persuasive speech addressing a question of fact

Module 10: Persuasive Speaking

Types of persuasive speeches.

Persuasive speeches revolve around propositions that can be defended through the use of data and reasoning. Persuasive propositions respond to one of three types of questions: questions of fact, questions of value, and questions of policy. These questions can help the speaker determine what forms of argument and reasoning are necessary to support a specific purpose statement.

Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth. – Marcus Aurelius

Propositions of Fact

Questions of fact ask whether something “can potentially be verified as either true or false.” [1] These questions can seem very straightforward—something is or it is not—but in reality, the search for truth is a complex endeavor. Questions of fact rarely address simple issues such as, “is the sky blue?” They tend to deal with deep-seated controversies such as the existence of global warming, the cause of a major disaster, or someone’s guilt or innocence in a court of law. To answer these questions, a proposition of fact may focus on whether or not something exists. For example, in the U.S. there is a debate over the prevalence of racial profiling, the practice of law enforcement officers targeting people for investigation and arrest based on skin color. On one hand, the American Civil Liberties Union advances the proposition: “Racial profiling continues to be a prevalent and egregious form of discrimination in the United States.” [2] They verify this claim using data from government studies, crime statistics, and personal narratives. However, journalist Heather MacDonald proposes that studies confirming racial profiling are often based in “junk science”; in fact she says, “there’s no credible evidence that racial profiling exists.” [3] To substantiate her proposition, MacDonald relies on a study of traffic stops on the New Jersey turnpike along with personal narratives, policy analysis, and testimony from a criminologist. The claim that racial profiling exists is either true or false, but there is evidence for and against both propositions; therefore no consensus exists.

While some propositions of fact deal with the existence of a particular phenomenon or the accuracy of a theory, others focus on causality. For example, the U.S. government appointed a commission to evaluate the causes of the nation’s recent economic crisis. In their report the commission concluded by proposing that recklessness in the financial industry and failures on the part of government regulators caused the economic crisis. However, Congressman Paul Ryan has proposed that Medicare is to blame, and the chief investment officer at JP Morgan has proposed that U.S. housing policy is the root cause of the problem. [4] Each of these three propositions of fact is backed by its own set of historical and economic analysis.

“Interstate 10 looking east from Crenshaw Boulevard” by Downtowngal. CC-BY-SA .

Propositions of fact may also be used to make predictions concerning what will happen in the future. In the summer of 2011, ten miles of a popular Southern California freeway were closed for an entire weekend. Motorists, news outlets, and government officials called the closure “Carmageddon” because they proposed there would be an “inevitable and likely epic traffic tie-up.” [5] As a result of the predictions motorists stayed off the roads and made alternative plans that weekend resulting in much lighter traffic than expected. The proposition may have been true, but the prediction was not fulfilled because people were persuaded to stay off the freeway.

When advancing propositions of fact, you should focus on the evidence you can offer in support of your proposition. First, make sure that your speech contains sufficient evidence to back up your proposition. Next, take the time to interpret that evidence so that it makes sense to your audience. Last, emphasize the relationship between your evidence and your proposition as well as its relevance to the audience. [6]

Bitter experience has taught us how fundamental our values are and how great the mission they represent. – Jan Peter Balkenende

Propositions of Value

Persuasive speakers may also be called to address questions of value, which call for a proposition judging the (relative) worth of something. These propositions make an evaluative claim regarding morality, aesthetics, wisdom, or desirability. For example, some vegetarians propose that eating meat is immoral because of the way that animals are slaughtered. Vegetarians may base this claim in a philosophy of utilitarianism or animal rights. [7]

“McLarenF1” by Jagvar. Public domain.

Both the vegetarian and car examples offer standards for evaluating the proposition. Since propositions of value tend to be more subjective, speakers need to establish evaluation criteria by which the audience can judge and choose to align with their position. When advancing a proposition of value, offer a clear set of criteria, offer evidence for your evaluation, and apply the evidence to demonstrate that you have satisfied the evaluation criteria. [9]

An inner process stands in need of outward criteria. – Ludwig Wittgenstein

The 2005 disagreement between family members over removing a woman’s feeding tube after she had been in a coma for 15 years sparked a national debate over the value of life that highlights the importance of evaluation criteria. After years of failed medical treatments and rehabilitation attempts, Terri Schiavo’s husband petitioned the court to remove her feeding tube, initiating a legal battle with her parents that went all the way to the President of the United States. [10] Opposing sides in the debate both claimed to value life. To support his proposition that his wife had a right to die, Mr. Schaivo applied the evaluation criteria of quality of life and argued that she would not want to continue to live in a vegetative state. [11] Ms. Schiavo’s parents vehemently disagreed with his argument. They also claimed to value life and, with the support of religious groups, relied on the evaluation criteria of the sanctity of life to contend that she should be kept alive. [12] Both sides gained widespread support based on people’s agreement or disagreement with their evaluation criteria. Despite intervention on behalf of both state and federal legislators, the courts eventually ruled that Mr. Schiavo had the right to have his wife’s feeding tube removed and allow her to die.

A policy is a temporary creed liable to be changed, but while it holds good, it has got to be pursued with apostolic zeal. – Mahatma Gandhi

Propositions of Policy

Although the Schiavo case was rooted in a question of value, the debate resulted in a question of policy. Questions of policy ask the speaker to advocate for an appropriate course of action. This form of persuasive speech is used every day in Congress to determine laws, but it is also used interpersonally to determine how we ought to behave. A proposition of policy may call for people to stop a particular behavior, or to start one. For example, some U.S. cities have started banning single use plastic bags in grocery stores. Long before official public policy on this issue was established, organizations such as The Surfrider Foundation and the Earth Resource Foundation advocated that people stop using these bags because of the damage plastic bags cause to marine life. In this case local governments and private organizations attempted to persuade people to stop engaging in a damaging behavior— shopping with single use plastic bags. However, the organizations also attempted to persuade people to start a new behavior—shopping with reusable bags.

When answering a question of policy, speakers will typically begin by describing the status quo. If you are arguing that a change must be made, you must first identify the problem inherent in the current behavior, and then demonstrate that the problem is significant enough to warrant immediate consideration. Once you have established that there is a problem which the audience ought to consider, you can then offer your proposal for a preferable course of action. [13] Then, it is up to you to demonstrate that your proposed policy will have more benefits than costs.

“USPS mailboxes” by EraserGirl. CC-BY .

In 2011 the U.S. Postal Service, the nation’s second-largest employer, told Congress it was facing an $8.3 billion budget shortfall. [14] To solve the problem, the Postal Service proposed that be permitted to end Saturday mail delivery and close some post offices. To make their argument, they first described the status quo saying that the demand for their service had dramatically decreased with the popularity of email and online bill-pay services. They explained that in preceding years they laid off workers and cut spending to help with the shortfall of revenue, but now another plan was necessary to avoid defaulting on their financial obligations. They offered evidence that people preferred ending Saturday mail to alternatives such as paying more for stamps or allocating more tax money to post offices. [15] Although they made a compelling case, the USPS still needed to overcome perceived disadvantages to their proposition such as the negative impact on businesses and rural towns. [16] [17] A full year later, the policy proposition passed the U.S. Senate but continues to await approval in the House. [18]

Herrick, J.A. (2011). Argumentation: Understanding and Shaping Arguments . State College, PA: Strata Publishing. ↵
American Civil Liberties Union (ACLU). (2012). Racial Profiling. Retrieved from: http://www.aclu.org/racialjustice/racial-profiling ↵
MacDonald, H. (2002, March 27). The racial profiling myth debunked. City Journal . Retrieved from: http://www.city-journal.org/html/eon_3_27_02hm.html ↵
Angelides, P. (2011, June 28). The real causes of the economic crisis? They’re history. The Washington Post . Retrieved from: http://www.washingtonpost.com/opinions/the-real-causes-of-theeconomic-crisis-theyrehistory/2011/06/27/AG2nK4pH_story.html ↵
Kandel, J. (2011, July 14). Los Angeles braces for weekend of “Carmageddon.” Reuters. Retrieved from: http://www.reuters.com/article/2011/07/15/us-carmageddon-losangeles-idUSTRE76D2D720110715 ↵
Herrick 2011 ↵
DeGrazia, D. (2009). Moral vegetarianism from a very broad basis. Journal of Moral Philosophy , 6 . Retrieved from: https://philosophy.columbian.gwu.edu/sites/philosophy.columbian.gwu.edu/files/image/DeGraziaMoral.pdf ↵
Car and Driver (2011, December). 2012 10Best Cars. Car and Driver. Retrieved from: http://www.caranddriver.com/features/2012-10best-cars-feature ↵
Cerminara, K. & Goodman, K. (2012). Schiavo Timeline. Retrieved from University of Miami Ethics Program: http://www.miami.edu/index.php/ethics/projects/schiavo/schiavo_timeline/ ↵
Caplan, A. (2005). The time has come to let Terri Schiavo die: Politicians, courts must allow husband to make final decision. NBC News . Retrieved from: http://www.nbcnews.com/id/7231440/ns/health-health_care/t/time-has-come-let-terri-schiavo-die/ ↵
Catholic Culture. (2005). The death of Terri Schiavo. Catholic World News . Retrieved from: https://www.catholicculture.org/news/features/index.cfm?recnum=37860 ↵
Bingham, A. (2011, July 22). Postal Service pushes to end Saturday delivery. ABC News . Retrieved from: http://abcnewsradioonline.com/business-news/postal-service-pushes-to-end-saturday-delivery.html ↵
Bingham 2011 ↵
Stephenson, E. (2012, August 1). Senators blast House leaders over Postal Service default. Reuters . Retrieved from: http://www.reuters.com/article/2012/08/01/us-usa-postal-default-idUSBRE8701HO20120801 ↵
Stephenson 2012 ↵
Chapter 16 Types of Persuasive Speeches. Authored by : Sarah Stone Watt, Ph.D. and Joshua Trey Barnett. Provided by : Pepperdine University, Malibu, CA and Indiana University, Bloomington, IN. Located at : http://publicspeakingproject.org/psvirtualtext.html . Project : The Public Speaking Project. License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
Interstate 10 looking east from Crenshaw Boulevard. Authored by : Downtowngal. Located at : http://commons.wikimedia.org/wiki/File:Interstate_10_looking_east_from_Crenshaw_Boulevard.jpg . License : CC BY-SA: Attribution-ShareAlike
USPS mailboxes. Authored by : EraserGirl. Located at : http://commons.wikimedia.org/wiki/File:USPS_mailboxes.jpg . License : CC BY: Attribution
McLarenF1. Authored by : Jagvar. Located at : http://commons.wikimedia.org/wiki/File:MclarenF1.JPG . License : Public Domain: No Known Copyright

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11.2 Persuasive Speaking

Learning objectives.

Explain how claims, evidence, and warrants function to create an argument.
Identify strategies for choosing a persuasive speech topic.
Identify strategies for adapting a persuasive speech based on an audience’s orientation to the proposition.
Distinguish among propositions of fact, value, and policy.
Choose an organizational pattern that is fitting for a persuasive speech topic.

We produce and receive persuasive messages daily, but we don’t often stop to think about how we make the arguments we do or the quality of the arguments that we receive. In this section, we’ll learn the components of an argument, how to choose a good persuasive speech topic, and how to adapt and organize a persuasive message.

Foundation of Persuasion

Persuasive speaking seeks to influence the beliefs, attitudes, values, or behaviors of audience members. In order to persuade, a speaker has to construct arguments that appeal to audience members. Arguments form around three components: claim, evidence, and warrant. The claim is the statement that will be supported by evidence. Your thesis statement is the overarching claim for your speech, but you will make other claims within the speech to support the larger thesis. Evidence , also called grounds, supports the claim. The main points of your persuasive speech and the supporting material you include serve as evidence. For example, a speaker may make the following claim: “There should be a national law against texting while driving.” The speaker could then support the claim by providing the following evidence: “Research from the US Department of Transportation has found that texting while driving creates a crash risk that is twenty-three times worse than driving while not distracted.” The warrant is the underlying justification that connects the claim and the evidence. One warrant for the claim and evidence cited in this example is that the US Department of Transportation is an institution that funds research conducted by credible experts. An additional and more implicit warrant is that people shouldn’t do things they know are unsafe.

Figure 11.2 Components of an Argument

The quality of your evidence often impacts the strength of your warrant, and some warrants are stronger than others. A speaker could also provide evidence to support their claim advocating for a national ban on texting and driving by saying, “I have personally seen people almost wreck while trying to text.” While this type of evidence can also be persuasive, it provides a different type and strength of warrant since it is based on personal experience. In general, the anecdotal evidence from personal experience would be given a weaker warrant than the evidence from the national research report. The same process works in our legal system when a judge evaluates the connection between a claim and evidence. If someone steals my car, I could say to the police, “I’m pretty sure Mario did it because when I said hi to him on campus the other day, he didn’t say hi back, which proves he’s mad at me.” A judge faced with that evidence is unlikely to issue a warrant for Mario’s arrest. Fingerprint evidence from the steering wheel that has been matched with a suspect is much more likely to warrant arrest.

As you put together a persuasive argument, you act as the judge. You can evaluate arguments that you come across in your research by analyzing the connection (the warrant) between the claim and the evidence. If the warrant is strong, you may want to highlight that argument in your speech. You may also be able to point out a weak warrant in an argument that goes against your position, which you could then include in your speech. Every argument starts by putting together a claim and evidence, but arguments grow to include many interrelated units.

Choosing a Persuasive Speech Topic

As with any speech, topic selection is important and is influenced by many factors. Good persuasive speech topics are current, controversial, and have important implications for society. If your topic is currently being discussed on television, in newspapers, in the lounges in your dorm, or around your family’s dinner table, then it’s a current topic. A persuasive speech aimed at getting audience members to wear seat belts in cars wouldn’t have much current relevance, given that statistics consistently show that most people wear seat belts. Giving the same speech would have been much more timely in the 1970s when there was a huge movement to increase seat-belt use.

Many topics that are current are also controversial, which is what gets them attention by the media and citizens. Current and controversial topics will be more engaging for your audience. A persuasive speech to encourage audience members to donate blood or recycle wouldn’t be very controversial, since the benefits of both practices are widely agreed on. However, arguing that the restrictions on blood donation by men who have had sexual relations with men be lifted would be controversial. I must caution here that controversial is not the same as inflammatory. An inflammatory topic is one that evokes strong reactions from an audience for the sake of provoking a reaction. Being provocative for no good reason or choosing a topic that is extremist will damage your credibility and prevent you from achieving your speech goals.

You should also choose a topic that is important to you and to society as a whole. As we have already discussed in this book, our voices are powerful, as it is through communication that we participate and make change in society. Therefore we should take seriously opportunities to use our voices to speak publicly. Choosing a speech topic that has implications for society is probably a better application of your public speaking skills than choosing to persuade the audience that Lebron James is the best basketball player in the world or that Superman is a better hero than Spiderman. Although those topics may be very important to you, they don’t carry the same social weight as many other topics you could choose to discuss. Remember that speakers have ethical obligations to the audience and should take the opportunity to speak seriously.

You will also want to choose a topic that connects to your own interests and passions. If you are an education major, it might make more sense to do a persuasive speech about funding for public education than the death penalty. If there are hot-button issues for you that make you get fired up and veins bulge out in your neck, then it may be a good idea to avoid those when speaking in an academic or professional context.

Choose a persuasive speech topic that you’re passionate about but still able to approach and deliver in an ethical manner.

Michael Vadon – Nigel Farage – CC BY-SA 2.0.

Choosing such topics may interfere with your ability to deliver a speech in a competent and ethical manner. You want to care about your topic, but you also want to be able to approach it in a way that’s going to make people want to listen to you. Most people tune out speakers they perceive to be too ideologically entrenched and write them off as extremists or zealots.

You also want to ensure that your topic is actually persuasive. Draft your thesis statement as an “I believe” statement so your stance on an issue is clear. Also, think of your main points as reasons to support your thesis. Students end up with speeches that aren’t very persuasive in nature if they don’t think of their main points as reasons. Identifying arguments that counter your thesis is also a good exercise to help ensure your topic is persuasive. If you can clearly and easily identify a competing thesis statement and supporting reasons, then your topic and approach are arguable.

Review of Tips for Choosing a Persuasive Speech Topic

Not current. People should use seat belts.
Current. People should not text while driving.
Not controversial. People should recycle.
Controversial. Recycling should be mandatory by law.
Not as impactful. Superman is the best superhero.
Impactful. Colleges and universities should adopt zero-tolerance bullying policies.
Unclear thesis. Homeschooling is common in the United States.
Clear, argumentative thesis with stance. Homeschooling does not provide the same benefits of traditional education and should be strictly monitored and limited.

Adapting Persuasive Messages

Competent speakers should consider their audience throughout the speech-making process. Given that persuasive messages seek to directly influence the audience in some way, audience adaptation becomes even more important. If possible, poll your audience to find out their orientation toward your thesis. I read my students’ thesis statements aloud and have the class indicate whether they agree with, disagree with, or are neutral in regards to the proposition. It is unlikely that you will have a homogenous audience, meaning that there will probably be some who agree, some who disagree, and some who are neutral. So you may employ all of the following strategies, in varying degrees, in your persuasive speech.

When you have audience members who already agree with your proposition, you should focus on intensifying their agreement. You can also assume that they have foundational background knowledge of the topic, which means you can take the time to inform them about lesser-known aspects of a topic or cause to further reinforce their agreement. Rather than move these audience members from disagreement to agreement, you can focus on moving them from agreement to action. Remember, calls to action should be as specific as possible to help you capitalize on audience members’ motivation in the moment so they are more likely to follow through on the action.

There are two main reasons audience members may be neutral in regards to your topic: (1) they are uninformed about the topic or (2) they do not think the topic affects them. In this case, you should focus on instilling a concern for the topic. Uninformed audiences may need background information before they can decide if they agree or disagree with your proposition. If the issue is familiar but audience members are neutral because they don’t see how the topic affects them, focus on getting the audience’s attention and demonstrating relevance. Remember that concrete and proxemic supporting materials will help an audience find relevance in a topic. Students who pick narrow or unfamiliar topics will have to work harder to persuade their audience, but neutral audiences often provide the most chance of achieving your speech goal since even a small change may move them into agreement.

When audience members disagree with your proposition, you should focus on changing their minds. To effectively persuade, you must be seen as a credible speaker. When an audience is hostile to your proposition, establishing credibility is even more important, as audience members may be quick to discount or discredit someone who doesn’t appear prepared or doesn’t present well-researched and supported information. Don’t give an audience a chance to write you off before you even get to share your best evidence. When facing a disagreeable audience, the goal should also be small change. You may not be able to switch someone’s position completely, but influencing him or her is still a success. Aside from establishing your credibility, you should also establish common ground with an audience.

Build common ground with disagreeable audiences and acknowledge areas of disagreement.

Chris-Havard Berge – Shaking Hands – CC BY-NC 2.0.

Acknowledging areas of disagreement and logically refuting counterarguments in your speech is also a way to approach persuading an audience in disagreement, as it shows that you are open-minded enough to engage with other perspectives.

Determining Your Proposition

The proposition of your speech is the overall direction of the content and how that relates to the speech goal. A persuasive speech will fall primarily into one of three categories: propositions of fact, value, or policy. A speech may have elements of any of the three propositions, but you can usually determine the overall proposition of a speech from the specific purpose and thesis statements.

Propositions of fact focus on beliefs and try to establish that something “is or isn’t.” Propositions of value focus on persuading audience members that something is “good or bad,” “right or wrong,” or “desirable or undesirable.” Propositions of policy advocate that something “should or shouldn’t” be done. Since most persuasive speech topics can be approached as propositions of fact, value, or policy, it is a good idea to start thinking about what kind of proposition you want to make, as it will influence how you go about your research and writing. As you can see in the following example using the topic of global warming, the type of proposition changes the types of supporting materials you would need:

Proposition of fact. Global warming is caused by increased greenhouse gases related to human activity.
Proposition of value. America’s disproportionately large amount of pollution relative to other countries is wrong .
Proposition of policy. There should be stricter emission restrictions on individual cars.

