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© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
Persuasive Speech
The Assignment
Prepare and deliver, on the assigned speaking day, a five- to six-minute extemporaneous, persuasive
presentation. The purpose should involve either changing or strengthening the audience’s beliefs/attitudes
or shaping the audience’s behavior. The topic should relate in some way to issues within the world of
organizations, business, professions, and public policy. The presentation can persuade the audience to:
Buy Goods or services
Give Money or time
Act In a desired way
Think or Feel Positively or negatively about a topic
Consider A new or different viewpoint
Requirements
1. Include all materials discussed in class: effective analysis of the speaking situation, clear purpose,
2. Establish credibility as a speaker on this subject by demonstrating authority via position,
reputation, goodwill, integrity, knowledge, sincerity, and/or delivery.
3. Develop a thesis effectively by considering best placement of key ideas, making a one- or two-
sided presentation, optimal positioning in the body of effective material, forewarning, appealing
4. Use supporting materials to prove all necessary points.
Submit on the Day of the Presentation:
1. materials from all previous presentations
2. the evaluation form for this presentation
3. a neat, correctly organized outline including:
a. an audience analysis
b. written transitions
c. supporting material (label the type of support)
d. a complete list of references (at least three are required)
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Adaptable Assignments:
Memo to Your Instructor
Student Performance Appraisal
The Acronym Speech
Public Service Announcement
Exploratory Speaking Assignment
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Memo to Your Instructor*
Submit to your instructor a word-processed memo of approximately one page, introducing yourself. Use
formal memo format, as described in the Appendix of your text. Use subheadings in the body of your
memo. Cover the following three points:
1. Relevant personal information
Provide information about yourself that will help your instructor learn important information about
you. Include whatever information you think is significant. Areas you might cover include:
• personal interests that relate to the world of work.
2. Personal goals for the class.
Describe what outcomes would make this class a success for you. Don’t make up anything here:
3. Career goals for the class.
Look over the course syllabus your instructor has given you. Peruse the first chapter and the
Table of Contents of the text. Select three of four communication skills you believe you will
develop during this class. Explain how these skills could help you in the career you intend to
pursue. Give specific examples.
*Adapted from an assignment suggested by Ron Adler, Santa Barbara City College
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Student Performance Appraisal
Writing a performance appraisal of their own class work, conduct, and contributions helps prepare
students for this inevitable assignment in their own careers. It also trains students to be more astute
observers of their own classroom performance. This activity can be conducted in several ways, depending
on goals and on the time an instructor wants to devote to it. It can be introduced as a term project with an
the assignment based on the students’ ideas. A third method is for the instructor to facilitate, but it should
allow students near total responsibility for brainstorming, reaching consensus on the desired
characteristics for class conduct, and creating and writing the appraisal assignment. Choose the method
that best matches your available time and goals.
Objectives. Students will be able to perform the following activities successfully:
1. Think critically about and define what constitutes effective classroom conduct.
2. Take responsibility for monitoring their own progress toward identified goals.
3. Practice and gain competence in using language effectively to describe their own
performance.
4. Periodically reflect on, monitor, and improve classroom performance.
5. Recognize, give concrete examples of, and build on their strengths.
6. Establish individual and common goals for classroom and individual learning.
7. Develop skills in presenting and discussing ideas and reaching consensus.
8. Improve group discussion and interaction skills.
Ask students to reflect and focus on, discuss, and debate what it means to be a professional or an ideal
member of the class. How would a good student conduct herself or himself? What are the traits that make
a student a competent class member?
An appraisal of “soft skills” may be less tangible, less measurable, and less subject to a numerical rating
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Procedure
1. Describe the nature of performance evaluations as they are frequently used in business. Then, tell
students that they are going to be writing their own performance appraisal as a member of the
2. Ask students to think about the characteristics of an ideal/professional member of this class that
should be appraised. At this point, instead of Step 3, you could use one of these options:
a. Act as facilitator while the class brainstorms and then reaches consensus.
