U4 More Writing Practice

Use the exercises below to practice writing your own speeches. 

Exercise 4.59

Part A

Write a 5 paragraph speech about the prompt below. Use rhetorical appeals to support your main idea. For this exercise create a paragraph based on each appeal: ethos, pathos, and logos. You can change the order of the paragraphs if you want to. An outline has been given below to help you.


Support using an appeal

Support using an appeal

Support using an appeal




Part B

Deliver your speech to a group of your classmates. Can they guess which paragraph was based on which rhetorical appeal? Listen to your groupmates' speeches. Can you guess which paragraphs they based on ethos, logos, or pathos?

Exercise 4.60

Part A

Create a 1-2 minute speech with a central theme. You may use any examples or stories as supporting details but they should all connect back to a theme. You may choose from the list of themes below.

  • peace
  • time
  • the sea
  • greed
  • beauty
  • growing up
  • light
  • pursuit of knowledge
  • impermanence 
  • justice

Part B

Exchange your short story with a partner. Write comments or notes on their speech to give them feedback. Use the questions below to guide you in reading their speech to give feedback.

  • What theme is their speech about? 
  • How did you know that was the theme? Circle any words or phrases that signaled the theme. 
  • What suggestions do you have for your classmate to make the theme clearer to the audience?

Exercise 4.61

You have been asked to speak at a student forum about nutrition. Prepare a short statement about nutrition as a student to share with the people who attend. In your statement use the rule of three at least two times. 

Exercise 4.62

Part A

You are running for president of the student body. You need to prepare a campaign speech about why your fellow students should vote for you to represent them as president. Each candidate is given up to 3 minutes to present. In your speech, you should include all of the literary devices you learned in this unit. A checklist has been provided to help you. 

  • epistrophe
  • anaphora
  • juxtaposition
  • symbolism
  • tone

Part B

Peer-proof a partner's speech. Underline any grammar mistakes in the speech. Then return the speech to your partner. 

Exercise 4.63

Choose a topic that you feel passionate about. It could be a current issue or an area of academic interest. It could be a hobby. Create a 3-minute speech about that topic persuading your audience to do something. Use the instructions below to create 2 drafts (versions) of your speech. 

Draft 1: 

Try to use parallelism as many times as you can. Usually, you would use some parallelism throughout a speech balanced with non-parallel sentences. In this exercise try to use it as many times as possible, even if it seems odd. 

Draft 2: 

Read your speech to yourself. Are there any areas where the parallel structure feels forced or unnatural? Are there any areas where the parallel structure seems to distract you from the main idea? Decide where the use of parallelism will best strengthen your speech. Revise the speech to only include parallelism where it feels natural or strengthens your speech. 

Exercise 4.64

Part A

Write a 2-minute speech about a local issue. What is a problem affecting your local area? Write a speech that informs a local audience about that issue and calls them to action. Include at least one literary device in your speech. 

Part B

 Use the questions below to reflect on your thinking. Write the answers to the questions as complete sentences. 

1. How did you use the writing process when creating the speech for part A. 

2. Which parts of the writing process did you find more difficult?

3. Which parts of the writing process did you find easier?

4. Which of the strategies that you used while writing was the most effective and efficient for you?

5. Is there anything you would change about how you approach writing plays based on your answers to questions 1-4?

Note about Transferability:

Skills used for one thing may also be used for another thing. Consider the questions below:

  • Has the experience in this exercise highlighted any skills that you could use in other types of writing?
  • How could that skill or those skills be useful in other types of writing?

Try using that skill or those skills in other types of writing. 

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