence to support each argument

Provides meaningful evidence to support some of the arguments

Provides inadequate evidence to support each argument

15

Task 4: Appealing to Your Audience

(1 point)Beginning
(2 points)Developing
(3 points)Proficient
(4 points)Distinguished

Criteria

Provides excellent examples of pathos and extrinsic ethos

Gives a detailed explanation of each example

Provides examples of the most effective connotative words

Provides good examples of pathos and extrinsic ethos

Gives an adequate explanation of each example

Provides meaningful examples of pathos and extrinsic ethos

Gives a rough explanation of each example

Provides trivial examples of pathos and extrinsic ethos

Gives vague or incorrect explanations of some examples

16

Task 5: Anticipating Counter-Arguments

(1 point)Beginning
points)Developing(3
(2points)Proficient
(4 points)Distinguished

Criteria

Provides excellent examples of counter-arguments

Gives convincing reasons to refute each counter-argument

Thinks of convincing ways to concede the remaining counter-arguments

Provides good examples of counter-arguments

Gives sound reasons to refute each counter argument

Thinks of sound ways to concede the remaining counter-arguments

Provides meaningful examples of counter-arguments

Gives logical reasons to refute most of the counter arguments

Provides unlikely or weak examples of counter-arguments

Gives trivial reasons to refute each counter argument

17

Task 6: Preparing an Outline

(1 point)Beginning
(2 points)Developing
(3 points)Proficient
(4 points)Distinguished

Criteria

Creates a thoroughly detailed outline

Outline shows a well-planned structure that is likely to enhance the presentation
of content

Creates a detailed outline

Outline shows a well-planned structure that suits the content

Creates a detailed outline with a few gaps in information

Outline shows structure that logically fits the content

Creates a poor outline with major gaps in information

Outline lacks meaningful structure

18

Task 7a: First Draft Review

(1 point)Beginning
(2 points)Developing
(3 points)Proficient
(4 points)Distinguished

Criteria

Draft shows a smooth and logical flow of ideas

Presents compelling arguments clearly

Draft includes a compelling introduction and conclusion and devices to strongly

hold the audience's attention

Draft has a smooth and logical flow of ideas

Presents arguments clearly

Draft has a logical flow of ideas

Presents most of the arguments clearly

Draft lacks a meaningful flow of ideas

Presents arguments vaguely, incomprehensibly, or in a confusing manner

19

Task 8: Recording Your Speech for Review

(1 point)Beginning
(2 points)Developing
(3 points)Proficient
(4 points)Distinguished

Criteria

Exceptionally clear articulation in recorded speech

Uses the tone most appropriate to the content

Pauses precisely to reflect sentence and paragraph structure of written text and to
enhance the impact of the speech

Clear articulation in recorded speech

Uses a tone appropriate to the content

Uses moderate articulation in speech

Uses a tone somewhat appropriate to the content

Uses pauses that somewhat reflect sentence and paragraph structure of written

Does not use clear articulation in speech

Does not use a tone appropriate to the content

20