what is the main goal of a persuasive speech

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The goals of a persuasive speech: convincing, actuation, and stimulation.

• Stimulation

1. The Goals of a Persuasive Speech

The overall goal of a persuasive speech is for the audience to accept your viewpoint as the speaker.

However, this is not a nuanced enough definition to capture the actual goals of different persuasive speeches.

Persuasive speeches can be designed to convince, actuate, and/or stimulate the audience.

1a. Convincing

A convincing speech is designed to cause the audience to internalize and believe a viewpoint that they did not previously hold.

In a sense, a convincing argument changes the audience's mind.

term to know Convince To make someone believe, or feel sure about something, especially by using logic, argument or evidence.

1b. Actuation

An actuation speech has a slightly different goal. An actuation speech is designed to cause the audience to do something, to take some action.

This type of speech is particularly useful if the audience already shares some or all of your view.

term to know Actuate To incite to action; to motivate.

1c. Stimulation

Persuasive speeches can also be used to enhance how fervently the audience believes in an idea. In this instance, the speaker understands that the audience already believes in the viewpoint, but not to the degree that he or she would like.

As a result, the speaker tries to stimulate the audience, making them more enthusiastic about the view.

term to know Stimulation An activity causing excitement or pleasure.

summary In this lesson, you learned about the goals of a persuasive speech . Convincing speeches aim to get the audience to change their mind to accept the view put forth in the speech. Actuation speeches seek to incite a certain action in the audience. Stimulation speeches are designed to get an audience to believe more enthusiastically in a view.

Source: Boundless. "The Goals of a Persuasive Speech: Convincing, Actuation, and Stimulation." Boundless Communications Boundless, 17 Mar. 2017. Retrieved 22 May. 2017 from https://www.boundless.com/communications/textbooks/boundless-communications-textbook/persuasive-speaking-14/introduction-to-persuasive-speaking-72/the-goals-of-a-persuasive-speech-convincing-actuation-and-stimulation-283-7999/

To incite to action; to motivate.

To make someone believe, or feel sure about something, especially by using logic, argument or evidence.

An activity causing excitement or pleasure.

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How to Write and Structure a Persuasive Speech

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The purpose of a persuasive speech is to convince your audience to agree with an idea or opinion that you present. First, you'll need to choose a side on a controversial topic, then you will write a speech to explain your position, and convince the audience to agree with you.

You can produce an effective persuasive speech if you structure your argument as a solution to a problem. Your first job as a speaker is to convince your audience that a particular problem is important to them, and then you must convince them that you have the solution to make things better.

Note: You don't have to address a real problem. Any need can work as the problem. For example, you could consider the lack of a pet, the need to wash one's hands, or the need to pick a particular sport to play as the "problem."

As an example, let's imagine that you have chosen "Getting Up Early" as your persuasion topic. Your goal will be to persuade classmates to get themselves out of bed an hour earlier every morning. In this instance, the problem could be summed up as "morning chaos."

A standard speech format has an introduction with a great hook statement, three main points, and a summary. Your persuasive speech will be a tailored version of this format.

Before you write the text of your speech, you should sketch an outline that includes your hook statement and three main points.

Writing the Text

The introduction of your speech must be compelling because your audience will make up their minds within a few minutes whether or not they are interested in your topic.

Before you write the full body you should come up with a greeting. Your greeting can be as simple as "Good morning everyone. My name is Frank."

After your greeting, you will offer a hook to capture attention. A hook sentence for the "morning chaos" speech could be a question:

• How many times have you been late for school?
• Does your day begin with shouts and arguments?
• Have you ever missed the bus?

Or your hook could be a statistic or surprising statement:

• More than 50 percent of high school students skip breakfast because they just don't have time to eat.
• Tardy kids drop out of school more often than punctual kids.

Once you have the attention of your audience, follow through to define the topic/problem and introduce your solution. Here's an example of what you might have so far:

Good afternoon, class. Some of you know me, but some of you may not. My name is Frank Godfrey, and I have a question for you. Does your day begin with shouts and arguments? Do you go to school in a bad mood because you've been yelled at, or because you argued with your parent? The chaos you experience in the morning can bring you down and affect your performance at school.

Add the solution:

You can improve your mood and your school performance by adding more time to your morning schedule. You can accomplish this by setting your alarm clock to go off one hour earlier.

Your next task will be to write the body, which will contain the three main points you've come up with to argue your position. Each point will be followed by supporting evidence or anecdotes, and each body paragraph will need to end with a transition statement that leads to the next segment. Here is a sample of three main statements:

• Bad moods caused by morning chaos will affect your workday performance.
• If you skip breakfast to buy time, you're making a harmful health decision.
• (Ending on a cheerful note) You'll enjoy a boost to your self-esteem when you reduce the morning chaos.

After you write three body paragraphs with strong transition statements that make your speech flow, you are ready to work on your summary.

Your summary will re-emphasize your argument and restate your points in slightly different language. This can be a little tricky. You don't want to sound repetitive but will need to repeat what you have said. Find a way to reword the same main points.

Finally, you must make sure to write a clear final sentence or passage to keep yourself from stammering at the end or fading off in an awkward moment. A few examples of graceful exits:

• We all like to sleep. It's hard to get up some mornings, but rest assured that the reward is well worth the effort.
• If you follow these guidelines and make the effort to get up a little bit earlier every day, you'll reap rewards in your home life and on your report card.

Tips for Writing Your Speech

• Don't be confrontational in your argument. You don't need to put down the other side; just convince your audience that your position is correct by using positive assertions.
• Use simple statistics. Don't overwhelm your audience with confusing numbers.
• Don't complicate your speech by going outside the standard "three points" format. While it might seem simplistic, it is a tried and true method for presenting to an audience who is listening as opposed to reading.
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Persuasive Speeches — Types, Topics, and Examples

What is a persuasive speech.

In a persuasive speech, the speaker aims to convince the audience to accept a particular perspective on a person, place, object, idea, etc. The speaker strives to cause the audience to accept the point of view presented in the speech.

The success of a persuasive speech often relies on the speaker’s use of ethos, pathos, and logos.

Ethos is the speaker’s credibility. Audiences are more likely to accept an argument if they find the speaker trustworthy. To establish credibility during a persuasive speech, speakers can do the following:

Use familiar language.

Select examples that connect to the specific audience.

Utilize credible and well-known sources.

Logically structure the speech in an audience-friendly way.

Use appropriate eye contact, volume, pacing, and inflection.

Pathos appeals to the audience’s emotions. Speakers who create an emotional bond with their audience are typically more convincing. Tapping into the audience’s emotions can be accomplished through the following:

Select evidence that can elicit an emotional response.

Use emotionally-charged words. (The city has a problem … vs. The city has a disease …)

Incorporate analogies and metaphors that connect to a specific emotion to draw a parallel between the reference and topic.

Utilize vivid imagery and sensory words, allowing the audience to visualize the information.

Employ an appropriate tone, inflection, and pace to reflect the emotion.

Logos appeals to the audience’s logic by offering supporting evidence. Speakers can improve their logical appeal in the following ways:

Use comprehensive evidence the audience can understand.

Confirm the evidence logically supports the argument’s claims and stems from credible sources.

Ensure that evidence is specific and avoid any vague or questionable information.

Types of persuasive speeches

The three main types of persuasive speeches are factual, value, and policy.

A factual persuasive speech focuses solely on factual information to prove the existence or absence of something through substantial proof. This is the only type of persuasive speech that exclusively uses objective information rather than subjective. As such, the argument does not rely on the speaker’s interpretation of the information. Essentially, a factual persuasive speech includes historical controversy, a question of current existence, or a prediction:

Historical controversy concerns whether an event happened or whether an object actually existed.

Questions of current existence involve the knowledge that something is currently happening.

Predictions incorporate the analysis of patterns to convince the audience that an event will happen again.

A value persuasive speech concerns the morality of a certain topic. Speakers incorporate facts within these speeches; however, the speaker’s interpretation of those facts creates the argument. These speeches are highly subjective, so the argument cannot be proven to be absolutely true or false.

A policy persuasive speech centers around the speaker’s support or rejection of a public policy, rule, or law. Much like a value speech, speakers provide evidence supporting their viewpoint; however, they provide subjective conclusions based on the facts they provide.

How to write a persuasive speech

Incorporate the following steps when writing a persuasive speech:

Step 1 – Identify the type of persuasive speech (factual, value, or policy) that will help accomplish the goal of the presentation.

Step 2 – Select a good persuasive speech topic to accomplish the goal and choose a position .

Step 3 – Locate credible and reliable sources and identify evidence in support of the topic/position. Revisit Step 2 if there is a lack of relevant resources.

Step 4 – Identify the audience and understand their baseline attitude about the topic.

Step 5 – When constructing an introduction , keep the following questions in mind:

What’s the topic of the speech?

What’s the occasion?

Who’s the audience?

What’s the purpose of the speech?

Step 6 – Utilize the evidence within the previously identified sources to construct the body of the speech. Keeping the audience in mind, determine which pieces of evidence can best help develop the argument. Discuss each point in detail, allowing the audience to understand how the facts support the perspective.

Step 7 – Addressing counterarguments can help speakers build their credibility, as it highlights their breadth of knowledge.

Step 8 – Conclude the speech with an overview of the central purpose and how the main ideas identified in the body support the overall argument.

Persuasive speech outline

One of the best ways to prepare a great persuasive speech is by using an outline. When structuring an outline, include an introduction, body, and conclusion:

Introduction

Attention Grabbers

Ask a question that allows the audience to respond in a non-verbal way; ask a rhetorical question that makes the audience think of the topic without requiring a response.

Incorporate a well-known quote that introduces the topic. Using the words of a celebrated individual gives credibility and authority to the information in the speech.

Offer a startling statement or information about the topic, typically done using data or statistics.

Provide a brief anecdote or story that relates to the topic.

Starting a speech with a humorous statement often makes the audience more comfortable with the speaker.

Provide information on how the selected topic may impact the audience .

Include any background information pertinent to the topic that the audience needs to know to understand the speech in its entirety.

Give the thesis statement in connection to the main topic and identify the main ideas that will help accomplish the central purpose.

Identify evidence

Summarize its meaning

Explain how it helps prove the support/main claim

Evidence 3 (Continue as needed)

Support 3 (Continue as needed)

Restate thesis

Review main supports

Concluding statement

Give the audience a call to action to do something specific.

Identify the overall importan ce of the topic and position.

Persuasive speech topics

The following table identifies some common or interesting persuasive speech topics for high school and college students:

Persuasive speech examples

The following list identifies some of history’s most famous persuasive speeches:

John F. Kennedy’s Inaugural Address: “Ask Not What Your Country Can Do for You”

Lyndon B. Johnson: “We Shall Overcome”

Marc Antony: “Friends, Romans, Countrymen…” in William Shakespeare’s Julius Caesar

Ronald Reagan: “Tear Down this Wall”

Sojourner Truth: “Ain’t I a Woman?”

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11 Persuasive Speaking

Introduction, 11.1 foundation of persuasion.

Persuasive speaking seeks to influence the beliefs, attitudes, values, or behaviors of audience members. In order to persuade, a speaker has to construct arguments that appeal to audience members (Poggi, 2005). Arguments form around three components: claim, evidence, and warrant.

The claim is the statement that will be supported by evidence. Your thesis statement is the overarching claim for your speech, but you will make other claims within the speech to support the larger thesis (Nordquist, 2020). Evidence , also called grounds, supports the claim (McCroskey, 1969). The main points of your persuasive speech and the supporting material you include serve as evidence. For example, a speaker may make the following claim: “There should be a national law against texting while driving.” The speaker could then support the claim by providing the following evidence: “Research from the US Department of Transportation has found that texting while driving creates a crash risk that is twenty-three times worse than driving while not distracted.” The warrant is the underlying justification that connects the claim and the evidence (McCroskey, 1966). One warrant for the claim and evidence cited in this example is that the U.S. Department of Transportation is an institution that funds research conducted by credible experts. An additional and more implicit warrant is that people should not do things they know are unsafe.

As you put together a persuasive argument, you act as the judge. You can evaluate arguments that you come across in your research by analyzing the connection (the warrant) between the claim and the evidence (McCroskey, 1966). If the warrant is strong, you may want to highlight that argument in your speech. You may also be able to point out a weak warrant in an argument that goes against your position, which you could then include in your speech. Every argument starts by putting together a claim and evidence, but arguments grow to include many interrelated units.

11.2 Adapting Persuasive Messages

Competent speakers should consider their audience throughout the speech-making process. Given that persuasive messages seek to influence directly the audience in some way, audience adaptation becomes even more important (Hamm, 2006).

When you have audience members who already agree with your proposition, you should focus on intensifying their agreement. You can also assume that they have foundational background knowledge of the topic, which means you can take the time to inform them about lesser-known aspects of a topic or cause to reinforce further their agreement. Rather than move these audience members from disagreement to agreement, you can focus on moving them from agreement to action. Remember, calls to action should be as specific as possible to help you capitalize on audience members’ motivation in the moment, so they are more likely to follow through on the action (Hamm, 2006).

There are two main reasons audience members may be neutral about your topic: (1) they are uninformed about the topic or (2) they do not think the topic affects them. In this case, you should focus on instilling a concern for the topic. Uninformed audiences may need background information before they can decide if they agree or disagree with your proposition. If the issue is familiar but audience members are neutral because they do not see how the topic affects them, focus on getting the audience’s attention and demonstrating relevance. Remember that concrete and proxemic supporting materials will help an audience find relevance in a topic. Students who pick narrow or unfamiliar topics will have to work harder to persuade their audience, but neutral audiences often provide the most chance of achieving your speech goal since even a small change may move them into agreement (Williams, 2018).

When audience members disagree with your proposition, you should focus on changing their minds. To persuade effectively, you must be seen as a credible speaker. When an audience is hostile to your proposition, establishing credibility is even more important, as audience members may be quick to discount or discredit someone who does not appear prepared or does not present well-researched and supported information. Do not give an audience a chance to write you off before you even get to share your best evidence. When facing a disagreeable audience, the goal should also be small change. You may not be able to switch someone’s position completely but influencing him or her is still a success. Aside from establishing your credibility, you should also establish common ground with an audience. Acknowledging areas of disagreement and logically refuting counterarguments in your speech is also a way to approach persuading an audience in disagreement, as it shows that you are open-minded enough to engage with other perspectives (Williams, 2018).

11.3 Determining Your Proposition

The proposition of your speech is the overall direction of the content and how that content relates to the speech goal. A persuasive speech will fall primarily into one of three categories: propositions of fact, value, or policy (Mackay, 2012). A speech may have elements of any of the three propositions, but you can usually determine the overall proposition of a speech from the specific purpose and thesis statements.

Propositions of fact focus on beliefs and try to establish that something “is or isn’t.” Propositions of value focus on persuading audience members that something is “good or bad,” “right or wrong,” or “desirable or undesirable.” Propositions of policy advocate that something “should or shouldn’t” be done (Mackay, 2012). Since most persuasive speech topics can be approached as propositions of fact, value, or policy, it is a good idea to start thinking about what kind of proposition you want to make, as it will influence how you go about your research and writing. As you can see in the following example using the topic of global warming, the type of proposition changes the types of supporting materials you would need:

• Proposition of fact. Increased greenhouse gases related to human activity cause global warming.
• Proposition of value. America’s disproportionately large amount of pollution relative to other countries is wrong.
• Proposition of policy. There should be stricter emission restrictions on individual cars.

To support propositions of fact, you would want to present a logical argument based on objective facts that can then be used to build persuasive arguments. Propositions of value may require you to appeal more to your audience’s emotions and cite expert and lay testimony. Persuasive speeches about policy usually require you to research existing and previous laws or procedures and determine if any relevant legislation or propositions are currently being considered (Barton & Tucker, 2021).

11.4 Organizing a Persuasive Speech

We have already discussed several patterns for organizing your speech, but some organization strategies are specific to persuasive speaking. Some persuasive speech topics lend themselves to a topical organization pattern, which breaks the larger topic up into logical divisions. Recency and primacy, as well as adapting a persuasive speech based on the audience’s orientation toward the proposition can be connected when organizing a persuasive speech topically. Primacy means putting your strongest information first. It is based on the idea that audience members put more weight on what they hear first. This strategy can be especially useful when addressing an audience that disagrees with your proposition, as you can try to win them over early. Recency means putting your strongest information last to leave a powerful impression. This can be useful when you are building to a climax in your speech, specifically if you include a call to action (Morrison, 2015).

The problem-solution pattern is an organizational pattern that advocates for a particular approach to solve a problem. You would provide evidence to show that a problem exists and then propose a solution with additional evidence or reasoning to justify the course of action (Macasieb, 2018). One main point addressing the problem and one main point addressing the solution may be sufficient, but you are not limited to two. You could add a main point between the problem and solution that outlines other solutions that have failed. You can also combine the problem-solution pattern with the cause-effect pattern or expand the speech to fit with Monroe’s Motivated Sequence.

The cause-effect pattern can be used for informative speaking when the relationship between the cause and effect is not contested. The pattern is more fitting for persuasive speeches when the relationship between the cause and effect is controversial or unclear. There are several ways to use causes and effects to structure a speech. You could have a two-point speech that argues from cause to effect or from effect to cause. You could also have more than one cause that leads to the same effect or a single cause that leads to multiple effects. The following are some examples of thesis statements that correspond to various organizational patterns. As you can see, the same general topic area, prison overcrowding, is used for each example. This illustrates the importance of considering your organizational options early in the speech-making process, since the pattern you choose will influence your researching and writing.

• Problem-solution. Prison overcrowding is a serious problem that we can solve by finding alternative rehabilitation for nonviolent offenders.
• Problem–failed solution–proposed solution. Prison overcrowding is a serious problem that should not be solved by building more prisons; instead, we should support alternative rehabilitation for nonviolent offenders.
• Cause-effect. Prisons are overcrowded with nonviolent offenders, which leads to lesser sentences for violent criminals.
• Cause-cause-effect. State budgets are being slashed and prisons are overcrowded with nonviolent offenders, which leads to lesser sentences for violent criminals.
• Cause-effect-effect. Prisons are overcrowded with nonviolent offenders, which leads to increased behavioral problems among inmates and lesser sentences for violent criminals.
• Cause-effect-solution. Prisons are overcrowded with nonviolent offenders, which leads to lesser sentences for violent criminals; therefore, we need to find alternative rehabilitation for nonviolent offenders.

Monroe’s motivated sequence is an organizational pattern designed for persuasive speaking that appeals to audience members’ needs and motivates them to action (Watt & Barnett, 2021). If your persuasive speaking goals include a call to action, you may want to consider this organizational pattern. Here is an example of that pattern:

Step 1: Attention

• Hook the audience by making the topic relevant to them.
• Imagine living a full life, retiring, and slipping into your golden years. As you get older, you become more dependent on others and move into an assisted-living facility. Although you think life will be easier, things get worse as you experience abuse and mistreatment from the staff. You report the abuse to a nurse and wait, but nothing happens and the abuse continues. Elder abuse is a common occurrence, and unlike child abuse, there are no laws in our state that mandate complaints of elder abuse be reported or investigated.

Step 2: Need

• Cite evidence to support the fact that the issue needs to be addressed.
• According to the American Psychological Association, one to two million elderly Americans have been abused by their caretakers. In our state, those in the medical, psychiatric, and social work field are required to report suspicion of child abuse but are not mandated to report suspicions of elder abuse.

Step 3: Satisfaction

• Offer a solution and persuade the audience that it is feasible and well thought out.
• There should be a federal law mandating that suspicion of elder abuse be reported and that all claims of elder abuse be investigated.

Step 4: Visualization

• Take the audience beyond your solution and help them visualize the positive results of implementing it or the negative consequences of not.
• Elderly people should not have to live in fear during their golden years. A mandatory reporting law for elderly abuse will help ensure that the voices of our elderly loved ones will be heard.

Step 5: Action

• Call your audience to action by giving them concrete steps to follow to engage in a particular action or to change a thought or behavior.
• I urge you to take action in two ways. First, raise awareness about this issue by talking to your own friends and family. Second, contact your representatives at the state and national level to let them know that elder abuse should be taken seriously and given the same level of importance as other forms of abuse. I brought cards with the contact information for our state and national representatives for this area. Please take one at the end of my speech. A short e-mail or phone call can help end the silence surrounding elder abuse.

11.5 Persuasive Reasoning and Fallacies

Persuasive speakers should be concerned with what strengthens and weakens an argument. Knowing different types of reasoning can help you put claims and evidence together in persuasive ways and help you evaluate the quality of arguments that you encounter. Further, being able to identify common fallacies of reasoning can help you be a more critical consumer of persuasive messages.

Reasoning refers to the process of making sense of things around us. In order to understand our experiences, draw conclusions from information, and present new ideas, we must use reasoning. We often reason without being aware of it, however, becoming more aware of how we think can empower us to be better producers and consumers of communicative messages. The three types of reasoning we will explore are inductive, deductive, and causal.

