Public
Speaking
Made
Fun:
A
Workbook
Copyright
2011
1
Informative
Speech
–
Topic
Mapping
Today
I
would
like
to
talk
to
you
about
_____________________________________________.
Topic
By
examining
_______________________________
,
____________________________________
,
A
B
_________________________
,
and
it
is
my
hope
that
you
will
have
a
better
understanding
C
of
_______________________________________________________.
Topic
2
Learning activity created by: Todd L. Wirth, Ph.D.
3
Circle the most appropriate advice that Speech Bear should dispense based on the context clues. 1. 2. 3. 4. 5. 6. 7. 8. Advance preparation Positive thinking Practice, practice, practice Learn to use an extemporaneous style of speech Avoid chemicals as stress or anxiety relievers Use movement Seeing public speaking as a conversation, not as a performance Exercises for stress/anxiety relief
4
Circle the most appropriate advice that Speech Bear should dispense based on the context clues. 1. 2. 3. 4. 5. 6. 7. 8. Advance preparation Positive thinking Practice, practice, practice Learn to use an extemporaneous style of speech Avoid chemicals as stress or anxiety relievers Use movement Seeing public speaking as a conversation, not as a performance Exercises for stress/anxiety relief
5
Circle the most appropriate advice that Speech Bear should dispense based on the context clues. 1. 2. 3. 4. 5. 6. 7. 8. Advance preparation Positive thinking Practice, practice, practice Learn to use an extemporaneous style of speech Avoid chemicals as stress or anxiety relievers Use movement Seeing public speaking as a conversation, not as a performance Exercises for stress/anxiety relief
6
Circle the most appropriate advice that Speech Bear should dispense based on the context clues. 1. 2. 3. 4. 5. 6. 7. 8. Advance preparation Positive thinking Practice, practice, practice Learn to use an extemporaneous style of speech Avoid chemicals as stress or anxiety relievers Use movement Seeing public speaking as a conversation, not as a performance Exercises for stress/anxiety relief
7
Circle the most appropriate advice that Speech Bear should dispense based on the context clues. 1. 2. 3. 4. 5. 6. 7. 8. Advance preparation Positive thinking Practice, practice, practice Learn to use an extemporaneous style of speech Avoid chemicals as stress or anxiety relievers Use movement Seeing public speaking as a conversation, not as a performance Exercises for stress/anxiety relief
8
Circle the most appropriate advice that Speech Bear should dispense based on the context clues. 1. 2. 3. 4. 5. 6. 7. 8. Advance preparation Positive thinking Practice, practice, practice Learn to use an extemporaneous style of speech Avoid chemicals as stress or anxiety relievers Use movement Seeing public speaking as a conversation, not as a performance Exercises for stress/anxiety relief
9
Circle the most appropriate advice that Speech Bear should dispense based on the context clues. 1. 2. 3. 4. 5. 6. 7. 8. Advance preparation Positive thinking Practice, practice, practice Learn to use an extemporaneous style of speech Avoid chemicals as stress or anxiety relievers Use movement Seeing public speaking as a conversation, not as a performance Exercises for stress/anxiety relief
10
Circle the most appropriate advice that Speech Bear should dispense based on the context clues. 1. 2. 3. 4. 5. 6. 7. 8. Advance preparation Positive thinking Practice, practice, practice Learn to use an extemporaneous style of speech Avoid chemicals as stress or anxiety relievers Use movement Seeing public speaking as a conversation, not as a performance Exercises for stress/anxiety relief
11
If
speaking
impromptu,
consider
these
tactics
to
be
successful
1)
Identify
how
long
you
will
speak
2)
Clarify
the
topic
3)
Identify
/
Examine
the
Audience
4)
Take
a
minute
to
brainstorm
and
develop
5
subpoints
you
could
talk
about
and
pick
your
best
ones
based
on
time
allotment
5)
Introduce
yourself
and
or
purpose
to
the
audience
6)
Identify
the
(1
to
5
points)
you
will
cover
in
support
of
your
purpose
7)
Address
each
point
briefly
8)
Uses
Transitions
to
move
between
points
(i.e.,
first,
second,
third)
9)
Conclude
by
summarizing
the
main
points
you
have
addressed
10)Turn
the
speaking
duties
over
to
the
next
person
to
speak
or
provide
info
on
how
the
audience
should
proceed.
12
Learning
Activity:
The
Impromptu
Speech
If
speaking
impromptu,
consider
these
tactics
to
be
successful:
1)
Identify
how
long
you
will
speak
One
Minute
2)
Clarify
the
topic
You
are
a
temporary
Master
of
Ceremonies
Announcer
for
a
Fashion
Show
in
New
York
City.
The
Real
Master
of
Ceremonies
announcer
had
to
run
to
the
bathroom.
You
have
to
fill
in
for
them
as
one
Model
comes
down
the
runway
wearing
a
new
outfit
from
acclaimed
Designer
Lord
Lindsay.
3)
Identify
/
Examine
the
Audience
The
Audience
is
mainly
major
account
buyers
for
department
stores
all
throughout
the
United
States
looking
to
buy
new
outfits.
4)
Take
a
minute
to
brainstorm
and
develop
5
subpoints
you
could
talk
about
and
pick
your
best
ones
based
on
time
allotment
In
this
case,
you
can
talk
about
the
5
things
the
model
is
wearing.
A
good
start
would
be
to
at
least
begin
talking
about
the
model’s
1)
hat
and
the
model’s
2)
bandanna.
What
other
things
are
he
or
she
wearing
that
you
could
talk
about?
5)
Introduce
yourself
and
or
purpose
to
the
audience
Because
you
are
merely
filling
in
for
the
MC
while
he
runs
to
the
restroom,
there
is
no
need
to
introduce
yourself.
However,
you
need
to
focus
on
the
purpose.
The
purpose
here
is
to
introduce
the
next
model
walking
down
the
runway.
13
6)
Identify
the
(1
to
5
points)
you
will
cover
in
support
of
your
purpose
Because
time
is
limited,
you
will
only
have
enough
time
to
focus
on
3
items.
