Mark Total:

K:
T:

8/10
4/5

22 / 35
C:
A:

The Power of the Spoken Word Unit Test

Name:

James

Date: 9/30

Instructions:

Please answer all questions using complete sentences.

Where indicated, use proper paragraph format.
You should have printed a copy of President Kennedys Inauguration
Speech, and have it with you, in order to complete this test.

Part A: Short Answer

1.

a. What is the overall tone of Kennedys speech? (0.5/1 K)

The tone of this speech is hortatory and inspiring.

b. Support your answer with evidence from the speech. (1/1 T)

When he ask the citizen is very exciting. Like And so, my fellow Americans:
ask not what your country can do for you--ask what you can do for your country.
My fellow citizens of the world: ask not what America will do for you, but
what together we can do for the freedom of man.
2.

a. Explain how Kennedys diction contributes to the overall tone of the

speech. (0.5/1 K)
Kennedys diction is combined with many anaphora and parallelism to emphasize
the idea of moving forward.
b. Support your answer with evidence. (1/1 T)
There are some paragraph use To those old allies whose... To those new
states whom... To those people in the huts and... To our sister republics south
of our border... To that world assembly of sovereign states to those nations
who would make themselves, also use the beginning of paragraph Let both
sides to emphasize tone.
3.

a. Provide examples for FIVE of the following rhetorical devices in the

speech:
Alliteration, metaphor, allusion, rhetorical question, anaphora, parallelism,
antithesis, hyperbole. (5/5 K)

Anaphora:

6.5/10
3.5/10

Let both sides explore what problems... Let both sides, for the first time...
Let both sides seek to invoke the wonders of... Let both sides unite to heed
in...
Metaphor:
And if a beachhead of cooperation may push back the jungle of
suspicion, let both sides join in creating a new endeavor,
Allusion:
Let both sides unite to heed in all corners of the earth the command of
Isaiah--to "undo the heavy burdens . . . (and) let the oppressed go free."
Parallelism:
To those old allies whose... To those new states whom... To those people
in the huts and... To our sister republics south of our border... To that world
assembly of sovereign states to those nations who would make themselves
Antithesis:
United there is little we cannot do in a host of cooperative ventures. Divided
there is little we can do--for we dare not meet a powerful challenge at odds and
split asunder.
4.

a. Identify one instance for each in which Kennedy establishes ethos,

logos, and pathos. (2/3 K)

Ethos:
Vice President Johnson, Mr. Speaker, Mr. Chief Justice, President
Eisenhower, Vice President Nixon, President Truman,Reverend Clergy,
fellow citizens: We observe today not a victory of party but a celebration of
freedom--symbolizing an end as well as a beginning--signifying renewal as well
as change.
Pathos:
born in this century, tempered by war, disciplined by a hard and bitter peace,
proud of our ancient heritage--and unwilling to witness or permit the slow undoing
of those human rights to which this nation has always been committed, and to
which we are committed today at home and around the world.
Logos: those old allies whose cultural and spiritual origins we share, those new
states whom we welcome to the ranks of the free, those people in the huts and
villages of half the globe struggling to break the bonds of mass misery, that
world assembly of sovereign states, the United Nations, those nations who
would make themselves our adversary,
b. Support your answer with evidence. (2/3 T)
Ethos: Kennedy establish himself as a president who has values in his country.

Pathos:He appeals to the emotions of those who lost loved ones and inspires the
country to act.
Logos:Kennedy classifies the world into five different categories.
Part B: Paragraph Answer
5. In one well constructed paragraph, identify Kennedys thesis which is the
persuasive goal of his speech. What are the main points of his argument?
(0/5 A)
Kennedy acknowledged that America faced new challenges in the new
world. He urged Americans to work together to keep the US strong, to end
human misery, and to seek place with our foes, to avoid the destruction of both
sides. He called upon the citizens to protect their rights. He acknowledged that it
was the spirit and strength of the people, not its leaders, that will made America
great. And called upon Americans to ask not what your country can do for you,
ask what you can do for your country.
6.

In one well constructed paragraph evaluate the effectiveness of Kennedys

speech by comparing it with at least one other text studied in this unit.
Use textual support from Kennedys speech in order to explain whether
you feel he is successful or not in persuading his listeners of his thesis.
Be sure to consider elements of rhetoric, and bias. (3.5/5 A)

Churchills speech comparing with Kennedys speech. In my opinion, I think

Kennedys speech more effective. Because it used more rhetorical devices than
Churchills speech. Churchills speech is simply, looking like ask other people to
vote him. Kennedys speech has a power that you can want to vote him. I feel he
is successful in persuading his listeners of his thesis. Kennedy used many
rhetorical devices in order to give listener deer impression. His speech is very
clearly, and has Pathos, Logos. His speech protrude that in order to protected
freedom, American can undertake responsibility at any cost. Facing any situation,
Support all friends, oppose all enemy.

Assessment:
The marks for each short answer question are indicated in brackets.
K indicates Knowledge/Understanding; T indicates Thinking
Marks for Application will be awarded according to the following
rubric:
Application

Level 1 (50-

Level 2 (60-

Level 3 (70-

Level 4 (80-

Transfer of
knowledge
and skills
(literacy
strategies and
processes to
summarize) to
new contexts
(Question 5)
Making
connections
within and
between
various
contexts
(between
the text and
personal
knowledge and
experience,
other texts, and
the world
outside school)
(Question 6)

59%)
-transfers
knowledge
and skills
to new contexts
with limited
effectiveness

69%)
-transfers
knowledge
and skills
to new contexts
with some
effectiveness

79%)
-transfers
knowledge
and skills
to new contexts
with
considerable
effectiveness

100%)
-transfers
knowledge
and skills
to new contexts
with a high
degree
of effectiveness

-makes
connections
within and
between
various
contexts
with limited
effectiveness

- makes
connections
within and
between
various
contexts with
some
effectiveness

-makes
connections
within and
between
various
contexts
with
considerable
effectiveness

- makes
connections
within and
between
various
contexts
with a high
degree
of effectiveness

Marks will be awarded for overall communication according to the

following rubric:

Communicatio
n
Use of
conventions
(grammar,
spelling,
punctuation,
usage) in written
forms
(all questions)
Use of
vocabulary and
terminology of
the unit (rhetoric,
devices) in
written forms
(all questions)

Level 1 (5059%)
- uses
conventions
with limited
effectiveness

Level 2 (6069%)
-uses
conventions
with some
effectiveness

Level 3 (7079%)
-uses
conventions
with
considerable
effectiveness

-uses
vocabulary and
terminology of
the discipline
with limited
effectiveness

-uses
vocabulary and
terminology of
the discipline
with some
effectiveness

-uses
vocabulary and
terminology of
the discipline
with
considerable
effectiveness

Level 4 (80100%)
uses
conventions
with a high
degree of
effectiveness

-uses
vocabulary and
terminology of
the discipline
with a high
degree of
effectiveness