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
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.
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
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.
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.
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
Art of Public Speaking, the needs improvement version of “Phony Pharmaceuticals” can help
students see the difference between an ordinary speech and an excellent one. When show-
ing the needs improvement version, have students focus on how well the speaker develops
the introduction, body, and conclusion, as well as on the speaker’s delivery and visual aids.
Then show the final version, having students focus on the same elements. Follow with a class
discussion that compares and contrasts the two versions of the speech and explores why the
final version is superior.
Video of the needs improvement and final versions of “Phony Pharmaceuticals” is
available on the DVD of student speeches that accompanies this edition of The Art of
Public Speaking. The text of the final version is printed on pages A7–A9 of the textbook,
and a detailed discussion appears on pages 235–237 of this manual. Below is a synopsis
of the needs improvement version.
Introduction: The speaker begins with a story about her sister and phony pharmaceuticals—
not a bad idea for gaining attention. However, she tells the story with few details and
no sense of drama. She seems to be speaking off the top of her head, which suggests
a lack of preparation. In the second paragraph, she states that lots of people have
Body: The body consists of paragraphs 4–8. The speaker begins paragraph 4 by para-
phrasing Graham Jackson on the ingredients used to make counterfeit drugs. She
does much the same thing in the final version of the speech. But in the needs im-
provement version, she fails to explain Jackson’s credentials, thereby giving the
audience no reason to accept his testimony. In paragraph 5, the speaker mentions
CHAPTER 16—SPEAKING TO PERSUADE 239
Conclusion: The conclusion consists of paragraphs 9 and 10. Even though the speaker
communicates her passion for the subject, the conclusion remains underdevel-
oped. The speaker says, for example, that the audience should “tell” their con-
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-
fectiveness by leaning on the lectern and twirling her hair. Although she has good
eye contact in parts of the speech, her tone is too informal for such a serious topic.
Compared to the delivery in the final version, that in the needs improvement ver-
sion seems more like a practice session than a polished classroom speech.
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
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
pages 314–315 of the textbook. Dealing with them provides valuable extra work for stu-
dents in distinguishing among questions of fact, value, and policy. It also helps demon-
strate how one kind of question can have strong implications for a speech on one of the
other types of questions.
a. President Franklin D. Roosevelt knew in advance about the Japanese plan to
attack Pearl Harbor and allowed it to happen.
(question of fact)
CHAPTER 16—SPEAKING TO PERSUADE 241
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
audience. By dealing with the issue at the start of the unit on persuasive speaking,
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
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
speeches systematically. It is best assigned early in the persuasive unit, so students can
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–
assessments. The Persuasive Speech Self–Assessment asks students to write a full, objec-
tive evaluation of their persuasive speech. Assessment items include topic and purpose,
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:
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?
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
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?
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