Quiana's Persuasive Speech

Throughout this course we have been preparing to be confident in delivering a solo persuasive speech by attending class lectures, participating in class discussions, and delivering presentations in group format utilizing power point. In our group presentations, we were given feedback collectively as a group as well as individually to utilize these pointers towards our individual persuasive speeches. In listening and observing my peers’ speeches, I have chosen two speakers, Quiana Gilkes and Emily Valez, to compare and contrast their individual speeches. Quiana chose to discuss hazing while Emily chose to discuss sex trafficking and both set out to bring awareness to the severity and injustices involved.
In both presentations, the introductions were properly organized and delivered. However, they differed in certain respects. Quiana

chose to factually introduce the topic of hazing by grasping the attention of the audience through stating that a large number of college students have experience with hazing. Whereas Emily chose to emotionally introduce the topic of sex trafficking by suggesting the audience imagines being a victim and not receiving proper justice for the crimes. Both Quiana and Emily gave statistical credibility statements. Quiana mentioned one and Emily mentioned two. They both concluded their introductions in similar fashion by stating 3 main points in their preview statements by mentioning the cause, effects and solutions will be discussed.
The content of the body of both presentations were very organized.

Emily effectively transitioned into the content by starting off with the causes for insufficient punishment for criminals engaged in sex trafficking by giving multiple examples of victims and criminals through a few references. For example, The Washington Post and ABC News were sources she mentioned where she received her information from. Emily then transitioned to the effects of the lack of jail time for traffickers. Quiana casually led into the content of her presentation by mentioning the extent of hazing and then transitioned over to discussing the effects of hazing. She gave some examples and stated her sources, Texas State University and Hartwick College. Quiana applied a personal touch to this part of her presentation by mentioning her own exposure from a previous college she had attended. Both presenters transitioned into the solutions of their topics effectively by stating their bills and giving examples of what can be done. One example Emily gave was to encourage victims to testify and one example Quiana gave was to have students sign a

waiver.
Both Quiana and Emily had effective conclusions by summarizing all their points from the introduction, body, and conclusions. Quiana reinforced awareness of hazing needs to be enforced and people need to be aware that they can be charged with a felony for hazing and Emily mentioned organizations to bring more awareness to sex trafficking.
Through all the ingredients mentioned of their speeches above, as well as, from listening to their speeches, they both followed the criteria within the assignment guidelines. Both speakers provided information in an organized manner that flowed nicely.
Quiana delivered her speech with appropriate eye contact and confidence. Conversely, Emily didn’t provide enough eye contact and seemed to be less confident. Quiana had a positive energy level when standing up in front of the class. Emily had a less confident stance in front of the class at the start of her speech, but became more comfortable and confident after the introductory portion. Both presenters’ volume and clarity of their voices were appropriate as I could hear them clearly. I felt Quiana’s posture could have been better and her natural gestures could be more controlled as she appeared more casual in her delivery than professional. In my opinion Emily dressed more appropriately than Quiana as Emily’s attire was more professional. Emily’s posture was spot on and her natural gestures were appropriately applied. Quiana barely used her index cards and Emily seemed to be reading a lot from hers. However, both had similar length in time of their speeches. Emily’s speech was about 5 minutes and 30 seconds and Quiana’s speech was about 5 minutes and 18 seconds.
I believe both used appropriate topics and gave supporting details in order to give a persuasive speech. Both took the content and pointers throughout the semester and applied it effectively and successfully in delivering their persuasive speeches.