argumentative presentation assignment

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Argumentative Presentations

All good presentations have a clear purpose, and an argumentative presentation will have a clear  argumentative purpose .

Many college students are required to build presentations to present information to an audience, and your writing class is likely no different. Chances are, you’ll use PowerPoint , Prezi , or some other presentation software to build a presentation that would present your argument to a broader audience.

Before you begin to build your presentation, be sure to review the tips and help on creating effective PowerPoints and Prezis in the Online Writing & Presentations  area of the Excelsior OWL. Then, remember the lessons you have learned about building a good argument and apply those to your presentation.

Here are some things to keep in mind:

• Remember to present your thesis statement or main idea clearly , and remember it should present your argument.
• Provide the highlights of your evidence from your essay (if you are building from an essay) or simply focus on the key points of evidence from your research.
• Remember to address the opposition . How you do this will depend upon your goals and the type of argument you are making, but you should always do it.
• Use images relevant to your points as evidence. Images are powerful and are important pieces of an effective presentation.
• And always cite your sources !

The sample video below was created using Prezi by a student in a beginning writing class. She took an essay she had written on issues in the clothing industry ( Cheap Thrills: The Price of Fast Fashion ) and developed a Prezi to share with a broader audience. Click below to see how one student developed an argumentative presentation for her writing class.

Cheap Thrills: The Price of Fast Fashion

Bargains are the norm.

Parenting advice from Newsweek: “Steer your kids towards affordable stores like Old Navy and H&M, but don’t force them to buy knowckoffs. These days, even preschoolers can spot a pair of fake Ugg boots…and may taunt classmates about them” (Springen, 2008, para. 1).

American families are concerned about the cost of clothing and rely on discount stores and inexpensive brands to clothe their families.

So what’s the problem?

Cheap, disposable clothing (“fast fashion”) is perpetuating a corrupt labor system, unsustainable production practices, and a culture of mindless consumerism!

Is this a problem western consumers have any control over? Can we help to fix the problem?

While American consumers may feel like there is nothing they can do to make a difference, we can take action! YES!

We can help fix the problem.

Consumers feel a moral twinge in connection to fashion but are also accustomed to unrestrained to trendy, dirt cheap, essentially disposable clothes (Beard, 2008, p. 450).

The cheap thrill tends to win because a) everyone is doing it, b) it’s more fun, and c) it appears to be easier on the consumer’s budget.

Owning fewer but better (i.e. longer-lasting and ethically made) items might be one step consumers can take away from irresponsible fashion.

Behind the Scenes: Fast-Fashion Edition

“1/3 of a pound of pesticides…are used to make a simple cotton t-shirt”

Pesticides contain known carcinogens and also have nasty environmental consequences.

Companies use terms like “ethical” and “fair trade” to mislead their consumers (Beard, 2008, p. 450).

These same customers are all to willing to accept the deception, opting for immediate gratification and ease over the complicating reality of long-term impact.

H&M: An Example

Fast-fashion brands, like H&M, design clothing meant to be worn for one season and then thrown away or donated.

These practices put a strain on all stages of the production chain: farming, manufacturing, transportation, consumption, and disposal (Beard, 2008, p. 448).

These brands claim to care about the ethics behind their clothes, but their efforts at change are typically limited to one stage of the supply chain and contain the kind of false advertising Beard (2008) references.

For example, H&M produced a collection in the spring of 2010 that was merchandised as “eco,” but the collection contained GMO cotton (Dishman, 2013, para. 3).

The collection did not address any other aspects of the supply chain, such as fair labor.

Collections like this one are meant to be quick fixes to reassure consumers, but ultimately, they demonstrate that truly ethical clothing can’t be made at rock-bottom prices.

If consumers support companies that produce clothing ethically, prices will eventually decrease as companies streamline practices (Gershon, 2005, p. 57).

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Purdue Online Writing Lab College of Liberal Arts

Organizing Your Argument Presentation

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This presentation is designed to introduce your students to the elements of an organized essay, including the introduction, the thesis, body paragraphs, topic sentences, counterarguments, and the conclusion.

