DVD Guide
The DVD that accompanies Public Speaking and Civic Engagement presents two broad categories of presentations: classroom speeches and community presentations. All of the speeches focus on civic engagement topics, and the community presentations illustrate citizens, community leaders, and professionals who are actually engaged in public deliberation and advocacy in real-life civic settings.
Here are some suggestions for using the DVD in class:
Classroom Speeches: Informative
AED: The Automated External Defibrillator
View the informative classroom speech, “AED: The Automated External Defibrillator,” in conjunction with assigning Chapter 14. Ask students to identify the type of informative speech the student is giving, as well as the pattern of organization used by the student. Discuss its overall effectiveness and possible ways to improve it.
Besides the above, you might ask:
1. How effective is this speaker's introduction? What does he do to capture the audience's attention, establish his purpose, and justify his topic? Other elements?
2. To what extent and in what ways does this speech fulfill the text's definition of an informative speech? Note: This question can be posed of each of the speeches in this section.
3. Evaluate the quality of the speaker's evidence. Is it sufficient and compelling? Explain.
4. To what extent does the presentational aid that the speaker uses through much of the speech enhance the clarity of the procedures he is explaining? Elaborate.
5. This speaker uses extemporaneous delivery. How effective is his style of delivery? Elaborate.
Mentors for Children
1. The speaker begins by noting the value of mentors in her own childhood, concluding by offering her mother's advice. Was this a good way to begin her speech? Why/why not? Is anything missing from her introduction?
2. This speaker uses a wide variety of evidence. List three examples of the supporting material she uses and evaluate it, using the criteria for evaluating evidence offered in Chapter 8.
3. According to the speaker, what are the benefits of mentoring for children of prisoners and for girls? How clearly and effectively does she justify focusing on these two groups? What other groups of children might she have excluded?
4. Does this speaker's delivery enhance or distract from her message? Elaborate.
Childhood Obesity
1. How does the speaker seek to establish her credibility in the introduction? Is she successful? Explain.
2. What problems does she identify that are associated with childhood obesity? Were any of these news to you? If not, to what extent was she successful in being "informative"?
3. This speech incorporates extensive and varied evidence. Which pieces of evidence do you find the most compelling? Why?
4. The speaker uses a number of presentational aids. Using the criteria for evaluating presentational aids and their use by speakers offered in Chapter 13, how could the speaker have improved her construction and use of these aids?
5. The speaker spends considerable time in the last part of her speech telling the audience what they can "do" about the problem of childhood obesity. Do you feel that she turned an informative speech into persuasive speech by doing this? Does it matter? Explain.
Classroom Speeches: Persuasive
HIV/AIDs in America
1. This speaker argues that HIV testing should be part of routine medical examinations. Does she advance a compelling case for this? Please elaborate.
2. How does she demonstrate the feasibility/affordability of her plan? To what extent is she successful?
3. What concerns or possible objections does she raise? Do you think she is successful in putting these concerns to rest? Why/why not? What might be some other objections?
4. This speaker speaks at a brisk pace. Does this serve to promote or diminish her credibility?
5. Would she likely be more or less effective if she spoke without using a podium? Explain.
Note: You might show the speech on “HIV/AIDS in America” early in the course as an example of a student who has selected a civic engagement topic—perhaps used in conjunction with students reading Chapters 1 & 2.
Investing in Our Future
1. This speaker begins and ends his speech with a quotation from President Franklin Roosevelt. How does the use of these quotations strengthen or weaken the speech?
2. What is the speaker's thesis? Is it clearly articulated?
3. In discussing Head Start, the speaker acknowledges some of the challenges with that program as it is currently implemented. Given those challenges, how does he make the future expansion of Headstart seem feasible and desirable?
4. The speaker describes three studies in considerable detail. To what extent does this discussion contribute to the case he is making for pre-school education? How might he have further enhanced this argument?
5. The speaker uses several graphs to present the results of the studies. Using the criteria for using presentational aids presented in Chapter 13, how effectively did he use these visuals? Please elaborate.
6. At the end of the speech, did you support the speaker's thesis? Why/why not?
Note: “Investing in Our Future” could be viewed in conjunction with students reading Chapters 8 & 9, as it is filled with varied forms of evidence for students to critique. You can also examine the extent to which the speaker appears to have conducted sound research.
The Cost of Bad Drivers
1. Please critique this speaker's delivery in terms of eye contact, facial expression, vocal qualities, movements, and gestures. In what ways does his delivery represent good extemporaneous delivery? Any deficiencies?
