Woodenbong Central School
Year 10 English
2014 Term 4 Assessment Task
Speaking Out for Freedom
– Oral Presentation
Due Date: Friday 7th November
Weighting: 30%
Outcomes: EN5-1A, EN5-3B & EN5-5C
Task Description:
You are to prepare and present a 3 – 5 minute speech to your class.
The speech should be on an issue associated with the concept of Freedom that allows you
to convince the audience to consider/appreciate your point of view. Use your study of
other well-known speeches in class to inform the style, rhetorical devices and the language
features you adopt. The content of your speech must be of a serious nature.
You are expected to prepare and submit a typed transcript of your speech. I recommend
you make a copy of the speech in palm card form for presentation.
Students will be assessed on their ability to:
 Research a chosen issue and adapt information and ideas for context, purpose and
audience
 Compose a speech using rhetorical devices and other language features to persuade
and engage an audience
 Deliver an engaging oral presentation with accuracy, clarity and coherence
Woodenbong Central School
Year 10 English
2014 Term 4 Assessment Task
Marking Rubric
Student Name:………………………………………………
Criteria
• Excellent ability to research a chosen issue and adapt information and ideas for
context, purpose and audience
• Excellent ability to compose a speech using rhetorical devices and other language
features to persuade and engage an audience
• Excellent ability to deliver an engaging oral presentation with accuracy, clarity and
coherence
• Well-developed ability to research a chosen issue and adapt information and ideas for
context, purpose and audience
• Well-developed ability to compose a speech using rhetorical devices and other
language features to persuade and engage an audience
• Well-developed ability to deliver an engaging oral presentation with accuracy, clarity
and coherence
• Sound ability to research a chosen issue and adapt information and ideas for context,
purpose and audience
• Sound ability to compose a speech using rhetorical devices and other language features
to persuade and engage an audience
• Sound ability to deliver an engaging oral presentation with accuracy, clarity and
coherence
• Limited ability to research a chosen issue and adapt information and ideas for context,
purpose and audience
• Limited ability to compose a speech using rhetorical devices and other language
features to persuade and engage an audience
• Limited ability to deliver an engaging oral presentation with accuracy, clarity and
coherence
• Elementary ability to research a chosen issue and adapt information and ideas for
context, purpose and audience
• Elementary ability to compose a speech using rhetorical devices and other language
features to persuade and engage an audience
• Elementary ability to deliver an engaging oral presentation with accuracy, clarity and
coherence
• Non-attempt
Marks
A
17 - 20
B
13 – 16
C
9 – 12
D
5–8
E
1–4
0
Comments:
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………………………………………………………………………………………………………………………………………………….Mark: /30
Woodenbong Central School
Year 10 English
2014 Term 4 Assessment Task
How a Speech Has Its Effect: techniques
CAMELS EAT PARIS
Connectives
Alliteration
Metaphor
Emotive language
Listing
Similes
Examples
Anecdote
Triplets
Pronouns
Antithesis
Rhetorical
Question
Ideas repeated
Statistics
The structure of the speech is very important and it needs to be organised into clear
paragraphs. These paragraphs need to be connected with link-words/connectives.
E.g. firstly, secondly, moreover etc.
Repeating consonants at the start of words: “collective strength, collective care.”
These help to make an expression more memorable for the listener. E.g. Margaret
Thatcher’s slogan against litter: “Bag it or bin it, together we’ll win it.”
These are used to turn a vague idea into a clear, visual image.
Implied comparison.
e.g. You are my sunshine.
This is used to provoke a strong reaction in the audience such as hatred, anger, fear,
disgust etc.
e.g. Compare: “Children have been killed” VERSUS The innocent children were
massacred / butchered.
Linking similar ideas in lists is a common feature of speeches. E.g. “Our lives are
miserable, laborious and short.” (Animal Farm, George Orwell)
An explicit comparison between two things using “as” and “like”.
e.g. “the day melts away like a snowflake”. OR “Her hair was like gravy, running
brown off her head”!
Speakers may often include examples from history or everyday life in order to add
weight to their argument and to illustrate their ideas.
Telling stories to illustrate a point e.g. “And I think of the young children who live
in shanty towns with no running water …”
Also known as three-part lists.
e.g. In Abraham Lincoln’s Gettysburg Address he concludes with the three-part list:
“Government of the people, by the people, for the people.”
e.g. you, we, I
Use of you makes the listener feel that the speaker is addressing him/her personally
and so feels included in the message.
This is the use of opposites or contrasts.
“Where there is hatred, let me sow love; where there is injury, pardon; where there
is doubt, faith; where there is despair, hope; where there is darkness, light." (St
Francis of Assisi)
Questions which do not require an answer. They can be used so that the speaker can
then go on an answer it OR they have a built-in common-sense answer. Used to
grab the audience’s attention.
Repetition can have a very powerful effect on audiences. It also makes sure the
message is clear. E.g. Winston Churchill in his wartime speech in 1940: “we shall
fight on the beaches; we shall fight on the landing grounds; we shall fight in the
fields and in the streets; we shall fight in the hills; we shall never surrender..”
e.g. the number of juvenile offences fell by 37%
Statistics add weight to someone’s argument