PUBLIC SPEAKING - Weebly



PUBLIC SPEAKING

You will be writing and delivering public speeches this term: both for in-class work and in preparation for Collingwood School’s Public Speaking Competition. We will study public speaking in order to develop skills in speech writing, speech delivery, and research; and also to build confidence in speaking to and entertaining an audience.

The Speech (Types of topics)

❑ A controversial topic: this might be a topic you find in the news or in a public debate generally, or a little-known issue. Remember that a position (an argument) is more interesting than description.

❑ A personal topic: this could be an anecdote, an essay about a person who is interesting, or an essay about an issues which you feel affects you or people in general.

❑ An inspirational topic: have you read a poem or a piece of writing; are fascinated by a story you have heard about, a country, a sport, an event, or an organization? Discuss the reasons why. Remember again, a discussion of what is interesting about it or why it is better than other things is more interesting than description.

❑ A humorous topic: are you an aspiring stand up comic? Do you have stories or ideas that are appropriate but side-splitting? If so, this is for you.

❑ A completely different topic: anything original, humorous, or unusual. Tell us why it is interesting.

❑ The dramatic monologue. See below…

The Dramatic Monologue

Here are the details:

1. A dramatic monologue is spoken to someone: to yourself, to an unseen character (i.e. you see them but the audience doesn’t), to the audience, or to your god.

2. It is a speech that happens in context: something has happened before to prompt these thoughts.

3. It is a speech where the actor stays in character throughout.

4. It is a speech where you want a certain kind of reaction from the person you are speaking to: you must have an intention.

5. Gestures, facial expressions, and movement should come naturally from your words and intentions, and should fundamentally support your words (they must not appear “added” or “forced”).

6. Your character should be original

7. If you use an existing character or person, you cannot retell his or her story.

Remember that the point of a speech or monologue is to capture our attention and interest: demand a reaction from us through your clever writing and compelling presentation.

The Speech Writing Process

1. Think of several topics that interest you, annoy you and so on. Choose a few of these topics and write down as many things as possible about each one that you find interesting. You could also “free write” about these topics.

2. Decide on several things to research or “look up” about them: quotations, dates, key people and so on. Key pieces of information keep the audience’s attention and show that you are knowledgeable.

3. Conduct research using the widest range of sources: ask friends and family, use magazines, books, the Internet, encyclopaedias and so on.

4. Write a draft. Keep in mind that the point is to make us interested. Even your clever research must be used in a way that keeps it engaging.

5. Write a final draft.

6. Practice, practice, and practice. Practice in front of the mirror, with friends, with your pet, and with your parents. Focus on expression, speed, volume, eye contact and gestures.

7. Write one or two words to remind yourself what to say on cue cards. Remember that you speak in a much more vital way if you glance at the cards occasionally but tell enough about your topic.

8. Finalize the conversation such as a greetings and closures. Then perform.

The Monologue Writing Process

You may develop your idea for a monologue from any one of the following “places”:

o Wanting to play a certain kind of character (i.e. a weary teacher, an unjustly-treated teenager, etc…)

o Wanting to play a certain kind of feeling: anger, fear, joy, etc…

o Wanting to play a certain kind of intention: persuading the audience, shocking the audience etc…

Unlike a speech, it is crucial that your monologue be memorized.

Length

➢ Grade 9’s: Speech/monologue must be 4 minutes long with a 30 second grace in either direction

➢ Grade 10-12’s: Speech/monologue must be 5 minutes long with a 30 second grace in either direction

➢ Speeches that are over or under the grace period will be deducted 1 mark for every 10 seconds over or under the allotted time and will not be eligible for the final rounds. Practice until you know your presentation is the right length.

The Dramatic Monologue:

In the Collingwood competition, students of all grade levels may choose to deliver a dramatic monologue instead of a formal speech.

▪ In this speech type, the speaker pretends throughout that he or she is someone else.

▪ The speaker remains in roles throughout the entire speech.

▪ A costume and ONE vitally necessary prop is allowed. The speaker will be penalized if the prop is just used to entertain or distract the audience and is not strictly necessary.

▪ Facial expression and body language in general should flow naturally from the character, and not appear ‘added’ or ‘forced’. It is expected that dramatic monologues will usually contain far more movement, gestures etc… than a conventional speech.

▪ The speech could be a character musing aloud, but will more likely be addressed to an unseen someone who listens but does not reply.

▪ It is more necessary for this category than for conventional speeches that the presentation be memorized. If the student is trying to convey a furiously angry teen, shouting at a friend about the absurdity of life, it will destroy the audiences’ belief in the character if the student constantly breaks off from her rant to consult notes.

▪ The most successful speakers will probably be those who have the greatest faith in the genuineness of the character they are acting. It is advisable for students to invent a whole life story for their person –their age, family background, hobbies, friends, etc… Very little of this material will be useable in the monologue, but creating a life story for their person will help the student fully conceive a realistic, convincing, multi-faceted character.

