Com 357 course pack spring 2017

• 7 5 3 M O C •

7 1 0 2 g in r p S • o t a g ra r a B

M/W/F 9:00-9:50 - MOORE 201 - 22323809 M/W/F 10:00-10:50 - MOORE 201 - 22318191

Adam Barragato • Barra1ak@cmich.edu • @barragotoadvice OFFICE: MOORE 221E • HOURS: M/W 11:00-1:30 and by appointment.

Questions? Comments? Concerns?

E-mail

Adam @ Barra1ak@cmich.edu

If you do NOT hear back from him in 24 hours, e-mail him again (unless you e-mail him on Saturday night/ Sunday, he’ll respond Monday morning).

WHERE T FIND IT

SYLLABUS

Pages 4-11

Course Objectives...................................4,5 Speech Requirements...............................6 Professional Dress for Speeches............7 Policies & Points...........................................8 Goals & Grading Scale................................9 Tips for Success..........................................10 Info that’s Good to Know........................11 UNIT 1: Construct an argument

Pages 14-33

Prep 1......................................................................................16 Prep 2......................................................................................18 Prep 3......................................................................................22 Prep 4......................................................................................24 Prep 5......................................................................................26 Prep 6......................................................................................28 Outline Examples..........................................................30,31 Evaluations for Speech 1...........................................31, 32 UNIT 2: Clarify a concept

Pages 36-55

Prep 7......................................................................................................................36 Prep 8......................................................................................................................38 Prep 9......................................................................................................................42 Prep 10....................................................................................................................44 Prep 11....................................................................................................................46 Step-By-Step.........................................................................................................48 Outline Examples...........................................................................................50,52 Evaluations for Speech 2..................................................................................54 UNIT 3: Pitch an idea

Pages 58-75

Prep 12..................................................................................................................................................58 Prep 13..................................................................................................................................................60 Prep 14..................................................................................................................................................64 Prep 15..................................................................................................................................................66 Outline Examples........................................................................................................................70, 72 Evaluations for Speech 3................................................................................................................74 UNIT 4: Commemorate and celebrate

Pages 78-87

Prep 16..................................................................................................................................................................................78 Prep 17..................................................................................................................................................................................80 Prep 18..................................................................................................................................................................................82 Format Helper.....................................................................................................................................................................84 Manuscript Examples................................................................................................................................................84, 85 Evaluations for Speech 4..........................................................................................................................................86, 87

The Task COURSE

ENGAGE AUDIENCES: Engagement is more than just delivery. It’s also about understanding your audience. You will choose and analyze different audiences for each speech, tailoring information to their knowledge, interests, & language.

SPEAK CONCISELY A great speaker is able to stay within a tight time limit and still deliver important information.

Each speech will challenge you to think carefully about what you share as well as how long.

ATTAIN CREDIBILITY: Just because a source is on the internet doesn’t mean it’s credible. You’ll learn to how to research whether sources are in fact credible and cite them in a way that ensures your audience that you can be trusted.

SYLLABUS • 4

NOTE: In each speech you will be graded You cannot pass the class if you do not learn

At Ha d

OBJECTIVES SPEAK CLEARLY: Speaking clearly involves having a clear “take-away” your audience can always go back to and a concise explanation of relevant sources that back up or argue your take-away in a simple but memorable way.

BE ORGANIZED: Learning how to organize your speeches into two logical and connected main points (or big ideas) helps your audience follow along and ensures they are getting information they need.

USE VISUALS: You will learn how to use an app entitled “Haiku Deck” to help your audiences visualize the ideas that you are speaking without using text. This will help you create slides with lots of meaning, instead of lots of text.

on all six of these objectives. to apply ALL SIX objectives above.

SYLLABUS • 5

Hit Your T rgets A large percentage of students do poorly on their speeches simply because they do NOT understand what is expected for each speech. Use this cheat sheet to make sure you always hit a bulls-eye in every speech!

Brief Description

SPEECH 1: Construct one clear argument

SPEECH 2: Clarify a concept

SPEECH 3: Pitch an idea

SPEECH 4: Captivate and celebrate

SYLLABUS • 6

Dress

Pick a proverb or quotation and PROFESSIONAL argue whether or (see next page) not it is true.

Visual Aid

ONE SLIDE PPT

Sources

Length

Note Cards

OUTLINE: 4 credible sources cited correctly. 3-5 minutes from 3 NOTE CARDS SPEECH: 4 credible start to finish. (front and back) sources cited correctly.

OUTLINE: 6 Explain a new credible sources concept to a PROFESSIONAL 15+ SLIDES using cited correctly. 5-7 minutes from 2 NOTE CARDS specific audience (see next page) SPEECH: at least start to finish. (front and back) HAIKU DECK. using a timed 4 credible sources visual aid. cited correctly.

Sell a specific audience solutions to specific needs they may have.

OUTLINE: 6 credible sources PROFESSIONAL 15+ SLIDES using cited correctly. 6-8 minutes from 2 NOTE CARDS SPEECH: at least start to finish. (front and back) (see next page) HAIKU DECK. 4 credible sources cited correctly.

Celebrate the life and/or accomCASUAL plishments of a (no dress code) person or people.

NO VISUAL AID REQUIRED

NO SOURCES NEEDED IN THIS SPEECH

4-6 minutes from NO NOTE CARDS start to finish.

NOTE: No videos are allowed to be played in your speeches because of the time it takes away from your speaking.

Dress for S ccess Failure to dress professionally for speeches will result in POINT LOSS.

Learn appropriate dress BEFORE it’s more than points you’ll be losing!

GENTLEMEN

IRONED DRESS SHIRT: Polo or button down shirt (tucked in).

Suit jacket and tie are optional.

LADIES

IRONED DRESS SHIRT/BLOUSE: Dressy shirts are fine. Suit jacket is optional.

IRONED DRESS PANTS: Khakis/Suit pants/etc.

NO JEANS.

SKIRT/DRESS PANTS: Khakis/Suit pants/etc.

NO LEGGINGS, JEANS OR SKINNY PANTS.

DRESS SHOES Black or Brown.

NO TENNIS SHOES.

DRESS SHOES/ HEELS. Any color is fine.

NO TENNIS SHOES.

IF $$$ is a factor, CMU offers a service that donates professional attire to students in need. Visit: cmich.edu/first impressions for more info.

SYLLABUS • 7

Please LE RN Responsibly Read policies carefully for the best learning outcome

PRESENT ON YOUR SCHEDULED SPEECH DATE.

You can miss ONE speech presentation day (not a day you are presenting). Each missed speech day after that results in a penalty of 5 points (from your total).

DON’T SKIP SPEECH DAYS.

You must be present IN CLASS on time with COMPLETED PREP in order to earn full credit. You can miss two preps without penalty.

COMPLETE YOUR PREPS BEFORE CLASS.

Being civil means you treat everyone the way you want to be treated. This means not texting during speeches, showing up on time, and always being respectful.

PLEASE BE CIVIL AT ALL TIMES.

8Y TH3 NUM8ER 2 NOTE: All outlines are to be submitted to blackboard BEFORE CLASS on the FIRST day of speeches (regardless of the day you present). A penalty of 10% per day will be added to late outlines.

UNIT 2 TOTAL: 156 pts.

UNIT 1 TOTAL: 115 pts.

SYLLABUS • 8

If you are NOT prepared to deliver your speech on your scheduled date you will earn a 0 for that speech.

UNIT 4 TOTAL: 68 pts.

UNIT 3 TOTAL: 136 pts.

TOTAL: 600 pts.

1 Speech.....................40 pts.

1 Manuscript...............28 pts.

1 Speech...................88 pts.

1 Outline...................48 pts.

1 Speech...................88 pts.

1 Outline...................48 pts.

1 Speech Autopsy......20 pts.

1 Syllabus Quiz...........5 pts.

1 Speech....................57 pts.

1 Outline....................33 pts.

1 Speech Autopsy.......20 pts.

The Point Breakdown

PREPS (50 pts.)

In total, PREPS are worth 50 points. After missing TWO preps (for any reason - this includes not being able to make it to class) each prep missed after that is a loss of 5 points. You’re expected to show up on time with prep completed everyday.

FINAL EXAM & ACTIVITY (75 pts.)

The Final exam is a “take-home” exam that is due on Blackboard by Monday, April 17th. (60 pts.)

The last day we meet, you will complete an activity.

More details to come. (15 pts. C/NC)

What’s Your Goal?

G G G

ROWTH? Characteristics: • Looks at PREPS as opportunity for learning • Regularly uses office hours to further their learning • Uses speeches as opportunity to test out new ideas • Chooses speech topics based on passion • Takes feedback seriously and makes adjustments

RADES? Characteristics: • Views doing PREPS as way to earn easy points • Only attends office hours to discuss speech • Afraid to try anything creative or test out new ideas • Chooses speech topics that are “easy” • Takes feedback personally/doesn’t adapt or change

OOD TIMES? Characteristics: • Skips class & PREPs frequently • Never attends office hours • Does not prepare for speeches, “wings it” • Finds speech topics that will make people laugh • Ignores feedback in general

NOTE: In order to pass this course you need to earn a C or better.

Those who earn less than a 73% will have to re-take this course.

94-100% A 90-93% A87-89% B+ 83-86% B

80-82% B77-79% C+ 73-76% C 70-72% C-

The joy of life consists in the exercise of one’s energies, continual growth, constant change, the enjoyment of every new experience. ~Aleister Crowley

Without continual growth and progress, such words as improvement, achievement, and success have no meaning. ~Benjamin Franklin

Conformity is the jailer of freedom and the enemy of growth. ~John F. Kennedy

67-69% D+ 63-66% D 60-62% D59% < E SYLLABUS • 9

P WER UP!

Learn all the important concepts of Public Speaking by taking advantage of these power ups!

3 2

OFFICE HOURS Coming to office hours BEFORE a sp way to learn eech is due without gett is the best ing burned b there’s no gu y a low grad arantee, I pro e. Although mise it will b e a p ositive expe plus, you ca rience, n have coffe e!

Each prep p PREPS repares you for a specifi If you do no c section of t take them each speech seriously an writing your . d look back speeches, yo at them whe u will miss th n e point of th e speech.

STEP-BY-S

1

SYLLABUS • 10

TEP YOUR PREP Although th S ey are tied to your ove PREP grad rall e, you sh ould still them seriou take sly. They wil l help you g feedback fr et om your p e e rs a n d myself BEFORE you get evaluate d.

Gain leverage by using all three power ups througout the year!

INFO that’s GOOD to KNOW

Please read through carefully, as your success in my class relies on both your understanding of CMU Policies and your well being.

Family Emergency/Bereavement Policy: I understand that family emergencies will arise as well as the unexpected loss of loved ones. I ask that you in the case of a family emergency or loss of a loved one, you notify me via e-mail as soon as possible.

Every situation is different therefore it is IMPERATIVE that you have work completed on time (when possible) in the case of an emergency that hinders you from coming to class on important dates (i.e. your speech presentation). I will make accomodations on a case by case basis. I do allow students to miss TWO preps without losing points for situations like these. Either way, I like to be kept in the loop.

Academic Dishonesty: IN THE CASE YOU ARE CAUGHT PLAGIARIZING a speech (i.e. taking credit for the use of someone else’s speech) you will recieve a ZERO for both the speech outline and the presentation. You will NOT be allowed to re-present that particular speech in question. In the academic community the high value placed on truth implies a corresponding intolerance of scholastic dishonesty. Written or other work which a student submits must be the product of his/her own efforts. Plagiarism, cheating and other forms of academic dishonesty, including dishonesty involving computer technology, are prohibited.

Religious Observances: It is Central Michigan University policy to permit students to be absent from classes or examinations for reason of observing religious holidays.

Students are allowed to make up course requirements when they are unable to avoid a conflict between their academic and their religious obligations. Absence from classes or examinations caused by observing religious holidays does not relieve students from responsibility for any part of the coursework required during the period of absence. Please contact me via e-mail ahead of time in order to arrange make-up work.

Accomodations: Please contact me during office hours or after class regarding accomodations you need in order to be successful in my class. CMU provides individuals with disabilities reasonable accommodations to participate in educational programs, activities and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact Susie Rood, Director of Student Disability Services at (800) 9501144, extension 3018 or email her at sds@cmich.edu, at least 4 weeks prior to registering for class. Students may find additional ADA information and forms at http://www.cmich.edu/student_disability_services.htm.