To support propositions of fact, you would want to present a logical argument based on objective facts that can then be used to build persuasive arguments. Propositions of value may require you to appeal more to your audience’s emotions and cite expert and lay testimony. Persuasive speeches about policy usually require you to research existing and previous laws or procedures and determine if any relevant legislation or propositions are currently being considered.

“Getting Critical”

Persuasion and Masculinity

The traditional view of rhetoric that started in ancient Greece and still informs much of our views on persuasion today has been critiqued for containing Western and masculine biases. Traditional persuasion has been linked to Western and masculine values of domination, competition, and change, which have been critiqued as coercive and violent (Gearhart, 1979).

Communication scholars proposed an alternative to traditional persuasive rhetoric in the form of invitational rhetoric. Invitational rhetoric differs from a traditional view of persuasive rhetoric that “attempts to win over an opponent, or to advocate the correctness of a single position in a very complex issue” (Bone et al., 2008). Instead, invitational rhetoric proposes a model of reaching consensus through dialogue. The goal is to create a climate in which growth and change can occur but isn’t required for one person to “win” an argument over another. Each person in a communication situation is acknowledged to have a standpoint that is valid but can still be influenced through the offering of alternative perspectives and the invitation to engage with and discuss these standpoints (Ryan & Natalle, 2001). Safety, value, and freedom are three important parts of invitational rhetoric. Safety involves a feeling of security in which audience members and speakers feel like their ideas and contributions will not be denigrated. Value refers to the notion that each person in a communication encounter is worthy of recognition and that people are willing to step outside their own perspectives to better understand others. Last, freedom is present in communication when communicators do not limit the thinking or decisions of others, allowing all participants to speak up (Bone et al., 2008).

Invitational rhetoric doesn’t claim that all persuasive rhetoric is violent. Instead, it acknowledges that some persuasion is violent and that the connection between persuasion and violence is worth exploring. Invitational rhetoric has the potential to contribute to the civility of communication in our society. When we are civil, we are capable of engaging with and appreciating different perspectives while still understanding our own. People aren’t attacked or reviled because their views diverge from ours. Rather than reducing the world to “us against them, black or white, and right or wrong,” invitational rhetoric encourages us to acknowledge human perspectives in all their complexity (Bone et al., 2008).

What is your reaction to the claim that persuasion includes Western and masculine biases?
What are some strengths and weaknesses of the proposed alternatives to traditional persuasion?
In what situations might an invitational approach to persuasion be useful? In what situations might you want to rely on traditional models of persuasion?

Organizing a Persuasive Speech

We have already discussed several patterns for organizing your speech, but some organization strategies are specific to persuasive speaking. Some persuasive speech topics lend themselves to a topical organization pattern, which breaks the larger topic up into logical divisions. Earlier, in Chapter 9 “Preparing a Speech” , we discussed recency and primacy, and in this chapter we discussed adapting a persuasive speech based on the audience’s orientation toward the proposition. These concepts can be connected when organizing a persuasive speech topically. Primacy means putting your strongest information first and is based on the idea that audience members put more weight on what they hear first. This strategy can be especially useful when addressing an audience that disagrees with your proposition, as you can try to win them over early. Recency means putting your strongest information last to leave a powerful impression. This can be useful when you are building to a climax in your speech, specifically if you include a call to action.

Putting your strongest argument last can help motivate an audience to action.

Celestine Chua – The Change – CC BY 2.0.

The problem-solution pattern is an organizational pattern that advocates for a particular approach to solve a problem. You would provide evidence to show that a problem exists and then propose a solution with additional evidence or reasoning to justify the course of action. One main point addressing the problem and one main point addressing the solution may be sufficient, but you are not limited to two. You could add a main point between the problem and solution that outlines other solutions that have failed. You can also combine the problem-solution pattern with the cause-effect pattern or expand the speech to fit with Monroe’s Motivated Sequence.

As was mentioned in Chapter 9 “Preparing a Speech” , the cause-effect pattern can be used for informative speaking when the relationship between the cause and effect is not contested. The pattern is more fitting for persuasive speeches when the relationship between the cause and effect is controversial or unclear. There are several ways to use causes and effects to structure a speech. You could have a two-point speech that argues from cause to effect or from effect to cause. You could also have more than one cause that lead to the same effect or a single cause that leads to multiple effects. The following are some examples of thesis statements that correspond to various organizational patterns. As you can see, the same general topic area, prison overcrowding, is used for each example. This illustrates the importance of considering your organizational options early in the speech-making process, since the pattern you choose will influence your researching and writing.

Persuasive Speech Thesis Statements by Organizational Pattern

Problem-solution. Prison overcrowding is a serious problem that we can solve by finding alternative rehabilitation for nonviolent offenders.
Problem–failed solution–proposed solution. Prison overcrowding is a serious problem that shouldn’t be solved by building more prisons; instead, we should support alternative rehabilitation for nonviolent offenders.
Cause-effect. Prisons are overcrowded with nonviolent offenders, which leads to lesser sentences for violent criminals.
Cause-cause-effect. State budgets are being slashed and prisons are overcrowded with nonviolent offenders, which leads to lesser sentences for violent criminals.
Cause-effect-effect. Prisons are overcrowded with nonviolent offenders, which leads to increased behavioral problems among inmates and lesser sentences for violent criminals.
Cause-effect-solution. Prisons are overcrowded with nonviolent offenders, which leads to lesser sentences for violent criminals; therefore we need to find alternative rehabilitation for nonviolent offenders.

Monroe’s Motivated Sequence is an organizational pattern designed for persuasive speaking that appeals to audience members’ needs and motivates them to action. If your persuasive speaking goals include a call to action, you may want to consider this organizational pattern. We already learned about the five steps of Monroe’s Motivated Sequence in Chapter 9 “Preparing a Speech” , but we will review them here with an example:

Hook the audience by making the topic relevant to them.
Imagine living a full life, retiring, and slipping into your golden years. As you get older you become more dependent on others and move into an assisted-living facility. Although you think life will be easier, things get worse as you experience abuse and mistreatment from the staff. You report the abuse to a nurse and wait, but nothing happens and the abuse continues. Elder abuse is a common occurrence, and unlike child abuse, there are no laws in our state that mandate complaints of elder abuse be reported or investigated.
Cite evidence to support the fact that the issue needs to be addressed.
According to the American Psychological Association, one to two million elderly US Americans have been abused by their caretakers. In our state, those in the medical, psychiatric, and social work field are required to report suspicion of child abuse but are not mandated to report suspicions of elder abuse.
Offer a solution and persuade the audience that it is feasible and well thought out.
There should be a federal law mandating that suspicion of elder abuse be reported and that all claims of elder abuse be investigated.
Take the audience beyond your solution and help them visualize the positive results of implementing it or the negative consequences of not.
Elderly people should not have to live in fear during their golden years. A mandatory reporting law for elderly abuse will help ensure that the voices of our elderly loved ones will be heard.
Call your audience to action by giving them concrete steps to follow to engage in a particular action or to change a thought or behavior.
I urge you to take action in two ways. First, raise awareness about this issue by talking to your own friends and family. Second, contact your representatives at the state and national level to let them know that elder abuse should be taken seriously and given the same level of importance as other forms of abuse. I brought cards with the contact information for our state and national representatives for this area. Please take one at the end of my speech. A short e-mail or phone call can help end the silence surrounding elder abuse.

Key Takeaways

Arguments are formed by making claims that are supported by evidence. The underlying justification that connects the claim and evidence is the warrant. Arguments can have strong or weak warrants, which will make them more or less persuasive.
Good persuasive speech topics are current, controversial (but not inflammatory), and important to the speaker and society.
When audience members agree with the proposal, focus on intensifying their agreement and moving them to action.
When audience members are neutral in regards to the proposition, provide background information to better inform them about the issue and present information that demonstrates the relevance of the topic to the audience.
When audience members disagree with the proposal, focus on establishing your credibility, build common ground with the audience, and incorporate counterarguments and refute them.
Propositions of fact focus on establishing that something “is or isn’t” or is “true or false.”
Propositions of value focus on persuading an audience that something is “good or bad,” “right or wrong,” or “desirable or undesirable.”
Propositions of policy advocate that something “should or shouldn’t” be done.
Persuasive speeches can be organized using the following patterns: problem-solution, cause-effect, cause-effect-solution, or Monroe’s Motivated Sequence.
Getting integrated: Give an example of persuasive messages that you might need to create in each of the following contexts: academic, professional, personal, and civic. Then do the same thing for persuasive messages you may receive.
To help ensure that your persuasive speech topic is persuasive and not informative, identify the claims, evidence, and warrants you may use in your argument. In addition, write a thesis statement that refutes your topic idea and identify evidence and warrants that could support that counterargument.
Determine if your speech is primarily a proposition of fact, value, or policy. How can you tell? Identify an organizational pattern that you think will work well for your speech topic, draft one sentence for each of your main points, and arrange them according to the pattern you chose.

Bone, J. E., Cindy L. Griffin, and T. M. Linda Scholz, “Beyond Traditional Conceptualizations of Rhetoric: Invitational Rhetoric and a Move toward Civility,” Western Journal of Communication 72 (2008): 436.

Gearhart, S. M., “The Womanization of Rhetoric,” Women’s Studies International Quarterly 2 (1979): 195–201.

Ryan, K. J., and Elizabeth J. Natalle, “Fusing Horizons: Standpoint Hermenutics and Invitational Rhetoric,” Rhetoric Society Quarterly 31 (2001): 69–90.

Communication in the Real World Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

15 Persuasive Speeches

Speeches that Make a Change

In this chapter . . .

For many public speeches, the specific purpose is to convince the audience of a particular opinion or claim or to convince them to take some action in response to the speech. When your intention is to affect change in your audience (not just the acquisition of knowledge) then you are delivering a persuasive speech. In this chapter you will learn about the elements of persuasion, why persuasion is difficult, and how to overcome people’s resistance to change by using effective and ethical methods.

Although a persuasive speech involves information—even as much as an informative speech—the key difference is that a persuasive speech is designed for “creating, reinforcing, or changing people’s beliefs or actions” (Lucas, 2015. p. 306). A persuasive speech makes something happen. In other words, it performs a job.

Traditional Views of Persuasion

In the fourth century BCE, the classic philosopher Aristotle took up the study of the public practices of the ruling class in Athenian society. For two years he observed the rhetoric (the art of persuasion) of the men who spoke in the assembly and the courts. In the end, he developed a theory about persuasiveness that has come down to us in history as a treatise called Rhetoric. Among his many ideas was the identification of three elements essential to persuasion: ethos, logos, and pathos. In short, they mean credibility, reasonability, and emotion.

Ethos has come to mean speaker character and credentials. It is the element that establishes the audience’s trust in you as a speaker. A speaker’s credibility is based on who the speaker is and what they know: experience, education, expertise, and background. If you’re delivering a persuasive speech about adopting a pet from a shelter and you have raised several shelter dogs, then you have credibility through experience and should share that fact about yourself with the audience to enhance their trust in your persuasive argument. Another way to establish your credibility is through research sources. You may not be an expert in climate change, but if you were giving a persuasive speech about it, you can cite reliable authoritative sources.

The word ethos looks very much like the word “ethics,” and there are many close parallels to the trust an audience has in a speaker and their honesty and ethical stance. In terms of ethics, it goes without saying that your speech will be truthful.

In addition to expertise and truthfulness is your personal involvement in the topic. Ideally you have chosen the topic because it means something to you personally. Audiences will have more trust in you if they feel you have something as stake or something personal in the subject. For example, perhaps your speech is designed to motivate audience members to take action against bullying in schools, and it’s important to you because you work with the Boys and Girls Club organization and have seen how anti-bullying programs can have positive results. Sharing your own involvement and commitment is key to establishing your credibility on this topic.

Logos is the second key element in Aristotle’s theory of rhetoric. Related to our word “logic,” the Greek term logos in persuasion means presenting ideas that appeal to logic or reason. Logos in a speech pertain to arguments that the audience would find acceptable. Imagine a speech, for example, which has the goal of persuading an audience to adopt healthier eating habits. Would the speech be effective if the arguments focused on how expensive organic foods are? Of course not.

Logic and reason are persuasive not only as matters of content. Logos pertains to organization, as well. An effective persuasive speech presents arguments in an organized fashion.

In words like “empathy,” “sympathy,” and “compassion” we see the root word behind the Greek word pathos. Pathos, for Aristotle, meant exciting emotions such as anger, joy, hate, love, and desire to persuade the audience of the rightness of a proposition. In a positive sense, appealing to the emotions of the audience is a highly effective persuasive tool. In the earlier example of a speech designed to encourage an audience to take action against bullying in schools, including a touching story about a student experiencing bullying would make the audience more likely to support your call for action.

However, we recognize that pathos can be used in a negative way. Emotional appeals that use anger, guilt, hatred, inflammatory language like name-calling, or that try to frighten the audience with horrible images, are counter-productive and even unethical. They might incite emotion in the audience, but they are poor uses of pathos.

One negative emotion used frequently by persuasive speakers is fear. Candidates for political office, for example, often try to provoke fear to move us to vote for them. Intense, over-the-top fear appeals, based on factual falsehoods or cherry-picking, and/or including shocking photos, are not ethical and are often dismissed by discerning audience members. Appealing to the emotion of fear can be ethical if it’s managed carefully. This means being strictly factual and avoiding extremes.

Persuasion and the Audience

It makes sense that if a speaker wants to affect the audience’s beliefs or actions, then the speaker must be perfectly clear about their expectations. If you were listening to a persuasive speech call for your audience to support animals, wouldn’t you want to know exactly what “support” the speaker was talking about? Giving money to charities? Volunteering at an animal shelter? Writing state legislators and urging them to change laws? Your job as a persuasive speaker is to be clear about what you want to create, reinforce, or change in your audience.

For your speech to have persuasive power, you must also consider your audience and choose a goal that is feasible for them. Persuasion isn’t an on/off switch. It’s more like a thermometer. Skillful persuasive speakers respect and identify a persuasive goal that is calibrated to the audience. Think of persuasion as a continuum or line going both directions. At one end is strong disagreement. At the other end is strong agreement. Your audience members, either as a group or individually, are sitting somewhere on that line in relation to your central idea statement, or what we are going to call a proposition in this chapter.

For example, your speech proposition might be something like “The main cause of climate change is human activity.” You are claiming that climate change is due to the harmful things that humans have done to the environment. To be an effective persuasive speaker, one of your first jobs after choosing this topic would be to determine where your audience “sits” on the continuum.

+ 3 means strongly agree to the point of making lifestyle choices to lessen climate change (such as riding a bike instead of driving a car, recycling, eating certain kinds of foods, and advocating for government policy changes). + 2 means agree but not to the point of acting upon it or only acting on it in small ways. + 1 as mildly agrees with your proposition; that is, they think it’s probably true, but the issue doesn’t affect them personally. 0 means neutral, no opinion, or feeling too uninformed to decide. – 1 means mildly opposed to the proposition but willing to listen to those with whom they disagree. – 2 means disagreement to the point of dismissing the idea pretty quickly. – 3 means strong opposition to the point that the concept of climate change itself isn’t even listened to or acknowledged as a valid subject.

Since everyone in the audience is somewhere on this line or continuum, you can accept the fact that any movement toward +3 or to the right is a win. Trying to change an audience from -3 (strong disagreement) to +3 (strong agreement) in a single speech would be quite impossible. When you understand this, you can make strategic choices about the content of your speech.

In this example, if you knew that most of the audience was at -2 or -3, your speech could focus on opening their minds to the possibility of climate change and provide the science behind human causes. On the other hand, if you knew your audience was at +1 or +2, you could focus on urging them to take bold steps, like giving up their gasoline-powered vehicles.

A proposition is assumed to be in some way controversial, or a “stretch” for the audience. Some people in the audience will disagree with your proposition or at least have no opinion; they are not “on your side.”

There will be those in the audience who disagree with your proposition but who are willing to listen. Some members of the audience may already agree with you, although they don’t know why. Both groups could be called the target audience . At the same time, another cluster of your audience may be extremely opposed to your position to the degree that they probably will not give you a fair hearing. They probably can’t be persuaded. Focus on your target audience, they are the one you can persuade.

Why is Persuasion Hard?

Persuasion is hard mainly because we have a bias against change. We go out of our way to protect our beliefs, attitudes, and values. We selectively expose ourselves to messages that we already agree with, rather than those that confront or challenge us. We find it uncomfortable to be confronted with conflicting information or viewpoints.

Additionally, during a persuasive speech the audience members are holding a mental dialogue with the speaker or at least the speaker’s content. The processes that the human mind goes through while it listens to a persuasive message is like a silent conversation. In their minds, audience members are producing doubts or reservations about your proposal. If we could listen in on one of these conversations, it might go something like this:

Speaker: Switching to a plant-based diet is the best action you can take to support a reduction in the CO-2 emissions harming the climate. Audience Member Mind: Yeah, I hear what you’re saying, but eating like that won’t give me enough protein.

The audience member has a doubt or reservation about the speaker’s proposal. We can call these doubts “yeah, buts” because the audience members are thinking, “Yeah, but what about—?” It’s a skill of good persuasion speechwriting to anticipate reservations.

Solutions to the Difficulty of Persuasion

With these reasons for the resistance audience members have to persuasion, what is a speaker to do? Here are some strategies.

First, choose a feasible goal for the persuasive action you want the audience to take. Going back to our continuum, trying to move an audience from -3 to +2 or +3 is too big a move. Having reasonable persuasive goals is the first way to meet resistance. Even moving someone from -3 to -2 is progress, and over time these small shifts can eventually result in a significant amount of persuasion.

Secondly, as speakers we must address reservations. While speechwriters aren’t mind-readers, we can easily imagine reservations about our proposition and build a response to those reservations into the speech. Using the example above, a speaker might say:

Switching to a plant-based diet is the best action you can take to support a reduction in the CO-2 emissions harming the climate. I urge all of you to consider this important dietary change. Perhaps you are thinking that a plant-based diet won’t provide enough protein. That is a common concern. Nutritionists at the website Forks Over Knives explain how the staples of a PB diet—whole grains, legumes, and nuts—provide ample protein.

Here, the speaker acknowledges a valid reservation and then offers a rebuttal. This is called a two-tailed argument. The speaker articulates a possible argument against their proposition and then refutes it.

The third strategy is to keep in mind that since you are asking the audience to change something, they must view the benefits of the change as worth the stress of the change. In effect, audiences want to know: “What’s in it for me?” (WIIFM). As a speaker, you should give thought to that question and in your speech address the benefit, advantage, or improvement that the audience will gain by taking the action you propose.

Structure of a Persuasive Speech

A persuasive speech shares with an informational speech the same four elements for a strongly structured speech: introduction, body, conclusion, and connectors. Like informative speeches, preparation requires thoughtful attention to the given circumstances of the speech occasion, as well as audience analysis in terms of demographic and psychographic features. That said, there are some elements unique to a persuasive speech.

General and Specific Purpose General Purpose: To Persuade Specific Purpose: To motivate my audience of campus administrators to provide LGBTQ+ safe spaces on campus.

This looks familiar up to this point. The general purpose is one of the three broad speech goals (to instruct, to persuade, to inspire or entertain). The specific purpose statement follows a clear T.W.A.C. pattern:

T o + W ord: To convince A udience: campus administrators C ontent: LGBTQ+ safe spaces

What is unique to persuasive speeches is what comes next, the proposition.

Propositions

Informational speeches require a thesis. This is the central idea of the speech; its “takeaway.” Persuasive speeches equally require a strong focus on the main idea, but we call this something else: a proposition . A proposition is a statement that expresses a judgement or opinion about which you want audience in agreement. Remember that propositions must be something that can be argued. To say, “The earth is round” isn’t a proposition. “The earth is flat” is a proposition.

Converting to solar energy saves homeowners money.
A vegan diet is the most ethical way to eat.
Universities should provide on-line learning options for all classes.
The Constitution’s Second Amendment does not include possession of automatic weapons for private use.

Like a thesis statement for an informative speech, a proposition statement is best when it not only clearly states the judgment or opinion for which you seek audience agreement, but also provides a succinct preview of the reasons for that judgement.

Universities should provide LGBTQ+ safe spaces on campus to promote visibility, build community, and protect well-being for LGBTQ+ students and their allies.

