Monroe's Motivated Sequence Model/Sample Paper

IMPORTANT NOTE--PLEASE READ: Please take a look at the following persuasive speech manuscript to help you understand how to put Monroe's Motivated Sequence together. It is important to note the use of pronouns in this speech. Although "I", "me", "mine", and "you" may be appropriate for a speech, USING THESE IS NOT APPROPRIATE FOR A FORMAL MLA RESEARCH PAPER. Avoid using these pronouns in your paper which should be more expository in nature.

An example of Monroe’s Motivated Sequence
A Friend in Need

Sandy Hefty

Paragraph 1--Loretta Olson sometimes gets confused and does some pretty bizarre things. For instance, sometimes she puts her ice cream in the refrigerator instead of the freezer, and sometimes she feeds her cat chocolate chips instead of cat food. You see, Loretta is an 85-year-old woman who suffers from Alzheimer’s disease. She was preceded in death by her husband and only child and now is trying to live on her own the best that she can. You may be wondering how somebody as confused as Loretta could possibly keep living on her own, but she does.

Paragraph 2--During my freshman year, I volunteered six hours a week to help Loretta remain independent in her home. Due to the forgetfulness associated with Alzheimer’s disease, my main duty as a volunteer was to help Loretta with her cooking and house cleaning, which she often forgot to finish on her own.

Paragraph 3-- Since I started volunteering time with Loretta, I’ve learned that there are millions of elderly Americans who need help to remain independent in their homes. According to the United States Census Bureau, our elderly population is the fastest growing segment in the nation. This trend is even seen in my class survey, in which all but two of you said you have living grandparents and seven of you said you have grandparents living alone.

Paragraph 4-- Although the elderly are no longer the poorest segment of American society, according to the Poverty and Wealth Branch of the United States Census Bureau, 1.8 million Americans in the 75-plus age group fall below the poverty line. One point eight million—that’s roughly the populations of Seattle, Indianapolis, and Boston combined.

Paragraph 5-- Today, I would like to persuade each of you to help solve the problems facing more advanced and less fortunate elderly Americans by volunteering time to help them remain independent in their homes. Let’s begin by addressing the problems that can occur among this group of people.

Paragraph 6-- There are two problems that can occur when elderly people living alone do not get the companionship and care they need. The first problem is that elderly people may not be able to meet all of their physical needs. Before I met Loretta, I was a caregiver for an 87-year-old woman who suffered from arthritis. This woman often needed help buttoning her blouse and tying her shoes, as well as needing help cutting vegetables for meals and doing light house cleaning. This is not unusual for many people of advanced age. Like Loretta, they can continue living at home, but need help with certain physical tasks such as house cleaning, food preparation, and transportation.

Paragraph 7-- Not only is there the problem of elderly people not meeting all of their physical needs, but there is a second, more tragic problem that can occur. That second problem is suicide. According to the National Center for Vital Statistics, persons age 75 and older have the highest rate of suicide compared to all other age groups. Anthony Boxwell, author of the article entitled “Geriatric Suicide: The Preventable Death,” says that suicide among the elderly stems from three main causes—helplessness, hopelessness and haplessness. Helplessness describes the feelings of impotence some elderly people feel after retirement or upon realizing they’re losing their physical and mental vigor. Hopelessness is associated with depression caused by the realization of the onset of old age. And haplessness refers to a series of repeated losses, such as loss of earnings, friends, and family.

Paragraph 8-- Now that we have talked about the two major problems facing elderly people who do not get the companionship and care they need, let’s talk about what we can do to help solve these problems.

Paragraph 9--We as individuals can’t do everything, of course. Some responsibility lies with families, government, and charitable agencies. But there is something we can do, and that is get involved with a volunteer program that assists elderly people who need help living at home. Here in Wisconsin, we have a Community Options Program, which is an individually tailored financial assistance method to help keep the elderly and people with disabilities out of nursing homes. Right here in Madison, Independent Living has a Friendly Visiting Program in which volunteers provide companionship and household assistance for elderly people who live at home. You can contact Independent Living by calling the number on this handout, which I will be giving you after my speech.

Paragraph 1o-- Now I’m sure you have some questions about this kind of work. For instance, how much time does it take? It takes as much time as you want to put into it. You can volunteer as little as one to two hours a week or as many as forty hours a week. You decide how much time you want to volunteer based on your own schedule. But no matter how much time you spend, you will certainly experience great personal gratification. I know I have. I have been a volunteer for six years, and volunteering time with people who are less fortunate than I makes me feel good about myself. Volunteering time with the elderly has also taught me unique ethnic traditions, as well as American history.

Paragraph 11--You should also know that this kind of volunteer work can have benefits for you beyond feelings of personal gratification. Some volunteer organizations such as the state-run Community Options Program and the federally funded Title 19 Program offer financial assistance to people who participate. This can run from reimbursement of your travel expenses to an actual salary for certain kinds of work.

Paragraph 12-- In closing, I am urging you to volunteer time to help needy elderly people remain independent in their homes. Remember that spending time with elderly people living alone can help them meet their physical and emotional needs. You can adjust the time spent to fit your needs, you can get great personal gratification, and you can even receive monetary benefits as well. But most important, Loretta Olson—and millions like her—will be forever thankful for your efforts.
A Friend in Need by Sandy Hefty


Commentary

“A Friend in Need” is a persuasive speech on a question of policy. In addition to illustrating many of the methods of persuasion discussed in the textbook, it provides a helpful model of how students can use Monroe’s motivated sequence to organize persuasive speeches that seek immediate action. Here is a synopsis of it.

Specific Purpose: To persuade my audience to volunteer time to help needy elderly people remain independent in their homes.

Central Idea: By participating in a volunteer program, college students can help needy elderly people continue to live independently in their homes.

Method of Organization: Monroe’s motivated sequence

Introduction: The introduction consists of paragraphs 1-5. The opening story about Loretta Olson gets the audience’s attention and also contains a gentle trace of humor. When the speech was delivered in class, several members of the audience chuckled as they identified Loretta Olson’s forgetfulness with the memory lapses experienced by some of their elderly relatives. In paragraph 2 the speaker explains her personal involvement with the topic and, at the same time, establishes her credibility and good will.

In paragraphs 3 and 4 the speaker uses statistics from the U.S. Census Bureau to establish the importance of the topic. Her comparison, in paragraph 4, between the 1.8 million Americans in the 75-plus age group who fall below the poverty line and the combined populations of Seattle, Boston, and Indianapolis is an excellent illustration of how speakers can translate large numbers into figures that are more meaningful to the audience. It is also worth noting how, in paragraph 3, the speaker relates the topic to her audience by mentioning the results of her class survey, which showed that almost all of her classmates had living grandparents. Paragraph 5 ends the introduction by stating the speaker’s central idea and providing a clear lead-in to the body of the speech.

