Write a speech about a current practice — anything people commonly do in society today — that you think the people of the future will see as a form of discrimination. What are some practices that are legal today that you think limit people's rights? Do you yourself feel you're being treated unfairly? You'll support your ideas with evidence you find through research. You'll also enhance your speech with audio or video. As you craft your speech, make sure all your sources are credible. Also make clear to your audience which source each piece of information comes from. But besides just presenting evidence, you should try to move your audience using rhetoric. Logos, pathos, and ethos are all appeals you can make as you present.
Your speech should include the following elements:
A claim that states which practice you think the people of the future will consider a form of discrimination
At least two supporting points that back up your claim
Evidence from credible sources that you find through research
Transitions that link your ideas and make it clear to the audience when you're moving from one topic to the next
An audio or visual element that either presents evidence or appeals to the audience in some way
An introduction that grabs the audience's attention and presents the claim; a body that presents evidence from sources and makes supporting points; and a conclusion that reviews your ideas and leaves the audience with a lasting impression
Ask yourself these questions as you revise:
Is my claim clear and straightforward? Does it fit the assignment? Does it come early in the speech so that the audience knows what my stance is?
Are my supporting points obviously related to the claim? Do they help the claim stand?
Does my evidence come from sources with respectable authors and publishers? Are the sources in general trustworthy and up-front about any biases? Do my sources come from a variety of perspectives?
Is the language of my speech appropriate? Do I make it clear which ideas the audience should focus on? Do I make it obvious to the audience when I'm moving from one idea to the next?
Is my speech organized with a traditional introduction, body, and conclusion?
Do my notes provide enough information to keep me from getting lost when I'm presenting? Do they avoid providing so much information that I get confused?
Does my audio or video source help me get my point across? Do I avoid distracting the audience with my audio or video?
100 points

While most instruction is now verbal, for most of modern history, people learned by doing rather than listening, as apprenticeships were much more common than classroom-based instruction. So what facilitated the change from argumentative and demonstrative teaching to verbal and informative teaching? One reason for this change was the democratization of information. Technical information used to be jealously protected by individuals, families, or guilds. Now society generally believes that information should be shared and made available to all. The increasing complexity of fields of knowledge and professions also increased the need for informative speaking. Now one must learn a history or backstory before actually engaging with a subject or trade. Finally, much of the information that has built up over time has become commonly accepted; therefore much of the history or background information isn’t disputed and can now be shared in an informative rather than argumentative way.

Choosing an Informative Speech Topic

Being a successful informative speaker starts with choosing a topic that can engage and educate the audience. Your topic choices may be influenced by the level at which you are speaking. Informative speaking usually happens at one of three levels: formal, vocational, and impromptu (Verderber, 1991). Formal informative speeches occur when an audience has assembled specifically to hear what you have to say. Being invited to speak to a group during a professional meeting, a civic gathering, or a celebration gala brings with it high expectations. Only people who have accomplished or achieved much are asked to serve as keynote speakers, and they usually speak about these experiences. Many more people deliver informative speeches at the vocational level, as part of their careers. Teachers like me spend many hours lecturing, which is a common form of informative speaking. In addition, human resources professionals give presentations about changes in policy and provide training for new employees, technicians in factories convey machine specifications and safety procedures, and servers describe how a dish is prepared in their restaurant. Last, we all convey information daily in our regular interactions. When we give a freshman directions to a campus building, summarize the latest episode of American Idol for our friend who missed it, or explain a local custom to an international student, we are engaging in impromptu informative speaking.

Whether at the formal, vocational, or impromptu level, informative speeches can emerge from a range of categories, which include objects, people, events, processes, concepts, and issues. An extended speech at the formal level may include subject matter from several of these categories, while a speech at the vocational level may convey detailed information about a process, concept, or issue relevant to a specific career.

Explanation:

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

pre-writing

why we feel good, or better, when we laugh?

is there a scientific explanation for this to happen?

which are the sources?

rough draft

laughter has a way of instantly connecting people and is one of the most basic and fundamental ways in which we communicate as human beings.

newport academy: endorphins reduce stress and strength social connections.

they combat anxiety and depression.

final draft

we know that when we laugh we feel better; when something is making us laugh it means we thought it was funny at some point, even if it was not meant that way. what we know is that it made us feel good. that is something we all can realize easily, but is it a chemical explanation for it to happen? of course there

according to joe bluett, laughter has a way of instantly connecting people and is one of the most basic and fundamental ways in which we communicate as human beings. also, he says that laughter can increase confidence, self-esteem, creativity, positivity and resilience, bringing positive changes to all aspects of our lives.

the newport academy says that, when we laugh, we release endorphins and that makes our body feel instantly relieved from tension and worry. endorphins also reduce stress and strength social connections.

therefor, laughter is the best to combat anxiety and depression.