Category: Reading

[Solved] speech

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**files (2)** – ## Week1Discussionpersuasivespeech.docx – ## SPEE200-SpeechProposalAudienceAnalysisAnxietyReflectionWorksheet.docx **## Week1Discussionpersuasivespeech.docx** **Part 1** **Week 1 Discussion: What Makes a Persuasive Speaker? (AD)** **Objective:** This discussion is designed to help yo…

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**files (2)**

– ## Week1Discussionpersuasivespeech.docx

– ## SPEE200-SpeechProposalAudienceAnalysisAnxietyReflectionWorksheet.docx

**## Week1Discussionpersuasivespeech.docx**

**Part 1**

**Week 1 Discussion: What Makes a Persuasive Speaker? (AD)**

**Objective:**
This discussion is designed to help you identify the characteristics of an effective persuasive speaker and reflect on how you can apply these strategies in your own speech.

**Video to Watch:**
The Power of Believing You Can Improve
Speaker: Carol Dweck
Platform: TED
Length: Aprox. 10 minutes
Link:
[https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript Links to an external site.](https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript)

In this talk, Dr. Carol Dweck explores the power of mindset and motivation. As you watch, pay attention to how she engages her audience and builds her message.

**Your Initial Post** After watching the video, write a thoughtful response that addresses the following:

1. What persuasive techniques does the speaker use (ethos, pathos, logos)? Provide specific examples.
2. What stood out to you about the speaker’s delivery? Consider tone, gestures, pacing, or other elements of presentation.
3. In your opinion, was this speech persuasive? Why or why not?
4. Which part of her talk connected with you the most personally, and why?
5. If you could offer one piece of constructive feedback t

**Part 2**

Week 1: Speech Proposal, Audience Analysis, & Speech Anxiety Reflection Worksheet

**Welcome to Week 1!** This week is all about laying the foundation for your persuasive speech. You’ll begin by choosing your topic, thinking about your audience, and reflecting on your comfort level with public speaking.

In this assignment, you’ll complete a guided worksheet that helps you begin planning your persuasive speech. You’ll choose your topic, analyze your audience, and reflect on how you feel about public speaking.

This is a key part of building your speech, so take your time and answer each section with thought and detail. Be honest in your reflection—this class is a supportive space to grow your confidence and skills.

**What to Do:**

· Download the worksheet attached below.

· Complete all three sections:

1.
**Speech Topic Proposal**

2.
**Audience Analysis**

3.
**Speech Anxiety Reflection**

· Submit the completed worksheet as a
**.docx or PDF** file.

[SPEE 200-Speech Proposal, Audience Analysis, & Anxiety Reflection Worksheet.docx](https://uncfsu.instructure.com/courses/49735/files/10148369?wrap=1)

**Part 3**

Week 1- Extra Credit Scavenger Hunt: Powerful Black Voices in Public Speaking

**![A group of people holding signs Description automatically generated](https://www.sweetstudy.com/questions/speech-20978275)**

**Clue:**

**At a U.S. presidential inauguration, I wore yellow and used poetic rhythm to speak of unity, resilience, and becoming. My voice represented a generation of new leaders and thinkers. I was the youngest ever to perform at such an event, and my words became instantly iconic.**

**Questions:**

1. What does the speaker mean by the phrase “not broken, but unfinished”?

2. How does the speaker use delivery techniques (tone, gestures, pacing) to elevate their message?

## image1.png

**## SPEE200-SpeechProposalAudienceAnalysisAnxietyReflectionWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-20978275) |

### SPEE 200-Introduction to Speech Speech Proposal, Audience Analysis, & Anxiety Reflection Worksheet

#### **PART 1: Speech Topic Proposal**

**Requirements:**

· Write in complete sentences.

· Each answer should be
**at least 2–3 full sentences** (more for the final question).

· Choose a topic that is debatable, meaningful, and narrow enough to cover in an 8-10-minute speech

| | |
| — | — |
| **Question** | **Your Response** |
| What is your persuasive speech topic? <br>_(Make it specific and debatable — avoid overly broad topics like “education” or “healthcare” without narrowing your focus.)_ | |
| What position or stance will you take? <br>_(Clearly state your argument. What side are you on?)_ | |
| Why did you choose this topic? <br>_(Explain your personal connection, interest, or why it’s important today.)_ | |
| What is your specific purpose? <br>_(What exact change do you want the audience to make — in thought, feeling, or action?)_ | |
| Which appeals will be most effective for this speech—ethos (credibility), pathos (emotion), or logos (logic)? Why? <br>_(Choose two primary appeals and defend your reasoning with detail.)_ | |

#### **PART 2: Audience Analysis**

**Requirements:**

· Be specific and detailed—avoid generalizations like "everyone" or "people today."

· Each response should be
**3–4 complete sentences minimum**.

· Use both
**demographics** (e.g., age, gender, background) and
**psychographics** (e.g., values, beliefs, interests).

| | |
| — | — |
| **Question** | **Your Response** |
| Who is your target audience? Describe their demographics and psychographics. <br>_(Who will hear your speech? What do they care about? What are their shared values or interests?)_ | |
| What knowledge, attitudes, or biases might your audience already have about your topic? <br>_(Consider what they might agree/disagree with before hearing you.)_ | |
| What potential objections or resistance might your audience have? <br>_(Anticipate pushback. What arguments might they raise?)_ | |
| What strategies will you use to connect with this audience? <br>_(Consider tone, examples, values, and what will make your message resonate.)_ | |

#### **PART 3: Speech Anxiety Reflection**

**Requirements:**

· Be honest and specific — this reflection is not graded on right or wrong answers, but depth of thought.

· Each response should be
**at least 2–3 full sentences**.

| | |
| — | — |
| **Question** | **Your Response** |
| How do you generally feel about public speaking? <br>_(Describe your comfort level, past experiences, or general reaction.)_ | |
| What worries you the most about giving a persuasive speech? <br>_(Is it being judged, forgetting lines, being boring, etc.?)_ | |
| What physical or emotional symptoms do you experience when nervous? <br>_(Examples: sweating, fast heartbeat, shaky voice, blank mind, etc.)_ | |
| What strategies have worked for you before—or what techniques would you like to try to manage your nerves? <br>_(Examples: deep breathing, practicing in front of friends, visualization, positive self-talk, etc.)_ | |

### **Helpful Tips:**

· Choose a topic you’re passionate about—your enthusiasm will boost both confidence and audience impact.

· If you’re not sure who your “audience” is yet, imagine a group of classmates, peers, or members of your community.

· It’s okay to admit nervousness—this is a growth-focused space!

#### **Submission Checklist**

· All questions answered in full sentences and meet length/detail guidelines.

· Proofread for clarity, grammar, and complete thoughts.

· File saved as .docx or .pdf.

· Uploaded to Canvas by or before the deadline.

| | | |
| — | — | — |
| | | |

## image.jpg

**## SPEE200-SpeechProposalAudienceAnalysisAnxietyReflectionWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-20978275) |

### SPEE 200-Introduction to Speech Speech Proposal, Audience Analysis, & Anxiety Reflection Worksheet

#### **PART 1: Speech Topic Proposal**

**Requirements:**

· Write in complete sentences.

· Each answer should be
**at least 2–3 full sentences** (more for the final question).

· Choose a topic that is debatable, meaningful, and narrow enough to cover in an 8-10-minute speech

| | |
| — | — |
| **Question** | **Your Response** |
| What is your persuasive speech topic? <br>_(Make it specific and debatable — avoid overly broad topics like “education” or “healthcare” without narrowing your focus.)_ | |
| What position or stance will you take? <br>_(Clearly state your argument. What side are you on?)_ | |
| Why did you choose this topic? <br>_(Explain your personal connection, interest, or why it’s important today.)_ | |
| What is your specific purpose? <br>_(What exact change do you want the audience to make — in thought, feeling, or action?)_ | |
| Which appeals will be most effective for this speech—ethos (credibility), pathos (emotion), or logos (logic)? Why? <br>_(Choose two primary appeals and defend your reasoning with detail.)_ | |

#### **PART 2: Audience Analysis**

**Requirements:**

· Be specific and detailed—avoid generalizations like "everyone" or "people today."

· Each response should be
**3–4 complete sentences minimum**.

· Use both
**demographics** (e.g., age, gender, background) and
**psychographics** (e.g., values, beliefs, interests).

| | |
| — | — |
| **Question** | **Your Response** |
| Who is your target audience? Describe their demographics and psychographics. <br>_(Who will hear your speech? What do they care about? What are their shared values or interests?)_ | |
| What knowledge, attitudes, or biases might your audience already have about your topic? <br>_(Consider what they might agree/disagree with before hearing you.)_ | |
| What potential objections or resistance might your audience have? <br>_(Anticipate pushback. What arguments might they raise?)_ | |
| What strategies will you use to connect with this audience? <br>_(Consider tone, examples, values, and what will make your message resonate.)_ | |

#### **PART 3: Speech Anxiety Reflection**

**Requirements:**

· Be honest and specific — this reflection is not graded on right or wrong answers, but depth of thought.

· Each response should be
**at least 2–3 full sentences**.

| | |
| — | — |
| **Question** | **Your Response** |
| How do you generally feel about public speaking? <br>_(Describe your comfort level, past experiences, or general reaction.)_ | |
| What worries you the most about giving a persuasive speech? <br>_(Is it being judged, forgetting lines, being boring, etc.?)_ | |
| What physical or emotional symptoms do you experience when nervous? <br>_(Examples: sweating, fast heartbeat, shaky voice, blank mind, etc.)_ | |
| What strategies have worked for you before—or what techniques would you like to try to manage your nerves? <br>_(Examples: deep breathing, practicing in front of friends, visualization, positive self-talk, etc.)_ | |

### **Helpful Tips:**

· Choose a topic you’re passionate about—your enthusiasm will boost both confidence and audience impact.

· If you’re not sure who your “audience” is yet, imagine a group of classmates, peers, or members of your community.

· It’s okay to admit nervousness—this is a growth-focused space!

#### **Submission Checklist**

· All questions answered in full sentences and meet length/detail guidelines.

· Proofread for clarity, grammar, and complete thoughts.

· File saved as .docx or .pdf.

· Uploaded to Canvas by or before the deadline.

| | | |
| — | — | — |
| | | |

## image.jpg

**## Week1Discussionpersuasivespeech.docx**

**Part 1**

**Week 1 Discussion: What Makes a Persuasive Speaker? (AD)**

**Objective:**
This discussion is designed to help you identify the characteristics of an effective persuasive speaker and reflect on how you can apply these strategies in your own speech.

**Video to Watch:**
The Power of Believing You Can Improve
Speaker: Carol Dweck
Platform: TED
Length: Aprox. 10 minutes
Link:
[https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript Links to an external site.](https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript)

In this talk, Dr. Carol Dweck explores the power of mindset and motivation. As you watch, pay attention to how she engages her audience and builds her message.

**Your Initial Post** After watching the video, write a thoughtful response that addresses the following:

1. What persuasive techniques does the speaker use (ethos, pathos, logos)? Provide specific examples.
2. What stood out to you about the speaker’s delivery? Consider tone, gestures, pacing, or other elements of presentation.
3. In your opinion, was this speech persuasive? Why or why not?
4. Which part of her talk connected with you the most personally, and why?
5. If you could offer one piece of constructive feedback t

**Part 2**

Week 1: Speech Proposal, Audience Analysis, & Speech Anxiety Reflection Worksheet

**Welcome to Week 1!** This week is all about laying the foundation for your persuasive speech. You’ll begin by choosing your topic, thinking about your audience, and reflecting on your comfort level with public speaking.

In this assignment, you’ll complete a guided worksheet that helps you begin planning your persuasive speech. You’ll choose your topic, analyze your audience, and reflect on how you feel about public speaking.

This is a key part of building your speech, so take your time and answer each section with thought and detail. Be honest in your reflection—this class is a supportive space to grow your confidence and skills.

**What to Do:**

· Download the worksheet attached below.

· Complete all three sections:

1.
**Speech Topic Proposal**

2.
**Audience Analysis**

3.
**Speech Anxiety Reflection**

· Submit the completed worksheet as a
**.docx or PDF** file.

[SPEE 200-Speech Proposal, Audience Analysis, & Anxiety Reflection Worksheet.docx](https://uncfsu.instructure.com/courses/49735/files/10148369?wrap=1)

**Part 3**

Week 1- Extra Credit Scavenger Hunt: Powerful Black Voices in Public Speaking

**![A group of people holding signs Description automatically generated](https://www.sweetstudy.com/questions/speech-20978275)**

**Clue:**

**At a U.S. presidential inauguration, I wore yellow and used poetic rhythm to speak of unity, resilience, and becoming. My voice represented a generation of new leaders and thinkers. I was the youngest ever to perform at such an event, and my words became instantly iconic.**

**Questions:**

1. What does the speaker mean by the phrase “not broken, but unfinished”?

2. How does the speaker use delivery techniques (tone, gestures, pacing) to elevate their message?

## image1.png

**## SPEE200-SpeechProposalAudienceAnalysisAnxietyReflectionWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-20978275) |

### SPEE 200-Introduction to Speech Speech Proposal, Audience Analysis, & Anxiety Reflection Worksheet

#### **PART 1: Speech Topic Proposal**

**Requirements:**

· Write in complete sentences.

· Each answer should be
**at least 2–3 full sentences** (more for the final question).

· Choose a topic that is debatable, meaningful, and narrow enough to cover in an 8-10-minute speech

| | |
| — | — |
| **Question** | **Your Response** |
| What is your persuasive speech topic? <br>_(Make it specific and debatable — avoid overly broad topics like “education” or “healthcare” without narrowing your focus.)_ | |
| What position or stance will you take? <br>_(Clearly state your argument. What side are you on?)_ | |
| Why did you choose this topic? <br>_(Explain your personal connection, interest, or why it’s important today.)_ | |
| What is your specific purpose? <br>_(What exact change do you want the audience to make — in thought, feeling, or action?)_ | |
| Which appeals will be most effective for this speech—ethos (credibility), pathos (emotion), or logos (logic)? Why? <br>_(Choose two primary appeals and defend your reasoning with detail.)_ | |

#### **PART 2: Audience Analysis**

**Requirements:**

· Be specific and detailed—avoid generalizations like "everyone" or "people today."

· Each response should be
**3–4 complete sentences minimum**.

· Use both
**demographics** (e.g., age, gender, background) and
**psychographics** (e.g., values, beliefs, interests).

| | |
| — | — |
| **Question** | **Your Response** |
| Who is your target audience? Describe their demographics and psychographics. <br>_(Who will hear your speech? What do they care about? What are their shared values or interests?)_ | |
| What knowledge, attitudes, or biases might your audience already have about your topic? <br>_(Consider what they might agree/disagree with before hearing you.)_ | |
| What potential objections or resistance might your audience have? <br>_(Anticipate pushback. What arguments might they raise?)_ | |
| What strategies will you use to connect with this audience? <br>_(Consider tone, examples, values, and what will make your message resonate.)_ | |

#### **PART 3: Speech Anxiety Reflection**

**Requirements:**

· Be honest and specific — this reflection is not graded on right or wrong answers, but depth of thought.

· Each response should be
**at least 2–3 full sentences**.

| | |
| — | — |
| **Question** | **Your Response** |
| How do you generally feel about public speaking? <br>_(Describe your comfort level, past experiences, or general reaction.)_ | |
| What worries you the most about giving a persuasive speech? <br>_(Is it being judged, forgetting lines, being boring, etc.?)_ | |
| What physical or emotional symptoms do you experience when nervous? <br>_(Examples: sweating, fast heartbeat, shaky voice, blank mind, etc.)_ | |
| What strategies have worked for you before—or what techniques would you like to try to manage your nerves? <br>_(Examples: deep breathing, practicing in front of friends, visualization, positive self-talk, etc.)_ | |

### **Helpful Tips:**

· Choose a topic you’re passionate about—your enthusiasm will boost both confidence and audience impact.

· If you’re not sure who your “audience” is yet, imagine a group of classmates, peers, or members of your community.

· It’s okay to admit nervousness—this is a growth-focused space!

#### **Submission Checklist**

· All questions answered in full sentences and meet length/detail guidelines.

· Proofread for clarity, grammar, and complete thoughts.

· File saved as .docx or .pdf.

· Uploaded to Canvas by or before the deadline.

| | | |
| — | — | — |
| | | |

## image.jpg

**## Week1Discussionpersuasivespeech.docx**

**Part 1**

**Week 1 Discussion: What Makes a Persuasive Speaker? (AD)**

**Objective:**
This discussion is designed to help you identify the characteristics of an effective persuasive speaker and reflect on how you can apply these strategies in your own speech.

**Video to Watch:**
The Power of Believing You Can Improve
Speaker: Carol Dweck
Platform: TED
Length: Aprox. 10 minutes
Link:
[https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript Links to an external site.](https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript)

In this talk, Dr. Carol Dweck explores the power of mindset and motivation. As you watch, pay attention to how she engages her audience and builds her message.

**Your Initial Post** After watching the video, write a thoughtful response that addresses the following:

1. What persuasive techniques does the speaker use (ethos, pathos, logos)? Provide specific examples.
2. What stood out to you about the speaker’s delivery? Consider tone, gestures, pacing, or other elements of presentation.
3. In your opinion, was this speech persuasive? Why or why not?
4. Which part of her talk connected with you the most personally, and why?
5. If you could offer one piece of constructive feedback t

**Part 2**

Week 1: Speech Proposal, Audience Analysis, & Speech Anxiety Reflection Worksheet

**Welcome to Week 1!** This week is all about laying the foundation for your persuasive speech. You’ll begin by choosing your topic, thinking about your audience, and reflecting on your comfort level with public speaking.

In this assignment, you’ll complete a guided worksheet that helps you begin planning your persuasive speech. You’ll choose your topic, analyze your audience, and reflect on how you feel about public speaking.

This is a key part of building your speech, so take your time and answer each section with thought and detail. Be honest in your reflection—this class is a supportive space to grow your confidence and skills.

**What to Do:**

· Download the worksheet attached below.

· Complete all three sections:

1.
**Speech Topic Proposal**

2.
**Audience Analysis**

3.
**Speech Anxiety Reflection**

· Submit the completed worksheet as a
**.docx or PDF** file.

[SPEE 200-Speech Proposal, Audience Analysis, & Anxiety Reflection Worksheet.docx](https://uncfsu.instructure.com/courses/49735/files/10148369?wrap=1)

**Part 3**

Week 1- Extra Credit Scavenger Hunt: Powerful Black Voices in Public Speaking

**![A group of people holding signs Description automatically generated](https://www.sweetstudy.com/questions/speech-20978275)**

**Clue:**

**At a U.S. presidential inauguration, I wore yellow and used poetic rhythm to speak of unity, resilience, and becoming. My voice represented a generation of new leaders and thinkers. I was the youngest ever to perform at such an event, and my words became instantly iconic.**

**Questions:**

1. What does the speaker mean by the phrase “not broken, but unfinished”?

2. How does the speaker use delivery techniques (tone, gestures, pacing) to elevate their message?

## image1.png

**## SPEE200-SpeechProposalAudienceAnalysisAnxietyReflectionWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-20978275) |

### SPEE 200-Introduction to Speech Speech Proposal, Audience Analysis, & Anxiety Reflection Worksheet

#### **PART 1: Speech Topic Proposal**

**Requirements:**

· Write in complete sentences.

· Each answer should be
**at least 2–3 full sentences** (more for the final question).

