Kiliany 10 OVERVIEW OF THE PROJECT’S PURPOSE Students will develop, practice, and

Kiliany 10

OVERVIEW OF THE PROJECT’S PURPOSE

Students will develop, practice, and deliver a researched persuasive speech and essay with the purpose of converting, modifying, or maintaining the attitudes and/or behavior of others. Visuals are required as support material.

MATCHING COURSE OBJECTIVES

After completing this course, students will be able to

Analyze oral texts (including famous speeches) using the concepts of HURIER, the rhetorical triangle, Toulmin argumentation, and Monroe’s Motivated Sequence

Analyze texts (written, oral, and visual) using the concepts of SQ3R, the rhetorical triangle and Toulmin argumentation

Anticipate questions audience is likely to ask when preparing own speeches

Define and discuss key concepts relevant to public speaking, including Monroe’s Motivated Sequence

Develop preparation and presentation outlines to accompany oral presentations

Develop well-organized speeches using PREP and Monroe’s Motivated Sequence

Evaluate, analyze and synthesize others’ ideas so as to develop and support own argument and purposes, identifying and using appropriate research sources (6-8) for a longer persuasive paper

Identify and use concrete and figurative language to enhance presentations

Identify elements of own dialect and own vocal qualities

Identify fallacies in spoken texts

Integrate research in developing and delivering oral presentations, using oral footnotes with increasing sophistication

Knowledgeably use a handbook as a reference guide and will practice using the text and its index

Learn that research is important in persuasive writing as a means of exploring and presenting to and for a variety of perspectives

Locate source material using on-line and data base search logic

Paraphrase, summarize, and quote source material with increased accuracy and sophistication

Prepare and incorporate professional and appropriate visuals (overheads, handouts, charts, objects, etc.) to enhance presentations

Prepare self and peer critiques, responding to both content and delivery of presentations

Provide correct attribution (in-text and reference page) for a variety of source materials (scholarly, popular, on-ground, and on-line) using APA citation format

Respond to speeches with thoughtful questions

Summarize oral texts and identify their intended audiences

Understand and apply knowledge of the ways in which non-verbal communication is a key part of persuasive speaking

Understand and apply knowledge of the ways in which non-verbal communication is a key part of persuasive speaking

Understand and explain the logic and utility of citing sources. Students will engage in numerous discussions of what is appropriately cited and the frequency with which citations may appear, as well as discussions of plagiarism and failure to correctly cite source materials.

REMINDER OF ACADEMIC INTEGRITY

If your speech or essay contains plagiarism, I will assign an “F” and report the plagiarism to the Academic Integrity Committee in compliance with RMU’s Academic Integrity Policy.

AUDIENCE

In writing this speech and this essay, envision your audience as your classmates and remember that your purpose is to inform this audience. Consider these questions to ensure that you appropriately address your audience:

What are your audience’s biases, values, expectations, and knowledge base? Remember, your audience is NOT you.

What do you know about your readers and their positions on your topic?

What are your readers likely to know about the topic?

What effect do you hope to have on your readers?

DEFINITION OF THE RESEARCHED PERSUASIVE SPEECH & ESSAY

Students will develop, practice, and deliver a speech and develop, write, and revise an essay in which they attempt to convince the audience to accept their stated views within their theses. The speeches and the essays must be arranged effectively to convince the audience and must be supported by evidence and reasoning to provoke the audience to accept all or part of the expressed views in the theses.

TOPIC FOR BOTH THE SPEECH AND THE ESSAY

Students will address the topic of “free speech on college campuses.”

BACKGROUND OF THE TOPIC

We will watch a short video (about ten minutes) about the controversy of free speech on college campuses from CBS News: https://www.cbsnews.com/news/a-war-of-words-on-college-campuses/

In addition, you may read the three articles in your text, Language Awareness, about the topic:

“The Coddling of the American Mind,” by Lukianoff & Haidt, pp. 525-537

“Safe Spaces, Brave Spaces,” by Palfrey, pp. 539-544

“What Campuses Can and Can’t Do,” by Chemerinsky & Gillman, pp. 546-551

The articles in LA may be used as sources in the persuasive speech and essay. (The CBS News report should not be used as it is too general.)