Body: After getting the attention of her audience in the introduction, the speaker begins the body of her speech in paragraphs 6 and 7 with the second step in Monroe’s motivated sequence—showing the need for a new course of action. In paragraph 6 the speaker explains that many elderly people cannot meet all of their physical needs, and she illustrates the point with an example of an 87-year-old woman whom she helped as a caregiver. Had she had more time, she could have provided more support for this point, but, as in most classroom speeches, she had to develop her points crisply and concisely.

In paragraph 7 the speaker continues with the need step of Monroe’s motivated sequence by discussing the tragic problem of suicide among the elderly. After presenting figures from the National Center for Vital Statistics showing that persons age 75 and older have the highest suicide rate in the U.S., she provides testimony from Anthony Boxwell about the causes of suicide among the elderly. As in other parts of the speech, the speaker uses credible evidence and identifies her sources for the audience.

After an excellent transition in paragraph 8, the speaker moves to the satisfaction step of the motivated sequence by explaining, in paragraph 9, how students can participate in volunteer programs to help the elderly. Rather than talking in abstract terms, the speaker relates her plan to her classmates at the University of Wisconsin by focusing on state and local programs in which they can get involved. After the speech, she provided her audience a handout identifying volunteer agencies they could contact.

Of course, getting an audience to agree that something should be done and getting an audience to do something are two different matters. In paragraphs 10 and 11, therefore, the speaker turns to the visualization step of the motivated sequence by showing the audience the practicality of getting involved in a volunteer program to help the elderly. She explains that students can readily adapt their volunteer work to their personal schedules, that they will experience substantial personal gratification from volunteering, and even that they might be able to receive financial assistance for their efforts. Had the speaker failed to address these issues, her speech would have been much less effective.

Conclusion: The speaker concludes with the final step in Monroe’s motivated sequence—an appeal to the audience to take action. After quickly summarizing her main points, she closes with the poignant statement that “Loretta Olson—and millions like her—will be forever thankful for your efforts.” The emotional appeal of this line, in combination with the sense of psychological unity gained by referring back to the opening example, closes the speech on a strong note.

Using Monroe's Motivated Sequence to Persuade: Detailed Model

* IF YOU'RE HAVING PROBLEMS, READ ALL THE WAY DOWN.
**You will need to use this time-tested organizational pattern to organize your persuasive speech. This matches the sample outline that was sent to you on Monday 02/18/2007.

***You need a Work's Cited page. I need to hear a minimum of FIVE different sources TAGGED in your speech.

****To be eligible, you will need a pre-speaking block, complete sentence outline, a scripted & labeled introduction, a scripted & labeled conclusion, a visual aid that is a chart, graph, etc. that contributes to us understanding some aspect of your speech.
PRE-SPEAKING BLOCK: Give us a MLA Heading, a title, a GP, a SP and an AAS. Still confusing? It should be in your notes. But, it's also here on the blog.

ATTENTION STEP: Get the attention or your audience as we've done all term. This can be done with a detailed story, shocking example, dramatic statistic, quote, etc. This is part or your introduction (in addition to stating your thesis, giving a preview of your main points, mentioning your credibility, and telling your audience why the topic is of concern to them).

I. PROBLEM/NEEDS STEP: Show the problem exists, that it is a significant problem, and that it won't go away by itself. Document your statements with statistics, examples, etc.
A. First problem related to your topic that is proved (remember, "PROVE IT") with multiple pieces of evidence (story, personal reference, illustration, statistic, comparison, expert opinion, etc.)

B. Second problem related to your topic that is proved (remember, "PROVE IT") with multiple pieces of evidence (story, personal reference, illustration, statistic, comparison, expert opinion, etc.)

C. Third problem related to your topic that is proved (remember, "PROVE IT") with multiple pieces of evidence (story, personal reference, illustration, statistic, comparison, expert opinion, etc.)

II. SATISFACTION/SOLUTION STEP: Offer solutions for the problem you have shown exists in the Need Step. These are solutions that the government or society as a whole can implement. You must satisfy the need.

A. A possible solution to the first problem that you proved in I.A. This directly relates to that problem. Your solution needs to be specific and related to that problem. Don't reinvent the wheel...do some research to see what others are doing, have done or are planning on doing. Remember, you need to "PROVE IT" will solve a problem with multiple pieces of evidence (story, personal reference, illustration, statistic, comparison, expert opinion, etc.)

B. A possible solution to the second problem that you proved in I.B. This directly relates to that problem. Your solution needs to be specific and related to that problem. Don't reinvent the wheel...do some research to see what others are doing, have done or are planning on doing. Remember, you need to "PROVE IT" will solve a problem with multiple pieces of evidence (story, personal reference, illustration, statistic, comparison, expert opinion, etc.)

C. A possible solution to the third problem that you proved in I.C. This directly relates to that problem. Your solution needs to be specific and related to that problem. Don't reinvent the wheel...do some research to see what others are doing, have done or are planning on doing. Remember, you need to "PROVE IT" will solve a problem with multiple pieces of evidence (story, personal reference, illustration, statistic, comparison, expert opinion, etc.)

III. BENEFITS/VISUALIZATION STEP: Tell us what will happen if we don't do something about the problem. Be graphic.

A. Explain the benefits that I will receieve from the solution that you proposed in II.A. The benefit should be something that I can apply to my life and see as personally beneficial. Don't reinvent the wheel...do some research to see what others have discovered about benefits to them, their group, organization or cause. Remember, you need to "PROVE IT" will solve a problem with multiple pieces of evidence (story, personal reference, illustration, statistic, comparison, expert opinion, etc.)

B. Explain the benefits that I will receieve from the solution that you proposed in II.B. The benefit should be something that I can apply to my life and see as personally beneficial. Don't reinvent the wheel...do some research to see what others have discovered about benefits to them, their group, organization or cause. Remember, you need to "PROVE IT" will solve a problem with multiple pieces of evidence (story, personal reference, illustration, statistic, comparison, expert opinion, etc.)
C. Explain the benefits that I will receieve from the solution that you proposed in II.C. The benefit should be something that I can apply to my life and see as personally beneficial. Don't reinvent the wheel...do some research to see what others have discovered about benefits to them, their group, organization or cause. Remember, you need to "PROVE IT" will solve a problem with multiple pieces of evidence (story, personal reference, illustration, statistic, comparison, expert opinion, etc.)