· Choose a topic that is debatable, meaningful, and narrow enough to cover in an 8-10-minute speech

| | |
| — | — |
| **Question** | **Your Response** |
| What is your persuasive speech topic? <br>_(Make it specific and debatable — avoid overly broad topics like “education” or “healthcare” without narrowing your focus.)_ | |
| What position or stance will you take? <br>_(Clearly state your argument. What side are you on?)_ | |
| Why did you choose this topic? <br>_(Explain your personal connection, interest, or why it’s important today.)_ | |
| What is your specific purpose? <br>_(What exact change do you want the audience to make — in thought, feeling, or action?)_ | |
| Which appeals will be most effective for this speech—ethos (credibility), pathos (emotion), or logos (logic)? Why? <br>_(Choose two primary appeals and defend your reasoning with detail.)_ | |

#### **PART 2: Audience Analysis**

**Requirements:**

· Be specific and detailed—avoid generalizations like "everyone" or "people today."

· Each response should be
**3–4 complete sentences minimum**.

· Use both
**demographics** (e.g., age, gender, background) and
**psychographics** (e.g., values, beliefs, interests).

| | |
| — | — |
| **Question** | **Your Response** |
| Who is your target audience? Describe their demographics and psychographics. <br>_(Who will hear your speech? What do they care about? What are their shared values or interests?)_ | |
| What knowledge, attitudes, or biases might your audience already have about your topic? <br>_(Consider what they might agree/disagree with before hearing you.)_ | |
| What potential objections or resistance might your audience have? <br>_(Anticipate pushback. What arguments might they raise?)_ | |
| What strategies will you use to connect with this audience? <br>_(Consider tone, examples, values, and what will make your message resonate.)_ | |

#### **PART 3: Speech Anxiety Reflection**

**Requirements:**

· Be honest and specific — this reflection is not graded on right or wrong answers, but depth of thought.

· Each response should be
**at least 2–3 full sentences**.

| | |
| — | — |
| **Question** | **Your Response** |
| How do you generally feel about public speaking? <br>_(Describe your comfort level, past experiences, or general reaction.)_ | |
| What worries you the most about giving a persuasive speech? <br>_(Is it being judged, forgetting lines, being boring, etc.?)_ | |
| What physical or emotional symptoms do you experience when nervous? <br>_(Examples: sweating, fast heartbeat, shaky voice, blank mind, etc.)_ | |
| What strategies have worked for you before—or what techniques would you like to try to manage your nerves? <br>_(Examples: deep breathing, practicing in front of friends, visualization, positive self-talk, etc.)_ | |

### **Helpful Tips:**

· Choose a topic you’re passionate about—your enthusiasm will boost both confidence and audience impact.

· If you’re not sure who your “audience” is yet, imagine a group of classmates, peers, or members of your community.

· It’s okay to admit nervousness—this is a growth-focused space!

#### **Submission Checklist**

· All questions answered in full sentences and meet length/detail guidelines.

· Proofread for clarity, grammar, and complete thoughts.

· File saved as .docx or .pdf.

· Uploaded to Canvas by or before the deadline.

| | | |
| — | — | — |
| | | |

## image.jpg

November 6, 2026
[Solved] Ethics 1

✓ Verified Academic Solution Available

Executive Solution Overview

Attached below https://youtu.be/Owj2_ti_K_Q https://youtu.be/BlT5SdLeXtM **files (1)** – ## RingofGyges.pdf **## RingofGyges.pdf** 1 CTP/PHL 194 – Ethics and the Information Age Ring of Gyges The son of a wealthy and noble family, Plato (427-347 B.C.) was preparing for a career in politics when t…

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Attached below

https://youtu.be/Owj2_ti_K_Q

https://youtu.be/BlT5SdLeXtM

**files (1)**

– ## RingofGyges.pdf

**## RingofGyges.pdf**

1

CTP/PHL 194 – Ethics and the Information Age
Ring of Gyges

The son of a wealthy and noble family, Plato (427-347 B.C.) was preparing for a career in politics when
the trial and eventual execution of Socrates (399 B.C.) changed the course of his life. He abandoned his
political career and turned to philosophy, opening a school on the outskirts of Athens dedicated to the
Socratic search for wisdom. Plato's school, then known as the Academy, was the first university in
western history and operated from 387 B.C. until A.D. 529, when it was closed by Justinian.

Socrates believed that the unexamined life was not worth living, and so he would force everyone he
encountered to reflect on their lives, their beliefs, and their motivations. Plato took over this mission
when Socrates died. He too wanted to combat immorality and selfishness, which were still widespread.
He also wanted to combat the Sophists’ other skeptical claims: their avowal that there is no such thing
as objective truth, no possibility of objective knowledge.

Unlike his mentor Socrates, Plato was both a writer and a teacher. His writings are in the form of
dialogues, with Socrates as the principal speaker. Socrates mostly lectures, pausing intermittently to
respond to objections raised by his students, Plato’s two half-brothers, Glaucon and Adeimantus.

In The Republic, Socrates sets out to discuss the nature of justice: Why do men behave justly? Is it
because they fear societal punishment? Are they trembling before notions of divine retribution? Do the
stronger elements of society scare the weak into submission in the name of law? Or do men behave
justly because it is good for them to do so? Is justice, regardless of its rewards and punishments, a good
thing in and of itself? How do we define justice? Ultimately Socrates believes justice is good for its own
sake, regardless of the consequences. It is good in the same way that health or knowledge is good. Plato
uses the ten books in The Republic to develop a rich and complex theory of justice.

Glaucon’s Argument

As we enter Book II of Plato's Republic, Thrasymachus, a philosopher, has just pointed out that the
unjust man is the successful man. The unjust man is more intelligent and uses injustice as a source of
strength, which in turn brings happiness.

Glaucon comments that he has never heard an argument which has convinced him that the just life is
really better than the unjust life. It appears the just life is a difficult one and only worthwhile for its
rewards. Glaucon wants to hear Socrates' comment to these popular claims, not that he himself
necessarily believes these claims.

Glaucon states that all goods can be divided into three classes: things that we desire only for their
consequences, such as physical training and medical treatment; things that we desire only for their own
sake, such as joy; and, the highest class, things we desire both for their own sake and for what we get
from them, such as knowledge, sight, and health. What Glaucon and the rest would like Socrates to
prove is that justice is not only desirable, but that it belongs to the highest class of desirable things:
those desired both for their own sake and their consequences.

Glaucon points out that most people class justice among the first group. They view justice as a necessary
evil, which we allow ourselves to suffer in order to avoid the greater evil that would befall us if we did

2

away with it. Justice stems from human weakness and vulnerability. Since we can all suffer from each
other’s injustices, we make a social contract agreeing to be just to one another. We only suffer under
the burden of justice because we know we would suffer worse without it. Justice is not something
practiced for its own sake but something one engages in out of fear and weakness.

The Ring of Gyges Story

To emphasize his point, Glaucon appeals to a thought experiment, using the legend of the Ring of Gyges.
The story of Gyges the Lydian is part of Glaucon's initial speech in book II of Plato’s Republic. Glaucon
steps in when Thrasymachus has been silenced by Socrates to defend the opinion that people don't
practice justice for itself, but only for fear of what would befall them if they don't.

According to the legend, Gyges was a shepherd in the service of King Candaules of Lydia. There was a
great storm and an earthquake that revealed a cave in the mountainside where Gyges was attending his
flock. Entering the cave, Gyges discovered that it was in fact the tomb of an enthroned corpse who wore
a golden ring, which Gyges pocketed

Now the shepherds met together, according to custom, that they might send their monthly report about
the flocks to the king; into their assembly Gyges came having the ring on his finger, and as he was sitting
among them he chanced to turn the collet of the ring inside his hand, when instantly he became
invisible to the rest of the company and they began to speak of him as if he were no longer present. He
was astonished at this, and again touching the ring he turned the collet outwards and reappeared; he
made several trials of the ring, and always with the same result-when he turned the collet inwards he
became invisible, when outwards he reappeared. Whereupon he contrived to be chosen one of the
messengers who were sent to the court; where as soon as he arrived he seduced the queen, and with
her help conspired against the king and slew him, and took the kingdom.

Glaucon’s Conclusion

1. The origin of justice
Originally there was no law. People did as they wanted. The stronger took advantage of the weaker,
but they lived in fear of each other. Eventually people decided it would be better if there were laws
to protect each other from harm: "I won't harm you & you don't harm me." Whatever is ordained by
law becomes "lawful and just." Right conduct means following these (arbitrary) laws. Justice is
really a compromise – between doing injustice and not being punished and suffering injustice
without the power of retaliation. Justice arises from expedience from the need for protection
rather than from eternal truths.

2. The Difference Between the Just and the Unjust Man
Glaucon claims if the just and unjust man were each given a ring of invisibility, both would act
exactly alike. The unjust man would continue to act unjustly. The just man would be a fool to
continue to act justly because he could not be caught or punished. The just man would have no
reason to continue acting justly. Just men act justly because of the consequences.

3. Glaucon's Third Point: It is Better (and Happier) to Seem Just Than To Be Just
Glaucon paints a scenario of a persecuted just man who people think is unjust, and stupid – as
contrasted to an unjust Machiavellian man whom people think is kind, just, wise, helpful,
courageous, resourceful… Glaucon asks, "Which man is happier?"

3

As The Republic continues Socrates claims for a life to be good it must be just. Without goodness, there
is no happiness. Socrates’ later point is that what is really harmful to a man is not pain or suffering or
injustice inflicted by others, but one's own injustice.

Plato's Ring of Gyges answers the age-old question: "Why do people do what they do?” Do people act
as they do because of the pleasure it eventually yields ( there is a joy in giving, in loving…study leads to a
refined intellect and a good position in the working world) OR do people do what they do out of fear of
getting caught?

Which leads us to the question – What would we do if we had the ring?

The behaviorist theory of morality states we act according to reward and punishment. Certainly, being
corporeal we are inclined by pleasure and pain. So this is partly true. Some say we are more than body;
we have a rational intellect and will that rises above physical pain and may even be willing to endure
physical pain for a greater good. We may endure a sacrifice for those we love.

Gyges says the just and unjust man would act exactly the same if both possessed the ring. Why would
this be? Is it because the just man would no longer fear getting caught for doing evil? The only thing that
keeps people straight, according to Glaucon, is the fear of getting caught, of being thought less of.
Goodness is nothing but a show. It is also cowardness to get caught. Man's inherent nature is not to be
good, but he is only good out of fear.

**## RingofGyges.pdf**

1

CTP/PHL 194 – Ethics and the Information Age
Ring of Gyges

The son of a wealthy and noble family, Plato (427-347 B.C.) was preparing for a career in politics when
the trial and eventual execution of Socrates (399 B.C.) changed the course of his life. He abandoned his
political career and turned to philosophy, opening a school on the outskirts of Athens dedicated to the
Socratic search for wisdom. Plato's school, then known as the Academy, was the first university in
western history and operated from 387 B.C. until A.D. 529, when it was closed by Justinian.

Socrates believed that the unexamined life was not worth living, and so he would force everyone he
encountered to reflect on their lives, their beliefs, and their motivations. Plato took over this mission
when Socrates died. He too wanted to combat immorality and selfishness, which were still widespread.
He also wanted to combat the Sophists’ other skeptical claims: their avowal that there is no such thing
as objective truth, no possibility of objective knowledge.

Unlike his mentor Socrates, Plato was both a writer and a teacher. His writings are in the form of
dialogues, with Socrates as the principal speaker. Socrates mostly lectures, pausing intermittently to
respond to objections raised by his students, Plato’s two half-brothers, Glaucon and Adeimantus.

In The Republic, Socrates sets out to discuss the nature of justice: Why do men behave justly? Is it
because they fear societal punishment? Are they trembling before notions of divine retribution? Do the
stronger elements of society scare the weak into submission in the name of law? Or do men behave
justly because it is good for them to do so? Is justice, regardless of its rewards and punishments, a good
thing in and of itself? How do we define justice? Ultimately Socrates believes justice is good for its own
sake, regardless of the consequences. It is good in the same way that health or knowledge is good. Plato
uses the ten books in The Republic to develop a rich and complex theory of justice.

Glaucon’s Argument

As we enter Book II of Plato's Republic, Thrasymachus, a philosopher, has just pointed out that the
unjust man is the successful man. The unjust man is more intelligent and uses injustice as a source of
strength, which in turn brings happiness.

Glaucon comments that he has never heard an argument which has convinced him that the just life is
really better than the unjust life. It appears the just life is a difficult one and only worthwhile for its
rewards. Glaucon wants to hear Socrates' comment to these popular claims, not that he himself
necessarily believes these claims.

Glaucon states that all goods can be divided into three classes: things that we desire only for their
consequences, such as physical training and medical treatment; things that we desire only for their own
sake, such as joy; and, the highest class, things we desire both for their own sake and for what we get
from them, such as knowledge, sight, and health. What Glaucon and the rest would like Socrates to
prove is that justice is not only desirable, but that it belongs to the highest class of desirable things:
those desired both for their own sake and their consequences.

Glaucon points out that most people class justice among the first group. They view justice as a necessary
evil, which we allow ourselves to suffer in order to avoid the greater evil that would befall us if we did

2

away with it. Justice stems from human weakness and vulnerability. Since we can all suffer from each
other’s injustices, we make a social contract agreeing to be just to one another. We only suffer under
the burden of justice because we know we would suffer worse without it. Justice is not something
practiced for its own sake but something one engages in out of fear and weakness.

The Ring of Gyges Story

To emphasize his point, Glaucon appeals to a thought experiment, using the legend of the Ring of Gyges.
The story of Gyges the Lydian is part of Glaucon's initial speech in book II of Plato’s Republic. Glaucon
steps in when Thrasymachus has been silenced by Socrates to defend the opinion that people don't
practice justice for itself, but only for fear of what would befall them if they don't.

According to the legend, Gyges was a shepherd in the service of King Candaules of Lydia. There was a
great storm and an earthquake that revealed a cave in the mountainside where Gyges was attending his
flock. Entering the cave, Gyges discovered that it was in fact the tomb of an enthroned corpse who wore
a golden ring, which Gyges pocketed

Now the shepherds met together, according to custom, that they might send their monthly report about
the flocks to the king; into their assembly Gyges came having the ring on his finger, and as he was sitting
among them he chanced to turn the collet of the ring inside his hand, when instantly he became
invisible to the rest of the company and they began to speak of him as if he were no longer present. He
was astonished at this, and again touching the ring he turned the collet outwards and reappeared; he
made several trials of the ring, and always with the same result-when he turned the collet inwards he
became invisible, when outwards he reappeared. Whereupon he contrived to be chosen one of the
messengers who were sent to the court; where as soon as he arrived he seduced the queen, and with
her help conspired against the king and slew him, and took the kingdom.

Glaucon’s Conclusion

1. The origin of justice
Originally there was no law. People did as they wanted. The stronger took advantage of the weaker,
but they lived in fear of each other. Eventually people decided it would be better if there were laws
to protect each other from harm: "I won't harm you & you don't harm me." Whatever is ordained by
law becomes "lawful and just." Right conduct means following these (arbitrary) laws. Justice is
really a compromise – between doing injustice and not being punished and suffering injustice
without the power of retaliation. Justice arises from expedience from the need for protection
rather than from eternal truths.

2. The Difference Between the Just and the Unjust Man
Glaucon claims if the just and unjust man were each given a ring of invisibility, both would act
exactly alike. The unjust man would continue to act unjustly. The just man would be a fool to
continue to act justly because he could not be caught or punished. The just man would have no
reason to continue acting justly. Just men act justly because of the consequences.

3. Glaucon's Third Point: It is Better (and Happier) to Seem Just Than To Be Just
Glaucon paints a scenario of a persecuted just man who people think is unjust, and stupid – as
contrasted to an unjust Machiavellian man whom people think is kind, just, wise, helpful,
courageous, resourceful… Glaucon asks, "Which man is happier?"

3

As The Republic continues Socrates claims for a life to be good it must be just. Without goodness, there
is no happiness. Socrates’ later point is that what is really harmful to a man is not pain or suffering or
injustice inflicted by others, but one's own injustice.

Plato's Ring of Gyges answers the age-old question: "Why do people do what they do?” Do people act
as they do because of the pleasure it eventually yields ( there is a joy in giving, in loving…study leads to a
refined intellect and a good position in the working world) OR do people do what they do out of fear of
getting caught?

Which leads us to the question – What would we do if we had the ring?

The behaviorist theory of morality states we act according to reward and punishment. Certainly, being
corporeal we are inclined by pleasure and pain. So this is partly true. Some say we are more than body;
we have a rational intellect and will that rises above physical pain and may even be willing to endure
physical pain for a greater good. We may endure a sacrifice for those we love.

Gyges says the just and unjust man would act exactly the same if both possessed the ring. Why would
this be? Is it because the just man would no longer fear getting caught for doing evil? The only thing that
keeps people straight, according to Glaucon, is the fear of getting caught, of being thought less of.
Goodness is nothing but a show. It is also cowardness to get caught. Man's inherent nature is not to be
good, but he is only good out of fear.

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**files (2)**

– ## reading.pdf

– ## ProtectyourchildrenfromthedangersoftheInternet.pdf

**## reading.pdf**

Read Aronson's (2014) article titled "Protect your children from the dangers of the Internet". Then,

imagine you are expanding one of the major headings of "Protect Your Children from the Dangers of the

Internet" in order to create your own article or essay about the topic. Expand one of the major headings to

include at least five subheadings. Write each of the subheadings as a complete sentence that suggests the

main idea of that subheading.

Note: Please note that this assignment needs to follow the APA format for student papers; therefore, you

need to have Cover and References pages.

**## ProtectyourchildrenfromthedangersoftheInternet.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Protect your children from the dangers of the Internet
Author: By Dr. Adam Aronson
Date: Aug. 4, 2014
From: Daily Herald (Arlington Heights, IL)
Publisher: Paddock Publications
Document Type: Article
Length: 884 words

Full Text:
Byline: Dr. Adam Aronson Special to the Daily Herald

Some of the most popular gifts for children are electronic devices designed for access to the Internet. Laptops, tablets, cellphones,
and iPods are common in every American home.

Many parents find their children are more adept at using these devices than they are. Kids can research projects for school or access
information to learn about the world around them.

They use the Internet to connect with friends, play games, listen to music, and follow popular trends. However, parents must
understand that the Internet can be dangerous for children. With a click of a mouse or a touch on a screen, children can be exposed
to predators, "cyberbullies" and inappropriate material.

The following tips can help parents provide a safer Internet environment.

Understand the Technology: Take the time to learn about the technologies and the different online forums: Facebook, twitter, instant
messaging, email, blogs, etc. Create a profile for yourself.

Discuss: Explain to children that you want and need to know about how they are using these technologies. Inquire daily about their
time online and share something about your own experiences that day on social media. This helps facilitate a daily discussion.

Monitor Closely: Keep the computer in an open access part of your home like the kitchen or family room. Screens should be kept out
of kids' bedrooms, with no exceptions. This can help you monitor not just the content of their Internet usage, but also the amount of
time they spend online.

Privacy: Explain to your children, and remind them frequently, that anything sent online can be shared with the whole world. They
must really think twice before pressing the send button. Make sure you review their privacy settings on social media.

Judgment: Encourage your children to use good judgment and care, not just to protect themselves, but also to be aware of how their
online activities can affect others. Remind them not to bully, gossip, or spread rumors about others.

Tracking: Be where your children are online. Insist that you and your child "friend" each other. This shows your children that you are
there with them online, supporting and monitoring. Create an open and transparent policy with your child that you will routinely check
their social networking, emails and chat logs for inappropriate messages, images, content and even improper friends. Invest in
software packages that will allow you to monitor and track the sites your child has visited. These technologies are not fool proof but
they are a good start. Research your options for parental control settings through your computer and Internet provider.

Limit Screen Time: The American Academy of Pediatrics recommends total screen time be restricted to no more that two hours per
day. This includes computer, TV, video games, cellphone use and texting. Consider a "media curfew" with all devices being put away
or recharged during mealtime and at bedtime. Internet and social media addiction is a growing problem among adolescents and
preteens. Parents should watch for warning signs: dropping grades, weight loss or gain, behavior issues, and skipping activities,
meals or school work for screen time.

