Santa Fe College: Speech Fall 2010 Syllabus

 

Speech Manual and Syllabus For SPC 2608: Introduction to Pu Public blic Speaking Speaking  Santa Fe College  C our urse se Secti Sectio ons .003, .005, .007, .007, .015, .019, .021, and and .052  Fall 2010 Edition

Pat Breslin  Associate Professor of Speech Communication Department of Humanities and Foreign Languages Santa Fe College 3000 NW 83rd Street, Building L, Room 9 Gainesville, Florida 32606

(352) 395-5608  [email protected]  http://people.sfcollege.edu/patrick.breslin/  

 

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Table of Contents

Calendar

…………………………………………………….………………………..   3

Course Description and Policies

…………………………………………………….   4

Chapter 1: All the Right Moves

……………………………………………………..   12

The Oral Interpretation Chapter 2: Intro and Format

………………………………………………..  

……………………………………………………..   17

The Demonstration Speech

…………………………….……………........   18 …………………………….……………........

The Informative Speech

……………………………………………..…   21

Outline and Citation Guidelines Chapter 3: Word Tools

14

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24

……………………………………………………...……..   27 ……………………………………………………...……..

Chapter 4: Perspectives and Perceptions

……………………………………………..   29

Chapter 5: Logic and Reasoning

……………………………………………..   35

The Persuasive Speech

…………………………………………..   …………………………………………..

38

The Future History Speech

…….…………………………………….   …….…………………………………….

44

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46

The Debate

The Elevator Speech

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50

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52

Public Speaking and Your Career …………..….………………………………….... …………..….…………………………………....  

54

Extra Credit Option

Instructor Schedule

…………………………..….…………………….………………   56 …………………………..….…………………….………………

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…………………………….………………………… ………………………… ….……………………………. …. …  57

Santa Fe College instructors may utilize this material as needed; others should first contact Patrick Breslin.

 

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COURSE CALENDAR Scheduled Assignments  August 23 - 27 

Course introduction; introduction; Discussion Discussion of graded speeches; Discussion of Speech Intro formats, Oral Interpretations, Discover Program, and Extra Credit Public Lecture Analysis;  Analysis;  Reading Assignment: Syllabus Manual Manual pp. 2 - 16, 52, 53, a and nd 57; DeVito Chapters 1, 2, and 9

Graded Speeches Oral Interpretations → 

(August 27: Last 27: Last day to drop with no record and receive a refund for Fall Term)  Term)  

Read Syllabus Manual pp. 17 – 17 – 20;  20; DeVito Chapters 3 and 6.

→ 

Oral Interpretations

(School Closed Monday); Read DeVito Chapter 4

→ 

Demonstration Speeches  Speeches 

Due; Discussion of September 13 - 17   “Discover Program” Results Due; Discussion

→ 

Demonstration Speeches

→ 

Informative Speeches  Speeches 

→ 

Informative Speeches

→ 

Persuasive Speeches

 August 30 September 4  September 6 - 10 

Informative Speech (Topic: “My Career”); Read Syllabus Manual pp. 21 – 21 – 26;  26; DeVito Chapters 5 & 7

September 20 - 24   Read Syllabus Manual pp. 27 - 33; DeVito Chapters 8 & 10

September 27 October 1 

Exam #1 on DeVito Chapters 1 – 1 – 4  4 and Syllabus Manual reading assignments; Read Syllabus Manual pp. 35 - 43; Discussion of Persuasive Speeches, Reasoning, Monroe’s Motivated Sequence; PowerPoint Tutorial

October 4 - 8   October 11 - 15  

Homecoming: School Closed Friday. Discussion of Future History Speeches; Read Syllabus Manual Manual pp. 44, 44; DeVito Ch Chapter apter 11

→ 

Persuasive Speeches  Speeches 

October 18 - 22  

Read DeVito Chapter 12

→ 

Persuasive Speeches; Group Debate Game  Game 

→ 

Future History Speeches  Speeches 

October 25 - 29   November 1 -5 

Exam #2 on Chapters 5 – 5 – 8,  8, Syllabus Manual reading assignments, and classroom lessons; Read Syllabus Manual pp. 46 - 51  51  

→ 

Future History Speeches; Debate Research  Research 

November 8 - 12  

Veteran’s Day: School School Closed Thursday.  Thursday.  Discussion of Debates; Discussion of Elevator Speeches   Speeches

→ 

Debates and Elevator Speeches; Deadline for Extra Credit Analysis of Public Lecture

→ 

Debates and Elevator Speeches  Speeches 

→ 

Debates and Elevator Speeches  Speeches 

→ 

Debates and Elevator Speeches  Speeches 

→ 

Debates and Elevator Speeches

November 15 - 19   November 22 - 26   Thanksgiving Break: School Closed Thursday and Friday

November 29 December 3  December 6 - 9 

 

Exam #3 on Chapters 9 – 9 – 12  12 (See page 11 in this manual for Finals Week schedule)  schedule)  

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ourse Description and Policies

fficial

verview:  SPC 2608 introduces students to the rhetorical art fform orm of public speaking

as it has emerged through history to its present status in history. Communication skills are taught as students  prepare and deliver informative and persuasive speeches. Emphasis is also placed on methods of adapting messages to diverse audiences and developing listening skills when hearing messages from speakers who have differing values and cultural backgrounds. backg rounds. In essence, the course offers both the rhetorical analysis and  practical skills components to ensure that students can both critically critically analyze and orally present thoughts. Research is required to support all argument.

Informal Overview : 

In this course you’ll learn styles of speaking that will be useful for other   college courses and, more importantly, for the working world. wo rld. You’ll learn to feel more comfortable (or less uncomfortable) speaking to groups of people. You will learn to focus focus your communication, and to communicate your focus.

Frequently Asked Questions Do I really need to learn public speaking? I’m never going to be standing on a stage behind a podium lecturing to an auditorium full of people. Maybe not. But after you graduate, at various various points in your career y you ou will be asked to speak to more than one person at a time: colleagues, coworkers, clients, customers, and maybe even conference attendees. You’ll need to inform them. Sometimes you’ll you’ll want to convince them. In all cases you’ll want them to listen. To make that happen, you’ll need to learn how to get and keep their attention. You’ll need to master the right moves, the right words, the right set-up, and the right reasoning. You’ll need You’ll  need to be aware of the perspectives of your audience, and the   implications of your own viewpoints that you’ll want to share. All of these concepts will be covered in this course.

When employers are asked which skills they look for in employees they wish to promote, usually the first skill they specify is communication, both oral and written. The art of writing is addressed in other college courses. Oral communication is the subject of Public Speaking. In circumstances involving face to face interaction, it is the more important of the two. For more information on how Public Speaking will apply to your career, go to Appendix A on page 54. What textbook is required for this class? The Essential Elements of Public Speaking  by  by Joseph A. DeVito, available in the College  bookstore.  What are the reading assignments? Required readings from the textbook and this manual are noted on the calendar on page 3 above. Please complete the reading no later than the first day of class for each week

How many speeches will I have to do?

 

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There will be 7 graded speeches and various ungraded practice speeches. The length of most graded speeches will be 5 minutes unless minutes unless otherwise specified. Other speeches may be added to the coursework coursework if it seems appropriate. As of now, these are the titles of the graded speeches: The Oral Interpretation The Demonstration Speech The Informative Speech The Persuasive Speech The Future History Speech The Debate The Elevator Speech Are dates assigned for individual graded speeches? Yes. They’ll be announced in class.  class.  And the speeches are supposed to be 5 minutes long? Yes, 5 minutes; no more more,, no less less.. You will be required to fill fill each speech with 5 minutes’ worth of content. Here is a comparison: if you enroll in an English English composition course that requires you to write a 200 20 0 word paper, you would not just write 75 words, hand it it in, and hope for the best; y you ou would write 200 words. In this Public Speaking course, you create 5 minutes of content; not just 2 or 3

minutes’ worth. And not 15 or 20 minutes’. You will need to do research, generate content, and practice timing your speeches. 

What are the exams like? Each exam consists of 50 multiple choice questions. There will be 3 exams, for which a scantron is required -----the the 8½” by 11” size green sheet---, so please buy one at the College bookstore. You can use the same scantron for all 3 exams. Is there a cumulative final exam?   Not a cumulative one. An exam covering the last few chapters of the textbook will be administered during finals week. What’s the policy on attendance and assignments? assignments ? You are expected to (a) attend a ttend every class, (b) be prepared for every class, (c) read all materials and participate in every class, and (d) complete all assignments on time time.. Unless otherwise otherwise announced in class, “assignments” will consist solely of preparation for and delivery of graded speeches---plus speeches ---plus studying for exams, of course. What if I’m not ready on time?   If you are assigned to deliver a graded speech on a certain day, and you’re not ready to do it on that day, the speech will automatically be reassigned to the next class, and the grade you earn for it will be reduced by 15% ---a drop of a full letter grade. When the next class takes place, if you’re still not prepared, the speech will be rescheduled to the next  class,  class, and you’ll lose another 15% (thus, 15% (thus, a 2-letter grade drop). drop). At a certain point in the semester this policy may change: unpreparedness may result in a grade of zero if deemed needful. What’s the rule on absences in general?  general?   It depends on how often your your class meets. You may miss the equivalent of one week of class without penalty, according to these guidelines:

 

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If your class meets 3 times a week, you may have 3 absences without absences without penalty on dates when you are not  scheduled to deliver a graded speech.  speech.  If you’re absent more often than that without a documentable excuse, your grade loses 10 points per absence. If your class meets twice  a week, you may have 2 absences without twice a absences without penalty on dates when you are not  scheduled to deliver a graded speech.  speech.  If you’re absent more often than that without a documentable excuse, your grade loses 15 points per absence. If your class meets once once a  a week, you may have 1 absence without penalty on dates when you are not  scheduled to deliver a graded speech.  speech.  If you’re absent more often than that without a documentable excuse, your grade loses 30 points per absence.  Naturally, I prefer that you never cut class. Realistically, you may need to. So consider these no-penalty absences your “free days.” Use them wisely. wisely. Save them for when you catch a cold cold or your car breaks down. Don’t squander them on them on days when you’re just not in the mood to attend class. class.   You You’’ll need them at some point. What happens if I’m absent more than the allowed number of times, times, or absent for a graded speech? You lose grade points, in 2 different ways. If you’ve used up  up your “free days” and you miss another class on a day when you’re not scheduled to deliver a graded speech, your grade may be reduced by the number of points shown above. The only exception to this would be if your inability to attend class can be proven and documented; i.e., a doctor’s note or medical receipt, a car repair invoice, etc. If you know you won’t be able to come to class, or if you need to arrive late or leave early, call me, or at least send an email.