CONCLUSION: Motivate us to get out and do something! Wrap up loose ends by giving a review of points and restating your thesis, and then conclude the speech.

V. ACTION STEP: Offer alternatives to your audience that they can do personally to help solve the problem you have shown exists. Again, be very specific and very realistic.

Another View of Monroe's Motivated Sequence

Monroe's motivated sequence is a technique for organizing persuasive speeches that inspire people to take action. It was developed in the mid-1930s by Alan H. Monroe. It consists of five steps:

Attention
Get the attention of your audience using a detailed story, shocking example, dramatic statistic, quotations, etc.

Problem/NeedShow that the problem about which you are speaking exists, that it is significant, and that it won't go away by itself. Use statistics, examples, etc. Convince your audience that there is a need for action to be taken.

Solution/Satisfaction
Show that this need can be satisfied. Provide specific solutions for the problem that the government and community can implement as a whole.

Benefits/Visualization
Tell the audience what will happen if the solution is implemented or does not take place. Be visual and detailed.

Action
Tell the audience what action they can take personally to solve the problem.
The advantage of Motivated Sequence is that it emphasizes what the audience can do. Too often the audience feels like a situation is hopeless; Monroe's motivated sequence emphasizes the action the audience can take.

Monroe's Motivated Sequence (another explanation)
In the mid-1930s, Alan H. Monroe developed a pattern for persuasive messages that has become something of a standard because of its effectiveness. It is both logically and psychologically sound. It is known as the motivated sequence. I highly recommend it for your next speech, since it is explicitly designed to move an audience to action.

Attention: This step is designed to gain the interest of the listeners. One of the biggest problems here is assuming you have the audience's attention. In fact, assuming the step as given causes problems throughout the entire speech. You cannot persuade someone unless you have his or her attention. This step is very similar to the traditional introduction.

Need: The need step is used for developing or describing some problem or for demonstrating that the audience has a need for the speech you are giving. You want them to say to themselves, "I need to hear this," or "Something needs to be done about this!" Again, don't assume the need is obvious. Remember that this step involves need from the standpoint of the audience member. The door-to-door salesperson who says "I need one more sale so I can go to Hawaii" is being ineffective; he should address the prospect's need.

Satisfaction: Next, present a solution to the problem you presented in the Need step. Show how to satisfy the need. Scratch the itch. The Need step and the Satisfaction step appeal primarily to left-brained, logical thinking (although you always need some appeal to the right-brain thinking as well, especially in terms of clarifying information). In this step, you want the audience to think, "That will work!"

Visualization: This is where we get into true persuasion. The purpose of this step is to develop within your audience an image of the consequences of their choices. If you want them to do something, you have to help them create in their minds an image of the good things that will happen if they do what you want them to do. Or, help them imagine the bad consequences of not adopting the policy.

In this step you are appealing more to right-brain thinking; you want to get them emotionally as well as logically involved, and you want them to feel those consequences on a gut level. In the Satisfaction step, you wanted them to think, "That will work." In the Visualization step, you want them to think, "That will work for me. I can do that. I can see myself doing that."

Action: The action step should move your audience to actually do something about your speech. To do this, you need to have some clear and specific action for them to take. "Somebody should do something" only frustrates them, because they have no direction. Even "give some money to this cause" lacks motivation. Tell them, "I want each of you to give just $10 to this. If you can do more, fine. But don't you agree that $10 is within reach of all of us?" Or whatever it is you want them to do. You should know from the beginning of your speech what exact action you are going to ask them to take.

DAILY ORAL LANGUAGE: ACT Preparation--Grammar, Usage & Mechanics & Rhetorical Skills Quiz 2--Friday December 14, 2007 Quiz

Daily Oral Language Assignments

Each day of Mr. McLaughlin's English 10B Class will begin with a short "sponge" activity. On some days we will begin with the ACT preparation assignments like the ones listed in this entry.

On other days we will be working with ACT/SAT Vocabulary words. For your convenience & for your study, these are being posted here for your convenience and to study for our in class quizzes.

Your learning of this material will be covered on our quizzes. We will have a quiz each two weeks.

COMPLETE ACT TEST PREPARATION.doc

Wednesday December 5, 2007--Quiz 2.3
ACT Test Preparation Passage I.4, Day 4.doc

Thursday December 6, 2007--Quiz 2.3
ACT Test Preparation Passage I.5, Day 5.doc

Monday December 10, 2007--Quiz 2.3
ACT Test Preparation Passage I.6, Day 6.doc

Wednesday December 12, 2007--Quiz 2.3
ACT Test Preparation Passage I.7, Day 7.doc

FRIDAY DECEMBER 14, 2007--Quiz 2

The VOCABULARY FRAME Method of Learning Content Vocabulary

VOCABULARY FRAMES: Vocabulary Learning Unit Strategy 2--Similar to The Frayer Model

Top Right Corner: Write the word’s definition

Top Left Corner: Write the word’s opposite and cross it out

Lower Left Corner: Write a silly sentence that uses the definition of the word

Lower Right Corner: Draw a graphic to help you visualize the concept

In the Center: Write the word & Isolate any prefixesIsolate the rootNote the meaning of the rootIsolate any suffixesLabel the part of speech in parenthesis

Opinion Speech Workshop

Opinion Speech Partnered Workshop

Students completed the Opinion Speech workshop with a partner today. Students took out the begin speeches of their Opinion Speech--including their "new and improved" thesis that does not include the beginning phrase "Today I will GP you that..." See the post for January 03, 2006.

Pre-Speaking Blocks: Brainstorming & Drafting

They also took out their pre-speaking blocks. Common mistakes in checking the work included (1) having a GP that was longer than two words long; (2) having a SP that did not include "so that the audience will" section with the desired audience action; and (3) having underwritten audience analysis statements.

One-on-One Opinion Speech Workshop: Sharing

Students double-checked each others pre-speaking block and worked with each other to discuss his/her topic and each of the five reasons that he/she has arrived at his/her opinion.

We then moved to perhaps the most important part of today's workshop: gathering "personal experience" or "life experience's" of other people (friends, parents, teachers, relatives) that support this opinion.

It is important to realize that this speech is not to be researched on the internet or in books. Instead, it is to be supported with stories and life experiences. This is how most of our daily opinions about everthing from restaurants, movies, books and classes are formed.

Like always, our "filters of perceptions", biases and slants all have an impact on the forming of these opinions.

Homework: Revision/Independent Practice

Students are to choose three of the five reasons that he/she developed and work on supporting those opinions with actual "personal experiences" or "the experiences" of others to prove that the reason(s) that they have chosen are valid. These are to be put in the form of a T-Chart.

Speech Weekly Summary 10/1-10/4/2007

Monday 10/1 Complete LATE Peer Biography Speeches. Follow-up reading from Friday in Glencoe's SPEECH book pp. 354-377 on persuasive speaking. Review key vocabulary for the persuasive speaking. Topic brainstorming and selection of Opinion Speech topics. Discuss audience analysis bulletin boards for Opinion Speech. Portfolio preparation for P/T Conferences. Reminder to have students communicate Mr. McLaughlin's availability for conferences: Monday 10/1 from 4:00-6:15 PM and Thursday 10/4 from 6:30-8:00 PM. Homework: Brainstorm three possible topics. Get a head start on the bulletin boards for Opinion Speeches.

The SPEECH (NOT ENGLISH) THESIS Made Easy: Fill in the Blanks

THESIS STATEMENT MADE EASY

The thesis statement is what you prove in your speech. It's not that difficult to write one. This should have your subject, your opinion of your subject and provide an overview of how you will improve your opinion.

Remember, a thesis for a piece of writing and a thesis for a speech are different. You will never want to put "In this paper I will..."

Part I: THESIS SIGNAL/SALUTATION (Choose one for a speech, never choose one for a paper!)

In this speech I will OR
Today I will OR
In this morning's remarks I will OR
or write your own so it is appropriate and it sounds like you

Part II: THESIS BASE/STEM (Subject and opinion of subject)

__________________________________ (your general purpose verb) you

that ______________________________________________ (subject & opinion of subject)

PART III: PREVIEW OF MAIN POINTS (How you will prove your opinion)

by _________________-ing

(keep each MP short—bumper sticker”ish”...make sure that your MP has a point of view)

(1)__________________________________;
(2)__________________________________;
(3)__________________________________;
(4)__________________________________.

Audience Analysis in a Speech

AUDIENCE ANALYSIS STATEMENT: Several (at least three) sentences that analyze your audience and predict your success or failure in accomplishing your goal. Predict what the audience thinks of the subject and how they will react to the speech and/or your opinion of the speech. In the advanced stages of AAS you will need to consider the “simulated audience” that you are assigned to speak. This may include clients in a Sales Speech or a community forum including parents, students, teachers, administrators and school board members in the Opinion Speech. Different audiences require us to construct our messages differently. Consider these questions. You don’t have to answer all of them but should consider these questions, people’s “filters of perception” when analyzing your audience.

HERE ARE SOME BASIC QUESTIONS TO ASK YOURSELF WHEN ANAYLZING YOUR AUDIENCE.

YOUR AUDIENCE ANALYSIS IS THE ANSWERS TO THESE QUESTIONS OR ANY COMBINATION OF AUDIENCE CENTERED QUESTIONS. LATER ON, YOU WILL USE THIS INFORMATION TO BUILD "RELEVANCE" FOR YOUR AUDIENCE.

What does this audience think of this topic?;
How will the audience react to the information in my speech?;
How is it that I will accomplish my GP & my SP with this diverse group?;
What might get in the way of me accomplishing my goals?;

What motivates this audience when it comes to this topic?;

What sort of evidence will "move" this audience toward my desired goals?;
What prejudices, biases, filters or previous experiences might get in the way of the audience agreeing with me?

Examples of this might look like the following:

I believe that this audience believes that school spirit is pretty good at Lewis Central High School. However, when I share examples with them that demonstrate the behaviors of students at LC during concerts, plays and some athletic events that they will understand that they should support the students who try to represent our school with pride. Some students who show great school spirit can find some value in this speech by having an influence on their friends. Students who are unattached to our school in terms of competitions, performances and pep rallies need to understand that these activities are a positive reflection on all of us. Hopefully, after hearing about the time and commitment that their fellow students demonstrate in these activities they will be inspired to demonstrate more school spirit.

I believe that this audience believes that year-round school is a bad idea because they really don't understand the idea. By informing students that year round school actually has as many days off as our current calendar, students might reconsider their opinion. I also think that the research that I share with them will prove to them that year-round school will improve their learning, their skills and make them more competitivie for scholarships, boost their ACT scores and improve retention The major prejudice that students have with this topic is that they enjoy the long break at summer. However, several breaks during the school year will be really appealing to some of them. Getting them to reconsider their opinion on this topic is really what I'm out to achieve.

© Thomas V. McLaughlin Jr., 2006--for permission to use this document for purposes other than classes taken with Mr. McLaughlin, please contact Mr. McLaughlin at tvmclaughlin@cox.net or mclaughlt@lewiscentral.k12.ia.us

Sample MLA Works Cited List

A standard MLA paper requires a works cited list. This is the list of sources you used in your research. It is similar to a bibliography.1. Type "Works Cited" one inch from the top of your page. This measurement is pretty standard for a word processor, so you shouldn't have to make any page set-up adjustments--just start typing.

2. Type in the information for each source, double spacing between the works. Alphabetize the works by author. If there is no author or editor mentioned, use the title (as in the last example on the list).

3. Once you have a complete list, you will format so that you have hanging indents. To do this: highlight the list, then go to Edit and find the command for Hanging.

Go to Bibliography Tutorial

MLA Image Page/Appendix Page

Formatting a Page With a Figure

MLA style guides can be confusing. This page shows you how to create a page with an image display.

Images (figures) can make a big difference in a paper, but students are often a little hesitant about including them. This page shows you the correct format for inserting a page with a figure. Be sure to assign a number to each figure.

Alternate First Page

This format the alternate format for papers that contain a title page. Use This Format If Your Paper Has a Title Page





This format the alternate format for papers that contain a title page.


MLA papers do not typically contain a title page. If your teacher does require a title page, you should use this format for your first page.

Double space after your title and begin your report. Notice that your last name and the page number will go at the right top corner of your page in a header.


Go to Using Parenthetical Citations

Title Page in MLA

If your teacher requires a title page, you can use this sample as a guide.

Space 9 lines down from the one-inch top margin. This will give a 2 ½ inch top margin.

Center your persuasive MLA title 9 lines down from the top.

Space 15 lines

Center the word "by" centered on the page

Double-space

Center your name on the page

Space 15 lines

Center the class name and period number on the page.

Double space

Center your teacher's name on the page.

Place your class information about two inches below your name.

MLA Outline

MLA style can be difficult to understand, but many students learn easily when they see an example. The outline follows the title page.

The MLA outline should include the small letter "i" as a page number. This page will precede the first page of your report.

Center your title. Below the title provide a thesis statement.

Double space and begin your outline, according to the above sample.

MLA Sample First Page

A title page is not required in a standared MLA report. The title and other information go on the first page of your report.

Begin typing on the top left of your paper. Use 12 point Times New Roman font.
1. Place your name, your teacher's name, your class, and the date. Double space between each item.

2. Next, double space down and type your title. Center the title.

3. Double space below your title and begin typing your report. Indent with a tab.

4. Remember to end your first paragraph with a thesis sentence!

5. Your name and page number will go in a header at the top right corner of the page. You can insert this information after you type your paper. To do so in Microsoft Word, go to view and select header from the list. Type your information in the header box, highlight it, and hit the right justify selection.

Go to Using Parenthetical Citations

Interview Letter: Required for Interviews for Career Documented Essay

Preparing Your Business Interview Letter Using the Correct Format: See pp. 298-299 in Your WRITER'S INC. Book

PURPOSE OF THE LETTER

Whether you do your interview (1) most desireable--live/face-to-face; (2) next most desireable--on the telephone; or (3) least desireable but acceptable--via email, this letter serves as a nice outline or script for your interview. It really makes your prepared to be successful.

This really becomes a nice script for the interview if you do it face-to-face or on the telephone. If you are forced to do your interview via email, this can be cut and pasted into the email.

These must be approved, revised and graded prior to actually using them.

FORMAT OF THE LETTER

The letter should be centered from top to bottom.

1" or 1.5" margins should be used for the letter.

The letter should be in Times New Roman 12 pt. font

Part I--Date: Insert Today's Date

March 15, 2oo7

Part II--Sender's Address, that's your address

DO NOT INCLUDE YOUR NAME, YOUR SIGNATURE BLOCK TAKES CARE OF THIS

Line 1--

Your Address or LC's Address 3504 Harry Langdon Boulevard

Line 2--Your City, State Abbreviation (double space and Your Zip Code or Council Bluffs, IA 51503

Line 3--Your Email Address

Part III--Inside Address (that's the address to which you are sending the letter or the address of your interviewee)

Part III--Inside Address, that's your address

Line 1--Interviewee's Full Name with Title Mr. Ford, Ms. Chevrolet, Dr. Hanson, Mrs. Kreger, etc. Make sure you have a comma after the individual's name.

Line 2--The Company, Firm that Your Interviewee Represents

Line 3--Your Interviewee's Address
Line 4--Your Interviewee's City, State Abbreviation (double space and Your Zip Code or Council Bluffs, IA 51503
Line 5--Your Interviewee's Email Address

Part IV--Salutation

Dear Mr. Smith, Mrs. Jones or Ms. (if you do not know whether a female interviewee is married) Henderson: (colon comes right after the interviewees name)

Part V--Body of the Letter

Paragraph 1--Professionally introduce yourself, the project that we/you are working to complete (include in this the basic MPs that you are preliminarily interested in pursuing), and what you are generally looking to accomplish in the interview.

Paragraph 2--An introduction to the questions that you have designed. Make sure that these are open-ended in nature (they require more than a word/short phrase in response). I would suggest that you begin your questions with "Could you tell me about" or "I am interested in any moral, political, ethical, economic issues that cause you or your colleagues some concern about the profession." Make sure to have eight to ten good questions.

Paragraph 3--A request for a phone call or some other type of follow-up/contact or call to action. A sincere sentence (probably two) thanking the professional for his/her commitment to helping students learn about the career and, in turn, advancing the career.

Part VI: Complimentary Close

Best regards, or Sincerely, or Yours truly, (see the WRITER'S INC. BOOK for specifics here.

Four spaces (signature goes here in black ink)

Line 1: Your Name.

Line 2: Lewis Central High School English 10 Student

Part VI: Enclosures:/Copies to:/CC:

If you are enclosing any piece(s) with the letter, give the piece(s) a title and list it/them after the colon.

Pre-Speaking or Pre-Writing Block General Purpose, Specific Purpose, Audience Analysis Statement

FOR YOUR CONVENIENCE THE INFORMATION ASSOCIATED IN THIS BLOG ENTRY IS AVAILABLE BY CLICKING ON THE FOLLOWING LINK LISTED BELOW. ONCE YOU HIT THE LINK, YOU CAN EASILY PRINT THIS INFORMATION FOR YOUR USE:

http://docs.google.com/View?docid=dmg4wrs_14dw7fg9

The Pre-speaking Block:
Complete Before You Begin Constructing Your Message/Speech

Whenever we communicate—whether it be through speaking or writing--we do so in real time for a real purpose and for a real audience. Prior to this communication, we need to consider our purpose and that audience. This pre-speaking/prewriting block is intended to assist us in developing and constructing a strong message.

The Prespeaking Block is intended to help you focus what content and how the content should be arranged for your speeches. As a result, you know how to build your speech once you've considered these important elements.

GENERAL PURPOSE: to+_________________
(one word)

(possible examples: to inform, to persuade, to convince, to teach, to introduce, to demonstrate, to motivate, to inspire)

SPECIFIC PURPOSE: I will ______________ you that
(gp)
_________________________________________________ SO THAT THE
(subject and opinion of subject=thesis base)

AUDIENCE WILL______________________________________________.
(desired audience action or thought=actuation)

I will convince (GP verb) the audience that year round school is a bad idea (thesis base) so that the audience will attend the next school board meeting and help me oppose the idea and sign my petition against it (actuation).

I will motivate (GP verb) the audience to purchase the amazing and inexpensive new Zingmaster 3000 (thesis base) so that the audience will buy one or consider buying one (actuation).

I will inform (GP verb) the audience that school pride at Lewis Central needs to be improved (thesis base) so that the audience will show more school spirit at all school events (actuation).

I will inspire (GP verb) the audience to spend their extra time in the worthwhile activity of volunteerism (thesis base) so that the audience will look for a worthwhile charitable organization to donate his/her time (acutation).

AUDIENCE ANALYSIS STATEMENT: Several (at least three) sentences that analyze your audience and predict your success or failure in accomplishing your goal. Predict what the audience thinks of the subject and how they will react to the speech and/or your opinion of the speech.

(1) What does this audience think of this topic;
(2) How will the audience react to the information in my speech;
(3) How is it that I will accomplish my GP & my SP
(4) What might get in the way of me accomplishing my goals;
(5) What prejudices, biases, filters or previous experiences might get in the way of the audience agreeing with me.

I believe that this audience believes that school spirit is pretty good at Lewis Central High School. However, when I share examples with them that demonstrate the behaviors of students at LC during concerts, plays and some athletic events that they will understand that they should support the students who try to represent our school with pride. Some students who show great school spirit can find some value in this speech by having an influence on their friends. Students who are unattached to our school in terms of competitions, performances and pep rallies need to understand that these activities are a positive reflection on all of us. Hopefully, after hearing about the time and commitment that their fellow students demonstrate in these activities they will be inspired to demonstrate more school spirit.

I believe that this audience believes that year-round school is a bad idea because they really don't understand the idea. By informing students that year round school actually has as many days off as our current calendar, students might reconsider their opinion. I also think that the research that I share with them will prove to them that year-round school will improve their learning, their skills and make them more competitivie for scholarships, boost their ACT scores and improve retention The major prejudice that students have with this topic is that they enjoy the long break at summer. However, several breaks during the school year will be really appealing to some of them. Getting them to reconsider their opinion on this topic is really what I'm out to achieve.

THESIS STATEMENT:

This (morning, afternoon, evening) I will _______________ you that
general purpose

______________________________________________by _________________-ing
subject & opinion of subject (keep it short—bumper sticker”ish”)

(1)__________________________________;
(2)__________________________________;
(3)__________________________________;
(4)__________________________________.
preview of your main points—mini subject and opinion

English 10B Vocabulary: Unit 1 SAT/ACT Words

1.1 ALOOF (uh LOOF) distant, reserved in manner; uninvolved
Memory Link: Snowball, the cat, was so ALOOF when guests came she hid on the ROOF.

Most everyone thought Theodore ALOOF when actually he was only very shy.

Nothing ruins a fine dinner at a good restaurant like an ALOOF waiter who makes the entire experience uncomfortable.

At the wedding reception, the bride's relatives were very ALOOF, hardly speaking to the groom's guests and family.

1.2 AUSTERE (aw STEER) stern, as in manner; without excess, unadorned, severly simple and plain
Memory Link: An AUSTERE STEER is no fun at a party.

Jill's father was AUSTERE, rarely smiled and was always stern with her about having dates with boys he didn't know.

The AUSTERITY of life in the village was understandable. Many were jobless and evidence of poverty was everywhere.

Her home was AUSTERELY decorated, very plain furniture without frills and only items that were necessary.

1.3 BULWARK (BULL wurk) a defensive wall; something serving as a principle defense.
Memory Link: BULLS WORK building a BULWARK.

Quebec City is the only city in North America with a BULWARK built entirely around it.

The budget for national defense is an economic burden for all taxpayers, but we must never forget our armed services are the BULLWARK of defense for the nation.

Our mother was a BULWARK against bad times; no matter how bad things became, she always wore a smile and had a cheerful word.

1.4 CACOPHONY (kuh KAFH uh uee) harsh sounds
Memory Link: A CACOPHONY of COUGHING.

A CACOPHONY isn't noise alone, it is disturbing noise such as when people shout all at once.

Gene thinks all rock music is a CACOPHONY to be avoided whenever possible.

An unpleasant CACOPHONY of sound was produced as the orchestra tuned their instruments. But once they began to play together the sounds become euphonious.

1.5 CEREBRAL (suh REE brul) of or relating to the brain; an intellectual person
Memory Link: Eat your CEREAL so you'll grow up and be CEREBRAL like your father.

CEREBRAL for a football player, the wily Kansas quarterback rarely called a play that wasn't well planned and thought out.

Dr.Clark was too CEREBRAL to be a boy scout leader. Instead of saying "pitch your tents over by the cliff," he would confuse everyone with his big words and say, "construct the canvas shelters in the proximity of the promontory.

1.6 CONNOISSEUR (kahn uh sur) an expert, particularly in matters of art and taste.
Memory Link: The KING OF the SEWER is a CONNOISSEUR of garbage.

My uncle is a CONNOISSEUR of fine wines.

Art dealer, Jorge Guizar, is a CONNOISSEUR of Mexican art of the 19th century.

When it came to coins, Jerry proclaimed he was a CONNOISSEUR, because he had collected them all his life.

1.7 FORBEAR (for BAYR) to refrain from; to abstain; to be patient or tolerant
Memory Link: Please FORBEAER feeding the FOR BEARS.

To FORBEAR your opinion on any controversia matter until yyou have first heard all the facts is generally the wisest course of action.

Jonathan said his motto was to never FORBEAR a good party for another time when you can have one today.

Henry FORBORE his decision to close the store, deciding to wait until after the Christmas season.

1.8 INCONGRUOUS (in KAHN grew us) not appropriate, unsuited to the surroundings; not fitting in
Memory Link: The new Alaskkan senator's presence IN CONGRESS was INCONGRUOUS.

Ed appeared INCONGRUOUS wearing his tuxedo on an old-fashioned hayride.

The INCONGRUITY with Joseph's chosen career was that he had a Ph.D. in chemistry, but preferred to work as a mullet fisherman.

INCONGRUOUSLY, Dianne spent several days a week at the library, even though she professed that she didn't like to read.

1.9 LAMENT (la MINT) to express sorrow or regret; to mourn
Memory Link: We LAMENT that Joe got buried in CEMENT.

The song, "Cowboy's LAMENT," is a ballad about the lonely life of those who drive cattle for a living.

The nation LAMENTS the passing of the President while at the same time celebrating his achievements while in office.

It is LAMENTABLE that Rosecoe quit college in his sophomore year; his professors considered him the brightest engineering student in his class.

1.10 LANGUISH (LANG gwish) to become weak or feeble; sag with loss of strength
Memory Link: A FISH on LAND will quickly LANGUISH.

An outdoorsman all his life, Mr. Franklin quickly LANGUISHED in his job as a night watchman.

It was so hot in the theater, Charlotte soon began to LANGUISH.

(To LANGUISH is to be LANGUID.) The fish in the aquarium hardly stirred, moving LANGUIDLY when they moved at all.

Required Persuasive Speech Visual Aid

TO MAKE YOUR REQUIRED VISUAL AID

(IF YOU WOULD LIKE ME TO MAKE COPIES FOR YOU, PLEASE EITHER EMAIL THEM TO ME THE NIGHT BEFORE YOUR SPEECH or BRING THEM IN BEFORE SCHOOL ON THE DAY YOU SPEAK)

1. Go to GOOGLE (CLICK HERE FOR A QUICK LINK) or some other search engine with images;

2. In the search area: type in your subject (or a similar key word) "Your Subject AND CHART" (i.e. I typed in pollution and chart);

3. Locate a chart that related to your speech/topic--make sure that it fits nicely with your topic and your speech;

4. Here's what I found for pollution and chart CLICK THIS LINK TO SEE SPOT ON GOOGLE FEATURING THIS CHART

5. I also found this chart for air pollution CLICK THIS LINK TO SEE SPOT ON GOOGLE FEATURING THIS CHART

6. Save the chart(s) to your desktop (make sure that you copy down the information from where you retrieved the information--you need to give credit);

7. Open up a Word Document:

8. Insert the chart into the document OR BETTER YET Insert a text box into your document, then insert the picture into the text box. It can be resize inside of the text box.

