English 8

QUARTER ENGLISH 8
1
Lesson 1:
CONTEXT CLUES

What is Context Clue?

What are good ways of getting the meaning of difficult or unusual words in
sentences?

Now and then, you encounter difficult or new words when reading texts in
hooks, newspapers, journals, and other reading materials. Sometimes, graphics
accompany these sentences that help you understand the meaning of the word. But
in the absence of these graphics, one technique in decoding the meaning of difficult
or new words is finding context clues.

Context clues may be found near the difficult word or in the next sentence that
comes right after it. There are four common types of context clues:

1. Synonyms – Words with the same meaning are provided in the sentence or the
following sentence.
Example:

The society expects opulent personalities – those who are rich and wealthy – to do
charitable works.
 The words rich and wealthy are synonyms of the word opulent.

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2. Antonyms - Words with the opposite meaning are provided in the sentence or the
following sentence.
Example:

Instead of continuing their opulent lifestyle, some millionaires prefer to live in

underprivileged and disadvantaged societies.
 The words underprivileged and disadvantaged are opposite terms of the word
opulent.

3. Example - Examples to unlock the meaning of the difficult word are provided.
Terms like such as, including, and for example help the readers to be informed that
examples are given.
Example:

Opulent personalities such as Bill Gates and Mark Zuckerberg are known for making
substantial money,
 The names Bill Gates and Mark Zuckerberg are examples of opulent or rich
individuals.

4. Explanation - The difficult word is explained, defined, or described.

Example:

Opulent personalities are those who have a richly abundant supply of resources.
 A richly abundant supply of resources is the explanation for the word opulent.

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LESSON 1

Exercises
A. Identify the meaning of the underlined word by using the context clues. Encircle
the letter of the correct answer. Then, write the type of context clue used on the line.

_____________ 1. Rather than being exuberant, the debutante preferred a simple

gathering in their home.
a. lavish b. lazy c. tired

_____________ 2. Carol is such a genial lady; she is kind and sociable.

a. strict b. friendly c. snobbish
_____________ 3. The wound that Wilson had was so excruciating that it caused
him severe pain.
a. painful b. pleasant c. wonderful

_____________ 4. To love someone beyond eternity is a hyperbole; it is something

that is obviously exaggerated.
a. exaggeration b. sarcasm c. underestimation

_____________ 5. Brassicas such as mustard, broccoli, and cauliflower, are good

ingredients for fish or meat dishes.
a. cabbage-related vegetables
b. spicy condiments
C. cooking utensils

_____________ 6. That novel was so fustian. Words were overstated and flowery.
a. simple b. high-flown c. direct

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_____________ 7. The storm lambasted the slums; each blow of severe wind and
rain tore the meager houses to pieces.
a. whipped b. caressed c. cuddled

_____________ 8. It was difficult for her to transmute word problems into

mathematical equations.
a. insert b. attach c. convert

9. He was a loquacious speaker. His audience felt bored with his wordy speech.
a. talkative b. reserved c. modest

10. Many crustaceans like lobsters, crabs, and shrimps involve delicate preparation
and cooking.
a. fruit-bearing trees
b. hard-shelled sea animals
c. vascular plants

B. Construct sentences using the underlined words in Activity 1 based on the given
type of context clue.

1. exuberant. - synonym
___________________________________________________________________
2. genial - explanation
___________________________________________________________________
3. excruciating - antonym
___________________________________________________________________
4. hyperbole - example
___________________________________________________________________
5. brassica - explanation
___________________________________________________________________
6. fustian - antonym
___________________________________________________________________
7. lambasted - explanation

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___________________________________________________________________
8. transmute - synonym
___________________________________________________________________
9. loquacious - antonym
___________________________________________________________________
10. crustacean - explanation
___________________________________________________________________

C. Read each sentence. Use the context clues to help figure out the meaning of the
underlined word. Fill in the circle for the correct answer.