Multi-tasking: Parents should repeatedly stress to their teenage children the dangers of texting, talking on their cellphone, or using
earbuds or earphones while driving. These activities are dangerous and often lead to deadly results, in addition to being illegal in
many states.

Infants and Toddlers: Children under 2 years old have rapidly developing brains, and parents should avoid passive screen time.
Instead, focus on unstructured play and personal interaction to promote creativity, develop motor skills and problem solving.

Cellphones: Many parents struggle with the decision of when their child is ready for a cellphone. For most families, a major factor is
the ability of parents and children to easily communicate regarding schedule changes or making sure parents know where their
children are. Parents feel more secure with the knowledge that kids can quickly call for help in an emergency situation. However, the
ability to access the Internet, make calls and text can result in major distractions that may affect school work, sleep patterns, and lead
to other dangerous behaviors.

In addition, exposure to pornography is another danger for children using the Internet. warns Ryan Bettger, M.A., LPC, a licensed
professional counselor at the Arlington Center in Arlington Heights.

"Kids are seeing things that they do not have developmental categories for," Bettger warns. "The consequences are frightening as
the innocence of childhood and the beauty of intimacy are left traumatically mangled."

Research indicates that exposure to pornography by children results in a greater likelihood of having sex two years after their first
exposure, and of being involved in sexual violence. Early exposure is a major contributing factor in sexual addiction issues.

"In my experience, predation situations are more likely to happen after a child has walked through the gateway of online pornography,
" Bettger said.

While all of these technologies bring opportunities for parents to improve communication and allow for learning opportunities, they
require preparation and constant monitoring to ensure children safely navigate the online world.

*Dr. Adam Aronson, MD, is a pediatrician based in Skokie. The information contained in this article is for informational purposes only.
Readers should consult with a physician to evaluate any illness or medical condition. Call (847) 676-5394 or visit:
www.kidsfirstpediatricpartners.com

By Dr. Adam Aronson Special to the Daily Herald

Copyright: COPYRIGHT 2014 Paddock Publications
Source Citation (MLA 9th Edition)
Aronson, By Dr. Adam. "Protect your children from the dangers of the Internet." Daily Herald [Arlington Heights, IL], 4 Aug. 2014, p.

5. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 5 July 2025.
Gale Document Number: GALE|A377302879

**## ProtectyourchildrenfromthedangersoftheInternet.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Protect your children from the dangers of the Internet
Author: By Dr. Adam Aronson
Date: Aug. 4, 2014
From: Daily Herald (Arlington Heights, IL)
Publisher: Paddock Publications
Document Type: Article
Length: 884 words

Full Text:
Byline: Dr. Adam Aronson Special to the Daily Herald

Some of the most popular gifts for children are electronic devices designed for access to the Internet. Laptops, tablets, cellphones,
and iPods are common in every American home.

Many parents find their children are more adept at using these devices than they are. Kids can research projects for school or access
information to learn about the world around them.

They use the Internet to connect with friends, play games, listen to music, and follow popular trends. However, parents must
understand that the Internet can be dangerous for children. With a click of a mouse or a touch on a screen, children can be exposed
to predators, "cyberbullies" and inappropriate material.

The following tips can help parents provide a safer Internet environment.

Understand the Technology: Take the time to learn about the technologies and the different online forums: Facebook, twitter, instant
messaging, email, blogs, etc. Create a profile for yourself.

Discuss: Explain to children that you want and need to know about how they are using these technologies. Inquire daily about their
time online and share something about your own experiences that day on social media. This helps facilitate a daily discussion.

Monitor Closely: Keep the computer in an open access part of your home like the kitchen or family room. Screens should be kept out
of kids' bedrooms, with no exceptions. This can help you monitor not just the content of their Internet usage, but also the amount of
time they spend online.

Privacy: Explain to your children, and remind them frequently, that anything sent online can be shared with the whole world. They
must really think twice before pressing the send button. Make sure you review their privacy settings on social media.

Judgment: Encourage your children to use good judgment and care, not just to protect themselves, but also to be aware of how their
online activities can affect others. Remind them not to bully, gossip, or spread rumors about others.

Tracking: Be where your children are online. Insist that you and your child "friend" each other. This shows your children that you are
there with them online, supporting and monitoring. Create an open and transparent policy with your child that you will routinely check
their social networking, emails and chat logs for inappropriate messages, images, content and even improper friends. Invest in
software packages that will allow you to monitor and track the sites your child has visited. These technologies are not fool proof but
they are a good start. Research your options for parental control settings through your computer and Internet provider.

Limit Screen Time: The American Academy of Pediatrics recommends total screen time be restricted to no more that two hours per
day. This includes computer, TV, video games, cellphone use and texting. Consider a "media curfew" with all devices being put away
or recharged during mealtime and at bedtime. Internet and social media addiction is a growing problem among adolescents and
preteens. Parents should watch for warning signs: dropping grades, weight loss or gain, behavior issues, and skipping activities,
meals or school work for screen time.

Multi-tasking: Parents should repeatedly stress to their teenage children the dangers of texting, talking on their cellphone, or using
earbuds or earphones while driving. These activities are dangerous and often lead to deadly results, in addition to being illegal in
many states.

Infants and Toddlers: Children under 2 years old have rapidly developing brains, and parents should avoid passive screen time.
Instead, focus on unstructured play and personal interaction to promote creativity, develop motor skills and problem solving.

Cellphones: Many parents struggle with the decision of when their child is ready for a cellphone. For most families, a major factor is
the ability of parents and children to easily communicate regarding schedule changes or making sure parents know where their
children are. Parents feel more secure with the knowledge that kids can quickly call for help in an emergency situation. However, the
ability to access the Internet, make calls and text can result in major distractions that may affect school work, sleep patterns, and lead
to other dangerous behaviors.

In addition, exposure to pornography is another danger for children using the Internet. warns Ryan Bettger, M.A., LPC, a licensed
professional counselor at the Arlington Center in Arlington Heights.

"Kids are seeing things that they do not have developmental categories for," Bettger warns. "The consequences are frightening as
the innocence of childhood and the beauty of intimacy are left traumatically mangled."

Research indicates that exposure to pornography by children results in a greater likelihood of having sex two years after their first
exposure, and of being involved in sexual violence. Early exposure is a major contributing factor in sexual addiction issues.

"In my experience, predation situations are more likely to happen after a child has walked through the gateway of online pornography,
" Bettger said.

While all of these technologies bring opportunities for parents to improve communication and allow for learning opportunities, they
require preparation and constant monitoring to ensure children safely navigate the online world.

*Dr. Adam Aronson, MD, is a pediatrician based in Skokie. The information contained in this article is for informational purposes only.
Readers should consult with a physician to evaluate any illness or medical condition. Call (847) 676-5394 or visit:
www.kidsfirstpediatricpartners.com

By Dr. Adam Aronson Special to the Daily Herald

Copyright: COPYRIGHT 2014 Paddock Publications
Source Citation (MLA 9th Edition)
Aronson, By Dr. Adam. "Protect your children from the dangers of the Internet." Daily Herald [Arlington Heights, IL], 4 Aug. 2014, p.

5. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 5 July 2025.
Gale Document Number: GALE|A377302879

**## reading.pdf**

Read Aronson's (2014) article titled "Protect your children from the dangers of the Internet". Then,

imagine you are expanding one of the major headings of "Protect Your Children from the Dangers of the

Internet" in order to create your own article or essay about the topic. Expand one of the major headings to

include at least five subheadings. Write each of the subheadings as a complete sentence that suggests the

main idea of that subheading.

Note: Please note that this assignment needs to follow the APA format for student papers; therefore, you

need to have Cover and References pages.

**## ProtectyourchildrenfromthedangersoftheInternet.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Protect your children from the dangers of the Internet
Author: By Dr. Adam Aronson
Date: Aug. 4, 2014
From: Daily Herald (Arlington Heights, IL)
Publisher: Paddock Publications
Document Type: Article
Length: 884 words

Full Text:
Byline: Dr. Adam Aronson Special to the Daily Herald

Some of the most popular gifts for children are electronic devices designed for access to the Internet. Laptops, tablets, cellphones,
and iPods are common in every American home.

Many parents find their children are more adept at using these devices than they are. Kids can research projects for school or access
information to learn about the world around them.

They use the Internet to connect with friends, play games, listen to music, and follow popular trends. However, parents must
understand that the Internet can be dangerous for children. With a click of a mouse or a touch on a screen, children can be exposed
to predators, "cyberbullies" and inappropriate material.

The following tips can help parents provide a safer Internet environment.

Understand the Technology: Take the time to learn about the technologies and the different online forums: Facebook, twitter, instant
messaging, email, blogs, etc. Create a profile for yourself.

Discuss: Explain to children that you want and need to know about how they are using these technologies. Inquire daily about their
time online and share something about your own experiences that day on social media. This helps facilitate a daily discussion.

Monitor Closely: Keep the computer in an open access part of your home like the kitchen or family room. Screens should be kept out
of kids' bedrooms, with no exceptions. This can help you monitor not just the content of their Internet usage, but also the amount of
time they spend online.

Privacy: Explain to your children, and remind them frequently, that anything sent online can be shared with the whole world. They
must really think twice before pressing the send button. Make sure you review their privacy settings on social media.

Judgment: Encourage your children to use good judgment and care, not just to protect themselves, but also to be aware of how their
online activities can affect others. Remind them not to bully, gossip, or spread rumors about others.

Tracking: Be where your children are online. Insist that you and your child "friend" each other. This shows your children that you are
there with them online, supporting and monitoring. Create an open and transparent policy with your child that you will routinely check
their social networking, emails and chat logs for inappropriate messages, images, content and even improper friends. Invest in
software packages that will allow you to monitor and track the sites your child has visited. These technologies are not fool proof but
they are a good start. Research your options for parental control settings through your computer and Internet provider.

Limit Screen Time: The American Academy of Pediatrics recommends total screen time be restricted to no more that two hours per
day. This includes computer, TV, video games, cellphone use and texting. Consider a "media curfew" with all devices being put away
or recharged during mealtime and at bedtime. Internet and social media addiction is a growing problem among adolescents and
preteens. Parents should watch for warning signs: dropping grades, weight loss or gain, behavior issues, and skipping activities,
meals or school work for screen time.

Multi-tasking: Parents should repeatedly stress to their teenage children the dangers of texting, talking on their cellphone, or using
earbuds or earphones while driving. These activities are dangerous and often lead to deadly results, in addition to being illegal in
many states.

Infants and Toddlers: Children under 2 years old have rapidly developing brains, and parents should avoid passive screen time.
Instead, focus on unstructured play and personal interaction to promote creativity, develop motor skills and problem solving.

Cellphones: Many parents struggle with the decision of when their child is ready for a cellphone. For most families, a major factor is
the ability of parents and children to easily communicate regarding schedule changes or making sure parents know where their
children are. Parents feel more secure with the knowledge that kids can quickly call for help in an emergency situation. However, the
ability to access the Internet, make calls and text can result in major distractions that may affect school work, sleep patterns, and lead
to other dangerous behaviors.

In addition, exposure to pornography is another danger for children using the Internet. warns Ryan Bettger, M.A., LPC, a licensed
professional counselor at the Arlington Center in Arlington Heights.

"Kids are seeing things that they do not have developmental categories for," Bettger warns. "The consequences are frightening as
the innocence of childhood and the beauty of intimacy are left traumatically mangled."

Research indicates that exposure to pornography by children results in a greater likelihood of having sex two years after their first
exposure, and of being involved in sexual violence. Early exposure is a major contributing factor in sexual addiction issues.

"In my experience, predation situations are more likely to happen after a child has walked through the gateway of online pornography,
" Bettger said.

While all of these technologies bring opportunities for parents to improve communication and allow for learning opportunities, they
require preparation and constant monitoring to ensure children safely navigate the online world.

*Dr. Adam Aronson, MD, is a pediatrician based in Skokie. The information contained in this article is for informational purposes only.
Readers should consult with a physician to evaluate any illness or medical condition. Call (847) 676-5394 or visit:
www.kidsfirstpediatricpartners.com

By Dr. Adam Aronson Special to the Daily Herald

Copyright: COPYRIGHT 2014 Paddock Publications
Source Citation (MLA 9th Edition)
Aronson, By Dr. Adam. "Protect your children from the dangers of the Internet." Daily Herald [Arlington Heights, IL], 4 Aug. 2014, p.

5. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 5 July 2025.
Gale Document Number: GALE|A377302879

**## reading.pdf**

Read Aronson's (2014) article titled "Protect your children from the dangers of the Internet". Then,

imagine you are expanding one of the major headings of "Protect Your Children from the Dangers of the

Internet" in order to create your own article or essay about the topic. Expand one of the major headings to

include at least five subheadings. Write each of the subheadings as a complete sentence that suggests the

main idea of that subheading.

Note: Please note that this assignment needs to follow the APA format for student papers; therefore, you

need to have Cover and References pages.

**## ProtectyourchildrenfromthedangersoftheInternet.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
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PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Protect your children from the dangers of the Internet
Author: By Dr. Adam Aronson
Date: Aug. 4, 2014
From: Daily Herald (Arlington Heights, IL)
Publisher: Paddock Publications
Document Type: Article
Length: 884 words

Full Text:
Byline: Dr. Adam Aronson Special to the Daily Herald

Some of the most popular gifts for children are electronic devices designed for access to the Internet. Laptops, tablets, cellphones,
and iPods are common in every American home.

Many parents find their children are more adept at using these devices than they are. Kids can research projects for school or access
information to learn about the world around them.

They use the Internet to connect with friends, play games, listen to music, and follow popular trends. However, parents must
understand that the Internet can be dangerous for children. With a click of a mouse or a touch on a screen, children can be exposed
to predators, "cyberbullies" and inappropriate material.

The following tips can help parents provide a safer Internet environment.

Understand the Technology: Take the time to learn about the technologies and the different online forums: Facebook, twitter, instant
messaging, email, blogs, etc. Create a profile for yourself.

Discuss: Explain to children that you want and need to know about how they are using these technologies. Inquire daily about their
time online and share something about your own experiences that day on social media. This helps facilitate a daily discussion.

Monitor Closely: Keep the computer in an open access part of your home like the kitchen or family room. Screens should be kept out
of kids' bedrooms, with no exceptions. This can help you monitor not just the content of their Internet usage, but also the amount of
time they spend online.

Privacy: Explain to your children, and remind them frequently, that anything sent online can be shared with the whole world. They
must really think twice before pressing the send button. Make sure you review their privacy settings on social media.

Judgment: Encourage your children to use good judgment and care, not just to protect themselves, but also to be aware of how their
online activities can affect others. Remind them not to bully, gossip, or spread rumors about others.

Tracking: Be where your children are online. Insist that you and your child "friend" each other. This shows your children that you are
there with them online, supporting and monitoring. Create an open and transparent policy with your child that you will routinely check
their social networking, emails and chat logs for inappropriate messages, images, content and even improper friends. Invest in
software packages that will allow you to monitor and track the sites your child has visited. These technologies are not fool proof but
they are a good start. Research your options for parental control settings through your computer and Internet provider.

Limit Screen Time: The American Academy of Pediatrics recommends total screen time be restricted to no more that two hours per
day. This includes computer, TV, video games, cellphone use and texting. Consider a "media curfew" with all devices being put away
or recharged during mealtime and at bedtime. Internet and social media addiction is a growing problem among adolescents and
preteens. Parents should watch for warning signs: dropping grades, weight loss or gain, behavior issues, and skipping activities,
meals or school work for screen time.

Multi-tasking: Parents should repeatedly stress to their teenage children the dangers of texting, talking on their cellphone, or using
earbuds or earphones while driving. These activities are dangerous and often lead to deadly results, in addition to being illegal in
many states.

Infants and Toddlers: Children under 2 years old have rapidly developing brains, and parents should avoid passive screen time.
Instead, focus on unstructured play and personal interaction to promote creativity, develop motor skills and problem solving.

Cellphones: Many parents struggle with the decision of when their child is ready for a cellphone. For most families, a major factor is
the ability of parents and children to easily communicate regarding schedule changes or making sure parents know where their
children are. Parents feel more secure with the knowledge that kids can quickly call for help in an emergency situation. However, the
ability to access the Internet, make calls and text can result in major distractions that may affect school work, sleep patterns, and lead
to other dangerous behaviors.

In addition, exposure to pornography is another danger for children using the Internet. warns Ryan Bettger, M.A., LPC, a licensed
professional counselor at the Arlington Center in Arlington Heights.

"Kids are seeing things that they do not have developmental categories for," Bettger warns. "The consequences are frightening as
the innocence of childhood and the beauty of intimacy are left traumatically mangled."

Research indicates that exposure to pornography by children results in a greater likelihood of having sex two years after their first
exposure, and of being involved in sexual violence. Early exposure is a major contributing factor in sexual addiction issues.

"In my experience, predation situations are more likely to happen after a child has walked through the gateway of online pornography,
" Bettger said.

While all of these technologies bring opportunities for parents to improve communication and allow for learning opportunities, they
require preparation and constant monitoring to ensure children safely navigate the online world.

*Dr. Adam Aronson, MD, is a pediatrician based in Skokie. The information contained in this article is for informational purposes only.
Readers should consult with a physician to evaluate any illness or medical condition. Call (847) 676-5394 or visit:
www.kidsfirstpediatricpartners.com

By Dr. Adam Aronson Special to the Daily Herald

Copyright: COPYRIGHT 2014 Paddock Publications
Source Citation (MLA 9th Edition)
Aronson, By Dr. Adam. "Protect your children from the dangers of the Internet." Daily Herald [Arlington Heights, IL], 4 Aug. 2014, p.

5. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 5 July 2025.
Gale Document Number: GALE|A377302879

November 6, 2026
[Solved] speech

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speech topic is attached as well as worksheet **files (5)** – ## Week2Discussionsinglestory.docx – ## Week2persuasivespeechworksheet.docx – ## SpeechAnalysisAssignment.docx – ## SPEE200-PersuasiveSpeechOutlineandSourceJustificationWorksheet.docx – speechproposalweek1.docx **## Week2Discussionsingles…

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Assignment Prompt & Instructions

speech topic is attached as well as worksheet

**files (5)**

– ## Week2Discussionsinglestory.docx

– ## Week2persuasivespeechworksheet.docx

– ## SpeechAnalysisAssignment.docx

– ## SPEE200-PersuasiveSpeechOutlineandSourceJustificationWorksheet.docx

– speechproposalweek1.docx

**## Week2Discussionsinglestory.docx**

**Week 2 Discussion: Dissecting Persuasion: What Makes a Message Stick?**

**Objective:**
This week we’re exploring the art of persuasive speaking. Before you finalize your own speech, reflect on what makes a speaker truly influential. Watch the video below and engage with your classmates through thoughtful discussion.

**Video to Watch:**
The Danger of a Single Story
Speaker: Chimamanda Ngozi Adichie
Platform: TED
Length: Aprox. 10 minutes
Link:
[https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_storyLinks to an external site.](https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story)

**Your Initial Post (Due by Sunday, 11:59 PM)**
After watching the video, write a thoughtful response that addresses the following:

**Initial Post – Respond to All Questions:**

1. What stood out to you most in this speech? What made it memorable or impactful?

2. How did the speaker establish
**credibility** and connect with the audience?

3. What is one strategy you plan to apply in your own persuasive speech, and why?

4. Think of a persuasive person in your life (a friend, teacher, coach, etc.). What do they do that makes them convincing? Share an example.

