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COMM5 Instructor Manual Chapter 17
17-13
B. Some people have been released because they did not have a fair trial.
C. Many other people sitting on death row may be innocent.
II. The death penalty does not help reduce prison overcrowding and expenses.
A. Since reinstatement of the death penalty in 1977, only 722 people have been
executed.
B. The cost of incarceration is much less than the cost of execution.
III. The death penalty does not deter crime.
A. Murder rates in death penalty states are highest per capita.
1. In 1999, murder rates per capital were 3.6 in non-death penalty states as
compared to 5.5 in death penalty states. (FBI)
2. In neighboring states, the non-death penalty neighbor always have as a lower
murder rate. (FBI)
B. Death penalty may actually increase murder rates due to a brutalizing effect.
C. That death penalty does not deter crime is believed by over 80% of criminologists.
Conclusion
I. All of these (not only used in cases of clear guilt, not reducing prison overcrowding and
expenses, and not deterring crime) show that capital punishment is ineffective.
II. The real issue then is a moral one: the state is an extension of your will and power –
when the state executes someone, you are responsible.
III. Webster’s defines murder as “the unlawful taking of a human life” – when you lawfully
take a human life it is vengeance, not justice.
Sources
Akers, R. and M. Radelet. “Deterrence and the Death Penalty? The View of the Experts.”
1995.
Death Penalty Information Center. http://www.fbi.gov
Hoppe, Christy. “Executions Cost Texas Millions.” Dallas Morning Star. March 8, 1992, p. 1A.
Isikoff, Michael and Evan Thomas. “Waiting for Justice.” Newsweek. May 21, 2001. p. 23.
Thomson, Ernie. “Deterrence Versus Brutalization.” Homicide Studies. May 1977.
U.S. Department of Justice. Bureau of Justice Statistics. http://www.ojp.usdoj.gov/bjs/
Evaluation Checklist
1. Was the goal of the speech clear?
2. Did the speaker have high-quality information?
3. Did the speaker use a variety of kinds of developmental material?
4. Were the visual aids used appropriate and well used?
5. Did the speaker establish common ground and was the content of the speech adapted to
the audience’s interests, knowledge, and attitudes?
6. Did the speaker’s introduction gain attention, gain goodwill and leader into the speech?
7. Were the speaker’s main points clear, parallel, and in meaningful complete sentences?
8. Did the speaker’s transitions lead smoothly from one point to another?
9. Did the speaker’s conclusion tie the speech together?
10. Was the language clear?
COMM5 Instructor Manual Chapter 17
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11. Was the language vivid?
12. Was the language emphatic?
13. Did the speaker sound enthusiastic?
14. Did the speaker show sufficient vocal expressiveness?
15. Was the speaker’s presentation spontaneous?
16. Was the speaker’s presentation fluent?
17. Did the speaker look at the audience?
18. Were the speaker’s pronunciation and articulation acceptable?
19. Did the speaker have good posture?
20. Was the speaker’s movement appropriate?
21. Did the speaker have sufficient poise?
22. Evaluate the speech:
excellent
good
satisfactory
fair
Sample Persuasive Speech
Become and Entrepreneur
Raimone Brown
Specific Goal: To persuade my audience to consider becoming entrepreneurs.
Thesis statement
We should all become entrepreneurs because being an entrepreneur provides a great way to
express yourself and helps you obtain financial and personal freedom.
Introduction
I. The U.S. economy supports a wide range of entrepreneurs.
A. Some entrepreneurs include millionaires like the owners of Starbucks.
B. Others include owners of mom-and-pop grocer stores found in many neighborhoods.
C. Still others include self-owned bootleg stands at events like Jazz Fest or Taste of
Cincinnati.
II. You can be an entrepreneur and still be employed by another company or have your
own career.
A. Being an entrepreneur just means that you’re doing something for yourself.
B. That something could be related to business or your personal interests – anything that
makes you happy.
III. There are two great reasons why we all should be entrepreneurs.
A. It is a great way to express yourself while at the same time building your income.
B. It also allows you to have financial and personal freedom.
Body
I. Being an entrepreneur is a great way to express yourself while at the same time building
your income.
A. You can make money while you express your heritage.
1. For example, the young lady in our class who showed us her hand painted in
henna can make money from her cultural heritage.
COMM5 Instructor Manual Chapter 17
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2. She could have her own hand-painting shop.
