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RN" " content.xmlPublic SpeakingPublic SpeakingLee Ann Thomas, Clinton Community CollegePublic Speaking by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.ContentsWelcome!Course Schedule/Key AssignmentsTECHNOLOGY HELP DESK: MoodleYouTube Account InstructionsIce Breaker: Meet, Greet and CompleteIcebreaker Module InstructionsIcebreaker READ Home PageWhat Makes a Quality Recorded Speech Video?Required Course TechnologyFeedback on Recorded Speeches from Instructor and PeersIce Breaker Module: DISCUSS InstructionsDISCUSS: Ice Breaker Forum: Communicator or Writer?Ice Breaker: Assignment InstructionsSPEECH DRAFT: Icebreaker WritingPEER REVIEW DISCUSSION: TECH CHECKModule 1: Overview and Introduction SpeechOverviewMethods of DeliveryDISCUSS: Similarities Between Public Speaking and Everyday ConversationInstructions: Introduction Speech DraftDISCUSS: Differences Between Public Speaking and Everyday Conversation Delivery ChoicesDISCUSS: I-Spy Delivery StylesDISCUSS: Managing NervesInstructions: Introduction Speech DraftOverview and Intro Speech PresentationsIntroductions and ConclusionsSpeaking with ConfidenceDISCUSS: Brainstorming a Focus Area to Anchor OrganizationPEER REVIEW DISCUSSION: INTRODUCTIONModule 2: Informative SpeechInformative SpeakingAudience AnalysisAudience and Situational AnalysisDISCUSS: Types of Informative SpeechesDISCUSS: Audience and Situational AnalysisINFORMATIVE TOPIC WRITINGRequired and Extra Credit Listening CritiquesListening Critique InstructionsBlank TemplateDISCUSS: View Recording for Required Listening Critique: What makes David's Informative Speech Effective or Ineffective?LISTENING CRITIQUE #1: REQUIREDOrganizing and OutliningSupporting Your IdeasVisual AidsDISCUSS: I-Spy the use of Logos and PathosInformative Draft Evaluation Form/ RequirementsSPEECH DRAFT: INFORMATIVEPEER REVIEW DISCUSSION: INFORMATIVEModule 3: Mid-Term TestDISCUSS: Bring Your Game!Module 4: Communication Model and Demonstration/Sales SpeechCommunication Model/Listening and LanguageUsing Language WellDISCUSS: Communication Model: Sticks and StonesDISCUSS: Are you listening to me?SPEECH DRAFT: DEMONSTRATION/SALESDISCUSS: "How to" Videos and Persuasive SalesPEER REVIEW DISCUSSION: DEMONSTRATION/SALESModule 5: Persuasion SpeechPersuasive SpeakingCritical Thinking and ReasoningDISCUSS: Choices: Logos or Pathos?PEER EVALUATION DISCUSSION: PERSUASIONDISCUSS: I-spy Errors in ReasoningPersuasion Speech Topic WritingRequired Listening Critique: Persuasion TemplateOverview of Required Listening Critique: PersuasionRequired Listening Critique Persuasion InstructionsDISCUSS: Am I Inspired, Motivated, or Convinced by the Persuasive Recording?DISCUSS: Am I Inspired, Motivated, or Convinced by the Persuasive Recording?REQUIRED LISTENING CRITIQUE #2DISCUSS: I-spy Ethical Listening During a PresentationSPEECH DRAFT: PERSUASIONModule 6: Final TestHome Stretch InstructionsDISCUSS: Reviewing for Final TestPART IChapter 1Welcome! Hi,My name is Lee Ann Thomas. While I have been teaching public speaking at the college level for twenty-five years, this is my first year teaching the course in an Open Educational Resource (OER), on-line format. This is why you were not required to purchase a textbook or an access code to upload your required, speech recordings. It is exciting to offer this course in a format that is more affordable to students.In general, anticipate that the goals of this course are to build your confidence and skill in writing an effective speech, to provide practical experience preparing, practicing and delivering an effective speech, and to critically evaluate speeches given by others. Everything I ask you to READ, to DISCUSS, and to DO will directly address one of these three goals.It is not a goal of the class to become an expert in presentation technology, but the biggest learning curve I experienced getting ready for our class to start was coming up to speed on the technology needed. It is essential that during this Ice Breaker week that you successfully create a private, Youtube channel that you will upload your speech recordings and then provide a link to each required speech for me to grade and a link of the same speech to PEER REVIEW DISCUSSION. The five people who volunteer as your audience members for the ice breaker may change speech to speech or you may wish to round up the same crew for each required presentation. I have included the dates in “Course Schedule and Key Assignments” when audience members are required so you can coordinate schedules of your family and friends. In order to pass COM101, you will give four speeches in front of an audience of five adults. Sorry! Kids and pets do not count! Make sure to find ways to thank these individuals for the generosity of their time and support for your success in COM101. Pizza? Chocolate Chip Cookies? You will learn more about audience analysis later in the course.. for now, go with your gut feeling on best way to show your appreciation.As you work your way through important information provided to you in “Course Information Documents” and successfully complete the Ice Breaker Module, I am hopeful you will discover that you are prepared with needed course materials and technology to begin COM101 next week.There is a lot to explore and to get in place so we will have a great semester together, so while you are here, keep going! Next step? Read all “Course Information Documents”, click on Ice Breaker Module, and complete everything in READ, DISCUSS, and DO folders. Welcome to COM101: Public Speaking!Moving around in the CourseTo continue, click on “Table of Contents” found on right side of this page. Or you can use the “arrows” at the top of page to advance to next page or to return to previous page.Chapter 2Course Schedule/Key AssignmentsCourse Module: Open/Close DatesIce Breaker8/21 – 9/3 DISCUSS FORUM Quiz Assignment Draft of Ice Breaker Speech DUE: TECH CHECK SPEECH AUDIENCEModule One: Course Overview and Introduction Speech 8/28-9/17Week 1 Week 2 Week 3DISCUSS FORUMS DUE: Introduction Draft DUE: INTRODUCTION SPEECH AUDIENCEModule Two: Informative Speech 9/18- 10/22Week 4 Week 5 Week 6 Week 7 Week 8DISCUSS FORUMS DUE: Informative Speech Topic Plan DUE: Required Listening Critique: Inform DUE: Informative Speech (Draft) DUE: INFORMATIVE SPEECH AUDIENCEModule Three: Mid-Term Exam10/23-10/29Week 9DISCUSS FORUMS DUE: Mid-Term TestModule Four:Communication Model/Demonstration Speech10/30-11/12Week 10 Week 11 DISCUSS FORUMS DUE: Demonstration Speech (Draft)DUE: DEMONSTRATION SPEECH AUDIENCEModule Five:Persuasion11/13-12/10Week 12 Week 13 Week 14DISCUSS FORUMS DUE: Persuasion Speech (Topic) DUE: Required Listening Critique: Persuasion DUE: Persuasion Speech (Draft) DUE: PERSUASION SPEECH AUDIENCEModule Six:Final Test/Course Evaluation12/11-12/15Week 15Final Test and Course EvaluationChapter 3TECHNOLOGY HELP DESK: MoodleClinton Community College Online LearningTechnology SupportIf you are experiencing concerns related to access to content in the course or need clarification of how to submit an assignment/speech recording, please use our class discussion area to post your question “Talk with the Professor.”If you cannot resolve a technology glitch and have tried to seek assistance from your instructor and classmates, you may wish to contact our Student Help Support Service:Email: Vicky.Sloan@clinton.edu.“Technology Help Desk”Chapter 4YouTube Account Instructions1) If you have a Gmail account already proceed to step #2. If you do not have a Gmail account, sign up for one at https://www.google.com/gmail using the red Create An Account button.2) Login to your Gmail account from the Sign In link. Once there access YouTube using the nine-squared tile icon to the left of your name.3) To send your video to YouTube click the Upload button in the upper right.4) It is easy to drag and drop your video right into the Select files to upload box.5) While you are waiting for your video to process change the access to UNLISTED. This prevents it from being searched. Only those with the link can see it. (You can easily set this file to PRIVATE after the course is over.)6) After processing is complete click the Done button. The following screen appears that gives you the link to add to the discussion forum and assignment dropbox in Moodle.7) To locate this video click on your Video Manager on the left-hand side. All your videos will appear with an edit button to the right of each one.PART IIIce Breaker: Meet, Greet and CompleteChapter 5Icebreaker Module InstructionsIs the format of this course the right fit for you? The best way to find out is to give it a shot during this Icebreaker Module before the course officially starts. This is practice and peace of mind for both of us that you are set to start the class. Based on my experience teaching this course online, students who do not complete icebreaker assignments are not successful in the course. This means if you do not wish to prepare and submit a draft of your speech and record yourself giving the speech in front of a live audience of 5 people, you should change your schedule now to a format or course that you are willing to meet the required assignments to pass the course. All Modules are organized and structured the same way. I have chunked content into three folders called: READ,DISCUSS, and DO. If a module has two sections, a new listing of these folders will be available to you. Always complete in the order given.I also wish you to see how grades are posted, so in addition to getting comfortable, you will receive grades/points for completing each assignment in the Ice Breaker Module.Have a question? Click on “Talk with the Professor” at top of course home page and post your question. Module Learning Objectives:1. To MEET me as your instructor for this course.2. To GREET your classmates.3. To COMPLETE assignments in Ice Breaker Module. Meet, Greet, and Complete! Time to get to work! click on “READ” folder.Chapter 6Icebreaker READ Home PageYou will find a READ folder in every module and/or module section. READ folders contain one to two areas: Textbook and/or Lecture Notes.The Textbook link directs you to specific pages or chapters in our OER textbook. This is where you find required information for the two tests in our course and the vocabulary to use in your discussion posts.Lecture Notes reading provides documents/information specific to assignments. Lecture Notes reading may include power point slides, videos, instruction documents or examples of assignments.READ before going to DISCUSS or DO folders in all Modules and Module Sections. Assignments, discussions, and tests are based on reading and will require you to demonstrate your understanding and application of the content learned from reading.Chapter 7What Makes a Quality Recorded Speech Video?The three goals of the course, as you read in Course Information Documents, are to learn to write and to deliver an effective speech and to critique the effectiveness of speeches given by others. Successful video recording is not a goal of this class, but the ability to do it effectively in an on-line, public speaking course is essential. So, during this icebreaker session, I wish you to know the basics of what is expected and how to prepare for a successful recording and uploading of your speeches for evaluation.THE TOPIC AND DIRECTIONS FOR WRITING YOUR ICE BREAKER SPEECH DRAFT AND ASSIGNMENT FOR SUBMITTING THE RECORDING ARE IN THE DO FOLDER. YOU ARE NOW READING WHAT IS NEEDED TO MAKE A SUCCESSFUL RECORDING.Preparation for Successful RecordingAudienceMake advanced plans for 5 adults (kids and pets do not count as audience members) to be present when you record your “final” presentation. Of course, you may practice as many times as you wish in advance of the”final” recording just as you would do if you are taking this class on campus. You may record and save multiple attempts of your presentation, but you will only submit one for evaluation.Important:Video files require large chunks of storage space even when they are compressed, so view and delete practice ones and only keep a saved copy of each required speech you upload with audience to be graded.Anticipate that on the day you plan to record your speech one or more of your pledged audience members will suddenly become unavailable. You need backup people to step in and to assist you. You may even need to reschedule recording with an audience until you have have secured five adults. This will only be a worry if you have waited to record speech too close to the assignment deadline and not given yourself time to re-group. Five audience members must be present in the speech you submit for evaluation There are NO exceptions.Designate one of the five people to be your recorder. This is the person who will hold the devise being used to capture your speech. This recorder will make sure that your full body length is visable. Close ups are not needed on you or on visual aids, if used. The recording is meant to focus on you as the speaker. Recordings of you from the waist up or without a pan of the five member audience at the start and end of the speech will not be evaluated for points or count as a completion of the assignment.SpaceCreate a clear presentation space. Remove all unnecessary or distracting items from the speaking background. Be aware of what is around you as you present. It is distracting to have a plant seem like it is coming out of your head. It is distracting to see, unrelated to your speech topic, kid toys or worse, empty beer cans visable to the audience while you are presenting. Turn off tvs, secure cats and dogs they love to photo bomb recordings AND re-record if you see that there are distractions in the recording. Again, you are uploading your best version before the deadline and it may not be the one you recorded on your first try. I think you get the idea. You need to create a neutral presentation space that does not distract your audience from the presentation. While you may record at home, it is perfectly acceptable to have your audience join you in a space of your choosing and one that you have permission to use. For example, you may make arrangements to be recorded in an empty classroom/conference-meeting room, any available space where you and your audience will be comfortable and the setting is not distracting.Lighting/SoundAn effective recording is one that the audience can easily see and hear you while you are speaking. This includes your viewers watching the recording. I encourage you to do a check before you present. Anticipate what could be distracting… I have two large dogs at home that I have no doubt as soon as I start to record..would start barking loudly. I need to secure them away from the recording area. It is also important to make sure settings on your devise are appropriately set for the recording. For example, it would be awful to have the screen lock-up sometime during the presentation and your recorder needs your password to continue, or to receive an incoming call/message with sounds (remind your audience members to turn off phones during the recording.) Just like creating an effective space, create the best possible lighting and sound for your presentation. Finally, make sure the battery for the devise being used is fully charged.ActionWhen your space is ready, your audience and recorder are in place and the equipment has been checked, queue your recorder to start.The recorder should first show you and then quickly and smoothly pan the audience members so that they are visible and counted….including the recorder if this is the fifth person. Nothing is expected of audience..they do not have to speak or to identify themselves. They do need to be adults..meaning they are old enough to be taking a college course on campus.Cuts and editing are not permitted in the recording submitted for evaluation. Just like in the classroom, once the presentation starts with the pan of the audience and then it shifts to you as the speaker, the camera keeps rolling until you end and your audience applauds. During the presentation it is OK if all members of the audience are not visible; however, at the end, as the audience applauds, the recorder should do one last quick and smooth pan to confirm that they were present. IMPORTANT: No cuts..do not stop recording at any time between the opening shot of you in place, pan of audience, your presentation, and the final pan of audience before hitting stop.UploadingSave recording to your computer and to your YouTube Account to save space/storage on your devise. Title the recording with the name of required speech assignment and your name. For example: Ice Breaker Speech Lee Ann Thomas. It is important to compress the file to better manage the amount of storage it takes and the amount of time to upload.Chapter 8Required Course TechnologyLet’s “square up” on the the technology required for this course. Moodle is the learning management system where our class is housed. You are exploring our course right now in Moodle. I have paired our class directly with the OER text. I wish to make accessing the required reading and benefiting from the study materials as easy as possible.Required speech recordings in front of a live audience will be uploaded from your private YouTube Channel created just for our class to SPEECH assignment . This is where I view and critique your presentation and assign points. A link to the same recording needs to posted in PEER REVIEW DISCUSSION for the matching speech so that classmates can view and share feedback on your presentation. See link on Course Home Page: You Tube Instructions.In the DO folder in the Ice Breaker Module, you will be asked to write and to submit an ice breaker writing and then record yourself presenting the writing in front of five adults. Upload your recording to private YouTube channel and submit link to the video in SPEECH: Ice Breaker and Peer Review Discussion. We both need to know that you are able to successfully upload future speeches and that you are able to gather together an audience for your presentations. It is NOT possible to pass this class without the ability to submit assignments and the ability to record and upload presentations. Chapter 9Feedback on Recorded Speeches from Instructor and PeersRemember this is the Ice Breaker Module. I’m giving you this information so you have a complete picture of what to expect and how it will work when the class officially starts. Following your participation in our class discussion, you will click on DO folder and receive all the needed instruction to write and to submit your ice-breaker written draft assignment. The DO folder also includes an assignment to upload a recording of you sharing your ice breaker draft in a presentation to five adults called “Tech. Check”. The class does not officially start until next week. Classmates have until the end of the first week to join us. No matter when classmates arrive, they have the same deadlines as you do. Whew! Aren’t you glad you are here now? I am!As I view your submitted SPEECH: TECH CHECK/Name , I will provide feedback for your consideration of what was effective and where there are opportunities to improve. I will also post the points received out of what was possible in your grade book.IMPORTANT: Points earned are based on the effectiveness and quality of the recording only. My feedback will focus on number of audience members, quality of space, lighting and sound and your visibility to the camera.When the rubric criteria has been addressed and points and comments are entered for the “Tech Check” Assignment, you will find your grade by clicking “Check My Grades” found in the left menu on the homepage of our course. Typically, assignments have hard deadlines, usually on Sunday evenings by Midnight. Two to three days following a deadline or the close of a DISCUSS forum the work will be evaluated and points posted into your grade book with feedback. There will be something to DISCUSS and/or DO every week of the course. This is how your attendance is determined for that week of class.Keep going! You are on a roll, and there is still lots to explore and to complete in this Ice Breaker Module. Next stop is the DISCUSS folder in “Ice Breaker Module.”Chapter 10Ice Breaker Module: DISCUSS InstructionsThe DISCUSS folder provides you with prompts/questions related to specific module content/reading. This is where we talk together and share connections to what we are reading and doing. It is also an excellent way to check understanding of course content instead of having you take numerous quizzes and tests. Each discussion forum provides you with the opportunity to earn 5 points towards your final grade. It is important to remember that actively participating in DISCUSS Forums is essential to your success in the class. Besides, we wish to hear what you think and no doubt will learn from your personal experiences and connections to the course vocabulary.How DISCUSS works: In each Module Section you will see a DISCUSS folder. Open it and there will be 1-4 forums posted in the order to complete. I create the forums. Grades for participation in forums will appear in your grade book . Forums are directly related to READ content, so I encourage you not to post your initial response until you have completed the reading. Incorporating concepts and vocabulary from reading in the text and lecture notes is key to maximizing points received. This will be more obvious next week when we start Module One.Once you click on individual, DISCUSS forums, you will see the full text of the prompt/question/media to respond to for your initial post. Once you post your thoughts, you will have access to all of your classmate posts and are then are able to reply to two classmates for each forum.A rubric of how points are earned in Discussion Forums is found in “Course information Documents” under Discussion Ratings.Time to practice this feature and to GREET your classmates. Click on Ice Breaker Module: DISCUSS folder.If you are interested in receiving a message in your Clinton email account when classmates are participating in discussion and/or commenting on something you have posted, simply click on “Subscribe” in top banner menu. If you get overwhelmed and buried under email alerts, you may un-subscribe at any time. Don’t worry that you will miss out! Each time you log into our class, you will see new activity/posts on “Course Home Page.”IMPORTANT: After participating in our first class discussion, return to “Ice Breaker Module” and click on DO folder. Chapter 11DISCUSS: Ice Breaker Forum: Communicator or Writer?Two of the main goals in this course are for you to develop as a writer of effective speeches and for you to gain confidence and experience delivering an effective speech. Which one of the two terms COMMUNICATOR or WRITER is the better description of your strength starting this class?COMMUNICATORS: Communicators are not worried about standing up and being recorded giving a speech in front of people. They feel comfortable talking in front of people but do not look forward to having to write/revise drafts of speeches.WRITERS: Writers are not worried about preparing drafts, organizing ideas and using personal experience and research to support their points. Writers feel comfortable drafting a speech but are worried about having to present it in front of people.So, let’s find out how many communicators and writers we have enrolled in this class! Ready? Pick one of the terms communicator or writer and explain in two or three sentences why the selected term is the better fit describing you at the start of our class.Chapter 12Ice Breaker: Assignment InstructionsThe DO folder includes assignments for the course which come in the form of speech drafts, speech presentations, peer reviews, listening critiques, quizzes and tests. All assignments are based on required reading found in the READ folder. Quizzes and tests are specific to each module except for the Mid-Term and Final Test. The Mid-Term Test (Module 3) and the Final test ( Module 6) cover multiple chapters. The Final Test is not cumulative which means you will not be asked about required reading prepared for the Mid-Term on the Final. They are stand alone tests based on READING and DISCUSSION and have a significant impact on your final grade in the course.Click on ” Ice Breaker: Test” to practice the typical format of questions you will experience in the course on tests and quizzes. The questions relate to reading in “Course Information Documents” and READ folder in Ice Breaker Module..so, READ before you DO. Will the Ice Breaker Test be graded? Sure! Wow! More points? Yes!I’m asking a lot of you in the “Ice Breaker Module” and seeing you find success and getting your groove on how the course is organized and how to manage the required technology makes me happy! So why not thank you with points for taking time to make sure this is the right class and the right format for you! You deserve it!Chapter 13SPEECH DRAFT: Icebreaker WritingIMPORTANT: This course requires you to create written assignments like drafts and critiques using your word processer, saving your work to your computer and then uploading the file and submitting it. DO NOT write your draft in Moodle. Trust me! This will avoid tears of frustration if you lose a connection to the Internet or time out and lose all of your work.Instructions:Think of a person in your life experience whom you consider to be an effective and engaging speaker/performer in front of groups of people. The person could be someone you have seen speak in front of an audience maybe as a teacher, a coach, a co-worker/boss, a faith leader or a celebrity or famous person you have viewed speaking in front of an audience. This writing will be used as your script for the Ice Breaker “Tech. Check” recording.An effective draft will be one to two paragraphs written in complete sentences and will include:PROPER HEADING INFORMATIONGREETING WITH YOUR NAME,NAME OF A SPEAKER/PERFORMER WHO YOU CONSIDER TO BE EFFECTIVE AND ENGAGINGDETAILS OF WHAT MAKES THIS PERSON EFFECTIVE ANDYOUR PERSONAL GOAL OF DEVELOPING AS AN EFFECTIVE PUBLIC SPEAKER.Click on attachment to see an example of a final draft which is ready to upload for evaluation. You may print the sample if you wish to refer to it while you write your own draft. Create your draft on your own word processing program, save to your own computer, and upload the file once you “Browse” and “Select” and “Attach” this assignment.The goal of this DO assignment is for you to demonstrate that you can successfully upload a written assignment for evaluation. I will award 5 points for successfully uploading your Ice Breaker Draft. I am not grading the organization/quality of the writing of the draft but will see your first attempt to follow directions and to express yourself as a “WRITER.” Can’t wait to hear who you admire as a public speaker! Sample Ice Breaker Presentation Draft with Formatting.docSample Ice Breaker Presentation Draft with Formatting.docGrading summaryParticipants18Submitted0Needs grading0Due dateSunday, 10 September 2017, 11:55 PMTime remaining47 days 6 hoursChapter 14PEER REVIEW DISCUSSION: TECH CHECKUpload link to your TECH CHECK Speech from your YouTube account to this discussion forum. You will be able to view recordings of all of your classmates and practice replying using netiquette and course vocabulary for critiquing speeches. Remember: the focus of this recording is to practice required recording elements of future speeches: proper audience pan before and after speech, visual focus on the speaker during the presentation, and effective lighting, sound, and space void of distractions.PART IIIModule 1: Overview and Introduction SpeechChapter 15OverviewAt this point, you have completed the Ice Breaker Module and are now ready to “officially” start COM101. Excellent! Great job alerting me to your concerns and questions as you used the features of the course in the Ice Breaker Module. I encourage you to keep checking and posting to “Talk with Your Professor.” when you have questions. This is the area of the course where we can help each other area when there is a glitch or a question about an assignment.Chapter 16Methods of DeliveryThere are four basic methods (sometimes called styles) of presenting a speech: manuscript, memorized, extemporaneous, and impromptu. Each has a variety of uses in various forums of communication.Manuscript StyleManuscript style presentation“Marketing Mix” by Matthew Hurst. CC-BY-SA.The word manuscript is the clue to the style. The speech is written and the speaker reads it word for word to the audience. Originally, it was done from the hand-written paper manuscript. Today the manuscript style is common, but the paper is gone. Who reads the speech to the audience? Answer: Newscasters and television personalities. In the old days, the manuscript was hand-lettered on cue cards, which were held next to the camera lens. Then paper scrolls, like printed piano rolls were used, especially in Soap Operas. Today, a special teleprompter (working like a periscope) is attached to the camera so the newscaster is looking at the lens while reading.Why is the manuscript important and in use? Precision. In the news- reporting industry, every fraction of a second counts because broadcast time is costly. Also, the facts and names must be exact and accurate so there is no room for error. Errors in reporting decrease the credibility of the news organization and the newscaster.The most regular use of the teleprompter for manuscript delivery is by the U.S. President. In fact, the teleprompter, used by every President since Reagan, is called a “Presidential Teleprompter.” It is made of two pieces of glass, each flanking the podium. They reflect the text from a monitor on the floor like a periscope. The glass on both sides has the same text, and the speaker looks alternately from one glass to the other as though looking at the audience through the glass. The audience cannot see the projected text. The speeches a President gives will often reflect national policy, define international relationships, and the press will scrutinize every syllable. It has to be more than brilliantly accurate; it has to be impeccably phased. Professional writers and policy experts compose the speech; and the President delivers it as though he not only wrote it, but made it up on the spot. That is the skill of a good politician, actor, or speaker. Those who are not skilled using a teleprompter or manuscript will sound stilted and boring.Try This! Manuscript DeliveryWatch the local or national 6 p.m., 11 p.m. and 6 a.m. newscasts on the same T.V. station. Make notes on which news items repeat and how closely, or exactly, the phrasing is, even if different personalities are presenting the same item.Memorized StyleThe memorized style of speaking is when the manuscript is committed to memory and recited to the audience verbatim (word for word). In the days when elocution was taught, this was a typical approach. A speech was a recitation. The Optimists Club (a national organization) used to have a “Oratory” contest for high school students. Contestants wrote essays on a given theme, to create a speech at a specific time length (e.g.: three minutes). The essay was memorized and the delivery was judged by 1) the quality of the writing, 2) the accuracy with which it was recited; and 3) the precise length of time. Such contests seem archaic by today’s more casual and somewhat less formal standards.Where is a memorized delivery style still common? Due to copyright laws and licensing contract agreements (other than scripts that are in the public domain), actors on stage are obligated to memorize the script of the play and perform it verbatim exactly as written. It is typical for speakers on high school and university speech and debate teams to memorize their competitive speeches. Corporate conventions often use large LCD monitors on the front of the stage as teleprompters. This allows the speaker to move more freely across the stage while sticking to his or her script. Some monologists (such as the stand-up comics mentioned at the start of the chapter) also use a memorized delivery style. In all cases, they create the impression that the speech is spontaneous. You might consider using the memorized delivery style if your speech is relatively short, or you know you will have to deliver your speech repeatedly such as a tour operator would.Impromptu StyleTheoretically, an “impromptu” speech is “made up on the spot.” It is unprepared and unrehearsed. Often ceremonial toasts, grace before meals, an acknowledgement, an introduction, offering thanks and so on, fall into this category. While there are some occasions when a speech in those categories is actually prepared (prepare your acceptance for the Academy Award BEFORE you are called!), there are many occasions when there is little or no opportunity to prepare.Impromptu speeches are generally short and are often given with little or no notice. Notes are rare and the speaker generally looks directly at the audience. It would be presumptuous and arrogant to declare rules for Impromptu Speaking. It is fair to explain that “impromptu” describes a range from absolutely no preparation, to a modest amount of preparation (mostly thought) and rarely incorporates research or the formalities of outlines and citations that more formal speeches would include.Be still when you have nothing to say; when genuine passion moves you, say what you’ve got to say, and say it hot. – D. H. LawrenceAn indelibly memorable example occurred to me when my siblings threw a surprise 10th anniversary party for my Mom (Margaret) and our stepdad (Lidio). It was the third marriage for both of them, and they were in their 60’s. As soon as the yells of “surprise” subsided, Lidio picked up his wine glass and proposed a toast:toast with wine glasses“Apr. 3 – Cheers!” by KimManleyOrt. CC-BY-NC-ND.“I can’t believe this surprise! I don’t know what to say… um, Dino [his brother] when was that Yankee game Dad took us to when we were kids? It was 4th of July, wasn’t it? 1939? And it was like it was yesterday; and today reminds me of that day, when Lou Gehrig came out to the mound. He was slow, but we were all cheering the ‘Pride of the Yankees.’ He wasn’t playing anymore, he was too sick, but he looked around the crowd, and said ‘I’m the luckiest man alive.’ That’s how I feel with you all here today; to celebrate our 10th anniversary. I’m here with you and with Margaret; and I’m the luckiest man alive.”The speech was short, emotionally charged, wonderfully articulate, and absolutely unprepared. The speech had one central emotionally charged message; simple, in words and phrasing, but complex by bringing an image of great sentimentality to the occasion. He was able to react to the moment, and speak “from the heart.”In contrast, legendary magician Harry Houdini was often asked to perform for the amusement of his fellow passengers when sailing to Europe. I always associate “impromptu” with the stories of Houdini’s shipboard conjuring. Nothing was further from “impromptu.” The skill of the great magician was in making his illusions seem spontaneous with what appeared to be ordinary items that “happened” to be on hand. Houdini spent endless hours planning and rehearsing. The true illusion was that they “appeared” to be impromptu.Take advantage of every opportunity to practice your communication skills so that when important occasions arise, you will have the gift, the style, the sharpness, the clarity, and the emotions to affect other people. – Jim RohnExtemporaneous StyleSandwiched between the memorized and impromptu delivery styles you find the extemporaneous speech style. For this style, the speech is not completely written out. It is usually delivered with keynotes for reference. Most public speaking courses and books describe extemporaneous speeches as carefully prepared and rehearsed, but delivered using notes of key words and phrases to support the speaker. Phrasing is pre- rehearsed, words are pre-chosen, and the organization is fluid and well constructed. There should be no fumbling for words, no rambling, and length of time should be carefully monitored. The style does offer the speaker flexibility to include references to the immediate surroundings, previous speeches, news of the day, and so on.The trouble with talking too fast is you may say something you haven’t thought of yet.” – Ann LandersStudying speech notes“Speech Notes” by Jess J. CC-BY-NC-ND.How you develops the notes and what they look like are up to the individual, but a natural extemporaneous delivery is difficult if you are relying on a manuscript. Under no circumstances should the speaker be spending more than 20% of the speaking time looking at the notes. It would be ideal to practice so you only glance at your notes approximately 5% of the time of the speech.Those who have limited experience in formal speaking find it helpful to write out the speech as though it were an essay, then read it, edit it, then create speaking notes from the text. This helps with editing and with thinking through the phrases. This process of public speaking was taught decades ago to my contemporaries and me and has fallen out of fashion. But it is a useful way of thoroughly thinking through the speech. If this procedure is used, it is advisable to rehearse the speech with the notes without the essay prior to delivering the speech. But be warned: having the fully written essay at the podium might detract from the delivery.The extemporaneous style is the method most often recommended (and often required) in today’s public speaking courses, and is generally the best method in other settings as well. While it is not the only method of delivering a speech, it is the most useful for presentations in other courses, in the corporate world and in pursuing future careers.Chapter 17DISCUSS: Similarities Between Public Speaking and Everyday ConversationAs you learned from the reading, there are important similarities between public speaking and everyday conversation. My favorite one is “tailor the message to the audience.” In fact, my favorite word in this class is TAILOR. Haven’t you found that after a crazy, lucky to live to tell about it weekend that when people in your life ask you about the weekend, your answer changes? The weekend stays the same but we naturally “tailor”our answer and decide what to include and what to leave out based on the listener. A teacher may get answer, “Weekend was good! I got lots of sleep. ” while your best friend gets, “After the cops left, I was finally able to sleep.” The ability to tailor a topic in public speaking to a specific audience is key, too. Giving an informative presentation on sex would be different if the audience was a group of elementary kids, a group of teens, or a group of senior citizens. Imagine the choices to be made to tailor the topic effectively. So, let’s hear from you. Write one of the similarities between public speaking and everyday conversation that stands out to you and make a connection to your experience.Chapter 18Instructions: Introduction Speech DraftThe draft is intended to reflect your best effort and understanding of the assignment. When you submit your draft is meant to be your final version. This is what you plan to present unless I guide you otherwise. My feedback on your draft is the grade to expect on the evaluation of how effectively you have written the speech for presentation if you were not to change a thing about the draft. For example, If you receive an “A” on the draft and deliver it based on the draft, you will receive an “A” on the writing of the speech when you present it to the class. If you receive a “C” on the draft and do not revise it, anticipate receiving a “C” on writing when you present it. However, if you receive a “C” or “D” on the draft and choose to make revisions based on my feedback, it is possible that you will receive an “A” or “B” on the writing of the speech when you present it.Turning in a quality draft is key to knowing if the writing of your speech meets the requirements of the assignment. It also should give you confidence that you are practicing a successful speech to present. You always have permission to tweak/revise your draft to make it better! Minor tweaking does not require additional drafts. However, if you completely change direction.. the graded draft focused on your love of frogs and the speech given in class is about why you dream of becoming a nurse… a draft of the nurse focus is required before presenting the speech for evaluation.Use correct identification information for the assignment. Place on the left side of paper.Your NameCOM101- 0_C (Insert your section number)ThomasIntroduction Speech DraftType the following headings as place markers in your draft: Opening, Body, and ConclusionType draft in complete sentences. May include stage directions if you plan to use technology/visual aids. For example: (Show picture) or (cue music.) Use stage directions if you wish to include non-verbal reminders. For example: (Pause), (smile), or (breathe.)Length: 1-2 pages that are typed, double-spaced 12 point font size, regular margins. This equates to a 3-4 minute speech when delivered with a conversational delivery style.Total Points: 10. Point Distribution: Attention-Getter Strategy- 2 pointsIncludes name in draft- 2 pointsFocus is clear- 2 pointsDeveloped details link to focus- 2 pointsStrong closing line- 2 pointsHYPERLINK “https://clinton.delhi.edu/course/modedit.php?update=839&return=0&sr=0” \t “_blank” “Instructions for Introduction Speech” by Lee Ann, HYPERLINK “https://clinton.delhi.edu/course/view.php?id=173” \t “_blank” COM101, HYPERLINK “http://clinton.edu/” \t “_blank” Clinton Community College is licensed under HYPERLINK “http://creativecommons.org/licenses/by/4.0” \t “_blank” CC BY 4.0 Grading summaryParticipants18Drafts0Submitted0Needs grading0Due dateSunday, 10 September 2017, 11:55 PMTime remaining47 days 5 hoursChapter 19DISCUSS: Differences Between Public Speaking and Everyday Conversation Delivery ChoicesIt would be awesome to receive three college credits for shooting the breeze with groups of family members and friends! However, college credit for Public Speaking requires something different. Using notes from your reading, make a connection to what is different between public speaking and everyday conversation around the kitchen table. I’ll start. Choices of delivery style are different. It would be unusual to prepare a manuscript to share a topic at the breakfast table. I drink a great deal of coffee early in the morning but nothing would prepare me for a child to stand up, push aside the cereal bowl, and take out a “word for word” manuscript of why we need a puppy. Everyday conversations are typically impromptu.Now, provide your own example of a difference between public speaking and everyday conversation with family and friends. Use ideas /vocabulary from READ folder notes and textbook, post early in the discussion and reply to two classmates to receive a “5” point rating.Chapter 20DISCUSS: I-Spy Delivery StylesExamples of speakers choosing and using the four delivery styles surround us! This forum challenges you to pay attention to speakers you observe this week who are presenting information to at least an audience of five people. Look for clues indicating which delivery style is being used by the speaker. Once you have an example, your initial post will describe the speaker and clues you “spied” to help you determine which style was being used. Initial post will also critique if the style seemed like the appropriate choice for the situation and whether it was effective.Chapter 21DISCUSS: Managing NervesPeople surveyed year after year indicate that one of their greatest fears in life is public speaking. I have a feeling our WRITERS in the class can really relate to this feeling. But, fear of “failing” or being embarrassed in front of an audience doesn’t just impact speakers. I’m guessing we have athletes, musicians, dancers, in the course who have experienced nerves before a key game or show. Using notes from reading, share tips for what helps people manage normal feelings of nerves effectively. You are also invited to call out “lame” tips. For example, I hear all the time that nervous speakers could focus on a sweet/safe spot in the back of the room when speaking so they do not have to look at audience members and feel nervous. This is lame and not effective because it is weird. Can you imagine if I taught a class staring at a back wall for 50 minutes and was too scared to acknowledge the existence of my students sitting in front of me. Not a good tip!A more effective tip would be to “scan” the audience to make generalized eye contact. Your turn! What tips were offered in reading that you find personally useful or did any of the reading tips strike you as lame?Chapter 22Instructions: Introduction Speech DraftThe draft is intended to reflect your best effort and understanding of the assignment. When you submit your draft is meant to be your final version. This is what you plan to present unless I guide you otherwise. My feedback on your draft is the grade to expect on the evaluation of how effectively you have written the speech for presentation if you were not to change a thing about the draft.For example, If you receive an “A” on the draft and deliver it based on the draft, you will receive an “A” on the writing of the speech when you present it to the class. If you receive a “C” on the draft and do not revise it, anticipate receiving a “C” on writing when you present it. However, if you receive a “C” or “D” on the draft and choose to make revisions based on my feedback, it is possible that you will receive an “A” or “B” on the writing of the speech when you present it.Turning in a quality draft is key to knowing if the writing of your speech meets the requirements of the assignment. It also should give you confidence that you are practicing a successful speech to present. You always have permission to tweak/revise your draft to make it better! Minor tweaking does not require additional drafts. However, if you completely change direction.. the graded draft focused on your love of frogs and the speech given in class is about why you dream of becoming a nurse… a draft of the nurse focus is required before presenting the speech for evaluation.Use correct identification information for the assignment. Place on the left side of paper.Your NameCOM101- 0_C (Insert your section number)ThomasIntroduction Speech DraftType the following headings as place markers in your draft: Opening, Body, and ConclusionType draft in complete sentences. May include stage directions if you plan to use technology/visual aids. For example: (Place picture on docu-cam) or (cue music.) Use stage directions if you wish to include non-verbal reminders. For example: (Pause), (smile), or (breathe.)Length: Typed, double-spaced. Regular font size/margins.. 1 to 2 pages. If you are asked to print a draft, select option to print on both sides.Total Points: 10. Point Distribution:Attention-Getter Strategy- 2 pointsIncludes name in draft- 2 pointsFocus is clear- 2 pointsDeveloped details link to focus- 2 pointsStrong closing line- 2 pointsChapter 23Overview and Intro Speech Presentationshttps://s3-us-west-2.amazonaws.com/acheivingthedream/Clinton/Guidelines+for+Introduction+Speech+OER.ppthttps://s3-us-west-2.amazonaws.com/acheivingthedream/Clinton/Tips+for+Using+Speaking+Cards+OER.ppt https://s3-us-west-2.amazonaws.com/acheivingthedream/Clinton/Introduction+Speech-+Selecting+a+Focus+OER.pptChapter 24Introductions and ConclusionsBy Warren Sandmann, Ph.D. Minnesota State University, Mankato, MNLEARNING OBJECTIVESAfter reading this chapter, you should be able to:List and describe the four functions of an introductionList and describe the common types of attention gettersDescribe and implement strategies for preparing introductionsList and describe the four functions of a conclusionList and describe common types of conclusionsDescribe and implement strategies for preparing conclusionsApply chapter concepts in review questions and activitiesChapter OutlineIntroductionFunctions of IntroductionsGain Attention and InterestGain GoodwillClearly State the PurposePreview and Structure the SpeechAttention-Getting StrategiesTell a StoryRefer to the OccasionRefer to Recent or Historical EventsRefer to Previous SpeechesRefer to Personal InterestUse a Startling StatisticUse an AnalogyUse a QuotationAsk a QuestionUse HumorPreparing the IntroductionConstruct the Introduction LastMake it RelevantMake it SuccinctWrite it Out Word for WordFunctions of ConclusionsPrepare the Audience for the end of the speechPresent Any Final AppealsSummarize and CloseEnd with a ClincherAppeals and ChallengesComposing the ConclusionPrepare the ConclusionDo Not Include any New InformationFollow the StructureConclusionReview Questions and ActivitiesGlossaryReferences IntroductionMan giving a speech.“Imagine Cup 2012” by ImagineCup. CC-BY.First impressions count. Carlin Flora, writing in Psychology Today, recounts an experiment in which people with no special training were shown 20- to 32-second video clips of job applicants in the initial stages of a job interview. After watching the short clips, the viewers were asked to rate the applicants on characteristics including self-assurance and likability—important considerations in a job interview. These ratings were then compared with the findings from the trained interviewers who spent 20 minutes or more with the job applicants. The result: The 20- to 32- second ratings were basically the same as the ratings from the trained interviewers.[1]When we stand in front of an audience, we have very little time to set the stage for a successful speech. As seen from the example above, audience members begin evaluating us immediately. What we sometimes forget since we are so focused on the words we have to say is that we are being evaluated even before we open our mouths.He has the deed half done who has made a beginning. – HoraceFlora, C. (May-June 2004). The onceover you can trust: First impressions. Psychology Today, 37(3), 60–64. ↵Chapter 25Speaking with ConfidenceBy Ronald P. Grapsy, Ph.D. Kutztown University, Kutztown, PALEARNING OBJECTIVESAfter reading this chapter, you should be able to:Understand the nature of communicative apprehension (CA), and be in a better position to deal with your particular “brand” of CA.Analyze objectively the formation of your habitual frame of reference.Apply cognitive restructuring (CR) techniques to create a more positive frame of reference.Understand the importance of customized practice to become conversant in your topic.Create a personal preparation routine to minimize your apprehension. Chapter OutlineIntroductionClassifying Communication Apprehension (CA)Trait-anxietyState-anxietyScrutiny FearFrames of ReferenceHabitual Frame of ReferencePersonal Frame of ReferenceCognitive Restructuring (CR)Sources of ApprehensionImpact of ApprehensionLearning ConfidenceTechniques for Building ConfidencePrepare WellVisualize SuccessAvoid GimmicksBreathe and ReleaseMinimize What You MemorizePractice Out LoudCustomize Your PracticeConclusionChapter Activities and ExercisesGlossaryReferencesIntroductionA woman speaking in a microphone“I have to do what?”You receive your syllabus on the first day of history class, and you see that a significant percentage of your overall grade for the semester depends upon one, ten-minute oral presentation in front of the class. The presentation is to be based on an original research project and is due in eight weeks.You are excited to get an email after a very positive job interview. They ask you to come to a second interview prepared to answer a number of questions from a panel made up of senior management. The questions are contained in an attachment. “Please be ready to stand in the front of the room to answer,” the email reads; ending with “See you next week!”The plans are finalized: You will have dinner to meet your new fiancé’s family on Saturday night—just days away. But, then you are told that your fiancé’s father, a former Marine and retired police officer, will want to talk about politics and current events—and that he will likely judge what sort of person you are based on how well you can defend your ideas.I get nervous when I don’t get nervous. If I’m nervous, I know I’m going to have a good show. – Beyonce KnowlesIn this chapter, you will learn about dealing with one of the most common fears in our society: the fear of public speaking, which is referred to as communication apprehension (CA). If you are one of those folks—take comfort in the fact that you are not alone! Research indicates that 20% or more of the U.S. population has a high degree of communicative apprehension[1]. CA is an isolating phenomenon; something that makes one feel alone in the struggle. This is true even as programs designed to help people overcome it—like this program and this chapter, for instance—are spreading nationwide. CA is a real phenomenon that represents a well-documented obstacle not only to academic, but also to professional success. CA can impact many diverse areas; from one’s level of self-esteem (Adler, 1980) and how you are perceived by others (Dwyer & Cruz, 1998), to success in school, achieving