the differences are striking though; Persuasion involves a psychological process of trying to inspire the audience to change behavior–this is the “Call for Action.” You must in the last section of your speech ask the audience to DO something. This request cannot be “to think about” or ask them to do something in the distant future; it must be something they can DO now, while you are wrapping up your speech. For example, you can ask them to write the names of 3 people that could use this information, or “take out your phone and call this number…..” or “pledge with me that…..” . Regardless what your call for action is, it must be something that the listener can do now, while you wait or while you finish your speech. This is how you will know that they have gotten your message. The purpose here is not that they solve a problem–you are asking them only to take a small step to solve the problem. suppose that you are trying to persuade your audience to save money for the purchase of a home. Would you ask them to put aside $20,000 so that they can have a 10% downpayment? No, not realistic; but you could ask them to open an app that allows them to save $5 a week from their checking account. Yes, it’s not the entire goal of your speech, but it is a step toward completing the goal. One more thing: you cannot require your audience to complete the Call for Action. You only have to deliver a realistic one fitting the purposes of your speech. In other words, if you say, “Now, let’s take action for that downpayment. I want you to take out your phone or open your computer. On your phone go to the app store and get [blank], and download it to your phone, or go to this website on your computer.” Once you ask them to DO something, then your job is done. The audience can make the choice or not to follow your instruction, but you have given a call for action to take a step toward solving the problem that you have spoken of earlier in your persuasive speech. As you develop your outlines for the Persuasive Speech, YOU MUST FOLLOW THE MONROE MOTIVATED SEQUENCE IN THE EXACT ORDER. The sequence works because it moves the audience in a psychological sequence; if you alter that sequence you lose the impact on the audience. Persuasive Speech Outline Template Name: Henry Stephens Specific purpose: Covid 19 having a major affect on the economy and businesses. I. Introduction (GRAB AUDIENCE ATTENTION) A. (Attention getter): 1. (Add more detail if necessary.) 2. (If you have a ‘1.,’ you should have a ‘2.’) B. (Explain the topic): 1. (Add more detail if necessary.) 2. (If you have a ‘1.,’ you should have a ‘2.’) C. (Establish your credibility for this topic.) 1. (Add more detail if necessary.) 2. (If you have a ‘1.,’ you should have a ‘2.’) ): [Add a transition sentence here] II. (DEFINE THE PROBLEM): A. (First sub point): 1. (Supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) B. (Second sub point): 1. (Supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) C. (Optional, third sub point) 1. (Supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) [Add a transition sentence here] III. (SATISFY THE PROBLEM/GIVE THE SOLUTION): A. (First sub point): 1. (Supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) B. (Second sub point): 1. (Supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) C. (Optional, third sub point) 1. (Supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) [Add a transition sentence here] IV. (VISUALIZATION) A. (First sub point): 1. (Supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for first sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) B. (Second sub point): 1. (Supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for second sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) C. (Optional, third sub point) 1. (Supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 2. (More supporting material for third sub point): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) 3. (Optional, more supporting material still): a. (Add more detail if necessary.) b. (If you have an ‘a.,’ you should have a ‘b.’) [Add a transition sentence here] V. CALL FOR ACTION A. (Review problem): B. (Restate solution C. Tell the audience what they can do NOW—not something in the distant future Something simple that the audience can do immediately) [Put your bibliography here] Running Head: WRITING 1 Annotated Bibliography Henry Stephens Public speaking 03/12/21 Effect Of Corona Virus On The Economy. WRITING 2 Donthu, N., & Gustafsson, A. (2020). Effects of COVID-19 on business and research. Journal of business research, 117, 284. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/PMC7280091 This source clearly describes the extreme effects of the Corona Virus pandemic and engages readers and medical research institutions in establishing mitigation plans in readiness for other pandemics. The content in this journal of business research is highly credible because it provides readers with statistical information regarding the losses felt in the economic sector, the extensive shut down of businesses, and sudden production changes. Having been struck by other pandemics such as Influenza, the world ought to have enough experience with the effects of a pandemic. However, the Coronavirus struck and spread quickly such that every business aspect was changed to conform and adjust to the set regulation to save the economy. Nevertheless, according to the World Bank, every country’s Gross Domestic Product (GDP) dropped due to the measures taken to salvage the sinking economy. This source provides clear information that countries such as the United States suffered considerable drops in sectors such as the hotel and tourism sector where 80% of the hotels ran empty. In comparison, the transport sector cut its labor workforce by 90%. This led the country to suffer huge losses all through the year 2020. Fernandes, N. (2020). Economic effects of coronavirus outbreak (COVID-19) on the world economy. Available at SSRN 3557504. This source elaborates how the effects of Covid 19 are severe and more damaging than those of the previous pandemics, for example, the Influenza and the Severe Acute Respiratory Syndrome (SARS). This source’s credibility is seen whereby information gathered was revised and re-evaluated from time to time as the pandemic took different turns, the virus took different WRITING shape adjustments, and containment measures were established to avoid the spread of the virus. This source describes how service-oriented industries were severely hit as the workforce was directed to quarantine, work from home and avoid movements. Research carried out on thirty countries proves that every nation’s GDP was expected to drop by not less than 2.8%, and in extreme measures, it would fall by 15%. In other cases, countries with high foreign trade dependence were severely hit as poverty levels increased drastically. 3 WRITING 4 References Donthu, N., & Gustafsson, A. (2020). Effects of COVID-19 on business and research. Journal of business research, 117, 284. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/PMC7280091 Fernandes, N. (2020). Economic effects of coronavirus outbreak (COVID-19) on the world economy. Available at SSRN 3557504. Purchase answer to see full attachment Tags: public speaking entrepreneurs central banks coronavirus disease economy and businesses User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.