236 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Body: The body contains two main points—the first dealing with the need to curb the
spread of phony pharmaceuticals, the second presenting a solution to the problem.
The first main point begins in paragraph 5, in which the speaker notes the
dangers of fake drugs and quotes Graham Jackson, an expert on the problem. The
examples of harmful ingredients found in phony pharmaceuticals help make the
problem clear and vivid. In paragraph 6, the speaker illustrates the seriousness of
the problem with an extended example about people killed by counterfeit heparin.
In paragraph 7, the speaker cites statistics and testimony to show that the heparin
incident is not an isolated case. She relates the statistics to the audience by noting
that the number of people killed each year by phony pharmaceuticals is “three times
the number of people who live here in Madison.” The first main point ends by showing
that phony pharmaceuticals have become big business. Statistics from the FDA and a
quotation from Tom Kubic, head of the Pharmaceutical Security Institute, document
the extent of the problem. Comparing the profitability of phony pharmaceuticals to the
heroin trade places the problem in vivid perspective.
Paragraph 9 begins with a transition to the solution section of the speech. The
speaker then states that her solution is similar to legislation currently before the
U.S. Congress. By stating that there are four steps to the solution, she prepares the
audience to listen for each step.
The speaker discusses the steps of her plan in paragraphs 10–13. She begins
each step with a signpost. As can be seen on the video, the speaker also highlights
each step with a PowerPoint slide. This is an excellent strategy when communi-
cating a multistep solution.
While the speaker does not have time to discuss all the intricacies of her plan,
she stipulates its major elements clearly and concisely. In paragraph 10, for exam-
ple, she notes that there should be no limit on jail time for a drug peddler whose
phony pharmaceuticals result in death. The punishment, she states, “should fit the
crime.” In paragraph 11, she explains the current limits on the FDA’s recall authority
and notes that her plan will expand that authority.
In paragraph 12, the speaker moves to the third step of her plan. This para-
graph is a good example of how a speaker can briefly but effectively note the prac-
ticality of a plan. In this instance, the speaker’s analogy about inspectors for food
and inspectors for drugs suggests that this part of the legislation is familiar and
workable. By presenting the analogy in the form of a rhetorical question, the
speaker invites the audience to draw the conclusion on their own.
In paragraph 13, the speaker deals with the fourth step of her plan. Because
this step is more involved than the others, she cites an article from The New York
Times to enhance the credibility of her information. She summarizes track–and–
trace technology in sufficient detail to make her point understandable without get-
ting bogged down in technical details.
CHAPTER 16—SPEAKING TO PERSUADE 237
Paragraph 14 presents further evidence that the speaker’s plan is practical.
Testimony from Representative Steve Israel of New York, a sponsor of the legisla-
tion before Congress, states that such a plan will “ensure that the domestic drug
supply chain is secure for every American.” The speaker ends the body by declar-
ing that Congress must act swiftly to curb the spread of phony pharmaceuticals.
Conclusion: The conclusion begins in paragraph 15. The words “In conclusion” signal the
end of the speech. The speaker then reinforces her central idea by reminding the
audience of the problem and solution discussed in the body.
The most notable aspect of the conclusion comes in paragraph 16 when the
speaker returns to the PowerPoint slides with which she opened the speech. In
conjunction with language from the introduction, the slides tie the speech together
and foster a strong sense of psychological unity. The parallel structure of the
speaker’s concluding sentences combines with the visual aids to create a memo-
rable ending.
2. Show students the needs improvement version of “Phony Pharmaceuticals” from the DVD of
student speeches that accompanies this edition of The Art of Public Speaking. Have students
analyze the speech by focusing on how the speaker develops the introduction, body, and con-
clusion. Students should also focus on the speaker’s delivery and visual aids.
Phony Pharmaceuticals
Needs Improvement Version
1 So this one time, my sister took some medication for asthma, and it made her sick. I
mean, it was totally fake, and it was really scary for my whole family.
2 I never heard of anything like this before, but guess what: She’s not the only one who’s
been given fake medication. Lots of people end up with phony pharmaceuticals, and some of
them even die.
3 Here’s a picture of a phony pharmaceutical. See, it looks just like the real one. And
that’s the topic of my speech today.
4 Graham Jackson says fake drugs include things like boric acid, talcum powder, chalk,
and even arsenic. In 2008, 81 people in the U.S. died from a phony pill. All over the world,
700,000 people will die this year. Think about how many people that is. That’s a scary number.
You don’t want to be one of those people.
5 One reason there are so many phony drugs out there is that there are people who make
a lot of money from them—more money, in fact, than from dealing heroin. So as you can see,
the problem is only going to get worse. One website said that criminals make $75 billion a year.
6 We need to stop these phony pharmaceuticals from hurting any more people. My plan
is to pass a bill and get it through Congress.
238 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
7 Firstly, criminal penalties should be increased. I mean, you can kill someone with
fake drugs. Secondly, the government should have the power to get phony pharmaceuticals
off the street. Thirdly, the FDA should check all the drugs everywhere to see if they’re real or
fake. We have health inspectors for food, why not for drugs? Finally, as all the experts agree,
we need to have track–and–trace technology.