Inductive Reasoning

Inductive reasoning reaches conclusions through the citation of examples and is the most frequently used form of logical reasoning (Walter, 1966). While introductory speakers are initially attracted to inductive reasoning because it seems easy, it can be difficult to employ well. Inductive reasoning, unlike deductive reasoning, does not result in true or false conclusions. Instead, since conclusions are generalized based on observations or examples, conclusions are “more likely” or “less likely.” Despite the fact that this type of reasoning is not definitive, it can still be valid and persuasive.

Some arguments based on inductive reasoning will be more cogent, or convincing and relevant, than others. For example, inductive reasoning can be weak when claims are made too generally. An argument that fraternities should be abolished from campus because they contribute to underage drinking and do not uphold high academic standards could be countered by providing examples of fraternities that sponsor alcohol education programming for the campus and have members that have excelled academically (Walter, 1966). In this case, one overly general claim is countered by another general claim, and both of them have some merit. It would be more effective to present a series of facts and reasons and then share the conclusion or generalization that you have reached from them.

You can see inductive reasoning used in the following speech excerpt from President George W. Bush’s address to the nation on the evening of September 11, 2001. Notice how he lists a series of events from the day, which builds to his conclusion that the terrorist attacks failed in their attempt to shake the foundation of America.

“Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices: secretaries, business men and women, military and federal workers, moms and dads, friends, and neighbors. Thousands of lives were suddenly ended by evil, despicable acts of terror. The pictures of airplanes flying into building, fires burning, huge—huge structures collapsing have filled us with disbelief, terrible sadness, and a quiet unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong. A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America.”

If a speaker is able to provide examples that are concrete, proxemic, and relevant to the audience, as Bush did in this example, audience members are prompted to think of additional examples that connect to their own lives. Inductive reasoning can be useful when an audience disagrees with your proposition. As you present logically connected examples as evidence that build to a conclusion, the audience may be persuaded by your evidence before they realize that the coming conclusion will counter what they previously thought. This also sets up cognitive dissonance, which is a persuasive strategy we will discuss later.

Reasoning by analogy is a type of inductive reasoning that argues that what is true in one set of circumstances will be true in another (Walter, 1966). Reasoning by analogy has been criticized and questioned by logicians, since two sets of circumstances are never exactly the same. While this is true, our goal when using reasoning by analogy in persuasive speaking is not to create absolutely certain conclusions but to cite cases and supporting evidence that can influence an audience. For example, let’s say you are trying to persuade a university to adopt an alcohol education program by citing the program’s success at other institutions. Since two universities are never exactly the same, the argument cannot be airtight. To better support this argument, you could first show that the program was actually successful using various types of supporting material such as statistics from campus offices and testimony from students and staff. Second, you could show how the cases relate by highlighting similarities in the campus setting, culture, demographics, and previous mission. Since you cannot argue that the schools are similar in all ways, choose to highlight significant similarities. In addition, it is better to acknowledge significant limitations of the analogy and provide additional supporting material to address them than it is to ignore or hide such limitations.

So how do we evaluate inductive reasoning? When inductive reasoning is used to test scientific arguments, there is rigorous testing and high standards that must be met for a conclusion to be considered valid. Inductive reasoning in persuasive speaking is employed differently. A speaker cannot cite every example that exists to build to a conclusion, so to evaluate inductive reasoning you must examine the examples that are cited in ways other than quantity. First, the examples should be sufficient, meaning that enough are cited to support the conclusion. If not, you risk committing the hasty generalization fallacy. A speaker can expect that the audience will be able to think of some examples as well, so there is no set number on how many examples is sufficient. If the audience is familiar with the topic, then fewer examples are probably sufficient, while more may be needed for unfamiliar topics. A speaker can make his or her use of reasoning by example more powerful by showing that the examples correspond to the average case, which may require additional supporting evidence in the form of statistics. Arguing that teacher salaries should be increased by providing an example of a teacher who works side jobs and pays for his or her own school supplies could be effectively supported by showing that this teacher’s salary corresponds to the national average (Walter, 1966).

Second, the examples should be typical, meaning they were not cherry-picked to match the point being argued. A speaker who argues to defund the National Endowment for the Arts (NEA) because the organization supports art that is “pornographic and offensive” may cite five examples of grants given for projects that caused such controversy. Failing to mention that these examples were pulled from the more than 128,000 grants issued by the NEA would be an inappropriate use of inductive reasoning since the examples are not sufficient or typical enough to warrant the argument. Another way to support inductive arguments is to show that the examples are a fair sample, meaning they are representative of the larger whole. Arguing that college athletes should not receive scholarships because they do not have the scholastic merit of other students and have less academic achievement could be supported by sharing several examples. However, if those examples were not representative, then they are biased, and the reasoning faulty. A speaker would need to show that the athletes used in the example are representative, in terms of their race, gender, sport, and background, of the population of athletes at the university.

Deductive Reasoning

Deductive reasoning derives specifics from what is already known. It was the preferred form of reasoning used by ancient rhetoricians like Aristotle to make logical arguments (Cooper & Nothstine, 1996).

A syllogism is an example of deductive reasoning that is commonly used when teaching logic. A syllogism is an example of deductive reasoning in which a conclusion is supported by major and minor premises. The conclusion of a valid argument can be deduced from the major and minor premises. A commonly used example of a syllogism is “All humans are mortal. Socrates is a human. Socrates is mortal.” In this case, the conclusion, “Socrates is mortal,” is derived from the major premise, “All humans are mortal,” and the minor premise, “Socrates is a human.” In some cases, the major and minor premises of a syllogism may be taken for granted as true. In the previous example, the major premise is presumed true because we have no knowledge of an immortal person to disprove the statement. The minor premise is presumed true because Socrates looks and acts like other individuals we know to be human. Detectives or scientists using such logic would want to test their conclusion. We could test our conclusion by stabbing Socrates to see if he dies, but since the logic of the syllogism is sound, it may be better to cut Socrates a break and deem the argument valid. Since most arguments are more sophisticated than the previous example, speakers need to support their premises with research and evidence to establish their validity before deducing their conclusion.

A syllogism can lead to incorrect conclusions if one of the premises is not true, as in the following example:

• All presidents have lived in the White House. (Major premise)
• George Washington was president. (Minor premise)
• George Washington lived in the White House. (Conclusion)

In the previous example, the major premise was untrue, since John Adams, our second president, was the first president to live in the White House. This causes the conclusion to be false. A syllogism can also exhibit faulty logic even if the premises are both true but are unrelated, as in the following example:

• Penguins are black and white. (Major premise)
• Some old television shows are black and white. (Minor premise)
• Some penguins are old television shows. (Conclusion)

Causal Reasoning

Causal reasoning argues to establish a relationship between a cause and an effect. When speakers attempt to argue for a particular course of action based on potential positive or negative consequences that may result, they are using causal reasoning. Such reasoning is evident in the following example: Eating more local foods will boost the local economy and make you healthier. The “if/then” relationship that is set up in causal reasoning can be persuasive, but the reasoning is not always sound. Rather than establishing a true cause-effect relationship, speakers more often set up a correlation, which means there is a relationship between two things but there are other contextual influences.

To use causal reasoning effectively and ethically, speakers should avoid claiming a direct relationship between a cause and an effect when such a connection cannot be proven. Instead of arguing “x caused y,” it is more accurate for a speaker to say “x influenced y.” Causal thinking is often used when looking to blame something or someone, as can be seen in the following example: It’s the president’s fault that the economy has not recovered more. While such a statement may garner a speaker some political capital, it is not based on solid reasoning.

Economic and political processes are too complex to distill to such a simple cause-effect relationship. A speaker would need to use more solid reasoning, perhaps inductive reasoning through examples, to build up enough evidence to support that a correlation exists and a causal relationship is likely. When using causal reasoning, present evidence that shows the following: (1) the cause occurred before the effect, (2) the cause led to the effect, and (3) it is unlikely that other causes produced the effect.

11.6 Persuasive Strategies

Do you think you are easily persuaded? If you are like most people, you are not swayed easily to change your mind about something. Persuasion is difficult because changing views often makes people feel like they were either not informed or ill informed, which also means they have to admit they were wrong about something. We will learn about nine persuasive strategies that you can use to influence more effectively audience members’ beliefs, attitudes, and values. They are ethos, logos, pathos, positive motivation, negative motivation, cognitive dissonance, appeal to safety needs, appeal to social needs, and appeal to self-esteem needs.

Ethos, Logos, and Pathos

Ethos, logos, and pathos were Aristotle’s three forms of rhetorical proof, meaning they were primary to his theories of persuasion. Ethos refers to the credibility of a speaker and includes three dimensions: competence, trustworthiness, and dynamism. The two most researched dimensions of credibility are competence and trustworthiness (Stiff & Mongeau, 2003).

Competence refers to the perception of a speaker’s expertise in relation to the topic being discussed. A speaker can enhance their perceived competence by presenting a speech based in solid research and that is well organized and practiced. Competent speakers must know the content of their speech and be able to deliver that content. Trustworthiness refers to the degree that audience members perceive a speaker to be presenting accurate, credible information in a non-manipulative way. Perceptions of trustworthiness come from the content of the speech and the personality of the speaker. In terms of content, trustworthy speakers consider the audience throughout the speech-making process, present information in a balanced way, do not coerce the audience, cite credible sources, and follow the general principles of communication ethics. In terms of personality, trustworthy speakers are also friendly and warm (Stiff & Mongeau, 2003).

Dynamism refers to the degree to which audience members perceive a speaker to be outgoing and animated (Stiff & Mongeau, 2003). Two components of dynamism are charisma and energy. Charisma refers to a mixture of abstract and concrete qualities that make a speaker attractive to an audience. Charismatic people usually know they are charismatic because they have been told that in their lives, and people have been attracted to them.

Unfortunately, charisma is difficult to develop intentionally, and some people seem to have a naturally charismatic personality, while others do not. Even though not everyone can embody the charismatic aspect of dynamism, the other component of dynamism, energy, is something that everyone can fathom. Communicating enthusiasm for your topic and audience by presenting relevant content and using engaging delivery strategies such as vocal variety and eye contact can increase your dynamism.

Logos refers to the reasoning or logic of an argument. The presence of fallacies would obviously undermine a speaker’s appeal to logos. Speakers employ logos by presenting credible information as supporting material and verbally citing their sources during their speech. Using the guidelines from our earlier discussion of reasoning will also help a speaker create a rational appeal. Research shows that messages are more persuasive when arguments and their warrants are made explicit (Stiff & Mongeau, 2003). Carefully choosing supporting material that is verifiable, specific, and unbiased can help a speaker appeal to logos. Speakers can also appeal to logos by citing personal experience and providing the credentials and/or qualifications of sources of information (Cooper & Nothstine, 1996). Presenting a rational and logical argument is important, but speakers can be more effective if they bring in and refute counterarguments. The most effective persuasive messages are those that present two sides of an argument and refute the opposing side, followed by single argument messages, followed by messages that present counterarguments but do not refute them (Stiff & Mongeau, 2003). In short, by clearly showing an audience why one position is superior to another, speakers do not leave an audience to fill in the blanks of an argument, which could diminish the persuasive opportunity.

Pathos refers to emotional appeals. Aristotle was suspicious of too much emotional appeal, yet this appears to have become more acceptable in public speaking. Stirring emotions in an audience is a way to get them involved in the speech, and involvement can create more opportunities for persuasion and action. Reading in the paper that a house was burglarized may get your attention but think about how different your reaction would be if you found out it was your own home. Intentionally stirring someone’s emotions to get them involved in a message that has little substance would be unethical. Yet such spellbinding speakers have taken advantage of people’s emotions to get them to support causes, buy products, or engage in behaviors that they might not otherwise, if given the chance to see the faulty logic of a message.

Effective speakers should use emotional appeals that are also logically convincing, since audiences may be suspicious of a speech that is solely based on emotion. Emotional appeals are effective when you are trying to influence a behavior or you want your audience to take immediate action (Stiff & Mongeau, 2003). Emotions lose their persuasive effect more quickly than other types of persuasive appeals. Since emotions are often reactionary, they fade relatively quickly when a person is removed from the provoking situation (Fletcher, 2001).

Emotional appeals are also difficult for some because they require honed delivery skills and the ability to use words powerfully and dramatically. The ability to use vocal variety, cadence, and repetition to rouse an audience’s emotion is not easily attained. Think of how stirring Martin Luther King Jr.’s “I Have a Dream” speech was due to his ability to evoke the emotions of the audience. Dr. King used powerful and creative language in conjunction with his vocalics to deliver one of the most famous speeches in our history. Using concrete and descriptive examples can paint a picture in your audience member’s minds. Speakers can also use literal images, displayed using visual aids, to appeal to pathos.

Speakers should strive to appeal to ethos, logos, and pathos within a speech. A speech built primarily on ethos might lead an audience to think that a speaker is full of himself or herself. A speech full of facts and statistics appealing to logos would result in information overload. Speakers who rely primarily on appeals to pathos may be seen as overly passionate, biased, or unable to see other viewpoints.

Dissonance, Motivation, and Needs

Aristotle’s three rhetorical proofs—ethos, logos, and pathos—have been employed as persuasive strategies for thousands of years. More recently, persuasive strategies have been identified based on theories and evidence related to human psychology. Although based in psychology, such persuasive strategies are regularly employed and researched in communication due to their role in advertising, marketing, politics, and interpersonal relationships. The psychologically based persuasive appeals we will discuss are cognitive dissonance, positive and negative motivation, and appeals to needs.

Cognitive Dissonance

If you have studied music, you probably know what dissonance is. Some notes, when played together on a piano, produce a sound that is pleasing to our ears. When dissonant combinations of notes are played, we react by wincing or cringing because the sound is unpleasant to our ears. So dissonance is that unpleasant feeling we get when two sounds clash. The same principle applies to cognitive dissonance , which refers to the mental discomfort that results when new information clashes with or contradicts currently held beliefs, attitudes, or values. Using cognitive dissonance as a persuasive strategy relies on three assumptions: (1) people have a need for consistency in their thinking; (2) when inconsistency exists, people experience psychological discomfort; and (3) this discomfort motivates people to address the inconsistency to restore balance (Stiff & Mongeau, 2003). In short, when new information clashes with previously held information, an unpleasantness results, and we have to try to reconcile the difference.

Cognitive dissonance is not a single-shot persuasive strategy. As we have learned, people are resistant to change and not easy to persuade. While we might think that exposure to conflicting information would lead a rational person to change his or her mind, humans are not as rational as we think.

There are many different mental and logical acrobatics that people do to get themselves out of dissonance. Some frequently used strategies to resolve cognitive dissonance include discrediting the speaker or source of information, viewing yourself as an exception, seeking selective information that supports your originally held belief, or intentionally avoiding or ignoring sources of cognitive dissonance (Cooper & Nothstine, 1996). As you can see, none of those actually results in a person modifying their thinking, which means persuasive speech goals are not met. Of course, people cannot avoid dissonant information forever, so multiple attempts at creating cognitive dissonance can actually result in thought or behavior modification.

Positive and Negative Motivation

Positive and negative motivation are common persuasive strategies used by teachers, parents, and public speakers. Rewards can be used for positive motivation, and the threat of punishment or negative consequences can be used for negative motivation. We have already learned the importance of motivating an audience to listen to your message by making your content relevant and showing how it relates to their lives. We also learned an organizational pattern based on theories of motivation: Monroe’s Motivated Sequence. When using positive motivation , speakers implicitly or explicitly convey to the audience that listening to their message or following their advice will lead to positive results. Conversely, negative motivation implies or states that failure to follow a speaker’s advice will result in negative consequences. Positive and negative motivation as persuasive strategies match well with appeals to needs.

Appeals to Needs

Maslow’s hierarchy of needs states that there are several layers of needs that human beings pursue. They include physiological, safety, social, self-esteem, and self-actualization needs (Maslow, 1943). Since these needs are fundamental to human survival and happiness, tapping into needs is a common persuasive strategy. Appeals to needs are often paired with positive or negative motivation, which can increase the persuasiveness of the message.

Physiological needs form the base of the hierarchy of needs. The closer the needs are to the base, the more important they are for human survival. Speakers do not appeal to physiological needs. After all, a person who does not have food, air, or water is not very likely to want to engage in persuasion, and it would not be ethical to deny or promise these things to someone for persuasive gain. Some speakers attempt to appeal to self-actualization needs, but I argue that this is difficult to do ethically. Self-actualization refers to our need to achieve our highest potential, and these needs are much more intrapersonal than the others are. We achieve our highest potential through things that are individual to us, and these are often things that we protect from outsiders. Some examples include pursuing higher education and intellectual fulfillment, pursuing art or music, or pursuing religious or spiritual fulfillment. These are often things we do by ourselves and for ourselves, so I like to think of this as sacred ground that should be left alone. Speakers are more likely to be successful at focusing on safety, social, and self-esteem needs.

We satisfy our safety needs when we work to preserve our safety and the safety of our loved ones. Speakers can combine appeals to safety with positive motivation by presenting information that will result in increased safety and security. Combining safety needs and negative motivation, a speaker may convey that audience members’ safety and security will be put at risk if the speaker’s message is not followed. Combining negative motivation and safety needs depends on using some degree of fear as a motivator. Think of how the insurance industry relies on appeals to safety needs for their business. While this is not necessarily a bad strategy, it can be done more or less ethically.

Our social needs relate to our desire to belong to supportive and caring groups. We meet social needs through interpersonal relationships ranging from acquaintances to intimate partnerships. We also become part of interest groups or social or political groups that help create our sense of identity. The existence and power of peer pressure is a testament to the motivating power of social needs. People go to great lengths and sometimes make poor decisions they later regret to be a part of the “in-group.” Advertisers often rely on creating a sense of exclusivity to appeal to people’s social needs. Positive and negative motivation can be combined with social appeals. Positive motivation is present in messages that promise the receiver “in-group” status or belonging, and negative motivation can be seen in messages that persuade by saying, “Don’t be left out.” Although these arguments may rely on the bandwagon fallacy to varying degrees, they draw out insecurities people have about being in the “out-group.”

We all have a need to think well of ourselves and have others think well of us, which ties to our self-esteem needs . Messages that combine appeals to self-esteem needs and positive motivation often promise increases in respect and status. A financial planner may persuade by inviting a receiver to imagine prosperity that will result from accepting his or her message. A publicly supported radio station may persuade listeners to donate money to the station by highlighting a potential contribution to society. The health and beauty industries may persuade consumers to buy their products by promising increased attractiveness. While it may seem shallow to entertain such ego needs, they are an important part of our psychological makeup. Unfortunately, some sources of persuasive messages are more concerned with their own gain than the well-being of others and may take advantage of people’s insecurities in order to advance their persuasive message. Instead, ethical speakers should use appeals to self-esteem that focus on prosperity, contribution, and attractiveness in ways that empower listeners.

11.7 Sample Persuasive Speech  

Title: Education behind Bars Is the Key to Rehabilitation

General purpose: To persuade

Specific purpose : By the end of my speech, my audience will believe that prisoners should have the right to an education.

Thesis statement: There should be education in all prisons, because denying prisoners an education has negative consequences for the prisoner and society, while providing them with an education provides benefits for the prisoner and society.

Attention getter: “We must accept the reality that to confine offenders behind walls without trying to change them is an expensive folly with short-term benefits—winning battles while losing the war.” Supreme Court Justice Warren Burger spoke these words more than thirty years ago, and they support my argument today that prisoners should have access to education.

Introduction of topic: While we value education as an important part of our society, we do not value it equally for all. Many people do not believe that prisoners should have access to an education, but I believe they do.

Credibility and relevance: While researching this topic, my eyes were opened up to how much an education can truly affect a prisoner, and given my desire to be a teacher, I am invested in preserving the right to learn for everyone, even if they are behind bars. While I know from our audience analysis activity that some of you do not agree with me, you never know when this issue may hit close to home. Someday, someone you love might make a mistake in their life and end up in prison, and while they are there, I know you all would want them to receive an education so that when they get out, they will be better prepared to contribute to society.

Preview: Today, I invite you listen with an open mind as I discuss the need for prisoner education, a curriculum that will satisfy that need, and some benefits of prisoner education.

Transition: First, I will explain why prisoners need access to education.

1. According to a 2012 article in the journal Corrections Today on correctional education programs, most states have experienced an increase in incarceration rates and budgetary constraints over the past ten years, which has led many to examine best practices for reducing prison populations.

a. In that same article, criminologist and former research director of the Federal Bureau of Prisons states that providing correctional education is one of the most productive and important reentry services that our prisons offer.

b. His claim is supported by data collected directly from prisoners, 94 percent of whom identify education as a personal reentry need—ranking it above other needs such as financial assistance, housing, or employment.

c. Despite the fact that this need is clearly documented, funding for adult and vocational education in correctional education has decreased.

