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COM 2213 Information PacketSpring 2013 Instructor: Katherine L. Eaves, M.A. Welcome to COM 2213 at OCCC!Hello! Welcome to Com 2213 – Introductory Public Speaking at OCCC. My name is Katherine Eaves (you can call me Ms. Eaves) and we have the pleasure of spending the next 16 weeks together. I look forward to getting to know each of you!Over the years, I have learned that many of you dread taking the class. Don’t worry, I felt the same way when I took it years ago! I hope you will find that your worries are unfounded. I work very hard to create a comfortable learning environment, primarily because I need you all to participate in order for this class to be successful. This is a participatory-based class, meaning 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 an active roll in the learning of other students in this class. Research has shown that when you are an active participant in class, you increase how much you remember as well as how much you can recall after the semester has ended. I have also found that when you are an active participant in my class, you will eventually look forward to coming (no, really, I promise!) and you fears of public speaking will decrease. Since this class is participatory, you will find that you will put a lot of thought and effort into it. Do not expect and “easy A” or a “blow-off class.” You will be sorely disappointed. While this class may be demanding, I hope you will both enjoy it and learn a great deal about communication, how you communicate and how to be a better communicator. So, look around at your colleagues and get to know one another! They will be your friends and as well as your support system during the semester. I also encourage each of you to see me before or after class or during office hours so I can learn more about you, your goals and your anxieties about this course. Sincerely, KatherineTABLE OF CONTENTSWelcome Note2Audience Analysis Exercise52Course Information4Online Scavenger Hunt53-54Instructor Information4Impromptu Informative Rubric55Course Objectives4Impromptu Persuasive Rubric56Course Expectations5Oral Citation Guide57Course Policies6-8APA Reference Page58Required Notice of Compliance9APA Style Examples59Course Schedule10-13Practice APA Worksheet60-61Assessment Criteria for Speeches14Basic Outlining Guide62-63Course Evaluation Guidelines15Guidelines for Main Points64Grading Scale15Outlining Exercise #165Important Notes about Grades/Timing16Outlining Exercise #266Communication Apprehension Quiz17-18Lost at Sea67Tips for Overcoming Speech Anxiety19PowerPoint Prep Guide68-69Bio Sheet20-21Evaluating your Sources Guide70Classmate Scavenger Hunt22Helpful OCCC Resources71Speech Day Expectations23Helpful Online Resources72Speech Day Tips24How to Write a Good Email73-74No Excuses!25What NOT to Say to Your Prof. 75-76Speech of Introduction Rubric26Embarrassing Moment Speech Rubric27Team Chapter Presentation Assignment Sheet28Team Chapter Presentation Grading Rubric29Informative Speech Assignment Sheet30Informative Speech Preparation Sheet31Informative Speech Outline Template32Informative Speech Outline Checklist33Informative Speech Grading Rubric34Criteria for Speech Critiques35Group Debate Assignment Sheet36-37Group Debate Preparation Sheet38Group Debate Outline Template39Group Debate Audience Voting Ballot40Group Debate Grading Rubric41Group Debate Peer Evaluation Form42Persuasive Speech Assignment Sheet43Monroe’s Motivate Sequence Resources43-46Persuasive Speech Preparation Sheet47Logical Fallacies Cheat Sheet48Persuasive Speech Outline Template49Persuasive speech Grading Rubric50Demographic Audience Analysis Questionnaire51Course SyllabusIntroduction to Public Speaking | COM 2213Spring 2013Oklahoma City Community CollegeDivision of Arts & HumanitiesCourse Information___________________________________________________________________Meeting Times: Tuesday & Thursday, 9:30 – 10:50 a.m. Section: 013Building: Main Building Room: 3N1Required Text: Nelson, P., Pearson, J. & Titsworth, S. (2011). iSpeak: Public Speaking for Contemporary Life. Other Required Materials: An unused (or wiped) flash drive. Not ScanDisk brand. A foler, binder, or notebook to be used exclusively for this course.________________________________________________________________Instructor Information Instructor Name: Katherine L. Eaves, M.A. E-Mail: Katherine.L.Eaves@OCCC.edu Backup E-mail: Katie.eaves@ou.edu Cell Phone: (405) 436-8804Office Hours: On campus: 9-9:30 a.m. & 12:20-1:30 p.m. T-THOnline: 9 a.m.-12 p.m. WednesdaysOffice Location: 1E2Facebook: COM2213@OCCC GroupTwitter: #Com2213OCCC(You can follow me @KatherineEaves)Course Description____________________________________________________________________Given the principles of effective speaking and listening, you will assimilate those skills into your physical and psychological worlds. After being exposed to public and professional speaking, you will apply the principles of invention, organization, style, and delivery through practical exercises and will use the principles of rhetorical criticism in discussing speeches delivered in class. Course Objectives_____________________________________________________________________Upon completion of Com. 2213, you will be able to:Analyze the audience and adapt the speech to fit the audienceUse appropriate criteria for selecting speech topicsRecognize and use different types of supporting materialsUnderstand and use basic research skillsOrganize the speech: The introduction, body and conclusionDemonstrate the elements of your speaking experiencesDevelop a stronger sense of self-confidence and self-relianceCourse Expectations__________________________________________________________________My expectations of youAs a student in this course, you are expected to:Be polite, courteous and respectful to your fellow classmates and instructor at all times. Be PREPARED each day. Be responsible for course requirements. Do NOT make excuses. Manage your time effectively. Come to class ready to learn. Maintain a positive attitude. Have FUN! (Yes, I said fun. Public speaking can actually be enjoyable!)Use the resources available to you to improve your performance in this course. Your expectations of meAs the instructor for this course, you can expect me to:Be polite, courteous and respectful to all students.Encourage, support and help all students.Grade and return all assignments in a timely manner.Return all student emails and phone calls in a timely manner.Be organized and prepared for class each day.Course PoliciesAttendanceRegular attendance is expected. Being absent deprives you of valuable classroom discussions and prevents you from effectively fulfilling course expectations, receiving participation points, and participating in in-class activities. Therefore, you may have only 3 absences during the semester. If you must be absent, you will automatically lose participation points and receive a 25% deduction on any assignments due that day. A 4th absence will most likely result in a failing grade. You are still responsible for all information presented in class during your absence. TardinessAttendance will be taken at the beginning of each class period. If you are late (and please try not to be), slip in quietly and take a seat nearest the door. Advise me immediately after class or you may not receive attendance credit for that period. If you must leave class early, you will not receive attendance points for that day unless you are present for more than half of the class period. Email PolicyI expect your emails to be professionally written and include correct grammar, spelling and punctuation. I also expect them to be reserved for situations in which you are unable to obtain the needed information by other means. Do not email me asking for information that was covered in class, is on this syllabus, or is available on Moodle. Moreover, if you do not take the time to construct minimally professional and appropriate emails, I will not take the time to respond to them. Please see the email guide at the end of this course packet for guidelines. Late Speeches/Assignments All assignments, written and oral, are due on specified dates. You are responsible for meeting these deadlines and for making arrangements to complete late work. Late work must be turned in the class period immediately following the due date, otherwise it will not be accepted. All late work will also be subject to a 25% penalty. If you must be absent on a speech day, you may make up ONE presentation (excluding team chapter presentations, group debate and impromptus) in the Speech Lab with instructor permission. However, you MUST have an audience of at least 5 people in order to receive credit for the assignment. There will also be one class day at the end of the semester designated as a make-up day in which any missed presentations may be made up. Both of these alternatives are subject to a 25% grade reduction. (Grade reductions are calculated by subtracting 25% from your original score on the assignment. If you present a late speech and receive an 80/100 (B), then 25% will be deducted from 80 and your score will be a 60/100 (D).Extra CreditExtra credit opportunities may be offered at my discretion and will be added to the total points earned by the student at the end of the semester. These opportunities are not guaranteed and should not be counted upon to replace points from missed assignments. Moodle (LMS)I will use the Moodle LMS to communicate with the class on a regular basis. You are expected to check it in order to keep up-to-date with any class announcements, assignments, etc. I will also post handouts and other course materials here, and you are expected to view and print these handouts (if necessary) prior to the class period in which they will be used. I will also use Moodle to manage your grades. Class Facebook PageIn order to facilitate an active approach to learning, I have set up a COM 2213 Facebook Group, which can be found by searching for COM2213@OCCC () This group is available for students to communicate with me and other students, discuss assignments, post relevant articles, videos, speech topic ideas, etc. However, It IS NOT a formal means of communication for the class and students should not rely on it for specific instructions or to ask time sensitive questions. For example, I will not post assignment instructions, grades, syllabi, handouts or other required course materials on this page. Furthermore, while students are encouraged to use this resource to communicate with me and one another, all posts, comments, videos, photos, etc. must be tasteful, appropriate and comply with the professional conduct policy below. Students who use this forum inappropriately will lose participation points and may be subject to other penalties per College policy. TwitterMuch like with the class Facebook page, I have set up a Twitter account that you can follow. You can find me at @KatherineEaves. Use the hashtag (#) #Com2213OCCC to identify your class related tweets! Speech TopicsSpeech topics are due on specified dates and MUST be approved by the instructor. Unapproved speech topics will result in a grade of 0 for that speech. There are a few topics I no longer allow in class, which we will discuss together. I strongly suggest you choose topics you are passionate about and interested in! I also do not allow two students in the same class to speak about the same topic unless it is approached from two vastly different perspectives. Format of Oral PresentationsAll major speeches in this course will be delivered extemporaneously. No full manuscripts will be permitted. Any speech read from a full manuscript/outline will not be given a passing grade. I must review your speaking notes prior to your presentation and you are required to hand them in afterward. Standards for Written WorkExcept when otherwise stated, all written assignments in COM 2213 must be typed and are expected to meet college-level standards of proficiency. Handwritten work will not be accepted.Textbook Readings You are responsible for reading designated textbook chapters PRIOR to the class period for which they are listed on the schedule. IncompletesAn “I” in COM 2213 is reserved for dire circumstances and will be given only if you have successfully completed at least 75% of course requirements. You must also present documentation of extreme hardship which prevents you from completing the remaining assignments during the regular semester. Professional ConductYou are expected to exhibit professional behavior at all times in this class. Professionalism includes, but is not limited to, respecting others rights to express their opinions, maintaining a positive attitude about your work, and not being rude, disrespectful or disruptive during class. Any non-professional behaviors will result in a loss of attendance/participation points for that day. Please turn off all electronic devices during class time. This includes laptops, iPads, tablets, cell phones and anything else that makes noise. If your phone rings, vibrates loudly, or otherwise disrupts class, you will lose all attendance points for that day. Also DO NOT TEXT MESSAGE/EMAIL/FACEBOOK/TWEET/ ETC IN CLASS. This is extremely disrespectful and will not be tolerated. If you are caught text messaging, etc., you will be asked to leave. If this behavior continues, I will not hesitate to excuse you from the class permanently. Assignments & Grade KeepingAs previously stated, I will use Moodle to track your grades, HOWEVER, I strongly advise you to keep every single assignment I hand back to you until final grades are posted. I have been know to enter a grade incorrectly every now and then, and when a student can prove his or her score was different than what I had recorded I am always happy to change their grade. If you come to me and tell me I entered something wrong, but can’t prove it by showing me the assignment, I won't change your score. Academic MisconductPlagiarism, or any other form of academic misconduct, will not be tolerated. Any type of misconduct will result in a failing grade in the course, as well as other disciplinary procedures prescribed by college policy. Please consult the student handbook if you are uncertain as to what is considered academic misconduct. Accommodation StatementOklahoma City Community College complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Students with disabilities who seek academic accommodations must make their request by contacting the Office of Student Support Services located on the first floor of the Main Building near entry 12, or by calling (405) 683-7520. Safety and Emergency ProceduresThe health and safety of all our students, faculty and staff are OCCC’s prime concern. The procedures outlined below are designated to deal with emergencies of various types. Students should always follow the lead of their instructors. FireFirst notification will come from the fire alarm horns, sirens and strobes. The class should gather their belongings, exit the building using the nearest exit, and move to the parking lot. Do not use the elevators. No alarm should be treated as a false alarm. Horns, sirens and strobes are only used for the fire alarms. If someone in your area is not capable of descending the stairwell, please ensure they remain in the “area of safety refuge” located just inside each upper-level enclosed first stairwell. There are emergency phones located near each of these areas. MedicalFor all medical issues, push the “emergency” button located on each classroom phone. The phone will display your