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Beebe/Beebe/Ivy Communication: Principles for a Lifetime 6e
Instructor’s Manual
198
• major premise
• minor premise
• conclusion
Upon completion of the creation of syllogisms, have the dyads or small groups explain
how they arrived at their syllogisms and why their conclusions are certain and not
probable. The instructor may wish to evaluate the syllogisms during the discussion or
this activity may be used as a graded assignment to be performed in class.
ASSIGNMENTS
Assignment 15.1: Motivated Sequence
This assignment is designed to help students:
1. Prepare and deliver a persuasive presentation using the motivated sequence.
2. Analyze an audience.
3. Adapt a message based on audience expectations.
4. Recognize the roles logic, emotion, and credibility play in persuasive messages.
Time limit: 5 to 7 minutes.
Research Requirement: Four sources. Three must be published.
Assignment: Students should select a topic of interest to them that they feel qualified to
General Purpose: To persuade.
Specific Purpose: What will the audience DO at the conclusion of your presentation?
I. Attention Step
A. Attention getter.
B. Establish your credibility.
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III. Satisfaction
A. State the solution. This is a social solution not audience directed.
IV. Visualization
A. Positive.
B. Negative.
V. Action ***
A. Specifically state what the audience must do.
B. Close on an uplifting note.
* At this stage of the motivated sequence, students must establish a prima facie case.
** At this stage of the motivated sequence, students must prove solvency.
*** This step should only be used by students promoting behavior change.
Presentations promoting attitude change will incorporate steps I through IV only.
With the outline complete, students should transfer key ideas from their preparation
outline to 3 X 5 or 4 X 6 note cards. Using these cards, students should set aside at
least two hours to rehearse the presentation.
Students should also prepare all visual aids that will be needed. Students may use
overheads, poster boards, or PowerPoint (if available). Video, music, or CD-ROM aids
❖ Choice of topic
❖ Organization
❖ Use of supporting materials
❖ Vividness of materials
❖ Visual aids
❖ Presentation
As before, students are encouraged to deliver an extemporaneous address.
Presentations that are merely read will receive a grade no higher than “D.”
Assignment 15.2: Audience Analysis
This assignment is designed to help students:
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1. Conduct a direct audience analysis.
2. Identify various demographic factors related to audience analysis.
3. Make qualified assumptions based on demographic information.
4. Tailor a presentation to a specific audience.
Conduct a poll of your audience to discover the following information:
• Gender
• Age
• Ethnicity
Once you have this information, write an analysis of the topic you will address in your
presentation. You will need to convert the statistical data into rough assumptions about
your topic and how your audience may respond overall. Use the following suggestions
for guiding your analysis:
Gender: Normally, audiences are fairly mixed, but when your audience is imbalanced
one way or the other gender can help in two ways. First, recall the distinctions between
masculine and feminine communication styles. Feminine styles speak to establish
relationships whereas men look at activities to establish relationships. This can be
useful in understanding how to develop and focus emotional appeals. Also, by
understanding gender, it provides suggestions for how to develop examples the
audience can clearly relate to by way of sex roles.
Age: For some people in your audience, Watergate is merely a concept read in a
history book while, for others, it is something they vividly remember. By understanding
age, it gives you a reference of what historical events you might refer to that will have
the greatest and most immediate impact with your audience.
Ethnicity: It is extraordinarily dangerous to make too many assumptions based on
Political Orientation: While few people truly understand their party’s platform, political
orientation will help you to identify the heroes and villains to which you can relate ideas.
For Republican audiences, Ronald Regan, Elizabeth Dole, and Abraham Lincoln are
icons of virtue. With the exception of Lincoln, the reverse is true for Democratic
audiences who will be more likely to champion Bill Clinton, Martin Luther King, Janet
Beebe/Beebe/Ivy Communication: Principles for a Lifetime 6e
Instructor’s Manual
Reno, and Thomas Jefferson. By understanding the political leaning of your audience,
you know what icons to use and how to use them.
Religious Orientation: This can be used to help establish community by knowing what
values the audience supports. Oftentimes, speakers make religious statements to
establish connections and remind the audience of shared values. Not all presentations
will or should use this dimension.