1. Many prisoners have levels of educational attainment that are far below those in the general population.

2. According to statistics from 2010, as cited in the Corrections Today article, approximately 40 percent of state prison inmates did not complete high school, as compared to 19 percent of the general population.

3. Additionally, while about 48 percent of the public have taken college classes, only about 11 percent of state prisoners have.

d. At the skill level, research from the United Kingdom, cited in the 2003 article from Studies in the Education of Adults titled “Learning behind Bars: Time to Liberate Prison Education,” rates of illiteracy are much higher among the prison population than the general population, and there is a link between poor reading skills and social exclusion that may lead people to antisocial behavior.

1. Prisoner education is also needed to break a cycle of negativity and stigma to which many prisoners have grown accustomed.

2. The article from Studies in the Education of Adults that I just cited states that prisoners are often treated as objects or subjected to objectifying labels like “ addict , sexual offender , and deviant .”

3. While these labels may be accurate in many cases, they do not do much to move the prisoner toward rehabilitation.

4. The label student , however, has the potential to do so because it has positive associations and can empower the prisoner to make better choices to enhance his or her confidence and self-worth.

Transition: Now that I have established the need for prisoner education, let’s examine how we can meet that need.

2. In order to meet the need for prisoner education that I have just explained, it is important to have a curriculum that is varied and tailored to various prisoner populations and needs.

a. The article from Corrections Today notes that education is offered to varying degrees in most US prisons, but its presence is often debated and comes under increased scrutiny during times of budgetary stress.

b. Some states have implemented programs that require inmates to attend school for a certain amount of time if they do not meet minimum standards for skills such as reading or math.

c. While these are useful programs, prisoner education should not be limited to or focused on those with the least amount of skills.

d. The article notes that even prisoners who have attended or even graduated from college may benefit from education, as they can pursue specialized courses or certifications.

e. Based on my research, I would propose that the prison curriculum have four tiers: one that addresses basic skills that prisoners may lack, one that prepares prisoners for a GED, one that prepares prisoners for college-level work, and one that focuses on life and social skills.

1. The first tier of the education program should focus on remediation and basic skills, which is the most common form of prisoner education as noted by Foley and Gao in their 2004 article from the Journal of Correctional Education that studied educational practices at several institutions.

a. These courses will teach prisoners basic reading, writing, and math skills that may be lacking.

b. Since there is a stigma associated with a lack of these basic skills, early instruction should be one-one-one or in small groups.

2. The second tier should prepare prisoners who have not completed the equivalent of high school to progress on to a curriculum modeled after that of most high schools, which will prepare them for a GED.

3. The third tier should include a curriculum based on the general education learning goals found at most colleges and universities and/or vocational training.

a. Basic general education goals include speaking, writing, listening, reading, and math.

b. Once these general education requirements have been met, prisoners should be able to pursue specialized vocational training or upper-level college courses in a major of study, which may need to be taken online through distance learning, since instructors may not be available to come to the actual prisons to teach.

4. The fourth tier includes training in social and life skills that most people learn through family and peer connections, which many prisoners may not have had.

a. Some population-specific areas of study that would not be covered in a typical classroom include drug treatment and anger management.

b. Life skills such as budgeting, money management, and healthy living can increase confidence.

c. Classes that focus on social skills, parenting, or relational communication can also improve communication skills and relational satisfaction; for example, workshops teaching parenting skills have been piloted to give fathers the skills needed to communicate effectively with their children, which can increase feelings of self-worth.

f. According to a 2007 article by Behan in the Journal of Correctional Education , prisons should also have extracurricular programs that enhance the educational experience.

1. Under the supervision of faculty and/or staff, prisoners could be given the task of organizing an outside speaker to come to the prison or put together a workshop.

2. Students could also organize a debate against students on the outside, which could allow the prisoners to interact (face-to-face or virtually) with other students and allow them to be recognized for their academic abilities.

3. Even within the prison, debates, trivia contests, paper contests, or speech contests could be organized between prisoners or between prisoners and prison staff as a means of healthy competition.

4. Finally, prisoners who are successful students should be recognized and put into peer-mentoring roles, because, as Behan states in the article, “a prisoner who…has had an inspirational learning experience acts as a more positive advocate for the school than any [other method].”

Transition: The model for prisoner education that I have just outlined will have many benefits.

3. Educating prisoners can benefit inmates, those who work in prisons, and society.

a. The article I just cited from the Journal of Correctional Education states that the self-reflection and critical thinking that are fostered in an educational setting can help prisoners reflect on how their actions affected them, their victims, and/or their communities, which may increase self-awareness and help them better reconnect with a civil society and reestablish stronger community bonds.

1. The Corrections Today article I cited earlier notes that a federally funded three-state survey provided the strongest evidence to date that prisoner education reduces the recidivism rate and increases public safety.

2. The Corrections Today article also notes that prisoners who completed a GED reoffended at a rate 20 percent lower than the general prison population, and those that completed a college degree reoffended at a rate 44 percent lower than the general prison population.

b. So why does prisoner education help reduce recidivism rates?

1. Simply put, according to the article in the Studies in the Education of Adults I cited earlier, the skills gained through good prison education programs make released prisoners more desirable employees, which increases their wages and helps remove them from a negative cycles of stigma and poverty that led many of them to crime in the first place.

2. Further, the ability to maintain consistent employment has been shown to reduce the rate of reoffending.

3. Education does not just improve the lives of the prisoners; it also positively affects the people who work in prisons.

c. An entry on eHow.com by Kinney about the benefits of prisoners getting GEDs notes that a successful educational program in a prison can create a more humane environment that will positively affect the officers and staff as well.

1. Such programs also allow prisoners to do more productive things with their time, which lessens violent and destructive behavior and makes prison workers’ jobs safer.

2. Prisoner education can also save cash-strapped states money.

3. Giving prisoners time-off-sentence credits for educational attainment can help reduce the prison population, as eligible inmates are released earlier because of their educational successes.

4. As noted by the Corrections Today article, during the 2008–9 school year the credits earned by prisoners in the Indiana system led to more than $68 million dollars in avoided costs.

Transition to conclusion and summary of importance: In closing, it is easy to see how beneficial a good education can be to a prisoner. Education may be something the average teenager or adult takes for granted, but for a prisoner it could be the start of a new life.

Review of main points: There is a clear need for prisoner education that can be met with a sound curriculum that will benefit prisoners, those who work in prisons, and society.

Closing statement: While education in prisons is still a controversial topic, I hope you all agree with me and Supreme Court Justice Burger, whose words opened this speech, when we say that locking a criminal away may offer a short-term solution in that it gets the criminal out of regular society, but it doesn’t better the prisoner and it doesn’t better us in the long run as a society.

Figure 11.1: Types of propositions with examples. Kindred Grey. 2022. CC BY 4.0 .

Figure 11.2: Inductive reasoning. Kindred Grey. 2022. CC BY 4.0 . Includes Lightbulb by Maxim Kulikov from NounProject , Magnifying Glass by Pedro Santos from NounProject , and Brain by Bernar Novalyi from NounProject (all Noun Project license ).

Figure 11.3: Deductive reasoning. Kindred Grey. 2022. CC BY 4.0 . Includes Lightbulb by Maxim Kulikov from NounProject , Magnifying Glass by Pedro Santos from NounProject , and Paper by AdbA Icons ❤️ from NounProject (all Noun Project license ).

Figure 11.4: Aristotle’s modes of persuassion. Kindred Grey. 2022. CC BY 4.0 .

Figure 11.5: Maslow’s hierarchy of needs. Kindred Grey. 2022. CC BY 4.0 .

Section 11. 1-11.4

Barton, K., & Tucker, B. G. (2021, February 20). Constructing a persuasive speech . https://socialsci.libretexts.org/Bookshelves/Communication/Public_Speaking/Exploring_Public_Speaking_(Barton_and_Tucker)/13%3A_Persuasive_Speaking/13.05%3A_Constructing_a_Persuasive_Speech

Hamm, P. H. (2006). Teaching and persuasive communication: Class presentation skills . Harriet W. Sheridan Center for Teaching and Learning at Brown University.

Macasieb, D. (2018, June 13). Speech patterns: The proposition-to-proof versus the problem-solution method . https://drumac.com/2018/06/13/speech-patterns-the-proposition-to-proof-versus-the-problem-solution-method/

McCroskey, J. C. (1966). Toward an understanding of the importance of ‘evidence’ in persuasive communication. The Pennsylvania Speech Annual , 23 , 65–71.

McCroskey, J. C. (1969). A summary of experimental research on the effects of evidence in persuasive communication. Quarterly Journal of Speech , 55 (2), 169-176. https://doi.org/10.1080/00335636909382942

Nordquist, R. (2020, December 3). What does it mean to make a claim during an argument? https://www.thoughtco.com/what-is-claim-argument-1689845

Poggi, I. (2005). The goals of persuasion. Pragmatics and Cognition , 13 (2), 297-335. https://doi.org/10.1075/pc.13.2.04pog

Watt, S. S., & Barnett, J. T. (2021, January 4). Organizing persuasive messages . https://socialsci.libretexts.org/Bookshelves/Communication/Public_Speaking/Public_Speaking_(The_Public_Speaking_Project)/16%3A_Persuasive_Speaking/16.09%3A_Organizing_Persuasive_Messages

Williams, E. (2018, October 19). Effective persuasive communication . https://smallbusiness.chron.com/effective-persuasive-communication-56248.html

Section 11.5

ReferencesCooper, M. D., & Nothstine, W. L. (1996). Power persuasion: Moving an ancient art into the media age. Educational Video Group.

Walter, O. M., Speaking to inform and persuade . Macmillan.

Section 11.6

Cooper, M. D., & Nothstine, W. L. (1996). Power persuasion: Moving an ancient art into the media age . Educational Video Group.

Fletcher, L. (2001). How to design and deliver speeches (7th ed.). Longman.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4), 370–396. https://doi.org/10.1037/h0054346

Stiff, J. B., & Mongeau, P. A. (2003). Persuasive communication (2nd ed.). Guilford Press.

Sample Persuasive Speech

Bayliss, P. (2003). Learning behind bars: Time to liberate prison education. Studies in the Education of Adults, 35 (2), 157–172. https://doi.org/10.1080/02660830.2003.11661480

Behan, C. (2007). Context, creativity and critical reflection: Education in correctional institutions. Journal of Correctional Education, 58 (2), 157–169. https://www.jstor.org/stable/23282734

Foley, R. M., & Gao, J. (2004). Correctional education: Characteristics of academic programs serving incarcerated adults. Journal of Correctional Education, 55 (1), 6–21. https://www.jstor.org/stable/23292120

Kinney, A. (2011). What are the benefits of inmates getting GEDs? Ehow.com . Retrieved from https://ehow.com/list_6018033_benefits-inmates-getting-geds_.html

Steurer, S. J., Linton, J., Nally, J., & Lockwood, S. (2010). The top-nine reasons to increase correctional education programs. Corrections Today, 72 (4), 40–43.

The statement that will be supported by evidence

Also called grounds, it supports the claim

The underlying justification that connects the claim and the evidence

A five step organizational pattern to help persuade an audience. 1. Attention Step: Grab the audience’s attention in the introduction. 2. Need Step: Establish the reason that your topic needs to be addressed. Satisfaction Step: Present a solution to the problem that you are addressing. 4. Visualization Step: Incorporate a positive/negative motivation to support the relationship you have set up between the need and your proposal. 5. Action Step: Include a call to action that tells people what they can do about the situation.

Reaches conclusions through citation of examples and is the most frequently used form of logical reasoning

Derives specifics from what is already known

Argues to establish a relationship between a cause and effect

Refers to the credibility of the speaker and includes dimensions: competence, trustworthiness, and dynamism

Refers to the perception of a speaker’s expertise in relation to the topic being discussed

The second component of ethos and is the degree that audience members perceive a speaker to be presenting accurate, credible information in a non-manipulative way

Refers to the degree to which audience members perceive a speaker to be outgoing and animated

The reasoning or logic of an argument

The emotional appeal

Refers to the mental discomfort that results when new information clashes with or contradicts currently held beliefs, attitudes, or values

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What Is Persuasive Speech: Meaning, Skills and Examples

• December 11, 2023

Imagine standing before an audience, your heart pounding like a drum, and a critical decision hanging in the balance. Your ability to make a persuasive speech and to communicate effectively has never been more critical. From the hallowed halls of historic speeches to the humble corridors of everyday conversations, persuasive communication is the unspoken power behind change, influence, and success.

In this blog post, we’re embarking on a journey to uncover the art of persuasive speech. Are you ready to discover the secrets that have inspired leaders, swayed opinions, and changed lives throughout history? Let’s begin by demystifying persuasive speech and unlocking its transformative potential, one word at a time.

Understanding Persuasion

Persuasion is the subtle art of influencing the audience to thoughts, decisions, and actions through effective communication. It’s the skill that allows you to win hearts, change minds, and motivate others to your cause.

Whether you’re delivering a persuasive speech in front of a packed auditorium or crafting a persuasive email to your boss, this ability to persuade is a potent tool that can help you navigate life’s challenges with finesse.

Persuasive speech matters because it’s not just about convincing others; it’s about building trust and credibility. When you communicate persuasively, you demonstrate your expertise, sincerity, and empathy. This, in turn, fosters trust and credibility with your audience. People are more likely to listen to, respect, and follow those they trust.

While persuasive speeches often come to mind when we think of persuasion, this skill extends far beyond formal presentations. It’s embedded in conversations, negotiations, marketing messages, and social media posts.

Mastering your persuasive speech means becoming a more effective communicator in all aspects of life, from convincing a friend to join a new adventure to negotiating a critical business deal.

Persuasive communication isn’t something you either have or don’t have; it’s a skill that can be learned, honed, and improved throughout your life. Whether you’re a seasoned professional or just starting your career, the audience to whom you’re communicating is always key. There’s always room for growth. Becoming a persuasive communicator is an ongoing process that involves continually honing your skills to engage the audience to convey your message effectively.

In the upcoming sections, we’ll dive into the essential elements of a persuasive speech topic to enhance your skills as a speaker and writer in any situation. Let’s get started in uncovering these secrets.

Elements Of Persuasive Speech

These elements serve as the foundation upon which your persuasive speech skills are built, whether you’re speaking or writing. Let’s uncover the secrets that will empower you to craft your speech and sway hearts and minds effectively.

1. Building Credibility

Credibility is the cornerstone of a persuasive speech, representing the trust your audience invests in you as a communicator. Without it, your words may lack impact. To build credibility, authenticity is key; by sharing your genuine thoughts, emotions, and intentions, you establish trust rapidly.

Additionally, positioning yourself as an authority on the subject through your speech knowledge, experience, and qualifications enhances your persuasiveness. Moreover, recognizing and managing emotions, a trait linked to emotional intelligence is vital for effective persuasive communication.

2. Understanding Your Audience

Understanding your audience is a fundamental component of a persuasive speech, emphasizing the importance of tailoring your message to address their specific needs, desires, and pain points. Demonstrating your consideration of their perspective and showing empathy, by understanding their emotions and feelings, paves the way for a deeper connection with your audience.

Furthermore, adaptability in your communication style is key; recognizing that different individuals may respond better to various approaches, some driven by logic and data, while emotional stories sway others, ensures a more successful and resonant persuasive speech.

3. Communicating Effectively

Effective communication is the linchpin of a persuasive speech topic , demanding a harmonious blend of clarity, engagement, and active listening to create a deeply resonating message. Clarity is of utmost importance; your message must be free from diluting ambiguity. Use straightforward language and logical arguments to eliminate doubts in your audience . 

Beyond words, effective communication thrives on constant audience engagement for your audience , using anecdotes, examples, and rhetorical questions to sustain their interest and heighten receptivity. Active listening is equally vital, enabling real-time message adjustments by keenly observing your audience responses and non-verbal cues, ensuring your words continually align with their needs and concerns. Your persuasive speech hinges on this interplay, fostering a connection that resonates and influences the audience.

In the following sections, we’ll apply these elements to your persuasive speech , offering practical tips to enhance your persuasive communication skills in different contexts. Let’s continue our journey to unveil the secrets of persuasion.

Developing Persuasive Speaking

In this subsection, we journey into persuasive speaking, uncovering the techniques and strategies that empower you to speak with confidence, clarity, and persuasiveness. Let’s embark on the path to mastering the art of spoken persuasion.

1. Crafting A Compelling Narrative

Imagine you’re about to give a speech on environmental conservation. To start strong, you might begin with a vivid example of the devastating effects of climate change. Perhaps you paint a picture of a future where our children won’t be able to enjoy the beauty of a lush, green Earth. That’s the power of crafting a compelling narrative – it grips the audience right from the beginning.

As you continue, you structure your speech with clear signposts, guiding the audience through your message, and conclude with a memorable call to action. It’s like weaving a story that takes your listeners on a journey.

2. Mastering Persuasive Techniques

Persuasive speaking is all about using the right tools. Think of it like a master craftsman wielding various instruments to create a masterpiece. In your speech, you can employ rhetorical devices, such as using parallelism to emphasize your points, just like Martin Luther King Jr. did in his iconic “I Have a Dream” speech.

Or, you might use persuasive language that taps into your audience emotions. For instance, if you’re advocating for animal welfare, you could describe the suffering of a specific animal, making the audience feel a personal connection. It’s like using different brushes and colors to paint a compelling picture.

3. Use Of Visual Aids in the Persuasive Speech

In the digital age, persuasive speaking should be integrated with visual aids and technology. Imagine you’re giving a speech on the latest technological innovations. To engage the audience , you could incorporate dynamic visuals, like charts, videos, or interactive graphics, that illustrate the impact of these innovations.

You should be using real-time data to support your points. Consider Steve Jobs’ iconic iPhone launch presentations – he used visuals and technology to make complex ideas simple and captivating.

This is about using the power of visuals and tech to enhance your speech , making it more impactful and memorable.

Impact Of Persuasive Speech

In this section, we delve into your speech , witnessing the real-world impact of persuasive communication—how it transforms lives, shapes careers, and influences societies. Here, we explore compelling examples and delve into the personal and societal growth that comes with mastering the art of persuasion.

1. Professional Advancement

Mastering persuasive communication skills should be considered like having a Swiss Army knife for your career. It’s not just about crafting fancy words; it’s about being the captain of your professional ship.

Imagine you’re leading a team, and you want them to tackle a challenging project. With persuasive communication, your speech can inspire and guide them to collaborate effectively, resulting in outstanding results.

But it’s not just about leadership; it also should be your secret weapon for navigating those tricky workplace conflicts and sealing the deal in negotiations. For instance, picture a scenario where you’re resolving an issue with a colleague.

Instead of just fixing the problem, you both end up with a win-win solution that advances your careers.

That’s the magic of persuasive speech – it unlocks your career’s full potential, making your goals achievable and your journey fulfilling.

2. Personal Empowerment

Now, let’s talk about how persuasive thinking and communication should be able to empower you personally. It’s like having your point of view as your superpower, boosting your self-confidence and enriching your relationships.

When you can articulate your speech effectively, you don’t just talk the talk; you walk the walk with confidence.

Picture this: You’re in a group, and you have an idea to share. With a persuasive speech , you express it so well that everyone listens, and you leave a lasting impression. It’s not just about talking to others; it’s also about connecting with them on a deeper level.

Think about how understanding and persuading with empathy should be utilized to create trust and make your personal relationships more fulfilling.

Moreover, in everyday life, persuasive thinking should be a tool that helps you make clear decisions and solve problems with finesse and purpose. It’s like having a guiding light in your pocket for navigating life’s twists and turns.

3. Societal Influence and Change

Now, let’s journey into the world of persuasive speeches and their incredible impact on society. Think about history – about how a persuasive speech is litting the flames of transformative movements across the globe.

Whether it’s the words of influential leaders rallying for change and justice or persuasive communication fueling social activism, their influence is undeniable.

Imagine standing in a crowd, listening to a speech that stirs your soul and inspires you to take action for a cause you deeply believe in. That’s the power of persuasive advocacy. And that leads to the question: What are the key elements that make advocacy truly compelling and influential?

These speeches aren’t just words; they’re catalysts for action and beacons of hope, uniting people and driving positive change on a societal scale from your point of view .

Corporate Influence

In the corporate world, a persuasive speech is not just a tool; it’s the dynamo that powers business growth and innovation. Imagine you’re a corporate leader addressing your team. Your persuasive speech aligns them with a shared vision, igniting their motivation and driving remarkable results.

But it’s not just about the employees; it’s also about stakeholders, investors, and partners. With your point of view on persuasive communication, you can build trust, inspire confidence, and secure vital partnerships that shape corporate influence.

It’s like painting a masterpiece with words, creating a narrative that captivates and influences everyone in your business ecosystem.

