Conspiracy Theory Outline Speech Builder

Attached are the templates and examples the professor has provided to assist in helping to do the assignment and I have already started the outline as well for the GMO conspiracy theory. And I am attaching that. It just needs to be added to. I will be using this to do my speech off of. I have also attached the assignment description.

Informative Speech

Student Name:

Section: 004

General Purpose: to inform

Specific Purpose: Today, I am going to talk about the Polish culture that is celebrated each summer at this Pierogi fest.

Thesis Statement: The Pierogi Fest is a celebration of Polish culture in Whiting, Indiana which embraces tradition through food, music, and dress

Organizational Pattern: Topical

Introduction

I. Americans consume more than 31 million pierogis a year, and nearly 300,000 are consumed at the Whiting Pierogi fest alone. In fact, the largest edible pierogi in the world was made during the Whiting Pierogi fest and weighed 92 pounds. (Polska Food, 2013)

II. Today, I am going to talk about the Polish culture that is celebrated each summer at this Pierogi fest.

III. Many of you may think you have never had a Pierogi, but you have most likely had variations. Pierogis are like the Polish version of dumplings or empanadas.

IV. I have gone to the pierogi fest every year with my family since I was a little girl. Since my family is Polish, we are able to identify with the culture at the fest.

V. The Pierogi Fest is a celebration of Polish culture in Whiting, Indiana which embraces its tradition through food, music, and dress.

Transition: To begin, I am going to clarify to you what exactly a pierogi is.

Body

I. The most important element of the Pierogi Fest is the Pierogi of course!

A. A pierogi is a delicate dumpling made out of unleavened dough and filled with different ingredients. (Polska Foods, 2013)

1. Traditional

a. Potato

b. Sauerkraut

c. Meat

d. Cheese

2. Non-traditional- filled with anything else

a. Breakfast pierogi

(1.) Scrambled eggs

(2.) Sausage gravy

(3.) Corn beef hash

b. Dessert pierogi

(1.) Fried apple pierogi

(2.) Peach Cobbler pierogi

c. Americanized pierogi

(1.) Pizza pierogi

(2.) Taco pierogi

(3.) Buffalo chicken pierogi

Transition: Although all of the vendors come together to sell these delicious pierogis, the way they are prepared and served vary from booth to booth.

B. At the fest, pierogis are served in 2 different ways.

1. Boiled

a. Lathered in butter

b. Rubbery

c. Consistency of a dumpling

2. Boiled, then fried in butter

a. Crisper

b. Consistency of a pot sticker

3. Whatever the method, most pierogis at the fest are served with a side of sour cream or apple sauce for dipping.

4. Often times polish sausage and sauerkraut are served on the side as well.

Transition: Even though the Pierogi Fest is mainly about the food, you can always learn about different essentials of the Polish culture as well.

II. The next, most important element of culture that the Pierogi Fest reveals is the music played there. (Enge, 2016)

A. Traditional Polish Polka bands play.

1. Instruments

a. Accordion

b. Clarinet

c. Trumpet

d. Trombone

e. Tuba

2. Singers

Transition: While different bands play their polkas for the crowd, there is often times traditional Polish dancing going on along with it.

B. Traditional Polish Dancers dance to the music.

1. Basic Polish Steps

a. Skipping Forward

b. Galloping

c. Basic Turns

d. Pivots

2. Who do I dance with?

a. Circle dancing (group)

b. Couple dancing

Transition: Along with music and food, dress can also be observed at the festival.

III. Especially during the official Pierogi fest parade, one will be able to see all the different traditional Polish outfits being worn, which is the third element of the celebration. (Polish Dress, 2014)

A. The traditional folk costume looks like peasant clothing.

1. Krakow

2. Kaftan

3. Gorals

4. Opoczno

Transition: All of these significant pieces of clothing are portrayed throughout the parade, and these are also representative of different regions in Poland.

B. Babushka Clothes

1. Babushka- translates to grandma

2. “grandma outfits”

Transition: It is important to understand that although the festival is named after only the food element of the fest, other important factors play into celebrating the culture as well.

