57 Constructing a Persuasive Speech
In a sense, constructing your persuasive speech is the culmination of the skills you have learned already. In another sense, you are challenged to think somewhat differently. While the steps of analyzing your audience, formulating your purpose and central idea, applying evidence, considering ethics, framing the ideas in appropriate language, and then practicing delivery will of course apply, you will need to consider some expanded options about each of these steps.
Formulating a Proposition
As mentioned before, when thinking about a central idea statement in a persuasive speech, we use the terms “proposition” or claim. Persuasive speeches have one of four types of propositions or claims, which deter- mine your overall approach. Before you move on, you need to determine what type of proposition you should have (based on the audience, context, issues involved in the topic, and assignment for the class).
Proposition of Fact
Speeches with this type of proposition attempt to establish the truth of a statement. The core of the proposition (or claim) is not whether something is morally right and wrong or what should be done about the topic, only that a statement is supported by evidence or not. These propositions are not facts such as “the chemical symbol for water is H20” or “Barack Obama won the presidency in 2008 with 53% of the vote.” Propositions or claims of fact are statements over which persons disagree and there is evidence on both sides, although probably more on one than the other. Some examples of propositions of fact are:
Converting to solar energy can save homeowners money.
John F. Kennedy was assassinated by Lee Harvey Oswald working alone.
Experiments using animals are essential to the development of many life-saving medical procedures.
Climate change has been caused by human activity.
Granting tuition tax credits to the parents of children who attend private schools will perpetuate educational inequality.
Watching violence on television causes violent behavior in children.
William Shakespeare did not write most of the plays attributed to him.
John Doe committed the crime of which he is accused.
Notice that in none of these are any values—good or bad—mentioned. Perpetuating segregation is not portrayed as good or bad, only as an effect of a policy. Of course, most people view educational inequality negatively, just as they view life-saving medical procedures positively. But the point of these propositions is to prove with evidence the truth of a statement, not its inherent value or what the audience should do about it. In fact, in some propositions of fact no action response would even be possible, such as the proposition listed above that Lee Harvey Oswald acted alone in the assassination of President Kennedy.
Proposition of Definition
This is probably not one that you will use in your class, but it bears mentioning here because it is used in legal and scholarly arguments. Propositions of definitions argue that a word, phrase, or concept has a particular meaning. Remembering back to Chapter 7 on supporting materials, we saw that there are various ways to define words, such as by negation, operationalizing, and classification and division. It may be important for you to define your terms, especially if you have a value proposition. Lawyers, legislators, and scholars often write briefs, present speeches, or compose articles to define terms that are vital to defendants, citizens, or disciplines. We saw a proposition of definition defended in the Supreme Court’s 2015 decision to redefine marriage laws as applying to same-sex couples, based on arguments presented in court. Other examples might be:
The Second Amendment to the Constitution does not include possession of automatic weapons for private use.
Alcoholism should be considered a disease because…
The action committed by Mary Smith did not meet the standard for first-degree murder.
Thomas Jefferson’s definition of inalienable rights did not include a right to privacy.
In each of these examples, the proposition is that the definition of these things (the Second Amendment, alcoholism, crime, and inalienable rights) needs to be changed or viewed differently, but the audience is not asked to change an attitude or action.
Propositions of Value
It is likely that you or some of your classmates will give speeches with propositions of value. When the proposition has a word such as “good,” “bad,” “best,” “worst,” “just,” “unjust,” “ethical,” “unethical,” “moral,” “immoral,” “beneficial,” “harmful,” “advantageous,” or “disadvantageous,” it is a proposition of value. Some examples include:
Hybrid cars are the best form of automobile transportation available today.
Homeschooling is more beneficial for children than traditional schooling.
The War in Iraq was not justified. Capital punishment is morally wrong.
Mascots that involve Native American names, characters, and symbols are demeaning.
A vegan diet is the healthiest one for adults.
Propositions of value require a first step: defining the “value” word. If a war is unjustified, what makes a war “just” or “justified” in the first place? That is a fairly philosophical question. What makes a form of transportation “best” or “better” than another? Isn’t that a matter of personal approach? For different people, “best” might mean “safest,” “least expensive,” “most environmentally responsible,” “stylish,” “powerful,” or “prestigious.” Obviously, in the case of the first proposition above, it means “environmentally responsible.” It would be the first job of the speaker, after introducing the speech and stating the proposition, to explain what “best form of automobile transportation” means. Then the proposition would be defended with separate arguments.