If you have not any communication, if your documented, theinitiated penalties forprior missing class will be and enforced . absences cannot be Whether you’ve used up your “free days” da ys” or not, if you’re absent on the day of a graded speech, it will be assumed that you skipped class because you weren’t prepared, unless you can prove otherwise. You’ll You’ll be  be automatically reassigned to deliver the speech during the next class period, and the points earned for the speech itself will be reduced by 15%, which is a drop of a full letter grade as note noted d above. In other words, words, if you’ve used up your “free days, days,” and if you then fail to show up for a scheduled graded speech, your grade gets docked twice. So to not lose points for absences, I have to prove why I couldn’t come to class? Yes. You have to provide documentation showing that tthe he absence was caused by circumstances beyond your

control, such as illness or vehicle breakdown. Please avoid offering excuses that would not qualify as beyond your control, such as: ----A vacation trip that you (or your family) scheduled during the semester ----Studying for an exam for another class ----Having to clean the apartment because visitors are coming ----Oversleeping ----Being hung over ----Forgetting that your speech assignment was due

But if if I’m I’m paying for college---and paying my teachers’  teachers’ salaries---, salaries---, don’t I have the right to skip class when I want? Sure, and you have the right to not eat the groceries you’ve paid for, but what a waste that would be. To state

the obvious, you are in college to learn. Skipping class diminishes diminishes what you can can learn. Your instructors are  paid to teach you about their subject of expertise in order to develop your intelligence, enhance your  

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knowledge, and, most importantly, prepare you you for life after graduation. Such preparation requires that you  become responsible and accountable for the results of every action you take or fail to take. In a sense, the classroom is not a democracy; it is a benevolent dictatorship. The person in charge truly has your best interests at heart, and wants you to succeed. Moreover, your instructor knows more about the subject than you do, and by virtue of having been educated, tested, and certified, they are deemed capable of instructing you in a manner that ultimately works best for you, even if it doesn’t d oesn’t always  always seem that way. Therefore, instructors set up guidelines that oblige you to learn about consequences, conscientiousness, and dependability. We do this because we truly want you to succeed. Teachers like their students; otherwise, we wouldn’t teach.  teach.  

In terms of a Public Speaking class, another factor must be taken into account regarding attendance. Part of your grade will depend on how well well you interact with your audience. If you skip class, class, you reduce other  peoples’ ability to raise their grade, and if they skip class, they do the same to you.  you. 

What about arriving late to class, or leaving early? If you need to arrive late or leave early, please let me know in advance; otherwise, late arrival and leaving early will count as a full absence, for which you lose points. Can I request that a speech scheduled for a specific date be rescheduled to the next class? You can request it, but because of class time constraints, I can’t guarantee it’ll happen. Do your best to be ready when scheduled. If class time fills up with other activities and we don’t get around to your speech on the assigned date, you should assume that it’s automatically rescheduled to the next class and class  and you should be ready to deliver it then. If you’re not ready on that date, you’ll lose points, points, as noted above. But what if I get REALLY    busy? You’re supposed  You’re  supposed  to get really busy. You’re a college student, and school is a busy place. If you’re like most students, you’ll have exams, lab work to prepare, or papers to write, some of which will inevitably fall during the same week that you’re you’re supposed  supposed to deliver a graded presentation in speech class. That’s all part of being in in college and learning to juggle multiple priorities. You have have time  time for what you make make time  time for. The best way to manage your time is to complete as many assignments and as much homework as possible, for all  your  your classes, long long before  before the assignments are due. The sooner you get the hang of that, the easier college will be.

 

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How much time should I set aside for speech preparation or studying? There is a general rule for most college courses: 2 hours of preparation for each hour of class time. time. So if you spend 3 hours in class during the week , plan for 6 hours of prep time. If you’re taking 5 classes classes at 3 hours each, that’s 15 hours in the classroom each ea ch week, plus 30 hours (2 x 15) of prep time; or 45 hours a week, which is more than a full time job. So it’s crucial that you you plan your preparation time accordingly, and don’t overextend yourself with other activities.

© Bill Watterson 

I should expect 30 hours of class preparation every week?   For a full course load, yes, if you want to maximize your chances of getting straight A’s in all your courses. courses.   What if I have some unique challenges to deal with? I’m available to discuss appropriate academic accommodations that you may require du duee to a disability, in compliance with College policy and equal access laws. Except for unusual circumstances, requests requests for academic accommodations should be submitted during d uring the first week of the semester so that arrangements can  be made. Students submitting such requests must be registered with the Disabilities Disabilities Resource Center in room S229 on the Northwest Campus (phone 395-4400) for disability verification and determination of reasonable academic accommodations. What if somebody hassles me? SFC prohibits any form of discrimination or sexual harassment among students, studen ts, faculty and staff. For further information, refer to the SFC Human Resources Policies Web site at http://dept.sfcollege.edu/rules/PDF/Rule_2/2_8.pdf.   http://dept.sfcollege.edu/rules/PDF/Rule_2/2_8.pdf. How do I get extra credit? I’m glad you asked. Extra credit can be earned by doing an outstanding job on job on the delivery of your speeches, and also by providing an in-class in-class oral analysis of a public lecture you’ve attended attend ed during the current semester (see page 52). Other opportunities may be provided during final final exam week. When are you in your office? My office hours are listed on page 56 of this manual. My office is in Building L, room 9, inside suite 27. What if I need to withdraw? Refer to the Syllabus Manual Manual calendar on page 3 for withdrawal dates. If you wish to withdraw withdraw after the official semester withdrawal date, talk to your academic advisor first. Visit R-201, R-201, the academic advisors’

office, or call 395-5503.

 

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Be aware that if you stop attending class, instructors have no way of knowing the reason for your absence --zits, bad hair day, witness witness relocation program, alien abduction, et etc.--c.--- or whether you plan to re return. turn. If circumstances prevent you from attending class regularly and you think you might not complete the term, it is  your responsibility to handle the withdrawal process. Withdrawal status is not automatically granted to someone who merely stops attending class. If for some reason reason you are unable to initiate the withdrawal  procedure yourself, contact your teachers to discuss the situation. Otherwise, if you discontinue attending and fail to carry out the withdrawal procedures, you’ll earn a grade based on the work you accomplished before you stopped coming to class, which might result in an “F” on your record. record. To learn about the College policy on withdrawals, please visit this website: http://dept.sfcollege.edu/records/withdraw.htm.  http://dept.sfcollege.edu/records/withdraw.htm.  Any other rules I need to know about? Here’s a Here’s  a big one:  Be ethical.  There are many ways to do this. this. A crucial one is to show respect. In academia and in the working world, respect for one’s peers is i s of paramount paramount importance. In Public Speaking, it is crucial to refrain from offending your listeners. For that reason, in the classroom no inappropriate no inappropriate language may be used ever . Words that you you would not hear in a church, synagogue, or temple may not be spoken here. This applies especially to terms that categorize people with respect to religion, race, nationality, and sexual orientation. You are not expected to embrace the differences you see in others, but it is mandatory that you respect them.

Here’s another way to be ethical: Don’t cheat and don’t plagiarize.  In particular, don’t copy information from the Web, or from another student, stude nt, and pretend it’s yours. Instructors can spot fake work a mile away. If you get caught---and most people do---, the instructor has the option of giving givi ng you an “F” for the assignment in which the  plagiarism was found, or you might receive an “F” for the whole course. If plagiarism or another form of cheating happens more than once, you’ll get aa permanent   permanent  Academic  Academic Dishonesty notation on your transcript record Anything else? Here are some general etiquette guidelines for the classroom: Earphones from iPods or other music devices should be removed before entering the classroom.  No open laptops on your desk, please. Take notes the old-fashioned way.  No open books on your desk. Focus on the teacher, or on the students doing  presentations. Don’t do homework for other classes, or even for Speech class,

when other students are giving speeches. It is disrespectful disrespectful to them. While class is in session, set your cell phone on “silent” “silent” or  or turn it off . If your cell phone goes off during class, or if it beeps to alert you to a missed call, you will be responsible for bringing candy cand y for everyone at the nex nextt class session. If your cell phone goes off while you are delivering a speech, the  penalty will be increased, increased, up to and including pizza. (Don’t laugh; it happens.)  happens.)   If you are seen leaving the th e classroom with a cell phone in your hand, it will be assumed that you’re going to make or o r receive a call during class tim time, e, for which the penalty is a 25 point deduction from your your grade. The only exception would be if you’re making or receiving a call for a documentable emergency situation. If that’s the case, talk to me.  me.   Text-messaging or fiddling with your iPod while other othe r students are delivering speeches in class is considered disrespectful and is prohibited. Fifteen points will be automatically deducted from your grade each time you are seen doing this. If someone observes you in the act of textmessaging and alerts me to it, 15 points will be deducted from your grade aand nd transferred to the  person who busted you.  

