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University of Indianapolis
School for Adult Learning
COMM 100: Introduction to Public Speaking
(3-credit hours)
Ron Tapia, Adjunct Communication Instructor
tapiar@uindy.edu
Phone: 812-528-1577
Term Summer 2013-14 Session 1
Class Meetings: Tuesdays, May 6, 13, 20, 27 & June 3.
6:00 to 9:45pm.
Required Text:
O’Hair, D., Rubenstein H., & Stewart, R., (2007). A Pocket Guide
to Public Speaking, 2nd edition. Boston: Bedford/ St.Martins.
ISBN-10: 0-312-45210-1/ ISBN-13: 978-0-312-45210-0
Following are some tips for success in this class:
 Attend all classes.
 Assigned chapters are to be read before class meets.
 All speeches must be given in order to pass the class.
 You are expected to speak at the time assigned to you.
are on a tight timeline.
We
Course Description: Students will learn the skills and strategies
needed to prepare and deliver autobiographical, ceremonial,
informative, and persuasive speeches. Special consideration is
given to adapting communication styles and content to diverse
speakers and audiences. This course emphasizes how to compose
meaningful and coherent messages; how to conduct responsible
research on appropriate topics; and how to argue, develop, and
polish effective presentation skills.
Course Objective/Rationale: During the course, you will be asked
to stand before a group and deliver information, argue a
position, present an award, introduce a guest speaker, or honor a
special event. It is important that you command the audience’s
attention and present yourself as a competent and credible
speaker. In this course, you will be asked to present four
speeches. The goal is for you to gain more confidence in
communicating in public contexts.
Student Learning Objectives:
 Students will learn how to construct (research, outline,
and organize) public speeches for delivery to audiences.
 Students will be able to deliver autobiographical,
ceremonial, informative, and persuasive speeches.
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Students will develop analytical and critical listening
skills.
Students will learn how to successfully manage their
apprehension about communicating in public contexts.
Course Requirements:
 You must complete all speaking assignments, written
assignments, and tests to satisfactorily complete this
course.
 You are expected to speak at the time assigned to you. We
are on a very tight timeline. Inform your instructor prior
to class if an emergency prevents you from giving a speech
on an assigned date.
o Make-up speeches will only be allowed once per
semester, under the most dire of circumstances and
only if there is time during regular class hours.
o Should you fail to appear on a speech day without
previous notice to the instructor, you will receive a
ZERO on the assignment unless you present a doctor’s
excuse within 24 hours. You must give all speeches in
order to pass the class.
 All speech topics must be approved in advance of the speech
plans/outlines.
 Speech Plans are due the day you are scheduled to deliver
your before you deliver your speech.
 Power Point presentations (visual aids) are required for
the speeches.
o Students will be able to upload their PP’s onto a
designated class folder in the class’ Ace Website.
Due Dates & Deadlines:
 Review class calendar for information on due dates.
Students are required to submit work on time for a chance
to receive credit.
 Plan ahead by seeking alternative means for submitting work
if needed. Local libraries can serve as alternative
resources.
o Not having access to the required software on a home
or work computer is not a legitimate excuse for
turning in homework late. Always have a technology
“Plan B”.
o Flash drives tend to be forgotten and files tend to
get corrupted on the days speeches are due. Think of
this as the Murphy’s Law of Public Speaking… plans
ahead!
Assignments:
Speeches-You will be required to deliver four speeches.
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You will be evaluated on your skill in selecting and
researching a topic, organizing and delivering your speeches,
and following instructor requirements.
You will be evaluated on the criteria on the grading sheet(s),
or your ability to adapt while presenting the information
orally, and on your adherence to time limits.
If you do not deliver your speech within the specified time
frame, your grade will suffer.
o 5 point deduction for every minute that a speech is over
time up to a maximum of 2 minutes
o 10 point deduction for every minute that a speech is
under time up to a maximum of 2 minutes
o 20 point deduction for every minute that a speech is over
time up from 2-3 minutes
o Maximum grade of “C” for speeches that are 3-4 minutes
past the allowed time
o Maximum grade of “D” for speeches that are 4-5 minutes
past the allowed time
o Grade of “F” for speeches that are over 5 minutes past
the allowed time frame
Self-Introductory Speech - This assignment is to give your
audience an understanding of who you are. Select an artifact
or object that symbolizes something important to you. Use the
artifact as a springboard to introduce yourself. Talk about
what the item is and how it relates to you and your life.
