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Comm 15000 Persuasive Speech Thomas Carli
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Researching
your topic: |
The first thing you will
want to do when starting your persuasive speech is research. This is college-level research so don’t
jump on the web for just any old website.
I recommend you start your research at Recommendations for conducting research: ·
The generic
Top Level domain (“.com”, “.net”, “.edu”, “.org”…etc.) of the website
will often tell you a lot about the source.
These will tell you if it is a commercial website (.com or .net), one
from an educational institution (.edu), a government site (.gov) or
organization (.org). For the most part
“.edu” and “.gov” are reliable sources but this doesn’t mean the others can’t
be. ·
Be weary of
bias: Just because the website comes from an educational institution doesn’t
mean it isn’t the biased opinion of an unreliable source. Is the website taking a stance or just
providing the clear, unaltered facts? ·
Check and compare
your website with at least 2 or 3 other sites to find out truthfulness of its
information. When you find a website
you might want to use the “Favorites” tab in Internet Explorer to add it to
your favorites so you can easily get back to it. Comparing the website with others will help
to check the site’s information and its validity as well as possibly find
additional sources. ·
Check for
authorship of the site. If no one is
taking credit for the information, then what is this telling you? A website with an author tells you who they
are (check their credentials) and that they are willing to “backup” their
information with their name. Click here for additional
information on evaluating web sources. Procedures: 1. Start by using 2. Research your topic by subject. This link will allow you to search 3. Once you have chosen a database you will be
directed to enter your username (prefix of your 4. Start searching your topic. I recommend starting out with the link in
step 1, Academic Search Premiere Database, or JSTOR when you are going to
begin researching. Click here to
access these databases as well as many others. 5. There are additional links on my Pathfinder
page for conducting research. Click here to
go there now. Note: You need at least 4
sources for your persuasive speech and 3 of them can’t be web sources. Just remember though if you find an article
from one of the |
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Writing a
persuasive speech: |
Now that you have
completed your research, it is time for you to write the formal outline for
your persuasive speech. You will be
following Click here to skip to format instructions for Monroe’s
Motivated Sequence. Click here to skip to sample outlines. Click here to skip to Using Microsoft PowerPoint™. Persuasive Speech
General Instructions Dr. Margaret
Wick Note:
The page numbers refer to the Course Packet. Time: 7-9
minutes (6.5-9.5) + 1 – 2 minutes for
questions Points and Due Dates:
Your first speech will
be a policy speech to persuade your audience to action. See your Tentative
Schedule in your Syllabus for presentation dates and other due dates.
Your Persuasive Speech
points will come from the following segments.
Preparatory Materials that you will turn in ahead of time will be worth
1 quiz grade each (i.e., 10 points) -
Topic approval sheet, sources, & rough drafts of speech body with references
. See the
Tentative Schedule in your Syllabus for specific due dates of these
materials. No points if late. - See page 61 for
the Persuasive Speech Topic Approval Sheet -See page 62 for a
Sample Completed Topic Approval Sheet -See page 64 for
Rough Draft Persuasive Speech Outline Using Monroe’s Motivated
Sequence ·
Formal Full
Sentence Outline with Reference Page in -See page 67 for the Outline Format you should follow for this
speech. You will be using a format called -See page 69
for the Persuasive Speech Outline Score Sheet.
-See pages 70 for a Sample Student Persuasive Speech Outline with References ·
Presentation
Day Materials are due on your speaking day (Week 9). No
points if late. Along with giving
the speech worth 100 points, you will turn in a speech folder that should
contain your topic approval sheet, your rough speech body outline and
reference list, your graded formal outline with references, and copies of all
of the actual sources you have used in
your speech. Not turning these things
in will result in a penalty of up to 10 points. -See page 76 for the Prof’s Evaluation Sheet for the Persuasive Speech. ·
Peer Critiques – Each day of speeches, you will
be asked to complete 1 or more
evaluations of your peers.
These will then go into each speaker’s speech folder. Doing these each day of speeches and doing
them thoroughly, insightfully, and empathetically will be what earns you full
points. These will be worth a total of
10 points.
-See pages 77-81 for the Persuasive Speech Peer Evaluation Forms. You should bring these to class with you on Speech 1 days. ·
Measurable
Goals and Strategies - When you have finished your speech and
received feedback from your professor and peers, you will watch your speech
and identify specific areas for improvement.
You will then set specific, measurable goals, and lay out specific
strategies you will use to achieve these goals. See page 83 for more complete instructions. These goals and strategies are worth 25
points. General Purpose:
The
general purpose of Speech 1 is to
persuade. More specifically, it is a speech
to actuate or get the audience to take an action. Using Monroe’s Motivated Sequence as
your organizational pattern, you will need to convince the audience of a need
or problem, offer a solution, have the audience think about the future as it
pertains to your topic, and convince the audience to take some realistic
action to help solve the problem or meet the need. Description and Research Requirements:
Speech 1
is a formal speech that should have a strong research component to it. Your dress, language, visuals, and general
demeanor should reflect the formality of the event. You
should use at least 4 sources for this speech. One of these should come from a recent
newspaper. Use no more than 1 Website
source, and it must have a date on it and the credentials of the Website’s
creators must be available and credible.
