COM 110 OVERVIEW
PURPOSE
The overall purpose of the Communication and Critical Inquiry course is to improve students' abilities to
express themselves and to listen to others in a variety of communication settings. Effective oral communication is
viewed as an essential life skill that every person must possess in order to function in today's society. The course
emphasizes participation in a variety of communication processes in order to develop, reinforce, and evaluate
communication skills appropriate for public, small group, and interpersonal settings. The course content and
experiences will enable students to assume their responsibilities as speaker-listener-critic in a culturally diverse
world. In short, the course is designed to make students competent, ethical, critical, confident, and information
literate communicators.
Communication Competence
Communication competence consists of four elements: knowledge, skill, motivation, and judgment. The
competent communicator is one who has knowledge of the factors that affect message choices (e.g., goals,
contexts, culture, power, personality) and their likely outcome (e.g., compliance, persuasion, informing,
entertaining, relating). The competent communicator is one who has the skills necessary to construct the most
appropriate and efficient messages to achieve desired goals, and the skills to listen for the meaning in others'
messages. The competent communicator is one who is motivated to exert the effort necessary to match
knowledge and skill in the construction and interpretation of messages. Finally, the competent communicator is
one who has developed a keen sense of judgment about how to weigh competing goals, how to meet multiple
goals, and how to modify unsuccessful communication efforts both for self and for others. Good judgment is
based on the ability to engage in critical thinking, to evaluate arguments, and to recognize biases in one's own and
others' communication.
Ethical Communication
To treat other people ethically is to foster their ability to make informed decisions and to respect their rights to
express their opinion. Ethical communication is characterized by honesty, clarity, accuracy, open-mindedness,
and willingness to listen to others.
Critical Thinking
Students are provided many opportunities to reflect on and evaluate their own, as well as others’, communication
behaviors. They will become more critical consumers and producers of the messages they send and receive (this
includes the development of a favorable disposition toward critical thinking).
Communication Confidence
Because students are afforded the opportunity to practice their communication skills in a variety of settings, they
will begin to increase their communication confidence while decrease their communication apprehension in
public speaking, meetings, small group, and interpersonal contexts.
Information Literacy
Students are provided many opportunities to improve their information literacy skills. By researching speeches,
students will find, retrieve, analyze, and use information critically.
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Course Overview
COMMUNICATION & CRITICAL INQUIRY (COM 110) COURSE GOALS
1)
2)
3)
4)
5)
6)
Students will become more competent communicators (using knowledge, skill, motivation, and
judgment).
Students will become more critical consumers and producers of ideas and information (using analytical
reasoning skills in the reception, collection, and presentation of ideas).
Students will conduct background research necessary to develop well-informed presentations.
Students will evaluate the communication skills of others (identifying effective and ineffective aspects of
oral presentations).
Students will become more competent in communicating in small group discussions (articulating and
defending their own ideas as well as listening to and considering the ideas of others).
Students will become more effective communicators in a democracy (demonstrating ethical
communication, considering multiple perspectives on controversial issues, and managing conflict).
MAJOR ASSIGNMENTS
Although the day-to-day functioning of each class and the specifics of assignments (e.g., point values, due dates,
etc.) will vary by instructor, all sections of Communication and Critical Inquiry will have four major assignments.
These include a portfolio, an informative speech, a group presentation, and a persuasive speech.
Portfolio
The portfolio is a collection of (1) the student's work in the course (including speech outlines, instructor
evaluations, research logs, and videotapes of speeches, etc.), (2) the student's reflections on his or her work (e.g.,
observations as to what worked well in a speech, how a speech could have been better, etc.), (3) student papers on
communication goals and course synthesis, and (4) artifacts that the student collects over the semester that
critically evaluate a concept or topic of the class.
Informative Speech
An informative speech provides audience members with new information. This may be done by describing a
process, procedure, phenomenon, event, place, person, object, or by explaining how something works or operates.
The goal is to create awareness of the subject matter and to increase audience knowledge and understanding.
Topics must be original, substantive, and relevant to the audience. Visual aids are required. Additional objectives
include learning how to narrow a topic, research and select appropriate supporting materials, cite sources,
organize content, and deliver the speech with poise and confidence.
Group Presentation
This project will involve a unique presentational format in which a controversial issue is analyzed from multiple
perspectives by a group of speakers (usually 5 to 6). One person typically serves as a moderator and assumes
responsibility for introducing the topic, previewing the main issues, providing transitions between speakers, and
leading the question-answer session that follows the presentations. Other members serve as "experts"
representing each of the relevant perspectives. The group presentation provides an opportunity to explore an issue
in much greater depth than is possible in an individual speech.
Persuasive Speech
The goal of a persuasive speech is to encourage audience members to adopt a particular attitude or belief, or to
perform an action or change a behavior. A persuasive speech cannot occur unless two or more points of view
exist. Relevance and credibility are emphasized. In persuasion, personal conviction is extremely important.
Topics must be timely, substantive, controversial, original and relevant to the audience. Additional objectives
include learning how to select and organize evidence, structure arguments, refute counterarguments, incorporate
persuasive appeals, and deliver the speech with conviction and professionalism.
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Course Overview
SCHOOL OF COMMUNICATION SPEECH LAB
A resource center is available to all students enrolled in Communication and Critical Inquiry who wish to improve
their public speaking skills. The Speech Lab is located in Room 038 of Fell Hall (438-7028). Among the
resources available to students are:
 Videotape and playback facilities for practicing delivery.
 Advice and techniques for reducing speech anxiety from Com 110 instructors.
Frequently Asked Questions
Q: What is the Speech Lab?
A: A place where you, as a Com 110 student, can practice your presentations, videotape them, and receive
feedback from an instructor who teaches the course.
The lab's primary focus is to assist students with the polishing stages of their presentation rather than selecting
topics, constructing outlines, preparing for an exam or portfolio assignment, or any other function that would be
better served by the students' instructors during office hours.
Q: Why should I attend the lab?
A: The lab attendants are all trained Com 110 instructors, who use and provide feedback that follows the same
criteria as your Com 110 instructor. Also, research conducted at ISU's Speech Lab has shown that students who
utilize the lab receive better grades on their speeches than students who do not.
Q: What does it look like?
A: There are three rooms. Fell 38 is where students make appointments, as well as check-in and wait for
appointments. Fell 34 and 36 are the two practice rooms; you will be assigned to one where you will practice your
presentation with a lab attendant.
Q: How do I make an appointment?
A: You can call 438-7028 or come to Fell 38 and schedule an appointment in person. If you wish to videotape
your presentation, please tell the attendant when booking your appointment. Remember to book your appointment
early, as there are a great number of students trying to make appointments.
Q: What should I bring to my appointment?
A: You should bring your speaking notes or outline, visual/audio aids, and a videotape if you wish to videotape
your presentation. You should also bring the Speech Lab Feedback Form on page 69 (for informative), page 70
(for group), or page 71 (for persuasive) in your spiral book as well as your I.S.U. student I.D.
Q: What if I need to cancel my appointment?
A: You should call the Speech Lab or stop by in person 24 hours prior to your appointment. Failure to do so will
result in NOT being able to make an appointment or participate at the Speech Lab for the rest of the semester.
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Course Overview
LEARNING RESOURCES AVAILABLE OUTSIDE OF THE CLASSROOM
University Center for Learning Assistance
The Center for Learning Assistance offers help to students in many academic areas. Staffed by undergraduate and
graduate students, it provides flexible forms of instruction adaptable to student needs. Special areas of assistance
include employing good study skills, planning and writing papers, reading texts critically, writing with a
computer, taking objective exams, writing essay exams, and preparing for the University Writing Exam. The
Center also maintains a resource library of handbooks, style manuals, dictionaries, and sample papers. The Center
is located in 133 Stevenson Hall. Appointments may be scheduled by calling 438-7100.
Student Counseling Services
The mission of the Student Counseling Services (SCS) is to assist students in acquiring those values, attitudes,
skills, and experiences which will enable them to maximize their opportunity for life-long academic, career, and
personal development. The SCS provides comprehensive mental health services, life planning, and career
development services related to the exploration, identification, and career preparation. The SCS also provides
training opportunities for students at the undergraduate and graduate levels. The SCS staff works collaboratively
with students, faculty, staff, and alumni/ae to provide these services to students. Staff of the SCS model respect
for others, appreciation of individual differences, civility, and compassion toward others. The office is located in
320 Student Services Building. Appointments may be scheduled by calling 438-3655 or 438-5489 (TDD).
Office of Intercultural Programs and Services (OIPS)
The Office of Intercultural Programs and Services (OIPS) compliments the missions of the University and the
Division of Student Affairs by fostering civility and raising cultural awareness in students, faculty and staff. OIPS
facilitates a supportive campus environment in which underrepresented students can flourish academically and
socially by participating in programs and taking advantage of services designed to better recruit, educate, and
retain them. Building bridges between groups and the development of understanding, appreciation, and respect as
well as celebration of the diversity of the members of the University community is of paramount importance.
OIPS is responsible for initiating and encouraging programs that contribute to a broader understanding of
diversity at Illinois State University. OIPS facilitates and promotes cultural and educational programs that
celebrate, embrace and enhance student, faculty, and staff knowledge and understanding of individuals and groups
that makeup the mosaic of American society and other nations. OIPS is located at 305 North School Street.
Telephone number is 438-8968.
Minority Student Academic Center (MSAC)
The Minority Student Academic Center (MSAC), a component of University College, functions primarily to
enhance the academic success and retention of minority undergraduates at Illinois State University by offering
academic reinforcement in a designated location. The Center works collaboratively with various campus units to
provide an array of inter-connected, coordinated academic support programs and services in a supportive,
comfortable environment that is welcoming to all students enrolled at the University. The MSAC is located in the
Campus Religious Center Building (210 W. Mulberry, across the street from Manchester Residence Hall).
Telephone number is 438-3159.
Student Service and Referral Center (SSRC)
The Student Service and Referral Center (SSRC), the primary public service area of the Office of the University
Registrar, is located in room 107 Moulton Hall. The SSRC provides a variety of Registrar services to students,
and refers students to other areas when appropriate. The SSRC is located in Moulton Hall. Telephone number is
438-2188
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COURSE STRUCTURE
UNIT 1: IMMERSION
Purpose:
The purpose of the first unit of the Communication and Critical Inquiry course is to expose students
to a range of communication situations that will provide a foundation for communication skills
development throughout the semester. Students are encouraged to reflect on their communication
experiences as both speakers and listeners, as well as the importance of oral communication skills in
all aspects of life. The first unit allows students to begin to identify critical elements present in most
communication situations and to establish criteria for recognizing communication competence.
Students complete a Communication Improvement Profile (including the Critical Thinking Self
Assessment) in order to develop self-awareness and formulate self-improvement goals for the
semester. Because performance classes may create anxiety for students, the unit also explores the
common experience of communication anxiety and identifies strategies for managing anxiety.
Duration:
2 weeks
Unit Goals:
1)
To acquaint students with critical elements present in most communication situations as well as elements
particular to interpersonal, small group, and public speaking contexts.
2)
To establish criteria for recognizing and enacting communication competence.
3)
To introduce students to basic critical thinking skills and to illustrate the importance of these skills in a
variety of communication situations.
4)
To acquaint students with the concept of communication anxiety and identify strategies for managing anxiety.
5)
To provide students with the information necessary to assess their communication strengths and weaknesses.
6)
To aid students in the construction of their individualized Communication Improvement Profile and help
them identify preliminary steps to reach their improvement goals over the semester.
7)
To introduce students to the Portfolio assignment and provide them with examples from the several activities
in this unit.
UNIT 2: MESSAGE CLARITY
Purpose:
Although the goals that guide individuals during various types of interactions will vary with
features of the participants, constraints of the context, and definitions of the episode, the most
fundamental requirement for goal attainment in every situation is message clarity. For verbal and
nonverbal messages, as well as for factual and emotional information, clarity is essential for
communicative success. In this unit, students will practice creating messages directed toward the
functions of informing, describing, explaining, and problem solving. They will develop skills in
producing concise, well-formed, and listener-adapted messages. They will also practice skills in
listening for the main points of messages, in separating the content of the message from biases of
the speaker, and in producing questions that clarify the messages of others. In addition, students
will become acquainted with basic information literacy skills. Although these skills will be
practiced in relatively uncomplicated interactions during this unit (e.g., giving a brief informative
speech), they are fundamental to all forms of interaction. Instances include receiving or giving
feedback in the workplace, managing conflict in social and personal relationships, decision-making
during group meetings, and resisting inappropriate compliance-gaining attempts of others.
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Course Structure
UNIT 2: MESSAGE CLARITY, Continued
Duration:
5 weeks
Unit Goals:
1)
To provide students with opportunities to enact, practice, and evaluate the success of messages directed to the
functions of informing, describing, explaining, and problem solving.
2)
To enhance students' skills in producing concise, accurate, well-formed, and goal-relevant messages.
3)
To increase students' awareness of the importance of language in message clarity and accuracy.
4)
To provide students with the opportunity to practice message precision in asking specific, critical, and
informative questions.
5)
To provide students with practice in translating difficult concepts from one presentational form to another
(e.g., from graphs to verbal descriptions and vice versa).
7)
To introduce students to the basic structures of an argument and relate this to organizing clear messages.
8)
To introduce students to the basic information literacy skills and relate this to organizing clear messages.
8)
To provide students with opportunities to practice skills in listening for the main points of messages, and in
separating the content of message from biases of the speaker.
9)
To provide students with the opportunity to practice message clarity in content and delivery in the public
speaking domain by presenting several short informative speeches.
10)
To provide students with the opportunity to practice message clarity in the process of problem-solving in the
small group domain, specifically the skills of identifying the problem, stating the problem precisely,
translating the problem into new terms (other perspectives, etc.), identifying possible solutions, and
specifying evaluation procedures.
UNIT 3: MESSAGE RESPONSIVENESS
Purpose:
Unit 2 emphasized speaking with clarity and listening for comprehension. These two processes are
necessary for all interactions to move toward shared meaning, but they are not sufficient. When
speakers' public identities, private self-concepts, or emotions are tied to the issues being discussed
or presented to a group, both the speaking and listening processes become more complicated. In
such cases, messages need to be carefully directed to the relevant issues and yet remain responsive
to the concerns of others. Similarly, when acting as a listener, personal agendas (of the moment or
long term) must be set aside long enough to "hear" the needs and concerns of the other person(s).
Unit 3 emphasizes the related functions of perspective-taking, empathy, seeking and providing
comfort and social support, managing conflict, and moving competently through the various group
roles that facilitate the decision-making process. In a very real sense, the ability to function
effectively as a group member while making difficult decisions (e.g., to be task leader, socioemotional leader, tension reliever, etc.) requires students to have mastery over the component
functions of perspective-taking, empathy, support provision, and conflict management. In addition,
because context variables such as cultural and gender differences in communication experiences,
expectations, and practices may complicate interactions, students practice communicating with
persons who are members of American co-cultures.
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Course Structure
UNIT 3: MESSAGE RESPONSIVENESS, Continued
Duration:
4 weeks
Unit Goals:
1)
To encourage students to practice the skills of producing messages that are responsive to the concerns of
others, respectful of the rights of others to complete and accurate information, and sensitive to individual and
cultural differences (i.e., ethical communication).
2)
Similarly, when acting as listeners, students will learn that personal agendas must be set aside long enough to
"hear" the needs and concerns of the other person(s).
4)
To provide students the opportunity to practice the various mechanisms through which the perspective of
others may be taken (e.g., techniques for audience analysis, how to role shift during conflict, how to seek and
provide social support, and how to manage the multiple voice and perspectives that arise during small group
decision-making processes).
5)
To introduce students to features of intercultural and intergender communication that may affect interactions.
6)
To help students identify and control perceptual barriers that hinder their ability to adapt their messages to
others.
7)
To practice the skills of constructive criticism and providing feedback.
8)
To practice conflict management strategies.
UNIT 4: PERSUASIVE COMMUNICATION
Purpose:
This unit is designed to help students understand the persuasive process, both as speakers who wish
to influence others and as listeners who wish to resist persuasive attempts when necessary. It builds
upon the previous unit, Message Responsiveness, in that effective persuasion requires sensitivity to
the needs and perspective of others. Students construct and deliver persuasive messages in both
formal and informal settings. Emphasis is also placed on understanding and evaluating the
positions and messages of others. The foundation of this unit is based on traditional rhetorical
theories, as well as modern views and research in persuasion. The student will gain an
understanding of persuasion/attitude change processes, which will be reinforced through the use of
short in-class presentations, activities, demonstrations, practice, and actual delivery of major
presentations. In sum, this unit trains the students to set persuasive goals, to analyze their audience,
and to use that information to construct or resist persuasive messages that meet their goals in the
interpersonal, small group, and public communication contexts.
Duration:
4 weeks
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Course Structure
UNIT 4: PERSUASIVE COMMUNICATION, Continued
Unit Goals:
1)
To enhance students' understanding of the persuasive process, both as speakers who wish to influence others
in an ethical manner, and as listeners who wish to resist illegitimate persuasive attempts.
2)
To give students practice in constructing and delivering persuasive messages in both formal and informal
settings.
3)
To give students experience in setting ethical persuasion goals, analyzing their audience, and using that
information to meet their goals in the interpersonal, small group, and public communication contexts.
4)
To acquaint students with logical patterns of organization of varying degrees of complexity in persuasive
messages.
5)
To illustrate the role of speaker credibility in designing and delivering persuasive messages.
6)
To provide students with the opportunity to practice delivery techniques/nonverbal behaviors that enhance or
maintain a speaker's credibility.
7)
To give students practice in the use of argument analysis and evaluation techniques to identify and analyze
audience factors when preparing for a persuasive presentation.
8)
To give students the opportunity to practice skills involved in anticipating audience questions/objections and
producing effective responses (i.e., preemptive argumentation).
UNIT 5: COURSE SYNTHESIS
Purpose:
This unit provides students with the opportunity to synthesize and critically reflect upon what they
have learned and experienced throughout the semester/year. Early in the semester each student
developed a personal Communication Improvement Profile. This profile provided them with a
personal agenda to pursue throughout the semester. Students re-visit their initial profile and reflect
on their progress toward their improvement goals. They set new goals to pursue based on their
progress and develop an action plan for practicing these skills in the future. This unit also clearly
demonstrates for students the intricate relationships between their experiences in ENG and COM.
Duration:
1 week
Unit Goals:
1)
To provide students with the opportunity to critically reflect on their growth over the semester and to evaluate
progress toward meeting their improvement goals.
2)
To provide students with the opportunity to project areas of continued growth in the future.
3)
To reinforce the importance of the year long ENG/COM sequence.
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OUTLINE FORMAT
The organizational structure below illustrates the typical format that a speech outline follows. However, students should
recognize that the actual number of main points and the organizational pattern of the body of a speech will vary with topic,
content, and general purpose (i.e., to inform or to persuade).
Topic
Purpose:
Thesis:
Organizational Pattern:
I.
Introduction
A.
B.
C.
D.
E.
Attention Getter
Relevance of topic to audience
Credibility
Thesis/Central Idea
Preview
Transition
II.
Body
A.
First Main Point (e.g., the first topic in a topical organizational pattern or statement of the problem in a
problem-cause-solution organizational pattern)
1.
Development/Support (e.g., illustration, evidence, statistics, narrative)
Citation
Visual Aid if appropriate
2.
Development/Support (e.g., illustration, evidence, statistics, narrative)
Citation
Visual Aid if appropriate
3.
If necessary
Transition
B.
Second Main Point (e.g., the second topic in a topical organizational pattern or description of the cause in a
problem-cause-solution organizational pattern)
1.
Development/Support (e.g., illustration, evidence, statistics, narrative)
Citation
Visual Aid if appropriate
2.
Development/Support (e.g., illustration, evidence, statistics, narrative)
Citation
Visual Aid if appropriate
3.
If necessary
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Outline Format for Informative and Persuasive Speeches
Transition
C.
Third Main Point (e.g., the third topic in a topical organizational pattern or description of the solution in a
problem-cause-solution organizational pattern)
1.
Development/Support (e.g., illustration, evidence, statistics, narrative)
Citation
Visual Aid if appropriate
2.
Development/Support (e.g., illustration, evidence, statistics, narrative)
Citation
Visual Aid if appropriate
3.
If necessary
Transition
D.
III.
Call to Action (Action Step), for persuasive speech
Conclusion
A.
Thesis/Summary
B.
Memorable Close
References (on separate page)
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Outline Format for Informative and Persuasive Speeches
OUTLINE FOR INFORMATIVE SPEECH “A”
Roman Coliseum
Specific Purpose: To inform the audience about the Roman Coliseum.
Thesis/Central Idea: To truly understand the historical impact the Coliseum has had on civilization, it is important to learn
of the architectural wonders of the Coliseum, the terror of the Roman Games, and the present plans for its restoration.
Organizational Pattern: Topical
I.
Introduction
A. Attention Getter: Imagine yourself being ushered up a dark hallway and into a huge, outdoor theatre. Here you
are greeted by 50,000 screaming spectators and one man—crazy for your death, hungry for the thought of ripping
you apart limb from limb. You and Blood Thirsty are the only ones inside an arena encompassed by a 15-foot wall,
and the 50,000 people are waiting for you to die.
B. Relevance: From professional football and basketball games to the sporting events at ISU’s Redbird Arena,
much of our culture is influenced by the success of one great sports arena built nearly 2000 years ago. The author
Alan Baker, in his book, The Gladiator, published in 2001, makes the connection between the ancient Roman games
and our culture today. Our own athletes, he states, “…are merely the pale echoes of the ancient fighters… [they]
display their skill and aggression before thousands of screaming spectators, with millions more watching on
television. This is exactly what happened in the ancient world.”
C. Credibility: As a history major focused on Roman studies, I have always been enamored with the stories
surrounding the Coliseum. Further, a tour of Ancient Rome this past summer intensified my horror and fascination
with this great monument.
D. Thesis: To truly understand the historical impact the Coliseum has had on civilization, it is important to learn of
the architectural wonders of the Coliseum, the terror of the Roman Games, and the present plans for its restoration.
E. Preview: Therefore, [show transparency] we will first, lay the foundation by describing its design and
construction, next, live through a day at the games, and finally, learn of the present plans to restore and renovate this
ancient monument to its original glory.
Transition: To begin, we will lay the foundation by describing its design and construction.
II.
Body
A. First, the Coliseum’s construction will be discussed.
1. According to John Pearson, author of Arena: The Story of the Coliseum, published in 1973, the Emperor
Vespasian, to curry the favor of the Roman people, commissioned the construction of the Coliseum.
2. Considering the games were held 1900 years ago, the construction was considered pure genius.
a. The outdoor theatre boasted 80 entrances, with a design so incredibly pragmatic that each was
equipped with a numbered staircase, ensuring the simultaneous exit of about 50,000 individuals in
three minutes flat. Our sports stadiums today cannot even accomplish this feat.
b. Just as we look down from gymnasium bleachers, spectators would look down upon the
wooden arena floor. However, the Coliseum’s floor was covered with sand, which served to soak
up large quantities of blood. The floor also concealed a labyrinth of tunnels, trapdoors, and a
complicated system of chains and pulleys, similar to our modern-day elevators.
Transition: Now that we have laid the foundation of the Coliseum’s construction, let us live through a day at the Roman
Games.
B. A Day at the Games can be compared to a day watching football at the Redbird Arena.
1. As ISU students, part of our tuition pays for Redbird Arena. However, at the Coliseum’s inception, it
was a Roman citizen’s right to attend the games free of charge. And just as we are treated to semesters of
games, it was not uncommon for emperors to treat their subjects to many months of games.
2. The mornings began with fights between wild animals. One battle involved a bull and a panther, each at
the end of a chain. They could barely reach other, and they were forced to tear each other apart piece by
piece. Lions would be matched against tigers and bears pitted against bulls.
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Outline Format for Informative and Persuasive Speeches
3. Lunchtime executions followed. The scholar Baker, as cited earlier, states that the infliction of pain was
an essential part of punishment in ancient Rome. Therefore, common methods included crucifixions, being
burned alive, and being thrown to wild beasts.
In fact, Emperor Constantine would order molten lead to be poured down the condemned’s throats.
4. The best attraction was saved for the afternoon: gladiatorial combat. The following videoclip is taken
from the 2000 epic film, Gladiator, in which Russell Crowe stars. As stated earlier, notice the concealed
