Binder1

Adjunct Certification Program 

PORTFOLIO 

Naomi Fernandez | ACP | April 22, 2016 

Table of Contents 

Syllabus Snapshot …………………………………………………………………………… 3 
Student Preparation Strategy …………………………………………………………. 4 
BOPPPS Lesson Plan ………………………………………………………………………. 5  
  Persuasion Power Point ………………………………………………………… 9 
  Classroom Assessment Technique ………………………………………… 16 
  Article ……………………………………………………………………………………. 17 
  Speech …………………………………………………………………………………… 19 
  Rhetorical Terms & Chart ……………………………………………………. 26 
  Formal Assessment ……………………………………………………………….. 28 
Test Questions ……………………………………………………………………………….. 30 
Rubric …………………………………………………………………………………………….. 31 
Showcase Presentation …………………………………………………………………… 32 
Reflective Essay ………………………………………………………………………………. 45 

 

Welcome to Required Materials:
Advanced Developmental English 0309
Flash drive
Instructor: Mrs. Naomi Fernandez
Binder—3 tabs &
Email: [email protected] pockets
Office Phone: 936-273-7265
Notebook Paper
MW—10:00 a.m.—11:50 p.m. Bldg. G Rm. 210

Course Description

This is a combined lecture/lab, performance- based course designed to develop students’ critical reading and aca-
demic writing skills. The focus of the course will be on applying critical reading skills for organizing, analyzing, and
retaining material and developing written work appropriate to the audience, purpose, situation, and length of the as-
signment. This is a course with a required lab.

Credit Hours: 3 credits (3 hrs. lec., 1 hr. lab)

Need Help? Homework & Exam Policy

Counselor: Angela Mar n—Building G Rm. 120 G; 936‐273‐7070 Homework is due at the beginning of class. If
absent, please submit via email.
Angela.Mar [email protected] Late Policy (for homework, essays, and labs)
One day late: ‐ 10 percent
Tutoring at The Write Place and the language lab Two days late: ‐ 20 percent
No homework accepted a er two days.
The Write Place and the language lab tutors can help you one‐on‐one with
study techniques and any part of the reading and wri ng processes. NO MAKE UP FOR QUIZZEZ OR EXAMS
Bldg. G Rm. 103 (first floor);
Coordinator: Nathan Zingleman, 936‐ 273‐7055
h p://www.lonestar.edu/write‐place.htm.
Hours: Monday – Friday 9 – 5 and Saturday 11 – 5.

Component WeighƟng

Attend class regularly. No use of personal electronics Reading & Wri ng 20% (5 Quizzes)
There are NO excused ab- in class (no texting, social media, Quizzes
sences. or music) Essays 30% (3 essays at
10% each)
Manage your time wisely No leaving class early without In‐Class Lab 10% (15 labs)
and complete all course discussing with instructor 10% (marked per
assignments. A endance & Class‐ week)
No working on outside material work 10%
Turn in all your work on during class. Homework (includes
time. Journals and Affec ve 20 % (10 % each)
No chewing tobacco or smok- Effec ve strategies)
ing Mid‐Term & Final ex‐ 100%
ams
TOTAL

Dropping Class: If you think you cannot be successful in this View the complete syllabus on D2L
class, please talk to me first. If you do decide to not finish the Syllabus Tab

course, the last day to drop is April 11.

Getting students to read – Student Prep. 

 Read the handout on Evaluating Persuasive Writing (posted on D2L) 
 Create a bubble map showing the various persuasion techniques used in writing.  (This supports 

active reading) 
 The map should show:  

Techniques 
Definition of techniques 
Examples of techniques 

You will use this bubble map (only) to complete a short quiz (CAT) in class.  

Quiz (CAT whole class) 

 Read the article by Dr. Ben Carson. Answer the following questions. 
What is Dr. Carson trying to convince the reader of?  
Use your bubble map to find three persuasion techniques used in the post.  
Provide examples from the post that support those techniques. 

 

BOPPPS LESSON PLAN 

COURSE: Developmental English – Advanced Integrated Reading and Writing 

Lesson Title: Persuasion – Recognizing and Using Persuasion in Reading, Writing, and Speaking 

 

Bridge:  How will you gain learner interest and set the stage for the lesson?  

1. Ask students for a show of hands – how many of you have tried to persuade someone to see things your way, or to purchase something for you, or to do 

something for you?  

2. How do you decide what you need to say or do to convince the other party of the situations mentioned above? Accept all answers. 

3. Do you have a persuasion strategy? Ex: pouty face, tone, convince the other party of the urgency of the need … Accept all answers. 

4. Explain to class:  There are certain techniques that authors, speech writers, advertisers use to convince their audience. Explain that students will learn 

the three main appeals and rhetoric used for persuasion. They will learn to identify and use these techniques in reading, writing, and speaking.  

