1
Table of Contents:
Welcome letter
Grading RUBRIC for presentations
Expectations in the course
Standards in the course
Note taking Tips
Solutions to Common Problems
Extra credit assignment
Grading RUBRIC for written assignments
Speech critiques
Outline Template
Grading Criteria for the Outline
Narrative speech
Informative speech
Includes section on citing sources
Persuasive speech
Includes section on Monroe’s Motivated Sequence
Course Objectives
Getting Ready for the Exam
Extra Credit Guidelines
pages 3
pages 4
page 5
page 5
page 6
page 7
page 8
page 9
page 10-11
page 12
pages 13-14
pages 15-16
pages 17-22
pages 23-28
page 29
page 30
page 31
COMS 103
Dr. Brewster
2
Welcome to COMS 103 Oral Communication!
I look forward to getting to know each of you.
Over the years, I have learned that many of you dread taking this class (don’t
worry I felt the same way when I had to take this class) but I hope that you will find
your worries to be unfounded. I work very hard to try to create a comfortable learning
environment, primarily because I need you to participate in order for this class to work.
This is a participatory-based class where we will all work together to help each
other improve our communication skills. Consequently, you will play an active role in
your own learning as well as active role in the learning of the other students in this class.
Research has shown that when you are an active participant in a class you increase how
much you remember as well as how much you can recall after the semester has ended.
However, more than that, I have found that when you are an active participant in my
class you will look forward to coming to each class session and your fears of public
speaking will soon decrease.
Since this class is participatory, you will find that you will put a lot of thought
and effort into this class. Much learning will occur both in class and out side of class.
However, while this class is demanding, I hope that you will both enjoy this experience
and learn a great deal about communication, how you communicate, and how to be a
better communicator.
So, look around at your colleagues next class session, and start to remember some
of their names because they will help you this semester. I also encourage each of you to
stop by my office to chat. We can work together to help you achieve your educational
goals.
Sincerely,
Dr. Lisa
COMS 103
Dr. Brewster
3
Assessment Criteria for Speeches
An “A” speech
“WOW !”
Introduction
and
Conclusion
Content,
Language,
and Visual
Aids
Body
Language,
Facial
Expressions,
Eye
Contact, and
Voice
Overall
Appearance
Solid introduction and
conclusion with a creative
attention getter and final
remark, clear topic
statement, relevant
credibility, solid preview
and summary
Great call to action
Excellent inclusion of
resources, citations in
speech when necessary,
clear, vivid language
which made me feel the
speech through 2 or more
senses
Professionally appearing
visual aids which were
used wonderfully
throughout the speech
Confident, comfortable
delivery, speaker appeared
natural and conversational
with no verbal pauses
Lively face and facial
expression, matched the
tone of the topic, scanned
the audience well while
also using note cards
appropriately
Energetic, enthusiastic
voice which matched the
tone of the topic a nice
volume and great variation
of pitch
Great fluency of speech
Appeared as if they had
rehearsed this speech
enough, polished delivery
Genuine interest, positive
feelings towards topic and
the audience
A “B” Speech
“Pretty Good!”
A “C” Speech
Introduction almost
complete, not as strong as it
could be
Needs improvement on
either (attention getter, final
remark, topic statement,
credibility, preview and
summary)
Deals with a challenging
topic, not all material that
needs to be cited is cited
Speech a bit too
conversational &/or some
usage of slang, sexism, &/or
jargon
Language needed to be a
little more emotive with
more attention paid to the
senses
Proficient use of transitions
Visual aids done
satisfactorily
Delivered in a fluent
confident manner
Seemed natural,
conversational although
slightly nervous &/or uneasy
little movement from the
speaker
Varied eye contact
throughout most of the
speech
Introduction and Conclusion
are identifiable
Preview and summary are in
appropriate places
Attention getter &/or final
remark blend in with the rest
of the speech
Introduction and conclusion
there but hard to distinguish
Preview &/or summary
missing
Conform to the assignment
(narrative, informative,
persuasive)
Speech direct and easy to
understand
Visual Aids are presented
throughout the speech and
presented professionally
Sources are cited in speech
when needed
Not prepared according to
the assignment
Visual aids missing &/or
unprofessional
Visual aids handled in an
unprofessional manner
Reasonable comfort and
confidence
Reasonable amount of eye
contact with the audience
Remain behind the podium
throughout the speech
Little or no movement from
the speaker
Delivered in a matter of fact,
here is what you need to
know, manner
Read from a manuscript or
delivered from memory
No audience interaction and
involvement
Needed at least one more
practice
Skillful delivery with
moderate amount of fluency
throughout the speech
Ready for the assignment on
the assigned day
Conform to the time limit
Prepared any special
requirements (outline,
visuals, sources, etc.)
Needed to rehearse a couple
more times
Clearly unrehearsed and
unprepared for the speech
A “D” Speech
“Keep Trying”
COMS 103
”Maybe Next Time”
Dr. Brewster
4
Guidelines of Courtesy for the speeches that take place in the classroom:
1. Cell phones should be turned off while in class or placed on vibrate. Please do not
disturb the class with these items! Particularly on speech days!!! Should your phone
ring during a student speech you will have 5 points deducted from your speech.
2. If you arrive late to class on a day speeches are scheduled WAIT OUTSIDE THE
CLASSROOM until you hear applause at the conclusions of the speech. We would not
want to interrupt anyone’s speeches.
3. Please remove hats and sunglasses both in class and during your speeches.
4. If a student arrives to class on speech days after the class has concluded (due to an early
finish), the student cannot give the speech at a later date.