trapdoors in the arena floor. [Show videoclip.]
Transition: Now that we have lived through the terror of the Roman games, let us learn of the present plans to restore and
renovate this ancient monument to its original glory.
C. The present life of the coliseum is undergoing change.
1. After 300 years of this publicly accepted entertainment a monk named Telemachus ran into the arena,
screaming for them to stop. However, the mob was not to be cheated of their entertainment, and he was
torn to pieces.
a. Although gladiatorial combat was subsequently banned, the battles and executions involving
wild beasts took another 100 years to end.
b. Stones were taken from the Coliseum to construct other buildings during the Middle Ages, and
the inner arena, as shown here [show transparency] became overgrown with weeds and vegetation.
2. Recently, [show transparency] the national geographic website reported in July of 2001, that a
restoration project is underway to reinstate the Coliseum, which is located near the center of modern Rome.
a. It will take eight years and cost 18-million dollars.
b. It will also allow international tourists to attend Greek plays and gladiatorial exhibitions.
Transition: Once restored, it will encompass, as historian Dr. Alison Futrell states in her 1997 book, Blood in the Arena, “all
the glory and doom of the Roman Empire.”
III.
Conclusion
A. Thesis/Summary: In many ways, the Coliseum has influenced the development of civilization and will likely
do so for years to come. The Coliseum’s construction was truly genius, bearing witness to the wealth of the
Roman Empire. The games, unlike those at Redbird Arena, served bloodshed and agony, in the form of wild
beasts, executions and gladiators. Hopefully, the restoration of the Coliseum will see much less bloodshed.
B. Memorable Close: To quote the 7th century historian and monk, the Venerable Bede, in his famous
“Ecclesiastical History of the English people,” “While the Coliseum stands, Rome shall stand; when the
Coliseum falls, Rome shall fall; when Rome falls, the world shall fall."
References (separate page)
Auguet, R. (1998). Cruelty and civilization: The Roman games. New York: Barnes & Noble.
Baker, A. (2001). The gladiator: The secret history of Rome’s warrior slaves. New York: St. Martin’s Press.
Bede, V. (1849). The Venerable Bede's ecclesiastical history of England. London: H. G. Bohn.
The Coliseum on Eliki. (n.d.) The Coliseum. Retrieved July 20, 2002, from http://www.eliki.com/coliseum/
Core Tour Europe 2003. (2002). Coliseum. Sponsored by Saint Joseph’s College. Retrieved July 22, 2002, from
http://www.saintjoe.edu/~mjoakes/europe/images/ photos_01/coliseum.jpg
Futrell, A. (1997). Blood in the arena: The spectacle of Roman power. Austin: University of Texas Press.
National Geographic News. (2001, June 29). Rome Coliseum being restored for wider public viewing. Retrieved July 22, 2002, from
http://news.nationalgeographic.com/ news/2001/06/0625_wirecoliseum.html
Pearson, J. (1973). Arena: The story of the Coliseum. London: Thames & Hudson.
Wick, D. (Producer), & Scott, R. (Director). (2000). Gladiator [Motion picture]. United States: Dreamworks Pictures and Universal
Pictures.
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Outline Format for Informative and Persuasive Speeches
EXAMPLE OF A SPEAKING OUTLINE
Roman Coliseum
I.
Introduction
A.
B.
C.
D.
E.
AG: Imagine yourself…
Rel: Redbird Arena/Today’s athletes (Baker, 2001)
Cred: History major/Tour of Rome
Thesis: To truly understand…architecture, terror, restoration
Preview: [Transparency #1] Lay foundation, live through day, learn present plans
Transition: To begin, we will lay the foundation by describing its design and construction.
II.
Body
A. Construction
1. Vespasian (Pearson, 1973)
2. Construction “pure genius”
a. 80 entrances/numbered staircase/simultaneous exit
b. Sand floor soak up blood/labyrinth/pulleys
Transition: Now that we have laid the foundation of the Coliseum’s construction, let us live through a day at the
Roman Games.
B. Redbird Arena
1. Free of charge
2. Wild animals (Lions v. tigers, bears v. bulls)
3. Lunchtime executions (crucifixion, burned alive, wild beasts, molten lead)
(Baker, 2001)
4. Gladiator combat [Video clip]
Transition: Now that we have lived through the terror of the Roman games, let us learn of the present plans to
restore and renovate this ancient monument to its original glory.
C. Present life
1. Telemachus
a. 100 years to end
b. Stones taken/overgrown with weeds and vegetation [Transparency #2]
2. Restoration project (National Geographic, 2001) [Transparency #3]
a. Eight years/18 million dollars
b. Greek plays and gladiatorial exhibitions
Transition: Once restored, it will encompass, as historian Dr. Alison Futreall states in her 1997 book, “Blood in
the Arena,” “all the glory and doom of the Roman Empire.”
III.
Conclusion
A. Thesis/Summary: Influenced civilization/truly genius/bloodshed and agony
B. Memorable Close: Venerable Bede – “While the Coliseum stands, Rome shall stand;
when the Coliseum falls, Rome shall fall; when Rome falls, the world shall fall.”
For more tips on preparing a speaking outline, see Chapter 10 in your Lucas textbook.
13
Outline Format for Informative and Persuasive Speeches
OUTLINE FOR INFORMATIVE SPEECH "A"
Tornadoes
Purpose: To inform the audience about tornadoes.
Thesis: In order to better understand tornadoes, it is important to explore what causes tornadoes to develop, how researchers
classify types of tornadoes, and odd occurrences that may be associated with tornadoes.
Organizational Pattern: Topical
I.
Introduction
A. Attention Getter: What can hurdle automobiles through the air, rip ordinary homes
to shreds, defeather chickens, and travel at speeds over 60 mph?
B. Relevance: Illinois rests on the boundary of what tornado researchers call tornado
alley. This is the area of the country that receives the most tornadoes every year.
According to a 1995 brochure distributed by the National Oceanic and Atmospheric
Administration (NOAA), Illinois averages 27 tornadoes a year. Also, nearly five people die
every year in Illinois as a result of tornadoes [VISUAL AID]. In fact, according to
Tornado Project Online!, a website hosted by a company that gathers tornado
information for tornado researchers that I accessed earlier this month, the deadliest tornado
in U.S. recorded history occurred in Murphysboro, Illinois. In 1925, a violent tornado killed
234 people in this Southern Illinois town.
C. Credibility: I grew up in the heart of tornado alley and have been interested in this
weather phenomenon for a very long time. Also, I am a trained weather spotter for the
Bloomington/Normal civil defense agency.
D. Thesis: In order to better understand tornadoes, it is important to explore what causes
tornadoes to develop, how researchers classify types of tornadoes, and odd occurrences
that may be associated with tornadoes.
E. Preview: So, let us crash through the causes of tornadoes, twist around the types of
tornadoes, and blow through some of the oddities associated with tornadoes.
Transition: Initially, I will crash through the causes of tornadoes.
II.
Body
A. There are several causes of tornadoes.
1. According to the USA Today Tornado Information website, which was last updated
on June 20, 2000, a tornado is a "violently rotating column of air in contact with the ground
and pendant from a thunderstorm." Therefore, thunderstorms are the first step in the creation
of a tornado.
2. The USA Today Tornado Information site also indicates that there are three
key conditions for thunderstorms to form.
a. First, moisture in the lower to mid levels of the atmosphere.
b. Second, unstable air. This is air that will continue rising once it begins
rising from near the ground.
c. The finial condition for the formation of tornado-producing
thunderstorms is a lifting force. A lifting force is a mechanism that cause the air to begin rising.
The most common lifting force is heating of the air (which is why we experience so many
thunderstorms in the spring as the air begins to warm).
3. The same source indicates that the strongest thunderstorms typically form in
warm, humid air that's east or south of advancing cold air.
4. I mentioned in the introduction that Illinois sees its fair share of tornadoes.
The following graph, adapted from the USA Today Tornado Information web site,
illustrates areas in the U.S. that receive the greatest number of tornadoes (tornado
alley). Thunderstorm-producing tornadoes are likely to form in this area as cold
air from the west and north clashes violently with warm air from the Gulf of
Mexico [VISUAL AID].
14
Outline Format for Informative and Persuasive Speeches
Transition: Now that we have crashed through the causes of tornadoes, let's twist around the types of tornadoes.
B. There are several types of tornadoes.
1. According to renowned weather historian Dr. David Ludlum, author of the
1997 edition of the National Audubon Society’s Field Guide to North American
Weather, tornado researchers use a scale, known as the Fujita-Pearson Tornado
Intensity Scale (named after its creators) to rate the intensity of tornadoes
[VISUAL AID].
2. Tornado statistics from NOAA (cited above) [VISUAL AID]
a. Weak tornadoes
(1) Account for 69% of all tornadoes.
(2) Winds are less than 110 mph.
b. Strong tornadoes
(1) Account for 29% of all tornadoes.
(2) Winds range from 110 to 205 mph.
c. Violent tornadoes
(1) Represent only 2% of all tornadoes.
(2) Winds exceed 205 mph.
3. According to Tornado Project Online!, although violent tornadoes account
for only 2% of all tornadoes, they are responsible for 67% of all deaths in
tornadoes [VISUAL AID].
4. In addition, astrogeophysicist Dr. Robert Davies-Jones notes in a 1995 edition
of Scientific American that most tornadoes have damage paths 150 feet wide,
move at about 30 miles per hour and last only a few minutes. However,
extremely violent tornadoes, like the one that ripped through Murphysboro,
Illinois, may be over a mile wide, travel at 60 mils per hour and may stay on the
ground for more than one hour.
Transition: Now that we have a better understanding of the causes and types of tornadoes, I will blow through some of the
oddities associated with tornadoes.
C. There have been many oddities associated with tornadoes.
1. Stories of strange events are typical in the wake of the damage caused by
tornadoes. Indeed, much of what makes stories of tornadoes unusual is irony.
Consider the following story from the 1996 Weather Guide Calendar. In a 1984
Kansas tornado a man, apparently thinking that his mobile home would be
destroyed, ran to shelter in another building, only to have that building destroyed
(killing the man), while his trailer survived just fine.
2. As noted by Tornado Project Online!, the Great Bend, Kansas tornado of
November 1915 is a tornado which seems to have the greatest number of oddities
associated with it.
a. At Grant Jones' store, the south wall was blown down and scattered, but
shelves and canned goods that stood against the wall were not moved.
b. The Riverside Steam Laundry, build of stone and cement block, was
completely destroyed, yet two nearby wooden shacks were untouched.
c. A canceled check from Great Bend was found in a corn field, one mile
outside of Palmyra, Nebraska….305 miles to the northeast. This is the
longest know distance that debris has ever been carried.
3. Tornado Project Online! also reports that the "plucked chicken" remains
today as perhaps the most talked about tornado oddity [VISUAL AID]. Indeed,
this oddity has been associated with many Illinois tornadoes.
a. Within the damage descriptions of rural tornadoes, there are often
stories of a chicken "stripped clean of every feather."
b. It has long been thought that the feathers explode off the bird in the
tornado's low pressure.
15
Outline Format for Informative and Persuasive Speeches
c. The most likely explanation for the defeathering of a chicken is the
protective response called "flight molt." As noted by Tornado Project
Online!, "chickens are not stripped clean, but in actuality they lose a large percentage of their
feathers under stress in this flight molt process." In short, when the chickens become scared their
feathers become loose and are simply blown off.
Transition: Summary
III.
Conclusion
A. Thesis/Summary: In this speech I have explored the key factors that cause
tornadoes to develop, how researchers classify types of tornadoes, and odd
occurrences that may be associated with tornadoes.
B. Memorable Close: So, the next time you see a Ferrari flying through the air,
your college dorm being dismantled floor by floor, or a chicken without wings,
take cover because tornado season is here.
References (separate page)
Davies-Jones, R. (1995). Tornadoes: The storms that spawn twisters are now largely understood, but mysteries still remain
about how these violent vortices form. Scientific American, 273(2), 48-58.
Grazulis, T. (1995). Chasing tornado oddities. In L. Sessions (Ed.), 1996 Weather Guide Calendar with Phenomenal Weather
Events. Denver, CO: Accord Publishing.
Ludlum, D. M. (1997). National Audubon Society field guide to North American weather. New York: Chanticleer Press.
National Oceanic and Atmospheric Administration. (1995). Tornadoes: Nature's most violent storms [Brochure].
Washington, DC: National Weather Service.
Tornado Project Online. (2000, June 19). The top ten U.S. killer tornadoes. Retrieved August 5, 2000, from
http://www.tornadoproject.com/
USA Today Tornado Information. (2000, June 20). Understanding tornadoes. [On-Line]. Retrieved August 7, 2000, from
http://www.usatoday.com/weather/tornado/wtwist0.htm
16
AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) STYLE GUIDE
Students should become familiar with the American Psychological Association (APA) style guide for citations. It is
the format used when citing sources in speeches and papers in the Communication and Critical Inquiry. The sample
reference list provided below should be used as a guide. It contains examples of the most common sources used in
speeches. Notations are provided in the right hand margin to point out features in each entry. Students who wish
additional background may purchase a copy of the Publication Manual of the American Psychological Association,
Fifth Edition, at the bookstore.
References
Baxter, L. A. (1987). Cognition and communication in the relationship
process. In R. Burnett, P. McGhee, & D. Clarke (Eds.),
Accounting for relationships: Explanation, representation, and
knowledge (pp. 192-212). London: Methuen.
Conville, R. L. (1991). Relational transitions: The evolution of personal
Chapter in edited book
 Last name of author, then
initials
 Initials of editors, then last
names
 No quotation marks
 Only first word in chapter is in
caps
 First word and following a
colon are capitalized for book
title
Book by one author
relationships. New York: Praeger.
Brown, P., & Levinson, S. (1987). Politeness: Some universals in language
usage. Cambridge: Cambridge University Press.
Fidelity Investments. (1993). Fidelity Brokerage Services handbook (5th
Book by two or more authors
 Ampersand between names
 Place of publication before
publisher
Corporate author
ed.). Boston: Author.
Cappella, J. N. (1994). The management of conversational interaction in
Book edition other than the first
adults and infants. (2nd ed.). Thousand Oaks, CA: Sage.
Bekerian, D. A. (1993). In search of the typical eyewitness. American
Psychologist, 50, 574-576.
Klimoski, R., & Palmer, S. (1993). The ADA and the hiring process in
organizations. Consulting Psychology Journal: Practice and
Journal article, one author
 No quotation marks around title
 No pp. for pages
Journal article, two or more
authors
Research, 45(2), 10-36.
Fox, R. W., & Lears, T. J. J. (Eds.). (1993). The power of culture: Critical
Editor or Compiler
essays in American history. Chicago: University of Chicago Press.
17
APA Style Guide for References
Bergmann, P. G. (1993). Relativity. In The new encyclopedia Britannica
Encyclopedia entry
(Vol. 26, pp. 501-508). Chicago: Encyclopedia Britannica.
Heimlich, R., & Anderson, W. (2001, August). Development at and beyond
the urban fringe: Impacts on agriculture. [Electronic version].
On-line journal
(When electronic and print
versions are identical)
Agricultural Outlook, 5, 15-18.
Haskins, R. (2001). Giving is not enough: Work and work supports are
reducing poverty. Brookings Review, 19, 13-15. Retrieved August
On-line journal
(When electronic and print
versions differ)
10, 2001, from
http://www.brook.edu/PUB/REVIEW/REVDES.HTM
Fine, K. (2001, June). The question of realism. Philosopher's Imprint, 1,
On-line journal
(Not otherwise available in print)
Article 0001a. Retrieved August 10, 2001, from
http://www.umich.edu/~philos/Imprint/browse.html
Brown, S. G., & David, S. (2000). Putting on a new face on self-sufficiency
programs. American Journal of Public Health, 90, 1383-1384.
Retrieved August 10, 2001, from PsycINFO database.
Articles or abstracts from
Electronic databases
 Used to cite full-text articles or
abstracts from fee-based Article
databases such as Academic
Universe (Lexis-Nexis),
JSTOR, and PsycINFO
New drug appears to sharply cut risk of death from heart failure. (1993,
Daily newspaper, no author
July 15). The Washington Post, p. A12.
Schwartz, J. (1993, September 30). Obesity affects economic, social status.
Daily newspaper, discontinuous
pages
The Washington Post, pp. A1, A4.
Berkowitz, A. D. (2001, November 24). How to tackle the problem of
Weekly newspaper article,
Letter to the editor
student drinking [Letter to the editor]. The Chronicle of Higher
Education, p. B20.
Posner, M. I. (1993, October 29). Seeing the mind. Science, 262, 673-674.
Magazine article
18
APA Style Guide for References
Crystal, L. (Executive Producer). (1993, October 11). The MacNeil/Lehrer
Television broadcast
news hour [Television broadcast]. New York and Washington,
DC: Public Broadcasting Service.
Scorsese, M. (Producer), & Longergan, K. (Writer/Director). (2000).
Motion Picture
You can count on me [Motion picture]. United States:
Paramount Pictures.
Costa, P. T., Jr. (Speaker). (1988). Personality, continuity, and changes of
Audio Recording
adult life (Cassette Recording No. 207-433-88A-B). Washington,
DC: American Psychological Association.
Felmlee, D. H., & Greenberg, S. F. (1996, August). The couple as a
Unpublished paper
dynamic system: A formal model. Paper presented at the annual
meeting of the American Sociological Association, New York,
NY.
Brochure
Research and Training Center on Independent Living. (1993).Guidelines
for reporting and writing about people with disabilities (4th ed.).
[Brochure]. Lawrence, KS: Author.
Interview
B. Nelson. (personal communication, May 6, 1996).
Vogler, E. (1999). Using technology in the classroom. Retrieved October 1,
Internet source
 Use n.d. (no date) when a
publication date is not available
2001, from www.tech.com/swiz/htm
ONLINE RESOURCES
For citing online sources, please consult the Milner Library website at www.mlb.ilstu.edu.
*Note: The one exception to standard APA format is the placement of citations for interviews. The APA style manual
suggests that interviews be cited only in the text of the speech. However, for Communication and Critical Inquiry courses,
interviews should be included in the reference list as well. You may also access the APA Citation Wizard on the Internet
at the following address: http://www.stylewizard.com.
* Note: When orally citing a website, cite the title, who maintains the website, and when the site was last updated
and/or when you accessed the website.
19
Information Literacy: Oral Citation Guide
When preparing your speeches, you must use at least four sources for the Informative Speech,
six sources for the Persuasive Speech, and ten sources for the Group Speech. No more than half
of the sources you use should be taken from the Internet. Attach a separate page entitled
"References" to the outline and be sure that all references conform to the APA style guidelines in
the packet. All of the sources that appear in the reference page must be incorporated into the
speech and cited orally. The oral citation in a speech should contain the following elements:
1. Author
2. Credibility Statement for the Author
3. Date of Publication
4. Source Information
Each of these elements will be evaluated carefully. In order to earn an "A" in this category, all
four must be present. Your instructor will provide several examples of how this should be
completed (look in the spiral packet--the "A" outlines for the tornado and Roman speeches, oral
citation is also covered in the description of the informative speech assignment, and you will
watch several video examples of how to cite sources in class).
Sample Oral Citations
Internet Source with No Author
In fact, according to Tornado Project Online! (Source), a website hosted by a company that
gathers tornado information for tornado researchers (Credibility), accessed earlier this month
(Date), the deadliest tornado in U.S. recorded history occurred in Murphysboro, Illinois. In 1925
a violent tornado killed 234 people in this Southern Illinois town.
Book
According to renowned weather historian (Credibility) Dr. David Ludlum (Author), author of
the 1997 (Date) edition of the National Audubon Societies Field Guide to North American
Weather (Source), tornado researchers use a scale, known as the Fujita-Pearson Tornado
Intensity Scale (named after its creators) to rate the intensity of tornadoes.
Journal Article
In addition, astrogeophysicist (Credibility) Dr. Robert Davies-Jones (Author) notes in a 1995
(Date) edition of Scientific American (Source) that most tornadoes have damage paths 150 feet
wide, move at about 30 miles per hour and last only a few minutes.
20
Informative Speech Assignment
INFORMATIVE SPEECH ASSIGNMENT
Purpose
To communicate information about an object, a process, an event or a concept accurately, clearly, and
interestingly.
Time Limits
Time limits will vary according to number of students in a class. In general, however, most speeches will
be approximately 5-7 minutes. Some instructors also require a brief (1-2 minute) question and answer
period following the speech; this time may be considered part of the total time limit or may be an addition
to the speaking time allowed. Points will be deducted for not meeting the minimum time or exceeding the
maximum time allowed.
Point Value
The informative speech is worth 100 total points. Please review the Informative Speech Evaluation form
in this packet to see how points are distributed. You will need to attach this form to your outline and
references and hand them to the instructor just prior to your presentation.
Outline
You will provide a typed outline which conforms to the format provided in this packet. If you choose to
use the outline while presenting, make an additional copy.
References
You must use at least four sources when preparing your speech. No more than half of the sources you
use should be taken from the internet. Attach a separate page entitled "References" to the outline and be
sure that all references conform to the APA style guidelines in the packet. All of the sources that appear
in the reference page must be incorporated into the speech and identified. For example, a speaker might
say, "According to Dr. Vincent Rainey in his book, Keeping Fit published in 1996, it only takes 30
minutes of exercise three times a week to maintain good cardiovascular health." Or a speaker might say,
"In May of 1998, Time magazine published an article written by staff correspondent Mildred Blair in
which she describes four hints for living well at college on a student budget."
Research
Obtain Com 110 research assistance by accessing Milner Library’s General Education web page:
http://www.library.ilstu.edu/gened/
Videotape
You must provide a videotape which is labeled and cued for your presentation. Indicate on the label if
there is a practice session from the speech lab already on the tape.
Attire
This is a formal presentation that will be videotaped. Dress appropriately for the situation and your topic.
21
Informative Speech Assignment
Audio/Visual Aids
You may be required to incorporate at least one audio/visual aid into your presentation. A visual aid
might be a transparency, a slide, an object, a clip from a movie, a clip from a television program or
special broadcast, or an audio recording of a song, conversation, radio personality, etc. Be sure to
practice your speech using the visual aid to make sure the equipment works and the audio/visual aid can
be incorporated during the speech unobtrusively.
Instructional Technology Passport: As part of a new Performance-Based Assessment System, students at
Illinois State University are expected to demonstrate the ability to use instructional technology appropriately.
For complete information about the expectations, please visit the Instructional Technology Passport System web
site at http://www.itps.ilstu.edu
In Com 110, you will be required to demonstrate proficiency in using Presentation Authoring tools (competency
#3). You will use Microsoft PowerPoint to create a visual aid for your Informative Speech. If you do not meet
the requirements in this speech, you may try again in your Persuasive Speech. If you do not meet the
requirements a second time, a deficiency will be reported to the ITPS. If you are a teacher education major, you
will need to make provisions for demonstrating this competency before you are admitted into the Professional
Studies program.
Peer Evaluations
Each presentation will not only be graded by the instructor, but will also be critiqued by two peers. In
turn, each student will be responsible for evaluating two presentations. The Peer Evaluation forms for the
Informative Speech are provided in this packet. Please take these out of your packet and have them ready
to complete on speech days.
Ethical Communication
Ethical communication will be demonstrated at all times during a speech. No one will enter or leave the
room during a presentation, and the audience will be attentive and respectful.
Assignment Dates
A make-up policy for speeches is detailed in the syllabus. Make-up presentations will be allowed only if
prior arrangements have been made and documentation provided. All students must present every
speech (in front of an audience) in order to pass the class.
Notes from the Instructor and Special Requirements:
The time limits for your speech will be ______ to ______ minutes.
Question/answer period required?
Audio/visual aids required?
If yes, how long? _______ minutes
If yes, how many? _______
Other requirements:
22
Informative Speech Assignment
INSTRUCTOR EVALUATION FORM: INFORMATIVE SPEECH
Name:
Topic:
OUTLINE AND REFERENCES (10 pts.)
Follows Outline Format
References correct/sufficient
pts.
INTRODUCTION (20 pts.)
Gained attention
Showed relevance of topic to audience
Established credibility
Introduced topic/thesis statement clearly
Previewed body of speech
pts.
BODY (30 pts.)
Main points clear
Strong evidence & supporting material
Organization effective
Language precise, clear, powerful
Transitions effective
Sources are well integrated,
credible, & cited fully
pts.
CONCLUSION (10 pts.)
Audience prepared for conclusion
Purpose & main points reviewed
Closed speech by reference to
intro./other devices
pts.
DELIVERY (15 pts.)
Maintained eye contact
Used voice, diction, & rate for maximum effect
Used space, movement,
& gestures for emphasis
pts.
OVERALL IMPRESSION (15 pts.)
Topic challenging
Adapted to audience
Maintained time limits
Evidence of preparation & practice
Quality & relevance of visual aids
Was informative
ITPS met/not met
_______ pts.
TOTAL POINTS __________
23
Informative Speech Assignment
INSTRUCTOR EVALUATION FORM: INFORMATIVE SPEECH
Name:
Topic:
OUTLINE AND REFERENCES (10 pts.)
Follows Outline Format
References correct/sufficient
pts.
INTRODUCTION (20 pts.)
Gained attention
Showed relevance of topic to audience
Established credibility
Introduced topic/thesis statement clearly
Previewed body of speech
pts.
BODY (30 pts.)
Main points clear
Strong evidence & supporting material
Organization effective
Language precise, clear, powerful
Transitions effective
Sources are well integrated,
credible, & cited fully
pts.
CONCLUSION (10 pts.)
Audience prepared for conclusion
Purpose & main points reviewed
Closed speech by reference to
intro./other devices
pts.
DELIVERY (15 pts.)
Maintained eye contact
Used voice, diction, & rate for maximum effect
Used space, movement,
& gestures for emphasis
pts.
OVERALL IMPRESSION (15 pts.)
Topic challenging
Adapted to audience
Maintained time limits
Evidence of preparation & practice
Quality & relevance of visual aids
Was informative
ITPS met/not met
pts.
TOTAL POINTS ____________
24
Informative Speech Assignment
PEER EVALUATION FORM
Informative Speech
You are asked to respond to the speaker's presentation. Use the back of this sheet if necessary. Please be as honest as
possible, providing both positive comments and tactful, constructive suggestions for improvement. Since specific
comments are more useful to the speaker, please avoid generalities.
Speaker: ______________________ Topic: ______________________ Evaluator: __________________________
1.
How was the speech made relevant to this audience? Was it adequately audience-oriented? Explain.
2.
Comment on the speaker's organization. Was a preview included? What about transitions? Were you able to
follow the speech? Were there gaps in any of the arguments presented? Did the speaker commit any logical
fallacies? Explain.
3.
How was the topic developed, clarified, and illustrated? Was this development sufficient? Did the speaker’s
evidence pass the three tests of evidence (bias, timeliness, and credibility)? Did the speaker follow the guide
for citing sources orally in the speech? Explain.
4.
Comment on the speaker's delivery (eye contact, gesturing, tone, rate, fluency, facial expression, stance,
confidence, enthusiasm) and overall preparedness.
5.
Comment on at least 3 strengths of this presentation.
a.
b.
c.
6.
Make 3 suggestions for improvement.
a.
b.
c.
25
Informative Speech Assignment
PEER EVALUATION FORM
Informative Speech
You are asked to respond to the speaker's presentation. Use the back of this sheet if necessary. Please be as honest as
possible, providing both positive comments and tactful, constructive suggestions for improvement. Since specific
comments are more useful to the speaker, please avoid generalities.
Speaker: ______________________ Topic: ______________________ Evaluator: __________________________
1.
How was the speech made relevant to this audience? Was it adequately audience-oriented? Explain.
2.
Comment on the speaker's organization. Was a preview included? What about transitions? Were you able to
follow the speech? Were there gaps in any of the arguments presented? Did the speaker commit any logical
fallacies? Explain.
3.
How was the topic developed, clarified, and illustrated? Was this development sufficient? Did the speaker’s
evidence pass the three tests of evidence (bias, timeliness, and credibility)? Did the speaker follow the guide
for citing sources orally in the speech? Explain.
4.
Comment on the speaker's delivery (eye contact, gesturing, tone, rate, fluency, facial expression, stance,
confidence, enthusiasm) and overall preparedness.
5.
Comment on at least 3 strengths of this presentation.
a.
b.
c.
6.
Make 3 suggestions for improvement.
a.
b.
c.
26
Informative Speech Assignment
SELF EVALUATION: INFORMATIVE SPEECH
Option 1
Name: ____________________
Topic:
_________________________________
Describe how you felt
Before the speech:
During the speech:
After the speech:
What were your strengths in the speech?
What do you feel you still need to improve upon for your next speech? Do you believe your argument
development was effective? Why or why not? Did you notice any fallacies in your speech? If yes, what
were they and how could they be corrected?
How well prepared were you for this speech? What did you do to prepare? Was your use of evidence
effective (pay particular attention to the number of sources used as well as the three tests of evidence—
bias, timeliness, and credibility)? Did you follow the guide for citing sources orally in the speech?
What did the video of your presentation reveal that you were not aware of during your presentation?
Grade yourself and provide a rationale based on the grading criteria (use the back of this form if
necessary):
27
Informative Speech Assignment
SELF EVALUATION: INFORMATIVE SPEECH
Option 2
Name: ____________________
Topic:
_________________________________
Instructions: Please provide at least 15 constructive comments after viewing the video of your presentation. Provide
scores for each section in addition to the total score.
OUTLINE AND REFERENCES (10 pts.)
Follows Outline Format
References correct/sufficient
pts.
INTRODUCTION (20 pts.)
Gained attention
Showed relevance of topic to audience
Established credibility
Introduced topic/thesis statement clearly
Previewed body of speech
pts.
BODY (30 pts.)
Main points clear
Strong evidence & supporting material
Organization effective
Language precise, clear, powerful
Transitions effective
Sources are well integrated,
credible, & cited fully
pts.
CONCLUSION (10 pts.)
Audience prepared for conclusion
Purpose & main points reviewed
Closed speech by reference to
intro./other devices
pts.
DELIVERY (15 pts.)
Maintained eye contact
Used voice, diction, & rate for maximum effect
Used space, movement,
& gestures for emphasis
pts.
OVERALL IMPRESSION (15 pts.)
Topic challenging
Adapted to audience
Maintained time limits
Evidence of preparation & practice
Quality & relevance of visual aids
Was informative
pts.
TOTAL POINTS ____________
28
29
30
Informative Speech Assignment
WORKSHEET FOR EVALUATING INTRODUCTIONS
Name: SAMPLE WORKSHEET
Topic: ANY
Introduction (20 pts.)
Gained attention
Excellent use of imagery to captivate audience
Showed relevance of topic to audience
Established importance of topic, well integrated, but could be a little more specific to this
particular audience
Established credibility
Oops! Forgot to state, but in outline
Introduced topic/thesis statement clearly
Good use of parallel language—clear main points
Previewed body of speech
Preview logically flows from thesis
________ pts.
Criteria—Introduction
GAINED ATTENTION
(C) = Began with an attention getting device that prepared the audience to listen to a speech on
the topic. (B) = In addition, it created a need to listen to the rest of the speech and flowed well
into the relevance statement. (A) = In addition, it is creative, original, and highly motivating.
SHOWED RELEVANCE OF TOPIC TO AUDIENCE
(C) = The importance of the topic is established. (B) = In addition, the importance of the topic is
related to the audience and well integrated. (A) = In addition, it is of significant importance to a
COM 110 audience.
ESTABLISHED CREDIBILITY
(C) = Student clearly states why he or she is competent to speak on the topic. (B) = In addition,
the statement is well integrated into the introduction and presents a logical argument for speaker
credibility. (A) = In addition, statement is a unique and creative way of presenting a personal
connection to the topic.
INTRODUCED TOPIC/THESIS STATEMENT CLEARLY
(C) = Statement is direct and leaves little or no room for confusion about topic. (B) = In
addition, statement flows well into the preview. (A) = In addition, it has been worded
powerfully and in a way that demonstrates a unique approach to the topic.
PREVIEWED BODY OF SPEECH
(C) = Preview fits well with the topic/thesis statement and clearly (and briefly) states exactly
what each main point will be. (B) = In addition, preview logically follows from the thesis/topic
statement and flows well into the opening transition. (A) = In addition, it uses powerful and
creative language tailored to the topic.
Scale—Introduction (20 Possible Points)
18 = A
16 = B
14 = C
12 = D
31
Group Assignment
GROUP ASSIGNMENT
Objectives
The group assignment is intended to help students reach the following goals:
1)
To identify and evaluate the legitimacy of the various arguments that comprise a controversial
issue.
2)
To find, select, and evaluate sources that support or refute perspectives on a controversial issue.
3)
To construct and communicate one perspective on a controversial issue with clarity and adequate
support (i.e., produce well-reasoned arguments).
4)
To practice the skills of producing messages that are responsive to the concerns/interests of
others.
5)
To practice the skills of perspective-taking.
6)
To sharpen presentational skills, both verbal and nonverbal.
7)
To practice cooperative group skills (collaboration, compromise, assertiveness) and conflict
management strategies when necessary.
Purpose
The purpose of the group presentation is to provide a forum through which the various perspectives or
points of view on a controversial topic can be explored.
Topic
The topic of the presentation should be some issue that is both timely and controversial (multifaceted).
All final topics must be approved by the instructor. Remember audience analysis procedures for topic
selection. A list of topics is also available in the Communication and Critical Inquiry supplementary
materials book in the Appendix.
Format
The format for Communication 110 is quite flexible. In fact, students are encouraged to be creative. The
group presentation might take the format of a television talk show, for example, or a trial, or a presidential
campaign. In other words, although students are free to be themselves and assume the role of expert
because they have researched a particular point of view, they are also free to "role play" real or
imaginable experts such as attorneys, physicians, the author of a relevant book, or the parent of a child
who has special needs. When role playing a character, however, be sure to indicate whether the
information presented is based on real or hypothetical characters. The format chosen and the roles that
are played will depend upon the topic selected by the group.
32
Group Assignment
Moderator Role
Although the roles that the group members assume vary according to topic, every group will have a
moderator. Indeed, this role is perhaps the most important in the group, both in the preparation phase and
in the presentation phase of the Group presentation. While the group is preparing, the moderator helps
every member of the group find supporting materials, helps in the construction of arguments, calls
meetings, and keeps the group on task. During the presentation, the moderator is responsible for the
"flow" of the entire group; he or she introduces the topic, introduces the "experts," provides informative
transitions between or among the speakers, summarizes key issues at the end, and fields audience or panel
questions and answers. The moderator is also responsible for keeping each speaker and the overall
presentation within the allotted time limits.
Time Limits
Each group will have approximately 18 minutes (depending upon class size) to present the topic and
approximately 5 minutes for questions or comments from the audience. Points are deducted if the group
is not able to accomplish its purpose within the specified time limits. PRACTICE PRACTICE
PRACTICE and time yourselves before the presentation.
Outline and References
The group will provide a collective typed outline which will have an Introduction (attention getter,
relevance statement, establish credibility, preview), Body (typically the perspective of each panelist
comprises one of the main points with relevant support/evidence, and Conclusion (summary of key issues
and memorable close). The moderator typically presents the Introduction and Conclusion although
variations are possible. A reference list of at least 10 sources must be included with the outline and must
follow APA 5th edition guidelines. All references must be cited at some point during the presentation.
Videotaping
The moderator will provide the videotape for the group. After the presentation, the group will meet to
view the tape or will arrange a convenient mechanism to pass the tape efficiently among the members.
Because each student writes an evaluation paper on his or her own performance and the group's
performance, it is essential that every member see the tape, either as a group or individually, as quickly as
possible after the presentation.
Evaluation
The Group Presentation is intended to be a "group effort." For that reason, 60 points of the 100 total
points possible for the Group project are based on the overall group performance. Every member of the
group receives the same number of group points. The other 40 points of the 100 total points possible are
individual points; 20 of these points are based on the individual's performance during the presentation and
20 points are based on the Anonymous Group Evaluation points given to each student by his or her fellow
group members at the completion of the Group presentation.
Research
Obtain Com 110 research assistance by accessing Milner Library’s General Education web page:
http://www.library.ilstu.edu/gened/
33
Group Assignment
INSTRUCTOR EVALUATION FORM: GROUP PRESENTATION
Name:
Presentation Title:
GROUP POINTS (60 pts.)
OUTLINE AND REFERENCES (10 pts.)
pts.
INTRODUCTION (10 pts.)
Gained attention
Showed relevance of topic to audience
Established credibility
Previewed of key issues/perspectives
pts.
COLLECTIVE CONTENT (20 pts.)
Issues covered in breadth & depth
Arguments clear
Organization effective
Strong evidence & supporting material
Sources are well integrated, credible, & cited fully
pts.
COLLECTIVE DELIVERY (10 pts.)
Group collaboration & interaction apparent
Effective organization of speakers
Transitions effective
Evidence of preparation & practice
Effective visual aids when used
pts.
CONCLUSION (5 pts.)
Audience prepared for conclusion
Key issues effectively summarized
Closed speech with a reference to
intro./other devices
pts.
QUESTIONS AND ANSWERS (5 pts.)
Responded appropriately to audience’s questions
Group collaboration apparent
pts.
INDIVIDUAL POINTS (40 pts)
INDIVIDUAL DELIVERY (20 pts.)
Maintained eye contact
Used voice, diction, & the rate for maximum effect
Used space, movement,
& gestures for emphasis
Attentiveness/listening
pts.
ANONYMOUS GROUP EVALUATIONS (average on 5 items) (20 pts.)
pts.
TOTAL POINTS
34
Group Assignment
RATINGS OF GROUP MEMBERS
Presentation Title: ________________________________
Group Member:
________________________________
Seldom
Sometimes
Often
Always
1. Was conscientious about attending meetings.
1
2
3
4
2. Contributed to the group effort in finding information
and sources.
1
2
3
4
3. Was cooperative and willing to listen to others’ views.
1
2
3
4
4. Was thorough in researching his or her position.
1
2
3
4
5. Contributed practical and/or insightful ideas during
group discussion.
1
2
3
4
Total Pts. = _______
Comments:
Presentation Title: ________________________________
Group Member:
________________________________
Seldom
Sometimes
Often
Always
1. Was conscientious about attending meetings.
1
2
3
4
2. Contributed to the group effort in finding information
and sources.
1
2
3
4
3. Was cooperative and willing to listen to others’ views.
1
2
3
4
4. Was thorough in researching his or her position.
1
2
3
4
5. Contributed practical and/or insightful ideas during
group discussion.
1
2
3
4
Total Pts. = _______
Comments:
35
Group Assignment
RATINGS OF GROUP MEMBERS
Presentation Title: ________________________________
Group Member:
________________________________
Seldom
Sometimes
Often
Always
1. Was conscientious about attending meetings.
1
2
3
4
2. Contributed to the group effort in finding information
and sources.
1
2
3
4
3. Was cooperative and willing to listen to others’ views.
1
2
3
4
4. Was thorough in researching his or her position.
1
2
3
4
5. Contributed practical and/or insightful ideas during
group discussion.
1
2
3
4
Total Pts. = _______
Comments:
Presentation Title: ________________________________
Group Member:
________________________________
Seldom
Sometimes
Often
Always
1. Was conscientious about attending meetings.
1
2
3
4
2. Contributed to the group effort in finding information
and sources.
1
2
3
4
3. Was cooperative and willing to listen to others’ views.
1
2
3
4
4. Was thorough in researching his or her position.
1
2
3
4
5. Contributed practical and/or insightful ideas during
group discussion.
1
2
3
4
Total Pts. = _______
Comments:
36
Group Assignment
RATINGS OF GROUP MEMBERS
Presentation Title: ________________________________
Group Member:
________________________________
Seldom
Sometimes
Often
Always
1. Was conscientious about attending meetings.
1
2
3
4
2. Contributed to the group effort in finding information
and sources.
1
2
3
4
3. Was cooperative and willing to listen to others’ views.
1
2
3
4
4. Was thorough in researching his or her position.
1
2
3
4
5. Contributed practical and/or insightful ideas during
group discussion.
1
2
3
4
Total Pts. = _______
Comments:
Presentation Title: ________________________________
Group Member:
________________________________
Seldom
Sometimes
Often
Always
1. Was conscientious about attending meetings.
1
2
3
4
2. Contributed to the group effort in finding information
and sources.
1
2
3
4
3. Was cooperative and willing to listen to others’ views.
1
2
3
4
4. Was thorough in researching his or her position.
1
2
3
4
5. Contributed practical and/or insightful ideas during
group discussion.
1
2
3
4
Total Pts. = _______
Comments:
37
Group Assignment
Self Evaluation: Group Presentation - Peppers
Group Members (list yourself first): ______________, _______________, _______________, ________________,
_______________, _________________
Please mark the appropriate response for each item listed. Please give each item serious consideration before
making your selection. I’m not looking for a predetermined set of responses, rather what actually occurred in your
own situation.
1
I examined my goals to make sure they were ethically sound.
Yes
No
2.
I fulfilled my ethical obligation to prepare fully for the speech.
Yes
No
3.
I fulfilled my ethical obligation to my group members by being fully prepared.
Yes
No
4.
I cited the sources for all quotations, appropriate statistics and paraphrases.
Yes
No
4.
I used my visual/audio aids as an enhancement to the text of my speech.
Yes
No
5.
I based my speech upon a firm foundation of facts.
Yes
No
6.
The purpose statement indicated precisely what I planned to accomplish in the
speech.
Yes
No
7.
The thesis statement fully encapsulated the main points to be discussed in
the body of the speech.
Yes
No
8.
I used supporting material to clarify, quantify and/or or explain speech material.
Yes
No
9.
The main points in my speech were roughly balanced in terms of time devoted
to each.
Yes
No
10.
Transitions were used to help my audience move from one point or topic within
my speech to another.
Yes
No
11.
I practiced/visualized approaching the front of the class confidently,
establishing eye contact with my audience, and starting the speech without rushing.
Yes
No
12.
There was an effective transition between the introduction
and body of the speech.
Yes
No
13.
I signaled that the end of my speech was coming.
Yes
No
14.
I practiced/visualized maintaining eye contact with my audience.
Yes
No
15.
The reference page followed the required format.
Yes
No
16.
I rehearsed my speech amply, which incorporated integrating visual/audio aids.
Yes
No
17.
I maintained eye contact with my audience while explaining visual/audio aids.
Yes
No
38
Group Assignment
Group Presentation Topic: (Fill this in,) __________________________________
List three particular strengths of your group’s presentation. Why were they strengths?
1.
2.
3.
List at three particular areas your group could work on for a next group presentation. How can these areas be
worked on?
1.
2.
3.
39
40
41
Persuasive Speech Assignment
PERSUASIVE SPEECH ASSIGNMENT
Purpose
To present a credible and convincing argument in support of a change or continuation in some area(s) of
fact, value, or policy.
Time Limits
Time limits will vary according to number of students in a class. In general, however, most speeches will
be approximately 6-8 minutes. Some instructors also require a brief (1-2 minute) question and answer
period follow the speech; this time may be considered part of the total time limit or may be an addition to
the speaking time allowed. In all cases, however, points will be deducted for not meeting the minimum
time or exceeding the maximum time allowed.
Point Value
The persuasive speech is worth 100 total points. Please review the Persuasive Speech Evaluation form in
this packet to see how points are distributed. You will need to attach this form to your outline and
references and hand them to the instructor just prior to your presentation.
Outline
You will provide a typed outline which conforms to the format provided in this packet. If you choose to
use the outline while presenting, make an additional copy.
Refuting Counterarguments
In order to develop an effective persuasive argument, you must demonstrate to your audience an
awareness of possible objections to your position. In addition, you must refute these counterarguments
and establish why your position is preferable.
References
You must use at least six sources when preparing your speech. No more than half of the sources you use
should be taken from the Internet. Attach a separate page entitled "References" to the outline and be sure
that all references conform to the APA style guidelines in the packet. All of the sources that appear in the
reference page must be incorporated into the speech and identified. For example, a speaker might say,
"According to Dr. Vincent Rainey in his book, Keeping Fit published in 1996, it only takes 30 minutes of
exercise three times a week to maintain good cardiovascular health." Or a speaker might say, "In May of
1998, Time magazine published an article written by staff correspondent Mildred Blair in which she
describes four hints for living well at college on a student budget."
Research
Obtain Com 110 research assistance by accessing Milner Library’s General Education web page:
http://www.library.ilstu.edu/gened/
Videotape
You must provide a videotape which is labeled and cued for your presentation. Indicate on the label if
there is a practice session from the speech lab already on the tape.
Attire
This is a formal presentation that will be videotaped. Dress appropriately for the situation and your topic.
42
Persuasive Speech Assignment
Audio/Visual Aids
You may be required to incorporate at least one audio/visual aid into your presentation. A visual aid
might be a transparency, a slide, an object, a clip from a movie, a clip from a television program or
special broadcast, or an audio recording of a song, conversation, radio personality, etc. Be sure to practice
your speech using the visual aid to make sure the equipment works and the audio/visual aid can be
incorporated during the speech unobtrusively.
Instructional Technology Passport: As part of a new Performance-Based Assessment System,
students at Illinois State University are expected to demonstrate the ability to use instructional
technology appropriately. For complete information about the expectations, please visit the
Instructional Technology Passport System web site at http://www.itps.ilstu.edu
If you do not meet the requirements in the Informative speech, you may try again in your
Persuasive Speech. If you do not meet the requirements a second time, a deficiency will be
reported to the ITPS. If you are a teacher education major, you will need to make provisions for
demonstrating this competency before you are admitted into the Professional Studies program.
Peer Evaluations
Each presentation will not only be graded by the instructor, but will also be critiqued by two peers. In
turn, each student will be responsible for evaluating two presentations. The Peer Evaluation forms for the
Persuasive Speech are provided in this packet. Please take these out of your packet and have them ready
to complete on speech days.
Ethical Communication
Ethical communication will be demonstrated at all times during a speech. No one will enter or leave the
room during a presentation and the audience will be attentive and respectful.
Assignment Dates
A make-up policy for speeches is detailed in the syllabus. Make-up presentations will be allowed only if
prior arrangements have been made and documentation provided. All students must present every
speech (in front of an audience) in order to pass the class.
Notes from the Instructor and Special Requirements
The time limits for your speech will be ______ to ______ minutes.
Question/answer period required?
Audio/visual aids required?
If yes, how long? _______ minutes
If yes, how many? ________
Other requirements:
43
Persuasive Speech Assignment
INSTRUCTOR EVALUATION FORM: PERSUASIVE SPEECH
Name:
Topic:
OUTLINE AND REFERENCES (10 pts.)
Follows Outline Format
References correct/sufficient
pts.
INTRODUCTION (20 pts.)
Gained attention
Showed relevance of topic to audience
Established credibility
Introduced topic/thesis statement clearly
Previewed body of speech
pts.
BODY (30 pts.)
Main points clear
Strong evidence & supporting material
Organization effective
Argument development effective
Refuted counterarguments
Language precise, clear, powerful
Transitions effective
Sources are well integrated,
credible, & cited fully
pts.
CONCLUSION (10 pts.)
Audience prepared for conclusion
Purpose & main points reviewed
Closed speech by reference to
intro./other devices
pts.
DELIVERY (15 pts.)
Maintained eye contact
Used voice, diction, & rate for maximum effect
Used space, movement,
and gestures for emphasis
pts.
OVERALL IMPRESSION (15 pts.)
Topic challenging
Adapted to audience
Maintained time limits
Evidence of preparation & practice
Quality & relevance of visual aids
Was persuasive
ITPS met/not met
______ pts.
TOTAL POINTS_______________
44
Persuasive Speech Assignment
PEER EVALUATION FORM
Persuasive Speech
You are asked to respond to the speaker's presentation. Use the back of this sheet if necessary. Please be as honest as
possible, providing both positive comments and tactful, constructive suggestions for improvement. Since specific
comments are more useful to the speaker, please avoid generalities.
Speaker: ______________________ Topic: ______________________ Evaluator: ___________________________
1.
How was the speech made relevant to this audience? Was it adequately audience-oriented? Explain.
2.
Comment on the speaker's organization. Did the format follow the problem-solution, problem-cause-solution,
cause-effect or Monroe's Motivated Sequence? Did the speaker provide effective transitions? Were you able
to follow the speech? Explain.
3.
Comment on the speaker’s choice of arguments and appeals. Were there gaps in any of the arguments? Were
there any fallacies present in the speech? Did the speaker do a sufficient job of addressing counter arguments
on this topic?
4.
What evidence was provided in support of the speaker's proposition? Did it pass the three tests of evidence
(bias, timeliness, and credibility)? Why or why not? Did the speaker follow the guide for citing sources
orally in the speech?
5.
Comment on the speaker's persuasive delivery --verbal/nonverbal commitment (tone, facial
expression, eye contact, stance) and overall professionalism.
6.
Did the speaker successfully motivate you in either attitude/belief or action? If so, why? If not,
what might have been more motivating?
7.
Comment on at least 3 strengths of this persuasive presentation.
a.
b.
c.
8.
Make 3 suggestions for improvement.
a.
b.
c.
45
Persuasive Speech Assignment
PEER EVALUATION FORM
Persuasive Speech
You are asked to respond to the speaker's presentation. Use the back of this sheet if necessary. Please be as honest as
possible, providing both positive comments and tactful, constructive suggestions for improvement. Since specific
comments are more useful to the speaker, please avoid generalities.
Speaker: ______________________ Topic: ______________________ Evaluator: ___________________________
1.
How was the speech made relevant to this audience? Was it adequately audience-oriented? Explain.
2.
Comment on the speaker's organization. Did the format follow the problem-solution, problem-cause-solution,
cause-effect or Monroe's Motivated Sequence? Did the speaker provide effective transitions? Were you able
to follow the speech? Explain.
3.
Comment on the speaker’s choice of arguments and appeals. Were there gaps in any of the arguments? Were
there any fallacies present in the speech? Did the speaker do a sufficient job of addressing counter arguments
on this topic?
4.
What evidence was provided in support of the speaker's proposition? Did it pass the three tests of evidence
(bias, timeliness, and credibility)? Why or why not? Did the speaker follow the guide for citing sources
orally in the speech?
5.
Comment on the speaker's persuasive delivery --verbal/nonverbal commitment (tone, facial
expression, eye contact, stance) and overall professionalism.
6.
Did the speaker successfully motivate you in either attitude/belief or action? If so, why? If not,
what might have been more motivating?
7.
Comment on at least 3 strengths of this persuasive presentation.
a.
b.
c.
8.
Make 3 suggestions for improvement.
a.
b.
c.
46
Persuasive Speech Assignment
SELF EVALUATION: PERSUASIVE SPEECH
Option 1
Name: ____________________
Topic:
_________________________________
Describe how you felt
Before the speech:
During the speech:
After the speech:
Was your argument development effective? Why or why not? Did you notice any fallacies in your
speech? If yes, what were they and how could they be corrected? Did you anticipate all key counter
arguments on this topic?
How did you improve from your informative speech?
What do you feel you still need to improve upon for future speeches?
How well-prepared were you for this speech? What did you do to prepare? Was your use of evidence
effective (pay particular attention to the number of sources used as well as the three tests of evidence—
bias, timeliness, and credibility)? Did you follow the guide for citing sources orally in the speech?
What did the video of your presentation reveal that you were not aware of during your presentation?
Grade yourself and provide a rationale based on the grading criteria (use the back of this form if
necessary):
47
Persuasive Speech Assignment
SELF EVALUATION: PERSUASIVE SPEECH
Option 2
Name: ____________________
Topic: _________________________________
Instructions: Please provide at least 15 constructive comments after viewing the video of your presentation. Provide
scores for each section in addition to the total score.
OUTLINE AND REFERENCES (10 pts.)
Follows Outline Format
References correct/sufficient
pts.
INTRODUCTION (20 pts.)
Gained attention
Showed relevance of topic to audience
Established credibility
Introduced topic/thesis statement clearly
Previewed body of speech
pts.
BODY (30 pts.)
Main points clear
Strong evidence & supporting material
Organization effective
Argument development effective
Refuted counterarguments
Language precise, clear, powerful
Transitions effective
Sources are well integrated,
credible, & cited fully
pts.
CONCLUSION (10 pts.)
Audience prepared for conclusion
Purpose & main points reviewed
Closed speech by reference to
intro./other devices
pts.
DELIVERY (15 pts.)
Maintained eye contact
Used voice, diction, & rate for maximum effect
Used space, movement,
and gestures for emphasis
pts.
OVERALL IMPRESSION (15 pts.)
Topic challenging
Adapted to audience
Maintained time limits
Evidence of preparation & practice
Quality & relevance of visual aids
Was persuasive
_______ pts.
TOTAL POINTS _____________________
48
Portfolio Assignment
WORKING PORTFOLIO (100 PTS)
The portfolio is a collection of material accumulated over the semester that represents your insights,
observations, experiences and reflections on communication. This is your opportunity to see material
evidence of your accomplishments. The portfolio will be turned in at the end of the semester, but you
should keep up with the materials to be included as the semester progresses. In other words, keep
everything! In addition, you will need these materials for your ENG course next semester. All materials
for this class must be typed, double spaced, with no more than one inch margins and 12-point font.
THE PORTFOLIO SHOULD INCLUDE:
_____ Your Communication Improvement Profile (CIP). This is a set of communication goals you
would like to attain by the end of the semester. See attached handout (CIP). _____ pts.
_____ Speech Materials. These will include all relevant materials such as instructor evaluations,
outlines, references, and peer and self evaluations for three speeches: informative, group presentation,
and persuasive. See attached self-evaluation forms. _____ pts.
_____ Artifacts. These may include any phenomenon outside of class that are effective examples of
course concepts discussed in class. Artifacts might include television shows, movies, newspaper articles,
comics, guest speakers, personal conversations, etc. In a brief (one page) paper, you are to describe the
artifact, link it to a communication concept, and analyze how the artifact is related to the communication
concept. The first paragraph should discuss and/or describe the artifact in detail (who, what, where,
when, how) and the second paragraph should identify (reference class discussions or text material) and
analyze the communication concept being discussed. When appropriate, include the artifact with your
paper. Each artifact will be evaluated based on writing, format, description, link, and analysis. How
many? _____ @ _____ pts. each
_____ Final Synthesis Paper. In this paper, you will reflect on your progress over this semester in COM
110. You should compile your portfolio before you write this paper. As you look over the documents
provided, identify at least three things you think you improved on the most, goals that were not met, and
possible topics for revision in your ENG course next semester. Use the items in your portfolio as the
evidence of the claims you are making and reference them in your paper. See attached handout
(Synthesis Paper Assignment). _____ pts.
_____ Formal Appearance. The portfolio should have a formal appearance. All writing should be
typed, double spaced and titled. Your portfolio should be displayed in a three ring binder (1”) with
organizational tabs indicating assignment division. _____ pts.
_____ Video Tape. As discussed in class, each of your major presentations will be recorded. Don’t
erase speech #1 when taping speech #2. You will want to review your progress and use the tape as
“evidence” of your improvement in your synthesis paper. While both the informative and persuasive
speeches will be taped on your own individual video, the Group presentation will be on a group tape and
will need to be shared among group members for the self evaluation process.
Instructor Notes:
Speech lab required _____ yes _____ no
For which speeches?
49
Portfolio Assignment
Name _____________________________
PORTFOLIO EVALUATION FORM
(Please place this handout in your portfolio for the final evaluation)
EVALUATION:
_____ CIP (_____ pts. possible)
_____ Speech Materials w/ Self Evaluations for Speeches (_____ pts. possible)
Informative
Group presentation
Persuasive
_____ Speech Lab Requirement (_____ pts. possible)
_____ Artifacts (_____ pts. possible)
_____ Final Synthesis Paper (_____ pts. possible)
_____ Portfolio Appearance (_____ pts. possible)
_____/100 pts. = _____ Grade