room number allowing for a fast response to your location. All security officers are trained as first responders and will assist in guiding EMSA to your location. Treat all bodily fluids as if they were contaminated. BombIf you or the College receives a bomb threat, document as much information as possible and push the “emergency” button located on the phone. If the decision to evacuate is made, the phone will sound an alarm and display a message. The class should gather their belongings, exit the building using the nearest exit and move to an open grassy area. Please turn off all wireless devices (cell phones, radios, laptops, etc). WeatherTornado warnings that include OCCC will be sent directly to the classroom phone. The phone will sound an alarm and display a text message. The class should gather their belongings, move away from exterior glass and exits, and move into “safer areas.” These areas are lower-level interior classrooms, restrooms and stairwells. You should familiarize yourself with the safer areas near your classroom. If the city/county sirens are sounding and OCCC is not in the warning area, a message will be sent to the classroom phone with this information. Disturbance/ThreatsIf someone is causing a disturbance in a classroom, call security immediately. Push the “emergency” button located on the classroom phone. Distance yourself from that person, do not place yourself in their exit path, and remove all potential weapons from the area. Shelter in Place: If there is an armed person or shooter on campus, close and lock the hallway doors, turn off the lights, shut the blinds, and move away from all exposed areas. Use desks, tables, and other objects to provide protection. TURN OFF ALL ELECTRONIC DEVICES IMMEDIATELY. Updated information will be sent to the classroom phone. NOTES:Introduction to Public Speaking Notice of Compliance:I, _____________________________________________, promise to abide by the College and course policies and procedures outlined in the syllabus above. If I choose not to do so, I will be subject to appropriate disciplinary procedures from both the instructor and Oklahoma City Community College. ________________________________________________________________________________________ (Printed Name) (Signature) _____________________________ (Date)Instructor Signature: Katherine L. Eaves Date:Course Schedule*This schedule is subject to change at the discretion of the instructor. As much notice as possible will be givenWeek 1 Tuesday, January 22Introduction to CourseReview Syllabus, course policies, expectations, etc. Read for Next Time: Chapter 2, P. 41 - Presenting a Classmate & Chapter 11, P. 275 – Presentations to Introduce & Chapter 1Fill out Student Bio SheetThursday, January 24Speeches of Introduction Chapter 1, Preparing Your PresentationsClassmate Scavenger HuntAssign Chapter Presentation ScheduleWeek 2Tuesday, January 29Chapter 2, Preparing Your First Presentation Presented By:___________________________________________________________________Assign Embarrassing Moment SpeechThursday, January 31Embarrassing Moment SpeechChapter 3, Selecting and Topic and PurposePresented By:___________________________________________________________________Speech Topic Brainstorming ActivityWeek 3Tuesday, February 5Chapter 4, Analyzing the AudiencePresented By:___________________________________________________________________In-Class Audience Analysis ActivityBring a magazine from home! Assign Audience Analysis Take-Home AssignmentThursday, February 7Audience Analysis Assignment DueChapter 5, Finding Information and Supporting Your IdeasPresented By:___________________________________________________________________Assign Online Scavenger Hunt Week 4Tuesday, February 12Online Scavenger Hunt DueChapter 6, Organizing and Outlining Your PresentationPresented By:___________________________________________________________________In Class Outlining ActivitiesAssign Informative SpeechThursday, February 14Chapter 8, Choosing Your WordsPresented By:___________________________________________________________________Informative Speech ExamplesWeek 5Tuesday, February 19Informative Speech Topic DueReview Informative Speech TopicsThursday, February 21Informative Speech Preparation Sheet DueChapter 7, Delivering SpeechesPresented By:___________________________________________________________________Side-by-Side Speaking ActivityWeek 6Tuesday, February 26Informative Outline Drafts DuePeer-Review of OutlinesBring 2 Copies!Chapter 10, Presenting to Inform Presented By:___________________________________________________________________Thursday, February 28Impromptu Informative SpeechesChapter 9, Visual Resources and Presentation TechnologyPresented By:___________________________________________________________________Draw for Informative Speech speaking orderWeek 7Tuesday, March 5Informative SpeechesBring Flash Drives & Visual Aids!Thursday, March 7Informative SpeechesBring Flash Drives & Visual Aids!Week 8Tuesday, March 12Informative SpeechesBring Flash Drives & Visual Aids!Thursday, March 14Informative Speech Critiques Due!Chapter 11, Presenting Persuasive Messages Presented By:___________________________________________________________________Week 9Tuesday, March 19No Class – Happy Spring Break!Thursday, March 21No Class – Happy Spring Break!Week 10Tuesday, March 26Appendix, Working and Presenting as a GroupPresented By:___________________________________________________________________In-Class “I’m on a Boat!” ActivityAssign Group DebateSelect & Assign Debate TopicsThursday, March 28Group Debate Preparation Sheet Due!Group Debate Preparation in LibraryWeek 11Tuesday, April 2Group Outline Draft Due!Group Debate Preparation in LibraryThursday, April 4Group Debate Preparation in LibraryAssign Group Debate speaking orderWeek 12Tuesday, April 9Group DebatesBring Flash Drives & Visual Aids!Thursday, April 11Group DebatesBring Flash Drives & Visual Aids!Week 13Tuesday, April 16Group Debate Critique Due!Assign Persuasive SpeechThursday, April 18Persuasive Speech Topics Due!MMS speech examplesWeek 14Tuesday, April 23Persuasive Speech Preparation Sheet Due!Thursday, April 25Persuasive Speech Outline Draft Due!Peer-Review of Outlines Bring 2 copies!Week 15Tuesday, April 29Impromptu Persuasive Speeches!Draw for Persuasive Speech speaking datesThursday, May 2Persuasive SpeechesBring Flash Drives & Visual Aids!Week 16Tuesday, May 7Persuasive SpeechesBring Flash Drives & Visual Aids!Thursday, May 9Persuasive SpeechesBring Flash Drives & Visual Aids!Week 17Tuesday, May 14Persuasive Speech Critique Due!Chapter 12, Speaking on Special OccasionsPresented By:___________________________________________________________________Make-Up DayAny student who has missed a speech MUST make it up on this day or will receive a failing grade for the course. Thursday, May 16Special Occasion SpeechesPay tribute to a classmate, another speech, a popular culture icon, etc. Feel free to bring snacks Assessment Criteria for SpeechesAn “A” SpeechWOW!A “B” SpeechPretty Good!A “C” SpeechKeep TryingA “D” SpeechMaybe Next TimeIntroduction & ConclusionSolid introduction and conclusion with a creative attention getter and closing statement, clear thesis statement, relevant credibility step, solid preview and summary. Introduction almost complete, not as strong as it could be. Needs improvement on attention getter, final statement, thesis statement, credibility step, preview or summary. Introduction and conclusion are identifiable.Preview and summary are in appropriate places. Attention getter and/or final statement are weak, but blend in with the rest of the speech. Introduction and conclusion are there but hard to distinguish. Preview, thesis, credibility step, audience relate step and/or summary and concluding device are missing. Content, Language & Visual AidsExcellent inclusion of resources and oral citations in speech. Clear, vivid and appropriate language. Solid transitions. Professional visual aids which were used appropriately and well during the speech. Missing some needed citations. Speech is too conversational and/or some language choices were not appropriate. Language needed to be more emotive/descriptive. Transitions were appropriate. Visual aids were satisfactory. Conforms to the assignment guidelines. Speech is direct and can be understood. Visual aids are used in an acceptable fashion. Sources are cited when necessary. Language choices are acceptable but there is room for improvement. Not prepared according to the assignment. Visual aids missing &/or unprofessional. Missing significant number of citations. Transitions missing or unclear. Poor wording, unclear meaning or inappropriate language choices. Body Language, Facial Expressions, Eye Contact & VoiceConfident, comfortable and professional delivery. Speaker appeared natural and conversational with few or no nonfluencies. Lively facial expressions which matched the tone of the topic. Made consistent and confident eye contact with audience. Energetic and enthusiastic voice with appropriate volume and variation of pitch. Delivered in fluent and confident manner. Seemed natural, conversational although slightly nervous or uneasy. Little movement from the speaker. Varied eye contact through most of the speech. Reasonable comfort and confidence. Reasonable amount of eye contact. Remains behind the podium throughout speech. Delivery was unemotive/dry/bland. Read from manuscript or delivered from memory. Little or no audience involvement or interaction. Boring presentation. Overall AppearanceGreat fluency of speech. Obviously rehearsed presentation. Polished delivery. Genuine interest in and positive feelings toward topic and audience. Needed at least one more practice presentation. Good delivery with moderate amount of fluency.Ready for the assignment on assigned day. Conforms to time limit. Additional practice clearly needed. Prepared any additional materials. Clearly unrehearsed and unprepared for the speech. Course EvaluationYour performance in this course will be evaluated using the following assessment tools. Please use this form to keep track of your points earned. It is your responsibility to keep track of your points. AssignmentPoints PossiblePoints Received*Speech of Introduction20*Embarrassing Moments Speech50Informative Speech Preparation Sheet20Informative Speech Outline Draft20*Informative Speech100Informative Speech Critique20*Group Debate 125Group Debate Preparation Sheet20Group Debate Outline Draft20Group Debate Critique20*Persuasive Speech150Persuasive Speech Preparation Sheet20Persuasive Speech Outline Draft20Persuasive Speech Critique20*Team Chapter Presentation75Team Chapter Presentation Critique20Audience Analysis Assignment20Impromptu Informative Speech20Impromptu Persuasive Speech20Online Scavenger Hunt20Class Participation200Extra Credit 1Extra Credit 2Extra Credit 3Extra Credit 4TOTAL1,000Note: Any extra credit opportunities are offered at the instructor’s discretion.*All speeches noted with an asterisk are REQUIRED in order to receive credit for this course. If you miss one of the designated speeches and do not make it up on the assigned class day or in the speech lab, you will automatically receive a failing grade for the course. Chapter presentations and group debates MAY NOT be made up.Grading ScaleKeeping track of you grades in this course should be simple. Just write your point total for each assignment in the box above and keep tally. At the end of the semester, your grade will be determined as follows:1000-900 = A899-800 = B799-700 = C699-500 = D500 & below = FAn Important Note About Speech GradesEach of your speeches requires a variety of additional materials be handed in or completed prior to giving your presentation. For example, your informative speech requires the following: Time: 4-6 minutesOutline: Required Bibliography: RequiredVisual Aid: RequiredCritique: RequiredSources: Minimum of 5Oral Citations: Minimum of 2 Failure to complete or hand in any of the required materials will result in a 25% grade reduction. For example, if you present your informative speech and earn a 90/100, but you fail to turn in an outline that meets the minimum standards of acceptability, your grade will be reduced by 25%. The same applies to a bibliography page and visual aid. If you do not turn in a critique, you will receive a 0 for that assignment, not for your speech. If you fail to cite (orally or in text) the required number of sources, points will be deducted from those categories on the speech rubric. An Important Note About Timing SpeechesEach of your presentations in this class will be timed. Failure to complete the speech within the allotted time frame will result in a deduction of points. Time cards will be used to help speakers keep track of time. It is important that we conform to these time limits in order to stay on schedule for the semester. For each speech, your ability to meet the designated time limit is worth 5 points. Time limit deductions are assessed as follows:For a speech less than 30 seconds OVER or UNDER the time limit, you will lose 1 a point. For a speech 30-44 seconds OVER or UNDER the time limit, you will lose 2 point. For a speech 45-59 seconds OVER or UNDER the time limit, you will lose 3 points. For a speech 1 minute OVER or UNDER the time limit, you will lose 4 points. For a speech more than 1 minute OVER or UNDER the time limit, you will lose 5 points. Any speaker who has not completed his or her presentation within 1 minute OVER the time limit will be shown the STOP time card and politely be asked to sit down. Communication Apprehension QuizInstructions: Here are twenty-four statements that ask how you feel about communicating. Don’t worry if some statements seem similar to other statements. In the space to the left of each item rate the extent to which the statement describes you. Record your first impressions without analyzing the statements closely. Use the following scale:1 = Strongly agree—it definitely describes me?2 = Agree – it describes me?3 = Undecided how well this describes me 4 = Disagree that this describes me5 = Strongly disagree that this statement describes me_______1. I dislike participating in group discussions_______2. Generally, I am comfortable while participating in group discussions_______3. I am tense and nervous while participating in group discussions._______4. ?I like to get involved in group discussions. _______5. Engaging in group discussion with new people makes me tense and nervous_______6. I am calm and relaxed while I participate in group discussions_______7. Generally, I am nervous when I have to participate in a meeting_______8. Usually I am calm and relaxed while participating in meetings_______9. I am calm and relaxed when I am called on to express and opinion at a meeting. _______10. I am afraid to express myself at meetings. _______11. Communicating at meetings usually makes me uncomfortable. _______12. I am relaxed when answering questions at a meeting_______13. While participating in a conversation with a new acquaintance, I feel nervous_______14. I have no fear of speaking up in a conversation_______15. Ordinarily, I am tense and nervous in conversations_______16. Ordinarily, I am calm and relaxed in conversations_______17.While conversing with a new acquaintance, I feel relaxed. _______18. I am afraid to speak up in conversations_______19. I have no fear of giving a speech. _______20. Certain parts of my body tense up when giving a speech_______21. I feel relaxed while giving a speech_______22. My thoughts become confused and jumbled when I am speaking_______23. I face