Creating an argument

This is a PowerPoint that explains how to create an argument. Students should use this to help them create their Panel Presentations. Read less

More Related Content

• 1. Organizing Your Argument A presentation brought to you by the Purdue University Writing Lab Purdue University Writing Lab
• 2. What is an argument? An argument involves the process of establishing a claim and then proving it with the use of logical reasoning, examples, and research. Purdue University Writing Lab
• 3. Why is organization important in building an argument? Guides an audience through your reasoning process Offers a clear explanation of each argued point Demonstrates the credibility of the writer Purdue University Writing Lab
• 4. Organizing your argument Title Introduction Thesis statement Body Paragraphs Constructing Topic Sentences Building Main Points Countering the Opposition Conclusion Purdue University Writing Lab
• 5. Title--why do you need one? Introduces the topic of discussion to the audience Generates reader interest in the argument Purdue University Writing Lab
• 6. Creating a Title Try to grab attention by offering a provocative image picking up on words or examples offered in the body or conclusion of the paper asking a question Avoid titles that are too general or lack character Purdue University Writing Lab
• 7. Considering Titles Imagine you just wrote a paper offering solutions to the problem of road rage. Which do you consider to be the best title? Road Rage Can’t Drive 55 Road Rage: Curing Our Highway Epidemic Purdue University Writing Lab
• 8. What is an introduction? Acquaints the reader with the topic and purpose of the paper Generates the audience’s interest in the topic Offers a plan for the ensuing argument Purdue University Writing Lab
• 9. Methods for Constructing an Introduction personal anecdote example-real or hypothetical question quotation shocking statistics striking image Purdue University Writing Lab
• 10. What is a thesis statement? The MOST IMPORTANT SENTENCE in your paper Lets the reader know the main idea of the paper Answers the question: “What am I trying to prove?” Not a factual statement, but a claim that has to be proven throughout the paper Purdue University Writing Lab
• 11. Role of the thesis statement The thesis statement should guide your reader through your argument. The thesis statement is generally located in the introduction of the paper. A thesis statement may also be located within the body of the paper or in the conclusion, depending upon the purpose or argument of the paper. Purdue University Writing Lab
• 12. Which thesis statement is the most effective for an argument about the need for V-chips in television sets? Parents, often too busy to watch television shows with their families, can monitor their children’s viewing habits with the aid of the V-chip. To help parents monitor their children’s viewing habits, the V-chip should be a required feature for television sets sold in the U.S. This paper will describe a V-chip and examine the uses of the V-chip in American-made television sets. Purdue University Writing Lab
• 13. Body Paragraphs and Topic Sentences Body paragraphs build upon the claims made in the introductory paragraph(s) Organize with the use of topic. sentences that illustrate the main idea of each paragraph. Offering a brief explanation of the history or recent developments in your topic within the early body paragraphs can help the audience to become familiarized with your topic and the complexity of the issue. Purdue University Writing Lab
• 14. Body Paragraphs Paragraphs may be ordered in several ways, depending upon the topic and purpose of your argument: General to specific information Most important point to least important point Weakest claim to strongest claim Purdue University Writing Lab
• 15. Offering a Counterargument Addressing the claims of the opposition is an important component in building a convincing argument. It demonstrates your credibility as a writer--you have researched multiple sides of the argument and have come to an informed decision. Purdue University Writing Lab
• 16. Offering a Counterargument Counterarguments may be located at various locations within your body paragraphs. You may choose to build each of your main points as a contrast to oppositional claims. offer a counterargument after you have articulated your main claims. Purdue University Writing Lab
• 17. Counterarguing effectively Consider your audience when you offer your counterargument. Conceding to some of your opposition’s concerns can demonstrate respect for their opinions. Remain tactful yet firm. Using rude or deprecating language can cause your audience to reject your position without carefully considering your claims. Purdue University Writing Lab
• 18. Incorporating research into the body paragraphs Researched material can aid you in proving the claims of your argument and disproving oppositional claims. Be sure to use your research to support the claims made in your topic sentences--make your research work to prove your argument! Purdue University Writing Lab
• 19. Conclusion -- The Big Finale Your conclusion should reemphasize the main points made in your paper. You may choose to reiterate a call to action or speculate on the future of your topic, when appropriate. Avoid raising new claims in your conclusion. Purdue University Writing Lab
• 20. Organizing your argument Title Introduction Body Paragraphs Constructing Topic Sentences Building Main Points Countering the Opposition Conclusion Purdue University Writing Lab

