Name __________________________________________

Period___

Persuasive Argument Essay Manual

Hmong American Peace Academy
2015-2016
Assignment:
A three to four page argument which defines the central issue facing boys and
young men in our society. The essay must be 3-4 full pages and follow MLA
formatting (Times New Roman, 1-in margins, 12 pt. font, double spaced, indented
paragraphs, Works Cited).
The speech must be 3-4 minutes in length and all three rhetorical appeals by
depending on logical reasoning, incorporating stylistic devices, and framing
evidence.
To prepare you for this task, you will have read, discussed, and written about
excerpts from the following three articles to build background knowledge about
this controversial issue: Putting Down the Gun by Rebecca Walker, Being a Man by
Paul Theroux, and Mind Over Muscle by David Brooks.

Essay Prompt:

Using the readings presented in class and your own knowledge and
research, write an argument defining what you see as the central
issue facing boys and young men in our society. Recommend at least
one way to address the issue toward the end of your argument.
Develop a claim, thesis statement, outline, and essay to persuade
your audience that your viewpoint is valid, true, and logical. Move
from statement of facts to a deeper argument by recommending one
way to address the issue which might resolve some complication or
implication. Use evidence from three or more sources.

What makes a good persuasive argument?

Good writing comes from careful reading, so read, reread, ask questions, annotate,
use a graphic organizer, and write to develop an understanding of the underlying
issues.

College Writing 11

Requirements:
Cannon 1 of Rhetoric: Invention
1. Create a clear focus by crafting 3 claims of fact.
2. Choose one claim of fact and write it as a thesis statement in 3 different
ways: open thesis, closed thesis, and counterargument thesis
Cannon 2 of Rhetoric: Arrangement
3. Write an outline which includes at least 4 pieces of relevant evidence from
the excerpts.
4. Renumber the paragraphs to more logically order your points.
5. Type and submit a final outline to turnitin.com
Cannon 3 of Rhetoric: Style
6. Introduction with a thesis
7. 1-2 narration paragraphs
8. 3-4 confirmation paragraphs
9. 1 refutation paragraph
10.A conclusion
11.Include 3 or more style elements.
12.Remember to review the directions and the rubric. Also, proofread for
grammatical/CUPS (capitalization, usage & grammar, punctuation, and
spelling) and verb tense errors.
Cannon 4 of Rhetoric: Memory
13.
Write a 1 page speech outline which shortens your argument to fit in
the time frame.
14.

Write a memorization plan.

Cannon 5 of Rhetoric: Delivery

15.
Deliver your speech to a live audience of scholars who will be
analyzing your use of rhetoric.

1.

College Writing 11

Appendix A: Parallel Structure

Parallel structure means using the same construction for sentence elements that
are the same in function. Below are three rules to consider when checking for
parallel structure in your writing:
When writing these types of sentences, each item in the series must follow the
same pattern by using ______________ ___ _______________ accurately and expertly.
1. Parallel structure should be used when elements are joined by
conjunctions:
Incorrect: When the weather is cold and getting windy, I like to be
indoors.
Correct: When the weather is cold and windy, I like to be indoors.

2. Parallel structure should be used when writing lists or a series:

Incorrect: They valued respect, honesty, and being on time in their
classmates.
Correct: They valued respect, honesty, and promptness in their
classmates.

3. Parallel structure should be used when comparing or contrasting

two things:
Incorrect: James enjoys reading more than to write.
Correct: James enjoys reading more than writing.

Exercises: Circle the correct word or phrase that gives the sentence correct parallel
structure.
1. After Amanda cashes her paycheck, the money goes to her savings account and
__________.
A. paying her credit card bill
B. toward her credit card balance
C. credit card balance
2. When Noodle the poodle realized that the leash meant a bath, not a walk to the park, he
growled, pulled, and __________.
A. was leaping like a fish on a line
B. he was leaping like a fish on a line
C. leaped like a fish on a line
Exercises 2: In the sentences, write a word or phrase in the blank that gives the sentence
parallel structure.

3. The little girl liked eating cookies better than _____________________________ at her
grandmothers house.
4. Students like to sleep, relax and _______________________________________ during the
summer.
5. Food, shelter, and ___________________________________________________ are all I need
to survive on a deserted island.
6. ______________________________________ is much better than a visit to the dentist.

7.