▪ In the planning process, students do not necessarily have to start off with the idea of a particular type. Their initial inspiration could be a situation that draws them, such as a person learning that his best friend has been hurt in a drunk-driving accident or someone discovering a family member is seeking a divorce. They can use this idea as a springboard to develop a character to enact that situation. They can also start off their planning with a message that they wish to teach the audience, such as that smoking is wrong, and then develop a character who presents that idea (perhaps someone who has be beloved friend suffering from a smoking related disease).

▪ Dramatic monologues can be humorous or serious.

▪ All the usual rules of the competition apply; monologues are to be of the same time as other speeches in the student’s age category and are to be written by the speaker, not taken from a printed source.

Assessment

You will be marked out of 50:

❑ 25 marks for content

❑ 25 marks for presentation

❑ See rating sheet…

Due Dates:

Written version of your speech will be submitted through Turn-It In to check for plagiarism before October 28th. Written version of your speech will be submitted through Turn-It In to check for plagiarism before October 28th. In-class speech rounds begin November 4th, Grade rounds are the week of November 18th, and the Final is November 25th.

|Delivery |Not Yet Within Expectations |Minimally Meets Expectations (3) |Fully Meets |Exceeds |

| |(1-2) | |Expectations (4) |Expectations (5) |

|Poise & Body |Speaker lacks confidence and |Speaker is somewhat at ease yet |Speaker is generally confident. |Speaker is relaxed and |

|Language |appears uncomfortable. Does |displays some tension. |Gestures generally used |self-confident. Gestures are |

| |not display appropriate |Insufficient movement or gestures|appropriately. |natural and appropriate. |

| |movement or gestures. |not coordinated with speech. | | |

|Eye Contact & |Speaker makes no effort to |Speaker makes occasional but |Speaker makes fairly consistent |Speaker builds trust and holds |

|Memorization |make eye contact with |unsustained eye contact with |use of direct eye |attention through direct eye |

| |audience. Speech is |audience. Reliance on cue cards |contact with audience. Cue cards |contact with audience. Speaker |

| |completely read off cue |is obvious. |are referred to periodically but |rarely refers to cue cards. |

| |cards. | |very briefly. |Speech is well-rehearsed. |

|Clarity & Flow |Speaker’s enunciation is not |Speaker’s enunciation is mostly |Speaker’s enunciation is clear; |Speaker’s enunciation is |

| |clear; speech does not flow |clear; speech flows adequately |expression is appropriate and |exceptionally clear; speech flows|

| |smoothly and contains many |but with some noticeable breaks |natural; speech flows well with |smoothly without noticeable |

| |breaks or fillers. |or fillers (um, uh, etc). |few noticeable breaks or fillers.|breaks or fillers. |

|Voice & Pacing |Speaker presents with low |Speaker has uneven or |Speaker uses variation in |Speaker uses variation in volume |

| |volume or monotonous tone. |inappropriate |volume & inflection |for effect. Inflection helps to |

| |Pace is either too fast or |volume and/or little |enhances presentation. Pacing is |maintain audience interest & to |

| |too slow. |inflection. Pace is somewhat too |appropriate and includes some |emphasize points. Excellent |

| | |fast or too slow. |pauses for effect. |pacing, including dramatic |

| | | | |pauses. |

|Content | | | | |

|Organization |Speech has little obvious |Elements of organization are |Speech is well organized around a|Topic of speech unfolds naturally|

| |organization. Audience is |apparent. Intro, main body and |central thesis. Intro, main body |around a central argument or |

| |unsure as to the purpose and |conclusion are present and |and conclusion are present and |thesis. Intro, main body & |

| |structure. |connected. |connect well with one another. |conclusion are readily apparent &|

| | | | |natural. |

|Details (evidence |Speech has insufficient or |Speech includes list(s) of |Speech provides sufficient |Speech elaborates details in a |

|and examples) |unrelated details. |related details but provides no |relevant details with some |variety of ways to support |

| | |elaboration. |elaboration. |central idea. |

|Language |Speech includes inappropriate|Speech includes words that may be|Speech has appropriate language |Speech has sophisticated and |

| |use of language- distracts |unsuited to the topic, audience |and word choice, but with only |varied language suited to the |

| |the audience because it is |or purpose of the speech; word |some sophistication, |topic and audience; word choice |

| |too informal, imprecise, or |choice lacks originality and |expressiveness and/or |is concise, original, and |

| |grammatically incorrect. |fails to convey an appropriate |originality. |effectively conveys the |

| | |tone. | |appropriate tone. |

|Meaning or Message |Speech fails to focus on |Speech attempts to focus on a |Speech conveys a message with a |Speech conveys a message or |

| |central idea or topic. The |central idea or topic. The |clear purpose. The ideas are |central idea with a strong |

| |meaning is not clearly |meaning is superficial with only |well-developed and interesting |purpose. The meaning is rich and |

| |conveyed. |some originality. |but lack a fresh perspective on |sophisticated. Speaker has a |

| | | |the topic. |fresh perspective. |

|Overall |Not Yet Within Expectations |Minimally Meets Expectations |Fully Meets |Exceeds |