Editor's Notes

• Rationale: Welcome to “Organizing Your Argument.” This presentation is designed to introduce your students to the elements of an organized essay, including the introduction, the thesis, body paragraphs, topic sentences, counterarguments, and the conclusion. The twenty-one slides presented here are designed to aid the facilitator in an interactive presentation about constructing a well-organized argument. This presentation is ideal for the introduction of argument to a composition course, the beginning of a research unit, or the assignment of a written argument. This presentation may be supplemented with OWL handouts, including “Developing an Outline” (http://owl.english.purdue.edu/handouts/general/gl_outlin.html), and “The Paragraph” (http://owl.english.purdue.edu/handouts/general/gl_pgrph2.html). Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page. Writer and Designer: Jennifer Liethen Kunka Contributors: Muriel Harris, Karen Bishop, Bryan Kopp, Matthew Mooney, David Neyhart, and Andrew Kunka Developed with resources courtesy of the Purdue University Writing Lab Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University © Copyright Purdue University, 2000.
• Activity: This slide offers a definition of the term “argument.” The facilitator may invite the audience to offer answers to the title question. Students often assume that building an argument is simply a confrontational activity designed to denigrate the opposition’s position. The facilitator may choose to explain to students that the focus of a strong argument should be upon a cohesive explanation of claims effectively paired with correlating evidence. Click mouse to reveal the answer to the question.
• Key Concept: Organization is an important component in any argument. Not only does a clear sense of organization guide the reader through the reasoning process, but it also demonstrates the credibility of the writer--that the writer has a clear conception of the issues involved and has the ability to offer a well-crafted response to the topic. An argument that has a confusing organization--that jumps from point to point without establishing connections between topics--is less likely to be convincing to its audience. Click to reveal each item.
• Rationale: This slide illustrates the topics covered in this presentation, as well as the ordering of the introduction, body paragraphs, and conclusion within an argument.
• Key Concept: The title is often an overlooked component in the development of arguments. Indeed, the title provides the first words the audience encounters upon reading the paper. The title should introduce the topic of the argument as well as generate interest in reading the argument. Click to reveal each listed item.
• Key Concepts: This slide offers suggestions for creating a title that builds upon the topics discussed within a paper. A brief, provocative image can invite the reader to find out more about the topic. Picking up on significant words or phrases offered throughout the paper can contribute to a sense of unity within the argument. Asking a question can also provoke a response from the reader; however, students should be aware that such questions should be answered within the course of the argument. Unanswered questions can indicate a weakness in the argument of the topic. Titles that are too general or lack character do not invite the reader to delve into the first paragraph and begin reading.
• Activity: The facilitator may have students consider which title for a paper on road rage is the most effective. “Road Rage” provides little to entice the reader, though it does introduce the topic. “Can’t Drive 55,” while offering an interesting image, would better fit a paper on the speed limit than on road rage, which is defined by more than speeding. Also, “Can’t Drive 55” is unoriginal (a title from a popular Sammy Hagar song). The third choice is the best selection here: it both introduces the topic and provides an interesting analogy to describe the seriousness of the problem.
• Key Concept: The introduction continues upon the tasks of the title--it both introduces the topic and generates audience interest in reading the entire paper. The introduction also indicates the purpose of the paper--to inform, persuade, call to action, etc.--as well as offers a plan for the ensuing argument. Click mouse to reveal answers to questions.
• Activity: The facilitator may ask students about effective methods for beginning an introduction, and then reveal responses by clicking the mouse. Key Concepts: A personal anecdote illustrates the writer’s involvement within the topic, as well as moves the topic from the abstract to the real. Examples , both real (have happened) and hypothetical (have the potential to happen) can also help to illustrate the problem. Posing an interesting question can also generate reader interest; however, the question should be answered within the course of the paper. A quotation can provide a branch for discussion. Quotations, however, should be made relevant to the topic of the paper. An explanation of shocking statistics or the presentation of a striking image can also invite the audience to continue reading the paper. Click mouse to reveal each listed item.
