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Zook 1 Persuasion Policy Speech Outline Student's Name: Jaci Zook R110 - Section No

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Zook 1 Persuasion Policy Speech Outline Student's Name: Jaci Zook R110 - Section No. 25370 Date: 11/13/16 Instructor's Name: Amanda Gaddis Title: The Bloodiest War in History Specific Purpose: The purpose is to persuade my audience to take action to implement legislation that will require every clinic which offers abortion services to provide brochures that contain the lifecycle of the child, personal firsthand testimonies, and any possible health risks both mental and physical for the mother in addition to requiring a sonogram or ultrasound, a conversation with a family member or counselor, and a mandatory 24 hour waiting period before beginning any procedure. Central Problem Statement: Since the legalization of abortion in 1973, over 1.4 billion babies have been killed worldwide, and many women have suffered lifelong mental or physical issues due to making an uninformed decision to kill their child at some point in their pregnancy. These women need to have more objective and impartial information to consider before making an informed decision that could impact them in ways they never imagined. Attention Step (Pathos) Relevancy (Logos) INTRODUCTION I. Throughout the years, America has participated in many wars and suffered many casualties. Today, we are fighting a new war, with a death toll that compares to no other. You’ve read the numbers in history books and seen graphs and illustrations. Now, I invite you to close your eyes and listen to the sounds of war. You will hear the sound of BB’s clinking against the bucket. Each BB represents 10,000 American deaths. The American Revolution… The Civil War… World War 1… World War 2… The Korean Conflict… Conflict in Vietnam… September 11 and the War on Terror… Since 1973, the war on the unborn child… II. Today we are facing a destructive force unlike anything the world has ever seen. With approximately 1.5 billion deaths worldwide in the last 36 years, abortion is undeniably a significant issue. Regardless of your age, sexual identity, or if you identify as pro-life, pro-choice, neither, or both, you can no longer allow this issue to remain in the shadows. III. It’s important that any and every single woman who is Start PP Make deliberate pauses to emphasize points Play video Allow a moment for magnitude to sink in Zook 2 Reveal Topic Credibility Preview Need Step (claim) Assertion Evidence (Logos) Evidence (Logos) Evidence (Logos) Evidence (Logos) considering the life-altering decision to have an abortion is impartially, objectively, and intentionally informed on every detail and ramification of her decision. IV. As a woman who has researched, debated, read, listened, watched many videos on the topic of abortion, and also witnessed the lasting effects of abortion in families, I am not an expert, but I am informed and feel confident in my ability to accurately represent this issue. V. Which is why today, I will present to you – objectively, scientifically, and statistically – my arguments on why abortion is a significant issue and outline measurable facts to illustrate that significance before proposing a plan to reduce the number of abortions and therefore prevent women worldwide from suffering unnecessary mental and physical trauma. BODY I. Women are not properly informed of the reality of their pregnancy and therefore cannot make a truly informed decision. A. The process of development in a pregnancy and the beginning of life is an undisputed and undeniable scientific fact. 1. According to reputed scientific texts such as The Developing Human: Clinically Oriented Embryology by Keith Moore and T.V. N. Persaud, and the testimony of dozens of renowned scientists, human development begins at conception, where the embryo has an alreadydetermined sex and a unique identity. 2. After the moment of conception, the baby begins to further develop. By only the fifth week, he or she contains a full set of DNA, developing organs, and despite only being about the size of a sesame seed, a beating heart. A few short weeks later by the end of the first trimester, the baby has facial features, legs, arms, fingers, a nose, eyes, functioning internal organs, a brain, and is almost fully-formed with a now-discernable heartbeat. 3. During the second trimester, the baby learns to suck its thumb and can discern light. Hearing, taste buds, brain function, hair, and overall size continue to grow and develop. 4. By week 37 in the third trimester, the baby is Use gestures to include myself and audience Move to new position Switch Slide Smile on “beating heart” Connect with audience, emphasizing the fact it’s a baby, not just cells Zook 3 considered able to live outside of the womb, though most babies born after 25 weeks can survive with help. Transition Assertion Evidence (Logos) Evidence (Logos) Evidence (Logos) Evidence (Logos) Evidence (Logos) Aside from understanding the life cycle of the baby, women considering abortions also need to be made aware of the possible physical and mental health issues they personally may face. B. Due to the traumatic nature of abortions, many women experience mild to severe health issues, many of which are mental and last for a lifetime. 1. Although many women experience little or no physical side effects immediately, many complications can occur, developing after days, months, or sometimes even years, and can include persistent bleeding, infection or illness, scarring or damage to organs, and even death. 