Traditional On Campus Class

Welcome to the Traditional On Campus version of Speech 103 Oral Communication!

I look forward to getting to know each of you. Over the years, I have learned that many of you dread taking this class (don’t worry I felt the same way when I had to take this class) but I hope that you will find your worries to be unfounded. I work very hard to try to create a comfortable learning environment, primarily because I need you to participate in order for this class to work. This is a participatory-based class where we will all work together to help each other improve our communication skills. Consequently, you will play an active role in your own learning as well as active role in the learning of the other students in this class. Research has shown that when you are an active participant in a class you increase how much you remember as well as how much you can recall after the semester has ended. However, I have found that when you are an active participant in my class you will look forward to coming to each class session and your fears of public speaking will soon decrease. Since this class is participatory, you will find that you will put a lot of thought and effort into this class. Much learning will occur both in class and out side of class. However, while this class is demanding, I hope that you will both enjoy this experience and learn a great deal about communication, how you communicate, and how to be a better communicator. So, look around at your colleagues next class session, and start to remember some of their names because they will help you this semester. I also encourage each of you to stop by my office to chat. We can work together to help you achieve your educational goals.

Sincerely,

Dr. Lisa
Table of Contents:

Library Resources …… ………………………………………………… pages 4

Grading RUBRIC for presentations…………………………………… pages 5

Expectations in the course ………………………………………………. page 6
Standards in the course………………………………………………… page 6
Note taking Tips …………………………………………………………. page 7
Solutions to Common Problems…………………………………………. page 8
Extra credit assignment ……… ………………………………………… page 9
Grading RUBRIC for written assignments………………………………page 10
Speech critiques ………………………………………………………… page 11-12
Outline Template ………………………………………………………… page 13
Grading Criteria for the Outline………………………………………… pages 14-15
Narrative speech ……………………………...………………………….. pages 16-17
Informative speech ……………………………………………………….. pages 18-23 Includes section on citing sources
Persuasive speech ………………………………………………………… pages 24-29 Includes section on Monroe’s Motivated Sequence
Course Objectives ……………………………………………………….. page 30
Getting Ready for the Exam ……………………………………………...page 31

Speech 103

If you find that you need help with one or more of the topics discussed in class, feel free to stop by the library for help. Please ask for these materials at the Library’s Circulation Desk. You must show your student ID card at the time of checkout. Please return borrowed materials on time.

BOOK_______________________________________

Presenting with Pizzazz 1-week checkout

VIDEO can be viewed in library only

The Arts of criticism... giving and taking Be prepared to speak Defensive/Supportive communication Great openings and closings Nonverbal communication - eye contact and kinesics Powerful ways to persuade people Public speaking for personal success Speech basics Speaking with confidence-Presentational aids Speaking without fear or nervousness Successful speaking: Using logic & reasoning Speaking with confidence-Anxiety Speaking with confidence-Critical thinking Speaking with confidence-Critiquing public speaking

Assessment Criteria for Speeches

| |An “A” speech |A “B” Speech |A “C” Speech |A “D” Speech |
| |“WOW !” |“Pretty Good!” |“Keep Trying” |”Maybe Next Time” |
|Introduction |Solid introduction and conclusion |Introduction almost complete, not |Introduction and Conclusion are |Introduction and conclusion there |
|and |with a creative attention getter |as strong as it could be |identifiable |but hard to distinguish |
|Conclusion |and final remark, clear topic |Needs improvement on either |Preview and summary are in |Preview &/or summary missing |
| |statement, relevant credibility, |(attention getter, final remark, |appropriate places | |
| |solid preview and summary |topic statement, credibility, |Attention getter &/or final remark| |
| |Great call to action |preview and summary) |blend in with the rest of the | |
| | | |speech | |
|Content, Language, and |Excellent inclusion of resources, |Deals with a challenging topic, |Conform to the assignment |Not prepared according to the |
|Visual Aids |citations in speech when |not all material that needs to be |(narrative, informative, |assignment |
| |necessary, clear, vivid language |cited is cited |persuasive) |Visual aids missing &/or |
| |which made me feel the speech |Speech a bit too conversational |Speech direct and easy to |unprofessional |
| |through 2 or more senses |&/or some usage of slang, sexism, |understand |Visual aids handled in an |
| |Professionally appearing visual |&/or jargon |Visual Aids are presented |unprofessional manner |
| |aids which were used wonderfully |Language needed to be a little |throughout the speech and | |
| |throughout the speech |more emotive with more attention |presented professionally | |
| | |paid to the senses |Sources are cited in speech when | |
| | |Proficient use of transitions |needed | |
| | |Visual aids done satisfactorily | | |
|Body Language, Facial |Confident, comfortable delivery, |Delivered in a fluent confident |Reasonable comfort and confidence |Read from a manuscript or |
|Expressions, Eye Contact,|speaker appeared natural and |manner |Reasonable amount of eye contact |delivered from memory |
|and Voice |conversational with no verbal |Seemed natural, conversational |with the audience |No audience interaction and |
| |pauses |although slightly nervous &/or |Remain behind the podium |involvement |
| |Lively face and facial expression,|uneasy |throughout the speech | |
| |matched the tone of the topic, |little movement from the speaker |Little or no movement from the | |
| |scanned the audience well while |Varied eye contact throughout most|speaker | |
| |also using note cards |of the speech |Delivered in a matter of fact, | |
| |appropriately | |here is what you need to know, | |
| |Energetic, enthusiastic voice | |manner | |
| |which matched the tone of the | | | |
| |topic a nice volume and great | | | |
| |variation of pitch | | | |
|Overall Appearance |Great fluency of speech |Needed at least one more practice |Ready for the assignment on the |Clearly unrehearsed and unprepared|
| |Appeared as if they had rehearsed |Skillful delivery with moderate |assigned day |for the speech |
| |this speech enough, polished |amount of fluency throughout the |Conform to the time limit | |
| |delivery |speech |Prepared any special requirements | |
| |Genuine interest, positive | |(outline, visuals, sources, etc.) | |
| |feelings towards topic and the | |Needed to rehearse a couple more | |
| |audience | |times | |

