Student Learning Outcome:
● Student will select their topic for the Advocacy Speech . (See Page 3)
Background:
● The topic for the Advocacy Speech will focus on the work of an
organization that advocates on behalf of social justice issues.
○ Advocacy will be defined as follows for this assignment:
■ the act or process of supporting a cause or issue on
behalf of someone or something that is currently not
able to do so for themselves.
● The best resource for your speech will be the website for the organization
you are speaking about.
● Before starting this quiz, students will need to identify the organization and
be familiar with the organization’s website. You will need information from
the organizations website to complete the quiz.
● This quiz should be completed before 11.59 pm, Sunday May 8th, in order
to receive feedback prior to class on Tuesday May 10th.
● Students have struggled with one important element of the Advocacy
Speech and that issue is addressed in Question 3 of the Q#3.
○ Q#3, Question 3: “Please provide a narrative from someone
whom your organization has helped through their action
regarding the social issue.”
● Student’s must identify the narrative of someone who has been helped by
the advocacy group and the work the group sponsors or service it
provides.
○ An effective narrative provides; context, meaning, and interest
to listener and speaker.
○ Therefore, the narrative you provide should do the following:
■ Help you understand how the individual is being hurt
by the social issue;
■ Demonstrate the effectiveness of the advocacy
group’s work to address the social issue.
■ You need to find the the narrative interesting.
○ Often times, students will provide information what the group
does, and while that may address the first two tenants of a
narrative, that information often fails at the last because it isn’t
that interesting.
○ The narrative will provide the most compelling part of your
speech and therefore the success of your speech depends
upon the effectiveness of the narrative.
Instructions:
● You should have selected the organization you will use for the Advocacy
Speech.
● You will need to be familiar with the organizations website and be able to
find the following on the website:
○ Mission statement: This will be one of the questions on this
quiz but you won’t necessarily use this during the speech. This
question is meant as a way for you to gauge how closely you
align with the work of the organization. You will often find the
mission statement in the “about us” page of the website.
○ Narrative: You will use this as a significant portion of your
speech and the narrative must tell the audience a story. A story
has a beginning, a middle, and an end. There should be a
climax during the story that will be compelling to the audience.
The narrative can be found in many different parts of the
website, here are few:
■ “About Us” page
■ “History” of the organization on the “About Us” page.
■ “Testimonial” page
■ “News Articles” or “In the News” page. This will be a
variety of published articles written about the
organization.
Examples of Responses using The Delancy Street
Foundation:
1. Organization’s webpage: Delancy Street Foundation
2. (Links to an external site.)
3.
4. Organization’s mission statement: Delancy Street: What We Believe
5. (Links to an external site.)
6.
7. Narrative from the organization: Delancy Street: Our Story
8. (Links to an external site.)
9. (remember you must provide the written narrative not just the link. I gave
the link so you could see where I found it within the website.)
Advocacy Speech
Purpose of Assignment:
This is the course culminating assignment. Students will demonstrate how to apply
skills and knowledge they have acquired during the semester as they persuade an
audience to support the efforts of an advocacy group.
Course Learning Outcomes:
CLO1: Identify and assess socially significant and intellectual topics, then compose
and deliver extemporaneous oral presentations (using note cards or key-word
outlines) on those topics.
CLO2: Engage in critical and analytical listening.
CLO3: Analyze audiences, adapt oral presentations to diverse audiences and use
that information to accomplish the purpose of the speech.
CLO4: Assume the ethical responsibilities of the public speaker, including basic
understanding of the economic, legal and social issues surrounding the access and
use of information.
CLO5: Students will be able to (1) engage in substantive discussions about diversity
and (2) develop written communication skills.
This assignment will demonstrate the students mastery of the Course
Learning Objectives as they successfully complete these elements of the
assignment:
1. The topic will allow the student to demonstrate effective critical thinking
skills as they select an organization that engages in work related to issues
of social justice. [CLO1,4 & 5]
2. Speech Construction & Delivery:
1. The use of Monroe’s Motivated Sequence (MMS); will
demonstrate the students ability to engage in socially significant
topics related to social justice. MMS will also help the student
demonstrate how they have craft their speech with a specific
audience in mind. MMS requires the student to assess
information as they construct augments that are logically sound.
