Speech Chapter 17 Homework Consider The Story Frank Catalfumo 379

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5. Self-actualization needs, which is realizing our full potential.

PROVIDING TESTIMONY AND STORIES

• Listeners will pay more attention to a persuasive speech when you present relevant

testimony from a person they can relate to or tell a compelling story about your topic.

USING DESCRIPTIVE LANGUAGE

• Use the cooperative principle to produce understandable messages, which means using

language that is as informative, honest, relevant, and clear as required for a particular

situation. When composing your speech, you want to use the cooperative principle to ensure

GUIDELINES FOR PERSUASIVE SPEECHES

There’s no doubt that persuading an audience is challenging. But careful preparation can lead

to success. While preparing, composing, and delivering your speech, it is important to be

ESTABLISH GOODWILL WITH YOUR AUDIENCE

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• Show your listeners that you’re genuinely concerned about their welfare. You can

demonstrate goodwill in several ways:

○ Noting in your speech’s introduction how your topic relates to your audience.

○ Using a sincere expression of empathy.

○ Clearly demonstrating genuine concern for your listeners.

KEEP YOUR SPECIFIC PURPOSE REALISTIC

• Remember that you may not be able to effect change with one presentation. This is

especially true with speeches of value and policy. People don’t easily abandon their deep-

seated values or behaviors just by listening to a single speech. Keep this in mind as you’re

developing your specific purpose.

DECIDE HOW TO PRESENT YOUR ISSUE

• Decide how you’re going to deal with points of view that differ from your own. Will you

acknowledge these opposing viewpoints in your speech or ignore them? Consider two

1. Think about how much time you have for your presentation. If discussing opposing views

2. Ask yourself if your audience will already be familiar with the opposing views. If not,

introduce a main point that compares and contrasts the opposing views about your topic.

When you expose your audience to opposing views, they are more likely to resist future

attempts by others to change their minds.

MAINTAIN HIGH ETHICAL STANDARDS

• Give your listeners valid and reliable information based on sound research. If you distort,

CLASS DISCUSSION QUESTIONS

1. Describe the last persuasive message you heard. Review the discussion of specific

purpose in your textbook and determine which purpose your example of persuasive

speech used. How effective was the message? What could have been improved?

2. Have you ever felt coerced as a result of listening to a persuasive speaker? What do

you think would have contributed to this feeling? Did the speaker use any fallacies in

his or her argument? If so, give an example.

3. When considering the use of appeals in a persuasive speech—ethos, logos, and

pathos—what aspects of the speech will help you decide what appeal to include?

4. What aspects of persuasive speaking do you find to be the most challenging? What

can you do to help work through these challenges?

5. Do you think an effective persuasive speaker has power? If so, do you think it is

important for a persuasive speaker to consider the ethical side of his or her message?

Why or why not?

• Discuss the influence that persuasion has on an audience and why it is important for a

speaker to ensure his or her message is ethical. Have students think of examples of

VIDEO SCENARIOS

HOW TO COMMUNICATE: EMOTIONAL APPEALS

This video feature shows students competent communication skills in action based on the

scenario following. The first video illustrates an ideal outcome, whereas the What if? challenges

Scenario: Your final speech assignment is a persuasive one, and you decide to encourage your

classmates to shop at local businesses. Because your parents own their own bakery, you feel

very strongly about this issue. In addition to the arguments you developed from your research

1. List the emotional responses you want your audience to experience. Do this after

writing your specific purpose statement. Depending on your topic, these might be

2. Select appropriate supporting materials. When investigating your speech, look for

3. Carefully choose where to make your emotional appeals. When composing your

speech, match your stories, examples, and images to places where they will have

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4. Enhance your delivery. When making your appeals, pay particular attention to using

Instructor Note: Online, students will be asked a multiple-choice question after the first

video. For Chapter 17, it is the following:

When the speaker says “Buying local keeps us from looking exactly like every other city that

is dominated by chains and big box stores,” what is she trying to accomplish?

A. Appealing to the audience’s social needs

B. Using a bandwagon appeal

C. Setting up a foot-in-the door technique

D. Motivating the audience by appealing to their local pride*

Wrong answer: Incorrect. Motivational appeals (or pathos) occur when speakers directly

attempt to get listeners to feel a specific emotion about the speech topic. See the section

WHAT IF?

This section challenges students to adapt their skills and communication plans when things

don’t work out as shown previously. Students will view two videos. In each video, the

1. When you overly rely on your personal story—such as “This would never happen in our

bakery. After two or three visits, you’ll be greeted by name. You become a part of the

family”—how can you maintain your credibility with the audience?

2. What can you do if you don’t actually feel the emotion you want your audience to feel?

• Discuss with students that you can use empathy to help understand how your audience

feels. You can use stories and others’ experiences to help connect with your audience.

CLASSROOM ACTIVITIES

1. Fallacies Library Scavenger Hunt

Goal: To help students understand and identify examples of fallacies

Time: 60 minutes

1. After your class discussion of fallacies in reasoning, arrange to meet your class in the

library.

2. Divide students into teams of three or four, and ask each team to find one example of

the following:

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3. Encourage students to use all of the resources in the library, including magazines,

2. We Dream of a Community Where . . .

Goal: To give students an opportunity to explore the different types of reasoning

Time: 45 minutes

1. Divide students into four groups.

2. Ask the groups to brainstorm how they would answer the following question: “We

dream of a community where. . . .” Once complete, have each group select one of the

4. Discuss which group was most effective and why.

3. Current Events and Persuasion

Goal: To help students identify persuasive techniques being used in current events

Time: 20 minutes

2. Ask students to use their electronic devices to find an example of public speaking

related to a current event that has been in the news lately, such as a political press

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conference or a celebrity or sports figure refuting accusations. Once a group has

identified its example, the group members should analyze it by discussing the

following:

a. Did the speaker establish goodwill effectively?

b. Did the speaker use any fallacies?

c. Did the speaker fulfill Aristotle’s rhetorical proof?

d. Was the speaker’s persuasion effective?

4. The Campus Newspaper and Monroe’s Motivational Sequence Activity

Goal: To allow students an opportunity to practice using Monroe’s motivational sequence

Time: 60 minutes

1. Collect several current copies of the campus newspaper, or use the local paper.

3. Divide the class into four or five groups and give each group a copy of the

newspaper.

4. Have each group select an article that presents an issue that can be argued. Explain

5. Pass the Debate

1. Select a topic that is sure to spark a lively debate with your students.

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2. Select an item that can represent this debate. It doesn’t matter what it is as long as it

4. Explain to your students that they are going to “speed debate” on the given topic.

Announce the topic. Give the selected object to the first person and have them make

5. Discuss the outcome with students.

MEDIA RESOURCES

1. Stephen’s Guide to the Logical Fallacies

Have students visit Stephen’s Guide to the Logical Fallacies, located on the Minnesotans

2. Al Gore: “Averting the Climate Crisis”

3. Ethos, Pathos, Logos

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This is a well-explained 6-minute video that discusses the art of persuasion using the

4. Inductive Reasoning Generalizations versus Analogical Arguments

This presentation defines inductive and analogical reasoning and explains their differences.

5. Law and Order Season 16: Magnet: Closing Arguments

This 5-minute clip from the television show Law and Order is an example of a persuasive

closing argument and provides a good example that moves beyond the traditional speech-