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

1. Cellular phones and pagers should be turned off while in class or placed on vibrate. Please do not disturb the class with these items! Particularly on speech days!!! Should your phone ring during a student speech you will have 5 points deducted from your speech.
2. If you arrive late to class on a day speeches are scheduled WAIT OUTSIDE THE CLASSROOM until you hear applause at the conclusions of the speech. We would not want to interrupt anyone’s speeches.
3. Please remove hats and sunglasses both in class and during your speeches.
4. If a student arrives to class on speech days after the class has concluded (due to an early finish), the student cannot give the speech at a later date.
5. If a student arrives to class on speech days over ½ of the way through the class, that student will be considered absent and will not be able to deliver their speech.
6. If you elect not to deliver your speech, due to an unforeseen incident, you will receive a zero on your speech and will not be able to make it up.
7. Please treat other students with verbal and nonverbal dignity and respect!
8. Students with disabilities who may need academic accommodations should discuss options with me during their first two weeks of class.

Standards Expected in this Course

1. Your formal outline and bibliography will be collected on the day you are assigned to speak.
2. Since there is a tremendous amount of written work in this class, all assignments turned in after the printed due dates in the syllabus will receive half credit, no exceptions.
3. Rough outlines will not be collected after the printed due date on the last page of the syllabus. Rough outlines will be collected approximately one week before your speeches, see calendar for exact dates.
NOTE TAKING

Taking good notes both in class and while reading the textbook will make your study time more effective. The time and effort you take now to improve your study skills will benefit you throughout the course.

NOTE TAKING IN-CLASS

Sometimes it is difficult to determine what information given during a lecture should be written down. Here are a few suggestions. In general, you should take notes on:

• All information written on the board • All pertinent information not included in the textbooks • Definitions given • Key words or phrases • Lecture objectives discussed • Examples that clarify a concept • Examples that will facilitate recall of a concept • Assignment instructions • Anything that seems IMPORTANT

NOTE TAKING WHILE READING

Not only should you highlight your textbooks when reading them, you may also find it helpful to take notes on the material covered. This can be done either in a notebook or on note cards. Note cards are particularly convenient because you can use them as flash cards when studying for an exam. Although this process can be time consuming, it will assist you in studying for exams and improve your retention of the information covered. When reading, you should be sure to take notes on:

• Definitions • Key words or phrases • Steps to a process • Diagrams • Examples that clarify a concept • Examples that will facilitate recall of a concept • Anything that seems IMPORTANT

Remember: All material included in the lectures and/or in the textbook may appear on examinations.
No Excuses! Be a Problem-Solver.

Excuse #1: “I didn’t have enough time” Solution: Budget your time wisely. Use the calendar of assignments in the syllabus. Get it done early. Avoid procrastination (i.e. the night before) because the unexpected does happen.

Excuse #2: “I was sick last night” Solution: Don’t wait until the last minute to complete assignments. The syllabus assigns everything in advance and you are given plenty of time to do it.

Excuse #3: “My printer isn’t working” Solution: Go to Kinko’s! Print it out the night before it is due. Use a friend’s printer. Bring money to use the campus printer. Worst case scenarios, email it to me so it isn’t considered late.

Excuse #4: “I ran out of paper” Solution: Print your assignment out the night before and put it in your bag. Go to the store before it closes.