Civic Engagement

The impact of a persuasive speech on civic engagement is like a rallying cry for community betterment and democratic participation. Imagine you’re listening to a speech that should be compelling you to vote, engage in public discourse, and address critical social and political issues.

It’s not just words; it’s a call to action in your speech.

Historically, persuasive speeches have ignited social movements, united people in shared causes, and inspired civic action. They nurture collective responsibility, foster civic-mindedness, and empower individuals to advocate for your point of view on positive community change.

Your speech acts like a wave of change, driven by persuasive messages, enhancing democracy and pursuing a more equitable and just society.

In the upcoming sections, we’ll uncover how these facets of personal and societal impact intersect, showcasing the transformative potential of a persuasive speech . 

Famous Examples of the Persuasive Speech

Here, we’ll explore five iconic and influential persuasive speeches throughout history that have demonstrated the power of persuasive speech . By analysing these famous examples, you should be able to gain valuable insights into the art of compelling persuasion.

1. Martin Luther King Jr.’s “I Have a Dream”

Martin Luther King Jr.’s “ I Have a Dream ” speech epitomizes persuasive speech with its rhetorical brilliance, emotional depth, and historical significance.

Dr. King’s power lay in his vision, as he painted a vivid picture of a world where racial equality should be not a mere dream but a shared reality, instilling hope and motivation.

He harnessed rhetorical devices such as repeating phrases like “I have a dream” and “Let freedom ring,” creating a rhythmic, memorable quality reinforcing key messages.

Furthermore, his words tapped into the deep-seated emotions of the audience , stirring a profound sense of urgency and a shared mission, making this speech an enduring testament to the art of your persuasive speech .

2. Winston Churchill’s “We Shall Fight on the Beaches”

Winston Churchill’s “ We Shall Fight on the Beaches ” is a testament to his unwavering resolve and powerful rhetoric, which rallied a nation during a critical historical moment.

Churchill’s words conveyed a spirit of defiance that deeply resonated with a nation facing formidable challenges, highlighting mental health . His speech left no room for ambiguity, articulating a clear path forward and the unwavering commitment required.

Through mobilizing language, Churchill should be galvanizing citizens to come together, confront adversity head-on, and work collectively toward a common objective, making this speech a remarkable example of persuasive leadership.

3. John F. Kennedy’s “Ich bin ein Berliner”

John F. Kennedy’s “ Ich bin ein Berliner ” speech went beyond political boundaries to convey a powerful message of unity. Kennedy’s words expressed unwavering support and a sense of shared identity with the people of Berlin, fostering solidarity.

Through symbolic gestures and a choice of language that demonstrated a deep understanding of the local context, he effectively connected with the audience .

Furthermore, his words resonated with Berliners by highlighting the shared values and ideals they held dear, making this speech a poignant example of international persuasive speech and solidarity.

4. Malala Yousafzai’s United Nations Address

Malala Yousafzai’s United Nations Address established her as a global symbol for education and girls’ rights through her courage and eloquence. Her remarkable courage in the face of adversity should be highlighted as a powerful testament to her unwavering commitment to the girls’ education.

Malala’s youthful perspective and unwavering determination captured the hearts of people worldwide, underscoring the urgency of her message.

Her speech not only inspired but also catalyzed a global movement dedicated to addressing the barriers to the education that girls face worldwide, making her a remarkable advocate for change and the power of a persuasive speech .

5. Ronald Reagan’s “Tear Down This Wall!”

Ronald Reagan’s “ Tear Down This Wall! ” speech became synonymous with the fall of the Berlin Wall and the end of the Cold War. His words conveyed a powerful and symbolic demand, boldly challenging the division of the city and offering a vision of a united, free Berlin.

Reagan’s clarity of message resonated deeply with those yearning for liberty behind the Iron Curtain, addressing not only political freedom but also impacting the mental health of those living in oppressive circumstances.

The historical significance of his speech should be undeniable, as it played a pivotal role in shaping the course of history and ushering in a new era of freedom and cooperation, making it a prime example of persuasive speech with profound global implications.

Persuasive Speech Topics

In this section, we delve into various persuasive speech topics, each carefully curated to captivate the audience , stimulate critical thinking, and drive discussions that matter.

1. Good Persuasive Speech Topics in Arts

The Role of Art in Promoting Mental Health and Well-being

The Impact of Digital Art on Traditional Art Forms

Censorship in the Arts: Balancing Creative Freedom and Societal Values

Art as a Tool for Social Change and Activism

The Importance of Arts Education in K-12 Schools

2. Best Persuasive Speech Topics for High School Students

The Benefits of Mandatory Volunteering for High School Students

Social Media and its Impact on Teen Mental Health

The Importance of Financial Literacy Education in High Schools

Should High School Students Have a Say in Curriculum Development?

The Pros and Cons of Standardised Testing in High Schools

3. Best Persuasive Speech Topics for College Students

Addressing Student Loan Debt: Strategies for College Affordability

The Role of Technology in Modern Education

Campus Free Speech and its Limits: Balancing Freedom and Inclusivity

Promoting Mental Health Awareness and Support on College Campuses

The Impact of Climate Change: What Can College Students Do?

4. Good Persuasive Speech Topics on Academics

The Future of Remote Learning and its Impact on Academic Achievement

Reevaluating Grading Systems: Is Pass/Fail a Better Option?

The Role of Critical Thinking in Modern Education

Promoting Multilingual Education for a Globalised World

The Ethics of AI and Automation in Education

5. Good Persuasive Speech Topics on the Economy

Universal Basic Income: A Solution to the Economic Inequality?

Green Jobs and the Transition to a Sustainable Economy

The Gig Economy: Flexibility vs. Workers’ Rights

The Pros and Cons of Cryptocurrency and Digital Money

Economic Impacts of the Aging Population: Preparing for the Silver Tsunami

6. Good Persuasive Speech Topics on Entertainment

The Influence of Streaming Services on Traditional Television and Film

Celebrity Culture and its Effects on Society

The Ethics of Cancel Culture in the Entertainment Industry

The Representation of Diversity in Media and Entertainment

The Future of Live Events and Performances in a Post-Pandemic World

7. Interesting Persuasive Speech Topics on Politics and Government

The Role of Social Media in Shaping Political Discourse

Campaign Finance Reform: Reducing the Influence of Big Money in Politics

Voting Rights and Access: Ensuring a Fair and Inclusive Democracy

The Pros and Cons of Term Limits for Elected Officials

Addressing Cybersecurity Threats to the Election Integrity

8. Good Persuasive Speech Topics on Sports

The Impact of Athletes’ Activism on Social and Political Issues

Gender Equality in Sports: Closing the Pay Gap

The Ethics of Performance-Enhancing Drugs in Professional Sports

Should College Athletes Be Paid for Their Performance?

The Environmental Impact of Major Sporting Events

9. Good Persuasive Speech Topics on Education

The Digital Divide: Bridging the Gap in Access to the Education

Inclusive Education: Supporting Students with Disabilities

The Importance of the Arts and Physical Education in Schools

Homeschooling vs. Traditional Schooling: Pros and Cons

Reimagining Teacher Training and Professional Development

10. Good Persuasive Speech Topics for Social Media

Online Privacy and Data Security: Protecting Your Digital Identity

Social Media Addiction: Recognising the Signs and Finding Balance

The Impact of Social Media on Mental Health and Self-Esteem

Social Media and Cyberbullying: Strategies for Prevention

The Role of Social Media in Political Movements and Activism

11. Good Persuasive Speech Topics for 2023 on Technology

Ethical Considerations in AI and Machine Learning

The Future of the Space Exploration: Private vs. Government Initiatives

Cybersecurity in the Age of IoT: Protecting Our Digital Lives

The Role of Technology in Healthcare: Advancements and Challenges

The Environmental Impact of the E-Waste and Technology Disposal

Empower Yourself With Persuasion

In an era of information overload and constant communication, the ability to wield persuasive speech is a powerful tool that can transform your personal and professional life before your audience , so empower yourself with persuasion.

Acquire the skills to express your ideas effectively, build authentic connections, and drive positive change. With the art of persuasion in your toolkit, you hold the key to leaving a lasting mark on the world and shaping your unique history, all while considering the impact on mental health .

Rishabh Bhandari

Rishabh Bhandari is the Content Strategist at Kapable. Rishabh likes to transform complex ideas into captivating narratives relatable to the target audience. He loves telling stories through his content. He believes that stories have the power to shift mindsets and move mountains. He has 3 years of experience in educational blog writing and copywriting.

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How to Write an Outline for a Persuasive Speech, with Examples

Jim Peterson has over 20 years experience on speech writing. He wrote over 300 free speech topic ideas and how-to guides for any kind of public speaking and speech writing assignments at My Speech Class.

Persuasive speeches are one of the three most used speeches in our daily lives. Persuasive speech is used when presenters decide to convince their presentation or ideas to their listeners. A compelling speech aims to persuade the listener to believe in a particular point of view. One of the most iconic examples is Martin Luther King’s ‘I had a dream’ speech on the 28th of August 1963.

In this article:

What is Persuasive Speech?

Here are some steps to follow:, persuasive speech outline, final thoughts.

Persuasive speech is a written and delivered essay to convince people of the speaker’s viewpoint or ideas. Persuasive speaking is the type of speaking people engage in the most. This type of speech has a broad spectrum, from arguing about politics to talking about what to have for dinner. Persuasive speaking is highly connected to the audience, as in a sense, the speaker has to meet the audience halfway.

Persuasive Speech Preparation

Persuasive speech preparation doesn’t have to be difficult, as long as you select your topic wisely and prepare thoroughly.

1. Select a Topic and Angle

Come up with a controversial topic that will spark a heated debate, regardless of your position. This could be about anything. Choose a topic that you are passionate about. Select a particular angle to focus on to ensure that your topic isn’t too broad. Research the topic thoroughly, focussing on key facts, arguments for and against your angle, and background.

2. Define Your Persuasive Goal

Once you have chosen your topic, it’s time to decide what your goal is to persuade the audience. Are you trying to persuade them in favor of a certain position or issue? Are you hoping that they change their behavior or an opinion due to your speech? Do you want them to decide to purchase something or donate money to a cause? Knowing your goal will help you make wise decisions about approaching writing and presenting your speech.

3. Analyze the Audience

Understanding your audience’s perspective is critical anytime that you are writing a speech. This is even more important when it comes to a persuasive speech because not only are you wanting to get the audience to listen to you, but you are also hoping for them to take a particular action in response to your speech. First, consider who is in the audience. Consider how the audience members are likely to perceive the topic you are speaking on to better relate to them on the subject. Grasp the obstacles audience members face or have regarding the topic so you can build appropriate persuasive arguments to overcome these obstacles.

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4. Build an Effective Persuasive Argument

Once you have a clear goal, you are knowledgeable about the topic and, have insights regarding your audience, you will be ready to build an effective persuasive argument to deliver in the form of a persuasive speech. 

Start by deciding what persuasive techniques are likely to help you persuade your audience. Would an emotional and psychological appeal to your audience help persuade them? Is there a good way to sway the audience with logic and reason? Is it possible that a bandwagon appeal might be effective?

5. Outline Your Speech

Once you know which persuasive strategies are most likely to be effective, your next step is to create a keyword outline to organize your main points and structure your persuasive speech for maximum impact on the audience.

Start strong, letting your audience know what your topic is, why it matters and, what you hope to achieve at the end of your speech. List your main points, thoroughly covering each point, being sure to build the argument for your position and overcome opposing perspectives. Conclude your speech by appealing to your audience to act in a way that will prove that you persuaded them successfully. Motivation is a big part of persuasion.

6. Deliver a Winning Speech

Select appropriate visual aids to share with your audiences, such as graphs, photos, or illustrations. Practice until you can deliver your speech confidently. Maintain eye contact, project your voice and, avoid using filler words or any form of vocal interference. Let your passion for the subject shine through. Your enthusiasm may be what sways the audience. 

Topic: What topic are you trying to persuade your audience on?

Specific Purpose:  

Central idea:

• Attention grabber – This is potentially the most crucial line. If the audience doesn’t like the opening line, they might be less inclined to listen to the rest of your speech.
• Thesis – This statement is used to inform the audience of the speaker’s mindset and try to get the audience to see the issue their way.
• Qualifications – Tell the audience why you are qualified to speak about the topic to persuade them.

After the introductory portion of the speech is over, the speaker starts presenting reasons to the audience to provide support for the statement. After each reason, the speaker will list examples to provide a factual argument to sway listeners’ opinions.

• Example 1 – Support for the reason given above.
• Example 2 – Support for the reason given above.

The most important part of a persuasive speech is the conclusion, second to the introduction and thesis statement. This is where the speaker must sum up and tie all of their arguments into an organized and solid point.

• Summary: Briefly remind the listeners why they should agree with your position.
• Memorable ending/ Audience challenge: End your speech with a powerful closing thought or recommend a course of action.
• Thank the audience for listening.

Persuasive Speech Outline Examples

Topic: Walking frequently can improve both your mental and physical health.

Specific Purpose: To persuade the audience to start walking to improve their health.

Central idea: Regular walking can improve your mental and physical health.

Life has become all about convenience and ease lately. We have dishwashers, so we don’t have to wash dishes by hand with electric scooters, so we don’t have to paddle while riding. I mean, isn’t it ridiculous?

Today’s luxuries have been welcomed by the masses. They have also been accused of turning us into passive, lethargic sloths. As a reformed sloth, I know how easy it can be to slip into the convenience of things and not want to move off the couch. I want to persuade you to start walking.

Americans lead a passive lifestyle at the expense of their own health.

• This means that we spend approximately 40% of our leisure time in front of the TV.
• Ironically, it is also reported that Americans don’t like many of the shows that they watch.
• Today’s studies indicate that people were experiencing higher bouts of depression than in the 18th and 19th centuries, when work and life were considered problematic.
• The article reports that 12.6% of Americans suffer from anxiety, and 9.5% suffer from severe depression.
• Present the opposition’s claim and refute an argument.
• Nutritionist Phyllis Hall stated that we tend to eat foods high in fat, which produces high levels of cholesterol in our blood, which leads to plaque build-up in our arteries.
• While modifying our diet can help us decrease our risk for heart disease, studies have indicated that people who don’t exercise are at an even greater risk.

In closing, I urge you to start walking more. Walking is a simple, easy activity. Park further away from stores and walk. Walk instead of driving to your nearest convenience store. Take 20 minutes and enjoy a walk around your neighborhood. Hide the TV remote, move off the couch and, walk. Do it for your heart.

Thank you for listening!

Topic: Less screen time can improve your sleep.

Specific Purpose: To persuade the audience to stop using their screens two hours before bed.

Central idea: Ceasing electronics before bed will help you achieve better sleep.

Who doesn’t love to sleep? I don’t think I have ever met anyone who doesn’t like getting a good night’s sleep. Sleep is essential for our bodies to rest and repair themselves.

I love sleeping and, there is no way that I would be able to miss out on a good night’s sleep.

As someone who has had trouble sleeping due to taking my phone into bed with me and laying in bed while entertaining myself on my phone till I fall asleep, I can say that it’s not the healthiest habit, and we should do whatever we can to change it.

• Our natural blue light source is the sun.
• Bluelight is designed to keep us awake.
• Bluelight makes our brain waves more active.
• We find it harder to sleep when our brain waves are more active.
• Having a good night’s rest will improve your mood.
• Being fully rested will increase your productivity.

Using electronics before bed will stimulate your brainwaves and make it more difficult for you to sleep. Bluelight tricks our brains into a false sense of daytime and, in turn, makes it more difficult for us to sleep. So, put down those screens if you love your sleep!

Thank the audience for listening

A persuasive speech is used to convince the audience of the speaker standing on a certain subject. To have a successful persuasive speech, doing the proper planning and executing your speech with confidence will help persuade the audience of your standing on the topic you chose. Persuasive speeches are used every day in the world around us, from planning what’s for dinner to arguing about politics. It is one of the most widely used forms of speech and, with proper planning and execution, you can sway any audience.

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How to Write an Effective Persuasive Speech Outline: 5 Key Elements

• The Speaker Lab
• April 14, 2024

Table of Contents

If you’re a speaker, you are probably well familiar with the path from initial speech drafts to the day you actually present. By its nature, speech delivery is a journey filled with obstacles, yet it’s simultaneously an adventure in persuasion. With a well-crafted persuasive speech outline , you can do more than just present facts and figures to your audience. You can weave them into a narrative that captivates, convinces, and converts.

A meticulously planned persuasive speech outline isn’t just helpful; it’s essential. Crafting this blueprint carefully lets you deliver your message more effectively, making sure each point lands with the impact you’re aiming for. To help you achieve this impact, we have some tips and tricks for you to try.

Writing an Effective Persuasive Speech Outline

When we talk about persuasive speeches , we’re diving into the art of convincing others to see things from a certain point of view. Your speech is your one shot to grab attention, build your case, and inspire action. Your secret weapon for achieving this is your speech outline. In your speech outline, you want to touch on several key elements.

• Pick your fight: Start by zeroing in on what you really want to change or influence with this speech.
• Support your claim with evidence: Identify those key points that back up your stance to appeal to your audience’s rational side .
• The emotional hook: Weave in stories or facts that hit home emotionally .
• Avoid the kitchen sink approach: Don’t throw everything at them hoping something sticks. Be selective and strategic with the info you share.
• Nail that closer: Your conclusion isn’t just goodbye; it’s where you charge your audience with a call to action.

These elements form the backbone of your persuasive speech. By including these in your talk’s outline, you can’t go wrong.

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Establishing Your Main Objective and Structuring Your Points

Now that you have a general idea of what goes into a persuasive speech outline, let’s break a couple of these pieces down and look at them a little more closely.

Identifying the Purpose of Your Persuasive Speech

When writing your speech, you first need to nail down why you’re doing this in the first place. In other words, identify your main objective. After all, choosing to speak up isn’t merely about the desire to express oneself; it’s deeply rooted in understanding the effect you hope your discourse will unleash. Do you hope to sway opinions towards the belief that animal experimentation is a relic of the past? Or perhaps persuade them that social media does more good than harm? Whatever your cause, identifying your main objective will help keep you on track and avoid rambling.

Organizing Key Points for Maximum Impact

Once you’ve determined what you want to persuade your audience of, you can start building your argument. Specifically, you can determine your key points. Key points support your position on a topic, proving to your audience that you have actual reasons for taking your position.

To pack the most punch, arrange these key points in a logical order. Consider how you might connect your key points. Are there some that can be grouped together? The flow of your argument matters just as much as the argument itself, and a disjointed argument won’t do anyone any favors. As you organize your key points, consider these tips:

• Lead with strength, but don’t throw all your cards out at once.
• Build upon each point; important transitions between them can make or break audience engagement.
• Finish strong by tying back everything to the emotional chord you struck at the beginning.

Nailing these steps will ensure that when you speak, your message doesn’t just echo—it resonates.

Selecting Compelling Topics for Your Persuasive Speeches

Let’s face it, picking the right topic for your persuasive speech outline is half the battle. But what makes a topic not just good, but great? First off, it needs to spark interest, both yours and your audience’s. If you’re not fired up about it, chances are they won’t be either. Second, make sure the topic is something relevant. It should resonate with your listeners’ experiences or touch on their concerns and aspirations. Lastly, your topic has to be something you can research and back up with solid facts and expert opinions.

For ideas to get you started, check out a variety of speech topics here .

Enhancing Persuasion Through Rhetorical Appeals

The art of persuasion is something that’s been studied since ancient Greece. Back then, Greek philosopher Aristotle came up with the three rhetorical appeals . Each one described a different way of convincing your audience of your position. Together, these appeals help you form a rock-strong argument, making them worth learning.

Building Credibility with Ethos

To get people on your side, you first need to win their trust. That’s where ethos comes into play. Demonstrating to your listeners that you’re both trustworthy and deserving of their attention hinges on transparency about your qualifications, genuine self, and the wisdom gained from occasional setbacks. Letting folks know why they should listen can make all the difference.

Connecting with the Audience Through Pathos

At some point, we’ve all been moved by a story or an ad because it hit right in the feels. That sort of emotional appeal is called pathos , and it’s powerful stuff. If you want people really invested in what you’re saying, then be sure to use this appeal in your presentation. To harness the power of pathos, try telling a story , especially one your audience can relate to. The key is authenticity—sharing true experiences resonates more than anything fabricated ever could.

Strengthening Arguments with Logos

Last but not least, we have logos, our logical appeal. Oftentimes, this logical appeal entails facts and data points, which are used to back up what you’re selling, turning skeptics into believers. But just because you’re listing facts and figures doesn’t mean this part has to be boring. To keep your audience engaged, craft persuasive narratives and then ground them in robust proof. Giving your story to go with your numbers doesn’t just help keep them engaged, it also helps the information stick.

