Please complete Part 1, 2, and 3. No recorded video of speech
necessary. Number of pages is a suggestion and is based on the number of pages the attachment has. Need enough claims, supporting evidence, and information to provide a 6-8 minute speech. Thank you.
Part 1: Supporting Material for Your Rhetorical Situation Speech
Rhetorical Situation Research Memo
Part 2: Reasoned Arguments
Part 3: Outline Shell for a Speech
Speech selected to be analyzed:
Former President of the United States of America Barack Obama
Responsibly Ending the War in Iraq
Delivered 27 February 2009, Camp Lejeune, North Carolina
https://www.americanrhetoric.com/speeches/barackobama/barackobamacamplejeune2009.htm
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 (http://sites.psu.edu/fa2014vicarocas201/wp-content…) or (http://www.arts.uwaterloo.ca/%7eraha/309CWeb/Bitze…).
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.
Text book: Public Speaking Strategies for Success, seventh edition, David Zarefsky. ISBN-13: 978-0-205-85726-5
- 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.
- 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/barackobama/barackobamacamplejeune2009.htm
- Exigence for that speech (what imperfection gets corrected
in the speech you are analyzing?)
- Exigence for your speech (what imperfection gets corrected
when your audience hears your speech?)
- Audience Analysis (what does your audience already think,
know, or believe about your topic?)
- General purpose for your speech: Choose either “to
strengthen commitment” or “to weaken commitment.” See
Zarefsky Ch. 6.
- Specific purpose for your speech. See Zarefsky Ch. 6.
- 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.
- 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).
- Main point/ claim:
Supporting evidence:
1.
2.
3.
- Main point/ claim:
Supporting evidence:
1.
2.
3.
- Main point/ claim:
Supporting evidence:
1.
2.
3.
- Main point/ claim:
Supporting evidence:
1.
2.
3.
- 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)
General Purpose: (see Chapter 6)
Specific Purpose: (see Lesson 4)
Thesis: (see Chapter 6, and passim)
- Introduction (see Chapter 10)
- (Attention Getter)
- (Personal Credibility)
- (Thesis)
- (Preview)
- Body – [These main point support the thesis.]
- (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:
- (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:
- (Main Claim)
- (Supporting Material, Claim, or Reasoning)
- (Supporting Material, Claim, or Reasoning)
- (Supporting Material, Claim, or Reasoning)
Transition:
- Conclusion
- (Call to Action)
- (Summary)
- (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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