Communication Information Pocket

7/29/2019 Communication Information Pocket

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Traditional On Campus Class

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Welcome to the Traditional On Campus version of Speech 103 OralCommunication!

I look forward to getting to know each of you.

Over the years, I have learned that many of you dread taking thisclass (dont worry I felt the same way when I had to take this class) but Ihope that you will find your worries to be unfounded. I work very hardto try to create a comfortable learning environment, primarily because Ineed you to participate in order for this class to work. This is aparticipatory-based class where we will all work together to help eachother improve our communication skills. Consequently, you will play anactive role in your own learning as well as active role in the learning ofthe other students in this class. Research has shown that when you arean active participant in a class you increase how much you remember aswell as how much you can recall after the semester has ended.

However, I have found that when you are an active participant in myclass you will look forward to coming to each class session and yourfears of public speaking will soon decrease.

Since this class is participatory, you will find that you will put a lotof thought and effort into this class. Much learning will occur both inclass and out side of class. However, while this class is demanding, Ihope that you will both enjoy this experience and learn a great dealabout communication, how you communicate, and how to be a bettercommunicator.

So, look around at your colleagues next class session, and start toremember some of their names because they will help you this

semester. I also encourage each of you to stop by my office to chat.We can work together to help you achieve your educational goals.

Sincerely,

Dr. Lisa

Speech 103 Dr. Brewster 2


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Table of Contents:

Library Resources pages 4

Grading RUBRIC for presentations pages 5

Expectations in the course . page 6

Standards in the course page 6

Note taking Tips . page 7

Solutions to Common Problems. page 8

Extra credit assignment page 9

Grading RUBRIC for written assignmentspage 10

Speech critiques page 11-12

Outline Template page 13

Grading Criteria for the Outlinepages 14-15

Narrative speech ..... pages 16-17

Informative speech ..pages 18-23

Includes section on citing sourcesPersuasive speech pages 24-29

Includes section on Monroes Motivated Sequence

Course Objectives .. page 30

Getting Ready for the Exam ...page 31



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Speech 103

If you find that you need help with one or more of the topics discussed in class, feel free to

stop by the library for help. Please ask for these materials at the Librarys CirculationDesk. You must show your student ID card at the time of checkout. Please return

borrowed materials on time.

BOOK_______________________________________

Presenting with Pizzazz 1-week checkout

VIDEO can be viewed in library only

The Arts of criticism... giving and takingBe prepared to speak

Defensive/Supportive communication

Great openings and closingsNonverbal communication - eye contact and kinesics

Powerful ways to persuade peoplePublic speaking for personal success

Speech basicsSpeaking with confidence-Presentational aids

Speaking without fear or nervousness

Successful speaking: Using logic & reasoningSpeaking with confidence-Anxiety

Speaking with confidence-Critical thinking

Speaking with confidence-Critiquing public speaking



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Assessment Criteria for Speeches

Speech 103 Dr. Brewster

An A speech

WOW !

A B Speech

Pretty Good!

A C Speech

Keep Trying

AD SpeechMaybe Next TimeIntroduct

ionand

Conclusion

Solid introduction andconclusion with a creativeattention getter and final

remark, clear topicstatement, relevantcredibility, solid preview andsummary

Great call to action

Introduction almostcomplete, not as strong as itcould be

Needs improvement oneither (attention getter, finalremark, topic statement,credibility, preview and

summary)

Introduction and Conclusionare identifiablePreview and summary are in

appropriate placesAttention getter &/or finalremark blend in with the restof the speech

Introduction and conclusionthere but hard to distinguishPreview &/or summary

missing

Content,Languag

e, andVisualAids

Excellent inclusion of

resources, citations in speechwhen necessary, clear, vivid

language which made mefeel the speech through 2 or

more senses

Professionally appearingvisual aids which were usedwonderfully throughout thespeech

Deals with a challenging

topic, not all material thatneeds to be cited is cited

Speech a bit tooconversational &/or some

usage of slang, sexism, &/or

jargonLanguage needed to be alittle more emotive withmore attention paid to thesenses

Proficient use of transitionsVisual aids donesatisfactorily

Conform to the assignment

(narrative, informative,persuasive)

Speech direct and easy tounderstand

Visual Aids are presented

throughout the speech andpresented professionallySources are cited in speechwhen needed