**## Week2persuasivespeechworksheet.docx**

**Week 2: Persuasive Speech Outline and Source Justification Worksheet**

·
**Due** Sunday by 11:59pm

**Welcome to Week 2!**

This week, you will complete a two-part worksheet that helps you prepare for your persuasive speech using
**Monroe’s Motivated Sequence** and principles of effective speech structure. This assignment is a crucial step in developing a well-organized and impactful speech.

**Part 1: Speech Outline**

You’ll complete a detailed chart that includes:

· A full
**introduction** with your thesis, main points, credibility, and audience connection

· Each step of
**Monroe’s Motivated Sequence** (Attention, Need, Satisfaction, Visualization, Action)

· A
**conclusion** that reinforces your message and call to action

**Part 2: Source Justification**

You will identify
**at least six credible sources**, provide
**APA citations**, and justify:

·
**Why** each source is useful

·
**How** and
**where** it fits into your speech

**Submission Requirements**

· Use the chart format provided in the attached worksheet

· Submit your completed worksheet by
**Sunday at 11:59 PM**

· Late submissions accepted until
**Wednesday at 11:59 PM** with a
**10% deduction per day**

· Total Points:
**75**

**Download the worksheet here:** [**SPEE 200-Persuasive Speech Outline and Source Justification Worksheet.docx**](https://uncfsu.instructure.com/courses/49735/files/10148390?wrap=1)

I will attach the above worksheet

**## SpeechAnalysisAssignment.docx**

Speech Analysis Assignment: Learning by Watching #1

·
**Due** Sunday by 11:59pm

·
**Points** 50

·
**Submitting** a file upload

·
**Available** Jun 1 at 12am – Jul 15 at 11:59pm

**Purpose**

One of the best ways to improve your own public speaking skills is to observe and analyze other speakers. In this assignment, you will watch a recorded speech from a previous student while following along with the speaker’s outline. This process will help you better understand how an outline translates into a live speech and how organization and delivery work together.

**Instructions**

1.
**Review the Materials**

· Watch the speech video provided here
[https://www.youtube.com/watch?v=5YuHW8C8JL0Links to an external site.](https://www.youtube.com/watch?v=5YuHW8C8JL0)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/speech-20979165)

· Open the speaker’s outline before you begin watching so you can follow along.
[Monroes Motivated Sequence Persuasive Speech Outline Student Example.docx](https://uncfsu.instructure.com/courses/49735/files/10148381?wrap=1) [Download Monroes Motivated Sequence Persuasive Speech Outline Student Example.docx](https://uncfsu.instructure.com/courses/49735/files/10148381/download?download_frd=1)

2.
**Watch the Speech**

· Watch the speech at least once without stopping.

· On a second viewing, use the outline to track the speaker’s introduction, main points, transitions, and conclusion.

3.
**Analyze the Speech**
As you watch, pay attention to:

· How clearly the speaker introduces the topic and purpose

· Whether the main points follow the order of the outline

· How transitions are used to move between points

· Moments where the speaker closely follows the outline and moments where they stray from it

· How delivery (eye contact, vocal variety, pacing, and confidence) supports the message

**Written Analysis (1 Page)**

Write a
**one-page analysis** that includes:

· A brief summary of the speech topic and purpose

· An explanation of how the outline helped you understand the structure of the speech

· Specific examples of where the outline was clearly reflected in the speech

· One strength of the speaker’s organization or delivery

· One area where the speech could be improved

· One takeaway you can apply to your own speech preparation or delivery

**Submission Guidelines**

· Length:
**1 full page** (double-spaced)

· Submit your analysis as a document upload in Canvas

· Use complete sentences and clear organization

· Focus on constructive, respectful analysis

## image1.png

**## SPEE200-PersuasiveSpeechOutlineandSourceJustificationWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-20979165) |

### SPEE 200-Introduction to Speech Persuasive Speech Outline and Source Justification Worksheet

**Part I. Use this worksheet to fully develop your persuasive speech using Monroe’s Motivated Sequence. Complete each section in full sentences.**

| | | |
| — | — | — |
| **Section** | **Prompt** | **Your Response** |
| **Introduction: Thesis Statement** | What is the central argument or stance of your speech? | |
| **Introduction: Preview of Main Points** | Briefly list the 2–3 main points you will cover. Hint: These main points should be aligned with Monroe’s Motivated Steps. | |
| **Introduction: Credibility Statement** | Why are you a credible speaker on this topic? | |
| **Introduction: Relevancy Statement** | Why is this topic relevant to your audience? | |
| **Attention** | Hook your audience with a story, stat, question, quote, or startling fact. | |
| **Need** | What is the problem? Why does it matter? Provide evidence if possible. | |
| **Satisfaction** | What is your proposed solution? What evidence or logic supports it? | |
| **Visualization** | Help your audience imagine life with—and without—your solution. | |
| **Action** | What do you want your audience to do as a result of your speech? Be specific. | |
| **Conclusion: Review of Main Points** | Briefly summarize the main points covered in your speech. | |
| **Conclusion: Call to Action** | Reinforce your call to action and provide a memorable closing. | |

**Part II. List at least six credible sources. For each, provide an APA citation and explain why you selected it and where you plan to use it.**

| | | |
| — | — | — |
| **#** | **APA Citation** | **Justification for Use & Placement in Speech** |
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |
| 6 | | |

| | | |
| — | — | — |
| | | |

## image.jpg

**speechproposalweek1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/speechproposalweek1-docx)

**speechproposalweek1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/speechproposalweek1-docx)

**## Week2Discussionsinglestory.docx**

**Week 2 Discussion: Dissecting Persuasion: What Makes a Message Stick?**

**Objective:**
This week we’re exploring the art of persuasive speaking. Before you finalize your own speech, reflect on what makes a speaker truly influential. Watch the video below and engage with your classmates through thoughtful discussion.

**Video to Watch:**
The Danger of a Single Story
Speaker: Chimamanda Ngozi Adichie
Platform: TED
Length: Aprox. 10 minutes
Link:
[https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_storyLinks to an external site.](https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story)

**Your Initial Post (Due by Sunday, 11:59 PM)**
After watching the video, write a thoughtful response that addresses the following:

**Initial Post – Respond to All Questions:**

1. What stood out to you most in this speech? What made it memorable or impactful?

2. How did the speaker establish
**credibility** and connect with the audience?

3. What is one strategy you plan to apply in your own persuasive speech, and why?

4. Think of a persuasive person in your life (a friend, teacher, coach, etc.). What do they do that makes them convincing? Share an example.

**## Week2persuasivespeechworksheet.docx**

**Week 2: Persuasive Speech Outline and Source Justification Worksheet**

·
**Due** Sunday by 11:59pm

**Welcome to Week 2!**

This week, you will complete a two-part worksheet that helps you prepare for your persuasive speech using
**Monroe’s Motivated Sequence** and principles of effective speech structure. This assignment is a crucial step in developing a well-organized and impactful speech.

**Part 1: Speech Outline**

You’ll complete a detailed chart that includes:

· A full
**introduction** with your thesis, main points, credibility, and audience connection

· Each step of
**Monroe’s Motivated Sequence** (Attention, Need, Satisfaction, Visualization, Action)

· A
**conclusion** that reinforces your message and call to action

**Part 2: Source Justification**

You will identify
**at least six credible sources**, provide
**APA citations**, and justify:

·
**Why** each source is useful

·
**How** and
**where** it fits into your speech

**Submission Requirements**

· Use the chart format provided in the attached worksheet

· Submit your completed worksheet by
**Sunday at 11:59 PM**

· Late submissions accepted until
**Wednesday at 11:59 PM** with a
**10% deduction per day**

· Total Points:
**75**

**Download the worksheet here:** [**SPEE 200-Persuasive Speech Outline and Source Justification Worksheet.docx**](https://uncfsu.instructure.com/courses/49735/files/10148390?wrap=1)

I will attach the above worksheet

**## SpeechAnalysisAssignment.docx**

Speech Analysis Assignment: Learning by Watching #1

·
**Due** Sunday by 11:59pm

·
**Points** 50

·
**Submitting** a file upload

·
**Available** Jun 1 at 12am – Jul 15 at 11:59pm

**Purpose**

One of the best ways to improve your own public speaking skills is to observe and analyze other speakers. In this assignment, you will watch a recorded speech from a previous student while following along with the speaker’s outline. This process will help you better understand how an outline translates into a live speech and how organization and delivery work together.

**Instructions**

1.
**Review the Materials**

· Watch the speech video provided here
[https://www.youtube.com/watch?v=5YuHW8C8JL0Links to an external site.](https://www.youtube.com/watch?v=5YuHW8C8JL0)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/speech-20979165)

· Open the speaker’s outline before you begin watching so you can follow along.
[Monroes Motivated Sequence Persuasive Speech Outline Student Example.docx](https://uncfsu.instructure.com/courses/49735/files/10148381?wrap=1) [Download Monroes Motivated Sequence Persuasive Speech Outline Student Example.docx](https://uncfsu.instructure.com/courses/49735/files/10148381/download?download_frd=1)

2.
**Watch the Speech**

· Watch the speech at least once without stopping.

· On a second viewing, use the outline to track the speaker’s introduction, main points, transitions, and conclusion.

3.
**Analyze the Speech**
As you watch, pay attention to:

· How clearly the speaker introduces the topic and purpose

· Whether the main points follow the order of the outline

· How transitions are used to move between points

· Moments where the speaker closely follows the outline and moments where they stray from it

· How delivery (eye contact, vocal variety, pacing, and confidence) supports the message

**Written Analysis (1 Page)**

Write a
**one-page analysis** that includes:

· A brief summary of the speech topic and purpose

· An explanation of how the outline helped you understand the structure of the speech

· Specific examples of where the outline was clearly reflected in the speech

· One strength of the speaker’s organization or delivery

· One area where the speech could be improved

· One takeaway you can apply to your own speech preparation or delivery

**Submission Guidelines**

· Length:
**1 full page** (double-spaced)

· Submit your analysis as a document upload in Canvas

· Use complete sentences and clear organization

· Focus on constructive, respectful analysis

## image1.png

**## SPEE200-PersuasiveSpeechOutlineandSourceJustificationWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-20979165) |

### SPEE 200-Introduction to Speech Persuasive Speech Outline and Source Justification Worksheet

**Part I. Use this worksheet to fully develop your persuasive speech using Monroe’s Motivated Sequence. Complete each section in full sentences.**

| | | |
| — | — | — |
| **Section** | **Prompt** | **Your Response** |
| **Introduction: Thesis Statement** | What is the central argument or stance of your speech? | |
| **Introduction: Preview of Main Points** | Briefly list the 2–3 main points you will cover. Hint: These main points should be aligned with Monroe’s Motivated Steps. | |
| **Introduction: Credibility Statement** | Why are you a credible speaker on this topic? | |
| **Introduction: Relevancy Statement** | Why is this topic relevant to your audience? | |
| **Attention** | Hook your audience with a story, stat, question, quote, or startling fact. | |
| **Need** | What is the problem? Why does it matter? Provide evidence if possible. | |
| **Satisfaction** | What is your proposed solution? What evidence or logic supports it? | |
| **Visualization** | Help your audience imagine life with—and without—your solution. | |
| **Action** | What do you want your audience to do as a result of your speech? Be specific. | |
| **Conclusion: Review of Main Points** | Briefly summarize the main points covered in your speech. | |
| **Conclusion: Call to Action** | Reinforce your call to action and provide a memorable closing. | |

**Part II. List at least six credible sources. For each, provide an APA citation and explain why you selected it and where you plan to use it.**

| | | |
| — | — | — |
| **#** | **APA Citation** | **Justification for Use & Placement in Speech** |
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |
| 6 | | |

| | | |
| — | — | — |
| | | |

## image.jpg

**speechproposalweek1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/speechproposalweek1-docx)

**## Week2Discussionsinglestory.docx**

**Week 2 Discussion: Dissecting Persuasion: What Makes a Message Stick?**

**Objective:**
This week we’re exploring the art of persuasive speaking. Before you finalize your own speech, reflect on what makes a speaker truly influential. Watch the video below and engage with your classmates through thoughtful discussion.

**Video to Watch:**
The Danger of a Single Story
Speaker: Chimamanda Ngozi Adichie
Platform: TED
Length: Aprox. 10 minutes
Link:
[https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_storyLinks to an external site.](https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story)

**Your Initial Post (Due by Sunday, 11:59 PM)**
After watching the video, write a thoughtful response that addresses the following:

**Initial Post – Respond to All Questions:**

1. What stood out to you most in this speech? What made it memorable or impactful?

2. How did the speaker establish
**credibility** and connect with the audience?

3. What is one strategy you plan to apply in your own persuasive speech, and why?

4. Think of a persuasive person in your life (a friend, teacher, coach, etc.). What do they do that makes them convincing? Share an example.

**## Week2persuasivespeechworksheet.docx**

**Week 2: Persuasive Speech Outline and Source Justification Worksheet**

·
**Due** Sunday by 11:59pm

**Welcome to Week 2!**

This week, you will complete a two-part worksheet that helps you prepare for your persuasive speech using
**Monroe’s Motivated Sequence** and principles of effective speech structure. This assignment is a crucial step in developing a well-organized and impactful speech.

**Part 1: Speech Outline**

You’ll complete a detailed chart that includes:

· A full
**introduction** with your thesis, main points, credibility, and audience connection

· Each step of
**Monroe’s Motivated Sequence** (Attention, Need, Satisfaction, Visualization, Action)

· A
**conclusion** that reinforces your message and call to action

**Part 2: Source Justification**

You will identify
**at least six credible sources**, provide
**APA citations**, and justify:

·
**Why** each source is useful

·
**How** and
**where** it fits into your speech

**Submission Requirements**

· Use the chart format provided in the attached worksheet

· Submit your completed worksheet by
**Sunday at 11:59 PM**

· Late submissions accepted until
**Wednesday at 11:59 PM** with a
**10% deduction per day**

· Total Points:
**75**

**Download the worksheet here:** [**SPEE 200-Persuasive Speech Outline and Source Justification Worksheet.docx**](https://uncfsu.instructure.com/courses/49735/files/10148390?wrap=1)

I will attach the above worksheet

**## SpeechAnalysisAssignment.docx**

Speech Analysis Assignment: Learning by Watching #1

·
**Due** Sunday by 11:59pm

·
**Points** 50

·
**Submitting** a file upload

·
**Available** Jun 1 at 12am – Jul 15 at 11:59pm

**Purpose**

One of the best ways to improve your own public speaking skills is to observe and analyze other speakers. In this assignment, you will watch a recorded speech from a previous student while following along with the speaker’s outline. This process will help you better understand how an outline translates into a live speech and how organization and delivery work together.

**Instructions**

1.
**Review the Materials**

· Watch the speech video provided here
[https://www.youtube.com/watch?v=5YuHW8C8JL0Links to an external site.](https://www.youtube.com/watch?v=5YuHW8C8JL0)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/speech-20979165)

· Open the speaker’s outline before you begin watching so you can follow along.
[Monroes Motivated Sequence Persuasive Speech Outline Student Example.docx](https://uncfsu.instructure.com/courses/49735/files/10148381?wrap=1) [Download Monroes Motivated Sequence Persuasive Speech Outline Student Example.docx](https://uncfsu.instructure.com/courses/49735/files/10148381/download?download_frd=1)

2.
**Watch the Speech**

· Watch the speech at least once without stopping.

· On a second viewing, use the outline to track the speaker’s introduction, main points, transitions, and conclusion.

3.
**Analyze the Speech**
As you watch, pay attention to:

· How clearly the speaker introduces the topic and purpose

· Whether the main points follow the order of the outline

· How transitions are used to move between points

· Moments where the speaker closely follows the outline and moments where they stray from it

· How delivery (eye contact, vocal variety, pacing, and confidence) supports the message

**Written Analysis (1 Page)**

Write a
**one-page analysis** that includes:

· A brief summary of the speech topic and purpose

· An explanation of how the outline helped you understand the structure of the speech

· Specific examples of where the outline was clearly reflected in the speech

· One strength of the speaker’s organization or delivery

· One area where the speech could be improved

· One takeaway you can apply to your own speech preparation or delivery

**Submission Guidelines**

· Length:
**1 full page** (double-spaced)

· Submit your analysis as a document upload in Canvas

· Use complete sentences and clear organization

· Focus on constructive, respectful analysis

## image1.png

**## SPEE200-PersuasiveSpeechOutlineandSourceJustificationWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-20979165) |

### SPEE 200-Introduction to Speech Persuasive Speech Outline and Source Justification Worksheet

**Part I. Use this worksheet to fully develop your persuasive speech using Monroe’s Motivated Sequence. Complete each section in full sentences.**

| | | |
| — | — | — |
| **Section** | **Prompt** | **Your Response** |
| **Introduction: Thesis Statement** | What is the central argument or stance of your speech? | |
| **Introduction: Preview of Main Points** | Briefly list the 2–3 main points you will cover. Hint: These main points should be aligned with Monroe’s Motivated Steps. | |
| **Introduction: Credibility Statement** | Why are you a credible speaker on this topic? | |
| **Introduction: Relevancy Statement** | Why is this topic relevant to your audience? | |
| **Attention** | Hook your audience with a story, stat, question, quote, or startling fact. | |
| **Need** | What is the problem? Why does it matter? Provide evidence if possible. | |
| **Satisfaction** | What is your proposed solution? What evidence or logic supports it? | |
| **Visualization** | Help your audience imagine life with—and without—your solution. | |
| **Action** | What do you want your audience to do as a result of your speech? Be specific. | |
| **Conclusion: Review of Main Points** | Briefly summarize the main points covered in your speech. | |
| **Conclusion: Call to Action** | Reinforce your call to action and provide a memorable closing. | |

**Part II. List at least six credible sources. For each, provide an APA citation and explain why you selected it and where you plan to use it.**

| | | |
| — | — | — |
| **#** | **APA Citation** | **Justification for Use & Placement in Speech** |
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |
| 6 | | |

| | | |
| — | — | — |
| | | |

## image.jpg

**speechproposalweek1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/speechproposalweek1-docx)

November 6, 2026
[Solved] music

✓ Verified Academic Solution Available

Executive Solution Overview

**files (1)** – ## music110questionsdue07-12.docx **## music110questionsdue07-12.docx** **Music 110 Answer all three questions in 150 words or less for each question.** **Nationalism and Exoticism 150 words** Discuss how nationalism and exoticism were reflected in nineteenth-century music. Do we sti…

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Assignment Prompt & Instructions

**files (1)**

– ## music110questionsdue07-12.docx

**## music110questionsdue07-12.docx**

**Music 110 Answer all three questions in 150 words or less for each question.**

**Nationalism and Exoticism 150 words**

Discuss how nationalism and exoticism were reflected in nineteenth-century music. Do we still use nationalism and exoticism today? How?

NOTE: There is a
**REQUIRED** due date. This Discussion Board forum is our way of sharing ideas online and having a "virtual" classroom discussion.

**Impressionism, Expressionism, and Primitivism 150 words**

Discuss how "Impressionism" was a reaction against "Romanticism", and how both "Expressionism" and "Primitivism" were reactions against "Impressionism." What music studied exhibit these characteristics?

**20th Century Nationalism 150 words**

Discuss how Nationalism has continued into the Twentieth Century by comparing the music of Bartok, Copeland and Reveultas. Why does one sound European another American and another Mexican?

**## music110questionsdue07-12.docx**

**Music 110 Answer all three questions in 150 words or less for each question.**

**Nationalism and Exoticism 150 words**

Discuss how nationalism and exoticism were reflected in nineteenth-century music. Do we still use nationalism and exoticism today? How?

NOTE: There is a
**REQUIRED** due date. This Discussion Board forum is our way of sharing ideas online and having a "virtual" classroom discussion.

**Impressionism, Expressionism, and Primitivism 150 words**

Discuss how "Impressionism" was a reaction against "Romanticism", and how both "Expressionism" and "Primitivism" were reactions against "Impressionism." What music studied exhibit these characteristics?

