Guidelines for Developing an Oral Presentation Assignment, Rubric

Guidelines for Developing an Oral Presentation Assignment and Rubric and for Assessing

the Communication GELO “Speaking” on the Classroom Level

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Table of Contents

Background............................................................................................1

How to Develop an Oral Presentation Assignment................................1

How to Develop an Oral Presentation Rubric........................................2

How to Assign an Oral Presentation Assignment..................................2

How to Use Your Oral Presentation Rubric to assess the CommunicationGELO “Speaking” on the Classroom Level......................................3

Six-Step Guide to Effective Presentations..........................................4-5

Delivery Guide to Effective Presentations..........................................6-7

Oral Presentation Assignment Template..........................................8-10

Oral Presentation Worksheet.........................................................11-15

PVCC General Education Oral Communications Rubric................16-17

Communication: Speaking (Scoring Sheet)....................................18-19

Informative Speech Assignment.....................................................20-21

Communication: Speaking (Scoring Sheet) Informative Speech Example..................................................................................................21-24

CPD 160 Intro to Multiculturalism Oral Final Exam Assignment.......25

Speech Assessment Rubric for CPD 160........................................26-27

PSY 101 Introduction to Psychology Oral Research Presentation......28

Speech Assessment Rubric for PSY 101.........................................29-30

Success (Ineffective Speech Outline).............................................31-32

Success (Effective Speech Outline)................................................33-39

Examples of Relate Statements...........................................................40

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Guidelines for Developing an Oral Presentation Assignment and Rubric

and for Assessing the Communication GELO “Speaking” on the Classroom Level

Background

All Communication Faculty who teach COM 100 (Introduction to Human Communication) and COM 225 (Public Speaking) teach informative speaking and persuasive speaking in the same way. The textbook for the COM 100 course is entitled Training Manual for Informative and Persuasive Speaking, and the textbook for the COM 225 course is entitled Training Manual for a Course in Public Speaking. Both texts are authored by PVCC Communication & Humanities Division Chair Dr. Marilyn Cristiano, and they are available on reserve at the PVCC Library and for sale at the PVCC Bookstore.

In both COM 100 and COM 225, students are taught to use “The Six-Step Guide To Effective Presentations” as an effective organizational pattern for presenting both informative and persuasive speeches. Also, students’ presentations are evaluated using the same Informative Speech Rubric and Persuasive Speech Rubric (termed “Support Forms”). If you encourage your students to use the “Six-Step Guide” to organize their oral presentations in your class and you adapt the rubric used in COM 100 and COM 225 to your specific oral presentation assignment, then what the students have learned in COM 100 and COM 225 will be reinforced. As Dr. Jennifer Strickland (PVCC Instructional Technologist) notes:

Using a collaborative assessment tool as this provides consistency and connections for students as they proceed through their academic lives. This allows themto take knowledge acquired in one course then practice and apply in other courses. Collaborative efforts such as this provide students with a sense of communityand a cohesive learning experience.

How to Develop an Oral Presentation Assignment

1. Read the following documents: “Six-Step Guide to Effective Presentations” and “Delivery Guide to Effective Presentations.” Consult Training Manual for Informative and Persuasive Speaking or Training Manual for a Course in Public Speaking by Dr. Marilyn Cristiano

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available on reserve at the PVCC Library or for sale at the PVCC Bookstore should you like a more comprehensive discussion of speech organization, content, and delivery. You may also consult with Dr. Marilyn Cristiano.

2. Read the following documents: “Oral Presentation Assignment Template” and “Oral Presentation Worksheet.” You can use these documents to develop your oral presentation assignment. For examples of oral presentation assignments, see “Informative Speech Assignment,” “Sample Informative Speech Sentence Outline,” “CPD 160 Introduction to Multiculturalism Oral Final Examination,” and “PSY 101 Introduction to Psychology Oral Research Presentation.” If you have questions, you may consult with Dr. Marilyn Cristiano.

How to Develop an Oral Presentation Rubric

1. Read the following documents: “Communication: Speaking (Rubric)“Communication: Speaking (Scoring Sheet)”

a. The front page of the rubric (Organization and Delivery) should be used for all oral presentation assignments.

b. Page two of the rubric (Content) needs to be adapted for your particular oral presentation assignment. You may choose to “weight” the “content” criteria more than the “organization” and “delivery” criteria. You can do this easily by multiplying the total content score by a determined number.

c. The definitions for the 2, 1, 0 scale are as follows:

2 = Meets or exceeds standards for competence

1 = Needs improvement

0 = Does not meet minimum standards for competence

Meets or exceeds standards for competence: The student did what you asked him or her to do and at the level of competence or above that you set for him or her.

Needs improvement: The student did what you asked him or her to do with some exceptions and at the level of competence that you set for him or her with some exceptions.

Does not meet minimum standards for competence: The student did not do what you asked him or her to do or did not perform at the minimum level of competence that you set for him or her.

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2. For examples of oral presentation rubrics adapted from the “Speech Assignment Rubric,” see “Informative Speech Support Form,” “Speech Assessment Rubric for CPD 160,” and “Speech Assessment Rubric for PSY 101.” If you have questions, you may consult with Dr. Marilyn Cristiano.

How to Assign an Oral Presentation Assignment

1. Distribute and discuss with your students your oral presentation assignment.

2. Distribute and discuss with your students the following documents:“Six-Step Guide to Effective Presentations” and “Delivery Guide to Effective Presentations.” Advise your students that they can consult Training Manual for Informative and Persuasive Speaking or Training Manual for a Course in Public Speaking by Dr. Marilyn Cristiano available on reserve at the PVCC Library or for sale at the PVCC Bookstore should they like a more comprehensive discussion of speech organization, content, and delivery.

3. Distribute and discuss with your students how you will be using the oral presentation rubric you developed.

4. Give the students a few examples of what an outline or manuscript would look like for your oral presentation assignment. Note: Demonstrating the assignment yourself for your students is good practice (helps you to identify any problems with the assignment, gives the students an excellent example of the assignment, and communicates to the students that you are not asking them to do something that you are not willing to do yourself). You may choose to videotape the student presentations, and then, with the students’ permission, show some exemplary student examples on videotape the following semester.

