the differences are striking though; Persuasion involves a psychological process of trying to inspire the audience to change behavior–this is the “Call for Action.” You must in the last section of your speech ask the audience to DO something. This request cannot be “to think about” or ask them to do something in the distant future; it must be something they can DO now, while you are wrapping up your speech. For example, you can ask them to write the names of 3 people that could use this information, or “take out your phone and call this number…..” or “pledge with me that…..” . Regardless what your call for action is, it must be something that the listener can do now, while you wait or while you finish your speech. This is how you will know that they have gotten your message. The purpose here is not that they solve a problem–you are asking them only to take a small step to solve the problem. suppose that you are trying to persuade your audience to save money for the purchase of a home. Would you ask them to put aside $20,000 so that they can have a 10% downpayment? No, not realistic; but you could ask them to open an app that allows them to save $5 a week from their checking account. Yes, it’s not the entire goal of your speech, but it is a step toward completing the goal. One more thing: you cannot require your audience to complete the Call for Action. You only have to deliver a realistic one fitting the purposes of your speech. In other words, if you say, “Now, let’s take action for that downpayment. I want you to take out your phone or open your computer. On your phone go to the app store and get [blank], and download it to your phone, or go to this website on your computer.” Once you ask them to DO something, then your job is done. The audience can make the choice or not to follow your instruction, but you have given a call for action to take a step toward solving the problem that you have spoken of earlier in your persuasive speech. As you develop your outlines for the Persuasive Speech, YOU MUST FOLLOW THE MONROE MOTIVATED SEQUENCE IN THE EXACT ORDER. The sequence works because it moves the audience in a psychological sequence; if you alter that sequence you lose the impact on the audience. Persuasive Speech Outline Template Name: Henry Stephens Specific purpose: Covid 19 having a major affect on the economy and businesses. I. Introduction (GRAB AUDIENCE ATTENTION) A. (Attention getter): 1. (Add more detail if necessary.) 2. (If you have a ‘1.,’ you should have a ‘2.’) B. (Explain the topic): 1. (Add more detail if necessary.) 2. (If you have a ‘1.,’ you should have a ‘2.’) C. (Establish your credibility for this topic.) 1. (Add more detail if necessary.) 2. (If you have a ‘1.,’ you should have a ‘2.’) ): [Add a transition sentence here] II. (DEFINE THE PROBLEM): A. (First sub point): 1. (Supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) B. (Second sub point): 1. (Supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) C. (Optional, third sub point) 1. (Supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) [Add a transition sentence here] III. (SATISFY THE PROBLEM/GIVE THE SOLUTION): A. (First sub point): 1. (Supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) B. (Second sub point): 1. (Supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) C. (Optional, third sub point) 1. (Supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) [Add a transition sentence here] IV. (VISUALIZATION) A. (First sub point): 1. (Supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) B. (Second sub point): 1. (Supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) C. (Optional, third sub point) 1. (Supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) [Add a transition sentence here] V. CALL FOR ACTION A. (Review problem): B. (Restate solution C. Tell the audience what they can do NOW—not something in the distant future Something simple that the audience can do immediately) [Put your bibliography here] Running Head: WRITING 1 Annotated Bibliography Henry Stephens Public speaking 03/12/21 Effect Of Corona Virus On The Economy. WRITING 2 Donthu, N., & Gustafsson, A. (2020). Effects of COVID-19 on business and research. Journal of business research, 117, 284. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/PMC7280091 This source clearly describes the extreme effects of the Corona Virus pandemic and engages readers and medical research institutions in establishing mitigation plans in readiness for other pandemics. The content in this journal of business research is highly credible because it provides readers with statistical information regarding the losses felt in the economic sector, the extensive shut down of businesses, and sudden production changes. Having been struck by other pandemics such as Influenza, the world ought to have enough experience with the effects of a pandemic. However, the Coronavirus struck and spread quickly such that every business aspect was changed to conform and adjust to the set regulation to save the economy. Nevertheless, according to the World Bank, every country’s Gross Domestic Product (GDP) dropped due to the measures taken to salvage the sinking economy. This source provides clear information that countries such as the United States suffered considerable drops in sectors such as the hotel and tourism sector where 80% of the hotels ran empty. In comparison, the transport sector cut its labor workforce by 90%. This led the country to suffer huge losses all through the year 2020. Fernandes, N. (2020). Economic effects of coronavirus outbreak (COVID-19) on the world economy. Available at SSRN 3557504. This source elaborates how the effects of Covid 19 are severe and more damaging than those of the previous pandemics, for example, the Influenza and the Severe Acute Respiratory Syndrome (SARS). This source’s credibility is seen whereby information gathered was revised and re-evaluated from time to time as the pandemic took different turns, the virus took different WRITING shape adjustments, and containment measures were established to avoid the spread of the virus. This source describes how service-oriented industries were severely hit as the workforce was directed to quarantine, work from home and avoid movements. Research carried out on thirty countries proves that every nation’s GDP was expected to drop by not less than 2.8%, and in extreme measures, it would fall by 15%. In other cases, countries with high foreign trade dependence were severely hit as poverty levels increased drastically. 3 WRITING 4 References Donthu, N., & Gustafsson, A. (2020). Effects of COVID-19 on business and research. Journal of business research, 117, 284. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/PMC7280091 Fernandes, N. (2020). Economic effects of coronavirus outbreak (COVID-19) on the world economy. Available at SSRN 3557504. Purchase answer to see full attachment Tags: public speaking entrepreneurs central banks coronavirus disease economy and businesses User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.