Answer: rhetorical question → a question asked for effect, not to get an answer; inclusive language → words such as 'we', 'us' and 'our' that make the audience feel part of a group; emotive language → words chosen to make the audience feel a strong emotion; evidence → facts, examples or expert support used to back up a claim; repetition → repeating a word, phrase or sentence pattern for emphasis

Answer: It gets the audience to picture the space for themselves, so they notice how run-down it is before the speaker even makes the argument. Starting with the listeners' own experience makes them more likely to agree.

Answer: 'Us all' includes everyone in the audience, and 'ashamed' is an emotive word. Together they make listeners feel personally responsible for the neglected space, which motivates them to support the change.

Answer: The objection is that a garden costs too much. The speaker rebuts it by saying seeds are cheap, families have spare pots and tools, and a local shop has offered to donate soil. Answering the objection makes the speaker seem fair and well prepared.

Answer: A mix. The survey is relevant to the school, but it only covers one year group and gives no exact numbers. The statement about health organisations is general and true, but it is about being active outdoors rather than school gardens specifically. It supports the argument without proving it.

Answer: Listeners cannot go back and reread, so repeated words and patterns help them follow and remember the key ideas. Repetition also creates rhythm, which makes a speech sound confident and powerful when spoken aloud.

Answer: To call the audience to action and end on a memorable, positive image

It uses rhetorical questions and inclusive language to urge action, then finishes on the hopeful image of the garden blooming.

Model answer: The speaker persuades the student council by making them feel responsible for a neglected space and then offering the garden as an exciting, shared solution. The speech opens with a rhetorical question, 'Is that really the best we can do with it?', which invites listeners to agree that the space is a problem. Emotive language such as 'lonely and neglected' and 'sad grey square' makes the area seem pitiful, so the audience wants to improve it. The repeated sentence opening 'A garden is...' builds a hopeful rhythm and presents the garden as a classroom, a place of rest and a lasting gift. The speaker also offers evidence, noting that 'more than half' of the year group would help, which suggests the plan is practical and popular. Finally, inclusive language in 'Together, we can make it bloom' positions the council as part of a team. Through these techniques the speaker moves the audience from disappointment to enthusiasm and action.

Model answer: Good morning, classmates. Imagine someone collapses in front of you right now. Would you know what to do? Most of us would freeze, not because we don't care, but because no one has ever taught us. That is why I believe every student should learn first aid. First aid is not just for doctors. First aid is for the playground, the sports field and the dinner table at home. It is a skill we could all use one day, and it takes only a few hours to learn. We learn to read, to write and to solve equations. Surely we can also learn how to help someone who is hurt? [Techniques: rhetorical questions ('Would you know what to do?', 'Surely we can...?'); inclusive language ('us', 'we'); repetition ('First aid is...'); emotive language ('collapses', 'freeze').]