Speech #1 Assignment Sheet PDF

Preview

Summary

Download Speech #1 Assignment Sheet PDF

Description

CMST 220: Public Speaking Professor Kosloski

Outline Due: Speech Video Due: Time:

Week 2 Week 2 2-4 minutes

SPEECH #1 TASK 1: CREATE YOUR OUTLINES GUIDELINES FOR SUBMITTING OUTLINES: 1. Please save your final outline as a document. It should have a .doc or .docx after the title. 2. From the Canvas home page, open the “Speech #1 Outline” assignment link. 3. Follow the prompts to upload your document to the assignment page by the deadline. 4. When your outline receives a grade, open the assignment and look in the upper right for the “See Feedback” link. You will see highlighted areas and specific comments that explain your grade. For your first oral presentation you will offer a description of yourself that will give your audience some insight into who you are. In considering a topic focus on a specific trait, an aspect of your personality, a quality that defines some aspect of who you are, or a personal accomplishment, achievement, or goal that you are particularly proud of. Try to evaluate your thesis carefully by drawing upon your most vivid personal experiences and use these to illustrate your thesis. GUIDELINES 

Word a complete sentence stating the trait, quality, goal, etc. you want us to know about you. This will serve as your thesis statement.



Offer two main points that illustrate this trait, quality, goal, etc.—use specific examples of where you exhibited this quality in the past, etc. Label each main point with Roman numerals (I and II). This will serve as the body of your speech. PLEASE LIMIT YOUR BODY TO TWO MAIN POINTS FOR THIS FIRST SPEECH!



Develop a FULL SENTENCE outline that will serve as a script of your presentation. Remember, a full sentence outline includes a complete sentence for each element of the speech. Be sure to follow proper outlining format (first-level subpoints are indicated by a capital letter; second-level subpoints are indicated by numbers and you should indent to show the appropriate subordination). Please double-space between each sentence!



Your presentation should have a clear Introduction (be sure to label each of the THREE functions clearly), Body (with only two main points), and Conclusion (be sure to label the review of main points and the clincher). Be sure to include:          

A creative attention getter (labeled) A clear statement of your thesis that overviews the topic of the speech (labeled) Preview of the main points (labeled) Main point number 1 (labeled with a “I”) At least 2 subpoints (and appropriate subdivisions) that illustrate support for this main point Transition (written out and labeled—be sure it looks back, then forward) Main point number 2 (labeled with a “II”) At least 2 subpoints (and appropriate subdivisions) that illustrate support for this main point Review of your main points (labeled) A clincher to close the speech for the audience (labeled)



Use the sample outline provided for you as THE MODEL for creating your own presentation.



Once your full sentence outline is written, practice your speech until you feel comfortable with the content. Then, try to create a “KEYWORD” outline that reduces the content of your speech to key words and phrases. NOTE: You will likely NOT receive a grade of better than a “C” on this speech if you speak from notecards that contain full sentences.



Create a 1-2 notecard (use only one side of each notecard) version of your keyword outline. You will speak from these notecards during your oral presentation. Please be sure your notes are in outline format—you will be graded down for notes that are not in proper format. NOTE: Please do not use visual aids!



You will submit your full-sentence outline to the Canvas page during Week #2. Outlines will be evaluated for organization, structure, and clarity. Oral presentations will be evaluated for delivery and adherence to the outline. You will receive separate grades for your outline and your oral presentation. TASK 2: DEVELOP AND RECORD YOUR ORAL PRESENTATION