Excuse #5: “I didn’t understand the assignment, so I didn’t do it.” Solution: If you don’t understand something, you need to ASK. Make friends and contact them BEFORE asking me. Re-read the assignment description in this packet.

Excuse #6: “I never got your email.” Solution: If I tell you that I emailed the class information and you never received it, the responsibility is on you to make sure you get the information once you are notified. Check your email. Make sure I have your correct email address by emailing me.

Excuse #7: “It was due today?? I didn’t know.” Solution: Keep this packet & syllabus with you for every class so you can keep yourself informed. Write down due dates on your personal calendar.

Excuse #8: “I lost my syllabus, can I get another one?” Solution: Make a photocopy from a friend. You get only one. Email me a request to send it to you electronically.

Excuse #9: “I wasn’t here in class, I didn’t know something was due.” Solution: Check your syllabus AND contact a friend to find out what you missed. Just because YOU are not here doesn’t mean class stops! You are responsible for all material missed.

YOUR EDUCATION IS YOUR RESPONSIBILITY!

Chapter Outline Extra Credit

This is due the same day that you are taking the exam in the class.
I will NOT accept this late!

To receive a bonus 10 points you will need to summarize each of the chapters in the textbook that we cover in class in your own words. Each chapter outline should be 1-2 pages in length, these should act as notes of the chapter not just a list of key terms and ideas (therefore, the entire packet should be no more than 20 pages).
This is a simple assignment that will actually help you do better in the course, since reading the textbook is critical to your success. All you have to do is to find the information that is highlighted in bold throughout the chapter and briefly explain what it is. Sentences cannot be lifted directly from the chapter; these must be done in your own words and it cannot be done with another student. Should you complete this as a “group” activity neither of you will receive any extra credit points.

It is extra credit and does not have to be done if you choose not to. But if you choose not to do it, do not ask me for other extra credit assignments!!

Below you will find a RUBRIC explaining how I will be grading your critiques and your discussion board assignments and responses.
Please review the various levels to make sure that your papers are written in the best manner possible.
| |
|WRITING PROFICIENCY RUBRIC |
|Theme |Organization |Words, Usage & Grammar |Citing Sources |Overall Success |
|Writer’s Questions |
|Writer: Did |Writer: Did the ideas |Writer: Did my grammar, |Writer: Did I cite |Writer: Did I succeed in |
|I explain the central |build logically, allowing |syntax and punctuation |others’ works and ideas? |making my ideas and |
|question, the background |the essay to flow in an |provide the cues and |Did I follow standard |intentions come across |
|of the issue, and my point|unbroken manner? |direction I intended the |conventions for citing |clearly to the Reader? |
|of view (thesis) clearly? | |Reader to go? |sources? | |
|Reader’s Comments |
|Level 1: |Level 1: |Level 1: |Level 1: |Level 1: I feel confident|
|I understood from the |I followed the logic of |I continuously read the |Outside sources supported |I understood the essay. |
|start what the essay was |the essay from beginning |essay without feeling |the essay. My reading was|The writer's tone and word|
|about. The thesis was |to end. |interrupted by miscues. |not interrupted by the |usage were consistent with|
|strong, clear, and | | |citation convention used. |the writer's argument. |
|original. | | | | |
|Level 2: |Level 2: Sometimes I felt|Level 2: I was able to |Level 2: |Level 2: In general, I |
|I understood the central |I would put things in a |read the essay with |Outside sources helped |understood the essay |
|question, the background |different logical |minimal sense of |slightly to advance the |Sometimes the writer's |
|of the issue, and/or the |sequence. I was still able|interruption by |argument. I was |argument or tone changed |
|point of view (thesis) |to follow the essay in |punctuation miscues or |distracted by the citation|or was inconsistent |
|eventually. The central |general. |incorrect spellings. |convention used. |throughout the essay |
|ideas of the essay were | | | | |
|weak or vague. | | | | |
|Level 3: I did not know |Level 3: |Level 3: |Level 3: |Level 3: I know little or|
|what the essay was about. |I interrupted my reading |I interrupted my reading |Inaccurately cited sources|nothing of what the writer|
|Further reading did little|to try to work out the |to decode spellings, |or lack of sources did not|was trying to convey to |
|to help me. |logic of the essay. |punctuation, and word |advance the argument. |me. |
| | |usage. | | |

©2006 Teresa Neal
Critiques for speeches:
This assignment is due one week after you give your speech

➢ You will also be expected to bring in a brand new blank VHS on the day you are assigned to speak. ➢ All of your speeches will be video taped and you are to watch the speech and type up critique. (SEE NEXT PAGE FOR DETAILS!) ➢ Aside from the paper, you are also expected to grade your speeches using the evaluation sheets provided in this packet. (The objective is for you to critically evaluate your own speech based on the criteria discussed in class and on the RUBRIC.) • Write comments on the evaluation sheet, as I do, so that I can get a clear understanding of how you arrived at the grade. To calculate your grade: add up the numbers placed in the sub headings

➢ Following the persuasive speech, your critique will be an evaluation of your overall progress in the class not just a paper reporting what you did on your persuasive speech.. • You are to watch all of your taped speeches in succession and turn in a 2-3 page critique commenting on all 3 speeches. • In this critique, you will look at your improvement between the speeches as well as one thing to continue to improve on for future speeches.