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Please don’t keep a pinch of tobacco in in your mouth during class. Beyond the fact that it looks grotesque, I’ve known of students who died d ied of oral cancer caused by the use of it.  Specifically regarding grade point penalties, please be aware that: If someone is standing in front of the class speaking, and you are observed reading , 15 points will be deducted from your grade. If someone is standing in front of the class speaking, and you are observed writing , 15 points will  be deducted from your grade. If someone is standing in front of the class speaking, and you are observed texting , 15 points will  be deducted from your grade. If someone is standing in front of the class speaking, and you are observed drawing , 15 points will be deducted from your grade. If you are observed leaving the room during class with a cell phone, 25 points will be deducted from your grade. Do I have to dress up to deliver a speech? Only if you you want to. However, here are some some a ppearance policies to follow on the days that you’ll deliver speeches in this course: If you happen to wear a tongue stud, please stud, please ensure that we cannot see it while you’re giving a speech. It makes your tongue look like a little parade marshal marshal marching with a baton, and it visually distracts your audience from the message you want them to hear. It may slur your

speech. If you have tattoos or body piercings on your lower abdomen, ensure that these are not visible when you stand in front of the class. Nothing will demolish your your credibility faster than inked  patterns or shiny jewelry dancing around your bellybutton while you’re trying to impress people with your intelligence (especially if you’ve been you’ve been overdoing it on the Twinkies lately). lately). On the days when you’re scheduled to speak, wear a long shirt or tuck it in your waistband.  Make sure the waistband of your pants p ants is at your waist, and not making its way south toward your knees.  What else should I know about? When emailing your instructor: Put your full name and class start time in the Subject line: “Sue Smith, 9 a.m. class.”  class.”  

General rules to not lose points or lower your grade:  Don’t  be  be unprepared for an assigned speech or presentation.  Don’t  miss  miss class.  Don’t  leave  leave class early or during a break, because: (a) it is very  very conspicuous (everyone (everyone  will know you’re gone, including the instructor);  instructor);  (b) it shows disrespect to the other students who are responsible enough enou gh to remain until the class is over; and (c) it counts as a full absence, causing c ausing your grade to drop. To earn extra credit points:  Do deliver outstanding speeches.   Do provide  Do  provide an in-class presentation on a public lecture (see page 51).  When preparing outlines to hand in with the speeches that require them:  Do prepare  Do  prepare typewritten outlines.  Don’t  turn  turn in handwritten handwritten outlines.  outlines.  

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When delivering speeches, bear in mind that, with the exception of a few specific exercises such as your Oral Interpretation speech, this class involves extemporaneous speaking: “rehearsed, but in a conversational tone.” For that reason,  reason,   Don’t  read typed or scripted notes aloud in front of the class, and  Do use  Do  use minimal  notes  notes while delivering your speech What else should I know about? One of the cornerstones of higher education edu cation is honesty; this requires that students adhere to accepted standards of academic integrity. To support this, Santa Fe College has adopted a Student Conduct Code that outlines general guidelines. Knowing what it says may help you stay out of trouble. It can be found at http://dept.sfcollege.edu/rules/PDF/Rule_7/7_23.pdf .  How are grades calculated? Grading and Grade Distribution

A B+ B C+ C D+ D F I* 

900 850 800 750 700 650 600 0-

1000 899 849 799 749 699 649 599

Oral Interpretation Demonstration Speech , Informative Speech , Persuasive Speech   Future History Speech Debate   Exams (3 @ 50 points each) Elevator Speech Total

* Incomplete work must be fulfilled or the grade converts to an “F”. An “I” is issued if at least 75% of the work is completed and if   the reasons for not fulfilling the remaining requirements are demonstrably beyond the student’s control (illness, (i llness, accident, etc.)

60 points 140 points 150 points 150 points 150 points 150 points 150 points 50 points 1000 points

1. Citations Required 2. Outline Required

When will our final exam take place? MWF 9 a.m.  a.m.  MWF 11 a.m.  a.m.  MWF 12 p.m.  p.m.  TH 9:30 a.m.  a.m.  TH 12:30 p.m. p.m.

Final Exam Date: 12/08/2010 12/08/2010   12/08/2010   Final Exam Date: 12/08/2010 Final Exam Date: 12/06/2010 12/06/2010   Final Exam Date: 12/07/2010 12/07/2010   Final Exam Date: 12/07/2010 12/07/2010  

Time: 08:00 AM to 10:00 AM Campus: AM  Campus: NW NW Bldg/Room:  Bldg/Room: P-165 P-165   Time: 10:30 AM to 12:30 PM Campus: PM  Campus: NW NW Bldg/Room:  Bldg/Room: P-165 P-165   Time: 01:00 PM to 03:00 PM Campus: PM  Campus: NW NW Bldg/Room:  Bldg/Room: P-165 P-165   Time: 10:30 AM to 12:30 PM Campus: PM  Campus: NW NW Bldg/Room:  Bldg/Room: L-203 L-203   Time: 01:00 PM to 03:00 PM Campus: PM  Campus: NW NW Bldg/Room:  Bldg/Room: L-203 L-203  

TH 3:30 p.m. Final Exam Date: 12/09/2010 12/09/2010   Time: 03:30 PM to 05:30 PM Campus: PM  Campus: NW NW Bldg/Room:  Bldg/Room: L-203 L-203    Bldg/Room: L-203 Tue 7 – 7 – 9:45  9:45 p.m.  p.m.  Final Exam Date: 12/07/2010 12/07/2010   Time: 08:00 PM to 10:00 PM Campus: PM  Campus: NW NW Bldg/Room: L-203  

What should I do if I have a question about my grade? Make an appointment at my office. office. Bring your speech grade sheets and scantrons with you; we will review them together.

 

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Chapter 1: All the R Right ight Move Moves s  There is an interior  aspect  aspect to public speaking and an exterior  aspect  aspect to it it as well. The exterior aspect is how you look and behave when speaking to a group. The interior aspect is the way y you ou feel about it. I get really nervous when I have to stand up and talk to a group of people.  Nervousness is quite normal. In fact, it’s it’s so  so normal  normal that if you don’t don’t feel  feel nervous when addressing a roomful of strangers, you are probably seriously disturbed and need professional help.

Be aware that nervousness nervousness is invisible. It’s like having a headache. If you tell people you have a headache, they know; if you don’t tell them, they don’t know. So when you’re standing in front of the class and you you feel like saying, “I’m nervous,” don’t say it.  it.   So how do I stop feeling nervous? Practice, practice, practice. That’s part of your homework, and one of the exterior aspects aspects of public speaking. The more you you practice by yourself, and the more you speak in front of people, the easier it gets. Deliver speeches in front of a mirror, in front of the TV, in front of your roommates, in front of your your cat. But don’t wait till till you’re in your car driving to class to practice your speech; it’s dangerous, and the

environment is too different. Another way to reduce interior nervousness is to externalize iitt and work it off. off. You accomplish this by developing the communication behaviors known as nonverbal skills. These include: Moving around the front of the room Gesturing with your arms and hands Making eye contact with everyone in your audience Modulate the volume volume of  of your voice Modulate the inflection and tone of tone of your voice Be aware of your facial expressions, and change them while you speak These external skills constitute the “packaging” in which your speeches will will be  be contained. The audience will enjoy seeing them, and the behaviors are helpful in expressing emotion. Expressing emotion? That sounds like something from an acting class. I’m I’m just  just here to to learn how to speak. You’re here to learn how to communicate c ommunicate with  with more than one person at a time. Speech communication should ideally address both hemispheres hemispheres of the brain of every person in your audience. The left hemisphere  pays attention to words and their meanings. The right hemisphere perceives emotion. You want your audience to learn information, absorb data, and remember details (left hemisphere). You also want them to empathize with you, and experience ex perience feelings that are sympathetic with your point of view (right hemisphere). Appropriate nonverbal communication techniques support the processing of right-hemisphere perceptions. We’ll work on left-hemisphere information processing in later chapters.

Each person in your audience receives a message through a visual channel and a verbal channel. Below is an approximated depiction:

 

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The visual channel carries images images and diagrams into the observer’ observer’ss mind. The verbal channel conveys the auditory or spoken information, which is absorbed an analyzed by the lef leftt hemisphere. The visual and nonverbal components of your speech---gestures, movement, facial expression, vocal inflection---are observed and processed by the right right hemisphere. You want to address both hemispheres hemispheres when you speak.  Why should I move around the room? There are several good reasons: 1.  It helps you burn up nervous energy and calms you down. 2.  It makes you seem more interesting. 3.  It holds people’s holds people’s attention. 4.  It keeps them awake. 5.  If the audience doesn’t like you, it’s harder for them to hit a mo moving ving target.  target.  What about gesturing?  Same reasons as above. You seem more more active, and that holds the audience’s attention. It also allows you to express emotion by moving your arms and hands to emphasize the ideas in your  presentation. And looking people in the eye?  There’s an an old saying: “The eyes are the windows of the soul.” soul.” Eye contact establishes a connection  between you and your audience. If you look in each face for a moment or two, you’ll create the beginnings of a subconscious bond between you and the people listening to you. So look everyone in the eye, and keep doing it while you you speak. Don’t just slide your gaze over faces as though you were a radar scanner. Moreover, don’t look at the walls or the floor.  Look in people’s eyes. eyes. Why should I modulate the volume of my voice? You need a certain amount of volume to be heard. If you change volume by getting getting loud and then speaking softly, the the contrast will grab people’s attention. Also, it’s important that you be heard clearly clearly by anyone sitting in the back of the room. In most cases this will require that you talk at least 15% 1 5% louder than your regular conversational speaking voice. What’s inflection?  inflection?  Inflection could be compared to the rise and fall of notes in a melody that you’re singing. Most people speak speak within a limited range of vocal “notes.” When you add more notes, you sound more interesting to your listeners, and you sound more interested in the subject you’re talking about. Inflection communicates feeling, feeling, adding drama and

intrigue to your speech. It places emphasis on the words that matter most. To view a hilarious commentary on inflection, please click  here. 

 

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What about facial expressions? Let your face face become animated. Remember to smile, which many people forget (especially men) when speaking. speaking. Frown, if that conveys the the feeling you want to share. Raise your your eyebrows. Open your eyes wide. wide. Act out what you feel. Emotions are communicated by facial expressions. expressions. Enhancing your facial expressions will speak to people’s feelings. It will generally generally cause them to like you more.