How to Use Your Oral Presentation Rubric to assess the Communication GELO “Speaking” on the Classroom Level

1. Keep a record of the data from all or part of the oral presentation rubric. You can do this by either making copies of the scored rubrics or by placing the data on a spreadsheet.

2. Give the data to Paul Marsh (PVCC Director, Research and Planning) to analyze.

3. Review the analyzed data and note where the students scored the lowest.

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4. Develop and implement a teaching strategy (the next time you present the assignment) to help students perform better on the identified areas of concern.

5. Collect the data from the rubric and give to Paul Marsh (PVCC Director, Research and Planning) to analyze the data to see if improvements have been made on the identified areas of concern.

SIX-STEP GUIDE TO EFFECTIVE PRESENTATIONS

1. Excite Step (gain the audience’s attention by introducing the topic in an interesting manner)

Use a story, quote, joke, example, fact, statistic, question, demonstration, or presentational aid that introduces the topic in a clear and interesting way (here is what I am going to talk about) and gives the audience a purpose for listening (here is why my topic is important to you).

2. Launch Step (tell the audience what they are about to hear)

a. State the specific purpose of the speech.

b. If appropriate, define terms, orient the audience to the topic by providing essential background information, allay any fears or reservations the audience may have about listening to information on this topic, and/or establish your credibility as an authority on this

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topic.

c. Present a specific overview of the main points of the speech.

d. If appropriate, tell your audience how you will be conducting a question and answer session and for how long; for example, “Toward the end of my remarks, I will answer questions for five minutes, and then I will conclude my remarks.”

3. Relate Step (give the audience a purpose for listening)

a. Present logical and motivating information regarding how the audience can benefit from listening to information on this topic.

b. Use a transition into (or just after) the explanation of benefits that focuses attention on the importance of the information. Use statements such as “This information is important to you because . . .” or “For these reasons, you can benefit from reflecting upon these ideas.”

4. Inform Step—Main Points (inform about the topic and use transitions)

a. Organize your main points in a logical manner.

b. Use supporting materials such as stories, quotes, jokes, evidence (authority testimony, examples, facts, and statistics), audience participation, demonstrations, and presentational aids to present your ideas in a clear and interesting way.

c. Use appropriate transitions between the steps of the six-step guide and between main points and subpoints.

Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)

5. Reiterate Step (tell the audience what they have heard)

a. If you conduct a question and answer session, ask for questions after finishing the last main point and before beginning the reiterate step. Use a statement such as “I will now answer questions for five minutes, and then I will conclude my remarks. Are there any questions?” Finish the question and answer session by thanking the audience for their questions. Use a statement such as “Thank you for your questions. I enjoyed responding to them.”

b. Use a transition into the reiterate step that focuses on the fact that 7

the speech is coming to an end and restate the specific purpose of the speech. Do not transition into the reiterate step by saying “in conclusion,” “in closing,“ “in summary,” or “to reiterate.” This signals the audience to leave physically and mentally. Be subtler. Use a statement such as “I discussed with you today. . . .”

c. Provide a clarifying summary of each of the main points of the speech. Do not merely repeat what you said in the specific overview of main points in the launch step. Do restate your main points, but go a step further and restate a few important ideas or complex ideas (ideas that may have been more challenging to explain and/or understand) from each of your main points. Include the ideas that you most want your audience to remember. Do not include any new ideas in the summary.

6. Energize Step (bring the speech to a satisfying close for the

audience)

a. Use a story, quote, joke, example, fact, statistic, question, demonstration, or presentational aid that highlights the importance of the topic and how the audience can benefit from the ideas presented. You might refer back to the attention getting technique that you used in the excite step.

b. End with a topic-related definite final statement that encapsulates the specific purpose of the speech and ensures that the audience perceives that you have finished the speech.

c. If appropriate, add a statement that refers to the occasion or to the audience. For example, “I enjoyed speaking with you today” or “I look forward to hearing the rest of your speeches.”


For additional information on using the Six-Step Guide and on presenting speeches, see Training Manual for Informative and Persuasive Speaking by Dr. Marilyn Cristiano on reserve at the PVCC Library circulation desk. The manual is also available for purchase at the PVCC Bookstore.

DELIVERY GUIDE TO EFFECTIVE PRESENTATIONS

“Our goal as presenters is to express ideas clearly and in a8

personal, friendly, and human manner.” Sidney Harris

1. Use appropriate volume of speaking: Be sure that your audience can hear you. Look to the audience for cues as to whether your volume of speaking is appropriate (either too loud or too soft). Be aware that your voice will sound louder to you than it will to the audience. You might ask an assistant to send you a signal if you cannot be heard easily.

2. Use variety in volume, rate, and pitch: Develop an oral/conversational speaking style. You want to sound “said” not “read,” even when you choose to read from a manuscript. Your style should be much like normal professional conversation.

a. Raise or lower the volume of your voice and vary your rate and pitch of speaking according to the thoughts and feelings that you are trying to communicate in an effort to clarify and create interest in them.

b. Use pauses to separate words into meaningful thought units, to emphasize ideas, to give the audience some time to absorb your message, and to add drama to your speech.

c. Unless you are asking a question, be sure pitch level drops at the end of words, phrases, or sentences. You will sound more confident in yourself and in your message.

3. Use appropriate pronunciation and articulation: Use proper sound and accent.

a. Be sure to research the proper pronunciation of words. Consult thediacritical marks in a dictionary. You will lose credibility fast if you mispronounce words.

b. Use the “respelling” technique (spelling the word the way it sounds or is pronounced) for difficult to pronounce names and terms.

c. Enunciate your words clearly and distinctly.

4. Use appropriate eye contact: Use as much eye contact as possible.

a. Practice your speech using your outline, note cards, manuscript, and/or presentational aids. Whatever form your notes take, be sure that they truly serve as an effective aid to your memory.

b. Look at individuals in the eyes for approximately three to five seconds at a time.

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Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)c. Establish eye contact with the entire audience not just those sitting in

the front and in the middle of the audience; that is, look at audience members who are sitting in the front far left and front far right seats as well as audience members sitting in the back far left and back far right seats.

