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Senior Thesis Guide

The following pages contain (almost) all the information you need to guide you through writing your senior thesis. Refer back to these pages often—you are responsible for reading,

understanding, and following them as you work on this culminating project.

____________ Contents ____________

I. Invention Senior Thesis Topic Kinds of Persuasive Speeches Length of Speech Resource Requirements Interview Requirements Scripture Component Rhetoric Component

II. Arrangement Arrangement Requirements

III. Style Style Requirements

IV. Memory Memory Helps

V. Delivery Delivery Requirements Visual Aid Requirements Question and Answer Session Guidelines

VI. Assessment What You Will Be Turning In Evaluation Rubric

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Senior Thesis Topic

Your topic must be on a debatable, significant issue and you should take a stance for or against it. You will be presenting a well reasoned and well researched argument in favor of your stance which will include presenting the opposing viewpoint(s) and refutation. You must also be able to support your stance biblically. If you cannot think of three arguments against your topic, it is probably not a good choice. If possible, you should offer a solution to your problem/issue. Select a topic in which you are most interested and one in which you think your audience will care about. Peruse the suggested topic list below to stir your own ideas.

When trying to narrow down a topic to an arguable claim, try asking questions about a topic. Example: Welfare. Does welfare work? Does welfare discourage marriage? Does welfare enslave its participants and continue a cycle of poverty? Is welfare a tool used to maintain control over a voting block? What are the problems with welfare? Are they fixable? Is removing the stigma of welfare a good thing or a bad thing? Is welfare the government’s responsibility as laid out by US constitution? What is the biblical description of welfare? Your answer to a particular question could help you form a rough thesis statement.

Some possible topics:

• Is suffering necessary for true Christian discipleship and growth?

• Should teens balance job and school? • Should the Internet be censored? • How to persuade non-Christians against

euthanasia? • Should Christians be concerned with the

treatment of food animals? • Do children learn better in boys-only and

girls-only schools? • Is competition for grades a good thing? • Should parents avoid vaccinating their

children? • Should schools require musical training as

part of the curriculum? • Should the church should take a greater

role in social welfare? • Should pastors speak politics from the

pulpit? • Should teens in the U.S. adopt the British

custom of taking a “gap year” between high school and college?

• Are grass yards environmentally responsible?

• Are poor relationships with neighbors the beginning of a fragmented society?

• Is “diet” a biblical category for food? • How are the fine arts “better” than pop

culture? • Is street evangelism effective? How does

it compare to “relational evangelism”? Does it depend on the culture/time period?

• Is satire more powerful than other means of persuasion?

• Are Christian stereotypes valid? If so, what can be done about it?

• Historical events, wars, speeches, etc.—just or not, impact of, could have been prevented?

• Should Christians all register their political party as “Independent”?

• Would giving artificial intelligence to humans be sinful?

• How do the Christian concept of “calling” and the concept of “career” relate?

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Kinds of Persuasive Speeches

• Persuasive speeches on questions of Fact—the speaker presents one view of the facts as persuasively as possible.

Examples: Did William Shakespeare really write the plays attributed to him? Is sexual orientation genetically determined?

• Persuasive speeches on questions of Cause and Effect (similar to questions of fact)—Speaker determines debatable causal relationship and argues for one side.

Examples: Are video games contributing to gun violence in society?

• Persuasive speeches on questions of Value—the speaker is trying to convince audience to agree with his or her value judgment (is it right or wrong, good or bad, moral or immoral, proper or improper, fair or unfair). Speaker must justify his claim. (Justify your judgment against some identifiable standards. And then show how your topic measures up against those standards)

Examples: Is cloning morally justifiable? What are the ethical responsibilities of journalists? Is capital punishment morally and legally wrong?

• Persuasive speeches on questions of Policy-deals with specific courses of action. May involve questions of fact and questions of value (you would make a moral judgment to decide if you thought the policy was wrong), but you go beyond to decide whether something should be done or not done. Speech purpose would be either passive agreement or a call to action. Establish a need and a plan for solving it. (organize as problem and solution or problem- cause,-solution)

Examples: Should marijuana be legalized? Should Obamacare be repealed? Should welfare be abolished or reformed? Should affirmative action be eliminated? Should euthanasia be legalized? Should there be restrictions on the use of executive orders?

