Speech Assignment Sheet{= a how-to manual} [be sure to read this item in its entirety]
-- last updated 9/28/21
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-- MAJOR PRESENTATION #1 --
- - THE I N F O R M A T I V E SPEECH - -
a.k.a. Extemporaneous Presentational (Public) Speaking
Communicate!/Mindtap15/ Ed./
Oral Communication (COST1600) adapted from Online version
Some Frequently Asked Questions. Click or scroll down.
> THE RATIONALE FOR THIS PRESENTATION
> TOPICS
> THE STEPS IN PREPARING FOR THIS PRESENTATION
> THE ITEMS TO BE SUBMITTED FOR THIS PRESENTATION:
Preliminary / Final / Follow-up Self-Critique
> THE SPECIFICATIONS FOR THIS PRESENTATION: FOR SECTION LS / FOR SECTION GS / FOR SECTION TA /
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Rationale
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The aim of Informative Speaking [also known as "Expository Speaking"] is to enlighten the listeners about material on a topic that they don't already know. The content presented in this kind of a speech should be New , Valuable {i.e. relevant} , and Interesting to their basic needs . See your text ( Chapter 16) for details about this type of communication, and remember these basic Informative principles:
<c> Remain objective. Avoid being opinionated or trying to persuade your listeners.
General and
Specific objectives- CLO 1: Students will be able to construct effective oral-style messages of varying communication purposes, including informing, illustrating and persuading and will be able to adapt their content, organization, language, and delivery to the needs, interests and listening skills of any given listener(s).
CLO
4:
Students will be able to utilize
extemporaneous presentational delivery style, including the
conversational mode of expressive vocal delivery --whether presenting
in-person or into a camera.
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(1) A
four-five
minute presentation delivered in person in class--occurring on
10/6/21 & 10/13/21.
(2) Complete an in class, rating sheet based evaluation on your specified speaker --evaluating a classmate's presentation.
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Topic__
Your topic probably will evolve out of the in-class
speech organization workshop activities. HOWEVER, if you don't develop a
suitable topic by the end of that activity, consider presenting on
something that is related to any of these general topic categories:
or "Something that
every 21st century citizen should know how to do"
or "Travel as a form of Education”
Steps in Preparation |
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1.
Carefully read the textbook's/MindTap's
material
on the Characteristics and Methods
used for basic Informative Speaking.
[Chap 16 in 15ed] |
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2. Review your topic choice. For most people, this step was accomplished during the in-class workshops. Additional topic choice specifications for your class are given in the "Specifications" section for your class section below.
Whatever the specifications, always be sure your topic is appropriate in 3 basic ways {speaker / audience / context-occasion}. Also, make sure it is "limited" & "well-focused" & does not attempt to take on a subject area that is too broad.
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3. Prepare for your speech using EXTEMPORANEOUS techniques [see Chap 15-esp. pp.321-322 in 15ed. For most people, the best way to prepare for an extemporaneous presentation is to AVOID writing out the planned speech in word-for-word sentences. Don't think of your "speech" as an essay being read out loud; rather, it's a dynamic connection between speaker & audience. For additional guidelines on organization, preparation & visual/presentation aids, see Chapters 12, 13, 14 & 15. Refer to the "Outline Builder application within Mindtap for the Components of this process. [[ Click here for the "Speech Planner" document which is an all purpose, "quick start" template for how-to-structure-a-speech.]]
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4. Refer to your English composition
text as well as to the sample speech outline in the text in order to
ensure that your extemporaneous outline is correct in
both form
and
content.
[e.g. see the sample speech
outlines in Chaps12 & 16 on
pp.264-268 & 358-360 = 15ed ) NOTE: Your Professor prefers the "topic-phrase" outline style. not the full sentence style that you see in these examples. Also, despite the formats found in some of the text's examples, you will not be writing out your presentations in word-for-word form.
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1
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Preliminary
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Final As always, the Final, revised version of the outline needs to be submitted in hard copy format BEFORE you give your presentation. Also remember, the "visual &/or audio presentation aid". component is optional for this presentation but can be done in any way that is suited to your topic & speech objective { e.g. demonstration, audience involvement, audio, slide show, photos, object, etc. etc. etc.} You need to be visible, so be sure that your aid does not obscure your listeners' ability to see & evaluate your delivery.
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Follow-up Click this link for the specific details about how to write this Self Critique #1.
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Specifications__(incl. due dates)
Submission of non "OK"-ed
preliminary outlines due no later than Monday, 10/4/11:59pm
Submission of final outline on
day-of-presentation : 10/6 or 10/13 as assigned
Submission of the one -two paragraph
Self Critique via email no later than one week later
Oral:
1.
Time
Limit: Your total presentation time
is
4-5 minutes--including any
visual/presentation aids (see next item)
2.
Presentation aids: Over
the course of this semester, each person is expected to make use of the
Presentation Graphics application (e.g. PowerPoint, Prezi, Keynote,
etc.) for creating & using a brief Slide Show [i.e. 3-5
slides]. However, you do not have to incorporate presentation
graphics in this current speech. Such projected imagery might not
be the best visual/presentation aid choice for this topic so you may
decide to use that for a later presentation.
Written:
1.
A written Self
Critique
(i.e. an expanded "Personal Post Mortem") is
due via upload into the designated folder in
Blackboard-- within one week of your presentation date. In
this submission, you will evaluate yourself on the specific audible
& organizational aspects of this presentation-- as you see/hear them of
your recording.
2.
