Outline and Summary format for final speech

The outline should follow the outline format we have used in the past.

I intro: attention getter, thesis, operational definition, preview

(screen commercials)

II. body: main points (6 areas)

(highlight the individuals contributions in bold face or parenthesis)

III. conclusion: restate thesis, screen commercials, final thoughts


The summary should be in paragraph form identifying the individual and their participation and roles in the group interactions.

I need one copy from each group!!!

Grade breakdown

As I told you all at the start of the class, there would have to be certain modifications made over time. As I went to input your grades into blackboard, I became aware of some discrepencies. This is how the grades are broken down.

Speeches: Inform 100
Persuasive 100
Group 150

Mini app: 100

Writing assign. 50

Tests: Unit one 100
Unit two 100
Unit three 200

Participation: 100

This meets criteria for the course and I intend to grade you accordingly. If you have any concerns, please feel free to talk with me.

Final Exam

For your final essay, describe your group interactions over the course of this semester using these characteristics. Make sure to respond to all of the 5 areas and be as specific and thorough as possible in your explanations. To earn full credit, you will need to provide a synthesis of your experiences and definitions from the book in your analyses. You may write the final exam in essay form or number your paper and respond accordingly. This exam is heavily weighted and will require you to use critical thinking and proper citations from the text.Your final exam is worth 200 points. 40 points for each response. This exam is due by noon on Friday, June 24th via blackboard mail. I will post the test and send it as an email on Thursday, June 23rd following class.




1. Type of group (Define the type of group and purposes)

2. Formation (Analyze your group interactions in terms of the following areas: forming, storming, norming, performing, and adjourning. See page 182.)

3. Interaction: Identify your group's feature in terms of:

- Togetherness: interdependence, cohesiveness
- Peformance: norms, sanctions, culture

4. Leadership: Identify your group leadership in terms of:

- Power: formal/ informal

5. Decision Making: Identify the forms of communication used in decision making in terms of:

- Promotive, Disruptive, and/ or Counteractive

Extra Credit:

Compare and contrast your experiences in your group for this class with one that you have had in a group interaction in another course. Worth 10 points. Briefly address the above areas for full credit.

This is the rest...

Thursday, June 16

- Chapter 9/10 mini apps and discussion
- Group time

Monday, June 20

- Post Final exam criteria/ rubric to blog
- Group workday

Tuesday, June 21

- Evaluations (group/ course)
- Meetings with me

Thursday, June 23

- Presentations

Friday, June 24

- Final exam due by noon.

ch 7 SG

Chapter 7Communication- Groups*

Small groupcommon purposeorganization, membership, communicationcommunication varies among groups (formal- casual)*

Types:formal (task oriented, legislative, restricted membership, Congress- Gov't)

advisory (task specific, best outcome focused, restricted membership, Committees- Boards)creative (evaluation/ creation, lacking structure, invited membership, Brainstorm- Project)support (comfort/ advice, sharing, voluntary membership, AA- support groups)networking (relationship build/ sustain, undefined membership, chatroom- Facebook)

Give specific examples of the small groups you have been a part of. What kind will it be in this class?? (179-181)*



Formation of Groups:*

Forming: initial gathering*

Storming: creative process- goals*

Norming: define purpose, roles, procedures*

Performing: demonstrates goal*

Adjourning: end of interactions*



Orientation: getting to know one another*

Conflict: argument about approaching problem*

Emergence: consensus starts*

Reinforcement: consolidates consensus to finish project



What are your experiences with these formations?

Which path would you rather take? Why?? (182)*



Group Features: (185- 197)*

Togetherness (interdependence, division of labor)*(cohesiveness, teamwork)*

Expectations (group norms, group sanctions- punishment, culture)*

Leadership (formal power- designated leader, informal power- liking based)*task oriented vs. socioemotional leadership*

Decision Making (voting, consensus, straw polls, mandates etc.) (promotive- move toward goal, disruptive- diverts from goal, and counteractive comm- back on track.)



What would seem like the optimal outline of these features for your small group in this class? Why? What would be the most detriminal outline of these features...why?

Group Speech criteria/ rubric

For your final presentation, you will work in groups on a analysis/ compare- contrast of two commercials. You will use what you have learned in chapters 8-10 in your analysis. You will then find a creative and fun way to present your conclusions to the class. The format will be as follows:
I. Introduction: -
Introduce commercial ( perhaps reasons for choosing it or process leading up to choice) -
Screen commercial ( perhaps ask audience to focus or consider certain aspects) - Preview speech and present thesis

II. Body: - Choose six areas from chapters 8-10 to analyze the commercial.
( ex: culture in terms of identity, ethnocentric bias, transaction--BE SPECIFIC)
( ex: technology in terms of relations, social networks, cell phone application--BE SPECIFIC)
( ex: mass media in terms of active usage, enacting, gratification and usage-- BE SPECIFIC)

You will use 2 areas from each chapter!!!!!!!!!!!!!