The Importance of Supporting Evidence and Counterarguments

In your persuasive speech outline, you need to note compelling evidence for each key point. In addition, you’ll want to address opposing views.

Gathering and Presenting Convincing Evidence

No matter how trustworthy you seem, or how compelling your stories are, most people need tangible proof. That’s where concrete evidence steps into the spotlight. To fortify your argument and boost its believability, sprinkle in a mix of hard data, customer stories, numerical evidence, and endorsements from authorities. To illustrate this data for your audience, you may find it helpful to create a slideshow . Supporting every assertion with research is an essential part of any persuasive speech. Without it, arguments inevitably sound flimsy and unconvincing.

Addressing Opposing Views Effectively

Although it may seem counterintuitive, address counter-arguments head-on in your persuasive speech outline. It might feel like walking into enemy territory but it actually strengthens your own argument. By acknowledging opposing views, you’re showing that not only do you know what they are, but also that they don’t scare you.

When you address these counter-arguments, demonstrate your understanding. Again, this is where your good research skills are going to come in handy. Present the facts, and ditch biased explanations. In other words, don’t mock or belittle the other side’s viewpoint or you’ll undermine your own trustworthiness. Instead, explain opposing viewpoints with neutrality.

Adopting this strategy not only neutralizes possible objections but also enhances your stance. Plus, this makes for an engaging dialogue between both sides of any debate, which keeps audience members hooked from start to finish.

In essence, tackling counter-arguments is less about winning over naysayers and more about enriching discussions around hot-button issues. At its core, persuasion isn’t just convincing folks; it’s sparking conversations worth having.

Crafting a Captivating Introduction and Conclusion

Now that you have the body of your persuasive speech outline, it’s time to talk beginning and end. To really hit your message home, you want to grab your audience’s attention at the beginning and call them to action at the end.

Creating an Engaging Hook to Capture Attention

The opening of your speech is where you need a good first impression. To hook your audience, consider starting with an intriguing question, a surprising fact, or even a short story related to your topic. Whatever route you choose, keep it interesting and concise, so that you can transition into the rest of your persuasive speech outline.

Concluding with a Strong Call to Action

Crafting strong conclusions is about leaving your readers feeling pumped and ready to jump into action. After all, if you’ve argued convincingly enough, your audience should be ready to act. To channel this energy, urge listeners towards specific actions. Here are some strategies:

• Suggest clear next steps: Don’t leave your audience hanging wondering what’s next. Give them concrete steps they can take immediately after reading.
• Create urgency: Why wait? Let folks know why now is the perfect time to act.
• Show benefits: Paint vivid pictures of how taking action will positively impact their lives or solve their problems.

With that captivating hook and a decisive call-to-action, you are one step closer to presenting an unforgettable speech.

Utilizing Monroe’s Motivated Sequence for Persuasive Structure

As you finish off your persuasive speech outline, you may be wondering how best to structure your speech. If that’s you, then Purdue University professor Alan H. Monroe has some answers. In his book “Monroe’s Principles of Speech,” the professor outlines Monroe’s Motivated Sequence, the best structure for persuasive speeches. Each step is broken down below.

Attention: Grabbing the Audience’s Focus

You’ve got something important to say. But first, you need them to listen. Start with a bang. Throwing out a shocking truth, posing a thought-provoking query, or sharing an enthralling tale could work magic in grabbing their attention. It’s all about making heads turn and ears perk up.

Need: Highlighting the Issue at Hand

Now that they’re listening, show them there’s a gaping hole in their lives that only your message can fill. Paint a vivid picture of the problem your speech addresses.

Satisfaction: Proposing a Solution

This is where you come in as the hero with a plan. Introduce your solution clearly and convincingly. How does it patch things up? Why does it outshine merely applying quick fixes to deep-rooted issues? Give your audience hope.

Visualization: Helping the Audience Visualize Benefits

Show them life on the other side of adopting your idea or product—brighter, easier, better. Use vivid imagery and relatable scenarios so they can see themselves reaping those benefits firsthand.

Action: Encouraging Audience Action

Last step: nudge them from “maybe” to “yes.” Make this part irresistible by being clear about what action they should take next—and why now’s the time to act. Whether signing up, voting, or changing behavior, make sure they know how easy taking that first step can be.

Learn more about Monroe’s Motivated Sequence here .

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Overcoming Public Speaking Fears for Effective Delivery

Let’s face it, the thought of public speaking can turn even the most confident folks into a bundle of nerves. But hey, you’ve got this. Dive into these expert strategies and you’ll find yourself delivering speeches like a seasoned orator in no time.

Techniques to Build Confidence in Public Speaking

If you’re feeling nervous on the big day, these three techniques are perfect for you. Take a look!

• Breathe: Deep breathing is your secret weapon against those pesky nerves. It tells your brain that everything is going to be okay.
• Pose like a superhero: Stand tall and strike a power pose before you go on stage. This isn’t just fun; science backs it up as a confidence booster .
• Kick perfectionism to the curb: Aim for connection with your audience, not perfection. Mistakes make you human and more relatable.

The goal here is to calm yourself enough to be able to deliver your persuasive speech outline with confidence. Even if you still feel a little nervous, you can still present an awesome speech. You just don’t want those nerves running the show.

Practicing Your Speech for Perfect Execution

If you know that you tend to get nervous when public speaking, then you don’t want to be running through you speech for the first time on the big day. Instead, practice beforehand using these techniques.

• The mirror is your friend: Practice in front of a mirror to catch any odd gestures or facial expressions.
• Vary your voice: As you deliver your speech, let your voice rise and fall to match what you’re sharing. Avoid speaking in a monotone.
• Say no to memorization: Rather than memorizing every word, learn key points by heart. You want to sound natural out there.

Remembering these steps won’t just help you tackle public speaking fear, but will also polish those all-important public speaking skills .

Once you’ve honed the skills you need to write a persuasive speech outline, the only thing left to do is to get out there and practice them. So take the rhetorical appeals—ethos, logos, and pathos—and practice weaving each element into your speech. Or take Monroe’s Motivated Sequence and work on structuring your outline accordingly.

Prepare well and when you hit the stage, you have not just a well-prepared persuasive speech outline, but also the power to alter perspectives, challenge the status quo, or even change lives.

• Last Updated: April 11, 2024

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35 Introduction to Persuasive Speaking

Learning objectives.

• Define and explain persuasion.
• Explain the three theories of persuasion discussed in the text: social judgment theory, cognitive dissonance theory, and the elaboration likelihood model.

People are bombarded by persuasive messages in today’s world, so thinking about how to create persuasive messages effectively is very important for modern public speakers. A century (or even half a century) ago, public speakers had to contend only with the words printed on paper for attracting and holding an audience’s attention. Today, public speakers must contend with laptops, netbooks, iPads, smartphones, billboards, television sets, and many other tools that can send a range of persuasive messages immediately to a target audience.

What Is Persuasion?

We made it to the part in the class that most students are excited about. The persuasive speech! There are similarities and important differences between the informative and persuasive speaking styles. This reading will highlight our purpose of persuasive speaking.

To begin though, we need to define persuasion. You are used to experiencing persuasion in many forms, and may have an easy time identifying examples of persuasion, but can you explain how persuasion works? Osborn and Osborn define  persuasion  this way: “the art of convincing others to give favorable attention to our point of view.” [1] There are two components that make this definition a useful one. First, it acknowledges the artfulness, or skill, required to persuade others. Persuasion does not normally just happen. Rather it is planned and executed in a thoughtful manner. Second, this definition delineates the end goal of persuasion—to convince others to think favorably of our point of view. Persuasion “encompasses a wide range of communication activities, including advertising, marketing, sales, political campaigns, and interpersonal relations.” [2]  Because of its widespread utility, persuasion is a pervasive part of our everyday lives.

Persuasive versus Informative Speaking

Informative (or informational) and persuasive speaking are related, but distinct, types of speeches. The difference between the two lies in the speaker’s end goal and what the speaker wants the audience to leave with.

Informative speeches are probably the most prevalent variety of speech. The goal is always to supply information and facts to the audience. This information can come in the form of statistics, facts, or other forms of evidence. Informational speeches do not tell people what to do with the information; their goal is for the audience to have and understand the information. Academic lectures are often informational speeches because the professor is attempting to present facts so the students can understand them.

Like informational speeches, persuasive speeches use information. However, persuasive speeches are designed for the audience to not only hear and understand the information but to use it to be convinced of a viewpoint. The end goal of a persuasive speech is not for the audience to have information, but rather for them to have a certain view or do something specific with the information provided. Persuasive speeches may use some of the same techniques as informational speeches but also will use persuasive strategies to convince and motivate the audience. A sales pitch is one example of a persuasive speech.

Goals of Persuasive Speaking

We typically use persuasive speaking to change or reinforce someone’s attitudes, values, beliefs, and/or behaviors.

Attitude: What do you like or dislike? Attitudes encompass our thoughts and emotions. For instance, if I think running is fun and I feel good when I do it, I am more likely to do it. Attitudes will uncover an individual’s general predisposition toward something as being good or bad, right or wrong, or negative or positive.

Beliefs: What convictions (or assumptions) do you hold? Beliefs are ideas we hold to be true. They may be positions that an individual holds as true or false without positive knowledge or proof. Beliefs can be spiritual, moral, political, or social, just to name a few. You may believe that lying is bad and therefore you refrain from it or feel bad when you do it. While beliefs may not be based on “proof,” they are typically deeply held and influence our attitudes and behaviors in powerful ways.

Value: What drives you? Values are an individual’s judgment of what is important in life. This may include the usefulness or with of something. You may value courage or respect or kindness. We can value a college education or technology or freedom. Values, as a general concept, are fairly ambiguous and tend to be very lofty ideas.

Behaviors: Behaviors, the ways in which someone acts, come in a wide range of forms. Speeches encouraging audiences to vote for a candidate, sign a petition opposing a tuition increase, or adopt a puppy are behavior-oriented persuasive speeches. 

Ultimately, our attitudes, beliefs, and values motivate us to engage in a range of behaviors. For example, if you value technology, you are more likely to seek out new technology or software on your own. On the contrary, if you do not value technology, you are less likely to seek out new technology or software unless someone, or some circumstance, requires you to.

Why Persuasion Matters

When you study and understand persuasion, you will be more successful at persuading others. Do you want to persuade your boss you deserve a raise? Do you want to convince your client to purchase a service? Do you want to change the social landscape of a community? If you want to be a persuasive public speaker, then you need to have a working understanding of how persuasion functions.

When people understand persuasion, they will be better consumers of information. We live in a society where numerous message sources are constantly fighting for our attention and many of those messages are purposeful false. Unfortunately, most people just let messages wash over them like a wave, making little effort to understand or analyze them. As a result, they are more likely to fall for half-truths, illogical arguments, and lies. When you start to understand persuasion, you will have the skill set to actually pick apart the messages being sent to you and see why some of them are good and others are simply not.

Psychology of Persuasion

Understanding how people are persuaded is very important to the discussion of public speaking. Thankfully, a number of researchers have created theories that help explain why people are persuaded. While there are numerous theories that help to explain persuasion, we are only going to examine three here: social judgment theory, cognitive dissonance theory, and the elaboration likelihood model.

Cognitive Dissonance Theory

Cognitive dissonance is an aversive motivational state that occurs when an individual entertains two or more contradictory attitudes, values, beliefs, or behaviors simultaneously. For example, maybe you know you should be working on your speech, but you really want to go to a movie with a friend. In this case, practicing your speech and going to the movie are two cognitions that are inconsistent with one another. These cognitions may cause anxiety or discomfort. The goal of persuasion is to induce enough dissonance in listeners that they will want to change their attitudes, values, beliefs, or behaviors.

Anxiety or discomfort caused by dissonance is typically resolved in one of three ways:

Change: The listener can change beliefs or behaviors to align with one another. The smoker may quit smoking or they may decide that smoking is not harmful and continue to smoke. Either way, they have relieves the anxiety of contradictory beliefs and behaviors.

Acquiring new information: If the listener acquires new information that confirms or contradicts a belief, the anxiety may be reduced. For instance, if the smoker reads a study that indicates that smoking is not harmful, they can continue to smoke and not feel disturbed by it.

Perception shift: Typically anxiety can be reduced by rationalizing our decisions. If the smoker decides that living in the moment and experiencing the pleasure of smoking is worth a potential far-off event, they may continue to smoke rationalizing that life is short and they should enjoy it.

When considering cognitive dissonance as a speaker, you must first create dissonance in your listeners. You want to make them uncomfortable with their beliefs or behaviors. Beware of making them too uncomfortable though. Listeners will tune you out if you make them too anxious. Once you have created dissonance, you can then offer new information to change perceptions and encourage behaviors changes in the direction you are seeking.

Elaboration Likelihood Model

When I was in graduate school, my computer got attacked with the Michelangelo virus. In short, when I turned on my computer on Michelangelo’s birthday, it wiped out everything on my computer. At least that’s what they told me at the computer repair store. I had spent a month of my life researching and writing my persuasion paper and it was gone in an instant. In a moment of what can best be described as a graduate school freak out, I went to the store to buy a new computer. I looked at the salesperson and said, “Quick, show me which computer to buy.” He pointed at one, I bought it, and went home and started writing.

Was I persuaded to buy a computer by the salesperson?  I bought one so clearly, I was persuaded, right?  Which persuasion technique did he use?  Could this even count as an act of persuasion? Sometimes, we just want to decide without putting too much thought into it. You could argue that I didn’t put any thought into it. I didn’t have time to research; I didn’t have the mental capacity to think about which computer was best for me. I trusted the decision to the person in the computer store–he was the one in the red shirt after all. He worked there so he must know about computers.

The next time I bought a computer, I wasn’t in such a stressful situation. I took my time and shopped around. I talked to multiple salespeople, and I read reviews.  I even made a spreadsheet of the features and the prices. I put a lot of thought into picking the right computer. Was I any more or less persuaded to buy? After all, in both cases, I bought a computer.

Petty and Cacioppo developed the Elaboration Likelihood Model as a way to explain how persuasion works in different scenarios–particularly, how sometimes we think a lot about our decisions and how sometimes we look for other ways to be persuaded. They said we go on different persuasion routes. When we are thinking (cognitive elaboration) about our decision, they would say, we are taking the central route. We take this thinking route when there is personal involvement and personal relevance.  When we are not thinking–because of the situation, our mood, our inability to understand, or the fact that it is not a big decision for us– they would say we are taking the peripheral route. The peripheral route can be thought of as deciding based on anything other than deep thought. In my case, my decision was made based on the authority of the person.

Which of the computers do you think I would likely suggest to a friend–the one bought fast because it was recommended or the one bought after much research? Which computer did I think was the best computer? If you guessed the one that I shopped around for, you would be right. That is the computer I would most likely believe was the best one and that is the one I would most likely recommend to a friend.  It makes sense. When we think about our decisions, persuasion is more long-lasting, we are more committed to the decision, and we are more likely to tell others.

What does any of this have to do with you writing a persuasion speech? Knowing that people are persuaded differently can help you design your persuasive arguments. Deciding whether you are going for thoughtful or peripheral persuasion is key.

I used to work for a non-profit and did a lot of fundraising speeches. If I wanted people to be persuaded to give money and have a long-term emotional and financial commitment to the organization, it made sense to persuade them via the central (thinking) route. That meant, I had to tell them what we did and give them facts and details about our organization. I had to build trust and I had to help them believe in the cause.

By contrast, my son was in marching band so there was always a fundraiser where we sold overpriced candy to our friends to support his upcoming trip. The persuasion I used was usually some version of, “My son is selling candy bars for his upcoming band trip, would you help support him.” There was not a lot of thinking when people were buying these candy bars. They were buying because they liked my son, they knew me, or because I bought cookies from their daughter for her fundraiser. This was peripheral persuasion one candy bar at a time.

Elaboration Likelihood Model–What’s the Big Idea?

• If you want your persuasion to be long-lasting, persuade them via the central route. Offer facts, data, and solid information
• If you want a quick persuasion where they don’t put much thought into it or if your audience is not very knowledgeable, tired, or unmotivated, persuade them by the peripheral route.

Social Judgment Theory

I have a colleague that travels around the country speaking on college campuses and at farmer’s markets telling people why they should not eat meat. He finds the eating of meat completely unethical.

I’ve noticed that when it comes to meat-eating, people have strong opinions on either side.  Think about it, would you eat a horse? dog? goat? rabbit? Some of you have grown up eating meat all your lives and consider it a tasty and healthy way to eat. For others of you, the very thought of eating any animal product seems cruel. Most reading this will fall somewhere in between. Look at the chart below and decide, which of the category best describes you.

As you looked at the list there were some categories you found acceptable, and some you did not. In all honesty, most of you did not think that I was going to suggest eating dogs and horses. When you saw that on the list, most of you didn’t think of those as tasty options. Social Judgement Theory proposed by Sherif, Sherif, and Nebergall suggests that on any topic from diet to abortion and gun control to movie choices, we have an idea of what we like and are willing to accept and what is out of the question. The researchers studied human judgment to understand when persuasive messages are likely to succeed, and it comes down to how we fit into the ranges and how closely that message is to what we already believe. Each of us has a favorite position on any given topic, they call that the anchor position. As you looked on the chart and picked the category that best describes you, you found your anchor position. On the list, you likely found several categories that you would be willing to accept and maybe several categories you reject entirely.

Let’s go back to a colleague of mine, remember, the one who speaks on campuses about veganism. When he looks at this chart, the only position he is willing to accept is to eat no animal products at all.  The researchers would say that he is ego-involved because he has a large group of ideas he rejects. How hard would it be to get him to try eating a dog? a goat? an egg? As you can imagine, if I suggest that he tries eating goat, he will think that position is too extreme and that as individuals we are far apart in what we believe. On the other hand, I might be able to nudge him up the continuum a little. Maybe, I could convince him to try honey. After all, no bees were harmed from making honey and it does not contain any meat. People with extreme views can be moved, but only in small increments. If I want the persuasion to work, I might be able to persuade him to try honey.

Now, think of a friend you might know who hunts, and fishes, and eats deer, rabbit, and squirrel. This friend of yours likes trying different types of jerky-like elk and moose. How hard would it be to convince him to try eating a dog? How about a goat? Since your friend has a large range of ideas he already accepts, adding one more animal to the list of things he eats might not be that hard. He would be much more likely to try a dog than would my vegan friend. It doesn’t matter how good we are at persuading as much as how close that persuasion is to what they already believe.

In any audience, you will have people all up and down the spectrum of beliefs. It is your responsibility to try to find out as much as you can about your audience before your speech, so you will know generally where they are. You will have more luck persuading people if you try to move them a little as opposed to move them a lot.  Every semester, a vegan group comes to the University of Arkansas campus and passes out flyers promoting a vegan lifestyle. I’ve noticed their messages have slowly changed from meat is murder and you should never eat meat because production is hard on the environment to a more palatable message to try eliminating meat one day a week.  Maybe these vegans learned about Social Judgement Theory or maybe they learned by trial and error that moving someone from one extreme to the next is an unlikely feat.

Alexander Edwards Coppock did his dissertation looking at small changes in political opinions, he found the following:

• When confronted with persuasive messages, individuals update their views in the direction of information. This means, if you give them good information, they are likely to be persuaded by it.
• People change their minds about political issues in small increments. Like mentioned before, they are more likely to move in small increments.
• Persuasion in the direction of information occurs regardless of background characteristics, initial beliefs, or ideological position. Translation, good information can be very persuasive regardless of what they believed before.
• These changes in political attitudes, in most cases, lasted at least 10 days. In other words, good facts help people to change their attitudes and that information can stick.

In summary, if you provide people information and attempt to persuade them in small increments regardless of their prior beliefs, they can change their political attitude and that change will stick.

Social Judgement Theory–What’s the Big Idea?

• People have preexisting beliefs on topics. Some people have many variations they are willing to accept, and other people are very set in their ways and will only tolerate a narrow set of beliefs.
• It is nearly impossible to get people to move from one extreme to the next. It is better to get them to move their position a little.
• If you try to move people with narrow views, they will likely reject your ideas and think you are too extreme.
• People who have a wide variance of beliefs are more open-minded to change as long as you don’t try to move them too far from their anchor position.

Michael Austin Believes We Should Encourage Open Discussion

Small acts of persuasion matter, because there is much less distance between people’s beliefs than we often suppose. We easily confuse the distance between people’s political positions with the intensity of their convictions about them. It is entirely possible for people to become sharply divided, even hostile, over relatively minor disagreements. Americans have fought epic political battles over things like baking wedding cakes and kneeling during the national anthem. And we once fought a shooting war over a whiskey tax of ten cents per gallon. The ferocity of these battles has nothing to do with the actual distance between different positions, which, when compared to the entire range of opinions possible in the world, is almost negligible.

