Structure of Speeches  Sequential: follows chronological order and lists events in the direct order in which they happened  Problem-solution: first presents a problem, then offers a solution to that problem  Comparison-contrast: focuses on topics being compared and contrasted, either point-by-point or one side at a time  Cause-effect: Used when explaining why something happened

Try it: Our neighbors who have dogs need to remember the town ordinance; dog waste must be picked up and disposed of by the owner. I know that owners occasionally forget to bring baggies with them when they walk their dogs. That’s why I’m proposing that the town install waste-disposal stands on various streets. These stands will have a supply of bags and a special container where dog owners can dispose of their pet’s waste.

Answer  Problem-solution  Problem: people not picking up after pets  Solution: special containers with bags

Try it The most important reason for teachers to use and discuss technology in the classroom is because our children are exposed to it every day. More than ever, children are using social-media websites like Twitter and facebook to communicate with family members and friends. It’s important for children to understand both the benefits and the drawbacks of using such technology at an early age. Teachers can help children understand that Web sites are more than just places to chat with friends; they are powerful tools that should be used with care. Finally, its also helpful for kids to see how they can use technology for their own learning and creativity. There are many sites that help young people tap into their knowledge and interests in ways that they can take pride in and share with others.

Answer  Order of importance The most important reason for teachers to use and discuss technology in the classroom is because our children are exposed to it every day. More than ever, children are using social-media websites like Twitter and facebook to communicate with family members and friends. It’s important for children to understand both the benefits and the drawbacks of using such technology at an early age. Teachers can help children understand that Web sites are more than just places to chat with friends; they are powerful tools that should be used with care. Finally, its also helpful for kids to see how they can use technology for their own learning and creativity. There are many sites that help young people tap into their knowledge and interests in ways that they can take pride in and share with others.

Rhetorical Devices  Stylistic techniques that authors and speakers use to make their words and message stand out  Types: Analogy Parallelism Repetition

Analogy  A kind of comparison, like a simile or a metaphor  The writer finds points of similarity between 2 dissimilar things  Extends the idea beyond a single sentence

Example: Learning a new language is like being a small child all over again. You find yourself pointing at things, blurting out words, and hoping someone will understand. Meanwhile, people around you seem to be speaking a mile a minute, laughing with each other, but you have no idea what they’re saying. Frustrated that you can’t express yourself or join in the conversation, you may have the urge to ball up your hands into fists, and cry.

Parallelism  Writing has parallel structure when its nouns, verbs, phrases, modifiers, and so on, are in similar form  Helps keep writing clear and adds emphasis

Examples of parallelism 1) Today’s headlines encompass stories of union upheavals, tragic occurrences, and civil reactionaries. (all disturbing topics) 2) Local union leaders are voting either to remain with the national organization or to disband the local chapter completely. (choice of actions) 3) Mary likes hiking, swimming, and bicycling. (with words and phrases)

Repetition  Used to emphasize a point or to add dramatic effect Ex: So let us begin anew…remembering on both sides that civility is not a sign of weakness, and sincerity is always subject to proof. Let us never negotiate out of fear, but let us never fear to negotiate. Let both sides explore what problems unite us instead of belaboring those problems which divide us. --Kennedy’s inaugural address

Rhetorical Question  A question asked for effect rather than in expectation of a reply  “Can we afford to gamble with our children’s futures?”

Understatement (litotes)  Deliberate understatement used for emphasis “We had a nice little snack of roast beef, mashed potatoes, green beans, several side salads, and a choice of about a dozen desserts.” Hyperbole:  deliberate exaggeration (opposite) “I’ve heard that excuse a million times.”

Stereotype  A generalization that allows a reader to quickly identify a character with a group. “During the Cold War, a Russian was an enemy.”