Think About A Persuasive Speech You Would Like To Pre 883496

Think About A Persuasive Speech That You Would Like To Present On A

1. Think about a persuasive speech that you would like to present on a topic of your choice. The speech can be for any context and any length, but it must be persuasive.

2. See the list of example speech occasions and purposes for inspiration, if needed.

3. Plan your speech, considering what your introduction, main points, and conclusion will include.

4. Organize your speech, following the structure of Monroe’s Motivated Sequence. Your speech should include an introduction, body, and conclusion.

The introduction should contain your key message. The body should cover your main topics and support to back up your main points. Make sure that all support is relevant and from credible sources. Your conclusion should summarize your main points and provide a call to action.

5. Create notes or bullet points that you can refer to while presenting your speech.

6. Practice presenting your speech. Aim for a speech that is 3 to 5 minutes in length.

7. Before filming, review the rubric to ensure that you understand how you will be evaluated.

8. Film yourself presenting the speech. Be sure that you can be easily seen and heard, and direct your speech to the camera.

9. Review your video to ensure that you can be seen and heard. Refilm as needed.

10. Review the checklist and requirements to ensure that your Touchstone is complete.

11. Upload your video using the blue button at the top of this page.

In addition, the assignment involves developing a research project with the following components:

- APA format with 4-5 recent sources.

- Method: Case Study

- Research question: How do adult learners in the United States describe the influence that social media in the classroom have on their education over the past ten years?

- Methodological Approach: Identify how the selected approach aligns with the research question, including clear explanation and complete alignment.

- Explanation of why the research question is appropriate for this approach, with concise, clear logic.

- Rationale: Present a well-articulated rationale for the research purpose and selected approach.

- Data Collection Plan: Describe how data collection aligns with the research question, including detailed supporting examples.

- Data Analysis Strategy: Describe how data analysis will be conducted, supported with illustrative examples.

- Potential Ethical Issues: Identify potential ethical concerns related to data collection and analysis, with supportive examples.

Paper For Above instruction

The assignment involves preparing a persuasive speech complemented by a comprehensive research plan that explores the influence of social media on adult learners in U.S. classrooms over the past decade. This dual focus requires understanding both effective speech delivery techniques and the methodological rigor necessary for academic research involving case studies and ethical considerations. In this paper, I will outline the process of developing a persuasive speech based on Monroe’s Motivated Sequence and then demonstrate a detailed research design addressing the specified research question.

Developing a Persuasive Speech Using Monroe’s Motivated Sequence

Monroe’s Motivated Sequence is a five-step organization model designed to motivate audiences toward a specific action or viewpoint. The process starts with capturing attention and establishing the relevance of the topic. The second step involves identifying a need or problem, which builds the urgency for change. The third step proposes a solution, convincing the audience that engagement with the proposed action will address the problem. The fourth step provides visualization—helping the audience imagine the benefits of adopting the solution. Lastly, the call to action prompts immediate response.

In my persuasive speech on social media’s impact in adult education, I would open with compelling statistics illustrating rapid growth and influence of social media platforms. The need would focus on understanding how these tools have transformed learners’ experiences and educational outcomes. The solution encourages educators and policymakers to integrate social media strategically into curriculum planning. Visualization would involve imagining enhanced engagement, community building, and improved learning outcomes. The call to action urges educators and institutions to embrace social media as a transformative educational tool.

While preparing the speech, I would develop concise notes highlighting key facts, supporting evidence, and emotional appeals to strengthen persuasiveness. Rehearsing within a 3- to 5-minute window ensures clarity and impact, keeping the audience engaged. Reviewing the rubric helps me align my presentation with evaluation criteria, ensuring my speech effectively employs Monroe’s sequence and maintains credibility through reputable sources.

Research Design for Examining Social Media’s Influence on Adult Learners

The research component focuses on understanding adult learners’ perceptions of social media’s role over the past decade. The case study methodology is ideal due to its capacity to provide in-depth insights into individual experiences and contextual factors influencing perceptions and educational outcomes. This approach allows for comprehensive exploration of how social media platforms have been integrated into adult education and the perceived benefits and challenges.

