Purpose:
to persuade
your audience. Again, you select the topic. This time,
keep in mind that you must select a topic about which your
audience holds varying beliefs.
|
- Your general objective
is to persuade us to change our beliefs or attitudes,
to start doing something, to stop doing something, to
keep doing something, or to not start doing something.
|
- These speeches
demand rigorous audience analysis and adaptation! You
will conduct an audience analysis and adapt accordingly.
If this is not obvious, you will not do well on the speech.
|
| Time
Limit: 7-9 minutes. |
| Delivery:
Extemporaneous key word outlines on notecards are recommended.
I suggest 5 notecards (or less). I will ask to look at your
notecards. Do not write out your speech word-for-word on the
cards or memorize these notes are used to prompt, not as a
manuscript (sample cards). |
Additional Requirements: |
| 1.
PERSUASIVE TONE:
This speech must be persuasive. You may use a question of
fact, value or policy. The topic must be relevant to
us and well adapted. It should not be too simple or
too complex. It must be narrowed. |
- Decide upon the
most effective organizational pattern based upon your
goals and audience analysis and list this pattern on the
top of your formal outline. I suggest looking
at the motivated sequence worksheet
for any speech seeking action. Besides the
motivated sequence, common patterns include: refutation,
problem-solution,
problem-cause-solution,
and cause-effect. You will use
the links on the website to pick your own worksheet this
time.
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- Use critical thinking
skills! The speech must be free of the fallacies of reasoning.
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- Target your speech
to a specific part of the class.
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- Only persuade us
to think or do what you would think or
do.
|
| 2.
Audience Analysis: Again,
you will survey the class on your topic prior to writing your
speech. This will help you give a more effective, better adapted
speech. You will ask us to respond to at least 3 different
questions about your speech topic (one fixed-response, one
ranked question, and one open question -- see sample
survey). Remember to bring your surveys in paper form,
with some distinguishing mark (a red star) on them so we can
easily sort them in class. Anyone can refuse to take
your survey. |
- As before, you
will report your survey's results as outlined below and
attach this report to your formal outline due on the day
of your speech delivery.
- What were the
questions?
- What was the
mean response of your fixed response and ranked question?
In general what did you learn from the open question?
- What did you
infer about your audience from this data?
- How did you
use your data and inferences to adapt to your audience?
Address this thoughtfully in a paragraph. Be specific
in your response.
|
| 3.
Language Use: Use language effectively! Pick one area
to focus upon. Appeal to the 3 of the 5 senses…tell us how
it tastes, feels, looks, smells, and/or sounds. Also, use
alliteration deliberately some place in the speech and a metaphor
and/or simile. Highlight these areas in yellow or some other
color so I can see that you did this. |
| 4.
Outline: You must turn
in a typed, full-sentence outline (complete with internal
source reference and an attached bibliography as assigned
in class). Use proper citations.
Here is a sample
persuasive speech outline from a previous student and
another one too. (Remember
to include the language items highlighted, as mentioned above!). |
| 5.
Research is
vital. This speech requires a five-source MINIMUM.
All sources
must be within the past 5 years (unless you can argue that
your older source is relevant). You must SAY the sources
in your speech. You may not use a dictionary or encyclopedia
for your source (unless it is a specialized academic one). |
| 6.
One visual aid is required. If you have not
yet used PowerPoint in any speech, you will need to do so
this speech or receive a grade deduction of 20 points. |
| 7.
The "Questions and Answers" period will
be graded as time allows. |
| 8.
Self Assessments
will be handed in one class period after your
speech. |
