Speech #2 Sympathetic Perspectives PDF

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Speaking Event Two Sympathetic Perspectives Speech

PUBLIC EVENT #2: SYMPATHETIC PERSPECTIVES Length: Value:

Notes:

5 minutes (+/-30 sec)* Initial Outline = 20 points Final Outline = 20 points Speech = 90 points No more than four 3x5” notecards, one side only. No full sheets of paper. No full sentences; keywords or key phrases only. (Exceptions for direct quotations).

Goals: • In this speech, you will select a controversial public issue. Your goal is to try to occupy and communicate sympathetically the strongly different positions on that topic. You should not try to reconcile the positions or advocate for a particular position. Instead, try to inhabit each position as though it were your own. • The controversy should be very current. Canned, overused, paint-by-number controversies are not appropriate—your material should be built from what is being said right now, not from a boilerplate pro-con template and feel fresh and relevant to your audience. • When you are finished speaking, your audience should have a clear understanding of what is at stake, the depth of the divisions, and your commitment to seeing from the different perspectives. • Bring out the inherent issues of the controversy. Inherent issues are what publics are needing to address at the heart of a controversy. These issues will provide the natural structure of the speech. There are often 2-4 inherent issues in a controversy. • Communicate specifically who is representing the different sides of the debate—experts, advocacy groups, or persons-on-the-street, and what their interest is. • The special value of this speech for you is the exercise of stretching your heart and mind to occupy these different positions, and then inviting your audience to try to do the same. It is an ethical act of civic virtue to be the kind of person who can do this. (continued on the next page)

Additional Requirements: 1. The speech should be 5 minutes long.* Point penalties will be assessed on speeches under 4 minutes or over 6 minutes. A student timer will guide you to bring your speech to conclusion. 2. You must have in your intro a clear claim about the discourse surrounding the controversy and a “map” of your speech for the audience. Use the map to guide us through the structure of your speech and give us verbal cues as you go along so we don’t get lost. 3. Your speech must be logically organized. Either of the compare & contrast patterns outlined on the next page works well for this speech. 4. Attribute all arguments carefully to their source – what kind of expert, how credible an advocacy group, how representative a person-on-the-street. During your speech, indicate enough of the source so that an audience could find it easily on their own [typically author, date, & publication in which it appeared]. In your Outline you must cite sources using citation style in your Outline’s “Works Cited” list. [See the P155 Library Guide link in Canvas for detailed guides to source citation]. 5. Use effective delivery that makes use of competent public speaking skills and appropriate ethos, pathos and logos. 6. It is critical that your speech is extemporaneous. Your index card keywords are only there to jog your memory and help you keep on track. 7. A question and answer session involving your classmates and your instructor will follow your speech. For this speech either of the following two compare & contrast speech patterns illustrated on the next pages are appropriate. Be sure your speech clearly uses a compare & contrast pattern (remember, the pattern is the content of the speech, the outline is the written document to create when preparing your speech) *Depending on class size, your instructor may allow you 6 or 7 minutes for your speech.

Perspectives Option 1: “Alternating” Compare & Contrast Speech Pattern I. Introduction A. Introduce your controversy. B. Introduce the two (or three*) different perspectives you will compare. C. Locate the inherent issues in the controversy for your audience.

II. Body A. Describe the way the 1st perspective would address the 1st inherent issue. B. Describe how a 2nd perspective is similar or different on the 1st inherent issue. C. Continue alternating between 1st and 2nd perspective on each of the remaining inherent issues.

III. Conclusion A. Locate the stasis is in the debate based on your analysis if it has one. (This is your assessment of where the crux of the debate currently might be.) B. Use an appropriate closing technique to bring your speech to a natural conclusion. (This may already by in your stasis description.)

Perspectives Option 2: “Bloc” Compare & Contrast Speech Pattern

I. Introduction A. Introduce your controversy. B. Introduce the two (or three*) different perspectives you will compare. C. Locate the inherent issues in the controversy for your audience

II. Body A. Describe the way the first perspective would address the inherent issues. B. Introduce your transition to the other perspective. C. Describe how this second perspective is similar or different on the inherent issues. Be sure to follow the issue order of the first bloc.

III. Conclusion A. Locate the stasis in the debate based on your analysis if it has one. (This is your assessment of where you judge the crux of the debate currently to be.) B. Use an appropriate closing technique to bring your speech to a natural conclusion. (This may already by in your stasis description.)

