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Claims of policy are often organized with the problem-solution pattern or the
comparative-advantage pattern of arrangement.
26
Organizing the Persuasive Speech
<A> OBJECTIVES
To select an organizational pattern based on your claims, audience attitudes, and desired
response.
To use the problem-solution pattern for speeches that demonstrates the nature of a problem
and provides justification for a solution.
To consider the comparative advantage pattern if the audience is already aware of an issue
and agrees that it should be addressed.
To consider the refutation pattern if listeners disagree with your position or are
conflicted.
To consider the motivated sequence pattern when urging
action.
<A> CHAPTER CONTENT OUTLINE
I. Factors to consider when choosing an organizational pattern
A. There
are several factors to consider when choosing an organizational pattern: the
nature of your claims
(whether of fact, value, or policy), the
audience’s attitudes
toward the topic, and the response you want to elicit from audience members.
1.
2. Claims of value are often organized with the topical
(also called categorical)
pattern of arrangement.
3. Claims of fact are often organized with the cause-effect pattern of
arrangement
or the problem-cause-solution pattern of arrangement.
4.
The type and degree of change
you seek in your audience, which is the
specific speech purpose, also affects organizational choices. Remember to
include a call to action in any speech asking the audience to do something;
you may wish to choose
Monroe’s Motivated Sequence, which is particularly
effective for this purpose.
B. Organization of the speech is also affected by what the
target audience
knows about
the topic and how they stand in relation to it.
1. Another factor in selecting an organizational arrangement is the attitude of
your target audience in relation to your topic. Certain organizational patterns
and persuasive strategies can be more effective than others, depending on the
audience’s attitude.
II. Problem-solution pattern of arrangement
A. One of the most common types of organization for persuasive speeches, especially
those based on claims of policy, is the
problem-solution pattern of arrangement,
which first demonstrates the nature and significance of the problem and then provides
justification for a proposed solution.
B. In some
cases, more than two points are required to adequately
explain the problem
and substantiate a recommended solution. In such cases, the problem-cause-solution
pattern of arrangement can be used.
1. Define the nature of the
problem.
2. Explain the reasons for the problem, and for whom the problem is for.
3. Explain why
your proposed solution is expected to work.
C. When arguing
a claim of policy, it may be important to demonstrate the proposal’s
feasibility. Speakers can use a four-point problem-cause-solution-feasibility pattern of
arrangement.
1. First comes the need or problem, where
you speak to a real issue that the
audience
would like to have resolved.
2. Second, you provide reasons for the problem, or
a
justification for a policy.
3. Third, you must provide
a solution to the problem, or a specific way to
address the need.
4. Finally, the justification for the policy
claim should offer evidence of the
solution’s feasibility.
III. Comparative advantage pattern of arrangement
A. The
comparative advantage pattern of arrangement
is most effective
when the
audience is already
aware of the issue or problem and agrees that a need for a solution
exists.
B. Because the audience is already aware of the issue,
you do not have to spend a lot of
time establishing its existence.
C. The speech is organized by favorably
comparing
your position to the alternatives.
IV. Refutation pattern of arrangement
A. The
refutation pattern of arrangement
addresses each main point and then refutes
(disproves) an opposing
claim to the speaker’s position.
B. It is important to refute strong oppositions to your claim because refuting only weak
claims will not sway
your audience or dismantle stronger opposing positions.
Consider using this pattern when you are confident that the opposing argument is
vulnerable to attack.
C. The speech is organized by:
1. Stating the opposing position.
2. A description of the implications or ramifications of the opposing
claim.
3. Explaining
your position and argument with your evidence.
4. Contrasting
your position and the opposing
claim in order to show the superiority
of your position.
V. Monroe’s Motivated
Sequence
A. Monroe’s Motivated Sequence, or the
motivated sequence pattern of arrangement, is
a five-step process developed by
Alan Monroe that is particularly
effective
when a
speaker wants the audience to do something or when you want listeners to either
reconsider their present way of thinking
about something or continue to believe as
they do but with greater
commitment.
B. This sequence is made up of five steps: attention, need, satisfaction, visualization, and
action.
1. The attention step addresses listeners’ core
concerns, making the speech
highly relevant to them.
2. The need step isolates and describes the issue to be addressed; by showing
audience members that they have
a need the speaker
can satisfy, the speaker
gives them a reason to listen to the message.
3. The satisfaction step identifies the solution to the problem; this step offers
audience members a proposal to reinforce or change their attitudes, beliefs,
and values regarding the need at hand.
4. The visualization step entails the speaker’s presenting the audience with a
vision of anticipated outcomes associated with the solution. The purpose of
the step is to carry
audience members beyond accepting the feasibility of your
proposal to seeing how it will actually benefit them.
5. The action step involves asking the audience members to act according to
their acceptance of the message.
