Speakers Packet(1)

7/31/2019 Speakers Packet(1)

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COMMUNICATION 121

Fundamentals of Speech

Speakers PacketRevised Summer 2011

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


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Values Speech

For your first graded public speech, you may choose to talk about a person, place, object or activity thatyou particularly value. Each of these will be discussed in class, but below you will find some generalinformation 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, realor fictitious, famous or not famous. Develop a speech that explains why you value this person. If you picka famous person do not just present researched evidence about the person, instead you should focus onwhy 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 andHillary Clinton.

If you decide to prepare a speech about a place, choose a place that has significance to you such as a placeyou would like to visit, the place you grew up, where you would like to live, or a place that is experiencinga 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 useeveryday, one that you collect, one that was a gift, one that symbolizes a relationship you have withsomeone else, something that represents a significant accomplishment, or a pet. You should speak aboutwhy you value this object.

If you decide to speak about an activity, focus on one that brings you satisfaction or challenge. This couldinclude a sport, your work, a volunteer experience, or a hobby. Your speech should be about why youvalue this activity.

Grading Criteria: Develop an introduction that gains attention and previews the main points, a body thatmakes a serious point while clearly explaining why you value the person/place/object/activity, and aconclusion that reviews ideas and creates a clear, satisfying ending. Strive to make your messageinteresting and energetically delivered. Be sure you have practiced the entire speech several times aloudand all the way through without stopping. You should be using an extemporaneous delivery (key words onyour notes). You should not practice your speech by reading it. See the instructor evaluation form in thepacket to see how you will be graded.

Procedures: On the day you are scheduled to speak, turn in your Instructors Evaluation Form and the twoStudent 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 andanswer the questions on the Value Speech Self-Evaluation Form. Your instructor will tell you when the

self-evaluation is due.


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Sample Values Speech Outline (OBJECT)

G.P. To InformS.P. To inform my audience about three reasons why I value my diplomasC.I. 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 ona 10 year educational journey of discovery, and would ultimately result in some objects that Ivalue as much as my marriage and my relationships with family and friends.

II. The objects that I am speaking about are my college diplomas. Most of you are starting on yourown educational journeys and I hope that you will be inspired by my story.

III. Today Ill be sharing with you three reasons why I value my diplomas which are they represent apersonal accomplishment, they symbolize ten years of higher education, and they allow me tosecure a job that I enjoy.

(Connective: So let me take you back to 1980 and to the first reason why I value my diplomas, the fact thatthey 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 abouthow 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.

B. Jackson Community College (1982-1984)1. Why I went.2. What happened while there3. When I left

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Sample Values Speech Outline (OBJECT)Page 4

C. Adrian College (1984)1. Why I went.2. What happened there.

D. Eastern Michigan University (1985-1988)

1. Why I went.2. What diplomas earned.

E. The Ohio State University (1988-1991)1. Why I went.2. What happened.3. When I left.

(Connective: The final and most important reason why I value my diplomas is that they help to insure thatI 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. JCC2. EMU3. OSU Columbus, OSU Newark4. Columbus State Community College5. Honda of America

B. What I love about my job.1. New students every semester2. Wonderful colleagues3. Autonomy in the classroom4. Educational opportunities5. Great money and little chance of losing the job.

CONCLUSION

I. So that is the story of my educational journey that led to the diplomas that I hang proudly on myoffice wall. When I look at them I am reminded of the 3 reasons why I value them so much.

II. They are my own personal accomplishment, they represent the hardest and most rewardingyears of my life, and they allow me to stand here in front of you doing a job that brings me greatsatisfaction and joy.

III. Some students call CLC college of last chance and they are embarrassed that they are hereinstead of a different, perhaps more prestigious institution, but I am here to tell you that I believethat you have made a very wise decision to be here. You are among faculty who take greathonor and pride in assisting you and watching you succeed in the first step of youreducational journey.