We will work on all these skills in your first graded assignment: the Oral  Interpretation 

GRADED SPEECH #1: THE ORAL INTERPRETATION 

Your Oral Interpretation is an opportunity to flex and hone the crucial nonverbal components of Public Speaking: the packaging in which your speech is contained. In this exercise exercise you will focus on connecting with your audience via eye contact and by placing yourself in close proximity to them. You will practice movement, gesturing, pausing, vocal inflection, voice pitch, and volume. Picking a Selection  Pick a selection from any kind of literature. This may include a scene or excerpt ffrom rom a  book, short story, or play. Nonfiction is acceptable if it is in the form of a true-life true-life adventure, a famous speech such as Martin Luther King’s “I Have a Dream,” o orr humorous writing. Poetry is acceptable, especially if it tells a story. If you have written your own poetry poetry or short story, story, we’d love to hear it. You may also utilize material material that you’ve memorized, memorized, such as a song lyric. Preparation You ought to add notes and marks to the text of the selection you use, so you may need to use a photocopy of your material or a downloadable text. If you obtain the text from from a book, you you may want to enlarge the pages as they’re being copied to allow allow room for your notes on the page. If you download the text from the Web or

another source, or if you you type it from memory, double-space it. Downloaded text can be copied into a Word document and highlighted; then right-click, and click on Paragraph, Line Spacing, Double. You may also wish to make it more readable by b y highlighting the selection, right-clicking, then and clicking on Font, All Caps. Add “prompting” notes to the text to remind you to pause pause and to establish eye contact. Make a prompting mark at the end of every second second or third sentence. When you arrive at that that prompt you will stop stop speaking for 2 seconds---count seconds---count silently to yourself, “one thousand and one, one thousand and two”---, two” ---, look up from the  page, and focus your eyes on one member of the audience. Then look down at the page pa ge and resume reading until you reach the next prompt, when you’ll pause again and look and look at another person in the audience. Time constraints for this presentation presentation will be rigidly enforced. You must practice this activity before you come to class so that that you can time it properly. As previously mentioned, d don’t on’t just practice it in the car the  car on the way to school (trust me; this really doesn’t doesn’t work,  work, and it distracts distracts you from driving). The amount of time spent introducing the selection to the class and then th en reading the whole thing aloud must be 5 minutes, minutes, give or  

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take a few seconds. Rehearse your selection several times until until you achieve that that goal. If your selection is too short, add more onto it or find another selection. If it’s too long, edit it down to an appropriate length. length.   If you read poetry, don’t pause at the end of each line unless line  unless a punctuation mark is already there. If  punctuation does not coincide with the end of a line, insert pauses at approximate 15-second intervals or where grammatically appropriate. You are expected to vocally express emotions contained in the text, and to emphasize the important points by increasing volume, modifying pitch, and  pausing dramatically. These points should be underlined or otherwise marked to remind you to voice them properly. Take on the identity of the  person who is speaking the words of your selection. Become the author, and express their feelings through your voice. Pretend you’re on stage; act out what’s happening.

Guidelines Within the first 60 seconds of your presentation you must include all the following points: The title and author of your selection Your reason for choosing this particular work The background, context, context, or historical/cultural setting of what you’re about to read:  read:  

----the orany plotcharacter(s) in which thedepicted scene isinunfolding ----the storyline name(s) of or narrating the scene ----the ---the author’s presumed purpose for writing this selection  selection   Key points that you want your audience to pay attention to; i.e., imagery, use of specific or uncommon words, the mood or feeling that you think the author wants to convey, etc. Your name Delivery Stand at the podium in the front of the room. Introduce Introduce yourself. Explain the above points to your audience, and then begin to read the selection selection aloud. After a few moments, step moments, step away from the podium and, podium and, while continuing to read aloud, slowly approach approach the audience. When you come to a prompt-mark in your ttext, ext, look up from the page and lock eyes with one person close to y you. ou. After 2 seconds, look back down at the page and continue reading until you come to to the next prompt. Then stop reading for a moment and lock eyes with

someone else. Do not scan multiple faces; look at one face at a time during each pause. First look at someone near the front of the room and then someone in the middle or the back. Hold your text in one hand and use the other hand to gesture and to express the feelings from the text. Continue to slowly walk back and forth across the front of the room while reading your selection aloud. When pausing in the text, you have the option of continuing to walk or momentarily stand still. Try bo both th until you see which one feels feels more comfortable. As you approach the end of your rreading, eading, make your way  back to the podium. Finish your presentation from there. Then return to your seat.

 

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Below you’ll you’ll find a sample evaluation form form which will be used to grade your presentation. To get a good grade, emphasize each each of  of these when you deliver your presentation.

Absent

Poor

Introduction to material (the story behind it)

0

0

2

4

5

6

7

Eye contact

0

0

2

4

5

6

7

Pausing

0

0

2

4

5

6

7

Voice modulation modulation and inflection

0

2

3

4

5

6

7

Movement around the room

0

2

3

4

5

6

7

Gesturing with arms

0

2

3

4

5

6

7

Vocal volume and word rate

0

2

3

4

5

6

7

Facial expressiveness

0

0

2

4

5

6

7

Animatedness Animatedne ss and physical energy

0

0

3

4

5

6

7

Timing

0

0

3

4

5

---

---

 

Mediocre Almost OK

Good

Quite Good

Outstanding

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Chapter 2: Intro and Format When delivering a speech, it’s crucial to provide some type of introduction to the topic topic;; a warm-up, a lead-in to what you’re going to say. There are various ways to begin a speech. We will discuss 4 of them in class. Story:  Begin with a story that illustrates or introduces your topic. A story will Story:  will allow your audience to experience what you’re talking about through your eyes, or through the eeyes yes of the story’s creator. Audiences love stories. stories. That’s why we watch movies, to experience someone else’s perspective on the world. And so we tell stories stories to share our own experience of the world.  Hypothetical Example: Start off with a “what if” scenario. Help your audience imagine a unique situati situation on to deal with, and then ask them how they would handle it. Give them an example that they might relate to. Question: Ask your audience a question to lead into your topic. You might say, “By a show of hands, how many of you…?” and then pose then pose the question. Surprise: State something true that your your audience might find surpris surprising. ing. Provide an odd fact that has some some  bearing on their lives. After your introduction, state your name and then tell your audience what you’re going to to talk about. There is an old adage in Public Pu blic Speaking; it goes like this: 1.  Tell them what you’re going to say  say  2.  Say it 3.  Tell them what you just said In this first this first step, step, you state your purpose. Generally, most speeches have one of ttwo wo purposes: to inform or to  persuade. In stating your purpose, let your audience know specifically whether you’re going to inform or  persuade them, and include your topic in that statement; this is known as a specific a specific purpose. purpose. The best way to construct a specific purpose statement is to first ask yourself what you want w ant your listeners to remember when you’re finished, and then create a phrase that summarizes your ideas. Examples: “Today I’m going to inform inform you how to change the oil in y your our car.”  car.”  Or: “Today I’m going to persuade you to get proper exercise.”  exercise.”  In the second the second step, step, break down your information into 3 to 5 main points (the fewer, the better) and tell your audience what those are: Examples: “First, I’ll I’ll show you the tools you’ll need for an oil change. Next, I’ll explain the process of draining the old oil and adding new oil. And finally, I’ll show you how and where to recycle your old oil.”   oil.” Or: “First, I’m going to explain the health benefits of exercise. Next, I’ll talk about the differences  between cardiovascular exercise and strength training. And finally, I’ll explain the proper way to combine those two in your workout routine.” routine. ”  The value of stating your main points p oints is that it creates memory categories in your listeners’ listeners ’ minds. Your audience will remember your information better because you have h ave given them mental anchors ancho rs for each of the segments of information that you will talk about.  

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After you’ve stated your main  main  points,  points, begin to elaborate on each one. When you’ve finished one point, use a transition  to move on to the next: “Now that we’ve talked about this topic, let’s move on to the next one.” transition “We’ve examined this idea in detail, so now I’ll tell te ll you about the next thing you’ll want  want to know.”  know.”  When you’ve finished going over the main points, proceed to the third step:  step:  summarize. Examples: “To recap what we’ve looked at, today I showed you the tools you’ll need for an oil change. Then I explained the process of draining the old oil and adding new oil. And lastly, I showed you how and where to recycle your old oil. oil. So, in conclusion, conclusion, I hope that….”  that….”  Or: “Now let’s summarize what we’ve we’ve discussed. First, I explained the health benefits of exercise.  Next, I talked about the differences between cardiovascular exercise and strength training. And finally, I explained the proper way to combine these two in your workout routine. routine. So, in conclusion, I’d I’d like to….”   to….”  Now let’s put these formats to work in your next 2 speeches: the Demonstration Speech and the Informative Speech.

GRADED SPEECH #2: THE DEMONSTRATION SPEECH

A demonstration speech is an informative speech with props. In your demonstration sspeech peech you will teach the class how to do something: how to bake brownies, how to tune a guitar, how to apply makeup, how to cook chicken, chicken, how to braid your hair (or someone else’s), how to juggle tennis balls, how h ow to prepare lasagna, how to change the oil in your car, how to safely pack belongings prior to moving---in short, how to do almost anything that can be demonstrated within 5 minutes in front of a class while utilizing simple props. You may also omit the props and teach us a physical ph ysical skill instead: how to defend yourself if attacked; how to do a martial arts kata; how to dance a particular step step (Soulja Boy, Macarena, Electric Slide), etc. If you demonstrate something that results in an end product, bring along the  preparatory items as well as the end product itself. For example, if you  plan to demonstrate how to bake a chocolate cake, bring along the basic ingredients such as the cake mix or cocoa and flour, milk (or an empty milk container), one or two eggs, a container of icing, utensils, bowls,  pans, and anything else necessary to instruct people in the process of cake-baking. Also, bring a cake, cake, or at least a nice photograph of one. Sample Topics The following are examples of presentations that tend to work well in a demonstration with props:

How to tune a guitar How to change oil in a car How to bake brownie or cookies How to perform CPR How to apply makeup  

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The following can be done without props: How to do a dance step: Soulja Boy, Macarena, Electric Slide, etc How to do a martial arts kata How to defend yourself against an attacker How to flirt

Here are some topics to not use (and why to not use them):

 Rolling a Joint:  Joint:  not ethical Using Pharmacy Products to Get High:  High:   not ethical Using a Hookah:  Hookah:  not ethical; tobacco kills kills technical---many people in the class won’t understand  understand  Card Games:  Games:  too technical---many  Football Plays:  Plays:  too technical---many technical---many people in the class won’t understand  understand  technical---many people in the class won’t understand  understand  Winning at Your Favorite Video Game: too Game: too technical---many Using Apps for Computer, iPod, iTunes, etc.: too etc.: too technical---many technical---many people in the class won’t understand  Drinking Games (such as Beer Pong):  Pong): requires too many participants that obscure the audience’s audienc e’s view of the speaker  Paper-Folding Activities (such as Origami): Origami):  too hard to follow follow unless each person person in the audience audience is given a piece of paper, which then causes the presentation to become much too long  Participation Activities Requiring More Than One Participant:  Participant:  presentation becomes overly complex Using any of these prohibited topic s will indicate that you haven’t bothered to read or follow these instructions, and will result in a 10 point deduction de duction from your grade.   On the next page you’ll find you’ll find a sample evaluation form which will be used to grade your presentation.

