Talking
Writing and Presenting a
Persuasive Speech
Experiences and Outcomes
Tools for listening and talking
– to help me when interacting or presenting within and
beyond my place of learning
When I engage with others I can make a relevant
contribution, ensure that everyone has an opportunity to
contribute and encourage them to take account of others’
points of view or alternative solutions.
I can respond in ways appropriate to my role, exploring and
expanding on contributions to reflect on, clarify or adapt
thinking.
LIT 4-02a
Experiences and Outcomes
Creating texts
– applying the elements others use to create different
types of short and extended texts with increasingly
complex ideas, structures and vocabulary
When listening and talking with others for different purposes, I can:
communicate detailed information, ideas or opinions explain
processes, concepts or ideas with some relevant supporting detail
sum up ideas, issues, findings or conclusions.
LIT 4-09a
I can communicate in a clear, expressive manner when engaging
with others within and beyond my place of learning, and can
independently select and organise appropriate resources as
required.
LIT 4-10a
Applying your skills
Now you are going to have the chance to
show off all you’ve learned about persuasive
speeches by applying your knowledge and
skills through writing and presenting your
own speeches.
Learning Outcomes:
• I will be able to work well in discussion tasks with a group.
• I will be able to work well with a partner to produce a piece
of work.
• I will be able apply what I have learned about persuasive
techniques.
• I will be able to present a well crafted piece of persuasive
writing to the class.
• I will be able to speak clearly, audibly, fluently, expressively and
with confidence.
• I will be able to gather, link and use information from
different sources.
• I will be able to organise essential information or ideas and
supporting detail in a logical order.
You are each going to be given a card with the
name of a persuasive technique on it.
Find the other people with the same technique
and sit in a group with them.
The number on the back of your card tells you
what your role is going to be in the group.
See the next slide for details of group roles
1 Chairperson - It is your job to
manage the discussion.
• Try to get all members of the
group to contribute.
• Make sure everyone stays on
task.
• Feedback the group’s ideas to
the rest of the class.
4 Timekeeper - It is your job to
manage the time instructions
given by the teacher.
• Tell your group when it is time to
move on to the next stage of the
activity.
• Tell your group when it is time to
stop.
• Encourage the group to follow
your instructions.
2 Resource Manager - It is your
job to manage the resources.
• At the start of the activity you
should distribute the resources
and collect them at the end.
• Make sure the resources are
being looked after.
• Encourage the group to tidy up
and organise tables and chairs
back to the original place.
3 Secretary - It is your job to
manage the writing.
• Make sure you write down the
ideas/answers that the whole
group decide on.
• Remember everyone’s ideas and
answers are important.
• Write clearly and use correct
spelling.
Class Rules for Group Work and Listening
Discuss in your group:
What do you think should be the rules for Quality
Group Work?
Try to come up with at least 5 rules.
You have 2 minutes.
Suggested Class Rules for Quality
Group Work
•
•
•
•
•
•
•
•
Listen to everyone’s ideas.
Don’t leave anyone out.
Accept people’s views and compromise.
Stay calm and polite.
Everyone should have a job.
Everyone should participate fully.
Only give constructive criticism.
Don’t talk over other people.
Class Rules for Group Work and Listening
Discuss in your group:
What do you think should be the rules for Quality
Listening?
Try to come up with at least 5 rules.
You have 2 minutes.
Suggested Class Rules for Quality
Listening
• Never laugh at other people – unless they’re
trying to be funny!
• Listen first, then comment.
• Everyone should be SILENT when groups or
individuals are presenting.
• Give the group presenting your full attention –
no fidgeting etc.
• Be prepared to give feedback and comment
on the presentation – so listen carefully.
How to give a good Oral Presentation
Discuss in your group:
What makes a good oral presentation? What do
you need to do to get a good grade for solo talk?
Try to come up with 5 pieces of advice.
You have 2 minutes.
Suggested Tips for how to give a good
Oral Presentation
• Prepare your talk well.
