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The same can be done for the method she is using to build her argument. If a student says, “she’s telling that guy that what he said about women needing help all the time isn’t true,” respond with a question like, “so she’s rebutting a counterargument?” then, with the student’s agreement, write “rebut a counterargument” on the Methods to Persuade chart. Support students to learn and use terminology such as “rebutting a counterargument” or “making a claim” when sharing.
Following is an example of a Methods to Persuade chart that shows some methods Truth uses that students might offer:
Methods to Persuade
| Method | Example |
| Rhetorical questions | “Ain’t I a woman?” “But what’s all this here talking about?” |
| Rebutting counterarguments | paragraphs 2-4 |
| Repetition of key phrases | “Ain’t I a woman?” |
| Analogy | “If my cup won’t hold but a pint…” |
| Allusion | “If the first woman God ever made…” |
| Appealing to ethical beliefs | “…wouldn’t you be mean not to let me have my little half-measure full?” |
| Call to action | “And now they is asking to do it, the men better let them.” |
| Use of personal experience as evidence | paragraph 2 |
| *Imperative/directive statements | “Look at me! Look at my arm!” |
After students have shared, ask them to go through the rest of the speech, rereading parts that were not discussed to continue to examine Truth’s methods. Have students share with the whole group providing examples from the texts. When students share methods, they should also talk about the effect those methods had on them as readers/listeners and what effect they think Truth was hoping for from her audience. Press them to be specific; ask them to consider why Truth would use a specific method considering her argument, audience, and purpose.
As part of this discussion, have students evaluate the support Truth offers to rebut the counterarguments. Have them consider if the evidence that Truth uses is accurate, adequate, and appropriate.
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