Additional Activities
These are activities — individual, group, or classroom — that instructors may choose to
use as part of their curriculum.
2
Name: ____________________________________________________________
CHAPTER 3: ETHICAL COMMUNICATION
DEFINING PLAGIARISM ACTIVITY
Directions: Your task is to research your university/college's plagiarism policies. How
does the school define plagiarism? And, what are the consequences of getting caught?
Then, take the chance to reflect your plan to avoid plagiarism.
How does your school define plagiarism? ______________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What are the policies set forth by the university/college? (Be sure to cite where you
obtained the information):___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3
Name: ____________________________________________________________
CHAPTER 3: ETHICAL COMMUNICATION
DEFINING PLAGIARISM ACTIVITY, CONT.
What are the consequences of getting caught (from the university and beyond)? ________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What steps will you take to avoid plagiarism? ___________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4
Name: ____________________________________________________________
CHAPTER 5: CHOOSING TOPICS
TOPIC SELECTION & CONSTRUCTION:
INFORMATIVE SPEECH
I. Narrowing the Topic & Audience Analysis
Directions: After you have generated ideas for your topic, you must select the topic.
Remember to consider you, your audience, and the occasion. The following template can
help you to consider these important focuses for your presentation.
1. Identify your topic: _____________________________________________
2. Briefly describe your topic: ______________________________________
_______________________________________________________________
_______________________________________________________________
3. Provide a rationale for selecting this topic:___________________________
_______________________________________________________________
_______________________________________________________________
4. Why is this topic important for your audience? _______________________
_______________________________________________________________
_______________________________________________________________
5. How can you relate your topic to their experiences? ___________________
_______________________________________________________________
_______________________________________________________________
6. How much time do you have to prepare for your presentation? ___________
7. How long is the presentation? _____________________________________
8. How many sub-topics will you have to present in your limited time? ______
9. What sub-topics are possibilities? __________________________________
5
_______________________________________________________________
II. Thesis Statement Construction
Directions: After you have selected your topic, it is time to begin constructing your thesis
statement. The following template will help guide you through the process of doing so.
Please consult your text for additional examples and guidelines for constructing these
items, as well.
1. State your General Purpose: ______________________________________
2. State your Specific Purpose: ______________________________________
3. Identify the how you will divide your speech (time, space, or sub-topic):
_______________________________________________________________
4. Create Labels for Your Main Points or Claims in 2-3 words (ensure that they are
parallel):
a. ___________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
5. State your Thesis Statement: _____________________________________
_______________________________________________________________
_______________________________________________________________
Check the box if your thesis statement contains:
General Purpose
Specific Purpose
Clear & Parallel Labels for Main
Pts.
 Organizational Pattern
Topic and Direction
Complete declarative statement
Main Points/Claims
No figurative language
What is missing/needs revision? _____________________________________
6. Revised Thesis Statement: _______________________________________
_______________________________________________________________
6
_______________________________________________________________
Name: ____________________________________________________________
CHAPTER 6: ANALYZING YOUR AUDIENCE
USING THE QUESTIONNAIRE METHOD TO ANALYZE YOUR AUDIENCE
Directions:
1. Get speech topic approved by instructor.
2. 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 Six, there are open and closed questions and scaled questions. The best
questionnaire incorporates a combination of all types of questions.)
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 are the audience members' interests in 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?
3. 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.
4. Incorporate a statistic or part of your results into your speech. Your relevance
statement is perfect place to incorporate results from your questionnaire.
Example:
Questionnaire item: What would you do if you saw someone having a seizure?
Incorporation into speech:
What should you do if you see someone having a seizure? First, 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.
7
Name: ____________________________________________________________
CHAPTER 7: LOCATING SUPPORTING MATERIAL
TESTING EVIDENCE
Directions: Read the following statements, and 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.
8
Name: ____________________________________________________________
CHAPTER 7: LOCATING SUPPORTING MATERIAL
EVALUATING SOURCES—A LOOK AT MULTIPLE SOURCES
Directions: Your group is responsible for determining the credibility of your assigned
source. Using your source as the discussion point, answer and discuss the following
questions with your group members.
Name of Source: ___________________________________________________
Title of Article: _____________________________________________________
Author of Article: ___________________________________________________
Source Credibility
1. If I were listening to a speech and someone used this source, would I think the source
was credible? Why or Why not?
2. What is the reputation of the source?
3. Is this source known for making fraudulent claims?
Author Credibility
4. What credibility does the author(s) of the article have?
5. How did the author(s) of the article find the information they report?
a. Is that the best way to collect information?
b. How would I collect information differently than the author(s)?
