Most likely be B because persuasive speech has to have an ethical and rational concept about the subject your talking about, and very verbal because you need to persuade your audience to get interested in what your talking about.
Answer:
The ten errors are the one with (*):
One reason for this anxiety is that students are rarely taught to evaluate *their* own work. They have no criterion for *evaluating* their own performance. Instead, they *fell* prey to the whims of chance good or bad marks just happen or depend on luck such as what lecturer they have or *reflect* their level of natural cleverness. This can leave students falling disempowered or *drifted* even if their marks are good. Students can feel very vulnerable and may worry about *suddenly* being exposed as stupid. *Anxiety* may create a vicious cycle such students can not settle down to study can not focus attention can not take *in* what they read or can not remember *what* they learnt and this reinforces their suspicion that really they *lack* intelligence. This is very common so it is important to look on what we mean by intelligence.
Explanation:
1.- Them should be changed for their going from the object pronoun to the possessive adjective.
2.- evaluations changes for evaluating going from the noun to the verb
3.- felt changes to fell felt is for emotions and felt is to become the prey.
4.- The word reflect can be deleted to present two noun phrases as options.
5.- drift changes to drifted to keep cohesion with the previous adjective in the sentence
6.- sudden changes to suddenly going from the adjective to the adverb.
7.- Anxious goes to anxiety from the adjective to the noun.
8.- on goes to in, the use of a different particle gives the idea of absorption of knowledge.
9.- which goes to what to keep a cohesive structure with the previous sentences
10.- lacks goes to lack since it is not a third person and it has to be conjugated differently.
The purpose of making the second paragraph a single sentence is one of timing. It sets a quick pace with no interruptions. This is intended to mirror the actual experience of walking into the warehouse and looking at the slaves being sold. In this way, the author wants you to imagine the situation the way he is describing it.
The author uses the lists "husbands, wives..." and "sold, leased..." for a couple different purposes. One is similar to the previous one: to create a certain pace. The author provides several quick and short options in a row, which mimics the quickness, confusion and overload of sights when walking into the warehouse. Although the behaviour of the seller is calm, the mind of the viewer is going quickly as it considers the implications of the scene. The second one is to highlight the reality of the slaves. By giving you all the options, he shows that no matter what your condition was, you were sold in the same way and with no concern for your individuality. Finally, the author also gives us these lists of characteristics as factual information that describes the condition of the slaves.