Persuasive Speech And Persuasive Speech Outline 1
Table of Contents
Persuasive Speech Outline
Length: 6-8 minutes.
Points Possible: 80 points.
Purpose: The purpose of this speech is to persuade your audience about a topic using Monroe’s Motivated sequence.
The purpose of this speech is to persuade your audience. Speeches must be organized using Monroe’s Motivated sequence. Topics should be interesting to you the speaker and related to the audience. Topics should be narrow and specific. A minimum of five different academic sources are required and must be cited during your speech (Wikipedia and forms of Wiki are not academic sources). These sources must be included on the works cited page of your outline. Topics for this speech must be approved by the instructor via the topic selection sheet. You will be evaluated on your introduction, subject matter, Monroe’s Motivated Sequence (Need, Satisfaction, and Visualization), organization, supporting materials, Ethos, Pathos, and Logos, delivery voice, delivery-body, visual aids, and conclusion.
Criteria for Evaluation:
1. Introduction (8 points): You will be evaluated on effectively using an attention-getter, revealing the central idea of your speech, stating your speaker credibility, and previewing your three main points.
2. Subject matter (4 points): You will be evaluated on how well the subject is related to the speaker, the audience, and the occasion. The speech must call for a policy change.
3. Monroe’s Motivated Sequence: You will be evaluated on proper use of Monroe’s Motivated sequence including:
a. Need (6 points): You must present a clear problem that needs to be fixed.
b. Satisfaction (6 points): You must provide a clear and achievable step-by-step plan/policy on how you are going to fix the problem/need.
c. Visualization (6 points): You must show how your plan/policy will look in place (how your plan/policy fixes the problem/need).
4. Organization (6 points): You will be evaluated on having clear organization between sub-points, clear connectives, meeting the time requirement (6-8 minutes, you will be clapped off at 9 minutes), and having equal time spacing among main points.
5. Supporting Materials (8 points): You will be evaluated on clearly citing five academic sources correctly as stated in class.
6. Ethos, Pathos, and Logos (8 points): You will be evaluated on having a clear and appropriate appeal to ethics, emotion and/or logic.
7. Delivery-Voice (8 points): You will be evaluated on your vocal rate, volume, vocal variety, your speech being free of verbal fillers/clutter, and use of appropriate language.
8. Delivery-Body (8 points): You will be evaluated on effective use of eye contact, extemporaneous speaking, appropriate facial expressions and gestures, and your posture and movement.
9. Conclusion (8 points): You will be evaluated on using a review statement, restating your central idea, and ending with an effective call to action.
10. Visual Aid (4 points): You will be assessed on effective use of visual aid. Your visual aid should be the appropriate size, should add clarity to your speech, and should be handled effectively.
Speech #4 Outline
Points Possible: 15 points.
For your persuasive speech, you are required to turn in a typed full-sentence outline. A hard copy of the outline is due at the beginning of class on the day you present your speech. Failure to turn in an outline on speech day will result in not being able to present your speech and receiving a zero for the outline and a zero for the speech. The specific format of the outline will be discussed in class and an example will be posted on BlackBoard.
Criteria for Evaluation:
1. General and Specific Purpose: You must include the general purpose and specific purpose at the top of the outline.
2. Labeling/Monroe’s: You must label and align each section correctly using the style guide provided in class. Each part of Monroe’s Motivated Sequence must be labeled correctly.
3. MLA: You must use correct MLA format throughout the outline and on the works cited page.
4. Complete Sentences: Your outline must have a complete sentence for every point. Each point should be limited to one or two sentences.
5. Connectives: You must clearly label your connectives between main points.
6. Spelling and grammar: You will be evaluated on proper use of grammar and correct spelling.
Name: Student Name Here
II. Central Idea:
II. Restate central idea:
III. Call to ACTION:
Lastname, Firstname, and Firstname, Lastname. “Title of Article.” Title of Publication, vol. 1, no. 1, Year, pp. 1-100.
Name: Student Name Here
General Purpose: To persuade.
Specific Purpose: To persuade my audience that they should save bees.
I. Attention-Getter: How many of you like honey or flowers?
II. Central Idea: Bees are what make honey and are also a part of the group of insects that pollinate flowers and food, and we should help to save the bee population.
