...Critique of the Outside Speaker The 10th annual Lewis B. O'Donnell Media Summit took place at 2:30 p.m. Thursday, Oct. 16, in SUNY Oswego's Marano Campus Center. The summit was created by Louis A. Borrelli and later was renamed to honor beloved professor Lewis B. O'Donnell. Nearly 1,300 people attended the media summit in a new location to learn and have a discussion about the relationship among digital age, media, and people. What's more, a panel of media icons headlined the 10th annual Media Summit, including Charlie Rose, Ken Auletta, Connie Schultz and Al Roker. Here are some brief introductions of the panelists. Charlie Rose is an award-winning journalist who is the anchor and executive director of the Public Broadcasting Services show named after him (“Historic 10th annual media summit”, n.d., Pa) Ken Auletta is the author of 11 books, including five national best sellers and has won numerous journalism honors. Connie Schultz is a winner of Pulitzer Prize in 2005 and a nationally syndicated columnist for Creators Syndicate. As for Al Roker, the host and weatherman of NBC's "Today" show is a 10-time Emmy Award winner. And his thriving multimedia company, Al Roker Productions, is involved in development and production of network, cable, home video and public television program (“Media summit luminaries”, n.d.). The organizational pattern executed in this speech was that of the informative organizational model, which was made to inform the audience about its topic. These...
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...Peer’s Critique Feedback COMM/110 Peers Critique Feedback Peer review would refer to the many habits in which peers can share their creativity for constructive feedback then uses that feedback to revise and improve their work. The writing process, the modification is necessary as the draft of presenting, but peers often feel that they could not let go of their original words for introducing. Peers offer productive feedback, accept constructive criticism. Methods on critiques a presentation speech, to critique a speech or a presentation it's necessary to evaluate the presenters abilities in both speech and delivery. On determining whether the presenter is using facts and narratives to make a case. One method will be evaluating the content, by including word choices, references, and sketches should tailor to the audience that will be listening to the speech or presentation. Then it will follow the evaluation the speech or presentation clarity. The presenter should use correct grammar and easy to understanding language, making it pleasant to listen to the speech and follow what it is. Other would be on seeing if the statement is convincing and educational, in a well-written speech or presentation arguments are skillfully put forth to prove high points. The implementation that I would plan on the suggestions that my teammates have mentioned and will be adding to my future presentations. The tone of voice was the critiques that my teammates comment on my tone of voice was...
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...Game Journal 6 The school of criticism that made the most sense to me was by far the biographical critique. In my opinion the vast majority of the other critiques read as though the author was simply trying to find examples for that particular type of critique where there was probably very little intentioned meaning behind it. Some of the meaning behind the game that was analyzed seemed as though it was forced. The biographical critique, however, analyzes the author’s intent behind the game using quotes from the author himself. This lends more authority to the critique and prevented it from feeling as though meaningless aspects of the game were being critiqued. In the biographical critique for Katamari Damacy the critic uses the author’s own words to describe how the author intended the game to affect his audience. This is information straight from the source and thus allows for the game to be looked at in a new light. The author intended the game’s peaceful, fun, game that is almost devoid of conflict to brighten the lives of everyone that played it and thus make the world better. The critic in a more thorough analysis could then have described whether the game is successful in doing that, and if so by how much. The biographical critique provided the author’s motivations behind making the game. This is a strong basis on which to critique the game. Analyze the author’s intent behind making the game along with how well the game imparts the author’s message. By doing this...
