COMMUNICATION 121 Fundamentals of Speech Speakers Packet

Revised Summer 2011

Students please do not purchase this packet until you find out if your instructor requires it for you section of CMM121.

Values Speech

For your first graded public speech, you may choose to talk about a person, place, object or activity that you particularly value. Each of these will be discussed in class, but below you will find some general information on the major difference between each type of talk. Time: 3-5 minutes (going over or under time will significantly affect your grade.) Assignment. If you plan to prepare a speech about a person, you may select a person living or dead, real or fictitious, famous or not famous. Develop a speech that explains why you value this person. If you pick a famous person do not just present researched evidence about the person, instead you should focus on why YOU value the person. Students in the past have spoken about a parent, sibling, best friend, teacher, rabbi, or a variety of famous people such as Susan B. Anthony, Michael Jordan, Jaime Escalante and Hillary Clinton. If you decide to prepare a speech about a place, choose a place that has significance to you such as a place you would like to visit, the place you grew up, where you would like to live, or a place that is experiencing a war. You should speak about why you value this place. If you decide to speak about an object, pick one that has special meaning to you such as one you use everyday, one that you collect, one that was a gift, one that symbolizes a relationship you have with someone else, something that represents a significant accomplishment, or a pet. You should speak about why you value this object. If you decide to speak about an activity, focus on one that brings you satisfaction or challenge. This could include a sport, your work, a volunteer experience, or a hobby. Your speech should be about why you value this activity. Grading Criteria: Develop an introduction that gains attention and previews the main points, a body that makes a serious point while clearly explaining why you value the person/place/object/activity, and a conclusion that reviews ideas and creates a clear, satisfying ending. Strive to make your message interesting and energetically delivered. Be sure you have practiced the entire speech several times aloud and all the way through without stopping. You should be using an extemporaneous delivery (key words on your notes). You should not practice your speech by reading it. See the instructor evaluation form in the packet to see how you will be graded. Procedures: On the day you are scheduled to speak, turn in your Instructors Evaluation Form and the two Student Critique Forms found in the speakers packet. After your speech, turn in your speaking notes. Warning: your speaking notes should not constitute a manuscript. Outside of class, watch the speech and answer the questions on the Value Speech Self-Evaluation Form. Your instructor will tell you when the self-evaluation is due.

Sample Values Speech Outline (OBJECT) G.P. S.P. C.I. To Inform To inform my audience about three reasons why I value my diplomas Three reasons why I value my diplomas are they represent a personal accomplishment, they symbolize ten years of higher education, and they allow me to secure a job that I enjoy.

INTRODUCTION I. In 1980 I made the most important decision of my life. It was a decision that would lead me on a 10 year educational journey of discovery, and would ultimately result in some objects that I value as much as my marriage and my relationships with family and friends. The objects that I am speaking about are my college diplomas. Most of you are starting on your own educational journeys and I hope that you will be inspired by my story. Today Ill be sharing with you three reasons why I value my diplomas which are they represent a personal accomplishment, they symbolize ten years of higher education, and they allow me to secure a job that I enjoy.

II. III.

(Connective: So let me take you back to 1980 and to the first reason why I value my diplomas, the fact that they represent a very personal accomplishment) BODY I. Why my diplomas make me personally proud. A.

Parents did not support my decision. 1. They didnt provide financial support. 2. They didnt think college was necessary. B. I made a tough decision to go far away to school. 1. I learned to get along with people because I HAD to. 2. I learned to survive on my own. 3. I learned how to navigate the higher education system. C. I did really well academically. 1. 4.0 G.P.A. 2. Scholarships (Connective: So now you know why my diplomas make me personally proud, let me tell you next about how they represent 10 years of higher education .) II. How my diplomas represent 10 years of higher education. A. First school Eastern New Mexico University (1981-1982) 1. Why I went there. 2. How I did academically. 3. Why I left. Jackson Community College (1982-1984) 1. Why I went. 2. What happened while there 3. When I left -3-

B.

Sample Values Speech Outline (OBJECT)Page 4 C. Adrian College (1984) 1. Why I went. 2. What happened there. Eastern Michigan University (1985-1988) 1. Why I went. 2. What diplomas earned. The Ohio State University (1988-1991) 1. Why I went. 2. What happened. 3. When I left.

D.

E.

(Connective: The final and most important reason why I value my diplomas is that they help to insure that I can get a job in teaching, which is a job I thoroughly enjoy.) III. What has been the result of earning my diplomas? Job security and satisfaction! A. Where have I taught. 1. JCC 2. EMU 3. OSU Columbus, OSU Newark 4. Columbus State Community College 5. Honda of America What I love about my job. 1. New students every semester 2. Wonderful colleagues 3. Autonomy in the classroom 4. Educational opportunities 5. Great money and little chance of losing the job.

B.

CONCLUSION I. II. So that is the story of my educational journey that led to the diplomas that I hang proudly on my office wall. When I look at them I am reminded of the 3 reasons why I value them so much. They are my own personal accomplishment, they represent the hardest and most rewarding years of my life, and they allow me to stand here in front of you doing a job that brings me great satisfaction and joy. Some students call CLC college of last chance and they are embarrassed that they are here instead of a different, perhaps more prestigious institution, but I am here to tell you that I believe that you have made a very wise decision to be here. You are among faculty who take great honor and pride in assisting you and watching you succeed in the first step of your educational journey.

III.

-4-

VALUES SPEECH Instructors Evaluation Form Speaker: ________________________________________________________________ Voice: ____ (0-5) _____Articulated/pronounced words clearly _____Used appropriate rate and pauses _____Avoided verbal fillers such as you know, like, and ah _____Used vocal variety (fluctuation, emphasis, energy) and enthusiasm for topic _____Demonstrated confident volume and vocal quality (pitch, inflection) Eye Contact: _____Established initial eye contact _____Looked at all members of the audience throughout the speech _____Appropriately referred to notes _____Avoided looking at walls, floor, ceiling, window _____Avoided distracting eye movements

_____ (0-5)

Physical Delivery: _____ (0-5) _____Avoided distracting mannerisms _____Appeared comfortable, yet poised and alert _____Avoided leaning, shifting, or poor posture _____Used gestures to add emphasis and understanding to the topic _____Facial expressions communicated interest and enthusiasm for topic Organization: _____Introduction gained attention and led into the speech _____Main points were clearly stated _____Content organization pattern was well planned and easy to follow _____Conclusion ended the speech appropriately _____Demonstrated effective preparation Content: _____Language was accurate, clear, and appropriate _____Content was adapted to the audience _____Content was fully developed _____Met assignment and ethical standards _____Topic proved challenging and enhanced audience knowledge Time (3-5 minutes) __________ --_____ (0-5)

_____ (0-5)

_____ (0-25)

Total _____ Additional Comments: -5-

Values Speech - Student Critique Form Speaker ______________________________ Was the purpose of this speech clear? If so, what was it? If not, why not?

What mode of delivery was the speaker using (Manuscript, memorization, extemporaneous, impromptu)? What makes you think so?

How could the speakers verbal delivery be improved (volume, rate, pitch, inflection, articulation, vocal variety, fluency)?

How could the speaker's nonverbal delivery be improved (eye contact, gestures, posture, facial expressions)?

What did you like best about the speech? Be specific.

Additional comments:

______________________________________________________________ Critiqued by: ____________________________________________

-6-

Values Speech - Student Critique Form Speaker ______________________________ Was the purpose of this speech clear? If so, what was it? If not, why not?

What mode of delivery was the speaker using (Manuscript, memorization, extemporaneous, impromptu)? What makes you think so?

How could the speakers verbal delivery be improved (volume, rate, pitch, inflection, articulation, vocal variety, fluency)?

How could the speaker's nonverbal delivery be improved (eye contact, gestures, posture, facial expressions)?

What did you like best about the speech? Be specific.

Additional comments:

______________________________________________________________ Critiqued by: ____________________________________________

-7-

Values Speech Self-Evaluation Form Please answer these questions fully on a separate sheet of paper after viewing your speech.

1.

Preparation. a. What did you do to prepare for this speech? b. How did you decide on the information you included in the speech? c. Describe how often you practiced your speech out loud without stopping. Did you practice in front of anyone? d. What method of delivery did you use when you practiced e.g. manuscript, extemporaneous, impromptu, memorization? e. What sort of changes did you make in the speech as you practiced? Verbal Delivery. a. Describe and evaluate your rate, pitch, quality, volume, fluency and variety. b. Give an overall assessment of your verbal delivery providing specific examples from the speech to support your opinion. c. Discuss what you did well and what needs improvement. d. Explain what you will do differently during your practice sessions next time to make improvements. (Please dont just say you will practice more, explain WHAT you will do DIFFERENTLY while you practice.) Nonverbal Delivery. a. Describe and evaluate your gestures, eye contact, facial expressions, attire, posture and movement. b. Indicate how these complemented or contradicted your verbal message. c. How and why did these change during the speech? Give specific examples. d. Discuss what you did well and what needs improvement. e. Explain what you will do differently during your practice sessions next time to make improvements. The Introduction. a. What did you do to gain attention in the introduction of your speech? b. Explain whether or not you think it was effective and what makes you think so. c. What changes would you make in the introduction? If you say none, why not? Content. a. What did you do to make the content of your speech interesting to your audience? b. If you could do the speech over again, how would you change the content?

2.

3.

4.

5.

-8-

Informative Speech With Visual Aids

Time: 5-7 minutes Assignment: Inform the audience about a topic of your choice. The speech should demonstrate clear organization and must use at least one visual aid. However, you should select main points with visual aids in mind. Try to use at least one visual aid for each main point. The visual aids must be necessary for a fuller understanding of the topic you are discussing. For example, if you decide to teach us about some different techniques for using watercolors, it is necessary that you demonstrate the techniques you are discussing visually. On the other hand, if you decide to inform the audience about stress and you simply show us a book you read on the topic, or a poster board listing the names of different types of stress, this does little to increase our understanding of stress. You may wish instead to demonstrate some techniques for reducing stress such as breathing exercises or massage. Demonstration speeches usually work best for this type of speech. Examples of such speeches that have worked successfully in the past include: how to fix a hole in the wall, how to repot a plant, how to make paper, how to make an indoor herb garden, or how to cane a chair. Examples of speeches that do not involve demonstrations include tornados, identifying poisonous plants, art by a particular artist, insulators, or the evolution of the corvette. While each of these proved quite interesting, remember that you must relate the topic to the audience during this speech. Therefore, while you may find the topic "how to put on make-up" very interesting, you would have to find a way to explain why the male members of the audience need to know this and give information that female members do not know. Organization: A chronological pattern for a demonstration speech or a topical or spatial organizational pattern for a general informative speech works well for this speech. Avoid problem-solution patterns because these are used for persuasive speeches. Grading Criteria: The topic should be well suited and adapted to the audience. The introduction should be dynamic and functional including a clear central idea statement. Note that in this speech you must also establish your credibility to speak on the topic and relate the topic to the audience in the introduction. An appropriate informative organizational design should be used and there should be clear connectives between parts of the speech. The visual aid should be well constructed and necessary for understanding. The visual aid should be well presented and should not disrupt the flow of the speech. The conclusion should be functional and dynamic. A preparation outline will be due in advance of the day you are scheduled to speak, so that I can check your topic and organization before you will be graded. Your formal outline, due the day you speak, should reflect the changes I indicated on your preparation outline. NO STUDENT WILL BE ALLOWED TO DELIVER THEIR SPEECH UNTIL A PREPARATION OUTLINE HAS BEEN TURNED IN!! Failure to turn in your preparation outline can result in serious grade reductions on the final speech. Procedures: On the day you are scheduled to speak, turn in a *formal outline* that is typed and reflects the changes you have made on your preparation outline. You should also turn in your "Informative Speech With Visual Aid: Instructor's Evaluation Form" and two "Informative Speech With Visual Aid: Student Critique Forms." After your speech, you should turn in your speaking notes. Warning: your speaking notes should not constitute a manuscript. Outside of class watch your speech and answer the questions on the "Informative Visual Aid Speech Self-Evaluation Form." *Do not confuse the preparation and formal outline* -9-

Sample Visual Aid Formal Outline in Chronological Design

General Purpose: To inform Specific Purpose: To inform my audience about the four step process of how to mat and frame a picture. Central Idea Statement: The four basic steps in matting and framing a picture are planning the project, obtaining equipment, cutting the mat, and actually matting and framing the picture. Introduction: I. Attention-arousing material: Its getting closer to Christmas, and if youre like me youre already wondering how to find a personalized gift that doesnt cost a fortune. II. Relate topic to audience: As college students we probably dont have a lot of money to spend on gifts but you can save almost four times the cost of an art print if you mat and frame the picture yourself. You can save even more if you use a personal photograph or piece of art you make yourself. Establish Credibility: I worked last summer in a print shop matting and framing pictures, and I learned how easy this is to do. Central Idea and Preview: There are four major steps in matting and framing a picture: planning your project, obtaining the proper equipment, cutting the mat, and framing the picture

III.

IV.

Body: I.

II.

Begin by planning your project A. Decide what color you want the mat to be. 1. Select a color that goes well with your furniture 2. Select a color that goes well with the print. B. Determine the size of the mat. 1. Consider the size of standard frames. 2. Allow at least two inches of mat on the top and bottom. 3. Allow at least one inch of mat on each side. C. Select the type of cut for the mat. 1. A plain cut is easiest to handle 2. A beveled cut takes more skill Next, obtain the equipment you will need. A. You will need drawing equipment. 1. You will need a sharp-pointed pencil. 2. You will need a ruler or T-square. -10-

V.A. Formal Outline Page 2

III.

IV.

B. You will need cutting equipment 1. Scissors and kitchen knives dont do a very good job. 2. You should get the right kind of knife at an art supply store C. You will need matting materials. 1. Construction paper and poster boards do not make good mats 2. Matting comes in different colors and textures. After you have your materials and supplies, you can begin cutting your mat. A. Draw the lines for cutting. 1. Draw on the back of the matting material. 2. Be sure the top and bottom are parallel 3. Be sure the sides are parallel. 4. Be sure the corners are right angles. B. Make the actual cut. 1. Practice first on a scrap of matting material. 2. Work slowly and carefully. The final step is actually matting and framing the picture. A. Attach the picture to the mat so that it is properly centered. B. Prepare the frame by cleaning the glass with alcohol and water. C. Place the matted picture in the frame and anchor by pushing down the staples. D. Back the frame with brown wrapping paper to keep out dirt.