.
.
the
model’s
hat,
bandanna,
and
one
other
item
that
he
or
she
is
wearing
.
7)
Address
each
point
briefly
What
can
you
say
about
the
three
items
your
model
is
wearing?
You
can
talk
about
the
color,
the
frabic,
what
style
it
evokes,
etc.
8)
Uses
Transitions
to
move
between
points
(i.e.,
first,
second,
third)
Simple
transitions
such
as
first,
second
,
and
third
work
best.
First,
let’s
examine
the
hat.
9)
Conclude
by
summarizing
the
main
points
you
have
addressed
Review
the
three
main
features
of
the
wardrobe
the
model
was
wearing:
The
hat,
the
bandanna,
and
the
third
item
you
select
to
focus
on.
10)
Turn
the
MC
duties
over
to
the
next
person
to
speak
or
provide
info
on
how
the
audience
should
proceed.
You
were
just
filling
in,
so
you
might
not
want
to
call
attention
to
the
fact
that
the
official
MC
ran
to
the
bathroom.
As
a
result,
tell
the
audience
how
to
proceed.
Your
job
as
an
MC
at
the
fashion
show
is
to
“sell”
the
items.
Therefore,
sell
it
to
them
by
telling
them
where
they
can
get
more
information
or
where
they
can
order
the
products.
14
Lord
Lindsay
Fashion
Show
Impromptu
Key
Word
Outline:
Remember,
you
are
a
temporary
Master
of
Ceremonies
(MC)
filling
in
for
the
official
one
who
had
to
run
to
the
bathroom
in
the
middle
of
the
show.
Each
model
has
one
minute
on
the
catwalk,
so
you
will
have
to
talk
about
the
model
for
one
minute.
Impromptu
Speech
Guide
Temporary
MC’s
Key
Word
Outline
Model
Responsibilities
When
model
hears
his
or
her
name
they
walk
down
the
catwalk
to
the
front
of
the
class
wearing
their
latest
stylings
from
Lord
Lindsay
Model
continues
to
walk
to
the
front
of
the
room.
(end
of
catwalk)
Introduce
the
model
walking
down
the
runway
and
the
name
of
his
or
her
fashion
style
Tell
the
audience
the
three
items
that
make
up
this
look.
I
would
like
to
you
pay
special
attention
to
the
hat,
the
bandanna,
and
the
_____________
First,
describe
the
model’s
hat.
And
remember
to
use
transitions
like
“First”
Work
that
hat
models.
(continue
walking
to
the
front
of
the
room
if
you
have
not
already
reached
it.
When
there,
strike
several
poses)
Work
and
pose
Second,
describe
the
bandanna.
Third,
describe
a
third
item
of
your
choosing.
Conclude
by
summarizing
the
main
points
you
have
addressed.
(E.g.,
you
have
learned
about
the
hat,
bandanna,
&
__________________
Work
and
pose
Model
walks
back
down
the
runway.
Provide
Information
to
audience
on
how
to
proceed.
(E.g.,
to
learn
more
information
about
ordering
this
design,
visit….)
Stop
at
end
of
runway
and
wait
till
MC
finishes
before
returning
to
your
seat.
15
16
COMM 105 :
Informative Speech Topic Research Worksheet
As you may recall from previous classes, we have discussed how to select an appropriate topic for your first informative speech. We also engaged in topic mapping to narrow your topic down to a manageable size. The topic mapping also helped to identify the main points that should be covered to support your topic. Furthermore, you were provided with a framework by which to create a trial thesis statement and a trial statement of scope. Transfer your topic and your main points to the “framework by which to create a trial thesis statement and a trial statement of scope” below: Frame: Today, I would like to talk to you about _____________________________________ (topic) By examining _____________, ______________, and _____________, (main point 1) (main point 2) (main point 3) you will have a better understanding of _________________________________. (topic) Now that you have had an overview of research resources, you are to utilize these resources to research your topic / main points / subpoints. On the next page, list your main point and three subpoints that support each main point. For every main point, you should have at least one quality source. However, it is possible you will have more than one source for each main point/subpoints. Please make sure they are quality sources. Are they reputable government, professional, corporate, or other respected sources or are they obscure biased blogs? open source documents (meaning anyone can add material right or wrong to the document without peer review or editorial review) ? Also, some other important information: Remember your book defines a thesis statement as: “The theme, or central idea, of a speech that serves to connect all the parts of the speech. The main points, the supporting material, and the conclusion all relate to the thesis.” Keep in mind, the subpoints are in essence supporting material. Also, your book defines an internal preview as: “An extended transition used with the body of a speech that alerts audience members to ensuing speech content” A statement of scope can be thought of as an initial preview that occurs in the introduction of the speech after the thesis statement
20
Main Point 1 ____________________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Subpoint 1_____________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Subpoint 2_____________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Subpoint 3_____________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
21
Main Point 2 ____________________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Subpoint 1_____________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Subpoint 2_____________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Subpoint 3_____________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
22
Main Point 3 ____________________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Subpoint 1_____________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Subpoint 2_____________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Subpoint 3_____________________________________________________ Source ___________________________________________________________ Paraphrase ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
23
Don’t forget to bring your Mini DVD –R on speech day! INFORMATIVE SPEECH RUBRIC
INTRODUCTION Did you have an effective attention getter? Did you have a cogent thesis statement? Did you have a cogent statement of scope? 0 0 0 1 1 1 2 2 2 3 3 3
BODY / ORGANIZATION Did you have 3 main points with at least 2 subpoints supporting each main point? Did the speech have substance and depth and did it have a logical organization pattern? Did you cite at least 3 respected sources in order to substantiate credibility and to enhance the content? 0 1 2 3
0
1
2
3
0
1
2
3
CONCLUSION Did your conclusion review your thesis and main points via summerization? Did you leave us with a powerful closing statement? 0 0 1 1 2 2 3 3
26
TRANSITIONS Did you effectively use transitions to segue between 1) your introduction and the body of your speech? 2) your main points within the body? 3) between subpoints supporting each main point? 4) your body and your conclusion?