SYLLABUS • 11

“If you attempt to say three things, you end up saying nothing.” ~Heeth Brothers

UNIT 1: CONSTRUCT ONE CLEAR ARGUMENT

ays check lw a o t r e Rememb page at n io t a lu the eva it. Also, n u h c a e f an the end o ch speech c a e r fo s c specifi page 6. be found on

H G C N I E V E I P peech V S R U S es Frequently Asked Qu

1

te r quo o b r t, ve a pro ly like. Nex g n i nd al ed t by fi r or just re -away, bas r a t S a A: live fo o your take , pick n u e o y Th t t . tha this in k it means ain point) t e r p r n f hi rm inte YOU t in life (you pretation o t a h , r on w IC area r inte lse. Finally u o F I y C SPE think s true or fa different u o y i e wher erb/quote et to find rces) to ov intern idence (sou point the pr e h t ain ch g ev resear supportin her your m et of types case for wh a make r false. o is true

2 S IS I H T : Q WHY , D R I WE E ARE W S THI G N I O D F TYPE O H? SPEEC

UNIT ONE • 14

Q: WAI T, WHAT A SUPPO M I SE DO FOR D TO THIS SPEEC H?

A: Two reas ons. First, th is speech he prepare you lps you for ever y speech you going to be c ’re reating and d elivering in th class. By usi is ng a well kn own or accep proverb/quote ted and arguing true or false in whether it’s one area of life you will learn how to make a claim and back it up usi credible sou ng rces. Second , this is a g way to begin reat rethinking P ublic Speakin Giving a spe g. ech is not ju st about sha information, ring it’s about sha ring YOUR vie The better yo w. u learn to su pport your v the better pu iew, blic speaker y ou’ll be.

ECAH 1 1SPQE& tions from Students:

3

How am G I BEIN D GRADE IS ON TH H? SPEEC

You’re grade d on how we ll you apply preps. For th the is speech, how well did you..

• Create a cle ar and concis e take-away?

• Focus a SP ECIFIC main point on on area of life? e • Find differ ent kinds of support (via sources) that 4 defend your main point?

• Cite all fou r sources usi ng I.C.E.ing PR.I.C.E.ing? and • Create a on e slide visual aid with a p ture that sum icmed up your m ain point wit your proverb h /quote writte n on it?

I would enc ourage you to look at evaluation o the n page 34 for more specific s.

• Remem ber, each PREP pr specific st epares y ep of the fi ou for a r s t s peech. Co (when ap m plicable) plete each carefully, step your spee s o you can ch as you construct work thro • Try an ugh each d do som prep. e researc proverb a h o n s soon as your quo te or possible s problems o if you I can help run into I’m bad you.

• Practice this speec h in front at giving Make sur of people e that you y o u trust. speeches practice w and your ith your n visual ai ote cards d (even computer , if it’s jus how behind yo t o n y u can our ). Evalua pg. 34) aft I te yourse er it was l f (using DO WE over.

LL

4

?

Have more questions about this speech? E-mail Adam immediately at Barra1ak@cmich.edu.

UNIT ONE • 15

PREP # 1

STEP 1: FIGURE OUT WHO YOU ARE

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: Explain the THEORY OF WINDOW AND MIRRORS in your own words

Q2: Label & define the SIX CHARACTERISTCS OF COMMUNICATORS in your own words (even though they are similar) 2A.

2B.

2C.

2D.

2E.

2F.

UNIT ONE â&#x20AC;¢ 16

U N DE R STA N DI NG OF P R I NC I P L E S

Q3A: Use the identity wheel (below) to begin uncovering who you are. Then reflect on the two questions below. This will help you think about who you are and communicate that to your audience in this class.

GEN

E G A

DE

R

OR I E

E CA

L UA

REE

R

X SE

FUTUR

Identity Wheel Instructions:

N

R O J A

N. RAC E / E T H

For each section, rate from 1-5, how often you think about each of the different parts of your identity (where 1 = hardly ever and 5 = very often). When youâ&#x20AC;&#x2122;re done, look at the parts of your identity you put the most thought into and reflect on the questions below.

M

IC I T Y RE

LIG

ION

E

DU C A T IO

N

3B. Explain how the identifiers you think about most often shape who you are?

3C. Provide a window about who you are, based on the identifiers you think about most often:

A P P L IC AT ION OF P R I NC I P L E S

UNIT ONE â&#x20AC;˘ 17

PREP # 2

STEP 2: CREATING A TAKEAWAY & MAIN POINT

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: What is the difference between the TAKE-AWAY and the MAIN POINT for speech 1?

Take-Away:

Main Point:

Q2: What are the THREE BEST PRACTICES for creating an effective TAKE-AWAY FOR SPEECH 1?

2A.

2B.

2C. Q3: What are the THREE BEST PRACTICES for creating an effective MAIN POINT FOR SPEECH 1?

3A.

3B.

3C.

UNIT ONE â&#x20AC;¢ 18

U N DE R STA N DI NG OF P R I NC I P L E S

Q4: Using the information from the previous page, write a TAKE-AWAY and MAIN POINT for your proverb/quote.

4A. Proverb/Quote chosen for Speech 1: NOTE: The following Proverbs/Quotes are NOT allowed: Every cloud has a silver lining Practice makes perfect An apple a day keeps the doctor a way Laughter is the best medicine

4B. Write the TAKE-AWAY for speech 1 (following BEST PRACTICES from Q2):

4C. Write the MAIN POINT for speech 1 (following BEST PRATICES from Q3):

ACTION STEP REQUIRED...

Upon completing this HW please login to blackboard and click on the Google Doc link (in the “Speech 1 Help” folder). Find your name and write down your proverb/quote, take-away, and main point.

A P P L IC AT ION OF P R I NC I P L E S

UNIT ONE • 19

STOP!

YOU CANNOT EARN CREDIT FOR PREP 3, 4, 5 or 6, until you signed up for your FIRST speech topic via the GOOGLE DOC in “Speech 1 Help” folder in Blackboard.

NOTE: The following Proverbs/Quotes are NOT allowed: Every cloud has a silver lining Practice makes perfect An apple a day keeps the doctor a way Laughter is the best medicine

PREP # 3

STEP 3 - IDENTIFYING SOURCES THAT SUPPORT YOUR MAIN POINT

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: What is the definition of a SOURCE?

Q2: Define the THREE TYPES OF SOURCES and explain HOW TO COMMUNICATE THEM CREDIBLY 3a. What makes a source a STATISTIC?:

How are you are expected to COMMUNICATE A STATISTIC CREDIBLY in your speech:

3b. What makes a source a TESTIMONY:

How are you expected to COMMUNICATE A TESTIMONY CREDIBLY in your speech:

3c. What makes a source an EXAMPLE?:

How are expected to COMMUNICATE AN EXAMPLE CREDIBLY in your speech:

UNIT ONE â&#x20AC;¢ 22

U N DE R STA N DI NG OF P R I NC I P L E S

Q3: Find a source on the internet that you THINK is credible and WILL support your main point. Write down the main idea of the source, based on what type of support evidence it is (use Q2 as your guide).

Need help finding credible sources? Here are some tips!

1. It’s hard enough to come up with an interpretation for your quote, let alone a specific area in life. So, you may want to Google different interpretations of your proverb/quote to see what sources are available before you commit to a proverb/quote. This can help you figure out A) whether or not you will find sources for your proverb/quote and B) what area of life it could be true in.

2. Ask a question in Google, based on the interpretation of your take-away or main point (for example: if my proverb was, “one in the hand is two in the bush” and you are interpreting it as something like “even when a great opportunity presents itself, you still have to be cautious” then you might ask this question into Google (Should we be cautious when opportunities arise?).

3. Practice using different key words in your search. Think about what the key words for your main point is. Going back to the example (above) - what are other words for opportunities?

4. DO NOT TYPE IN THE PROVERB OR QUOTE in a search. You will ONLY get interpretations (especially if you have a proverb). You can’t really use that as a source, remember a source has to support a claim.

A P P L IC AT ION OF P R I NC I P L E S

UNIT ONE • 23

PREP # 4

STEP 4: CITING SOURCES CREDIBLY

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: EXPLAIN what is required for EACH part of I.C.E. (in complete sentences) & the TIPS (bullet points are fine) 1a. Write down what it means to I.dentify the main point:

How to I.dentify the main point of the source

•

•

•

1b. Write down what it means to C.heck a source for credibility:

How to Check credibility for your sources

•

•

•

1c. Write down what it means to E.xplain the Main point and Credibility of the source in 1 sentence:

How I want you to Explain the main point and credibility of the source in 1 sentence:

•

•

•

UNIT ONE • 24

U N DE R STA N DI NG OF P R I NC I P L E S

Q2: Use the source from your last PREP and I.C.E. IT CORRECTLY BELOW (JUST LIKE THE EXAMPLE IN THE VIDEO AND YOUR OUTLINE EXAMPLES). Remember, it should ONLY BE ONE SENTENCE (you do the I and the C on your own, all I want is the E). If you’ve since changed your interpretation and/or your source no longer works, find a new one.

You WILL NOT GET CREDIT IF THIS IS NOT DONE CORRECTLY. PLEASE WATCH THE VIDEO CLOSELY :).

I.C.E. it R.I.G.H.T! I C E

TIPS on IDENTIFYING: 1. Figure out whether the source is a stat, testimony, or example.

2. Check to make sure the main idea defends your argument and is not just fluff.

3. Put the the major idea in your own words (unless it’s a testimony)

TIPS on CHECKING CREDIBILITY: 1. Is this a respected source? (a national news organization) Yes? No credibility needed.

Otherwise.....

a. What makes the author credible (i.e. author, education credentials, experience?)

b. Does the website have any “about” statement that makes it sound credible?

TIPS on EXPRESSING in your OUTLINE: 1. Make sure to include the YEAR (if year isn’t available put the year you found it), author’s last name (if available), and a credibility statement for the source itself 2. Put the main idea in YOUR own words and in ONE sentence (unless it’s a testimony) 3. Sum up the main idea in a way that defends your main point!

A P P L IC AT ION OF P R I NC I P L E S

UNIT ONE • 25

PREP # 5

STEP 5: I.C.E.ing VS. PRI.C.E.ing

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: EXPLAIN the major differences between OUTLINING AND SPEAKING 1a.

1b.

1c.

Q2: EXPLAIN THREE BEST PRACTICES FOR PRI.C.E.ing your sources 2a.

2b.

2c.

UNIT ONE â&#x20AC;¢ 26

U N DE R STA N DI NG OF P R I NC I P L E S

Q3: PR.I.C.E. your I.C.E.d source from PREP 4. Remember, you won’t write this in your outline!

The PRI.C.E. is R.I.G.H.T! 1 2 3

Be CONVERSATIONAL: A. Don’t script it out in your outline. Remember, PRI.C.E.ing is ONLY for your presentation. Start with the I.C.E and add more to it (see “provide context”below).

B. Practice makes perfect. It’s okay if it sounds different everytime you practice.

Be CLEAR A. How does this source support your main point? You might want to be clear about that.

B. Make sure that you go back to PREP 2 and either humanize the statistic, explain the backgrounf of the example, or translate the opinion of the expert testimony.

Provide CONTEXT: A. Tell us important details about the source that help us understand how it supports your main point claim.

A P P L IC AT ION OF P R I NC I P L E S

UNIT ONE • 27

PREP # 6

STEP 6: UNDERSTANDING AND OVERCOMING ANXIETY

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: Explain THE MAJOR SCIENTIFIC reason why humans are anxious during public speaking

Q2: Explain why anxiety CAN be good when speaking (hint: it’s from an I.C.E.d source in this chapter)

Q3: Choose TWO TIPS you will take from the author for your first speech (assuming your anxious) NOTE: You cannot just say PRACTICE!!! You have to explain HOW giving examples from the chapter.

3a. Tip 1:

3b. Tip 2:

A BRIGHT IDEA...

IF YOU ARE STILL HIGHLY ANXIOUS ABOUT YOUR FIRST SPEECH, CONTACT ADAM IMMEDIATELY. UNIT ONE • 28

U N DE R STA N DI NG OF P R I NC I P L E S

STEP-BY-STEP YOUR PREP! Directions: Please have this COMPLETED before coming to class in order for us to check and see if you are on the right track. If you do NOT have this completed it not only hurts you, but also the people you will be working with.

Proverb/Quote:

PREP 2 - Take-Away:

PREP 2 - Main Point:

PREP 4 - I.C.E.d Source 1:

PREP 4 - I.C.E.d Source 2:

PREP 4 - I.C.E.d Source 3:

PREP 4 - I.C.E.d Source 4:

NOTE: This is just a draft template to be used in class and does NOT include reference page or conclusion. YOU HAVE TO TYPE OUT YOUR FINAL OUTLINE. See examples on the next page for appropriate outline format.

A P P L IC AT ION OF P R I NC I P L E S

UNIT ONE â&#x20AC;¢ 29

GOOD OUTLINE Proverb/Quote: “There’s no time like the present”- John Trusler

This is a Clear take-away that interprets the quote in an easy to understand way.

Take-away: If you have something important to do, you should do it now instead of waiting until later.

Main Point: Waiting until the last minute to work on assigments can lead to severe penalties.

The main

point focuses on one area of

life (school) where this

quote is true.

1. In a 2014 article from TIME, two professors at the Warwick Business School found students who submit assignments just before they’re due, correspond with a 5% drop in grades.