Conclusion

I. Therefore, the Pierogi fest is a wonderful way to learn about Polish cultures and traditions through food, music, and dress.

II. Even if you are not Polish, I think it is important to learn about new cultures and traditions so that we are more culturally diverse. It is important understand people of a different background.

III. For that reason, the pierogi fest is a great experience.

References

Enge, N. (2016). Polish polka. Retrieved from http://www.dancingmoves.us/polka/

Polska Foods (2013). Facts and history about Pierogi. Retrieved from http://www.polskafoods.com/polish-food/facts-history-about-pierogi

The Lovely Planet (2014, December 11). Traditional dress of Poland: Truly symbolic in the Polish culture. Retrieved from http://www.thelovelyplanet.net/traditional-dress-of-poland-truly-symbolic-in-the-polish-culture/

Informative Speech Outline Template

Kathy Pine

General Purpose: to inform

Specific Purpose/ Topic Statement (FS): The idea that Aids was created by the US is a clear example of a perfect definition of a conspiracy theory.

Central Idea/ Preview Statement (FS): I will begin with a background on how the information was spread, why it received notice, and the potential outcomes of the misinformation.

Organizational Pattern: Topical

Introduction (All elements in Full Sentences)

I. (Attention Getting Device): How many of you would believe that the Aids virus was a manmade virus created by the US?

II. (Reveal Topic- Specific Purpose from Heading): The idea that Aids was created by the US is a clear example of a perfect definition of a conspiracy theory.

III. (Connect to Audience/ Listening Reason): Today’s generation is less aware of the Aids epidemic because we have managed to treat the virus and it has diverted our attention from finding a cure.

IV. (Establish Credibility/ Personal experience or Research): Being born in the 80’s, living through the 90’s, having read an NPR article really think about…

V. (Central Idea/ Preview main points): I will begin with a background on how the information was spread, why it received notice, and the potential outcomes of the misinformation.

Transition: It’s important to start with the spread of information.

Body

I. The idea that Aids was created in the US was propaganda spread by…

A. Supporting information for first main point (FS)

1. First detail of support for A

2. Second detail of support for A

(Transition)

B. Supporting information for first main point (FS)

1. First detail of support for B

2. Second detail of support for B

(Transition)

C. Supporting information for first main point (FS)

Transition: Transition statement connecting first and second main points (FS)

II. Second main point as stated in preview “with quotation” (Flanders, 1990). (FS)

A. Supporting information for second main point (FS)

1. First detail of support for A

a. Further detail of 1

b. Further detail of 1

2. Second detail of Support for A

(Transition)

B. Supporting information for second main point (FS)

1. First detail for B

2. Second detail for B

Transition: Transition statement connecting second and third main point (FS)

III. Third main point as stated in preview paraphrased. (Flanders, 1990) (FS)

A. Supporting information for third main point (FS)

(Transition)

B. Supporting information for third main point (FS)

(Transition)

C. Supporting information for third main point (FS)

1. First detail of support for C

a. Further detail of 1

b. Further detail of 1 (Satalkar, 2010)

c. Further detail of 1

2. Second detail of support for C

Transition: Transition to conclusion (FS)

Conclusion (All elements in Full Sentences)

I. (Reinforce Central Idea/ Summarize main points): (same order/ reverse order): We learned about the Aids virus and how it was introduced, propagated, and affected society.

II. (Concluding Device- connect to larger context, refer back to introduction, or connect to audience):

References (In APA Format)

Flanders, J. (1990). The art of conversation: Speaking in America. New York: Jakers Publishing Co.

Satalkar, B. (2010, July 15). Water aerobics. Retrieved from http://www.buzzle.com

Indiana State University

COMM101- Introduction to Public Communication

Speech/ Outline (Chapters 11-14)

Learning Objectives

· To practice organizing and preparing an informative/ persuasive speech.

· To practice delivering a speech using extemporaneous speaking style.

· To practice organizing and structuring a speech outline.

· To practice creating a digital video.

· To practice citing information to avoid plagiarism.

Outline Assignment Description (50 Points)

A formal outline is required according to the instructor’s specifications outlined in your text companion. You should submit a well-organized, typed outline of your speech saved as a PDF, printed from the Outline Builder.

