Individual Proposal: Improving Group Communication
(for use in writing intensive classes)
Purpose of the Assignment: This assignment is designed to improve your group participation
competency as well as your writing skills. Teamwork and proposal writing are typical workplace tasks.
Assignment Description: You’ll submit a word-processed individual proposal (approximately 1700
words) analyzing your group’s performance during the group project and recommending changes you
would make the next time you are involved in a group project. Before you write your report, review
Chapters 7 & 8, which explore group dynamics and effective meetings. From these chapters, select two
concepts your group excelled in and two concepts where your group needs improvement. Because this
project has been a learning situation, there will be some concepts you have applied well and others that
need improvement. Your instructor expects an honest assessment.
References: You are required to use references from the text and/or class lectures. You will cite your
references in two places in your report.
1. In the body of the report, cite references in parenthetical notation, included right in the same
sentence where you refer to the material.
2. At the end of your report, include a section titled Works Cited.
Occasion and Audience Analysis: Before writing a document to submit, it’s important to analyze the
expectations of the occasion and of the audience you are writing for.
Occasion Analysis: This proposal requires a professional style of writing. You are expected to follow a
specific format, with a professional appearance. Your proposal makes a statement about who you are, so
be sure it reflects the best you can be. Aim for ZERO errors in grammar, punctuation, and spelling. If
your proposal is sloppily written, your reader is likely to assume you are a careless person, and she or he
probably will not value your recommendations. If your proposal is flawless, you will be credible. Your
reader will be much more likely to accept your ideas.
Audience Analysis: Your primary audience (intended reader) is your professor. A potential secondary
audience is other students. Your instructor will be looking for evidence that you have participated with
your group and have learned about the group process. See Grading Criteria, below.
Format for the Proposal: Typically, each company has its own preferred format for proposals. For this
class, please use the following format. Include a heading for each section except the title page.
Title Page: On the title page, center the following information. Each item should be on a separate line,
single-spaced: title of the report; (skip two lines); Submitted by [your name]; college name; class and
section; date submitted.
Table of Contents: List each section in order (flush left). List the page number for each section on the
right side of the page.
Overview: This section serves as a preview of the contents of your report. Your goal is to convince the
reader that your proposal is worthwhile. One effective approach is to summarize the problem and then
explain how your proposal will solve that problem. End with a strong constructive statement about the
value of your recommendations.
IM APP 1-17
Project Description: Summarize what your group accomplished. Include your group’s purpose, each step
your group took in accomplishing your purpose (e.g., what your group did at each meeting), and a brief
description of your group’s end-product.
Group Assets: Describe two strengths your group exhibited. Each strength should correspond to a group
communication concept or a critical thinking concept you’ve learned in this class. In this section you
should do the following:
• Define and describe each concept (include a reference from the text or class lectures) in some
depth. Explain why this concept contributes to effective team work. Prove to your reader (me)
that you know what this concept means. Think of this as a take-home essay exam.
• Then explain how your group illustrated this concept. Be specific. That is, if you claim that your
group avoided groupthink, include specific examples of devil’s advocate questions your group
members asked.
Group Limitations: Describe two weaknesses your group exhibited. Each weakness should correspond to
a group communication concept or a critical thinking concept you’ve learned in this class. In this section
you should
• Define and describe each concept (include a reference from the text or class lectures). As in the
section about assets, provide an in-depth description of what the concept means and why it’s
important in group work.
• Then explain how your group did not demonstrate this concept. Be specific. That is, if you claim
that your group did not respect one another’s viewpoints, include examples of exact statements
that demonstrated this lack of respect.
Recommendations: This is the most crucial section of your proposal. It will probably be the longest
section of your entire document. Propose what you would do to improve your team’s work, if you could
do this project over again. For example, you might suggest a different way to organize your group or a
better method of doing research. You might propose specific remedies to the limitations you described in
the preceding section. Integrate explanations and references from the text. Explain how you will apply
these recommendations in future group situations you may participate in. Be as specific as possible. Your
recommendations should demonstrate that you are personally “engaging” with the concepts of group
communication learned in this class.
Conclusion: Summarize your assets, limitations, and recommendations. End with a strong, constructive
message about the importance of this proposal.
Works Cited: Include a complete bibliographical reference for the text and/or class lectures that you cited
in your report.
Grading Criteria for the proposal. An “A” assignment will:
• follow a proposal format (following instructions is an essential element of communication).
