Hey Jude

Assignment 1 The Name / Ice Breaker deliverance Goals This assignment is knowing to provide an initial speaking experience in a low risk situation. It provides practice using your name as the basis for the brief lecture. Be as creative as possible, using any method (narrative, etymology or your name, visual aids, etc. ). The goal is to get the class and teacher to remember you.Preparation commemorate about your name and the best way to get the class to remember youre your speech should only be 1 to 2 minutes, therefore, practice and cartridge holder yourself before-hand. This speech should be delivered extemporaneously from brief pits that occupy no more than mavin(a) side of a single 4 X 6 none card. You should non read your speech and should put on as much optic amour as possible. Grading Guidelines Grade Value 20 points Evaluation saddlery for Feedback Purposes Time Limit 2 minutes (you mustiness speak for at least 1 minute to pass this assignment) Note Cards 1 permitted optical Aid Required Learning Outcomes legal opinion of this assignment leave alone concentre primarily on measuring deuce outcomes 1. gratuityment of the students power to compete or to overcome communication apprehension in front of strangers. 2. Per frameance of the students ability to arrive at an original speech Critique tack for Name Speech Name_____________ Grade________ Object _________ Time _________ Things you did well(p) Aspects of you speech/ livery you need to work on Assignment 2 universe Speech Goals This assignment applies basic concepts necessary to creating speech structure. The goal of the demonstration speech is to show the consultation how to do some(prenominal)whatthing.It is often called a offset speech beca theatrical role you ar showing the audience how to complete steps in a process. Description Present to your audience with a tutorial on how to do/ hold something. You must formulate your instructional speech by creating importan t points about the process and sub-points further supporting/ let offing the process. You leave need an introduction and conclusion. Preparation You should conduct something that you know how to do well. Think about how you would teach someone the steps in the process.The steps in the process argon the main points, First, Second, And finally, You will get into class what you need to demonstrate the process and demonstrate as you teach the class. Grading Guidelines Grade Value 5% of kernel graded work designate Value 30 points Time Limit 3 to 5 minutes Note Cards 1 visual Aid Optional Learning Outcomes judicial decision of this assignment will focus primarily on measuring three outcomes 3. Demonstration of the students ability to fail discourse using their comminuted reasoning skills 4. Demonstration of the students ability to recognize diversity in the audience 5. Demonstration of public performance skills Assessment Rubrics Unsatisfactory appear Developing Advanced (0 7 points) (8 15 points) (16 23 oints) (2430 points) Ideas may non be focused or Listener nominate personify the broadly well organized Thesis is classly stated developed the main purpose speech only with effort. save better transitions and developed. The main is not put one over. important points chief(prenominal) point is not clear. needed from idea to idea. argument and supporting ar serious to identify. Transitions need to be Sequence of ideas is arguments are all the way Transitions may be needed. developed. The audience logical and is followed articulated. fire up ecesis There is no logical epochhas difficulty easily, complemented by a transitions. The article of ideas in the speech. The disposition the speech understandably discernible source is clearly stated. main idea from the article because the while of structure. The main idea The types of supporting is not presented or is breeding is unclear. is presented with material used in the unclear. Supporting There is an attempt to supporting arguments. At article are clearly arguments from the article illustrate supporting least one type of articulated. are not presented or are material used in the supporting material is unclear. Supporting article. presented. material from the article are not presented or are unclear. Does not present his/her characters are attributed Citations are generally Student has a clear wait in coiffeion in the form of aincorrectly. Student has aintroduced and attributed of the content. Student speech. Student does not partial grasp of the appropriately. Student is demonstrates full have grasp of content and content.Listeners at comfort with expected friendship by answering all cannot answer questions recognize errors to be theanswers to all questions class questions with Content about the subject. Over result of nervousness. but fails to elaborate. explanations and dependence on assembly lines is Student does not provide Over dependence on notes elaboration. Note cards observed. enough level in each mainmay be observed. are used for reference point to inform audience. only. Aspects