Traditional On Campus Class

Welcome to the Traditional On Campus version of Speech 103 Oral Communication! I look forward to getting to know each of you. Over the years, I have learned that many of you dread taking this class (dont worry I felt the same way when I had to take this class) but I hope that you will find your worries to be unfounded. I work very hard to try to create a comfortable learning environment, primarily because I need you to participate in order for this class to work. This is a participatory-based class where we will all work together to help each other improve our communication skills. Consequently, you will play an active role in your own learning as well as active role in the learning of the other students in this class. Research has shown that when you are an active participant in a class you increase how much you remember as well as how much you can recall after the semester has ended. However, I have found that when you are an active participant in my class you will look forward to coming to each class session and your fears of public speaking will soon decrease. Since this class is participatory, you will find that you will put a lot of thought and effort into this class. Much learning will occur both in class and out side of class. However, while this class is demanding, I hope that you will both enjoy this experience and learn a great deal about communication, how you communicate, and how to be a better communicator. So, look around at your colleagues next class session, and start to remember some of their names because they will help you this semester. I also encourage each of you to stop by my office to chat. We can work together to help you achieve your educational goals. Sincerely, Dr. Lisa

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Table of Contents:
Library Resources pages 4 Grading RUBRIC for presentations pages 5 Expectations in the course . page 6 Standards in the course page 6 Note taking Tips . page 7 Solutions to Common Problems. page 8 Extra credit assignment page 9 Grading RUBRIC for written assignmentspage 10 Speech critiques page 11-12 Outline Template page 13 Grading Criteria for the Outline pages 14-15 Narrative speech ..... pages 16-17 Informative speech ..pages 18-23 Includes section on citing sources Persuasive speech pages 24-29 Includes section on Monroes Motivated Sequence Course Objectives .. page 30 Getting Ready for the Exam ...page 31

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Speech 103 If you find that you need help with one or more of the topics discussed in class, feel free to stop by the library for help. Please ask for these materials at the Librarys Circulation Desk. You must show your student ID card at the time of checkout. Please return borrowed materials on time.

BOOK_______________________________________
Presenting with Pizzazz 1-week checkout

VIDEO can be viewed in library only

The Arts of criticism... giving and taking Be prepared to speak Defensive/Supportive communication Great openings and closings Nonverbal communication - eye contact and kinesics Powerful ways to persuade people Public speaking for personal success Speech basics Speaking with confidence-Presentational aids Speaking without fear or nervousness Successful speaking: Using logic & reasoning Speaking with confidence-Anxiety Speaking with confidence-Critical thinking Speaking with confidence-Critiquing public speaking

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Assessment Criteria for Speeches

An A speech
WOW !

A B Speech Pretty Good!

Introduction almost complete, not as strong as it could be Needs improvement on either (attention getter, final remark, topic statement, credibility, preview and summary) Deals with a challenging topic, not all material that needs to be cited is cited Speech a bit too conversational &/or some usage of slang, sexism, &/or jargon Language needed to be a little more emotive with more attention paid to the senses Proficient use of transitions Visual aids done satisfactorily Delivered in a fluent confident manner Seemed natural, conversational although slightly nervous &/or uneasy little movement from the speaker Varied eye contact throughout most of the speech

A C Speech
Keep Trying
Introduction and Conclusion are identifiable Preview and summary are in appropriate places Attention getter &/or final remark blend in with the rest of the speech Conform to the assignment (narrative, informative, persuasive) Speech direct and easy to understand Visual Aids are presented throughout the speech and presented professionally Sources are cited in speech when needed

A D Speech
Maybe Next Time
Introduction and conclusion there but hard to distinguish Preview &/or summary missing

Introduct ion and Conclusi on Content, Languag e, and Visual Aids

Solid introduction and conclusion with a creative attention getter and final remark, clear topic statement, relevant credibility, solid preview and summary Great call to action Excellent inclusion of resources, citations in speech when necessary, clear, vivid language which made me feel the speech through 2 or more senses Professionally appearing visual aids which were used wonderfully throughout the speech

Not prepared according to the assignment Visual aids missing &/or unprofessional Visual aids handled in an unprofessional manner

Body Languag e, Facial Expressi ons, Eye Contact, and Voice Overall Appeara nce

Confident, comfortable delivery, speaker appeared natural and conversational with no verbal pauses Lively face and facial expression, matched the tone of the topic, scanned the audience well while also using note cards appropriately Energetic, enthusiastic voice which matched the tone of the topic a nice volume and great variation of pitch Great fluency of speech Appeared as if they had rehearsed this speech enough, polished delivery Genuine interest, positive feelings towards topic and the audience