 

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Demonstration Speech Speaker Competencies

Points Possible Absent

Poor

Almost OK

Good

Great

Outstanding

Introduce the topic (the story behind it)

0

2

5

8

10

12

Preview body of speech (tell us the main steps you’re going to guide us through)

0

2

5

8

10

12

Relate topic to audience (tell why it’s good for us to know this)

0

2

5

8

10

12

Engage your audience (Interact. Talk with with us,  us, not at  us.)

0

2

5

8

10

12

Use correct language, jargon, and nomenclature, but don’t get too technical  technical 

0

2

5

8

10

12

Use transitions and connectives (link one idea to the next)

0

2

5

8

10

12

-10

-5

5

8

10

12

0

2

5

8

10

12

Physically demonstrate the steps in the process Wrap-up and summarize (tell the main points you want us to remember)

Nonverbal

 

Eye contact

0

3

6

8

10

12

Vocal volume and pitch

0

3

6

8

10

12

Gesturing with arms and hands

0

3

6

8

10

12

Facial expressiveness

0

3

6

8

10

12

Animatedness and physical energy

0

3

6

8

10

12

Timing

0

3

6

8

10

---

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GRADED SPEECH #3: THE INFORMATIVE SPEECH 

Higher education has a purpose: to make your life better, and to provide you with some of the tools to allow that to happen. After you graduate, you you will hopefully establish yourself in a career. This should result in in a specific goal, which is to make you happy. Your professional endeavors should encompass more than the quest for a paycheck. They should involve activities which you ffind ind personally fulfilli fulfilling ng and rewarding. Your job should cause you to feel good inside. If your job doesn’t make you happy, happ y, you’re in the wrong job.  job.   Many students lack a sense sense of direction in what to to do after graduation. Some have a definite career idea in mind, but in many cases the desired goals are based upon incomplete information. Your informative speech will hopefully help to focus on and identify your career goals, and to ensure that you have enough information to place you on a life life path that will give you all that you want. For this speech, you have an assigned topic: your topic: your career . Tell us about your profession, profession, either actual or intended. intended. In the event that you you haven’t selected a career, or even if you have, part part of your research for this speech will involve the following: Undergo a career assessment to identify a career direction, or to reconfirm the one you’ve chosen  chosen   Look up career information from various sources (websites, books, journals) jou rnals) Cite information from your sources when you deliver the speech, and also in the outline you provide to the instructor Career Assessment 

In yourthe career-based informative speech,to willmight selectinclude: 3 to 5 main points to share with us (and again, the fewer, better). Some better). sample points toyou cover Why this career field appeals to me The aspects of this work that I will find rewarding Why I think I’m well suited for this field  field  Types of college degrees that apply appl y to this field The number of people working in this field How this profession has evolved over time Why this profession helps society How I hope to make my m y mark in this field If you have trouble narrowing down your choices to just one career, you have the option of creating a speech that compares the advantages of 3 different careers that you want to consider. In class you’ll be given an access code to the online version of an an assessment program called Discover, directions on which can be found on the last page of this manual. The Discover program will pose questions  pertaining to your interests, abilities, and values, and will suggest career areas that might be worth your consideration. Note: consideration.  Note: the computers located in the Career Resource Center lab in I-40 have a more entertaining version of the Discover program than the online edition, because they provide video examples of various professions. professions. You are welcome (and (and encouraged) to use that version. To make an appointment at the Center, call 395-5824 between 8 a.m. and 4:30 p.m. Monday through Friday. (By the way, if you are currently enrolled in SLS 1301, Life/Career Development, you will be required to take the lab version of the Discover assessment anyway, so so please visit the Career Resource Center to go through iit. t. If you have taken that course previously and you still have the assessment results in your files, you can bring them to class instead of doing the assessment a second time.)

 

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Citation Sources You are expected to research information and provide citations from at least 3 sources,

and mention them all in the body of your speech! (Pardon the loud font, but you’d be amazed  at  at how many people p eople miss this simple requirement, and ruin their grade in the process.) Citation sources for this speech may include: The Discover program database The federal government’s Occupational Outlook Handbook (go to  to www.bls.gov/oco, www.bls.gov/oco, and  and then click on “A“A-Z Index” to find information on your career)  career)  Salary.com, Payscale.com, Education-Portal.com, About.com, Allbusinesschools.com, LifeOptimizer.org. Any website pertaining to your profession---do profession---do a search for “[Career Name] professional association.” Books or journal article pertaining to your profession (check the th e Career Resource Center in I-40, and also the library) But not Wi Wiki ki pedi a!   Though generally informative, Wikipedia is not “peer -reviewed”; in other words, it is not overseen by experts who verify that the information in it is accurate or correct. All of the items on the following checklist should be included in your Informative Speech, Sp eech, as well as in your upcoming Persuasive Speech: -----Hand in a speech outline to the instructor before beginning your speech. Outline formats are provided on the next 2 pages. -----At the podium, start with a brief story, question, or hypothetical scenario. -----Tell the audience your name, name, and introduce your topic thusly: “Today I would like to inform you about my career (or “career choices,” “career options,” etc.). etc.). -----Preview the main points you’re about to cover: “First, I’m going to talk about _____. Then, we’ll take a -----Preview look loo k at ______. And finally, I’m I’m going to explain ______.”  ______.”  -----As mentioned, you must do research and use citations for your informative speech (and for your remaining graded assignments as well). Even if you’re already an expert in in your field and you don’t need the information found in your citations , me  menti ntion on iitt anyway  anyway   , either as a quote or paraphrased. It will make you sound educated and scholarly. Be sure to mention information from from all  your  your sources, and do so within so within the body of your speech---not speech---not at the beginning of your speech, and not at the end, but inserted right into the speech information as you’re discussing it.  it.   Phrase it like this:  this:  “According to an article in the International the International Journal of Video Game Fanatics,….” Fanatics,….”   “In Cynthia Citation’s book, Career goals for those who have no clue, it says….”  says….”  “On the website All-human-knowledge.com, website All-human-knowledge.com,  I found the following information:..…”  information:..…”  -----Clarify your points. Don’t just mention -----Clarify mention an idea; elaborate on it. Each time you introduce an idea, tell tell a  bit more about it. -----After discussing discussing each point, use connectives to transition to the next point: “Now that we’ve seen ……., let’s look at …..”  …..”   

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“Keeping in mind ….., let’s examine….”  examine….”   -----Also, use connectives within your discussion of each of your points “However,…”   “However,…” “In addition to this, ….”  ….”   “Moreover,…”   “Moreover,…” “Furthermore, …”  …”  “Nevertheless,…”   “Nevertheless,…” -----At the end of the body of your speech, recap the points you’ve covered: “To sum up, today we looked at -----At  ____. We also talked about _____. And finally, we examined examined _____.” Then transition to your closing statements (“So in conclusion…”) and thank your audience for their attention.  

 

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OUTLINE AND CITATION GUIDELINES

You are to write two outlines for your Informative and Persuasive speeches. The first outline is the one you take to the podium with you; you; the second will be given to your instructor (see the next page). Your podium notes can be on a sheet of paper or on note cards, and should look something like this: Opener/story Introduction & topic Main points: ----Point #1 ----Point #2 ----Point #3 [use no more than 5 main points] Summary/wrap-up Conclusion Each of the items should consist of only onl y a couple of words, a few senten sentence ce fragments, some facts and figures, and at most an occasional complete sentence. sentence. For example, if your profession profession deals with bass fishing, fishing, your notes might say -----My first bass fishing story; I caught a big one -----My ----My name. “I’d like to inform you about about professional bass professional bass fishing.”  fishing.”  -----Main points: equipment, bait, fishing spots Point #1. How fishing equipment evolved evo lved over the years. The types of equipment most people prefer. My personal favorite equipment. Citation: “ Florida Angler magazine recommends the Bass Master rod & reel because…”  because…”   Point #2: Types of bait commonly used. My favorite baits. Citation: www.bassfisher.com r ecommends ecommends the Devil Spinner because it can…”  can…”  Point #3: My favorite fishing spots. Popular Popular north Florida Florida bass fishing fishing spots. Citation: “The book  Bass Hunter  by  by Kilgore Trout recommends 5 lakes near Gainesville; they are…”  are…”  -----Recap main points above. Encourage audience to try bass fishing as a profession or just as a hobby. Then conclude your speech. This outline format will be the one you’ll refer to when speaking from the  podium. It should be no more elaborate and contain no more information than the example shown above. Keep it short, sweet, sweet, and simple. An important point to remember:  Don’t read your speech aloud from f rom the podium; don’t read a script or essay. Except for cited quotes and statistics, you never  read aloud during an extemporaneous speech. You glance at the information on your your outline page or note cards, but you speak off-the-cuff, relying largely on your me memor mory  y  of the information you’ve you’ve researched. The goal is to sound educated and conversational, as though you’re explaining something to a group of friends-friends--which is, in fact, what you’ll be doing d oing in cclass. lass.