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Length of Speech

• Length = 18-20 minutes

• Minimum speech time is 18 minutes not including any outside media support. In other words, you may not count a 10 minute video clip as part of your 18-20 minute speech.

• Your actual speech plus any media support (video clip, demonstration, etc.) may not exceed 25 minutes.

• Length of written speech is 9-13 pages. Since everyone speaks at a different pace, I can only give you an estimate of written pages that will make up your speech. Speakers can speak anywhere from 100 wpm to 150 wpm. You MUST time yourself while practicing your speech (or practice reading from any typed assignment from this year to see your pace)! Points will be deducted if your speech is not within the 18-20 minute time frame.

- If you speak at 100 wpm, a 20 minute speech is 2000 written words which is 8.3 pages.

- If you speak at 130 wpm, a 20 minute speech is 2600 written words which is 10.7 pages.

- If you speak at 150 wpm, a 20 minute speech is 3,000 written words which is about 13 pages.

With that being said, you should turn in a paper that is anywhere from 9-13 pages (a minimum of 9 pages and a maximum of 13 pages). Note that it is probably easier to reduce your speech than to add to it so you may want to aim for 13 pages.

• After your speech you will have 5 minutes for a Question and Answer session (see details in Section XII).

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Resource Requirements

• You should include at least 7 sources. Sources must be either academically credible books (academic credibility to be evaluated by student and approved by tutor) or peer-reviewed journal articles. In addition, note the following:

▪ One source must be a primary source through an interview (see details in Section IV).

▪ One source must be a book from the BC era that you read and discussed in PEP core classes.

▪ One source must be a book from AD 1-1900 that you read and discussed in PEP core classes.

▪ Scripture must be used, but it does not count as one of the 7 sources. However, theological works or commentaries on Scripture do count and are strongly encouraged.

• No web sites, web articles, encyclopedias, dictionaries, magazines, popular-level books, etc. may be used as sources (unless specific exception is granted by tutor for a special purpose; e.g., using a magazine to illustrate a trend in current thinking might be allowed, but NOT citing a magazine as a reliable authority on that trend).

• Your support for your argument CANNOT come solely from your opinions and personal example; you must support your argument with research (studies, documents, charts, graphs, scholarly articles, etc). This does not mean that you cannot use personal example or personal opinion; it just means that it cannot be your only source of support for your argument.

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Interview Requirements

An interview provides you with a “primary” source of information. You will need to interview someone who has knowledge and expertise in your research area. You may conduct your interview in person, via phone, via email, etc. Incorporate the most pertinent information from your interview into your speech—this may be much or very little; however, you must include at least one reference to your interview in your speech. You will be turning in a transcript of your interview including a brief bio on your interviewee.

Some things to keep in mind:

• Know the purpose of your interview. What is it that you hope to learn?

• If interviewing in person, dress appropriately and professionally. Do not be late and make sure to be respectful of your interviewee’s time by being well prepared. Let your interviewee know your purpose and the amount of time that your interview will take.

• If using some type of recording device, let your interviewee know as it is illegal in some states to secretly record an interview.

• You may choose to film your interview and use clips from it for your power point-- if your interviewee is willing.

• Have a list of prepared questions for your interview, but be prepared to make up new questions during the interview if interesting information is brought up that you had not prepared for. Avoid questions that could be answered with a “yes” or “no” as these could be difficult to incorporate into your speech.

• Be careful that direct quotes are accurately recorded.

• Ask for permission to call or email for further clarification, if necessary.

