Guidelines for Developing an
Oral Presentation Assignment
and Rubric and for Assessing
the Communication GELO
“Speaking” on the
Classroom Level
1
Table of Contents
Background ........................................................................................................................1
How to Develop an Oral Presentation Assignment .....................................................1
How to Develop an Oral Presentation Rubric ..............................................................2
How to Assign an Oral Presentation Assignment .......................................................2
How to Use Your Oral Presentation Rubric to assess the Communication
GELO “Speaking” on the Classroom Level ...........................................................3
Six-Step Guide to Effective Presentations ................................................................. 4-5
Delivery Guide to Effective Presentations ................................................................ 6-7
Oral Presentation Assignment Template................................................................. 8-10
Oral Presentation Worksheet .................................................................................. 11-15
PVCC General Education Oral Communications Rubric ................................... 16-17
Communication: Speaking (Scoring Sheet) ........................................................... 18-19
Informative Speech Assignment ............................................................................. 20-21
Communication: Speaking (Scoring Sheet) Informative Speech Example ...... 21-24
CPD 160 Intro to Multiculturalism Oral Final Exam Assignment ...........................25
Speech Assessment Rubric for CPD 160 ................................................................ 26-27
PSY 101 Introduction to Psychology Oral Research Presentation ...........................28
Speech Assessment Rubric for PSY 101 ................................................................. 29-30
Success (Ineffective Speech Outline) ...................................................................... 31-32
Success (Effective Speech Outline) ......................................................................... 33-39
Examples of Relate Statements .....................................................................................40
2
Guidelines for Developing an Oral Presentation Assignment and Rubric
and for Assessing the Communication GELO
“Speaking” on the Classroom Level
Background
All Communication Faculty who teach COM 100 (Introduction to Human
Communication) and COM 225 (Public Speaking) teach informative speaking and
persuasive speaking in the same way. The textbook for the COM 100 course is entitled
Training Manual for Informative and Persuasive Speaking, and the textbook for the COM
225 course is entitled Training Manual for a Course in Public Speaking. Both texts are
authored by PVCC Communication & Humanities Division Chair Dr. Marilyn
Cristiano, and they are available on reserve at the PVCC Library and for sale at the
PVCC Bookstore.
In both COM 100 and COM 225, students are taught to use “The Six-Step Guide To
Effective Presentations” as an effective organizational pattern for presenting both
informative and persuasive speeches. Also, students’ presentations are evaluated using
the same Informative Speech Rubric and Persuasive Speech Rubric (termed “Support
Forms”). If you encourage your students to use the “Six-Step Guide” to organize their
oral presentations in your class and you adapt the rubric used in COM 100 and COM
225 to your specific oral presentation assignment, then what the students have learned
in COM 100 and COM 225 will be reinforced. As Dr. Jennifer Strickland (PVCC
Instructional Technologist) notes:
Using a collaborative assessment tool as this provides
consistency and connections for students as they
proceed through their academic lives. This allows them
to take knowledge acquired in one course then practice
and apply in other courses. Collaborative efforts such
as this provide students with a sense of community
and a cohesive learning experience.
How to Develop an Oral Presentation Assignment
1. Read the following documents: “Six-Step Guide to Effective Presentations” and
“Delivery Guide to Effective Presentations.” Consult Training Manual for Informative
3
and Persuasive Speaking or Training Manual for a Course in Public Speaking by Dr.
Marilyn Cristiano available on reserve at the PVCC Library or for sale at the PVCC
Bookstore should you like a more comprehensive discussion of speech organization,
content, and delivery. You may also consult with Dr. Marilyn Cristiano.
2. Read the following documents: “Oral Presentation Assignment Template” and
“Oral Presentation Worksheet.” You can use these documents to develop your oral
presentation assignment. For examples of oral presentation assignments, see
“Informative Speech Assignment,” “Sample Informative Speech Sentence Outline,”
“CPD 160 Introduction to Multiculturalism Oral Final Examination,” and “PSY 101
Introduction to Psychology Oral Research Presentation.” If you have questions, you
may consult with Dr. Marilyn Cristiano.
How to Develop an Oral Presentation Rubric
1. Read the following documents: “Communication: Speaking (Rubric)
“Communication: Speaking (Scoring Sheet)”
a. The front page of the rubric (Organization and Delivery) should be used for all
oral presentation assignments.
b. Page two of the rubric (Content) needs to be adapted for your particular oral
presentation assignment. You may choose to “weight” the “content” criteria
more than the “organization” and “delivery” criteria. You can do this easily by
multiplying the total content score by a determined number.
c. The definitions for the 2, 1, 0 scale are as follows:
2 = Meets or exceeds standards for competence
1 = Needs improvement
0 = Does not meet minimum standards for competence
Meets or exceeds standards for competence: The student did what you asked
him or her to do and at the level of competence or above that you set for him or
her.
Needs improvement: The student did what you asked him or her to do with
some exceptions and at the level of competence that you set for him or her with
some exceptions.
4
Does not meet minimum standards for competence: The student did not do
what you asked him or her to do or did not perform at the minimum level of
competence that you set for him or her.
2. For examples of oral presentation rubrics adapted from the “Speech Assignment
Rubric,” see “Informative Speech Support Form,” “Speech Assessment Rubric for
CPD 160,” and “Speech Assessment Rubric for PSY 101.” If you have questions, you
may consult with Dr. Marilyn Cristiano.
How to Assign an Oral Presentation Assignment
1. Distribute and discuss with your students your oral presentation assignment.
2. Distribute and discuss with your students the following documents:
“Six-Step Guide to Effective Presentations” and “Delivery Guide to Effective
Presentations.” Advise your students that they can consult Training Manual for
Informative and Persuasive Speaking or Training Manual for a Course in Public Speaking
by Dr. Marilyn Cristiano available on reserve at the PVCC Library or for sale at the
PVCC Bookstore should they like a more comprehensive discussion of speech
organization, content, and delivery.
3. Distribute and discuss with your students how you will be using the oral
presentation rubric you developed.
4. Give the students a few examples of what an outline or manuscript would look like
for your oral presentation assignment. Note: Demonstrating the assignment
yourself for your students is good practice (helps you to identify any problems with
the assignment, gives the students an excellent example of the assignment, and
communicates to the students that you are not asking them to do something that
you are not willing to do yourself). You may choose to videotape the student
presentations, and then, with the students’ permission, show some exemplary
student examples on videotape the following semester.
