978-1285159454 Introduction Part 3

Wednesday, April 16 Persuasive Speech Due

Friday, April 18 LAST DAY TO DROP

Week Fifteen

Week Eighteen:

Monday, May 12 Work on Final Speech

Wednesday, May 14 Work on Final Speech

Week Nineteen:

Monday, May 19, 9-11 Final Speech Due

This schedule is tentative.

It will probably change! If substantial changes occur, you will receive an updated outline.

SAMPLE STUDENT CONTRACT

I received a class syllabus with an explanation of the policy on absences and an explanation of

the course assignments and grading policy. I understand that I must attend class and submit all

work on time and at a passing level and I must participate in order to receive a passing grade for

the course. I also understand that it is my responsibility to keep track of my work, assignment

due dates, and my progress in the course. By signing this contract, I agree to abide by the rules

(including the academic honesty policy) for this course as stated in the syllabus.

Signed: ___________________________________________ Date: ______________________

Name: _________________________________ (print) Student at Vol State since: __________

E-mail & phone number:

__________________________________________________________

Intended major/career: ___________________________________________________________

I meet the English 1010 prerequisite for this course because I successfully completed English

1010 with a grade of _____ during the __________ semester of _________. Or, I meet the

prerequisite because_____________________________________________________________.

Please list communication (oral and written) courses you have taken (high school and/or college)

and/or other experiences you feel will contribute to your success in this course. Please explain.

______________________________________________________________________________

Please complete the following statements:

When it comes to public speaking, I

____________________________________________________________________________

When it comes to working in groups, I

____________________________________________________________________________

In order for me to succeed in this course, I need

____________________________________________________________________________

Please feel free to write further comments on the back of this sheet.

If you have special needs, please let me know what they are and how I can meet them.

SAMPLE STUDENT DATA SHEET

All information is confidential and is destroyed after the term/semester concludes; this

information is requested only so that the professor can better serve your learning needs.

Please print neatly

COM 103: Public Speaking Section ______________ Class Time: _____________

Name__________________________________ Preferred name: ________________

If you work:

a. Where do you work?

b. Rank, title, or position?

c. Number of hours per week?

d. What job or position do you hope to get after college graduation?

Class standing__________________ (freshman, sophomore, etc.)

Major or tentative major_______________________________

1. What are your goals for this class?

2. Do you have any prior public speaking experience?

3. What do you hope to gain from this course (Other than an “A”)?

4. Are there any special needs as a student that the instructor should be aware of? (Examples: any

health problems you may be subject to such as epilepsy or asthma; learning challenges such as

dyslexia or attention deficit disorder; or physical challenges such as hearing impairments? Any

additional concerns that might affect attendance, such as jobs, day care demands, or

commuting?)

SAMPLE SPEECH EVALUATION FORM I

* Note to Instructors: This particular form is weighted for a 100-point presentation.

Name _________________________________ Topic ________________Date:________

Grade _______________________

Ratings: 1 (missing) 2 (poor) 3 (fair) 4 (good) 5 (excellent)

Did INTRODUCTION:

1. Begin with attention getter? 1 2 3 4 5

2. Motivate audience to listen? 1 2 3 4 5

3. Establish credibility? 1 2 3 4 5

4. Preview main points? 1 2 3 4 5

5. Include clear thesis statement? 1 2 3 4 5

Were MAIN IDEAS:

6. Easy to identify and follow? 1 2 3 4 5

7. Arranged in effective pattern? 1 2 3 4 5

8. Characterized by good transitions? 1 2 3 4 5

Was SUPPORTING MATERIAL:

9. Well-documented during speech? 1 2 3 4 5

10. Adequate in verbal supports? 1 2 3 4 5

_____Statistics? _____Experts?

_____Comparisons? _____Illustrations?

_____Examples? _____Explanations?

11. Adequate in visual supports? 1 2 3 4 5

_____Interesting? _____Professional?

_____Easy to see? _____Handled well?

Did CONCLUSION:

12. Summarize topic and main ideas? 1 2 3 4 5

13. Close in a memorable way? 1 2 3 4 5

Was DELIVERY characterized by:

14. Relaxed, confident posture? 1 2 3 4 5

15. Direct eye contact? 1 2 3 4 5

16. Natural conversational quality? 1 2 3 4 5

17. Freedom from distracting mannerisms? 1 2 3 4 5

_____”Uh”/”Um”/”And Uh”/”You know”/”Like”

_____ Plays with pencil, clothes, hair, or pointer

_____ Nervous laugh or cough?

_____ Slouches, taps feet, paces, or sways?

_____ Over-reliance on notes?

_____ Other?

18. Effective volume, pitch, rate, and emphasis? 1 2 3 4 5

Was PRESENTATION AS A WHOLE:

19. Suited to audience? 1 2 3 4 5

20. Suited to time and assignment? 1 2 3 4 5

SAMPLE SPEECH EVALUATION FORM II

CRITERIA REMARKS

Content:

I. Introduction-

-Attention step clear?

-Identification step relevant?

-Thesis/purpose clear?

-Preview in place?

-Terms defined if necessary?

II. Body-

-Main points clear and logically related to purpose?

-Evidentiary support adequate, varied and appropriately cited?

-Organization of points clear?

-Transitions smooth?

-Effective language usage?

III. Conclusion-

-Adequate summary?

-Inspiring last line/sense of closure?

Delivery:

I. Non-verbal-

-Good posture?

-Effective gesticulation?

-Reasonable eye contact?

-Appropriate movement built into speech?

-Visuals handled well/smoothly integrated?

-Quality of supporting aids?

-Reactive facial expression?

II. Vocal/verbal-

-Good vocal variety/pitch shifts?

-Verbalized pauses eliminated?

-Assertive volume/projection?

-Appropriate vocal mood?

-Enunciation/diction/pronunciation appropriate/clear?

SAMPLE GRADE SHEET

COM 103 Name: ______________________

Informative Speech – Evaluation Sheet

To receive a C grade, you must:

฀ -be prepared to speak when it is your turn

฀ -meet the specifications of the assignment

฀ -stay within the time frame

฀ -score 70% or better

฀ -prepare a typed outline in the correct form and turn it in when it is your turn to speak

To receive a B grade, you must do all of the above plus:

฀ -speak at least three minutes but no more than five minutes

฀ -score 80% or better

฀ -carry sentence outline to the 3rd level (Arabic numerals) in at least two sections

฀ -use a visual aid

To receive an A grade, you must do all of the above plus:

฀ -do something unusual or unexpected

฀ -show audience awareness throughout the speech

฀ -have above average organization and focus

฀ -have exceptional delivery

฀ -score 90% or better

Rating scale for the following: E-excellent G-good A-average F-fair P-poor

Letter Grade: A B C D F

Introduction E G A F P

Body E G A F P

Conclusion E G A F P

Delivery E G A F P

Overall E G A F P

Grade: _____/100 points Letter Grade: _____

SAMPLE GUIDELINES FOR AN INFORMATIVE SPEECH

COM 103

Informative Speech

Purpose: to share information about a non-controversial subject

Subject: your choice to fit audience, occasion, your own interests and knowledge, the time

limit, and extemporaneous speech form

Mode: extemporaneous

Time limit: 3-5 minutes

Introduction and conclusion: should be planned carefully; avoid resorting to “thank you” in place

of a planned conclusion

Note cards: you may use note cards if they are confined to key words, statistics, or direct

quotations. Use index cards or your outline for speaking notes. Use only one side

of the card and number the cards. Keep notes to a minimum. Do not write out

your speech.

Sentence outline: As you get up to speak, hand in a sentence outline of your speech. Head the

page with the speech title (which you will not announce when you speak). The

outline should follow this pattern:

Title

Rhetorical purpose: A speech to inform

Specific purpose: To inform the audience…

Organizational pattern: Chronological, topical, spatial, etc.

Thesis: A complete, single, declarative statement of the central idea of your

speech

Introduction: Written out in a paragraph form more or less as you plan to give it

Body: Three main headings (Roman numerals) should be the most you will

need. You must use two. Include subheadings to the second indentation

(capital letters). All entries must be complete sentences and should be

parallel in form. Do not use questions in the outline. Transitions may be

indicated if you wish. Use one of the patterns of organization listed in

the text (see Chapter 7): Chronological, spatial, causal, problem-

solution, or topical.

Conclusion: Written out in paragraph form, as for the introduction.

To receive a C grade, you must:

-be prepared to speak when it is your turn

-meet the specifications of the assignment

-keep your speech within the time frame

-score 70% or better

-prepare a typed outline in the correct form and turn it in when it is your turn to speak

To receive a B grade, you must do all of the above plus:

-speak at least three minutes but no more than five minutes

-score 80% or better

-carry sentence outline to the 3rd level (Arabic numerals) in at least two sections

-use a visual aid

To receive an A grade, you must do all of the above plus:

-do something unusual or unexpected

-show audience awareness throughout the speech

-have above average organization and focus

-have exceptional delivery

-score 90% or better

COM 103

Informative Speech

Sample Outline

Title: A Key to Good Grades

Rhetorical Purpose: A speech to inform

Specific Purpose: A speech to explain to the audience how to use S-Q 3-R

Organizational Pattern: Chronological

Thesis: To use S-Q 3-R, you must Survey, Question, and apply the 3 R’s:

Read, Recite, Review.

Introduction: This is the key to my car. When I want to go somewhere, I put this

key into the ignition. Without this key, the car stands still. I have

another “key” to show you. This key allows you to get somewhere—

not in a car but in school. With this key, you can earn better grades

and win the admiration of your friends and family. You will also save

time studying and will have more time to do other things. Using the

S-Q 3-R study method will make you a better student. Let’s discuss

the three cuts in this key to good grades: Survey; Question; apply the

three R’s: Read; Recite; Review.

Body:

I. When you start reading, quickly survey the chapter or assignment.

A. First read the first and last paragraphs.

1. Then go back to the first paragraph and reread.

2. Next read all paragraphs in between.

3. Then reread the last paragraph.

B. When you’ve done that, read the sub-headings in bold-faced print.

II. When you’re done reading, create questions that you will answer when you read.

A. To get started, turn the chapter title into a question.

B. Once you have questions for the chapter, turn each sub-heading into a question.

III. Whenever you’re studying, use the 3-R’s.

A. Read the material to answer the questions.

B. Recite the answers to the questions until they are well in mind.

C. Review the entire chapter.

1. Do this immediately after reading each chapter.

2. Do this again after several hours.

3. Do it again once a week.

Bibliography: Tanner, Fran Averitt. Creative Communication, 2nd edition. Caldwell, Idaho:

Clark Publishing Company, 1979.

(Note: The above outline was created by Phyllis Ennes and used in her middle school public

speaking courses. It’s useful as a sample for showing students the correct outline format but also

for giving them some excellent hints for studying. For additional ideas for speech assignments

and evaluation forms, talk to your colleagues. Many will be more than happy to share with you!)

45

Chapter-by-Chapter Resources: Objectives, Outlines, and Classroom Exercises