1. The weary travelers wanted nothing more than a comfortable bed.

O excited O angry O exhausted

2. Because Sue was distracted by talking on her cell phone, she wrecked her car.
O preoccupied O bored O observant

3. She stopped abruptly in front of me, causing me to run into her.

O slowly O suddenly O gradually

4. The adjacent buildings caught on fire when the restaurant exploded.

O nearby O distant O wooden

5. Prior knowledge of the dangers involved makes you more careful when rock
climbing.
O later O advance O untrue

6. The murky water made it hard to see the fish swimming around in the pond.
O clear O bright O cloudy

7. That movie was so hilarious that I laughed until I could hardly breathe.
O sad O humorous O tragic

8. It is inconsiderate to shirk your responsibility once you’ve given your word.

O avoid O face O meet

9. Digging ditches with a shovel is grueling work, and I don’t want to do it.
O easy O exhausting O entertaining

10. After receiving the grim diagnosis of cancer, Mary needed time alone.
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O bleak O hopeful O encouraging

Lesson 2:
CITING SOURCES

Why is citing important?

It's important to cite sources you used in your research for several reasons:

 To show your reader you've done proper research by listing sources you used
to get your information
 To be a responsible scholar by giving credit to other researchers and
acknowledging their ideas
 To avoid plagiarism by quoting words and ideas used by other authors
 To allow your reader to track down the sources you used by citing them
accurately in your paper by way of footnotes, a bibliography or reference list

ABOUT CITATIONS

Citing a source means that you show, within the body of your text, that you took
words, ideas, figures, images, etc. from another place.

Citations are a short way to uniquely identify a published work (e.g. book, article,
chapter, web site).  They are found in bibliographies and reference lists and are also
collected in article and book databases. 

Citations consist of standard elements, and contain all the information necessary to
identify and track down publications, including:

 author name(s)  date of publication

 titles of books, articles, and  page numbers
journals
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 volume and issue numbers (for

articles)
Citations may look different, depending on what is being cited and which style
was used to create them. Choose an appropriate style guide for your needs.  Here
is an example of an article citation using four different citation styles.  Notice the
common elements as mentioned above:

Author - R. Langer

Article Title - New Methods of Drug Delivery

Source Title - Science

Volume and issue - Vol 249, issue 4976

Publication Date - 1990

Page numbers - 1527-1533

CITATION STYLE GUIDES:

American Chemical Society (ACS) style:

Langer, R. New Methods of Drug Delivery. Science 1990, 249, 1527-1533.

IEEE Style:

R. Langer, "New Methods of Drug Delivery," Science, vol. 249, pp. 1527-1533, SEP

28, 1990.

American Psychological Association (APA) style:

Langer, R. (1990). New methods of drug delivery. Science, 249(4976), 1527-1533.

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Modern Language Association (MLA) style:

Langer, R. "New Methods of Drug Delivery." Science 249.4976 (1990): 1527-33.

WHAT TO CITE

You must cite:

 Facts, figures, ideas, or other information that is not common knowledge

 Ideas, words, theories, or exact language that another person used in other
publications
 Publications that must be cited include:  books, book chapters, articles, web
pages, theses, etc.
 Another person's exact words should be quoted and cited to show proper
credit 

When in doubt, be safe and cite your source!

AVOIDING PLAGIARISM

Plagiarism occurs when you borrow another's words (or ideas) and do not
acknowledge that you have done so. In this culture, we consider our words and
ideas intellectual property; like a car or any other possession, we believe our words
belong to us and cannot be used without our permission.

Plagiarism is a very serious offense. If it is found that you have plagiarized --

deliberately or inadvertently -- you may face serious consequences. In some
instances, plagiarism has meant that students have had to leave the institutions
where they were studying.

The best way to avoid plagiarism is to cite your sources - both within the body of
your paper and in a bibliography of sources you used at the end of your paper.

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LESSON 2

Exercises

A. Read each bibliographic citation. Write “correct” on the line if it is written in correct
MLA style and X it is incorrect.

