Persuasive Speech
Persuasive Speech Planning Document/Outline
Prepare a detailed speech complete sentence outline, including a purpose, introduction, body,
conclusion, reference list with a minimum of four credible sources in APA style, and attach a copy of
annotated articles planned for use in the speech. .com sites must use the CRAP test.
Due: _________ Outline, visual aid, and speech giving due on date provided, no exceptions.
Persuasive Speech
Prepare and present a persuasive speech on a topic appropriate for your class. Use four high quality sources.
Use a professional presentation style. Use a prepared audio and/or visual aid. Use a variety of types of strong,
persuasive support. Length of the speech should be 5 minutes, including 3 minutes for a question and
answer discussion period. Delivery needs to support message, use extemporaneous delivery, and employs
sufficient volume so easily heard.
Due: _________
Speech to Persuade
Objectives: (a) Demonstrate research skills using a high-quality, scholarly database (b) Organize ideas
in a purposeful, cohesive sequence which meets audience expectations and needs (c) Organize content
into seamless, easy-to-follow introduction, body, and conclusion. (d) Create and present an effective
persuasive message to a target audience I Demonstrate effective informative communication in a
public context (f) Effectively support ideas using evidence, sources, and sensory aids. Synthesize
information from 4+ high quality sources and orally cite those sources during the speech.
Topic: ________________________
General purpose: To persuade
Behavioral outcome: When I finish my speech, each audience member will be persuaded to
___________________________________________________________________.
Specific purpose: To persuade the class that/to
_________________________________________________________(topic or key
ideas).
The visual aid I will use is: _________________________________________________.
Speech Outline
Attention: Gain Audience Attention. You can demonstrate emotion, give a startling statistic, a fascinating
projected photograph, or a provocative quotation can work. Longer attention grabbers include jokes and
dramatic stories. Attention-grabbing should also move us toward interest. If you let your passion come
through, and you demonstrate caring toward us—your audience—the motivation will be much easier.
I. Introduction:
A. Attention device (provocative quotation or a startling statement)
B. Statement to establish good will – Tell listeners have you have good intentions.
C. Statement of common ground – You are either on the same page or not (use survey in class)
Persuasive Speech
D. Statement to build speaker credibility –You have researched and are knowledgeable; you could share
a quotation from an expert here too.
E. Statement of the behavioral objective
II. Body of Speech
A. Need: Trigger a need that each listener has. A stimulated need leads to the person seeking a solution.
Write the need as a complete-sentence statement (cite source author, year)
1. Use at least two pieces of supporting material (Logos): statistics, story, analogy, example,
description, testimony from an expert, audio-visual aid, etc. Cite the source’s author and year in
parenthesis after each (author, year)
2. X
B. Satisfaction. This is not about creating satisfaction, but proposing a way in which satisfaction may be
gained by meeting the need that you have just stimulated. Solve the problem we have. According to
research, fear appeals do not work unless you can guide us to an appropriate response. This can be a step
by step solution you provide.
1. X
2. X
C. Visualization: Now that you have proposed a solution, the next step is to move the listener to see it as
the right answer for them to meet their need. Help us picture in our minds how we can put the solution in
place. Help us see your proposal as complete and successful. Be descriptive and paint a picture so we can
see ourselves actually doing some specific behaviors. Give a hypothetical situation if you want. To
motivate the audience, help us to see ourselves actually doing what you propose. By staying narrow and
focused, this becomes easier. Write the visualization step as a complete-sentence statement
1. X
2. X
III. Conclusion
Action: Finally, you need to prompt the person into action, implementing the solution that you both now know is
the right thing to do.
A. Restatement. In conclusion, today, I talked about our needs regarding X, and showed you how you
can meet your needs through X
B. Make it memorable.
C. Clincher. Now, I am calling you to act. You can X.
References: (You will need four solid sources including non-internet source. Write in APA style and
turn in annotated notes.) Use a library scholarly databases, books, or credible Web pages.
Persuasive Speech
Visual Aid Requirements:

Videos may only take up 1 minute and be cited on reference page

PPTs must be at least 5 slides; photos must also be given credit by listing the link underneath APA
references or in the student PPT

Websites must reference at least 3 areas

Objects must be directly related and referred to at least 3 times

Food must be directly tied to speech and explained
Speech Planning Documents Grading Rubric
Desired Outcomes
1. Planning documents submitted on time (on due date before the
speech round).
2. Topic and motivational for assignment & audience__.
Be careful about sensitive nature of topic___.
Need to more carefully adapt to audience___.
May want to broaden topic area___.
May want to narrow topic area___.
3. Outline uses Monroe’s Motivated Sequence) ___.
Ideas grouped together effectively
Complete sentences make ideas clear
Effective introduction (Attention)
Effective conclusion (Action appeal)
4. Variety of supporting materials.
Need to develop supporting materials more___.
Use a variety of support___.
5. Reference list in APA style with parenthetical citations in the
outline___.
Need reference list___.
Need APA style for references (1) ___ Citations (1) ___.
Cite sources in parenthetical style in your outline___.
6. Four quality, credible sources including one non-internet
Need: Higher quality___.
More sources: ___.
7. Annotated copy of each source. (At least 4)
Outline Requirements





Typed
Double spaced
References cited within outline
Include a title
Include a reference page
correctly formatted in APA
Points
2
Earned
2
4
4
6
6
8
Total ______ / 32
Persuasive Speech
Listener Feedback Form
Communicator:
Listener:
Purpose statement:
Did the speaker get the audience’s attention and clearly indicate the purpose of the speech in the
introduction?
Yes
No
Did the speaker bridge—make a transition—to the body of the speech?
Yes
No
Did the organization of the speech help the listener understand the sender’s purpose?
Yes
No
Did the speaker support his or her purpose with explanations and examples?
Yes
No
Did the conclusion leave the audience with the speaker’s basic purpose?
Yes
No
Did the speaker adapt his or her presentation to the audience (subject, language, audience interest,
etc.)?
Yes
No
Describe the nonverbal elements of this speech and how they helped get the message across:
What are two items the speaker should work on?
Questions to ask during Q&A:
1.
2.
Persuasive Speech
Student’s Post-performance Feedback
Speaker: _____________________________
Directions: Read each statement; then, in the space provided, use numbers to indicate your feelings
about the behavior described. If you are unable to respond to a statement, consider the audience
feedback you observed and your feelings while giving and immediately following the speech.
4—Strongly agree
_____ 1.
_____ 2.
_____ 3.
_____ 4.
_____ 5.
_____ 6.
_____ 7.
_____ 8.
_____ 9.
_____ 10.
_____ 11.
_____ 12.
_____ 13.
_____ 14.
_____ 15.
_____ 16.
_____ 17.
_____ 18.
_____ 19.
_____ 20.
_____ 21.
_____ 22.
_____ 23.
_____ 24.
3—Agree
2—Disagree 1—Strongly disagree
The topic suited the audience.
The speech suited the setting.
The speech suited me and my knowledge.
I gained the audience’s attention with the introduction.
I provided the audience with necessary background.
I provided a clear statement of purpose.
I used a clear pattern of arrangement for the body of the speech.
The logical appeals were expected by and acceptable to the audience.
The major points were well supported.
I used vivid descriptions, exciting words, and personal involvement statements.
I began the conclusion by summarizing the information presented during the
discussion.
I concluded the speech by driving home the point(s).
My presentational outline was clear and provided me the opportunity to speak
spontaneously.
The speech was enhanced by my selection of appropriate supplementary aids.
The speech was enhanced by the method I used to present the selected supplementary
aids.
My delivery contained very few verbal distracters.
My delivery contained very few nonverbal distracters.
My grammar was appropriate to the audience, the purpose, and the setting.
My word choice was appropriate to the audience, the purpose, and the setting.
My physical movements contributed to my being perceived as dynamic and sociable.
My vocal variety contributed to my being perceived as dynamic and sociable.
My eye contact was direct and consistent.
I achieved the objectives I set for the presentation.
The question-and-answer session was effective.
What are two things that you think you did especially well in this speech?
What are two things that you did not do as well as you would have liked in this speech?
What do you plan to do before your next speech to improve on the two areas that you identified in
question 2?
Persuasive Speech
Persuasive Speech Rubric
Name _____________________________________________________________
5
Organization &
format
Formal outline
Conventions
Fully developed outline
Reference list
Sources cited within
Ideas &
Organization
Attention-Getter
Good will
Common ground
Credibility
Behavioral objective
Ideas
Body II
Need
Ideas
Body III
Satisfaction
Ideas
Body IV
Visualization
Q&A Session
Ideas &
Organization
Conclusion
 Restated thesis
 Summary body
 Call to Action/ Sealer
Ideas
Research
 Evidence, support
 Verbal citations
TIME:___________
4
3
Period: ___________
2
Followed proper format
on outline; all
components completed
effectively as described
in packet
Two or more components
of the outline are missing
or are incomplete
Missing multiple
components; too many
conventions errors that
affect readability; outline
not fully developed
Outline not completed
effectively enough to
qualify as “final” outline;
outline not revised from
draft
Used appropriate
attention-getter;
connected to the speech
topic; contained tie to
involve audience
Did not fully grab
audience’s attention; tie to
audience weak or missing
Very weak attention-getter
and tie to audience; shows
lack of planning and
practice
No attention getter; no
tie to audience
Employs methods of
persuasion using logos
for support; argument
clearly explained with
current status of issue
Logic of arguments is
apparent; all elements are
present and clear, but may
not be effective due to
insufficient argument and
history
Parts of argument are
confusing or unexplained;
lack of effectiveness due
to the absence of key
elements
Argument lacks logic or
has insufficient evidence;
ineffective argument
Clearly explained with
support; contains
current solutions and
possible future solutions
All elements are
present and clear, but may
not be effective due to
insufficient evidence
Parts of argument are
confusing or unexplained;
lack of effectiveness due
to the absence of key
elements
Argument lacks logic or
has insufficient evidence;
ineffective argument
Clearly explained with
support; contains effects
of the problem and
evidence (facts, statistics,
etc.)
Led audience in an
effective discussion of
speech; prompted
questioning; asked
questions in lieu of
silence
All elements are
present and clear, but may
not be effective due to
insufficient analysis
Parts of argument are
confusing or unexplained;
lack of effectiveness due
to the absence of key
elements
Very weak prompting of
audience questioning and
discussion
Argument lacks logic or
has insufficient evidence;
ineffective argument
All components present
and effective
Attempts to restate and
summarize; has a weak
call to action and/or sealer
for speech.
Two or more components
ineffective, but attempted
Conclusion not
attempted; shows lack of
planning and practice
Empirical and anecdotal
evidence used
effectively; cited sources
6 times during speech
Outline is revised.
Empirical and anecdotal
evidence used, but could
be more effectively; cited
sources 5-4 times during
the speech. Outline has 12 errors.
Relies on anecdotal
evidence; cited source(s) 1
time during speech.
Outline has 3+ errors.
Anecdotal and/or
empirical evidence
unclearly connected to
thesis. Outline not
revised.
Did not fully prepare for
the Q&A with questions;
prompted some
questioning
No attempt to engage
audience in questioning
or discussion
You will revise your outline
before speaking and turn in
TOTAL POINTS:___________/ 40 x 2 = __________/
points after giving your
your 80
notecards
speech – remember not to write
a full manuscript on them!
Persuasive Speech
TIME: __________________ TOTAL POINTS: _______________/30 x 2 = ___________/ 60 points
5
Voice
4
3
2
Easily heard and
understood by ENTIRE
audience; enthusiasm is
shown
Most words
understandable; can be
heard most of the time.
Moments of enthusiasm
could use more practice.
Some words unclear,
mumbled or slurred;
Sometimes difficult to
hear; Sometimes
monotone
Difficult to understand,
inaudible, and/or
monotone
Looks at entire audience
with confidence; can see
eyes at all times
Does not read speech
Looks at most of the
audience; a little too
much reading from outline
Looks up and down
frequently in attempt to
make eye contact; shows
lack of practice
Little or no eye contact
Never turns back to
audience; posture and
gestures are firm but
natural, not stiff
Never turns back to
audience; posture may
falter slightly; gestures
are natural with minor
fidgeting
Posture and gestures are
lacking confidence but not
totally distracting
Postures and gestures are
distracting; leans on
podium or whiteboard;
major fidgeting
On time. Over or under
by seconds.
Under or over time by one
minute
Visual Aid
Visual aid was
appropriate length and
supported thesis
Appearance
Professional attire and
overall composure is
appropriate and effective
for presentation
Visual aid did not
completely support
argument or was lacking
in length
Attempts to appear
professional and
composed for
presentation but effort is
not fully executed
CONTENT
____________/80
 Volume
 Tone
 Articulation/ inflection
Eye Contact
 Scans entire audience
 Confident
Gestures and Body
Movement
 Natural gestures
 Firm posture
Time Length
Technology
NONVERBAL
+ ____________/60
TOTAL
= ____________/140 points
Under or over time by
two minutes
Under or over time by
three minutes or more
Visual aid was weak in
support of evidence; not
correct format
No technology
Clothing was not
distracting but did not
show a professional
demeanor.
Clothing was
inappropriate or
unprofessional and
proved to be a deterrent
from the presentation.
Persuasive Speech
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions;
and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when
indicated or appropriate.
CCSS.ELA-LITERACY.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.