I.T.P.S. competency has been met.
50
Portfolio Assignment
Communication Improvement Profile (CIP)
Description
The purpose of this assignment is to evaluate your typical communication habits and to determine three
specific communication improvement goals for the semester. After reading the first couple chapters in
the texts and discussing concepts such as communication competence, processes, ethical communication,
critical thinking, and self-concept, you should have a clearer understanding of the areas you wish to
improve. You should include the CIP Template, grading criteria, and Critical Thinking Self Assessment
(CTSA) with your paper.
Format
Your paper should be 3-5 pages (typed and double spaced with no more than one inch margins and 12
point font). Your paper will contain six paragraphs including an introduction (with attention getter,
thesis, and preview), the description of your communication habits, and three specific goals for the
semester, and a conclusion (with summary and memorable close).
The second paragraph should evaluate and describe your typical communication habits. How would you
describe yourself? For example, are you outgoing? Shy? Comfortable with strangers? Uncomfortable?
Do you hate small talk, or meeting new people? Do you talk too loudly? too softly? too little? too much?
Do you find yourself searching for words that would help you express your ideas, but end up saying, “you
know what I mean” or “like.” Do you think you give good speeches? Are you animated and interesting?
Do you feel unorganized or awkward? There is obviously no right answer. Just visualize yourself as
others probably see you. Now, in a paragraph, describe yourself.
The next three paragraphs should identify and explain three communication goals. You should explain
each goal in detail and provide strategies you plan to use to meet these goals. Be specific with your goals.
For example, do not tell me you want to improve your communication skills. What specific skills do you
want to improve and how do you plan to do it? For example, you might decide that you want to be more
proactive in your conflicts, doing less avoidance and using more collaborative techniques. If this were
true, what are some things you could do to stop yourself from avoiding every time you encounter conflict.
Perhaps you could walk away for awhile, but then come back and ask the other person to talk to you
about these issues. You could even try writing out the issues first if you think you will get frustrated
and/or angry.
Evaluation
This paper is worth _____ points and is part of your total portfolio grade. The following is my criteria for
evaluation: Format (_____ pts), Writing (_____ pts), Support (_____ pts), and Overall Impression
(_____ pts). See next page for a further description of each component. This is a formal writing
assignment and should be treated as such. Use the following CIP template to get started with this
assignment. You should plan what you want to write and then follow through with complete, but concise
sentences. In other words, do not “think” or “talk” on paper. By completing the following template, you
may begin to organize your thoughts and then use the information here to outline your paper. In addition,
this instrument will provide some suggested goals that may help you develop some of your own.
51
Portfolio Assignment
Communication Improvement Profile (CIP)
Grading Criteria and Evaluation Form
FORMAT (____ points possible)
Paper is 3-5 pages
Paper is typed and double spaced
Paper used correct margins
Paper uses an acceptable 12-point font
Paper is six paragraphs
_____
WRITING (____ points possible)
Paper is free of grammatical errors
Paper has been proofread for errors
(i.e. redundancy, typing mistakes)
Paper uses proper punctuation
Paper uses formal writing style
Sentence structure is varied
Transitions are used
Introductory and concluding sentences are used
_____
SUPPORT (____ points possible)
Specific examples are given to support arguments
made in first paragraph about communication skills
Goals are clearly stated at the beginning of each paragraph
Reasons are given for each goal using specific examples
from your life
A specific plan of action is given to meet each goal
_____
OVERALL IMPRESSION (____ points possible)
Paper follows guidelines for assignment
Ideas flow logically together
Paper is organized into separate yet complete thoughts
Paper avoids “thinking” or “talking” on paper
Paper is stapled to CIP template, grading criteria,
and CTSA
_____
TOTAL
_____
52
Portfolio Assignment
Communication Improvement Profile (CIP)
Template
Paragraph One (Introduction)
What rhetorical device will you use as an attention getter (e.g., quote, anecdote, humor, startling
statement, imagery, etc.)?
What three goals will you address in this paper?
Paragraph Two (Self Description)
Please write down some words to describe yourself as a communicator.
Please write down some words that might describe how others see you as a communicator.
List any experiences you have had with public speaking.
Write down some words to describe how you feel about giving speeches.
For paragraphs three through five, you may choose from the following goals or develop some of your own.
Through this course, I would like to improve my:
1. Public Speaking Apprehension
2. Audience Analysis Skills
3. Topic Selection Skills
4. Researching Skills
5. Organizing Skills
6. Outlining Skills
7. Writing Skills
8. Preparation for Class/Speeches
9. Participation in Class
10. Verbal Delivery (Words)
11. Nonverbal Delivery (Actions)
12. Use of Visual Aids
13. Persuasive Speaking Skills
14. Group Communication Skills
15. Ethical Communication Skills
16. Non-Public Speaking Apprehension
17. Interpersonal Communication Skills
18. Listening Skills
19. Critical Thinking Skills
20. Other __________________________
Paragraph Three (Goal #1)
Identify a goal from the list above or provide one of your own.
Describe a strategy you will use to meet this goal.
53
Portfolio Assignment
Communication Improvement Profile (CIP)
Template
Paragraph Four (Goal #2)
Identify a goal from the list above or provide one of your own.
Describe a strategy you will use to meet this goal.
Paragraph Five (Goal #3)
Identify a goal from the list above or provide one of your own.
Describe a strategy you will use to meet this goal.
Paragraph Six (Conclusion)
Re-phrase your three goals.
What rhetorical device will you use to provide a memorable close?
54
Portfolio Assignment
Critical Thinking Self Assessment (CTSA)
Directions: This questionnaire is designed to help you examine your own skills by asking you to describe how you interact
with things you read and hear. Doing this accurately can help you know what skills you need to work on and what skills you
have already developed. Your answers will not affect your grade in any way; so be honest with yourself. Think about times
when you have seen or heard professionally-produced articles, stories, videos, books, speeches, or sermons that were
designed to persuade you to believe something. Consider only those times when you paid attention. Using these recollections,
and recollections about your own writing and speaking, please answer the following questions as honestly as you can. Please
circle the appropriate response using the scale below (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently, 5 = always).
Never
Rarely
Sometimes
Frequently
Always
1
2
3
4
5
1
2
3
4
5
3. After reading or hearing someone’s line of
argument on an issue, I can give an accurate,
detailed summary of how the line of argument
went.
1
2
3
4
5
4. I feel confident about deciding whether it is
reasonable to believe a piece of evidence or a
reason used in support of a conclusion.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
8. When I read reliable statistics that show two
factors rise and fall together, I recognize that it
doesn’t necessarily mean one caused the other.
1
2
3
4
5
9. When I evaluate someone else’s line of
thinking, I consider their arguments rather than
just deciding whether I agree with their
conclusions.
1
2
3
4
5
1. When I read or hear items like those
described above, I am able to get the point.
2. I am able to follow a fairly complex line of
argument, so that I can tell which things are
offered in support of which other things, and
how it’s all supposed to fit together.
5. I can tell when there are logical holes in the
reasoning that is supposed to connect a
conclusion and the reasons being used to
support that conclusion.
6. I know how to tell the difference between a
credible source and a garbage source of
information or ideas.
7. I look for the hidden assumptions that are
often present in an argument.
55
Portfolio Assignment
Never
Rarely
Sometimes
Frequently
Always
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
13. I am able to construct an organized, logical
argument that stays on topic.
1
2
3
4
5
14. When I present an argument for a position,
other people can follow what I’m saying.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
10. I know how to go about deciding how
strong an argument really is.
11. I am able to come up with acceptable
reasons or evidence to support my conclusions
when I write or give organized oral
presentations.
12. When I write an essay or give a talk I try to
respond carefully to possible significant
objections to my positions.
15. When there are good arguments for
contrary views on a subject, I know how to
evaluate them and come up with the best
conclusion.
16. I am willing to take the time and make the
effort to think through an argument carefully
before deciding what I think about it.
17. I enjoy thinking through an issue and
coming up with strong arguments about it.
In order to obtain a score, simply sum all 17 items. Your CTSA score ______. Look back over your
answers. Do you see any patterns of weaknesses or strengths? You can compare your score on the CTSA
to other ISU students using the percentile chart below (the average beginning of semester CTSA score in
a previous sample of ISU students was 64.11).
Percentiles
25
50
75
Score
60.00
63.00
69.00
56
Portfolio Assignment
Artifacts
Description
Artifacts are opportunities to show how communication directly affects your life. They may include any
phenomenon outside of class that are effective examples of course concepts discussed in class. Artifacts
might include television shows, movies, newspaper articles, comics, guest speakers, personal
conversations, etc. In a brief (one page) paper, you are to describe the artifact, link it to a communication
concept, and analyze how the artifact is related to the communication concept.
Format
Again, your paper should be one page long (typed and double spaced with no more than one inch margins
and 12 point font). Your paper will contain two paragraphs:
(1) The description of the artifact,
(2) A link between the artifact and a communication concept, and an analysis of how the artifact
is like the concept.
The first paragraph should discuss and/or describe the artifact in detail (who, what, where, when, how).
As mentioned above, communication artifacts can be anything from a sitcom episode to an article from a
newspaper—exercise your imagination here. Basically, this first paragraph explains what happened, how
it happened, and why you thought it happened. Just tell the story. Do not forget to cite where you found
the artifact (if appropriate).
The second paragraph should identify at least ONE communication concept (reference class discussions
or text material). The first sentence should link the artifact to at least ONE communication concept (i.e.
the communication process model, ethics, listening, audience analysis, language, delivery, small group
communication, etc.); remember to cite where you found the communication concept (i.e. a particular
portion of a class lecture, a concept in the textbook, etc.). Next, in the same paragraph, analyze the
communication concept being discussed. This analysis should demonstrate that you have a mastery of
how the communication concept helps shape your understanding of the artifact or vise versa. Finally,
illustrate why this interaction is important to your life. Provide strong support for your argument(s).
When appropriate, include the artifact with your paper.
Evaluation
This paper is worth _____ points and is part of your total portfolio grade. The following is my criteria for
evaluation: Format (_____ pts), Writing (_____ pts), Description (_____ pts), Link (_____ pts), and
Analysis (_____ pts). See next page for a further description of each component. This is a formal writing
assignment and should be treated as such. Please plan what you want to write and then follow through
with complete, but concise sentences. In other words, do not “think” or “talk” on paper.
57
Portfolio Assignment
Artifact
Grading Criteria and Evaluation Form
Format (____ pt.)
Paper is one to two pages
Paper is typed and double spaced
Paper uses correct margins
Paper uses appropriate 12 point font
Paper follows guidelines for assignment
_______
Writing (____ pt.)
Paper follows writing tips in spiral
Paper is free of grammatical errors
Paper has been proofread for errors
Paper uses proper punctuation
Sentence structure is varied
Transitions are used
Introductory and concluding sentences are used
Ideas flow logically together
Paper avoids “thinking” or “talking” on paper
_______
Description (____ pt.)
First paragraph discusses and describes the artifact in detail (who, what, where, when, how). Clearly
explain the situation.
Cite where you found the artifact.
Second paragraph describes and identifies the communication concept clearly (refer to class discussions
or textbook). Examples of communication concepts are: ethics, listening, audience analysis,
language, etc. Remember to properly cite where you found the communication concept.
_______
Link (____ pt.)
Clearly link the description to the communication concept and define the concept.
Use specific examples to support arguments and claims made about the link between
the artifact and the communication concept
Use clear evidence to show you understand and can apply the identified
communication concept
Include the artifact with your paper whenever possible
_______
Analysis (____ pt.)
Analyze the communication concept to show that you have a mastery of how the communication concept
helps shape your understanding of the artifact or vice versa.
Illustrate why this interactions is important in your life
Provide strong support for your arguments
Use clear evidence to show you understand and can apply the identified communication concept
Use specific examples to support arguments and claims made about the artifact and the communication
concept
_______
TOTAL _______
58
Portfolio Assignment
Artifact Example
“Sam’s Story”
This past weekend, October 2nd through the 4th, I went home for my sister’s sixteenth
birthday party. At the party, my three year old cousin, Sam, was just discovering the concept of
people having last names. He went from person to person asking, “What is your last name?”
Then he would stand there and repeat it and say, “neat.” Finally my grandma asked Sam what
his last name was. He said, “My name is Samuel Boeckman-get-over-here-right-now!”
Everyone thought this was hilarious, but Sam was confused. After all, your “last” name was the
one someone said last when they addressed you, right?
Actually, this is not so, but to three year old Sam, this was what he understood the term
“last name” to mean. Last Tuesday, September 29th, we had a class discussion concerning the
meaning of words and discussed how meanings were in people; not in words. Sam’s confusion
is a perfect example of what we discussed. In class, we talked about how words are arbitrary and
that the meaning of a word is filtered through a person’s background and experience. Since Sam
is only three, the word “last” to him means the end, or final thing, that he hears. The last thing
wild little Sam usually hears is “Boeckman-get-over-here-right-now,” and since this is the “end”
of what he hears himself being called, he assumes it to be his “last” name. Based on Sam’s
experience, the term “last” has new meaning. As public speakers, we need to be careful with the
words we choose because as this example implies, words can have multiple meanings to
different people based on their experiences.
59
Portfolio Assignment
Artifact Example
Think Blot
Last weekend, while I was at my boyfriend, Jason’s, house his little cousins came over while his
parents went out to eat with his uncle. We could not think of anything to do, so we decided to play a
game that Jason’s little brother had gotten for Christmas: Think Blot. To summarize, the game
incorporates inkblots that you would see if you went to see a psychologist. Each player has a minute to
examine a picture and write down every possible person, activity, place, or item that they can see in the
inkblot shown. After a minute, each player shares something he or she was able to see in the picture; if
another person saw the same thing, each receives a point. If only one player sees an object, he or she has
to get the other players to see it, and then he or she receives two points.
We all played the same game, the four of us using our imaginations to see as many different
objects as possible in the same picture. This game relates to our discussion in class on Friday, January
25, concerning perception, and more specifically subjective perception. As stated in the text, “perception
is the process of becoming aware of objects and events from the senses” (Lucas, 2004, p. AA-6). To add,
perception is subjective because we interpret what we sense and make it our own; in turn, adding and
subtracting what we see, hear, smell, and touch. More specifically, subjective perception is giving our
own, uniquely constructed meaning to stimuli. My experience playing Think Blot is an example of
subjective perception, because we were each viewing the same picture, yet had our own interpretations of
it. We did not just see a generic interpretation of the inkblot and say that we saw a spot on a page, but
rather we also tied in the elements of closure and figure and ground to see figures. This could also make
Think Blot interpretative stimuli, because it uses a blend of internal states and external stimuli to interpret
the inkblot. The differences in our perceptions also deal with our backgrounds, experiences, and also our
states of mind. For example, while we were playing, I kept seeing food (i.e. an apple), which could have
been because I was hungry at the time. Also, I was the only girl playing, so the males would see more
masculine objects such as guns and knives, and I would see them as a golf club or candlestick.
60
Portfolio Assignment
Artifact Example
Gap Commercial
Surprisingly, this past week I actually had some time to sit down, relax, and watch television. In
the middle of watching Boston Public, one of my favorite television shows, a commercial for The Gap
came on the screen. Sarah Jessica Parker, an actress famous for her role in the television show Sex and the
City, appeared in the commercial. She was dressed very nicely in khaki capris, pink tee shirt, and
matching shoes. Her hair was curled, and when she smiled her teeth literally sparkled. In this commercial
Sarah Jessica Parker was singing a new interpretation of the Broadway song “Enjoy Being a Girl.” While
she was singing, Sarah was running up and down the aisles of The Gap store, picking up every item she
could and dropping it into her cart. In an instant, many other girls joined her in the store, and started
singing and shopping as well. The commercial finally ended with Sarah saying that every girl should shop
at Gap.
This commercial frightened me because it was so corny. After watching the advertisement, I
noticed that the commercial had many different fallacies in it. The first fallacy I noticed was the
bandwagon fallacy. The bandwagon fallacy “invites you to join the group and do something because
everyone is doing it” (Lucas, 2004, p. FF-84). The Gap used this fallacy by including many different girls
at the end of the advertisement. By adding in so many girls at the end of the commercial, a teenage girl
watching the advertisement may be compelled to drive to The Gap and buy some clothes. She would feel
the need to do that because all the cool girls on the commercial were doing the same thing. In addition, I
also noticed this commercial had the appeal to authority fallacy. The appeal to authority fallacy “occurs
when a person offers information that is outside his or her area of expertise” (Lucas, 2004, p. FF-85). The
Gap commercial used this fallacy by having Sarah Jessica Parker tell every girl to shop at Gap. Sarah
Jessica Parker is an actress, not a fashion consultant, so it is ridiculous that she is telling other people
what clothes to buy.
61
Portfolio Assignment
WRITING TIPS
1.
Proofread, proofread, proofread! (This includes reading your paper for grammar, usage, and mechanical
errors). Hint: Have someone else read the paper aloud to you as well.
2.
Writing is a formal activity, DO NOT write as though you are speaking or having a conversation with the
reader or yourself. For instance, try to replace the pronoun “you” with a specific noun or “one.”
3.
Papers must have one inch margins and be in 12-point font. Double space throughout the paper.
4.
Avoid contractions—spell them out (e.g., Can’t = cannot
5.
Avoid over-use or under-use of commas.
6.
Use short, concise sentences—avoid run-on sentences at all costs.
7.
Do not assume your reader has the same level of understanding of the subject (explain or elaborate when
necessary).
8.
Avoid slang and/or jargon –use proper language at all times (e.g., “I tend to do this…” should be “I have a
tendency to do this…” ).
9.
Use gender-neutral language and avoid stereotypes and/or generalizations. (e.g., The postman came to the
door should be the mail person or postal carrier).
Don’t = do not).
10. Numbers under 10 should be spelled out in papers.
11. The first time you use a word that also has an acronym, it should be spelled out the first time it is used. The
next time you use the word, you can abbreviate it (e.g., Illinois State University (ISU) then later just ISU).
12. A LOT is two words.
13. Affect is a verb except when referring to an emotion. Effect is a noun.
14. Its is a possessive form; it’s is a contraction for “it is.”
15. Always have subject/verb and pronoun/antecedent agreement. (e.g., “A student who is speaking with their
teacher…” should be “A student who is speaking with his or her teacher…” or “Students speaking with
their teachers…”).
16. Two independent clauses linked by however should include a semi-colon before however and a comma
after it (e.g., “We went to dinner; however, we did not go to a movie.”) OR two independent clauses joined
together should have a comma and coordinating conjunction (e.g., “I tend to be loud when I am around my
friends, but I become shy around strangers.”).
17. Avoid the use of flowery (elaborate or ornate) language in your papers.
18. One-sentence paragraphs are not acceptable. A paragraph must contain four or more sentences and must be
about one idea. Each paragraph should contain a topic sentence, a concluding sentence/transition.
19. Do not end a sentence with a preposition or verb.
62
Portfolio Assignment
Synthesis Paper
Description
Your goal in the final portfolio assignment is to evaluate how your communication has changed over the
semester. Are you a better public speaker? (Why or why not?) Are you more comfortable and effective
in small group settings? Are you better at handling conflict in groups and interpersonally? Are you better
at critical thinking, identifying illogical arguments or constructing logical arguments to influence others?
Are you better at gathering and incorporating research (information literacy skills)? Are you more aware
of your language choices and better able to select appropriate terms that are not sexist/racist or just
stupid? You should include the Synthesis Paper Template and CTSA posttest with your paper.
The items in the portfolio provide the evidence for the claims you are making. For example, if you claim
you have improved in public speaking, point to something you did ineffectively in your first speech but
improved in your second. You don’t need to give exact location on outline, evaluation form, or tape, but
you should “situate” the evidence (e.g., “I am now better at organizing my speeches. In my informative
speech (see introduction), I did not give any indication of the three points I wanted to make. In my
persuasive speech (see introduction), I very clearly stated that I was going to discuss the problem caused
by xxx and offer a three-step solution to solve the problem. Also, my transitions improved. In my
informative speech, I had no transition between the body of the speech and the conclusion, but in my
persuasive speech, I provided a very clear transition into my conclusion by using repetition (see the last
two minutes of the tape).” Other portfolio items should be used in the same way. If you claim to be a
better critical thinker you should provide editorial pages, ads, descriptions of commercials, summaries of
conversations, etc. that illustrate some fallacy you have now begun to recognize. If you claim to be more
aware of sexist or racist language, provide a cartoon, editorial, or summary of a conversation that
illustrates this.
Format
Your paper should be 3-5 pages (typed and double spaced with no more than one inch margins and 12
point font). Your paper will contain seven paragraphs including an introduction (with attention getter,
thesis, and preview), three main points (which reflect the three improvement claims with evidence to
support), goals not met, possible revision for ENG assignment (identify the speech that you will revise for
your ENG class next semester), and a conclusion (with summary and memorable close).
Evaluation
This paper is worth _____ points and is part of your total portfolio grade. The following is my criteria for
evaluation: Format (_____ pts), Writing (_____ pts), Organization (_____ pts), Support (_____ pts), and
Overall Impression (_____ pts). See next page for a further description of each component. This is a
formal writing assignment and should be treated as such. You should plan what you want to write and
then follow through with complete, but concise sentences. In other words, do not “think” or “talk” on
paper. By completing the following synthesis paper template, you may begin to organize your thoughts
and then use the information here to outline your paper.
63
Portfolio Assignment
Synthesis Paper
Grading Criteria and Evaluation Form
FORMAT (____ points possible)
 Paper is three to five pages
 Paper is typed and double spaced
 Paper uses correct margins
 Paper uses appropriate 12 point font
 Paper is seven paragraphs
_______
WRITING (____ points possible)
 Paper follows writing tips handout
 Paper is free of grammatical errors
 Paper has been proofread for errors (i.e. redundancy, typing mistakes)
 Paper uses proper punctuation
 Sentence structure is varied
 Transitions are used
 Introductory and concluding sentences are used
_______
ORGANIZATION (____ points possible)
 Paper is a reflection of your communication skills progress and 3 improvements made throughout
this class
 First paragraph is organized as a proper introduction to this reflection paper (including an
attention getter, thesis, and preview)
 Second through fourth paragraphs are organized as 3 main points. Each main point reflects 3
communication skill improvements made throughout the eight weeks of this class.
 Fifth paragraph identifies goals not met.
 Sixth paragraph provides a rationale for the speech you will alter for your ENG course.
 Final and seventh paragraph is organized as a proper conclusion to this reflection paper (including
a summary and memorable close)
_______
SUPPORT (____ points possible)
 Strong support for arguments using specific examples and clear evidence are provided
 Specific examples of improvements are given to support arguments and claims made in each
paragraph
 Clear evidence of improvement is clearly cited to support arguments and claims made in each
paragraph
 Improvements are clearly stated at the beginning of each of the three subsequent paragraphs
 The items in your portfolio are used as evidence of the claims made and referenced in the paper
 Support is given for each improvement using specific examples
 Support is given for each improvement using clear evidence in Portfolio
 Specific action(s) taken to make each improvement are explained
_______
OVERALL IMPRESSION (____ points possible)
 Paper follows guidelines for assignment
 The Synthesis Paper template is complete
 Ideas flow logically together
 Paper is organized into separate yet complete thoughts
 Paper avoids “thinking” or “talking” on paper
_______
TOTAL
_______
64
Portfolio Assignment
Synthesis Paper Template
Paragraph One (Introduction)
What rhetorical device will you use as an attention getter (e.g., quote, anecdote, humor, startling
statement, imagery, etc.)?
What three improvements will you address in this paper?
How are these improvements different/similar to your CIP goals?
For paragraphs two through four, you may choose from the following improvements or develop some of your
own. Through this course, I have improved my:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Public Speaking Apprehension
Audience Analysis Skills
Topic Selection Skills
Researching Skills
Organizing Skills
Outlining Skills
Writing Skills
Preparation for Class/Speeches
Participation in Class
Verbal Delivery (Words)
11. Nonverbal Delivery (Actions)
12. Use of Visual Aids
13. Persuasive Speaking Skills
14. Group Communication Skills
15. Ethical Communication Skills
16. Non-Public Speaking Apprehension