the prospect of giving a speech with confidence_______24. While giving a speech I get so nervous I forget things I really puting your score: This test allows you to calculate your overall communication apprehension score and your communication apprehension scores for particular speaking situations. Group Score:?Add scores for items 2,4, and 6.?Subtract scores for items 1,3, and 5.Add 18 points _________________. Meeting Score:?Add scores for items 8,9, and 12. Subtract scores for items 7, 10, & 11. Add 18 points __________________.Dyad Score:?Add scores for items 14,16, and 17. Subtract scores for items 13,15, & 18. Add 18 points __________________. Public Speaking Score:?Add scores for items 19, 21,and 23. Subtract scores for items 20,22, and 24. Add 18 points __________________.Total?Add the four sub scores togetherTotal Communication Apprehension Score: ____________________The overall scores may range from 24 to 120 (If your score is higher than 120 or less than 24, you calculated incorrectly).Scores of 83 or more indicate relatively high communication apprehension. People who score in this range tend to talk little, be shy, and are somewhat withdrawn and nervous in speaking situations.Scores of 55 or less indicate relatively low communication apprehension. People who score in this range tend to enjoy being with others, like to talk, and feel confident of their communication ability. Tips for Overcoming Speech AnxietyDon't be so Hard on YourselfNobody is scrutinizing you as closely as you are. Most people are actually preoccupied with themselves, and are more concerned about their own possible missteps than about yours. They're likely not homing in on your mistakes. In the unlikely event that you make a mistake and someone actually notices, consider that they're likely to identify with you and be sympathetic, not hostile.What's the Worst that Could Happen?Ask yourself, "What's the worst that could happen?" Indeed, what if you actually do lose your place during your speech, stutter, stumble on your way to the podium or make jokes that fall flat? You'd experience some moments of embarrassment, and then you'd go on. Yes, it would be awkward, but no tragedy would ensue. Keep a realistic perspective on what really could go wrong. Chances are, not very much will go wrong.Focus on the Benefit to Your AudienceYou're speaking in public because presumably you have something important to convey and your audience needs to hear it. Think about how your audience will benefit and learn from your speech. Imagine your talk as a gift that they will welcome. Hopefully, you are providing them with interesting, useful or valuable information. If you're merely imposing your own ideas or values on them, rethink your message.Talk to One Person, Not to the CrowdAs you deliver your speech, pick a friendly-looking person in the audience. Look directly at her and say a full sentence--or even more--just to her. Repeat as necessary with different people in the room. It's often easier to talk to individuals than to a faceless crowd.Practice Makes PerfectRehearse your speech in front of family, friends or a mirror until you know it cold. Anticipate any questions that might be asked, and practice the answers. Your knowledge of the material will give you--and the audience--confidence.Don't ApologizeDon't talk about being nervous or apologize for missteps. You'll just reinforce them in yourself. Besides, such talk is beside the point. Your audience is there to hear what you have to say, not to critique your demeanor.Get to Know Your AudienceBe present as your audience arrives, and meet and greet some of them individually. It is easier to talk to people that you know rather than addressing strangers.Accept Your AnxietyRemember that it is very common to be nervous when speaking before an audience. Anxiety is just a feeling, not a prediction that something will actually go wrong. See if you can simply accept that some anxiety may always be there. You don't have to fully get rid of your fear of public speaking in order to be a dynamic and successful speaker.Read more: speaking/#ixzz2HRlzVhvHSThe Bio SheetThe following questions are asked in order to gather some initial information about you. The more I know about you, the easier it will be for me to tailor this class to your interests and needs. Name: ____________________________________________________ Phone #:________________________ Email: __________________________________________________________________________________________________ How long have you attended OCCC?__________________ What is your current standing?___________________________What is/are your Major area(s) of study?_____________________________________________________________________ Why is this your Major area of study? What is your biggest fear about this class?List any previous Public Speaking experiences:Why did you take this class (other than because it may be required)? List 3 goals you want to accomplish in this class this semester. 1. 2. 3. What grade do you plan on receiving for your accomplishments and efforts in this class? How will you achieve your desired grade? List your Hobbies/Interests/Extracurricular activities: At what do you consider your self to be an “expert” (i.e., what are you good at doing, or knowledgeable/passionate about)? What could you competently inform our class about?Do you have regular and reliable access to the following?: (Circle all that apply. If not, please explain below)A computerA printerThe InternetPowerPoint or other presentation softwareDo you know how to access and navigate Moodle? Yes_____No_____Do you know how to access and use your OCCC email account? Yes_____No_____In the space below, please include any additional information you think would be relevant or important for me to know about you as we move through the course. Classmate Scavenger HuntName: ________________________Section:________________________Date:___________________Directions: You have 5 minutes to find three people in the class who fit the categories below and have them sign their name on the appropriate line. One person can sign no more than 2 categories. No cheating!! Get to know your classmates! Have fun!1. Plays an Instrument: ________________________________________________________________________________________________________________________2. Has tattoos: ________________________________________________________________________________________________________________________3. Loves cats: ________________________________________________________________________________________________________________________4. Is a parent: ________________________________________________________________________________________________________________________5. Has won an award: ________________________________________________________________________________________________________________________6. Has traveled outside the U.S.:________________________________________________________________________________________________________________________7. Drives a red car: ________________________________________________________________________________________________________________________8. Can speak a language other than English fluently: ________________________________________________________________________________________________________________________9. Has a birthday in August: ________________________________________________________________________________________________________________________10. Has more than 2 siblings: ________________________________________________________________________________________________________________________12: Reads for fun: ________________________________________________________________________________________________________________________13. Played a sport in high school:________________________________________________________________________________________________________________________Speech Day ExpectationsThe most important part of giving a good presentation is being prepared mentally. In order to facilitate this preparedness I have compiled a specific list of speech day expectations. Many of these are listed in the course syllabus, but some are not. You should consider this a checklist for success on speech days. Come to class prepared! You must bring:A copy of your outline to hand in.A copy of the speech rubric.Your visual aid (have a back up in case something happens or your original idea doesn’t work. NEVER rely on technology).Your flash drive.A good attitude! A positive, enthusiastic speaker is almost always a good one Dress up. Looking professional gives you confidence which makes you a better speaker. You don’t need to wear a suit and tie or a dress, but you should take pride in your appearance. Remember, when you speak, all eyes are on you. You want to look your best. Don’t hide behind the podium. Effective communication is about more than the words you speak. It is also about your body language and movement – so move with purpose!Do not enter or leave the classroom when someone else is speaking. It’s rude and distracting. Enough said. Pay attention when someone else is presenting. What they have to say is important. It is interesting and it is worthy of your attention. Give it to them. If you don’t, your grade will be adjusted accordingly. Do not read your speech. First and foremost it is annoying. Your note cards or outline should be single word or single sentence. Speeches should be extemporaneous. If you want to read from a script, go to the drama department. Come to class early the day you present. If you are running late, you will be frazzled which can mess with your mojo. Get here a few minutes early, load your visual aid if you are using the computer, and try to relax. Speech Day Tips1. Start Strong! The audience is busy taking their own "mind trips." Grab?their attention and focus it on your speech. Examples, present a person or object, invite audience participation, use audio or video, use film or power point, read a quote, tell a story, and/or use humor. 2. Look Directly at Your Audience! The only way to adapt to your audience is to look at them. Notes are to help you if you forget the information or to keep you organized. Do not read to your audience.3. Give Credit Where Credit is Due! Be sure when stating facts, statistics, and/or quotes during your presentation, that you orally cite your credibility sources.4. Put Your Personality into Speech! When researching your speech, find information that will be interesting to your audience. Your job is to get their attention and keep their attention during your presentation.5. Delivery Matters! Stand balanced on two feet, not on one hip or with crossed ankles. Use the podium for your notes only. Do not hang, lean, touch, or ride the podium. Keep gestures above the waist. Take steps of purpose to keep the attention of your audience. Avoid pacing or random movement. Hands may rest at your sides or clasped in front when not gesturing. Avoid hands in your pockets, behind your back, crossed in front of your chest, or fidgeting with hair or jewelry.6. Speak Loudly! As a speaker you must project your voice loud enough for your audience to hear you. If they cannot hear your message they will quickly lose interest.7. Visual Aids Help Your Audience Remember! Use visual aid(s) to reinforce or explain your information. The visual aid should relate in some manner to the information that is being discussed. Some examples of visual aids are power point slides, pictures, video clips, objects, models, overhead transparencies, and handouts. Be sure your visual aid(s) are really aiding your speech. Do not talk to your visual aid(s) or the screen, talk to your audience about the visual aid(s). Put away, cover, or "shutter" the visual aid(s) when they are no longer being used.8. Dress to Impress! Research shows that we do make assumptions about people based on their clothing. Communicators who wear special clothing often gain persuasiveness. Clothing communicates nonverbally trustworthiness.9. Practice, Practice, Practice! Write a word or phrase outline on 2-3 note cards. Practice giving your speech several times to yourself, to a friend, or in front of a mirror.10. End Strong! Just like the start of your speech, the conclusion of your speech should be strong. It should clearly let the audience know when you are finished. Ways to end strong could be ending with a quotation, telling a story, using a striking fact, etc... "Thank you" should be stated after the note of finality is given, not as the note of finality. Do not end with an apology, "That's all I have," or "That's it!"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 Kinko’s! Print it out the night before it is due. Use a friend’s printer. Bring money to use the campus printer. Worst case scenario, email it to me so it isn’t considered late.Excuse #4: “I ran out of paper”?Solution: Print your assignment out the night before and put it in your bag. Go to the store before it closes.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. Make friends and contact them BEFORE asking me. Re-read the assignment description 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: Print off another copy from Moodle or get one from a friend. 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!Speech of Introduction RubricName:________________________________Section: ____________________ Date:_________________Name of student being introduced:___________________________________________Assignment Objectives: The objective of this speech is to introduce a fellow classmate to the rest of the class. You will be divided into groups and given class time to interview a teammate and give a short (1-2 minute) presentation about your new friend. Please include, at a minimum, his or her name, major, year in school, hometown, and at least one unusual or interesting fact about him/her. Points possible: 20Length: 1-2 minutesOutline: None RequiredVisual Aid: None RequiredCritique: None RequiredGrading CriteriaContent:1. Effectively introduces classmate by providing his/her name and other interesting, relevant and detailed information: _____/52. Speaks for 1-2 minutes: _____/5Presentation:3. Speaks clearly and audibly with minimal nonfluencies:_____/54. Makes effort to maintain eye contact with audience:_____/5Final Grade:__________/20Recorded Speech Time:_____________Instructor Comments: Embarrassing Moment Speech RubricName:________________________________ Section:__________________ Date:___________________Assignment Objectives: The goal of this speech is to tell your classmates about your most (classroom appropriate) embarrassing moment. Points possible: 50Length: 2-3 minutesOutline: None RequiredVisual Aid: None RequiredCritique: None RequiredGrading CriteriaContent:1. Effectively introduces the speech by setting up the scene and context in a logical way, and by and providing relevant background information: ________/102. Speaks for 2-3 minutes: ________/53. Uses appropriate language and makes appropriate word choices: ________/10Presentation:4. Speaks clearly and audibly with minimal nonfluencies: ________/105. Makes effort to maintain eye contact with audience: ________/56. Maintains professional posture and presentation style: ________/10Final Grade:___________/50Recorded Speech Time:_____________Instructor Comments: Team Chapter Presentation Assignment SheetGoal: The goal of this presentation is to work with a teammate to inform your classmates about the contents of one pre-assigned chapter in your textbook. This speech will not be recorded, however you and your partner are