Persuasive Speech Assessment
Plan and deliver a persuasive speech that takes a clear position and moves the audience to act.
Task
Deliver a 2-3 minute persuasive speech on one prompt. You must use evidence, persuasive techniques, a counter-argument, and a call to action.
Prompts
| Prompt | Audience |
|---|---|
| Our school should keep the library open at lunch. | School leadership and student council |
| Year 7 students should have a phone-free lunch. | Year 7 cohort and teachers |
| Our school should reduce single-use plastic. | School community |
| Students should help design the school grounds. | Principal and facilities team |
| A topic of your choice, approved by your teacher. | An audience you name |
Requirements
- A hook that gets attention.
- A clear thesis that states your position.
- Three main points, each with evidence and reasoning.
- At least three persuasive techniques.
- One counter-argument and a rebuttal.
- A clear call to action.
- A written copy and cue cards.
- Delivery with controlled pace, pauses, and eye contact.
Planning frame
| Part | My plan |
|---|---|
| Audience and purpose | |
| Hook | |
| Thesis | |
| Signpost | |
| Point 1 + evidence + reasoning | |
| Point 2 + evidence + reasoning | |
| Point 3 + evidence + reasoning | |
| Counter-argument + rebuttal | |
| Call to action |
Technique planner
| Technique | Where I will use it | Effect I want |
|---|---|---|
| Rhetorical question | ||
| Rule of three | ||
| Direct address | ||
| Emotional appeal | ||
| Evidence or example | ||
| Repetition |
Delivery plan
| Moment | What I will do |
|---|---|
| Opening | |
| After the thesis | |
| Key evidence | |
| Counter-argument | |
| Call to action |
Submission checklist
- I have chosen one prompt and named my audience.
- I have completed the planning frame.
- I have written a full draft.
- I have reduced the draft to cue cards.
- I have checked my speech against the persuasive speech rubric.
- I have rehearsed aloud at least twice.
- My speech is between 2 and 3 minutes.
- I have submitted my written copy and planning notes.
Teacher notes
Give students the rubric before they plan. The criteria should shape the draft, not just the mark.
Require evidence that is appropriate for Year 7. A clear example or a checked fact is better than an unsourced statistic.
Allow cue cards, not a full script, for the delivery. Reading aloud from a script usually weakens eye contact and pace.
Support: allow a 90-second speech, a partner rehearsal, and a sentence-by-sentence planning frame. Extension: require a second counter-argument or a specific decision-maker in the call to action.
Record the speech only with consent. If recording, use it for reflection, not surveillance.