___________ 1. Alton stated that the effect of food deserts reaches farther than the
immediate nutritional deficiencies found in the people who live in them. (263).

___________ 2. No other performer “has had such an impact” (Jones 324).

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___________ 3. As described by Fiona Herman, in those days “Congress was a

scary place to work.” (Fiona Herman 32).

___________ 4. According to Ryan Martin, at that time in history all roads did, in
face, lead to Rome (4).

___________ 5. Masterson states that in those days, few women had money of their
own (Masterson, “Women and Power”).

___________ 6. On page 2, the author hints at a far darker motivation (Ford, Hate
Crimes Revealed).

___________ 7. De Tocqueville, however, vehemently disagreed (14; vol. 2)

___________ 8. The authors believe otherwise (Clark, Miller, and Rose 2)

___________ 9. The authors, however, would beg to differ. (John Edgar and Peter
Wells, 1925)

___________ 10. Williams et al. argue, though, that the country was ripe at that time
for just that sort of change. (9)

B. Circle the letter of the bibliographic citation that is written in correct MLA style.

1)
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A. “It was years before the law’s effects could be seen” (Mitchell “The Lost Law”
210).

B. “It was years before the law’s effects could be seen” (Mitchell 210).

2)

A. At that point in history, only 15% of women worked outside the home (Cole 326).

B. At that point in history, only 15% of women worked outside the home (Herbert
Cole, Women in the Workplace, 326).

3)

A. On page 26, the author states that the number of deaths from that battle was
never officially determined (Sullivan).

B. On page 26, the author states that the number of deaths from that battle was
never officially determined (Sullivan, “The Great War).

4)

A. No other poet ever came close his achievement. (Salk 42)

B. No other poet ever came close his achievement (Salk 42).

5)

A. Peters stated that Churchill was not a man known to compromise (54).
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B. In his book, The Real Churchill, Peters said Churchill was not a man known to
compromise. (Peters, 54)

C. Add the appropriate citation after each sentence below. Use the source
information provided. If needed, make up the page number.

1. "When it comes to starting a business, success is not determined by how much

capital you have, or by your location, or by the quality or uniqueness of your product
or service. The most important thing about starting a business is your passion for
your project."

Foster, Ellen. How I Made My First Million. New York: Random House, 2015.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. "You can exercise non-stop and it will never make up for putting bad food in your
body. When it comes to good health, there is nothing more important than the food
that you eat." Berry, Rachel. "Diet Dos and Don'ts."

Clean Living. 24 May.2017: 28-30.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. "Taking care of a pool is not difficult. Recovering a pool that has been neglected is
difficult. If you follow the prescribed maintenance program for your pool, you will find

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that you will spend far more time enjoying it than you will trying to solve problems."
Tyler, Peter. Swimming Pool Maintenance. Boston: Pool Books, 2019.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. "Nature has her own wisdom. We may never understand it, for nature operates on
a far grander scale than we are able to conceive. What we can surmise, however, is
that she takes as a first principle the interconnectedness of all things."

Williams, Jason and Whittle, Clark. The Wisdom of Nature. New York: Scribner,
2001.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. "The human body is intended to function in concert with nature. That means eating
real foods that come directly from nature. Where we go awry in caring for our health
is at the moment when we begin to stray from nature."

Yarrow, Yasmine, et al. "Diet Dos and Don'ts." Health Wire. 18 Oct. 2013: 17.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. "The term 'modest living' is difficult to define these days. The word 'modest' means
different things to different people. It's all a matter of perspective. One person's
'modest' home is another's palatial mansion."
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Wright, Margaret and Rogers, Kent. Minimalism. San Francisco: New World
Books, 2018.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Lesson 3:

USING MODALS APPROPRIATELY

How do modal verbs alter the meaning of sentences?

Modal verbs allow users of language to create diverse ways to communicate

their ideas to other people. It is a component of a verb phrase that alters the
meaning of a sentence.