Conclusion. I. Signal: Each of the four basic steps in matting and framing a picture is important. II. Review main points: Begin by planning your project, obtaining the equipment you will need, cutting your mat, and putting it all together. III. Concluding remarks: If you plan carefully and take your time, the finished product will be worth the effort. A print that costs $25 often costs another $100 to mat and frame if you have it done in a shop. You can do it yourself with about $15 worth of equipment and a little time and patience.

-11-

Checklist for Formal Outlines _____ 1. _____ 2. Is it typed? Are the proper symbols used at each level? (E.g., I.A.1.a.). Are there at least two points per subdivision? (I.e., if you have a "1," there must be a "2.") Are subordinate points and the sentence that goes with them appropriately and fully indented? Does the general purpose match the speech assignment? (I.e., "to inform," "to persuade" ) Does the introduction fulfill all functions? _____ a. Captures attention _____ b. Establishes the speaker's credibility _____ c. Relates the speech to the audience _____ d. States the central idea _____ e. Previews the main points of the speech (Only if the C.I. does not already do this.) Does the conclusion fulfill the three functions? _____ a. Signals the end _____ b. Summarizes the speech _____ c. Includes a striking final thought Is the bibliography in proper form (if one is needed)? Is the general purpose, specific purpose, and central idea statement in correct form?

_____ 3.

_____ 4.

_____ 5.

_____ 6.

_____ 7.

_____ 8. _____ 9.

-12-

Informative Visual Aid Speech Instructors Evaluation Form Speaker: ________________________________________________________________ Voice: ____ (0-5) _____Articulated/pronounced words clearly _____Used appropriate rate and pauses _____Avoided verbal fillers such as you know, like, and ah _____Used vocal variety (fluctuation, emphasis, energy) and enthusiasm for the topic _____Demonstrated confident volume and vocal quality (pitch, inflection) Eye Contact: _____Established initial eye contact _____Looked at all members of the audience throughout the speech _____Appropriately referred to notes _____Avoided looking at walls, floor, ceiling, window _____Avoided distracting eye movements

_____ (0-5)

Physical Delivery: _____ (0-5) _____Avoided distracting mannerisms _____Appeared comfortable, yet poised and alert _____Avoided leaning, shifting, or poor posture _____Used gestures to add emphasis and understanding to the topic _____Facial expressions communicated interest and enthusiasm for topic Introduction: _____Gained attention and interest _____Introduced topic clearly _____Related topic to audience _____Established credibility _____Previewed body of speech Organization Design and Content: _____Main points were well selected _____Main points were fully supported _____Content organization pattern was well planned and easy to follow _____Appropriate outline format _____Language was accurate, clear, and appropriate _____Variety of information was provided _____Met assignment and ethical standards _____Topic proved challenging and enhanced audience knowledge _____Demonstrated effective preparation _____Explanation of the topic was logical -13_____ (0-5)

_____ (0-10)

Connectives: _____From the introduction to the first main point _____Between main points _____Between the last main point and the conclusion _____Effective _____Diverse Conclusion: _____Prepared audience for ending _____Reinforced central idea _____Round out ending _____Demonstrated effective preparation _____Void of abruptness Visual Aid (s): _____Enhanced the audiences understanding _____Relevant to the main points/content presented _____Appropriate presentation medium _____Appropriate size and format _____Appropriate use of color, fonts _____Neat, clean and accurate _____Effectively presented _____Effectively explained _____Demonstrated effective preparation _____Met assignment criteria

_____ (0-5)

_____ (0-5)

_____ (0-10)

Time (5-7 minutes) __________

---

_____ (0-50) _____

Points lost

Total _____ Additional Comments:

-14-

Informative Visual Aid Speech Student Evaluation Form Speaker___________________________________________________ Did the introduction make you want to listen to the rest of the speech? Why or Why not?

Did the speaker establish credibility? How?

What were the speakers main points? If you couldnt tell, why not?

Comment on the visual aid(s) used in this speech. (e.g. relevancy, size, color, neatness, explanation, presentation, etc....)

What did you learn from this speech that you didnt already know?

Please list two things the speaker did very well and two things the speaker could do better.

________________________________________________________________ Critiqued By_________________________________________

-15-

Informative Visual Aid Speech Student Evaluation Form Speaker___________________________________________________ Did the introduction make you want to listen to the rest of the speech? Why or Why not?

Did the speaker establish credibility? How?

What were the speakers main points? If you couldnt tell, why not?

Comment on the visual aid(s) used in this speech. (e.g. relevancy, size, color, neatness, explanation, presentation, etc....)

What did you learn from this speech that you didnt already know?

Please list two things the speaker did very well and two things the speaker could do better.

________________________________________________________________ Critiqued By_________________________________________

-16-

Informative Visual Aid Self-Evaluation Form Please answer these questions on a separate sheet of paper after viewing your taped speech.

1.

Verbal Delivery. a. Describe and evaluate your rate, pitch, quality, volume, fluency and variety. b. Give an overall assessment of your verbal delivery providing specific examples from the speech to support your opinion. c. Discuss what you did better than your last speech and what still needs improvement. d. Explain what you will do differently during your practice sessions next time to make improvements. (Please dont just say you will practice more, explain WHAT you will do DIFFERENTLY while you practice.) Nonverbal Delivery. a. Describe and evaluate your gestures, eye contact, facial expressions, attire, posture and movement. b. Indicate how these complemented or contradicted your verbal message. c. How and why did these change during the speech? Give specific examples. d. Discuss what you did better than your last speech and what still needs improvement. e. Explain what you will do differently during your practice sessions next time to make improvements. 3. The Introduction. a. What did you do to gain attention in the introduction of your speech. b. Explain whether or not you think it was effective and what makes you think so. c. How did you relate the topic to the audience? d. How did you establish your credibility to speak on the topic? e What changes would you make in the introduction? If you say none, why not?

2.

4. 5.

Content. a. What did you do to make the content of your speech interesting to your audience? b. If you could do the speech over again, how would you change the content? Visual Aid. a. Describe and evaluate your visual aid(s). b. Discuss the production of the visual aid. c. What did you do to ensure that your visual was colorful, neat, purposeful, accurate, large enough, simple, creative, etc... d. How well did you present the visual(s)? Did you ask people to move? Did you talk to the audience or the visuals? e. How did you practice with your visuals? Preparation. a. Did you turn your preparation outline in on time? Why or why not? b. How often did you practice your speech with your visual aids? c. Did you practice by reading or by using extemp.?

6.

