Monroe’s motivated sequence is a communication model that can be used to structure speeches in order to ensure their effectiveness. The model was first proposed by American speechwriter Alan Monroe in 1935, and has since been adopted by many public speaking educators.
The motivated sequence consists of five steps: attention, need, satisfaction, visualization, and action. The attention step is designed to capture the audience’s attention and interest. This can be done through a variety of means, such as using a startling statistic or telling a personal story.
The need step is designed to establish the problem or need that your solution will address. In order to do this effectively, it is important to connect with the audience on an emotional level and to clearly articulate the problem.
The satisfaction step is designed to provide a solution to the problem that was established in the need step. This solution should be realistic and achievable, and it should address the needs of the audience.
The visualization step is designed to help the audience see what life would be like with your proposed solution in place. This can be done through storytelling or by providing concrete examples. The action step is designed to call the audience to action. This could involve something as simple as asking them to sign a petition or make a donation.
We decided to use Monroe’s Motivated Sequence because it appeared to cover everything we needed. We were certain that our speech would be in a Problem-Solution format, but we felt that using the Problem-Solution structure alone would prevent us from getting as detailed as we wanted on our topic.
Monroe’s Motivated Sequence allowed us to hit on all of the key points we wanted to make while still providing a logical structure for our speech.
The first step in Monroe’s Motivated Sequence is attention. In order to get your audience’s attention, you need to start with an interesting opening that will grab their attention and make them want to listen to what you have to say. For our speech, we decided to start with a shocking statistic about the number of people who die each year from distracted driving. We also included a personal story about how one of our team members was affected by distracted driving.
The next step in Monroe’s Motivated Sequence is need. In this step, you need to explain to your audience why they need to care about the problem that you are discussing. For our speech, we talked about how distracted driving is a growing problem and how it is affecting more and more people each year. We also talked about how distracted driving can lead to serious accidents that can injure or kill innocent people.
The third step in Monroe’s Motivated Sequence is satisfaction. In this step, you need to offer a solution to the problem that you have been discussing. For our speech, we talked about some of the things that people can do to avoid being distracted while driving. We also talked about some of the things that governments and businesses can do to help reduce the number of distracted drivers on the road.
The fourth and final step in Monroe’s Motivated Sequence is visualization. In this step, you need to paint a picture for your audience of what the world will be like if your solution is implemented. For our speech, we talked about how fewer people will be injured or killed in car accidents if more people are focused on driving and not on other things. We also talked about how businesses and governments will save money by implementing policies that discourage distracted driving.
Monroe’s Motivated Sequence is a great way to structure a speech because it covers all of the key points that you need to make in order to persuade your audience. It is important to remember, however, that you should only use Monroe’s Motivated Sequence if you are confident that you can cover all of the steps in a short amount of time. If you try to rush through the steps or skip any of them, your audience will likely not be persuaded by your argument.
Monroe’s Motivated Sequence, on the other hand, serves as a foundation for grabbing people’s attention, stating the problem we’re trying to solve, proposing a solution, providing information to help them picture why they should agree with the solution and enabling them to take action. A Refutation structure appeared overly aggressive. Furthermore, our target audience is split evenly between in favor of and opposed to it.
So, the Monroe’s Motivated Sequence will be more beneficial because it doesn’t attack the opposition. Another advantage to using Monroe’s Motivated Sequence is that it is easy to remember. The five steps are Attention, Need, Satisfaction, Visualization, and Action.
Monroe’s Motivated Sequence has been used by some of the most influential people in society. Steve Jobs used Monroe’s Motivated Sequence when pitching the iPhone to investors. He started with a story about how mobile phones were bulky and inconvenient at that time. Then he showed how the iPhone was different and how it could solve the problem of bulky mobile phones. After that, he gave a demo of the iPhone which allowed people to see how it worked. And finally, he asked people to invest in his company.
Martin Luther King also used Monroe’s Motivated Sequence when giving his famous “I Have a Dream” speech. He started by talking about the American dream and how all people should be treated equally. He then talked about the problem of segregation and how it was preventing people from achieving their dreams. After that, he proposed his solution of equality for all people. And finally, he urged people to take action and fight for their rights.
The people we surveyed had dramatically different opinions on teaching sex ed to kids depending on the age group. They were largely opposed to it for elementary children, but much more open to the idea of middle and high schoolers getting sexuality education. Even so, they haven’t been able to see why it matters in today’s world yet.
The purpose of this speech is to persuade the audience that sexuality education should be implemented in schools, starting with elementary schools.
I will first introduce the topic of human sexuality and its importance in our lives. I will then explain why children need to receive formal education on sexuality starting at an early age. Finally, I will address some common concerns about teaching children about sexuality and dispel any myths or misconceptions about sexuality education.
It is important to understand human sexuality because it is a fundamental part of who we are as individuals. Sexuality is not just about sex; it encompasses our whole being – our physical, emotional, mental, and spiritual selves. It is how we express ourselves physically, emotionally, and spiritually. It is an integral part of our identity.
Unfortunately, human sexuality is often misrepresented or misunderstood. This can lead to a number of problems, including:
– Inaccurate or misleading information about human sexuality being spread by the media or other sources
– confusion about one’s own sexuality
– negative attitudes and behaviours towards others based on their perceived sexual orientation
All of these problems can be avoided or addressed through comprehensive sexuality education.
Children need to receive formal education on sexuality starting at an early age for a number of reasons:
– They are curious about their bodies and how they work. It is a natural part of human development to be curious about one’s body and its functions.
– They need to understand how to take care of their bodies. This includes learning about personal hygiene, nutrition, and exercise.
– They need to learn how to protect themselves from physical and emotional harm. This includes learning about safety precautions (e.g., using a seatbelt) and recognizing and avoiding dangerous situations (e.g., strangers offering candy).
– They need to learn how to make responsible decisions about their sexuality. This includes learning about abstinence, contraception, and sexually transmitted infections (STIs).