Focus on two to three aspects of your identity. The speech is
to be 3 to 5 minutes in length.
Informative Speech - This speech will inform, explain, and/or
describe a person, an idea, a belief, a tradition or ritual, a
practice, a skill, an event, or a place or object of interest
to you and your audience. The speech is to be 5 to 7 minutes
in length. Visual aid required.
Persuasive Speech - This speech will require you to focus on a
single issue/assertion and convince your listeners of your
position. The issue must be socially significant and
debatable. The speech is to be 7 to 8 minutes in length.
Visual aid required.
Ceremonial Speech - This speech may center on a person, group,
object, or event. It recognizes and celebrates
accomplishments. The speech is to be 4 to 5 minutes in length.
Visual aid required.
Preparation: Speech Plans- On each day that you are scheduled to
perform a speech, you must turn in a typed copy of your Speech
Plan. You’ll get 0 points if you fail to turn your Speech Plan at
the designated time. There are no make-ups allowed for the Speech
Plans.
Tests:
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Four 50-point tests will be given during the semester. Each test
will consist of twenty-five standard multiple-choice questions,
short answer, fill-in-the-blank, and/or essay questions. These
questions are constructed by the instructor and cover information
from the text that may not have been discussed during class and
lectures from class.
Speech Critique
You will critique one speech either inside a classroom setting or
outside of it (e.g., speakers on campus, in the city council, at
church). You must bring proof of your attendance e.g., pamphlet,
handout, signed note, ticket stub).
Speech Plans & other written assignments are to be neatly typed,
double-spaced on 81⁄2-by-11-inch white paper with 1-inch margins.
Follow APA (American Psychological Association) guidelines
regarding fonts, headings, and pagination.
Instructor Availability:

The best way to contact me is through messages within the
ACE System.
o Please include your full name and a brief description
of the issue you are emailing about in the subject
box.
o Unclear e-mails risk being ignored. Please allow up to
24 hours to receive a reply.
 I am happy to meet with students after class. You may call
my cell phone (or text) in case of emergency.
o Try to make your messages clear, concise and to the
point.
Online Communication Etiquette:
Students are expected to uphold their responsibilities in terms
of appropriate and professional communication with faculty and
peers. Please follow common netiquette (Internet etiquette)
practices, like those found at:
http://www.albion.com/netiquette/.
Courtesies and Behavior:
 Turn off your cell phones or set them on silent mode when
you come to class.
 Text messaging will not be tolerated in class.
 Use of your laptop for anything other than taking notes or
accessing readings we’re discussing is not allowed.
 Avoid talking, eating, doodling, or sleeping during
lectures, class activities, and while someone else is
presenting or speaking.
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Be mindful and respectful to others’ opinions, values, and
beliefs. Rude and disruptive behavior, including, but not
limited to, talking over others, interrupting class,
speaking negatively to/about another, excessive arguing,
offensive and highly charged language and so on will NOT be
tolerated. You may be asked to leave the class, which will
result in an absence for the day.
Withdrawal:
If you attend the first night and decide later that you do not
want to take the course, it is your responsibility to drop the
course by the first Friday in order to receive a full refund.
Should you decide to withdraw from the course after the first
week, you must do so by the Friday of the fourth week. I reserve
the right to Administratively Withdraw students after the first
week of classes up until the fourth week for unexcused and/or
undocumented absences. However, ultimately students are
responsible for their attendance and taking the appropriate
action should they not be able to continue in the course.
Services for Students with Disabilities:
If you have a disability that may have some impact on your work
in this class and for which you may require accommodations,
please inform me immediately so that your learning needs may be
appropriately met. Students with a disability must register with
the Services for Students with Disabilities office (SSD) in
Schwitzer Center 206 (317-788-6153 / www.uindy.edu/ssd) for
disability verification and for determination of reasonable
academic accommodations. You are responsible for initiating
arrangements for accommodations for tests and other assignments
in collaboration with the SSD and the faculty.
Academic Honesty Statement:
The university is committed to academic integrity in all its
practices. The faculty value intellectual integrity and a high
standard of academic conduct. Activities that violate academic
integrity undermine the quality and diminish the value of
educational achievement. Cheating on papers, tests, or other
academic works is a violation of university rules. No student
shall engage in behavior that, in the judgment of the instructor
of the class, may be construed as cheating. This may include,
but is not limited to, plagiarism or other forms of academic
dishonesty such as the acquisition without permission of tests or
other academic materials and/or distribution of these materials
and other academic work. This includes students who aid and abet
as well as those who attempt such behavior.