III. Conclusion: - Summarize and review your speech.
- Screen commercial again to allow audience to apply your analysis
- Offer further study or direction for further analysis Remember: - Consider your audience when choosing a commercial!!!
- Work together as a team, each person must equally present and work on the project.
- Each person will show their work as an individual and within the group.

- The grade is based on individual and group effort
- 20- 25 minutes in length!! ( no less!)
- Be clean and respectful and have fun!!!!

Rubric:Total of 150
75 Presentation
- 35 individual ( physical elements, structure, and clarity)
- 40 group (cohesiveness, flow, and equality)
75 Research
- 35 individual ( demonstrates an area of focus and thorough application of concepts to the commercial)
- 40 group ( demonstrates contribution and teamwork) Your final paper will reflect your interactions within your group. Take good notes!!!!

A look ahead

Monday, June 13th

- We will be introducing group unit, primarily the group speech.
- Discuss final exam
- Group time brainstorming ideas
- Return Unit 2 grades: speeches, mini apps, and writing assignments


Tuesday, June 14th

- Mini- apps for chapters 7/8 due and reading for chapters 7 and 8
- Group time

Thursday, June 16th

- Mini- apps for chapters 9/10 due and reading for chapter 9 and 10
- Group time

Communicator position

There is an opening for an editor for News and Politics at the Communicator, IPFW's news print publication. If you are interested, please send your resume and cover letter to Kristen Mensch at contact@ipfwcommunicator.org or contact the office!!

Speeches

I am surprised at how some of you were unprepared today for speeches. Although, I may have implied that speeches would still be going on tomorrow, the expectation was to be ready today as many of you were even those close to the end. I am not sure how I will proceed in order to be fair to all students.

I hope to see you all tomorrow.

A look at this week

Monday: persuasive speeches
Tuesday: Start chapters 4-6 ( mini apps due)

MAKE SURE YOU HAVE READ THESE CHAPTERS!!!

Thursday: Review chapters 1-6
Return Persuasive Speech grades
All written assignments due in class
Release TEST 2: Due before class on Monday!!

Persuasive Speech rubric

Just a reminder:

The points are as follows:

15- organization/outline
10- introduction
15- main points
10- conclusion
10- ppt
15- proofs
25- physical attributes

100 points possible

Writing Assignment

The writing assignment should be an elaborated version of the outline. It should be 3-4 pages in length with typical margins and double spaced. Make sure to include an accurate and detailed works cited page and use proper intext citations as well. APA or MLA formats are acceptable. To be clear, your paper will be graded following this rubric.

10 APA format ie structure ( intro, body, conclusion etc.)

25 Depth of analysis and support for your argument/topic

15 Proper sourcing and citations

50 points total

Chapter 4 Notes:

Chapter 4 Notes:

Listening is the most frequently engaged in form of communication.

Listening objectives:
relational development and enhancement: directly or indirectly
gaining and comprehending information
critical listening: accuracy, details, clarity
enjoyment and appreciation: (music)
therapeutic: empathy, support
What objective resonates with you most? Why? (85-88)
Listening process:
hearing: passive, listening: active
receiving: physical reception
attending: focus on message
interpreting: assign meaning (multiple senses)
responding: reaction
What are the senses involved with listening, specifically interpreting? (90)

Engaged: making a personal connection with the source through mutual effort to attain deep level of communication (transactional), Relational: recognizing, understanding and addressing the interconnection of relationships and comm.
Disengaged listening: non participatory interaction
What are the instances that we are disengaged listeners? What might prompt this? (91-92)

Listening Obstacles: ineffective communication
environmental distractions: physical attributes
medium distractions: the technical barriers
source distractions: auditory or sensory issues of the source
factual diversion: too much attention to detail, lose main idea
semantic diversion: unfamiliar or negative content deters attention
content (representational) listening: literal listening
selective listening: focus on content that you prefer
egocentric listening: focusing on ourselves in an interaction rather than respondent
wandering thought: daydreaming
experiental superiority: close off listening due to feeling of superiority or prior possession of same content
status of the other: when rank, reputation or social status deters attention to their message
past experience with other: previous experiences affect listening
message complexity: too much information
Could this section be considered message complexity? How or why? (95-99)




Critical listening: process of analyzing and evaluating the accuracy, legitimacy, and value of messages
Elements: evaluations
plausability (legitimacy)
source (credibility, relevance)
argument (consistency- internally compliant, appropriately supported, adequately supported)
evidence (verifiability)
How often do we use these evaluations? When do we? Why do we? (100-104)