8 I know this plan sounds pretty complicated, but trust me, it will work. That’s what all
my sources say.
9 So we really need to pass this bill. We need to tell our congressmen and congress-
women. Let’s do that so we can get phony pharmaceuticals off the streets. It’s important to
solve this problem.
10 That’s the conclusion of my speech. Thank you.
Discussion: Like the other needs improvement speeches accompanying this edition of The
CHAPTER 16—SPEAKING TO PERSUADE 239
“one Web site” as the source of her information, but she needs to provide further
details, such as the name of the site, the sponsoring organization, the author’s
qualifications, and the date of the article.
In paragraph 6, the speaker begins to discuss her solution. She says that her
plan is “to pass a bill and get it through Congress.” Yet significant questions remain:
Where did the bill come from? Why is the speaker qualified to write and propose
Conclusion: The conclusion consists of paragraphs 9 and 10. Even though the speaker
communicates her passion for the subject, the conclusion remains underdevel-
Delivery: The speaker states most of her points emphatically and seems genuinely con-
cerned about the problem of phony pharmaceuticals, but she undermines her ef-
Visual Aids: Comparing the visual aids of the needs improvement version with the visual
aids of the final version is instructive for understanding the guidelines discussed in
Chapter 14 of the textbook. In the needs improvement version, the speaker has a
good idea—showing a phony pharmaceutical next to a legitimate drug in the intro-
240 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
3. Below are six statements. Explain whether each statement deals primarily with a question of
fact, a question of value, or a question of policy.
a. President Franklin D. Roosevelt knew in advance about the Japanese plan to attack Pearl
Harbor and allowed it to happen.
b. If Franklin D. Roosevelt knew in advance about the Japanese plan to attack Pearl Harbor,
he was wrong in allowing it to happen.
c. Using genetic profiles as screening devices for jobs in private business violates an
employee’s right to privacy.
d. The use of genetic profiles in screening employees for private business should be banned
by law.
e. A federal law should be passed requiring the driver’s seatbelt to be fastened in order for a
car to operate.
f. If the driver’s seatbelt had to be fastened for a car to operate, we could save several
hundred lives every year.
Discussion: These statements are somewhat more complex than those in Exercise 2 on
a. President Franklin D. Roosevelt knew in advance about the Japanese plan to
attack Pearl Harbor and allowed it to happen.
(question of fact)
b. If Franklin D. Roosevelt knew in advance about the Japanese plan to attack Pearl
Harbor, he was wrong in allowing it to happen.
(question of value)
c. Using genetic profiles as screening devices for jobs in private business violates
an employee’s right to privacy.
(question of value)
d. The use of genetic profiles in screening employees for private business should be
banned by law.
(question of policy)
CHAPTER 16—SPEAKING TO PERSUADE 241
e. A federal law should be passed requiring the driver’s seatbelt to be fastened in
order for a car to operate.
(question of policy)
f. If the driver’s seatbelt had to be fastened for a car to operate, we could save
several hundred lives every year.
(question of fact)
4. Conduct a class discussion on the ethics of persuasive speaking. Among the issues to consider
are: (1) Is it ethical for one person to try to persuade another? (2) What is the most ethical ap-
proach for a speaker to take when trying to persuade an audience? (3) To what extent should
a persuasive speaker reveal her or his true motives to the audience? (4) Are there any situa-
tions in which it would be ethical for a speaker to distort the truth in order to persuade an au-
dience? (5) Is it ethical for a speaker to use emotional appeal to sway listeners?
Discussion: Questions of ethics can arise every time a speaker seeks to persuade an
5. Bring to class a bag containing a half–dozen or so ordinary household items—rubber band,
stapler, hairbrush, can of soda, etc. Also bring a bag containing an equal number of slips of
paper on which you have identified potential speech audiences—retirees, college students,
middle–class baby boomers, elementary–school students, etc. Divide the class into groups and
have each group select an item from one bag and an audience from the other.
Give each group 10 minutes to compose a 1 to 2 minute speech designed to sell its object
to the chosen audience. There are two special requirements. First, the group must come up
with a completely new use for its item. For example, if the item is a can opener, the group
must devise some use for it other than opening cans or bottles. Second, the speech must be
organized according to Monroe’s motivated sequence. Have one member from each group
present its speech to the class. After each speech, ask the rest of the class if they can identify
the target audience for the speech.
Discussion: Not only do students enjoy this activity, but it provides an excellent vehicle for
242 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
6. As an alternative to the preceding activity, divide the class into groups and have each group
prepare a 1 to 2 minute speech with the specific purpose, “To persuade my audience that all
students should take a course in public speaking.” The speech must be organized according
to Monroe’s motivated sequence. Have one member from each group present the speech to
the class.
