Step 1: Survey your audience:

Who are you speaking to? Describe with demographics; psychographics. Remember, you may have an excellent topic for a group of guidance counselors or a graduate psychology class. Unfortunately, that same topic could be a disaster when presented to a 100-level general education class with a variety of majors represented. The result would be the same if you presented to a bunch of rocks: no persuasion would take place.

Step 2: Select a problem or issue:

It could be on a grand scale, i.e., climate change; population; nuclear; etc.

Or it could be on a very local scale, i.e., cafeteria food; local taxation; campus policies

Step 3: Choose a General Purpose:

Write down To Persuade. Speeches to inform or to entertain DO NOT include persuasive appeals. A speech to inform can present information on a problem WITHOUT asking the audience to take action. A speech to persuade will include a mini-speech to inform but as a way of presenting contextual information for the benefit of the audience. Asking the audience to change their way of thinking or take a course of action makes the general purpose "to persuade."

Step 4: Develop a Proposition (see Verderber pages 213-215):

This is the equivalent of developing a specific purpose for a speech to inform. Instead of writing, "After my speech the audience will be able to demonstrate four ways to open a presentation," you will develop a PROPOSITION that clearly states or infers that persuasion will be taking place, i.e., Resolved: Students should have to wear school uniforms.

To get started in writing a proposition, choose from one of three proposition types:

A. FACT: (True or False) A statement designed to convince or persuade the audience that something did or did not exist or occur; or is probably or probably not true; or will or will not occur.

B. POLICY: (Usually incorporates the word "should.") A statement designed to convince or persuade the audience that a particular rule, plan, or course of action should be taken.

C: VALUE: A statement designed to convince or persuade the audience that something is right or wrong; good or bad; moral or immoral; desirable or undesirable. Such a statement is dependent on the internalization of values among the speaker and EACH audience member. FOR OUR PURPOSES in this class, you not permitted to select a proposition of value.

Once you have selected your proposition type, emulate the following wording format to develop a proposition for your topic. The three examples below demonstrate wording for propositions of Fact, Policy & Value, respectively.

"Resolved: Standardized testing in secondary schools weakens the learning process." "Resolved: We should support stronger laws that oversee the puppy mill industry." "Resolved: The best cigars in the world are made in Cuba."

The word "resolved" clearly indicates that the statement is a proposition.

Step 5: Develop the Main Ideas:

Your textbook suggests that there are THREE main ideas (see Verderber page 232). For our purposes, we will use only TWO main ideas (see the Problem-Solution Outline Template attached to this document).

Main Idea A: Convince or persuade the audience that a PROBLEM does exist. This is where you present evidence that supports your claim that the problem exists and to what it extent it affects audience members. Remember, listeners might not even realize that there is a problem. Get them to see the NEED.

Main Idea B. Convince or persuade your audience that your solution will mitigate or resolve the problem you have outlined in Main Idea A. You should provide evidence to support the validity and credibility of your solution. You may even map out a plan for what you want the audience to do.

Step 6: Develop an Introduction:

Your introduction should incorporate each of the following steps. Note the similarities and differences with the elements of an introduction to a speech to inform outline

A. Attention grabbing device (NOT your name and topic)

B. Significance (motivates listener interest by showing how important the problem is; creates a priority for this problem. For example, AIDS receives far greater press than Cancer yet it claims far fewer victims annually. For whatever reasons, marketing forces have worked to create the perception that AIDS is of greater significance than Cancer.)

C. Relevance (Motivates listener interest by showing how it involves THEM. Use lots of "YOU.")

D. Qualification (or credibility step; what gives you the right to address the problem?)

E. Claim (your thesis or central idea based on your proposition)

F. Forecast (Preview/sign-posting of how you will prove the claim of fact to be true. Tell us what you are going to be doing in this presentation).

Step 7: Develop the Conclusion

A. Provide a thorough summary of both the problem and the solution.

B. Tell the audience what they specifically should do. Be ASSERTIVE! You are NOT persuading if you simply tell us the problem without also telling us how we should believe or act on the matter.

