speech
Khaled133
student_packet_-_spring_2017.pdf
Name:
Speech Expectations and Guidelines
Kristin Naylor, Instructor
REMEMBER!
(a compendium of advice to the would-be effective speaker)
PREPARATION
Begin early! Consider audience
Layer in your research Boil it down (choose the best of the best)
INTRODUCTION
Grab attention! Establish credibility and goodwill
Reveal topic Preview main points
PRESENTATION
Choose words carefully Practice aloud
Look good, feel good Keep breathing
Focus on audience Pause silently
Use direct eye contact
CONCLUSION
Signal the end Summarize main points
End with a bang!
Personal Introductory Speech Guidelines
Basic requirements:
To develop and present to the class an original 2- to 3-minute speech introducing yourself, based on a word
that best describes you. This speech will provide insightful examples and illustrations to help the audience get to
know you and what’s important to you.
No outline is required.
Extemporaneous (spoken with careful preparation but not written out or memorized) delivery style is
expected.
___________________________________________________________________________________________
____
Personal Introductory Speech Evaluation Form
excellent (5) above expectations (4) acceptable (3) somewhat deficient (2) severely deficient (1)
A checkmark indicates full credit. ORGANIZATION (5 points possible)
The speech had a clear beginning, middle and end
LANGUAGE (5 points possible)
Smooth flow of ideas with a professional and conversational tone
DELIVERY (5 points possible)
Extemporaneous with a comfortable and confident stance
OVERALL EFFECTIVENESS (5 points possible)
Speaker was well-prepared.
Speech grade (total possible points: 20)
Informative Speech Guidelines
Basic requirements:
To develop and present to the class an original informative 5- to 8-minute presentation about a notable person.
The subject may be notable for either positive or negative reasons and may be from history, business, arts/entertainment, science, technology, politics, medicine, etc.
A minimum of six sources and one visual aid is required, using presentation software with backups. No videos.
A typed outline using our class outline format is required.
Speech is to be delivered in the extemporaneous delivery style using only keyword note cards.
Practice video must be recorded directly into CONNECT and self-assessment completed by the due date in your syllabus. ________________________________________________________________________________________
Informative Speech Evaluation Form
excellent (5) above expectations (4) acceptable (3) somewhat deficient (2) severely deficient (1)
A checkmark indicates full credit. INTRODUCTION (10 points possible)
Speaker had an effective attention step Speaker clearly previewed the main points and established credibility BODY (15 points possible)
Each main point (Roman numeral) was clear/easy to identify Each main point was well-developed, including adequate support material with proper citation Transitions were effective CONCLUSION (10 points possible)
Speaker restated the main points covered in the speech Speaker brought speech to an effective close DELIVERY (25 points possible)
Speaker maintained appropriate eye contact Use of acceptable articulation and appropriate volume; few errors in pronunciation or grammar Speaker used physical actions effectively Speaker used note cards effectively _______ Visual aid was clear, helpful and professional in appearance and handling, with backup available OUTLINE (25 points)
Followed class format VIDEO RECORDING (15 points)
_______ Informative speech practice video recorded into CONNECT and self-assessment completed Speech grade (total possible points: 100)
Informative Speech Example Outline
Student: Course section number: COMM 2200-XX Date: Title: Inside India Specific Purpose: to inform my audience about the diversity of India’s geography and languages. Central Idea: India is a country of great geographical and linguistic diversity.
Introduction Attention: “Namaste.” Do you know what I just said? The word Namaste is also used when saying
“Goodbye.” The same word may have two entirely different meanings. Topic: This is just one example of the diversity of life in India. Credibility: As a first-generation Indian-American, I have had firsthand experience with Indian life and culture. Preview: Today I would like to give you a glimpse of India’s diversity by looking at its geography and
languages.
Transition:
Let’s start by examining India’s diverse geography.