high grade-point averages, and even landing job interview opportunities (Daly & Leth, 1976). People with higher levels of CA have demonstrated that they will avoid communicative interaction in personal and professional relationships, social situations, and importantly, classrooms. Such avoidance can result in miscommunication and misunderstanding, which only becomes compounded by further avoidance. CA left unaddressed can even lead to a negative disposition toward public interaction, which leads to a lesser degree of engagement, thus perpetuating the fear and further compounding the situation (Menzel & Carrell, 1994). The anxiety creates a vicious cycle and becomes a self-fulfilling prophecy. But it is a cycle that need not continue.By reading this chapter, you will learn about CA; not necessarily how it develops, as that can be different in every individual, but rather about how people can deal with it effectively. You will learn how therapies employed by psychologists to help people deal with phobias can be translated into effective techniques to deal with CA. You will learn the differences between trait-anxiety, state-anxiety, and scrutiny fear, and how understanding the differences between them can help a person deal with their “personal brand” of CA. You will learn about how people develop habitual frames of reference that come to define the way they approach an anticipated experience—and how anyone can employ cognitive restructuring to help change habits that are counterproductive to delivering effective presentations. Habits can be very difficult to break, but the first step is becoming aware and wanting to succeed. Going into any activity with a positive attitude is one of the basic ways of maximizing performance. CA is not something that can easily be eliminated—turned “off” as if controlled by an internal toggle switch. But it doesn’t have to remain an obstacle to success either.Effective public speaking is not simply about learning what to say, but about developing the confidence to say it. For many, it all comes down to overcoming those nerves and convincing yourself that you can actually get up there and speak! Each individual deals with CA most effectively through increased self-awareness and a willingness to work on reducing its impact. To conquer the nervousness associated with public speaking, one must identify the factors that lead to this anxiety, and then take specific steps to overcome this apprehension.As soon as the fear approaches near, attack and destroy it. – Chanakya(McCroskey, 1976) ↵Chapter 26DISCUSS: Brainstorming a Focus Area to Anchor OrganizationEvery successful Introduction speech will have a clear, focus or anchor that the information shared about yourself will link to in the speech. This focus will infuse your introduction/opening and conclusion/ending as well as keep the body of your speech organized to avoid a speech that seems like a random list of “fun facts” about you. Remember: the introduction speech is not an impromptu speech where you are asked suddenly to say a few words about yourself. For this class, the speech begins with an organized, manuscript draft that receives feedback for revision and then is delivered extemporaneously or as a well-practiced manuscript speech with ample eye contact. The key to success is to identify a focus area that enables you to share several aspects of yourself that link to together in an organized/purposeful way. In this forum, let’s practice using a pair of shoes to be a focus area. Important: if you are struggling to select a focus area for your own speech, post a plea for help in “Talk with the Professor.” Ready to practice linking information about yourself to a focus area? I’ll start. “I have a pair of TEVA walking/shoes that I love because they are quick to put on and to take off due to velcro straps. I have a busy life with lots of quick transitions and I love how these shoes enable me to get in and out the door quickly leaving home or arriving after a long day. I would be in big trouble if they were not water proof. I often wear them kayaking, going to the beach, or just watering flowers at home and have no concern that they get dripping wet. They fit my personality of “no fuss”. My TEVAs are a neutral color and go with any outfit in the summer. Like me, they can be casual or a bit more dressy. If you look at my TEVAs closely, you will see that one main strap is hanging on by a very strong thread. You may think that this reflects my active lifestyle, I wish that was true. Sadly, my TEVAs were chew toys for my very naughty German Shephard when he was a puppy. Overall, my TEVAs represent my quick-paced, hanging by a thread life where one shoe can fit all scenarios.” Ok, now it is your turn. Remember we are practicing how easy it is to share a great deal of information about ourselves if we have an anchor to organize the information. In this case, you are selecting one pair of shoes in your past or current life and telling us whatever you wish us to know about them in order to learn more about you. As you brainstorm a focus area for your own introduction speech, think of how this practice exercise could quickly become a draft if you had an engaging opening/closing related to shoes and featured three pairs and how they reflect/represent you. As Spike Lee, the accomplished movie director states in Nike commercials, ” It ‘s the shoes!” Time to tell us about a pair you used to own or currently own and what the pair reveals about you.Chapter 27PEER REVIEW DISCUSSION: INTRODUCTIONUpload link to your INTRODUCTION SPEECH from your YouTube account to this discussion forum. You will be able to view recordings of all of your classmates and practice replying using netiquette and course vocabulary for critiquing speeches.PART IVModule 2: Informative SpeechChapter 28Informative SpeakingBy Lisa Schreiber, Ph.D. Millersville University, Millersville, PALEARNING OBJECTIVESAfter reading this chapter, you should be able to:Explain why informative speeches are importantRecognize the functions of informative speechesIdentify the main responsibilities of the informative speakerList and describe the four types of informative speechesDiscuss techniques to make informative speeches interesting, coherent, and memorableApply chapter concepts in review questions and activitiesChapter OutlineIntroductionFunctions of Informative SpeechesProvide KnowledgeShape PerceptionsArticulate AlternativesAllow us to Survive and EvolveRole of SpeakerInformative Speakers are ObjectiveInformative Speakers are CredibleInformative Speakers Make the Topic RelevantInformative Speakers are KnowledgeableTypes of Informative SpeechesDefinitional SpeechesDescriptive SpeechesExplanatory SpeechesDemonstration SpeechesDeveloping Informative SpeechesGenerate and Maintain InterestCreate CoherenceMake Speech MemorableConclusionReview Questions and ActivitiesGlossaryReferencesIntroductionNot only is there an art in knowing a thing, but also a certain art in teaching it. – CiceroEvery day you give others information in an informal way, whether you realize it or not. You give your grandparents driving directions to your college campus. You tell your professor about a breaking news story. You teach a friend how to ride a motorcycle. You explain to your significant other your spiritual philosophy. You show a co-worker how to operate the cash register. You help your younger brother build his first Facebook page. Or you share your summer travel experience with your roommate. Without a doubt, information plays a vital role in our everyday lives. In the dictionary, the term “inform” has several meanings, including to impart knowledge; to animate or inspire; to give information or enlightenment; to furnish evidence; to make aware of something; to communicate something of interest or special importance; to give directions; and to provide intelligence, news, facts or data. When you deliver an informative speech, your primary purpose is to give your audience information that they did not already know, or to teach them more about a topic with which they are already familiar.Your ability to give informative speeches is one of the most important skills you will ever master, and it will be used both during the course of your career, and in your personal life. A pharmaceutical sales representative who can’t describe the products’ chemical composition, uses and side effects, will have trouble making a sale. A high school math teacher who can’t explain algebra in simple terms will have students who will not learn. A manager who can’t teach workers how to assemble microchips will have a department with low productivity and quality. And a little league coach who is unable to instruct players on batting and catching techniques will have a disadvantaged team. It is easy to imagine how difficult it would be to go about the business of our daily lives without the ability to give and receive information. Speeches to inform are the most common types of speeches (Gladis, 1999), so speech writers should give priority to learning how to construct them.A speaker hasn’t taught until the audience has learned.Chapter 29Audience AnalysisBy Lisa Schreiber, Ph.D. and Morgan Hartranft Millersville University, Millersville, PALEARNING OBJECTIVESAfter reading this chapter, you should be able to:List techniques for analyzing a specific target
audience.Explain audience analysis
by direct observation.Describe audience analysis
by inference.Identify the purpose of a
basic questionnaire.Recognize and apply data
sampling.Determine when to use a
Likert-type test.Define the five categories
of audience analysis.Summarize the purpose of the situational analysis.Explain audience analysis by demography.Recognize the difference between beliefs, attitudes and values.Identify reasons for sampling a multicultural audience.Apply the chapter concepts in final questions and activities.Chapter OutlineIntroductionApproaches to Audience AnalysisDirect ObservationInferenceSamplingModels of CommunicationLinearTransactionalCategories of Audience AnalysisSituational AnalysisDemographic AnalysisPsychological AnalysisMulticultural AnalysisInterest and Knowledge AnalysisConclusionReview Questions and ActivitiesGlossaryReferencesIntroductionAn audience.“RZA Audience Shankbone 2009 Tao of Wu” by David Shankbone. CC-BY.Robert E. Mullins, a well-known local bank officer, was preparing a speech for the Rotary Club in Dallas, Texas on the topic of “finding the right loan” for a rather diverse audience. He knew his topic extremely well, had put a lot of hard work into his research, and had his visual aids completely in order. One of the things he had not fully considered, however, was the audience to which he would be speaking. On the day of the presentation, Mr. Mullins delivered a flawless speech on “secured” car and home loans, but the speech was not received particularly well. You see, on this particular week, a major segment of the audience consisted of the “Junior Rotarians” who wanted to hear about “personal savings accounts” and “college savings plans.” It was a critical error. Had Mr. Mullins considered the full nature and demographic makeup of his audience prior to the event, he might not have been received so poorly.In contemporary public speaking, the audience that you are addressing is the entire reason you are giving the speech; accordingly, the audience is therefore the most important component of all speechmaking. It cannot be said often or more forcefully enough: know your audience! Knowing your audience—their beliefs, attitudes, age, education level, job functions, language, and culture—is the single most important aspect of developing your speech strategy and execution plan. Your audience isn’t just a passive group of people who come together by happenstance to listen to you. Your audience is assembled for a very real and significant reason: they want to hear what you have to say. So, be prepared.Spectacular achievement is always preceded by unspectacular preparation. – Robert H. SchullerWe analyze our audience because we want to discover information that will help create a bond between the speaker and the audience. We call this bond “identification.” Aristotle loosely called it “finding a common ground.” This isn’t a one-way process between the speaker and the audience; rather, it is a two-way transactional process. When you ask an audience to listen to your ideas, you are inviting them to come partway into your personal and professional experience as an expert speaker. And, in return, it is your responsibility and obligation to go partway into their experience as an audience. The more you know and understand about your audience and their psychological needs, the better you can prepare your speech and your enhanced confidence will reduce your own speaker anxiety.[1]This chapter is dedicated to understanding how a speaker connects with an audience through audience analysis by direct observation, analysis by inference, and data collection.[2] In addition, this chapter explores the five categories of audience analysis: (1) the situational analysis, (2) the demographic analysis, (3) the psychological analysis, (4) the multicultural analysis, and (5) the topic interest and prior knowledge analysis.Dwyer, K.K. (2005) Conquer your speech anxiety: Second Edition. Belmont, CA: Wadsworth. ↵Clevenger, T. (1966). Audience analysis. Indianapolis: Bobbs-Merrill. ↵Chapter 30Audience and Situational Analysishttps://s3-us-west-2.amazonaws.com/acheivingthedream/Clinton/Audience+and+Situational+Analysis+OER2.pptChapter 31DISCUSS: Types of Informative SpeechesShare a topic you recently learned about either by reading, viewing or listening to a speaker. Post what the topic being taught or demonstrated was and identify which Informative Speech Type it was and what pattern of organization was used in teaching about the topic. I’ll go first: In August, I was watching the Olympic coverage of the USA Gymnastics team and viewed a segment on Simone’s life story. This was an Object/Person speech because it focused on an individual’s life story. It was organized chronologically because it started in her early years of being raised by her grandparents, her beginning interest/training in gymnastics and finally, her accomplishments in recent years preparing for Olympics.Chapter 32DISCUSS: Audience and Situational AnalysisProvide an example of a speaker you recently viewed whose bottom-line goal was to inform a target audience about a topic. Describe choices made by the speaker in writing and/or delivery that you consider clues/evidence of tailoring to this specific target audience. What situational factors do you think influenced the speaker’s presentation? Remember to use vocabulary from reading to support your initial post.Chapter 33INFORMATIVE TOPIC WRITINGTime to think about what topic you would enjoy teaching the class about for your informative speech. Now that you have read and discussed the four types of informative speeches, you are ready to move from brainstorming to narrowing your list of possibilities by completing an Informative Topic Planning Form. This form enables you to anticipate the key elements of success for this speech and will let you know early on before you invest too much energy and effort into a topic only to find in a week or so that there is not enough information available or it is a great topic but you have the wrong target audience. I recommend that you copy and paste the template on a fresh document page and save. Then you can try out a few topics and submit for evaluation only the one you wish evaluated for points. It is important to explore topics early.. while you can change your mind next week as we move on to writing drafts on the topic you submitted for planning, it puts you at a disadvantage for time and reduces the opportunity to receive feedback on your topic planning before additional points come into play for the draft. If you are struggling for topic ideas, use “Talk with the Professor” in Module 2. Informative Speech Topic Proposal.docInformative Speech Topic Proposal.docGrading summaryParticipants18Submitted0Needs grading0Due dateSunday, 1 October 2017, 11:55 PMTime remaining68 days 5 hoursChapter 34Required and Extra Credit Listening CritiquesAs you learned in Course Information Documents about requirements for this course, there are TWO required listening critiques in COM101. This means that I have selected two speeches for everyone in class to view and to respond to using the required template to record your thoughts. Think of this as a “lab report” on a presentation. It is not an essay. A successful critique will include heading information and five areas of evaluation indicated and separated by roman numerals. It will visually look exactly like the blank template provided to you. I encourage you to copy and to paste the blank template into a new document and save it on your computer. Then, you can easily copy and paste the template to a fresh page each time you work on a required critique or an extra-credit credit critique, if you chose to do one. Save time creating the framework and spend time providing details of what makes the speech being analyzed effective or ineffective in reaching the goal of the speech and/or eliciting the desired audience reaction. Required listening critiques are not optional. At least one must be submitted for evaluation in order to pass the course because it is a Queue Item.I find it easier to have a hard copy of the blank template with me when I am viewing a presentation to critique. This enables me to record my thoughts in an organized way as they occur to me. It also gives me a rough draft to revise and to edit for my final draft to upload for a grade. When you are asked to do a required listening critique, I will provide the fill-in information