Fallacious Arguments: appear legitimate, but are faulty in reasoning and evidence
against the source: personal attack (ad hominen)
appeal to authority: using authority, credibility, or celebrity as support (spokesperson)
appeal to people – bandwagon: something is good because everyone agrees or uses it (public opinion)
appeal to relationships: definitions of relationships define expectations of behavior (roles, types)
Post hoc ergo propter hoc: cause and effect (premise- conclusion)
Cum hoc ergo propter hoc: simultaneous action determines coincidental action (superstition)
hasty generalizations: basing conclusions on single occurrences
red herring: diverting attention with another issue
false alternatives: when two options are presented, neither of which are accurate or appealing
composition and division fallacies: parts are same as whole (representative)
division fallacy: whole is the same as the parts
equivocation: ambiguous language usage
What are some examples of composition and division fallacies? Cum hoc ergo propter hoc? (109/106)

Chapter 5 Notes:

Chapter 5*

Identity:history, roles, characteristics defined by our interactionsmulti- layered (private – self concept: core (121) / public)

How does self concept and identity compare ?

Do you think these are accurate assessments?

How much of your identity depends on the ways others perceive you? (p. 117- 118)*



Jahari Window:arena: open, blind: known to others, facade: hidden, unknown to allSelf disclosure: revealing info to make it known ( norm of reciprocity, p. 126)

How is the Jahari window dynamic? (p. 123)

How does self disclosure operate within the window? (p. 124)

What role does the norm of reciprocity play in self disclosure.*



self disclosure- identity= relationship context (dynamic process) (p. 125)*

dialectic tensions: autonomy vs. connectednessopenness vs. closednessnovelty vs. predictability*

What do these tensions look like in your relationships?

Which is more common to what kind of relationship (familial, intimate, friendly)*



Narrative: we tell about ourselves through stories ( memory/ history based)*

epistemology (how I think about the world...),

ontology (how I came to be...), individual construction, and relational process (127)

narratives, accounts, social reportsorigin- continuity (127-128)

loaded memory (biased) based on coherence and acceptability

labeling: identifying ourselves (Brandy or Mrs. Reincke, Ms. R) (129)

altercasting: language forces identies upon us that we must live up to..(129)

How does the form of narrative here differ from chapter 2?

Give an example of an epistemological narrative and/ or an ontological account?? (127)Relationships influence who we are to ourselves and others...*

Symbolic self: socially based and constructed self that exists primarily for the benefit of others...adapt your definition of yourself to that of societal frames (131)*

Symbolic interaction: how societal forces affect our image of one's self...we derive judgments and observations from our interactions

Attitude reflection: to think about how you appear in the eyes of others (131)

Cultural influence: we develop cultures within our relationships (132)

Performative self: “Doing your identity in front of others and well to “look good”” (135) influenced by social needs, social situation, social frame, and social circumstances.. (136)

front region: professional/ proper, back region: relaxed/ social cues (restaurant ex.) (136)Predicaments challenge the performative self

Teamwork: working together to maintain social face

Accountable self: identity being morally judged by others

Moral accountability: Society as a whole makes judgments about our actions

Do you agree with the statement: “Much of our identity is constantly constructed by our interactions.” Why or why not?? *

Summary selves: (140)*

reflective self: inner self reflected through behavior*

symbolic: self through the interactions we have*

performative: present social situation affect how we enact our identity*

practical: materiality affects identity*

accountable: social context and expectations affect behavior*

improvisational: ideology based behavior (rhetoric)

Which self do you think is the most authentic? Why?

Chapter 6 Notes:

Chapter 6*Communication- Relationships: Talk emotion knowledge ways of understanding the worldways of connecting symbols (language- meaning)ways of symbolically connecting to others

Does communication define relationships or do relationships influence communication? (147-149)*



Relationship Provisions:

Belonging and a sense of reliable alliance

Emotional integration and stability

Opportunity for communication about ourselves

Provision for assistance and physical support

Provision for reassurance of our worth and value

What is meant by “provision for assistance and physical support/ worth and value”? (151)



Talk- Relationships:*

Types of talk (distinctions)

Social relationships (replaceable individuals)

Personal relationship (irreplaceable individuals)*

Maintaining relationships – Talk (153-155)

Relational Continuity Constructional units: relationships continue in the absence of the partner

Prospective unit: future sense recognition of absense to happen (goodbye, next time..)Introspective unit: present sense recognition of absense

Retrospective unit: signals an end of absence (kiss, hug, handshake, hello...)

Hypertext: referencing information, relationship building (155)

Crossing boundaries: changing relationship types (friend- sig. Other) (155-156)

Relating: talking on cell phones (156)

We change relationships by talk and subtle communication... (157)

direct talk: explicit discussion about relationship

indirect talk: ambiguous forms of relationship communication (flirting)

Do you agree that we sustain relationships through talk and subtle communication?