Argument Credibility
6. Do the claims in the article make sense in the context it is presented in?
7. Can these claims be generalized to other fields of study/contexts?
8. Is the information presented objectively or is it skewed in one direction?
Speaker Credibility
9. If I were listening to a speech and someone used this source, would I think the speaker
was credible? Why or why not?
10. What are the implications of using this source for the speaker? Discuss strengths and
weaknesses.
9
Name: ____________________________________________________________
CHAPTER 7: LOCATING SUPPORTING MATERIAL
CITING SOURCES
Directions:
Part I: Using your sources, create a Reference List. Use your Student Workbook as a
reference for citing the sources properly. Be sure your list is in alphabetical order.
References
10
Name: ____________________________________________________________
CHAPTER 7: LOCATING SUPPORTING MATERIAL
CITING SOURCES, CONT.
Part II. Find a passage for each source that you would present in your speech. Create an
oral citation for each source. Use your textbook as your guide for orally citing sources.
Source Type: ____________________________________________________________
Oral Citation:
Source Type: ____________________________________________________________
Oral Citation:
Source Type: ____________________________________________________________
Oral Citation:
Source Type: ____________________________________________________________
Oral Citation:
Source Type: ____________________________________________________________
Oral Citation:
11
ORGANIZATION & OUTLINING
Directions:
In your small group, choose a sitcom character to write about and
share with the class. Outline the body of a presentation about that
person, organizing a description of that person chronologically,
topically, or spatially. Add support (fictitious examples and
sources) to your speech. Later, we will add the introduction and
conclusion. Then, be prepared to present your mini-speech to the
class as a group. Remember, be creative!
EXAMPLE: Joey on Friends
II. Chronological
A. His past
B. His present
C. His future
OR
II. Topical (Joey’s escapades)
A. Escapade 1
B. Escapade 2
C. Escapade 3
OR
II. Spatial
A. Joey’s Head
1. Physical
2. Psychological
B. Joey’s Body
1. Characteristic 1
2. Characteristic 2
3. Characteristic 3
12
INTRODUCTIONS & CONCLUSIONS
Directions:
Use the body of your sitcom character presentation and add an introduction
and conclusion. Remember to include all the goals of an introduction and
conclusion.
EXAMPLE: Joey on Friends
I. Introduction
A. Attention Getter: "How YOU doin'?"(impersonating Joey)...a
famous pick-up...originated by the one and only loveable Joey
Tribbiani from Friends.
B. Relevance Statement: When asked in a class questionnaire only
75% of the class has seen a Friends episode and, of those, 45% said
Kramer was their favorite character. While this show may only be
present in re-run format currently, it is definitely a classic, and it has
paved the way for many situational comedy sitcoms today.
C. Credibility Statement: We are avid viewers and fans of Friends,
especially the Joey character. One group has a member who has seen
every episode and was actually able to attend a live taping of the
show.
D. Preview Statement: Therefore, we would like to present some
unique information regarding Joey's past, present, and future.
II. Body
A. His past
B. His present
C. His future
III.
Conclusion
A. Summary: To close, Joey Tribbiani may not be the sophisticated
television character. But, we love him, not for his sophistication, but
for his secret past, comical present, and unpredictable future.
B. Memorable Close: When the world issues can become somber,
and we are stressed with our normal daily lives, Joey Tribbiani can
bring some laughter to lighten our load.
13
Name: ____________________________________________________________
CHAPTER 11: USING APPROPRIATE LANGUAGE
JARGON SLEUTH
Directions: Read the following short stories. Decode the jargon, and determine what
occupation is represented in the story.
1. Babyface lost the card. Unfortunately, Face was juicing in the squared circle. Many
popped at the heel. There were many smarks as well as marks at the over house show.
What occupation is represented in this story?
__________________________________________________________________
2. At the Nosebag Show, one Bucker reported seeing a barber chair as well as conks. The
Buckers discussed their fear of a crown fire as they had hiyu evidence to predict its
coming.
What occupation is represented in this story?
__________________________________________________________________
3. The individual comprehensive plan team expects the person to have face-to-face
contacts or a collateral contacts in order to monitor, coordinate, and refer the consumer to
rehabilitative or habilitative services.
What occupation is represented in this story?
__________________________________________________________________
4. The WCM code migration caused an outage for the portal. During the RCA, it was
found that the WCM DB connection was lost and the portal CPU utilization spiked. This
caused garbage collection to fail and the JVM crashed.
