Evaluating Persuasive Elements of Speeches

Transcription

1 . Jf0^ts. Instructional Module 3: At - A - Glance Evaluating Persuasive Elements of Speeches Overview Students read three speeches and evaluate the credibility of the speaker's argument by evaluating appeals as persuasive rhetorical devices. In addition to reading, analyzing, and evaluating of the content of persuasive speeches, students should be encouraged to write and present speeches of their own and evaluate persuasive elements of speeches presented by their peers. These speeches should include elements of effective speeches (e.g., emotional appeals, ethical appeals, logical appeals, metaphor, and repetition). Standards Addressed R 2.8 Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text. V Teacher Resources Texts "Speech from Selma, Alabama, 1965" by Rev. Martin Luther King, Jr. "Lessons of Dr. Martin Luther King, Jr." by Cesar E. Chavez "Speech from White House Symposium, 1999" by Elie Wiesel Graphic Organizers Using and Evaluating Appeals as Persuasive Rhetorical Devices Additional Resources Cesar Chavez Chronology Analyzing and Evaluating Speeches Culminating Task Students will write and present speeches of their own and evaluate persuasive elements of speeches presented by their peers. IC1-106

2 Instructional Module 3: At - A - Glance Text Summaries Summary of "Speech from Selma, Alabama, 1965": In this speech, Martin Luther King, Jr. speaks about courage and standing up for what is right. Summary of "Lessons of Dr. Martin Luther King, Jr.": In this speech, Cesar Chavez contends that we must honor Dr. King by making a difference in the world. Summary of "Speech from White House Symposium, 1999": In this speech, Elie Wiesel elaborates on the effect indifference has on the world. ^T^f^ IC1-107

3 Focus Standard R 2.8 Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text. A man dies when he refuses to stand upforjustice. Martin Luther King, Jr. Indifference is... a strange and unnatural state in which the lines blur between light and darkness, dusk and dawn, crime andpunishment, cruelty and compassion, good and evil. ElieWiesel The Central Valley of California is one of the wealthiest agricultural regions in the world. In its midst ar clusters ofchildren dyingfromcancer. The children live in communities surrounded by the grapefieldstha employ their parents. The children come in contact with the poisons when they play outside, when they dri the water, and when they hug their parents returningfrom thefields.and the children are dying. Cesar E. Chavez The Power of the Spoken Word Speeches provide models of a variety of structures, rhetorical devices, and language conventions. The content of speeches often strike chords of passion and challenge. The content of the following three speeches centers on a call to action. They share the central themes of humanism and activism. Each is an excerpt of a considerably longer speech on the need for individuals to respond to oppression. The credibility of the speakers is enhanced by their ethnicity andfirst-handexperiences. A critical part of instruction would be to explore what students already know about each speaker and the circumstances that provoked the speech. Generic scaffolding support follows the three speeches along with an evaluation tool for oral presentations. In addition to the reading, analysis, and evaluation of the content of persuasive speeches, students should be encouraged to write and present speeches of their own and evaluate persuasive elements of speeches presented by their peers. These speeches should include elaborations, counter-arguments, and original compositions. Instructional Applications Teachers may use the following speeches for instruction on evaluating the credibility of the speakers' argument /*!t>v Extension and Intervention The On-Line Elements of Literature provides video clips of famous speeches and a link to "Great Speeches in History," a collection of speeches delivered by past presidents. IC1-108

4 In late 1967, King initiated a Poor People's Campaign designed to confront economic problems that had not been addressed by earlier civil rights reforms. The following year, while supporting striking sanitation workers in Memphis, he delivered hisfinaladdress, "I've Been to the Mountaintop." The next day, 4 April 1968, King was assassinated To this day, King remains a controversial symbol ofthe African American civil rights struggle, revered by many for his martyrdom on behalf of nonviolence and condemned by others for his militancy and insurgent views. The Martin Luther King, Jr. Papers Project at Stanford University "Dr. King was a powerful figure of destiny, of courage, of sacrifice, and of vision. Few people in the long history of this nation can rival his accomplishment, his reason, or his selfless dedication to the cause of peace and social justice." Cesar E Chavez The Rev. Martin Luther King, Jr. speaksfromthe pulpit on courage, Selma, AL, March 8,196S Deep down in our non-violent creed is the conviction there are some things so dear, some thing so precious, some things so eternally true, that they're worth dying for. And if a man happens to be 36- years-old, as I happen to be, some great truth stands before the door of bis life - some great opportunity to stand up for that which is right. A man might be afraid his home will get bombed, or he's afraid that he will lose bis job, or he's afraid that he will get shot, or beat down by state troopers, and he may go on and live until he's 80. He's just as dead at 36 as he would be at 80. The cessation of breathing in his life is merely the belated announcement of an earlier death of the spirit. He died... A man dies when he refuses to stand up for that which isright.a man dies when he refuses to stand up for justice. A man dies when he refuses to take a stand for that which is true. So we're going to stand up amid horses. We're going to stand up right here in Alabama, amid the billy-clubs. We're going to stand up right here in Alabama amid police dogs, if they have them. We're going to stand up amid anything they can muster up, letting the world know that we are determined to be free! King Speech license granted by the Heirs of Dr. Martin Luther King, Jr., by permission of Intellectual Properties Management, Atlanta, GA. «*i^\ IC1-109

5 Once social change begins, it cannot be reversed. You cannot uneducate the person who has learned to read. You cannot humiliate the person who feels pride. And you cannot oppress the people who are not afraid anymore... Lessons of Dr. Martin Luther King, Jr. An Excerptfroma Speech by Cesar E. Chavez January 12,1990 Dr. King was a powerful figure of destiny, of courage, of sacrifice, and of vision. Few people in the long history of this nation canrivalhis accomplishment, his reason, or his selfless dedication to the cause of peace and social justice. Today we honor a wise teacher, an inspiring leader, and a true visionary, but to truly honor Dr. King we must do more than say words of praise. We must learn his lessons and put his views into practice, so that we may truly be free at last... In bis famous letter from the Birrningham jail, Dr. King wrote, 'The purpose of direct action is to create a situation so crisis-packed that it will inevitably open the door to negotiation." My friends, as we enter a new decade, it should be clear to all of us that there is an unfinished agenda, that we have miles to go before we reach the promised land. The men who rule this country today never learned the lessons of Dr. King, they never learned that non-violence is the only way to peace and justice. Our nation continues to wage war upon its neighbors, and upon itself. The powers that be rule over a racist society,filledwith hatred and ignorance. Our nation continues to be segregated along racial and economic lines. The powers that be make themselvesricherby exploiting the poor. Our nation continues to allow children to go hungry, and will not even house its own people. The time is now for people, of all races and backgrounds, to sound the trumpets of change. As Dr. King proclaimed, "There comes a time when people get tired of being trampled over by the iron feet of oppression." My friends, the time for action is upon us. The enemies of justice want you to think of Dr. King as only a civil rights leader, but he had a much broader agent. He was a tireless crusader for the rights of the poor, for an end to the war in Vietnam long before it was popular to take that stand, and for therightsof workers everywhere. Many people find it convenient to forget that Martin was murdered while supporting a desperate strike on that tragic day in Memphis, Tennessee. He died while fighting for therightsof sanitation workers. Dr. King's dedication to therightsof the workers who are so often exploited by the forces of greed has profoundly touched my life and guided my struggle. IC1-110

6 During my first fast in 1968, Dr. King reminded me that our struggle was his struggle too. He sent me a telegram which said, "Our separate struggles are really one. A struggle for freedom, for dignity, and for humanity." I was profoundly moved that someone facing such a tremendous struggle himself would take the time to worry about a struggle taking place on the other side of the continent.' Just as Dr. King was a disciple of Ghandi and Christ, we must now be Dr. King's disciples. Dr. King challenged us to work for a greater humanity. I only hope that we are worthy of his challenge... The Central Valley of California is one of the wealthiest agricultural regions in the world. In its midst are clusters of children dying from cancer. The children live in communities surrounded by the grape fields that employ their parents. The children come into contact with the poisons when they play outside, when they drink the water, and when they hug their parents returning from the fields. And the children are dying. They are dying slow, painful, cruel deaths in towns called cancer clusters, in cancer clusters like McFarland, where the children cancer rate is 800 percent above normal. A few months ago, the parents of a brave little girl in the agricultural community of Earlimart came to the United Farm Workers to ask for help...there are at least four other children suffering from cancer in the little town of Earlimart, a rate 1200 percent above normal. 2 Once social change begins, it cannot be reversed. You cannot uneducate the person who has learned to read. You cannot humiliate the person who feels pride. And you cannot oppress the people who are not afraid anymore... The simple act of refusing to buy table grapes laced with pesticides is a powerful statement that the growers understand. Economic pressure is the only language the growers speak, and they are beginning to listen. Please boycott table grapes. For your safety, for the workers, and for the children, we must act together. I have faith that in this audience there are men and women with the same courage and the same idealism that put young Martin Luther King, Jr. on the path to social change. I challenge you to join the struggle of the United Farm Workers. And if you don't join our cause, then seek out the many organizations seeking peaceful social change. Seek out the many outstanding leaders who will speak to you this week, and make a difference. 3 j) IC1-111

7 If we fail to learn that each and every person can make a difference, then we will have betrayed Dr. King's life's work. The reverend Martin Luther King, Jr. had more than just a dream, he had the love and the faith to act.- God Bless You Types of Appeals identified in the boxed paragraphs: l " anecdote 2 ' facts, emotional appeal 3 ' ethical appeals CESAR CHAVEZ'S CHRONOLOGY /0^\ Family: Education: 1938: : 1947: 1952: 1962: 1965: 1966: 1968: Married Helen Fabela; they have 8 children and 27 grandchildren. Never graduated from high school, and once counted 65 elementary schools that he attended. Chavez family loses its farm during the Great Depression and begins following crops as migrant farm workers. Chavez serves in the Navy in the Pacific during World War JJ. i Chavez, influenced by his father's involvement in labor issues, joined his first union, the National Agricultural Workers Union. Chavez recruited to work with Saul Alinsky's Community Service Organization, designed to help Latinos who have problems with immigration, police, etc. Chavez leaves CSO after it refuses to form a farm workers union, and in Delano starts the precursor to the UFW- the National Farm Workers Association. Filipino grape pickers in Delano go on strike for higher wages. Chavez's union joins the strike against grape growers. Chavez and 70 strikers begin a march on Sacramento to drum up support for the union effort. The Chavez-led group marches to the state Capitol, its ranks swollen to as many as 10,000 supporters from around the nation. Chavez begins a 25-day fast to gamer support for non-violence in union organizing efforts. Chavez announces in Los Angeles plans for a "worldwide boycott" of California grapes. More than 100 grape growers and shippers sue Chavez and the UFW, claiming $25 million in losses because of the boycott. IC1-112

8 1970: Contract agreements between the UFW and most major grape growers reached. Lettuce boycott starts. 1973: Chavez organizes United Farm Workers of America union, and a new round. of boycott begins when grape growers fail to renew a contract. 1973: The UFW holds its first Constitutional Convention in Fresno, where 346 delegates representing 60,000 farm workers gather. 1988: Chavez ends a 36-day fast to protest pesticide use. 1990: Chavez signs IMSS agreement with Mexican government, allowing Mexican farm workers in the U.S. to provide medical benefits to their families in Mexico. Mexican President Salinas de Gortari awards Chavez the Aguila Azteca, the highest Mexican civilian award. 1993: Chavez dies of natural causes in San Luis, Arizona, near where he was born. 1994: President Bill Clinton awards the U.S. Medal of Freedom posthumously to Chavez. Sept 2,1994: Gov. Pete Wilson signs the Cesar Chavez holiday bill, designating March 21 as a state holiday. Source: Vida en 1 VaUe, March 25-31,1998 IC1-113

9 ... An Excerpt fromeliewiesel... _- ;., at a White House Symposium, speaks on the perils of indifference, Washington, D.C, April 12,1999 Fifty-four years ago to the day, a young Jewish boyfroma small town in the Carpathian Mountains woke up, not far from Goethe's beloved Weimar, in a place of eternal infamy called Buchenwald. He was finally free, but there was no joy in his heart. He thought there never would be again. Liberated a day earlier by American soldiers, he remembers their rage at what they saw. And even if be lives to be a very old man, he will always be grateful to them for that rage, and also for their compassion. Though he did not understand their language, their eyes told him what he needed to know that they, too, would remember, and bear witness. And now, I stand before you, Mr. President, the Commander-in-Chief of the army that freed me and tens of thousands of others, and I am filled with a profound and abiding gratitude to the American people. Gratitude is a word that I cherish. Gratitude is what defines the humanity of the human being. Indifference is...a strange and unnatural state in which the lines blur between light and darkness, dusk and dawn, crime and punishment, cruelty and compassion, good and evil. /0$*\ We are on the threshold of a new century, a new millennium. What will the legacy of this vanishing century be? How will it be remembered in the new millennium? Surely it will be judged, and judged severely, in both moral and metaphysical terms. These failures have cast a dark shadow over humanity: two World Wars, countless civil wars, the senseless chain of assassinations Gandhi, the Kennedys, Martin Luther King, Sadat, Rabin; bloodbaths in Cambodia and Nigeria, India and Pakistan, Ireland and Rwanda, Eritrea and Ethiopia, Sarajevo and Kosovo; the inhumanity in the gulag, and the tragedy of Hiroshima. And, on a different level, of course, Auschwitz and Treblinka. So much violence, so much indifference. What is indifference? Etymologically, the word means "no difference." A strange and unnatural state in which the lines blur between light and darkness, dusk and dawn, crime and punishment, cruelty and compassion, good and evil. What are its courses and inescapable consequences? Is it a philosophy? Is there a philosophy of indifference conceivable? Can one possibly view indifference as a virtue? Is it necessary at times to practice it simply to keep one's sanity, live normally, enjoy afinemeal and a glass of wine, as the world around us experiences harrowing upheavals? r hopes. Of course, indifference can be tempting more than that, seductive. It is so much easier to look away from victims. It is so much easier to avoid such rude interruptions to our work, our dreams, our It is, after all, awkward, troublesome, to be involved in another person's pain and despair. Yet, for the person who is indifferent, his or her neighbor is of no consequence. And, therefore, their lives are meaningless. Their hidden or even visible anguish is of no interest. Indifference reduces the other to an abstraction. IC1-114

10 Indifference is not a beginning, it is an end. And, therefore, indifference is always thefriend of the enemy, for it benefits the aggressor never his victim, whose pain is magnified when he or she feels forgotten. The political prisoner in his cell, the hungry children, the homeless refugees not to respond to their plight, not to relieve their solitude by offering them a spark of hope is to exile them from human memory. And in denying their humanity we betray our own. Indifference, then, is not only a sin, it is a punishment. And this is one of the most important lessons of this outgoing century's wide-ranging experiments in good and evil. t> J IC1-115

11 Select a Speech Actions Speak Louder You can find many historically important speeches as written texts, audio recordings, and videotapes at the library, in your history textbook, and on the Internet. Consider what historical events interest you, and do a little research to find what great speeches were given at that point in time. Instead, you may wish to start with an issue that interests you, such as civil rights, space exploration, prfreedbm ofreligion, and see what great speeches have been given on either side of those issues. Try to find a speech that you can listen to and watch instead of just read. Great speakers often rely on not only their words, but also their voices, gestures, and body postures to communicate their messages. Analyze Content Getting into the Arguments Begin your analysis by viewing the speech you've selected. Pay close attention to the content, the important points the speaker wants to make. As you identify these important points, you will probably notice that the speech contains persuasive elements. Keep in mind, though, that a speaker cannot persuade an audience just by stating an opinion. He or she must provide arguments that convince listeners to change their minds or take action. Here are some common types of arguments you will find. Causation shows how a cause-effect relationship supports the speaker's opinion. Analogies make literal comparisons between things that are generally unlike. Appeals to authority refer to a trustworthy or knowledgeable authority or expert. Emotional appeals use language to stir feelings of happiness, sadness, or anger in listeners. Logical appeals speak to the listeners' minds through facts, statistics, anecdotes (brief stories), and examples. * Holt Elements of Literature, Third Course, online supplemental materials. IC1-116

12 Rhetorical Devices To make their arguments effective and memorable, speakers must master rhetoric, the art of speaking or writing well. Over thousands of years, people who speak effectively have developed rhetorical devices certain ways of using language to make their messages attention-getting, persuasive, and memorable. The following chart lists and defines some rhetorical devices you might find when listening to a speech. y4s^\ Rhetorical Devices Allusion: an indirect reference to literature or an actual person, event, or place Anecdote: a brief story, usually with a point. Writers often use anecdotes to appeal to emotions Metaphor: an imaginative comparison between unlike things Repetition: repeating the same important words or phrases Diction: word choice that creates specific reactions from the audience ><«5SX Parallelism: using the same syntax, or sentence structure, to point out a similarity in ideas Analyze Organization Follow Me Speakers organize their messages according to two different approaches. With the deductive approach, they state their thesis first, then deliver their reasons and support. Speakers using this approach start with general ideas, then move to more specific ones. With the inductive approach, speakers present reasons and support first, building to a thesis statement Speakers using the inductive approach usually move their audience from thinking about specific ideas to more general ones. Whichever approach speakers choose, they must make sure that the organization of their ideas is clear and coherent Analyze Delivery How Are We Feeling Today? In addition to language, a speaker's delivery, or use of voice and body, often sets the tone and mood of the speech. Tone is the speaker's attitude toward the subject and audience. Mood is the overall impression the speech makes on the' audience. A speaker must choose a tone that is appropriate for the audience and purpose. IC1-117

13 For instance, a speaker who uses an angry tone when speaking to people who disagree with his opinion might antagonize his listeners, creating a hostile mood. A thoughtful, respectful tone, on the other hand, creates a more positive mood. Speakers often use verbal and nonverbal delivery techniques, like those shown in the following chart, to convey tone and mood, and to get their points across to an audience. 1 i Delivery Techniques - '"' Verbal Nonverbal Emphasis is the stress a speaker puts on certain words and phrases. Speakers emphasize key ideas or points in their speeches by saying those words with a little more volume. Pauses are small silences in speaking. A good speaker uses pauses to let his or her ideas soak in. Pauses also tell you that what the speaker has just said or is about to say is important. Enunciation is the clarity with which speakers pronounce their words. Good speakers always want their ideas to be clearly understood. Poor enunciation makes listeners strain, giving them the impression that the speaker does not care about them or the topic. Gestures are body movements that emphasize emotions or ideas. Good speakers use natural gestures, such as nodding their heads, shrugging their shoulders, or pointing at the audience. Facial expressions clue listeners in to the speaker's feelings. For example, a smile can suggest warmth and sincerity, while a frown might show that the speaker is angry and wants you to know why. Posture is how the speaker stands. A speaker standing straight and alert suggests confidence in his or her topic, while a slouching speaker suggests mat he or she is disinterested and does not truly care about the topic. IC1-118

14 A Speaker's Model The following is an excerpt from John F. Kennedy's 1962 'We choose to go to the moon..." speech, which helped convince Americans to support the U.S. space exploration program. The annotations in the model's margin identify arguments and rhetorical devices used in the speech. If you're able to listen to or view this speech, pay close attention to Kennedy's use of verbal and nonverbal techniques. - ""ElK Causation Emotional appeal Metaphor and repetition Emotional appeal Parallelism Repetition Causation Repetition If... history... teaches us anything, it is that man, in this quest for knowledge and progress, is determined and cannot be deterred. The exploration of space will go ahead, whether we join in it or not, and it is one of the great adventures of all time, and no nation which expects to be the leader of other nations can expect to stay behind in this race for space. Those who came before us made certain that this country rode the first waves of the industrial revolution, the first waves of modem invention, and the first waves of nuclear power, and this generation does not intend to founder in the backwash of the coming age of space. We mean to be part of it we mean to lead it. For the eyes of the world now look into space, to the moon and to the planets beyond, and we have vowed that we shall not see it governed by a hostile flag of conquest, but by a banner of freedom and peace. We have vowed that we shall not see space filled with weapons of mass destruction, but with instruments of knowledge and understanding. Yet the vows of this Nation can only be fulfilled if we in this Nation are first, and, therefore, we intend to be first. In short, our leadership in science and industry, our hopes for peace and security, our obligations to ourselves as well as others, all require us to make this effort, to solve these mysteries, to solve them for the good of all men, and to become the world's leading space-faring nation. """"Sjv.? IC1-119

15 Evaluate a Speech Put It All Together The most important test of a good persuasive speech is your own reaction. A speech should make you think more deeply about a subject and might change your mind or prompt you to take action. Use the following questions to evaluate the effectiveness and quality of a persuasive speech, stating your own judgments about it. )-' : ' -.." ' Evaluating Persuasive Speeches "';.;,. ;'/-. jj Content and Organization Delivery What arguments and rhetorical devices did the speaker use? Was there a variety of arguments and devices? What evidence (facts, statistics, or expert testimony) did the speaker provide to support his or her ideas? Were the speaker's main points clear and coherent -connected to each other and to the main idea? Describe the organizational pattern. How did the speaker make good use of emphasis, enunciation, and pauses? Were his or her diction and syntax clear? Did the speaker use facial expressions, gestures, and posture to express tone and mood? If so, describe them. Did the speaker's overall delivery capture your attention and help you understand the speech? Explain. PRACTICE & APPLY Use the information in this workshop to select and analyze a historically significant speech. Then, write a one-paragraph evaluation of the speech's quality and effectiveness. Depending on your access to audiovisual resources, choose one of two options: View a recorded speech (on tape or disc, or on the Internet), analyzing the content, organization, and delivery. Read the text of a written speech, concentrating on its content and organization. Pay close attention to how the language affects the mood and tone of the speech. IC1-120

16 Using and Evaluating Appeals as Persuasive Rhetorical Devices There are three types of appeals that are commonly used to persuade and audience: An emotional appeal attempts to persuade the reader or audience by engaging the emotions. Emotional appeals speak to feelings, sentiments, and passions. The evoke sympathy, fear, anger, pride, etc. An ethical appeal concentrates on ihc reader or audience's shared sense of right and wrong. Ethical appeals rely on beliefs that are generally understood as moral, just, principled or decent. A logical appeal engages the mind Logical appeals depend on that which an identified group would consider valid, rational or commonsensical. Logical appeals are convincing because they are sound, realistic, levelheaded, or equitable. Commonly held beliefs are also a type of persuasive rhetorical device. Commonly held beliefs may be true or inherently fallacious. They are persuasive because an identifiable group of people may believe them strongly. -"«*$. TYPE OF APPEAL EXAMPLE EFFECT _, i Los Angeles Unified School District IC1-121