**Don’t forget to grade your persuasive speech and turn that it with the overall evaluation**

Critiques for speeches continued:

After watching your speech performance on the videotape, (make sure to rewind and cue the video when you are done! () you are to write a one page paper analyzing your performance on the speech.

❖ Pick the elements in your speech that you did well on and need to improve and be realistic. You can't cover everything, but you want to discuss more than delivery. What about the organization and content of your speech? How was it? How do you know? How can you improve it? Provide proof to support your assertions. • Here's a start to your paper. What did you do well in your speech and why? Give detailed examples (proof) to support your opinions. What do you need to improve and why? Again, give specific examples from your speech. Provide proof (examples) from your speech video. How do you KNOW that what you are saying is true? Tell me and be specific! Do not make statements about what the audience felt or knew! ❖ When composing your paper, use the correct communication terms for what you are describing. I need to know that you understand and can identify key terms and concepts from this course. ❖ In the last paragraph of the critique, identify 2 specific things you will target for improvement in your next speech and describe in detail what you will do to help make the improvement a reality. ❖ Papers should be approximately 1-2 pages in length. Handwritten papers will NOT be accepted.

Important: I am only interested in what you saw on the video and why you feel the way you do. Furthermore, do not retell what you did during your speech or how you prepared. I only want to know about what you saw on the video, what you thought about your performance and why.

❖ Papers are due a week after your speech. ❖ When you discuss what you think you did well, provide proof from the video. When you discuss what you feel you need to improve, again provide proof from the video. Always support your contentions with proof. This is a must! Be sure to discuss more than delivery. ❖ Since this is a formal paper, spelling, sentence structure and grammar count. Use the spell and grammar checker from your word processing program. If you need help, you can visit The PLACe, our tutorial center, in D-107 (619-388-7852). ❖ Remember, this paper is about what you think you did well and what you feel can be improved and why—there is a big difference!

Name
Day of class

General Purpose:
Specific Purpose
Thesis:

Organizational Pattern:

I.
Attention Getter A.

Topic Statement B.

Credibility C.

Preview D.

II. (transition)

Main Point A.

1.

Sub Point

2.

Main Point B.

1.

Sub Point

2.

III. In conclusion, (transition)

Summary A.

Final Remark B.

Each formal presentation has a required outline that must be submitted with the presentation.

As always contact me if you need help, I’d be happy to review your outline at least 48 hours PRIOR to the date it is due if needed.

How an outline is graded

Top of the Outline
General purpose is identified is correct
Specific purpose is identified includes all three required elements does not use the word “and”
Thesis Statement is identified is one full sentence summarizes the entire speech is message centered

Overall Format
Outline format Follows the template given in class Has each of the elements listed on the template

Individual Elements
Attention Getter Is identified Serves its purpose of getting the audiences attention, bringing them into the speech
Topic Statement is identified is correct
Credibility
is identified states the speakers credibility AND/OR shows how the topic is relevant to the audience
Preview
Is identified Lists all of the main points in the exact same words, exact same order
II Transition sentence Is identified Serves the purpose of a transition sentence
Main points At least 2 Limited to only one sentence Concepts relevant to topic
Sub points At least 2 Limited to only one sentence Concepts relevant to main points
III Transition sentence Is identified Serves the purpose of a transition sentence Begins the conclusion of the speech
Summary
Is identified Lists all of the main points in the exact same words, exact same order Includes one main idea from each main point for the listener to remember
Final Remark Is identified Brings the speech closure Leaves the audience thinking about the topic

Bibliography (works cited page) A minimum of three sources cited Sources are credible Cited correctly, using MLA

Narrative Speech Assignment

Length 3 - 5 minutes
Visual Aid: Not required but helpful
Formal Outline: Required (to be turned in on the day of your speech)

Purpose The purpose of this assignment is to show you how to focus any story and make it into a well thought out, interesting speech. Choose a particular moment in your life in which you learned a valuable lesson or fact. Expand on this topic by focusing on how the audience could benefit from knowing this information. It could be something you learned in hindsight or something you are still trying to understand (i.e. a moral issue); however, either way it must be relevant to the audience.

