The persuasive speech

Assignment for the speeches
For Tuesday.
Have the outline just for the speech you will give on Thursday. 
You can bring the second outline for the pro speech if you would like it to be looked at. 
FOR THURSDAY
Have both the written speech and the outline to turn in even if you do not speak on Thursday.
We will have a new draw for who will speak on Thursday so be prepared to go. 
Any questions you can email me.
Have a great weekend!
Dr. C

Some speeches to consider 

How To Prepare A Persuasive Speech

Monroe’s Motivated Sequence

Steps	Audience Response
Attention—Getting Attention	I want to listen to the speaker.
Need—Showing the Need, Describing the Problem	Something needs to be done about the problem.
Satisfaction—Satisfying the Need, Presenting the Solution	In order to satisfy the need or fix the problem this is what I need to do.
Visualization—Visualizing the Results	I can see myself enjoying the benefits of taking action.
Action—Requesting Audience Action or Approval	I will act in a specific way or approve a decision or behavior.

Attention

The first step in Monroe’s motivated sequence is the attention step, in which a speaker attempts to get the audience’s attention. To gain an audience’s attention, we recommend that you think through three specific parts of the attention step. First, you need to have a strong attention-getting device. A strong attention getter at the beginning of your speech is very important. Second, you need to make sure you introduce your topic clearly. If your audience doesn’t know what your topic is quickly, they are more likely to stop listening. Lastly, you need to explain to your audience why they should care about your topic.

Needs

In the needs step of Monroe’s motivated sequence, the speaker establishes that there is a specific need or problem. In Monroe’s conceptualization of need, he talks about four specific parts of the need: statement, illustration, ramification, and pointing. First, a speaker needs to give a clear and concise statement of the problem. This part of a speech should be crystal clear for an audience. Second, the speaker needs to provide one or more examples to illustrate the need. The illustration is an attempt to make the problem concrete for the audience. Next, a speaker needs to provide some kind of evidence (e.g., statistics, examples, testimony) that shows the ramifications or consequences of the problem. Lastly, a speaker needs to point to the audience and show exactly how the problem relates to them personally.

Satisfaction

In the third step of Monroe’s motivated sequence, the satisfaction step, the speaker sets out to satisfy the need or solve the problem. Within this step, Monroe (1935) proposed a five-step plan for satisfying a need:

1. Statement
2. Explanation
3. Theoretical demonstration
4. Reference to practical experience
5. Meeting objections

First, you need to clearly state the attitude, value, belief, or action you want your audience to accept. The purpose of this statement is to clearly tell your audience what your ultimate goal is.

Second, you want to make sure that you clearly explain to your audience why they should accept the attitude, value, belief, or action you proposed. Just telling your audience they should do something isn’t strong enough to actually get them to change. Instead, you really need to provide a solid argument for why they should accept your proposed solution.

Third, you need to show how the solution you have proposed meets the need or problem. Monroe calls this link between your solution and the need a theoretical demonstration because you cannot prove that your solution will work. Instead, you theorize based on research and good judgment that your solution will meet the need or solve the problem.

Fourth, to help with this theoretical demonstration, you need to reference practical experience, which should include examples demonstrating that your proposal has worked elsewhere. Research, statistics, and expert testimony are all great ways of referencing practical experience.

Lastly, Monroe recommends that a speaker respond to possible objections. As a persuasive speaker, one of your jobs is to think through your speech and see what counterarguments could be made against your speech and then rebut those arguments within your speech. When you offer rebuttals for arguments against your speech, it shows your audience that you’ve done your homework and educated yourself about multiple sides of the issue.

Visualization

The next step of Monroe’s motivated sequence is the visualization step, in which you ask the audience to visualize a future where the need has been met or the problem solved. In essence, the visualization stage is where a speaker can show the audience why accepting a specific attitude, value, belief, or behavior can positively affect the future. When helping people to picture the future, the more concrete your visualization is, the easier it will be for your audience to see the possible future and be persuaded by it. You also need to make sure that you clearly show how accepting your solution will directly benefit your audience.

According to Monroe, visualization can be conducted in one of three ways: positive, negative, or contrast.^[195] The positive method of visualization is where a speaker shows how adopting a proposal leads to a better future (e.g., recycle, and we’ll have a cleaner and safer planet). Conversely, the negative method of visualization is where a speaker shows how not adopting the proposal will lead to a worse future (e.g., don’t recycle, and our world will become polluted and uninhabitable). Monroe also acknowledged that visualization can include a combination of both positive and negative visualization. In essence, you show your audience both possible outcomes and have them decide which one they would rather have.