Examples of Compare & Contrast Speech Patterns • • • • • • •

Here is a short YouTube explainer of these two patterns of organization. (https://www.youtube.com/watch?v=2WSGtWq-FRE) Here is an explainer for brainstorming and organizing a compare/contrast speech: https://www.youtube.com/watch?v=u5IAl4_sWGA Here are two student examples of alternating organization pattern (option #1): https://www.youtube.com/watch?v=lVEZkKcc0Wc https://www.youtube.com/watch?v=s_TRSuxh1Xc

P155 INITIAL OUTLINE PEER FEEDBACK FORM Speaker’s Name: ___________________

Your Name: _______________________

(1) Please check each item that is present. Leave blank if absent. ___Correct outline formatting (consistent hierarchy levels and indents) ___ Uses keywords and phrases, but not written out like a manuscript ___Sources are cited in the outline (in parentheses) where they are used. ___Accurate Works Cited (references) list at end of the outline ___Introduction includes the major speech claim (in a complete sentence). ___Intro ends or body begins with preview map. ___There are at least three supporting arguments. ___Conclusion repeats major claim in some form.

(2) Does the major claim fit the “Assignment Goals”? If not why not?

(3) Does the preview map match the order of points in the body? [yes] [no] (4) Is the assignment’s organizational pattern correct? If not, why not?

(5) Does the argument indicated by the outline have a logical flow? If not, where does it break down?

(6) Does the outline suggest a full and complete argument that supports the claim? If not, why not?

PERSPECTIVES OUTLINE INSTRUCTOR ASSESSMENT Speaker: _________________________ [Marked items are absent or flawed. Use this list in advance to improve your speech.] CONTENT _____ Topic meets the tests of a “public controversy” listed on the determinator rubric AUDIENCE APPROPRIATENESS _____ Appropriately calibrated to the knowledge and orientation of the classroom audience _____ Appropriate strategic appeals to maximize success with the classroom audience _____ Appropriate speech organization for your purpose FORMAT _____ Typewritten, double spaced, one inch margins, 10 or 12 point font _____ Uses key words and phrases, but not full sentences (except for direct quotations) _____ Name in upper right corner, stapled if printed and turned in _____ Accurate use of outline notation (I. A. 1. a) and indentation _____ Neat and professional appearance INTRODUCTION _____ Gains attention, establishes topic’s relevance for audience _____ Establishes claim _____ Presents map of speech organization BODY _____ Main points arranged using identifiable organizational scheme _____ Main points distinct (ideas do not overlap) _____ Supporting materials appropriate, sufficient for each point, and cited in outline body _____ Thoroughly describes nature of public discourse on the controversy _____ Illustrates tone of controversy by including representative direct quotations _____ Sound and coherent reasoning; avoids logical fallacies CONCLUSION _____ Reviews main points _____ Closes with memorable, thought-provoking final statement WORKS CITED _____ Proper bibliographic style used _____ Entries are relevant to project _____ Appropriate number of entries for assignment OVERALL EVALUATION (circle one): Format:

Excellent

Good

Satisfactory

Below Expectations

Content

Excellent

Good

Satisfactory

Below Expectations

Source Attribution:

Excellent

Good

Satisfactory

Below Expectations

GRADE: _____________/[20 for Initial Outline, 20 for Final Outline]

PERSPECTIVES SPEECH INSTRUCTOR ASSESSMENT

Speaker: ____________________________

❑ ❑ ❑ ❑ ❑

Time: _________

Score: ________/90

sympathetically describes discourses surrounding a public controversy clearly reveals issues at stake around the question all inherent issues of the controversy raised and weighed identifies specifically who is representing the different sides of the debate (experts, advocacy groups, or persons-on-the-street) illuminates opposing tensions that make this issue a legitimate public controversy [Comment Key: E = Exceptional; G= Good; S= Satisfactory; BE= Below Expectations]

INTRODUCTION Gains audience attention Maps speech for us BODY Has clearly identifiable & logical structure Claims supported Sources appropriately cited aloud Effective transitions between main points CONCLUSION Clear summary

DELIVERY Appropriate, professional appearance Notes barely visible Eye contact sustained & broad Engaging physical movement and gestures Effective volume, tone, minimal “fillers” (um, uh) Speaker appears knowledgeable & confident Appropriate logos, pathos, ethos QUESTION-ANSWER PERIOD

E E E

G G G

S S S

BE BE BE

E E E E E

G G G G G

S S S S S

BE BE BE BE BE

E

G

S

BE

E

G

S

BE

E E E E E E E

G G G G G G G

S S S S S S S

BE BE BE BE BE BE BE BE

OVERALL IMPRESSION: Competent, thorough, prepared 1 2 3 4 5 6 7 8 9 10

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