TED TALK
Persuasive Speech
LEARNING TARGET: I can persuade the audience using Monroe’s Motivated Sequence.
Expectations
Time: 6:00 (min.) -- 8:00 (max.)
Final Speech (Outline or notecards (DO NOT READ TO US!)
Typed Persuasive Outline
Works Cited
Visual Aids (Google Slide Presentation; no bullet points, just images that aid presentation; also
should include a 2-3 sentence description of your presentation and creative title)
Instructions
This speech is a chance for you to apply your verbal and nonverbal speech delivery technique,
speech composition skills, past speaking experiences, and knowledge of the communication process
to create an original, persuasive speech on a contemporary issue. Your job is to persuade the
class to see your side on this issue through the use of the skills that you have acquired
throughout the semester in Communication Studies. In addition to these tactics, you will be
utilizing the “Monroe’s Motivated Sequence” organizational plan to create and deliver your
persuasive speech. Although the format of the speech will be given to you, the content of the
argument is yours to establish. You also need to convince us with your personal experiences and
visuals. The more specific your topic is, the better your speech and success at persuasion will be.
Your effort in research, planning, and rehearsal will be vital to your success on this final speech.
Research Requirements
 Minimum 4 sources (all must be from databases)
 Citation of sources throughout speech (weaved into your speech)
 Works cited turned in with outline
1. Finding a Subject:
STEPS

Personal Experience – what are you passionate about? What would you like to persuade
others about?
 What interests you? – what do you want to learn more about?
2. Narrow Your Subject:

Narrowing your topic makes it more manageable and focused. Needs to be persuasive! Take
a side!
3. Craft your purpose statement (claim):
 Your research will help you write this statement
 Claim = a declarative sentence; most important message of your speech; persuasive
4. Support your purpose statement using Monroe’s motivated sequence:






Facts – make sure they are true, actual, real
Statistics – make them audience friendly (… that’s about the size of an elephant.)
Story
Quotes
Define your terms
Descriptions
5. Create an outline that follows all the steps and weave your support:


Add credibility
Easy for the audience to follow along
6. Highlight your intentional delivery notes (which will be typed in italics in your speech) by
highlighting the required delivery techniques in the colors below. Please make your notes
detailed. Do not just say that you are going to change your volume. Explain how you will
change it and explain how that is relevant to the speech!)
a. Change your volume 1X during speech for emphasis (should be fitting to the content
of the speech) *highlight yellow
b. Change your pace of speech 1X during speech for emphasis (should be fitting to the
content of the speech) *highlight light green
c. Use extended eye contact 1X during speech (should be fitting to the content of the
speech) *highlight pink
d. Use two gestures during your speech (should be fitting to content of speech)
*highlight orange
e. Change your facial expression at least1X during speech for emphasis (should be
fitting to the content of the speech) *highlight light blue
f. Add emphasis to important words at least twice during your speech (2X) *highlight
purple
7. Create a visual aid that only utilizes pictures + includes a title slide with creative title for
your ted talk, a 2-3 sentence description of the presentation, and a photo.
8. Add notes in red text about when you will put up images
9. PRACTICE
Sample TED Talks
Stacey Kramer-The Best Gift I ever Survived
http://www.ted.com/talks/stacey_kramer_the_best_gift_i_ever_survived
Joe Smith-How to Use a Paper Towel (to save the planet!)
http://www.ted.com/talks/joe_smith_how_to_use_a_paper_towel
Matt Killingsworth-Want to Be Happier? Stay in the Moment!
http://www.ted.com/talks/matt_killingsworth_want_to_be_happier_stay_in_the_momen
Persuasive Rubric
50 Points
A (50-45 pts.) Your speech meets the time limit and is persuasive in nature. The speech had
evidence of research flawlessly woven into the presentation and sources were creditable. The facts
and information were helpful in supporting the purpose. The topic was narrow enough to be fully
developed and established a need for the audience to listen. The introduction gained audience
attention and created interest. Your creditability was established. The main points were outlined
and previewed for the audience’s understanding. The body of the speech establishes need, provides
a clear solution in order to satisfy the audience, and visualization was used to convince the
audience in a positive or negative manner. The conclusion was well developed by summarizing the
speech content and called the audience to action by directly telling them how they can participate.
The speech ends with a thoughtful clincher or an idea for the audience to remember. The speech
itself used language that was purposeful in making your point and words were used appropriately.