Not prepared according to

the assignmentVisual aids missing &/or

unprofessionalVisual aids handled in an

unprofessional manner

BodyLanguage, FacialExpressi

ons, EyeContact,

andVoice

Confident, comfortabledelivery, speaker appearednatural and conversational

with no verbal pausesLively face and facial

expression, matched the toneof the topic, scanned the

audience well while alsousing note cards

appropriatelyEnergetic, enthusiastic voicewhich matched the tone ofthe topic a nice volume and

great variation of pitch

Delivered in a fluentconfident mannerSeemed natural,

conversational althoughslightly nervous &/or uneasy

little movement from thespeaker

Varied eye contactthroughout most of the

speech

Reasonable comfort andconfidenceReasonable amount of eye

contact with the audienceRemain behind the podium

throughout the speechLittle or no movement from

the speakerDelivered in a matter of fact,

here is what you need toknow, manner

Read from a manuscript ordelivered from memory

No audience interaction and

involvement

OverallAppeara

nce

Great fluency of speech

Appeared as if they hadrehearsed this speech

enough, polished deliveryGenuine interest, positive

feelings towards topic andthe audience

Needed at least one more

practiceSkillful delivery with

moderate amount of fluencythroughout the speech

Ready for the assignment on

the assigned dayConform to the time limit

Prepared any specialrequirements (outline,

visuals, sources, etc.)Needed to rehearse a couple

more times

Clearly unrehearsed and

unprepared for the speech

5


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Guidelines of Courtesy for the speeches that take place in the classroom:

1. Cellular phones and pagers should be turned off while in class or placed on vibrate.Please do not disturb the class with these items! Particularly on speech days!!! Should

your phone ring during a student speech you will have 5 points deducted from your

speech.2. If you arrive late to class on a day speeches are scheduled WAIT OUTSIDE THE

CLASSROOM until you hear applause at the conclusions of the speech. We would not

want to interrupt anyones speeches.3. Please remove hats and sunglasses both in class and during your speeches.

4. If a student arrives to class on speech days after the class has concluded (due to an early

finish), the student cannot give the speech at a later date.5. If a student arrives to class on speech days over of the way through the class, that

student will be considered absent and will not be able to deliver their speech.

6. If you elect not to deliver your speech, due to an unforeseen incident, you will receive a

zero on your speech and will not be able to make it up.

7. Please treat other students with verbal and nonverbal dignity and respect!8. Students with disabilities who may need academic accommodations should discuss

options with me during their first two weeks of class.

Standards Expected in this Course

1. Your formal outline and bibliography will be collected on the day you are assigned tospeak.

2. Since there is a tremendous amount of written work in this class, all assignments turned

in after the printed due dates in the syllabus will receive half credit, no exceptions.

3. Rough outlines will not be collected after the printed due date on the last page of thesyllabus. Rough outlines will be collected approximately one week before your

speeches, see calendar for exact dates.



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NOTE TAKING

Taking good notes both in class and while reading the textbook will make your study time

more effective. The time and effort you take now to improve your study skills will benefit

you throughout the course.

NOTE TAKING IN-CLASS

Sometimes it is difficult to determine what information given during a lecture should be

written down. Here are a few suggestions. In general, you should take notes on:

All information written on the board

All pertinent information not included in the textbooks

Definitions given

Key words or phrases

Lecture objectives discussed

Examples that clarify a concept

Examples that will facilitate recall of a concept

Assignment instructions

Anything that seems IMPORTANT

NOTE TAKING WHILE READING

Not only should you highlight your textbooks when reading them, you may also find it

helpful to take notes on the material covered. This can be done either in a notebook or onnote cards. Note cards are particularly convenient because you can use them as flash cardswhen studying for an exam. Although this process can be time consuming, it will assist

you in studying for exams and improve your retention of the information covered. When

reading, you should be sure to take notes on:

Definitions

Key words or phrases

Steps to a process

Diagrams

Examples that clarify a concept

Examples that will facilitate recall of a concept

Anything that seems IMPORTANT

Remember: All material included in the lectures and/or in the textbook may appear

on examinations.



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No Excuses! Be a Problem-Solver.

Excuse #1: I didnt have enough time

Solution: Budget your time wisely. Use the calendar of assignments in the syllabus.

Get it done early. Avoid procrastination (i.e. the night before) because the

unexpected does happen.

Excuse #2: I was sick last night

Solution: Dont wait until the last minute to complete assignments. The syllabus

assigns everything in advance and you are given plenty of time to do it.

Excuse #3: My printer isnt working

Solution: Go to Kinkos! Print it out the night before it is due. Use a friends

printer. Bring money to use the campus printer. Worst case scenarios, email it to

me so it isnt considered late.

Excuse #4: I ran out of paperSolution: Print your assignment out the night before and put it in your bag. Go to

the store before it closes.

Excuse #5: I didnt understand the assignment, so I didnt do it.

Solution: If you dont understand something, you need to ASK. Make friends and

contact them BEFORE asking me. Re-read the assignment description in this

packet.

Excuse #6: I never got your email.

Solution: If I tell you that I emailed the class information and you never received

it, the responsibility is on you to make sure you get the information once you arenotified. Check your email. Make sure I have your correct email address by

emailing me.

Excuse #7: It was due today?? I didnt know.

