public speaking student handbook

8/3/2019 Public Speaking Student Handbook

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StudentHandbookSPC 2600Introduction to Public Speaking


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Department of CommunicationUniversity of South Florida2005-2006

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Table of ContentsWelcome 3Information and Policies 4Criteria for Grading Speeches 8Blackboard 9Workshops 10Study Guide for Final Examination 12

Success SpeechSpeech #1 Assignment 14

Sample Outlines 16Evaluation Form 19Peer Feedback Sheets 21

Praise SpeechSpeech #2 Assignment 27Sample Outlines 29Evaluation Form 33Peer Feedback Sheets 35

Informative SpeechSpeech #3 Assignment 41Sample Outlines 43Evaluation Form 47Peer Feedback Sheets 49

Paired DebateSpeech #4 Assignment 55Sample Outlines 57Evaluation Form 61Peer Feedback Sheets 63

Motivational SpeechSpeech #5 Assignment 69Sample Outlines 71Evaluation Form 77Peer Feedback Sheets 79

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Welcome toIntroduction to Public SpeakingWeve Got a

ReputationWelcome to SPC 2600! This course has

earned a reputation acrossUSF: its fun, interesting, and

youll learn a great deal.When USF alumni weresurveyed and asked to namethe course most important totheir academic development,what course did they namemost often? SPC 2600Introduction to PublicSpeaking.

Many things must be going throughyour mind as you contemplate giving

speeches in this class. We hope yourelooking forward to learning how to speakcomfortably and competently in front of anaudience, but we also understand if youreconcerned, anxious, even nervous. ThisHandbookwas designed to help.

How to Use thisHandbook

ThisHandbookwas designed to make your

semester in SPC 2600 easier. It wascompiled by the staff of SPC 2600 to provideyou with a comprehensive course overview,

detailed assignment instructions, and explicitgrading criteria for activities required in theclass. Most importantly, it is a handbook.There is lots to do here.

Whats InsideTheHandbookis arranged chronologically

in the order you will be using the materials.Inside youll find:

detailed speech assignments

sample speech outlines

evaluation forms for each speech

peer response sheets for feedback

checklists for the Day of the Speech

and much more.Look through all of these materials andyoull have a great idea of what is expected

throughout the course.

Dont ForgetMake sure to bring thisHandbookto classregularly. And always bring it during thescheduled rounds of speeches. Best of luckthis semester.

Staff of SPC 2600Department of Communication

University of South Florida2005-06

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Were really

glad yourehere.


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Informationand Policies for SPC 2600

Public SpeakingMatters

Although many students believe that theywill never be "public speakers" in thetraditional sense, experience shows thatalmost all individuals perform that role aspart of their employment (the presentation of

ideas and arguments in business conferencesand meetings), academic requirements(presentations in class), and social activity(speaking up at the PTA, a county ordinancemeeting, or church committee).

This course is designed to help youdevelop communication skills that contributeto academic, vocational, personal, and socialsuccess in a wide variety of contexts. Thiscourse satisfies three credits of the generaleducation core for social sciences.

Course DescriptionThe course will introduce a range ofstrategies found in contemporary andhistorically important speeches by men andwomen of various nationalities and cultures.Inclusion of diversity is instrumental to helpstudents find voices similar to their own andto learn effective communication strategiesfrom those voices.

In addition, the diverse examples providea foundation for a discussion of howgender/race/class influence the way wespeak, listen, and hear public messages.

Finally, because students learn best by"doing," they will be actively involved in

class discussions, practice speeches, andgroup exercises throughout the course.

Objectives of theCourse

Fundamental to the course is the idea thatpresentation skills are a means ofempowerment. The course

prepares individuals to participate in anincreasingly interactive and verbalsociety and to be productive members ofthe workforce.

encourages the development of criticalthinking skills required in a society thatconstantly demands people make choicesand defend them.

enables students to articulate choices andto contribute in an effective and ethicalway to the workplace and society.

Required TextbooksGerman, Kathleen & Gronbeck, Bruce.Principles of Public Speaking. 15th ed.Addison Wesley Longman, Inc., 2003.

A Student Handbook for Public Speaking.Grays Custom Publishing, 2004-2005.

Weight ofAssignmentsSuccess Speech 5%Praise Speech 10%Informative Speech 10%Paired Debate 15%

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Its all here.Read thiscarefully.


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Motivational Speech 15%Written Work 10%Ungraded Assignments 5%Quizzes (total) 15%Final Examination 15%

Five SpeechesStudents will present five speeches thissemester. Each speech focuses onincremental steps in development ofspeaking skills. Early presentationsintroduce a few basic skills for studentmastery. Subsequent speeches build uponthose skills as assignments becomeincreasingly complex and students becomemore sophisticated speakers and audiencemembers.

#1 Success SpeechThe first speech is a 2-3 minute presentationthat explains some important success in yourlife. The speech provides students with theopportunity to develop and support a clearthesis and to begin working on aconversational delivery style using a briefoutline.

#2 Praise SpeechThe second speech is a 2-4 minute speechthat praises a public figure. Students willconduct library research on this individual,create an arguable thesis statement, andsupport this thesis with evidence. Studentswill concentrate on fulfilling the criteria ofan effective introduction.

#3 Informative SpeechIn this speech, students develop a 3-5 minute

presentation in which they share informationabout some phenomenon of personal interestto them. This might include a skill they havelearned through a hobby, an organizationthey are affiliated with, or consumerinformation important to them. Students

will develop a central idea (thesis) anddevelop it with two different kinds ofsupport material in an appropriate anddiscernible organizational structure.

#4 Paired DebateThe next speech is a 4-6 minute persuasivepresentation. Students will be placed in pairswith each student taking one side of acontroversial issue or situation. Together thestudents should choose the topic, narrow thefocus, and determine the parameters of thedebate. The speeches will focus on thedevelopment of logical proofs for clear thesisstatements (central claims). Each student isrequired to develop and to use a visual aid to

support his/her arguments.

#5 Motivational SpeechThe final speech is a 4-6 minute motivationalspeech that includes three kinds of supportmaterials, including a personal experiencestory, and an action step that persuades theaudience to take some action. As theculmination of the course, students willdemonstrate all the principles of effectivepublic speaking learned throughout the

semester.

On Speech DaysSpeech days are exciting times in class, buttheres also much to doas speakers and asaudience members. Please consider thefollowing procedures on speech days.

Time Limits on SpeechesBecause of the nature of the course and thelimited time available, students will be asked

to prepare their presentations carefully toadhere to the time limits indicated on eachassignment. Instructors will keep time andask you to finish quickly should you go overtime allotted.

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VideotapingStudent speeches will be videotapedthroughout the semester to provide a recordof progress. Each student must purchase anew " video tape for use on VHS

equipment. Only new tapes purchasedexclusively for this course will be used fortaping speeches. Students are responsiblefor bringing the tape to class on the daysassigned for speeches. Please take careduring the semesternotto tape over previousspeeches and notto record anything else onthis tape, to better preserve the semester'srecord of speech improvement and progress.

Peer FeedbackListening skills are critical to successful

communication. SPC 2600 providesstudents with guidelines for improving theircommunication skills. As a means topromote better listening and providefeedback to improve his/her peers' publicspeaking skills, each student will provide abrief written response each day that speechesare given when he/she is not scheduled tospeak. This peer feedback will be doneduring class time. These responses arerequired, but not graded.

Written WorkThroughout the semester, your instructormay require you to turn in written workpapers, outlines, library research references,reflective papers on your individual goalsand progress throughout the class. These areopportunities to develop and to polishwritten communication skills thatcomplement the oral skills emphasized in the

speeches.

QuizzesQuizzes over assigned reading material areto be expected. Instructors may or may not

announce them ahead of time.