2. In an article by the CDC on a study done by researchers in Finland and California, they reported that women who have abortions are three times more likely to die in the following year than their counterparts who carried their pregnancies to term, therefore disproving a critical claim in Roe V. Wade which stated abortion was actually safer than childbirth and causing abortion to be the fifth leading cause of maternal death in the United States. 3. More common than physical complications are the mental issues that many post-abortive women face. In fact, according to research done in California, “[post-abortive women are] 160 percent more likely than delivering women to be hospitalized for psychiatric treatment in the first 90 days following abortion or delivery, most commonly complaining of nervous disorders, difficulty sleeping, and regret. 4. Additionally, as many as 60% of women experience suicidal thoughts and 28% of women attempt suicide, meaning that abortion can result in an even higher mortality rate. 5. Finally, other studies have linked alcohol and drug abuse, eating disorders, repeat abortions, child abuse, and divorce to abortion and have consistently found that abortion increases the chance of each issue. Studies also found that as Move to new position Switch slide Emphasize “disproving” Emphasize numbers Zook 4 Evidence (Pathos) Transition Satisfaction Step Assertion Evidence (Logos) Evidence (Logos) Evidence (Ethos) Evidence (Logos) many as 65% of post-abortive women suffer some symptoms of PTSD. 6. These poor women who were woefully ignorant of the ramifications of abortion need our help in order to be accurately informed on every aspect of this life-altering decision and help prevent these detrimental physical and mental consequences and further loss of life. Now that we have established that there is most definitely a need to minimize the number of abortions, what can be done? II. One way to resolve this problem is to work toward implementing legislation that requires every clinic providing abortion services to provide brochures that contain the aforementioned lifecycle of the child, personal firsthand testimonies, and any possible health risks both mental and physical for the mother. The legislation will also require an ultrasound, a conversation with either a family member or counselor to discuss the decision, and a mandatory 24 hour waiting period before beginning any procedures. A. In an interview with former Planned Parenthood worker Catherine Anthony Adair, it was revealed that ultrasounds rarely happened and that women were not given the option of viewing the ultrasound. B. Similarly, former abortion provider Dr. Joseph Randall admitted that the women weren’t allowed to view the ultrasound because the doctors knew that if the women so much as heard the heartbeat, they wouldn’t want to have an abortion. C. This argument is completely unethical. If a lawyer in a criminal case purposefully withheld evidence, severe consequences would ensue. But in a case of approximately 1.5 billion deaths, no one considers it unethical to purposefully withhold information proving the life of the very thing they’re killing? This contends that women need to be fully informed in order to make their own decision. D. In fact, according to an article written by Life News that provided dozens of perspectives from former Planned Parenthood workers, a review in 2001 found that of the 172 women who saw their sonogram while considering an abortion, 123 decided to continue their pregnancy and either keep the child or give it up for adoption – that’s approximately 72% of all abortions Emphasize need to help Move position Switch Slide Hold up sample brochure Emphasize unethical with gestures and voice intonation Emphasize magnitude Zook 5 Evidence (Pathos) Transition Visualization Step Assertion Evidence (Logos) Evidence (Pathos) Evidence (Pathos) Restate Claim Action Step stopped by one simple sonogram that proved the truth. E. Making sure women see an ultrasound, in addition to a required waiting period and complete and impartial review of lifecycle of a baby and personal testimonies from women who were once in her exact position, can undoubtedly save lives and prevent women from suffering the mental and physical consequences that so many post-abortive women face. “But what will it mean? How is this significant?” You may ask. III. I mentioned previously that 72% of aborted babies could have been saved. Picture the magnitude of that number. A. In America each day, approximately 3,700 abortions are performed, which is about half of the total number of deaths per day. B. A popular sign at pro-life rallies is “1/3 of our generation is dead.” Look at yourself and your neighbor on either side and imagine one of you gone. Or, imagine your awesome three-person squad with a person missing. Think of what you’d miss out on. C. And think of what the world could have missed… What if Albert Einstein, Sir Isaac Newton, George Washington, Abraham Lincoln, Susan B. Anthony, Audrey Hepburn, Peyton Manning, J.R.R. Tolkien, Hillary Clinton, Donald Trump, or Barack Obama had been aborted? How different would our world be? Each day, 3,700 lives with the potential to find the cure for cancer, revolutionize the technology industry, or help end world hunger are killed. Conclusion I. You, as college students, can inform the uninformed and help put this revolutionary plan into place by simply signing this petition right here. By gaining signatures, we can raise awareness and present it to our representatives in the government and demand action be taken to prevent further unnecessary bloodshed. Every second, somewhere in the world, a baby is being aborted and the mother is ignorant of important facts. In fact, since I began this speech about 8 minutes