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Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
NAME: GROUP
Total points from instructor __________
Average of points from group members __________
Final project grade __________
Job Needs Work Good
INSTRUCTOR EVALUATION
1. The presentation 2 4 6 8 10
Appearance and effectiveness of handouts/agenda
2. Analysis of preparation 1 2 3 4 5
Description of who met and when
Critical analysis of roles and leadership style
1. 0 5 10 15
2. 0 5 10 15
3. 0 5 10 15
4. 0 5 10 15
5. 0 5 10 15
6. 0 5 10 15
Contribution to the ideas of the group, outside
preparation, attendance at planning sessions,
dependability
Did INTRODUCTION:
___Get the attention of the audience?
___Arranged in an effective pattern?
___Characterized by good transitions?
Was SUPPORTING MATERIAL:
___Adequate in quantity and variety?
Explanations? ___ Comparisons? ___
___Summarize main ideas?
___Restimulate interest?
Was PRESENTATION AS A WHOLE:
___Suited to audience?
___Suited to time?
Was DELIVERY characterized by:
___Enthusiasm?
___Conversational quality?
___Brief reference to notes?
___Proper rate? ___emphasis? ___grammar?
___Good eye contact?
___Alert posture? ___Appropriate movement?
___Clear diction? ___Correct pronunciation?
F = fair
X = no
Informative Presentation Topic:
Evaluation Form Time:
Organization
Introduction
Attention getter Ex G S NI U
Organization Ex G S NI U
Smooth transitions Ex G S NI U
Conclusions
Summarizes main ideas Ex G S NI U
Memorable ending Ex G S NI U
Statistical evidence Ex G S NI U
Explanations Ex G S NI U
Comparisons Ex G S NI U
Illustrations Ex G S NI U
Expert opinion Ex G S NI U
Comments:
Speech Grade:
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Business and Professional Communication Speaker's Name:
Informative Presentation Topic:
Established credibility
States thesis
Body 1 2 3 4 5
Organization informative format
Smooth transitions
Variety of Supporting Materials 1 2 3 4 5
Definitions
Examples
Statistical evidence
Explanations
Delivery
Extemporaneous delivery 1 2 3 4 5
Vocal Delivery 1 2 3 4 5
Physical Delivery 1 2 3 4 5
Time Limit 1 2 3 4 5
Persuasive Presentation Topic:
Evaluation Form Time:
Organization
Introduction
Attention getter Ex G S NI U
Organization persuasive format Ex G S NI U
Smooth transitions Ex G S NI U
Conclusions
Summarizes main ideas Ex G S NI U
Memorable ending Ex G S NI U
Statistical evidence Ex G S NI U
Explanations Ex G S NI U
Comparisons Ex G S NI U
Illustrations Ex G S NI U
Expert opinion Ex G S NI U
Physical Delivery Ex G S NI U
Time Frame Ex G S NI U
Outline Ex G S NI U
Speech Grade Comments:
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
5 (superior), 4 (excellent), 3 (good), 2 (fair), 1 (poor)
Comments
1. INTRODUCTION 1 2 3 4 5
2. ORGANIZATION 1 2 3 4 5
(Included significant factors;
3. SUPPORTING MATERIAL 1 2 3 4 5
(Used a variety of support that
4. PERSUASIVENESS 1 2 3 4 5
5. CONCLUSION 1 2 3 4 5
6. DELIVERY 1 2 3 4 5
(Good enthusiasm and conversational
quality, good eye contact, stance, and
gestures; dynamic)
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
This section includes full-sentence outlines for two speeches, an informative speech and a
persuasive speech, that instructors can use tailor to their specific classes and assignments.
By Katie Mazz
Specific purpose: To inform my audience about the number pi.
Thesis statement: The symbol pi, the circle ratio, has a rich history of thousands of years, has
obsessed some people, and has had a profound effect on mathematics, history, and everything we
do.
Introduction
I. Attention-getter: 3.1415926535897932384626433832795.
A. Most of you know the name of the number I just recited.
1. It is found in rainbows, pupils of eyes, sound waves, ripples in the water, and DNA.
2. It is a ratio that nature and music understand but that the mind cannot quite
comprehend.
3. This number has sparked curiosity over the past 4,000 years.
B. I am talking about pi not the dessert, but the circle ratio.
Transition: I will try to present pi as the fascinating topic I think it is to a class of speech majors
who wonder if they can survive a speech about math.
1. No matter how large or small the circle, whenever you divide a circumference by the
diameter, the answer will always be the constant pi, called the circle ratio.
2. Although most of you know pi as 3.14 or 22/7, it is actually an irrational number,
which means it cannot be represented as a fraction.
3. Much of pi's mysticism is due to the fact that it is never ending or is it?
4. This has boggled mathematicians for ages; they're puzzled and almost ashamed that
1. According to David Blatner, who wrote The Joy of Pi, this value can be found in all
fields of math, science, architecture, the arts, and even the Bible.
2. The world record to date of the most digits calculated is 206 billion decimal places,
calculated by Dr. Kanada at the University of Tokyo.
1.
2. The Greeks, Babylonians, Israelites, Chinese, and Mesopotamians also studied the
1. Petr Beckmann, former professor of engineering at Colorado University, likes to call
than the last.
2. I will spare you the technical details of the methods they used, but keep in mind there
was still no calculator.
3. Great thinkers like Archimedes, Richter, Shanks, and several other mathematicians
1. IBM printed out 16,000 digits.
2. It was confirmed that pi is totally random and that no pattern is to be found in its
1. Why do people devote their lives searching for pi when the number's completely
useless after 20 digits? What's the fascination with pi?
2. Why not the square root of 2? Or the sine of 1 degree? Or any other number with an
infinite strand of digits?
Transition: The mysticism and mystery behind this unknown value has caused people to become
1. In their own apartment in Manhattan, they built a supercomputer from scratch.
2. They used this computer to calculate more digits and study its use in various
1. Maybe a few weirdos or math nerds here and there try to memorize pi.
2. Some do it for sport, others to be silly, but some people are much more serious about
memorizing pi.
3. Blatner states that 5 years ago, Hiroyuko Goto spent more than 9 hours reciting
42,000 digits of pi from memory, far exceeding the world record.
a. This was a rare case.
1. The Ridiculously Enhanced Pi Page on the web suggested that you gather with
friends at 1:59 p.m.
2. Eat pie and share personal stories about pi.
Transition: So ends my analysis on people's obsessions. The question was never answered
1. What inspired the Chudnovsky brothers to devote their whole lives in the search for
pi?
2. What inspired me to write a speech on a silly number?
3.
people do it.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Conclusion
I. I want you to remember pi.
Ridiculously Enhanced Pi Page. Posted 1998. The Exploratorium. Accessed 23 September
2000. http://www.exploratorium.edu/pi/pi98/.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
By Carol Godart
Specific purpose: To persuade my audience to help eliminate the prejudice against overweight
audience) are dieting right now.
IV. I am here to persuade you to open your minds to the issue of fat discrimination so we can
start to heal the disease of compulsive overeating that leads to obesity.
A. Fat discrimination is a result of, stereotyping misconceptions and fear.
1.
and Roy Wilson, Mass Media/Mass Culture, 2001)
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
2.
showed that teens at risk from eating disorders had more than doubled and the
3. Stereotyping people with such a narrow focus creates barriers of exclusion.
B. Stereotyping can be harmful and can stem from miscommunication.
1. One of the greatest misconceptions about overweight people is that they should be
2. 35 percent of the people in this class could be on a diet right now.
(www.ephedrafacts.com, accessed 10/20/01, U.S. Center for Disease Control and
Prevention study)
1. Our self-esteem
2.
1. People have been educated about diabetes, so they react to Jerome Hass with
sympathy.
2.
fear
1. . . . that the action of alcohol on these chronic alcoholics is
manifestation of an allergy; that the phenomenon of craving is limited to this class
2. Compulsive overeating results from the allergy of addiction.
1.
www.engl.virginia.edu, accessed 10/10/01)
2.
C. By being aware of how we contribute to the problem, we can help create the solution.
1. Awareness takes practice.
a. For the next 2 weeks, please be aware of your thoughts, feelings, and behaviors
2. Doing something differently is what makes change.
a. The Ephedra statistics show that 58 million of our adult population is overweight.
b. If each of us could touch one person per day for 14 days, it would be 300 people.
1. We can help through education and the awareness that compulsive overeating is a
disease.
2. We can help by being aware that one person can make a difference.
3. We can help by turning our prejudicial behavior around.
III. I remind you of my story about the obese man I encountered at the convention.
1. More often there is silent condemnation of overweight people, self-righteous
judgment, and hurtful discrimination.
2. I can say this because prior to recovery, I was one of those overweight people.
Works Cited
10, 2001. http://www.engl.virginia.edu/.
20 October 2001. http//:www.ephedrafacts.com/obesitystats.htm.
Hass, Jerome. Personal interview. November 5, 2001.
Landry, Peter. Biographies. Revised September 2000. Dartmouth,
Nova Scotia. Accessed 30 November 2001.
Andersen, J.F. Teacher Immediacy as a Predictor of Teaching Effectiveness. In: D. Nimmo
(ed.). Communication Yearbook 3,. New Brunswick, NJ: Transaction Books, 1979, 543 559.
Bajaj, G. Presentations.com, March 26, 2004. Accessed
November 21, 2006.
http://www.indezine.com/products /powerpoint/personality/tadsimons.html
Berge, Z.L. Where Interaction Intersects Time. The Journal of Academic Media
Librarianship, 4, 1996, 69 83.
Biery, M.B. Workshop presented at the Texas Community
College Teachers Association Convention, Austin, Texas, 2000.
Boyer, E.B. College: The Undergraduate Experience in America. New York: Harper and Row,
1987.
Christophel, D.M. elationship Among Teacher Immediacy Behaviors, Student
Motivation, and Learning. Communication Education, 39, 1990, 23 340.
Frymier, A.B. mpact of Teacher Immediacy on ame for
2007.
Peter D. Hart Research Associates, Inc. How Should Colleges Prepare Students to Succeed in
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