C. Provide an effective exit tied to the attention getter (leave audience thinking). NEVER end with..."That's it!" or "That's about all I have to say."

Step 8: Re-sequence the Outline Draft in a Formal Outline:

TYPE the outline into its proper sequence (see Problem-Solution Outline Template include with this document).

Make sure to add outside sources you consult in both in-text and sources cited section. In-text sources must be ORALLY stated to the audience as ORAL FOOTNOTES.

A Sources Cited section at the end is useful. It provides information to any listener who may inquire after the presentation. It also allows the speaker to review and/or update sources for repeat performances of the presentation. NOTE: In a speech, NEVER display a final PowerPoint slide as a sources cited page. It does nothing to promote the presentation and may even be a distraction.

Step 9: Type in Transitions:

Transitions will move your message from one section to another, i.e., from the sign-posting in the Introduction to the first main idea; from a main idea to the next main idea; from the last main idea to the conclusion. Note: "And in conclusion..." is an example of a transition. It is often overused. To be different, try, "Let's review..." or "In the time that I have left, let me summarize..." or something to that effect.

Step 10: Practice Extensively with your Formal Outline:

Pencil in nonverbal and paralinguistic cues where necessary, i.e., word emphasis; volume; where to direct eye contact; body movement; pauses; a specific gesture; etc. Use phonetic pronunciation guides as needed. Continue to practice with the formal outline. Strive to deliver without reading. Work on Eye Contact.

Step 11: Key in PowerPoint Slide Information:

If necessary, mark cues in the outline for where you want to include PowerPoint slides.

Step 12: Develop Keyword Outline (Speaker Notes): Key in PowerPoint Slide Information

Use 4x6 or 5x7 index cards. Avoid 3x5 as they are too small. Avoid using paper.

This outline contains only KEY WORDS and PHRASES to help you recall detailed information from the Formal Outline. That will help you to avoid READING the speech out loud. Practice with your cards, consulting the formal outline when necessary.

The more you practice with the Keyword Outline, the easier it will be to recall information during the presentation. You may also pencil marks for paralinguistic, nonverbal and/or PowerPoint slides on the keyword cards.

Title of presentation: Name:

Audience: (describe your audience demographics and psychographics or position on the issue and situational context for the presentation.)

General purpose: To Persuade

Proposition (Specific Purpose): Begin with the word RESOLVED. Then use a declarative sentence that clearly indicates the position you will advocate. Example: Resolved: Puppy mills cause dogs great harm and suffering. From this statement, the speaker will present arguments, reasons, and evidence to prove the validity of the proposition. The proposition may be of FACT (true/false); of POLICY (course of action; usually includes the word "should"); or of VALUE (right/wrong; good/bad; moral/immoral; etc.).

(Note: for this assignment, proposition should be fact or policy only.)

(Information above this line is for outline planning only and should NOT be used in your actual speech).

I. Introduction

A. Attention grabbing device (NOT your name and topic)

B. Significance (motivates listener interest by showing how important the problem is; creates a priority for this problem. For example, AIDS receives far greater press than Cancer yet it claims far fewer victims annually. For whatever reasons, marketing forces have worked to create the perception that AIDS is of greater significance than Cancer.)

C. Relevance (motivates listener interest by showing how it involves them)

D. Qualification (or credibility step; what gives you the right to address the problem?)

E. Claim (your thesis or central idea based on your proposition)

F. Forecast (preview/sign-posting of how you will prove the claim of fact to be true).

X: (Transition statement to bridge the end of the Introduction to the first main idea of the body of your speech)

II. Body (The body will have only two main ideas, NOT three-five main points as in a speech to inform)

A. Main idea "A" formally states and develops the PROBLEM. (write as a complete sentence(s))

1. sub-point that includes your evidence (may include sub-sub-points)

a. sub-sub-points (include at least two and more as needed)

2. additional sub-points (may include sub-sub-points)

a. sub-sub-points (include at least two and more as needed) X: (Transition statement to bridge the end of the main idea A to main idea B)