Economic Level: This helps in two ways. First it tells you what action to call for. If
your audience is affluent you are safe asking for money—and asking for a significant
amount. If, by contrast, your audience is relatively poor, it is safer to either ask for
lesser amounts, or request time and volunteer help. Also, this is an important
Education: This can be used in three ways. First, it tells you what level to address
your presentation. Recall that good speaking seeks a common vocabulary and, as a
consequence, this dimension can help you decide whether you should elevate,
maintain, or decrease your vocabulary. Second, it tells you how important source
citation will be. Highly educated people expect to hear qualified information. They will
want to know the sources you consulted. By citing sources you enhance your
credibility. People with less education will allow more latitude. They will be more
impressed by citing highly recognizable sources. Lastly, education will tell you whether
or not you need to refute the other side. Highly educated people are more likely to stay
abreast of current events through newspapers, magazines, radio, and the Internet. As a
consequence, you will have to refute opposing positions with this audience. The same
is not always true with less educated individuals.
Major/minor: This would be the same as asking for occupation in a more realistic
survey. Different majors are affected by different governmental regulations and local
conditions. It is helpful to understand this as it tells you what things you can link ideas
to create a sense of urgency. Moreover, those majoring in business and industry
normally have a more conservative agenda, whereas the humanities and liberal arts
tend to be more liberal in their thinking.
Relationship Status: This can be helpful in identifying audience motives and values.
Single audiences tend to have different overall motives than married audiences.
Moreover, it tells you where to direct fear appeals. With single audiences, you direct
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1. Who is your audience? Report the findings of your survey. In looking at the raw
data, are there any categories that stand out? Are all of the categories fairly
balanced, or do you notice that some of the categories are somewhat lopsided?
Identify the categories that are imbalanced; these will be the ones you will use most
in making future assumptions.
2. How does your audience feel about your topic? Although you didn’t have the
opportunity to directly ask your audience this question, use the raw data you
3. How knowledgeable is your audience on the topic? Do you feel that this audience
has a great deal of knowledge, some knowledge, or little knowledge on your topic?
Use the categories to support your ideas. What misinformation may the audience
hold on your topic?
4. How personally involved is this audience with your topic? Using the categories,
evaluate how personally involved the audience may be with your topic? What
specific core values are linked to your topic? Why do you say this?
5. What strategies will you use to persuade this audience? Using information from the
text and lecture, write an analysis of what you may do to influence this audience.
6. How will you tailor your message toward audience attitude? Will this be a
presentation of attitude change or behavior change? Why do you say this? What
does this tell you about where you will end your presentation? If you attempt an
attitude change, how far do you think you can move this audience? Why do you say
this? If you will pursue a change in behavior, what behaviors can you realistically
call for?
7. How will you tailor your presentation toward audience knowledge? Reflect on
audience knowledge and on how you should use logical evidence. How will you
handle source citations, and what kind of citations will you be likely to make? How
will you deal with logical links? Will you attempt to make the logical links obvious or
subtle? What might this tell you with the kind of transitions you would use for this
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address? What language choices will you make for this audience? Will you need to
elevate, maintain, or lower your current vocabulary? Will this audience expect a
colloquial, formal, or elegant style of speaking? How can you incorporate this in
your presentation? Will you need to refute other ideas, or can you ignore this
component?
8. How will you use audience involvement? If the audience is very involved with the
topic, what might this tell you about how to balance logic, emotion, and ethical
9. In a final paragraph, analyze your credibility with this audience. Based on your
performance throughout the semester, what derived credibility have you gained? Do
you feel you are viewed with high, moderate, or low credibility? What makes you
say this? Analyze the three dimensions of credibility: competence, dynamism, and
trust. Does this audience view you as a competent speaker? Reflect on past
presentations, group performance, and class participation to evaluate this. Does this
audience view you as a dynamic speaker? Again, use past class experiences to
analyze this. Does this audience view you as being trustworthy? Why do you say
this? Where do your strengths lie? In other words, what elements do you feel you
simply have to maintain? Where are your liabilities? What can you do to overcome
these? Create a plan and identify two things you will do in your presentation to
enhance your overall credibility.
Assignment 15.3: Persuasive Presentation Critique
Choose a day you will not speak and analyze the speakers for that day. Write a critique
to address the following issues. The analysis should be typed and range between 2 to
3 typed double spaced pages. As before, do not make this a formal paper, but simply
place the number of the question to which you are referring in the left-hand margin and
address the topic at hand.
1. What was the most effective presentation you heard? In other words, which
presentation best accomplished its goal? Analyze each component of the motivated
204
2. What was the least effective presentation you heard? Analyze each component of
the motivated sequence. What did the speaker do to establish the attention, need,
satisfaction, visualization, and action steps? What problems occurred with the
presentation itself? In other words, where did the argument lose integrity? Did the
need step fail to establish cognitive dissonance? Did the satisfaction step resolve
the dissonance or create greater dissonance? Did the visualization fail to touch or
involve you? If used, was the action step too overpowering? Finally, address the
delivery of the presentation. What elements detracted from your ability to process
the information? Please Note: This section asks you to fully ANALYZE the
argument. Simply saying that you found the topic boring and tuned out is both an
inappropriate and an irresponsible answer. Stay focused.