17. Interpersonal Communication Skills
18. Listening Skills
19. Critical Thinking Skills
20. Other __________________________
Paragraph Two (Improvement #1)
Identify an improvement from the list above or provide one of your own.
Where in the portfolio will you find evidence of this improvement (e.g., PRCA, CIP, Speech Materials,
Artifacts, Participation Sheets, Reading Objectives, Video, etc.)?
Paragraph Three (Improvement #2)
Identify an improvement from the list above or provide one of your own.
Where in the portfolio will you find evidence of this improvement?
65
Portfolio Assignment
Synthesis Paper Template
Paragraph Four (Improvement #3)
Identify an improvement from the list above or provide one of your own.
Where in the portfolio will you find evidence of this improvement?
Paragraph Five (Goals Not Met)
What goals did you not meet?
Paragraph Six (Speech for ENG Assignment)
What speech will alter for your ENG course next semester? How might you alter your research strategy
for that topic?
Paragraph Seven (Conclusion)
Re-phrase your three improvements.
Was there anything you did not improve that you wished you had? If so, why?
What rhetorical device will you use to provide a memorable close?
66
Portfolio Assignment
Critical Thinking Self Assessment (CTSA)
Directions: This questionnaire is designed to help you examine your own skills by asking you to describe how
you interact with things you read and hear. Doing this accurately can help you know what skills you need to work
on and what skills you have already developed. Your answers will not affect your grade in any way; so be honest
with yourself. Think about times when you have seen or heard professionally-produced articles, stories, videos,
books, speeches, or sermons that were designed to persuade you to believe something. Consider only those times
when you paid attention. Using these recollections, and recollections about your own writing and speaking, please
answer the following questions as honestly as you can. Please circle the appropriate response using the scale
below (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently, 5 = always).
Never
Rarely
Sometimes
Frequently
Always
1
2
3
4
5
1
2
3
4
5
3. After reading or hearing someone’s line of
argument on an issue, I can give an accurate,
detailed summary of how the line of argument
went.
1
2
3
4
5
4. I feel confident about deciding whether it is
reasonable to believe a piece of evidence or a
reason used in support of a conclusion.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
8. When I read reliable statistics that show two
factors rise and fall together, I recognize that it
doesn’t necessarily mean one caused the other.
1
2
3
4
5
9. When I evaluate someone else’s line of
thinking, I consider their arguments rather than
just deciding whether I agree with their
conclusions.
1
2
3
4
5
1. When I read or hear items like those
described above, I am able to get the point.
2. I am able to follow a fairly complex line of
argument, so that I can tell which things are
offered in support of which other things, and
how it’s all supposed to fit together.
5. I can tell when there are logical holes in the
reasoning that is supposed to connect a
conclusion and the reasons being used to
support that conclusion.
6. I know how to tell the difference between a
credible source and a garbage source of
information or ideas.
7. I look for the hidden assumptions that are
often present in an argument.
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Portfolio Assignment
Never
Rarely
Sometimes
Frequently
Always
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
13. I am able to construct an organized, logical
argument that stays on topic.
1
2
3
4
5
14. When I present an argument for a position,
other people can follow what I’m saying.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
10. I know how to go about deciding how
strong an argument really is.
11. I am able to come up with acceptable
reasons or evidence to support my conclusions
when I write or give organized oral
presentations.
12. When I write an essay or give a talk I try to
respond carefully to possible significant
objections to my positions.
15. When there are good arguments for
contrary views on a subject, I know how to
evaluate them and come up with the best
conclusion.
16. I am willing to take the time and make the
effort to think through an argument carefully
before deciding what I think about it.
17. I enjoy thinking through an issue and
coming up with strong arguments about it.
In order to obtain a score, simply sum all 17 items. Your CTSA score ______. You can compare your
score on the CTSA to other ISU students using the percentile chart below (the average end of semester
CTSA score in a previous sample of ISU students was 67.21).
Percentiles
25
50
75
Score
64.00
67.00
71.00
68
Speech Lab Student Feedback Form
Informative Speech
Speech Components
Feedback
INTRODUCTION
Gained attention
Showed relevance of topic to audience
Established credibility
Introduced topic/thesis statement clearly
Previewed body of speech
---------------------------------------------------------------------BODY
Main points clear
Strong evidence & supporting material
Organization effective
Language precise, clear, powerful
Transitions effective
Sources are well integrated, credible, fully cited
---------------------------------------------------------------------CONCLUSION
Audience prepared for conclusion
Purpose & main points reviewed
Closed speech by reference to intro./other devices
---------------------------------------------------------------------DELIVERY
Maintained eye contact
Used voice, diction, & rate for maximum effect
Used space, movement, & gestures for emphasis
---------------------------------------------------------------------OVERALL IMPRESSION
Topic challenging
Adapted to audience
Maintained time limits
Evidence of preparation & practice
Quality & relevance of visual aids
Was informative
----------------------------------------------------------------------
Student Signature_________________________________
Lab Attendant Signature____________________________
Date_________________
Note: You should compare the feedback provided in the speech lab to the specific requirements stipulated
by your instructor. In other words, it is your instructor who will ultimately assign a grade for your speech.
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Speech Lab Student Feedback Form
Group Speech
Speech Components
Feedback
INTRODUCTION
Gained attention
Showed relevance of topic to audience
Established credibility
Previewed key issues/perspective
---------------------------------------------------------------------COLLECTIVE CONTENT
Issues covered in breadth & depth
Perspectives Clear
Organization Effective
Strong evidence & supporting material
Sources are well integrated, credible, & cited fully
---------------------------------------------------------------------COLLECTIVE DELIVERY
Group collaboration & interaction apparent
Effective organization of speakers
Transitions effective
Evidence of preparation & practice
Effective visual aids when used
---------------------------------------------------------------------CONCLUSION
Audience prepared for conclusion
Purpose & main points reviewed
Closed speech by reference to intro./other devices
---------------------------------------------------------------------DELIVERY
Maintained eye contact
Used voice, diction, & rate for maximum effect
Used space, movement, & gestures for emphasis
------------------------------------------------------------------------------------------------------------------------------------------Student Signature_________________________________
Lab Attendant Signature____________________________
Date_________________
Note: You should compare the feedback provided in the speech lab to the specific requirements stipulated
by your instructor. In other words, it is your instructor who will ultimately assign a grade for your speech.
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Speech Lab Student Feedback Form
Persuasive Speech
Speech Components
Feedback
INTRODUCTION
Gained attention
Showed relevance of topic to audience
Established credibility
Introduced topic/thesis statement clearly
Previewed body of speech
---------------------------------------------------------------------BODY
Main points clear
Strong evidence & supporting material
Organization effective
Argument development effective
Refuted counterarguments
Language precise, clear, powerful
Transitions effective
Sources are well integrated, credible, fully cited
---------------------------------------------------------------------CONCLUSION
Audience prepared for conclusion
Purpose & main points reviewed
Closed speech by reference to intro./other devices
---------------------------------------------------------------------DELIVERY
Maintained eye contact
Used voice, diction, & rate for maximum effect
Used space, movement, & gestures for emphasis
---------------------------------------------------------------------OVERALL IMPRESSION
Topic challenging
Adapted to audience
Maintained time limits
Evidence of preparation & practice
Quality & relevance of visual aids
Was Persuasive
---------------------------------------------------------------------Student Signature_________________________________
Lab Attendant Signature____________________________
Date_________________
Note: You should compare the feedback provided in the speech lab to the specific requirements stipulated
by your instructor. In other words, it is your instructor who will ultimately assign a grade for your speech.
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Required General Education Materials
COMMUNICATION 110 AND ENGLISH 101
Glossary of Shared Vocabulary/Critical Thinking Terms
--Argumentation, Rhetorical, Process, and Product Terms-Accuracy (pp. FF-82)
In evaluating a deductive argument, the truth or verifiability of the major and minor premises (p.
FF-82).
Ad Hominem
A fallacy in which the person, rather than the issue at hand, becomes the focus (argument against
the person) (p. FF-84).
Example: There is no doubt that American businesses have been hurt by all the environmental
regulations passed in recent years. Most of the regulations were dreamed up by ivory-tower
intellectuals, tree huggers, and pin-headed government bureaucrats. We can’t afford those kinds
of regulations.
Ambiguity (Fallacies of)
Arguments that are flawed because they contain a word or words with two or more meanings (p.
FF-85; equivocation and division).
Analogical Reasoning
Reasoning in which a speaker compares two similar cases and infers that what is true for the first
case is also true for the second (p. 444).
Analysis
Generally, the process of examining a whole with regard to its parts, particularly with an eye
toward determining their nature and interrelationships. In English 101 and Comm 110, the
process of examining a text or the process by which a text was produced for the purpose of
gaining a better understanding of the text or process.
Appeal
A rhetorical strategy designed to engage the audience with an issue in order to accomplish a
desired result. Appeals may be based on logic (see “Logos”), emotion (see “Pathos”), or
character (see “Ethos”).
Appeal to Authority
A fallacy that occurs when a person offers information that is outside her or his area of expertise
(p. FF-85).
Example: Ken Griffey Jr. knows what he is talking about when he says that Jay’s Auto-Body
shop is the best in town; after all, he is the greatest baseball player in history.
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Required General Education Materials
Appeal to the People
A fallacy that invites you to join the group and do something because “everyone is doing it”; also
known as the bandwagon fallacy (p. FF-84).
Example: Let’s buy a SUV because that’s what the “cool” people drive.
Argument
Arguments consist of propositions and their justification. A proposition is a statement of what
you believe, whereas a justification is all the evidence you have gathered that supports the
proposition (p. FF-81).
Argument Link
Provides a link between the claim and evidence; explains how the data proves the speaker’s point
(also known as the warrant in Toulmin’s argument model).
Audience
The person or group for whom the message is intended.
Audience Analysis
A critical step in the process of deciding upon an appeal, building an argument, and shaping a
text; the consideration of the audience’s age, background, gender, economic status, beliefs,
biases, culture, concerns, etc.
Assertion
A statement that the author/speaker believes to be true. (See “Claim.”)
Backing
Use to substantiate or qualify the speaker’s evidence (evidence credibility) (argument model).
Begging the Question
A fallacy that occurs when you use a conclusion that is also your premise; also called a circular
argument (p. FF-85).
Example: All educated people can speak competently in public (all competent speakers are
educated).
Causal Reasoning
Reasoning that seeks to establish the relationship between causes and effects (p. 443).
Claim
A statement or point the speaker is attempting to make, assertion (argument model).
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Required General Education Materials
Convention
The way things are usually done; perhaps less stringent than a rule, but still a major
consideration in the production of a text. Conventions may affect decisions as broad as the
organization of a text or as narrow as the punctuation of a sentence.
Copy-editing
The process of reviewing a text for the purpose of addressing grammatical and mechanical
considerations.
Critical Listening
Listening that challenges the speaker’s message by evaluating its accuracy, meaningfulness, and
utility (p. FF-78).
Critical Thinking
Analyzing and judging the accuracy of messages (p. FF-79). Focused, organized thinking about
such things as the logical relationships among ideas, the soundness of evidence, and differences
between fact and opinion (p. 16).
Deductive Argument (reasoning from principle)
An argument that progresses from a general proposition to a specific instance (p. FF-82).
Delivery
The process of making a spoken text public; the presentation of a spoken text to its audience.
Discourse Community
A group of “knowledgeable peers” whose ideas shape and are shaped by each other’s thinking,
speaking, and writing.
Discovery Draft
A single, early iteration of a text, generally used for the discovery of possible ideas, issues,
audiences, purposes, and so on.
Division (Fallacy of)
A fallacy in which you argue that what is true of the parts must be true of the whole or that what
is true of the whole must be true of the parts.
Example: Jimmy, a student in my history class, is highly motivated. The whole class must be
over-achievers.
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Required General Education Materials
Documentation
The process of identifying for the audience the sources of information and evidence used in a
text. Ethical and responsible writers and speakers routinely document all outside sources within
the body of the text and in a separate listing.
Draft for Editing
A late draft of a text; respondents are asked to consider meaning-preserving issues such as
grammar and mechanics.
Draft for Response
A relatively early draft of a text; respondents are asked to help the author create meaning and
knowledge by offering their own perspectives on the issue and the text as well as responding to
questions posed by the author.
Enthymeme
Parts of a deductive argument, such as a premise or a conclusion (p. FF-83). A truncated
syllogism.
Equivocation (Fallacy of)
A fallacy that occurs when you purposefully use the ambiguous qualities of language to your
advantage or when you use two different meanings of the same word within a single context (p.
FF-86). You equivocate when you use terms like oldest, thinnest, or tallest without specifying
the context.
Example: Pamela is so thin. She has lost more weight than anyone else in our Weight Watchers
group.
Ethos
A personal proof, or ethos, is based on the authority and knowledge of a credible source (p. FF82).
Evidence
The proof a speaker uses to substantiate claims (argument model). Evidence may include
personal experience, anecdotes, expert testimony, comparisons or analogies, facts, statistics,
examples, charts/diagrams/graphs, concrete details, quotations, reasons, and/or definitions.
Exigency
The pressing need or desire that drives a communication situation. The writer/speaker’s
motivation.
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Required General Education Materials
Fallacy
An argument that is flawed, does not follow rules of logic, and therefore is not to be believed (p.
FF-84). An error in reasoning (p. 445).
False Alternatives
A fallacy which suggests that only two alternatives are possible and that one of the two is
disastrous or to be avoided (p. FF-85).
Example: Either we build a new high school or children in this town will never get into elite
colleges.
False Cause
The fallacy of attributing the cause of something to whatever happened before it (p. FF-85).
Example: I’m never eating oysters again. The last time I had oysters, I got pregnant.
Final Analytical Essay
A text produced at the end of the semester for inclusion in the portfolio. The final analytical
essay looks critically at the body of work produced in the class as well as the processes used to
produce that body of work.
Final Unit Draft
A relatively late draft of a text; one that is ready to be submitted for evaluation by an instructor.
Forum
The “site of publication”; where the message/text is made public.
Forum Analysis
A critical step in the shaping of a message/text. The consideration of the forum’s audience,
conventions, biases, and so on for the purpose of shaping a text.
Hasty Generalization
A fallacy in which an inference is drawn from insufficient observation; also called a premature
generalization (p. FF-85).
Example: I was once bitten by a dog, so I will never trust dogs again.
Inductive Argument (reasoning from specific instances)
An argument that progresses from specific instances to a generalization (p. FF-82).
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Required General Education Materials
Inference
A generalization from or about information you have received through your senses (pp. FF-81).
Invalid Analogy
An analogy in which the two cases being compared are not essentially alike (p. 444).
Example: In Great Britain the general election campaign for Prime Minister lasts less than three
weeks. Surely we can do the same with the U.S. presidential election.
Invention
The process of selecting a topic or issue, determining a perspective, and identifying appropriate
kinds of evidence and appeals to be used in the presentation of the issue to a particular audience
for a particular purpose.
Irrelevant Conclusion
A fallacy that occurs when evidence supports one conclusion but you draw another one (p. FF85).
Example: By beginning to confront rainforest destruction in the third world, our environmental
movement will become more appealing to ethnic activists. Racism is a heinous crime against
society.
Kairos
The opportune moment for a communication to take place; the occasion or “teachable moment.”
Logos
A logical proof, or logos, is based on reasoning (p. FF-82).
Message Analysis
A step in critical thinking and listening that includes evaluating the process by which information
and knowledge was discovered and evaluating the message itself (p. FF-80).
Observation
A description based on phenomena that can be sensed—seen, heard, tasted, smelled, or felt (pp.
FF-81).
Pathos
An emotional proof, or pathos, is based on feelings or emotions (p. FF-82).
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Required General Education Materials
Portfolio
An evaluation instrument; a collection of artifacts that demonstrate student learning and growth.
Portfolio Draft
A final iteration of a text for purposes of the course; one prepared especially for inclusion in the
portfolio.
Pre-emption
Requires the speaker to anticipate counterarguments to her/his position and answer them ahead
of time (argument model).
Purpose
The writer/speaker’s goal. What s/he hopes to accomplish through the text.
Qualifier
A statement that qualifies the speaker’s argument by admitting exceptions (argument model).
Red Herring
A fallacy that introduces an irrelevant issue to divert attention from the subject under discussion
(p. 446).
Example: How dare my opponents accuse me of political corruption at a time when we are
working to improve the quality of life in the United States.
Relevance (Fallacies of)
Arguments that are flawed because the conclusion is based on irrelevant premises (p. FF-84; ad
hominem, appeal to the people, appeal to authority, hasty generalization, false cause, begging the
question, irrelevant conclusion, and false alternatives).
Research, Primary
The process of accumulating evidence through first-hand observation and investigation. Primary
research tools include the examination of texts, observations, surveys, interviews, laboratory
experiments, and so on.
Research, Secondary
The process of accumulating evidence found in previously published work. Secondary research
tools include books, magazines, newspapers, government documents, reports, websites,
television or radio broadcasts, and so on.
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Required General Education Materials
Response
The process of providing substantive feedback to an author or speaker. Ideally, such feedback is
designed to provide the author/speaker with additional information or evidence or a new or
different perspective on a text or issue—one that s/he may not have previously considered.
Revision, Global
Literally, the process of “re-seeing” a text for the purpose of making it more suitable for the
rhetorical situation within which it exists. Global revision consists of making changes that affect
the text as a whole.
Revision, Local
Literally, the process of “re-seeing” a text of the purpose of preserving meaning, achieving
clarity, enhancing style, or addressing other concerns at the section, paragraph, sentence, or word
level.
Revision Strategies
Approaches to revising texts. Specific revision strategies include addition, deletion, substitution,
transposition (re-organization), or transformation (a change in audience, purpose, forum, format,
genre, etc.)
Rhetorical Situation
The conditions that shape a text, including its topic, audience, purpose and forum.
Slippery Slope
A fallacy that assumes that taking a first step will lead to subsequent steps that cannot be
prevented (p. 448).
Example: If we allow the government to restrict the sale of semi-automatic weapons, before we
know it, there will be a ban on the ownership of handguns and even hunting rifles. And once our
constitutional right to bear arms has been compromised, the right of free speech will be the next
to go.
Source Credibility
The speaker’s competence to make the claim, as perceived by the listeners (p. FF-80).
Straw Person Argument
A straw person argument is a type of red herring because the arguer attempts to refute her or his
opponent's position, and in the context is required to do so, but instead attacks a position—the
"straw person"—not held by her or his opponent
Example: It is a straw person to attack abortion rights as the position that no abortions should
ever be restricted, bar none.
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Required General Education Materials
Structure
The organization or arrangement of ideas within a text. While most texts have a clear beginning,
middle, and end, the specific organizational pattern of any individual text should be determined
by the demands of the rhetorical situation. In other words, ideas should be arranged in a way that
will anticipate and meet the needs of the audience while allowing for the effective and efficient
accomplishment of the author’s purpose. Certain conventions of forum or genre may also play a
role in determining an appropriate structure for a text.
Style
The manner in which speakers or writers express their ideas. Style may refer to the manner of
delivery, to the choice and arrangement of words, the use of figures of speech, and so on. The
most important consideration concerning style, however, is its rhetorical appropriateness and
effectiveness.
Syllogism
An argument with a major premise, a minor premise, and a conclusion (p. FF-82).
Text
Any written, spoken, or visual artifact which can be analyzed with the intent of coming to a
better understanding of its nature (e.g. an article, a speech, a picture, a movie, a song, etc.)
Tone
A reflection of the writer/speaker’s attitude toward the issue as reflected in the text. Some
examples of tones include: seriousness, passion, humor, satire or sarcasm, righteousness,
mocking, objective, detached, didactic, dogmatic, questioning, superior, idealistic, and so on.
Once again, the key is to strike a tone that is appropriate for a given rhetorical situation.
Unit Analysis
A brief analysis of the student’s work during the course of a single unit. An examination of the
text produced during the unit as well as the processes used to produce the text.
Validity
In evaluating a deductive argument, the ability to logically derive a conclusion from its
propositions (p. FF-83).
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Required General Education Materials
OPERATIONALIZING CRITICAL THINKING IN COM 110
Taxonomy Classification
Knowledge:
Of terminology
Instructional Objectives
Able to distinguish among various types of
speeches and their function.
Able to distinguish among various parts of a
speech and their function.
Able to recall specific facts for use in speech
development.
Of criteria
Able to identify the major criteria used by
professionals in assessing a speech.
Able to identify criteria for testing the
validity of evidence.
Of methodology
Able to identify methods for analyzing the
audience.
Of theories
Able to recall major rhetorical theories.
Comprehension:
Translation
Interpretation
Application:
Analysis:
Of elements
Of relationships
Able to illustrate arguments using evidence.
Able to represent ideas through metaphors.
Able to draw conclusions on the basis of
evidence presented.
Able to organize ideas in a speech.
Able to choose evidence appropriate for a
given audience.
Able to recognize unstable assumptions in a
speech.
Able to categorize the arguments in a
speech.
Able to identify the main points of a speech.
Able to distinguish fallacies in arguments.
Able to compare the validity of opposing
arguments.
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Required General Education Materials
OPERATIONALIZING CRITICAL THINKING IN COM 110
Taxonomy Classification
Analysis (Contd.):
Of organizational principles
Synthesis:
Production of a unique communication
Production of a plan
Evaluation:
Judgments in terms of internal
Evidence
Instructional Objectives
Able to distinguish forms of support.
Able to analyze an audience.
Able to write a well organized speech.
Able to deliver a speech.
Able to plan an outline of a speech.
Able to plan a strategy for researching a
topic.
Able to plan a strategy for audience analysis.
Able to judge the effectiveness of a speech.
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Required General Education Materials
Argumentation/Critical Thinking Questions
1.
What topic or question is being explored in this text? (How does this topic fit into larger
contexts of current discussion and debate?)
2.
What is the author’s main point?
3.
Does the author attempt to give us any reasons to think that the main point is likely to be
right?
4.
What reasons or evidence does the author provide in support of the main point?
5.
Do these fit together to form just one main argument, or is there a cluster of different
arguments, or maybe a chain of arguments leading to the main point?
6.
Do the reasons and evidence given by the author all appear to be solid and believable, or is
there reason to question them? If the author relies on work done by others, are those sources
reliable?
7.
If we were to accept the author’s reasons and evidence, would that be enough to warrant our
acceptance of the author’s main point? (Think about whether the reasons and evidence are
powerful and relevant. Do they lead us logically to the author’s main point?) Here are some
more detailed questions that fit here:
7a. If the argument is an attempt to establish a cause and effect relationship between two or
more things, has the author given us enough evidence to rule out alternative causes that
differ from the ones the author favors?
7b. Is the author relying too much on irrelevant attacks on someone else’s character?
7c. Has the author too conveniently left out some things that would count against the main
point?
8.
What objections to the author’s position are likely to be made by someone who does not
agree? Does the author do enough to respond to those objections? Are there better ways to
respond to the objections?
9.
What unstated assumptions might the author be relying on to help support the main point?
Does it help the argument to bring these assumptions out into the open, or are the
assumptions too questionable to be acceptable?
10. Would the author’s position be more reasonable if the main point were altered in some way?
If so, how and why?
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Required General Education Materials
What is Information Literacy and Why is it Important?
One of the core set of competencies that you are developing in COM 110 is Information Literacy skills.
These skills focus on the need to find, retrieve, analyze, and use information.
We have divided this process in a set of competencies that are fluid and flexible and can be envisioned as
steps in a circular process:

Know – decide what is required to answer a question, do the assignment and/or what the question,
assignment, etc. means to you

Access – select appropriate tools, design and implement search strategy and evaluate search results

Evaluate – recognize and summarize main ideas, identify and/or create evaluation criteria, evaluate
research results and compare to existing knowledge

Use and Incorporate Ethically and Legally – apply new information ethically and legally, integrate
and synthesize information ethically and legally into speech and related work, acknowledge new
information through proper citing and share speech and related work in appropriate forum

Remember – transfer knowledge gained from this process to future questions, assignments, etc.
A more detailed version of the information literacy competencies/standards can be found at
http://www.mlb.ilstu.edu/learn/ilcomps.htm
In this course, you will utilize these skills in a set of information literacy instructional sessions that
accompany each of the three speeches you will be doing this semester. For more information regarding
information literacy instruction in Com 110 visit: http://www.library.ilstu.edu/gened/
However, we want to stress the idea that these skills are not an inoculation that cures you of information
illiteracy, but rather the beginning steps to developing abilities that will be useful throughout your college
career, and as importantly, the rest of your life.
Long after you graduate, you will be making important decisions that will require you to know, access,
evaluate, use and remember information. You will buy a car and/or house; research companies,
organizations and institutions for employment; search for a place to live; find information on personal
interests; inform yourself on medical issues; and the list goes on and on. To make informed decisions,
you will need to be able to efficiently access, evaluate and utilize information.
For more information on information literacy, please visit the American Library Association’s
Information Literacy web site:
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/introtoinfolit/introinfolit.htm
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Required General Education Materials
Information Literacy/Research Process
Do you have a topic?
Yes. Is your topic too narrow or too broad for an “x”
minute speech or “y” length paper?
No. Consult the text and ask your instructor for
assistance. Complete the topic selection
worksheet.
Yes – too narrow? Broaden focus by generalizing
the topic (e.g. college students rather than ISU
freshman that live in Hewitt Hall)
Yes – too broad? Narrow focus by time period, place,
person/group, event/aspect, etc.
Yes. Use your general subject to create a research statement/question.
Conduct audience analysis.
Perform background research on topic. Integrate with existing knowledge.
Identify key concepts from your research statement/question.
Create a list of related terms and synonyms for every key concept.
Select appropriate search tools and information sources to:
Find Books &
Other Materials
(Library Catalog)
Find Articles
(Online Databases)
Find Online Sources
(Internet)
Identify & Find
People
(Personal Interviews)
Create an appropriate search strategy and perform search.
Assess and select search results/found information.
Manage and record relevant search results/found information.
Evaluate search results—recognize and summarize main ideas.
Do your sources answer your research statement/question and address the needs/concerns
of your audience? Are these sources credible, (un)biased and timely?
Yes. You are done with the research for your speech/paper and
incorporate results/found information ethically and legally by
appropriately attributing and citing sources.
No. Ask a librarian for assistance and/or repeat process
Transfer knowledge gained from this process to future papers, speeches, assignments, etc.
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Required General Education Materials
Critical Thinking: Testing Evidence
As a group, determine which of the tests of evidence that the following excerpts violate—
timeliness, credibility, or bias.
1. According to Sean Penn in a recent interview, the United States needs to change its foreign policy in
the Middle East otherwise it will be impossible to bring about lasting peace in the region.
2. Dr. Sherwood B. Idso, a research physicist with U.S. Water Conservation Laboratory, in Phoenix,
Arizona, has found when enriched with more carbon dioxide, plants grow bigger and better, much
like those of past geological epochs of biological prominence. "It well could be that the rising carbon
dioxide content of Earth's atmosphere is actually a blessing in disguise and one of the better things
that could happen to mankind and nature."
3. The most recent precedent for a blanket clemency came 16 years ago when the governor of New
Mexico commuted the death sentences of the state's five death row inmates. However, calling his
state's record on death penalty convictions "shameful," the governor of Illinois pardoned four men
who claim to have been tortured into confessing murders they did not commit. In addition, he will
announce before leaving office if he will grant clemency to any or all the state’s 160 death row
inmates.
4. According to a survey conducted for Honda Motor Co., most people prefer cars produced by Honda
to that of Ford, Mazda, Toyota and even Hyundai.
5.
After months of preparations and the deployment of thousands of troops to try and bolster security,
Iraqis anxiously await to cast ballots in the nation's first major free election in more than 50 years.
6. A "60 Minutes" story reported by Dan Rather, disclosed 30-year-old memos, shedding a negative
light on President Bush's service in the Texas Air National Guard. According to Texas Lt. Gov. Ben
Barnes, he helped Bush get into the Air Guard, which was seen as a way to avoid serving in Vietnam.
7. According to www.celebritygossip/insiderinformation/123.com, Julia Roberts and her husband Danny
Moder hired a former Secret Service agent who served for the Clinton administration as their twins’
live-in nanny.
8. The White House announced that President Bush has nominated Condoleezza Rice, his national
security adviser and one of his closest counselors, to replace Colin Powell as secretary of state. If
nominated and confirmed, Rice would be the second woman and the second African American to be
the nation's top foreign policy representative.
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Required General Education Materials
Critical Thinking: Analyzing Political Argument
“Wolves” from the Bush campaign, aired October 22, 2004
NARRATOR: “In an increasingly dangerous world, even after the first terrorist attack on
America, John Kerry and the liberals in Congress voted to slash America’s intelligence
operations by six billion dollars, ....cuts so deep they would have weakened America’s defenses.
And weakness attracts those who are waiting to do America harm.”
“Global Test,” Bush campaign, aired October 2, 2004
NARRATOR: “He said he'd attack terrorists who threaten America, but at the debate, John
Kerry said America must pass a "global test" before we protect ourselves. The Kerry doctrine: A
global test. So we must seek permission from foreign governments before protecting America?
So America will be forced to wait while threats gather? President Bush believes decisions about
protecting America should be made in the Oval Office, not foreign capitals.”
“He’s Lost, He’s Desperate,” John Kerry, aired October 3, 2004, (response to “Global
Test”)
NARRATOR: “George Bush lost the debate. Now he’s lying about it. This is what you heard
John Kerry really say: 'The president always has the right for pre-emptive strike. I will hunt and
kill the terrorists wherever they are.' But here’s something new about George Bush: newspapers
report he withheld key intelligence information from the American public... so he could overstate
the threat Iraq posed. Bush rushed us into war. Now we’re paying the price. It's time for a fresh
start.”
“Juvenile,” Kerry campaign, aired September 22, 2004
NARRATOR: “One thousand U.S. casualties. Two Americans beheaded just this week. The
Pentagon admits terrorists are pouring into Iraq. In the face of the Iraq quagmire, George Bush's
answer is to run a juvenile and tasteless attack ad. John Kerry has a plan for success. Get allies
involved. Speed up the training of Iraqis. Take essential steps to get a free election next year.
On Iraq, it's time for a new direction.”
87
Required General Education Materials
Critical Thinking: Applying Toulmin’s Argument Model
1. CLAIM – statement, point you are trying to make, assertion
Low-carbohydrate diets should not be used.
2. DATA/PROOF/EVIDENCE – proof you use to substantiate the claim (can take several forms:
statistics, personal examples, expert testimony, etc.)
Potential long-term health concerns caused by low-carb diets include bone loss, kidney stress, and
increased risk of some cancers. Lack of vitamins, osteoporosis, and heart disease are also common side
effects.
3. ARGUMENT LINK (WARRANT) – ties A & B together, explains how the data prove your point,
demonstrates that making the mental leap from one to the other is rational
Low-carb diets lead to many negative long-term health effects.  Diets are intended to improve one’s
health, not harm it. Moreover, negative health effects are undesirable.  Low-carbohydrate diets should
not be used.
The argument is formulated that low-carbohydrate diets should not be used because these diets lead to
negative long-term health effects, and these effects both negate the purpose of dieting and are ultimately
undesirable.
4. EVIDENCE CREDIBILITY (BACKING) – substantiates or qualifies your evidence
Stated on the Fad Diets: Low Carbohydrate Diet Summaries Web site provided by the Registered
Dietitians at the University of Michigan Cardiovascular Center and accessed November 10, 2004,
potential long-term health concerns caused by low-carb diets include “bone loss, kidney stress, and
increased risk of some cancers.” Lack of vitamins, osteoporosis, and heart disease are also common side
effects.
5. QUALIFIER – admits exceptions, demonstrates that argumentation is not an exact science and that
issues are rarely discussible in absolute terms
Low-carb diets should not be used -------except when doctors and their patients weigh the costs and
decide that the negative health concerns associated with low-carb dieting are more favorable than the side
effects of obesity.
6. PREEMPTION – requires the speaker to anticipate the counterarguments and answer them ahead of
time
Some doctors suggest temporary low-carbohydrate diets. In fact, there is an abundance of literature, some
even written by Dr. Atkins himself, claiming that the Atkins diet and other low-carb diets are safe and
effective.
This requires that you do a good job of researching ALL perspectives!!!!
88
Required General Education Materials
Sample Argument Text: Low-Carbohydrate Diets
Despite what the media tells you, low-carbohydrate diets should not be used (CLAIM). Dieters are
looking for a way to improve their health, when in fact low-carbohydrate diets lead to many undesirable
effects (WARRANT).
These diets produce an abundance of medical problems that stem from the drastically reduced daily intake
of carbohydrates. Stated on the Fad Diets: Low Carbohydrate Diet Summaries Web site provided by the
Registered Dietitians at the University of Michigan Cardiovascular Center (BACKING) and accessed
November 10, 2004, potential long-term health concerns caused by low-carb diets include “bone loss,
kidney stress, and increased risk of some cancers.” Lack of vitamins, osteoporosis, and heart disease are
also common side effects (PROOF/EVIDENCE).
It is true that some doctors suggest temporary low-carbohydrate diets. In fact, there is an abundance of
literature, some even written by Dr. Atkins himself, claiming that the Atkins diet and other low-carb diets
are safe and effective (PREEMPTION).
These arguments about safety leave out important facts. It must be recognized that even if an individual
loses weight, that person may be damaging his or her long-term health even further. For instance, pounds
may be traded for higher cholesterol levels. According to Alleged Atkins Diet Victim Files Suit Web site
filed by James Green and Daniel Kinburn (BACKING) and accessed November 18, 2004, “…Two recent
studies funded by the Atkins Center for Complementary Medicine showed that approximately 30 percent
of participants had increased LDL (“bad”) cholesterol” (PROOF/EVIDENCE).
There are rare occasions when doctors and their patients weigh the costs and decide that the negative
health concerns associated with low-carb dieting are more favorable than the side effects of obesity
(QUALIFIER).
Testing the Argument
In order to effectively critique an argument, you must ask the right questions.
What reasons or evidence are offered to support the position?
If there are reasons/evidence offered, the position can be called the author’s conclusion, and we can ask
the following questions:
Are the reasons/evidence solid and believable, or is there reason to doubt them?
Do the reasons connect tightly to the conclusion, or are there holes in the logic? (e.g., Are all the
reasons truly relevant?)
Does the argument exhibit any recognizable patterns of bad reasoning (fallacies)?
What objections might be made to the argument? If they are worthy of discussion, did the
speaker reply adequately to them?
Have significant considerations been left out by the author?
Would a different position or conclusion have been more reasonable? If so, where did the
speaker go wrong?
89
Optional Handouts
ANY OLD BAG WILL DO ASSIGNMENT SHEET
Adapted from M. Buchanan (1995). The Speech Teacher
Purpose:
To begin the process of audience analysis as well as to “break the ice” of completing the first
“speech.” Also, to provide students the opportunity to see what it is like to stand in front of an
audience.
Assignment:
Students will bring to class three items in a bag of their choice (no book bags). The items should
be a personal reflection of the student and allow that student to share information about
themselves in a creative way. The students will explain how these items reveal information
about their personality. Students will conclude their presentation by explaining why they chose
the bag they brought and how it reflects them personally.
Evaluation:
The assignment is for points. Students must stand in front of the class for at least one minute (no
longer than 2 minutes). If students finish their presentation before the time limit, then the class
can ask them questions to finish the allotted time.
Hints to Students:
Practice working with your items. You’d be surprised how difficult it can be to talk and
manipulate items at the same time (especially if you are nervous). Make sure you know exactly
what you want to say, when you want to say it, and most importantly) how you want to finish it.
Make sure your presentation is at least one minute long. Silence can be very uncomfortable.
Some former students say this is the most difficult assignment of the semester, so from here on
out is smooth sailing. Good luck!
90
Optional Handouts
INTERVIEW AS A BIOGRAPHY PRESENTATION
Purpose:
To begin the process of audience analysis as well as to “break the ice” of completing the first
“speech.” Also, to provide students the opportunity to see what it is like to stand in front of an
audience.
Assignment:
Students will meet with another student and “interview” him or her. Once the students have
learned some interesting facts about each other, they introduce the other to the class in a creative
way.
Evaluation:
The assignment is for points. Students must stand in front of the class for at least one minute (no
longer than 2 minutes). If students finish their presentation before the time limit, then the class
can ask them questions to finish the allotted time. Basically, if students have “interviewed” the
other student, introduced him or her to the class within the time limit, they get the full amount of
points.
Hints to Students:
Practice. Make sure you know exactly what you want to say, when you want to say it, and (most
importantly) how you want to finish it. Make sure your presentation is at least one minute long.
Silence can be very uncomfortable. Some former students say this is the most difficult
assignment of the semester, so from here on out is smooth sailing. Good luck!
91
Optional Handouts
Critical Thinking: Asking the Right Questions About How You Think
1. Name three things you have seen in movies that tend to give people a distorted view of the
world. Discuss how they are misleading. Give an example of each. Now, name three things you
have seen in the movies that have been seriously misleading for you. Explain briefly how they
were misleading.
2. Give an example of a situation where your emotions led you in the wrong direction. Then give
an example of a situation where your emotions led you in the right direction. In terms of critical
thinking, how do you explain the difference?
3. Thinking versus reflective thinking. Write down three questions you think about often (at least
one should focus on the means to a certain end). Next, formulate the questions reflectively, using
the concepts of consequences (What are the potential implications of answering the question one
way versus another?), assumptions (What assumptions are you making in answering these
questions a particular way?), or alternatives (Are there reasonable alternative answers to these
questions?).
92
Optional Handouts
Critical Thinking: Questioning Assumptions
Objective:
To have students discuss common social assumptions, assess the reasoning behind such
assumptions, and suggest alternative explanations.
Summary:
Students discuss social assumptions as a class and in groups. They evaluate possible reasons
each assumption is generally accepted and suggest other possible explanations, causes, or
relationships.
Directions:
1. A social assumption is a statement which most people accept as true. A social assumption may
or may not be based on the conclusions of tests and may or may not have a strong factual basis.
Indeed, a social assumption may be based on fact, but it is often the case that many people accept
the statement for incorrect reasons.
2. Consider the following assumption: “Most scientists are men because men are better
scientists.” Your task is to provide alternative explanations. If there are multiple factors, do they
work independently or do they interact?
3. Divide the class into groups and have each group discuss the three assumptions on the list.
Have them suggest two or three alternative explanations for each.
4. After each group has finished their discussions, discuss the alternative explanations as a
group. Do the suggestions actually explain the social assumptions?
Sample Social Assumptions
1. Children who grow up in the center of a city do not do as well as in school as children in the
suburbs.
2. Most traffic accidents happen within two miles of the driver’s home.
3. The suicide rate is higher in larger cities than in small towns or rural areas.
4. Since the 1960s, the average global temperature has dropped approximately two to seven
degrees.
93
Optional Handouts
COMMUNICATION APPREHENSION (CA)
Definition: an individual’s level of fear or anxiety associated with either real or anticipated
communication with another person or persons.
Causes of CA
A. Heredity
B. Modeling
C. Childhood Reinforcement
D. Skills Deficit
Effects of CA
A. Internal
1. Psychological
2. Physiological
B. External
1. Avoidance
2. Withdrawal
3. Disruption
Treatments for CA
A. Systematic Desensitization
B. Cognitive Restructuring
C. Skills Training
94
Optional Handouts
COMMUNICATION APPREHENSION
DISCUSSION QUESTIONS
1. Why are people afraid to speak in public?
2. What happens to people who are anxious?
3. What, in your experiences, has helped you to overcome anxiety?
95
Optional Handouts
Evaluation Challenge
An Exercise in Critical Thinking
Procedures
1. Submit a written appeal


Identify the issue in question (e.g. outline, delivery, test item)
Develop a well written argument for why you feel the grade should be changed (please
reference any class materials, i.e. assignment sheets, textual information to support your
argument.)
Written appeals must be clear, concise, and meet the requirements of all other paper
submissions as detailed as your syllabus. Appeals will not be considered without meeting
these requirements.
2. Schedule an appointment with me



Written appeals must be submitted before or at the time of the meeting
If you fail to make your scheduled appointment, without prior notice, your appeal will not be
considered.
You must make an appointment no later than one full class week after the grade in questions
has been returned.
3. Make your case



You must bring in your graded copy of the item in question (e.g. quiz, speech evaluation
form).
You must bring in any evidence to support your claim and be ready to present them.
You will be notified of my decision to change or uphold the grade before or after the next
class session.
This procedure is designed to allow students to become an active agent in their own learning
process. It is important that every student understands they are not given a grade, but rather,
earn one.
If you disagree with a grade you receive in this course, it is your responsibility, your right, to
explain why, as long as this is done in an appropriate and constructive way.
Please use this tool to your advantage.
96
Optional Handouts
Alcohol, Drug, and Violence Prevention Curriculum Infusion Project
Possible Topics for Student Presentations
Project Information:
The Alcohol, Tobacco and other Drug Curriculum Infusion Project was established at Illinois
State University in 1994 through a federal grant in response to growing concern over ISU student
abuse of alcohol and other drugs. Curriculum infusion project participants are faculty who
voluntarily integrate substance abuse prevention content where there is a natural fit into regularly
offered courses. Today, the project purpose has been expanded to not only reduce excessive
drinking and drug use by our students but also to reduce campus violence, especially sexual
abuse and assault. Critical to this project is ongoing faculty documentation of infusion efforts
and number of students in courses/sections where substance abuse and sexual assault/abuse
prevention information is infused.
Directions:
Below is a list of a variety of alcohol, drug and violence prevention topics/issues for students
who are seeking individual and group presentation topics. Students, faculty and staff may obtain
resource materials at the Health Stop Resource Center located in Room 228, Student Services
Building (438-5613); the website is www.shs.ilstu.edu/hpo.
If someone chooses one of these topics, go to the Health Stop Resource Center. Once there,
students should report that they are conducting research for speeches in Com 110. This
information will later be used to assess the project.
If you have any questions or concerns, please contact Kerri Calvert, Coordinator of the Health
Promotion Office, Student Health Service, Campus Box 2450 (phone number 438-7273; email
kecalve@ilstu.edu). In advance, thank you for your participation in this project.
Curriculum Infusion Project Topics:
1. To inform others about something not currently familiar or known by them
Addictive personality
Alcoholism: a genetic disease
Children of alcoholics (COAs)
Risk reduction philosophy for alcohol prevention
Server training in licensed alcohol establishments (responsible beverage service)
“Shoulder tap” campaigns
Social host liability laws
The Core Alcohol and Drug Survey (for higher education populations)
ISU's policy on Sexual Misconduct (Assault)
Relationship between alcohol and sexual assault
Sexual assault prevention and risk-reduction strategies
High tolerance as a risk factor for alcohol related problems
97
Optional Handouts
2. To inform as a group about a controversial, multifaceted issue (topic has various
perspectives, such as economic, social, legal, cultural, etc.) Small group effort
Alcohol advertising in college newspapers/alcohol marketing in general
Alcohol-free residence halls
Alcohol-free tailgating parties
Offering core college courses on Fridays and Saturdays
Legalization of abused drugs
Required registration of keg sales
Intoxication and sexual consent
Impact of sexual victimization
Traditional social roles and their contribution to sexual assault
Impact of social norms on a campus drinking culture
Environmental management as a tool to combat the campus drinking culture
3. To persuade by advocating for a position on, solution or approach to a recent, controversial,
multifaceted issue
Alcohol poisoning and death
Alcohol drinking and memory loss
Alcohol advertising in college newspapers/alcohol marketing in general
Alcohol-free residence halls
Alcohol-free tailgating parties
Offering core college courses on Fridays and Saturdays
Legalization of abused drugs
Required registration of keg sales
Intoxication and sexual consent
Impact of sexual victimization
Traditional social roles and their contribution to sexual assault
Impact of social norms on a campus drinking culture
Environmental management as a tool to combat the campus drinking culture
98
Optional Handouts
Name: ____________________________________________________________
Topic Selection Worksheet
Informative Speech
1. Topic Description

Identify and briefly describe your topic: _______________________________
__________________________________________________________________
__________________________________________________________________

Provide a brief rationale for selecting this topic: ________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Research Strategy

What information do you need to find? _______________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Is this information on the Internet? If so, is this a credible source? If not, where else might
you look for information? __________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
99
Optional Handouts
3. Audience Analysis

Why is this an important topic for this audience? How is this topic relevant to this audience?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What do they (the audience) already know about the topic? ______________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What is the audience’s needs and interests? ____________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

How will you adapt your claims/sources to the audience (remember, this needs to be done
throughout the speech?) ___________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
100
Optional Handouts
THESIS STATEMENT CONSTRUCTION: INFORMATIVE SPEECH
1. Identify your Topic: ____________________________________________
2. State your Specific Purpose: ______________________________________
3. Identify the Organizational Pattern: ________________________________
4. State your Main Points or Claims in 2-3 words:
a. ___________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
Thesis Statement:
Today I will inform you about ______________________________________ ,
Specifically I will be discussing
1.___________________________________________________________
2.___________________________________________________________
3.___________________________________________________________
Examples:
 Today I will inform you about (1) the basic structure of the knee, (2) some common injuries
to the knee, and (3) preventative steps you can take to reduce the chance of injuring your
knee.
 Today I would like to give you a glimpse of India’s diversity by looking at its (1) geography
and (2) language.
 Today I will tell you (1) what anorexia is, (2) what causes it, and (3) what methods are used
to treat it.
Be sure that your final thesis statement meets all four of the guidelines discussed in the text.
 Expressed in a full sentence
 Not in the form of a question
 Does not contain figurative language
 Is not too vague or overly general
101
Optional Handouts
DEMOGRAPHIC AUDIENCE ANALYSIS
This is an anonymous demographic survey of your Com 110 Classroom Audience. Please do not
put your name on this survey.
What is your age? ________
Are you:
Male
Are you:
White/Non Hispanic
Asian
Female (circle one)
Latino
Black/Non Hispanic
American Indian
Asian American
Other: _______________________
What is your religious affiliation? If any (feel free to write “none” if you do not strongly identify
with any religion)
___________________________________
What groups do you belong to? (Examples include Fraternity/Sorority, Band, Theatre, Clubs,
etc.)
___________________________________
___________________________________
___________________________________
Are you a:
Democrat
Republican
Independent
Not Politically Motivated
Are you from Illinois? Yes No (circle one)
If not, where? _____________________________
Are you from: Large metropolitan area
Suburb
Rural Town (circle one)
102
Optional Handouts
Audience Analysis – Using the Questionnaire Method
Goals:



To create a questionnaire for this Com 110 audience utilizing fixed alternative questions, scale questions,
and open-ended questions.
To solicit specific information about this audience’s prior knowledge, interest, and attitudes about an
informative speech topic.
To incorporate the results of the questionnaire into an informative speech.
Directions:
1.
2.
Get informative speech topic approved by instructor.
After your informative speech topic has been approved, create a short 3-5 question survey for your
classmates to complete. (As you have read about in Chapter Five, there are three kinds of questions you
can utilize when creating a questionnaire: fixed alternative, scale questions, and open-ended questions.
The best questionnaire incorporates a combination of the three types of questions.)