<A> KEY
TERMS
target audience
those individuals within the broader audience who are most likely to be
influenced in the direction the speaker seeks.
hostile audience or one that strongly disagrees one of four types of potential audiences
the persuasive speaker may
encounter.
critical and conflicted audience
audience members whose
attitudes are critical or
conflicted with respect to the speaker’s topic.
sympathetic audience
an audience that already shares much agreement with the speaker.
uninformed, less educated, or apathetic audience
an audience that knows or cares little
about a specific topic.
problem-solution pattern of arrangement a pattern of organizing speech points so that
they demonstrate the nature and significance of a
problem first, and then provide
justification for a proposed solution.
problem-cause-solution pattern of arrangement
a pattern of
organizing
speech points so that they
demonstrate (1) the nature of the problem, (2) reasons for the
problem, (3) unsatisfactory solutions for the problem, and (4) the proposed solution and
how it will work.
motivated sequence pattern of arrangement a five-step process of persuasion
developed by
Alan Monroe.
comparative advantage
pattern of arrangement
a pattern of organizing speech points
so that the speaker’s viewpoint or proposal is shown to be superior to one or more
alternative viewpoints or proposals.
refutation pattern of arrangement a pattern of organizing speech points in which each
main point addresses and then refutes (disproves) an opposing
claim to the speaker’s
position.
CHAPTER STUDY GUIDE
I. SUMMARY QUESTIONS
What are the three key factors that determine the organization of a persuasive speech?
The main determinants of the organization of a persuasive speech are (1) the nature of your
What type of speech organization would
be best to use when facing a hostile, critical, or
conflicted audience?
The problem-solution pattern of arrangement and the comparative advantage pattern are
The refutation pattern of
arrangement helps soften the reservations of the hostile, critical, or
When addressing an
uninformed, less educated, or apathetic audience, what strategies
should
be utilized?
Getting
your listeners’ attention, establishing speaker credibility, and stressing the topic’s
What pattern of arrangement is commonly used for persuasive speeches based on claims of
policy and claims of fact?
What are the steps in the problem-cause-solution pattern of arrangement?
The four steps include
(1) stating and defining the nature of the need or problem, (2) explaining
What are
the five steps in Monroe’s Motivated Sequence pattern of arrangement?
Under what circumstances is the comparative advantage pattern of arrangement
particularly effective?
What are the key elements in the refutation pattern of arrangement?
The key elements for the refutation pattern of arrangement include stating the opposing
claim or
II. DISCUSSION QUESTIONS
Why do you think Monroe’s organizational plan is called the motivated sequence? List
some occasions when this pattern
might be useful for giving persuasive speeches.
Monroe’s plan is motivated in that it not only provides the audience with a call to action, but it
Do you think a speaker might feel different levels of speech anxiety depending on the
disposition of his or her target audience? If so, how and why?
Students are likely to respond that speech anxiety will be greater when the audience is hostile,
Have you ever witnessed
a political campaign speech that utilized a refutation pattern of
arrangement? If so, was it effective? How did the candidate refute opposing claims?
This discussion is most effective if you can get students in groups to discuss the speeches before
III. ADDITIONAL QUESTIONS AND ACTIVITIES
QUESTIONS
The following questions may help you illustrate important points in the chapter and
facilitate
students’ learning of this material. These questions can be used as:
homework questions
quizzes
in-class work (individually or in groups)
topics to generate discussion
question-and-answer sessions between instructor and students
What three factors should you consider when
choosing an organization pattern?
1. The nature of your claims or argument
Which organizational patterns are
most appropriate for claims of fact?
What are the four steps to the problem-cause-solution pattern of arrangement?
1. The nature of the problem (define
what it is)
Explain Monroe’s Motivated Sequence. Be sure you identify all five steps in order.
Monroe’s Motivated Sequence, an organizational pattern for planning
and presenting persuasive
speeches, involves five steps.
Take a topic, and apply each one of Monroe’s steps as if you
were going to give a
persuasive speech on the topic.
Define the comparative
advantage pattern of arrangement.
The
comparative advantage pattern of arrangement shows how your viewpoint or proposal is
Choose a topic that is a claim of fact, and then choose an organizational pattern that is
appropriate to the topic. Explain
in detail why you think the organizational pattern
you
have chosen would help you make your point in the best way possible in an actual speech.
Repeat this exercise for
a claim of value, and then for a claim of policy. Is there one clearly
superior organizational pattern for each of your topics? Or are
there several that you think
would
work equally well for certain topics? Why?
Step 1: Gain the audience’s attention
What are the steps in a refutation pattern of arrangement?
1. State the opposing position
ACTIVITIES
Outlining a Persuasive Speech (also for online courses)
Purpose: To understand arrangements for organizing persuasive speeches through text
applications.
Instructions: Choose one of the sample persuasive speeches located in Chapter 26 of A
Speaker’s Guidebook. Read the selection carefully, identify the type of speech organization, and
then outline the speech below based on Monroe’s Motivated Sequence.