• Key Concept: A definition of a thesis statement is offered in this slide. The facilitator may choose to emphasize to students the difference between a claim that has to be proven and a statement of fact. Click mouse to reveal answers to the question.
• Key Concept: This slide discusses the role of the thesis statement in the paper. Thesis statements are often located in the introduction, thereby setting up for the reader the claims of the argument. However, theses may also be located in the body paragraphs or in the conclusion, depending upon the writer’s purpose, audience, topic, and mode of argument. Activity: Additionally, the facilitator may also wish at this point to discuss strategies for constructing a thesis statement for a current class assignment.
• Activity: The facilitator may ask students to identify the most effective thesis statement from the three listed examples. The first example, while a well-phrased informative sentence, offers a factual statement rather than an argumentative claim that needs to be proven. The third example also fails to provide an effective claim about the value of the V-chip. The second example is the strongest argumentative thesis; it clearly articulates the writer’s position on the issue and suggests that the writer will proceed to prove this claim throughout the rest of the paper.
• Key Concepts: This slide explains the function of body paragraphs within an argument-to continue proving the claim posited in the thesis statement. Clearly stated topic sentences within each paragraph can help writers to focus their arguments around their thesis statements. The facilitator may also suggest that students offer a synopsis of the topic, including the history of the issue and recent changes in current events that affect the topic.
• Key Concepts: Body paragraphs may be ordered in various patterns, depending upon the purpose, audience, and topic of the argument. This slide offers participants options for organizing their work. Activity: The facilitator may choose to offer suggestions on organizing patterns for a current argumentative assignment.
• Key Concepts: Concerned with asserting the importance of their own claims, writers sometimes overlook the importance of considering the views of the opposition within their own arguments. Countering oppositional claims demonstrates to the audience that the writer has carefully considered multiple components of the issue and has reached an educated decision. If a writer finds that the opposition cannot be countered effectively, he or she may need to reevaluate his or her own opinions and claims about the argument.
• Key Concept: Counterarguments may be located at various points within a paper. It is important, however, that the writer offer a convincing response to the claims of the opposition. Activity: The facilitator may choose to offer specific tips to students about counterarguing in a current argumentative assignment.
• Key Concepts: This slide suggests the importance of considering the audience in offering a counterargument . If a writer is trying to argue about the dangers of second-hand smoke to a group of smokers, the writer needs to offer his or her opinion in such a way that the opposition can see the rationality of his or her claims. If the writer instead chooses to rant about how much he or she dislikes smokers, it is doubtful that the audience will feel any sympathy with the argued position and will reject the argument. The facilitator may choose to emphasize that tact and audience consideration are very important elements of effective counterarguments.
• Key Concepts: Writers sometimes fall into the trap of letting research material overwhelm the paper, rather than using sources to prove their own argumentative claims. It is important to be selective when using source material; just because a source may relate to your topic does not mean it will necessarily be useful or relevant to proving your claims. Offering clear topic sentences that articulate claims relating to the thesis can be a useful strategy for offering a frame to researched material. Sources can then be used to back the claim provided in the topic sentence.
• Key Concepts: The conclusion is also an important paragraph in a paper--it provides the last words that a writer will present to his or her audience. Therefore, it should have a lasting impact. The conclusion should work to reemphasize the main claims of the argument, articulating the importance of the argued position and, when appropriate, the reader’s need to take action on the issue. Writers should also avoid raising new claims in concluding paragraphs--there is no more room to argue points comprehensively or convincingly. Such new points would be better repositioned within the body paragraphs. Click to reveal each point.
• Rationale: This slide reemphasizes the main points covered in this presentation. Activity: The facilitator may at this time choose to field questions about the organization of an argument.

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Unit 4: On Presenting Arguments

Ashleigh Severson

The chapters in Unit 4 are filled with information on argumentation and writing persuasive essays, that can get somewhat dry for students to engage with long term, especially those who have strong interests in creative writing and viual arts.

For the second part of the coordinating assignment in Unit 4, students must create a brief PowerPoint presentation about their argument in the essay from Part I. This is where students will apply both creativity and speaking skills to this assignment.

Suggestions to enhance student presentations:

• Designing Effective Slides : Teach students the basics of creating clear and engaging PowerPoint slides. Emphasize the importance of visual aids, concise text (slide word count), and speaker’s notes. Provide examples of successful and ineffective slides to illustrate key points.
• Oral Presentation Techniques : Conduct a mini-workshop on public speaking and presentation skills. Topics can include maintaining eye contact, using body language, managing speaking anxiety, and how to effectively use speaker’s notes.
• Integrating Visual and Oral Components : There are many resources online to aid in the creativity and impressiveness of student PowerPoint presentations, don’t be afraid to share these resources with students and instruct on how to use them, if interested. Then, guide students in translating their written arguments into a visual format. This involves selecting key points to highlight in their slides and practicing how to verbally elaborate on these points while presenting.

By integrating these strategies and activities, you can create a comprehensive and engaging unit that helps students master the art of argumentation. The combination of writing and presenting their arguments will not only enhance their persuasive writing skills but also prepare them for effective communication in various contexts. Encourage students to be critical thinkers, confident speakers, and persuasive writers, ready to tackle argumentative writing with clarity and conviction.

Advanced Composition Copyright © 2024 by Collette Bliss & Ashleigh Severson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Persuasive Speech Assignment

Introduction to effective speaking (comm1071), university of cincinnati.

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Persuasive presentation, assignment packet, criteria sheet for persuasive presentation.

(4-6 Minutes + 30 Second “Grace Period”) (75 Points) PREPARATION: Content/Topic  Topic Guidelines – For this assignment, you are to select a current, controversial issue which has two defensible sides or points of view. Examples include euthanasia, the insanity plea, corporal or capital punishment, animal rights, gun control, cloning, nuclear power, health care or educational reform, or freedom of speech. (The following topics – alcoholism, pollution, and littering, for example – will NOT work unless you focus on methods of correcting these problems.)  Whatever your topic choice, your goal is to device a Proposition of Fact, Value, or Policy which will ask the audience to agree with your stance: for example, we might be asked to agree that seat belts would save lives, that cloning total human beings is unethical, or that the drinking age should be raised in Ohio. Do not ask us to do anything: simply state what we should, have to, ought to, or must think, feel or do. Seek mental and emotional agreement only, in other words.  *Appropriateness to the Audience & Occasion – Select a topic with which you have some knowledge and/or experience and which interests you. You must believe in what you are going to try to persuade us to agree with! Also select a topic which is likely to interest your audience, and which can be sufficiently limited in scope so as to be covered within the time limit. Be realistic! Introduction  Attention Getter – Creatively grab our attention using 1-3 attention getting devices!  Reason to Listen – What’s in it for us? Provide reasons or needs to know about your topic. Also provide background information as needed, such as definitions of terms, legal, political, or ethical information, historical backdrops, limitations in your topic scope, and so on. Use as much common ground and emotional/motivational appeal as you can muster in the time allotted. Set the tone!  Speaker’s Credentials – Reveal your knowledge, experiences, interests, and/or research surrounding this topic. Play up your credibility! Thesis  Clear Proposition – You are to state your stance as a clear persuasive proposition, including your general purpose (to persuade), a reference to your audience, the stance which represents what you want your audience to know, feel, or do. You may use a Proposition of Fact, Value, or Policy for this speech.  Preview of Main Points – Again, within the same sentence as begun above, preview the main points or reasons which you are using to structure the Body of your speech. Present them in the order in which they will be covered.  Enumeration – Enumerate each main point (e. 1st, 2nd, 3rd, 4th, 5th). Organization  Statement of Reasons – Each main point in the Body of your speech is to constitute one, clear reason to support your stance. Use the WHY-BECAUSE TEST to ensure that you are using reasons for main points. That is, ask yourself, “Why should the audience agree with my stance?” You then will generate a number of statements beginning with because, so that, due to, in order to. Following the question “why” with the word “because” always generate reasons. Continue with the WHY-BECAUSE TEST to generate

Wording  Clarity – Use wording that is precise, specific and concrete, direct and to the point. Avoid technical jargon and other professional language unless you must use it, and in these cases, be sure to define your terms.  Vividness – Use wording that creates mental images through detailed descriptions and figures of speech.  Appropriateness – Avoid offensive language and slang. Use Standard American English. Transitions  Enumeration – Again, enumerate main points when stating or restating your thesis and throughout the Body of your speech. Also employ enumeration, as appropriate, for supporting material  Signposts – Bridge your main points by signaling the end of one and the beginning of the next (e. “Now that we have looked at one reason why you should agree with my stance, let’s turn to another reason with even more convincing evidence,” or “Now that you have learned about one reason to support my stance, we are ready for the third and most important reason for agreeing with my stance.”  Words & Phrases – Continue to employ clear transitional words (e. and, or, but, however, therefore, so) and phrases (e. in addition, last but not least, more specifically, of greatest importance) throughout. Use of Notes  Key Words & Phrases Only – Avoid complete sentences on notecards, except for quotations or opening or closing lines. This is to prevent you from reading notecards.  Maximum of 6 Cards – No more than 1 card per minute of speaking time. This also prevents reading!  Follows General Guidelines – Prepare 3x5 or 4x6 notecards. Limit your notes to one side of each notecard. Record your notes on the cards vertically, and number each card. Talk to the audience rather than your notecards! Hold them in one hand, lift them up to eye level, and avoid playing with your cards. Delivery  Body Language – Focus especially on eye contact! In addition, focus on facial expressions and stance, but mainly gestures and movement.  Vocal Dynamics – Focus on clear articulation, an appropriate volume, pitch, and rate, and overall vocal variety. Project enthusiasm and conviction in your voice!  Reduced Vocal Dysfluencies – Reduce “uhs,” “ums,” “you knows,” “likes,” and so on.  Appropriate Dress – Dress up for your speech! This will help you feel polished and professional. Question & Answer Session  Taking Notes As Others Speak – As your own partner(s) are speaking, and even as you are serving as a listening audience member, use a sheet of notebook paper to write down questions for the Q&A period following the individual speeches.  Use a Confident Demeanor – Avoid sounding surprised, embarrassed, nervous or shy when you are asked a question. Appear confident, even if you may not feel abundantly confident.  Solicit Clarification – When a question is asked, paraphrase the question and feed your understanding of it back to the sender. Allow them to confirm your understanding or to clarify their meaning. If you don’t understand the question, ask for clarification by saying for example “Could you clarify what you mean by....”  Answer Questions Clearly – Provide your answers clearly and succinctly. If you don’t know the answer, graciously state that you do not know the answer to that question, but that you find it to be an interesting question, and that you will investigate the answer. Overall Effort  Apparent Study – Does your speech follow enough criteria to demonstrate time and effort studying?

 Rehearsal – Is your speech presented in such a way that it reflects a polished presentation? Rehearse your speech at least 5-6 times alone, with family or friends, and perhaps in the classroom when it is vacant! Use covert, behavioral, and in vivo methods. Strive for spontaneity and variation during rehearsals.  Time Limit – Does your speech fall within the allotted time limit? EVALUATION SHEET FOR PERSUASIVE PRESENTATION

CONCLUSION:

 Summary/Review?  Clincher parallels Introduction w/appeal for agreement?

 Follows general rules of outlining?  Equals approx. ½ of total words spoken?  Shows careful & complete preparation?

 Min. of 5 references used??  Appropriate use of 4 C’s?

 Clear, direct & to the point?  Vivid?  Avoids inappropriate language?

TRANSITIONS:

 Enumeration used throughout?  Main reasons are signposted clearly?  Appropriate words and phrases used throughout?

USE OF NOTES:

 Employs key words & phrases only?  Uses a maximum of 5 cards?  Follows general guidelines?

 Eye contact is used the majority of the time?  Facial expressions, stance gestures & movement, & dress are appropriate?  Vocal variety employed?  Articulation clear?

Q & A SESSION:

 Answers questions confidently?  Solicits clarification?  Answers questions clearly?

OVERALL EFFORT:

 Preparation reflects study & thought?  Rehearsal is evident?  Adheres to time limit?

OUTLINE FORMAT FOR PERSUASIVE PRESENTATION

(4-6 mins.; 2-3 Pages; IBC Format; Approx. ½ # of spoken words; Final draft due day of speech) INTRODUCTION (15% - Approx. 1 min.) I. Attention Getter: II. Reason to Listen: III. Speaker’s Credentials: IV. Thesis: BODY (75% - Approx. 4 ½ mins.) I. Main Reason #1: A. Facts & Statistics 1. 2. B. Experts or Authorities 1. 2. C. General Support TRANSITION: II. Main Reason #2: TRANSITION: III. Main Reason #3: TRANSITION: IV. Main Reason #4: TRANSITION: V. Main Reason #5: TRANSITION: CONCLUSION (10% - Approx. 30+ Seconds) I. Summary or Review: II. Clincher Paralleling Introduction with Appeal: REFERENCES (Standard MLA, APA, or Turabian Format) 1. 2. 3. 4. 5. DELIVERY NOTES  Use of Notes  Body Language  Vocal Dynamics (Use a paragraph format for each of the 4 purposes of the Intro.) ORAL CITATIONS: (Continue to follow the general rules of outlining already noted for your 1st two speeches. In addition, your support for each main reason should follow the format shown here, including facts & statistics, experts or authorities, & general support.) (Use a paragraph format for each of the 2 concluding purposes with an appeal to agree with your stance at the end of your speech

a. Results of study # b. Results of study # 2. Students with more money can afford to boost their scores. a. They can afford tutoring for tests. b. They can afford to take the tests several times until they improve their scores. 3. Let me share my personal experience with my friend Taylor and how his economic advantage even helped me. a. Taylor’s parents paid for me to take SAT classes at Sylvan’s Learning Center. b. Of course they also paid for Taylor to take SAT classes at Sylvan’s Learning Center. c. We both improved our scores, but I have felt guilty ever since because I have other friends who didn’t have someone else’s generosity to fall back on. B. For another, the SATs are culturally biased.

• Tests are geared to students of one environment. a. Students from the “wrong” schools can’t do well. b. A lack of English mastery is devastating to scores. (1.) For students from U. subcultures (2.) For foreign-born U. students.
• Culture-free tests are not a solution. a. None have been developed. b. Attempts cannot be properly tested.
• This is like trying to make the shoe fit all people when we obviously wear many different sizes.

I. Summary/Review: In summary, SATs should be abolished for two solid reasons: one, they are unreliable for measuring intelligence or aptitude, and two, they are both economically unfair and culturally biased. II. Clincher Parallels Introduction: It’s hard to imagine why the intelligent and hard working people who run our colleges and universities continue to rely heavily on SAT scores for selecting students each year. In some places, this is changing, but in others, it appears to be an unaltered habit, Let’s celebrate the diversity this melting pot we call the United States of America represents. It’s time for a change. REFERENCES “Coaching Daze.” Time, June 11, 1993, p. 57. Educational Testing Service. Fall Report. Princeton, NJ: ETS Publishing, 1997. Federal Trade Commission. Special Report on SATs. Washington, D.: FTC Publishing, June 1996. Gordon, J., Guidance Counselor, Grant High School. Interview, 1-2:00 pm, November 11, 1998. Selegman, D. “Rich Are Different.” Fortune, May 5, 1990, p. 84. Spring 1995 D. Shah, “SAT Cramming: Does It Work?,” Newsweek “Coaching Daze,” Time, June 1993 K. Hunt, Taking Culture Out Of Aptitude Tests, 1998

Shah, D. K., “SAT Cramming: Does It Work?” Newsweek, June 11, 1995, p. 113. DELIVERY NOTES Use of Notes: In order to be persuasive, it is important that I know my speech well enough that I can interact with the audience and not have to rely on my notes except for an occasional reference. To aid my eye contact and spontaneity, I will pare my notecards down to key words and phrases only on one side of no more than 5 notecards. I will write out my notes vertically, and emphasize my oral citations and quotation with a yellow highlighter. I also will be certain to number my cards, and rehearse shifting cards in a logical and consistent manner. Body Language: Being in command of my speech materials and the order in which it will be presented will aid me in affording myself the freedom to use my body effectively during my persuasive speech. My credibility as a speaker will rest on my ability to establish eye contact with my listeners the majority of the time. This is critical to affecting them persuasively, thus I will use my buddy to give me auditory cues by dropping pennies in a glass every time I neglect to look at her for more than 5 seconds. Together we will work to increase my eye contact until I am looking at the audience 80% of the time. In addition, I need to animate my facial expressions in such a way that I project the serious nature of my topic and hold attention and interest. My gestures and upper body movement will aid in holding attention and interest also, and will aid in emphasizing key ideas in my speech. I will use a mirror as well as my buddy system to help with facial expressions, gestures, and upper body movement also. Moreover, I will dress in a business-like suit so I convey professionalism and authority. Vocal Dynamics: To further the audience’s attention and interest in my speech topic, I further will attempt to employ vocal variety and clear articulation. I will rehearse with a tape recorder to check my vocal dynamics, and adjust my delivery as needed. I also will use by buddy to give me auditory cues by dropping pennies in a glass every time I neglect to hold her attention and interest due to static rather than dynamic vocal performance. Goal #1: I would like to move at transition points throughout my speech by mapping out when and to where I will move throughout my speech in a choreographed way. During behavioral rehearsals, I will have my rehearsal partner drop a coin in a glass every time I fail to move during my transitions from the Introduction to the Body and from the Body to the Conclusion as well as between main points in the Body. We will continue to rehearse in this manner until I have polished my movement. In this way I hope to increase my ability to move during a speech by 50%. If this method fails to work for me, I’ll ask my professor for additional ideas. Goal #2: I would like to enhance my emotional appeal through my vocal variety and expressiveness by 25%. I will read aloud from magazines while focusing on my vocal variety and expressiveness to convey the tone of my speech effectively; that is, I’ll use high and low volume and pitch and fast and slow rates. After I have exercised my voice in these ways, I will cut back to a normal voice and see if I have made gains. I will have my rehearsal partner provide me with feedback about the quality of my vocal variety and expressiveness. If I need to adjust my plans, I will ask my professor for further ideas.