Final version of
the Speech outline should include a Bibliography--using A.P.A. or M.L.A.
formatting.
Minimum listing =
Internet source citations must list at the very
least, the
[1]
URL,
[2] the
Title
of the particular Webpage you used,
[3] the
Date that you accessed the page &
[4] (If
available) the last date that the page itself was updated. It is
not sufficient to just list "web" or to just list a URL.
It also
would be wise to refer to the guidelines in the
College of
Communication's Policy on Academic
Honesty . 3. tentative:
EVALUATING:
specific forms will be specified for the evaluators to use.
Tips__
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Preparation tips -
recommendations - resources
> CL Template Informative Speech
within the Outline Builder application
>Go to the Course Documents section in
BlackBoard for the
"Speech Planner"
document which is an all-purpose, "quick start" template for
how-to-structure-any-speech. >Go to the Course Documents section in BlackBoard for the alternative, essay version template for the Self Critique #1. Guidelines. > HELPFUL MindTap PRACTICE & /OR RESOURCE ACTIVITIES: ( find these items on the MindTap site) >Chapter16: *Within the "Your Informative Speech folder... PREPARE YOUR INFORMATIVE SPEECH OUTLINE PRACTICE YOUR INFORMATIVE SPEECH [or just videorecord your practice session] PRESENT YOUR INFORMATIVE SPEECH *VIEW - Student Speech video (Understanding Hurricanes) linked MindTAP-Chap16- 15ed
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Grading
Rubric__
> GRADING RUBRIC
[basic Individual
Extemporaneous Major Presentation]
{50/100} / {57.5/115}
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Evaluation Criteria |
Excellent
<16-20pt> |
Proficient
<11-15pt> |
Competent
<6-10pt> |
Minimal/Unsatisfactory
<0-5pt> |
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ORGANIZATION |
Segments are clearly distinguishable (e.g.
Introduction, Body,
Conclusion). Presentation uses various connectives to achieve
a cohesive sequencing that is easy to follow and reinforces the central
idea (Thesis Stmt) |
Main points follow a logical sequence but
not all sections/ points were clearly connected to each other. More
internal connectives & summaries were needed |
Main points follow a logical sequence but
not all sections/point were clearly or smoothly connected to each other |
Presentation lacks several key factors such
as connectives, use of a logical pattern and/or is difficult for
listeners to follow. |
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LANGUAGE |
Language structures & vocabulary
choices are mature, professional, non-colloquial, and vivid [ generating
imagery]. Word choices are appropriate for oral extemporaneous style
to the
given listeners.
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Language and vocabulary choices are mostly
well chosen for clarity and audience comprehension. More use of vivid
(oral language) technique would be desirable |
Language and vocabulary choices are basic
and acceptable. Use of some non-explained terms &/or jargon. Language is
more suited to written communication rather than extemporaneous, oral
settings
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Speaker uses inappropriately casual language, slang, or obscure
wordings. Vocabulary choices are confusing for the audience (e.g. over
technical, in-group based, structurally unclear)
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DELIVERY |
Speaker’s vocal & physical techniques are handled skillfully to motivate
listening (e.g. posture,
gestures, eye contact, meaningful vocal inflection,
voice clarity, |
Speaker exhibits an awareness of an audience-centered use of vocal &
physical techniques Could use a stronger blend of communicating WITH the
listeners
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Speaker exhibits vocal & physical techniques that are adequate and
non-distracting. Could use more energy, physical skill and emotional
engagement with listeners |
Delivery techniques are not effective at enhancing listeners'
comprehension. Speaker does not exhibit confidence or adequate
preparedness.
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SUPPORTING MATERIAL |
Supports are appropriately varied
(e.g. explanations, examples, testimony, illustrations,
statistics, narratives, analogies, quotations,
etc.). and are directly relevant to
the central idea. Material is of good quality & enhances presenter’s
credibility |
The supporting materials are adequate for supporting
(demonstrating/proving
/reinforcing) the
Central idea. The material
establishes the presenter’s
credibility on the topic. Could have used a more strategic blend
& sequencing of materials
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The supporting materials provide some support of the
Central idea
proving/reinforcing) the Central idea.
Believability would be stronger with
material that is more concrete and less generalized. |
The
supporting materials are insufficient for supporting and/or
adding credibility for either the
Central idea or the speaker. More and more types of supports are needed
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CENTRAL MESSAGE |
Central idea (Thesis Stmt) is stated clearly, is skillfully "signposted"
and is explicitly coordinated to the supporting points.
The central idea is restated &
reinforced throughout the message.
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Central idea (Thesis Stmt) is stated clearly, is skillfully "signposted"
and is somewhat coordinated to the supporting points. |
Central idea (Thesis Stmt) is implied but not specified. Connection to the supporting points is implied but not explicitly summarized. |
The Central idea is unclear or not evident. The stated Central idea is
not related to the supporting points.
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PRESENTATION AIDS |
Presentation Aids are appropriate & used
skillfully. Aids exhibit appropriate aesthetic practices and are
smoothly coordinated with the vocal and physical delivery |
Presentation Aid choices are appropriate |
Presentation Aid choices adequately support and
coordinate with the message. They don't distract but could
do more to enhance the
listeners'
comprehension & appreciation of the material. More audience-centeredness needed
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Inappropriate choices result in lack of or
misuse of presentation aids. Slides
do not exhibit effective aesthetic strategies and are distracting,
non-coordinated, and/or difficult to read |
page references = Communicate! 15th ed
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below is not applicable this semester