5. Use appropriate facial expressions, gestures, posture, and movements: Animated and enthusiastic physical behaviors usually engender a positive response—they make a speech more interesting to listen to and easier to understand, and they help to release pent-up energy and to communicate that the speaker knows and cares about the topic.

a. Relax and let your facial expressions and gestures be a spontaneous reflection of your inner state of thinking and feeling.

b. Raise your hand when using a question to poll the audience. The audience will then know exactly the response you are looking for without having to use the phrase “by a show of hands” or “raise your hand if.”

c. When not gesturing, let your hands fall naturally to your side, keep your arms waist level and let one hand rest naturally on the other hand, or let them rest on a table or podium that you might be using.

d. Use a confident, poised, and natural posture. Keep both feet flat on the floor and shoulder length apart. Place equal weight on both feet. Be sure to square your shoulders to the audience.

e. Move on transitions or to manipulate presentational aids.

f. Avoid random movements, pacing, swaying, and turning your back to the audience.

6. Use minimal vocalized pauses (um, uh) or distracting mannerisms:

a. Using vocalized pauses is simply a bad habit. Record yourself on audio or videotape, and see if you use distracting vocalized pauses. Once you are aware of the problem, you will feel yourself about to use a vocalized pause. When you do, simply pause, think about what you are saying, and then continue presenting your thoughts.

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b. Avoid distracting mannerisms like playing with your hair, scratching your head or the back of your neck, pulling on your earlobe, jingling coins in your pocket, taking your hand(s) in and out of your pocket(s), taking your glasses on and off, tossing a pen in the air, overusing a particular gesture, or perpetual motion.


For additional information on delivering speeches effectively, see Training Manual for Informative and Persuasive Speaking by Dr. Marilyn Cristiano on reserve at the PVCC Library circulation desk. The manual is also available for purchase at the PVCC Bookstore.

Oral Presentation Assignment Template

1. Learning Outcomes: Demonstrate competence in:

a. Using critical thinking skills (analyzing evidence and reasoning and drawing logical conclusions).

b. Conducting research using traditional and/or technological pathways.c. Analyzing an audience.d. Speaking to diverse audiences.e. Speaking ethically.f. Speaking confidently.g. Building credibility as a speaker.h. Preparing, constructing, organizing, and delivering an oral

presentation to an audience. i. Using the “Six-Step Guide” to organize an oral presentation.j. Using high impact techniques to clarify and create interest in an idea.k. Using presentational aids.l. Using accurate, clear, interesting, and appropriate language.m. Using appropriate transitions.n. Using appropriate delivery methods.o. Using active listening skills.p. Using writing skills.q. Add other assignment specific learning outcomes

2. Specific Requirements:

a. Present a _____ to _____ minute oral presentation. The presentation topic must meet the following requirement(s): (1)______________________________; (2)______________________________; and (3)______________________________. Failure to meet the requirement(s) will result in _____zero total points assigned for the presentation or a loss of _____points.

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b. Use the “Six-Step Guide To Effective Presentations” to organize your speech.

(1)For an example of an oral presentation outline that follows the “Six-Step Guide to Effective Presentations,” see (I suggest you write a sample outline…it would be best to also make an oral presentation as an example of what you are asking your students to do).

(2)Use the “Oral Presentation Worksheet” as a guide (I suggest you write a worksheet for the presentation).

c. Use the “Delivery Guide To Effective Presentations” to present your speech.

d. Total points possible for the oral presentation is _____.

Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)e. The use of _____presentational aid(s) _____is required, _____may not be

used, or _____is optional. If required, the presentational aid(s) must meet the following requirement(s): (1)______________________________; (2)______________________________; and (3)______________________________.Failure to meet the requirement(s) will result in _____zero total points assigned for the oral presentation or a loss of _____points.

f. The inclusion of a _____minute question and answer session after you finish your last main point and before you present your reiterate step _____is required, _____may not be used, or _____is optional. If required, the question and answer session must meet the following requirement(s): (1)______________________________; (2)______________________________; and (3)______________________________. The time length of the question and answer session _____will or _____will not be counted toward the time allotted for the speech. Failure to meet the requirement(s) will result in _____zero total points assigned for the oral presentation or a loss of _____points.

g. An outline _____is required, _____is not required, or _____is optional.

If required, the outline is due ___________________, and the outline must meet the following requirement(s): (1)______________________________; (2)______________________________; and (3)______________________________.Failure to meet the requirement(s) will result in _____zero total points

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assigned for the oral presentation or a loss of _____points.

h. A manuscript _____is required, _____is not required, or _____is optional. If required, the manuscript is due___________________, and the manuscript must meet the following requirement(s): (1)______________________________; (2)______________________________; and (3)______________________________.Failure to meet the requirement(s) will result in _____zero total points assigned for the oral presentation or a loss of _____points.

i. A works cited list _____is required, _____is not required, or _____is optional. If required, the works cited list is due___________________, and the works cited list must meet the following requirement(s): (1)______________________________; (2)______________________________; and (3)______________________________.Failure to meet the requirement(s) will result in _____zero total points assigned for the oral presentation or a loss of _____points.

j. Other requirements for the oral presentation are: (1)______________________________; (2)______________________________; and (3)______________________________. Failure to meet the requirement(s) will result in _____zero total points assigned for the oral presentation or a loss of _____points.

Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)k. Extemporaneous delivery _____is required, _____may not be used,

or _____ is optional. Failure to meet the requirement will result in _____zero total points assigned for the oral presentation, _____zero subtotal points being assigned for delivery, or a loss of _____points.

l. Manuscript delivery _____is required, _____may not be used, or _____is optional. Failure to meet the requirement will result in _____zero total points assigned for the oral presentation, _____zero subtotal points being assigned for delivery, or a loss of _____points.

m. _____ to _____ under the time minimum will result in a loss of _____points.

n. More than _____ under the time minimum will result in a loss of _____points.

o. _____ to _____ over the time maximum will result in a loss of _____points.

p. More than _____ over the time maximum will result in a loss of 13

_____points. If your speech exceeds _____, then your instructor will ______________________________________________________________________________________________.

q. If the specific purpose of the speech was not “to inform,” then _____zero total points will be assigned for the oral presentation or a loss of _____points.

r. If you are allowed to present the oral presentation late (past the due date) but not allowed to present the oral presentation for full credit, then _____points will be deducted from your total points earned for the oral presentation.

s. _____extra credit points for the oral presentation may be earned by:


For additional information on using the “Six-Step Guide” and on presenting speeches, see Training Manual for Informative and Persuasive Speaking by Dr. Marilyn Cristiano on reserve at the PVCC Library circulation desk. The manual is also available for purchase at the PVCC Bookstore.

