Antigone Persuasive Speech
English 1
Creon’s and Antigone’s responses to Polyneices’s death differ drastically. Each character’s actions could potentially be seen as
unacceptable or justified, depending on the outlook. Assume the role of a character from the play or unmentioned Theban and
address the Theban population. Argue for or against the actions of Antigone or Creon in a 250-500 word argumentative speech.
Throughout your speech, you must reference a substantial amount textual evidence and include pathos, ethos, and logos. Your
speech should include formal diction and incorporate at least 5 correctly-used vocabulary words.
Because your speech is intended to persuade, it is imperative that you develop a clear, concise thesis statement and acknowledge
the opposing side’s arguments. Doing so will strengthen your argument by showing that even though you recognize the opposing
sides’ opinions, you’re still adhering to yours.
Prior to writing, determine the following:
What is your thesis statement?
 Your thesis should look like this:
(Character’s) actions are (justified/not justified) because (one, overarching reason).
Thesis:
What are your main arguments for ethos, logos, and pathos? All of these arguments must support your thesis statement.

Ethos:

Logos:

Pathos:
Set up your speech as follows:
Paragraph 1: Introduction
 Address your audience directly.
 Introduce the topic and central issues/concerns.
 State your thesis clearly at end of paragraph.
Paragraphs 2-3 (Body Paragraphs): Argument and Evidence
 Determine your main reason. (These should be the topic sentence of your body paragraph.)
 Include two or three supporting details in each body paragraph. Be specific!
 Use textual evidence throughout as well.
 Create transitions between paragraphs. (Consider how the reasons are related.)
 Include logos, pathos, and ethos. You may separate the appeals by paragraph or incorporate all three into each of the three
body paragraphs.
Paragraph 4: Concession and Counterargument
 State the opposing position after a concession phrase such as “admittedly,” “even though,” or “while it is true.”
 Present evidence/support/claims for their position.
 End by refuting the opposing position and restating your initial position.
Final Paragraph: Conclusion
 Reconnect with your audience.
 Leave them with a call to action. (Now that you have presented your argument, what do you want them to do?)
Antigone Persuasive Speech Rubric
Honors English 1
Standard
Exceeding
Understanding of
Rhetoric
ELACC9-10RI6:
Determine an author’s
point of view or purpose
in a text and analyze how
an author uses rhetoric to
advance that point of
view or purpose.
Development of
Argument
ELACC9-10W1: Write
arguments to support
claims in an analysis of
substantive topics or
texts, using valid
reasoning and relevant
and sufficient evidence.
Understanding of
Characters
ELACC9-10RL3:
Analyze how complex
characters develop over
the course of a text,
interact with other
characters, and advance
plot or develop the
theme.
Application of
Conventions
ELACC9-10L1 & L2:
Demonstrate command
of the conventions of
standard English
grammar and usage,
capitalization,
punctuation, and spelling
when writing or speaking.
Knowledge of
Vocabulary
ELACC9RL9-10L6:
Acquire and use
accurately general
academic and domain
specific words, sufficient
for reading, writing,
speaking, and listening at
the college and career
readiness level.
Total _________/40
Comments:
Meeting
Nearing
Missing
Rhetorical techniques are
used effectively
throughout. Speech
incorporates sophisticated
examples of all three
rhetorical appeals (ethos,
logos, and pathos).
Counterargument is
convincing and effective.
10-9
Speech is well-developed.
Ideas are logically organized
and flow seamlessly
together, establishing an
engaging beginning,
counterargument, body and
convincing conclusion. Tone
is consistent and
appropriate for the
audience and purpose.
10-9
Speech demonstrates clear
and thorough
understanding of focus
character’s development,
relationships with other
characters, and connection
to plot. Textual evidence is
referenced throughout the
speech.
10-9
Spelling, punctuation, and
capitalization are accurate.
Sentence structure is
varied; sentence types
advance ideas and are apt
for the persuasive purpose.
Rhetorical techniques are
used effectively at times.
Speech incorporates
examples of all three
rhetorical appeals (ethos,
logos, and pathos),
although some are surfacelevel. Counterargument is
reasonable.
8-7
Speech is developed. Ideas
are organized, establishing
a clear beginning,
counterargument, body,
and conclusion. Tone is
reasonable for the audience
and purpose.
Rhetorical techniques are
attempted. Speech
incorporates only two
rhetorical appeals.
Counterargument is
attempted and may be
plausible.
Rhetorical techniques are
not attempted. Speech
incorporates only one
rhetorical appeals (ethos,
pathos, logos)
Counterargument is absent.
6-5
Development may be
lacking, conveying an
organization that is
confusing or unclear. Tone
is inconsistent and is not
consistently appropriate for
the audience and purpose.
4-0
Development is
unorganized and confusing.
Tone is inappropriate for
the audience and purpose.
8-7
Speech demonstrates
understanding of focus
character’s development,
relationships with other
characters, and connection
to plot. Textual evidence is
referenced in the speech.
6-5
Speech contains some
errors or misunderstanding
of focus character’s
development, relationships
with other characters, and
connection to plot. Textual
evidence is attempted in
the speech.
4-0
Speech contains significant
errors or misunderstanding
of focus character’s
development, relationships
with other characters, and
connection to plot. Textual
evidence is not used in the
speech.
8-7
Few errors in spelling,
punctuation, and
capitalization. Sentence
structure is somewhat
varied and aids persuasive
purpose.
6-5
Several errors in spelling,
punctuation, and
capitalization. Varied
sentence structure is
attempted but is not fitted
to persuasive purpose.
5
4-3.5
3-2
4-0
Errors in spelling,
punctuation, and
capitalization distract from
intended message or make
narrative
incomprehensible. Varied
sentence structure is not
attempted.
1-0
Student demonstrates an
astute ability to use
academic and domain
specific words in their
writing at the college and
career readiness level. All
five vocabulary words are
craftily and accurately used.
5
Student demonstrates an
appropriate ability to use
academic and domain
specific words in their
writing at the college and
career readiness level. 4-5
words are correctly used.
4-3.5
Student attempts to
demonstrate an
appropriate ability to use
academic and domain
specific words in their
writing at the college and
career readiness level.
However, only 2-3 words
are correctly used.
3-2
Student fails to
demonstrate an
appropriate ability to use
academic and domain
specific words in their
writing at the college and
career readiness level. Only
1 words is used correctly.
1-0