None of this means that we can persuade our opponents easily. Persuading people to change their minds is excruciatingly difficult. It doesn’t always work, and it rarely works the way we think it will. But it does work, and the fact that it works makes it possible for us to have a democracy. ―  Michael Austin,  We Must Not Be Enemies: Restoring America’s Civic 

Is it personal?

The first reason people are motivated to take the central route or use high elaboration when listening to a persuasive message involves personal relevance and involvement. Personal relevance refers to whether the audience member feels that he or she is actually directly affected by the speech topic. For example, if someone is listening to a speech on why cigarette smoking is harmful, and that listener has never smoked cigarettes, he or she may think the speech topic simply isn’t relevant. Obviously, as a speaker, you should always think about how your topic is relevant to your listeners and make sure to drive this home throughout your speech. Personal involvement, on the other hand, asks whether the individual is actively engaged with the issue at hand: sends letters of support, gives speeches on the topic, has a bumper sticker, and so forth. If an audience member is an advocate who is constantly denouncing tobacco companies for the harm they do to society, then he or she would be highly involved (i.e., would engage in high elaboration) in a speech that attempts to persuade listeners that smoking is harmful.

Am I accountable?

The second condition under which people are likely to process information using the central route is when they feel that they will be held accountable for the information after the fact. With accountability, there is the perception that someone, or a group of people, will be watching to see if the receiver remembers the information later on. Think about what you do as a student when an instructor says “This will be on the test.” You immediately begin to centrally process the message.

Personal Responsibility

When people feel that they are going to be held responsible, without a clear external accounting, for the evaluation of a message or the outcome of a message, they are more likely to critically think through the message using the central route. For example, maybe you’re asked to evaluate fellow students in your public speaking class. Research has shown that if only one or two students are asked to evaluate any one speaker at a time, the quality of the evaluations for that speaker will be better than if everyone in the class is asked to evaluate every speaker. When people feel that their evaluation is important, they take more responsibility and therefore are more critical of the message delivered.

Incongruent Information

Some people are motivated to centrally process information when it does not adhere to their own ideas. Maybe you’re a highly progressive liberal, and one of your peers delivers a speech on the importance of the Tea Party movement in American politics. The information presented during the speech will most likely be in direct contrast to your personal ideology, which causes incongruence because the Tea Party ideology is opposed to a progressive liberal ideology. As such, you are more likely to pay attention to the speech, specifically looking for flaws in the speaker’s argument.

While there are many theories of persuasion that can shed light on why people are persuaded, these two give us a solid foundation to understand what we are up against as speakers. We must understand where our audience is, where we want them to be, and what will motivate them to get there.

Key Takeaways

• Persuasion is the use of verbal and nonverbal messages to get a person to behave in a manner or embrace a point of view related to values, attitudes, and beliefs that he or she would not have done otherwise. Studying persuasion is important today because it helps us become more persuasive individuals, become more observant of others’ persuasive attempts, and have a more complete understanding of the world around us.
• The Elaboration Likelihood Model assumes that people are persuaded via a thinking (central) or nonthinking (peripheral) route.
• Social judgment theory says that persuaders need to be aware of an audience’s latitudes of acceptance, noncommitment, and rejection in order to effectively persuade an audience. Second, cognitive dissonance theory reasons that people do not like holding to ideas in their heads that are contrary and will do what is necessary to get rid of the dissonance caused by the two contrary ideas. Lastly, the elaboration likelihood model posits that persuaders should attempt to get receivers to think about the arguments being made (going through the central route) rather than having receivers pay attention to nonargument related aspects of the speech.

Coppock, A. E. (2016). Positive, small, homogeneous, and durable: Political persuasion in response to information. [Doctoral Dissertation,  Columbian University]. Proquest  https://doi.org/10.7916/D8J966CS  Available https://academiccommons.columbia.edu/doi/10.7916/D8J966CS

Festinger, L. (1957).  A theory of cognitive dissonance . Evanston, IL: Row, Peterson, & Company.

Festinger, L., & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance.  Journal of Abnormal and Social Psychology, 58 , 203–210.

Frankish, K. (1998). Virtual belief. In P. Carruthers & J. Boucher (Eds.),  Language and thought  (pp. 249–269). Cambridge, UK: Cambridge University Press.

Frymier, A. B., & Nadler, M. K. (2007).  Persuasion: Integrating theory, research, and practice . Dubuque, IA: Kendall/Hunt.

Perloff, R. M. (2003).  The dynamics of persuasion: Communication and attitudes in the 21st Century  (2nd ed.). Mahwah, NJ: Lawrence Erlbaum, pp. 5–6.

Petty, R. E., & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion.  Advances in Experimental Social Psychology, 19 , 123–205.

Sherif, M., & Hovland, C. I. (1961).  Social judgment: Assimilation and contrast effects in communication and attitude change . New Haven, CT: Yale University Press.

Sherif, C. W. &  Sherif, M. (1976).  Attitude as the individuals’ own categories: The social judgment-involvement approach to attitude and attitude change. Attitude, ego-involvement, and change.   Greenwood Press.

Public Speaking Copyright © by Dr. Layne Goodman; Amber Green, M.A.; and Various is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Learning Objectives

• Define persuasive speaking
• Explore organizational patterns for persuasive speeches

Explain the barriers to persuading an audience

• Identify common logical fallacies

On the first day of class, your instructor provided you a “lay of the land.” They introduced you to course documents, the syllabus, and reading materials.

“It’s important that you read your textbook,” they likely shared. “The material will allow you to dive deeper into the course material and, even if you don’t initially realize its importance, the reading material will build throughout the semester. The time spent reading will be worth it because without that knowledge, it will be difficult to complete assignments and receive full credit. The time spent reading will benefit you after you leave for the semester, too, and you’ll have critical thinking skills that will permeate your life out of the classroom.” Sound familiar?

This is persuasion. Your instructor is persuading you that reading the textbook is a good idea—that it’s an action that you should take throughout the semester. As an audience member, you get to weigh the potential benefits of reading the textbook in relation to the consequences. But if your instructor has succeeded in their persuasive attempt, you will read the book because they have done a good job of helping you to conclude in favor of their perspective.

Persuasion is everywhere. We are constantly inundated with ideas, perspectives, politics, and products that are requesting our attention. Persuasion is often positively paired with ideas of encouragement, influence, urging, or logic. Your instructors, for example, are passionate about the subject position and want you to succeed in the class. Sadly, persuasion can also be experienced as manipulation, force, lack of choice, or inducement. You might get suspicious if you think someone is trying to persuade you. You might not appreciate someone telling you to change your viewpoints.

In this chapter, we explore persuasive speaking and work through best practices in persuasion. Because persuasion is everywhere, being critical and aware of persuasive techniques will allow you to both ethically persuade audiences and evaluate arguments when others attempt to persuade you. We’ll start with the basics by answering the question, “what is persuasion?”

Introducing Persuasive Speaking

Persuasion is “the process of creating, reinforcing, or changing people’s beliefs or actions” (Lucas, 2015, p. 306). Persuasion is important in all communication processes and contexts—interpersonal, professional, digital—and it’s something that you do every day. Convincing a friend to go see the latest movie instead of staying in to watch TV; giving your instructor a reason to give you an extension on an assignment; writing a cover letter and resume and going through an interview for a job—all of these and so many more are examples of persuasion. In fact, it is hard to think of life without the everyday give-and-take of persuasion. In each example listed, Lucas’s definition of persuasion is being implemented: you are asking a person or group to agree with your main idea.

When using persuasion in a public speech, the goal is to create, change, or reinforce a belief or action by addressing community problems or controversies. Remember that public speaking is a long-standing type of civic engagement; when we publicly speak, we are participating in democratic deliberation. Deliberatio n , or the process of discussing feasible choices that address community problems, is important in resolving community concerns because it allows all perspectives to be considered. Persuasive speaking means addressing a public controversy and advocating for a perspective that the speaker hopes the audience will adopt. If the issue isn’t publicly controversial – if everyone agrees or if there are not multiple perspectives – you are not persuading. You’re informing.

So, what’s a public controversy? Public controversies are community disputes that affect a large number of people. Because they involve a large number of people, public controversies often have multiple perspectives, leading to public deliberation and debate to resolve each dispute.

We experience public controversies daily. Through our social media feeds, we continuously scroll past shared articles, comments, or posts that provide different perspectives on community problems and potential solutions. You might, for example, join your local neighborhood (or dorm) Facebook group where neighbors share information and collaborate on solutions to specific problems facing the community. Each problem has consequences for different neighbors, and Facebook allows a space to deliberate and organize to address community priorities. They are controversial, however, because not all neighbors agree what which problems should be solved first or what those solutions are.

Sadly, there is no shortage of public controversies, and advocating for solutions to key community problems can feel overwhelming.

“How do I figure out one controversy to speak out about?” you may wonder.

Identify public controversies by listening and engaging with your community. What issues are affecting them? What are priorities? Once you’re able to locate a key community dispute, ask yourself:

• What is it? What is the problem? Are there more than 1? Is this the key problem or are there other hidden issues?
• What is the impact? What will happen if the problem is not resolved?
• Who’s affected? Who’s being affected or implicated by this problem? Who are the audiences or stakeholders affected? Are the stakeholders a part of my formal audience?
• What can solve it? Are there suggested solutions?

Controversies arise when a community experiences a problem, so your job is to decipher the breadth and depth of that problem. It’s impossible to address all issues in one speech, so researching and prioritizing are key to identifying what advocacy you find most urgent. For any controversy that you can address in a persuasive speech, keep context and power in mind.

Your public speaking context always informs what’s possible to accomplish during a speech. Like we outlined in Chapter 1, the public speaking context refers to both the physical space and cultural context.

The physical context will influence how much information you can provide to your audience. In other words, “Do I have time to talk about this issue?” “What is the most essential information to cover in a limited timeframe?” The broader cultural context can help you in situating your advocacy alongside other community conversations. What else is happening? Have other communities experienced this problem?

As persuasive speakers, you are attempting to influence an audience. What you select and how you present that information will alter how audiences understand the world, and that’s a pretty powerful thought. When you select an advocacy that addresses a public controversy, you are asking the audience to trust your perspective. To uphold that trust, it’s key to examine who is empowered or disempowered by our perspective.

When you’re considering a position toward a public controversy, you might ask, who’s empowered or disempowered by this problem? Who’s left out of the research? How are communities being represented? What am I assuming about those communities? Who is affected by my advocacy?

We can be well-meaning in our advocacies, especially when we select a persuasive insight based on our own experience. We become passionate about issues that we have seen, and that’s OK! Such passion can also, however, mean that we represent information in ways that are stereotypical or lead to the disempowerment of others.

If your city, for example, is deciding where to place a landfill, you may advocate against the plant being placed in your neighborhood. That advocacy, on face, makes sense!

“This will reduce our property values and just be plain stinky,” you might argue.

When we think about the issue reflexively and with power in mind, however, we may find that landfills are much more likely to be placed in neighborhoods that are predominant people of color (Massey, 2004). Advocating against placing the plant in your home may inadvertently mean the plant is placed in more vulnerable neighborhoods. Those neighbors become disempowered in your attempt to empower your own community.

In this example, practicing reflexivity might include asking: What are the potential solutions? What options do I have to avoid disempowering groups? Using sound research skills, considering other alternatives or perspectives, and listening can be mechanisms to answer these inquiries

There are no easy answers, but we are confident that you can select advocacies that are meaningful and worthwhile.

Formulating Persuasive Propositions

Once you feel comfortable and confident about a controversial issue that is ethical, timely and contextually relevant, you will need to identify what type of persuasive proposition that you’ll use in your speech. There are three types of persuasive propositions: propositions of fact, value, or policy. Each type will require different approaches and may have different persuasive outcomes for your audience.

Propositions of Fact

Propositions of fact answer the question, “is this true?” Speeches with this type of proposition attempt to establish the truth of a statement. There is not a sense of what is morally right and wrong or what should be done about the issue, only that a statement is supported by evidence or not.

These propositions are not facts like “the chemical symbol for water is H20” or “Barack Obama won the presidency in 2008.” Propositions or claims of fact are advocacies with evidence on different sides and/or spark disagreement. Some examples of propositions of fact are:

• Converting to solar energy can save homeowners money.
• John F. Kennedy was assassinated by Lee Harvey Oswald working alone.
• Coal exacerbates global warming.
• Climate change has been caused by human activity.
• Granting tuition tax credits to the parents of children who attend private schools will perpetuate educational inequity.
• Watching violence on television causes violent behavior in children.
• William Shakespeare did not write most of the plays attributed to him.
• John Doe committed the crime of which he is accused.

Notice that no values—good or bad—are explicitly mentioned. The point of these propositions is to prove with evidence the truth of a statement, not its inherent value. Your goal is to persuade the audience to update their understanding or belief about the topic in question. Because you are likely not asking the audience to overtly act, it’s necessary to embed arguments that highlight how or why this factual information is meaningful for them or how the factual statement resolves a public controversy.

Propositions of fact are meaningful persuasive claims when new evidence or scientific observations arise that your audience may not know. Facts, statistics, definitions, or expert testimony are common evidence types for these propositions.

Propositions of Value

Propositions of value argue that something is good/bad or right/wrong. When the proposition has a word such as good, bad, best, worst, just, unjust, ethical, unethical, moral, immoral, advantageous or disadvantageous, it is a proposition of value. Some examples include:

• Hybrid cars are the best form of automobile transportation available today.
• Homeschooling is more beneficial for children than traditional schooling.
• The War in Iraq was not justified.
• The United States is not the greatest country on earth.
• Capital punishment is morally wrong.
• White supremacy is wrong.
• Mascots that involve Native American names, characters, and symbols are demeaning.
• A vegan diet is the healthiest one for adults.

Communication is a key vehicle in understanding values because communication is how communities collectively determine what is right or wrong. Because values are culturally-situated and not universal, as a speaker, you must ground and describe what value or moral judgement you’re utilizing. If a war is unjustified, what makes a war “just” or “justified” in the first place? What makes a form of transportation “best” or “better” than another? Isn’t that a matter of personal approach? For different people, “best” might mean “safest,” “least expensive,” “most environmentally responsible,” “most stylish,” “powerful,” or “prestigious.”

Effective propositions of value rely on shared beliefs held by your audience. Developing confidence about your audience will allow you to determine what value systems they rely on and how your proposition relies on similar belief systems. We’ll talk more about appealing to your audience below.

Propositions of Policy

Policy propositions identify a solution to correct the problem. These propositions call for a change in policy (including those in a government, community, or school) or call for the audience to adopt a certain behavior.

Speeches with propositions of policy try to instigate the audience to act immediately, in the long-term, or alter their perspective on an issue. A few examples include:

• Our state should require mandatory recertification of lawyers every ten years.
• The federal government should act to ensure clean water standards for all citizens.
• The state of Georgia should require drivers over the age of 75 to take a vision test and present a certificate of good health from a doctor before renewing their licenses.
• Wyeth Daniels should be the next governor of the state.
• The Supreme Court should rule that migrant detention centers are unconstitutional.

These propositions are easy to identify because they almost always have the word “should” in them.

Many policy propositions advocate for a solution through a specific organization or government agency. In the examples above, the federal government, the state, and the Supreme Court are all listed as relevant actors to resolve the problem.

Alternatively, you could advocate for your audience to make specific behavioral changes that lead to solutions. If you’re addressing the consequences of climate change in your local community, do solutions require government or non-profit action? Could your audience make in-roads to reducing the negative effects of climate change alone? Thorough research will assist you in determining what actors – organizations or your audience—are best suited to implement your policy solution.

Policy propositions commonly embed a specific call-to-action. What should the audience do if they are persuading by your perspective? What actions can and should they take that can support your policy proposition? This can include “call your senator” (though more specificity is often helpful), but your call-to-action should be crafted with audience adaptation and information in mind.

Organizing Persuasive Propositions

Organization plays a key role in comprehending an argument. Chapter 6 on organizing provides you a nice starting place to decide which organizational pattern is best suited for different speech types. In this section, we discuss organizing persuasive speeches with a focus on propositions of policy.

Once you’ve identified your main argument, ask, “what organizational pattern best suits my argument?”

For propositions of fact or value, you might select a categorical organization. Essentially that means that you will have two to four discrete, separate arguments in support of the proposition. For example:

Proposition of Fact: Converting to solar energy can save homeowners money.

• Solar energy reduces power bills.
• Solar energy requires less money for maintenance.
• Solar energy works when the power grid goes down.

For propositions of policy, the problem-solution organization pattern is commonly used. We do not typically feel any motivation to change unless we are convinced that some harm, problem, need, or deficiency exists, and even more, that it affects us personally. As the saying goes, “If it ain’t broke, why fix it?” In a problem-solution pattern, you can spend ample and organized time outlining the consequences to inaction, i.e. the problem.

Although a simple problem-solution organization is permissible for a speech of actuation, you will probably do well to utilize the more detailed format called Monroe’s Motivated Sequence.

This format, designed by Alan Monroe (1951), is based on John Dewey’s reflective thinking process to consider audience listening patterns. Monroe’s Motivated Sequence involves five steps, which should not be confused with the main points of the outline. Some steps in Monroe’s Motivated Sequence may take two points. Each step is described below:

• Attention . This is the introduction, where the speaker brings attention to the importance of the topic as well as their own credibility and connection to the topic.
• Need. Here the problem is defined and defended. It is important to make the audience see the severity of the problem, and how it affects them, their family, or their community. The harm or need can be physical, financial, emotional, educational, or social. It will have to be supported by evidence.
• Satisfaction. A need calls for satisfaction in the same way a problem requires a solution. Not only does the speaker present the solution and describe it, but they must defend that it works and will address the causes of the problem as well as the symptoms.
• Visualization. This step looks to the future either positively or negatively. If positive, the benefits from enacting or choosing the solution are shown. If negative, the disadvantages of not doing any-thing to solve the problem are shown.
• Action . In the action step, the goal is to give specific steps for the audience to take as soon as possible to move toward solving the problem. Whereas the satisfaction step explains the solution overall, the action step gives concrete ways to begin making the solution happen.

The more concrete you can make the action step, the better. Research shows that people are more likely to act if they know how accessible the action can be. For example, if you want students to be vaccinated against the chicken pox virus (after establishing that it is a key public controversy), you can give them directions to and hours for a clinic or health center where vaccinations at a free or discounted price can be obtained.

With any organizational pattern selected, it’s imperative to group your main points around clear claims that are supported with evidence and explained with a warrant. As you develop your persuasive arguments, stay appraised of who your audience is and best practices for persuasion.

Developing the Persuasive Speech: Appealing to an Audience

Persuasion only occurs with an audience, so your main goal is to answer the question, “how do I persuade the audience to believe my proposition of fact, value, or policy?”

To accomplish this goal, identify your target audience —individuals who are willing to listen to your argument despite disagreeing, having limited knowledge, or lacking experience with your advocacy. Because persuasion involves change, you are targeting individuals who have not yet changed their beliefs in favor of your argument.

The persuasive continuum (Figure 13.1) is a tool that allows you to visualize your audience’s relationship with your topic.

Figure 13.1

The persuasive continuum views persuasion as a line going both directions. Your audience members, either as a group or individually, are sitting somewhere on that line in reference to your thesis statement, claim, or proposition.

For example, your proposition might be, “The main cause of climate change is human activity.” In this case, you are not denying that natural forces, such as volcanoes, can affect the climate, but you are claiming that human pollution is the central force behind global warming. To be an effective persuasive speaker, one of your first jobs is determining where your audience “sits” on the continuum.

+3 means strongly agree to the point of making lifestyle choices to lessen climate change (such as riding a bike instead of driving a car, recycling, eating certain kinds of foods). +2 means agree but not to the point of acting upon it. +1 as mildly in favor of your proposition; that is, they think it’s probably true but the issue doesn’t affect them personally. 0 means neutral, no opinion, or feeling uninformed enough to make a decision. -1 means mildly opposed to the proposition but willing to listen to those with whom they disagree. -2 means disagreement to the point of dismissing the idea pretty quickly. -3 means strong opposition to the point that the concept of climate change itself is not even listened to or acknowledged as a valid subject.

Since everyone in the audience is somewhere on this line or continuum, persuasion means moving them to the right, somewhere closer to +3.

Your topic will inform which strategy you use to move your audience along the continuum. If you are introducing an argument that the audience lacks knowledge in, you are moving an audience from 0 to +1, +2, or +3. The audience’s attitude will be a 0 because they have no former opinion or experience.

Thinking about persuasion as a continuum has three benefits:

• You can visualize and quantify where your audience lands on the continuum
• You can accept the fact that any movement toward +3 or to the right is a win.
• You can see that trying to change an audience from -3 to +3 in one speech is just about impossible. Therefore, you will need to take a reasonable approach. In this case, if you knew most of the audience was at -2 or -3, your speech would be about the science behind climate change in order to open their minds to its possible existence. However, that audience is not ready to hear about its being caused mainly by humans or what action should be taken to reverse it.