Of
course, you will cite your sources as you use them. Whether you quote from sources or put
information in your own words, you must say where you got the
information. You will give credit to
the source in the speech, on the full-sentence outline, and on the reference
page you attach to the full-sentence outline. Topic:
The
persuasive speech should be about a problem or something that is in need of
change. You should select a topic
that is of current significance socially, politically, or culturally to this
part of Your
topic must be controversial; in other words, your audience can’t
already agree with your position, so you might need to ask the audience about
the topic & you will need to get instructor approval for your topic. Please NOTE: DO NOT advocate unethical
or illegal actions & avoid topics related to steroids, smoking,
marijuana, and abortion because Dr. Wick has heard so many of them. You
may use the same general topic for this speech and your informative
speech. Obviously, in this speech,
your focus will be different and the specific content of these two speeches
should be significantly different. Topic Approval Sheet:
Early
in the semester, you will submit a topic approval sheet. See the Tentative
Schedule for the specific due date for this speech and the informative
speech. -See page 61 for the Persuasive Speech Topic Approval Sheet. -See page 62 for a Sample
Persuasive Speech Topic Approval sheet. Full-Sentence
Planning Outline & Reference List:
This
outline is worth 50 points. Approximately 10 days prior
to your speech, you will submit a formal, detailed full-sentence
outline. This outline will follow -See the Persuasive Speech Outline Format on page 67. -See the Persuasive Speech Outline Score Sheet
on page 69. -See the Sample Student Persuasive Speech Outline on
pages 70-75. Please remember that late
outlines receive no credit! Organizational
Pattern:
For this speech, you must use
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Persuasive Speech Full-Sentence
Outline Format Dr. Margaret
Wick Name: Professor: Day & Time: Title/
topic (optional): State it Specific
purpose: State it ahead of time Central idea: State it here, as it appears in part D of
the introduction. In 1 sentence or 2,
tell us what the problem or need is & what your solution is. I.
Introduction - The attention step. A. Hook - get our attention. B. Lead us into the topic. C. Establish
your credibility. D. State
your central idea (as you have put it above). E. Give us a preview/roadmap of the rest
of the speech. (Transition to the body, if
helpful). II. Body 1 - The problem step (convince us one
exists) A. Concisely (1 or 2 sentences), describe
the problem (this is like your key idea in informative speech). B. Let me explain: 1.
Clarify and/or explain the problem. 2.
Give details & support for why this is a problem. This part is much more detailed & should include a number of
sub-points (i.e., 1, 2, 3 etc.- evidence you cite). C. Show the extent or seriousness of the problem (can
use factual information, statistics, examples, stories, testimony. Be sure to cite your sources.). *D. Talk about how this problem affects the audience–
tell audience why should they care about this problem. (Transition to the solution, if
helpful) A. State what action you are advocating (be short &
to the point, like key idea in the problem section). B. Explain what your proposal is & give the details
of what it will entail. This part is
longer & involves points 1,2,3, etc. C. Show how your solution or plan solves the problem
(match to what you have mentioned in II B 1,2,3,4,etc.) *D. Tell about similar solutions that have worked
elsewhere (& by analogy how it should work in yours). Be creative here. *E. Raise and answer objections someone might have to
your plan or solution. (Transition to the visualization
section, if helpful) IV. Body 3 - Visualizing the results (intensify listeners’ desire to solve the
problem by looking toward the future).
You can do this by using 1 of the following methods. Be sure
that you are realistic. Choose the
method that strengthens your argument the most. The positive method Vividly
describe the potential improvements that will occur if your plan is
implemented . or The negative method Vividly describe conditions
if your plan is not carried out; i.e., what evils will arise from failure to
implement your plan or how the problem will be aggravated if your proposed
solution is not implemented. or The combination of positive and negative method Describe
what will happen if your plan is not carried out and contrast this with what
will happen if your plan is carried out. You can do this in either order. V. Conclusion - the call to action – (appeal to listeners to act). A. Signal the end of the speech & remind listeners of the
problem, your solution, what your solution can do to deal with the problem
and why it is better than the status quo. * B. Give a specific call to action –
action(s) that audience members will realistically take in the near
future to enact your solution or plan. C. Return to the hook or provide other psychological closure. *References
Include all your sources in a
hanging indented, double-spaced, alphabetical order, & Note: There are links to websites
on writing in * Denotes critically important parts of the speech. Sample Persuasive Speech Full-Sentence Outline Note:
Your outline should be word-processed and double-spaced in 12 point font. Also when citing a source from the current
year in either your outline or speech, you do not have to include the
year. You will still have to use it in
the References page, but if you give a date without a year the audience is to
assume it is from the present year. Sample
#1:
Name: Connie Lapham – Modified slightly. A similar version of this outline appears in the
2006 Professor:
Dr. Wick Day
& Time: Saturday, Title/topic: Preventing Shaken Baby Syndrome Specific
purpose: To convince my audience that incidences
of shaken baby syndrome should be
prevented through education. Central
idea: Children
under the age of five are at risk of being shaken & seriously injured or
killed by their caregivers. Expanding the educational component of shaken baby
syndrome (SBS) beyond the new parent & hospital discharge plan can
prevent incidences of this form of child abuse. I. Introduction – The
attention step. A.
