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KS3 English · Year 9Chapter 13 · Spoken language: extended speech, debate and Standard English
Year 9 · Chapter 13

Spoken language: extended speech, debate and Standard English

By the end of this chapter you will be able to

  • I can name the parts of a formal speech and say what each does.
  • I can name a rhetorical device in a speech and explain its effect.
  • I can build on or challenge a speaker in a debate.
  • I can write a rebuttal that concedes and then answers.
  • I can edit a script from informal to Standard English, and explain each change.
  • I can plan and time a speech with a checklist.

You should already know

  • Presenting a short talk with a clear opening and close (Year 8, Chapter 13 of this book)
  • Discussing a question with a partner and responding to a point (Year 8, Chapter 13 of this book)

Where this leads

  • Writing narrative: extended, controlled and crafted (Year 9, Chapter 10 of this book)

National Curriculum for England, Key Stage 3 English, Year 9. Content: Plan, structure and deliver a formal speech of several minutes with evidence and rhetoric (KS3 spoken language, S1), Listen, discuss, build on and challenge others' ideas, and respond to counter-argument in a debate (KS3 spoken language, S2), Choose Standard English or another register for an audience, and edit a script for register (KS3 spoken language, S3), Rehearse and time a presentation from a plan (KS3 spoken language, S1).

Exercise P  Do you remember?

1
FWhat is a rhetorical question? Write one short phrase.
2
FWrite one word that means the same as persuade.
3
FWhat is the difference between a debate and a discussion? Write one short phrase.
4
FWrite the past tense of the verb to say.
5
FWrite the word for a formal sentence that is spoken to an audience. Write one word.
13.1

Structure of a formal speech

Year 9
Plan and structure a formal speech with an opening, points with evidence, and a conclusion (KS3 spoken language, S1)
Video lesson: Structure of a formal speechComing soon
Context. A formal speech has a clear structure. The opening grabs attention and states the purpose. The body makes points, each with evidence. The conclusion sums up and gives a call to action. Read the model speech and notice how each part does its job. (Read it aloud if you can, but every answer here can be done on paper.)

Text 1: A speech to a council (original model, four paragraphs)

1Good afternoon. Tonight I want to ask you a simple question: where should a teenager go after school when the buses have gone and the library is shut?

2First, our town needs a youth centre. Second, it needs a place that is open, warm and free. Third, it needs adults who listen.

3Some people say the money would be better spent elsewhere. I understand that, but ask yourself this: what does it cost us when young people have nowhere to go?

4So I urge you to support the plan. Give us a door that opens, and we will walk through it.

Key ideas

  • An opening grabs attention and states the purpose, often with a question.
  • The body makes a small number of points, each with evidence, in a clear order.
  • The conclusion sums up the points and says what the audience should do.
Worked example 13.1.1
What is the purpose of the opening question in paragraph 1?

Method. Read the question, then say what it asks the audience to consider.

  1. Find the question. Where should a teenager go after school?
    where should a teenager go after school
  2. Name the effect. It makes the audience picture the problem.
    picture the problem
  3. State the purpose. The question grabs attention and states the issue.
    to grab the audience and make them think about the problem
  4. Write the answer.
    to grab the audience and make them think about the problem

Check. The opening purpose is explained. ✓

Worked example 13.1.2
Which part of the speech sums up and calls for action? Choose one: paragraph 4, the conclusion, paragraph 1, the opening or paragraph 3, the counter-argument.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Paragraph 4 says So I urge you to support the plan, which is a call to action.
    paragraph 4, the conclusion fits
  3. Reject the other choices. Paragraph 1 opens, and paragraph 3 answers a counter-argument.
    paragraph 1, the opening and paragraph 3, the counter-argument do not fit
  4. Write the answer.
    paragraph 4, the conclusion

Check. The choice fits the sentence or the text. ✓

Worked example 13.1.3
How many points does the body of the speech make?

Method. Find the signposts in paragraph 2.

  1. Find the signposts. First, Second, Third.
    First, our town needs a youth centre
  2. Count them. There are three signposted points.
    three
  3. Name the points. A youth centre, an open free place, and adults who listen.
    three: a youth centre, an open and free place, and adults who listen
  4. Write the answer.
    three: a youth centre, an open and free place, and adults who listen

Check. The three points are named. ✓

Watch out

Watch out: a speech that makes too many points loses its audience. Three clear points are usually enough for a few minutes.

Exam tip

Exam tip. Plan the speech as four parts: opening, three points with evidence, and a conclusion with a call to action.

Exercise 13A  Practice: structure of a speech

1
FCopy the words that say what the speaker wants to ask.
2
FIn which paragraph is the conclusion? Write the number.
3
FHow many signposted points does paragraph 2 contain? Write the number.
4
FWhich word signposts the second point? Choose one: Second, Some or So.
5
FWhich paragraph answers a counter-argument? Choose one: paragraph 3, paragraph 1 or paragraph 2.
6
RExplain why the speech uses signposts such as First and Third.
7
PSWrite an opening sentence for a speech about a local park.
8
PSWrite a conclusion that calls for action, in one sentence.
9
FWhich is the best number of points for a speech of a few minutes? Choose one: three, twelve or one hundred.
10
RExplain why the conclusion repeats the idea of a door in paragraph 4.
11
PSPlan the four parts of a speech about recycling, in one line each.
12
FWhich part of the speech sums up the points? Choose one: the conclusion, the opening or the counter-argument.
13.2

Rhetorical devices in speech

Year 9
Identify and explain rhetorical devices in a speech, including rule of three, rhetorical question and direct address (KS3 spoken language, S1)
Video lesson: Rhetorical devices in speechComing soon
Context. A speaker uses rhetoric to persuade. The rule of three groups points in threes. A rhetorical question makes a point without expecting an answer. Direct address speaks to the audience as you, and an imperative gives an instruction. Read the speech again and find each device.

Text 1: A speech to a council (original model, four paragraphs)

1Good afternoon. Tonight I want to ask you a simple question: where should a teenager go after school when the buses have gone and the library is shut?

2First, our town needs a youth centre. Second, it needs a place that is open, warm and free. Third, it needs adults who listen.

3Some people say the money would be better spent elsewhere. I understand that, but ask yourself this: what does it cost us when young people have nowhere to go?

4So I urge you to support the plan. Give us a door that opens, and we will walk through it.

Key ideas

  • The rule of three: a list of three items, often for emphasis, such as First, Second, Third.
  • A rhetorical question is asked for effect, and the speaker expects agreement, not an answer.
  • Direct address uses you or a question to speak to the audience personally.
Worked example 13.2.1
Identify the rhetorical question in paragraph 3 and say what it does.

Method. Find the question, then say what it asks the audience to think.

  1. Find the question. What does it cost us when young people have nowhere to go?
    what does it cost us
  2. Check the answer. The speaker does not expect an answer; the answer is obviously a cost.
    does not expect an answer
  3. Name the effect. It makes the audience weigh the cost of doing nothing.
    weigh the cost
  4. Write the answer.
    what does it cost us when young people have nowhere to go? It makes the audience weigh the cost.

Check. The question and its effect are explained. ✓

Worked example 13.2.2
Which device is "Give us a door that opens, and we will walk through it"? Choose one: an imperative with a metaphor, a rhetorical question or a list.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Give is an imperative, and the door is a metaphor for opportunity.
    an imperative with a metaphor fits
  3. Reject the other choices. It is not a question, and it is not a list of three items.
    a rhetorical question and a list do not fit
  4. Write the answer.
    an imperative with a metaphor

Check. The choice fits the sentence or the text. ✓

Worked example 13.2.3
How does the rule of three in paragraph 2 help the speaker?

Method. Look at the pattern of the three signposted points.