Objective: This speech should be an original effort to convey a story about your experiences to your audience in an interesting manner. While you will be conveying a story in this speech, you must still follow the speech organizational pattern: Introduction, Body, and Conclusion! Also focus on how knowing this information will benefit your audience – it is not just a story.

Grading Criteria: The speech should be interesting, well organized, competently presented, and should be appealing to your audience. You must have a captivating introduction, logical organization in the body, and have a conclusion that summarizes your theme memorably.
Pay attention to timing as it is imperative you learn how to curtain a presentation to the time limit.

Narrative Speech Assessment Sheet

3= well done, present in the presentation and meets standards
2= needs improvement, partial credit is awarded because it is there, you are on the right track but it needs to be reviewed as to exactly what it should be like
1= not visible in the presentation and/or done incorrectly

/24 Structure

/9 Introduction

______ the attention getter drew the audience into the speech ______ the speaker stated the topic and why it was important to listen ______ the preview was a concise list of the main points

/6 Body

______ the speaker flowed well from one main point to the next with helpful transitions ______ the speaker transitioned to the conclusion smoothly

/9 Conclusion

______ the summary listed all of the main points in the same order as discussed in the body ______ the summary included the important ideas and concepts the speaker wanted to the listeners to remember ______ the final remark left me thinking about the speaker’s topic &/or brought the speech to full closure

/15 Delivery

______ the speaker’s movements and posture showed confidence and comfort ______ the speaker’s facial expressions were alive and appeared natural ______ the speaker maintained eye contact with the entire audience ______ the speaker’s voice was dynamic, showing enthusiasm ______ the speaker spoke extemporaneously (prepared and practiced but not memorized

/1 Time ______ the speaker spoke in the required time frame
Informative Speech Assignment
Length: 4-6 minutes
Audio/Visual Aids: required
Cited Research Sources: minimum of 3, but 2 different types of sources
Formal outline and bibliography: Required (to be turned in on the day of your speech)

Purpose: The purpose of this speech assignment is for you to choose a topic that you find interesting and learn how to effectively explain, illustrate, and/or educate your audience on that topic. A visual aid will be used at some point during the speech.

Objective: This speech should be an original effort to inform your audience about your topic in an interesting manner. The majority of the speech should consist of NEW or not widely known information. You should engage in audience analysis to be certain the speech is appropriate to your group.

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

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

2. You can use note cards during your speech; however, you can have no more than 6 cards. Should you choose to write either part of or your entire speech on note cards or a sheet of paper you will receive a grade no higher than a D for your speech.

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

Citing Sources

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

not only a great website to learn about this, but also where I got the information from!

When you are quoting or paraphrasing another person's thoughts or ideas, you must cite where those thoughts or ideas have come from.
Citing sources serves two purposes: 1. The original author is given credit for his or her thoughts or ideas. 2. The reader is given the information he or she needs to find an original source in order to get clarification, get more information, or assess the credibility of the source.

DOCUMENTING SOURCES

|Borrowed material should be |You must cite direct quotes. |
|documented. | |
|Any time you incorporate into your | |
|writing ideas, words, key phrases,| |
|or pictures that were not | |
|originally created by you, you must| |
|give credit to the original author | |
|by citing the source. | |
| |You must cite paraphrases. Paraphrasing is rewriting a passage in your own words. If you paraphrase a|
| |passage, you must still cite the original source of the idea. |
| |You must cite ideas given to you in a conversation, in correspondence, or over email. |
| |You must cite sayings or quotations that are not familiar, or facts that are not "common knowledge." |
| |However, it is not necessary to cite a source if you are repeating a well known quote such as |
| |Kennedy's "Ask not what your country can do for you . . .," or a familiar proverb such as "You can't |
| |judge a book by its cover." Common knowledge is something that is widely known. For example, it is |
| |common knowledge that Bill Clinton served two terms as president. It would not be necessary to cite a|
| |source for this fact. |

TAKING NOTES

|Sloppy note-taking increases the |Identify words that you copy directly from a source by placing quotation marks around them, typing |
|risk that you will unintentionally |them in a different color, or highlighting them. (Do this immediately, as you are making your notes. |
|plagiarize. |Don't expect to remember, days or weeks later, what phrases you copied directly.) Make sure to |
|Unless you have taken notes |indicate the exact beginning and end of the quoted passage. Copy the wording, punctuation and |
|carefully, it may be hard to tell |spelling exactly as it appears in the original. |
|whether you copied certain passages| |
|exactly, paraphrased them, or wrote| |
|them yourself. This is especially | |
|problematic when using electronic | |
|source materials, since they can so| |
|easily be copied and pasted into | |
|your own documents. | |
| |Jot down the page number and author or title of the source each time you make a note, even if you are|
| |not quoting directly but are only paraphrasing. |
| |Keep a working bibliography of your sources so that you can go back to them easily when it's time to |
| |double-check the accuracy of your notes. If you do this faithfully during the note-taking phase, you |
| |will have no trouble completing the "works cited" section of your paper later on. |
| |Keep a research log. As you search databases and consult reference books, keep track of what search |
| |terms and databases you used and the call numbers and url's of information sources. This will help |
| |if you need to refine your research strategy, locate a source a second time, or show your professor |
| |what works you consulted in the process of completing the project. |

Cite Properly to Avoid Plagiarism!