Types of Propositions

If you take a closer look at the propositions above, you’ll notice that they suggest several types of persuasion. In fact, there are several broad categories of propositions, determined by their primary goal. These are: a) propositions of fact, b) propositions of value, c) propositions of policy, and d) propositions of definition.

Proposition of Fact

Speeches with this type of proposition attempt to establish the truth of a statement. The core of the proposition isn’t whether something is morally right or wrong, only that a statement is supported by evidence or not. These propositions are not facts such as “the chemical symbol for water is H20.” Rather, propositions of fact are statements over which people disagree and there is evidence on both sides. Some examples of propositions of fact are:

Experiments using animals are essential to the development of many life-saving medical procedures.
Climate change has been caused by human activity.

Notice that in none of these are any values—good or bad—mentioned. The point of these propositions is to prove with evidence the truth of a statement.

Proposition of Value

Propositions of fact have the primary purpose of arguing that something exists in a particular way. Propositions of value, on the other hand, have as their primary purpose to argue that one thing is better than another. When the proposition has a word such as “good,” “bad,” “best,” “worst,” “just,” “unjust,” “ethical,” “unethical,” “moral,” “immoral,” “beneficial,” “harmful,” “advantageous,” or “disadvantageous,” then it’s a proposition of value. Some examples include:

Hybrid cars are the best form of automobile transportation available today.
Mascots that involve Native American names, characters, and symbols are unjust.

Propositions of value require a first step: defining the “value” word. If you are trying to convince your audience that something is “unjust,” you will have to make clear what you mean by that term. For different people, “best” might mean “safest,” “least expensive,” “most environmentally responsible,” “stylish,” “powerful,” or “prestigious.” Obviously, in the case of the first proposition above, it means “environmentally responsible.” It’s the first job of the speaker, after introducing the speech and stating the proposition, to explain what “best form of automobile transportation” means. Then the proposition would be defended with separate arguments.

Proposition of Policy

The federal government should act to ensure clean water standards for all citizens.
Universities should eliminate attendance requirements.
States should lower taxes on food.

The proposition determines the approach to the speech, especially the organization. The exact phrasing of the proposition should be carefully done to be reasonable, positive, and appropriate for the context and audience.

Propositions of Definition

Propositions of definitions argue that a word, phrase, or concept has a particular meaning. Lawyers, legislators, and scholars often write briefs, present persuasive speeches, or compose articles to define terms that are vital to defendants, citizens, or disciplines. Some examples might be:

The Second Amendment to the Constitution does not include possession of automatic weapons for private use.
Alcoholism should be considered a disease because…
Thomas Jefferson’s definition of inalienable rights did not include a right to privacy.

In each of these examples, the proposition is that the definition of these things needs to be changed or viewed differently, but the audience isn’t asked to change an attitude or action.

These are not strict categories. A proposition of value most likely contains elements of facts and definitions, for example. However, identifying the primary category for a persuasive speech focuses the speaker on the ultimate purpose of the speech.

Pro-Arguments

Once you know your proposition, the next step is to make your case for your judgement or opinion through clear and distinct points. These are the main points of the body of your persuasive speech. We call these the “pro” or “for” arguments. You should present at least three distinct arguments in favor of your proposition. Expanding on the example above,

General Purpose: To Persuade Specific Purpose: To motivate my audience of campus administrators to provide LGBTQ+ safe spaces on campus. Proposition: Universities should provide LGBTQ+ safe spaces on campus in order to promote visibility, build community, and protect well-being for LGBTQ+ students and their allies.

Three pro-arguments for the proposition are:

Pro-Argument #1: Creating a safe space makes LGBTQ+ community more visible and central to campus life, instead of marginalized. Pro-Argument #2: Safe spaces create a place where LGBTQ+ and their allies learn to build networks, friendship, and support circles. Pro-Argument #3: With a safe and centralized space bringing together this community, instances of bias or harassment can be brought to counselors, making for a safer community.

Two-Tailed Arguments

There is one more crucial element following pro-arguments. These are unique to persuasive speeches. As discussed above, it’s essential to anticipate and address audience reservations about your propositions. These are the two-tailed arguments that articulate the reservation and then address it or refute it. In the example we’re using, such a statement might look like this:

“Perhaps you are thinking that an LGBTQ+ safe space isn’t necessary on campus because there are already places on campus that provide this function. I understand that concern. However, a space that is officially provided by the University provides access to resources with trained personnel. The national organization CampusPride provides training to university facilitators for exactly this reason.”

There are some techniques for rebuttal or refutation that work better than others. You would not want to say, “If you are one of the people who believe this about my proposition, you are wrong.” It’s better to say that their reservations are “misconceptions,” “myths,” or “mistaken ideas” that are commonly held about the proposition.

Building Upon Your Persuasive Speech’s Arguments

Once you have constructed the key arguments, it’s time to be sure the main points are well supported with evidence.

First, your evidence should be from sources that the audience will find credible. If you can find the same essential information from two sources but know that the audience will find the information more credible from one source than another, use and cite the information from the more credible one. For example, if you find the same statistical data on Wikipedia and the US Department of Labor’s website, cite the US Department of Labor. Audiences also accept information from sources they consider unbiased or indifferent. Gallup polls, for example, have been considered reliable sources of survey data because unlike some organizations, Gallup does not have a cause (political or otherwise) it’s supporting.

Secondly, your evidence should be new to the audience. New evidence is more attention-getting, and you will appear more credible if you tell the audience something new (as long as you cite it well) than if you use the “same old, same old” evidence they have heard before.

Third, in order to be effective and ethical, your supporting evidence should be relevant and not used out of context, manipulated, or edited to change its meaning.

After choosing the evidence and apportioning it to the correct parts of the speech, you will want to consider the use of metaphors, quotations, rhetorical devices, and narratives that will enhance the language and “listenability” of your speech. Narratives are especially good for introduction and conclusions, to get attention and to leave the audience with something dramatic. You might refer to the narrative in the introduction again in the conclusion to give the speech a sense of finality.

Lastly, you will want to decide if you should use any type of presentation aid for the speech. The decision to use visuals such as PowerPoint slides or a video clip in a persuasive speech should take into consideration the effect of the visuals on the audience and the time allotted for the speech. The charts, graphs, or photographs you use should be focused and credibly done.

Organization of a Persuasive Speech

You can see that the overall structure of a persuasive speech follows a common model: introduction, body (arguments and support), two-tailed arguments, and conclusion. Study the example at the end of this chapter to see this structure in action.

In speechwriting, you can think of a speech structure like the building of a house and organization like the arrangement of the rooms within it. As with other speeches, persuasive speeches can be organized topically, chronologically, or spatially. However, persuasive speeches often follow a problem-solution or problem-cause-solution pattern.

Organization for a proposition of fact

If your proposition is one of fact or definition, it will be best to use a topical organization for the body of your speech. That means that you will have two to four discrete, separate topics in support of the proposition.

Proposition: Converting to solar energy saves homeowners money.

(Pro-Argument 1) Solar energy can be economical to install.
(Pro-Argument 2) The government awards grants for solar.
(Pro-Argument 3) Solar energy reduces power bills.
(Pro-Argument 4) Solar energy requires less money for maintenance.

Organization for a proposition of value

A persuasive speech that incorporates a proposition of value will have a slightly different structure. A proposition of value must first define the “value” word for clarity and provide a basis for the other arguments of the speech. Then the pro-arguments for the proposition based on the definition.

Proposition: Hybrid cars are the best form of automotive transportation available today.

(Definition of value) Automotive transportation that is best meets three standards: dependable, economical, and environmentally responsible.
(Pro-Argument 1) Studies show that hybrid cars are durable and dependable.
(Pro-Argument 2) Hybrid cars are fuel-efficient.
(Pro-Argument 3) Hybrid cars are environmentally responsible.

Organization for a propositions of policy

The most common type of outline organizations for speeches with propositions of policy is problem-solution or problem-cause-solution. Typically, we don’t feel any motivation to change unless we are convinced that some harm, problem, need, or deficiency exists, and even more, that it affects us personally. Therefore, the organization of a speech about policy needs to first explain the problem and its cause, followed by the solution in the form of 3-5 pro-arguments.

Proposition: Universities should provide on-line learning options for all classes.

(Problem) Regular attendance in a physical classroom is no longer possible for all students.
(Cause) Changes brought about by the COVID pandemic have made guaranteed classroom attendance difficult.
(Pro-Argument 1) Providing on-line learning options protects the health of students.
(Pro-Argument 2) On-line learning serves students who cannot come to campus.
(Pro-Argument 3) Access to on-line learning allows students to maintain employment while still going to school.

To complete this outline, along with introduction and conclusion, your pro-arguments should be supported with fact, quotations, and statistics.

Your persuasive speech in class, as well as in real life, is an opportunity to share a passion or cause that you believe will matter to society and help the audience live a better life. Even if you are initially uncomfortable with the idea of persuasion, we use it all the time in diverse ways. Choose your topic based on your commitment and experience, look for quality evidence, craft your proposition so that it will be clear and audience appropriate, and put the finishing touches on it with an eye toward enhancing your logos , ethos , and pathos .

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PRDV217: Introduction to Sales

persuasive speech addressing a question of fact

Persuasive Speaking

Read this chapter to explore how to create a persuasive presentation. Think about how you can compile the strategies we discussed in the first section of this unit.

Types of Persuasive Speeches

Persuasive speeches revolve around propositions that can be defended through data and reasoning. Persuasive propositions respond to one of three questions: questions of fact, questions of value, and questions of policy. These questions can help the speaker determine what forms of argument and reasoning are necessary to support a specific purpose statement.

Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth. — Marcus Aurelius

Propositions of Fact

Questions of fact ask whether something "can potentially be verified as either true or false." These questions can seem very straightforward – something is, or it is not – but in reality, the search for truth is a complex endeavor. Questions of fact rarely address simple issues such as, "is the sky blue?" They tend to deal with deep-seated controversies such as the existence of global warming, the cause of a major disaster, or someone's guilt or innocence in a court of law.

To answer these questions, a proposition of fact may focus on whether or not something exists. For example, in the U.S., there is a debate over the prevalence of racial profiling, the practice of law enforcement officers targeting people for investigation and arrest based on skin color. On the one hand, the American Civil Liberties Union advances the proposition: "Racial profiling continues to be a prevalent and egregious form of discrimination in the United States." They verify this claim using data from government studies, crime statistics, and personal narratives.

However, journalist Heather MacDonald proposes that studies confirming racial profiling are often based on "junk science." She says, "there's no credible evidence that racial profiling exists." To substantiate her proposition, MacDonald relies on a study of traffic stops on the New Jersey turnpike along with personal narratives, policy analysis, and testimony from a criminologist. The claim that racial profiling exists is either true or false, but there is evidence for and against both propositions; therefore, no consensus exists. While some propositions of fact deal with the existence of a particular phenomenon or the accuracy of a theory, others focus on causality. For example, the U.S. government appointed a commission to evaluate the causes of the nation's recent economic crisis. In their report, the commission concluded by proposing that recklessness in the financial industry and failures on the part of government regulators caused the economic crisis. However, Congressman Paul Ryan has proposed that Medicare is to blame, and the chief investment officer at JP Morgan has proposed that U.S. housing policy is the root cause of the problem. Each of these three propositions of fact is backed by its historical and economic analyses.

Interstate 10 looking east from Crenshaw Boulevard

Propositions of fact may also be used to predict what will happen. In the summer of 2011, ten miles of a popular Southern California freeway were closed for an entire weekend. Motorists, news outlets, and government officials called the closure "Carmageddon" because they proposed there would be an "inevitable and likely epic traffic tie-up." As a result of the predictions, motorists stayed off the roads and made alternative plans that weekend resulting in much lighter traffic than expected. The proposition may have been true, but the prediction was not fulfilled because people were persuaded to stay off the freeway. When advancing propositions of fact, you should focus on the evidence you can offer to support your proposition. First, make sure that your speech contains sufficient evidence to back up your proposition. Next, take the time to interpret that evidence so that it makes sense to your audience. Last, emphasize the relationship between your evidence and your proposition and its relevance to the audience.

Bitter experience has taught us how fundamental our values are and how great the mission they represent. — Jan Peter Balkenende

Propositions of Value

Sometimes a proposition of value compares multiple options to determine which is best. Consumers call for these comparisons regularly to determine which products to buy. Car buyers may look to the most recent Car and Driver "10 Best Cars" list to determine their next purchase. In labeling a car one of the best on the market for a given year, Car and Driver says that the cars "don't have to be the newest, and they don't have to be expensive . . . They just have to meet our abundant needs while satisfying our every want". Both the vegetarian and car examples offer standards for evaluating the proposition. Since propositions of value tend to be more subjective, speakers need to establish evaluation criteria by which the audience can judge and choose to align with their position. When advancing a proposition of value, offer a clear set of criteria, offer evidence for your evaluation, and apply the evidence to demonstrate that you have satisfied the evaluation criteria.

An inner process stands in need of outward criteria. — Ludwig Wittgenstein

The 2005 disagreement between family members over removing a woman's feeding tube after she had been in a coma for 15 years sparked a national debate over the value of life that highlights the importance of evaluation criteria. After years of failed medical treatments and rehabilitation attempts, Terri Schiavo's husband petitioned the court to remove her feeding tube, initiating a legal battle with her parents that went all the way to the President of the United States. Opposing sides in the debate both claimed to value life. To support his proposition that his wife had a right to die, Mr. Schaivo applied the evaluation criteria of quality of life and argued that she would not want to continue to live in a vegetative state. Ms. Schiavo's parents vehemently disagreed with his argument. They also claimed to value life and, with the support of religious groups, relied on the evaluation criteria of the sanctity of life to contend that she should be kept alive. Both sides gained widespread support based on people's agreement or disagreement with their evaluation criteria. Despite intervention on behalf of both state and federal legislators, the courts eventually ruled that Mr. Schiavo had the right to have his wife's feeding tube removed and allow her to die.

A policy is a temporary creed liable to be changed, but while it holds good, it has got to be pursued with apostolic zeal. — Mahatma Gandhi

Propositions of Policy

Although the Schiavo case was rooted in a question of value, the debate resulted in a policy question. Questions of policy ask the speaker to advocate for an appropriate course of action. This form of a persuasive speech is used daily in Congress to determine laws, but it is also used interpersonally to determine how we ought to behave. A proposition of policy may call for people to stop a particular behavior or to start one.

For example, some U.S. cities have banned single-use plastic bags in grocery stores. Long before official public policy on this issue was established, organizations such as The Surfrider Foundation and the Earth Resource Foundation advocated that people stop using these bags because of the damage plastic bags cause to marine life. In this case local governments and private organizations attempted to persuade people to stop engaging in a damaging behavior - shopping with single use plastic bags. However, the organizations also attempted to persuade people to start a new behavior - shopping with reusable bags. When answering a question about policy, speakers will typically begin by describing the status quo. If you argue that a change must be made, you must first identify the problem inherent in the current behavior, and then demonstrate that the problem is significant enough to warrant immediate consideration. Once you have established that there is a problem that the audience ought to consider, you can then offer your proposal for a preferable course of action. Then, it is up to you to demonstrate that your proposed policy will have more benefits than costs.

U.S. Postal Service (USPS) mailboxes

In 2011 the U.S. Postal Service, the nation's second-largest employer, told Congress it was facing an $8.3 billion budget shortfall. To solve the problem, the Postal Service proposed that be permitted to end Saturday mail delivery and close some post offices. To make their argument, they first described the status quo saying that the demand for their service had dramatically decreased with the popularity of email and online bill-pay services.

They explained that in preceding years they laid off workers and cut spending to help with the shortfall of revenue, but now another plan was necessary to avoid defaulting on their financial obligations. They offered evidence that people preferred ending Saturday mail to alternatives such as paying more for stamps or allocating more tax money to post offices. Although they made a compelling case, the USPS still needed to overcome perceived disadvantages to their proposition such as the negative impact on businesses and rural towns. A full year later, the policy proposition passed the U.S. Senate but continues to await approval in the House.

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Chapter Sixteen – Speaking to Persuade

On the first day of class, your instructor provided you a “lay of the land.” They introduced you to course documents, the syllabus, and reading materials.

“It’s important that you read your textbook,” they likely shared. “The material will allow you to dive deeper into the course material and, even if you don’t initially realize its importance, the reading material will build throughout the semester. The time spent reading will be worth it because without that knowledge, it will be difficult to complete assignments and receive full credit. The time spent reading will benefit you after you leave for the semester, too, and you’ll have critical thinking skills that will permeate your life out of the classroom.” Sound familiar?

This is persuasion. Your instructor is persuading you that reading the textbook is a good idea—that it’s an action you should take throughout the semester. As an audience member, you get to weigh the potential benefits of reading the textbook in relation to the consequences. But if your instructor has succeeded in their persuasive attempt, you will read the book because they have done a good job of helping you to conclude in favor of their perspective.

Your instructor may have even gone a step further, introducing themselves and including their credentials, such as degrees earned, courses taught, years of teaching, books published, etc. That sounds like what Aristotle called ethos , right? This is another key to persuasion, which we will discuss further in Chapter 17.

Persuasion is everywhere. We are constantly inundated with ideas, perspectives, politics, and products that are requesting our attention. Persuasion is often positively paired with ideas of encouragement, influence, urging, or logic. Your instructors, for example, are passionate about the subject position and want you to succeed in the class. Sadly, persuasion can also be experienced as manipulation, force, lack of choice, or inducement. You might get suspicious if you think someone is trying to persuade you. You might not appreciate someone telling you to change your viewpoints.

In this chapter, we explore persuasive speaking and work through best practices in persuasion. Because persuasion is everywhere, being critical and aware of persuasive techniques will allow you to both ethically persuade audiences and evaluate arguments when others attempt to persuade you. We’ll start with the basics by answering the question, “what is persuasion?”

Introducing Persuasive Speaking

Persuasion is “the process of creating, reinforcing, or changing people’s beliefs or actions” (Lucas, 2015, p. 306). Persuasion is important in all communication processes and contexts—interpersonal, professional, digital—and it’s something that you do every day. Convincing a friend to go see the latest movie instead of staying in to watch TV; giving your instructor a reason to give you an extension on an assignment; writing a cover letter and resume and going through an interview for a job—all of these and so many more are examples of persuasion. In fact, it is hard to think of life without the everyday give-and-take of persuasion. In each example listed, Lucas’s definition of persuasion is being implemented: you are asking a person or group to agree with your main idea.

When using persuasion in a public speech, the goal is to create, change, or reinforce a belief or action by addressing community problems or controversies. Remember that public speaking is a long-standing type of civic engagement; when we publicly speak, we are participating in democratic deliberation. Deliberatio n , or the process of discussing feasible choices that address community problems, is important in resolving community concerns because it allows all perspectives to be considered. Persuasive speaking means addressing a public controversy and advocating for a perspective that the speaker hopes the audience will adopt. If the issue isn’t publicly controversial – if everyone agrees or if there are not multiple perspectives – you are not persuading. You’re informing.

So, what’s a public controversy? Public controversies are community disputes that affect a large number of people. Because they involve a large number of people, public controversies often have multiple perspectives, leading to public deliberation and debate to resolve each dispute.

We experience public controversies daily. Through our social media feeds, we continuously scroll past shared articles, comments, or posts that provide different perspectives on community problems and potential solutions. You might, for example, join your local neighborhood (or dorm) Facebook group where neighbors share information and collaborate on solutions to specific problems facing the community. Each problem has consequences for different neighbors, and Facebook allows a space to deliberate and organize to address community priorities. They are controversial, however, because not all neighbors agree what which problems should be solved first or what those solutions are.

Sadly, there is no shortage of public controversies, and advocating for solutions to key community problems can feel overwhelming.

“How do I figure out one controversy to speak out about?” you may wonder.

Identify public controversies by listening and engaging with your community. What issues are affecting them? What are priorities? Once you’re able to locate a key community dispute, ask yourself:

What is it? What is the problem? Are there more than 1? Is this the key problem or are there other hidden issues?
What is the impact? What will happen if the problem is not resolved?
Who’s affected? Who’s being affected or implicated by this problem? Who are the audiences or stakeholders affected? Are the stakeholders a part of my formal audience?
What can solve it? Are there suggested solutions?