Include parenthetical internal citations and a bibliography in APA format.

Submission: Follow instructions to submit the outline to BB on the scheduled due date.

Speech Assignment Description (100 Points)

The Speech Assignment is a short speech in which you explain or describe to teach, share, or present information for value or passive agreement/action. Deliver the speech with an Extemporaneous (Extemporaneous speaking is one of the most natural methods for delivering a prepared speech. You can use an extemporaneous speech to achieve a more natural tone, flow and style with the audience) style.

At least 5 sources are required for this speech (outside of personal experience or peer testimony). Cite your speech verbally. Sources may include written sources (books, magazines, journal articles, and newspapers), electronic sources and expert interviews. However, you must use respected, credible sources.  Additionally, vary your use of the sources such as example, definition, testimony, statistics, illustrations, etc. 

Time: The Speech Assignment is a short 5-7 minute speech.

Topic Selection: Choose a conspiracy theory as the topic for your speech (Informative). Anything goes but keep in mind you will be educating or teaching your audience. I really want you to think about yourself and your personality. What speaks to you about your career, your world, or your experiences that matter?

Delivery: Extemporaneous, which means that it is prepared in advance, which includes rehearsing it. Use a conversational speaking style that is natural. Keep movements and gestures natural. Use notes to aid in delivery but do not read from computer or a manuscript.

Visual (50 Points)

Visual: Visual aid is required for this speech.

You will incorporate a visual to aid in the presentation. Consider if the audience can see and read the visual clearly. Additionally, it should be attractive to the eye. All visuals should add informative value to the speech. You may show on a device (laptop or ipad) or print. Delivery of visual additions are graded (facial expressions and gesture/ discussion of visual). Be creative!

To create a data visualization for extra credit (be sure that you mouse over the templates and choose a free one):

https://www.canva.com/

Create a design> Infographic

Materials and Technology Needed

· APA Style Guide:

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

Record & Submit

To Record your speech, you will use the textbook companion> Go React (see information in Module> Weekly folder)

Assessment Informative Speech Rubric

Topic Selection 10

Introduction 10

Body 10

Conclusion 10

Delivery 10

Visual Support (Data Visual) 50

Organization 10

Language 10

Audience Adaptation 10

Preparation 10

Statement of Central Idea 10

Informative Speech Outline Template

Student Name

General Purpose:

Specific Purpose/ Topic Statement (FS):

Central Idea/ Preview Statement (FS):

Organizational Pattern:

Introduction (All elements in Full Sentences)

I. (Attention Getting Device):

II. (Reveal Topic- Specific Purpose from Heading):

III. (Connect to Audience/ Listening Reason):

IV. (Establish Credibility/ Personal experience or Research):

V. (Central Idea/ Preview main points):

Transition: Transition to first main point (FS)

Body

I. First main point as stated in preview (FS)

A. Supporting information for first main point (FS)

1. First detail of support for A

2. Second detail of support for A

(Transition)

B. Supporting information for first main point (FS)

1. First detail of support for B

2. Second detail of support for B

(Transition)

C. Supporting information for first main point (FS)

Transition: Transition statement connecting first and second main points (FS)

II. Second main point as stated in preview “with quotation” (Flanders, 1990). (FS)

A. Supporting information for second main point (FS)

1. First detail of support for A

a. Further detail of 1

b. Further detail of 1

2. Second detail of Support for A

(Transition)

B. Supporting information for second main point (FS)

1. First detail for B

2. Second detail for B

Transition: Transition statement connecting second and third main point (FS)

III. Third main point as stated in preview paraphrased. (Flanders, 1990) (FS)

A. Supporting information for third main point (FS)

(Transition)

B. Supporting information for third main point (FS)

(Transition)

C. Supporting information for third main point (FS)

1. First detail of support for C

a. Further detail of 1

b. Further detail of 1 (Satalkar, 2010)

c. Further detail of 1

2. Second detail of support for C

Transition: Transition to conclusion (FS)

Conclusion (All elements in Full Sentences)

I. (Reinforce Central Idea/ Summarize main points):

II. (Concluding Device- connect to larger context, refer back to introduction, or connect to audience):

References (In APA Format)

Flanders, J. (1990). The art of conversation: Speaking in America. New York: Jakers Publishing Co.