each required to write a critique of your presentation following the guidelines for speech critiques located in this handbook. I expect these chapter presentations to be well thought out, comprehensive, professionally constructed and presented and written as a TEAM! You must work together in order to receive a passing grade. Preparation Sheet: Not requiredOutline: Not RequiredVisual Aid: RequiredCritique: RequiredPoints: 75Time: 10-15 minutes per teamI strongly encourage you to do the following in your team chapter presentation:Engage your classmates! Much of the chapter text is common sense. You don’t need to dwell on the details, but DO make an effort to present the material in a way that is engaging, interactive, interesting and useful to your fellow students. Create the type of presentation you would want to listen to!Use video clips, audio clips, examples, photos, etc. to make your presentation interesting and engaging. Venture beyond the textbook! While your book is a useful resource, the internet is full of other valuable and interesting examples: Use it! Be a dynamic speaker. I expect these presentations to be more than just a boring regurgitation of the contents of your assigned chapter. Yes, you need to cover the material, but make it relevant to your classmates, and use any and all other resources at your disposal to do so. BE CREATIVE! PowerPoint can be a good tool, but don’t use it as a crutch. Feel free to create a relevant activity to accompany your chapter presentation. Many times, I will also have one planned, but sometimes students come up with far more interesting and fun activities than I do! If there are concepts, words, ideas or other materials in the chapter that you do not understand, work to figure them out before you present! Ask me, Google it, or do whatever you need to do. You can’t effectively convey material you yourself don’t understand. The bottom line is: Find a way to take the material you have been assigned and make it palatable, relevant, interesting and useful. Failure to do so will result in a less-than desirable grade. Also, failure to work as a team to complete this project will result in a grade no better than a “D”. If one member of the team is slacking, the other member is encouraged to explain the situation to me in his or her critique. Team Chapter Presentation Grading RubricName:____________________________Section:__________________________Date: ________Objectives: The goal of this presentation is to work with a teammate to inform your classmates about the contents of one pre-assigned chapter in your textbook.Preparation Sheet: Not requiredOutline: Not RequiredVisual Aid: RequiredCritique: RequiredPoints: 75Time: 10-15 minutes per teamGrading CriteriaContent:__________/401. Gives a substantive, comprehensive informative presentation over the pre-assigned textbook chapter:_____/52. Accurately presents the material in the assigned chapter: ______/53. Organizes the material in a clear, concise, logical way:_____/54. Clearly identifies the key points of the chapter and includes relevant supporting information:_____/55. Clearly articulates primary take-away points from text:_____/56.Provides relevant, accurate and useful examples of key chapter concepts:_____/57. Effectively relates topic to the audience:_____/58. Effectively uses external resources:_____/5Presentation & Delivery:__________/359. Speech is presented as a team with each student contributing equally:_____/510. Presentation concludes within 10-15 minutes: _____/511. Uses allotted time appropriately and well (is not stretching to fill time):_____/512. Speaks clearly and audibly with minimal nonfluencies:_____/513. Maintains clear and effective eye contact with audience:_____/514. Properly and effectively uses professionally created visual aid(s):_____/515. Delivers the speech using appropriate enthusiasm, body language, nonverbals and vocal tone:_____/5Final Grade:__________/75Recorded Speech Time:_____________Instructor Notes: Informative Speech Assignment SheetGoal: The objective of this speech is for you to inform your audience about a factual, non-controversial topic of interest to you. I must approve this topic prior to you giving the presentation. Points possible: 100Time: 4-6 minutesOutline: RequiredVisual Aid: RequiredCritique: RequiredBibliography: RequiredSources: Minimum of 5Oral Citations: Minimum of 2 ObjectivesContains a clear introduction consisting of:attention stepthesis statementcredibility stepaudience relation steppreview of the body of the speech. Clearly identifies and enumerates the main points in the body of the speech. Provides clear oral transitions between main points. Briefly concludes the speech, including a summary of main points one additional concluding device. Properly uses one visual aid. Speaks clearly and audibly. Speaks extemporaneously (i.e. uses good eye contact, not tied to notes, not memorized, not using a manuscript). Uses at least 5 pieces of evidence (i.e. an example, a statistic, testimony, etc) and must be labeled in the left margin of the outline. Orally cites at least 3 different published sources of evidence in the speech. Hands in a speech outline prior to presenting the speech following the outline format provided with sources of evidence indicated using footnotes in or on a separate bibliography page using APA style. Delivers speech appropriately and with proper enthusiasm, tone and nonverbals. Properly concludes the speech within 4-6 rmative Speech Preparation SheetName:____________________________Section:__________________________Date: ________1. What is the topic of your speech? Why is it appropriate for you?2. Why is the topic appropriate for your audience? 3. How will you relate the topic to your audience in the introduction?4. How is your topic narrowed to conform to the time limits for the speech assignment?5. What is your thesis statement?6. What method(s) of gaining attention do you use in the introduction?7. What method of organization do you use in the speech? Why is that the most appropriate way to structure your ideas?8. State in full sentences the 3 main points to be developed in the body of your speech.1. 2. 3. 9. What is your concluding device? How do you plan to end your presentation?Informative Speech Outline TemplateIntroductionI. Attention getting deviceII. Relate topic to audienceIII. Credibility statementIV. Thesis statementV. Preview the main points of the body of the speechA. Same as main point IB. Same as main point IIC. Same as main point IIIBodyI. First main pointA. Subpoint1. Supporting information (Statistic)2. Supporting informationB. Subpoint1. Supporting information (Testimony)Transition from main point I to main point II. II. Second main pointA. Subpoint1. Supporting information (Example)2. Supporting informationB. Subpoint1. Supporting informationTransition from main point II to main point IIIIII. Third main pointA. Subpoint1. Supporting information (Testimony)2. Supporting informationB. Subpoint1. Supporting information2. Supporting information (Statistic)ConclusionI. Restate thesisII. Summary of main points in body of speechA. First main pointB. Second main pointC. Third main pointIII. Concluding deviceInformative Speech Outline ChecklistThe checklist below has been provided to aid in putting together the final draft of your Informative Speech outline. Name, date, class, time, & my name in the upper left hand corner of page 1.The outline is typed, double-spaced & stapled.The outline has proper and consistent subordination, spacing & structure.You use proper grammar, spelling & punctuation.A minimum of 5 sources utilized. Include an APA style bibliography page or footnotes. REMEMBER, you need:An engaging attention getter.Full, complete sentences.Three main points.Transitions between main points.The preview is a clear list of all of the main points.?The summary lists all of the main points and one thing about each to help the audience remember.A reference page which follows APA format. I recommend the Owl at Purdue: 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?Speaker Credibility. What have you done to prepare for this presentation: Your professional, academic, personal experience with this topic?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.Transitions between each main point. Good transition words are: “Although”, “Even though”, or “While”.A proper review. Letting the audience know exactly what you discussed. Use words such as: first, second, finally, as indicators to your listening audience.A good reason for your audience to remember. Why is it important for the audience to remember this information you gave them today? Leave us with something interesting, motivational or rmative Speech Grading RubricName:________________________________Section: ____________________ Date:_____________Assignment Objectives: The objective of this speech is give a non-controversial factual speech about a topic of your choosing. You can think of this speech as an opportunity to TEACH the class about whatever subject you’d like!Points possible: 100Time: 4-6 minutesOutline: RequiredVisual Aid: RequiredCritique: RequiredBibliography: RequiredSources: Minimum of 5Oral Citations: Minimum of 2 Grading CriteriaContent:__________/451. Gives a substantive informative speech over a non-controversial factual topic which as been approved by the instructor:_____/52. Effectively introduces the speech using an appropriate attention getting device: ______/53. Clearly articulates thesis statement:_____/54. Includes relevant credibility step:_____/55. Effectively relates topic to the audience:_____/56. Clearly previews each main point before proceeding to the body of the speech:_____/57. Uses at least 5 credible sources of evidence in the presentation:_____/58. Orally cites at least 2 of the 5 sources of evidence in the presentation:_____/5Presentation & Delivery:__________/509. Clearly identifies each main point in the body of the speech:_____/1010. Uses clear and easily identifiable transitions to move from one main point to the next:_____/511 Enumerates each main point in the body of the speech:_____/512. Speaks for 4-6 minutes: _____/513. Uses allotted time appropriately and well (is not stretching to fill time):_____/514. Speaks clearly and audibly with minimal nonfluencies:_____/515. Maintains clear and effective eye contact with audience:_____/516. Properly and effectively uses one professionally created visual aid:_____/517. Delivers the speech using appropriate enthusiasm, body language, nonverbals and vocal tone:_____/5Outline:__________/518. Hands in outline BEFORE presenting the speech:_____/219. Outline conforms to assigned format, structure and meets all other criteria:_____/3Final Grade:__________/100Recorded Speech Time:_____________Instructor Notes: Criteria for Speech CritiquesRequired for: Informative Speech Team Chapter Presentation Group Debate Individual Persuasive SpeechWorth: 20 points each (20 x 4 = 80 points total)Due: The class period following the day you gave your speech unless otherwise noted in the syllabus/course schedule. Guidelines: Each critique must be 2 typed, double-spaced pages in length (approximately 300-500 words) with default margins and 12-point Times New Roman (or similar) font. You must include your name, the date and the name of the assignment (i.e. Informative Speech Critique) at the top of the page. If your critique is more than 1 page, you must staple the pages together. You must use correct grammar, spelling, punctuation and sentence structure. You are all college students so I expect college level writing and analysis from you. Assignment: After you watch your speech on your flash drive, answer the following questions using SPECIFIC EXAMPLES and details from your presentation: 1. What did you do well and why?2. What can you improve upon and how will you fix it for next time?3. What surprised you most about your presentation and why? 4. What grade would you give yourself if you were the instructor? Why do you think you earned this grade?For the Group Debate presentation, each person is required to submit their own critique evaluating both their individual performance and their team’s performance. Group Debate Assignment SheetTeam Preparation Sheet: Required (one per team)Team Outline: Required (one per team)Visual Aids: Required (one per person)Critique: Required (one per person)Sources: Minimum of 3 per personOral citations: Minimum of 2 per personWorth: 125 pointsLength: 3-5 minutes per personGoal: The classroom debates are exercises designed to allow you to strengthen your skills in the areas of leadership, interpersonal influence, teambuilding, group problem solving, and oral presentation. Debate topics and position statements will be decided in class. Groups and positions will be selected at random by the instructor. All group members are expected to participate in the research, development, and presentation of your debate position. Preparation will require substantial library research. Each student will receive an individual grade reflective of his or her efforts and contribution toward the team presentation. Debate Format15-20 minute position statement (3-4 minutes per team member) – Pro15-20 minute position statement (3-4 minutes per team member) – Con 5 minute Work Period4 minute Rebuttal - Pro4 minute Rebuttal - Con3 minute Work Period2:30 minute Response - Pro2:30 minute Response - Con1 minute Work Period2 minute Position Summary - Pro or Con2 minute Position Summary - Pro or Con5 minute Tallying of Ballots/Announcement of WinnerDebate ProceduresThe debate will take the form of timed individual presentations and responses separated by timed group work periods. When questions arise, the judgment of the instructor will provide the definitive ruling.Prior to the beginning of the class period, both teams are to position their desks facing each other at the front of the room and load any visual aids on the computer. Each team is to write its team name, debate position, and debate position statement on the blackboard behind their desks. Team members must stand when their team is presenting. Visual aids may be used at any time, including, but not limited to, handouts, flipcharts, transparencies, slides, videos etc. While a team is not required to use all of the time allocated to each debate component, speakers must stop immediately when the allocated time runs out. Team members are prohibited from speaking to the audience or opposing team except at the times specifically allocated to them. Thus, there can be no immediate, reciprocal interchange of comments between the teams. The sequence of the position summaries will be determined by a random procedure at the conclusion of the final work period. Note that no new information may be introduced during the summary. Doing so may result in disqualification of the offending group. If either team feels that their opponents are introducing new information during the summary, they may challenge them immediately and request a ruling from the instructor.Selection of Winner(s) and Allocation of PointsThe instructor reserves the right to allocate fewer than the default or class voted points to a group, if, in her opinion, the quality of preparation and/or presentation was inadequate. Debate "losers" who prepare and present adequately will receive 30 points for their efforts.Debate "Winners" will be selected in two ways, as follows:Audience Vote: Class members in the audience will vote by secret ballot for a debate winner. Votes are to be based upon presentation quality only, and not upon personal agreement or disagreement with the position espoused. At the conclusion of each component of the debate, class members will be asked to assign a point rating along with explanatory comments to each team for their performance during that component. When the debate is over, the point ratings will be summed. Whichever team has the higher sum will be the winner on that ballot. After all ballots are collected, the number of votes for each team will be announced. Whichever team has more votes will be the winner. In the event of a tie, the instructor’s vote will decide the winner.Instructors' Vote: The instructor will also evaluate both teams according to the above procedures and criteria, and select his choice for the winner.Group Debate Preparation SheetNames:Section: Date:___________________________________________________________________________________________________________________________________________________1. What are your team’s primary arguments (main points) that will be used to support your position on the assigned issue? Please use complete sentences. 