Plagiarism, "the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work" (Random House Unabridged Dictionary, 2nd ed.), can be committed as an accidental oversight or intentionally

Examples of Plagiarism

o Copy from published sources without adequate documentation. o Purchase a pre-written paper (either by mail or electronically). o Let someone else write a paper for you. o Pay someone else to write a paper for you. o Submit as your own someone else’s unpublished work, either with or without permission.

INFORMATIVE OUTLINE CHECKLIST
The informative outline is the first step toward your first speech. You may even bring in rough draft outlines for me to look over. The checklist below has been provided to aid in putting together the final draft.

|Name, date, class, time, & my name in the upper left hand corner of the |Full-Complete sentences. |
|1st pg of outline. | |
|The top of the outline is completed |Outline has 3 main points. |
|The outline is typed, double spaced, & stapled. |Transitions between main points. |
|The outline has proper subordination & structure. |The preview is a clear list of all of the main points |
|Check grammar, spelling and punctuation. |The summary lists all of the main points and one thing about each to help the |
| |audience remember |
|A minimum of 3 sources utilized. |There is a reference page which follows MLA or APA format |

REMEMBER:
1. An engaging attention getter.

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

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

4. A good preview letting the audience members know exactly what will be discussing today. Also include signifiers (first, second, third) so that as a listening audience we can keep them on that same page.

5. Transitions between each main point. Good transition words are: “Although”, “Even though”, or “While”.

6. A proper review. letting the audience know exactly what you discussed. Use words such as: first, second, finally, as indicators to your listening audience.

7. A good reason to remember. Why is it important for the audience to remember this information you gave them today? Give them a Reason to Remember as a motivation to remember. Leave us with something motivational (maybe a quote).

8. On your reference page, check the MLA or APA websites for the correct order of information. A good citation website is www.citationmachine.net Informative Speech Assessment Sheet

3= well done, present in the presentation and meets standards
2= needs improvement, partial credit is awarded because it is there, you are on the right track but it needs to be reviewed as to exactly what it should be like
1= not visible in the presentation and/or done incorrectly

/35 Structure

_____ /12 Introduction ______the attention getter drew the audience into the speech ______the speaker stated the topic and why it was important to listen ______the speaker referred to credibility ______the preview was a concise list of the main points stated in the same order as in the body of the speech

_____ /9 Body

______the speaker flowed well from one main point to the next with helpful transitions ______research was cited in the speech when necessary ______the speaker transitioned to the conclusion smoothly

_____ /9 Conclusion

______the summary listed all of the main points in the same order as discussed in the body ______the summary included the important ideas and concepts the speaker wanted to the listeners to remember ______the final remark left the audience thinking about the speaker’s topic &/or brought the speech to full closure

_____ /5 Time ______ the speech was delivered in the allotted time frame

/35 Delivery

/6 Body Language ______ the speaker’s movements and posture showed confidence & comfort ______ the speaker gestured naturally

/6 Facial Expressions ______ the speaker’s facial expressions were alive and appeared natural ______ the speaker maintained eye contact with the entire audience

/6 Voice ______ the speaker’s voice was dynamic, showing enthusiasm

______ the speaker spoke extemporaneously

/6 Language

______ the speaker used specific examples to illustrate the content discussed ______ the speaker did not use fillers in the speech (um, uh, like, etc)

/9 Visual Aids

______ the visual aids enhanced the information discussed ______ the speaker spoke to the audience not the visual aids ______ the visual aids were used properly
Persuasive Speech Assignment
Length: 6-8 minutes
Audio/visual aids: required
Cited Research Sources: minimum of 3, but 2 different types of sources
Typed formal outline and bibliography: Required (to be turned in on your speech day)

Purpose: The purpose of this speech is for you to choose a topic, which you find interesting, and learn how to effectively explain, illustrate, and move your audience, to some action. A visual aid will be used at some point during the speech. This speech must be a Question of Policy speech. Refer to your text to make sure that your speech is a Question of Policy speech!