Study the following sentences:

1. I can succeed.
2. I will succeed.
3. I must succeed.

What do the above sentences mean? Do the underlined words affect the
meaning of the sentences? Write your understanding of the meaning of each
sentence in the table below.

I can succeed. I will succeed. I must succeed.

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Note that the meaning of each sentence above changes whenever the modal
verb is changed. This is primarily caused by the added meanings given by modals in
sentences.

Modals are helping verbs that are used to express functions such as ability,
permission, obligation, prohibition, necessity, advice, possibility, and probability.
Unlike regular verbs, modal verbs do not express actions and do not change forms.
They are special verbs that give additional information about the functions of the
main verb that follows it.

Here are some of the examples of modal verbs together with their functions
and examples.

Communicative
Modal Verb Example
Function
prediction, I strongly believe I will pass the test.
will assumption
promise I will love you forever.
wish, request, demand, Will you please pass the spoon?

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order
wish, request (more Would you hand me the spoon?
polite than will)
would
habits in the past Sometimes, he would treat me to
dinner.
ability I can play basketball.
permission (informal) Can I use the restroom, please?
can possibility Overthinking can cause fatigue and
headache.
ability in the past When she was younger, she could do

could cartwheels.
polite permission Could visit my friend?
possibility It could rain tomorrow!
permission May l go out?
may
possibility, probability Tomorrow may be better than today.
polite permission Might I suggest an idea?
might
possibility, probability I might win the election.
making offers Shall I pour you a drink?
shall
making suggestions Shall we go to the mall later?
obligation I ought to study hard.
should/ough advice You should/ought to do your homework.
logical conclusion He should/ought to be tired by now.
t to
He's been practicing all day.
strong obligation You must respect the Philippine national
flag.
must
logical conclusion, He must be happy. He got accepted to
certainty his dream university.
must not prohibition You must not cheat during exams.
had better advice You had better sleep early.

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LESSON 3

Exercises
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A. Circle the modal verb in each sentence given below.

1. He shall bring the food very soon.

2. We can definitely win the championship game.
3. I can speak a little Spanish.
4. You should stop smoking because it is bad for you.
5. May I sit down now?
6. I can play basketball very well.
7. It must be very cold on the east coast.
8. Can you help me lift the couch?
9. I ought to tell the truth to the teacher.
10. Could you pass me the ketchup?

B. Underline the modal verb in each sentence. Then, determine its function. Write
your answer on the line.

______________ 1. Racial discrimination will soon be a thing of the past.

______________ 2. If only people realize the negative effects of racism, "then no
one would feel inferior and discriminated.
______________3. We can end partiality and prejudice if we look at the person's
abilities instead of his/her physical attributes.
______________ 4. People should stop discriminating against others because of
their nationality or skin color.
______________ 5. We must all unite in promoting our advocacies against racism.
______________ 6. We may do this by giving equal rights and privileges to all
people.
______________ 7. The world will be a better place if everyone respects each
other's beliefs and identities.
______________ 8. No one is born hating other people; in the end, love shall
prevail.
______________ 9. Racism is detrimental; we should not turn a blind eye to it.
______________ 10. Will you join our campaign against all forms of discrimination?

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B. Fill in each blank with a modal that best fits the sentence.

1. t's very cold today. Do you think it __________ snow later?

2. You __________ leave your door unlocked when you go out.

3. They __________ have filled the car with petrol before they set off.

4. My motorbike broke down in the middle of nowhere, but luckily I ________ to fix it.

5. Mum says we __________ watch TV after we've finished our homework.

6. You don't __________ pick me up at the station. I can get a taxi.

7. This is impossible, it __________ be a mistake!

8. Jim __________ have seen me because he walked past without saying hello.

9. They _____________ have a meeting later.

10. If it were not raining, we ____________go for a walk.

C. Write a sentence with each modal verb given below.

1. would-
___________________________________________________________________
2. must-
___________________________________________________________________
3. may-
___________________________________________________________________
4. should-
___________________________________________________________________
5. wasn’t-
___________________________________________________________________
6. couldn’t-
___________________________________________________________________

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7. haven’t-
___________________________________________________________________
8. can-
___________________________________________________________________
9. might-
___________________________________________________________________
10. shall-

_________________________________________________________________________

Lesson 4:

USING PERSUASIVE MARKERS/DEVICES

How can one be a good persuasive speaker?

Persuasive language is useful and powerful if you want to convince your

audience to believe in you and accept your view about a controversial issue. Here
are some common persuasive/emphasis markers you can use in your persuasive
writing.

1. Imperative mood

Use of imperative sentence to express a command or call

Example:

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Start to think big. Do not fear big responsibilities that will improve us.

2. Inclusive language

Use of words such as to include the audience creating a sense of solidarity

Example:

Is not our timorous clinging to smallness the bondage we must break if we are ever
to inherit the earth and be free, independent, and progressive?

3. Rhetorical questions

Use of question to which no answer is needed

Example:

You are born with Filipino parents and have stayed in the Philippines since birth, so
now tell me, are you not a Filipino?

4. Modality

Use of modals to express an intention, responsibility, ability, or probability

Example:

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The small must ever be prey to the big.

5. Repetition

Repeating big words, phrases, and statements that can reinforce an argument
Example:

Is that the explanation for our continuing failure to rise – that we buy small and sell
small, that we think small and do small?

6. Emotive appeals

Use of emotive language so audience feels a particular situation

Example:

Like all those children risking neck and limb in the traffic to sell one stick of cigarette
at a time. Or those grown-up men hunting the sidewalks all day to sell a puppy or a
lantern or a pair of socks.

7. Hyperbole

Use of language to exaggerate an issue

Example:

The Filipino who travels abroad gets to thinking that his is the hardest working
country in the world.
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8. Evidence and Statistics

Use of factual data and statistics

Example:

Philippine movies started fifty years ago and, during the 305 reached a certain level
of proficiency.

LESSON 4

Exercises
A. Identify the persuasive markers used in the following sentences taken from the
text "A Heritage of Smallness."
_____________ 1. Laboriousness just can never be the equal of labor as skill, labor
as audacity, labor as enterprise.
_____________ 2. Originality requires daring: the daring to destroy the obsolete, to
annihilate the petty. It's cold comfort to think we haven't developed that kind of
"murderer mentality."

_____________ 3. We don't grow like a seed, we split like an amoeba.

_____________ 4. Let's face it – a heritage of smallness.

_____________ 5. The rice terraces are located in the Cordilleras of Luzon Island,
which is 220 miles from Manila.

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B. Choose five persuasive devices to construct five different positions on the given
issue. On the first line, write the chosen persuasive device. Then on the second line,
write your stand or position about the issue presented.

Issue/Argument:

We work more but make less. Why? Because we act on such a pygmy scale.
Abroad they would think you mad if you went in a store and tried to buy just one stick
of cigarette. They don't operate on the scale. The difference is greater than between
having and not having; the difference is in the way of thinking. They are accustomed
to thinking dynamically. We have the habit, whatever our individual resources, of
thinking poor, of thinking petty.

Is that the explanation for our continuing failure to rise--that we buy small and
sell small, that we think small and do small?

1. ________________ - ________________________________________________
2. ________________ - ________________________________________________
3. ________________ - ________________________________________________
4. ________________ - ________________________________________________
5. ________________ - ________________________________________________

C. Read each introductory paragraph. Determine what each of the following

paragraphs will be about.

1. Many people in America suffer from serious illnesses that they can’t afford to have
treated. America is one of the richest countries in the world, and yet it’s one of the
last places you want to be if you are poor and sick. A universal health care program
is a great idea for America. It would stop medical bankruptcies, improve public
health; reduce overall health care spending; and help small businesses.

What will the second paragraph be about?

___________________________________________________________________

What will the third paragraph be about?

___________________________________________________________________

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What will the fourth paragraph be about?

__________________________________________________________________

What will the fifth paragraph be about?