2. In 2015, Green-Lermin, author on the Knewton Blog, a blog dedicated to adaptive learning, found that students who worked on homework assignments the day before the due date did significantly worse then those who did their homework three days earlier.

3. Marc Cortez, a college professor at Wheaton College, in 2013, released an article on his website, sources claiming that late work is bad for students learning.

All are correctly I.C.E.d. but one form of support

is missing.

4. In 2013, David Van Nuys, a clinical psychologist interviewed Dr. Monica Ramirez Basco, an expert in cognitive- behavioral therapy, “I think they’re coping with the concern or the fear of doing the project wrong or getting a bad grade, and I think we often cope by putting things off because in the short run it actually makes you feel better.”

This source does not really fit, as it explains WHY students procrastinate, and not the effects.

Conclusion: Putting off things until the last minute is something we all have done before. Students can get into these bad habits of procrastinating and starting homework the day before it’s due and end up with low grades in classes. Getting things done ahead of time will benefit you so much more in the long run. So what are you waiting for? Go finish the assigment, after this speech of course!

References Feeney, N. (2014, September 14). Students Who Turn in Work at the Last Minute Get Worse Grades, Study Finds. Retrieved September 21, 2015, from http://time.com/3373614/last-mintute-homework-gradesprocrastination/ Green-Lerman, H. (2014, March 4). The Early Bird Gets the Grade: How Procrastination Affects Student Scores. Retrieved September 21, 2015, from https://www.knewton.com/resources/blog/adaptive-learning/theearly-bird-gets-the-grade-how-procrastination-affects-student-scores/ Cortez, M. (2013, November 5). 3 Reasons You Shouldn’t Turn Homework in Late. Retrieved September 21, 2015, from http://marccortez.com/2013/11/05/3-reasons-shouldnt-turn-homework-late/ Van Nuys, D. (2013). An Interview with Monica Ramirez Basco, Ph.D., on Procrastination. Retrieved from http://www.gracepointwellness.org/1-anxiety-disorders/article/40669-an-interview-with-monica-ramirezbasco-phd-on-procrastination UNIT ONE • 30

Overall: This speech showcased a strong understanding of the majority of the preps, with the exception of not having all three forms of support evidence. Even the best speeches will have minor mistakes.

BAD OUTLINE Proverb/Quote: Sticks and stones may break my bones but words will never hurt me.

Take-away: Be careful when choosing what you say. This is a bit too vague for a take-away.

This is not a specific enough main area of life to focus on, even though it is true.

Main Point: Many prominent figures have lost credibility due to the things they have said.

1. Donald Trump was let go by NBC due to controversial comments he made about the hispanic people. (“Mexico isn’t sending there best. They are murders. They are rapists..”)

2. Colin Cowherd was taken off air by ESPN for his comments on dominicans. He stated that in his lifetime, people of the DR were not known to have world class athletic abilities.

All of the s o u r c e s (support) are “examples.”

Three different

types of support are needed for speech 1.

3. Rush Limbaugh lost dozens of sponsors after calling a Georgetown University Law student a “slut” for suggesting to Congress that her employee health plan should cover the cost of birth control.

None of the sources are I.C.E.d correctly, nor do I know where the student is getting the info from.

4. Justine Sacco, PR Executive of InterActive Corp tweeted “Going to Africa. Hope I don’t get AIDS. Just kidding. I’m white!” before getting on her plane to travel to South Africa. She was canned before the plane landed.

Conclusion: Before speaking, think of the ramifications of word choice. When deciding whether or not to say something, think to yourself. Am I hurting others by making this claim? Because if not, it may cause you to lose your job and credibility in the process.

References

This does have a strong summary that sums up the big idea of the speech, and the truth of the proverb.

ABC News. (2012). Sponsors Pull Ads From Rush Limbaugh’s Radio Show. Retrieved September 12, 2015, from http://abcnews.go.com/blogs/politics/2012/03/advertisers-pull-funds-from-rush-limbaughs-radio-showover-slut-comments/ ESPN. (2015). Colin Cowherd no longer on ESPN air. Retrieved September 11, 2015, from http://espn.go.com/ espn/story/_/id/13314040/colin-cowherd-no-longer-espn-air-comments-dominican-republic-players The Guardian. (2013). Justine Sacco fired over racist tweet. Retrieved September 12, 2015, from http://www. theguardian.com/world/2013/dec/22/pr-exec-fired-racist-tweet-aids-africa-apology USA Today. (2015). NBC Dumps Trump. Retrieved September 9, 2015, from http://www.usatoday.com/story/ life/tv/2015/06/29/nbc-dumps-trump/29471971 Overall: This speech was formatted correctly, and made a very important point, but failed to demonstrate understanding of the majority of the information from the preps. Remember your preps teach you how to complete the speech correctly.

UNIT ONE • 31

NAME:___________________________

SPEECH 1: Presentation Evaluation A. ORGANIZATION & B. CREDIBILITY & C. CLARITY

Excellent • Average • Poor • Missing 3 2 1 0

1. Take-Away follows best practices from PREP 2 (1 pt. for each)..........................................................................................

2. Main Point immediately follows take-away and follows best practices from PREP 2 (1 pt. for each)..............

3a. Source 1 is properly I.C.E.d, providing year, credibility, and author’s last name (1 pt. for each).........

3b. Source 1 is PRI.CE.d. given the type of support and clearly supports the main point (2 pts. each)......

4a. Source 2 is properly I.C.E.d, providing year, credibility, and author’s last name (1 pt. for each).........

4b. Source 2 is PRI.CE.d. given the type of support and clearly supports the main point (2 pts. each)......

5a. Source 3 is properly I.C.E.d, providing year, credibility, and author’s last name (1 pt. for each).........

5b. Source 3 is PRI.CE.d. given the type of support and clearly supports the main point (2 pts. each)......

6a. Source 4 is properly I.C.E.d, providing year, credibility, and author’s last name (1 pt. for each).........

6b. Source 4 is PRI.CE.d. given the type of support and clearly supports the main point (2 pts. each)......

7. All three forms of supporting evidence are clearly used (1 pt. for each).............................................................

8. Wraps up speech by quickly summarizing all important information and explaining how it relates to the take-away............

C. ENGAGEMENT

Total: ___/36

1. Speaker is dressed professionally based on the syllabus (1 pt. for each important part of the dress code).........

2. Speaker makes eye contact with the whole class throughout entire speech (intently looks at ALL sides of the class)..............

3. Speaker has rehearsed and therefore rarely uses their three note cards................................................................................

4. Speaker uses a window (via personal experience) that provides a mirror to the audience (C/NC)............................................

5. Speaker maintains professional but conversational tone with the audience throughout the speech............................

UNIT ONE • 32

Total: ___/15

SPEECH 1: Presentation Evaluation (CONT.) Excellent • Average • Poor • Missing 3 2 1 0

D. VISUAL AID: 1a. Visual aid has one picture, filling the entire slide that that CLEARLY sums up MAIN POINT...........

1b. The proverb/quote is written legibly on the PPT using an appropriate font, color, and size...........

Total: ___/6

E. CONCISENESS 1. Speaker will lose 1 point for every :10 they are over or under the time target for this speech: 3-5 minutes......

Time: _______ Presentation Total: ____/57

SPEECH 1: Outline Evaluation Excellent • Average • Poor • Missing 3 2 1 0

A. ORGANIZATION & B. CREDIBILITY & C. CLARITY 1.

Take-Away clearly quote and follows

interprets proverb/ best practices................

2. Main Point focuses interpretation on one specific area of life and follows best practices.......................

3. Source 1 is properly I.C.E.d, providing year, credibility, and author’s last name (1 pt. for each).........

4. Source 2 is properly I.C.E.d, providing year, credibility, and author’s last name (1 pt. for each).........

5. Source 3 is properly I.C.E.d, providing year, credibility, and author’s last name (1 pt. for each).........

6. Source 4 is properly I.C.E.d, providing year, credibility, and author’s last name (1 pt. for each).........

7. All sources support the main point obviously (1 pt. for each)............................................................................

8. Wraps up speech by quickly summarizing all important information and explaining how it relates to the take-away............

9. All sources are correctly cited in APA or MLA format via a reference page.................................................

10. Writing is in complete sentences & grammatically correct...

11.

Outline is shown in

formatted like the course

Outline Total: ___/33

the

examples pack............

Speech Total: ____/90

Percentage: ____%

“Information overload is a symptom of our desire to NOT focus on what’s important. It is a choice.” ~Brian Solis

UNIT 2: CLARIFY A CONCEPT

PREP # 7

STEP 1: ORGANIZING AN INFORMATIVE SPEECH

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: Explain what a TOPICAL ORGANIZATIONAL PATTERN is (in your own words)

Q3: Write down and explain THREE ways TO USE THE TOPICAL ORGANIZATIONAL PATTERN CORRECTLY

3a. When is a What & How organization useful?:

Explain what Main Point A addresses:

Explain what Main Point B addresses:

3b. When is a Why & How organization useful?:

Explain what Main Point A addresses:

Explain what Main Point B addresses:

3c. When is a How & and How organization useful?:

Explain what Main Point A addresses:

Explain what Main Point B addresses:

UNIT TWO â&#x20AC;¢ 36

U N DE R STA N DI NG OF P R I NC I P L E S

Q4: Using a proposed topic for your speech YOU ARE VERY PASSIONATE ABOUT, break it down into the three TOPICAL patterns. Obviously you’ll have to do some research to complete this.

What-How Pattern

Why-How Pattern

How-How Pattern

A: WHAT - TWO important things about this topic your audience needs to know.

A: WHY - TWO important reasons WHY this is important to your audience.

A: HOW - TWO ways to use this topic in your audience’s life.

Sub Point 1:

Sub Point 1:

Sub Point 1:

Sub Point 2:

Sub Point 2:

Sub Point 2:

B: HOW - TWO ways to use this topic in your audience’s life.

B: HOW - TWO ways to use this topic in your audience’s life.

B: HOW - TWO MORE ways to use this topic in your audience’s life.

Sub Point 1:

Sub Point 1:

Sub Point 1:

Sub Point 2:

Sub Point 2:

Sub Point 2:

Three Questions to Ask About Your Topic: 1. Are you PASSIONATE ABOUT IT? If you are NOT passionate about your topic, then it probably isn’t a good idea to even begin breaking it down.

2. Is there APPLICATION? If your topic cannot be applied to your audience’s life, or rather has no use other than to win a trivia game, this is not a good topic.

3. Is this topic a GENERIC speech we’ve all heard too often? Please stray from topics we’ve all heard before including blood/organ donation, texting driving, and/or any persuasive topoics.

A P P L IC AT ION OF P R I NC I P L E S

UNIT TWO • 37

PREP # 8

STEP 2: PREPARING YOUR OUTLINE

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: Write down and explain the THREE best practices for OUTLINING AN INFORMATIVE SPEECH 1a.

1b.

1c.

Q2: Write down and explain THREE best practices for writing a TAKE-AWAY 2a.

2b.

2c.

Q3: Write down and explain THREE best practices for writing MAIN POINTS & SUB POINTS 3a.

3b.

3c.

UNIT TWO â&#x20AC;¢ 38

U N DE R STA N DI NG OF P R I NC I P L E S

Q4: Itâ&#x20AC;&#x2122;s time to apply what you have learned! Go through and complete the take-away, main points, and sub points for your speech. You may have to do some research! Follow the principles from the previous page AND WRITE IN PENCIL :) Take-Away:

Main Point A (complete sentence):

Sub Point 1 (complete sentence):

Sub Point 2 (complete sentence):

Main Point B (complete sentence):

Sub Point 1 (complete sentence):

Sub Point 2 (complete sentence):

A P P L IC AT ION OF P R I NC I P L E S

UNIT TWO â&#x20AC;˘ 39

STOP!

YOU CANNOT EARN CREDIT FOR PREPS 9, 10, or 11 until you have signed up for your second speech topic via the GOOGLE DOC in the “Speech 2 Help” folder in Blackboard. If there is a problem with your topic, Adam will e-mail you.

NOTE: The following topics are NOT allowed: Blood/organ donation Texting/drinking and driving OR Any topic that tries to persuade you to do something Be creative! Find a new concept that people do NOT know a lot about!

PREP # 9

STEP 3: GETTING TO KNOW YOUR AUDIENCE

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: EXPLAIN what to include in EACH SECTION OF THE AUDIENCE ANALYSIS and the TIPS for analyzing effectively 1a. DEMOGRAPHIC Information (what to include):

Tips for analyzing Demographics effectively:

•

•

1b. KNOWLEDGE level of the topic (what to include):

Tips for analyzing Knowledge level effectively:

•

•

1c. FAVORABILITY to the Topic (what to include):

Tips for analyzing Favorability to topic effectively:

•

•

1d. CONNECTION to the audience (what to include):

Tips for connecting with the audience effectively:

•

•

UNIT TWO • 42

U N DE R STA N DI NG OF P R I NC I P L E S

Q2: Write down who your audience will be based on your two main points for your second speech REMEMBER: COLLEGE STUDENTS ARE NOT AN ACCEPTABLE AUDIENCE FOR THIS SPEECH. 2a. DEMOGRAPHIC:

2b. KNOWLEDGE:

2c. FAVORABILITY:

2d. CONNECTION:

ACTION STEP REQUIRED...