[CLO1,3,4 & 5]
2. Speech Outline: Demonstrates the students ability to organize
the information in an interesting and compelling manner in order
to motivate an audience to engage causes related to social
justice. [CLO1 & 4]
3. Sources: Effective use of source material will demonstrate the
students ability to research and select material that will most
effectively support their positions in an equitable manner.
[CLO4]
3. Speech Construction: The Written Portion of the assignment
demonstrates the students ability to construct arguments based on sound
logic, the ability to select the best supporting information, and demonstrate
effective written communication skills. [CLO1,4 & 5]
4. Speech Delivery: Provides the students opportunities to demonstrate
active listening skills as they respond to audience feedback as they deliver
the speech. [CLO2]
Assignment Requirements:
Written Portion:
1. The topic should be about an advocacy group or organization focusing on
the communities and individuals who benefit from the groups or
organizations work and why you are advocating for them.
2. The speech should be 4-5 minutes in length and should be constructed
using language should be persuasive and informational. Time does not
allow for speeches over 5.30 minutes, so speakers who exceed the time
will be asked to come to a stopping point quickly.
3. Speech format must include Monroe’s Motivated Sequence (MMS) used
effectively within the speech outline.
1. MMS steps must include the following; attention (the attention
must be a narrative), need, satisfaction, visualization, and
action. These steps will be worked into the standard speech
outline format. (This is a modification of the format used to write
your debate brief earlier this semester).
1. Introduction: Should include the recommended
Attention getter, the thesis for the speech, and a
preview of the rest of the speech.
2. 3 Main Points: Information is divided into three
distinguishable sections which are separated by
distinctive transitional statements.
3. Conclusion: Should include the review of the speech,
restatement of the thesis; and return to the attention
getter.
4. You should demonstrate something tangible that you have done on behalf
of the advocacy group. This would be an investment of time, energy, or
person.
5. You must cite all sources used as you research and present your speech.
There is not a required number of sources but the sources you
choose to use must represent a diverse viewpoint and be properly
cited during spoken and written usages following a consistent
format.
6. A typed full sentence outline (this means outline, do not submit the
assignment as an essay) of the speech will be submitted to Canvas
prior to the final exam date and time for each section. I expect that some
differences will occur but the fundamentals of the performance and the
outline should be consistent.
Oral Presentation
1. Your presentation skills should draw upon extemporaneous speaking
skills, informative speaking techniques, and effective verbal and
non-verbal communication skills specifically suited for online delivery.
Total Points for the Assignment will be weighted as follows (please note both
the written and performance portion must be completed jointly, no partial
credit will be granted):
Written Portion:
● Speech format is followed: Monroe’s
Motivated Sequence (MMS) is used
effectively within the speech outline. MMS
steps must include the following; attention
(the attention must be a narrative), need,
satisfaction, visualization, and action.
15 Pts.
● Sources cited appropriately in all areas:
oral citations or signal phrases, intext
citations for written text, and References
page included.
10 Pts.
● Sound logic and reasoning used
throughout the speech.
10 Pts.
● Writing is free of grammatical and spelling
errors and following all other rules for
academic writing.
5 Pts.
Total Points for Written
Portion: 60 Pts.
Performance Portion:
● Verbal communication skills used
effectively to deliver the speech.
5 Pts.
● Non-verbal communication skills used
effectively to deliver the speech.
5 Pts.
● Delivery is relaxed and conversational. 5 Pts.
● Delivery is well suited for an online format. 5 Pts.
Total Points for
Presentation Portion: 20
Pts.
Total Points for
Assignment: 80 Pts.
Resources & Supplemental Assignments:
Assignments in the module are designed to assist the student as they construct the
speech and provide small group activities which allow them to practice the skills
needed to successfully complete the assignment. These are the assignment:
● Q#3: Topic Selection for the Advocacy Speech assists the student as they
select the organization they will speak about during the speech.
● E#7: Monroes Motivated Sequence will provide an opportunity to apply the
principles of MMS in small group presentations.
● Q#4: Peer Outline Review will give students the opportunity to review the
work of other students and receive feedback prior to submitting the final
assignment.
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