• Some question/suggestions to consider:

1. How are you involved with…?

2. How long have you…?

3. What is next in terms of…?

4. How do you envision the future regarding…?

5. What do you think can be done about…?

6. If you could change one thing about…?

7. What is most challenging about…?

8. Who else has…?

9. What should we know about…?

10. What are the implications of ….?

11. What is the impact of X on …?

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Sample Interview

Interviewer: Nathaniel Hollis Interviewee: Mrs. Amy Clay Date: January 26, 2017 Information: Mrs. Clay is the administrator of PEP-Eastside and PEP-St. Johns. She is preparing to resign from her position as administrator of PEP-Mandarin. As administrator, she holds authoritative power regarding classes (including electives), school policies, and school events. This interview requested opinions and background of Mrs. Clay herself, in addition to seeking some answers to questions regarding social dance’s absence from the PEP curriculum. Nathaniel: “Okay, so, um, first off I just want to ask what was your denomination as a child, and then also what is your denomination now?” Mrs. Clay: “Okay. I grew up in the Presbyterian Church in America, and I am currently in the Presbyterian Church in America.” Nathaniel: “Okay. Alright. Um. How would you define, um, the term ‘social dance’?” Mrs. Clay: “Well, that’s a good question. Um. I don’t know. I guess I would have called it more, I would think ballroom dance, I would think, um, the different types of group dancing, different types of, um, more formally taught dancing, not just ‘we’re-out-having-fun-and-we-have-no-idea-what-we’re-doing-dancing.” Nathaniel: “Absolutely, I would agree with you.” Mrs. Clay: “Okay.” Nathaniel: “Um, what are your personal feelings on social dance?” Mrs. Clay: “I think it’s absolutely fine, I don’t, not very good at it, so, um, but, I think, I don’t have any problem against it.” Nathaniel: “Nothing against it? Alright. Um, how familiar are you with dance’s impacts throughout history?” Mrs. Clay: “I am not familiar with--” Nathaniel: “Excellent. I was not either at the beginning of my research. I’ve been, um, however, my research, I’ve seen a lot of ways it has impacted. Fun fact is um, George Washington would actually set up, uh, dances for his soldiers during the Revolutionary War to maintain morale and fitness. Um, do you see any non-physical benefits of social dance for today’s youth in particular?” Mrs. Clay: “Um, I can see how there can be, yeah. I can see how, um, there can be benefits in giving constructive type ways to be together and having fun that are brighter, clean, and God-honoring.”

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Nathaniel: “Absolutely, yep. Um, do you see, um, so going on with that, I guess the answer would be ‘yes,’ do you see social dance having the potential, uh, to promote civility in cross-gender relations?” Mrs. Clay: “Mm-hmm.” Nathaniel: “Okay. Um, has PEP ever considered teaching social dance as an elective? I know we have the sock hop and the prom, along with the harvest dance each year. Um, has PEP ever considered it?” Mrs. Clay: “Um, not as an elective, and the reason, uh, basically a couple of different logistical reasons. Uh, one: it’s hard enough, because PEP mostly focused on academics. Um, it’s already hard to get any of the electives enough students to take them, you know, to where I can actually afford to run them. And, um, so, to have ones that are in the arts, then I have to pretty much pick and choose which ones in the arts we’re gonna run because we, if we have too many, they don’t all run, um, because there aren’t enough students to take them.” Nathaniel: “Is there a, uh, minimum number of students would need to express interest?” Mrs. Clay: “Well, a dance one would be even more difficult cause you’d have to have enough to actually, for it to be where they could actually dance together, you know? Um, same issue that you have with the drama class: you have to have enough that you can do a drama. Um, so that would be a question for the instructor that would say ‘I need to have a certain number.’ There’s also the minimum number to be able to pay an instructor. Um, and that’s another question that comes up. So, um, sometimes those can be run as clubs. I think up in Cincinnati in some of the other PEPs they’ve done some things at times where somebody’s volunteers time and does things as a, as a club. Like they’ve done drama up in Cincinnati as a club and not as a class.” (Next two pages deleted) Nathaniel: “Thank you.” Mrs. Clay: “Hope that was helpful.” Nathaniel: “Absolutely.” Mrs. Clay: “Okay.” *Note*: There were many more small comments such as “okay,” “um,” “right,” etc. made throughout the interview. Total duration of the interview: 00:17:04.