• Learn your talk - have notes on prompt cards, not your
speech word for word. You are being assessed for talk, not
reading!
• Don’t use slang.
• Make sure you speak slowly and clearly.
• Try to vary the tone of your voice so you don’t sound like a
robot.
• Maintain eye contact with your audience.
• Don’t fidget.
• Think about using visual aids - ppt or posters
Watch the following film for some more tips:
http://www.curriculumbits.com/prodimages/details/engl
ish/making-a-speech.html
Speaking to Persuade – Room 101
Room 101 is a torture chamber in George Orwell’s Nineteen
Eighty Four which contained the main character’s worst
nightmare – in this case, rats.
QuickTime™ and a
decompressor
are needed to see this picture.
Speaking to Persuade – Room 101
The BBC have taken this concept and turned it into a TV show
in which various celebrities talk about the things they hate and
which they would like banished to room 101.
The show was
originally hosted by
Nick Hancock and
then by Paul Merton.
The current host is
Frank Skinner.
Speaking to Persuade – Room 101
The current format has Frank Skinner refereeing three
celebrities each week as they compete to banish their top
peeve or worst nightmare to the depths of Room 101.
You are going to
watch some clips
from the show.
Youtube - search for
room 101 series 12 or
13
In your group:
What things would you like to banish to Room 101?
• Task 1: As a group, come up with a list of as many
things as you can which you would like to send to
Room 101.
• Remember, once things have gone into Room 101, you
can’t get them back, so choose carefully.
• Try to make your ideas are original and interesting as you
can – designating homework to Room 101, for example,
isn’t particularly interesting or thought-provoking.
• No racial, sexual, prejudicial or insulting items are allowed
on your list, and no students or teachers can be considered
for Room 101.
• Remember the Class Rules for Quality Group Work and
your Group Roles.
• Time: five minutes
Feedback:
Your chairperson should report
back to the class.
Remember the Class Rules for
Quality Listening
In your group:
• Task 2: As a group, narrow your list down to
4 things which you would like to get rid of.
• Time: 2 minutes
• Task 3: Now come up with at least 5 reasons
in favour of getting rid of each item,
explaining in as much detail as you can why
you would want to banish these things. Try to
be as creative and imaginative as you can.
• Time: 20 minutes (4 minutes for each one)
Task 4
• You are going to work in pairs within your group.
• Each pair is going to write a speech to persuade the
class why two of the items you have chosen should be
sent to Room 101. (Make sure each pair is working on
two different items!)
• Remember to think about the PURPOSE and AUDIENCE
for your speech.
• You must give reasons why you want to get rid of these
things and use persuasive techniques to make your
arguments more convincing.
cont.
Task 4
• When your speeches are finished, each pair is
going to take it in turns to persuade the class to
get rid of their items (one item per person).
• You will be competing against another pair and
the class will vote for the best speeches.
• You can have visual aids, ppts etc to back up
your speeches. However, remember that this is a
talking exercise, not a reading one, so don’t
have every word of your speech on a ppt and
read it out to the class.
Points to think about:
You will need to introduce your speech.
Try to make this is interesting and
attention grabbing as possible.
You could start with something like the
following:
Hello, and welcome to room 101, the final destination of
the things you love to hate. Imagine that you had the chance
to get rid of some of your worst nightmares. What would
they be? People who spit in the street? Other people’s
toenail clippings? The piles of disgusting dog poo lying on
the pavement, just waiting to be stepped in? People who
never say thanks when you hold the door open for them, or
who shove past you without so much as an ‘excuse me’?
I’ve thought long and hard about the things that make my
flesh creep and my blood boil, and I am going to persuade
you that these vile things should be banished to Room 101.
The first thing I would like to get rid of is…
Here is a reminder of the persuasive techniques which you
should use in your speech. You will be given a checklist to keep
track of which ones you have used.