3.
Things to Consider When Creating Your Questions:
What does this audience currently know about the topic? What prior experience does the audience
have with the topic?
What questions do they have about the topic?
What aspects about the topic would they like to know more about?
How does the audience feel about the topic?
What are the audience members’ attitudes about the topic?
Incorporate a statistic or part of your results into your speech.
Example:
Questionnaire item: What would you do if you saw someone having a seizure?
Incorporation into speech:
1. Do not put anything in the individual’s mouth.
40% of the 21 students surveyed in this class indicated that you thought this was one thing you should do for
a person having a seizure. This is a common misconception. Remember, the individual cannot swallow
his/her tongue.
After you have obtained all of the questionnaires, you will need to analyze the information, and select and
incorporate the key (or most interesting) information into your speech. The information you gain is also perfect to
incorporate into your relevancy statement in the introduction
103
Optional Handouts
Critical Thinking: Audience Analysis
Audiences:
A. The members of this audience are all Catholic Church members. They attend church regularly
and believe strongly in the Catholic doctrine. They are middle-aged (35-45), small-business
people, and farmers from the same community. They are patriotic Democrats who tend to be
liberal in their political views except for issues that involve religion.
B. The members of this audience are college freshmen in a liberal arts college. They come from
middle or high-income families. None work; they are either supported by their parents or have
scholarships. They vary widely in their religious beliefs. About half are liberals, and about half
are conservatives.
Topics:
A. You are to address the audience as a student government representative who is working to
legalize the sale of beer on campus. You wish to get the support of the audience to convince the
college’s administrators that legalization is popular.
B. You are a member of the election committee for a local mayoral candidate. The slogan of your
candidate, Marvin Patrick, is “Stop crime in the streets.” Marvin is Catholic, but does not attend
church regularly. He believes in birth control but not abortion. You want to encourage your
audience to vote and to support your candidate.
Discussion Questions:
1. Identify the demographic traits of each audience. How and why are each of these traits important
to audience analysis?
2. How might you adjust your specific purpose and message of each topic according to the
demographic characteristics of each audience?
3. What methods can you use to adapt your speech to your audience before the speech? During the
speech?
104
Optional Handouts
Milner Library Annotations for
Chapter 6: “Gathering Materials” of
The Art of Public Speaking
(8th Edition)
Library Instruction for Communication and Critical Inquiry
The Art of Public Speaking (8th Edition) recommends a number of information resources in Chapter 6:
“Gathering Materials” which will be helpful to you as you search for information in preparation for
composing your speeches. To increase the efficiency of your research, this handout tells you where the
resources recommended by your textbook are found in Milner Library. If the recommended resource is
not available, at least one alternative that is available is listed for you. If you need assistance in finding
the resources on this handout or have other questions about research, ask at any of the Milner Library
Information Desks.
Text
Page
Name of Resource
137 Card Catalogue
137 Online Catalogue
139
139
139
139
139
139
139
139
139
139
139
Ebony
Ms.
Newsweek
Psychology Today
Reader's Guide to Periodical Literature
Rolling Stone
Scientific American
Sports Illustrated
Time
Vital Speeches of the day
Academic Search
139 ProQuest Research Library
140 Public Affairs Information Service
International
140 Art Index
ERIC
140
140 Ethnic NewsWatch
140 Hispanic American Periodicals Index
140 Social Sciences Index
141 Lexis/Nexis Academic Universe
141 ProQuest Newspapers
Call Number
Milner Floor
No longer updated. Includes
Floor 3
materials added up to 1989.
Illinet Online. Available from the Milner website
(http://www.mlb.ilstu.edu).
AP2. E165
Floor 1
HQ1101. M55
Floor 4
AP2. N6772
Floor 1
BF1. P83
Floor 1
Ref. AI3. R48
Floor 2
ML1. R65
Floor 6
T1. S5
Floor 5
GV561. S733
Floor 1
AP2. T37
Floor 1
PN6121. V52
Floor 6
Use Wilson Select. Available from the Milner website
(http://www.mlb.ilstu.edu).
Use Wilson Select. Available from the Milner website
(http://www.mlb.ilstu.edu).
Available from the Milner website
(http://www.mlb.ilstu.edu).
Use Art Abstracts. Available from the Milner website
(http://www.mlb.ilstu.edu).
Available from the Milner website
(http://www.mlb.ilstu.edu).
Use Academic Universe. Available from the Milner
website (http://www.mlb.ilstu.edu).
Ref. Z6953.8 .H36
Floor 4
Use Social Sciences Abstracts. Available from the Milner
website (http://www.mlb.ilstu.edu).
Available from the Milner website
(http://www.mlb.ilstu.edu).
Use Academic Universe. Available from the Milner
105
142
142
142
142
142
142
143
142
144
144
143
142
142
144
144
143
144
143
144
144
144
144
144
144
144
144
144
144
145
144
145
145
144
145
145
144
Encyclopedia Americana
Encyclopedia Britannica
Encyclopedia of Philosophy
Encyclopedia of Religion
Grove's Dictionary of Music and
Musicians
African American Encyclopedia
American Heritage Dictionary
Asian American Encyclopedia
Black's Law Dictionary
Dictionary of Feminist Theory
Facts on File
Latino Encyclopedia
McGraw-Hill Encyclopedia of Science
and Technology
Morris Dictionary of Word and Phrase
Origins
Oxford English Dictionary
Statistical Abstract of the U.S.
The Computer Dictionary
World Almanac & Book of Facts
A Treasury of Jewish Quotations
Fire in Our Souls: Quotations of
Wisdom and Inspiration by Latino
Americans
Harper Book of American Quotations
International Who's Who
My Soul Looks Back, 'Less I Forget: A
Collection of Quotations by People of
Color
Oxford Dictionary of Quotations
The New Quotable Woman
Who's Who in America
Contemporary Black Biography
Current Biography
Current Biography Yearbook
Dictionary of Hispanic Biography
Jerusalem Post
Merriam-Webster's Geographical
Dictionary
Native American Women
Rand McNally Cosmopolitan World
Atlas
Tokyo Shimbun
Who's Who of American Women
website (http://www.mlb.ilstu.edu).
Ref. AE5. E3331996
Floor 2
Ref. AE5. E3631995
Floor 2
Ref. B41. E5
Floors 1, 2
Ref. BL31. E461987
Floor 1
Ref. ML100. G881927
Floors 2, 6
Ref. E185. A2531993
Ref. PE1625. A541982
Ref. E184.O6 A8271995
Re. KF156.B531979
Ref. HQ1115.H861995
Ref. D410. F3
Ref. E184.S75 L3571996
Ref. Q121.M311997
Floor 4
Floor 1
Floor 4
Floor 4
Floor 4
Floor 2
Floor 4
Floor 5
Ref. PE1580. M61977
Floor 2
Ref. PE1625.O871989
DOC.C3.134 or HA 202
Ref. TK5102. S4851998
Ref. AY67.N5 W7
PN6095.J4 T741985
Ref. PN6084.H47F1996
Floor 1
Floors 1, 2, 4, 5
Floor 5
Floors 1, 2, 4
Floor 6
Floor 2
Ref. PN6084. A5C371988
Ref. CT120.I5
Ref. PN6081.3.M91993
Floor 6
Floors 2, 4
Floor 2
Ref. PN6080. O951999
Ref. PN6081.5.N491992
Ref. E176. W642
Ref. CT120.C66
Ref. CT100. C82
Ref. CT100. C8201
Ref. CT120. C66
Newspaper Section
Ref. G103. W421997
Floor 2
Floor 6
Floors 2,4
Floor 2
Floor 2
Floor 2
Floor 2
Floor 2
Floor 4
Ref. E98.W8 B381993
Ref. G1019. R241978
Floor 2
Floor 4
See other Floor 2 newspapers.
Ref. CT3260. W5
Floor 4
106
Optional Handouts
Critically Evaluating Information Resources: Criteria to Consider
Knowing how to find information in Milner Library and on the Internet is an important ability. Evaluating the
information that you find for accuracy and usefulness is the next step. The criteria below should assist you in
determining the quality of the information that you have found and whether you should use the information or
continue your search.
Coverage. In order to determine the value of the information, you will need to understand the information. Think
about:








What conclusions are presented? What premises/claims are presented?
Does the evidence support the premises/claims and conclusions?
Is the information that is provided complete?
How does this resource compare to other resources on the same topic?
Are facts and claims of truth documented through footnotes or other references?
Are there factual or typographical errors in the information?
Are there any biases in the information?
How current is the information?
Author/Creator. The person who created the information is considered important in determining the credibility of
the information. Think about:



Who created the information?
What is the reputation of the creator? Is the creator a reputable and reliable scholar or writer? Is the creator an
expert on the topic?
Is organizational affiliation or contact information given?
Audience. The audience can give you insight into the purpose that the author has for the information. Think about:



For whom was the information created?
Does the audience have a bias or point-of-view that might effect the information?
What does the author want the audience to do, know, think, feel, etc.?
Relevancy. Finally, and most importantly, consider whether the information that you have found is relevant to your
research. High quality, scholarly information will not meet your information needs if it is off-topic. On the other
hand, even obviously biased information may be relevant to a particular research project.
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Optional Handouts
General Research on Demand (G.R.D.) Service Available at Milner Library
Librarians from the General Reference and Documents Department (GRD) on floor 2 at Milner
Library offer a one-on-one service to students who need help with research for papers, projects,
and speeches. The service, called General Research on Demand (G.R.D.) is designed to
provide individual research assistance especially for students in lower level undergraduate
courses.
During G.R.D. appointments, reference librarians will work with students to assist them in their
research by identifying appropriate reference materials, navigating the library periodical
databases to find articles, and searching The Online Catalog for books. Students with more
specialized information needs will be referred to subject librarians on other floors of the Library
when appropriate.
G.R.D. appointments are offered throughout the semester. Appointments with a librarian may
be made by calling the Floor 2 GRD Information Desk at 438-3451 or by e-mailing:
grdhelp@exchange1.mlb.ilstu.edu
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Critical Thinking: Evaluating Sources
Purpose:
1. To allow students to employ critical thinking skills when selecting sources for assignments.
2. To provide a forum through which students can discuss the credibility of sources in small groups,
amongst the class, and with the instructor.
Assignment:
Students will be broken up into four groups (equal groups if possible). Each group will be given a
different type of source (tabloid newspaper, daily major newspaper, weekly magazine, and a journal
article). Students will be asked to, amongst their group, discuss the credibility of that particular source.
In addition, students will look for strengths and weaknesses of using that source. After discussing their
source in groups, students will present their findings to the class. After each group has presented their
findings, the class as a whole will discuss which sources they feel they should use and why.
Hints for Students:
Students should keep the following questions in mind when discussing this activity:
If I were listening to a speech and someone used this source, would I think that they were credible?
What is the reputation of this source?
Is it known for fraudulent claims?
What credibility does the author(s) have?
How did the author(s) find the information that they report?
Do I think that this was the best way to collect information?
How would I collect information differently than the author(s)?
Do the claims of the article make sense in the context it is presented in?
Can these claims be generalized to other fields of study/contexts?
Is the information presented objectively or is it skewed in one direction?
Required Materials:
Sources
Weekly World News (tabloid newspaper)
New York Times (daily major newspaper)
Newsweek (weekly magazine)
Western Journal of Communication (journal article)
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Optional Handouts
Transitions
To show addition:
and, also, besides, further, furthermore, in addition, moreover, next, too, first, second
To give examples:
for example, for instance, to illustrate, in fact, specifically
To compare:
also, in the same manner, similarly, likewise
To contrast:
but, however, on the other hand, in contrast, nevertheless, still, even though, on the contrary, yet,
although
To summarize or conclude:
in other words, in short, in summary, in conclusion, to sum up, that is, therefore
To show time:
after, as, before, next, during, later, finally, meanwhile, then, when, while, immediately
To show place or direction:
above, below, beyond, farther on, nearby, opposite, close, to the left
To indicate logical relationship:
if, so, therefore, consequently, thus, as a result, for this reason, since
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Optional Handouts
Tongue Twisters
Whereat with blade,
with bloody, blameful blade,
he bravely broached his boiling bloody
breast.
Swan swam over the sea,
Swim, swan, swim!
Swan swam back again
Well swum, swan!
Can you imagine an imaginary
menagerie manager
imagining managing an imaginary
menagerie?
Say this sharply, say this
sweetly, say this shortly,
say this softly. Say this
sixteen times in succession.
On mules we find two legs behind
and two we find before.
We stand behind before we find
what those behind be for.
One-One was a racehorse.
Two-Two was one, too.
When One-One won one race,
Two-Two won one, too.
Pick a partner and practice passing,
for if you pass proficiently,
perhaps you’ll play professionally.
Of all the felt I ever felt,
I never felt a piece of felt
which felt as fine as that felt felt
when first I felt that felt hat’s felt.
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Optional Handouts
Presentation Aids Outline
I.
Presentation aids can increase the clarity and effectiveness of speeches.
A.
B.
C.
D.
E.
F.
II.
III.
Presentation aids provide emphasis.
Presentation aids offer support.
Presentation aids promote clarity.
Presentation aids enhance retention and recall.
Presentation aids assist with good delivery.
Presentation aids can bolster a speaker’s credibility.
Presentation aids also add variety to the presentation, increasing attention and
interest in the speaker’s message.
The kinds of available presentation aids are limited only by the speaker’s imagination.
A.
People can function as presentation aids.
1.
The speaker is the first presentation aid an audience sees.
a. Gestures and actions illustrate speeches.
b. The way the speaker dresses can enhance a presentation.
2.
Other people can be used as presentation aids.
a. They can demonstrate actions.
b. They must be willing and know what the speaker wants them to do.
B.
Objects or models can function as presentation aids.
1.
Any object used should be small enough to carry and
large enough to be seen by all the audience.
a. Objects should remain out of sight until the speaker is ready to
use them so that they do not compete for audience attention.
b. Inanimate objects make better presentation aids than living things.
c. Objects are often necessary in speeches of demonstration.
2.
Models are useful when a subject is unavailable; too large to carry;
too small to be seen; or too rare, expensive, or fragile to risk
bringing to class.
a. A model should be representative and made to scale.
b. A model should be easy for everyone to see and understand.
C.
Photographs and pictures may be used for presentation aids.
1.
They must be large enough for everyone to see.
2.
Pictures should not be passed around for people to look at
during a speech.
The materials that may be used for presentation aids include flip charts, whiteboards,
poster board or foam core, transparencies, slides, audio and videotapes, and computergenerated materials.
A.
A flip chart is a large, unlined tablet used on an easel.
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Optional Handouts
1. Flip charts have two advantages:
a. A speaker can use them to make spontaneous presentation aids.
b. A speaker can use them for sequence presentations.
2. Flip charts can be used instead of chalkboards, which have many
disadvantages.
a. The speaker can use colored felt markers to make material more
interesting.
b. The speaker can prepare presentation aids in advance.
c. The materials can be covered until the speaker is ready to display.
B.
Whiteboards or chalkboards may also be sued to highlight important terms
visually.
1. However, they do not provide the organization or vividness of flip charts.
C.
Poster board or foam core is frequently used to make presentation aids.
1. It is inexpensive and readily available.
2. It is appropriate for sketches, maps, charts or graphs.
D.
Slides and transparency projections are frequently used in organizational
presentations.
1. Slides are difficult to handle in public speeches.
a. The room must be darkened so they can be seen.
b. The speaker should have a remote control to maintain audience contact.
c. Special equipment is needed to prepare and display slides.
d. The speaker must practice integrating the slides with his/her message.
2. Transparencies are easier to handle than slides.
a. The room need not be as dark as for slides.
b. They can be made on most copiers.
c. A speaker can add material while a transparency is being shown.
3. A speaker using slides or transparencies should check out the equipment
in advance of the presentation.
a. A speaker should know how to operate the equipment.
b. A speaker should ensure that equipment is in good working order.
c. A speaker should check to be sure there is an outlet where he/she
is giving the speech.
E.
Films, videotapes and audiotapes are also used as presentation aids.
1. They are difficult to use in short speeches.
2. They have the same disadvantages that slides and projections have.
3. They may dominate a presentation.
F.
If you are interested in combining several media forms, new computer technology
can assist you.
1. Computers excel at converting statistics into graphs.
2. Computers are good for producing textual graphics.
3. These materials can then be printed and used as a transparency with an
overhead projector.
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Optional Handouts
IV.
A speaker should carefully design and prepare any presentation aid he/she uses in
speeches.
A.
B.
C.
V.
Basic principles of design should be followed in planning and preparation of
presentation aids.
1. The presentation aid must be easily seen and read.
2. The presentation aid must emphasize what the speech emphasizes.
3. The presentation aid must be balanced and pleasing to the eye.
To have more impact, presentation aids should conform to basic principles of
color.
1. Color can arouse attention and interest.
2. Color can convey meanings.
3. Colors on presentation aids should stand out from the background.
Preparing an effective presentation aid takes time.
1. A rough draft lets a speaker see how the presentation aid will look.
2. A single presentation aid should not contain too much information.
A speaker should integrate the presentation aid into the message of his/her speech.
A.
B.
C.
D.
E.
The speaker should practice presenting with the presentation aid.
The speaker should determine how he/she would handle the presentation aid
during the speech.
1. The room where the presentation aid will be used should be checked.
2. Everything needed to display the presentation aid should be assembled.
The presentation aid should not be displayed until the speaker is ready to use it; it
should be removed from sight after a speaker finishes with it.
The speaker can maintain eye contact with the audience by standing to the side of
the presentation aid while referring to it.
The speaker should point to what he/she is talking about on the presentation aid.
Osborn, M., & Osborn, S. (1991). Public speaking. 2nd Ed. Boston, MA: HoughtonMifflin Co.
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Optional Handouts
Group Guided Worksheet
Tasks
Dates Due
1. Exchange phone numbers/email addresses
2. List Topic Ideas
3. Narrow Topic Choice—Get approval from instructor.
4. Gathering Information – Bring 3 sources per person.
a. Computer Search (possible key terms)
b. Library Search
c. Possible Interviews
d. Other Strategies
5. Discuss possible perspectives/roles
6. Discuss possible formats
7. Arrange for next meeting.
8. Give each member a task to be completed by next meeting.
9. Group Outline/APA Reference Page
Group Presentations
Group Presentations
Group Assignments:
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Optional Handouts
TOPIC CONSTRUCTION: GROUP SPEECH
Gillis, B.
For the group presentation, each group needs to come up with a topic, format, personas, and
perspectives. With your group, devise all of the above and write them down on this worksheet
This worksheet is due ____________________.
GROUP NAME: _________________________________________________
TOPIC: ________________________________________________________
FORMAT: ______________________________________________________
PERSONAS: (1) _________________________________________________
(One for
each group
(2) _________________________________________________
member)
(3) _________________________________________________
(4) _________________________________________________
(5) _________________________________________________
(6) _________________________________________________
PERSPECTIVES:
(At least three)
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
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Optional Handouts
Group Speech Checklist
Ask yourself these questions as you complete the group project:







Outline and References
o Have we included enough detail in the outline that someone who was not familiar with
our speech would be able to follow what we are trying to accomplish just by looking at
our outline?
o Do we have ten sources cited within the outline?
o Does each person have at least one source to cite?
o Do we have no more than five sources from the Internet?
Introduction
o Do we have an effective attention getter?
o Is it evident how this topic is relevant to this (classroom) audience?
o How have we established our credibility (through the personas)?
o Is our preview clear? Are the main points evident in the preview?
Collective Content
o Have we effectively covered all sides of the issue?
o Is it clear what the argument for each person/role is?
o Does the way we move from point to point make sense? Is it logical?
o Are the sources we are using credible? Are they well integrated or do they seem out of
place in the delivery?
Collective Delivery
o Do we have interaction between group members throughout our presentation? Does our
conversation seem natural?
o Does each speaker seem organized of his/her own viewpoint and aware of others’
viewpoints?
o Does this speech look like we just threw it together?
o Are the transitions clear, and do they help the presentation flow well?
o Does our visual aid(s) enhance the presentation. Have we integrated them effectively and
timely?
Conclusion
o Is the conclusion abrupt or does the conversation lead to a natural end?
o Are the main points summarized?
o Does the end of our speech have a memorable close and does it relate to the introduction
(attention getter)?
Q&A
o Do we know the issue well enough to answer questions about the subject? Is our research
sufficient?
o Is everyone in the group qualified/researched to answer questions?
Note: When practicing, make sure that your speech fits the time frame. If you do not meet
this time frame in practice, you likely will not meet it in class.
Good luck and have fun with these presentations!
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Optional Handouts
Shell of a Group Outline
Topic: Stem Cell Research
I. Introduction - Moderator and group
A. Attention Getter
B. Relevance
C. Credibility
D. Thesis
E. Preview
Transition: Moderator
II. Body - Group
A. Perspective # 1 (Scientific – define topic and give background)
1. Doctor
2. Mother
3. Interaction/Debate between Doctor and Mother
Transition: Moderator
B. Perspective # 2 (Effects of Stem Cell Research –moral, economical, political)
1. Mayor
2. Priest
3. Interaction and Moderator questions.
Transition: Moderator
C. Perspective # 3 (Future Implications – Ethical Issues)
1. Mother
2. Doctor
3. Priest
4. Mayor
5. Interaction
Transition: Moderator
III. Conclusion - Moderator
A. Sum up key points
B. Memorable Close
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Optional Handouts
Persuasive Argumentation: Identifying Persuasive Claims
Fact: True/False
Might involve prediction/speculation
The speaker is an advocate
Organizational Patterns:
Topical (ex: reasons)
Spatial
Value: Beliefs about good/bad, right/wrong, moral/immoral, proper/improper, fair/unfair
Speakers justify their beliefs and set standards for evaluation
Involves a judgment
Uses qualitative statements
Organizational Patterns:
Topical
Reasons A, B, & C – or –
A. Establish Standards
B. Apply Standards
Policy: Something should or should not be done
Involves a course of action
Speaker decides on a goal and discusses needs, plans, and practicality.
Will contain the word “should”
Organizational Patterns:
Problem/Solution (number of claims determined) *ex. in the text p. 390
A. Need for Policy (extent and seriousness of problem)
B. Explain plan and it’s practicality (how to solve the problem –
solutions)
Problem/Cause/Solution (number of claims determined)
A. Identify Problem (extent and seriousness)
B. Analyze Causes of Problem
C. Present Solution
Comparative Advantage
Reasons or explanations why/how your solution is preferable to other
proposed solutions.
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Optional Handouts
THESIS STATEMENT CONSTRUCTION: PERSUASIVE SPEECH
1. Identify your Topic: ____________________________________________
2. State your Specific Purpose: ______________________________________
3. Identify the Type of Speech (fact, value, policy):______________________
4. Identify the Organizational Pattern: ________________________________
5. State your Main Points or Claims in 2-3 words:
a. ___________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
Thesis Statement:
Today I will persuade you that ______________________________________ ,
Specifically I will be discussing
1.___________________________________________________________
2.___________________________________________________________
3.___________________________________________________________
Examples:
 Contrary to what many believe (1) her rekindled romance with Joe DiMaggio (2) her outlook
on life, and (3) her work situation are reasons why Marilyn Monroe did not commit suicide.
 Today I will persuade you that smoking in public is unethical by showing you that it is
harmful to (1) yourself, (2) those around you, and (3) the environment.
 Today I will tell you why the U.S. government should implement a national health care
system by describing (1) the current problem, (2) the cause of the problem, and (3) the
solution.
Be sure that your final thesis statement meets all four of the guidelines discussed in the text.
 Expressed in a full sentence
 Not in the form of a question
 Does not contain figurative language
 Is not too vague or overly general
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Optional Handouts
Name: _________________________________________________________
THINKING CRITICALLY ABOUT FACT, VALUE, AND POLICY TOPICS
Directions: Identify whether the following topics are topics of fact, value, or policy.
1. Passive smoking affects non-smokers because of indirect exposure.
2. The rights of endangered animal species are more important than the rights of indigenous
human populations.
3. The American judicial system has overemphasized the rights of the accused.
4. Smoking in public places should be banned.
5. The U.S. government should establish a national safety program for elementary school
students.
6. Fastening seatbelts saves lives.
7. The current tax system favors the wealthy.
8. Organized college athletics should reorganize to optimize television revenue.
9. The U.S. government should significantly increase the exploration of space.
10. Friends is a better television program than Seinfeld.
11. Life evolved naturally from existing conditions on Earth.
12. American commercial broadcasters have sacrificed quality for entertainment.
13. Poodles make better dogs than beagles.
14. Computer technology will change American education.
15. The U.S. government should establish a comprehensive AIDS policy.
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Optional Handouts
An Exercise in Critical Thinking about Ethos, Logos, and Pathos
Questions about Advertisements
Directions: Please choose an advertisement and address the following questions in your analysis.
Description of Advertisement (provide if possible):
1. After a quick glance, what are your first impressions of the advertisement?
2. Who do you believe is the target audience for the advertisement (male, female, teen-agers,
moms, grandparents, etc.)
3. What emotional appeals (pathos) did the advertising firm use while creating the ad? Explain.
If there are models, what emotions do they portray?
4. What logical appeals (logos) did the advertising firm use while creating the ad? Explain.
5. How did the advertising firm try to create credibility (ethos)?
6. Do the colors of the ad help persuade you?
7. What is the slogan, if any?
8. Are there any fallacies used in the ad? If so, which ones – explain.
9. What is your overall impression of the advertisement based on what you have discovered in
the earlier questions? Are you persuaded to buy the product?
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Optional Handouts
CRITICAL THINKING: REFUTING COUNTERARGUMENTS
Directions:
 Each speaker will share aloud his/her: topic and thesis statement for the persuasive speech.