Propositions of Policy
These propositions are easy to identify because they almost always have the word “should” in them. These propositions call for a change in policy or practice (including those in a government, community, or school), or they can call for the audience to adopt a certain behavior. Speeches with propositions of policy can be those that call for passive acceptance and agreement from the audience and those that try to instigate the audience to action, to actually do something immediately or in the long-term.
Our state should require mandatory recertification of lawyers every ten years.
The federal government should act to ensure clean water standards for all citizens.
The federal government should not allow the use of technology to choose the sex of an unborn child.
The state of Georgia should require drivers over the age of 75 to take a vision test and present a certificate of good health from a doctor before renewing their licenses.
Wyeth Daniels should be the next governor of the state.
Young people should monitor their blood pressure regularly to avoid health problems later in life.
As mentioned before, the proposition determines the approach to the speech, especially the organization. Also as mentioned earlier in this chapter, the exact phrasing of the proposition should be carefully done to be reasonable, positive, and appropriate for the context and audience. In the next section we will examine organizational factors for speeches with propositions of fact, value, and policy.
Organization Based on Type of Proposition
Organization for a proposition of fact
If your proposition is one of fact, you will do best to use a topical organization. Essentially that means that you will have two to four discrete, separate arguments in support of the proposition. For example:
Proposition: Converting to solar energy can save homeowners money.
I. Solar energy can be economical to install.
A. The government awards grants.
B. The government gives tax credits.
II. Solar energy reduces power bills.
III. Solar energy requires less money for maintenance.
IV. Solar energy works when the power grid goes down.
Here is a first draft of another outline for a proposition of fact:
Proposition: Experiments using animals are essential to the development of many life-saving medical procedures.
I. Research of the past shows many successes from animal experimentation.
II. Research on humans is limited for ethical and legal reasons.
III. Computer models for research have limitations.
However, these outlines are just preliminary drafts because preparing a speech of fact requires a great deal of research and understanding of the issues. A speech with a proposition of fact will almost always need an argument or section related to the “reservations,” refuting the arguments that the audience may be preparing in their minds, their mental dialogue. So the second example needs revision, such as:
I. The first argument in favor of animal experimentation is the record of successful discoveries from animal research.
II. A second reason to support animal experimentation is that re- search on humans is limited for ethical and legal reasons.
III. Animal experimentation is needed because computer models for research have limitations.
IV. Many people today have concerns about animal experimentation.
A. Some believe that all experimentation is equal.
1. There is experimentation for legitimate medical research.
2. There is experimentation for cosmetics or shampoos.
B. Others argue that the animals are mistreated.
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- There are protocols for the treatment of animals in experimentation.
- Legitimate medical experimentation follows the protocols.
- Some believe the persuasion of certain advocacy groups like PETA.
- Many of the groups that protest animal experimentation have extreme views.
- Some give untrue representations.
To complete this outline, along with introduction and conclusion, there would need to be quotations, statistics, and facts with sources provided to support both the pro-arguments in Main Points I-III and the refutation to the misconceptions about animal experimentation in Subpoints A-C under Point IV.
Organization for proposition of value
A persuasive speech that incorporates a proposition of value will have a slightly different structure. As mentioned earlier, a proposition of value must first define the “value” word for clarity and provide a basis for the other arguments of the speech. The second or middle section would present the defense or “pro” arguments for the proposition based on the definition. The third section would include refutation of the counter arguments or “reservations.” The following outline draft shows a student trying to structure a speech with a value proposition. Keep in mind it is abbreviated for illustrative purposes, and thus incomplete as an example of what you would submit to your instructor, who will expect more detailed outlines for your speeches.
Proposition: Hybrid cars are the best form of automotive transportation available today.
I. Automotive transportation that is best meets three standards.
(Definition)
A. It is reliable and durable.
B. It is fuel efficient and thus cost efficient.
C. It is therefore environmentally responsible.
II. Studies show that hybrid cars are durable and reliable. (Pro-Ar- gument 1)
A. Hybrid cars have 99 problems per 100 cars versus 133 problem per 100 conventional cars, according to TrueDelta, a car analysis website much like Consumer Reports.