**20th Century Nationalism 150 words**

Discuss how Nationalism has continued into the Twentieth Century by comparing the music of Bartok, Copeland and Reveultas. Why does one sound European another American and another Mexican?

November 6, 2026
[Solved] communications

✓ Verified Academic Solution Available

Executive Solution Overview

**files (5)** – ## SPEE200-SpeechDraftPracticeReflectionWorksheet.docx – ## MonroesMotivatedoutline.docx – ## speechanalysis2.docx – ProfessorHawkinsSpeakingOutlineExample.pdf – week1speechintroworksheet.docx **## SPEE200-SpeechDraftPracticeReflectionWorksheet.docx** | | | | | — | — | — | | | …

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

**files (5)**

– ## SPEE200-SpeechDraftPracticeReflectionWorksheet.docx

– ## MonroesMotivatedoutline.docx

– ## speechanalysis2.docx

– ProfessorHawkinsSpeakingOutlineExample.pdf
– week1speechintroworksheet.docx

**## SPEE200-SpeechDraftPracticeReflectionWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/communications-20979703) |

### SPEE 200-Introduction to Speech Speech Draft & Practice Reflection Worksheet

Recommendation: Before you begin your speech draft outline, please review the example provided in Canvas. Your outline should resemble the outline example provided. Please keep in mind, we are not writing an essay (paragraph form). You will deliver your speech using a speaking outline to help maximize your eye contact and connection with your audience.

| | | |
| — | — | — |
| **Part** | **Details / Instructions** | **Your Response** |
| **1. Full Speech Draft Upload** | Upload your complete speech outline document below. Your outline should include: <br>· Introduction (thesis, preview, credibility, audience relevancy)<br>· Monroe’s Motivated Sequence steps (Attention, Need, Satisfaction, Visualization, Action) <br>· Conclusion (review main points, call-to-action) <br>· Properly formatted works cited (in APA style) | _Use the example outline found within this assignment slot in Canvas to develop your speaking outline. Your outline should closely resemble the example provided. Begin typing your outline below this chart._ |
| **2. Practice Delivery Reflection** | After practicing your speech aloud at least once, reflect on the following: | |
| a. Timing | How long was your practice speech? Did it meet the required time? <br>(8-10 minutes) | |
| b. Clarity | Were there parts where you stumbled or felt unclear? Which? | |
| c. Transitions | Did your speech flow smoothly from one point to another? Where could transitions be stronger? | |
| d. Emotional Tone | Did you use emotion to connect with your audience? How effective was it? | |
| e. Challenges | What part of the speech or delivery was most challenging? How do you plan to improve? | |

| | | |
| — | — | — |
| | | |

## image.jpg

**## MonroesMotivatedoutline.docx**

## **Persuasive Speech: Why College Students Need Mental Health Breaks**

### I. Attention

(Engaging opening story)

Imagine this: It’s 3 a.m. Your laptop is glowing, your eyes burn, and your heart feels like it’s racing even though you’re just sitting still. You’re on your fourth cup of coffee, trying to finish an assignment you can barely focus on. You aren’t lazy—you’re exhausted. And you tell yourself,
_“I don’t have time for a break.”_

But what if the problem isn’t that we don’t have time for breaks…
What if the real problem is that we don’t allow ourselves to take them?

### Transition → Need

Now let’s talk about why this problem matters.

### II. Need (Problem)

College students are facing a mental health crisis—one that is worsened significantly by not taking regular mental health breaks.

According to the American College Health Association (ACHA, 2023), over 77% of college students report moderate to serious psychological distress, and nearly half say stress negatively affects their academic performance.

A report by the National Alliance on Mental Illness (NAMI, 2024) found that students who do not take breaks experience higher levels of anxiety, emotional exhaustion, and decreased concentration.

And this has real consequences. A study from the Journal of Adolescent Health found that chronic academic stress increases the risk of depression and burnout, which can lead to students dropping out.

So, the need is clear:
College students are overworked, overwhelmed, and running on mental fumes.

### Transition → Satisfaction

So, what can we do about it?

### III. Satisfaction (The Solution)

The solution is simple, practical, and necessary:

#### College students should take regular, intentional mental health breaks—daily, weekly, and throughout the semester.

This does
**not** mean skipping class or avoiding responsibilities.
It means giving your brain recovery time so you can do better work.

Here’s what mental health breaks can look like:

· Short daily breaks: 10–15 minutes of walking, stretching, breathing, or unplugging

· Weekly recharge time: one afternoon off from schoolwork

· Academic mental health days: taking a day to rest and reset when stress becomes overwhelming

The Mayo Clinic reports that short breaks throughout the day improve focus, productivity, and emotional well-being.
And according to the American Psychological Association (APA), taking mental health days can prevent burnout and improve long-term academic performance.

Some colleges are already taking action. A Harvard University study found that students who took structured breaks performed better on exams and reported lower stress levels.

If it works for them, it can work for all of us.

### Transition → Visualization

But what would this actually
_look_ like in our lives?

### IV. Visualization

#### Picture two versions of your semester.

Version 1:
You don’t take breaks. Weeks blur together. You’re constantly tired. Your grades slip, you’re irritable, and you feel like you’re drowning. Even when you try to study, your mind won’t focus. Stress builds until you eventually burn out.

Version 2:
You allow yourself mental health breaks.
You step away from assignments before you hit your limit.
You reset your mind, regulate your emotions, and return with clarity and energy.
Deadlines feel manageable. Your focus improves.
You feel healthier, calmer, and more in control of your college experience.

Which version of yourself would you rather be?

Taking mental health breaks doesn’t weaken students—it strengthens them.

### Transition → Action

Now here’s what I want you to do.

### V. Action

1. Schedule one 10-minute break every day—no phone, no assignments, just breathing and resetting.

2. Choose one “no-study window” per week where you step away from all schoolwork.

3.
**Take one mental health day per semester** to rest before stress becomes burnout.

Taking breaks is not being lazy.
It’s being responsible.
It’s being healthy.
It’s being human.

You deserve a college experience that doesn’t drain you—but supports you.

So let’s start today. Let’s normalize mental health breaks.
Because when students take care of their minds, everything else—grades, motivation, and happiness—gets better.

Thank you.

American College Health Association (2023) – National College Health Assessment

National Alliance on Mental Illness (2024) – Mental Health on Campus Report

Journal of Adolescent Health – Study on academic stress and depression

Mayo Clinic – Research on benefits of short breaks

American Psychological Association – Guidelines on burnout prevention

Harvard University – Study on structured student break periods

**## speechanalysis2.docx**

**Assignment 1 (Speech) I have attached a copy of the first speech worksheet to aid you in doing these assignments. There are 3 assignments for this.**

Speech Analysis Assignment: Learning by Watching #2 (I attached all documents separately with this.

**Purpose**

Building on what you learned in your first speech analysis, this assignment gives you another opportunity to strengthen your public speaking skills by observing a different speaker. You will watch a recorded speech from a previous student while following along with the speaker’s outline. This second analysis is designed to help you more critically evaluate how an outline functions in real time and how organizational choices and delivery techniques work together, insights you should begin applying as you prepare and refine your own persuasive speech.

**Instructions**

1.
**Review the Materials**

· Watch the speech video provided here
[https://www.youtube.com/watch?v=ShLeWE3KfS0Links to an external site.](https://www.youtube.com/watch?v=ShLeWE3KfS0)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/communications-20979703)

· Open the speaker’s outline before you begin watching so you can follow along. Monroes Motivated Sequence Outline Student Example .docx
[Download Monroes Motivated Sequence Outline Student Example .docx](https://uncfsu.instructure.com/courses/49735/files/10148382/download?download_frd=1)

2.
**Watch with a Purpose**

·

· Watch the speech once all the way through.

· On your second viewing, follow along with the outline and note how the speaker moves from the introduction to each main point and into the conclusion.

**3. Analyze More Critically**

As you watch, focus on:

· How the speaker establishes a clear persuasive purpose

· Whether the organization supports the speaker’s argument

· How effectively transitions guide the audience

· How delivery choices (eye contact, tone, pacing, emphasis) reinforce or weaken persuasion

· Which techniques you could realistically apply to your own persuasive speech

**4. Written Analysis (1 Page)**

Write a
**one-page analysis** that addresses:

· A brief summary of the speech topic and persuasive goal

· How the outline helped you understand the speaker’s organizational strategy

· Specific examples of effective or ineffective organization or transitions

· One strength related to persuasion or delivery

· One area for improvement

· At least one specific strategy you plan to use or avoid in your own persuasive speech.

**Assignment 2 (200 words)with the topic being:** My persuasive speech topic is that colleges should require mental health education and depression awareness programs for all first-year students. This is a specific, debatable topic because it centers on one solution to depression in college students, rather than on mental health as a whole.

This week, you're putting the finishing touches on your persuasive speech. The goal of this discussion board is to give and receive helpful feedback as you finalize your outline and prepare for delivery.

Instructions:

1. Post via text or submit a video/audio of a section of Your Speech

Choose one section of your speech that you’re still developing or unsure about. This could be:

· Your attention-getter

· The emotional appeal in your Visualization step

· A transition between main points

· Your final call-to-action

· Or another part that you’d like help polishing

2. Ask a Specific Question
After posting your section, include a clear question for your classmates to answer. For example:

· “Does this opening make you want to listen?”

· “Is this emotional appeal strong enough?”

· “Does this transition feel natural?”

· “Is my call-to-action compelling?”

**Assignment 3**

Week 3: Speech Draft and Practice Reflection Worksheet

**Welcome to Week 3!**

This week, you will submit a
**complete draft of your persuasive speech outline**, including all parts of Monroe’s Motivated Sequence and a properly formatted APA works cited page. Please upload your outline as a document in the assignment upload area.

In addition, you will complete the
**Practice Delivery Reflection** portion of the worksheet. After practicing your speech aloud at least once, respond thoughtfully to the reflection questions about timing, clarity, transitions, emotional tone, and delivery challenges.

Both parts of this assignment are due
**Sunday by 11:59 PM**. Late submissions after the due date until Wednesday will be subject to a 10% deduction per day.

Please reach out if you have any questions or need assistance.

**Download the worksheet here:** [**SPEE 200- Speech Draft & Practice Reflection Worksheet.docx**](https://uncfsu.instructure.com/courses/49735/files/10148389?wrap=1) [**Download SPEE 200- Speech Draft & Practice Reflection Worksheet.docx**](https://uncfsu.instructure.com/courses/49735/files/10148389/download?download_frd=1) ( I have attached the above link in a separate document)

**View an example of my speaking outline here:** [**Professor Hawkins Speaking Outline Example.pdf**](https://uncfsu.instructure.com/courses/49735/files/10148380?wrap=1) [**Download Professor Hawkins Speaking Outline Example.pdf**](https://uncfsu.instructure.com/courses/49735/files/10148380/download?download_frd=1)

## image1.png

**ProfessorHawkinsSpeakingOutlineExample.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/professorhawkinsspeakingoutlineexample-pdf)

**week1speechintroworksheet.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week1speechintroworksheet-docx)

**week1speechintroworksheet.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week1speechintroworksheet-docx)

**## SPEE200-SpeechDraftPracticeReflectionWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/communications-20979703) |

### SPEE 200-Introduction to Speech Speech Draft & Practice Reflection Worksheet

Recommendation: Before you begin your speech draft outline, please review the example provided in Canvas. Your outline should resemble the outline example provided. Please keep in mind, we are not writing an essay (paragraph form). You will deliver your speech using a speaking outline to help maximize your eye contact and connection with your audience.

| | | |
| — | — | — |
| **Part** | **Details / Instructions** | **Your Response** |
| **1. Full Speech Draft Upload** | Upload your complete speech outline document below. Your outline should include: <br>· Introduction (thesis, preview, credibility, audience relevancy)<br>· Monroe’s Motivated Sequence steps (Attention, Need, Satisfaction, Visualization, Action) <br>· Conclusion (review main points, call-to-action) <br>· Properly formatted works cited (in APA style) | _Use the example outline found within this assignment slot in Canvas to develop your speaking outline. Your outline should closely resemble the example provided. Begin typing your outline below this chart._ |
| **2. Practice Delivery Reflection** | After practicing your speech aloud at least once, reflect on the following: | |
| a. Timing | How long was your practice speech? Did it meet the required time? <br>(8-10 minutes) | |
| b. Clarity | Were there parts where you stumbled or felt unclear? Which? | |
| c. Transitions | Did your speech flow smoothly from one point to another? Where could transitions be stronger? | |
| d. Emotional Tone | Did you use emotion to connect with your audience? How effective was it? | |
| e. Challenges | What part of the speech or delivery was most challenging? How do you plan to improve? | |

| | | |
| — | — | — |
| | | |

## image.jpg

**## MonroesMotivatedoutline.docx**

## **Persuasive Speech: Why College Students Need Mental Health Breaks**

### I. Attention

(Engaging opening story)

Imagine this: It’s 3 a.m. Your laptop is glowing, your eyes burn, and your heart feels like it’s racing even though you’re just sitting still. You’re on your fourth cup of coffee, trying to finish an assignment you can barely focus on. You aren’t lazy—you’re exhausted. And you tell yourself,
_“I don’t have time for a break.”_

But what if the problem isn’t that we don’t have time for breaks…
What if the real problem is that we don’t allow ourselves to take them?

### Transition → Need

Now let’s talk about why this problem matters.

### II. Need (Problem)

College students are facing a mental health crisis—one that is worsened significantly by not taking regular mental health breaks.

According to the American College Health Association (ACHA, 2023), over 77% of college students report moderate to serious psychological distress, and nearly half say stress negatively affects their academic performance.

A report by the National Alliance on Mental Illness (NAMI, 2024) found that students who do not take breaks experience higher levels of anxiety, emotional exhaustion, and decreased concentration.

And this has real consequences. A study from the Journal of Adolescent Health found that chronic academic stress increases the risk of depression and burnout, which can lead to students dropping out.

So, the need is clear:
College students are overworked, overwhelmed, and running on mental fumes.

### Transition → Satisfaction

So, what can we do about it?

### III. Satisfaction (The Solution)

The solution is simple, practical, and necessary:

#### College students should take regular, intentional mental health breaks—daily, weekly, and throughout the semester.

This does
**not** mean skipping class or avoiding responsibilities.
It means giving your brain recovery time so you can do better work.

Here’s what mental health breaks can look like:

· Short daily breaks: 10–15 minutes of walking, stretching, breathing, or unplugging

· Weekly recharge time: one afternoon off from schoolwork

· Academic mental health days: taking a day to rest and reset when stress becomes overwhelming

The Mayo Clinic reports that short breaks throughout the day improve focus, productivity, and emotional well-being.
And according to the American Psychological Association (APA), taking mental health days can prevent burnout and improve long-term academic performance.

Some colleges are already taking action. A Harvard University study found that students who took structured breaks performed better on exams and reported lower stress levels.

If it works for them, it can work for all of us.

### Transition → Visualization

But what would this actually
_look_ like in our lives?

### IV. Visualization

#### Picture two versions of your semester.

Version 1:
You don’t take breaks. Weeks blur together. You’re constantly tired. Your grades slip, you’re irritable, and you feel like you’re drowning. Even when you try to study, your mind won’t focus. Stress builds until you eventually burn out.

Version 2:
You allow yourself mental health breaks.
You step away from assignments before you hit your limit.
You reset your mind, regulate your emotions, and return with clarity and energy.
Deadlines feel manageable. Your focus improves.
You feel healthier, calmer, and more in control of your college experience.

Which version of yourself would you rather be?

Taking mental health breaks doesn’t weaken students—it strengthens them.

### Transition → Action

Now here’s what I want you to do.

### V. Action

1. Schedule one 10-minute break every day—no phone, no assignments, just breathing and resetting.

2. Choose one “no-study window” per week where you step away from all schoolwork.

3.
**Take one mental health day per semester** to rest before stress becomes burnout.

Taking breaks is not being lazy.
It’s being responsible.
It’s being healthy.
It’s being human.

You deserve a college experience that doesn’t drain you—but supports you.

So let’s start today. Let’s normalize mental health breaks.
Because when students take care of their minds, everything else—grades, motivation, and happiness—gets better.

Thank you.

American College Health Association (2023) – National College Health Assessment

National Alliance on Mental Illness (2024) – Mental Health on Campus Report

Journal of Adolescent Health – Study on academic stress and depression

Mayo Clinic – Research on benefits of short breaks

American Psychological Association – Guidelines on burnout prevention

Harvard University – Study on structured student break periods

**## speechanalysis2.docx**

**Assignment 1 (Speech) I have attached a copy of the first speech worksheet to aid you in doing these assignments. There are 3 assignments for this.**

Speech Analysis Assignment: Learning by Watching #2 (I attached all documents separately with this.

**Purpose**

Building on what you learned in your first speech analysis, this assignment gives you another opportunity to strengthen your public speaking skills by observing a different speaker. You will watch a recorded speech from a previous student while following along with the speaker’s outline. This second analysis is designed to help you more critically evaluate how an outline functions in real time and how organizational choices and delivery techniques work together, insights you should begin applying as you prepare and refine your own persuasive speech.

**Instructions**

1.
**Review the Materials**

· Watch the speech video provided here
[https://www.youtube.com/watch?v=ShLeWE3KfS0Links to an external site.](https://www.youtube.com/watch?v=ShLeWE3KfS0)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/communications-20979703)

· Open the speaker’s outline before you begin watching so you can follow along. Monroes Motivated Sequence Outline Student Example .docx
[Download Monroes Motivated Sequence Outline Student Example .docx](https://uncfsu.instructure.com/courses/49735/files/10148382/download?download_frd=1)

2.
**Watch with a Purpose**

·

· Watch the speech once all the way through.

· On your second viewing, follow along with the outline and note how the speaker moves from the introduction to each main point and into the conclusion.

**3. Analyze More Critically**

As you watch, focus on:

· How the speaker establishes a clear persuasive purpose

· Whether the organization supports the speaker’s argument

· How effectively transitions guide the audience

· How delivery choices (eye contact, tone, pacing, emphasis) reinforce or weaken persuasion

· Which techniques you could realistically apply to your own persuasive speech

**4. Written Analysis (1 Page)**

Write a
**one-page analysis** that addresses:

· A brief summary of the speech topic and persuasive goal

· How the outline helped you understand the speaker’s organizational strategy

· Specific examples of effective or ineffective organization or transitions

· One strength related to persuasion or delivery

· One area for improvement

· At least one specific strategy you plan to use or avoid in your own persuasive speech.

**Assignment 2 (200 words)with the topic being:** My persuasive speech topic is that colleges should require mental health education and depression awareness programs for all first-year students. This is a specific, debatable topic because it centers on one solution to depression in college students, rather than on mental health as a whole.

This week, you're putting the finishing touches on your persuasive speech. The goal of this discussion board is to give and receive helpful feedback as you finalize your outline and prepare for delivery.

Instructions:

1. Post via text or submit a video/audio of a section of Your Speech

Choose one section of your speech that you’re still developing or unsure about. This could be:

· Your attention-getter

· The emotional appeal in your Visualization step

· A transition between main points

· Your final call-to-action

· Or another part that you’d like help polishing

2. Ask a Specific Question
After posting your section, include a clear question for your classmates to answer. For example:

· “Does this opening make you want to listen?”

· “Is this emotional appeal strong enough?”

· “Does this transition feel natural?”

· “Is my call-to-action compelling?”

**Assignment 3**

Week 3: Speech Draft and Practice Reflection Worksheet

**Welcome to Week 3!**

This week, you will submit a
**complete draft of your persuasive speech outline**, including all parts of Monroe’s Motivated Sequence and a properly formatted APA works cited page. Please upload your outline as a document in the assignment upload area.

In addition, you will complete the
**Practice Delivery Reflection** portion of the worksheet. After practicing your speech aloud at least once, respond thoughtfully to the reflection questions about timing, clarity, transitions, emotional tone, and delivery challenges.

Both parts of this assignment are due
**Sunday by 11:59 PM**. Late submissions after the due date until Wednesday will be subject to a 10% deduction per day.

Please reach out if you have any questions or need assistance.

**Download the worksheet here:** [**SPEE 200- Speech Draft & Practice Reflection Worksheet.docx**](https://uncfsu.instructure.com/courses/49735/files/10148389?wrap=1) [**Download SPEE 200- Speech Draft & Practice Reflection Worksheet.docx**](https://uncfsu.instructure.com/courses/49735/files/10148389/download?download_frd=1) ( I have attached the above link in a separate document)

**View an example of my speaking outline here:** [**Professor Hawkins Speaking Outline Example.pdf**](https://uncfsu.instructure.com/courses/49735/files/10148380?wrap=1) [**Download Professor Hawkins Speaking Outline Example.pdf**](https://uncfsu.instructure.com/courses/49735/files/10148380/download?download_frd=1)

## image1.png

**ProfessorHawkinsSpeakingOutlineExample.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/professorhawkinsspeakingoutlineexample-pdf)

**week1speechintroworksheet.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week1speechintroworksheet-docx)

**## SPEE200-SpeechDraftPracticeReflectionWorksheet.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/communications-20979703) |

### SPEE 200-Introduction to Speech Speech Draft & Practice Reflection Worksheet

Recommendation: Before you begin your speech draft outline, please review the example provided in Canvas. Your outline should resemble the outline example provided. Please keep in mind, we are not writing an essay (paragraph form). You will deliver your speech using a speaking outline to help maximize your eye contact and connection with your audience.

| | | |
| — | — | — |
| **Part** | **Details / Instructions** | **Your Response** |
| **1. Full Speech Draft Upload** | Upload your complete speech outline document below. Your outline should include: <br>· Introduction (thesis, preview, credibility, audience relevancy)<br>· Monroe’s Motivated Sequence steps (Attention, Need, Satisfaction, Visualization, Action) <br>· Conclusion (review main points, call-to-action) <br>· Properly formatted works cited (in APA style) | _Use the example outline found within this assignment slot in Canvas to develop your speaking outline. Your outline should closely resemble the example provided. Begin typing your outline below this chart._ |
| **2. Practice Delivery Reflection** | After practicing your speech aloud at least once, reflect on the following: | |
| a. Timing | How long was your practice speech? Did it meet the required time? <br>(8-10 minutes) | |
| b. Clarity | Were there parts where you stumbled or felt unclear? Which? | |
| c. Transitions | Did your speech flow smoothly from one point to another? Where could transitions be stronger? | |
| d. Emotional Tone | Did you use emotion to connect with your audience? How effective was it? | |
| e. Challenges | What part of the speech or delivery was most challenging? How do you plan to improve? | |

| | | |
| — | — | — |
| | | |

## image.jpg

**## MonroesMotivatedoutline.docx**

## **Persuasive Speech: Why College Students Need Mental Health Breaks**

### I. Attention

(Engaging opening story)

Imagine this: It’s 3 a.m. Your laptop is glowing, your eyes burn, and your heart feels like it’s racing even though you’re just sitting still. You’re on your fourth cup of coffee, trying to finish an assignment you can barely focus on. You aren’t lazy—you’re exhausted. And you tell yourself,
_“I don’t have time for a break.”_

But what if the problem isn’t that we don’t have time for breaks…
What if the real problem is that we don’t allow ourselves to take them?

### Transition → Need

Now let’s talk about why this problem matters.

### II. Need (Problem)

College students are facing a mental health crisis—one that is worsened significantly by not taking regular mental health breaks.

According to the American College Health Association (ACHA, 2023), over 77% of college students report moderate to serious psychological distress, and nearly half say stress negatively affects their academic performance.

A report by the National Alliance on Mental Illness (NAMI, 2024) found that students who do not take breaks experience higher levels of anxiety, emotional exhaustion, and decreased concentration.

And this has real consequences. A study from the Journal of Adolescent Health found that chronic academic stress increases the risk of depression and burnout, which can lead to students dropping out.

So, the need is clear:
College students are overworked, overwhelmed, and running on mental fumes.

### Transition → Satisfaction

So, what can we do about it?

### III. Satisfaction (The Solution)

The solution is simple, practical, and necessary:

#### College students should take regular, intentional mental health breaks—daily, weekly, and throughout the semester.

This does
**not** mean skipping class or avoiding responsibilities.
It means giving your brain recovery time so you can do better work.

Here’s what mental health breaks can look like:

· Short daily breaks: 10–15 minutes of walking, stretching, breathing, or unplugging

· Weekly recharge time: one afternoon off from schoolwork

· Academic mental health days: taking a day to rest and reset when stress becomes overwhelming

The Mayo Clinic reports that short breaks throughout the day improve focus, productivity, and emotional well-being.
And according to the American Psychological Association (APA), taking mental health days can prevent burnout and improve long-term academic performance.

Some colleges are already taking action. A Harvard University study found that students who took structured breaks performed better on exams and reported lower stress levels.

If it works for them, it can work for all of us.

### Transition → Visualization

But what would this actually
_look_ like in our lives?

### IV. Visualization

#### Picture two versions of your semester.

Version 1:
You don’t take breaks. Weeks blur together. You’re constantly tired. Your grades slip, you’re irritable, and you feel like you’re drowning. Even when you try to study, your mind won’t focus. Stress builds until you eventually burn out.

Version 2:
You allow yourself mental health breaks.
You step away from assignments before you hit your limit.
You reset your mind, regulate your emotions, and return with clarity and energy.
Deadlines feel manageable. Your focus improves.
You feel healthier, calmer, and more in control of your college experience.

Which version of yourself would you rather be?

Taking mental health breaks doesn’t weaken students—it strengthens them.

### Transition → Action

Now here’s what I want you to do.

### V. Action

1. Schedule one 10-minute break every day—no phone, no assignments, just breathing and resetting.

2. Choose one “no-study window” per week where you step away from all schoolwork.

3.
**Take one mental health day per semester** to rest before stress becomes burnout.

Taking breaks is not being lazy.
It’s being responsible.
It’s being healthy.
It’s being human.

You deserve a college experience that doesn’t drain you—but supports you.

So let’s start today. Let’s normalize mental health breaks.
Because when students take care of their minds, everything else—grades, motivation, and happiness—gets better.

Thank you.

American College Health Association (2023) – National College Health Assessment

National Alliance on Mental Illness (2024) – Mental Health on Campus Report

Journal of Adolescent Health – Study on academic stress and depression

Mayo Clinic – Research on benefits of short breaks

American Psychological Association – Guidelines on burnout prevention

Harvard University – Study on structured student break periods

**## speechanalysis2.docx**

**Assignment 1 (Speech) I have attached a copy of the first speech worksheet to aid you in doing these assignments. There are 3 assignments for this.**

Speech Analysis Assignment: Learning by Watching #2 (I attached all documents separately with this.

**Purpose**

Building on what you learned in your first speech analysis, this assignment gives you another opportunity to strengthen your public speaking skills by observing a different speaker. You will watch a recorded speech from a previous student while following along with the speaker’s outline. This second analysis is designed to help you more critically evaluate how an outline functions in real time and how organizational choices and delivery techniques work together, insights you should begin applying as you prepare and refine your own persuasive speech.

**Instructions**

1.
**Review the Materials**

· Watch the speech video provided here
[https://www.youtube.com/watch?v=ShLeWE3KfS0Links to an external site.](https://www.youtube.com/watch?v=ShLeWE3KfS0)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/communications-20979703)

· Open the speaker’s outline before you begin watching so you can follow along. Monroes Motivated Sequence Outline Student Example .docx
[Download Monroes Motivated Sequence Outline Student Example .docx](https://uncfsu.instructure.com/courses/49735/files/10148382/download?download_frd=1)

2.
**Watch with a Purpose**

·

· Watch the speech once all the way through.

· On your second viewing, follow along with the outline and note how the speaker moves from the introduction to each main point and into the conclusion.

**3. Analyze More Critically**

As you watch, focus on:

· How the speaker establishes a clear persuasive purpose

· Whether the organization supports the speaker’s argument

· How effectively transitions guide the audience

· How delivery choices (eye contact, tone, pacing, emphasis) reinforce or weaken persuasion

· Which techniques you could realistically apply to your own persuasive speech

**4. Written Analysis (1 Page)**

Write a
**one-page analysis** that addresses:

· A brief summary of the speech topic and persuasive goal

· How the outline helped you understand the speaker’s organizational strategy

· Specific examples of effective or ineffective organization or transitions

· One strength related to persuasion or delivery

· One area for improvement

· At least one specific strategy you plan to use or avoid in your own persuasive speech.

**Assignment 2 (200 words)with the topic being:** My persuasive speech topic is that colleges should require mental health education and depression awareness programs for all first-year students. This is a specific, debatable topic because it centers on one solution to depression in college students, rather than on mental health as a whole.

This week, you're putting the finishing touches on your persuasive speech. The goal of this discussion board is to give and receive helpful feedback as you finalize your outline and prepare for delivery.

Instructions:

1. Post via text or submit a video/audio of a section of Your Speech

Choose one section of your speech that you’re still developing or unsure about. This could be:

· Your attention-getter

· The emotional appeal in your Visualization step

· A transition between main points

· Your final call-to-action

· Or another part that you’d like help polishing

2. Ask a Specific Question
After posting your section, include a clear question for your classmates to answer. For example:

· “Does this opening make you want to listen?”

· “Is this emotional appeal strong enough?”

· “Does this transition feel natural?”

· “Is my call-to-action compelling?”

**Assignment 3**

Week 3: Speech Draft and Practice Reflection Worksheet

**Welcome to Week 3!**

This week, you will submit a
**complete draft of your persuasive speech outline**, including all parts of Monroe’s Motivated Sequence and a properly formatted APA works cited page. Please upload your outline as a document in the assignment upload area.

In addition, you will complete the
**Practice Delivery Reflection** portion of the worksheet. After practicing your speech aloud at least once, respond thoughtfully to the reflection questions about timing, clarity, transitions, emotional tone, and delivery challenges.

Both parts of this assignment are due
**Sunday by 11:59 PM**. Late submissions after the due date until Wednesday will be subject to a 10% deduction per day.

Please reach out if you have any questions or need assistance.

**Download the worksheet here:** [**SPEE 200- Speech Draft & Practice Reflection Worksheet.docx**](https://uncfsu.instructure.com/courses/49735/files/10148389?wrap=1) [**Download SPEE 200- Speech Draft & Practice Reflection Worksheet.docx**](https://uncfsu.instructure.com/courses/49735/files/10148389/download?download_frd=1) ( I have attached the above link in a separate document)

**View an example of my speaking outline here:** [**Professor Hawkins Speaking Outline Example.pdf**](https://uncfsu.instructure.com/courses/49735/files/10148380?wrap=1) [**Download Professor Hawkins Speaking Outline Example.pdf**](https://uncfsu.instructure.com/courses/49735/files/10148380/download?download_frd=1)

## image1.png

**ProfessorHawkinsSpeakingOutlineExample.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/professorhawkinsspeakingoutlineexample-pdf)

**week1speechintroworksheet.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week1speechintroworksheet-docx)

November 6, 2026
[Solved] Reading Comp Help

✓ Verified Academic Solution Available

Executive Solution Overview

Zero Plagiarism with AI Reports Please **files (2)** – ## ReadingComp.pdf – ## Road_rage_Our_violent_highways.pdf **## ReadingComp.pdf** https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p Step 1: Watch the Video Watch the instructor's video As you watch, pay close attention to: • The difference be…

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Assignment Prompt & Instructions

Zero Plagiarism with AI Reports Please

**files (2)**

– ## ReadingComp.pdf

– ## Road_rage_Our_violent_highways.pdf

**## ReadingComp.pdf**

https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p

Step 1: Watch the Video

Watch the instructor's video

As you watch, pay close attention to:

• The difference between major supporting details and minor supporting details.

• How supporting details explain and clarify a main idea.

• How effective supporting details make body paragraphs more specific, convincing, and

engaging.

Step 2: Read the Article

Read the attached article: Road Rage (2015). In the article, the author states:

"There are, however, some steps everyone can take."
Notice the use of the category word steps. The author then presents several specific steps that

drivers can take to reduce road rage.

Step 3: Select One Step

Choose one of the steps presented by the author. This selected step will serve as the major

supporting detail for your paragraph.

Step 4: Create Three Minor Supporting Details

Develop three original minor supporting details that further explain or clarify the step you

selected. Your supporting details should:

• Explain the step more thoroughly.

• Provide additional clarification or examples.

• Be logical, specific, and relevant.

• Demonstrate your own thinking rather than simply repeating the article.

Step 5: Write One Complete Body Paragraph

Using your selected step and the three supporting details you created, write one well-developed

body paragraph. Your paragraph should:

• Begin with the selected step as the major supporting detail.

• Include your three minor supporting details to develop the idea.

• Use smooth transitions between ideas.

• Maintain unity and coherence throughout the paragraph.

• Demonstrate correct grammar, punctuation, and sentence structure.

Submission Requirements
Your submission must include:

[https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p](https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p)

• An APA 7th edition student title page (Cover Page).

• A References page with the attached article formatted in APA style.

• One complete body paragraph.

– Step 1: Watch the Video
– Step 2: Read the Article
– Step 3: Select One Step
– Step 4: Create Three Minor Supporting Details
– Step 5: Write One Complete Body Paragraph
– Submission Requirements

**## Road_rage_Our_violent_highways.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Road rage; Our violent highways
Date: Feb. 27, 2015
From: The Florida Times Union
Publisher: The Florida Times-Union
Document Type: Article
Length: 404 words

Full Text:
When rage hits the road in the form of an incensed driver, everyone is endangered.

Recently in Jacksonville, a man and a woman were detained by police after an apparent altercation led to shots being fired at one car
three different times during the chase.

Road rage also made the headlines after a Las Vegas mother of four was shot and killed by a 19-year-old.

And this roadway violence is increasing.

The National Highway Traffic Safety Commission reported that the number of fatal accidents in which law enforcement officers listed
"road rage" as a contributing factor has increased tenfold since 2004.

Studies show that some 1,500 people are injured or killed in these acts of on-the-road aggression every year.

Large cities seem to be the worst places to encounter road rage, and although Jacksonville hasn't made the list on any national
surveys, other Florida cities have. Miami, for example, is one of the worst places in the country for aggressive driving.

An unscientific survey in which a website's visitors were asked to rate their own road rage lists Jacksonville above the median.

What does that mean? According to the website MonkeyMeter.com, it means average Jacksonville drivers said they have been so
angered they have honked or cursed at another driver. That rank is one step below utter mayhem.

So what is getting people's blood boiling? It's apparently tailgating, weaving between lanes, cutting people off, speeding and general
hostility.

Who are the perpetrators? According to the AAA Foundation for Traffic Safety, most of the road-rage perpetrators are young men
between 16 and 26.

Americans who carry guns in their cars are more likely to engage in road rage than those without guns.

There are, however, some steps everyone can take.

People confronted by an angry driver should make every attempt to get out of the way. Avoid eye contact.

Ignore obscene gestures and never, ever respond in kind. Limit the use of your horn, lock your doors and wear your seat belt.

Finally, report aggressive drivers. And if you're being followed by one, don't head home – go to the closest police station.

RAGE AND GUNS

Drivers who make obscene gestures are more likely to be carrying guns.

– 23 percent who make obscene gestures carry guns.

– Only 16 percent of those making obscene gestures don't carry guns.

– 14 percent of gun-toting motorists aggressively follow other drivers.

Source: Harvard School of Public Health

Copyright: COPYRIGHT 2015 The Florida Times-Union
Source Citation (MLA 9th Edition)
"Road rage; Our violent highways." Florida Times Union, 27 Feb. 2015, p. A-8. Gale College Collection,

link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 15 July 2025.
Gale Document Number: GALE|A407066644

**## Road_rage_Our_violent_highways.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Road rage; Our violent highways
Date: Feb. 27, 2015
From: The Florida Times Union
Publisher: The Florida Times-Union
Document Type: Article
Length: 404 words

Full Text:
When rage hits the road in the form of an incensed driver, everyone is endangered.

Recently in Jacksonville, a man and a woman were detained by police after an apparent altercation led to shots being fired at one car
three different times during the chase.

Road rage also made the headlines after a Las Vegas mother of four was shot and killed by a 19-year-old.

And this roadway violence is increasing.

The National Highway Traffic Safety Commission reported that the number of fatal accidents in which law enforcement officers listed
"road rage" as a contributing factor has increased tenfold since 2004.

Studies show that some 1,500 people are injured or killed in these acts of on-the-road aggression every year.

Large cities seem to be the worst places to encounter road rage, and although Jacksonville hasn't made the list on any national
surveys, other Florida cities have. Miami, for example, is one of the worst places in the country for aggressive driving.

An unscientific survey in which a website's visitors were asked to rate their own road rage lists Jacksonville above the median.

What does that mean? According to the website MonkeyMeter.com, it means average Jacksonville drivers said they have been so
angered they have honked or cursed at another driver. That rank is one step below utter mayhem.

So what is getting people's blood boiling? It's apparently tailgating, weaving between lanes, cutting people off, speeding and general
hostility.

Who are the perpetrators? According to the AAA Foundation for Traffic Safety, most of the road-rage perpetrators are young men
between 16 and 26.

Americans who carry guns in their cars are more likely to engage in road rage than those without guns.

There are, however, some steps everyone can take.

People confronted by an angry driver should make every attempt to get out of the way. Avoid eye contact.

Ignore obscene gestures and never, ever respond in kind. Limit the use of your horn, lock your doors and wear your seat belt.

Finally, report aggressive drivers. And if you're being followed by one, don't head home – go to the closest police station.

RAGE AND GUNS

Drivers who make obscene gestures are more likely to be carrying guns.

– 23 percent who make obscene gestures carry guns.

– Only 16 percent of those making obscene gestures don't carry guns.

– 14 percent of gun-toting motorists aggressively follow other drivers.

Source: Harvard School of Public Health

Copyright: COPYRIGHT 2015 The Florida Times-Union
Source Citation (MLA 9th Edition)
"Road rage; Our violent highways." Florida Times Union, 27 Feb. 2015, p. A-8. Gale College Collection,

link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 15 July 2025.
Gale Document Number: GALE|A407066644

**## ReadingComp.pdf**

https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p

Step 1: Watch the Video

Watch the instructor's video

As you watch, pay close attention to:

• The difference between major supporting details and minor supporting details.

• How supporting details explain and clarify a main idea.

• How effective supporting details make body paragraphs more specific, convincing, and

engaging.

Step 2: Read the Article

Read the attached article: Road Rage (2015). In the article, the author states:

"There are, however, some steps everyone can take."
Notice the use of the category word steps. The author then presents several specific steps that

drivers can take to reduce road rage.

Step 3: Select One Step

Choose one of the steps presented by the author. This selected step will serve as the major

supporting detail for your paragraph.

Step 4: Create Three Minor Supporting Details

Develop three original minor supporting details that further explain or clarify the step you

selected. Your supporting details should:

• Explain the step more thoroughly.

• Provide additional clarification or examples.

• Be logical, specific, and relevant.

• Demonstrate your own thinking rather than simply repeating the article.

Step 5: Write One Complete Body Paragraph

Using your selected step and the three supporting details you created, write one well-developed

body paragraph. Your paragraph should:

• Begin with the selected step as the major supporting detail.

• Include your three minor supporting details to develop the idea.

• Use smooth transitions between ideas.

• Maintain unity and coherence throughout the paragraph.

• Demonstrate correct grammar, punctuation, and sentence structure.

Submission Requirements
Your submission must include:

[https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p](https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p)

• An APA 7th edition student title page (Cover Page).

• A References page with the attached article formatted in APA style.

• One complete body paragraph.

– Step 1: Watch the Video
– Step 2: Read the Article
– Step 3: Select One Step
– Step 4: Create Three Minor Supporting Details
– Step 5: Write One Complete Body Paragraph
– Submission Requirements

**## Road_rage_Our_violent_highways.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Road rage; Our violent highways
Date: Feb. 27, 2015
From: The Florida Times Union
Publisher: The Florida Times-Union
Document Type: Article
Length: 404 words

Full Text:
When rage hits the road in the form of an incensed driver, everyone is endangered.

Recently in Jacksonville, a man and a woman were detained by police after an apparent altercation led to shots being fired at one car
three different times during the chase.

Road rage also made the headlines after a Las Vegas mother of four was shot and killed by a 19-year-old.

And this roadway violence is increasing.

The National Highway Traffic Safety Commission reported that the number of fatal accidents in which law enforcement officers listed
"road rage" as a contributing factor has increased tenfold since 2004.

Studies show that some 1,500 people are injured or killed in these acts of on-the-road aggression every year.

Large cities seem to be the worst places to encounter road rage, and although Jacksonville hasn't made the list on any national
surveys, other Florida cities have. Miami, for example, is one of the worst places in the country for aggressive driving.

An unscientific survey in which a website's visitors were asked to rate their own road rage lists Jacksonville above the median.

What does that mean? According to the website MonkeyMeter.com, it means average Jacksonville drivers said they have been so
angered they have honked or cursed at another driver. That rank is one step below utter mayhem.

So what is getting people's blood boiling? It's apparently tailgating, weaving between lanes, cutting people off, speeding and general
hostility.

Who are the perpetrators? According to the AAA Foundation for Traffic Safety, most of the road-rage perpetrators are young men
between 16 and 26.

Americans who carry guns in their cars are more likely to engage in road rage than those without guns.

There are, however, some steps everyone can take.

People confronted by an angry driver should make every attempt to get out of the way. Avoid eye contact.

Ignore obscene gestures and never, ever respond in kind. Limit the use of your horn, lock your doors and wear your seat belt.

Finally, report aggressive drivers. And if you're being followed by one, don't head home – go to the closest police station.

RAGE AND GUNS

Drivers who make obscene gestures are more likely to be carrying guns.

– 23 percent who make obscene gestures carry guns.

– Only 16 percent of those making obscene gestures don't carry guns.

– 14 percent of gun-toting motorists aggressively follow other drivers.

Source: Harvard School of Public Health

Copyright: COPYRIGHT 2015 The Florida Times-Union
Source Citation (MLA 9th Edition)
"Road rage; Our violent highways." Florida Times Union, 27 Feb. 2015, p. A-8. Gale College Collection,

link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 15 July 2025.
Gale Document Number: GALE|A407066644

**## ReadingComp.pdf**

https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p

Step 1: Watch the Video

Watch the instructor's video

As you watch, pay close attention to:

• The difference between major supporting details and minor supporting details.

• How supporting details explain and clarify a main idea.

• How effective supporting details make body paragraphs more specific, convincing, and

engaging.

Step 2: Read the Article

Read the attached article: Road Rage (2015). In the article, the author states:

"There are, however, some steps everyone can take."
Notice the use of the category word steps. The author then presents several specific steps that

drivers can take to reduce road rage.

Step 3: Select One Step

Choose one of the steps presented by the author. This selected step will serve as the major

supporting detail for your paragraph.

Step 4: Create Three Minor Supporting Details

Develop three original minor supporting details that further explain or clarify the step you

selected. Your supporting details should:

• Explain the step more thoroughly.

• Provide additional clarification or examples.

• Be logical, specific, and relevant.

• Demonstrate your own thinking rather than simply repeating the article.

Step 5: Write One Complete Body Paragraph

Using your selected step and the three supporting details you created, write one well-developed

body paragraph. Your paragraph should:

• Begin with the selected step as the major supporting detail.

• Include your three minor supporting details to develop the idea.

• Use smooth transitions between ideas.

• Maintain unity and coherence throughout the paragraph.

• Demonstrate correct grammar, punctuation, and sentence structure.

Submission Requirements
Your submission must include:

[https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p](https://youtu.be/xEaXFm8GQyk?si=KZlB68kCdCQmZp5p)

• An APA 7th edition student title page (Cover Page).

• A References page with the attached article formatted in APA style.

• One complete body paragraph.

– Step 1: Watch the Video
– Step 2: Read the Article
– Step 3: Select One Step
– Step 4: Create Three Minor Supporting Details
– Step 5: Write One Complete Body Paragraph
– Submission Requirements

**## Road_rage_Our_violent_highways.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
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Road rage; Our violent highways
Date: Feb. 27, 2015
From: The Florida Times Union
Publisher: The Florida Times-Union
Document Type: Article
Length: 404 words

Full Text:
When rage hits the road in the form of an incensed driver, everyone is endangered.

Recently in Jacksonville, a man and a woman were detained by police after an apparent altercation led to shots being fired at one car
three different times during the chase.

Road rage also made the headlines after a Las Vegas mother of four was shot and killed by a 19-year-old.

And this roadway violence is increasing.

The National Highway Traffic Safety Commission reported that the number of fatal accidents in which law enforcement officers listed
"road rage" as a contributing factor has increased tenfold since 2004.

Studies show that some 1,500 people are injured or killed in these acts of on-the-road aggression every year.

Large cities seem to be the worst places to encounter road rage, and although Jacksonville hasn't made the list on any national
surveys, other Florida cities have. Miami, for example, is one of the worst places in the country for aggressive driving.

An unscientific survey in which a website's visitors were asked to rate their own road rage lists Jacksonville above the median.

What does that mean? According to the website MonkeyMeter.com, it means average Jacksonville drivers said they have been so
angered they have honked or cursed at another driver. That rank is one step below utter mayhem.

So what is getting people's blood boiling? It's apparently tailgating, weaving between lanes, cutting people off, speeding and general
hostility.

Who are the perpetrators? According to the AAA Foundation for Traffic Safety, most of the road-rage perpetrators are young men
between 16 and 26.

Americans who carry guns in their cars are more likely to engage in road rage than those without guns.

There are, however, some steps everyone can take.

People confronted by an angry driver should make every attempt to get out of the way. Avoid eye contact.

Ignore obscene gestures and never, ever respond in kind. Limit the use of your horn, lock your doors and wear your seat belt.

Finally, report aggressive drivers. And if you're being followed by one, don't head home – go to the closest police station.

RAGE AND GUNS

Drivers who make obscene gestures are more likely to be carrying guns.

– 23 percent who make obscene gestures carry guns.

– Only 16 percent of those making obscene gestures don't carry guns.

– 14 percent of gun-toting motorists aggressively follow other drivers.

Source: Harvard School of Public Health

Copyright: COPYRIGHT 2015 The Florida Times-Union
Source Citation (MLA 9th Edition)
"Road rage; Our violent highways." Florida Times Union, 27 Feb. 2015, p. A-8. Gale College Collection,

link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 15 July 2025.
Gale Document Number: GALE|A407066644

November 6, 2026
[Solved] ACA Student transfer final

✓ Verified Academic Solution Available

Executive Solution Overview

**files (1)** – ## ACAFinalAssignment.docx **## ACAFinalAssignment.docx** **Assignment A** **Due:** Friday, July 24, 2026, 11:59 PM After listening to the TED Talk on learning styles, determine whether you agree or disagree with the presenter. [https://learningstyles.webtools.ncsu.edu/](https://lear…

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Assignment Prompt & Instructions

**files (1)**

– ## ACAFinalAssignment.docx

**## ACAFinalAssignment.docx**

**Assignment A**

**Due:** Friday, July 24, 2026, 11:59 PM

After listening to the TED Talk on learning styles, determine whether you agree or disagree with the presenter.

[https://learningstyles.webtools.ncsu.edu/](https://learningstyles.webtools.ncsu.edu/)

Once you have completed the second inventory, please upload a screenshot of your results.

**Assignment B**

**1-2-3 Career Self-Assessment Screenshot Upload**

Completion requirements

Once you have completed your Career Test, please screenshot your results or include the link in a Microsoft Word Document and upload it here. I will submit your grade once your document has been uploaded.

[https://www.123test.com/career-test/](https://www.123test.com/career-test/)

Once you have completed your Career Test, please screenshot your results or include the link in a Microsoft Word Document and upload it here. I will submit your grade once your document has been uploaded.

**## ACAFinalAssignment.docx**

**Assignment A**

**Due:** Friday, July 24, 2026, 11:59 PM

After listening to the TED Talk on learning styles, determine whether you agree or disagree with the presenter.

[https://learningstyles.webtools.ncsu.edu/](https://learningstyles.webtools.ncsu.edu/)

Once you have completed the second inventory, please upload a screenshot of your results.

**Assignment B**

**1-2-3 Career Self-Assessment Screenshot Upload**

Completion requirements

Once you have completed your Career Test, please screenshot your results or include the link in a Microsoft Word Document and upload it here. I will submit your grade once your document has been uploaded.

[https://www.123test.com/career-test/](https://www.123test.com/career-test/)

Once you have completed your Career Test, please screenshot your results or include the link in a Microsoft Word Document and upload it here. I will submit your grade once your document has been uploaded.

November 6, 2026
[Solved] speech final

✓ Verified Academic Solution Available

Executive Solution Overview

**files (3)** – ## finalspeech.docx – ## speechanalysis2.docx – ## SPEE200-SpeechDraftPracticeReflectionWorksheet1.docx **## finalspeech.docx** **Week 4: Deliver & Submit Your Persuasive Speech (please write the speech out for me, so that I can records it for the assignment. It must be 8-10 minutes …

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

**files (3)**

– ## finalspeech.docx

– ## speechanalysis2.docx

– ## SPEE200-SpeechDraftPracticeReflectionWorksheet1.docx

**## finalspeech.docx**

**Week 4: Deliver & Submit Your Persuasive Speech (please write the speech out for me, so that I can records it for the assignment. It must be 8-10 minutes long. I you run short, I will add to it. Use the Monroe’s Motivated Sequence for this speech. I have attached the other documents that you can use for the speech. This will give you more clarification on the speech.**

**Objective:**
This is the moment you’ve been preparing for! Your task is to
**record and upload your final persuasive speech**. Your speech should demonstrate everything you've learned: strong organization, clear vocal and physical delivery, use of Monroe’s Motivated Sequence, and proper citation of sources. You’ve spent four weeks refining your ideas—now it’s time to speak with confidence and impact.

**Requirements:**

· Speech should be 8-10 minutes long.

· Submit a
**video of your speech** as a file upload or share a
**URL (YouTube unlisted,Google Drive, etc.). Write the speech instead of recordings. I will record it.**

·
**If you are using YouTube, Google Drive, or any other platform that generates a URL for your speech: Paste the URL of your video at the top of your final outline document.**

· Final outline must be full-sentence format and include a
**APA-style Works Cited** page.

· Cite at least
**six credible sources** out loud in your speech.

· Follow the structure of
**Monroe’s Motivated Sequence** throughout.

· Display effective vocal and physical delivery skills (see Week 3 content).

**Final Speech Preparation Checklist**

· Choose a quiet, distraction-free space for recording

· Ensure good lighting (natural light or a soft lamp facing you)

· Position camera/device at eye level, centered in frame

· Test audio and video quality with a short test recording

· Have your final speech outline and notes ready (use bullet points, not full script)

· Rehearse your speech aloud several times

· Time your speech to fit within the required limits

· Record and review practice sessions to improve delivery

· Practice vocal variety and natural gestures

· Use breathing and positive self-talk to manage nervousness

· Dress as if presenting to a live audience

· Relax, smile, and begin recording confidently

· Upload final video to YouTube (set to Public or Unlisted)

· Copy YouTube URL and paste it at the top of your final outline document

· Submit your final outline document with video URL by the deadline

**## speechanalysis2.docx**

2

**Speech Analysis**

Adrionna Hill

Fayetteville State University

Speech 200

Dr. Deirdre Hawkins

July 19, 2026

**Speech Analysis**

**Summary and Outline Importance**

The persuasive goal of the speech is to convince college students to take regular, intentional mental health breaks to reduce the risk of burnout and enhance academic performance. Based on Monroe's Motivated Sequence, the speaker establishes the mental health crisis among students, presents practical solutions, and motivates the audience to take specific action.

The outline was essential in revealing the organizational strategy of the speech. Monroe's Motivated Sequence provided a clear direction, showing how each step built upon the previous one to create a persuasive flow. I could clearly see how the speaker moved from engaging the audience emotionally through the 3 a.m. scenario to presenting evidence of the crisis, then giving solutions and motivating action.

**Effective and Ineffective Organization Examples**

**Effective Transitions:** The speaker used clear signposting transitions like "Now let's talk about why this problem matters" and "So, what can we do about it?" They effectively guided the audience through the speech without confusion.

**Effective Organization:** The need step was specifically strong, using credible statistics from the American College Health Association and NAMI to establish the severity of the problem. The visualization step was also effective as it presented two contrasting scenarios, which enabled the audience to emotionally connect with the benefits of taking mental health breaks.

**Area for Improvement:** One transition could have been stronger. The transition "But what would this actually look like in our lives?" effectively moved to the visualization step, but the speaker could have added a brief recap of the proposed solution before transitioning to reinforce the solution in the mind of her audience.

**Strength**

The speaker's greatest strength was using pathos (emotional appeal) in the attention getter. The opening scenario ("It's 3 a.m. Your laptop is glowing, your eyes burn, and your heart feels like…") was highly relatable and immediately connected with the lived experience among the audience. This emotional hook created empathy and made the audience receptive to the message.

**Area for Improvement**

The speaker could improve pacing and emphasis. In some sections, the speaker spoke too quickly, making it difficult for the audience to absorb the information. Slowing down and using strategic pauses after key statistics, for example, would have allowed the audience to process the gravity of the problem.

**Strategy for My Speech**

I plan to apply the contrasting visualization technique. The speaker effectively presented two scenarios, one without mental health breaks and one with them, which enabled the audience to visualize consequences and benefits. This technique makes the persuasive message concrete and emotionally compelling. I will use a similar two-scenario structure in my speech on requiring mental health education for first-year students, contrasting outcomes with and without such programs.

**References**

_Monroe's motivated sequence – The grand Valley State University speech lab – Grand Valley State University_. (n.d.). Grand Valley State University.
[https://www.gvsu.edu/speechlab/monroes-motivated-sequence-46.htm](https://www.gvsu.edu/speechlab/monroes-motivated-sequence-46.htm)

**## SPEE200-SpeechDraftPracticeReflectionWorksheet1.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-final) |

### SPEE 200-Introduction to Speech Speech Draft & Practice Reflection Worksheet

Recommendation: Before you begin your speech draft outline, please review the example provided in Canvas. Your outline should resemble the outline example provided. Please keep in mind, we are not writing an essay (paragraph form). You will deliver your speech using a speaking outline to help maximize your eye contact and connection with your audience.

| | | |
| — | — | — |
| **Part** | **Details / Instructions** | **Your Response** |
| **1. Full Speech Draft Upload** | Upload your complete speech outline document below. Your outline should include: <br>· Introduction (thesis, preview, credibility, audience relevancy)<br>· Monroe’s Motivated Sequence steps (Attention, Need, Satisfaction, Visualization, Action) <br>· Conclusion (review main points, call-to-action) <br>· Properly formatted works cited (in APA style) | |
| **2. Practice Delivery Reflection** | After practicing your speech aloud at least once, reflect on the following: | |
| a. Timing | How long was your practice speech? Did it meet the required time? <br>(8-10 minutes) | _My practice speech lasted approximately 9 minutes and 15 seconds, which falls within the 8–10 minute requirement. I timed myself twice to ensure accuracy._ |
| b. Clarity | Were there parts where you stumbled or felt unclear? Which? | _I stumbled slightly in the Visualization step when describing the contrasting scenarios. I found myself trying to decide how much detail to include in each scenario, which caused a brief pause. I also felt a bit unclear in the Satisfaction step when listing the components of mental health education. I needed to slow down to ensure the points were delivered clearly._ |
| c. Transitions | Did your speech flow smoothly from one point to another? Where could transitions be stronger? | _Overall, the transitions flowed well. However, the transition "But what does this actually mean for students and for colleges?" into the Visualization step could be stronger. I would revise it to: "Now that we know what the solution looks like in theory, let's visualize what it actually means for you as a student." This would make the connection between the solution and visualization more explicit._ |
| d. Emotional Tone | Did you use emotion to connect with your audience? How effective was it? | _I used an empathetic and urgent tone throughout, particularly in the Attention step and Visualization step. The contrasting scenarios were effective in evoking emotion. The first scenario created a sense of concern, while the second scenario inspired hope. I believe this emotional contrast helps the audience see the value of the solution._ |
| e. Challenges | What part of the speech or delivery was most challenging? How do you plan to improve? | _The most challenging part was maintaining steady pacing while presenting statistics. I tend to speed up when delivering data. To improve, I will:_<br>1. <br>_Practice reading the statistics aloud with intentional pauses after each key number._<br>2. <br>_Mark my outline with pause reminders (e.g., "PAUSE" in bold)._<br>3. <br>_Record myself and review the pacing to ensure I'm giving the audience time to absorb the information._ |

| | | |
| — | — | — |
| | | |

## image1.jpg

**## SPEE200-SpeechDraftPracticeReflectionWorksheet1.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-final) |

### SPEE 200-Introduction to Speech Speech Draft & Practice Reflection Worksheet

Recommendation: Before you begin your speech draft outline, please review the example provided in Canvas. Your outline should resemble the outline example provided. Please keep in mind, we are not writing an essay (paragraph form). You will deliver your speech using a speaking outline to help maximize your eye contact and connection with your audience.

| | | |
| — | — | — |
| **Part** | **Details / Instructions** | **Your Response** |
| **1. Full Speech Draft Upload** | Upload your complete speech outline document below. Your outline should include: <br>· Introduction (thesis, preview, credibility, audience relevancy)<br>· Monroe’s Motivated Sequence steps (Attention, Need, Satisfaction, Visualization, Action) <br>· Conclusion (review main points, call-to-action) <br>· Properly formatted works cited (in APA style) | |
| **2. Practice Delivery Reflection** | After practicing your speech aloud at least once, reflect on the following: | |
| a. Timing | How long was your practice speech? Did it meet the required time? <br>(8-10 minutes) | _My practice speech lasted approximately 9 minutes and 15 seconds, which falls within the 8–10 minute requirement. I timed myself twice to ensure accuracy._ |
| b. Clarity | Were there parts where you stumbled or felt unclear? Which? | _I stumbled slightly in the Visualization step when describing the contrasting scenarios. I found myself trying to decide how much detail to include in each scenario, which caused a brief pause. I also felt a bit unclear in the Satisfaction step when listing the components of mental health education. I needed to slow down to ensure the points were delivered clearly._ |
| c. Transitions | Did your speech flow smoothly from one point to another? Where could transitions be stronger? | _Overall, the transitions flowed well. However, the transition "But what does this actually mean for students and for colleges?" into the Visualization step could be stronger. I would revise it to: "Now that we know what the solution looks like in theory, let's visualize what it actually means for you as a student." This would make the connection between the solution and visualization more explicit._ |
| d. Emotional Tone | Did you use emotion to connect with your audience? How effective was it? | _I used an empathetic and urgent tone throughout, particularly in the Attention step and Visualization step. The contrasting scenarios were effective in evoking emotion. The first scenario created a sense of concern, while the second scenario inspired hope. I believe this emotional contrast helps the audience see the value of the solution._ |
| e. Challenges | What part of the speech or delivery was most challenging? How do you plan to improve? | _The most challenging part was maintaining steady pacing while presenting statistics. I tend to speed up when delivering data. To improve, I will:_<br>1. <br>_Practice reading the statistics aloud with intentional pauses after each key number._<br>2. <br>_Mark my outline with pause reminders (e.g., "PAUSE" in bold)._<br>3. <br>_Record myself and review the pacing to ensure I'm giving the audience time to absorb the information._ |

| | | |
| — | — | — |
| | | |

## image1.jpg

**## finalspeech.docx**

**Week 4: Deliver & Submit Your Persuasive Speech (please write the speech out for me, so that I can records it for the assignment. It must be 8-10 minutes long. I you run short, I will add to it. Use the Monroe’s Motivated Sequence for this speech. I have attached the other documents that you can use for the speech. This will give you more clarification on the speech.**

**Objective:**
This is the moment you’ve been preparing for! Your task is to
**record and upload your final persuasive speech**. Your speech should demonstrate everything you've learned: strong organization, clear vocal and physical delivery, use of Monroe’s Motivated Sequence, and proper citation of sources. You’ve spent four weeks refining your ideas—now it’s time to speak with confidence and impact.

**Requirements:**

· Speech should be 8-10 minutes long.

· Submit a
**video of your speech** as a file upload or share a
**URL (YouTube unlisted,Google Drive, etc.). Write the speech instead of recordings. I will record it.**

·
**If you are using YouTube, Google Drive, or any other platform that generates a URL for your speech: Paste the URL of your video at the top of your final outline document.**

· Final outline must be full-sentence format and include a
**APA-style Works Cited** page.

· Cite at least
**six credible sources** out loud in your speech.

· Follow the structure of
**Monroe’s Motivated Sequence** throughout.

· Display effective vocal and physical delivery skills (see Week 3 content).

**Final Speech Preparation Checklist**

· Choose a quiet, distraction-free space for recording

· Ensure good lighting (natural light or a soft lamp facing you)

· Position camera/device at eye level, centered in frame

· Test audio and video quality with a short test recording

· Have your final speech outline and notes ready (use bullet points, not full script)

· Rehearse your speech aloud several times

· Time your speech to fit within the required limits

· Record and review practice sessions to improve delivery

· Practice vocal variety and natural gestures

· Use breathing and positive self-talk to manage nervousness

· Dress as if presenting to a live audience

· Relax, smile, and begin recording confidently

· Upload final video to YouTube (set to Public or Unlisted)

· Copy YouTube URL and paste it at the top of your final outline document

· Submit your final outline document with video URL by the deadline

**## speechanalysis2.docx**

2

**Speech Analysis**

Adrionna Hill

Fayetteville State University

Speech 200

Dr. Deirdre Hawkins

July 19, 2026

**Speech Analysis**

**Summary and Outline Importance**

The persuasive goal of the speech is to convince college students to take regular, intentional mental health breaks to reduce the risk of burnout and enhance academic performance. Based on Monroe's Motivated Sequence, the speaker establishes the mental health crisis among students, presents practical solutions, and motivates the audience to take specific action.

The outline was essential in revealing the organizational strategy of the speech. Monroe's Motivated Sequence provided a clear direction, showing how each step built upon the previous one to create a persuasive flow. I could clearly see how the speaker moved from engaging the audience emotionally through the 3 a.m. scenario to presenting evidence of the crisis, then giving solutions and motivating action.

**Effective and Ineffective Organization Examples**

**Effective Transitions:** The speaker used clear signposting transitions like "Now let's talk about why this problem matters" and "So, what can we do about it?" They effectively guided the audience through the speech without confusion.

**Effective Organization:** The need step was specifically strong, using credible statistics from the American College Health Association and NAMI to establish the severity of the problem. The visualization step was also effective as it presented two contrasting scenarios, which enabled the audience to emotionally connect with the benefits of taking mental health breaks.

**Area for Improvement:** One transition could have been stronger. The transition "But what would this actually look like in our lives?" effectively moved to the visualization step, but the speaker could have added a brief recap of the proposed solution before transitioning to reinforce the solution in the mind of her audience.

**Strength**

The speaker's greatest strength was using pathos (emotional appeal) in the attention getter. The opening scenario ("It's 3 a.m. Your laptop is glowing, your eyes burn, and your heart feels like…") was highly relatable and immediately connected with the lived experience among the audience. This emotional hook created empathy and made the audience receptive to the message.

**Area for Improvement**

The speaker could improve pacing and emphasis. In some sections, the speaker spoke too quickly, making it difficult for the audience to absorb the information. Slowing down and using strategic pauses after key statistics, for example, would have allowed the audience to process the gravity of the problem.

**Strategy for My Speech**

I plan to apply the contrasting visualization technique. The speaker effectively presented two scenarios, one without mental health breaks and one with them, which enabled the audience to visualize consequences and benefits. This technique makes the persuasive message concrete and emotionally compelling. I will use a similar two-scenario structure in my speech on requiring mental health education for first-year students, contrasting outcomes with and without such programs.

**References**

_Monroe's motivated sequence – The grand Valley State University speech lab – Grand Valley State University_. (n.d.). Grand Valley State University.
[https://www.gvsu.edu/speechlab/monroes-motivated-sequence-46.htm](https://www.gvsu.edu/speechlab/monroes-motivated-sequence-46.htm)

**## SPEE200-SpeechDraftPracticeReflectionWorksheet1.docx**

| | | |
| — | — | — |
| | | ![](https://www.sweetstudy.com/questions/speech-final) |

### SPEE 200-Introduction to Speech Speech Draft & Practice Reflection Worksheet

Recommendation: Before you begin your speech draft outline, please review the example provided in Canvas. Your outline should resemble the outline example provided. Please keep in mind, we are not writing an essay (paragraph form). You will deliver your speech using a speaking outline to help maximize your eye contact and connection with your audience.

| | | |
| — | — | — |
| **Part** | **Details / Instructions** | **Your Response** |
| **1. Full Speech Draft Upload** | Upload your complete speech outline document below. Your outline should include: <br>· Introduction (thesis, preview, credibility, audience relevancy)<br>· Monroe’s Motivated Sequence steps (Attention, Need, Satisfaction, Visualization, Action) <br>· Conclusion (review main points, call-to-action) <br>· Properly formatted works cited (in APA style) | |
| **2. Practice Delivery Reflection** | After practicing your speech aloud at least once, reflect on the following: | |
| a. Timing | How long was your practice speech? Did it meet the required time? <br>(8-10 minutes) | _My practice speech lasted approximately 9 minutes and 15 seconds, which falls within the 8–10 minute requirement. I timed myself twice to ensure accuracy._ |
| b. Clarity | Were there parts where you stumbled or felt unclear? Which? | _I stumbled slightly in the Visualization step when describing the contrasting scenarios. I found myself trying to decide how much detail to include in each scenario, which caused a brief pause. I also felt a bit unclear in the Satisfaction step when listing the components of mental health education. I needed to slow down to ensure the points were delivered clearly._ |
| c. Transitions | Did your speech flow smoothly from one point to another? Where could transitions be stronger? | _Overall, the transitions flowed well. However, the transition "But what does this actually mean for students and for colleges?" into the Visualization step could be stronger. I would revise it to: "Now that we know what the solution looks like in theory, let's visualize what it actually means for you as a student." This would make the connection between the solution and visualization more explicit._ |
| d. Emotional Tone | Did you use emotion to connect with your audience? How effective was it? | _I used an empathetic and urgent tone throughout, particularly in the Attention step and Visualization step. The contrasting scenarios were effective in evoking emotion. The first scenario created a sense of concern, while the second scenario inspired hope. I believe this emotional contrast helps the audience see the value of the solution._ |
| e. Challenges | What part of the speech or delivery was most challenging? How do you plan to improve? | _The most challenging part was maintaining steady pacing while presenting statistics. I tend to speed up when delivering data. To improve, I will:_<br>1. <br>_Practice reading the statistics aloud with intentional pauses after each key number._<br>2. <br>_Mark my outline with pause reminders (e.g., "PAUSE" in bold)._<br>3. <br>_Record myself and review the pacing to ensure I'm giving the audience time to absorb the information._ |

| | | |
| — | — | — |
| | | |

## image1.jpg

**## finalspeech.docx**

**Week 4: Deliver & Submit Your Persuasive Speech (please write the speech out for me, so that I can records it for the assignment. It must be 8-10 minutes long. I you run short, I will add to it. Use the Monroe’s Motivated Sequence for this speech. I have attached the other documents that you can use for the speech. This will give you more clarification on the speech.**

**Objective:**
This is the moment you’ve been preparing for! Your task is to
**record and upload your final persuasive speech**. Your speech should demonstrate everything you've learned: strong organization, clear vocal and physical delivery, use of Monroe’s Motivated Sequence, and proper citation of sources. You’ve spent four weeks refining your ideas—now it’s time to speak with confidence and impact.

**Requirements:**

· Speech should be 8-10 minutes long.

· Submit a
**video of your speech** as a file upload or share a
**URL (YouTube unlisted,Google Drive, etc.). Write the speech instead of recordings. I will record it.**

·
**If you are using YouTube, Google Drive, or any other platform that generates a URL for your speech: Paste the URL of your video at the top of your final outline document.**

· Final outline must be full-sentence format and include a
**APA-style Works Cited** page.

· Cite at least
**six credible sources** out loud in your speech.

· Follow the structure of
**Monroe’s Motivated Sequence** throughout.

· Display effective vocal and physical delivery skills (see Week 3 content).

**Final Speech Preparation Checklist**

· Choose a quiet, distraction-free space for recording

· Ensure good lighting (natural light or a soft lamp facing you)

· Position camera/device at eye level, centered in frame

· Test audio and video quality with a short test recording

· Have your final speech outline and notes ready (use bullet points, not full script)

· Rehearse your speech aloud several times

· Time your speech to fit within the required limits

· Record and review practice sessions to improve delivery

· Practice vocal variety and natural gestures

· Use breathing and positive self-talk to manage nervousness

· Dress as if presenting to a live audience

· Relax, smile, and begin recording confidently

· Upload final video to YouTube (set to Public or Unlisted)

· Copy YouTube URL and paste it at the top of your final outline document

· Submit your final outline document with video URL by the deadline

**## speechanalysis2.docx**

2

**Speech Analysis**

Adrionna Hill

Fayetteville State University

Speech 200

Dr. Deirdre Hawkins

July 19, 2026

**Speech Analysis**

**Summary and Outline Importance**

The persuasive goal of the speech is to convince college students to take regular, intentional mental health breaks to reduce the risk of burnout and enhance academic performance. Based on Monroe's Motivated Sequence, the speaker establishes the mental health crisis among students, presents practical solutions, and motivates the audience to take specific action.

The outline was essential in revealing the organizational strategy of the speech. Monroe's Motivated Sequence provided a clear direction, showing how each step built upon the previous one to create a persuasive flow. I could clearly see how the speaker moved from engaging the audience emotionally through the 3 a.m. scenario to presenting evidence of the crisis, then giving solutions and motivating action.

**Effective and Ineffective Organization Examples**

**Effective Transitions:** The speaker used clear signposting transitions like "Now let's talk about why this problem matters" and "So, what can we do about it?" They effectively guided the audience through the speech without confusion.

**Effective Organization:** The need step was specifically strong, using credible statistics from the American College Health Association and NAMI to establish the severity of the problem. The visualization step was also effective as it presented two contrasting scenarios, which enabled the audience to emotionally connect with the benefits of taking mental health breaks.

**Area for Improvement:** One transition could have been stronger. The transition "But what would this actually look like in our lives?" effectively moved to the visualization step, but the speaker could have added a brief recap of the proposed solution before transitioning to reinforce the solution in the mind of her audience.

**Strength**

The speaker's greatest strength was using pathos (emotional appeal) in the attention getter. The opening scenario ("It's 3 a.m. Your laptop is glowing, your eyes burn, and your heart feels like…") was highly relatable and immediately connected with the lived experience among the audience. This emotional hook created empathy and made the audience receptive to the message.

**Area for Improvement**

The speaker could improve pacing and emphasis. In some sections, the speaker spoke too quickly, making it difficult for the audience to absorb the information. Slowing down and using strategic pauses after key statistics, for example, would have allowed the audience to process the gravity of the problem.

**Strategy for My Speech**

I plan to apply the contrasting visualization technique. The speaker effectively presented two scenarios, one without mental health breaks and one with them, which enabled the audience to visualize consequences and benefits. This technique makes the persuasive message concrete and emotionally compelling. I will use a similar two-scenario structure in my speech on requiring mental health education for first-year students, contrasting outcomes with and without such programs.

**References**

_Monroe's motivated sequence – The grand Valley State University speech lab – Grand Valley State University_. (n.d.). Grand Valley State University.
[https://www.gvsu.edu/speechlab/monroes-motivated-sequence-46.htm](https://www.gvsu.edu/speechlab/monroes-motivated-sequence-46.htm)

**## SPEE200-SpeechDraftPracticeReflectionWorksheet1.docx**

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| | | ![](https://www.sweetstudy.com/questions/speech-final) |

### SPEE 200-Introduction to Speech Speech Draft & Practice Reflection Worksheet

Recommendation: Before you begin your speech draft outline, please review the example provided in Canvas. Your outline should resemble the outline example provided. Please keep in mind, we are not writing an essay (paragraph form). You will deliver your speech using a speaking outline to help maximize your eye contact and connection with your audience.

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| **Part** | **Details / Instructions** | **Your Response** |
| **1. Full Speech Draft Upload** | Upload your complete speech outline document below. Your outline should include: <br>· Introduction (thesis, preview, credibility, audience relevancy)<br>· Monroe’s Motivated Sequence steps (Attention, Need, Satisfaction, Visualization, Action) <br>· Conclusion (review main points, call-to-action) <br>· Properly formatted works cited (in APA style) | |
| **2. Practice Delivery Reflection** | After practicing your speech aloud at least once, reflect on the following: | |
| a. Timing | How long was your practice speech? Did it meet the required time? <br>(8-10 minutes) | _My practice speech lasted approximately 9 minutes and 15 seconds, which falls within the 8–10 minute requirement. I timed myself twice to ensure accuracy._ |
| b. Clarity | Were there parts where you stumbled or felt unclear? Which? | _I stumbled slightly in the Visualization step when describing the contrasting scenarios. I found myself trying to decide how much detail to include in each scenario, which caused a brief pause. I also felt a bit unclear in the Satisfaction step when listing the components of mental health education. I needed to slow down to ensure the points were delivered clearly._ |
| c. Transitions | Did your speech flow smoothly from one point to another? Where could transitions be stronger? | _Overall, the transitions flowed well. However, the transition "But what does this actually mean for students and for colleges?" into the Visualization step could be stronger. I would revise it to: "Now that we know what the solution looks like in theory, let's visualize what it actually means for you as a student." This would make the connection between the solution and visualization more explicit._ |
| d. Emotional Tone | Did you use emotion to connect with your audience? How effective was it? | _I used an empathetic and urgent tone throughout, particularly in the Attention step and Visualization step. The contrasting scenarios were effective in evoking emotion. The first scenario created a sense of concern, while the second scenario inspired hope. I believe this emotional contrast helps the audience see the value of the solution._ |
| e. Challenges | What part of the speech or delivery was most challenging? How do you plan to improve? | _The most challenging part was maintaining steady pacing while presenting statistics. I tend to speed up when delivering data. To improve, I will:_<br>1. <br>_Practice reading the statistics aloud with intentional pauses after each key number._<br>2. <br>_Mark my outline with pause reminders (e.g., "PAUSE" in bold)._<br>3. <br>_Record myself and review the pacing to ensure I'm giving the audience time to absorb the information._ |

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November 6, 2026
[Solved] music final

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**files (1)** – ## FinalMusic.docx **## FinalMusic.docx** **Final Music** **Part A** Due: Monday July 28, 2026, 11:59 PM **Johann Sebastian Bach** is the artist to preview for this essay. You have viewed many if not all of the 23 Composer Showcase Videos dispersed throughout the six modules of conte…

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Assignment Prompt & Instructions

**files (1)**

– ## FinalMusic.docx

**## FinalMusic.docx**

**Final Music**

**Part A**

Due: Monday July 28, 2026, 11:59 PM

**Johann Sebastian Bach** is the artist to preview for this essay.

You have viewed many if not all of the 23 Composer Showcase Videos dispersed throughout the six modules of content found in this course. Choose one composer that stood out to you the most, and write a short essay outlining the following areas…

1. Why you chose this composer

2. Name one piece that attracted you to the musical style of this composer

3. Does this composer represent the musical era in which he/she was practicing in? (For example; does Hector Berlioz represent the underlying cultural, stylistic, and artistic idioms that you learned about present in the early 19th century?)

**Part B**

**Due:** Monday, July 28, 2026, 11:59 PM

You have been given a very concise introduction to music which encompasses many different genres, styles, time periods, etc. Which of these styles of music sparked your interest the most? Please provide at least two examples of musical works from this style/genre/period that will help your classmates and myself understand your feelings. Please remember to use vocabulary and terminology that you have learned over the span of this course.

Use this to write the essay:
**Romanticism and Impressionism**

_In Module Five – Part I we will learn of the momentous social and political forces that shaped nineteenth-century history and the arts, and we will explore the impact of the Industrial Revolution on music, the rising democratization of society, and the development of the highly expressive Romantic style. We will observe the union of words and music in the German Lied, and discover the genre's standard forms. We will come to understand the importance of the piano in the musical life of the nineteenth-century and to view the short, lyric piano piece as the instrumental equivalent of the Lied. We will observe the originality and virtuosity of the music of Frédéric Chopin, and note nationalistic traits in his works. We will also meet the virtuoso pianist/composer Fanny Mendelssohn Hensel and learn of the challenges that women faced as composers during this era._

Requirements:

-at least three paragraphs

-cite at least two musical examples

-use of musical vocabulary and terminology to help demonstrate your thoughts

-correctly cite any references, quotations, etc. using MLA format

**## FinalMusic.docx**

**Final Music**

**Part A**

Due: Monday July 28, 2026, 11:59 PM

**Johann Sebastian Bach** is the artist to preview for this essay.

You have viewed many if not all of the 23 Composer Showcase Videos dispersed throughout the six modules of content found in this course. Choose one composer that stood out to you the most, and write a short essay outlining the following areas…

1. Why you chose this composer

2. Name one piece that attracted you to the musical style of this composer

3. Does this composer represent the musical era in which he/she was practicing in? (For example; does Hector Berlioz represent the underlying cultural, stylistic, and artistic idioms that you learned about present in the early 19th century?)

**Part B**

**Due:** Monday, July 28, 2026, 11:59 PM

You have been given a very concise introduction to music which encompasses many different genres, styles, time periods, etc. Which of these styles of music sparked your interest the most? Please provide at least two examples of musical works from this style/genre/period that will help your classmates and myself understand your feelings. Please remember to use vocabulary and terminology that you have learned over the span of this course.

Use this to write the essay:
**Romanticism and Impressionism**

_In Module Five – Part I we will learn of the momentous social and political forces that shaped nineteenth-century history and the arts, and we will explore the impact of the Industrial Revolution on music, the rising democratization of society, and the development of the highly expressive Romantic style. We will observe the union of words and music in the German Lied, and discover the genre's standard forms. We will come to understand the importance of the piano in the musical life of the nineteenth-century and to view the short, lyric piano piece as the instrumental equivalent of the Lied. We will observe the originality and virtuosity of the music of Frédéric Chopin, and note nationalistic traits in his works. We will also meet the virtuoso pianist/composer Fanny Mendelssohn Hensel and learn of the challenges that women faced as composers during this era._

Requirements:

-at least three paragraphs

-cite at least two musical examples

-use of musical vocabulary and terminology to help demonstrate your thoughts

-correctly cite any references, quotations, etc. using MLA format

November 6, 2026