ago, approximately 610 children have been aborted in the world. Move position Switch Slide Pause for effect Pause for effect Emphasize potential Hold up petition Snap fingers quickly to signify a death Zook 6 Review Main Points Clincher II. III. Throughout this speech, I have presented you with scientific facts and statistics proving the significance of, ramifications of, and steps we can take to stop this issue. This is a very real issue and we can no longer sit idly by and debate morals and ethics and philosophy. We need to take a stand to protect these mothers and their babies. The time for action is now. This war will not end on its own. It’s up to me… and you… and you… and you… to stop these casualties in the bloodiest war the world has ever seen. Thank you. Point to individuals to emphasize “You” Works Cited CDC. “Leading Causes of Death.” Cdc.gov. 7 October 2016. www.cdc.gov/nchs/fastats/leadingcauses-of-death.htm. Accessed 9 November 2016. Department of Veteran Affairs. “America’s Wars.” Va.gov. May 2016. www.va.gov/opa/ publications/factsheets/fs_americas_wars.pdf. Accessed 8 November 2016. Cowan, Sarah K. “How Many People die in the USA every day?” Quora.com. 10 April 2011. www.quora.com/How-many-people-die-in-the-USA-every-day. Accessed 13 November 2016. Elliot Institute. “Abortion Risks.” Afterabortion.org. www.afterabortion.org/2012/abortionrisks-abortion-complications-abortion-dangers-abortion-side-effects/. Accessed 11 November 2016. Elliot Institute. “New Study Finds Women Are Three Times More Likely To Die After An Abortion.” Afterabortion.org. 9 September 2005. www.afterabortion.org/2005/cdcabortion-mortality-reports-flawed-new-study-and-head-of-cdcs-admission/. Accessed 9 November 2016. “Fetal Development Timeline.” Babycenter.com. June 2016. www.babycenter.com/0_fetaldevelopment-timeline_10357636.bc. Accessed 12 November 2016. Zook 7 Heck, Peter. “The Sound of Abortion.” Youtube.com. 23 September 2016. www.youtube.com/ watch?v=EdTjLZPnvKM. Accessed 2 November 2016. “Number of Abortions – Abortion Counters.” Numberofabortions.com. www.numberofabortions.com/. Accessed 12 November 2016. Reardon, David C. “Women Who Abort: Their reflections on the Unborn.” Abortionfacts.com. 2016. www.abortionfacts.com/reardon/women-who-abort-their-reflections-on-theunborn. Accessed 12 November 2016. Sharbaugh, Brianna. “Actually Women do Regret their Abortions.” Pjmedia.com. 14 July 2015. pjmedia.com/lifestyle/2015/7/15/actually-women-do-regret-their-abortions/?singlepage =true. Accessed 13 November 2016. Terzo, Sarah. “78% of Pregnant Women Seeing an Ultrasound Reject Abortions.” Lifenews.com. 7 February 2013. www.lifenews.com/2013/02/07/78-of-pregnant-womenseeing-an-ultrasound-reject-abortions/. Accessed 8 November 2016. “Women Who’ve Had Abortions.” Lovematters.com. www.lovematters.com/women.htm. Accessed 11 November 2016. Monroe’s Motivated Sequence Pattern IV. Alan Monroe (1969) stated that “Although individuals may vary to some extent, research has shown that most people seek consistency or balance among their cognitions. When confronted with a problem that disturbs their normal orientation, they look for a solution; when they feel a want or need, they search for a way to satisfy it. In short when anything throws them into a condition of disorganization or dissonance, they are motivated to adjust their cognitions or values, or to alter their behavior so as to achieve a new state of balance” (p. 42). The Motivated Sequence derives it’s name from the fact that by following the normal processes of human thinking it motivates an audience to respond affirmatively to the speaker’s purpose. The sequence contains five distinct steps: (1) Attention (get the attention of your audience), (2) Need (describe the problem, demonstrate a need for change), (3) Satisfaction (present a practical, and concise solution), (4) Visualization (allow your audience to picture the results), (5) Action (request immediate action from your audience). I. First and foremost you need to gain the attention of your audience. In order to gain favorable attention, one or more of the following are recommended (most of these are the same techniques you used in the introductions of your informative speeches): F. humorous anecdote G. telling a dramatic story H. posing a question (maybe rhetorical) I. using visual aids for illustration A. The Positive Method -- by describing conditions as they will be in the future if the solution you purpose is carried out. Provide vivid, concrete descriptions. Select some situation which you are quite sure will arise in the future, and picture your audience actually enjoying the conditions which acceptance of your plan will produce. B. The Negative Method -- by describing the adverse conditions that will prevail in the future if the plan you have presented is not carried out. Picture for your audience the danger or the unpleasantness which will result from failure to follow your advice. Select from the Need Step the most undesirable aspects of the present situation, and show how these conditions will continue if your proposal is rejected. C. The Contrast Method -- by combining the positive and negative approaches. Use the negative method first, visualizing the bad effects if the audience fails to follow your advice; then the positive method, visualizing the good effects of believing or doing as you recommend. Which ever method you use, remember that the Visualization Step must stand the test of reality. The conditions you picture must be capable of attainment. Moreover, they must be VIVID. Let your listeners actually see themselves enjoying the advantages, or suffering the evils, you describe. Now that your audience is convinced your