This document appears to be an outline for a student's informative speech on hearing impairment. It includes placeholders for an introduction with an attention-getter and credibility statement, three body paragraphs with subpoints on the symptoms, history, and educational implications of hearing impairment, and a conclusion. References are to be cited in APA style. The outline provides guidance on the expected structure and content for the different sections of the speech. It will be graded based on criteria such as topic appropriateness, thesis clarity, argument support, organization, language and delivery, and physical movement.

1. Running head: Research Paper
1
SHORT TITLE OF PAPER
2Disability Research Paper Krystal
MunozEEC2271
October 10, 2019
Dorothy KofflerDisability research Paper (Hearing IMP)
Begin your paper here. Double space the entire document. Be
sure to indent the first line of each paragraph between five and
seven spaces by pressing the Tab key one time on the keyboard.
This section should include a detailed definition of the disorder
and etiology.
Happy writing! EVERY PAPER SHOULD HAVE AN
INTRODUCTION AND CONCLUSION!!!
Symptoms and Characteristics
This section includes thorough information of the symptoms and
characteristics associated with the disorder. The heading must
be in bold font.
Historical Aspects
This section includes a detailed description of the historical
aspects of the disability. How were people with this particular
disability looked upon throughout history? How are they
perceived today? The heading must be in bold font.
Awareness Discussion
This section provides a detailed discussion on educational
implications. Where are children with this particular disability

2. most likely to be educated? The discussion must include
children B-8 years of age. What are the laws protecting children
and guaranteeing them an education? The heading must be in
bold font.
Instruction
This section provides a detailed discussion of the instructional
practices that would be used in the classroom. What changes to
materials or classroom would need to occur? What teaching
strategies should the teacher use? The heading must be in bold
font.
Educational Neuroscience
This section provides a detailed discussion of the educational
neuroscience perspective on the disability. Educational
neuroscience looks at how our understanding of the human brain
can affect the curricular, instructional and assessment decisions
that teachers make every day. What research has given
educators an opportunity to reflect on teaching strategies that
can have an impact on their educational practices?
**All papers have a conclusion. This section does not have a
subheading.**
References
This is a hanging indent. To keep the hanging indent format,
simply delete this line of text using the backspace key, and
replace the information with your reference entry.
Cleckley, B. (1997). Strategies for promoting pluralism in
education and the workplace. Westport, CT: Praeger
Lunsford, A. A. (2009). The everyday writer (4th ed.). Boston,
MA: Bedford/St. Martin‘s.
A book with one author could be formatted in any of the
following ways:

3. In-Text Citation
Sample 1 According to Lunsford (2009), new writing spaces
created by technology require the writer to focus on the
audience and on the writing purpose more than ever before.
Sample 2 Writers today have many writing spaces created from
new technologies that influence how writers approach a
rhetorical situation (Lunsford, 2009).
Sample 3 Lunsford (2009) stated, ―Today, perhaps more than
ever before, everyone can be a writer—every day‖ (p. vi).
Note: Page or paragraph numbers are always included with the
in-text citation when direct quotations are used.
Reference Page Citation
Lunsford, A. A. (2009). The everyday writer (4th ed.). Boston,
MA: Bedford/St. Martin‘s.
A journal article could be formatted in any of the following
ways:
In-Text Citation
Sample 1 Walker and Schutte (2004) believed that the five areas
of team building were not inclusive of all the areas needing
attention.
Sample 2 Not everyone agrees with the five areas of team
building (Walker & Schutte, 2004).
Sample 3 According to Walker and Schutte (2004), ―Over time,
perceptions of effectiveness and actual effectiveness can build
on each other, because teams that are confident of success tend
to experience success, which in turn sustains or increases

4. perceptions of efficacy while also building general
cohesiveness‖ (p. 188).
Reference Page Citation
Walker, J. S., & Schutte, K. M. (2004). Practice and process in
wraparound teamwork. Journal of Emotional and Behavioral
Disorders, 12(3), 182-192.
Student Name: Class: SPC
2608
Date: Instructor
Name: Mrs. V
Speech Title:
Topic: (For example: people, processes, phenomena,
possessions, products, programs.)
General Purpose: (The general purpose is the overall effect
you hope to have on your audience.All speeches fulfill one of
three general rhetorical purposes: to inform, to persuade, or to
entertain.) For this speech, you would choose ‘To inform’.
Specific Purpose: (The specific purpose of a speech is your
statement of the speech’s main objective. It identifies what you
want your speech to accomplish or what you hope to do with
your speech. For your informative, it should contain words as
show, explain, report, instruct, describe, and inform.)
For example:
· To inform my audience about the effects of sickle cell anemia
Central Idea/Thesis Statement: (When your speech is
informative, the thesis statement is phrased objectively and in a
neutral manner. Its focus is on what you want audience
members to understand or learn.) For example:
· Nuclear power plants have three major parts: the reactor core,
vessel, and control rods.
Time: (I recommend you practice your speech multiple times to
ensure you don’t exceed the 4 to 6 minute time allotted for the
informative speech.)
I. INTRODUCTION (Use complete sentences for each part of

5. intro)
A. Attention-getter: (How will you engage your audience?)
B. Credibility material: (What makes you credible?
Detail your sources.)
C. Relevance to audience:
D. Preview of speech:
Transition: Each transition should use a complete sentence
(These are bridges that will take you from idea to idea. For
example: After we completed the first phase, As a result…)
II. BODY
A. Body main point I (each point and subpoint should use
complete sentences)
1. First subpoint
2. Second subpoint
Transition:
B. Body main point II
1. First subpoint
2. Second subpoint
Transition:
C. Body main point III
1. First subpoint
2. Second subpoint
Transition:
III. CONCLUSION (Refrain from introducing any new points.)
A. Review/summary statement:
B. Concluding/closing Statement:
References
· You should cite at least 3 sources using APA style both
verbally in your speech and in your outline. Two sources should
be academic and one can be non-academic. Non-scholarly
sources inform and entertain the public (e.g. popular sources
such as newspapers, magazines) or allow practitioners to share
industry, practice, and production information (e.g. trade
sources such as non-refereed journals published for people
working in the teaching profession).

6. · Review the APA Style Overview and Resources page available
to you in the modules link under the student resources section in
Canvas before completing your references.
· Make sure to cite in text and in a reference list using APA
style.
SCP 2608 Informative Speech Rubric
Speaker: ___________________________ Date:
______________________
Topic: ___________________________ Time:
_____________________
Categories
Comments
Topic: The student has selected a topic appropriate for the
audience and speech context.
5% (7.5 points)
Thesis: The thesis is clearly stated and is appropriate for the
audience and context.
5% (7.5 points)
Support: Arguments are supported with appropriate supporting
material for the audience and context. The presentational aid
complements and enhances the student’s speech.
20% (30 points)
Organization: The speech uses an appropriate organizational
pattern and incorporates an introduction/preview,
conclusion/review, transitions, credibility statement, and
relevance of the speech. The outline is accurate and complete.

7. 25% (37.5 points)
Language and Delivery: The student uses appropriate
projection, rate, pitch, intensity, language, grammar,
pronunciation, and articulation. The speech is free from vocal
fillers and breaks.
25% (37.5 points)
Physical Movement: The student uses proper eye contact,
movement, and gestures.
20% (30 points)
Grade: _______/150 _______%