Action

The final step in Monroe’s motivated sequence is the action step, in which a speaker asks an audience to approve the speaker’s proposal. For understanding purposes, we break action into two distinct parts: audience action and approval. Audience action refers to direct physical behaviors a speaker wants from an audience (e.g., flossing their teeth twice a day, signing a petition, wearing seat belts). Approval, on the other hand, involves an audience’s consent or agreement with a speaker’s proposed attitude, value, or belief.

When preparing an action step, it is important to make sure that the action, whether audience action or approval, is realistic for your audience. Asking your peers in a college classroom to donate one thousand dollars to charity isn’t realistic. Asking your peers to donate one dollar is considerably more realistic. In a persuasive speech based on Monroe’s motivated sequence, the action step will end with the speech’s concluding device. As discussed elsewhere in this text, you need to make sure that you conclude in a vivid way so that the speech ends on a high point and the audience has a sense of energy as well as a sense of closure.

Now that we’ve walked through Monroe’s motivated sequence, let’s look at how you could use Monroe’s motivated sequence to outline a persuasive speech:

Specific Purpose: To persuade my classroom peers that the United States should have stronger laws governing the use of for-profit medical experiments.

Main Points:

• Attention: Want to make nine thousand dollars for just three weeks of work lying around and not doing much? Then be a human guinea pig. Admittedly, you’ll have to have a tube down your throat most of those three weeks, but you’ll earn three thousand dollars a week.
• Need: Every day many uneducated and lower socioeconomic-status citizens are preyed on by medical and pharmaceutical companies for use in for-profit medical and drug experiments. Do you want one of your family members to fall prey to this evil scheme?
• Satisfaction: The United States should have stronger laws governing the use of for-profit medical experiments to ensure that uneducated and lower-socioeconomic-status citizens are protected.
• Visualization: If we enact tougher experiment oversight, we can ensure that medical and pharmaceutical research is conducted in a way that adheres to basic values of American decency. If we do not enact tougher experiment oversight, we could find ourselves in a world where the lines between research subject, guinea pig, and patient become increasingly blurred.
• Action: In order to prevent the atrocities associated with for-profit medical and pharmaceutical experiments, please sign this petition asking the US Department of Health and Human Services to pass stricter regulations on this preying industry that is out of control.

Problem-Cause-Solution

Another format for organizing a persuasive speech is the problem-cause-solution format. In this specific format, you discuss what a problem is, what you believe is causing the problem, and then what the solution should be to correct the problem.

Specific Purpose: To persuade my classroom peers that our campus should adopt a zero-tolerance policy for hate speech.

Main Points:

1. Demonstrate that there is distrust among different groups on campus that has led to unnecessary confrontations and violence.
2. Show that the confrontations and violence are a result of hate speech that occurred prior to the events.
3. Explain how instituting a campus-wide zero-tolerance policy against hate speech could stop the unnecessary confrontations and violence.

In this speech, you want to persuade people to support a new campus-wide policy calling for zero-tolerance of hate speech. Once you have shown the problem, you then explain to your audience that the cause of the unnecessary confrontations and violence is prior incidents of hate speech. Lastly, you argue that a campus-wide zero-tolerance policy could help prevent future unnecessary confrontations and violence. Again, this method of organizing a speech is as simple as its name: problem-cause-solution.

Comparative Advantages

The final method for organizing a persuasive speech is called the comparative advantages speech format. The goal of this speech is to compare items side-by-side and show why one of them is more advantageous than the other. For example, let’s say that you’re giving a speech on which e-book reader is better: Amazon.com’s Kindle or Barnes and Nobles’ Nook. Here’s how you could organize this speech:

Specific Purpose: To persuade my audience that the Nook is more advantageous than the Kindle.

Main Points:

1. The Nook allows owners to trade and loan books to other owners or people who have downloaded the Nook software, while the Kindle does not.
2. The Nook has a color-touch screen, while the Kindle’s screen is black and grey and noninteractive.
3. The Nook’s memory can be expanded through microSD, while the Kindle’s memory cannot be upgraded.

As you can see from this speech’s organization, the simple goal of this speech is to show why one thing has more positives than something else. Obviously, when you are demonstrating comparative advantages, the items you are comparing need to be functional equivalents—or, as the saying goes, you cannot compare apples to oranges.

Here is one list of 50 ideas

And here is another list of 50 ideas

Here are the ideas you can't choose:

Abortions

Drug Legalization

Gay Marriage

Guns

Israel v Palestine

The following outlines the basic format of a persuasive speech, but speeches may take alternative forms. 

INTRODUCTION 

There are four key components to an introduction: the attention getting device (AGD), common ground, thesis, and preview. For the sake of this speech, you’ll want to keep your introduction around 20 seconds (give or take). 

Attention Getting Device Start your speech off with a quotation, a short narrative, a mind blowing statistic—anything to wow your audience and grab their attention. Make sure your AGD is topical, though. You don’t want to start off your speech praising Ryan Gosling’s good looks when the subject is clean city water. Common Ground In order to be persuasive, you need to establish common ground with your audience. They need to feel directly connected to the problem. Think about what you have in common with your audience—their values, interests, shared experiences—which can relate back to your topic. 

