Name________________________________________________________
Public Speaking ~ Mrs. Sidlosky
PERSUASIVE SPEECH ASSIGNMENT PACKET
DESCRIPTION
For this speech, you will be providing a 4-5 minute speech/presentation on a topic that you would like
your audience to be persuaded. You will be making claims of fact, value or policy in your speech.
Your goal is get the audience to believe what you believe about a topic/subject. While these
speeches are more controversial in nature, it is important that all opinions and viewpoints be both
presented and heard in a respectful and mature manner. Popular organizational patterns for
persuasive speeches are cause-effect, and problem-solution.
One-Sided Speech Delivery Date ____________
Outline Due:___________
Two-Sided Speech Delivery (to be announced at a later date)
REQUIREMENTS
1. Time: 4-5 minutes in length. Speech is to NOT exceed 5 minutes.
2. Dress: Appropriate Attire. While business/professional attire is not required, consider how your
appearance may serve to build your credibility as a speaker.
3. 3 X 5 Cards: Optional.
4. Sources: Minimum of 4 (four) different scholarly sources required (BOTH heard within
speech and in outline/works cited). Scholarly sources are considered “experts” regarding the
information.
 You may use either MLA format for citing
 For the outline, you may use easybib.com or bibme.org to help with proper
citation.
 Include ALL pertinent and available information (author, title, date,
journal/newspaper etc.)
5. Outline: You will be required to turn in a full-sentence outline complete with works cited
page.
6. Visual Aid: Required. This may be pictures, graphs, artifacts, audio etc. to be presented
anywhere within your speech.
7. Delivery Order: Pre-Determined. If you miss class on the day presentations are assigned, you
are responsible for contacting me to learn of your presentation date.
8. Delivery: I expect each student to practice their speech several times, to several people to
ensure an enthusiastic, polished delivery. I expect you to know at least 90% of your speech.
Use note cards only if you have an, “Oh no, I forget!” moment.
9. Critique: As an audience member, you will also be required to critique a fellow classmate’s
speech.
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PERSUASIVE SPEECH WORKSHEET
This worksheet is meant to be a simple guide to helping you prepare your presentation (written)
outline for your speech. Keep in mind, the contents will differ from student to student, depending on
your topic/organizational pattern but the “parts” or the sections should be very similar. ALL parts
should be included in your final outline, typed out and checked for grammar/spelling/punctuation.
Organizational Patterns: You may choose one of these different types of organizational patterns to
present your information. Please use the one that will allow your information to “flow” best.
1. Problem/Solution: With this, you organize your speech points to demonstrate the nature and
significance of a problem and then provide justification for a proposed solution.
Blood Donation
Main Points: Problem: lack of blood available to patients in need. Solution: Go out and
donate blood.
2. Problem/Cause/Solution: With this, you organize your speech points to demonstrate the
nature and significance of a problem. In addition, you also identify the cause(s) of that problem
and provide justification for a proposed solution.
Air Pollution
Main Points: Problem: Too much air pollution. Cause: Automobiles. Solution: Ride a
bike.
3. Monroe’s Motivated Sequence: A five step process (Attention step, Need Step, Satisfaction
Step, Visualization Step and Action Step) that begins with rousing attention and then ends with
a specific call to action.
Health Care Reform Policy Change
4. Comparative Advantages: Speech points are arranged to show how your viewpoint or
proposal is superior to one or more alternatives.
Anti-Smoking
Main Points: Problem: Smoking is bad for one’s health. Option 1: Use a nicotine patch.
Option 2: Use nicotine gum.
5. Topical: Follows a topic based speech, in which each of the main points acts as its own “minitopic/subtopic.”
Benefits of playing a musical instrument
Main Points: Brain activity, creativity and use of body.
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CITING YOUR SOURCES
WHAT/WHEN do I Cite?
You MUST cite in the following scenarios:
1. When you use a direct quote (word-for-word)
2. When you paraphrase (summarize in your own words/ideas)
3. When you use statistics, illustrations, diagrams, graphs etc.
You DO NOT need to cite when information is common knowledge
(Sacramento is the capitol of the state of California). However, when in doubt, CITE!!!