3. In a final section analyze the success of your presentation. Do you feel you
accomplished the goal of your specific purpose? What makes you say this? Which
of the steps of the sequence were you most satisfied with? Why? Which of the
steps were you least satisfied with? Why? Based on this experience, what might
you do in the future to prepare and deliver a persuasive address? Analyze each
Assignment 15.4: Persuasive Presentation Critique
Assignment 15.5: Motivated Sequence Critique
Assignment 15.6: Peer Evaluation
Refer to the “Peer Evaluation Form” for this assignment.
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Assignment 15.7: Persuasive Presentation Assignment
For instructors who would prefer to use a direct sequence format, the following
assignment is offered.
Performance days:
Time Limit: 5 to 7 Minutes
Research Requirement: Five sources. Four must be published.
Assignment: Students should select a topic of interest they feel qualified to speak on
before the class. The topic should be of worth and persuasive in nature. Students will
be asked to present a presentation that will promote either attitude reinforcement or
change. Students will be required to use at least one visual aid in support of their
argument. Visual aids may include poster boards, overhead projections, or PowerPoint
(if available). Audiotapes, videos, or CD-ROM visuals will have to be cleared with the
instructor.
Plan
General Purpose: To Persuade
Specific Purpose: At the conclusion of my presentation, my audience will be able to. . .
Introduction
I. Attention Getter
II. Statement of Credibility
III. Audience Relation
*Framing Sentence or Proposition
Preview
Body
I. First main point
A. ______________________________________
B. ______________________________________
1. ____________________________________
2. ___________________________________
C. ______________________________________
(First Necessary Transition)
II. Second main point
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(Second Necessary Transition)
III. Third main point
A. _________________________________________
B. _________________________________________
C. _________________________________________
(Signal the Conclusion)
Conclusion
I. Summary (Main Points)
II. Proposition
III. Motivate an audience response. What should the audience do?
Note that this is simply a model and all presentations will have numerous variations.
Some speakers may have only two main points while others will have five, and the sub-
structuring will be determined by the evidence presented. Nevertheless, all
presentations will conform to this direct sequence organization.
With the outline complete, students should transfer key ideas and phrases to 3 X 5 or 4
X 6 note cards. Students will be allowed one note card for each main point presented
plus two additional cards to be used for the introduction and conclusion respectively. In
other words, for a three-point presentation, students may use five cards. A four-point
presentation would have six cards.
With these steps complete, students should set aside at least two hours to talk the
presentation out. Using note cards, they should practice the presentation until they feel
fully confident of its presentation.
Presentations will be graded on the following criteria:
❖ Choice of topic
❖ Quality of outline
❖ Ability to meet the stated time limit
All students are expected to incorporate an extemporaneous style of delivery. Any
presentation that is read can receive no higher than a “D”.
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Please note that this is a persuasive presentation and you cannot stay on the fence.
You must clearly articulate an attitude that will be reinforced or an attitude that needs to
be changed.
With slight modifications, instructors may use the audience analysis form in this chapter
and the direct sequence evaluation forms, peer evaluation forms, and critique found in
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Persuasive Presentation Evaluation Form
Name____________________ Outline Grade______________
Topic____________________ Presentation Aid____________
Time____________________ Presentation_______________
Attention Step:
Attention Getter _____5 points
Statement of Credibility _____5 points
Need Step:
Stated Clear Problem _____5 points
Provided Vivid Illustration _____5 points
Satisfaction:
Clearly Stated Solution _____5 points
Explained Plan Well _____5 points
Theoretical Demonstration:
Provided Appropriate Analysis _____5 points
Used Effective Evidence _____5 points
Provided Useful Source Citation _____5 points
Proved Solvency _____5 points
Refuted Opposing Views Well _____5 points
Provided Appropriate Practical Demonstration _____5 points
Visualization:
Painted Vivid Future Picture _____5 points
Action:
Strong Call to Audience Action _____5 points
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Motivated Sequence Critique Form
Name___________________ Outline Grade ______
Topic___________________ Presentation Aid Grade______
Time___________________ Presentation Grade_______
Attention Step:
Need Step:
Visualization:
Delivery:
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Peer Evaluation Form
What I liked most about your attention step was:
One thing you could do to improve the attention step is:
What I liked most about your need step was:
One thing you could do to improve visualization is:
What I liked most about your action step was:
What I liked most about your physical delivery was:
What you might do to improve your physical delivery is:
