CHAPTER 24
Constructing the Persuasive Speech
CHAPTER CONTENT OUTLINE
I. Arguments in persuasive speaking
A. An argument is a stated position, with evidence and reasoning in support of it. Arguments
are composed of three elements: claims, evidence, and warrants.
2. Evidence is material that provides grounds for belief. It substantiates the claim.
3. A warrant is a line of reasoning that explains why the evidence proves the claim.
II. Identify the nature of your claims.
A. Depending on the nature of the issue being addressed in the persuasive speech, claims can
be classified as claims of fact, claims of value, or claims of policy. Different types of
claims require different kinds of supporting evidence.
1. Claims of fact focus on whether something is or is not true or whether something will
or will not happen. Claims of fact usually address one of two kinds of questions: those
2. Claims of value deal with issues of judgment, showing why something is right or
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3. Claims of policy recommend that a specific course of action be taken or approved by
III. Use convincing evidence.
A. Offer secondary sources (“external evidence”).
2. Secondary sources are most powerful when they impart new information that the
1. When used along with other forms of evidence, speaker expertise can encourage
audience identification and add credibility.
C. Offer evidence that appeals to audience needs and motivations.
IV. Select warrants.
A. Motivational warrants appeal to the audience’s needs and emotions, making use of
pathos.
1. Two common types of substantive warrants are warrant (“reasoning”) by cause and
warrant (“reasoning”) by analogy.
D. Warrants reflect the assumptions, beliefs, or principles that underlie the claim.
V. Counterarguments: Addressing the other side.
A. A one-sided message does not mention opposing claims.
VI. Avoid fallacies in reasoning.
A. A logical fallacy is a false or erroneous statement or an invalid or deceptive line of
reasoning.
1. Begging the question is an argument stated in such a way that it can’t help but be true,
though no evidence is presented.
3. An either-or fallacy poses an argument in terms of two alternatives only, regardless of
other options.
5. Red herring arguments rely on an irrelevant or unrelated topic to divert attention from
the issue at hand.
7. Non sequitur (“does not follow”) arguments state conclusions that are disconnected
8. A slippery slope is a faulty assumption that one case will lead to a series of events or
VII. Strengthen your case with organization.
A. Factors to consider when choosing an organizational pattern
1. Some types of claim lend themselves easily to a certain type of organizational pattern.
For example, claims of policy fit naturally into the problem-solution pattern.
B. Problem-solution pattern
1. A common organization for persuasive speeches based on claims of policy is the
2. A problem-cause-solution pattern addresses the nature of the problem, reasons for the
C. Monroe’s motivated sequence
1. Monroe’s motivated sequence pattern of arrangement is made up of five steps:
attention, need, satisfaction, visualization, and action.
a. Step 1: Attention addresses listeners’ core concerns, making the speech highly
relevant to them.
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c. Step 3: Satisfaction 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.
D. Comparative advantage pattern
2. The speech is organized by favorably comparing your position to the alternatives.
1. In a refutation pattern of arrangement, each main point is addressed and then refuted.
2. The speech is organized by first stating the opposing position followed by a description of
the implications of the opposing claim, and by then explaining your position and argument
followed by a contrast between your position and the opposing claim in order to show the
superiority of your position.
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KEY TERMS
argument stated position, with support, for or against an idea or issue; contains the core elements
of claim, evidence, and warrants
claim declaration of a state of affairs in which a speaker attempts to prove something by providing
evidence and reasoning
evidence supporting material that provides grounds for belief
claim of value a claim that addresses issues of judgment
claim of policy a claim that recommends a specific course of action be taken or approved by an
audience
motivational warrant a type of warrant that offers reasons targeted at the audience’s needs and
emotions, making use of pathos
authoritative warrant a type of warrant that appeals to the credibility of the evidence, making use
of ethos
reasoning establishing a logical explanation of a claim by linking it to evidence
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deductive reasoning reasoning from a general case, supported by one or more specific examples
of the case
syllogism a type of deduction in which, if you accept the general and specific cases, you must
accept the conclusion
logical fallacy a false or erroneous statement or an invalid or deceptive line of reasoning
problem-solution pattern of arrangement 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 pattern of organizing speech points so that they demonstrate (1)
the nature of the problem, (2) reasons for the problem, and (3) proposed solution(s) to the
problem
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CHAPTER STUDY GUIDE
I. SUMMARY QUESTIONS
What are the various types of claims that can be posed in a persuasive speech?