5. If a student arrives to class on speech days over ½ of the way through the class, that
student will be considered absent and will not be able to deliver their speech.
6. If you elect not to deliver your speech, due to an unforeseen incident, you will receive a
zero on your speech and will not be able to make it up.
7. Please treat other students with verbal and nonverbal dignity and respect!
8. Students with disabilities who may need academic accommodations should discuss
options with me during their first two weeks of class.
Standards Expected in this Course
1. Your formal outline and bibliography will be collected on the day you are assigned to
speak.
2. Since there is a tremendous amount of written work in this class, all assignments turned
in after the printed due dates in the syllabus will receive half credit, no exceptions.
3. Rough outlines will not be collected after the printed due date on the last page of the
syllabus. Rough outlines will be collected approximately one week before your
speeches, see calendar for exact dates.
COMS 103
Dr. Brewster
5
NOTE TAKING
Taking good notes both in class and while reading the textbook will make your study time
more effective. The time and effort you take now to improve your study skills will benefit
you throughout the course.
NOTE TAKING IN-CLASS
Sometimes it is difficult to determine what information given during a lecture should be
written down. Here are a few suggestions. In general, you should take notes on:
•
•
•
•
•
•
•
•
•
All information written on the board
All pertinent information not included in the textbooks
Definitions given
Key words or phrases
Lecture objectives discussed
Examples that clarify a concept
Examples that will facilitate recall of a concept
Assignment instructions
Anything that seems IMPORTANT
NOTE TAKING WHILE READING
Not only should you highlight your textbooks when reading them, you may also find it
helpful to take notes on the material covered. This can be done either in a notebook or on
note cards. Note cards are particularly convenient because you can use them as flash cards
when studying for an exam. Although this process can be time consuming, it will assist
you in studying for exams and improve your retention of the information covered. When
reading, you should be sure to take notes on:
•
•
•
•
•
•
•
Definitions
Key words or phrases
Steps to a process
Diagrams
Examples that clarify a concept
Examples that will facilitate recall of a concept
Anything that seems IMPORTANT
Remember: All material included in the lectures and/or in the textbook may appear
on my final exam.
COMS 103
Dr. Brewster
6
No Excuses! Be a Problem-Solver.
Excuse #1: “I didn’t have enough time”
Solution: Budget your time wisely. Use the calendar of assignments in the syllabus.
Get it done early. Avoid procrastination (i.e. the night before) because the
unexpected does happen.
Excuse #2: “I was sick last night”
Solution: Don’t wait until the last minute to complete assignments. The syllabus
assigns everything in advance and you are given plenty of time to do it.
Excuse #3: “My printer isn’t working”
Solution: Go to FedEx Kinkos, the ILC or even the library! Print it out the night
before it is due. Use a friend’s printer.
Excuse #4: “I ran out of paper”
Solution: Go to FedEx Kinkos, the ILC or even the library! Print it out the night
before it is due. Use a friend’s printer.
Excuse #5: “I didn’t understand the assignment, so I didn’t do it.”
Solution: If you don’t understand something, you need to ask me or make friends
and ask them. Also, I have spent countless hours trying to develop this
information packet so that every assignment is explained in this packet.
Excuse #6: “I never got your email.”
Solution: If I tell you that I emailed the class information and you never received
it, the responsibility is on you to make sure you get the information once you are
notified. Check your email. Make sure I have your correct email address by
emailing me.
Excuse #7: “It was due today?? I didn’t know.”
Solution: Keep this packet & syllabus with you for every class so you can keep
yourself informed. Write down due dates on your personal calendar.
Excuse #8: “I lost my syllabus, can I get another one?”
Solution: Go to www.drlisabrewster.com, click on your class, look in the scrolling
timeline for the syllabus OR go to the online component of this class and find it on
the home page.
Excuse #9: “I wasn’t here in class, I didn’t know something was due.”
Solution: Check your syllabus and contact a friend to find out what you missed.
Just because you are not here doesn’t mean class stops! You are responsible for all
material missed.
YOUR EDUCATION IS YOUR RESPONSIBILITY!
COMS 103
Dr. Brewster
7
Chapter Outline Extra Credit
This is due the same day that you are taking the exam in the class.
I will NOT accept this late!
To receive bonus 10 points, you will need to summarize each of the chapters in the
textbook that we cover in class (refer to your syllabus for the exact chapters). Each chapter
outline should be 1-2 pages in length; therefore, the entire extra credit packet should be no
more than 30 pages. Also, they should act as notes of the chapter- not just a list of keys
terms and ideas and they must be in your own words. Do NOT lift whole sentences out of
the text and rewrite what your author has written.
At the end of this packet, there is a handout for each chapter that you can use as a guide to
help you take notes.
I know that reading the textbook is critical to your success in this class so my ONLY extra
credit assignment is actually designed to help you do better in my class.
Do not do this assignment with another person and turn it is, this is not a group thing, it is
an individual project. Should you elect to do this as a group project, neither of you will get
credit.
Remember, this is extra credit and does not have to be done. If you chose not to do this do
NOT ask me for another opportunity!
COMS 103
Dr. Brewster
8
Below you will find a RUBRIC explaining how I will be grading your critiques and your
assignments and discussion board responses.
Please review the various levels to make sure that your papers are written in the best
manner possible.
WRITING PROFICIENCY RUBRIC
Theme
Organization
Writer: Did
I explain the
central question,
the background of
the issue, and my
point of view
(thesis) clearly?
Writer: Did the
ideas build
logically, allowing
the essay to flow
in an unbroken
manner?
Level 1:
I understood from
the start what the
essay was about.