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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 _____ (0-5)_____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

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: _____ (0-5)

_____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: _____ (0-5)

_____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) __________ --- _____ (0-25)

Total _____

Additional Comments:-5-


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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, facialexpressions)?

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

Additional comments:

______________________________________________________________

Critiqued by: ____________________________________________

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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: ____________________________________________

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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 theinformation you included in the speech? c. Describe how often you practiced your speechout 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?

2. Verbal Delivery. a. Describe and evaluate your rate, pitch, quality, volume, fluency andvariety. 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 needsimprovement. 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 youwill do DIFFERENTLY while you practice.)

3. 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 specificexamples. 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.

4. 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?

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?

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Time: 5-7 minutes

Assignment: Inform the audience about a topic of your choice. The speech should demonstrate clearorganization and must use at least one visual aid. However, you should select main points with visual aids inmind. Try to use at least one visual aid for each main point. The visual aids must be necessary for a fullerunderstanding of the topic you are discussing. For example, if you decide to teach us about some differenttechniques for using watercolors, it is necessary that you demonstrate the techniques you are discussingvisually. On the other hand, if you decide to inform the audience about stress and you simply show us a bookyou read on the topic, or a poster board listing the names of different types of stress, this does little to increaseour understanding of stress. You may wish instead to demonstrate some techniques for reducing stress such asbreathing exercises or massage.

Demonstration speeches usually work best for this type of speech. Examples of such speeches that haveworked 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 involvedemonstrations include tornados, identifying poisonous plants, art by a particular artist, insulators, or theevolution of the corvette. While each of these proved quite interesting, remember that you must relate the topicto the audience during this speech. Therefore, while you may find the topic "how to put on make-up" veryinteresting, you would have to find a way to explain why the male members of the audience need to know thisand give information that female members do not know.

Organization: A chronological pattern for a demonstration speech or a topical or spatial organizationalpattern for a general informative speech works well for this speech. Avoid problem-solution patterns becausethese 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 alsoestablish your credibility to speak on the topic and relate the topic to the audience in the introduction. Anappropriate informative organizational design should be used and there should be clear connectives betweenparts of the speech. The visual aid should be well constructed and necessary for understanding. The visual aidshould be well presented and should not disrupt the flow of the speech. The conclusion should be functionaland dynamic. A preparation outline will be due in advance of the day you are scheduled to speak, so that I cancheck 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 TODELIVER THEIR SPEECH UNTIL A PREPARATION OUTLINE HAS BEEN TURNED IN!! Failure toturn 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 WithVisual Aid: Instructor's Evaluation Form" and two "Informative Speech With Visual Aid: Student CritiqueForms." After your speech, you should turn in your speaking notes. Warning: your speaking notes should notconstitute a manuscript. Outside of class watch your speech and answer the questions on the "InformativeVisual Aid Speech Self-Evaluation Form." *Do not confuse the preparation and formal outline*

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Informative Speech With Visual Aids


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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 apicture.

Central Idea Statement: The four basic steps in matting and framing a picture are planning theproject, 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 moneyto spend on gifts but you can save almost four times the cost of an art print if you matand frame the picture yourself. You can save even more if you use a personal

photograph or piece of art you make yourself.

III. Establish Credibility: I worked last summer in a print shop matting and framingpictures, and I learned how easy this is to do.

IV. Central Idea and Preview: There are four major steps in matting and framing apicture: planning your project, obtaining the proper equipment, cutting the mat, andframing the picture

Body:I. Begin by planning your project

A. Decide what color you want the mat to be.1. Select a color that goes well with your furniture2. 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 handle2. A beveled cut takes more skill

II. 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.

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V.A. Formal Outline Page 2

B. You will need cutting equipment1. Scissors and kitchen knives dont do a very good job.2. You should get the right kind of knife at an art supply storeC. You will need matting materials.1. Construction paper and poster boards do not make good mats2. Matting comes in different colors and textures.

III. 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 parallel3. 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.

