WRITTEN AND ORAL COMMUNICATIONS: GLOBAL ISSUES PERSUASIVE SPEECH

The assignment:Your goal is to persuade your audience to take action in response to a specific global and/or public health issue. Your task is to write and present a speech recommending action steps to help address this issue. This speech will be persuasive in nature; therefore, you must include a variety of research in order to full explain your issue and adequately persuade your audience to take your recommended action steps. In your speech you will demonstrate an understanding of ethos, pathos, logos.

Task DueStep 1: Consult rubric to understand the grading criteria for projectStep 2: Choose a global issue.

Step 3: Research your issue. Begin with the D214 resources.Step 4: Critically read your articles (use the attached reading guides). Read at least three (3) articles that you will use in your speech.Step 5: Create a Works Cited page.

Step 6: Complete the outline.

Step 7: Create a visual.

Step 8: Practice and be ready for your speech.

STEP 1: Review the Rubric WRITTEN COMMUNICATION SKILLSARGUMENTATION

Excellent (4) Proficient (3) Basic (2) Poor (1-0) Weight

IntroductionWriter provides a clear introduction that sets up the speech and entices (or interests) the listener.

Writer provides a clear introduction that sets up the speech, but only somewhat interests the audience.

Writer provides a basic, and non-effective introduction.

Writer provides no introduction, simply goes right into the middle of the speech.

x1 = ____

EvidenceWriter provides specific and detailed evidence to support purpose.

Writer provides general facts or personal experience to support the purpose.

Writer provides little evidence to support the purpose OR evidence is only generally related to the purpose.

Writer does not provide any evidence to support purpose OR the evidence is unrelated to the purpose.

x3 = ____

Depth of Explanation/

Link

Writer provides a clear connection between the links and the purpose. Every link supports the evidence and the purpose.

Writer provides connections between the link and purpose however they could contain more depth.

Writer provides only basic explanation of the evidence OR does not show clear connection to purpose

Writer does not provide any explanation of the evidence OR link fails to support the purpose. x3 = ____

ConclusionWriter provides a clear conclusion that summarizes the speech and purpose and makes an extension point.

Writer provides a basic conclusion that repeats the purpose and evidence discussed.

Writer provides a basic conclusion that basically repeats the purpose.

Writer does not provide any conclusion OR may simply be "The End." x1 = ____

Use of Appeals

Writer effectively demonstrates ethos, pathos, and logos.

Writer makes a successful attempt to demonstrate ethos, pathos, and logos

Writer makes an attempt to demonstrate ethos, pathos with little success.

Writer is not successful in demonstrating ethos, pathos, and logos or does not make an attempt. x2 = ____

Depth of Knowledge

Speech demonstrates a thorough understanding of the topic.

Speech demonstrates an understanding of the topic.

Speech shows some errors in comprehension and understanding.

Speech demonstrates a lack of understanding of the topic. x3 = ____

GRAMMARConventions

of Punctuation

Writer uses apostrophes correctly (for possessives) and does not misuse any apostrophes to indicate plurals. Writer includes absolutely no unnecessary commas and uses commas correctly in straightforward situations.

Writer includes many errors with apostrophe usage, including possessives, contractions, and plurals. Writer includes errors with comma usage. x1 = ____

Conventions of Usage

Writer uses the appropriate word in frequently confused pairs. Writer correctly uses the perfect tense with “have” and not “of” and subject-verb agreement. Writer uses the correct pronouns that match their antecedents and does not use 1st or 2nd person pronouns (I, me, us, we, our, you, your).

Writer misuses confused pairs. Writer has many errors with subject/verb agreement and/or verb tense. Writer does not use the correct pronouns that match their antecedents. Writer uses 1st or 2nd person pronouns (I, me, us, we, our, you, your).

x1 = ____

Sentence Structure

Writer uses correct sentence structures and includes no fragments or run-on. Writer varies sentence structure.

Writer does not use correct sentence structures and includes fragments or run-on. Writer does not vary sentence structure. x1 = ____

MATERIALS

ORAL COMMUNICATION SKILLS

TOTAL: _________/100 GRADING SCALE A: 90-100 B: 80-89 C:70-79 D: 60-69 F: 59 and below

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Excellent (4) Proficient (3) Basic (2) Poor (1-0) Weight

OutlineManuscript is completed in correct format as described in the packet.

