Public Speaking Student Handbook

Student Handbook SPC 2600 Introduction to Public Speaking

Department of Communication University of South Florida 2005-2006

2

Table of Contents Welcome 3 Information and Policies 4 Criteria for Grading Speeches 8 Blackboard 9 Workshops 10 Study Guide for Final Examination Success Speech Speech #1 Assignment 14 Sample Outlines 16 Evaluation Form 19 Peer Feedback Sheets 21

Praise Speech Speech #2 Assignment 27 Sample Outlines 29 Evaluation Form 33 Peer Feedback Sheets 35

Informative Speech Speech #3 Assignment 41 Sample Outlines 43 Evaluation Form 47 Peer Feedback Sheets 49

Paired Debate Speech #4 Assignment 55 Sample Outlines 57 Evaluation Form 61 Peer Feedback Sheets 63

Motivational Speech Speech #5 Assignment 69 Sample Outlines 71 Evaluation Form 77 Peer Feedback Sheets 79 3

12

Welcome to

Introduction to Public Speaking

We’re really glad you’re here.

detailed assignment instructions, and explicit grading criteria for activities required in the class. Most importantly, it is a “handbook.” There is lots to do here.

We’ve Got a Reputation Welcome to SPC 2600! This course has earned a reputation across USF: it’s fun, interesting, and you’ll learn a great deal. When USF alumni were surveyed and asked to name the course most important to their academic development, what course did they name most often? SPC 2600 Introduction to Public Speaking. Many things must be going through your mind as you contemplate giving speeches in this class. We hope you’re looking forward to learning how to speak comfortably and competently in front of an audience, but we also understand if you’re concerned, anxious, even nervous. This Handbook was designed to help.

What’s Inside The Handbook is arranged chronologically in the order you will be using the materials. Inside you’ll find: • detailed speech assignments • sample speech outlines • evaluation forms for each speech • peer response sheets for feedback • checklists for the Day of the Speech • and much more. Look through all of these materials and you’ll have a great idea of what is expected throughout the course.

Don’t Forget Make sure to bring this Handbook to class regularly. And always bring it during the scheduled rounds of speeches. Best of luck this semester.

How to Use this Handbook

Staff of SPC 2600

This Handbook was designed to make your semester in SPC 2600 easier. It was compiled by the staff of SPC 2600 to provide you with a comprehensive course overview,

Department of Communication University of South Florida 2005-06

4

Information

and Policies for SPC 2600 Public Speaking Matters

It’s all here. Read this carefully.

class discussions, practice speeches, and group exercises throughout the course.

Objectives of the Course

Although many students believe that they will never be "public speakers" in the traditional sense, experience shows that almost all individuals perform that role as part of their employment (the presentation of ideas and arguments in business conferences and meetings), academic requirements (presentations in class), and social activity (speaking up at the PTA, a county ordinance meeting, or church committee). This course is designed to help you develop communication skills that contribute to academic, vocational, personal, and social success in a wide variety of contexts. This course satisfies three credits of the general education core for social sciences.

Fundamental to the course is the idea that presentation skills are a means of empowerment. The course • prepares individuals to participate in an increasingly interactive and verbal society and to be productive members of the workforce. • encourages the development of critical thinking skills required in a society that constantly demands people make choices and defend them. • enables students to articulate choices and to contribute in an effective and ethical way to the workplace and society.

Course Description

Required Textbooks

The course will introduce a range of strategies found in contemporary and historically important speeches by men and women of various nationalities and cultures. Inclusion of diversity is instrumental to help students find voices similar to their own and to learn effective communication strategies from those voices. In addition, the diverse examples provide a foundation for a discussion of how gender/race/class influence the way we speak, listen, and hear public messages. Finally, because students learn best by "doing," they will be actively involved in

German, Kathleen & Gronbeck, Bruce. Principles of Public Speaking. 15th ed. Addison Wesley Longman, Inc., 2003. A Student Handbook for Public Speaking. Gray’s Custom Publishing, 2004-2005.

Weight of Assignments Success Speech Praise Speech Informative Speech Paired Debate 5

5% 10% 10% 15%

Motivational Speech Written Work Ungraded Assignments Quizzes (total) Final Examination

15% 10% 5% 15% 15%

will develop a central idea (thesis) and develop it with two different kinds of support material in an appropriate and discernible organizational structure.

Five Speeches

#4 Paired Debate The next speech is a 4-6 minute persuasive presentation. Students will be placed in pairs with each student taking one side of a controversial issue or situation. Together the students should choose the topic, narrow the focus, and determine the parameters of the debate. The speeches will focus on the development of logical proofs for clear thesis statements (central claims). Each student is required to develop and to use a visual aid to support his/her arguments.

Students will present five speeches this semester. Each speech focuses on incremental steps in development of speaking skills. Early presentations introduce a few basic skills for student mastery. Subsequent speeches build upon those skills as assignments become increasingly complex and students become more sophisticated speakers and audience members.

#1 Success Speech

#5 Motivational Speech

The first speech is a 2-3 minute presentation that explains some important success in your life. The speech provides students with the opportunity to develop and support a clear thesis and to begin working on a conversational delivery style using a brief outline.

The final speech is a 4-6 minute motivational speech that includes three kinds of support materials, including a personal experience story, and an action step that persuades the audience to take some action. As the culmination of the course, students will demonstrate all the principles of effective public speaking learned throughout the semester.

#2 Praise Speech The second speech is a 2-4 minute speech that praises a public figure. Students will conduct library research on this individual, create an arguable thesis statement, and support this thesis with evidence. Students will concentrate on fulfilling the criteria of an effective introduction.

On Speech Days Speech days are exciting times in class, but there’s also much to do—as speakers and as audience members. Please consider the following procedures on speech days.

• Time Limits on Speeches

#3 Informative Speech

Because of the nature of the course and the limited time available, students will be asked to prepare their presentations carefully to adhere to the time limits indicated on each assignment. Instructors will keep time and ask you to finish quickly should you go over time allotted.

In this speech, students develop a 3-5 minute presentation in which they share information about some phenomenon of personal interest to them. This might include a skill they have learned through a hobby, an organization they are affiliated with, or “consumer” information important to them. Students 6

Videotaping

announce them ahead of time.

Student speeches will be videotaped throughout the semester to provide a record of progress. Each student must purchase a new ½" video tape for use on VHS equipment. Only new tapes purchased exclusively for this course will be used for taping speeches. Students are responsible for bringing the tape to class on the days assigned for speeches. Please take care during the semester not to tape over previous speeches and not to record anything else on this tape, to better preserve the semester's record of speech improvement and progress.

Final Examination The final examination is a Common final-meaning all sections of SPC 2600 take the same multiple-choice final examination at the same time. The schedule for the Common final for SPC 2600 appears in the Final Exam Schedule Matrix of the Schedule of Classes. Because this is a common final, it has priority over other noncommon finals scheduled at this time. The final will not be scheduled in your regular classroom. Your instructor will inform you of the place for the final examination. Should you have another common course final scheduled at the same period, the course with the higher number should be taken at the scheduled time. Should your other common final be a higher number than SPC 2600, you will take the final for SPC 2600 at the University's make-up time, also listed in the Final Exam Schedule Matrix in the Schedule of Classes.

Peer Feedback

Listening skills are critical to successful communication. SPC 2600 provides students with guidelines for improving their communication skills. As a means to promote better listening and provide feedback to improve his/her peers' public speaking skills, each student will provide a brief written response each day that speeches are given when he/she is not scheduled to speak. This peer feedback will be done during class time. These responses are required, but not graded.

Workshops Your instructor may ask you to participate in workshops throughout the semester. These are opportunities to develop and to practice skills in composing thesis statements, arranging support material, introductions and conclusions, and delivery skills in smaller groups.

Written Work Throughout the semester, your instructor may require you to turn in written work— papers, outlines, library research references, reflective papers on your individual goals and progress throughout the class. These are opportunities to develop and to polish written communication skills that complement the oral skills emphasized in the speeches.

Ungraded Assignments Class exercises, brief ungraded writing tasks, and informal speaking assignments comprise an important part of the learning in SPC 2600. Students are expected to attend class regularly and participate actively in class. All required but ungraded speaking and

Quizzes Quizzes over assigned reading material are to be expected. Instructors may or may not 7

written assignments and class exercises will be counted toward the total participation grade in the course. Students will earn a percentage grade equal to the percentage of ungraded assignments they complete in a satisfactory manner.

students should notify the instructor before missing class due to a religious observance or holiday. Students will not be penalized by completing missed work.

Accommodations for Student Disabilities

Make-Up Policies Because of scheduling difficulties for inclass assignments, make-ups of quizzes, speeches, and papers will only be possible in the case of documented medical absences. Check with your instructor on specific makeup policies and procedures.

Students with special needs should be registered with Student Disability Services, SVC 1133 (974-4309). The instructor is pleased to make any accommodations necessary to facilitate success in this class.

Additional Notes from Instructor

Religious Holidays and Observances In accordance with University policies,

8

Criteria

for Grading Speeches A “C” speech   

      

conforms to the kind of speech assigned (informative, persuasive, etc.) meets time requirements (day of speech, length of speech) meets specific requirements of assignment (a visual aid, kinds of support, etc.) is original is appropriate to the audience has a clear introduction, body, and conclusion has a clear, one-sentence statement of purpose reflects adequate research and use of support materials is free of errors in grammar, pronunciation, and word usage is delivered extemporaneously from notes brief enough to promote conversational delivery

A “B” speech conforms to all of the above and also    



deals with a challenging topic fulfills all requirements of introductions and conclusions exhibits proficient use of transitions, signposts, and connectives utilizes an organizational pattern that is discernible, appropriate, and enlightening to the purpose of the speech demonstrates a command of research on

  

What grade will you make?

the subject through selecting appropriate, relevant, and interesting support materials creates and sustains attention with vivid, clear, and interesting use of language extends the knowledge and understanding of the audience demonstrates poise and confidence in vocal and physical delivery

An "A" speech conforms to all of the above, as well as demonstrates imagination and creativity in topic selection  develops strong bonds of identification among speaker, audience, and topic  adapts support materials to the experiential world of audience  genuinely contributes to the knowledge and beliefs of audience  demonstrates an artful and memorable use of language  creates a style of delivery that is energetic, enjoyable, and compelling 

“D” and “F” speeches do not meet the requirements above

for "C," and they may also be 

unrehearsed, unprepared, unsupported

 

opinions fabricated or deliberately distorted evidence plagiarized

Blackboard and How to Get There What’s Blackboard? Every course at USF has a website called “Blackboard.” If your instructor chooses to use this for your class, then you’ll need to know how to navigate the site.

Go to https://my.usf.ed u Log in with your NetID and password. If you’re a first-time user, follow the prompts to activate your account. It is possible to customize your personal my USF page. When you’re up and running, each time you log on to my.usf.edu, you’ll be at your Home Page. From here, you can go to all the courses you’re taking by clicking on the Courses Tab at the top of the screen, including SPC 2600. You can customize your Home Page, and you can choose from a variety of content modules (for examples, bookmarks, calculator, horoscope) and colors. Just find the “Content” button on the upper right-hand side of your home page. You’ll be amazed at the options!

Always start at https://my.usf. edu

Forwarding mail from USF email account Every student at USF has a USF email account. If you have another email account (through aol, msn, roadrunner, etc.), please forward your USF mail to the account you use. Here’s how to do it:

Go to https://una.acomp.usf.edu/ •

The page says “Welcome to NetID Account Information.” Sign in with your NetID and password. • The next page to pop up is “UNA University network access. Welcome to UNA.” Under “Accounts,” you’ll see NetID, chuma, and mail. • Click “mail.” Here you will see a number of options. • Click on “Edit mail account options.” The second option on this new page is “Change your forwarding address.” Simply fill in the name of the email account you actually use and click the button that says “Forward mail to this account.” Congratulations! Now when your instructor needs to reach you and uses Blackboard to email you, you’ll actually get the message— because you’ve forwarded it to your most frequently used account.

Workshops Try ‘em, You’ll Like ‘em What’s a Workshop? Webster’s Dictionary defines workshop as 1) a room or building where work is done, 2) a group of people who meet for a period of intensive study, work, etc. in some field. In this class, we’ll use a variety of workshop settings and strategies to help improve your communication competencies—your comfort, confidence, and creativity before an audience. The workshops throughout the semester are opportunities for you to practice, to experiment, and to try things on for size— with no grading pressure. You’ll be given one-on-one feedback by your instructor, and you’ll be given guidance from your peers on what’s working well and what you might try to do to improve.

Goals & Kinds of Workshops Your instructor will give you specific things to work on to prepare for each workshop setting, and you’ll leave the session with specific instructions for improvement. Workshops will always be conducted during class, but their size, content, and duration will vary. Delivery workshops involve a very small group of students. Each student will present an assigned portion of the speech, receive specific feedback from the instructor, and provide feedback on classmates’ speeches. Students are required to attend only their specific workshop time and date.

Fun, helpful, and ungraded!

Content workshops involve small groups during class, again with specific content objectives as the focus. Developing introductions, arranging supporting material, and honing thesis statements are typical focuses of content-based workshops. Guidelines for constructive feedback will provide ways to encourage talk about skillbased competencies and creativity within the group. As always, the instructor will be a resource for guidance, feedback, and improvement. Evaluative workshops will feature a specific item from the assigned speech. The visual aid, a story, the action-step are typical items to be evaluated. The principles, for example, of effective visual aids will be applied to the specific visual aid a student brings to workshop.

Workshops Rules Follow these rules to make your workshop experiences in this class successful.

1. Be prepared! For workshops to be successful, you should always come prepared to work.

2. Bring all your speech materials. The instructor may ask to see your outline, notes and supporting material, your specific thesis sentence, etc.

3. Show me! Don’t tell

me! in Delivery Workshops When called on to begin, the first words out of your mouth must be the first sentences of your speech. This rule is to prevent hemming-and-hawing-delaying-tactics. For example, these are really bad workshop starts: • “I plan to stand over here and not at the lectern.” Just do it! Don’t tell us about it! • “I’m not sure which attention-getter to use. I’ve thought about this quotation or this statistic.” You’re using delaying tactics! Start with one, and in workshop, we’ll discuss whether or not this is an effective attention-getter. • “I haven’t really worked on this.” Then you’re not prepared, are you? How can you workshop if you’re not prepared?

4. The instructor will stop you—frequently. Don’t worry about this! The whole idea of workshop is to provide constructive, pointed

feedback. And she/he will stop you at the precise moment you need to work on something.

5. Be ready to experiment, especially in Content Workshops. The instructor may ask you to quickly brainstorm other strategies, or to work—out loud—on language that is more concise, clear, or memorable. Workshop is license to try things differently! Be ready to do that!

6. It will be over soon! In one-on-one workshops, you will be the focus of attention for a short amount of time. It will be intense, interactive, and fun, but not long.

7. Be supportive of your classmates during their five minutes. You’re an important audience member for your peers—listen and be ready with comments, ideas, and applause.

Study Guide for the Final Examination Format The final examination in SPC 2600 is a 75item multiple choice test covering chapters 1-14 (not 15).

Time and Place All daytime sections of SPC 2600 take the exam on the same day and time announced in the Final Exam Matrix. Your instructor will announce the time, date, and room number. Remember: You won’t take the final exam in your regular classroom. Nighttime sections will take the exam in their regular classrooms, on the evening the class regularly meets, during final exam week. Make sure to bring a #2 pencil. A scantron sheet will be provided for you.

What to Study Chapter One Define public speaking as an interactive process Understand skyhook principle Distinguish between ethics and ethos

Chapter Two Know the differences among subject, specific purpose, general purpose, and central idea Know the 6 ways to develop confident delivery

Chapter Three

Keep track all semester of what’s on the final exam.

Know the barriers to good listening Know how listeners are deliberately misguided Know the differences among different listening purposes: appreciative, discriminative, empathic, comprehensive and critical Know the questions for listening for comprehension

Chapter Four Define culture Understand the seven “sounded word” principles (integrative, redundant, traditionalist, concrete, agonistically toned, participatory, situational) Define multiculturalism Know how speakers can negotiate difference and related definitions

Chapter Five Apply audience demographic analysis (i.e., age, gender, education, group membership, cultural and ethnic background) Apply hostile audience strategies Apply audience segmentation strategies Understand the concepts of audience beliefs, attitudes, and values Know how audience analysis helps develop speaking goals

Chapter Six Understand the differences between primary

and secondary sources Know how to evaluate sources Know the types of supporting materials Know 5 functions of supporting materials Define plagiarism Know guidelines for choosing supporting materials Know the 4 tips for using statistics as support

Chapter Seven Understand organizational patterns for speeches Know memory and organizational skills Distinguish between types of outlines

Chapter Eight Know the factors of attention (activity, reality, vital, proximity, familiarity, novelty) Know the elements of an introduction Know the elements of a conclusion

Chapter Nine Know the qualities of clear oral style Understand the principles of gender-neutral language use Know the types of imagery (visual, auditory, gustatory, olfactory) Know the types of definitions (etymological, contextual, exemplar, stipulative) Recognize images, metaphors, and definitions

Chapter Ten Understand the dimensions of nonverbal communication Know the different methods of speech delivery (memorized, manuscript, impromptu, extemporaneous) and

when they are appropriate Evaluate pacing, pauses, and rate in a speech

Chapter Eleven Know the functions of visual aids Understand general strategies for selecting and using visual aids

Chapter Twelve Know the functions of informative speaking Understand the essential qualities of informative speaking (clarity, associating new ideas with familiar ones, clustering, visualizations, motivation) Know the 5 tips for developing informative speeches

Chapter Thirteen Know the elements of speaker credibility Define motive cluster Recognize examples of motive clusters (affilitation, achievement, and power) Know the steps and order of Monroe’s Motivated Sequence

Chapter Fourteen Know the types of claims (fact, value, policy) Know the types of reasoning (from examples, from generalization, from sign, from parallel cases, from cause) Know the questions to test each kind of reasoning Recognize fallacies Know the 5 tips for developing argumentative cases

Success Speech Speech #1 Assignment Thinking about this Assignment Most of us treasure our “symbols” of success: photographs, trophies, diplomas, announcements, certificates, letters of acceptance. We usually keep these items in special places as reminders of hard-won victories and special moments in our lives. This speech assignment invites you to introduce yourself to your classmates using one of these symbols of your success. In sharing your success, you are also telling the audience about yourself: what’s important to you, what obstacles you’ve overcome, what is your vision of the future. This speech, then, has two purposes: 1) to inform the audience about you, and 2) to share a success you’ve had in your life. You should begin work on this speech by thinking about turning points in your life. How is this turning point represented? A photograph? A sample of wall paper? Next, move outside yourself to ask, What does the audience need to know to understand this symbol? How can I organize this talk to best share this information with them?

Objectives of this Assignment •

to introduce yourself to the audience with a symbol of your success • to deliver this speech from a brief outline that encourages eye contact and

Time limit: 2-3 minutes

interaction with the audience

Steps to Building a Success Speech 1. Select your success! Choose your moment and its representation. Make sure that the “symbol” is small enough to hold in your hands while you speak. Don’t bring in your car or your mom, but a good photograph of your car or your mom would work well.

2. Begin gathering your information. What are you holding? Is there a story behind this symbol? What does this symbol represent? What does the audience need to know to understand why this is a success for you?

3. Organize the information. Start by piquing the audience’s curiosity. What are you holding? Is it obvious (a trophy) or does it need explanation? (“In this envelope is the most important letter I’ve ever gotten.) If you tell a story, make sure the details flow clearly, usually in chronological order. After your explanation, draw a conclusion relating this symbol of success to your past, your future, or your present-day values and attitudes.

4. Compose the speech. Out loud, begin talking through your speech, thinking beginning, middle, and end (i.e., introduction, body, conclusion). Outline in writing as you go. When you find “bumpy places,” try saying it different ways. Find language that’s comfortable to you. Say it again. Jot down just a few words to jog your memory. At the end of this session, you should have a good speaking outline for your speech.

Additional Notes from Instructor

5. Rehearse! Rehearse while holding the object. Refer to your notes, don’t read your notes! Time your speech. Perform your speech again, and again.

6. Prepare an outline. Prepare an outline of the speech to turn into the instructor on the day of your speech. Some instructors may want the outline you worked from during your speech; others may want a "clean" copy.

√Checklist on Speech Day     

Any questions? Write them here.





Bring my videotape Bring this Student Handbook Bring my symbol Bring outline/notecards for speech Review evaluation form for Success Speech. Have I fulfilled all the requirements of the assignment? Review the criteria for Evaluating Speeches. What kind of grade can I expect? Other:

Sentence Outline Success Speech

How high can you climb?

Speech Title: I Found Success with a T-Shirt General Purpose:

To inform

Specific Purpose:

To inform my classmates about my success of graduating from the Mid-Atlantic School of Rock Climbing.

Thesis:

Last summer I participated in the Skyward Challenge, a seven-day rock climbing event that made me more confident.

I.

Introduction A.

This is a t-shirt. You all probably have many, many t-shirts tucked away in your drawers: some are plain, some have writing on them. Maybe you picked up some of your t-shirts on vacation, or maybe you just bought them at your favorite store in the mall. You keep the ones that you like the best on top of your clothing rotation. (attention-getter & common ground)

B.

My t-shirt, however, represents a success. It seems that my entire life or as long as I can remember I have always been afraid of heights and a little unsure of my abilities, but through rock climbing, that all seemed to change and in a big way. This t-shirt came from the Mid-Atlantic School of Rock Climbing, the summer camp where I learned and performed good techniques of rock climbing and repelling. This t-shirt represents how a fear became a strength. (credibility)

C.

Rock Climbing became a way for me to realize I can achieve anything I really put my mind to. (thesis) D. I’m going to tell you the story of how participating in rock climbing made me a stronger, more focused, and more confident person. (preview)

II. Body

A.

Story: I want to start out by telling you all about my first climb. 1. learning the equipment 2. getting up on the rock face 3. successful first climb with my instructor

B.

Inner strength: Next, I want to talk about how nervous I was to repel off the side of a mountain.

C.

Becoming focused: After the first few times of climbing, I realized that I had to focus my energy on finding the right hand and foot holds to make a successful climb.

D.

Feeling Confident: After the 7 Day event, I reached my goal, and I’ve become more confident and self-assured after conquering the mountain.

III. Conclusion A.

There are a lot of ways to test yourself and to improve, and last summer I found a way to do just that. Rock climbing gave me a way to focus my energies and become more confident. (review)

B.

Rock climbing really was a way to demonstrate that I can rely on myself. (restate thesis)

C.

My t-shirt may just be a regular old t-shirt to everyone else, but to me it represents how I can reach new heights with hard work. I know there are many more mountains to climb in life and with this success under my belt, I feel like I can do anything. (clincher)

Speaking Outline

Just key words prompt the speech.

Success Speech

1 Introduction Your T-Shirts—plain, vacation, on top of pile My T-Shirt—my success Thesis: Rock climbing became a way for me to realize anything I put my mind to. Preview: 1) stronger 2) more focused 3) more confident Body A. Story First Rock Climb 1) equipment 2) getting up 3) success with instructor B. Inner Strength--nervous C. Becoming focused—right holds D. Feeling Confident--goal

2 Conclusion 1. Review: strength, focused, confidence 2. Thesis: demonstrate self-reliance. Rock climbing—made me realize I can do anything I put my mind to. 3. Clincher: many more mountains to climb in life, I can do anything.

Evaluation Form Success Speech Introduction Needs work Gained attention? Established speaker’s credibility? Common ground with audience? Previewed body of speech? One-sentence statement of thesis?

Body Main points clear? Organizational pattern clear? Transitions helpful? Support material cited?

Conclusion Prepared audience for ending? Reviewed main points? Reinforced thesis? Vivid “clincher”?

Delivery Maintained strong eye contact? Use of brief notes/outline? Exuded poise and confidence? Extemporaneous style?

Overall Evaluation Topic challenging? Specific purpose well chosen? Message adapted to audience? Held interest of audience?

Requirements of Assignment Interesting Symbol? Brief outline?

Additional Comments/Grade:

Name______________________________________ __ Symbol of Success_____________________________ Very Good Average

Name

Topic

Grade

Missing

Needs work

Fair

Good

Excellent

INTRODUCTION

SUGGESTIONS

Attention Getter

______ Work on a more effective attention-getter

Audience Motivation

______ Specifically relate the topic to your audience

Established Credibility

______ Explicitly state your credibility

Clear/Appropriate Thesis

______ Explicitly state what you are going to talk about (1st, 2nd, 3rd)

Preview of Main Points

BODY Organizational Structure

______ Work on clearer organization pattern ______ Include transitions and signposts

Transitions Clear Main Points Held Audience Interest

CONTENT

______ Incorporate more thorough research (more or varied sources) ______ Cite your research sources ______ Use a wider variety of verbal support (Include at least one story)

Challenging Topic Verbal Support

______ Include visual support aids

Visual Support

_____

Quality of Research

Follow the guidelines for visual support in Ch. ____

______ Follow outline samples in the Textbook – Ch. ____ or Handbook

Quality of Outline

CONCLUSION

______ Include a bibliography

Review ______ Summarize main points

Reinforced Thesis

______ End with impact

Vivid Clincher

DELIVERY Use of Notes Eye Contact Voice & Language Gestures

______ Avoid reading your notes; use key words only ______ Increase eye contact ______ Increase volume ______ Use vocal variety ______ Show your enthusiasm!

OTHER Interesting symbol

______ Incorporate more gestures/ movement ______ Think about your selfpresentation ______ Watch disfluencies

Peer Feedback #1 Success Speech

Speaker’s Name_____________________________ Observer’s Name_____________________________

Use this form to give feedback to your classmates. Be positive, be constructive, be helpful! What was the most outstanding aspect of the speech?

Name one thing that could be improved.

What do you remember most about the speech?











Praise Speech Speech #2 Assignment

Time limit: 2-4 minutes.

Thinking About This Assignment

Objectives of This Assignment

Contemporary US culture evidences many formal speeches that praise an individual— award ceremonies, testimonials, eulogies, and dedications. More informal “praise” speeches include introductions you make between friends (“You’ve got to meet Kiva! She’s so cool!) and the letters of recommendation written by former teachers and employers. In both these praise contexts, the speaker does three things: 1) makes a claim about this person’s importance, value, talents, or abilities, 2) supports this claim with relevant and illustrative examples, and 3) invites the audience to agree with the claim. You should begin work on this Praise Speech by thinking about a public figure important to you. How and why does this individual impact you? Next, move outside yourself to ask, How is this person important in a larger context? Why should my audience care? What can I say that will make this audience agree with my perceptions and feelings toward this individual? This speech’s rhetorical purpose then is both informative and persuasive: the information you present should increase the audience’s knowledge about this individual and persuade the audience to agree that this individual is indeed praiseworthy.

• • •

to conduct library research to compose a speech with a clear, onesentence thesis statement to support this thesis with two or three main points

Steps to Building a Praise Speech 1. Select a public figure. Choose a public figure (living or dead) who is important to you and important in a larger, public context. In other words, don’t pick Aunt Jane or your high school coach. Pick someone you can find a substantial amount of information about in your research. Here are some contexts to help you brainstorm: • role models of excellence (sports figures, CEO’s, entertainers) • visionary thinkers (scientists, activists, writers, artists) • agents of change (political leaders, historical figures) • inspirational hero(in)es

2. Conduct research on this public figure. Gather information from a variety of sources (books, magazines, biographies, autobiographies, web sites, almanacs,

encyclopedias, etc.) Work for a balance between “common knowledge” to “little known facts.” For example, most of us know that Oprah Winfrey started as a television news-anchor, but did you know that she is the subject of two university courses?

3. Develop a clear, arguable one-sentence thesis statement. The thesis should be arguable—that is, someone could argue just the opposite of what you claim. If my thesis statement is “Oprah Winfrey builds lives a person at a time,” then someone might argue that she does not build lives—only her own. If someone can’t argue against your thesis, then you haven’t worked hard enough on it. Follow the guidelines for developing your thesis statement from Chapters 1 and 8.

4. Develop two or three points that support the thesis.

write out the speech word for word! Practice until you can deliver the entire speech in a conversational style, using the brief notes to jog your memory. Time your speech. Do not go over 4 minutes.

7. Prepare an outline Prepare an outline of the speech to turn in to the instructor on the day of your speech. Some instructors may want the outline you worked from during your speech; others may want a "clean" copy. See the next pages for two sample outlines of a Praise Speech. Don’t forget to include the bibliography for your research sources.

Questions? Write them here.

In other words, prove your thesis with facts! Facts in public speaking include stories, testimony, examples, statistics, etc. Here’s where all your research pays off.

5. Compose the speech. Develop an attention-getting introduction that introduces the person, states your onesentence thesis, and previews your points. Cover each point of your speech with appropriate examples, illustrations, facts and stories from your research. Conclude the speech with a review of your main points, a restatement of your thesis, and end with a vivid "clincher.”

6. Rehearse the speech. Work with your outline/note cards. Do not

√Checklist on Speech Day    

Bring my videotape Bring this Student Handbook Bring outline/notecards for speech Review evaluation form for Praise Speech. Have I fulfilled all the requirements of the assignment?





Review the criteria for Evaluating Speeches. What kind of grade can I expect? Other:

Sentence Outline Praise Speech

Who’s your s/hero?

Speech Title: Building Better Lives Public Figure:

Oprah Winfrey

General Purpose:

To inform + To persuade = To praise

Specific Purpose:

To praise Oprah Winfrey to my classmates as an agent of change in our lives.

Thesis:

Oprah Winfrey builds lives a person at a time.

I.

Introduction: A.

In 1976, a frightened 20 year-old African American woman co-anchored the six o’clock news, unsuccessfully trying to conceal her bald head, the result of a botched perm. She had been told that her hair was too thick, her nose too wide, and her chin too big. (attention getter).

B.

Today, you and I and 26 million other viewers in 160 countries know her as a one-word, one-woman industry—Oprah. Her influence and contributions to the betterment of society are so significant that she is even the subject of two university courses. Everyone here has heard about The Oprah Winfrey Show, right? But do you all know how Oprah has helped to change the way we look at television personalities as not just “stars”? (credibility & common ground).

C.

Oprah Winfrey builds and transforms lives a person at a time. (thesis)

D.

I will cover two areas: 1. Winfrey’s entrepreneurship: she builds businesses that transform people’s lives. 2. Winfrey’s philanthropy: she builds charities that build new lives. (preview)

Transition: I would like to begin by telling you a little bit about how Oprah betters society by building and transforming lives.

II.

Body: A. Winfrey’s entrepreneurship features social and individual transformation, and I have been transformed by her work. 1. film Beloved: Harpo Inc. (Oprah spelled backwards): media and other projects of social importance. 2. The Oprah Winfrey show: $100,000 every Monday to person who improves other lives; Oprah’s book club 3. O Magazine focuses on self-actualization B. Oprah’s philanthropic work: we all wish we had the money or power to help those less fortunate. 1. Oprah’s Angel Network: $3.5 million raised for college scholarships. Story of one recipient. 2. Donated millions to institutions of higher education. 3. Initiated National Child Protection Act: data bank of child abusers 4. Family for Better Lives Foundation: $3 million

Transition: For all of these reasons I would like to finish up by asking you all to remember how Oprah has achieved so much and bettered the lives of so many.

III.

Conclusion: A.

I have provided examples of Oprah’s work, her businesses and her charities, that prove she is worthy of our praise and my admiration. (review)

B.

I think it’s clear that Oprah Winfrey builds and transforms lives a person at a time. (restate thesis)

C.

So, when you graduate and begin to achieve success out there, keep in mind the words of Oprah: “I realize that I didn’t get here by myself. I understand that. I have a responsibility, not only as a black woman, but as a human being to do good work.” (clincher)

Bibliography

Gale Group. (1997). Black history month, Biography oprah winfrey. Retrieved May 28, 2002, from http://www.galegroup.com/free_resources/bhm/bio/winfrey_o.htm Mask, T. (1999, May 20). Now call her professor. Chicago Daily Herald. New U. of I. Class is all about Oprah. (2001, February 7). Chicago Sun Times. Oprah Winfrey; Harpo. (2002, January 14). Business Week, 3765, 50-58. Sellers, P. (2002, April 1). The business of being Oprah. Fortune, 145, 50. Tillotson, K. (2001, June 17). Women venture to receive $100,000 on ‘Oprah’ Monday. Star Tribune. The way we live now: The study of O. (2001, June 17). New York Times.

Speaking Outline

Write out direct quotations and numbers.

Praise Speech

1 Introduction 1976, 20-years old, Bald Head, Botched Perm. Hair, Nose, Chin 26 million in 160 countries. influence & significance--2 university courses Oprah Winfrey Show—changed way we look stars Thesis: OW builds and transforms lives. Preview: 1) entrepreneurship 2) philanthropy Transition: How O betters society Body A. Entrepreneurship 1. Beloved & Harpo Prod 2. Show $100,000 Mondays Book Club

2 3. O Magazine—self actualization B. Philanthropy 1. Angel Network: $3.5 million 2. Millions to higher ed 3. National Child Protection Act 4. Family for Better Lives Foundation: $3. million Transition: For all these reasons, ask you to remember how Oprah achieves and betters Conclusion A. Review: businesses and charities B. Thesis: builds and transforms lives C. Clincher: When you graduate, Orpah’s words: “I realize that I didn’t get here by myself. I understand that. I have a responsibility, not only as a black woman, but as a human being to do good work.”

Evaluation Form Praise Speech Introduction Needs work

Speaker’s Name_________________________________

Public Figure____________________________________

Gained attention? Established speaker’s credibility? Common ground with audience? Previewed body of speech? One-sentence statement of thesis?

Body Main points clear? Organizational pattern clear? Transitions helpful? Support material?


Delivery Maintained strong eye contact? Use of brief notes/outline? Exuded poise and confidence? Extemporaneous style?


Requirements of Assignment Sufficient research? Praise-worthy choice and claims? Identifiable thesis?


Very Good

Average

INTRODUCTION

Missing

Needs work

Fair

Good

Topic Excellent

Name

Grade SUGGESTIONS

Attention Getter


Audience Motivation










CONTENT




Visual Support

_____

Quality of Research



Quality of Outline

CONCLUSION



Reinforced Thesis


Vivid Clincher



OTHER Praiseworthy choice and claims

______ Incorporate more gestures/ movement ______ Think about your selfpresentation

______ Watch disfluencies Identifiable thesis

Peer Feedback #1 Praise Speech

Speaker's Name_________________________________ Observer's Name________________________________

1. In your opinion, what was the thesis statement for this speech?

2. What was the most interesting part of the speech?

3. What elements of delivery were well developed?

4. What one suggestion for improvement can you make?













Informative Speech Speech #3 Assignment Thinking About This Assignment In contemporary US culture, we are often audiences for “informative” speaking: we watch cooking demonstrations on the Food Network, attend orientation sessions for new students or new employees, participate in classes and workshops, even find ourselves in tour groups. In each of these contexts, the speaker presents information we need to know to be better cooks, students, employees, or tourists. Informative speakers succeed when they are excited about the content, know it well, and make the subject important and beneficial to the audience. As with the Praise Speech, you should begin work on this speech by asking yourself, what am I interested in? Involved with? What do I know a great deal about? Then, move outside yourself to ask, “What can I say or do that will share my excitement and my knowledge with my audience?” “How and why should the audience be interested in this?” This speech’s rhetorical purpose is first an informative one. But you must also persuade the audience, through the content and its performance, that you are worth listening to and learning from.

Objectives of This Assignment • •

to conduct library research to support a clear, one-sentence thesis

• •

Time limit: 3-5 minutes

to utilize at least two different kinds of support material to organize the speech with an appropriate and discernible structure

Steps to Building an Informative Speech 1. Choose a subject area based on one of the following categories. Something you do. This may be a hobby, a talent, or a special skill. Examples: taxidermy, web site building, hip hop music, scuba diving, reading Tarot cards, Paint Ball Jungle Games, etc. A cause you support or organization you belong to. Examples: Big Brothers/Big Sisters; Greenpeace; Habitat for Humanity. “Consumer” information that is important to you. Examples: irradiated food, no-animal testing cosmetics; vegetarianism; getting the most from your doctor. “How-to” demonstrations. This category deserves a special warning: do not choose to demonstrate how to do something that everyone knows how to do (make a pizza, tie your shoes, make a long distance phone call, etc.) There are interesting informative speeches that teach the steps of a process— even if the audience will never engage in it. For example, “how to make a mummy” in ancient Egypt was an elaborate and interesting process.

Remember, the goal of this assignment is not to talk about why you’re interested in this topic, but to develop an interesting, informative speech for your audience using your interest as a beginning.

2. Conduct research on this topic. You should consult a wide variety of sources: print newspapers, magazines, journals, internet web sites, pamphlets, organizational materials, etc. You may not rely solely on your experience to provide the content of the speech. Gather statistics, stories, examples, illustrations, case studies, etc.

3. Adapt the topic and information to the audience. Ask the question, “Why should the audience be interested in this?” Although topic selection starts with you, your thesis statement should reflect the speech’s benefits to the audience. For example, a premed student might inform the audience about “How to Get More from your Doctor's Visit." You should review Chapter 5 for Audience Analysis.

4. Select a specific organizational pattern for the speech. Review Chapter 8 for the kinds of organization. Arrange your information and ideas within the pattern you have chosen. The "paint ball" student may develop her speech topically: 1) the equipment needed to play, 2) the rules of the game, 3) the satisfaction and exercise of playing.

5. Include at least two different kinds of support materials from two different sources. This is a 2x2 development of support. In other words, your two sources cannot both be from the internet, or both from magazine articles. Review Chapter 7 for the kinds of support. For example, the pre-med student may use a 1) case study from a biology textbook, and 2) statistics provided by the American Medical Association for her speech. This is 2 different kinds of support from 2 different media (2x2).

6. Prepare your outline. Rehearse!

Requirements of this assignment. Is your organizational pattern clear? Do you have two different kinds of support?

√ Checklist on Speech Day      



Bring my videotape Bring this Student Handbook Bring outline/notecards for speech Have I fulfilled all the requirements of the assignment? Review the criteria for Evaluating Speeches. Review evaluation form for Informative Speech. What kind of grade can I expect? Other:


Sentence Outline Informative Speech

The coolest head prevails.

Speech Title: “Syncope or Not Syncope: That is the Question” General Purpose:

To inform

Specific Purpose:

To inform my classmates about the “common faint”

Thesis: I’m going to help you be the coolest head around when someone faints.

I.

Introduction A.

Has anyone ever fainted or seen anyone that has? Does anyone know what causes “the common faint,” what it is called or what to do if some one faints? Syncope is a sudden loss of consciousness due to lack of sufficient oxygenated blood to the brain. (attention-getter & common ground)

B.

Syncope (pronounced sing-koh-pee) is a scary thing. It accounts for 1. 1.5 million visits a year to the doctor 2. 160,000 hospitalizations; and 3. 3% of all trips to the emergency room

C.

I know this medical condition well, and you, or someone you know, probably does too. The more simple term? Fainting. The “common faint” 1. happens to people under 45 years old 2.

no other medical conditions (diabetes, heart condition, current illness or pregnancy)

3.

unconscious for no more than 60 seconds; completely recovered in 15 minutes

4.

Even if it’s common, it’s still scary. And I’ve learned the hard way that most people don’t know what to do when I faint. (credibility)

D.

Today I’m going to share information that will make you the coolest head around when someone faints. (thesis)

E.

I’ll cover three areas: causes of the common faint, symptoms, and first aid treatment. (preview)

Transition: First I would like to start off by talking a little bit about the causes of fainting.

II.

Body A.

Causes of fainting 1. 2.

Story of my fainting at West Palm Beach’s City Walk fulfilled two of the three most common causes of fainting three most common causes a. standing for a long time b. hot, humid, crowded setting c. lack of recent food or water

Transition: The people around me assumed I was dead, dying, and worse. They didn’t keep cool heads or know what to look for. B.

Symptoms: Sometimes a person will just keel over, but more often there are signs of an oncoming episode of syncope 1. unsteadiness, dizziness 2. face becomes pale and perspiration appears 3. skin becomes cold and clammy 4. pulse feels weak and erratic 5. nausea

Transition: The words “I feel like I’m going to faint” should get you in first-aid mode! C. 1.

2.

First-Aid before/during/after Before fainting: a. Head between knees accomplishes the first thing the person needs —to restore adequate supply of blood to brain by putting brain lower than the heart. Too late? b. Help person to the ground! Dead weight dropping can cause lots of bruises and cuts. During/When person is unconscious: Think 3 L’s: Legs, Listen, Loosen. a. Position person on back, elevate legs above heart. b. Listen for breathing sounds. (If person is not breathing, start CPR

3.

and call 911! this is serious!) But stay calm, this is a common faint. Okay? She’s breathing! c. Loosen belts, collars, or other constrictive clothing. After/As person regains consciousness: Think Don’t. a. Don’t slap or shout (that can be scarier than the faint itself). Instead, reassure her that she’s safe, she just fainted. b. Don’t let person get up right away. (Staying prone for 15 minutes is recommended by most medical personnel.) c. Don’t give any food, but sips of water are okay.

Transition: Remember, most people are fully recovered from common faints in 15 minutes. Your friend will be okay! I’ve learned the hard way (and have the bruises to prove it) that most people don’t know what to do when someone faints.

III.

Conclusion A. I’ve shared common causes, symptoms, and first aid treatment for fainting. Remember Legs, Listen, and Loosen. (review) B.

Syncope is a medical condition that can signal serious, even life-threatening, problems. But I’ve given you information today to help you have the coolest head in the house during a “common faint.” (thesis)

C.

Our bodies are very, very smart! and we should listen to them. Think of fainting as nature’s way of saying, “I can’t fight gravity any longer. I can’t get blood to your brain unless you lie down. You are going to lie down. Right now. There. That’s better.” (clincher)

Bibliography “Fainting and Fever.” Retrieved June 1, 2002, from www.mayoclinic.com “First Aid: Fainting.” (1998). World Book Medical Encyclopedia. Witting, Michael, M.D. (2002). “Fainting.” AAEM Emergency Medical and Family Health Guide.

Speaking Outline Informative Speech

Always number your cards.

1 Introduction Fainted? Causes? What to do? Syncope definition . Scary: • 1.5 million doctor visits year Body • 160,000 hospitalizations First point: 3 Common Causes (My • 3% of ER trips Story)

2

• standing Common faint • hot, humid, crowded • under 45 years • lack food/water • no other med cond • 60 seconds; 15 minTransition: assumed dead, dying, didn’t Third point: First aid Learned hard way what to keep do. cool heads Before—head below heart During—3L’s Thesis: You’ll be coolest head when Second point: Symptoms someone faints • unsteadiness, dizziness • legs • listen • pale and perspiration Preview: • loosen • skin cold, clammy 1) causes After—Don’t • pulse weak, erratic 2) symptoms • slap, shout • nausea 3) first-aid • let them up Transition: words—first aid mode• no food, water okay Transition: friend okay Conclusion Review: causes, symptoms, treatment (3Ls) Thesis: coolest head during common faint Clincher: Nature’s way of saying can’t fight gravity any longer.

3

Evaluation Form Informative Speech

Speaker’s Name_________________________________ Topic________________________________________

Introduction Needs work Gained attention? Established speaker’s credibility? Common ground with audience? Previewed body of speech? One-sentence statement of thesis?



Delivery Maintained strong eye contact? Use of brief notes? Exuded poise and confidence? Extemporaneous style?


Requirements of Assignment Organizational pattern? 2 x 2 sources?


Very Good

Average

INTRODUCTION

Missing

Needs work

Fair

Good

Topic Excellent

Name

Grade SUGGESTIONS

Attention Getter


Audience Motivation










CONTENT




Visual Support

_____

Quality of Research



Quality of Outline

CONCLUSION



Reinforced Thesis


Vivid Clincher



OTHER Organizational pattern


______ Watch disfluencies 2 x 2 Sources

Peer Feedback #1 Informative Speech


1.

Name one new thing you learned in this speech.

2.

Check the organizational pattern used: ___ Chronological ___ Topical ___ Problem Solving

___ Spatial ___ Familiarity-Acceptance ___ Question-Answer

___Causal ___Inquiry ___Elimination

Did it work? Why or why not?

3.

What type of support materials did the speaker use? ___ Contrast ___ Statistics

___ Examples ___ Testimony

___ Comparisons ___ Quotations

Which one was most memorable? Why?

4.

What one suggestion for improvement can you make?



1.


2.





3.





4.




1.


2.





3.





4.


Paired Debate Speech #4 Assignment



Steps to Building a Debate

Debates happen all around us. Every four years, Presidential candidates engage in very formal, structured debates on specific questions presented by journalists. Every year, state legislators engage in floor debate arguing for or against legislation. Every day, trial lawyers debate who did it and why. In each of these contexts, the sides are clearly drawn, support is presented for each side, and the audience is invited to agree with one party while rejecting the claims of the other. As with all the speeches in this class, start by thinking about what excites you, makes you mad, makes you glad. But this speech differs from previous speeches because you’ll have to do this thinking with a partner. Together you’ll agree on a topic, narrow it, share research, and develop a thesis. Then you’ll compose a speech and deliver it—knowing that the next person to speak will disagree with everything you’ve said! That’s a debate.

1. Choose a topic.

Objectives of This Assignment • • •

to apply the principles of reasoning and argumentation in public speaking to demonstrate all the requirements of introductions and conclusions to develop and to utilize an appropriate visual aid in your speech

You and your partner should identify a controversial topic or issue on which there are at least two clear and oppositional positions. One student might argue that "School uniforms will save the public school system;" her partner might argue that "School uniforms will destroy the public school system."

2. Research your topic. You should collect information until you feel you have a firm grasp of the issues on both sides. Review Chapter 6 & 7 on research strategies.

3. With your partner, develop a thesis. This thesis should be debatable with evidence that both that partners can argue with evidence from their side. Be sure to limit the terms and scope of the argument. "Marijuana should be legalized” is probably too broad a topic; but "marijuana should be legalized for medical use" is a nicely limited topic, with plentiful evidence on both sides.

4. Organize your speech. What organizational pattern best fits this topic and your purpose?

Create a vivid introduction that establishes your credibility as a speaker on this topic, and work for a conclusion that wraps up your argument well. Review chapter 9 on Introductions and Conclusions. The speech must be clearly organized to utilize effective transitions, summaries, and previews to communicate the structure of the speech to the audience.

performance.


5. Develop a visual aid. Each student must prepare a visual aid that relates to at least one argument in the debate (chart, graph, illustration, photograph, etc.). Review Chapter 12 for help preparing your aid.

6. Prepare the outline.

√ Checklist on Speech Day

7. Rehearse!



Requirements of This Assignment



• • •

Debates must present clear opposing theses and support them with evidence. Each speech must include at least two different kinds of support material in the presentation. Each speaker must create an interesting visual aid to accompany the speech.

Grading This assignment weighs 15% of your final grade in this course. Because the debaters must work together to decide on their topic, create their theses, and limit the issues to be covered, the 15 points available in this assignment are divided: • 5 points of the grade will be based on the quality and coherence of the debate. • 10 points of the grade will be based on each individual student's

  





Bring my videotape Bring this Student Handbook Bring my Visual Aid Bring outline/notecards for speech Review evaluation form for Paired Debate. Have I fulfilled all the requirements of the assignment? Review the criteria for Evaluating Speeches. What kind of grade can I expect? Other:

Sentence Outline Paired Debate

What’s your work worth?

Speech Title: The Minimum Wage Crisis General Purpose:

To persuade

Specific Purpose:

To persuade my audience that an increase in the minimum wage is not only feasible but also necessary.

Thesis:

The Minimum Wage Increase Act of 2001 should be passed.

I.

Introduction A.

Imagine you are working full time. After a year's worth of full-time work, that means 40 hours a week, 52 weeks a year, you have an annual income of $10,700 derived from the $5.15 an hour minimum wage. (attention)

B.

As a college student, I have been fortunate enough to study families who rely on the minimum wage, and, as a self-supporting student I work for the minimum wage. (credibility)

C.

The minimum wage, which is aimed at low-skilled jobs, determines how much money you, as a college student, will earn. A fair raise would benefit selfsupporting college students as well as many hard-pressed families. (common ground)

D.

The Minimum Wage Increase Act of 2001 should be passed. (thesis)

E. I will cover three points: A minimum wage increase will create jobs, cut poverty through the social value of work, and restore buying power. (preview) Transition: I would like to begin by discussing minimum wage and employment.

II.

Body A.

B.

First (signpost) a minimum wage increase will create jobs. 1.

Contrary to the right-wing rhetoric, the minimum wage is not a "job killer." According to Theda Skocpol in The Missing Middle, published in 2000, the minimum wage actually helps create jobs.

2.

A fair minimum wage increase would put more money into the pockets of those most likely to spend it, lower-income workers.

3.

Poor workers are the most likely group to spend the money and invest it in our economy, thereby actually creating more jobs. That is what has happened since the last minimum wage increase in 1996, when millions of jobs were created.

4.

The Minimum Wage Increase Act of 2001 would put more money into the pockets of workers and create jobs by raising the minimum wage to $6.65 an hour over an 18 month period.

Second (signpost), a minimum wage increase would cut poverty through the social value of work. 1.

2.

C.

In the past, many have tried to fight poverty through programs that encourage work. a.

For example, welfare programs that do not have work requirements have been used to fight poverty.

b.

These programs have been rightly criticized as lacking in social value.

But passage of the Minimum Wage Increase Act of 2001 would fight poverty by the social value of work. a.

Currently a full time worker earning the minimum wage and with 2 children would fall 30% below the federal poverty line.

b.

According to Jeff Faux in The Next Agenda, published in 2001, a raise in the minimum wage would lift millions of working families out of poverty. But it would cut poverty not through an emphasis on welfare, which finds no social support, but through work requirements.

Third (signpost) passage of the Minimum Wage Increase Act of 2001 would help

to restore buying power of the minimum wage worker. 1.

When inflation increases and the minimum wage stays the same, the buying power of the minimum wage is reduced.

2.

As this graph from The State of Working America, published by the Economic Policy Institute in 1999 illustrates, due to inflation, over the past 30 years, the minimum wage has seen a 35% cut in buying power. That means that the average minimum wage worker today has $4,000 less in buying power than his counterpart of 30 years ago.

3.

This means that the minimum wage employee has $4,000 less in buying power for essentials such as food, health insurance, education, child care and personal savings. 4. A raise in the minimum wage would begin to remedy this dramatic loss in buying power for working families.

Transition: All of these issues combined shows how your stance on minimum wage greatly affects our society.

III.

Conclusion A.

In conclusion, I have explained how passage of the Minimum Wage Increase Act of 2001 would create jobs, cut poverty through an emphasis on work, and begin to restore buying power for the minimum wage worker. (Restate main points)

B.