What does this mean to you?? (157)

Relationship Stages of Development: (158-159)Theory: based on individual feelings or attitudes, as emotion deepens- relationship progresses.

Intensified feelings (emotions) are translated into behavior and relationship moves on effortlessly.

Measured as an increase in intimacy.

They vary in depth, shyness, strength etc...Everyone is different and respond differently to relationships based on several factors: background, personality, culture..

What does the author and Jesse Delia find problematic about this theory? (158-159)



*Relationship Filtering Model: (RFM) (159-161)We filter people by evaluating their attributes (1.physical appearance, 2.NVC, behavior 3.roles 4. psychological similarity)Duck mentions that “the relationship grows not from the information that you learn about the other person, but from how you “go beyond it” .

The RFM suggests that our goal is ultimately to understand one another.

Do you agree with the RFM and recognize this pattern in your own interactions? How?

Class notes 6/ 2

Okay,

I failed to discuss the writing assignment in class so... if you do it and turn it in-- Great! If not, I will assign another writing assignment that you may complete. Therefore if you do not have one on Monday, you will not lose points. However, if you do--turn it in with your speech.

Second,

We discussed the change in schedule! To reitorate:

Monday and Tuesday: Persuasive Speeches

Tuesday and Thursday; Mini apps for ch 4-6 and discussion. In addition, we will review for the test on Thursday. I will then release the test after class on Thursday and you will have until the start of class on Tuesday to complete it.

Tuesday, 13th we will begin unit three: Group communication!!!

Persuasive speech order for Monday, June 6

1. Abelina
2. Megan
3. Jason
4. Jacob
5. Sam
6. Addie
7. Chelsea
8. Tim
9. Pat
10.Hitesh
11. Erika
12. John
13.Scott
14. Nate
15. Danielle
16. Clarissa
17. Alexx
18. Jarnard
19. Ryan
20. Omarh
21. Michael

Chapter 1 Notes:

- Why do we communicate? How do we communicate? When do we communicate? Where do we communicate? Who do we communicate with?
- Three ways…action (one way), interaction (exchange), transaction (shared exchange- constitutes) (8-9)
- Symbols (arbitrary- abstract- [ambiguous])/ Signs (causal- concrete)—meaning (single/multiple/contextual/socially constructed) (10-14)
- Presentational (version, opinion), representational (fact) –nonverbal/ verbal
What do the authors mean when they say, “your communication with other people presents them with a way of looking at the world that is based on how you prefer them to see it”? (15)
Frames (frame of reference) (knowledge base) – framing assumptions
Intentionality (conscious, deliberate behavior)
What is meant by, “In light of our relational perspective on communication, you can usually make assumptions about the level of intentionality of people you know, and you make these assumptions from you know about them personally”? (17)
Five types of communication: (18)
Successful: intentionally sent/ accurately received
Miscommunication: intentionally sent/ inaccurately received
Accidental: unintentionally sent/ accurately received
Attempted: intentionally sent/ not received
*Danger: unintentionally sent/ inaccurately received
Give an example for each of these modes of communication.

Explain the meaning of communication as defined on page 19- 20 in italics.
“Communication is the transactional use of symbols, influenced, guided, and understood in the context of relationships, taken for granted understandings, meanings, and reality that it represents and creates as ways for people to share an understanding of the world that they inhabit together”.

Chapter 2 Notes:

– Langue: formal grammar , Parole: informal usage
– usage based on degrees of familiarity, relational assumptions, strict rules
– Where do we use them? Why? (26)
– Which is more likely “low code” and “high code”? (40)
–

– Polysemy: multiple meanings for the same word
– determinants of intended meaning: context, interpretation (ambiguity), relationship
– When can this run into problems for us? (27)

– Frames:
– Naming: distinguishes- contrasts, random (arbitrary- not intrinsically connected0
– Sapir/ Whorf hypothesis: “you think what you can say”, verbal comm makes conceptual distinctions. Naming labels and distinguishes.
– Do you agree?? why or why not?(29)

– Meanings:
– Denotative: blatant identification (literal)
– Connotative: implied (relational- ambiguous)
– Which is better? More social? (30)

– Presentation: subjective perspective or version, Representation: objective factual information
– How do these portrayals appear in society? Which is an “account”? Why? (35/45)


– Talk in relationships:
– instrumental function: to make something happen in the relationship
– indexical function: indicate something about the relationship (hypertext)
– essential function: creating relationship and defining it
– How does hypertexting relate to the indexical function?
– What is your impression of the “face” analogy (40)??

– -Accomodation: adapting your speech to your audience to gain or confirm a connection
– Convergence: moving toward the style of talk of the respondent
– Divergence: moving away from the style of talk of the respondent
– Why would we do either of these methods?

