Unit 2: Speeches and Debate AWP

Directions: Take one of the writing pieces you’ve work on so far for the Speech and Debate Unit and refine it
into a well-crafted argumentative essay.
Option 1: Revise your Declaration of Independence Editorial
1. Original Requirements:
a. Write an editorial in which you argue your side of an issue that affects your school or
community. Use modern syntax and usage but apply Jefferson’s persuasive techniques and
structure.
i. Your editorial MUST include:
1. A clear statement of your claim, or position
2. A list of reasons that support and clarify your claim
3. Appeals to emotion, logic, and authority
4. A concluding statement that follows from the argument (explain the call to
action)

Requirements:
1. You must have an abundance of evidence from credible sources (logos).
a. This means that if you are choosing the narrative argument, you must add relevant data and
facts to support the argument outside of the personal evidence you’ve provided. A good place
to put this is AFTER the narrative argument, since the whole purpose of the narrative is to get
your readers to care about the topic.
b. The same goes for the editorial – if you only provided personal evidence, or evidence specific
only to Mater Dei students, provide further evidence from experts and other credible sources.

2. You must include at least 3 of the strategies we’ve discussed or seen in this unit:
a. Using deductive reasoning – starting with a principle or rule and then applying it to the
specific topic at hand (see Thomas Jefferson’s explanation of unalienable rights in order to
illustrate the colonists’ rights to separate from the Britain).
b. Using a point/counter-point structure by first stating the opposition’s point and then refuting it
(see how MLK uses the clergymen’s exact words against them by providing an abundance of
evidence against their argument)
c. Concessions – admitting that one of the opposition’s points is valid and then explaining why
the reader should still side with your own argument nevertheless (see Benjamin Franklin’s
use of concessions in his Speech in the Convention).
d. Including personal, emotional stories (narrative) to get the reader invested in the cause (see
how Olaudah Equiano used his experiences on a slave ship to convince his readers of the
immorality of slavery).
e. Invoking Stasis—finding common ground with which everyone can agree – especially the
opposition – in order to more easily convince the reader of your more radical points (see
Benjamin Franklin’s use of the quote from the little French woman that he references at the
beginning and end of his speech).
f. Using specific, short, poignant, human experiences that illustrate one’s point (see Martin
Luther King Junior’s example of explaining to his daughter why she can’t go to Funtown in
order to show why black people cannot be “patient” and “wait”.)
g. Using rhetorical questions for effect (see Patrick Henry’s Speech in the Second Virginia
Convention: “What is it men wish? What would they have? Is life so dear or peace so sweet
as to be purchased at the hands of chains and slavery? Forbid it, Almighty God!”).
 h. Framing the argument in grand, epic terms—ONLY IF that kind of thinking makes logical
sense and can be supported with ample facts (see Patrick Henry’s Speech: “The question
before the house is one of awful moment. For my own part, I consider it as nothing less than a
question of freedom or slavery”)
i. Using allusions/analogies that would particularly resonate with one’s target audience (see
how MLK explains how his work with the Civil Rights Movement is analogous to that of the
apostle Paul – how he travelled to various places spreading the word of Jesus. See also his
analogy of blaming the victim of a robbery to blaming black people for the violence their
protests incite against them)
j. Weaving in metaphors and symbols in the way you explain your argument (see MLK’s
“stinging darts of segregation”, “We are caught in an inescapable network of mutuality, tied
in a single garment of destiny”, “If this philosophy had not emerged, I am convinced that by
now many streets of the South would be flowing with floods of blood”, etc.)
k. Using repetition and parallel structure for effect (see MLK’s paragraph where he lists all the
specific examples for why black people find it hard to wait: “I guess it is easy for those who
have never felt the stinging darts of segregation to say "wait." But when you have seen
vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at
whim; when you have seen hate-filled policemen curse, kick, brutalize, and even kill your
black brothers and sisters with impunity; when you see the vast majority of your twenty
million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent
society…when…when…when… I hope, sirs, you can understand our legitimate and
unavoidable impatience.”)