GUIDELINES FOR RECORDING AND SUBMITTING SPEECH PRESENTATIONS: 1. Open the PANOPTO RECORDINGS tab on the left side of the Canvas Home Page. 2. Be sure to download the Panopto application if prompted. 3. Click the CREATE tab in the upper right and in the drop-down menu select RECORD A NEW SESSION. 4. Click OPEN PANOPTO. 5. The FOLDER should show CMST&220 8794- S20 – Public Speaking 6. In the SESSION field, delete the time and date and type: Speech #1 Your First/Last name 7. In the VIDEO field click “FaceTime Camera” and in the AUDIO field click “Built-in Microphone” Be sure to check “Capture Computer Audio” 8. In the SECONDARY SOURCES window, at the bottom look for the SOURCES and select “NONE” 9. In the upper left corner click RECORD when you are ready to begin speaking. 10. When finished, click STOP. 11. A new window will appear that says RECORDING COMPLETE. Select UPLOAD. * PLEASE VIEW THE TUTORIAL VIDEO FOR RECORDING AND UPLOADING SPEECHES* 

You will be recording your speeches at home using the Panopto recording program located on the Canvas page. Please review the above instructions and watch the tutorial video on the Canvas homepage



You do not need an audience for your speeches, but if you have members of your household that are willing to serve as an audience, feel free to include them.



Don’t speak from a podium or lectern. Speak standing in front of the camera with notecards in your hand.



Be sure you can be seen from the waist up and that arms and hands are visible.



Remember the dress code for speeches! Pull hair back.



Test the equipment (camera and microphone).



If speaking with an audience, use the camera to pan them once to show where they are located.



Please use the camera to show a closeup view of your two notecards (show both the front and back).



Once you have finished the video be sure to test that it recorded correctly and that it was successfully uploaded to the Canvas page.



Time: Speeches must be at least 2 minutes and no more than 4 minutes. Remember the reductions for timing: Under or over the minimum time limit … Up to one minute over/under: Between 1-2 minutes over/under: Between 2-3 minutes over/under: Between 4-5 minutes over/under: More than 5 minutes over/under:



1/3 letter grade reduction 2/3 letter grade reduction Full Grade Reduction 1 and 1/3 grade reduction You will earn an “F” for the speec h

Please use the sample full sentence outline, speaking outline (notecards) and the sample critique sheet to guide your preparation. PRACTICE, PRACTICE, PRACTICE!

SAMPLE FULL SENTENCE OUTLINE FOR SPEECH #1

Name: Section:

INTRODUCTION

Delivery Note: Stand in the middle of the stage ATTENTION GETTER: Eleanor Roosevelt once said, “What one has to do usually can be done.” That quotation describes me, David Jordan. Some of my friends call me D.J., but most people just call me Dave. Some of my friends call me “intense.” THESIS: Being an intense person is an important part of who I am. PREVIEW: By “intense” I mean I throw myself wholeheartedly into everything I do. Today, I want to show you just how intense I am first, about working and second, about playing. Delivery Note: Move to the left side of the stage  BODY I.

I am very intense about working. A.

I want to be a commercial pilot. 1.

My dad keeps a small plane behind our house and he flies three or four times a week on business. He began teaching me how to fly when I was six.

2.

I had my license by age sixteen, and I was giving lessons by eighteen.

3.

Today, I am an instructor at the local airport and hope to land a position with a commuter airline when I graduate, and then work up to an international airline.

B.

I’ve also been intense about my schoolwork. 1.

I’ll be able to graduate from Clark College after just a year-and-a-half.

2.

This is because I took several courses for college credit while I was still in high school.

Delivery Note: Move to the right side of the stage  Transition: II.

Not only am I intense about my work, I am also intense when I am playing.

Even when I am not working, my intensity comes through in my everyday activities. A.

B.

My favorite recreation is playing basketball; I always play hard and to win. 1.

One night I played HORSE with an old friend from high school.

2.

We played from 8 p.m. until 1 a.m. because I wanted a perfect game.

I am even intense about relaxing, although that might seem to be a contradiction. 1.

My favorite way to relax is to lie on the floor of my girlfriend’s apartment.

2.

When I’m there, I eat Domino’s pizza and listen to the same Grateful Dead CD or six or eight times.

C.

I’ve been this way since I was a kid. 1.

When I was a Cub Scout, my den had a cake sale with a prize for the scout who got the most cakes donated.

2.

I got 104 people to bake cakes. CONCLUSION

Delivery Note: Move to the center of the stage  REVIEW OF THESIS AND MAIN POINTS: As you can see, being an intense person is an important part of who I am. I have shown you that first, I tend to be very intense about working and second, about playing. CLINCHER: My friends might think I’m too intense for my own good sometimes, but as Eleanor Roosevelt reminds us you gotta do what you gotta do.

SAMPLE KEYWORD OUTLINE FOR SPEECH #1 (Write or type this out on your TWO notecards)

ATTENTION GETTER: Eleanor Roosevelt: “What one has to do usually can be done” Me! DJ – Dave – Intense THESIS: Intense = important part of me PREVIEW: Intense about (1) working and (2) playing BODY: (Move ) I. Working A. Pilot 1. Dad taught me at 6 2. License at 16, lessons at 18 3. Instructor at small airport B. Schoolwork 1. Grad from Clark in 1 ½ years 2. Many college credits from HS TRANSITION: Intense not only work, but play

(Move ) II. Playing A.

Basketball 1. HORSE with old friend 2. 8 p.m. to 1 a.m. B. Relaxing 1. Girlfriend’s floor 2. Grateful Dead CD 6 or 8 times C. Since a kid 1. Cub Scouts cake sale 2. 104 cakes (Move ) CONCLUSION/REVIEW: Intense is important part of me. Both in work and school CLINCHER: Eleanor Roosevelt reminds us—gotta do what you gotta do.

SAMPLE CRITIQUE SHEET USED FOR EVALUATING YOUR ORAL PRESENTATION Speaker:

Grade ______________________________

Topic:

Reduction for Time: _____ Dress:_______

Time:

Final Grade: ________________________

ORAL SPEECH EVALUTATION/AREAS TO IMPROVE

++ = Excellent Introduction

+ = Good

 = Average

 = Below Average

0 = Poor

* Attention Getter (creative/not creative/no clear attention getter) Thesis stated (clearly/not clearly) (linked to attention getter/not linked) * Previews main points (two points clearly stated/two points vague/more than 2 points/no preview) Body Statement of Main Point #1 (clear/unclear) (follows/doesn’t follow preview) * Relevant subpoints (support main point/seem irrelevant) (too brief/too long) Examples and illustrations (effective/ineffective) (clear/unclear) * Transition (clearly/not clearly stated) (functional/doesn’t summarize or signpost) Statement of Main Point #2 (clear/unclear) (follows/doesn’t follow preview) * Relevant subpoints (support main point/seem irrelevant) (too brief/too long) Examples and illustrations (effective/ineffective) (clear/unclear) * Used only TWO main points (used more/less than TWO main points) Conclusion * Clear summary of 2 main points (Each point reviewed/too general/no review) Effective clincher (No clear clincher) (Ties back to intro/no tie back to the intro) Delivery * Vocal rate and pauses (fast/slow/conversational/too many vocalized pauses) * Eye contact (consistent/inconsistent) (looks over audience/looks down) * Speaks effectively from notecards (too dependent on notes/needs to use notes more often) Volume (too loud/too soft/consistent with audience needs) Movement effective (too much/doesn’t move enough) (paces/rocks side-to-side/shuffles feet) Gestures are effective (holds notes with two hands/hands in pocket/behind back/hands at side) Preparation * Rehearsed/unrehearsed (choppy/smooth delivery) (prepared/unprepared) * Follows outline as written (strays from focus of outline significantly/ad libs) Notecards (outlined/no structure) (keywords/incomplete/complete sentences) (sloppy/professional) Appearance Dressed professional (not professional/casual shoes/sloppy clothes) Hair is appropriate (not pulled back/hanging in face/)

NOTE: When assigning final grades to speeches and outlines, additional emphasis will be placed on those items indicated with an asterisk (*)...