Category: Speech

PERSUASION OUTLINING – PROBLEM/CAUSE/SOLUTION, CAUSE/EFFECT/SOLUTION, MONROE
There are several ways to organize a persuasion speech. We will focus on the three most popular: Problem-Cause-Solution, Cause-Effect-Solution, and Monroe’s Motivated Sequence.
For all three organization patterns, all structural components that we have been working on should stay in place including all seven steps of an introduction, internal previews, two subpoints per main point, three steps of a conclusion, etc. The persuasive organization patterns help you to organize the three main points. All persuasive speeches for this course should have three main points. Description of each is listed below.
PROBLEM-CAUSE-SOLUTION
The problem-cause-solution speech is a three main point speech named for the focus of each main point: first point covers problems, second point reveals the causes of that problem, and third point focuses on solutions.
First point: Problem
In the point, regardless of how you subpoints are set up, the audience should understand what the problem is and why the problem is bad. In other words, define the problem and describe its harms.
Second point: Causes
By the end of the first point, the audience should be so enraged or concerned by the problem that they want to know what is causing the harms. So, point 2 becomes the causes, telling the audience either what created the problem in the first place, or what allows the problem to continue.
Third Point: Solutions
Solve for the causes. If the causes are eliminated, then the problem shouldn’t exist. Include a personal solution. Tell the audience what they can specifically do to help solve the problem. For example, if the problem is plastic bags cause environmental harm, the personal solution is to start using reusable bags.
CAUSE-EFFECT-SOLUTION
The cause-effect-solution speech is a three main point speech named for the focus of each main point: first point covers causes of a problem, second point reveals the effects of that problem, and third point focuses on solutions.
First point: Causes
This is identical to the cause point above. Tell the audience what is causing a problem to take place by focusing on what created the problem or what is allowing the problem to continue as of this moment in time.
Second point: Effects
This point focuses exclusively on harms. Tell the audience what harms have been created by the causes or what harms will occur. By the end of this point, the audience shold be ready and willing to move into solutions.
Third point: Solutions
Again, eliminate the causes and offer a personal solution.
MONROE’S MOTIVATED SEQUENCE
Named after longtime Purdue University Professor Alan H. Monroe, the motivated sequence is a five step persuasion organization pattern, with significant real-world implications. Even though is has five steps, the middle three are the main body points, so it has the same main points as the other two organization patterns. Monroe is thoroughly described in pages 122-123 of your text. A quick summary is listed below.
Attention: Get the audiences attention and introduce the problem. Give a preview of the speech. In other words, the attention step is your seven step intro.
Need: This is a hybrid cause-effect point. In other words, convince the audience that there is a harm (need) caused by something.
Satisfaction: The satisfaction step is the solution step. Eliminate causes and offer a personal solution.
Visualization: This is unique to Monroe. Ask the audience to visualize a world with your solutions in place. Or scare them into showing how bad things will get if the solution is not completed.
After the visualization step in complete, begin the conclusion. This final part of a Monroe’s speech (replacing your social significant ending) is the
Action: Tell the audience what to do in that exact moment. The action step is essentially a call to action. If you are giving a speech persuading people to donate to a charity, this is where you ask for the money. 
WHY THE NEED FOR THREE?
Problem-Cause-Solution works best for speeches that are brand new or the audience has never heard of. Cause-Effect-Solution works better for problems that are a little older or can easily be explained in the intro as the goal here is to create an immediate sense of urgency. Monroe works better if arguing from the positive, or in a sales process. If you think about it, all good infomercials are essentially Monroe speeches.
TESTING LOGIC- TOULMIN’S MODEL AND FALLACIES
TOULMIN’S MODEL
Toulmin’s model helps to test for the validity of an argument. It’s a really practical tool for navigating through everyday life and gauging the validity of persuasive messages that come our way.
The book does an excellent job of summarizing Toulmin. Please read pages 174-179 of the text.
FALLACIES
Fallacies are faulty arguments. Having read about Toulmin’s model, fallacies should be easier to identify if you can pick out the warrant. Once the warrant is discovered, compare the relationship to the list of fallacies to see if there is an argumentative error.