Final ExaminationThe final examination is a Common final--meaning all sections of SPC 2600 take thesame multiple-choice final examination atthe same time. The schedule for theCommon final for SPC 2600 appears in theFinal Exam Schedule Matrix of the Scheduleof Classes. Because this is a common final,it has priority over other noncommon finals

scheduled at this time. The final will not bescheduled in your regular classroom. Yourinstructor will inform you of the place for thefinal examination.

Should you have another common course

final scheduled at the same period, thecourse with the higher number should betaken at the scheduled time. Should yourother common final be a higher number thanSPC 2600, you will take the final for SPC2600 at the University's make-up time, alsolisted in the Final Exam Schedule Matrix inthe Schedule of Classes.

WorkshopsYour instructor may ask you to participate inworkshops throughout the semester. Theseare opportunities to develop and to practiceskills in composing thesis statements,arranging support material, introductions andconclusions, and delivery skills in smallergroups.

UngradedAssignments

Class exercises, brief ungraded writing tasks,and informal speaking assignments comprisean important part of the learning in SPC2600. Students are expected to attend classregularly and participate actively in class.All required but ungraded speaking and

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written assignments and class exercises willbe counted toward the total participationgrade in the course. Students will earn apercentage grade equal to the percentage ofungraded assignments they complete in a

satisfactory manner.

Make-Up PoliciesBecause of scheduling difficulties for in-class assignments, make-ups of quizzes,speeches, and papers will only be possible inthe case of documented medical absences.Check with your instructor on specific make-up policies and procedures.

Religious HolidaysandObservances

In accordance with University policies,

students should notify the instructor beforemissing class due to a religious observanceor holiday. Students will not be penalized bycompleting missed work.

Accommodations forStudentDisabilities

Students with special needs should beregistered with Student Disability Services,SVC 1133 (974-4309). The instructor ispleased to make any accommodationsnecessary to facilitate success in this class.

Additional Notes fromInstructor

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Criteriafor Grading Speeches

A C speech conforms to the kind of speech assigned

(informative, persuasive, etc.) meets time requirements (day of speech,

length of speech) meets specific requirements of

assignment (a visual aid, kinds ofsupport, etc.)

is original is appropriate to the audience has a clear introduction, body, and

conclusion has a clear, one-sentence statement of

purpose reflects adequate research and use of

support materials is free of errors in grammar,

pronunciation, and word usage is delivered extemporaneously from

notes brief enough to promoteconversational delivery

A B speechconforms to all of theabove and also deals with a challenging topic fulfills all requirements of introductions

and conclusions

exhibits proficient use of transitions,signposts, and connectives

utilizes an organizational pattern that isdiscernible, appropriate, andenlightening to the purpose of the speech

demonstrates a command of research on

the subject through selectingappropriate, relevant, and interestingsupport materials

creates and sustains attention with vivid,clear, and interesting use of language

extends the knowledge andunderstanding of the audience

demonstrates poise and confidence invocal and physical delivery

An "A" speechconforms to all of theabove, as well as

demonstrates imagination andcreativity in topic selection develops strong bonds of

identification among speaker, audience,and topic adapts support materials to theexperiential world of audience genuinely contributes to theknowledge and beliefs of audience demonstrates an artful andmemorable use of language creates a style of delivery that isenergetic, enjoyable, and compelling

D and Fspeeches do notmeet therequirements above

What gradewill you make?


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for "C," and theymay also be unrehearsed, unprepared, unsupported

opinions fabricated or deliberately distorted

evidence plagiarized


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Blackboardand How to Get There

Whats Blackboard?Every course at USF has a website calledBlackboard. If your instructor chooses touse this for your class, then youll need toknow how to navigate the site.

Go tohttps://my.usf.edu

Log in with your NetID and password. Ifyoure a first-time user, follow the promptsto activate your account. It is possible tocustomize your personal my USF page.

When youre up and running, each timeyou log on to my.usf.edu, youll be at yourHome Page. From here, you can go to all the

courses youre taking by clicking on theCourses Tab at the top of the screen,including SPC 2600.

You can customize your Home Page,and you can choose from a variety ofcontent modules (for examples, bookmarks,calculator, horoscope) and colors. Just findthe Content button on the upper right-handside of your home page. Youll be amazed atthe options!

Forwarding mail fromUSF email accountEvery student at USF has a USF emailaccount. If you have another email account(through aol, msn, roadrunner, etc.),pleaseforward your USF mail to the account you

use. Heres how to do it:

Go tohttps://una.acomp.usf.edu/ The page says Welcome to NetID

Account Information. Sign in withyour NetID and password.

The next page to pop up is UNAUniversity network access. Welcome toUNA. Under Accounts, youll seeNetID, chuma, and mail.

Click mail. Here you will see a

number of options. Click on Edit mail account options.

The second option on this new page isChange your forwarding address.Simply fill in the name of the emailaccount you actually use and click thebutton that says Forward mail to thisaccount.

Congratulations! Now when your instructorneeds to reach you and uses Blackboard toemail you, youll actually get the message

because youve forwarded it to your mostfrequently used account.

Always start at

https://my.usf.edu
https://my.usf.edu/https://my.usf.edu/https://una.acomp.usf.edu/https://my.usf.edu/https://my.usf.edu/https://una.acomp.usf.edu/


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WorkshopsTry em, Youll Like em

Whats a Workshop?Websters Dictionary defines workshop as1) a room or building where work is done,

2) a group of people who meet for a periodof intensive study, work, etc. in some field.

In this class, well use a variety of workshopsettings and strategies to help improve yourcommunication competenciesyourcomfort, confidence, and creativity beforean audience.

The workshops throughout the semesterare opportunities for you to practice, toexperiment, and to try things on for sizewith no grading pressure. Youll be givenone-on-one feedback by your instructor, andyoull be given guidance from your peers onwhats working well and what you might tryto do to improve.

Goals & Kinds ofWorkshops

Your instructor will give you specific thingsto work on to prepare for each workshopsetting, and youll leave the session withspecific instructions for improvement.Workshops will always be conducted duringclass, but their size, content, and durationwill vary.

Delivery workshops involve a very smallgroup of students. Each student will presentan assigned portion of the speech, receivespecific feedback from the instructor, andprovide feedback on classmates speeches.Students are required to attend only theirspecific workshop time and date.

Content workshops involve small groupsduring class, again with specific contentobjectives as the focus. Developingintroductions, arranging supporting material,and honing thesis statements are typicalfocuses of content-based workshops.Guidelines for constructive feedback willprovide ways to encourage talk about skill-

based competencies and creativity within thegroup. As always, the instructor will be aresource for guidance, feedback, andimprovement.

Evaluative workshops will feature aspecific item from the assigned speech. Thevisual aid, a story, the action-step are typicalitems to be evaluated. The principles, forexample, of effective visual aids will beapplied to the specific visual aid a studentbrings to workshop.

Workshops RulesFollow these rules to make your workshopexperiences in this class successful.

1. Be prepared!For workshops to be successful, you shouldalways come prepared to work.

2. Bring all your speech

materials.The instructor may ask to see your outline,notes and supporting material, your specificthesis sentence, etc.

3. Show me! Dont tell

Fun, helpful,and ungraded!


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me! inDelivery WorkshopsWhen called on to begin, the first words outof your mouth must be the first sentences ofyour speech. This rule is to preventhemming-and-hawing-delaying-tactics.

For example, these are really badworkshop starts:

I plan to stand over here and not at thelectern.

Just do it! Dont tell us about it!

Im not sure which attention-getter to

use. Ive thought about this quotation orthis statistic.

Youre using delaying tactics! Start withone, and in workshop, well discuss whetheror not this is an effective attention-getter.

I havent really worked on this.Then youre not prepared, are you? Howcan you workshop if youre not prepared?

4. The instructor will stopyoufrequently.Dont worry about this! The whole idea ofworkshop is to provide constructive, pointed

feedback. And she/he will stop you at theprecise moment you need to work onsomething.

5. Be ready to

experiment, especially inContent Workshops.The instructor may ask you to quicklybrainstorm other strategies, or to workoutloudon language that is more concise,clear, or memorable. Workshop is license totry things differently! Be ready to do that!