Appendix B: The Thesis

A thesis statement tells the audience what your essay will be about and what you
are trying to convince them to believe. It is not too broad - instead it is specific. It
also isn't just a summary - a thesis is an argument which your audience may
disagree with. This is usually the last sentence of your introduction paragraph.
Strong claims and thesis statements are ________ , ____________ , __________ , and
parallel in structure.
Closed thesis statement:
Definition

Example

Open thesis statement:

Definition

Example

Counterargument thesis statement:

Definition

Example

Unclear:
supports it.
Not specific:
Non-arguable:

Homeless shelters are good, so the government

Government surveillance is harmful.

Schools use a lot of technology.

Clear: Homeless shelters help many people who have lost their way in life and
cannot get back on their feet, so the government economically supports facilities
and programs like this.
Specific: Government surveillance programs do more harm than good because
they invade civil liberties, lead innocent people to suffer unfair punishments, and
ultimately fail to protect the citizens that they are designed to safeguard.

Arguable: Wisconsin schools' dependence on technology has caused students to

lose the ability to think independently, causing a greater prevalence of mood
disorders, memory loss, and loneliness.

Appendix C: Classical Argumentation Arrangement of Paragraphs

I.

II.

Introduction: Capture the audience's interest, introduces the issue, and

set out your position with a thesis.
A. get the reader's attention by using a "hook."
B. use engaging language.
C. thesis or main claim.
Narration: Establish background information and context for your
argument so that your audience can evaluate your claim fairly.
a. provide background information and context about the issue
b. explain the situation, the issue at stake, and its history
c. define important terms or ideas
d. begin with claims/topic sentences

III.

Confirmation: Use reasoning to explain why you believe in your thesis and
persuade your audience to agree.
a. contain cited evidence, examples, facts, and definitions to prove the
claim of the paragraph
b. explain why the evidence supports the claims and the larger thesis
c. logical elaboration relating back to your point.
d. begin with claims/topic sentences
e. end with a clincher which provides a sense of closure to your idea in
this paragraph and/or transitions to your next idea.

IV.

Refutation and Concession: Address the opposing side and craft a

counterargument.
a. concede or admit that the negative side has one logical point which
may be true
b. refute that one opposing point, sticking to your side of the argument
as more true
c. use reasoning to explain why that negative point is not entirely true
d. begin with claim/topic sentence
e. end with a clincher which provides a sense of closure to your idea in
this paragraph and/or transitions to your next idea.

V.

Conclusion: Remind your readers what is at stake and provide closure.

a. review the thesis
b. revisit the issues
c. make your argument seem right and important due to the larger
significance or long-range impact
d. give a sense of closure: confident, relevant closing or call to action

Appendix D: Sample Alphanumeric Outline

Student Name
College Writing 11
Ms. Dassow
20 January 2016
I.

Brain Scientists Lead the Alzheimer's Battle Outline

Introduction
a. Thesis: Because recent medical innovations do not lead towards a cure,
research being done by neuroscientists will have more of an impact on
disease prevention.

II.

Narration #1
a. Alzheimer's is a cognitive disease which affects hundreds of thousands of
people in the United States alone.
i. Tell about the disease. Explain that the cause is unknown.
ii. Prevalence " The total number of people with dementia worldwide in
2010 is estimated at 35.6 million and is projected to nearly double
every 20 years, to 65.7 million in 2030 and 115.4 million in 2050"
(World Health Organization).
b. Describe side effects.

III.

Narration #2
a. There are some available care options for those who have dementia.
b. Provide details and background information about nursing home bills,
caregivers, and medications
c. "By 2010, Medicare costs for beneficiaries with Alzheimer's are expected to
increase nearly 55 percent, from $31.9 billion in 2000 to $49.3 billion
and Medicaid expenditures on residential dementia care will increase 80
percent, from $18.2 billion to $33 billion" (McConnell).

IV.

Confirmation #1
a. Recent medical innovations have shed some light on the issue, but are not
leading towards a cure, rather they are leading to treatment options.
b. For some people the following drugs help prevent some symptoms for some
time:
i. tacrine (Cognex), donepezil (Aricept), rivastigmine (Exelon), or
galantamine (Reminyl)
ii. May help control behavioral symptoms of AD such as sleeplessness,
agitation, wandering, anxiety, and depression.
c. "Developing new treatments for AD is an active area of research. Scientists
are testing a number of drugs to see if they prevent AD, slow the disease, or
help reduce symptoms" (National Institute on Aging).