Discussion: There are an almost endless number of potential variations on this activity
7. Distribute copies of the Fact, Value, Policy Worksheet, which appears on page 243 of this manual.
Discussion: The Fact, Value, Policy Worksheet supplements the second Exercise for Crit-
8. Have students complete the Persuasive Speech Preparation Worksheet, which appears on
pages 242–245 of this manual, or assign the worksheet from the assignments available in
Connect.
Discussion: The Persuasive Speech Preparation Worksheet helps students develop their
9. Have students complete the Persuasive Speech Self–Assessment, which appears on page 246
of this manual.
Discussion: There is a great deal of research confirming the pedagogical value of self–
243
Fact, Value, Policy Worksheet
Name Section
Below are four specific purpose statements for persuasive speeches. In each case explain whether
the speech associated with it concerns a question of fact, a question of value, or a question of
policy. Then rewrite the specific purpose statement to make it appropriate for a speech about one
of the other two kinds of questions. For instance, if the original purpose statement is about a
question of policy, write a new specific purpose statement that deals with the same topic as either
a question of fact or a question of value.
1. To persuade my audience to get training in CPR.
Does this specific purpose deal with a question of fact, value, or policy?
Rewritten specific purpose statement:
2. To persuade my audience that e-cigarettes are harmful to human health.
Does this specific purpose deal with a question of fact, value, or policy?
Rewritten specific purpose statement:
3. To persuade my audience that the United States should put greater emphasis on solar power
to meet the country’s energy needs.
Does this specific purpose deal with a question of fact, value, or policy?
Rewritten specific purpose statement:
4. To persuade my audience that it is unethical for U.S. clothing companies to employ foreign
workers at substandard wages.
Does this specific purpose deal with a question of fact, value, or policy?
Rewritten specific purpose statement:
244
Persuasive Speech Preparation Worksheet
Name Section
1. What is the topic of your speech?
2. Are you speaking on a question of fact, value, or policy?
3. What is your specific purpose statement?
4. Can you answer yes to all the questions on the Specific Purpose Checklist on page 85 of your
textbook?
5. Is your speech meant to achieve passive agreement or immediate action from your audience?
6. What is your central idea?
7. Can you answer yes to all the questions on the Central Idea Checklist on page 90 of your
textbook?
8. What is the target audience for your speech? How will you adapt your speech to be
persuasive to your target audience? Be specific.
9. What method(s) of gaining attention do you use in the introduction?
10. How do you establish your credibility in the introduction?
— over —
245
11. Write the preview statement you will use in your introduction.
12. Can you answer yes to all the questions on the Speech Introduction Checklist on page 182 of
your textbook?
13. What method of organization do you use in the speech?
14. State in full sentences the main points to be developed in the body of your speech.
15. Can you answer yes to all the questions on the Main Points Checklist on page 169 of your
textbook?
16. What supporting materials do you use in developing each main point? Be specific.
17. Can you answer yes to all the questions on the Evidence Checklist on page 326 of your
textbook?
18. What steps have you taken to answer potential objections that your audience may have to
your position? Be specific.
19. What method(s) of reinforcing your central idea do you use in the conclusion?
246
Persuasive Speech Self–Assessment
Your task is to review your persuasive speech and to reach a full, objective assessment of its
major strengths and weaknesses. Write a thoughtful evaluation of the speech in full–sentence and
paragraph form with an introduction and a conclusion.
Be specific and concrete in your comments. Note in particular the areas in which you believe
you did especially well and those areas in which you want to make special improvement in the
next speech. Explain why you had difficulty with certain aspects of this speech and indicate the
specific steps you will take to improve your next presentation.
Use the following questions to guide your self–assessment, though you do not need to answer
each question individually in your paper. Be specific and concrete in your comments.
Topic and Purpose
Was the topic appropriate for the audience and occasion?
Did you have a clear specific purpose that you could accomplish in the allotted time?
Organization
Was the speech well organized?
Did you fulfill all the major functions of a speech introduction?
Did you fulfill all the major objectives of a speech conclusion?
Were the main points of the body clear and easy to follow?
Did you use connectives effectively?
Supporting Materials, Audience Adaptation, and Language
Did you conduct adequate research when preparing the speech?
Were your ideas well supported and explained?
If you spoke on a question of policy, did you demonstrate a need to change current policy?
Did you present a clear plan to solve the need? Did you prove the practicality of your plan?
Did you follow the criteria in your textbook for the effective use of supporting materials?
Did you identify the target audience for your speech?
Did you use evidence to answer the potential objections of your target audience?
Did you present your ideas in clear, vivid, accurate, and appropriate language?
Delivery and Visual Aids
Did you begin and end your speech without rushing?
Did you use pauses, rate, pitch, and vocal variety effectively in delivering the speech?
Did your physical action add to or detract from the speech?
Did you maintain strong eye contact throughout the speech?
If you used visual aids, were they carefully prepared and smoothly integrated into the speech?
Did you follow the guidelines in your textbook for presenting visual aids?
Overall Assessment
What were you most pleased with in the speech? What were you least pleased with?
If you had an opportunity to deliver this speech again next week, what changes would you
make? Be specific.