linda l. alderson legacy communication resources …
TRANSCRIPT
Number of tournaments?
Number of years competing?
Winning trophies?
Knowledge of extemp?
Knowledge of current events?
All of the above?
TELL ME ABOUT IT. CHANGE MY VIEWPOINT OR ACTION.
INFORMATIVE
To stimulate an
interest in current
affairs
To be able to
extemporaneously
present facts from
documentable sources
PERSUASIVE
To stimulate an
interest in current
affairs
To be able to
extemporaneously
present a point of
view from
documentable sources
INVENTION OF IDEAS
ORGANIZATION OF IDEAS
LANGUAGE FOR EXPRESSION
VOICE AND PERSONALITY FOR
EXPRESSION
MEMORY
Files
Time
Topic choice
Note card
Sources:
U. S. News and World Report
Time
Newsweek
New York Times (very liberal)
Wall Street Journal (economics)
The Economist (economics)
Los Angeles Times (slightly liberal)
Christian Science Monitor (one of best)
Chicago Tribune
Denver Post
Houston Chronicle
Lubbock Avalanche-Journal
Dallas Morning News
Washington Post (liberal)
Washington Times (conservative counterweight)
International Herald Tribune
Toronto Star
Middle East Times
Financial Times (definitive int’l economic daily)
Jerusalem Post
Journal of Commerce
Congressional Quarterly
National Review
Business Week (economics)
The New Republic (fairly liberal)
Foreign Affairs
Huffington Post
Fact Check.org
ONLINE SOURCES
Find law
Reuters
Associated Press
BOOKS
Atlas
Dictionary
Thesaurus
World Almanac
Book of quotations
Work together as a squad.
Share information.
Brainstorm together.
Communicate regularly.
Contribute a variety of articles.
File.
Read.
IMPORTANT TO REMEMBER:
ADVANCED EXTEMPERS HAVE A BETTER ABILITY TO
THINK CRITICALLY THAN AN ENOROMOUS
KNOWLEDGE OF CURRENT EVENTS.
DEVELOP AN AREA OF EXPERTISE.
STUDENTS SHOULD PICK A TOPIC THAT INTERESTS
AND AFFECTS NATIONAL AND INTERNATIONAL
AFFAIRS.
THAT DOES NOT MEAN SPEAKERS SHOULD IGNORE
OTHER TOPICS.
STUDENTS SHOULD BE ABLE TO CROSS APPLY THIS
AREA TO MANY TOPICS.
Students must take time to prepare good
files whether in tubs or on a jump drive.
Students must be conscious of time in the
draw.
Before drawing.
After drawing.
CHOOSE A TOPIC YOU KNOW THE MOST
ABOUT RATHER THAN WHAT YOU THINK IS IN
THE FILE.
CHOOSE TOPICS OF SIGNIFICANCE TO BE
COMPETITIVE.
RELATE THE TOPIC TO AREA OF EXPERTISE.
Rules permit a 3x5 card.
Use the card so he/she can take it out of the
draw to review if round is backed up.
Take notes in outline format. (to be covered
later)
TYPES OF QUESTIONS
WILL—generally asked to predict future; forces to
take side (persuasive)
SHOULD—similar in principle to above; important
to demonstrate the standard used to judge the
situation (national security, morality).
HOW—predict future events and explain
(generally informative); broadly summarize 2-3
answers into one definitive answer to the
question)
ANSWER THE QUESTION DIRECTLY.
TAKE A RISK IN YOUR ANSWER TO
DEMONSTRATE THEIR ADVANCED STATE.
CHALLENGE THEMSELVES AS WELL AS THE
JUDGES.
ANSWER THE QUESTION LOGICALLY.
BEGIN ANALYSIS AS SOON AS YOU READ THE
TOPIC.
LEARN TYPES OF ANALYSIS.
HISTORICAL
PAST
PRESENT
FUTURE
CAN BE PROBLEMATIC BECAUSE IT DOES NOT
ALLOW FOR A COMPLETE DEVELOPMENT OF THE
TOPIC.