for the heading information. If you choose to do an extra-credit critique, you fill in the heading information as part of your critique.The first video to view and to critique is an informative speech written and delivered by one of my former students at Clinton Community College, David Curry. I wish you to see an example of the “end game.” This is also good practice reviewing what we have learned so far in the course about tailoring a topic for an audience, speaker delivery choices, basic organization of effective openings/closings.The recording was made when he gave his speech as a guest speaker in one of my classes the semester following when he was enrolled in the course. The recording is with his permission and he knows we plan to talk about its strengths and what would make it more effective. The recorder for David attempts to zoom in on the visual aids, but as we practice in this class, the speaker is the lead story. Visual aids are present and visible but should not be the focus. If a slide presentation or video is used, it can be provided as an attachment with the recording of the speaker. Other than the differences in recording rules, David had the exact same Informative Speech Assignment Requirements you have to work with in preparing and presenting your informative speech. Ready?Have your hard copy, blank template printed with the following heading information inserted:Template organization is bold. Insert information and your critique is not bold. Your name COM101-1DL Required Listening CritiqueSpeaker: David CurryTarget Audience: College StudentsDate of Speech: Viewed in Module 3: Informative SpeechLocation: College ClassroomOccasion: Informative Speech Presentations by StudentsSubject/Topic: To be revealed ( insert once you view the speech)Main public speaking goal: To informGet situated to view and to take notes for your critique. Allow yourself a full, 30 minutes of uninterrupted time to fully view and to respond to the recording. You will find link to the video in DO folder. Our discussion this week will focus on David Curry’s presentation. You are invited and expected to cite responses and feedback from classmates about the speech in area ” IV. Audience Reaction” in the template of your critique. This means you will earn points from your discussion posts in DISCUSS and earn points for referring/citing information from DISCUSS thread in your critique.Chapter 35Listening Critique InstructionsType your nameCOM101- _____Listening CritiqueSpeaker:Target Audience:Date of Speech:Location:Occasion:Subject/Topic:Main public speaking goal: Outline the speech content. (This is the only part of your report which should NOT be in paragraph format. You may bullet list your notes under each heading:Introduction,Main PointsConclusionAnalyze the supporting materials or evidence. Include whether the speaker used examples, illustrations, stories, definitions, quotations, facts, statistics, or slogans, and how they were used in the speech. (You do not have to retell the whole story or get all of the numbers down accurately, but rather, tell me what kinds of sub-points they used in brief–e.g. “the speaker told a story about a special day in her childhood when she went fishing with her grandfather” or “the speaker gave current statistics about how gang violence is on the increase in our city.”)Analyze BOTH the speaker’s delivery and use of visual aids. Comment on poise, posture, use of gesture, bodily movement, loudness, rate, pitch, quality, and variety of the voice, eye contact, pronunciation and articulation, personal appearance and authoritativeness. Include your evaluation of effectiveness of the speaker’s use of visual aids and technology. Describe the audience reaction.. Explain how the writing and the delivery of the speech were effectively TAILORED for this target audience by describing the audience reaction. Tell me if they approved or disapproved, believed or disbelieved, accepted or rejected, enjoyed or were bored by the presentation (How you could tell?)Make your recommendations. Give your detailed suggestions, a minimum of two, on how the speech could be improved. In the rare situation that you perceive the speech as flawless, give two points of high praise in support of how the speech in delivery and/or writing was outstanding. This should be in paragraph format not in list/numbered format.HYPERLINK “https://clinton.delhi.edu/course/modedit.php?update=839&return=0&sr=0” \t “_blank” “Listening Critique Instructions” by Lee Ann, HYPERLINK “https://clinton.delhi.edu/course/view.php?id=173” \t “_blank” COM101, HYPERLINK “http://clinton.edu/” \t “_blank” Clinton Community College is licensed under HYPERLINK “http://creativecommons.org/licenses/by/4.0” \t “_blank” CC BY 4.0Chapter 36Blank TemplateType your nameCOM101- _____Listening CritiqueSpeaker:Target Audience:Date of Speech:Location:Occasion:Subject/Topic:Main public speaking goal: Outline the speech content. Introduction,Main PointsConclusionAnalyze the supporting materials or evidence. Analyze BOTH the speaker’s delivery and use of visual aids.DeliveryTechnology/Visual AidsDescribe the audience reaction.Make your recommendations. HYPERLINK “https://clinton.delhi.edu/course/modedit.php?update=839&return=0&sr=0” \t “_blank” “Blank Template” by Lee Ann, HYPERLINK “https://clinton.delhi.edu/course/view.php?id=173” \t “_blank” COM101, HYPERLINK “http://clinton.edu/” \t “_blank” Clinton Community College is licensed under HYPERLINK “http://creativecommons.org/licenses/by/4.0” \t “_blank” CC BY 4.0Chapter 37DISCUSS: View Recording for Required Listening Critique: What makes David's Informative Speech Effective or Ineffective?Please view the video before posting your initial reaction to the effectiveness or suggestions for improving the presentation. David had basic requirements that each of you will have as you write and practice and present your own informative speech. Re-cap of essential requirements: Engage target audience about topic, clearly state main points to be covered, use minimum of two sources for credibility, use minimum of one visual aid, and limit time to no more than 10 minutes. Ultimately, his bottom line goal is to teach, demonstrate, explain his topic for his audience in a way that is enlightening and memorable. You are welcome to print out the Informative Speech: Grading Evaluation Form from READING to also consult as you view his speech. Looking forward to your comments! Chapter 38LISTENING CRITIQUE #1: REQUIREDAfter viewing and discussing with your classmates your reaction to David Curry’s informative speech in the DISCUSS forum, prepare your first, required listening critique following all template requirements. Upload it for evaluation.Grading summaryParticipants18Submitted0Needs grading0Due dateSunday, 8 October 2017, 11:55 PMTime remaining75 days 4 hoursChapter 39Organizing and OutliningBy Joshua Trey Barnett University of Indiana, Bloomington, INLEARNING OBJECTIVESAfter reading this chapter, you should be able to:Select a topic appropriate to the audience and occasion.Formulate a specific purpose statement that identifies precisely what you will do in your speech.Craft a thesis statement that clearly and succinctly summarizes the argument you will make in your speech.Identify and arrange the main points of your speech according to one of many organizational styles discussed in this chapter.
Connect the points of your speech to one another.Create a preparation and speaking outline for your speech.Chapter OutlineIntroductionThe Topic, Purpose, and ThesisSelecting a TopicFormulating a Purpose StatementWriting a Thesis StatementWriting the Body of Your SpeechSelecting Main PointsSelecting Sub-pointsOrganizational StylesChronologicalTopicalSpatialComparativeProblem-SolutionCausalConnecting Your Main PointsTransitional StatementsInternal PreviewsSummariesOutlining Your SpeechOutline TypesOutline StructurePreparation OutlineSpeaking OutlineUsing the OutlineConclusionModule ActivitiesGlossaryReferencesAppendix AAppendix BA list of verbs. Think, plan, make, assemble, celebrate.“Rough Outline For A Course” by Chris Campbell. CC-BY-NC.Meg jaunted to the front of the classroom—her trusty index cards in one hand and her water bottle in the other. It was the mid-term presentation in her entomology class, a course she enjoyed more than her other classes. The night before, Meg had spent hours scouring the web for information on the Woody Adelgid, an insect that has ravaged hemlock tree populations in the United States in recent years. But when she made it to the podium and finished her well- written and captivating introduction, her speech began to fall apart. Her index cards were a jumble of unorganized information, not linked together by any unifying theme or purpose. As she stumbled through lists of facts, Meg—along with her peers and instructor—quickly realized that her presentation had all the necessary parts to be compelling, but that those parts were not organized into a coherent and convincing speech.Giving a speech or presentation can be a daunting task for anyone, especially inexperienced public speakers or students in introductory speech courses. Speaking to an audience can also be a rewarding experience for speakers who are willing to put in the extra effort needed to craft rhetorical masterpieces. Indeed, speeches and presentations must be crafted. Such a design requires that speakers do a great deal of preparatory work, like selecting a specific topic and deciding on a particular purpose for their speech. Once the topic and purpose have been decided on, a thesis statement can be prepared. After these things are established, speakers must select the main points of their speech, which should be organized in a way that illuminates the speaker’s perspective, research agenda, or solution to a problem. In a nutshell, effective public speeches are focused on particular topics and contain one or more main points that are relevant to both the topic and the audience. For all of these components to come together convincingly, organizing and outlining must be done prior to giving a speech.This chapter addresses a variety of strategies needed to craft the body of public speeches. The chapter begins at the initial stages of speechwriting— selecting an important and relevant topic for your audience. The more difficult task of formulating a purpose statement is discussed next. A purpose statement drives the organization of the speech since different purposes (e.g., informational or persuasive) necessitate different types of evidence and presentation styles. Next, the chapter offers a variety of organizational strategies for the body of your speech. Not every strategy will be appropriate for every speech, so the strengths and weaknesses of the organizational styles are also addressed. The chapter then discusses ways to connect your main points and to draw links between your main points and the purpose you have chosen. In the final section of this chapter, one of the most important steps in speechwriting, outlining your speech, is discussed. The chapter provides the correct format for outlines as well as information on how to write a preparation outline and a speaking outline.Chaos is inherent in all compounded things. Strive on with diligence. – BuddhaChapter 40Supporting Your IdeasBy Sarah Stone Watt, Ph.D. Pepperdine University, Malibu, CALEARNING OBJECTIVESCombine multiple forms of evidence to support your ideas.Differentiate between the three types of testimony, and know when to use each one.Navigate the library holdings and distinguish between the types of information found in each section.Evaluate source credibility and appropriateness for your speech.Explain plagiarism and implement strategies to avoid it.Apply chapter concepts in review questions and activities.Chapter OutlineIntroductionPersonal and Professional KnowledgePersonal TestimonyInterviewsLibrary ResourcesBooksPeriodicalsFull Text DatabasesInternet ResourcesSearch EnginesDefining Search TermsWebsitesGovernment DocumentsEvaluating InformationCiting Sources and Avoiding PlagiarismStyle SheetsPlagiarismConclusionModule ActivitiesGlossaryReferencesIntroductionI take what I see work. I’m a strict believer in the scientific principle of believing nothing, only taking the best evidence available at the present time, interpreting it as best you can, and leaving your mind open to the fact that new evidence will appear tomorrow. – Adam OsborneChef Jamie Oliver“Jamie Oliver” by Karl Grober. CC-BY.In 2010 celebrity chef Jamie Oliver won the Technology Entertainment Design (TED) Prize for his “One Wish to Change the World.” In addition to a monetary award, he was given 18 minutes at the prestigious TED Conference in Long Beach, CA to discuss his wish: “Teach every child about food.”[1] This chef from Essex, England, had only a short window of time to convince an American audience to change their most basic eating habits. To get them to listen he had to catch their attention and demonstrate his credibility. He managed to do both using compelling research. He began by saying, “Sadly, in the next 18 minutes . . . four Americans that are alive will be dead from the food that they eat.”[2] He magnified the problem with a chart showing that many more Americans die from diet related diseases each year than die from other diseases, or even from accidents and murder. Along with the statistics, he offered testimony from people living in the “most unhealthy state in America.”[3] By weaving together multiple forms of research over the course of his brief talk, Oliver crafted a compelling case for a massive shift in the way that Americans teach their children about food.Like Oliver, in order to give an effective speech, you will need to offer support for the ideas you present. Finding support necessitates research. Librarians have found that professors and students tend to have very different ideas regarding what it means to conduct research.[4] Professors, who regularly conduct scholarly research as part of their occupation, tend to envision a process filled with late nights in the stacks of a library.[5] Students, who regularly conduct research on where to eat or what to do as part of their weekend activities, tend to envision a less formal process that involves consulting the most popular web search results. The reality is that in order to properly support your ideas and craft a compelling speech, you will need a little of each approach, possibly combined with investigative tools with which you may be less-familiar. The wide variety of resources available for conducting research can be overwhelming. However, if you have a clear topic, recognize the purpose of your speech, and understand the audience you will be speaking to, you can limit the number of sources you will need to consult by focusing on the most relevant information.Once you know the topic of the speech, you can create the specific purpose statement. This is a one sentence summary of the goal of your speech, that may begin with the phrase, “At the end of my speech, the audience will be able to…” This statement guides your research as you piece together the supporting evidence to fill out the remainder of your speech. As you work through the types of support in this chapter, continually ask yourself, “Does this evidence support the goal of my speech?” If the source offers information that contradicts your specific purpose statement, hold on to it so that you can address the contradiction with evidence for your own idea. If it does appear to support your specific purpose statement, the next question you will ask is “Is this evidence appropriate for my audience?” Different types of appeals and evidence are better for different audiences. The best speeches will combine multiple forms of evidence to make the most convincing case possible. This chapter will help you research your speech by combining personal and professional knowledge, library resources, and Internet searches. It will help you to evaluate the sources you find and cite them to avoid plagiarism.Oliver, J. (2010, February). Jamie Oliver’s TED Prize wish: Teach every child about food. TED Ideas Worth Spreading. Speech retrieved from: http://www.ted.com/talks/jamie_oliver ↵Oliver 2010 ↵Oliver 2010 ↵Sjoberg, L.M. & Ahlfeldt, S.L. (2010). Bridging the gap: Integrating information literacy into communication courses. Communication Teacher, 24(3), pp. 131–135. ↵Leckie, G.J. (1996). Desperately seeking citations: Uncovering faculty assumptions about the undergraduate research process. The Journal of Academic Librarianship, 22(3), p. 201–208. ↵Chapter 41Visual AidsBy Sheila Kasperek, MLIS, MSIT Mansfield University, Mansfield, PALEARNING OBJECTIVESAfter reading this chapter, you should be able to:Identify when and how visual aids will enhance a presentationIdentify the different types of visual aidsIdentify effective and ineffective use of visual aidsApply basic design principles to slide designIdentify best practices to incorporating visual aids in a presentationChapter OutlineIntroductionEffective Visual AidsTypes of Visual AidsPersonal AppearanceObjects and PropsDemonstrationPosters and Flip ChartsAudio and VideoHandoutsSlidewareDesign PrinciplesSlide LayoutBackgrounds and EffectsColorsFontsTextImagesGraphs and ChartsImplementationVisual Aid TipsConclusionReview Questions and ActivitiesGlossaryReferencesIntroductionA fountain resembling a faucet floating in midair gushing out an endless supply of water.“Grifo mágico” by emijrp. CC-BY.