  1. Find the pattern. First, Second, Third.
    First, Second, Third
  2. Check the effect on the audience. Three parallel points are easy to follow and remember.
    easy to follow
  3. Name the effect. It makes the points memorable.
    makes the points memorable
  4. Write the answer.
    it makes the three points memorable and sounds clear

Check. The effect of the rule of three is explained. ✓

Watch out

Watch out: a rhetorical device is not decoration. Name it, then say what it does for the audience.

Exam tip

Exam tip. For each device, write: the device, the words, and the effect on the listener.

Exercise 13B  Practice: rhetorical devices

1
FWhich device is "Tonight I want to ask you a simple question"? Choose one: direct address, a list or a metaphor.
2
FCopy the rhetorical question in paragraph 3.
3
FHow many items are in the list "First ... Second ... Third"? Write the number.
4
FWhich word is an imperative in paragraph 4? Choose one: Give, we or will.
5
RExplain the effect of "Give us a door that opens".
6
PSWrite one rhetorical question for a speech about a local bus service.
7
PSWrite a rule-of-three list of your own for a speech about kindness.
8
FWhat is the effect of a rhetorical question? Choose one: it makes the audience think without needing a reply, it asks for a reply or it gives a list of facts.
9
FIn which paragraph is the direct address "you" used? Write the number.
10
RExplain why a speaker might use direct address.
11
RFind a device in paragraph 1 other than the question, and name it.
13.3

Listening and responding: building on and challenging

Year 9
Listen to others, discuss, build on and challenge their ideas in a debate (KS3 spoken language, S2)
Video lesson: Listening and responding: building on and challengingComing soon
Context. In a debate, speakers take opposing sides on a motion. A good debater listens, refers to what the other speaker said, and then builds on it or challenges it. Read the exchange on the motion: phones should be banned during the school day.

Text 2: A debate on a motion (original, three speaking turns)

1Proposition: This house believes that mobile phones should be banned in secondary schools during the school day. Phones distract pupils, and they expose children to bullying in the corridors.

2Opposition: Phones are a safety tool. A pupil who is worried about getting home can call a parent, and a ban takes away that choice. Banning phones does not stop bullying; it only moves it online.

3Proposition: The opposition is right that phones help in an emergency. But a school-day rule with a locker or a box at the door would keep the safety and remove the distraction.

Key ideas

  • A debater refers to the other speaker, by side or name, before responding.
  • To build on a point: agree and add evidence or a new reason.
  • To challenge a point: name it, say why you disagree, and give one reason.
Worked example 13.3.1
What does the Opposition do with the Proposition's point that phones distract pupils?

Method. Find the point, then the response.

  1. Find the point. Phones distract pupils.
    Phones distract pupils
  2. Find the response. Phones are a safety tool.
    Phones are a safety tool
  3. Name the response. The Opposition challenges the point with a reason about safety.
    challenges it, by saying phones are a safety tool
  4. Write the answer.
    it challenges it, by saying phones are a safety tool

Check. The challenge is named and reasoned. ✓

Worked example 13.3.2
What does the Proposition do in the third turn? Choose one: builds on the debate by answering the safety point, ignores the Opposition or agrees fully and stops.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The Proposition concedes the safety point and then answers with a locker rule.
    builds on the debate by answering the safety point fits
  3. Reject the other choices. The Proposition does not ignore the Opposition, and it does not stop.
    ignores the Opposition and agrees fully and stops do not fit
  4. Write the answer.
    builds on the debate by answering the safety point

Check. The choice fits the sentence or the text. ✓

Worked example 13.3.3
Which phrase in the third turn refers back to the other side?

Method. Look for a phrase that names the other side.

  1. Find the reference. The opposition is right that phones help.
    The opposition is right
  2. Check what it does. It refers to the other side, and concedes a point.
    concedes a point
  3. Name the phrase. The phrase is The opposition is right that phones help in an emergency.
    The opposition is right that phones help in an emergency
  4. Write the answer.
    The opposition is right that phones help in an emergency

Check. The reference is quoted. ✓

Watch out

Watch out: do not interrupt or ignore the other side. Refer to what they said, then respond.