3. You must have a separate Works Cited page for your sources and matching in-text citations.

4. You may use personal pronouns in this work, but just be careful with them. When you can avoid them,
you still should in order to appear impartial and fair. When you are using personal experience or need
to clarify that you are stating your own opinion rather than an expert’s, then by all means using
personal pronouns.

WARNING: the structure of this piece will vary. It is okay to deviate from the AWP structure, but don’t
forget what the AWP has taught you so far: always state your thesis/claim clearly at the end of your first body
paragraph, always analyze (explain how a piece of evidence supports your thesis/claim), always use transition
words and phrases to guide the reader through the paper, always use an abundance of evidence, including
direct quotes to support your argument, always remind your readers of your thesis at the end and provide an
extending remark (this can come in the form of a call to action or a more traditional explanation of so
what/who cares?).
Brynn Gorney

Mrs. Storer

English 3 Honors Block 4

November 17th, 2019

Is the School System Deteriorating the Mental Health of Students?

It is no secret that school, while being a place of education and planning for the future, is

widely dreaded by many students. Seemingly overlooked by many authorities, school has some

unaccounted side effects on its pupils that has caused some controversy on its necessity. The

viability of the school system and the effect it has on both students and future generations has

come into question many times. By this point, many people seem to be asking, “Is school truly a

healthy way to teach the children of the future and is there a way that school could be changed

for the benefit of the mental health of students?”

It does not come as a surprise that it is a rare occasion to find a student who actually

enjoys their school experience. Why, one might ask? In a recent interview, students agreed that

their school experience has not been as enjoyable as expected, the majority pointing to excessive

homework as being the main issue. A claim from a professor of education and psychology at

Duke University, originally written in The Washington Post, says that “no more than two hours

of homework a night should be assigned to students in high school.” As a high school student, I

can support that the amount of homework I am given each night adds up to way more than two

hours and quite overwhelming. How can one enjoy school if they spend all of their time doing

homework? If students had a lesser amount of homework to complete each night, they would
most likely be a lot happier at school and at home. The Washington Post also mentions that too

much homework can negatively impact students with stress and physical problems, which can

and have led to suicide. According to an article by Child Trends, in 2017, about 17.2% of high

school students seriously considered suicide. From 2009 to 2017 there has been a 25% increase

in suicidal thoughts. Any number of suicides should come as an alarm, regardless of how large.

If the current system leads to suicide, surely no one can support it. Every year suicidal thoughts

and suicides keep rising in numbers due to the lack of enjoyability at school and mental problems

occurring.

Despite these claims, what are we doing to fix the problems that school has posed? Do

schools really care about trying to help, and if so are they helping for the right reasons? On

multiple occasions, it seems like a child’s well-being or mental condition is not among some of

the first priorities of schools. We cannot continue to silence students. This incident should not be

brushed off and we must open our eyes to see that school is not healthy for our student’s

happiness.
 According to a news story taken from Douglas High School, they had to go into

lockdown because a student brought a firearm into school. Afterwards, they dealt with

the problem They enforced a “clear backpack” rule so that firearms could be checked for.

Work Cited Page

 A Review of California's Compulsory Education Laws,

lao.ca.gov/2004/compulsory_ed/020304_compulsory_education_laws.htm.

 Strauss, Valerie. “Homework Hurts High-Achieving Students, Study Says.” The

Washington Post, WP Company, 24 Apr. 2019, www.washingtonpost.com/news/answer-

sheet/wp/2014/03/13/homework-hurts-high-achieving-students-study-

says/#targetText=%E2%80%93Many%20students%20wrote%20that%20homework,life

%20tasks%20outside%20of%20school.

 “The Rate of High School-Aged Youth Considering and Committing Suicide Continues

to Rise, Particularly among Female Students.” Child Trends, 14 Nov. 2018,

www.childtrends.org/high-school-aged-youth-considering-and-committing-suicide-

among-female-students.
 Whetten, Bruce, and Douglas Dispatch. “DHS Students Return to Clear Backpack

Policy.” Douglas Dispatch, 21 Oct. 2019, www.douglasdispatch.com/news/dhs-students-

return-to-clear-backpack-policy/article_37a1ade4-f43c-11e9-8eee-a3eb7a10cea0.html.