Solution: Keep this packet & syllabus with you for every class so you can keep

yourself informed. Write down due dates on your personal calendar.

Excuse #8: I lost my syllabus, can I get another one?

Solution: Make a photocopy from a friend. You get only one. Email me a request

to send it to you electronically.

Excuse #9: I wasnt here in class, I didnt know something was due.

Solution: Check your syllabus AND contact a friend to find out what you missed.

Just because YOU are not here doesnt mean class stops! You are responsible for

all material missed.

YOUR EDUCATION IS YOURRESPONSIBILITY!



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Chapter Outline Extra Credit

This is due the same day that you are taking the exam in the class.

I will NOT accept this late!

To receive a bonus 10 points you will need to summarize each of the chapters in the

textbook that we cover in class in your own words. Each chapter outline should be 1-2pages in length, these should act as notes of the chapter not just a list of key terms and

ideas (therefore, the entire packet should be no more than 20 pages).

This is a simple assignment that will actually help you do better in the course, since readingthe textbook is critical to your success. All you have to do is to find the information that is

highlighted in bold throughout the chapter and briefly explain what it is. Sentences cannot

be lifted directly from the chapter; these must be done in your own words and it cannot be

done with another student. Should you complete this as a group activity neither of youwill receive any extra credit points.

It is extra credit and does not have to be done if you choose not to. But if you choose not to

do it, do not ask me for other extra credit assignments!!



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Below you will find a RUBRIC explaining how I will be grading your critiques and your

discussion board assignments and responses.

Please review the various levels to make sure that your papers are written in the bestmanner possible.

WRITING PROFICIENCY RUBRIC

Theme Organization Words, Usage &Grammar

Citing Sources Overall Success

Writers Questions

Writer: DidI explain thecentral question,the background ofthe issue, and mypoint of view

(thesis) clearly?

Writer: Did theideas buildlogically, allowingthe essay to flowin an unbrokenmanner?

Writer: Did mygrammar, syntaxand punctuationprovide the cuesand direction Iintended the

Reader to go?

Writer: Did I citeothers works andideas? Did Ifollow standardconventions forciting sources?

Writer: Did Isucceed inmaking my ideasand intentionscome acrossclearly to the

Reader?Readers Comments

Level 1:I understood fromthe start what theessay was about.The thesis wasstrong, clear, andoriginal.

Level 1:I followed thelogic of the essayfrom beginning toend.

Level 1:I continuouslyread the essaywithout feelinginterrupted bymiscues.

Level 1:Outside sourcessupported theessay. Myreading was notinterrupted by thecitationconvention used.

Level 1: I feelconfident Iunderstood theessay. Thewriter's tone andword usage wereconsistent withthe writer'sargument.

Level 2:I understood thecentral question,the background ofthe issue, and/orthe point of view(thesis)eventually. Thecentral ideas ofthe essay wereweak or vague.

Level 2:Sometimes I felt Iwould put thingsin a differentlogical sequence.I was still able tofollow the essayin general.

Level 2: I wasable to read theessay withminimal sense ofinterruption bypunctuationmiscues orincorrectspellings.

Level 2:Outside sourceshelped slightly toadvance theargument. I wasdistracted by thecitationconvention used.

Level 2: Ingeneral, Iunderstood theessay Sometimesthe writer'sargument or tonechanged or wasinconsistentthroughout theessay

Level 3: I did notknow what theessay was about.Further readingdid little to helpme.

Level 3:I interrupted myreading to try towork out the logicof the essay.

Level 3:I interrupted myreading to decodespellings,punctuation, andword usage.

Level 3:Inaccurately citedsources or lack ofsources did notadvance theargument.

Level 3: I knowlittle or nothing ofwhat the writerwas trying toconvey to me.

2006 Teresa Neal



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Critiques for speeches:

This assignment is due one week after you give your speech

You will also be expected to bring in a brand new blank VHSon the day you are

assigned to speak.

All of your speeches will be video taped and you are to watch the speech and typeup critique. (SEE NEXT PAGE FOR DETAILS!)

Aside from the paper, you are also expected to grade your speeches using the

evaluation sheets provided in this packet. (The objective is for you to criticallyevaluate your own speech based on the criteria discussed in class and on the

RUBRIC.)

Write comments on the evaluation sheet, as I do, so that I can get a clear

understanding of how you arrived at the grade.To calculate your grade: add up the numbers placed in the sub headings

Following the persuasive speech, your critique will be an evaluation of your overall

progress in the class not just a paper reporting what you did on your persuasivespeech..

You are to watch all of your taped speeches in succession and turn in a 2-3

page critique commenting on all 3 speeches.

In this critique, you will look at your improvement between the speeches as

well as one thing to continue to improve on for future speeches.

