Today’s Agenda n Credibility n How to Give an Argumentative Speech n Conflict

Framing the Argumentative Speech nTnTnTnTime limit: six minutes maximum nEnEnEnEvaluation: outline graded by instructor; Feedback on oral performance by class in small groups nInInInInstructor Evaluation Sheet nAnAnAnAdd a “so-what?” step nFnFnFnFollow stock issues for policy proposition nDnDnDnDelivery: eye contact and poise

Topic Selection n Choose a topic of interest to you n Phrase the proposition as a proposition of policy according to chapter 15, pp and the standards covered in class

Title Purpose Statement Organizing Question John Doe A Chance for Education P.S.: I want my audience to believe that the federal government should pay for higher education for all qualified high school graduates. O.Q.: Why should the federal government pay for higher education for all qualified high school graduates? A Sample Outline

Specify Action n Not: something should be done to halt illegal immigration from Cuba n But: all illegal immigrants from Cuba should be repatriated

Specify the Agent n Not: we should guarantee a minimum annual cash income to U.S. citizens n But: the federal government should guarantee a minimum annual cash income to U.S. citizens

Identify Desired Future Action n Not: trying juveniles as adults is necessary n But: juveniles should be tried as adults

Exclude Rationale for Proposition n Not: child day care should be free to help women find work n But: –the federal government should provide free child day care to U.S. citizens

Remember This Advice? Wording Propositions Effectively l Full sentences l Statement, not a question l Avoid figurative language l One idea at a time l Neither vague nor general

Stock issues for Propositions of Policy Stock issues for Propositions of Policy nnInnIs there a need for a change? (need) nnWnnWhy can’t the present system solve the need? (inherency) nnWnnWould the proposed plan of action solve the need? (solvency) nnDnnDo the advantages of change outweigh the disadvantages? cover the first three

Title Purpose Statement Organizing Question (Need) (Inherency) (Solvency) John Doe A Chance for Education P.S.: I want my audience to believe that the federal government should pay for higher education for all qualified high school graduates. O.Q.: Why should the federal government pay for higher education for all qualified high school graduates? I. The federal government should pay for higher education for all qualified high school graduates because denial of opportunities for higher education to qualified high school graduates on the basis of finances is a significant national problem. II. The federal government should pay for higher education for all qualified high school graduates because p resent financial aid programs cannot guarantee opportunities for higher education III. The federal government should pay for higher education for all qualified high school graduates because g overnment financing of higher education would guarantee opportunities for higher education A Sample Outline

Requirement of Quality Evidence and Arguments n Support each main point with evidence n State: source name qualifications qualifications publication publication date date

A New Element A So-What? Step Examples: Social Security reform Increases in education tax credits U.S. withdrawal from Iraq

Title Purpose Statement Organizing Question Introduction (So-what?) (Preview) (Need) Evidence Transition (Inherency) Evidence Transition (Solvency) Evidence Summary Conclusion John Doe A Chance for Education P.S.: I want my audience to believe that the federal government should pay for higher education for all qualified high school graduates. O.Q.: Why should the federal government pay for higher education for all qualified high school graduates? Intro: story of Heinrich Heine and knowledge (So what? – all of us are affected by college expenses) Preview I.The federal government should pay for higher education for all qualified high school graduates because denial of opportunities for higher education to qualified high school graduates on the basis of finances is a significant national problem. --quotation from Newsweek, March 21, 1994 (Transition) II. The federal government should pay for higher education for all qualified high school graduates because present financial aid programs cannot guarantee opportunities for higher education A. Government programs structurally exclude many B. Burdensome loan programs cannot guarantee higher education opportunities to all --James Humes-Prof. of Education at USC, Higher Education, September 1983 (Transition) III. The federal government should pay for higher education for all qualified high school graduates because government financing of higher education would guarantee opportunities for higher education --quotation from James Froude--Prof. of Public Finance at M.I.T., Financing Education, 1992 Summary Conclusion