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Scripture Component

At some point in your speech, you must use Scripture as a proof (common topic of Testimony). This should not be a proof-text pinned onto your argument; it should be carefully and thoughtfully integrated into your attempt to persuade your audience. Ask questions such as these:

• Does Scripture comment on my topic directly? What is the larger context (chapter, book of the Bible) of the passages that comment on my topic? How does that context influence the interpretation of each passage? How do these passages relate to one another—do they support each other, give different angles on the topic, seem to contradict each other? How do they relate to my argument—affirm it, contradict it, qualify it?

• If Scripture does not comment on my topic directly, what Scriptural/theological principles apply to my topic? Are the Ten Commandments or Jesus’ summary of the commandments relevant here? What about doctrines such as Creation, Fall, Redemption, God’s sovereignty, man’s sinfulness, the imago dei, etc.?

• What do Bible commentaries and theology books have to comment on my topic?

You may choose to include the Scripture component as a particular proof of your paper, or you may choose to weave it throughout your other proofs. Citing other theological works and commentaries to support your Scripture interpretation is STRONGLY encouraged.

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Rhetoric Component

• You must clearly appeal to all the modes of persuasion—ethos, pathos, and logos

• You must develop your argument by using at least 3 topics of invention: Definition (genus and division), Comparison (similarity, difference, and degree), Relationship (cause/effect, antecedent/consequence, contrary, contradiction), Circumstance (past fact/future fact, possible/impossible)

• You must demonstrate an understanding of your audience (PEP students, tutors, and families) by appropriate choice of topic, diction, content, visual aid, etc.

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Arrangement Requirements

• Introduction (Exordium) — must gain audience’s attention, introduce the topic clearly. Thesis statement may come before or after the narratio/statement of facts. May use any of the five types of introduction: Preparatory, Paradoxical, Inquisitive, Narrative, Corrective

• Narratio/Statement of Facts — background information (definitions, questions, history) necessary to understanding the argument.

• Partitio — the ‘division of points’ previews the speech’s arguments. Builds on the narratio and also orients the audience to the structure of the speech, helping them to hear it more clearly. Example: I’d like to explain how water pollution is ruining the recreational use of water, and then show you how our daily water usage is a major factor in increasing pollution, and, finally, how we can all make changes that will ensure clean water in the future.

• Confirmation — focus on arguments that support your thesis. Your support must come from reliable sources. While you may use support from your own opinion and personal experience, that should not be the ONLY source of your support.

• Concession and Refutation — present the counterargument and refute it. (You may place your concession and refutation before your confirmation, after your confirmation, or sprinkle it throughout if you choose.)

• Conclusion (summation) — Don’t just restate your thesis and your main points. What is the implication or significance of your thesis? What do you want the audience to think or do as a result of your speech? Here would be a good place to put an emotional appeal-Pathos- in the form of a call to action or some inspirational statement or encouragement.

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Style Requirements • You may use first person judiciously.

• You should select your diction carefully. Blend concrete and abstract words, Anglo-Saxon and Latinate, long and short, etc.

• You should strive for varied syntax, including simple, compound, and complex sentences; long and short sentences; active and (for occasional and intentional emphasis) passive sentences.

• You should weave elements of narration and description throughout your argument.

• You must use at least 3 rhetorical devices/figures of speech—more encouraged.

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Memory Helps

You will be presenting your speech from memory. This means you may not have the written speech with you as you present, not even to prompt yourself (though I will have a copy and can prompt you if needed). We have been working to learn the rhetorical canon of memory this year, and you should apply what we have learned to seek to memorize your speech. You may, however, use speaking notecards to cue yourself through the main points, transitions, and evidence in your speech. The following suggestions should help you to create effective notecards. • What should go on the speaking notecards? Short answer: Whatever you need to get through

the speech, short of writing the whole thing on index cards. Better answer: Consider some of the following: • Try creating one notecard for each paragraph in your speech.