Satalkar, B. (2010, July 15). Water aerobics. Retrieved from http://www.buzzle.com

Conspiracy Theory Outline

Title: Conspiracy Theory
Topic: Are GMOs being used to reduce the World Population?
Purpose: To prove or disprove conspiracy theories through my resarch findings.
Thesis Statement: 

??Today, I hope to persuade you why the??claim of GMOs having an effect on infertility is false.

AUDIENCE

• Situation: My audience will be made up of people interested in conspiracy theories, particularly people who may have had infertility issues.
• Setting: From my home at my desk.
• Demographics: My audience will be my classmates and my professor.
• Attitudes: My audience’s attitude all seemed to have different opinions on the matter.??
• Knowledge: Some have researched this topic before and some were interested to see what I have found out about the topic.

Introduction

1. What will Rockefeller and Ford foundations and Monsanto gain from shrinking the world population?

??Today, I hope to persuade you why the??claim of GMOs having an effect on infertility is false.

2. ??There are that Monsanto belongs to Agenda 21, a secret program that the Rockefeller and Ford foundations introduced to use GMOs to reduce the world population.
3. I have spent countless hours researching this topic.
4. Today we will take a look at the information I have researched and examine the truths of the articles as well.

Body

1. The conspiracy theory associates GMO foods with infertility. However, I reviewed numerous research articles, and there is no evidence linking GMO foods to infertility.??
   For instance, in their study, Keshani et al. (2020) found out that GM foods do not cause any infertility issues, including sperm abnormality, motility, and sperm head.

TRANSITION: There are numerous articles articles I?? have researched.

1. Despite evidence from researchers, some people still believe in the conspiracy theory.
   A poll by the Journal of the American Medical Association revealed that 19 percent of people believe in the GMO conspiracy theory, 12 percent supported it, but 42 percent disagreed (Oliver, 2014).

TRANSITION: ??Despite evidence from researchers, some people still believe in the conspiracy theory. A poll by the Journal of the American Medical Association revealed that 19 percent of people believe in the GMO conspiracy theory, 12 percent supported it, but 42 percent disagreed (Oliver, 2014).??

Conclusion

1. In conclusion…
2.  Today, I hope to persuade you why the claim of GMOs having an effect on infertility is false.
3. Understand the effects of GMOs.
4. What will Rockefeller and Ford foundations and Monsanto gain from shrinking the world population? How can scientists not find evidence linking GMO foods to infertility, yet the conspiracy theory is still popular? Isn???t it ironic that people, especially those in developing countries, die from hunger every year, yet we are worried GMO foods will shrink the population?I believe Monsanto just wants to address world hunger using GMOs.

Presentation Aids

• I will show the percentages on a chart of my research 

References

• Keshani, P., Sharifi, M. H., Heydari, M. R., & Joulaei, H. (2020). The effect of genetically modified food on infertility indices: A systematic review study. The Scientific World Journal, 2020, 1424789. https://doi.org/10.1155/2020/1424789
• Norris, M.L. (2015, August 10). Will GMOs hurt my body? The public???s concerns and how scientists have addressed them. Harvard University. http://sitn.hms.harvard.edu/flash/2015/will-gmos-hurt-my-body/
• Oliver, J.E. (2014).Medical conspiracy theories and health behaviors in the United States. JAMA Internal Medicine, 174(5), 817-819. https://doi.org/10.1001/jamainternmed.2014.190
• Paarlberg, R. (2014). A dubious success: The NGO campaign against GMOs. GM Crops & Food, 5(3), 223???228. https://doi.org/10.4161/21645698.2014.952204
• Zhang, W., Xue, J., Folmer, H., & Hussain, K. (2019). Perceived risk of genetically modified foods among residents in Xi???an, China: A structural equation modeling approach. International Journal of Environmental Research and Public Health, 16(4), 574. https://doi.org/10.3390/ijerph16040574