TWO STRATEGIES FOR TACKLING THIS TOPIC

When creating a persuasive piece, you must have a basis (or warrant, in Toulmin analysis terms) for the audience to accept your view in the argument. This basis can be either of these:

Values-based persuasion revolves around whether or not something is right or wrong. It questions the moral or ethical aspect of an issue. For example, have you ever thought about whether or not capital punishment is moral or immoral? If you were to give a speech about your stance on the morality of capital punishment, that would be an example of values-based persuasive speech.

Policy-based persuasion tries to convince an audience to either support or reject a policy, rule, or candidate. For instance, if a U.S. Senator disagreed with the current foreign policy and wrote an opinion piece for the Washington Post with the goal of convincing Americans to agree with his/her/their viewpoint, it would be considered a policy-based persuasive essay.

SOURCES USED FOR RESEARCH

You must use 6 to 8 reliable, credible sources for both the speech and the essay.

You must include at least three new sources that you discovered on the topic.

At least, one of the minimum three new sources must be scholarly.

Only one article from Issues and Controversies may be used.

No general encyclopedias may be used (including Wikipedia).

I have posted videos created by the library in the Blackboard shell so that you will have the resources you need to use the RMU e-Library to find your new sources.

The minimum of three additional new sources that you use must be evaluated for reliability and credibility. You must cite direct quotes, paraphrases, and unique ideas from your sources in both your speech (oral citations) and your essay (parenthetical citations and a References section). In addition, your researched sources may include visuals to be used in both your speech and essay. Your Presentation Outline should also cite your references (quotes and paraphrases) parenthetically, including author, date, and title. There is no requirement for a references page for a presentation outline. Follow APA guidelines in Writing Matters or at Purdue OWL.

ORGANIZATION OF YOUR ARGUMENT FOR BOTH SPEECH AND ESSAY

Although we are learning new theories regarding persuasion, don’t forget what you learned in CSEN1020, Argument & Research, about using the Toulmin Method of Argumentation for organizing an argumentation:

INTRODUCTION

Culminating in a thesis that includes a Claim (the author’s position on the issue), a Stated Reason (the reason why the author holds that position on the issue), and a Warrant (an unstated appeal to a value or policy that the audience will accept as true)

BODY

Contains Grounds—At least three main points supporting your position (evidence and reasoning that supports the claim)

Contains Conditions of Rebuttal—At least one refutation of the opposing viewpoint(s) (evidence and reasoning that refutes or de-emphasizes any claims or grounds that oppose the author’s claim and grounds)

CONCLUSION

Reinforces the author’s thesis (claim and stated reason) and makes a call for action

This speech and essay should be organized using Monroe’s Motivated Sequence, as follows:

STEP 1

Get attention

Get the attention of your audience by using storytelling, humor, a shocking statistic, a rhetorical question—anything that will get the audience to sit up and take notice. This step doesn’t replace your introduction—it’s part of your introduction. In your opening, establish your credibility, state your purpose, and preview your speech.

STEP 2

Establish the need

Convince your audience that there is a problem. Make the audience realize that what is happening right now isn’t good enough for them, so the situation needs to change. Use statistics to back up your statement, talk about the consequences of the situation remaining the same as it is now, and show the audience members how the problem directly affects them. Remember that, in this step, you are not yet offering the solution. In this step, you are making the audience members uncomfortable and restless so that they will want to do something about the problem.

STEP 3

Satisfy the need

Introduce your solution in the main part of your speech and essay. Include the following information in the body of your argument:

Discussion of the facts concerning the topic

Elaboration of those facts and details to make sure that your audience understands your position and solution

Clearly state what you want the audience to do or believe

Use examples, testimonials, and statistics to prove the effectiveness of your solution

Prepare counterarguments to anticipated objections

STEP 4

Visualize the future

Describe what the situation will look like if the audience does nothing. Motivate the audience to agree with you and adopt similar behaviors, attitudes, and beliefs (Warrants). Help the audience members to see what the results would be if they adopt your vision. To do this, you must make sure that your vision is believable and realistic. You can do this using three methods:

Positive method: Describe what the situation will look like if your ideas are adopted, emphasizing the positive aspects.

Negative method: Describe what the situation will look like if your ideas are rejected, emphasizing the dangers and difficulties of not acting.

Contrast method: Develop the negative picture first, then reveal the positive picture that could happen if your ideas are adopted.

STEP 5

Take action

Leave your audience members with specific things that they can do to solve the problem by taking action. Discuss options that the audience can consider that will increase the sense of ownership of the solution. However, don’t overwhelm them with too much information or too many expectations.

