Persuasive Speech, Introduction

Persuasive Speech Unit

The Break-down:

You are playing two separate roles in this unit: that of an Investor and an Advocate. As an Advocate, you will deliver a speech convincing the Investors to invest in your cause. As an Investor, you will listen to the Advocate speeches and decide which to which causes you’ll direct your money.

Advocate Role:

1. Pick a category:

·       Humanitarian Group/Charity (ex: Heifer International, the Red Cross, Feed My Starving Children)

·       Non-profit organization (ex: National Public Radio, Chrysalis-Tubman Family Alliance)

·       Arts/Entertainment Group (ex: Guthrie Theatre, Minnesota Orchestra, American Ballet Theatre)

2. Pick an organization within this category. (This in itself might take some research).

3. Research this organization. Triangulate your sources: not only do you want to look at information provided BY the organization, you want to look at outside reports ABOUT the organization.

4. Write your persuasive speech. Convince the Investors that their money will be well spent. Why should they invest in your organization as opposed to everyone else’s?

IMPORTANT: Why should people spend money on these things when there are arguably more specific, pressing needs?

5. Submit a full sentence outline of speech with in-text citations and works cited page to turnitin.com by Tuesday, Nov. 12 at 11:20 am (class time).

  

6. Practice your persuasive speech. Seriously. Practice. The mirror is a great audience, as is your dog. If you can do the speech for a relative, you can do it in front of anyone.

7. Present your speech to the Investors on your assigned day in a 3-5 minute presentation.

Investor Role:

1. You will get $20,000 in Johnson Dollars, dispersible in $1,000 increments. You may choose to give it all to one company, or to distribute it in smaller amounts. 

2. As you are watching the presentations (speeches), take notes. You will disperse your money after ALL the presentations have been made, so keep track of what speeches moved you and why.

3. Distribute your money. You will take your physical bills and drop them in each person’s corresponding manila envelope.

Things to keep in mind:

• Utilize the research process including selection and use of sources and source analysis.
• Consider multiple dimensions (personal, political, social, economic, etc.) of American culture in your argument.
• Develop a workable thesis.
• Include foreseeable objections to your position.
• Develop an appropriate organization that includes persuasive techniques (logos, pathos, and ethos).
• Utilize sufficient and appropriate support, and implement rhetorical devices (such as repetition, parallelism, etc.).
• Cite research to support the points in the speech (MLA format) including a works cited page.
• Deliver speech effectively (appropriate pace, tone, language choices, etc.).

In-Class Work Days: Monday, Sept 30—choose topic and begin research Monday, Oct 7—continue research (need at least 3-5 sources) Monday, Oct 14—continue research (begin Works Cited page) Monday, Oct 21—construct logical, emotional, and ethical arguments; include           foreseeable objections Monday, Oct 28—write outline of speech in full sentences, including rhetorical           techniques such as repetition, parallelism, etc.(see sample on following pages) Monday, Nov 4—include in-text citations in outline Monday, Nov 11—finish outlines and practice speeches in small groups Speeches: Tuesday, Nov 12-Thursday, Nov 21.

Persuasive Speech with Research

Prompt:

Think of a specific non-profit, humanitarian, or arts organization you would like to persuade the audience to support.  Search for information to support your position.  Present a persuasive speech advocating this group using emotional, logical, and ethical appeals.  3 minutes is the minimum time, 7 minutes maximum.  Make reference to your sources in your speech and submit a works cited page.

