Peer Review

Organizing Persuasive Speeches | SPCH 1311: Introduction to Speech Communication

Material Detail page

Reviewed:: Mar 13, 2022 by Teacher Education

Bookmark

Ratings

Overall Rating:

Content Quality:

Effectiveness:

Ease of Use:

Overview:

This resource is a chapter from a book: SPCH 1311: Introduction to Speech Communication. Previous to this chapter, general guidelines for organizing speeches ws discussed. This chapter looks at three organizational patterns ideally suited for persuasive speeches: Monroe’s motivated sequence, problem-cause-solution, and comparative advantages. Alan H. Monroe’s motivated sequence is one of the most commonly cited and discussed organizational patterns for persuasive speeches.

Type of Material:

Chapter/Section from an Online Course

Recommended Uses:

In addition to it's usefulness as an introductory course for speech communication, in itself this chapter could be used for any class where students need to present persuasively, either in groups or individually, or where they just need to understand what makes a speech persuasive. This chapter is succint and provides interaction in the form of a sequence checklist and also provides examples and suggested exercises.

This resource would also be a great refresher for a teacher needing to give a speech for a professional development event.

Technical Requirements:

The course (and this chapter of the course) is browser based. (HTML5)

Identify Major Learning Goals:

The learning objectives for this chapter on organizing persuasive speeches are listed:

Understand three common organizational patterns for persuasive speeches.
Explain the steps utilized in Monroe’s motivated sequence.
Explain the parts of a problem-cause-solution speech.
Explain the process utilized in a comparative advantage persuasive speech.

Target Student Population:

College General Ed, College Lower Division, College Upper Division, Graduate School

Prerequisite Knowledge or Skills:

No previous skills or subject matter are needed.

Content Quality

Rating:

Strengths:

This resource provides high quality content which is based upon Alan H. Monroe’s motivated sequence, which is one of the most commonly cited and discussed organizational patterns for persuasive speeches. All materials are appropriately cited.

Content is organized around the three identified persausive speech types, has practice exercises, videos, quizzes, checklists, summaries for each section, and reference sections which include creative commons licensing.

Concerns:

The Persuasion and Intercultural Communication self-check quizzes application was not working for the following browsers: Chrome, MS Edge, Firefox.

Potential Effectiveness as a Teaching Tool

Rating:

Strengths:

The most outstanding feature of this resource is that the text blocks of lecture material are broken up by various other engaging learning materials that support the lecture material. The author's use of bulleted lists, the checklist, images, quotes, sample outlines, prompts, and videos, key terms, a glossary and exercises, along with a study guide for download, a self-check list, and even a grading rubric, make this resource a very effective tool for teaching and learning.

And as a bonus, the appendix includes a long list of persuasive speech topic ideas, which would be beneficial for students to be able to pick a topic from the list.

Concerns:

This chapter would be very effective for teaching and learning about persuasive speeches.

Ease of Use for Both Students and Faculty

Rating:

Strengths:

Organized by topic and can be searched for specific elements. Pages contain navigation buttons for previous and next pages. There are live links to videos, other web pages, reources, and links within the course.

Concerns:

Adding page numbers such as (Page 3 out of 7) would help the user to know what to expect for the chapter. Or perhaps a table of contents to start the chapter listing page numbers so a student could zero in on the topic they need to read about or jump to the list of topics in the appendix, for example.

Also the second to last page gave an Application error so it was impossible to determine what was supposed to be in that space. Lastly there was no indication that the chapter on persuasive speeches had ended and the next chapter (on critical thinking) had begun.

Offering a table of contents within the course that has links would allow user easier navigation. There is a table of contents for the main SPCH 1311 course that contains this learning component.

Other Issues and Comments:: Organized components that would help anyone interested in speaking before large or small audiences. This could be used to develop speaking skills to be used either face-to-face or digitally.
Creative Commons: