In this module, you'll be introduced to speech and debate. You'll learn about different speech styles, author's purpose, and point of view, looking at informational speeches.

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Lesson 1.01 Your Place in Speech & Debate

What does speech & debate mean to you?

In your life, you have probably already made a speech-big or small. Speeches can be written, spoken, seen, and/or heard. Speeches have a speaker and an audience. Right now, you can probably recall an instance where you’ve given a speech informally, such as to your parents about something you wanted to do. For instance, perhaps you wanted to go on an overnight trip to a friend’s or you wanted to make a case for an increase in allowance. Either way, if you were presenting a claim and providing evidence to it to a given audience, you were making a speech! Throughout the course, you will be seeing/hearing speeches and even giving speeches of your own! In this lesson, you’ll be diving into who you are, what you know, and what you like in order to get ready for later speech presentations. It will also help you to get ready to listen to and watch speeches from the standpoint of both audience and speech giver.

1.01 Assessment

Module 1

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Lesson 1.02 Speech & Debate Intro Part 1

Speech & Debate Basics

Now that you know how you fit into the world of Speech & Debate; let's look at some basics. According to Merriam-Webster Dictionary, "Speech is the communication or expression of thoughts in spoken words" and "Debate is a regulated discussion of a proposition between two matched sides."

Throughout the course, you'll see academic vocabulary for this course that will help you better understand this communication process. Be sure to keep a live dictionary as you go through the course, so you can track the vocabulary you come across.

There are different kinds of speeches. In this course, we'll be looking at informational, argumentative, and entertaining speech aspects.

When creating an informational speech, the basic structure is to have an introduction with a hook and thesis, present reasons and researched evidence, and conclusion. To start your speech, you'll need to create a hook. A hook is something that gets the attention of your audience, like a quote, some interesting fact about your topic, or an anecdote. An anecdote is an interesting, funny, or sentimental story that happened in real life. Anecdotes are very short. Make sure your anecdote relates closely to your topic and thesis. Whichever hook type you choose, you'll only pick one. NEXT, and this is for your Speech and Debate class - you MUST introduce yourself since the listener does not know you. Then the final part of your introduction will be your thesis. The thesis is the main idea of your speech. Remember, main idea and central idea are used interchangeably and they both mean the main (overall) point. The middle of the speech with focus on your reasons and evidence. The evidence will come from your valid and reliable sources you research. Sources are where the information is obtained, like author, web address, organization, etc. The ending of the speech will conclude with your rephrased thesis, summed up points, and memorable clincher statement. We'll look more in depth at each portion as we get further into the course.

Sometimes you'll find the theme of a speech or even see theme in a speech you've written. Theme differs from main idea in that main idea (central idea) is the overall point the author is making; where theme is the life lesson or lesson the author wants you to learn. For example, in the fictional text, "The Tortoise and The Hare," the main idea is that a tortoise and a hare are racing against one another. The theme is slow and steady wins the race. See how that differs?

When reading and making speeches, you'll also notice symbolism. Symbolism is when something represents something else. For instance, in a speech, you may hear the speaker talk about a bridge, even though no concrete bridge is being built. The bridge may be a symbol of something new, something being built, etc. Another common symbol is fire. Sometimes fire can symbolize hope or igniting a new idea. Animals and weather are common symbols. One final example is in our political parties. Democrats are represented by a donkey and republicans are represented by an elephant.

Gettysburg Address - Click Here - You will need to find literary devices as part of your assignment

1.02 Quiz

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Lesson 1.03 Speech & Debate Intro Part 2

Informative writing means to inform or give information about something. This semester, we'll explore informative speeches and we'll also see what makes them entertaining. Next semester, you'll see argumentative speeches and also give one. Argumentative speeches have you argue a specific side of an issue. Either way, your points will need to be supported with evidence. This evidence will come from your research you do. When researching, take care to always ensure you are looking at valid and reliable sources. Valid and reliable means that the sources are ones you can trust and are relevant. For example, if you were researching the bill of rights and the impact it has on government today, you would want to avoid a source like Wikipedia. Wikipedia can be edited by anyone and therefor is not reliable. Let's say you find another source written by a historian, but the last publication date was in 1985. That source wouldn't be as valid as something published in 2020. You want your sources to be relevant and up to date.

1.03 Assignment

1.04 - Assignment/Quiz

Lesson 1.04 Differences in Speech Semester 1

In previous lessons, you've seen that this course will cover informative, persuasive, and entertaining speeches. An easy way to remember these author's purpose types is the acronym PIE (persuade, inform, entertain).

Author's purpose is why the author writes/speaks. Remember, speech is just a spoken essay.

The words an author uses to convey their message is tone. For instance, in this speech, what would you say is the tone?

Pay attention to the words used and the tone of voice it is spoken in. Hint- many times tone is so much easier to identify when listening to a speech than reading as you can hear the tone of voice clearly.

In addition to purpose and tone, there is also point of view. Point of view in this case means what point of view are you using when you write or speak? If using first person, you'll use words like I, me, my, we, our. If using second person, you'll see words like you, your. If using third person, you'll be formal and only use words like he, she, they, them, specific names, one.

When creating a formal speech, try to keep in third person point of view. It shows formality.

As you can probably tell by now, words are SO important. As the image on the home page shows; Words have power!

When listening or writing, oftentimes words have a certain connotation. Connotation can be negative or positive. Words with the same denotation (dictionary definition) can have different connotation.

Let's look at this example:

Pulling up to Lisa's house, I could see she was very wealthy.

Pulling up to Lisa's house, I could see she was very rich.

Wealthy has a more positive connotation as rich could read more rude or assuming.

Take care in the words you choose as you create your speeches. Listen to the words of other's as you watch/hear speeches to see how these words contribute to their overall tone and theme.

1.04 Quiz

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Lesson 1.05 Sources/Academic Integrity

Academic Integrity and Plagiarism

Each student enrolled in an online course will adhere to the academic integrity policy outlined below. Any violation of this policy will result in disciplinary action and may jeopardize the student's continuation in the course and any award of academic credit.

What is Academic Integrity?

Academic integrity is a concept used to address the many facets of authenticity within a student's work. A student who upholds a high standard of academic integrity maintains that the work he or she turns in is authentic and true to the knowledge he or she has acquired.

The technology age has certainly helped people have fast access to any and all information on the web. Because of this, you will see academic integrity becoming more of a standard in educational institutions as they begin to hold students to higher accountability measures.

It is important that as you take courses online, you are equipped to appropriately utilize technology. The Internet can be a powerful research tool. The key is to know how to use it and what is appropriate.

Academic Integrity means...

Your work on each assignment will be completely your own

Your collaboration with another classmate on any assignment will be pre-approved by your instructor

You will not practice plagiarism in any form

You will not allow others to copy your work

You will not misuse content from the Internet

Plagiarism is mentioned above. What is plagiarism exactly?

Plagiarism is copying or using ideas or words (from another person, an online classmate, or an Internet or print source) and presenting them as your own.

Some examples of plagiarism:

Buying a paper from a research service or term paper mill.

Turning in another student's work with or without that student's knowledge.

Turning in a paper a peer has written for the student.

Copying a paper from a source text without proper acknowledgment.

Copying materials from a source text, supplying proper documentation, but leaving out quotation marks.

Paraphrasing materials from a source text without appropriate documentation.

With the Internet, another type of plagiarism needs to be listed: Turning in a paper from a "free term paper" website.

Please be aware that all FLVS instructors utilize a myriad of technologies to check student work for authenticity, including but not limited to the upload of student work to TurnItIn.com. In order to maintain the integrity of all FLVS grades, instructors may choose to facilitate random oral assessments and/or face to face exams. If an instructor confirms that a student has plagiarized work in any manner, the student will be subject to consequences determined by FLVS administration and may be removed from the course with a failing grade.

Avoiding Plagiarism and Working in Groups

How to avoid plagiarism

When research is involved for class work, most often you will be asked to either cite, quote, paraphrase, or summarize your findings. These are appropriate ways to acknowledge other people's findings.

The web sites listed here will further define plagiarism and will offer the tips to students on how to avoid plagiarism:

What is plagiarism? Georgetown University http://honorcouncil.georgetown.edu/whatisplagiarism

Use the Landmarks Citation Machine to easily cite your resources. Simply select the type of resource you used, enter the requested information about that resource, and then copy and paste the MLA citation for the resource from the Citation Machine.

Whenever you quote, paraphrase or summarize other people's ideas, then it is appropriate to acknowledge the source. When quoting someone's ideas, you should place the idea in quotation marks, and then make a note in parentheses next to it citing the author, source, and date.

Always think…. did this idea originally come from me or from someone else? If it originally came from someone else, then remember to play it safe and cite the content with the author and source.

What is "common knowledge"?

Common knowledge includes facts that are commonly found in a variety of places, and are most likely items that people know. An example of common knowledge would be: George Washington was the first president of the United States . Another example would be: The sky is blue. Although you may find these items written somewhere, you do not need to cite them, as they are common facts of knowledge.

Working in Groups

There are times when working together is appropriate. Group work is a valuable aspect of the educational process. What is important to remember is that group work means that a group of students work together by sharing ideas and concepts regarding their assignment. Many times a teacher will ask you to work in a group. It is important that when working in groups you:

Let your instructor know who the group members are

Submit the results or responses in the individual's own words, unless otherwise specified by your instructor

Academic Integrity Policies at FLVS

Appropriate Use of Usernames and Passwords

At FLVS, and many other institutions that utilize online learning, it is required to login to your course in order to have access. Please be aware that usernames and passwords are to be kept private. Sharing your username and password with other students is inappropriate and violates the acceptable use policy you agreed to when registering.

"But how will my instructor KNOW if I plagiarized?"

Online instructors have a variety of resources available to them for checking authenticity in student's work. In many cases, it is easier for an online instructor to verify authenticity in a student's work than a traditional classroom instructor. As many resources are available to students, it is equally matched in the resources for instructors to verify.

Consequences for Plagiarizing

Academic integrity is something that we take very seriously at our school. If students are caught violating the academic integrity policy, our school does have specific policies and consequences. Please think very carefully before sharing your work, taking others' work, or giving others authority into your account via usernames and passwords. The consequences are not worth it and you are ultimately cheating yourself.

1.05 Quiz

Module 1 - Lesson 1.06

This lesson uses a speech to help students understand how to control and use their emotions to influence others.

How to Influence Using Your Emotional Intelligence

In preparation for your next big opportunity to exert influence, prepare yourself with strategies taken straight from Mr. Rogers’ playbook:

1. Understand your strengths and how you communicate best

2. Understand your audience and speak to what they value

3. Make a personal connection with the person you address

4. Remember, the only way to be authentic is to be yourself

5. Stay focused on your message when distracting emotions bubble to the surface

6. Use inclusive language to create common ground

7. Be polite and respectful with questions and answers

Background: On May 1, 1969, Mr Rogers addressed the Senate to argue that $20 million in funding for PBS should not be cut. Senator John Pastore from Rhode Island led the hearing. He had never seen or heard of “Mr Roger’s Neighborhood.”

You are going to watch Mr. Roger's speech. It is always important to know why YOU are watching this speech (in other words, what do I want you to be able to answer). This is the reason that often on a test or quiz it is recommended that you read the answers BEFORE you read a paragraph. In order to help you understand what to focus on while watching the speech:

Complete the following questions that focus on Mr Roger’s speech and use of emotional intelligence: There are many ways to be smart. Emotional intelligence is one of them. Complete the following questions that focus on Mr Roger’s use of emotional intelligence:

a. Self-Awareness: Rogers understood that his strengths were his credentials and his understanding of children’s needs. Self-awareness made Rogers influential because he clearly understood the value he brought to the table. What did Mr. Rogers say that showed his credentials?

b. Self-Management: Rogers was adept at keeping his message focused, which is very difficult to pull off once you’ve taken the podium. How did Mr Rogers keep his message focused, especially when at the beginning of his speech Senator Pastore appeared dismissive and skeptical of this unknown speaker in front of him?

c. Social Awareness: Reading your audience means understanding what they value and what they bring to the table. Even though Mr Rogers was speaking to a senator, what did Mr Rogers say to connect with and appeal to his audience?

d. Relationship Management: Relationship management skills helped Mr. Rogers exert influence with small, meaningful gestures. List two or three gestures or statements that Mr Rogers made that showed how he subtly influenced Senator Pastore.

Click here to watch Mr. Rogers speech to Congress

1.06 Assignment

Next - Module 2

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