0
1
2
3
DELIVERY Did you use an extemporaneous style of speech 0 or 4
Was your rate and volume appropriate? Did you talk loud enough for us to hear? Did you rush through the speech?
0
1
2
3
Did you have passion and enthusiasm for your topic? Did you have energy? Did you use appropriate gestures and did you dress professionally? Did you use motivated movement / appropriate body position? In other words: Did you dance the Charleston? Or stand like you really had to go to the bathroom?
0
1
2
3
0
1
2
3
0
1
2
3
VISUAL AID 0 1 2 3 Did you use at least one visual aid and did you use it appropriately? Was it a quality visual aid? Remember no electronic visual aids for the informative speech, unless approved in advance by the professor and absolutely necessary.
27
TIME PARAMETERS Did you meet the time parameters? In other words, was it between 5 and 7 minutes? 5 to 7 minutes 4:45 to 4:59 or 7: 01 to 7:15 4:30 to 4:44 or 7:16 to 7:30 below 4:30 or over 7:30 4 3 1 0
TOTAL POINTS (50 possible) __________
28
Writing
an
Introduction
for
an
Informative
Speech
Learning
Activity
As
a
group,
you
are
to
help
each
other
brainstorm
and
write
in
complete
sentences
a
cogent
introduction
for
your
informative
speeches.
Remember
from
lecture,
an
effective
introduction
is
one
that
wins
one
for
the
“GIPPER.”
Gain
Attention:
Introduce
the
Purpose
and
Topic
Preview
the
Main
Points
Prepare
/
Motivate
the
Audience
to
Accept
Your
Goals
)make
them
care
and
listen
Establish
Credibility
as
a
Speaker
Relevancy
–
Make
the
Topic
Relevant
________________________________________________________________________________________________
29
Title of Speech: Nonmonetary Uses of Gold Attention Getter King Midas was desperately poor but had a good heart. As a reward for his compassion, the gods granted him a single wish, and King Midas, seeking to alleviate his poverty, immediately wished that everything he touched would turn into solid gold. Bridge to Thesis Statement (connect your attention getter to your thesis) The story illustrates the point that, like King Midas, when we think of gold, we too usually focus only on the monetary value of it, whether it is the gold bricks in Fort Knox or expensive jewelry. What we don’t realize is that gold plays a much bigger role in all of our lives. Thesis Statement So tonight we are going to explore the nonmonetary uses of gold. Statement of Scope (underline each main point you will address in support of your topic) To do this, we will first exam the unique properties of gold. We will then see how these characteristics have contributed to the medical field. Finally, we will then identify some applications of gold made by NASA. Transition to First Main Point Let’s now begin by examining the unique properties of gold. Subpoint 1 The first unique characteristic of gold is its extreme density. When we usually think of dense elements, we think of lead, which is extremely dense. In fact, lead is so dense that whenever we get an X-ray, we wear a lead apron to protect us from radiation. Well, gold, according to the 1996 Macmillan Encyclopedia of Earth Sciences (Source 1), is one and a half times more dense than lead. Engineers have already taken advantage of this characteristic by using extremely thin films of gold to coat electronic switches and relays. In telephones, for example, there are over thirty three of these gold-plated contacts, which work within the main component of the phone, the diaphragm, to transform electric signals into sound. Subpoint 2
30
Now, besides being one of the most dense of all metals, gold is also one of the must ductile, which means that it can be easily stretched while maintaining its shape. The Gold Institute states that gold is so ductile that a single ounce can be drawn out into a think wire over five miles long. The Mineral Yearbook (Source 2), published by the U.S. Department of the Interior, claims that these thin gold wires are essential to the manufacture of every single computer and that other electronics, such as television and VCRs, also depend on these thin gold wires to process messages and sounds. Subpoint 3 Not only is gold one of the most dense and ductile of all metals, it’s also the least corrosive. According to the Joint Research Center for Atom Technology, as reported in the June 5, 1994, issue of Nature (Source 3), gold’s surface structure provides little or no room for bonding. Now what this means is that molecules tend to slip away, without chemically affecting, or latching onto, gold’s surface. This is why we can never find any gold with any rust or mold. Transition to Main Point 2 With the properties of gold unearthed, we are now ready to examine how these characteristics contributed to the medical field. Subpoint 1 First, gold is being used to treat lagophthalmos. Lagophthalmos is a condition caused by disease to injury that leads to the inability to close the eye because the eyelid muscle is too weak. In the past, doctors would have to use a needle and thread to physically sew the eyelids shut in order to keep the eyes from drying out. But now, according to Dr. Donald J. Bergen at the Southeastern Eye Center for North Carolina (Source 4), doctors are able to utilize the dense and noncorrosive qualities of gold in the form of gold implant. These implants, weighing between 0.6 and 1.6 grams, are surgically inserted into the upper lid of the eye and work with gravity to give the ey the extra weight it needs in order to close properly. And what’s more, because gold is so noncorrosive, it will not react with the human tear – the reason why, in the United States alone, more than 15,000 patients are able to benefit from the use of this procedure. Subpoint 2 But gold isn’t used only to treat conditions like lagophthalmos. It’s also being used to treat diseases such as rheumatoid arthritis. According to the Arthritis Foundation (Source 5), gold has been used in the treatment of this painful disease since 1927, when European physicians first discovered that injecting gold compounds into the body alleviated pain. As explained by the Arthritis Foundation, when gold is injected into the human body, it affects the process of the disease that causes joint pain and swelling and
31
in so doing lessens the chance of joint deformity and disability. This procedure has been so effective that the January 22, 1997, issue of The Lancet ( Source 6) calls gold vital to the treatment of rheumatoid Arthritis. Subpoint 3 In addition to treating Arthritis, gold has been commonly used in Dentistry. According to an article posted last August on the American Dental Association Website,www.ADA.org, (Source 7) dentists find gold to be a very workable metal and as a result commonly use gold to create crowns. This characteristic helps a dentist to be able to achieve a very precise fit with the crown. Because they are metal through and through, gold crowns withstand biting and chewing forces well. Furthermore, they will not chip. It would be uncharacteristic for a gold crown to break. Of all of the types of dental crowns, gold crowns probably have the greatest potential for lasting the longest. Transition to Main Point 3 Nevertheless, the medical industry isn’t the only one that is able to take advantage of gold’s unique characteristics. Let’s now identify some of the applications of gold made by NASA in space. Subpoint 1 The first is in the area of communication. According to Ned Rozell from the Geophysical Institute at the University of Alaska (Source 8) , satellites in space depend on gold to process static-free signals when broadcasting messages back from Earth. In fact, the Pathfinder, the robotic geologist developed by NASA, which recently took photographs of rocks and soil on Mars, wouldn’t have been able to relay its findings back to earth without the use of gold circuitry. Subpoint 2 Besides enabling communication in space, gold also aids in the exploration of space in two unique ways. The first way takes advantage of gold’s noncorrosiveness. The Geophysical Institute at the University of Alaska (Source 9) states that fine powder gold makes the world’s best lubricant because unlike oil, gold does not inevitably break down from solar radiation or evaporation. The second way that gold aids in the exploration of space takes advantage of gold’s extreme density. According to a 1997 exhibit at the California State Mining and Mineral Museum (Source 10), a gold coating of only six millionths of an inch thick can reflect away all heat, all light, and all radiation. As seen here, this astronaut’s helmet, suit, and visor are completely coated with gold to shield and protect the astronaut from harmful radiation. Gold, therefore, has become a critical element in space travel.