 

Estimated time: 5 minutes 

Course Student Learning Outcome: 

 

Learning Objectives:  By the end of this lesson, students will be able to 

1. Recognize the importance of using persuasive and rhetorical modes in reading, writing and speaking. (Knowledge) 

2. Define the three persuasive appeals and identify them in various written and verbal forms. (Comprehension) 

3. Use rhetorical terms (vocabulary) in identifying written and verbal rhetoric. (Comprehension) 

4. Demonstrate the use of three persuasive appeals and at least one rhetoric mode. (Analysis and Application) 

 

Pre‐Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the student preparation strategy you developed.  

 

The first three questions in “Bridge” lends to this Pre‐Assessment.  

Also, ask students to answer out loud the following questions – Use “recall” from student prep reading to help answer:  

 Do you recognize when an author is trying to convince you of something? What cues you in that you are being persuaded?  

 Do you recognize when advertisers are trying to persuade you to buy or do something? What cues you in that you are being persuaded? 

 Do you recognize when a speaker is trying to persuade you of something? What cues you in that you are being persuaded? 

Accept all answers and guide students with answers from student prep reading.  Re‐iterate answers that may relate to the lesson.  

 

Estimated time: 5 minutes 

Participatory Learning:  

HIGHLIGHT AND LABEL THE FOLLOWING: 

 4 questions with Bloom’s level identified 

 New instructional technology you are trying 

 At least one classroom assessment technique (CAT) 

 

Time  Instructor Activities  Learner Activities  Lesson Materials 

5 min.     PPT. Presentation – See Attached 
  Power point presentation on three persuasive  Note taking   
appeals: Pathos (Emotional), Logos (Logical),  Whole class response 
and Ethos (Ethical) 
 
Check for recall/knowledge: 

1. What are the three persuasive
appeals (list and define)? (recall /
knowledge)

  Watch and recognize three appeals in various  Video. Persuasion in Advertising 
9 min.  Persuasive techniques in advertising video. 
advertisements.  http://www.youtube.com/watch?v=FeCz5fy02JE 
Advertisers put persuasion appeals together 
well. They know they’re audience.   

10‐15 min  2. Can you identify and explain the Students log on to Socrative to take a quick quiz  Technology Tool 
appeals used in three magazine
advertisements? (Interpreting) individually.   https://b.socrative.com/login/student/

Technology quiz and CAT will be used   Student Room Code: G79EPPzy 
to respond to this question.
Next …   
Instructor reviews quiz on Socrative as
students take it (immediate response on   See attached CAT document. 
this tech tool).
Take CAT 

Whole class response for CAT 

Next, use CAT for more detailed
assessment.

Classroom Assessment Technique to
check for recall, knowledge, and
interpreting.

Instructor Fill in gaps if students answer
incorrectly. Students’ understanding of
persuasion appeals segue into recognizing
persuasion in writing.

25 min.  Hand out article for students to read.   Independent: Active reading of article  Handout. Article by Dr. Ben Carson with 
Allow 8‐10 min for active reading.      persuasion questions at the end. 
Discussion of persuasion.  Student Group Discussion (groups of three):   
  What is the effect on the reader when the  See Attached. 
Discussion and questions are also a CAT for  author uses each of the persuasion techniques? 
recall, knowledge, and interpreting. These  Discuss teacher led questions at the end of the  Gen. William H. McRaven Commencement 
come from student prep strategy.  article. Use bubble map from student prep.  Address 
  http://www.youtube.com/watch?v=pxBQLFLei70 
20 min.  Connect reading and writing to speaking.  Whole Class Discussion:  Share the above with   
Focus on rhetorical techniques in speaking.  whole class. Each group gets a chance to 
Briefly discuss rhetorical techniques  provide answers. 
vocabulary.    
Why is it important and effective?  View 15 min. of speech (Youtube video).  
Listen for rhetorical techniques and three 
persuasive appeals. 

12‐15 min  Instructor asks following questions:  Option – Work in pairs or individually: Use  See attached – written version of above speech 

written speech as a refresher. Find at least two  for students to reference.  

3. In the video (speech), how do rhetoric rhetoric techniques that were used in the  See attached ‐‐ Rhetoric chart. 

and appeal(s) work together to get the speech.    

speaker's point across? (Analyze) Whole class discussion – What rhetoric did you 

find? How was it helpful in relaying McRaven’s 

message(s)?  

 

      

Post‐assessment: See attached assessment 

Formal Assessment – Students demonstrate knowledge, recall, understanding, and application of material presented.  

Estimated time: 15 min 

Summary: How will you close the lesson? 

 Review Post‐assessment questions in whole group discussion. Students share their answers from the post assessment.  

 Instructor identifies if there are any gaps that need further explanation.  

 Instructor asks following question to assess student synthesis of material. 

4. In order to be persuasive, should you always use all three appeals? Why or why not? (Synthesize) 

 

 Instructor explains how Persuasion ties into Argument which is the next topic covered in this course. 