Monroe’s Motivated Sequence
Step 2: Identify unfulfilled needs
Step 3: Propose a solution that satisfies those needs
Step 4: Visualize what satisfaction will mean
Step 5: Define specific action
Advancing Constructive Goals
Purpose: To help students understand the benefits of framing a topic
from a public engagement
perspective; to provide valuable practice with Monroe’s Motivated Sequence.
Instructions: Ask students to select a topic focusing on an important social, cultural, or political
issue. Make sure to emphasize that this topic should aim for the advancement of constructive
goals for society, the environment, vulnerable individuals, and so on. Once
students have
selected a topic, ask them to create a mini-speech utilizing Monroe’s Motivated Sequence. Their
speech should last between one and two minutes, but should include all steps of the sequence.
After all students have completed their mini-speeches, ask them to present them to the class. This
will give students the opportunity to voice their opinions and viewpoints about the issues that
really matter to them while practicing Monroe’s Motivated Sequence.
Analyzing the “Snuggie” Infomercial: Persuasion in Advertisement
Purpose: To give students an opportunity to see
Monroe’s Motivated Sequence in a popular
advertisement.
Instructions: Locate an online video of the Snuggie blanket commercial. Several can be found
on www.youtube.com. After lecturing to your class about Monroe’s
Motivated Sequence, ask
them to analyze this commercial. Specifically, ask them to identify each step of the process,
paying
close attention to other persuasive strategies that the advertisement utilizes. Once students
have watched the commercial, begin a
class discussion about their evaluations.
Discussion: Make sure that students can identify
each step of Monroe’s Motivated Sequence. In
several of the Snuggie commercials the opening scene shows a person who wants to cover up
with a blanket to stay
warm (attention), but is struggling to complete simple tasks like reading
a
book, talking on the phone, or changing the television channel because the blanket renders them
unable to freely move their arms (need). The makers of the infomercial then suggest that the
Snuggie, the fleece blanket with sleeves, is the solution to this common problem (satisfaction).
They suggest that you can stay warm and still accomplish everyday tasks, and demonstrate a
number of things you can do while wearing
your Snuggie (visualization). Finally, they
encourage
you to buy the product with a call to action (“Call
now and we will also send you a limited time
offer of a free
reading light with your purchase!”).
Comparative Advantage Speeches
Purpose: To learn to use the comparative
advantage pattern of
arrangement.
Instructions: Assign students a brief, one- to two-minute speech using the comparative
advantage pattern of
arrangement. Students can choose fun and lighthearted topics or more
serious topics with important implications. Encourage them to choose issues or problems that are
likely to affect their classmates.
Refutation Speeches
Purpose: To learn how to use the refutation pattern of arrangement; to give students a chance to
speak about issues they care about.
The Motivated Sequence at Work
Instructions: Assign students a brief, one- to two-minute speech over an issue they really care
about. Have them (1) state an opposing claim, (2) describe the implications of this claim, (3)
offer arguments and evidence for their position, and (4) contrast their position with the opposing
claim.
Purpose: To acquaint students with the motivated sequence.
Instructions: Refer to “Becoming a Socially Conscious Consumer” by Jacob Hahn (pp. 363). If
possible, show the video of Jacob’s speech (see launchpadworks.com). Analyze its use of
Monroe’s Motivated Sequence. Review where the attention, need, satisfaction, visualization, and
action steps occur in the speech. (See the margin notes.)
Remind students of each step of Monroe’s sequence. First, attention involves establishing
the relevance of the topic and enhancing one’s credibility. Second, need involves illustrating how
an existing problem should be eliminated. Third, a solution is described in as much detail as
possible, with as much support for the feasibility of the solution as the speaker can provide.
Next, a visualization of the solution shows listeners how they would benefit from adopting the
solution or putting it into practice—that is, how their lives will be better for it. Finally, audience
members need to be told how to enact the solution. For example, must they contact certain
people or change any of their current behaviors? This activity can be assigned as a class
discussion, a short paper, or a brief presentation.
Finding the Right Persuasive Organizational Pattern
Purpose: To encourage students to think about the organizational pattern that would work best
for their persuasive speech.
Instructions:
In preparation for
your next persuasive speech, identify
which organizational
pattern seems most appropriate to your argument, evidence, audience, and specific purpose. How
will
you accomplish the essential functions of this pattern?
This activity can be done individually
at first, but you might consider pairing students to
discuss their responses afterward. This peer feedback will be helpful in the revision process, and
will give students the opportunity to bounce ideas off a member of their target audience. You
might also ask students to defend their selection to the class as a part of a larger discussion about
persuasive organizational patterns.
One Topic, Many Options
Purpose: To show students that many different organizational patterns can work with most any
persuasive topic.
Instructions:
Give students a general persuasive topic and ask them to construct a brief outline
for each of the persuasive organizational patterns presented in the chapter.
The topic will remain the same, but students will learn how to adjust content and
structure to accommodate different organizational patterns. This can also be used as a
springboard to discuss how certain topics lend themselves to certain organizational patterns.