of the speech are too elementary or too sophisticated for the audience. Listeners can follow the Vocabulary is close to Language is appropriate, Sentences are complete and speech, but they are limited or inappropriate. but word choices are not grammatically accurate. distracted by some Language used is virtuallyly especial(a)ly vivid or quarrel are chosen for their Verbal force grammatical errors and use respectful or inoffensive. precise. Language is freeprecise meaning.Language of slang. Some sentences Speaks with clarity from bias with one or two is free from bias. are broken/halting. sporadically and shadiness minor exceptions. Speaks Language choices are vivid Language includes some remains impersonal for the with clarity to the targetand precise. Speaks with identifiable bias. Some more or less part. audience. clarity and confidence to listeners will be ffended. the target audience Responds to questions Informative tone is very inadequately. evident end-to-end. Nonverbal Effectiveness Maintains no centre contact Maintains eye contact Maintains eye contact for Maintains eye contact with the target audience. regularly. Student is the most part. A positive consistently and uses body Listeners may be confused. aware of importance of use of body language is language effectively to The speaker cannot be heard. body language although demonstrated. The lay down interest. The The spoken communication detracts from s/he struggles with it. delivery generally seems delivery is extemporaneous the message. nitty-gritty contact Pacing is sometimes too effective however, natural, confident, and may be very limited the fast or too slow. The effective use of volume, enhances the message. presenter may tend to look presenter seems eye contact, blunt Posture, eye contact, at the floor, mumble, speak uncomfortable. The control, may not be smooth gestures, facial inaudibly, fidget, or read audience strains to hear. consistent some hesitancyexpressions, volume, rate most of the speech gesturesVocal tone, facial may be observed. Some useindicate confidence, a and movements may be jerky expressions, clothing and of nonfluencies is commitment to the topic, or excessive. Disfluencies other nonverbal observed. Mostly, and a willingness to are used excessively. expressions do not detractarticulation and communicate. The vocal Articulation and significantly from the pronunciation are clear. tone, delivery style, and pronunciation tend to be message. sense of hearing members clothing are consistent sloppy. Poise or quietude can generally hear the with the message. Delivery is wooly during any video display. style and clothing choices distractions. stir an awareness of expectations and norms. Limited use of nonfluencies is observed. Articulation and pronunciation are clear. Audience members can hear the presentation. Critique tag end for Demonstration Speech Speakers Name_____________________________________ subject___________________________________________ Items of Evaluation 0 1 2 3Rhetorical device (AGD)/Credibility/Exigency 0 1 2 3Purpose statement/Preview 0 1 2 3Main ideas are easily followed/Transitions 0 1 2 3Language is vivid/clear/fluid 0 1 2 3Speech is well organized 0 1 2 3Demonstration is appropriate 0 1 2 3Voice is used effectively 0 1 2 3Nonverbal communication is effective/Eye contact 0 1 2 3Conclusion is effective 0 1 2 3Overall effectivenessTOTAL SCORE _________ COMMENTS Assignment 3 Informative (You are the Expert) Speech & limn Goals This assignment is designed to provide the opportunity to put communication theories and concepts from the course into practice. Specifically, it aims to use sk ills in invention, such as structuring an appropriate introduction, selecting speech materials based on analysis of the members of the audience, and transcription that learning in a clear format, as well as skills in speech performance, while informing the audience on a particular topic.Description As a speaker, your purpose is to share tuition with the audience. This is not a how to or persuasive speech you should not preview a step-by-step process or try and convince the audience of the merits of the topic. Rather, you are to give your audience new/useful information regarding a topic that is important to you. This may be your major/intended career, a hobby/sport that you are passionate about, something that you have had personalised experience in or are planning on pursuing.Logical arrangement of main points and supporting information should provide your audience with understanding of the chosen topic. To complete the assignment, you are required to submit a complete full-sent ence digest and bibliography in advance, as well as deliver a successful informative speech to the class. Speech Preparation All attempts to persuade should be avoided in this assignment. All topics must be pre-approved by your instructor. Be prepared to deliver the speech extemporaneously. You will be penalized 20 points for excessive reliance on note cards.The speech presented in class must include the following 1. An appropriate introduction, including all six components of an effective introduction 2. Evidence of audience analysis passim the speech (what will make the topic interesting for audience) 3. At least three main ideas with two sub-points for each 4. Use of at least two different types of supporting material (book/newspaper/journal article, television/radio, interviews, Internet . com . org . net, etc. ) 5. Citation of at least four sources. Four sources is the minimum requirement.Your sources must be cited aloud, during your speech. 