B. J.D. Powers reports hybrids also experience 11 fewer engine and transmission issues than gas-powered vehicles, per 100 vehicles.
III. Hybrid cars are fuel-efficient. (Pro-Argument 2)
A. The Toyota Prius gets 48 mpg on the highway and 51 mpg in the city.
B. The Ford Fusion hybrid gets 47 mpg in the city and in the country.
IV. Hybrid cars are environmentally responsible. (Pro-Argument 3)
A. They only emit 51.6 gallons of carbon dioxide every 100 miles.
B. Conventional cars emit 74.9 gallons of carbon dioxide every 100 miles.
C. The hybrid produces 69% of the harmful gas exhaust that a conventional car does.
V. Of course, hybrid cars are relatively new to the market and some have questions about them. (Reservations)
A. Don’t the batteries wear out and aren’t they expensive to replace?
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- Evidence to address this misconception.
- Evidence to address this misconception.
- Aren’t hybrid cars only good for certain types of driving and drivers?
- Evidence to address this misconception.
- Evidence to address this misconception.
- Aren’t electric cars better?
- Evidence to address this misconception.
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Evidence to address this misconception.
Organization for a propositions of policy
The most common type of outline organizations for speeches with propositions of policy is problem-solution or problem-cause-solution. Typically we do not feel any motivation to change unless we are convinced that some harm, problem, need, or deficiency exists, and even more, that it affects us personally. As the saying goes, “If it ain’t broke, why fix it?”As mentioned before, some policy speeches look for passive agreement or acceptance of the proposition. Some instructors call this type of policy speech a “think” speech since the persuasion is just about changing the way your audience thinks about a policy.
On the other hand, other policy speeches seek to move the audience to do something to change a situation or to get involved in a cause, and these are sometimes called a “do” speech since the audience is asked to do something. This second type of policy speech (the “do” speech) is sometimes called a “speech to actuate.” Although a simple problem-solution organization with only two main points is permissible for a speech of actuation, you will probably do well to utilize the more detailed format called Monroe’s Motivated Sequence.
This format, designed by Alan Monroe (1951), who wrote a popular speaking textbook for many years, is based on John Dewey’s reflective thinking process. It seeks to go in-depth with the many questions an audience would have in the process of listening to a persuasive speech. Monroe’s Motivated Sequence involves five steps, which should not be confused with the main points of the outline. Some steps in Monroe’s Motivated Sequence may take two points.
- Attention. This is the introduction, where the speaker brings attention to the importance of the topic as well as his or her own credibility and connection to the topic. This step will include the thesis and preview.
- Need. Here the problem is defined and defended. This step may be divided into two main points, such as the problem and the causes of it, since logically a solution should address the underlying causes as well as the external effects of a problem. It is important to make
- Satisfaction. A need calls for satisfaction in the same way a problem requires a solution. This step could also, in some cases, take up two main points. Not only does the speaker present the solution and describe it, but they must also defend that it works and will address the causes of the problem as well as the symptoms.
- Visualization. This step looks to the future either positively or negatively. If positive, the benefits from enacting or choosing the solution are shown. If negative, the disadvantages of not doing anything to solve the problem are shown. There may be times when it is acceptable to skip this step, especially if time is limited. The purpose of visualization is to motivate the audience by revealing future benefits or through fear appeals by showing future harms.
- Action. This can be the conclusion, although if the speaker really wants to spend time on moving the audience to action, the action step should be a full main point and the conclusion saved for summary and a dramatic ending. In the action step, the goal is to give specific steps for the audience to take as soon as possible to move toward solving the problem. Whereas the satisfaction step explains the solution overall, the action step gives concrete ways to begin making the solution happen.
The more concrete you can make the action step, the better. Research shows that people are more likely to act if they know how accessible the action can be. For example, if you want students to be vaccinated against the chicken pox virus (which can cause a serious disease called shingles in adults), you can give them directions to and hours for a clinic or health center where vaccinations at a free or discounted price can be obtained.