How to Use Your Oral Presentation Rubric to assess the Communication GELO
“Speaking” on the Classroom Level
1. Keep a record of the data from all or part of the oral presentation rubric. You can do
this by either making copies of the scored rubrics or by placing the data on a
spreadsheet.
2. Give the data to Paul Marsh (PVCC Director, Research and Planning) to analyze.
3. Review the analyzed data and note where the students scored the lowest.
5
4. Develop and implement a teaching strategy (the next time you present the
assignment) to help students perform better on the identified areas of concern.
5. Collect the data from the rubric and give to Paul Marsh (PVCC Director, Research
and Planning) to analyze the data to see if improvements have been made on the
identified areas of concern.
SIX-STEP GUIDE TO EFFECTIVE PRESENTATIONS
1. Excite Step (gain the audience’s attention by introducing the topic in an interesting
manner)
Use a story, quote, joke, example, fact, statistic, question, demonstration, or
presentational aid that introduces the topic in a clear and interesting way (here is
what I am going to talk about) and gives the audience a purpose for listening (here
is why my topic is important to you).
2. Launch Step (tell the audience what they are about to hear)
a. State the specific purpose of the speech.
b. If appropriate, define terms, orient the audience to the topic by providing
essential background information, allay any fears or reservations the audience
may have about listening to information on this topic, and/or establish your
6
credibility as an authority on this topic.
c. Present a specific overview of the main points of the speech.
d. If appropriate, tell your audience how you will be conducting a question and
answer session and for how long; for example, “Toward the end of my remarks, I
will answer questions for five minutes, and then I will conclude my remarks.”
3. Relate Step (give the audience a purpose for listening)
a. Present logical and motivating information regarding how the audience can
benefit from listening to information on this topic.
b. Use a transition into (or just after) the explanation of benefits that focuses
attention on the importance of the information. Use statements such as “This
information is important to you because . . .” or “For these reasons, you can
benefit from reflecting upon these ideas.”
4. Inform Step—Main Points (inform about the topic and use transitions)
a. Organize your main points in a logical manner.
b. Use supporting materials such as stories, quotes, jokes, evidence (authority
testimony, examples, facts, and statistics), audience participation,
demonstrations, and presentational aids to present your ideas in a clear and
interesting way.
c. Use appropriate transitions between the steps of the six-step guide and between
main points and subpoints.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
5. Reiterate Step (tell the audience what they have heard)
a. If you conduct a question and answer session, ask for questions after finishing
the last main point and before beginning the reiterate step. Use a statement such
as “I will now answer questions for five minutes, and then I will conclude my
remarks. Are there any questions?” Finish the question and answer session by
thanking the audience for their questions. Use a statement such as “Thank you
for your questions. I enjoyed responding to them.”
b. Use a transition into the reiterate step that focuses on the fact that the speech is
coming to an end and restate the specific purpose of the speech. Do not
transition into the reiterate step by saying “in conclusion,” “in closing,“ “in
7
summary,” or “to reiterate.” This signals the audience to leave physically and
mentally. Be subtler. Use a statement such as “I discussed with you today. . . .”
c. Provide a clarifying summary of each of the main points of the speech. Do not
merely repeat what you said in the specific overview of main points in the
launch step. Do restate your main points, but go a step further and restate a few
important ideas or complex ideas (ideas that may have been more challenging to
explain and/or understand) from each of your main points. Include the ideas
that you most want your audience to remember. Do not include any new ideas
in the summary.
6. Energize Step (bring the speech to a satisfying close for the audience)
a. Use a story, quote, joke, example, fact, statistic, question, demonstration, or
presentational aid that highlights the importance of the topic and how the
audience can benefit from the ideas presented. You might refer back to the
attention getting technique that you used in the excite step.
b. End with a topic-related definite final statement that encapsulates the specific
purpose of the speech and ensures that the audience perceives that you have
finished the speech.
c. If appropriate, add a statement that refers to the occasion or to the audience. For
example, “I enjoyed speaking with you today” or “I look forward to hearing the
rest of your speeches.”
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
For additional information on using the Six-Step Guide and on presenting speeches, see
Training Manual for Informative and Persuasive Speaking by Dr. Marilyn Cristiano on
reserve at the PVCC Library circulation desk. The manual is also available for purchase
at the PVCC Bookstore.
DELIVERY GUIDE TO EFFECTIVE PRESENTATIONS
“Our goal as presenters is to express ideas clearly and in a
personal, friendly, and human manner.”
Sidney Harris
8
1. Use appropriate volume of speaking: Be sure that your audience can hear you.
Look to the audience for cues as to whether your volume of speaking is appropriate
(either too loud or too soft). Be aware that your voice will sound louder to you than
it will to the audience. You might ask an assistant to send you a signal if you cannot
be heard easily.
2. Use variety in volume, rate, and pitch: Develop an oral/conversational speaking
style. You want to sound “said” not “read,” even when you choose to read from a
manuscript. Your style should be much like normal professional conversation.
a. Raise or lower the volume of your voice and vary your rate and pitch of speaking
according to the thoughts and feelings that you are trying to communicate in an
effort to clarify and create interest in them.
b. Use pauses to separate words into meaningful thought units, to emphasize ideas,
to give the audience some time to absorb your message, and to add drama to
your speech.
c. Unless you are asking a question, be sure pitch level drops at the end of words,
phrases, or sentences. You will sound more confident in yourself and in your
message.
3. Use appropriate pronunciation and articulation: Use proper sound and accent.
a. Be sure to research the proper pronunciation of words. Consult the
diacritical marks in a dictionary. You will lose credibility fast if you
mispronounce words.
b. Use the “respelling” technique (spelling the word the way it sounds or is
pronounced) for difficult to pronounce names and terms.
c. Enunciate your words clearly and distinctly.
4. Use appropriate eye contact: Use as much eye contact as possible.
a. Practice your speech using your outline, note cards, manuscript, and/or
presentational aids. Whatever form your notes take, be sure that they truly serve
as an effective aid to your memory.
b. Look at individuals in the eyes for approximately three to five seconds at a time.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
c. Establish eye contact with the entire audience not just those sitting in the front
9
and in the middle of the audience; that is, look at audience members who are
sitting in the front far left and front far right seats as well as audience members
sitting in the back far left and back far right seats.
5. Use appropriate facial expressions, gestures, posture, and movements: Animated
and enthusiastic physical behaviors usually engender a positive response—they
make a speech more interesting to listen to and easier to understand, and they help
to release pent-up energy and to communicate that the speaker knows and cares
about the topic.
a. Relax and let your facial expressions and gestures be a spontaneous reflection of
your inner state of thinking and feeling.
b. Raise your hand when using a question to poll the audience. The audience will
then know exactly the response you are looking for without having to use the
phrase “by a show of hands” or “raise your hand if.”
c. When not gesturing, let your hands fall naturally to your side, keep your arms
waist level and let one hand rest naturally on the other hand, or let them rest on a
table or podium that you might be using.
d. Use a confident, poised, and natural posture. Keep both feet flat on the floor and
shoulder length apart. Place equal weight on both feet. Be sure to square your
shoulders to the audience.
e. Move on transitions or to manipulate presentational aids.
f. Avoid random movements, pacing, swaying, and turning your back to the audience.
6. Use minimal vocalized pauses (um, uh) or distracting mannerisms:
a. Using vocalized pauses is simply a bad habit. Record yourself on audio or
videotape, and see if you use distracting vocalized pauses. Once you are aware
of the problem, you will feel yourself about to use a vocalized pause. When you
do, simply pause, think about what you are saying, and then continue presenting
your thoughts.
b. Avoid distracting mannerisms like playing with your hair, scratching your head
or the back of your neck, pulling on your earlobe, jingling coins in your pocket,
taking your hand(s) in and out of your pocket(s), taking your glasses on and off,
tossing a pen in the air, overusing a particular gesture, or perpetual motion.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
10
For additional information on delivering speeches effectively, see Training Manual
for Informative and Persuasive Speaking by Dr. Marilyn Cristiano on reserve at the
PVCC Library circulation desk. The manual is also available for purchase at the
PVCC Bookstore.
Oral Presentation Assignment Template
1. Learning Outcomes: Demonstrate competence in:
a. Using critical thinking skills (analyzing evidence and reasoning and drawing
logical conclusions).
b. Conducting research using traditional and/or technological pathways.
c. Analyzing an audience.
d. Speaking to diverse audiences.
e. Speaking ethically.
f. Speaking confidently.
g. Building credibility as a speaker.
h. Preparing, constructing, organizing, and delivering an oral presentation to an
audience.
i. Using the “Six-Step Guide” to organize an oral presentation.
j. Using high impact techniques to clarify and create interest in an idea.
k. Using presentational aids.
l. Using accurate, clear, interesting, and appropriate language.
m. Using appropriate transitions.
n. Using appropriate delivery methods.
o. Using active listening skills.
p. Using writing skills.
q. Add other assignment specific learning outcomes
2. Specific Requirements:
a. Present a _____ to _____ minute oral presentation. The presentation topic must
meet the following requirement(s): (1)______________________________;
(2)______________________________; and (3)______________________________.
Failure to meet the requirement(s) will result in _____zero total points assigned
for the presentation or a loss of _____points.
b. Use the “Six-Step Guide To Effective Presentations” to organize your speech.
(1) For an example of an oral presentation outline that follows the “Six-Step
Guide to Effective Presentations,” see (I suggest you write a sample
outline…it would be best to also make an oral presentation as an example
of what you are asking your students to do).
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(2) Use the “Oral Presentation Worksheet” as a guide (I suggest you write a
worksheet for the presentation).
c. Use the “Delivery Guide To Effective Presentations” to present your speech.
d. Total points possible for the oral presentation is _____.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
e. The use of _____presentational aid(s) _____is required, _____may not be used, or
_____is optional. If required, the presentational aid(s) must meet the following
requirement(s): (1)______________________________;
(2)______________________________; and (3)______________________________.
Failure to meet the requirement(s) will result in _____zero total points assigned
for the oral presentation or a loss of _____points.
f. The inclusion of a _____minute question and answer session after you finish your
last main point and before you present your reiterate step _____is required,
_____may not be used, or _____is optional. If required, the question and answer
session must meet the following requirement(s):
(1)______________________________; (2)______________________________; and
(3)______________________________. The time length of the question and
answer session _____will or _____will not be counted toward the time allotted
for the speech. Failure to meet the requirement(s) will result in _____zero total
points assigned for the oral presentation or a loss of _____points.
g. An outline _____is required, _____is not required, or _____is optional.
If required, the outline is due ___________________, and the outline must meet the
following requirement(s): (1)______________________________;
(2)______________________________; and (3)______________________________.
Failure to meet the requirement(s) will result in _____zero total points assigned
for the oral presentation or a loss of _____points.
h. A manuscript _____is required, _____is not required, or _____is optional.
If required, the manuscript is due___________________, and the manuscript must meet
the following requirement(s): (1)______________________________;
(2)______________________________; and (3)______________________________.
Failure to meet the requirement(s) will result in _____zero total points assigned
for the oral presentation or a loss of _____points.
i. A works cited list _____is required, _____is not required, or _____is optional. If
12
required, the works cited list is due___________________, and the works cited list
must meet the following requirement(s): (1)______________________________;
(2)______________________________; and (3)______________________________.
Failure to meet the requirement(s) will result in _____zero total points assigned
for the oral presentation or a loss of _____points.
j.
Other requirements for the oral presentation are:
(1)______________________________; (2)______________________________; and
(3)______________________________. Failure to meet the requirement(s) will
result in _____zero total points assigned for the oral presentation or a loss of
_____points.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
k. Extemporaneous delivery _____is required, _____may not be used,
or _____ is optional. Failure to meet the requirement will result in _____zero
total points assigned for the oral presentation, _____zero subtotal points being
assigned for delivery, or a loss of _____points.
l. Manuscript delivery _____is required, _____may not be used, or _____is optional.
Failure to meet the requirement will result in _____zero total points assigned for
the oral presentation, _____zero subtotal points being assigned for delivery, or a
loss of _____points.
m. _____ to _____ under the time minimum will result in a loss of _____points.
n. More than _____ under the time minimum will result in a loss of _____points.
o. _____ to _____ over the time maximum will result in a loss of _____points.
p. More than _____ over the time maximum will result in a loss of _____points.
If your speech exceeds _____, then your instructor will _______________________
_______________________________________________________________________.
q. If the specific purpose of the speech was not “to inform,” then _____zero total
points will be assigned for the oral presentation or a loss of _____points.
r. If you are allowed to present the oral presentation late (past the due date) but not
allowed to present the oral presentation for full credit, then _____points will be
deducted from your total points earned for the oral presentation.
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s. _____extra credit points for the oral presentation may be earned by:
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
For additional information on using the “Six-Step Guide” and on presenting speeches,
see Training Manual for Informative and Persuasive Speaking by Dr. Marilyn Cristiano
on reserve at the PVCC Library circulation desk. The manual is also available for
purchase at the PVCC Bookstore.