Upon completing this HW please login to blackboard and click on the Google Doc link (in the “Speech 2 Help” folder). Find your name and write down a brief explanation your audience and your two main points.

A P P L IC AT ION OF P R I NC I P L E S

UNIT TWO • 43

PREP # 10

STEP 4: CREATING A VISUAL AID THAT IS VISUAL

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: What is the point of a visual aid?

Q2: How should you format the majority of the slides you have for a presentation?

1. Text:

2. Picture:

3. Purpose:

Q3: How can you find HIGH quality pictures for your visual aids?

1.

2.

3.

NOTE: PLEASE AVOID USING IMAGES THAT HAVE WATERMARKS OR ANY CLIPART IN GENERAL UNIT TWO â&#x20AC;¢ 44

U N DE R STA N DI NG OF P R I NC I P L E S

Q4: Design ONE slide using Haiku Deck. Make sure that this slide 1) follows the format suggested in question 2 and 2) uses a high quality picture from one of the places discussed in the video. THEN, upload the link to the link to blackboard (“Upload Prep 10”)! If you’re slide is used in class, you’ll earn EXTRA CREDIT!

ACTION STEP REQUIRED....

Design a slide for your speech USING HAIKU DECK and upload the link to the blackboard in the “Upload Prep 10” folder BEFORE class starts in order to earn FULL CREDIT for this PREP!

How to use Your Visual Aid Well!

1. Under NO circumstance should you read from your visual aid. Your audience (in most cases) should be able to read! If your audience cannot read, then that’s your speech topic: How to Read!

2. Do not use MEMES. Why? Because you’re not talking to college students (remember you choose specific audiences) therefore, they wouldn’t understand what memes are.

3. Practice your speech WITH your slides! It is so easy to forget to transition through your slides and/or remember when to transition.

The more you practice, the more likely you are to remember what’s on your slides and when to transition.

4. Make sure that you have a slide for each of the following items (in order to get a minimum of 15 slides):

• Title slide (1) • Attention getter, transition, closing (3) • Take-away, main points, sub points (7) • Each source (4) • But don’t actually write “take-away” or “main point” on the slides. Be creative as to how you label your slide!

A P P L IC AT ION OF P R I NC I P L E S

UNIT TWO • 45

PREP #11

STEP 5: OPENING AND CLOSING YOUR SPEECH

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: Label and explain the THREE Best Practices for opening and closing a speech 1.

2.

3.

Q2: Explain how to use each of the THREE suggested ways to OPEN/CLOSE a speech effectively 2a. Rhetorical Question:

Best Practices to open:

Best practices to close:

2b. Unexpected Statistic:

Best Practices to open:

Best practices to close:

2c. Personal Story (Window):

Best Practices to open:

Best practices to close:

UNIT TWO â&#x20AC;¢ 46

U N DE R STA N DI NG OF P R I NC I P L E S

Q3: Write (in full sentences) your opener and closer for your speech using Q1 & Q2 as a guide.

OPENER (write exactly how it would sound using PREP 11 as your guide):

CLOSER (write exactly how it would sound using PREP 11 as your guide):

ACTION STEP REQUIRED....

Don’t forget the “STEP-BY-STEP YOUR PREP” on the next page!

A P P L IC AT ION OF P R I NC I P L E S

UNIT TWO • 47

STEP-BY-STEP YOUR PREP! Directions: Please have this COMPLETED before coming to class in order for us to check and see if you are on the right track. If you do NOT have this completed it not only hurts you, but also the people you will be working with.

PREP 9 - Audience Analysis (Use bullet points for this - but be VERY specific in your outline): • • • • PREP 8 - Take-Away:

PREP 8 - Main Point A (complete sentence):

PREP 8 - Sub Point 1 (complete sentence):

PREP 4 - I.C.E.d out Source 1:

PREP 4 - I.C.E.d out Source 2 (if applicable:

PREP 8 - Sub Point 2 (complete sentence):

PREP 4 - I.C.E.d out Source 1:

PREP 4 - I.C.E.d out Source 2 (if applicable: UNIT TWO • 48

Creative Transition:

PREP 8 - Main Point B (complete sentence):

PREP 8 - Sub Point 1 (complete sentence):

PREP 4 - I.C.E.d out Source 1:

PREP 4 - I.C.E.d out Source 2 (if applicable:

PREP 8 - Sub Point 2 (complete sentence):

PREP 4 - I.C.E.d out Source 1:

PREP 4 - I.C.E.d out Source 2 (if applicable:

NOTE: This is just a draft template to be used in class and does NOT include attention getter, reference page, or conclusion. See examples on the next page for appropriate outline format.

UNIT TWO â&#x20AC;˘ 49

GOOD OUTLINE Using Indoor Plants Audience Analysis Information: My Audience will be a group of predominately female office employees ranging in age from 25 to 35. They are voluntarily listening to a guest speaker at a wellness meeting. Some group members have low income levels with only high school degrees and others are at middle level income with some college education. This audience doesn’t know how plants can be beneficial or exactly what they clean from the indoor air. They also don’t know which plants are best or how many are required for the most benefit. This audience is favorable to this topic because most people have a desire for themselves and their families to be healthy. I am going to connect with my audience by telling them about how indoor plants saved my life.

Introduction A. Attention Getter: Because people in industrialized countries spend as much as 80-90% of their time indoors, indoor air pollution has been ranked as one of the world’s greatest health risks by the World Health Organization.

B. Take Away: Having indoor plants provides many wellness benefits, and is very easy to get started in your home or office.

II. Body A.

Wellness benefits provided by plants can be both physical and psychological. a. Indoor plants provide physical benefits by removing toxins, dust and mold from the air and producing oxygen and moisture. i.

According to a 2016 article from bayeradvaced .com, The Dutch Product Board for Horticulture did a study that showed plants in office settings decreases fatigue, colds, headaches, coughs, sore throats and flu like symptoms.2

ii.

Another study found that hospital patients in rooms with plants required less pain medication, had lower heart rates and blood pressure, experienced less fatigue and anxiety and were released from the hospital sooner.

b. There are also many psychological health benefits from indoor plants. i.

In a 2015 article on Treehugger.com environmental author, Melissa Breyer, states that being around plants help us work better by improving concentration, memory and productivity.

Transition: Most products that promise this much benefit are either too good to be true or very expensive. I’m going to explain how you can accomplish big results with very little effort and expense.

B.

In order to get started using indoor plants you have to know which plants to choose and your overall square footage.

a. Sub point 1: Choose plants that purify 24 hours a day and are beneficial for the specific UNIT TWO • 50 toxins that may be present in our space.

i. In a 2016 article, a Cooperative extension agent with the University of Colorado by the name of by Laura Pottorff explains how some plants are more efficient at removing specific toxins. b. In order to determine the amount of plants you need, you just need to calculate squarefootage. i.

In a 2011 article published by the Penn State University, Patricia Webb of the Master Gardener Program, notes that we can achieve satisfactory purification with as few as one plant per 100 square foot.

ii.

Whether your placing plants in an office or home, position the plants so that each person has greenery in view.

III. Closing A. Summary of Speech: In summary, we can easily take advantage of the wellness benefits provided by inexpensive plants by adding just one 8” potted plant for every 100 square feet of space. That alone can improve concentration, memory, and productivity. Plants also reduce fatigue, colds, headaches, coughs and sore throats and help control heart rate and blood pressure.

B. Creative Closing: Considering we spend 80 to 90% of our time indoors, whatever steps we can take to purify our air will be good for our health. The World Health Organization estimates that seven million people die each year due to air pollution. It also costs Americans several billion dollars per year in lost worker productivity, medical bills and absenteeism.1 These are all excellent reasons to take advantage of using low cost plants to create healthy indoor spaces.

REFERENCE PAGE Brink, Susan. (March 27, 2014). Who report: indoor air pollution is greatest environmental health risk.

Retrieved October 18, 2016, from http://news.nationalgeographic.com/news/2014/03/140325-world-healthorganization-indoor-fuel-pollution-death/ 5 Benefits of Houseplants. (n.d.) Retrieved October 4, 2016, from bayeradvanced.com/articles/5-benefits-ofhouseplants Breyer, M. (2015, February 13). 5 Health benefits of houseplants. Retrieved February 4, 2016, from http:// www.treehugger.com/health/5-health-benefits-houseplants.html Pottorff, L. (2008, January 16). Plants “clean” air inside our homes. Retrieved October 18, 2016, from: http:// www.colostate.edu/Dept/CoopExt/4dmg/Plants/clean.htm Webb, P. M. (2008, January 16). Indoor plants for clean air.

Retrieved October 4, 2016, from: http://extension.psu.edu/plants/master-gardener/counties/clarion/news/2011/ indoor-plants-for-clean-air Bounds, G. (2011, March 15). A superhero scrubs the air: the mighty houseplant. Retrieved October 18, 2016, from: http://www.wsj.com/articles/SB10001424052748704893604576200423930895948 Palmero, Elizabeth. (2013, July 29). Do Indoor Plants Really Clean the Air? Retrieved October 18, 2016, from: http://www.livescience.com/38445-indoor-plants-clean-air.html Smith, A. & Pitt, M. (2011). Healthy workplaces: plantscaping for indoor environmental quality. Facilities, Vol. 29 Iss 3/4 pp. 169 – 187. Retrieved October 18, 2016, from http://dx.doi.org/10.1108/02632771111109289 UNIT TWO • 51

GOOD OUTLINE Positive Reinforcement Audience Analysis Information: My audience is parents who are raising their second or third child, who had a hard time teaching their first kid(s) how to behave properly. They include 30-35 year olds who are working class, high school and/or college graduates. Thus, they are average parents. This means they likely struggle with time and keeping their kids form running amok, and are favorable to advice that could aid them with teaching their children how to behave effectively. They know that regular disciple such as spanking or taking away TV doesn’t work, so they want other tips for when their child acts up. They’re frustrated by their trouble effectively teaching their kids not to act up, and so are eager for new advice. I will connect to my audience not because I’m a parent, but because I’m someone’s kid. Thus, I know what would have taught me how to act when I was younger.

I.

Introduction A. Attention Getter: When I was little, I had to ask to get a snack and was not allowed to take one without permission. So, if I was caught sneaking candy or chips, I wouldn’t be allowed to watch TV for the rest of the day. This taught me how to open wrappers quietly while my parents were downstairs, not how to limit how much junk I ate. If my parents wanted to effectively teach me this lesson, they could have instead used positive reinforcement to do so.

B. Take-Away: Positive reinforcement is proven to be the best method to teaching behavior, and you can use it by praising and rewarding your child.

I.

Body A. Positive reinforcement is the best way to teach your children how to behave because it teaches children how to be behave and works long-term.

1. Positive reinforcement teaches kids how to behave, not to avoid punishment. i. Ph.D. Michael Karson from the University of Denver wrote in a 2014 article on Psychology Today that punishing kids “produces politeness, not morality.” He explains that parents must reinforce behaviors and morality to get them to stick. ii. A fact sheet published in 2008 by Unicef, a professional and global company dedicated to helping children, explains that negative punishment such as spankings to prevent outbursts will actually increase the likeliness of more aggression from the child.

1. Positive reinforcement works long-term. i. In a 2008 article published on Psychology Today by Ph.D. Jay Belsky, it is explained that positive reinforcement works so well at reinforcing behaviors due to the activation in causes in the brain’s motor control center. This is especially true for young kids, who will quickly associate the behavior with the positivity and thus continue the behavior.

Creative Transition: A lot of parents may be hesitant to try any form of disciplining in public, or unsure how to do so without creating a scene. But positive reinforcement is simple and quick to use no matter here you and your child are.

UNIT TWO • 52

A. Positively reinforcing good behavior and manners can be done anywhere by giving them a reward or verbally praising them.

1. Giving your child a piece of candy will be an effective, simple tangible reward that you can keep in your purse, pocket, or car. i. In a 2016 article that cited Utah State university and the University of Montana, author Kendra Cherry explains that positive reinforces are extremely effective when presented directly after a behavior, and if this reinforcement is repeated over a length of time.

2. If candy isn’t an option, praising your child’s good behaviors will also reinforce them by showing them you appreciate it, and by associating the good behavior with positivity. i. In a 2014 article on the Huffington Post, entrepreneur Renee Jain explains how praising the process your child does works better than praising your child directly because the behavior you praise will be reinforced. ii. Depomer, a writer for New Kids Center, a website dedicated to providing health information, accessed in 2016, noted it’s imperative that you use nonverbals includin smilig, clapping, and even hugs to showcase your child has done something well.

II.