Reasonable comfort and confidence Reasonable amount of eye contact with the audience Remain behind the podium throughout the speech Little or no movement from the speaker Delivered in a matter of fact, here is what you need to know, manner

Read from a manuscript or delivered from memory No audience interaction and involvement

Needed at least one more practice Skillful delivery with moderate amount of fluency throughout the speech

Ready for the assignment on the assigned day Conform to the time limit Prepared any special requirements (outline, visuals, sources, etc.) Needed to rehearse a couple more times

Clearly unrehearsed and unprepared for the speech

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Guidelines of Courtesy for the speeches that take place in the classroom:
1. Cellular phones and pagers should be turned off while in class or placed on vibrate. Please do not disturb the class with these items! Particularly on speech days!!! Should your phone ring during a student speech you will have 5 points deducted from your speech. 2. If you arrive late to class on a day speeches are scheduled WAIT OUTSIDE THE CLASSROOM until you hear applause at the conclusions of the speech. We would not want to interrupt anyones speeches. 3. Please remove hats and sunglasses both in class and during your speeches. 4. If a student arrives to class on speech days after the class has concluded (due to an early finish), the student cannot give the speech at a later date. 5. If a student arrives to class on speech days over of the way through the class, that student will be considered absent and will not be able to deliver their speech. 6. If you elect not to deliver your speech, due to an unforeseen incident, you will receive a zero on your speech and will not be able to make it up. 7. Please treat other students with verbal and nonverbal dignity and respect! 8. Students with disabilities who may need academic accommodations should discuss options with me during their first two weeks of class.

Standards Expected in this Course

1. Your formal outline and bibliography will be collected on the day you are assigned to speak. 2. Since there is a tremendous amount of written work in this class, all assignments turned in after the printed due dates in the syllabus will receive half credit, no exceptions. 3. Rough outlines will not be collected after the printed due date on the last page of the syllabus. Rough outlines will be collected approximately one week before your speeches, see calendar for exact dates.

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NOTE TAKING Taking good notes both in class and while reading the textbook will make your study time more effective. The time and effort you take now to improve your study skills will benefit you throughout the course. NOTE TAKING IN-CLASS Sometimes it is difficult to determine what information given during a lecture should be written down. Here are a few suggestions. In general, you should take notes on: All information written on the board All pertinent information not included in the textbooks Definitions given Key words or phrases Lecture objectives discussed Examples that clarify a concept Examples that will facilitate recall of a concept Assignment instructions Anything that seems IMPORTANT

NOTE TAKING WHILE READING Not only should you highlight your textbooks when reading them, you may also find it helpful to take notes on the material covered. This can be done either in a notebook or on note cards. Note cards are particularly convenient because you can use them as flash cards when studying for an exam. Although this process can be time consuming, it will assist you in studying for exams and improve your retention of the information covered. When reading, you should be sure to take notes on: Definitions Key words or phrases Steps to a process Diagrams Examples that clarify a concept Examples that will facilitate recall of a concept Anything that seems IMPORTANT

Remember: All material included in the lectures and/or in the textbook may appear on examinations.

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No Excuses! Be a Problem-Solver.
Excuse #1: I didnt have enough time Solution: Budget your time wisely. Use the calendar of assignments in the syllabus. Get it done early. Avoid procrastination (i.e. the night before) because the unexpected does happen. Excuse #2: I was sick last night Solution: Dont wait until the last minute to complete assignments. The syllabus assigns everything in advance and you are given plenty of time to do it. Excuse #3: My printer isnt working Solution: Go to Kinkos! Print it out the night before it is due. Use a friends printer. Bring money to use the campus printer. Worst case scenarios, email it to me so it isnt considered late. Excuse #4: I ran out of paper Solution: Print your assignment out the night before and put it in your bag. Go to the store before it closes. Excuse #5: I didnt understand the assignment, so I didnt do it. Solution: If you dont understand something, you need to ASK. Make friends and contact them BEFORE asking me. Re-read the assignment description in this packet. Excuse #6: I never got your email. Solution: If I tell you that I emailed the class information and you never received it, the responsibility is on you to make sure you get the information once you are notified. Check your email. Make sure I have your correct email address by emailing me. Excuse #7: It was due today?? I didnt know. Solution: Keep this packet & syllabus with you for every class so you can keep yourself informed. Write down due dates on your personal calendar. Excuse #8: I lost my syllabus, can I get another one? Solution: Make a photocopy from a friend. You get only one. Email me a request to send it to you electronically. Excuse #9: I wasnt here in class, I didnt know something was due. Solution: Check your syllabus AND contact a friend to find out what you missed. Just because YOU are not here doesnt mean class stops! You are responsible for all material missed. YOUR EDUCATION IS YOUR RESPONSIBILITY!