ORAL PRESENTATION WORKSHEET
NAME:
SPEECH TITLE:
EXCITE (gain the audience’s attention and introduce the topic in an interesting way)
1. If appropriate, start with a topic-unrelated high impact technique:
2. Use a topic-related high impact technique:
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LAUNCH (tell the audience what they are about to hear)
1. State the specific purpose of the speech:
2. If appropriate, briefly explain how the topic-related high impact technique used in
the excite step relates to the specific purpose:
3. If appropriate, define terms:
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
4. If appropriate, orient the audience to the topic by providing essential background
information:
5. If appropriate, discuss topic credibility:
15
6. If appropriate, establish your credibility as an authority on this topic:
7. Present a specific overview of the main points of the speech:
8. If appropriate, tell the audience how you will be conducting a question and answer
session and for how long:
RELATE (give the audience a purpose for listening)
Present logical and motivating information regarding how the audience will benefit from
listening to information on this topic. If appropriate, refer to the significance of the topicrelated high impact you used in the excite step when presenting the importance of the topic
to the audience. Use a transition into (or just after) the explanation of benefits that focuses
attention on the importance of information:
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
INFORM--TWO TO FIVE MAIN POINTS (inform about the topic)
Organize your main points using the rule of three and/or parallel construction if
appropriate. Use the logical, subject, chronological, spatial, casual, or need-plan method of
organizing main points. Present your ideas in a clear and interesting way—develop your
ideas with high impact techniques that are related to the needs and interests of your
audience:
16
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
REITERATE (tell the audience what they have heard)
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1. If you conduct a question and answer session, ask for questions after finishing the
last main point and before beginning the reiterate step:
Finish the question and answer session by thanking the audience for their questions:
2. Use a transition into the reiterate step that focuses on the fact that the speech is
coming to an end and restate the specific purpose of the speech. Do not transition
into the reiterate step by saying “in conclusion,” “in closing,“ “in summary,” or “to
reiterate.” This signals the audience to leave physically and mentally. Be subtler.
Use a statement such as “I discussed with you today. . . .”:
3. Provide a clarifying summary of each of the main points of the speech. Do not
merely repeat what you said in the specific overview of main points in the launch
step. Do restate your main points, but go a step further and restate a few important
ideas or complex ideas (ideas that may have been more challenging to explain
and/or understand) from each of your main points. Include the ideas that you most
want your audience to remember. Do not include any new ideas in the summary:
18
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
ENERGIZE (bring the speech to a satisfying close for the audience)
1. Use a topic-related high impact technique that highlights the importance of the topic
and how the audience can benefit from the ideas presented. Refer back to the topicrelated high impact technique you used in the excite step or use a different topicrelated high impact technique:
2. If appropriate, briefly explain how the topic-related high impact technique relates to
the specific purpose of the speech:
3. End with a topic-related definite final statement that encapsulates the specific
purpose of the speech and ensures that the audience perceives that you have
finished the speech:
4. If appropriate, add a statement that refers to the occasion or to the audience:
WORKS CITED:
19
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
PVCC General Education Oral Communications Rubric
Adapted from Cristiano, M. (2003). Training manual for informative and persuasive speaking. Pearson Custom
Publishing. (with author’s permission, for use only at PVCC) by Dr. Rick Vaughn and Dr. Marilyn Cristiano
in conjunction with PVCC’s Academic Assessment Team.
Dimension
Score = 2: meets or exceeds standards
for competence
Score = 1: needs
improvement
1. Excite Step
The student gains the audience’s attention
by introducing the topic in an interesting
manner.
2. Launch Step
The student states the main purpose and
the main points as part of the introductory
comments.
3. Relate Step
The student tells the audience how they
can benefit from the information.
4. Inform Step
The student presents information in an
organized and logical manner using
appropriate transitions.
5. Reiterate Step
The student summarizes key points from
the presentation.
6. Energize Step
The student brings the presentation to a
satisfying close.
The student attempts to
introduce the topic, but it fails
to engage the audience and is
not interesting.
The student attempts to
introduce the purpose and main
points, but the introduction is
unclear and awkward.
The student attempts to connect
the topic to the audience, but
the connection is weak or
inappropriate for the specific
audience.
Information is presented with
some structure, but it is difficult
to follow and doesn’t flow
smoothly.
The student attempts to
summarize, but it is unclear
what the key points were.
The student makes concluding
remarks, but they are abrupt or
irrelevant.
Score
minim
ORGANIZATION
20
The studen
attention o
introduce t
The studen
purpose or
points.
The studen
to the audi
addressing
The studen
logic or or
informatio
not use ap
The studen
without su
points.
The studen
finish the p
way.
The audien
the presen
PVCC General Education Oral Communications Rubric – page 2
Adapted from Cristiano, M. (2003). Training manual for informative and persuasive speaking. Pearson Custom
Publishing. (with author’s permission, for use only at PVCC) by Dr. Rick Vaughn and Dr. Marilyn Cristiano
in conjunction with PVCC’s Academic Assessment Team.
Dimension
Score = 2: meets or exceeds standards
for competence
Score = 1: needs
improvement
Score
minim
DELIVERY
1. Volume
The student uses appropriate volume
throughout the presentation.
2. Vocal Variety
The student uses variety in volume, rate,
and pitch.
3. Pronunciation
and Articulation
The student uses appropriate
pronunciation and articulation.
4. Eye Contact
The student uses appropriate eye contact:
a. 3-5 seconds per person
b. includes everyone
The student uses appropriate facial
expressions, gestures, posture, and
movements.
5. Facial
Expressions,
Gestures, Posture,
and Movements
6. Vocalized
Pauses and
distracting
mannerisms
The student uses minimal vocalized
pauses (um, uh) or distracting
mannerisms.
21
The student uses inconsistent
levels of volume that are
sometimes inappropriate or
inaudible.
The student uses some variety
in specific places, but most of
the presentation is presented in
a monotone.
The student mispronounces
some words and makes some
articulation errors (e.g. slurs
words and/or mumbles).
The student restricts eye contact
to only a portion of the
audience.
The student uses some
inappropriate facial expressions,
gestures, posture, and
movements.
The student uses several
vocalized pauses (um, uh) and
engages temporarily in a
distracting mannerism, but
quickly realizes the disruption
and ends the mannerism.
The studen
appropriat
adjust volu
from the a
The studen
monotone.