In some cases for speeches of policy, no huge problem needs solving. Or, there is a problem, but the audience already knows about it and is convinced that the problem exists and is important. In those cases, a format called “comparative advantages” is used, which focuses on how one possible solution is better than other possible ones. The organizational pattern for this kind of proposition might be topical:
I. This policy is better because…
II. This policy is better because…
III. This policy is better because…
If this sounds a little like a commercial that is because advertisements often use comparative advantages to show that one product is better than another. Here is an example:
Proposition: Owning the Barnes and Noble Nook is more advantageous than owning the Amazon Kindle.
I. The Nook allows owners to trade and loan books to other owners or people who have downloaded the Nook software, while the Kindle does not.
II. The Nook has a color-touch screen, while the Kindle’s screen is black and grey and non-interactive.
III. The Nook’s memory can be expanded through microSD, while the Kindle’s memory cannot be upgraded.
Building Upon Your Persuasive Speech Arguments
Once you have constructed the key arguments and order of points (remembering that if you use topical order, to put your strongest or most persuasive point last), it is time to be sure your points are well supported. In a persuasive speech, there are some things to consider about evidence.
First, your evidence should be from sources that the audience will find credible. If you can find the same essential information from two sources but know that the audience will find the information more credible from one source than another, use and cite the information from the more credible one. For example, if you find the same statistical data on Wikipedia and the U.S. Department of Labor’s website, cite the U.S. Department of Labor (your instructor will probably not accept the Wikipedia site anyway). Audiences also accept information from sources they consider unbiased or indifferent. Gallup polls, for example, have been considered reliable sources of survey data because unlike some organizations, Gallup does not have a cause (political or otherwise) it is supporting.
Secondly, your evidence should be new to the audience. In other words, the best evidence is that which is from credible sources and the audience has not heard before (Reinard, 1988; McCroskey, 1969). If they have heard it before and discounted it, they will not consider your argument well sup- ported. An example is telling people who smoke that smoking will cause lung cancer. Everyone in the U.S. has heard that thousands of times, but 14% of the population still smokes, which is about one in seven (Centers for Disease Control and Prevention, 2017)). Many of those who smoke have not heard the information that really motivates them to quit yet, and of course quitting is very difficult. Additionally, new evidence is more attention-getting, and you will appear more credible if you tell the audience something new (as long as you cite it well) than if you use the “same old, same old” evidence they have heard before.
Third, in order to be effective and ethical, your supporting evidence should be relevant and not used out of context, and fourth, it should be timely and not out of date.
After choosing the evidence and apportioning it to the correct parts of the speech, you will want to consider use of metaphors, quotations, rhetorical devices, and narratives that will enhance the language and “listenability” of your speech. Narratives are especially good for introduction and conclusions, to get attention and to leave the audience with something dramatic. You might refer to the narrative in the introduction again in the conclusion to give the speech a sense of finality.
Next you will want to decide if you should use any type of presentation aid for the speech. The decision to use visuals such as PowerPoint slides or a video clip in a persuasive speech should take into consideration the effect of the visuals on the audience and the time allotted for the speech (as well as your instructor’s specifications). The charts, graphs, or photographs you use should be focused and credibly done.
One of your authors remembers a speech by a student about using seat belts (which is, by the way, an overdone topic). What made the speech effective in this case were photographs of two totaled cars, both of which the student had been driving when they crashed. The devastation of the wrecks and his ability to stand before us and give the speech because he had worn his seat belt was effective (although it didn’t say much for his driving ability). If you wanted an audience to donate to disaster relief after an earthquake in a foreign country, a few photographs of the destruction would be effective, and perhaps a map of the area would be helpful. But in this case, less is more. Too many visual aids will likely distract from your overall speech claim.
Finally, since you’ve already had experience in class giving at least one major speech prior to this one, your delivery for the persuasive speech should be especially strong. Since delivery does affect credibility (Burgoon, Birk, & Pfau, 1990), you want to be able to connect visually as you make your appeals. You want to be physically involved and have vocal variety when you tell dramatic narratives that emphasize the human angle on your topic. If you do use presentation slides, you want them to work in seamlessly, using black screens when the visuals are not necessary.
Conclusion
Your persuasive speech in class, as well as in real life, is an opportunity to share a passion or cause that you believe will matter to society and help the audience live a better life. Even if you are initially uncomfortable with the idea of persuasion, we use it all the time in different ways. Choose your topic based on your own commitment and experience, look for quality evidence, craft your proposition so that it will be clear and audience appropriate, and put the finishing touches on it with an eye toward enhancing your logos, ethos, and pathos.
Something to Think About
Go to YouTube and look for “Persuasive Speeches by College Students.” There are quite a few. Here’s one example:
https://www.youtube.com/watch?v=SNr7Fx-SM1Y.
Do you find this speech persuasive? Why or why not? Based on the content of this chapter, what did the speaker do correctly or perhaps not so correctly that affected his or her persuasiveness?
Sample Outline: Persuasive Speech Using Topical Pattern
By Janet Aguilar
Specific Purpose: To persuade my classmates to eliminate their Facebook use.
Introduction: There she was late into the night still wide awake starring at her phone’s screen. In fact, she had to be at work early in the morning, but scrolling through her Facebook account kept her awake. That girl was me before I deactivated my Facebook account. I honestly could not tell you how many hours I spent on Facebook. In the survey that I presented to you all, one person admitted to spending “too much” time on Facebook. That was me in the past, I spent too much time on Facebook. Time is precious and once it is gone it does not return. So why do you spend precious time on Facebook? Time that could be spent with family, resting, or just being more productive.
Thesis/Preview: Facebook users should eliminate their usage because Facebook can negatively affect their relationships with others, their sleep- ing patterns and health, and their ability to focus on school work.
- Family relationships can be affected by your Facebook usage.
- In the survey conducted in class, 11 of 15 students con- fessed to have ignored someone while they were speaking.
- Found myself ignoring my children while they spoke.
- Noticed other people doing the same thing especially in parks and restaurants.
- According to Lynn Postell-Zimmerman on hg.org, Facebook has become a leading cause for divorce.
- In the United States, 1 in 5 couples mentioned Facebook as a reason for divorce in 2009.
- In the survey conducted in class, 11 of 15 students con- fessed to have ignored someone while they were speaking.
Transition: We have discussed how Facebook usage can lead to poor relationships with people, next we will discuss how Facebook can affect your sleep patterns and health.
- Facebook usage can negatively affect your sleep patterns and health.
- Checking Facebook before bed.
- In my survey 11 students said they checked their Facebook account before bed.
- Staying on Facebook for long hours before bed.
- Research has shown that Facebook can cause depression, anxiety, and addiction.
- According to researchers Steels, Wickham and Acitelli in an article in the Journal of Social & Clinical Psychology titled “Seeing everyone else’s highlight reels: How Facebook usage is linked to depressive symptoms,” because Facebook users only view the positive of their friend’s life they become unhappy with their life and it can lead to becoming depressed and unhappy.
- Marissa Maldonado on psychcentral.com, concluded from recent studies that, “Facebook increases people’s anxiety levels by making them feel inadequate and generating excess worry and stress.”
- Facebook addiction is a serious issue, according to the article “Too much Facebook leads to anger and depression” found on cnn.com and written by Cara Reedy.
- Checking Facebook everywhere we go is a sign of addiction
- Not being able to deactivate your Facebook account.
- Checking Facebook before bed.
Transitions: Many of you have probably never though as Facebook as a threat to your health, but we will now review how it can affect you as a college student.
- Facebook negatively affects students.
- I often found myself on Facebook instead of doing school- work.
- I was constantly checking Facebook which takes away from study time.
- I also found myself checking Facebook while in class, which can lead to poor grades and getting in trouble with the professor.
- A study of over 1,800 college students showed a negative relationship between amount of Facebook time and GPA, as reported by Junco in a 2012 article titled, “Too much face and not enough books” from the journal Computers and Human Behavior.
Conclusion: In conclusion, next time you log on to Facebook try deactivating your account for a few day and see the difference. You will soon see how it can bring positive changes in your family relationships, will avoid future health problems, will help you sleep better, and will improve your school performance. Instead of communicating through Facebook try visiting or calling your close friends. Deactivating my account truly helped me, and I can assure you we all can survive without Facebook.
References
Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance.
Computers in Human Behavior, 28(1), 187-198.
Maldonado, M. (2014). The anxiety of Facebook. Psych Central. Retrieved from http://psychcentral.com/lib/the-anxiety-of-facebook/
Postell-Zimmerman, L. (1995-2015). Facebook has become a leading cause in divorce cases. HG.org. Retrieved from http://www.hg.org/article.as- p?id=27803
Reedy, C. (2015, March 2). Too much Facebook leads to envy and depression. CNNMoney. Retrieved from http://money.cnn.com/2015/03/02/ technology/facebook-envy/
Steers, M. L. N., Wickham, R. E., & Acitelli, L. K. (2014). Seeing everyone else’s highlight reels: How Facebook usage is linked to depressive symp toms. Journal of Social and Clinical Psychology, 33(8), 701-731. DOI: 10.1521/jscp.2014.33.8.701
Sample Outline: Persuasive Speech Using Monroe’s Motivated Sequence Pattern
Speech to Actuate: Sponsoring a Child in Poverty
Specific Purpose: to actuate my audience to sponsor a child through an agency such as Compassion International.
Introduction (Attention Step)
- How much is $38? That answer depends on what you make, what you are spending it for, and what you get back for it. (Grabber)
- $38 per month breaks down to a little more than $1.25 per day, which is probably what you spend on a snack or soda in the break room. For us, it’s not very much. (Rapport)
- I found out that I can provide better health care, nutrition, and even education for a child in Africa, South America, or Asia for the $38 per month by sponsoring a child through Compassion International. (Credibility)
- If I can do it, maybe you can too: (Bridge)
Thesis: Through a minimal donation each month, you can make the life of a child in the developing world much better.
Preview: In the next few minutes I would like to discuss the problem, the work of organizations that offer child sponsorships, how research shows they really do alleviate poverty, and what you can do to change the life of a child
Body
I. The problem is the continued existence and effects of poverty. (Need Step)
A. Poverty is real and rampant in much of the world.
1. According to a 2018 report of the Secretary General of the United Nations, 9.2% of the world lives on less than $1.90 per day.
a. That is 600 million people on the planet.
2. This number is supported by the World Poverty clock of the World Data Lab, which states that 8% of the world’s population lives in extreme poverty.
a. The good news is that this number is one third of what it was in 1990, mostly due to the rising middle class in Asia.
b. The bad news is that 70% of the poor will live in Africa, with Nigeria labeled the “Poverty Capital of the World,” according to the Brookings Institute.
B. Poverty means children do not get adequate health care.
1. One prevalent but avoidable disease is malaria, which takes the lives of 3000 children every day, according to UNICEF.
2. According to the World Health Organization, diarrheal diseases claimed 2.46 million lives in 2012 and is the second leading cause of death of children under 5.
C. Poverty means children do not get adequate nutrition, as stated in a report from UNICEF.
1. Inadequate nutrition leads to stunted growth.
2. Undernutrition contributes to more than one third of all deaths in children under the age of five.
D. Poverty means children are unlikely to reach adult age, according to the CIA World Fact Book quoted on the Infoplease website.
1. Child mortality rate in Africa is 8.04% (percentage dying before age 5), while in North American is .64%
2. Life expectancy in Sub-Saharan Africa is almost 30 years less than in the U.S.
E. Poverty also means children are unlikely to receive education and be trained for profitable work.
1. Nearly a billion people entered the 21st century unable to read a book or sign their names, states the Global Issues website on Poverty Facts.
2. UNESCO, a part of the United Nations, reports that less than a third of adults in Sub-Saharan Africa have completed primary education.
Transition: Although in all respects poverty is better in 2019 than it has been in the past, poverty is still pervasive and needs to be addressed.
Fortunately, some great organizations have been addressing this for many years.
II. Some humanitarian organizations address poverty directly through child sponsorships. (Satisfaction Step)
A. These organizations vary in background but not in purpose. The following information is gleaned from each organization’s websites.
1. Compassion International is faith-based, evangelical.
a. Around since early 1950s, started in Korea.
b. Budget of $887 Million.
c. Serves 1.92 million babies, children, and young adults.
d. Works through local community centers and established churches.