2. Was the speaker able to convince you of the seriousness of this problem? Why/why not?
3. How does humor function in this speech?
4. Evaluate the nature and quality of the evidence the speaker uses.
5. How does he argue for the affordability of his plan? Any reservations?
6. In what ways does this speaker adapt his topic to this specific audience at various points in the speech?
Note: The persuasive speech, “The Cost of Bad Drivers” might be viewed when you assign Chapter 6 and address topic selection in class. You can raise the question of whether the student does a good job of taking what sounds like an ordinary topic and making into an interesting/engaging speech.
Same Sex Marriage
1. This speaker begins her speech by comparing the plight of same-sex couples today to that of interracial couples over 30 years ago. How does this comparison illuminate and strengthen her argument? Are there any weaknesses in this comparison?
2. The speaker argues that the Defense of Marriage Act (DOMA)is flawed for several reasons. What reasons does she advance, and how convincingly does she explore them? Do you agree or disagree with the speaker? Why/why not?
3. At several points in her speech, the speaker calls upon the audience to remember the values and traditions of America. To what extent is she successful in appealing to these values (such as liberty, freedom, etc.)?
4. According to the speaker, what are the benefits for same-sex couples if their unions/marriages were to be recognized by the law?
5. If an audience member favored DOMA at the beginning of this speech, to what extent do you think he or she would be swayed by the speaker’s arguments? Please elaborate.
Note:“Same Sex Marriage” could be examined while discussing argument—and along with reading Chapter 16. The topic is highly controversial and the arguments advanced are sophisticated and somewhat unusual. This speech could also be assigned in conjunction with Chapter 4, asking students (especially those who disagree with the speaker) to practice active, critical listening as they view the speech.
Benefits of Carpooling
Note: It is important for students to understand that this speech was delivered in Detroit in a WayneStateUniversity classroom.
1. The speaker begins and concludes his speech by asking the audience to close their eyes and imagine breathing air that is either polluted or fresh and clean. To what extent do you feel this kind of device engages the audience’s interest and involvement? Explain.
2. According to the speaker, what dangers are associated with air pollution, and how effectively does he document the extent and seriousness of each?
3. Does the speaker’s use of PowerPoint slides enhance or diminish the impact of his presentation? Refer to the text’s guidelines for using presentational aids discussed in Chapter 13.
4. How would you describe the speaker’s organizational pattern (including his use of transitions and transitional devices)? Can you think of a more effective way to develop and organize this speech?
5. In addressing the problem of air pollution, the speaker calls for carpooling as a solution, framing it as “one small step.” Has he convinced you that this step would have a significant impact on the problem, or might he have called for other actions as well?
Mandatory Minimums
1. When you consider the elements that are to be included in speech introductions discussed in Chapter 9 of your book, please describe how this speaker constructed her introduction. Were all components there, and how effective was each?
2. The speaker argues that the mandatory minimum prison sentence denies justice in two ways. What are those ways, and how well does she explain and document each? Discuss the kinds of supporting materials she uses and their relative effectiveness.
3. What better courses of action does she promote? How convincing are her arguments (refer to Chapter 16)?
4. The speaker calls for action on the part of three groups: the Supreme Court, the U.S. Congress, and citizens in her audience. In your view, to what extent could actions taken by her classroom audience make a genuine difference in addressing this problem?
5. She concludes her speech by saying, “We can restore a little justice to our justice system.” Was this a memorable/compelling concluding statement? Can you think of better ways to conclude?
Interstate Commerce Clause
1. Both this and the preceding speaker use a specific style of delivery (often seen in speech contests) which is characterized by the following: delivering the speech from memory, moving at specific points in the speech (such as, between the introduction and the body of the speech), speaking fairly rapidly, and emphasizing certain words in a stylized way. How do you assess this kind of delivery in terms of its impact on the audience’s understanding and attitudes toward the speaker and topic?
2. According to the speaker, in what sense has the notion of “economic activity” been too broadly defined by both liberals and conservatives?
3. Sketch out the outline of this speech. What pattern of organization is used? Was it easy to follow? How might the organization have been improved? Please be specific.
4. What does the speaker mean by “the clause that ate the Constitution?”
5. The speaker asserts that “our rights have been violated.” Describe your understanding of how that has occurred.
Genetic Cloning
1. What do you see as the specific purpose of this speech? Do you think the speaker is clear in her sense of purpose? Explain.