9. The text boxes and charts can be re sized to meet your needs (if one chart by itself is too blurry, find several small ones to fit on the page of your handout);

10. Make sure that you create a heading (at the top) for your VA (visual aid) and that you give credit to the site/source (under each chart) from which you received the information.

Sample Works Cited Format

Here's a sample of what a Work's Cited page should look like for your paper or speech. There are other entries on the cite to answer this question.

CLICK HERE TO GO DIRECTLY TO THE SAMPLE WORK'S CITED SITE THAT PROVIDED THIS INFORMATION

You can cut and paste that information into a Word Document and then enter your information.

If you don't know how to do a Work's Cited entry, go to

(1) CITATION MACHINE or SON OF CITATION MACHINE. Click here to go to this site that will help you create an MLA Work's Cited Entry.

(2) Once there, click on MLA (Modern Language Association). DO NOT CHOOSE APA or CHICAGO. Click here to take you directly to the MLA portion of the site

(3) Choose the type of entry (on the right: electronic, print, etc.), then enter your information. When you hit the SUBMIT BUTTON, the cite will show you what your entry should look like. Cut and paste that into your Word Document.

MLA Work Cited for this Post

Darling, Charles. "A Sample Works Cited Page." A Guide for Writing Research Papers Based on Modern Language Association (MLA) Documentation. CAPITAL COMMUNITY COLLEGE. 11 Feb 2007 .

CLICK HERE to go directly to the Capital Community College Website for "An Introduction to MLA Research Techniques."

Julius Ceasar Project: A Creative Multi-Media, Music Video with Scenes from the Film

FROM THE STUDENT CREATOR: "This is a video I made using scenes from the Julius Caesar movie, and using the song "Through Glass" by Stone Sour. I am quite proud of how this video came out. Its kind of a sad video, in a way. It's about two friends, one of whom dies. That's a sad ending. (I tried to make some sort of linear storyline to go with the project but it didn't go over all that well. Anyways, enjoy my little video tribute to Julius Caesar.

Julius Caesar Enrichment: Study These Words to Prepare for the ACT/SAT

ACT I

servile
barren
countenance
torrent
infirmity
blunt
portentous

ACT II

taper
spurn
base
augmented
redress
insurrection
visage
affability
imminent
constancy

ACT III

firmament
apprehensive
valiant
beseech
malice
plebians
censure
legacy
orator

ACT IV

chastisement
choleric
repose
apparition
rash
nimbleness
contaminate
bait
covetous

ACT V

cur
misconduct
bestow
legions
vile
disconsolate
entrails
bondage
tarry

Julius Caesar: Writing Prompts/Homework

Shakespeare's Julius Caesar Study Guide
Homework Questions

Directions: The following questions will be assigned for homework after each act has been read in class and discussed in study groups. Each question will require at least three complete sentences. Write the answers on a separate sheet of paper. Make sure you head your loose leaf paper with the proper act number.

Act I

1. In scene 3 Cassius says of Caesar: "I know he would not be a wolf/But that he sees the Romans are but sheep." Explain what he means.
2. Scene 3 describes many strange happenings in Rome. Why are such events appropriate to the action of the play at this moment?
3. What kind of person is Casca?

Act II

1. What are Brutus' reasons for deciding that it is right to assassinate Caesar?
2. What picture does Shakespeare give us of Brutus' marriage?
3. What does Caesar's habit of referring to himself in the third person tell us about him? (For example, he says, "Shall Caesar send a lie?")
4. What evidence is there in this act that shows both Caesar and Brutus can be influenced by flattery?

Act III

1. Explain how Antony is able to work the crowd up into a frenzy with his speech?
2. What impression does Shakespeare give of the crowd's character in this act?

Act IV

1. How does Brutus react to Portia's death? What do we learn about him from his reaction?

Act V

1. What is said and done in Act V that supports the comment: Brutus' and Cassius' defeat is revenge for Caesar's murder?

Improvisation Exam

Improvisation Summative Assessment Preparation &
Final Project Selection

We are at a transitional point in the course. We will be finishing our unit on Improvisation. We have already completed two units: one on theatre games & group cohesion and another unit on dramatic criticism using Goethe's standards for evaluation.

Prop Improv Story Workshop

Students picked up the prop that they were "buzzed out" with for the Whose Line Is It Anyway version of Prop Improv that we performed as a large group. Students were asked to remember the property story that they developed during the class period following that exercise.

Students were then put into pairs to workshop this exercise for a portion of our summative assessment. Dating Game will be one-third of the Improv Final; Prop Story will make up another one-third of the Improv Final; and Freeze Play will comprise the remaing one-third of the final. Students then have at least three performances that comprise their Improvisation Final which is worth 100 points.

Step 1: Modeling the Process

Mr. McLaughlin and the class brainstormed how the pewter mug might generate a character. If used as a cup: a pirate, an Octoberfest participant, a medieval noble, etc. We also brainstormed how the prop might be used as another object: a trumpet for a musician, a hearing horn for an old person, a telescope for an explorer.

Then, we discussed what story that prop might have in relationship to the given characters:

Pirate: used during a pirate party causing him to fall overboard, encountering a shark
Old Person: a gift from ungrateful children who sought an inheritance
Musician: the horn that he/she used to play for a "command performance" for the king/queeen.

Step 2: Working in Small Groups: Guided Practice

Students then worked with partners to brainstorm a list of "real" and "possible" interpretations of that prop and generated a list of characters (that could be physicalized and vocalized) and stories that center around that prop.

Step 3: Review of Evaluation Criteria: Teaching & Modeling

Students then were reminded of how we evaluate improvised performances:

Vocalization: vocal pallette, essence creation, prosodic modification, modeling, imitation
Physicalization: movement dynamics, foot manipulation, physicalization/body centers
Script-Writing: character introduction/exposition, storytelling/rising action, conflict-centered action.

Students were shown that they must stand with their back to the partner and upon the "signal" from the teacher to assume character and turn towards their partner in character to their partner. Mr. McLaughlin modeled with with a hunch-backed, slumped over, old person.