• demonstrate your understanding of the communication concepts you have chosen.
• show that you have learned to apply concepts of group communication.
• explain insights you’ve gained about group communication.
• present a plan that is feasible (could be realistically implemented).
• integrate concepts from the course into your recommendations for improving your performance in
future teamwork assignments.
• include references.
• use correct grammar, punctuation, and spelling.
• exhibit a professional appearance.
IM APP 1-18
Professional Speaker Observation (Version A)
Purpose:
This assignment offers you an opportunity to evaluate the effectiveness of a professional speaker.
General Description:
Attend a professional presentation of your choice. Take notes during the presentation, and submit a two–
page (single-spaced) memo in which you analyze the topics listed below.
Topics to Analyze: Please discuss each of the following.
1. Organization
Identify the speaker’s thesis and organizational pattern. Describe the audience attitude and the
occasion. Was the organizational pattern appropriate for this audience and situation?
2. Supporting material
Analyze the speaker’s use of supporting material, and classify it according to type. What
functions did the support provide? Include specific examples
3. Delivery
What style of delivery did the speaker use? How effective were the speaker’s visual, verbal, and
vocal elements? What visual aids did she or he use? Did they add to or detract from the speech?
Format:
Use memo format. Include a heading for each of the three topics you are analyzing.
Criteria for Grading:
Your grade will be based on the following criteria:
• evidence that you understand the principles of public speaking we have studied in this class
• depth of thought
• clarity of your written expression
• punctuation, grammar, and spelling
• use of memo format
IM APP 1-19
Professional Speaker Observation (Version B)
Objective: After completing this activity, students should be able to assess the speaker’s
organizational plan when they listen to campus or community informative presentations.
Procedure: Distribute the form titled “Outside Speaker Observation/Critique” located in Appendix 2
of this manual. Assign students to critique an outside speaker. You can assign a particular speech for
all students to observe, have students choose an outside speaker, or invite a guest speaker. Campuses
and communities often present well-paid professional speakers. Political speeches abound, and
speakers on special topics are usually noted in city or campus papers. Students might observe
speakers at their workplaces or look for speakers who are covering topics (sales presentations,
lectures, training sessions, etc.) related to a student’s future career. Use the following form to evaluate
the presentation and to identify its strengths and weaknesses.
Class Discussion: After students have observed their designated speakers, the following questions
could foster class discussion.
• How effective was the speaker’s introduction in gaining the audience’s attention? Is there
anything she or he could have done differently to increase effectiveness?
• What organizational pattern did the speaker use? Was it appropriate for the topic?
• How would you rate the speaker’s delivery? Which elements were effective, and which were
ineffective?
• Did the speaker use visual aids? Did this add to or detract from the speech?
• What types of verbal and visual support did the speaker use? Was there anything that you
would change?
IM APP 1-20
Informative Speech with PowerPoint
Objective:
This assignment will give you the opportunity to improve your professional presentation skills. You will
present a four- to five-minute informative speech to the class. You are required to integrate research (at
least three references) in developing the body of the speech. You must cite your sources in the speech.
You will create PowerPoint slides to accompany the speech.
Preparation:
1. Sign up for a specific day and time to deliver your speech. Consider this to be a contract. Our
tight class schedule does not allow time for make-ups.
2. Select a topic about which you are already a “mini-expert.” The more narrowly you can focus
your topic, the better.
3. Do additional research on your topic. You are required to integrate at least three credible
references (in addition to yourself) in the speech. Include at least one reference that is not taken
from the Internet. You will cite each of your sources verbally in the speech. You will also type a
complete bibliography of your sources.
4. Prepare a typed outline of your speech. You will use this outline, not a word-for-word
manuscript, when you deliver your speech. Use large type, and leave plenty of white space.
5. Prepare a set of PowerPoint slides to accompany your speech.
6. Practice, practice, practice. Practice out loud, standing up, in front of a mirror or an audience of
friends. Practice with your slides and outline to be sure you can manage them easily. Practice
pronouncing any unfamiliar words so they will roll easily off your tongue. Stumbling on words
reduces your credibility. Practice pays off. Practice is reputed to be one of the most effective
antidotes to nervousness.
Oral Presentation:
On your assigned date, you will present your speech to the class, using PowerPoint technology. Deliver
your speech extemporaneously—don’t read it or memorize it. If you read it, you will not receive a passing
grade, no matter how good the content is. Bring your evaluation form for me to use as well as your peer
evaluation forms. I will assign each student two other students to evaluate.
