A6310 Section B 黃伊婷 Speech Plan No. 3

A6310 Section B 黃伊婷 Speech Plan No. 3

49482011 黃伊婷

Topic Terrorism does not represent Islam, and Islam not terrorism.

My proposition I want to convince my audience that "terrorism" is not a word which can generalize as "Islam," and not "Islam" as "terrorism."

Adaptation Plan

Audience analysis My audience is a group of normal Taiwanese college students, most of whom have never lived abroad for a long time, and often get the information about terrorism and Islam from the media.

Background knowledge Before deciding what my topic was, I had asked some of my classmates about their attitude toward the words "terrorism" and "Islam." I perceived that most of them associated "terrorism" with "Islam" and also "Islam" with "terrorism." This result shows that the people I asked opposed my argument.

Creating and maintaining interest First, I will arouse my audience's interest by showing some common images about terrorism, which are closely related to Islam. Then I will argue my point by giving some vivid examples which are categorized as terrorism, also appealing to the emotions, such as fear and sadness.

Organization The organizational pattern of my speech is the motivated sequence.

Building credibility I have built my credibility by, first, searching the word "terrorism" in Google Image Search, second, explaining the word "terrorism" with trustable sources, and finally using representative examples to illustrate "terrorism."

Motivation The incentive in my speech is that after my speech, the audience will take a different attitude toward the words "terrorism" and "Islam." They will fulfill their self-esteem needs, i.e. the need to feel knowledgeable. By the information I give to them, they can know more about the relationship between terrorism and Islam than the media has presented to them before.

Outline

Speech goal I want my audience to change their attitude toward the words "terrorism" and "Islam."

Thesis statement Terrorism exists in any place in any era. As long as there are human beings, there is terrorism. Therefore, "terrorism" is not a word for "Islam," also "Islam" not for "terrorism."

Attention

I. Asking question

I will first ask a question with the word "terrorism" on my PowerPoint slice: What occurs to you when you see the word "terrorism"?

II. Visualization

I will show some pictures on the PPT slice which I think are the images most people may think of.

III. "Terrorism" in Google Image Search

Because it is very possible that the audience think that my guess at what appears in their mind seeing "terrorism" is very hasty and unreliable, I will use this third step to increase more credibility.

IV. Introduction

Finally I will use the 911-incident picture to point out what I am going to say about the words "terrorism" and "Islam."

(Transition: Let us begin with the definitions of terrorism.)

Need

V. The three definitions of "terrorism"

A. The definition from Longman Dictionary of Contemporary English

B. Chinese definition from the website of "The Revision Chinese Dictionary of the Promotion Committee of the Ministry of the Ministry of Education"

C. The definition from the United Nations definition of "terrorism"

(Transition: Beside the three literal explanations of terrorism. . .)

VI. Elaborate more by giving information from external sources

According to the books, 《第三只眼看恐怖主義》, 《恐怖主義：歷史與現實》, On Terrorism, and the website Wikipedia, they all mention that terrorism happens all the time and that as long as there are human beings, there is terrorism.

(Transition: Then what can be categorized as terrorism, indeed? [strategy: using this question to arouse the audience's curiosity] In the following I will show you some vivid and representative examples about terrorism.)

Satisfaction

VII. Examples

1. Columbus found the New World
2. Two World Wars
3. Irish Republican Army
4. Rwandan Genocide
5. Tiananmen Square protests
6. 228 Incident
7. The assassination of John Fitzgerald Kennedy
8. The murder of Peng Wan-ru
9. The Jew Holocaust
10. 2007 Burmese anti-government protests

VIII. Strategies

1. Presenting terrible pictures

[to astonish my audience and make them feel frightened and sad, meanwhile implicitly creating the warrant that actually people all over the world at any time would do terrorist actions]

2. Showing the numbers of casualties of every incident

[also to astonish my audience and suggestively create their sympathy for the dead]

Visualization

[The visualization step of my speech also can be seen as a transition in the speech.]

IX. Showing the words "terrorism" and "Islam" and asking a rhetoric question to make my audience ponder on what they have just seen

So do you guys now still think that terrorism is Islam, or Islam is terrorism?

(Transition: a slight pause here to make audience think)

X. Presenting the incidents which are in this terrorism category

In the human history, terrorist actions happen all the time, which are definitely more than what you see on my PowerPoint slice. So the 911 incident and the assassination of Buto in Pakistan which just happened last week are just one part of the human history.

Action

[In the end, I want to summarize the above I mentioned for my audience by using a quote to make them re-reflect on the issue.]

So, finally, all I want to say, which is also what the girl in the picture tried to appeal, is "No to terrorism, Islam does not kill." Terrorism does not represent Islam, and Islam not terrorism.

Works Cited

English

Google Image Search. Dec. 30^th 2007. <http://images.google.com/imghp?hl=en&tab=wi>.

"Irish Republican Army," "Jew," "John Fitzgerald Kennedy," "Rwandan Genocide," "terrorism," "definitions of Terrorism," "the New World," "Tiananmen Square protests," "World War one," "World War Two," and "2007 Burmese anti-government protests." Wikipedia. Dec. 30^th 2007. <http://en.wikipedia.org/wiki/Main_Page>.

"Peng Wan-ru(彭婉如)." Wikipedia in Chinese. Dec. 30^th 2007. <http://zh.wikipedia.org/wiki/%E5%BD%AD%E5%A9%89%E5%A6%82>.

"Terrorism." Longman Dictionary of Contemporary English. Hong Kong: Longman, 2004. 2067.

"World Reaction to Terrorism: A Photo Story." E-Journal USA. Dec. 30^th 2007. <http://usinfo.state.gov/journals/itps/0806/ijpe/reaction.htm>.

中文

朱素梅。《恐怖主義：歷史與現實》。北京：世界知識出版，2006年。

胡聯合。《第三只眼看恐怖主義》。北京：世界知識出版，2002年。

張家棟。《恐怖主義論》。北京：時事出版，2007年。

〈恐怖主義〉。《教育部重編國語辭典修訂本》。2007年12月30日。<http://140.111.34.46/cgi-bin/newDict/dict.sh?cond=%AE%A3%A9%C6%A5D%B8q&pieceLen=50&fld=1&cat=&ukey=349864132&serial=1&recNo=2&op=f&imgFont=1>.

A6310 Section B 黃伊婷 Speech Plan No. 2

A6310 Section B 黃伊婷 Speech Plan No. 2

 

Topic: The Development of the Café

 

Adaptation Plan

Speaking directly to the audience

First I will show some common café logos to get my audience involved in what I am going to say.  Then I will deliver some interesting information to my audience from time to time to rouse their interest in the café.

Building credibility

I will use some quotations, statistics, simple stories, and documented sources to show my audience that I do have the credibility to elaborate the development of the café.

Getting and maintaining interest

In order to maintain my audience's interest, I will tell three real but simple stories, separately put at the beginning, in the middle, and in the end of my speech, and take the development of the coffee chains in Taiwan for instance to make my speech much closer to the audience's daily life.

Facilitating understanding

I will develop my speech in a temporal line and use transitions and visual aids, such as geographical maps, some historical stories, and pictures to make my speech easily understood.

Increasing retention

Still, I will use visual aids, statistics, and stories to help my audience retain what I have said.

 

Speech Outline

Specific speech goal

I would like my audience to know the development of the café from the 15^th century to nowadays.

Introduction

I. You guys must have seen the following café logos on the streets in Taiwan. (Then I will show pictures on ppt.)

II. But you may not believe that someone had ever died in the café just because he loved the café very much.  He stayed in the café almost every day.  That person is Peter Altenberg, a Austrian café writer in nineteenth century, who is also the person who said a famous saying, "When I am not at home, I must be in the café; but when I am not in the café, then I must be on the way to the café."

III. So what is the magic in the café which made a person in the nineteenth century willing to die in there and how has it developed until now so that even in our 21^st century the café is still everywhere?

(Let us just begin from the fifteenth century when the coffee beans were found in the Muslim world; then I will show you how the café has developed till now.)

Thesis statement

The development of the café can be traced back to the fifteenth century when the coffee beans were found in the Muslim world, and the café culture was then slowly spread into the Europe and finally into the whole world.

Body

I. The coffee beans were first used in the Muslim world in the fifteenth century.

A. The coffee at that time was used for the religious purpose because Muslims needed to keep awake when praying to Allah at night.

B. In order to sell and buy coffee, the café accordingly appeared in the Muslim world.

(Later because of the business trade with other countries, the café culture was also spread into the Europe.)

II. The café culture was spread into the Europe in the seventeenth century.

A. Take England for instance: The first café in England appeared in 1652.

B. The café soon became a hit at that time because the seventeenth and eighteenth centuries were the so-called Age of Reason (the Enlightenment).

C. The influences of the café at that time:

      1. The café equaled everything.

2. The café was "a penny college."

3. The café was the bed of knowledge. (E.g. Newton's law of gravitation)

(Later because of the colonization and globalization, the café culture was finally introduced to the whole world.  But nowadays, it is the coffee chain business that controls the café industry, and the function of the café also changed, not for knowledge anymore.)

III. The coffee chain business becomes the most powerful in the café industry.

   A. Take the development of coffee chains in Taiwan for instance.

          1. The first Italian coffee chain, the Barista, appeared in 1997.

          2. Then the Starbucks appeared in 1998.

          3. Recently the 85 Celsius Degrees appeared in 2003.

B. The statistics of the café market in Taiwan from 1997 to 2004.

(Even in Taiwan the number of the coffee chains had increased violently within just eight years; not to mention what has happened in the café industry in America and England.  There must be thousands of cafés everywhere.)

Conclusion

Then interestingly, this situation might well explain the seven best-selling volumes of Harry Potter, because what the author, J. K. Rowling, had to do was just to buy a cup of coffee, sat in this kind of coffee chain for a whole day, and wrote all the time.

 

Sources

English

"Richard Engländer alias Peter Altenberg 1859 – 1919."  Kunst und Kultur in Wien.  20 Nov 2007.  <http://www.viennatouristguide.at/personen/Altenberg/ab.htm#

Café%20Central>.

The Owl Journal.  Ed. Jonny Thakkar.  Oxford U.  2003.  20 Nov 2007.       <http://72.14.235.104/search?q=cache:UZeQrJHJVvUJ:www.theowljournal.com/archive/TheOwl02.pdf+%22news+from+the+coffee-house%22+thomas+jordan&hl=zh-TW&ct=clnk&cd=1&gl=tw >.

中文

〈咖啡連鎖店之產業分析〉。世新大學。2007年11月20日。<http://cc.shu.edu.tw/~clchen/courses/IO/coffee.doc>。

范婷。《臺灣咖啡消費文化的歷史分析》。 台北：輔仁大學大眾傳播學研究所，2001年。

湯姆‧斯丹迪奇 (Thomas Standage)。〈理性時代的咖啡〉。《歷史六瓶裝：啤酒、葡萄酒、烈酒、咖啡、茶與可口可樂的文明史》。吳平等譯。台北：聯經，2006年。頁125-67。

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A6310 sectionB 49482011黃伊婷

My topic

The experience that I saw a foreign laborer in the MRT station

1. 1. How relevant will the audience find this material to be?

Now in Taiwan, it is not unusual to see foreign laborers and spouses. Therefore, I think this kind of issue can be talked to my audience who are all Taiwanese people.

2. 2. How can I make it easier for audience members to comprehend the information I will share?

I will first take my experience for example to make my audience to ponder on the value that foreign laborers' status is seen to be beneath us in Taiwan. And then I will give few other examples to strengthen my point that we all unconsciously despise the foreign laborers or spouses.

3. 3. What common ground do audience members share with each other and with me?

Now the problem about foreign laborers or spouses is a normal issue in Taiwan. We cannot and should not escape from this kind of issue; we all have to face this issue sooner or later.

4. 4. What can I do to enhance my credibility?

I will deliver this speech just like telling a thrilling story to make my audience into my point step by step. And I will tell much about how I felt when I saw the foreign laborer in the MRT station to reflect how I think about foreign laborers.

5. 5. What is my audience's initial attitude toward my speech topic likely to be?

At the beginning of the speech, I will make a confession to draw my audience' s attention. Then I will use a lot of questions to show how I feel to make my audience think with me.

6. 6. What language or culture differences do audience members have with each other and with me?

Because the audience is all my classmates plus one teacher and English is the only one language we can use in class, there will be little language or culture differences between the audience and me.

Outline

Speech goal

I want to deliver this speech in order to make my audience to rethink their attitude toward those people who have little darker skin than us (or foreign laborers or spouses) and to know that some unconscious thoughts might cruelly reflect our true feelings and our value.

Introduction

I want to make a confession that I am guilty. I am really guilty.

Thesis statement

I am guilty because I do not like the people who are different from me. I am guilty because I despise the people who are different from me. I am guilty because I do not even notice that I despise the people who are different from me.

Body

I. One day I came across a foreign laborer who was the only person who had darker skin than anyone else in the MRT station

A. I saw him and started to observe him

B. A lot of questions popped into my mind, such as how he got into the MRT station, why he was alone without any company, whether he did something bad, and so forth

C. In the end, actually, nothing happened. It was just me who thought about those terrible questions.

II. The society has already put into our mind the ideology that foreign laborers (or people who had darker skin) are beneath us.

A. I thought that as a citizen in the diverse society, I would never despise anyone, but the belief was overwhelmingly crashed down just when the incident happened.

B. I feel so mean of myself to think about those horrible questions without really knowing the foreign laborer.

C. We always respect and love the whiter people's culture, but we always hate and despise the darker people's culture.

(D. For example, we can find that now some kids have already seen their housemaids as people who they can look down upon.)

Conclusion

I. I feel pathetic of myself for I could only stand here to talk about my experience about seeing a foreign laborer in the MRT station, but I could do nothing to change the ideology the society puts in us.

II. In fact, maybe the foreign laborer was not a foreign laborer at all. I have already forced you guys into the ideology just at the beginning of this speech.

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