6. An appropriate conclusion. Outl ine Preparation You must turn in a complete, typed, full-sentence outline including a bibliography to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Guidelines Grade Value 17% of total graded work Point Value one hundred points (70 speech/30 outline) Time Limit 5-6 minutes Note Cards 4 maximum Visual Aid Required Outline/Bibliography Required 15 point penalization if not ready when due Learning Outcomes Assessment of this assignment will focus primarily on measuring the following outcomes 6. Demonstration of decreased communication apprehension 7. Demonstration of the students ability to recognize and adapt to diverse audiences 8. Demonstration of the students ability to create a nd to perform an original speech to inform Assessment Rubrics Unsatisfactory Emerging Developing Advanced (0 17 points) (18 34 points) (35-52 points) (5370 points) Ideas may not be focused or Listener can follow the Demonstrates an awareness Speech follows persuasion developed the main purpose speech only with effort. of the nature of format three main is not clear. The There is a great deal of persuasive speeches. points introduction is undeveloped. information that is not Reproduces most of the problem-cause-solution Main points are difficult toclearly connected to the conventions in their structure. Thesis is Organization identify. Transitions may bethesis. Main points are speech. Generally well clearly stated and needed. There is no not clear. Transitions organized but better developed. Clear conclusion or may not be need to be developed. Thetransitions needed from transitions.The clear the presentation has audience has difficulty idea to idea. Sequence of i ntroduction gains the concluded. There is no understanding the speech ideas is logical and is attention of the audience, logical sequence of ideas inbecause the sequence of followed easily, provides a clear purpose, the speech. information is unclear. complemented by a clearly enhances the speakers discernible structure. credibility with a source, previews main points, and demonstrates significance. There is a clear action step and an overt call to action. Does not present his/her Few, if any, sources are Supporting material may Student has a clear grasp information in the form of cited. Citations are lack in originality. of the content. Citations an informative speech. attributed incorrectly. Citations are generally are introduced and Student does not have grasp Student has a partial introduced and attributed attributed appropriately of content and cannot answergrasp of the content. appropriately. Student is and accurately.Supporting Conten t questions about the subject. Listeners recognize errorsat ease with expected material is original, Different sources of to be the result of answers to all questions logical and relevant. information are not used. nervousness. Student doesbut fails to elaborate. Student demonstrates full Inaccurate, generalized, or not provide enough detail Over dependence on notes knowledge by answering all inappropriate supporting in each main point to may be observed. class questions with material may be used. Over informaudience. Aspects explanations and dependence on notes is of the speech are too elaboration. Note cards observed. There are not elementary or too are used for reference three clear, distinct main sophisticated for the only. Speech is points. audience. informative. Listeners can follow the Vocabulary is somewhat Language is appropriate, Sentences are complete and speech, but they are limited or inappropriate. but word choices are not grammatically accurate . distracted by some Language used is mostly particularly vivid or Words are chosen for their Verbal Effectiveness grammatical errors and use respectful or inoffensive. precise. Language is freeprecise meaning. Language of slang. Some sentences Speaks with clarity from bias with one or two is free from bias. are incomplete/halting. sporadically and tone minor exceptions. Speaks Language choices are vivid Language includes some remains neutral for the with clarity to the targetand precise. Speaks with identifiable bias. Some most part. audience. Tone of enunciate clarity and confidence to listeners will be offended. demonstrates some attempt the target audience Responds to questions to be informative. Informative tone is very inadequately. evident throughout. Nonverbal Effectiveness Maintains no eye contact Maintains