Del Mar College
Core Curriculum Application
Date
October 18, 2012
Department
Communications, Reading and Languages
Course Title
Fundamentals of Public Speaking
Prefix &
Number
SPCH 1315
Foundational Communications
Component
Area
(indicate
one)
Creative
Arts
Mathematics
Life &
Physical
Sciences
American
History
Govern
ment/
Political
Science
Language,
Philosophy
& Culture
Component Area Option
Social &
Behavioral
Sciences
How does this course meet the definition of the selected Foundational Component Area
(definitions available on pp. 3-4)? If applying only for Component Area Option, which Foundational
Component Area definition(s) does the course fit, and how?
Course work focusing on the instruction of message exchange, oral communication, aural skill
building, team assignments, presentations, audience analysis, as well as the construction of
effective visual messages falls within the Speech Communication discipline. The SPCH 1315 –
Fundamentals of Public Speaking course supports the definition required by the Coordinating
Board for classes offered in the Communication Foundation Area: Courses in this category focus
on developing ideas and expressing them clearly, considering the effect of the message, fostering
understanding, and building the skills needed to communicate persuasively. Courses involve the
command of oral, aural, written, and visual literacy skills that enable people to exchange
messages appropriate to the subject, occasion, and audience. {THECB Core Curriculum 2014.
Retrieved 11 October 2012 from www.thecb.state.tx.us/corecurriculum2014}
Many college courses include oral assignments. However, in the majority of these courses there
is not the time or the expertise to thoroughly critique students and teach them how to deliver a
presentation and how to improve oral presentation skills. What is lacking is that typically little of
the weight of these assignments would be based on the quality of the delivery. Speech
Communication is a specialized academic discipline. The inherent need for specialized
credentials and instruction in speech is historically evident. {Tarver, Jerry L. and Owen Peterson.
“Specialization in College Speech Teaching.” Communication Education, Volume 10, Issue 4, 1961. }
SACS COC requirement of 18 hours of graduate credit to teach courses focusing on oral
communication (speaking/listening) validates the academic specialization of Speech
Communication faculty and the need for such courses in the 2014 Core. {SACS COC Faculty
Credential Guidelines. Retrieved 11 October 2012 from
http://www.sacscoc.org/pdf/o81705/faculty%20credentials.pdf}
Speech faculty are qualified professionals who focus on both delivery and content. In SPCH 1315
– Fundamentals of Public Speaking students learn the basic skills of oral, visual, and written
communication, as well as provide students multiple opportunities for improving those skills
through critical evaluations. {TSCA –Texas State Communication Association Position Paper:
Speech Communication Courses Inclusion in the 2014 Core Curriculum-AD HOC COMMITTEE DRAFT
10/11/12}
SPCH 1315- Fundamentals of Public Speaking provides specialized instruction in speaking and
listening and includes content such as: {“Teaching, Listening and Speaking.” Fulbright Univ.
Retrieved 11 October 2012 from
http://fulbright.state.gov/uploads/24/8f/248f39e79159b3c3c3623afe39
41529fed/ListeningSpeaking.pdf}
1. Oral composition style including repetition and clarity in form
2. Controlling nervousness
3. Performance variables such as stress, rhythm, and vocal intonation
4. Active listening, critical thinking, and paraphrased response
5. Nonverbal expression and interpretation
6. Fluency skills {Gregory, Hamilton. Public Speaking for College and Career. 10th Edition. New
York: McGraw-Hill, 2013}
Attached is an outline of major topics and major student assignments to demonstrate how the
proposed course will prepare students to achieve the required Core Objectives for the selected.
(See attachment: directly following this justification form)
List the activities/measures that will be used to address and assess the required Core Objectives
(definitions of Core Objectives available on page 5, required Core Objectives for each Foundational
Component Area found on page 6). If applying for Component Area Option only, identify
activities/measures for Critical Thinking, Communication Skills, and one other Core Objective. See
attachment: Summary/description of each assignment that will be used in the assessment of the
core competencies (Oral/Visual/Written Communication Competencies, Personal Responsibility,
Teamwork, and Critical Thinking) and how the assessment will be completed. After the
summary, there are copies of the specific speeches, assignments, and activities and the rubric or
exam used to assess the core competencies. Also included are copies of the assignments and/or
activities that will introduce and reinforce the additional competencies that are not assessed.
At which level (introduced, reinforced, mastered and assessed) will each aspect of the required
Core Objectives be addressed? What is the achievement target for each that will be assessed?
1. COMMUNICATION SKILLS: (Introduced, Reinforced, and Assessed/ Achievement Target = 70%
of students will be “proficient or better” on the Oral and Visual Rubric for the Informative and the
Persuasive Speech and on the Speech Outline Rubric for the Informative and the Persuasive Speech
Outline)
 ORAL: Be able to develop, interpret and express ideas effectively through oral
communication. (Introduced, Reinforced, and Assessed)
 VISUAL: Be able to develop, interpret and express ideas effectively through visual
communication. (Introduced, Reinforced, and Assessed)
 WRITTEN: Be able to develop, interpret and express ideas effectively through written
communication. (Introduced, Reinforced, and Assessed)
2. PERSONAL RESPONSIBILITY: (Introduced, Reinforce, and Assessed/Achievement Target = 70%
of students will achieve a 70 or better on the Exam to Assess Personal Responsibility Through
Ethical Communication).
 Be able to connect choices, actions, and consequences to ethical decision-making.
3. TEAMWORK: (Introduced, Reinforced, and Assessed/Achievement Target = 70% of students
will achieve “meet expectations” on each of criteria on the Teamwork Rubric).
 Be able to consider different points of view to support a shared purpose or goal. (Introduced
and Reinforced)
 Be able to work effectively with others to support a shared purpose or goal. (Introduced,
Reinforced, and Assessed)
4. CRITICAL THINKING: (Introduced, Reinforced, and Assessed/Achievement Target = 70% of
students will achieve a 70 or better on the Fallacies in Reasoning Exam).
 Be able to generate/demonstrate original ideas – creative thinking. (Introduced and
Reinforced)
 Be able to apply information in a novel way – innovation. (Introduced and Reinforced)
 Be able to ask relevant questions – inquiry. (Introduced and Reinforced)
 Be able to list/describe the components of information – analysis. (Introduced and
Reinforced)
 Be able to judge the relevance of the components of information – evaluation. (Introduced,
Reinforced, and Assessed)
 Be able to integrate/organize information in a functional context – synthesis. (Introduced and
Reinforced)
Topics Covered
SPCH 1315 – Fundamentals of Public Speaking
Introduction to Public Speaking
I.
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Learning the importance of public speaking
Understanding the difference between public speaking and conversation
Identifying the parts of the communication process
Learning the history of public speaking
Understanding diverse audiences
II. Overview of the Speechmaking Process
 Understanding your nervousness
 Building your confidence
 Learning the parts of the speechmaking process
III. Ethics and Free Speech
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Defining ethics and free speech
Reviewing the history of free speech in the United States
Using strategies for speaking ethically
Defining speaker credibility and identifying the phases of speaker credibility: initial, derived, and terminal
Using oral citations for avoiding plagiarism
 Using oral citations/footnotes when delivering your speech
 Citing the sources used in your speech by following the guidelines
 Listening ethically
IV. Listening
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Identifying the stages in the listening process
Recognizing the five barriers to effective listening
Practicing strategies for becoming a better listener
Learning the strategies for improving your note-taking skills
Understanding the relationship between listening and critical thinking
Identifying the criteria for evaluating speeches
Ways to give effective feedback to others
V. Analyzing Your Audience
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Understanding the importance of audience analysis
Learning the methods for conducting audience analysis
Creating audience analysis surveys to discover information to link your audience to your subject/topic
Using strategies for speaking to diverse audiences
Using methods for assessing your audience’s reaction to your speech while it is in progress
Learning strategies for changing your delivery if your audience becomes inattentive
Learning strategies for changing your delivery if your audience becomes confused
Learning the strategies for changing your delivery if your audience disagrees with your message
Identifying the methods for audience reactions after you have concluded your speech
VI. Developing Your Speech
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Brainstorming for speech topics utilizing multiple strategies, guidelines, and resources
Selecting a topic for a speech that is appropriate to the audience, the occasion, and yourself
Narrowing your topic down so that it can be thoroughly discussed within the time limits allotted
Deciding on a purpose for your speech
Writing an audience-centered specific purpose statement for your topic
Developing your central idea/thesis, a one sentence summary of your speech
Developing your main points
Developing a blueprint for a speech by combining the central idea/thesis and a preview of the main points
VII. Gathering Supporting Material/Researching
 Using your personal knowledge and experience
 Searching the Internet
 Using the library as a resource: on-line library databases, encyclopedias, dictionaries, atlases, almanacs,
yearbooks, etc.
 Considering the possibility of interviewing someone who may know the answers to some of the important
questions raised by your speech topic
 Obtaining resources from special-interest groups and organizations
 Judging the credibility of your sources: objectivity, recency, usability, diversity
 Organizing your sources
 Taking notes for speech development
VIII. Supporting Your Speech
 Identifying different types of illustrations as support material: descriptions, explanations, definitions,
analogies, opinions/testimony (peer/lay and expert), and statistics
 Learning the strategies for using each of the different types of supporting material
IX. Organizing Your Speech
 Choosing an organizational pattern/format for your main points
 Considering the needs, interests, and expectations of audience when subdividing main points and sub
points of your speech
 Providing support material
 Developing signposts/transitions allowing you to move smoothly from one idea to the next in your speech
X. Introducing Your Speech/Speech Introductions
 Understanding the five functions of a speech introduction
 Learning how to introduce the subject to your audience
 Establishing listener motivation by linking your audience members to the topic through audience analysis
information
 Clarifying your link and/or credibility with the subject/topic of your speech
 Using one or more of the attention getting techniques to gain attention at the beginning of your speech
XI. Concluding Your Speech/Speech Conclusions
 Understanding the components of an effective speech conclusion
 Learning how to summarize the speech by reviewing the main points covered
 Identifying the multiple ways to end your speech strongly with a clincher technique that provides closure
XII. Outlining Your Speech
 Clarifying the components of a detailed preparation outline that includes main points sub points, and
supporting material
 Learning standard outline form
 Using your preparation outline to analyze and revise the speech
 Including your bibliography/works cited sheet with your outline
 Following the correct MLA/APA format for your bibliography/works cited sheet
 Preparing the delivery outline/note cards for speech delivery
XIII. Using Words Well: Speaker Language and Style
 Understanding the three major differences between oral and written language styles
 Using specific, concrete, simple, and correct language
 Communicating successfully with diverse audience members by making sure that your language is
understandable, appropriate, and unbiased
 Identifying ways to make the language in your speech more memorable
 Learning different types of figures of speech
XIV. Delivering Your Speech
 Learning the four methods of delivery: manuscript, memorized, impromptu, and extemporaneous
 Learning the extemporaneous delivery method which is required in your classroom speeches
 Identifying the importance of seven major categories of nonverbal behavior that affects your speech
delivery: eye contact, gestures, movement, posture, facial expression, vocal delivery, and personal
appearance
 Clarifying what aspects of appearance (clothing) are and are not appropriate when delivering a speech
 Implementing the guidelines for the practice/rehearsal of your speech
XV. Working in Groups/Teamwork
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Defining small group communication
Listing the multiple stages for problem solving in a group or team
Understanding the strategies for an effective small group or team
Recognizing the stages of problem solving in a group or team
Understanding the strategies for an effective small group and how to be an effective group participant
XVI. Using Presentational/Visual Aids
 Learning the value of visual aids to an audience centered speaker
 Identifying the different types of visual aids: PowerPoint, objects, drawings, photographs, slides, graphs,
etc.
 Implementing the guidelines for effective preparation of your presentational/visual aid
 Understanding how to present your presentational/visual aid effectively
XVII. Designing Presentational/Visual Aids
 Considering your audience when determining whether a presentational/visual aid would enhance your
presentation
 Making your presentational/visual aids easy to see and simple present so that they can communicate their
ideas clearly
 Choosing a basic design and color scheme that remains consistent throughout the speech
 Choosing a font for which the design and size is easily seen and understood
 Using a color to create a mood and sustain attention
XVIII. Using Presentation Software
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Developing effective computer-generated graphics using specific guidelines
Implementing tips and guidelines for using PowerPoint as your speech presentational/visual aid
Maintaining consistent appearance: color, font, and design templates
Adding pictures to PowerPoint slides
Using transitions and custom animation to provide progressive revelation
XIX. Speaking to Inform
 Defining an informative speech and identifying the different types of informative speeches
 Implementing strategies for enhancing audience understanding in your informative speech
 Implementing strategies for maintaining interest during your informative speech
XX. Understanding Principles of Persuasive Speaking
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Defining persuasive speaking
Understanding the difference between informative and persuasive speaking
Understanding the strategies for motivating listeners to respond to your message
Understanding the strategies for developing a persuasive speech
XXI. Using Persuasive Strategies
 Reviewing the importance of speaker credibility and the types of speaker credibility: initial, derived, and
terminal
 Identifying the three major ways to structure an argument to reach a logical conclusion: inductively,
deductively, and causally
 Reviewing the different types of evidence used in persuasive speeches: facts, examples,
opinions/testimony, and statistics
 Maintaining ethical responsibility when constructing arguments with logical reasoning and sound evidence
 Reviewing the importance using research that is current, credible, and unbiased
 Identifying examples of different types of fallacies in reasoning (inappropriate persuasive techniques)
 Understanding how to use emotion in the persuasive speech and identifying strategies for ethically using
emotional appeals
 Learning strategies for persuading audience members who are against you or your message
 Identifying the multiple approaches to organizing persuasive speeches: problem/solution, cause and effect,
and motivated sequence
 Implementing the five steps in Monroe’s Motivated Sequence: attention, need, satisfaction, visualization,
and action
Summary of Core Competencies Introduced, Reinforced, and Assessed
SPCH 1315 – Fundamentals of Public Speaking
I.
Communication Competency –
 Oral Communication: Be able to develop, interpret, and express ideas effectively through
written communication. INTRODUCE, REINFORCE, AND ACCESS
Assignment: Informative Speech
Students are required to research, organize, and deliver an effective informative speech (5-7 minutes in
length). The speech is assessed with the following criteria: introduction with attention getter; speaker
link/credibility to topic; audience link/common ground with topic; central idea that previews the main
points; use of a minimum of three credible, current unbiased sources cited orally in the speech; effective
conclusion that reviews the main points and ends with a clincher technique; effective delivery that includes
visual performance skills that include an extemporaneous delivery, deliberate movement, vocal variety,
and the avoidance of verbal and nonverbal distracters; the effective incorporation of a presentational aid,
and use of technology through the creation of the visual aid and/or researching. Assessment is completed
by having each Speech faculty member view and critique randomly selected informative speeches using a
rubric that includes the above criteria. Assessment goal is that 70% of all informative speeches assessed
will meet minimum proficiency/2 or better for all of the criteria. Ranking includes 1 = Poor/Unacceptable;
2 = Fair/Proficient; 3 = Excellent; 4 = Exemplary. See attachment.
Assignment: Persuasive Speech
Students are required to research, organize, and deliver an effective persuasive speech (5-7 minutes in
length). The speech is assessed on the following criteria: introduction attention getter; speaker link to
topic; audience link/credibility to topic; central idea that previews the main points; use of a minimum of
three credible, current unbiased sources cited orally in the speech; effective conclusion that reviews the
main points and ends with a call to action; effective organizational structure using Monroe’s Motivated
Sequence which includes the need, satisfaction, and visualization in the speech body; use of effective logic
and emotional persuasive appeals; effective delivery that includes visual performance skills,
extemporaneous delivery, deliberate movement, vocal variety, and the avoidance of verbal and nonverbal
distracters; and use of technology through the creation of the visual aid and/or researching. Assessment is
completed by having each Speech faculty member view and critique randomly selected persuasive
speeches using a rubric that includes the above criteria. Assessment goal is that 70% of all persuasive
speeches assessed will meet minimum proficiency/2 or better for all of the criteria. Ranking includes 1 =
Poor/Unacceptable; 2 = Fair/Proficient; 3 = Excellent; 4 = Exemplary. See attachment.
 Visual Communication: Be able to develop, interpret, and express ideas effectively through
visual communication. INTRODUCE, REINFORCE AND ASSESS
Assignment: Visual Communication – Nonverbal Delivery Cues & Presentational Aid
Students are required to incorporate visual communication proficiency into the informative and persuasive
speech delivery. Visual communication involves two categories: nonverbal communication/delivery
behaviors and/or the effective use of visual/presentational aids. Nonverbal/delivery behaviors include
adequate eye contact with audience; adequate visual references to presentational aid; facial expressions
that complement the oral message; confidant and appropriate body posture; planned and meaningful
movement; and natural gesturing that reinforces the oral message. The effective use of
visual/presentational aids include: using a visual that is appropriate for the message/subject; making sure
that the visual is visible to entire audience; the visual presents information that is clearly understood; and
the visual uses color to enhance the material presented and does so in a consistent manner. Assessment of
visual communication is completed by viewing and critiquing randomly selected informative and persuasive
speeches using a rubric that includes the above criteria. Assessment goal is that 70% of the informative and
persuasive speeches will meet minimum proficiency/2 or better for all of the visual communication criteria.
Ranking includes 1 = Poor/Unacceptable; 2 = Fair/Proficient; 3 = Excellent; 4 = Exemplary. See attachment.
 Written Communication: Be able to develop, interpret, and express ideas effectively
through written communication. INTRODUCE, REINFORCE, AND ASSESS
Assignment: Typed Outline of Informative Speech
Students are required to complete a written outline for the content of the informative and persuasive
speech prior to the delivery of the presentation. The outline is assessed on the following criteria: outline
format with the topic, general purpose, specific purpose at the top; consistent use of symbols and wording
(full sentence or key word); minimum of two subdivisions per symbol (every “A” needs a “B” and every “1”
needs a “2”); transitions between main points; introduction that includes attention getting technique,
speaker credibility/link, audience link/relevancy to topic; body that includes main points that support
specific purpose, organized effectively, adequate amount of varied types of support materials; conclusion
that includes a summary statement that reviews the main points and an effective clincher technique
providing closure; and a bibliography/works cited sheet that includes a minimum of three sources in the
correct MLA or APA format. Assessment is completed by viewing and critiquing randomly selected
informative outlines using a rubric that includes the above criteria. Assessment goal is that 70% of the
randomly selected informative outlines will meet proficiency/2 or better for all of criteria. Ranking includes
1 = Poor/Unacceptable; 2 = Fair/Proficient; 3 = Excellent; 4 = Exemplary. See attachment.
Assignment: Typed Outline of Persuasive Speech
Students are required to complete a written outline for the content of the persuasive speech prior to the
delivery of the presentation. The outline is assessed on the following criteria: outline format with the
topic, general purpose, specific purpose at the top; consistent use of symbols and wording (full sentence or
key word); minimum of two subdivisions per symbol (every “A” needs a “B” and every “1” needs a “2”);
transitions between main points; introduction that includes attention getting technique, speaker
credibility/link, audience link/relevancy to topic, central idea/thesis statement previewing the main points;
body that includes main points organized using Monroe’s Motivated Sequence (need, satisfaction,
visualization) and an adequate amount of varied types of support materials; conclusion that includes a
summary statement reviewing the main points and an action statement challenging audience to follow
through with the persuasive objective; and a bibliography/works cited sheet that includes a minimum of
three sources in the correct MLA or APA format. Assessment is completed by viewing and critiquing
randomly selected persuasive outlines using a rubric that includes the above criteria. Assessment goal is
that 70% of the randomly selected persuasive outlines will meet minimum proficiency/2 or better for all of
criteria. Ranking includes 1 = Poor/Unacceptable; 2 = Fair/Proficient; 3 = Excellent; 4 = Exemplary. See
attachment.
II. Personal Responsibility Competency –
 Be able to connect choices, actions and consequences to ethical decision-making.
INTRODUCE, REINFORCE AND ASSESS
Assignment & Exam: Plagiarism & Cheating - Personal Responsibility through Ethical
Communication
Students are introduced to personal responsibility through ethical communication by reading the material
covered in the textbook and discussed during class lectures (material reinforced with a PowerPoint slide
show). The information covered includes examples of behaviors that are ethical and behaviors that are
unethical due to plagiarism and cheating. Assessment of personal responsibility through ethical
communication is completed by an exam that is administered to all students. The multiple choice exam
requires students to: identify examples of what constitutes plagiarism; distinguish between different types
of plagiarism (global, incremental and patchwork) when researching, developing and delivering the
informative and persuasive speech; and identify examples of what constitutes cheating in an academic
setting. Assessment goal is that 70% of all students will meet minimum proficiency by earning a 70 or
better on the exam. See attachment.
III. Teamwork Competency –
 Be able to consider different points of view to support a shared purpose or goal.
INTRODUCE AND REINFORCE
Assignment: Identifying and Analyzing the Essential Elements of an Informative Speech
Group Activity
Students are introduced to the importance of teamwork through multiple group assignments. One specific
assignment involves students viewing and analyzing an informative speech. After watching the speech, the
group members are given a manuscript of the speech or a preparation outline covering the speech content.
Each group member is given a specific task. One group member is to focus on the introduction, another on
the support material, another on the oral citations, etc. There objective is to discover the strengths and
weaknesses of the speech, and then decide what needs to be changed or added to meet all the guidelines
for an effective informative speech. In order to correct or edit the existing informative speech, each group
members have to work together consider everyone’s opinion. After the decisions are made as a group and
the changes/additions are made in writing, the group presents the revised speech. See attachment.
 Be able to work effectively with others to support a shared purpose or goal. INTRODUCE,
REINFORCE, AND ASSESS
There are a number of group assignments completed in the SPCH 1315 – Public Speaking course.
Here is a list of representative group assignments:
Adopt an Ugly Dog Group Activity
Support Material Group Activity
Language Group Activity
Language in MLK, Jr. “I Have a Dream” Speech Group Activity
Organizational Formats Group Activity
Use of Persuasion in the Media Group Activity
See attachments for specifics on the objectives and instructions for each of the above listed assignments
and the rubric used to assess teamwork. One of the above group assignments will be assessed for how
each member worked to support and accomplish the assignment objective. The rubric to complete this
assessment includes the following criteria: contributes to group discussion, engages in compromising
behavior (listening, offering suggestions, etc.), and stays on topic during the group discussion. The target
goal is that 70% of all group members will “meet expectations” on each of these criteria.
IV. Critical Thinking Competency –
 Be able to generate/demonstrate original ideas (creative thinking). INTRODUCE AND
REINFORCE
Assignment: Audience Analysis Commercial
An important part of the speaking process is audience analysis. This is the process of examining
information about the listeners who will hear the speech and use the information to adapt the message to
that particular audience. Audience analysis and adaptation is introduced to students in the textbook and
class lectures. They learn the three different types of audience analysis: demographic, psychological and
situational. They also learn how to incorporate nonverbal cues (eye contact, facial expression, movement,
etc.) and verbal cues (linking audience to topic) in their presentation. Audience analysis requires that you
meet the needs and interests of your particular listeners. This information is then reinforced with students
participating in this oral assignment. It begins with each student being assigned an object and an audience.
Students are required to create a commercial that will sell this item to their specific audience. For example
one student may be required to sell a flashlight to an audience comprised of skydivers, while another
student may be required to sell a clothes hanger to birdwatchers. The objective of the assignment is for
students to analyze the audience they were assigned and develop the commercial to meet their needs and
interests. Students are required to clarify what they want their target audience to know, understand and
appreciate about the item. In addition, they need to have multiple functions for the object, clarify how the
item is different from others that look just like it, and convince the audience that it will be in their best
interest to buy the item. In addition to the above requirements, students need to stretch their
imagination, since their creativity will be one criteria evaluated. The 30-50 second presentation delivered in
class is also evaluated on how effectively students verbally link the object’s functions to their target
audience. Other important evaluation criteria are how effectively students: grabbed their audience in
their first few statements, used effective eye contact, vocal variety, and gestures, and movement, and if
they wore appropriate attire to enhance their credibility with their target audience. See attachment.
Assignment: Impromptu Speech
Students are required to deliver an impromptu speech, which is a speech delivered on the “spur-of-themoment” without prior preparation. While everyone is familiar with the concept of speaking up at
meetings, social gatherings, conferences, classrooms, work environments, etc., through textbook material
and class lectures students are introduced to the essential steps in the impromptu process. The steps
include: starting with a grabber statement, previewing the topic with a central idea statement, elaborating
on two or three main points, and ending with a review and a clincher technique. Creativity plays a major
role in this process. Students are also informed about the important aspects of delivery: eye contact, vocal
variety, gestures, and enthusiasm/sincerity. This information is then reinforced when they deliver this
brief speech. Students choose a random speech topic provided by their instructor (picked sight-unseen).
Three to four minutes preparation time is given and then the impromptu is delivered in class. It is critiqued
on all of the above criteria. See attachment.
Assignment: Giving a Toast
Students are introduced to tips on how to give a toast. Instructions are reinforced by the actual oral
activity. See attachment.
Assignment: Informative Speech Topic Declaration
Students are required to decide on their informative topic and write a general purpose, specific purpose,
and a central idea that previews the main points of the speech. The choice of their topic is a creative
endeavor that involves brainstorming, researching, etc. See attachment.
Assignment: Persuasive Speech Topic Declaration
Students are required to decide on their persuasive topic and write a general purpose, specific purpose,
and a central idea that previews the main points of the speech. The choice of the speech topic is a creative
endeavor. See attachment.
Assignment: Creation of a Presentational/Visual Aid
Students are required to create a presentational/visual aid for their informative and persuasive speeches.
They can use posters, computer graphics, objects, media clips, and/or PowerPoint. They are instructed on
specific guidelines that need to be followed in the decision and the creation of the visual aid. See
attachment.
 Be able to apply information in a novel way (innovation). INTRODUCE AND REINFORCE
Assignment: Creating Speech Introductions and Conclusions
Creating a speech introduction and conclusion is the most creative part of the speech making process.
This group assignment gives students the opportunity to practice this creative process with some
hypothetical informative speech topics. Students are introduced to multiple attention getting techniques
that need to be used at the beginning of the speech introduction. In addition, students are introduced to a
number of clincher techniques that should be used at the end of their informative speech conclusion.
Students chose the techniques that they want to use then apply them in the speech introduction and
conclusion in a novel way. See attachment.
Assignment: Audience Analysis Commercial (see description from Critical Thinking – Creativity
section above)
Assignment: Creating Presentational/Visual Aid (see description from Critical Thinking –
Creativity section above)
 Be able to ask relevant questions (inquiry). INTRODUCE AND REINFORCE
Multiple Representative Assignments: (see attachments for specifics)
Assignment: Audience Analysis Survey
Assignment: Audience and Situational Analysis Activity
Assignment: Peer Interviewing Activity
 Be able to list/describe the components of information (analysis). INTRODUCE AND
REINFORCE
Multiple Representative Assignments: (see attachments for specifics)
Assignment: Audience Analysis Catalog Activity
Assignment: Scrambled Outline Group Activity
Assignment: Audience Analysis Commercial
Assignment: Identifying Strengths and Weaknesses of a PowerPoint Visual – PowerPoint
DO’s and DON’Ts
 Be able to judge the relevance of the components of information (evaluation). INTRODUCE,
REINFORCE, AND ASSESS
Assignment: Identifying Fallacies in Reasoning
Students will be introduced to effective persuasive speaking, which includes the importance of utilizing
both logical and emotional persuasive appeals. In order to use reasoning effectively in a persuasive speech
it is necessary to be able to recognize examples of illogical reasoning is evidenced through advertising,
political campaigns, etc. Being able to successfully identify fallacies in reasoning is the first step in learning
how to be a more critical listener and a more persuasive speaker. The information is first introduced in
class lectures and covered on a PowerPoint slide show. A group assignment in which students match
illogical excerpts from speeches that are illogical to a list of fallacies helps to reinforce the information
learned. Assessment involves the completion of a twenty question exam administered to all students. The
exam focuses on the identification of examples of fallacies in reasoning. Assessment goal is that 70% of all
students will meet minimum proficiency by earning a 70 or better on the exam. See attachment.
 Be able to integrate/organize information in its functional effective (synthesis). INTRODUCE
AND REINFORCE
Multiple Representative Assignments: (see attachments for specifics)
Informative Speech Outline and Persuasive Speech Outline
Outline Scramble Group Activity
Integrating Audience Analysis Information in the Informative Speech
Integrating Audience Analysis Information in the Persuasive Speech
Communication Competency:
Oral Communication & Visual Communication
 Be able to develop, interpret, and express ideas effectively through oral
communication (INTRODUCE, REINFORCE, AND ASSESS)
 Be able to develop, interpret, and express ideas effectively through visual
communication (INTRODUCE, REINFORCE, AND ASSESS)
In This Section:






Informative Speech Instructions
Essential Elements for an Informative Speech
Rubric to Assess Oral and Visual Communication in Informative Speech
Persuasive Speech Instructions
Essential Elements for a Persuasive Speech
Rubric to Assess Oral and Visual Communication in the Persuasive Speech
SPCH 1315 – Fundamentals of Public Speaking
Informative Speech Instructions
Your goal for this speech is to give new information to your listeners and help them understand and remember
it. The major questions your audience should be able to answer are: Did we learn something new? Do we
understand something new or did we learn something in a different manner? The topic for this speech may be
selected from any area of your knowledge or experience. It can be a topic you already know quite a bit about
and that you can make interesting to your classmates. You must supplement your knowledge with extensive
information derived from research. Your topic should cover only one major idea that can be thoroughly
covered in the time allotted. However, the key to a successful speech is to carefully choose your topic so that it
is narrow enough to be covered adequately with the necessary details. Your audience should also know why
you think it is worth their time to listen to your presentation. Prepare your audience to learn something new
with a well prepared introduction. In the conclusion, use tools that help to reinforce the information. Deliver
your speech in an easy to understand, organized manner, and then wrap up the presentation so that it will be
remembered.
Specific Speech Requirements




5-7 minute time limit (check with your instructor)
Extemporaneous delivery
Note cards required for delivery (using key words and phrases)
Minimum of three current, credible sources cited within your speech (following guidelines for oral
citations)
 Visual aid (following the guidelines in your text)
 Include all the essential elements of an informative speech (see handout from instructor)
 Practice, practice, practice
When preparing and practicing your presentation, ask yourself the following
questions:
 Did I spend adequate time researching? Last minute preparation is usually not successful.
 Did I practice my completed speech with my visual aid, timing myself so that I can feel assured that my
speech length meets and does not exceed the time guidelines?
 Did I read “Criteria for Grading Speeches” and my instructor’s grading critique form/ becoming completely
familiar with how my presentation will be evaluated?
Essential Elements of an Informative Speech
SPCH 1315 – Fundamentals of Public Speaking
INTRODUCTION: Start speech with an attention getting technique: telling a story – personal
narrative or hypothetical; using an appropriate quote; asking a rhetorical or overt question; making
a startling statement; using a visual or demonstration. Include a link to audience and establish
speaker credibility/link to topic.
CENTRAL IDEA: End introduction with one sentence summarizing the entire speech, previewing
main points.
EFFECTIVE ORGANIZATION: Body of the informative speech should follow one of the following
organizational formats: topical, chronological, cause/effect, problem/solution, or spatial.
SUPPORTIVE MATERIAL: Use different kinds of supportive material: examples, illustrations,
definitions, analogies, comparisons, contrasts, and/or statistics.
EFFECTIVE RESEARCH: Use minimum of three credible, current unbiased sources and cite them
orally in the speech (complete oral citation). Complete oral citations need to include: the written
or oral source, author or sponsoring organization, date, etc. They should avoid being too wordy
(i.e. including page numbers, publisher, URLs).
EFFECTIVE CONCLUSION: Start conclusion with a summary (rewording of central idea) that
reviews the main points. End conclusion with a clincher technique: appropriate quotation, visual or
demonstration, personal narrative, and/or reference back to something said in attention getter
technique.
INCORPORATE TECHNOLOGY: Demonstrate the use of technology either through research,
visual presentation, or both (research including the use of on-line credible sources, and/or the use
of PowerPoint/Media a visual aid).
EFFECTIVE DELIVERY: Demonstrate extemporaneous delivery with effective eye contact and
vocal variety. Avoid verbal distracters (i.e. verbal fillers, stuttering, sighing, up-speak, etc.) and
nonverbal distracters (i.e. awkward body movements, pacing, awkward pausing, excessive
gesturing, etc.).
SPEECH RUBRIC:
Assessing Oral and Visual Communication Competencies
EFFECTIVE INFORMATIVE
SPEECH
1 = Unacceptable
1
INTRODUCTION: Attention Getting
Techniques include: telling a story
– personal narrative or
hypothetical; using an appropriate
quote; asking a rhetorical or overt
question; making a startling
statement; using a visual or
demonstration. Link to audience
and established speaker
credibility/link to topic.
CENTRAL IDEA: One sentence
summarizing the entire speech,
previewing main points.
2 = Proficient
3 = Excellent
4 = Exemplary
2
3
4
*No attention
getter evident
*No or weak
audience link
*No or weak
speaker
link/credibility
*Simple, identifiable,
adequate attention
getting technique
used but lacked
originality
*Simple audience
link
*Simple speaker link
*Attention getting
technique/s clearly
used that
effectively gets the
audience’s
attention
*Clear link to
audience
*Clear speaker link
to subject
*Creative attention
getting technique/s
– very original
*Specific & creative
link to audience
*Specific and
creative link or
credibility of
speaker’s to topic
1
*No central idea
statement evident
*No preview of
main points
2
*Had a central idea
statement
but it did not
preview the main
points
3
*Had a clear
central idea
statement w/ a
simple preview of
main points
4
*Had a clear,
creative central idea
which included a
specific preview of
the main points
1
RESEARCH: Credible, current
unbiased sources, cited orally in
*No sources cited
the speech (complete oral
orally
citation). Complete oral citations
need to include: the written or
oral source, author or sponsoring
organization, and date. They
should avoid being too wordy (i.e.
including page numbers, publisher,
URLs)
1
CONCLUSION: Summary reviewing
main points, and clincher
technique. Summary is a rewording
of the central idea that reviews the
main points covered in the speech.
Clincher techniques include:
appropriate quotation, visual or
demonstration, personal narrative,
and/or reference back to
something said in attention getter
technique.
*Ended abruptly
*No summary
statement
*No review of
main points
*No clincher
2
*Cited 1-3 sources
(no more than one
of questionable
credibility or missing
important citation
information (i.e.
date, etc.)
*Some contained
too much
extraneous
information/wordy
2
*Had a summary
statement
*Listed main points
in review
3
*Cited 3 credible,
current sources
with complete
citation
information (i.e.
date, etc.)
*Majority of
citations avoided
excessive
wordiness/
unnecessary
information
4
*Cited 4 or more
credible, current
sources with
complete citation
information (i.e.
date, etc.)
*Completely
avoided being too
wordy in citations
3
4
*Had summary
statement
*Review included a
list of the main
points
*Used a clincher
*Had a clear,
creative
summary that
included a review of
the main points
*Used a
strong/creative
clincher technique.
1
VERBAL DELIVERY BEHAVIORS:
*Read speech
*Extemporaneous delivery/being
*Excessive
conversational (not reading to
monotone
audience)
*Used written
*Vocal variety
language
*Correct pronunciation of words
*Pitch strained or
*Enunciated words clearly
flat
*Avoided verbal distracters (verbal *Pronounced
fillers, stuttering, sighing, up speak, multiple words
etc.)
inaccurately
*Poor articulation
of words making it
hard to
understand
*Excessive verbal
distracter/s
(excessive use of
one or more types:
stuttering, verbal
fillers, sighing, upspeak, etc.)
*EXHIBITED THE
MAJORITY OF
THESE
2
*Referred to notes
more than necessary
but generally
delivered
conversationally
using oral language
*Demonstrated
some vocal variety
w/ some monotone
passages
*Pronounced most
words accurately generally articulated
in a clear manner
*Pitch strained at
times and/or
somewhat artificial
*Some verbal
distracters (fillers
and/or sighing, upspeak, etc.)
*EXHIBITED
MAJORITY OF THESE
3
*Extemporaneous
in delivery --conversational for
the majority of
speech
w/consistent
use of oral
language
*Vocal tone fits
oral message changing for
emphasis – sincere
or enthusiastic
*Pitch natural to
speaker
*Pronounced
majority of words
correctly
*Enunciated
majority of words
clearly
*Minimal verbal
distractions
*EXHIBITED ALL OF
THESE
4
*Very
extemporaneous/
referring to note
cards very little
*Very
conversational
always using oral
rather than written
language
*Demonstrated a lot
of vocal variety
appropriate and
authentic to the oral
message expressing
enthusiasm and/or
sincerity
*Pronounced all
words accurately
*Clear articulation
*No verbal
distracters
demonstrated
*EXHIBITED ALL OF
THESE
1
NONVERBAL
COMMUNUICATION/VISUAL
COMMUNICATION
*Adequate eye contact
w/audience
*Adequate visual references to
presentational/visual (not
excessive i.e. reading visual like
note cards)
*Facial expression complemented
oral message (sincere or
enthusiastic)
*Confidant and appropriate body
posture (erect, without leaning on
podium)
*Planned and meaningful
movement (avoid pacing, swaying,
etc.,)
*Natural gesturing that reinforced
message (not to contrived,
excessive, or expansive)
*No eye contact
w/audience
*No reference to
visual or excessive
reference -reading
visual like note
cards
*Expressionless or
inappropriate for
topic (i.e. laughing
for serious topic)
*Slouched body
posture or leaning
on lectern
*Erratic, awkward,
distracting body
movement
*No gesturing or
too expansive or
excessively used
*EXHIBITED THE
MAJORITY OF
THESE
2
*Occasional glances
w/audience
*Some references to
visual – read some
*Facial expression
appropriate to the
topic some of the
time
*Erect, but stiff body
posture
*Some awkward
body movement
*Gestured
occasionally
reinforcing oral
message (but
sometimes gestures
were contrived,
excessive, or too
expansive)
*EXHIBITED THE
MAJORITY OF THESE
3
*Consistent eye
contact making
connection w/ eye
contact
*Made effective
references to
visual
*Facial expression
consistently
connected w/
message
*Confidant body
posture
*Avoided erratic
movement
*Some appropriate
gesturing through
majority of the
speech – avoided
being distracting in
any way
*EXHIBITED THE
MAJORITY OF
THESE
4
*Excellent eye
contact
*Excellent
references to visual drew audience to
the information
*Animated facial
expressions -set the
appropriate tone for
the speech content
*Movement was
planned and
meaningful
*Used effective,
natural gestures
throughout the
speech that
reinforced and
enhanced the oral
message
*EXHIBITED ALL OF
THESE
1
2
EFFECTIVE
*No
*Used a simple
PRESENTATIONAL/VISUAL AID:
presentational/
presentational/visua
*Appropriate for message/subject visual aid or
l aid but lacked
*Clear and visible to entire
*Had
originality
audience
presentational
*MET 1-2 OF THE
*Clear understanding of material in /visual aid but MET FOUR CRITERIA OF
short amount of time
NONE OF THE
AN EFFECTIVE
*Made effective color choices
FOUR CRITERIA
VISUAL
*Consistent use of color for
background and text
1
INCORPORATED TECHNOLOGY:
Either through research (i.e.
credible online sources) and
presentational/visual aids: (i.e.
PowerPoint, video clip from
Internet, etc.)
*Didn’t use
technology for
researching or for
presentational/
visual aid
2
*Some evidence of
technology use
through either
research or
presentational/
visual aid
3
*Used a clear
presentational/
visual aid that
demonstrated
some originality
*MET 3 OF THE
FOUR CRITERIA OF
AN EFFECTIVE
VISUAL
4
*Used a creative
presentational/
visual aid that
engaged the
audience and greatly
enhanced speech
*MET ALL 4 OF THE
CRITERIA OF AN
EFFECTIVE VISUAL
3
4
*Evidence of
technology use in
both research and
presentational/
visual aid
*Technology used in
research and
presentation
*Followed all
guidelines for both
SPCH 1315 – Fundamentals of Public Speaking
Persuasive Speech Instructions
Your goal for this speech is to persuade your audience by changing, shaping or reinforcing attitudes, beliefs,
values or behavior. To give an effective persuasive speech you must use persuasive strategies that will appeal
to your audience’s needs, demonstrate how your audience benefits from your solutions, , and acknowledge
possible listener reservations. In addition, you need to build credibility by providing current and credible
evidence. You are expected to motivate your listeners with emotional and logical appeals.
Specific Speech Requirements