Controversies arise when a community experiences a problem, so your job is to decipher the breadth and depth of that problem. It’s impossible to address all issues in one speech, so researching and prioritizing are key to identifying what advocacy you find most urgent. For any controversy that you can address in a persuasive speech, keep context and power in mind.

Your public speaking context always informs what’s possible to accomplish during a speech. Remember, the public speaking context refers to both the physical space and cultural context.

The physical context will influence how much information you can provide to your audience. In other words, “Do I have time to talk about this issue?” “What is the most essential information to cover in a limited timeframe?” The broader cultural context can help you in situating your advocacy alongside other community conversations. What else is happening? Have other communities experienced this problem?

As persuasive speakers, you are attempting to influence an audience. What you select and how you present that information will alter how audiences understand the world, and that’s a pretty powerful thought. When you select an advocacy that addresses a public controversy, you are asking the audience to trust your perspective. To uphold that trust, it’s key to examine who is empowered or disempowered by our perspective.

When you’re considering a position toward a public controversy, you might ask, who’s empowered or disempowered by this problem? Who’s left out of the research? How are communities being represented? What am I assuming about those communities? Who is affected by my advocacy?

We can be well-meaning in our advocacies, especially when we select a persuasive insight based on our own experience. We become passionate about issues that we have seen, and that’s OK! Such passion can also, however, mean that we represent information in ways that are stereotypical or lead to the disempowerment of others.

If your city, for example, is deciding where to place a landfill, you may advocate against the plant being placed in your neighborhood. That advocacy, on face, makes sense!

“This will reduce our property values and just be plain stinky,” you might argue.

When we think about the issue reflexively and with power in mind, however, we may find that landfills are much more likely to be placed in neighborhoods that are predominant people of color (Massey, 2004). Advocating against placing the plant in your home may inadvertently mean the plant is placed in more vulnerable neighborhoods. Those neighbors become disempowered in your attempt to empower your own community.

In this example, practicing reflexivity might include asking: What are the potential solutions? What options do I have to avoid disempowering groups? Using sound research skills, considering other alternatives or perspectives, and listening can be mechanisms to answer these inquiries

There are no easy answers, but we are confident that you can select advocacies that are meaningful and worthwhile.

Formulating Persuasive Propositions

Once you feel comfortable and confident about a controversial issue that is ethical, timely and contextually relevant, you will need to identify what type of persuasive proposition that you’ll use in your speech. There are three types of persuasive propositions: propositions of fact, value, or policy. Each type will require different approaches and may have different persuasive outcomes for your audience.

Propositions of Fact

Propositions of fact answer the question, “is this true?” Speeches with this type of proposition attempt to establish the truth of a statement. There is not a sense of what is morally right and wrong or what should be done about the issue, only that a statement is supported by evidence or not. Imagine these questions as true or false.

These propositions are not facts like “the chemical symbol for water is H20” or “Barack Obama won the presidency in 2008.” Propositions or claims of fact are advocacies with evidence on different sides and/or spark disagreement. Imagine that you are a lawyer in the courtroom arguing if something is true or false, with evidence. Some examples of propositions of fact are:

Converting to solar energy can save homeowners money.
John F. Kennedy was assassinated by Lee Harvey Oswald working alone.
Coal exacerbates global warming.
Climate change has been caused by human activity.
Granting tuition tax credits to the parents of children who attend private schools will perpetuate educational inequity.
Watching violence on television causes violent behavior in children.
William Shakespeare did not write most of the plays attributed to him.
John Doe committed the crime of which he is accused.

Notice that no values—good or bad—are explicitly mentioned. The point of these propositions is to prove with evidence the truth of a statement, not its inherent value. Your goal is to persuade the audience to update their understanding or belief about the topic in question. Because you are likely not asking the audience to overtly act, it’s necessary to embed arguments that highlight how or why this factual information is meaningful for them or how the factual statement resolves a public controversy.

Propositions of fact are meaningful persuasive claims when new evidence or scientific observations arise that your audience may not know. Facts, statistics, definitions, or expert testimony are common evidence types for these propositions.

Propositions of Value

Propositions of value argue that something is good/bad or right/wrong. When the proposition has a word such as good, bad, best, worst, just, unjust, ethical, unethical, moral, immoral, advantageous or disadvantageous, it is a proposition of value. Some examples include:

Hybrid cars are the best form of automobile transportation available today.
Homeschooling is more beneficial for children than traditional schooling.
The War in Iraq was not justified.
The United States is not the greatest country on earth.
Capital punishment is morally wrong.
White supremacy is wrong.
Running is the best form of exercise.
A vegan diet is the healthiest one for adults.

Communication is a key vehicle in understanding values because communication is how communities collectively determine what is right or wrong. Because values are culturally situated and not universal, as a speaker, you must ground and describe what value or moral judgement you’re utilizing. If a war is unjustified, what makes a war “just” or “justified” in the first place? What makes a form of transportation “best” or “better” than another? Isn’t that a matter of personal approach? For different people, “best” might mean “safest,” “least expensive,” “most environmentally responsible,” “most stylish,” “powerful,” or “prestigious.”

Effective propositions of value rely on shared beliefs held by your audience. Developing confidence about your audience will allow you to determine what value systems they rely on and how your proposition relies on similar belief systems. We’ll talk more about appealing to your audience below.

Propositions of Policy

Policy propositions identify a solution to correct the problem. These propositions call for a change in policy (including those in a government, community, or school) or call for the audience to adopt a certain behavior.

Speeches with propositions of policy try to instigate the audience to act immediately, in the long-term, or alter their perspective on an issue. A few examples include:

Our state should require mandatory recertification of lawyers every ten years.
The federal government should act to ensure clean water standards for all citizens.
The state of Georgia should require drivers over the age of 75 to take a vision test and present a certificate of good health from a doctor before renewing their licenses.
Wyeth Daniels should be the next governor of the state.
The Supreme Court should rule that migrant detention centers are unconstitutional.

These propositions are easy to identify because they almost always have the word “should” in them.

Many policy propositions advocate for a solution through a specific organization or government agency. In the examples above, the federal government, the state, and the Supreme Court are all listed as relevant actors to resolve the problem.

Alternatively, you could advocate for your audience to make specific behavioral changes that lead to solutions. If you’re addressing the consequences of climate change in your local community, do solutions require government or non-profit action? Could your audience make in-roads to reducing the negative effects of climate change alone? Thorough research will assist you in determining what actors – organizations or your audience—are best suited to implement your policy solution.

Policy propositions commonly embed a specific call-to-action. What should the audience do if they are persuading by your perspective? What actions can and should they take that can support your policy proposition? This can include “call your senator” (though more specificity is often helpful), but your call-to-action should be crafted with audience adaptation and information in mind.

Maya Angelou speaking at Burns Library at Boston College

Burns Library, Boston College – Maya Angelou – CC BY-NC-ND 2.0.

Organizing Persuasive Propositions

Organization plays a key role in comprehending an argument. While we have previously discussed organization, in this section, we discuss organizing persuasive speeches with a focus on propositions of policy.

Once you’ve identified your main argument, ask, “what organizational pattern best suits my argument?”

For propositions of fact or value, you might select a categorical organization. Essentially that means that you will have two to four discrete, separate arguments in support of the proposition. For example:

Proposition of Fact: Converting to solar energy can save homeowners money.

Solar energy reduces power bills.
Solar energy requires less money for maintenance.
Solar energy works when the power grid goes down.

For propositions of policy, the problem-solution organization pattern is commonly used. We do not typically feel any motivation to change unless we are convinced that some harm, problem, need, or deficiency exists, and even more, that it affects us personally. As the saying goes, “If it ain’t broke, why fix it?” In a problem-solution pattern, you can spend ample and organized time outlining the consequences to inaction, i.e. the problem.

Although a simple problem-solution organization is permissible for a speech of actuation, you will probably do well to utilize the more detailed format called Monroe’s Motivated Sequence.

This format, designed by Alan Monroe (1951), is based on John Dewey’s reflective thinking process to consider audience listening patterns. This is one of the most commonly cited and discussed organizational patterns for persuasive speeches. The purpose of Monroe’s motivated sequence is to help speakers “sequence supporting materials and motivational appeals to form a useful organizational pattern for speeches as a whole” (German et al., 2010). Each step is described below and fully developed following:

Attention . This is the introduction, where the speaker brings attention to the importance of the topic as well as their own credibility and connection to the topic. To gain an audience’s attention, we recommend that you think through three specific parts of the attention step. First, you need to have a strong attention-getting device. As previously discussed, a strong attention getter at the beginning of your speech is very important. Second, you need to make sure you introduce your topic clearly. If your audience doesn’t know what your topic is quickly, they are more likely to stop listening. Lastly, you need to explain to your audience why they should care about your topic.
Need. Here the speaker establishes that there is a specific need or problem. It is important to make the audience see the severity of the problem, and how it affects them, their family, or their community. The harm or need can be physical, financial, emotional, educational, or social. It will have to be supported by evidence. In Monroe’s conceptualization of need, he talks about four specific parts of the need: statement, illustration, ramification, and pointing. First, a speaker needs to give a clear and concise statement of the problem. This part of a speech should be crystal clear for an audience. Second, the speaker needs to provide one or more examples to illustrate the need. The illustration is an attempt to make the problem concrete for the audience. Next, a speaker needs to provide some kind of evidence (e.g., statistics, examples, testimony) that shows the ramifications or consequences of the problem. Lastly, a speaker needs to point to the audience and show exactly how the problem relates to them personally.
Explanation
Theoretical demonstration
Reference to practical experience
Meeting objections

First, you need to clearly state the attitude, value, belief, or action you want your audience to accept. The purpose of this statement is to clearly tell your audience what your ultimate goal is.

Second, you want to make sure that you clearly explain to your audience why they should accept the attitude, value, belief, or action you proposed. Just telling your audience they should do something isn’t strong enough to actually get them to change. Instead, you really need to provide a solid argument for why they should accept your proposed solution.

Third, you need to show how the solution you have proposed meets the need or problem. Monroe calls this link between your solution and the need a theoretical demonstration because you cannot prove that your solution will work. Instead, you theorize based on research and good judgment that your solution will meet the need or solve the problem.

Fourth, to help with this theoretical demonstration, you need to reference practical experience, which should include examples demonstrating that your proposal has worked elsewhere. Research, statistics, and expert testimony are all great ways of referencing practical experience.

Lastly, Monroe recommends that a speaker respond to possible objections. As a persuasive speaker, one of your jobs is to think through your speech and see what counterarguments could be made against your speech and then rebut those arguments within your speech. When you offer rebuttals for arguments against your speech, it shows your audience that you’ve done your homework and educated yourself about multiple sides of the issue.

Visualization. According to Monroe, visualization can be conducted in one of three ways: positive, negative, or contrast (Monroe, 1935). The positive method of visualization is where a speaker shows how adopting a proposal leads to a better future (e.g., recycle, and we’ll have a cleaner and safer planet). Conversely, the negative method of visualization is where a speaker shows how not adopting the proposal will lead to a worse future (e.g., don’t recycle, and our world will become polluted and uninhabitable). Monroe also acknowledged that visualization could include a combination of both positive and negative visualization. In essence, you show your audience both possible outcomes and have them decide which one they would rather have.
Action . In the action step, the goal is to give specific steps for the audience to take as soon as possible to move toward solving the problem. Whereas the satisfaction step explains the solution overall, the action step gives concrete ways to begin making the solution happen. For understanding purposes, we break action into two distinct parts: audience action and approval. Audience action refers to direct physical behaviors a speaker wants from an audience (e.g., flossing their teeth twice a day, signing a petition, wearing seat belts). Approval, on the other hand, involves an audience’s consent or agreement with a speaker’s proposed attitude, value, or belief.

When preparing an action step, it is important to make sure that the action, whether audience action or approval, is realistic for your audience. Asking your peers in a college classroom to donate one thousand dollars to charity isn’t realistic. Asking your peers to donate one dollar is considerably more realistic. In a persuasive speech based on Monroe’s motivated sequence, the action step will end with the speech’s concluding device. As discussed elsewhere in this text, you need to make sure that you conclude in a vivid way so that the speech ends on a high point and the audience has a sense of energy as well as a sense of closure.

The more concrete you can make the action step, the better. Research shows that people are more likely to act if they know how accessible the action can be. For example, if you want students to be vaccinated against the chicken pox virus (after establishing that it is a key public controversy), you can give them directions to and hours for a clinic or health center where vaccinations at a free or discounted price can be obtained.

Now that we have discussed Monroe’s motivated sequence, let’s look at how you could use Monroe’s motivated sequence to outline a persuasive speech:

Specific Purpose: To persuade my classroom peers that the United States should have stronger laws governing the use of for-profit medical experiments.

Introduction (Attention): Want to make nine thousand dollars for just three weeks of work lying around and not doing much? Then be a human guinea pig. Admittedly, you’ll have to have a tube down your throat most of those three weeks, but you’ll earn three thousand dollars a week.

Main Points:

Need: Every day many uneducated and lower socioeconomic-status citizens are preyed on by medical and pharmaceutical companies for use in for-profit medical and drug experiments. Do you want one of your family members to fall prey to this evil scheme?
Satisfaction: The United States should have stronger laws governing the use of for-profit medical experiments to ensure that uneducated and lower-socioeconomic-status citizens are protected.
Visualization: If we enact tougher experiment oversight, we can ensure that medical and pharmaceutical research is conducted in a way that adheres to basic values of American decency. If we do not enact tougher experiment oversight, we could find ourselves in a world where the lines between research subject, guinea pig, and patient become increasingly blurred.

Conclusion (Action): In order to prevent the atrocities associated with for-profit medical and pharmaceutical experiments, please sign this petition asking the US Department of Health and Human Services to pass stricter regulations on this preying industry that is out of control.

This example shows how you can take a basic speech topic and use Monroe’s motivated sequence to clearly and easily outline your speech efficiently and effectively.

While Monroe’s motivated sequence is commonly discussed in most public speaking textbooks, we do want to provide one minor caution. Thus far, almost no research has been conducted that has demonstrated that Monroe’s motivated sequence is any more persuasive than other structural patterns. We add this sidenote because we don’t want you to think that Monroe’s motivated sequence is some kind of magic persuasive bullet. At the same time, research does support organized messages being perceived as more persuasive, so using Monroe’s motivated sequence to think through one’s persuasive argument could still be very beneficial.

Problem-Cause-Solution

Another format for organizing a persuasive speech is the problem-cause-solution format. In this specific format, you discuss what a problem is, what you believe is causing the problem, and then what the solution should be to correct the problem.

Specific Purpose: To persuade my classroom peers that our campus should adopt a zero-tolerance policy for hate speech.

Demonstrate that there is distrust among different groups on campus that has led to unnecessary confrontations and violence.
Show that the confrontations and violence are a result of hate speech that occurred prior to the events.
Explain how instituting a campus-wide zero-tolerance policy against hate speech could stop the unnecessary confrontations and violence.

In this speech, you want to persuade people to support a new campus-wide policy calling for zero-tolerance of hate speech. Once you have shown the problem, you then explain to your audience that the cause of the unnecessary confrontations and violence is prior incidents of hate speech. Lastly, you argue that a campus-wide zero-tolerance policy could help prevent future unnecessary confrontations and violence. Again, this method of organizing a speech is as simple as its name: problem-cause-solution.

Comparative Advantages

The final method for organizing a persuasive speech is called the comparative advantages speech format. The goal of this speech is to compare items side-by-side and show why one of them is more advantageous than the other. For example, let’s say that you’re giving a speech on which e-book reader is better: Amazon.com’s Kindle or Barnes and Nobles’ Nook. Here’s how you could organize this speech:

Specific Purpose: To persuade my audience that the Nook is more advantageous than the Kindle.

The Nook allows owners to trade and loan books to other owners or people who have downloaded the Nook software, while the Kindle does not.
The Nook has a color-touch screen, while the Kindle’s screen is black and grey and noninteractive.
The Nook’s memory can be expanded through microSD, while the Kindle’s memory cannot be upgraded.

As you can see from this speech’s organization, the simple goal of this speech is to show why one thing has more positives than something else. Obviously, when you are demonstrating comparative advantages, the items you are comparing need to be functional equivalents—or, as the saying goes, you cannot compare apples to oranges.

Before we continue with the potential barriers to persuasive speaking, consider this TEDEd talk: How to Use Rhetoric to Get What You Want .

Barriers to Effective Persuasi ve Speaking

Persuasive speaking can provide opportunities to advocate for important community solutions. But persuasion is really difficult, and there are often barriers to effectively persuading our audience to change their beliefs or act in a new way.

Persuasion is hard because we have a bias against change. As much as we hear statements like “The only constant is change” or “Variety is the spice of life,” the evidence from research and from our personal experience shows that, in reality, we do not like change. Recent risk aversion research, for example, found that humans are concerned more with what we lose than what we gain. Change is often seen as a loss of something rather than a gain of something else, and that’s stressful. We do not generally embrace things that bring us stress.

Given our aversion to change, audiences often go out of their way to protect their beliefs, attitudes, and values. We (as audience members) selectively expose ourselves to messages that we already agree with, rather than those that confront or challenge us. This selective exposure is especially seen in choices of mass media that individuals listen to, watch, and read. Not only do we selectively expose ourselves to information, but we also selectively attend to, perceive, and recall information that supports our existing viewpoints (referred to a s elective recall ).

This principle led Leon Festinger (1957) to form the theory of cognitive dissonance , which states, among other ideas, that when we are confronted with conflicting information or viewpoints, we reach a state of dissonance, or tension between ideas and beliefs. It often occurs when we’re presented information that’s out of line with our values or experiences. This state can be very uncomfortable, and we will do things to get rid of the dissonance and maintain “consonance.” We don’t want to accept that our beliefs may be wrong or inconsistent; we want to remain harmonious.

In a sense, not changing can outweigh very logical reasons to change. For example, you probably know a friend who will not wear a seatbelt in a car. You can say to your friend, “Don’t you know that the National Highway Traffic Safety Administration (2009) says, and I quote, ‘1,652 lives could be saved, and 22,372 serious injuries avoided each year on America’s roadways if seat belt use rates rose to 90 percent in every state’?” What will your friend probably say, even though you have cited a credible source?

They will come up with some reason for not wearing it, even something as dramatic as “I knew a guy who had a cousin who was in an accident and the cop said he died because he was wearing his seatbelt.” They may even say, “Well I am a good driver, so you only need seat belts if you’re driving poorly.” You may have had this conversation, or one like it. Their argument may be less dramatic, such as “I don’t like how it feels” or “I don’t like the government telling me what to do in my car.” For your friend, the argument for wearing a seat belt is not as strong as the argument against it, at least at this moment. Ideally, at least for a public speaker, the dissonance is relieved or resolved by being persuaded (changed) to a new belief, attitude, or behavior.

So, what is a speaker to do to overcome these barriers? We suggest making reasonable requests, articulating the benefits or consequences, and answering oppositional arguments.

Make Reasonable Requests

Setting reasonable persuasive goals is the first way to meet audience resistance. Since we resist change, we do not make many large or major changes in our lives. We do, however, make smaller, concrete, step-by-step or incremental changes every day. Over time these small shifts can eventually result in a significant amount of persuasion. Aim small, especially within a time constraint, and work to find future room to build.

Focus on Benefits and Consequences

When problems aren’t resolved, there are consequences. When problems are resolved, there are positive benefits for the community. Because you are asking the audience to change something, they must view the benefits of acting as worth the stress of the change. A speaker should be able to engage the audience at the level of needs, wants, and values as well as logic and evidence.

Identify the benefits, advantages, or improvements that would happen for the audience members who enacted your advocacy. If you do good audience analysis, you know that audiences are asking, “What’s in it for me?” “Why do I need this?”

Alternatively, you could outline the short and long-term consequences of inaction and detail how the problem would negatively affect the audience and/or their community. In other words, you’re identifying what would occur if the audience did nothing, if they choose not to act. Using Monroe’s Motivated Sequences can assist in organizing these arguments.

Answer Oppositional Arguments

During a persuasive speech, audience members are holding a mental dialogue, and they are thinking through rebuttals or oppositional arguments to your advocacy. These mental dialogues could be called the “yeah-buts”—the audience members are saying in their minds, “Yeah, I see what you are arguing, but—”. Reservations can be very strong, since, again, our human bias is to be loss averse and not to change our actions or beliefs.