As you identify where your target audience sits on the continuum, you can dig deeper to determine what values, attitude, or beliefs would prohibit individuals from supporting the proposition or values, attitudes, or beliefs that support your proposition. At the same time, avoid language that assumes stereotypical beliefs about the audience.

For example, your audience may value higher education and believe that education is useful for critical thinking skills. Alternatively, you may have an audience that values work experience and believes that college is frivolous and expensive. Being aware of these differing values will deepen your persuasive content by informing what evidence or insights to draw on and upon for each audience type.

Once you’re confident about where your audience is on the continuum and what values they hold, you can select the appropriate rhetorical appeals – ethos, pathos, and logos—to motivate your audience toward action. Yes, we’ve discussed these rhetorical appeals before, but they are particularly useful in persuasive speaking, so let’s re-cap.

Ethos is the influence of speaker credentials and character in a speech. Ethos is achieved through citing reliable, authoritative sources, strong arguments, showing awareness of the audience, and effective delivery.

Pathos means using the emotions such as love, anger, joy, hate, desire for community to persuade the audience of the rightness of a proposition.

Finally, logos refers to the organized and logical arguments that are used to support a claim.

So, what do these mean in practice? Suppose that your speech is trying to motivate the audience to support expanding bus routes on your campus. Use Table 13.2 to track the use of rhetorical appeals.

In sum, the audience plays a central role in persuasion, so staying tuned-in to audience beliefs and expectations is key.

Barriers to Effective Persuasi ve Speaking

Persuasive speaking can provide opportunities to advocate for important community solutions. But persuasion is really difficult, and there are often barriers to effectively persuading our audience to change their beliefs or act in a new way.

Persuasion is hard because we have a bias against change. As much as we hear statements like “The only constant is change” or “Variety is the spice of life,” the evidence from research and from our personal experience shows that, in reality, we do not like change. Recent risk aversion research, for example, found that humans are concerned more with what we lose than what we gain. Change is often seen as a loss of something rather than a gain of something else, and that’s stressful. We do not generally embrace things that bring us stress.

Given our aversion to change, audiences often go out of their way to protect their beliefs, attitudes, and values. We (as audience members) selectively expose ourselves to messages that we already agree with, rather than those that confront or challenge us. This selective exposure is especially seen in choices of mass media that individuals listen to, watch, and read. Not only do we selectively expose ourselves to information, we selectively attend to, perceive, and recall information that supports our existing viewpoints (referred to a s elective recall ).

This principle led Leon Festinger (1957) to form the theory of cognitive dissonance , which states, among other ideas, that when we are confronted with conflicting information or viewpoints, we reach a state of dissonance, or tension between ideas and beliefs. It often occurs when we’re presented information that’s out of line with our values or experiences. This state can be very uncomfortable, and we will do things to get rid of the dissonance and maintain “consonance.” We don’t want to accept that our beliefs may be wrong or inconsistent; we want to remain harmonious.

In a sense, not changing can outweigh very logical reasons to change. For example, you probably know a friend who will not wear a seatbelt in a car. You can say to your friend, “Don’t you know that the National Highway Traffic Safety Administration (2009) says, and I quote, ‘1,652 lives could be saved and 22,372 serious injuries avoided each year on America’s roadways if seat belt use rates rose to 90 percent in every state’?” What will your friend probably say, even though you have cited a credible source?

They will come up with some reason for not wearing it, even something as dramatic as “I knew a guy who had a cousin who was in an accident and the cop said he died because he was wearing his seatbelt.” They may even say, “Well I am a good driver, so you only need seat belts if you’re driving poorly.” You may have had this conversation, or one like it. Their argument may be less dramatic, such as “I don’t like how it feels” or “I don’t like the government telling me what to do in my car.” For your friend, the argument for wearing a seat belt is not as strong as the argument against it, at least at this moment. Ideally, at least for a public speaker, the dissonance is relieved or resolved by being persuaded (changed) to a new belief, attitude, or behavior.

So, what is a speaker to do to overcome these barriers? We suggest making reasonable requests, articulating the benefits or consequences, and answering oppositional arguments.

Make Reasonable Requests

Setting reasonable persuasive goals is the first way to meet audience resistance. Look back to the persuasive continuum scale in Figure 13.1. Trying to move an audience from -3 to +2 or +3 is too big a move. Since change is resisted, we do not make many large or major changes in our lives. We do, however, make smaller, concrete, step-by-step or incremental changes every day. Even moving someone from -3 to -2 is progress, and over time these small shifts can eventually result in a significant amount of persuasion. Aim small, especially within a time constraint, and work to find future room to build.

Focus on Benefits and Consequences

When problems aren’t resolved, there are consequences. When problems are resolved, there are positive benefits for the community. Because you are asking the audience to change something, they must view the benefits of acting as worth the stress of the change. A speaker should be able to engage the audience at the level of needs, wants, and values as well as logic and evidence.

Identify the benefits, advantages, or improvements that would happen for the audience members who enacted your advocacy. If you do good audience analysis, you know that audiences are asking, “What’s in it for me?” “Why do I need this?”

Alternatively, you could outline the short and long-term consequences of inaction and detail how the problem would negatively affect the audience and/or their community. In other words, you’re identifying what would occur if the audience does nothing; if they choose not to act. Using Monroe’s Motivated Sequences can assist in organizing these arguments.

Answer Oppositional Arguments

During a persuasive speech, audience members are holding a mental dialogue, and they are thinking through rebuttals or oppositional arguments to your advocacy. These mental dialogues could be called the “yeah-buts”—the audience members are saying in their minds, “Yeah, I see what you are arguing, but—”. Reservations can be very strong, since, again, our human bias is to be loss averse and not to change our actions or beliefs.

If you’re advocating a claim that humans are the primary cause of climate change, your audience may think, “yeah, but these consequences won’t happen for a long time,” or “yeah, but we have time to resolve these problems.”

As a speaker, address these! Refute the arguments that may prohibit your audience from changing.

It’s common to call oppositional arguments “misconceptions,” “myths,” or “mistaken ideas” that are widely held about the proposition. You may answer oppositional arguments around climate change by saying, “One common misconception about climate change is that we won’t see the negative impacts for decades. A recent study determined that consequences are already upon us.”

After acknowledging oppositional arguments and seeking to refute or rebut the reservations, you must also provide evidence for your refutation. Ultimately, this will show your audience that you are aware of both sides of the issue you are presenting and make you a more credible speaker.

Understanding and Avoiding Fallacies

So far, we’ve discussed persuasive speaking and strategies to move your audience along the persuasive continuum. Motivating your audience to change, however, must be done ethically while using good reasons.

In Chapter 5, we began discussing best practices in constructing arguments. In this section, we dive deeper into reasoning by highlighting a common pitfall: the use of fallacies — erroneous conclusions or statements made from poor analyses. There are actually dozens upon dozens of fallacies, and we identify 9 common fallacies below.

False Cause

False cause is a fallacy that assumes that one thing causes another, but there is no logical connection between the two. In a false cause fallacy, the alleged cause might not be strong or direct enough. For example, there has been much debate over the causes of the recession in 2008. If someone said, “The exorbitant salaries paid to professional athletes contributed to the recession” that would be the fallacy of false cause. Why? For one thing, the salaries, though large, are an infinitesimal part of the whole economy. Second, those salaries only affect a small number of people. A cause must be direct and strong, not just something that occurred before a problem arose.

Slippery Slope

A slippery slope fallacy is a type of false cause which assumes that taking a first step will lead to subsequent events that cannot be prevented. The children’s book, If You Give a Moose a Muffin , is a good example of slippery slope; it tells all the terrible things (from a child’s point of view) that will happen, one after another, if a moose is given a muffin. If A happens, then B will happen, then C, then D, then E, F, G and it will get worse and worse and before you know it, we will all be in some sort of ruin. So, don’t do A or let A happen because it will inevitably lead to Z, and of course, Z is terrible.

This type of reasoning fails to look at alternate causes or factors that could keep the worst from happening, and often is somewhat silly when A is linked directly to Z. Slippery slope arguments are often used in discussions over emotional and hot button topics that are linked with strong values and beliefs. One might argue that “If guns are outlawed, only outlaws will have guns,” a bumper sticker you may have seen. This is an example of a slippery slope argument because it is saying that any gun control laws will inevitably lead to no guns being allowed at all in the U.S. and then the inevitable result that only criminals will have guns because they don’t obey gun control laws anyway.

In any instance where you’re identifying potential consequences if action is or is not taken, credible evidence and ethical warrants are good checks against our tendency to slippery-slope to the audience.

Hasty Generalization

Making a hasty generalization means making a generalization with too few examples. It is so common that we might wonder if there are any legitimate generalizations. Consider this hastily generalized argument:

A college degree is unnecessary. For example, Mark Zuckerberg dropped out of college, invented Fac e book, and made billions of dollars. As this example demonstrates, dropping out of college leads to great financial success , so a complete degree is pointless.

The key to generalizations is how the conclusions are “framed” or put into language. The conclusions should be specific about the limited nature of the sample.

Straw Person

A straw person fallacy is a fallacy that shows only the weaker side of an opponent’s argument in order to more easily tear it down. The term “straw person” brings up the image of a scarecrow, and that is the idea behind the expression. Even a child can beat up a scarecrow; anyone can.

A straw person fallacy happens when an opponent in a debate misinterprets or takes a small part of their opponent’s position in a debate and makes it a major part of the opponent’s position. This is often done by ridicule, taking statements out of context, or misquoting.

Politicians, unfortunately, commit the straw person fallacy quite frequently. If someone states, “College A is not as good as College B because the cafeteria food at College A is not as good” is a pretty weak argument—and making too big of a deal over of a minor thing—for attending one college over another.

False Dilemma

False Dilemma is often referred to as the “either-or” fallacy. When you are given only two options, and more than two options exist, that is false dilemma. Usually in false dilemma, one of the options is undesirable and the other is the one the persuader wants you to take. False dilemma is common. “America: Love it or Leave It.” “If you don’t buy this furniture today, you’ll never get another chance.” “Vote for Candidate Y or see our nation destroyed.”

Appeal to Tradition

Appeals to tradition is the argument that “We’ve always done it this way.” This fallacy happens when traditional practice is the only reason for continuing a policy. Tradition is a great thing. We do many wonderful things for the sake of tradition, and it makes us feel good. But doing something only because it’s always been done a certain way is not an argument.

You’ve likely experienced this through politicians. For example, if a politician says that we should support coal mining because “it’s a great American tradition and we’ve coal mined for decades,” it certainly highlights values inherent within the speaker, but it’s a fallacy.

This fallacy, the bandwagon , is also referred to as “appeal to majority” and “appeal to popularity,” using the old expression of “get on the bandwagon” to support an idea. Bandwagon is a fallacy that asserts that because something is popular (or seems to be), it is therefore good, correct, or desirable.

You’ve probably heard that “Everybody is doing it” or “more than 50% of the population supports this idea.” Just because 50% of the population is engaging in an activity does not make that a wise choice based on sound reasoning. Historically, 50% of the population believed or did something that was not good or right. In a democracy we make public policy to some extent based on majority rule, but we also have protections for the minority or other vulnerable populations. This is a wonderful part of our system. It is sometimes foolish to say that a policy is morally right or wrong or wise just because it is supported by 50% of the people.

Red Herring

A herring is a fish, and it was once used to throw off or distract foxhounds from a particular scent. A red herring , then, is creating a diversion or introducing an irrelevant point to distract someone or get someone off the subject of the argument. When a politician in a debate is asked about their stance on immigration, and the candidate responds, “I think we need to focus on reducing the debt. That’s the real problem!.” they are introducing a red herring to distract from the original topic under discussion.

This is a fallacy that attacks the person rather than dealing with the real issue in dispute. A person using ad hominem connects a real or perceived flaw in a person’s character or behavior to an issue he or she supports, asserting that the flaw in character makes the position on the issue wrong. Obviously, there is no connection. In a sense, ad hominem is a type of red herring because it distracts from the real argument. In some cases, the “hidden agenda” is to say that because someone of bad character supports an issue or argument, therefore the issue or argument is not worthy or logical.

A person using ad hominem might say, “Climate change is not true. It is supported by advocates such as Congressperson Jones, and we all know that Congressperson Jones was convicted of fraud last year.” This is not to say that Congressperson Jones should be re-elected, only that climate change’s being true or false is irrelevant to their fraud conviction. Do not confuse ad hominem with poor credibility or ethos. A speaker’s ethos, based on character or past behavior, does matter. It just doesn’t mean that the issues they support are logically or factually wrong.

Section Summary

Fallacies reduce good reasoning and they weaken your argument. To avoid fallacies, think critically about what evidence is being used, and if your claim and warrant are reasonable explanations and articulations of that evidence. A key way to avoid fallacies is to double and triple check your evidence to make sure that a) the evidence is credible, b) there is enough evidence to support your claim, and c) you have explained the evidence using good reasons.

Persuasive speaking is an opportunity to share a passion or cause that you believe will matter to society and help the audience live a better life. Even if you are initially uncomfortable with the idea of persuasion, we use it all the time in different ways. Choose your topic based on your own commitment and experience, look for quality evidence, craft your proposition so that it will be clear and audience appropriate, and put the finishing touches on it with an eye toward enhancing your logos, ethos, and pathos.

Speak Out, Call In: Public Speaking as Advocacy Copyright © 2019 by Meggie Mapes is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Persuasive Speech Outline, with Examples

March 17, 2021 - Gini Beqiri

A persuasive speech is a speech that is given with the intention of convincing the audience to believe or do something. This could be virtually anything – voting, organ donation, recycling, and so on.

A successful persuasive speech effectively convinces the audience to your point of view, providing you come across as trustworthy and knowledgeable about the topic you’re discussing.

So, how do you start convincing a group of strangers to share your opinion? And how do you connect with them enough to earn their trust?

Topics for your persuasive speech

We’ve made a list of persuasive speech topics you could use next time you’re asked to give one. The topics are thought-provoking and things which many people have an opinion on.

When using any of our persuasive speech ideas, make sure you have a solid knowledge about the topic you’re speaking about – and make sure you discuss counter arguments too.

Here are a few ideas to get you started:

• All school children should wear a uniform
• Facebook is making people more socially anxious
• It should be illegal to drive over the age of 80
• Lying isn’t always wrong
• The case for organ donation

Read our full list of  75 persuasive speech topics and ideas .

Preparation: Consider your audience

As with any speech, preparation is crucial. Before you put pen to paper, think about what you want to achieve with your speech. This will help organise your thoughts as you realistically can only cover 2-4 main points before your  audience get bored .

It’s also useful to think about who your audience are at this point. If they are unlikely to know much about your topic then you’ll need to factor in context of your topic when planning the structure and length of your speech. You should also consider their:

• Cultural or religious backgrounds
• Shared concerns, attitudes and problems
• Shared interests, beliefs and hopes
• Baseline attitude – are they hostile, neutral, or open to change?

The factors above will all determine the approach you take to writing your speech. For example, if your topic is about childhood obesity, you could begin with a story about your own children or a shared concern every parent has. This would suit an audience who are more likely to be parents than young professionals who have only just left college.

Remember the 3 main approaches to persuade others

There are three main approaches used to persuade others:

The ethos approach appeals to the audience’s ethics and morals, such as what is the ‘right thing’ to do for humanity, saving the environment, etc.

Pathos persuasion is when you appeal to the audience’s emotions, such as when you  tell a story  that makes them the main character in a difficult situation.

The logos approach to giving a persuasive speech is when you appeal to the audience’s logic – ie. your speech is essentially more driven by facts and logic. The benefit of this technique is that your point of view becomes virtually indisputable because you make the audience feel that only your view is the logical one.

• Ethos, Pathos, Logos: 3 Pillars of Public Speaking and Persuasion

Ideas for your persuasive speech outline

1. structure of your persuasive speech.

The opening and closing of speech are the most important. Consider these carefully when thinking about your persuasive speech outline. A  strong opening  ensures you have the audience’s attention from the start and gives them a positive first impression of you.

You’ll want to  start with a strong opening  such as an attention grabbing statement, statistic of fact. These are usually dramatic or shocking, such as:

Sadly, in the next 18 minutes when I do our chat, four Americans that are alive will be dead from the food that they eat – Jamie Oliver

Another good way of starting a persuasive speech is to include your audience in the picture you’re trying to paint. By making them part of the story, you’re embedding an emotional connection between them and your speech.

You could do this in a more toned-down way by talking about something you know that your audience has in common with you. It’s also helpful at this point to include your credentials in a persuasive speech to gain your audience’s trust.

Obama would spend hours with his team working on the opening and closing statements of his speech.

2. Stating your argument

You should  pick between 2 and 4 themes  to discuss during your speech so that you have enough time to explain your viewpoint and convince your audience to the same way of thinking.

It’s important that each of your points transitions seamlessly into the next one so that your speech has a logical flow. Work on your  connecting sentences  between each of your themes so that your speech is easy to listen to.

Your argument should be backed up by objective research and not purely your subjective opinion. Use examples, analogies, and stories so that the audience can relate more easily to your topic, and therefore are more likely to be persuaded to your point of view.

3. Addressing counter-arguments

Any balanced theory or thought  addresses and disputes counter-arguments  made against it. By addressing these, you’ll strengthen your persuasive speech by refuting your audience’s objections and you’ll show that you are knowledgeable to other thoughts on the topic.

When describing an opposing point of view, don’t explain it in a bias way – explain it in the same way someone who holds that view would describe it. That way, you won’t irritate members of your audience who disagree with you and you’ll show that you’ve reached your point of view through reasoned judgement. Simply identify any counter-argument and pose explanations against them.

• Complete Guide to Debating

4. Closing your speech

Your closing line of your speech is your last chance to convince your audience about what you’re saying. It’s also most likely to be the sentence they remember most about your entire speech so make sure it’s a good one!

The most effective persuasive speeches end  with a  call to action . For example, if you’ve been speaking about organ donation, your call to action might be asking the audience to register as donors.

Practice answering AI questions on your speech and get  feedback on your performance .

If audience members ask you questions, make sure you listen carefully and respectfully to the full question. Don’t interject in the middle of a question or become defensive.

You should show that you have carefully considered their viewpoint and refute it in an objective way (if you have opposing opinions). Ensure you remain patient, friendly and polite at all times.

Example 1: Persuasive speech outline

This example is from the Kentucky Community and Technical College.

Specific purpose

To persuade my audience to start walking in order to improve their health.

Central idea

Regular walking can improve both your mental and physical health.

Introduction

Let’s be honest, we lead an easy life: automatic dishwashers, riding lawnmowers, T.V. remote controls, automatic garage door openers, power screwdrivers, bread machines, electric pencil sharpeners, etc., etc. etc. We live in a time-saving, energy-saving, convenient society. It’s a wonderful life. Or is it?

Continue reading

Example 2: Persuasive speech

Tips for delivering your persuasive speech

• Practice, practice, and practice some more . Record yourself speaking and listen for any nervous habits you have such as a nervous laugh, excessive use of filler words, or speaking too quickly.
• Show confident body language . Stand with your legs hip width apart with your shoulders centrally aligned. Ground your feet to the floor and place your hands beside your body so that hand gestures come freely. Your audience won’t be convinced about your argument if you don’t sound confident in it. Find out more about  confident body language here .
• Don’t memorise your speech word-for-word  or read off a script. If you memorise your persuasive speech, you’ll sound less authentic and panic if you lose your place. Similarly, if you read off a script you won’t sound genuine and you won’t be able to connect with the audience by  making eye contact . In turn, you’ll come across as less trustworthy and knowledgeable. You could simply remember your key points instead, or learn your opening and closing sentences.
• Remember to use facial expressions when storytelling  – they make you more relatable. By sharing a personal story you’ll more likely be speaking your truth which will help you build a connection with the audience too. Facial expressions help bring your story to life and transport the audience into your situation.
• Keep your speech as concise as possible . When practicing the delivery, see if you can edit it to have the same meaning but in a more succinct way. This will keep the audience engaged.

The best persuasive speech ideas are those that spark a level of controversy. However, a public speech is not the time to express an opinion that is considered outside the norm. If in doubt, play it safe and stick to topics that divide opinions about 50-50.

Bear in mind who your audience are and plan your persuasive speech outline accordingly, with researched evidence to support your argument. It’s important to consider counter-arguments to show that you are knowledgeable about the topic as a whole and not bias towards your own line of thought.

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17.3 Organizing Persuasive Speeches

Learning objectives.

• 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.

Steven Lilley – Engaged – CC BY-SA 2.0.

Previously in this text we discussed general guidelines for organizing speeches. In this section, we are going to look at three organizational patterns ideally suited for persuasive speeches: Monroe’s motivated sequence, problem-cause-solution, and comparative advantages.