2. Early in the speech, the speaker offers several definitions. Are they sufficient and clear? Please elaborate.
3. Comment on and critique the speaker’s use of transitions and transitional devices.
4. While this speaker was being taped, she had to stop and repeat some of her speech on two occasions. Sometimes a speaker will lose his or her train of thought while speaking to a live audience. What is the best way for any speaker to handle this kind of situation so as to minimize damaging her/his credibility?
5. What ethical dilemmas does the speaker identify? How well developed is each?
6. To what extent and in what ways does this speaker offer a fair and balanced treatment of the topic of genetic cloning?
7. Fairly near the end of the speech, the speaker asks why this topic should matter to the audience. Please discuss how she handled this issue in terms of timing and justification offered.
8. How effective was the speaker’s conclusion? Describe and critique the devices she used.
Alternative uses of these persuasive speeches:
Any of the speeches could also be used to demonstrate good oral style (Chapter 11), extemporaneous delivery (Chapter 12), organization (chapter 9), as well as persuasive speaking (Chapters 15 & 16).
Most of the speeches could be critiqued in terms of the use of different kinds of presentational aids (Chapter 13).
Classroom Speeches: Ceremonial
Nomination Speech
1. What is the award for which this student is being nominated, and why is it a great honor?
2. What are the key qualities the nominee possesses that qualify her for this award, according to the speaker?
3. Describe the speaker’s delivery, commenting especially on her voice and gestures.
4. How does the speaker organize her speech of nomination?
5. Speeches of nomination should be brief, yet compelling. To what extent do you think the speaker presented a strong and persuasive case for the woman she is nominating?
Acceptance Speech
1. This speaker expresses a great deal of humility. How appropriate or essential is expressing this kind of sentiment in accepting an award?
2. The speaker uses some humor in his remarks. How appropriate is this, given the nature of the speech and occasion?
3. The speaker thanks a wide variety of people who have contributed to his success. Does this part of the speech seem well developed without being overdone? Please elaborate.
4. What are the lessons the speaker hopes the audience will take home with them? To what extent do these lessons seem appropriate and memorable, given the nature of the award?
Community Presentations: Informative
View the speech segments from HIV educator, Mike Bryson (delivered to a classroom full of college students). Questions to pose might include:
1. To what extent is the speech informative?
2. How effectively does Bryson present this topic?
3. In what ways does his delivery enhance or undermine his effectiveness?
This speech could be used in conjunction with Chapter 5 (audience analysis), Chapter 14 (informative speaking), or Chapter 15 (the portion on establishing credibility).
Perhaps expand upon question 1., above, with the following:
a. To what extent does this "informative" presentation represent the text's view of informative speaking? How does it differ?
b. Do you agree with the text's definition? Why/why not?
Community Presentations: Persuasive
Citizens for Community Justice
View the brief “Citizens for Community Justice” speech clip by Hal Taylor. How effectively does the speaker relate to the audience (Chapter 5)? Establish his credibility (Chapter 15)? Make a compelling argument (Chapter 16)?
More specific questions might be:
1. Do you agree with the speaker's assertion that poor people are "singled out" to be processed by our criminal justice system?
2. At points in this speech clip, the speaker seems to almost insult the audience. Why might he have chosen this strategy? Do you think it advanced or undermined his purpose? How so/not?
3. Later, the speaker points to similarities between himself and his audience. How effectively is he able to establish common ground with listeners at this point in the speech?
4. The speaker concludes by asserting that the problem (that is, those experiencing poverty are unfairly treated by the criminal justice system) is "systemic and societal," and tweaking the current system will not work. Either support or refute this assertion with evidence of your own.
Grant Proposal Presentations
Use the “Grant Proposal Presentations” in conjunction with Chapters 15 & 16 (on persuasion). Ask students one or more of the following questions.
1. This speaker (a non-profit executive director) is seeking grant funds to support the agency he leads, the ShalomCommunity Center—and more specifically, its Hunger Relief program. In the opening moments of the presentation, he describes the mission and focus of the Center. What do you understand that mission/focus to be? How clear and compelling is his description? Elaborate.
2. What statistics does the speaker share to support his assertion that hunger is a growing problem in this community? Do statistics function effectively as a form of evidence here? If so, why? If not, what might have worked better?
3. Are you convinced by this presentation that the ShalomCenter needs this staff position (Hunger Relief Director)? Why/why not?
4. The speaker claims that the Shalom operation is "efficient." How is he defining "efficiency"?
5. To what extent and in what ways does the speaker's delivery contribute to his over-all effectiveness?
6. How effectively does the speaker respond to audience questions? Elaborate.
Was your opinion of speaker affected by the way he answered questions?
(See Chapter 12).