Written Materials:
On the day of your speech, you should submit:
1. your typed outline.
2. a complete bibliography of the references you have cited out loud in the speech (at least three
are required).
3. thumbnails of your PowerPoint slides, consolidated onto one page of paper.
4. your blank evaluation form with your name and topic filled in.
IM APP 1-21
Persuasive Speech
The Assignment
Prepare and deliver, on the assigned speaking day, a five- to six-minute extemporaneous, persuasive
presentation. The purpose should involve either changing or strengthening the audience’s beliefs/attitudes
or shaping the audience’s behavior. The topic should relate in some way to issues within the world of
organizations, business, professions, and public policy. The presentation can persuade the audience to:
Buy Goods or services
Give Money or time
Act In a desired way
Think or Feel Positively or negatively about a topic
Consider A new or different viewpoint
Requirements
1. Include all materials discussed in class: effective analysis of the speaking situation, clear purpose,
good organization, and effective support. In addition, the presentation should be well delivered.
2. Establish credibility as a speaker on this subject by demonstrating authority via position,
reputation, goodwill, integrity, knowledge, sincerity, and/or delivery.
3. Develop a thesis effectively by considering best placement of key ideas, making a one- or two-
sided presentation, optimal positioning in the body of effective material, forewarning, appealing
to the values of the audience, using appropriate emotional appeals, incentives to change, and
other strategies discussed in class and the text.
4. Use supporting materials to prove all necessary points.
Submit on the Day of the Presentation
1. materials from all previous presentations
2. the evaluation form for this presentation
3. a neat, correctly organized outline including:
a. an audience analysis
b. written transitions
c. supporting material (label the type of support)
d. a complete list of references (at least three are required)
IM APP 1-22
Adaptable Assignments:
Memo to Your Instructor
Student Performance Appraisal
The Acronym Speech
Public Service Announcement
Exploratory Speaking Assignment
Oral Research Report
Oral Briefing from Interview or Article
Group Report
Chapter Review Assignments
IM APP 1-23
Memo to Your Instructor*
Submit to your instructor a word-processed memo of approximately one page introducing yourself. Use
formal memo format, as described in the Appendix of your text. Use subheadings in the body of your
memo. Cover the following three points:
1. Relevant personal information
Provide information about yourself that will help your instructor learn important information about
you. Include whatever information you think is significant. Areas you might cover include:
• personal interests that relate to the world of work.
• career goals.
• current or past jobs.
• places you have lived and worked.
• your cultural background.
• academic history and goals.
• personal skills you have or wish you had.
• any physical limitations that might affect your ability to participate in the class.
2. Personal goals for the class.
Describe what outcomes would make this class a success for you. Don’t make up anything here:
Describe only the personal goals that are important for you. If you aren’t sure, just say so.
3. Career goals for the class.
Look over the course syllabus your instructor has given you. Peruse the first chapter and the
Table of Contents of the text. Select three of four communication skills you believe you will
develop during this class. Explain how these skills could help you in the career you intend to
pursue. Give specific examples.
*Adapted from an assignment suggested by Ron Adler, Santa Barbara City College
IM APP 1-24
Student Performance Appraisal
Writing a performance appraisal of their own class work, conduct, and contributions helps prepare
students for this inevitable assignment in their own careers. It also trains students to be more astute
observers of their own classroom performance. This activity can be conducted in several ways, depending
on goals and on the time an instructor wants to devote to it. It can be introduced as a term project with an
overview of the course, or connected to upward communication, organizational culture, workplace
climate, unequivocal terms, interviews, group skills or meetings (such as nominal group technique).
The instructor could, using the sample formats provided below, simply assign a performance appraisal, as
some employers do. This approach is quick, but students may not benefit as much from it. A second
strategy is to collect ideas from students individually or in small groups. The instructor could then write
the assignment based on the students’ ideas. A third method is for the instructor to facilitate but to allow
students near total responsibility for brainstorming, reaching consensus on the desired characteristics for
class conduct, and creating and writing the appraisal assignment. Choose the method that best matches
your available time and goals.
Objectives. Students will be able to perform the following activities successfully:
1. Think critically about and define what constitutes effective classroom conduct.
2. Take responsibility for monitoring their own progress toward identified goals.
3. Practice and gain competence in using language effectively to describe their own
performance.
4. Periodically reflect on, monitor, and improve classroom performance.
5. Recognize, give concrete examples of, and build on their strengths.
6. Establish individual and common goals for classroom and individual learning.
7. Develop skills in presenting and discussing ideas and reaching consensus
8. Improve group discussion and interaction skills.
Ask students to reflect and focus on, discuss, and debate what it means to be a professional or an ideal
member of the class. How would a good student conduct herself or himself? What are the traits that make
a student a competent class member?
An appraisal of “soft skills” may be less tangible, less measurable, and less subject to a numerical rating
than other, more statistically measurable skills. However, supervisors frequently appraise these skills and
ask employees to do the same. Students who can make generalizations about their own performance, and
back up their appraisals with specific examples of how they’ve demonstrated these skills will have an
advantage in their careers. Encourage students to peruse the text and determine some important
competencies that could be appraised.
Procedure
1. Describe the nature of performance evaluations as they are frequently used in business. Then, tell
students that they are going to be writing their own performance appraisal as a member of the
business and professional communication class.
2. Ask students to think about the characteristics of an ideal/professional member of this class that
should be appraised. At this point, instead of Step 3, you could use one of these options:
a. Act as facilitator while the class brainstorms and then reaches consensus.
b. Ask students to come back to the next class with five characteristics written down, then
go to Step 2a or Step 3.
c. Have each student write characteristics on Post-it® notes or index cards, one per card.
Collect them all, and have volunteers create a master list, getting rid of overlap and
duplicates.
3. Using a modified nominal group technique, have students sit in groups and ask each person to
silently write down five characteristics. Then have each member of the group report, and have the
group record the characteristics and discuss, redefine, reword, revise, rank-order, and come to a
consensus on five (or a number you designate) characteristics they could live with. At this point,
some groups may see that there are some general traits with specific subcategories. Encourage
students to present their traits in that way: Synthesizing ideas works well and later gives students
multiple ways to evaluate themselves.
At this point, be sure students know that their ideas will be pooled with those of classmates
and that the class will come to an agreement on five to ten traits to be used for the final
performance appraisal. Knowing they are going to share ideas and then come to agreement
on them prevents students from getting locked into the “our group’s characteristics are right
and yours are wrong” win/lose stance.
4. Have each group put its ideas on a transparency or large sheet of poster paper, and present them
to the class. After all groups have presented their ideas, the class needs to come to a consensus on
whatever number of characteristics you’ve selected. You could ask the class to achieve a
consensus on three to six traits that they all must use to evaluate themselves. An alternate (and
easier-to-achieve) method is to have the class agree on ten traits from which each student may
choose five for the basis of an evaluation. This is a good time to demonstrate facilitation skills. If
your campus has trained facilitators, you could invite one. It would be a good opportunity for the
class to see the advantages of using trained facilitators. From here on, class members can work in
small groups, each developing the wording for one characteristic, or developing subcategories for
it. At this point, you may want to utilize their ideas to create the assignment and bring it back to
the class. You may find other methods that suit your goals and timeframe. If you don’t want to do
this, or if you don’t have the time but you do want students to experience writing their own
appraisal, you might modify one of the samples to suit your class.
Some advantages of this method are that students (1) take responsibility for their own learning and
“behavior” in class, (2) focus on identifying and meeting goals, (3) learn to put their own performance in
writing, and (4) become more aware of what constitutes a performance appraisal.
Original lists looked like these:
Group 1
Group 3
Pronunciation
Gestures
Listening
Participation
Concise
Attendance
Courtesy
Enthusiasm
Gestures
Self-Starter
Posture
Motivates Others
Resolves Conflict
Assignments on Time
Dress/Appearance
Involvement
Participation
Feedback to Others
Motivation
Constructive Criticism
Honesty
Smiles
Attendance
Is Prepared
Presentation Structure
Timeliness
Formality
Good Grooming
Compassion
Supportive/Respectful
Shows Interest
Knows Material
IM APP 1-26
Here is a sample of what one class designed as the actual assignment:
1. Attendance/Participation. Write a paragraph in which you appraise your attendance and
participation as a member of the class. Include factual information: statistics on the number of
classes attended, tardiness, and leaving early. Then discuss your participation strengths and
weaknesses.
2. Classroom Climate. Discuss your performance with regard to creating a positive classroom
climate. Using identifiable criteria from the text, compare your behaviors with those used to
create positive climates. Include both verbal and nonverbal behaviors. These paragraphs must
demonstrate your knowledge of what behaviors are desirable and your ability to analyze (i.e.,
break classroom conduct into component parts).
3. Listening. Discuss the development of your listening skills during lecture, class discussion, and
classmates’ presentations.
4. Portfolio of Ungraded Assignments. List the items in your portfolio: notes from videos, pop
quizzes, library research, notes from impromptu speeches, announcements, etc. What did you
learn from these materials? What progress do you see?
Along with this appraisal, keep a portfolio of your work: videotapes of speeches, self-evaluation of
speeches, classmates’ critiques of presentations, exams, attendance records, etc. Self-monitoring is a step
toward taking responsibility for your own learning.
IM APP 1-27
The ACRONYM Impromptu Speech
At any point during the semester, students might distill what they have learned into an acronym. This
speech could also be assigned as a prepared speech. It could be used as a midterm or final review.
Depending on the variation used, this assignment may meet any of these objectives:
• To reduce anxiety about impromptu speaking
• To reinforce key ideas about public speaking
• To provide variety in impromptu speaking
• To encourage students to think creatively
• To synthesize information in a creative way
• To provide a way of summarizing and prioritizing information
• To review information about memory, chucking, and listening
• To illustrate how much easier it is for an audience to remember key points when they are
organized around an acronym
Procedure. This activity is useful as an impromptu speech, or a speech assigned a class period in
advance. Ask students to think about how they would summarize some key ideas they’ve learned in the
last chapter, on a particular topic, or during the semester. For instance, after the chapter on delivery, you
might ask them to summarize key elements of delivery. Similarly, at the end of the unit on research they
can summarize key elements about research.
Variation # 1: Give students a specific audience to speak to, such as a group of new public speaking
students, elementary school students (for this audience, students should try to simplify and boil down
ideas, often helping them synthesize major elements), high school students, business professionals,
politicians, or foreign students.
Variation # 2: Write down different types of audiences on slips of paper, and let students draw their
audiences. In this way, students will be preparing similar content for different audiences.
Variation # 3: Use this to review a particular chapter: ideas about organizational patterns, types of
attention getters, delivery pointers, etc.
Variation # 4: Have students videotape themselves and bring the video to class; watch several a day,
or all of them in one day.
Variation #5: At the beginning of the term, assign each student particular chapters to review. Have
five acronym speeches as review at the end of each chapter.
Variation # 6: Divide the class into small groups, and assign each group a topic. Let one person
deliver the group speech, or have students deliver it as a group, with each member taking one letter of
the acronym. This works well as an end-of-the-class-period review.
Samples
OASIS*
Organize your attitudes
Analyze the audience
Set goals
Integrate materials
Start your future
TEAM (what it takes to work
as a team)
Teamwork
Everyone
Attitude
Motivation
LUCK (what is needed to
organize a speech)
Language
Understanding
Clarity
Knowledge
Attributed to Roko Paskov, quoted on p. 50 in Wilder, C., 1994, The presentations kit: 10 steps for
selling your ideas (NY: John Wiley & Sons, Inc.).
IM APP 1-28
Public Service Announcement*
Instructions to Students. Choose a service available to students at your campus: specific research
resources, escort service, counseling, career aids, registration by phone or online, cafeteria, Internet
access, campus bulletin boards (including electronic, bank machines, newsletters, health-center benefits,
tutoring, job hotline, etc.). Choose either one you have used, or one that you will research for this
assignment.
Create a public service announcement following the Monroe motivated sequence, explained in Chapter 12
in the text. Each of the five steps need not be longer than a sentence or two, and the whole announcement
will take less than a minute. Your goals are to make your classmates aware of this campus resource and to
motivate them to use it when appropriate. Indicate your choice on the sign-up sheet.
Your announcement will have these basic parts:
Attention
Need
Satisfaction
Visualization
Action
SAMPLE*
Attention. (Student walks slowly to the front of the room, holding his stomach or head, pauses, looks
pained or sick.) Have you ever come to class feeling sicker than a dog?
Need. You have an exam coming up. You have to be here, but your head or stomach hurts so badly you
don’t think you’ll make it through the day. Nevertheless, you need to take that exam. There are no make-
ups.
Satisfaction. What can you do? First of all, don’t panic. And don’t necessarily turn around and go home.
What can you do? Visit the Student Health Center.
Visualization. Although you may not be the picture of health immediately, you can get relief for minor
aches and pains, and you can usually get immediate attention for stomachaches and headaches. Imagine
yourself feeling well enough not only to make it to class but to perform competently on that exam or
presentation.
Action. Don’t panic, and don’t wait. And don’t go around sick. If you are not feeling well on campus,
visit the Student Health Center located in Montoya Hall, Room 301. Let the health professions there assist
you in becoming well again.
*Adapted from an assignment by Rob Dewis, De Anza College.
IM APP 1-29
Public Service Announcement Instructor’s Notes
Objective: After completing this assignment, the following objectives should have been fulfilled.
1. To give students a positive speaking experience early in the term
2. To reduce anxiety about speaking
3. To increase student awareness of resources on campus that they may need and want to use
throughout the term
4. To introduce organizational and delivery principles in a minimum of class time
5. To give instructors a sense of the class’s ability to work independently, research information, and
deliver that information
Some variations for use early in the term:
1. If you want students to begin speaking before you’ve “covered” all the material, this assignment
is ideal, because they can read far enough ahead to do the assignment, and then have this
experience to refer to as they read and discuss presentations in greater detail later in the course.
2. The mild “commercial” nature of this assignment brings out creativity and lightheartedness in
many students, so the experience can be positive rather than anxiety-producing. High-quality
presentations may also result from:
a. Staggering due dates. This allows more reticent students to see a few samples before
presenting their work. Because it is a one-minute presentation, there would be time to
have all presentations in one day. However, limiting the presentations to five per day
provides time for the class to discuss them. Consider awarding bonus points for early
presentations.
b. Allowing students to work in pairs and collaboratively create one (or two) PSA(s).
c. Encouraging videotaping (works well in pairs) ahead of time and having students present
the videotape on the day due (or the day ahead, if you want to preview it). This approach
is time-efficient, and it encourages students to do their best, have fun, and be creative. It
also reduces anxiety, because students can film and film again until they are satisfied.
3. Consider a pass/no-pass grade rather than a letter grade. This allows students to be creative
without worrying if it is exactly what you want. In addition, offering suggestions for
improvement makes the discussion less threatening. Students discuss freely without worrying that
their comments will hurt a classmate’s grade.
4. Students often find out things they didn’t know that can benefit them: Security will unlock your
car. The Health Center does throat cultures. Shuttle buses run between campuses. If you have a
small campus and a large class, consider including both campus and community resources.
Exploratory Speaking Assignment
Deliver a four- to five-minute presentation on one of the following subjects:
1. Describe between two and five things you like best or least about a part of your current job. Be
sure to use stories and examples to add interest. In addition, use quotations, definitions,
comparisons, statistics, and visual aids to support your points. This presentation should follow a
topical organizational plan.
2. Demonstrate a process or an article you used in a past or current job. The demonstration ought to
provide information that is useful for the audience. Be sure to use visual aids (actual objects,
photos, models, etc.) for clarity. In addition, use other types of supporting materials (quotations,
definitions, etc.) to provide interest and clarity. This presentation should follow a topical
organizational plan.
3. Give between two and five reasons why you have given your time and energy to work as a non-
salaried employee. Use supporting material to make your reasons clear, interesting, and
persuasive. This presentation should follow a topical organizational plan.
4. Explain to the class how to build and prepare a résumé. The discussion of building a résumé
should include ways of adding relevant work and volunteer experience to the student’s
background. The part on preparing a résumé should explain the different formats students may
follow. This presentation should follow a topical organizational plan.
Sign-Up. Choose a speaking date by signing your name on the sheet circulating through the class with the
dates selected for these assignments. It is your responsibility to choose the date and then to be prepared.
Reminders
1. Pick a focused topic you can discuss in some depth in five to six minutes.
2. Choose and develop the topic in a way that will appeal to the interests of your class members
(audience).
3. Organize your speech according to the principles covered in the text. Choose a single, appropriate
organizational plan.
4. Support each main point with one or more of the methods described in the text.
5. Use an effective introduction and conclusion, as explained in the text.
6. Use an extemporaneous delivery style.
Materials to submit
On the day of your presentation, submit
1. the evaluation form for this presentation with your purpose, thesis, and organizational plan
included.
2. a typed outline of the presentation.