 Instructor explains assignment due the following week: Students will demonstrate their knowledge of persuasion and rhetoric techniques by creating a 
power point advertisement about an environmental topic of their choice. They will include all three persuasion appeals and present the advertisement 
to the class by using at least one form of rhetoric in their presentation.  

  
Estimated time: 10‐15 mins. 
 

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.) 

Persuasive Appeals





 Using logic to support a claim and persuade.

 Can also be the facts, data and statistics used
to help support the argument.



 Tugging at the emotions of someone to
persuade or motivate.

 Use of vivid language, emotional language
and numerous sensory details.



The CAT I will be using is Mid-Unit Assessment. This will occur after the Persuasion
in Advertising video.

It will assess students’ understanding of the three persuasion appeals thus far in the
lesson. The Mid-Unit Assessment will ensure that students know what the three
persuasion appeals are, how they are defined, and how to recognize them. They will
also show understanding of the impact each appeal has in various forms of advertising.
Students will also recognize how some appeals in advertising have varying impacts on
people based on each person’s background, experiences, and preferences. For
example, in a Ford truck ad, the logical appeal may have a stronger impact on those
who like trucks, who want to buy a truck, and who care about performance. While the
ethical appeal may have a stronger impact on those who care about safety and the
environment.

Method:

I will project three full page magazine advertisements. The ads will be of different
products and/or services: Automobile ad; Donate to cancer ad; Bottled water ad.

I will ask out loud for a show of hands to answer the following questions. Each time, I
will pick a different student to answer. The show of hands and responses will let me
know if students can recall the three appeals they have just been introduced to, and if
they can identify them in the ads. The questions are:

1) Name the three persuasion appeals.
2) Define each persuasion appeal.
3) Ad 1. Identify each appeal.
4) Ad 1. In your opinion, which appeal serves the strongest level of persuasion for

this ad.
5) Ad 2. Identify each appeal.
6) Ad 2. In your opinion, which appeal serves the strongest level of persuasion for

this ad.
7) Ad 3. Identify each appeal.
8) Ad 3. In your opinion, which appeal serves the strongest level of persuasion for

this ad.

This activity will show the teacher if any gaps in understanding need to be filled before
continuing with the next activity which is recognizing persuasion in a written article.

1 

 

Facebook Post from Dr. Ben Carson – Questions at the end

Tonight, going through all of your questions, I wanted to touch on a few issues that seem to be
asked by many people.

I would like to deal with one question tonight in some detail. The issue is experience. Several
people ask what they should tell their friends when people say, “I like Carson but he has no
political experience.”

You are absolutely right — I have no political experience. The current Members of Congress
have a combined 8,700 years of political experience. Are we sure political experience is what we
need? Every signer of the Declaration of Independence had no federal elected office experience.
What they had was a deep belief that freedom is a gift from God. They had a determination to
rise up against a tyrannical King. They were willing to risk all they had, even their lives, to be
free. Today, we find ourselves with an entire class of politicians. No one in Philadelphia, during
that summer our nation was born, dreamed that service was a career with a pension. America was
the land of the Citizen Statesmen. They were merchants, lawyers, farmers — and yes, even
doctors. They were willing to stand for freedom. Today, the political class stands in the way, not
for the people. They demand pensions and perks. This is not what our Founders envisioned for
America. I spent my life treating very ill children. Over 15,000 times I gave my all to prolong
their lives. I was blessed to do it. But when it came time for me to retire, I simply could not sit
back any longer. These children became my family. What our government is doing to them is
outrageous. I am prepared to risk all that I have to try and make a difference in their future. I
built one of the nation’s best medical centers. I served for two decades on the boards of Costco
and Kellogg. I built a national scholarship program.

My experience is very different than what we have come to expect. I grew up poor. I know what
it is like to be homeless and hungry. I know the pain of poverty. I also know that education and a
mother’s love can be the path out of dire poverty. I know what it is like to see water fountains
you are not allowed to drink out of because of your skin color. I also know that once you peel
back the skin, the brain is the same no matter what your skin color or continent you live on. I
know that victimhood is a trap. I know that it is our Christian responsibility to offer those less
fortunate a hand up. I know my faith is strong and my ego is small.

I know that my path to the White House is different than most. But, I also know I bring all of the
pain and joy, the success and failure, the lessons learned through love and sorrow in my life’s
journey. Bill Clinton was famous for saying “I feel your pain” — well, I have walked in your
shoes.

I do not have political experience, I have a life journey. A journey that not only made it possible
for me to relate to so many different people, but also one where time and time again I was told I
would fail, only to succeed. My candidacy is different, that I grant you. I have neither Donald
Trump’s money nor Jeb Bush’s political network. However, I wouldn't trade a single child I
treated for all of Trump’s money. While I admire the Bush family’s dedication to service, I too
served — nights, weekends, holidays, birthdays, and anniversaries with severely injured patients
were my public service.