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...PLEASE READ THIS FIRST PAGE CAREFULLY. IT SHOULD BE DELETED WHEN YOU SUBMIT YOUR ASSIGNMENT FOR GRADING. General Rationale This document contains the instructions for the Speech Criticism Assignment. It is designed as an opportunity for you to observe and critique a presentation in a formal manner using the canons of rhetoric as a framework. Instructions 1. Carefully listen to and view the assigned presentation for this assignment. Review your professor’s announcements for the specific presentation(s) for this assignment. 2. Write an introductory section that gains the audience’s attention, gives a sense of your overall impression of the presentation, and sets up the rest of your critique. 3. Write a section about the invention canon of rhetoric as related to this presentation. 4. Write a section about the arrangement canon of rhetoric as related to this presentation. 5. Write a section about the style canon of rhetoric as related to this presentation. 6. Write a section about the delivery canon of rhetoric as related to this presentation. 7. Write a concluding section that summarizes the major critiques of the presentation and ends comfortably. Additional Expectations and Suggestions * This should be three or four double-spaced pages. * Use headings to identify clearly which canon through which you are evaluating. The four middle sections should be relatively equally developed. * Use the Questions for Canons of Rhetoric document in...
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...E. Defintion of Terms Assess - to estimate officially the value of (property, income, etc.) as a basis for taxation. Critique - is an in-depth analysis of a work, where in the end different components of that work are given recommendations for improvement. Critiques are perhaps most popular in the working world. Colleague - is someone you work with at your job. When you are a teacher, the other teachers are your colleagues. When you work as a cashier at 7-11, the guy at the deli counter is your colleague as well. Comprise - to include or contain: The Soviet Union comprised several socialist republics. Phenomenon – a fact, occurrence, or circumstance observed or observable: to study the phenomena of nature. Publication - the act of publishing a book, periodical, map, piece of music, engraving, or the like. Retain - to keep possession of. Social – pertaining to, devoted to, or characterized by friendly companionship or relations: a social club. tend - To have the care of; watch over; look after: tend a child. Various - Being more than one; several. CHAPTER III Methodology The researcher gathered data from its respondents by using Analytical method on the data presented.We can use also use Descriptive Method because we have to describe every detail of gathering data. The questionnaires were given to thirty (30) selected students. They were asked to fll-up the survey forms in their most honest way. They were able to answer the ten (10) simple questions...
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...Total Points: 100pts (25 points per critique) Instructions: 1. Each student must review FOUR peer’s ePortfolio sites. Review it carefully for all required items. 2. Score each site using the below Peer Critique Worksheet. Please provide comments justifying the score issued (this is required!). 3. Submit on Blackboard using the assignment link all FOUR critiques by the due date and time. Due Date: • Monday, March 20, 2012 by 11:59 pm. (NO LATE SUBMISSIONS ALLOWED!) Your Name: __________________ Peer Name (Site you Critiqued): ____________________ Skill Exceptional: [20 points] Effective: [15 points] Acceptable: [10 points] Unsatisfactory: [5 points] (Did not turn in an ePortfolio) [0 points] Student Score Response to ePortfolio Assignment (Required Content Areas) Followed all of professor’s directions; completed the assignment; added extra material. Followed most of the professor’s directions; completed the assignment. Did not follow most of the professor’s directions or failed to complete part of the assignment. Disregarded professor’s directions and failed to complete a significant part of the assignment. Did not complete the ePortfolio assignment. Creative Use of Technology Innovative use of graphics, sounds, e-mail, links, additional software and Internet resources: superior presentation. Several creative sounds, graphics, and links used; presentation: keeps readers attention. Some uses of interesting sounds...
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...be wrong but my opinion on “Young people need models not critics” still holds. I do however slightly understand when adults want us to know right from wrong, and know to do the right thing. My problem with this is after or in some occasions before they preach to us about being the best we can be, they demonstrate the total opposite. Being part of the younger generation I’m not sure if I’m speaking for myself when I say we don’t need a how to. What we need are people who understand us and who demonstrate the things that they speak upon, rather than pointing fingers and demonstrating the opposite of which they speak. Adults aren’t perfect but if they’re able to critique the actions of the younger generation, they should be able to perform those same things they advised us to do better. Maybe its even better to not critique us, and once we...
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...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...