“I know you can’t read this from the back there,” the presenter apologizes to a screen so full of words you would think the entire speech had been crammed into one slide. This is just the first of a seemingly endless string of slides I can’t read, charts so full of numbers I can’t decipher the meaning, and clip art so clichéd I can’t help but roll my eyes and sigh. It is not long before I’m presented with an incredibly dense graph I can’t make any sense of since he keeps interrupting my concentration with actual talking. “When is he going to come to the point already?” I think to myself as I start to doodle in the margins of the handout of the PowerPoint slides for the very talk I’m currently sitting through. Why did he even bother with a presentation? He could have just emailed us all of the handout and saved us from this painful, dull spectacle. As he reads from his slides and belabors his statistics, my mind drifts to grocery lists and the upcoming weekend. I can think of a hundred better uses for an hour.It seems nearly impossible to see a presentation that doesn’t revolve around a lengthy PowerPoint, so much so that you might think it was a requirement for giving a speech. The phrase “death by PowerPoint” was coined in response to the ubiquitous, wordy, and intellectually deadening presentations that focus on the slides rather than the content or the presenter. With the speaker reading directly from the slides, or worse, showing slides with text so small that it can’t be read, viewers are often left wondering what the need for the presentation is at all. A simple handout would convey the message and save everyone’s time. PowerPoint, however, is just one of the visual aids available to you as a speaker. Your ability to incorporate the right visual aid at the right time and in the right format can have a powerful effect on your audience. Because your message is the central focus of your speech, you only want to add visual aids that enhance your message, clarify the meaning of your words, target the emotions of your audience, and/or show what words fail to clearly describe.A visual image is a simple thing, a picture that enters the eyes. – Roy H. WilliamsEye looking at computer code“mwdCyborgLenses” by em den. CC-BY-NC-SA.Learning how to create effective visuals that resonate with your audience is important for a quality presentation. Understanding basic principles of how visual information is processed alone and in combination with audio information can make or break your visuals’ effectiveness and impact. Incorporating visuals into your speech that complement your words rather than stand in place of them or distract from them, will set you apart from other presenters, increase your credibility, and make a bigger and more memorable impact on your audience.Chapter 42DISCUSS: I-Spy the use of Logos and PathosUsing vocabulary from the reading, describe an ad from a magazine or a commercial you recently viewed. You may post it if you wish. Tell us what you “spy” for logos (evidence) and pathos (emotional appeals) used in the ad. What clues did you “spy” as to the demographics of the target audience for the ad?Chapter 43Informative Draft Evaluation Form/ RequirementsINFORMATIVE DRAFT: EVALUATION FORMSPEAKER NAME: ___________________________________THOMAS: COM 101-________ POINTS: ________ /30RATE THE DRAFT KEYM-Missing- D = Developing S = Solid/Correct E = Effective/EngagingWRITING OPENINGGained audience’s attention and interest in topic.MDSEIntroduced/defined topic clearly.MDSEMotivated audience to learn and/or to be more curious about topic.MDSEEstablished speaker connection to topic.MDSEPreviewed main areas in body of speech.MDSEBODYMain points fully supported with stories, examples, and credible sources.MDSEOrganization well planned and easy to follow.MDSESources cited orally when needed to confirm the credibility of informationMDSE and visuals presented. Minimum of two used in speech.Language appropriate for informative goal and audience.MDSEConnectives effective in supporting organization and flow of speech.MDSECONCLUSIONReinforced informative goal of speech and main areas.MDSEAdditional opportunities or resources provided to learn/experience more about topic.MDSEVivid ending brings speech to a successful completion.MDSEFORMAT: Fits length/format requirements and includes required elements.Draft includes typed headings. Introduction, Areas (2-5), and ConclusionDraft is 3-5 pages typed, double-spaced in manuscript style. Draft reflects targeting/tailoring information to our COM101 class.Draft includes the oral citation of TWO sources (minimum).Draft refers to at least ONE visual aid. Include what you plan to use or show. It is not necessary to include picture, map, video, etc. with required draft.Comments: Chapter 44SPEECH DRAFT: INFORMATIVETime to pull together what we have been reading, discussing and critiquing related to speakers who have a bottom line goal to inform an audience. It is your turn.Using the attached checklist of organization and the guidelines for writing your draft, write your draft in manuscript style just as you did the Introduction Speech draft. Hint: it is always effective to map out your organization in an outline to make it easy to see that you have solid structure of key areas, connectives, and placement of sources and visual aids. I ask for manuscript drafts in the spirit of what would load in the teleprompter when you are speaking. I’ve discovered as a public speaking instructor for 25 years, that I provide better feedback when I can see what you plan to say rather than vague outline notes of what is planned. For example, if a draft says, Tell story about Aunt Ruth skydiving…I do not have a sense, and you may not know for sure how long the story will take to share and if it could be edited for maximum impact. So, for our required, QUEUE speeches, I wish to see it all from the first thing you plan to say or do until the last thing you say or do before thunderous applause from your audience.Important: While this draft requires you to refer to at least two credible sources where you received your information, it is NOT a research paper! I wish drafts to reflect proper oral citation of sources..they will not be typed with MLA citation inserted into draft. refer to Chapter 2 reading for how to orally cite sources in a speech to avoid plagerizing.Think of David’s speech and how he drew attention to sources of information used in his speech and where we wished he had used more. He did not hand out a Works Cited Page to his audience or include it as a visual aid.Visual aids are not required as attachments to your draft for this assignment. You may refer with stage directions where you plan to use at least one to satisfy the speech requirement . For example, ” show map of Italy” or “show video of Derek Jeter’s career highlights. I will get what you plan in your draft and will look forward to actually seeing your visual aids as attachments when you upload your Informative Speech recording.The last important reminder to wring an effective draft is to motivate and TAILOR (my favorite word) the information for our class and your audience demographic. if you wish to remember one essential point from this class it is that there is not a one stop fits all approach to speaking about a topic. David’s speech was tailored for a college audience on a topic that would have been completely different if it was given to young kids or to a group of Physicians. There you have it! The IMPORTANT reminders to writing a successful draft:1. Orally cite your credible sources.2. Refer to planned use of Visual Aids.3. Tailor speech to our class and to your audience demographic of college-age students with a large range of majors and interests. INFORMATIVE DRAFT2.docINFORMATIVE DRAFT2.docGrading summaryParticipants18Submitted0Needs grading0Due dateSunday, 15 October 2017, 11:55 PMTime remaining81 days 12 hoursChapter 45PEER REVIEW DISCUSSION: INFORMATIVEUpload link to your INFORMATIVE SPEECH from your YouTube account to this discussion forum. You will be able to view recordings of all of your classmates and practice replying using netiquette and course vocabulary for critiquing speeches.This forum allows each person to start one discussion topic. PART VModule 3: Mid-Term TestChapter 46DISCUSS: Bring Your Game!There are multiple resources available to assist you in reviewing and reminding you of important concepts we have covered in Module 1-3 in this course. What is your “Game Plan”? What resource or combination of resources do you plan to use to prepare for the Mid-Term Test? Successful posts will clearly state a tool or strategy and best way to use the tool in evaluating test readiness and why you feel this particular tool stands out from other review/ study options. Ready? Convince us that one tool/study resource is a ” must try” this testing season! PART VIModule 4: Communication Model and Demonstration/Sales SpeechChapter 47Communication Model/Listening and LanguageIt should be clear by now that public speaking happens all around us in many segments of our lives. However, to truly understand what is happening within these presentations, we need to take a step back and look at some of the key components of the communication process.Linear Model of CommunicationThe first theoretical model of communication was proposed in 1949 by Shannon and Weaver for Bell Laboratories.[1] This three-part model was intended to capture the radio and television transmission process. However it was later adapted to human communication and is now known as the linear model of communication. The first part of the model is the sender, and this is the person who is speaking. The second part of the model is the channel, which is the apparatus for carrying the message (i.e., the phone or TV). The third part of the model is the receiver, and this is the person who picks up the message. In this model, communication is seen as a one-way process of transmitting a message from one person to another person. This model can be found in Figure 1.1. If you think about situations when you communicate with another person face-to-face or when you give a speech, you probably realize that this model is inadequate—communication is much more complicated than firing off a message to others.Linear Model of Communication. Sender to channel to receiver.“Figure 1.1” by Public Speaking Project. CC-BY-NC-ND.Transactional Model of CommunicationModels of communication have evolved significantly since Shannon and Weaver first proposed their well- known conceptual model over sixty years ago. One of the most useful models for understanding public speaking is Barnlund’s transactional model of communication.[2] In the transactional model, communication is seen as an ongoing, circular process. We are constantly affecting and are affected by those we communicate with. The transactional model has a number of interdependent processes and components, including the encoding and decoding processes, the communicator, the message, the channel and noise. Although not directly addressed in Barnlund’s (2008) original transactional model, participants’ worldviews and the context also play an important role in the communication process. See Figure 1.2 for an illustration.The transactional model of communication. It shows two people. They are surrounded by blobs to represent noise. The two people’s communication is within a context. Each person has five circles above their head to represent their individual worldview. The circles are labeled axiology, ontology, epistemology, praxeology, and cosmology. One person is the communicator. The communicator gives the message through a channel formed between both people. The remaining person gives feedback back to the communicator through the same channel.“Figure 1.2” by Public Speaking Project. CC-BY-NC-ND.He who would learn to fly one day must first learn to stand and walk and run and climb and dance; one cannot fly into flying. ~ Friedrich NietzscheShannon, C. E., & Weaver, W. (1949). The mathematical theory of communication. Urbana: University of Illinois Press. ↵Barnlund, D. C. (2008). A transactional model of communication. In. C. D. Mortensen (Eds.), Communication theory (2nd Ed), pp. 47–57. New Brunswick, New Jersey: Transaction. ↵Chapter 48Using Language WellBy: E. Michele Ramsey, Ph.D. Penn State Berks, Reading, PALEARNING OBJECTIVESAfter reading this chapter, you should be able to:Understand the power of language to define our world and our relationship to the worldChoose language that positively impacts the ability to inform and persuadeChoose language to create a clear and vivid messageUse language that is ethical and accurateUse language to enhance his or her speaker credibilityChapter OutlineIntroductionThe Power of LanguageCommunication vs. LanguageLanguage Creates Social RealityThe Differences Language Choices Can MakeConstructing Clear and Vivid Messages Use Simple LanguageUse Concrete and Precise Language Using Stylized Language Metaphors and SimilesAlliterationAntithesisParallel Structure and LanguagePersonalized Language The Importance of Ethical and Accurate Language Language and EthicsSexist and Heterosexist Language Avoiding Language Pitfalls ProfanityExaggerationPowerless LanguageIncorrect GrammarOther Language Choices to Consider ClichesLanguage that is Central to Popular Culture ConclusionReview Questions and ActivitiesGlossaryReferencesYour purpose is to make your audience see what you saw, hear what you heard, feel what you felt. Relevant detail, couched in concrete, colorful language, is the best way to recreate the incident as it happened and to picture it for the audience. – Dale CarnegieThe Power of LanguageVenice“Venice” by MorBCN. CC-BY-NC-SA.Imagine for a moment that you were asked to list everything that you know about the country of Italy in spite of the fact that you have never actually visited the country. What would you write? You would have to think about all that you were told about Italy throughout your life, and you would probably list first the bits of information that have been repeated to you by various people and in a variety of contexts. So, for example, you might recall that in geography class you learned particular things about Italy. You might also recall the various movies you’ve seen that were either supposedly set in Italy or dealt with some element of what has been deemed by the film as “Italian culture.” Those movies could include The Godfather, The Italian Job, or The DaVinci Code. You might think about stories your Italian grandmother told you about her childhood spent in Rome or remember images you have seen in history books about World War II. In other words, throughout your life you have learned a lot of different things that you now assume to be true about this country called “Italy” and you’ve learned all of these things about Italy through language, whether it be through verbal storytelling or through your interpretation of images in a book or on a screen. Now, consider for a moment the possibility that everything you’ve heard about Italy has been incorrect. Since you have not ever actually been to the country and had first-hand experience with its geography and culture, for example, how would you know if what you’ve been told is true or not?Language is one of the most influential and powerful aspects of our daily lives and yet very few people pay attention to it in their interpersonal and public communication. The power of language cannot be overemphasized— language constructs, reflects, and maintains our social realities, or what we believe to be “true” with regard to the world around us. The point of the example above is that what we “know is true” about a person, place, thing, idea, or any other aspect of our daily lives very much depends on what experiences we have had (or not), what information we have (or have not) come across, and what words people have used (or not used) when communicating about our world.Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied. Even the interpretation and use of words involves a process of free creation. – Noam ChomskyLanguage can also have an impact on how we feel about this reality. How we define words and how we feel about those words is highly subjective. In fact, cognitive psychologist Lera Boroditsky showed a key to a group of Spanish-speakers and to a group of German-speakers. The researchers then asked the participants to describe the key they had been shown. Because the Spanish word for “key” is gendered as feminine, Spanish speakers defined the key using words such as lovely, tiny, and magic. The German word for “key” is gendered masculine, however, and German speakers defined the key using adjectives like hard, jagged, and awkward.[1] This study suggests that the words we use to define something can have an impact on how we perceive what those words represent.Martin Luther King Jr.