Body:
I. India is a land of great geographical diversity. A. The northernmost part of India consists of the Himalayan Mountains. 1. The highest mountain system in the world, the Himalayas separate India from China. 2. The Indian Himalayas have many mountains over 20,000 feet high (Keay 100). B. The central part of India consists of the Northern Plains.
1. About 200 miles wide, these plains stretch across India from the Arabian Sea on the west to the Bay of Bengal on the east (Arnett 24).
2. Within the Northern Plains, there is considerable diversity. a. There is fertile farmland. b. There are major cities such as Delhi and Calcutta. c. There is the great Indian Desert. C. The southern part of India consists of the Deccan plateau.
1. Extending from the edge of the Northern Plains to the southern tip of India, the Deccan plateau is more than 1200 miles long.
2. The Deccan Plateau includes many geographical features. a. It contains farming and grazing lands. b. It contains tropical forests. c. It contains most of India’s seacoast.
Transition: Now that you know something about the geographical diversity of India,
let’s look at its linguistic diversity.
Informative Speech Example Outline, cont’d. II. India is also a land of great linguistic diversity.
A. The official language is Hindi. 1. Hindi is spoken by 40 percent of the people (“Major” n.p.). 2. The opening word of my speech, “Namaste,” is Hindi.
B. In addition to Hindi, there are 17 regional languages recognized in the Indian constitution.
1. Their languages are as distinct from each other as English is from French. a. Each has its own grammar and pronunciation. b. Some have their own alphabets.
2. Many of these languages have literary traditions that are two thousand years old (Dassgupat 33).
C. India also has more than a thousand minor languages and dialects.
1. These can change entirely from village to village (United n.p.) 2. This often makes communication very difficult.
D. Most educated Indians also speak English.
1. The use of English comes from 300 years of British rule. 2. English is spoken by two percent of the population. 3. It is widely used in colleges and universities (Dassgupat 34). 4. As linguist Kamala Singh has stated, the diversity of India’s languages is unrivaled by
any other nation (O’Sullivan 23).
Transition: In conclusion…
Summary: You can see from India’s geography and languages why it is such a diverse and
fascinating country. Close: Thank you and “Namaste.”
Works Cited Arnett, Robert. India Unveiled, 3rd ed., Columbus, GA; Atman, 2002. Dassgupat, Swapan. “What India Thinks: Divided We Stand.” India Today, 26 August 2002: 32-34. Keay, John. India: A History. NY: Grove P., 2001. “Major Indian Languages. “ 4 July 2000. 9 May2003 theory.tirfr.res.in/Bombay/history/people/language O’Sullivan, John. “Multicultural India facing Identity Crisis. “Chicago Sun-Times, 5March2002, 23. United States. Central Intelligence Agency. “India.” World Factbook 2002. 1 January 2002. 9 May 2003. Cia.gov/cia.publications/factbook/geos/in.html
Small Group Exercise in Civil Discourse
Panel Discussion Presentation Requirements The panel discussion has a fourfold purpose: Your group will experience working together as you apply the reflective thinking method (chapter 19) in a small group decision-making process, and the creative process of pulling together multifaceted information and perspectives into a cohesive whole. You will gain experience speaking in front of an audience incorporating conversation skills, extemporaneous delivery style (chapter 13) and principles of ethical speaking (chapter 2). You will gain insight into a point of view about which you are unfamiliar. You will discover and interview someone involved with a local community organization or business with whom you would not normally be in contact – someone outside your comfort zone and or belief system.
Engage in conversation
Learn about their perspective
Develop non-combative interview questions
Incorporate question linking into your conversation
Write an individual reflective paper about what you have learned, how your perspective has been (or has
not been) influenced.
Research and discuss your topic with other members of your Panel Discussion Team and prepare your
panel discussion for the class.