• Power of three
• Emotive language
• Rhetorical questions
• Say again (repetition)
• Undermine opposing views
• Anecdote
• Direct address (personal pronouns)
• Exaggeration
• Parallel structures
• Sound patterns (alliteration, assonance)
• Contrast
• Description and Imagery
• Opinions as facts
• Comparative and Superlatives
Remember that you should try to get
across your personality to your audience
and that your tone can be quite chatty.
You must use persuasive techniques in
your speech. Can you spot any in the
following example?
Anecdote
Rhetorical
question
Rule of
three
The first thing I would like to get rid of is rude
drivers. Picture the scene: I’m driving along,
spot someone else indicating to change
lanes, brake to let them out and what do the
selfish, inconsiderate and down right rude
individuals do in return? Nothing. Not a wave,
not a flash of lights, not a quick burst of
flashing indicators. Who do these people
think they are? If I’ve been generous enough
to inconvenience myself to let you in, then it’s
the least you could do.
2nd person
Rule of three
One word
sentence for
impact
Rhetorical
question
What persuasive techniques can you spot here?
And while I’m on the subject of
inconsiderate drivers, what has happened
to people’s indicators these days? They
can’t all be on the blink (pardon the pun!).
Do these people expect you to use your
psychic powers to predict when they are
going to swerve across the road or
suddenly squeal to a halt at the side?
What persuasive techniques can you spot here?
However, the most frustrating thing has to be
the strange East Lothian phenomenon of the
37 mile an hour speed limit. Did all these old
biddies, with their white heads peering over
the steering wheel, receive a letter on their
70th birthdays telling them it was obligatory to
drive on that deceptively straight piece of road
(with a 60mph speed limit) at precisely 37
miles an hour? Don’t they ever look in the
mirror and see the huge queue of cars
creeping along at a snail’s pace behind them
and feel just a teeny bit bad?
What persuasive techniques can you spot here?
On a serious note, other drivers become so
frustrated with these slow drivers that they
take risks to overtake them, meaning that
driving too slowly can actually be more
dangerous than driving at the speed limit.
These slow coaches are a menace and
should have their driving licenses taken off
them, torn up and burnt.
Remember, in persuasive writing / speaking
your argument is expected to be more
passionate and more one-sided than the far
more balanced presentation of views typical
of discursive essays.
You want to convince your reader / listeners
to accept your opinion as the right one.
Task 4 – Get writing!
• Work in two pairs within your group.
• Write your speech to persuade the class why
two of the items chosen by your group
should be sent to Room 101.
• Remember to think about the PURPOSE and
AUDIENCE for your speech.
• You must give reasons why you want to get rid
of these things and use persuasive techniques
to make your arguments more convincing.
Task 4 – Get writing!
• When you have finished the first draft of your
speech, you are going to swap it with the other
pair in your group to get some feedback on
how you can improve it.
Your speech should be 300 - 500 words
and should last 2 - 3 minutes in total.
Peer to Peer Progress
In your groups:
swap speeches and
look at the other
pair’s speech.
RED, AMBER or
GREEN their work
for PROGRESS.
Has not used any of the
learning.
Has used some of the
learning but needs to
include...
Has used all of the
learning and has made
significant progress.
Practise your speeches in your group
Remember:
• speak slowly and clearly
• try to vary the tone of your voice
• eye contact
• speak, don’t read!
It’s competition time!
Remember the Rules for Quality Listening
• Never laugh at other people.
• Listen first, then comment.
• Everyone should be SILENT when groups or
individuals are presenting.
• Give the group presenting your full attention
– no fidgeting etc.
• Be prepared to give feedback and comment
on the presentation – so listen carefully.
Checkpoint: How did you do?
• I can work well in discussion tasks
with a group.
• I can to work well with a partner to
produce a piece of work.
• I can apply what I have learned
about persuasive techniques.
• I can present a well crafted piece
of persuasive writing to the class.
• I can speak clearly, audibly,
fluently, expressively and with
confidence.
• Now you are going to work individually to prepare and
present a persuasive speech on a topic of your
choice.
• Choose something you are interested in and feel
strongly about.
• You must have a strong personal stance about the
topic.
• Your purpose is to persuade others to support your
view on the issue.
• Your audience will be your teacher and classmates.
• You will have to research your topic so you can speak
knowledgably about it. You could use the library, your own
books, newspapers, the internet etc.
• Your speech should last 2 – 3 minutes.
• You can use visual aids / ppt etc, but don’t have every
word of your speech written on the slides.
• You can use prompt cards, but again, these should be
for notes / key words, not the speech word for word.
There are some suggestions for
possible topics on the next slides.
Possible Persuasive Speech Topics
• Should same sex marriage be legalised?
• Should violence on television be more strictly controlled?
• Should organ donation be on an opt-out rather than an opt-in basis?
• Should it be compulsory for everyone over 16 to donate blood twice
a year?
• Should a ‘life’ prison sentence mean life?
• Should students have to pass a basic skills test before they are
able to leave high school?
• Should teens be able to buy violent video games?
• Should the government place a tax on junk food and fatty snacks?
• Should students as young as fourteen be allowed to have parttime jobs while they are still at school?
Possible Persuasive Speech Topics
• Should Edinburgh offer a bike sharing programme like the ‘Boris
Bikes’ in London?
• Should people who fail to recycle be fined?
• Should people have to take a course and get a license to
become parents?
• Should students who commit cyber-bullying be suspended from
school?
• Is it appropriate for students and teachers to be friends on
Facebook?
• Should everyone under the age of 17 have a 9:00 PM curfew?
• Should alcohol manufacturers be allowed to advertise on
television?
Possible Persuasive Speech Topics
• Should UK families have a two child max rule to limit population
growth?
• Should school students who fail end of year exams be kept back
and have to repeat the year?
• Should children who commit violent crimes be tried as adults?
• Should the government censor internet content deemed
inappropriate?
• Should teachers have to wear uniforms or have a dress code?
• Should the government be allowed to put down dogs and
prosecute owners when dog attacks take place on private
property?
Once you have chosen your topic, you need to:
• decide on your point of view;
• research your topic (library, newspapers,
internet etc)
• plan your speech (using the planning sheet)
• write your speech (using the persuasive
techniques checklist)
When you have finished your first draft, check it carefully.
Have you:
• Made your opinion of the topic clear?
• Made a series of points backing up your point of view?
• Backed up your points with evidence – anecdotes, facts,
statistics?
• Explained how this evidence adds to your argument?
• Used a range of persuasive techniques to make your
argument more persuasive?
• Conveyed a sense of your personality?
Peer to Peer Progress
Swap the first draft
of your speech
with someone else.
RED, AMBER or
GREEN their work
for PROGRESS.
The speech gives some
Has not used
any
of but
information
on the
topic
does
persuade me about
thenot
learning
anything.
There are one or two attempts
Has used some of the
to use persuasive techniques,
but
needs
but learning
not enough
to make
it to
include...
very convincing.
This speech is really good! There
Has
used all techniques
of the
are lots
of persuasive
and
they workand
reallyhas
well to
help to
learning
made
persuade me to share the writer’s
significant progress.
point of view.
Make any changes you need to, based on
the feedback you have been given.
Practise your speeches in pairs
Remember:
• speak slowly and clearly
• try to vary the tone of your voice
• eye contact
• speak, don’t read!
It’s speech time!
Remember the Rules for Quality Listening
• Never laugh at other people – unless they’re
trying to be funny!.
• Listen first, then comment.
• Everyone should be SILENT when groups or
individuals are presenting.
• Give the group presenting your full attention
– no fidgeting etc.
• Be prepared to give feedback and comment
on the presentation – so listen carefully.
Checkpoint: How did you do?
• I can gather, link and use information
from different sources.
• I can organise essential information
or ideas and supporting detail in a
logical order.
• I can apply what I have learned
about persuasive techniques.
• I can present a well crafted piece of
persuasive writing to the class.
• I can speak clearly, audibly, fluently,
expressively and with confidence.