5-7 minute time limit (check with your instructor – time limit may be 6-8 minutes)
Extemporaneous delivery
Note cards required for delivery (using key words and phrases)
Minimum of three current, credible sources cited within your speech (following guidelines for oral
citations)
 Include all the essential elements of a persuasive speech (see handout from instructor)
 Organize speech using Monroe’s Motivated Sequence
 Practice, practice, practice
When preparing and practicing your presentation, ask yourself the following
questions:
 Did I spend adequate time researching? Last minute preparation is usually not successful.
 Did I practice my completed speech with my visual aid, timing myself so that I can feel assured that my
speech length meets and does not exceed the time guidelines?
 Did I read “Criteria for Grading Speeches” and my instructor’s grading critique form, becoming completely
familiar with how my presentation will be evaluated?
Essential Elements of a Persuasive Speech
SPCH 1315 – Fundamentals of Public Speaking
INTRODUCTION: Start speech with an attention getting technique: telling a story – personal
narrative or hypothetical; using an appropriate quote; asking a rhetorical or overt question; making
a startling statement; using a visual or demonstration. Include a link to audience and establish
speaker credibility/link to topic.
CENTRAL IDEA: End introduction with one sentence summarizing the entire speech, previewing
main points.
EFFECTIVE ORGANIZATION: Body of the persuasive speech should follow Monroe’s Motivated
Sequence: Need, Satisfaction, and Visualization.
SUPPORTIVE MATERIAL: Use different kinds of supportive material: examples, illustrations,
definitions, analogies, comparisons, contrasts, and/or statistics.
EFFECTIVE RESEARCH: Use minimum of three credible, current unbiased sources and cite them
orally in the speech (complete oral citation). Complete oral citations need to include: the written
or oral source, author or sponsoring organization, date, etc. They should avoid being too wordy
(i.e. including page numbers, publisher, URLs).
EFFECTIVE PERSUASIVE APPEALS: Demonstrate the use of logic and emotion to persuade.
EFFECTIVE CONCLUSION: Start conclusion with a summary (rewording of central idea) that
reviews the main points. End conclusion with a call to action.
EFFECTIVE DELIVERY: Demonstrate extemporaneous delivery with effective eye contact and
vocal variety. Avoid verbal distracters (i.e. verbal fillers, stuttering, sighing, up-speak, etc.) and
nonverbal distracters (i.e. awkward body movements, pacing, awkward pausing, excessive
gesturing, etc.).
SPEECH RUBRIC:
Assessing Oral & Visual Communication Competencies
EFFECTIVE PERSUASIVE
SPEECH
1 = Unacceptable
1
INTRODUCTION: Attention Getting *No attention
Techniques include: telling a story getter evident
– personal narrative or
*No or weak
hypothetical; using an appropriate audience link
quote; asking a rhetorical or overt *No or weak
question; making a startling
speaker link
statement; using a visual or
and/or credibility
demonstration. Link to audience
and established speaker
credibility/link to topic.
1
CENTRAL IDEA: One sentence
*No central idea
summarizing the entire speech,
statement evident
previewing main points.
*No preview of
main points
2 = Proficient
3 = Excellent
4 = Exemplary
2
*Simple, identifiable,
adequate attention
getting technique
used but lacked
originality
*Simple audience
link
*Simple speaker link
3
•Attention getting
technique clearly
used that
effectively gets the
audience’s
attention
*Clear link to
audience
*Clear speaker link
to subject
3
*Clear central idea
statement which
included a simple
preview of main
points
4
•Creative attention
getting technique –
very original
•Specific and
creative link to
audience
•Specific and
creative link and/or
credibility of speaker
to topic
4
*Had a clear,
creative central idea
which included a
specific preview of
the main points
2
*Had a central idea
statement
but it did not
preview the main
points
1
RESEARCH: Credible, current
unbiased sources, cited orally in
*No sources cited
the speech (complete oral
orally
citation). Complete oral citations
need to include: the written or
oral source, author or sponsoring
organization, or date. They should
avoid being too wordy (i.e.
including page numbers, publisher,
URLs)
ORGANIZATION:
Body using Monroe’s Motivated
Sequence (Need, Satisfaction, and
Visualization
2
*Cited 1-3 sources
(no more than one
of questionable
credibility or missing
important citation
information (i.e.
date, etc.)
*Some contained
too much
extraneous
information/wordy
3
*Cited 3 credible,
current sources
with complete
citation
information (i.e.
date, etc.)
*Majority of
citations avoided
excessive
wordiness/
unnecessary
information
4
*Cited 4 or more
credible, current
sources with
complete citation
information (i.e.
date, etc.)
*Completely
avoided being too
wordy in citations
1
2
3
4
*Did not use
Monroe’s
Motivated
Sequence
*Skipped two or
more elements
(need, satisfaction,
and/or
visualization)
*Used Monroe’s
Motivated Sequence
*Skipped one
element (i.e.
visualization)
*Used Monroe’s
Motivated
Sequence with all
elements included
*Used Monroe’s
Motivated Sequence
with all elements
included
*Each element
(need, satisfaction,
& visualization) fully
developed
1
PERSUASIVE APPEALS:
Logic and emotion
*No persuasive
appeals used
1
CONCLUSION:
Summary reviewing main points
covered in speech. Conclusion
ends with clear, strong call to
action challenging audience to do
what you want them to do.
*Ended abruptly
*No summary
statement
*No review of
main points
*No call to action
at end
2
*Used one type of
persuasive appeal
3
*Used both logic
and emotional
appeals
4
*Used strong, fully
developed logical
and emotional
appeals
2
3
4
*Had a simple
summary statement
*Alluded to main
points in a general
fashion (quick
review)
*No call to action or
weak call to action
*Had summary
statement
*Reviewed a list of
the specific main
points
*Had a clear call to
action
*Had a clear,
creative
summary that
included a specific
review of the main
points
*Used a strong and
creative call to
action that
motivated audience
1
VERBAL DELIVERY BEHAVIORS:
*Read speech
*Extemporaneous delivery/being
*Excessive
conversational (not reading to
monotone
audience)
*Used written
*Vocal variety
language
*Correct pronunciation of words
*Pitch strained or
*Enunciated words clearly
flat
*Avoided verbal distracters (verbal *Mispronounced
fillers, stuttering, sighing, up speak, many words
etc.)
*Poor articulation
of words –hard to
understand
*Excessive verbal
distracter/s (1 or
more types:
stuttering, verbal
fillers, sighing, upspeak, etc.)
*EXHIBITED THE
MAJORITY OF
THESE
2
*Referred to notes
more than necessary
but generally
delivered
conversationally
using oral language
*Demonstrated
some vocal variety
but still had some
monotone passages
*Pronounced most
words accurately
and generally
articulated in a clear
manner
*Pitch strained at
times and/or
somewhat artificial
*Some verbal
distracters (fillers
and/or sighing, upspeak, etc.)
*EXHIBITED
MAJORITY OF THESE
3
*Extemporaneous
delivery conversational for
the majority of
speech
*consistent use of
oral language
*Vocal tone fits
oral message –
enthusiastic or
sincerity
*Pitch natural to
speaker
*Pronounced
majority of words
correctly
*Enunciated
majority of words
clearly
*Demonstrated
minimal verbal
distractions
*EXHIBITED ALL OF
THESE
4
*Very
extemporaneousreferring to note
cards very little
*Very
conversational –
always using oral
rather than written
language
*Demonstrated a lot
of vocal variety
appropriate and
authentic to the oral
message expressing
enthusiasm and/or
sincerity
*Pronounced all
words accurately
*Clear articulation
*No verbal
distracters
demonstrated
*EXHIBITED ALL OF
THESE
NONVERBAL
COMMUNUICATION/VISUAL
COMMUNICATION
*Adequate eye contact
w/audience
*Adequate visual references to
presentational/visual (not
excessive i.e. reading visual like
note cards)
*Facial expression complemented
oral message (sincere or
enthusiastic)
*Confidant and appropriate body
posture (erect, without leaning on
lectern)
*Planned and meaningful
movement (avoid pacing, swaying,
etc.)
*Natural gesturing that reinforced
message (not to contrived,
excessive, or expansive)
1
*No eye contact
w/audience
*No reference to
visual or excessive
-reading visual like
note cards
*Expressionless or
completely
inappropriate for
topic (i.e. laughing
for serious topic)
*Slouched body
posture or leaning
on podium
*Distracting,
erratic or awkward
body movement
*No gesturing used
or all gestures
were expansive or
excessively used
*EXHIBITED THE
MAJORITY OF
THESE
2
*Occasional glances
at the audience
throughout the
speech
*Some references to
visual -read some
material
*Facial expression
appropriate to the
topic some of the
time (had occasion
slip – i.e. smiling w/
mistake)
*Erect, but stiff body
posture
*Some awkward
body movement (i.e.
swaying
occasionally)
*Gestured
occasionally (but
sometimes gestures
excessive, or too
expansive)
*EXHIBITED THE
MAJORITY OF THESE
3
*Consistent eye
contact
*Effective
references to
visual
*Facial expression
consistently
connected to the
material being
shared
*Confidant body
posture
*Avoided erratic
movement
*Some gesturing
throughout the
majority of the
speech that were
appropriate to
topic – avoided
being distracting in
any way
*EXHIBITED THE
MAJORITY OF
THESE
4
*Excellent eye
contact with the
audience
*Excellent
references to the
presentational aid
that drew the
audience to the
information
*Animated facial
expressions that set
the appropriate tone
for the speech
content
*Movement was
planned and
meaningful
*Used effective
gestures throughout
the speech that
were nature and
that reinforced and
enhanced the oral
message
*EXHIBITED ALL OF
THESE
EFFECTIVE
PRESENTATIONAL/VISUAL AID:
*Appropriate for message/subject
*Clear and visible to entire
audience
*Clear understanding of material in
short amount of time
*Consistent use of color/enhancing
material
INCORPORATED TECHNOLOGY:
Either through research (i.e.
credible online sources) and
presentational/visual aids: (i.e.
PowerPoint, video clip from
internet, etc.)
1
2
3
4
*No
presentational/vis
ual aid or
*Had
presentational
/visual aid but MET
NONE OF THE
FOUR CRITERIA
*Used a simple
presentational/
visual aid but lacked
originality
*MET 1-2 OF THE
FOUR CRITERIA OF
AN EFFECTIVE
VISUAL
*Used a clear
presentational/
visual aid that
demonstrated
some originality
*MET 3 OF THE
FOUR CRITERIA OF
AN EFFECTIVE
VISUAL
*Used a creative
presentational/
visual aid that
captured the
audience and greatly
enhanced speech
*MET ALL 4 OF THE
CRITERIA OF AN
EFFECTIVE VISUAL
1
2
3
4
*Evidence of
technology use in
both research and
visual aid
*Technology used in
research and
presentation
*Followed all
guidelines for both
*Didn’t use
technology for
researching or for
visual aid
*Some evidence of
technology use
through either
research or visual
aid
Communication Competency:
Written Communication
 Be able to develop, interpret, and express ideas effectively through written
communication (INTRODUCE, REINFORCE, AND ASSESS)
In This Section:






Informative Speech Outline Instructions
Informative Speech Outline Example
Rubric to Assess Written Communication in the Informative Speech Outline
Persuasive Speech Outline Instructions
Persuasive Speech Outline Example
Rubric to Assess Written Communication in the Persuasive Speech Outline
SPCH 1315 – Fundamentals of Public Speaking
Informative Speech Outline Instructions
Objective: To organize the speech content in a clear manner; to assure the inclusion of the
essential elements of an informative speech; and to conceptualize the order in which the
information will be delivered.
Instructions: Use the following guide to develop your preparation outline for your Informative
Speech. This sample guide has three main points in the body of the speech. In your speech, the
number and the organization of main points, sub-points, and sub-sub-points will vary depending on
the topic and purpose of your speech. However, the elements needed in the outline – title, specific
purpose statement, central idea, introduction, body, conclusion, transition statements, visual aids,
and bibliography – will remain the same. Write out your introduction and conclusion in its entirety
(using Roman numerals I and II to indicate attention getting material and orienting material in the
introduction and Roman numeral I and II for the summary statement and the clincher technique in
your conclusion). The body of your speech will then indicate main points and sub-points (utilizing
Roman numerals for main points and capital letters for sub-points, etc.) with information that is
formulated in one sentence per symbol.
_______________________
(title of speech)
GENERAL PURPOSE: to inform
SPECIFIC PURPOSE: At the end of my speech the audience will be able to (explain, discuss, demonstrate,
list, etc.)……..
CENTRAL IDEA: (ONE SENTENCE that previews your main points)
INTRODUCTION
I.
[ATTENTION GETTING TECHNIQUE/S:] (Write out your entire speech introduction, but put all of your
attention getting material under Roman Numeral I – be creative – using one or more of the following
techniques: tell a story/hypothetical or personal narrative, question/rhetorical or overt, startling
information, demonstration, or visual.)
II.
[ORIENTING MATERIAL] (Write out the orienting material portion of your introduction…and put it all
under Roman numeral II. This portion should include: your link and/or credibility toward your
speech subject (unless you have used a narrative in your attention getter and then this function may
have been already satisfied, the common ground you have with your audience (the audience’s link to
the speech subject – what’s in it for them, background information (if necessary …….defining terms,
etc.), and the central idea statement) this should clearly preview the main points of your speech).
BODY: [each symbol in the body of the outline-needs to be only ONE FULL SENTENCE]
I.
(MAIN POINT: needs to be ONE FULL SENTENCE that was previewed in the central idea)
A. (SUB-POINT: needs to be ONE FULL SENTENCE that clarifies or details the main point above)
1. (Sub-sub-point: ONE SENTENCE that clarifies and/or details the sub-point above)
2. (Sub-sub-point: ONE SENTENCE that clarifies and/or details the sub-point above)
B. (SUB-POINT: ONE SENTENCE clarifying or elaborating on the main point)
1. (Sub-sub-point: ONE SENTENCE that details and/or clarifies the above sub-point)
2. (Sub-sub-point; ONE SENTENCE that details and/or clarifies the above sub-point)
Transition: Now that you know______________________________________________________________
let’s move on to ___________________________________________________________________________
II.
(MAIN POINT: should be ONE SENTENCE that has been previewed in the central idea)
A. (SUB-POINT: ONE SENTENCE that clarifies and/or details the above main point)
1. (Sub-sub-point: ONE SENTENCE that clarifies and/or details the above sub-point)
2. (Sub-sub-point: ONE SENTENCE that clarifies and/or details the above
sub-point)
B. (SUB-POINT: ONE SENTENCE that clarifies and/or details the above main point)
1. (Sub-sub-point: ONE SENTENCE that clarifies and/or details the above sub-point)
2. (Sub-sub-point: ONE SENTENCE that clarifies and/or details the above sub-point)
Transition: Now that you know______________________________________________________
let’s move on to __________________________________________________________________
III.
(MAIN POINT: needs to be ONE FULL SENTENCE that was previewed in the central idea)
A. (SUB-POINT: needs to be ONE FULL SENTENCE that clarifies or elaborates on the above main
point)
1. (Sub-sub-point: ONE SENTENCE that clarifies or elaborates on the above main point)
2. (Sub-sub-point: ONE SENTENCE that clarifies or elaborates on the above main point)
B. (SUB-POINT: needs to be ONE FULL SENTENCE that clarifies and/or elaborates on the above main
point )
1. (Sub-sub-point: ONE FULL SENTENCE that details the above sub-point)
2. (Sub-sub-point: ONE FULL SENCTENCE that details the above sub-point)
CONCLUSION:
I. [SUMMARY STATEMENT] (should be a re-wording of the central idea)
II. [CLINCHER] (use a specific technique: hypothetical or personal narrative, quote, demonstration, visual,
connecting back to attention getter)
VISUAL AID: [Describe specifics of what you are thinking of using (PowerPoint, video clip, poster, object/s, etc.)
and list the content of the material.]
Bibliography/Works Cited [listed alphabetically]
(Use MLA – Modern Language Association or APA – American Psychological Association -- access online to have
source information formatted correctly). Check with your instructor for format he/she requires.
SPCH 1315 – Fundamentals of Public Speaking
Example of Informative Outline
The History of Man’s Best Friend
General Purpose: To Inform
Specific Purpose: At the end of my speech, the audience will be able to explain the history of the modern dog.
Central Idea: The modern day dog is a descendent of a single ancestral root that has been modified by humans to
help establish a close relationship.
INTRODUCTION:
I.
How many of you own a dog? Can I see a show of hands? Does your dog express his attachment toward
you or do you think he just wants you to feed him? I know my dog is probably at home just waiting at the
door for me to get home. Have you ever wondered exactly where this friendly creature came from? Maybe
there is more behind this timid beast than most of us know about.
II.
Professor of biological anthropology Pat Shipman wrote an article sponsored by the University of Chicago
Press and titled The Animal Connection and Human Evolution which I accessed March 23 of 2011. The
article states that the establishment of close and intimate relationships with other animals is a trait that
only humans posses. I know that most of us who own a dog typically treat them better than we treat our
own family members. The connection between man and dog is a historical event that took place over tens
of thousands of years. The history of the modern day dog was established not only by biological roots, but
from human interference and human connection as well.
BODY:
I.
The modern dog is a 10,000 year old descendent from the wolf.
A. As humans hunted and gather food, the wild wolf followed in attempt to get a quick meal.
B. The long history of wolf attraction to human food eventually established a relationship between man
and beast.
C. As humans began to intentionally feed the wolf, a mutual existence took root.
D. The adoption of the wolf into the human culture created a long lasting relationship.
Transition: As tens of thousands of years passed with man and beast along side each other, the nature of the wolf
began to change.
II.
Humans have altered the development of dogs over the millennia.
A. As humans began agriculture and no longer hunted food, the need for wolf traits lost its demand and
the need for specialized traits increased.
1. As the traits of the wolf eventually disappeared, new characteristics of the dog became familiar
to human culture.
2. The original domesticated wolf eventually evolved into what is now the modern dog.
B. Certain breeds of dogs served specific functions throughout the history of human agriculture.
1. Dogs like the Boxer and the Bullmastiff exhibit traits that are excellent for the use of guarding
land or livestock.
2. Others like the Border Collie and German Sheppard, which still exhibit wolf like traits, help in
the task of herding or hunting for humans.
Transition: While humans alter the traits of dogs to satisfy their work needs, an even greater relationship begins
to build.
III.
The human interference in the development of dogs has resulted in a close attachment between man and
dog.
A. Since the beginning of human interference with the wolf, certain connections became apparent.
1. In the beginning, humans sought wolfs only for personal benefit such as meat and clothing.
2. As time passed, a closer connection became established as humans began to use these animals
for protection and service.
B. The long lasting attachment helped in the development of the domesticated dog.
1. The symbiotic relationship eventually established an emotional connection between man and
dog.
2. As thousands of years pass the connection between man and beast strengthened as humans
purposely bred designer dogs based on connection and emotions.
C. As the attachment grows, the size of the dog seems to shrink.
1. The newest and more popular designs for emotionally attached dogs are those of the miniature
and toy breed.
2. These dogs are designed to take up less space and provide only an emotional connection for
the owner.
CONCLUSION:
I.
In conclusion, I have explained the history of the modern dog through ancestral roots, human
interference, and human relationships.
II.
The dog has been man’s best friend for thousands of years and will continue to evolve alongside humans
for a long time to come. The human species will always have a partner to protect and serve his needs and
desires. As you go home to your dog tonight remember, he has been by your side for over ten thousand
years.
VISUAL AIDS
A PowerPoint presentation that shows wolfs, dogs performing certain tasks, and humans connecting with dogs.
WORKS CITED
Shipman, Pat. “The Animal Connection and Human Evolution.” University of Chicago Press. 51.4 (2010): 519-538.
Print.
Eisenbeis, Roland. "Forest Preserve District of Cook County (Illinois)." Newton. Division of Educational Programs ,
2011. <http://www.newton.dep.anl.gov/natbltn/300-399/nb333.htm>.
Olson, Andrew. "Dog Smarts: What's Going On Behind Those Puppy-Dog Eyes?" Science Buddies. 2011.
<http://www.sciencebuddies.org/science-fair-projects/project_ideas/MamBio_p012.shtml>.
Critiquer: ______________________
Semester/Year: _________________
Speech Title/Topic: _________________________
Speaker: ____________ Course and Time________
RUBRIC FOR INFORMATIVE SPEECH PREPARATION OUTLINE
Assessment of Core Competency: Written Communication
Each randomly selected informative speech you review will have the corresponding outline that has been
downloaded. Critique the outline using the following scale: unacceptable (1); proficient (2); excellent (3);
exemplary (4).
OUTLINE FORMAT
BODY
___Title/topic written at top
___General purpose
___Specific purpose
Main points:
___have the appropriate # of main points
___support specific purpose
___organized effectively
Support materials:
___used different types of support materials
___contained adequate support material
___Consistent outline form used:
full sentence or key
___transitions between main points
___subdivisions (minimum of two –
Every “A” needs a “B”; every “1”
Needs “2”, etc.
___correct symbols consistently used
INTRODUCTION
CONCLUSION
___Attention getter technique
___ Speaker credibility/link
___ Audience link/relevancy to topic
___Central idea/thesis statement
previewed main points
___ Summary statement/review of main points
___ Ended with clincher technique/providing
closure
BIBLIOGRAPHY/WORKS CITED
___ Minimum of three sources
___ Used correct MLA or APA format
SPCH 1315 – Fundamentals of Public Speaking
Persuasive Speech Preparation Outline Instructions
Following Monroe’s Motivated Sequence Organizational Format
Objective: To organize the speech content in a clear manner; to assure the inclusion of the
essential elements of a persuasive speech; to conceptualize the order that the information will be
delivered; and to use the speech organization to aid in the persuasive process.
Instructions: Use the following guide to develop your preparation outline for your Persuasive
Speech. This sample guide has three main points in the body of the speech because this follows
Monroe’s Motivated Sequence organization format. In your speech the number and the
organization of the sub-points and sub-sub-points will vary depending on your topic and the
research you decide to present. However, the elements needed in the outline –title, specific
purpose statement, central idea, introduction, body, conclusion, transition statements, visual aids,
and bibliography/works cited – will remain the same. Write out your introduction and conclusion
in its entirety (using Roman numerals I and II to indicate attention getting material and orienting
material in your introduction and Roman numeral II for the summary statement and the action
statement in your conclusion. The body of your speech will then indicate main points and subpoints (utilizing Roman numerals or main points and capital letters for sub-points, etc.) with
statements that are formulated in one full sentence per outline symbol.
______________
(title of speech)
General Purpose: To persuade
Specific Purpose: At the end of my speech the audience will agree to_______________________________
Central Idea: (One sentence previewing your main points)
INTRODUCTION
I.
(ATTENTION: Write out your entire attention getting information. Utilize one or more of the following
techniques: hypothetical example, rhetorical question, arousing curiosity, personal narrative, startling
information, visual or demonstration).
II.
(Write out all of your orienting material. This includes your link/expertise on topic, audience link/common
ground, any necessary background information and central idea/preview of main points of speech)
Body
I.
Main Point: NEED – A word or phrase that states the main problem or issue that the organization is
addressing. (This is not the problem/s that that the organization may be having. The organization should
not be even brought up in this first main point).
A.
Sub-point - Key word or phrase that identifies one of the specific problems
B.
C.
1. Sub-sub-point – This is your supporting material/evidence (examples, illustrations, statistics,
testimony, etc.)
2. Sub-sub-point – This is your supporting material/evidence (examples, illustrations, statistics,
testimony, etc.)
Sub-point - Key word or phrase that identifies one of the specific problems
1. Sub-sub-point – This is your supporting material/evidence (examples, illustrations, statistics,
testimony, etc.
2. Sub-sub-point – This is your supporting material/evidence (examples, illustrations, statistics,
testimony, etc.)
Sub-point - Key word or phrase that identifies one of the specific problems
1. Sub-sub-point – This is your supporting material/evidence (examples, illustrations, statistics,
testimony, etc.)
2. Sub-sub-point – This is your supporting material/evidence (examples, illustrations, statistics,
testimony, etc.)
Transition: One full sentence that moves the audience from the first main point (NEED) to the second main point
(SATISFACTION).
II. Main Point: SATISFACTION – A word or phrase that states that the non-profit organization is successfully
solving these problems/issues.
A.
Sub-point - Key word or phrase that identifies one of the ways that the organization is satisfying the
problems elaborated in main point I; sub point A. Be specific about the program or initiative and the
impact that it has had on the problem/issue.
1. Sub-sub-point – This is your supporting material/evidence (example, illustration, statistic,
testimony, etc.). Be specific about the program or initiative and the impact that it has had on the
problem/issue).
2. Sub-sub-point – This is your supporting material/evidence (example, illustration, statistic,
testimony, etc.). Be specific about the program or initiative and the impact that it has had on the
problem/issue).
B. Sub-point - Key word or phrase that identifies another way that the organization
is satisfying the needs/problems elaborated in main point I; sub point B.
1. Sub-sub-point – This is your supporting material/evidence (example, illustration, statistic,
testimony, etc.) Be specific about the program or initiative and the impact that it has had on the
problem/issue.
2. Sub-sub-point – This is your supporting material/evidence (example, illustration, statistic,
testimony, etc.) Be specific about the program or initiative and the impact that it has had on the
problem/issue.
C. Sub-point - Key word or phrase that identifies that some individuals may be hesitant to contribute
to this organization.
1. Sub-sub-point – Key word or phrase that identifies one of the argument that that audience
members might have for not contributing to this organization.
a. Sub-sub-sub-point – Key word or phrase that refutes this argument (example, statistic,
testimony, etc.)
b. Sub-sub-sub-point – Key word or phrase that refutes this argument (example, statistic,
testimony, etc.)
2. Sub-sub-point – Key word or phrase that identifies another argument that the audience
members might have for not contributing to this organization.
a. Sub-sub-sub-point – Key word or phrase that refutes this argument
b. Sub-sub-sub-point – Key word or phrase that refutes this argument.
Transition: One full sentence that moves the audience smoothly from main point II (SATISFACTION) to main
point III (VISUALIZATION).
III. Main Point: VISUALIZATION – Key word or phrase that states that the audience should
picture what our community or world be like if this organization continues its mission and
what would happen if they couldn’t continue.
A. Sub-point – Key word or phrase that states how the community/world will be impacted positively if this
organization continues to get monetary support
1. Sub-sub-point – Key word or phrase that paints a picture of impact
2. Sub-sub-point – Key word or phrase that paints a picture of impact
B. Sub point – Key word or phrase that states how the community/world will be impacted negatively if
this organization fails to be monetarily supported
1. Sub-sub-point – Key word or phrase that paints a picture of impact
2. Sub-sub-point – Key word or phrase that paints a picture of impact
CONCLUSION
I.
(Summary Statement – basically a rewording of your central idea). Tell your audience what you told them.
Remind your listeners of the connections and relationships you have established throughout your speech.
II. (ACTION: Can start with something like: You have it in your power to put these solutions into action by
committing to give monetary support to cause or organization). Your last statement should be a strong
appeal to action specifying what you want your audience to do. Give your audience clear, easy-to-follow steps
to achieve your goal. Give them a clear message making sure the audience votes the class funds ($65-75) to
go to your organization. Make sure that your audience sees that the action you asked for will help satisfy or
minimize the need and enable them to live in a community/world that is a lot better than it would be
otherwise).
VISUAL AID: [Describe specifics of what you are thinking of using (PowerPoint, video clip, poster, object/s, etc.)
and list the content of the material.]
WORKS CITED:
(List sources alphabetically using correct MLA format - Modern Language Association or APA format –
Psychological Association. These formats can be accessed online. Check with your instructor.)
SPCH 1315 – Fundamentals of Public Speaking
Persuasive Speech Preparation Outline Example
Corpus Christi Area Council for the Deaf
General Purpose: To persuade
Specific Purpose: At the end of my speech, the audience will agree to donate our money to the Corpus Christi
Area Council for the Deaf
Central Idea: The Corpus Christi Area Council for the Deaf is addressing the needs of the deaf and hard of
hearing people in Corpus Christi and surrounding areas, but in order for them to continue their mission we should
donate our money to help fund their programs.
Introduction
I.
(Moving mouth as if saying something but not speaking any words). Did any of you get that? Do you
know if you missed an all expense paid trip to Europe or if you missed being told you only have 6
months to live? Imagine living in total silence, 24 hours a day, 7 days a week, 365 days a year. What
would you be missing?
II.
About 15 years ago I was working in a shop where there was a deaf man. I was in charge of ordering
parts the mechanics needed to build helicopters but when I had questions about something he ordered
I had no way of asking him or even understanding the answer if he gave one. I hated trying to find
someone else to help figure out what Rey wanted so I decided to learn at least basic signs in order to
communicate with him. I fell in love with sign language and working with the Deaf so I am currently
working to become an interpreter. In my studies I have learned many things about the Deaf and how
they maneuver through every day things hearing people take for granted. Every single person in this
class indicated that, at some point in time, they have used a telephone to talk to someone, used an
alarm clock to wake up, and have been on a job interview. Imagine for a minute, though, that you are
deaf. How would you talk on the phone or hear an alarm clock? How would you get through a job
interview if you can’t hear the questions and the interviewer doesn’t understand sign language? The
Corpus Christi Area Council for the Deaf is addressing the needs of the deaf and hard of hearing
people in Corpus Christi and surrounding areas, but in order for them to continue their mission, we
should donate our money to help fund their programs.
Body
I. NEED: Our community is faced with extensive problems associated with people who are deaf or hard of
hearing.
A. One of the problems that the Deaf deal with is the communication gap between them and hearing people.
1. School/education – getting the same quality of education and information as hearing people
2. Talking about and understanding legal and medical issues
B. Another problem that Deaf are faced with is finding appropriate help and resources.
1. Where to find interpreters
2. What devices are available and where to get them
C. Hearing family and friends who don’t understand
1. How to make families and friends understand the problems and obstacles associated with being deaf.
2. Where to find counseling and other help
Transition: Now that you know how big the problem is, let’s move on to see how the Corpus Christi Area
Council for the Deaf is addressing this need.
II. Satisfaction: The problems of the Deaf and hard of hearing community are being addressed by the
Corpus Christi Area Council for the Deaf.
A. The Corpus Christi Area Council for the Deaf is providing the Deaf Community with resources to help
them facilitate communication with hearing people.
1. Providing interpreters
2. Providing devices and information about devices available
3. Providing education about resources and programs available.
4. Providing counseling
B. The Corpus Christi Area Council for the Deaf is also providing help for families and friends to
understand some of the problems the Deaf have to deal with.
1. Providing information and sharing coping techniques
2. Holding workshops
3. Facilitating support groups
4. Providing recreational and socialization activities
a. Silver Silent Seniors
b. Summer Voyage for Kids
c. North of the Border Games
C. Some of the reasons people might not want to give to the Corpus Christi Area Council for the Deaf
are:
1. Don’t know where the money goes
a. Education
b. Devices, counseling, recreation programs
2. Don’t know anyone who is Deaf
a. Parents, grandparents, relatives
b. Programs for other than deaf people
Transition: Now that you know how big the problem is and what the Council for the Deaf is doing to address it,
let’s look at what would happen if this organization didn’t exist.
III. Visualization: Picture our community if the Corpus Christi Area Council for the Deaf continues to receive the
necessary support and what it will be like if they fail to receive the monetary help it needs.
A. Let’s imagine that the Corpus Christi Area Council for the Deaf continues to receive the necessary support
it needs to meet their goals.
1. Deaf will continue to have access to interpreters and counselors
2. Deaf will continue to have a place to meet and socialize and get support
B. Now visualize what our community will be like if it doesn’t receive the monetary support necessary to
continue their mission.
1. No interpreters for education, doctor visits, etc.
2. No help in getting the aid they need – more people on welfare
Conclusion:
I. In conclusion, we have learned that the Corpus Christi Area Council for the Deaf addresses and supports
the needs of the deaf and hard of hearing people in the community. Without the Deaf Center, there would be
absolutely no one to help the Deaf navigate their way through all the obstacles they face each and every day.
The next time you pick up your phone or hear your alarm clock, or even just have a conversation with your
best friend, think about what your world would like if you lived in total silence.
II. Action You have it in your power to put these solutions into action by committing to give monetary
support to the Corpus Christi Area Council for the Deaf. You might think it’s not a lot of money, or it really
won’t do that much, but just the $75 from this class will provide classes to teach new parents of deaf
children the skills to communicate with their kids. So little can be stretched in so many ways to provide
much needed services, so please, vote to donate the money to the Corpus Christi Area Council for the Deaf.
Bibliography
Corpus Christi Center for the Deaf and Hard of Hearing. N.p., n.d. Web. 7 Aug 2011.
(http://www.deaf-hh.org)
Texas Department of Assistive and Rehabilitative Services (DARS). N.p., n.d. Web. 7 Aug 2011
(http://www.DARS.state.tx.us)
We i k e l , Li n a . P e r s o n a l I n t e r v i e w b y M e l o d i e Wa l l a c e . 0 9 Au g 2 0 1 1.
Critiquer: ______________________
Semester/Year: _________________
Speech Title/Topic: _________________________
Speaker: ____________ Course and Time________
PERSUASIVE SPEECH PREPARATION OUTLINE
FOR SPCH 1315 – Fundamentals of Public Speaking
Assessment of Core Competency: Written Communication
Each randomly selected persuasive speech you review will have the corresponding outline that has been
downloaded. Critique each component of the outline using the following scale: unacceptable (1); proficient
(2); excellent (3); exemplary (4).
OUTLINE FORMAT
BODY
___Title/topic written at top
___General purpose
___Specific Purpose
Consistent outline form used:
___full sentence or key word ___
___ transitions between main points
___subdivisions (minimum of two –
___ Every “A” needs a “B”; every “1”
Needs “2”, etc.
___correct symbols consistently used
Main points:
___organized effectively using Monroe’s
Motivated Sequence (NEED, SATISFACTION,
VISUALIZATION
Support Material:
___ used different types of support material
___ included sufficient evidence to support
position
INTRODUCTION
CONCLUSION
___Attention getter technique
___ Speaker credibility/link
___ Audience link/relevancy to topic
___Central idea/thesis statement
previewed main points
___ Summary statement/Review of main points
___ Ended with ACTION statement (challenging
audience to follow through with persuasive
objective
BIBLIOGRAPHY/WORKS CITED
___ Minimum of three sources
___ Research sources cited using
correct MLA or APA format
Personal Responsibility Competency:
 Be able to connect choices, actions, and consequences to ethical
decision making
In This Section:
 Unethical Behavior: Determining Plagiarism and Cheating
Information and Activity
 Exam to Assess Personal Responsibility Through Ethical
Communication
SPCH 1315 – Fundamentals of Public Speaking
Unethical Behavior:
Determining Plagiarism and Cheating
Objective: To recognize unethical behavior when it occurs in a Public Speaking course
Instructions: After reading about the three different kinds of plagiarism, analyze the situations
given below and decides if the students have committed plagiarism or have cheated. If you think
the students have plagiarized, identify which kind of plagiarism they committed. Be able to defend
your decisions orally.
 To plagiarize is to present another person’s language or ideas as your own – to give the
impression that you have written or thought of something yourself when you have actually
taken it from someone else.
 Global plagiarism: stealing an entire speech or assignment
 Patchwork plagiarism: stealing ideas or language from two or three sources
 Incremental plagiarism: failing to give credit for particular parts or increments of a speech
that are borrowed from other people (quotes or paraphrases)
1. Anna buys an entire speech from an online source, writes it on note cards, and then delivers it as if it were her
own work.
Anna (has) (has not) plagiarized. Identify reasons.
2. On the Internet Karl finds an outline off a speech about college students and stress. He adds one additional
example to the speech, but otherwise does not change it. Karl then presents the speech in class as his own.
Karl (has) (has not) plagiarized. Identify reasons.
3. Ruben and Matthew are in two different Public Speaking sections. They work together on a speech on the
topic of “How the Pyramids Were Built.” They share the same sources: two Internet sources and a book. They
write the speech together and prepare identical outlines. Each gives essentially the same speech in his class.
Ruben and Matthew (have) (have not) cheated. Identify reasons.
4. Vanessa uses statistics extensively in her speech on medical waste which washes up on local beaches, but she
doesn’t tell her audience the sources of her statistics.
Vanessa (has) (has not) plagiarized. Identify reasons.
5. Together, Monica and Ale watch two instructional DVDs in the REC Center. Monica completes the worksheets
that accompany the DVDs, but Alex doesn’t find the time. He copies Monica’s worksheets and turns them in for
credit
Alex (has) (has not) plagiarized. Monica (has) (has not) cheated. Identify reasons.
6. Together, Becky and Audrey watch two instructional DVDs in the REC Center. After watching the recordings,
they work together on the worksheets that accompany the DVDs. They turn in identical worksheets.
Becky and Audrey (have) (have not) cheated. Identify reasons.
7. Together, Jack and David watch two instructional DVDs in the REC Center. After watching the DVDs they
discuss the answers to the worksheets that accompany the recordings. Later that day, each student individually
completes the worksheets.
Jack and David (have) (have not) cheated. Identify reasons.
8. Ian’s class is expected to watch a recorded speech in the REC Center and write a critique on the speech. Ian
doesn’t watch the speech, but his friend Marco does. Ian takes Marco’s critique and rewrites it. Ian makes sure
to vary the sentence structure and the wording so that the critique is not identical to Marco’s.
Ian (has) (has not) plagiarized. Marco (has) (has not) cheated. Identify reasons.
9. Amanda finds three articles online that each offer unique information about her speech topic. She uses pieces
of all three articles when she writes her speech. The day of her speech she does not cite any of these sources,
although she does cite some other sources from which she gathered information.
Amanda (has) (has not) plagiarized. Identify reasons.
10. Leslie and Reid, who are in different Public Speaking classes, are working in the REC Center on an assignment
that requires them to make a slide show for a PowerPoint presentation. Leslie doesn’t know much about
PowerPoint, so Reid helps her. He explains how to download photos and shows her a picture he has downloaded
from the Internet that he intends to use for his assignment. Interestingly, Leslie realizes that this same picture
would be appropriate for her presentation also. She down loads, the identical picture and uses it in her slide
show.
Leslie (has) (has not) cheated. Identify reasons.
11. Jose and Sarah are in the same Public Speaking class. Jose finds an Internet source that has interesting
information for Sarah’s topic area. He gives Sarah the web address, and she gets valuable information from the
site. Sarah uses the sources in her speech even though she did not find it on her own.
Jose and Sarah (have) (have not) cheated. Identify reasons.
12. Lillian, Noah, Ramesh, and Courtney form a study group. When a take-home test is distributed in their Public
Speaking class, all four of the students make sure they have read the chapters and studied for the test. At a set
time, they meet to collaboratively take the test.
The students in the study group (have) (have not) cheated. Identify reasons.
SPCH 1315 – Fundamentals of Public Speaking
Exam to Assess Personal Responsibility Through
Ethical Communication
Instructions: Select the best answer for each question.
1. Which of the following statements about plagiarism is accurate?
a. Whether you have plagiarized or not can be situational. There might be a case where is it
appropriate to copy someone else’s assignment and present it as your own work.
b. If you use information in your speech that you have taken from three sources and give
credit to two sources but not all of them, it would not be considered plagiarism.
c. To plagiarize is to present another person’s ideas or language as your own.
d. Plagiarism is not considered cheating
2. Scott finds a speech outline on the Internet. He copies it and turns it into his instructor. Scott
has committed
a. Incremental plagiarism.
b. Global plagiarism.
c. Patchwork plagiarism.
d. Scott has not plagiarized.
3. You have come early to the room, and you are sitting at your desk in Speech class. Another
student comes in and complains that she did not have a chance to finish the last two questions
on a homework assignment. She asks you if she may see your paper so that she can copy just
two of your answers. She promises to change the wording so that the professor will not know
that she copied. If you agree, you are
a. Committing global plagiarism.
b. Committing patchwork plagiarism.
c. Cheating because you are agreeing to unethical behavior.
d. Committing neither plagiarism nor cheating.
4. In your speech, if you fail to give credit for a couple of short quotations that come from other
people, you are committing
a. Patchwork plagiarism
b. Incremental plagiarism
c. Global plagiarism
d. None of the above
5. Which of the statements below best describes the following situation: You find a photograph
online which you would like to put into your PowerPoint presentation for your class. It is a
copyrighted photo from a well-known magazine. You copy and paste the photo into your
slideshow and use it as a visual image without giving credit to the magazine which owns the
rights to the picture.
a. Your behavior is ethical because “Fair Use” permits students and scholars to use
copyrighted visual images in presentations for educational purposes where no money is
exchanged.
b. Your behavior is unethical because “Fair Use” applies to written works only, not visual
images.
c. Your behavior is unethical because you must secure permission from the magazine to use
the picture in your classroom PowerPoint presentation.
d. It doesn’t matter if your behavior is unethical or ethical because no one cares if the photo
has a copyright or not.
6. You and your friend, Leila, are in the same section of Speech. You are given an assignment
which requires you to work in a small group with a third student, Tessa. Tessa does most of the
research for the project, and Leila prepares the PowerPoint slideshow to accompany the
presentation. You gather the research and create the preparation and speaking outline. Your
group has
a. Acted ethically because your group divided the work to accomplish the task.
b. Cheated because Tessa did all of the research.
c. Cheated because no one helped Leila prepare the PowerPoint slideshow.
d. Cheated because the two women did not help you write the outline.
7. Another student, Ramona, takes your Scantron card from your binder without your knowledge
and quickly copies your take-home test answers on to her Scantron card. After the test has
been turned in, and you become aware of what happened, your ethical responsibility is to
a. Inform your instructor that Ramona cheated and copied your answers without your
knowledge.
b. Tell Ramona that it is her ethical responsibility to inform the instructor what she has done
or you will do so.
c. Forget about it and give Ramona a break. Your instructor is never going to know that
Ramona copied the answers. After all, it’s only a Scantron card.
d. Both a and b are ethical options.
8. By adding a “Works Cited” area to your speech outline and including all of the sources that you
referenced in that outline, you are avoiding
a. Global plagiarism
b. Patchwork plagiarism
c. Incremental plagiarism
d. a, b, c, and d
9. James takes material from two or three sources and presents a speech using paragraphs from
each of the sources. During his speech, he does not credit any of the sources with oral
citations. James is
a. Using ethical communication since he did not copy all of the information from one source.
b. Committing patchwork plagiarism.
c. Committing global plagiarism.
d. Trying to avoid going over the time limit for his speech.
10.
The main purpose of oral citations is to
a. Add time to a speech which might be too short.
b. Fulfill the requirement to cite all of your sources.
c. Give appropriate credit to the original source for his/her language or ideas.
d. None of the above.
Teamwork Competency:
 Be able to consider different points of view to support a shared purpose or goal
(INTRODUCE AND REINFORCE)
 Be able to consider different points to view to support a shared purpose or goal (ASSESS)
In This Section:
 List of Representative Group Assignments:
o Adopt an Ugly Dog Group Activity
o Support Material Group Activity
o Language Group Activity
o Language in MLK “Dream” Speech Group Activity
o Organizational Formats Group Activity
o Use of Persuasion in the Media Group Activity
o Identifying and Analyzing the Essential Elements of an Informative Speech
Group Activity
 Rubric to Assess the Teamwork Competency
SPCH 1315 – Fundamentals of Public Speaking
Group Activity
Adopt This (Ugly) Dog!
Objective:
A small group of students will collaboratively create an advertisement which includes
 Intense persuasive language
 Text material which is selectively chosen to focus on the target audience
 Emotional appeals
 Appeals to logic and reasoning
Instructions:
 With your group members, write an advertisement designed to find this dog a good home. (The ad
may be designed for print, online, or TV. The photo will run with the ad.)
 The ad must be 30 words or fewer. If a word is three letters or fewer, it doesn’t “count” in your 30
words.
 Pick a specific target audience to whom you are appealing. (ex. Cheerleaders, elderly people who
square dance, bikers, people who watch soap operas, airline pilots, etc.)
 Use as many of the “Facts” as you think will work to achieve your goal.
 If needed, create one additional “fact” you will include to help achieve your goal.
 Use at least two instances of “intense” persuasive language in your advertisement.
 Think of (and use) a name for this dog to help you to achieve your goal.
FACTS
















Female
7 ½ years old
Not spayed
Weighs 9 pounds
Loves cats
Hates kids
Housebroken
Very tiny bark
Good watch dog
Sleeps 18 hours per day
Has had 6 different owners
Loves to ride in the car
Loves to ride on bicycles
Delicate stomach – eats only warm chicken and rice
Afraid to go outside alone
Does many tricks
 Prefers the company of women
SPCH 1315 – Fundamentals of Public Speaking
Support Material Group Activity
Objective: to identify different types of support material and evaluate if they follow the guidelines.
Instructions: Below is a summary of different types of support material. There are also guidelines for how to incorporate
these support materials in your upcoming speech. After reviewing this information, follow the specific directions that follow.
TYPES OF SUPPORT MATERIAL AND GUIDELINES TO FOLLOW:
 ILLUSTRATIONS: (written/oral source and date of source needs to be cited)
 A story, anecdote, or personal narrative that provides an example of
an idea, issue or problem.
 Brief illustrations are no longer than a sentence or two; or a listing of
examples.
 Extended illustrations are longer and more detailed, resembling
a story. Often are more vividly descriptive, and are more dramatic and emotionally
compelling.
 Hypothetical illustrations can be brief or extended describing events
that have not occurred but might happen giving the audience the chance to imagine
themselves in a particular situation.
 DESCRIPTIONS: (written/oral source and date of source needs to be cited)
 It tells you what something is like. They also provide the details that
allow audience members to develop mental pictures of what the
speaker is talking about).
 Good descriptions are vivid, accurate and specific making people and
events come alive for the audience
 EXPLANATIONS: (written/oral source and date of source needs to be cited).
 They are statement/s that make clear how something is done or why it
exists in its present form why it existed of in its past form. These can
include an explanation of how a process works or why a policy, principle, or
event occurs).
 Keep descriptions and explanations brief.
*Use specific, concrete language.
 DEFINITIONS: (written/oral source and date of source needs to be cited)
 They define any and all specialized, technical, or little-known terms
in your speech and can come from a dictionary, etc.).
 Use a definition only when needed.
 -Make sure that you give your audience definitions that are easily
understandable.
 Be sure that your definition and your use of a term are consistent
 ANALOGIES: (written/oral source and date of source needs to be cited).
 These are comparisons helping audiences understand unfamiliar ideas,
objects, and situations by showing how they are similar to something they already
know).
 Literal analogy is a comparison between two similar things and can be
creative, therefore can be inherently interesting to your audience.
 Figurative analogy is not considered hard evidence because it relies on
imaginative insights not on facts or statistics. Make sure that the
essential similarity between two objects is readily apparent.
 STATISTICS: (written/oral source and date of source needs to be cited).
 Need to make sure statistics used are representative of what they claim
to measure.
 Should be used sparingly and should round off numbers.
 Reliable, current, unbiased source should be identified in speech.
 Relate statistics to audience or familiar objects/idea (when possible).
 TESTIMONY: (written /oral source and date of source needs to be cited).
 Expert testimony is information from a recognized authority on your
speech subject (name of individual/s and credibility needs to be
cited).
 Lay testimony is information shared by someone who is dealing with
the situation or issue you are focusing on in your speech.
 Literary quotation is a brief pointed statement that can have a great
impact on your audience and they are easily accessible (from
quotation dictionaries available on the Web.
All testimony should:
 be quoted or paraphrased accurately.
 use qualified individuals who are knowledgeable about your subject.
 rely on unbiased current sources.
 sources should be identified in speech
 identify the people being quoted or paraphrased.
*be brief.
*be paraphrased (especially if the quotation is longer than 2-3 sentences).
I. Below are statements that demonstrate a type of support material. Included is an oral citation that
tells the speech audience the source of the information used. Keeping in mind the above information
and the information covered in class on oral citations/footnotes, identify one violation/flaw you see
demonstrated.
A. According to a study conducted in 2011 by Verizon Wireless, there is no evidence that the use of cell phones is a major
cause of automobile accidents.
B. Nicole Kidman stated in a recent interview on the February 1, 2012 airing of ABC’s Today Show, that the U.S. needs to
change its environmental policies or we will soon see a dramatic increase in health problems due to air and water
pollution.
C. According to the 2011 New York Times Almanac, California has the largest Native-American population of any state in
the union with 420,501. Arizona is second with 286,680; Oklahoma is third with 278,124; and New Mexico is fourth
with a total Native-American population of 183,972.
D. I don’t know why insurance companies should charge higher rates for drivers under the age of 25. All of
my friends drive a lot and none of them have been in car accidents.
E. In a random survey conducted last month among members of People for the Ethical Treatment of Animals,
99 percent of respondents opposed using animals for medical experiments. Clearly then, Americans
oppose such experiments.
II. Identify the types of support material used in this following three paragraphs of a hypothetical speech, and then
evaluate what guideline/s for support material may have been violated.
A. In the May 2012 Journal of American Medical Association article ER Care the author and emergency medicine specialist,
Dr. Randall Sword, is quoted as saying that “emergency rooms will handle more than 161 million cases this year alone.”
This means that 1 out of every 16 Americans will spend time in an emergency room this year. Unfortunately, the
National Academy of Sciences states on their web site, updated January of this year, that “emergency medical care is one
of the weakest links in the delivery of health care in the nation.” In fact, according to this same source, medical
researchers estimate that 5,892 deaths occur annually from poisoning, drowning, and drug overdoses, as well as 21
percent of all deaths from automobile accidents, would not have happened if the victims had received prompt and proper
emergency room care.
1. One type of support material used (explanation, statistic, illustration, description, definition, analogy and/or
testimony):
2. One weakness or guideline violated:
B. One cause of this problem is that many doctors are not properly trained in emergency care. According to the U.S. News
and World Report, fewer than 50 percent of emergency room physicians have completed emergency training courses. A
survey conducted by Dr. Ron Frey and Dr. Peter Mangold found that untrained emergency room physicians felt they were
unsure how to diagnose or treat many of the extreme abdomen, chest, and cardiac disorders that often appear in hospital
emergency rooms. The question you might be asking is why? Hospital administrators would never a put a doctor with no
surgical experience in the operating room. But aren’t they in essence doing something as equally risky and dangerous in
our ER’s?
1. One type of support material used (explanation, statistic, illustration, description, definition, analogy and/or
testimony):
2. One weakness or guideline violated:
C. Another cause of the ER problem is that precious time is often wasted on useless paperwork before vital emergency
treatment even begins. Maureen Singleton, an ER physician for 12 years, conducted a study about ER protocol and
reported her findings in the September 2009 article “Our Responsibility to Emergency Room Patients”. She said that
often times ER’s are not as effective as they could be because the “paperwork is often times given a higher priority than
patient care.” I recently had this experience when my six year old daughter fell at her friend’s house, hitting her head on
the corner of a coffee table. After being called, I rushed to the hospital and discovered that even though she arrived an
hour before I had, she had not yet been treated by a physician because the paperwork required a parent’s signature. Thank
God, her injuries weren’t severe, but that isn’t always the case. Also, several years ago, I read about a man driving by an
elementary school in Cleveland, Ohio, when he had a heart attack, and crashed into a schoolyard. Seven children were
taken to the emergency room three blocks away, but the real tragedy had not yet begun. Once in the emergency room, the
children were denied treatment until their parents were contracted and the admitting forms were filled out. By the time
the forms were completed, two of the children had died.
1. One type of support material used (explanation, statistic, illustration, description, definition, analogy and/or
testimony):
2. One weakness or guideline violated:
SPCH 1315 – Fundamentals of Public Speaking
Recognizing Different Uses of Language
Group Activity
Objective: to identify different kinds of language that may be used in a speech.
Instructions: Read the following speech excerpts and then, as a group, decide on what type of figure of speech is
demonstrated. Choose from the following: simile, parallelism, repetition, alliteration and metaphor. Everyone will be used once
and some excerpts are examples of two different types of language.
1. Reverend Jesse Jackson delivered a speech to a conference of teenagers in Atlanta, Georgia: "This morning I want to speak
on the subject "It's Up to you," for it is important for you to get involved and be part of what's happening. You must feel that
you count in order to appreciate yourself and develop yourself in relation to other people. People on my right I want to hear
"I am" (Audience answers "I am". Say I am somebody. (Audience answers "I am somebody"). Now don't sound all scared
and timid, let me hear it loud and clear: "I am somebody." (Audience responds with “I am somebody”). I can learn
anything in the world because I am somebody."
______________________________________________________________________________________________________
2. "Careless cars cutting corners create confusion. Crossing centerlines cause countless collisions. Both will inevitably cost
us coffins. So continue cautiously." ---Paul McCann
______________________________________________________________________________________________________
3. “During the night the forest was a dark, frightening battlefield.”______________________________________________
4. Dr. Anthony Compollo, Chairman of the Department of Sociology and Youth Ministries at Eastern College in Pennsylvania,
gave a speech in which he referred to the "bad news on Friday," the harsh reality that we have to deal with in life. But he urged
us to look forward to the "good news on Sunday." He declared, "It's Friday, but Sunday's coming." He gave illustrations of the
bad news and the good news, but periodically he would say, "It's Friday, but Sunday's coming." And by the end of the speech,
he had the whole audience shouting, "It's Friday, but Sunday's coming."
______________________________________________________________________________________________________
5. "It's been a hard day's night and I've been working like a dog." ---The Beatles
____________________________________________________________________________________________________
6. “Patty was a raging tiger when she lost her lunch money.” ___________________________________________________
7. "My heart is like an open highway.” ---Jon Bon Jovi ________________________________________________________
8. “Some of us willingly put up walls to keep others out, but what we want is someone to watch, wait, and then we will let
your words warm our hearts.” ____________________________________________________________________________
9. “We defeated communism. We defeated fascism. We defeated them on the field of battle, and we defeated them on the
field of ideas.” ---Colin Powell ____________________________________________________________________________
10. “We stand on a lonely, windswept point on the northern shore of France. The air is soft. But forty years ago at this
moment, the air was dense with smoke and the cries of men. At that time the air was filled with the crack of rifle fire and the
roar of cannons. At dawn, on the morning of the 6th of June, 1944, two hundred and twenty five Rangers jumped off the
British landing craft and ran to the bottom of these cliffs. The Rangers looked up and saw the enemy soldiers—at the end of
the cliffs shooting down at them with machine guns and throwing grenades.”---Ronald Reagan (speech commemorating the
40th anniversary of Day) _________________________________________________________________________________
10. “Globalization should not be a huge melting pot to which people of uniqueness go only to come out all the same. It
should not be a process in which countries gradually lose their identities. To my understanding, globalization should be a
grand orchestra—an orchestra in which every player has his particular position and function; an orchestra where the
uniqueness of every member is so cherished that anyone’s role is irreplaceable by anyone else; an orchestra based on the
joint contribution of every participant, which can and will produce the most beautiful symphony of tomorrow’s peace and
prosperity.”--Zhang Jiexuan, a student at Fudan University in Shanghai (China’s 2002 national English-language speech
competition)._________________________________________________________________________________________
11. “When you see your street, see my street. When you see your house, see my house. When you see your children, see my
children.” ---Whitney Young, Jr. _______________________________________________________________________
12. “Peace is essential for progress, but progress is no less essential for peace.” --- Liaquat Ali Khan.
____________________________________________________________________________________________________
13. “Your success as a family, our success as a society, depends not on what happens at the White House, but on what
happens inside your house.”---Barbara Bush _______________________________________________________________
14. “When we reached our camp site, I first felt the grass and the trees envelope with me with green. I was drawn in by the
sounds of leaves rustling in the trees as if the breeze caused the limps to dance above us. I remember the magic way the fire
flies blinked like stars that were within my reach and how the glow from our fire created a glow and warmth that was
hypnotic. As a child from the city, my senses soaked up everything and while I had difficulty putting it in to words, I
remember feeling like I was home.”
____________________________________________________________________________________________________
15. “Walking into my grandparents’ home when I was a child was like being wrapped in a giant security blanket.”
____________________________________________________________________________________________________
16. “The vice presidency is the sand trap of American politics. It’s near the prize, and designed to be limiting.” ---Howard
Fineman _____________________________________________________________________________________________
17. “We should not demean our democracy with the politics of distraction, denial, and despair.” ---Al Gore
___________________________________________________________________________________________________
18. “We are a people in a quandary about the present. We are a people in search of our future. We are a people in search of
our future. We are a people in search of a national community.” ---Barbara Jordan
___________________________________________________________________________________________________
19. “In a nation founded on the promise of human dignity, our colleges, our communities, our country should challenge
hatred wherein we find it.” ---Hillary Rodham Clinton
___________________________________________________________________________________________________
20. “Getting that group to speak up and express themselves is like pulling teeth.”
___________________________________________________________________________________________________
SPCH 1315 – Fundamentals of Public Speaking
Use of Language in Martin Luther King Jr.’s
“I Have a Dream” Speech
Background Information: Martin Luther King, Jr.’s stirring address to civil rights marchers in Washington, DC on August 28,
1963, was named the top American political speech of the 20th century. (The Mall, where the speech was delivered, is in the
heart of the nation’s capital. It is 2.25 miles of green grass and stretches from the Capitol Building to the Lincoln Memorial.)
Dr. King stood on the steps of the Lincoln Memorial and delivered his speech to over 200,000 marchers standing in the Mall
and to millions of viewers watching on television.
Instructions: Watch the recording of Martin Luther King Jr.’s “I Have a Dream” speech and then using the manuscript of the
speech (provided by your instructor) identify the following categories. Be sure to write the exact words from the speech.

Identify imagery (words that evoke mental pictures or images) from the following speech excerpts:
A. Paragraph 2 - The Emancipation Proclamation came as __________________________________________________
B. Paragraph 3 - The life of the Negro is crippled by _______________________________________________________
C. Paragraph 3 - The Negro lives ______________________________________ in the midst of ____________________

Identify similes (comparisons between things that are essentially different yet have something in common; always
using the words “like” and “as”). First identify the paragraph number and then write the speech excerpt.
E. Paragraph __: ______________________________________________________________________________________
F. Paragraph __:______________________________________________________________________________________

Identify metaphors (comparisons between things that are essentially different yet have something in common; not
using “like” or “as”). First identify the paragraph number that you are referring to and then write the speech
excerpt.
G. Paragraph __: _____________________________________________________________________________________
H. Paragraph __: _____________________________________________________________________________________

Identify the alliteration (repeating the same consonant sound to make your words meaningful). First identify the
paragraph number that you are referring to and then write the speech excerpt.
I. Paragraph __: ______________________________________________________________________________________
J. Paragraph __: ______________________________________________________________________________________

Identify examples of repetition (repeating phrases). First identify the paragraph
number that you are referring to and then write the speech excerpt.
K. Paragraph __:_____________________________________________________________________________________
L. Paragraph __: _____________________________________________________________________________________

Identify parallel structure (using parallel grammatical forms such as a series of infinitives or prepositional phrases
enhancing clarity) from the following speech paragraphs. Write the speech excerpt.
M.. Paragraph 12: ___________________________________________________________________________________
N. Paragraph 14: ___________________________________________________________________________________
SPCH 1315 – Fundamentals of Public Speaking
Identifying Different Organizational Formats
Group Activity
Objective: To identify the most appropriate organizational pattern for informative speeches and persuasive speeches.
Instructions: Next to the specific purpose statement, put the letter/s of the organizational pattern which would best fit the
speech.
C – Chronological
P-S – Problem/Solution
T – Topical
MS – Monroe’s Motivated Sequence
S – Spatial
C-E – Cause/Effect (Causal)
1. ____ At the end of my speech the audience will be able to identify three possible locations for a new administration
building on campus.
2. ____At the end of my speech the audience will be able to list the three steps in buying a used car that will best meet their
needs.
3. ____At the end of my speech the audience will be able to explain the steps of an Irish folk dance.
4. ____At the end of my speech my audience will be able to explain the three ways to be successful in college.
5. ____At the end of my speech the audience will agree that the high rate of violent crime can be lowered by imposing
stronger legal consequences on the offender.
6. ____At the end of my speech the audience will be able to identify the causes and the effects of Diabetes.
7. ____At the end of my speech the audience will agree that to solve the problem of air pollution, we need to advocate that
hybrid vehicles be available at lower prices and that buyers should qualify for a tax deduction.
8. ____At the end of my speech the audience will be able to list the three steps in the adoption process.
9. ____At the end of my speech my audience will be able to explain the causes of gout and its impact on the body.
10.____At the end of my speech my audience will agree that there is a serious problem of litter on our local beaches, how
participating in the Beach Clean-Up Project will reduce the problem, and how our community will benefit from our
involvement.
11.____At the end of my speech my audience will be able to explain about the life and the achievements of writer, Maya
Angelou.
12.____At the end of my speech my audience will be able to explain the three aspects to consider when choosing a day care
center.
13.____At the end of my speech my audience will be able to list the steps in making the Hawaiian food, poi.
14.____At the end of my speech my audience will be able to list three aspects to consider before choosing athletic footwear.
15.____At the end of my speech my audience will be able to explain how John F. Kennedy will be remembered as a
decorated war veteran, a president who successfully dealt with the Cuban missile crisis, and as a charismatic leader struck
down in his prime.
16.____At the end of my speech the audience agree that tougher laws are needed to curb the problem of boating accidents
caused by alcohol consumption.
17.____At the end of my speech my audience will be able to explain to this audience ways to reduce stress through
meditation.
18.____At the end of my speech the audience will agree that the homeless problem is being helped by Metro Ministries that
we need to donate our money to help them meet their objectives, because without financial support the homeless will not
have their basic survival needs met.
19. ____At the end of my speech the audience will be able to demonstrate how to perform CPR.
20.____At the end of my speech the audience will be able to describe three different types of tarantulas.
SPCH 1315 – Fundamentals of Public Speaking
Use of Persuasion in the Media
Group Activity
Objective: Since we are surrounded by media forces sending us persuasive messages, it is import for us to be critical thinkers
as we receive these messages. This assignment will help you to identify elements of persuasion that are used and identify and
evaluate persuasion in a real-world context.
Instructions: Choose two of the four infomercial clips that can be found on http://www.youtube.com. To access the clips,
click on videos and then type in two of the following:
Proactive Acne Cream
Berman on the Magic Bullet Infomercial
The George Foreman Grill Infomercial
Tony Little and WWF’s The Genius Infomercial
Then as a group identify the following for each of the infomercial clips that you watched.
I.
Rational Arguments/Evidence
A. What type of evidence do they give?
B. What type of statistics do they give and are they relevant and credible?
C. Is testimony (peer and expert) used?
D. Do they compare their product to other options?
II.
Emotional/Motivational Appeals
A. Do they use fear appeals? (i.e. “What would you do if you lost your job?”)
B. Do they appeal to basic needs and values? (i.e. “Don’t you want to be healthy and live a long life?”)
C. Do they appeal to our self-interest? (i.e. “With these tapes, you will be rich and famous.”)
D. Do they use a social proof? (i.e. “Everybody is doing it “ or “This is a best selling product.”)
E. Does the infomercial convey warmth? (i.e. Is there an emotional heart wrenching story or does it evoke an “awwh”
when watching?)
III.
Credibility
A. How is the presenter’s expertise and authority built?
B. Does the presenter build good will and if so, how? (i.e. “We want to help you lose weight.”)
C. Describe the salesperson and their personality as demonstrated in the infomercial, clarifying any “charisma” that is
conveyed.
IV.
Aesthetic Strategies
A. How is the visual presentation persuasive? (i.e. the setting or the backdrop)
B. Does music play a persuasive role? (i.e. Is the background music fast or slow and does it facilitate persuasion?)
C. What role does nonverbal communication play? (i.e. How are the presenters depicted nonverbally? Use of
gesturing?)
V.
Audience (Who is the intended audience and how do you know?)
VI.
Fallacies in Reasoning: (Does the infomercial demonstrate any fallacies in reasoning that is discussed in your
textbook or that we discussed in class?)
VII. Organizational Format (Explain how the infomercial follows Monroe’s Motivated Sequence—ATTENTION,
NEED, SATISFACTION, VISUALIZATION, ACTION
SPCH 1315 – Fundamentals of Public Speaking
Identifying and Analyzing the Essential Elements
of an Effective Informative Speech
Group Activity
Objective: To practice the identification of the essential elements of an informative speech and clarify how the speech needs
to be improved to meet guidelines and meet the desired objective; and to work as a team to consider different points of view
and to work effectively with others to support a shared purpose or goal.
Instructions: All members of the group will view an informative speech on video and then will be given a manuscript and/or
preparation outline of that speech. Each member of the group will be assigned to focus on one specific essential element of
an informative speech, identifying the strengths and weaknesses. The critique should include what needs to be changed or
added to improve that specific speech element. Each group member will report to the group his/her analysis of the speech
component he/she was assigned. After a discussion, where each group member expresses their opinion about each of the
speech elements in the speech viewed, the group will turn in their group analysis decisions (in writing) and/or present their
group decisions to the rest of the class.
Group Member #1: _____________________________
 Identify the attention getting technique/ used? Was it creative and did it meet the desired objective? What would
you do to change or adjust it in any way? Be specific.
Group Member #2: _____________________________
 Identify the speaker’s link to the topic? Was it effective and did it meet the desired objective? What would you do to
change or adjust it in any way? Be specific.
Group Member #3: _____________________________
 Identify the audience link/credibility to the topic? Was it effective and did it meet the desired objective? What
would you do to change or adjust it in any way? Be specific.
Group Member #4: _____________________________
 Identify the main points of the speech and the organizational format used. Was it clear and effective?
 Identify two types of support material used? Was it effective and did it meet the desired objective? If not, what
would you do to change or adjust it in any way? Be specific.
Group Member #5: _____________________________
 Identify the oral citations/footnotes use. Did they follow the guidelines for citing sources? If not, clarify what is
missing?
Group Member #6: _____________________________
 Identify the summary statement in the conclusion. Was it clear? Did the speaker “tell the audience what they told
them” by rewording the central idea of the speech? If not, what would you do to change or adjust it in any way? Be
specific.
 Identify the conclusion clincher technique/s. Was it effective and did it meet the desired objective? If not, what
would you do to change or adjust it in any way? Be specific.
Rubric for Assessing Teamwork:
Being able to work effectively with others to support a shared purpose or goal
SPCH 1315 – Fundamentals of Public Speaking
1. Group Members
#1
#2
#3
#4
#5
#6
1 – Below Expectations
Student does not contribute
to group conversation.
2 – Meets Expectations
Student contributes
to group conversation.
2. Group Members
#1
#2
#3
#4
#5
#6
1 – Below Expectations
Student dominates other
group members during
decision-making.
(interrupts, does not
consider others input/ideas)
2 – Meets Expectations
Student engaged in
compromise during
decision-making.
(listens, makes suggestions)
3. Group Members
#1
#2
#3
#4
#5
#6
1 – Below Expectations
Student introduces
irrelevant or personal
information during group
discussion.
2 – Meets Expectations
Student stays on topic
during group discussion.
Critical Thinking Competency:
 Be able to generate/demonstrate original ideas – creative thinking (INTRODUCE AND REINFORCE)
In This Section:
 List of Representative Assignments:
o Audience Analysis Commercial
o Impromptu Speech
o Giving a Toast
o Informative Topic Declaration
o Informative Topic Declaration Example
o Persuasive Topic Declaration
o Persuasive Topic Declaration Example
o Creation of a Presentation/Visual Aid
SPCH 1315 – Fundamental of Public Speaking
Audience Analysis Commercial
OBJECTIVE: To effectively adapt a topic for a particular audience and situation; to be creative and innovative in the functions
of the item; and to practice effective delivery skills.
INSTRUCTIONS:
1. Read text material on audience analysis. On the assigned date you will be asked to bring to class a wrapped
(new) item that costs $1.00 or less (these items might be provided by your instructor). The item must perform
a function. The item has to do something. Examples of items that do not meet this “function” requirement
are: stickers, food, newspaper, poster, or money. Examples of items that do meet this function are: pen,
flashlight, rolling pin, or clothes hanger. If you are required to bring an item, be creative in choosing it. Do not
bring inappropriate or embarrassing items.
2. If asked to provide an item, keep the item confidential. Don’t forget to bring it wrapped in some manner.
Anyone who forgets and fails to bring his/her wrapped it. Bring it on the assigned date, or does not have an
item assigned to him/her by the instructor will not have the opportunity to participate in the activity (receiving
a “0” for the assignment).
3. You will be choosing an audience at random from a list provided by your instructor. You will then choose a
wrapped item (other than your own), from the “gifts” brought by the class, or you will assigned an item by
your instructor.
4. You will have until the next class session to create a commercial that will sell this item to your specific
audience. For example, you might have to sell a flashlight to an audience comprised of skydivers or a clothes
hanger to computer analysts. Be sure to spend time analyzing how you will develop your commercial to meet
the particular needs and interests of your audience. Do not make your commercial generic.
5. Remember that most commercials are usually no more than 30 seconds in length.
6. Stretch your imagination! One criteria on which you will be evaluated is your creativity. Remember to grab
your audience’s attention. Make sure that you clarify what you want your particular audience to know,
understand, and appreciate about your item. Include multiple functions for your item and then clarify how your
item is different than others that look just like it. Convince this audience that it will be in their best interest to
buy the item.
7. Fill the top student portion of the “Audience Analysis” Evaluation. On the assigned date, turn in signed
evaluation form to your instructor before delivering your commercial. It will be used to critique and grade this
oral activity.
8. You will be using your item as a visual aid on the day you deliver your commercial. You will be assessed by the
following:










You addressed the needs and interests of your specific target audience.
You clarified what is special/unique about your item so that you audience really wants to purchase it.
You “grabbed” your audience’s attention with your first few statements.
Your material showed prior thought and preparation.
Your material showed creativity.
You used good eye contact and extemporaneous delivery.
You used vocal variety.
Your gestures and movement were natural.
You used an appropriate amount of time to accomplish your objective without being too short or long.
You were dressed appropriately enhancing your credibility.
SPCH 1315 – Fundamentals of Public Speaking
The Impromptu Speech
Impromptu speaking is “spur-of-the-moment” speaking. You use impromptu speaking when you have to
give a speech without prior notice. In most situations, you won’t be asked to do an impromptu speech
unless you have some knowledge about the subject. Impromptu situations occur in meetings, social
gatherings, conferences, classrooms, work environments, and similar situations.
Specific Speech Requirements
 Utilize a simple organizational pattern. Whether it be the topical pattern problem/solution, or another pattern that you
can quickly recall, remember to make it simple.
 Start off with a grabber. Do not begin with: ”I’ve been asked to speak about…….” or “I’m going to tell you about…”
 Preview your topic with a central idea statement. Example: “I think there are two reasons why a student should initially
chose a community college over a four-year institution.
 Elaborate on two or three main points.
 End with a review and a clincher. Do not end with “That’s it!” or “I guess that’s all I have to say,” or some other weak
ending.
When faced with an impromptu speaking situation remember the following tips:
 Plan ahead for impromptu situations. Analyze the occasion to see if there is a possibility that you might be asked to
speak. For instance, if you are the chair of a committee, you may be called upon at the company meeting.
 Listening carefully to the exact issue you are asked to address. Your comments should relate directly to what is being
asked. If you genuinely are unfamiliar with the issue, be honest about your knowledge level.
 Remain calm and poised. Even if you do not feel calm and poised because you are surprised at being asked to speak,
this is not the time to “fall apart.” Remember your audience wants you to succeed.
 Never apologize for being unprepared. The very nature of impromptu speaking dictates that you are unprepared so
begin your speech with a grabber and not with an apology. End your speech with a clincher and not an apology.
SPCH 1315 – Fundamentals of Public Speaking
Giving a Toast
Construction of the toast:
I.
The Introduction – remind the audience of your purpose.
 We have come here today to celebrate/honor (person’s name) ____________________ on his/her
(event/celebration) __________________________.
 We are gathered together this afternoon to celebrate/honor ___________________ on his/her
____________________.
II.

The Body – These sentences tell us something about the honoree like personality traits,
characteristics he/she is known for, etc. Be very specific. Tell the audience an appropriate story or
two. Keep your comments focused on information that relates to the event. If you are toasting a
wedding couple, you might tell a story that illustrates their loving relationship. If you are toasting a
mother-to-be, your story could illustrate that she is responsible and caring.)






III.
______________ is the kind of friend who . . .
______________ is the person who you would want to have around when . . .
You can count on him/her to _____________________
I remember when ______________________________
We used to ____________________________________
If I could think of one word to describe _________, it would be _________ because . . .
The Conclusion – wrap up your comments and raise your glass.
 Please join me in toasting our friend/our colleague/my daughter (be specific with the relationship)
____________________________.
 And now, raise your glass and help me honor my husband/my colleague/my neighbor, ____________,
on his/her ___________________________.
Top Tips for Making a Toast
1. Do your homework
 Research your audience
 Learn the appropriate dress code for the event
2. Construct the toast





Match the tone of your toast to the event
Use your own words
Keep your toast brief
Be complimentary
Exclude inside jokes
3. Practice, practice, practice
 Practice your toast several times
 Mingle when you get to the event
4. Gain everyone’s attention
 Stand up and use eye contact to quiet your audience and get their attention
 Ask out loud for their attention if necessary
5. Hold yourself confidently
 Stand up
 Hold a glass of wine/champagne in one hand
 Keep your body open
6. Make eye contact
 Look at the honoree
 Look across the audience
7. Speak slowly and deliberately
 Breathe
 Use short pauses to calm down
 Speak slowly
8. Sip from your glass
 Lift your glass and ask everyone to join you
 Sip, not chug, from your glass
Your “Toast” will be assessed on the following:
INTRODUCTION:
 You got everyone’s attention.
 You reminded the audience the purpose of the toast.
ORGANIZATION OF THE BODY:
 You selected at least two relevant things about the honoree.
SUPPORTING DETAILS:
 You used specific details to support your main points.
 You were complimentary.
CONCLUSION:
 You wrapped up your comments
 You raised your glass.
LANGUAGE:
 You matched the tone of your toast to the event.
 You used language that showed class and grace
DELIVERY/ NONVERBAL BEHAVIOR:
 You raised your glass.
 You raised your glass.
 You held the glass and kept your body open.
 You looked at the honoree and the audience.
LANGUAGE:
 You matched the tone of your toast to the event.
DELIVERY (VOICE):
 You spoke at an appropriate speaking rate.
 You used good volume.
SPCH 1315 – Fundamentals of Public Speaking
Informative Speech Topic Declaration
Topic: _________________________________________________________________________________
General Purpose: ________________________________________________________________________
Specific Purpose: ________________________________________________________________________
_______________________________________________________________________________________
Central Idea: ___________________________________________________________________________
_______________________________________________________________________________________
Main Points:
I. ________________________________________________________________________
II. ________________________________________________________________________
III. ________________________________________________________________________
Organizational Pattern/Format: ____________________________________________________________
SPCH 1315 – Fundamentals of Public Speaking
Informative Speech Topic Declaration Example
Topic: Medical Uses of Botox______________________________________________________________
General Purpose: To inform________________________________________________________________
Specific Purpose: At the end of my speech, the audience will be able to list the medical uses for Botox_______
Central Idea: Botox is used to reduce severe headaches, reduce symptoms of excessive sweating, and treat____
incontinence._____________________________________________________________________________
Main Points:
I. Reduce severe headaches_____________________________________________________
II. Reduce symptoms of excessive sweating_________________________________________
III. Treat incontinence__________________________________________________________
Organizational Pattern/Format: Topical_____________________________________________________
SPCH 1315 – Fundamentals of Public Speaking
Persuasive Speech Topic Declaration
Topic: ___________________________________________________________________________________
General Purpose: __________________________________________________________________________
Specific Purpose: __________________________________________________________________________
________________________________________________________________________________________
Central Idea: ____________________________________________________________________________
________________________________________________________________________________________
Organizational Pattern/Format: _____________________________________________________________
List one or more arguments the audience might have in opposition to your position:
1. ______________________________________________________________________________________
2. ______________________________________________________________________________________
3. ______________________________________________________________________________________
SPCH 1315 –Fundamentals of Public Speaking
Persuasive Speech Topic Declaration Example
Topic: Metro Ministries______________________________________________________________________
General Purpose: To persuade________________________________________________________________
Specific Purpose: At the end of my speech the audience will agree to donate the class funds to Metro__________
Ministries._________________________________________________________________________________
Central Idea: Metro Ministries is meeting the needs of the homeless in the community, but in order to continue their
mission, we all need to commit ourselves to help them achieve their goals by donating our class money to fund their
program.__________________________________________________________________________________
Organizational Pattern/Format: Monroe’s Motivated Sequence______________________________________
List one or more arguments the audience might have in opposition to your position:
1. The homeless are just looking for a handout.___________________________________________________
2. I work, so why can’t they?_________________________________________________________________
3. No one should expect others to take care of them.________________________________________________
4. The problem is so large that it is hard to believe anything I do or give will make a difference._____________
Critical Thinking Competency:
 Be able to apply information in a novel way – innovation. (INTRODUCE and REINFORCE)
In This Section:
 List of Representative Assignments:
o Creating Speech Introductions and Conclusions
o Audience Analysis Commercial (Refer to previous page in this document)
o Creating Presentational/Visual Aid
SPCH 1315 – Fundamentals of Public Speaking
Creating Speech Introductions and Conclusions
Objective: to identify different types of attention getting techniques; to identify all the parts of a speech introduction; to
practice creating a speech conclusion; and to practice writing a speech introduction for a hypothetical speech.
Instructions:
I. Identify the introduction attention getting technique/s used in the following introduction excerpts.





Attention Getting Techniques—
Make a startling statement providing facts or statistics
Arouse the curiosity of the audience
Ask a question (soliciting an overt or rhetorical response)response
Begin with an appropriate quotation
Tell a story (an brief or extended illustration, a hypothetical illustration, or personal narrative)
1. It’s an addiction that has a hold on some individual’s lives, the same way alcohol and drugs do for others. It’s a compulsion
that hurts you and your family but you still feel compelled to do it one more time. The addiction I’m referring to is
gambling.
TYPE:
2. Picture this: You and a fellow classmate live only a few blocks away, so you are walking home from class tonight. All of a
sudden, out of nowhere comes a car that doesn’t stop for the red light. Your friend is hit. It happened so fast that all you
know is that your friend is down and can’t move. The ambulance arrives and takes your friend to the hospital. At the
hospital you find out your friend has serious internal bleeding and desperately needs blood. One major problem ---at this
time is that there is no blood available that is your friend’s blood type. Your throat tightens up. You naturally thought there
was always enough blood. Now you find out there isn’t.
TYPE:
3. Have you ever seen a battered and helpless animal lying by the side of the road after being hit by a car? Unfortunately, this is
an all too frequent sight. My dog, Macho, was the victim of this same type of terrible accident. The car that hit him broke
his pelvis and dislocated his hip.
TYPE:
4. Novelist, William Faulkner was quoted as saying “You can’t eat for eight hours a day, nor drink for eight hours a day, nor
make love for eight hours a day---all you can do is spend eight hours at work, which is the reason why man makes himself
and everybody else so miserable and unhappy.” I too feel strongly that work can either be the great source of happiness or
unhappiness in our lives. They key is to use education to empower us to select our work rather than having it imposed upon
it by accident or necessity.
TYPE:
5. O.J. Simpson’s chase down an LA freeway and the pretrial hearings that took place over the three weeks that followed were
two of the most watched events of the last decade. I started wondering how many other people were murdered on the same
night as Nicole Brown Simpson. Based on national crime statistics, reported in the December 5, 1995 New York Times
article “Murder on the Rise”, 63 other people lost their lives due to violent crime on that night. During the following three
week period while the major networks were all tuned into O. J. Simpson’s pretrial hearings, more than 1,200 more people
were murdered. These tragedies did not attract the attention of the nation. But they should have.
TYPE:
II. Read the following speech introduction. Identify the elements of an effective introduction at the end.
Imagine yourself walking through a large department store. You admire the new fashions, fiddle with the cameras, gawk at the
jewelry, and check out the stereo equipment. You can’t afford to do anything but window shop---buying anything is out of the
question. For one crazy moment you have a fleeting thought----you could have this item for free, all you have to do is be stupid
enough to steal
I’ll never forget when I wasn’t quite smart enough to realize that acting on that fleeting thought was a big mistake. I was only
six years old, and after my parents discovered I had a piece of candy in my pocket that they had not purchased for me, I was
marched right back in that store to tell the cashier, apologize, and then face the consequences. The cashier put the fear of God in
me, when he said that if he ever found out that I took something that wasn’t mine, he’d make sure that I spent time in jail, rather
than out playing with my friends. That experience taught me a lesson early in my life, a lesson some have not learned.
You may never have thought about it, but shoplifting impacts all of us because we all pay the consequences financially. The
value of stolen merchandise and the increased cost of store security are passed on to all of us in higher prices of merchandise and
ultimately in higher taxes. Margaret Pena, a spokesperson for the Retail Merchants Association wrote in her July 6, 2011
Newsweek article entitled “Shoplifting”, that it is the honest shoppers who “pay as much as 10 percent more for products just to
offset the cost of shoplifting.” I don’t know about you, but I resent that kind of economic impact, because other individuals
break the law.”
Although shoplifting is sometimes called the invisible crime, I have gained some first hand experience over the past year while
working in a sales position job at Sears. During that time I have learned some pertinent information about this crime, some of
which I am going to share with you today. There are different types of shoplifters, multiple shoplifting techniques utilized, and
a variety of security procedures currently being used to fight the problem.
 In addition to the attention getting technique/s (which should be the first thing that is said in your introduction),
there are other introduction requirements. Keeping the attention getting techniques and these additional
introduction requirements (orienting material) in mind, identify each in the speech introduction you just read.
WRITE THE FIRST FEW WORDS FOLLOWED BY……………..AND THE LAST FEW WORDS.
 Attention Getter ______________________________________________________________________________
_____________________________________________________________________________________________
(Identify the type of attention getter/s used).
 Speaker’s Link to the Topic_____________________________________________________________________
_____________________________________________________________________________________________
(In some speeches a speaker’s link and a speaker’s credibility may be the same, or the speaker may include one or
the other—but in this introduction you will find both).
 Speaker’s Credibility on the Topic_______________________________________________________________
 Audience Link to Subject/Creating Common Ground_______________________________________________
____________________________________________________________________________________________
(This identifies “what’s in it for them” or “why should they listen”).
 Background Information_______________________________________________________________________
____________________________________________________________________________________________
(Background information that may be necessary in some speeches—to support a statement or to define a term, etc.).
 Central Idea _________________________________________________________________________________
____________________________________________________________________________________________
(This is one sentence that reviews the main points of the speech).
III. Now that you have read the informative speech introduction, write a conclusion for this speech.
Remember that you start with a summary statement and then end with a “clincher” technique (illustration, quotation,
reference back to something said in the introduction, and (for a persuasive speech) an appeal or challenge to action).
Conclusion
III.
I.
(Brake light function and summary statement/rewording the central idea—telling your audience “what you
have told them”).
II.
(Clincher technique/s)
Write an introduction for the following hypothetical informative speech:
General Purpose: to inform
Specific Purpose: At the end of my speech my audience will be able to explain the symptoms and treatments of three different
types of sleep disorders.
Central Idea: Sleep apnea, narcolepsy, and restless legs syndrome are sleep disorders with specific symptoms and treatments.
I.
(Attention getter/s)
II.
(Orienting material: Speaker’s credibility or link to the topic; audience link to topic; and central idea)
Critical Thinking Competency:
 Be able to ask relevant question – inquiry. (INTRODUCE AND REINFORCE)
In This Section:
 List of Representative Assignments:
o Audience Analysis Survey
o Audience and Situational Analysis Activity
o Peer Interviewing Activity
SPCH 1315 – Fundamentals of Public Speaking
AUDIENCE ANALYSIS SURVEYS
Objective: To discover information about your audience that will help you to connect them to your topic; to identify and
clarify, in the introduction of your speech, how the information you are including in your informative speech will be of interest
to this specific audience and/or why it will be beneficial to them now or in the future.
Instructions: Create a survey for your audience/class members. Make sure to ask questions that potentially (depending on
the responses) will help you to link your audience to your topic. Only include one question to discover what your audience
already knows about your topic because the responses you receive will just validate if you are indeed addressing a topic that
your audience is not knowledgeable of. Remember your objective in the informative speech is to research your topic and take
it to the next level, so that you are not sharing information your audience knows. You will be bringing copies of your survey,
for every class member. Your audience will fill out your survey and you will fill out your classmates’ surveys. You will then
identify how you will use the information you learned to link your audience to your speech topic in the introduction of the
speech.
REQUIREMENTS:





5 Questions: using three different question formats (example formats in Experiences in Public Speaking Activity Book)
DO NOT USE OPEN ENDED QUESTIONS.
Do not put your name on the survey.
Put a piece of clip art on top.
Put Male/Female at the top.
SPCH 1315 – Fundamentals of Public Speaking
Audience and Situational Analysis Activity
Objective: To complete demographic audience analysis, psychological audience analysis, and situational audience analysis so
that you can direct your speech message to specifically meet their needs, interests, etc.
Instructions: Answer the following questions and use the information to help you to hone in on the interests, knowledge,
experience, and familiarity your audience has about your topic.
Demographic Analysis
1. Are your listeners primarily young, middle-aged, or older? Or is the audience composed of mixed ages? Describe how the
age of your audience will affect the information you choose to include in your speech.
2. Are your listeners your peers, or are you much younger or older? Describe how this will affect the audience's perception of
you.
3. Is your audience predominantly male or female, or is the group made up of both genders?
4. How much education or experience will the audience need in order to understand your information or ideas?
5. Do your listeners belong to groups that represent special attitudes or identifiable values such as a church, labor union, or
community organization? If so, describe those attributes and/or values.
6. Are the members of the audience predominantly from particular cultural groups? If so, describe how you can alter your
speech to appeal to those cultural groups.
7. What are the occupations and/or college majors of your audience? Describe the ways you can make your speech more
interesting for this audience.
8. What is your audience's average estimated income? Describe how income level might affect their interest or ability to act
on the information you provide.
9. What religious groups do your audience members belong to? List the beliefs, values, and attitudes might they hold about
your topic given their religious background.
10. Make a list of other characteristics of your audience might affect how you prepare and present your speech. Do you need
to know their marital status, political affiliations, hobbies, etc.?
11.In a persuasive speech, is your audience realistically capable of accomplishing the change you are suggesting? If not, how
can you modify your purpose to more realistically fit the audiences' capability.
Psychological Analysis
1. How much do your listeners already know about your subject?
2. What facts do your audience members already believe about your topic? Do they believe some facts to be true that are
different than the ones you believe? If so, describe how will you overcome these differences.
3. What opinions do the audience members already hold about your topic? Describe what you will need to do in your speech
to change their opinions.
4. What do you think the audience's attitude is toward you as the speaker? Will they view you negatively or do they see you
as a credible speaker? Describe what you can do to gain the respect of your audience?
5. What is your audience's attitude toward your subject? Describe what you will need to do to increase their interest or make
them more open to listening about your subject.
6. What is your audience's attitude toward the goal of your speech? Given your audience's attitudes, is your speaking goal
realistic? If so, describe what you can do to increase their interest or lessen their hostility.
7. Describe the major values that your audience holds. Identify those values with which your speech topic or position will be
consistent.
8. What values do you share with your audience that could help you establish a common ground?
Speech Setting
1. Where and when will you present your speech? Describe, in general, the physical setting for your speech.
2. How many people will be in your audience? Explain how the size of your audience might influence the way you plan and
present your speech.
3. Where will you be speaking? In what shape and size room will you be speaking? How will the physical environment
influence your speech presentation?
4. What can you do, in advance, to adapt to the physical setting of your speech?
5. What special adaptations will you make given the setting of you speech? For example, what will you do if you lack a lectern,
a microphone, adequate lighting, or a way to display any visual aids? What if your audience is scattered in a large
auditorium or crammed into a small room?
6. When will you speak--in the morning, during the workday, late at night? What comes before or after your speech (other
speakers, lunch, entertainment, cocktails, questions and answers)? How will you adapt to the time at which you will
speak?
7. What, if any, is the time limit of your speech? If there is no assigned time limit, how long do you intend to speak?
8. What will you do to make sure that your speech stays within your time limit?
9. Will you need any special equipment to present your speech? If so, how will you make sure that the equipment is available
and functional?
Speech Occasion
1. What is the occasion of your speech? Why have you been asked to speak in front of this audience at this time and place?
2. In what ways can you make your speech more responsive to the occasion? How can you adapt element of your speech such
as topic and purpose, organization, language, supporting materials to the occasion?
3. Given that occasions usually are designed and scheduled to meet audience needs, what are some of the common rules,
roles, and audience expectations for your upcoming speech?
4. Depending on the occasion, audiences may be voluntary or involuntary. What kind of audience will you be addressing? If
you audience is involuntary (a captive audience), how will this factor influence the planning and preparation for your
speech?
5. Occasions bring voluntary audiences together for different reasons. Explain why your audience is assembled. Is it--(1)
because they want to hear you? (2) because they are interested in your topic? (3) because they always meet at this time
and place?
6. Are there any special rules or customs that should be followed? If there are, how are you going to follow these rules and
achieve your purpose?
7. How formal is the occasion? Will you be expected to begin your speech by acknowledging the important people in
attendance? If yes, who will be included at the beginning of your speech?
8. What method of delivery is best suited to the occasion of your speech? Will you speak without using notes or from an
outline or detailed set of notes? Will you read from a manuscript or will you memorize your speech? Will you use more
than one of these methods?
9. List two actions you intend to take in order to adapt to the occasion of your speech.
SPCH 1315 – Fundamentals of Public Speaking
Peer Interviewing Activity
(Part I)
During the Interview Activity, you will be required to ask questions as an audience member as well as answer
questions from the front of the room. The questions are provided on the other side of this page. Notice that some
questions are follow-up questions to others. Prior to the activity day, read the questions and prepare answers that you may
present to your audience.
This will be your first "Public Presentation" of this course. The goal of the activity is to give you an opportunity to
practice physical delivery, extemporaneous speaking skills and listening skills. Remember, the skills used in public speaking
are very similar to those used in everyday conversations.
Compete this section BEFORE the interview
1. Did you feel any anxiety when this activity was assigned?
___ Yes ___ No
2. If you did experience feelings of anxiety, what do you think are the reasons for those
feelings?________________________________________________________
______________________________
___________________________________
3. As an audience member (interviewer), what concerns do you have about participating in this activity?
___________________________________
4. As a speaker (interviewee), what concerns do you have about participating in this activity?
____________________________________
____________________________________
____________________________________
5. What are your expectations of yourself as a participant in this activity?
____________________________________
____________________________________
____________________________________
Complete this section AFTER the interview
1. What is your overall estimation of your performance during this activity?
_____________________________________________________________________________________________________
2. What was most effective? (Be very specific?) ________________________________________________________________
3. What would you have done differently?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
4. What did you learn about your public speaking skills from participating in this activity? (Be specific.)
____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. What are two specific public speaking skills you want to improve?
a. _________________________________________________________________________________________________
b. __________________________________________________________________________________________________
The Peer Interview
(Part II)
Instructions: Each speaker will stand in the front of the audience to be interviewed. Effective use of the elements of
delivery, including posture, eye contact, vocal delivery and language selection are expected. Audience members
(interviewers) will raise their hands to be selected by the speaker (interviewee). Once a question has been answered, the
interviewee should select the next interviewer from another section of the audience. Questions from each of the five
categories will be asked. (A predetermined time limit for each speaker will be announced on the day of the interviews.)
Name:
1.
2.
3.
4.
5.
What is your full name?
What name do you like to be called?
How did your parents select your name?
Do you have a nickname?
How did you get that nickname?
Personal Information:
1. When is your birthday?
2. In what city and state were you born?
3. Are you married or single?
4. How many are in your immediate family? (Brothers, sisters, children)
5. Are you the oldest, middle, or youngest child in your family?
6. What is your current city of residence?
7. How large is that city? (Population)
8. How long have you lived in __________ (current city)?
9. What is one great thing about the city where you live?
10.Where else have you lived?
11.Are you currently employed?
12.Where do you work?
13.What type of work do you do?
14.Where have you worked in the past?
15.What type of work did you do on that (those) job(s)?
16.Have you ever done any volunteer work and if yes, where?
17.Have you ever served in the military? If yes, what branch and what was your specialization?
Education:
1.
2.
3.
4.
5.
Where did you attend high school?
Why are you attending college?
What did you do before attending Del Mar College?
What is your field of study? (Major/Certificate)
Why did you select this field of study?
6. How long have you attended Del Mar College?
7. What has been your favorite college course and why?
8. What other colleges or universities have you attended?
Interests:
1.
2.
3.
4.
5.
6.
7.
What sports have you played?
With what other types of activities were you involved in the past?
What other hobbies or interests do you have?
How did you get interested in those activities?
What do you like to do for relaxation or fun?
What types of pets do you have (if any) and what are their names?
Do you currently belong to any community or campus organizations? What are those organizations?
Goals:
1.
2.
3.
4.
What do you hope to gain from this class?
What is your ultimate career goal?
What is one of your short-term goals?
What is one of your long-term goals?
Critical Thinking Competency:
 Be able to list/describe the components of information – analysis. (INTRODUCE AND REINFORCE)
In This Section:
 List of Representative Assignments:
o Audience Analysis Catalog Group Activity
o Outline Scramble Group Activity
o Audience Analysis Commercial (Refer to page 107 of this document)
o Identifying the Strengths and Weaknesses of a PowerPoint Visual: PowerPoint DO’s and
DON’Ts Activity
SPCH 1315 – Fundamentals of Public Speaking
Audience Analysis Catalog Activity
Objective: Through the analysis of product catalogues, students will be able to determine how to appeal to the demographics and
psychographics of a target audience by the use of appropriate visual images and strategically chosen language.
Instructions: Your class will be divided into groups of 3-4 students each. Each group will be given a different catalog to examine.
Sample catalogs may include Everything Nautical, Chefware, Orvis Fly Fishing, Marie Chantal, Back in the Saddle, etc. All group
members should scan the catalog, and then discuss the following questions:
1. Demographics
a. For which sex is this catalog intended? Why did you come to this conclusion?
b. What is the socio-economic status of the target audience? How do you know?
c. Is there a particular race or ethnicity in the intended target audience? What are some clues that lead you to this analysis?
2. Psychographics
a. How does the target audience spend their leisure time? Work time? Explain your answers.
b. What is important to the target audience? (Ex: green life style, travel, farming, skateboarding, etc.) How can you tell?
3. Use of visual images: Find two or three visual images (pictures) in the catalog that are designed to appeal to the target audience.
What do these images represent to the target audience? Why were they chosen by the creators of the catalog?
4. Use of strategic language: Find three examples of language that is written to specifically appeal to the target audience. Why do
you think these exact words/phrases were chosen?
5. How will you apply what you have learned in this activity to your speech making process?
SPCH 1315 – Fundamentals of Public Speaking
Outline Scramble Group Activity
Objective: To help you understand the principles of outline subordination; help you be familiar with the outline format
required by your instructor; aid you in brainstorming about appropriate and effective visual aids that could be used for this
speech topic; and consider what kind of questions could be asked in an audience analysis survey to link your audience to your
topic.
Instructions:
1. The sentences on the attached sheet make up the skeleton of an outline of an informative speech. Use the “basic”
outline format on the next page (and the attached fill-in-the-blank form handed by your instructor) as a guide on how
to and arrange the sentences (plugging the information in the correct outline “slot). Plug in the Introduction (which
begins with your I. Attention-getting technique; and II. Orienting material: which includes your link/or credibility on the
topic, your audience’s link, background information (if needed), and then your central idea which previews the main
points of the speech. Then plug in the main points and sub-points of the Body (I. A. B.;II.A. B); then plug in the correct
statements for the Conclusion (I. Summary statement where you basically reword the central idea and “tell them what
you told them”); II. Clincher (which should a specific technique to end strongly and/or bringing closure to your topic).
2. This can be done by a cut and paste of each sentence in the order it would be outlined. You may find it necessary to do it
that way because for many it is hard to conceptualize the outline without a visual image of it. However, having said
that, your group can complete the assignment by filling in the correct # that corresponds to statement you are plugging
in. Remember this is just a “skeleton” outline...your speech preparation outline will be more detailed than this since it
will include your support materials (examples, statistics, contrasts, comparisons, testimony, etc.).
3. Your group will need to WRITE the following information on the fill-in-the-blank form yourself:
Central Idea at the top of your outline (while it is among the 18 separate sentences you receive, you will be pasting
the sentence at the end of your introduction). The same central idea sentence will always appear at the top of your
outline and then again at the end of your introduction.
You will also have to write your transition sentence that brings the audience from the first main point to the next.
THIS WILL NOT BE INCLUDED ON THE SENTENCES YOU RECEIVE.
Then you should brainstorm with your group about possible visual aids that could be used in this informative speech. Be
specific about what “could” be used. Don’t just say PowerPoint slide show or pictures. Clarify what you could put on the
slides or what pictures might be used.
At the end of the outline form below you will also decide on two audience analysis questions that could be asked in a
survey prior to giving this speech. Remember these questions should help you to link your audience to the topic (letting
them know “what is in it” for them).
Traffic Fatalities
General Purpose: to inform
Specific Purpose: At the end of my speech the audience will be able to list the cause of traffic fatalities and how they can be
prevented.
Central idea: (This sentence will be repeated at the end of the introduction—so you will write it out here)
INTRODUCTION
I. [Attention-getting techniques(s)
II. (Orienting Material - includes speaker link, common ground/audience link, background information, and central idea
statement that previews the main points (should be the same sentence as above for central idea)
BODY:
I. (Main Point)
A. (Sub-point)
1. (Sub-sub-point)
2. (Sub-sub-point)
B. (Sub-point)
C. (Sub-point)
1. (Sub-sub-point)
2. (Sub-sub-point)
Transition:___________________________________________________________________ (Write one sentence that
reviews what was said in Main Point I, and previews what is coming up in Main Point II, or both—this will not come from the
18 sentences).
II. (Main Point)
A. (Sub-point)
B. (Sub-point)
C. (Sub-point)
CONCLUSION:
I. (Summary Statement)
II. (Clincher)
Visual Aid: ______________________________________________________________________________________
Bibliography/Works Cited
(In your preparation outline for your upcoming informative speech, this is where you will list your research sources
alphabetically using MLA or APA format. Check with your instructor for his/her preference).
Come up with two audience analysis questions that will help you to link your audience to the speech topic of “Traffic
Fatalities.” (No open ended questions).
1.
2.
The 18 sentences to “plug” into the outline format follow (scrambled up of course):
1. Some of traffic accidents are just that, accidents, which are inevitable due to common human error; but many are caused by
purposeful driving behaviors that impact the safety of everyone on the road.
2. Entering and exiting lanes and ramps without clear adherence to yield signs also causes unnecessary accidents.
3. In summary, now you know more about the driving precautions you can take to help prevent the three major causes of
highway accidents, which are driving under the influence, tailgating and unsafe lane changes.
4. According to the January 5, 2012 Corpus Christi Caller Times article “Put Safety First” by Mark Whitmore, over ten thousand
deaths occur each year on our nation’s highways.
5. The second most frequent-occurring accident is caused by tailgaters.
6. To make lane changing safer, you should avoid driving in the inside fast lane, remain alert to surrounding traffic, and yield
the right of way to exiting freeway drivers.
7. According to my class survey, we have all had or been witness to the “fender benders” that occur daily on our expressway,
and have heard the horrendous stories of traffic fatalities after a holiday weekend or season.
8. Driving under the influence of alcohol slows down reflexes and therefore your reaction time.
9. To avoid an intoxicated driver who is driving erratically, it is best to pull off the road briefly until they have passed you.
10. By doing our part, our country’s highways will not only be much more pleasant places to travel but most of all will help to
prevent the needless deaths of individuals like my two friends, Matt and John.
11. There are precautions you can take to correct these situations and thus prevent accidents.
12. The first major cause of auto accidents involves driving under the influence of alcohol.
13. Two of my friends, Matt and John, joined the ranks of those statistics last Oct. when they died in a car accident as they
drove back to their college campus from a weekend at home.
14. The third major cause of accidents is due to drivers making unsafe lane changes.
15. To eliminate the problems that can occur from unwanted tailgaters, you should move to the shoulder of the road until the
tailgater moves ahead.
16. The legal blood level indicating intoxication depends upon individual state laws.
17. Changing lanes without utilizing turn signals is a common complaint of drivers.
18. There are three major causes of highway accidents and there are precautions you can take to prevent becoming another
traffic fatality.
Traffic Fatalities Outline (Scramble Key)
INTRODUCTION
I.
According to the January 5, 2012 Corpus Christi Caller Times article “Put Safety First” by Mark Whitmore, over ten
thousand deaths occurred last year on our nation’s highways.
II.
Two of my best friends, Matt and John, joined the ranks of those statistics last October when they tragically died in a car
accident as they drove back to their college campus from a weekend at home. According to my class survey, we have all
had or been witness to the “fender benders” that occur daily on our cross town freeway, and have also heard the
horrendous stories of traffic fatalities after a holiday weekend or season. There are three major causes of highway
accidents and there are precautions you can take to prevent becoming another traffic fatality.
BODY
I.
Some traffic accidents are just that, accidents, which are inevitable due to common error; but many are caused by
purposeful driving behaviors that impact the safety of everyone on the road.
A. The first major cause of auto accidents involves driving under the influence of alcohol.
1. The legal blood level indicating intoxication depends upon the individual state laws.
2. Driving under the influence of alcohol slows down reflexes and therefore your reaction time.
B. The second most frequent-occurring accident is caused by tailgaters.
C. The third cause of accidents is due to drivers making unsafe lane changes.
1. Changing lanes without utilizing turn signals is a common complaint of drivers.
2. Entering and exiting lanes and ramps without clear adherence to yield signs also causes unnecessary accidents.
Transition: Now that you are more aware about the three most common reasons for traffic fatalities, let’s address how we
can avoid making these mistakes.
II.
.
There are precautions you can take to correct these situations and thus prevent accidents.
A. To avoid an intoxicated driver who is driving erratically, it is best to pull off the road briefly until they have passed
you.
B. To eliminate the problems that can occur from unwanted tailgaters, you should move to the shoulder of the road
until the tailgaters moves ahead.
C. To make lane changing safer, you should avoid driving in the inside fast lane, remain alert to surrounding traffic, and
yield the right of way to existing freeway drivers.
CONCLUSION
I.
In summary, now you know more about the driving precautions you can take to prevent the three major causes of
highway accidents, which are driving under the influence, tailgating and unsafe lane changes.
II.
By doing our part, our country’s highways will be much more pleasant places to travel but most of all will help to
prevent the needless deaths of individuals like my two friends, Matt and John.
SPCH 1315 – Fundamentals of Public Speaking
Identifying the Strengths and Weakness of PowerPoint Visual
PowerPoint Do’s and Don’ts
Objective: to learn and identify guidelines for the creation of a PowerPoint slide show to be utilized as a visual
aid for a speech presentation.
Instructions:
I. Go to the REC Center (MC 211) during open hours or access the PowerPoint Do’s and Don’ts slide show
choices on your “Blackboard” web site. At any of the computers in the REC Center and/or the Gateway
Destination Systems located in the Practice Rooms of the REC Center, there will be an icon on the desktop of the
computer saying “PowerPoint Do’s & Don’ts”. After clicking on that icon, you will find several different Power
point slide shows (each indicated by an icon on the front screen). This is also available to Public Speaking
students through “Blackboard.”
II. Choose any two of the slide shows to view. While/after viewing each, answer the following questions
identifying the “do’s and don’ts” of using PowerPoint as a speech visual aid. (Each slide show will have more than
three weaknesses and more than three strengths). However, if you have difficulty identifying three of the
guidelines followed and three of the guidelines violated, you should choose another PowerPoint slide show to
view. In order to correctly identify the guidelines followed and violated, you will need to refer to the information
covered in class for computer generated visuals, and the information that is provided by your instructor on the
handout “PowerPoint Guidelines”. These guidelines can also be found on the “Blackboard” web site.
BEFORE STARTING THIS ASSIGNMENT----PLEASE UNDERSTAND THAT YOU WILL NOT RECEIVE CREDIT FOR YOUR
RESPONSES IF THEY DO NOT REFERENCE SPECIFIC POWERPOINT GUIDELINES THAT YOU HAVE BEEN GIVEN AND
IS AVAILABLE IN YOUR ACTIVITY BOOK.
For Example: DON’TS write:
“Pretty picture.”
“Interesting content.”
“Just the right amount of slides.”
These responses WILL NOT RECEIVE CREDIT. Instead you would have to indicate SPECIFICS FROM THE
POWERPOINT GUIDELINES. Examples that WILL RECEIVE CREDIT:
“The picture is clear and big enough to be seen.”
“The picture coordinated with the speech content.”
“Background color of slides was consistent.”
“Followed the 5-6 line/word rule.”
POWERPOINT “DO’S” (STRENGTHS) AND “DON’TS (WEAKNESSES):
I. Title of PowerPoint Slide Show :
A. Strengths (Guidelines Followed) - Identify 3:: (be specific as to particular slide/s you are referring to
and specific PowerPoint Guidelines)
B. Weaknesses (Guidelines Violated) - Identify 3: (be specific as to particular slide/s you are referring to
and specific PowerPoint Guidelines)
II. Title of PowerPoint Slide Show:
A. Strengths (Guidelines Followed) - Identify 3: (be specific as to particular slide/s you are referring to and
specific PowerPoint Guidelines)
B. Weaknesses (Guidelines Violated) - Identify 3: (be specific as to the particular slide/s you are referring
to and specific PowerPoint Guidelines)
SPCH 1315 – Fundamentals of Public Speaking
Basic PowerPoint Requirements
All students need to follow these requirements when creating their slideshows:
I. NUMBER OF SLIDES:
 Don’t use your PowerPoint as your speech note cards.
 For a 5-7 minute speech you should avoid an excessive amount of slides (i.e. 15+). Hit key points.
II. BLANK/TITLE SLIDES:
 Use a blank slide or a title slide at the beginning of your slideshow.
 If you use a title slide, it can have the title of your presentation on it but not your name, the date, etc.
 Insert a blank slide at the end of your slideshow. It should be the same background color that you have used
throughout the slideshow.
 Utilize a blank screen whenever there is a time lapse between the information to be presented from one slide
to the next.
III. COLOR:





Don’t overuse. Be consistent with the same background color for each screen.
When using a template (wallpaper background), make sure it is appropriate for the speech topic.
Choose one color for titles and a separate color for text (unless instructed otherwise by your instructor).
Maintain consistency in color of lettering.
Choose a color for lettering that contrasts with the slide’s background (dark-colored lettering on pale/light
backgrounds and light-colored lettering on dark backgrounds).
IV. LETTERING:
 Maintain consistency in choice of font (make sure it is not a font that is difficult to read/see).
 Size of lettering needs to be large enough for entire audience in the back of the room to see (minimum of 44pt. for titles and 32-pt. for text).
 Boldface fonts if they are not already bold.
 Follow the “5-6 words/5-6 lines” rule to avoid a screen that is too busy or crowded.
 Maintain consistency in capitalization for titles and text.
 Use upper and lower case lettering (not all caps).
 Maintain consistency in spacing.
 Avoid too much blank space on slides.
 Do not overlap letters and pictures. Words become difficult to read.
V. WORDING:
 Use phrases (not full sentences) for your text.
 Use parallel structure.
 Use correct grammar and spelling. Utilize the grammar and spelling checker.
VI. VISUAL IMAGES:
 Use images related/appropriate to speech content.
 Use clip art, pictures, charts, etc. that are clear (not fuzzy) and large enough to be seen in the back of the
classroom.
 Don’t overuse visual images and avoid too many images on one slide. One good picture or drawing is
usually sufficient.
 Leave a margin around the edge of slides.
 “Frame” your pictures/art when appropriate.
VII. ANIMATION AND SOUND:
 Avoid distracting animation.
 Do not use sound.
VIII. TRANSITIONS (CUSTOM ANIMATION):
 Use appropriate/non-distracting transitions and maintain consistency on every slide.
 Use “custom animation” when appropriate and be consistent in the form chosen (bring in one piece of
bulleted information/full phrase at a time).
Critical Thinking Competency:
 Be able to judge the relevance of the components of information – evaluation.
(INTRODUCE, REINFORCE, AND ASSESS)
In This Section:
o Fallacies in Reasoning Definitions
o Identifying Fallacies in Reasoning (From Speech Excerpts) Group Activity
o Exam Assessing Critical Thinking – Evaluation: Identifying the Demonstration of
Ineffective Logic and Reasoning
SPCH 1315 – Fundamentals of Public Speaking
Fallacies in Reasoning Definitions
It takes hard work to prepare a persuasive speech---analyzing your audience, researching your topic, planning
your organization and strategy weaving the tapestry of evidence, proof, and argument needed to make your
message effective. Do not ruin the effectiveness of all this work by committing errors of reasoning, called
fallacies. Below are some of these major errors in reasoning. Be familiar with they so that you can guard
against their use in your speech and so that as a consumer of persuasive messages you will not be fooled.
 Causal Fallacy (False Cause or Post Hoc Fallacy): The reasoning that surmises that if something
happens after an event, it was therefore caused by the event. Just because one event follows another does
not mean that the two are related. There is not sufficient evidence to support the cause-effect connection.
“I got a stomach ache after eating at that new Italian restaurant around the corner. So to avoid more
stomach problems I am going to avoid Italian restaurants. “The morale of the staff and faculty on this
campus occurred within months after the new college president got into his position. I think we might need
a new president.”
 Bandwagon Fallacy: Speakers who rely on the bandwagon fallacy stress that something is true because
“general opinion” supports them. “Nikes are superior to other brands of shoes because everyone wears
Nikes.” “I think I should able to go to Cancun for my senior trip, because everyone else’s parents are letting
them go.”
 Either/or Fallacy: This fallacy makes listeners think that they have only two choices---one desirable and
one not. Representatives of the Republican Party may say “Pass our bill, or accept a doomed America.”
Democrats may counter with “If you pass the Republican legislation, you will sacrifice our basic values.”
Sometimes the either/or is implied and not specifically stated.
 Hasty Generalization: This is based on insufficient or non-representative observations. “My big sister in
Alpha Chi got a “D” from Professor Osborn. The guy who sits next to me in history got a “F" from her. I’m
struggling to make a C in her class. Therefore, Professor Osborn is a tough grader.”
 Slippery Slope: This fallacy of reasoning assumes that once something happens it will establish an
irreversible trend leading to disaster. During the Vietnam War, government officials who accepted the
“domino affect” argued that if Vietnam fell to the Communists, all of Southeast Asia would be lost. Some
even suggested that enemy soldiers soon would be landing on the shores of California.
 Ad Hominen: This reasoning is used when a speaker attacks the person rather than the argument. Such
persuaders try to avoid issues by calling the opposition derogatory names or by bringing up other aspects
of the person’s past to discredit them. Senator Jennings Randolph speaking before the U.S. Senate
dismissed arguments in favor of the Equal Rights Amendment for women on the grounds that were offered
by a “band of bra-less bubbleheads.”
 Red Herring: This fallacy refers to hunters who used to distract their dogs from a trail by dragging a
smoked herring across it. This fallacy in reasoning occurs when persuaders try to draw attention away
from the real issues in a dispute, perhaps because they feel vulnerable on those issues or because they see
a chance to vilify the opposition. For example in pertaining to the abortion issue, “pro-choice advocates”
attempt to discredit opposition arguments by suggesting that their opponents are terrorists, associating
the entire anti-abortion movement with those who have been convicted of assassinating doctors or
bombing clinics. In return, some “pro-life” advocates try to discredit their opponents by arguing that many
clinics where abortions are performed were underwritten by “Mafia money.” Such charges from both sides
divert the attention from the central issues of the controversy.
 Straw Man Fallacy: People who have gardens often put out a “straw man” or scarecrow to scare off
crows. In this fallacy, one may present an argument to an audience and then “knock it down.” Then what
the speaker wants the audience to believe is then presented. For example: “Members of motorcycle clubs
are often portrayed in film and television as gang members who are renegades, believing themselves
oblivious to the law. Of course, we know this is just a stereotype that is perpetuated by the media. My
college professor, my banker, and my physician all not only ride motorcycles, but are also members of a
motorcycle club. There are multiple motorcycle clubs that are made up of individuals of diverse ages, racial
backgrounds, and professions. Their associations have multiple activities that range from bike rallies to
fund raising for charity events.”
 Non Sequitur: This fallacy of reasoning occurs when the minor premise is not related to the major
premise, when the conclusion does not necessarily follow from the relationship between premises, or
when the evidence is irrelevant. House Speaker Newt Gingrich, lecturing students on why men are more
suited than women to traditional military combat roles, provided this fallacy of reasoning: “If combat
means living in a ditch, females have biological problems staying in a ditch for 30 days because they get
infections….males are biologically driven to go out and hunt for giraffes.”
 Sweeping Generalization: This is a statement that is so broad and categorical that it ends up being
unfair and inaccurate. Often times these statements involve words like never, always, all or none. “All high
school graduates in America are products of a poor educational system that doesn’t teach them to think
critically.”
 Faulty Analogy: This occurs when the things compared are dissimilar in some important way. If the
points of dissimilarity outweigh the similarities, an analogy is in trouble. For example if you transferred
from a college with 1,500 students to a university with 15,000 and you argue that new campus security
measures should be taken because they worked well at your college, you would have a false analogy.
There may be some similarities ---both educate students from similar social and economic backgrounds and
they also may be located in similar settings, but the size differences and the crime problems are very
different.
 Appeal to Misplaced Authority: This fallacy is more often used by advertisers who use an actor “who
plays a doctor on a soap opera” to sell a prescription drug or baseball players to endorse automobiles.
Although we may have respect for these people in their own fields, they are no more an expert than we are
in the areas they are advertising.
Spch 1315 – Fundamentals of Public Speaking
Identifying Fallacies in Reasoning
Group Activity
Objective: To become a more critical listener; to identify and evaluate poor examples of logical
reasoning/fallacies in reasoning; and to help speakers avoid these common fallacies in their persuasive speech.
Instructions: Refer to the following list of fallacies in reasoning (definitions and examples are on a list distributed
by your instructor). Beside each statement from a hypothetical speech identify, by name, the fallacy of reasoning
used. Remember that you will be a more effective and ethical persuasive speaker and listener if you avoid
these common fallacies.
Ad Hominem
Bandwagon
Hasty Generalization
Casual Fallacy (False Cause)
Either/or Fallacy
Appeal to Misplaced
Authority
Red Herring
Non Sequitur
Faulty Analogy
Slippery Slope
Straw Man
Sweeping
Generalization
1. ______________________ In all schools across the nation, violence is on the increase.
2. ______________________ If we let our middle school daughters wear make-up, the next thing you know they
will be dating, staying out past curfew, and inevitably will be just one more pregnant teen.
3. _______________________When I wash my car, it rains. So I am going to refrain from washing my car so I
don’t have to deal with the rain.
4. _______________________Outlawing guns will leave us vulnerable, because then it will just be criminals who
will have guns. But if we continue to give everyone the opportunity to be armed, we will be able to defend
ourselves against being a victim of a criminal act.
5. _______________________Fifty percent of Del Mar College students signed a petition in favor of building a
high rise parking garage on campus. So you ought to sign the petition too.
6. _______________________George Clooney has done television commercials for Budweiser, saying that it is
the beer he chooses to drink. If George Clooney drinks Budweiser, it must be a good beer.
7. _______________________People talk about handgun accidents, but think about how many people are killed
each year in auto accidents. That is we need to focus on.
8. _______________________President George Bush’s policies caused the disasters of 9/11. These events
happened, after all, during his first administration.
9. _______________________Don‘t eat in the Harvin Center food court. I ate there last week and got terribly ill
afterward. A friend of mine had a similar experience earlier this week. My advice is to avoid eating there
because you too will get food poisoning.
10._______________________We should not distribute condoms to high school students because television has
such a pervasive impact on young people.
11._______________________Getting married is just like deciding to live together. If you share expenses, divide
up household chores, and give each other some space, you will be happy.
12._______________________Young people who spend a lot of their time playing violent video games become
the perpetrators of violent crime. Many believe this. They would like to point the blame at one culprit but we
know that is a simplest and and incomplete conclusion. Violent criminals are the result of multiple life
circumstances many of them out of society’s control. What we are in control of is how the justice system deals
with these criminals. We need to lobby for laws that keep law abiding citizens safe and serve as a deterrent to
the future criminal acts.
13.______________________When Texas repealed the mandatory helmet law in 1997; motorcycle deaths
increased 31% in the first full year following the repeal. By 2004, deaths had increased 145%. However the
real issue is not the lack of motorcycle helmets. The problem is that many of these deaths could have been
prevented if car drivers were more conscious and cautious of motorcyclists on the road.
14.____________________________All military personnel who have been deployed in a war zone come back
scarred. None of them will ever be the same and their lives will forever be negatively impacted.
15.____________________________Fireworks are dangerous and illegal within city limits and fines for driving
without car insurance can be very high.
SPCH 1315 – Fundamentals of Public Speaking
Exam Assessing Critical Thinking – Evaluation:
Identifying the Demonstration of Ineffective Logic and Reasoning
Objective: To identify common fallacies in reasoning.
Instructions: Refer to the following list of fallacies in reasoning (definitions and examples are on a list
distributed by your instructor). Beside each statement (taken from a hypothetical persuasive speech) identify by
name the fallacy of reasoning used. Remember that you will be a more effective and ethical persuasive speaker
and listener if you avoid these common fallacies.
1. In all schools across the nation, violence is on the increase.
A.
B.
C.
D.
E.
Bandwagon
Appeal to Misplaced Authority
Sweeping Generalization
Ad Hominem
Either/or Reasoning
2. If we let our middle school daughters wear make-up, the next thing you know they will be dating, staying out
past curfew, and inevitably will be just one more pregnant teen.
A. Bandwagon
B. Ad Hominem
C. Appeal to Misplaced Authority
D. Slippery Slope
E. Faulty Analogy
3. When I wash my car, it rains. So I am going to refrain from washing my car so I don’t have to deal with the
rain.
A. False Cause
B. Straw Man
C. Bandwagon
D. Ad Hominem
E. Slippery Slope
4. Outlawing guns will leave us vulnerable, because then it will just be criminals who will have guns. But if we
continue to give everyone the opportunity to be armed, we will be able to defend ourselves against being a
victim of a criminal act.
A. Appeal to Misplaced Authority
B. Ad Hominem
C. Straw Man
D. Bandwagon
E. Either/or Reasoning
5. Fifty percent of Del Mar College students signed a petition in favor of building a high rise parking garage on
campus. So you ought to sign the petition too.
A. Faulty Analogy
B. Bandwagon
C. Either/or Reasoning
D. Red Herring
E. Sweeping Generalization
6. George Clooney has done television commercials for Budweiser, saying that it is the beer he chooses to drink.
If George Clooney drinks Budweiser, it must be a good beer.
A. Slippery Slope
B. Appeal to Misplaced Authority
C. Bandwagon
D. Red Herring
E. False Cause
7. People talk about handgun accidents, but think about how many people are killed each year in auto accidents.
That is we need to focus on.
A. Ad Hominem
B. Slippery Slope
C. Bandwagon
D. Either/or Reasoning
E. Red Herring
8. President George Bush’s policies caused the disasters of 9/11. These events happened, after all, during his first
administration.
A. Red Herring
D. Non-Sequitur
B. Straw Man
E. Bandwagon
C. False Cause
9. Don‘t eat in the Harvin Center food court. I ate there last week and got terribly ill afterward. A friend of mine
had a similar experience earlier this week. My advice is to avoid eating there because you too will get food
poisoning.
A. Non-Sequitur
B. Hasty Generalization
C. Appeal to Misplaced Authority
D. Ad Hominem
E. Red Herring
10. We should not distribute condoms to high school students because television has such a pervasive impact on
young people.
A. Hasty Generalization
B. Non-Sequitur
C. Straw Man
D. Sweeping Generalization
E. Appeal to Misplaced Authority
11. Getting married is just like deciding to live together. If you share expenses, divide up household chores, and
give each other some space, you will be happy.
A. Ad Hominem
B. Straw Man
C. Red Herring
D. Sweeping Generalization
E. Faulty Analogy
12. Young people who spend a lot of their time playing violent video games become the perpetrators of violent
crime. Many believe this. They would like to point the blame at one culprit but we know that is a simplest
and incomplete conclusion. Violent criminals are the result of multiple life circumstances many of them out
of society’s control. What we are in control of is how the justice system deals with these criminals. We need
to lobby for laws that keep law abiding citizens safe and serve as a deterrent tothe future criminal acts.
A. Straw Man
B. Either/or Reasoning
C. False Cause
D. Non-Sequitur
E. Appeal to Misplaced Authority
13. When Texas repealed the mandatory helmet law in 1997; motorcycle deaths increased 31% in the first full year
following the repeal. By 2004, deaths had increased 145%. However the real issue is not the lack of
motorcycle helmets. The problem is that many of these deaths could have been prevented if car drivers were
more conscious and cautious of motorcyclists on the road.
A. Either/or Reasoning
B. Slippery Slope
C. Red Herring
D. Bandwagon
E. Appeal to Misplaced Authority
14. All military personnel who have been deployed in a war zone come back scarred. None of them will ever be
the same and their lives will forever be negatively impacted.
A. Sweeping Generalization
B. Bandwagon
C. Red Herring
D. Slippery Slope
E. Non-Sequitur
15. Fireworks are dangerous and illegal within city limits and fines for driving without car insurance can be very
high.
A. Bandwagon
B. Non-Sequitur
C. Either/or Reasoning
D. False Cause
E. Ad Hominem
16.The quality of education in our public schools has been declining for years. Clearly, our teachers are not doing
as good a job as teachers in the past.
A. Either/or Reasoning
B. False Cause
C. Appeal to Misplaced Authority
D. Bandwagon
E. Slippery Slope
17.How can deforestation of large areas of the rain forest be so bad when there are so many traffic fatalities
annually?
A. False Cause
D. Straw Man
B. Non-Sequitur
E. Sweeping Generalization
C. Appeal to Misplaced Authority
18.Either you go away from home to attend college, or you’ll never learn to be independent.
A. Slippery Slope
B. Ad Hominem
C. Either/or Reasoning
D. Straw Man
E. Bandwagon
19.The witness claims that Mr. Bradley was with her that night, but she cannot be trusted because she is a friend of
Mr. Bradley and she has a reputation of being a corrupt politician.
A. Ad Hominem
B. False Cause
C. Hasty Generalization
D. Faulty Analogy
E. Straw Man
20. The argument that was used against the legalization of abortion was that it would mean babies would be killed
left and right, hundreds more people would contract STDs, and the cost of medical benefits would rise for all of
us.
A. Faulty Analogy
B. Red Herring
C. Ad Hominem
D. Bandwagon
E. Slippery Slope
Critical Thinking Competency:
 Be able to integrate/organize information in its functional context – synthesis. (INTRODUCE
AND REINFORCE)
In This Section:
 List of Representative Assignments:
o Informative Speech Outline (Refer to page 48 of this document)
o Persuasive Speech Outline (Refer to page 59 of this document)
o Outline Scramble Group Activity (Refer to page144 of this document)
o Integrating Audience Analysis Information in Informative Speech
o Integrating Audience Analysis Information in Persuasive Speech
SPCH 1315 – Fundamentals of Public Speaking
Integrating Audience Analysis Information into Informative Speech
Objective: To compile the information gathered from the audience analysis survey; to interpret the information
statistically; and to use survey results to link your audience to the speech topic (including that information in your
informative speech introduction).
Instructions: After compiling the results of your survey responses on a blank survey [i.e. how many said yes,
how many said no; how many answered (a), how many answered (b), etc.], then answer the following questions.
After you have completed both, staple your survey with the response summary to it and turn it in.
1. What are you going to say in your speech introduction to link yourself to your speech topic? In other words,
why did you choose your topic?
2. What are you going to say in your speech introduction to link your audience to your speech topic using the
response/s from your audience analysis survey? You need to use your response/s from your audience analysis
survey. DO NOT TELL ME WHAT THE AUDIENCE KNOWS OR DOESN’T KNOW ABOUT THE TOPIC—THAT IS NOT
A LINK! THAT JUST CLARIFIES THAT YOU ARE INDEED GIVING AN INFORMATIVE SPEECH. Your audience link is
basically answering the audience question: “What’s in this speech for me? Why should I care to learn
about_______?”
SPCH 1315 – Fundamentals of Public Speaking
Integrating Audience Analysis Information into Persuasive Speech
Objective: To compile the information gathered from the audience analysis survey; to interpret the information
statistically; and to use survey results to link your audience to the speech topic (including that information in your
persuasive speech introduction).
Instructions: After compiling the results of your survey responses on a blank survey [i.e. how many said yes,
how many said no; how many answered (a), how many answered (b), etc.], then answer the following questions.
After you have completed both, staple your survey with the response summary to it and turn it in.
1. What are you going to say in your speech introduction to link yourself to your speech topic? In other words,
why did you choose your topic? (This may be a link to the organization or a link to the problem that the
organization addresses).
2. What are you going to say in your speech introduction to link your audience to your speech topic using the
response/s from your audience analysis survey? YOU NEED TO LINK THEM TO THE PROBLEM THAT THE
ORGANIZATION ADDRESSES. In other words answer the question that the audience is asking: ”What’s in this
speech for me? Why should I care?” DO NOT TELL ME YOUR AUDIENCE DOESN’T KNOW ANYTHING ABOUT
YOUR ORGANIZATION OR THE PROBLEM THEY ADDRESS—BECAUSE THAT IS NOT AN AUDIENCE LINK.