Each group member must be involved in the interview, whether the entire group interviews together or individual members conduct their own interviews. The group of 3-4 students will prepare and present a creative and informative presentation on a controversial topic. The goal is to investigate both sides of the controversy, researching written and interpersonal insights. The group will submit one typed outline of the presentation, following our standard outline format. One list of sources (minimum three contributed by each group member) must be included with the final outline on the day of presentation. A dress rehearsal is necessary for timing your presentation. The total time requirement is ___ minutes per person in the group. The entire class will participate in a debriefing discussion moderated by the group with oversight by the instructor.
Turkey Clause (Courtesy of Robert Smith, Purdue University)
Occasionally a group member will choose, for whatever reason, not to contribute to the group’s efforts by not doing research, missing most out-of-class planning time, or withdrawing during the work sessions. Each group should attempt to draw the member back into the process and sometimes legitimate adjustments need to be made. However, despite good-faith efforts, if a member does not contribute, the group as a whole may enact the “turkey clause” – in effect, firing the person from the group. If this is necessary, the group must contact the instructor and document the need for this action. If the instructor approves, the non-contributing student will receive an F for the assignment.
Small Group Panel Discussion Evaluation
Category
Scoring Criteria
Total Points
Score
Content
Specific purpose is clear and concise.
10
Introduction is attention-getting and establishes the framework for the presentation
10
Requisite number of credible references used and cited.
10
Well-documented, including interview questions.
10
Material included is relevant to the overall purpose of the presentation.
10
Appropriate amount of material is prepared and points made reflect well their relative importance.
10
Final draft of outline followed class format.
10
Both sides of the controversy are represented in a balanced and respectful manner.
10
Presentation goes beyond surface information and general knowledge to create new insight and understanding.
10
There is an obvious conclusion summarizing the presentation.
10
Presentation
Moderator and panelists communicate in a way that is respectful to each other and the audience.
20
Confident with material.
20
Posture is alert and free from distractions.
20
Length of presentation is within the assigned time limits.
20
Information was communicated clearly and effectively.
20
Total Points
200
Persuasive Presentation Guidelines Basic requirements:
To develop and present to the class an original, 5- to 8-minute speech to persuade using the Monroe Motivated Sequence organizational format. Topics appropriate for persuasion include: a practice contributing to the common good of society; the changing or adoption of habits for good health; whether to participate in activities for personal or community enrichment; the addressing of student concerns; or the support or rejection of an issue or public policy. It is vital that you select a topic you believe in and about which you are enthusiastic. This will make your preparation and presentation meaningful to both you and your audience. Consider your audience feedback questionnaires as you prepare. Your goal is to move your audience to your side of the fence. Six (6) sources, at least one visual aid (no videos), and use of presentation software (Power Point or Prezi) are required. The persuasive speech outline is due and must follow our standard outline format. Speech is to be delivered extemporaneously using keyword note cards. Extemporaneous (spoken with careful preparation but not written out or memorized) delivery style is expected.
Practice video must be recorded directly into CONNECT and self-assessment completed by the due date in your syllabus.
Monroe Motivated Sequence
(adapted from: The Art of Public Speaking by Stephen Lucas 12th edition, 321-322)
1. ATTENTION: First, gain the attention of your audience using: a story, quote, startling statistic, startling
statement, etc.
2. NEED: Next, make the audience feel the need for change by clearly presenting the problem.
3. SATISFACTION: Having aroused a sense of need, you satisfy it by providing a solution to the problem.
4. VISUALIZATION: Having given your plan, you intensify the desire to adopt it by visualizing its benefits.
5. ACTION: Once the audience is convinced that your policy is beneficial, you are ready to call for action. State your plan of action, then conclude with a final stirring appeal that reinforces their commitment to act.
Persuasive Speech Example Outline
Student: Course section number: COMM 2200-XX Date: Title: Specific Purpose: to persuade my audience ATTENTION:
NEED:
SATISFACTION:
VISUALIZATION:
ACTION:
Persuasive Evaluation Form
excellent (9-10) above expectations (7-8) acceptable (5-6) somewhat deficient (3-4) severely deficient (2-1)
A checkmark indicates full credit.