The Minimum Wage Increase Act of 2001 should be passed. (Restate thesis)

C.

I encourage you to contact your elected representatives and encourage them to uplift working families and support the Minimum Wage Increase Act of 2001. (Call to Action)

D.

I am reminded of the words of President Franklin Roosevelt: "The moral test of our progress lies not in how much we give to those who already have too much, but in how much dignity we give to those who have too little." Those who labor and toil for a mere $5.15 an hour have too little and deserve dignity and justice. (Clincher)

Bibliography

Economic Policy Institute. The State of Working America. New York: I.L.R. Press, 1999. Faux, Jeff. The Next Agenda. New York: Westview, 2001. Skocpol, Theda. The Missing Middle. New York: Norton, 2000. The staff of 2600 thanks Stephanie Viera, a SPC 2600 student from the Fall of 2001, for allowing us to reprint her outline here. Here are speaking notecards for her speech. 1 Introduction 40 hrs/52 weeks/$10,700/$5.15 min wage Self-supporting

2

nd Need—students & families2 point: cut poverty thru social value of work 3 old welfare programs MWA 2001 should be passed. current: min wage, 2 children, 30% Conclusion below poverty line 3 points: Review: passing Min Wage Increase Act 1) create jobs of 2001 Jeff Fax, The Next Agenda (2001): lift will 2) cut poverty 1) create jobs out of poverty + work requirements 3) restore buying power 2) cut poverty, emphasis on work rd st 3) restore buying power 3 point: restore buying power 1 : create jobs inflation not job killer/ Theda Skocpol The + min wage=red. buying power Thesis: Graph: State of Working America (1999Min Wage In Act should be Missing Middle (2000) passed. Economic Pol Inst) money in pockets of low-income SHOW VISUAL Action: Contact Rep encourage to uplift --will spend money>create jobs working families & support Min Wage In --1996 increase>millions new jobs Act. over past 35 years --$6.65 an hour over 18 months 35% cut buying power Clincher: $4,000 less (for food, insur, educ, child Pres. Franklin Roosevelt: “The moral test of our progress lies not in how care, savings) much we give to those who already have too much but in how much dignity we give to those who have too little.”

$5.15 an hour—too little, deserve dignity & justice.

Evaluation Form Paired Debate Introduction Needs work

Speaker’s Name_________________________________ Subject/For or Against_____________________________

Gained attention? Established speaker’s credibility? Audience adaptation? Previewed body of speech? One-sentence statement of thesis?




Overall Evaluation Held interest of audience? Topic challenging? Specific purpose well chosen? Message adapted to audience? Held interest of audience?

Requirements of Assignment 2 kinds of support material? Visual Aid? Effective introduction and conclusion?


Very Good

Average

INTRODUCTION

Grade

Missing

Needs work

Fair

Good

Topic Excellent

Name

SUGGESTIONS

Attention Getter


Audience Motivation










CONTENT




Visual Support

_____

Quality of Research



Quality of Outline

CONCLUSION



Reinforced Thesis


Vivid Clincher



OTHER Kinds/Quality Support Material


______ Watch disfluencies Visual Aid

Peer Feedback #1 Paired Debate

Speaker's Name_________________________________

1.

Observer's Name________________________________ Name one new thing you learned in this speech.

2.





3.

What was the most persuasive thing you heard?

4.

Which side won the debate? Why?



1.


2.





3.


4.



Speaker's Name_________________________________

1.

Observer's Name________________________________ Name one new thing you learned in this speech.

2.





3.


4.


Motivational Speech Speech #5 Assignment



Objectives of This Assignment

We have heard motivational speeches all our lives: from coaches in locker rooms, from teachers in the classroom, from clergy in the pulpit. In each context, the speaker usually does three things: 1) makes the problem clear, 2) gives us examples and stories of the problem, and 3) asks us to do something at the end. This “something to do” is usually very specific: win the game, make an A, love our neighbor. This “action step” is crucial to motivational speaking. What do you want the audience to do as a result of hearing your speech? A second crucial element in most motivational speeches is narrative: motivational speakers tell lots of stories-stories of failure, stories of success, “if things go on this way . . . ” stories, and “Watch out! This could happen to you!” stories. These stories illustrate, and make “real,” the problem and the solution. Like every speech in this class, this speech assignment should start with you. What makes you really mad? What’s a problem that needs fixing? What can we change if we’ll just do it? This line of thinking is already in the problem/solution vein. But what if the audience doesn’t agree that there’s a problem? Ah! That’s your job —convince them there is problem, and show them the step(s) they can take to fix it.

• • •

to incorporate support materials and a personal experience story to lead to an “action step” to demonstrate all the principles of effective public speaking learned throughout the semester

Steps to Building a Motivational Speech 1. What’s the problem!? Work hard on this one by asking yourself if you can make this problem important to the audience, relevant to the audience, and “solve-able” by the audience.

2. Conduct library research. Your speech must include at least three of the following kinds of support: • statistics • expert testimony • lay testimony • quotations • examples • stories you collect from published sources • a personal experience story

3. What’s your action step? This speech must conclude with an “action

step,” something you ask your audience to do. Your action step should be specific, important, with the potential to lead to real change. “Call your legislator,” or “write a letter” are terrible action steps—people rarely do that. So be specific in what you want the audience to do and make the action reasonable to accomplish. Action steps are always dependent upon the persuasive appeals that came before, but one particularly effective speech involved organ donations. In Texas, all driver’s licenses contain a signature line that indicates a person wishes to be an organ donor. At the beginning of the speech, the speaker asked the audience to put their driver’s licenses (picture side up) in front of them on the desks. She then established the breadth of the problem with lack of donors (waiting lists, needless deaths when cures are available, statistics, testimony, etc.). In the conclusion, the speaker summarized the points of the speech, restated her thesis, and then ended with her “Action Step.” She invited everyone to turn their driver’s licenses over and sign, agreeing— right then and there—to take the action she suggested and become organ donors.

4. Outline your speech. 5. Rehearse!

Requirements of This Assignment • •

the speech must feature at least three kinds of persuasive support the conclusion must include an action step


√ Checklist on Speech Day    





Bring my videotape Bring this Student Handbook Bring outline/notecards for speech Review evaluation form for Motivational Speech. Have I fulfilled all the requirements of the assignment? Review the criteria for Evaluating Speeches. What kind of grade can I expect? Other:

Sentence Outline Motivational Speech

Don’t just sit there. Do something!

Speech Title: The Truth About False Teeth. Topic:

Good Oral Hygiene

General Purpose:

To Persuade

Specific Purpose:

I want my audience to get a dental examination on a regular basis and to know the importance of preventative dental treatment.

Thesis:

Early detection of dental problems significantly increases your chances of keeping all your teeth your entire life, and in the long run costs you less economically and emotionally.

Action Step:

I want everyone to go to the dentist for a checkup on a regular basis

I. Introduction A.

(I will have in fake gross teeth in my mouth and I will smile really big) I want everyone to smile at the person sitting next to you. It probably feels good to know your smile does not look like the one I am wearing now (I will take my fake teeth out). (attention getter)

B.

On the Tooth Fairy’s official web site, she states, “if you are not true to your teeth they will be false to you.” Considering that almost half of my mother’s seven brothers and sisters had false teeth before they were forty years old, the consequences of poor oral hygiene is something that I have witnessed personally. (credibility)

C.

These painful consequences are something that all of our smiles may suffer from. (common ground)

D.

It is important for everyone to receive a dental checkup every 6 months because early detection of dental problems significantly increases your chances of keeping all your teeth your entire life, and in the long run costs you less economically and emotionally. (thesis)

E.

I want each and every single one of you to visit a dentist for a regular checkup as soon as possible. (action step)

F.

I will cover three truthful points: the truthful story of my mom’s false teeth, the truthful importance of prevention in dental care, and the truthful affordability of dental care. (preview)

Transition: I would like to begin by talking about what might happen if you do not have good dental hygiene.

II.

Body A. The truthful story of why my mother got her false teeth, and the problems she still suffers from as a consequence of them. 1. When my mother was only 24 years old she got a complete set of false teeth. 2. As a child, her family could not afford to go to the dentist or doctor. a. As an adult she only visited the dentist for emergency treatment. b. Her current dentist recently told her that if she went to the dentist regularly as a child, the maintenance and preventative care she could have received would have prevented her from getting false teeth in the first place. 3. Her original false teeth bottoms did not fit properly and gave her horrible blisters, and instead of going back to the dentist chose not to wear her bottom teeth regularly for over 10 years. a. She could only eat soft foods. b. She talked different. c. She was in constant pain. d. She never smiled. 4. Eventually the pain became unbearable and she went back to the dentist, and he fit her for new teeth. a. She looked and felt a lot better. b. She would never again deprive herself from eating hard foods like peanuts. c. She smiled a lot more. 5. Most recently, from a regular check-up it was detected that the bone in my mother’s lower jaw is very worn down and weak from years of not constantly wearing her lower teeth. a. Her dentist designed some new bottom teeth that are lighter and put less pressure on her bone. b. I have yet to see them but my brother says she looks 10 years younger because they lift her face up.