The studen
words and
articulatio
words and
The studen
any consis
the audien
The studen
inappropri
gestures, p
movement
The studen
vocalized
distracting
playing wi
coins or ke
Communication: Speaking (Scoring Sheet)
Adapted by Robert Bowery, Marilyn Cristiano, Nancy Morgan Ronan, and Fred Wieck in conjunction with PVCC’s
2004 Summer Assessment Institute.
Adapted from: Cristiano, M. (2003). Training manual for informative and persuasive speaking. Pearson Custom
Publishing. (with author’s permission, for use only at PVCC)
Speaker
Date__________________Time___________________
2 = Meets or exceeds standards
standards for competence
1 = Needs improvement
0 = Does not meet minimum
standards for competence
Organization
1. Excite step:
Gained the audience’s attention by introducing the topic in an
interesting manner
________
2. Launch step:
Stated the purpose and main points
________
3. Relate step:
Told the audience how they can benefit from the information
________
4. Inform step:
Presented information in an organized and logical manner
and used appropriate transitions.
________
5. Reiterate step:
Summarized key points
________
6. Energize step:
Brought the presentation to a satisfying close
________
Comments:
Subtotal Points Earned (12 Points Possible)
Delivery
22
________
1. Used appropriate volume
________
2. Used variety in volume, rate and pitch
________
3. Used appropriate pronunciation and articulation
________
4. Used appropriate eye contact
________
5. Used appropriate facial expressions, gestures, posture, and movements
________
6. Used minimal vocalized pauses (um, uh) or distracting mannerisms
________
Comments:
2 = Meets or exceeds standards
standards for competence
Subtotal Points Earned (12 Points Possible):
1 = Needs improvement
________
0 = Does not meet minimum
standards for competence
Content (Speech requirements, quality, and other graded criterion) (Course Specific)
1.)
2.)
3.)
4.)
5.)
…)
Comments:
Subtotal Points Earned ( ) Points Possible): ________
Other Points Earned: ________
Comments:
23
Subtotal Points Earned ( ) Points Possible): ________
Overall Comments:
Organization Points Earned (12 Points Possible):
____________
Delivery Points Earned (12 Points Possible):
____________
Content Points Earned ( ) Points Possible):
____________
Other Points Earned ( ) Points Possible):
____________
Total Points Earned ( ) Points Possible):
____________
INFORMATIVE SPEECH ASSIGNMENT
1. Learning Outcomes: Demonstrate competence in:
a. Using critical thinking skills (analyzing evidence and reasoning and drawing
logical conclusions).
b. Conducting research using traditional and/or technological pathways.
c. Analyzing an audience.
d. Speaking to diverse audiences.
e. Speaking ethically.
f. Speaking confidently.
g. Building credibility as a speaker.
h. Preparing, constructing, organizing, and delivering an informative speech to an
audience.
i. Using the “Six-step Guide” to organize an informative speech.
j. Using high impact techniques to clarify and create interest in an idea.
k. Using presentational aids.
l. Using accurate, clear, interesting, and appropriate language.
m. Using appropriate transitions.
n. Using extemporaneous delivery.
o. Using active listening skills.
p. Using writing skills.
2. Specific Requirements:
24
a. Present a 7 to 10 minute informative speech. See “Informative Speeches” on
pages 126-131. The informative speech topic must meet the following
requirements: (1) Be of interest to you; (2) Be of interest to your audience;
and (3) Be approved by your instructor.
b. Use the “Six-Step Guide to Effective Presentations for Informative Speeches and
Speeches of Tribute” on pages 132-134 to organize your speech.
(1) For an example of an informative speech sentence outline that follows the
six-step guide, see “Sample Informative Speech Sentence Outline” on pages
140-146, and for an example of an informative speech keyword outline that
follows the six-step guide, see “Sample Informative Speech Keyword
Outline” on pages 147-153.
(2) Use the “Informative Speech Worksheet” on pages 157-161 as a guide.
For an example of a completed informative speech worksheet, see
“Sample Informative Speech Worksheet” on pages 135-139.
c. Total points possible for the informative speech is 66.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
d. The use of at least one presentational aid is required. You may write on the
white board, but you must use at least one other type of presentational aid.
Failure to meet the requirement will result in a loss of two points for the speech.
e. An outline is required and is due just prior to speaking. The outline must meet
the following requirements: (1) Follow the “Six-Step Guide to Effective
Presentations for Informative Speeches and Speeches of Tribute;”
(2) Label each step of the six-step guide; (3) Follow a key word outline format;
and (4) Be word processed with an easy to read font and font size and be
clear/legible. Failure to meet the requirements will result in a loss of up to two
points for the speech.
f. A works cited list is required and is due just prior to speaking (it may be placed
at the end of your outline). The works cited list must meet the following
requirements: (1) Include at least two references; (2) Follow MLA style format;
and (3) Be word processed with an easy to read font and font size and be
clear/legible. Failure to meet the requirements will result in a loss of up to two
points for the speech.
25
g. Extemporaneous delivery is required. Failure to speak extemporaneously will
result in zero subtotal points being assigned for delivery. Even the appearance
of reading your speech from manuscript will result in this penalty.
h.
i.
j.
k.
Speaking 5 to 6 minutes will result in a loss of 3 points.
Speaking less than 5 minutes will result in a loss of 6 points.
Speaking 11 to 12 minutes will result in a loss of 3 points.
Speaking over 12 minutes will result in a loss of 6 points. If your speech exceeds
12 minutes and 30 seconds, then your instructor will make you aware of the time
and ask you to conclude your speech.
l. If the specific purpose of the speech was not “to inform,” then zero total points
will be assigned for the informative speech.
m. If you are allowed to present the informative speech late (past the due date) but
not allowed to present the informative speech for full credit, then 33 points will
be deducted from your total points earned for the informative speech.
n. 5-10 extra credit points for this informative speech may be earned by using at
least three PowerPoint slides while presenting the informative speech and/or
within one week of presenting your informative speech, request an appointment
to meet with your instructor to review your videotaped informative speech.
*If you plan to use a presentational aid that requires the use of the G4 Macintosh
computer, then be sure to test the aid on a G4 Macintosh computer prior to your
speech due date and come to class early to load your aid on to the computer.