The delivery was well executed and included all 6 key of delivery including eye contact, vocal
variety, gestures and posture, articulation, practice indicated, and pacing.
B (44-40 pts.) Your speech meets the time limit, or is with 5 seconds, and is persuasive in nature.
The speech had evidence of research woven into the presentation and sources were mostly
creditable. The facts and information were somewhat helpful in supporting the purpose. The topic
was narrow enough but not fully developed. You established a need for the audience to listen. The
introduction gained audience attention and created interest. Your creditability was somewhat
established. The main points were outlined and previewed for the audience’s understanding. The
body of the speech establishes need, provides a solution in order to satisfy the audience, and
visualization was used but wasn’t as convincing. The conclusion was present by summarizing the
speech content and called the audience to action by mentioning to them how they can participate.
The speech ends with a clincher or an idea for the audience to remember. The speech itself used
language that was purposeful in making your point and words were used appropriately. The
delivery was satisfactory and included all 6 key of delivery including eye contact, vocal variety,
gestures and posture, articulation, practice indicated, and pacing.
C (39-35 pts.) Your speech doesn’t meet the time limit but is persuasive in nature. The speech had
evidence of research woven into the presentation and sources were mostly creditable. The facts and
information were somewhat helpful in supporting the purpose. The topic was narrow enough but
not fully developed. You established a need for the audience to listen. The introduction gained
audience attention and created interest. Your creditability was somewhat established. The main
points were outlined and previewed for the audience’s understanding. The body of the speech
establishes need, provides a solution in order to satisfy the audience, and visualization was used
but wasn’t as convincing. The conclusion was present by summarizing the speech content and
called the audience to action by mentioning to them how they can participate. The speech ends with
a clincher or an idea for the audience to remember. The speech itself used language that was
purposeful in making your point and words were used appropriately. The delivery was satisfactory
and included all 6 key of delivery including eye contact, vocal variety, gestures and posture,
articulation, practice indicated, and pacing.
Your name
Churchill
Communication Studies, per. ____
Date due
**write “According to source name…” inside outline to cite sources!
Creative Title: Full Title
Example
Paws Behind Bars: A Presentation Against Animal Experimentation
I.
INTRODUCTION
A. Narrative Attention-getter:
A personal anecdote that explains your connection to the topic at hand.
B. Motivate Audience Interest:
Explain the practical value of the upcoming information for your
audience. Give them reasons to listen. Explain how the topic affects
them.
C. Establish your credibility on the topic:
Your personal interest or first-hand experience with this topic OR
Allude to the sources of information you have consulted. Establish
YOUR credibility on the topic. Why are you an “expert”?
D. Purpose Statement
State your proposition: what you want them to do or believe.
Example: “Today I will be discussing the risks of ________ so that you
can make some easy and significant changes to reduce the dangers of
this issue and its effects on our country.”
MAKE YOUR OWN!
E. Preview of Information:
Summarize the main parts of your speech coming up (mention each
roman numeral)
“First, I’ll discuss _______, then we’ll talk about ____”... etc.
F. Special/Technical Terms—if you have any that are necessary to
understand your subject.
II.
BODY-- NEED STEP
(This is where you establish that a need for a change. SHOW US THAT A
PROBLEM EXISTS and that we NEED A SOLUTION.
A. Your proposition: You choose—you must either
URGE A CHANGE- point out what’s wrong with the current practice
Or
DEMAND PRESERVATION OF CURRENT CONDITIONS- point out
the danger of a change, show why we need to keep practice the same
B. Illustration
Tell of MULTIPLE, CITED EXAMPLES AND INCIDENTS that illustrate
the need for change. You need a MINIMUM OF FOUR.
Establish a thorough fact base. Use multiple sources. Remember “according
to….”
1.
2.
3.
4.This is where you will put the most FACTS from your sources
Etc.
C. Ramifications
Use as many additional facts, examples, and quotations as are required to
make the need convincing to your audience. These are different than
“illustration” because they show the repercussions of the issue (ex. Because
we have not lowered the BAC limit from .08 for drunk driving, according to
Jones, drunk driving accidents increased 5% in 2010.)
D. Pointing
Show the importance of the issue to the audience. Make it matter to us.
Explain how this issue impacts your audience or how it could impact them in
the future.
III.
BODY- SATISFACTION STEP (this is where you present a solution)
A. Statement of solution
A statement of the attitude, belief, or action you wish the audience to
adopt. YOU CAN CREATE YOUR OWN SOLUTION TO THE
PROBLEM IF YOU WISH, OR ADOPT ONE FROM YOUR
SOURCES.
B. Explanation
Explain the details of your proposal to the audience. Make sure it is clear.
C. Theoretical Demonstration
Give evidence of how your solution would theoretically prevent the
problem. Use logic and explain.
Or
Practical Experience
Cite an actual example from your source showing where this proposal has
already worked effectively.
IV.
BODY- VISUALIZATION STEP
The visualization shows how your solution would play out. It must stand the
test of reality. The conditions you describe here must be at least realistic. The
more vividly you describe the situation (PATHOS, word choice), the stronger
your audience reaction will be.
You should do A and B.
A. Positive Visualization:
Describe the conditions in your solution is actually carried out.
Explain the safety, pleasure, or peace that your solution will produce.
Describe this to your audience. Be practical and descriptive.
B. Negative Visualization:
Describe the conditions that will occur if your solution is not carried
out or if your issue continues to be ignored. Picture the audience
feeling the bad effects that the failure to solve this problem will
produce. Explain this to them.
V.
CONCLUSION- ACTION STEP
A. Restatement of purpose
Repeat your proposal.
B. Summarize your main points
Example: “We went over the issue of _____, I showed you why it is a
problem, what we can do to solve it, and how my solution meets
objections.”
C. Call to Action - - REALLY IMPORTANT!
Statement of specific action you want from the audience. WHAT DO
YOU WANT THEM TO DO ABOUT THIS SPECIFICALLY?
Example:
You can write your local congressmen and congresswomen….
You can join _____ Society at www……
You can tell your friends and neighbors…
You can support ___ cause with money, time, etc.
You can avoid _____ and instead _______....
D. State your personal intent to take the course of action or attitude
“Personally, I plan to…” or “I already have ….”
E. Narrative as Clincher
Recapture interest by referencing your personal anecdote or telling
another anecdote that connects to your topic. Tie your speech into a full
circle, and give the audience a powerful reason to remember your
message.
Example
Churchill
Communication Studies
18 May 2015
Does IQ Really Define You?
I.
Introduction:
a.
Attention Statement: *Show image of Me and Matt/IQ chart My husband (gesture
towards self) has a very high IQ. In fact, the fact that he scored a 138, when average is a
score of 100, it is something he discusses with pride. When he was younger, his parents
encouraged him to see a psychologist in order to gauge his intellect. Most of the
questions had to do with problem solving. He is an architect. He lives to solve problems.
But, I am seriously afraid to take an IQ test, as problem solving is not always my strong
suit. I know I have great communication skills, but does that count on the IQ test? No, it
does not (speak softly to show the seriousness of the issue). Scrunch up face in a show of
distataste
b.
Motivate Audience’s Interest: Imagine if you had never been impacted everyday
by modern technology. *Show image of light switch Imagine never having seen a light
switch or even knowing its purpose. Then how would it be fair to ask you a question on
conserving energy via light switches on a so called “standardized basic intelligence test.”
Let’s look at it on a smaller scale. Here is an example from a sample test: “The acronym
RSVP originally came from the French term Répondez s’il vous plaît – True or False?”
The average person, especially young and not familiar with French or party etiquette may
not know the answer. So, is this a valid measurement of one’s intellect?
c.
Establish your credibility: Even as a teacher, and an adult, I had no idea what the
answer to the IQ test question was. When I was in high school and college, I always did
very well. However, according to the areas that the IQ test emphasizes, I may be inept.
d.
Purpose Statement: Today, I will discuss how IQ testing is an irrelevant practice
that should not be used to determine intelligence.
e.
Preview Information: First, I will explain what intelligence is and what an IQ test
consists of. Then, we shall examine the flaws of the system that prove this form of exam
invalid.
II.
Body: NEED STEP IQ should not be used
a.
Proposition: The use of IQ tests to determine basic knowledge should not be
considered valid
i.
The definition of intelligence is debatable. The Current Issues: Macmillan
Social Science Library says, “Intelligence can refer to the ability to read and comprehend
difficult material, to perform mental calculations, or to figure out novel ways to solve problems.
Many standard definitions of intelligence focus on learned skills or knowledge rather than on
natural abilities. However, several experts suggest that intelligence consists of three basic
abilities: dealing successfully with complexity; the ability to learn and process new information;
and avoiding cognitive errors—those involving mental processes.”
b.
Illustration: Where and when is IQ testing used?
i.
*Show image of Alfred Binet According to “10 Facts About IQ,” written for
the Manila Bulletin, “the IQ test was created in 1905 by French psychologist Alfred Binet.” It
was designed to identify students who would be less likely to benefit from regular schooling.
Since that time, many different tests have been developed to measure IQ. But if even experts
cannot agree on a common definition of intelligence, how can a test measure that variable and
possibly be valid?
ii. *Show multicultural image Another point of invalidity has to do with culture
and upbringing. Experts Robert J. Sternberg, Elena L. Grigorenko, and Donald A. Bundy ,
writing for The Merrill-Palmer Quarterly, summed up a discussion of the cross-cultural validity
of IQ tests as follows: “Scores from tests used in cultures and subcultures other than those for
which the tests were specifically created are suspect, and probably of doubtful validity in many if
not most cases”. If experts on intelligence and culture agree that IQ tests are not a good way to
measure so called intelligence, then why would anyone find it acceptable.
iii.
The Encyclopedia of Race and Racism, written by experts Wendy Williams and
Susan Barnett states, “Unless test equivalence is assured, comparisons across people and groups
of people with differing backgrounds can be meaningless.” Equivalence is not guaranteed
whatsoever in these tests, and if even more specialists on IQ and cultural background say the test
is not fair, how could we think otherwise.
III. SATISFACTION STEP:
A. Statement of Solution: The simplest solution, besides completely eradicating the test,
will be just to simply ignore it.
B. Theoretical Demonstration:
i. Consider a person for their positive qualities and basic sense of knowledge, not
a number on paper. Granted, we are not every day faced with people living in
poverty in third world countries, where so called “IQ” is considerably lower than
average, but we can still practice being supportive of individuals.
IV. Body Visualization Step:
A. Positive visualization: *Show image of shared knowledge When IQ is not used to a
judge a person's intelligence and skills for the environment they are in, the world will
thrive in different forms of appreciated knowledge.
B. Negative visualization: *Show image of numbers If this does not happen, we will be
living in a world run by superficial numbers that prove nothing. Creativity, compassion,
social skills, and other qualities for success are thrown to the wayside when only
observing a person’s IQ.
V. Conclusion
A. Restate your point: Now that you know the makeup of the IQ test, and its invalidity
in these times, you can safely believe that IQ tests should not be used as a measure of
intelligence.
B. Summarize Main Points: Understanding what IQ is, and how it relates culturally and
socially, will hopefully persuade you to ignore what you have previously thought about
IQ.
C. Call to action: I encourage you to recognize the intelligence and wit of others, as
opposed to only recognizing their score. (after stating this, look out for an extended
amount of time)
D. State your personal Intent: I will (gesture towards self) not stress over these
meaningless numbers. I will work to be accepting of others and of my own intellect. We
are not defined by an invalid test. (slow down and emphasize each word)
E. Clincher (Reference to anecdote in intro or another personal anecdote): I love my
husband. I think he is extremely brilliant. Yet, after doing this research, I know that I am
obligated to open up a healthy conversation about the validity of intelligence tests. People
have qualities of intelligence that are not well assessed by the current test, and I plan to
make him and others aware of this so that nobody has to feel afraid or ashamed of
numbers involved in IQ testing.
Works Cited
Bundy, Imtiaz. Merrill Palmer Quartlerly 8 Mar. 2013. Web. 19 May 2015.
<http://www.techbead.com/positive-and-negative-effects-of-iq testing on-society/>.
Hickerson, Sarah. "Media's Impact on Society." Inkwell. Inkwell, 21 Apr. 2015. Web. 19 May
2015. <http://www.fa-inkwell.org/2015/04/21/medias-impact-on-society/>.
"Social Media Use by Age Group Over Time." Pew Research Centers Internet American Life
Project RSS. PewResearchCenter, 12 Nov. 2013. Web. 19 May 2015.
<http://www.pewinternet.org/data-trend/social-media/social-media-use
Smith, Kevin. "Facing the Future of Social Media." Duke University Libraries. Scholarly, 8 May
2010. Web. 15 May 2015. <https://blogs.library.duke.edu/scholcomm/2010/05/18/facingthe-future-of-social-media/>