Closing A. Summary of Speech: Children throve off of encouragement and attention. Giving them positive attention for the things they do well will act as a fertilizer for positive behaviors. It is a strategy that’s easy to integrate into your parenting, and will benefit both you and your children.

B. Creative Closing Statement: If my parents had given me praise or a little extra in my snack when I asked permission to have one, that would’ve taught me how to behave rather than how to avoid the punishment.

References

Karson, Michael. “Punishment Doesn’t Work.” Psychology Today. 2014. Web. 17 Oct. 2016.

Ennew, Judith. “Negative Punishment and its Effects.” Unicef. 2008. Web. Oct. 2016 O’Grady, Matt. “10 Reasons to Embrace Positive Parenting.” Positive Psychology Program. N.p., 14 Sept.

2016. Web. 15 Oct. 2016.

Belsky, Jay, Dr. “Rewards Are Better than Punishment: Here’s Why.” Psychology Today. N.p., 25 Sept. 2008.

Web. 15 Oct. 2016 Cherry, Kendra. “What Is Reinforcement and How Is It Used in Psychology?” Verywell. N.p., 2016. Web. 17 Oct. 2016.

Jain, Renee. “Stop Saying, ‘You’re So Smart!’ 3 Better Ways to Praise Kids.” The Huffington Post.

TheHuffingtonPost.com, 6 May 2014. Web. 17 Oct. 2016.

UNIT TWO • 53

NAME:___________________________

SPEECH 2: Presentation Evaluation A. ORGANIZATION & B. CREDIBILITY & C. CLARITY

Excellent Excellent •• Average Average •• Poor Poor •• Missing Missing 4 3 2 0

1. Speaker quickly (within :30) gains the audience’s attention using one of the strategies from PREP 11 correctly...

2. Take-Away comes directly aftter attention getter and follows best practices for an informative speech...............

3a. Main Point A immediately follows takeaway and clearly sums up the sub points..............

3b. Sub-point 1 & 2 are clearly stated and argued well using sources....................................................................

3c. Source 1 is properly I.C.E.d & PR.I.C.E.d based on the type of supporting evidence (2 pts. each).......

3d. Source 2 is properly I.C.E.d & PR.I.C.E.d based on the type of supporting evidence (2 pts. each).......

4. Speaker makes a clear and creative transition from Main point A to Main Point B.....................

5a. Main Point B follows the second (or third) source and clearly sums up the sub points..............

5b. Sub-point 1 & 2 are clearly stated and argued well using sources....................................................................

5c. Source 3 is properly I.C.E.d & PR.I.C.E.d based on the type of supporting evidence (2 pts. each).......

5d. Source 4 is properly I.C.E.d & PR.I.C.E.d based on the type of supporting evidence (2 pts. each).......

6. All three forms of supporting evidence are clearly used well in the speech (argue sub points well).........

7. Wraps up speech by quickly summarizing all important information and ending the way they began............

8. Speech showcases good use of the topical organization pattern (using one of the three organizational strategies correctly)......

C. ENGAGEMENT

Total: ___/56

1. Speaker is dressed professionally based on the syllabus (1 pt. for each important part of the dress code).........

2. Speaker makes eye contact with the whole class throughout entire speech (intently looks at ALL sides of the class)..............

3. Speaker has rehearsed and therefore rarely uses BOTH note cards and speaks conversationally..................................

4. Speaker uses a window (via personal experience) that provides a mirror to the audience (C/NC)............................................

5. Speaker has consistently and strategically tailored their speech and communication to their specific audience........

UNIT TWO • 54

Total: ___/20

SPEECH 2: Presentation Evaluation (CONT.) Excellent • Average • Poor • Missing 4 3 2 0

D. VISUAL AID: 1a. All slides follow best practices (including format and use of high-quality pictures) for creating visual aids...............

1b. Visual aid offers at least 15 quality slides that clearly highlight ideas being shared.........

1c. Visual aid is used well (not reading from it and seamlessly transitioning through the slides on time)......

Total: ___/12

E. CONCISENESS 1. Speaker loses 1 point from presentation total for every :10 they are over or under the time target for this speech: 5-7 minutes...

Time: _______

Presentation Total: ______/88

SPEECH 2: Outline Evaluation A. ORGANIZATION, B. CREDIBILITY, C. CLARITY & D. ENGAGEMENT 1. Audience all four

Excellent • Average • Poor • Missing 4 3 2 0

Analysis is accurate and detailed in categories........................................................

2. Take-Away follows best practices for informative speaking...................................................................................

3a. Main follow

Point A best

and subsequent sub points practices.....................................

3b. At least 3 Sources in sub points I.C.E.d correctly..............................................................................

4a. Main follow

Point B best

and subsequent sub points practices.....................................

4b. At least 3 Sources in sub points I.C.E.d correctly..............................................................................

5. All three forms of supporting evidence are clearly used well (argue the sub points well)..............................................................

6. Opening, closing, and transition are creative, and helpful for tying speech together...................

7. All sources are correctly cited in APA or MLA format via a reference page.................................................

8. Writing is in complete sentences & grammatically correct...

9.

Outline showcases understanding of proper outlining based on best practices............

10. Main Points, and Sub Points showcase proper understanding of topical organizational pattern...

Outline Total: ___/48

Speech Total: ____/136

Percentage: ____%

â&#x20AC;&#x153;What is necessary to change a person is to change his awareness of himself.â&#x20AC;? ~Abraham Maslow

UNIT 3: PITCH AN IDEA

PREP #12

STEP 1: SETTING UP A PERSUASIVE SPEECH

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: In your own words, explain how PERSUASION is different than INFORMING

Q2: Explain the THREE best practices of persuasive speeches 2a.

2b.

2c.

Q3: Briefly explain each Step of Monroe’s Motivated Sequence.

3a. Attention:

3b. Problems:

3c. Solutions:

3d. Visulization:

3e. Call to Action:

UNIT THREE • 58

U N DE R STA N DI NG OF P R I NC I P L E S

Q4: First, find an advertisement (hopefully you can find it on Youtube) or any other type of Ad that you believe highlights a “Problem” the specific audience targeted, has. Next, write a brief explanation of the Ad. Second, Write down who the audience being targeted is (just demographic information is fine). Third, discuss what need or problem the audience has that can be fulfilled by the product in question. Fourth and final, please let me know how effective you think this advertisement is.

4a. Briefly explain the advertisement:

4b. Briefly describe the targeted audience:

4c. Briefly explain the audience’s problem being highlighted in this advertisement:

4d. How effective do you think this ad is for the audience and why?

A P P L IC AT ION OF P R I NC I P L E S

UNIT THREE • 59

PREP #13

STEP 2: MONROE’S MOTIVATED SEQUENCE P1

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: What is the GOAL in STEP 2 of Monroe’s Motivated Sequence?

Q2: What are the THREE best practices in writing problem statements?

2a.

2b.

2c.

Q3: LABEL and EXPLAIN the FIVE different types of needs an audience might have (via Maslow’s Hierarchy of Needs).

3a. Basic Needs:

3b. Safety Needs:

3c. Love/Belonging Needs:

3d. Esteem Needs:

3e. Self-Actualization Needs:

UNIT THREE • 60

U N DE R STA N DI NG OF P R I NC I P L E S

Q4: Who is your audience and what NEEDS (or problems) will you attempt to satisfy in this speech?

REMEMBER: COLLEGE STUDENTS ARE NOT AN ACCEPTABLE AUDIENCE FOR THIS SPEECH. 4a. AUDIENCE (you can paraphrase). COLLEGE STUDENTS ARE NOT ALLOWED. • Demographic: • Favorability: • Knowledge: • Connection

4b. PROBLEMS (write them following the BEST practices from Q2): Problem 1:

Problem 2:

NOTE: The following topics are OFF LIMITS: Marijuana legalization Texting/drinking and driving Lowering the drinking age OR Any topic topic that sounds like “why you should do this or that”

A P P L IC AT ION OF P R I NC I P L E S

UNIT THREE • 61

STOP!

YOU CANNOT EARN CREDIT FOR PREP 14 or 15 until until you signed up for your third speech topic via GOOGLE DOC in “Speech 3 Help” folder in Blackboard. REMEMBER: Focus on the problems your specific audience has, not the solution.

NOTE: The following topics are OFF LIMITS: Marijuana legalization Texting/drinking and driving Lowering the drinking age OR Any topic topic that sounds like “why you should do this or that”

PREP #14

STEP 3: MONROE’S MOTIVATED SEQUENCE P2

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: What is the GOAL of STEP 3 (The SOLUTIONS) of Monroe’s Motivated Sequence?

Q2: Explain the THREE best practices for writing solutions 3a.

3b.

3c.

UNIT THREE • 64

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Q3: Write down your TWO solutions based on the two needs you previously stated for your audience AND the best practices.

3a. Solution 1:

3b. Solution 2:

A P P L IC AT ION OF P R I NC I P L E S

UNIT THREE â&#x20AC;¢ 65

PREP #15

STEP 4: MONROE’S MOTIVATED SEQUENCE P3

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: What is the GOAL of STEP 4 in Monroe’s Motivated Sequence?

Q2: Explain the THREE best practices for writing a visualization?

2a.

2b.

2c.

Q3: Explain the THREE best practices for creating a CALL TO ACTION: 3a.

3b.

3c.

UNIT THREE • 66

U N DE R STA N DI NG OF P R I NC I P L E S

Q4: Write down the visualization (STEP 4) and call to ACTIONS (STEP 5) for your speech in complete sentences 4a. Visualization:

4b. Call to Action 1:

4c. Call to Action 2:

A P P L IC AT ION OF P R I NC I P L E S

UNIT THREE â&#x20AC;¢ 67

STEP-BY-STEP YOUR PREP! Directions: Please have this COMPLETED before coming to class in order for us to check and see if you are on the right track. If you do NOT have this completed it not only hurts you, but also the people you will be working with.

PREP 9 -Audience Analysis (you can use bullet points - but be VERY specific in your outline): • • • • PREP 8 - Take-Away:

PREP 13 - Problem 1 (complete sentence):

PREP 4 - I.C.E.d Source 1:

PREP 4 - I.C.E.d Source 2 (if applicable:

PREP 13 - Problem 2 (complete sentence):

PREP 4 - I.C.E.d Source 1:

PREP 4 - I.C.E.d Source 2 (if applicable:

UNIT TWO • 68

PREP 14: Solution 1 (complete sentence):

PREP 4 - I.C.E.d Source 1:

PREP 4 - I.C.E.d Source 2 (if applicable:

PREP 14 - Solution 2 (complete sentence):

PREP 4 - I.C.E.d Source 1:

PREP 4 - I.C.E.d Source 2 (if applicable:

PREP 15 - Visualization:

PREP 16 - Call To Actions: 1.

2.

NOTE: This is just a draft template to be used in class and does NOT include attention getter or reference page. See examples on the next page for appropriate outline format.

UNIT TWO â&#x20AC;˘ 69

GOOD OUTLINE The Keys to a Good Marriage

Audience analysis: My audience is a group of ten working couples who are planning to be married in six months. They range in age from 18 to 30. Some of the couples have high school diplomas and others have college degrees. They do not have a lot of money. Those with good jobs are still paying on student loans.

They are NOT favorable to the topic because they think the happiness they have now will always be with them.

They know very little about married life. Their knowledge is based on what they have read and observing other couples. They may mistakenly think that the happiness they share now is a good indication of happiness after marriage. I will connect with them by sharing the lessons I learned from two failed marriages including that poor communication and finances.

Maslow’s Hierarchy of Needs: Poor Communiction: This appeals to love and belongingness needs. If the marriage is unsuccessful the person will lose the love relationship. It also appeals to the esteem needs because failure affects self-respect. Spending behaviors: This appeals to basic survival needs. If one spouse spends too much there may not be enough food or they could lose their home.

Attention: You have probably heard that 50% of all marriages fail. That was true in the 70’s and 80’s but the myth lives on. Current divorce rates are closer to 20% of all marriages according to a 2016 article in the New York Times. I added to the statistics by getting divorced twice.

Take Away: There will be many rocky times in the first few years of marriage but good communication, mutual respect and planning can help you through the conflicts.

Problems: 1.

Poor communication can lead to unmet expectations and conflict in marriage. · A 2013 Huffington Post article tells about a survey done by 100 mental health professionals who found that poor communication is the number one reason why couples split up. · A 2016 WebMD Dr. reviewed feature article by Jeanie Davis outlines the five biggest newlywed pitfalls.

2.

Spending behaviors affect what type of food, shelter, transportation and entertainment, debt and credit rating or maybe even bankruptcy will be shared in the marriage. · In a 2015 article by Laura Shin, author of The Millennial Game Plan and Money Hacks, explains that combining finances or jumping into large purchases before knowing all the facts can create a lot of conflict in a relationship. · In a 2015 article on Forbes.com, financial advisor, Tania Brown explains that spending means something different to a saver that it does for a spender.5

Solutions: 1. Many troubles can be avoided by honestly sharing your reasonable expectations and communicating with respect. · A 2004 article by celebrity “Dr. Phil”, explains that in addition to planning for the wedding there should be plans for a marriage that communicates reasonable expectations and creates a strong foundation.