V.

Confirmation #2
a. Past medical innovations all were targeted on treatment of patients rather
than a cure, and they are financially draining.
b. Explain negatives of medications and how according to Thomas J. Moore, an
authority on prescription drugs, "Each year, 100,000 Americans or more die
of adverse drug reactions, one million are severely injured, and two million
are harmed while they are hospitalized, making ill effects from drugs one of
the greatest dangers in modern society and one of the leading causes
of death... The incidence of adverse drug reactions is estimated to be twice to
three times greater among the elderly" (qtd. in Cruikshank).
c. Explain how this is affecting the present.

d. The finances,"If left unchecked, it is no exaggeration to say that Alzheimer's

disease will destroy the health-care system and
bankrupt Medicare and Medicaid."
VI.

Confirmation #3
a. The most recent invention, a motion sensor for Alzheimer's patients, was just
developed as another way to monitor those with the disease rather than cure
them.
i. Fifteen year old Kenneth Shinozuka
ii. Sensor: "Shinozuka's creationa small pressure sensor that can be
attached to a foot or a socknotifies caregivers via their smartphones
if a patient who should be sleeping gets out of bed. His grandfather,
who has Alzheimer's disease, served as inspiration" (Scheer).
b. Show a case study example of his use of it.

VII.

Confirmation #4:
a. Advances in understanding the brain are more valuable than temporary fixes.
b. Neuroscience and brain chemistry experts try to explain what happens while
we age.
c. Differences in behavior lead to differences in aging.
i. "Of the mental activities, reading, playing cards or board games,
doing crossword puzzles, and playing a musical instrument reduced
dementia risk, while writing for pleasure and participating in group
discussions did not" (Alzheimer's Association).

VIII.

Confirmation #5
a. Despite funding difficulties, the true cure for a cognitive disease is in better
understanding brain science.
i. Explain the importance of the cure and actual treatment.
1. For the financial aspect
2. For the human aspect
ii. "Morrison-Bogorad, who is associate director for the NIA's
Neuroscience and Neuropsychology of Aging Program, says she is
optimistic that research will lead to ways to delay Alzheimer's onset"
(McConnell).

IX.

Refutation and Concession

a. Concession: While some argue that young people do not have the motivation
to become neuroscientists...
b. Refutation: Science is a booming industry and schools have been creating
science and health related tracks of study to interest students early.
i. describe courses available.
ii. explain that young people are also caring, not just caught up in the
drama of high school life.

X.

Conclusion
a. Reworded thesis: Recent medical innovations help people manage disease,
but do not lead towards a cure, so research being done by neuroscientists
should be much more heavily funded.
b. Briefly summarize main premises
c. Discuss the future of technology and brain science research and its impact
on society.

Appendix E: Sample MLA Citations Page

Works Cited
Bloom, Harold, ed. Twentieth-Century British Poets. New York: Bloom's Literary
Criticism, 2011. Infobase Publishing eBooks. Web. 21 Dec. 2012.
Clinton, Hillary Rodham. "Womens' Rights Are Human Rights." Vital Speeches Of
The Day 61.24 (1995): 738. History Reference Center. Web. 18 Dec. 2014.
Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times.
New York Times, 22 May 2007. Web. 25 May 2009.
Dickens, Charles. Great Expectations. New York: Dodd, Mead, 1942. Print.
Sherman, Steven J. "Intuitive Versus Rational Judgment and the Role of
Stereotyping in the Human Condition: Kirk or Spock?" Psychological Inquiry
3.2 (1992): 153-59. Print.