 

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The outline you hand in to your instructor before delivering your speech should be formatted in the following fashion (and typed , not handwritten):

Your Name SPC 2600

Specific Purpose written as an infinitive phrase  phrase  Central Idea:  Main Points:

“To inform my audience about …….”

[This is a statement summarizing the main message of the whole speech, written as one complete sentenc sentence e.] I. [This is your your first main point; each point and subpoint is written as one complete sentence.] A. Your first subpoint is a complete complete sentence. B. Your second subpoint is a complete sentence. 1. Your first sub- subpoint is a complete sentence. 2. Your second second sub- subpoint is a complete sentence. a. Your first sub-sub-subpoint is a complete sentence.  b. Your second sub-sub- subpoint is a complete sentence. II. [This sthird econd main point written a complete sentence.] III. [This is is your your second third main point written asas a complete sentence.]

(Use no more than 5 main points; 3 are preferred. For additional guidelines, review chapter 7 in your text book.) (At the bottom of the outline page, list at least 3 sources of information.  All o off yo your ccita itattions ions must ust be spe specifically cifically mentioned during your speech, either as a direct quote or as a paraphrase. )

Sources

Last, First.  Book Title in Italics. City Italics. City:: Publisher. Year. Print. Last, F. (Year). (Year). Book Title Capitalized. in A.B. Smith (Ed.), Chapter Title Italicized.  Italicized.  City: Publisher. Year. (pp. 123-456). Print. Last, F. Article title.  Magazine or Journal Title Italicized, volume Italicized, volume number (issue number). (Year). 23-456 Last, F. Article title. Website.com or Online Journal Name Italicized, volume number (issue number). Retrieved Month Day, Year, from  from http://www.full-name-of-website.com/additional-data.html. http://www.full-name-of-website.com/additional-data.html. Web.  Web.

 

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Below you’ll find a sample evaluation form which will be used to grade your Informative, Persuasive, and Future History Speeches. Be aware of the grading requirement requirement for the information cited in your speeches. You only earn points for cited material i f  you  you mention the so  source urce of it during the speech---not at the end, as  you would in a term paper, and not omitted altogether. Even if you quote and cite a dozen difference pieces of carefully researched researched information, if you don’t tell us where wh ere the information came f rom rom during your talk, no points will be given for the information. Examine the following list of competencies and ensure that you you exemplify each skill component to the maximum max imum of your abilities; in fact, overdoing  it  it on each each one would almost guarantee a good grade. Special warning: avoid warning: avoid filler noises! They will cost you points.  Absent

Poor

Almost OK

Goo Good d

Great

Outstanding

Introduction to topic (the story behind it)

0

2

5

8

10

12

Preview body of speech (tell what you’ll talk about)  about)  

0

3

5

8

10

12

Relate topic to audience (make it pertinent to us)

0

3

5

8

10

12

Engage audience interest (hold our attention)

0

3

5

8

10

12

Proper language and terminology

0

3

5

8

10

12

Connectives: linking one idea to the next

0

0

5

8

10

12

Clarify points: give details about your subject

0

0

5

8

10

12

-10

0

5

8

10

12

Transition to conclusion

0

0

5

8

10

12

Summarize what you want us to remember

0

0

5

8

10

12

Eye contact

0

0

3

4

5

6

Connecting with your audience

0

0

3

4

5

6

Vocal volume and pitch

0

0

3

4

5

6

Word rate: not too fast (or slow)

0

1

3

4

5

6

Gesturing with arms and hands

0

1

3

4

5

6

Facial expressiveness

0

1

3

4

5

6

Posture: not slouching or leaning

0

1

3

4

5

6

Animatedness and physical energy

0

1

3

4

5

6

Movement Moveme nt around the room

0

1

3

4

5

6

Timing

0

1

3

4

5

---

-1

-3

-5

-7

-9

-12

Citations: tell where you got your data  data  

 Filler noise noise deduction deduction

 

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Chapter 3: Word Tools  You want your speeches to be remembered. remembered. The best way to do that is is to employ words that contain vivid imagery. There are various word tools to help make your ideas memorable. Simile Simile involves comparison. comparison. It states states that one thing is like like or  or as as another  another thing. Some common examples include:

Bold Hard as as brass nails Bright as a button Dumb as a box of rocks Happy as a clam Dry as a bone Proud as a peacock Like taking candy from a baby “Losing everything is like the sun going down do wn on me.” (Elton John)  John) 

Metaphor Metaphor invokes identity. identity. It states that one thing is is another  another thing: Life is a gamble War is hell God is love Life is a gamble Life's a bitch Knowledge is power Life is but a dream (From Row, (From  Row, Row, Row, Your Boat ) All the world's a stage (Shakespeare.) Every day is a winding road (Sheryl Crow) All we are is dust in the wind (Kansas) You are the magnet and I am the steel (Walter Egan) I am a rock, I am an island (Paul Simon) You are the sunshine of my m y life (Stevie Wonder) Love is a rose (Linda Ronstadt) Parallelism In parallelism we create sentences or phrases that begin the same way and end differently, or begin differently and end the same.

A parallel repetition of beginnings beginnings is  is called Anaphora or Epanaphora . Examples: “Come to me if me if you need advice; come to me if me if you need help; come to me  me if you need friendship.”  friendship.”   “We cannot  dedicate;  dedicate; we cannot  consecrate;  consecrate; we cannot  hallow this ground.”  ground.”  A parallel repetition of endings endings is  is called Antistrophe or  Epistrophe   Epistrophe. Examples:   

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“If you need advice, come to me; me; if you need help, come to me; me; if you need friendship, come to me.” me.”   “…a government of  the people, people, by the people, people, for the people…” people…”  

Antithesis Antithesis is a contrast of ideas by means of parallel arrangements arrangements of words, phrases or clauses. You create antithesis when you place 2 contrasting contrasting or opposite ideas near each other. To do so:

1.  2.  3.  4. 

Start with a concept word List words for opposite or contrasting concepts Put the original and an opposite o pposite in two halves of a sentence (preferably the positive in the 2nd half) Balance the two halves with the opposites in the corresponding positions.

 Examples of Antithesis: “When the going the going gets tough tough,, the tough tough get  get going   going ..”  ”  “It’s not who you know, know, it’s who knows you.” you.”   “ Plan  Plan your  your work , and work  your plan  your plan.” .”   “To the world  you’re one person, person, but to one person  person you’re the world .”  .”  “Our work   is is caring , and our care care is  is working ..”  ”  “It’s not the years the years in  in your life life,, it’s the life life in  in your years your  years.” .”   “People don’t plan don’t plan to  to fail   fail , but they fail  they fail   to plan to plan.” .”   “You can take take the  the girl   girl  out  out of the honky tonk , but you can’t take take the  the honky tonk  out  out of the girl  the  girl .”  .”  “Fish really bite when it’s raining, but fishing when it’s raining really bites.”  bites.”   “ Easy  come, easy go.”    Easy come, easy  go.” "One small step for step for a man, one giant leap for leap for all mankind." –  mankind." –  Neil  Neil Armstrong "To err   is is human human,, to forgive to forgive,, divine divine." ." Alexander Pope

Denotative and Connotative Language Denotative language uses purely descriptive descriptive words to describe things as they are. These are the words you would use in an informative speech. “She walked into the classroom wearing blue jeans and a sweater.” sweater.”  

Connotative language employs words that have more than one meaning and that contain emotional overtones. These are commonly commonly used in in persuasive speeches. speeches. “She glided into the classroom radiating charm in her stylish jeans and cozy cashmere sweater.”

 

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Chapter 4: Perspectives and Perceptions Types, Stages, States, and Lines 

You speak to different people in different ways. The language you use with your best fr friend iend contains vocabulary and idiomatic expressions that you would not necessarily employ when talking with your parents or with preschoolers. You tailor your speech to to your listeners, who can be categorized categorized by types types and  and by  stages.    stages. Types The world is inhabited by different types of people. The biggest type-category is the most obvious: male and female. female. Men relate to other people in a different manner than do women. women. Men tend to to view things things hierarchically hierarchically;; that is, they rank things and people in terms of power and importance. Women also rank people, but they interact with them relationally relationally,, in terms of connection and commonality. commonality. Generally, men like to act, and to establish status; women like to connect, and to establish a  bond.

In most instances you will speak to audiences comprised c omprised of both sexes as well as multiple gende genderr orientations; i.e., straight, straight, gay, bi, transgendered, and so on. Be careful to not off offend end people because of their sex or orientation; be selective selective of your vocabulary and the terms y you ou use. Do not  use terms such as “That’s so gay.” Instead of man man or  or mankind , say people say people or  or humanity humanity when  when discussing topics that are not genderspecific. When discussing professions, don’t automatically refer to a doctor as he or he or a nurse as she as she;; very few professions are limited to members of only one sex. Other types types of  of people are those that we generally categorize into into groups,  groups, such  such as nationality, religion, race, political affiliation, music preference, sports team  preference, and so on. If you speak to an audience consisting entirely of one group, you have a certain degree of freedom in employing vocabulary common to members of that that group. Such vocabulary may be highly contextualized for a given group. By way of example, in the hip-hop community, community, the term backpacker refers to a fan of non-mainstream non-mainstream hip-hop music. Conversely, among guitar players, the word backpacker  means a very slim acoustic guitar that can fit in a hiker’s backpack. backpack.   This brings up the topic of avoiding the use of vocabulary common to you and your group but unfamiliar to others. If you’re a sports fan fan and you want to talk about the BCS controversy in football, be aware that some  people in your audience will have absolutely no idea what the letters BCS stand for, which sport they apply to, and why there is a controversy about it. If you’re a computer techie and you want to discuss a component of Linux such as GUI, explain up front that GUI means graphical user interface, and then then tell  tell your audience what a graphical user interface is and why it’s important.  important.   Another approach to type type might  might involve the classroom use of a psychological p sychological profile such as the MyersBriggs Type Indicator, or MBTI. This categorizes behavioral preferences based on a person’s innate tendency to (a) recharge their energy energ y either in the compan company y of others else or in solitude (Extravert/Introvert); (b) focus on either sensory input or imaginative speculation (Sensing/iNtuition); (c) make decisions based on either logic or emotion (Thinking/Feeling); and (d) be either highly organized or free-flowingly spontaneous (Judging/Perceiving). If time permits, we will go through this assessment in class. class. All MBTI types may be equally distributed within a typical t ypical audience, and for that reason it might not be generally necessary to customize one’s message on the basis of the audience’s presumed behavioral style. However, it appears that among college students there t here is a preponderance o off Extraverts, Sensors, and  