2 
 

I didn’t go to embassy cocktail parties or beg lobbyists for money. I spent night after night in a
quiet, sterile room trying to save the life of a small child. That was my life’s service. This is my
life’s experience. What I have is a lifetime of caring, integrity and honesty. I have experienced
the American Dream. Nowhere in the world, other than America, could a man whose ancestors
were slaves, rise to become a leading brain surgeon and one day seek the Office of President.

The very fact that I am running is testament to the greatness of America. If all you want is
political experience then I cannot be your candidate.

Thank you for staying up with me.

Goodnight,
Ben

_ 

 

Persuasion Questions 

1) What is the persuasive message in Carson’s article? 
  

2) Can you identify the three appeals? Use bubble map from pre‐reading if needed. 
 

3) Which of the appeals do you find the strongest? (Point out how preference of appeals 
vary among people).  
 

4) Were you convinced of Carson’s persuasion? Why or why not?  
 
 

General McRaven Commencement Address

President Powers, Provost Fenves, Deans, members of the faculty, family and friends and
most importantly, the class of 2014. Congratulations on your achievement.

It's been almost 37 years to the day that I graduated from UT. I remember a lot of things
about that day. I remember I had throbbing headache from a party the night before. I
remember I had a serious girlfriend, whom I later married — that's important to
remember by the way — and I remember that I was getting commissioned in the Navy that
day.

But of all the things I remember, I don't have a clue who the commencement speaker was
that evening, and I certainly don't remember anything they said. So, acknowledging that
fact, if I can't make this commencement speech memorable, I will at least try to make it
short.

The University's slogan is, "What starts here changes the world." I have to admit — I
kinda like it. "What starts here changes the world."

Tonight there are almost 8,000 students graduating from UT. That great paragon of
analytical rigor, Ask.Com, says that the average American will meet 10,000 people in their
lifetime. That's a lot of folks. But, if every one of you changed the lives of just 10 people —
and each one of those folks changed the lives of another 10 people — just 10 — then in five
generations — 125 years — the class of 2014 will have changed the lives of 800 million
people.

800 million people — think of it — over twice the population of the United States. Go one
more generation and you can change the entire population of the world — eight billion
people.

If you think it's hard to change the lives of 10 people — change their lives forever — you're
wrong. I saw it happen every day in Iraq and Afghanistan: A young Army officer makes a
decision to go left instead of right down a road in Baghdad and the 10 soldiers in his squad
are saved from close-in ambush. In Kandahar province, Afghanistan, a non-commissioned
officer from the Female Engagement Team senses something isn't right and directs the
infantry platoon away from a 500-pound IED, saving the lives of a dozen soldiers.

But, if you think about it, not only were these soldiers saved by the decisions of one person,
but their children yet unborn were also saved. And their children's children were
saved. Generations were saved by one decision, by one person.

But changing the world can happen anywhere and anyone can do it. So, what starts here
can indeed change the world, but the question is — what will the world look like after you
change it?

Well, I am confident that it will look much, much better. But if you will humor this old
sailor for just a moment, I have a few suggestions that may help you on your way to a
better a world. And while these lessons were learned during my time in the military, I can
assure you that it matters not whether you ever served a day in uniform. It matters not
your gender, your ethnic or religious background, your orientation or your social status.

Our struggles in this world are similar, and the lessons to overcome those struggles and to
move forward — changing ourselves and the world around us — will apply equally to all.

I have been a Navy SEAL for 36 years. But it all began when I left UT for Basic SEAL
training in Coronado, California. Basic SEAL training is six months of long torturous runs
in the soft sand, midnight swims in the cold water off San Diego, obstacles courses,
unending calisthenics, days without sleep and always being cold, wet and miserable. It is six
months of being constantly harrassed by professionally trained warriors who seek to find
the weak of mind and body and eliminate them from ever becoming a Navy SEAL.

But, the training also seeks to find those students who can lead in an environment of
constant stress, chaos, failure and hardships. To me basic SEAL training was a lifetime of
challenges crammed into six months.

So, here are the 10 lessons I learned from basic SEAL training that hopefully will be of
value to you as you move forward in life.

Every morning in basic SEAL training, my instructors, who at the time were all Vietnam
veterans, would show up in my barracks room and the first thing they would inspect was
your bed. If you did it right, the corners would be square, the covers pulled tight, the pillow
centered just under the headboard and the extra blanket folded neatly at the foot of the
rack — that's Navy talk for bed.

It was a simple task — mundane at best. But every morning we were required to make our
bed to perfection. It seemed a little ridiculous at the time, particularly in light of the fact
that were aspiring to be real warriors, tough battle-hardened SEALs, but the wisdom of
this simple act has been proven to me many times over.

If you make your bed every morning you will have accomplished the first task of the day. It
will give you a small sense of pride, and it will encourage you to do another task and
another and another. By the end of the day, that one task completed will have turned into
many tasks completed. Making your bed will also reinforce the fact that little things in life
matter. If you can't do the little things right, you will never do the big things right.