-17-

Research Speech Time: 5-8 Minutes Assignment: Inform or persuade the audience about a topic of your choice. This speech is different from the informative visual aid speech in that, while you may include visual aids if you like, the major focus in this speech should be on selecting appropriate and relevant verbal citations to include in the speech. These citations should be necessary for a further understanding of the topic. For example, avoid needless verbal citations such as Webster's Dictionary defines a headache as a pain in the head. This is a poorly selected verbal citation for at least two reasons: first, we probably all have a dictionary and you did not need to do research to find this; and second, it is very basic information and does virtually nothing to further our understanding of headaches. Can you think of a more relevant type of verbal citation if your topic is headaches? For this speech you must include a MINIMUM of three verbal citations from a minimum of three different sources. (Remember that you should NOT select only Internet generated sources!) Therefore, if you are working for an A or a B you will need to include probably four or five relevant verbal citations. Please work to incorporate the citations smoothly into your speech. Work on eye contact so that you don't have to look down the entire time you are presenting the citation. You may wish to paraphrase the author's words so that the citation doesn't disrupt the flow of your speech. Also, be sure to vary the method of presenting the citation so that we don't hear "According to..." at the beginning of each of your citations. Attach a bibliography to the formal outline that only includes sources that you actually cited in your speech. You do not need to include the entire citation on the outline, but you should at least indicate where you are planning to use verbal citations and which source you are planning to use. Grading Criteria: The topic should be well suited and adapted to the audience. The introduction should be dynamic and perform 4-5 functions. The body should be structured using an appropriate organizational design and provide connectives between main points in the speech. Sources should be well selected and verbally cited. Select sources based on relevancy, recency, clarity, and credibility. A bibliography of all sources cited in the speech should be typed and attached to the formal outline and should be in MLA style. The speech should be practiced enough to allow sufficient eye contact even during verbal citations. Although you are asked to include verbal citations this does not mean you should write out the entire speech. The only complete sentences should be verbal citations and you should avoid excessively long verbal citations. If the citation is long try paraphrasing the citation instead of reading it directly from the source. Reading the speech from a manuscript is unacceptable. Please use an extemporaneous delivery style. The delivery should be dynamic enough to keep audience interest and be free of excessive verbal fillers and distracting nonverbal mannerisms. The conclusion should be functional (remember the 3 functions) and memorable.

-18-

Research Assignment Find 5 potential sources that you might use for your research speech. Such sources might include newspaper articles, magazine articles, interviews, Internet sources or books. Your sources should not be all websites and should come from credible authors or organizations. Put the 5 sources in correct bibliographical form using MLA (Modern Language Association) style. Attach the typed bibliography to your research speech preparation outline. Some instructors may require an annotated bibliography. Note that the CLC Library webpage contains excellent examples of sample MLA bibliographies. A sample of a bibliography in MLA form follows. If you have located a source and do not see a sample of how to document it, please consult the MLA manual available in the library. Always make sure to use the most recent edition of the manual. An excellent resource is from Purdue which you can link to at http://owl.english.purdue.edu/ The sample bibliography is taken from this source as is based on the 2009 edition of the MLA Style Manual.

Checklist for Research Assignment Did you... _______ _______ _______ _______ 1. 2. 3. 4. Type it Alphabetize your entries Double space and only double space throughout Omit titles (e.g., staff reporter), degrees (e.g., M.D., Ph.D., Dr., M.S.W.) and dates the author was living (e.g., 1907-1988) Indent only the 2nd and subsequent lines of an entry Capitalize all principle words of titles. Dont capitalize articles (a, an, the), prepositions (against, between, in, of, to), or coordinating conjunctions (and, but, for, not, or, so, yet). Center the title-- Works Consulted or Works Cited--but dont underline it, bold it, or put it all in capital letters Type your last name in the upper right hand corner followed by a space and the appropriate page number Abbreviate months as Jan., Feb., Mar., Apr., May, June, July, Aug., Sept., Oct., Nov., Dec. See the samples on the following page. Your bibliography should look like the sample.

_______ _______

5. 6.

_______

7.

_______

9.

_______

10.

_______

11.

-19-

Sample Bibliography Page

Lastname 20 Works Cited "Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund. Environmental Defense Fund, 8 May 2007. Web. 24 May 2009. Clinton, Bill. Interview by Andrew C. Revkin. Clinton on Climate Change. New York Times. New York Times, May 2007. Web. 25 May 2009. Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New York Times, 22 May 2007. Web. 25 May 2009. Ebert, Roger. "An Inconvenient Truth." Rev. of An Inconvenient Truth, dir. Davis Guggenheim. Rogerebert.com. Sun-Times News Group, 2 June 2006. Web. 24 May 2009. GlobalWarming.org. Cooler Heads Coalition, 2007. Web. 24 May 2009. Inconvenient Truth.

Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 2006. DVD. Milken, Michael, Gary Becker, Myron Scholes, WorksDaniel Kahneman. "On Global Warming and Source: Russell, Tony, et al. "MLA Sample and Cited Page." The Purdue OWL.Financial Imbalances." New Perspectives Quarterly 23.4 (2006): 63. Print. Purdue U Writing Lab, 5 May 2010. Web. 15 May 2011. Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American Economic Review 96.2 (2006): 31-34. Print. ---. "Global Warming Economics." Science 9 Nov. 2001: 1283-84. Science Online. Web. 24 May 2009. Shulte, Bret. "Putting a Price on Pollution." Usnews.com. US News & World Rept., 6 May 2007. Web. 24 May 2009. Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge: Cambridge UP, 2003. Print.

Source: Russell, Tony, et al. "MLA Sample Works Cited Page." The Purdue OWL. Purdue U Writing Lab, 5 May 2010. Web. 15 May 2011.

-20-

Sample Research Formal Outline G.P.: To inform S.P.: To inform my audience about 4 aspects of urban legends. C.I.: Four aspects of urban legends are, first the definition of an urban legend, second whether or not they are true, third, the purposes they serve, and finally, how they are used in movies today. Introduction I. II. III. IV. Example of an urban legend. (Brunvand, Too Good to be True: The Colossal Book of Urban Legends). How I became interested and my research. You have probably all heard urban legends and you may believe them or want to know if they are true. I will share with you, first the definition of an urban legend, second whether or not they are true, third, the purposes they serve, and finally, how they are used in movies today.

Body I. What is an urban legend? A. Definition ( Brunvard, Roeper, Llewellyn) Stories usually transmitted orally that contain lots of details about events that happened to a friend of a friend FOAF. 1. Not always orally 2. Very detail oriented and for the most part stay the same B. The location changes based on where the story is told. C. The person to whom the situation happened changes based on where the story is told. D. Changing the details makes the story more believable to the listener (Brunvard.) (Signpost: This leads us to the next area: Are urban legends true?) II. Are urban legends true? Researchers have different opinions. A. You cant lie if you are misinformed. (Llewellyn, Public Relations Quarterly) B. No, not true 1. Too polished to be believed (Brunvard) a. Relevant and focused on the conclusion b. Too weird and coincidental c. Changing local such as slasher story in intro. 2. 1984-1992 this incident supposedly occurred in 16 cities 14 different states, but no police reports were filed or people admitted to hospitals C. They seem to be true and survive if they have three elements. 1. Strong basic story appeal. 2. Foundation in actual belief 3. Meaningful message or moral (Brunvard, Vanishing Hitchhiker) -21-

(Transition: Well, if they arent true, but theyre not completely lies, what purpose do they serve?) III. The purpose of urban legends is 3 fold A. The meaningful message or moral B. Entertainment C. Social interaction

(Transition: As you can see, ULs do have a purpose, and Hollywood knows this too) IV. Movies can be based off urban legends or sometimes urban legends develop from a movie. A. Part of National Lampoons Vacation is based on an urban legend. 1. Aunt dies and they tie her to the roof of car 2. Based on the UL Runaway Grandmother B. In Three Men and a Baby the UL came from the movie. 1. Woman wrote to Sun Times (Roeper, The Truth Behind Urban Legends) a. Scary Movie b. Dead little boy in the scene 1.) The boy committed suicide 2.) Boys parents tried to sell the apartment 3.) The moviemakers got the apartment for a great price. 2. Actually a cardboard cut out of Ted Danson 3. The haunted apartment was a set created on a sound stage not an actual apartment.