UNIT THREE • 70

· A 2016 article by Dr. Erika Krull on psychcentral.com identifies three common marriage communication mistakes and how to fix them. 8 2. Honest communication about money and a financial plan can help to avoid future financial surprises. · A Dr. reviewed article featured on WebMD by Carol Sorgen advises that couples have serious and honest conversations about finances.9 · In 2016 Forbes .com article Therese Nicklas, certified financial planner, says as you start your new life together you should talk about money and the number one rule is to be honest because it is all about building a foundation for your relationship. 10 Visualization: Seven years from now you could be living in your dream home near your family and friends and each of you enjoying your chosen career. Your loving spouse is gladly taking responsibility for a fair share of the chores which is especially helpful now that you have children. Your marriage has a strong foundation with both of your expectations being respected. The in-laws know their boundaries and are truly a blessing because they often watch the children so you can get away on an interesting date night. If you want this, instead constant nagging and fighting, here are a couple of simple steps you can take to start working on your relationship now.

Call to Actions: 1. Share your realistic expectations with each other through open and honest communication about where to live, career intentions, how many children to have, sharing chores, debt, credit scores, substance abuse, health issues and in-laws needs to take place before marriage.

2. Make a plan for your married life that includes a budget, how you will spend your time, and how often you will schedule that interesting date night.

References: Miller, C. C. (2014, December 2). The divorce surge is over, but the myth lives on. Retrieved November 14, 2016, from http://www.nytimes.com/2014/12/02/upshot/the-divorce-surge-is-over-but-the-myth-lives-on. html?smid=fb-nytimes&smtyp=cur&bicmp=AD&bicmlukp=WT.mc_id&bicmst=1409232722000&bicm et=1419773522000&_r=4&abt=0002&abg=0 Poor communication is the #1 reason couples split up: Survey. (2013, November 20). Retrieved November 4, 2016, from http://www.huffingtonpost.com/2013/11/20/divorce-causes-_n_4304466.html McGraw, P., Ph.D. (2003, March 3). Are you ready for marriage? Retrieved November 4, 2016, from http:// www.drphil.com/advice/are-you-ready-for-marriage/ Davis, J. L. (n.d.). Newlywed’s 5 biggest pitfalls. Retrieved November 4, 2016, from http://www.webmd. com/sex-relationships/features/newlyweds-biggest-pitfalls Tania, B. (2015, May 1). Don’t let money rip your marriage apart. Retrieved November 4, 2016, from http://www.forbes.com/sites/financialfinesse/2015/05/01/dont-let-money-rip-your-marriageapart/#da1c4a723650

Shin, L. (2015, February 12). In love? 9 financial facts to know about your partner before commitment.

Retrieved November 4, 2016, from http://www.forbes.com/sites/laurashin/2015/02/12/in-love-9-financial-factsto-know-about-your-partnehttp://www.forbes.com/sites/laurashin/2015/02/12/in-love-9-financial-facts-to-knowUNIT THREE • 71

GOOD OUTLINE Staying Close to your Teens AUDIENCE ANALYSIS: My audience will be a group of working parent’s age’s 35-45, male and female, who have teenagers. Their education may vary, but they all at least have some college experience, if not a bachelor’s degree. They have a basic knowledge level about how important it is to stay close to their children during the teen years, but do not know how to execute it effectively. They are NOT favorable to the topic because they do not think they need help from strangers on how to run their family. I will connect with them by showing them their needs they do not necessarily know they have and show them how much better there relationships could be.

MASLOW’S HIEARCY OF NEEDS: Parents have trouble maintaining close relationships with their children as they go through the teenage years. They desire to feel welcome in their children’s lives and know what is going on, but find it difficult to do so. For this reason, I will attempt to target their love/belonging need of Maslow’s Hierarchy. In addition, they want to make everyone happy and fulfill their need, but find it difficult to balance work and family. For this I will address their self-actualization need from Maslow’s Hierarchy.

Both of these needs will be addressed in my speech showing how they are related by providing examples and connections.

Attention: (Slam the Door) BAM! That is the sound of your teenager slamming their door at you after you asked them the simple question of “how was your day?” They are mad at you, you are mad at them what can you do? You want to talk to them but know it will just make it worse. You wonder where your little baby went; the one who couldn’t pronounce spaghetti or rabbit correctly. You knew teenage years were going to be difficult but you didn’t expect them to be this tough.

Take-Away: Although it can be hard to stay in tune with your tennagers life, a little communication and time managemen can go a long way.

Problems:

1. Many parents want to talk and stay close to their teenagers but find it hard to ask and but not pry into their lives.

a. USA Today conducted a survey in 2012 finding that over 50% of parents have some level of unease talking to their teens, compared to 82% who do not feel comfortable talking to their parents. It also showed that even if the parents and children were comfortable, 81% of them really were not being informed about their teen’s life. b. Psychology Today released an article by Nancy Darling in 2011, telling her story with her son and how she pried and her child resented her in return, Nancy wasn’t trying to pry but quickly realized prying can be worse than doing nothing at all.

2. Work and family life are hard to balance often times one area suffers and gets less attention than needed.

a. The University of Maine released an article by Judith Graham, accessed in 2015, stating that nearly 50% of families have two wage earners and less than one-fifth of families are “traditional” breadwinner/homemaker families. b. An article published by Daily Mail in 2012 from the author Steve Doughty, found in a survey of 2,000 that 36.6% put themselves in the middle of the happiness scale and 48.4% scored themselves below 7 out of ten, Leaving only 15% that said they were satisfied with the time spent at work and at home.

Solutions/Satisfaction: UNIT THREE • 72

1. Open communication is key to being involved. Showing your kids that they can come to you without judgement is essential to any strong relationship.

a. Sharing with your child what went on during your day can open the door for them to share their day with you in return. b. Vicki Hoefle, the well-known published author of “Duct Tape Parenting” said in a CNN article in 2014 “When parent’s show they aren’t afraid to tackle any subject -- and are willing to showcase their own vulnerabilities, teenagers take notice.” c. Avoid being judgmental towards your child, you want them to feel as though they can come to you with their problems without being demeaned.

2. Set certain time aside for your family. Doing things together is a good way to show that at the end of the day you are a family who cares about each other.

a. In an interview with Dr. Oz in 2011, Oprah told her story of having a mammogram while also being asked to give her autograph, showing and telling that there are boundaries that need to be setup. b. Having goals of what needs to be accomplished when is a good way to stay focused and manage your time effectively.

Visualization: Now imagine your teenager just got home from school. You are in the kitchen making dinner.

They pass you and you say, “How was your day at school?” Now instead of them blowing up they look at you and say “Really good! I got an A on my biology test. Do you need some help with dinner?” You start making dinner together, talking about each other’s day. All of a sudden, you realize that you are talking to your teenager and nobody is upset. They are telling you information without you having to pry into their lives. You are finally understanding and communicating with your teenager.

Action: 1. Talk with your family and set aside a certain night every week that you will meet and have dinner together. By setting this day and time together it ensures that everyone knows and can make sure to clear there schedule for family time.

2. Make an agreement that when you get home you have 15 minutes to debrief from your work and officially end your workday. Remind yourself that at the office is time for work and when your home your family needs you. By taking this step it allows the rest of the night to spend time with your family and not let your work life intervene.

REFERENCES Cooperative Extension Publications. (n.d.). Retrieved November 17, 2015, from http://umaine.edu/publications/4186e/ Darling, N. (2011). Get Out! Sneaky Kids and Prying Parents Make a Toxic Mix. Retrieved November 17, 2015, from https://www. psychologytoday.com/blog/thinking-about-kids/201104/get-out-sneaky-kids-and-prying-parents-make-toxic-mix Dr. Oz Talks to Oprah About Food, Family and What It Really Means to Be Healthy. (2011). Retrieved November 17, 2015, from http:// www.oprah.com/health/Dr-Oz-and-Oprah-Interview-How-to-Find-Balance-in-Your-Life

Healy, M. (2012, October 2). How parents, teens handle talking about sex. Retrieved November 17, 2015, from http://www.usatoday.com/ story/news/nation/2012/10/02/parents-teens-sex-talk/1606371/ Parents just don’t understand: How to talk to teens - CNN.com. (2014). Retrieved November 17, 2015, from http://www.cnn. com/2014/02/19/living/talking-to-teens-communication-parents/ Steve Doughty for the Daily Mail. (2012, March 29). Half of us are unhappy because we are failing to balance work and family life.

Retrieved November 17, 2015, from http://www.dailymail.co.uk/news/article-2122509/Half-unhappy-failing-balance-work-family-life. html

NAME:___________________________

SPEECH 3: Presentation Evaluation A. ORGANIZATION & B. CREDIBILITY & C. CLARITY

Excellent Excellent •• Average Average •• Poor Poor •• Missing Missing 4 3 2 0

1. Speaker quickly (within :30) gains the audience’s attention using one of the strategies from PREP 11..................

2. Take-Away comes directly aftter attention getter and follows best practices for a persuasive speech...............

3a. Problem 1 is clearly stated &vfollows best practices from PREP 13 (1 pt. each).............................................

3b. Source 1 is properly I.C.E.d & PR.I.C.E.d based on the type of supporting evidence (2 pts. each).......

3c. Problem 2 is clearly stated & follows best practices from PREP 13 (1 pt. each).............................................

3d. Source 2 is properly I.C.E.d & PR.I.C.E.d based on the type of supporting evidence (2 pts. each).......

4a. Solution 1 is clearly stated, and follows best practices from PREP 14 (1 pt. each)........

4b. Source 3 is properly I.C.E.d & PR.I.C.E.d based on the type of supporting evidence (2 pts. each).......

4c. Solution 2 is best practices from

clearly stated, and follows PREP 14 (1 pt. each)........

4d. Source 4 is properly I.C.E.d & PR.I.C.E.d based on the type of supporting evidence (2 pts. each).......

5. Visualization follows solutions and follows best practices from PREP 15 (1 pt. each)....

6. Call to Actions (2) comes after the visualization and follows best practices (1 pt. each)...........

6. All three forms of supporting evidence are clearly used well in the speech (argue Needs & Solutions well).........

8. Speech showcases good use of Monroe’s Motivated Sequence by effectively and correctly going through the sequence......

C. ENGAGEMENT

Total: ___/56

1. Speaker is dressed professionally based on the syllabus (1 pt. for each important part of the dress code).........

2. Speaker makes eye contact with the whole class throughout entire speech (intently looks at ALL sides of the class)..............

3. Speaker has rehearsed and therefore rarely uses BOTH note cards and speaks conversationally..................................

4. Speaker uses a window (via personal experience) that provides a mirror to the audience (C/NC)............................................

5. Speaker has consistently and strategically tailored their speech and communication to their specific audience........

UNIT THREE • 74

Total: ___/20

SPEECH 3: Presentation Evaluation (CONT.) Excellent • Average • Poor • Missing 4 3 2 0

D. VISUAL AID: 1a. All slides follow best practices (including format and use of high-quality pictures) for creating visual aids...............

1b. Visual aid offers at least 15 quality slides that clearly highlight ideas being shared.........

1c. Visual aid is used well (not reading from it and seamlessly transitioning through the slides on time)......

Total: ___/12

E. CONCISENESS 1. Speaker loses 1 point from presentation total for every :10 they are over or under the time target for this speech: 6-8 minutes...

Time: _______

Presentation Total: ______/88

SPEECH 3: Outline Evaluation A. ORGANIZATION, B. CREDIBILITY, C. CLARITY & D. ENGAGEMENT 1. Audience all four

Excellent • Average • Poor • Missing 4 3 2 0

Analysis is accurate and detailed in categories........................................................

2. Take-Away follows best practices for persuasive speaking...................................................................................

3a. The Two Problems follow best practices for outlining and Monroe’s Motivated Sequence.....................................

3b. At least 3 Sources in the Problems section I.C.E.d correctly..............................................................................

4a. The TWO Solutions follow best practices for outlining and Monroe’s Motivated Sequence.....................................

4b. At least 3 Sources in the Solutions section I.C.E.d correctly..............................................................................

5. All three forms of supporting evidence are clearly used well and argue the Problems and Solutions well..................................

6. Visualization follows the best practices from PREP 15...................................................................................

7.

Call To Actions (2), follow the best practices from PREP 15................................

8. All sources are correctly cited in APA or MLA format via a reference page.................................................

9. Writing is in complete sentences & grammatically correct....

10. Outline showcases understanding of Monroe’s Motivated Sequence......................................................................