And, if by chance you have a miserable day, you will come home to a bed that is made —
that you made — and a made bed gives you encouragement that tomorrow will be better.

If you want to change the world, start off by making your bed.

During SEAL training the students are broken down into boat crews. Each crew is seven
students — three on each side of a small rubber boat and one coxswain to help guide the
dingy. Every day your boat crew forms up on the beach and is instructed to get through the
surfzone and paddle several miles down the coast. In the winter, the surf off San Diego can
get to be 8 to 10 feet high and it is exceedingly difficult to paddle through the plunging surf
unless everyone digs in. Every paddle must be synchronized to the stroke count of the
coxswain. Everyone must exert equal effort or the boat will turn against the wave and be
unceremoniously tossed back on the beach.

For the boat to make it to its destination, everyone must paddle. You can't change the
world alone — you will need some help — and to truly get from your starting point to your
destination takes friends, colleagues, the good will of strangers and a strong coxswain to
guide them.

If you want to change the world, find someone to help you paddle.

Over a few weeks of difficult training my SEAL class, which started with 150 men, was
down to just 35. There were now six boat crews of seven men each. I was in the boat with
the tall guys, but the best boat crew we had was made up of the the little guys — the
munchkin crew we called them — no one was over about five-foot-five.

The munchkin boat crew had one American Indian, one African American, one Polish
American, one Greek American, one Italian American, and two tough kids from the
midwest. They out-paddled, out-ran and out-swam all the other boat crews. The big men in
the other boat crews would always make good-natured fun of the tiny little flippers the
munchkins put on their tiny little feet prior to every swim. But somehow these little guys,
from every corner of the nation and the world, always had the last laugh — swimming
faster than everyone and reaching the shore long before the rest of us.

SEAL training was a great equalizer. Nothing mattered but your will to succeed. Not your
color, not your ethnic background, not your education and not your social status.

If you want to change the world, measure a person by the size of their heart, not the size of
their flippers.

Several times a week, the instructors would line up the class and do a uniform inspection. It
was exceptionally thorough. Your hat had to be perfectly starched, your uniform
immaculately pressed and your belt buckle shiny and void of any smudges. But it seemed
that no matter how much effort you put into starching your hat, or pressing your uniform
or polishing your belt buckle — it just wasn't good enough. The instructors would
find "something" wrong.

For failing the uniform inspection, the student had to run, fully clothed into the surfzone
and then, wet from head to toe, roll around on the beach until every part of your body was
covered with sand. The effect was known as a "sugar cookie." You stayed in that uniform
the rest of the day — cold, wet and sandy.

There were many a student who just couldn't accept the fact that all their effort was in
vain. That no matter how hard they tried to get the uniform right, it was
unappreciated. Those students didn't make it through training. Those students didn't
understand the purpose of the drill. You were never going to succeed. You were never
going to have a perfect uniform.

Sometimes no matter how well you prepare or how well you perform you still end up as a
sugar cookie. It's just the way life is sometimes.

If you want to change the world get over being a sugar cookie and keep moving forward.

Every day during training you were challenged with multiple physical events — long runs,
long swims, obstacle courses, hours of calisthenics — something designed to test your
mettle. Every event had standards — times you had to meet. If you failed to meet those
standards your name was posted on a list, and at the end of the day those on the list were
invited to a "circus." A circus was two hours of additional calisthenics designed to wear
you down, to break your spirit, to force you to quit.

No one wanted a circus.

A circus meant that for that day you didn't measure up. A circus meant more fatigue —
and more fatigue meant that the following day would be more difficult — and more
circuses were likely. But at some time during SEAL training, everyone — everyone
— made the circus list.

But an interesting thing happened to those who were constantly on the list. Over time those
students — who did two hours of extra calisthenics — got stronger and stronger. The pain
of the circuses built inner strength, built physical resiliency.

Life is filled with circuses. You will fail. You will likely fail often. It will be painful. It will
be discouraging. At times it will test you to your very core.

But if you want to change the world, don't be afraid of the circuses.

At least twice a week, the trainees were required to run the obstacle course. The obstacle
course contained 25 obstacles including a 10-foot high wall, a 30-foot cargo net and a
barbed wire crawl, to name a few. But the most challenging obstacle was the slide for life. It
had a three-level 30-foot tower at one end and a one-level tower at the other. In between
was a 200-foot-long rope. You had to climb the three-tiered tower and once at the top, you
grabbed the rope, swung underneath the rope and pulled yourself hand over hand until
you got to the other end.

The record for the obstacle course had stood for years when my class began training in
1977. The record seemed unbeatable, until one day, a student decided to go down the slide
for life head first. Instead of swinging his body underneath the rope and inching his way
down, he bravely mounted the TOP of the rope and thrust himself forward.