___________________________________________________________________

2. In nearly every aspect of life, changes in technology bring about changes in the
way we do things. From electricity, to refrigeration, or motorcars, these changes
have all been for the better. So why the reluctance to move forward in the arena of
education? Textbooks are outdated, and ought to be replaced by table computers.
Tablets have multiples uses, their interactive nature is more engaging to students,
and they are lighter to carry than piles of books.

What will the second paragraph be about?

___________________________________________________________________

What will the third paragraph be about?

___________________________________________________________________
What will the fourth paragraph be about?
___________________________________________________________________

Lesson 5:

WRITING A PERSUASIVE SPEECH

How do I write a successful persuasive speech?

In writing a persuasive speech, one needs to convince the audience to do

something or to agree with an idea or opinion about an important issue. The first
thing one should do is to choose a position for or against an issue. Then, you will
write to explain your side and convince your audience that your topic is significant
and make them agree with your position about the topic.
The following are ways to start and write your persuasive speech.

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1. Choose your topic and know your goal about your topic.
2. Identify and understand your audience.
3. Brainstorm and outline the main points of your topic.

4. In your introductory paragraph, write a strong opening to get the attention of your
audience. This can be done by considering the following points:

 Have an attention grabber.

 Make a connection to your audience.
 Show an authority on the topic.
 State your goal.
 Give the main points of your speech.

5. In your body paragraph, provide the audience with convincing evidences to

support your claim or position in your topic. The following points can help your body
paragraph:

 Arrange your main points logically.

 Use credible sources.
 Cite real-life examples and relate them to your audience.

6. In your conclusion, provide a summary of your points and end it with a call-to-
action statement that specifies the response you want your readers to make.

TIPS FOR WRITING A PERSUASIVE SPEECH

Putting together a three-minute speech can be daunting—especially if you’ve never

written one before! The key to effective communication lies in a well-organized,
clearly articulated, and thoroughly researched and sourced argument. The following
outlines the basic format of a persuasive speech, but speeches may take alternative
forms.

INTRODUCTION

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There are four key components to an introduction: the attention getting device
(AGD), common ground, thesis, and preview. For the sake of this speech, you’ll want
to keep your introduction around 20 seconds (give or take).

 Attention Getting Device: Start your speech off with a quotation, a short
narrative, a mind blowing statistic—anything to wow your audience and grab
their attention. Make sure your AGD is topical, though. You don’t want to start
off your speech praising Ryan Gosling’s good looks when the subject is clean
city water.

 Common Ground: In order to be persuasive, you need to establish common

ground with your audience. They need to feel directly connected to the
problem. Think about what you have in common with your audience—their
values, interests, shared experiences—which can relate back to your topic.

 Thesis: The thesis is simply your solution statement. Use it as a call to action
for the audience.

Example: “We need to find affordable and sustainable ways to produce clean
water.”

 Preview: This is the easiest piece of the introduction to write because, at its
core, it’s the same for every speech. Give the audience a roadmap, or
signposts, of the next three big points you’ll be discussing. In a persuasive
speech, your signposts are typically the problems, causes, and solutions.

Example: “Let’s first learn more about this pressing problem, next identify the
causes of unclean water, and finally establish some solutions.”

BODY

You are now going to write the body of the speech, which consists of problems,
causes, and solutions. The body is the meat and potatoes of your speech. For the
purpose of this speech, the body should be about two minutes long. You should
spend about 40 seconds per point.

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 Problems: This is where you’ll describe the problem you chose to discuss.
First, restate the problem. Next, you’ll need to give evidence supporting your
claim. Use articles, journals, and statistics to assert your problem exists, is
significant, and has harms associated with it. You could have a source for
each of those areas (existence, significance, and harms) and make sure you
articulate these ideas in a logical format. Transition: Give a transition
statement explaining to the audience you are now changing subjects.

Example: “Now that we understand the problem, let’s take a look at the
causes.”