32
Subpoint 3 In addition to enabling communication and exploration in space, gold, believe it or not, is also working to preserve a bit of our own culture. Once formed, gold maintains its shape whatever the environmental conditions. It is for this reason that gold was the material selected to press the record Sounds of Earth, which, according to Carl Sagan in his book Cosmos (Source 11) , was sent aboard the Voyager spacecraft in 1977 and is only now exiting our solar system. The record jacket gives instructions in scientific notation for how to play the record, while the record itself contains information about Earth’s culture and civilizations. And because gold is so durable, this golden record, which tells so much about the planet’s journey through space and time, will long outlive all life on earth. Transition to Conclusion In conclusion, I hope you have learned that gold is not just a monetary device. CONCLUSION Restatement of thesis: Instead, I hope you now understand that there are many nonmonetary uses of gold. Review main points in support of the thesis: In order to understand the nonmonetary uses of gold, we first began by examining the unique properties of gold. Specifically, we learned that gold’s density, ductility, and noncorrosiveness lend it self to many applications. Next, we learned that because gold has these characteristics, gold has contributed significantly to the medical field. Simply put, gold is used for lagophthalmos, rheumatoid arthritis, and tooth restoration. Finally, we identified some NASA applications of gold that sought to enable communication, exploration, and cultural preservation. Closing Thought Hence, it can now be said that, these doctors, researchers, and engineers who are using gold in nonmonetary ways to enrich our everyday lives truly do possess the real Midas touch.
33
Writing
a
Conclusion
for
an
Informative
Speech
Learning
Activity
As
a
group,
you
are
to
help
each
other
brainstorm
and
write
in
complete
sentences
a
cogent
conclusion
for
your
informative
speeches.
Remember
from
lecture,
an
effective
conclusion
is
one
that
has
two
parts:
A
REVIEW
‐
A
restatement
of
your
thesis
(slightly
reworded
if
necessary
to
make
it
fit
at
the
end
of
your
speech)
&
A
summary
of
main
points
A
CLOSING
STATEMENT
‐
Creates
a
favorable
impression
and
a
sense
of
completion.
Ideally,
your
closing
speech
should
incite
your
listeners
to
act
or
think
in
a
way
that
accomplishes
the
goal
of
your
thesis.
________________________________________________________________________________________________
34
Speaking Dates for Informative and Persuasive Speeches. (Your official number can be found next to your name on the attendance sign-in sheet starting the third time we meet as a class.) Locate your number below to determine what class session you will deliver your informative speech and what class session you will deliver your persuasive speech. Student # on Attendance Sheet 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Informative Speaking Date Class 12 Class 11 Class 10 Class 12 Class 11 Class 10 Class 12 Class 11 Class 10 Class 12 Class 11 Class 10 Class 12 Class 11 Class 10 Class 12 Class 11 Class 10 Class 12 Class 11 Class 10 Class 12 Class 11 Class 10 Class 12 Class 11 Class 10 Class 12 Class 11 Class 10 Persuasive Speaking Date Class 17 Class 18 Class 19 Class 17 Class 18 Class 19 Class 17 Class 18 Class 19 Class 17 Class 18 Class 19 Class 17 Class 18 Class 19 Class 17 Class 18 Class 19 Class 17 Class 18 Class 19 Class 17 Class 18 Class 19 Class 17 Class 18 Class 19 Class 17 Class 18 Class 19
35
Visual Aid Learning Exercise.
Part One.
As you know, you have been asked to come to class with the text of your speech fully written.
Read through your speech and find a section of your speech that could benefit from one of the following types of visual aids: A Drawing A Diagram A Map A Poster A Graph A Chart In the time allotted, you are to identify a section of your speech that could benefit from one of the above types of visual aids.
Pick one and spend your time drawing the visual aid on the large post-‐it sheet provided. *When creating your visual aid, remember to ensure your visual aid: Helps Listeners Process and Retain Information Promotes Interest and Motivation Conveys Information Concisely Lends a Professional Image *Also, ensure your visual aid adheres to the rules of : Simplicity Continuity Typeface Style and Font Size Color
65B
Part Two In groups assigned by the professor, take turns presenting the part of your speech (one at a time) that incorporates your newly created visual aide.
In other words: 1) you are merely presenting the part that leads into the visual aid ( a few sentences before the visual aid is introduced) , 2) the review of the visual aid, and 3) the exit of the visual aid to the next section of your speech (a few sentences after the visual aid has been exited).