**Check the tentative schedule for your due date. Remember to bring a videotape to
class on your due date.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
Communication: Speaking (Scoring Sheet)
Adapted by Robert Bowery, Marilyn Cristiano, Nancy Morgan Ronan, and Fred Wieck in conjunction with PVCC’s
2004 Summer Assessment Institute.
Adapted from: Cristiano, M. (2003). Training manual for informative and persuasive speaking. Pearson Custom
Publishing. (with author’s permission, for use only at PVCC)
Speaker
Date__________________Time___________________
2 = Meets or exceeds standards
for competence
1 = Needs improvement
26
0 = Does not meet minimum
standards for competence
Organization
1. Excite step:
Gained the audience’s attention by introducing the topic in an
interesting manner
________
2. Launch step:
Stated the purpose and main points
________
3. Relate step:
Told the audience how they can benefit from the information
________
4. Inform step:
Presented information in an organized and logical manner
and used appropriate transitions.
________
5. Reiterate step:
Summarized key points
________
6. Energize step:
Brought the presentation to a satisfying close
________
Comments:
Subtotal Points Earned (12 Points Possible)
________
Delivery
1. Used appropriate volume
________
2. Used variety in volume, rate and pitch
________
3. Used appropriate pronunciation and articulation
________
4. Used appropriate eye contact
________
5. Used appropriate facial expressions, gestures, posture, and movements
________
6. Used minimal vocalized pauses (um, uh) or distracting mannerisms
________
Comments:
________
2 = Meets or exceeds standards
for competence
Subtotal Points Earned (12 Points Possible):
1 = Needs improvement
0 = Does not meet minimum
standards for competence
Content (Speech requirements, quality, and other graded criterion) (Course Specific)
1. Topic was appropriate for the audience.
27
________
2. Topic was sufficiently limited for the time frame allotted.
________
3. Sufficient knowledge of the subject was demonstrated.
________
4. Main points were relevant to and developed the specific purpose of the speech.
________
5. Main points met the needs and interests of the audience.
________
6. Main points were well developed.
________
7. Main points were presented in a clear and interesting way—developed with
high impact techniques that were related to the needs and interests of the audience.
________
8. Language used was accurate, clear, interesting, and appropriate.
________
9. An oral/conversational versus written style of language was used.
________
10. Transitions (including internal summaries and internal previews, if
appropriate) another, and served to clarify the meaning of ideas and the connection
of ideas to were varied, served to show that the speaker was moving from one idea
to one another and to the specific purpose of the speech.
________
Comments:
Subtotal Points Earned (20 Points Possible)
________
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
2 = Meets or exceeds standards 1 = Needs improvement 0 = Does not meet minimum
28
standards for competence
standards for competence
Additional Requirements
1. At least one presentational aid (other than the white board) was used.
________
2. A word-processed outline that follows the “Six-Step Guide to Effective Presentations
for Informative Speeches and Speeches of Tribute,” labels each step of the six-step
guide, and follows a key word outline format was handed in just prior to speaking.
________
3. A word-processed works cited list that includes at least two references and follows
MLA style format was handed in just prior to speaking.
________
Comments:
________
Subtotal Points Earned (6 Points Possible)
Penalties
1. Spoke 5 to 6 minutes. Loss of __3__points.
________
2. Spoke less than 5 minutes. Loss of __6__points.
________
3. Spoke 11 to 12 minutes. Loss of __3__points.
________
4. Spoke over 12 minutes. Loss of __6__points.
________
5. Presented the informative speech late (past the due date) but not allowed to present
the informative speech for full credit. Loss of _35__points.
________
Comments:
________
Subtotal Points lost (41 Points Possible)
The specific purpose of the speech was not “to inform.”
Zero total points assigned for the informative speech.
Overall Comments:
________
Sum of Subtotal Points Earned:
____________
Minus Subtotal Points Lost:
____________
Total Points Earned:
____________
Extra Credit Points Earned:
____________
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
29
CPD160 INTRODUCTION TO MULTICULTURALISM
ORAL FINAL EXAMINATION
Successful completion of this oral final examination will allow you to demonstrate competence
in the following areas:
Learning Outcomes:
a. Building credibility as a public speaker
b. Gaining speaking confidence
c. Preparing, constructing, organizing, and delivering a speech to an audience
d. Using the “Six-Step Guide” in organizing a speech
e. Gaining insight into personal thoughts, feelings, attitudes, and behaviors regarding cultural diversity
f. Assessing personal values, issues, experiences, and environmental influences related to multiculturalism
g. Recognizing instances of cultural privilege and power, and understanding their effects on the relationships
and achievements of individuals and cultures within our society
h. Demonstrating communication and problem-solving skills for effective multicultural interactions
i. Using critical thinking skills in proposing strategies for transforming environments to support diverse
citizenship in a multicultural society.
j. Using active listening skills
k. Using writing skills
Requirements:
1) Present a 15 to 20 minute speech, addressing the following:
a.) Describe your personal cultural and diversity background
b.) Share a time when you have witnessed, or have been involved in a
situation/conflict that involved cultural privilege and or power
i. Analyze and discuss the dynamics involved in the above situation
ii. What could have realistically been done differently to improve the
situation
c.) Propose TWO detailed strategies for transforming an environment (home,
learning environment, workplace, or community) to foster greater support of
diversity
d.) Describe how your personal thoughts, feelings, attitudes, and behaviors regarding
cultural diversity have changed as a result of taking this class
2) Use the attached “Six-Step Guide to Effective Presentations” to organize your speech
3) Use the attached “Delivery Guide to Effective Presentations” for giving your speech
4) Hand in an outline including a works cited or reference page (a minimum of FOUR
outside sources must be used ((not including your text))) one week prior to your speech
5) You may use three 3x5 note cards during your speech
6) Every speech will conclude with a brief question and answer session, requiring you to
“think on your feet”
30
For additional information on using the Six-Step Guide and on presenting speeches, see
Training Manual for Informative and Persuasive Speaking by Dr. Marilyn Cristiano on reserve at the
PVCC Library circulation desk. The manual is also available for purchase at the PVCC
Bookstore.
SPEECH ASSESSMENT RUBRIC FOR CPD 160
Adapted by Robert Bowery, Marilyn Cristiano, Nancy Morgan Ronan, and Fred Wieck in conjunction with
PVCC’s 2004 Summer Assessment Institute.