The fallacies are listed on pages 186-191 of your textbook.
You will get practice working with fallacies in both the fallacy quiz, and next week’s listening assignment.
CITING SOURCES WHILE SPEAKING
Citing sources in a speech is not the same as citing sources in an APA paper. While one can never technically cite too much information, the focus should be on citing information that will improve your personal ethos. Usually, this is a matter of recency (how new is the source) and quality (does the information come from a reputable place). Below you will find what you must cite while speaking for every type of source.
Books (Author and Title)
“The book, Why I Love Speech Class by Orville Oratory states…”
Magazines (Publication and Date)
“The Economist of June 14, 2019 indicates…”
Journals (Publication and Date)
“The May 2018 Journal of the American Medical Association reveals…”
Newspapers (Publication and Date)
“According to the February 14, 2016 New York Times…”
Websites (Url or Agency + date the site was either accessed or updated)
“According to ed.gov” or “The U.S. Department of Education’s website claims…”
Reminders:
Always cite at the beginning of a sentence (Source, then data…) Remember, the spoken word is different than writing a paper and the source should be indicated before the corresponding information to improve speaker credibility.
Try to use different words to indicate what the source says (states, reveals, explains, concludes, etc.)
3 out of the four sources must be published. The fourth source can come from anywhere.
Assignments/Assessment
1. PERSUASION SPEECH
This unit all leads to developing this speech.
Time Limit: 6-8 minutes
Goal: The primary goal of the persuasion speech is to explain a problem to the audience and motivate (persuade) the audience to accept and partake in a proposed solution. The speech should use one of the organizational patterns we discussed in class: problem-cause- solution, cause-effect-solution, or Monroe’s Motivated Sequence. You should indicate which organizational pattern you are using at the top of your outline.
15 pts. – Introduction – are all of the necessary steps present? AGD, thesis, preview, etc? Include a source in the intro to improve ETHOS.
15 pts. – Structure – does the speech follow one of the outline patterns listed above? Are all subpoints parallel and independent? Are there internal previews? Transitions?
50 pts. – Problem/Strength of Argument – do we understand the problem at hand? (Problem should be well defined and researched.)  Is your argument logical? (Problem should be fallacy free, adequately sourced, solid Data/Warrants/Claim.)  Do we understand what is causing the problem? Do you adequately cover the problem’s harms? Please see the grading rubrics posted online—these points are more specifically divided up with one rubric for Problem/Cause/Solution and Cause/Effect/Solution speeches and a separate rubric is used for speeches based on Monroe.  You must include both quantitative and qualitative evidence to be successful! Do not forget to include narrative evidence. PATHOS and LOGOS.
25 pts. – Solutions – Do you solve the problem (causes eliminated)? Does your solution include something that the audience can personally do to solve the problem (personal solutions)? Is there proof that your solution works?
5 pts. – Conclusion – restate thesis/tags, refer back to AGD, social significant ending.
30pts. – Delivery – eye contact, pacing, rate, gestures, facial expressions, no vocal patterns, no vocal garbage, energy, excitement, feeling, no more than two 5”x7” notecards (or 2 half sheets of paper.)
10 pts. – Sources/Outline – This speech needs at least FOUR sources. THREE of them need to be from published sources. Include a references page at the end in proper APA format. You should also indicate in your TYPED OUTLINE where each source is used/cited.
2. PERSUASION SPEECH OUTLINE 25 POINTS
For your persuasive speech outline, you will complete the following and submit to the persuasion outline dropbox:
Write out Introduction
Write out your entire introduction in paragraph form including at least one source. Correctly cite the source as if you were speaking (follow the “Citation Rules” handout. 9 points
Outline Body
Complete the body of the speech in outline format while completing the following: 6 points
List the proactive tag for each point
Indicate where all evidence will be used
Make sure that sub points are clear and independent
The body portion of the outline should be long enough for me to completely understand your argument and where you will be using your evidence, but short enough to that it remains an outline, not a complete paper.
The reader should be able to tell from your outline which of the four persuasive organizational patterns you are using
References Page
Complete a references page in correct APA format. All sources that are in your references should be used in the outline somewhere. Your final outline, submitted with the speech should have at least 4 sources, 3 of which should be published. Most good persuasive speeches have 7-10 sources. For this initial outline, provide at least 2 sources.  10 points
These directions are repeated in the dropbox.

