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Here is a full-length quiz study guide for the first four chapters. Any or all these items may be covered on the in-class quiz this Wednesday. The quizzes will be 10 Multiple Choice questions. NOTE: Thank you in advance for being on time for class. Quizzes begin promptly the start of class and are scheduled to last no more than 20 minutes. We will continue class lecture and discussion after the quiz. Good luck!

quiz-one-study-guide

Here are some informative “How-To” speeches with no outside sources.

http://www2.uttyler.edu/meidenmuller/speechfundamentals/StudentWork/breannmcilhennydemonstrationspeech.htm

This week, you will create four speech topics. You will need two different types of informative topics: (one each of two of these–“How To”, Person, Object, Event, or Concept” topics), a Debate Proposition, and a Personally Important Persuasion “Issue” topic. Some of these may become the speeches you do in class. Open the attached documents below, print off and do the topic exercise. After filling in the boxes in that assignment with ideas, take ideas from the boxes and your life experiences or other readings and create a topic for each of the four topic types listed above. You may need to sneak a peek ahead in the book to see what such topics could be.

Try to choose “How to Do” topics that you are good at doing. Choose “Informative Topics about Persons, Things, Concepts, Natural Phenomena,or Events” that you are interested in researching and sharing. Choose “Persuasion Issues,” “Problems,” “Plans and Policies” and “Positions/Propositions”  you are passionate about, but which are unique and fresh for me and your audience. Tip:  It’s usually preferable to stay away from persuasion topics that are more than 20 years old, such as abortion, capital punishment or religion.

This assignment should be typed, including your name and date at the top, with the list of four kinds of topics labeled as described in quotation marks above. Each topic should be followed by a General Purpose, Specific Purpose, and a Central idea, clearly and separately labeled.

The other attachments here below the topic exercise will help you understand these four requirements. You must read all documents, but you only need to print off the remaining ones that are of use to you.

topic-selection-brainstorming-exercise1

possible-topics-for a “How to Do” Speech

specific-purpose-and-central-idea info sheet

Some of you expressed interest in bettering your audience eye contact. But what is it in eye contact that we “read” in the other? Here’s a scientific article that explores eye contact in more detail. What makes sense to you in it? What seems surprising or counter-intuitive?

The role of pupil sizeHess

Some of you may want hints on how to study for our quizzes this semester. To get an “A” on quizzes, you should be able to do the following things:
1. Define (memorize and be able to write out meanings for) all Vocabulary terms at the end of each chapter.
2. Write out all lists of items or concepts mentioned in each chapter. (I will sometimes ask fill-in-the-blank questions.)
3. Discuss and understand all recommendations made by the authors as if worded as True/False questions.
4. Write short answers and/or essays on questions of description or integration of text material. In other words, be able to integrate terms and explanations in the chapter into a coherent, comprehensive essay if I ask you to.

Unless I tell you differently, you will usually have 10-15 minutes to complete each quiz. There will be five (5). Some questions will be True/False; some will be short answer or fill-in-the-blank; and some will be essay questions.

I strongly suggest you get together with others in the class for study groups if you want to improve your results. (Here’s a tip I learned in undergrad: Find the highest scoring person on first quiz and ask to create a study group with her or him.)

Best wishes to each of you for a successful semester!!!

Here are special instructions for those of you giving your first “How to Do” speech. Look at the instructions here today and begin to prepare your speech outlines.

1. 3. sample-speaker-cards

2. example-of-formal-preparation-outline-format-inform-how-to-process REVISED WITH SHORT PHRASES

3. nine-rules-of-outlining REVISED WITH SHORT PHRASES JULY 2012

4. 7. organizing-the-main-points-assignment

5. self-eval-speech-1-how-to-process1

Here is a simplified guide to formatting speech outlines for this class. In addition to the basics mentioned on it, remember to include headings for your name, topic, title, general purpose, specific purpose, thesis/central idea, and organizational pattern.
Also, use proper APA formatting for your annotated bibliography and citations. Remember to also say your sources outloud during your speech and give us enough information so we could easily find the source and info if we wanted to verify your use of sources!
Remember also, NOT to practice with full sentences on your cue-cards…
Best wishes this summer.
110 OUTLINE SPEECH #1 2 3

Here are some printed materials you can read here or print off for yourself to help understand the process of outlining a college-level speech.

Previous or Potential Informative & Persuasive Topics

Organizing the Main Points Assignment

nine-rules-of-outlining-revd-9-12

Criteria for Evaluating Speeches

Audience Survey and Analysis Worksheet

Specific Purpose and Central Idea

short-version-of-outline-instructions

short-phrases-basic-informative-speech-outline-format-inf-1-and-2-2

Sample Speaker Cards

This speaker, the Reverend Sky St. John of Unity-Hawaii, has a unique twist on the Intrapersonal Communication concept of self-talk we mentioned in lecture Friday. Can you see the value in his perspective? How is it different or similar to your approach to seeing the world? How would you edit his remarks? Can you see the good in the scary things around you?

In case you wonder if, after my lectures cautioning you to avoid memorizing your speeches for this class, I think a speaker can memorize an informative speech with success, I offer you this Rachel Susskind speech. What does she do well? Can you tell it’s memorized? What gives it away? Is it acceptable speaking nonetheless?