ATTENTION STEP (20 points possible)
Speaker had an effective attention step
Speaker’s thesis was clear and concise
NEED STEP (20 points possible)
Speaker clearly stated the problem
Speaker presented a definite need for change
SATISFACTION STEP (20 points possible)
Speaker provided a clear and workable solution to the problem
Speaker supported solution logically with valid support material
VISUALIZATION STEP (20 points possible)
Speaker created a believable word picture
_______ Speaker helped audience members to see themselves as part of the solution
ACTION STEP (20 points possible)
________ Speaker communicated a clear action step
________ Speaker presented action step with a sense of completion
DELIVERY (20 points possible)
Extemporaneous delivery using keyword notecards
Speaker had a confident stance
OUTLINE (50 points possible)
_______Outline is created according to class format and turned in before presentation VIDEO RECORDING (30 points)
_______Speaker’s practice speech video recorded directly into CONNECT and complete self-assessment by
the due date in syllabus
______ Speech grade (total possible points: 200)
Questionnaire for Persuasive Speech Guidelines
Questionnaire should include 3-5 questions with all three types of questions included:
Fixed alternative Scale Open-ended
25 copies of your questionnaire are due in class on the assigned date.
Sample Questionnaire
Student:
Course section number: Title:
1. Have you ever engaged in volunteer work? (circle one) Yes No
2. If you have engaged in volunteer work, how would you rate the experience?
1 2 3 4 5 very unrewarding very rewarding
3. Whether you have or have not worked as a volunteer, what is your major reason for doing so or not? Please explain.
Reflection Paper Guidelines
(See example in D2L)
Your paper should be a two-page, double-spaced personal and scholarly reflection of your experience in the Panel Discussion project. Items to consider and include in your paper are:
1. Knowledge, skills, abilities; how were these gained or demonstrated through your work and experience on this project? How might having these new tools be useful in the future?
2. Integration; how does this project relate to or affect other experiences or knowledge you have gained in other classes, activities, or conversations?
3. Importance; what makes civil discourse a key skill to success? What did you learn about yourself during this time? What will you take away from this learning experience?
Rubric for Evaluating Integrative Thinking and Reflection
Students will use integrative thinking and reflection to demonstrate the ability to make connections across multiple academic contexts and
educational experiences. Instructions: Please select one option for each category that is applicable to the assignment.
Capstone Advancing Milestone Benchmark Developing Connections to Assignment reflects mature Assignment reflects connections across a Assignment reflects connections among
a
Assignment reflects connections between Assignment reflects little or no
connection Experience understanding of connections between a
wide range of experiences appropriate to broader range of courses and experience,
general academic courses and relevant between course material and experience.
Connects relevant broad range of experiences and continuing academic and intellectual reflecting continuing intellectual and experience.
experience and academic courses. development. academic development.
academic knowledge
Connections to Assignment reflects mature understanding
Assignment indicates a developed sense
of
Assignment reflects awareness to link the Assignment reflects the awareness to link Assignment lacks connections between
the Discipline of interdisciplinary connections. connections of knowledge across disciplines.
experience to academic disciplines relevant
the experience to other academic experience and other academic disciplines. Sees (makes) to student's course of study. disciplines.
connections across
disciplines,
perspectives
Transfer Assignment reflects sophisticated approach
Assignment reflects consistent skill to
adapt
Assignment reflects skill to adapt and
apply
Assignment reflects skill to adapt and
apply Assignment reflects undeveloped skill to
Adapts and applies to adapting and applying skills, and apply skills, understandings, theories, a wider range of skills, understandings, some skills, understandings, theories, and/or
adapt and apply skills, understandings,
skills, abilities, understandings, theories, and/or and/or methodologies gained in one theories, and/or methodologies gained in
methodologies gained in one situation to
theories, and/or methodologies gained in theories, or methodologies gained in one situation
to
situation to new situations in order to
solve
one situation to new situations in order
to
new situations in order to solve
problems or
one situation to new situations in order
to methodologies
gained in one
situation to new
situations
new situations in order to solve
problems or explore issues.
problems or explore issues. solve problems or explore issues. explore issues. solve problems or explore issues.