“Martin Luther King Jr” by Dick DeMarsico. Public domain.Because language is such a powerful, yet unexamined, part of our lives, this chapter focuses on how language functions and how competent speakers harness the power of language. Consider the case of the Reverend Dr. Martin Luther King, Jr. Indeed, many speakers before him made the very same persuasive arguments regarding the lack of civil rights for Black Americans, yet we regularly point to the Reverend Dr. King as a preeminent speaker for the civil rights movement because he was a master of language— he employed the power of language to move his audiences in ways they had not been moved before, and we remember him for his eloquence.Communication vs. LanguageTo understand the power of language, we need to differentiate between communication and language. Communication occurs when we try to transfer what is in our minds to the minds of our audience. Whether speaking to inform, persuade, or entertain, the main goal of a speaker is to effectively communicate her or his thoughts to audience members. Most chapters in this text help you determine how best to communicate information through considerations such as organizational structure, audience analysis, delivery, and the like. Language, on the other hand, is the means by which we communicate—a system of symbols we use to form messages. We learn language as a child in order to read, write, and speak. Once we have mastered enough language we can communicate with relative ease, yet growing up we rarely learn much about language choices and what they mean for our communication. We regularly hear people say, “If we just communicated more or for longer periods of time we’d better understand each other.” What these types of statements reflect is our lack of understanding of the differences between communication and language. Therefore, many of us believe that when problems arise we should strive to have more communication between the parties. But what we need is better communication by focusing on language choice.Language Creates Social RealityOur social realities are constructed through language; and therefore, people with different experiences in, and understandings of, the world can define the same things in very different ways. Language is culturally transmitted—we learn how to define our world first from our families and then our later definitions of the world are influenced by friends and institutions such as the media, education, and religion. If we grow up in a sexist culture, we are likely to hold sexist attitudes. Similarly, if we grow up in a culture that defines the environment as our first priority in making any decisions, we’re likely to grow with environmentally friendly attitudes. Language, then, is not neutral. As a culture, as groups of people, and as individuals, we decide what words we’re going to use to define one thing or another.Culture is the collective programming of the mind that distinguishes the members of one category of people from another. – Geert HofstedeFor public speakers, these facts are important for three primary reasons. First, the careful use of language can make the difference between you giving a remarkable speech and one that is utterly forgettable. Second, you must remember that audience members may not share the same language for the definition of the very same ideas, realities, or even specific items. Finally, the language that you use in public (and even private) communication says something about you—about how you define and therefore perceive the world. If you are not careful with your language you may unintentionally communicate something negative about yourself simply because of a careless use of language. You should think very carefully about your audience’s and your own language when you prepare to speak publicly. You can master all of the other elements in this textbook, but without an effective use of language those other mastered skills will not mean much to your audience. The suggestions in this chapter will help you communicate as effectively as possible using appropriate and expressive. You’ll also learn about language to avoid so that your language leaves the audience with a positive impression of you.The Differences Language Choices can MakeWhen I discuss the importance of language choice with my students, I generally begin with two different paragraphs based on a section from Reverend Jesse Jackson’s “Rainbow Coalition” speech. The first paragraph I read them is a section of Reverend Jackson’s speech that I have rewritten. The second paragraph is the actual text from Reverend Jackson’s speech. Let’s start with my version first:America should dream. Choose people over building bombs. Destroy the weapons and don’t hurt the people. Think about a new system of values. Think about lawyers more interested in the law than promotions. Consider doctors more interested in helping people get better than in making money. Imagine preachers and priests who will preach and not just solicit money.This paragraph is clear and simple. It gets the point across to the audience. But compare my version of his paragraph to Reverend Jackson’s actual words:Young America dream. Choose the human race over the nuclear race. Bury the weapons and don’t burn the people. Dream of a new value system. Dream of lawyers more concerned about justice than a judgeship. Dream of doctors more concerned about public health than personal wealth. Dream of preachers and priests who will prophecy and not just profiteer.The significant difference between these two versions of the paragraph can be explained simply as the difference between carefully choosing one group of words over another group of words. My version of the speech is fine, but it is utterly forgettable. Reverend Jackson’s exact wording, however, is stunning. The audience probably remembered his speech and the chills that went down their spines when they heard it long after it was over. This example, I hope, exemplifies the difference language choice can make. Using language in a way that makes you and your speech memorable, however, takes work. Few people come by this talent naturally, so give yourself plenty of time to rework your first draft to fine tune and perfect your language choice. Using some of the strategies discussed below will help you in this process.Boroditsky cited in Thomas, L., Wareing, S. Singh, I., Pecci, J. S., Thornborrow, J. & Jones, J. (2003). Language, society, and power: An introduction, 2nd Ed. New York: Routledge. pp. 26–27. ↵Chapter 49DISCUSS: Communication Model: Sticks and StonesAre you familiar with the phrase, ” Sticks and stones may break my bones, but names will never hurt me.”?Think about that in relation to your reading on the importance of language choices, The spirit of the “sticks and stones” phrase seems to be that words do not matter because they cannot hurt the listener. Connect notes from reading and your own awareness/experience of thinking of a speaker’s words as “weapons” intended to harm or wording that may purposefully or unintentionally leave a bruise/a mark on listeners.. Initial posts need to refer to a specific point of effective language choices from the reading.Chapter 50DISCUSS: Are you listening to me?Explain the difference between hearing and listening. Then, using reading notes and vocabulary provide an example (from your own experience or viewed) of effective listening or ineffective listening. Be sure to support your example with reading vocabulary of poor/effective listening to receive full point value.Chapter 51SPEECH DRAFT: DEMONSTRATION/SALES We are practicing a very practical application of public speaking where speakers are asked to demonstrate/teach with the bottom line to persuade an audience to use or to buy a product or service. Write a draft of a speech where the goal is to educate/explain to our college class (your target audience) the need for a new( not currently existing product/service in an informative and entertaining way. Use real sources(logos) to back up and to support that the need for this product/service exists and demonstrate and teach us how you imagine the product/service will work or how to use it. While not required, if it amuses you, you may include your own original visual aids, At the end of your speech, college students should consider your idea/proposal for a new product/service a “must have” if they are attending college.Draft Requirements:Length: 3 pages ( typed, double-spaced)Organization:Introduction AreaAttention GetterConnections to the target college audienceIntroduction to the product/serviceBodyThe need for it.What problems exist because your product/service does not exist or no one knows how to use it properly? Use oral source citation. May wish to quote college friends or quote sources reporting concerns of college students.You may reference similar products/services that exist (sources) but point out the short comings and why they do not adequately address the need.Demonstrate/Teach.Explain how ,if used properly, it will eliminate or reduce the concern/need. You may wish to have friends and or family in your audience participate.ConclusionSell us on buying or trying this new product/service by explaining the details where/how to buy and the cost or upgrades you imagine will be available. Make sure you have a strong/memorable last line.While the product/service is not real, you are required to utilize at least two real sources for related information, to tailor to a college audience, and to write the draft to meet minimum time length of a 5-10 minute speech. Visual aids are optional. * Refer to examples posted in our DISCUSS forum.Great news! You are encouraged to use your creativity and sense of humor!Chapter 52DISCUSS: "How to" Videos and Persuasive SalesShark Tank and QVC are two examples of targeting/tailoring to audiences and making a persuasive case to buy or to invest in products using the power of logos and pathos. I have provided supplemental links to episodes of each tv show in case you have never seen an episode from these shows.Now, for this DISCUSS forum, find an example of a clearly, tailored for a specific audience How To/Demonstration Video or Sales Speech that is 5-10 minutes, the length of your next required speech. Include the link to the video in your initial post and provide your observations of the speaker’s attempts to identify needs of the target audience, logos (stories, examples, statistics, and sources) and pathos..what appeals to motivation strategies of rewards, punishments, urgency, authority and emotional appeals are being utilized to inform how something works or is used in order to sell or to persuade audience/listeners to try it. This is where we see the blending of major goals of public speaking to inform and to persuade while trying to be entertaining and engaging. Pay extra attention to the packaging of the verbal part of the message what the speaker says in words packaged with how effectively the speaker uses vocal cues,body language,choices of clothing, and visual aids to enhance the message. There is a lot to comment on when the goal of the speech is to demonstrate/teach in order to persuade and to sell. Use vocabulary from READ to receive high quality points.Chapter 53PEER REVIEW DISCUSSION: DEMONSTRATION/SALESUpload link to your DEMONSTRATION/SALES SPEECH from your YouTube account to this discussion forum. You will be able to view recordings of all of your classmates and practice replying using netiquette and course vocabulary for critiquing speeches.PART VIIModule 5: Persuasion SpeechChapter 54Persuasive SpeakingBy Sarah Stone Watt, Ph.D., Pepperdine University Malibu, CA & Joshua Trey Barnett, Indiana University Bloomington, INLEARNING OBJECTIVESAfter reading this chapter, you should be able to:Explain what a persuasive speech is.Describe the functions of persuasive speeches.List the different types of persuasive speeches.Identify persuasive strategies that make a speech more effective.Apply the appropriate organizational pattern based on your persuasive goals.Distinguish between ethical and unethical forms of persuasion.Apply module concepts in final questions and activities.Chapter OutlineIntroductionWhat is Persuasive Speaking? Functions of Persuasive SpeechesSpeeches to ConvinceSpeeches to ActuateTypes of Persuasive SpeechesPropositions of FactPropositions of ValuePropositions of PolicyChoosing a Persuasive Speech TopicApproaching AudiencesReceptive AudiencesNeutral AudiencesHostile AudiencesPersuasive StrategiesEthosLogosPathosOrganizing Persuasive MessagesMonroe’s Motivated SequenceDirect Method PatternCausal PatternRefutation PatternConclusionModule ActivitiesGlossaryReferencesIntroductionJudi Chamberlin“Judi Chamberlin” by Tom Olin. CC-BY-SA.At the gas pump, on eggs in the grocery store, in the examination room of your doctor’s office, everywhere you go, advertisers are trying to persuade you to buy their product. This form of persuasion used to be reserved for magazines and television commercials, but now it is unavoidable. One marketing research firm estimates that a person living in a large city today sees approximately 5,000 ads per day.[1] It is easy to assume that our over-exposure to persuasion makes us immune to its effect, but research demonstrates that we are more susceptible than ever. In fact, advertisers have gotten even better at learning exactly the right times and places to reach us by studying different audiences and techniques.[2][3][4]I do not read advertisements. I would spend all of my time wanting things. – Franz KafkaWe also encounter persuasion in our daily interactions. Imagine you stop at a café on your way to school, and the barista persuades you to try something new. While enjoying your espresso, a sales person attempts to persuade you to upgrade your home Internet package. Later, while walking across campus, you observe students who are enthusiastically inviting others to join their organizations. Within thirty minutes, you have encountered at least three instances of persuasion, and there were likely others emanating in the background unbeknownst to you. Amidst being persuaded, you were also actively persuading others. You may have tried to convince the Internet sales person to give you a better deal and an extended contract, and later persuaded a group of friends to enjoy a night on the town. Persuasion is everywhere.Story, L. (2007, January 15). Anywhere the eye can see, it’s likely to see an ad. The New York Times. Retrieved from: http://www.nytimes.com/2007/01/15/business/media/15everywhere.html? pagewanted=all ↵Aral, S. & Walker, D. (2012, 20 July). Identifying influential and susceptible members of social networks. Science, 327(6092), 337–341. Retrieved from: http://www.sciencemag.org/content/337/6092/337.abstract ↵Blackman, S. (2009, September 3). Tired consumers more susceptible to advertising. CBS Money Watch. Retrieved from: http://www.cbsnews.com/news/tired-consumers-more-susceptible-to-advertising/ ↵Rosendaal, E., Lapierre, M.A., vanReijmersdal, E.A., & Buijzen, M. (2011). Reconsidering advertising literacy as a defense against advertising effects. Media Psychology, 14(4), 333–354. ↵Chapter 55Critical Thinking and ReasoningThou Shalt Not Commit Logical Fallacies PosterHere’s a helpful poster that reviews many of the most common Logical Fallacies.https://s3-us-west-2.amazonaws.com/oerfiles/Public+Speaking/FallaciesPoster24x36.pdfChapter 56DISCUSS: Choices: Logos or Pathos?It is important to understand that one persuasive goal may have numerous if not limitless ways that a speaker may try to convince, to motivate, and to inspire an audience to accept, to believe, and to take action on that goal. A persuasive topic to convince people to wear seatbelts when driving/riding in a car results in hundreds of YouTube videos. I’ve included supplemental links to two videos related to the persuasive goal of convincing us to wear seatbelt. The YouTube video “Seatbelt Safety Montage” is a collection of real ads produced to address the need to “buckle up” when riding/driving a car. The bottom line goal is the same for each ad.. to persuade viewers to wear a seatbelt. Ad companies, just like speakers, make choices about content and emotional appeals based on target audience and situational analysis. To see my personal favorite ad persuading viewers to wear a seatbelt without any logos( no sources, statistics or even images of a real car or seat belt)..just effective pathos( emotional appeals), watch “Embrace Life” video. Warning: Have a tissue for tears ready! Maybe it is effective for me because I am the target audience and you will not be moved.Using the topic of preventing cyberbullying of college age students Locate a persuasive video that has the bottom line to stop/to report. to prevent cyber bullying of college age students. Upload the link to the video in your initial post and provide evidence of choices the speaker made in crafting this persuasive video. Does your video selection focus on stories, statistics, sources/experts or pathos were the focus is more on visuals and emotional appeals. It is a serious topic..would humor ever be appropriate? Is it possible to be too graphic and purposefully “gross out” an audience by showing horrific images? Can an ad or speech go too far in making a case?Now that you are thinking about speaker choices, search for a stop/report/prevent video about cyber bullying of college age students and make your initial post in support of effective/ineffective choices when it comes to the use of logos/pathos.Chapter 57PEER EVALUATION DISCUSSION: PERSUASIONUpload link to your PERSUASION SPEECH from your YouTube account to this discussion forum. You will be able to view recordings of all of your classmates and practice replying using netiquette and course vocabulary for critiquing speeches.Chapter 58DISCUSS: I-spy Errors in ReasoningUsing notes from your reading on errors in reasoning, provide an example of a speaker making a persuasive point based on a fallacy of reasoning. Make sure your initial post uses vocabulary from your reading in supporting your observation. I’ll go first:Recently, I was looking to purchase a camera as a gift and asked the sales associate if the store carried one that had the features I was seeking. The sales associate led me to a row of cameras and presented two options that were very expensive and beyond my price range. I asked,” Do any of these other cameras have the features I am seeking?” The sales associate said, “Yes, but they do not include additional cool features that you may be interested in having on a camera.” This is an example of a speaker using Either/Or fallacy in persuasion. The sales associate presented the options as being either of the two cameras that the salesperson selected when there were other options clearly available. Remember this example when you are buying an expensive item and the salesperson limits your decision to choosing between two items or plans. There may be more choices available that the salesperson does not mention. Many sales