eye contact Maintains eye contact for Maintains eye contact with the target audience. regularly. Student is the most part. A positive consistently a nd uses body Listeners may be confused. aware of importance of use of body language is language effectively to The speaker cannot be heard. body language although demonstrated. The create interest. The The delivery detracts from s/he struggles with it. delivery generally seems delivery is extemporaneous the message. Eye contact Pacing is sometimes too effective however, natural, confident, and may be very limited the fast or too slow. The effective use of volume, enhances the message. presenter may tend to look presenter seems eye contact, vocal Posture, eye contact, at the floor, mumble, speak uncomfortable. The control, may not be smooth gestures, facial inaudibly, fidget, or read audience strains to hear. consistent some hesitancyexpressions, volume, pace most of the speech gesturesVocal tone, facial may be observed. Some useindicate confidence, a and movements may be jerky expressions, clothing and of nonfluencies is commitment to the topic, or excessive. Di sfluencies other nonverbal observed. Mostly, and a willingness to are used excessively. expressions do not detractarticulation and communicate. The vocal Articulation and significantly from the pronunciation are clear. tone, delivery style, and pronunciation tend to be message. Audience members clothing are consistent sloppy. Poise or composure can generally hear the with the message. Delivery is lost during any presentation. style and clothing choices distractions. suggest an awareness of expectations and norms. Limited use of nonfluencies is observed. Articulation and pronunciation are clear. Audience members can hear the presentation. Critique Sheet for the Informative SpeechSpeaker _________________________ Topic __________________________________ Grade _____ Time penalty _____ Final grade _____ INTRODUCTION (15 pts. ) _____ COMMENTS & SUGGESTIONS 0 1 2 3 Gained attention and interest 0 1 2 3 Introduced topic clearly 0 1 2 3 Motivated the audience to listen 0 1 2 3 Established credibility 0 1 2 3 Previewed remainder of speech DISCUSSION (18 pts. ) _____ 0 1 2 3 Main points well organized/developed 0 1 2 3 Clearly focused topic 0 1 2 3 Originality of ideas 0 1 2 3 Language vivid, clear, creative 0 1 2 3 Identified with audience throughout 0 1 2 3 Transitions quality, points well identified SUPPORTING MATERIALS (6 pts. ) _____ 0 1 2 3 Quality credible sources 0 1 2 3 metre enough supporting CONCLUSION (9 pts) _____ 0 1 2 3 Reinforce theme 0 1 2 3 Summary clear 0 1 2 3 Sense of closure DELIVERY (12 pts. ) _____ 0 1 2 3 Level of animation/confidence/ dynamism 0 1 2 3 Gestures effective, appropriate, 0 1 2 3 Voice clarity, vocal emphasis 0 1 2 3 Extemporaneous style and use of notes GENERAL EFFECTIVENESS (10 pts. ) _____ 1 2 3 4 5 Assignment 4 Persuasive Speech & Outline Goals This assignment is designed to provide the opportunity to put the all of the knowledge and skills from the cours e into practice. Specifically, it aims to put into practice skills in audience analysis, argumentative reasoning, and management of personal ethos, while attempting to persuade the audience.Description As a speaker, you must aim to persuade or to actuate the class to your way of thinking on a detail topic. Within your speech, you should present a problem, the reasons that problem exists, and what we can do to fix that problem using documented evidence (not just your opinion) to convince your audience. To complete the assignment, you are required to submit a complete full-sentence outline and bibliography in advance, as well as deliver a successful persuasive speech to the class. The Speech is worth 70 points and the outline 30. Speech Preparation You may choose to structure your speech in one of two organizational designs the motivated sequence design or the problem/cause/solution design. Be prepared to deliver the speech extemporaneously.You will be penalized 10 points for excessi ve reliance on note cards. The speech presented in class must include the following 1. An appropriate introduction meeting the six criteria 2. Evidence of audience analysis throughout the speech 3. At least three main ideas with two sub-points for each 4. Use of at least two different types of supporting material 5. Citation of at least six sources. Your sources must be cited aloud during your speech. 6. An action step in your last main point (solutions). You may wish to puddle your problem through legislation or by changing an existing system. In addition, you must provide the audience with the potential to act based on your speech.The action step is literally something that your audience could do once they leave the classroom were they motivated to action by your speech. 