Integrated Assignment demonstrates mature Assignment demonstrates a developed Assignment demonstrates attention to Assignment demonstrates awareness of and
Assignment lacks appropriate form of
Communication awareness of subject, purpose, and sense of subject, audience, and purpose subject, audience, and purpose, appropriate
attention to audience, purpose, subject, and
communication in the form of an essay,
Makes strategic and audience through language selection and
through language selection and use, and language selection and use, and design and
format. poster, video, PowerPoint presentation or
meaningful use, and design and development of media
design and development of media that development of media. other appropriate format.
communication that develops knowledge and enhances develops knowledge and enhances choices across audience understanding. audience understanding. multiple contexts and
purposes
(professional, academic, and civic).
Reflection and
Self‐
Assignment indicates mature analysis, Assignment indicates developed skill to Assignment indicates some skill to
engage in
Assignment indicates beginning skill to Assignment reflects little skill to analyze,
Assessment reflection, judgment, and evaluation of analyze, reflect, judge, and evaluate ideas;
the following: analyze, reflect, judge, and engage in some of the following: analyze,
reflect, judge, and evaluate ideas; envision a Demonstrates a ideas; envisioning of a future self (e.g., to envision a future self (e.g., make plans evaluate ideas; envision a future self
(e.g., reflect, judge, and evaluate ideas; envision a
future self (e.g., make plans that build on
developing sense of making plans that build on past that build on past experiences, work with make plans that build on past experiences,
future self (e.g., make plans that build on past experiences, work with ambiguity and self as a learner, experiences, working with ambiguity
and ambiguity and risk, deal with frustration, work with ambiguity and risk, deal with past experiences, work with ambiguity
and risk, dealing with frustration, consider ethical building on prior risk, dealing with frustration,
considering
consider\ ethical frameworks) within frustration, consider\ ethical
frameworks)
risk, deal with frustration, consider\
ethical
frameworks) in multiple and diverse experiences to
respond to new and
challenging contexts
ethical frameworks) within multiple
and diverse contexts.
multiple and diverse contexts across varied contexts. frameworks) in varied contexts. contexts.
(may be evident in
self‐ assessment,
reflective, or creative
work.)
Adapted from the Integrative Learning VALUE Rubric developed by the Association of American Colleges and Universities.
Updated: 8/12/16
Final Presentation Guidelines The final presentation is the culmination of the semester; for full credit, you will be expected to demonstrate to the BEST of your ability the skills taught in this class throughout the entire semester.
Basic requirements:
To develop and present to the class an original informative 2- to 3-minute presentation sharing a life lesson you have learned and wish everyone knew or a review of lessons learned in our class this semester.
The subject may be a lesson learned from early in life to the present.
An outline following our class outline format is required.
Speech is to be delivered in the extemporaneous delivery style using only keyword note cards. Extemporaneous means spoken with careful preparation but not written out or memorized.
You will be expected to demonstrate the key skills of an effective speaker in your organization, content, and delivery.
Final Presentation Evaluation Form
INTRODUCTION (40 points possible)
_______ Speaker incorporated the four goals of an introduction
__ gain attention
__ establish credibility
__ reveal topic
__ preview main points
BODY (10 points possible)
Each main point (Roman numeral) was clear/easy to identify Each main point was well-developed, including adequate support material CONCLUSION (10 points possible)
Speaker brought speech to an effective close DELIVERY (10 points possible)
_____ Confident and extemporaneous
OUTLINE (30 points)
Followed class format Speech grade (total possible points: 100)