If you’re advocating a claim that humans are the primary cause of climate change, your audience may think, “yeah, but these consequences won’t happen for a long time,” or “yeah, but we have time to resolve these problems.”

As a speaker, address these! Refute the arguments that may prohibit your audience from changing.

It’s common to call oppositional arguments “misconceptions,” “myths,” or “mistaken ideas” that are widely held about the proposition. You may answer oppositional arguments around climate change by saying, “One common misconception about climate change is that we won’t see the negative impacts for decades. A recent study determined that consequences are already upon us.”

After acknowledging oppositional arguments and seeking to refute or rebut the reservations, you must also provide evidence for your refutation. Ultimately, this will show your audience that you are aware of both sides of the issue you are presenting and make you a more credible speaker.

Additionally, keep in mind that you may be asking your audience for passive agreement or immediate action. Each is described below.

Gain Passive Agreement

When we attempt to gain the passive agreement of our audiences, our goal is to get our audiences to agree with what we are saying and our specific policy without asking the audience to do anything to enact the policy. For example, maybe your speech is on why the Federal Communications Commission should regulate violence on television like it does foul language (i.e., no violence until after 9 p.m.). Your goal as a speaker is to get your audience to agree that it is in our best interest as a society to prevent violence from being shown on television before 9 p.m., but you are not seeking to have your audience run out and call their senators or congressmen or even sign a petition. Often the first step in larger political change is simply getting a massive number of people to agree with your policy perspective.

Let’s look at a few more passive agreement claims:

Racial profiling of individuals suspected of belonging to known terrorist groups is a way to make America safer.
Requiring American citizens to “show their papers” is a violation of democracy and resembles tactics of Nazi Germany and communist Russia.
Colleges and universities should voluntarily implement a standardized testing program to ensure student learning outcomes are similar across different institutions.

In each of these claims, the goal is to sway one’s audience to a specific attitude, value, or belief, but not necessarily to get the audience to enact any specific behaviors.

Gain Immediate Action

The alternative to passive agreement is immediate action, or persuading your audience to start engaging in a specific behavior. Many passive agreement topics can become immediate action-oriented topics as soon as you tell your audience what behavior they should engage in (e.g., sign a petition, call a senator, vote). While it is much easier to elicit passive agreement than to get people to do something, you should always try to get your audience to act and do so quickly. A common mistake that speakers make is telling people to enact a behavior that will occur in the future. The longer it takes for people to engage in the action you desire, the less likely it is that your audience will engage in that behavior.

Here are some examples of good claims with immediate calls to action:

College students should eat more fruit, so I am encouraging everyone to eat the apple I have provided you and start getting more fruit in your diet.
Teaching a child to read is one way to ensure that the next generation will be stronger than those that have come before us, so please sign up right now to volunteer one hour a week to help teach a child to read.
The United States should reduce its nuclear arsenal by 20 percent over the next five years. Please sign the letter provided encouraging the president to take this necessary step for global peace. Once you’ve signed the letter, hand it to me, and I’ll fax it to the White House today.

Each of these three examples starts with a basic claim and then tags on an immediate call to action. Remember, the faster you can get people to engage in a behavior the more likely they actually will.

Lucas, S. E. (2019). The Art of Public Speaking ( 13th edition) Boston, MA: McGraw-Hill.
German, K. M., Gronbeck, B. E., Ehninger, D., & Monroe, A. H. (2010). Principles of public speaking (17th ed.). Boston, MA: Allyn & Bacon, p. 236.
Micciche, T., Pryor, B., & Butler, J. (2000). A test of Monroe’s motivated sequence for its effects on ratings of message organization and attitude change. Psychological Reports, 86 , 1135–1138.
Monroe, A. H. (1935). Principles and types of speech . Chicago, IL: Scott Foresman.
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LICENSES AND ATTRIBUTIONS

This chapter adapted from Stand up, Speak out. Stand up, Speak out by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted, and Speak out, Call in. Speak Out, Call In: Public Speaking as Advocacy by Meggie Mapes is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Persuasive Speeches — Types, Topics, and Examples

What is a persuasive speech?

In a persuasive speech, the speaker aims to convince the audience to accept a particular perspective on a person, place, object, idea, etc. The speaker strives to cause the audience to accept the point of view presented in the speech.

The success of a persuasive speech often relies on the speaker’s use of ethos, pathos, and logos.

Ethos is the speaker’s credibility. Audiences are more likely to accept an argument if they find the speaker trustworthy. To establish credibility during a persuasive speech, speakers can do the following:

Use familiar language.

Select examples that connect to the specific audience.

Utilize credible and well-known sources.

Logically structure the speech in an audience-friendly way.

Use appropriate eye contact, volume, pacing, and inflection.

Pathos appeals to the audience’s emotions. Speakers who create an emotional bond with their audience are typically more convincing. Tapping into the audience’s emotions can be accomplished through the following:

Select evidence that can elicit an emotional response.

Use emotionally-charged words. (The city has a problem … vs. The city has a disease …)

Incorporate analogies and metaphors that connect to a specific emotion to draw a parallel between the reference and topic.

Utilize vivid imagery and sensory words, allowing the audience to visualize the information.

Employ an appropriate tone, inflection, and pace to reflect the emotion.

Logos appeals to the audience’s logic by offering supporting evidence. Speakers can improve their logical appeal in the following ways:

Use comprehensive evidence the audience can understand.

Confirm the evidence logically supports the argument’s claims and stems from credible sources.

Ensure that evidence is specific and avoid any vague or questionable information.

Types of persuasive speeches

The three main types of persuasive speeches are factual, value, and policy.

A factual persuasive speech focuses solely on factual information to prove the existence or absence of something through substantial proof. This is the only type of persuasive speech that exclusively uses objective information rather than subjective. As such, the argument does not rely on the speaker’s interpretation of the information. Essentially, a factual persuasive speech includes historical controversy, a question of current existence, or a prediction:

Historical controversy concerns whether an event happened or whether an object actually existed.

Questions of current existence involve the knowledge that something is currently happening.

Predictions incorporate the analysis of patterns to convince the audience that an event will happen again.

A value persuasive speech concerns the morality of a certain topic. Speakers incorporate facts within these speeches; however, the speaker’s interpretation of those facts creates the argument. These speeches are highly subjective, so the argument cannot be proven to be absolutely true or false.

A policy persuasive speech centers around the speaker’s support or rejection of a public policy, rule, or law. Much like a value speech, speakers provide evidence supporting their viewpoint; however, they provide subjective conclusions based on the facts they provide.

How to write a persuasive speech

Incorporate the following steps when writing a persuasive speech:

Step 1 – Identify the type of persuasive speech (factual, value, or policy) that will help accomplish the goal of the presentation.

Step 2 – Select a good persuasive speech topic to accomplish the goal and choose a position .

Step 3 – Locate credible and reliable sources and identify evidence in support of the topic/position. Revisit Step 2 if there is a lack of relevant resources.

Step 4 – Identify the audience and understand their baseline attitude about the topic.

Step 5 – When constructing an introduction , keep the following questions in mind:

What’s the topic of the speech?

What’s the occasion?

Who’s the audience?

What’s the purpose of the speech?

Step 6 – Utilize the evidence within the previously identified sources to construct the body of the speech. Keeping the audience in mind, determine which pieces of evidence can best help develop the argument. Discuss each point in detail, allowing the audience to understand how the facts support the perspective.

Step 7 – Addressing counterarguments can help speakers build their credibility, as it highlights their breadth of knowledge.

Step 8 – Conclude the speech with an overview of the central purpose and how the main ideas identified in the body support the overall argument.

Persuasive speech outline

One of the best ways to prepare a great persuasive speech is by using an outline. When structuring an outline, include an introduction, body, and conclusion:

Introduction

Attention Grabbers

Ask a question that allows the audience to respond in a non-verbal way; ask a rhetorical question that makes the audience think of the topic without requiring a response.

Incorporate a well-known quote that introduces the topic. Using the words of a celebrated individual gives credibility and authority to the information in the speech.

Offer a startling statement or information about the topic, typically done using data or statistics.

Provide a brief anecdote or story that relates to the topic.

Starting a speech with a humorous statement often makes the audience more comfortable with the speaker.

Provide information on how the selected topic may impact the audience .

Include any background information pertinent to the topic that the audience needs to know to understand the speech in its entirety.

Give the thesis statement in connection to the main topic and identify the main ideas that will help accomplish the central purpose.

Identify evidence

Summarize its meaning

Explain how it helps prove the support/main claim

Evidence 3 (Continue as needed)

Support 3 (Continue as needed)

Restate thesis

Review main supports

Concluding statement

Give the audience a call to action to do something specific.

Identify the overall importan ce of the topic and position.

Persuasive speech topics

The following table identifies some common or interesting persuasive speech topics for high school and college students:

Persuasive speech examples

The following list identifies some of history’s most famous persuasive speeches:

John F. Kennedy’s Inaugural Address: “Ask Not What Your Country Can Do for You”

Lyndon B. Johnson: “We Shall Overcome”

Marc Antony: “Friends, Romans, Countrymen…” in William Shakespeare’s Julius Caesar

Ronald Reagan: “Tear Down this Wall”

Sojourner Truth: “Ain’t I a Woman?”

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Persuasive Speech Outline, with Examples

March 17, 2021 - Gini Beqiri

A persuasive speech is a speech that is given with the intention of convincing the audience to believe or do something. This could be virtually anything – voting, organ donation, recycling, and so on.

A successful persuasive speech effectively convinces the audience to your point of view, providing you come across as trustworthy and knowledgeable about the topic you’re discussing.

So, how do you start convincing a group of strangers to share your opinion? And how do you connect with them enough to earn their trust?

Topics for your persuasive speech

We’ve made a list of persuasive speech topics you could use next time you’re asked to give one. The topics are thought-provoking and things which many people have an opinion on.

When using any of our persuasive speech ideas, make sure you have a solid knowledge about the topic you’re speaking about – and make sure you discuss counter arguments too.

Here are a few ideas to get you started:

All school children should wear a uniform
Facebook is making people more socially anxious
It should be illegal to drive over the age of 80
Lying isn’t always wrong
The case for organ donation

Read our full list of 75 persuasive speech topics and ideas .

Preparation: Consider your audience

As with any speech, preparation is crucial. Before you put pen to paper, think about what you want to achieve with your speech. This will help organise your thoughts as you realistically can only cover 2-4 main points before your audience get bored .

It’s also useful to think about who your audience are at this point. If they are unlikely to know much about your topic then you’ll need to factor in context of your topic when planning the structure and length of your speech. You should also consider their:

Cultural or religious backgrounds
Shared concerns, attitudes and problems
Shared interests, beliefs and hopes
Baseline attitude – are they hostile, neutral, or open to change?

The factors above will all determine the approach you take to writing your speech. For example, if your topic is about childhood obesity, you could begin with a story about your own children or a shared concern every parent has. This would suit an audience who are more likely to be parents than young professionals who have only just left college.

Remember the 3 main approaches to persuade others

There are three main approaches used to persuade others:

The ethos approach appeals to the audience’s ethics and morals, such as what is the ‘right thing’ to do for humanity, saving the environment, etc.

Pathos persuasion is when you appeal to the audience’s emotions, such as when you tell a story that makes them the main character in a difficult situation.

The logos approach to giving a persuasive speech is when you appeal to the audience’s logic – ie. your speech is essentially more driven by facts and logic. The benefit of this technique is that your point of view becomes virtually indisputable because you make the audience feel that only your view is the logical one.

Ethos, Pathos, Logos: 3 Pillars of Public Speaking and Persuasion

Ideas for your persuasive speech outline

1. structure of your persuasive speech.

The opening and closing of speech are the most important. Consider these carefully when thinking about your persuasive speech outline. A strong opening ensures you have the audience’s attention from the start and gives them a positive first impression of you.

You’ll want to start with a strong opening such as an attention grabbing statement, statistic of fact. These are usually dramatic or shocking, such as:

Sadly, in the next 18 minutes when I do our chat, four Americans that are alive will be dead from the food that they eat – Jamie Oliver

Another good way of starting a persuasive speech is to include your audience in the picture you’re trying to paint. By making them part of the story, you’re embedding an emotional connection between them and your speech.

You could do this in a more toned-down way by talking about something you know that your audience has in common with you. It’s also helpful at this point to include your credentials in a persuasive speech to gain your audience’s trust.

Speech structure and speech argument for a persuasive speech outline.

Obama would spend hours with his team working on the opening and closing statements of his speech.

2. Stating your argument

You should pick between 2 and 4 themes to discuss during your speech so that you have enough time to explain your viewpoint and convince your audience to the same way of thinking.

It’s important that each of your points transitions seamlessly into the next one so that your speech has a logical flow. Work on your connecting sentences between each of your themes so that your speech is easy to listen to.

Your argument should be backed up by objective research and not purely your subjective opinion. Use examples, analogies, and stories so that the audience can relate more easily to your topic, and therefore are more likely to be persuaded to your point of view.

3. Addressing counter-arguments

Any balanced theory or thought addresses and disputes counter-arguments made against it. By addressing these, you’ll strengthen your persuasive speech by refuting your audience’s objections and you’ll show that you are knowledgeable to other thoughts on the topic.

When describing an opposing point of view, don’t explain it in a bias way – explain it in the same way someone who holds that view would describe it. That way, you won’t irritate members of your audience who disagree with you and you’ll show that you’ve reached your point of view through reasoned judgement. Simply identify any counter-argument and pose explanations against them.

Complete Guide to Debating

4. Closing your speech

Your closing line of your speech is your last chance to convince your audience about what you’re saying. It’s also most likely to be the sentence they remember most about your entire speech so make sure it’s a good one!

The most effective persuasive speeches end with a call to action . For example, if you’ve been speaking about organ donation, your call to action might be asking the audience to register as donors.

Practice answering AI questions on your speech and get feedback on your performance .

If audience members ask you questions, make sure you listen carefully and respectfully to the full question. Don’t interject in the middle of a question or become defensive.

You should show that you have carefully considered their viewpoint and refute it in an objective way (if you have opposing opinions). Ensure you remain patient, friendly and polite at all times.

Example 1: Persuasive speech outline

This example is from the Kentucky Community and Technical College.

Specific purpose

To persuade my audience to start walking in order to improve their health.

Central idea

Regular walking can improve both your mental and physical health.

Introduction

Let’s be honest, we lead an easy life: automatic dishwashers, riding lawnmowers, T.V. remote controls, automatic garage door openers, power screwdrivers, bread machines, electric pencil sharpeners, etc., etc. etc. We live in a time-saving, energy-saving, convenient society. It’s a wonderful life. Or is it?

Example 2: Persuasive speech

Tips for delivering your persuasive speech

Practice, practice, and practice some more . Record yourself speaking and listen for any nervous habits you have such as a nervous laugh, excessive use of filler words, or speaking too quickly.
Show confident body language . Stand with your legs hip width apart with your shoulders centrally aligned. Ground your feet to the floor and place your hands beside your body so that hand gestures come freely. Your audience won’t be convinced about your argument if you don’t sound confident in it. Find out more about confident body language here .
Don’t memorise your speech word-for-word or read off a script. If you memorise your persuasive speech, you’ll sound less authentic and panic if you lose your place. Similarly, if you read off a script you won’t sound genuine and you won’t be able to connect with the audience by making eye contact . In turn, you’ll come across as less trustworthy and knowledgeable. You could simply remember your key points instead, or learn your opening and closing sentences.
Remember to use facial expressions when storytelling – they make you more relatable. By sharing a personal story you’ll more likely be speaking your truth which will help you build a connection with the audience too. Facial expressions help bring your story to life and transport the audience into your situation.
Keep your speech as concise as possible . When practicing the delivery, see if you can edit it to have the same meaning but in a more succinct way. This will keep the audience engaged.

The best persuasive speech ideas are those that spark a level of controversy. However, a public speech is not the time to express an opinion that is considered outside the norm. If in doubt, play it safe and stick to topics that divide opinions about 50-50.

Bear in mind who your audience are and plan your persuasive speech outline accordingly, with researched evidence to support your argument. It’s important to consider counter-arguments to show that you are knowledgeable about the topic as a whole and not bias towards your own line of thought.

How to Write and Structure a Persuasive Speech

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The purpose of a persuasive speech is to convince your audience to agree with an idea or opinion that you present. First, you'll need to choose a side on a controversial topic, then you will write a speech to explain your position, and convince the audience to agree with you.

You can produce an effective persuasive speech if you structure your argument as a solution to a problem. Your first job as a speaker is to convince your audience that a particular problem is important to them, and then you must convince them that you have the solution to make things better.

Note: You don't have to address a real problem. Any need can work as the problem. For example, you could consider the lack of a pet, the need to wash one's hands, or the need to pick a particular sport to play as the "problem."

As an example, let's imagine that you have chosen "Getting Up Early" as your persuasion topic. Your goal will be to persuade classmates to get themselves out of bed an hour earlier every morning. In this instance, the problem could be summed up as "morning chaos."

A standard speech format has an introduction with a great hook statement, three main points, and a summary. Your persuasive speech will be a tailored version of this format.

Before you write the text of your speech, you should sketch an outline that includes your hook statement and three main points.

Writing the Text

The introduction of your speech must be compelling because your audience will make up their minds within a few minutes whether or not they are interested in your topic.

Before you write the full body you should come up with a greeting. Your greeting can be as simple as "Good morning everyone. My name is Frank."

After your greeting, you will offer a hook to capture attention. A hook sentence for the "morning chaos" speech could be a question:

How many times have you been late for school?
Does your day begin with shouts and arguments?
Have you ever missed the bus?

Or your hook could be a statistic or surprising statement:

More than 50 percent of high school students skip breakfast because they just don't have time to eat.
Tardy kids drop out of school more often than punctual kids.

Once you have the attention of your audience, follow through to define the topic/problem and introduce your solution. Here's an example of what you might have so far:

Good afternoon, class. Some of you know me, but some of you may not. My name is Frank Godfrey, and I have a question for you. Does your day begin with shouts and arguments? Do you go to school in a bad mood because you've been yelled at, or because you argued with your parent? The chaos you experience in the morning can bring you down and affect your performance at school.

Add the solution:

You can improve your mood and your school performance by adding more time to your morning schedule. You can accomplish this by setting your alarm clock to go off one hour earlier.

Your next task will be to write the body, which will contain the three main points you've come up with to argue your position. Each point will be followed by supporting evidence or anecdotes, and each body paragraph will need to end with a transition statement that leads to the next segment. Here is a sample of three main statements:

Bad moods caused by morning chaos will affect your workday performance.
If you skip breakfast to buy time, you're making a harmful health decision.
(Ending on a cheerful note) You'll enjoy a boost to your self-esteem when you reduce the morning chaos.

After you write three body paragraphs with strong transition statements that make your speech flow, you are ready to work on your summary.

Your summary will re-emphasize your argument and restate your points in slightly different language. This can be a little tricky. You don't want to sound repetitive but will need to repeat what you have said. Find a way to reword the same main points.

Finally, you must make sure to write a clear final sentence or passage to keep yourself from stammering at the end or fading off in an awkward moment. A few examples of graceful exits:

We all like to sleep. It's hard to get up some mornings, but rest assured that the reward is well worth the effort.
If you follow these guidelines and make the effort to get up a little bit earlier every day, you'll reap rewards in your home life and on your report card.

Tips for Writing Your Speech

Don't be confrontational in your argument. You don't need to put down the other side; just convince your audience that your position is correct by using positive assertions.
Use simple statistics. Don't overwhelm your audience with confusing numbers.
Don't complicate your speech by going outside the standard "three points" format. While it might seem simplistic, it is a tried and true method for presenting to an audience who is listening as opposed to reading.
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14.5 Constructing a Persuasive Speech

In a sense, constructing your persuasive speech is the culmination of the skills you have learned already. In another sense, you are challenged to think somewhat differently. While the steps of analyzing your audience, formulating your purpose and central idea, applying evidence, considering ethics, framing the ideas using appropriate language, and then practicing delivery will of course apply, you will need to consider some expanded options about each of these steps.