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...seminar goes on. The prayer that was led by one of its member made the start of the seminar in good atmosphere. Even the singing of our national anthem was nice. The creativity of the group was shown with the way they arrange and decorated the rooms were the seminar was held. It was simple but very attractive to the eye of the audience. The only thing that I noticed that was quite not good was the seminar wasn’t smooth flowing. There are unwanted interruptions that cause the audience to wait. I commend the speakers for they did their best in leading the said seminar but I noticed that there were quite some time that they’ve forgotten the next thing to do that causes another delay to the continuity of the seminar. But if I will be asked if it was successful or not, for me it is definitely a successful one. The speaker has a good poise and I noticed that the audience really listened well unto what the speaker is saying. I also salute the group for having such a admirable speaker with her experience in the said field, she was able to discuss in a good way the experiences she had and the things we must consider before we decide to enter a certain field of nursing. I was amazed with how dedicated she was in her 17 years in the service. The seminar that the group conducted gave us the whole picture of what to expect if we enter military nursing. To end this, I commend the group for I know they have worked hard for this like how the other group did. TEAM= Together Everyone Achieves...
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...My Lips Have Kissed” In the poem “What Lips My Lips Have Kissed” by Edna St. Vincent Millay, there is a theme of loneliness and regret. The speaker is a woman looking back with melancholy reflection to the days of her youth when her life was full of hope and the promise of love. She remembers she once had lovers but she cannot recall them individually. Now she is alone left with only regret: for the unremembered faces of her past, for the passing of her youth, and for the loneliness of her life now. The speaker regrets her inability to remember “What lips [her] lips have kissed” (Line 1). No special man or moment comes to her mind. Her memories of her former glory days haunt her. Although she cannot recall any of her lovers in particular, she hears them as she listens to the rain; unclear faces in her mind like “ghosts…that tap and sigh / Upon the glass” (ll. 3-4). Her heart aches for the “unremembered lads” that had once shared her bed. (l.7). She regrets her youth is now behind her. She compares herself to the seasons with her youth as “summer” (l.13) which is warm and green. Now she is in the time of “winter” (l.9), stark, bleak, and dreary. Those days when she was young and carefree she thought would last forever; but looking back, they seemed to have lasted only “a little while”(14). The speaker is alone: “In winter stands the lonely tree” (l.9). She cannot remember “What loves have come and gone” (l.12). She did not find that one special person...
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...deal with stress, grief, loss, risk, and other difficulties. The reader is able to see that something throughout the marriage wasn’t good by interpreting line 12 "And by the fire and smoke of our nights", which shows they didn’t have peaceful nights. In line one “You thought I was that type”, the speaker is saying that someone took the wrong perception of her character by basing it off of things that wasn’t true ending up taking her for someone she really wasn’t. In line two “that you could forget me”, the speaker is saying that they couldn’t ever forget her since they made up their own view of what role she played in their life. In line three “and that I’d plead and weep and throw myself”, the speaker is saying that she tried to do everything she could think of to make herself be the one for this person but nothing would work so in result she was in sorrow. In line four, “under the hooves of a bay mare”, the speaker is saying that she would try to hide herself from all the pain she had the best way she could. In the next stanza the speaker goes on to explain what she needed and wanted to do in the situation throughout the poem. In line five, “or that I’d ask the sorcerers”, the speaker is saying that she didn’t know the answers to the questions she had so she would ask someone who is believed or claims to have magical...
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...How does Aaron Hill use memory to combine generalised moralising with personalised lament in the poem in list B? Use close reading to support your points. In the poem ‘Alone, in an Inn, at Southampton’, by Aaron Hill, the speaker recounts the memories he once shared with his wife whilst staying in a room at a guesthouse before her death. He is now writing as a widower in the same room twenty years later and he expresses his feelings of anguish by projecting specific memories of his wife on to objects within the room, before going on to make broad statements on morality and the vices of life. The poem could be said to be split into three parts, the first section being the speakers lament for his wife, the second section outlining his now changed philosophical outlook on life, and the third detailing his resolution which concludes the poem. This essay aims to show, through close reading, how the protagonist of the poem combines his personal memories and feelings of sorrow with his own general moralising about life’s hardships. The first section of the poem begins as a simple lament, as the speaker remembers his wife and the happiness she brought him and contrasts it with the emptiness and loneliness which he feels now in her absence: “Twenty lost years have stoln their hours away, Since, in this inn, ev’n in this room, I lay: How chang’d! what then was rapture, fire, and air, Seems now sad silence all, and blanc despair!” In the opening lines, Hill describes...
