Persuasive TED TALK Speech Evaluation Course Spch 1311 Onlin

Persuasive TED TALK Speech Evaluation Course Spch 1311 Onlineinstructor

Evaluate a persuasive TED Talk speech based on the provided criteria across various aspects including introduction, main points, conclusion, delivery, and visual aids. Assign a grade, explain the reasoning, and reflect on whether the speech motivates you to undertake a 30-day challenge.

Paper For Above instruction

The evaluation of a persuasive TED Talk involves a comprehensive analysis of various elements that contribute to effective communication and persuasive impact. In this paper, I critically assess a TED Talk titled "Try Something New for 30 Days," delivered by a speaker aiming to motivate the audience to embrace challenges and pursue self-improvement. Through systematic evaluation, I examine the speaker’s introduction, main points, conclusion, delivery style, and visual aids, providing insights into their strengths and areas for improvement.

Introduction

An effective introduction is crucial in capturing the audience’s attention and establishing the purpose of the speech. The speaker begins with a compelling anecdote about personal experimentation, immediately engaging the audience by eliciting curiosity. The specific persuasive purpose—encouraging listeners to undertake a 30-day challenge—is clearly stated early, making the goal of the presentation transparent. Furthermore, the speech establishes relevance by highlighting how such a challenge can lead to meaningful personal growth. The speaker also previews three main points: choosing a challenge, maintaining motivation, and overcoming obstacles, which guides the audience through the upcoming narrative. Overall, the introduction effectively meets the goals by grabbing attention, establishing importance, and outlining the speech structure.

Main Points

The core of the speech revolves around three main points, each supported by engaging and trustworthy information. The first point discusses selecting a challenge that aligns with personal values and interests, emphasizing the importance of setting realistic and measurable goals. The speaker supports this with examples from successful individuals who undertook 30-day challenges, citing studies on habit formation (Lally et al., 2010) to underscore the potential for lasting change. The second point addresses maintaining motivation through routine and social accountability, referencing psychological principles like reinforcement theory (Skinner, 1953). The third point covers overcoming obstacles such as procrastination and fear, offering practical strategies like visualization and positive self-talk, backed by research in behavioral psychology (Carver & Scheier, 1981). The speaker uses relevant, credible sources and incorporates stories to generate audience involvement, making the points memorable and persuasive. Transitions between points are smooth, maintaining logical flow and engagement throughout the speech.

Conclusion

The conclusion effectively motivates the audience to take action by reinforcing the benefits of a 30-day challenge, such as increased confidence and a sense of accomplishment. The speaker ends with a memorable call-to-action, encouraging listeners to commit to one small change for a month. The closing remarks are powerful and memorable, leveraging emotional appeal and summarizing key points succinctly. This creates a compelling finish that leaves a lasting impression, fulfilling the goals of a persuasive speech.

Delivery

The speaker demonstrates confident delivery, avoiding reading from notes and maintaining natural eye contact that connects with the audience. Disfluencies like "um" or "like" are minimal, and body language is effective, with purposeful movements. The speaker stands and moves naturally, avoiding fidgeting or leaning, and dresses appropriately for the context. Such delivery enhances credibility and fosters audience engagement, contributing positively to the effectiveness of the speech.

Visual Aids

Visual aids support the presentation without distraction. Memorable images illustrate the points about habit formation and motivation, making abstract concepts concrete. Video clips are brief, relevant, and reinforce specific ideas, such as success stories. The effective use of visual aids enhances understanding and retention, adding to the overall persuasive impact of the speech.

Overall Grade and Reflection

The speaker’s eloquent delivery, well-structured points, and compelling content warrant a grade of B (good). The speech effectively motivates the audience but could benefit from more dynamic visual presentation and stronger emotional storytelling. This presentation exemplifies a good persuasive technique by combining credible evidence with engaging storytelling, making it a compelling call to action. Personally, I find the speech motivating and believe it is likely to inspire me to undertake a 30-day challenge, especially given the emphasis on small, manageable steps and the psychological principles discussed.

References

  • Lally, P., van Jaarsveld, C. H. M., Potts, H. W. W., & Wardle, J. (2010). How are habits formed: Modelling habit formation in the real world. European Journal of Social Psychology, 40(6), 998–1009.
  • Skinner, B. F. (1953). Science and human behavior. Simon and Schuster.
  • Carver, C. S., & Scheier, M. F. (1981). Attention and self-regulation: A control-theory approach to human behavior. Springer-Verlag.
  • Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493–503.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
  • Fogg, B. J. (2009). A behavior model for persuasive design. Proceedings of the 4th International Conference on Persuasive Technology, 1-7.
  • Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390–395.
  • Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: A review of the literature. Educational Psychologist, 55(4), 221–234.
  • Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving decisions about health, wealth, and happiness. Yale University Press.

Related Assignments