Each student will revise his or her letter to the editor into a 8 to 10-minute persuasive speech that is not read from a manuscript. The aim is to promote not only the audiences’ agreement with the speaker’s conclusion but, more importantly, to persuade people to act on the belief; we want to actuate the audience to promote societal change. This component requires the student to incorporate three parts of a public policy speech: (1) a need, (2) a plan, and (3) practicality (I have provided the textbook explanation below to help you in this component of the assignment). The aim is to present a problem, usually the moral problem is sufficient, which establishes need, and, then, to resolve the problem by providing a step-by-step plan that is easily practical, something the audience can immediately do to get involved. This may be done in all sorts of ways, and I will leave up to you how to communicate this aspect of the assignment in regard to an approved moral issue.
The Topic
The topic of the persuasive speech should be Immigration from
Huemer – Right to Immigrate
. The aim is to make the content of the letter to the editor into the persuasive speech, that is, with a few alterations. One may omit this restriction with approval of the instructor; that is, one may present a different topic in the speech than was expressed in the letter to the editor.
The Extemporaneous Component
Like the informative speech videos, the persuasive speech should have an extemporaneous style; more specifically, the speech is not to be read from a manuscript. Rather, it should be well-planned, rehearsed, and nailed down before speech day. Speech textbooks tell us it is a best practice to rehearse the speech many times. This ensures success, helps one gain confidence, and guarantees that the student meets the allotted time constraints. Be inventive and feel comfortable. Think of ways to make the material your own, relating it to your life experiences. This way the material is easy to remember, and, once again, you will feel more comfortable on the day of the speech. Everyone in the class wants you to do so well, especially your instructor.
I highlight, again, the speech should be extemporaneously delivered. Nevertheless, you may use notecards, an outline, or PowerPoint slides. If, by chance, you choose the latter option, you need to come to class early, well in advance, and upload the PowerPoint on the computer. Time may be tight, so, again, make sure you are there early. In addition, if you take the PowerPoint option, make sure you also have an outline, notecards, or paper slides. There may be technology problems, or, by chance, some other problem could arise, which may result in you not showing up to class early. If such a sad series of events occurs, make sure you have another crutch (paper slides seems like a good idea) to help you through the speech. Due to time constraints, no credit will be given to those scheduled to speak but are not prepared. I disappointingly add that PowerPoint slides are not an option for those sections that do not have the proper technology in the classroom. If you are confused about whether this is the case, make sure that you check with your instructor well in advance.
Necessary Criteria
Your persuasive speech should contain each of the following structural elements:
I. Introduction (Hook, Identification Statement, Thesis): The introduction should contain a hook that (A) motivates your issue (i.e. one that entices the listener or informs why this topic is worthy of his or her attention). This should lead to the (B) identification statement and, then, (C) a definitive thesis, which indicates what the student will be arguing. Make sure this is specific. If there are exceptions let everyone know at the outset.
II. The Exposition Portion of the Persuasive Speech: Like the Letter to the Editor, use this part of the speech to exposit a view that you disagree with; more specifically, cast the perspective that you disagree with as part of the problem. In this part, be careful to provide a plausible and accurate account of your opponent’s position before you begin arguing against it. In your presentation, it is crucial that you identify the conclusion and the evidence for it. You may say, “The conclusion of the prolife argument is…” Again, make sure your presentation is informative in this part. Don’t begin arguing against the position until later in the speech. Here, the aim is to give an accurate presentation of a seemingly plausible argument.
This component of the speech is partly rhetorical. For instance, suppose that someone in the course believes the view that you are arguing against. One way to convince them is to show that you know and can succinctly express his or her view and respond to it.
III. The Persuasive Portion: This is the portion of the persuasive speech where you attempt to persuade, to change the opinion of your fellow classmates. You should provide positive reasons in support of your own view as well as reasons why the opponents view is unsound. You may use your own reasons and/or claim that you agree with another philosopher that was covered in class. Either way is fine by me.
Additionally, ensure that the points are brief and well-ordered. If, say, there are three reasons that a given premise is false, write: “There are three reasons why I think the argument is false. First…[state reason] Second…[state reason] Third…[state reason]” This will help order your ideas. You are additionally free to make a few arguments well-developed.
As well, you must, in addition to the critical portion, provide an alternative view; that is, you want to not only argue what is wrong with the opposing argument but provide positive reasons for your own position. Again, you may borrow arguments from, say, the abortion, euthanasia, or world hunger literature but simply tell us what Hardin or, say, Singer argues.
IV. Objection and Response: The persuasive speech, like the Letter to the Editor, should propose a plausible objection from the opponent’s perspective and respond to it. For instance, after you provide your argument, you could transition with “Singer could respond to my argument with…” and then explain the type of response he would give. I emphasize this objection should not be a reiteration of the exact same argument given in the exposition of the speech. In the persuasive portion of the speech, you brought up new points that may be vulnerable to criticism. Think of the most plausible response, one that your classmates who oppose the position would most likely hold, and respond to it. In the end, this rhetorical component is designed to sell the thesis, to make it more plausible, by making the audience doubt objections they may hold.
V. Conclusion: The final paragraph of the persuasive speech, essentially a statement or two, should provide a call to action (a practical resolution) concerning the issue at stake expressed in the introduction.
“If you have had an abortion, please break the walls of silence around the experience. Reach out to women friends, family, or coworkers. We all need to know we are not alone.”
“Call a radio talk show. Speak out against clinic violence. Defend a woman’s right to choose. Don’t let anti-choice views be the only ones. Think what difference your words could make to a woman who needs the information or ideas you have!”
“Write letters to Congress, state legislators, and the President urging them to “do all in their power to protect reproductive freedom for ALL women.”
Feel free to create your own call to action in terms of public policy or search online to find one that best fits your view and aims.
The speech should also contain the following rhetorical elements:
VI. Extemporaneous: The speech should not be read from a paper. There is a serious penalty for a violation of this requirement. See the conditions after the rubric for the exact amount.
VII. The Length of the Speech: The persuasive speech should be at least 8 to 10 minutes in duration. If, however, a student’s speech is less than 8 minutes or more than 10, there is a serious penalty. For the exact penalty, see the conditions after the rubric