Adapted from: Cristiano, M. (2003). Training manual for informative and persuasive speaking. Pearson Custom
Publishing. (with author’s permission, for use only at PVCC)
Speaker
_______________Date__________________Time___________________
2 = Meets or exceeds standards
standards for competence
1 = Needs improvement
0 = Does not meet minimum
standards for competence
Organization
1. Excite step: Gained the audience’s attention by introducing the topic in an
interesting manner
________
2. Launch step: Stated the purpose and main points
________
3. Relate step: Told the audience how they can benefit from the information
________
4. Inform step: Presented information in an organized manner
________
5. Reiterate step: Summarized key points
________
6. Energize step: Brought the presentation to a satisfying close
________
Comments:
Delivery
1. Used appropriate volume
________
2. Used variety in volume, rate and pitch
________
3. Used appropriate pronunciation
________
4. Used appropriate eye contact
________
31
5. Used appropriate facial expressions, gestures, posture, and movements
________
6. Used minimal vocalized pauses (um, uh) or distracting mannerisms
________
Comments:
Subtotal Points Earned (24 Points Possible):
________
2 = Meets or exceeds standards
standards for competence
1 = Needs improvement
0 = Does not meet minimum
standards for competence
Content (Speech requirements, quality, and other graded criterion) (Course Specific)
1.) Length of speech (15-20 mins.)
2.) Description of personal cultural/diversity background
3.) Shared a witnessed event involving cultural privilege/power
4.) Provided an analysis of the dynamics involved in the aforementioned event
5.) Demonstrated problem solving in improving the aforementioned event
6.) Provided detailed strategy #1 __________________________________________
7.) Provided detailed strategy #2 __________________________________________
8.) Reflected on personal growth
9.) Effectively answered/responded to question and answer session following speech
10.) Handed in outline one week prior to speech
11.) Included four outside resources (not including text)
______
______
______
______
______
______
______
______
______
______
______
Total Raw Content Points (22 Possible)
______
Total Weighted Content Points = Total Raw Content Points (______) X 3 =
______
Quality (apparent effort, personal investment, quality of resources, depth of speech content)
Total Quality Points (10 Possible)
______
Overall Comments:
Organization and Delivery Points Earned (24 Points Possible):
Total Weighted Content Points Earned (66 Points Possible):
Total Quality Points Earned (10 Points Possible):
32
______
______
______
Total Points Earned (100 Points Possible): ___________
A = 90-100, B = 80-89, C = 70-79, D = 60-69, F = < 60
PSY101 INTRODUCTION TO PSYCHOLOGY
ORAL RESEARCH PRESENTATION
Successful completion of this oral research presentation will allow you to demonstrate
competence in the following areas:
Learning Outcomes:
l. Building credibility as a public speaker
m. Gaining speaking confidence
n. Preparing, constructing, organizing, and delivering a speech to an audience
o. Using the “Six-Step Guide” in organizing a speech
p. Describing the research methods used by psychologists.
q. Describing how psychology is applied in real world situations
r. Using active listening skills
s. Using writing skills
t. Building research and information literacy skills
Requirements:
7) Present a 5 minute speech, addressing the following:
A. Find one scholarly journal article on a topic of personal interest related to
psychology (5 page minimum length, and must be approved by the instructor)
B. Provide a review of the article’s findings
C. Explain why you selected the article, or why the topic is of personal interest
D. Be able to effectively answer any audience questions related to your article
8) Use the attached “Six-Step Guide to Effective Presentations” to organize your speech
9) Use the attached “Delivery Guide to Effective Presentations” for delivering your speech
10) Hand in an outline including a hard copy of your article with a reference page citing your
article on the day of your speech
11) You may use three 3x5 note cards along with a copy of your article during your speech
12) Every speech will conclude with a brief question and answer session, requiring you to
“think on your feet”
33
For additional information on using the Six-Step Guide and on presenting speeches, see
Training Manual for Informative and Persuasive Speaking by Dr. Marilyn Cristiano on reserve at the
PVCC Library circulation desk. The manual is also available for purchase at the PVCC
Bookstore.
SPEECH ASSESSMENT RUBRIC FOR PSY 101
Adapted by Robert Bowery, Marilyn Cristiano, Nancy Morgan Ronan, and Fred Wieck in conjunction with PVCC’s
2004 Summer Assessment Institute.
Adapted from: Cristiano, M. (2003). Training manual for informative and persuasive speaking. Pearson Custom
Publishing. (with author’s permission, for use only at PVCC)
Speaker
Date__________________Time___________________
2 = Meets or exceeds standards
standards for competence
1 = Needs improvement
0 = Does not meet minimum
standards for competence
Organization
1. Excite step: Gained the audience’s attention by introducing the topic in an
interesting manner
________
2. Launch step: Stated the purpose and main points
________
3. Relate step: Told the audience how they can benefit from the information
________
4. Inform step: Presented information in an organized manner
________
5. Reiterate step: Summarized key points
________
6. Energize step: Brought the presentation to a satisfying close
________
Comments:
34
Delivery
1. Used appropriate volume
________
2. Used variety in volume, rate and pitch
________
3. Used appropriate pronunciation
________
4. Used appropriate eye contact
________
5. Used appropriate facial expressions, gestures, posture, and movements
________
6. Used minimal vocalized pauses (um, uh) or distracting mannerisms
________
Comments:
2 = Meets or exceeds standards
standards for competence
Subtotal Points Earned (24 Points Possible): ________
1 = Needs improvement 0 = Does not meet minimum
standards for competence
Content (Speech requirements, quality, and other graded criterion) (Course Specific)
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
Length of speech (5 mins.)
Appropriateness of selected article
Provided a review of the article
Explained why the article was of personal significance
Effectively answered questions during the question and answer session
Handed in outline
Included a full copy of the article used
Wrote a proper reference page for the article
______
______
______
______
______
______
______
______
Total Raw Content Points (16 Possible) ______
Total Weighted Content Points = Total Raw Content Points (______) X 3 =
______
Quality (apparent effort, personal investment, quality of resource, depth of speech content)
Total Quality Points (10 Possible)
______
Overall Comments:
35
Organization and Delivery Points Earned (24 Points Possible):
Total Weighted Content Points Earned (48 Points Possible):
Total Quality Points Earned (10 Points Possible):
______
______
______
Total Points Earned (82 Points Possible): ___________
A = 82-74, B = 66-73, C = 57-65, D = 49-56, F = < 49
“Success: It Is Not Only for the Lucky” (Ineffective Speech Outline to Accompany Training DVD)
Success: It’s Not Just for the Lucky
LAUNCH
1. My topic is on success.
2. I am going to share with you three success strategies that can help you
to achieve your goals successfully.
MAIN POINTS
1. Working hard
a. When we are successful, is it a matter of luck or hardwork?
b. Earl Wilson said, “Success is simply a matter of luck. Ask any
failure.”
36
c. Lucille Ball:
(1) Would you say that Lucille Ball was a successful person?
(2) Lucy said, ““Luck? I don’t know anything about luck. I’ve
never banked on it, and I’m afraid of people who do. Luck to
me is something else: hard work--and realizing what is
opportunity and what isn’t.”