**** Remember to use an extemporaneous style of speech when you do this. You can do this and you have the skills to do this as demonstrated by the storybook illustrator exercise we previously performed.
65C
_________________________________________________________
Write Name of Group Member Presenting As group members watch each other, they should write feedback on the following for their colleagues: Did your classmate: Hide the visual aid in an inconspicuous manner prior to presenting it? Reveal the visual aid at the appropriate time? Showcase the aid by “cheating their body position” ? Articulate the main points of the visual aid in a logical fashion and give the audience enough time to comprehend and digest the visual aid? Did the speaker bombard the audience with too much information at once? Did the speaker hide the visual aid after use ? Did the speaker keep the introduction to the visual aid, the use of the visual aid, and the exit from the visual aid seamless?
How did the visual aid or how did the visual aid not :
Help Listeners Process and Retain Information Promote Interest and Motivation Convey Information Concisely Lend a Professional Image How did the visual aid or how did the visual aid not follow the rules of: Simplicity Continuity Typeface Style and Font Size Color
65D
_________________________________________________________
Write Name of Group Member Presenting As group members watch each other, they should write feedback on the following for their colleagues: Did your classmate: Hide the visual aid in an inconspicuous manner prior to presenting it? Reveal the visual aid at the appropriate time? Showcase the aid by “cheating their body position” ? Articulate the main points of the visual aid in a logical fashion and give the audience enough time to comprehend and digest the visual aid? Did the speaker bombard the audience with too much information at once? Did the speaker hide the visual aid after use ? Did the speaker keep the introduction to the visual aid, the use of the visual aid, and the exit from the visual aid seamless?
How did the visual aid or how did the visual aid not :
Help Listeners Process and Retain Information Promote Interest and Motivation Convey Information Concisely Lend a Professional Image How did the visual aid or how did the visual aid not follow the rules of: Simplicity Continuity Typeface Style and Font Size Color
65E
_________________________________________________________
Write Name of Group Member Presenting As group members watch each other, they should write feedback on the following for their colleagues: Did your classmate: Hide the visual aid in an inconspicuous manner prior to presenting it? Reveal the visual aid at the appropriate time? Showcase the aid by “cheating their body position” ? Articulate the main points of the visual aid in a logical fashion and give the audience enough time to comprehend and digest the visual aid? Did the speaker bombard the audience with too much information at once? Did the speaker hide the visual aid after use ? Did the speaker keep the introduction to the visual aid, the use of the visual aid, and the exit from the visual aid seamless?
How did the visual aid or how did the visual aid not :
Help Listeners Process and Retain Information Promote Interest and Motivation Convey Information Concisely Lend a Professional Image How did the visual aid or how did the visual aid not follow the rules of: Simplicity Continuity Typeface Style and Font Size Color
65F
Self-Evaluation, Growth, and Field Trip Assignment Rubric - Total 50 points This assignment is due the last class meeting (Class 20) before we take the final exam and must be typed and stapled. Page one of the assignment is the Self Evaluation and Growth Section. Please use the following headings that are listed in bold. ---- On Page 1 Part 1: The Informative Speech Self Evaluation – 10 points
In this section, you are asked to watch your informative speech that was recorded on your mini DVD – R. In a brief paragraph, you are to articulate 3 things you did well and 3 things you need to improve on. If you did not give an informative speech, simply type: “Did not give an informative speech.” Credit cannot be given for this section if you did not deliver an informative speech in class. If you forgot your mini-DVD on the day of your presentation, you will have to write your evaluation from recall. Part 2: The Persuasive Speech Self Evaluation – 10 points
In this section, you are asked to watch your persuasive speech that was recorded on your mini DVD – R. In a brief paragraph, you are to articulate 3 things you did well and 3 things you need to improve on. If you did not give a persuasive speech, simply type: “Did not give a persuasive speech.” Credit cannot be given for this section if you did not deliver a persuasive speech in class. If you forgot your mini-DVD on the day of your presentation, you will have to write your evaluation from recall. Part 3: Growth As A Communicator – 10 points In a brief paragraph, I want you to articulate how you have grown as a public speaker. Ideally, I would like to think you could articulate 3 ways in which you have improved throughout the quarter. For example, it might be a new skill you learned (e.g., the ability to give an extemporaneous speech) or a technique that you have improved (e.g., making eye contact with the audience). Reflect and share in this section how you have grown. ---- Page 2 should be stapled to page 1. This page will be your field trip assignment. The field trip is worth 20 points. As explained on the next pages, you have two field trip options. If you select option one (the Circus Arts Institute) staple your receipt to page 1. If you select option two (the observation of a live public speaking event of your own choice), staple your evaluation of that event to page one, along with the documentation of the event. The field trip portion of this assignment is worth 20 points. See the next pages for your options: If proper format is not followed or if the materials are not staple, 10 points will be deducted
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Field Trip Payment Receipt: Let’s Run Off To The Circus
Name of Field Trip Participant __________________ Amount Paid: $20 Date of Field Trip: Session Time: Professor Signature:
There are no refunds. If you cannot attend, you will forfeit your payment to the Circus Arts Institute.
70
MRS:
What
was
the
point
of
zip
zap
zop?
HItchiker?
And
the
machine
exercises?
What
is
the
definition
of
Communication?
Identify
the
different
types
of
communication
and
their
definiton.
The
Communication
Process
(Model)
The
Informative
Speech
Defined
The
Ability
To
Speak
Confidently
and
Convincingly
in
Public
helps
one
do
what:
What
are
the
elements
of
the
Communication
Model/Communication
Process?
Source:
Encoding:
Message:
Channel:
Receiver:
Decoding:
Encoding:
Noise:
Shared
meaning:
Goals
of
Informative
Speech.
Types
of
Informative
Speeches.
Rhetorical
situation,
70B
General
speech
purpose:
Informative
speech
purpose
.
