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Hi Henry, You had written me a paper for this class a few weeks ago, Paper #1. This entire assignment is based off of the paper you had written me. If u have any questions let me know!
ILS 200: Critical Thinking and Expression
Elevator Pitch #1
Due Date: 2/26, 11:59 PM
50 pts
Instructions:
In a 1–2-minute-long speech, please do the following:
In Paper #1, you defended a particular position through the use of the Scholastic Dispute method in a 5–6 double-spaced paper. This assignment asks you to take the content of Paper #1 and turn it into a brief speech—of the sort one might describe as an “elevator pitch.”
This elevator pitch asks you to employ any relevant rhetorical strategies and devices we have learned so far. Specifically, you should follow the Five Canons of Rhetoric and the Disposition of Rhetoric. As a reminder, the disposition has six steps:
Introduction (What is your purpose?)
Background (What is the context?)
Question (What issue are you arguing?)
Main Argument (What arguments support your conclusion?)
Counterarguments (How do you respond to what others say?)
Conclusion (What should the audience do next?)
Upload a copy of your elevator pitch to Canvas before class and deliver your speech in front of your discussion section according to directions from your TA.
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Thomas Aquinas
Professor Clark
ILS 200: Critical Thinking and Expression
26 February 2024
Elevator Pitch #1
War rages across the globe, and America must once again decide whether to
enter the fray of international conflict. War is a terrible thing—some argue it is
never justified and is always sinful. But is war always sinful? Although war is
terrible, in specific circumstances, it is justified.
War is necessary when justice requires it. We need soldiers to defend
ourselves, and, as Augustine argues, the Lord recognized in the Gospel the lawful
aspect of soldiering. In limited circumstance, war is not only not sinful, but it is
justified.
War is justified when it meets each of the following requirements: the
Supreme Authority must declare war; the war must be for a just cause; and a
rightful intention must motivate going to war. If these requirements are met, then
the war is just. But some argue war is always sinful because the Lord punishes
warmongers. However, even those who live by the sword do not necessarily die by
the sword. Those who wage war do not always die in war. Therefore, if the Lord
punishes sinners, and there are some who wage war that are not punished by the
Lord, then the Lord must view some warmongers as free from sin. If the reason for
the war is just, then the war is also just.
War is always terrible, but a war that is just is not sinful. As we decide our
next steps as the conflict rages, let us remember only a just cause should motivate
us to go to war.
ILS 200: Critical Thinking and Expression
Elevator Pitch #1 Rubric
Due Date: 2/26, 11:59 PM
50 pts
Introduction and
Conclusion
Background and
Question
Main Argument and
Counterargument
Presentation
Timing
Excellent (10–8 pts)
Good (8–7 pts)
Satisfactory (7–4 pts)
Unsatisfactory (4–0 pts)
Thesis is clear, precise, and
easy to understand. Conclusion
provides clear next-steps for
the audience.
Thesis is moderately clear,
precise, and easy to understand,
with some room for
improvement. Conclusion
provides mostly clear next-steps
for the audience, although
further explanation helpful.
Thesis is less clear,
precise, and/or easy to
understand, with much room
for improvement. Conclusion
provides slightly clear nextsteps for the audience,
although not fully explained.
Thesis is unclear, imprecise,
and difficult to understand.
Conclusion lacks clear nextsteps for the audience.
Essay formulates a clear,
concise, and precise disputable
question that yields a “yes” or
“no” answer, with sufficient
context of the question
provided.
Essay formulates a disputable
question that may be less than
clear or concise or precise in
some way. The context is
mostly useful, although not
fully explained.
Essay formulates a clear but
vague and open-ended
question that allows for
multiple possible responses.
Context is slightly useful,
although requires greater
explanation.
Essay presents an unclear,
imprecise, and/or
indisputable
question. Context is absent
or not useful, does not
sufficiently inform the
audience.
Argument is clear, precise, and
easy to understand.
Counterarguments are
formulated in strong
objections (i.e., no “strawman”
arguments)
Argument is moderately clear,
precise, and easy to understand,
with only an occasional misstep
or two. Essay formulates
opponents’ objections into clear,
but only moderately strong,
versions of counterargument.
Argument is less clear, precise, Argument is garbled,
or easy to understand, with
imprecise, and difficult to
some missteps. Argument
understand. Essay
formulates counterargument
formulates a “strawman”
into mostly clear but weak
counterargument.
version of objection.
Speech has a clear structure
and looks rehearsed. Student
maintains eye contact with
audience, while glancing down
occasionally or never at
written notes.
Speech has a structure that
needs some work in some way
or looks only partly rehearsed.
Student maintains eye contact
most of the time, but relies
moderately on written notes.
Speech has a structure that
needs work and looks
insufficiently rehearsed.
Student maintains eye contact
only part of the time, relying
heavily on written notes.
Speech needs substantial
work in terms of its structure
and rehearsal. Student does
not maintain eye contact,
relying almost entirely on
written notes.
Within 1–2 minutes.
Goes 5 seconds over or under
limit.
Goes 6–19 seconds over or
under limit.
Goes 20 or more seconds
over or under limit.
ILS 200: Critical Thinking and Expression
Elevator Pitch #1
Due Date: 2/26, 11:59 PM
50 pts
Instructions:
In a 1–2-minute-long speech, please do the following:
1. In Paper #1, you defended a particular position through the use of the Scholastic Dispute
method in a 5–6 double-spaced paper. This assignment asks you to take the content of
Paper #1 and turn it into a brief speech—of the sort one might describe as an “elevator
pitch.”
2. This elevator pitch asks you to employ any relevant rhetorical strategies and devices we
have learned so far. Specifically, you should follow the Five Canons of Rhetoric and the
Disposition of Rhetoric. As a reminder, the disposition has six steps:
a. Introduction (What is your purpose?)
b. Background (What is the context?)
c. Question (What issue are you arguing?)
d. Main Argument (What arguments support your conclusion?)
e. Counterarguments (How do you respond to what others say?)
f. Conclusion (What should the audience do next?)
3. Upload a copy of your elevator pitch to Canvas before class and deliver your speech in
front of your discussion section according to directions from your TA.
Guidelines for Success:
1. Your speech should be 1–2 minutes long (about 150–300 words). That may not seem like
a lot of time (and it isn’t), but every second matters. In this time, you should:
a. Express a purpose and context for the argument.
b. Articulate a clear and concise understanding of your argument.
c. Articulate a clear and concise understanding of the counterargument.
d. Provide a strong logical solution for the issue argued.
2. Choose the strongest argument and counterargument.
3. Write with clarity, brevity, and impact. You are reducing six substantive pages of writing
into a two-minute pitch. Each word you write should have a purpose; it should ‘work’ for
you. If a word is superfluous, verbose, or plain puffery, cut it. The best writing is simple
and attention-grabbing. Most of Paper #1 will be left out—that’s okay. You want to keep
only that writing integral to your argument.
4. Practice your delivery. This may not be a matter of strict memorization, but you do want
to be able to articulate your position confidently and relaxed.
5. It may be helpful to imagine a specific person to whom you are delivering the speech.
You are not speaking into a void, but to a room full of peers. Imagine a close friend
listening intently to what you have to say. Give that level of respect to your audience, and
they will return the favor to you.
6. Finally, the “elevator pitch” might be the most practical form of persuasive speech when
it comes to things like job interviews or performance at work, so consider this assignment
as a low-stakes opportunity to hone a skill that you will employ in your future careers!
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