– Narratives: organized story
– Burke's Pentad: scene (where), agent (who), act (what happened), agency (how it happened), purpose (why, to what end: outcome)
– Where do narratives occur? In society? What affects can they have?
– What does culture, relationships, and context have to do with narratives?
– How do narratives relate to accounts? (42-46)

Chapter 3 Notes:

– Nonverbal communication is everything that communicates a message sans words.
– Elements: kinesics (movement), proxemics (space), vocalics (voice), chronemics (time), haptics (touch)
– What are some specific examples? What is backchannel comm, turn taking?(54/ 65-76)

– Decoding: drawing meaning from an observation ( he smiles: “he is happy”), Encoding: sending meaning through nonverbal behavior ( I smile: “ I am happy”)
– Where do we derive these meanings? (55)

– Static: fixed elements of an interaction (furniture arrangement), Dynamic: changing elements of an interaction (posture)
– How can these elements negatively affect an interaction? Positively affect it? (55-56)

– Nonverbal guidelines:
– symbolic: polysemic
– rule guided: appropriateness of behavior
– culturally bound: elements
– personal: context
– ambiguous: interpretative
– less controlled: (leakage)
– continuous: non- stop communication
– What is “leakage”? Do you agree that non-verbal is less controlled than verbal comm? (60)

– Nonverbal functions:
– interconnects with verbal comm. (repeat, substitute, moderate, contradict, emphasize)
– regulates interaction: how you are to behave and desired behavior of others (regulators- punctuate)
– identifies others: identifiers
– transmits emotional information: three kinds: attitudes about the other, attitude about the situation, attitude toward yourself (decode, encode) (elements)
– establishes meaning: relationships develop
– What are common identifiers? What are some examples of the ways we portray “attitudes”? (63-64)

Looking at the week ahead

Tuesday, May 31st

Return informative speech grades

Chapters 1-3 mini apps due and chapters read!!

Persuasive speech rough outlines due!!

Speech order decided

( We will review the writing assignment this day as well!)


Thursday, June 2nd

Chapters 4-6 mini apps due and chapters read!!

Return outlines

Review for Test 2 and persuasive speeches!!

Speech reminders

Remember to consider the following when developing your speech:

1. You are following the assigned format and/ or covering all of the required areas.

2. You have constructed proper transitions

3. Develop full and complete thoughts leaving out slang and unintended language

4. Come out from behind the podium and have purposeful movements and gestures

5.Verbally and visually cite your sources!!

Persuasive Speech format!!

1. I. Intro
A. Attention getter
B. Thesis
C. Operational Definition
II. Main Ideas
(You must have three main ideas!!)
(You must have three sources, one of which must be scholarly!!)
(You must have each of the proofs identified!!)
(You must employ at least one strategy from the text!!)
III. Conclusion
A. Restate thesis
B. Call to action
C. Future directions for research

2.
* Sources are scholarly- peer reviewed (library database- google scholar), literary (mags, books etc.), and testimony (interview)

* Strategies may be compare/ contrast, theory based, and statistical
* Proofs are ethos (credibility), pathos (emotional appeal), logos (logical reasoning)

* Use the following codes to identify these parts:

- scholarly/ peer reviewed (PR)
- literary (Lit)
- testimony (T)

Strategies (S)

Proofs

- ethos (E)
- pathos (P)
- logos (L)

Some may be used more than once and together on main points!!

3.
KEEP IN MIND YOUR ORGANIZATION (DEDUCTIVE OR INDUCTIVE)AND CLAIM OF POLICY, VALUE, FACT, AND CONJECTURE!!

ALSO,MAKE SURE TO CITE YOUR SOURCES ON YOUR OUTLINE!!

YOU ARE REQUIRED TO HAVE A POWERPOINT WITH THIS SPEECH. REMEMBER THE 6X6 RULE, NO MORE THAN 5 SLIDES, AND 3 NOTECARDS!!


THE WRITING ASSIGNMENT IS AN ELABORATED VERSION OF THE OUTLINE IN ESSAY FORMAT!! THIS IS MEANT TO GIVE YOUR SPEECH AN ACADEMIC VOICE AND HELP YOU ORGANIZE YOUR SPEECH!! (I WILL DISCUSS THIS MORE IN DETAIL ON TUESDAY, IT WILL BE DUE THE DAY OF THE SPEECH!!)

PLEASE EMAIL ME WITH ANY QUESTIONS, THE OUTLINE DUE TUESDAY IS A ROUGH COPY. HOWEVER, IT SHOULD STILL BE TYPED AND FORMATTED CORRECTLY!!

Class notes 5/ 23

1. Test available today until midnight tomorrow (Tuesday)
- Make sure I reply that I received it
- Be specific and thorough, answer each question!
- Cut and paste response or write directly in reply box! No attachments please!

2. Thursday, we will finish speeches and introduce persuasive speeches and writing assignment! Outline will be due Tuesday, May 31st!!