ORAL PRESENTATION WORKSHEET

NAME:

SPEECH TITLE:

EXCITE (gain the audience’s attention and introduce the topic in an interesting 14

way)

1. If appropriate, start with a topic-unrelated high impact technique:

2. Use a topic-related high impact technique:

LAUNCH (tell the audience what they are about to hear)

1. State the specific purpose of the speech:

2. If appropriate, briefly explain how the topic-related high impact technique used in the excite step relates to the specific purpose:

3. If appropriate, define terms:


4. If appropriate, orient the audience to the topic by providing essential background information:

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5. If appropriate, discuss topic credibility:

6. If appropriate, establish your credibility as an authority on this topic:

7. Present a specific overview of the main points of the speech:

8. If appropriate, tell the audience how you will be conducting a question and answer session and for how long:

RELATE (give the audience a purpose for listening)

Present logical and motivating information regarding how the audience will benefit from listening to information on this topic. If appropriate, refer to the significance of the topic-related high impact you used in the excite step when presenting the importance of the topic to the audience. Use a transition into (or just after) the explanation of benefits that focuses attention on the importance of information:

Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at 16

PVCC)INFORM--TWO TO FIVE MAIN POINTS (inform about the topic)

Organize your main points using the rule of three and/or parallel construction if appropriate. Use the logical, subject, chronological, spatial, casual, or need-plan method of organizing main points. Present your ideas in a clear and interesting way—develop your ideas with high impact techniques that are related to the needs and interests of your audience:

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REITERATE (tell the audience what they have heard)

1. If you conduct a question and answer session, ask for questions after finishing the last main point and before beginning the reiterate step:

Finish the question and answer session by thanking the audience for their questions:

2. Use a transition into the reiterate step that focuses on the fact that the speech is coming to an end and restate the specific purpose of the speech. Do not transition into the reiterate step by saying “in conclusion,” “in closing,“ “in summary,” or “to reiterate.” This signals the audience to leave physically and mentally. Be subtler. Use a statement such as “I discussed with you today. . . .”:

3. Provide a clarifying summary of each of the main points of the speech. Do not merely repeat what you said in the specific overview of main points in the launch step. Do restate your main points, but go a step further and restate a few important ideas or complex ideas (ideas that may have been more challenging to explain and/or understand) from each of your main points. Include the ideas that you most want your audience to remember. Do not include any new ideas in the summary:

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ENERGIZE (bring the speech to a satisfying close for the audience)

1. Use a topic-related high impact technique that highlights the importance of the topic and how the audience can benefit from the ideas presented. Refer back to the topic-related high impact technique you used in the excite step or use a different topic-related high impact technique:

2. If appropriate, briefly explain how the topic-related high impact technique relates to the specific purpose of the speech:

3. End with a topic-related definite final statement that encapsulates the specific purpose of the speech and ensures that the audience perceives that you have finished the speech:

4. If appropriate, add a statement that refers to the occasion or to the audience:

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WORKS CITED:


PVCC General Education Oral Communications RubricAdapted from Cristiano, M. (2003). Training manual for informative and persuasive speaking. Pearson Custom Publishing. (with author’s permission, for use only at PVCC) by Dr. Rick Vaughn and Dr. Marilyn Cristianoin conjunction with PVCC’s Academic Assessment Team.

Dimension Score = 2: meets or exceeds standards for competence

Score = 1: needs improvement

Score = 0: does not meet minimum standards for

ORGANIZATION

1. Excite Step The student gains the audience’s attention by introducing the topic in an interesting manner.

The student attempts to introduce the topic, but it fails to engage the audience and is not interesting.

The student does not gain the attention of the audience or introduce the topic.

2. Launch Step The student states the main purpose and the main points as part of the introductory comments.

The student attempts to introduce the purpose and main points, but the introduction is unclear and awkward.

The student does not state the purpose or introduce the main points.

3. Relate Step The student tells the audience how they can benefit from the information.

The student attempts to connect the topic to the audience, but the connection is weak or inappropriate for the specific audience.

The student does relate the topic to the audience he or she is addressing.

4. Inform Step The student presents information in an organized and logical manner using appropriate transitions.

Information is presented with some structure, but it is difficult to follow and doesn’t flow smoothly.

The student uses no apparent logic or organization for the information presented and does not use appropriate transitions.

5. Reiterate Step The student summarizes key points from The student attempts to The student ends the presentation

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the presentation. summarize, but it is unclear what the key points were.

without summarizing the key points.

6. Energize Step The student brings the presentation to a satisfying close.

The student makes concluding remarks, but they are abrupt or irrelevant.

The student makes no attempt to finish the presentation in a formal way.

The audience is left wondering if the presentation is finished.

PVCC General Education Oral Communications Rubric – page 2Adapted from Cristiano, M. (2003). Training manual for informative and persuasive speaking. Pearson Custom Publishing. (with author’s permission, for use only at PVCC) by Dr. Rick Vaughn and Dr. Marilyn Cristianoin conjunction with PVCC’s Academic Assessment Team.

Dimension Score = 2: meets or exceeds standards for competence

Score = 1: needs improvement

Score = 0: does not meet minimum standards for

DELIVERY

1. Volume The student uses appropriate volume throughout the presentation.

The student uses inconsistent levels of volume that are sometimes inappropriate or inaudible.

The student does not use appropriate volume and does not adjust volume based on cues from the audience.

2. Vocal Variety The student uses variety in volume, rate, and pitch.

The student uses some variety in specific places, but most of the presentation is presented in a monotone.

The student speaks in a monotone.