It is B.
Three days ago you visited the proud, new parents. As you
cuddled and rocked their new little life, the parents told you that this was the first time the baby had been quiet. Since they had been home from the hospital, the baby had not stopped crying; no matter what they tried. You acknowledged
that they looked worn out, but you assured them that what they were
experiencing was normal; you jokingly stated that managing a crying baby was a “rite of passage” all new parents must face.
But now, as you gently touch the tiny fingers of this lifeless child, you
can’t quiet the persistent shouting in your mind; the words spoken are
burning the horrendous image you now face–“Could I
have prevented this?” C.
As a D.
Children under the age of
five are at risk of being shaken & seriously injured or killed by their
caregivers. To prevent babies &
young children from severe damage & death, we must expand the educational
component of SBS beyond the new parent & hospital discharge plan. E.
During my presentation today I will discuss the devastating problem
of SBS, what can be done to help reduce it, what the impact on society will
be if incidences continue to grow, &
what you can do to prevent this tragedy from happening to a child you
know. II. Body Section 1 –
The need step. A. What is the problem? Simply
stated, innocent babies and young children have become the targets of
out-of-control caregivers. According to the B. Let’s look at 3
key factors that contribute to SBS’s occurrence–the
babies themselves, their caregivers, and the difficulties associated with
detecting SBS. 1.
First, young babies’ anatomical
structures set them up
to be vulnerable says the August 2000 Critical
Care Nursing Quarterly. a.
Babies have large, heavy heads–about 10% of their total
weight – their neck muscles are weak and can’t e absorb the energy generated
by the whiplash motion of shaking. b. Babies also lack
proper head control, so they when a parent or caregiver shakes a baby like
this [demonstrate], the baby’s head is going to flop around worse than an older child’s head would
flop under
the same conditions. 2. Second, the
same article lists characteristics of caregivers that contribute to the
problem. a.
New parents & their
caregivers lack the life experience & knowledge of what to expect from
their children. Some babysitters are extremely young and inexperienced. b. Caregivers may
abuse substances. When they do, the risks of
SBS are much
higher. In particular,
babies born to drug-addicted mothers are at an extreme risk. c. New babies spend
about 20% of their time crying, and this can be stressful enough. Any added stresses in caregivers’ lives can make them feel
dangerously helpless & frustrated. For
parents and other caregivers under severe stress, an inconsolable baby can be the last
straw. They explode and direct their anger and distress at the crying infant. 3.
A third reason why SBS
is so prevalent is that it can be extremely hard to
detect. According to the May/June 2003 issue of Orthopedic
Nursing, two factors can affect whether or
not a diagnosis of SBS is made. a.
Typically, no one witnesses the frustrated caregiver and his or her
assaults. b. When a child is examined, his or her symptoms
often mimic those of other childhood
illnesses. Naturally, health
professionals hesitate to accuse a parent of a crime they are not sure has
been committed. This leaves the children vulnerable to
future abuse. C. How
serious is this? Unfortunately, it is serious because it’s both common &
catastrophic. 1. Sadly, it is common locally. The
2. On a national level, the
May/June 2003 issue of Orthopedic Nursing states that an estimated 1.9 million children are the victims of physical
violence severe enough to cause physical injury. Most victims are younger
than age 2, but it can also occur in children ages 2-5. The
November/December 2003 Child Abuse Review stated that
the youngest infant with symptoms of non-intentional head injury was just 19
days old. 3. The August 2000 Critical
Care Nursing Quarterly states, “head trauma is the most frequent cause of
permanent damage or death among abused infants and children. A significant
number of cases of head trauma are a direct result of shaken baby syndrome.”
The May/June issue of Orthopedic Nursing adds that the injuries sustained
cause more than, I quote, “two out of five deaths (43%) of children aged
1 through 4 years.” As you can
see, the
damages are serious, long-term, and costly to taxpayers. The March 2002 issue a. Neuromotor impairments such as cerebral
palsy, physical disabilities, speech disabilities, and seizure disorder. b. Visual impairments,
including blindness. c. Developmental delays,
such as learning disabilities and behavior disorders. d. There is evidence that private insurance companies will
refuse payment for treatment of injuries resulting from SBS, forcing
the parent(s) to apply for Medicaid. D.
Why should we care?
1. I,
like many other parents have raised children. I know the frustration
& inadequacy I experienced when my
babies would not stop crying. At that time, new parents-to-be were required to attend
childbirth classes if the father was to be present for the birth. However,
never once were my husband and I informed about how to take care of our baby when we got home.
Would we have benefited from this education?
You bet! 2. God forbid, we could be guilty of SBS, or
one of our children or grandchildren suffer such a horrendous injury at the
hands of a parent, babysitter, or other child-care provider. 3. Someone here might
even know someone who has committed this crime. A. Can anything be
done to prevent shaken baby syndrome besides
throwing a
caregiver in jail after the fact? Yes. We
must increase the number of opportunities to
educate caregivers about
how to prevent SBS and
we must support them.
1. According to
November/December 2003 Child Abuse Review, an effective strategy for
preventing SBS combines education and publicity.
2.
Unless people
know what it is, that it is a common problem, and that we are willing
to
help
people when they need it, we won’t be effective in reducing SBS.
B. Let me
explain my specific strategies. In order to reach as many caregivers as
possible we have to pass the message along.
We should use 2 ways of educating caregivers, those that should be the
law, and those that should be strongly encouraged. 1. First,
let’s look at the ones that should be required by law. a. Obstetricians &
midwives should be
required to counsel
parents about stress & SBS before
and after babies are born. b.
Childbirth classes should be required for all
parents and should include an animated video. c. Nurses & doctors should teach an SBS class to new mothers while they are in the hospital. d.
Intensive care units should provide classes for all parents with children in the unit. e. Family physicians providing
well baby check-ups, illness treatment, and immunizations should counsel all
parents about SBS. f. Local school systems should teach students about SBS in health classes.
2. In addition to these
measures required by law, I also urge several more measures: a. Churches should bring in nurses to teach about
SBS, and churches should be places where frustrated parents know they can
find someone to help. b. At baby showers, each guest could share a tip for comforting the new baby.
c. Family
& friends should be give key support. They should
call to see how things are going. & watch for inappropriate responses to
babies’ crying. They should visit often to ease
the feelings of isolation new parents often feel. d.
Parents
should insist and pay for their babysitters to
attend a hospital or community sponsored training class before they care for their children.
C. How
does my
solution solve the problem?
1. First, in order to put the pieces of a
puzzle together, let’s see how the pieces fit together. 2. Educating current & potential
caregivers can bring those puzzle pieces together,& create a much
brighter future for a child. 3. Describing the child’s expected
developmental abilities can help diffuse caregivers’ unrealistic expectations
of their children. D.
How do we know that education
will work?
1. To raise public awareness about shaken baby syndrome, in 1997,
Akron Children’s Hospital & Ohio District Kiwanis clubs launched the “Never, Never, Never Shake a Baby”
campaign. 2.
As a result of this campaign & House Bill 76 (the Shaken
Baby Bill), Akron Children’s Hospital has created “Tips to Grow By” a handout
with symptoms, causes, & ways to prevent SBS. 3. According to the November/December 2003 Child
Abuse Review, three years ago, very few books about SBS existed.
Today, on Amazon.com, I only found 9 titles. The better news, however, is
that when I searched on Google, I got 101,000 hits on SBS. E.
Could anyone be against educating caregivers to the extent I
am proposing?
1. Yes. The August 2000 issue
of Critical Care Nursing Quarterly, some Hispanics use a folk medicine custom called “Calda de Mollera,” to raise a baby’s soft
spot. They hold babies upside down over pans of hot water slap their heels,
& shake them up & down [demonstrate]. Clearly we need to educate this population
about the dangers of this custom.
2.
Others might say that shaking a baby is acceptable for
resuscitation. Minor head injuries are
to be expected in young children, as the November/December 2003 Child
Abuse Review notes. However, no research
that I have found supports shaking babies to resuscitate them. 3. Some people say that caregivers can’t help
shaking babies, even though they know it’s wrong. This issue is the most
troubling of all because most incidences of SBS when caregivers are super
upset. In order to reverse this problem, caregivers must be educated about
how to handle their own emotions and about how vulnerable children are to
severe injury. More importantly, society and individuals must be ready to
support the desperate parent. 4.
Some people might say it is
a waste of time and money to educate everyone. Why not focus on those most
at risk? But all caregivers have the potential to shake babies, so it would
be a tragic mistake to focus solely on those families considered to be high
risk. 5.
Won’t this plan be costly?