It was a dangerous move — seemingly foolish, and fraught with risk. Failure could mean
injury and being dropped from the training. Without hesitation the student slid down the
rope perilously fast. Instead of several minutes, it only took him half that time and by the
end of the course he had broken the record.

If you want to change the world sometimes you have to slide down the obstacle head first.

During the land warfare phase of training, the students are flown out to San Clemente
Island which lies off the coast of San Diego. The waters off San Clemente are a breeding
ground for the great white sharks. To pass SEAL training there are a series of long swims
that must be completed. One is the night swim.

Before the swim the instructors joyfully brief the trainees on all the species of sharks that
inhabit the waters off San Clemente. They assure you, however, that no student has ever
been eaten by a shark — at least not recently. But, you are also taught that if a shark
begins to circle your position — stand your ground. Do not swim away. Do not act
afraid. And if the shark, hungry for a midnight snack, darts towards you — then
summon up all your strength and punch him in the snout, and he will turn and swim away.

There are a lot of sharks in the world. If you hope to complete the swim you will have to
deal with them.

So, if you want to change the world, don't back down from the sharks.

As Navy SEALs one of our jobs is to conduct underwater attacks against enemy
shipping. We practiced this technique extensively during basic training. The ship attack
mission is where a pair of SEAL divers is dropped off outside an enemy harbor and then
swims well over two miles — underwater — using nothing but a depth gauge and a
compass to get to their target.

During the entire swim, even well below the surface, there is some light that comes
through. It is comforting to know that there is open water above you. But as you approach
the ship, which is tied to a pier, the light begins to fade. The steel structure of the ship
blocks the moonlight, it blocks the surrounding street lamps, it blocks all ambient light.

To be successful in your mission, you have to swim under the ship and find the keel — the
centerline and the deepest part of the ship. This is your objective. But the keel is also the
darkest part of the ship — where you cannot see your hand in front of your face, where the
noise from the ship's machinery is deafening and where it is easy to get disoriented and fail.

Every SEAL knows that under the keel, at the darkest moment of the mission, is the time
when you must be calm, composed — when all your tactical skills, your physical power and
all your inner strength must be brought to bear.

If you want to change the world, you must be your very best in the darkest moment.

The ninth week of training is referred to as "Hell Week." It is six days of no sleep, constant
physical and mental harassment, and one special day at the Mud Flats. The Mud Flats are
area between San Diego and Tijuana where the water runs off and creates the Tijuana
slues, a swampy patch of terrain where the mud will engulf you.

It is on Wednesday of Hell Week that you paddle down to the mud flats and spend the next
15 hours trying to survive the freezing cold mud, the howling wind and the incessant
pressure to quit from the instructors. As the sun began to set that Wednesday evening, my
training class, having committed some "egregious infraction of the rules" was ordered into
the mud.

The mud consumed each man till there was nothing visible but our heads. The instructors
told us we could leave the mud if only five men would quit — just five men — and we could
get out of the oppressive cold. Looking around the mud flat it was apparent that some
students were about to give up. It was still over eight hours till the sun came up — eight
more hours of bone-chilling cold.

The chattering teeth and shivering moans of the trainees were so loud it was hard to hear
anything. And then, one voice began to echo through the night, one voice raised in
song. The song was terribly out of tune, but sung with great enthusiasm. One voice became
two and two became three and before long everyone in the class was singing. We knew that
if one man could rise above the misery then others could as well.

The instructors threatened us with more time in the mud if we kept up the singingbut the
singing persisted. And somehow the mud seemed a little warmer, the wind a little tamer
and the dawn not so far away.

If I have learned anything in my time traveling the world, it is the power of hope. The
power of one person — Washington, Lincoln, King, Mandela and even a young girl from
Pakistan, Malala — one person can change the world by giving people hope.

So, if you want to change the world, start singing when you're up to your neck in mud.

Finally, in SEAL training there is a bell. A brass bell that hangs in the center of the
compound for all the students to see. All you have to do to quit is ring the bell.

Ring the bell and you no longer have to wake up at 5 o'clock. Ring the bell and you no
longer have to do the freezing cold swims. Ring the bell and you no longer have to do the
runs, the obstacle course, the PT — and you no longer have to endure the hardships of
training. Just ring the bell.

If you want to change the world don't ever, ever ring the bell.

To the graduating class of 2014, you are moments away from graduating. Moments away
from beginning your journey through life. Moments away from starting to change the
world — for the better. It will not be easy.

But, YOU are the class of 2014, the class that can affect the lives of 800 million people in
the next century.

Start each day with a task completed. Find someone to help you through life. Respect
everyone.

Know that life is not fair and that you will fail often. But if take you take some risks, step
up when the times are toughest, face down the bullies, lift up the downtrodden and never,
ever give up — if you do these things, then the next generation and the generations that
follow will live in a world far better than the one we have today.

And what started here will indeed have changed the world — for the better.

Thank you very much. Hook 'em horns.