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Judgers. Also, Thinkers tend to be found found in higher numbers among men and Feelers among women. Knowing this, you might wish to structure a classroom presentation that accommodates ac commodates the learning  preferences of these groups. Therefore, in constructing a persuasive argument, appeal to reason rather than to emotion. Moreover, an inner awareness of one’s own own behavioral  behavioral style may prove useful. For example, at the end of a long day, if you’re a bit tired and would like like to have some time alone to chill, you would be considered an Introvert. On the other hand, if you’re somewhat fatigued at the end of a school day and your first desire is to hang out with your friends, you are more of an Extravert.  Introverts may have a history of gravitating toward solitude, which would not necessarily help cultivate the development of social skills that an extraverted speaker would have acquired and would therefore capitalize on when delivering a presentation. However, because Introverts often recharge their energies through passive endeavors such as reading, they are a bit more likely to become bookworms, to be better adapted to the school environment that requires a lot of reading, and to therefore possess the type t ype of intelligence that supports their understanding of the proper  procedures required for crafting a speech that will earn a good grade. In addition, students whose profile shows them to be more free-flowingly spontaneous (Perceiving) may encounter greater difficulty in structuring their presentations along specified guidelines than those w who ho are more highly organized (Judging). The former might therefore therefore benefit from devoting extra focus time to organizing their work in order to ensure that it aligns with the course requirements---again, to get a better grade.

Usually your audiences will be a mixture of many types. The larger the audience, the more varied their  background, and theassume greaterthat the people care you in order to avoid people or categorizing incorrectly. Don’t in will your yourneed audience belong to theoffending same group as y you, ou, are familiar them with your vocabulary, see the world the same way you do, or know a lot about your topic.

Stages  Individuals grow through various stages or levels. Physical stages include childhood, adolescence, young adulthood, early adulthood, middle age, and senior citizen. citizen. Mental stages pertaining to education include elementary school, high school, college and and graduate school, and perhaps more. In Public Speaking, the most important stage important stage that  that you will deal with---and this particular one might almost partake of the characteristics of a type type-----is is your audience’s age. age.   In a given culture or country, people who belong to the same age group have more in common with their own generation than they do wi with th other generations. When talking to people of your own age group you will have certain sshared hared experiences. Referring to those

experiences and employing slang or jargon popular among your group will spar spark k their interest. Speaking to audiences that belong to other age groups will require that you use more general language and avoid agespecific terminology. Modify your presentation so that it makes sense to your listeners.  

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There are other significant significant stages in addition to those noted above. From early infancy until around the age of seven, seven, most children’s awareness occupies a level known as egocentric egocentric.. For little kids, the world is all about me and my things; “I’m a superhero; I’m a princess; I’m a dinosaur; here are my m y toys, toys, my bike, my family, my friends,” and so on. The child’s perspective is largely unidirectional, seeing the world primar primarily ily from one perspective. Usually, children have not yet learned how to see the world as others see it; they are not “other -oriented.” oriented.”   (Occasionally, some children fail to outgrow this per perspective. spective. These are often the individuals who later  become bullies, and, perhaps much later, criminals.) Beginning roughly around the age of eight, and continuing through high school and beyond, most people transition into another stage: ethnocentric ethnocentric,, the belief or conviction that the group to which one belongs is the  best and most desirable. In an expansion of compassion, the child’s focus shifts from me me to  to us us.. “Our family, our friends, our school, our team, our religion, our race, our nation.” Oftentimes this view is elevated to “Our group is the best in the world, better than all the others.” Many adults see life from this perspective, and sustain this view till the end of their days. da ys. Caution must be used in speaking speaking from an ethnocentric perspective. You have the right to believe in the preeminence of your religion, race, nation, team, or club. But if members of your audience don’t belong to the same group as you, and you want to speak about the superior beliefs, qualities, or abilities of your own group, your listeners listeners will almost almost takethan offence at whatlistening you say.to To state that your group is thefor best implies that you that you are the best, or atcertainly least better the people you---an automatic p put-down ut-down your audience. When you insult your your audience you metaphorically shoot shoot yourself in the foot. If for no other reason than self-preservation, such prejudicial stances are to be avoided in Public Speaking situations. Expressing bias against groups, or against an individual who represents a group, is guaranteed to backfire. b ackfire.  During the 1800s, Benjamin Disraeli, Earl of Beaconsfield, of Beaconsfield, was England’s first Jewish  Prime Minister. A conservative, he was strongly disliked by his liberal counterpart, William Gladstone. During a heated parliamentary parliamentary debate over whether a particular  public park was suitable for use by British citizens, Gladstone fixed his gaze on Disraeli Disraeli and stated in a venomous tone that the park was “fit only for lunatics and Jews”--Jews”--whereupon Disraeli stood up and proclaimed, “Come! “Come! Let us go there!” there!” Some people at the ethnocentric stage experience a growth of compassion that transcends their own group, and shift to a view known as worldcentric worldcentric,, in which awareness has evolved from “me “ me”” to “us “us”” to “all “all of us.” us.” A person person viewing viewing humanity from the worldcentric perspective sees commonality between all the peoples of the Earth, and empathetically acquires a more pronounced “other -oriented” perspective. During the second half of the twentieth century, this stage manifested itself strongly as the Civil Rights era. It led to the promotion for the rights of the oppressed, o ppressed, the rights of minorities, the rights of women, and so on. Most areas of the working world, and almost all areas of academia, now attempt to address li life fe from this  point of view, recognizing that everyone possesses inherent value and deserves respect. This perspective has  been in place among the majority of educators for the last half-century and is generally considered the standard to employ in Public Speaking. A given audience may contain co ntain listeners from the ethnocentric as well as the worldcentric categories, and  possibly even a few egocentric personalities as well. A speaker should anticipate this, and construct his or her presentation accordingly. The egocentric e gocentric stage is sometimes referred to as as pre-rational   pre-rational  or   or  pre pre 

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conventional. It is a level of individuality and personal power, represented by the acron conventional. It acronym ym (which resembles a radio station call sign) “WIIFM”: “What’s In It For Me?” Language that supports one’s feelings of individuality, influence, and acquisition---“My acquisition---“My way or the highway!”--highway!” --- may strike a resonant chord with egocentric listeners. Ethnocentric listeners, on the other hand, often inhabit a fundamentalist worldview, and may respond favorably to such phrases as God, country, family, faith, authority, work ethic, family values,  founding fathers, fathers, and so on. The worldcentric stage is regarded as consisting of two significant sub-levels; these may be termed achievist  and pluralist   and pluralist . Listeners in the former group may respond favorably favorabl y to terms such as excel, success, achieve, opportunity, opportunity, and so on, while those in the latter category might tend more towards rights, justice, equality, and and sustainability  sustainability (or,  (or, perhaps, save perhaps, save the planet ).   Note in the illustration below that each level grows into the next one. We may also say that each level transcends and includes those that precede it.

Worldcentric Ethnocentric Egocentric

Be aware that anyone has the right to occupy the stage they’re they ’re in. in. Little kids are entitled to be egocentric  because they haven’t outgrown it yet. Adults can be ethnocentric if it serves them well and if no one is harmed by their attitude or behaviors. Worldcentric individuals have a right to see the world in an egalitarian fashion. But we should note that the worldcentric mode, unlike the other pers perspectives, pectives, is based upon compassion for all  humanity.  humanity. In comparing these 3 stages, stages, we see that the worldcentric worldcentric stage usually  promotes the greater good. It has been observed by various v arious developmentalists such as philosopher Ken Wilber that when the worldcentric (or pluralistic) perspective is taken to an extreme, a flaw arises: if all perspectives are to be granted equal value, then bigoted b igoted attitudes such as those espoused b by y Nazis and Klansmen (ethnocentric) are automatically accorded the same degree of respect as the more inclusive and compa compassionate ssionate views of people such as Martin Martin Luther King, Jr. (worldcentric). Our culture’s attempt to honor everyone’s view equally---to equally---to  be “politically correct”---elevates correct”---elevates the status of lower stages lower  stages to  to higher ones. And worldcentrism, when severely overdone, undermines and contradicts the very values it promotes. In order to sidestep the mistake of stretching political correctness to such an extreme that it actually works against  the  the growth, development, and long-term survival of human culture, we should recognize two truths: (1) when measured in terms of compassion, some perspectives are are more  more highly evolved than others, and (2) the development of awareness from egocentric to ethnocentric to worldcentric is a normal path of g growth rowth in all humans. Moreover, growth progresses in phases, in a similar fashion fashion to the insect which transforms itself from caterpillar to chrysalis to monarch butterfly. It cannot skip levels and go directly from caterpillar to  butterfly; it must evolve through stages. So too with human awareness. We can’t jump from egocentric to worldcentric. All of us must spend some time in the ethnocentric stage. You might be there right now, if you believe that your race, religion, religion, or group is inherently better than others. If that attitude attitude seems outdated to you, then you may be worldcentric. There is yet another level to which individuals may evolve: the integral  stage.  stage.  

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In the context of Public Speaking, the integral stage may be defined as a perspective that acknowledges the levels of development of listeners in an audience honors the value of each one recognizes that each level or stage occupies a place in a hierarchy along a spectrum of compassion and developmental awareness, and regards each stage as a point po int from which listeners may evolve to higher stages Most speeches delivered from the perspective of the ethnocentric and worldcentric domains, which is appropriate for are speakers whose consciousness is embedded in those levels or stages.  Integral   speakers  speakers acknowledge the necessity and value of the preceding stages, and note that these stages constitute the levels of a developmental hierarchy which ultimately may be outgrown. Cultivating an integral perspective in y your our speaking activities is a desirable goal.