Plagiarism is defined as turning in someone else’s work as your
own. This means that you cannot copy verbatim from the text,
unless you put the copied section in quotation marks and use an
appropriate citation. It means that you cannot copy another
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person’s paper or turn in a “group paper” as your own. Should you
plagiarize, you will receive a zero for the assignment and a
statement of the incident will be placed in your permanent file.
Copyright Statement:
Students shall adhere to the laws governing the use of
copyrighted materials. They must insure that their activities
comply with fair use and in no way infringe on the copyright or
other proprietary rights of others and that the materials used
and developed contain nothing unlawful, unethical, or libelous
and do not constitute any violation of any right of privacy.
University-Wide Learning Goals:
The University of Indianapolis is an AQIP accredited university,
dedicated to continual quality improvement. As a part of the
university, the School for Adult Learning commits to the same
learning outcomes and the ongoing assessment of them. The
learning outcomes are as follows:
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Social Responsibility—in the area of social and personal
responsibility, students in the School for Adult Learning are
responsible for their own learning, connect the ethical and
socially responsible practices presented in the classroom to
the worlds in which they live, and understand that their
behaviors affect society. Both forms of responsibility involve
moral obligation to self and community, and rely upon such
virtues as honesty, self-discipline, respect, loyalty, and
compassion.
Creativity—in the area of creativity, students in the School
for Adult Learning generate, appreciate, and evaluate new
possibilities, alternatives, and ideas which enable them to
see the world in new ways.
Critical Thinking—in the area of critical thinking, students
in the School for Adult Learning intentionally apply higherorder thinking to reach evidence-based conclusions.
Performance—In the area of performance, students in the School
for Adult Learning write, speak, compute mathematically, and
are technologically literate based upon the standards
established by SAL.
Note: Not every learning outcome will be emphasized in each
class; however, successful students will have demonstrated all
four outcomes upon completion of the SAL curriculum.
Grading:
The grades you receive on your assignments and for the course are
entirely up to you. For additional clarification, please see the
“Criteria of Grading Speeches” sheet.The plus and minus system
will be used for final grades. There is a total of 1000 points
possible for the quarter.
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Self Introductory Speech
Informative Speech
Persuasive Speech
Ceremonial Speech
Speech Plans 4 @ 50 each
Tests 4 @ 50 each
Speech Critique
A 950-1000
A-900-949
B+866-899
B 833-865
B-800-832
C+766-799
75
150
200
100
200
200
75
points
points
points
points
points
points
points
C 733-765
C-700-732
D+666-699
D 633-665
D-600-632
F 599 and below
Criteria for Grading Speeches:
For the grade of C (an average speech):
 The speech must be original.
 The speech must be appropriate to the assignment.
 The topic must be appropriate for the audience and
sufficiently focused.
 The speech must fit the time restrictions assigned.
 The speech must be presented on the assigned date.
 Main idea or ideas must be supported with facts,
examples, or testimonies.
 The speech must have a clear sense of purpose.
 The speech must be complete, with an introduction,
body, and conclusion.
 The presentation must be extemporaneous.
 The speech includes the required outline.
For a grade of B (an above average speech):
 All requirements of a C speech must be satisfied.
 Select a challenging topic and adapt it appropriately
for your audience.
 Reflect a greater depth of research (such as more
references).
 Clearly identify sources of information and ideas.
 Create and sustain attention throughout the speech.
 Create an effective flow.
 Demonstrate poise and confidence.
 Present your speech with style.
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For a grade of A (a superior speech):
 All requirements of B speech must be satisfied.
 Demonstrate imagination and creativity in topic
selection development.
 Develop and sustain strong bonds between speaker,
topic and audience.
 Reflect an even greater depth of research.
 Demonstrate artful use of language and stylistic
techniques.
 Make a polished presentation integrating a variety of
communication skills.
A below average speech (a D speech) does not meet one or more of
the standards for a C speech or:
 It is unrehearsed.
 It is based on biased information or unsupported
opinions.
An F speech (a failing speech) does not meet three or more of the
standards for a C speech, shows either of the problems associated
with a D speech, or:
 It uses fabricated supporting materials.
 It deliberately distorts evidence or is plagiarized.
 It uses inappropriate information or actions.