2. How do you plan to effectively introduce your speech?3. How will you relate the topic to your audience in the introduction?4. What is your thesis statement?5. What method(s) of gaining attention do you use in the introduction?6. How will you organize the main points/arguments in your speech? Why will you order them in this way?7. What sources of evidence are you relying on to support your primary arguments?8. What is your concluding device? How will you effectively end your presentation?Group Debate Outline TemplateIntroductionI. Attention getting deviceII. Relate topic to audienceIII. Group credibility statementIV. Thesis statementV. Preview the main points of the body of the speechA. First argument for/against topic (same as MP1)B. Second argument for/against topic (same as MP2)C. Third argument for/against topic (same as MP3)BodyI. First argumentA. Subpoint1. Supporting information (Statistic)2. Supporting informationB. Subpoint1. Supporting information (Testimony)Transition from main point I to main point II. II. Second argumentA. Subpoint1. Supporting information (Example)B. Subpoint1. Supporting informationTransition from main point II to main point IIIIII. Third argument A. Subpoint1. Supporting information (Testimony)2. Supporting informationB. Subpoint1. Supporting information2. Supporting information (Statistic)Transition from main point III to main point VIConclusionI. Restate thesisII. Summary of main points in body of speechA. First main pointB. Second main pointC. Third main pointIII. Concluding device(Note: your team outlines should contain 1 main point per argument and ideally 1 argument per person)Group Debate BallotDebate:________________________________Class:_____________________Name of Evaluator:______________________________Date:_____________________12345 Poor Fair Average Good ExcellentPRO CON15-20 Minute Position PresentationRating = ____ Comments:Rating = ____ Comments:***** 5 Minute Work Period *****4 Minute RebuttalRating = ____ Comments:Rating = ____ Comments:***** 3 Minute Work Period *****2 Minute ResponseRating = ____ Comments:Rating = ____ Comments:***** 1 Minute Work Period *****2 Minute Position SummaryRating = ____ Comments:Rating = ____ Comments:[ ] Total Points [ ] Total PointsCircle Winner: PRO CONComments:Group Debate Grading RubricName:________________________________ Section: ____________________ Date:_____________Assignment Objectives: The objective of this speech is to convince your audience and instructor that your side of a given controversial topic is more right/correct/appropriate than the view of your opposing team. Points possible: 125Length: 15-25 minutes (3-5 minutes per person)Team Outline: Required (one per team)Visual Aid: Required (one per person)Critique: Required (one per person)Oral Citations: Minimum 2 per personSources: Minimum 3 per personBibliography: Required (one per team) APAGrading CriteriaContent:__________/551.Introduce your argument clearly and effectively:_____/102. Clearly identifies the main point in the body of the speech:_____/53. Clearly states and thoroughly supports argument:_____/54. Briefly concludes argument, including a summary of the evidence:_____/55. Transitions smoothly and effectively into the next main point:_____/56. Avoids logical fallacies & faulty reasoning:_____/57. Uses at least one professional looking visual aid appropriately and well:_____/58. Uses at least 3 pieces of credible evidence:_____/109. Orally cites at least 2 pieces of evidence:_____/5Presentation & Delivery:__________/6510. Speaks clearly and audibly throughout presentation:_____/511. Speaks extemporaneously (well rehearsed and not tied to notes or memorized):_____/1012. Maintains consistent and confident eye contact with the audience:_____/1013. Uses clear and easily identifiable transitions to move from one main point to the next:_____/514. Enumerates main point in the body of the speech:_____/515. Speaks for 3-5 minutes: _____/516. Uses allotted time appropriately and well (is not stretching to fill time):_____/517. Uses minimal or no nonfluencies:_____/518. Maintains clear and effective eye contact with audience:_____/519. Properly and effectively uses one professionally created visual aid:_____/520. Delivers the speech using appropriate enthusiasm, body language, nonverbals and vocal tone:_____/5Outline:__________/1521. Outline conforms to assigned format and structure:____/522. Outline contains properly formatted bibliography page and/or footnotes:_____/523. Outline uses full and complete grammatically correct sentences:_____/5Final Grade:__________/125Recorded Speech Time:_____________Instructor Comments: Group Debate Peer Evaluation FormName:________________________________ Section: ____________________ Date:_____________Please rank each member of your group on a scale of 1-5 for each of the following criteria with 1 being did not contribute and 5 being contributed fully. Please include any additional comments or information you think should be considered when calculating grades for the presentation. These comments are particularly useful, so feel free to use the back of the page if necessary. If you give a team member less than a perfect score, you must indicate why in the margin or in the comment section. This evaluation may increase or reduce the grade your teammates receive on the team debate presentation. Please be fair, accurate and as objective as possible in your evaluations. Do not evaluate your own contribution on this page. Group Member 1 Name____________________________Communication with group: 12345Contribution to research: 12345Presence/participation in group meetings: 12345Overall contribution to group presentation: 12345Comments: Group Member 2 Name____________________________Communication with group: 12345Contribution to research: 12345Presence/participation in group meetings: 12345Overall contribution to group presentation: 12345Comments: Group Member 3 Name____________________________Communication with group: 12345Contribution to research: 12345Presence/participation in group meetings: 12345Overall contribution to group presentation: 12345Comments: Group Member 4 Name____________________________Communication with group: 12345Contribution to research: 12345Presence/participation in group meetings: 12345Overall contribution to group presentation: 12345Comments: Overall Comments:Persuasive Speech Assignment SheetGoal: The goal of this speech is to persuade your classmates that they should take action with regard to a specific issue of your choosing. In order to do this, you will use the Monroe’s Motivated Sequence (MMS) organizational pattern. MMS is specifically designed to address questions of policy (rather than fact or value) and to motivate people to change their behavior. Be sure the topic you select is appropriate for the speech! Points possible: 150Length: 6-8 minutesOutline: RequiredVisual Aid: RequiredCritique: RequiredSources: Minimum of 7Oral Citations: Minimum of 5Organizational Pattern: MMSBibliography: Required, APAPreparation: This speech will require considerable time outside of class for research and writing. Do not put it off until the last minute! I will be able to tell and your grade will reflect it. Trust me on this. Grading criteria: Any speech that does not clearly employ MMS will not receive a grade higher than a D. Any speech that does not meet the time requirement will receive a full letter grade penalty. Any speech that does not use a visual aid will be penalized one full letter grade.Monroe’s Motivated SequenceOrganization 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.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.STEPFUNCTIONIDEAL AUDIENCE RESPONSEAttentionTo get audience to listen"I want to hear what you have to say"Needto get audience to feel a need or want"I agree. I have that need/wantSatisfactionto tell audience how to fill need or want"I see your solution will work"Visualizationto get audience to see benefits of solution"This is a great idea"Actionto get audience to take action"I want it"Monroe’s Motivated SequenceAttention StepFunctionsTo gain attentionTo secure good will and respectTo prepare the audience for the discussion of your topicMethodsReference to a subject, event, or occasionPersonal greetingRhetorical questionStartling statement/statisticsQuotationFunny anecdoteIllustrationNeed StepFunctionsTo describe the problemTo make your audience uncomfortable with the status quoMethodsStatements (supported with evidence)IllustrationShow consequencesSatisfaction StepFunctionsTo present a solution to the need described aboveMethodsStatementsExplanationTheoretical demonstrationPractical experienceMeeting objections and potential counterargumentsVisualizationFunctionsTo intensify your audience’s desire to adopt the solution and action you proposeTo help the audience see the results/consequencesMethodsPositive method (see what will happen if we do this!)Negative method (see what will happen if we don’t do this!)Contrast method: (compare adoption vs. nonadoptionActionFunctionsTo focus the throughts of your audienceTo motivate your audience to ACTTo leave the audience in a mood appropriate to your topicTo convey a sense of completionMethodsChallengeSummaryQuotationIllustrationPersonal intentionInducementMonroe’s Motivated SequenceThe Motivated Sequence derives it’s name from the fact that by following the normal processes of human thinking it motivates an audience to respond affirmatively to the speaker’s purpose. The sequence contains five distinct steps:(1) Attention (get the attention of your audience),?(2) Need (describe the problem, demonstrate a need for change), (3) Satisfaction (present a practical, and concise solution),?(4) Visualization (allow your audience to picture the results),?(5) Action (request immediate action from your audience).The Motivated Sequence Pattern is tailor made for policy speeches that seek immediate action. This sequence follows the process of human thinking and leads the listener step by step to the desired action. This is a tried and true sequence that is extremely effective. The Motivated Sequence Pattern is used by people who make their living by persuasion--especially advertisers. Many TV commercials use this same sequence.Make sure that you give your audience enough details of your proposal/plan so that it is clearly understood. Diagrams and charts are often useful here. You want your audience to leave the satisfaction step with a clear understanding of your plan. Your audience should now be wondering how this will work for them and what it can do for them (e.g., “This seems to be a practical solution for me, however, I would like to see/visualize it in action. How can I benefit?”).I. The Attention Step. First and foremost you need to gain the attention of your audience. In order to gain favorable attention, one or more of the following are recommended (most of these are the same techniques you used in the introductions of your informative speeches):A. relating to the audience B. showing importance of the topic C. making a startling statement D. arousing curiosity or suspense E. using a quotation relevant to your topic F. humorous anecdote? G. telling a dramatic story? H. posing a question (maybe rhetorical) I. using visual aids for illustration?Which ever method you use, remember that the Visualization Step must stand the test of reality. The conditions you picture must be capable of attainment. Moreover, they must be VIVID. Let your listeners actually see themselves enjoying the advantages, or suffering the evils, you describe. Now that your audience is convinced your policy is beneficial, they should be motivated to take action NOW.II. The Need Step. Now that you have the interest and attention of your audience, you must next make them feel a need for change. You need to show your audience that there is a serious problem with the current situation. It is important to state the need clearly and to illustrate it with strong supporting materials. One or more of the following are recommended: A. give a clear concise statement or description of the need or problem.?B. one or more detailed examples which illustrate the need.?C. statistical data(don’t overwhelm us with statistics, & make sure we can relate to them) D. Testimony and other form of support to show the extent of the needIn your need step you will make a convincing demonstration of how the need directly affects your audience: their health, happiness, security, or other interests. By the end of this step your listeners should be so concerned about the problem that they are psychologically primed to hear your solution.III. The Satisfaction Step. Having aroused a sense of need, you satisfy it by providing a solution to the problem. Now you present YOUR PLAN/SOLUTION and show your audience how it will work. The following techniques are recommended:A. briefly state the action or change you wish your audience to adopt.?B. a complete concise explanation of your plan.?C. a theoretical demonstration -- show how this action logically meets the problem. D. give actual examples showing that this plan has worked effectively, and it’s aIV. The Visualization Step. Now that you have given your plan/solution you will intensify your audience’s desire for your plan by helping them visualize your plan. You want to project your audience into the future and picture the potential benefits of your plan. Use vivid imagery to show your listeners how they will profit from your policy. Make them visualize how much better conditions will be once your plan is adopted. The Visualization Step may be developed using on of the following techniques:Alan Monroe (1969) stated that “Although individuals may vary to some extent, research has shown that most people seek consistency or balance among their cognitions. When confronted with a problem that disturbs their normal orientation, they look for a solution; when they feel a want or need, they search for a way to satisfy it. In short when anything throws them into a condition of disorganization or dissonance, they are motivated to adjust their cognitions or values, or to alter their behavior so as to achieve a new state of balance” (p. 42).A. The Positive Method -- by describing conditions as they will be in the future if the solution you purpose is carried out. Provide vivid, concrete descriptions. Select some situation which you are quite sure will arise in the future, and picture your audience actually enjoying the conditions which acceptance of your plan will produce.B. The Negative Method -- by describing the adverse conditions that will prevail in the future if the plan you have presented is not carried out. Picture for your audience the danger or the unpleasantness which will result from failure to follow your advice. Select from the Need Step the most undesirable aspects of the present situation, and show how these conditions will continue if your proposal is rejected.C. The Contrast Method -- by combining the positive and negative approaches. Use the negative method first, visualizing the bad effects if the audience fails to follow your advice; then the positive method, visualizing the good effects of believing or doing as you recommend.V. The Action Step. The function of the action step is to translate the desire created in the Visualization Step into overt action. Make a call for action. Tell your audience exactly what you want them to do NOW, and exactly how to do it. For example: Tell them where to go today on campus to donate blood. Give them the address of the state representative that they can write to (better yet, give them stamped addressed envelopes to the representative, and maybe even a form letter they can sign). Give them all the information they need to sign up for the CPR class offered next week at the Red Cross. You have done the leg work and you are making it easy for your audience to take IMMEDIATE ACTION. This step can take the form of one or more of the following devices:A. a challenge or appeal?B. a summary is always expected by your audience C. a quotation?D. an illustration?E. a statement of personal intentions practical solution?E. use facts, figures and the testimony of experts to support your claims\plan. You must conclude with a final stirring appeal that reinforces your audience’s commitment to ACT NOW! Beware, however, of making the action step too long or involved. You are trying to make this easy for your audience to do RIGHT NOW.The above material is based on excerpts and thoughts taken from: D. Ehninger, A.H. Monroe, and B.E. Gronbeck’s, (1978) Principles and Types of Speech Communication, 8th. Ed., pp. 142-163; S.E. Lucas (1995) The Art of Public Speaking, 5th. Ed., pp. 353-361.Persuasive Speech Preparation SheetName:________________________________ Section: ____________________ Date:_____________NOTE: This speech must follow Monroe’s Motivated Sequence. Please answer the following questions using complete sentences, and proper grammar, spelling and punctuation. 1. What policy, rule, regulation or law do you plan to argue for or against?2 How do you plan to effectively introduce your speech (gain attention) and relate the topic to your audience?3. What is your thesis statement?4. What is your need step?5. What is your satisfaction step?6. What is your visualization step?7. What specific sources of evidence are you relying on to support your primary arguments?8. What is your call to action? How will you effectively end your presentation?-1087755129730500Persuasive Speech Outline TemplateIntroductionI. ATTENTION STEPII. Relate topic to audienceIII. Credibility statementIV. Thesis statementV. Preview the main points of the body of the speechA. Same as NEED stepB. Same as SATISFACTION stepC. Same as VISUALIZATION stepBodyI. NEED STEP (Explain here the NEED for change. Define the problem and use credible evidence to explain why the situation needs changing)A. Subpoint1. Supporting information (Statistic)2. Supporting informationB. Subpoint1. Supporting information (Testimony)C. Subpoint1. Supporting information (Example)Transition from main point I to main point II.II. SATISFACTION STEP (Explain here the SOLUTION to the problem. What can be done to fix the problem? Be detailed and use evidence to support your assertions). A. Subpoint1. Supporting information (Example)2. Supporting informationB. Subpoint1. Supporting information2. Supporting information (Statistic)Transition from main point II to main point IIIIII. VISUALIZATION STEPA. Subpoint1. Supporting information (Testimony)2. Supporting informationB. Subpoint1. Supporting information2. Supporting information (Statistic)ConclusionI. Restate thesisII. Summary of main points in body of speechA. Same as NEEDB. Same as SATISFACTIONC. Same as VISUALIATIONIII. CALL TO ACTION! (Explain here specifically what your audience can do to affect change and implement the solution you provided above. Be clear, concise and make sure it’s within the realm of possibility. Provide all the needed information and any other materials your audience may need in order for taking action to be easy and painless). Persuasive Speech Grading RubricName:________________________________ Section: ____________________ Date:_____________Points possible: 150Length: 6-8 minutesOutline: RequiredVisual Aid: RequiredCritique: RequiredSources: Minimum of 7Oral Citations: Minimum of 5 Organizational Pattern: MMSBibliography: RequiredGrading CriteriaElements of MMS:_____/75Attention1. Initial impression of confidence:_____/52. Gained attention of listeners:_____/53. Established credibility:_____/54. Established relevance to audience:_____/55. Thesis statement was clear:_____/5 6. Clearly previewed main points:_____/5Need/Problem Step 7. Need/problem clearly defined:_____/58. Need/problem substantiated with evidence:_____/5Satisfaction/Solution Step 9. Plan/solution clearly explained:_____/5 10. Plan is viable and realistic:_____/5 Visualization Step 11. Practicality/viability of plan articulated and supported with credible evidence:_____/512. Benefits of plan related to audience:_____/5Action Step 13. Reviews main points:_____/514. Includes call for specific action:_____/515. Vivid concluding appeal:_____/5Final Grade:__________/150Instructor Comments:Visual Aid:_____/1516. Visual aid enhanced rather than distracted:_____/517. Visual aid is appropriate for speech:_____/518. Visual aid was used appropriately and well:_____/5Delivery:_____3519. Maintained eye contact:_____/520. Used vocal variety: _____/521. Absence of distracting mannerisms:_____/municated enthusiasm for topic:_____/523. Maintained poise and confidence:_____/524. Spoke extemporaneously: _____/525. Appeared well prepared and rehearsed:_____/5Outline:_____/526. Hands in well written, properly constructed outline following previously discussed guidelines BEFORE the speech is presented:_____/5Additional Evaluation Criteria:_____/2027. Used a minimum of seven (7) credible sources in speech:_____/528. Orally cites a minimum of five (5) credible sources:_____/529. Transitions were clear and effective:_____/530. Completed within 6-8 minutes:_____/5 Recorded Speech Time:_____________Demographic Audience-Analysis Questionnaire1. Name (optional): 2. Sex/Gender: 3. Occupation:?4. Religious affiliation:?5. Marital status: 6. Major in school:?7. Years of schooling beyond high school: 8. Age:9. Ethnic background:?10. Hometown and state:?11. Political affiliation: 12. Membership in professional or fraternal organizations:13: Household size:Additional Relevant Information:Audience Analysis ExerciseName:________________________________ Section: ____________________ Date:_____________Instructions: Below are six specific purpose statements for classroom speeches. How would a speaker with this specific purpose statement adapt his or her speech to the interests, knowledge, and attitudes of this class? In other words, if this was your speech topic, how would you approach it in a way that would make your classmates want to listen?1. To inform my audience how they can protect their home against burglaries. 2. To inform my audience about the principles of aerodynamics that allow an airplane to fly. 3. To inform my audience about the causes, symptoms, and treatment of eating disorders. 4. To persuade my audience that the Social Security system should be replaced with a national system of individual retirement accounts. 5. To persuade my audience that capital punishment should be abolished in the United State. 6. To persuade my audience to participate in campus organizations and activities. Online Scavenger HuntName:________________________________ Section: ____________________ Date:_____________Task 1:Find out what the high and low temperatures will be tomorrow.Search Terms:URL:Response:Task 2:Define triskaidekaphobia.Search Terms:URL:Response:Task 3:How many lines are in a limerick?Search Terms:URL:Response:Task 4:Where can you find career information in the media center catalog?Search Terms:URL:Response:Task 5:Who was the last NASCAR driver to win the Winston Cup?Search Terms:URL:Response:Task 6:Name a famous author from our state.Search Terms:URL:Response:Task 7:Find 2 books on dream interpretation in the media center catalog.Search Terms:URL:Book Titles:Task 8:Find 3 funny laws in our state.Search Terms:URL:Laws:Task 9:In the library catalog, find the call number for The Great Gatsby.Search Terms:URL:Call Number:Task 10:Find 2 events at the BI-LO Center in Greenville, South Carolina this month.Search Terms:URL:Events:Task 11:Who wrote the poem "Jabberwocky"?Search Terms:URL:Response:Task 12:What is the high school graduation rate in our state?Search Terms:URL:Response:Answer the following discussion questions:1. Which search engine did you use the most? Why? Does using another search engine change the results that appear?2. How did you determine effective keywords for your searches?3. What were some difficulties you had in finding information?4. Name 4 research-related resources available to you in the library catalog. How do you think you can/will use these in the future? 5. Which resource in the library catalog do you think will be most helpful to you? Why?Impromptu Informative Speech Grading RubricName:________________________________ Section: ____________________ Date:_____________Points possible: 20Length: 1-2 minutesOutline: None RequiredVisual Aid: None RequiredCritique: None Required Grading CriteriaContent: __________/51. Properly concludes presentation within 1-2 minutes: ________/32. Uses appropriate language and makes appropriate word choices: ________/2Presentation:__________/151.Speaks clearly and audibly: ________/54. Speaks clearly and audibly with minimal nonfluencies and demonstrates appropriate enthusiasm: ________/55. Makes effort to maintain eye contact with audience: ________/36. Maintains professional posture and presentation style: ________/2Final Grade:___________/20Recorded Speech Time:_____________Instructor Comments: Impromptu Persuasive Speech Grading RubricName:________________________________ Section: ____________________ Date:_____________Points possible: 20Length: 1-2 minutesOutline: None RequiredVisual Aid: None RequiredCritique: None Required Grading CriteriaContent: __________/51. Properly concludes presentation within 1-2 minutes: ________/32. Uses appropriate language and makes appropriate word choices: ________/2Presentation:__________/151.Speaks clearly and audibly: ________/54. Speaks clearly and audibly with minimal nonfluencies and demonstrates appropriate enthusiasm: ________/55. Makes effort to maintain eye contact with audience: ________/36. Maintains professional posture and presentation style: ________/2Final Grade:___________/20Recorded Speech Time:_____________Instructor Comments: In-Speech Oral Citation Guide When citing your references in your speech, you need to include three things: Author, Source, and Date. Utilizing all three of these items will make your references sound solid and will allow critical thinkers to find the information you are talking about.“Author” refers to who wrote or spoke the information you are referencing. Source refers to the source that the author made the comment in: Newspaper, ?magazine, book, TV show, interview, etc. Date refers to when the author said the material or when the source material was published. If there is not a date listed due to the type of source (i.e. webpage), use the last accessed date instead. Last accessed date refers to the last date that you looked that information up online.When citing your reference author, be sure to include any information necessary to aid their credentials. This is especially important when the source you are using is a personal interview that you conducted. You need to be sure we understand why this person is an expert and why we should trust the information that you are presenting. It also helps critical thinking for the listeners in that they are able to better judge the information that is presented. If the author is the person who wrote a journal or magazine article such as National Geographic, it isn’t necessary to add any more credentials. However, if it is an author to a website that is not well known, letting your audience know more about the person will help them analyze the information and weigh out its merit.Some examples of source material cited properly in a speech are as follows:“According to Kevin Blakely, a reporter for in February of this year, currently US divorce rate is at 50%”“According to an article published in NY Times by author Ken Penn in October 2009, terrorism is a bigger threat now than it was on 9/11”“In September 2011, author Bob Jones wrote an article for Time Magazine talking about reproduction habits of our closest relatives, the chimpanzee. He said...”“According to a personal interview in October of this year with Dr. Laura Stouff, a family practitioner in the area for 24 years, immunization rates in our community are lower than average.”Notice that all examples include author, source, and date for the material that was presented and they are worded as conversationally as possible. Your references should be memorized so as to not detract from the information you are presenting and to enhance the credibility of the information. If you have to look down to retrieve your source material, it will seem like you don’t care very much about it and thus, it must not be that important. Knowing a source and citing it fluidly, without looking away from your audience, will make you look better and will make your presentation more enhanced.Proper APA Reference PageAll communication and psychology classes at your college will require APA (American Psychological Association) format for your reference and in text citations. MLA or Modern Language Association is another common reference format, but is used for English and language courses. APA has specific reference requirements that need to be followed for any communication course. For a beginning public speaking course, you will be required to follow the APA guidelines for your reference papers that are turned in with your assignments.General guidelines for APA reference papers are as follows according to Purdue OWL website, a reputable site for APA referencing ():Your reference list should appear at the end of your paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.Your references should begin on a new page separate from the text of the essay; label this page "References" centered at the top of the page (do NOT bold, underline, or use quotation marks for the title). All text should be double-spaced just like the rest of your essay.Basic RulesAll lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation. Authors' names are inverted (last name first); give the last name and initials for all authors of a particular work for up to and including seven authors. If the work has more than seven authors, list the first six authors and then use ellipses after the sixth author's name. After the ellipses, list the last author's name of the work.Reference list entries should be alphabetized by the last name of the first author of each work. If you have more than one article by the same author, single-author references or multiple- author references with the exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest.Capitalize all major words in journal titles.When referring to books, chapters, articles, or Web pages, capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word.Italicize titles of longer works such as books and journals.Do not italicize, underline, or put quotes around the titles of shorter works such as journal articles or essays in edited collections.APA Style Common ExamplesOne Authors?Last name first, followed by author initials.Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11, 7-10.Two AuthorsList by their last names and initials. Use the ampersand instead of "and."Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency hypothesis. Journal of Personality & Social Psychology, 66, 1034-1048.Article in JournalAPA style dictates that authors are named last name followed by initials; publication year goes between parentheses, followed by a period. The title of the article is in sentence-case, meaning only the first word and proper nouns in the title are capitalized. The periodical title is run in title case, and is followed by the volume number which, with the title, is also italicized or underlined.Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages.Basic Format for BooksAuthor, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.Article in a MagazineHenry, W. A., III. (1990, April 9). Making the grade in today'sschools. Time, 135, 28-31Article in a NewspaperUnlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style. Single pages take p., e.g., p. B2; multiple pages take pp., e.g., pp. B2, B4 or pp. C1, C3-C4.Schultz, S. (2005, December 28). Calls made to strengthen state energy policies. The Country Today, pp. 1A, 2A.Nonperiodical Web Document, Web Page, or ReportList as much of the following information as possible (you sometimes have to hunt around to find the information; don't be lazy. If there is a page like , and somepage.htm doesn't have the information you're looking for, move up the URL to ):Author, A. A., & Author, B. B. (Date of publication). Title of document. Retrieved from addressAngeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M.,Soderland, L., & Brizee, A. (2010, May 5). General format. Retrieved from InterviewsPersonal interviews refer to those interviews that you conduct yourself. List the interview by the name of the interviewee. Include the descriptor Personal interview and the date of the interview.Purdue, Pete. Personal interview. 1 Dec. 2000.Practice APA WorksheetName:________________________________ Section: ____________________ Date:_____________Part 1: For this exercise, list the following in the correct APA reference page format.Example #1?Book: How to Create A Happy Family Atmosphere?Published: June 2009 from McGraw Hill?Author: Kim Jessop Example #2Website: ; article entitled “How to help your neighbors achieve success at work”?Author: Simone Helper, a RN in the local area of Vermont for 20 yearsDate: September 2009 Example #3Personal Interview:?Author: Jim Hansen, warden of Central Utah Facility Prison for 15 years?Date: October 13, 2011 Example #4Journal: “The Journal of Communication”?Article: “How Communication Apprehension Hurts Self-Esteem”?Author: Kim Jenkins?Date: February 8, 1979 Part 2: Write out all four references in proper order with the proper labelingPart 3: Take all four references and create a statement from each of them in spoken speech format. In example, “According to an article published in NY Times by author Ken Penn in October 2009, terrorism is a bigger threat now than it was on 9/11”. Since you don’t know the material and they are made up references anyway, you will make up what that source material is about. As long as the Author, Source, and Date are used properly in a statement, any information will be accepted.Example #1Example #2Example #3Example #4Basic Outlining GuideWhy are outlines important?An outline sets forth in plain view the architecture of your thought. An outline can assist you as you speak in at least eight ways. 1. You can be sure your main points sustain your thesis. 2. You can be sure your thought patterns are appropriate, orderly, and consistent. 3. You can be sure your supporting materials (sub points) are logically or psychologically related but subordinate to your main points. 4. You can be sure your supporting materials are of the kind, quantity and quality that:a. Sustain your main pointsb. Develop your subject fully and completely. c. Influence your audience as much as possible in the way you desire. 5. You can be sure that you use proper transitions to help make progression and relationships clear. 6. You can be more sure of remembering your main points, their sequence and their development. 7. You can, because of all of the above, be sure your audience will comprehend your speech better and remember it longer. 8. You can have a permanent record of your speech. What is good outline form?A good outline meets these four standards:1. There should be only one item or statement in each unit in the outline. If two ore more statements appear under one symbol, their relationship becomes unclear. EXAMPLE: (How not to do it!)I. Our city should conduct a campaign against the thousands of flies that infest it each year, breeding everywhere and buzzing at every house, because they spread disease by carrying germs and contaminating food, and because they can be stopped by killing them with insecticides and preventing their breeding by eliminating refuse. (How to do it!)I. Our city should conduct a campaign against flies. A. Thousands of flies infest the city every year. 1. They breed everywhere. 2. They buzz at every house. B. Flies spread disease. 1. They carry germs. 2. They contaminate food. C. Flies can be eliminated easily. 1. Widespread use of insecticides kill them. 2. Cleaning up trash prevents their breeding. 2. The items on the outline should be properly subordinated – statements listed as subpoints under a larger heading should actually be subordinate to or support major points. For a test of correct subordination, read the statement you wish to use as a main point (or sub-point) and mentally insert “because” or “since” or “for” and read the sub-point (or sub-sub point) immediately underneath. If “because,” “since” or “for” makes a logical connection between the two, your subordination is probably correct. EXAMPLE:(How not to do it!)I. Radio benefits humanity. A. It has saved many lives at sea. II. It makes spreading the news easier. III. Current broadcasting techniques impede radio’s full potential. A. There are too many stations cluttering up the air. 1. Programs are becoming worse. 2. There are too many DJ-shows and advertisements. (How to do it!)I. Radio benefits humanity (because…)A. It has saved many lives at sea. B. It makes spreading news easier. II. Current broadcasting techniques impede radio’s full potential. (because…)A. There are too man stations cluttering up the air. B. Programs are becoming worse. (since…)1. There are too many DJ shows. 2. There are too many advertisements. 3. Proper indentation should be used to indicate the logical relationship between the items. The greater the importance of the item, the closer it should be to the left hand margin. If a statement takes up more than one line, the second line should be indented exactly as the beginning of the item. EXAMPLE:(How not to do it!)I. Dogs are mans best friend. A. They are incredibly loyal.1. In early August 2011, Kirby, a small black dog whose owner recently died, went missing from his new home. The little pup was found soon after, sitting by his owner's grave, having walked miles to find it.(How to do it!)I. Dogs are mans best friend. A. They are incredibly loyal.1. In early August 2011, Kirby, a small black dog whose owner recently died, went missing from his new home. The little pup was found soon after, sitting by his owner's grave, having walked miles to find it. 4. It is necessary to use a consistent set of symbols. EXAMPLE:(How to do it!)I. Roman numeralsA. Capital letters1. Arabic numeralsa. Lower-case letters. Some Guidelines for Clear, Effective Main Points1. Main points should be complete, declarative sentences expressing a single idea. 2. Main points should be parallel; they should be in the same grammatical form, should be similarly phrased and should repeat as many of the same words as possible. EXAMPLE:(How not to do it!)I. The amount of your income tax depends on the amount you can earn. II. Isn’t property tax assessed on the value of what you own?III. You pay sales tax in proportion to the amount you buy. (How to do it!)I. The amount you earn decides your income tax. II. The amount you own decides your property tax. III. The amount you buy decides your sales tax. Outlining Exercise #1Name:________________________________ Section: ____________________ Date:_____________In the left hand column below is a partially blank outline from a speech about sleep deprivation. In the right-hand column, arranged in random order, are the subpoints to fill in the outline. Choose the appropriate subpoint for each blank in the outline. OutlineSubpointsI. Most Americans do not get the sleepSleep deprivation has been linkedthey need on a regular basisto a number of health problems.A. The Times also blames falling asleep at theWheel for 6,500 U.S. traffic deaths each year. B. 1. The typical adult needs about eight hoursof sleep each night to function effectively2. during the day. II. Sleep deprivation is a major cause of trafficThe same study showed that 20 percent of accidents and deaths. the population gets less than six hours of A. sleep a night.1. Second, it increases the risk of heart disease.2.The statistics linking sleep deprivation to traffic accidents and deaths are alarming.B. Yet most Americans consistently get less thaneight hours of sleep a night.III. Sleep deprivation also contributes to poorpersonal health. First, it weakens the immune system. A. Sleep deprivation is second only to alcoholas the leading cause of traffic accidents and B. deaths.1. Newsweek reports that “sleep deprivationhas become one of the most pervasive health problems facing the U.S.”2.A Stanford study showed that over half the 3. population gets less than seven hours of sleep a night. Third, it contributes to gastrointestinal illness. The Los Angeles Times reports that drowsiness causes 200,000 auto accidents each year. Outlining Exercise #2Name:________________________________ Section: ____________________ Date:_____________ Below is a speech outline with 12 main points. Reorganize the outline so as to reduce the original main points to three main points, each with three sub points. Use the new main points and subpoints to fill in the blank outline at the bottom of this page. Be sure to use parallel wording when stating the main points. I. The first part of preparing for a backpacking trip is plotting the course. II. Choose a course that is suitable for everyone in the hiking group. III. Check detailed maps so you can identify obstacles on your course. IV. Consider the climate of the hiking area when plotting your course. V. Preparing you food is also important. VI. Work out a menu that covers all means you will eat on the trip. VII. Shop for the food you will need. VIII. Carefully pack the food in waterproof bags. IX. Good equipment is a necessity as well. X. You will need a tent that is lightweight yet spacious. XI. You will need strong, comfortable hiking boots. XII. You will need proper clothing for the terrain and climate. I. A. B. C. II. A. B. C. III. A. B. C. Lost at Sea ExerciseName:________________________________ Section: ____________________ Date:_____________ Scenario:You and your team have chartered a yacht. None of you have any previous sailing experience, so you have hired an experienced skipper and two-person crew. As you sail through the Southern Pacific Ocean, a fire breaks out and much of the yacht and its contents are destroyed. The yacht is slowly sinking. Your location is unclear because vital navigational and radio equipment have been damaged. The yacht skipper and crew have been lost to the fire. Your best guess is that you are approximately 1,000 miles southwest of the nearest landfall.SelfTeamActualDifference1. A sextant2. A shaving mirror3. A quantity of mosquito netting4. A 5-gallon can of water5. A case of army rations6. Maps of the Pacific Ocean7. A floating seat cushion8. A 2-gallon can of oil/petrol 9. A small transistor radio10. 20 square feet of Opaque sheeting11. Shark repellent12. One quart of rum13. 15-ft nylon rope14. 2 boxes of chocolate bars15. A fishing kit?In addition to the above, you have salvaged a four-man rubber life raft.The total contents of your combined pocket’s amounts to a pack of cigarettes, three boxes of matches and 3 $5 bills.YOUR CHANCES OF SURVIVAL WILL DEPEND UPON YOUR ABILILTY TO RANK THE ABOVE 15 ITEMS IN THEIR RELATIVE ORDER OF IMPORTANCE. GOOD LUCK! How to Create a PowerPoint that isn’t TerriblePresentations – whether they are made with PowerPoint or other applications, are a great way to support a speech, visualize complicated concepts or focus attention on a subject. However, a bad presentation can achieve the opposite. Badly designed slides with too much text or bad graphics can distract or worse, irritate the audience. Here’s a short guide that will help you create presentations with a professional look and concise content, avoiding the most common mistakes.DesignThe first thing that gives a professional touch to any presentation is the design.Presentation Helper has a large selection of free Powerpoint templates for a variety of topics. However, whether you download a free template or create your own, keep the following in mind:1. Compose SlidesDon’t copy & paste slides from different sources.Keep the design very basic and simple. It shall not distract.Pick an easy to read font face.Carefully select font sizes for headers and text.Leave room for highlights, such as images or take home messages.Decorate scarcely but well.Restrict the room your design takes up and don’t ever let the design restrict your message.2. Use ConsistencyConsistently use the same font face and sizes on all slides.You may highlight headers, create a special frame for figures/images or the whole slide but don’t overload your slides with these elements.ColorsA poor choice of colors can shatter a presentation. If you’re unsure which colors match best, use ColorBlender to get a set of up to six matching colors, simply by moving a set of RGB sliders back and forth.3. Use ContrastBlack text on a white background will always be the best but also the most boring choice.If you want to play with colors, keep it easy on the eyes and always keep good contrast in mind so that your readers do not have to strain to guess what you’ve typed on your slide.4. Apply BrillianceCarefully use color to highlight your message!Don’t weaken the color effect by using too many colors at an instance. Match colors.Make a brilliant choice: match colors for design and good contrast to highlight your message.Text5. KISSKeep It Straight and Simple.Keywords only.No sentences!Never read your slides, talk freely.Remember that your slides are only there to support, not to replace your talk! You’ll want to tell a story, describe your data or explain circumstances, and only provide keywords through your slides. If you read your slides and if you do it slow and badly, the audience will get bored and stop listening.6. Take Home MessageAlways express a Take Home Message.It’s your message, a summary of your data or story.Make it a highlight that stands out.ImagesImages are key elements of every presentation. Your audience has ears and eyes – they’ll want to see what you’re talking about, and a good visual cue will help them to understand your message much better.7. Add ImagesHave more images in your slides than text.But do not use images to decorate!Images can reinforce or complement your message.Use images to visualize and explain.A picture can say more than a thousand words.If you don’t have your own images, you can browse Flickr or Google’s image search for material. If this is a very public and official presentation however, you need to keep copyrights in mind.Animations & MediaIn animations, there is a fine line between a comic or professional impression. However, animations can be rather powerful tools to visualize and explain complicated matters. A good animation can not only improve understanding, but can also make the message stick with your audience.8. Don’t Be SillyUse animations and media sparingly.Use animations to draw attention, for example to your Take Home Message.Use animations to clarify a model or emphasize an effect.Target & ContentYour target i.e. your audience, defines the content of your presentation. For example, you won’t be able to teach school kids about the complicated matters of economy. However, you may be able to explain what economy is in the first place and why it is important.9. Keep Your Audience In MindIn your talk, describe the essentials colorfully and choose your weapons i.e. text, images and animations wisely (see above). If you lose the attention of your audience, everything will be lost — it won’t matter how ingenious your design or how brilliantly you picked colors and keywords.Answer these questions and boil your slides down to the very essentials:What do they know?What do you need to tell them?What do they expect?What will be interesting to them?What can you teach them?What will keep them focused?10. PracticeA well-prepared and enthusiastic talk will help you convince your audience and maintain their attention. There are some key points that define a good talk.Know your slides inside out.Speak with confidence – loud and clear.Don’t speak too fast.Maintain eye contact with the audience.Evaluating Your SourcesJust because you see it in print or on your computer screen, do not assume it is accurate or reliable!Evaluation checklistWhat's the book's purpose? (or article or website)Who is the author?Who is the publisher?Why should I believe this information?How timely is it?What will this add to my project?What can I tell from an Internet address?Before you use information from a book-or article-for your paper, take a critical look at it. Consider the following:What is the book's purpose??Is it to inform, to present opinions, to report research or to sell a product? For what audience is it intended-general public, children, scholarly?Who is the author??Are his qualifications, experience, and/or institutional affiliation given? What credentials or special knowledge does he have? Does the author have a certain bias?Who is the publisher??Is it published by an academic institution or a large commercial publisher? By a non-profit organization or a business? The publisher may give clues as to the reliability and/or bias of the information presented. If it's a website, what does the URL tell you?Why should I believe this information-what authority does it have? ?Does it contain documented facts or personal opinion? Any footnotes, bibliographies, or lists of references that let you check the accuracy of statistics or factual information? Is the documentation from published sources, not personal webpages?How timely is this information? ?Do you need a new book about current research or issues? Need something written earlier on issues during a certain historical period? Are the statistics and facts cited in the book recent enough for your research needs? If this is a website, is there a "last updated" date shown?What will this information add to your project? ?Does it help you to understand the topic and answer your research question? How does it compare to what you've read in other books and articles? Does it give historical or theoretical context to what you've learned? What aspect of your topic does it not cover? Can you use the bibliography to find more on your topic? Is it a scholarly or a popular source?(Adapted from University of Minnesota Libraries' "Quickstudy.")What can I tell from an Internet address?An Internet address is also called a URL (Uniform Resource Locator). Looking at the end of the URL will often tell you something about what kind of website you're visiting-even a clue about how trustworthy or objective the information might be.URLTYPE OF (commercial)Commercial sites, ads, business info, shopping, news!!!.edu (education)school info, links to libraries & departments!!!!.gov (government)statistics, public info, facts, agency databases!!!!!.org (organization)non-profit information, interest group agendas, may try to influence public opinion!!!.net (network)Internet service provider, often sponsors personal sites!!~ (tilde) followed by a personal name (someone's personal webpages)Could be great information. (Some educational institutions let individuals post personal material, with no monitoring of contents.)You be the judge!Helpful OCCC ResourcesThe Speech LabThe Speech Lab at Oklahoma City Community College offers students the opportunity to practice and record their speeches and view them immediately or take them home on a USB drive to critique themselves and make improvements to their public speaking for classes such as Introduction to Public Speaking. Students are expected to provide their own USB drives. This new lab is located in 1D4 in the Arts and Humanities Building, across from the Arts and Humanities Division Office.Hours for this lab will change each semester. Check with the Arts and Humanities Division Office for dates and times. For more information, call 682-7558.The Communication LabThe Comm Lab provides the following services to student free of charge:Word ProcessingFree TutoringReading SkillsGrammar SoftwareStudy SkillsComputer CenterWriting WorkshopsTutor Facilitated Study GroupsESL Conversation GroupsOnline Writing Assistance?Their website also has a lot of useful resources: number: (405) 682-1611 extension 7379 ?E-Mail: echo@occc.edu The lab is located in Area 1N7 of the Main Building.The LibraryThe library also has a ton of useful resources, including free printing on the third floor. Oh, and librarians (in my experience, anyway) are the most helpful people ever. If you need something or have questions, just ask them! Online ResourcesUse this to look up examples of the different types of speeches you will be presenting throughout the semester. Be wary, though. Not all of the student speeches on Youtube are done well! in helping you identify and understand various types of logical fallacies and how to avoid them in your presentations. tips for how to create effective PowerPoint presentations.Similar to PowerPoint, but allows your presentation to move through space and show relationships between ideas more effectively. Check it out! It’s free! to APA style. help you format you APA citations correctly. list of possible speech topics. International is a non-profit educational organization that teaches public speaking and leadership skills through a worldwide network of meeting locations. website has lots of tips and resources to help you give more effective speeches. Five things to remember when e-mailing a professorBy Megan Roth27940003873500Photo by Ryan McVayThe scenario: It’s Tuesday afternoon, the day before the exam, and you’re not sure about the material. It’s too late to attend the professor’s office hours. As you sit at your computer, staring at the open email window, you freeze. How do you email the professor?Emailing a professor might seem daunting, especially if he or she does not know you individually among the sea of hundreds of other students in your lecture class or college. But following a few general principles will help you establish communications with your professors without worrying that you’ve lost face.Keep these five things in mind when emailing your professor.1. Be Formal?Always use a proper salutation when emailing a professor — even if you know the professor personally or professionally. Use “Dear” to begin the email and address he or she by the name you would use if speaking to the professor in person (Dear Dr. ____ or Dear Ms. ______). If you do address the professor by first name, still use “dear” to set up a respectful tone for the letter.2. Specify?Specify who you are by first and last name, and specify which class you are taking before diving into the specifics. Professors often teach anywhere from two to six classes per semester and usually have hundreds of students to serve. State your name, the class you are taking and the course section (the professor might teach three sections of your course and will need to know which one you attend).3. Be thorough?Any time you send a message, you should have two things in mind: goal and audience. Your audience here is a professor, who is an authority figure. Your goal could be any number of things, from clarifying the reading assignment to asking for an extension. Whatever your goal may be, you’ll want to anticipate any questions the professor may have and incorporate the information into your message. For example:Dear Professor Smith,My name is John Green and I attend your ENC4214 section 9 course. I missed class on Tuesday and would like to find out the assignment for Thursday. The syllabus only lists a reading assignment, but I wanted to make sure nothing is due to hand in Thursday. Thank you for your help.Sincerely,?John GreenThe example above shows that John indicated that he had already checked the syllabus. This saves time and allows the professor to simply respond, “Yes, there is a written assignment and it is _____” or “No, there is no written assignment,” knowing that John has already gone to the syllabus.4. Be kind?Professors are people, too. They have friends, families, hobbies and favorite foods. So when you email a professor, remember that you are not writing to an entity, a building or a computer — you are communicating with a real person. Be kind, be thankful and never come across as demanding. This can be accomplished with the “You Attitude,” a concept that asks you to consider yourself as the reader. What words or sentences would be off-putting? For example:“Get back to me as soon as possible.” This sentence is demanding, pushy and gives a direct command — something you want to avoid. After all, you are communicating with a higher-up.“Please advise me at your convenience.” This conveys respect and awareness. The professor is not a public servant and doesn’t need to do anything as soon as possible for you.Using the “You Attitude” establishes goodwill and respect and increases the chances you will receive the help you need. It also won’t hurt to thank the professor at the end of the email, which establishes good rapport (see the example above).5. Proofread?Perhaps the most important and final step, proofreading ensures that you come across as professional and caring. An email full of errors and faulty sentence structure is sure to enflame a busy professor. After all, if your writing is unclear, the reader has to work to understand what you want. Do the work on your end and make the message is clear and easy to read. For a short message, don’t get fancy. Use simple syntax (subject-verb-object) and proofread for run-on sentences, misspellings and other errors.Together these tips will make emailing your professor a breeze.5 things you should never say to your professorBy Jorie ScholnikBy Digital VisionThis is what your professor probably wants to do when you ask one of these questions.Before you read any further, I want you to know two things about me, the author of this blog post. First, I am a young professor, which means that I completely understand the current demands of a student, how students go about selecting courses and all the tricks in the book for making excuses. I also want you to know that I have heard everything below, and this article wasn’t written to be comical in any way.From a professor’s point of view, I want to tell students that effective professors care about their classes, put a lot of time into grading and lesson planning and genuinely want students to take away some knowledge from the course. Being a professor with the technology accessible to students today also means that we are expected to answer emails immediately.Believe it or not, professors also want to see their students do well in their courses. However, we do form impressions about students and it’s undeniable that we consider assignment extensions based on a student’s attitude and effort. Therefore, in order to build a relationship with your professor, whether it be to earn a good grade for the semester or to secure a letter of recommendation in the future, here are some things to avoid saying at all costs. Seriously.1. “Did I miss anything important/Did we do anything important in class?”Let me answer this one for you in one word: Yes. The answer will always be “yes.” The reason is because professors never stand up in front of a room or create an activity that they consider useless. Professors value their course and think the content is important every day. I will also add a bonus pointer here that it should be the student’s responsibility to find out what was missed in class.2. “I just took your class for an easy A.”Professors translate this statement as the student didn’t care about the course material or want to put any effort into doing the work. Professors care about their course curriculum and they hope that it will be respected and taken seriously. When professors grade, quality counts, and taking quizzes, writing papers and completing group presentations are all part of earning a passing grade.3. “I didn’t know we had anything due in this course.”Saying this to a professor is equivalent to asking, “What days does this class meet?” and, “Do we have a book in this course?” At the college level, students have assignments due in every class, every semester. It is a student’s responsibility to look at the course syllabus. At the collegiate level, a student should not be relying on class announcements or personalized emails to be alerted to upcoming due dates either.4. “I was busy studying for my other classes so I didn’t do my work for this class.”Unfortunately, that is not an excuse. Students need to learn time-management skills and effective study habits. It is an insult for a professor to hear that their class wasn’t as important as another one.5. “Did you answer my email yet?”There are two reasons why students should never say this to their professors. First, if you expected that the professor should reply to your email, you should spend time checking your inbox for the response before asking. It’s extremely frustrating if a lot of time was put into an email response and the student doesn’t even read the reply. Second, it gives off the impression that you believe the professor’s life revolves around your email. Professors attend meetings, have research demands, serve on committees and sleep at night. Please allow your professor a normal response time, especially if the email was sent at 1 a.m.Note: The more polite way to handle the situation would be to follow up with a second email if the professor does not answer the first one within a week. ................
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