3. Pronunciation and Articulation

The student uses appropriate pronunciation and articulation.

The student mispronounces some words and makes some articulation errors (e.g. slurs words and/or mumbles).

The student mispronounces many words and makes many articulation errors (e.g., slurs words and/or mumbles).

4. Eye Contact The student uses appropriate eye contact:a. 3-5 seconds per personb. includes everyone

The student restricts eye contact to only a portion of the audience.

The student does not establish any consistent eye contact with the audience.

5. Facial Expressions, Gestures, Posture, and Movements

The student uses appropriate facial expressions, gestures, posture, and movements.

The student uses some inappropriate facial expressions, gestures, posture, and movements.

The student uses many inappropriate facial expressions, gestures, posture, and movements.

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6. Vocalized Pauses and distracting mannerisms

The student uses minimal vocalized pauses (um, uh) or distracting mannerisms.

The student uses several vocalized pauses (um, uh) and engages temporarily in a distracting mannerism, but quickly realizes the disruption and ends the mannerism.

The student uses frequent vocalized pauses (um, uh) and distracting mannerisms such as playing with hair or jingling coins or keys in a pocket.

Communication: Speaking (Scoring Sheet)

Adapted by Robert Bowery, Marilyn Cristiano, Nancy Morgan Ronan, and Fred Wieck in conjunction with PVCC’s 2004 Summer Assessment Institute.

Adapted from: Cristiano, M. (2003). Training manual for informative and persuasive speaking. Pearson Custom Publishing. (with author’s permission, for use only at PVCC)

Speaker Date__________________Time___________________ 2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum

standards for competence standards for competence

Organization

1. Excite step: Gained the audience’s attention by introducing the topic in an ________ interesting manner

2. Launch step: Stated the purpose and main points________

3. Relate step: Told the audience how they can benefit from the information ________

4. Inform step: Presented information in an organized and logical manner ________

and used appropriate transitions.

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5. Reiterate step: Summarized key points________

6. Energize step: Brought the presentation to a satisfying close________

Comments:

Subtotal Points Earned (12 Points Possible) ________

Delivery

1. Used appropriate volume ________

2. Used variety in volume, rate and pitch ________

3. Used appropriate pronunciation and articulation ________

4. Used appropriate eye contact ________

5. Used appropriate facial expressions, gestures, posture, and movements________

6. Used minimal vocalized pauses (um, uh) or distracting mannerisms________

Comments: Subtotal Points Earned (12 Points Possible): ________

2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum


Content (Speech requirements, quality, and other graded criterion) (Course Specific)

1.)

2.)

3.)

4.)

5.)

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…)

Comments:

Subtotal Points Earned ( ) Points Possible): ________

Other Points Earned: ________

Comments:

Subtotal Points Earned ( ) Points Possible): ________Overall Comments:

Organization Points Earned (12 Points Possible): ____________

Delivery Points Earned (12 Points Possible): ____________

Content Points Earned ( ) Points Possible): ____________

Other Points Earned ( ) Points Possible): ____________

Total Points Earned ( ) Points Possible): ____________

INFORMATIVE SPEECH ASSIGNMENT

1. Learning Outcomes: Demonstrate competence in:

a. Using critical thinking skills (analyzing evidence and reasoning and drawing logical conclusions).

b. Conducting research using traditional and/or technological pathways.c. Analyzing an audience.d. Speaking to diverse audiences.e. Speaking ethically.f. Speaking confidently.

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g. Building credibility as a speaker.h. Preparing, constructing, organizing, and delivering an informative

speech to an audience. i. Using the “Six-step Guide” to organize an informative speech.j. Using high impact techniques to clarify and create interest in an idea.k. Using presentational aids.l. Using accurate, clear, interesting, and appropriate language.m. Using appropriate transitions.n. Using extemporaneous delivery.o. Using active listening skills.p. Using writing skills.

2. Specific Requirements:

a. Present a 7 to 10 minute informative speech. See “Informative Speeches” on pages 126-131. The informative speech topic must meet the following requirements: (1) Be of interest to you; (2) Be of interest to your audience; and (3) Be approved by your instructor.

b. Use the “Six-Step Guide to Effective Presentations for Informative Speeches and Speeches of Tribute” on pages 132-134 to organize your speech.

(1)For an example of an informative speech sentence outline that follows the six-step guide, see “Sample Informative Speech Sentence Outline” on pages 140-146, and for an example of an informative speech keyword outline that follows the six-step guide, see “Sample Informative Speech Keyword Outline” on pages 147-153.

(2)Use the “Informative Speech Worksheet” on pages 157-161 as a guide. For an example of a completed informative speech worksheet, see “Sample Informative Speech Worksheet” on pages 135-139.

c. Total points possible for the informative speech is 66.


d. The use of at least one presentational aid is required. You may write on the white board, but you must use at least one other type of

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presentational aid. Failure to meet the requirement will result in a loss of two points for the speech.

e. An outline is required and is due just prior to speaking. The outline must meet the following requirements: (1) Follow the “Six-Step Guide to Effective Presentations for Informative Speeches and Speeches of Tribute;” (2) Label each step of the six-step guide; (3) Follow a key word outline format; and (4) Be word processed with an easy to read font and font size and be clear/legible. Failure to meet the requirements will result in a loss of up to two points for the speech.

f. A works cited list is required and is due just prior to speaking (it may be placed at the end of your outline). The works cited list must meet the following requirements: (1) Include at least two references; (2) Follow MLA style format; and (3) Be word processed with an easy to read font and font size and be clear/legible. Failure to meet the requirements will result in a loss of up to two points for the speech.

g. Extemporaneous delivery is required. Failure to speak extemporaneously will result in zero subtotal points being assigned for delivery. Even the appearance of reading your speech from manuscript will result in this penalty.

h. Speaking 5 to 6 minutes will result in a loss of 3 points.i. Speaking less than 5 minutes will result in a loss of 6 points.j. Speaking 11 to 12 minutes will result in a loss of 3 points.k. Speaking over 12 minutes will result in a loss of 6 points. If your

speech exceeds 12 minutes and 30 seconds, then your instructor will make you aware of the time and ask you to conclude your speech.

l. If the specific purpose of the speech was not “to inform,” then zero total points will be assigned for the informative speech.

m. If you are allowed to present the informative speech late (past the due date) but not allowed to present the informative speech for full credit, then 33 points will be deducted from your total points earned for the informative speech.

n. 5-10 extra credit points for this informative speech may be earned by using at least three PowerPoint slides while presenting the informative speech and/or within one week of presenting your informative speech, request an appointment to meet with your instructor to review your videotaped informative speech.