Manuscript follows the format most of the time.

Manuscript sometimes follows the correct format.

Manuscript is not done in the correct format OR missing. x1 = ____

Works Cited

Includes a Works Cited that is complete. Student follows the correct format.

Works Cited is mostly complete, but may be lacking in one area of the format.

Works Cited is mostly complete, but may be lacking in more than one area of the format.

Works Cited is in the improper format OR missing completely. x1 = ____

Research/ Articles

Includes the required number of sources from the appropriate quality sites. Reading guides are completed for each article.

Includes the required number of sources, but may be lacking in quality OR has too few, but high quality articles. Reading guides are complete, but may be lacking in quality.

Does not have the required number of quality articles. Reading guides are somewhat complete.

Does not have any articles OR articles are from an unapproved source. Reading guides are not completed. x2 = ____

VisualIncludes a visual that adds to the presenter's purpose.

Includes a visual that is related to the topic, but may not add any information to the presentation.

Includes a visual, but does not reference it at the correct time.

Fails to include or reference a visual OR the visual is unrelated to the presentation.

x1 = ____

Excellent (4) Proficient (3) Basic (2) Poor (1-0)

Volume and Clarity

Speaker is loud enough to be heard by all audience members throughout the presentation. Speaker’s words are clear and distinct all (100-95%) the time with no mispronunciations.

Speaker is loud enough to be heard by all audience members most of the time. Speaker’s words are clear and distinct with few mispronunciations and filler words such as “um, like, uh.”

Speaker is loud enough to be heard only by those closest to the front. Speaker’s words are clear and distinct most of the time with more than a few mispronunciations. Speaker uses many filler words such as “um, like, uh.”

Speaker is often too quiet to be heard by any audience members. Speaker often mumbles or cannot be understood OR mispronounces many words.

x1 = ____

Eye ContactSpeaker establishes eye contact with everyone in the room during the presentation.

Speaker looks around the room, but without making actual eye contact.

Speaker glances up and down quickly from notes or podium and relies too much on note cards.

Speaker stares at notes and does not look up or around at all. x1 = ____

PostureSpeaker stands up straight and looks relaxed and confident.

Speaker stands up straight with some note of nerves, but it does not distract from the presentation.

Speaker’s posture is somewhat of a distraction, which includes leaning, slouching, or rocking back and forth.

Speaker does not appear to be comfortable at all, leans, slouches, or shuffles back and forth to the point of distraction.

x1 = ____

Preparation

Student is completely prepared and it is clear that he/she rehearsed. He/she is ready to go on the assigned day and stays within the required time limit.

Speaker seems pretty prepared but might have needed a couple more rehearsals. He/she is ready to go on the assigned day and stays within the required time limit.

Speaker is somewhat prepared, but it is clear that rehearsal was lacking. He/she is ready to go on the assigned day but is just under or over the required time limit.

Speaker doesn’t seem prepared to present. He/she is not ready to go on the assigned day. The speech is too short or too long by more than 30 seconds.

x1 = ____

STEP 2: Pick a Topic

Freshman Research Topics

1. LESSER DEVELOPED COUNTRIES (LDC): What are the some of the problems facing LDC’s, the causes of those problems, and some possible solutions to those problems? Keywords/Concepts: standard of living, need for and use of energy (fossil fuels), access to technology, education, health care, and military protection.Examples of LDC’s: Angola, Bangladesh, Rwanda, Uganda, Yemen, Maldives, etc.

2. DEFORESTATION: What are the problems involved with deforestation, the causes of those problems, and some possible solutions to those problems? Keywords/Concepts: tropics, “greenhouse effect,” medicine, Africa, Malaysia, South America, Brazil.

3. GLOBAL WARMING: What are some of the problems surrounding global warming, the causes of those problems, and some possible solutions to those problems? Keywords/Concepts: opinions from both sides, those affected by it.

4. NUCLEAR WEAPONS: What are the problems with nuclear weapons possession, the causes of those problems, and some possible solutions to those problems? Keywords/Concepts: describe who owns them, tell us what threats they pose, North Korea

5. LIFE EXPECTANCY: What are the problems associated with life expectancy in a sub-Saharan African country, the causes of those problems, and possible solutions to those problems? Keywords/Concepts: disease, famine, AIDS.

6. URBANIZATION: What are the problems associated with rapid urbanization, the causes of those problems, and possible solutions to those problems? Keywords/Concepts: immigration, urban sprawl, countryside, government involvement.

7. CHILD LABOR: What are the problems associated with child labor in LDC’s? Keywords/Concepts: child labor conditions, workers’ rights, wages, benefits, plant conditions, environmental conditions, etc.

8. WEALTH AND POWER: What are some of the problems associated with the distribution of wealth in a LDC? Keywords/Concepts: gaining wealth, power, money, wealth distribution, development, etc.

9. EUROPEAN UNION: What are some of the problems associated with the emergence of the European Union, the causes of these problems, and possible solutions to these problems? Keywords/Concepts: purpose, cooperation, diplomacy, who joined, etc.

10. HUMAN RIGHTS: What are some of the problems associated with human rights in three different countries, the causes of these problems, and possible solutions to these problems? Keywords/Concepts: human rights violations, Universal Declaration of Human Rights, United Nations, Amnesty International, and Human Rights Watch.

11. RELIGIOUS CONFLICT: What are some of the problems surrounding religious conflicts in one country currently facing such problems, the causes of these problems, and possible solutions to these problems? Keywords/Concepts: commentary from both sides, etc.

12. ONE CHILD POLICY: What are some of the problems surrounding the One Child Policy, the causes of these problems, and possible solutions to these problems? Keywords/Concepts: changes, successes, failures, etc.

13. CONVENTIONAL ENERGY SOURCES: What are some of the problems surrounding the use of a certain conventional energy source, the causes of these problems, and possible solutions to these problems? Keywords/Concepts: coal, oil, natural gas, hydroelectric power, nuclear energy.

14. ALTERNATIVE ENERGY SOURCES: What are some of the problems surrounding the use of a certain alternative energy source, the causes of these problems, and possible solutions to these problems? Keywords/Concepts: solar energy, wind energy, geothermal energy.

15. TERRORISM: What are some of the motives behind terrorism, what regions are most affected by terrorism, and possible solutions to stopping terrorism? Keywords/Concepts: al-Qaeda, state-sponsored terrorism

16. GENETICALLY ENGINEERED FOODS: What are the environmental, economic, and social problems surrounding the development and use of genetically engineered foods? Keywords/Concepts: Genetically Modified Organisms (GMO), environment, economy, social problems, etc.

17. CLONING: What are some of the environment and health problems surrounding the practice of animal cloning? Keywords/Concepts: saving endangered species, increasing food supply, food health & safety.

18. GENOCIDE: What countries, regions, or peoples have experienced genocide? What are the causes and ramifications of this? Keywords/Concepts: Burma/Myanmar, Rwanda, Sudan, Bosnia

19. HUMAN TRAFFICKING: What are some of the reasons why there is human trafficking, problems surrounding human trafficking, and possible solutions to these problems? Keywords/Concepts: slavery, exploitation, industrialization, global economy

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20. DRUGS/ DRUG TRAFFICKING: What are the problems involved with drug trafficking, the causes of those problems, and some possible solutions to those problems? Keywords/Concepts: international black market, illicit drugs, law enforcement

21. AIDS/HIV: What are the problems involved with AIDS/HIV, the causes of those problems, and some possible solutions to those problems? Keywords/Concepts: Anti-retroviral (ARV) drugs, sub-Saharan Africa, epidemic

22. WOMEN’S RIGHTS: What are problems women have encountered in earning equal rights, the causes of these problems, and some possible solutions to those problems? Keywords/Concepts: religion, education, social, political, economic rights, Malala Yousafzai

23. POLLUTION: What are some of the causes and effects of pollutions and some possible solutions to these problems? Keywords/Concepts: air pollution, water pollution, soil contamination, EPA (Environmental Protection Agency)

24. CHILDREN SOLDIERS: Where are children being used as soldiers? Why is this happening and what are the problems caused? What are some possible solutions to help these children?Keywords/Concepts: recruitment, civilians, Sierra Leone Civil WarSome locations to investigate: Chad, Myanmar, Thailand, Democratic Republic

of Congo

25. GAY, LESBIAN, BISEXUAL, AND TRANSGENDER RIGHTS:What are some problems those identifying as LGBT have faced around the world? Where are the least tolerant places to come out as LGBT? What are some organizations working towards solutions and what do they recommend?Keywords/Concepts: tolerance, hate crimes, allies, transgenderSome locations to investigate: Saudi Arabia, Jamaica, Iran, Afghanistan, Nigeria

26. WORLD HUNGERWhat are some of the causes for hunger in various places around the world? What are the problems that this hunger causes? What are some solutions to these problems? Keywords: food insecurity, starvation, malnutrition

27. PICK YOUR OWN (with teacher approval)

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TOPIC REFLECTION AND BACKGROUND KNOWLEDGE

1. Which topic did you choose?

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2. Why did you choose this topic?

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3. What do you already know about this topic? Explain.

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4. What do you want to learn about this topic?

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5. What key words will you use to research this topic?

_______________________ _______________________ _______________________

_______________________ _______________________ _______________________

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STEP 3: ResearchStart at the EGHS website214 Library Resources

Try these subscription sites:World History (Modern Era)Global Issues in ContextCQ ResearcherWorld Book

After you have researched these sites, you may check out any of the other sites on the D214 list.

After you have researched on the D214 site, you may check out the following sites:United Nations: https://www.un.org/en/globalissues/Peace Corps: http://wws.peacecorps.gov/wws/stories/section.cfm?gid=3 (Scroll down to Global Issues)World Health Organization: http://www.who.int/topics/en/

Don’t just Google information. There is a lot of bad information out there, and Google does not filter it. If you don’t know where the website is from, you cannot use it because you do not know if it is credible or not. Too often, students just Google information and believe whatever websites pop up. Use the sites from your teachers. Trust them.

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STEP 4: Critically read each article and complete a reading guide.

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NAME: _________________________________ PER.__________ DATE: ____________

CRITICAL READING ACTIVITY: GLOBAL ISSUES PROJECTGUIDING QUESTION: HOW CAN I USE INFORMATION IN THIS ARTICLE FOR MY SPEECH?

COMPLETE A READING GUIDE FOR EACH ARTICLE USED IN SPEECH.

PART 1: Main Idea & Author’s Approach1. Where is the article from? What is the website/ organization that published the article?

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2. Who is the author (if one is given)?

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3. What is the main idea? State it in a complete sentence. DO NOT begin with “It’s about …”

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4. What is the author’s purpose? Why did the author write this article?

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PART 2: Supporting Details5. List at least five details from the article that would be useful for your speech.

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6. What is the author’s solution to the problem (if he/she offers one)?

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NAME: _________________________________ PER.__________ DATE: ____________

CRITICAL READING ACTIVITY: GLOBAL ISSUES PROJECTGUIDING QUESTION: HOW CAN I USE INFORMATION IN THIS ARTICLE FOR MY SPEECH?

COMPLETE A READING GUIDE FOR EACH ARTICLE USED IN SPEECH.

PART 1: Main Idea & Author’s Approach1. Where is the article from? What is the website/ organization that published the article?

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2. Who is the author (if one is given)?

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3. What is the main idea? State it in a complete sentence. DO NOT begin with “It’s about …”

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4. What is the author’s purpose? Why did the author write this article?

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PART 2: Supporting Details5. List at least five details from the article that would be useful for your speech.

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6. What is the author’s solution to the problem (if he/she offers one)?

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NAME: _________________________________ PER.__________ DATE: ____________

CRITICAL READING ACTIVITY: GLOBAL ISSUES PROJECTGUIDING QUESTION: HOW CAN I USE INFORMATION IN THIS ARTICLE FOR MY SPEECH?

COMPLETE A READING GUIDE FOR EACH ARTICLE USED IN SPEECH.

PART 1: Main Idea & Author’s Approach1. Where is the article from? What is the website/ organization that published the article?

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2. Who is the author (if one is given)?

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3. What is the main idea? State it in a complete sentence. DO NOT begin with “It’s about …”

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4. What is the author’s purpose? Why did the author write this article?

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PART 2: Supporting Details5. List at least five details from the article that would be useful for your speech.

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NAME: _________________________________ PER.__________ DATE: ____________

CRITICAL READING ACTIVITY: GLOBAL ISSUES PROJECTGUIDING QUESTION: HOW CAN I USE INFORMATION IN THIS ARTICLE FOR MY SPEECH?

COMPLETE A READING GUIDE FOR EACH ARTICLE USED IN SPEECH.

PART 1: Main Idea & Author’s Approach1. Where is the article from? What is the website/ organization that published the article?

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2. Who is the author (if one is given)?

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3. What is the main idea? State it in a complete sentence. DO NOT begin with “It’s about …”

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4. What is the author’s purpose? Why did the author write this article?

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PART 2: Supporting Details5. List at least five details from the article that would be useful for your speech.

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STEP 5: Works Cited

You must make a Works Cited for every article you use.

For the 214 Library articles, the citation is at the bottom. Outside of the 214 Library site, the citations are NOT at the bottom. You have

to format it on your own. Go to EASYBIB.COM to do a correct citation.

After you make sure you have the correct information in the citation, check the following:

I put my heading in the upper right, I put the title Works Cited at the top of the page, and I centered the title.

Entries are in alphabetical order by the author’s last name. If there is no author, it is alphabetical by the title.

Entries each have a hanging indent.I did this by going to FORMAT/ PARAGRAPH/ SPECIAL (HANGING)

I double spaced the document

I checked that the font the same: 12-pt Cambria or Times New Roman.

Need more help?Go to the EGHS Library Website and click Citations: MLA

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HERE’S AN EXAMPLE OF A CORRECT WORKS CITED PAGE:

Student NameDate

Global Issues ProjectWOC

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.

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of

Sustainability." International Journal of Sustainable Development and World Ecology 14.1

(2007): 27-36. Print.

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STEP 6: Thesis and Outline

Your thesis statement is the road map to your speech. If it is unclear or missing, the speech itself serves no purpose and your audience will be lost. However, if you have a well-written thesis, your speech has direction and the potential of being interesting, focused, and persuasive.

STEP #1: What am I trying to convince people to do?

Join Relay for Life

STEP #2: Why am I trying to convince people to do it?

To help end cancer

STEP #3: Why is it important for people to act quickly?

7.6 Billion people die of cancer each year

Create a thesis statement that combines all 3 steps into 1 concise sentence.

Notice: Your thesis statement doesn’t have to use the steps in order. The thesis statement below uses the steps in 3, 1, 2 order,

You can help save lives this year by joining Relay for Life and putting an end to cancer.

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WRITING A THESIS STATEMENT

Name: ___________________________ p. ___ Persuasive Call to Action Speech Topic:____________________________

I. INTRODUCTIONA. Attention-Getter (PURPOSE: Point out the severity of the issue).

B. Connecter Statement (BRIEFLY describe the problem)

C. Thesis

II. BODY (ALL paragraphs must use MLA Format for internal citations and works cited)

A. Section #1: Origins of the Issue (Background)1. What is the issue? (Detailed Explanation)

2. How long has this issue been a problem?

a. Where has this problem occurred?

b. What were the causes of this issue?

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3. In what specific ways is this issue harming people, society and/or nature (think individually, socially, internationally, and globally)? (Detailed Explanation with Evidence)

B. Section #2: Call-to-Action (Action Steps)(Think creatively about these solutions. For example, there is more to resolving most issues than making donations. Remember, your audience is depending on your expertise to help participate in resolving the harms, so you need to know more than your audience. Provide VERY SPECIFIC information such as organization names, websites, contact information, and donation and/or membership instructions.)

1. SPECIFIC action #1 your audience can take to help address this issue and resolve the harms.

a. Detailed explanation of how this action will help the issue. (Use elements of ethos / pathos / logos in your explanation to convince your audience. Clearly label which appeal you used.)

b. Why should the audience act immediately?

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2. SPECIFIC action #2 your audience can take to help address this issue and resolve the harms.

a. Detailed explanation of how this action will help the issue.(Use elements of ethos / pathos / logos in your explanation to convince your audience. Clearly label which appeal you used.)

b. Why should the audience act immediately?

3. Why is it our global, civic responsibility to participate in this solution?

Use elements of ethos / pathos / logos in your explanation to convince your audience. a. Ethos

b. Pathos

c. Logos

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III. CONCLUSIONA. Summary of the issue

B. Thesis Loop

C. Attention-Getter Loop

D. Clincher

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