Conclusion I. II. III. Hope you enjoyed hearing about and learning about ULs I shared what they are, whether they are true or not, the purposes they serve, and how they are used in movies. Next time someone tells you the story of a friend of a friend, you can say, Oh yeah, I heard THAT one.

-22-

Wellons 3

Works Cited Brunvand, Jan Harold. Too Good to be True: The Colossal Book of Urban Legends. New York, NY: W.W. Norton & Company, 1981. Print. ---, The Vanishing Hitchhiker: American Urban Legends and Their Meanings. New York, NY: W.W. Norton & Company, 1988. Print. Llewellyn, John Todd. Understanding Urban Legends: A Peculiar Public Relations Challenge. Public Relations Quarterly 41(Winter 1996-1997): 17-22. Print Roeper, Richard. Urban Legends: The Truth Behind All Those Deliciously Entertaining Myths That Are Postively Absolutely 100% Not True. Franklin Lakes, NJ: Career Press, 1999. Print. Three Men and a Baby. Dir. Leonard Nimoy. Perf. Ted Dansen, Steve Guttenberg and Tom Selleck. Touchstone, 1987. Videocassette.

Special Note: This bibliography is titled Works Cited because it is with the formal outline. Your bibliography/research assignment that is due with your research preparation outline should have at least 5 potential sources, not ALL Internet website sources and should be titled Works Consulted.

-23-

Research Speech Instructors Evaluation Form Speaker: ________________________________________________________________ Introduction: _____Gained attention and interest _____Introduced topic clearly _____Related topic to audience _____Established credibility _____Previewed body of speech Topic is adapted to the audience throughout the speech _____ (0-10)

_____ (0-5)

Speaker credibility is enhanced throughout the speech

_____ (0-5)

Organization Design and Content: _____Main points were well selected _____Main points were fully supported _____Content organization pattern was well planned and easy to follow _____Appropriate outline format _____Language was accurate, clear, and appropriate _____Variety of information was provided _____Met assignment and ethical standards _____Topic proved challenging and enhanced audience knowledge _____Demonstrated effective preparation _____Explanation of the topic was logical Connectives: _____From the introduction to the first main point _____Between main points _____Between the last main point and the conclusion _____Effective _____Diverse

_____ (0-10)

_____ (0-5)

Sources are well selected and verbally cited _____ (0-15) ___ ___ ___ ___ ___ Number of sources ___ ___ ___ ___ ___ Source verbally cited fully ___ ___ ___ ___ ___ Quality of citation(Necessary, Current, Credible, Clear, Unbiased)

-24-

Voice: ____ (0-5) _____Articulated/pronounced words clearly _____Used appropriate rate and pauses _____Avoided verbal fillers such as you know, like and ah _____Used vocal variety (fluctuation, emphasis, energy) and enthusiasm for the topic _____Demonstrated confident volume and vocal quality (pitch, inflection) Eye Contact: _____Established initial eye contact _____Looked at all members of the audience throughout the speech _____Appropriately referred to notes _____Avoided looking at walls, floor, ceiling, window _____Avoided distracting eye movements

_____ (0-5)

Physical Delivery: _____ (0-5) _____Avoided distracting mannerisms _____Appeared comfortable, yet poised and alert _____Avoided leaning, shifting, or poor posture _____Used gestures to add emphasis and understanding to the topic _____Facial expressions communicated interest and enthusiasm for topic Conclusion: _____Prepared audience for ending _____Reinforced central idea _____Round out ending _____Demonstrated effective preparation _____Void of abruptness Outline/Bibliography is in correct form Time (5-8 minutes) __________ --_____ (0-5)

_____ (0-5) _____ (0-75)

Total _____ Additional Comments:

-25-

Research Speech Student Evaluation Form Speaker________________________________________ How did the speaker relate the topic to you? Did it motivate you to listen? Why or why not?

What type of organizational design was the speaker using (e.g., topic, chronological, spatial, causal)? If you could not tell, why not? What were the main points?

What sources did the speaker cite? Were the sources necessary to further your understanding of the topic? What makes you think so?

What did you learn from this speech that you didn't already know?

Comment on the speaker's use of eye contact during verbal citations.

Please list areas where you have noticed improvement in the speaker's delivery and areas where the speaker still needs to work.

___________________________________________________________________ Critiqued By_____________________________________________________

-26-

Research Speech Student Evaluation Form Speaker________________________________________ How did the speaker relate the topic to you? Did it motivate you to listen? Why or why not?

What type of organizational design was the speaker using (e.g., topic, chronological, spatial, causal)? If you could not tell, why not? What were the main points?

What sources did the speaker cite? Were the sources necessary to further your understanding of the topic? What makes you think so?

What did you learn from this speech that you didn't already know?

Comment on the speaker's use of eye contact during verbal citations.

Please list areas where you have noticed improvement in the speaker's delivery and areas where the speaker still needs to work.

___________________________________________________________________ Critiqued By_____________________________________________________

-27-

Research Speech Self-Evaluation Form Please answer these questions on a separate sheet of paper after viewing your taped speech.

1.

Verbal Delivery. a. What aspect of your verbal delivery did you work especially hard on for this speech? b. How did this affect your verbal delivery? c. What would you still like to improve about your verbal delivery? d. What do you plan to do to ensure that improvements are made? e. What did you like best about your verbal delivery? Nonverbal Delivery. a. What aspect of your nonverbal delivery did you work especially hard on for this speech? b. How did this affect your nonverbal delivery? c. What would you still like to improve about your nonverbal delivery? d. What do you plan to do to ensure that improvements are made? e. What did you like best about your nonverbal delivery? The Introduction. a. What did you do to gain attention? b. What did you say to relate the topic to the audience? c. What did you say to establish your credibility to speak on your topic? d. What changes would you like to make in the introduction? e. What did you like best about the introduction? Content and Sources. a. Why did you select the sources you did over other sources you could have used in this speech? b. Evaluate your sources in terms of their relevancy, credibility, clarity and recency? c. How often did you practice your verbal citations? d. What organizational pattern did you use for this speech and why did you select that particular pattern? e. If you could make changes, what would you change? Preparation. a. How far in advance of your speech did you select your topic? b. Did you turn your preparation and research assignment in on time? c. How many days before your speaking day did you begin practicing your speech? d. How often did you practice your speech all the way through without stopping ?

2.

3.

4.

5.