6. It will be over soon!In one-on-one workshops, you will be the

focus of attention for a short amount of time.It will be intense, interactive, and fun, butnot long.

7. Be supportive of yourclassmates during theirfive minutes.Youre an important audience member foryour peerslisten and be ready withcomments, ideas, and applause.


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Study Guidefor the Final Examination

FormatThe final examination in SPC 2600 is a 75-item multiple choice test covering chapters1-14 (not15).

Time and PlaceAll daytime sections of SPC 2600 take

the exam on the same day and timeannounced in the Final Exam Matrix. Yourinstructor will announce the time, date, androom number. Remember: You wont takethe final exam in your regular classroom.

Nighttime sections will take the exam intheir regular classrooms, on the evening theclass regularly meets, during final examweek.

Make sure to bring a #2 pencil. A

scantron sheet will be provided for you.

What to StudyChapter OneDefine public speaking as an interactive

processUnderstand skyhook principleDistinguish between ethics and ethos

Chapter TwoKnow the differences among subject,specific purpose, general purpose,and central idea

Know the 6 ways to develop confidentdelivery

Chapter Three

Know the barriers to good listeningKnow how listeners are deliberately

misguidedKnow the differences among different

listening purposes: appreciative,discriminative, empathic,comprehensive and critical

Know the questions for listening forcomprehension

Chapter FourDefine cultureUnderstand the seven sounded word

principles (integrative, redundant,traditionalist, concrete, agonisticallytoned, participatory, situational)

Define multiculturalismKnow how speakers can negotiate difference

and related definitions

Chapter FiveApply audience demographic analysis (i.e.,

age, gender, education, groupmembership, cultural and ethnicbackground)

Apply hostile audience strategiesApply audience segmentation strategiesUnderstand the concepts of audience beliefs,

attitudes, and valuesKnow how audience analysis helps develop

speaking goals

Chapter SixUnderstand the differences between primary

Keep track allsemester of

whats on thefinal exam.


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and secondary sourcesKnow how to evaluate sourcesKnow the types of supporting materialsKnow 5 functions of supporting materialsDefine plagiarism

Know guidelines for choosing supportingmaterialsKnow the 4 tips for using statistics as

support

Chapter SevenUnderstand organizational patterns for

speechesKnow memory and organizational skillsDistinguish between types of outlines

Chapter EightKnow the factors of attention (activity,

reality, vital, proximity, familiarity,novelty)

Know the elements of an introductionKnow the elements of a conclusion

Chapter NineKnow the qualities of clear oral style

Understand the principles of gender-neutrallanguage useKnow the types of imagery (visual, auditory,

gustatory, olfactory)Know the types of definitions (etymological,

contextual, exemplar, stipulative)Recognize images, metaphors, and

definitions

Chapter TenUnderstand the dimensions of nonverbal

communicationKnow the different methods of speech

delivery (memorized, manuscript,impromptu, extemporaneous) and

when they are appropriateEvaluate pacing, pauses, and rate in a speech

Chapter ElevenKnow the functions of visual aidsUnderstand general strategies for selecting

and using visual aids

Chapter TwelveKnow the functions of informative speakingUnderstand the essential qualities of

informative speaking (clarity,associating new ideas with familiarones, clustering, visualizations,motivation)

Know the 5 tips for developing informativespeeches

Chapter ThirteenKnow the elements of speaker credibilityDefine motive clusterRecognize examples of motive clusters

(affilitation, achievement, andpower)

Know the steps and order of Monroes

Motivated Sequence

Chapter FourteenKnow the types of claims (fact, value,

policy)Know the types of reasoning (from

examples, from generalization, fromsign, from parallel cases, from cause)

Know the questions to test each kind ofreasoning

Recognize fallacies

Know the 5 tips for developingargumentative cases


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Time limit:

2-3 minutes

Success SpeechSpeech #1 Assignment

Thinking about thisAssignmentMost of us treasure our symbols ofsuccess: photographs, trophies, diplomas,announcements, certificates, letters ofacceptance. We usually keep these items inspecial places as reminders of hard-wonvictories and special moments in our lives.This speech assignment invites you tointroduce yourself to your classmates usingone of these symbols of your success.

In sharing your success, you are alsotelling the audience about yourself: whatsimportant to you, what obstacles youveovercome, what is your vision of the future.This speech, then, has two purposes: 1) toinform the audience about you, and 2) toshare a success youve had in your life.

You should begin work on this speechby thinking about turning points in your life.How is this turning point represented? Aphotograph? A sample of wall paper?

Next, move outside yourself to ask,What does the audience need to know tounderstand this symbol? How can Iorganize this talk to best share thisinformation with them?

Objectives of thisAssignment to introduce yourself to the audience

with a symbol of your success

to deliver this speech from a briefoutline that encourages eye contact and

interaction with the audience

Steps to Building aSuccess Speech1. Select your success!Choose your moment and its representation.Make sure that the symbol is small

enough to hold in your hands while youspeak. Dont bring in your car or your mom,but a good photograph of your car or yourmom would work well.

2. Begin gathering yourinformation.What are you holding? Is there a storybehind this symbol? What does this symbolrepresent? What does the audience need toknow to understand why this is a success foryou?

3. Organize theinformation.

Start by piquing the audiences curiosity.What are you holding? Is it obvious (atrophy) or does it need explanation? (In thisenvelope is the most important letter Iveever gotten.) If you tell a story, make surethe details flow clearly, usually in

chronological order.After your explanation, draw a

conclusion relating this symbol of success toyour past, your future, or your present-dayvalues and attitudes.


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4. Compose the speech.Out loud, begin talking through your speech,thinking beginning, middle, and end (i.e.,introduction, body, conclusion). Outline inwriting as you go. When you find bumpy

places, try saying it different ways. Findlanguage thats comfortable to you. Say itagain. Jot down just a few words to jogyour memory. At the end of this session,you should have a good speaking outline foryour speech.

5. Rehearse!Rehearse while holding the object. Refer toyour notes, dont read your notes! Timeyour speech. Perform your speech again,

and again.

6. Prepare an outline.Prepare an outline of the speech to turn intothe instructor on the day of your speech.Some instructors may want the outline youworked from during your speech; othersmay want a "clean" copy.

Any questions?Write them here.

Additional Notesfrom Instructor

Checklist onSpeech Day

Bring my videotape Bring this Student Handbook Bring my symbol Bring outline/notecards for speech Review evaluation form for Success

Speech. Have I fulfilled all therequirements of the assignment?

Review the criteria for EvaluatingSpeeches. What kind of grade can Iexpect?

Other:


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How high canyou climb?

Sentence OutlineSuccess Speech

Speech Title:I Found Success with a T-Shirt

General Purpose: To inform

Specific Purpose: To inform my classmates about my success of graduating from theMid-Atlantic School of Rock Climbing.

Thesis: Last summer I participated in the Skyward Challenge, a seven-dayrock climbing event that made me more confident.

I. Introduction

A. This is a t-shirt. You all probably have many, many t-shirts tucked away in yourdrawers: some are plain, some have writing on them. Maybe you picked up someof your t-shirts on vacation, or maybe you just bought them at your favorite store

in the mall. You keep the ones that you like the best on top of your clothingrotation. (attention-getter & common ground)

B. My t-shirt, however, represents a success. It seems that my entire life or as longas I can remember I have always been afraid of heights and a little unsure of myabilities, but through rock climbing, that all seemed to change and in a big way.This t-shirt came from the Mid-Atlantic School of Rock Climbing, the summercamp where I learned and performed good techniques of rock climbing andrepelling. This t-shirt represents how a fear became a strength. (credibility)

C. Rock Climbing became a way for me to realize I can achieve anything I really put

my mind to. (thesis)

D. Im going to tell you the story of how participating in rock climbing mademe a stronger, more focused, and more confident person. (preview)

II. Body


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A. Story: I want to start out by telling you all about my first climb.1. learning the equipment2. getting up on the rock face3. successful first climb with my instructor

B. Inner strength: Next, I want to talk about how nervous I was to repel off the sideof a mountain.

C. Becoming focused: After the first few times of climbing, I realized that I had tofocus my energy on finding the right hand and foot holds to make a successfulclimb.