3. She could even modify this cultural activity so it fits in better in the U.S., such as
making the paintings look like tattoos.
B. You can make money expressing yourself through your hobbies.
1. John showed us his guitar playing.
2. He could teach tablature or play at various places for money.
C. You can make money expressing yourself through a special skill that doesn’t exist in
the job force.
1. You may be a great speaker, or be skilled at sports, or like to work with kids.
2. Being an entrepreneur doesn’t have to be just about making money – for
example, if you like working with kids, you can help them out with a community
center.
II. Being an entrepreneur also provides financial and personal freedom.
A. If you don’t make enough money in your career, being an entrepreneur is a popular
way to build your income and obtain financial freedom.
1. The U.S. Statistical Abstract shows that entrepreneurial jobs are supposed to be
going up 26 percent in 2005.
2. It went up 54 percent from 1992 to 2000.
3. Entrepreneurship is very popular, which is probably why it continues to increase.
B. Being an entrepreneur can also provide you freedom with your personal hours.
1. If you don’t have a 9 to 5 schedule or have to work multiple shifts, you can make
money when you’re not working your regular job.
a. You can work as much or as little as you want.
b. You could make just as much as you would with a part-time job.
2. If you’re a family person, you can spend more time with your family.
3. You can be an entrepreneur while you’re retired.
4. You can also be an entrepreneur while you’re in school.
C. You don’t have to put in a great deal of income when you start out in an
entrepreneurial venture.
1. The Census Bureau shows 89 to 92 percent of entrepreneurs start out with only
$0 to $5,000.
2. You don’t have to start off in debt, working just to pay it off.
Conclusion
I. Make the best of our college education and be successful.
II. Lots of benefits
A. Happier in our cases.
B. More in control of our destiny.
Evaluation Checklist
1. Did the speaker use statistics, expert opinion, and examples that had emotional impacts
on the audience?
2. Did the speaker appeal to negative emotions?
3. If so, check all that were tapped:
fear
guilt
anger
shame
sadness
COMM5 Instructor Manual Chapter 17
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4. Were the appeals very effective, somewhat effective, or ineffective?
5. Did the speaker appeal to positive emotions?
6. If so, check all that were tapped:
happiness/joy
pride
relief
hope
compassion
7. Were the appeals very effective, somewhat effective, or ineffective?
8. Did the speaker establish credibility?
9. Did the speaker establish expertise?
10. Did the speaker demonstrate trustworthiness?
11. Did the speaker demonstrate personableness?
12. Did the speaker demonstrate goodwill?
13. Did the speaker identify the incentives for taking action?
14. Did the speaker show that incentives outweighed costs?
15. Did the speaker show how incentives would satisfy unmet audience needs?
16. If the speaker used a problem-solution or problem-cause-solution pattern, was each
element clear and thoroughly developed?
17. If the speaker used the motivated sequence, was each of the steps clearly evident?
18. Did the speaker offer a compelling call to action?
19. Was the specific goal clear?
20. Was the introduction effective in creating interest, involving the audience in the speech,
and previewing the main points?
21. Was the speech organized using an appropriate persuasive pattern?
22. Was the language clear, vivid, and appropriate?
23. Was the conclusion effective in summarizing what had been said and mobilizing the
audience to act?
24. Was the use of voice intelligible, vocally expressive, conversational, and convincing?
25. Did the use of body convey ethos (credibility) and pathos (emotional appeal)?
26. Based on these criteria, evaluate this speech as (check one):
excellent
good
satisfactory
fair
poor
Chapter Activities
17.1: Junk Mail Analysis
Purpose: To give students an opportunity to apply the ELM method to persuasive
appeals while working in a group
Time: 20 minutes
Process: This exercise will require a collection of junk mail or magazines with
advertising inserts. You can either provide junk mail and magazine
advertisements you’ve received or ask students to bring these materials from
home. Ask students to work in groups of two or three to asses pieces of junk
mail and determine when the ELM central route or peripheral route is
triggered. Ask them to justify their assessments with explanations.
COMM5 Instructor Manual Chapter 17
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17.2: Testing Evidence
Purpose: To enable students to differentiate among types of reasoning
Time: 20 minutes
Process: Ask each student to bring in examples of faulty reasoning from a tabloid
newspaper such as Star or National Enquirer. Each student should explain
why the evidence or reasoning is faulty. Is its source lacking in credibility? Is
it dated? Is it irrelevant or insufficient? Is it inconsistent with what we know
to be true?