The thesis was
strong, clear, and
original.
Level 1:
I followed the
logic of the essay
from beginning to
end.
Level 2:
Level 2:
I understood the
Sometimes I felt I
central question,
would put things
the background of in a different
the issue, and/or logical sequence.
the point of view
I was still able to
(thesis)
follow the essay
eventually. The
in general.
central ideas of
the essay were
weak or vague.
Level 3: I did not Level 3:
know what the
I interrupted my
essay was about. reading to try to
Further reading
work out the logic
did little to help
of the essay.
me.
©2006 Teresa Neal
Words, Usage &
Citing Sources
Grammar
Writer’s Questions
Writer: Did my
Writer: Did I cite
grammar, syntax others’ works and
and punctuation
ideas? Did I
provide the cues
follow standard
and direction I
conventions for
intended the
citing sources?
Reader to go?
Reader’s Comments
Level 1:
Level 1:
I continuously
Outside sources
read the essay
supported the
without feeling
essay. My
interrupted by
reading was not
miscues.
interrupted by the
citation
convention used.
Level 2: I was
able to read the
essay with
minimal sense of
interruption by
punctuation
miscues or
incorrect
spellings.
Level 2:
Outside sources
helped slightly to
advance the
argument. I was
distracted by the
citation
convention used.
Level 3:
I interrupted my
reading to decode
spellings,
punctuation, and
word usage.
Level 3:
Inaccurately cited
sources or lack of
sources did not
advance the
argument.
COMS 103
Overall Success
Writer: Did I
succeed in
making my ideas
and intentions
come across
clearly to the
Reader?
Level 1: I feel
confident I
understood the
essay. The
writer's tone and
word usage were
consistent with
the writer's
argument.
Level 2: In
general, I
understood the
essay Sometimes
the writer's
argument or tone
changed or was
inconsistent
throughout the
essay
Level 3: I know
little or nothing of
what the writer
was trying to
convey to me.
Dr. Brewster
9
Critiques for speeches:
This assignment is due one week after you give your speech
Ø You will be expected to bring in a USB (Thumb Drive) on the day you are assigned
to speak so your speech can be recorded.
Ø All of your speeches will be video taped and you are to watch the speech and type
up critique. (SEE NEXT PAGE FOR DETAILS!)
Ø Aside from the paper, you are also expected to grade your speeches using the
evaluation sheets provided in this packet. (The objective is for you to critically
evaluate your own speech based on the criteria discussed in class and on the
RUBRIC.)
• Write comments on the evaluation sheet, as I do, so that I can get a clear
understanding of how you arrived at the grade.
To calculate your grade: add up the numbers placed in the sub headings
Ø Following the persuasive speech, your critique will be an evaluation of your overall
progress in the class not just a paper reporting what you did on your persuasive
speech..
• You are to watch all of your taped speeches in succession and turn in a 2-3
page critique commenting on all 3 speeches.
• In this critique, you will look at your improvement between the speeches as
well as one thing to continue to improve on for future speeches.
**Don’t forget to grade your persuasive speech and turn that it with the overall
evaluation**
COMS 103
Dr. Brewster
10
Critiques for speeches continued:
After watching your speech performance on the videotape, (make sure to rewind
and cue the video when you are done! J) you are to write a one-page paper analyzing your
performance on the speech.
v Pick the elements in your speech that you did well on and need to improve and be
realistic. You can't cover everything, but you want to discuss more than delivery.
What about the organization and content of your speech? How was it? How do you
know? How can you improve it? Provide proof to support your assertions.
• Here's a start to your paper. What did you do well in your speech and why?
Give detailed examples (proof) to support your opinions. What do you need to
improve and why? Again, give specific examples from your speech. Provide
proof (examples) from your speech video. Do talk about how you felt or thought
you did; use the video to write about how you appeared.
v When composing your paper, use the correct communication terms for what you are
describing. I need to know that you understand and can identify key terms and concepts
from this course.
v In the last paragraph of the critique, identify 2 specific things you will target for
improvement in your next speech and describe in detail what you will do to help make
the improvement a reality.
v Papers should be approximately 1-2 pages in length. Handwritten papers will NOT be
accepted.
Important:
I am only interested in what you saw on the video and why you feel the way you
do. Furthermore, do not retell what you did during your speech or how you prepared. I only
want to know about what you saw on the video, what you thought about your performance
and why.
v Papers are due a week after your speech.
v When you discuss what you think you did well, provide proof from the video. When
you discuss what you feel you need to improve, again provide proof from the video.
Always support your contentions with proof. This is a must! Be sure to discuss more
than delivery.
v Since this is a formal paper, spelling, sentence structure and grammar count. Use the
spell and grammar checker from your word processing program. If you need help, you
can visit The PLACe, our tutorial center, in D-107 (619-388-7852).
v Remember, this paper is about what you think you did well and what you feel can be
improved and why—there is a big difference!
COMS 103
Dr. Brewster
11
Name
Day of class
General Purpose:
Specific Purpose
Thesis:
Organizational Pattern:
I.
Attention Getter
A.
Topic Statement
B.
Credibility
C.
Preview
D.
II. (transition)
Main Point
A.
1.
Sub Point
2.
Main Point
B.
1.
Sub Point
2.
III. In conclusion, (transition)
Summary
A.
Final Remark
B.
COMS 103
Dr. Brewster
12
Each formal presentation has a required outline that must be submitted
with the presentation.
As always contact me if you need help, I’d be happy to review your outline at least 48
hours PRIOR to the date it is due if needed.
How an outline is graded
Top of the Outline
General purpose
is identified
is correct
Specific purpose
is identified
includes all three required elements
does not use the word “and”
Thesis Statement
is identified
is one full sentence
summarizes the entire speech
is message centered
Overall Format
Outline format
Follows the template given in class
Has each of the elements listed on the template
Individual Elements
Attention Getter
Is identified
Serves its purpose of getting the audiences attention, bringing them into the
speech
Topic Statement
is identified
is correct
Credibility
is identified
states the speakers credibility AND/OR shows how the topic is relevant to the
audience
Preview
Is identified
Lists all of the main points in the exact same words, exact same order
II Transition sentence
Is identified
Serves the purpose of a transition sentence
COMS 103
Dr. Brewster
13
Main points
At least 2
Limited to only one sentence
Concepts relevant to topic
Sub points
At least 2
Limited to only one sentence
Concepts relevant to main points
III Transition sentence
Is identified
Serves the purpose of a transition sentence
Begins the conclusion of the speech
Summary
Is identified
Lists all of the main points in the exact same words, exact same order
Includes one main idea from each main point for the listener to remember
Final Remark
Is identified
Brings the speech closure
Leaves the audience thinking about the topic
Bibliography (works cited page)
A minimum of three sources cited
Sources are credible
Cited correctly, using MLA
COMS 103
Dr. Brewster
14
Narrative Speech Assignment
Length 3 - 5 minutes
Visual Aid: Not required but helpful
Formal Outline: Required (to be turned in on the day of your speech)
Purpose The purpose of this assignment is to show you how to focus any story and make it
into a well thought out, interesting speech. Choose a particular moment in your life in
which you learned a valuable lesson or fact. Expand on this topic by focusing on how the
audience could benefit from knowing this information. It could be something you learned
in hindsight or something you are still trying to understand (i.e. a moral issue); however,
either way it must be relevant to the audience.
Objective: This speech should be an original effort to convey a story about your
experiences to your audience in an interesting manner. While you will be conveying a story
in this speech, you must still follow the speech organizational pattern: Introduction, Body,
and Conclusion! Also focus on how knowing this information will benefit your audience –
it is not just a story.
Grading Criteria: The speech should be interesting, well organized, competently
presented, and should be appealing to your audience. You must have a captivating
introduction, logical organization in the body, and have a conclusion that summarizes your
theme memorably.
Pay attention to timing as it is imperative you learn how to curtain a presentation to the
time limit. Practicing will help you get your timing into the 3-5 minute requirement.
COMS 103
Dr. Brewster
15
Narrative Speech Assessment Sheet
3= well done, present in the presentation and meets standards
2= needs improvement, partial credit is awarded because it is there, you are on the right
track but it needs to be reviewed as to exactly what it should be like
1= not visible in the presentation and/or done incorrectly
/24
Structure
/9
Introduction
______ the attention getter drew the audience into the speech
______ the speaker stated the topic and why it was important to listen
______ the preview was a concise list of the main points
/6
Body
______ the speaker flowed well from one main point to the next with helpful
transitions
______ the speaker transitioned to the conclusion smoothly
/9
Conclusion
______ the summary listed all of the main points in the same order as discussed in
the body
______ the summary included the important ideas and concepts the speaker
wanted to the listeners to remember
______ the final remark left me thinking about the speaker’s topic &/or brought
the speech to full closure
/15
Delivery
______ the speaker’s movements and posture showed confidence and comfort
______ the speaker’s facial expressions were alive and appeared natural
______ the speaker maintained eye contact with the entire audience
______ the speaker’s voice was dynamic, showing enthusiasm
______ the speaker spoke extemporaneously (prepared and practiced but not
memorized
/1
Time
______ the speaker spoke in the required time frame
COMS 103
Dr. Brewster
16
Informative Speech Assignment
Length: 4-6 minutes
Audio/Visual Aids: required
Cited Research Sources: minimum of 3, but 2 different types of sources
Formal outline and bibliography: Required (to be turned in on the day of your speech)
Purpose: The purpose of this speech assignment is for you to choose a topic that you find
interesting and learn how to effectively explain, illustrate, and/or educate your audience on
that topic. A visual aid must be used at some point during the speech.
Objective: This speech should be an original effort to inform your audience about your
topic in an interesting manner. The majority of the speech should consist of NEW or not
widely known information (about 60% should come from research). You should engage in
audience analysis to be certain the speech is appropriate to your group. I will try to provide
class time to do this but if you need time on a different day than I have allotted, please ask!
Grading Criteria: The speech should be interesting, well organized, competently
presented, and you must use a visual aid effectively. In addition:
1. Any speech that does not meet the time requirement will receive a full letter grade
penalty.
2.
You can use note cards during your speech; however, you can have no more than 6
cards. Should you choose to write either part of or your entire speech on note cards or
a sheet of paper you will receive a grade no higher than a D for your speech.
3.
Any speech without visual aids will be penalized one full letter grade.
COMS 103
Dr. Brewster
17
Citing Sources
http://www.lib.duke.edu/libguide/citing.htm
not only a great website to learn about this, but also where I got the
information from!
When you are quoting or paraphrasing another person's thoughts or ideas, you
must cite where those thoughts or ideas have come from.
Citing sources serves two purposes:
1. The original author is given credit for his or her thoughts or ideas.
2. The reader is given the information he or she needs to find an original source in order to
get clarification, get more information, or assess the credibility of the source.
DOCUMENTING SOURCES
Borrowed
material should
be documented.
Any time you
incorporate into your
writing ideas,
words, key phrases,
or pictures that were
not originally
created by you, you
must give credit to
the original author
by citing the source.
