Jonathan Clermont
SPC 1017, Sec. 805
Professor Kelvin
General Purpose: Informative
Specific Purpose: By the end of my speech, my audience will have gained knowledge about the use of artificial intelligence (AI) in education and its benefits, challenges, and limitations.
Title: Artificial Intelligence in Education
INTRODUCTION*
- Attention Getter: Imagine a learning environment where each student receives individualized instruction, customized to his or her specific needs and style of learning – where educators are able to dedicate a majority of their time to the students rather than on administrative tasks. Artificial intelligence has created a world where the above ideas can be reality.
- Relevance Statement: Whether a proponent of AI technology or not, it continues to be integrated in many aspects of life, including education. The impact of AI in education has been significant with it improving efficiency and global learning, provides personalized learning, enhanced content, and improved effectiveness in education administration (Chen et al., 2020). S
- Credibility Statement: My two elementary aged children came home talking about how they use AI in the classroom. I was unaware of the use of AI in education, so I did my own research and helped my children understand concepts faster in an attention grabbing manner!
- Thesis Statement: Artificial intelligence has the ability to revolutionize education by amplifying the learning experience, personalizing teaching methods, and simplifying administrative duties.
- Preview Main Points:
*With the exception of the attention getter being first and the preview of main points being last, the other parts of the Introduction can be in any order. However, this is the order that is most commonly used.
BODY:
[transition: Make sure your audience knows you are moving from the introduction to the first main point. Use the tagline of the first main point from the intro. You may use wordplay here, if appropriate.]
I. First Main Point: One complete sentence expressing main point of this section of the speech.
A. First subpoint: (Subpoints are the expansion and development of the main point. These supporting points help listeners understand your perspective. They learn why you stated your main point in the way you did. Consider breadth, depth, and listener relevance as you support each main point.)
1. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
2. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
B. Second subpoint: (Subpoints are the expansion and development of the main point. These supporting points help listeners understand your perspective. They learn why you stated your main point in the way you did. Consider breadth, depth, and listener relevance as you support each main point.)
1. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
2. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
[transition: A connective moving audience move from first main point to second. Continue using taglines of each main point from the intro. You may use wordplay here, if appropriate.]
II. Second Main Point: One complete sentence expressing the main point of this section of the speech.
A. First subpoint:
1. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
2. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
B. Second subpoint:
1. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
2. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
[transition: a connective moving audience move from second main point to third.]
III. Third Main Point: One complete sentence expressing main point of this section of the speech.
A. First subpoint:
1. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
2. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
B. Second subpoint:
1. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
2. Support (e.g., narrative, illustration, evidence, statistics)
a. Further development/explanation (if needed)
b. Further development/explanation (if needed)
[transition: Create a connective to help the audience move from the final main point to the conclusion. One way is referencing the Attention Getter so they know the speech is coming full circle.]
CONCLUSION**
I. Signal end of the speech: (We should be sure that you are in your conclusion.)
II. Review Main Points: (Let us know what areas you covered. What did you tell us about today? What were the taglines of your main points?)
III. Thesis Restatement: (Reiterate your take-home message, but in different words than you used in the Introduction.)
IV. Specify desired audience response: (What do you want the audience to do now that they have heard you? This part is very different for informative and persuasive speeches.)
V. Strong Closing / Clincher: (The clincher serves several functions: it provides closure, often ties back to the attention catcher, heightens speech to aid in retention, helps listeners remember, etc. “Thank you” is NOT a clincher. End on something memorable. Be creative!)
References
Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8(2169-3536), 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510