D. Feeling Confident: After the 7 Day event, I reached my goal, and Ive becomemore confident and self-assured after conquering the mountain.

III. Conclusion

A. There are a lot of ways to test yourself and to improve, and last summer I found away to do just that. Rock climbing gave me a way to focus my energies andbecome more confident. (review)

B. Rock climbing really was a way to demonstrate that I can rely on myself. (restatethesis)

C. My t-shirt may just be a regular old t-shirt to everyone else, but to me it representshow I can reach new heights with hard work. I know there are many moremountains to climb in life and with this success under my belt, I feel like I can do

anything. (clincher)


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Just key words

prompt thespeech.

Speaking OutlineSuccess Speech

1

Introduction

Your T-Shirtsplain, vacation, on top ofpileMy T-Shirtmy success

Thesis: Rock climbing became a way forme to realize anything I put my mind to.

Preview:1) stronger2) more focused3) more confident

Body

A. Story First Rock Climb1) equipment

2) getting up3) success with instructor

B. Inner Strength--nervous

C. Becoming focusedright holds

D. Feeling Confident--goal

2

Conclusion

1. Review: strength, focused, confidence

2. Thesis: demonstrate self-reliance.Rock climbingmade me realize I

can do anything I put my mind to.

3. Clincher: many more mountains toclimb in life, I can do anything.


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Evaluation FormSuccess Speech

Introduction Very Good AverageNeeds workGained attention?Established speakers credibility?Common ground with audience?Previewed body of speech?One-sentence statement of thesis?

BodyMain points clear?Organizational pattern clear?Transitions helpful?Support material cited?

ConclusionPrepared audience for ending?Reviewed main points?Reinforced thesis?Vivid clincher?

DeliveryMaintained strong eye contact?Use of brief notes/outline?Exuded poise and confidence?Extemporaneous style?

Overall EvaluationTopic challenging?Specific purpose well chosen?Message adapted to audience?Held interest of audience?

Requirements of AssignmentInteresting Symbol?Brief outline?

Additional Comments/Grade:

Name______________________________________

__

Symbol of


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Name Topic Grade


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Peer Feedback #1Success Speech

Use this form to give feedback to your classmates. Be positive,be constructive, be helpful!

What was the most outstanding aspect of the speech?

Name one thing that could be improved.

What do you remember most about the speech?

Speakers

Name_____________________________ObserversName


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Speakers

Name_____________________________

ObserversName_____________________________


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Speakers

Name_____________________________ObserversName_____________________________


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Praise SpeechSpeech #2 Assignment

Thinking About ThisAssignment

Contemporary US culture evidences manyformal speeches that praise an individualaward ceremonies, testimonials, eulogies,and dedications. More informal praisespeeches include introductions you make

between friends (Youve got to meet Kiva!Shes so cool!) and the letters ofrecommendation written by former teachersand employers.

In both these praise contexts, the speakerdoes three things: 1) makes a claimaboutthis persons importance, value, talents, orabilities, 2)supports this claimwith relevantand illustrative examples, and 3) invites theaudience to agree with the claim.

You should begin work on this Praise

Speech by thinking about a public figureimportant to you. How and why does thisindividual impact you? Next, move outsideyourself to ask, How is this person importantin a larger context? Why should myaudience care? What can I say that willmake this audience agree with myperceptions and feelings toward thisindividual?

This speechs rhetorical purpose then isboth informative and persuasive: the

information you present should increase theaudiences knowledge about this individualand persuade the audience to agree that thisindividual is indeed praiseworthy.

Objectives of ThisAssignment

to conduct library research

to compose a speech with a clear, one-sentence thesis statement

to support this thesis with two or threemain points

Steps to Building aPraise Speech

1. Select a public figure.Choose apublic figure (living or dead) whois important toyou and important in a larger,public context. In other words, dont pickAunt Jane or your high school coach. Picksomeone you can find a substantial amount

of information about in your research.Here are some contexts to help you

brainstorm:

role models of excellence (sports figures,CEOs, entertainers)

visionary thinkers (scientists, activists,writers, artists)

agents of change (political leaders,historical figures)

inspirational hero(in)es

2. Conduct research onthis public figure.Gather information from a variety of sources(books, magazines, biographies,autobiographies, web sites, almanacs,

Time limit:2-4 minutes.


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encyclopedias, etc.) Work for a balancebetween common knowledge to littleknown facts. For example, most of usknow that Oprah Winfrey started as atelevision news-anchor, but did you know

that she is the subject of two universitycourses?

3. Develop a clear,arguable one-sentencethesis statement.The thesis should be arguablethat is,someone could argue just the opposite ofwhat you claim. If my thesis statement isOprah Winfrey builds lives a person at a

time, then someone might argue that shedoes not build livesonly her own. Ifsomeone cant argue against your thesis,then you havent worked hard enough on it.Follow the guidelines for developing yourthesis statement from Chapters 1 and 8.

4. Develop two or threepoints that support thethesis.

In other words, prove your thesis with facts!Facts in public speaking include stories,testimony, examples, statistics, etc. Hereswhere all your research pays off.

5. Compose the speech.Develop an attention-getting introductionthat introduces the person, states your one-sentence thesis, and previews your points.

Cover each point of your speech withappropriate examples, illustrations, facts and

stories from your research. Conclude thespeech with a review of your main points, arestatement of your thesis, and end with avivid "clincher.

6. Rehearse the speech.Work with your outline/note cards. Do not

write out the speech word for word!Practice until you can deliver the entirespeech in a conversational style, using thebrief notes to jog your memory. Time yourspeech. Do not go over 4 minutes.

7. Prepare an outlinePrepare an outline of the speech to turn in tothe instructor on the day of your speech.Some instructors may want the outline youworked from during your speech; othersmay want a "clean" copy. See the nextpages for two sample outlines of a PraiseSpeech. Dont forget to include thebibliography for your research sources.

Questions? Writethem here.

Checklist on

Speech Day Bring my videotape Bring this Student Handbook Bring outline/notecards for speech Review evaluation form for Praise



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Other:


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Whos yours/hero?

Sentence OutlinePraise Speech

Speech Title:Building Better Lives

Public Figure: Oprah Winfrey

General Purpose: To inform + To persuade = To praise

Specific Purpose: To praise Oprah Winfrey to my classmates as an agent of change in our

lives.

Thesis: Oprah Winfrey builds lives a person at a time.

I. Introduction:

A. In 1976, a frightened 20 year-old African American woman co-anchored the sixoclock news, unsuccessfully trying to conceal her bald head, the result of abotched perm. She had been told that her hair was too thick, her nose too wide,and her chin too big. (attention getter).

B. Today, you and I and 26 million other viewers in 160 countries know her as aone-word, one-woman industryOprah. Her influence and contributions to thebetterment of society are so significant that she is even the subject of twouniversity courses. Everyone here has heard about The Oprah Winfrey Show,right? But do you all know how Oprah has helped to change the way we look attelevision personalities as not just stars? (credibility & common ground).

C. Oprah Winfrey builds and transforms lives a person at a time. (thesis)

D. I will cover two areas:

1. Winfreys entrepreneurship: she builds businesses that transformpeoples lives.

2. Winfreys philanthropy: she builds charities that build new lives.(preview)

Transition: I would like to begin by telling you a little bit about how Oprah betters society bybuilding and transforming lives.


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II. Body:

A. Winfreys entrepreneurship features social and individual transformation,and I have been transformed by her work.

1. filmBeloved: Harpo Inc. (Oprah spelled backwards): media and other projectsof social importance.

2. The Oprah Winfrey show: $100,000 every Monday to person whoimproves other lives; Oprahs book club

3. O Magazine focuses on self-actualization

B. Oprahs philanthropic work: we all wish we had the money or power to

help those less fortunate.

