Persuasive Speech

Rebecca Foster
04/09/2019

Persuasive Speech: Audience Assessment

Specific Goal: My audience will change their attitude about sex education taught within in public schools in the United States.

Type of Claim: This is a claim of value.

Ethos: Primary Ethos:

a) Competence: I am an advocate for teaching sex education.
b) Fairness: I will give an unbiased information on why teaching well round sex education is important.

Secondary Ethos: I will cite 5 references in my speech.

Audience Assessment: Most of my audience members will probably have an attitude toward my proposition that is highly favorable.

Adaptation to Audience Attitude:

a. Common ground: I will explain the importance of being informed of sexual health at a young age.
b. Latitude of acceptance: My proposition lies within the audience’s latitude of acceptance because understanding sexual
health at a young age can help save lives and prevent unwanted pregnancies.

Baby Steps: I have gone from having my audience protesting President Trump’s administration from taking away funds for
comprehensive sex education (teaching abstinence-only) to contacting their public-school district and sharing why they think sex ed
should be taught in their local schools.

Pattern of Organization: Problem-Cause -Solution

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Persuasive Speech: Outline
Teaching Sex Ed in Public Schools

Introduction

I. Hook: Did you know that there are proven statistics showing that if adolescents are taught comprehensive sex ed at a young age
that they are less likely to participate in sexual activity?

II. Ethos: This is a topic that I have found intriguing ever since I worked as a Medical Assistant at a gynecologist office.

III. Proposition: I’m going to speak to you today about why we should support sex education taught in our public schools.

IV. Preview: Just so you can have a better understanding of what I’m going to be talking about, I’ll be going over the following with
you:
1. How has sex ed helped adolescents in the past?
2. How has sex ed programs assist in saving lives?
3. Why is sex ed necessary in public school, and just not at home?

Transition: Now, let’s look at our past.

Body

I. How has sex ed help adolescents in the past?

 A. Decreased numbers of sexually active teens
i. With proper education came great understanding.
ii. “With widespread implementation of school and community-based programs in the late 1980s and early
1990s, adolescents’ receipt of sex education improved greatly between 1988 and 1995.”. (NCBI)
B. It took away the secrecy and exposed the dangers
i. Understanding the dangers of HIV played a huge role in sexual behaviors for adolescents.
ii. Condoms were removed from behind the pharmacy counter and displayed in the aisle. (Phi Delta Kappan)

Transition: Now let’s talk about why this is so important

II. How has sex ed programs assist in saving lives?

A. STI’s are not only harmful, but can also take a life.
i. Withholding life-saving information about STI’s and HIV can risk the future and life of an adolescent. (Planned
Parenthood)
ii. Recent surveys show that young adults who have had sex ed are less likely to participate in sexual activity, and
less likely to get pregnant or contract STI’s. (District Administration)
B. Sex Ed isn’t just about teaching kids not to get pregnant, or how to use a condom.
i. It can teach kids and teenagers to be aware of date rape and sex trafficking, as well as encourage gender
equality and respect in their relationships. (District Administration)
ii. There are studies that show that kids/ teenagers who are taught comprehensive sex ed, may help prevent
sexual assault in the future. (PLOS ONE)
iii. There are no studies that show that comprehensive sex education increases pregnancies, STD’s, and early sex
activity.

Lastly, lets discuss…

III. Why sex ed is necessary in public school, and not just at home?
A. It’s not being taught at home.
i. Most parents opt in to have schools teach sex ed.
ii. Parents are more likely to miss things or teach only what they are comfortable with sharing.
B. Parents and schools can work together to help kids.
i. Parents are more comfortable and likely to teach sex ed in the home when prompted by school work. (District
Administration)
ii. Kids are likely to feel uncomfortable talking to parents, while at the same time parents can be a positive
influence on teenager behaviors. (Phi Delta Kappan)

Transition to close: Let me close by saying…

Conclusion:

I. Summarize main points/thesis: Understanding how sex ed has helped adolescents in our past, how these programs can
assist in saving lives, and why this is necessary to be taught in public schools and not just at home should help you see the
importance of sex education programs for our kids and teenagers.
II. Bookend: Abstinence- only is the focus right now for our public schools in the United States, and our statistics show that is
not working.
III. End the speech memorably: I think this is an easy concern to right off until it your child or family member that’s affected by
the lack of resources available. If they were to take away math or science, would you have the same reaction? Make it a
priority now so it doesn’t become a problem later.
IV. Challenge the audience to respond: You can make a difference by reaching out to your public-school district and sharing
why you feel like teaching sex ed to our rising generation is important.

References:
Santelli, J. S., Grilo, S. A., Choo, T.­H., Diaz, G., Walsh, K., Wall, M., … Mellins, C. A. (2018). Does sex 
education before college protect students from sexual assault in college? PLoS ONE, 13(11), 1–18. https://doi­
org.libprox1.slcc.edu/10.1371/journal.pone.0205951 

(2019). Abstinence­Only­Until­Marriage Programs. Retrieved 2019, from 
https://www.plannedparenthoodaction.org/issues/sex­education/abstinence­only­programs

(2017). The State of Sex Education in the United States. Retrieved May 11, 2017, from 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5426905/ 

Heller, R. (2018). Trends in adolescent sexual behavior, health, and education. Phi Delta Kappan, 100(2), 35. 
https://doi­org.libprox1.slcc.edu/10.1177/0031721718803568 

Zalaznick, M. (2017). BEYOND the BIRDS and BEES. District Administration, 53(3), 47. Retrieved from 
http://search.ebscohost.com.libprox1.slcc.edu:2048/login.aspx?
direct=true&db=f6h&AN=121482326&site=eds­live