Paraphrasing Techniques: Change the sentence to include words that reflect your own voice..
Paraphrasing is helpful to synthesize your information and make sure it sounds like one big body of
work rather than sounding “choppy.”
1. “In Romero’s words…”
2. “Romero expressed…”
3. “Romero stated…”
Quote from Estrella Romero: “I think that all students should consider either majoring or even
minoring in Communication Studies!”
Paraphrase: In Romero’s opinion, she believes that students should look into possibly majoring or
minoring in Communication Studies.
WHY do I need to Cite?
1. It looks good! It shows you did your “research.”
2. It shows courtesy and respect to the authors who worked hard to publish their work!
3. It is ethical!
HOW do I Cite?
Simple citing involves a three step process:
1. Preview the information (Begin with a opening statement)
2. Cite the information (Plug in the “According to…” followed by the information).
3. Explain the information (If the information is unclear, provide a brief explanation)
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General Citations
 You do NOT need to include the words “quote” “unquote” when citing evidence in your speech.
 Make sure to include citations in all Power Point and/or Visual Aids.
 Try to avoid the same phrase, “According to…” Rather, play with the verbiage. Some other
examples you can use are:
o Romero stated…
o As reported in…
o Romero asserted…
o Evidence in_____ points out
o Romero suggested…
that…
o As stated in…
o It was reported in…
o As found in…
Facts/Statistics
Fact and Statistics can be very powerful and useful evidence. However, keep in mind that they can
quickly become confusing. Some tips for using facts/statistics:
1. Make sure they are both accurate and current.
2. Be mindful of using too many, an audience does not like to hear too many numbers.
3. Try to summarize the statistical information if it is very complex.
Websites
Information on websites can be useful. However, there are several websites that are not scholarly,
and contain unverifiable information. Keep in mind that students presented well researched
speeches long before the invention of the internet, so as you begin the research process, ask, “If
the internet did not exist, where would I go for research??” For those sources you find on the internet,
ask yourself, who created the site? Why did they create this site and what information is on it?
Television Show/Films
Some students may choose to use television/films for their evidence. If you include this in your
research make sure to site the name of the TV show/film, title, air date and/or year.
Magazine/Newspaper/Journal
These represent some of the most common forms of evidence. Be sure to include, the author(s), date
of publication, title of article and name of magazine/newspaper/journal.
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OUTLINE WORKSHEET
For your persuasive speech, please refer to this outline to guide you on all parts that need to be included. Please
format and label your outlines according to this worksheet, type out in 12 point font and make sure to write in full
sentences.
Title of Your Speech
General Purpose: To Persuade
Specific Purpose: This statement should include what specifically you plan to persuade audience
about.
Organizational Pattern: Please identify which organizational pattern you used for this speech.
I. INTRODUCTION
A. Attention Getter: This represents the first words out of your mouth! So make sure it
GRABS the audience in. Make sure it is relevant/appropriate to your topic. Some devices
you can use for the attention getter are:
 Joke/Humor (Make sure it is
 Poem
appropriate/in good taste!)
 Quote
 Narrative/Story (Be brief)
 Question
 Shocking Statement
 Visual Aid/Activity
 Fact/Statistic
B. Purpose Statement: This statement should clarify to the audience what you are going to
persuade them about and introduce/reveal your topic. Answer the questions, “Why am I
here and what will I be persuading the audience to think/do?”
C. (For Two-Sided Speech ONLY) Identification of Opposition Statement (Fair Hearing):
This statement should call attention to those arguments that audience members may have
against your position/topic. It should basically call the audience members to give you a “fair
hearing.”
D. Significance: This statement should let the audience know why it is relevant and/or
important to them.
E. Credibility: (optional, but will help create ethos with your audience) If you have a particular
credibility with a topic (i.e. if you have diabetes and your speech is on diabetes) then reveal
this in a credibility statement. This will help create trust between you and your audience
and demonstrate that you know what you are discussing.
F. Preview Statement: This statement should reveal ALL of your main points in one simple
sentence and give the audience a clear picture of what is to come in your speech. Be sure
to use parallel words (i.e. first, second, third) to be simple and concise and allow the
audience to hear how many points they will hear within your speech.
