Comprehensive Assessment Tracking System

Adding Library Resources to a Persuasive Speech Assignment

Monday, June 22, 2020 to Friday, December 11, 2020
What is the Need/Assessment?: 

Students do not have quality nor enough supporting materials for speech assignments.

Describe the necessity for this change: 

Students need to learn how to use library resources to improve the quality and quantity of sources for the organization and delivery of thier speeches. 

Describe what will be (or was) implemented to affect change: 

A Persuasive Speech assignment was adapted to include scaffolding. This new three step assignment, with a goal of reinforcing information literacty, directs students to authoritative sources of information. The assignment takes place over a 3 week period which allows students to begin research early with another goal to improve quality and depth to this assignment. See attached.

Interpret, compare and describe the results of the change: 

Through an observational qualitative review of prior semesters to now, there was a noticable difference in the quantity and quality of supporting materials used by students. There was a considreable change in the depth of thought for speeches, too. Students reported using the library resources in other classes and increased thier own personal learning networks.

After analyzing the information, what are the next steps?: 

I will continue to use this scaffolded assignment for the Persuasive Speech assignment in my COM 225 courses. My next step is to add research requirements using EMCC library resources into speeches that occur earlier on in the semester. Further, I will continue to analyze the research component of my courses so I can improve on ways to reinforce academic success through information literacy.


Not only does this assignment address the current ILO of Information Literacy, but this also aligns to the CLO for COM 225: Students will be able to effectively present a persuasive speech orally to an audience. Lastly, by finding ways to improve teaching and learning, this is also a small way to contribute to the larger college goal of "increase the number of graduates/completers by 25% with equity."

Completed Full Cycle: 
Course Number: 
PDF icon persuasive-speech-assignment.pdf335.13 KB


REB2038660's picture
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CAT2041552's picture
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Hi Rebecca,

Thank you for submitting a CATS.  I like your idea about partnering with the EMCC Library for resources to help your students.  This will help your students become familiar with this campus resource, and they will most likely use it again.  Great job aligning your assignment with your COM 225 CLO and ILO.  I look forward to what new information you will discover.

Have a great day!


REBZS76641's picture
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Rebecca - I am so happy you did a scaffolding worksheet.  I have seen great success with materials that use this technique in calculus, physics, and chemistry.  As you listen to student conversations, listen to what questions they have, and determine where they get stuck, you will be able to update your handouts to really get students to think and learn.  Thanks for sharing. 

REBZS76641's picture
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Oh!  And the scaffolding worksheets really empower students to take charge of their learning.  It's really cool to see them become independent learners.