The class will be asked to raise their hands if they Agree, Disagree or, Are Neutral
to the thesis statement.

If everyone agrees, then the speaker will need to reword his/her thesis statement until not
everyone agrees. OR the speaker will present a different topic for the audience to analyze.

After disagreement has been established, 3 students will pose questions (arguments) to the
speaker. (Each audience member must pose at least 1 question each day.)

This is NOT the time to debate! The speaker will simply write down the 3 arguments on a
piece of paper.

We then move on to the next person.

After hearing all objections, it is the speaker’s responsibility to:
1. Make a copy of the three objections for his/her instructor.
2. Incorporate responses for at least three objections within the speech. The speaker may
even say in the speech….
“As Katie questioned….”
Or
“John asked about….”
3. Then, the speaker should use evidence to support his/her preemptive arguments. The
speaker will be graded on how well the preemptive arguments are incorporated and
supported.
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Optional Handouts
Article/Speech Analysis Assignment
Description
The purpose of this assignment is to evaluate an article or speech based on the author’s argument
development, use of evidence and reasoning, use of fallacies, and justification of results and procedures.
After discussing critical thinking, the importance of valid evidence, and argument development in class,
you should have a clear understanding of how to analyze articles/speeches for valid arguments.
Format
Your paper should be 2-3 pages (typed and double spaced with no more than one inch margins and 12
point font). Your paper will contain four paragraphs.
The first paragraph should describe in specific terms the argument developed in the article/speech. This
paragraph should answer the following questions: Who wrote the article/speech? What is his or her
credibility? Overall, what is the article/speech about? What argument is the author making?
The second paragraph should begin to analyze the validity of the argument the author is making. This
paragraph should answer the following questions: Does the author provide both sides of the argument?
Does the author analyze all alternative points of view in the article/speech? Does the author commit any
fallacies? If yes, what are they? How could they have been avoided? Does the author provide justification
for his or her procedures and/or results?
The third paragraph should analyze the evidence provided in the article/speech. This paragraph should
answer the following questions: What types of evidence (sources, testimony, etc.) does the author make
reference to in the article/speech? Does the evidence pass the tests of bias, timeliness, and credibility?
Why or why not? Does the author use sources when discussing counterarguments?
The fourth paragraph should provide an overall analysis of the author’s argument development. This
paragraph should answer the following questions: Was the author’s argument development effective? If
yes, why? If no, what could the author have done differently to make the argument more effective?
Evaluation
This paper is worth ______ points. This is a formal writing assignment and should be treated as such.
You should plan what you want to write and then follow through with complete, but concise sentences. In
other words, do not “think” or “talk” on paper.
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Optional Handouts
Critical Thinking: Examining Argument in Mass Media
Keep a record of the persuasive techniques that appear on billboards, the radio, and television for
a week. A good source for some of this material is political candidates seeking support. You may
also find persuasive techniques in the newspaper and cartoons. At the end of the week, write a
short one to two page essay that addresses the following questions:
What did you notice about the persuasive techniques? Are there any consistencies or
inconsistencies in the arguments?
Do the reasons and evidence given by the author all appear to be solid and believable, or
is there reason to question them?
Are there any fallacies present in the persuasive appeals? If so, which ones? Do you think
they were intentional? Why or why not?
What unstated assumptions might the author be relying on to help support the main
point? Does it help the argument to bring these assumptions out into the open, or are the
assumptions too questionable to be acceptable?
Are the three persuasive appeals (logos, pathos, and ethos) present? If yes, how? If not,
why do you think they were avoided?
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Optional Handouts
Critical Thinking: Examining Visual Argument
The practice of argumentation is not limited merely to written or spoken forms. In fact,
individuals use visual images frequently in an attempt to persuade you. This activity will help
you become a more critical consumer and producer of visual argument by familiarizing you with
the use of argumentation/persuasive tactics in visual media.
Directions:
After leading the class through several example visual arguments, students should be divided
into small groups. Each group should then be given at least one visual argument to analyze (the
PETA website is an excellent source for visual arguments). The groups should be directed to
answer the following questions:
1. What is the author’s main point?
2. What reasons or evidence does the author provide in support of the main point? Do the
reasons and evidence given by the author appear to be solid and believable, or are there
reasons to question them? If the author relies on work done by others, are those sources
credible?
3. Can you identify any fallacies in the visual argument?
4. What objections to the author’s position are likely to be made by someone who does
not agree? Does the author do enough to preempt those objections?
5. What unstated assumptions might the author be relying on to help support the main
point? Does it help the argument to bring these assumptions out into the open, or are the
assumptions too questionable to be acceptable?
6. Are the visuals effective in the author’s attempt to persuade you? Why or why not?
7. What, if anything, could make the argument stronger?
8. How might you use visual argument in your persuasive speech?
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Unit 1 Reading Objectives
UNIT ONE
CHAPTERS: 1, 2, AA
READING OBJECTIVES
Goals:


To answer knowledge level questions about the required reading.
To prepare students to participate in class discussion
Directions:
Please complete the reading objectives as thoroughly as possible. For example, if the question
asks you to list and define, it is not sufficient to only list the terms. Remember, reading
objectives can function as review for the midterm and final exams. The more thorough your
reading objectives are, the more prepared you will be to study for the exams. Also, note, reading
objectives should be handwritten; learning takes places when writing out answers. Typed
reading objectives will not be accepted.
EXTENDED COMMENTS FOR READING OBJECTIVES
Goal:

To extend your thinking about and/or to apply examples to the course content.
Directions:
Choose two questions from the chapter that you would like to extend. First, write the question
number on the item # line. Next, decide how you will extend your thinking about the question.
Your may extend your thinking by asking a question, adding a personal insight or example, or by
dialoguing with the material (develop an argument by agreeing or disagreeing with the text).
Decide what type of comment you will extend and write the name on the type of comment line.
Finally, provide your comment in the space provided.
Note: Extended comments make great contributions for discussion as well as "starters" for
artifacts. You should come to class prepared to share your extended comments or questions.
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Unit 1 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Ch 1: Speaking in Public
1. Why is it normal—even desirable—to be nervous at the start of a speech?
The body actually responds as it would in any stressful situation, but producing
extra adrenaline. It is good to be nervous; the nervous energy can be beneficial as it
helps energize the speaker.
2. How can you control your nervousness and make it work for you in your speeches?
1. Acquire public speaking experience.
2. Prepare.
3. Think positively.
4. Use the power of visualization.
5. Know that nervousness is not visible.
6. Don't expect perfection.
3. What is critical thinking?
4. List and define the seven elements of the speech communication process?
5. What is ethnocentrism?
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Unit 1 Reading Objectives
EXTENDED COMMENT EXAMPLES
Item # ______2__________
Type of comment: Dialogue (Agree)
I agree with the book's strategies for dealing with nervousness, because I have used several of
them. This past summer I went to a job interview that was very nerve-wracking. I practiced
possible interview questions. I also pictured myself going into the interview and thinking
that it would be a positive and successful experience. After using these techniques, I actually
did have a successful interview, because I was able to conquer my nervous. I ended up getting
the job!
Item # ______1__________
Type of comment: Dialogue (Disagree)
I do not think that giving a public speech is as bad as the book says it is. The survey quoted
in the book says that 70% of Americans who took the survey rate giving a public speech near
the top of their greatest fears. I would like to know how many people would feel the same way
today (as the survey was conducted in 1973). Also, who was surveyed for this study? I
think it is much more nerve-wracking to go on a blind date or to be the victim of a practical
joke, because these are things that you can't control. You can prepare to give a speech. This
makes speech-giving less nerve-wracking than other items on the list for me.
Item # ______1__________
Type of comment: Personal Example
The first time I ever gave a speech was at my high school graduation in front of 1000+ people.
I was so nervous. My hands shook, my heart jumped, and my mouth was dry. However,
when I looked out in the crowd, I could see my friends and family smiling back it me. That
helped me calm my nerves. After the ceremony, everyone told me that I did a good job. When
I told them how nervous I was, they responded, "I didn't notice at all." After that experience,
giving a speech in this class will seem a lot easier!
Item # ______1__________
Type of comment: Question
I do feel apprehension when I speak in front of others. How can I decrease my apprehension for
my first introductory speech? How about for my participation in class?
129
Unit 1 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 2: Ethics and Public Speaking
1. What is ethics? Why is a strong sense of ethical responsibility vital for public speakers?
2. What are the five guidelines for ethical speechmaking discussed in this chapter?
3. Define plagiarism.
4. Name and define the three types of plagiarism.
5. What are the best ways to avoid these types of plagiarism?
6. What are three basic guidelines for ethical listening discussed in this chapter?
130
Unit 1 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER TWO
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
131
Unit 1 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter AA: Perception, Self-Awareness, and Self Concept
1.
What is perception? List and define the three major types of perception.
2.
What four things, as cited in this chapter, may result in the differences in perception?
3.
List and define the three separate activities that occur during perception.
4.
Self-concept is composed of two parts: self-image and self-esteem. Distinguish the
differences between self-image and self-esteem.
5.
According to the text, how could you improve your self-concept in ways that will
improve your ability to communicate with others?
132
Unit 1 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER AA
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
133
Unit 2 Reading Objectives
UNIT TWO
CHAPTERS: 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14
READING OBJECTIVES
Goals:


To answer knowledge level questions about the required reading.
To prepare students to participate in class discussion
Directions:
Please complete the reading objectives as thoroughly as possible. For example, if the question
asks you to list and define, it is not sufficient to only list the terms. Remember, reading
objectives can function as review for the midterm and final exams. The more thorough your
reading objectives are, the more prepared you will be to study for the exams. Also, note, reading
objectives should be handwritten; learning takes places when writing out answers. Typed
reading objectives will not be accepted.
EXTENDED COMMENTS FOR READING OBJECTIVES
Goal:

To extend your thinking about and/or to apply examples to the course content.
Directions:
Choose two questions from the chapter that you would like to extend. First, write the question
number on the item # line. Next, decide how you will extend your thinking about the question.
Your may extend your thinking by asking a question, adding a personal insight or example, or by
dialoguing with the material (develop an argument by agreeing or disagreeing with the text).
Decide what type of comment you will extend and write the name on the type of comment line.
Finally, provide your comment in the space provided.
Note: Extended comments make great contributions for discussion as well as "starters" for
artifacts. You should come to class prepared to share your extended comments or questions.
134
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 4: Selecting a Topic and Purpose
1. What four brainstorming methods does the text suggest to follow if you are having trouble
choosing a topic for your speech?
2. What are the two general purposes of most classroom speeches? How do they differ?
3. What is a specific purpose statement?
4. What five steps does the text suggest for formulating your specific purpose?
5. What five questions does the text suggest to ask about your specific purpose?
6. What is a central idea of a speech?
7. What four guidelines does the text suggest for an effective central idea?
135
Unit 2 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 4
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
136
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 5: Analyzing the Audience
1. What does it mean to be audience-centered?
2. What does it mean to be egocentric? What implications does the text say that the egocentrism
of audiences hold for you as a public speaker?
3. What are the six demographic traits of audiences discussed in this chapter?
4. What are the five situational audience analysis factors discussed in this chapter?
5. According to the text, what are two ways to get information about an audience?
6. List and define the three kinds of questions used in questionnaires.
7. What two methods can you use to adapt your speech to your audience before the speech?
During the speech?
137
Unit 2 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 5
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
138
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 6: Gathering Materials
1. According to your text, what are five important resources for finding what you need in the
library?
2. According to the text, what are three criteria for evaluating the soundness of research
materials that you find on the Web?
3. Before an interview, what five tasks does the text suggest that you do to ensure a successful
interview?
4. During an interview, what six tasks does the text suggest that you do to ensure a successful
interview?
5. After an interview, what two tasks does the text suggest that you do to ensure a successful
interview?
139
Unit 2 Reading Objectives
Name: ____________________________________________________________
Chapter 6: Gathering Materials, Continued
6. What are the book's four tips for doing research?
EXTENDED COMMENTS - CHAPTER 6
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
140
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 7: Supporting Your Ideas
1. List and define three kinds of examples discussed in this chapter.
2. What five tips does the text suggest for using examples in your speeches?
3. What are statistics? What three questions should you ask to judge the reliability of statistics?
4. What six tips does the text suggest for using statistics in your speeches?
5. What is testimony? Explain the difference between expert and peer testimony.
6. What are four tips suggested in the text for using testimony in your speeches?
141
Unit 2 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 7
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
142
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 8: Organizing the Body of the Speech
1. How many main points does your textbook suggest using for your speech?
2. List and define the five basic patterns of organizing main points in a speech.
3. What organizational patterns are appropriate for informative speeches?
4. What organizational patterns are appropriate for persuasive speeches?
5. What three tips does the text suggest for preparing your main points?
6. List and define the four kinds of speech connectives.
143
Unit 2 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 8
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
144
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 9: Beginning and Ending the Speech
1. What are the four objectives of a speech introduction?
2. What are the seven methods you can use in the introduction to get the attention and interest of
your audience?
3. What five tips does the text suggest for preparing your introduction?
4. What are the two major functions of a speech conclusion?
5. What are two ways the textbook suggests to signal the end of your speech?
6. What are four ways to reinforce the central idea when concluding your speech?
145
Unit 2 Reading Objectives
Name: ____________________________________________________________
Chapter 9: Beginning and Ending the Speech, Continued
7. What four tips does the text suggest for preparing your conclusion?
EXTENDED COMMENTS - CHAPTER 9
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
146
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 10: Outlining the Speech
1. What is a preparation outline?
2. What are the eight guidelines discussed in the chapter for writing a preparation outline?
3. What is a speaking outline?
4. What are the four guidelines discussed in the chapter for writing a speaking outline?
147
Unit 2 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 10
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
148
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 11: Using Language
1. What is the difference between denotative and connotative meaning?
2. What are the four criteria suggested in text for using language effectively in your speeches?
3. What three tips does the text suggest in using language clearly in your speeches?
4. What are the two ways suggested in this chapter for bringing your speeches to life with vivid,
animated language?
5. What are five nonsexist language usages which have become so widely accepted that no
speaker can afford to ignore them?
149
Unit 2 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 11
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
150
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 12: Delivery
1. What does the text suggest is good speech delivery?
2. List and define the four types of speech delivery.
3. List and define the eight aspects of voice usage you should concentrate on for your speeches.
4. What are the four aspects of nonverbal communication you should concentrate on for your
speeches?
5. What are the five steps you should follow in practicing your speech delivery?
151
Unit 2 Reading Objectives
Name: _________________________________________________________________
EXTENDED COMMENTS - CHAPTER 12
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
152
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 13: Using Visual Aids
1. What are the three major advantages of using visual aids in your speech?
2. List the ten kinds of visual aids the chapter suggests you might use in your speech.
3. List the six guidelines given in the chapter for preparing visual aids.
4. List the seven tips that are given in the chapter for presenting visual aids.
153
Unit 2 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 13
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
154
Unit 2 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 14: Speaking to Inform
1. What are the four types of informative speeches discussed in the chapter?
2. What are the five guidelines mentioned in the chapter for informative speaking?
3. What does the text suggest that you can do to make sure your ideas don't pass over the heads
of your listeners?
155
Unit 2 Reading Objectives
Name: ____________________________________________________________
Chapter 14: Speaking to Inform, Continued
4. What does the text suggest that you can do to relate your topic directly to the audience?
5. What should you watch out for in making sure your speech is not overly technical?
6. What are three methods you can use to avoid abstractions in your informative speech?
7. What does it mean to say that informative speakers should personalize their ideas?
156
Unit 2 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 14
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
157
Unit 3 Reading Objectives
UNIT THREE
CHAPTERS: BB, CC, DD, EE, FF
READING OBJECTIVES
Goals:


To answer knowledge level questions about the required reading.
To prepare students to participate in class discussion
Directions:
Please complete the reading objectives as thoroughly as possible. For example, if the question
asks you to list and define, it is not sufficient to only list the terms. Remember, reading
objectives can function as review for the midterm and final exams. The more thorough your
reading objectives are, the more prepared you will be to study for the exams. Also, note, reading
objectives should be handwritten; learning takes places when writing out answers. Typed
reading objectives will not be accepted.
EXTENDED COMMENTS FOR READING OBJECTIVES
Goal:

To extend your thinking about and/or to apply examples to the course content.
Directions:
Choose two questions from the chapter that you would like to extend. First, write the question
number on the item # line. Next, decide how you will extend your thinking about the question.
Your may extend your thinking by asking a question, adding a personal insight or example, or by
dialoguing with the material (develop an argument by agreeing or disagreeing with the text).
Decide what type of comment you will extend and write the name on the type of comment line.
Finally, provide your comment in the space provided.
Note: Extended comments make great contributions for discussion as well as "starters" for
artifacts. You should come to class prepared to share your extended comments or questions.
158
Unit 3 Reading Objectives
Name: ____________________________________________________________
SUPPLEMENTAL READING OBJECTIVES
Chapter BB: The Role of the Group in Problem Solving
1. List and define the three characteristics and components of groups.
2. According to the text, what are the advantages of working in small groups?
3. According to the text, what are the disadvantages of working in small groups?
4. List the seven characteristics that make an effective group.
159
Unit 3 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER BB
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
160
Unit 3 Reading Objectives
Name: ____________________________________________________________
SUPPLEMENTAL READING OBJECTIVES
Chapter CC: Group Networks, Membership, and Leadership
1. In a group of five members, what are the names of the major types of communication network
patterns?
2. Scholars Benne and Sheats identified three categories of roles. Identify and describe all three.
3. What is leadership?
161
Unit 3 Reading Objectives
Name: ____________________________________________________________
Chapter CC: Group Networks, Membership, and Leadership, Continued
4. What does the chapter mean when group interaction could be cooperative or competitive?
5. What does the chapter mean when group interaction could be supportive versus defensive?
6. What are the four recommendations to help ensure that the members of your group
communicate and function effectively?
162
Unit 3 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER CC
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
163
Unit 3 Reading Objectives
Name: ____________________________________________________________
SUPPLEMENTAL READING OBJECTIVES
Chapter DD: Handling Group Conflict
1. What is groupthink?
2. According to Blake and Mouton's conflict grid, name and define the five conflict styles.
3. What are the six suggestions this chapter offers to turn conflict situations into problemsolving situations?
164
Unit 3 Reading Objectives
Name: _________________________________________________________________
EXTENDED COMMENTS - CHAPTER DD
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
165
Unit 3 Reading Objectives
Name: ____________________________________________________________
SUPPLEMENTAL READING OBJECTIVES
Chapter EE: Intercultural Communication
1. What is a culture?
2. What is a co-culture?
3. What are four examples of co-languages?
4. According to the text, what are two potential intercultural communication problems? Explain
the terms.
5. What are the three main characteristics of different cultures? Provide a definition with the
terminology.
166
Unit 3 Reading Objectives
Name: ____________________________________________________________
Chapter EE: Intercultural Communication, Continued
6. List this chapter's nine strategies for improving intercultural communication.
EXTENDED COMMENTS - CHAPTER EE
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
167
Unit 3 Reading Objectives
Name: ____________________________________________________________
SUPPLEMENTAL READING OBJECTIVES
Chapter FF: Listening and Critical Thinking
1. What is the difference between hearing and listening?
2. What is noise?
3. What are the three kinds of listening?
4.What is critical thinking?
5. What are the three abilities related to critical thinking?
6. Verbal skills are associated with effective listening. What are the 12 suggestions from the
text to improve your verbal skills while listening?
168
Unit 3 Reading Objectives
Name: ____________________________________________________________
Chapter FF: Listening and Critical Thinking, Continued
7. Nonverbal skills are also associated with effective listening. What are the 10 suggestions
from the text to improve your nonverbal skills while listening?
EXTENDED COMMENTS - CHAPTER TWO
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
169
Unit 4 Reading Objectives
UNIT FOUR
CHAPTERS: 15, 16
READING OBJECTIVES
Goals:


To answer knowledge level questions about the required reading.
To prepare students to participate in class discussion
Directions:
Please complete the reading objectives as thoroughly as possible. For example, if the question
asks you to list and define, it is not sufficient to only list the terms. Remember, reading
objectives can function as review for the midterm and final exams. The more thorough your
reading objectives are, the more prepared you will be to study for the exams. Also, note, reading
objectives should be handwritten; learning takes places when writing out answers. Typed
reading objectives will not be accepted.
EXTENDED COMMENTS FOR READING OBJECTIVES
Goal:

To extend your thinking about and/or to apply examples to the course content.
Directions:
Choose two questions from the chapter that you would like to extend. First, write the question
number on the item # line. Next, decide how you will extend your thinking about the question.
Your may extend your thinking by asking a question, adding a personal insight or example, or by
dialoguing with the material (develop an argument by agreeing or disagreeing with the text).
Decide what type of comment you will extend and write the name on the type of comment line.
Finally, provide your comment in the space provided.
Note: Extended comments make great contributions for discussion as well as "starters" for
artifacts. You should come to class prepared to share your extended comments or questions.
170
Unit 4 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 15: Speaking to Persuade
1. What does it mean to say that the audience members engage in a mental dialogue with the
speaker as they listen to a speech? What implications does the text suggest this mental giveand-take hold for effective persuasive speaking?
2. What is the target audience for a persuasive speech?
3. What are questions of fact? What method of organization is used for questions of fact?
4. What are questions of value? What method of organization is used for questions of value?
171
Unit 4 Reading Objectives
Name: ____________________________________________________________
Chapter 15: Speaking to Persuade, Continued
5. What are questions of policy? What methods of organization are used for questions of policy?
6. Explain the difference between passive agreement and immediate action as goals for
persuasive speeches on question of policy?
7. What are the five steps of Monroe's Motivated Sequence?
172
Unit 4 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 15
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
173
Unit 4 Reading Objectives
Name: ____________________________________________________________
LUCAS READING OBJECTIVES
Chapter 16: Methods of Persuasion
1. What is credibility?
2. Name and define two factors that exert the most influence on an audience's perception of
speaker's credibility?
3. Explain the differences among initial, derived, and terminal credibility.
4. As mentioned in the text, what are three ways you can enhance your credibility during your
speeches?
5. What is evidence?
6. What are four tips for using evidence effectively in a persuasive speech?
7. What is reasoning from instances?
174
Unit 4 Reading Objectives
Name: ____________________________________________________________
Chapter 16: Methods of Persuasion, Continued
8. What is reasoning from principle?
9. What is causal reasoning?
10. What is analogical reasoning?
11. Name and define the eight logical fallacies discussed in this chapter.
12. What is the role of emotional appeal in persuasive speaking? Identify the three methods you
can use to generate emotional appeal in your speeches.
175
Unit 4 Reading Objectives
Name: ____________________________________________________________
EXTENDED COMMENTS - CHAPTER 16
Item # ________________
Type of comment: _________________________
Item # ________________
Type of comment: _________________________
176