Discussion 1: 
Why do disagreements and conflict make us uneasy?
There are those that identify as battlers, those that avoid conflict at any cost, and those that are the collaborators or peacemakers. Which type are you?
Why do you gravitate toward this style?
Is it genetic or something you learned?
Who else in your family or household also utilizes this style?
Does birth order have anything to do with it? (It is said that middle children are 
often the peacemakers because they grow up in the middle of conflict.)
How come some people have a high tolerance for disagreements and conflict while others have a very low tolerance?
Are there benefits to conflict?
How does conflict influence our life choices (e.g., relationships, occupations, etc.)?
Discussion 2: 
What is the most significant friendship you’ve experienced in life?
What made this friendship special, one that you will treasure for the rest of your life?
How did you meet this person?
What characteristics are present in the friendship making it so remarkable?
How has this friendship enriched your life?
What life events have this friendship sustained you’re your friend through?
Why is this friendship the most significant when other friendships began in similar ways and also embody similar characteristics? 
Conversely, what’s the worst friendship you’ve ever had?
What made this friendship the worst?
How did you meet this person? 
What characteristics made the friendship so negative?
What have you learned about making and maintaining friendships after such a negative experience?
Discussion 3: 
The chapter outlined several family models (e.g., consensual, protective, pluralistic, and laissez-faire) 
occurring along two continuums (socio-orientation and concept-orientation).
What model best describes the family model utilized by your family growing up?
What aspects of the model did you like and why?
What aspects of the model did you dislike and why?
Why do families adopt different family models?
How does such an adoption occur – is it a conscious decision, informed by culture, etc.?
Do families adhere to the same model through the family’s lifespan or are different models adopted as the family evolves?
Why or why not?
Discussion 4:
Taken from Interpersonal Communication: A Mindful Approach to Relationships OER Instructor’s Manual page 384.
Social media platforms provide individuals with increased opportunities to engage in online discussions. 
How does mediated communication benefit interpersonal communication?
How does it harm interpersonal communication?
How does your relationship with the person you are communicating with (or the lack of 
such a relationship) impact your mediated communication style?
How does the anonymity of mediated communication impact communication styles?
How has mediated communication impacted society as a whole? More specifically, how has social media impacted society?
How do past mediated interactions influence your future decisions concerning mediated communication? What factors do you consider when posting something on social media?
Discussion 5:
What aspects of netiquette do you practice the most when communicating online?
Taken from Interpersonal Communication: A Mindful Approach to Relationships OER Instructor’s Manual page 423.
This chapter highlighted several types of problematic workplace relationships involving bosses, coworkers, 
and subordinates. In comparison, what types of bosses, coworkers, and subordinates create welcoming, 
respectful, collaborative, productive, and ethical work environments?
What interpersonal qualities are exhibited within a healthy leader-follower relationship and why are such characteristics important?
What interpersonal qualities are exhibited within positive coworker relationships?
Why are these kinds of work environments important for both employers and employees?
How do we go about creating and maintaining them?
Discussion 6: 
*Taken from Interpersonal Communication: A Mindful Approach to Relationships OER Instructor’s Manual page 459.
Relationships take work. They have their ups and downs, strengths and weaknesses. Couples need to have 
the space to discuss those weaknesses to improve the health of the relationship. How can couples talk about 
these weaknesses without crossing the line into negative and hurtful communication behaviors?
Does your relationship provide a safe space in which to have those discussions?
If not, how do you create such a space within the relationship?
How do couples discuss what behaviors are permitted within the relationship and which ones are off-limits?
What happens if one individual within the relationship engages in behavior that is outside of those relationship parameters?
How would you want your partner to share that information with you?
What advantages and disadvantages are associated with these types of conversations with your 
partner?
Where is the line in the sand – the point where such behaviors are so destructive that you feel that the relationship needs to end?
Discussion 7:
I hope that you learned a lot about communication, and what it means to be a competent interpersonal communicator!
1. What is the most valuable thing that you learned in this course?