Exam tip

Exam tip. Start with the other speaker: "The opposition says...", then build on it or challenge it, with one reason.

Exercise 13C  Practice: listening and responding in debate

1
FCopy the phrase in the Opposition's turn that says phones are a safety tool.
2
FWhich turn is the Opposition's? Write the number.
3
FWhich speaker begins the debate? Choose one: Proposition, Opposition or the chair.
4
PSBuild on the Proposition's point that phones distract pupils, with one new reason.
5
PSChallenge the Opposition's point that a ban takes away a choice, with one reason.
6
FWhich phrase is the best way to start a challenge? Choose one: I disagree with the opposition, because, Nobody believes that or That is silly.
7
RExplain why a debater should refer to the other speaker before responding.
8
RWhich turn builds on the other side most fairly? Give one reason.
9
PSWrite one sentence that challenges "Banning phones does not stop bullying".
10
FSummarise the Opposition's main point in one sentence.
11
FWhich response builds on the Opposition, rather than challenging it? Choose one: Yes, and a parent is more reassured when a child can call them, No, phones are bad or I agree with nothing.
12
RExplain one way a debate differs from a discussion.
13.4

Rebuttal in debate: concede, then answer

Year 9
Rebut a counter-argument in a debate with a concession and a reason (KS3 spoken language, S2)
Video lesson: Rebuttal in debate: concede, then answerComing soon
Context. A rebuttal in a debate is a short reply to the other side. A strong rebuttal has a concession, a reason, and an example. In the third turn, the Proposition concedes the emergency point, and then answers it with a school-day rule.

Text 2: A debate on a motion (original, three speaking turns)

1Proposition: This house believes that mobile phones should be banned in secondary schools during the school day. Phones distract pupils, and they expose children to bullying in the corridors.

2Opposition: Phones are a safety tool. A pupil who is worried about getting home can call a parent, and a ban takes away that choice. Banning phones does not stop bullying; it only moves it online.

3Proposition: The opposition is right that phones help in an emergency. But a school-day rule with a locker or a box at the door would keep the safety and remove the distraction.

Key ideas

  • Concede: admit the part of the other view that is true.
  • Rebut: answer the remaining point with a reason or example.
  • Connect the rebuttal to the motion, so that the reply still supports the thesis.
Worked example 13.4.1
What is the concession in the third turn?

Method. Find the admission that the other side has a point.

  1. Find the admission. The opposition is right that phones help in an emergency.
    The opposition is right
  2. Name its function. It concedes that the safety point has truth.
    the safety point has truth
  3. Name the concession. The concession is that phones help in an emergency.
    phones help in an emergency
  4. Write the answer.
    The opposition is right that phones help in an emergency

Check. The concession is quoted and named. ✓

Worked example 13.4.2
Which rebuttal answers the safety point with a practical rule? Choose one: a locker or a box at the door keeps the safety and removes the distraction, phones are bad or the opposition is silly.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It gives a specific rule that keeps the safety point and answers the distraction.
    a locker or a box at the door keeps the safety and removes the distraction fits
  3. Reject the other choices. Phones are bad and the opposition is silly do not answer the point with a reason.
    phones are bad and the opposition is silly do not fit
  4. Write the answer.
    a locker or a box at the door keeps the safety and removes the distraction

Check. The choice fits the sentence or the text. ✓

Worked example 13.4.3
Why is the concession useful to the Proposition?

Method. Think about how a listener judges a debater.

  1. Find the effect. The Proposition admits the other side is partly right.
    partly right
  2. Think about the listener. A listener trusts a debater who is fair.
    trusts a debater who is fair
  3. Name the benefit. The concession makes the rebuttal more convincing.
    it shows fairness and makes the rebuttal more convincing
  4. Write the answer.
    it shows fairness and makes the rebuttal more convincing

Check. The benefit is explained. ✓

Watch out

Watch out: a rebuttal that only denies the other side seems stubborn. Concede first, then answer.

Exam tip

Exam tip. Use the frame: "I concede that..., but..., because..." Then give one example.

Exercise 13D  Practice: rebuttal in debate

1
FCopy the phrase that begins the concession in the third turn.
2
FIn which turn is the concession made? Write the number.
3
FWhich word signals the rebuttal in the third turn? Choose one: But, Phones or Opposition.
4
FCopy the rule the Proposition offers as a practical alternative.
5
PSWrite a concession for a debate on school uniform.
6
PSWrite a rebuttal for the concession you just wrote, with one reason.
7
FWhich is the best frame for a rebuttal? Choose one: I concede that, but because, Everyone knows I am right or The end.
8
RExplain why the Proposition's rebuttal keeps the thesis.
9
RJudge whether the rebuttal in the third turn is convincing. Give one reason.
10
RWhy is a practical example stronger than a general claim in a rebuttal?
11
PSWrite a rebuttal to "Phones are a distraction in lessons", with a concession and a reason.
12
FWhat does a concession do in a rebuttal? Choose one: it admits part of the other view is true, it insults the other side or it ends the debate.
13
FSummarise the rebuttal in the third turn in one sentence.
13.5

Standard English and register: editing a script

Year 9
Choose Standard English or another register for an audience, and edit a script for register (KS3 spoken language, S3)
Video lesson: Standard English and register: editing a scriptComing soon
Context. Dialect and informal speech are valid varieties, with their own consistent grammar. For a formal audience, such as a panel or an assembly, many speakers choose Standard English. The script below is informal. Edit it for a formal audience, and explain each change. Do not change the speaker's meaning.

Text 3: A draft script for an assembly (original, informal)

1Me and my mate was late for the speech, so we done the rest of the work at lunch. Them teachers ain't happy, and I says it weren't our fault.

2We was thinking, innit, that the rules is unfair, and them books is heavy.

Key ideas

  • Standard English uses agreed verb forms, such as were and did, and standard negatives, such as are not.
  • Dialect has consistent rules of its own. Changing it to Standard English is a choice of register, not a judgement of the speaker.
  • Keep the meaning. Change the form, not the message.
Worked example 13.5.1
Rewrite "we done the rest of the work at lunch" in Standard English.

Method. Find the non-standard verb form, and replace it with the Standard English one.

  1. Find the form. done
    done
  2. Replace it. The Standard English past tense is did.
    did
  3. Check the meaning. The meaning stays the same.
    The meaning stays the same
  4. Write the answer.
    we did the rest of the work at lunch

Check. The change keeps the meaning. ✓

Worked example 13.5.2
Which is the Standard English version of "them teachers ain't happy"? Choose one: those teachers are not happy, them teachers are not happy or those teachers ain't happy.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Those is the Standard English determiner, and are not is the standard negative form.
    those teachers are not happy fits
  3. Reject the other choices. Them and ain't are non-standard in formal speech.
    them teachers are not happy and those teachers ain't happy do not fit
  4. Write the answer.
    those teachers are not happy

Check. The choice fits the sentence or the text. ✓

Worked example 13.5.3
Why change "weren't" to "was not" in a formal speech?

Method. Think about what the audience expects.

  1. Find the non-standard. weren't is a contraction that is not standard in the same way.
    weren't
  2. Find the standard form. It was not is the Standard English form.
    was not
  3. Name the reason. A formal audience expects Standard English.
    to use the Standard English form for a formal audience
  4. Write the answer.
    to use the Standard English form for a formal audience

Check. The change is explained. ✓

Watch out

Watch out: do not treat dialect as wrong. Changing a script for a formal audience is a register choice, and the speaker keeps their own voice in other settings.

Exam tip

Exam tip. Change the verb forms first, then the determiners and negatives, then the informal words. Read the result aloud to check it.