-28-

Persuasive Speech Time: 6-9 minutes Assignment: Deliver a persuasive speech of fact, value, or policy on a topic that is appropriate and adapted to your audience. Your instructor may have a preference for which type of persuasive speech you must deliver, so be sure to find out. Examples include persuading the audience to drink bottled water, persuading the audience that the college curriculum is sexist, persuading the audience to take measures to protect their home from fire or burglary, convincing the audience that the government should change adoption laws, or persuading the audience to get involved in a volunteer activity. Use effective language, a dynamic delivery, and a variety of supporting materials to achieve your specific purpose. You will need a *minimum* of three different sources in your speech and bibliography. Remember to use ethos, pathos and logos and do NOT use all Internet sources. Grading Criteria: Select a topic and purpose are appropriate for the audience and occasion. Use your audience analysis questionnaires to adapt the topic to the audience. You must include specific numerical evidence in percentage form from your audience surveys if you wish to receive full points. Try to incorporate survey results throughout the speech. Include a dynamic and functional introduction that performs all 4-5 functions discussed in class. Use an appropriate organizational design such as Monroe's Motivated Sequence or Problem-Cause-Solution, and clear connectives. Use a minimum of three well-selected sources, and various supporting materials to enhance your persuasive message. Please read the chapter on language and incorporate some of the effective language devices outlined by Lucas. Use eye contact, full body movement and gestures which compliment your message. Since you will be graded more on your physical delivery during this speech, you will not be able to use the lectern. Also, you MUST use an extemporaneous mode of delivery, so you will not be able to have any complete sentences written on your note cards with the exception of verbal citations. The conclusion should summarize your main points and if this is a policy speech it should call the audience to action. Procedure: As usual you should hand in the "Instructor Evaluation Form" and your formal outline and bibliography before you speak. Turn in your note cards before you speak to be sure you are not using a manuscript. Everyone will fill out a brief critique form for everyone else this speech. You do not need to write your name on each form. Instead, use the forms provided and be sure to write the speaker's name on each form as you listen to each speech. Turn all forms in at the end of class. Special Note: This speech is worth four times as much as your first speech and roughly two letter grades in the overall course, so be sure to ask for assistance if you need it and to start early so you have sufficient time to prepare and practice the speech. Your verbal and nonverbal delivery is very important because the greatest source of persuasive appeal is the speakers sincerity and conviction. If you dont look and sound committed to your topic, we are unlikely to be persuaded.

-29-

Audience Analysis Survey Assignment Due __________________________ I. II. Select a topic for your persuasive speech. Construct and type a questionnaire on the topic you have selected. A. Prepare a minimum of ten questions. If it takes more than one page for your questions, add a note to go to the next page. If some questions should be skipped by certain respondents, make a note of that too. Use all three types of questions outlined in the text: 1. Fixed-alternative question (closed ended) 2. Scale question (interval question) 3. Open-ended question Make _____ copies, enough for your classmates and the instructor. You do not have to include your name on the survey. You will be given a number to include on your survey to provide a method of returning them to you. PLEASE PLACE YOUR NUMBER IN THE UPPER RIGHT CORNER OF EACH SURVEY after you are given it the day of the survey exchange. Turn in a copy of your survey to the instructor with your name on it so you can receive a grade.

B.

C. D.

E. III.

Tips for constructing your survey A. You may gather information about a variety of individual characteristics including: 1. Knowledge held by the audience, 2. Interests of the audience, 3. Attitudes of the audience, 4. Behaviors of the audience, 5. Demographics of the audience. Make sure questions are clear and unambiguous Choose the appropriate kind of question for the information you need to gather. Make sure that fixed-alternative and scale questions include all the possible answers. Make questions neutral. Avoid leading questions. Only ask one question at a time. Give instructions to skip questions if certain answers are given. Provide space to record answers, especially responses to open-ended questions. Ranges used for scale questions should not overlap.

B. C. D. E. F. G. H. I.

-30-

Sample Audience Analysis Survey 1. 2. Have you ever donated blood before? Yes_____ How often have you donated blood? a. 1-2 times b. 3-5 times c. 6-10 times d. 11-20 times e. more than 21 times 3. It is important to donate blood. Agree No Opinion Disagree Strongly Disagree No_____ (if no, skip to #3.)

Strongly Agree 4.

If you dont donate blood, why dont you?

5.

If you are unable to donate blood would you be willing to: Donate time to help the blood bank.

Strongly Agree

Agree

No Opinion

Disagree

Strongly Disagree

Donate money for research on blood diseases. Strongly Agree 6. 7. 8. 9. Agree No Opinion Disagree Strongly Disagree Undecided_____

Do you think donating blood is painful? Yes_____ No_____

What percentage of eligible donors do you think donate blood? _____% Would you donate blood for a family member who needed it? Yes_____ No_____ What do you believe are the benefits of donating blood?

10.

If you already donate blood, would you be willing to ask a friend to go with you to donate blood? Yes_____ No_____ Maybe_____
-31-

Checklist for Persuasion _____ 1. _____ 2. Have you selected an appropriate organizational design? Have you included a minimum of three verbal citations? From 3 different sources? (The survey doesnt count) Have you used a variety of evidence? (facts, examples, testimony) Have you performed all four-five functions of the introduction? Have you included a Works Cited page that is in correct form? Have you explained why you are credible to speak on this topic? Have you carefully analyzed your audience and incorporated survey results? (Results should be in percentages) Have you carefully selected appropriate language for a persuasive appeal? Have you practiced your physical delivery so it emphasizes your message? Have you practiced the speech enough to allow for adequate eye contact even during verbal citations? Have you practiced the speech enough that it meets time restrictions (6-9 minutes)? Have you included connectives between main parts of the speech? Have you provided options in your solution section so that more people may be persuaded? Have you provided evidence that your solutions will work? Have you included a call to action if this is a persuasive speech of policy? Have you prepared note cards that only have key words except for direct quotations?

_____ 3. _____ 4. _____ 5. _____ 6. _____ 7.

_____ 8. _____ 9. _____ 10.

_____ 11.

_____ 12. _____ 13.

_____ 14. _____ 15. _____ 16.

-32-

Sample Persuasive Speech Outline in Problem-Cause-Solution Design G.P. S.P. C.I. To persuade To persuade my audience to drive cautiously through work zones. The danger of fatal accidents in roadway work zones will be reduced if roadway workers and drivers are more responsible while driving through these areas.

Intro: I. II. III. IV. Can I get you to stop right there? I will dress in my roadwork uniform and will act out a situation to gain attention. I have worked on road crews for 5 years. I am a certified IDOT control flagger and I exercise great caution when driving through work zones. Surveys said ranked yourself on average 6 out of 10 on traffic safeness, 42% do not always observe speed limits in work zones. Tonight we will explore the problem of increased accidents and worker deaths in work zones, the two major causes, and some ideas to help solve the problem.

Body I. Traffic passing through work zones can be a dangerous problem for both drivers and road workers. A. Drivers are at increased risk in work zones 1. According to studies by USDOT your chances of an accident are double that of normal driving. 2. Annually in US over 20,000 accidents in workzones (Texas A&M website 1999) a. 700 fatalities 86% motorists b. 5000 injuries c. damage estimates over 3 billion dollars B. Road workers are also at great risk. 1. The Bureau of Labor Statistics says that more road workers are killed on the job that police and firefighters combined. (BTS.gov April 1999) 2. A spokesman for the American Federation of State and County Municipal employees stated in a pamphlet entitled Census of Fatal and Occupational Injuries, that transportation related accidents were the number one cause of work related deaths for its 1.3 million members. 3. My surveys showed that 68% of you thought that Police and Firefighters were at higher risk.