3. Mini apps and reading for chapters 1-3 due TUESDAY, MAY 31st!!!
Mini apps and reading for chapters 4-6 due THURSDAY, JUNE 2nd!!

4. Email me with any questions, however, my phone is down and my responses will be slower!!

5. I intend to return test grades Thursday in class!!! Speech grades will be given Tuesday, May 31st in class!!

NOTE!!

You are only required to have one source for the informative speech. However, if you use more, YOU MUST CITE THEM AS WELL!! Make sure to cite on both the powerpoint and the outline.

Remember:

Make sure to have a completed outline, powerpoint, peer reviews from class today 5/19, and any note cards with you on Monday!

Snacks and drinks for class are welcome!!!

One week down!!

Class Notes 5/19

Okay,


1. Informative speeches Monday, May 23rd

2. Test one released following class Monday, May 23rd...Due Tuesday, May 24th at midnight (12am)

3. Class will be held Tuesday (subject to change)

4. Unit Two begins Thursday, May 26th!

5. Mini Apps for chapters 1-3 due Thursday, May 26th!!

Looking Ahead after Memorial Day break

1. Persuasive Speech outline due Tuesday, May 31st!!
2. Mini Apps for chapters 4-6 due Tuesday, May 31st!!

Mini App speech order

Chapter 1

1. Abelina


Chapter 2

1. Nate

Chapter 3

1. Addie
2. Erika
3. Chelsea

Chapter 4

1. Jake
2. Megan
3. Hitesh

Chapter 5

1. Huong
2. Alexx
3. Danielle

Chapter 6

1. Sam

Chapter 7

1. Clarissa
2. Jason

Chapter 8

1. Tim
2. John

Chapter 9

1. Chad
2. Pat

Chapter 10

1. Scott
2. Ryan

Notes about SOURCES for Informative Speech

Reminder:

You must have at least ONE source for your informative speech. Cite this source at the bottom of your outline and at the end of your powerpoint.

This source should simply demonstrate that you have done a little research to deepen your knowledge on the subject. I am more than happy to help with ideas and here are some examples.

If you are making food, then look up some recipes that demonstrate variation. This is a source.

If you are doing something technological, then look up a few sites that discuss this topic or perhaps and forum or chatroom about it.

If you are creating a blog, show some competing sites.

I am mainly concerned that you have a well rounded approach and are able to expand on your topic.

Informative Speech order for Monday, May 23rd

1. Jason
2. Tim
3. Abelina
4. Megan
5. Addie
6. Jacob
7. Chelsea
8. Erika
9. Sam
10.Hitesh
11.Huong
12.Pat
13.Ryan
14.Scott
15.Danielle
16.Clarissa
17.Chad
18.Alexx
19.John
20.Nate
21.Michael
22.Omarh

Outline.

Make sure that the outline is in a KEYWORD format!! It should not look like an essay. Follow the format described in class!!!

Syllabus change!!

I have changed the point values for mini app and the informative speech. You will only be required to do ONE mini app instead of two!!


Therefore, the one mini app will be worth 100 points rather than 75 each! The informative speech will be worth 100 points rather than 50!!

Informative speech--100 points!! (not 50)
ONE mini app -- 100 points!! (not 75 x2)

For May 17

Review chapters 11-14

Brainstorm "how to" ideas

Create outline for informative speech (due Thurs!!!)

* you may have a video as a visual aide as long as it does not take the place of you speaking!!!

Group Assignments

4 and 1

Chelsea
Alexx
Huong
Megan
Erika

Group Too

Hitesh
Abelina
Pat
Scott
Danielle

Group three

Samantha
Tim
Jason
Addie

The Sharks

Clarissa
Mike
Nate
Jake

Delta 6

John
Chad
Omarh
Ryan

Informative Speech topics

For the informative speech, you will be conducting a how-to speech.

You will need to break the speech down into a three step process.

Requirements:

- Powerpoint (at least three slides, no more than 5)
- Three cue cards!
- Props and visual aids
- Complete outline


How to...ideas

- Make a sandwich etc. (Food)
- How to change tire
- How to play a game

http://www.speech-topics-help.com/how-to-speech-topics.html

Check out this site for more ideas or type 'how-to speech' into any search engine!

Mini App rubric

25 pts for presentation:
- At least one minute in length
- Summarize the main ideas emphasizing the concept, situation, and what you learned.

25 pts for narrative (I want to fully understand how you interpret the concept, your situation in which it is being applied, and the connection you've made.)

25 pts for format: APA or MLA with proper documentation (intro- body- conclusion)

25 pts for critical thinking (I want to see a level of deep thought and engagement in which you show that you spent some time pondering and reflecting on this assignment.)

