0:04 you will talk about finding and using
0:10 sometimes students will say really I
0:12 have to do research but I already know
0:15 about this topic and I would say you
0:16 don't know everything and there's a lot
0:18 you don't know and that you should learn
0:21 more about you've picked a topic that in
0:24 fact is interesting to you so finding
0:28 research will be fun so yeah you have to
0:29 do research in fact you have to do
0:31 research for all presentations in class
0:33 because you're always speaking to an
0:35 audience and you're elevating them and
0:36 that means that you're more than just
0:39 telling this what's at the top here off
0:41 the top of your head about something I
0:44 had a student for example last semester
0:48 who did a speech on raising chickens and
0:50 he said but I don't need to do research
0:53 because I raised the chickens and I
0:55 would say said but you don't know
0:56 everything there is to know about them
0:58 and I don't know you might actually
1:01 learn more too which is always course
1:05 good learning is good so yes research is
1:09 required the informative speech is less
1:10 rigorous you can do Google search
1:13 generally speaking and you'll be okay
1:16 for future speeches that will be
1:17 different for the argumentative
1:20 presentation for example that's quite
1:22 different and you will need to do more
1:24 more rigorous research and you'll be
1:27 doing sources and insights that you've
1:29 not used before probably using
1:31 government documents and other kinds of
1:34 sources like that more substantial and
1:37 more credible for the informative
1:38 speaking assignment though you're
1:39 talking about something that you have
1:41 experience with or that you're
1:43 interested with interested in about and
1:49 so this will be a fun experience so why
1:51 do I have to do research well because
1:54 your experience is not exhaustive and
1:57 it's not the only knowledge that's out
2:00 there so even if you are for example the
2:03 leading expert in the area on this topic
2:06 you need to do additional research to
2:10 support your expertise my guess though
2:13 is given your position in life you're
2:16 not the leading expert in the area and
2:19 and so you will always need additional
2:22 support because your
2:23 not the only person who knows about this
2:26 lots of other people have done things
2:30 related to the topic so even if you are
2:34 the leading expert which you aren't you
2:37 need to realize that you're not I know a
2:39 lot about Aristotle I teach Aristotle
2:42 every semester if I was doing an
2:43 informative speech about Aristotle I
2:45 would not go based on what's in my head
2:48 about Aristotle I would do additional
2:50 research to complement what I know in
2:54 order to bolster what I have say about
2:56 Aristotle I've been reading about whales
3:01 my whole life I would not just take what
3:03 I have here now I would go back and
3:07 refresh what I know and build into it
3:09 additional information and knowledge
3:13 I've been baking a certain cake mine for
3:16 years that was my grandmother's recipe I
3:19 would still go and find information
3:23 about that recipe or about baking that
3:26 would complement what I know so no
3:28 matter what you're doing a speech on you
3:31 always find additional information on
3:33 the speech none of the qualities of
3:39 experience or your interest suffice or
3:41 substitute for doing research for your
3:45 speech research is an opportunity to
3:48 grow and to learn and that's what this
3:49 is all about
3:52 remember our topics are informing our
3:55 audience by creating news right and
3:59 worthiness and elevating them okay and
4:02 so you'll need to use additional
4:05 substantive information to help elevate
4:08 the topic beyond your personal
4:16 it will add credibility to what you have
4:18 to say it adds versatility to what you
4:20 have to say and it will help to
4:23 illustrate or exemplify and otherwise
4:26 support your ideas so you always need
4:28 supporting information to support your claims
4:29 claims
4:33 always always always so what do I quote
4:35 and when do I quote it in my speech
4:37 that's what we'll talk about here okay
4:40 so the general rule is that you support
4:43 ideas that aren't common knowledge and
4:44 that can get tricky because what's
4:46 common knowledge and you should err on
4:48 the side of it's probably not common
4:50 knowledge because you know more about
4:52 your topic then the audience likely does
4:54 so research should always strengthen
4:57 what it is that you want to say that you
5:00 aren't sure about or that the audience
5:03 doesn't know about it can also be used
5:05 obviously to illustrate or you can find
5:09 an example of an idea and you will need
5:12 to cite your sources in the outline
5:15 called in-text citations and orally in
5:17 the presentation it's very important for