Formulating a Proposition

As mentioned before, when thinking about a central idea statement in a persuasive speech, we use the terms “proposition” or claim. Persuasive speeches have one of four types of propositions or claims, which determine your overall approach. Before you move on, you need to determine what type of proposition you should have (based on the audience, context, issues involved in the topic, and assignment for the class).

Proposition of Fact

Speeches with this type of proposition attempt to establish the truth of a statement. The core of the proposition (or claim) is not whether something is morally right and wrong or what should be done about the topic, only that a statement is supported by evidence or not. These propositions are not facts such as “the chemical symbol for water is H20” or “Barack Obama won the presidency in 2008 with 53% of the vote.” Propositions or claims of fact are statements over which persons disagree and there is evidence on both sides, although probably more on one than the other. Some examples of propositions of fact are:

Converting to solar energy can save homeowners money.

John F. Kennedy was assassinated by Lee Harvey Oswald working alone.

Experiments using animals are essential to the development of many life-saving medical procedures.

Climate change has been caused by human activity.

Granting tuition tax credits to the parents of children who attend private schools will perpetuate educational inequality.

Watching violence on television causes violent behavior in children.

William Shakespeare did not write most of the plays attributed to him.

John Doe committed the crime of which he is accused.

Notice that in none of these are any values—good or bad—mentioned. Perpetuating segregation is not portrayed as good or bad, only as an effect of a policy. Of course, most people view educational inequality negatively, just as they view life-saving medical procedures positively. But the point of these propositions is to prove with evidence the truth of a statement, not its inherent value or what the audience should do about it. In fact, in some propositions of fact no action response would even be possible, such as the proposition listed above that Lee Harvey Oswald acted alone in the assassination of President Kennedy.

Propositions of Definition

This is probably not one that you will use in your class, but it bears mentioning here because it is used in legal and scholarly arguments. Propositions of definitions argue that a word, phrase, or concept has a particular meaning. There are various ways to define words, such as by negation, operationalizing, and classification and division. It may be important for you to define your terms, especially if you have a value proposition. Lawyers, legislators, and scholars often write briefs, present speeches, or compose articles to define terms that are vital to defendants, citizens, or disciplines. We saw a proposition of definition defended in the Supreme Court’s 2015 decision to redefine marriage laws as applying to same-sex couples, based on arguments presented in court. Other examples might be:

The Second Amendment to the Constitution does not include possession of automatic weapons for private use.

Alcoholism should be considered a disease because…

The action committed by Mary Smith did not meet the standard for first-degree murder.

Thomas Jefferson’s definition of inalienable rights did not include a right to privacy.

In each of these examples, the proposition is that the definition of these things (the Second Amendment, alcoholism, crime, and inalienable rights) needs to be changed or viewed differently, but the audience is not asked to change an attitude or action.

Propositions of Value

It is likely that you or some of your classmates will give speeches with propositions of value. When the proposition has a word such as “good,” “bad,” “best,” “worst,” “just,” “unjust,” “ethical,” “unethical,” “moral,” “immoral,” “beneficial,” “harmful,” “advantageous,” or “disadvantageous,” it is a proposition of value. Some examples include

Hybrid cars are the best form of automobile transportation available today.

Homeschooling is more beneficial for children than traditional schooling.

The War in Iraq was not justified.

Capital punishment is morally wrong.

Mascots that involve Native American names, characters, and symbols are demeaning.

A vegan diet is the healthiest one for adults.

Propositions of value require a first step: defining the “value” word. If a war is unjustified, what makes a war “just” or “justified” in the first place? That is a fairly philosophical question. What makes a form of transportation “best” or “better” than another? Isn’t that a matter of personal approach? For different people, “best” might mean “safest,” “least expensive,” “most environmentally responsible,” “stylish,” “powerful,” or “prestigious.” Obviously, in the case of the first proposition above, it means “environmentally responsible.” It would be the first job of the speaker, after introducing the speech and stating the proposition, to explain what “best form of automobile transportation” means. Then the proposition would be defended with separate arguments.

Propositions of Policy

These propositions are easy to identify because they almost always have the word “should” in them. These propositions call for a change in policy or practice (including those in a government, community, or school), or they can call for the audience to adopt a certain behavior. Speeches with propositions of policy can be those that call for passive acceptance and agreement from the audience and those that try to instigate the audience to action, to actually do something immediately or in the long-term.

Our state should require mandatory recertification of lawyers every ten years.

The federal government should act to ensure clean water standards for all citizens.

The federal government should not allow the use of technology to choose the sex of a fetus.

The state of Georgia should require drivers over the age of 75 to take a vision test and present a certificate of good health from a doctor before renewing their licenses.

Wyeth Daniels should be the next governor of the state.

Young people should monitor their blood pressure regularly to avoid health problems later in life.

As mentioned before, the proposition determines the approach to the speech, especially the organization. Also as mentioned earlier in this chapter, the exact phrasing of the proposition should be carefully done to be reasonable, positive, and appropriate for the context and audience. In the next section, we will examine organizational factors for speeches with propositions of fact, value, and policy.

Organization Based on Type of Proposition

Organization for a proposition of fact.

If your proposition is one of fact, you will do best to use a topical organization. Essentially that means that you will have two to four discrete, separate arguments in support of the proposition. For example:

Proposition: Converting to solar energy can save homeowners money

1. Solar energy can be economical to install.

A. The government awards grants.

B. The government gives tax credits.

2. Solar energy reduces power bills.

3. Solar energy requires less money for maintenance.

4. Solar energy works when the power grid goes down.

Here is a first draft of another outline for a proposition of fact:

Proposition: Experiments using animals are essential to the development of many life-saving medical procedures.

Research of the past shows many successes from animal experimentation.
Research on humans is limited for ethical and legal reasons.
Computer models for research have limitations.

However, these outlines are just preliminary drafts because preparing a speech of fact requires a great deal of research and understanding of the issues. A speech with a proposition of fact will almost always need an argument or section related to the “reservations,” refuting the arguments that the audience may be preparing in their minds, their mental dialogue. So the second example needs revision, such as

1. The first argument in favor of animal experimentation is the record of successful discoveries from animal research.

2. A second reason to support animal experimentation is that research on humans is limited for ethical and legal reasons and computer models for research have limitations.

3. Many people today have concerns about animal experimentation.

A. Some believe that all experimentation is equal, that experimenting on animals is no different than experimenting on people.

B. Others argue that the animals are mistreated.

C. While some animal experimentation is conducted for legitimate medical research, other animal experimentation is conducted to test cosmetics or shampoos.

D. Some believe the persuasion of certain advocacy groups like PETA.

4. However, some of these objections to animal experimentation are unfounded.

A. There are protocols for the treatment of animals in experimentation.

i. Legitimate medical experimentation follows the protocols.

B. Many of the groups that protest animal experimentation have extreme views.

i. Some of these groups give untrue representations of animal experimentation

The completed outline would include quotations, statistics, and facts from reliable sources that support arguments for the proposition as well as refute any misconceptions.

Organization for a Proposition of Value

A persuasive speech that incorporates a proposition of value will have a slightly different structure. As mentioned earlier, a proposition of value must first define the “value” word for clarity and provide a basis for the other arguments of the speech. The second or middle section would present the defense or “pro” arguments for the proposition based on the definition. The third section would include refutation of the counter arguments or “reservations.” The following outline draft shows a student trying to structure a speech with a value proposition. Keep in mind it is abbreviated for illustrative purposes, and thus incomplete as an example of what you would submit to your instructor, who will expect more detailed outlines for your speeches.

Proposition: Hybrid cars are the best form of automotive transportation available today.

I. Automotive transportation that is best meets three standards. (Definition)

A. It is reliable and durable.

B. It is fuel efficient and thus cost efficient.

C. It is therefore environmentally responsible.

II. Studies show that hybrid cars are durable and reliable. (Pro-Argument 1)

A. Hybrid cars have 99 problems per 100 cars versus 133 problems per 100 conventional cars, according to TrueDelta, a car analysis website much like Consumer Reports.

B. J.D. Powers reports hybrids also experience 11 fewer engine and transmission issues than gas-powered vehicles, per 100 vehicles.

III. Hybrid cars are fuel-efficient. (Pro-Argument 2)

A. The Toyota Prius gets 48 mpg on the highway and 51 mpg in the city.

B. The Ford Fusion hybrid gets 47 mpg in the city and in the country.

Hybrid cars are environmentally responsible. (Pro-Argument 3)

A. They only emit 51.6 gallons of carbon dioxide every 100 miles.

B. Conventional cars emit 74.9 gallons of carbon dioxide every 100 miles.

C. The hybrid produces 69% of the harmful gas exhaust that a conventional car does.

V. Of course, hybrid cars are relatively new to the market and some have questions about them. (Reservations)

A. Don’t the batteries wear out and aren’t they expensive to replace?

1. Evidence to address this misconception.

2. Evidence to address this misconception.

B. Aren’t hybrid cars only good for certain types of driving and drivers?

C. Aren’t electric cars better?

Organization for a Proposition of Policy

The most common type of outline organizations for speeches with propositions of policy is problem-solution or problem-cause-solution. Typically we do not feel any motivation to change unless we are convinced that some harm, problem, need, or deficiency exists, and even more, that it affects us personally. As the saying goes, “If it ain’t broke, why fix it?” As mentioned before, some policy speeches look for passive agreement or acceptance of the proposition. Some instructors call this type of policy speech a “think” speech since the persuasion is just about changing the way your audience thinks about a policy.

On the other hand, other policy speeches seek to move the audience to do something to change a situation or to get involved in a cause, and these are sometimes called a “do” speech since the audience is asked to do something. This second type of policy speech (the “do” speech) is sometimes called a “speech to actuate.” Although a simple problem-solution organization with only two main points is permissible for a speech of actuation, you will probably do well to utilize the more detailed format called Monroe’s Motivated Sequence.

This format, designed by Alan Monroe (1951), who wrote a popular speaking textbook for many years, is based on John Dewey’s reflective thinking process. It seeks to go in-depth with the many questions an audience would have in the process of listening to a persuasive speech. Monroe’s Motivated Sequence involves five steps, which should not be confused with the main points of the outline. Some steps in Monroe’s Motivated Sequence may take two points.

Monroe’s Motivated Sequence

Attention . This is the introduction, where the speaker brings attention to the importance of the topic as well as his or her own credibility and connection to it. This step will include the thesis of the speaker’s argument. The Attention step consists of four elements in the following order: the Attention-Getter, Orientation, Establishment of Credibility, and the Preview Statement. The Attention-Getter is a statement that pulls the audience into the presentation and makes them want to listen. Orientation establishes the presentation’s topic and tone, which it does through elements that introduce the speaker, present any relevant background information, and establish the speech’s thesis. The speaker can Establish Credibility both verbally and through body language and wardrobe. Speakers can Establish Credibility verbally by sharing with the audience any credentials or experience with the topic they might have. All speakers, regardless of credentials, should Establish Credibility non-verbally by dressing professionally, making consistent eye contact with the audience, properly citing sources, and demonstrating confidence. The Preview Statement is the roadmap for the entire presentation: it briefly introduces the problem and its negative impacts while hinting at the speaker’s solution. Do not, however, give away the solution in the Preview Statement. Usually, it’s best to let the curiosity build in the audience and introduce it for the first time in the Satisfaction step.
Need . Here the problem is defined and established with evidence that will show the audience the severity of the problem as well as how it affects them, their families, and/or their communities. The harm or need can be physical, financial, psychological, legal, emotional, educational, social, or a combination. Specific elements of Need are the Problem Statement, Illustration of the Problem, Ramifications (side effects) of the Problem, Pointing, and Clear Criteria for an acceptable solution. The Problem Statement is a direct statement focusing on the specific problem or concern. The Problem Statement is supported by an Illustration, a real-life instance of the problem’s existence, and Ramifications, the side effects and harms of the problem. Ramifications might be supported with a variety of materials that underscore the gravity of the problem and its effects. Pointing is a direct statement drawing a clear connection between the audience and the problem. Pointing explicitly tells the audience why they should care about the problem. Speakers complete the Need step by establishing Clear Criteria that outline the vital features for a solution to be effective without giving away the solution yet.
Satisfaction . Satisfaction presents the solution to the problem described in Need, as well as explains how the solution works by addressing the causes and symptoms of the problem. Satisfaction includes the Solution Statement, Explanation, Theoretical Demonstration, Practical Experience, and Meeting of Objections. The Solution Statement introduces the solution, while the Explanation details the solution and how it will fix the problem. The Theoretical Demonstration shows how the solution meets the Criteria from the Need step, while the speaker shows where the solution has proven successful with Practical Experience. Practical Experience may be in the form of a success story or specific instance where the solution made a difference. Finally, the speaker Meets Objectives by anticipating and refuting potential concerns about the solution.
Visualization . Visualization motivates the audience to support the proposed solution by revealing future benefits of implementing it (positive) and/or the harms of failing to implement it (negative). This step requires that the speaker use vivid imagery and language to describe a hypothetical positive or negative future The conditions in this scenario, however, should be probable, and provide the audience with a personalized vision of how their lives will be affected by enacting (or failing to enact) the solution. Speakers can use either positive or negative scenarios, or both. However, where time is limited, speakers may opt to eliminate the “Visualization” step.
Action . The Action Step, the presentation’s conclusion, provides the audience with specific steps to take to implement the solution as soon as possible. The Action step consists of the Brake Light, Summary, Challenge/Appeal, and Note of Finality. The Brake Light indicates that the speaker’s presentation is nearing an end through the use of phrases such as “in conclusion” or “in summary.” The Brake Light should segue into the Summary Statement, where the speaker restates the Preview Statement in the past tense as well as emphasizes the solution. The Challenge/Appeal tells the audience what they should do individually to bring about the solution described in the speech, while the Note of Finality is a strong closing statement that leaves the audience reflecting on the presentation.

The more concrete you can make the Action Step, the better. Research shows that people are more likely to act if they know how accessible the action can be. For example, if you want students to be vaccinated against the chickenpox virus (which can cause a serious disease called shingles in adults), you can give them directions to and hours for a clinic or health center where vaccinations at a free or discounted price can be obtained.

For speeches of policy where no huge problem needs solving or where the audience already knows that the problem exists and requires solving, structure your arguments using the Comparative Advantages format, which focuses on how one possible solution is better than others. The organizational pattern for this kind of proposition might be topical:

I. This policy is better because… II. This policy is better because… III. This policy is better because…

If Comparative Advantage sounds a little like a commercial, that is because advertisements often use comparative advantages to show that one product is better than another. Here is an example:

Proposition: Owning the Barnes and Noble Nook is more advantageous than owning the Amazon Kindle.

I. The Nook allows owners to trade and loan books to other owners or people who have downloaded the Nook software, while the Kindle does not. II. The Nook has a color-touch screen, while the Kindle’s screen is black and grey and non-interactive. III. The Nook’s memory can be expanded through microSD, while the Kindle’s memory cannot be upgraded.

Building Upon Your Persuasive Speech’s Arguments

Once you have constructed the key arguments and order of points (remembering that if you use topical order, to put your strongest or most persuasive point last), it is time to be sure your points are well with evidence.

First, your evidence should be from sources that the audience will find credible. If you can find the same essential information from two sources but know that the audience will find the information more credible from one source than another, use and cite the information from the more credible one. For example, if you find the same statistical data on Wikipedia and the U.S. Department of Labor’s website, cite the U.S. Department of Labor (your instructor will probably not accept the Wikipedia site anyway). Audiences also accept information from sources they consider unbiased or indifferent. Gallup polls, for example, have been considered reliable sources of survey data because, unlike some organizations, Gallup does not have a cause (political or otherwise) it is supporting. Consult Chapter 6 for detailed information about finding credible sources of information.

Secondly, your evidence should be new to the audience. In other words, the best evidence is that which is from credible sources and the audience has not heard before (Reinard, 1988; McCroskey, 1969). If they have heard it before and discounted it, they will not consider your argument well supported. An example is telling people who smoke that smoking will cause lung cancer. Everyone in the U.S. has heard that thousands of times, but 14% of the population still smokes, which is about one in seven (Centers for Disease Control and Prevention, 2017). Many of those who smoke have not heard the information that really motivates them to quit yet, and of course quitting is very difficult. Additionally, new evidence is more attention-getting, and you will appear more credible if you tell the audience something new (as long as you cite it well) than if you use the “same old, same old” evidence they have heard before.

Third, in order to be effective and ethical, your supporting evidence should be relevant and not used out of context, and fourth, it should be timely and represent the most recent research on the topic.

After choosing the evidence and apportioning it to the correct parts of the speech, you will want to consider the use of metaphors, quotations, rhetorical devices, and narratives that will enhance the language and “listenability” of your speech. Narratives are especially good for introductions and conclusions, to get attention and to leave the audience with something dramatic. You might refer to the narrative in the introduction again in the conclusion to give the speech a sense of finality.

Next you will want to decide if you should use any type of presentation aid for the speech. The decision to use visuals such as PowerPoint slides or a video clip in a persuasive speech should take into consideration the effect of the visuals on the audience and the time allotted for the speech (as well as your instructor’s specifications). The charts, graphs, or photographs you use should be focused and credibly done.

One of your authors remembers a speech by a student about using seat belts (which is, by the way, an overdone topic). What made the speech effective, in this case, were photographs of two totaled cars, both of which the student had been driving when they crashed. The devastation of the wrecks and his ability to stand before us and give the speech because he had worn his seat belt was effective (although it didn’t say much for his driving ability). If you wanted an audience to donate to disaster relief after an earthquake in a foreign country, a few photographs of the destruction would be effective, and perhaps a map of the area would be helpful. But in this case, less is more. Too many visual aids will likely distract from your overall speech claim.

Finally, since you’ve already had experience in class giving at least one major speech prior to this one, your delivery for the persuasive speech should be especially strong. Because delivery affects credibility (Burgoon, Birk, & Pfau, 1990), you want to be able to connect visually as you make your appeals. You want to be physically involved and have vocal variety when you tell dramatic narratives that emphasize the human angle on your topic. If you do use presentation slides, you want them to work seamlessly, using black screens when the visuals are not necessary.

Your persuasive speech in class, as well as in real life, is an opportunity to share a passion or cause that you believe will matter to society and help the audience live a better life. Even if you are initially uncomfortable with the idea of persuasion, we use it all the time in different ways. Choose your topic based on your own commitment and experience, look for quality evidence, craft your proposition so that it will be clear and audience appropriate, and put the finishing touches on it with an eye toward enhancing your logos, ethos, and pathos.

organizational pattern used for persuasive speeches involving five steps: attention, need, satisfaction, visualization, and action

It’s About Them: Public Speaking in the 21st Century Copyright © 2022 by LOUIS: The Louisiana Library Network is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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42 Speaking to Persuade/Advocacy

Learning Objectives

Define persuasion and advocacy.
Differentiate between claims of fact, value, and policy.

Speaking to Persuade/Advocacy

GILLIAN, BONANNO, M.A.

Defining Persuasion and Advocacy

First, an individual may be more likely to be persuaded by someone that they “ like ” which ranges from knowing someone personally to having an “instant bond” with a stranger (Cialdini and Goldstein, 41).
Reciprocation refers to the notion that there is an exchange of some kind, such as in business negotiations (Cialdini and Goldstein, 45).
Consistency encourages individuals to persuade others by recognizing “a fundamental human tendency to be and to appear consistent with one’s actions, statements, and beliefs” (Cialdini and Goldstein, 45).
Scarcity principle focuses on the idea that “items and opportunities that are in short supply or unavailable tend to be more desirable than those… that are plentiful and more accessible” (Cialdini and Goldstein, 46). For example, think about a product that you may be interested in purchasing. If the product is limited in production or availability, it might persuade you to be more interested in purchasing the item.
Social validation refers to the idea that individuals “look to others for cues,” and this will influence their decisions (Cialdini and Goldstein, 48).
Finally, authority suggests that individuals are persuaded by those they consider to have an expertise in a particular area (Cialdini and Goldstein, 49).

These six principles provide some examples of how an individual (or an audience) can be persuaded. There are certainly other methods and note that not all these principles need to be included in a persuasive presentation for it to be effective.