people, especially ones making a commission on the sale, feel this is ethical as long as the options presented meet the needs of the buyer. They do not feel it is their job to sell you something at the cheapest price. This is also important to remember in selecting a topic for your persuasion speech. It is an error in reasoning to suggest that we must either prefer cats or dogs as pets or drink Coke or Pepsi as our beverage of choice. One, these topics are not college worthy of our consideration AND two we know there are other options for pets or beverages beyond the choice provided. In fact, the two options may be non-starters because we are not allowed to own pets where we live or we are not able to drink carbonated beverages due to health concerns.For full quality points in your initial post, link specific error in reasoning from reading to your example.Chapter 59Persuasion Speech Topic WritingUse the text below as a template for this assignment. Complete each prompt with the thought that best reflects your plan for persuading the class on the topic of your choice. Please write in complete sentences. You may use EasyBib.com to assist you in putting your credible sources into MLA citation. This is to confirm that you have credible sources to move forward. By now, you know the importance of citing these sources orally in your speech draft and in your speech recording. I’m looking forward to learning what you care about and what you feel is worthy of convincing, motivating, inspiring us about in your persuasion speech. COM101: Persuasion Topic Planning Using notes from the reading on Audience Analysis and Oral Citation of Sources in a speech, type your responses to the following.:I plan to persuade members of this class to share my opinion that:The reasons why this is important to me and why it should be important or of interest to the class are:When my audience first hears my topic they are most likely to think/picture:I anticipate my audience already knowing or being aware of the following related to my topic.The following NEW information or approach to my topic will surprise my classmates:6. Here are two, MLA cited sources (use easybib.com) I would use in my speech from CREDIBLE (experienced, knowledgeable, trustworthy) people who have important information or life experience related to my topic:1.2.7. At the end of my speech, classmates will be nudged on the persuasion continuum closer to agreeing with me that:Pictures are worth a thousand words. The following visual aids would enhance the emotional or motivational aspect of my topic and assist my class in understanding my topic:Chapter 60Required Listening Critique: Persuasion TemplateNameSpeaker:Date Speech/Date Speech Viewed:Location/Setting:Audience (Present):Occasion:Topic:Outline the Speech Content. (use key words/phrases)IntroductionProblem AreaSolution AreaAction/ConclusionAnalyze the Supporting Materials or Evidence.Analyze the Speaker’s Delivery.Describe the Audience Reaction.Make your recommendations.HYPERLINK “https://clinton.delhi.edu/course/modedit.php?update=839&return=0&sr=0” \t “_blank” “Template: Persuasion Listening Critique” by Lee Ann, HYPERLINK “https://clinton.delhi.edu/course/view.php?id=173” \t “_blank” COM101, HYPERLINK “http://clinton.edu/” \t “_blank” Clinton Community College is licensed under HYPERLINK “http://creativecommons.org/licenses/by/4.0” \t “_blank” CC BY 4.0Chapter 61Overview of Required Listening Critique: PersuasionAs you learned in “Course Information Documents” in Ice Breaker Module when the course started, there are TWO required listening critiques in COM101. The first required critique was for David Curry’s Informative Speech. Now, you get to select a speaker giving a 5 to 10 minute persuasion speech and critique it using the same format/template as used for David Curry’s informative speech on hernias.Review the grade and feedback you received on the first critique before you start this assignment. Concerns with formatting should no longer be a factor in your success on this assignment. An effective critique infuses course vocabulary and reflects our reading, discussions and work since completing the first, required critique. I am thrilled that we are at this point in the semester, and I am looking forward to reading your analysis of a pervasive speech of your choosing for your final “Required Listening Critique”.Important: If you did not submit “Required Listening Critique: Informative” and received a zero for that assignment, you MUST submit the “Required Listening Critique: Persuasion” assignment for evaluation to pass the course. Submitting at least one required listening critique is a QUEUE item for all students taking COM101 whether the course is taken in a traditional, classroom section or in this online format. There are no exceptions. As you search for a persuasion speech recording to critique, think about what we have learned so far in the course about tailoring a topic for an audience, speaker delivery choices, basic organization of a persuasive speech, citing sources orally, and utilizing effective openings/closings and visual aids to be more effective and engaging.The recording you select should reflect the requirements of our class persuasive speech: Taking a position on a topic where there is room to move/nudge the audience in direction of a speaker’s position , using credible logos and tailored pathos to motivate, inspire and/or to convince the audience to agree/consider your position. If action is called for, the audience perceives it as being easy and urgent to do in follow up to your speech. Finally, the speaker’s delivery and use of visual aids enhance and complement the overall persuasive goal without being distracting.Reminders:Use feedback on Required Listening Critique: Informative to avoid losing points for the same concerns in this critique.Think of this as a “lab report” on a presentation. It is not an essay. A successful critique will include heading information and five areas of evaluation indicated and separated by roman numerals. It will visually look exactly like the blank template provided to you.Print a hard copy of the blank template to record your thoughts in an organized way as you view the recording of your choice. This provides you with a rough draft of notes to revise into full sentences and paragraphs for the final draft.Allow yourself 30 minutes of uninterrupted time to fully view and to respond to a 5-10 minute recording. Our discussion this week will focus on responding to persuasive recordings selected/uploaded by classmates in DISCUSS. Not all recordings will show audience reaction, so help one other by posting feedback on recordings to assist with content to cite in IV: Audience Reaction of critique template. When you have finalized your listening critique, upload it in DO assignment. Chapter 62Required Listening Critique Persuasion InstructionsPersuasion Listening Critique Instructions. Type Template. Use details to assist you in what to draw attention to the reader about the presentation you viewed. Remember: Speech viewed should be at least 5 minutes in length and when presented was in front of a LIVE audience. Length: 1-2 pages. Type your nameCOM101- _____Speaker:Target Audience:Date of Speech/Date Speech Viewed:Location:Occasion:Subject/Topic:Main public speaking goal: Outline the speech content. (This is the only part of your report which should NOT be in paragraph format. You may bullet list your notes under each heading:IntroductionProblem AreaSolution AreaAction/ConclusionAnalyze the supporting materials or evidence. Include whether the speaker used examples, illustrations, stories, definitions, quotations, facts, statistics, or slogans, and how they were used in the speech. (You do not have to retell the whole story or get all of the numbers down accurately, but rather, tell me what kinds of sub-points they used in brief–e.g. “the speaker told a story about a special day in her childhood when she went fishing with her grandfather” or “the speaker gave current statistics about how gang violence is on the increase in our city.”)Analyze BOTH the speaker’s delivery and use of visual aids. Comment on poise, posture, use of gesture, bodily movement, loudness, rate, pitch, quality, and variety of the voice, eye contact, pronunciation and articulation, personal appearance and authoritativeness. Include your evaluation of effectiveness of the speaker’s use of visual aids and technology. Describe the audience reaction.. Explain how the writing and the delivery of the speech were effectively TAILORED for this target audience by describing the audience reaction. Tell me if they approved or disapproved, believed or disbelieved, accepted or rejected, enjoyed or were bored by the presentation (How you could tell?)Make your recommendations. Give your detailed suggestions, a minimum of two, on how the speech could be improved. In the rare situation that you perceive the speech as flawless, give two points of high praise in support of how the speech in delivery and/or writing was outstanding. This should be in paragraph format not in list/numbered format.HYPERLINK “https://clinton.delhi.edu/course/modedit.php?update=839&return=0&sr=0” \t “_blank” “Listening Critique Persuasion Instructions” by Lee Ann, HYPERLINK “https://clinton.delhi.edu/course/view.php?id=173” \t “_blank” COM101, HYPERLINK “http://clinton.edu/” \t “_blank” Clinton Community College is licensed under HYPERLINK “http://creativecommons.org/licenses/by/4.0” \t “_blank” CC BY 4.0Chapter 63DISCUSS: Am I Inspired, Motivated, or Convinced by the Persuasive Recording?DISCUSS: Am I Inspired, Motivated, or Convinced by the Persuasive Recording?After you post a link to a 5-10 minute persuasion speech in this forum, Begin to respond to videos submitted by your classmates of persuasive speakers they found to share. Think of yourself as the speaker’s teacher or practice peer. What do you wish the speaker to know about your reaction to the speech? What went well and what could make it even better? Effective posts will draw attention to a point of specific praise and/or concern and explain why you feel it is effective or ineffective as a choice made by the speaker in the video. Pay attention to evidence of tailoring the persuasion message to a specific target audience. Even though the speaker in the recording will not see our comments, use good, respectful netiquette in critiquing the speech and responding to one another’s posts. IMPORTANT: Classmate reactions may be used in required listening critique in area !V. Audience Reaction.Chapter 64REQUIRED LISTENING CRITIQUE #2This is the last required listening critique for the semester. The first, required critique focused on format and the type of information that is appropriate to address and to highlight for each area of the template. Review feedback on struture/organization from the first critique.Evaluation of this critique begins that all format concerns have been addressed and the focus can be on course vocabulary and speaker choices leading to the writing and delivery of a persuasive speech. Area IV. Audience Reaction may draw from the reactions of audience in recording if available and reactions posted in our DISCUSS forum: “Am I Inspired, Motivated, or Convinced by the Persuasive Recording?” Chapter 65DISCUSS: I-spy Ethical Listening During a PresentationOne of the harder challenges in public speaking is when we are asked to listen to a persuasive speaker that we feel is not credible. This means that the speaker lacks credibility in competence or character or may simply hold a belief or seek a course of action that we do not agree is the right decision or direction to go with that topic. As you know, we are sometimes “passionate” about our opinions and the question in public speaking is how to respectfully listen without agreeing or to seemingly endorse an idea by remaining silent. Take a moment to review reading notes on effective, ethical listening and post suggestions for ethical listening you plan to employee as you listen to persuasive arguments, read political posts in social media, and even view persuasive speeches of your classmates. Ethical listening is essential in effective and meaningful, communication interactions.Chapter 66SPEECH DRAFT: PERSUASIONPersuasion Speech Draft Guidelines and Recommended Outline _____ / 30 PointsDraft Length: 3-5 pages typed. Full sentences. Time: 5-10 minutes.Draft reflects targeting/tailoring information to our COM101 class.Draft includes oral citation to a minimum of TWO sources. Sources recommended for each step. Draft may reference a visual aid, if planned. A visual aid is not required.Outline for Monroe’s Motivated Sequence Note: The verbiage here is only meant to trigger the direction for each particular step of Monroe’s Sequence. Sources are encouraged in each step. I. Attention Step-This story, video, picture, quote draws attention to a problem that needs to be addressedHere’s a brief take on the backstory/context of this problemI care about this problem becauseWe need to care about this problem becauseThesis/PreviewII. Need-The problemHere’s proof that this is a serious problemHere’s how this problem impacts your life, audienceSome people say this isn’t really a problem or it’s already been fixedI say they’re wrong, and here’s why Transition-III. Satisfaction-Here’s the solution to this problem:Here’s how the solution works:Here’s proof that this solution does work to solve the problem:Some say this kind of a solution won’t work.They’re wrong, and here’s why: Transition-IV. Visualization- Picture ThisPicture how much worse off we’ll be if we don’t address the problem and imagine and/or how much better the world will be once we put the solution into placeV. Action- Restate problem/Remind Audience of Attention GetterCall to action that audience finds practical and doable and does not require unrealistic expectations of time/money/effortI’ll leave you with this powerful thought, image Outline for Monroe’s Motivated Sequence. Authored by: Ellen Bremen. Provided by: Highline College. Located at: HYPERLINK “https://www.highline.edu/” https://www.highline.edu/. License: CC BY: Attribution“Persuasion Speech Draft Guidelines and Recommended Outline” by Lee Ann, HYPERLINK “https://clinton.delhi.edu/course/view.php?id=173” \t “_blank” COM101, HYPERLINK “http://clinton.edu/” \t “_blank” Clinton Community College is licensed under HYPERLINK “http://creativecommons.org/licenses/by/4.0” \t “_blank” CC BY 4.0PART VIIIModule 6: Final TestChapter 67Home Stretch InstructionsAlmost there! What a great semester! At this point in our work together, there remains only one required QUEUE ITEM to complete the course.The Final Test for the class is not cumulative in terms of asking specific questions from required reading for the Midterm Test. It is cummulative in that it will reflect your knowledge and understanding of the process of preparing and presenting an effective speech with specific focus on content and discussions in Module 4 and Module 5. The questions will be in the same format as you experienced for the Midterm. The study tools and resources for reviewing and preparing for the test remain available to you. Again, I am not really teasing, have fun “showing what you know.” Know you make me smile when I have this opportunity to see what you have learned in recent weeks in our class.Remind yourself of what went well for the midterm and what you thought you would do differently in preparing the next time for a key test. DO the test when you are ready. The last action I take before your submitting your final course grade is to review any extra-effort you have made to be successful this semester and use that to guide me if a grade of “C+” can legitimately with justifiable rationale be “bumped up” to a “B-” final grade. You will recall from “Course Information Documents” that I never look for a rationale to downgrade. Points earned are points earned! I will factor in your success in meeting deadlines, submitting all assignments, and your active, full participation in discussions.That said, this is also the last opportunity to submit Extra Credit Listening Critiques. The maximum number of Extra-Credit Listening Critiques is TWO. Each one has a potential point value of 5 points each for a total of 10 points. I only record points for the first two received, so there is no benefit to submitting more than two critiques following the same format/template used for REQUIRED LISTENING CRITIQUES. As we wrap up the course, I said at the beginning you may successfully complete the class, may even receive an “A” in Public Speaking and still hate it at the end of the class. But it would make me proud and feel our work together was worthwhile if, for the rest of your life, you are more mindful and appreciative of effective speakers you hear as an audience member. Additionally, I will be proud, if when you are given an opportunity to speak in public, even if you hate it and still feel nervous, you know that you can manage your nerves and be in control of communicating your message effectively to groups of people. What a joy that is to think about as the teacher of this course!Chapter 68DISCUSS: Reviewing for Final TestRemember this test is not cumulative. It only covers information in READ and DISCUSS folders from Modules 4-5. Which is plenty! At mid-term, in Module 3, you were asked about resources available to assist you in preparing for success on the test. Now, as you enter the home stretch of the course and are getting ready for your last DO for point assignment ( it is ok to smile! I am!) , explain your process for reviewing for this Final Test. A quality post will point out what is the same or different from your preparation for the Mid-Term Test.PK
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