2. World Vision is faith-based, evangelical.
a. Around since the 1950s.
b. Budget of far over $1 Billion.
c. 60% goes to local community programs but more goes to global networks, so that 86% goes to services.
d. World Vision has more extensive services than child sponsorship, such as water purification and disaster relief.
e. Sponsors three million children across six continents
3. Children International is secular.
a. Around since 1936.
b. Budget of $125 Million.
c. 88% of income goes directly to programs and children.
d. Sponsors children in ten countries on four continents
e. Sponsors X across X continents
4. Save the Children is secular, through…
a. One hundred years of history, began in post WWI Europe.
b. Budget of $880 Million.
c. 87% goes to services.
d. Sponsors 134 million children in 120 countries, including 450,000 in U.S.
5. There are other similar organizations, such as Child- Fund and PlanUSA.
B. These organizations work directly with local community, on-site organizations.
1. The children are involved in a program, such as after school.
2. The children live with their parents and siblings.
3. The sponsor’s donation goes for medicine, extra healthy, nutritious food, shoes for school, and other items.
4. Sponsors can also help donate for birthdays and holidays to the whole family to buy food or farm animals.
Transition: Of course, any time we are donating money to an organization, we want to be sure our money is being effectively and ethnically used.
III. This concern should be addressed in two ways: Is the money really helping, and are the organizations honest? (Continuation of Satisfaction Step)
A. The organizations’ honesty can be investigated.
1. You can check through Charity Navigator.
2. You can check through the Better Business Bureau-Charity.
3. You can check through Charity Watch.
4. You can check through the organizations’ websites.
B. Secondly, is sponsoring a child effective? Yes.
1. According to Bruce Wydick, Professor of Economics at the University of San Francisco, child sponsorship is the fourth most effective strategy for addressing poverty, behind water purification, mosquito nets, and deworming treatments.
2. Dr. Wydick and colleagues’ work has been published in the prestigious Journal of Political Economy from the University of Chicago.
3. He states, “Two researchers and I recently carried out a study (sponsored by the U.S. Agency for International Development) on the long-term impacts of Compassion International’s child sponsorship program. The study, gathering data from over 10,000 individuals in six countries, found substantial impact on adult life outcomes for children who were sponsored through Compassion’s program during the 1980s and ’90s…In adulthood, formerly sponsored children were far more likely to complete secondary school and had a much higher chance of having a white-collar job. They married and had children later in life, were more likely to be church and community leaders, were less likely to live in a home with a dirt floor and more likely to live in a home with electricity.”
Transition: To this point I have spoke of global problems and big solutions. Now I want to bring it down to real life with one example.
IV. I’d like to use my sponsored child, Ukwishaka in Rwanda, as an example of how you can. (Visualization Step)
A. I have sponsored her for five years.
B. She is now ten years old.
C. She lives with two siblings and both parents.
D. She writes me, I write her back, and we share photos at least every two months.
E. The organization gives me reports on her project.
F. I hope one day to go visit her.
G. I believe Ukwishaka now knows her life can be more, can be successful.
Transition: We have looked at the problem of childhood poverty and how reliable, stable nongovernmental organizations are addressing it through child sponsorships. Where does that leave you?
- I challenge you to sponsor a child like Ukwishaka. (Action Step)
- Although I sponsor her through Compassion International, there are other organizations.
- First, do research.
- Second, look at your budget and be sure you can do this.
- You don’t want to start and have to stop.
- Look for places you “waste” money during the month and could use it this way.
- Fewer snacks from the break room, fewer movies at the Cineplex, brown bag instead of eating out.
- Talk to a representative at the organization you like.
- Discuss it with your family.
- Take the plunge. If you do.
- Write your child regularly.
Consider helping the family, or getting friends to help with extra gifts.
Conclusion
I. In this speech, we have taken a look at the state of poverty for children on this planet, at organizations that are addressing it through child sponsorships, at the effectiveness of these programs, and what you can do.
II. My goal today was not to get an emotional response, but a realistically compassionate one.
III. You have probably heard this story before but it bears repeating. A little girl was walking with her mother on the beach, and the sand was covered with starfish. The little girl wanted to rescue them and send them back to the ocean and kept throwing them in. “It won’t matter, Honey,” said her mother. “You can’t get all of them back in the ocean.” “But it will matter to the ones that I do throw back,” the little girl answered.
IV. We can’t sponsor every child, but we can one, maybe even two. As Forest Witcraft said, “What will matter in 100 years is that I made a difference in the life of a child.” Will you make a difference?
References
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