B. Main idea "B" will state and develop the SOLUTION (plan) and PROVE that the SOLUTION (plan) will solve the problem. (write as a complete sentence(s))

1. sub-point that includes your evidence (may include sub-sub-points)

a. sub-sub-points (include at least two and more as needed)

2. sub-point that includes your evidence; add more as needed

a. sub-sub-points (include at least two and more as needed)

X: (Transition statement to bridge the end of Main idea B to the conclusion; let listeners know you are finishing)

III. Conclusion

A. Provide a thorough summary reviewing both the problem and the solution.

B. Tell the audience what they specifically should do. Be ASSERTIVE!

C. Provide an effective exit tied to the attention getter (leave audience thinking). NEVER end with: "That's it!" or "That's about all I have to say."

Sources Cited (put on separate page)

(Use APA formatting; DO NOT FORGET to include IN-TEXT CITATIONS)

(DON'T use a final PowerPoint slide to show your sources-USE oral footnotes within the actual presentation.)

OUTLINE TEMPLATE: PERSUASIVE SPEECH - PROBLEM-SOLUTION FORMAT

Title of presentation:

Name:

Audience: (describe your audience demographics and psychographics or position on the issue and situational context for the presentation.)

General purpose: To Persuade

Proposition (Specific Purpose): Begin with the word RESOLVED. Then use a declarative sentence that clearly indicates the position you will advocate. Example: Resolved: Puppy mills cause dogs great harm and suffering. From this statement, the speaker will present arguments, reasons, and evidence to prove the validity of the proposition. The proposition may be of FACT (true/false); of POLICY (course of action; usually includes the word "should"); or of VALUE (right/wrong; good/bad; moral/immoral; etc.).

(Note: for this assignment, proposition should be fact or policy only.)

(Information above this line is for outline planning only and should NOT be used in your actual speech).

I. I. Introduction

A. Attention grabbing device (NOT your name and topic)

B. Significance (motivates listener interest by showing how important the problem is;creates a priority for this problem. For example, AIDS receives far greater press thanCancer yet it claims far fewer victims annually. For whatever reasons, marketingforces have worked to create the perception that AIDS is of greater significance thanCancer.)

C. Relevance (motivates listener interest by showing how it involves them)

D. Qualification (or credibility step; what gives you the right to address the problem?)

E. Claim (your thesis or central idea based on your proposition)

F. Forecast (preview/sign-posting of how you will prove the claim of fact to be true).

X: (Transition statement to bridge the end of the Introduction to the first main idea of the body of your speech)

II. Body (The body will have only two main ideas, NOT three-five main points as in a speech to inform)

A. Main idea "A" formally states and develops the PROBLEM. (write as a complete sentence(s))

1. sub-point that includes your evidence (may include sub-sub-points)

a. sub-sub-points (include at least two and more as needed)

2. additional sub-points (may include sub-sub-points)

a. sub-sub-points (include at least two and more as needed)

X: (Transition statement to bridge the end of the main idea A to main idea B)

B. Main idea"B" will state and develop the SOLUTION (plan) and PROVE that the SOLUTION (plan) will solve the problem. (write as a complete sentence(s))

1. sub-point that includes your evidence (may include sub-sub-points)

a. sub-sub-points (include at least two and more as needed)

2. sub-point that includes your evidence; add more as needed

a. sub-sub-points (include at least two and more as needed)

X: (Transition statement to bridge the end of Main idea B to the conclusion; let listeners know you are finishing)

III. Conclusion

A. Provide a thorough summary reviewing both the problem and the solution.

B. Tell the audience what they specifically should do. Be ASSERTIVE!

C. Provide an effective exit tied to the attention getter (leave audience thinking). NEVER end with: "That's it!" or "That's about all I have to say."

Sources Cited (put on separate page)

(Use APA formatting; DO NOT FORGET to include IN-TEXT CITATIONS)

(DON'T use a final PowerPoint slide to show your sources-USE oral footnotes within the actual presentation.)