IV. 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 productwill be worth the effort. A print that costs $25 often costs another $100 to mat andframe 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.

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Checklist for Formal Outlines

_____ 1. Is it typed?

_____ 2. Are the proper symbols used at each level?

(E.g., I.A.1.a.).

_____ 3. Are there at least two points per subdivision?

(I.e., if you have a "1," there must be a "2.")

_____ 4. Are subordinate points and the sentence that goes with them appropriately andfully indented?

_____ 5. Does the general purpose match the speech assignment?(I.e., "to inform," "to persuade" )

_____ 6. 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 notalready do this.)

_____ 7. Does the conclusion fulfill the three functions?_____ a. Signals the end_____ b. Summarizes the speech

_____ c. Includes a striking final thought

_____ 8. Is the bibliography in proper form (if one is needed)?

_____ 9. Is the general purpose, specific purpose, and central idea statement in correct

form?

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Informative Visual Aid Speech


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 _____ (0-5)

_____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

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: _____ (0-5)_____Gained attention and interest

_____Introduced topic clearly_____Related topic to audience

_____Established credibility_____Previewed body of speech

Organization Design and Content: _____ (0-10)_____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

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Informative Visual Aid SpeechStudentEvaluation 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_________________________________________

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Informative Visual Aid SpeechStudentEvaluation 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_________________________________________

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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 andvariety. 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 speechand what still needs improvement. d. Explain what you will do differently during yourpractice sessions next time to make improvements. (Please dont just say you will practice

more, explain WHAT you will do DIFFERENTLY while you practice.)

2. Nonverbal Delivery. a. Describe and evaluate your gestures, eye contact, facial expressions,attire, posture and movement. b. Indicate how these complemented or contradicted yourverbal 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 needsimprovement. e. Explain what you will do differently during your practice sessions next timeto 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 thetopic? e What changes would you make in the introduction? If you say none, why not?

4. 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?

5. Visual Aid.a. Describe and evaluate your visual aid(s). b. Discuss the production of thevisual 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 youpractice with your visuals?

6. 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 orby using extemp.?

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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, themajor focus in this speech should be on selecting appropriate and relevant verbal citations to includein 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 inthe head. This is a poorly selected verbal citation for at least two reasons: first, we probably all havea 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 morerelevant 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 relevantverbal citations. Please work to incorporate the citations smoothly into your speech. Work on eyecontact so that you don't have to look down the entire time you are presenting the citation. You maywish 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..." atthe 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 citationon the outline, but you should at least indicate where you are planning to use verbal citations andwhich 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 appropriateorganizational 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, andcredibility. 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 allowsufficient eye contact even during verbal citations. Although you are asked to include verbalcitations 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 islong 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 deliveryshould be dynamic enough to keep audience interest and be free of excessive verbal fillers anddistracting nonverbal mannerisms. The conclusion should be functional (remember the 3 functions)

and memorable.

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Research Assignment

Find 5 potential sources that you might use for your research speech. Such sources might include newspaperarticles, magazine articles, interviews, Internet sources or books. Your sources should not be all websites andshould 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 Librarywebpage 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 ofhow to document it, please consult the MLA manual available in the library. Always make sure to use themost recent edition of the manual. An excellent resource is from Purdue which you can link to athttp://owl.english.purdue.edu/ The sample bibliography is taken from this source as is based on the 2009edition of the MLA Style Manual.

Checklist for Research Assignment

Did you...

_______ 1. Type it

_______ 2. Alphabetize your entries

_______ 3. Double space and only double space throughout

_______ 4. Omit titles (e.g., staff reporter), degrees (e.g., M.D., Ph.D., Dr., M.S.W.) and datesthe author was living (e.g., 1907-1988)

_______ 5. Indent only the 2nd and subsequent lines of an entry

_______ 6. 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).

_______ 7. Center the title-- Works Consulted or Works Cited--but dont underline it, bold it,or put it all in capital letters

_______ 9. Type your last name in the upper right hand corner followed by a space and theappropriate page number

_______ 10. Abbreviate months as Jan., Feb., Mar., Apr., May, June, July, Aug., Sept., Oct.,Nov., Dec.

_______ 11. See the samples on the following page. Your bibliography should look like thesample.

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Sample Bibliography Page

Source: Russell, Tony, et al. "MLA Sample Works Cited Page."The Purdue

OWL. Purdue U Writing Lab, 5 May 2010. Web. 15 May 2011.