What occupation is represented in this story?
__________________________________________________________________
14
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
QUESTIONING ASSUMPTIONS
Definition:
A social assumption is a statement which most people accept as true. A social assumption
may or may not be true 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.
Directions: Read the following social assumptions. Brainstorm at least two or three
alternative explanations for each. [Remember, true brainstorming allows even farfetched ideas to make the list.] Then, choose the explanation you think is the most
realistic. When you are finished, come up with your own social assumptions and
alternative explanations.
Class Example:
Social Assumption: Most scientists are men.
Example Explanation: Men are better scientists.
Other Alternative Explanations: _____________________________________________
________________________________________________________________________
________________________________________________________________________
1. Social Assumption: Fast food leads to obesity.
Alternative Explanations: ___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Social Assumption: Watching television leads to violent actions.
Alternative Explanations: ___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
15
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
QUESTIONING ASSUMPTIONS
3. Social Assumption: Women over 30 conceive twins more often than younger women.
Alternative Explanations: ___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Social Assumption: You get what you pay for.
Alternative Explanations: ___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Other Ideas...
Social Assumption: ________________________________________________________
Alternative Explanations: ___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Social Assumption: ________________________________________________________
Alternative Explanations: ___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
16
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
EVIDENCE CREDIBILITY
Directions:
A. Answer the following questions.
1. Identify the claim to be supported by evidence:
2. What type of evidence will you use to support the claim (example, statistics,
testimony)? Is this the most appropriate means of supporting this claim? Is this
evidence appropriate for this audience?
3. Identify the author(s) of the evidence and develop a brief statement of credibility. Is
the person(s) an expert on the subject? Is the person(s) reasonably objective? List the
credentials of the author(s).
4. Identify the date of publication. Is this evidence timely? Does it account for what is
currently happening in the status quo?
5. Where was the information published? Is this a credible source? Can you identify
source bias?
B. Based on the answers to the questions, would you use this evidence? If no, explain the
flaws. If so, write a paragraph description that includes the claim and evidence as well as
the information you would use to create an oral citation (author, credibility of author, date
of publication, source information). This paragraph is what you will actually say in your
speech.
17
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
EVIDENCE CREDIBILITY
Directions:
A. Answer the following questions.
1. Identify the claim to be supported by evidence:
2. What type of evidence will you use to support the claim (example, statistics,
testimony)? Is this the most appropriate means of supporting this claim? Is this
evidence appropriate for this audience?
3. Identify the author(s) of the evidence and develop a brief statement of credibility. Is
the person(s) an expert on the subject? Is the person(s) reasonably objective? List the
credentials of the author(s).
4. Identify the date of publication. Is this evidence timely? Does it account for what is
currently happening in the status quo?
5. Where was the information published? Is this a credible source? Can you identify
source bias?
B. Based on the answers to the questions, would you use this evidence? If no, explain the
flaws. If so, write a paragraph description that includes the claim and evidence as well as
the information you would use to create an oral citation (author, credibility of author, date
of publication, source information). This paragraph is what you will actually say in your
speech.
18
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
EVIDENCE CREDIBILITY
Directions:
A. Answer the following questions.
1. Identify the claim to be supported by evidence:
2. What type of evidence will you use to support the claim (example, statistics,
testimony)? Is this the most appropriate means of supporting this claim? Is this
evidence appropriate for this audience?
3. Identify the author(s) of the evidence and develop a brief statement of credibility. Is
the person(s) an expert on the subject? Is the person(s) reasonably objective? List the
credentials of the author(s).
4. Identify the date of publication. Is this evidence timely? Does it account for what is
currently happening in the status quo?
5. Where was the information published? Is this a credible source? Can you identify
source bias?
B. Based on the answers to the questions, would you use this evidence? If no, explain the
flaws. If so, write a paragraph description that includes the claim and evidence as well as
the information you would use to create an oral citation (author, credibility of author, date
of publication, source information). This paragraph is what you will actually say in your
speech.
19
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
TESTING THE ARGUMENT
Directions: Below there is sample argument text from a speech on Low-Carbohydrate
Diets followed by questions. Read the argument text, then answer the questions to test
the argument.
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 (EVIDENCE CREDIBILITY STATEMENT) 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 (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 (REBUTTAL).
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 (EVIDENCE CREDIBILITY STATEMENT) 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” (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).
20
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
TESTING THE ARGUMENT, CONT.