|Effectiveness |(1-4) |(5-6) |Expectations (7-8) |Expectations (9-10) |

|Overall |Speaker lacks enthusiasm and |Speaker shows limited enthusiasm |Speaker shows some enthusiasm and|Speaker displays a strong |

|Effectiveness |commitment to the speech |and commitment to the speech |commitment to the topic, and the |personal commitment to the topic;|

| |topic; the audience shows a |topic; audience interest is not |audience remains mostly |the speech resonates with the |

| |lack of interest, and the |sustained, and the purpose of the|interested. The purpose of the |engaged, attentive audience. The |

| |purpose of the speech is not |speech is only partially |speech is apparent and achieved. |purpose of this original, |

| |apparent. |achieved. |Speech is creative and fairly |memorable, and polished speech is|

| | | |polished. |achieved. |

Dramatic Monologue Rubric

|Delivery |Not Yet Within Expectations|Minimally Meets |Fully Meets |Exceeds |

| |(1-2) |Expectations (3) |Expectations (4) |Expectations (5) |

| |• point of view and |• point of view and |• point of view and |• point of view and character|

|Point of View |character are inconsistent |character are clear and |character are clear, |are integrated; |

| |• an implied listener is |consistent |focused, and consistent |• an implied listener is |

| |seldom evident |• an implied listener is |• an implied listener is |evident throughout the |

| | |evident |established |monologue |

| |• lacks involvement; no |• behaviors, gestures, or |• gestures or movements |• natural gestures and |

|Physical Delivery |movement or gestures |movements do not fit the |are fine, but may have |movement enhance message; fit|

| |• limited use of nonverbal |character |omitted obvious character |character or role |

| |gestures and facial |• nonverbal gestures and |behaviors |• nonverbal gestures and |

| |expressions |facial expressions are |• nonverbal gestures and |facial expression enhance |

| | |occasionally distracting |facial expression suit the|characterization |

| | |or inappropriate for the |character | |

| | |character | | |

|Pacing |•Either too fast or |•Either too fast or |•Delivery generally |•Excellent pacing, |

| |too slow. |too slow or length. |Successful. |including dramatic pauses. |

|Speaking Techniques |• uses volume, tone, and |• uses volume, tone, and |• uses volume, tone, and |• adjusts volume, tone, and |

| |pace inappropriately or |pace somewhat to suit the |pace appropriate to the |pace to achieve a special |

| |ineffectively |content and purpose |content and purpose |effect or for impact |

| |• Enunciation is not clear;|• Enunciation is mostly |• Enunciation is clear; |• Enunciation is |

| |monologue does not flow |clear; monologue flows |expression is appropriate |exceptionally clear; |

| |smoothly and contains many |adequately with some |and natural; monologue |monologue flows smoothly |

| |breaks or fillers that are |noticeable breaks or |flows well with few |without noticeable breaks or |

| |out of character |fillers (um, uh, etc) that|noticeable breaks or |fillers that are out of |

| | |are out of character |fillers that are out of |character |

| | | |character | |

| | | |Delivery | |

| | | | |/25 |

| |• the monologue rarely |• the monologue |• the monologue interprets|• the monologue effectively |

|Purpose |reveals the thoughts, |occasionally reveals the |the thoughts, feelings, |elaborates the thoughts, |

| |feelings, and context of |thoughts, feelings, and |and context of the speaker|feelings, and context of the |

| |the speaker |context of the speaker | |speaker |

| |• often confusing; |• straightforward |• some originality and |• originality and a |

| |content may be |• detail and description |creative development |strong voice |

|Meaning |inappropriate |tend to be direct and |• effective detail and |• some maturity and |

| |• few details; often very |concrete |description |sophistication |

| |brief; parts may be | | | |

| |irrelevant | | | |

|Language |•Inappropriate use of |•Use words that may be |•Uses appropriate language|•Uses sophisticated and |

| |language distracts the |unsuited to the topic, |and word choice, but with |varied language suited to the|

| |audience because it is too |audience or purpose of the|less sophistication, |topic and audience; word |

| |informal or too imprecise. |speech; word choice lacks |expressiveness and/or |choice is concise, original, |

| | |originality and fails to |originality. |and effectively conveys the |

| | |convey an appropriate tone| |appropriate tone. |

| |• opening is not |• opening presents the |• engaging opening; |• engaging opening; |

| |engaging; ending abrupt or |problem; ending is logical|believable ending |ending often has a twist |

| |illogical |• conflict developed |• develops conflict |• develops conflict |

|Form |• series of related events |through a series of |through believable |and creates uncertainty |

| |• often focuses on |events; may be |events; tries to create |• characters reveal |

| |physical qualities |anticlimactic |uncertainty |motivations and |

| |of characters |• characters tend to be |• characters are |relationships; dialogue is |

| |• may identify setting |stereotypic |revealed through their |convincing |

| | |• describes some |words, actions; dialogue |• creates mood |

| | |aspects of setting |seems natural | |

| | | |• may create mood | |

| | | |Content | /25 |

/50 marks

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