Researched Persuasive Speech

LENGTH OF THE SPEECH 5 to 6 minutes

VISUALS

At least one visual aid is required for this speech.

Required visual aid must be one of the following:

Object Model Graph Map

Table Photograph Drawing

Students must read Chapter 11 in PS and apply the principles in this chapter to the visuals that will be used in their presentations.

Note: Computers may be used to present a visual for this assignment, but the visual must not include any text content of the speech. The speech content should be delivered using note cards, and the visuals should be used as support. No PowerPoint presentations are allowed.

EVALUATION CRITERIA FOR THE RESEARCHED PERSUASIVE SPEECH

The student

Speaks for five to six minutes.

Adheres to the proper format for a persuasive speech, with evidence of consideration of both Monroe’s Motivated Sequence and the Toulmin Model of argumentation.

Precisely states a strongly supported central message, compelling to the audience and based in either a values-based appeal or a policy-based appeal.

Applies a skillful, cohesive organizational pattern with a specific introduction and a call-for-action conclusion, sequenced supporting material, and transitions between sections.

Develops the thesis through audience-targeted language that is imaginative, memorable, and/or compelling, enhancing the effectiveness of the speech.

Uses strong and, sometimes, sourced reasons and evidence to support the thesis.

Answers opposing viewpoints (some sourced) through disproving, conceding, or appealing to values or policies.

Cites sources appropriately (author, title, date of publication)

Effectively uses visual aids as support for the speech.

Exhibits delivery techniques (posture, gesture, eye contact, and vocal expressiveness) appropriate for the audience, making him/her appear polished and confident.

EVALUATION FOR SPEECH #4 PRESENTATION OUTLINE

The student

Uses proper font, spacing, heading, left-oriented margins, and double-spacing.

Uses proper symbols to demarcate major points and sub-points.

Includes an introduction, at least three main supporting point sections, at least one opposing viewpoint section, and a conclusion.

Incorporates at least two sub-points for every section (including the introduction and the conclusion).

Creates parallel, grammatically correct phrases for all levels of the outline.

Cites sources parenthetically in APA style in the outline itself.

Provides a properly APA-documented references page attached to the outline.

Researched Persuasive Essay

LENGTH OF THE ESSAY

The essay should be at least five full pages and may extend to seven pages. This does not include the Title Page, the Abstract, or the References Page.

ESSAY

Write a formal persuasive research paper with APA 7th ed. formatting and documentation 0n the same topic as Speech #4. Organization of the essay should mirror the speech (see pp. 3 to 4).

FORMAL APA PAPER FORMATTING

An APA-formatted paper must include the following sections:

Title page

Abstract

Repetition of the paper’s title before beginning the text of the paper

Five to seven pages of essay

Parenthetical citation of all information that derived from a source within the essay

References page

See the example of a 7th ed. APA-formatted paper in the Blackboard course folder titled “CSP Resources.” You may also see the Writing Matters textbook or the Purdue OWL website.

EVALUATION CRITERIA FOR THE RESEARCHED PERSUASIVE ESSAY

Context of and Purpose for Writing The student

Writes an argumentative essay with obvious consideration both Monroe’s Motivated Sequence and the Toulmin Model of Argumentation.

Focuses all of the elements of the essay to address the topic’s context, the writer’s purpose, and the audience’s needs.

Content Development The student

Provides body sections supporting the author’s position on the issue and at least one body section refuting the opposition’s position.

Utilizes language thoughtfully, considering word choice, sentence structure, and paragraph development, enhancing the presentation of the content to its particular audience.

Genre and Disciplinary Conventions The student

Uses proper font, spacing, left-oriented margins, double-spacing, APA-formatted student cover page, abstract, header, and references page per APA, 7th edition.

Demonstrates detailed attention to and successful execution of APA conventions and conventions of persuasive writing.

Sources and Evidence The student

Demonstrates skillful use of high quality, credible, relevant sources quoted and paraphrased, supporting the development of ideas appropriate for this assignment.

Cites sourced data properly in in-text parenthetical citations and in a properly formatted and alphabetized references page in 7th ed. APA format.

Control of Syntax and Mechanics The student

Composes a graceful essay, skillfully communicating meaning to readers with clear, concise, and fluent sentence construction, eliminating errors in coordination, subordination, parallelism, and word order.

Edits for proper grammar and mechanics.