Yes, in the short run, but if we can save children from SBS and its
consequences, we will be saving untold dollars in reduced medical &
educational costs. If we can prevent it from happening, we will even save the
costs of incarcerating those who might abuse their children. IV. Body Section 3 –
Visualizing the results: The negative method
A. Without a strong educational base, babies
& young children will continue to suffer needless injuries or death by
shaken baby syndrome. Caregivers will
believe that shaking a difficult child is acceptable. Caregivers who injure children will have to
live with guilt for as long as they live. B. Since insurance companies won’t foot the
bill for treating shaken babies, the government will have pay the tab, & we pay the government’s
tab. V. Conclusion – the call to action. A. Review
Today I have discussed how children under the age of 5 are at risk
of being shaken & seriously injured or killed by their
caregivers. I have proposed that by
expanding the educational component of shaken baby syndrome beyond the new
parent & baby hospital discharge plan, incidences of this form of child
abuse can be prevented, & that
choosing to do nothing will only place innocent children in harm’s way. B.
Call to Action – What can you do to
help?
1. It’s simple really. The next time you
go to the doctor, ask what information your doctor
provides new parents or caregivers. 2. Don’t go to the doctor
often? Take the opportunity to discuss the dangers of SBS with friends,
family members, or other caregivers. 3. If you are a parent, insist that your child’s
caregivers take a class or watch a video about SBS. Go
with them and talk about what you learn in the class. 4.
If you have older children, teach them about SBS & how to
handle getting frustrated while caring for a baby. C. Logical
Closure As you are standing amongst the seemingly endless bouquets
of fragrant flowers, your attention drifts from the picture of that precious,
beautiful baby to the still, lifeless body in the box. Is that child at
peace? Not as long as the voice you hear racing through your mind continues,
repeatedly asking the same question, “What
could I have done?” References
Akron
Children’s Hospital. (2003, January). Shaken baby syndrome. Tips to Grow
By, IN231. Retrieved Akron Children’s Hospital, (2003, January 14 ). Never, never,
never shake a baby. Injury Prevention, 1-2. Retrieved Amazon.com (2005). Books search results: Shaken baby syndrome. Retrieved Fulton, D. R. (2000, August). Shaken baby syndrome [Electronic
version]. Critical Care Nursing Quarterly, 23 (2), 43-50.
Retrieved Kemp, A., & Coles, L. (2003, November/December). The role of
health professionals in preventing non-accidental head injury [Electronic
version]. Child Abuse Review, 12 (6), 374-383. Retrieved Meyer, E. (2005, February 9). Murder case filed over baby. National Institute of Neurological Disorders and Stroke. (2005,
February 9). What is shaken baby syndrome? NINDS Shaken Baby Syndrome
Information Page, 1-2. Retrieved Sidebotham, P. (2003, November/December). Protecting babies
[Electronic version]. Child Abuse Review, 12 (6), 353-357. Retrieved Smith, J. (2003, May/June). Shaken baby syndrome [Electronic
version]. Orthopedic Nursing, 22 (3), 196-203. Retrieved Wheeler,
P. L. (2003, November/December). Shaken baby syndrome- an introduction to the
literature. Child Abuse Review, 12 (6), 401-415. Retrieved Sample #2: Speech 2 – Persuasive Speech
Full-Sentence Outline Format Name: Thomas Carli Professor &
Class: Dr. Wick, Communication 15000, TR Specific Purpose: To convince my audience that the current administration has made monumental mistakes and how we can turn things around in this country by staying informed and voting. Central Idea: The Bush administration is cloaked in scandal, the war
in voters ages eighteen to twenty-nine are doing very little to combat the Bush administration’s failing tactics. I. Introduction – The attention step. A. What does being an American mean to you? (pause) By a show of hands how many of you are registered to vote? (pause) Two months ago marked the
fifth anniversary of what changed the face of forever. Do you feel any safer? Very little has been done since then to make out of its political and economical slump. The Bush administration continues to build its Evil Empire as American troops face inadequate provisions and
impending death, meanwhile its grip on the position of being the strongest nation in the world. In the the FBI has tripled its Capitol Hill corruption squads to investigate lobbyists, lawmakers, and influence peddlers under the Bush administration. B. The Bush administration has misled the general public and has made a slew of bad decisions that negatively affect all of Americans.
C. My two brothers have both
served overseas in it is like to write letters behind a shroud of uncertainty, wondering if they will ever come home again. Wondering if this photo will be the only way I will get to be with them ever again. I see through the eyes of my brothers the absolute disaster that is the Bush administration’s War on Terror. I am very proud to be an American and I am even more proud of what soldiers like my two brothers are willing to sacrifice for this country. I feel an intense need to stay informed of worldly events and
exercise my right as an American to vote.
D. The Bush administration is
cloaked in scandal, the war in disaster, Bush’s foreign policy is a joke, and voters ages eighteen to twenty-nine are doing very little to combat the Bush administration’s failing tactics. E. During my presentation you will learn about the mistakes the Bush administration has made, you will learn about voter turn out
in
II. Body Section 1 – The need step. A. What is the problem? There are a barrage of problems with the current administration. The fact that there are so many, it is in my best interest
to focus on one: foreign policy in the Unfortunately bilateral talks and foreign policy aren’t the Bush administration’s strong suit. With the lack of peaceful discussions between the negative
sentiment between these countries and the to grow. B. Let’s
look at some of the problems with the war in decision to go to
war, the strategy in from the war. 1. The President Bush acknowledged that Saddam Hussein was not responsible for the attacks on September 11th that claimed the lives of nearly 3,000 Americans. Bush stated that Hussein’s regime, while lacking weapons of mass destruction, still posed a threat: “a risk the world could not afford to take.” 2. In the address from Democratic National Committee Chairman Howard Dean retrieved from Democrats.org, he states that, “The stakes are too high to have a permanent commitment to a failed strategy in policy that
will keep 3. In the report retrieved from icasualties.org, it states that October, 2006 has been
the deadliest month in 2003. To date 3,092 torture now in civilian death toll as of February 2nd is between 55,541 and 61,113. C. How important is foreign policy? – The importance of foreign policy and bilateral talks is
evident in the current situation with Experts are
asking why than say 1. The report from
Democrats.org states that capabilities have grown under President Bush. 2. In the National Security Advisory Group July, 2005 report retrieved from Democrats.org, it states that under the Bush administration North nuclear weapons worth of plutonium. The Bush administration has since then
tried to blame the administration that actually stopped plutonium production in North 3.
The atrocities committed by the North Korean government. Korean women who have been impregnated by Chinese men are forced to abort their babies referred to as “Chinese chinks” by the government. The article states that one women who refused to abort her baby was kicked in the stomach until the baby was aborted, the dead fetus was then violently ripped out from the mother’s body. There are also reports of babies being delivered then placed into plastic containers where the mothers are forced to watch them suffocate because of the shame they have bestowed upon themselves by mating with the Chinese. D. Why
should we care? 1. Everyone is affected by the poor decisions made by the Bush administration. Without the use of a working foreign policy in this country, the of the
world. This then creates negative
sentiment towards the 2. We have seen the importance of bilateral talks as evident by the
agreement reached with
administration. I do not agree
with what is going on in but the people have to eat. If selling nuclear weapons to terrorists for money. While the attacks on 9/11 were horrendous, a nuclear attack would be far more devastating. A. While the President is not out of office until 2008, victory by the Democrats in the past Midterm Election has created a substantial shift in power. A lot of Bush’s bad decisions can be
gated by
Democrats. Let’s look at voter turnout
in 2002 Midterm Election. How does voter turnout among eighteen to twenty-nine year olds compare to that of people over the age of thirty? 1. In the 2006 report from the Center for Information and Research on Civic Learning and Engagement, it states that only twenty-one percent of Ohioans ages eighteen to twenty-nine voted in the 2002 Midterm Elections as
compared to fifty percent by those over the age of thirty. 2. In the same report, it states that the 2004 Presidential Election did see an
increase in youth voter turnout up fourteen percent in fifty-four percent of Ohioans ages eighteen to twenty-nine voted that day. This turnout among youth voters ranked 3. The problem is that voter turnout, historically, has always been higher for the Presidential Election than the Midterm Elections. B. Let’s look at different things we as a country can do to improve foreign policy in this country. 1. In the 2006 report retrieved from Democrats.org, it states that Senator John Warner and Secretary Baker, Republicans, feel that Bush’s lack
of foreign policy has caused a lot of the problems in communication between nations in order to try to reach a peaceful agreement. 2. In
the the Bush administration originally planned to “pick up where President Clinton left off” concerning the foreign policy with for what is going on today. After the North Korean’s recent testing of nuclear missiles, the time to reach a resolution is running out. The fact that there were no enrichment of plutonium products in North bilateral talks
are. people. President Clinton offered them assistance and they responded positively. Since the Bush administration has put a halt on such
talks, but to resume plutonium enrichment for nuclear weaponry in hopes to sell them to help their struggling economy. 3. A change in political leadership must occur, the simplest way Americans can achieve this is to go out and vote.
C. How
does my solution solve the problem? 1. Bilateral talks with Il that the United States is making an effort to help them out. 2. In exchange for halting the enrichment of plutonium products, the energy plan
that would diminish the need for nuclear warheads for money. It would be easier to trade food and money to reach a peaceful agreement than it would be to stop the terrorists that bought weapons
from 3. An increase in voter turnout would also help the cause. It would demonstrate to the politicians that younger voters’ opinions matter. Currently, politicians put little effort in hearing young Americans’ thoughts because they know that very few of them vote. If more of them voted than it would give the politicians more of a reason to listen. D. How do we know that bilateral talks will solve the problem? 1. Bilateral talks worked during the the entire
eight year span of had zero nuclear weapons as well as allowed inspectors to come into food and economic assistance. 2. After George Bush became president, the bilateral talks were
stopped. and resume
the talks with the five
years since 9/11 occurred, having no nuclear warheads to having four to six of them. 3. The Democratic party posted on their webpage, Democrats.org, that a great enough victory in the Midterm Election would help this happen. The Democrats know the importance of bilateral talks and many
Democrats now are trying to resume talks with but with the
previous distribution of power in difficult to combat the Bush administration.