You must cite direct quotes.
You must cite paraphrases. Paraphrasing is rewriting a passage
in your own words. If you paraphrase a passage, you must still
cite the original source of the idea.
You must cite ideas given to you in a conversation, in
correspondence, or over email.
You must cite sayings or quotations that are not familiar, or
facts that are not "common knowledge." However, it is not
necessary to cite a source if you are repeating a well known quote
such as Kennedy's "Ask not what your country can do for you . .
.," or a familiar proverb such as "You can't judge a book by its
cover." Common knowledge is something that is widely known.
For example, it is common knowledge that Bill Clinton served two
terms as president. It would not be necessary to cite a source for
this fact.
COMS 103
Dr. Brewster
18
TAKING NOTES
Sloppy notetaking increases
the risk that you
will
unintentionally
plagiarize.
Identify words that you copy directly from a source by placing
quotation marks around them, typing them in a different color, or
highlighting them. (Do this immediately, as you are making your
notes. Don't expect to remember, days or weeks later, what phrases
you copied directly.) Make sure to indicate the exact beginning
and end of the quoted passage. Copy the wording, punctuation and
spelling exactly as it appears in the original.
Unless you have
taken notes
carefully, it may be
hard to tell whether
you copied certain
passages exactly,
paraphrased them, or
wrote them yourself.
This is especially
problematic when
using electronic
source materials,
since they can so
easily be copied and
pasted into your own
documents.
Jot down the page number and author or title of the source
each time you make a note, even if you are not quoting directly but
are only paraphrasing.
Keep a working bibliography of your sources so that you can go
back to them easily when it's time to double-check the accuracy of
your notes. If you do this faithfully during the note-taking phase,
you will have no trouble completing the "works cited" section of
your paper later on.
Keep a research log. As you search databases and consult
reference books, keep track of what search terms and databases
you used and the call numbers and url's of information sources.
This will help if you need to refine your research strategy, locate a
source a second time, or show your professor what works you
consulted in the process of completing the project.
Cite Properly to Avoid Plagiarism!
Plagiarism, "the unauthorized use or close imitation of the language and
thoughts of another author and the representation of them as one's own original
work" (Random House Unabridged Dictionary, 2nd ed.), can be committed as an
accidental oversight or intentionally
Examples of Plagiarism
o
o
o
o
o
Copy from published sources without adequate documentation.
Purchase a pre-written paper (either by mail or electronically).
Let someone else write a paper for you.
Pay someone else to write a paper for you.
Submit as your own someone else’s unpublished work, either with or without
permission.
COMS 103
Dr. Brewster
19
INFORMATIVE OUTLINE CHECKLIST
The informative outline is the first step toward your first speech. You may even bring in
rough draft outlines for me to look over. The checklist below has been provided to aid in
putting together the final draft.
o Name, date, class, time, & my name in the
upper left hand corner of the 1st pg of
outline.
o The top of the outline is completed
o The outline is typed, double spaced, &
stapled.
o The outline has proper subordination &
structure.
o Check grammar, spelling and punctuation.
o A minimum of 3 sources utilized.
o Full-Complete sentences.
o Outline has 3 main points.
o Transitions between main points.
o The preview is a clear list of all of the main
points
o The summary lists all of the main points and
one thing about each to help the audience
remember
o There is a reference page which follows MLA
or APA format
REMEMBER:
1. An engaging attention getter.
2. A good reason to listen. Why should they listen you for the next five minutes? Would it be
helpful for them to know this info? How so? How will it affect their lives?
3. Speaker Credibility. What have you done to prepare for this presentation: Your professional,
academic, personal experience with this topic?
4. A good preview letting the audience members know exactly what will be discussing today. Also
include signifiers (first, second, third) so that as a listening audience we can keep them on that same
page.
5. Transitions between each main point. Good transition words are: “Although”, “Even though”, or
“While”.
6. A proper review. letting the audience know exactly what you discussed. Use words such as:
first, second, finally, as indicators to your listening audience.
7. A good reason to remember. Why is it important for the audience to remember this information
you gave them today? Give them a Reason to Remember as a motivation to remember. Leave us
with something motivational (maybe a quote).
8. On your reference page, check the MLA or APA websites for the correct order of information. A
good citation website is www.citationmachine.net
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Informative Speech Assessment Sheet
3= well done, present in the presentation and meets standards
2= needs improvement, partial credit is awarded because it is there, you are on the right
track but it needs to be reviewed as to exactly what it should be like
1= not visible in the presentation and/or done incorrectly
/27 Structure
_____ /9 Introduction
______the attention getter drew the audience into the speech
______the speaker had all four parts of the introduction
______the preview was a concise list of the main points stated in the same
order as in the body of the speech
_____ /12 Body
______the content of the speech was developed following the criteria
______research was cited in the speech when necessary
______the speaker had transitions
_____ /6 Conclusion
______the summary listed all of the main points and one sub point for each
in the same order as discussed in the body
______the final remark left the audience thinking about the speaker’s topic
&/or brought the speech to full closure
_____ /3 Time
the speech was delivered in the allotted time frame
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/33 Delivery
/6 Body Language
______ the speaker’s movements and posture showed confidence &
comfort
______ the speaker gestured naturally
/6 Facial Expressions
______ the speaker’s facial expressions were alive and appeared natural
______ the speaker maintained eye contact with the entire audience
/6 Voice
______ the speaker’s voice was dynamic, showing enthusiasm
______ the speaker spoke extemporaneously
/6 Language
______ the speaker used specific examples to illustrate the content
discussed
______ the speaker did not use fillers in the speech (um, uh, like, etc)
/6 Visual Aids
______ the visual aids were prepared as outlined in the textbook
______ the speaker spoke to the audience not the visual aids
____/3 Speaker
The speaker was prepared and practiced this speech
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Persuasive Speech Assignment
Length: 6-8 minutes
Audio/visual aids: required
Cited Research Sources: minimum of 3, but 2 different types of sources
Typed formal outline and bibliography: Required (to be turned in on your speech day)
Audience Analysis: questions, responses and paragraph on how you used the questions to
develop the body of your speech (to be turned in on your speech day)
Persuasive Checklist- found in this packet (to be turned in on your speech day)
Purpose: The purpose of this speech is for you to choose a topic, which you find
interesting, and learn how to effectively explain, illustrate, and move your audience, to
some action. A visual aid will be used at some point during the speech. This speech must
be a Question of Policy speech. Refer to your text to make sure that your speech is a
Question of Policy speech! You must also use Monroe’s Motivated Sequence as the
organizational pattern. A detailed explanation of Monroe’s can be found in this packet.
Objective: This speech will require considerable research and skillful use of the methods
of persuasion. Special interest should be paid to reasoning, evidence, and language. Be
sure to analyze your audience and identify and adapt your speech to the target audience.
Grading Criteria: The speech should be interesting, well organized, competently
presented, and you must use a visual aid effectively. In addition:
1 Any speech that does not meet the time requirement will receive a full letter grade
penalty.
2. Any speech that does not have a clear thesis and/or main points will receive a grade no
higher than a D.
3. You can use note cards during your speech; however, you can have no more than 6
cards. Should you choose to write either part of or your entire speech on note cards or a
sheet of paper you will receive a grade no higher than a D for your speech.
4. Any speech without visual aids will be penalized one full letter grade.
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Monroe’s Motivated Sequence
Organization plays a central role in the persuasive speech: The speech must logically
establish why the audience must change. (Unless audience members feel that there is
something wrong with what they are doing or feeling, they are unlikely to change.) While
other persuasive designs are also effective in preempting psychological resistance to
change, the most widely used organizational pattern for public speaking is Monroe’s
motivated sequence.
A. Monroe’s motivated sequence (problem-solution organizational format)
1. Gain the audience’s attention
Attention-getters grab the audience, arousing curiosity about what the
speaker is going to say.
2. Identify unfulfilled needs.
The speaker must establish a clear, urgent, and unfulfilled need in the
mind of the audience. This is a critical step in the sequence. No solution
should be proposed during this stage.
3. Propose a solution that satisfies.
Present the solution to the needs or problems described in Step 2. During
this stage, speakers must also identify and eliminate possible objections
to the solution.
4. Visualize the resulting satisfaction.
Intensify audience members’ desire for the solution by getting them to
visualize what their lives will be like one they’ve adopted it. Use vivid
images and verbal illustrations to support the benefits of the proposed
solution.
5. Define specific action.
In the final step, the speaker must turn the audience’s agreement and
commitment into positive action. Tell audience members what they need
to do to obtain the described solution and its benefits.
STEP
FUNCTION
IDEAL AUDIENCE RESPONSE
Attention
to get audience to listen
"I want to hear what you have to
say"
Need
to get audience to feel a need or want
"I agree. I have that need/want
Satisfaction to tell audience how to fill need or want "I see your solution will work"
Visualization
to get audience to see benefits of
solution
"This is a great idea"
Action
to get audience to take action
"I want it"
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Attention Step
Functions
To gain attention
To secure good will and respect
To prepare the audience for discussion of
your topic
Methods
Reference to a subject, event, or occasion
Personal greeting
Rhetorical question
Startling statement/statistics
Quotation
Humorous anecdote
Illustration
Need Step
Functions
To describe the problem
To make your audience uncomfortable
with the status quo
Methods
Statements (backed by evidence)
Illustration
Show ramifications
Pointing
Satisfaction Step
Functions
Methods
To present a solution to the need described
Statements (backed by evidence)
above
Explanation
Theoretical demonstration
Practical experience
Meeting objections and potential
counterarguments
Visualization Step
Functions
Methods
To intensify your audience’s desire to
Positive method (“see” what will happen
adopt the solution and action you propose
on adoption)
To help the audience to “see” the results
Negative method (“see” what will happen
if not adopted)
Contrast method (“see” adoption vs. nonadoption)
Action Step
Functions
Methods
To focus the thoughts of your audience
Challenge
To motivate your audience to ACT
Summary
To leave the audience in a mood
Quotation
appropriate to your topic
Illustration
To convey a sense of completion
Personal Intention
Inducement
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Checklist Before you Deliver your Persuasive Speech
On the outline
¨ My specific purpose is geared toward a persuasive slant rather than
trying to inform the audience
¨ My thesis does not contain any pronouns at all
¨ My organizational pattern is Monroe’s Motivated Sequence
¨ All 5 steps of Monroe’s Motivated Sequence are clearly visible in
the outline and in the speech
¨ I am using the same outline template used in both my narrative and
informative; I have not changed the format at all.
¨ My attention getter is creative and unique ** it is not a question**
¨ My credibility shows why the audience should listen to me AND
how this topic is relevant to them
¨ My preview lists all of the main points (and yes, I have a preview,
even though Monroe’s recommends not having one)
¨ My summary lists all of my main points and pulls out one thing
about each main point that I really want the audience to remember
In the speech
¨ I have prepared a speaking outline or printed the notes page of my
PowerPoint to help remind me to stay on track
¨ I have practiced my speech 3-5 times in front of some one who has
given me constructive comments
¨ I state my call to action multiple times throughout the speech
¨ The focus of my speech is to persuade the audience, to change their
minds, to move them to action, to motivate them NOT to inform
them about my topic
¨ I am addressing both sides of the issue in my speech (though
proving that my side is correct and the other side has flaws)
¨ My conclusion contains my call to action AND my final remark, I
have not combined the two.
On the day of the speech
¨ I have Visual aids and a back up just in case
¨ I have my outline and a bibliography
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Persuasive Speech Assessment Sheet
3= well done, present in the presentation and meets standards
2= needs improvement, partial credit is awarded because it is there, you are on the right
track but it needs to be reviewed as to exactly what it should be like
1= not visible in the presentation and/or done incorrectly
_______/42 Structure
______/12 Introduction
______the attention getter was the first thing the speaker said and was
creative enough to draw the audience into the speech
______ the speaker stated the topic and why it was important to listen
______the speaker addressed why they were credible on the topic
______the preview was delivered in the same order as the body of the
speech
______/18 Body
______ the speaker transitioned to the body of the speech from the
introduction
______ the speech elicited some type of change/movement from the
audience
______the speaker flowed well from one main point to the next with helpful
transitions
______credible research was cited in the speech when it was required or
necessary
______the speaker transitioned to the conclusion from the body of the
speech
______ the content of the speech was developed following the criteria
______/12 Conclusion
______the summary listed all of the main points in the same order as
discussed in the body
_____ the summary included the important ideas and concepts the speaker
wanted to the listeners to remember about each main point
______ there was a clear call to action told to the audience members in the
conclusion
______the final remark brought the speech to full closure
______/4
Time
the speech was delivered in the allotted time frame
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_______/45 Delivery
______/9 Body Language
______ the speaker’s posture appeared confident and comfortable
______ the speaker gestured naturally
______ the speaker stepped out from behind the podium
______/9 Facial Expressions
______ the speaker’s facial expressions were lively and appeared natural
______ the speakers face looked confident and comfortable
______ the speaker maintained eye contact with the entire audience
______/6 Voice
______ the speaker’s voice was dynamic, showing enthusiasm or the topic
______ the speaker was articulate and well spoken
______/12 Language
______ the speaker used language that was easy to understand
______ the speaker used specific examples to bring the content to life
______ the speaker avoided fallacies &/or common thinking errors in their
speech
______ the speaker did not use fillers in the speech
______/9 Visual Aids
______ the visual aids enhanced the information discussed
______ the visual aids were prepared properly, in accordance with the
textbooks recommendations
______ the speaker was comfortable using the visual aids
______/9
Audience
______ the speaker presented the information in an ethical, credible manner
______ the speaker was well prepared
______ the speaker spoke extemporaneously
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Speech 103 Objectives
Use the following scale to rate all of the statements
3= yes, I know it
2= I sort of know it
1=no, I do not know it
I. Clear Understanding of Structure
_____ I can construct a clear general purpose, specific purpose, and thesis
statement
_____ I can analyze the main points to deduce which organizational pattern I can
use for my speech
_____ I can create a solid introduction with an attention getter, topic statement,
credibility, and preview.
_____ I can formulate main points and develop sub points based on the main
points.
_____ I can analyze research I have conducted to create main points.
_____ I can identify what should be cited in a speech.
_____ I can create a solid conclusion with a summary, call to action, and final
remark.
_____ I can compare a well structured speech and a poorly structured speech
and recognize differences.
I.
Natural, Effective Delivery
_____ I can describe how a speaker’s voice can be used effectively in a speech.
_____ I can use my voice effectively in a speech.
_____ I can describe how eye contact can increase audience participation.
_____ I can look at my audience during a speech.
_____ I can analyze my speech objectively to improve for future speeches.
_____ I can be enthusiastic about delivering a well-prepared speech.
_____ I can describe what a speaker can do to appear competent.
_____ I can use my language to move audiences.
_____ I can create visual aids that will help the audience members.
II.
Understand the Role of the Audience
_____ I can analyze an audience to make sure my speech is relevant to them.
_____ I can compare the audience’s demographics to make sure I do not
stereotype them.
_____ I can use audience analysis to determine the audience’s psychographics
and how that relates to my speech.
_____ I can improve my delivery style to entice the audience to listen to me.
_____ I can compare an ethical speaker and an unethical speaker and analyze the
differences.
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Getting ready for the Exam
As you know the exam is going to cover the entire textbook as well as the discussions that
we had in class. While this may seem overwhelming, think of it this way, there are four
parts to this class:
• Preparing for the speech
• Outlining the speech
• Practicing the speech
• Evaluating the speech
If you break the course up into these sections, it seems much more manageable. Make sure
you have an understanding of these topics and the impact all of them have on public
speaking. As I have told you I am less concerned with you memorizing facts and theories,
rather I am more concerned that you understand and can apply the content to your life.
A sample question may be:
In class we discussed noise and the impact noise has on listening. In your own
words, define noise, explain and give an example of two of the four types of noise
that stop you from listening and list two things you could do personally to improve
your listening skills and block out noise
Your answer should cover several things:
• The definition of noise
• The definition of two of the four types of noise
• Two examples, one of each of the types of noise you defined
• Two steps on how to block out noise (listed in the book)
Remember, every class we have lengthy discussion where I encourage you to participate.
This participation is designed to increase your understanding of the material, so on the test,
I will try to tap into what we covered and how you responded so that I can measure if you
truly learned the material.
Hope this helps!
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Extra Credit Guidelines
Chapter 1: Public Speaking and Communication
The communication process:
Perception vs. meaning:
Completeness of Communication:
The Communication Model shows:
The frame of the communication model is the:
What happens to messages that we convey to others?
What stops others from hearing the message we sent?
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Speaker Integrity:
Communication sensitivity:
Can you as the speaker be guilty of culpable ignorance? Explain:
As a speaker you are required to contemplate:
Use of Emotional Appeals:
Fair Hearing:
Lies and False Facts:
Unsupported Personal Attacks:
Based on what you read in the chapter, how can you control speaker anxiety?
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Chapter 2 Language Habits What are concomitant signals and how does that impact what your audience hears?
How does context affect the message?
Meaning Managements:
What is jargon and why should it be avoided in speeches?
Explain why accuracy is critical to ensure the audience understands.
False Generalizations:
Either/Or responses:
Which of the helpful rules will help you most in your speech? Be specific and explain why.
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Explain how Vividness of language is a way to bring your speech to life:
Explain the benefits of using Figures of Speech in your speeches? Which one(s) do you
feel most comfortable using:
What happens when you use language inappropriately? What do you need to be careful of
in your speech?
List the things you should be careful of in your speeches in regards to language
appropriateness!
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Chapter 3: Critical Listening
What type of listeners do you have in your audience when you are speaking?
Why is listening much more than hearing?
How can you improve your:
motivation to listen?
Listening access?
Note taking in class?
In class, how can you manage distractions?
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Listening to messages requires a lot of critical thinking, what are some ways listed that
influence how we hear and what we believe?
Remember as a speaker it is your responsibility to keep the audience listening! What steps
are you going to take to do this?
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Chapter 4: Audience Considerations
What do you need to know about the following before your speech begins?
The occasion:
The audiences’ demographics
The audiences’ values:
Why is topic orientation before the speech important?
What type of audience involvement would you like in your speech and why?
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Chapter 5: Preparing & Researching the Speech
What are the possible general purposes?
Explain what a specific purpose is?
How is a central idea (or thesis) different from the specific purpose?
Why is it important to develop the general purpose, specific purpose and central idea
before you start outlining your speech?
List the different ways you can gather information for your speech.
List the different types of supporting material you can use in your speech.
Why do you want to vary the type of supporting material you use?
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Chapter 6: Organizing the Speech
Why is it critical to organize the body of the speech?
How many number of main points should you have and why?
Why do you want to tie all of the main points to the central idea (or thesis)?
Why should all the main points have equal sub points?
Explain the difference between the organizational patterns:
Chronological order:
Difficulty order:
Spatial order:
Logical order:
Need-plan order:
Topical order:
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Explain the two most important parts of a speech to helping connect ideas.
What is the purpose of a well-planned introduction?
Explain the four parts of the introduction:
Attention getter:
Credibility and Establishing good will:
Topic Statement:
Preview:
What is the purpose of a well-planned conclusion?
Explain the parts of a conclusion:
Summary:
Reinforce belief or action through final remark:
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Chapter 7: Outlining the Speech
What is the difference between the complete sentence outline and the key word outline?
Why do you only write out the main points and sub points and not the entire speech on an
outline?
How does a speaking outline differ form the complete sentence outline you will submit on
the day of your speech?
Why shouldn’t you just use your complete sentence outline to speak?
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Chapter 8: Delivering the Speech
What is required for an effective delivery?
Explain the four types of delivery:
Reading from a manuscript:
Cons of Reading?
Memorizations?
Cons of Memorization?
Impromptu?
Cons of Impromptu?
Extemporaneous?
What is the best way to ensure you deliver an extemporaneous speech?
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Explain how body action (kinesics) impacts delivery.
Explain how voice and articulation (paralanguage) impacts delivery.
How does clothing and things affect what your audience hears?
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Chapter 9: Using Visual Aids
Explain the three functional levels of visual aids and the types of visual aids that can
be used for each:
Experiential level:
Representational level:
Demonstration level:
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Chapter 10: Speeches to Inform
Explain the three types of informative speeches:
Reporting:
Instructing:
Explaining:
Explain the three learning principles and how they will help the audience remember
the content of your speech.
From Known to Unknown:
Serial Learning:
Reinforcement and Emphasis:
How can you achieve clarity about your topic?
How can you develop interest about your topic?
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Chapter 11: Speeches to Persuade
Explain the three types of persuasive speeches:
Disputed facts speech:
Belief & value speech:
Action and policy speech:
Explain the three natures of persuasion:
Influence:
Motivation:
Persuasion:
Explain what is meant by the statement that persuasion is largely about changing
someone’s attitude.
List some other tactics you can use to persuade people?
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Explain:
Ethos (perceptions of credibility):
Pathos (appeals to human needs):
Logos (dissonance):
Why is it important to share both sides in a persuasive argument?
YOU MUST USE THE NATURAL-ORDER METHOD IN YOUR SPEECH ….so
explain each step:
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Chapter 12: Logical Reasoning and Argument
Why is it important to plan out your arguments and think about them from varying
perspectives BEFORE delivering your speech?
Explain the three sources of evidence:
Authority:
Examples:
Statistics:
Explain the four ways we reason:
From Generalizations:
From Analogies:
From Cause (and effect):
From Signs:
Explain the Toulmin Pattern:
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Explain these common thinking errors and what you can do to make sure they do not
occur in your speech:
False Assumptions:
Definitional Confusion:
Misattributions:
Single Perspective:
Overgeneralization:
False Cause:
Ignoring or ducking the issue:
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