3. Using a modified nominal group technique, have students sit in groups, and ask each person to
silently write down five characteristics. Then have each member of the group report, and have the
group record the characteristics and discuss, redefine, reword, revise, rank-order, and come to a
consensus on five (or a number you designate) characteristics they could live with. At this point,
4. Have each group put its ideas on a transparency or large sheet of poster paper and present them to
the class. After all groups have presented their ideas, the class needs to come to a consensus on
whatever number of characteristics you’ve selected. You could ask the class to achieve a
consensus on three-to-six traits they all must use to evaluate themselves. An alternate (and easier-
to-achieve) method is to have the class agree on ten traits from which each student may choose
five for the basis of an evaluation. This is a good time to demonstrate facilitation skills. If your
writing; and (4) become more aware of what constitutes a performance appraisal.
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Original lists looked like these:
Group 1
Group 2
Group 3
Pronunciation
Attitude
Gestures
Listening
Getting Point Across
Participation
Concise
Content
Attendance
Courtesy
Presentation
Enthusiasm
Gestures
Attention-Keeping
Self-Starter
Posture
Movement
Motivates Others
Resolves Conflict
Listens
Assignments on Time
Dress/Appearance
Projection
Involvement
Participation
Facial Expressions
Feedback to Others
Motivation
Shows Initiative
Constructive Criticism
Honesty
Eye Contact
Smiles
Attendance
Speaking at Audience’s Level
Is Prepared
Presentation Structure
Organized
Timeliness
Formality
Preparedness
Good Grooming
Compassion
Presence
Supportive/Respectful
Shows Interest
Promptness
Knows Material
Here is a sample of what one class designed as the actual assignment:
1. Attendance/Participation. Write a paragraph in which you appraise your attendance and
participation as a member of the class. Include factual information: statistics on the number of
2. Classroom Climate. Discuss your performance with regard to creating a positive classroom
climate. Using identifiable criteria from the text, compare your behaviors with those used to
create positive climates. Include both verbal and nonverbal behaviors. These paragraphs must
3. Listening. Discuss the development of your listening skills during lecture, class discussion, and
4. Portfolio of Ungraded Assignments. List the items in your portfolio: notes from videos, pop
quizzes, library research, notes from impromptu speeches, announcements, etc. What did you
learn from these materials? What progress do you see?
Along with this appraisal, keep a portfolio of your work: videotapes of speeches; self-evaluation of
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The ACRONYM Impromptu Speech
At any point during the semester, students might distill what they have learned into an acronym. This
speech could also be assigned as a prepared speech. It could be used as a midterm or final review.
Depending on the variation used, this assignment may meet any of these objectives:
• To reduce anxiety about impromptu speaking
• To reinforce key ideas about public speaking
• To provide variety in impromptu speaking
• To encourage students to think creatively
• To synthesize information in a creative way
Procedure. This activity is useful as an impromptu speech or a speech assigned a class period in advance.
Ask students to think about how they would summarize some key ideas they’ve learned in the last
chapter, on a particular topic, or during the semester. For instance, after the chapter on delivery, you
might ask them to summarize key elements of delivery. Similarly, at the end of the unit on research they
can summarize key elements about research.
Variation # 1: Give students a specific audience to speak to, such as a group of new public speaking
students; elementary school students (for this audience, students should try to simplify and boil down
ideas; often helping them synthesize major elements); high school students; business professionals;
politicians; or foreign students.
Variation # 2: Write down different types of audiences on slips of paper, and let students draw their
audiences. In this way, students will be preparing similar content for different audiences.
Variation # 3: Use this to review a particular chapter: ideas about organizational patterns, types of
attention getters, delivery pointers, etc.
Variation # 4: Have students videotape themselves and bring the video to class; watch several a day
or all of them in one day.
Variation #5: At the beginning of the term, assign each student particular chapters to review. Have
five acronym speeches as review at the end of each chapter.