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Chapter Outline Extra Credit This is due the same day that you are taking the exam in the class. I will NOT accept this late! To receive a bonus 10 points you will need to summarize each of the chapters in the textbook that we cover in class in your own words. Each chapter outline should be 1-2 pages in length, these should act as notes of the chapter not just a list of key terms and ideas (therefore, the entire packet should be no more than 20 pages). This is a simple assignment that will actually help you do better in the course, since reading the textbook is critical to your success. All you have to do is to find the information that is highlighted in bold throughout the chapter and briefly explain what it is. Sentences cannot be lifted directly from the chapter; these must be done in your own words and it cannot be done with another student. Should you complete this as a group activity neither of you will receive any extra credit points. It is extra credit and does not have to be done if you choose not to. But if you choose not to do it, do not ask me for other extra credit assignments!!

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Below you will find a RUBRIC explaining how I will be grading your critiques and your discussion board assignments and responses. Please review the various levels to make sure that your papers are written in the best manner possible. WRITING PROFICIENCY RUBRIC Theme Organization Words, Usage & Citing Sources Grammar Writers Questions Writer: Did my Writer: Did I cite grammar, syntax others works and and punctuation ideas? Did I provide the cues follow standard and direction I conventions for intended the citing sources? Reader to go? Readers Comments Level 1: Level 1: I continuously Outside sources read the essay supported the without feeling essay. My interrupted by reading was not miscues. interrupted by the citation convention used. Level 2: I was able to read the essay with minimal sense of interruption by punctuation miscues or incorrect spellings. Level 2: Outside sources helped slightly to advance the argument. I was distracted by the citation convention used. Overall Success

Writer: Did I explain the central question, the background of the issue, and my point of view (thesis) clearly? Level 1: I understood from the start what the essay was about. The thesis was strong, clear, and original.

Writer: Did the ideas build logically, allowing the essay to flow in an unbroken manner?

Writer: Did I succeed in making my ideas and intentions come across clearly to the Reader? Level 1: I feel confident I understood the essay. The writer's tone and word usage were consistent with the writer's argument. Level 2: In general, I understood the essay Sometimes the writer's argument or tone changed or was inconsistent throughout the essay Level 3: I know little or nothing of what the writer was trying to convey to me.

Level 1: I followed the logic of the essay from beginning to end.

Level 2: Level 2: I understood the Sometimes I felt I central question, would put things the background of in a different the issue, and/or logical sequence. the point of view I was still able to (thesis) follow the essay eventually. The in general. central ideas of the essay were weak or vague. Level 3: I did not Level 3: know what the I interrupted my essay was about. reading to try to Further reading work out the logic did little to help of the essay. me. 2006 Teresa Neal

Level 3: I interrupted my reading to decode spellings, punctuation, and word usage.

Level 3: Inaccurately cited sources or lack of sources did not advance the argument.

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Critiques for speeches: This assignment is due one week after you give your speech You will also be expected to bring in a brand new blank VHS on the day you are assigned to speak. All of your speeches will be video taped and you are to watch the speech and type up critique. (SEE NEXT PAGE FOR DETAILS!) Aside from the paper, you are also expected to grade your speeches using the evaluation sheets provided in this packet. (The objective is for you to critically evaluate your own speech based on the criteria discussed in class and on the RUBRIC.) Write comments on the evaluation sheet, as I do, so that I can get a clear understanding of how you arrived at the grade. To calculate your grade: add up the numbers placed in the sub headings Following the persuasive speech, your critique will be an evaluation of your overall progress in the class not just a paper reporting what you did on your persuasive speech.. You are to watch all of your taped speeches in succession and turn in a 2-3 page critique commenting on all 3 speeches. In this critique, you will look at your improvement between the speeches as well as one thing to continue to improve on for future speeches. **Dont forget to grade your persuasive speech and turn that it with the overall evaluation**