100 total points possible

Mini app criteria

Come up with an idea or question concerning one concept in your assigned chapter. This concept will likely appear in bold face. The answer the question or respond to the idea using critical thinking and self reflection based on the surrounding text concerning the concept and your personal experience. Make sure to use proper in- text citations and have a works cited page.


Your paper should do three things:

Introduction of the paper.

1. Present your concept and interpret it in your own words (likely paraphrasing the text- thus citing the text)

2. Present your personal experience, giving relevant details.

3. Synthesize the connection between your experience and the concept.

Conclusion of the paper.

Bibliography using the textbook and any other reference material used. Textbook is the only required resource.

Paper should be 2-3 pages in length realistically.

Use the post about the rubric to ensure that you have completed all required criteria.

Basically, I want you to choose a concept (broad or specific). Think of a situation that relates. Briefly interpret the concept you have chosen using proper citation. Put the concept you use in boldface. Next, briefly describe your experience. Finally, synthesize the concept in terms of the experience and talk about what you have learned.

Outline format

The outline should include the following:

I. Introduction
A. Attention getter
B. Thesis stmt.

(transition)

II. body
A. Main idea
B. Main idea
C. Main idea

(transition)

III. Conclusion
A. Restate thesis stmt
B. Lasting thought

TYPED and I will be collecting them!!

Speech notes ch 11-14

Speech Formatting:
Ch11: Preparation
*Go online and search speech preparation: how do they differ from the book? Why?
* Go online and find a topic database. Find three topics that interest you for an informative speech. Do the topics that you picked meet the criteria?
* Characterize your audience. First impressions and then using brief interviews and surveys.
Analyzing the audience
- Relationship with the speaker
- Relationship with the topic
- View of the occasion
- Attitudes, beliefs, values
Topic
- Consider yourself, your audience
- Brainstorm, current issues, individual inventory, suggestions
Purpose/ Thesis
- Basic objective: inform, persuade
- Specific purpose: exactly what you want to achieve
- Thesis includes goal of speech, ways to achieve goal:
- The purpose of this speech is to inform the class on how give a speech using informative, persuasive, and group dynamics.
- The purpose of this speech is to inform the class on how to develop an informative speech using a topic, an outline, and proper supplemental tools.
- The purpose of this speech is to inform the class on how to develop a persuasive speech using verbal language, non verbal cues, and strong support.
- The purpose of this speech is to inform the class on how to create a group speech using teamwork, shared visions, and a set of rules.

Evidence
- Operational definitions
- Facts vs. Opinions
- Comparisons/ Contrasts
- Testimony (Expert/ Lay)
- Examples
- Statistics (Beware: fabrications, time, average discrepancy, pop. base, how the question is asked, wisely used- effective)
- Statistics ( Proper usage: explain to audience, use sparingly, credible source, simplify , personally involve yourself with statistics for impact)
- Consider quality, quantity, effectiveness
- Source selection: unbiased, peer reviewed, expertise, recency, credibility
- Visual aids (VA): Do they…
- Enhance audience understanding, appreciation, retention, attention and speaker credibility?
- VA’s should be..
- Fully prepared
Limited in number
Relatively simple (6x6 rule)
Inoffensive
Easily seen
Fully discussed
Incorporated seamlessly (they flow)
Secondary focus
There job is to highlight and supplement …