(3) So it seems that as someone said:
“Luck is when preparation meets opportunity.”
The idea that it is important to be prepared through hard work,
so that when an opportunity presents itself, you will be able to
take advantage of it.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
2. Persevering
a. Would you say that Conrad Hilton was a successful person?
b. Conrad Hilton said, ““Success seems to be connected with action.
Successful people keep moving. They make mistakes, but they
don’t quit.”
c. As Annie Duke, a champion poker player, has said: “If you aren’t
caught bluffing once in a while, you are not playing the game
right.”
3. Developing a sense of urgency
a. Ed Bliss a time management expert said,
37
“You’ll never accomplish your goals until you realize that someday
is not a day of the week.”
b. Do not put off until tomorrow what you can do today!
c. In order to this, you need to be good at delaying gratification.
(1) What does it mean to delay gratification?
(2) “Sacrifice is giving up something good for something better.”
(3) You can pay now and play later, or you can play now and pay
later.
REITERATE
2. I discussed three success strategies with you today:
a. Working hard
b. Persevering
c. Developing a sense of urgency
ENERGIZE
That’s it.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
“Success: It Is Not Only for the Lucky” (Effective Speech Outline to Accompany Training DVD)
Success: It’s Not Just for the Lucky
EXCITE
38
How many of you want to achieve your goals in life successfully?
Me too.
LAUNCH
1. We can adopt certain strategies to help us to be successful.
2. I am going to share with you three success strategies that can help you
to achieve your goals successfully.
3. The three success strategies I am going to share with you are the
importance of:
a. Working hard
b. Persevering
c. Developing a sense of urgency
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
RELATE
39
Since we all have set goals, it seems fitting to stop for a moment and
reflect on some strategies we can use to successfully achieve our goals.
MAIN POINTS
1. Working hard
a. When we are successful, is it a matter of luck or hardwork?
b. Earl Wilson said, “Success is simply a matter of luck. Ask any
failure.”
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
c. Click on next side.
40
(1) Who was that?
(2) Would you say that Lucille Ball was a successful person?
(3) Lucy said, ““Luck? I don’t know anything about luck. I’ve
never banked on it, and I’m afraid of people who do. Luck to
me is something else: hard work--and realizing what is
opportunity and what isn’t.”
(4) So it seems that as someone said:
“Luck is when preparation meets opportunity.”
The idea that it is important to be prepared through hard work,
so that when an opportunity presents itself, you will be able to
take advantage of it.
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
41
2. Persevering
a. Would you say that Conrad Hilton was a successful person?
b. Conrad Hilton said, ““Success seems to be connected with action.
Successful people keep moving. They make mistakes, but they
don’t quit.”
c. Show Kedra Holland-Corn Video
42
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
3. Developing a sense of urgency
a. Ed Bliss a time management expert said,
“You’ll never accomplish your goals until you realize that someday
is not a day of the week.”
b. Do not put off until tomorrow what you can do today!
c. In order to this, you need to be good at delaying gratification.
(1) What does it mean to delay gratification?
43
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
(2) “Sacrifice is giving up something good for something better.”
(3) You can pay now and play later, or you can play now and pay
later.
REITERATE
1. There are strategies we can adopt to help us to achieve our goals in
life successfully.
2. I discussed three success strategies:
44
a. Working hard (preparing for opportunities)
b. Persevering (can’t quit)
c. Developing a sense of urgency (do it today and delay gratification)
Copyright: Dr. Marilyn Cristiano (with author’s permission, for use at PVCC)
ENERGIZE
1. Dennis T. Jaffee and Cynthia D. Scott in their book, Take This Job and
Love it, write:
“Often what looks like individual
performance is in fact supported by a sense of
confidence derived from positive, supportive
relationships.”
2. Since we all want to be successful, let’s all help each other to achieve
our goals! I wish you all great success!
3. Thank you!
45
The Relate Step:
(1) Tells the audience that your topic is worthwhile, significant, & appropriate.
(2) Tells the audience how they can benefit from listening to your speech.
Below are some examples.
Developed by Felicia A. Ramirez (all rights reserved). May be duplicated at Paradise Valley
Community College without permission.
Xeroscaping
Phoenix Art
Museum
PVCC Campus
Services
The Chador
Dog Signs
Book: Who
Moved My
Cheese
As the Valley population grows, water conservation will become an increasingly important
issue and xeroscaping is a vital part of our individual effort to conserve. Also, by learning
about xeroscaping, you could learn how to save money on your next month's water bill.
The Phoenix Art Museum is a great place for you and your families to experience art and
learn about other cultures. By listening carefully to this information you can learn about
key exhibits to look for, times that you can visit at a discount rate, and interesting tidbits
with which to impress your date.
Learning about the services available on campus is vital to your academic success. These
services can assist you with everything from academic planning to getting money to pay
your tuition.
It is important for us to learn about cultural artifacts like the Chador, so we can increase
our knowledge of other cultures, learn to appreciate our differences, and create informed
opinions based on facts instead of stereotypes.
We can all benefit from an understanding of dog signals. If you do have a dog, it’s
important that you learn how your dog is feeling or what your dog needs by reading the
signals being sent. If you don’t have a dog, it is still important; you will be able to
anticipate a dog’s actions if you meet one on the street.
This book teaches us how to anticipate, handle, and use change to our advantage. Change
is an evitable part of life, and the information I am sharing about this book can help you to
accept change.
46
Most of us have probably taken some form of sex education class in school. Think for a
Sex Education
moment about the quality of the class and the information given to you. During my
Policy
presentation, I’ll be addressing significant changes that will improve the quality of the
classes your younger siblings or children will be experiencing.
This is a significant topic for all us. All of us spend time on the road, whether it’s driving
or riding with others. At any given time, a driver under the influence could be in the lane
DUI Policy
next to us, putting us and loved ones in danger. This is why this topic is so important for us
to consider.
Breast cancer affects all of us—women and men. Many of us probably already have or
will have someone close to us whose life has been touched by breast cancer. According to
Self-Breast Exam the American Cancer Society, approximately 1 in 8 women will develop breast cancer,
Policy
there are approximately 2 million breast cancer survivors in the U.S., and in 2006
approximately 1700 men will be diagnosed with breast cancer. For these reasons my
policy proposal is beneficial to us all.
Communication is an inevitable aspect of our lives. We communicate with ourselves, our
Communication
families and friends, co-workers and many others throughout our day; but, we usually
Education
don’t spend much time working to understand and improve our communication. You will
learn today about how communication education can benefit all of our lives.
47