In addition to the principles listed above, you may consider choosing a basis, or claim, for formulating an argument. This chapter will address three types of persuasive speech claims: questions of fact, value, and policy. In general:

Claims of fact are quantifiable statements that focus on the accuracy, correctness, or validity of such statements and can be verified using some objective evidence.
Claims of value are qualitative statements that focus on judgments made about the environment and invite comparisons.
Claims of policy are statements that focus on actions that should be taken to change the status quo” ( Types of Claims ).

Let’s explore each claim above in more detail, starting with a discussion of statements of fact.

A claim of fact is “something quantifiable has existed, does exist, or will exist” (Types of Claims). This type of claim focuses on data that may not necessarily be refutable based on quantitative data used to present your side of an issue. There are many examples of speeches that use statements of fact as a basis for an argument. The claim may stem from something that you do every day (such as brushing your teeth or taking a walk), but you may want to persuade the audience that they should also do these things if they are not already doing so. In these examples, you may state something specific and able to be verified such as, ‘Brushing your teeth twice a day can decrease tooth decay’ or ‘Walking every day decreases the risk of cardiovascular disease’ and then support these claims with clear statistics, charts, or data that will help them to embrace your claim. (Please note that the claims above are simply examples, and data is not included to support or refute these claims in this chapter.)

You may also wish to consider a speech that addresses a question of value.

A claim of value “asserts qualitative judgments along a good-to-bad continuum relating to persons, events, and things in one’s environment” (Types of Claims). This type of speech may include more qualitative data, such as open-ended responses. The claim of value may include words such as good, bad, better, best, or worse. These are often considered to be subjective terms (one person may have a different idea of good/bad/better/best/worst) and it is the responsibility of the presenter to define these subjective terms and also provide evidence to support the claims. Some examples might include ‘Car X is better than Car Y’ or ‘Coffee is the best morning beverage.’ (Note that these are simply examples, and support for these claims is not provided in this chapter.)

In a claim of policy , the word “should” helps to formulate your argument. Using the word “should” is important as it “implies that some action ought to be taken, but not that it must or will be taken” ( Types of Claims ).

You may use this type of claim to address issues of politics, policies, health, environment, safety, or other larger global concerns. Your speech will describe the reason why you feel that a policy or issue should (or should not) be addressed in a specific way based on your research. In this type of speech, you are asking your audience to support your solution to an issue that you have presented to them. Examples may include “Policy A should be changed to include (mention what should be included)” or “College students should have access to (mention what students should have access to).” Presenters for this type of speech should clearly explain the policy and then share with the audience why it should be changed (or upheld) by using their research to support the position.

Advocacy , on the other hand, is “the act or process of supporting a cause or proposal” (“Advocacy”). An advocate feels strongly about an issue and will work diligently to encourage others to support their cause. An advocate should be able to speak about an issue in a concise, professional, and persuasive manner. Enthusiasm for a cause will shine through if the advocate thoroughly embraces the role. This can be accomplished by conducting research, exploring opposing views on the issue at hand, preparing effective visual aids, and practicing the delivery of the content before a presentation or event. An advocate takes on many forms. A lawyer advocates for clients. A patient may advocate for rights to care. A student may advocate for a higher grade from a professor.

An advocate can be described as:

1) One who pleads the cause of another, specifically one who pleads the cause of another before a tribunal or judicial court.

2) One who defends or maintains a cause or proposal.

3) One who supports or promotes the interest of a cause or group (“Advocate”)

Types of Advocacy

There are many types of advocacy. This chapter will address self- advocacy, peer advocacy, and citizen advocacy.

Self- advocacy addresses the need for an individual to advocate for oneself. Examples might include negotiating with a boss for a raise, or perhaps used when applying for college or health insurance. According to an advocacy website, Advocacy: inclusion, empowerment and human rights, “The goal of self-advocacy is for people to decide what they want and to carry out plans to help them get it …. the individual self-assesses a situation or problem and then speaks for his or her own needs.”

Individuals who share experiences, values, or positions will join together in a group advocacy setting. This type of advocacy includes sharing ideas with one another and speaking collectively about issues. The groups “aim to influence public opinion, policy and service provision” and are often part of committees with varying “size, influence, and motive.” (Advocacy: inclusion, empowerment and human rights.) Examples might include groups interested in protecting the environment, rights to adequate health care, addressing issues of diversity, equity, and/or inclusion, or working together to save an endangered species.

A citizen advocate involves local community members who work together to have a platform to address issues that affect their lives. An example might include community school boards or participation in town hall meetings. (Advocacy: inclusion, empowerment and human rights)

As you can see, persuasion and advocacy have been defined in different ways. As the presenter, you have the opportunity to persuade your audience, and can use these definitions to help you decide what type of advocate or persuasive presentation that you would like to develop. As you are developing these ideas, continue to narrow in on a topic that you are passionate about and can connect with the audience.

Here are some additional ideas to consider when choosing a topic:

Choose a topic that is (relatively) new to you! You may consider taking some time to explore a topic that you do not yet know about and/or one that you want to learn more about. Perhaps you recently read, saw, or experienced something that you would like to research and share with your audience. Maybe you began your process with not knowing which side you support on an issue, and you take some time to research both sides of an issue and determine which you support. You can use this presentation as an opportunity to learn more about that topic and can then talk about this process in your presentation. Using the research that you have gathered will help you as you explain to the audience why they should share your perspective on the item at hand.
Choose a topic that you already know about and feel strongly that your audience should share your views on this topic. For this type of presentation, you will be taking your knowledge and expanding it. You can search for items that support your side and also take some time to review the data provided by those that support the opposite side of the issue.

Ready to Begin: Inspiration

Now it is your turn to persuade your audience. Be the advocate! Share your knowledge and passion with your classmates. Use this chapter, the worksheets, and your own talents to help you with the process of writing, researching, outlining, and presenting. Take your time with each step and enjoy the process. Below are some voices of advocates discussing what they do and why they do it. Perhaps these stories will inspire you as you work! Survey data collected via surveymonkey.com, and some names have been changed.

Melissa S., Cystic Fibrosis Advocate

What does the term “advocate” mean to you?

Sharing your story to educate and inspire in order to further your cause.

How did you become an advocate?

I was asked to formally advocate for an organization, but in truth, I advocate for myself or my family or issues I believe in.

What do you advocate for?

I advocate for the Cystic Fibrosis Foundation on behalf of families who endure life with Cystic Fibrosis (CF). I advocate for policy change that betters the lives of CF families with issues surrounding disability and bettering research methods, as well as funding (from various agencies) so that research can be conducted in the most efficient, expedited, and safe fashion.

Why is it so important to advocate for your cause?

It is important because I have Cystic Fibrosis and have also lost a brother to Cystic Fibrosis. I wasn’t to ensure that my family doesn’t suffer another loss that no family should suffer.

What advice can you give others who are looking to become an advocate?

It can seem intimidating to stand in front of a group of people to advocate for your cause, but the truth is that your story, and why you’re advocating is THE most important part of it. Don’t get bogged down or scared about memorizing facts and figures – the best thing someone can take away from talking with you is the visceral reaction they get from hearing how your issue affects you and your family.

In a few sentences, describe yourself.

I am (a) decidedly optimistic person who lives with a debilitating progressive disease (Cystic Fibrosis). While having CF occupies a lot of time in my daily life, I try not to let it define me and live my life with joy and purpose. I love my family and friends and will do anything in my power to protect them. I also love standing up for things I believe in. Becoming an advocate for CF has lifted my voice and given me the confidence to speak out. Now, I can’t stop! (updated 7/2021).

D. D., Registered Nurse

Advocate means to support or fight for a cause.

I became an advocate since working within the medical field and because I am a mother.

I am an advocate for my son. He is an alcoholic and drug addict. I am involved with helping addicts and families that are in need of support and guidance. I am a volunteer for (a) local YMCA to help bring a face to the disease of addiction. I am also an advocate for people with Cystic Fibrosis. I am a Registered Nurse who has been caring for patients and families affected by this disease. I am there for medical, emotional and fundraising support.

It is important for me to put a face to the families that are suffering from these diseases. To make it more personal.

Be strong and vigilant. Really believe in what you are supporting. Passion goes a long way.

I am a mom and an RN. I am a recent widow with 2 children who have had their struggles but are now doing well. I work full time as a Nurse Manager at NY hospital.

Is there anything else that you would like to share? A story, perhaps, about a time that you felt very strongly about something, and what you did to advocate for that person or cause?

Every day I feel like I advocate for addiction. Many people do not realize addiction affects everyone. I constantly have to remind people that I meet of this. It is difficult at times because most people have the most horrible things to say about addicts. I try to educate people about addiction as much as I can.

C. B., Breast Cancer Survivor

Supporter of something you are passionate about and believe in.

I became an advocate of breast cancer through my own experience.

I am an advocate for breast cancer! This disease generally affects women but in some cases men are also affected! It is a silent beast that can creep up on you at any time in your life… it has no discrimination and age is not a factor.

It is simple… it is the difference between life and death! So many women are so afraid they choose to ignore the signs. It is so important to find your strength, face your fears and deal with this head on!!!

Speak your truth! Tell your story! You have no idea how much it can help someone else who is facing the very same fears!

I have always believed where there is a will, there is a way! I never take no for an answer when it is something really important that matters! It is one of my earliest mottos I have followed through life. I have always been determined to find my strength and face my fears even on my darkest day!!!

I feel it is so important to help women face their fears when it comes to breast cancer. It is for this reason so many do not examine themselves and/or go for mammograms. I can tell you first hand every moment counts!!!! I did one whole year of chemotherapy, lost my beautiful hair but fared through! Again I was LUCKY!! I can only hope that this will help others facing breast cancer!

Key Takeaways

In persuasive speaking there is a lens of ethos, pathos, and logos to connect directly with this audience and engage in an advocacy mindset.
Be sure to connect in ways that are meaningful to you as a speaker and the audience through human connection.

“Advocacy.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/advocacy . Accessed 2 Jul. 2021.

“Advocacy: Inclusion, Empowerment and Human Rights.” Social Care Institute for Excellence (SCIE), Updated Oct. 2020, www.scie.org.uk/care-act-2014/advocacy-services/commissioning-independent-advocacy/inclusion-empowerment-human-rights/types.asp .

“Advocate.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/advocate .

Bonanno, G. “What does it mean to be an advocate?” Survey . November 2016.

Cialdini, Robert B., and Noah J. Goldstein. “The Science and Practice of Persuasion.” The Cornell Hotel and Restaurant Administration Quarterly , vol. 43, no. 2, Elsevier Inc, 2002.

“Persuasion – Dictionary Definition.” Vocabulary.com , www.vocabulary.com/dictionary/persuasion .

Purdue Writing Lab. “Transitional Devices // Purdue Writing Lab.” Purdue Writing Lab , 2018, owl.purdue.edu/owl/general_writing/mechanics/transitions_and_transitional_devices/transitional_devices.html#:~:text=Transitional%20devices%20are%20words%20or,jumps%20or%20breaks%20between%20ideas .

Marteni, Jim. “Types of Claims.” Social Science LibreTexts . Los Angeles Valley College, 3 Dec. 2020, https://socialsci.libretexts.org/@go/page/67166.

Public Speaking Copyright © by Dr. Layne Goodman; Amber Green, M.A.; and Various is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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17.4: Types of Persuasive Speeches

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Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth. ~ Marcus Aurelius

propositions of fact

Questions of fact ask whether something “can potentially be verified as either true or false” (Herrick, 2011, p. 20). These questions can seem very straightforward—something is or it is not—but in reality, the search for truth is a complex endeavor. Questions of fact rarely address simple issues such as, “is the sky blue?” They tend to deal with deep-seated controversies such as the existence of global warming, the cause of a major disaster, or someone’s guilt or innocence in a court of law. To answer these questions, a proposition of fact may focus on whether or not something exists. For example, in the U.S. there is a debate over the prevalence of racial profiling, the practice of law enforcement officers targeting people for investigation and arrest based on skin color. On one hand, the American Civil Liberties Union advances the proposition: “Racial profiling continues to be a prevalent and egregious form of discrimination in the United States” (ACLU, 2012, para. 2). They verify this claim using data from government studies, crime statistics, and personal narratives. However, journalist Heather MacDonald (2002) proposes that studies confirming racial profiling are often based in “junk science”; in fact she says, “there’s no credible evidence that racial profiling exists” (para. 1). To substantiate her proposition, MacDonald relies on a study of traffic stops on the New Jersey turnpike along with personal narratives, policy analysis, and testimony from a criminologist. The claim that racial profiling exists is either true or false, but there is evidence for and against both propositions; therefore no consensus exists.

While some propositions of fact deal with the existence of a particular phenomenon or the accuracy of a theory, others focus on causality. For example, the U.S. government appointed a commission to evaluate the causes of the nation’s recent economic crisis. In their report the commission concluded by proposing that recklessness in the financial industry and failures on the part of government regulators caused the economic crisis. However, Congressman Paul Ryan has proposed that Medicare is to blame, and the chief investment officer at JP Morgan has proposed that U.S. housing policy is the root cause of the problem (Angelides, 2011). Each of these three propositions of fact is backed by its own set of historical and economic analysis.

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Propositions of fact may also be used to make predictions concerning what will happen in the future. In the summer of 2011, ten miles of a popular Southern California freeway were closed for an entire weekend. Motorists, news outlets, and government officials called the closure “Carmageddon” because they proposed there would be an “inevitable and likely epic traffic tie-up” (Kandel, 2011, para. 1). As a result of the predictions motorists stayed off the roads and made alternative plans that weekend resulting in much lighter traffic than expected. The proposition may have been true, but the prediction was not fulfilled because people were persuaded to stay off the freeway.

Bitter experience has taught us how fundamental our values are and how great the mission they represent. ~ Jan Peter Balkenende

propositions of value

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An inner process stands in need of outward criteria.~ Ludwig Wittgenstein

The 2005 disagreement between family members over removing a woman’s feeding tube after she had been in a coma for 15 years sparked a national debate over the value of life that highlights the importance of evaluation criteria. After years of failed medical treatments and rehabilitation attempts, Terri Schiavo’s husband petitioned the court to remove her feeding tube, initiating a legal battle with her parents that went all the way to the President of the United States (Cerminara & Goodman, 2012). Opposing sides in the debate both claimed to value life. To support his proposition that his wife had a right to die, Mr. Schaivo applied the evaluation criteria of quality of life and argued that she would not want to continue to live in a vegetative state (Caplan, 2005). Ms. Schiavo’s parents vehemently disagreed with his argument. They also claimed to value life and, with the support of religious groups, relied on the evaluation criteria of the sanctity of life to contend that she should be kept alive (Catholic Culture, 2005). Both sides gained widespread support based on people’s agreement or disagreement with their evaluation criteria. Despite intervention on behalf of both state and federal legislators, the courts eventually ruled that Mr. Schiavo had the right to have his wife’s feeding tube removed and allow her to die.

A policy is a temporary creed liable to be changed, but while it holds good, it has got to be pursued with apostolic zeal.~ Mahatma Gandhi

propositions of policy

Although the Schiavo case was rooted in a question of value, the debate resulted in a question of policy.Questions of policy ask the speaker to advocate for an appropriate course of action. This form of persuasive speech is used every day in Congress to determine laws, but it is also used interpersonally to determine how we ought to behave. A proposition of policy may call for people to stop a particular behavior, or to start one. For example, some U.S. cities have started banning single use plastic bags in grocery stores. Long before official public policy on this issue was established, organizations such as The Surfrider Foundation and the Earth Resource Foundation advocated that people stop using these bags because of the damage plastic bags cause to marine life. In this case local governments and private organizations attempted to persuade people to stop engaging in a damaging behavior— shopping with single use plastic bags. However, the organizations also attempted to persuade people to start a new behavior—shopping with reusable bags.

When answering a question of policy, speakers will typically begin by describing the status quo. If you are arguing that a change must be made, you must first identify the problem inherent in the current behavior, and then demonstrate that the problem is significant enough to warrant immediate consideration. Once you have established that there is a problem which the audience ought to consider, you can then offer your proposal for a preferable course of action (Herrick, 2011). Then, it is up to you to demonstrate that your proposed policy will have more benefits than costs.

Screen Shot 2019-06-30 at 3.54.59 PM.png

In 2011 the U.S. Postal Service, the nation’s second-largest employer, told Congress it was facing an $8.3 billion budget shortfall (Bingham, 2011). To solve the problem, the Postal Service proposed that be permitted to end Saturday mail delivery and close some post offices. To make their argument, they first described the status quo saying that the demand for their service had dramatically decreased with the popularity of email and online bill-pay services. They explained that in preceding years they laid off workers and cut spending to help with the shortfall of revenue, but now another plan was necessary to avoid defaulting on their financial obligations. They offered evidence that people preferred ending Saturday mail to alternatives such as paying more for stamps or allocating more tax money to post offices (Bingham, 2011). Although they made a compelling case, the USPS still needed to overcome perceived disadvantages to their proposition such as the negative impact on businesses and rural towns (Bingham, 2011; Stephenson, 2012). A full year later, the policy proposition passed the U.S. Senate but continues to await approval in the House (Stephenson, 2012).

9 Speaking to Persuade/Advocacy

Gillian, Bonanno, M.A.

Learning Objectives

Define persuasion and advocacy.
Ethos , Pathos , and Logos
Choose a topic.
Conduct research.
Structuring an outline.
Use visual aids.
Prepare for feedback.

Defining Persuasion and Advocacy

Persuasion is “the act of influencing someone to do something or to change their mind” (“Persuasion”). In a persuasive presentation, the goal is to provide the audience with information that will convince them to see your side on an issue. According to Cialdini and Goldstein, “the six basic principles that govern how one person might influence another are: liking , reciprocation , consistency , scarcity , social validation , and authority ” (41). First, an individual may be more likely to be persuaded by someone that they “ like ” which ranges from knowing someone personally to having an “instant bond” with a stranger (Cialdini and Goldstein, 41). Reciprocation refers to the notion that there is an exchange of some kind, such as in business negotiations (Cialdini and Goldstein, 45). Consistency encourages individuals to persuade others by recognizing “a fundamental human tendency to be and to appear consistent with one’s actions, statements, and beliefs” (Cialdini and Goldstein, 45). Scarcity principle focuses on the idea that “items and opportunities that are in short supply or unavailable tend to be more desirable than those… that are plentiful and more accessible” (Cialdini and Goldstein, 46). For example, think about a product that you may be interested in purchasing. If the product is limited in production or availability, it might persuade you to be more interested in purchasing the item. Social validation refers to the idea that individuals “look to others for cues,” and this will influence their decisions (Cialdini and Goldstein, 48). Finally, authority suggests that individuals are persuaded by those they consider to have an expertise in a particular area (Cialdini and Goldstein, 49).

“ Claims of fact are quantifiable statements that focus on the accuracy, correctness or validity of such statements and can be verified using some objective evidence.
Claims of value are qualitative statements that focus on judgments made about the environment and invite comparisons.
Claims of policy are statements that focus on actions that should be taken to change the status quo” ( Types of Claims ).

Let’s explore each claim above in more detail, starting with a discussion of statements of fact. A claim of fact is “something quantifiable has existed, does exist, or will exist” (Types of Claims). This type of claim focuses on data that may not necessarily be refutable based on quantitative data used to present your side of an issue. There are many examples of speeches that use statements of fact as a basis for an argument. The claim may stem from something that you do every day (such as brushing your teeth or taking a walk), but you may want to persuade the audience that they should also do these things if they are not already doing so. In these examples, you may state something specific and able to be verified such as, ‘Brushing your teeth teeth twice a day can decrease tooth decay’ or ‘Walking every day decreases risk of cardiovascular disease’ and then support these claims with clear statistics, charts, or data that will help them to embrace your claim. (Please note that the claims above are simply examples, and data is not included to support or refute these claims in this chapter.)

You may also wish to consider a speech that addresses a question of value. A claim of value “asserts qualitative judgments along a good-to-bad continuum relating to persons, events, and things in one’s environment” (Types of Claims). This type of speech may include more qualitative data, such as open ended responses. The claim of value may include words such as good, bad, better, best, or worse. These are often considered to be subjective terms (one person may have a different idea of good/bad/better/best/worst) and it is the responsibility of the presenter to define these subjective terms and also provide evidence to support the claims. Some examples might include ‘Car X is better than Car Y’ or ‘Coffee is the best morning beverage.’ (Note that these are simply examples, and support for these claims are not provided in this chapter.)