• At the top of the notecard, write out the transition and topic sentence you plan to use for that paragraph. • Beneath this, list the evidence and illustrations you plan to use. Quotations and

data should be written out word for word to ensure that you present them accurately. • Beneath this, include details from the paragraph you want to remember—jokes,

analogies, images, etc. • In the margins of the notecard, write cues to yourself on what you plan to be doing at

that point in the speech. • Note when you need to change slides or make comments on your PowerPoint

presentation. • Make notes on how you plan to “block” the speech (see below).

• You might try color coding your notes or highlighting key words—whatever helps guide you as you present. • As you practice your speech (see below), you might realize you don’t need as much

information as you originally included on the notes. Create new notecards with fewer distractions.

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Delivery Requirements

Dress:

• Formal dress is required. This means jacket and tie for men and dress or suit for ladies. Normal PEP dress code guidelines still apply, so please check your outfit beforehand!

Voice:

• You should be loud enough to be heard by the person in the back row. Do not always depend on a microphone and sound system to work; sometimes that will not be available.

• The pitch of your voice is important as well. To avoid sounding monotone, vary your pitch.

• Do not speak too fast!!! You should not sound like a recording in fast forward mode!

• Use pauses effectively

• Avoid “uuhms” or other fillers

Body language (Howat, Rhetoric 2)

• Contact with audience: Eye Contact! Make audience feel you are speaking to them and avoid too much time spent looking at your notes or PowerPoint!

• Make sure that you don’t turn your back to the audience while interacting with a visual aid.

• Posture: no slouching; upright but not stiff. Stand with weight on both feet, not rocking back and forth or side to side, or up and down. Hands should not be in your pockets but comfortable at your sides or on the podium. A good rule is to have one hand guide your eyes down the margin of the page so you do not lose track of where you are. The audience cannot see you do this, and it is a handy way to keep track.

• Movement: do not weave or pace. Stand fairly still. You can shift from one foot to another when making a new point, lean forward or step back occasionally for emphasis. Have good posture when approaching the podium, not slouching or acting silly. Walk confidently but not arrogantly. Make a good impression on your audience. Don’t apologize. Don’t rush into your speech. Take a moment to get comfortable, take a deep breath, look out over the audience and smile.

• Gesture: One gestures in a speech to emphasize a point. Refrain from fidgeting with a pencil or your paper, pushing your hair behind you rear continuously, adjusting your clothing, jingling coins in your pocket, and so forth. Flipping papers during your speech is distracting. Make simple gestures to shift your papers. (Slide one over to the side

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instead of picking them all up to stack the used one in the back. It is distracting.) Gestures do not need to be forced.

Gestures have 3 benefits: they increase the speaker’s energy and self-confidence; they assist in the communication of ideas; and they help hold the audience’s attention. Facial expressions are important: a smile, a frown of concern. Look at your expressions in the mirror as you practice speaking. Never go up to the podium and apologize for not being ready or not having enough information. Go up confidently.

• Approach and depart from the lectern without rushing. Portray a calm, cool, and collected attitude.

Blocking the Speech:

“Blocking” refers to planning out the delivery element of your speech, similar to staging a drama. Print out a fresh copy of your written speech, arm yourself with highlighters and colored pens, and mark places to do the following:

• Pause for a moment to indicate a transition

• Pause for a moment to let the audience reflect on an important point or rhetorical question

• Speak more loudly or softly at a key point—either to emphasize the argument or create some pathos

• Make a gesture to illustrate a point (sweep hands to show expansiveness, point finger to make accusation, put up both hands to show exasperation or ask a question, bring fists together to show conflict, etc.)

• Step to the side of the podium to give the feeling of speaking directly to the audience, making an appeal, etc.

Helpful Delivery web site:

• https://www.mtholyoke.edu/acad/intrel/speech/delivery.htm

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Visual Aid Requirements

You must use a visual aid of some sort. However, your speech should not rely too heavily on visual aids as they are meant to support your presentation, not overwhelm it or distract from it.