Variation # 6: Divide the class into small groups, and assign each group a topic. Let one person
deliver the group speech, or have students deliver it as a group, with each member taking one letter of
the acronym. This works well as an end-of-the-class-period review.
Samples
OASIS*
Organize your attitudes
Analyze the audience
Set goals
Integrate materials
Start your future
TEAM (what it takes to work
as a team)
Teamwork
Everyone
Attitude
Motivation
LUCK (what is needed to
organize a speech)
Language
Understanding
Clarity
Knowledge
Attributed to Roko Paskov, quoted on p. 50 in Wilder, C., 1994, The presentations kit: 10 steps for
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Public Service Announcement*
Instructions to Students. Choose a service available to students at your campus: specific research
resources, escort service, counseling, career aids, registration by phone or online, cafeteria, Internet
access, campus bulletin boards (including electronic, bank machines, newsletters, health-center benefits,
tutoring, job hotline, etc.). Choose either one you have used or one that you will research for this
assignment.
Your announcement will have these basic parts:
Attention
Need
Satisfaction
Visualization
Action
SAMPLE*
Attention. (Student walks slowly to the front of the room, holding his stomach or head, pauses, looks
pained or sick.) Have you ever come to class feeling sicker than a dog?
Satisfaction. What can you do? First, don’t panic. And don’t necessarily turn around and go home. What
can you do? Visit the Student Health Center.
Visualization. Although you may not be the picture of health immediately, you can get relief for minor
aches and pains, and you can usually get immediate attention for stomachaches and headaches. Imagine
yourself feeling well enough not only to make it to class but to perform competently on that exam or
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Public Service Announcement Instructor’s Notes
Objective: After completing this assignment, the following objectives should have been fulfilled:
1. To give students a positive speaking experience early in the term
2. To reduce anxiety about speaking
3. To increase student awareness of resources on campus that they may need and want to use
throughout the term
4. To introduce organizational and delivery principles in a minimum of class time
5. To give instructors a sense of the class’s ability to work independently, research information, and
deliver that information
Some variations for use early in the term:
1. If you want students to begin speaking before you’ve “covered” all the material, this assignment
is ideal, because they can read far enough ahead to do the assignment, and then have this
2. The mild “commercial” nature of this assignment brings out creativity and lightheartedness in
many students, so the experience can be positive rather than anxiety-producing. High-quality
presentations may also result from:
a. Staggering due dates. This allows more reticent students to see a few samples before
presenting their work. Because it is a one-minute presentation, there would be time to
3. Consider a pass/no-pass grade rather than a letter grade. This allows students to be creative
without worrying if it is exactly what you want. In addition, offering suggestions for
4. Students often find out things they didn’t know that can benefit them: security will unlock your
car; the Health Center does throat cultures; and shuttle buses run between campuses. If you have
a small campus and a large class, consider including both campus and community resources.
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Exploratory Speaking Assignment
Deliver a four- to five-minute presentation on one of the following subjects:
1. Describe between two and five things you like best or least about a part of your current job. Be
sure to use stories and examples to add interest. In addition, use quotations, definitions,
2. Demonstrate a process or an article you used in a past or current job. The demonstration ought to
provide information that is useful for the audience. Be sure to use visual aids (actual objects,
photos, models, etc.) for clarity. In addition, use other types of supporting materials (quotations,
3. Give between two and five reasons why you have given your time and energy to work as a non-
salaried employee. Use supporting material to make your reasons clear, interesting, and
4. Explain to the class how to build and prepare a résumé. The discussion of building a résumé
should include ways of adding relevant work and volunteer experience to the student’s
background. The part on preparing a résumé should explain the different formats students may
follow. This presentation should follow a topical organizational plan.
Sign-Up. Choose a speaking date by signing your name on the sheet circulating through the class with the
dates selected for these assignments. It is your responsibility to choose the date and then to be prepared.
Reminders
1. Pick a focused topic you can discuss in some depth in five to six minutes.
2. Choose and develop the topic in a way that will appeal to the interests of your class members
3. Organize your speech according to the principles covered in the text. Choose a single, appropriate
organizational plan.