Right of Revision:
The instructor reserves the right to change any statements,
policies or scheduling as necessary. Students will be informed
promptly of any and all changes.
COMM 100 Schedule (Tentative)
5 weeks
WEEK
Speeches, Lectures, Exams
1
Syllabus
Readings
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Discuss Introduction Speech
Ethical Public Speaking
Listeners and Speakers
From A to Z: Overview of a Speech
Managing Speech Anxiety
Analyzing the Audience
Selecting a Topic and Purpose
Developing Supporting Material
Ch.2
Ch.3
Ch.5
Ch.6
Ch.7
Ch.8
Ch.9
2
Test 1 (Chapters 3-9)
Speech 1: Introduction Speech & Speech Plan
Organizing Main and Supporting Points Ch.12
Selecting an Organizational Pattern
Ch.13
Outlining the Speech
Ch.14
Introduction and Conclusion
Ch.15
Informative Speaking
Ch.23
Self Study for Test 2
Ch.10-11
Introduce Informative Speech Assignment
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Speech 2: Informative Speech & Speech
Test 2 (Chapters 10–15, 23)
Using Language
Choosing a Method of Delivery
Controlling the Voice
Using the Body
Persuasive Speaking
Self Study for Test 3
Discuss Persuasive Speech Assignment
Plan
Speech 3:Persuasive Speeches & Speech
Test 3 (Chapters 16-22, 24)
Speaking on Special Occasions
Business Courses Presentations
Communicating in Groups
Business & Professional Presentations
Self Study for Test 4
Discuss Ceremonial Speech Assignment
Plan
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5
Ch.16
Ch.17
Ch.18
Ch.19
Ch.24
Ch.20-22
Ch.25
Ch.32
Ch.34
Ch.35
Ch.26, 30-31
Speech Ceremonial Speech & Speech Plan
Exam 4 (Chapters 25-26, 30-31, 32, 24, 35
Speech critique due
Impromptu presentation exercise
Review selected famous speeches
NOTE: Tests will contain material from the book that is not covered in class.
The Speech Plan: General information
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The speech plan is an organizational preparation tool that
will help you make appropriate choices for effective
presentations. Used properly, this tool will not only make
your experience as a communicator in this class better, it
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will improve your grades. Basically, the speech plan is an
opportunity for you to work through and explain the
decisions that you make as you prepare each presentation.
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The Informative, Persuasive and Ceremonial speeches require
submission of a detailed outline (This is the most
significant portion of your speech plan) including the
following sections:
 Title
 Statement of specific purpose
 Thesis statement
 Introduction
 Body (including internal summaries and transitions)
 Conclusion
 References
You will prepare and turn in a speech plan for all presentations
in this class. In order to receive credit for your speech plan,
it must:
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Include ALL the required elements
Be typed, proofread, and grammatically correct
Be turned in before you make your presentation
Speech plans that do not fulfill these requirements will earn
zero points.
As we will discuss, any strategic interaction requires a speaker
to make many choices that will affect the outcome of the
conversation. These are the choices that I want you to
articulate in each speech plan.
Description of Introduction Speech
Time: 3-5 minutes
The primary purpose of this assignment is to get you in front of
the class, talking about something with which you are familiar
and comfortable—yourself! This speech will also help the class
members get to know each other better.
Select (and bring to class when you give your speech) an artifact
or object that symbolizes something important to you. This can
be something that relates to your heritage, your family, your
goals, your hobbies, your past, your future…. anything (other
than illegal items). Choose this item according to what you want
us to know about you and what you think is interesting and unique
about yourself.
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Use the artifact as a springboard to introduce yourself. Talk
about what the item is and how it relates to you and your life.
Strive for the following basic elements in this speech:
1.
Develop one theme that is symbolized in the object you have
brought to class.
2. Create an introduction that (1) gets the audience’s
attention, (2) clearly introduces your artifact, and (3) clearly
details what you are going to talk about.
3. Speak extemporaneously. Do not memorize your speech, do not
read your speech. You may use 1-2 note cards.
4. Do not exceed the 4-minute time limit. You must practice
your speech. You may bring your own stopwatch, use your watch,
ask someone in the class to signal you when time is short, or any
other (subtle) means of keeping track of your time. I will
signal you when you are OUT of time.
5. Speech Plan for this speech assignment only Brief outline of your main points and supporting
material
 Identification of at least two goals that you have for
this speech
 Identification of at least one major challenge that
you face in accomplishing this speech & specific ideas
about how you will overcome that challenge.