1. Oprahs Angel Network: $3.5 million raised for college scholarships. Story ofone recipient.

2. Donated millions to institutions of higher education.

3. Initiated National Child Protection Act: data bank of child abusers

4. Family for Better Lives Foundation: $3 million

Transition: For all of these reasons I would like to finish up by asking you all to remember howOprah has achieved so much and bettered the lives of so many.

III. Conclusion:

A. I have provided examples of Oprahs work, her businesses and her charities, thatprove she is worthy of our praise and my admiration. (review)

B. I think its clear that Oprah Winfrey builds and transforms lives a person at atime. (restate thesis)

C. So, when you graduate and begin to achieve success out there, keep in mind thewords of Oprah: I realize that I didnt get here by myself. I understand that. Ihave a responsibility, not only as a black woman, but as a human being to do goodwork. (clincher)

Bibliography


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Gale Group. (1997).Black history month, Biography oprah winfrey. Retrieved May 28, 2002,from http://www.galegroup.com/free_resources/bhm/bio/winfrey_o.htm

Mask, T. (1999, May 20). Now call her professor. Chicago Daily Herald.

New U. of I. Class is all about Oprah. (2001, February 7). Chicago Sun Times.

Oprah Winfrey; Harpo. (2002, January 14).Business Week, 3765, 50-58.

Sellers, P. (2002, April 1). The business of being Oprah.Fortune, 145, 50.

Tillotson, K. (2001, June 17). Women venture to receive $100,000 on Oprah Monday. StarTribune.

The way we live now: The study of O. (2001, June 17).New York Times.
http://www.galegroup.com/free_resources/bhm/bio/winfrey_o.htmhttp://www.galegroup.com/free_resources/bhm/bio/winfrey_o.htm


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Write out direct

quotations andnumbers.

Speaking OutlinePraise Speech

1

Introduction

1976, 20-years old, Bald Head, BotchedPerm.Hair, Nose, Chin

26 million in 160 countries.

influence & significance--2 universitycoursesOprah Winfrey Showchanged way welook stars

Thesis: OW builds and transforms lives.

Preview:1) entrepreneurship2) philanthropy

Transition: How O betters society

Body

A. Entrepreneurship1. Beloved & Harpo Prod2. Show

$100,000 MondaysBook Club

2

3. O Magazineself actualization

B. Philanthropy1. Angel Network: $3.5 million2. Millions to higher ed

3. National Child Protection Act4. Family for Better Lives

Foundation: $3. million

Transition: For all these reasons, ask youto remember how Oprah achieves andbetters

Conclusion

A. Review: businesses and charitiesB. Thesis: builds and transforms lives

C. Clincher: When you graduate, Orpahswords:I realize that I didnt get here by myself.I understand that. I have a responsibility,not only as a black woman, but as ahuman being to do good work.


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Speakers

Name_________________________________

Public

Evaluation FormPraise Speech

Introduction Very Good AverageNeeds workGained attention?Established speakers credibility?Common ground with audience?Previewed body of speech?One-sentence statement of thesis?

BodyMain points clear?Organizational pattern clear?Transitions helpful?Support material?


DeliveryMaintained strong eye contact?Use of brief notes/outline?Exuded poise and confidence?Extemporaneous style?

Overall EvaluationTopic challenging?Specific purpose well chosen?Message adapted to audience?Held interest of audience?

Requirements of AssignmentSufficient research?Praise-worthy choice and claims?Identifiable thesis?



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Name Topic Grade

Excellent

Good

Fair

Needswork

Missing

SUGGESTIONS

INTRODUCTION______ Work on a more effective

attention-getter

______ Specifically relate the topicto your audience

______ Explicitly state yourcredibility

______ Explicitly state what youare going to talk about (1st,2nd, 3rd)

______ Work on clearerorganization pattern

______ Include transitions andsignposts

______ Incorporate more thoroughresearch (more or variedsources)

______ Cite your research sources

______ Use a wider variety ofverbal support (Include atleast one story)

______ Include visual support aids

_____ Follow the guidelines forvisual support in Ch. ____

______ Follow outline samples in

the Textbook Ch. ____ orHandbook

______ Include a bibliography

______ Summarize main points

______ End with impact

______ Avoid reading your notes;use key words only

______ Increase eye contact

______ Increase volume

______ Use vocal variety

______ Show your enthusiasm!

______ Incorporate more gestures/movement

______ Think about your self-presentation

Attention Getter

Audience Motivation

Established Credibility

Clear/Appropriate Thesis

Preview of Main Points

BODY

Organizational Structure

Transitions

Clear Main Points

Held Audience Interest

CONTENT

Challenging Topic

Verbal Support

Visual Support

Quality of Research

Quality of Outline

CONCLUSION

Review

Reinforced Thesis

Vivid Clincher

DELIVERY

Use of Notes

Eye Contact

Voice & Language

Gestures

OTHER

Praiseworthy choice andclaims


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______ Watch disfluencies

Identifiable thesis


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Peer Feedback #1Praise Speech

1. In your opinion, what was the thesis statement for this speech?

2. What was the most interesting part of the speech?

3. What elements of delivery were well developed?

4. What one suggestion for improvement can you make?

Speaker's Name_________________________________Observer's Name________________________________


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Speaker's Name_________________________________

Observer's Name________________________________


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Speaker's Name_________________________________Observer's Name________________________________


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Time limit:

3-5 minutes

Informative Speech

Speech #3 AssignmentThinking About This

AssignmentIn contemporary US culture, we are oftenaudiences for informative speaking: wewatch cooking demonstrations on the FoodNetwork, attend orientation sessions for newstudents or new employees, participate inclasses and workshops, even find ourselves

in tour groups. In each of these contexts, thespeaker presents information we need toknow to be better cooks, students,employees, or tourists.

Informative speakers succeed when theyare excited about the content, know it well,and make the subject important andbeneficial to the audience.

As with the Praise Speech, you shouldbegin work on this speech by askingyourself, what am I interested in? Involved

with? What do I know a great deal about?Then, move outside yourself to ask, Whatcan I say or do that will share my excitementand my knowledge with my audience?How and why should the audience beinterested in this?

This speechs rhetorical purpose is firstan informative one. But you must alsopersuade the audience, through the contentand its performance, that you are worthlistening to and learning from.


to conduct library research

to support a clear, one-sentence thesis

to utilize at least two different kinds ofsupport material

to organize the speech with anappropriate and discernible structure

Steps to Building anInformative

Speech1. Choose a subject areabased on one of thefollowing categories.

Something you do. This may be ahobby, a talent, or a special skill. Examples:taxidermy, web site building, hip hop music,scuba diving, reading Tarot cards, Paint BallJungle Games, etc.

A cause you support or organization you

belong to. Examples: Big Brothers/BigSisters; Greenpeace; Habitat for Humanity.

Consumer information that isimportant to you. Examples: irradiatedfood, no-animal testing cosmetics;vegetarianism; getting the most from yourdoctor.

How-to demonstrations. This categorydeserves a special warning: do notchooseto demonstrate how to do something thateveryone knows how to do (make a pizza,

tie your shoes, make a long distance phonecall, etc.) There are interesting informativespeeches that teach the steps of a processeven if the audience will never engage in it.For example, how to make a mummy inancient Egypt was an elaborate andinteresting process.


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Remember, the goal of this assignmentis notto talk about whyyoure interested inthis topic, but to develop an interesting,informative speech for your audience usingyour interest as a beginning.

2. Conduct research onthis topic.You should consult a wide variety ofsources: print newspapers, magazines,journals, internet web sites, pamphlets,organizational materials, etc.

You may notrely solely on yourexperience to provide the content of thespeech. Gather statistics, stories, examples,illustrations, case studies, etc.

3. Adapt the topic andinformation to theaudience.Ask the question, Why should the audiencebe interested in this? Although topicselection starts with you, your thesisstatement should reflect the speechsbenefits to the audience.

