Introduction
Everybody has their own opinions and personal prefrences, but how can you convince someone that your preference is better? After you complete this webquest, you will have all the resources you will need to prepare your own persuasive speech.
INTRODUCTION
This instructional tool is a different way to help you prepare for your next speech. The assignment is to prepare, write, and present a persuasive speech. This WebQuest will guide you through organizing your speech. You will learn what a persuasive speech is, how to choose a topic, how to prepare a written outline, and how to give the presentation. Good luck and have fun!
Task
Students will choose two brands of products to compare. (For example: Xbox vs. PS2, Coke vs. Dr. Pepper, Pizza Hut vs. Domino's). Next you will research important facts on the product, what people like and dislike about the product and its accepted interpretations. After you research this information, you will form your own opinion and create a persuasive speech using the information you gathered as well as your own views.
Process
What is a Persuasive Speech?
A persuasive speech is a speech that is used to persuade or influence an audience to agree or change their opinion to your opinion or a view on and idea or item.
Watch these examples of persuasive speeches. Compare the differences between the speeches. Note some similarities and differences in the speeches.
School uniforms
https://www.youtube.com/watch?feature=player_embedded&v=FgEd_Wu28d0
Apple vs Android
Pepsi vs. Coke
https://www.youtube.com/watch?feature=player_embedded&v=-e2gfOLxyCs
Regular Pc's vs. IPad
https://www.youtube.com/watch?feature=player_embedded&v=jBeXPoVSwfM
How to outline a persuasive speech
Remember the purpose of the speech is to sway and get your audience to agree with your beliefs on your opinions of the brand you chose. Use the resources below to help you organize your speech
Outline guidelines
http://img.docstoccdn.com/thumb/orig/21215987.png.
"Process Guide #8: Persuasive Argruments"
http://webquest.sdsu.edu/processguides/persuasive.html
Evaluation
Research Rubric |
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| CATEGORY | 4 | 3 | 2 | 1 |
| Focus or Thesis Statement | The thesis statement names the topic of the essay and outlines the main points to be discussed. | The thesis statement names the topic of the essay. | The thesis statement outlines some or all of the main points to be discussed but does not name the topic. | The thesis statement does not name the topic AND does not preview what will be discussed. |
| Support for Position | Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. | Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. | Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. | Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). |
| Evidence and Examples | All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. | Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. | At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. | Evidence and examples are NOT relevant AND/OR are not explained. |
| Accuracy | All supportive facts and statistics are reported accurately. | Almost all supportive facts and statistics are reported accurately. | Most supportive facts and statistics are reported accurately. | Most supportive facts and statistics were inaccurately reported. |
Presentation Rubric |
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| CATEGORY | 4 | 3 | 2 | 1 |
| Preparedness | Student is completely prepared and has obviously rehearsed. | Student seems pretty prepared but might have needed a couple more rehearsals. | The student is somewhat prepared, but it is clear that rehearsal was lacking. | Student does not seem at all prepared to present. |
| Content | Shows a full understanding of the topic. | Shows a good understanding of the topic. | Shows a good understanding of parts of the topic. | Does not seem to understand the topic very well. |
| Vocabulary | Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. | Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. | Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. | Uses several (5 or more) words or phrases that are not understood by the audience. |
| Speaks Clearly | Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. | Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. | Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. | Often mumbles or can not be understood OR mispronounces more than one word. |
| Posture and Eye Contact | Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. | Stands up straight and establishes eye contact with everyone in the room during the presentation. | Sometimes stands up straight and establishes eye contact. | Slouches and/or does not look at people during the presentation. |
| Props | Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. | Student uses 1 prop that shows considerable work/creativity and which make the presentation better. | Student uses 1 prop which makes the presentation better. | The student uses no props OR the props chosen detract from the presentation. |
| Time-Limit | Presentation is 5-6 minutes long. | Presention is 4 minutes long. | Presentation is 3 minutes long. | Presentation is less than 3 minutes OR more than 6 minutes. |
| Comprehension | Student is able to accurately answer almost all questions posed by classmates about the topic. | Student is able to accurately answer most questions posed by classmates about the topic. | Student is able to accurately answer a few questions posed by classmates about the topic. | Student is unable to accurately answer questions posed by classmates about the topic. |
Conclusion
Presenting Your Speech
Your outline or notes may be helpful to remember key points in your debate between your products, but the delivery of your speech is how you will really win over the crowd. Dress for success, coming to present in your sweats or a t-shirt and jeans will result in a whole letter grade drop. Be excited and enthusiastic when presenting and enjoy what you are talking about.
See the evaluation link for more guidelines and expectations for your project and presentation.
Credits
Teacher Page
Ms. Jasmine
Miss Jasmine (English/Language Arts) - I am from Houston, TX. I graduated from SFASU with a degree in MLG 4-8 education. I enjoy teaching and spending time with my family and friends. Fun cool facts about myself: I love to sing, I have a twin sister, and my favorite color is purple.
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