Outline Total: ___/48

Speech Total: ____/136

Percentage: ____%

Life is a lot more interesting if you are interested in the people and the places around you. So, illuminate your little patch of ground, the people that you know, the things that you want to commemorate. Light them up with your art, with your music, with your writing, with whatever it is that you do. ~Alan Moore

UNIT 4: CELEBRATE & COMMEMORATE

PREP #16

STEP 1: UNDERSTANDING COMMEMORATIVE SPEECHES

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: Look up the word “commemorative speech” and define it IN YOUR OWN WORDS (be specific)

Q2: Brainstorm what specific things you would you EXPECT TO HEAR in each type of “commemorative speech?”

Wedding Toast

Life Success (Retirement, Promotion, Graduation, Etc.)

Celebration of Life (Eulogy)

UNIT FOUR • 78

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IN CLASS we will discuss the PREFERRED expectations for each speech. Take notes as this will be part of what you’re graded on, depending on which speech you choose.

Wedding Toast

Life Success (Retirement, Promotion, etc.)

Celebration of Life (Eulogy)

A P P L IC AT ION OF P R I NC I P L E S

UNIT TWO • 79

PREP #17

STEP 2: ADDING VIVID LANGUAGE

CREDIT EARNED IF COMPLETED IN FULL SENTENCES AND BROUGHT TO CLASS ON TIME Q1: DEFINE and EXPLAIN HOW TO USE EACH PIECE OF VIVID LANGUAGE effectively 1a. What is a Simile:

How do you use a SIMILE effectively

•

1b. What is Onomatopoeai:

How do you use ONOMATOPOEAI effectively

•

1c. What is Antithesis:

How do you use ANTITHESIS effectively?

•

1d. What is Hyperbole:

How do you use HYPERBOLE effectively?

•

1e. What is Personification:

How do you use PERSONIFICATION effectively?

•

1f. What is Alliteration:

How do you use ALLITERATION effectively?

•

UNIT FOUR • 80

U N DE R STA N DI NG OF P R I NC I P L E S

Q2: By now you should know who you are commemorating! Use at least TWO DIFFERENT forms of vivid language EFFECTIVELY to express who they are to someone that has NEVER met them!

1. Vivid Language chosen:______________ (write the paragraph using it below)

2. Vivid Language chosen:______________ (write the paragraph using it below)

3. Vivid Language chosen:______________ (write the paragraph using it below)*

*Although you need THREE DIFFERENT forms of vivid language for your speech, you only need to COMPLETE TWO for this prep :).

A P P L IC AT ION OF P R I NC I P L E S

UNIT FOUR â&#x20AC;¢ 81

7 Steps to writing your Commemorative Speech Use the following questions to structure your speech regarding the commemoration of the person(s) you choose. Pick a person who has made a positive impact on your life that you wish to honor to your classmates and then decide what type of speech you want to present. The questions below simply serve as a method to make you think of things you want to mention. They also provide an order in which you can place your thoughts.

1. Why did you choose the specific person you would like to honor with your words?

2. What characteristics does this person have that make them different than every other person in the world? This is helpful for you to tailor your vivid language around so we really get a feel for who you are commemorating.

3. If this is any other speech than a wedding toast, refer to the particular contributions, achievements or merits. Give concrete examples. What has been accomplished?

4. What specific lessons can we learn from the person(s) you are commemorating?

5. What stories could you share that showcase A) the unique characteristics of the individuals and/or B) what we can learn from them? Or, if this is a wedding toast, how did the couple meet? Is this a story worth sharing? If not, tell a story that really showcases who they are as a couple.

6. What is the major theme that shows up as you think about the previous five questions? Is this about friendship, hard work, dedication, love, friendship, or something else? Think about what ties the stories, lessons learned, and characteristics of the person youâ&#x20AC;&#x2122;re commemorating.

7. Now that you have completed all of the other questions, is there a quote that sums up the major theme (in the beginning) or do you think starting with a story is the best bet? Either way, think about how you can begin and the speech in a way that really sets up the theme of a speech?

UNIT FOUR â&#x20AC;˘ 82

NOTES/IDEAS FOR YOUR COMMEMORATIVE SPEECH

UNIT FOUR â&#x20AC;¢ 83

GOOD MANUSCRIPT A simple, but comical opener works every time! BUT, make sure you setup the theme!

Celebration of Life - Grandfather

Onomatopoeai

Raymond Walter Mikelonis was a quiet, honest, hardworking Lithuanian man dedicated to his family and his cows.

When I think of my Grandpa Raymond, I think of hard work, word searches, and Wrigley’s Doublemint gum. When I was a little girl, I remember sitting on his lap in the brown La-Z-Boy recliner in front of the TV in the kitchen at my grandma and grandpa’s house. We would sit there quietly, chewing our Doublemint gum and not talking much as he watched the Channel 6 News, and we would do word searches together out of a big book of puzzles for hours. My grandfather was a bit of a gruff, grumbling type of guy. A burly man with beefy shoulders and brawny arms, he spoke softly and carried a big stick. To little sixyear-old me, he was quite intimidating and a little frightening and I recall being very shy around him. But when he took me in his lap and wrapped his thick forearms around me, I felt nothing but safe and secure.

Hyperbole

His fat meaty hands swallowed mine whole, but those massive paws of his had the gentlest touch. He had huge gnarly, knotted knuckles, deformed from many years of grueling work. They were the hands of a laborer. He used those meat hooks everyday to grind out a life for his family. My grandfather was a dairy farmer. Every morning he woke up at 5am to milk the cows, rain or shine. He loved and cared for his animals like they were his children. Sometimes that meant getting his hands dirty and putting his hands places where the sun don’t shine in order to help a cow birth a calf. It wasn’t the most glamorous job, but he did what he had to do. Once the milking was done in the morning, he’d move on to his other duties: plowing the fields, bailing hay, feeding the cows, mending what needed fixing, then milking again in the evening. He lived an exhausting life as a dairy farmer, but he was tireless and proud of his work.

When he wasn’t putting around on his tractor you would hear him clanging away in his tool shed—the cast iron hammer banging against the steel anvil, a storm of sparks from the welder whistling and hissing in a flurry around him. If something broke, he proudly preferred to make a ‘farmer-fix’ as opposed to buying a new one. That’s just how he was. Aside from the noises of the machinery he operated, Raymond was a quiet man. He chose his words deliberately and had a very dry sense of humor. Though he wouldn’t say much, you might catch the glimpse of his crooked smile when grandma was hollering up a storm in the kitchen preparing dinner.

Raymond was a deeply spiritual man and had a close relationship with God. Everyday, he would pray and give thanks to the Lord while he was out on his tractor. He went to church every Sunday and Holy day of obligation and tried his best to rest on Sundays and keep the Lord’s Day holy. As the Lord’s faithful servant he raised his children in the Catholic faith and remained the steadfast rock for his family. He constantly reminded his children to, “Keep the faith,” signing every letter he wrote them with that very sentiment while they were living away from home.

Antithesis

He did not come from money. His parents were immigrants who owned a general store in Jackson, MI. When his brothers went off to war, he did not go to serve like they did. He stayed home and took care of his parents and the farm. He was a simple man, but he was not dumb. He read the newspaper everyday cover to cover. He was not college educated; yet, he valued education very highly and saved enough money to put all of his six children through college. He wasn’t extremely sociable. However, he was always willing to help a neighbor in need and therefore had many farmer friends. When he died at the age of 81, the small country parish of Saints Cornelius and Cyprian was filled to full capacity with people who came to pay their respects to this simple, good-hearted man.

Even though my grandpa passed away when I was quite young, there were several things he left with me. My love for word searches carried on through elementary and into middle school and to this day I still love the challenge of those puzzles, which I prefer to crosswords or Sudoku. Thanks to all the practice I got as a kid and the tricks my grandpa taught me I still manage to be the first one to finish. I can’t chew doublemint gum without him crossing my mind. The sweet minty taste puts me back in that chair. And although it’s not the most popular flavor of gum that Wrigley ever made, it’s simple and a classic, just like my Grandpa. Although farming was never an easy life, he persistently woke up and did his job everyday without fail. I will always admire his unwavering work ethic and look up to him for his dedication to his work and his family. When I’m struggling to find the motivation to persist, I picture my grandfather’s hands, a symbol of his lifetime of hard work and labor, and it gives me the push I need to persevere. Raymond Mikelonis may not have been the most talkative or outgoing person you ever met, he was a true curmudgeon at times, but he was by far the most hardworking person I ever knew and in that way I aspire to be more like him.

Overall: This speech showcases a poetic understanding of vivid language. After experiencing this speech, I believe we have a very strong understanding of who the UNIT FOUR • 84 person being commemorated is. Although the opener and closer are not necessarily creative, they are very authentic and lead us to a clear theme of hard work.

GOOD MANUSCRIPT I would prefer in your opener that you setup the theme!

Toast - Brother

Good way to setup t h e theme

UNIT FOUR • 85

ed

Overall: This is a very authentic speech in that it is through the eyes of a brother.

Even though the vivid language could be a little more pronounced, it’s still a great example of a toast as it follows a lot of the expectaitons the audience has.

Extend

Alliteration

/ Simile Metaphor

Kind, dedicated, hardworking, charming. But, enough about me. Hello everyone, I am Will’s younger brother, Brendan. I am honored to be here today to celebrate the start of a very special marriage between Will and his beautiful wife Jacquie. Will, being my older brother has always represented to me a role model. He has always been someone I have looked up to, someone to consult, and someone I could look towards for a good laugh. He hasn’t been just an older brother, or an older sibling. He hasn’t just been someone who I asked for advice growing up, or taught me more about baseball, or how to successfully pull off this hairstyle. He has been my best friend. A person I look forward to seeing, calling, texting, and Face Timing on a weekly basis. And, there is nothing more that I wanted for best friend, older brother, and role model than for him to find someone who makes him happy, and realize each day why he is such a great person. Jacquie hasn’t hit the mold. She has shattered every image that I could have pictured for Will, and raised the bar even higher. There is a saying that says “Don’t marry a person you can live with. Marry someone you can’t live without, because that is true love” Will and Jacquie have fit this to a tee.

Now, speaking of golf, as many of you know, Will considers himself to be the next Jack Nicklaus. However, that would probably be an accurate assumption. He is great. He one time took on two golfers at Heron Bay Golf Course in Coral Springs, Florida. The two golfers were from Ireland. They lived in a house on the golf course resort, and golfed it every day.

Will used rented clubs due to an airline mishap, and he won. Will has always been a determined person, who has never been afraid of a challenge. Most golfers would have been afraid to golf without their set of clubs, in fear of embarrassment. Not Will. Jacquie has always been a supporter of Will in anything and everything he has done. And for that I am grateful. She has always pushed him to continue improving his game, and now he is back to school to get a degree in management, in hopes of becoming a golf instructor and manager of a course. And I have absolute confidence in him because I know he can do it. And besides, he has Jacquie behind him pushing him to get better.

Now I mentioned, Jacquie has always been a supporter of everything Will has done. I lied. There is one thing. Now, I had also mentioned that Will is a person stuck in his ways and he can be kind of stubborn at times. This relates back to Will and Jacquie’s first meeting. Will had just finished a day of work, he is a head foreman for Infrasource (fiber optics). At the Harry Buffalo grabbing some food with the guys from work, he went out to have a smoke outside. Jacquie too was there, and Will had caught her eye. Now her approach to this was a lot like the first Fast and Furious film. Brian (Paul Walker) was an undercover cop that went in to investigate some small time crimes that were suspected of being done by Dom (Vin Diesel) and his crew. In the end of it all, Brian and Dom became best friends, and after a bunch of heists, eventually all left the crime life. Jacquie, followed Will outside after bumming a cigarette from someone else inside, and tried smoking in front him to start a conversation. Having never smoked in her life, and choking on the smoke, Will called her out on it, just like Dom had called Brian out for being a cop. So, this all started a conversation, which led to a date, which eventually led to here. And in the end, Will smokes no more, just like Dom didn’t run heists.

A couple needs to have a lot in common. They both like football. They both like to watch TV and have lazy days.

They also both like to talk. Countless times, I have been on the phone with them when I really should have been doing homework for class. But, they are similar on a much deeper level. They both are driven people, always trying to get ahead, and find the next step in life to continue their already successful relationship and lives. Their romance and reliability in their relationship has brought themselves many years of happiness, and I know that taking this next step in life, of marriage will do nothing more than fortify the already great relationship they have. Countless evenings they are running to Giant Eagle to go grocery shopping. I once went, took hours. They eat big meals from Chicken Parmesan to Stuffed Peppers; enjoy playing with the rambunctious, English bulldog, Harvey; nestling in front of the TV to watch 3D movies with their goofy glasses on, Jacquie always cold with her blanket, and Will with shorts and a cutoff complaining it is hot in the house; as well as both have a taste for different microbrews at various locations around the Cleveland area.