10

Appendix F: Glossary of Style Elements

alliteration The repetition of consonant sounds, usually at the beginning of
words. The repeated t and c sounds in the sentence, The tall tamarack trees
shaded the cozy cabin, are examples of alliteration.
allusion A reference to a mythological, literary, historical, or Biblical person,
place, or thing. For example, in the sentence, She faced the challenge with
Homeric courage, Homeric is an allusion to the characters in Homers works
The Illiad and The Odyssey.
anaphora Repetition that occurs when the first word or set of words in one
sentence, clause, or phrase is/are repeated at or very near the beginning of
successive sentences, clauses, or phrases. This helps make the writer's point more
coherent. In the sentence some of the old, some of the young, some of the weak
are left behind by the side of trail," the phrase which begins each clause is
repeated.
antithesis An opposition or contrast of ideas expressed in balanced phrases or
clauses. For example, Whereas he was boisterous, I was reserved is a sentence
that balances two opposing observations.
aporia expresses doubt about an idea or conclusion. Among its several uses are
the suggesting of alternatives without making a commitment to either or any: I
have not yet been fully convinced that dorm living surpasses living at home. For
one thing, there is no refrigerator nearby . . . .
asyndeton Omission of conjunctions between coordinate phrases, clauses, or
words. For example, the sentence "I came, I saw, I conquered" employs asyndeton.
cumulative sentence A sentence that begins with a standard subject and verb,
but then adds multiple details after it.
juxtaposition Placing two or more things side by side with the intent of
comparing or contrasting the items. For instance, a writer may choose to juxtapose
the coldness of one room with the warmth of another.
metaphor A comparison of two unlike things not using like or as. For example:
"She lived a thorny life" relies on an understanding of how dangerous and prickly
thorns can be. Also, "Talent is a cistern; genius is a fountain".
oxymoron An oxymoron combines two contradictory words in one expression.
The results of this combination are often unusual or thought provoking. For
example: "wise fool," "deafening silence, and jumbo shrimp".
11

parallelism Repetition of the same grammatical structure; match noun with

noun, verb with verb. In the declaration, "At sea, on land, in the air, we will be
loyal to the very end," the parallel phrases at the beginning of the sentence
emphasize the loyalty and determination of a group of people.
personification The writer gives inanimate objects or inanimate ideas human
characteristics. The saddened birch trees were bent to the ground, laden with ice;
they groaned and shivered in the cold winds.
periodic sentenceA sentence that begins with multiple details and then ends
with a basic standard subject and verb. To that world assembly of sovereign states,
the United Nations, our last best hope in an age where the instruments of war
have far outpaced the instruments of peace, we renew our pledge of support...
sententia quoting a wise saying to apply a general truth to the situation: But, of
course, to understand all is to forgive all and As the saying is, art is long and life
is short.
simile A comparison of two different things or ideas through the use of the
words "like" or "as." For example, the sentence, "He drank like a camel, he was so
thirsty," contains the simile "like a camel."
syndoche Figure of speech that uses a part to represent the whole. In your
hands, my fellow citizens, more than mine, will rest the final success or failure of
our course.
zeguma Use of two different words in a grammatically similar way that produces
different, often incongruous, meanings. Now the trumpet summons us again--not
as a call to bear arms, though arms we need--not as a call to battle, though
embattled we are--but a call to bear the burden...

12

Appendix G: Logical Fallacies

Definition: A logical fallacy is an error or weakness in reasoning that renders
an argument invalid.
Fallacies of Relevance which avoid the subject
Fallacy
False
Authority

Definition
A biased, suspicious,
unknown, or incredible source
is used to defend a conclusion.

Red
Herring

Topic A is under discussion.

Topic B is introduced under
the guise of being relevant to
topic A (when topic B is
actually not relevant to topic
A). Topic A is abandoned.

Example
According to Sylvia McManhon, We
should abolish the death penalty". (The
writer never stated that McManhon is a
credible expert who published articles
and books about the death penalty and
works for the New York Times)
We admit that this measure is popular.
But we also urge you to note that there
are so many bond issues on this ballot
that the whole thing is getting
ridiculous.

Fallacies of Presumption which contain hidden assumptions

Fallacy
Circular
Reasoning

Definition
The argument relies on a
premise that says the same
thing as the conclusion.

Example

Hasty
Generalizat
ion

Making assumptions about a

whole group or range of cases
based on a sample that is
inadequate.
The scope of evidence is too
small to support the
conclusion.
The party whose standpoint
has been questioned must
prove that it is acceptable,
but does not do so.
The claim presents an
artificial range of choices.

One study found that people who were

bullied online were more likely to
commit suicide, so obviously all people
who are bullied on Facebook will likely
commit suicide.

The assumption that because

one event follows another, the
second necessarily causes the
first.

After cell phones became popular, there

was a slight rise in car accidents.
Smartphones and Apple are responsible
for causing car accidents.

Arguing
from
Ignorance
False
Dilemma
Faulty
Cause

Active euthanasia is morally acceptable.

It is a decent, ethical thing to help
another human being escape suffering
through death.

The youth of today are, by nature, lazy.

Youre either with us, or youre against

us.

