rhetorical speech outline shell

Please complete Part 1, 2, and 3. No recorded video of speech necessary. Provide an answer or explanation to the questions below (similar to a Q&A). For the outline shell, each item should be answered using one to two complete sentences (the goal of the outline shell is to use it as reference and develop the speech).

The actual information needed should take a page or two at most (even though the outline shell takes a wholeness page)

Book needed

• Zarefsky, David. Public Speaking: Strategies for Success. 7th ed. Boston: Allyn & Bacon, 2014. ISBN: 978-0205857265.

Part 1: Supporting Material for Your Rhetorical Situation Speech Rhetorical Situation Research Memo

Part 2: Reasoned Arguments

Part 3: Outline Shell for a Speech

Description

In the Rhetorical Situation speech, your purpose will be to strengthen commitment that your analysis of a speech is valid. Beyond reporting the content and history of the speech you analyze, you make a critical argument and convince your audience to accept it.

Instructions

This speech should last at least, but no more than, 6-8 minutes (use this time to include enough claims and supporting evidence). In this speech, you will provide an analysis of a public speech using Bitzer’s rhetorical situation as a critical lens.

Your analysis should focus on the speech as a fitting response to the rhetorical situation, in terms of the exigence, the audience, and the constraints.

Additionally, your speech should inform us about the context of the speech by presenting sufficient historical background for the audience in class. Ultimately, you should present a clear and thoughtful argument about the speech. This argument should not be limited to whether the speech was good or bad, but should judge it according to appropriate criteria. How were the purposes of the speech fulfilled? Were the claims made in the speech valid and supported with evidence? What were the consequences or potential impact of the speech? How did the speech accommodate and make use of the constraints and resources afforded by the occasion, audience, speaker, and speech itself? In particular, what perspective do you bring to the analysis of the speech? What is the decisive, unique, or particularly effective appeal in the speech you are studying?

This assignment will also help to establish your ethos as a speaker. Your analysis, given in a speech, will demonstrate how you use criticism as a form of civic engagement. What you believe to be a fitting response will demonstrate that you know how to be a critic involved in public life, that you know how to do criticism that is engaged in civic matters, and that this functions in ways that are important for the good of the public.

Include a minimum of six published sources cited orally in the speech, cited in the outline for your speech, and listed in the outline bibliography/Works Cited page. Four of the six sources must be scholarly (edited, peer-reviewed) publications. Journalistic sources, news-aggregators, and general web pages are not scholarly sources, but they can be used to provide factual information, historical background, audience characteristics and responses, or pertinent speaker biographies. Remember, your purpose is not merely to provide historical and biographical facts in an informative speech, but to use those facts to argue persuasively for the perspective that you are taking.

Part 1: Supporting Material for Your Rhetorical Situation Speech Rhetorical Situation Research Memo

The research memo for the Rhetorical Situation Speech captures your preliminary plans for this assignment.

1. Speech you are going to analyze: (title, speaker, date, location)

Former President of the United States of America Barrack Obama

Responsibly Ending the War in Iraq

Delivered 27 February 2009, Camp Lejeune, North Carolina

https://www.americanrhetoric.com/speeches/barackob…

2. Exigence for that speech (what imperfection gets corrected in the speech you are analyzing?)

Provide answer here

3. Exigence for your speech (what imperfection gets corrected when your audience hears your speech?)

Provide answer here

4. Audience Analysis (what does your audience already think, know, or believe about your topic?)

Provide answer here

5. General purpose for your speech: Choose either “to strengthen commitment” or “to weaken commitment.” See Zarefsky Ch. 6.

Provide answer here

6. Specific purpose for your speech. See Zarefsky Ch. 6.

Provide answer here

7. Thesis (the central critical claim you are making in your speech – see Zarefsky Ch. 6):

(Fill in the blank) _______________________________________ is / is not (choose one) a fitting response to its rhetorical situation.

Provide answer here

8. Main points/ claims (in no particular order, although historical context typically comes first and speech comes last): historical context (including exigence), audience, occasion, speaker, and speech.

Complete the claim/supporting evidence section below. You might not have 3 pieces of supporting evidence for each section, or you might have more – edit this outline shell accordingly. Please cite your sources at the end of your main points in in the style you are most familiar with (such as APA, MLA, or Chicago).

A. Main point/ claim:

Supporting evidence:

1.

2.

3.

B. Main point/ claim:

Supporting evidence:

1.

2.

3.

C. Main point/ claim:

Supporting evidence:

1.

2.

3.

D. Main point/ claim:

Supporting evidence:

1.

2.

3.

E. Main point/ claim:

Supporting evidence:

1.

2.

3.

Sources (in proper bibliographic style of your choosing):

Part 2: Reasoned Arguments

You have already completed the first part, in which you have identified your purpose, thesis, and supporting evidence. Now, given the claims that you will make in your analysis about the constraints and resources of each element in the Rhetorical Situation, what are the reasoned arguments you can make about the ways the situation shaped the speech that responded to it? Each argument should contain at least one full and complete sentence each for the Claim, Evidence, and Reasoning that you use.

· Occasion: what argument can you make about the way the event, place, timing, or speaking opportunity shaped the speech?

· Audience: what argument can you make about the way the beliefs and values, demographics, or shared experience of the audience shaped the speech?

· Speaker: what argument can you make about the way the reputation, previous statements, background, or social position shaped the speech?

· Speech: what argument can you make about the way the internal dynamics of argumentation, structure, and language shaped the speech?

Part 3: Outline Shell for a CAS 100 Speech (see Chapter 11)

For the outline shell, each item should be answered using one to two complete sentences (the goal of the outline shell is to use it as reference and develop the speech). I have attached an example of an outline, as referenced in the book.

General Purpose: (see Chapter 6)

Specific Purpose: (see Lesson 4)

Thesis: (see Chapter 6, and passim)

I. Introduction (see Chapter 10)

A. (Attention Getter)

B. (Personal Credibility)

C. (Thesis)

D. (Preview)

II. Body – [These main point supports the thesis.]

A. (Main Claim)

1. (Supporting Material, Claim, or Reasoning)

2. (Supporting Material, Claim, or Reasoning)

3. (Supporting Material, Claim, or Reasoning)

4. (Supporting Material, Claim, or Reasoning)

a. (Supporting Material, Claim, or Reasoning)

b. (Supporting Material, Claim, or Reasoning)

Transition:

B. (Main Claim)

1. (Supporting Material, Claim, or Reasoning)

2. (Supporting Material, Claim, or Reasoning)

3. (Supporting Material, Claim, or Reasoning)

4. (Supporting Material, Claim, or Reasoning)

a. (Supporting Material, Claim, or Reasoning)

b. (Supporting Material, Claim, or Reasoning)

Transition:

C. (Main Claim)

1. (Supporting Material, Claim, or Reasoning)

2. (Supporting Material, Claim, or Reasoning)

3. (Supporting Material, Claim, or Reasoning)

Transition:

III. Conclusion

A. (Call to Action)

B. (Summary)

C. (Closure)

Criteria for Evaluating Speeches

Normally, an “average speech” (C) should meet the following:

· Conform to type assigned (expository/informative, persuasive, etc.);

· Conform to the time limit;

· Exhibit sound organization: a clear purpose adequately supported by main ideas that are easily identified;

· Fulfill any special requirements of the assignment—such as, to use three illustrations or statistics, or a specified number of source citations, etc.;

· Be intellectually sound in developing a worthwhile topic with adequate and dependable information/evidence;

· Exhibit reasonable directness and communicativeness in delivery;

· Be correct grammatically and in pronunciation and articulation;

· Be ready for presentation on date assigned.

The “better than average” (B) speech should meet the foregoing tests and also:

· Contain elements of vividness and special interest in its style;

· Be of more than average stimulative quality in challenging the audience to think or in arousing depth of response;

· Demonstrate skill in securing audience understanding of unusually difficult concepts or processes, or in winning agreement from auditors initially inclined to disagree with the speaker’s purpose;

· Establish rapport of a high order through language style and delivery that achieve a genuinely communicative, reciprocal response from the audience.

The “superior speech” (A) not only meets the foregoing standards but also:

· Constitutes a significant contribution by the speaker to the thinking of the audience through the importance and novelty of the topic and of the information presented;

· Achieves a variety and flexibility of mood and manner suited to the combination of thinking and feeling demanded by the subject matter and by the speech purpose;

· The organization—chronological, spatial, temporal, topical, etc.—is appropriate for the purpose and subject of the speech; the introduction uses creativity in gaining audience attention and in orienting them psychologically toward the topic and purpose of the speech;

· The body of the speech develops the topic in such a way that initial audience uncertainty, ignorance, or opposition are resolved as the speech progresses;

· The conclusion does more than merely restate the topics covered; rather, it draws out the central ideas about those topics to be understood and retained by the audience;

· Illustrates skillful mastery of internal transitions and of emphasis in presentation of the speaker’s ideas;

· Delivery demonstrates both the speaker’s mastery of his/her material and a “lively sense of communication” and relationship with the audience.

Speeches which must be classified “below average” (D or F) are deficient in some or several of the factors required for the “C” speech.

The “D” speech attempts to follow the requirements of the assignment, but demonstrates little awareness of the rhetorical situation in terms of the speaker’s position, the audience’s existing knowledge of and interest in the topic, the purpose of the speech, and the physical setting. For example, the speaker might over- or under-estimate (or simply ignore) the audience’s prior knowledge, assumptions, or beliefs concerning the topic. Likewise, the speaker may demonstrate little sense of purpose; the speech may not have any clear thesis; obvious evidence and relevant information may be missing, or the evidence may be inadequately interpreted and may rest on an insufficient understanding of the demands of the rhetorical situation; organization may be deficient (introductions or conclusions not clearly marked, main points not clear, topic not developed clearly or logically); topic sentences may be missing, murky, or inappropriate; transitions may be missing or flawed; delivery reflects inadequate preparation by the speaker and/or a significant lack of “connection” with the audience.

The “F” speech is inappropriate in terms of the purpose of the assignment and the demands of the rhetorical situation. If it relates vaguely to the assignment, it has no clear purpose or direction. The speech falls significantly shorter or goes significantly longer than the specified time limits for the assignment; demonstrates no coherent organizational pattern or main ideas; and exhibits little or no understanding of the demands of the situation. The speaker’s delivery is so unpolished as to show inadequate preparation/practice.

 

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