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Violence Unit Product

Final Product
Over the course of this unit, we have read an assortment of texts in which the
author is in some way commenting on the concept of violence.
Your end task is to write a 1-page, typed speech that uses each of our
rhetorical devices (ethos, pathos, logos, analogy, allusion, repetition,
parallelism, and diction) at least once, the purpose of which is to persuade
your audience to your stance on a trend or observation related to violence.
Your speech must:
Include a call to action (a suggestion and invocation for solution efforts
from audience)
Use current events as part of your evidence for your
trend/thesis/observation
Be related to our unit concept of violence
o Can be a more general, big idea, i.e. avoid violence at any cost
o A specific suggestion for policies, laws, procedures, i.e. all
companies should be required to provide paid leave for domestic
violence victims
Include a separate page of explanations for each rhetorical device used,
identifying your intended effect on the audience for each (use of rhetoric
and quality of explanations will be graded separately from quality of
speech content and delivery)
Step One
To provide you with some various topics and ideas related to violence, you
must first submit in a format of your choosing an analysis of themes in our
unit texts, working to answer the question: What does each text show us
about violence? Potential formats are a Powerpoint or Prezi, a mind map, or
paragraph form.
Our unit texts are:
-

Rights to the Streets of Memphis by Richard Wright (textbook page 118)


The Sniper
War Games (radio broadcast from The Moth Radio Hour)
I Have a Dream Speech by Martin Luther King
Killings of Journalists Bring Gun Violence to Dark New Level
Various editorials analyzed on our posters

Step Two
To allow you space to personally consider the topic or issue you choose for
your speech, you must submit a one-page journal entry in which you
consider your own views on the topic. This does not need to present a

polished, finalized opinion, but rather can be your first step in gathering your
ideas and viewpoint.
After reading the above information, what questions do you have?
Persuasive Speech Rubric (100 points)
a. Introduces precise claim(s), and create an organization that
establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
b. Develops claim(s) and counterclaims fairly, supplying evidence for
each while pointing out the strengths and limitations of both in
manner that anticipates the audiences knowledge level and
concerns. Includes current events.
c. Uses words, phrases, and clauses to link the major sections of text,
create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claims
and counterclaims.
d. Provides a concluding statement or section that follows from and
supports the argument presented and includes a call to action.

Score
3
2

e. Establishes and maintains an appropriate style and tone.

f. Maintains appropriate level of eye contact with audience.

g. Speaks with appropriate pace, volume, and clarity.

h. Body language, gestures, and facial expressions add to message

4321-

Exemplary
Proficient
Partially Proficient
Below Proficient

Total Rubric Score:


X 2
Time:

/ 32
+ 36 =

/100

(- 1 point/ 10 sec. </>) =

FINAL SCORE

Theme Analysis Rubric


4
(90100)
3
(80-89)
2
(70-79)
1
(0-69)

Includes the complexities of the presentation of the theme/main idea by


considering all details presented in each unit text; uses at least one
quotation from each text to support analysis; compares and contrasts
themes in some way (graphically, visually, written)
Identifies the theme/main idea of all unit texts accurately; uses some
quotations to support; compares and contrasts themes in some way
(graphically, visually, written)
Identifies the theme/main idea of all unit texts with almost complete
accuracy; uses no quotations to support
Fails to identify the theme/ main idea of all unit texts

Journal Rubric
4
(90-

Evidences honest and deep reflection and consideration of concepts and


ideas. Uses personal experiences and background knowledge (current

/100

100)

3
(80-89)

2
(70-79)
1
(0-69)

events, history, literature) to further explore ideas. Includes consideration


of causes, effects, problems, solutions, and cultural
perspectives/implications. Ideas are communicated with clarity. Length
requirement met.
Evidences honest reflection and consideration of concepts and ideas. Uses
personal experiences OR background knowledge (current events, history,
literature) to further explore ideas. Includes some consideration of causes,
effects, problems, solutions, and cultural perspectives/implications. Most
ideas are communicated with clarity. Length requirement met.
Evidences shallow reflection and consideration of concepts and ideas. Ideas
are not well-clarified. Only of length requirement met.
Fails to reflect and consider personal opinions of topic. Less than of length
requirement met.