Description for Informative Speech Assignment
Organizing and Outlining the Informative Speech
Time: 5–7 minutes
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The purpose of this speech is to inform, examine, explain,
and/or describe a person, an idea, a belief, a tradition or
ritual, a practice, a skill, an event, or a place or object
of interest to you and your audience. Make sure your
intentions are reflected in your specific purpose and
central idea/thesis statement.
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All informative speeches have an identifiable introduction,
body, and conclusion with at least three verbal citations
and a Power Point visual aid.
This is an informative speech. Therefore, you are
encouraged to emphasize conveying information to your
audience rather than persuading your audience to change
action or attitude. Rather your purpose should be to share
information about a specific subject matter.
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Be sure to provide appropriate, accurate, credible support
for your information. Cite the sources of your information
in the body of your speech. Avoid plagiarism.
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Give the speech extemporaneously. Use note cards, do NOT
read from a piece of paper.
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You are required to use a Power Point presentation visual
aid as described in your book. Be sure that it illustrates
a key point of your speech.
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Your visual aid must be integrated into your speech. It is
insufficient to hold it up at the end and say, "Oh yeah,
here's my visual aid." Refer to your book for details about
visual aids.
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Introduction: The introduction should compel the audience
to listen (with an attention-getter) and provide a preview.
The preview usually includes the thesis statement and an
overview of the main points.
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Body: Most informative speeches should contain no more than
three main points, organized in a way that helps the
audience make sense of the message. Once the main points
and organizational pattern are set, identify what evidence
supports which main point and place these subpoints in the
correct location.
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Conclusion: All informative speeches should include a brief
summary of the main points. No new information should be
given to the audience in the conclusion. An effective
conclusion leaves the audience thinking about the speaker’s
message.
Speech Plan: Informative Speech
1.
General Purpose
2.
Specific Purpose
3.
Thesis Statement/Central Idea
4.
Audience:
a.
To whom are you speaking? What characteristics of your
audience are significant to your topic? How will you
accommodate or adjust to your audience?
5.
Setting:
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a. Describe the physical location in which you are
speaking. What “noise” exists in the setting, and how
will you adjust to or minimize it?
6.
A detailed outline including the following sections: Title,
statement of specific purpose, thesis statement,
introduction, body (including internal summaries and
transitions), conclusion, and references.
7. Annotated Bibliography of at least 3 sources (only one of
which may be a WWW site. Do not use Wikipedia as a source. You
may use .edu and .org sites as well as online journal and
newspaper articles). Use correct APA format. Describe each
source in a couple of sentences, demonstrating its
applicability to your speech.
8. Visual aid(s):
a. Identify and justify each visual aid you have chosen.
9. Improvement plan:
a. Based on your previous presentation experience (in this
class and otherwise), what elements of presentational
speaking do you want to improve? What challenge(s) does
this speech present for you, and how (specifically) do you
plan to address them?
Assessment questions (Do not answer/include these questions in
your plan. They are for your guidance.) Is there sufficient
evidence? Is there balance between each major idea? Is the
logic of your presentation evident? Have you made your ideas
accessible to your audience (will they understand them)? Will
you audience understand what you expect them to learn from your
presentation? If the answer to any of these questions is “no,”
you still have work to do.
Sample Outline Worksheet for Informative Speech
Title:
Speaker:
Specific Purpose:
Thesis Statement:
Introduction
I. Attention-getter:
II. Establishment of ethos:
III. Thematic statement:
IV. Preview (each main point):
First . . .
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Next . . .
Finally . . .
(Transition)
Body
I. Main idea 1
A. Subpoint and/or supporting material (such as a statistic
or a quotation)
1. Sub-subpoint (optional)
2. Sub-subpoint (optional)
B. Subpoint and/or supporting material
1. Sub-subpoint (optional)
2. Sub-subpoint (optional)
(Internal summary)
(Transition)
II. Main idea 2
A. Subpoint and/or supporting material
1. Sub-subpoint (optional)
2. Sub-subpoint (optional)
B. Subpoint and/or supporting material
1. Sub-subpoint (optional)
2. Sub-subpoint (optional)
(Internal summary)
(Transition)
III. Main idea 3
A. Subpoint and/or supporting material
1. Sub-subpoint (optional)
2. Sub-subpoint (optional)
B. Subpoint and/or supporting material
1. Sub-subpoint (optional)
2. Sub-subpoint (optional)
(Internal summary)
(Transition to conclusion)
Conclusion
I. Summarize (overall theme):
II. Review (each main point):
III. Tie to the introduction:
IV. Creative concluding thought (end with impact):
References
Description of the Persuasive Speech—Action
Time: 7–8 minutes
Problem-Solution/Monroe’s motivated sequence.