MAJOR TRANSITION: This statement allows the audience to hear that you are moving from
the introduction to the body and can be relatively brief. “Now that we know what we are going
to discuss, let us first look at….”
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II. BODY
A. Main Point: Provide a general opening sentence which previews information and evidence
to come in the sub-points below.
1. Sub-point: Related to the main point, but provides more specific information and may
include evidence to support.
i. Related to the first sub-point, but again, provides even more detailed
information/evidence.
2. Sub-point: Related to the main point, but provides more specific information and may
include evidence to support.
i. Related to the first sub-point, but again, provides even more detailed
information/evidence.
Minor Transition: This sentence shows movement from point A to point B.
B. Main Point: Provide a general opening sentence which previews information and evidence
to come in the sub-points below.
1. Sub-point: Related to the main point, but provides more specific information and may
include evidence to support.
2. Sub-point: Related to the main point, but provides more specific information and may
include evidence to support.
Minor Transition: This sentence shows movement from point B to point C.
C. Main Point: Provide a general opening sentence which previews information and evidence
to come in the sub-points below.
1. Sub-point: Related to the main point, but provides more specific information and may
include evidence to support.
2. Sub-point: Related to the main point, but provides more specific information and may
include evidence to support.
MAJOR TRANSITION: This sentence should move the audience from your body into your
conclusion.
III. CONCLUSION (All capital letters)
A. Summary Statement: This statement should reiterate your points again to summarize
what your audience learned about in your speech. Make sure to include all points.
B. Call to Action: (Make sure you are giving your audience a CLEAR, SIMPLE and
ACTIONABLE direction that they can immediately follow through with your solution)
C. Final Thought: This sentence(s) leave your audience with a great last impression of
you and your speech/information. Like the attention getter, you can use devices such as
a quote, question, story, joke, etc. to create a lasting memory.
WORKS CITED
Submit a copy of a Works Cited page with your speech. Your works cited should represent ONLY the
information/evidence you use within your speech as opposed to all of the information you researched.
Make sure to put citations in MLA format and list in alphabetical order according to last name of
authors.
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MONROE’S MOTIVATED SEQUENCE
Alan Monroe (1969) stated that “Although individuals vary to some extent, research has shown that
most people seek consistency or balance among their conditions. When confronted with a problem
that disturbs their normal orientation, they look for a solution; when they feel a want or need, they
search for a way to satisfy it. In short, when anything throws them into a condition of disorganization,
or dissonance, they are motivated to adjust their cognitions or values to alter their behavior so as to
achieve a new state of balance” (p. 42).
The Motivation Sequence derives its name from the fact that by following the normal process of
human thinking, it motivates the audience to respond affirmatively to the speaker’s purpose.
This pattern is ideal for policy speeches that seek immediate action. The Motivated Sequence Pattern
is used by people who make their living off persuasion—especially advertisers. Many TV
commercials/infomercials use this sequence.
The sequence contains five distinct steps:
1. Attention Step (get the attention of your audience.
2. Need Step (describe the problem, demonstrate the need for change.
3. Satisfaction Step (present a practical, and concise solution.
4. Visualization Step (allow your audience to see the picture of your results)
5. Action Step (request immediate action from your audience).
I. ATTENTION STEP First, you need to gain the attention of your audience. You must make
them feel the need for change. In order to gain favorable attention, one or more of the
following are recommended (most of these are also techniques you use in informative
speeches).
A. Using a visual aid
E. Arousing curiosity or suspense
B. Using a quotation relevant to topic
F. Telling a dramatic story
C. Startling statements
G. Humorous anecdote
D. Arousing curiosity or suspense
H. Posing a question
II. NEED STEP Now that you have the interest and the attention of your audience, you must
make them feel the need for change. You need to show your audience that there is a
serious problem with the current situation. It is important to state the need clearly and to
illustrate it with strong supporting materials. One or more of the following are
recommended:
A. Give a clear, concise statement or description of the problem.
B. One or more detailed examples to illustrate the need.
C. Statistical data (don’t overwhelm them with numbers and keep them relatable).
D. Testimony and other form of support to show the extent of the need.
III. SATISFACTION STEP Having aroused a sense of need, you satisfy it by providing the
solution to your problem. Now you present YOUR PLAN/SOLUTION and show your
audience exactly how it will work. Make sure to give enough detail so that the plan is clearly
understood. This leads the audience to ask, “This seems practical, but how will it work in
action?” which leads to the next step. The following techniques are recommended:
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A.