A persuasive speech can focus on a claim of fact, a claim of value, or a claim of policy.
Claims of fact focus on whether something is or is not true or whether something will or will
not happen. Speculative claims are claims of future fact.
What are some of the fallacies that can weaken an argument?
Knowing the varieties of argument will help you avoid several fallacies that will weaken any
speech in which they are identified. This text addresses the fallacies of begging the question,
bandwagoning, either-or fallacy, ad hominem argument, red herring, hasty generalization, non
sequitur, and slippery slope.
A logical fallacy is a false or an erroneous statement or an invalid or deceptive line of
reasoning.
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Red-herring arguments rely on irrelevant premises for its conclusion.
Hasty generalizations are arguments in which an isolated instance is used to make an
unwarranted general conclusion.
Non sequitur arguments are those in which the conclusion is not connected to the reasoning.
Slippery slope is a faulty assumption that one case will lead to a series of events or actions.
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
also suggests ways in which the audience might act. It also illustrates the short- and long-term
II. DISCUSSION QUESTIONS
1. Which type of claim do you think is easiest to defend? Why?
It may be argued that claims of fact would be easiest to defend, as long as there are records
or documentation to support whether something is or is not true. For example, to argue that
George Washington was the first president of the United States may seem easy enough to
defend as long as one consults historical documents, textbooks, or other literature to support
2. Explain Monroe’s motivated sequence. Be sure to identify all five steps in the correct order.
Monroe’s motivated sequence, an organizational pattern for planning and presenting
persuasive speeches, involves five steps.
3.
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Choose a topic and apply each one of Monroe’s steps as if you were going to give a persuasive
speech on the topic.
CONTENT PRESENTATION IDEAS
I. STUDENT ACTIVITIES
1. Consider an upcoming speech assignment for your class. State one or more claims that are the
2. When you deliver your next speech, ask a classmate to identify any fallacies in arguing that
you commit. Discuss each fallacy with your classmate, and determine why it was committed
and how it can be avoided in the future.
This activity can be done with pairs or in groups. If it is done with pairs, assign students to
partners and have them work on their current speech assignment over a period of days or
II. GROUP ACTIVITIES
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1. Ask a group in class to test your argument for fallacious reasoning. Once any kind of fallacy
has been pointed out, discuss with your group how you can strengthen the argument to
overcome the fallacy. Present your refined argument to the class.
Look for possible underlying causes for the fallacies committed. The group testing the
2. Spend thirty minutes of study time this week with four or five members of your class, watching
a live telecast of a speaker or a political debate. Listen carefully to the presenter’s message.
Take note of claims and evidence. Discuss your findings with one another, assessing the
impact of the arguments on your own attitudes, beliefs, or actions.
Use this activity as a group writing assignment to be handed in. An additional option would
III. ADDITIONAL QUESTIONS AND ACTIVITIES
QUESTIONS
The following questions may be used by instructors to help illustrate important points in the
chapter and to facilitate students’ learning of this material. These questions can be used as:
Chapter 24, p. 521
• Homework questions
• Question-and-answer sessions between instructor and students
1. Identify the three types of claims, and give an example of each.
2. What is a logical fallacy? Identify five of the eight types of logical fallacies discussed in the
text.
Logical fallacy: a false or erroneous statement, or an invalid or deceptive line of reasoning
• Begging the question is an argument stated in such a way that it can’t help but be true,
though no evidence is presented.
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3. Illustrate each of the logical fallacies listed in question number 2 with an example.
ACTIVITIES
Fact, Fiction, or Fallacy?
Purpose: To become familiar with different types of logical fallacies and to practice identifying
them.
Instructions: During class, have students provide personal examples of the following types of
logical fallacy: begging the question, bandwagoning, either-or fallacy, ad hominem, red herring,
Persuasion in Advertisements
Purpose: To learn Monroe’s motivated sequence and to apply it to advertisements.
Instructions: Students should form groups of five to seven. Each group should bring to class a
video clip of a television advertisement that persuasively attempts to sell a product. If the
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Monroe’s Motivated Sequence
Step 1: Gain the audience’s attention.
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.
Discussion: Each group should be prepared to explain and discuss its advertisement and the
group’s analysis of the ad.
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SUGGESTED WEBSITES
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