Transition: Now that you have heard about personal experience with dental hygiene, I want to talk about how you can avoid what happened to my mother.

B.

The truthful importance of dental prevention and the need to go to the dentist for regular dental examinations. 1. According to 2002 information published by Colgate, among the top ten things you can do to “keep a tooth for life” is get regular dental checkups amongst brushing and flossing daily. 2. According to practicing dentist and clinic instructor at the University of Pacific School of Dentistry Dr. Kimberly A. Loos, “Luckily, dentistry has changed quite a bit in the last several years. Many dentists now stress preventative care, which is usually much easier and less painful than emergency care.” a. In the above example with my mother, her current dentist informed her that the bone deterioration she is suffering from in her lower jaw could have been prevented if she would have gone back to the dentist as soon as she felt discomfort with her first set of dentures. b. Example of a middle age woman who is suffering horrible consequences from periodontal disease, but with early detection could have been prevented. i. She has already lost one front tooth almost equivalent to 1 ½ of a tooth. ii. She has another front tooth that needs to be pulled. iii. Her bottom teeth are spread far apart and need dental treatment. iv. She says regarding her condition, “I am practically a hermit since it happened, and in a severe depression which is worsening.” 3. According to a 2002 report from the American Dental Association, it is estimated that individuals who have had the privilege to go to the dentist on a regular basis for checkups since childhood need 68% less major dental treatments such as dentures, root canals, and crowns than those you have not. a. Three out of my mother’s seven brothers and sisters had a complete set of false teeth by the time they were 40. b. Three of the other seven have a partial set of false teeth.

Transition: Even though it may be expensive to have regular dental exams, I am going to tell you how it will really pay off in the long run. C.

The truthful affordability of dental care in terms of the money it will save you in the long run, and the how inexpensive dental care is. 1. Paying for preventative care costs a lot less than paying for emergency treatments. a. (Put transparency up with various prices of treatments typed in piggy bank icons. REVEAL ICONS AS I VERBALLY SAY PRICES) according to the Insurance Company.com the average price for dentures in this little piggy in Florida is $1216.00.

b. c. d. e.

This little piggy will cost you $689.00 for a root canal. This little piggy will cost you $450.00 to treat gingivitis. This little piggy will cost you $302.00 for a post and a crown. However, this little piggy for a regular examination will only cost you $35.00 and that is before insurance.

2. Since we are all USF students we can look into getting dental discounts through USF, or you can get a discount program on-line for a similar price such as the Insurance Company.com. a. According to the USF Student Health Service Web Site, student members are offered the Benefits Plan of America or BPA. i. $129.00 a year total saves you 80% off dental work, 60% off vision care, and 50% of chiropractic care. ii. similar programs such as The Insurance Company.com offered on-line for small monthly premiums of $9.00 b. With the USF Benefits Plan of America (put another transparency up with little piggybanks and prices) this little piggy that cost you $ 35.00 for a Periodic Oral Evaluation will only cost you $7.00. c. This little piggy that cost $19.00 for an x-ray will cost you 3.80. d. The price you pay for the benefits plan, 2 yearly examinations with 2 x-rays is only 42 cents a day. i. Less than $3.00 a week. ii. It may be enough to feed a starving child, but it is less than the cost of a value meal at Mc Donald’s. iii. Less than the cost of a large iced chai at star bucks. e. To get the Benefits Plan, log onto health services at USF website and follow the directions. Transition: After hearing all of this information I have provided, I just have one request.

III.

Action Step:

I want everyone to go to the dentist for a checkup on a regular

basis. A. B. C.

If you do not have dental insurance, you need to get it and visit a dentist. If you have dental insurance and are not going, make an appointment to go to the dentist as soon as possible. If you already are going to the dentist regularly, keep up the good work.

Transition: I want to finish up by leaving you all with these thoughts.

IV. Conclusion

A.

I covered three truthful points: the truthful story of my mom’s false teeth, the truthful importance of prevention in dental care, and the truthful affordability of dental care. (review)

B.

It is important for everyone to receive a dental checkup every 6 months because early detection of dental problems significantly increases your chances of keeping all your teeth your entire life, and in the long run cost you less economically and emotionally. (restate thesis)

C.

I want each and every single one of you to visit a dentist for a regular checkup as soon as possible. (action step)

D.

Once again I want everyone to smile at the person sitting next to you. (I will put a picture on the overhead of my mother smiling without any teeth in). Now I would like you to look at what my mother’s toothless smile looks like. Never take for granted the luxury of having a truthful, tooth-ful smile. My mother really wants you to go to the dentist because if you are true to your teeth, they will never be false to you. (clincher)

Bibliography American Dental Association (2002). Information and Facts about Oral Hygiene. Colgate-Palmolive Company (2002). Colgate Family Guide to Oral Care. Loos, K.A. “How to Find a Good Dentist” (2002). Parent’s Guide to Adolescent Teeth Care “The Insurance Company” Retrieved on June 1, 2002 from www.insurancecompany.com “The Tooth Fairy” (2002). Retrieved on June 1, 2002 from www.toothfairy.org “University of South Florida Student Health Services” (2001). Retrieved on June 2, 2002 from www.web.shs.usf.edu

Speaking Outline

Use your visuals as talking notes, too.

Motivational Speech 1 Introduction Smile next to you. Tooth fairy website: “If you are not true to your teeth, they will be false to you.” My aunts/uncles Painful consequences Thesis: Dental check-up 6 months—early detection, prevention costs less

3 Preview 1. true storyTrans: reg. checks expensive? pay off in long run. 2. prevention 3rd point: affordable dental care. 3. affordability A. Less than ER treatments (InsuranceCompany.com) 1st point: Mom’s story SHOWteeth ICONS ON OVERHEAD—USE THEM 24 yrs old—false AS NOTES FOR THIS SECTION no early care bad fitting false teeth/pain/new teeth B. USF dental discounts (Student Health Service lower jaw deterioration web site) 1. $129 dental work, 60% vision, 50% Trans: mom’s story,saves how 80% to avoid chiropractic 2. InsuranceCompany.com $9 month 3. USF Benefits Plan of America (ICONs AS NOTES) Trans: After all this, one request. Action: Reg. dental check-ups. Dental insur? Get it. Make appoint. Going to dentist? Keep up good work.

2 2nd point: dental prevention A. 2002 Colgate “keep a tooth for life”—get regular checkups, brush & floss daily B. Dr. Kimberly A. Loos (U of Pacific Dentistry School): “Luckily denistry has changed quite a b it in the last several years. Many dentists now stress preventative care, which is usually much easier and less painful than emergency care.” (like mom’s pain) C. Woman w/ periodontal disease lost one tooth another tooth pulled bottom teeth spread she says: “I am practically a hermit since it happened, and in a severe depression which is worsening.” Review D. Reg. childhood check-ups 68% less major 1) mom’s story dental treatments (ADA 2002) 2) prevention 3) affordability Thesis: Checkup 6 months—early detective, prevention costs less Action: Get checked Clincher: Smile next to you again. New pic of Mom. Luxury of truthful, tooth-ful smile. My mother really wants you to go to the dentist because if you are true to your teeth, they will never be false to you.

4

Evaluation Form Motivational Speech Introduction Needs work

Speaker’s Name_________________________________ Action Step _____________________________________

Gained attention? Established speaker’s credibility? Common ground with audience? Previewed body of speech? One-sentence statement of thesis?





Requirements of Assignment 3 kinds of support? Action step?


Very Good

Average

INTRODUCTION

Missing

Needs work

Fair

Good

Topic Excellent

Name

Grade SUGGESTIONS

Attention Getter


Audience Motivation










CONTENT




Visual Support

_____

Quality of Research



Quality of Outline

CONCLUSION



Reinforced Thesis


Vivid Clincher



OTHER 3 Kinds of Support

______ Incorporate more gestures/ movement ______ Think about your self-

presentation ______ Watch disfluencies Action Step

Peer Feedback #1 Motivational Speech


1.

What was the action step of this speech?

2.

Were you persuaded to take this step? Why or why not?

3.

How has this speaker most improved over the semester?



1.


2.


3.




1.


2.


3.


Public Speaking Student Handbook

Recommend Documents