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?
21
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
TESTING THE ARGUMENT
APPLYING TOULMIN’S ARGUMENT MODEL
Directions: Develop an argument using this model. Write down each element of the
argument as presented here and then put it together in a short paragraph.
1. CLAIM – statement, point you are trying to make, assertion.
2. EVIDENCE (Supporting Material) – proof you use to substantiate the claim (can take
several forms: statistics, analogies, facts, examples, and testimony).
3. WARRANT – explains how the evidence substantiates your point and demonstrates
that making the mental leap from one to another is rational.
4. EVIDENCE CREDIBILITY– brief statements that establish the quality of the
information you are using to support your ideas.
5. QUALIFIER – admits exceptions, demonstrates that argumentation is not an exact
science and that issues are rarely discussible in absolute terms.
6. REBUTTAL – requires the speaker to anticipate the counterarguments and answer
them ahead of time and attacks them directly.
22
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
REFUTING COUNTERARGUMENTS
Before the activity:
Write your top two topics and thesis statements for your persuasive speech. Your thesis
statement should be written as a fact, value, or policy claim.
Topic: __________________________________________________________________
Thesis Statement: _________________________________________________________
________________________________________________________________________
Topic: __________________________________________________________________
Thesis Statement: _________________________________________________________
________________________________________________________________________
During the activity:
1. Each speaker will share his/her 1st choice topic and thesis statement.
2. The class audience will raise their hands if they agree, disagree, or are neutral to the
thesis statement.
3. If everyone agrees or disagrees with the thesis statement, the speaker will either need
to re-word the statement or offer his/her second choice topic. The goal is for the majority
of the audience to be neutral and/or some in disagreement.
4. After neutrality and disagreement have been established, audience members will pose
their objections. It is NOT time for the speaker to disagree, just simply record the
objections. Each speaker should have at least three objections in writing.
Name of Student presenting Objection: ________________________________________
Objection: _______________________________________________________________
________________________________________________________________________
Name of Student presenting Objection: ________________________________________
Objection: _______________________________________________________________
________________________________________________________________________
23
Name: ____________________________________________________________
CHAPTER 16: BUILDING ARGUMENTS
REFUTING COUNTERARGUMENTS
Name of Student presenting Objection: ________________________________________
Objection: _______________________________________________________________
________________________________________________________________________
Name of Student presenting Objection: ________________________________________
Objection: _______________________________________________________________
________________________________________________________________________
After the activity:
1. Make a copy of the objections you will use for your instructor.
2. Incorporate responses for at least three objections in your persuasive speech. You
should address the student who presented the objections by name. For example: "As
Katie questioned..." or "Jon asked about..." or "...this is something that Liz, too,
wondered about, but...."
3. Use evidence to support your preemptive arguments. You will be graded on how well
the preemptive arguments are incorporated and supported.
1. Preemptive Argument: ___________________________________________________
________________________________________________________________________
Evidence:________________________________________________________________
________________________________________________________________________
2. Preemptive Argument: ___________________________________________________
________________________________________________________________________
Evidence:________________________________________________________________
________________________________________________________________________
3. Preemptive Argument: ___________________________________________________
________________________________________________________________________
Evidence:________________________________________________________________
24
Name: ____________________________________________________________
CHAPTER 18: BUILDING ARGUMENTS
TAKING A STAND
Directions: Choose one of the situations outlined below, prepare a message, practice the
delivery of it, and be ready to present your message to the class.
Situation A: Your favorite political candidate is coming to your school to speak.
Brainstorm one question or issue you would like to address. Consider and prepare
support (rationale and/or evidence) for your question or idea and how you can present
your idea in a clear, succinct way.
Situation B: Your local television station is having a special show to highlight certain
organizations that deserve special recognition because of the values they embody or
charities that they support. You have been selected to appear on the show to advocate for
one of the organizations. Consider and prepare support (rationale and/or evidence) for
the organization you are advocating as well as a make a suggestion for a product(s)
consumers should consider.
Situation C: The student government on your campus is holding a contest. The goal is
for students to submit a type of advertisement (television or radio spot, flyer, etc) that the
organization could use to encourage voting for the next election. Take some time to
consider how to sell "voting" in a succinct, persuasive, and visually pleasing way. And,
be ready to present your idea to the student government.
Situation D: You are working as a canvasser going door-to-door for your favorite
political candidate or cause. Think about how you would introduce and present yourself
as well as the important message you would like to convey. Don't forget to include
support for you ideas.