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...written by Elizabeth Bishop about her own story when she catches a huge fish while she is in a rented boat. After she catches the fish, she holds it up half out of the water. The fish looks pretty ugly, tired, and old with “shapes like full-blown roses, stained and lost through age” (lines 14-15). Algae is growing on it, and she realizes that the fish has five fishing hooks with the lines still partially attached hanging from its jaw. The speaker start to think how tough this fish must be and how much the fish probably fought through his life to survive. She begins to respect the fish. The story takes a final turn when she lets the fish go. The Theme of the poem is that great lessons can be learned from simple situations in life like a normal day fishing in the ocean. At first the speaker says “I caught a tremendous fish” (1). That is a simple description, then the speaker gives some detail about the fish and how it looks “his brown skin hung like strips like ancient wall-paper”. At this point, the fish is nothing special. After that, the speaker begins to examine the fish more closely, and she imagines the inside of the fish “dramatic reds and blacks,”(30) and a “pink swim-bladder.”(32) The fact that she is using her imagination in connection with the fish implied that the fish has a meaning behind simply being caught. The narrator learned from the persistence and dedication that the fish has. The fish has been caught five time as his fishing hooks shows, and he has survived....
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...exploited based on her gender is the essay’s central irony. Brand offers a narrative structure that allows the reader to empathize with the speaker—to experience an emotional response that reflects that of the speaker. She accomplishes this response by withholding information until a crucial moment, by varying sentence length and control to reflect emotions, and by repeating certain images throughout the essay. [Thesis statement] Brand opens her essay by outlining the series of events that lead her to seek employment at an office on Keele Street in Toronto. She recounts how she secures—by telephone—an interview for the following day; she then recounts her careful preparations for the interview and her arrival at the office on the day of the interview. Suddenly—and apparently inexplicably—she is told that the job no longer exists. Just as it dawns on the speaker that the reason she is unacceptable for the position is her race, it also dawns on the reader. Brand, with careful rhetorical manipulation of structure, mimics the speaker’s epiphany in the reader by withholding the information that the speaker is black. [Topic sentence] Indeed, the first mention of the speaker’s race comes after her rejection as she makes her escape and laughs “that laughter that Black people get, derisive and self-derisive” (74). Before the non-interview, the speaker sees herself as neutral in terms of race (interestingly, not in...
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...In the poem “Richard Cory” written by Edwin Arlington Robinson, Richard Cory is portrayed as a great man, and everyone thinks he is such a well put together person who has his life together. When he walks the streets down town, we get to hear the poorer peoples’ perspective on their idea of him. They elaborate about how everything from his actions to his looks are appealing. Throughout the poem it seems like he has the perfect life because of how the lower class of people talk about him, but in the end we discover that he commits suicide by shooting himself in the head. After reading this poem, you realize that there are many themes portrayed and each consisting of significant value. For example, one of the main themes that we see is that you cannot assume certain aspects of a person just off of their looks. The less fortunate people, or as said in the poem, “people on the pavement” (Robinson, 851), only went off of what they saw on the outside to make the conclusion that he had his whole life together. None of the people knew that Richard was really an unhappy person. From my perspective, I would say that Richard was depressed, but none of the poorer people noticed this because they only knew him from how he was on the outside. Richard Cory was great at covering up his true feelings. The poorer people explain that, “In fine, we thought he was everything / To make us wish that we were in his place” (Robinson, 851). Others wanted to be him when he did not want to be himself at...
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