 Causes: Start off with a statement of the causes (there are usually more than
one) of the problems. Don’t forget to use evidence! End this section with a
statement as to why the status quo (how things are now) won’t solve the
problem. • Transition: Give a transition statement explaining to the audience
you are now changing subjects.

Example: “Now that we understand the causes, let’s take a look at the
solutions.”

 Solutions: State your solution. (This should be a restatement of the thesis).

Then explain in detail how your solution will work. Ask yourself, how will my
solution be implemented? How will it be executed?

CONCLUSION

The conclusion is about 20 seconds long. Wrap up the speech by summarizing the
problem and solution. Next, restate your thesis. Last, give a final statement. This is
the last thing your audience will hear—so make sure it’s good! And that’s it! You’re
done. You’ve written a persuasive speech! Pretty simple, right?

EXAMPLES OF PERSUASIVE SPEECH:

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1. A teenager attempting to convince her parents that she needs to be able to stay
out until 11pm instead of 10pm.

2. A student council president trying to convince school administrators to allow the

students to have a dance after the final football game of the season.

3. A lawyer giving a closing argument in court, arguing about whether the defendant
is innocent or guilty of the crime.

EXAMPLES OF PERSUASIVE SPEECHES IN LITERATURE OR POPULAR

CULTURE:

1. Excerpt from Mark Antony's speech in Julius Caesar:

Friends, Romans, countrymen, lend me your ears;

I come to bury Caesar, not to praise him.
The evil that men do lives after them;
The good is oft interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious:
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest–
For Brutus is an honourable man;
So are they all, all honourable men–

2. Martin Luther King, Jr.'s I Have a Dream speech is one of the most famous
persuasive speeches of all time.

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Excerpt:

Now is the time to make real the promises of democracy. Now is the time to
rise from the dark and desolate valley of segregation to the sunlit path of
racial justice. Now is the time to lift our nation from the quick sands of racial
injustice to the solid rock of brotherhood. Now is the time to make justice a
reality for all of God's children.

3. Winston Churchill also gave a famous persuasive speech during World War II

as Britain faced invasion from Nazi Germany:

Even though large tracts of Europe and many old and famous States have
fallen or may fall into the grip of the Gestapo and all the odious apparatus of
Nazi rule, we shall not flag or fail. We shall go on to the end, we shall fight in
France, we shall fight on the seas and oceans, we shall fight with growing
confidence and growing strength in the air, we shall defend our Island,
whatever the cost may be, 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, and even if, which I do not for a moment
believe, this Island or a large part of it were subjugated and starving, then our
Empire beyond the seas, armed and guarded by the British Fleet, would carry
on the struggle, until, in God's good time, the New World, with all its power
and might, steps forth to the rescue and the liberation of the old.

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LESSON 5

Exercises

A. Fill out the following with the information needed in writing a persuasive speech.

CONVINCE ME!

My Issue/Argument:
___________________________________________________________________
___________________________________________________________________

My clearly stated position:

___________________________________________________________________
___________________________________________________________________

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How I will get the reader's interest:

___________________________________________________________________
___________________________________________________________________

My relevant information is:

___________________________________________________________________
___________________________________________________________________

Research and facts are:

___________________________________________________________________
___________________________________________________________________

Convincing words I'll use are:

___________________________________________________________________
___________________________________________________________________
The arguments against will be:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Reasons I’m ready for the arguments against are:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B. List your favorite item in the listed category, and then give three reasons why you
like it, or why someone else should.

1. Favorite food:
___________________________________________________________________
List three reasons why:

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Favorite animal:
___________________________________________________________________
List three reasons why:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Favorite singer/artist/band:
___________________________________________________________________
List three reasons why:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Favorite movie:
___________________________________________________________________
List three reasons why:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

C. Choose one from the list of topics below and write a persuasive speech about it.

a. Should boys and girls be taught in separate classrooms?

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b. Is the media responsible for the moral degradation of teenagers?

c. How do cults differ from religion?
d. Has technology helped connect people or isolate them?
e. What is the safest country in the world?

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