COM 114 Persuasive Speaking

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COM 114 – Spring 2020

Online Course

TAP 4 (15%)

Persuasive Speech Evaluation

Part 1: (20 points)

Decide whether each of the following statements is true or false:

#	Statement	True / False
1	Initial, Terminal and Derived credibility are the terms used for Pathos as appealing emotions.
2	Fallacies refer to errors in reasoning.
3	If your target audience is apathetic, you should provide them with the basic information to form an opinion.
4	A solid argument means articulating a position with the support of logos, ethos, and pathos.
5	Ethos is a persuasive strategy of highlighting your competence, credibility, and good character as a means to convince others to support your position

Part 2: Instructions

· Click on the following URL: https://www.youtube.com/watch?v=OEDSF15HVBc, and watch this video of a persuasive speech given by a college student.

· Based on studying Chapter 17 (Persuasive Speech), evaluate this speech using the following rubric, and then write a reflection paragraph (not less than 200 words) indicating both the positive and the negative aspects of the speech.

GRADING RUBRICS FOR PERSUASIVE SPEECH DELIVERY

	4	3	2	1
Introduction	The first few lines of the speech really got my attention and made me want to listen.	The first few lines of the speech got my attention and I was curious to hear the rest	The first few lines didn't really get my attention and I wasn't sure if I wanted to hear more.	The first few lines of the speech did not get my attention and I did not want to hear more.
Content	The speech focused on major issues and described those issues thoroughly, using LOGOS, ETHOS AND PATHOS.	The speech focused on one or two major issues, but did not fully explain them. There was little use of LOGOS, ETHOS or PATHOS.	The speech focused on more than two issues and did not fully explain them. LOGOS, ETHOS and PATHOS were not used enough.	The speech was unclear and did not explain any of the issues thoroughly. There was NO use of LOGOS, ETHOS or PATHOS.
Delivery	The speaker spoke in a loud, clear voice and was expressive and enthusiastic.	The speaker was loud and clear, but not very expressive or enthusiastic.	The speaker was hard to hear at times and not expressive or enthusiastic.	I could not hear or understand the speaker.
Conclusion	The end of the speech was exciting and lively.	The end of the speech was somewhat exciting and lively.	The end of the speech was not very exciting or lively.	The end of the speech was not exciting or lively at all.
Overall	The speech was exciting and informative and really made me want to vote for this person.	The speech was informative and somewhat exciting and I might vote for this person.	The speech was not very informative or exciting and I probably wouldn't vote for this person.	The speech made me not want to vote for this person.

Total score:

Reflection Paragraph: (80 Points)

Bonus Question: (10%)

1- What are the problems that you faced when you gave presentation before and what are the different techniques that you can apply to deal with these problems? (Write no less than 80 words)

Grading Rubric (For the Instructor):

	Above Expectations	Meets Expectations	Approaching Expectations	Below Expectations
	20	15	10	5
Attention to assignment	Clearly answers the assignment question	Partial or unclear addressing of assignment question	Poorly addresses the assignment question	Does not address the questions
Reflective Thinking	The reflection explains the student’s own thinking and learning processes, as well as implications for future learning.	The reflection explains the student’s thinking about his/her own learning processes.	The reflection attempts to demonstrate thinking about learning but is vague and/or unclear about the personal learning process..	The reflection does not address the student’s thinking and/or learning.
Analysis	The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline	The reflection is an analysis of the learning experience and the value of the derived learning to self or others.	The reflection attempts to analyze the learning experience but the value of the learning to the student or others is vague and/or unclear.	The reflection does not move beyond a description of the learning experience.
Making Connections	The reflection articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.	The reflection articulates connections between this learning experience and content from other courses, past learning experiences, and/or future goals.	The reflection attempts to articulate connections between this learning experience and content from other courses, past learning experiences, or personal goals, but the connection is vague and/or unclear.	The reflection does not articulate any connection to other learning or experiences.
Total = ------- /80