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ASSIGNMENT EXPLANATIONS CMST 220

DEMONSTRATION SPEECH
The first speech will be a demonstration speech. A demonstration speech is intended to show an audience how to do something, how to follow a process, or how to make something etc. I want you to physically demonstrate at least part ofthe process. Therefore. ifvou simplv put up charts.

rrower noint nictures. or drawings that explain how to make something such as lasagna. that would not be demonstratins. If you actually demonstrate how to make or put together pafi of the recipe, that would be demonstrating.

You are responsible for giving your speech on your assigned day unless you are very very ilt or have a serious emergency!! ! It is imperative that you write down your speech day (on something that you do not intend to wash or throw away), so that you will be ready without fail. Failure to deliver your speech on your assigned day (unless you are excused) will result in a 20 point loss. You must notiff me giqto your scheduled speech if you are unable to deliver your speech. The requirements are as follows:
1.

Time limit is 4 to 61/2 min. (with a 30 sec. grace period)

2. Your outline is due during the period in which you give your speech in order to receive full credit and be eligible for a re-write. Re-writes must be turned in within one week of receiving the

original outline back You must turn in the orisinal eraded outline with the re-write.
3. You are required to use at least one visual aid. 4. No outlines mav be taken up to the lecternl

if vou need notes. vou must

use srreaker's note-

4. Remember to choose . Choose a topic that will provide your audience with new information or new and interesting approaches to a topic that is already understood by the audience. In other words, no speeches about making peanut butter and jelly sandwiches unless you have the most amazing way to do it or have valuable information with

which we are not familiar.


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DELIVERY WORKSHOP

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Delivery workshop is a 41@.Sq&g designed to give each of you individual feedback that will help increase the effect of your delivery. There will be three or four separate workshops days, and you will come to only one ofthose workshops. The delivery workshop is a non- graded workshop. You will come to class prepared to deliver only the introduction ofyour demonstration speech. You will deliver it as though you were actually giving the speech. (Remember, you will only deliver the introduction ofyour speech). You will have an opportunity to get feedback about your delivery style and to practice new techniques. (No need to brins visual aids or vour entire outline for the deliverv workshop)

UNIT TEST will be available to be taken on two ofthe four days in which we are doing delivery workshops. Dates will be amounced a week before the test. A study guide will be provided for this test. You are asked to take the test in the testing center; if you are unable to do that, you must make special arrangements with me. I also make a strong suggestion that you use the extra class time in the library investigating possible topics and sources for your second speech which will be a
The unit test persuasive speech.

You must take photo I.D. in order to be given a test, and you need to know my name (Katims) and the class name (Comm 220). You may take the test during class time on one of the days you are not doing your delivery workshop, or at any other time. There will be no excuse for forgetting to take the test. If you have an emergency that prevents you from getting in to take the test, please notif!

The second speech will be persuasive speeches. We will be discussing persuasive principles and methods of organizing persuasive speeches. You should be thinking about possible topics. Your topic should be something about which you feel strongly. Your topic should also ask some kind of action fiom )zour audience. Don't be afraid of controversy. If everyone already agrees with you, tlere is no need to be persuasive. You will be most successful if you choose a topic that is manageable. Remember to use the technique of narrowing. Health, for instance, is a huge topic. Convincing the audience to eat a healthier diet is also pretty broad; convincing them to limit their intake of salt may be more manageable. I would like to steer you away from religious topics because while they may work very well for speeches to inform, it is difficult in a very short time to convince an audience to change a belief system. Topics that only afford you evidence based on religious documents may be quite difficult for persuasion since not everyone has the same belief system. That does not mean that we would not eqjoy hearing some of these topics for an informative speech, so save these topics for your final speech. The requirements are as follows:

1. Time limit is
2.

to 8 min.

You are required to use at least four sources other than yourselfthat are not .coms (Please note that I consider this to be a minimum). I do not want these to dissolve into personal opinion speeches. Although your opinion is obviously expressed through your topic choice and position, your position must be backed up with credible evidence. These souces should be varied. For instance, you could use books, journal articles, interviews, newspaper articles etc. I would like for you to be able to identiff the author and date of publication. In other words, follow the guidelines for internet research explained in your text on pages 60-67 in order to veri$r the credibility of your source. I need to hear oral footnotes. An oral footnote is where you say out loud where you got your information or who you are quoting. If it is on the works cited page, it has to be on the outline, and if you reference the information in the speech, it has to be cited orally during the speech. Otherwise, using information that is not cited with oral footnotes is plagiarism. I do check sources. If I discover that vou have "borrowed" (which means pararrhrased ' heavilv). or used the actual words from a source other than yourself durinq the speech without givine credit to the source( even if it is onlv one sentence). it will result in a 0 for the content portion of the sneech).

-'1.

You can go to our library and use Pro-quest or Info-track. Pro-quest should be able to assist you in finding articles related to almost any topic. lnfo-track at our school is just the health related articles. You can also access Pro-quest or Info-track from home by putting in your student ID. The other thing you can do is go into the King County Library system at www.kcls.org; click on- line databases, and then click on magazines and joumals. Try to vary your research. The intemet is not always the best way to research.

4.

You will tum in an outline on the day of your speech, following previous outline requirements. The outline for the persuasive speech must also include a works cited using MLA or APA documentation style. There is a sample of documentation on pages 214-225 in your text, or you rnay use a writer's manual that you have used in other classes. A very useful tool is the "Landmarks Citation Machine". The link is http://landmarkproject.com/citation_machine/index.php which will help you properly format your citations. Be aware that once you paste your citation to your word document, you may have to check the capitalization, underlining and indentation, and you may have to reformat some ofthis. The writins center and the Tutor Center will provide help with work cited oases. Remember that, as with all work's cited pages, your sources must be listed in alphabetical order.

5.

I do check sources. If I discover that vou have "borrowed" (which means paraphrased heavilv). or used the actual words from another source without including citations on the outline" (even if it is iust one sentence). it will result in a 0 for the outline. IfI have any concerns that un-cited material could have been taken from another source. I will ask to see eonies ofthe articles vou used. so please keep conies of Your research sources.
6. In order for your sources to be acceptable, you must use the exact URL ofany onJine source. While I don't check every single citation; I do random checks. The URL given to me must direct me to the information used in your speech. If the URL given to me does not direct me to obvious information used in the speech, I will not accept (nor grade) your outline, and you will be requested to resubmit it with proper documentation. You may not use international web cites that cannot be accessed by me in English unless vou can print a translated copv and the publication must aprrear on the work cited paqe in translation. You will not receive a srade hisher than a C for this outline if it lacks the work cited nase.
7.Any information cited word for word, or heavily paraphrased, in your outline, that is taken from a source other than yourself must include parenthetical citations just as you would use in a researched essay. There are examples of in-text citations on page 219 of your text (MLA Documentation).

8.Youmaynotuseyouroutlineasyourspeakernotes.@.
(CARDS NOT SMALLPIECES OF PAPER) You may not cut and paste your outline onto note cards. Speaker notes may only contain minimal content to assure memory and accuracy of source material. Ifyou cut and paste your outline onto note cards, they will not be considered speaker's notes, grade.

9, Dontt procrastinate on this speech as the research takes some time and you could find yourself pushed and frustrated. Be sure to save enough time for practice, I don't want manuscript delivery simply because you have not rehearsed enough.

FINAL SPEECH
Your final speech will be a speech to inform. A speech to inform should provide more information about a topic than the audience had previously known. General Purpose: To inform Specific Purpose: To inform my audience about... This final speech should be an informative speech about one ofthe following: An gpertence, a'!41!j!!q, a place, a hobby, an area of expertise, about which you have knowledge as well as something that has influenced you, changed you or impacted you either in a positive or a negative way. However, even though these speeches will be about something you have experienced, you still need to use an audience based approach and make an attempt to adapt the speech to your audience so that the topic has some relevance to their Iives.
These speeches should reflect what you have leamed about speech development. Speeches should have an engaging introduction, clearly delineated main ideas in the body, and an effective conclusion, (Please see the attached rubric for informative speeches). If you choose to talk about a place or

experience, it should not be iust one long personal narrative. Again, there should be clearly delineated main ideas. Your trip to a special camping spot would be information about that place. I want you to personalize the speech by including some of your actual experiences and stories to make the information more interesting. However, it should not be just one long chronological story about your camping experience.

Denendine upon the availabilifv of time we may be starting the third sneech nretfv much back to backwith the nersuasive speech. You. therefore. need to be thinkine ahead.
Requirements are as follows: 1. As with the last two be a serious deduction on your delivery grade

speeches,

(There will

ifyou read or memorize your speech),

Since many of your topics will come from knowledge that you have from personal experience, you do not necessarily have to use outside sowces. However, if you get information from other sources, you must provide oral footnotes in the presentation, and they must be documented on a works cited

2.

page. You must follow the same guidelines for sources that were indicated for the persuasive speech. If sources are used, outlines must include parenthetical citations. Speeches must include oral .

footnotes.

3. The speech time limit

is from 5-8 under or over the time limit).

min.

(There

will

be a point reduction for any speech that goes

4. An outline must be tumed in during the period in which you deliver your speech. This outline must include a works ciied page if sources other than you are used (with sources listed in alphabetical order) in order to be graded (For speeches that use sources, an outline will not receive higher than a C grade without the works cited page). There are no re-writes for the final speech. so be sure thev are well done in advance.

5. You may not use your outline as notes. Nothing other than 41!g1!g is permissible (you may not use just small pieces of paper; you must use actual note cards. If you can't afford them, will supply them). There will be a 5 poini deduction from your delivery grade if outlines or

unacceptable notes are used.

6. I want some ofyou to come through. I expect you to have some comments, elaboration of, or reaction to the information you discuss, and I want to hear this throughout the speech. I want to be able to see a connection between you and your topic. In other words, as you develop each main idea in the body ofthe speech (these are the sub-divisions ofyour topic), I want the audience to be able to have a clear indication of how you have personally been affected or how you experienced the information being presented. So, in essence, your experiences in addition to information you are providing become part ofyour suppofting material. Failure to personalize your topic (throughout the speech) will affect the content portion ofyour grade regardless of how well organized and researched (ifyou choose to do so) the speech is. (Failure to demonstrate a strong connection between you and your topic will eliminate the possibility ofearning any kind of an A grade for content). Remember that the supporting material supports your ideas,
For instance: were to choose to talk about marriage customs in your country, and if one ofyour main ideas is, "the method ofproviding invitations to guests is unique", you would not only provide information about the custom, you wouid offer some of your opinion about that custom, and maybe provide some personal examples from your or your relatives' experience.

Ifyou

Ifyou

were to choose to talk about rock climbing as an experience that has greatly affected you, one of your main ideas might be "rock climbing stengthens physical strength and endurance". In which case, you would not only discuss the training and the muscle groups that climbing requires. You might include your personal joumey toward preparation (including examples of success or frustration) .

All rules of documentation listed for the persuasive speech must be adhered to in the final speech. . If I discover that you have "borrowed" (which means rraranhrased heavilv). or used the actual words from a source other than vourself durinq the speech or on the outline (even if it is onlv one sentence), it will result in a 0 for the content rrortion ofthe srreech and on the outline.
6.

7. Remember that you do not tbllow a motivated sequence for an inf,ormative speech. If you add a call to action in the end, you will be changing your focus and intent from informative to persuasive. Be sure to save enough time for practice. I don't want manuscript delivery simply because you
have not rehearsed enough.

ADDITIONAL SPEAKING ASSIGNMENTS


In addition to the above three assignments there will be ond or two (this will depend on time and the ability to fit them in) non-graded short speaking assignments. Actually, we have already done one of these this quarter, with your "Then and Now" speech. others might be either impromptu speeches or a "Think Speech' which will require you to present a synthesis of a newspaper article. These speeches will be an opportunity to get you up on your feet in front of an audience and will probably require that you talk no more than 30 sec. to a minute.
Gradine Criteria

Demonstration Speech: Please refer to the rubric titled "Oral Presentation" for criteria for the first and the final speech. The evaluation form titled 'speaker Evaluation" will be used to evaluate this speech. I will be using that form in order to provide feedback and a grade for your speech.
Persuasive Speech: Please refer to t}re rubric titled, "Criteria for Persuasive Speech for the second speech. Following the rubric is the evaluation form that will be used to provide feedback for the persuasive speech.

Final Speech: Please refer to the rubric titled "Oral Presentations" for this speech as well as the evaluation form titled "Speaker Evaluation. [q,!9; Since this is the final speech, I will be expecting you to demonstrate use ofall ofthe information covered in this class.

Criteri? for GradtUgsDcgches


I o recerve an A, the speaker shoul d, fulfill atmost qll ofthe following criteria To receive an B, the speaker should fulfill zosr of the following criteri a To receive an C, the speaker should fi,lfill ar /e ast ha,tf following criteria ' To receive an D, the speaker shour de/icignt ii orri ioy ora"-illowing criteria ! ltil\il To receive an E, the speaker should flrlfill a/m ost none of the iotlowing criteriair fai1 to insfuctions and directions

iiie

follow

Q'{ote: Expectation levels w r arso vary with assignment, with earry assignments being graded more lenienfly and later assignments graded moie rigorously.)

an appropriate, worihwhile, and manageable topic that assignment. The speaker opens the speech with considerable impact.

@(cont'd) The Speaker selects

fulfills all aspects ofthe

The speaker has a clear thesis, which fir y captures'the essentiar trreme ofthe speech. The speaker connects with the audieno" *a i.tiuuto ur"*io fi:ny attend to ,pr*r, The speaker clearly previews the main points ofthe ,p...t .The main points are clearly stated and adequate to fulfill the speaker,s purpose. I he speaker provides clear signposts for all main points and sub points. The speaker provides ample and high-quality supporting materiais for the main points and sub

tt

points of the speech.

value of the speech. The speaker use of visual aids or other presentationar aids are we prepared and deveroped. The speaker.uses language imaginatively, vividly, and appropriately. The speaker's vocal delivery is varied, energetic, and I he speaker maintains eye contact with the audience "nifi*i^,i.. to create a sense of immediacy. The speaker's-use ofgesture and posture is naturar and effective in conveying the message. The speaker clearly summarizes the main points of th. ,p""rh. The speaker concludes the speech in a memorable fashiJn with impact. I he speaker has an effective speech overall.

The speaker use ofvisual aids or other presentational aids are imaginative and well used to add

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FoB PERSUASIVE.SPEECH

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Maximized lhe use oftinre.

Approprialely rnel lhe trme limit,

Did nol meel IinE li,.

over

Presenlation very wetiadapled t6-G needs and inlerests o,lhe audience.

The motivated sequence was lhe aldieEce and lhe topic eflectively lo .i\ltention-calcher creatts ir,lonnatio" hunger Topic was ctearly introduGdliiEiiG! to lhe inleresls of the audience_

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Presentation interesling, with audience adaDlBiion

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not adapted well to the

Attention is ndt prcmoted or

Topic was introdubed in an

Topic was conlusiog or its

and intdrcslin the topic and demonstrated good will toward the .audience. A strong thesis 1in aiompaeEniffi sels tone & diteclion iorthp sneo.h

;peakercame acmss as credible through the contert ol lhe presenlation and demonstlated some good will. An acceplable thesis

intercst uncedaln. Demonstraled minimal" concem lorthe audience,s

their approad by considedng fiedibility with the audience.

iispoGnlif
DrEciion could be more specifi; The main poinis are not Major issues wee skipped or inconecl and weakened the overall case being made.

The najor issues were an;lfed.corr;, and presenled in an appropriate ,orm ior

The analysis oimajor issues was basically conect, Approach could be developed in some areas. The need for change was demonstated with good suppoding evidence and rcasoning. The saiislaaion step was juslified r{ith good suppottino evidence and

The major issues could be anallzed more eff ectively, lssues could be adapied lo The need for change.could have been strcnger. Suppoding materialand rcasoning werc weak in some areas, The justlficalion lor ptoposed course ol aclion could have been stronger, Supporting material and reasoning were weak in Minimal or no sources were cited. Presentalions aids wore

Need step demonslrated tht nrure;jhe problem and whal was causind the

problem. Evidence wa! excell-ent and lhe relevance of lhe supporiing matedal
Salislaclion slep presented a irroved the solution would solve the problem, that it was workable and lhat costs were jusliiled. Evidence was excellent and the relBvancB ol the
Sources were cited lhat strenglhenEJt[i

supporling matedal lo

demonsiale a need for chanle beyond simple


There was mininEl support to justify that 8n efleclive soluiion was being proposed beyori,i simple assertions and opinion. Sources cited did not enhance the crcdibility of

supporting maledaland that would be acceptable lo the target audience and reflecl positively on the speaker, Sign posls and lransitions are us"d effectively lo keep the audience on track wilh the presenlation. Internal preview and summaries added r0 Values and motive appeaGi G6Jii an ethicalway to maintajn inlerest and increase lhe conmilmenl by lhe largel au0tence. The visualizalron step wa, weliiOaoGo
to-

Some sources were cited and seemed to be credible. Presentational qids contribuied to

lhe evidence,
Sources may lack credibility Supporting poinls blend togelher orarc conlusing

Transitions and signposls .were


used.

lntemai previews and summaies would have added to the clarity oi Values and molive appeais were used in an eihical way bu1 minimal adaptation io the target audience. The yisualizalion slep gave th audience an image of lhe 1ulure
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Suppoding points arc identilied weakly or in a confused order.

More moiive appeals could be used lo increase lhe inierest

Emolional appeals were


exaggerated and not

and mollvale the audience, The visualizalion was mifima. included too much

backed up with suppoding firalerial, There wasn'l a noliceable visualizalion slep.

lhe audrence and gave lhem a clear and

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The aclion step !1as exrettanf

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The aclion slep was approprjale given lhe audlence and lopic. The presenlalion has a good iinal

Too many slallsltcsln!mbelS. Aclion slep was genenland lhe speclllc measures the audlence wo!id have lo lake

The cali to aclion was vagu or non-exislenl. No real sense olcosure.

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SPEAIG&

) ':)

EYAIUATO&

REVAI,UAUON
(direotly established eye contaci with aufience?)

B.

(energy, enthusiasnq invofvement?)

'c.

Geshtes, movement, posture; facial e4pression c,ompti:nented

ideas?)

appropriate for this atd,ieace?)

B'

Organizafionl (material arransed lnoi^.rr-.r_- .. aranged logioaUy/effectively?)


_

C.

D.

.5

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ake.
rers uasion Eval uation

Eyaluator

A.

Audienie contact, dir:ectness:

B. . Vita'l
c.
D.

ity

(evergy, involvement):

Voice
Body

(varietyi pit,ch, .volume, qualiiy):

Act'ion--posture, gestures :

II. \_

Cgrnposition

4.
B"

Selection

of topic--l{arroir

enough?' Appropr iate?

0rganization_-C,lear llotivational Sequencet

C. .
D"

Introduction--Good.attention step:
purpose or Central ldea Clear;

Body--CIarity of Hain Ideas:

Logical Supports Appeal to


Emotiona'l Supports Appeal

Needs

or l,lotives: or l,lotives:

to

|ieeds

Conclusjon--C'l ear Act i on

Lasting .impression consistent \yith purpose:


F"

Language--C1ear,

appropriate, 1 iv'ely:;

G.

Documentat.ion: