Year 10 · English · Literacy
Speech writing and delivery
Write and deliver a persuasive speech that uses structure, rhetorical devices and voice to engage a live audience.
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These lessons were written around Australian Curriculum strands and matched to UK year groups by age (Year 1 is the year a child turns 6 in England). They are not mapped to the National Curriculum in England or the curricula of Scotland, Wales or Northern Ireland, so check them against your own plans.
Learning goals
Learners will
- Structure a persuasive speech with a strong opening, clear arguments, a rebuttal and a memorable conclusion.
- Use rhetorical devices such as the rule of three, rhetorical questions, inclusive language and anecdotes to engage a live audience.
- Deliver a speech using pace, pause, volume, emphasis, eye contact and gesture.
Success looks like
- I can write an opening hook that grabs a listener's attention.
- I can identify and use at least four rhetorical devices in my own speech.
- I can mark up my speech for delivery and present it confidently for two to three minutes.
The big idea
A speech is written for the ear, not the eye. Listeners cannot re-read a sentence they missed, so a speaker must be clear, structured and engaging from the first word.
A strong persuasive speech usually follows this structure:
- Hook: grab attention with a rhetorical question, a startling statistic, a vivid image or a short anecdote.
- Position: state your contention clearly and preview your main points ('Today I will give you three reasons…').
- Arguments: two or three main points, each with evidence and an example, introduced with signposts ('Firstly…', 'My second reason…').
- Rebuttal: acknowledge the other side and explain why it is weaker ('Some people say… but…').
- Conclusion: sum up and finish with a call to action or a memorable final line that echoes the opening.
Rhetorical devices make a speech persuasive and memorable. Common ones are the rule of three ('We need cleaner air, safer streets and better parks'), rhetorical questions ('How many more summers will we waste?'), repetition of a key phrase, inclusive language ('Together, we can…'), direct address ('You have the power to…'), anecdotes (short personal stories), statistics and emotive language.
Delivery turns words into a performance. Vary your pace – slow down for important ideas. Use pauses before and after key lines so they land. Adjust volume and emphasis to stress important words. Keep eye contact with different parts of the audience, stand steadily and use natural gestures.
Mark up your script for delivery: use a slash ( / ) for a short pause, a double slash ( // ) for a long pause and underline words to emphasise. Practise aloud at least three times; recording yourself is one of the quickest ways to improve.
Worked examples
Writing an effective hook
Improve this opening for a speech arguing that schools should have longer lunch breaks: 'Today I am going to talk about lunch breaks.'
- Choose a hook type: a rhetorical question plus a vivid image will engage listeners quickly.
- Make it relevant to the audience's own experience.
- Follow the hook with a clear statement of your position.
Answer: 'Have you ever gulped down a sandwich in four minutes, only to hear the bell before you have even stood up? Today I will argue that our lunch break must be longer – for our health, our learning and our friendships.'
Identifying rhetorical devices
Identify the devices in this original extract: 'We recycle our bottles. We switch off our lights. We walk to school. So why are we still being told that young people do not care about the planet?'
- 'We… We… We…' repeats the opening word, which is repetition (anaphora), and uses inclusive language.
- Three actions are listed: the rule of three.
- The final sentence is a rhetorical question – the speaker does not expect an answer but wants the audience to see the claim as unfair.
Answer: Repetition and inclusive language ('We…'), the rule of three (three actions) and a rhetorical question.
Marking up a script for delivery
Mark up this closing line for delivery: 'The choice is ours. Let us make it today.'
- Add a long pause before the closing line to signal its importance: '// The choice is ours.'
- Add a short pause and mark the key words 'ours' and 'today' for emphasis (here shown in capitals).
- Plan to slow down, look up from the script and hold eye contact on the final word.
Answer: '// The choice is OURS. / Let us make it TODAY. //' – delivered slowly, with eye contact and a firm final pause.
Practice check
Have a go, then check your answers. Each answer comes with an explanation.
Answer guide for parents
Which device is used here? 'Clean, cheap and quick – that is what public transport offers.'
Rule of three — Three qualities are grouped together to make the idea rhythmic and memorable.
What is the name for a question asked for effect rather than to get an answer? (two words)
rhetorical question — Rhetorical questions make the audience think and often imply the answer.
Which sentence uses inclusive language?
Together, we can make our community safer. — 'We' and 'our' include the audience as part of the speaker's group.
In a speech, what is the purpose of a rebuttal?
To answer and weaken an opposing argument — A rebuttal acknowledges the other side and explains why it is less convincing.
What is the term for the closing request that tells the audience exactly what to do? (three words)
call to action — A call to action turns agreement into action, such as 'Sign the petition today.'
Why do speakers often pause just before and after an important line?
To give the audience time to absorb the idea and to add emphasis — Pauses signal importance and give listeners time to think.
Which is the best hook for a speech about reducing food waste?
Imagine buying three bags of groceries, then dropping one straight into the bin. That is what many households do every week. — The vivid image gets attention and makes the problem feel real and personal.
Why is writing for a speech different from writing an essay?
Listeners cannot re-read, so speeches need clear signposts, shorter sentences and repetition of key ideas. — A speech is written for the ear, so clarity and memorability matter most.
Watch out for
- Thinking a speech is just an essay read aloud. Speeches need signposting, shorter sentences and repetition because listeners cannot go back.
- Believing that more devices always means a better speech. Devices work best when used deliberately at key moments, not crammed into every sentence.
- Assuming delivery means speaking fast to get it over with. Slowing down and pausing makes a speaker sound more confident and persuasive.
Tips for parents
- Be a warm, attentive audience. Give one specific compliment and one specific suggestion after each practice run.
- Watch a short speech together and count the rhetorical devices you notice, then discuss which ones worked best.
- Encourage palm cards with key words only, rather than a full script, once your learner knows the speech well.
Go further
- Record your speech, then watch it back with the sound off to check gestures and eye contact, and again with eyes closed to check pace and pauses.
- Write a one-minute impromptu speech on a topic drawn from a hat, giving yourself only five minutes to prepare.
- Write and deliver a toast for an imaginary family celebration, using an anecdote and the rule of three.
About 60 minutes
You'll need
- Exercise book
- Pens in two colours for marking up a script
- A phone or device to record a practice run (optional)
- A family audience
Key words
- Hook
- An attention-grabbing opening, such as a question, a surprising fact or a short story.
- Rhetorical question
- A question asked for effect, not to get an answer, to make the audience think.
- Rule of three
- Grouping ideas or words in threes to make them memorable and rhythmic, such as 'clean, cheap and quick'.
- Inclusive language
- Words such as 'we', 'us' and 'our' that make the audience feel part of the speaker's group.
- Rebuttal
- The part of an argument that answers and disproves an opposing point of view.
- Call to action
- A closing request telling the audience exactly what they should do or think.
Still tricky?
For parents
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