Think of your visual aid as a set of road signs, directing the audience to move forward in the argument, stop and reflect, think quickly, think slowly, avoid a fallacious roadblock, etc. You should not try to fit your speech onto your visual aid; rather, use it to cue your audience through your speech.

Less is more, phrases are better than sentences, images better than words!

• Power Point (tutorial: https://owl.english.purdue.edu/owl/resource/686/01/) and Prezi are both good options.

• Slides must use black background and white font.

• Works cited must appear on last slide.

• Video and audio clips may be used if appropriate to your topic and short (remember, the running time of the video clip would not count toward your speech time of 18-20 minutes, and your overall presentation time should not exceed 25 minutes).

• Charts, graphs, polls, surveys, etc. can be helpful, but be sure they appear large enough for the audience to read.

Helpful Visual Aid web sites:

• http://www.publicspeeche.com/speaking-tips/tips-for-using-visual-aids-in-your-speech.php

• http://www.ehow.com/how_3477_visual-aids-during.html

• http://www.speaking.pitt.edu/student/public-speaking/visualaids.html

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Question and Answer Session Guidelines

1. What's the best way to prepare for questions? Start by anticipating questions that might come up. What questions are likely to be prompted by your presentation?

2. Listen to the entire question. Listen to the entire question BEFORE you begin to answer any questions. Too many people start responding to a question before the entire question is even asked. Not waiting to hear the entire questions can result in you providing a response which had nothing to do with the question. Force yourself to LISTEN to the entire question and make sure you understand the question.

3. Pause and allow yourself time to value the question and listener. REPEAT the question out load so the entire audience can hear it. It is important that everyone "hear" the question or the answer you provide may not make sense to some of the people. By repeating the question, this will allow you some additional time to evaluate the question and formulate a response.

4. Credit the Person for asking the question. You may say something like, "That was a great question" or, "Glad you asked that question" or even, "I get asked that question by many people". One word of caution. If you credit one person with asking a question, be sure to credit EVERYONE for asking a question. You don't want people to feel their question was not as important.

5. Respond to the Question honestly and the best you can. If you do NOT know an answer to a question, do not try to fake it. Be honest, and tell them you do not know but DO promise to research the answer for them and DO get back to them.

6. Bridge to the next question by asking them a question. "Does that answer your question?", "Is that the kind of information you were looking for?". This is critical.. Once they respond to you, "YES" you now have permission to go on to the next person. This also gives them one more opportunity to say, "No" and allow them to clarify their question more by asking it again.

7. Ask people to stand up when they ask a question. This does two things: (1) It shows you more readily who is asking the question, and (2) It makes it easier for the audience to also hear the question.

8. Always repeat the question - this does three things: (1) it makes sure you understood the question, (2) it gives you a chance to value the question and think of an answer, and (3) it assures the other people in the audience can hear the question since you are facing them.

9. Always take time to think "before" you answer all questions. This allows you time to think, especially for those difficult questions. Do the same for those questions you readily

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know the answer for. Responding too quickly to those questions you are most comfortable with will only bring attention to those questions you do not.

10. If the question is totally irrelevant, allow it if it serves your interest. But again, keep your answer short. If you would gain nothing by answering, state that you want to keep the discussion focused on the subject.

11. Be quick to correct a questioner who wrongly paraphrases something you said or makes an assumption you don't share. Don't be led into giving yes-or-no answers if you'd rather put your answer in context.

12. What about hostile questions? These pose a special challenge, and they can come in a variety of forms. Again, not every tough question is a hostile one. But some questions clearly are, and those are easy enough to spot. They may come as a challenge to something you've said, or even as an attack on you. (See our article, Facing the Hostile Audience.)

13. How should you deal with hostile questions? The best way is to head them off. Consider what parts of your presentation could lead to disagreement. Your audience analysis, for example, might indicate certain biases or preconceptions among your listeners. You may be able to address these by embedding what amounts to a rebuttal in your presentation. Don't put the questioner on the defensive and certainly don't criticize the questioner. Get right to the issues. You may find an area of agreement that you can build on in your response. Stick to the facts and to what you know.