For example, a premed student might

inform the audience about How to GetMore from your Doctor's Visit." Youshould review Chapter 5 for AudienceAnalysis.

4. Select a specificorganizational pattern forthe speech.Review Chapter 8 for the kinds oforganization. Arrange your information and

ideas within the pattern you have chosen.The "paint ball" student may develop herspeech topically: 1) the equipment neededto play, 2) the rules of the game, 3) thesatisfaction and exercise of playing.

5. Include at least twodifferent kinds of supportmaterials from twodifferent sources.This is a 2x2 development of support. Inother words, your two sources cannot bothbe from the internet, or both from magazinearticles. Review Chapter 7 for the kinds ofsupport.

For example, the pre-med student mayuse a 1) case study from a biology textbook,and 2) statistics provided by the AmericanMedical Association for her speech. This is2 different kinds of support from 2 differentmedia (2x2).

6. Prepare your outline.Rehearse!

Requirements of thisassignment.

Is your organizational pattern clear?Do you have two different kinds of support?


Bring my videotape Bring this Student Handbook Bring outline/notecards for speech Have I fulfilled all the requirements

of the assignment? Review the criteria for Evaluating

Speeches. Review evaluation form for

Informative Speech. What kind ofgrade can I expect?

Other:


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4. Even if its common, its still scary. And Ive learned the hard way thatmost people dont know what to do when I faint. (credibility)

D. Today Im going to share information that will make you the coolest head aroundwhen someone faints. (thesis)

E. Ill cover three areas: causes of the common faint, symptoms, and first aidtreatment. (preview)

Transition: First I would like to start off by talking a little bit about the causes of fainting.

II. Body

A. Causes of fainting

1. Story of my fainting at West Palm Beachs City Walk fulfilled two of the

three most common causes of fainting2. three most common causes

a. standing for a long timeb. hot, humid, crowded settingc. lack of recent food or water

Transition: The people around me assumed I was dead, dying, and worse. They didnt keepcool heads or know what to look for.

B. Symptoms: Sometimes a person will just keel over, but more often there are signsof an oncoming episode of syncope

1. unsteadiness, dizziness2. face becomes pale and perspiration appears3. skin becomes cold and clammy4. pulse feels weak and erratic5. nausea

Transition: The words I feel like Im going to faint should get you in first-aid mode!

C. First-Aid before/during/after1. Before fainting:

a. Head between knees accomplishes the first thing the person needs

to restore adequate supply of blood to brain by putting brainlower than the heart. Too late?

b. Help person to the ground! Dead weight dropping can cause lotsof bruises and cuts.

2. During/When person is unconscious: Think 3 Ls: Legs, Listen, Loosen.a. Position person on back, elevate legs above heart.b. Listen for breathing sounds. (If person is not breathing, start CPR


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and call 911! this is serious!) But stay calm, this is a commonfaint. Okay? Shes breathing!

c. Loosen belts, collars, or other constrictive clothing.3. After/As person regains consciousness: Think Dont.

a. Dont slap or shout (that can be scarier than the faint itself).

Instead, reassure her that shes safe, she just fainted.b. Dont let person get up right away. (Staying prone for 15 minutesis recommended by most medical personnel.)

c. Dont give any food, but sips of water are okay.

Transition: Remember, most people are fully recovered from common faints in 15 minutes.Your friend will be okay! Ive learned the hard way (and have the bruises to prove it) that mostpeople dont know what to do when someone faints.

III. Conclusion

A. Ive shared common causes, symptoms, and first aid treatment forfainting. Remember Legs, Listen, and Loosen. (review)

B. Syncope is a medical condition that can signal serious, even life-threatening,problems. But Ive given you information today to help you have the coolesthead in the house during a common faint. (thesis)

C. Our bodies are very, very smart! and we should listen to them. Think of faintingas natures way of saying, I cant fight gravity any longer. I cant get blood toyour brain unless you lie down. You are going to lie down. Right now. There.Thats better. (clincher)

Bibliography

Fainting and Fever. Retrieved June 1, 2002, from www.mayoclinic.com

First Aid: Fainting. (1998). World Book Medical Encyclopedia.

Witting, Michael, M.D. (2002). Fainting.AAEM Emergency Medical and Family HealthGuide.
http://www.mayoclinic.com/http://www.mayoclinic.com/


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Alwaysnumber

your cards.

Speaking OutlineInformative Speech

1

Introduction

Fainted? Causes? What to do?

Syncope definition . Scary:

1.5 million doctor visits year

160,000 hospitalizations

3% of ER trips

Common faint

under 45 years

no other med cond

60 seconds; 15 minLearned hard way what to do.

Thesis: Youll be coolest head whensomeone faints

Preview:

1) causes2) symptoms3) first-aid

2

Body

First point: 3 Common Causes (MyStory)

standing

hot, humid, crowded

lack food/water

Transition: assumed dead, dying, didntkeep cool heads

Second point: Symptoms

unsteadiness, dizziness

pale and perspiration

skin cold, clammy pulse weak, erratic

nausea

Transition: wordsfirst aid mode

3

Third point: First aidBeforehead below heartDuring3Ls

legs

listen

loosen

AfterDont

slap, shout

let them up

no food, water okay

Transition: friend okay

Conclusion

Review: causes, symptoms, treatment(3Ls)Thesis: coolest head during commonfaint

Clincher: Natures way of saying cantfight gravity any longer.


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Evaluation FormInformative

Speech

Introduction Very Good AverageNeeds work

Gained attention?Established speakers credibility?Common ground with audience?Previewed body of speech?

One-sentence statement of thesis?


ConclusionPrepared audience for ending?Reviewed main points?Reinforced thesis?

Vivid clincher?

DeliveryMaintained strong eye contact?Use of brief notes?Exuded poise and confidence?Extemporaneous style?

Overall EvaluationTopic challenging?Specific purpose well chosen?Message adapted to audience?

Held interest of audience?

Requirements of AssignmentOrganizational pattern?2 x 2 sources?


SpeakersName_________________________________

Topic________________________________________


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Name Topic Grade

Excellent

Good

Fair

Needswork

Missing

SUGGESTIONS


attention-getter























Attention Getter

Audience Motivation




BODY


Transitions

Clear Main Points


CONTENT

Challenging Topic

Verbal Support

Visual Support

Quality of Research

Quality of Outline

CONCLUSION

Review

Reinforced Thesis

Vivid Clincher

DELIVERY

Use of Notes

Eye Contact

Voice & Language

Gestures

OTHER

Organizational pattern


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2 x 2 Sources


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Peer Feedback #1InformativeSpeech

1. Name one new thing you learned in this speech.

2. Check the organizational pattern used:

___ Chronological ___ Spatial ___Causal___ Topical ___ Familiarity-Acceptance ___Inquiry___ Problem Solving ___ Question-Answer ___Elimination

Did it work? Why or why not?

3. What type of support materials did the speaker use?

___ Contrast ___ Examples ___ Comparisons___ Statistics ___ Testimony ___ Quotations

Which one was most memorable? Why?


Speaker's Name_________________________________

Observer's Name________________________________


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Speaker's Name_________________________________

Observer's Name________________________________


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Speaker's Name_________________________________

Observer's Name________________________________


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Paired DebateSpeech #4 Assignment


Debates happen all around us. Every fouryears, Presidential candidates engage in veryformal, structured debates on specificquestions presented by journalists. Everyyear, state legislators engage in floor debate

arguing for or against legislation. Every day,trial lawyers debate who did it and why. Ineach of these contexts, the sides are clearlydrawn, support is presented for each side,and the audience is invited to agree with oneparty while rejecting the claims of the other.

As with all the speeches in this class,start by thinking about what excites you,makes you mad, makes you glad. But thisspeech differs from previous speechesbecause youll have to do this thinking with

a partner. Together youll agree on a topic,narrow it, share research, and develop athesis. Then youll compose a speech anddeliver itknowing that the next person tospeak will disagree with everything youvesaid! Thats a debate.


to apply the principles of reasoning andargumentation in public speaking

to demonstrate all the requirements ofintroductions and conclusions

to develop and to utilize an appropriatevisual aid in your speech

Steps to Building aDebate

1. Choose a topic.You and your partner should identify acontroversial topic or issue on which thereare at least two clear and oppositionalpositions.

One student might argue that "Schooluniforms will save the public schoolsystem;" her partner might argue that"School uniforms will destroy the publicschool system."

2. Research your topic.You should collect information until youfeel you have a firm grasp of the issues onboth sides. Review Chapter 6 & 7 on

research strategies.

3. With your partner,develop a thesis.This thesis should be debatable withevidence that both that partners can arguewith evidence from their side. Be sure tolimit the terms and scope of the argument.

"Marijuana should be legalized isprobably too broad a topic; but "marijuanashould be legalized for medical use" is anicely limited topic, with plentiful evidenceon both sides.

4. Organize your speech.What organizational pattern best fits thistopic and your purpose?


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Create a vivid introduction thatestablishes your credibility as a speaker onthis topic, and work for a conclusion thatwraps up your argument well. Reviewchapter 9 on Introductions and Conclusions.

The speech must be clearly organized toutilize effective transitions, summaries, andpreviews to communicate the structure ofthe speech to the audience.

5. Develop a visual aid.Each student must prepare a visual aid thatrelates to at least one argument in the debate(chart, graph, illustration, photograph, etc.).Review Chapter 12 for help preparing youraid.

6. Prepare the outline.

7. Rehearse!

Requirements of ThisAssignment

Debates must present clear opposingtheses and support them with evidence.

Each speech must include at least twodifferentkinds ofsupport materialin thepresentation.

Each speaker must create an interestingvisual aid to accompany the speech.

GradingThis assignment weighs 15% of your finalgrade in this course. Because the debatersmust work together to decide on their topic,

create their theses, and limit the issues to becovered, the 15 points available in thisassignment are divided:

5 points of the grade will be based onthe quality and coherence of the debate.

10 points of the grade will be basedon each individual student's

performance.


Checklist onSpeech Day Bring my videotape Bring this Student Handbook Bring my Visual Aid Bring outline/notecards for speech Review evaluation form for Paired

Debate. Have I fulfilled all therequirements of the assignment?

Review the criteria for Evaluating

Speeches. What kind of grade can Iexpect?

Other:


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Whats yourwork worth?

Sentence OutlinePaired Debate

Speech Title:The Minimum Wage Crisis

General Purpose: To persuade

Specific Purpose: To persuade my audience that an increase in the minimumwage is not only feasible but also necessary.

Thesis: The Minimum Wage Increase Act of 2001 should bepassed.

I. Introduction

A. Imagine you are working full time. After a year's worth of full-time work, thatmeans 40 hours a week, 52 weeks a year, you have an annual income of $10,700derived from the $5.15 an hour minimum wage. (attention)

B. As a college student, I have been fortunate enough to study families who rely onthe minimum wage, and, as a self-supporting student I work for the minimumwage. (credibility)

C. The minimum wage, which is aimed at low-skilled jobs, determines how muchmoney you, as a college student, will earn. A fair raise would benefit self-supporting college students as well as many hard-pressed families. (commonground)

D. The Minimum Wage Increase Act of 2001 should be passed. (thesis)

E. I will cover three points: A minimum wage increase will create jobs, cut poverty

through the social value of work, and restore buying power. (preview)

Transition: I would like to begin by discussing minimum wage and employment.


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II. Body

A. First (signpost) a minimum wage increase will create jobs.

1. Contrary to the right-wing rhetoric, the minimum wage is not a "job

killer." According to Theda Skocpol in The Missing Middle, published in2000, the minimum wage actually helps create jobs.

2. A fair minimum wage increase would put more money into the pockets ofthose most likely to spend it, lower-income workers.

3. Poor workers are the most likely group to spend the money and invest it inour economy, thereby actually creating more jobs. That is what hashappened since the last minimum wage increase in 1996, when millions ofjobs were created.

4. The Minimum Wage Increase Act of 2001 would put more money into thepockets of workers and create jobs by raising the minimum wage to $6.65an hour over an 18 month period.

B. Second (signpost), a minimum wage increase would cut poverty through thesocial value of work.

1. In the past, many have tried to fight poverty through programs thatencourage work.

a. For example, welfare programs that do not have work requirements

have been used to fight poverty.

b. These programs have been rightly criticized as lacking in socialvalue.

2. But passage of the Minimum Wage Increase Act of 2001 would fightpoverty by the social value of work.

a. Currently a full time worker earning the minimum wage and with 2children would fall 30% below the federal poverty line.

b. According to Jeff Faux in The Next Agenda, published in 2001, araise in the minimum wage would lift millions of working familiesout of poverty. But it would cut poverty not through an emphasison welfare, which finds no social support, but through workrequirements.

C. Third (signpost) passage of the Minimum Wage Increase Act of 2001 would help


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to restore buying power of the minimum wage worker.

1. When inflation increases and the minimum wage stays the same, thebuying power of the minimum wage is reduced.

2. As this graph from The State of Working America, published by theEconomic Policy Institute in 1999 illustrates, due to inflation, over thepast 30 years, the minimum wage has seen a 35% cut in buying power.That means that the average minimum wage worker today has $4,000 lessin buying power than his counterpart of 30 years ago.

3. This means that the minimum wage employee has $4,000 less in buyingpower for essentials such as food, health insurance, education, child careand personal savings.

4. A raise in the minimum wage would begin to remedy this dramatic

loss in buying power for working families.

Transition: All of these issues combined shows how your stance on minimum wage greatlyaffects our society.

III. Conclusion

A. In conclusion, I have explained how passage of the Minimum Wage Increase Actof 2001 would create jobs, cut poverty through an emphasis on work, and begin torestore buying power for the minimum wage worker. (Restate main points)

B. The Minimum Wage Increase Act of 2001 should be passed. (Restate thesis)

C. I encourage you to contact your elected representatives and encourage them touplift working families and support the Minimum Wage Increase Act of 2001.(Call to Action)

D. I am reminded of the words of President Franklin Roosevelt: "The moral test ofour progress lies not in how much we give to those who already have too much,but in how much dignity we give to those who have too little." Those who laborand toil for a mere $5.15 an hour have too little and deserve dignity and justice.(Clincher)

Bibliography


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Economic Policy Institute. The State of Working America. New York: I.L.R. Press, 1999.

Faux, Jeff. The Next Agenda. New York: Westview, 2001.

Skocpol, Theda. The Missing Middle. New York: Norton, 2000.

The staff of 2600 thanks Stephanie Viera, a SPC 2600 student from the Fall of 2001, for

allowing us to reprint her outline here. Here are speaking notecards for her speech.

1

Introduction

40 hrs/52 weeks/$10,700/$5.15 min wage

Self-supporting

Needstudents & families

MWA 2001 should be passed.

3 points:1) create jobs2) cut poverty3) restore buying power

1st: create jobs

not job killer/ Theda Skocpol TheMissing Middle (2000)

money in pockets of low-income--will spend money>create jobs--1996 increase>millions new jobs--$6.65 an hour over 18 months

2

2nd point: cut poverty thru social value

of work

old welfare programscurrent: min wage, 2 children, 30%below poverty line

Jeff Fax, The Next Agenda (2001): liftout of poverty + work requirements

3rd point: restore buying power

inflation + min wage=red. buying powerGraph: State of Working America (1999Economic Pol Inst)

SHOW VISUAL

over past 35 years35% cut buying power$4,000 less (for food, insur, educ, childcare, savings)

3

Conclusion

Review: passing Min Wage Increase Actof 2001 will1) create jobs2) cut poverty, emphasis on work3) restore buying power

Thesis: Min Wage In Act should bepassed.

Action: Contact Rep encourage to upliftworking families & support Min Wage InAct.

Clincher: Pres. Franklin Roosevelt: Themoral test of our progress lies not in howmuch we give to those who already havetoo much but in how much dignity wegive to those who have too little.

$5.15 an hourtoo little, deserve dignity& justice.


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Speakers

Name_________________________________Subject/For or

Evaluation FormPaired Debate

Introduction Very Good AverageNeeds work

Gained attention?Established speakers credibility?Audience adaptation?Previewed body of speech?One-sentence statement of thesis?



DeliveryMaintained strong eye contact?Use of brief notes?Exuded poise and confidence?Extemporaneous style?

Overall EvaluationHeld interest of audience?Topic challenging?Specific purpose well chosen?Message adapted to audience?Held interest of audience?

Requirements of Assignment2 kinds of support material?Visual Aid?Effective introduction and conclusion?



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Name Topic Grade

Excellent

Good

Fair

Needswork

Missing

SUGGESTIONS


attention-getter























Attention Getter

Audience Motivation




BODY


Transitions

Clear Main Points


CONTENT

Challenging Topic

Verbal Support

Visual Support

Quality of Research

Quality of Outline

CONCLUSION

Review

Reinforced Thesis

Vivid Clincher

DELIVERY

Use of Notes

Eye Contact

Voice & Language

Gestures

OTHER

Kinds/Quality SupportMaterial


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Visual Aid


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Speaker's

Name_________________________________Observer's

Peer Feedback #1Paired Debate1. Name one new thing you learned in this speech.




3. What was the most persuasive thing you heard?

4. Which side won the debate? Why?


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Speaker's

Name_________________________________Observer's

Peer Feedback #2Paired Debate








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Speaker's

Name_________________________________Observer's

Peer Feedback #3Paired Debate1. Name one new thing you learned in this speech.







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Motivational SpeechSpeech #5 Assignment


We have heard motivational speeches all ourlives: from coaches in locker rooms, fromteachers in the classroom, from clergy in thepulpit. In each context, the speaker usuallydoes three things: 1) makes the problemclear, 2) gives us examples and stories of the

problem, and 3) asks us to do something atthe end. This something to do is usuallyvery specific: win the game, make an A,love our neighbor. This action step iscrucial to motivational speaking. What doyou want the audience to do as a result ofhearing your speech?

A second crucial element in mostmotivational speeches is narrative:motivational speakers tell lots of stories--stories of failure, stories of success, if

things go on this way . . . stories, andWatch out! This could happen to you!stories. These stories illustrate, and makereal, the problem and the solution.

Like every speech in this class, thisspeech assignment should start with you.What makes you really mad? Whats aproblem that needs fixing? What can wechange if well just do it? This line ofthinking is already in the problem/solutionvein. But what if the audience doesnt agree

that theres a problem? Ah! Thats your jobconvince them there is problem, and showthem the step(s) they can take to fix it.


to incorporate support materials and apersonal experience story

to lead to an action step

to demonstrate all the principles ofeffective public speaking learned

throughout the semester

Steps to Building aMotivational Speech1. Whats the problem!?Work hard on this one by asking yourself ifyou can make this problem important to theaudience, relevant to the audience,andsolve-able by the audience.

2. Conduct libraryresearch.Your speech must include at least three ofthe following kinds of support:

statistics

expert testimony

lay testimony

quotations

examples

stories you collect from publishedsources

a personal experience story

3. Whats your actionstep?This speech must conclude with an action


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step, something you ask your audience todo. Your action step should be specific,important, with the potential to lead to realchange. Call your legislator, or write aletter are terrible action stepspeople

rarely do that. So be specific in what youwant the audience to do and make the actionreasonable to accomplish.

Action steps are always dependent uponthe persuasive appeals that came before, butone particularly effective speech involvedorgan donations. In Texas, all driverslicenses contain a signature line thatindicates a person wishes to be an organdonor. At the beginning of the speech, thespeaker asked the audience to put their

drivers licenses (picture side up) in front ofthem on the desks.She then established the breadth of the

problem with lack of donors (waiting lists,needless deaths when cures are available,statistics, testimony, etc.). In theconclusion, the speaker summarized thepoints of the speech, restated her thesis, andthen ended with her Action Step.

She invited everyone to turn theirdrivers licenses over and sign, agreeingright then and thereto take the action shesuggested and become organ donors.

4. Outline your speech.

5. Rehearse!

Requirements of This

Assignment the speech must feature at least three

kinds of persuasive support

the conclusion must include an actionstep



Bring my videotape Bring this Student Handbook Bring outline/notecards for speech Review evaluation form for Motivational



Other:


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Dont just sitthere. Do

something!

Sentence OutlineMotivational Speech

Speech Title:The Truth About False Teeth.

Topic: Good Oral Hygiene

General Purpose: To Persuade

Specific Purpose: I want my audience to get a dental examination on a regular basis and to

know the importance of preventative dental treatment.

Thesis: Early detection of dental problems significantly increases your chances ofkeeping all your teeth your entire life, and in the long run costs you lesseconomically and emotionally.

Action Step: I want everyone to go to the dentist for a checkup on a regular basis

I. Introduction

A. (I will have in fake gross teeth in my mouth and I will smile really big) I wanteveryone to smile at the person sitting next to you. It probably feels good toknow your smile does not look like the one I am wearing now (I will take my faketeeth out). (attention getter)

B. On the Tooth Fairys official web site, she states, if you are not true to your teeththey will be false to you. Considering that almost half of my mothers sevenbrothers and sisters had false teeth before they were forty years old, theconsequences of poor oral hygiene is something that I have witnessed personally.(credibility)

C. These painful consequences are something that all of our smiles may suffer from.(common ground)

D. It is important for everyone to receive a dental checkup every 6 months becauseearly detection of dental problems significantly increases your chances of keepingall your teeth your entire life, and in the long run costs you less economically andemotionally. (thesis)


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E. I want each and every single one of you to visit a dentist for a regular checkup assoon as possible. (action step)

F. I will cover three truthful points: the truthful story of my moms false teeth, thetruthful importance of prevention in dental care, and the truthful affordability of

dental care. (preview)

Transition:I would like to begin by talking about what might happen if you do not have gooddental hygiene.

II. Body

A. The truthful story of why my mother got her false teeth, and the problemsshe still suffers from as a consequence of them.1. When my mother was only 24 years old she got a complete set of false

teeth.

2. As a child, her family could not afford to go to the dentist or doctor.a. As an adult she only visited the dentist for emergency treatment. b. Her current dentist recently told her that if she went to the dentist

regularly as a child, the maintenance and preventative care shecould have received would have prevented her from getting falseteeth in the first place.

3. Her original false teeth bottoms did not fit properly and gave her horribleblisters, and instead of going back to the dentist chose not to wear herbottom teeth regularly for over 10 years.a. She could only eat soft foods.b. She talked different.

c. She was in constant pain.d. She never smiled.

4. Eventually the pain became unbearable and she went back to the dentist,and he fit her for new teeth.a. She looked and felt a lot better.b. She would never again deprive herself from eating hard foods like

peanuts.c. She smiled a lot more.5. Most recently, from a regular check-up it was detected that thebone in my mothers lower jaw is very worn down and weak from years ofnot constantly wearing her lower teeth.

a. Her dentist designed some new bottom teeth that are lighter andput less pressure on her bone.

b. I have yet to see them but my brother says she looks 10 yearsyounger because they lift her face up.

Transition: Now that you have heard about personal experience with dental hygiene, I want totalk about how you can avoid what happened to my mother.


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B. The truthful importance of dental prevention and the need to go to the dentist forregular dental examinations.1. According to 2002 information published by Colgate, among the top ten

things you can do to keep a tooth for life is get regular dental checkups

amongst brushing and flossing daily.2. According to practicing dentist and clinic instructor at the University ofPacific School of Dentistry Dr. Kimberly A. Loos, Luckily, dentistry haschanged quite a bit in the last several years. Many dentists now stresspreventat

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