17.3: Inductive Fallacy and Fallacious Reasoning Scavenger Hunt
Purpose: To enable students to apply their knowledge of inductive fallacies
Time: 25 minutes
Process: Bring the students to the college library and give them 15 minutes to find at
least one example of a hasty generalization, false cause, or ad hominem
argument. (You can have them work in groups or alone on this assignment.)
Tell them they are welcome to look on the Internet, in magazines,
newspapers, and books. Regroup after the allotted time and ask them to
share their examples with the class.
17.4: Pre-Speech Feedback
Purpose: To enable students to use pre-speech feedback to improve their persuasive
speeches
Time: 30 minutes
Process: After you have given a persuasive speech assignment, divide the class into
small groups of three or four. Ask the groups to discuss possible topics for
their speeches, their speech goals, their theses, kinds of supporting material
or visual aids, and so on. Remind students that there is no such thing as a
perfect speech, and that they will help each other most if they give
constructive criticism.
Have the students regroup as a class. Distribute a handout that includes the
opinion continuum from the text and room for each student to write a brief
comment. Ask students to write down their speech topics at the top of their
handouts, then pass the handouts among the class. Ask class members to
indicate their attitudes about each student’s topic on the handouts, writing
brief comments as appropriate. Return the marked-up handouts to the
appropriate students to assist them in planning their persuasive speech.
17.5: Speech Drill
Purpose: To provide students with an opportunity to practice speaking persuasively in
small groups
Time: 15 minutes
Process: Divide the class into small groups of between four to six students per group.
Assign one of the following quote to each group and ask them to come up
with a persuasive speech topic or theme based on one of the quote:
You can no more win a war than you can win an earthquake.
—Jeannette Rankin
COMM5 Instructor Manual Chapter 17
17-18
When everyone is against you, it means that you are absolutely wrong—or
absolutely right.
—Albert Guinon
The gambling known as business looks with austere disfavor upon the
business known as gambling.
—Ambrose Bierce
It’s not the voting that’s democracy; it’s the counting.
—Tom Stoppard
A strong conviction that something must be done is the parent of many bad
measures.
—Daniel Webster
In the business world, the rearview mirror is always clearer than the
windshield.
—Warren Buffett
Journal Assignments
A. Interpersonal Persuasion
Compare and contrast persuasion in interpersonal and public speaking contexts. How do you
persuade differently based on the situation? Do you use different methods with friends than
with family? How would you ask your boss for an extra vacation day as opposed to
persuading your significant other to take a vacation day to spend time with you?
B. Editorial Persuasion
Using your local newspaper as a source, find a letter to the editor that takes a strong point
of view on a controversial subject. Identify the reasons and evidence presented on this
topic. What types of arguments do you notice? Does the writer commit any common
fallacies?
C. Persuasive Poetry
Read and study the poem “Good Morning,” delivered by poet Maya Angelou at the first
inauguration of Bill Clinton (available on the Internet). Write an analysis of the persuasive
intent and potential impact of the poem. Consider her audience, her method, and her
credibility.
D. Persuasive Commercials
Choose a modern commercial and analyze the persuasive methods used. Are there any
distinct examples of emotional appeals or use of incentives? Would you consider the
commercial to be persuasive? Why or why not?
PopComm!
You, Too, Can Have Six-Pack Abs in Only Three Weeks!
Body by Jake, Body Dome, Bun & Thigh Max, and Smart Abs all promise you can trim and
tone your way to a better body in just minutes a day. Besides promising to be the most
COMM5 Instructor Manual Chapter 17
17-19
effective exercise equipment ever, what do all these products have in common? They’re the
subject of infomercials. Infomercials are television and online programs designed to look like
30- or 60-minute talk shows, but they’re actually extended commercials that focus on a
product’s extraordinary features and offer testimonials of its effectiveness.
Infomercials are a relatively new phenomenon in advertising—until 1984 the Federal
Communications Commission banned program-length commercials, and the ban is still in
effect for products that are marketed to children. Although infomercials are viewed with
skepticism and derision by some, others view them as “an example of capitalism at its
best”. Whatever you think of infomercials, you can’t deny that they are everywhere. Even
Barack Obama took advantage of the infomercial format when he campaigned for president.