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*If you plan to use a presentational aid that requires the use of the G4 Macintosh computer, then be sure to test the aid on a G4 Macintosh computer prior to your speech due date and come to class early to load your aid on to the computer.

**Check the tentative schedule for your due date. Remember to bring a videotape to class on your due date.


Communication: Speaking (Scoring Sheet)

Adapted by Robert Bowery, Marilyn Cristiano, Nancy Morgan Ronan, and Fred Wieck in conjunction with PVCC’s 2004 Summer Assessment Institute.


Speaker Date__________________Time___________________ 2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum for competence standards for competence

Organization

1. Excite step: Gained the audience’s attention by introducing the topic in an ________ interesting manner

2. Launch step: Stated the purpose and main points________

3. Relate step: Told the audience how they can benefit from the information ________

4. Inform step: Presented information in an organized and logical manner ________

and used appropriate transitions.

5. Reiterate step: Summarized key points________

6. Energize step: Brought the presentation to a satisfying close________

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Comments:

Subtotal Points Earned (12 Points Possible) ________

Delivery



3. Used appropriate pronunciation and articulation ________




Comments: Subtotal Points Earned (12 Points Possible): ________

2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum for competence standards for competence


1. Topic was appropriate for the audience. ________

2. Topic was sufficiently limited for the time frame allotted. ________

3. Sufficient knowledge of the subject was demonstrated. ________

4. Main points were relevant to and developed the specific purpose of the speech. ________

5. Main points met the needs and interests of the audience. ________

6. Main points were well developed. ________

7. Main points were presented in a clear and interesting way—developed 28

with ________ high impact techniques that were related to the needs and interests of the audience.

8. Language used was accurate, clear, interesting, and appropriate. ________

9. An oral/conversational versus written style of language was used. ________

10. Transitions (including internal summaries and internal previews, if ________

appropriate) another, and served to clarify the meaning of ideas and the connection of ideas to were varied, served to show that the speaker was moving from one idea to one another and to the specific purpose of the speech.

Comments: Subtotal Points Earned (20 Points Possible) ________

Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum


Additional Requirements

1. At least one presentational aid (other than the white board) was used. ________2. A word-processed outline that follows the “Six-Step Guide to Effective Presentations

________ 29

for Informative Speeches and Speeches of Tribute,” labels each step of the six-step guide, and follows a key word outline format was handed in just prior to speaking.

3. A word-processed works cited list that includes at least two references and follows ________

MLA style format was handed in just prior to speaking.

Comments: Subtotal Points Earned (6 Points Possible) ________

Penalties

1. Spoke 5 to 6 minutes. Loss of __3__points. ________

2. Spoke less than 5 minutes. Loss of __6__points. ________

3. Spoke 11 to 12 minutes. Loss of __3__points. ________

4. Spoke over 12 minutes. Loss of __6__points. ________

5. Presented the informative speech late (past the due date) but not allowed to present ________

the informative speech for full credit. Loss of _35__points.

Comments: Subtotal Points lost (41 Points Possible) ________

The specific purpose of the speech was not “to inform.” ________Zero total points assigned for the informative speech.

Overall Comments: Sum of Subtotal Points Earned:____________

Minus Subtotal Points Lost:____________

Total Points Earned: ____________ Extra Credit Points Earned:

____________


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CPD160 INTRODUCTION TO MULTICULTURALISM

ORAL FINAL EXAMINATION

Successful completion of this oral final examination will allow you to demonstrate competence in the following areas:

Learning Outcomes:a. Building credibility as a public speakerb. Gaining speaking confidence c. Preparing, constructing, organizing, and delivering a speech to an audienced. Using the “Six-Step Guide” in organizing a speeche. Gaining insight into personal thoughts, feelings, attitudes, and behaviors regarding cultural diversityf. Assessing personal values, issues, experiences, and environmental influences related to multiculturalismg. Recognizing instances of cultural privilege and power, and understanding their effects on the relationships

and achievements of individuals and cultures within our societyh. Demonstrating communication and problem-solving skills for effective multicultural interactions i. Using critical thinking skills in proposing strategies for transforming environments to support diverse

citizenship in a multicultural society. j. Using active listening skills k. Using writing skills

Requirements:

1) Present a 15 to 20 minute speech, addressing the following:

a.) Describe your personal cultural and diversity backgroundb.) Share a time when you have witnessed, or have been involved in a

situation/conflict that involved cultural privilege and or poweri. Analyze and discuss the dynamics involved in the above situation

ii. What could have realistically been done differently to improve the situation

c.) Propose TWO detailed strategies for transforming an environment (home, learning environment, workplace, or community) to foster greater support of diversity

d.) Describe how your personal thoughts, feelings, attitudes, and behaviors regarding cultural diversity have changed as a result of taking this class

2) Use the attached “Six-Step Guide to Effective Presentations” to organize your speech 3) Use the attached “Delivery Guide to Effective Presentations” for giving your speech4) Hand in an outline including a works cited or reference page (a minimum of FOUR

outside sources must be used ((not including your text))) one week prior to your speech5) You may use three 3x5 note cards during your speech6) Every speech will conclude with a brief question and answer session, requiring you to

“think on your feet”

For additional information on using the Six-Step Guide and on presenting speeches, see Training Manual for Informative and Persuasive Speaking by Dr.

31

Marilyn Cristiano on reserve at the PVCC Library circulation desk. The manual is also available for purchase at the PVCC Bookstore.

SPEECH ASSESSMENT RUBRIC FOR CPD 160Adapted by Robert Bowery, Marilyn Cristiano, Nancy Morgan Ronan, and Fred Wieck in conjunction with PVCC’s 2004 Summer Assessment Institute.