E. Could anyone be against bilateral talks or the increase of voter turnout amongst
younger Americans? 1. Simply stated, yes. President Bush has referred to part of the axis of evil. He has refused to deal with countries who “exhibit bad behavior.”
2. Many Americans might
disagree with dealing with do not agree with what goes on there. Kim Jong Il is a ruthless dictator who has committed many atrocities to women and children, but he is very desperate to feed his people and restore his country’s economy. He
doesn’t wish war with the
these nuclear warheads that want to fight 3. The Bush administration fear an increase in voter turnout because many of the views of Americans ages eighteen to twenty-nine starkly contrasts what they are doing in this country. IV. Body Section 3
– Visualizing the results: The negative method. A. Without bilateral talks with sell its nuclear weapons to terrorists for money. If the Bush
administration continues to ignore have no other option then to reach an agreement with terrorists. I would
much rather see an agreement with the mean to destroy our civilization. B. Since most young voters do not participate in the elections in this country, the trend of not listening to their views will continue. There
will be no room in this country for the voice of young V. Conclusion – the call to action. A. Review - Today I have informed you of some of the Bush administration’s mistakes (specifically on the lack of bilateral talks with can do to keep the nation’s head above water. B. Call to Action - What can you do to help? 1. The simplest solution is to stay informed. Watch credible news sources, read the paper, and always question what the government is doing to keep you and your family safe. 2. Go out and vote. If you are not registered to vote, then register. Registration is easy and only takes about twenty minutes. 3. Urge your friends and family to become more involved in politics. Often just talking about the problem will provide insight to the problem and normally talks lead to possible solutions. Don’t be afraid to voice your opinion as an American. People have died for your right
to free speech so speak up. C. Logical Closure - Now that you are aware of the troubles
that face what being given the right to vote means. Thousands of people in Iraqis vote. Isn’t it time that we as Americans not take for granted what so many others have died for? References 14076.
(n.d.). Retrieved Bush_debate_2_mad. (2004).
Retrieved http://www.victoriakos.blogspot.com/ The dept to the
penny. (2006). Retrieved http://www.publicdebt.treas.gov/opd/opdpenny.htm George-Bush-freedom.
(n.d.). Retrieved http://www.richardkrause.com/illustrations Hunt, T. (2006, September 12). Answer call, Bush tells Journal, p. A4. http://www.icasualties.org/oif/ Kim Jong Il.
(2006). Retrieved http://www.unitednorthamerica.org/phpBB2/about1250.html King Jr., N. (2006, October 11). Iraqi death toll exceeds 600,000, study estimates. The Wall Street Journal, p. A4. Lopez, M. H., Marcelo K. B.,
& Sagoff, J. (2006). Quick facts about young voters in Meek, J. G. (2006, September 19). D.C. corruption eruption. FBI forced to triple fraud probe squads to
keep up. Mother_baby.
(n.d.). Retrieved http://www.antigentelgirls.persianb.../ Scream. (n.d.).
Retrieved http://www.forum.hardware.fr/hardwarefr/Photonumerique SGE.UZX98.09100...89. (n.d.).
Retrieved http://servihoo.com/Aujourdhui/kinews Sherridan, M. (2006, October 15). Nation under a nuclear cloud. The Sunday Times, p. 15. Teenagers. (n.d.)
Retrieved http://www.businessweek.com/the_thread/brandnewday Under Bush, situation with 22, 2006, from http://www.democrats.org/a/p/dean_calls_for.html Wantedjki. (2006).
Retrieved http://www.sitebelt.com/search/Kim_Jong_il.html The_war_president. (2006).
Retrieved http://www.www.randy-wilson.com/.../2004_04_01_archive.html Young
adults. (2006). Retrieved http://www.getcleanandsober.com |
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Using Microsoft
PowerPoint™: |
Microsoft PowerPoint™
allows you to present your perspective speech in an efficient and
professional manner. Don’t worry if
you don’t have any experience with the software. I will be offering a few classes on using
PowerPoint™. Attending 1 class will
provide you with more than enough information to create a professional
PowerPoint™ presentation. I have also
provided additional information in Pathfinder
on using the software. Getting Started: 1. Start by creating the appropriate folders
on your flash drive. I would create a
folder and name it “Comm 15000”. Open
that folder and create a new one naming it “Perspective Speech”. Open this folder and create one last folder
naming it “Audio Pics Vid” (save all of your pictures, audio clips, and video
files in this folder). Make sure these
files are saved in this folder before inserting them into your PowerPoint™
presentation. This will help you to
keep your presentation and corresponding files organized. 2. Go to Google
search engine. This is a great place
for finding pictures, sound clips, and video files. Yahoo
is another good place to find these media files. Click on the corresponding tab for what
type of file you are trying to find.