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Organization plays a central role in a persuasive speech: the
speech must logically establish why the audience must change.
(Unless audience members believe there is something wrong with
what they are doing or feeling, they are unlikely to change.)
Research your speech. You must offer current and factual/strong
evidence to support your arguments and enhance your speaker
credibility. Provide different types of supporting evidence. Cite
your sources to emphasize your credibility. Avoid plagiarism.
A. Monroe’s motivated sequence (problem-solution format)
1. Gain the audience’s attention. Attention-getters grab
the audience, arousing curiosity about what the speaker
is going to say. To help avoid the effects of
psychological resistance, the preview statement should
be omitted.
2. Identify unfulfilled needs. The speaker must establish a
clear, urgent, and unfulfilled need in the mind of the
audience. This is a critical step in the sequence. No
solutions should be proposed during this stage.
3.
Propose a solution that satisfies. Present the solution
to the needs or problems described in Step 2. During
this stage, speakers must also identify and eliminate
possible objections to the solution.
4. Visualize the resulting satisfaction. Intensify audience
members’ desire for the solution by getting them to
visualize what their lives will be like once they’ve
adopted it. Use vivid images and verbal illustrations to
support the benefits of the proposed solution.
5. Define specific actions. In the final step, the speaker
must turn the audience’s agreement and commitment into
positive action. Tell audience members what they need to
do to obtain the described solution and its benefits.
B. Making the most of Monroe’s motivated sequence
1. To make the most of Monroe’s motivated sequence, the
steps should be followed in sequence. This is a modified
problem-solution organizational format. In the attention
step, you need to note potential objections and ways to
dispel audience concerns or problems with a solution. The
most critical principle in Monroe’s sequence is the
identification of the audience’s needs before proposing a
solution.
C. Outlining the persuasive speech:
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1. Represent each of the five steps in Monroe’s motivated
sequence with a Roman numeral.
2. Represent the main points and subpoints with capital
letters and numbers, respectively.
Important:
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Establish the NEED or the PROBLEM
 Define the problem and prove its existence and
importance.
 Establish that the problem causes harm, describe to
whom and how badly people are harmed. How extensive
is the problem?
- Thoroughly analyze and discuss the harms and
negative effects of this problem. Consider harms
not only to people, the environment, the economy,
social ills, etc.
- Determine why the problem exists. What is its
cause, or causes? Can the cause be eradicated?
This may affect how you go about solving the
problem.

Propose a plan or policy to solve or alleviate the problem
 This should be a detailed solution to the problem. In
other words, ending homelessness is much more
complicated than “my plan is to end homelessness.”
Give specific details of the plan, including
organizations that need to be established, procedures
to be implemented, and considering who will pay any
bills. How will your solution occur? When? Who is in
charge?
 This does not need to be an original plan that you
develop; you may use plans that have been proposed by
others. In any case, you must demonstrate that the
plan or policy you advocate directly addresses the
problem you have defined.
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Outcomes
 Clearly discuss both the positive and negative
outcomes likely from the implementation of your
proposal.
 Recognize that any major change to the social
structure has its downside, regardless of how many
problems it solves.
 Be realistic. However, if you wish your audience to
be persuaded of the benefits of your plan, the
positive outcomes should outweigh the negative.
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As always, deliver your speech extemporaneously from note cards.
Do NOT read or memorize your speech!
Examples: To persuade my audience that gay marriage should be
legalized in Indiana, Japanese-Americans who were interred in
camps (and their heirs) should be compensated financially,
college students should be required to volunteer in literacy
clinics on their campuses, University of Indianapolis should
establish a free summer lunch program for children in the
surrounding neighborhoods.
Speech Plan: Persuasive Speech
Required Elements:
1.
General Purpose
2.
Specific Purpose
3.
Thesis Statement/Central Idea
4.
Audience:
a. What characteristics of your audience are
significant to your topic? What attitudes, values, or
beliefs are important? What does your audience know
and/or believe about your topic? What is their
position on the topic? How strongly do they agree or
disagree with you?
b. How will you accommodate or adjust to your
audience’s values, beliefs, knowledge, values, etc.?