7. Evidence of persuasive organizational evolution 8. An appropriate conclusion 9. An attempt to enhance ethos through your appearance Outline Preparation You must turn in a complete, typed, full-sentence outl ine including a bibliography to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Grading Guidelines Grade Value 17% of total graded work Point Value 100 points (70 speech/30 outline) Time Limit 7-9 minutes Note Cards 4 maximum Visual Aid Optional Outline/Bibliography Required 15 point penalty if not ready when due Learning Outcomes Assessment of this assignment will focus primarily on measuring the following outcomes 1. Demonstration of the students ability to recognize and adapt to diverse audiences 2. Demonstration of the students ability to research, analyze, and reason from evidence to create logically sound arguments and conclusions 3. Demonstration of the students ability to cr eate and to perform an original speech to persuade Assessment Rubrics Unsatisfactory Emerging Developing Advanced (0 17 points) (18 34 points) (35-52 points) (5370 points) Ideas may not be focused or Listener can follow the Demonstrates an awareness Speech follows persuasion developed the main purpose speech only with effort. of the nature of format three main is not clear. The There is a great deal of persuasive speeches. points introduction is undeveloped. information that is not Reproduces most of the problem-cause-solution Main points are difficult toclearly connected to the conventions in their structure. Thesis is Organization identify. Transitions may bethesis. Main points are speech. Generally well clearly stated and needed. There is no not clear. Transitions organized but better developed. Clear conclusion or may not be need to be developed. Thetransitions needed from transitions. The clear the presentation has audience has difficulty idea to idea. Sequ ence of introduction gains the concluded.There is no understanding the speech ideas is logical and is attention of the audience, logical sequence of ideas inbecause the sequence of followed easily, provides a clear purpose, the speech. information is unclear. complemented by a clearly enhances the speakers discernible structure. credibility with a source, previews main points, and demonstrates significance. There is a clear action step and an overt call to action. Does not present his/her Few, if any, sources are Supporting material may Student has a clear grasp information in the form of acited. Citations are lack in originality. of the content. Citations persuasive speech. Student attributed incorrectly. Citations are generally are introduced and does not have grasp of Student has a partial introduced and attributed attributed appropriately content and cannot answer grasp of the content. appropriately. Student is and accurately. Supporting Content questions about the subject. Listeners recognize errorsat ease with expected material is original, Different sources of to be the result of answers to all questions logical and relevant. information are not used. nervousness. Student doesbut fails to elaborate. Student demonstrates full Inaccurate, generalized, or not provide enough detail Over dependence on notes knowledge by answering all inappropriate supporting in each main point to may be observed. class questions with material may be used. Over persuade audience. explanations and dependence on notes is Aspects of the speech are elaboration. Note cards observed. There is no too elementary or too are used for reference action step. sophisticated for the only. audience. Listeners can follow the Vocabulary is somewhat Language is appropriate, Sentences are complete and speech, but they are limited or inappropriate. but word choices are not grammatically accurate. distracted by some Language use d is mostly particularly vivid or Words are chosen for their Verbal Effectiveness grammatical errors and use respectful or inoffensive. precise. Language is freeprecise meaning. Language of slang.Some sentences Speaks with clarity from bias with one or two is free from bias. are incomplete/halting. sporadically and tone minor exceptions. Speaks Language choices are vivid Language includes some remains neutral for the with clarity to the targetand precise. Speaks with identifiable bias. Some most part. audience. Tone of voice clarity and confidence to listeners will be offended. demonstrates some attempt the target audience Responds to questions to be persuasive. Persuasive tone is very inadequately. evident throughout. Nonverbal Effectiveness Maintains no eye contact Maintains eye contact Maintains eye contact for Maintains eye contact with the target audience. regularly. Student is the most part. A positive consistently and uses body Listeners may be confused. a ware of importance of use of body language is language effectively to The speaker cannot be heard. body language although demonstrated.The create interest and The delivery detracts from s/he struggles with it. delivery generally seems persuade. The delivery is the message. Eye contact Pacing is sometimes too effective however, extemporaneous natural, may be very limited the fast or too slow. The effective use of volume, confident, and enhances presenter may tend to