Step 4: Guided Small Group Practice

Students then made a decsion on character, vocalization, physicalization and story. They assumed the character with their back to the audience, turned in and practiced their story for :90 seconds.

Step 5: Self Evaluation and Peer Evaluation

After the performance, each performer "predicted" how Mr. McLaughlin would evaluate him/her on each of the criteria. The student estimated whether they would receive and "up" or a "down" from me in vocalization, physicalization and script writing.

The performer's partner then shared his/her estimation of how Mr. McLaughlin would evaluate the performance. Students were asked to be honest.

Step 6: Repeat Steps 4 & 5 for Another Performer

Step 7: Repeat Steps 2-5 for the "Third Peformer" in Odd Groups & Repeat Steps 2-5 for a Second Performace in "Even" Groups

Choosing Your Final Performance Option &
Guidelines for Finding the Right Piece for You

Students were reminded of the final performance requirements that were discussed on January 03, 2007. Students were asked to make a preliminary decision as to which of the options that he/she would choose. Most students chose to be involved in a scene.

Mr. McLaughlin shared some of the additional criteria for dress/costumes, properties, sets for each of the options.

Students were given resources to help them find a piece:

(1) Go onto the internet and enter key word "monologue" and a wide-range of sites will make themselves available;

(2) Check the following sites for good and time-appropriate monologues: http://www.whysanity.net and http://www.monologuearchive.com

(3) Use the books on reserve in Mr. McLaughlin's office and mark selected scenes with a "Post It Note" with your name on it.

(4) If you don't have internet, come to Mr. McLaughlin's office with a pass at anytime before school, after school, during school and work in there to find a piece. Or use the internet at the Council Bluffs Public Library.

(5) Use your The Stage and the School Book's tan section to find monologues or scenes.

(6) Use scenes and monologues found in Mr. McLaughlin's brown lateral file by the entrance of the Drama Room.

(7) If all else fails--which it shouldn't--see Mr. McLaughlin before the deadline for selection a piece.

Five Paragraph Essay Style Sheet

FOR YOUR CONVENIENCE THE INFORMATION ASSOCIATED IN THIS BLOG ENTRY IS AVAILABLE BY CLICKING ON THE FOLLOWING LINK LISTED BELOW. HIT THE LINK AND PRINT TO ACCESS THIS INFORMATION:

http://docs.google.com/View?docid=dmg4wrs_15ch63n9

STYLE SHEET FOR ENGLISH 10A or 10B FIVE PARAGRAPH ESSAY

MLA Heading

Student First Name Student Last Name

Teacher or Professor

Course, Assigment

00 Month, 2015

Format and Craft Your Writing Carefully

Use Standard English, avoid informal language

Double space

Use 12 pt. Times New Roman font

Always write in complete sentences unless it is for effect

Avoid run-on sentences or fragments

Write in third person - he, she, it

Avoid using “I” unless the essay is of a highly personal nature

Use past tense unless it is for effect

Indent all paragraphs

Proofread by reading out loud to check for easily corrected errors

Run spell check

Use blue and black ink for formal assignments

If you make an error, draw one line through the word and use a ^, then write the correction above the carat

If you have errors, make corrections and reprint

Common Problems with Usage

Subject-verb agreement -use they were, not they was, I saw, not I seen

Write out numbers from one to ten, otherwise use the number - 11

Use appropriate abbreviations (there is no abbreviation for you)

Avoid incorrect phrases - use all of a sudden, not all of the sudden

Avoid dropping the letter d -supposed to, not suppose to

Use should have not should of

Spell out because, not cuz or cause

Use homonyms correctly i.e. there shows direction- over there, their shows possession – their
car, they’re means they are – they are going to the movie

Watch for words that join together and become one word i.e. himself, not him self

Avoid contractions

Essay Construction/Organization & Structure

Paragraph 1: Set up the essay with a “hook,” “lead,” or “attention getter.” Introduce the topic in a thesis statement. A thesis statement gives an overview of the essay and the main point or positions you will prove or discuss in your essay. Use a transition statement to set up your next paragraph.

Paragraphs 2, 3, and 4: Discuss at least three different aspects of your topic – one per paragraph. Use explainers, support, evidence (examples, details, facts, incidents, comparisons, statistics, anecdotes, expert opinions, inferences, personal experiences and/or reasons) to prove your points. Organize your information logically. Use transitions to move from one paragraph to the next.

Paragraph 5: In a craftful way let the reader know that the end is near. Conclude your essay by restating in other words the important points you made in your essay. Make sure that you restate your overall thesis with strength. Leave the reader with a sense of finality by designing a clincher or a closing that extends the reader’s thinking.

© Thomas V. McLaughlin Jr., Mary Langille, Laurie Nielsen, 2006--for permission to use this document for purposes other than classes taken with these teachers, please contact them at Lewis Central High School, 3504 Harry Langdon Blvd., Council Bluffs, IA 51503

Drama I Trimester Performance Final

You will be using all of the formative skills that we've learned in class so far: improvisation, vocal characterization, physical characterization, public solitude, storytelling, chunking, memorizing for your final performanc project. We will draw numbers for these performances. You will perform for the entire class. This assignment is required to pass the course.

OPTION 1—Monologues—two contrasting monologues (one comedy, one drama) that are :90 seconds each. One good fit, one stretch. 3:00 total performance time.

OPTION 2—Scenes—two or three actors (no more than this), balanced scene, comedy or tragedy. 5:30 total performance time.

Some sites for you to consider are:

Colin's Movie Monologue Page at http://www.whysanity.net

Sample Monologue from Colin's Movie Monologue Page
Dead Poets Societywritten by Tom Schulman
Mr. Keating: In my class, you will learn to think for yourselves again. You will learn to savor words and languages. No matter what anybody tells you, words and ideas can change the world. I see that look in Mr Pitts' eyes like 19th century literature has nothing to do with going to business school or medical school, right? Maybe. You may agree and think yes, we should study our Mr. Pritcher and learn our rhyme and meter and go quietly about the business of achieving other ambitions. Well, I have a secret for you. Huddle Up...Huddle UP! We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. Medicine, law, business these are all noble pursuits necessary to sustain life. But poetry, beauty, romance, and love; these are what we stay alive for. To quote from Whitman "Oh me, Oh life of the question of these recurring. of the endless trains of the faithless of cities filled with the foolish. What good amid these? Oh me, Oh life." "Answer...that you are here and life exists....You are here. Life exists, and identity. The powerful play goes on and you may contribute a verse." The powerful play goes on and you may contribute a verse. What will your verse be?

The Monologue Archive at http://www.monologuearchive.com