B.
C.
D.
Briefly state the action or change you wish the audience to adopt.
A complete concise explanation of your plan.
A theoretical demonstration—shows how this action logically meets the problem.
Give actual examples showing that this plan has worked effectively, and it’s a practical
solution.
E. Use facts, figures, and testimony of experts supporting your claim/plan.
IV. VISUALIZATION STEP Now that you have given the plan/solution you will intensify your
audience’s desire for your plan by helping them visualize your plan. You want to project
your audience into the future and picture the potential benefits of your plan. Use vivid
imagery (picture words) to show your listeners how they will benefit from your proposal.
Make them understand how the world will be a better place once your conditions are
adopted. You can satisfy the visualization by developing one of the following techniques:
A. Positive Method—by describing conditions as they will be in the future. Select some
situation which you are quite sure will arise in the future and picture your audience
actually enjoying the conditions of acceptance if you plan was adopted.
B. Negative Method—by describing the adverse conditions that will prevail in the future if
your plan is NOT carried out. Select from the Need Step the most undesirable aspects
of the present situation and show how these conditions will continue if your plan is not
carried out.
C. Contrast Method—by combining elements of the positive and negative methods. Use
the negative method first by visualizing the bad effects if the audience fails to adopt your
plan and then the positive method visualizing the good effects of adopting your plan.
V. ACTION STEP The function of the action step is to translate the desire created in the
Visualization Step into action. Tell your audience exactly what you want them to do NOW
and provide steps that tell how to do it. For example, tell them where on campus they can
go to today to donate blood. Remember to keep this step simple and feasible. Do not give
them directions for something they don’t have the time or resources to carry out. You must
conclude now with a final stirring appeal that reinforces your audience’s commitment to
ACT NOW! The following can be achieved by one of the following techniques:
A. A challenge or appeal
B. A quotation
C. An illustration
D. A statement of personal intentions
The above material is based on excerpts and thoughts taken from: D. Ehninger, A.H. Monroe and B.E. Gronbeck’s (1978)
Principles and Types of Speech Communication, 8th Ed. And S.E. Lucas (1995) The Art of Public Speaking, 5th Ed.
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Pers
uasi
ve
Spe
ech
Rub
ric
OUTLINE
10
8
6
0
Topic
Topic was
appropriate/well
chosen for
speech
occasion.
Topic was not well
chosen/not very
original for
speech occasion.
Attention Getter
Attention Getter
was strong, well
executed and
well thought out
for speech.
Purpose/Thesis
Presented a
strong, clear
and simple
purpose
statement.
Presented a
Did not present a
weak and/or
purpose
unclear purpose statement.
statement.
Preview of
Points
Presented a
clear preview of
all main points.
Presented an
unclear preview
of main points.
Did not present a
preview statement
of all points in
introduction.
ID of Opposition
(only used in 2
sided speech)
Speech
contained an
appropriate ID
of opposition.
Speech
contained an
unclear ID of
opposition.
Speech did not
contain an ID of
opposition.
Main Points
All points were
balanced and
well developed.
Points were
somewhat
undeveloped/
unclear to
follow.
Points were not
well developed,
unbalanced and
unclear to follow.
Persuasiveness
Speaker
presented
several highly
persuasive
arguments.
Speaker’s
arguments were
partially
persuasive.
Speaker’s
arguments were
not very
persuasive.
Transitions
Used
clear/effective
transitions
throughout
entire speech.
Attention getter
was somewhat
weak and/or not
well executed.
Used several
transitions
during speech.
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Attention getter
was very weak
and/or not well
executed.
Speaker did not
present an
attention getter.
Used some
transitions.
Summary
Presented a
clear summary
of all main
points in
conclusion.
Presented an
unclear
summary of
main points.
Did not present a
summary of all
main points.