Exercise 13E  Practice: editing a script for register

1
FCopy the non-standard phrase about the rules.
2
FWhich is the Standard English version of "we was thinking"? Choose one: we was thinking, we were thinking or we be thinking.
3
FWhich is the Standard English version of "the rules is unfair"? Choose one: the rules is unfair, the rules are unfair or the rules be unfair.
4
FWhich is the Standard English version of "them books is heavy"? Choose one: them books is heavy, those books are heavy or them books are heavy.
5
FWhich is the Standard English version of "I says it weren't our fault"? Choose one: I says it weren't our fault, I said it was not our fault or I say it weren't our fault.
6
FWhich informal word should be removed from a formal speech? Write the word.
7
FWhich is the Standard English version of "me and my mate was late"? Choose one: me and my mate was late, my friend and I were late or me and my friend was late.
8
RExplain one change you would make to the script for a formal assembly, and why.
9
RExplain why a speaker might keep some dialect words in a conversation with friends.
10
PSWrite one sentence of the script in Standard English, keeping the meaning.
11
FWhich is the best reason to edit a script for a formal audience? Choose one: the audience expects Standard English, dialect is wrong or it makes the script longer.
12
RJudge which is better for an assembly: the original script or the edited one. Give one reason.
13
FWhich is the Standard English version of "them teachers ain't happy"? Choose one: them teachers ain't happy, those teachers are not happy or those teachers ain't happy.
14
RExplain why changing "innit" matters in a formal speech.
13.6

Preparing, timing and rehearsing a speech

Year 9
Plan, time and rehearse a formal speech with a checklist and speaking notes (KS3 spoken language, S1 and S3)
Video lesson: Preparing, timing and rehearsing a speechComing soon
Context. A speech needs preparation. Plan the parts, allow time for each one, and write speaking notes rather than a full script. A checklist makes sure the speech has an opening, three points with evidence, a conclusion, and no informal forms the audience would not expect.
Part of a three-minute speechTime (seconds)
Opening30
Point one40
Point two40
Point three40
Conclusion30
Total180

Key ideas

  • Plan the time before you write: a three-minute speech is 180 seconds.
  • Speaking notes are key words and cues, not a full script, so you can speak naturally.
  • Rehearse once with a timer, and cut any part that runs over.
Worked example 13.6.1
How long is each point if all three take the same time, and the opening and conclusion take 30 seconds each?

Method. Subtract the opening and conclusion from the total, then share the rest.

  1. Find the total. A three-minute speech is 180 seconds.
    180 seconds
  2. Subtract the opening and conclusion. 180 minus 30 minus 30 is 120.
    120
  3. Share the rest. 120 divided by 3 is 40.
    40 seconds
  4. Write the answer.
    40 seconds

Check. Each point takes 40 seconds. ✓

Worked example 13.6.2
What are speaking notes? Choose one: key words and cues, a full script to read word for word or a list of the audience.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Speaking notes are short cues that let the speaker talk naturally.
    key words and cues fits
  3. Reject the other choices. A full script read word for word can sound stiff, and a list of the audience is not notes.
    a full script to read word for word and a list of the audience do not fit
  4. Write the answer.
    key words and cues

Check. The choice fits the sentence or the text. ✓

Worked example 13.6.3
Which check should be on a speech checklist?

Method. Think about what a checklist guards against.

  1. Find the register check. The speech should use Standard English for a formal audience.
    Standard English
  2. Find the structure check. It has an opening, three points and a conclusion.
    three points
  3. Name the check. No informal forms the audience would not expect.
    no informal forms that the audience would not expect
  4. Write the answer.
    no informal forms that the audience would not expect

Check. The checklist item is named. ✓

Watch out

Watch out: a speech that runs over time loses its audience. Time the rehearsal and cut, not speed up.

Exam tip

Exam tip. Plan the seconds before you write the words, then rehearse once with a timer.