look presenter seems eye contact, vocal the message. Posture, eye at the floor, mumble, speak uncomfortable.The control, may not be contact, smooth gestures, inaudibly, fidget, or read audience strains to hear. consistent some hesitancyfacial expressions, most of the speech gesturesVocal tone, facial may be observed. Some usevolume, pace indicate and movements may be jerky expressions, clothing and of nonfluencies is confidence, a commitment or excessive. Disfluencies other nonverbal observed. Mostly, to the topic, and a are used excessively. expressions do not detractarticulation and willingness to Articulation and significantly from the pronunciation are clear. communicate. The vocal pronunciation tend to be message. Audience members tone, delivery style, and sloppy. Poise or composure can generally hear the clothing are consistent is lost during any presentation. with the message. Delivery distractions. style and clothing choices suggest an awareness of expectations and norms. Limited use of nonfluencies is observed. Articulation and pronunciation are clear. Audience members can hear the presentation. Critique Sheet for the Persuasive Speech Speaker _________________________ Topic _____________________________ Grade _____ Time penalty _____ Final grade _____ INTRODUCTION (15 pts. _____ COMMENTS & SUGGESTIONS 0 1 2 3 Gained attention and interest 0 1 2 3 Introduced topic clearly 0 1 2 3 Motivated the au dience to listen 0 1 2 3 Established credibility 0 1 2 3 Previewed remainder of speech DISCUSSION (21 pts. ) _____ 0 1 2 3 Main points well organized/developed 0 1 2 3 Clearly focused topic 0 1 2 3 Adequate Solution Steps 0 1 2 3 Language vivid, clear, creative 0 1 2 3 Identified with audience throughout 0 1 2 3 Transitions quality, points well identified 0 1 2 3 Speech is Persuasive Weakening/Strengthening Commitment, Conversion, Induces a Specific Action SUPPORTING MATERIALS (6 pts. _____ 0 1 2 3 Quality credible sources 0 1 2 3 Quantity enough supporting material CONCLUSION (6 pts) _____ 0 1 2 3 Summary clear 0 1 2 3 Sense of closure DELIVERY (12 pts. _____ 0 1 2 3 Level of animation/confidence/dynamism 0 1 2 3 Gestures effective, appropriate? 0 1 2 3 Voice clarity, vocal emphasis 0 1 2 3 Extemporaneous style and use of notes GENERAL EFFECTIVENESS (10 pts. _____ 1 2 3 4 5 6 7 8 9 10 Inadequate Poor Satisfactory Excellent Superior EXTRA CREDIT OPPORTUNITY Public speechmaking in the Real World Total extra credit points 10 Youve probably thought it at some point during the class or another, when on earth am I going to have to use this? Or, you might be forced to watch upcoming presentations in your other courses and begin to realize just how terrible a poor public speaker can be as an audience member. However, effective mastery of public speaking is a skill that will help you achieve in your career no matter what level or industry you aspire to get into. This assignment will help you realize that as well as become a more effective critic of the messages you consume. RequirementsYou will attend at least one public speech or lecture this semester, you can attend a lecture sponsored by your department, a lecture or presentation sponsored by conversation Studies, or something you sponsor through your extracurricular or social organization. Th e only requirement is that you witness a public speech at least 10 minutes in length so that you have something to critique. You must attend the speech in person. You must obtain a program or some kind of record of your attendance to attach to your critique. Analysis To obtain full credit for this assignment you must turn in a 1 2 pg response (single space) to the speech you witnessed.Feel free to critique the speaker as much as the speech itself. If it was bad or boring to watch, tell me about it and explain why you think it went wrong. A quality paper will exhibit the following One paragraph describing the rhetorical situation occasion, audience, speaker and speech (at least a sentence or two for each part). Provide your perspective as to the exigence of the particular speech or lecture. A second paragraph should analyze the content of the speech. How did the speaker gain your attention, did he or she have a clear preview statement/thesis. How did the speaker reinforce ethos ? Were there transitions or a clear organization pattern. How was the speech organized?A successful paragraph should adequately address all of these elements. A third paragraph should adequately tax the style and delivery of the presentation. What was the level of energy/dynamism, how did the gestures and nonverbal delivery enhance the presentation. How did the speaker use their voice and inflection? Was there adequate examples of extemporaneous delivery? A final paragraph should offer conclusions about the speech you watched, and what you have learned from the process. How will your future presentations in this course and in your life be enhanced by what you observed. All papers must have your name and course section to receive full credit.