**Dont forget to grade your persuasive speech and turn that it with the overall

evaluation**



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Critiques for speeches continued:

After watching your speech performance on the videotape, (make sure to rewind

and cue the video when you are done! ) you are to write a one page paper analyzing your

performance on the speech.

Pick the elements in your speech that you did well on and need to improve and be

realistic. You can't cover everything, but you want to discuss more than delivery.

What about the organization and content of your speech? How was it? How do youknow? How can you improve it? Provide proof to support your assertions.

Here's a start to your paper. What did you do well in your speech andwhy?

Give detailed examples (proof) to support your opinions. What do you need toimprove and why? Again, give specific examples from your speech. Provide

proof (examples) from your speech video. How do you KNOW that what you

are saying is true? Tell me and be specific! Do notmake statements about what

the audience felt or knew!

When composing your paper, use the correct communication terms for what you aredescribing. I need to know that you understand and can identify key terms and concepts

from this course.

In the last paragraph of the critique, identify 2 specific things you will target for

improvement in your next speech and describe in detail what you will do to help make

the improvement a reality.

Papers should be approximately 1-2 pages in length. Handwritten papers will NOT be

accepted.

Important:I am only interested in what you saw on the video and why you feel the way you

do. Furthermore, do not retell what you did during your speech or how you prepared. I only

want to know about what you saw on the video, what you thought about your performanceand why.

Papers are due a week after your speech.

When you discuss what you think you did well, provide proof from the video. When

you discuss what you feel you need to improve, again provide proof from the video.

Always support your contentions with proof. This is a must! Be sure to discuss morethan delivery.

Since this is a formal paper, spelling, sentence structure and grammar count. Use the

spell and grammar checker from your word processing program. If you need help, youcan visit The PLACe, our tutorial center, in D-107 (619-388-7852).

Remember, this paper is about whatyou think you did well and what you feel can be

improved and whythere is a big difference!



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Name

Day of class

General Purpose:

Specific Purpose

Thesis:

Organizational Pattern:

I.

Attention Getter A.

Topic Statement B.

Credibility C.

Preview D.

II. (transition)

Main Point A.

1.Sub Point

2.

Main Point B.

1.Sub Point

2.

III. In conclusion, (transition)

Summary A.

Final Remark B.



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Each formal presentation has a required outline that must be submitted

with the presentation.

As always contact me if you need help, Id be happy to review your outline at least 48

hours PRIOR to the date it is due if needed.

How an outline is graded

Top of the Outline

General purpose

is identifiedis correct

Specific purpose

is identifiedincludes all three required elements

does not use the word andThesis Statement

is identifiedis one full sentence

summarizes the entire speech

is message centered

Overall Format

Outline formatFollows the template given in class

Has each of the elements listed on the template

Individual Elements

Attention Getter

Is identified

Serves its purpose of getting the audiences attention, bringing them into thespeech

Topic Statement

is identifiedis correct

Credibility

is identified

states the speakers credibility AND/OR shows how the topic is relevant to theaudience

Preview

Is identifiedLists all of the main points in the exact same words, exact same order

II Transition sentence

Is identifiedServes the purpose of a transition sentence



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Main points

At least 2

Limited to only one sentenceConcepts relevant to topic

Sub points

At least 2Limited to only one sentence

Concepts relevant to main points

III Transition sentenceIs identified

Serves the purpose of a transition sentence

Begins the conclusion of the speech

SummaryIs identified

Lists all of the main points in the exact same words, exact same order

Includes one main idea from each main point for the listener to remember

Final RemarkIs identified

Brings the speech closureLeaves the audience thinking about the topic

Bibliography (works cited page)A minimum of three sources cited

Sources are credible

Cited correctly, using MLA



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Narrative Speech Assignment

Length 3 - 5 minutes

Visual Aid: Not required but helpfulFormal Outline: Required (to be turned in on the day of your speech)

Purpose The purpose of this assignment is to show you how to focus any story and make it

into a well thought out, interesting speech. Choose a particular moment in your life in

which you learned a valuable lesson or fact. Expand on this topic by focusing on how theaudience could benefit from knowing this information. It could be something you learned

in hindsight or something you are still trying to understand (i.e. a moral issue); however,

either way it must be relevant to the audience.

Objective: This speech should be an original effort to convey a story about your

experiences to your audience in an interesting manner. While you will be conveying a

story in this speech, you must still follow the speech organizational pattern: Introduction,Body, and Conclusion! Also focus on how knowing this information will benefit your

audience it is not just a story.

Grading Criteria: The speech should be interesting, well organized, competently

presented, and should be appealing to your audience. You must have a captivating

introduction, logical organization in the body, and have a conclusion that summarizes your

theme memorably.Pay attention to timing as it is imperative you learn how to curtain a presentation to the

time limit.