Source: Russell, Tony, et al. "MLA Sample Works Cited Page." The Purdue

OWL. Purdue U Writing Lab, 5 May 2010. Web. 15 May 2011.

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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. ofAn 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, and Daniel Kahneman. "On Global Warming an

Financial Imbalances." New Perspectives Quarterly23.4 (2006): 63. Print.

Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming."

American Economic Review96.2 (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.


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Sample Research Formal Outline

G.P.: To informS.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. Example of an urban legend. (Brunvand, Too Good to be True: The Colossal Book ofUrban Legends).

II. How I became interested and my research.III. You have probably all heard urban legends and you may believe them or want to know if

they are true.IV. 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 orally2. 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 conclusionb. Too weird and coincidentalc. Changing local such as slasher story in intro.

2. 1984-1992 this incident supposedly occurred in 16 cities 14 differentstates, 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 belief3. Meaningful message or moral (Brunvard, Vanishing Hitchhiker)

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(Transition: Well, if they arent true, but theyre not completely lies, what purpose do they

serve?)

III. The purpose of urban legends is 3 foldA. The meaningful message or moralB. EntertainmentC. 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 amovie.A. Part of National Lampoons Vacation is based on an urban legend.

1. Aunt dies and they tie her to the roof of car2. 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 Movieb. Dead little boy in the scene

1.) The boy committed suicide2.) Boys parents tried to sell the apartment3.) The moviemakers got the apartment for a great price.

2. Actually a cardboard cut out of Ted Danson3. The haunted apartment was a set created on a sound stage not an actual

apartment.

Conclusion

I. Hope you enjoyed hearing about and learning about ULsII. I shared what they are, whether they are true or not, the purposes they serve, and how they

are used in movies.III. Next time someone tells you the story of a friend of a friend, you can say, Oh yeah, I

heard THAT one.

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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. Yourbibliography/research assignment that is due with your research preparation outline should haveat least 5 potential sources, not ALL Internet website sources and should be titled Works

Consulted.

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Research Speech


Speaker: ________________________________________________________________

Introduction: _____ (0-10)

_____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 _____ (0-5)

Speaker credibility is enhanced throughout the speech _____ (0-5)

Organization Design and Content: _____ (0-10)

_____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: _____ (0-5)_____From the introduction to the first main point_____Between main points

_____Between the last main point and the conclusion_____Effective_____Diverse

Sources are well selected and verbally cited _____ (0-15)

___ ___ ___ ___ ___ Number of sources___ ___ ___ ___ ___ Source verbally cited fully___ ___ ___ ___ ___ Quality of citation(Necessary, Current, Credible, Clear, Unbiased)

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_____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 _____ (0-5)_____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

Physical Delivery: _____ (0-5)_____Avoided distracting mannerisms

_____Appeared comfortable, yet poised and alert_____Avoided leaning, shifting, or poor posture


Conclusion: _____ (0-5)_____Prepared audience for ending_____Reinforced central idea

_____Round out ending_____Demonstrated effective preparation_____Void of abruptness

Outline/Bibliography is in correct form _____ (0-5)

Time (5-8 minutes) __________ --- _____ (0-75)

Total _____

Additional Comments:

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Research SpeechStudent 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 youcould 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 speakerstill needs to work.

___________________________________________________________________

Critiqued By_____________________________________________________

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Research SpeechStudent 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 youcould 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 speakerstill needs to work.

___________________________________________________________________

Critiqued By_____________________________________________________

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Research Speech


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 toimprove about your verbal delivery? d. What do you plan to do to ensure that improvementsare made? e. What did you like best about your verbal delivery?

2. 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 stilllike to improve about your nonverbal delivery? d. What do you plan to do to ensure thatimprovements are made? e. What did you like best about your nonverbal delivery?

3. The Introduction. a. What did you do to gain attention? b. What did you say to relate thetopic 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 likebest about the introduction?

4. Content and Sources. a. Why did you select the sources you did over other sources youcould 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. Whatorganizational pattern did you use for this speech and why did you select that particularpattern? e. If you could make changes, what would you change?

5. Preparation. a. How far in advance of your speech did you select your topic? b. Did youturn 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 yourspeech all the way through without stopping ?

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Persuasive Speech

Time: 6-9 minutes

Assignment: Deliver a persuasive speech of fact, value, or policy on a topic that is appropriate andadapted to your audience. Your instructor may have a preference for which type of persuasive speechyou must deliver, so be sure to find out. Examples include persuading the audience to drink bottledwater, persuading the audience that the college curriculum is sexist, persuading the audience to takemeasures to protect their home from fire or burglary, convincing the audience that the governmentshould change adoption laws, or persuading the audience to get involved in a volunteer activity. Useeffective language, a dynamic delivery, and a variety of supporting materials to achieve your specificpurpose. 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 youraudience analysis questionnaires to adapt the topic to the audience. You must include specificnumerical 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 functionalintroduction that performs all 4-5 functions discussed in class. Use an appropriate organizationaldesign 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 yourpersuasive message. Please read the chapter on language and incorporate some of the effectivelanguage devices outlined by Lucas. Use eye contact, full body movement and gestures whichcompliment your message. Since you will be graded more on your physical delivery during thisspeech, you will not be able to use the lectern. Also, you MUST use an extemporaneous mode ofdelivery, so you will not be able to have any complete sentences written on your note cards with theexception of verbal citations. The conclusion should summarize your main points and if this is apolicy speech it should call the audience to action.

Procedure: As usual you should hand in the "Instructor Evaluation Form" and your formal outlineand bibliography before you speak. Turn in your note cards before you speak to be sure you are notusing a manuscript. Everyone will fill out a brief critique form for everyone else this speech. Youdo not need to write your name on each form. Instead, use the forms provided and be sure to writethe 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 lettergrades in the overall course, so be sure to ask for assistance if you need it and to start early so youhave sufficient time to prepare and practice the speech. Your verbal and nonverbal delivery is veryimportant 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.

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Audience Analysis Survey Assignment

Due __________________________

I. Select a topic for your persuasive speech.

II. 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 yourquestions, add a note to go to the next page. If some questions should be skipped bycertain respondents, make a note of that too.

B. 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

C. Make _____ copies, enough for your classmates and the instructor.

D. You do not have to include your name on the survey. You will be given a numberto include on your survey to provide a method of returning them to you. PLEASEPLACE YOUR NUMBER IN THE UPPER RIGHT CORNER OF EACHSURVEY after you are given it the day of the survey exchange.

E. Turn in a copy of your survey to the instructor with your name on it so you canreceive a grade.

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.

B. Make sure questions are clear and unambiguousC. Choose the appropriate kind of question for the information you need to gather.D. Make sure that fixed-alternative and scale questions include all the possible answers.E. Make questions neutral. Avoid leading questions.F. Only ask one question at a time.G. Give instructions to skip questions if certain answers are given.

H. Provide space to record answers, especially responses to open-ended questions.I. Ranges used for scale questions should not overlap.

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Sample Audience Analysis Survey

1. Have you ever donated blood before? Yes_____ No_____ (if no, skip to #3.)

2. How often have you donated blood?

a. 1-2 timesb. 3-5 times

c. 6-10 timesd. 11-20 times

e. more than 21 times

3. It is important to donate blood.

Strongly Agree Agree No Opinion Disagree Strongly Disagree

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.


Donate money for research on blood diseases.


6. Do you think donating blood is painful? Yes_____ No_____ Undecided_____

7. What percentage of eligible donors do you think donate blood? _____%

8. Would you donate blood for a family member who needed it? Yes_____ No_____

9. 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 todonate blood? Yes_____ No_____ Maybe_____

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Checklist for Persuasion

_____ 1. Have you selected an appropriate organizational design?

_____ 2. Have you included a minimum of three verbal citations?

From 3 different sources? (The survey doesnt count)

_____ 3. Have you used a variety of evidence? (facts, examples, testimony)

_____ 4. Have you performed all four-five functions of the introduction?

_____ 5. Have you included a Works Cited page that is in correct form?

_____ 6. Have you explained why you are credible to speak on this topic?

_____ 7. Have you carefully analyzed your audience and incorporated survey results?

(Results should be in percentages)

_____ 8. Have you carefully selected appropriate language for a persuasive appeal?

_____ 9. Have you practiced your physical delivery so it emphasizes your message?

_____ 10. Have you practiced the speech enough to allow for adequate eye contact even

during verbal citations?

_____ 11. Have you practiced the speech enough that it meets time restrictions (6-9

minutes)?

_____ 12. Have you included connectives between main parts of the speech?

_____ 13. Have you provided options in your solution section so that more people maybe persuaded?

_____ 14. Have you provided evidence that your solutions will work?

_____ 15. Have you included a call to action if this is a persuasive speech of policy?

_____ 16. Have you prepared note cards that only have key words except for directquotations?

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Sample Persuasive Speech Outline in Problem-Cause-Solution Design

G.P. To persuadeS.P. To persuade my audience to drive cautiously through work zones.C.I. 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. Can I get you to stop right there? I will dress in my roadwork uniform and will act out asituation to gain attention.

II. I have worked on road crews for 5 years. I am a certified IDOT control flagger and Iexercise great caution when driving through work zones.

III. Surveys said ranked yourself on average 6 out of 10 on traffic safeness, 42% do notalways observe speed limits in work zones.

IV. Tonight we will explore the problem of increased accidents and worker deaths in workzones, 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 roadworkers.A. Drivers are at increased risk in work zones

1. According to studies by USDOT your chances of an accident are doublethat of normal driving.

2. Annually in US over 20,000 accidents in workzones (Texas A&M website1999)

a. 700 fatalities 86% motoristsb. 5000 injuriesc. 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 Firefighterswere at higher risk.

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

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II. Causes for these dangers lie with both the workers and the motorists.

A. Workers1. 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

B. Motorist1. Very preoccupied while driving

a. cell phones (70% of you talk while driving

b. women put on make-upc. reading papers and mapsd. parenting children

2. 2000 study by the Bureau of Transportation Statistics (BTS.gov) foundthat 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.

(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. Workers1. Use new studies to set up the safest lane configurations

2. Use more and better signs to inform motorists3. Give workers more breaks when very hot or cold4. 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 ofsafety classes and safer lane configurations and signage, there has been a

30% drop in overall accidents.

B. Motorists1. Use more caution

a. Bad time to shave, read maps, talk on the phone

b. Work zone zones require more not less concentration2. Slow Down!

a. The faster you drive the less time you have to react

b. New laws double fines in work zonesc. Police must enforce the laws


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3. Use alternate routes

a. If you know construction is being done, go a different wayb. The number of accidents is related to the volume of traffic

4. 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 lastpossible minute in the morning.)

ConclusionI. 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 dothis and I challenge you to join me. Remember: When you are more safe on the road, theroad is more safe for others.

Please turn in your survey calculations with your preparation outline and your Works Cited withyour formal outline.

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Sample outline in Monroes Motivated Sequence

G.P. To persuadeS.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 ofthe intro!)

Introduction

I. Nedra, is there some way I can get extra credit? Weve all heard this questionbeforeor asked it ourselves. At some point, each of us has been close to getting thegrade we want, all we need is a few extra points, and wed do just about anything to get

those points.II. 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.III. Extracurricular activities are an essential element in the total package of the college

experience. (metaphor)

IV. I firmly believe this and while I am a busy mom, I still find time to involve myself inareas that interest me at CLC. I am a member of Phi Theta Kappa, I am the studentrepresentative 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 ofevents on campus, from fund raisers to performances to guest speakers.

V. I hope to convince you that we all NEED to be involved in activities outside theclassroom, 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.

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 activitiesoutside of academics.

B. Ed Snyder, The Director of Student Activities here at CLC, told me that studentswho want to transfer to another school after CLC must be concerned with andthink now about getting involved.

1. He says, You cant afford not to be involved. You have good grades butso does everyone else. In fact, 50% of continuing students at CLC thissemester have a cumulative GPA of 3.0 or better. (Facts/Trends, Office of

IEPR summer 1994)

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2. An informational flyer put out by the counseling office states, Universityadmissions 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 aboutextracurriculars.

3. Mr. Synders statements are supported in the College Board Guide to Jobsand Career Planning by Joyce Mitchell, admissions director at TexasA&M, when she explains that the choices we make as studentswhat

classes to take, what clubs and organizations to be active in, whatvolunteer activities we participate inare not only decisions that affect

our lives now as we decide where to continue our education, but they canultimately 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 theydont 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

beforeyou invest a lot of time and money.

C. There is also a great deal of evidence that our employment prospects are highlydependent on, again, involvement in extracurricular activities.

1. In his article, Out of College, What Next? In the July 12, 1993 issue ofFortune magazine , Alan Farnham, a personnel director for a majorcompany wrote, Dont shirk extracurriculars. Pull out every last stop. If I

am interviewing two candidates with equal qualifications for the job, andone applicant has done some community work or extra currciculars, thatputs them ahead of the game.

2. Hiring professionals agree that outside activities are extremely relevant toan applicants chances of getting past their first round review of resumes.

a. Five personnel directors from major corporations including US Westand Dow chemical Company were interviewed in the article What DoReal Employers Want in the 1994 edition of Planning Job Choices.

b. All five agreed that academic achievement is an important aspect of aprospective employees accomplishments but, interpersonal skills.including demonstrated leadership capabilities, team work, conflict

resolution and verbal communication skills were also extremelyimportant and were often enhanced by extracurriculars.

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(Transition: Clearly there is a need to get involved, so why arent more of us currentlyinvolved.)

II. 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 tohelp 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 anhour 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 littleleague 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.

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(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 collegecommunity.

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 oftime.

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 President3. Volunteer Firefighter

ConclusionI. 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 thatemployers 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 enjoyand 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 helpyou reach that goal. Just rememberour involvement in extracurricular activities willbenefit 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 generatedsources.

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Persuasive Speech


Speaker: ________________________________________________________________

Introduction: _____ (0-5)_____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 and meets persuasive goalsIncluded effective placement of class survey results _____ (0-10)

Speaker credibility is enhanced throughout the speech _____ (0-5)

Organization Design and Content: _____ (0-10)_____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: _____ (0-5)_____From the introduction to the first main point_____Between main points_____Between the last main points and the conclusion_____Effective_____Diverse

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 _____(0-5)(Effectively established ethos, pathos, logos)

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Reasoning is sound _____(0-10)


_____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


Conclusion: _____ (0-5)_____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 _____ (0-5)

Time (6-9 minutes) __________ --- _____ (0-100)

Total _____

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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?

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Speaker ______________________________

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



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Persuasive Speech


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 specificexamples. 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?

2. 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 deliveryimproved throughout the course? d. What areas of your nonverbal delivery do you stillneed to work on?

3. a. Compare the results of your original survey with the results from the feedback sheetsyou 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?

4. 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 youthink you picked a good topic for this audience? Why or why not?

Speakers Packet(1)

Documents

Transcript of Speakers Packet(1)