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Critiques for speeches continued: After watching your speech performance on the videotape, (make sure to rewind and cue the video when you are done! ) you are to write a one page paper analyzing your performance on the speech. Pick the elements in your speech that you did well on and need to improve and be realistic. You can't cover everything, but you want to discuss more than delivery. What about the organization and content of your speech? How was it? How do you know? How can you improve it? Provide proof to support your assertions. Here's a start to your paper. What did you do well in your speech and why? Give detailed examples (proof) to support your opinions. What do you need to improve and why? Again, give specific examples from your speech. Provide proof (examples) from your speech video. How do you KNOW that what you are saying is true? Tell me and be specific! Do not make statements about what the audience felt or knew! When composing your paper, use the correct communication terms for what you are describing. I need to know that you understand and can identify key terms and concepts from this course. In the last paragraph of the critique, identify 2 specific things you will target for improvement in your next speech and describe in detail what you will do to help make the improvement a reality. Papers should be approximately 1-2 pages in length. Handwritten papers will NOT be accepted.

Important:
I am only interested in what you saw on the video and why you feel the way you do. Furthermore, do not retell what you did during your speech or how you prepared. I only want to know about what you saw on the video, what you thought about your performance and why. Papers are due a week after your speech. When you discuss what you think you did well, provide proof from the video. When you discuss what you feel you need to improve, again provide proof from the video. Always support your contentions with proof. This is a must! Be sure to discuss more than delivery. Since this is a formal paper, spelling, sentence structure and grammar count. Use the spell and grammar checker from your word processing program. If you need help, you can visit The PLACe, our tutorial center, in D-107 (619-388-7852). Remember, this paper is about what you think you did well and what you feel can be improved and whythere is a big difference!

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Name Day of class General Purpose: Specific Purpose Thesis: Organizational Pattern: I. Attention Getter Topic Statement Credibility Preview II. (transition) Main Point A. 1.
Sub Point

A. B. C. D.

2. Main Point B. 1.
Sub Point

2. III. In conclusion, (transition) Summary Final Remark A. B.

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Each formal presentation has a required outline that must be submitted with the presentation.
As always contact me if you need help, Id be happy to review your outline at least 48 hours PRIOR to the date it is due if needed.

How an outline is graded

Top of the Outline General purpose is identified is correct Specific purpose is identified includes all three required elements does not use the word and Thesis Statement is identified is one full sentence summarizes the entire speech is message centered Overall Format Outline format Follows the template given in class Has each of the elements listed on the template Individual Elements Attention Getter Is identified Serves its purpose of getting the audiences attention, bringing them into the speech Topic Statement is identified is correct Credibility is identified states the speakers credibility AND/OR shows how the topic is relevant to the audience Preview Is identified Lists all of the main points in the exact same words, exact same order II Transition sentence Is identified Serves the purpose of a transition sentence
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Main points At least 2 Limited to only one sentence Concepts relevant to topic Sub points At least 2 Limited to only one sentence Concepts relevant to main points III Transition sentence Is identified Serves the purpose of a transition sentence Begins the conclusion of the speech Summary Is identified Lists all of the main points in the exact same words, exact same order Includes one main idea from each main point for the listener to remember Final Remark Is identified Brings the speech closure Leaves the audience thinking about the topic Bibliography (works cited page) A minimum of three sources cited Sources are credible Cited correctly, using MLA

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Narrative Speech Assignment Length 3 - 5 minutes Visual Aid: Not required but helpful Formal Outline: Required (to be turned in on the day of your speech) Purpose The purpose of this assignment is to show you how to focus any story and make it into a well thought out, interesting speech. Choose a particular moment in your life in which you learned a valuable lesson or fact. Expand on this topic by focusing on how the audience could benefit from knowing this information. It could be something you learned in hindsight or something you are still trying to understand (i.e. a moral issue); however, either way it must be relevant to the audience. Objective: This speech should be an original effort to convey a story about your experiences to your audience in an interesting manner. While you will be conveying a story in this speech, you must still follow the speech organizational pattern: Introduction, Body, and Conclusion! Also focus on how knowing this information will benefit your audience it is not just a story. Grading Criteria: The speech should be interesting, well organized, competently presented, and should be appealing to your audience. You must have a captivating introduction, logical organization in the body, and have a conclusion that summarizes your theme memorably. Pay attention to timing as it is imperative you learn how to curtain a presentation to the time limit.