 

Rhetorical Terms and Techniques of Persuasion 
Rhetoric Definition: The art of effective or persuasive speaking or writing, especially the use of 
figures of speech and other compositional techniques. 
Alliteration – Repetition of the same sound beginning several words in a sequence. 
Ex: “Let us go forth to lead the land we love” 
“Pay any price, bear any burden …” 
Anaphora – Repetition of a word or phrase at the beginning of successive phrases, clauses or 
lines. 
Ex: “Let both sides…” 
“To those old allies…. To those new states ….To those new people ….” 
Antithesis – Contrast of ideas or words in a parallel structure. 
Ex: “Ask not what your country can do for you, ask what you can do for your country.” 
“We observe today, not as a victory or party but a celebration of freedom.” 
Using Emotion  Ex: Freedom; Liberty 
Using Fear – Ex: “For man holds in his mortal hands, the power to abolish all forms of human 
poverty and all forms of human life.” 
Using Logic – “The world is very different now…. And yet the same revolutionary beliefs for 
which our forebears fought are still at issue around the globe ….” 
Using Ethics – “To those nations who would make themselves our adversary, we offer not a 
pledge but a request; that both sides begin anew the quest for peace ….” 
 
  

Listen and read Admiral McRaven’s commencement speech to the University of Austin’s 
graduation class of 2014.   

1. What is Adm. McRaven trying to persuade the class to do? 

 

2. Use the chart below to identify the rhetorical techniques of persuasion in his speech.  

Rhetorical  Example(s) used in McRaven’s speech 
Technique 
 
   
   
Alliteration   
   
   
Anaphora   
 
 
Antithesis 
 
 
Use of Fear 
 
 
Use of Emotion 
 
 
Use of Logic 
 
 
Use of Ethics 
 
 

 

Formal Assessment (Bloom’s Taxonomy)

1. Which of the following persuasive appeals relates to the emotions? (knowledge)
a. Logos
b. Phobia
c. Ethos
d. Pathos

2. What is rhetoric? (knowledge)
a. Showing pathos, logos, and ethos
b. The art of public speaking
c. Being able to convince your audience of your point
d. Asking a question that doesn’t require a response

3. Review the following advertisement from Kashi. What persuasive appeals do you
recognize? Provide evidence from the advertisement to support your answer.
(comprehension)

4. In the space below, create your own advertisement for a vacuum cleaner (it can
be a brand that exists or create your own brand). Just a rough sketch is fine.
Your advertisement must depict all the persuasive appeals. (comprehension,
application)

 

Test Questions:

1. What are the three persuasive appeals (list and define)? (recall / knowledge)

2. Can you identify and explain the appeals used in three magazine advertisements?
(Interpreting)

3. In order to be persuasive, should you always use all three appeals? Why or why not?
(Synthesize)

4. In the video (speech), how does rhetoric and appeal(s) work together to get the speaker's point
across? (Analyze)

 

Environmental Advertisement 

Persuasion Power Point and Presentation Rubric 

This rubric is designed to assess a power point presentation. Students are expected to create an 

advertisement about the environment. They will include the three persuasion appeals to 

convince the audience about the importance of their environmental topic. They will present the 

advertisement/presentation using rhetoric and presentation skills.  

Requirements Did not meet Met Some Met all Comments

requirements requirements requirements

Appeals: All three  0  5  10   

persuasion  (Did not include,  (One or two  (All three appeals 

appeals are  or appeals were  appeals are  are clearly 

represented   unclear)  present)  presented) 

Creativity and  0‐3  4‐7  8‐10   

overall look of  (requirements  (requirements  (requirements 

ad.:  were minimally  were partially to  were met or 

(Environmental  met or not met)  minimally met)  mostly met) 

topic is clearly 

presented; 

Combination of 

pictures and 

words; at least 3 

slides) 

Grammar:  0‐3  4‐7  8‐10   

(Complete  (5 or more errors)  (2‐5 errors)  (0‐2 errors) 

sentences,  

punctuation, 

spelling, no run‐

ons or fragments) 

Presentation  0‐3  4‐7  8‐10   

Skills: (Evidence  (0‐3 presentation  (3‐5 presentation  (All skills were 

of at least one  skills were used,  skills were used,  used and ranged 

rhetoric  but were weak)   and ranged from  from average to 

technique is  weak to strong)  strong)  

apparent; Tone; 

Fluency; 

Confidence; 

Overall 

explanation of 

slides) 

 

ACP Showcase Portfolio

Naomi Fernandez
Developmental English – 0309
April 21, 2016

Table of Contents

Student Preparation Persuasion
Strategy Reading,
Writing,
BOPPPS Lesson Plan Speaking

• Classroom Assessment Technique
• Questions
• Technology

Reflection

Student Preparation Strategy
Getting Students to Read

Actively Read – Create a Bubble Map
Persuasion in Writing

Emotions

Ethics Logic Use
map for
persuasion in class

Quiz
(CAT)

Bridge OPPPS

Whole Class Discussion

• Get class involved
Have you ever tried to persuade
someone to do something for you?
What strategy do you use?
Do you consider who you’re asking? Do
you use emotions? Logic? Do you pout?
Use certain emphasis in your tone?
Instructor accepts and engages in all
responses.