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Narrative Speech AssessmentSheet

3= well done, present in the presentation and meets standards

2= needs improvement, partial credit is awarded because it is there, you are on the righttrack but it needs to be reviewed as to exactly what it should be like

1= not visible in the presentation and/or done incorrectly

/24 Structure

/9 Introduction

______ the attention getter drew the audience into the speech______ the speaker stated the topic and why it was important to listen

______ the preview was a concise list of the main points

/6 Body

______ the speaker flowed well from one main point to the next withhelpful

transitions______ the speaker transitioned to the conclusion smoothly

/9 Conclusion

______ the summary listed all of the main points in the same order asdiscussed in the body

______ the summary included the important ideas and concepts thespeaker

wanted to the listeners to remember______ the final remark left me thinking about the speakers topic &/or

broughtthe speech to full closure

/15 Delivery

______ the speakers movements and posture showed confidence andcomfort______ the speakers facial expressions were alive and appeared natural______ the speaker maintained eye contact with the entire audience______ the speakers voice was dynamic, showing enthusiasm______ the speaker spoke extemporaneously (prepared and practiced but

not memorized



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/1 Time______ the speaker spoke in the required time frame



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Informative Speech Assignment

Length: 4-6 minutes

Audio/Visual Aids: requiredCited Research Sources: minimum of 3, but 2 different types of sources

Formal outline and bibliography: Required (to be turned in on the day of your speech)

Purpose: The purpose of this speech assignment is for you to choose a topic that you find

interesting and learn how to effectively explain, illustrate, and/or educate your audience on

that topic. A visual aid will be used at some point during the speech.

Objective: This speech should be an original effort to inform your audience about your

topic in an interesting manner. The majority of the speech should consist of NEW or not

widely known information. You should engage in audience analysis to be certain thespeech is appropriate to your group.

Grading Criteria: The speech should be interesting, well organized, competently

presented, and you must use a visual aid effectively. In addition:

1. Any speech that does not meet the time requirement will receive a full letter gradepenalty.

2. You can use note cards during your speech; however, you can have no more than 6cards. Should you choose to write either part of or your entire speech on note cards or

a sheet of paper you will receive a grade no higher than a D for your speech.

3. Any speech without visual aids will be penalized one full letter grade.



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Citing Sources

http://www.lib.duke.edu/libguide/citing.htmnot only a great website to learn about this, but also where I got the

information from!

When you are quoting or paraphrasing another person's thoughts orideas, you must cite where those thoughts or ideas have come from.

Citing sources serves two purposes:1. The original author is given credit for his or her thoughts or ideas.

2. The reader is given the information he or she needs to find an original source in order to

get clarification, get more information, or assess the credibility of the source.

DOCUMENTING SOURCES

Borrowed material

should be

documented.

Any time youincorporate into your

writing ideas, words,

key phrases, or picturesthat were not

originally created by

you, you must give

credit to the originalauthor by citing the

source.

You must cite direct quotes.

You must cite paraphrases.Paraphrasing is rewriting a passage in

your own words. If you paraphrase a passage, you must still cite

the original source of the idea.

You must cite ideas given to you in a conversation, incorrespondence, or over email.

You must cite sayings or quotations that are not familiar, or facts

that are not "common knowledge." However, it is not necessary

to cite a source if you are repeating a well known quote such asKennedy's "Ask not what your country can do for you . . .," or a

familiar proverb such as "You can't judge a book by its cover."Common knowledge is something that is widely known. Forexample, it is common knowledge that Bill Clinton served two terms

as president. It would not be necessary to cite a source for this fact.

http://www.lib.duke.edu/libguide/citing.htmhttp://www.lib.duke.edu/libguide/citing.htm


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TAKING NOTES

Sloppy note-taking

increases the risk

that you will

unintentionally

plagiarize.

Unless you have takennotes carefully, it may

be hard to tell whether

you copied certainpassages exactly,

paraphrased them, or

wrote them yourself.

This is especiallyproblematic when

using electronic source

materials, since theycan so easily be copied

and pasted into your

own documents.

Identify words that you copy directly from a source by placing

quotation marks around them, typing them in a different color, orhighlighting them. (Do this immediately, as you are making your

notes. Don't expect to remember, days or weeks later, what phrases

you copied directly.) Make sure to indicate the exact beginning andend of the quoted passage. Copy the wording, punctuation and

spelling exactly as it appears in the original.

Jot down the page number and author or title of the source each

time you make a note,even if you are not quoting directly but areonlyparaphrasing.

Keep a working bibliography of your sources so that you can go

back to them easily when it's time to double-check the accuracy of

your notes. If you do this faithfully during the note-taking phase, youwill have no trouble completing the "works cited" section of your

paper later on.

Keep a research log. As you search databases and consult reference

books, keep track of whatsearch terms and databases you used and

the call numbers and url's of information sources. This will help ifyou need to refine your research strategy, locate a source a second

time, or show your professor what works you consulted in the

process of completing the project.

Cite Properly to Avoid Plagiarism!Plagiarism, "the unauthorized use or close imitation of the language and

thoughts of another author and the representation of them as one's own original

work" (Random House Unabridged Dictionary, 2nd ed.), can be committed as anaccidental oversight or intentionallyExamples of Plagiarism

o Copy from published sources without adequate documentation.

o Purchase a pre-written paper (either by mail or electronically).

o Let someone else write a paper for you.

o Pay someone else to write a paper for you.

o Submit as your own someone elses unpublished work, either with or without

permission.

http://www.lib.duke.edu/libguide/#paraphrasinghttp://www.lib.duke.edu/libguide/#paraphrasinghttp://www.lib.duke.edu/libguide/#paraphrasing


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INFORMATIVE OUTLINE CHECKLISTThe informative outline is the first step toward your first speech. You may even bring in

rough draft outlines for me to look over. The checklist below has been provided to aid inputting together the final draft.

o

Name, date, class, time, & my name in theupper left hand corner of the 1st pg of outline.

o

Full-Complete sentences.

o The top of the outline is completed o Outline has 3 main points.

o The outline is typed, double spaced, &

stapled.

o Transitions between main points.

o The outline has proper subordination &

structure.

o The preview is a clear list of all of the main points

o Check grammar, spelling and punctuation. o The summary lists all of the main points and one

thing about each to help the audience remember

o A minimum of 3 sources utilized. o There is a reference page which follows MLA or

APA format

REMEMBER:

1. An engaging attention getter.

2. A good reason to listen. Why should they listen you for the next five minutes? Would it behelpful for them to know this info? How so? How will it affect their lives?

3. Speaker Credibility. What have you done to prepare for this presentation: Your professional,academic, personal experience with this topic?

4. A good preview letting the audience members know exactly what will be discussing today. Also

include signifiers (first, second, third) so that as a listening audience we can keep them on that samepage.

5. Transitions between each main point. Good transition words are: Although, Even though, orWhile.

6. A proper review. letting the audience know exactly what you discussed. Use words such as:

first, second, finally, as indicators to your listening audience.

7. A good reason to remember. Why is it important for the audience to remember this information

you gave them today? Give them a Reason to Remember as a motivation to remember. Leave us

with something motivational (maybe a quote).

8. On your reference page, check the MLA or APA websites for the correct order of information. A

good citation website is www.citationmachine.net

http://www.citationmachine.net/http://www.citationmachine.net/


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Informative Speech Assessment Sheet


2= needs improvement, partial credit is awarded because it is there, you are on the right track but

it needs to be reviewed as to exactly what it should be like

1= not visible in the presentation and/or done incorrectly

/35 Structure

_____ /12 Introduction______the attention getter drew the audience into the speech______the speaker stated the topic and why it was important to

listen______the speaker referred to credibility______the preview was a concise list of the main points stated in

the same order as in the body of the speech

_____ /9 Body______the speaker flowed well from one main point to the next with

helpfultransitions

______research was cited in the speech when necessary______the speaker transitioned to the conclusion smoothly

_____ /9 Conclusion______the summary listed all of the main points in the same order

as discussed in the body

______the summary included the important ideas and concepts thespeaker wanted to the listeners to remember

______the final remark left the audience thinking about thespeakers topic &/or brought the speech to full closure

_____ /5 Time______ the speech was delivered in the allotted time frame

/35 Delivery

/6 Body Language______ the speakers movements and posture showed confidence

& comfort______ the speaker gestured naturally

/6 Facial Expressions______ the speakers facial expressions were alive and appeared

natural



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______ the speaker maintained eye contact with the entireaudience

/6 Voice______ the speakers voice was dynamic, showing enthusiasm

______ the speaker spoke extemporaneously

/6 Language

______ the speaker used specific examples to illustrate the contentdiscussed

______ the speaker did not use fillers in the speech (um, uh, like,etc)

/9 Visual Aids

______ the visual aids enhanced the information discussed______ the speaker spoke to the audience not the visual aids

______ the visual aids were used properly



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Persuasive Speech Assignment

Length: 6-8 minutes

Audio/visual aids: requiredCited Research Sources: minimum of 3, but 2 different types of sources

Typed formal outline and bibliography: Required (to be turned in on your speech day)

Purpose: The purpose of this speech is for you to choose a topic, which you find

interesting, and learn how to effectively explain, illustrate, and move your audience, to

some action. A visual aid will be used at some point during the speech. This speech mustbe a Question of Policy speech. Refer to your text to make sure that your speech is a

Question of Policy speech!

Objective: This speech will require considerable research and skillful use of the methodsof persuasion. Special interest should be paid to reasoning, evidence, and language. Be

sure to analyze your audience and identify and adapt your speech to the target audience.

Grading Criteria: The speech should be interesting, well organized, competentlypresented, and you must use a visual aid effectively. In addition:

1 Any speech that does not meet the time requirement will receive a full letter grade

penalty.

2. Any speech that does not have a clear thesis and/or main points will receive a grade no

higher than a D.

3. You can use note cards during your speech; however, you can have no more than 6cards. Should you choose to write either part of or your entire speech on note cards or a

sheet of paper you will receive a grade no higher than a D for your speech.

4. Any speech without visual aids will be penalized one full letter grade.



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Monroes Motivated Sequence

Organization plays a central role in the persuasive speech: The speechmust logically establish why the audience must change. (Unlessaudience members feel that there is something wrong with what they

are doing or feeling, they are unlikely to change.) While otherpersuasive designs are also effective in preempting psychologicalresistance to change, the most widely used organizational pattern forpublic speaking is Monroes motivated sequence.

1 A. Monroes motivated sequence (problem-solutionorganizational format)0 1. Gain the audiences attention

Attention-getters grab the audience, arousing curiosityabout what the speaker is going to say.

1 2. Identify unfulfilled needs.The speaker must establish a clear, urgent, and

unfulfilled need in the mind of the audience. This is acritical step in the sequence. No solution should beproposed during this stage.

1 3. Propose a solution that satisfies.Present the solution to the needs or problems describedin Step 2. During this stage, speakers must also identifyand eliminate possible objections to the solution.

1 4. Visualize the resulting satisfaction.Intensify audience members desire for the solution bygetting them to visualize what their lives will be like onetheyve adopted it. Use vivid images and verbal

illustrations to support the benefits of the proposedsolution.

1 5. Define specific action.In the final step, the speaker must turn the audiencesagreement and commitment into positive action. Tellaudience members what they need to do to obtain thedescribed solution and its benefits.

STEP FUNCTION IDEAL AUDIENCE RESPONSE

Attention to get audience to listen "I want to hear what you have tosay"

Need to get audience to feel a need or want "I agree. I have that need/want

Satisfaction to tell audience how to fill need or want "I see your solution will work"

Visualizationto get audience to see benefits of

solution"This is a great idea"



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Action to get audience to take action "I want it"



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Attention Step

FunctionsTo gain attention

To secure good will and respect

To prepare the audience for discussion of

your topic

MethodsReference to a subject, event, or occasion

Personal greeting

Rhetorical question

Startling statement/statisticsQuotationHumorous anecdote

Illustration

Need Step

FunctionsTo describe the problem

To make your audience uncomfortable

with the status quo

MethodsStatements (backed by evidence)

Illustration

Show ramifications

Pointing

Satisfaction Step

FunctionsTo present a solution to the need described

above

MethodsStatements (backed by evidence)

ExplanationTheoretical demonstration

Practical experience

Meeting objections and potential

counterarguments

Visualization Step

FunctionsTo intensify your audiences desire to

adopt the solution and action you propose

To help the audience to see the results

MethodsPositive method (see what will happen

on adoption)

Negative method (see what will happen

if not adopted)Contrast method (see adoption vs. non-

adoption)

Action StepFunctionsTo focus the thoughts of your audience

To motivate your audience to ACT

To leave the audience in a mood

appropriate to your topicTo convey a sense of completion

MethodsChallenge

Summary

Quotation

IllustrationPersonal Intention

Inducement



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Checklist Before you Deliver your Persuasive Speech

On the outline

My specific purpose is geared toward a persuasive slant rather than

trying to inform the audienceMy thesis does not contain any pronouns at all

My organizational pattern is Monroes Motivated Sequence

All 5 steps of Monroes Motivated Sequence are clearly visible inthe outline and in the speech

I am using the same outline template used in both my narrative andinformative; I have not changed the format at all.

My attention getter is creative and unique ** it is not a question**My credibility shows why the audience should listen to me AND

how this topic is relevant to them

My preview lists all of the main points (and yes, I have a preview,even though Monroes recommends not having one)

My summary lists all of my main points and pulls out one thingabout each main point that I really want the audience to remember

In the speech I have prepared a speaking outline or printed the notes page of my

PowerPoint to help remind me to stay on track

I have practiced my speech 3-5 times in front of some one who hasgiven me constructive comments

I state my call to action multiple times throughout the speech

The focus of my speech is to persuade the audience, to change theirminds, to move them to action, to motivate them NOT to inform

them about my topic

I am addressing both sides of the issue in my speech (thoughproving that my side is correct and the other side has flaws)

My conclusion contains my call to action AND my final remark, Ihave not combined the two.



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On the day of the speech

I have Visual aids and a back up just in case

I have my outline and a bibliography

Persuasive Speech Assessment Sheet


2= needs improvement, partial credit is awarded because it is there, you are on the right

track but it needs to be reviewed as to exactly what it should be like1= not visible in the presentation and/or done incorrectly

_______/40Structure

______/15 Introduction

______ the attention getter was the first thing the speaker said______ the attention getter drew the audience into the speech______ the speaker stated the topic and why it was important to listen______ the speaker addressed why they were credible on the topic______ the preview was delivered in the same order as the body of the

speech

______/18 Body______the speaker transitioned to the body of the speech from the

introduction______ the speech elicited some type of change/movement from the

audience

______ the speaker flowed well from one main point to the next withhelpful

transitions______ credible research was cited in the speech______ the speaker cited when necessary______ the speaker transitioned to the conclusion from the body of the

speech

______/12 Conclusion______ the summary listed all of the main points in the same order as

discussed in the body______ the summary included the important ideas and concepts the

speakerwanted to the listeners to remember about each main point

______ there was a clear call to action told to the audience members inthe conclusion

______ the final remark brought the speech to full closure



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_______/51Delivery

______/9 Body Language______ the speakers posture appeared confident and comfortable______ the speaker gestured naturally

______ the speaker stepped out from behind the podium



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______/12 Facial Expressions______ the speakers facial expressions were lively and appeared natural______ the speakers face looked confident and comfortable______ the speaker maintained eye contact with the entire audience______ the speaker notes did not distract them from the audience

______/6 Voice______ the speakers voice was dynamic, showing enthusiasm or the

topic______ the speaker was articulate and well spoken

______/15 Language______ the speaker used language that was easy to understand______ the speaker used specific examples to bring the content to life______ the speaker avoided fallacies &/or common thinking errors in their

speech______ the speaker did not use fillers in the speech

______ the speaker used a more formal style of language than used inconversations

______/9 Visual Aids______ the visual aids enhanced the information discussed______ the visual aids were prepared properly, in accordance with the

textbooks recommendations______ the speaker was comfortable using the visual aids

______/9 Audience

______ the speaker presented the information in an ethical, crediblemanner______ the speaker was well prepared______ the speaker spoke extemporaneously



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Speech 103 Objectives

Use the following scale to rate all of the statements

3= yes, I know it 2= I sort of know it 1=no, I do not know it

I. Clear Understanding of Structure

_____ I can construct a clear general purpose, specific purpose,and thesis

statement_____ I can analyze the main points to deduce whichorganizational pattern I can

use for my speech_____ I can create a solid introduction with an attention getter,topic statement,

credibility, and preview._____ I can formulate main points and develop sub points basedon the main

points._____ I can analyze research I have conducted to create mainpoints._____ I can identify what should be cited in a speech._____ I can create a solid conclusion with a summary, call toaction, and final

remark._____ I can compare a well structured speech and a poorly

structured speechand recognize differences.

I. Natural, Effective Delivery

_____ I can describe how a speakers voice can be usedeffectively in a speech._____ I can use my voice effectively in a speech._____ I can describe how eye contact can increase audienceparticipation._____ I can look at my audience during a speech.

_____ I can analyze my speech objectively to improve for futurespeeches._____ I can be enthusiastic about delivering a well-preparedspeech._____ I can describe what a speaker can do to appearcompetent._____ I can use my language to move audiences.



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_____ I can create visual aids that will help the audiencemembers.

II. Understand the Role of the Audience

_____ I can analyze an audience to make sure my speech isrelevant to them._____ I can compare the audiences demographics to make sureI do not

stereotype them._____ I can use audience analysis to determine the audiencespsychographics

and how that relates to my speech._____ I can improve my delivery style to entice the audience tolisten to me._____ I can compare an ethical speaker and an unethical

speaker and analyze thedifferences.



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Getting ready for the Exam

As you know the exam is going to cover the entire textbook as well as the discussions thatwe had in class. While this may seem overwhelming, think of it this way, there are four

parts to this class:

Preparing for the speech

Outlining the speech

Practicing the speech

Evaluating the speech

If you break the course up into these sections, it seems much more manageable. Make sureyou have an understanding of these topics and the impact all of them have on public

speaking. As I have told you I am less concerned with you memorizing facts and theories,

rather I am more concerned that you understand and can apply the content to your life.A sample question may be:

In class we discussed noise and the impact noise has on listening. In your own

words, define noise, explain and give an example of two of the four types of noisethat stop you from listening and list two things you could do personally to improveyour listening skills and block out noise

Your answer should cover several things:

The definition of noise

The definition of two of the four types of noise

Two examples, one of each of the types of noise you defined

Two steps on how to block out noise (listed in the book)

Remember, every class we have lengthy discussion where I encourage you to participate.This participation is designed to increase your understanding of the material, so on the test,

I will try to tap into what we covered and how you responded so that I can measure if youtruly learned the material.

Hope this helps!

Documents

Communication Information Pocket