Com 110 overview purpose the overall purpose of the Communication and Critical Inquiry



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Describe how you felt

Before the speech:

During the speech:

After the speech:

What were your strengths in the speech?

What do you feel you still need to improve upon for your next speech? Do you believe your argument development was effective? Why or why not? Did you notice any fallacies in your speech? If yes, what were they and how could they be corrected?

How well prepared were you for this speech? What did you do to prepare? Was your use of evidence effective (pay particular attention to the number of sources used as well as the three tests of evidence—bias, timeliness, and credibility)? Did you follow the guide for citing sources orally in the speech?
What did the video of your presentation reveal that you were not aware of during your presentation?

Grade yourself and provide a rationale based on the grading criteria (use the back of this form if necessary):



Informative Speech Assignment

SELF EVALUATION: INFORMATIVE SPEECH
Option 2

Name: ____________________ Topic: _________________________________


Instructions: Please provide at least 15 constructive comments after viewing the video of your presentation. Provide scores for each section in addition to the total score.

OUTLINE AND REFERENCES (10 pts.)

Follows Outline Format

References correct/sufficient

pts.



INTRODUCTION (20 pts.)

Gained attention

Showed relevance of topic to audience

Established credibility

Introduced topic/thesis statement clearly

Previewed body of speech



pts.



BODY (30 pts.)

Main points clear

Strong evidence & supporting material

Organization effective

Language precise, clear, powerful

Transitions effective

Sources are well integrated,

credible, & cited fully


pts.


CONCLUSION (10 pts.)

Audience prepared for conclusion

Purpose & main points reviewed

Closed speech by reference to

intro./other devices

pts.



DELIVERY (15 pts.)

Maintained eye contact

Used voice, diction, & rate for maximum effect

Used space, movement,

& gestures for emphasis
pts.



OVERALL IMPRESSION (15 pts.)

Topic challenging

Adapted to audience

Maintained time limits

Evidence of preparation & practice

Quality & relevance of visual aids



Was informative

pts.

TOTAL POINTS
Informative Speech Assignment
WORKSHEET FOR EVALUATING INTRODUCTIONS
Name: SAMPLE WORKSHEET Topic: ANY


Introduction (20 pts.)
Gained attention

Excellent use of imagery to captivate audience

Showed relevance of topic to audience

Established importance of topic, well integrated, but could be a little more specific to this particular audience

Established credibility

Oops! Forgot to state, but in outline

Introduced topic/thesis statement clearly

Good use of parallel language—clear main points

Previewed body of speech

Preview logically flows from thesis ________ pts.
Criteria—Introduction

GAINED ATTENTION

(C) = Began with an attention getting device that prepared the audience to listen to a speech on the topic. (B) = In addition, it created a need to listen to the rest of the speech and flowed well into the relevance statement. (A) = In addition, it is creative, original, and highly motivating.


SHOWED RELEVANCE OF TOPIC TO AUDIENCE

(C) = The importance of the topic is established. (B) = In addition, the importance of the topic is related to the audience and well integrated. (A) = In addition, it is of significant importance to a COM 110 audience.

ESTABLISHED CREDIBILITY

(C) = Student clearly states why he or she is competent to speak on the topic. (B) = In addition, the statement is well integrated into the introduction and presents a logical argument for speaker credibility. (A) = In addition, statement is a unique and creative way of presenting a personal connection to the topic.

INTRODUCED TOPIC/THESIS STATEMENT CLEARLY

(C) = Statement is direct and leaves little or no room for confusion about topic. (B) = In addition, statement flows well into the preview. (A) = In addition, it has been worded powerfully and in a way that demonstrates a unique approach to the topic.

PREVIEWED BODY OF SPEECH

(C) = Preview fits well with the topic/thesis statement and clearly (and briefly) states exactly what each main point will be. (B) = In addition, preview logically follows from the thesis/topic statement and flows well into the opening transition. (A) = In addition, it uses powerful and creative language tailored to the topic.
Scale—Introduction (20 Possible Points)

18 = A

16 = B

14 = C

12 = D

Group Assignment
GROUP ASSIGNMENT

Objectives

The group assignment is intended to help students reach the following goals:

1) To identify and evaluate the legitimacy of the various arguments that comprise a controversial issue.
2) To find, select, and evaluate sources that support or refute perspectives on a controversial issue.
3) To construct and communicate one perspective on a controversial issue with clarity and adequate support (i.e., produce well-reasoned arguments).
4) To practice the skills of producing messages that are responsive to the concerns/interests of

others.
5) To practice the skills of perspective-taking.


6) To sharpen presentational skills, both verbal and nonverbal.
7) To practice cooperative group skills (collaboration, compromise, assertiveness) and conflict management strategies when necessary.
Purpose
The purpose of the group presentation is to provide a forum through which the various perspectives or points of view on a controversial topic can be explored.
Topic
The topic of the presentation should be some issue that is both timely and controversial (multifaceted). All final topics must be approved by the instructor. Remember audience analysis procedures for topic selection. A list of topics is also available in the Communication and Critical Inquiry supplementary materials book in the Appendix.
Format

The format for Communication 110 is quite flexible. In fact, students are encouraged to be creative. The group presentation might take the format of a television talk show, for example, or a trial, or a presidential campaign. In other words, although students are free to be themselves and assume the role of expert because they have researched a particular point of view, they are also free to "role play" real or imaginable experts such as attorneys, physicians, the author of a relevant book, or the parent of a child who has special needs. When role playing a character, however, be sure to indicate whether the information presented is based on real or hypothetical characters. The format chosen and the roles that are played will depend upon the topic selected by the group.


Group Assignment

Moderator Role
Although the roles that the group members assume vary according to topic, every group will have a moderator. Indeed, this role is perhaps the most important in the group, both in the preparation phase and in the presentation phase of the Group presentation. While the group is preparing, the moderator helps every member of the group find supporting materials, helps in the construction of arguments, calls meetings, and keeps the group on task. During the presentation, the moderator is responsible for the "flow" of the entire group; he or she introduces the topic, introduces the "experts," provides informative transitions between or among the speakers, summarizes key issues at the end, and fields audience or panel questions and answers. The moderator is also responsible for keeping each speaker and the overall presentation within the allotted time limits.
Time Limits
Each group will have approximately 18 minutes (depending upon class size) to present the topic and approximately 5 minutes for questions or comments from the audience. Points are deducted if the group is not able to accomplish its purpose within the specified time limits. PRACTICE PRACTICE PRACTICE and time yourselves before the presentation.
Outline and References

The group will provide a collective typed outline which will have an Introduction (attention getter, relevance statement, establish credibility, preview), Body (typically the perspective of each panelist comprises one of the main points with relevant support/evidence, and Conclusion (summary of key issues and memorable close). The moderator typically presents the Introduction and Conclusion although variations are possible. A reference list of at least 10 sources must be included with the outline and must follow APA 5th edition guidelines. All references must be cited at some point during the presentation.

Videotaping
The moderator will provide the videotape for the group. After the presentation, the group will meet to view the tape or will arrange a convenient mechanism to pass the tape efficiently among the members. Because each student writes an evaluation paper on his or her own performance and the group's performance, it is essential that every member see the tape, either as a group or individually, as quickly as possible after the presentation.
Evaluation
The Group Presentation is intended to be a "group effort." For that reason, 60 points of the 100 total points possible for the Group project are based on the overall group performance. Every member of the group receives the same number of group points. The other 40 points of the 100 total points possible are individual points; 20 of these points are based on the individual's performance during the presentation and 20 points are based on the Anonymous Group Evaluation points given to each student by his or her fellow group members at the completion of the Group presentation.
Research
Obtain Com 110 research assistance by accessing Milner Library’s General Education web page: http://www.library.ilstu.edu/gened/

Group Assignment
INSTRUCTOR EVALUATION FORM: GROUP PRESENTATION
Name: Presentation Title:

GROUP POINTS (60 pts.)

OUTLINE AND REFERENCES (10 pts.)

pts.



INTRODUCTION (10 pts.)

Gained attention

Showed relevance of topic to audience

Established credibility

Previewed of key issues/perspectives pts.

COLLECTIVE CONTENT (20 pts.)

Issues covered in breadth & depth

Arguments clear

Organization effective

Strong evidence & supporting material

Sources are well integrated, credible, & cited fully pts.



COLLECTIVE DELIVERY (10 pts.)

Group collaboration & interaction apparent

Effective organization of speakers

Transitions effective

Evidence of preparation & practice

Effective visual aids when used pts.




CONCLUSION (5 pts.)

Audience prepared for conclusion

Key issues effectively summarized

Closed speech with a reference to

intro./other devices pts.


QUESTIONS AND ANSWERS (5 pts.)

Responded appropriately to audience’s questions

Group collaboration apparent pts.


INDIVIDUAL POINTS (40 pts)

INDIVIDUAL DELIVERY (20 pts.)

Maintained eye contact

Used voice, diction, & the rate for maximum effect

Used space, movement,

& gestures for emphasis

Attentiveness/listening pts.




ANONYMOUS GROUP EVALUATIONS (average on 5 items) (20 pts.) pts.
TOTAL POINTS

Group Assignment

RATINGS OF GROUP MEMBERS
Presentation Title: ________________________________
Group Member: ________________________________
Seldom Sometimes Often Always
1. Was conscientious about attending meetings. 1 2 3 4

2. Contributed to the group effort in finding information

and sources. 1 2 3 4
3. Was cooperative and willing to listen to others’ views. 1 2 3 4

4. Was thorough in researching his or her position. 1 2 3 4

5. Contributed practical and/or insightful ideas during

group discussion. 1 2 3 4


Total Pts. = _______

Comments:


Presentation Title: ________________________________
Group Member: ________________________________
Seldom Sometimes Often Always
1. Was conscientious about attending meetings. 1 2 3 4

2. Contributed to the group effort in finding information

and sources. 1 2 3 4
3. Was cooperative and willing to listen to others’ views. 1 2 3 4
4. Was thorough in researching his or her position. 1 2 3 4
5. Contributed practical and/or insightful ideas during

group discussion. 1 2 3 4


Total Pts. = _______

Comments:



Group Assignment

RATINGS OF GROUP MEMBERS
Presentation Title: ________________________________
Group Member: ________________________________
Seldom Sometimes Often Always
1. Was conscientious about attending meetings. 1 2 3 4

2. Contributed to the group effort in finding information

and sources. 1 2 3 4
3. Was cooperative and willing to listen to others’ views. 1 2 3 4
4. Was thorough in researching his or her position. 1 2 3 4
5. Contributed practical and/or insightful ideas during

group discussion. 1 2 3 4


Total Pts. = _______

Comments:

Presentation Title: ________________________________
Group Member: ________________________________
Seldom Sometimes Often Always

1. Was conscientious about attending meetings. 1 2 3 4

2. Contributed to the group effort in finding information

and sources. 1 2 3 4

3. Was cooperative and willing to listen to others’ views. 1 2 3 4
4. Was thorough in researching his or her position. 1 2 3 4
5. Contributed practical and/or insightful ideas during

group discussion. 1 2 3 4


Total Pts. = _______

Comments:


Group Assignment

RATINGS OF GROUP MEMBERS
Presentation Title: ________________________________
Group Member: ________________________________
Seldom Sometimes Often Always
1. Was conscientious about attending meetings. 1 2 3 4

2. Contributed to the group effort in finding information

and sources. 1 2 3 4
3. Was cooperative and willing to listen to others’ views. 1 2 3 4
4. Was thorough in researching his or her position. 1 2 3 4
5. Contributed practical and/or insightful ideas during

group discussion. 1 2 3 4


Total Pts. = _______

Comments:

Presentation Title: ________________________________
Group Member: ________________________________
Seldom Sometimes Often Always
1. Was conscientious about attending meetings. 1 2 3 4

2. Contributed to the group effort in finding information

and sources. 1 2 3 4
3. Was cooperative and willing to listen to others’ views. 1 2 3 4
4. Was thorough in researching his or her position. 1 2 3 4
5. Contributed practical and/or insightful ideas during

group discussion. 1 2 3 4


Total Pts. = _______

Comments:



Group Assignment

Self Evaluation: Group Presentation - Peppers

Group Members (list yourself first): ______________, _______________, _______________, ________________, _______________, _________________
Please mark the appropriate response for each item listed. Please give each item serious consideration before making your selection. I’m not looking for a predetermined set of responses, rather what actually occurred in your own situation.

1 I examined my goals to make sure they were ethically sound. Yes No


2. I fulfilled my ethical obligation to prepare fully for the speech. Yes No
3. I fulfilled my ethical obligation to my group members by being fully prepared. Yes No
4. I cited the sources for all quotations, appropriate statistics and paraphrases. Yes No
4. I used my visual/audio aids as an enhancement to the text of my speech. Yes No
5. I based my speech upon a firm foundation of facts. Yes No
6. The purpose statement indicated precisely what I planned to accomplish in the Yes No

speech.
7. The thesis statement fully encapsulated the main points to be discussed in Yes No

the body of the speech.
8. I used supporting material to clarify, quantify and/or or explain speech material. Yes No
9. The main points in my speech were roughly balanced in terms of time devoted Yes No

to each.
10. Transitions were used to help my audience move from one point or topic within Yes No

my speech to another.
11. I practiced/visualized approaching the front of the class confidently, Yes No

establishing eye contact with my audience, and starting the speech without rushing.


12. There was an effective transition between the introduction Yes No

and body of the speech.


13. I signaled that the end of my speech was coming. Yes No
14. I practiced/visualized maintaining eye contact with my audience. Yes No

15. The reference page followed the required format. Yes No

16. I rehearsed my speech amply, which incorporated integrating visual/audio aids. Yes No
17. I maintained eye contact with my audience while explaining visual/audio aids. Yes No
Group Assignment
Group Presentation Topic: (Fill this in,) __________________________________
List three particular strengths of your group’s presentation. Why were they strengths?
1.

2.

3.


List at three particular areas your group could work on for a next group presentation. How can these areas be worked on?

1.
2.
3.







Persuasive Speech Assignment
PERSUASIVE SPEECH ASSIGNMENT

Purpose
To present a credible and convincing argument in support of a change or continuation in some area(s) of fact, value, or policy.
Time Limits
Time limits will vary according to number of students in a class. In general, however, most speeches will be approximately 6-8 minutes. Some instructors also require a brief (1-2 minute) question and answer period follow the speech; this time may be considered part of the total time limit or may be an addition to the speaking time allowed. In all cases, however, points will be deducted for not meeting the minimum time or exceeding the maximum time allowed.

Point Value
The persuasive speech is worth 100 total points. Please review the Persuasive Speech Evaluation form in this packet to see how points are distributed. You will need to attach this form to your outline and references and hand them to the instructor just prior to your presentation.
Outline

You will provide a typed outline which conforms to the format provided in this packet. If you choose to use the outline while presenting, make an additional copy.

Refuting Counterarguments
In order to develop an effective persuasive argument, you must demonstrate to your audience an awareness of possible objections to your position. In addition, you must refute these counterarguments and establish why your position is preferable.
References
You must use at least six sources when preparing your speech. No more than half of the sources you use should be taken from the Internet. Attach a separate page entitled "References" to the outline and be sure that all references conform to the APA style guidelines in the packet. All of the sources that appear in the reference page must be incorporated into the speech and identified. For example, a speaker might say, "According to Dr. Vincent Rainey in his book, Keeping Fit published in 1996, it only takes 30 minutes of exercise three times a week to maintain good cardiovascular health." Or a speaker might say, "In May of 1998, Time magazine published an article written by staff correspondent Mildred Blair in which she describes four hints for living well at college on a student budget."
Research
Obtain Com 110 research assistance by accessing Milner Library’s General Education web page: http://www.library.ilstu.edu/gened/
Videotape
You must provide a videotape which is labeled and cued for your presentation. Indicate on the label if there is a practice session from the speech lab already on the tape.
Attire
This is a formal presentation that will be videotaped. Dress appropriately for the situation and your topic.
Persuasive Speech Assignment
Audio/Visual Aids

You may be required to incorporate at least one audio/visual aid into your presentation. A visual aid might be a transparency, a slide, an object, a clip from a movie, a clip from a television program or special broadcast, or an audio recording of a song, conversation, radio personality, etc. Be sure to practice your speech using the visual aid to make sure the equipment works and the audio/visual aid can be incorporated during the speech unobtrusively.

Instructional Technology Passport: As part of a new Performance-Based Assessment System,

students at Illinois State University are expected to demonstrate the ability to use instructional

technology appropriately. For complete information about the expectations, please visit the

Instructional Technology Passport System web site at http://www.itps.ilstu.edu


If you do not meet the requirements in the Informative speech, you may try again in your Persuasive Speech. If you do not meet the requirements a second time, a deficiency will be reported to the ITPS. If you are a teacher education major, you will need to make provisions for demonstrating this competency before you are admitted into the Professional Studies program.
Peer Evaluations
Each presentation will not only be graded by the instructor, but will also be critiqued by two peers. In turn, each student will be responsible for evaluating two presentations. The Peer Evaluation forms for the Persuasive Speech are provided in this packet. Please take these out of your packet and have them ready to complete on speech days.
Ethical Communication
Ethical communication will be demonstrated at all times during a speech. No one will enter or leave the room during a presentation and the audience will be attentive and respectful.
Assignment Dates
A make-up policy for speeches is detailed in the syllabus. Make-up presentations will be allowed only if prior arrangements have been made and documentation provided. All students must present every speech (in front of an audience) in order to pass the class.
Notes from the Instructor and Special Requirements
The time limits for your speech will be ______ to ______ minutes.
Question/answer period required? If yes, how long? _______ minutes
Audio/visual aids required? If yes, how many? ________
Other requirements:

Persuasive Speech Assignment


INSTRUCTOR EVALUATION FORM: PERSUASIVE SPEECH

Name: Topic:


OUTLINE AND REFERENCES (10 pts.)

Follows Outline Format

References correct/sufficient

pts.



INTRODUCTION (20 pts.)

Gained attention

Showed relevance of topic to audience

Established credibility

Introduced topic/thesis statement clearly

Previewed body of speech



pts.



BODY (30 pts.)

Main points clear

Strong evidence & supporting material

Organization effective

Argument development effective

Refuted counterarguments

Language precise, clear, powerful

Transitions effective

Sources are well integrated,

credible, & cited fully



pts.



CONCLUSION (10 pts.)

Audience prepared for conclusion

Purpose & main points reviewed

Closed speech by reference to

intro./other devices

pts.



DELIVERY (15 pts.)

Maintained eye contact

Used voice, diction, & rate for maximum effect

Used space, movement,

and gestures for emphasis

pts.



OVERALL IMPRESSION (15 pts.)

Topic challenging

Adapted to audience

Maintained time limits

Evidence of preparation & practice

Quality & relevance of visual aids

Was persuasive

ITPS met/not met ______ pts.


TOTAL POINTS_______________


Persuasive Speech Assignment
PEER EVALUATION FORM

Persuasive Speech

You are asked to respond to the speaker's presentation. Use the back of this sheet if necessary. Please be as honest as possible, providing both positive comments and tactful, constructive suggestions for improvement. Since specific comments are more useful to the speaker, please avoid generalities.


Speaker: ______________________ Topic: ______________________ Evaluator: ___________________________
1. How was the speech made relevant to this audience? Was it adequately audience-oriented? Explain.

2. Comment on the speaker's organization. Did the format follow the problem-solution, problem-cause-solution, cause-effect or Monroe's Motivated Sequence? Did the speaker provide effective transitions? Were you able to follow the speech? Explain.


3. Comment on the speaker’s choice of arguments and appeals. Were there gaps in any of the arguments? Were there any fallacies present in the speech? Did the speaker do a sufficient job of addressing counter arguments on this topic?


4. What evidence was provided in support of the speaker's proposition? Did it pass the three tests of evidence (bias, timeliness, and credibility)? Why or why not? Did the speaker follow the guide for citing sources orally in the speech?

5. Comment on the speaker's persuasive delivery --verbal/nonverbal commitment (tone, facial

expression, eye contact, stance) and overall professionalism.

6. Did the speaker successfully motivate you in either attitude/belief or action? If so, why? If not,

what might have been more motivating?

7. Comment on at least 3 strengths of this persuasive presentation.


a.

b.
c.

8. Make 3 suggestions for improvement.

a.
b.
c.

Persuasive Speech Assignment

PEER EVALUATION FORM
Persuasive Speech

You are asked to respond to the speaker's presentation. Use the back of this sheet if necessary. Please be as honest as possible, providing both positive comments and tactful, constructive suggestions for improvement. Since specific comments are more useful to the speaker, please avoid generalities.


Speaker: ______________________ Topic: ______________________ Evaluator: ___________________________
1. How was the speech made relevant to this audience? Was it adequately audience-oriented? Explain.

2. Comment on the speaker's organization. Did the format follow the problem-solution, problem-cause-solution, cause-effect or Monroe's Motivated Sequence? Did the speaker provide effective transitions? Were you able to follow the speech? Explain.

3. Comment on the speaker’s choice of arguments and appeals. Were there gaps in any of the arguments? Were there any fallacies present in the speech? Did the speaker do a sufficient job of addressing counter arguments on this topic?

4. What evidence was provided in support of the speaker's proposition? Did it pass the three tests of evidence (bias, timeliness, and credibility)? Why or why not? Did the speaker follow the guide for citing sources orally in the speech?

5. Comment on the speaker's persuasive delivery --verbal/nonverbal commitment (tone, facial

expression, eye contact, stance) and overall professionalism.

6. Did the speaker successfully motivate you in either attitude/belief or action? If so, why? If not,

what might have been more motivating?

7. Comment on at least 3 strengths of this persuasive presentation.


a.

b.
c.

8. Make 3 suggestions for improvement.
a.
b.
c.

Persuasive Speech Assignment

SELF EVALUATION: PERSUASIVE SPEECH
Option 1

Name: ____________________ Topic: _________________________________





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