(Transition: Now that we are aware that the problem exists, lets look at what is causing it.)

-33-

II.

Causes for these dangers lie with both the workers and the motorists. A. Workers 1. Improper work zone layout can be a factor according to (IDOT) a. Lane width, speed limit, quick turns can cause problems. b. Proper signage and barricades are not always in place. 2. The alertness of workers in another important factor. a. Sometimes workers work for very long hours. b. Extreme heat, or cold, and rainy conditions can create problems Motorist 1. Very preoccupied while driving a. cell phones (70% of you talk while driving b. women put on make-up c. reading papers and maps d. parenting children 2. 2000 study by the Bureau of Transportation Statistics (BTS.gov) found that 70% of motorists exceeded posted speed limits in work zones. 3. Studies by USDOT show that after a road work ahead sign most people actually speed up rather than slow down. 4. Sleepy drivers are a big hazard. IDOT says that fatal accidents in work zones are 5 times more likely to occur between 3:00-4:00 a.m.

B.

(Transition: We can see that both workers and motorists are causing the problem, so what can we do to help solve the problem?) III. Responsibilities of workers and motorists to help solve the problem. A. Workers 1. Use new studies to set up the safest lane configurations 2. Use more and better signs to inform motorists 3. Give workers more breaks when very hot or cold 4. Use more workers when conditions make it hard to see them. 5. Require workers to attend safety classes. According to IDOTs Larry Mattsen, director of job safety, over a 10 year period of time, as a result of safety classes and safer lane configurations and signage, there has been a 30% drop in overall accidents. B. Motorists 1. Use more caution a. Bad time to shave, read maps, talk on the phone b. Work zone zones require more not less concentration 2. Slow Down! a. The faster you drive the less time you have to react b. New laws double fines in work zones c. Police must enforce the laws

3.

4.

Use alternate routes a. If you know construction is being done, go a different way b. The number of accidents is related to the volume of traffic Be patient a. The worked is trying to make the roads safer for you. b. Start earlier so if you have to wait a little you wont be late for work ort stressed out. (100% of you feel upset when you are stopped for construction traffic, yet 68% of you sleep until the last possible minute in the morning.)

Conclusion I. No one likes to see a person who looks like me, bring traffic to a grinding halt, but it really is a necessary evil if we want to keep driving ourselves to places that we want to go. II. Tonight we have seen the problem of how dangerous construction zones can be, what causes the problem, what the transportation department has done to curb the dangers, and finally what we can do to help solve the problem. III. We are entering summer when most roadwork is done. The most important action we can take when we enter a work zone is to drive cautiously, slowly and alertly. I already do this and I challenge you to join me. Remember: When you are more safe on the road, the road is more safe for others. Please turn in your survey calculations with your preparation outline and your Works Cited with your formal outline.

-35-

Sample outline in Monroes Motivated Sequence G.P. To persuade S.P. To persuade my audience to get involved in extracurricular activities. C.I. Extracurricular activities are an essential element in the total package of the college experience. (Note that the CI does not contain the preview which is why there are 5 functions of the intro!) Introduction I. Nedra, is there some way I can get extra credit? Weve all heard this question beforeor asked it ourselves. At some point, each of us has been close to getting the grade we want, all we need is a few extra points, and wed do just about anything to get those points. Were all going to be leaving CLC and either going back or applying to a four year school or out there looking for a job we want. My surveys showed that 53 % of you will be doing that in the next year. Extracurricular activities are an essential element in the total package of the college experience. (metaphor) I firmly believe this and while I am a busy mom, I still find time to involve myself in areas that interest me at CLC. I am a member of Phi Theta Kappa, I am the student representative to the Illinois Board of Higher Education Student Advisory Committee, I am the student member of the Faculty Search Committee, and I participate in all kinds of events on campus, from fund raisers to performances to guest speakers. I hope to convince you that we all NEED to be involved in activities outside the classroom, Ill then address some of the reasons why some of us are not involved, next Ill offer some solutions and finally some benefits of becoming involved.

II.

III. IV.

V.

Body I. It appears you already understand why we NEED to be involved. A. 86% of us know that college admissions officers and 93% of us know that employment personnel will look for evidence that applicants have earned those extra points that I was talking about earlier in the form of involvement in activities outside of academics. B. Ed Snyder, The Director of Student Activities here at CLC, told me that students who want to transfer to another school after CLC must be concerned with and think now about getting involved. 1. He says, You cant afford not to be involved. You have good grades but so does everyone else. In fact, 50% of continuing students at CLC this semester have a cumulative GPA of 3.0 or better. (Facts/Trends, Office of IEPR summer 1994) -36-

2.

3.

An informational flyer put out by the counseling office states, University admissions counselors are looking for more than a two year degree or certificatethey are looking for involvement. Just look at the applications and you will see there is always a section that asks about extracurriculars. Mr. Synders statements are supported in the College Board Guide to Jobs and Career Planning by Joyce Mitchell, admissions director at Texas A&M, when she explains that the choices we make as studentswhat classes to take, what clubs and organizations to be active in, what volunteer activities we participate inare not only decisions that affect our lives now as we decide where to continue our education, but they can ultimately affect career decisions. Extracurriculars are like an investment in our future (simile) a. According to Ms. Mitchell, a lot of students end up in jobs they dont like because they never tried the job through an internship or cooperative education opportunity before they settled into the job for good. b. If you get some experience in your job field ahead of time you may find out if the field is for you or if you want to change majors before you invest a lot of time and money.

C.

There is also a great deal of evidence that our employment prospects are highly dependent on, again, involvement in extracurricular activities. In his article, Out of College, What Next? In the July 12, 1993 issue of Fortune magazine , Alan Farnham, a personnel director for a major company wrote, Dont shirk extracurriculars. Pull out every last stop. If I am interviewing two candidates with equal qualifications for the job, and one applicant has done some community work or extra currciculars, that puts them ahead of the game. Hiring professionals agree that outside activities are extremely relevant to an applicants chances of getting past their first round review of resumes. a. Five personnel directors from major corporations including US West and Dow chemical Company were interviewed in the article What Do Real Employers Want in the 1994 edition of Planning Job Choices. b. All five agreed that academic achievement is an important aspect of a prospective employees accomplishments but, interpersonal skills. including demonstrated leadership capabilities, team work, conflict resolution and verbal communication skills were also extremely important and were often enhanced by extracurriculars. -37-

1.

2.

(Transition: involved.) II.