Fallacy of Clarity which contains unclear wording

Fallacy
Loaded
Language

Definition
A word or phrase is loaded
when it has a secondary,

Example
That beast of a penguin may just
carelessly kill its offspring.

13

Vagueness

evaluative meaning in
addition to its primary,
descriptive meaning.
A lack of a specific definition,
explanation, or a mistake in
grammar or word choice
makes the meaning of a
passage unclear.

For a glowing, juvenile appearance.

Stop clubbing, baby seals.
Watch for mountain sheep.

Appendix H: Picky Rules for Writing

(Adapted from Professor Cohens 39 Picky Rules)

Sentence and Style Rules:

1. Do not begin sentences in any of the following ways: There are/is, This is,
It is, etc.
2. I, we, us, our, etc. do not belong in academic papers, unless they appear in
a quote.
3. Do not use this, these, that, those, which, or it unless the word has a
clear and unmistakable antecedent nearby. Never begin a sentence with this
unless you follow it immediately with a noun that re-identifies the idea to which you
are referring.
4. Never publicly dangle a participle or misplace a modifier: write Showing
unmistakable signs of ignorance, the student did not persuade his professor;
NOT> The student did not persuade his professor, showing unmistakable signs of
ignorance.
5. Never write an incomplete sentence (participles -- ing words -- cannot stand as
verbs). A verb must agree with its subject in person and number.
6. Know these three rules about commas:
a. Join independent clauses (clauses with a subject and a verb) either by using
(1) a comma with a conjunction (Right-handers predominantly use the left
side of the brain, so left-handers are the only ones in their right minds.) or
(2) a semicolon without a conjunction (Right-handers predominantly use the
left side of the brain; left-handers are the only ones in their right minds.)
b. Separate items in a series by using a comma after every item before the
conjunction (The professor was arbitrary, arrogant, and heartless.)
c. Never use a comma between the subject and the verb or between the verb
and its object (except for interrupting clauses that use two (2) commas).
7. Bury words like however, furthermore, moreover, indeed, etc. (conjunctive
adverbs) in the clause or sentence; do not put them at the beginning. (E.g. The
students, however, learned something.)
8. Be consistent when you have two or more parallel structures.
a. With adjectives: He was pompous, picky, and terrorized freshmen is
wrong. He was pompous, picky, and fond of terrorizing freshmen is right.
b. With prepositions: A student could count on his bad temper and
arbitrariness is wrong. A student could count on his bad temper and on his
arbitrariness is right.
c. With correlatives: He graded a paper not only for content but for style is
wrong. He graded a paper not only for content but also for style is right.
9. Do not end a sentence with a preposition [about, on, across, from, as, for, in, next,
off, toward...] ("She turned on the phone" NOT "She turned it on").

14

10. Do not use the passive voice (OVS) (Careless students are failed by the ruthless
professor); use the active voice (SVO) (The ruthless professor fails careless
students). Because the active voice is direct and clear, this rule is the most
important of style, but it has serious consequences for your meaning as well.
Politicians, administrators, and those foolishly trying to avoid the consequences of
their actions love the passive voice because it protects them from facts and
responsibility: Mistakes were made.
11. Adverbs should be adverbs. Do not do it different if you know what I am saying.
12. Every pronoun should have a clear antecedent to which it agrees in person,
number, and gender.

Paragraph and Arrangement Rules:

13. Give your paper a clear thesis sentence at the end of your first paragraph. If you
can remember only one rule, this rule is the one you must remember.
14. Each paragraph must stick to the subject introduced by its first sentence. Most
importantly, the first sentence of the first paragraph must establish the context of
your paper. John Wayne first appears in Stagecoach with a rifle in his hand.
NOT> Duke has a gun.
15. Avoid using quotations to begin or end a paragraph or a paper. Your own words are
most important in those places.
16. Do not use one or two sentences as a paragraph.
17. Make the transition between your sentences and your paragraphs clear and logical.
This task is the most difficult in writing, but, as you know, life is hard.
18. In longer papers remind the reader of your thesis throughout the body of your
paper.

