Persuasive Speech – Monroe’s Motivated Sequence

Persuasive Speech – Monroe’s Motivated Sequence Outline Preparation Form This form can help you organize by putting your ideas in an outline format. Within the Body, add or delete main or sub-points below where necessary. Each of the five steps in Monroe’s Motivated Sequence should be represented by a Roman numeral. Main points and sub-points should be represented by capital letters and numbers. Look at some of the sample outlines we have provided. 1. Your name/Topic Menstrual equity. Specific Purpose Statement: (Example: “I’ll persuade you today that ...”) 1. I’ll persuade you today that menstrual products should be free. Introduction (clearly label the five parts of the motivated sequence) Attention Step -(introduce the audience to the topic) I. (Attention Getter) List what you will say here. (Note: Write ONE full sentence next to all Roman numerals.) Make sure to explain to us why we should care somewhere in the introduction. The last time you went into a public restroom or a bathroom at school or work, how much did you pay for the toilet paper you used? (PAUSE) I can answer that for you, NEVER! So, why should a female have to pay for tampons and pads when they both share the same purpose – “items to tend to our every day, normal bodily functions” according to hunfiingtonpost. II. (Thesis/Core Idea) Write your Specific Purpose Statement here. I’ll persuade you today that menstrual products should be free. III. (Credibility/Ethos Statement) Explain why you care about this topic. I am currently a female who experiences the unfair monthly bill from menstrual cycles. III. (Preview) Make sure to clearly state your main points – Roman Numerals below – somewhere in your introduction. I. Inability to afford girl necessities. II. To fix the problem, it should be supplied for free. III. Providing free menstrual products to every female will lead to a better society. Where appropriate, show all planned transitions and oral citations like this: (Transition to Body – e.g., “So, let’s start by exploring...”) So, let’s start by exploring the inability to afford girl necessities. Body (contains Need, Solution, and Visualization steps) Need Step-(Prove that some need exists) I. Every girl needs a tampon or pad during their menstrual cycle, but can every female afford it? A. Main point 1 with supporting material (statistic, quote) 1. So, let’s start by exploring how the inability to afford menstrual products can affect girls’ productivity in school 2.In the U.S., nearly one in five kids aged 12-17 live in poverty according to Newsweek. Girls living in poverty are typically left to access tampons and pads on their own, which is totally unfeasible for a box of tampons, and/or pads average prices ranging from seven to ten dollars. 3. “State laws — crafted by legislators who are, for the most part, men who don’t think about menstruation — do not include sanitary products on the list of medical products exempt from sales and luxury taxes,” according to Huffington Post. Not including free menstrual products by law directly results in females missing school because Students who can't access pads or tampons often can't concentrate in class, risk bleeding through their underwear, and are forced to miss class or school altogether, falling behind on lessons and grades. According to the Huffington Post “In some schools in India, girls actually drop out because they have no support for dealing with their periods — no sanitary pads, separate toilets or even a place to throw away used feminine products. ” 4. Whenever a female needs to use the bathroom during her menstrual cycle in school she often must cover up her “uncomfortable” time by asking to go to the nurse’s office to even access a tampon, as if she’s sick. According to the broadly.live.com “New York City Councilwoman Julissa Ferreras-Copeland discovered youth across the city have to navigate a capricious web of school staff to get a pad or tampon, compromising their education in the process.” A female should not have to notify the entire staff at school that she needs a sanitary napkin just so her reason for leaving the classroom is justified. During that process she is away from the classroom for an even longer period than she would have if the supplies were discretely offered in the bathroom. (Transition to Point 2:) So, now that we’ve learned how the inability to afford menstrual products can affect girls’ productivity in school, let starts by exploring the other affects poverty may cause. B. Main point 2 with supporting material (key words only) 1. Inability to afford menstrual products can also affect girls’ health. 2. According to the Huffington Post “Infrequent changing of tampons or pads is unhealthy, unsanitary and unsafe. Not using one at all is unthinkable” Some females use a single tampon or pad for too long because they don’t have extras or can’t afford them, causing medical difficulties. 3. According to anigan.com “Prolonged use of sanitary pads in a day means an overgrowth of staphylococcus aureus bacteria in your vagina. The toxins released by the bacteria can actually cause a sudden drop in your blood pressure which is dangerous because the brain fails to get enough supply of blood.” 4. Students are often forced to use menstrual items for long stretches of time, which puts them at higher risk for cervical cancer, toxic shock syndrome, and other health issues resulting from product overuse. An example, according to anigan.com “It’s commonly called a toxic shock syndrome. Some symptoms of toxic shock syndrome are dizziness, fever and diarrhea. (Transition to Satisfaction:) Satisfaction Step -(Tells detail how to solve the problem or satisfy the need). II. In order to solve the problem of females paying for items that contribute to our everyday bodily functions, we should treat them in the same manner that toilet paper is treated. A. Main point 3 with supporting material 1. An example of providing free menstrual products is when “Kramer provides free menstrual items at the three offices of her creative agency, It costs $4.67 per female associate per year, she says. That's a little under $1,000 yearly for the 200 out of 350 workers who happen to menstruate.” According to Free The Tampons Campaign (Transition to Point 4:) The cost of menstrual products should not be considered when defending them not to be supplied for women. B. Main idea 4 with supporting material 1. According to broadly.live.com “For me, it's not even a discussion of cost," says Ferreras-Copeland, who supplies free condoms and menstrual products at her East Elmhurst district office. ‘This is needed to bring dignity and respect back to young girls.’” (Transition to Visualization:) Visualization Step -(Show how the solution proposals will solve the problem.) III. So, now let’s start to explore show how providing free menstrual products to every female will lead to a better society. A. Main idea 5 with supporting material 1. According to Newsweek “It not only makes it easier for girls to manage their periods and focus their attention on classwork, but it signals to young women that their needs matter and that their period is an important part of being healthy—all things that contribute to a better learning experience.” 2. According to Newsweek “Last fall, City Council Member Julissa Ferreras-Copeland piloted a program to install a single tampon and pad dispenser at the High School for Arts and Business in Queens. The dispenser is a new venture, the brainchild of a national project called Free the Tampons. She received an overwhelmingly positive response—big enough to expand the program to 25 more schools across Queens and the Bronx. Increased attendance rates have already been reported at the inaugural pilot site, up from 90 to 92.4 percent in just six months.” (Transition to Point 6:) Menstrual products are equal to toilet paper, why do we have to pay for one? B. Main idea 6 with supporting material 1. Advocates say providing free tampons and pads is equivalent to stocking toilet paper and hand soap — both of which are federally regulated by US Occupational Safety & Health Administration. (Transition to Conclusion:) I hope I’ve convinced you that menstrual products should be for every woman. Conclusion Action Step -(State what action the audience can take to address the problem.) I. Summarize and review taking action (overall theme including each step of Monroe’s motivated sequence) To conclude, providing free menstrual products for every woman contributes to higher attendance rates in school and lower health defects associated with their cycle. So, as women we should stand up and protest for our human rights! II. Creative concluding thought (end with impact). What will you say to leave us thinking? What should we do or think now that we’ve heard your speech? Imagine what life would be like if females were not uncomfortable about their menstrual cycles because it was offered to them for free just like toilet paper. IV. Thank the audience. Thank you!