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Narrative Speech Assessment

Sheet
3= well done, present in the presentation and meets standards 2= needs improvement, partial credit is awarded because it is there, you are on the right track but it needs to be reviewed as to exactly what it should be like 1= not visible in the presentation and/or done incorrectly

/24
/9

Structure
Introduction

______ the attention getter drew the audience into the speech ______ the speaker stated the topic and why it was important to listen ______ the preview was a concise list of the main points

/6

Body

______ the speaker flowed well from one main point to the next with helpful transitions ______ the speaker transitioned to the conclusion smoothly

/9

Conclusion

______ the summary listed all of the main points in the same order as discussed in the body ______ the summary included the important ideas and concepts the speaker wanted to the listeners to remember ______ the final remark left me thinking about the speakers topic &/or brought the speech to full closure

/15
______ comfort ______ ______ ______ ______ not

Delivery
the speakers movements and posture showed confidence and the the the the speakers facial expressions were alive and appeared natural speaker maintained eye contact with the entire audience speakers voice was dynamic, showing enthusiasm speaker spoke extemporaneously (prepared and practiced but memorized

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/1

Time
______ the speaker spoke in the required time frame

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Informative Speech Assignment Length: 4-6 minutes Audio/Visual Aids: required Cited Research Sources: minimum of 3, but 2 different types of sources Formal outline and bibliography: Required (to be turned in on the day of your speech) Purpose: The purpose of this speech assignment is for you to choose a topic that you find interesting and learn how to effectively explain, illustrate, and/or educate your audience on that topic. A visual aid will be used at some point during the speech. Objective: This speech should be an original effort to inform your audience about your topic in an interesting manner. The majority of the speech should consist of NEW or not widely known information. You should engage in audience analysis to be certain the speech is appropriate to your group. Grading Criteria: The speech should be interesting, well organized, competently presented, and you must use a visual aid effectively. In addition: 1. Any speech that does not meet the time requirement will receive a full letter grade penalty.
2.

You can use note cards during your speech; however, you can have no more than 6 cards. Should you choose to write either part of or your entire speech on note cards or a sheet of paper you will receive a grade no higher than a D for your speech. Any speech without visual aids will be penalized one full letter grade.

3.

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Citing Sources
http://www.lib.duke.edu/libguide/citing.htm not only a great website to learn about this, but also where I got the information from! When you are quoting or paraphrasing another person's thoughts or ideas, you must cite where those thoughts or ideas have come from. Citing sources serves two purposes:
1. The original author is given credit for his or her thoughts or ideas. 2. The reader is given the information he or she needs to find an original source in order to get clarification, get more information, or assess the credibility of the source.

DOCUMENTING SOURCES Borrowed material You must cite direct quotes.

should be documented.
Any time you incorporate into your writing ideas, words, key phrases, or pictures that were not originally created by you, you must give credit to the original author by citing the source.

You must cite paraphrases. Paraphrasing is rewriting a passage in your own words. If you paraphrase a passage, you must still cite the original source of the idea. You must cite ideas given to you in a conversation, in correspondence, or over email. You must cite sayings or quotations that are not familiar, or facts that are not "common knowledge." However, it is not necessary to cite a source if you are repeating a well known quote such as Kennedy's "Ask not what your country can do for you . . .," or a familiar proverb such as "You can't judge a book by its cover." Common knowledge is something that is widely known. For example, it is common knowledge that Bill Clinton served two terms as president. It would not be necessary to cite a source for this fact.

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Sloppy note-taking increases the risk that you will unintentionally plagiarize.
Unless you have taken notes carefully, it may be hard to tell whether you copied certain passages exactly, paraphrased them, or wrote them yourself. This is especially problematic when using electronic source materials, since they can so easily be copied and pasted into your own documents.

TAKING NOTES Identify words that you copy directly from a source by placing quotation marks around them, typing them in a different color, or highlighting them. (Do this immediately, as you are making your notes. Don't expect to remember, days or weeks later, what phrases you copied directly.) Make sure to indicate the exact beginning and end of the quoted passage. Copy the wording, punctuation and spelling exactly as it appears in the original. Jot down the page number and author or title of the source each time you make a note, even if you are not quoting directly but are only paraphrasing. Keep a working bibliography of your sources so that you can go back to them easily when it's time to double-check the accuracy of your notes. If you do this faithfully during the note-taking phase, you will have no trouble completing the "works cited" section of your paper later on.

Keep a research log. As you search databases and consult reference books, keep track of what search terms and databases you used and the call numbers and url's of information sources. This will help if you need to refine your research strategy, locate a source a second time, or show your professor what works you consulted in the process of completing the project. Cite Properly to Avoid Plagiarism! Plagiarism, "the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work" (Random House Unabridged Dictionary, 2nd ed.), can be committed as an accidental oversight or intentionally Examples of Plagiarism o Copy from published sources without adequate documentation. o Purchase a pre-written paper (either by mail or electronically). o Let someone else write a paper for you. o Pay someone else to write a paper for you. o Submit as your own someone elses unpublished work, either with or without permission.