You may use this type of claim to address issues of politics, policies, health, environment, safety, or other larger global concerns . Your speech will describe the reason why you feel that a policy or issue should (or should not) be addressed in a specific way based on your research. In this type of speech, you are asking your audience to support your solution to an issue that you have presented to them. Examples may include “Policy A should be changed to include (mention what should be included)” or “College students should have access to (mention what students should have access to).” Presenters for this type of speech should clearly explain the policy and then share with the audience why it should be changed (or upheld) by using their research to support the position.

An advocate can be described as:

1) One who pleads the cause of another, specifically one who pleads the cause of another before a tribunal or judicial court.

2) One who defends or maintains a cause or proposal.

3) One who supports or promotes the interest of a cause or group (“Advocate”)

Types of Advocacy

There are many types of advocacy. This chapter will address self- advocacy, peer advocacy, and citizen advocacy.

Before we begin developing our speeches, let us take a moment to address Aristotle’s appeals for persuasion: ethos, logos, and pathos.

Ethos, Logos, and Pathos

What is ethos ?

Ethos relates to the credibility of the speaker (Ethos). An audience member should feel as if they can trust the information provided by the speaker. When listening to a presenter, ask yourself:

Does the speaker seem to have knowledge about the topic?
Do you feel that this person is qualified to share information with you?

Using ethos as a tool for persuasion

As a presenter, you can let your audience experience your credibility in a few different ways. Using more than one of the methods below can certainly increase your credibility.

Tell the audience directly. For example, you may wish to convince your audience to drink tea for breakfast. You can share something like, “My experience stems from a lifelong enjoyment of tea. I drink one cup each day and have tried a variety of types, so I feel that I can share with you some of my favorite types to try based on my personal experience.”
Share quality research. For example, you may have visited the BMCC databases to gather information about types of tea, benefits of drinking tea, and information about individuals who drink tea. You may have also done some individual research (surveying classmates about their morning beverage preferences). These types of data will help to support your claim and help the audience to agree with your perspective.
Acknowledge the perspective(s) of others. Perhaps your audience is full of individuals who prefer coffee, water, or nothing to drink in the morning, Acknowledging these different perspectives lets the audience know that while you may be knowledgeable about your chosen topic, you also understand that others may have a different (and also valued) opinion that differs from your own.

What is pathos ?

Pathos relates to the emotional appeal given to the audience by the presenter. This includes the language and presentation style of the presenter. It ties to your organizational style, your choice of words, and your overall stage presence. Some examples are: using vivid language to paint images in the minds of audience members, providing testimony (personal stories or stories relayed to you by others), and/or using figurative language such as metaphor, similes, and personification. A presenter can also use various vocal tools such as vocal variety and repetition to appeal to the audience on an emotional level. (Pathos. 2020)

Using pathos as a tool for persuasion

When you are describing drinking tea to your classmates, you can use words or phrases to encourage them to try it. You can tell them about its delicious aroma. You can also tell a story – perhaps having the audience members picture themselves getting up in the morning, making a nice cup of tea, holding it in their hands, and taking a moment enjoying the tea as they get ready to embrace the day!

An emotional appeal can also be used to gain sympathy from your audience. Think about commercials or advertisements that you may have seen, perhaps ones that encourage you to donate to an organization or to adopt an animal. These types of advertisements appeal to your emotions through their use of images, music, and/or detailed stories.

What is logos ?

Logos ties to both reasoning and logic of an argument. Speakers appeal to logos “by presenting factual, objective information that serves as reasons to support the argument; presenting a sufficient amount of relevant examples to support a proposition; deriving conclusions from known information; and using credible supporting material like expert testimony, definitions, statistics, and literal or historical analogies.” (Logos, 2020)

Using logos as a tool for persuasion

Logos relates to using the data collected to form a reasonable argument for why your audience members should agree with the speaker. After you have collected your data, you must now create an argument that will potentially persuade your audience. If we continue with our persuasive speech directed at drinking tea in the morning, you might find an article that relates to college students who drink tea. Using valid reasoning is key! Take some time to ensure that your argument is logical and well-organized. A logical, well-structured argument will help to persuade your audience.

Now that we have learned some foundational concepts related to persuasion, let us move to a discussion of choosing a topic for a persuasive speech.

Choosing a Persuasive Speech Topic

Now that we have explored some definitions of persuasion and advocacy, let us move on to choosing the topic that you will be presenting to your audience. When picking a topic, you may consider choosing something that you are passionate about and/or something that you want to know more about. Take a moment to consider topics that we would like to share with your audience. Individuals have different experiences and perspectives on varying issues. Sharing your perspective on a topic is what can make your presentation unique and exciting to the audience.

When looking for a topic, cause, or issue to discuss, consider asking yourself the following questions (also located in worksheets):

What is important to me?
What excites me?
What makes me happy?
What makes me angry?
Do I have a good idea that others might embrace?
Is there an issue that ‘speaks’ to me?
Can I make a change?
Have I experienced something inspiring or life-changing that I can share with others?

Here are some additional ideas to consider when choosing a topic:

Choose a topic that is (relatively) new to you! You may consider taking some time to explore a topic that you do not yet know about and/or one that you want to learn more about. Perhaps you recently read, saw, or experienced something that you would like to research and share with your audience. Maybe you began your process with not knowing which side you support on an issue, and you take some time to research both sides of an issue and determine which you support. You can use this presentation as an opportunity to learn more about that topic and can then talk about this process in your presentation. Using the research that you have gathered will help you as you explain to the audience why they should share your perspective on the item at hand.
Choose a topic that you already know about and feel strongly that your audience should share your views on this topic. For this type of presentation, you will be taking your knowledge and expanding it. You can search for items that support your side and also take some time to review the data provided by those that support the opposite side of the issue.

Conducting Research

Research can be fun! In an earlier chapter you read about how to conduct research using the college library. Please reread that chapter again closely to help you conduct research to get data to build your persuasive speech. If you are able to accumulate data from a variety of sources, this will help you to persuade your audience members to share your passion about the topic at hand.

Some things may be easier than others to convince your audience to agree upon and others may be more challenging. If, for example, you want to encourage your classmates to exercise, it is important to consider the current exercise levels of your classmates. Ultimately, you would like each audience member to feel involved in your presentation, so you may wish to provide various suggestions.

For example, some members of the class may not currently exercise for a variety of reasons, so you may suggest that they try to incorporate 5-10 minutes of light activity 1-3 times a week. For classmates who are exercising once a week or more, you may encourage them to increase their exercise by one extra day per week. Finally, a group that may be currently exercising daily, you may wish to suggest adding a new type of exercise to their routine.

Structuring an Outline

There are many ways to structure a speech, and this chapter will offer one suggestion that may work well as you work to advocate for a cause or attempt to persuade your audience. A blank sample outline is located in the worksheet section of this chapter/book that can be used when you are preparing your speech. The length/time allotted for delivery of your presentation will be provided to you by your instructor, but let’s consider the speech in three general parts: Introduction, Body, and Conclusion. Between each section of the presentation, one should consider including a transition to let the audience member know that the speaker is moving on to the next segment of the presentation. Transitional devices are “words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another…. transitional devices link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas” (Purdue Writing Lab Transitional Devices // Purdue Writing Lab).

If the speech requirement is 4-6 minutes long, below is one way to consider timing the different sections of the presentation: One minute for the introduction, one minute for each main point, and one minute for the conclusion. This will be a roughly 5 minute speech, with a minute to spare for transitions. Here is a diagram to provide a visual guide to the elements of your outline. Start at the introduction and make your way clockwise around the image:

In the body of your presentation, you will formulate your argument in WHAT, WHY and HOW. Each area is equally important, so let’s take a moment to discuss the details of each part.

Let’s start with WHAT.

What does the listener need to know about your topic? If you are passionate about a topic or cause, remember that your audience may have a range of knowledge about the topic. Setting a strong foundation in the beginning of your speech will help the audience members to understand your speech. Remember, the amount of information that you include here will depend on the amount of time allotted by the instructor. You may wish to clarify by letting your audience members know that there are many things that you can tell them about the topic, but your presentation is going to focus on (insert your focus here).

Now, WHY does your audience need to feel the same way you do about this topic?

The first section of your presentation has provided the foundation for your listeners. The second section will be your opportunity to tell your audience why they should share your perspective on the issue. Provide them with details, including facts, images, stories, and/or statistics that will help them embrace your side of the issue.

Finally, HOW can the audience members act upon what you have told them?

Overall, for an individual to make a change, the person will need information and a way to use the information. If the audience is provided with the tools needed to make a change, they may be more likely to make the change. Sounds simple, right? It certainly can be, if you have conducted sound research and organized it in a way to reach your listeners. Refer to the sample speech outlines in the appendices of this book.

Visual Aids

Think about something that you saw recently that caught your eye. It may have been an advertisement on the subway, something you saw on a social media page, or anything else that you remember. Visual aids can certainly assist in connecting with your audience.

When you are designing your presentation, you may wish to consider including images, video clips, charts, and other visual media types to capture the attention of your audience. Think about what you want the audience to gather from your image. Where will you include the image? What will you say about this image? You may wish to discuss these images with your classmates and/or your professor to gain some feedback on the chosen visual aid(s). This will help you in selecting items that work most effectively in your presentation.

Here are two of the prototypes:

Above, the author thought it might be visually appealing to put the pieces of the speech outline in this arrowed path format. The feedback received was not positive, mostly “what is that?” “I don’t get it” and the like.

The point is: while all of your ideas and images may not be the final versions that you choose, it can be fun to experiment, and asking for feedback may help you to fine tune your work, or even spark an idea or image that you had not previously considered. The author truly enjoyed designing these graphs, and at the end of the day chose the one that the author felt would be best suited for the chapter based on the feedback received.

Preparing for Feedback

Turning to feedback, now that you have completed your speech, it will now be time to interact with your audience. Some audience members may respond to your presentation with questions. If you have inspired your audience, they may want additional information, or may even want to talk further about your presentation. Others may disagree with your speech and respond to your presentation with hostility or frustration. Remember, you are in charge of addressing the audience members, and, as such, you must formulate a strategy for handling feedback. Your instructor may also set some guidelines for expectations for question and answer segment(s) for your presentation.

Here are some questions that you may wish to ask yourself as you prepare to address feedback:

Have I addressed the other side of the issue discussed in my speech?
What will I do if someone gets angry with me?
What questions might my audience have for me?
Have I used quality sources to prove my points?
Can I explain any charts or graphs that I have presented?
If the audience members want to know more about my cause, what information will I provide to them?

Ready to Begin: Inspiration

Melissa S., Cystic Fibrosis Advocate

What does the term “advocate” mean to you?

Sharing your story to educate and inspire in order to further your cause.

How did you become an advocate?

I was asked to formally advocate for an organization, but in truth, I advocate for myself or my family or issues I believe in.

What do you advocate for?

Why is it so important to advocate for your cause?

It is important because I have Cystic Fibrosis and have also lost a brother to Cystic Fibrosis. I wasn’t to ensure that my family doesn’t suffer another loss that no family should suffer.

What advice can you give others who are looking to become an advocate?

In a few sentences, describe yourself.

D. D., Registered Nurse

Advocate means to support or fight for a cause.

I became an advocate since working within the medical field and because I am a mother.

It is important for me to put a face to the families that are suffering from these diseases. To make it more personal.

Be strong and vigilant. Really believe in what you are supporting. Passion goes a long way.

I am a mom and an RN. I am a recent widow with 2 children who have had their struggles but are now doing well. I work full time as a Nurse Manager at NY hospital.

Is there anything else that you would like to share? A story, perhaps, about a time that you felt very strongly about something, and what you did to advocate for that person or cause?

C. B., Breast Cancer Survivor

Supporter of something you are passionate about and believe in.

I became an advocate of breast cancer through my own experience.

Speak your truth! Tell your story! You have no idea how much it can help someone else who is facing the very same fears!

Review Questions

Define Ethos, Pathos and Logos.
What are three types of persuasive claims listed in this chapter?
What are the three types of advocacy listed in this chapter?

Works Cited

“Advocacy.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/advocacy . Accessed 2 Jul. 2021.

“Advocate.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/advocate .

Bonanno, G. “What does it mean to be an advocate?” Survey . November 2016.

Cialdini, Robert B., and Noah J. Goldstein. “The Science and Practice of Persuasion.” The Cornell Hotel and Restaurant Administration Quarterly , vol. 43, no. 2, Elsevier Inc, 2002.

“Persuasion – Dictionary Definition.” Vocabulary.com , www.vocabulary.com/dictionary/persuasion .

Marteni, Jim. “Types of Claims.” Social Science LibreTexts . Los Angeles Valley College, 3 Dec. 2020, https://socialsci.libretexts.org/@go/page/67166.

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SPC-1608 - Zimmerman

Avoiding Plagiarism
APA Citation Guide
Informative Speech

Choosing Your Topic

Researching your topic.

A persuasive speech seeks to change the audience's beliefs about a particular topic or issue. Choose a topic in which you feel comfortable being an advocate. Below are three methods to consider when choosing a topic:

Goes beyond informing the audience, the speaker can make claims of prediction based on opinion and evaluation of facts
Goes beyond personal likes or dislikes, the speaker must justify claims using facts and standards
Goes beyond questions of fact or value to determine if and in what way something should or should not be done

RESOURCES FOR CHOOSING A TOPIC

Opposing Viewpoints (Gale)
CQ Researcher Plus Archive (Sage)
Issues & Controversies (Infobase Publishing)

Using outside research will add credibility to you and your speech as well as provide the audience with guidance on where to seek further, more in-depth information on the topic.

Subject Websites HCC Libraries websites directory categorized by subject.
Academic OneFile (Gale)
Academic Search Complete (EBSCO)
Films on Demand (Infobase Publishing)
Nexis Uni (LexisNexis)

Search tips

On the homepage, under Browse by Discipline, click a subject to browse articles, books, reference works, and more, in that subject.
Or, use the search bar at the top of the page to search for a title, keyword, subject, or author.
On the left side of the screen, you can narrow down your search by the content type or sub-discipline.
Above those search filters is a box you can un-check to exclude materials not available to HCC.
To view the item, click on the title; you can also download PDFs to view offline.
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COMMENTS

Types of Persuasive Speeches
Persuasive speeches revolve around propositions that can be defended through the use of data and reasoning. Persuasive propositions respond to one of three types of questions: questions of fact, questions of value, and questions of policy. ... Persuasive speakers may also be called to address questions of value, which call for a proposition ...
11.2 Persuasive Speaking
Foundation of Persuasion. Persuasive speaking seeks to influence the beliefs, attitudes, values, or behaviors of audience members. In order to persuade, a speaker has to construct arguments that appeal to audience members. Arguments form around three components: claim, evidence, and warrant. The claim is the statement that will be supported by ...
14.3: Types of Persuasive Speeches
Contributors and Attributions. Persuasive speeches revolve around propositions that can be defended through the use of data and reasoning. Persuasive propositions respond to one of three types of questions: questions of fact, questions of value, and questions of policy. These questions can help the speaker determine what forms of argument and ...
13.5: Constructing a Persuasive Speech
Conclusion. Your persuasive speech in class, as well as in real life, is an opportunity to share a passion or cause that you believe will matter to society and help the audience live a better life. Even if you are initially uncomfortable with the idea of persuasion, we use it all the time in different ways.
Persuasive Speaking
Organizing Persuasive Propositions . Organization plays a key role in comprehending an argument. Chapter 6 on organizing provides you a nice starting place to decide which organizational pattern is best suited for different speech types. In this section, we discuss organizing persuasive speeches with a focus on propositions of policy.
Persuasive Speeches
As a speaker, you should give thought to that question and in your speech address the benefit, advantage, or improvement that the audience will gain by taking the action you propose. Structure of a Persuasive Speech. A persuasive speech shares with an informational speech the same four elements for a strongly structured speech: introduction ...
Types of Persuasive Speeches
Questions of fact contrast with questions of policy, which state that something should be, and questions of value, which state that something is good, bad, beautiful, or worthwhile. In a persuasive speech, the speaker answers a question by proposing an answer and attempting to convince the audience that the answer is true and that they can ...
Persuasive Speaking: Types of Persuasive Speeches
Persuasive speeches revolve around propositions that can be defended through data and reasoning. Persuasive propositions respond to one of three questions: questions of fact, questions of value, and questions of policy. These questions can help the speaker determine what forms of argument and reasoning are necessary to support a specific ...
Chapter Sixteen
For any controversy that you can address in a persuasive speech, keep context and power in mind. Context. ... Propositions of fact answer the question, "is this true?" Speeches with this type of proposition attempt to establish the truth of a statement. There is not a sense of what is morally right and wrong or what should be done about the ...
Persuasive Speeches
The three main types of persuasive speeches are factual, value, and policy. A factual persuasive speech focuses solely on factual information to prove the existence or absence of something through substantial proof. This is the only type of persuasive speech that exclusively uses objective information rather than subjective.
Persuasive Speech Outline, with Examples
Ideas for your persuasive speech outline 1. Structure of your persuasive speech. The opening and closing of speech are the most important. Consider these carefully when thinking about your persuasive speech outline. A strong opening ensures you have the audience's attention from the start and gives them a positive first impression of you.
How to Write and Structure a Persuasive Speech
The purpose of a persuasive speech is to convince your audience to agree with an idea or opinion that you present. First, you'll need to choose a side on a controversial topic, then you will write a speech to explain your position, and convince the audience to agree with you. You can produce an effective persuasive speech if you structure your ...
14.5 Constructing a Persuasive Speech
14.5 Constructing a Persuasive Speech. In a sense, constructing your persuasive speech is the culmination of the skills you have learned already. In another sense, you are challenged to think somewhat differently. While the steps of analyzing your audience, formulating your purpose and central idea, applying evidence, considering ethics ...
Speaking to Persuade/Advocacy
This chapter will address three types of persuasive speech claims: questions of fact, value, and policy. In general: Claims of fact are quantifiable statements that focus on the accuracy, correctness, or validity of such statements and can be verified using some objective evidence.
17.4: Types of Persuasive Speeches
Persuasive speeches revolve around propositions that can be defended through the use of data and reasoning. Persuasive propositions respond to one of three types of questions: questions of fact, questions of value, and questions of policy. ... Persuasive speakers may also be called to address questions of value, which call for a proposition ...
Speaking to Persuade/Advocacy
This chapter will address three types of persuasive speech claims: questions of fact, value, and policy. In general: "Claims of fact are quantifiable statements that focus on the accuracy, correctness or validity of such statements and can be verified using some objective evidence.
LibGuides: SPC-1608
A persuasive speech seeks to change the audience's beliefs about a particular topic or issue. Choose a topic in which you feel comfortable being an advocate. Below are three methods to consider when choosing a topic: Questions of Fact - a question about the truth or falsity of an assertion. Goes beyond informing the audience, the speaker can ...
UNIT TEST 5 Flashcards
UNIT TEST 5. Describe the development process for a persuasive speech addressing a question of facts. The development process for a persuasive speech addressing a question of facts comes from a step process: develop a thesis, generate main points, supporting materials, and final development. These steps help develop a persuasive speech.
chapter 16 speech persuasion Flashcards
tailoring your speech to the values and beliefs of your audience. A persuasive speech on a question of fact is different from an informative speech because in the persuasive speech the speaker. acts as an advocate. is partisan. True or false: To be persuasive, a speaker must present facts from every side in an impartial manner.
Ch.14: Persuasive Speaking Flashcards
A question that asks whether something is true or false. The persuasiveness of a speech of question of fact thus rest on the speaker's ability to present sound, credible evidence. Facts and statistics typically provide the foundational evidence for speeches or questions of fact. (May also use examples, testimony, definitions, or narratives).
UNIT TEST 5
The development process for a persuasive speech addressing a question of facts comes from a step process: develop a thesis, generate main points, supporting materials, and final development. These steps help develop a persuasive speech. A thesis statement could be, "should high school graduates take an exam." The speech will be addressing ...
Developing Persuasive Speeches (Communication Applications)
question of value b. purpose statement c. thesis statement d. speech summary, "After my speech, I want my audience to support a budget increase for technology in the classroom" is an example of a _____________. a. thesis statement b. purpose statement c. question of fact d. question of value and more.