The following passage seeks to compare two speeches: one given by Martin Luther King and one given by George W. Bush. It seeks to describe each of these works, evaluating how the speaker’s tone, emphasis, pace, and use of rhetorical devices helps persuade his audience. It seeks to be specific and use textual evidence from the speeches as support. 
It seeks to use three grade-level vocabulary words in its writing.

Passage:

Martin Luther King Jr.’s "I Have a Dream" speech served as a powerful and compelling call for racial equality and justice. His tone was filled with passion and hope, and it highlighted the importance of unity and the urgent need for civil rights. By employing metaphors and the repeated phrase “I have a dream,” King was able to express profound emotions while keeping the audience engaged. He drew a stark contrast between the racial injustices present in America and the image of “a lonely island of poverty” set against “a vast ocean of material prosperity,” compelling his listeners to confront the harsh realities of segregation. King expertly managed the pacing of his speech, beginning at a measured tempo before escalating to an invigorating crescendo, and he used various rhetorical strategies to persuade his audience toward his vision of racial equity.

In contrast, George W. Bush’s address following the September 11 attacks conveyed a serious yet determined tone, with the aim of uniting the nation during a time of crisis. His straightforward language provided reassurance and conveyed strength, as exemplified by the statement “Our country is strong.” He employed repetition to evoke a sense of patriotism, with phrases like “We will not tire, we will not falter, and we will not fail,” instilling a sense of determination among listeners. Bush skillfully varied his pacing and incorporated pauses for emphasis, allowing him to connect with the American people. He made emotional appeals to honor the victims and first responders, and his direct tone, coupled with the use of repetition, effectively fostered unity in the face of adversity.

In conclusion, both speeches effectively use tone, rhetorical devices, and pacing to engage their respective audiences, each tailored to their unique places in history. King’s message is one of optimism and social change, while Bush’s speech sought to unify a nation in mourning. Both leaders were successful in creating a connection with their audiences and left a significant and lasting impact.



Does this passage include the following?

The answer should be two to three paragraphs long.
Describe the argument in an eighth-grade-level informational text.
Make sure you expertly and accurately describe both speeches, fully evaluating the effectiveness of three or more strategies used to persuade the speaker’s audience in each one. 
Cite textual evidence from an eighth-grade-level informational text that most strongly supports an analysis of what the text explicitly says.
Make sure you expertly and correctly support the description of the speeches and their strategies with textual evidence.
Use grade-level vocabulary
Use general academic or domain-specific words and phrases at a grade 8 level.
Make sure you have successfully incorporated three or more grade-level vocabulary words. 
Make sure you follow rules of spelling, capitalization, grammar, and punctuation, with no errors.

If it does not, please provide and edited version that adheres to these guidelines.