Speech Section III Persuasive Speech Assignment Your General Goal This Speech Persuade Specifically You Are

Persuasive Speech Assignment

1. Your general goal of this speech is to persuade. Specifically, you are to persuade your

3. Your speech must show evidence of quality research. The minimum number of

published sources (books, magazine articles, journal articles, etc.) is four. All sources

4. You must use appropriate types of supporting arguments in the speech. This is not a

5. The time limit for this speech is five to seven minutes. You will have a 30-second grace

6. Be sure your introduction accomplishes all of the goals that it should. In other words,

7. Be sure the conclusion accomplishes all of its goals. Provide a summary, refer to the

8. Be sure to use transitions in the appropriate places in the speech. This includes transition

9. You will prepare two outlines: a formal outline and a one-page key-word outline. Your

formal outline should be detailed and complete. All main points must be written in

10. Deliver the speech extemporaneously. Speeches that are read will receive a failing

11. You must submit your outlines at the beginning of class.

Persuasive Speech Process Checklist

Topic

Topic: ________________________________________________________________________

Specific Purpose:

________________________________________________________________________

Thesis Statement

State the thesis statement of the speech.

Thesis Statement:

________________________________________________________________________

Main Ideas

List your main ideas for your topic.

Main Ideas: ·

·

Rough Outline and Annotated References

Develop a rough outline for your speech topic, including supporting material, sources, etc. Next,

Speech Evaluation Form

Speaker

Evaluator

Competency One—Ability to choose and narrow a topic appropriately for

the audience and occasion

10% of Speech

Grade

Met time limit

Clearly related to audience throughout speech

Chose a challenging, substantive topic

Chose topic appropriate to occasion

Competency Two—Ability to develop a clear thesis statement and

organizational pattern appropriate for the topic, audience, and occasion

25% of Speech

Grade

Introduction

Attention-getter

Clear thesis statement

Established credibility

Established significance of topic

Clear preview

Body

Clear organizational pattern

Identifiable main points and subpoints

Included varied, fluent transitions between main points

Conclusion

Summary

Referred to the introduction to provide closure

Final statement that has impact

Competency Three—Ability to assemble and use effective and sufficient

supporting materials

25% of Speech

Grade

Used appropriate, adequate, and varied supporting material

Used valid sources

Cited sources orally and accurately

Connected support material to main ideas

Competency Four—Ability to use nonverbal and verbal behaviors to

support the message

25% of Speech

Grade

Used good speaking volume

Avoided vocalized pauses (uh, um, etc.)

Used expressive and emphatic tone of voice

Avoided distracting mannerisms

Used effective gestures and purposeful movement

Used effective eye contact

Delivered the speech in a polished manner

Competency Five—Ability to choose, pronounce, and articulate

grammatically correct language that is appropriate for the topic, audience,

and occasion

15% of Speech

Grade

Was free of serious errors in grammar, pronunciation, and word usage

Used clear, precise, colorful, creative, and culturally sensitive language

Articulated words clearly

Persuasive Speech Self-Critique Instructions

View the video of your speech. While you watch yourself, take notes. Write a two- to three-page

typed analysis of your speech using the following criteria.

Part 1: Write a summary of the experience. How did you feel going into the speech? Were you

a listener? Compare these qualities to your first speech. Do you think you improved?

Part 3: Write an evaluation of your delivery. How did you look delivering your speech? Calm?

Nervous? Did you look calmer than you did in previous speeches? Rate your posture and

Part 4: Write a summary of the overall strengths and weaknesses of the speech. Did you practice

Award Speech Assignment

A Prepared Speech and an Impromptu Speech with Visual Aid

(Length: 2–3 minutes)

Purpose: To learn how to give an award and accept an award. This speech is meant to be given as

a first speech to introduce students to the introduction, body, and conclusion of a speech, as well

as to develop their extemporaneous delivery style. It teaches students how to prepare a speech to

them. Students are encouraged to bring notes with them so they remember to say all five

components of the award speech and all five components of the acceptance speech. Suggestions

for topics: student of the year, employee of the year, sloppiest student of the month, messiest

dorm room of the week, best dressed student on campus, etc. Note: Tell students that their

awards need to be appropriate for a college classroom.

GIVING AN AWARD

1. Address the audience. Who are we, and what is the occasion?

2. Give the history of the award.

—How and when was this award started?

—Who has received this award in the past?

3. Tell specifically about this winner.

—What did they do to win?

—What are the criteria?

4. Explain the actual award that you will be handing them (trophy, plaque, certificate,

object, etc.).

5. Announce the winner. (Repeat the full name of the award.)

ACCEPTING AN AWARD

(Impromptu)

2. Share credit. (Who has helped you? Parents, friends, teachers, coaches, etc.)

3. Show appreciation for the gift. (Tell how lovely it is and what you will do with it.)

5. Thank again. (Note: Encourage students to be creative with their awards. This speech

makes for a “learning can be fun” experience. Student journals indicate to me that

active listening is a must!)

Narrative Speech Assignment

Cultural Wisdom Speech

(Length: 2–4 minutes)

Select a famous saying (a bit of cultural wisdom) and prepare a speech in which you illustrate

your saying with supporting material. Make sure you use personal examples in your speech and

that you practice the speech so your presentation uses an extemporaneous method of delivery.

You may use any of the following sayings for your speeches. Feel free to select sayings not

mentioned on this list.

The race is not always to the swift.

Do not believe everything you hear.

A kindness is never wasted.

A man who talks for both sides is not to be trusted by either.

A fine coat is not always an indication of an attractive mind.

Misfortune is the test of true friendship.

You don’t know what you have until it’s gone.

Do not judge a book by its cover.

It’s better to be silent and thought a fool, than to speak and remove all doubt.

Good things come to those who wait.

Pride goes before a fall.

Group Presentation Assignment*

Group Movie Evaluation

Purpose: To test students’ ability to apply principles of communication to simulated real-life

presentations should be 20–25 minutes in length. Assignment requirements include:

• Deciding if the movie will be watched as a group or individually (outside class time for

both).

• Each person selecting a concept (chapter) from the text to present to the class.

• Providing analysis linking specific examples from the movie to the concepts you discuss.

learn about others’ perceptions of who they are and that the stereotypes they have of each other

aren’t always true.

Good Will Hunting. (1997) Rated R. A blue-collar worker with a chip on his shoulder is also a

gifted mathematician who won’t accept his potential. His self-concept is also challenged by a

psychologist and a girlfriend.

Concepts/Chapters

1. Communication as a process, interpersonal communication, noise, feedback, content

level of meaning, relationship level of meaning, etc.

3. Personal identity, including identity scripts, social comparison, etc.

5. Verbal communication, including communication rules, dual perspective, etc.

7. Listening, including selective listening, relational listening, defensive listening, etc.

*Adapted from an activity created by Barbara McFerran, Hawkeye Community College,

Waterloo, IA.

Interview Presentation Assignment

Cultural Diversity

Purpose: To understand the issue of diversity through an interview. The interview should help

the student to develop insights and empathy for the life experiences of another. It should also

help the student to develop interviewing skills.

1. What relationship, conversation, or experience helped you most clearly define what it

means to be …?

2. At what age did this happen?

3. What are the advantages of being …?

4. What are the disadvantages of being …?

5. Define what it means to be ….

The introduction should mention the name (unless the interviewee wants to remain anonymous),