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INFORMATIVE OUTLINE CHECKLIST The informative outline is the first step toward your first speech. You may even bring in rough draft outlines for me to look over. The checklist below has been provided to aid in putting together the final draft. o Name, date, class, time, & my name in the upper left hand corner of the 1st pg of outline. o The top of the outline is completed o The outline is typed, double spaced, & stapled. o The outline has proper subordination & structure. o Check grammar, spelling and punctuation. o A minimum of 3 sources utilized. REMEMBER: 1. An engaging attention getter. 2. A good reason to listen. Why should they listen you for the next five minutes? Would it be
helpful for them to know this info? How so? How will it affect their lives?

o Full-Complete sentences. o Outline has 3 main points. o Transitions between main points. o The preview is a clear list of all of the main points o The summary lists all of the main points and one thing about each to help the audience remember o There is a reference page which follows MLA or APA format

3. Speaker Credibility. What have you done to prepare for this presentation: Your professional,
academic, personal experience with this topic?

4. A good preview letting the audience members know exactly what will be discussing today. Also
include signifiers (first, second, third) so that as a listening audience we can keep them on that same page.

5. Transitions between each main point. Good transition words are: Although, Even though, or
While. 6. A proper review. letting the audience know exactly what you discussed. Use words such as: first, second, finally, as indicators to your listening audience. 7. A good reason to remember. Why is it important for the audience to remember this information you gave them today? Give them a Reason to Remember as a motivation to remember. Leave us with something motivational (maybe a quote). 8. On your reference page, check the MLA or APA websites for the correct order of information. A good citation website is www.citationmachine.net

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Informative Speech Assessment Sheet

3= well done, present in the presentation and meets standards 2= needs improvement, partial credit is awarded because it is there, you are on the right track but it needs to be reviewed as to exactly what it should be like 1= not visible in the presentation and/or done incorrectly

/35

Structure _____ /12 Introduction ______the attention getter drew the audience into the speech ______the speaker stated the topic and why it was important to

listen ______the speaker referred to credibility ______the preview was a concise list of the main points stated in the same order as in the body of the speech _____ /9 Body ______the speaker flowed well from one main point to the next with helpful transitions ______research was cited in the speech when necessary ______the speaker transitioned to the conclusion smoothly _____ /9 Conclusion ______the summary listed all of the main points in the same order as discussed in the body ______the summary included the important ideas and concepts the speaker wanted to the listeners to remember ______the final remark left the audience thinking about the speakers topic &/or brought the speech to full closure _____ /5 Time ______ the speech was delivered in the allotted time frame /35 Delivery

&

/6 Body Language ______ the speakers movements and posture showed confidence comfort ______ the speaker gestured naturally

/6 Facial Expressions ______ the speakers facial expressions were alive and appeared natural
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______ the speaker maintained eye contact with the entire audience /6 Voice ______ the speakers voice was dynamic, showing enthusiasm ______ the speaker spoke extemporaneously /6 Language ______ the speaker used specific examples to illustrate the content discussed ______ the speaker did not use fillers in the speech (um, uh, like, etc) /9 Visual Aids ______ the visual aids enhanced the information discussed ______ the speaker spoke to the audience not the visual aids ______ the visual aids were used properly

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Persuasive Speech Assignment Length: 6-8 minutes Audio/visual aids: required Cited Research Sources: minimum of 3, but 2 different types of sources Typed formal outline and bibliography: Required (to be turned in on your speech day) Purpose: The purpose of this speech is for you to choose a topic, which you find interesting, and learn how to effectively explain, illustrate, and move your audience, to some action. A visual aid will be used at some point during the speech. This speech must be a Question of Policy speech. Refer to your text to make sure that your speech is a Question of Policy speech! Objective: This speech will require considerable research and skillful use of the methods of persuasion. Special interest should be paid to reasoning, evidence, and language. Be sure to analyze your audience and identify and adapt your speech to the target audience. Grading Criteria: The speech should be interesting, well organized, competently presented, and you must use a visual aid effectively. In addition: 1 Any speech that does not meet the time requirement will receive a full letter grade penalty. 2. Any speech that does not have a clear thesis and/or main points will receive a grade no higher than a D. 3. You can use note cards during your speech; however, you can have no more than 6 cards. Should you choose to write either part of or your entire speech on note cards or a sheet of paper you will receive a grade no higher than a D for your speech. 4. Any speech without visual aids will be penalized one full letter grade.