Exercise 13F  Practice: preparing and timing

1
FHow many seconds are in a three-minute speech? Write the number.
2
FHow many seconds are left for the three points after the opening and conclusion are timed at 30 seconds each? Write the number.
3
FHow many seconds does each of three equal points take, if 120 seconds are shared? Write the number.
4
FWhat is a good way to prepare speaking notes? Choose one: key words and short cues, every word written out or no notes at all.
5
RExplain why a speaker should rehearse with a timer.
6
FWhich item belongs on a checklist for a formal speech? Choose one: an opening that grabs attention, a joke about the teacher or a text message.
7
PSWrite one speaking note for the opening of a speech about a library.
8
RExplain why a speech should not be read word for word.
9
PSMake a checklist of three items for a formal speech.
10
FWhat happens if a speech is much longer than planned? Choose one: it loses the audience, so cut it, it becomes better or nothing.

Chapter summary

SkillMethod
StructureOpening that grabs attention; three points with evidence; a conclusion with a call to action
RhetoricName the device (rule of three, rhetorical question, direct address), then its effect
DebateRefer to the other side by name or side, then build on or challenge their point
RebuttalConcede what is true, then answer with a reason and a practical example
RegisterEdit verb forms, negatives and informal tags for a formal audience; keep the meaning
PreparationPlan the seconds, write cues rather than a script, rehearse once with a timer

Can you…?

  • My speech has an opening, three points with evidence, and a conclusion with a call to action
  • I can name a rhetorical device and say what it does
  • I can build on or challenge a speaker, by name or side
  • I can concede and then rebut with a reason
  • I have edited my script for register, and kept my meaning
  • I have planned my timing, written cues, and rehearsed once

Key terms

debate
a structured argument between two sides on a motion
motion
the statement that a debate is about, such as This house believes...
rebuttal
a reply to a counter-argument, with a reason
concession
an admission that the other side has some truth
rule of three
a list of three items, often for emphasis
direct address
speaking to the audience personally, as you
Standard English
the variety of English used in formal writing and speech
speaking notes
key words and cues used to speak without reading word for word

Exercise 13Z  Check-up

1
Which part of a formal speech sums up and calls for action? Choose one: the conclusion, the opening or the middle.
2
How many points does the speech make? Write the number.
3
Which device is "What does it cost us when young people have nowhere to go?" Choose one: a rhetorical question, an imperative or a metaphor.
4
Which speaker turn is the Proposition's first? Choose one: turn 1, turn 2 or turn 3.
5
Copy the phrase in the second turn that says a ban takes away a choice.
6
Build on "Phones distract pupils", with one new reason.
7
Write a concession and a rebuttal on a debate about homework.
8
Which is the Standard English version of "we was thinking"? Choose one: we was thinking, we were thinking or we be thinking.
9
Explain why a formal speech may use Standard English.
10
How many seconds does a three-minute speech last? Write the number.

Total 19 marks. Allow about 19 minutes.

Exercise 13X  Practice test questions

1
FCopy the phrase in the speech that calls the audience to act.[1 mark]
2
FIdentify the device in "what does it cost us when young people have nowhere to go?" Write one word.[1 mark]
3
FName the concession in the third turn of the debate.[2 marks]
4
RExplain how the rule of three in the speech helps the speaker. One sentence.[2 marks]
5
PSWrite a rebuttal of "Banning phones does not stop bullying", with a concession and a reason.[3 marks]
6
FEdit "we done the rest of the work at lunch" into Standard English. Write the sentence.[2 marks]
7
FName one informal word in the script that should be removed from a formal speech.[1 mark]
8
FHow many seconds is each point, if a three-minute speech has a 30-second opening and a 30-second conclusion, and three equal points? Write the number.[3 marks]
9
RExplain one reason a debater should refer to the other speaker before responding.[2 marks]
10
RExplain why a formal speech should not be read word for word. One sentence.[2 marks]
← Chapter 12: Writing for purpose and audience: reviews, reports, letters and articles

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