Providing direct communication at low production costs, his 30-minute commercial played
on seven networks and was watched by 33.55 million viewers. Democratic strategist Joe
Lockhart thought Obama’s strategy was wise: “The benefit is you get to make your closing
argument in a dramatic way without the filter of the media. It gives you more context and
texture than a 30-second or 60-second ad”.
Infomercials have even become sources of entertainment. In 2008 and 2009, the
Snuggie—“A blanket with sleeves!”—and a similar product, the Slanket, were frequently
referenced in popular culture, from YouTube parodies (“The Cult of Snuggie”) to 30 Rock
storylines (with Liz Lemon asserting, “It’s not product placement; I just like it!”). And when
“infomercial king” Billy Mays passed away unexpectedly in June 2009, many were inspired
to affectionately celebrate his influence. A “Billy Mays Gangsta Remix” grew to quick
popularity on YouTube, and a Facebook page “RIP Billy Mays (We Will Miss Your
Infomercials)” was created, gaining 175,000 fans, many of them posting about their favorite
Billy Mays’ product. An Internet application was even created in his honor: “Billy Mays Caps
Lock: Turn your Caps Lock key into a Billy Mays key!”.
Despite the fun we like to have with infomercials, they have come under criticism in
recent years. Many Americans put at least part of the blame for the economic recession on
advertising, claiming that it often causes people to buy things they don’t need and can’t
afford. But consumer suspicion of the ability of infomercials in particular to deceive is
nothing new. For example, in 2002 Guthy-Renker, the largest producer of television
infomercials, became the subject of a class-action lawsuit, which claimed Guthy-Renker
made exaggerated claims of profitability and promoted an Internet “shopping mall” that was
simply a scam.
Because advertisements are inherently persuasive, it’s important to view them with a
critical eye, although certainly not all ads and infomercials make false claims. But with
infomercials, it can be especially easy to overlook misleading claims because o infomercials
typically have a compelling spokesperson like Billy Mays or a popular celebrity like Jessica
Simpson. Charm and personality can distract consumers from what’s really being said in a
persuasive message. If you suspect you see questionable claims in an infomercial, be
careful before you buy. A good rule of thumb is to first contact the Better Business Bureau
(www.bbb.org) and see if there have been any complaints lodged about the company
advertising the product. If there have, buyer beware!
Sources:
Billy Mays, the infomercial king; Death of a great American salesman; Want to know the
secret of America’s innovation edge? Call now! (2009, July 1). Global Agenda. Retrieved
from InfoTrac College Edition; Carter, B. (2008, October 31). Infomercial for Obama is big
success in ratings. New York Times, 158(54480), A19. Retrieved from InfoTrac College
Edition; Crain, R. (2009, May 4). Deceitful financial infomercial tars entire advertising
industry. Advertising Age, 80(16), 17. Retrieved from InfoTrac College Edition; Cummings,
COMM5 Instructor Manual Chapter 17
17-20
J. (2008, October 29). Obama infomercial: Smart or overkill? Politico. Retrieved from
http://www.politico.com/news/stories/1008/15056_Page2.html; Haller, J. T. (2009, July 6).
Billy Mays Caps Lock. Retrieved August 21, 2009, from
http://johnhaller.com/jh/useful_stuff/billy_mays_caps_lock; Head, S. W., Spann, T., &
McGregor, M. A. (2001). Broadcasting in America: A survey of electronic media (9th ed.).
Boston: Houghton Mifflin; Mannes, T. (2009, May 22). Infomercials standing by! San Diego
Union-Tribune. Retrieved from InfoTrac College Edition; mastamokei. (2008, April 30). Billy
Mays gangsta remix [Video file]. Retrieved from www.youtube.com/watch?v=_tyct9l-fD8;
Timothy D. Naegele & Associates announces class action lawsuit against Guthy-Renker.
(2002, June 26). All Business. Retrieved from http://www.allbusiness.com/crime-
law/criminal-offenses-cybercrime/5968871-1.html
Experiential Assignments
For the following assignments, read the speech “Terrorism and Islam: Maintaining Our
Faith” by Mahathir Bin Mohamad, Prime Minister of Malaysia, given at the OIC Conference of
Ministers of Endowments and Islamic Affairs, May 7, 2002.
A Specific Goal Statement in a Persuasive Speech
The goal of this activity is to find and analyze a specific goal statement.
1. Identify the specific goal statement.
2. Given the composition of the audience, what do you think their initial attitude was
toward the speaker’s position?