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Monroes Motivated Sequence

Organization plays a central role in the persuasive speech: The speech must logically establish why the audience must change. (Unless audience members feel that there is something wrong with what they are doing or feeling, they are unlikely to change.) While other persuasive designs are also effective in preempting psychological resistance to change, the most widely used organizational pattern for public speaking is Monroes motivated sequence. 1 A. Monroes motivated sequence (problem-solution organizational format) 0 1. Gain the audiences attention Attention-getters grab the audience, arousing curiosity about what the speaker is going to say. 1 2. Identify unfulfilled needs. The speaker must establish a clear, urgent, and unfulfilled need in the mind of the audience. This is a critical step in the sequence. No solution should be proposed during this stage. 1 3. Propose a solution that satisfies. Present the solution to the needs or problems described in Step 2. During this stage, speakers must also identify and eliminate possible objections to the solution. 1 4. Visualize the resulting satisfaction. Intensify audience members desire for the solution by getting them to visualize what their lives will be like one theyve adopted it. Use vivid images and verbal illustrations to support the benefits of the proposed solution. 1 5. Define specific action. In the final step, the speaker must turn the audiences agreement and commitment into positive action. Tell audience members what they need to do to obtain the described solution and its benefits.

STEP Attention Need Satisfaction Visualization

FUNCTION to get audience to listen to get audience to feel a need or want to get audience to see benefits of solution

IDEAL AUDIENCE RESPONSE "I want to hear what you have to say" "I agree. I have that need/want

to tell audience how to fill need or want "I see your solution will work" "This is a great idea"

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Action

to get audience to take action

"I want it"

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Attention Step Functions To gain attention To secure good will and respect To prepare the audience for discussion of your topic

Methods Reference to a subject, event, or occasion Personal greeting Rhetorical question Startling statement/statistics Quotation Humorous anecdote Illustration Methods Statements (backed by evidence) Illustration Show ramifications Pointing

Need Step Functions To describe the problem To make your audience uncomfortable with the status quo

Satisfaction Step Functions Methods To present a solution to the need described Statements (backed by evidence) above Explanation Theoretical demonstration Practical experience Meeting objections and potential counterarguments Visualization Step Functions Methods To intensify your audiences desire to Positive method (see what will happen adopt the solution and action you propose on adoption) To help the audience to see the results Negative method (see what will happen if not adopted) Contrast method (see adoption vs. nonadoption) Action Step Functions Methods To focus the thoughts of your audience Challenge To motivate your audience to ACT Summary To leave the audience in a mood Quotation appropriate to your topic Illustration To convey a sense of completion Personal Intention Inducement

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Checklist Before you Deliver your Persuasive Speech

On the outline

My specific purpose is geared toward a persuasive slant rather than

trying to inform the audience

My thesis does not contain any pronouns at all My organizational pattern is Monroes Motivated Sequence All 5 steps of Monroes Motivated Sequence are clearly visible in
the outline and in the speech

I am using the same outline template used in both my narrative and

informative; I have not changed the format at all.

My attention getter is creative and unique ** it is not a question** My credibility shows why the audience should listen to me AND
how this topic is relevant to them

My preview lists all of the main points (and yes, I have a preview,
even though Monroes recommends not having one)

My summary lists all of my main points and pulls out one thing
about each main point that I really want the audience to remember In the speech

I have prepared a speaking outline or printed the notes page of my

PowerPoint to help remind me to stay on track

I have practiced my speech 3-5 times in front of some one who has
given me constructive comments

I state my call to action multiple times throughout the speech The focus of my speech is to persuade the audience, to change their
minds, to move them to action, to motivate them NOT to inform them about my topic

I am addressing both sides of the issue in my speech (though

proving that my side is correct and the other side has flaws)

My conclusion contains my call to action AND my final remark, I

have not combined the two.
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On the day of the speech

Persuasive Speech Assessment Sheet

3= well done, present in the presentation and meets standards 2= needs improvement, partial credit is awarded because it is there, you are on the right track but it needs to be reviewed as to exactly what it should be like 1= not visible in the presentation and/or done incorrectly

I have Visual aids and a back up just in case I have my outline and a bibliography

_______/40Structure
______ the attention getter was the first thing the speaker said ______ the attention getter drew the audience into the speech ______ the speaker stated the topic and why it was important to listen ______ the speaker addressed why they were credible on the topic ______ the preview was delivered in the same order as the body of the speech

______/15

Introduction

introduction ______ the speech elicited some type of change/movement from the audience ______ the speaker flowed well from one main point to the next with helpful transitions ______ credible research was cited in the speech ______ the speaker cited when necessary ______ the speaker transitioned to the conclusion from the body of the speech

______/18 Body ______ the speaker transitioned to the body of the speech from the

______ the summary listed all of the main points in the same order as discussed in the body ______ the summary included the important ideas and concepts the speaker wanted to the listeners to remember about each main point ______ there was a clear call to action told to the audience members in the conclusion ______ the final remark brought the speech to full closure

______/12

Conclusion

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_______/51Delivery
______/9
______ the speakers posture appeared confident and comfortable ______ the speaker gestured naturally ______ the speaker stepped out from behind the podium

Body Language

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______/12
______ ______ ______ ______

the the the the

speakers facial expressions were lively and appeared natural speakers face looked confident and comfortable speaker maintained eye contact with the entire audience speaker notes did not distract them from the audience

Facial Expressions

______/6
topic

______ the speakers voice was dynamic, showing enthusiasm or the ______ the speaker was articulate and well spoken

Voice

______ ______ ______ speech ______ ______

______/15

the speaker used language that was easy to understand the speaker used specific examples to bring the content to life the speaker avoided fallacies &/or common thinking errors in their

Language

the speaker did not use fillers in the speech the speaker used a more formal style of language than used in conversations

______ the visual aids enhanced the information discussed ______ the visual aids were prepared properly, in accordance with the textbooks recommendations ______ the speaker was comfortable using the visual aids

______/9

Visual Aids

______/9

Audience

______ the speaker presented the information in an ethical, credible manner ______ the speaker was well prepared ______ the speaker spoke extemporaneously

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Speech 103 Objectives

Use the following scale to rate all of the statements

3= yes, I know it

2= I sort of know it

1=no, I do not know it

I. Clear Understanding of Structure _____ I can construct a clear general purpose, specific purpose, and thesis statement _____ I can analyze the main points to deduce which organizational pattern I can use for my speech _____ I can create a solid introduction with an attention getter, topic statement, credibility, and preview. _____ I can formulate main points and develop sub points based on the main points. _____ I can analyze research I have conducted to create main points. _____ I can identify what should be cited in a speech. _____ I can create a solid conclusion with a summary, call to action, and final remark. _____ I can compare a well structured speech and a poorly structured speech and recognize differences. I. Natural, Effective Delivery _____ I can describe how a speakers voice can be used effectively in a speech. _____ I can use my voice effectively in a speech. _____ I can describe how eye contact can increase audience participation. _____ I can look at my audience during a speech. _____ I can analyze my speech objectively to improve for future speeches. _____ I can be enthusiastic about delivering a well-prepared speech. _____ I can describe what a speaker can do to appear competent. _____ I can use my language to move audiences.
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_____ I can create visual aids that will help the audience members. II. Understand the Role of the Audience _____ I can analyze an audience to make sure my speech is relevant to them. _____ I can compare the audiences demographics to make sure I do not stereotype them. _____ I can use audience analysis to determine the audiences psychographics and how that relates to my speech. _____ I can improve my delivery style to entice the audience to listen to me. _____ I can compare an ethical speaker and an unethical speaker and analyze the differences.

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Getting ready for the Exam As you know the exam is going to cover the entire textbook as well as the discussions that we had in class. While this may seem overwhelming, think of it this way, there are four parts to this class: Preparing for the speech Outlining the speech Practicing the speech Evaluating the speech If you break the course up into these sections, it seems much more manageable. Make sure you have an understanding of these topics and the impact all of them have on public speaking. As I have told you I am less concerned with you memorizing facts and theories, rather I am more concerned that you understand and can apply the content to your life. A sample question may be: In class we discussed noise and the impact noise has on listening. In your own words, define noise, explain and give an example of two of the four types of noise that stop you from listening and list two things you could do personally to improve your listening skills and block out noise Your answer should cover several things: The definition of noise The definition of two of the four types of noise Two examples, one of each of the types of noise you defined Two steps on how to block out noise (listed in the book) Remember, every class we have lengthy discussion where I encourage you to participate. This participation is designed to increase your understanding of the material, so on the test, I will try to tap into what we covered and how you responded so that I can measure if you truly learned the material. Hope this helps!

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