BObjectives PPPS

By the end of this lesson, students will be able to:
• Recognize the importance of using persuasive and rhetorical

modes in reading, writing and speaking. (Knowledge)
• Define the three persuasive appeals and identify them in

various written and verbal forms. (Comprehension)
• Use rhetorical terms (vocabulary) in identifying written and

verbal rhetoric. (Comprehension)
• Demonstrate the use of three persuasive appeals and at least

one rhetoric mode. (Analysis and Application)

BO Pre-Assessment PPS

The “Bridge” lends to this Pre‐Assessment. 

Also, ask students to answer out loud the following questions – Use 
“recall” from student prep reading to help answer: 

 Do you recognize when an author is trying to convince you of something? What 
cues you in that you are being persuaded? 

 Do you recognize when advertisers are trying to persuade you to buy or do 
something? What cues you in that you are being persuaded?

 Do you recognize when a speaker is trying to persuade you of something? What 
cues you in that you are being persuaded?

Accept all answers and guide students with answers from student 
prep reading.  Re‐iterate answers that may relate to the lesson. 

BOP Participatory LessonPS

The Participatory Lesson is designed to introduce Persuasion in various forms: Media,
Writing, Reading, and Speech. Also, the element of Rhetoric is introduced with speech.
Classroom Assessment Techniques combine good questions and technology tools to assess
student knowledge and understanding as the lesson progresses. Good questions and CAT are
designed to reveal student progressive knowledge of material.
1. Power Point: Define the three persuasive appeals – Pathos, Logos, and Ethos
Question: What are the three persuasive appeals? (recall / knowledge)
2. YouTube Video: Advertising – visual and writing

Participatory Lesson

Classroom Assessment
Technology Tool – Socrative

Students respond to three multiple
choice questions.
Questions are comprised of examples of
the three appeals. Students have to
recognize the examples and choose the
answer.
• Quick and fun for students – Can

make it a race
• Immediate teacher feedback

Participatory Lesson

Classroom Assessment – Whole class discussion
Question: Can you identify and explain the appeals
used in three magazine advertisements? (Interpreting)

In your opinion, which appeal serves
as the strongest level of persuasion
for each ad?
Point out: Varying appeals – Know
your audience!

3. Article Participatory Lesson

4. Speech

Facebook Post from Dr. Ben Carson – Questions at Use of
the end Persuasion &

Tonight, going through all of your questions, I wanted to Rhetoric in
touch on a few issues that seem to be asked by many reading &
people. speeches

I would like to deal with one question tonight in some
detail. The issue is experience. Several people ask what
they should tell their friends when people say, “I like
Carson but he has no political experience.”

You are absolutely right — I have no political Classroom Assessment
experience. The current Members of Congress have a Small Group Discussion – Then Whole Group
combined 8,700 years of political experience. Are we Question: How do rhetoric and appeals work
sure political experience is what we need? Every signer together to get the speakers persuasive point
of the Declaration of Independence had no federal across? (Analysis)
elected office experience. What they had was a deep Identify one or two forms of rhetoric used.
belief that freedom is a gift from God.

Classroom Assessment
Small Group Discussion – Then Whole Group
What is the persuasive message?

Identify the three persuasive appeals in the article.
(use pre-reading bubble map to help you)

Which appeal is the strongest?
Did it make an impact on you?

BOPP Post-Assessment S

Formal Assessment (Bloom’s Taxonomy) 3. Review the following advertisement from Kashi.
Covers persuasion and rhetoric in reading, What persuasive appeals do you recognize? Provide
writing, and speaking evidence from the advertisement to support your
answer. (comprehension)
1. Which of the following persuasive appeals relates
to the emotions? (knowledge)
a. Logos
b. Phobia
c. Ethos
d. Pathos

2. What is rhetoric? (knowledge) 4. In the space below, create your own advertisement
a. Showing pathos, logos, and ethos for a vacuum cleaner (it can be a brand that exists or
b. The art of public speaking create your own brand). Just a rough sketch is fine.
c. Being able to convince your audience of your point Your advertisement must depict all the persuasive
d. Asking a question that doesn’t require a response appeals. (comprehension, application)

BOPPP Summary

• Review Post Assessment – (whole group) determine if
further explanation is needed.

• Question – In order to be persuasive, should you always use
all three appeals? Why or why not? (Synthesize)

• Next Topic – Argument – Will use persuasion appeals,
knowing audience, rhetoric.

• Homework – Create an advertisement about the
environment. A power point presentation showing all the
persuasion appeals (visual and written). Present to the class
using at least one rhetorical technique learned in class.