14. Are there other techniques that help? Think of responding to questions as part of your presentation. In reality, you're still presenting. Hold eye focus with your questioner. Listen closely. Don't interrupt. Maintain a neutral stance. Refrain from nodding as if indicating that you hear or understand the question. That can be taken as a sign that you agree with what is stated in the question. Pause before answering, keeping your focus on the questioner. During your answer, move your eyes to include others in the room. End your answer with your eyes focused on someone else. If you return your focus to the questioner, that can invite another question from that same person.

15. What's the best kind of answer? Short. Simple. Concise.

Taken from the following web sites:

http://www.ljlseminars.com/question.htm and http://totalcommunicator.com/vol3_1/questions.html

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What You Should be Turning In (generally speaking)

• Research note cards (these will be checked weekly in class)

• Working thesis sentence(s) and formal thesis sentence(s)

• Rough Outline-full sentence

• Formal Outline-full sentence

• Bibliography/works cited page-working and final

• Scripture component-this is an informal paragraph or two detailing how you plan to incorporate a biblical worldview into your speech.

• Interview transcript (written or recorded) of the interview that you conduct including a brief bio on your interviewee (see details in Section IV)

• 9-13 page written speech. You will be writing your speech down in order to perfect your structure and timing. This also allows me to help you if I see any issues with content or organization. You will write this paper as you will speak it (first person ok-yay!) and citations should be “spoken” in. (According to a 2014 Harvard research….) You will not be using this written speech during your presentation.

• Speech Note Cards (speaking cards for use during your presentation)

• PowerPoint Presentation

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PEP Senior Presentation Evaluation

Speaker: Grade:

5 – Exceeded Expectations 4 – Fulfilled Standards 3 – Good Effort 2 – Ineffective 1- Incomplete

CONTENT OF SPEECH - 50% PRESENTATION OF SPEECH - 50% INTRODUCTION = 5% of grade DELIVERY = 40% of grade Gained attention and interest 5 4 3 2 1 Spoke at good pace 5 4 3 2 1 Introduced topic clearly 5 4 3 2 1 Maintained strong eye contact 5 4 3 2 1 Included Narratio and Partitio 5 4 3 2 1 Avoided distracting mannerisms 5 4 3 2 1 Articulated words clearly 5 4 3 2 1 BODY = 10% of grade Used pauses effectively 5 4 3 2 1 Main points clear 5 4 3 2 1 Used vocal variety effectively 5 4 3 2 1 Main points fully supported 5 4 3 2 1 Used physical action effectively 5 4 3 2 1 Organization clear and effective 5 4 3 2 1 Projected strong and clear voice 5 4 3 2 1 Confirmation and Refutation included 5 4 3 2 1 Dressed formally and appropriately 5 4 3 2 1 Transitions clear and effective 5 4 3 2 1 Interview portion included 5 4 3 2 1 VISUAL AID = 5% of grade Increased audience understanding/interest 5 4 3 2 1 CONCLUSION = 5% of grade Contributed to speaker credibility 5 4 3 2 1 Reinforced thesis 5 4 3 2 1 Included Works Cited on last slide 5 4 3 2 1

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Communicated resolution and/or resolve 5 4 3 2 1 Made no spelling or grammatical errors 5 4 3 2 1 Articulated a Christian response 5 4 3 2 1 OVERALL EVALUATION = 5% of grade BIBLICAL WORLDVIEW = 10% of grade Merited audience’s respect and confidence 5 4 3 2 1 Relevant connection of topic to Scripture 5 4 3 2 1 Completed speech within time limit 5 4 3 2 1 Responsible interpretation of Scripture 5 4 3 2 1 Facilitated successful Q&A session 5 4 3 2 1 RHETORIC = 20% of grade Appeal to ethos 5 4 3 2 1 Appeal to logos 5 4 3 2 1 Appeal to pathos 5 4 3 2 1 Three rhetorical devices 5 4 3 2 1 Diction appropriate to audience 5 4 3 2 1 TOTAL POINTS: ____________/175 WEIGHTED GRADE: _______

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