Be very specific as you illustrate to me how you have
considered and accommodated the audience you seek to
persuade. What strategies did you consider, what
strategies did you adopt and which did you discard, in
deciding how to achieve persuasion?
5.
Outline of major ideas: (This should be the most significant
portion of your speech plan.)
a. Remember to limit the number of main ideas that you
attempt to share.
b. List the major ideas you will include in your
presentation. List the ideas and evidence that will
support your main points. Be clear, concise, and
complete.
c. Assessment questions (Do not answer/include these
questions in your plan. They are for your guidance.)
Is there enough evidence? Is there balance between
each major idea? Is the logic of your presentation
evident? Have you made your ideas accessible to your
audience (will they understand them)? Will you
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audience understand what you expect them to learn from
your presentation? If the answer to any of these
questions is “no,” you still have work to do.
d. Cite all sources of information used in the body of
your outline.
6. Annotated Bibliography of at least 4 sources (only one of
which may be a WWW site. You may use .edu, .org and online news
and journal sources.).
7.
Visual aid(s):
a. Identify and justify each audio/visual aid you have
chosen.
1. What point(s) will this aid help to
explain?
2. What is the purpose of your aid?
Outline Worksheet for Monroe’s Motivated Sequence
Title:
Speaker:
Specific Purpose:
I. Introduction
A. Attention-getter:
B. Establishment of ethos:
(Transition)
II. Need
A. Main idea 1 with supporting material (such as a
statistic or quotation)
1. Subpoint (optional)
2. Subpoint (optional)
B. Main idea 2 with supporting material
1. Subpoint (optional)
2. Subpoint (optional)
(Internal summary)
(Transition)
III. Satisfaction
A. Main idea 3 with supporting material
1. Subpoint (optional)
2. Subpoint (optional)
B. Main idea 4 with supporting material
1. Subpoint (optional)
2. Subpoint (optional)
(Internal summary)
(Transition)
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IV. Visualization
A. Main idea 5 with supporting material
1. Subpoint (optional)
2. Subpoint (optional)
B. Main idea 6 with supporting material
1. Subpoint (optional)
2. Subpoint (optional)
(Internal summary)
(Transition to conclusion)
V. Action
A. Summarize and review taking action (overall theme
including each step of Monroe’s motivated sequence)
B. Tie to the introduction
C. Creative concluding thought (end with impact)
References
Description for Ceremonial Speech
Time: 4–5 minutes
The ceremonial speech provides students with practice in
preparing and delivering a basic public speech. The content of
this speech should be a fictional speech of introduction, toast,
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or eulogy concerning an individual or individuals with whom the
audience is familiar. Choose a person to speak about (e.g., a
historical figure, a current film or television star, a person in
the class), and construct a speech that discusses his or her
qualifications or positive personal qualities.
The goal is to learn how to (1) adapt a topic to your audience,
(2) use a clear presentational pattern, (3) present an
extemporaneous speech, and (4) formulate a key-word outline
(which you will turn in to your instructor before you give your
speech). You must:
• Conduct an audience analysis in order to understand the
audience’s interests
• Provide an introduction to gain the audience’s attention
and a clear, relevant statement of purpose
• Use a clear organizational pattern that allows the
audience to follow your speech (follow your key-word
outline)
• Provide closure and leave the audience with information
that is interesting
Examples of Topics
• Speech of introduction for the president of the United
States
• Toast at the wedding of two well-known television stars
• Eulogy for a famous historical figure
Hints: Remember, this speech can mix factual events with
fictional events. Be creative! Make sure that you focus on the
interesting aspects of your speech topic. Do not merely provide a
list of the events or achievements. Create a vivid and memorable
image that will be interesting to the audience.
Outline Worksheet for Ceremonial Speech
Title:
Speaker:
Specific Purpose:
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Thesis Statement:
Introduction
I.
Attention-getter:
II.
Establishment of ethos:
III. Thematic statement:
IV.
Preview (each main point):
First . . .
Next . . .
Finally . . .
(Transition)
Body
I. Main idea 1 (narrative/story)
(Internal summary)
(Transition to conclusion)
II. Main idea 2 (significance of narrative)
(Internal summary)
(Transition to conclusion)
Conclusion
I.
Summary:
II.
Review (each main point):
III. Tie to the introduction:
IV. Creative concluding thought (end with impact)
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