Monroe’s Motivated Sequence

One of the most commonly cited and discussed organizational patterns for persuasive speeches is Alan H. Monroe’s motivated sequence. The purpose of Monroe’s motivated sequence is to help speakers “sequence supporting materials and motivational appeals to form a useful organizational pattern for speeches as a whole” (German et al., 2010).

While Monroe’s motivated sequence is commonly discussed in most public speaking textbooks, we do want to provide one minor caution. Thus far, almost no research has been conducted that has demonstrated that Monroe’s motivated sequence is any more persuasive than other structural patterns. In the only study conducted experimentally examining Monroe’s motivated sequence, the researchers did not find the method more persuasive, but did note that audience members found the pattern more organized than other methods (Micciche, Pryor, & Butler, 2000). We wanted to add this sidenote because we don’t want you to think that Monroe’s motivated sequence is a kind of magic persuasive bullet; the research simply doesn’t support this notion. At the same time, research does support that organized messages are perceived as more persuasive as a whole, so using Monroe’s motivated sequence to think through one’s persuasive argument could still be very beneficial.

Table 17.1 “Monroe’s Motivated Sequence” lists the basic steps of Monroe’s motivated sequence and the subsequent reaction a speaker desires from his or her audience.

Table 17.1 Monroe’s Motivated Sequence

The first step in Monroe’s motivated sequence is the attention step , in which a speaker attempts to get the audience’s attention. To gain an audience’s attention, we recommend that you think through three specific parts of the attention step. First, you need to have a strong attention-getting device. As previously discussed in Chapter 9 “Introductions Matter: How to Begin a Speech Effectively” , a strong attention getter at the beginning of your speech is very important. Second, you need to make sure you introduce your topic clearly. If your audience doesn’t know what your topic is quickly, they are more likely to stop listening. Lastly, you need to explain to your audience why they should care about your topic.

In the need step of Monroe’s motivated sequence, the speaker establishes that there is a specific need or problem. In Monroe’s conceptualization of need, he talks about four specific parts of the need: statement, illustration, ramification, and pointing. First, a speaker needs to give a clear and concise statement of the problem. This part of a speech should be crystal clear for an audience. Second, the speaker needs to provide one or more examples to illustrate the need. The illustration is an attempt to make the problem concrete for the audience. Next, a speaker needs to provide some kind of evidence (e.g., statistics, examples, testimony) that shows the ramifications or consequences of the problem. Lastly, a speaker needs to point to the audience and show exactly how the problem relates to them personally.

Satisfaction

In the third step of Monroe’s motivated sequence, the satisfaction step , the speaker sets out to satisfy the need or solve the problem. Within this step, Monroe (1935) proposed a five-step plan for satisfying a need:

• Explanation
• Theoretical demonstration
• Reference to practical experience
• Meeting objections

First, you need to clearly state the attitude, value, belief, or action you want your audience to accept. The purpose of this statement is to clearly tell your audience what your ultimate goal is.

Second, you want to make sure that you clearly explain to your audience why they should accept the attitude, value, belief, or action you proposed. Just telling your audience they should do something isn’t strong enough to actually get them to change. Instead, you really need to provide a solid argument for why they should accept your proposed solution.

Third, you need to show how the solution you have proposed meets the need or problem. Monroe calls this link between your solution and the need a theoretical demonstration because you cannot prove that your solution will work. Instead, you theorize based on research and good judgment that your solution will meet the need or solve the problem.

Fourth, to help with this theoretical demonstration, you need to reference practical experience, which should include examples demonstrating that your proposal has worked elsewhere. Research, statistics, and expert testimony are all great ways of referencing practical experience.

Lastly, Monroe recommends that a speaker respond to possible objections. As a persuasive speaker, one of your jobs is to think through your speech and see what counterarguments could be made against your speech and then rebut those arguments within your speech. When you offer rebuttals for arguments against your speech, it shows your audience that you’ve done your homework and educated yourself about multiple sides of the issue.

Visualization

The next step of Monroe’s motivated sequence is the visualization step , in which you ask the audience to visualize a future where the need has been met or the problem solved. In essence, the visualization stage is where a speaker can show the audience why accepting a specific attitude, value, belief, or behavior can positively affect the future. When helping people to picture the future, the more concrete your visualization is, the easier it will be for your audience to see the possible future and be persuaded by it. You also need to make sure that you clearly show how accepting your solution will directly benefit your audience.

According to Monroe, visualization can be conducted in one of three ways: positive, negative, or contrast (Monroe, 1935). The positive method of visualization is where a speaker shows how adopting a proposal leads to a better future (e.g., recycle, and we’ll have a cleaner and safer planet). Conversely, the negative method of visualization is where a speaker shows how not adopting the proposal will lead to a worse future (e.g., don’t recycle, and our world will become polluted and uninhabitable). Monroe also acknowledged that visualization can include a combination of both positive and negative visualization. In essence, you show your audience both possible outcomes and have them decide which one they would rather have.

The final step in Monroe’s motivated sequence is the action step , in which a speaker asks an audience to approve the speaker’s proposal. For understanding purposes, we break action into two distinct parts: audience action and approval. Audience action refers to direct physical behaviors a speaker wants from an audience (e.g., flossing their teeth twice a day, signing a petition, wearing seat belts). Approval, on the other hand, involves an audience’s consent or agreement with a speaker’s proposed attitude, value, or belief.

When preparing an action step, it is important to make sure that the action, whether audience action or approval, is realistic for your audience. Asking your peers in a college classroom to donate one thousand dollars to charity isn’t realistic. Asking your peers to donate one dollar is considerably more realistic. In a persuasive speech based on Monroe’s motivated sequence, the action step will end with the speech’s concluding device. As discussed elsewhere in this text, you need to make sure that you conclude in a vivid way so that the speech ends on a high point and the audience has a sense of energy as well as a sense of closure.

Now that we’ve walked through Monroe’s motivated sequence, let’s look at how you could use Monroe’s motivated sequence to outline a persuasive speech:

Specific Purpose: To persuade my classroom peers that the United States should have stronger laws governing the use of for-profit medical experiments.

Main Points:

• Attention: Want to make nine thousand dollars for just three weeks of work lying around and not doing much? Then be a human guinea pig. Admittedly, you’ll have to have a tube down your throat most of those three weeks, but you’ll earn three thousand dollars a week.
• Need: Every day many uneducated and lower socioeconomic-status citizens are preyed on by medical and pharmaceutical companies for use in for-profit medical and drug experiments. Do you want one of your family members to fall prey to this evil scheme?
• Satisfaction: The United States should have stronger laws governing the use of for-profit medical experiments to ensure that uneducated and lower-socioeconomic-status citizens are protected.
• Visualization: If we enact tougher experiment oversight, we can ensure that medical and pharmaceutical research is conducted in a way that adheres to basic values of American decency. If we do not enact tougher experiment oversight, we could find ourselves in a world where the lines between research subject, guinea pig, and patient become increasingly blurred.
• Action: In order to prevent the atrocities associated with for-profit medical and pharmaceutical experiments, please sign this petition asking the US Department of Health and Human Services to pass stricter regulations on this preying industry that is out of control.

This example shows how you can take a basic speech topic and use Monroe’s motivated sequence to clearly and easily outline your speech efficiently and effectively.

Table 17.2 “Monroe’s Motivated Sequence Checklist” also contains a simple checklist to help you make sure you hit all the important components of Monroe’s motivated sequence.

Table 17.2 Monroe’s Motivated Sequence Checklist

Problem-Cause-Solution

Another format for organizing a persuasive speech is the problem-cause-solution format. In this specific format, you discuss what a problem is, what you believe is causing the problem, and then what the solution should be to correct the problem.

Specific Purpose: To persuade my classroom peers that our campus should adopt a zero-tolerance policy for hate speech.

• Demonstrate that there is distrust among different groups on campus that has led to unnecessary confrontations and violence.
• Show that the confrontations and violence are a result of hate speech that occurred prior to the events.
• Explain how instituting a campus-wide zero-tolerance policy against hate speech could stop the unnecessary confrontations and violence.

In this speech, you want to persuade people to support a new campus-wide policy calling for zero-tolerance of hate speech. Once you have shown the problem, you then explain to your audience that the cause of the unnecessary confrontations and violence is prior incidents of hate speech. Lastly, you argue that a campus-wide zero-tolerance policy could help prevent future unnecessary confrontations and violence. Again, this method of organizing a speech is as simple as its name: problem-cause-solution.

Comparative Advantages

The final method for organizing a persuasive speech is called the comparative advantages speech format. The goal of this speech is to compare items side-by-side and show why one of them is more advantageous than the other. For example, let’s say that you’re giving a speech on which e-book reader is better: Amazon.com’s Kindle or Barnes and Nobles’ Nook. Here’s how you could organize this speech:

Specific Purpose: To persuade my audience that the Nook is more advantageous than the Kindle.

• The Nook allows owners to trade and loan books to other owners or people who have downloaded the Nook software, while the Kindle does not.
• The Nook has a color-touch screen, while the Kindle’s screen is black and grey and noninteractive.
• The Nook’s memory can be expanded through microSD, while the Kindle’s memory cannot be upgraded.

As you can see from this speech’s organization, the simple goal of this speech is to show why one thing has more positives than something else. Obviously, when you are demonstrating comparative advantages, the items you are comparing need to be functional equivalents—or, as the saying goes, you cannot compare apples to oranges.

Key Takeaways

• There are three common patterns that persuaders can utilize to help organize their speeches effectively: Monroe’s motivated sequence, problem-cause-solution, and comparative advantage. Each of these patterns can effectively help a speaker think through his or her thoughts and organize them in a manner that will be more likely to persuade an audience.
• Alan H. Monroe’s (1935) motivated sequence is a commonly used speech format that is used by many people to effectively organize persuasive messages. The pattern consists of five basic stages: attention, need, satisfaction, visualization, and action. In the first stage, a speaker gets an audience’s attention. In the second stage, the speaker shows an audience that a need exists. In the third stage, the speaker shows how his or her persuasive proposal could satisfy the need. The fourth stage shows how the future could be if the persuasive proposal is or is not adopted. Lastly, the speaker urges the audience to take some kind of action to help enact the speaker’s persuasive proposal.
• The problem-cause-solution proposal is a three-pronged speech pattern. The speaker starts by explaining the problem the speaker sees. The speaker then explains what he or she sees as the underlying causes of the problem. Lastly, the speaker proposes a solution to the problem that corrects the underlying causes.
• The comparative advantages speech format is utilized when a speaker is comparing two or more things or ideas and shows why one of the things or ideas has more advantages than the other(s).
• Create a speech using Monroe’s motivated sequence to persuade people to recycle.
• Create a speech using the problem-cause-solution method for a problem you see on your college or university campus.
• Create a comparative advantages speech comparing two brands of toothpaste.

German, K. M., Gronbeck, B. E., Ehninger, D., & Monroe, A. H. (2010). Principles of public speaking (17th ed.). Boston, MA: Allyn & Bacon, p. 236.

Micciche, T., Pryor, B., & Butler, J. (2000). A test of Monroe’s motivated sequence for its effects on ratings of message organization and attitude change. Psychological Reports, 86 , 1135–1138.

Monroe, A. H. (1935). Principles and types of speech . Chicago, IL: Scott Foresman.

Stand up, Speak out Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Chapter 11: Public Speaking

11.6 functions to persuade and sample persuasive speech, learning objective.

• Identify and demonstrate the effective use of five functions of speaking to persuade.
• Understand the structural parts of a persuasive speech.

What does a presentation to persuade do? There is a range of functions to consider, and they may overlap or you may incorporate more than one as you present. We will discuss how to

• call to action,
• increase consideration, and
• develop tolerance of alternate perspectives.

We will also examine how each of these functions influences the process of persuasion.

When you focus on stimulation as the goal or operational function of your speech, you want to reinforce existing beliefs, intensify them, and bring them to the forefront. Perhaps you’ve been concerned with global warming for quite some time. Many people in the audience may not know about the melting polar ice caps and the loss of significant ice shelves in Antarctica, including part of the Ross Ice Shelf, an iceberg almost 20 miles wide and 124 miles long, more than twice the size of Rhode Island. They may be unaware of how many ice shelves have broken off, the 6 percent drop in global phytoplankton (the basis of many food chains), and the effects of the introduction of fresh water to the oceans. By presenting these facts, you will reinforce existing beliefs, intensify them, and bring the issue to the surface. You might consider the foundation of common ground and commonly held beliefs, and then introduce information that a mainstream audience may not be aware of that supports that common ground as a strategy to stimulate.

In a persuasive speech, the goal is to change the attitudes, beliefs, values, or judgments of your audience. If we look back at the idea of motive, in this speech the prosecuting attorney would try to convince the jury members that the defendant is guilty beyond reasonable doubt. He or she may discuss motive, present facts, all with the goal to convince the jury to believe or find that his or her position is true. In the film The Day After Tomorrow , Dennis Quaid stars as a paleoclimatologist who unsuccessfully tries to convince the U.S. vice president that a sudden climate change is about to occur. In the film, much like real life, the vice president listens to Quaid’s position with his own bias in mind, listening for only points that reinforce his point of view while rejecting points that do not.

Audience members will also hold beliefs and are likely to involve their own personal bias. Your goal is to get them to agree with your position, so you will need to plan a range of points and examples to get audience members to consider your topic. Perhaps you present Dennis Quaid’s argument that loss of the North Atlantic Current will drastically change our climate, clearly establishing the problem for the audience. You might cite the review by a professor, for example, who states in reputable science magazine that the film’s depiction of a climate change has a chance of happening, but that the timetable is more on the order of ten years, not seven days as depicted in the film. You then describe a range of possible solutions. If the audience comes to a mental agreement that a problem exists, they will look to you asking, “What are the options?” Then you may indicate a solution that is a better alternative, recommending future action.

Call to Action

A call to action features a clear response for the audience.

P T – The poster is not…but are you ? – CC BY-NC-ND 2.0.

In this speech, you are calling your audience to action. You are stating that it’s not about stimulating interest to reinforce and accentuate beliefs, or convincing an audience of a viewpoint that you hold, but instead that you want to see your listeners change their behavior. If you were in sales at Toyota, you might incorporate our previous example on global warming to reinforce, and then make a call to action (make a purchase decision), when presenting the Prius hybrid (gas-electric) automobile. The economics, even at current gas prices, might not completely justify the difference in price between a hybrid and a nonhybrid car. However, if you as the salesperson can make a convincing argument that choosing a hybrid car is the right and responsible decision, you may be more likely to get the customer to act. The persuasive speech that focuses on action often generates curiosity, clarifies a problem, and as we have seen, proposes a range of solutions. They key difference here is there is a clear link to action associated with the solutions.

Solutions lead us to considering the goals of action. These goals address the question, “What do I want the audience to do as a result of being engaged by my speech?” The goals of action include adoption, discontinuance, deterrence, and continuance.

Adoption  means the speaker wants to persuade the audience to take on a new way of thinking, or adopt a new idea. Examples could include buying a new product, voting for a new candidate, or deciding to donate blood. The key is that the audience member adopts, or takes on, a new view, action, or habit.

Discontinuance  involves the speaker persuading the audience to stop doing something what they have been doing, such as smoking. Rather than take on a new habit or action, the speaker is asking the audience member to stop an existing behavior or idea. As such, discontinuance is in some ways the opposite of adoption.

Deterrence  is a call action that focuses on persuading audience not to start something if they haven’t already started. Perhaps many people in the audience have never tried illicit drugs, or have not gotten behind the wheel of a car while intoxicated. The goal of action in this case would be to deter, or encourage the audience members to refrain from starting or initiating the behavior.

Finally, with continuance , the speaker aims to persuade the audience to continue doing what they have been doing, such as reelect a candidate, keep buying product, or staying in school to get an education.

A speaker may choose to address more than one of these goals of action, depending on the audience analysis. If the audience is largely agreeable and supportive, you may find continuance to be one goal, while adoption is secondary.

These goals serve to guide you in the development of solution steps. Solution steps involve suggestions or ways the audience can take action after your speech. They often proceed from national to personal level, or the inverse. Audience members appreciate a clear discussion of the problem in a persuasive speech, but they also appreciate solutions. You might offer a national solution that may be viewed as unworkable, but your solution on a personal level may be more realistic, such as considering an alternate point of view or making a small donation to a worthy cause.

Increase Consideration

Perhaps you know that your audience is not open to emotional appeals that involve the fear of global warming, so you choose to base your persuasive speech on something they are more open to: the economic argument and the relative cost of car ownership. In this speech, you want to increase consideration on the part of the audience whose members either hold hostile views or perhaps are neutral and simply curious. You might be able to compare and contrast competing cars and show that the costs over ten years are quite similar, but that the Prius has additional features that are the equivalent of a bonus, including high gas mileage. You might describe tax incentives for ownership, maintenance schedules and costs, and resale value. Your arguments and their support aim at increasing the audience’s consideration of your position. You won’t be asking for action in this presentation, but a corresponding increase of consideration may lead the customer to that point at a later date.

Develop Tolerance of Alternate Perspectives

Finally, you may want to help your audience develop tolerance of alternate perspectives and viewpoints. Perhaps your audience, as in the previous example, is interested in purchasing a car and you are the lead salesperson on that model. As you listen, and do your informal audience analysis, you may learn that horsepower and speed are important values to this customer. You might raise the issue of torque versus horsepower and indicate that the “uumph” you feel as you start a car off the line is torque. Many hybrid and even electric vehicles have great torque, as their systems involve fewer parts and less friction than a corresponding internal combustion-transaxle system. You goal is to help your audience develop tolerance, but not necessarily acceptance, of alternate perspectives. A traditional way of measuring speed has always been how fast a car can go from zero to sixty miles per hour.

You are essentially indicating that there are two relevant factors to consider when discussing speed (horsepower and torque), and asking the customer to consider the alternate perspective. Lots of horsepower might be all right for high speeds, but by raising the issue of their normal driving, they might learn that what counts day in and day out for driving is torque, not horsepower. By starting from common ground, and introducing a related idea, you are persuading your audience to consider an alternate perspective.

• Select a commercial for a product or service you do not believe you would ever buy. Evaluate the commercial according to the principles of persuasion described in this section. Does it use more than one principle? Is any principle effective on you as an audience member? If you could change the commercial to increase its persuasive appeal to yourself as a customer, what changes would you make? Discuss your findings with your classmates.
• Which do you think is a more difficult challenge, discontinuance or deterrence? Why? Give some examples and discuss them with your classmates.
• Do you think persuasion by continuance is necessary? Or would people continue a given behavior regardless of any persuasive messages? Think of an example and discuss it with your classmates.

Sample Persuasive Speech

Here is a generic, sample speech in an outline form with notes and suggestions.

Attention Statement

Show a picture of a person on death row and ask the audience: does an innocent man deserve to die?

Introduction

Briefly introduce the man in an Illinois prison and explain that he was released only days before his impending death because DNA evidence (not available when he was convicted), clearly established his innocence.

A statement of your topic and your specific stand on the topic:

“My speech today is about the death penalty, and I am against it.”

Introduce your credibility and the topic: “My research on this controversial topic has shown me that deterrence and retribution are central arguments for the death penalty, and today I will address each of these issues in turn.”

State your main points.

“Today I will address the two main arguments for the death penalty, deterrence and retribution, and examine how the governor of one state decided that since some cases were found to be faulty, all cases would be stayed until proven otherwise.”

Information: Provide a simple explanation of the death penalty in case there are people who do not know about it. Provide clear definitions of key terms.

Deterrence: Provide arguments by generalization, sign, and authority.

Retribution: Provide arguments by analogy, cause, and principle.

Case study: State of Illinois, Gov. George Ryan. Provide an argument by testimony and authority by quoting: “You have a system right now…that’s fraught with error and has innumerable opportunities for innocent people to be executed,” Dennis Culloton, spokesman for the Governor, told the Chicago Tribune . “He is determined not to make that mistake.”

Solution steps:

• National level . “Stay all executions until the problem that exists in Illinois, and perhaps the nation, is addressed.”
• Local level . “We need to encourage our own governor to examine the system we have for similar errors and opportunities for innocent people to be executed.”
• Personal level . “Vote, write your representatives, and help bring this issue to the forefront in your community.”

Reiterate your main points and provide synthesis; do not introduce new content.

Residual Message

Imagine that you have been assigned to give a persuasive presentation lasting five to seven minutes. Follow the guidelines in Table 11.5 “Sample Speech Guidelines” and apply them to your presentation.

Table 11.5  Sample Speech Guidelines

• Apply this framework to your persuasive speech.
• Prepare a three- to five-minute presentation to persuade and present it to the class.
• Review an effective presentation to persuade and present it to the class.
• Review an ineffective presentation to persuade and present it to the class
• Business Communication for Success. Authored by : University of Minnesota. Located at : https://open.lib.umn.edu/businesscommunication/chapter/14-7-sample-persuasive-speech/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

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