Clearly there is a need to get involved, so why arent more of us currently

Several reasons were provided on my surveys for lack of involvement. A. Some of you didnt know what was available (57%) B. Some of you didnt think it was important (23%) C. The biggest obstacle is time (79%) were busy with school, family and work

(Transition: Those are some pretty strong arguments, but I hope to give you some solutions to help you find a way.) III. There are many solutions to the obstacles that prevent students from getting involved. A. It is simple to find out what is available. 1. Go to the activities office C101 (Ed Snyder, Director of Student Activities) 2. Talk to a teacher or club advisor (Nedra can direct you) 3. Use the television (SIN-Student Information Network) 4. Read the CLC newspaper or Hotsheet. 5. Talk to students who are already involved. I would be happy to share information with you. B. For those of you who didnt think it was necessary to get involved, I hope I convinced you otherwise in my first main point about the need for extracurriculars to transfer or to help get a job. C. Clearly the most difficult obstacle is finding the time. 1. Some clubs dont involve a lot of time. Some meet once a week for an hour or some only meet twice like Phi Theta Kappa or once a month. (Interview with DeRionne Pollard, club advisor) 2. Only do something you REALLY enjoy so it wont feel like extra work. a. Doesnt have to be at CLC maybe through your church teaching Bible school. b. If you like kids maybe you could be a coach for soccer or little league through the park district. 3. If you have to work, try combining work with your career goal. a. If you like journalism, you can get paid to work on the CLC newspaper. You get experience and money. b. If you want to be a teacher, try working in a day care or volunteering at your childs school once a month. c. There are a lot of internships and co-ops available. 4. If you are still too busy, maybe you are too busy for your classes too. a. maybe try taking fewer classes so you can spend more time on your classes and have some time for yourself. b. consider cutting back on work and taking out a low interest student loan so you dont have to be superhuman to get everything done. -38-

(Transition: I realize this could be a sacrifice for many of you, but I feel the benefits outweigh the costs) IV. There are many benefits to you. A. Getting into the 4 year school you desire. 1. Club advisors are happy to write letters of recommendation (Interview with club advisor for BSU) 2. So are faculty if they are aware of your involvement in the college community. B. Landing the job you want and like. 1. Remember what employers are looking for. (93% said employers care about extracurriculars) 2. An internship or co-op means you have experience with the job ahead of time. C. Feeling more a part of the community. 1. Whether at school, church, on a sports team, or at work, when you are involved you feel more connected with others. 2. You get to know more about that community. D. You might even get paid. 1. CLC Chronicle (Interview with Advisor of CLC newspapers) 2. CLC Student Senate President 3. Volunteer Firefighter

Conclusion I. We know that we should get involved, we know that there are lots of reasons why we cant do everything, but we also know there are some ways to overcome the obstacles that might be preventing us from getting more involved. (Repetition) II. Im involved in student leadership here at CLC, I know that doesnt mean that every potential employer will look at my resume and say, Mary Kay Needham attended a leadership conference? Get this women in here, weve GOT to have her! But it does mean that I am learning a lot of interpersonal, leadership, and communication skills that employers are looking for. Not to mention I am having fun in the process! III. I hope you will get involved in something outside of your studies and work that you enjoy and that might help you out in the future. I challenge you to take a few moments today to think of what your goal is after you leave CLC and what you might get involved in to help you reach that goal. Just rememberour involvement in extracurricular activities will benefit us here at CLC, our involvement in extracurricular activities will benefit us as we continue our education somewhere else, and our involvement in student activities will benefit us in the job market. Can we really afford NOT to be involved? (repetition) Note, you will submit your survey calculations with your prep outline, but a bibliography is due with your formal outline and should include at least three sources, not all INTERNET generated sources. -39-

Persuasive Speech

Instructors Evaluation Form

Speaker: ________________________________________________________________ Introduction: _____Gained attention and interest _____Introduced topic clearly _____Related topic to audience _____Established credibility _____Previewed body of speech _____ (0-5)

Topic is adapted to the audience throughout the speech and meets persuasive goals Included effective placement of class survey results _____ (0-10)

Speaker credibility is enhanced throughout the speech

_____ (0-5)

Organization Design and Content: _____Main points were well selected _____Main points were fully supported _____Content organizational pattern was appropriate for persuasion _____Appropriate outline format _____Language was accurate and vivid including imagery and rhythm _____Variety of information was provided _____Met assignment and ethical standards _____Topic proved challenging and enhanced audience knowledge _____Demonstrated effective preparation _____Explanation of the topic was logical Connectives: _____From the introduction to the first main point _____Between main points _____Between the last main points and the conclusion _____Effective _____Diverse

_____ (0-10)

_____

(0-5)

Sources are well selected and verbally cited _____ (0-10) ___ ___ ___ ___ ___ Thoroughness of each citation: Each source is cited clearly/completely ___ ___ ___ ___ ___ Quality of each citation (Effective placement of current, credible, meaningful and unbiased sources.

Variety of supporting material is used (Effectively established ethos, pathos, logos)

_____(0-5)

-40-

Reasoning is sound

_____(0-10)

Voice: ____ (0-10) _____Articulated/pronounced words clearly _____Used appropriate rate and pauses _____Avoided verbal fillers such as you know, like, and ah _____Used vocal variety (fluctuation, emphasis, energy) and enthusiasm for the topic _____Demonstrated confident volume and vocal quality (pitch, inflection) Eye Contact: _____Established initial eye contact _____ (0-10) _____Held eye contact with various audience members throughout the speech _____Appropriately referred to notes _____Avoided looking at walls, floor, ceiling, window _____Avoided distracting eye movements Physical Delivery: _____ (0-10) _____Avoided distracting mannerisms _____Appeared comfortable, yet poised and alert _____Avoided leaning, shifting, or poor posture _____Used gestures to add emphasis and understanding to the topic _____Facial expressions communicated interest and enthusiasm for topic Conclusion: _____Prepared audience for ending _____Summarized main points and reinforced central idea _____Passive agreement or call to action _____Demonstrated effective preparation _____Void of abruptness Outline/Bibliography is in correct form Time (6-9 minutes) __________ --_____ (0-5)

_____ (0-5) _____ (0-100)

Total _____ Additional Comments: -41-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-42-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-43-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-44-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-45-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-46-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-47-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-48-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-49-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-50-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-51-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-52-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-53-

Persuasive Speech Student Evaluation Form Speaker ______________________________ What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

_________________________________________________________________________________ Persuasive Speech Student Evaluation Form Speaker ______________________________

What attitudes and beliefs, if any, have you changed as a result of this speech? Will you DO anything differently as a result of this speech? If so, what will you do differently?

Why or how did this speech persuade you to change you attitudes and beliefs or actions?

If you were not persuaded to change your attitudes, beliefs, or actions, why not?

-54-

Persuasive Speech Self-Evaluation Form Please answer the following questions after viewing your taped speech and reading your feedback forms from your classmates. You will not be able to do your self-evaluation until you receive the feedback forms.

1.

a. How did your verbal delivery help or hinder your persuasive appeal? b. What language devices did you incorporate to give your message imagery and rhythm? Provide specific examples. c. What did you do with your verbal delivery so that you would sound committed to your topic? d. How has your verbal delivery improved during the course? e. What would you still like to improve about your verbal delivery? a. Describe and evaluate your gestures, eye contact, facial expressions, attire, posture and movement. b. How did your nonverbal delivery help or hinder your persuasive appeal? Provide some specific examples of what you mean. c. How has your nonverbal delivery improved throughout the course? d. What areas of your nonverbal delivery do you still need to work on? a. Compare the results of your original survey with the results from the feedback sheets you received after your speech. b. Based on this information, how persuasive do you feel your appeal was? c. What % of people changed their minds or are willing to take action? d. What about your message seemed to persuade people? a. Based on the feedback you received from the audience, what changes would you make if you were to give this speech again and hoped to persuade more people? b. Do you think you picked a good topic for this audience? Why or why not?

2.

3.

4.

55