Parameters
for
Choosing
a
Topic
for
the
Classroom
Speech
What
is
Topic
Mapping
brainstorming
Specific
speech
purpose:
Thesis
statement
is
and
does
what:
Specific
purpose:
Prevent
and
overcome
speech
anxiety
with
APPLAUSE
Methods
of
Delivery
Basic
Methods
of
Delivery
speaking
from
manuscript
Speaking
impromptu
Speaking
from
memory
speaking
extemporaneously
what
are
our
warm
up
exercises
and
what
do
they
do?
What
was
the
purpose
of
the
storybook
illustrator
exercise
and
the
steps
involved?
What
are
the
steps
in
Creating
and
Delivering
An
Extemporaneous
Speech?
What
were
the
main
online
research
tools
the
librarian
reviewed?
What
are
the
main
Speech
Rubric
items.
What
are
you
being
graded
upon?
6
components
of
Effective
Introductions
70C
what
makes
for
an
Effective
Conclusion
Quotes
Anecdotes:
Rhetorical
questions:
Say
something
startling
Use
humor
Refer
to
the
occasion
Establish
common
ground
Statement
of
Scope
Ethical
appeals:
A
Simple
Way
To
Remember
The
6
Steps
For
An
Effective
Introduction
Gain
Attention
Introduce
the
Purpose
and
Topic
Preview
the
Main
Points
Prepare/Motivate
the
Audience
to
Accept
Your
Goals
(make
them
care
and
listen)
Establish
Credibility
as
a
Speaker
Relevancy
‐
Make
the
Topic
Relevant
length
of
the
conclusion
The
two
parts
of
the
conclusion
A
review
A
closing
statement
70D
Functions
of
Presentation
Aids
Types
of
Presentation
Aids
Options
for
Displaying
the
Presentation
Aid
Rules
for
Designing
Visual
Aids
Simplicity
Continuity
Typeface
Style
and
Font
Size
Color
7
steps
to
using
a
visual
aid
effectively
70E
Option # 2 Public Speech Field Trip Option 2 For this field trip option, you are asked to observe a live public speaking event and evaluate the public speaker. For this paper, you are asked to pay careful attention to the first 6 parameters outlined on the informative speech rubric that was previously reviewed in your workbook: (Introduction, Body / Organization, Conclusion, Transitions, Delivery, Visual Aid). Then write a paragraph on each parameter addressing what the speaker did well and what they needed to improve on in regard to each item. Be sure to use the following headings and make sure you follow the same order. Your headings are: 1 2 3 4 5 6 Introduction Body / Organization Conclusions Transitions Delivery Visual Aids – If no visual aids were employed, comment on the attire of the speaker as to whether it was effective / appropriate for the speaking even.
Finally, make sure you attach some sort of documentation that the event was a live, public speaking event that you attended. For example, you can include an announcement of the event that appears on myscad, or a flyer for the event, or a handout from the event, etc. The evaluation part of this assignment is worth 10 points and the documentation portion is worth another 10 points.
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Don’t forget to bring your Mini DVD –R on speech day! INFORMATIVE SPEECH RUBRIC
INTRODUCTION Did you have an effective attention getter? Did you have a cogent thesis statement? Did you have a cogent statement of scope? 0 0 0 1 1 1 2 2 2 3 3 3
BODY / ORGANIZATION Did you have 3 main points with at least 2 subpoints supporting each main point? Did the speech have substance and depth and did it have a logical organization pattern? Did you cite at least 3 respected sources in order to substantiate credibility and to enhance the content? 0 1 2 3
0
1
2
3
0
1
2
3
CONCLUSION Did your conclusion review your thesis and main points via summerization? Did you leave us with a powerful closing statement? 0 0 1 1 2 2 3 3
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TRANSITIONS Did you effectively use transitions to segue between 1) your introduction and the body of your speech? 2) your main points within the body? 3) between subpoints supporting each main point? 4) your body and your conclusion?
0
1
2
3
DELIVERY Did you use an extemporaneous style of speech 0 or 4
Was your rate and volume appropriate? Did you talk loud enough for us to hear? Did you rush through the speech?
0
1
2
3
Did you have passion and enthusiasm for your topic? Did you have energy? Did you use appropriate gestures and did you dress professionally? Did you use motivated movement / appropriate body position? In other words: Did you dance the Charleston? Or stand like you really had to go to the bathroom?
0
1
2
3
0
1
2
3
0
1
2
3
VISUAL AID 0 1 2 3 Did you use at least one visual aid and did you use it appropriately? Was it a quality visual aid? Remember no electronic visual aids for the informative speech, unless approved in advance by the professor and absolutely necessary.
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TIME PARAMETERS Did you meet the time parameters? In other words, was it between 5 and 7 minutes? 5 to 7 minutes 4:45 to 4:59 or 7: 01 to 7:15 4:30 to 4:44 or 7:16 to 7:30 below 4:30 or over 7:30 4 3 1 0
TOTAL POINTS (50 possible) __________
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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2.
3.
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2.
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2.
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2.
3.
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2.
3.
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2.
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2.
3.
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2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
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2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
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2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
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2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
3 Things The Presenter Needs To Improve On: 1.
2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
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2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
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2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
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2.
3.
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Peer Evaluation Name of Presenter: ______________________________ 3 Things The Presenter Did Well: 1.
2.
3.
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2.
3.
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2.
3.
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2.
3.
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2.
3.
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2.
3.
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2.
3.
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2.
3.