Objective: This speech will require considerable research and skillful use of the methods of persuasion. Special interest should be paid to reasoning, evidence, and language. Be sure to analyze your audience and identify and adapt your speech to the target audience.

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

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

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

3. You can use note cards during your speech; however, you can have no more than 6 cards. Should you choose to write either part of or your entire speech on note cards or a sheet of paper you will receive a grade no higher than a D for your speech.

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

Monroe’s Motivated Sequence

Organization plays a central role in the persuasive speech: The speech must logically establish why the audience must change. (Unless audience members feel that there is something wrong with what they are doing or feeling, they are unlikely to change.) While other persuasive designs are also effective in preempting psychological resistance to change, the most widely used organizational pattern for public speaking is Monroe’s motivated sequence. 1. A. Monroe’s motivated sequence (problem-solution organizational format) 1. 1. Gain the audience’s attention Attention-getters grab the audience, arousing curiosity about what the speaker is going to say. 1. 2. Identify unfulfilled needs. The speaker must establish a clear, urgent, and unfulfilled need in the mind of the audience. This is a critical step in the sequence. No solution should be proposed during this stage. 1. 3. Propose a solution that satisfies. Present the solution to the needs or problems described in Step 2. During this stage, speakers must also identify and eliminate possible objections to the solution. 1. 4. Visualize the resulting satisfaction. Intensify audience members’ desire for the solution by getting them to visualize what their lives will be like one they’ve adopted it. Use vivid images and verbal illustrations to support the benefits of the proposed solution. 1. 5. Define specific action. In the final step, the speaker must turn the audience’s agreement and commitment into positive action. Tell audience members what they need to do to obtain the described solution and its benefits.

|STEP |FUNCTION |IDEAL AUDIENCE RESPONSE |
|Attention |to get audience to listen |"I want to hear what you have to say" |
|Need |to get audience to feel a need or want |"I agree. I have that need/want |
|Satisfaction |to tell audience how to fill need or want |"I see your solution will work" |
|Visualization |to get audience to see benefits of solution |"This is a great idea" |
|Action |to get audience to take action |"I want it" |

|Attention Step |
|Functions |Methods |
|To gain attention |Reference to a subject, event, or occasion |
|To secure good will and respect |Personal greeting |
|To prepare the audience for discussion of your topic |Rhetorical question |
| |Startling statement/statistics |
| |Quotation |
| |Humorous anecdote |
| |Illustration |
|Need Step |
|Functions |Methods |
|To describe the problem |Statements (backed by evidence) |
|To make your audience uncomfortable with the status quo |Illustration |
| |Show ramifications |
| |Pointing |
|Satisfaction Step |
|Functions |Methods |
|To present a solution to the need described above |Statements (backed by evidence) |
| |Explanation |
| |Theoretical demonstration |
| |Practical experience |
| |Meeting objections and potential counterarguments |
|Visualization Step |
|Functions |Methods |
|To intensify your audience’s desire to adopt the solution and |Positive method (“see” what will happen on adoption) |
|action you propose |Negative method (“see” what will happen if not adopted) |
|To help the audience to “see” the results |Contrast method (“see” adoption vs. non-adoption) |
|Action Step |
|Functions |Methods |
|To focus the thoughts of your audience |Challenge |
|To motivate your audience to ACT |Summary |
|To leave the audience in a mood appropriate to your topic |Quotation |
|To convey a sense of completion |Illustration |
| |Personal Intention |
| |Inducement |
Checklist Before you Deliver your Persuasive Speech

On the outline □ My specific purpose is geared toward a persuasive slant rather than trying to inform the audience □ My thesis does not contain any pronouns at all □ My organizational pattern is Monroe’s Motivated Sequence □ All 5 steps of Monroe’s Motivated Sequence are clearly visible in the outline and in the speech □ I am using the same outline template used in both my narrative and informative; I have not changed the format at all. □ My attention getter is creative and unique ** it is not a question** □ My credibility shows why the audience should listen to me AND how this topic is relevant to them □ My preview lists all of the main points (and yes, I have a preview, even though Monroe’s recommends not having one) □ My summary lists all of my main points and pulls out one thing about each main point that I really want the audience to remember

In the speech □ I have prepared a speaking outline or printed the notes page of my PowerPoint to help remind me to stay on track □ I have practiced my speech 3-5 times in front of some one who has given me constructive comments □ I state my call to action multiple times throughout the speech □ The focus of my speech is to persuade the audience, to change their minds, to move them to action, to motivate them NOT to inform them about my topic □ I am addressing both sides of the issue in my speech (though proving that my side is correct and the other side has flaws) □ My conclusion contains my call to action AND my final remark, I have not combined the two.

On the day of the speech □ I have Visual aids and a back up just in case □ I have my outline and a bibliography
Persuasive Speech Assessment Sheet

3= well done, present in the presentation and meets standards
2= needs improvement, partial credit is awarded because it is there, you are on the right track but it needs to be reviewed as to exactly what it should be like
1= not visible in the presentation and/or done incorrectly

_______/40 Structure

______/15 Introduction

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

______/18 Body

______ the speaker transitioned to the body of the speech from the introduction ______ the speech elicited some type of change/movement from the audience ______ the speaker flowed well from one main point to the next with helpful transitions ______ credible research was cited in the speech ______ the speaker cited when necessary ______ the speaker transitioned to the conclusion from the body of the speech

______/12 Conclusion

______ the summary listed all of the main points in the same order as discussed in the body ______ the summary included the important ideas and concepts the speaker wanted to the listeners to remember about each main point ______ there was a clear call to action told to the audience members in the conclusion ______ the final remark brought the speech to full closure

_______/51 Delivery

______/9 Body Language

______ the speaker’s posture appeared confident and comfortable ______ the speaker gestured naturally ______ the speaker stepped out from behind the podium

______/12 Facial Expressions

______ the speaker’s facial expressions were lively and appeared natural ______ the speakers face looked confident and comfortable ______ the speaker maintained eye contact with the entire audience ______ the speaker notes did not distract them from the audience

______/6 Voice

______ the speaker’s voice was dynamic, showing enthusiasm or the topic ______ the speaker was articulate and well spoken

______/15 Language

______ the speaker used language that was easy to understand ______ the speaker used specific examples to bring the content to life ______ the speaker avoided fallacies &/or common thinking errors in their speech ______ the speaker did not use fillers in the speech ______ the speaker used a more formal style of language than used in conversations

______/9 Visual Aids

______ the visual aids enhanced the information discussed ______ the visual aids were prepared properly, in accordance with the textbooks recommendations ______ the speaker was comfortable using the visual aids

______/9 Audience ______ the speaker presented the information in an ethical, credible manner ______ the speaker was well prepared ______ the speaker spoke extemporaneously

Speech 103 Objectives

Use the following scale to rate all of the statements
3= yes, I know it 2= I sort of know it 1=no, I do not know it

I. Clear Understanding of Structure

_____ I can construct a clear general purpose, specific purpose, and thesis statement _____ I can analyze the main points to deduce which organizational pattern I can use for my speech _____ I can create a solid introduction with an attention getter, topic statement, credibility, and preview. _____ I can formulate main points and develop sub points based on the main points. _____ I can analyze research I have conducted to create main points. _____ I can identify what should be cited in a speech. _____ I can create a solid conclusion with a summary, call to action, and final remark. _____ I can compare a well structured speech and a poorly structured speech and recognize differences.

I. Natural, Effective Delivery

_____ I can describe how a speaker’s voice can be used effectively in a speech. _____ I can use my voice effectively in a speech. _____ I can describe how eye contact can increase audience participation. _____ I can look at my audience during a speech. _____ I can analyze my speech objectively to improve for future speeches. _____ I can be enthusiastic about delivering a well-prepared speech. _____ I can describe what a speaker can do to appear competent. _____ I can use my language to move audiences. _____ I can create visual aids that will help the audience members.

II. Understand the Role of the Audience

_____ I can analyze an audience to make sure my speech is relevant to them. _____ I can compare the audience’s demographics to make sure I do not stereotype them. _____ I can use audience analysis to determine the audience’s psychographics and how that relates to my speech. _____ I can improve my delivery style to entice the audience to listen to me. _____ I can compare an ethical speaker and an unethical speaker and analyze the differences. Getting ready for the Exam

As you know the exam is going to cover the entire textbook as well as the discussions that we had in class. While this may seem overwhelming, think of it this way, there are four parts to this class: • Preparing for the speech • Outlining the speech • Practicing the speech • Evaluating the speech

If you break the course up into these sections, it seems much more manageable. Make sure you have an understanding of these topics and the impact all of them have on public speaking. As I have told you I am less concerned with you memorizing facts and theories, rather I am more concerned that you understand and can apply the content to your life.
A sample question may be: In class we discussed noise and the impact noise has on listening. In your own words, define noise, explain and give an example of two of the four types of noise that stop you from listening and list two things you could do personally to improve your listening skills and block out noise

Your answer should cover several things: • The definition of noise • The definition of two of the four types of noise • Two examples, one of each of the types of noise you defined • Two steps on how to block out noise (listed in the book)

Remember, every class we have lengthy discussion where I encourage you to participate. This participation is designed to increase your understanding of the material, so on the test, I will try to tap into what we covered and how you responded so that I can measure if you truly learned the material.

Hope this helps!