III. Credibility: I’ve always been interested in bees and these last few weeks and I’ve done extensive research on bees going extinct and how we can help stop that.
IV. Preview: Today, I will be telling you about why bees are becoming endangered and how that will affect us, ways we can help contribute to the stabilization and growth of the bee population, and how the world will benefit from the bees not becoming endangered.
I. Need: Not a lot of people may know this but bees are quickly becoming endangered.
A. According Bee Facts, a book written by the National Resource Defense Council, “In the United States alone, more than 25 percent of the managed honey bee population has disappeared since 1990.”
B. Bees are becoming endangered in several ways.
1. On way bees are becoming extinct is that they are losing their habitat.
a. According to the article Bad news for bees, “Habitat loss, which has reduced the abundance and diversity of floral resources and nesting opportunities, has undoubtedly been a major long-term driver through the 20th century and still continues today” (Science).
b. Deforestation and development causes plants and flowers that usually help bees survive, go away meaning the bees have less and less means of survival.
2. Another way bees are becoming endangered is through pesticides.
1. Tepedino says “bees, as low-fecundity organisms, are very susceptible to insecticides and populations are slow to recover from perturbations” (Tepedino, V. J.).
2. An experiment by Dave Goulson and Elizabeth Nicholls was done in 2012 stated that, “Treated colonies had a significantly reduced growth rate and suffered an 85% reduction in production of new queens compared with control colonies” (Goulson, D. & Nicholls, E).
C. If bees go extinct then we will lose many resources.
1. We will no longer have any natural honey since bees are the producer of said honey.
2. We will lose pollinators meaning less crops and flowers will be pollinated, leading to a fall in crop harvests.
3. If we lose bees than the NRDC says we are putting Apples, oranges, lemons, and limes, Broccoli, Onions, Blueberries, cherries, and many other foods at risk. (Bee Facts)
Connective: Now that you know why bees are endangered and what will happen if we lose them, let’s talk about ways we can help the bees.
II. Satisfaction: You can do many things to help save bees.
A. One thing you can do is to make a little bee fountain.
1. Make a small water bath for bees and fill them up with pebbles.
2. The pebbles make sure the bees don’t drown while they get a drink.
B. You can also plant a pollinator garden according to Moisset, B. & Buchmann, from the USDA.
1. They say to “Plant your garden with native and bee friendly plants.” (Moisset, B. & Buchmann).
2. “Plant native plants from your ecoregion” meaning flowers native to where you live.
C. The USDA also says to avoid pesticides or choose non-chemical solutions to insect problems. (Moisset, B. & Buchmann)
D. According to the USDA you should also provide nesting habitats for bees.
1. A simple bare spot here and there (no mulch or grass, just bare soil) may be enough for an aggregation of hard working soil nesting native bees. (Moisset, B. & Buchmann)
2. A sand pile may be even better.
3. Build or buy your own bee houses.
Connective: So now that you know how to help save the bees, let me tell you how these efforts will pay off.
III. Visualization: If bees don’t become extinct then our ecosystem will continue to thrive.
A. We will still have beautiful flowers to look at every day.
B. Our crops will still be pollinated meaning we will still have a good supply of food left.
C. **Note that this Visualization is weak, further supporting material is required***
I. Review: So today I told you about why and how bees are going extinct and how that extinction will affect us, then I explained ways we can help contribute to the stabilization and growth of the bee population. Finally, I talked about how the world will benefit from the bees not being endangered.
II. Restate central idea: Bees are an essential part of pollination and honey production and will have a detrimental impact on the world if they were to go extinct so we should save them.
III. Call to action: So, when you go home plant these seeds so that you can save the bees.
Bee Facts. (2011). Why we need bees. Retrieved from https://www.nrdc.org/sites/default/files/bees.pdf
Goulson, D. & Nicholls, E. (March 2015). Bee declines driven by combined stress from parasites, pesticides, and lack of flowers. Retrieved from http://science.sciencemag.org.libproxy.lib.csusb.edu/content/347/6229/1255957
Moisset, B. & Buchmann, S. (2011). Bee basics: an introduction to our native bees. Washington D.C.: Pollinator Partnership Publication.
Tepedino, V. J. (1979). The importance of bees and other insect pollinators in maintaining floral species composition. Retrieved from http://www.jstor.org/stable/23376607