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PERSUASIVE SPEECH LEARNING ACTIVITY General Purpose Specific Purpose To persuade To persuade my audience (that/to)__________________
________________________________________________________________________ ________________________________________________________________________ (Example: To persuade my audience that they should end consumption of caffeine)
A. Thesis Statement Statement of your argument (Adults need to dramatically decrease caffeine consumption from their diets.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
B. Statement of Scope (By examining the negative consequences on health, mental acuity, and longevity, one will understand why caffeine consumption must be dramatically decreased) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
106
C. Argument: #1 For Your Position (According to a 2008 article titled Caffeine Consumption and Health in the Journal of Dietary Science, consuming caffeine in excess of over 30 mg a day results in chronic hypertension, hardening of the arties, increased chance of stroke, and increased chance of diabetes) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
D. Statement of Objection to your Argument: #1 (For those that believe caffeine consumption is healthy, many point to the 2001 study on Alzheimer patients in the Journal of American Medicine.. The study titled Caffeine and Alzheimer Prevention reports that when Alzheimer patients consumed over 50 mg of caffeine each day, the symptoms did not progress at the rates of their non caffeine consuming counterparts.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ E. Your refutation of the objection (While there may be some very specific benefits of caffeine, the overall risks outweigh the targeted use of caffeine consumption. Simply put, why would one consume copious amounts of caffeine in order to prevent alzheimers, only to subject themselves to far more ominous contraindications? Most wouldn’t. In fact, according to a 2009 article in the Journal of Health and Fitness titled Drink Well, consuming caffeinated beverages on a daily basis increases your chance of stroke by 30% and hypertension by 70%. A risk that dramatically outweighs the small benefit of possibly delaying the onset of Alzheimer.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
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F. Argument: #2 For Your Position ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
G. Statement of Objection to your Argument: #2 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
H. Your refutation of the objection ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
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I. Argument: #3 For Your Position ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
J. Statement of Objection to your Argument: #3 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ K. Your refutation of the objection ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
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Remember to bring your mini DVD – R on your speech day.
PERSUASIVE SPEECH RUBRIC TOPIC Is your topic a rigorous one? Did you merely choose to persuade people to wear seat belts or did you advocate for the enforcement of a mandatory seatbelt law nationwide that would be tied to a state’s receipt of federal highway funds. 0 Did you dress to persuade (and impress)? INTRODUCTION Did you have an effective attention getter? Did you have a cogent thesis statement? Did you have a cogent statement of scope? 0 0 0 1 1 1 2 2 2 1 2 3 0 4 1
BODY / ORGANIZATION Did you have at least 3 main arguments with 3 objections pertaining to each main point? 0 1 2 3
Did the speech have a logical organization 0 1 pattern and did you refute the most difficult arguments made against your topic?
2
3
4
Did you cite at least 3 respected sources in order to substantiate credibility and to enhance the content?
0
1
2
3
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CONCLUSION Did your conclusion review your thesis and main points via summerization? Did you leave us with a call to action and a powerful closing statement? 0 1 2 3
0
1
2
3
TRANSITIONS Did you effectively use transitions to segue between 1) your introduction and the body of your speech? 2) your main points within the body? 3) between subpoints supporting each main point? 4) your body and your conclusion?
0
1
2
3
DELIVERY Did you use an extemporaneous style of speech 0 1 2 3
Was your rate and volume appropriate? Did you talk loud enough for us to hear? Did you rush through the speech? Did you have passion and enthusiasm for your topic? Did you have energy? Did you use appropriate gestures?
0
1
2
0
1
2
0
1
2
Did you use motivated movement / appropriate body position? In other words: Did you dance the Charleston? Or stand like you really had to go to the bathroom?
0
1
2
3
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VISUAL AID Did you use at least one visual aid and did you use it appropriately? Was it a quality visual aid?
0
1
2
3
TIME PARAMETERS Did you meet the time parameters? In other words, was it between 5 and 7 minutes? 5 to 7 minutes 4:45 to 4:59 or 7:01 to 7:15 4:30 to 4:44 or 7:16 to 7:30 4 3 1 0
below 4:30 or over 7:30
TOTAL POINTS (50 possible) __________
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COMM 105 Tue/Thu – 11 AM Khoa Nguyen Persuasive Draft Attention Getter “The power of man has grown in every sphere, except himself.” – Winston Churchill Bridge to Thesis We can all see the implications of this in our everyday lives. Humans have extensively carved the landscape directly with many activities that we take for granted. So extensively, that some feel that the Earth requires protection from our invasive actions. Thesis While I believe that environmental conservatism is important, perhaps even necessary, it is not so for the sake of the Earth. Statement of Scope To understand this we will look at how humans are impacting others species, the implication of the Greenhouse Effect, and humanity’s frailty as compared to the Earth’s. Transition to Argument 1 Let us begin by examining one of the leading arguments in conservationism: human impact on other species. Body Argument #1 A human lives on average about 60 to 80 years. A small figure in humanity’s several millennia of history. And yet this history is nothing compared to the enormous 4.54 billion estimated years of Earth’s existence. How is it even possible for humans to have such a heavy impact on the Earth despite being around for a mere fraction of the time? It is impossible for humans to effectively “kill” the Earth. No human actions can collectively wipe out our understanding of the Earth. Pollution, overharvesting of resources, human expansion have all happened before over the course of human civilization, and yet we are still here.
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(Show slide 1: Time Line) Here is a time line of the Earth’s estimated age. The black line is 4.54 billion pixels and represents the Earth’s age. The red line is 12,000 pixels and represents humanity’s current age. The resolution is not high enough, even on the projector, to show the comparison. This is how insignificant humanity’s age is compared to the Earth. Objection #1 Of course, proponents of conservationism however will state that even the smallest ripples can have the greatest impacts. An infamously memorable example is the extinction of the dodo bird due to direct contact with humans. According to Navjot Sodhi’s “Avian Extinction from Tropical and Subtropical Forests,” one in eight bird species globally may become extinct in the next century from human deforestation, expansionism, and hunting. Refutation #1 Yes, while humans have been directly responsible for the extinction of certain species, a majority of extinctions are due to the course of nature. According to the American Museum of Natural History, scientists estimate that 99.9% of all species to have ever existed are extinct today. The extinction of the triceratops or T-‐Rex may not seem like much, but during that period, entire ecosystems collapsed and extinction was widespread. Scientists refer to such a phenomena as mass extinction and according to Discovery Earth, there have been five to six events that had effectively reset biology on Earth and changed the course of life forms. Transition to Argument #2 Let us now look at what some conservationists fear may bring the next mass extinction: the Greenhouse Effect. Argument #2 The Greenhouse Effect is the process where heat is unable to escape the Earth due to certain gases in the atmosphere that acts as an insulator.
