![]() One specific type of appeal for action is the immediate call to action. Whether the speaker appeals for people to eat more fruit, buy a car, vote for a candidate, oppose the death penalty, or sing more in the shower, the speaker is asking the audience to engage in action. When a speaker concludes by asking the audience “to do” or “to think” in a specific manner, the speaker wants to see an actual change. In essence, the appeal for action occurs when a speaker asks her or his audience to engage in a specific behavior or change in thinking. ![]() Probably the most common persuasive concluding device is the appeal for action or the call to action. By showing that the speaker’s vision of the future is a positive one, the conclusion should help to persuade the audience to help create this future. In this use of visualization, the goal is to persuade people to adopt the speaker’s point of view. For example, if a speaker proposes that a solution to illiteracy is hiring more reading specialists in public schools, the speaker could ask her or his audience to imagine a world without illiteracy. More often, speakers use visualization of the future to depict how society would be, or how individual listeners’ lives would be different, if the speaker’s persuasive attempt worked. ![]() If we are giving a speech on the development of video games for learning, we could conclude by depicting the classroom of the future where video games are perceived as true learning tools and how those tools could be utilized. The purpose of a conclusion that refers to the future is to help the audience imagine the future that is possible. (1963): “If a man hasn’t discovered something that he will die for, he isn’t fit to live." In this case, the quotation leaves the audience with the message that great risks are worth taking, that they make our lives worthwhile, and that the right thing to do is to go ahead and take that great risk. If, on the other hand, we were delivering a persuasive speech urging our audience to participate in a very risky political demonstration, we might use this quotation from Martin Luther King Jr. And for that reason no regime has ever loved great writers." Notice that this quotation underscores the idea of writers as dissidents, but it doesn’t ask listeners to put forth effort to engage in any specific thought process or behavior. We could end by citing this quotation from Alexander Solzhenitsyn (1964): “A great writer is, so to speak, a second government in his country. For example, let’s say we are delivering an informative speech about dissident writers in the former Soviet Union. ![]() Some quotations will have a clear call to action, while other quotations summarize or provoke thought. When using a quotation, think about whether the goal is to end on a persuasive note or an informative note. Restating the thesis in a conclusion reminds the audience of the major purpose or goal of the speech, helping them remember it better.Ī second way to conclude a speech is by reciting a quotation relevant to the speech topic. Suppose our thesis statement was, “I will analyze Barack Obama’s use of lyricism in his July 2008 speech, ‘A World That Stands as One.’” We could restate the thesis in this fashion at the conclusion of our speech: “In the past few minutes, I have analyzed Barack Obama’s use of lyricism in his July 2008 speech, ‘A World That Stands as One.’” Notice the shift in tense: the statement has gone from the future tense (this is what I will speak about) to the past tense (this is what I have spoken about). When we restate the thesis statement at the conclusion of our speech, we’re attempting to reemphasize what the overarching main idea of the speech has been. As we explained earlier in this chapter, a thesis statement is a short, declarative sentence that states the purpose, intent, or main idea of a speech. Restating a thesis statement is the first step in a powerful conclusion.
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