Call to Action
Speaker
presented a
simple and
clear call to
action.
Speaker
presented a
complex/weak
and/or unclear
call to action.
Speaker did not
present a call to
action.
Final Thought
Presented a
clear and well
thought out
lasting thought
in conclusion.
Presented an
unclear or
irrelevant final
thought.
Ended speech
abruptly and/or
did not present a
final thought.
GRADE
/110 (or 100)
DELIVERY
Time Limit
6
Presentation is
5-7 minutes in
length.
4
Presentation is
4:59-4 minutes
in length.
2
Presentation is
7:59-7:00
minutes in
length.
Attire
Appropriate
attire: very
professional
look.
Mostly
appropriate
attire: some
element(s) are
distracting.
Attire not
considered
appropriate for
speech occasion.
Posture
Speaker
maintained a
confident,
relaxed posture
and did not
fidget or move
unnecessarily.
Eye Contact
Speaker made
effective eye
contact with all
members of the
audience
(looked
around).
Speaker was
somewhat
fidgety and
moved
unnecessarily
at times and/or
made
distracting
mannerisms.
Speaker's eye
contact was
good, but did
not look at all
members of the
audience.
Somewhat
appropriate
attire with
distracting
garments
(jewelry, logos,
letters).
Speaker was
very fidgety and
made several
distracting
movements.
Speaker did not
make much eye
contact and/or
relied too much
on note cards.
Speaker read
50% of speech
from note cards or
slides.
10
0
Presentation is over
4 minutes or less
than 3:59 minutes
in length..
Speaker was
loud throughout
the entire
speech and
good overall
volume.
Speaker
maintained a
good rate/pace
and used
pauses
effectively.
Speaker was
somewhat loud
and some words
had low
volume/unclear
(fumbled over
many words).
Speaker had
very low volume
and fumbled
over words
several times.
Speaker
maintained
good rate, but
did not use
pauses
effectively.
Speaker spoke
too fast/slow
and did not use
pauses
effectively.
Audience
Connection/
Extemporaneous
Delivery
Student is
completely
prepared and
speaks with a
strong connection
to audience.
Student seems
pretty prepared
and delivers
speech somewhat
connecting with
audience. (sounds
robotic)
The student is
somewhat
prepared, sounds
robotic and does
not connect with
audience.
Student does not
seem at all prepared
to present and does
not connect with
audience.
Language
Speaker's
language was
appropriate for
speech
occasion.
Language was
mostly
appropriate.
Language was
somewhat
appropriate for
the occasion.
Speaker used
jargon/slang
inappropriate for
speech occasion.
Speaker used
1-3 fillers.
Speaker used
more than 4-10
fillers.
Speaker used
more than 10
fillers.
Volume
Rate/Pauses
Fillers/Ums/Likes Speaker did not
use any fillers.
GRADE
RESEARCH
/50
10
8
6
Source
Requirement
Speech
Speech
contained at
contained at
least 4 scholarly least 3 scholarly
sources.
resources
Execution/Oral
Citation
Speaker
executed citing
sources
correctly
(included all
pertinent
information).
+-
Speech
contained 3-4
sources, but
were not all
scholarly.
0
Speech contained
less than 3
resources.
Speaker left out
key information in
oral citations
(authors, dates).
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Types
Speaker had a
good variety of
support.
Visual Aid
Speaker had an
appropriate and
well prepared
visual aid that
was well
executed.
Speaker had a
well prepared
visual aid that
was poorly
executed.
GRADE
FILLERS:
Speaker had a
somewhat good
variety of
support.
Speaker did not
have a good
variety of support.
Speaker had a
poorly prepared
and/or executed
visual aid.
Speaker did not
have a visual aid.
*A speech without
a visual aid will
earn an automatic
70% as highest
grade possible.
/40
SOURCES:
TIME:
COMMENTS
OPPORTUNITIES
TO IMPROVE
STRENGTHS
Source used in the creation of this packet: "Speech Communication | Estrella (Star) Romero." Riverside Community
College District | Academic Websites. N.p., n.d. Web. 29 Sept. 2013. <http://faculty.rcc.edu/romero/>.
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