(Show slide 2: animation 1) This effect is held accountable for the shifts in climates around the world today. It has been given a bad reputation by many conservationists, but it is not bad in and of itself. While a greenhouse is used to warm an area for growing plants, the true purpose of the greenhouse is to keep a homeostasis environment. Likewise, this is the end result of the Greenhouse Effect around the Earth.
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Objection #2 According to Richard Warrick and Graham Farmer’s “The Greenhouse Effect, Climatic Change, and Rising Sea Level: Implications for Development,” an increase from 0.5oC to 2.5oC is predicted in as little as twenty years. Even such a small shift can raise the sea level 5-‐44 cm. These numbers may seem small, but it will have a heavy impact on many ecosystems. Flash floods and unpredictable weather patterns are only the tip of the icebergs. (Show slide 2: animation 2 and 3)
Refutation #2 While shifting temperatures can and will affect nearly every species in the world, the Greenhouse Effect is not as bad as some make it out to be. The layer of insulation is actually beneficial and necessary to life today. Like a blanket, the Greenhouse Effect keeps the Earth from becoming an inhospitable frozen wasteland. According to Gordon McDonald’s “Scientific Basis for the Greenhouse Effect,” without it Earth would be 35oC colder. If a 0.5oC shift can create such a large disturbance, imagine the devastation that would occur from a 35oC shift.
For a moment, let us leave Earth for a bit. Think to Mars, which has a much thinner atmosphere. As you can guess, the temperature there can reach below -‐153oC at the poles, and a midsummer midday maximum of 0oC.
Transition to Argument #3 Now that we understand how people can influence the environment, let us look at our survivability compared to the Earth’s.
Argument #3 As a planet, the Earth cannot “die” in the same way as humans can, short of planetary explosion. As such, when we say that the planet has “died” we usually refer to Earth being unable to support life anymore. The real question then remains, “Can human activities kill off all life on Earth?” The short answer is no.
115
Objection #3 According to Fox News’ article, “’We are Destroying Life on Earth,’ UN Conference Claims,” Nathalie Rey, Greenpeace International oceans policy adviser, states, “If our planet is to sustain life on Earth in the future and be rescued from the brink of environmental destruction, we need action by governments to protect our oceans and forests and to halt biodiversity loss.”
Refutation #3 One of the worse disasters to have struck recently is the BP oil spill off the Gulf of Mexico. To us and many other organisms, the oil is a deadly poison that chokes all. According to Janet Raloff’s ”Bacteria Binge on BP Oil,” they are breaking down the oil much more efficiently than previously thought. This means that they are not only living on what is toxic to us and other macro-‐organisms, but are thriving.
Transition to Conclusion Looking back, many of the things that would kill a human would have only a limited effect on certain species.
Conclusion Restatement of Scope So we have looked at how humans impact other species and the Greenhouse Effect and how human survivability compares to other species. Call to Action I am not against conservationism. I am, in fact, for protecting the environment. However, I believe that the underlying foundations and beliefs of the current programs of environmentalism and conservationism are not only incorrect, but possibly detrimental to the true issues.
Yes, we should allocate our resources more responsibly and I agree that humans have stressed the Earth to a worrying degree. However, all of this is not to protect the Earth, which can care for itself. All of this is for the continued existence of humanity. Compared to the Earth, we are not so resilient against our own poisons.
116
So the next time you see a campaign ad that advocates to stop deforestation, stop pollution, and stop Greenhouse gas emissions, take a moment to stop and think if we are really doing this to save the Earth.
Closing Statement We can shift mountains, burn forests, and boil the oceans with ease, with accidents. Truly, mankind holds tremendous power over this little globe, and so little power for our safety. “The power of man has grown in every sphere, except himself.” – Winston Churchill
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Remember to bring your mini DVD – R on your speech day.
PERSUASIVE SPEECH RUBRIC TOPIC Is your topic a rigorous one? Did you merely choose to persuade people to wear seat belts or did you advocate for the enforcement of a mandatory seatbelt law nationwide that would be tied to a state’s receipt of federal highway funds. 0 Did you dress to persuade (and impress)? INTRODUCTION Did you have an effective attention getter? Did you have a cogent thesis statement? Did you have a cogent statement of scope? 0 0 0 1 1 1 2 2 2 1 2 3 0 4 1
BODY / ORGANIZATION Did you have at least 3 main arguments with 3 objections pertaining to each main point? 0 1 2 3
Did the speech have a logical organization 0 1 pattern and did you refute the most difficult arguments made against your topic?
2
3
4
Did you cite at least 3 respected sources in order to substantiate credibility and to enhance the content?
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3
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CONCLUSION Did your conclusion review your thesis and main points via summerization? Did you leave us with a call to action and a powerful closing statement? 0 1 2 3
0
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3
TRANSITIONS Did you effectively use transitions to segue between 1) your introduction and the body of your speech? 2) your main points within the body? 3) between subpoints supporting each main point? 4) your body and your conclusion?
0
1
2
3
DELIVERY Did you use an extemporaneous style of speech 0 1 2 3
Was your rate and volume appropriate? Did you talk loud enough for us to hear? Did you rush through the speech? Did you have passion and enthusiasm for your topic? Did you have energy? Did you use appropriate gestures?
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2
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0
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2
Did you use motivated movement / appropriate body position? In other words: Did you dance the Charleston? Or stand like you really had to go to the bathroom?
0
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3
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VISUAL AID Did you use at least one visual aid and did you use it appropriately? Was it a quality visual aid?
0
1
2
3
TIME PARAMETERS Did you meet the time parameters? In other words, was it between 5 and 7 minutes? 5 to 7 minutes 4:45 to 4:59 or 7:01 to 7:15 4:30 to 4:44 or 7:16 to 7:30 4 3 1 0
below 4:30 or over 7:30
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