John Doe A Chance for Education Intro: story of Heinrich Heine and knowledge (so-what? – all of us are affected by college expenses) (Preview all mainpoints) I. The federal government should pay for higher education for all qualified high school graduates because denial of opportunities for higher education to qualified high school graduates on the basis of finances is a significant national problem. (transition) II. The federal government should pay for higher education for all qualified high school graduates because p resent financial aid programs cannot guarantee opportunities for higher education A. Government programs structurally exclude many B. Burdensome loan programs cannot guarantee higher education opportunities to all (transition) III. The federal government should pay for higher education for all qualified high school graduates because government financing of higher education would guarantee opportunities for higher education Summary Conclusion

John Doe According to the lead editorial appearing in the March 21, 1994 issue of Newsweek, “Increases in college costs have become so extreme that at least one-third of qualified high school graduates cannot attend college due to lack of money. In the future, this uneducated group may well be a drain on the economy as a whole.” James Humes, Prof. of Education at USC, published his research on the subject in the professional journal, Higher Education, in September He concluded: “Loan programs do not encourage students to attend college since the high financial burdens they place on students seem to put college opportunities beyond any but those whose careers are the very highest paid.” Writing in his 1992 book Financing Education, James Froude--Prof. of Public Finance at M.I.T., explained: “Careful examination of state finances and the likely prospects for private programs to expand convincingly reveal that only the federal government is in a position to assure access to college to all qualified high school graduates.”

John Doe According to the lead editorial appearing in the March 21, 1994 issue of Newsweek, “Increases in college costs have become so extreme that at least one-third of qualified high school graduates cannot attend college due to lack of money. In the future, this uneducated group may well be a drain on the economy as a whole.” James Humes, Prof. of Education at USC, published his research on the subject in the professional journal, Higher Education, in September He concluded: “Loan programs do not encourage students to attend college since the high financial burdens they place on students seem to put college opportunities beyond any but those whose careers are the very highest paid.” Wrriting in his 1992 book Financing Education, James Froude--Prof. of Public Finance at M.I.T., explained: “Careful examination of state finances and the likely prospects for private programs to expand convincingly reveal that only the federal government is in a position to assure access to college to all qualified high school graduates.” John Doe According to the lead editorial appearing in the March 21, 1994 issue of Newsweek, “Increases in college costs have become so extreme that at least one-third of qualified high school graduates cannot attend college due to lack of money. In the future, this uneducated group may well be a drain on the economy as a whole.” James Humes, Prof. of Education at USC, published his research on the subject in the professional journal, Higher Education, in September He concluded: “Loan programs do not encourage students to attend college since the high financial burdens they place on students seem to put college opportunities beyond any but those whose careers are the very highest paid.” Wrriting in his 1992 book Financing Education, James Froude--Prof. of Public Finance at M.I.T., explained: “Careful examination of state finances and the likely prospects for private programs to expand convincingly reveal that only the federal government is in a position to assure access to college to all qualified high school graduates.” John Doe A Chance for Education Intro: story of Heinrich Heine and knowledge (so-what? – all of us are affected by college expenses) (Preview all mainpoints) I. The federal government should pay for higher education for all qualified high school graduates because denial of opportunities for higher education to qualified high school graduates on the basis of finances is a significant national problem. (transition) II. The federal government should pay for higher education for all qualified high school graduates because present financial aid programs cannot guarantee opportunities for higher education A. Government programs structurally exclude many B. Burdensome loan programs cannot guarantee higher education opportunities to all (transition) III. The federal government should pay for higher education for all qualified high school graduates because government financing of higher education would guarantee opportunities for higher education Summary Conclusion

ProblemsProblems n Mainpoints not parallel n Main points worded differently on speaking notes and formal outline n Purpose Statement and Organizing Question either dealt with more than one idea or did not deal with the same exact matter n Writing out transitions and conclusions