Speaker _______________Date__________________Time___________________ 2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum


Organization

1. Excite step: Gained the audience’s attention by introducing the topic in an interesting manner ________

2. Launch step: Stated the purpose and main points ________

3. Relate step: Told the audience how they can benefit from the information________

4. Inform step: Presented information in an organized manner ________

5. Reiterate step: Summarized key points ________

6. Energize step: Brought the presentation to a satisfying close ________

Comments:

Delivery



3. Used appropriate pronunciation ________

4. Used appropriate eye contact ________32



Comments: Subtotal Points Earned (24 Points Possible): ________2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum



1.) Length of speech (15-20 mins.) ______2.) Description of personal cultural/diversity background ______3.) Shared a witnessed event involving cultural privilege/power ______4.) Provided an analysis of the dynamics involved in the aforementioned event

______5.) Demonstrated problem solving in improving the aforementioned event ______6.) Provided detailed strategy #1 __________________________________________

______7.) Provided detailed strategy #2 __________________________________________

______ 8.) Reflected on personal growth ______9.) Effectively answered/responded to question and answer session following speech

______ 10.) Handed in outline one week prior to speech ______11.) Included four outside resources (not including text) ______

Total Raw Content Points (22 Possible) ______

Total Weighted Content Points = Total Raw Content Points (______) X 3 = ______

33

Quality (apparent effort, personal investment, quality of resources, depth of speech content)

Total Quality Points (10 Possible) ______

Overall Comments:

Organization and Delivery Points Earned (24 Points Possible): ______

Total Weighted Content Points Earned (66 Points Possible): ______

Total Quality Points Earned (10 Points Possible): ______

Total Points Earned (100 Points

Possible): ___________

A = 90-100, B = 80-89, C = 70-79, D = 60-69, F = < 60

PSY101 INTRODUCTION TO PSYCHOLOGY

ORAL RESEARCH PRESENTATION

Successful completion of this oral research presentation will allow you to demonstrate competence in the following areas:

Learning Outcomes:l. Building credibility as a public speakerm. Gaining speaking confidence n. Preparing, constructing, organizing, and delivering a speech to an audienceo. Using the “Six-Step Guide” in organizing a speechp. Describing the research methods used by psychologists. q. Describing how psychology is applied in real world situationsr. Using active listening skills s. Using writing skillst. Building research and information literacy skills

Requirements:

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7) Present a 5 minute speech, addressing the following:

A. Find one scholarly journal article on a topic of personal interest related to psychology (5 page minimum length, and must be approved by the instructor)

B. Provide a review of the article’s findings C. Explain why you selected the article, or why the topic is of personal interestD. Be able to effectively answer any audience questions related to your article

8) Use the attached “Six-Step Guide to Effective Presentations” to organize your speech 9) Use the attached “Delivery Guide to Effective Presentations” for delivering your speech10) Hand in an outline including a hard copy of your article with a reference page citing your

article on the day of your speech 11) You may use three 3x5 note cards along with a copy of your article during your speech12) Every speech will conclude with a brief question and answer session, requiring you to

“think on your feet”

For additional information on using the Six-Step Guide and on presenting speeches, see Training Manual for Informative and Persuasive Speaking by Dr. Marilyn Cristiano on reserve at the PVCC Library circulation desk. The manual is also available for purchase at the PVCC Bookstore.

SPEECH ASSESSMENT RUBRIC FOR PSY 101Adapted by Robert Bowery, Marilyn Cristiano, Nancy Morgan Ronan, and Fred Wieck in conjunction with PVCC’s 2004 Summer Assessment Institute.


Speaker Date__________________Time___________________ 2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum


Organization

1. Excite step: Gained the audience’s attention by introducing the topic in

35

an ________ interesting manner

2. Launch step: Stated the purpose and main points ________

3. Relate step: Told the audience how they can benefit from the information________

4. Inform step: Presented information in an organized manner ________

5. Reiterate step: Summarized key points ________

6. Energize step: Brought the presentation to a satisfying close ________

Comments:

Delivery



3. Used appropriate pronunciation ________




Comments:

Subtotal Points Earned (24 Points Possible): ________2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum


Content (Speech requirements, quality, and other graded criterion) 36

(Course Specific)

1.) Length of speech (5 mins.) ______2.) Appropriateness of selected article ______3.) Provided a review of the article ______4.) Explained why the article was of personal significance

______5.) Effectively answered questions during the question and answer session

______6.) Handed in outline

______7.) Included a full copy of the article used

______8.) Wrote a proper reference page for the article

______

Total Raw Content Points (16 Possible)______

Total Weighted Content Points = Total Raw Content Points (______) X 3 = ______

Quality (apparent effort, personal investment, quality of resource, depth of speech content) Total Quality Points (10 Possible) ______

Overall Comments:

Organization and Delivery Points Earned (24 Points Possible): ______ Total Weighted Content Points Earned (48 Points Possible): ______

Total Quality Points Earned (10 Points Possible): ______

Total Points Earned (82 Points Possible):

___________

A = 82-74, B = 66-73, C = 57-65, D = 49-56, F = < 4937

“Success: It Is Not Only for the Lucky” (Ineffective Speech Outline to Accompany Training DVD)

Success: It’s Not Just for the Lucky

LAUNCH

1. My topic is on success.

2. I am going to share with you three success strategies that can help you to achieve your goals successfully.

MAIN POINTS

1. Working hard

a. When we are successful, is it a matter of luck or hardwork?

b. Earl Wilson said, “Success is simply a matter of luck. Ask any failure.”

c. Lucille Ball:

(1) Would you say that Lucille Ball was a successful person?

(2) Lucy said, ““Luck? I don’t know anything about luck. I’ve never banked on it, and I’m afraid of people who do. Luck to me is something else:

38

hard work--and realizing what is opportunity and what isn’t.”

(3) So it seems that as someone said:

“Luck is when preparation meets opportunity.”

The idea that it is important to be prepared through hard work, so that when an opportunity presents itself, you will be able to take advantage of it.