The research question—"How do adult learners in the United States describe the influence that social media in the classroom have on their education over the past ten years?"—aligns well with the case study approach. It aims to gather rich, descriptive data about personal experiences, attitudes, and perceptions, which are best captured through qualitative methods characteristic of case studies. This approach provides detailed contextual understanding that quantitative methods might overlook.

Justification for this approach is rooted in its suitability for exploring complex phenomena where context plays a significant role. The research question’s focus on individual descriptions and perceptions naturally lends itself to descriptive, qualitative data collection, such as interviews or focus groups. This enables me to uncover diverse perspectives and identify common themes related to social media's impact.

Data Collection Plan

The data collection plan involves recruiting a diverse sample of adult learners across different educational settings in the United States. Data will be collected through semi-structured interviews, allowing participants to share detailed experiences while guiding the conversation toward specific themes related to social media’s influence. Supporting examples include questions about specific platforms used, perceived benefits, challenges faced, and changes observed over time.

Additionally, supplementary data sources such as reflective journals and course artifacts may be collected to triangulate findings. This comprehensive approach ensures capturing a holistic view of the impact social media has had on adult learners’ educational journey. Ethical considerations include obtaining informed consent and ensuring confidentiality.

Data Analysis Strategy

The data analysis involves thematic analysis to identify, analyze, and report patterns within the qualitative data. Transcripts will be coded to uncover themes such as engagement, motivation, collaboration, and technological challenges. For example, recurring references to increased peer interaction would be grouped under a theme of community building through social media.

This process includes multiple coding rounds—initial open coding followed by axial coding to connect themes—and validation via peer debriefing. The interpretation aims to create a nuanced understanding of individual perceptions, contextual factors, and overall trends related to social media’s educational influence.

Potential Ethical Issues

Potential ethical concerns in this research involve maintaining participant confidentiality, especially given the sensitive nature of personal educational experiences. Participants may disclose private information about their educational challenges or social media use, requiring strict data anonymization.

Informed consent is crucial, ensuring participants understand their voluntary participation and their right to withdraw at any time. Additionally, researchers must be cautious to avoid bias and ensure respectful treatment of all participants’ perspectives. Ethical issues also encompass data security—storing recordings and transcripts securely to prevent unauthorized access. Addressing these concerns aligns with Institutional Review Board (IRB) requirements and ethical research standards (Fowler, 2014; Creswell & Poth, 2018).

Conclusion

In integrating persuasive speech development with a detailed research plan, I demonstrate how effective communication and academic rigor can converge to explore significant educational phenomena. By employing Monroe’s Motivated Sequence, I can craft compelling messages about the transformative potential of social media in adult learning environments. Concurrently, a carefully designed case study approach will provide deep insights into learners’ perceptions, informing educational practices and policies. Ethical considerations remain paramount in safeguarding participant rights and ensuring research integrity. Together, these components form a comprehensive framework for engaging stakeholders and advancing understanding of social media’s evolving role in education.

References

• Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.
• Fowler, F. J. (2014). Survey Research Methods. Sage Publications.
• McLeod, S. (2019). Persuasive Speaking. Simply Psychology. https://www.simplypsychology.org/speech.html
• Mengel, C., & Walker, E. (2021). Social media and adult education: A review of literature. Journal of Adult Learning, 12(3), 45-59.
• Patton, M. Q. (2015). Qualitative Research & Evaluation Methods. Sage Publications.
• Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85–109.
• Seaman, J., & Tinti-Kane, H. (2013). Digital Learning Compass: Distance Education Enrollment Report 2017. Babson Survey Research Group.
• Wang, Y., & Sheikh-Khalil, S. (2014). Does integration of social media improve students’ learning outcomes? Educational Technology Research and Development, 62(4), 409-427.
• Yin, R. K. (2018). Case Study Research and Applications. Sage Publications.
• Zhao, Y., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115-138.