Argumentation Rules:
19. Never just summarize or paraphrase. Assume your reader has read/seen it. I do
not want to know what happened. I want to know your ideas about what
happened.
20. Support your assertions and ideas with concrete examples, with brief quotes from
the story, book, or film you are discussing, or with a short citation from some
reliable authority.
21. Words like maybe, seem, perhaps, and might do not keep you from being
wrong; they merely alert the reader to the fact that you are worried about it.
22. Avoid vague generalizations: as we all know, people say, since the beginning
of time, etc. Obvious claims such as mankind would not exist without the heart
are equally lamentable.
23. Write about works of art in the present tense, since Hamlet will be stabbing
Polonius and Roy Hobbs will be knocking the lights out with his home runs long
after your grandchildren have forgotten your name.
24. Avoid asking the audience rhetorical questions. Your audience will not respond to
your questions. Strongly written sentences with deep thoughts are much more
strong.
25. Delete the phrase in the past from your writing as well as any hint of
chronological snobbery. Chronological snobbery is the erroneous assumption that,
with the passage of time, mankind has gotten progressively wiser. In the past, such
a pedantic list of writing rules would have been unnecessary for undergraduates.
26. When citing a dictionary refer to the Oxford English Dictionary whenever possible.

15

Diction and Vocabulary Rules:

27. Do not misspell words. Misspelled words look dumb; do not look dumb. Use a
dictionary or a literate friend to check your spelling. On a word processor, always
use spell-check, but do not trust it! Spell-check is no substitute for proofreading.
Spell out one and two digit numbers.
28. Never use contractions (dont, arent, cant, etc.).
29. A possessive without an apostrophe is a misspelled word. One exception is the
possessive of it: its. It is contracts to its. Since you will not use
contractions, you will never write its on a paper.
30. Choose the best word for the context. Your papers should be a place where every
word is at home, taking its place to support the others (Eliot Little Gidding,
V.217-218). Beware of unintended irony: an N.C. State basketball player once
explained his ability to shoot with either hand, yeah, Im amphibious. Suffice it to
say this student-athlete, to avoid drowning in his coursework, crawled out of school
and into the NBA.
31. Also, beware of these other egregious violations of Rule Twenty-Nine (29): jargon
(say library; do not say instructional media center), clich (say the professor
is a conservative grouch; do not say the professor is an old fogey), slang (say
the teacher is foolish; do not say the teacher is a dork), hyperbole (say this
man has too high a regard for himself; do not say this man is the most arrogant
jerk who ever lived), gobbledygook (say now; do not say at this point in time),
and malapropism (confusion of idioms; one former NFL player commented, I
really cleaned his bell; I rang his clock).
32. Use your smallest most Anglo-Saxon, most comfortable words; big words impress
only high school teachers and smell of the thesaurus.
33. Lose the word very and, like, you know, other gratuitous additives from, you
know, your written and spoken vocabulary.

Format and Polishing Rules:

33. Number your pages.
17. Give your paper an informative title. The name of the work you are dealing with is
NOT the title of your paper. Shakespeares Use of Time in Hamlet is by a
thoughtful person; It Takes a Broken Egghead to Make a Hamlet is by a clown;
Hamlet is by Shakespeare.
18. Italicize all full-length films, plays, and books. Do likewise with magazine and
newspaper titles. Short stories, film shorts, one-act plays, and articles go in
quotation marks (). Do not underline or put your own title in quotation marks.
19. When you quote from or refer to a source, cite it appropriately and include a works
cited page of some kind.
20. On those extremely rare occasions when you quote more than two lines of text,
indent five spaces left and right, single space the quotation, and leave off the
quotation marks.
21. Before handing in your final copy, have an intelligent friend read your paper to you;
then fix it.
22. Be safe: frequently save your file, and if possible keep a hard copy, and/or a
version on another drive.
23. Do not hand in a paper unless you have come to care about it. You believe in
goodness and truth; therefore, commit yourself to communicating your ideas well
and truthfully.

16

17

Appendix I: Delivery Materials

Delivery Evaluation
Category
Focus (10)

Score

Comments

Speech has one subject.

Speaker establishes his or her focus (main idea) clearly and effectively.
Each part of the speech (introduction, body, and conclusion) has a specific
focus.

Organization (10)
Maintains organization and transitions throughout.
Has a natural flow. Includes a hook, body, and conclusion.

Development (10)
Ideas in speech are developed by using:
Precise observations and details
Stories
Explanations

Ethos (10)
Likability: Speaker has a friendly, positive attitude when speaking and

won over the audience.

Integrity: Speaker is honest, credible, and conscientious
Competence: Speaker is confident, enthusiastic, and in control of him- or

herself. Speaker is prepared and knows their topic well.

Completion (10)
Satisfied all requirements regarding:
Time
Subject
Type of speech

Total Score (Out of 50)

Speaker:_____________________________
_____________________________

Audience Member (Questioner):

Period____

Q&A Session
Directions: After or while listening, write two questions from the options below. Write on
this paper, either the front or the back. When the Q&A session begins, ask one of the
questions.

Level 1: Would you explain

_____________________________________________________________________?
Level 1: How would you describe
________________________________________________________________?
Level 2: How would you compare

18

_______________________________________________________________?
Level 3: Can you elaborate on the
reason__________________________________________________________?
Level 3: How is _____________________________ related to
_________________________________________?

19

Appendix J: Persuasive Argument Rubric

Argumenta
tion:
Your written
response
shows an
understandi
ng and
interpretati
on of the
writing
Developme
nt:
Your written
response
gives a clear
and logical
explanation
of ideas,
using
supporting
material.
Arrangeme
nt:
Your written
response
shows a
coherent,
orderly,
wellreasoned
approach.
Style:
Your written
response
shows a
sense of
audience by
using
effective

10
Argument and ideas
are presented in a
creative and original
manner.
Defends a clear,
precise, debatable
thesis/claim of fact
throughout.
Rhetorical appeals to
ethos, logos, and
pathos create a strong
sense that the writer
Clearly written topic
sentences focus
paragraphs.
Develops persuasive
arguments to
establish his/her case.
Builds and elaborates
ideas thoroughly.
Uses examples
precisely.
Develops the topic in
an interesting and
imaginative way.
Sets up and maintains
a clear focus.
Follows classical
argumentation with
an introduction,
narration,
confirmation,
refutation, and
conclusion.
Introduction is
engaging and
appropriate;
Has vivid language,
fluidity, and a sense of
engagement and
voice.
Contains at least 3
instances of figurative
language
Has sophisticated
style of sentence

6
Offers a simple
interpretation of the
writing prompt.
Thesis is missing two of
the following
characteristics: clear,
precise, debatable
Rhetorical appeals to
ethos, logos, and pathos
are unclear and don't
convey a sense of mastery
of the topic.
Topic sentences are
unclear.
Introduces, but doesn't
develop persuasive
arguments to establish
his/her case.
Answers the question in an
abbreviated manner.
Gives brief examples to
explain ideas.
Develops ideas somewhat
inconsistently or in a
limited way, creating little
Shows an attempt to
create and maintain a
focus.
Strays from the topic at
times.
Exhibits some type of
sequence of ideas and
contains, in some order,
elements of classical
argumentation, such as an
introduction, narration,
confirmation, refutation,
Has a vague sense of
audience.
Contains at least 1
instance of figurative
language
Uses simple sentences.
Uses vocabulary which is
below level.
Demonstrates partial

Meets few of the

requirements of the
writing prompt.
Discusses very basic
ideas.
Makes few connections
to explain the thesis.
Thesis is missing all of
the following
characteristics: clear,
precise, debatable
Rhetorical appeals to

Topic sentences are not

present.
No clear persuasive
arguments were
presented to establish
his/her case.
Shows weakness in
development of ideas
and/or develops ideas
without thorough
explanation.
Contains inaccurate,

Does not show a logical

sense of organization
and classical
argumentation is not
attempted or
understood.
Digresses from the topic.
Can be difficult to follow.
Introduction is too short
and confused; conclusion
creates no sense of
closure

Shows minimal control

of the language.
Contains no noticeable
figurative language
Has errors that make
comprehension difficult.

20

Persuasive Argument Rubric

Provides a thoughtful
analysis of the writing
prompt.
Thesis is missing one
of the following
characteristics: clear,
precise, debatable
Rhetorical appeals to
ethos, logos, and
pathos create a
general sense of
knowledge of the
Topic sentences
generally focus
paragraphs.
Develops somewhat
persuasive arguments
to establish his/her
case.
Develops the topic in
an acceptable way.
Uses relevant
examples throughout
the essay.
Obviously attempts
organization.
Focuses on the thesis
statement.
Exhibits a generally
logical sequence of
ideas by mostly
following classical
argumentation with an
introduction,
narration,
confirmation,
Has a sense of
audience.
Contains at least 2
instances of figurative
language
Has good control of
basic mechanics.
Uses an appropriate
level of vocabulary.