Ch12: Development
*Go online and find sample outlines. How do they fit with the book‘s structural format?
* Complete your outline and then use these notes as a checklist.
*Offer specific instances where you use each of the organizational patterns.
Body
- Points Principles :
- Main- Sub (credibility, logic, and emotionally connected):
- Unity (focused, only necessary information to support thesis)
- Balance (equal parts- time, scope, and importance)
- Guidance (guide, direct audience through speech- control)
- Transitions (connecting lines between main points)
- Organizational Pattern:
- Order of main points for optimal audience comprehension:
- Chronological (time sequence- history/ development)
- Spatial (physical relation- layouts)
- Causal (cause and effect, demonstrating links and patterns: persuasion)
- Q/ A (pose question and then answer- specific concerns: persuasion)
- Topical Pattern (specific categorical information- types of things, ties issues to topic)
- Problem/Solution/ Elimination (problem and solution, and preferences: persuasion)
- Introduction
- attention getter:
- illustration, personal reference, provocative facts/ stats, question, quotation, humor
- thesis: purpose, summary statement
- credibility, relational connection, orientation information to familiarize audience with topic
- Preview: (chronological set up)
- Conclusion
- Wrap up signal/ phrase: “Finally”, “As I draw to close”, “ to conclude”
- Restate thesis: purpose, summary statement
- Summary of main points discusses: “Today I discusses A, B, and C..”, “To review…A,B, and C”
- Audience motivation: “ In the future…”, I suggest that research look at…” , “ I would be interested to know more about…”, “ This project has me thinking about…” (Clincher, relational reinforcement: persuasion)
Ch13: Relating
*Find three sources online that support your topic. How are they similar, how do they differ?
*Consider your audience. Where do you think they stand on your topic? Take a poll. Analyze your audience using the Social Judgment theory.
*Think of a syllogism and enthymeme for your speech.
Informative Speeches: definition/ description
- Expository: in depth analysis: definition
- Process: how to speech: description
Strategies
- Develop relational connection: Why does it matter to you? How does it affect you?
- Narrow focus: stick to the thesis
- Adapt to complexity: summarize, help audience understand
- Clear and simple
- Clear organization and guide audience
- Stress significance
- Choose your language: concrete, abstract, descriptive
- Relate unknown material to common knowledge
- Motivate your audience
Persuasive Speeches: convince, actuate
- Convince: impact audience thinking
- Claim of policy: call to action
- Claim of value: belief (good, bad, helpful, harmful)
- Claim of fact: true or false (representation)
- Claim of conjecture: determined true or false (presentation)
- Audience approaches: reinforce thought, change thought, create new thought
- Actuate: impact audience behavior
- Reinforce existing behavior
- Alter existing behavior
- Cease existing behavior
- Enact new behavior
- Avoid future behavior
- Proofs: Pathos ( emotional appeals), Logos ( logical reasoning – inductive/ deductive), Ethos ( credibility)
- Syllogism: A is true, B is like A, and therefore B is true. ALL is high quality, Great Value is similar to ALL, and Great Value is high quality.
- Enthymeme: syllogism missing a piece. ALL is high quality and Great Value is like ALL. You figure out the rest. IPODS are MP 3 players. MP 3 players must be like IPODS.
- Social Judgment Theory: audience relation to topic: latitude of acceptance ( range of positions), anchor position ( preferred position), latitude of rejection ( unacceptable points), latitude of non commitment ( positions of flexibility)
- Variables: audience involvement (recognition, significance, importance), assimilation effect ( in your latitude of acceptance- strongest), contrast effect ( in your latitude of rejection- strongest)
Ch 14: Delivery
*Search public speaking apprehension on the internet, what is your impression of this topic? Why?
*What are the pros and cons of each of the delivery styles?
*What are your physical tendencies when giving a speech? Why?
Guidelines:
-Be yourself, be conversational, avoid drawing attention to mistakes- pause, regroup, and go on
Styles:
-manuscript delivery (speech wrote out) good for accuracy NOT IN CLASS!
- memorized delivery (speech from memory) optional
- Extemporaneous delivery (speech with minimal notes) YES!!
Goals:
- Enhance credibility: dynamic and energetic, calm composure, social able, inspiring
- Increase audience understanding: guide the audience, tell a story: anticipate audience needs before speech not during
- Connect on a relational level with audience: talk with them and not at them: identification
Components:
- Personal appearance: appropriate, clean and kept, avoid distraction- enhance credibility
- Vocalics: Pitch (appropriate to statement; vary- high/ low), Rate (steady- not to fast or slow), Articulation (Be clear and distinct, avoid mumbling and slang), Volume (adjust accordingly- not too loud or too soft), Pauses (breathe), Nonfluencies (avoid: like, um, er, you know, ok…)
- Eye contact ( Scan audience, focusing in on multiple individuals throughout)
- Facial expression and Body Language – gestures ( appropriate and fitting to speech- avoid distracting mannerisms: nervous energy)
Manage Apprehension: recognize your fears, get to know your audience, know your topic, know your speech (beginning and ending), and know your VAs. PRACTICE!! PRACTICE!! PRACTICE!!

Informative Speech Rubric

Informative Speech Rubric
Informative Speech with Research Evaluation Sheet

Speaker_______________________ Topic_____________________ Time_______


Outline:

15 Organization
All parts of the outline are clear yes/no/marginal
Followed outline yes/ no/ marginal

10 Powerpoint
Sources: cited
Presentation of main ideas: logical/ adequate/ confusing

Speech:

10 Introduction

Thesis clear/marginal/not clear/none
Preview of Main Points well organized/weak/none

30 Body
Transitions smooth/adequate/weak or not enough or none
Main ideas well-supported/adequate/weak


10 Conclusion
Summary (restating thesis) strong/adequate/weak/none
Final impression strong/adequate/weak/none

25 Delivery
Rate normal/fast/slowVolume normal/loud/soft
Eye Contact consistent/sometimes/never
Enthusiasm above average/adequate/lacking/none
Facial Expressions appropriate/average/deadpan
Gestures Natural/mechanical/distracting/lacking/none
Articulation good/adequate/weak
Pronunciation good/adequate/weak
Vocal Pauses None/few/many
Tone/vocal variety appropriate/marginal/monotone
Word choice clear/specific/marginal/inappropriate
Dress/Grooming appropriate/needs improvement/inappropriate

100 Total Score:

Welcome Summer Class!!