Posted: March 12th, 2023
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Research Assignment for Speech 1311
1. You will research and find 5 credible sources for your speech topic. You should do more than a generic web-search. Look at credible sources. Use the DCCCD Library Databases, search the websites of credible news outlets like Time, Newsweek, and US News and World Report, look at relevant government websites.
2. Read each source and find at least 1 piece of supporting material within that source.
a. Definition
b. Example
c. Statistic
d. Image
e. Story
f. Testimonial
3. Using the supplied template, create an entry for each source.
a. Identify the type of source.
b. Provide the bibliographic reference for the work cited following correct Modern Language Association (MLA) format
c. Include a piece of supporting material. Obviously, each source will yield more than one piece of supporting material. You’re seeking to demonstrate your understanding of how supporting material for a speech is drawn from a source.
d. Identify the type of supporting material.
e. Demonstrate how you will cite the source orally in the speech. This is called the “oral footnote.” It is different than the bibliographic reference. Both are important. Citing correctly in writing is done using very strict formatting rules. Citing a source in speech is a bit more fluid and contextual. At the very least, tell us from whom you received the information. For example, “Andy Mangum” or “The Center for Disease Control.” Follow that up with a quick statement as to why we should find this source credible, “Andy Mangum, instructor of speech communication at Dallas College” then tells us where the information was found, “in an essay he wrote for
Teaching Speech to Brilliant Students,” and then state the verb “said,” Or “wrote” or “explained” (whatever). All together, “Andy Mangum, instructor of speech communication at Dallas College, in an essay for
Teaching Speech to Brilliant Students, said, ‘A pithy quotation is a gift.’”
Research Assignment
Ima Cleaner
Speech 1315
Persuasive Research Assignment
|
Element |
Completion |
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|
Type of Source |
☐ Book ☐Magazine/Periodical ☐Scholarly Journal ☐Government Website ☒Website/Blog |
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|
Works Cited Citation |
Center for Disease and Prevention. “Antibiotic/Antimicrobial Resistance: Glossary.” CDC.gov. July 22, 2010. Web. October 22, 2014. |
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|
Piece of supporting material from the source |
“Antimicrobial resistance is the result of microbes changing in ways that reduce or eliminate the effectiveness of drugs, chemicals, or other agents to cure or prevent infections.” |
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Type of Supporting Material |
☒ Definition ☐Testimony ☐Example ☐Statistics ☐Story |
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|
Oral Footnote |
The Center for Disease Control explains, “Antimicrobial resistance is the result of microbes changing in ways that reduce or eliminate the effectiveness of drugs, chemicals, or other agents to cure or prevent infections.” |
|
☐ Book ☐Magazine/Periodical ☒Scholarly Journal ☐Government Website ☐Website/Blog |
|
Fleming, Alexander. “Penicillin.” Nobel Prize for Medicine Lecture. Stockholm, Sweden. December 11, 1945. p. 93, |
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“It is not difficult to make microbes resistant to penicillin in the laboratory by exposing them to concentrations not sufficient to kill them, and the same thing has occasionally happened in the body.” |
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☐ Definition ☒Testimony ☐Example |
|
Alexander Fleming, the Nobel Prize Recipient who discovered penicillin described how repeatedly exposing microbes to penicillin could help them “learn” how to resist penicillin. Microbes that survive a low-dosage round of anti-biotics learn how to overcome the antibiotics. |
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☐ Book
☒Magazine/Periodical ☐Scholarly Journal |
|
Ginta, Daniela. “Antibiotic Resistance: What You Need To Know To Stay Healthy.” |
|
Piece of supporting material from the source
17 Million people die of infections every year. p. 46, |
|
☐ Definition ☐Testimony ☐Example ☒Statistics ☐Story |
|
According to Daniela Ginta writing for |
Research Assignment
Name
Persuasive Speech Research Assignment
SPCH 1321
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Element
|
Completion |
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|
Type of Source |
☐ Book ☐Magazine/Periodical ☐Scholarly Journal ☐Government Website ☐Website/Blog |
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Works Cited Citation |
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Piece of supporting material from the source |
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Type of Supporting Material |
☐ Definition ☐Testimony ☐Example ☐Statistics ☐Story |
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|
Oral Footnote |
Element
Completion
Type of Source
☐ Book
☐Magazine/Periodical
☐Scholarly Journal
☐Government Website
☐Website/Blog
Works Cited Citation
Piece of supporting material from the source
Type of Supporting Material
☐ Definition
☐Testimony
☐Example
☐Statistics
☐Story
Oral Footnote
Element
Completion
Type of Source
☐ Book
☐Magazine/Periodical
☐Scholarly Journal
☐Government Website
☐Website/Blog
Works Cited Citation
Piece of supporting material from the source
Type of Supporting Material
☐ Definition
☐Testimony
☐Example
☐Statistics
☐Story
Oral Footnote
Element
Completion
Type of Source
☐ Book
☐Magazine/Periodical
☐Scholarly Journal
☐Government Website
☐Website/Blog
Works Cited Citation
Piece of supporting material from the source
Type of Supporting Material
☐ Definition
☐Testimony
☐Example
☐Statistics
☐Story
Oral Footnote
Element
Completion
Type of Source
☐ Book
☐Magazine/Periodical
☐Scholarly Journal
☐Government Website
☐Website/Blog
Works Cited Citation
Piece of supporting material from the source
Type of Supporting Material
☐ Definition
☐Testimony
☐Example
☐Statistics
☐Story
Oral Footnote
Unit 4—Research Assignment Grading Rubric
|
Item |
Full Credit (8 points) |
Majority Credit (6 points) |
Half Credit (4 points) |
Partial Credit (2 points) |
No Points |
|
MLA Format |
All five sources are given in correct MLA format |
All but one source is given in correct MLA format |
Two or three sources given in correct MLA format. |
One source given in correct MLA format. |
No sources were given in correct MLA Format. |
|
Type of Source Identified |
Each of five sources is identified as to type of source—Book, Magazine/Newspaper, Scholarly Journal, Government Website, Website or Blog. |
All but one source type is identified |
Two or three source types identified. |
One source-type is identified |
Source identification is not given for any of the sources. |
|
Piece of Supporting Material Given. |
(1) A single piece of supporting material is given from each source. (2) Differentiation: If more than one piece of supporting material is taken from a source, these pieces are clearly differentiated from one another with a space or numbering. (3) Direct quotations are clearly identified with quotation marks. |
With only one exception, a piece of supporting material is taken from each source, supporting items are differentiated, and quotation marks used for direct quotations. |
With two or three sources a piece supporting material is taken, supporting items are differentiated, and quotation marks used for direct quotations. |
Piece of supporting material only accompanies one source |
No supporting materials are drawn from any of the sources. |
|
Type of Supporting Material |
Each piece of supporting material is identified by the type of supporting material—definition, testimony, example, statistics, or story. |
With one exception Each piece of supporting material is identified by the type of supporting material. |
Two or three pieces of supporting material, the type of supporting material is identified. |
In only one instance, the type of supporting material is identified. |
No pieces of supporting material are identified by type. |
|
Oral Footnote |
For each source, the student has included the way the source will be identified orally when the speech is given. This includes giving the author or organizations name, providing a short description as to their credibility to address the subject, and the location and date for the source. |
With one exception, the student has completely included the way the each source will be identified orally when the speech is given. |
With two or three exceptions, the student has completely included the way the each source will be identified orally when the speech is given. |
In only one instance has the student provided a complete oral footnote |
No oral footnotes are given or they are all incomplete. |
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