Thesis 

The thesis is simply your solution statement. Use it as a call to action for the audience. Example: “We need to find affordable and sustainable ways to produce clean water.” 

Preview 
This is the easiest piece of the introduction to write because, at its core, it’s the same for every speech. Give the audience a roadmap, or signposts, of the next three big points you’ll be discussing. In a persuasive speech, your signposts are typically the problems, causes, and solutions. Example: “Let’s first learn more about this pressing problem, next identify the causes of unclean water, and finally establish some solutions.” 

BODY 

You are now going to write the body of the speech, which consists of problems, causes, and solutions. The body is the meat and potatoes of your speech. For the purpose of this speech, the body should be about two minutes long. You should spend about 40 seconds per point. 
Problems 
This is where you’ll describe the problem you chose to discuss. First, restate the problem. Next, you’ll need to give evidence supporting your claim. Use articles, journals, and statistics to assert your problem exists, is significant, and has 2 of 2 harms associated with it. You could have a source for each of those areas (existence, significance, and harms) and make sure you articulate these ideas in a logical format. Transition 
Give a transition statement explaining to the audience you are now changing subjects. Example: “Now that we understand the problem, let’s take a look at the causes.” Causes Start off with a statement of the causes (there are usually more than one) of the problems. Don’t forget to use evidence! End this section with a statement as to why the status quo (how things are now) won’t solve the problem. Transition 
Give a transition statement explaining to the audience you are now changing subjects. Example: “Now that we understand the causes, let’s take a look at the solutions.” Solutions State your solution. (This should be a restatement of the thesis). Then explain in detail how your solution will work. Ask yourself, how will my solution be implemented? How will it be executed? 

CONCLUSION 

The conclusion is about 20 seconds long. Wrap up the speech by summarizing the problem and solution. Next, restate your thesis. Last, give a final statement. This is the last thing your audience will hear—so make sure it’s good! And that’s it! You’re done. You’ve written a persuasive speech! Pretty simple, right? 

Physical Gestures

Distractive Gestures

Be aware that nervousness or feelings of inadequacy can show immediately in your gestures. These can be very distractive and misinterpreted.

For example:

• Hands on hips = condescending, parental, overbearing
• Crossed arms = cutting off, disagreeing, wanting to protect
• Hands crossed in front (fig leaf) = feeling weak, timid, needing protection.
• Hands joined behind your back = you’re on parade!
• Hands in pockets = nervousness.  This can result in jingling any change or keys, making it even more obvious you don’t know what to do with your hands!

Now, if it is your intention to look nervous, condescending, overbearing, weak or protective because your speech calls for it, then use these gestures, but do so with purpose!

Most of the time however, speakers are using these gestures unconsciously.  So be aware of what you are doing with your arms and hands as it is sending a subconscious message to your audience.

posture - n. the way in which your body is positioned when you are sitting or standing

eye contact - n. a situation in which two people are looking directly into each other's eyes

gesture - n. a movement of your body (especially of your hands and arms) that shows or emphasizes an idea or a feeling

nervousness - n. having or showing feelings of being worried and afraid about what might happen

confidence - n. a feeling or belief that you can do something well or succeed at something

stage - n. a raised platform in a theater, auditorium, etc., where the performers stand

aware - adj. knowing that something (such as a situation, condition, or problem) exists

opportunity – n. an amount of time or a situation in which something can be done

The Mid Term

The Mid-Term is due Friday, Oct. 6 by noon.
You will place the document in the Google Drive folder you have created for yourself.
The document will have two parts.

PART ONE

1. You will read Chapter Two in Talk like TED and choose one of the sample talks for review. You cannot use Bryan Stevenson as your example. 
2. After you read the chapter and choose a talk (I would watch more than one) and write a critique of it based on what you have learned so far about public speaking. Use the blog, the book and the template to see how closely the speaker you have chosen uses the elements we have discussed so far. 
3. Explain each of the elements that you notice and explain why you think it did or did not work for the speaker.

• How does the speaker consider the audience? 
• How did ethos, pathos and logos manifest in the speech? 
• How did the speaker use the basics of good speech organization?
• What is the difference between the speech purpose and the thesis statement?

 

This part of the document should be 3-4 pages based on Times New Roman double space 12 point type which comes out to about 750-1000 words. 

PART TWO

You will now write your own speech about the art of storytelling based on the things you have learned so far in class

1. You will create the usual outline for the speech that includes your rationale for how you put it together. 

2. You will then write out the speech word-for-word as you might if you would read it in a book or on a website like the Gettysburg Address.  Assume that this speech is between 4-5 minutes.