5:19 you to remember that no one's reading
5:21 your outline and certainly your
5:22 instructors not reading your outline
5:24 while you're giving your speech so that
5:26 outline is something that might be
5:29 viewed before or after your speech but
5:31 never during so you always need to
5:34 during the speech tell us where this
5:37 information came from and cite it orally
5:39 as well there is a separate lecture and
5:41 separate readings on citing sources in
5:43 your outline as well as your
5:45 presentation and you need to review that
5:48 information so listen to the lecture and
5:52 do that reading so the question now is
5:54 how do I research well I know that
5:55 you've been doing this a long time and
5:57 I'm not going to spend a long time on
5:59 this there's a separate section there's
6:02 reading on doing research and finding
6:04 different kinds of sources and we're
6:05 going to expand this with your
6:08 annotation lecture but it means that you
6:10 look at a variety of sources for your
6:13 topic so you're reading a couple of
6:15 different areas so you might read if I'm
6:19 I'm gonna do whales I might read about
6:23 maybe the life habits right the patterns
6:25 of whales I might read about their
6:27 physical makeup right so I'm
6:30 might be doing encyclopedia research I
6:32 might go to the Smithsonian website
6:36 right whale watching sites so I'm doing
6:38 a variety of information to compile
6:40 what's the what do I really want to
6:42 focus on so you need to look at a number
6:45 of sources the minimum requirement for
6:47 sources for the informative speech is
6:50 three okay so you can look at the
6:52 library and I know that people don't
6:53 really go to the library anymore which
6:56 is unfortunate but you can go to the
6:59 library online and is use online website
7:02 is quite easy to use and it's good and
7:04 you should use it and we'll have a
7:06 special workshop for doing that later in
7:07 the semester
7:10 obviously internet sources are fine
7:13 Google search is generally okay you can
7:15 do personal interviews but you should
7:18 you should limit these you should do one
7:19 if you're going to do a personal
7:21 interview your whole speech should not
7:23 be personal interviews so if for example
7:25 you're doing the your grandmother's
7:28 greatest chocolate cake recipe you can
7:29 interview your grandmother and talk
7:31 about sort of where it came from and
7:34 tips that she has or making the
7:36 chocolate cake but then interviewing you
7:38 know your aunt and your uncle about how
7:40 delicious it is it's not really
7:43 additional research so you need to then
7:46 research you know allrecipes.com
7:53 or Epicurious comm or food or blogs or
7:58 the the food network to find out why is
8:01 a cake made at 350 degrees and why do I
8:03 have to use parchment paper in the
8:06 bottom of a pan I just always do it your
8:08 grandmother might not know why it's made
8:11 it bakes at 350 degrees but you could
8:13 find out by doing some research about
8:15 this is why it's the best temperature so
8:17 personal interviews are fine as a start
8:21 one is okay but you should also not use
8:23 personal interviews to the exclusion of
8:25 reading about your topic so you should
8:27 spend you know two hours reading about
8:29 your topic and you'll find interesting
8:33 information and it will be well used so
8:35 if it's a topic that you care a lot
8:37 about for example you'd be like cool I
8:38 get to go research about whales for two hours
8:40 hours
8:42 so your job is to enlighten and to
8:46 elevate and sometimes tips or unique
8:47 information or stuff that you didn't
8:49 know even though you've known about
8:52 Aristotle for 25 years right and now I
8:53 read this additional thing it's like
8:57 that's cool I didn't know that so it can
9:00 enlighten and elevate you which then you
9:04 can pass on to your audience so reading
9:06 about a topic that you care about is good
9:12 so you'll need to collect your research
9:15 so keep track of your sources it's very
9:17 important that you always know where the
9:18 information came from you need a work
9:20 cited page but also you need to
9:23 correctly credit it so keep track of
9:24 that you can use note cards you can use
9:27 a note card system on your computer you
9:30 can use a collection or research website
9:32 like Zotero that keeps track of all the
9:35 information whatever filing system that
9:37 you end up using is fine just a word
9:39 document with the source at the top and
9:41 then your collected information
9:44 underneath that however it is you need
9:47 to combine it right and compile the
9:49 information in a way that's easy to sort
9:51 through and that you can keep track of
9:54 it's important that you always keep the
9:58 information with the correct source so
10:00 you need some sort of a filing system I
10:01 know you've learned about that in other
10:05 classes so do what what pleases you or
10:07 what works best for you you always need
10:10 to record the source so that you could
10:12 go back and find it so if it's a website
10:14 just writing cooking networker or a
10:17 network foodnetwork.com isn't going to
10:18 be good enough you need the slash and
10:21 the specific information on it you need
10:22 to include a paraphrase of the
10:24 information that you included from it
10:26 and then direct quotations that you
10:31 might use from that website most of your
10:32 information should be paraphrase you
10:35 should keep direct quotations to the
10:39 bare minimum because you're doing a
10:41 presentation where you're explaining
10:43 information to us and we don't want to
10:45 hear whole paragraphs from the
10:48 smithsonian website that's we could go
10:51 read that so we are interested in your
10:53 paraphrase of that right that your
10:55 summary of that information as you're
10:57 explaining it to us you're not reading
11:01 the website to us so you should use most
11:03 information that is paraphrased in your
11:06 own words but keep track of the
11:08 information that you use verbatim and
11:10 use quotation marks around it both in
11:13 your speech when you will change your
11:17 pace or your vocal intonation rate or
11:19 your emphasis with your vocals
11:21 not to indicate that you are quoting verbatim
11:22 verbatim
11:25 and also like this if you're using a
11:28 phrase a short phrase in your outline to
11:35 so keeping all of your sources separate
11:39 will help compiling your work cited page
11:42 at the end you should always be able to
11:44 reproduce your research if you're asked
11:47 to or if I say oh man I love that topic
11:49 I want to go read more about it I should
11:51 be able to find what you cite in your
11:53 work cited page and actually one of the
11:55 coolest things about teaching this class
11:57 is I do that all the time because you
11:59 have such interesting ideas and so I
12:01 learn from you and then I want to go
12:04 read more about it so it's very
12:06 important that you are accountable for
12:10 those sources so you'll make sure that
12:12 your paraphrasing information I know
12:14 that this is a skill you've learned in
12:16 other places and in other classes we're
12:18 gonna repeat the idea here just to make
12:21 sure that it's clear to you that you
12:23 should always put the information that
12:26 you're reading in your own words right
12:29 and so that you take and you compile
12:33 from a series of places a series of
12:35 sources this information and you've read
12:39 for sources about whales and and about
12:41 whale songs then you might talk about
12:43 you know you might use three of those
12:45 sources in your outline to say oh
12:47 there's this trade of a whale song and
12:49 oh they do this too and oh babies do
12:51 this so that you have a variety of
12:54 sources about whale songs you don't take
12:56 all the information from the Smithsonian
12:58 website about whale songs and present it
13:00 in your speech because I could just read
13:02 the Smithsonian website so you're
13:06 compiling a variety of types of
13:09 information from different sources into
13:12 your own idea so you need your own
13:17 phrasing so you need to make sure to use
13:19 your own words in the outline you should
13:23 never ever put long blocks of quotes in
13:25 an outline an outline is full sentences
13:29 not long sentences from sources copying
13:31 and pasting is not a thing you do for an
13:35 outline you don't do that so you instead
13:37 paraphrase what you've just copied and
13:39 pasted put it in your own words and then
13:43 make that into one sentence it's a process
13:47 we'll talk more about that with citing
13:50 sources in the outline and orally in the
13:53 speech in a separate reading and lecture
13:56 review this image though the five steps
13:58 of paraphrasing read the original until
14:00 you fully understand it read that
14:03 paragraph then paraphrase it without
14:05 looking at the original then compare
14:08 what you wrote with the original and say
14:11 oh gosh I took these whole words they
14:13 aren't mine I look like I memorized it
14:15 more than paraphrasing so I'm going to
14:18 use quotation marks around what I just
14:21 copied and then make sure that you
14:23 credit the source right at that time you
14:25 don't go back and do it all later you do
14:27 it at the same time this also helps you
14:30 process the information so you become
14:31 more familiar with it and it becomes
14:34 yours rather than somebody else's that
14:37 you're just citing
14:40 okay so paraphrasing is critical your
14:43 own ideas are critical your organization
14:46 of the ideas not taking somebody's three
14:49 things elsewhere you take your own and
14:51 you compile it from your unique
14:55 perspective so verbatim quotes are
14:57 something that are maintained just for a
14:59 couple of free a couple of words
15:02 together one small phrase very very
15:10 here's an example of how I would
15:13 integrate my research into a speech and
15:15 I like foodstuff as you may have
15:20 gathered so I might do this topic I mean
15:25 my topic is Chicago food okay Taste of
15:27 Chicago have you ever been to that it's
15:29 a really kind of fun food festival so
15:32 that would be my topic Chicago food my
15:34 general purpose is what I left that
15:36 blank for you because you know what it
15:40 is to inform my specific purpose
15:42 statement right focus is on the audience
15:43 so it says I want my audience to
15:46 understand the three types of food that
15:50 Chicago is known for I might also say
15:52 instead I want to inform my audience
15:56 about three types of Chicago food
15:59 okay then my specific purpose statement
16:01 so what three am I going to focus on
16:02 this would be a topical structure
16:04 because Chicago is known for more than
16:06 three but I'm just going to talk about
16:08 three because three is the magic number
16:11 so my central idea statement or my
16:13 thesis statement I've decided is three
16:15 types of food Chicago is known for our
16:19 first pizza second hotdogs and third
16:22 Italian beef sandwiches so that's the
16:24 body of my speech now how do i integrate
16:26 research into that well I've gone to
16:28 Chicago a bunch I've eaten all those
16:30 things at Chicago so do why do I need to
16:34 do research um see a book
16:37 so here's how I might research cite my
16:39 sources in the outline itself this is
16:41 what the outline looks like second my
16:44 second main point Chicago is known for
16:47 hot dogs a the Chicago style hot dog
16:49 became famous during the Depression
16:52 Chicago each calm told me that be the
16:54 ingredients of the Chicago style hot dog
16:57 include three main parts I got that from
17:00 pampered chef okay first a Vienna beef
17:04 hot dog second the sesame seed bun third
17:06 six special toppings which must be put
17:07 on in order
17:10 that would be how I've included my
17:12 resources in the outline I have two
17:15 sources there Chicago eats and pampered
17:17 chef and I've integrated them because
17:19 that's where that information came from
17:22 okay I have to have a work cited page or
17:25 a reference page which would include all
17:27 of those there's a correct way to do
17:29 that it would not be Chicago each com
17:32 how do I know what it is you use APA or
17:37 MLA you use a Jenner speech I'm sorry a
17:40 citation machine where it generates APA
17:44 or MLA listings online this is also in
17:46 your reading and in another lecture but
17:48 just go to Google and say how do I cite
17:51 things correctly using MLA style and
17:53 it'll take you to a site you plug in the
17:55 information it generates a site for you
17:58 don't ever use URLs in your outline
18:02 that's not a site
18:06 so how do I take this information second
18:08 Chicago's known for hot dogs and make it
18:11 into a speech outline well that's here
18:14 this is what my speaking outline looks
18:15 like here
18:19 second Chicago style hot dog a famous
18:22 during depression Schick eats I have
18:25 quotation mark street vendors sold for a
18:29 nickel so affordable be champ pampered
18:33 chef calm three parts okay say that
18:35 doesn't make sense exactly because it's
18:37 just melts that trigger what you're
18:39 going to say so this is what it might
18:41 sound like if I was going to speak
18:44 what's what this is if I say it out loud
18:47 I wouldn't say this second Chicago style
18:51 hot dog what it might sound like is the
18:53 second type of food that Chicago is
18:56 known for is hot dogs or more
18:58 specifically the Chicago style hot dog
19:01 I'll explain why these are so famous and
19:03 what exactly the Chicago style hot dog
19:07 is made of these Chicago hot dogs became
19:09 famous during the Depression when
19:12 according to Chicago eats street vendors
19:15 sold these hot dogs for a nickel which
19:18 made them popular and affordable so what
19:20 is a Chicago style hot dog
19:23 well according to pampered chef calm it
19:27 contains three important parts first the
19:30 hotdog which should be a Vienna beef hot
19:32 dog as they were the creators of the
19:35 Chicago style hot dog second you need a
19:38 hot dog bun should be with sesame seeds
19:42 on the outside and finally there are six
19:43 toppings that go on top of that hotdog
19:47 and the order matters
19:49 so that's what I might say in my speech
19:52 using this as my speaking outline you
19:56 heard Chicago style hot dogs right you
20:00 heard me say two sources right because I
20:01 cited the sources of where the
20:08 so that's how you would use research in
20:10 your speech and it's important that you
