Speech Analysis Essay Guidelines

1) Watch an online speech/presentation of 15 minutes or longer.

OR

MTSU Speech Contest Videos Watch 3 speeches from the previous MTSU speech contests.

2. Write a speech analysis essay of 3-5 pages (Ariel, 12 point font, double-spaced, full-sentence and paragraph format). This gives you the opportunity to take what you have learned this semester and apply it outside the course. It is best to complete this assignment later in the semester, but it can be done any time as long as you review the material so that you can appropriately use the terms and concepts in your analysis.

PART I: List the speaker, date, location, & topic, and describe the audience. Describe each of these elements and analyze the effect that each of these elements had on the speaker and/or speech (1/2 to 1 page).

PART II: Describe and analyze the effectiveness of each part of the speaker’s introduction (attention getter, revelation of topic, statement of credibility, statement of central idea, preview of main points) (1/2 to 1 page).

PART III: Summarize each of the speaker’s main points. What pattern of organization did the speaker utilize? Was this effective? Why or why not (1/2 to 1 page).

PART IV: Describe and analyze the effectiveness of the evidence/supporting material that the speaker used (1/2 to 1 page).

PART V: Describe and analyze the effectiveness of the speaker’s language (1/2 to 1 page).

PART VI: Describe and analyze the effectiveness of the speaker’s delivery (1/2 to 1 page).

PART VII: Describe and analyze the effectiveness of each part of the speaker’s conclusion (1/2 to 1 page).

Speech Analysis Essay: Essays will be evaluated on the basis of the following criteria:

A = Thoughtful, insightful, excellent discussion and application of chapter theory and concepts; vivid, concrete examples used to support ideas; well organized; appropriate use of grammar and spelling. ‘A’ papers are above and beyond what is expected, and are always of very high quality.

B = Thoughtful, good discussion and application of chapter theory and concepts; examples used to support ideas have some vivid, concrete detail; well organized; appropriate use of grammar and spelling. ‘B’ papers are good, but lack the excellence need for an ‘A’ grade.

C = Some application of chapter theory and concepts; dearth of examples with vivid, concrete detail to support ideas; fair organization; some grammar and spelling errors; some directions ignored; ‘C’ papers are usually shorter than required and lack evidence of the time and thought that goes into an ‘A’ paper.

D = Little application of chapter theory and concepts; few if any examples with vivid, concrete detail to support ideas; several grammar and spelling errors; did not follow directions.

F = Did not turn in paper; did not complete all parts of the assignment; or turned in disorganized, error-riddled paper.

EXL Designation: This assignment provides a hands-on learning experience to students.

MT Engage Designation: The following five student indicators, adapted from the AACU Value Rubric for Integrative Thinking, are used to assess students’ integrative/reflective thinking.
A description of how this assignment meets the criteria is in blue.

1) The ability to connect relevant experiences and academic knowledge (connections to experience)
Students will have the opportunity to apply the effective public speaking principles they learn in the class to a live speaking event.
2) The ability to make connections across disciplines and perspectives (connections to discipline)
Students will have the opportunity to use what they have learned in other courses in their analysis of the content of the speech.
3) The ability to adapt and apply information to new situations (transfer)
Students will transfer what they learned about public speaking while watching speech videos to a live speaking event.
4) The ability to use effective, appropriate, and various forms of communication to enhance the quality of their assignments (effective and integrated communication).
Students will use listening skills in analyzing the content of the speech. Students will observe and analyze the non-verbal communication of the speaker.
5) The ability to demonstrate a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts, especially as it relates to their personal and professional development (self-assessment and reflection).
Students will write an analysis of the speaker and speaking event. They will have the opportunity to reflect on their own speaking experiences in comparison to the speaker being analyzed.