policy is beneficial, they should be motivated to take action NOW. The Need Step. Now that you have the interest and attention of your audience, you must next make them feel a need for change. You need to show your audience that there is a serious problem with the current situation. It is important to state the need clearly and to illustrate it with strong supporting materials. One or more of the following are recommended: A. give a clear concise statement or description of the need or problem. B. one or more detailed examples which illustrate the need. C. statistical data(don’t overwhelm us with statistics, & make sure we can relate to them) D. Testimony and other form of support to show the extent of the need In your need step you will make a convincing demonstration of how the need directly affects your audience: their health, happiness, security, or other interests. By the end of this step your listeners should be so concerned about the problem that they are psychologically primed to hear your solution. III. Now that you have given your plan/solution you will intensify your audience’s desire for your plan by helping them visualize your plan. You want to project your audience into the future and picture the potential benefits of your plan. Use vivid imagery to show your listeners how they will profit from your policy. Make them visualize how much better conditions will be once your plan is adopted. The Visualization Step may be developed using on of the following techniques: The Attention Step. A. relating to the audience B. showing importance of the topic C. making a startling statement D. arousing curiosity or suspense E. using a quotation relevant to your topic II. The Visualization Step. The Satisfaction Step. Having aroused a sense of need, you satisfy it by providing a solution to the problem. Now you present YOUR PLAN/SOLUTION and show your audience how it will work. The following techniques are recommended: A. briefly state the action or change you wish your audience to adopt. B. a complete concise explanation of your plan. C. a theoretical demonstration -- show how this action logically meets the problem. D. give actual examples showing that this plan has worked effectively, and it’s a practical solution E. use facts, figures and the testimony of experts to support your claims\plan. Make sure that you give your audience enough details of your proposal/plan so that it is clearly understood. Diagrams and charts are often useful here. You want your audience to leave the satisfaction step with a clear understanding of your plan. Your audience should now be wondering how this will work for them and what it can do for them (e.g., “This seems to be a practical solution for me, however, I would like to see/visualize it in action. How can I benefit?”). V. The Action Step. The function of the action step is to translate the desire created in the Visualization Step into overt action. Make a call for action. Tell your audience exactly what you want them to do NOW, and exactly how to do it. For example: Tell them where to go today on campus to donate blood. Give them the address of the state representative that they can write to (better yet, give them stamped addressed envelopes to the representative, and maybe even a form letter they can sign). Give them all the information they need to sign up for the CPR class offered next week at the Red Cross. You have done the leg work and you are making it easy for your audience to take IMMEDIATE ACTION. This step can take the form of one or more of the following devices: A. a challenge or appeal B. a summary is always expected by your audience C. a quotation D. an illustration E. a statement of personal intentions You must conclude with a final stirring appeal that reinforces your audience’s commitment to ACT NOW! Beware, however, of making the action step too long or involved. You are trying to make this easy for your audience to do RIGHT NOW. The Motivated Sequence Pattern is tailor made for policy speeches that seek immediate action. This sequence follows the process of human thinking and leads the listener step by step to the desired action. This is a tried and true sequence that is extremely effective. The Motivated Sequence Pattern is used by people who make their living by persuasion--especially advertisers. Many TV commercials use this same sequence. The above material is based on excerpts and thoughts taken from: D. Ehninger, A.H. Monroe, and B.E. Gronbeck’s, (1978) Principles and Types of Speech Communication, 8th. Ed., pp. 142-163; S.E. Lucas (1995) The Art of Public Speaking, 5th. Ed., pp. 353-361. Monroe Speech Student's Name: R110 Section No: Date: Instructor's Name: Title of Speech: Thesis Statement: LEFT COLUMN label speech functions Attention, TIA, Credibility, Thesis MIDDLE COLUMN content of speech use complete sentences RIGHT COLUMN Label physical behaviors INTRODUCTION I. II. III. IV. I. Main Point, Sub-Point, Sub-Sub-Point (Need Step) A. 1. BODY (*Fill in any actions) 2. B. Transition (Insert Transition Here) II. (Satisfaction Step) Show Slide Copyright © 2020-2021 Department of Communication Studies @ IUPUI University | Monroe Speech A. B. Transition (Insert Transition Here) III. (Visualization Step) A. B. I. Review of Main Points Clincher/tag/ exit line or Final Appeal (Action Step) CONCLUSION A) B) II. III. Statement of Academic Honesty: I have read and understand the sections in the Student Bulletin and/or course syllabus relating to IUPUI’s Honesty/Cheating Policy. I certify that I have not cheated or plagiarized in the process of completing this assignment. I also verify that this assignment is unique to this class and that I have not used work from previous courses.