Having been together for four years now, I was beginning to wonder when he would finally pop the question. But, Will wanted to wait until the timing was right. Jacquie has just finished her masters in social psychology, and plans to go for her doctorate. Will is in school for his management degree. Things have taken off for them, and it is all of because of what they have brought to the table. Jacquie, a 4’11”, happy smile, with a tenacity to not back against the sometimes stubborn Will, and a love for him that pushes him to be better. And Will, a 6’3”, confidence, serving as a protector for her, and always looking for ways to help her be successful. They are truly a match made in heaven. I knew when Will first mentioned to me about Jacquie for the first time she would be a keeper, because he couldn’t get that ridiculous smile off of his face. Not to mention, by taking his hand in marriage, she has agreed to convert from an Ohio State fan to a Michigan fan. And that folks, is true love.

NAME:___________________________

SPEECH 4: Presentation Evaluation A. ORGANIZATION & B. CREDIBILITY & C. CLARITY

Excellent • Average • Poor • Missing 4 3 2 0

1. Speaker begins speech by quickly getting the attention of the audience and setting up the theme....

2a. First type of Vivid language is used effectively (highlights recipient and is not cliche) 2b. Second type of Vivid language is used effectively (highlights recipient and is not cliche) 2c. Third type of Vivid language is used effectively (highlights recipient and is not cliche) 3. Speaker uses a blend of appropriate stories that help us understand the person(s) being commemorated.......

4. Speaker creatively ends the speech in a way that ties up the major theme of the speech.......

Total: ___/24

C. ENGAGEMENT 1. The speaker follows the suggested format (what the audience would be expecting) for the type of speech they delivered...

2. Speaker makes eye contact with the whole class throughout entire speech (intently looks at ALL sides of the class)..............

3. Speaker maintains conversational tone with the audience throughout the entire speech (& smemorized speech)....

Total: ___/12

D. VISUAL AID: 1. Speaker uses picture who is

language to help the audience being commemorated..........................

NOTE: THERE IS NO VISUAL AID REQUIRED. THE GOAL IS TO USE VIVID LANGUAGE TO HELP THE AUDIENCE PICTURE THE RECIPIENT OF THE SPEECH.

Total: ___/4

E. CONCISENESS 1. Speaker will lose 1 point for every :10 they are over or under the time target for this speech: 4-5 minutes......

Time: _______ Presentation Total: ____/40

UNIT FOUR • 86

SPEECH 4: Manuscript Evaluation A. ORGANIZATION & B. CREDIBILITY & C. CLARITY

Excellent • Average • Poor • Missing 4 3 2 0

1. The attention getter is creative and helpful for setting up the main theme................

2a. First type of Vivid language is used effectively (highlights recipient and is not cliche)....

2b. Second type of Vivid language is used effectively (highlights recipient and is not cliche)....

2c. Third type of Vivid language is used effectively (highlights recipient and is not cliche)....

3. There is a clear theme that is woven throughout the speech.................................................................................

4. Appropriate and helpful stories showcase the true character/nature of the person(s) being commemorated.....

5. Wraps up speech in a creative way that ties up the major theme of the speech.............................

Outline Total: ___/28

Speech Total: ____/68

Percentage: ____%

SPEECH 4: Feedback Presentation

Manuscript

UNIT FOUR • 87

A New Path urvey This survey is designed to help you begin to recognize how your natural student tendencies lead to negative learning outcomes and help you make positive adjustments.

Answer questions as honestly as possible. Key on next page.

1. When I get feedback from an instructor (assuming it’s readable and constructive) I..... (circle best choice) A. Feel like I’m going to have a heart attack and therefore skip the feedback completely.

B. Glance over it, but don’t pay too much attention to it because I don’t think he/she gave me the benefit of the doubt.

C. Get excited because I believe it’s an opportunity for growth.

2. When a big assignment is introduced I.....(circle best choice) A. Normally wait until the last minute to look at it and work on it mostly in one big time slot because I work better under pressure.

B. Set aside time to work on it later assuming nothing better comes up. I might piece it out into two or three work days.

C. Put it in a calendar and begin working on it in chunks with plenty of time to spare.

3. I normally....(circle best choice) A. Don’t read directions or look at the evaluation(s) for big assignments.

B. Try to read the directions and look at the evaluations but most times it doesn’t make sense.

C. Always look at the directions and evaluations and ask the teacher when I’m confused.

4. The syllabus is....(circle best choice) A. A great to read when I’m having trouble falling asleep.

B. Something I may look over but rarely take seriously because instructors don’t seem to ever really follow it.

C. Something I take very seriously and hold the instructor accountable to.

5. The class schedule is something that I...(circle best choice) A. Is not very helpful for me nor do I really want to look at it all that often.

B. Will look at from time to time but most teachers make so many changes or hardly follow it so either do I. C. I live by! I plan out everything as well as I can and get mad when a teacher makes changes.

A New Path

KEY

Directions: Tally up the number of A, B, and C answers. Read the results based on the letter you chose most frequently.

MAINLY

A’s

CONGRATULATIONS! You’re habits are just like mine when I was obtaining my undergraduate degree. I did well enough to get by but never really got the most out of my classes. In fact, I even had to re-take a few classes because I didn’t pay close enough attention to the details. I always thought I was stupid until I realized that I just needed to put a BIT more effort in school.

My challenge to you: Take it up a notch in this class AND schedule an appointment to come and talk with me via office hours. Let me help you make some simple adjustments that could really improve the large investment you’re making in higher education.

YOU’RE CLOSE! It sounds like you’re half-way there. You know what you need to do but you do NOT always either A) trust the instructor and/or B) make time to talk with him/her.

Don’t hesitate to e-mail me when you have ANY questions about the schedule, assignment instructions, or just a grade you got on your speech.

My challenge to you: Give me a chance to change your outlook on taking time to read the schedule, syllabus, and/or instructions. I work REALLY hard at making things clear and easy to understand. Also, I stick to my policies LIKE GLUE. If you get confused, e-mail me and see how fast I get back to you with you an answer!

MAINLY

C’s

MAINLY

B’s

WOW! My guess is that you’re pretty successful in college. I think with these habits you’ll do great in my class. I stick to the schedule and the syllabus, but if the class is struggling I may push things back a day or two. Either way, I’m excited to have you in my class. I hope you continue to do all of these things.

My challenge to you: Help out those around you. You have the habits needed to be successful in this class, so why not help others see the light? I may come to you and ask for your assistance during “speech clean-up” or “peer-review” days. Bring your zeal to class EVERY DAY and change the atmostphere for the better both for your peers and for me.

Regardless of your answers, let’s unlock your FULL potential!

COM 357 - MWF SCHEDULE - SPRING 2017

REMINDERS

WEEK 1 - Introduction to Public Speaking Wednesday September 11th

Monday January 9th TO BE COMPLETED BEFORE CLASS

-Prep 1 - Windows & Mirrors

-Pick Up Course Pack -Read Syllabus

Monday September 16

th

TO BE COMPLETED BEFORE CLASS

o

TO BE COMPLETED BEFORE CLASS

TO BE COMPLETED BEFORE CLASS

TO BE COMPLETED BEFORE CLASS

MLK DAY NO CLASS

-Prep 3 - Identifying Support

Monday January 23

rd

-Prep 5 -PRI.C.E.ing

TO BE COMPLETED BEFORE CLASS

-Prep 2 - Take-Away & M.P. -Syllabus quiz due MIDNIGHT on Blackboard Friday January 20th -Prep 4 - I.C.E.ing

Friday January 27th Step-By-Step Your Preps Must be completed before class.

WEEK 4 - Unit 1 Presentations & Introduction to Unit 2 Monday January 30th Wednesday February 1st Friday February 3rd Presentations Day 3 Presentations Day 2 Presentations Day 1 Speech Autopsy due 48 hours after Speech Autopsy due 48 hours ALL OUTLINES DUE via after receiving your grade receiving your grade BLACKBOARD before class Monday February 6 -PREP 7 - Organizing an informative speech

th

th

-Prep 10 - Visual Aids

Monday February 20 TO BE COMPLETED BEFORE CLASS

WEEK 3 - Unit 1 Presentations Wednesday January 25th -Prep 6 - Dealing with anxiety

Monday February 13 TO BE COMPLETED BEFORE CLASS

WEEK 2 - Unit 1 cont.

Wednesday January 18th

Friday January 13th

WEEK 5 - Unit 2 cont.

Wednesday February 8th -Prep 8 - Outlining

WEEK 6 - Unt 2 cont.

Wednesday February 15th -Prep 11 - Opening/Closing/ Transitions

th

Step-By-Step Your Preps Must be completed before class.

WEEK 7 - Unit 2 Presentations Wednesday February 22nd Presentations Day 1 ALL OUTLINES DUE ON BLACKBOARD before class

WEEK 8 - Unit 2 Presentations CONT. Monday February 27th Wednesday March 1st Presentations Day 3 Presentations Day 4 Speech Autopsy due 48 hours Speech Autopsy due 48 hours after receiving your grade after receiving your grade

Syllabus Quiz due by Friday January 13th before MIDNIGHT. Quiz is graded and worth 5 points.

Use the Google Drive Link on Blackboard (BB) to sign up for your first speech! Click the “Speech 1 Help” help folder in BB

Regardless of your presentation day, all outlines are due before class, Monday January 30th.

“Speech Autopsy” is due 48 hours after receiving your grade via e-mail. See BB for directions.

Friday February 10th -Prep 9 - Audience Analysis

Use the link on BB to sign up for your 2nd speech! Click the “Speech 2 Help” help folder in BB.

Friday February 17th

Workshop days are NOT optional. They are there for you to work on your speech and get feedback!

-Workshop Day

Friday February 24th Presentations Day 2 Speech Autopsy due 48 hours after receiving your grade Friday March 3rd NO CLASS - Have a SAFE SPRING BREAK!

Regardless of your presentation day, all outlines are due by Wednesday February 22nd.

Enjoy Spring Break!

Dont’ forget there’s a PREP due when you get back! I know, I’m a terrible person!

REMINDERS

WEEK 10 - Unit 3 Introduction TO BE COMPLETED BEFORE CLASS

TO BE COMPLETED BEFORE CLASS

TO BE COMPLETED BEFORE CLASS

Monday March 13th

Wednesday March 15th

-Prep 12 - Introduction to Persuasion

-Prep 13 - Monroe’s Motivated Sequence P1

Monday March 20

WEEK 11 - Unit 3 Cont.

Wednesday March 22nd

th

-Workshop Day

-Prep 15 - Monroe’s Motivated Sequence P3

WEEK 12 - Unit 3 Presentations Monday March 27th Wednesday March 29th Presentations Day 1 Presentations Day 2 ALL OUTLINES DUE via NO SPEECH AUTOPSY FOR THIS Blackboard before class.

SPEECH :)

Friday March 17th -Prep 14 - Monroe’s Motivated Sequence p2

Friday March 24th Step-By-Step Your Preps Must be completed before class.

Friday March 31st No Class - Gentle Friday

Use the link on BB to sign up for your 2nd speech! Click the “Speech 3 Help” help folder in BB.

Workshop days are NOT optional. They are there for you to work on your speech and get feedback!

Regardless of your presentation day, all outlines are due Monday March 27th before class.

WEEK 13 - Unit 3 Presentations CONT. Monday April 3rd TO BE COMPLETED BEFORE CLASS

TO BE COMPLETED BEFORE CLASS

Wednesday April 5th

Friday April 7th

-Prep 16 - Introduction to Presentations Day 4 Presentations Day 3 Commemorative Speeches NO SPEECH AUTOPSY FOR THIS NO SPEECH AUTOPSY FOR THIS SPEECH :) SPEECH :) WEEK 14 - Unit 3 Introduction to Unit 4!

Monday April 10th

Wednesday April 12th

-Prep 17 - Vivid Language

-Prep 17 - Vivid Language CONT.

Friday April 14th No Class - Good Friday!

Speech 4 comes quickly, please choose WHO you are commemorating quickly.

Final Exam is Due by Monday April 17th.

WHY? Because my wife’s due on MAY 6th!

WEEK 15 - Unit 4 cont.

Monday April 17th TO BE COMPLETED BEFORE CLASS

Wednesday April 19th

-Workshop Day -Final Exam due by Midnight

WEEK 16 - Unit 4 Presentations Wednesday April 26th

Monday April 24th TO BE COMPLETED BEFORE CLASS

TO BE COMPLETED BEFORE CLASS

Presentations Day 3

Presentations Day 2

WEEK 17 - Final Meeting Week Wednesday May 3rd

Monday May 1 MWF 9-9:50 WE MEET @ 10 AM Final Activity 15 pts. C/NC st

Bring a COMPLETED copy of your speech for a peer-review!

MWF 10-10:50 WE MEET @ 10 AM Final Activity 15 pts. C/NC

Friday April 21st Presentations Day 1 ALL MANUSCRIPTS DUE on Blackboard before class Friday April 28th No Class - Study for Finals!

Friday May 5th NO CLASS ENJOY YOUR SUMMER!

Don’t forget about your final exam! Also, keep in mind that workshop days are NOT optional!

Don’t memorize your last speech, instead, try to remember the portions of the speech.

Failure to show up on time & on the correct day results in a 15 point loss. Read the schedule carefully.