2. Persevering

a. Would you say that Conrad Hilton was a successful person?

b. Conrad Hilton said, ““Success seems to be connected with action. Successful people keep moving. They make mistakes, but they don’t quit.”

c. As Annie Duke, a champion poker player, has said: “If you aren’t caught bluffing once in a while, you are not playing the game right.”

3. Developing a sense of urgency

a. Ed Bliss a time management expert said,

“You’ll never accomplish your goals until you realize that someday is not a day of the week.”

b. Do not put off until tomorrow what you can do today!

39

c. In order to this, you need to be good at delaying gratification.

(1) What does it mean to delay gratification?

(2) “Sacrifice is giving up something good for something better.”

(3) You can pay now and play later, or you can play now and pay later.

REITERATE

2. I discussed three success strategies with you today:

a. Working hard b. Persevering c. Developing a sense of urgency

ENERGIZE

That’s it.Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at

PVCC)“Success: It Is Not Only for the Lucky” (Effective Speech Outline to Accompany Training DVD)

Success: It’s Not Just for the Lucky

EXCITE

How many of you want to achieve your goals in life successfully?

40

Me too.

LAUNCH

1. We can adopt certain strategies to help us to be successful.

2. I am going to share with you three success strategies that can help you to achieve your goals successfully.

3. The three success strategies I am going to share with you are the importance of:

a. Working hard

b. Persevering

c. Developing a sense of urgencyCopyright: Dr. Marilyn Cristiano (with author’s permission, for use at

PVCC)

RELATE

41

Since we all have set goals, it seems fitting to stop for a moment and reflect on some strategies we can use to successfully achieve our goals.

MAIN POINTS

1. Working hard

a. When we are successful, is it a matter of luck or hardwork?

b. Earl Wilson said, “Success is simply a matter of luck. Ask any failure.”

Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)c. Click on next side.

42

(1) Who was that?

(2) Would you say that Lucille Ball was a successful person?

(3) Lucy said, ““Luck? I don’t know anything about luck. I’ve never banked on it, and I’m afraid of people who do. Luck to me is something else: hard work--and realizing what is opportunity and what isn’t.”

(4) So it seems that as someone said:

“Luck is when preparation meets opportunity.”

The idea that it is important to be prepared through hard work, so that when an opportunity presents itself, you will be able to take advantage of it.

43


2. Persevering

a. Would you say that Conrad Hilton was a successful person?

b. Conrad Hilton said, ““Success seems to be connected with action. Successful people keep moving. They make mistakes, but they don’t quit.”

c. Show Kedra Holland-Corn Video

44


3. Developing a sense of urgency

a. Ed Bliss a time management expert said,

“You’ll never accomplish your goals until you realize that someday is not a day of the week.”

b. Do not put off until tomorrow what you can do today!

c. In order to this, you need to be good at delaying gratification.

45

(1) What does it mean to delay gratification?


(2) “Sacrifice is giving up something good for something better.”

(3) You can pay now and play later, or you can play now and pay later.

REITERATE

46

1. There are strategies we can adopt to help us to achieve our goals in life successfully.

2. I discussed three success strategies:

a. Working hard (preparing for opportunities)

b. Persevering (can’t quit)

c. Developing a sense of urgency (do it today and delay gratification)


ENERGIZE

1. Dennis T. Jaffee and Cynthia D. Scott in their book, Take This Job and Love it, write:

“Often what looks like individual performance is in fact supported by a sense of confidence derived from positive, supportive relationships.”

2. Since we all want to be successful, let’s all help each other to achieve our goals! I wish you all great success!

3. Thank you!

47

The Relate Step: (1) Tells the audience that your topic is worthwhile, significant, & appropriate.

(2) Tells the audience how they can benefit from listening to your speech. Below are some examples.

Developed by Felicia A. Ramirez (all rights reserved). May be duplicated at Paradise Valley Community College without permission.

XeroscapingAs the Valley population grows, water conservation will become an increasingly important issue and xeroscaping is a vital part of our individual effort to conserve. Also, by learning about xeroscaping, you could learn how to save money on your next month's water bill.

Phoenix Art Museum

The Phoenix Art Museum is a great place for you and your families to experience art and learn about other cultures. By listening carefully to this information you can learn about key exhibits to look for, times that you can visit at a discount rate, and interesting tidbits with which to impress your date.

PVCC Campus Services

Learning about the services available on campus is vital to your academic success. These services can assist you with everything from academic planning to getting money to pay your tuition.

The ChadorIt is important for us to learn about cultural artifacts like the Chador, so we can increase our knowledge of other cultures, learn to appreciate our differences, and create informed opinions based on facts instead of stereotypes.

Dog Signs We can all benefit from an understanding of dog signals. If you do have a dog, it’s important that you learn how your dog is feeling or what your dog needs by reading the signals being sent. If you don’t have a dog, it is still important; you will be able to

48

anticipate a dog’s actions if you meet one on the street.Book: Who Moved My Cheese

This book teaches us how to anticipate, handle, and use change to our advantage. Change is an evitable part of life, and the information I am sharing about this book can help you to accept change.

Sex Education Policy

Most of us have probably taken some form of sex education class in school. Think for a moment about the quality of the class and the information given to you. During my presentation, I’ll be addressing significant changes that will improve the quality of the classes your younger siblings or children will be experiencing.

DUI Policy

This is a significant topic for all us. All of us spend time on the road, whether it’s driving or riding with others. At any given time, a driver under the influence could be in the lane next to us, putting us and loved ones in danger. This is why this topic is so important for us to consider.

Self-Breast Exam Policy

Breast cancer affects all of us—women and men. Many of us probably already have or will have someone close to us whose life has been touched by breast cancer. According to the American Cancer Society, approximately 1 in 8 women will develop breast cancer, there are approximately 2 million breast cancer survivors in the U.S., and in 2006 approximately 1700 men will be diagnosed with breast cancer. For these reasons my policy proposal is beneficial to us all.

CommunicationEducation

Communication is an inevitable aspect of our lives. We communicate with ourselves, our families and friends, co-workers and many others throughout our day; but, we usually don’t spend much time working to understand and improve our communication. You will learn today about how communication education can benefit all of our lives.

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Documents

Guidelines for Developing an Oral Presentation Assignment, Rubric