4. Support each main point with one or more of the methods described in the text.
5. Use an effective introduction and conclusion, as explained in the text.
6. Use an extemporaneous delivery style.
Materials to submit
On the day of your presentation, submit:
1. the evaluation form for this presentation, with your purpose, thesis, and organizational plan
2. a typed outline of the presentation.
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Oral Research Report
The Assignment
Deliver a three- to five-minute presentation based on research that will be:
1. relevant to your career.
2. interesting to the class (the audience).
Choose a topic that we have discussed in this class. If you select a topic that we have not covered, obtain
my approval at least 10 days before the date of your presentation. In your presentation, you will expand
on what we have learned in class. Teach your classmates new and interesting information. You will
Sign-Up
Choose a speaking date by signing the sheet that will be circulated in the class with the dates listed for the
assignment. It is your responsibility to be ready to speak on the chosen date, or to arrange a trade of dates
with a classmate if it becomes necessary.
Hand-In
On the date of your presentation, submit the following materials:
1. A typed outline of your presentation that follows the format explained in the text and on the
2. A one-page rendition of all your PowerPoint slides (like the Slide Sorter view).
3. An annotated bibliography of the sources you used to develop this presentation. At least three
references are required. One of those references must be a non-Internet reference.
Sample Topics for Research Report
Sample Topics for Research Report
• Sexual discrimination in the field of________________
• Employment prospects in the 21st century
• Comparisons of prospects for employment, advancement, and salary in the field in
several geographic areas
• Creating the best resumes on the Internet
• New ideas for creating graphics with new technology
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Oral Briefing from Interview or Article
Objective: Students will develop and deliver a briefing based on an article or interview.
Procedure: Students should select a topic of interest to them and prepare a briefing to present to the
class.
If students have done a career research interview (see the Major Assignments section of this manual),
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Group Report
Instructors: This assignment exposes students to more material on business and professional
communication than a semester normally provides. Students will research and report on current topics in
business, prepare a handout for the class, and present an informative presentation to them. If you are
pressed for time, done in groups this assignment gives students experience in working in teams,
researching material, organizing and presenting a group presentation, and handling questions and
answers. In addition, all class members benefit from the content of each group’s presentation.
Plan A: Your work team has been assigned the topic checked below.
Plan B: Your work team must choose a topic from the list below to present to the class. You will be
asked to decide today. The first group to notify the instructor of their choice gets that topic.
Subsequently, a group that picks the same topic will have to make a second choice. The topics
include:
Resumes Online
Balancing Work and Family
Privacy at Work: Laws and Legal Issues
Email Etiquette
Negotiation: Crafting a Win-Win Solution
Performance Appraisals: How to Prepare and Perform for Yours.
Conducting Virtual Team Meetings: Guidelines for Success
Parliamentary Procedure: How to Use It without Getting Bogged Down
You will first need to work together to research your topic. You will need to use a minimum of six
sources and turn in an annotated bibliography (one per group). The bibliography may include books
authored by communication scholars or business professionals, newspaper articles, journal articles, ERIC
resources, Internet and Web resources, interviews, films, etc. You must use at least two sources that are
The presentations will be given to the class on (date); groups will do a dress rehearsal (with
video) and self-critique on (date).
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Chapter Review Assignments
1. Round-Robin Chapter Review
Objective:
This activity actively involves students in reviewing chapter concepts prior to a quiz.
Procedure:
Divide the material that will be covered on the test into five or six sections of relatively equal
complexity. Assign each section to a group of students. Each group’s task is to take notes on their
assigned material so they can explain it to another student.
After groups have finished examining the material, form new groups. These new groups will be
Class Discussion:
After the new groups have reviewed every section of material, inquire whether there are any more
questions.
2. One-Minute Speech Concept Review
Objective:
This activity actively involves students in reviewing chapter concepts prior to a quiz.
Procedure:
Assign one review concept to each student in the class. The student’s task is to prepare a one- to two-
Class Discussion:
After each speech, correct any misstatements, elicit additional remarks about the concept, and inquire
whether there are any more questions.
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Student Samples:
Sample Interview Schedule
Sample Interview Analysis
Sample Letter of Thanks for Interview
Sample Cover Letter
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STUDENT SAMPLE INTERVIEW SCHEDULE
Background Information
I will be interviewing Jake Williams, who is the community sports editor for Globe News. He also works
with students for the student newspaper at our college. Our interview will be conducted in the college
library. We both found this location to be convenient because Jake frequently visits there.
Interview Schedule
Opening
Hi! I’m Jessica Smith. Thank you so much for coming to meet me. As I mentioned in our e-mails, I am
Body
Background and Education
1. How did you get started in your profession? (primary, open)
a. What steps would you suggest others to take? (secondary, open)
2. Have you ever done any freelance writing? (primary, bipolar)
a. What would you suggest to someone who wants to explore that option? (secondary, open)
Thoughts on Journalism
1. What are some essential skills needed to succeed in your field? (primary, open)
2. Does the information in your articles come primarily from observation or interviews? (primary,
closed)
3. How do you create a connection with your audience in your articles? (primary, open)
4. What makes your job interesting? (primary, open)
5. Describe a typical work day. (primary, open)
6. What’s the most difficult thing about your job? (primary, open)
7. What’s the most important thing you’ve learned through your experience? (primary, open)
8. What type of hours do you work? (primary, closed)
9. How do you define personal time from work time, given that news is always happening?
(primary, open)
Clearinghouse Question
1. What other advice do you have for someone pursuing journalism? (primary, open)
Closing
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STUDENT SAMPLE INTERVIEW ANALYSIS
DATE: XX/XX/XXXX
TO: Instructor’s Name
FROM: Jessica Smith
SUBJECT: Interview Project
I interviewed Jake Warner, who has been a writer at the Globe for the past seven years. I chose to
interview Jake to get more information about journalism reporting. Our interview took place in the
Background and education
“Read everything you can get your hands on!” This was some advice Jake had for me during our
interview. When I read, I will learn how different people tell a story. This will allow me to develop my
writing style. Once I develop that style, I should do my best to get my work published. Where it is
Journalism hours
Jake told me that as long as he’s been employed in the news industry, his job is always happening. His
hours are pretty much “all the time”, and deadlines are tight. He is the first to inform people of events
around them, so he must be ready to report at a moment’s notice. There are few 9–5 jobs in this industry.
Interview analysis
I actually had fun doing this interview. Jake was easy to talk to. I learned so much about journalism. I
About the career
Jake knows his work, and he is willing to share his information with anyone interested. Unfortunately, I
discovered that reporting full-time is not the job for me, because I am a stay-at-home mom and plan to
continue in that role. However, Jake and I discussed different options of freelance writing that I may like
to explore.
Jake taught me aspects of journalism that I couldn’t have found anywhere else. He informed me that
About the interviewing process:
What surprised me most was the time and planning it requires to conduct an interview that flows well. It’s
harder than most people think. I had written my questions ahead of time, but I hadn’t really practiced
saying them out loud. It seemed easy ahead of time to think about what I wanted to say and to envision
how the interview would go. But once we sat down and I started asking the questions, I realized it was
harder than I had originally thought.
Sometimes Jake would answer part of one of my later questions while I was asking him one of my
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information, but it didn’t seem very organized. I ended up losing track and skipping a few of my
questions.
Hardest of all was to multitask. I tried to maintain eye contact with him, actively listen to what he was
Next time I conduct an interview I will become very, very familiar with all my questions so I can
orchestrate the interview better. I’ll practice them ahead of time with my husband, and I’ll say the
questions in shorter sentences, so it doesn’t sound as though I’m reading them from the paper. I will also
plan a definite closing statement like, “I think we’ve already run overtime, so I had better end this now.