3. Write a paragraph in which you analyze the speaker’s goal statement. What type of
specific speech goal is this? Does this goal seem appropriate for this audience? Explain
your reasoning.
Giving Good Reasons and Evidence
The goal of this activity is to analyze reasons and evidence.
1. Identify each of the main points or reasons the speaker offers in support of his thesis.
2. Are his reasons good? Are they supported? Relevant? Adapted to the audience?
3. Analyze his supporting evidence. Assess the quality, currency, and relevance to his
reasons.
4. Identify two kinds of reasoning links that he uses, and then test them using the
appropriate questions. Are the links you tested logical? Explain.
5. Are there any fallacies that you can detect in his argument? Explain.
Motivating Audiences
The goal of this activity is to analyze motivational tactics.
1. Analyze the incentives that Mahathir presents.
2. What emotions do you think he hopes to arouse? What information does he present to
stimulate emotions? Does he seem to phrase the ideas in a way that elicits those
emotions? Explain.
Persuasive Organizational Methods
The goal of this activity is to analyze organizational patterns.
1. Analyze the organizational methods Mahathir uses.
2. How well does his pattern fit the attitudes you believe his audience holds toward his
position? Are there other patterns that might have served him better?
COMM5 Instructor Manual Chapter 17
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Sexual Assault Policy a Must (handout)
Review the Outline and Adaptation Plan developed by Maria Lucia R. Anton in preparing her
speech “Sexual Assault Policy a Must” on the need for strong and explicit policies to combat
sexual assault on college campuses. Next, read the transcript of Maria Lucia’s speech. Use
the Persuasive Speech Evaluation Checklist on page 17-22 to help you evaluate this speech.
Write a paragraph of feedback to Maria Lucia describing the strengths of her presentation
and what you think she might do next time to be more effective.
COMM5 Instructor Manual Chapter 17
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Persuasive Speech Evaluation Checklist
Primary Criteria
_____ 1. Was the specific goal phrased as a proposition (were you clear what position on
the issue the speaker was taking)?
_____2. Did the proposition appear to be adapted to the initial attitude of most members
of the audience?
_____ 3. Were emotional appeals used to involve the audience with the topic?
_____ 4. Were the reasons used in the speech:
_____ directly related to the proposition?
_____ supported by strong evidence?
_____ persuasive for the particular audience?
_____ 5. Was the evidence (support) used to back the reasons (claims):
_____ from well respected sources?
_____ recent and/or still valid?
_____ persuasive for this audience?
_____ typical of all evidence that might have been used?
_____ sufficient (enough evidenced was cited)?
_____ 6. Could you identify the types of arguments that were used?
_____ Did the speaker argue from example?
_____ If so, was it valid?
_____ Did the speaker argue from analogy?
_____ If so, was it valid?
_____ Did the speaker argue from causation?
_____ If so, was it valid?
_____ Did the speaker argue from sign?
_____ If so, was it valid?
_____ 7. Could you identify any fallacies of reasoning in the speech?
_____ hasty generalizations
_____ arguing from false cause
_____ ad hominem attacks
_____ 8. Did the speaker demonstrate goodwill?
_____ 9. If the speech called for the audience to take action,
_____ Did the speaker describe incentives and relate them to audience needs?
_____ Did the speaker acknowledge any costs associated with the action?
_____ 10. Did the speaker use an appropriate persuasive organizational pattern?
_____ statement of reasons
_____ problem/solution
_____ comparative advantages
_____ criteria satisfaction
_____ motivated sequence
General Criteria
_____ 1. Was the proposition clear? Could you tell the speaker’s position on the issue?
_____ 2. Was the introduction effective in creating interest and involving the audience in
the speech?
_____ 3. Was the speech organized using an appropriate persuasive pattern?
_____ 4. Was the language clear, vivid, emphatic, and appropriate?
_____ 5. Was the conclusion effective in summarizing what had been said and mobilizing
the audience to act?
COMM5 Instructor Manual Chapter 17
_____ 6. Was the speech delivered enthusiastically, with vocal expressiveness, fluency,
spontaneity, and directness?
_____ 7. Did the speaker establish credibility?
_____ expertise
_____ personableness
_____ trustworthiness
Overall evaluation of the speech (check one):
_____ excellent _____ good _____ average _____ fair _____ poor
Use the information from this checklist to support your evaluation.
