Grades 9, 10

National Forensics League: Dramatic, Oratorical, and Extemporaneous Speaking

National Forensics League: Literary Interpretive Performance

Students participating in debating and public speaking activities must research extensively to bolster their credibility. When writing speeches, students must construct arguments that explain or persuade, proving those arguments with substantive evidence. Research does not happen fleetingly. It is a persistent process, and students must constantly revise their speeches and debate cases with new, and relevant information.

Debaters and speakers analyze research found for its application to arguments constructed. Students also should show sensitivity to diverse views and cultures, as well as historical factors that influence perspective is key in building a credible speech or debate case. Finally, they must understand the ethical importance of honesty, citing sources they have consulted.

Building a working vocabulary pertaining to an issue is important in any act of communication, and particularly when trying to sway an audience – or judge in speaking or debating competition. Often, conflict with an issue arises through semantics alone, and being able to frame an issue through a well-reasoned interpretation of meaning is an important skill.

Public speaking, and especially debating, examines issues of importance in a civil society. Students use myriad political and legal nonfiction works to explicate matters of public policy, explaining geopolitical and economic factors that influence the inherent forces at work with a particular speech or debate topic. Where applicable, weigh interdependence of foreign policies as they relate to peace, human rights, trade and global ecology.

One of the most important skills public speaking and debating teaches students is to select and excerpt relevant information to support their ideas. This requires a careful evaluation of the validity of sources, any inherent biases, and corroborating information. Debaters also must be prepared to challenge the credibility of their opponents’ evidence.

Stephen Toulmin’s approach to reasoning in argumentation forms the foundation for points debaters make, for persuading an audience, or for offering a specific position on a given question. In this, students must formulate a specific claim, offer evidence to back that claim, analyze the issue through the lens of the evidence, and explain the overarching impact that argument has on the issue at hand. Students must be aware of counterarguments, particularly in debate, where they must defend against them.

While public speaking and debating activities seem inherently focused on listening and speaking literacies, effective writing skills to produce coherent ideas that are shared orally are critical. Care must be taken when outlining a speech or debate case to consider the overall coherence and cohesion of ideas, so that an audience can follow the speaker’s lines of reasoning. Speakers who truly want their words to be memorable employ a variety of stylistic devices to figuratively illustrate their ideas. Finally, since every speaking and debating event has its own particular set of rules and audience focus, students must customize their written notes or manuscript to specific demands and/or judging paradigms.

Writing and preparing to speak is an ongoing, organic process of brainstorming, drafting, and revising. Students constantly react to feedback they receive from their judges and coaches. Public speaking and debating activities rely heavily on the use of technology to develop and revise speeches and debate cases, to collaborate with peers, particularly as students call up digitally stored research, and old drafts of speeches and debate cases, which they revise.

All speaking and debating activities involve the exchange of ideas, which happens as a result of the presenter engaging with audiences while speaking, influencing viewpoints of judges and other contestants. Participants take notes during debates, cross-examine one another, and focus attention to arguments made and the credibility evidence used. In interscholastic competition, all of this happens in a “multi-institutional setting” (Brendan Kelly, Ph.D.), maximizing reach of the exchange of perspectives. In a classroom or practice setting, instructors encourage students to evaluate their peers’ ideas, and offer feedback, bolstering the engagement in speaking and listening.

Some speaking and debating events allow students to use visual supporting material to augment audience understanding of content. Even where the rules do not allow for this, students can use textual tactics to illustrate their ideas.

Debaters and public speakers must use language effectively, and with a formal register, to communicate their ideas. This impacts their credibility in the eyes of the judges who evaluate them, as well as their peers who listen and learn from one another. Figurative language can help students carry a greater impact with their words, making their message resonate better in the minds of their judges and peers. When writing debate cases or speech manuscripts, students use correct conventions of written language.

When students choose a literary text to perform, they must consider the themes, characterizations, setting and author’s overall message. They then draw upon this information to select passages to form a “cutting” appropriate to the time constraints of competition, delving into the themes and meanings to create meaningful performances that explore various facets of the human condition, bringing the author’s intent to life. The performer must select the most poignant passages to perform, to drive expression of their central thematic concept, and to show character progression and/or progression of ideas. Performers do not write the text they interpret, but they do craft and arrange their cutting in such a way that demands the same critical thinking skills employed in writing. The narrative and/or dialogue should acknowledge human motivations and conflicts.

The performer derives themes from literature to craft an original introduction that prepares an audience to understand tone and purpose of the interpretive performance. When preparing to interpret texts, performers reflect on impressions gained from those texts, to convey those ideas.

Writing and preparing performance is an ongoing, organic process of thematic analysis, cutting, practicing, and adjusting. Students constantly react to feedback they receive from their judges and coaches. Performers rely heavily on the use of technology to develop and revise cuttings, to collaborate with peers, particularly as students call up old drafts of cuttings, which they revise. Competition motivates students to incorporate tactics and ideas they encounter from listening to their peers perform, to improve their own performance.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Compare and contrast treatments of the same topic in several primary and secondary sources.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 55.)

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Work with peers to set rules for collegial discussions and decision making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on page 54 for specific expectations.)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use parallel structure.

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Use a colon to introduce a list or quotation.

Spell correctly.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 55.)

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas.

Work with peers to set rules for collegial discussions and decision making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.