When you use any of these types of media in your PowerPoint™
presentation, make sure you document when you found the files and the website
they were retrieved from for when you do your References page. 3. Save all pictures, videos, and sound clips
in your “Audio Pics Vid” folder. This
is important. Whatever folder you
import the media from into the presentation is where PowerPoint™ will look
when you load up your saved presentation.
Saving them in one folder on your flash drive will make it so the
presentation always finds your files. Note: It helps immensely
with the design of your program if you have your outline and/or speaking
notes next to you when designing the PowerPoint™ presentation. Also when putting text on a slide, only
supply a key note or topic. This sets
up what you will talk about. You
provide the information. Click here for
additional information about using Microsoft PowerPoint™ on my Pathfinder
page. |
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Grading Rubric: |
Persuasive Speech Full Sentence
Outline Score Sheet Dr. Margaret Wick Name: ______________________ Total Score: ___________ _/50
Key: N= not done at all, WN=work needed, G=good
job, E=Excellent job Format . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . /10 Used letters & numbers
correctly Typed Used complete sentences
throughout Indented correctly Had all the parts Heading Introduction Body sections Conclusion References Use of Introduction –
good attention step with all 5 parts Problem/Need Concise
statement of problem or need Explanation
of problem or need Seriousness How
problem affects audience Solution/Satisfaction of
Need Concise
statement of action Explain
& give details Show
how solution will solve problem Similar
solutions Raise
and answer objections Visualization Conclusion Signal
end Logical
closure Call
to action Psychological
closure Citing . . . . . . . .
. . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . /10 Gave credit to sources any
time you used borrowed ideas or words Cited sources in the
outline as you should cite sources in the speech Gave enough citation
information Used mostly paraphrased
information (vs. direct quotes) Direct quotes (if used)
stated so the audience knows you’re using exact words References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ./10
Included references at the
end of the outline Cited & used in the
speech all sources listed on the reference page Quantity
& Quality of Research . . . . . . . . . . . . . . . . /10 Quantity - At least 4
sources & 3 or more that aren’t Websites Quality - Substantive
sources (appropriate to topic & assignment) Information from sources
forms an integral part of the speech & is integrated with your own. Persuasive Speech Prof’s
Evaluation Sheet Name: ____________________ Presentation Points:
_____/100 Time:
______________________ _____ Outline Points: _____/50 Time:
______________________ _____ Penalty Points
_-__________ _____ Total Points (150 possible points) Topic & Research (20 points) _____
Topic socially, politically,
religiously significant (1) _____Persuasive, policy
speech (1) _____ Audience doesn’t
already agree (1) _____Adapted to audience
(1) _____ Topic from recent
newspaper (1) _____Sources credible, max
1 Website _____ Cited at least 4 sources & cited them correctly (12) _____ Used
credible sources (3) Introduction (12.5
points) _____ 2.5 - Got our
attention _____ 2.5 - Led us into the topic _____
2.5 - Established credibility _____ 2.5 - Stated clear
central idea _____ 2.5 - Previewed key
body points Body (25 points): Need Step (10) _____ 2.5 -
Concisely & clearly stated need or problem _____ 2.5 -Clearly & thoroughly explained need
– Convinced us one exists
with solid evidence _____ 2.5- Clearly & convincingly outlined
seriousness of need _____ 2.5- Let listeners know how this need/problem
affects them Solution Step (12.5) _____ 2.5 - Concisely & clearly stated what
action is necessary/desired _____ 2.5 - Explained clearly & thoroughly what
proposed plan/solution is _____ 2.5 - Showed clearly how the plan will
address the need/problems _____ 2.5 - Discussed similar solutions _____ 2.5 - Raised & answered convincingly
typical objections to solution Visualization Step
(2.5) _____ 2.5 - Well selected, vivid, convincing “ifs”
strengthened argument Conclusion (10 points) _____ 3 - Appropriately signaled the end of speech &
reminded listeners of central idea & key body points _____ 4 - Call to action was doable, timely,
specific, & relevant to plan _____ 3 - Ended with strong psychological closure Language (5 points) _____2.5 - effective
connectives ideas _____2.5 - clear,
interesting, vivid Delivery (27.5) points _____ 5 - Varied voice,
loud enough _____ 5 - Effective eye
contact _____ 5 - Extemporaneous
delivery _____ 5 - Minimal
Distractions _____ 5 - Used face &
body well _____ 2.5 - Q well done Penalties
_____Info missing from
folder (up to 10) _____ No tape (-10) _____ Too much reading (up to 10) _____Notes too many
words (up to 10) _____Over or undertime (2
pts/30 seconds) |
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Click here to
go to Pathfinder Click here to
return to Table of Contents Click here to
view David Dalton’s APA Crib Sheet Click here to go to Kent
State Stark Communication Society’s Page Click here to go to Mary Sidoti’s Supplemental Instruction “What it IS and What it
is NOT” Click
here for information from last year’s Hyde Park Forum persuasive speaking
Contest |
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