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Course : Introduction to Effective Speaking (COMM1071)

University : university of cincinnati.

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Argumentative and Persuasive Presentations

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Argumentative & persuasive presentations.

To be effective, an  argumentative  essay must contain elements to help persuade the audience to see things from your perspective. These components include a compelling topic, a balanced assessment, strong evidence, and persuasive language.

Find a Good Topic and Point of View

To find a  good topic  for an argumentative essay, consider several issues and choose a few that spark at least two solid, conflicting points of view. As you look over a  list of topics , find one that really piques your interest, as you'll be more successful if you're passionate about your topic.

Once you have selected a topic you feel strongly about, make a list of points for both sides of the argument. When shaping an argument you'll have to explain why your belief is reasonable and logical, so list points you can use as evidence for or against an issue. Ultimately, determine your side of the argument and make sure you can back up your point of view with reasoning and evidence. Work against the opposing point of view and prove why your stance is correct.

Gather Evidence

One of your essay's first objectives will be to assess both sides of your issue. Consider strong arguments for both your side, as well as the "other" side—in order to shoot their statements down. Provide evidence without drama; sticking to the facts and clear examples that support your stance.

You may look for research that provides statistics on your topic that support your reasoning, as well as examples of how your topic impacts people, animals, or even the Earth. Interviewing experts on your topic can also help you structure a compelling argument.

Write the Essay

Once you've given yourself a solid foundation of information, begin to craft your essay. An argument essay, as with all essays, should contain three parts: the  introduction , the body, and the  conclusion . The length of paragraphs in these parts will vary depending on the length of your essay assignment.

As in any essay, the first paragraph of your argument essay should introduce the topic with a brief explanation of your topic, some background information, and a  thesis statement . In this case, your thesis is a statement of your position on a specific controversial topic.

Present Both Sides of the Controversy

The body of your essay should contain the meat of your argument. Go into more detail about the two sides of your topic and state the strongest points of the counter-side of your issue.

After describing the "other" side, present your own viewpoint and then provide evidence to show why your  position  is the correct one. Work to discredit the other side using some of the information you discovered in your research. Choose your strongest evidence and present your points one by one. Use a mix of evidence, from statistics to other studies and anecdotal stories.

A strong conclusion can help summarize your point of view and reinforce with your reader why your stance is the best option. You might consider reserving one overwhelmingly shocking statistic for the conclusion, one that leaves no room for doubt in your reader's mind. At the very least, use this final paragraph or two as an opportunity to restate your position as the most sensible one.

When writing your essay, consider these tips to help craft the most rational and poignant argument for your readers. Avoid emotional language that can sound irrational. Know the difference between a logical conclusion and an emotional point of view.

Don't fabricate evidence and don't use​ ​ untrustworthy sources  for evidence, and be sure to  cite your sources .

Courtesy of ThoughtCo.com  https://www.thoughtco.com/write-an-argument-essay-1856986

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Argumentative Presentation Assignment (Instructions and Example)

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Post this assignment to your Google Classroom along with a blank Google Slides for your students to work on. Students will select a topic and create an argumentative presentation to present to the class. You can use this in place of an essay or just as a project for the students to work on.

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