BUFFET STYLE
OFFER THREE POSSIBLE ANSWERS
POINT OUT THE CORRECT ONE
REDUCES THE OPPORTUNITY TO REALLY DEVELOP
THE BEST ANSWER.
UNIFIED ANALYSIS
TWO OR THREE INDEPENDENT THESES
MORE REASONS TO DEMONSTRATE THE ANSWER
OF THE TOPIC
CAN HELP A WEAKER POINT BE JUSTIFIED
WORKS BEST IN PERSUASIVE
PURPOSES
BUILDS ETHOS.
SUPPORT ANALYSIS NOT PROVIDE
ANALYSIS.
INTEGRATE THE ANALYSIS OF EXPERTS TO
SUPPORT THE ANSWER TO THE
QUESTION.
PROVIDES EMPIRICAL DATA.
ADVICE
SHOULD ALLOW OWN THEORIES TO
DIRECT RESEARCH NOT VICE VERSA.
AVOID USING THE SAME SOURCE MORE
THAN TWICE IN SPEECH.
NEED SOURCE, DATE, AND INFORMATION
IN SUCCINCT MANNER.
ANALYZE THE INFORMATION.
AVOID GRAMMATICAL ERRORS.
ETHICS IN SOURCES:
DO NOT FABRICATE EVIDENCE.
DO NOT DOCTOR EVIDENCE.
GET MY ATTENTION. TELL ME WHAT YOU ARE
GOING TO TELL ME. TELL ME. TELL ME WHAT
YOU TOLD ME. TIE IT UP NEATLY WITH A
BOW.
AFFECTS YOUR ABILITY TO INFORM. AFFECTS YOUR ABILITY TO
PERSUADE.
INFORMATIVE
Chronological
Topical
Logical
Spatial
Cause-effect
PERSUASIVE
Cause-effect
Problem-solution
Monroe Motivated
Sequence
PROBLEM
SOLUTION
BENEFITS
ATTENTION STEP
NEED STEP
SATISFACTION STEP
VISUALIZATION STEP
ACTION STEP
BODY
CHOOSE THE ORGANIZATIONAL PATTERN.
TAKE NOTES IN OUTLINE FORM CITING
SOURCES.
USE 2-3 SOURCES PER POINT, CITING
AUTHORITIES RATHER THAN PERIODICALS AS
MUCH AS POSSIBLE.
USE TWO-THREE POINTS IN BODY. TAG LINES
SHOULD BE SUCCINT AND PERTINENT.
ORGANIZATION OF BODY
I. POINT
A. SUB-POINT A
1. ANALYSIS
2. SOURCE CITE
B. SUB-POINT B
1. ANALYSIS
2. SOURCE CITE
C. TRANSITION TO NEXT POINT
INCORPORATE CLAIMS AND WARRANTS IN
ANALYSIS IN EACH SUBPOINT.
EACH POINT IN THE BODY DIRECTLY
ANSWERS THE QUESTION IN INFORMATIVE OR
SUPPORTS YOUR ANSWER IN PERSUSASIVE.
“MOVING TO MY NEXT POINT” IS NOT A
TRANSISITON.
USE INTERNAL SUMMARIES AND PREVIEWS.
EG. “Now that we have discussed the causes
of the airline explosion, let us look at the
effects.”
PREPARE THE INTRODUCTION AFTER
COMPLETING BODY.
ATTENTION DEVICES.
RHETORICAL QUESTION WORKS WELL FOR
BEGINNERS—NOT THE TOPIC. (ADVANCED
SPEAKERS SHOULD AVOID IF POSSIBLE.)
QUOTATIONS.
NARRATIVES.
STARTLING STATEMENTS.
HISTORICAL ANECDOTES.
LITERATURE/MOVIE/MUSIC ALLUSIONS.
PREVIEW
IDENTIFY THE TWO-THREE MAIN PARTS OF THE
SPEECH.