	4 - Exceeds Expectations	3 - Meets Expectations	2 - Needs Work	1 - Below Expectations
Introduction	Introduction skillfully engages the audience and supplies well-chosen, concise information for an uninformed audience. Thesis statement presents a specific group to support and reasons behind it.	Introduction grabs attention and provides adequate background to the topic. Thesis statement presents a specific group to support and reasons behind it.	Introduction grabs attention, but background to the topic does not provide a context for the thesis statement. Thesis statement presents a group, but reasons may not be clearly defined.	Attention-getter may seem forced or clichéd. Little background information is supplied. Thesis statement names a group.
Organization	Reasons and evidence are clearly presented in a logical order. Facts, examples, and/or opinions are chosen to engage the audience and are skillfully integrated into the speech. Transitions clarify relationships of ideas and make the speech easy to follow.	Reasons and evidence are clearly presented in a logical order. Facts, examples, and/or opinions are well-integrated into the speech. Transitions clarify relationships of ideas and make the speech easy to follow.	Some reasons may seem repetitive. Facts, examples, and/or opinions are included, but may not be integrated into the speech. Shifts between ideas may be awkward or confusing.	Reasons tend to restate the thesis or are irrelevant to the thesis. Support may be irrelevant or missing.  Speech may be hard for the listener to follow because ideas are out of order.
Support	Emotional appeals use vivid language and are effective with  the classroom audience. Logical appeals are based on evidence from research and sound reasoning. Ethical appeals are connected to American values and convey  a sense of being  trustworthy Evidence is credible, reliable, and carefully chosen to provide strong support for the proposed group. Rhetorical strategies are used effectively to emphasize a point. Foreseeable objections to the position are  answered, using reasoning and evidence to support the response. Speaker appropriately gives credit to sources (which are included on works cited page).	Emotional appeals avoid faulty propaganda techniques. Logical appeals are based on evidence from research and sound reasoning. Ethical appeals are connected to American values. Evidence is credible, reliable, and sufficient to provide adequate support for the proposed group. Rhetorical strategies are used to emphasize a point. Foreseeable objections to the position are adequately addressed. Speaker appropriately gives credit to sources (which are included on works cited page).	Emotional appeals may involve some faulty propaganda techniques. Logical appeals need more evidence or contain logical fallacies. Ethical appeals may involve American values, but the connection is poorly stated. Some evidence may lack credibility, or there needs to be more evidence. Rhetorical strategies may seem awkward. An obvious objection is missed, or objections are dismissed too readily. Speaker gives credit to most, but not all, sources or credit may be partially correct.	Emotional appeals are too obvious or poorly chosen. Evidence is insufficient to construct a logical appeal. Ethical appeals are missing. Evidence is insufficient to support the group. Rhetorical strategies are missing. Objections are not addressed. Some language is too close to the source, but no credit is given.
Conclusion	Conclusion restates the opinion in a different way, and closes the essay with an effective final thought.	Conclusion restates the opinion in a different way, and closes the speech with a final thought or call to action.	Conclusion repeats thesis statement or only vaguely sums up topic. A final appeal may be weak.	Speech ends in an abrupt or simplistic manner. Final appeal may be missing or require listener’s inference.
Documentation	MLA format is correct on works cited page.	MLA format is mostly correct on works cited page.	MLA format is used inconsistently on works cited page.	Little evidence of MLA format on works cited page.
Presentation	Speaking techniques show thorough and effective preparation and rehearsal for a smooth presentation. Level of language is appropriate to topic and purpose.  It creates a connection with the audience. Vocal modulation and inflection enhance the delivery of the speech. Speech is within the time limit.	Speaking techniques (enunciation, volume, tempo, eye contact) emphasize important points and hold the attention of the audience. Level of language is appropriate to topic, purpose, and audience. Speech is within the time limit and seems complete.  Preparation and rehearsal are evident.	Speaking techniques (enunciation, volume, tempo, eye contact) are somewhat effective, but at least one area needs improvement.  Sometimes the level of language seems inconsistent with the purpose of the speech or the audience. More preparation and rehearsal are needed. Speech is close to the time limit.	Speech is read, or poor speaking techniques are a serious barrier to communication. Level of language is not appropriate for the topic, purpose, or audience. Speech is substantially shorter or longer than time limit. Speech seems unprepared and unrehearsed.