SIGNPOST.
SPEAKER GETS TO EXPRESS SELF
MUST HAVE ATTENTION DEVICE,
SIGNIFICANCE, AND TOPIC STATEMENT
EVERY INTRODUCTION SHOULD BE USED
SPARINGLY AND ONLY ONCE IF HUMANLY
POSSIBLE.
OTHER EXTEMPERS LOSE RESPECT FOR
SPEAKER WHO USES CANNED INTROS.
JUDGES WHO HEAR SPEAKER USE CANNED
INTROS ALSO OBJECT. SPEAKERS NEVER
KNOW WHEN THEY WILL HAVE A JUDGE FOR A
SECOND TIME AT A DIFFERENT TOURNAMENT
OR LEVEL OF UIL.
PREPARE THE CONCLUSION.
SUMMARY
CONCLUDING STATEMENT—THE SAME METHOD AS
THE ATTENTION GETTER IS A GOOD WAY TO END
THE SPEECH AS IT TIES IT UP NEATLY IN A BOW.
PURPOSE OF CONCLUSION
REFOCUS THE SPEECH ON THE QUESTION
REAFFIRMS THAT THE SPEECH HAS PROPERLY
ANSWERED THE QUESTION
NOT THE TIME TO REHASH EVERY POINT—JUST
TWO TO THREE MAIN POINTS
NEEDS TO BE SUCCINT
IT IS ESSENTIAL TO RETURN TO THE INITIAL
ATTENTION DEVICE WITHOUT RETELLING THE
ENTIRE STORY.
A speech and a love affair are a great deal
alike—easy to begin but difficult to end with
grace.
ATTENTION DEVICE
INTRODUCTION ¾-1 ¼ MINUTES
Attention Device
Preview
BODY 4-5 MINUTES
Budget time within the main points
Develop ideas with documentation
Use internal summaries and transitions between
points
Signpost
Link ideas to your main point
CONCLUSION ½ TO 1 MINUTE
Summarize main ideas (not the supporting
details).
Refer to your attention device in the
introduction.
Do not say “Thank you.”
PATHOS
LOGOS
CONFIDENCE IS KEY TO GOOD
DELIVERY.
MAKE EYE CONTACT BEFORE
BEGINNING.
USE A RATE THAT IS CONVERSATIONAL.
POLISH IS GOOD UNLESS IT SEEMS
CANNED WHICH MAKES THE SPEAKER
SEEM COCKY.
STUDENTS MUST LEARN TO BE
ULTIMATE IN SALES, ESPECIALLY IN
PERSUASIVE.
ETHOS
BEHAVIOR BEFORE THE SPEECH.
BEHAVIOR DURING THE SPEECH.
BEHAVIOR AFTER THE SPEECH.
APPEARANCE.
PARALINGUISTICS.
RATE
PITCH
INFLECTION
EMPHASIS
VOLUME
KINESICS.
EYE CONTACT
FACIAL EXPRESSION
GESTURES
MOVEMENT
PURPOSE?
ANSWERING QUESTION?
SUBSTANCE
DOCUMENTATION
ORGANIZATION
DELIVERY
SPEAK WITHOUT THE NOTECARD.
SPEAK CONVERSATIONALLY.
SPEAK IN A MANNER THAT THE
JUDGES DO NOT AUTOMATICALLY
THINK “DEBATER.”
READ! READ! READ1
LISTEN! LISTEN! LISTEN!
PRACTICE! PRACTICE! PRACTICE!
WATCH OTHER SPEAKERS IN ROUNDS. ROUNDS
ARE OPEN TO THE PUBLIC. YOU SHOULD
STAY TO LISTEN TO SPEAKERS AFTER YOU.
KNOWLEDGE OF THE WORLD.
ABILITY TO THINK ON FEET.
ABILITY TO SPEAK EXTEMPORANEOUSLY.
POLISH AS A SPEAKER.
BECOME A BETTER STUDENT, CITIZEN,
PERSON.