States In Public Speaking, we try to address audiences from an ethical standpoint.  Ethics  Ethics may  may be defined as a system of moral values. An ethical perspective is one that attempts to speak the truth, to speak honestly, and to speak on behalf of the greater greater good. We try to not deceive people, but to share truthfulness to the best of our ability. Ethical Public Speaking may be most readily readily achieved from a worldcentric perspective or an integral one. In crafting your your speech, keep

in mind that people are always alwa ys learning, growing, and maturing, especially in an educational environment. Some grow more slowly than others, and some may seem to not no t be growing at all, but eeveryone’s veryone’s  perspective evolves over time. A speech that you create may help other  people’s development if you structure it strategic strategically, from an ethical  point of view. When speaking to an audience, aud ience, you will often want to change their state of understanding or consciousness. According to Merriam-Webster Online, a state a state  may be defined as a “condition of mind or temperament.” For our discussion, a state a state may  may be defined as a temporary condition of awareness in the mind of your listeners. When you deliver a speech, especially a persuasive one, you may want to change y your our audience’s state of awareness; you may want to change their mind. Unless you are delivering a speech to a room full of egocentric-stage listeners such as preschoolers or firstgraders (or incarcerated felons), felons), it’s safe to assume that most people in your audience view the world from either an ethnocentric or worldcentric worldcentric perspective. It is possible possible to contribute to their transition to the next higher stage by persuading them of the morality of that stage’s perspective. For example, if you are speaking speaking to a group known for its antipathy antipath y toward members of a particular race or religion, you might describe how some accomplishments achieved by individuals in the disdained group provided help or improved the lives of people in the listeners’ listeners’ group. In doing so, you may induce a temporary attitude of inclusivenes inclusivenesss or acceptance---a state acceptance---a  state---in ---in the minds of the listeners. Repeated exposure to such a state a state,, which is by definition impermanent, may later contribute to a shift to the next  stage  stage,, which tends to be permanent once achieved. When we skillfully support the transition of our listeners’ stage from a current level to a higher hi gher one by letting them temporarily experience a more evolved state, we make a gesture of ethical compassion in support of the common good. Specific rhetorical techniques that writers and speakers utilize to convince people of an idea’s value will be studied in Chapter 11 in your textbook and discussed in class.  

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Lines  In the context of this discussion, lines lines refers  refers to lines of development.  development.  They could also be termed competencies.   Researcher Howard Gardner writes competencies. writes about multiple intelligences, intelligences, which include such areas as cognitive, moral, emotional, interpersonal , and so on. These lines of development, or competencies, may intersect different developmental stages. For example, a person might have a very high moral line of development occupying the worldcentric stage, but bu t he or she might have a minimal line of interpersonal development falling within the egocentric stage. This could manifest itself itself as a saintly person who contributes much to the community but who is an insecure kl klutz utz when it comes to dating. Conversely, a  person could be highly evolved along the interpersonal line of development---again, worldcentric---, but might fall within the egocentric level in regard to to moral development. An example might be a friendly and outgoing used car salesperson who is willing to deceive d eceive a customer in order to make a fast buck.

When addressing an audience, you may have little little or no idea of the developmental lines they occupy. You don’t know how much they know or don’t know. As noted above under the heading of Types, we should not assume our audience knows a lot about the topic of our sspeech. peech. Speeches about concepts, such as  philosophy or religion, or speeches on technical topics such as engineering or computer programming, may lie well outside your your audience’s background or current level of cogniti cognitive ve abilities. Therefore, as we discussed above, you should clearly clearly define the terms and concepts you’ll be using when you begin your speech.  Naturally, youare as some a speaker areyou’re influenced by  your own things developmental lines, is or to say that there things good and at orperhaps know alimited lot abo about, ut,  and other that you’re notwhich good at know little about. You are also aware tthat hat in the context of this course y you ou will be expected to demonstrate various types of competencies in each of your speeches. Some of these involve structuring structuring your presentation within a specific specific format. Others require certain types of vocabulary, or use of logic and reasoning. Still others might emphasize nonverbal skills. skills. You should therefore work at maximizing each of them for every speech in order to have a strong impact on your listening audience (and on your instructor who will be grading your abilities). Fortunately, a complete listing of all these competencies is included in the evaluation checklist for your speeches, and such checklists ch ecklists are provided in this manual after each speech descriptor.

 

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Chapter 5: Logic and Reasoning The next few graded speeches will involve the structured use of reasoning, which is based on plain old common sense. Here we examine 4 modes of reasoning: 1.  Inductive Reasoning 2.  Deductive Reasoning (Syllogism) 3.  Causal Reasoning 4.  Analogy

Inductive Reasoning Inductive Reasoning is usually based on experience or observation. You see a  behavior in someone or something, and then speculate or generalize that the behavior will be repeated elsewhere by that agent or by other simil similar ar agents. There are 2 common forms of Inductive Reasoning: strong induction and weak weak induction. Here is an example of strong induction: The speech instructor wears suspenders suspenders to our class every every day. Therefore, the speech instructor wears suspenders to every speech class he teaches.

Here’s an an example of weak induction: The speech instructor wears suspenders to our class every day. Therefore, all speech instructors wear suspenders to their classes.

The obvious error here is overgeneralization overgeneralization:: as assumption that because one member of a population exhibits a certain behavior, all members of that population will will exhibit the same behavior. behavior. Many aspects of racism, sexism, and other “isms” involve the fallacy of overgeneralization, or weak induction. Here induction.  Here is an example of weak induction employed in persuasion and debate: Children learn by observing. Gay couples who adopt children will display homosexual behaviors observed by their children. Therefore, children adopted by gay couples will learn to be homosexual.

The first statement statement can be regarded as accurate: children lear learn n by observing. The second statement seems reasonable: behavior will be seen among couples. But “homosexual behavior” cancouples refer to anything as homosexual innocent as holding hands or giving a hug.gay The conclusion, “children adopted by gay will learn to be homosexual,” could more accurately be stated, “children “children adopted by gay couples will learn what behavior among gay couples looks like.”  like.”  The argument described in in this induction example implies that seeing  that  seeing  homosexual  homosexual behavior will cause a child to become become homosexual.  homosexual. For that argument to be convincing, one would first have to provide scientifically validated facts and studies demonstrating that among a sizeable representative sample of the population of all  children  children adopted by gay couples, a statistically significant significant percentage of them have turned out to be gay. However, present research indicates that sexual orientation is seldom influenced by environment and appears to be biologically predetermined (consider that the vast majority of gay people have been rai raised sed in straight families families). ). Therefore, the argument is weak.

 

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Deductive Reasoning In Deductive Reasoning, a conclusion is is arrived at from known facts. If the premises (proposals, basic foundational ideas) are true, true, then the conclusion must also be true. Here is one of the most famous examples of Deductive Reasoning: Socrates is a man.  All men are mortal. Therefore, Socrates is mortal.

The same line of reasoning can also apply to a nonsense premise:  All ducks play golf. No duck who plays golf is a dentist. Therefore, no ducks are dentists.

This format of reasoning is usually referred referred to as a Syllogism. Syllogism. It deals with relationships of identity.  All X are Y No X are Y Some X are Y Some X are not-Y 

 All cats are mammals. mamm als. No mammals are insects. Therefore, no cats are insects. 

 All zorfs are sneeches. No sneeches are neekerbreekers. Therefore, no zorfs are neekerbreekers.

As with Inductive Reasoning, it’s possible to use Deductive Reasoning or Reasoning  or Syllogism in either a strong or weak argument. Here is an example of a poorly used Syllogism. Marijuana is an intoxicant drug. Intoxicant drugs are addictive drugs. Therefore, marijuana is an addictive drug.

This conclusion, while not necessarily inaccurate, may be regarded as a possible overgeneralization. Rephrasing the argument in a more precise fashion can strengthen its premise. Marijuana is an intoxicant drug. Intoxicant drugs are addictive drugs for certain people. Therefore, marijuana is an addictive drug for certain people. Therefore, to protect those people, marijuana should be illegal for all people.

Causal Reasoning In Causal Reasoning, an assumption is made that one event or situation leads directl directly y to another event or situation. For example:

Or:

If you eat too much, you gain weight. If you’re gaining weight, you eat too much.

But there might be a completely different cause for the observed effect. ( If you’re gaining weight, weight, might you  be pregnant?) Avoid the fallacy of “False Cause” or “Only One Cause.” Here is an example: “I went to class and fell asleep. aslee p. Therefore, class is boring.”  boring.”  

But there may be more to the story: “…and I was up till 4 a.m., and I got up at 6 a.m., and I have mono, and I’m pretty stoned right now.”  

 

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Here is another posited connection:

Unemployment rates are high because illegal aliens take American jobs.

But there could be other causes for the observed effect: Unemployment rates are high because foreign products are outselling American products and causing losses in  American businesses. Those businesses have layoffs to survive.

Analogical Reasoning

Analogy involves a comparison of similar cases, and assumes that what is true for one will be true for another: If you’re good at soccer, you’ll be good at football . If you like chocolate ice cream, you’ll like strawberry ice cream.  cream.  

Or: But…. But ….  

Can you throw a football accurately? Can you block?  Are you allergic to strawberries? strawberr ies?

Here is another example. Some countries have strict g gun un control laws, and they also have llower ower rates of crime than those found in in the United States. Is there a connection? We might speculate that Controlling handguns will decrease U.S. crime like it does in England and Japan.

But the people of England and Japan generally have a much more peaceful character than Americans, so the comparison might not be valid. For analogies to be valid, tthey hey must be based on comprehensive and accurate information. Here’s a popular one:  one:   It’s legal to smoke tobacco, so it should be legal to smoke marijuana also .

But are the two cases being compared comp ared essentially alike? Both tobacco and marijuana are usually smoked. But tobacco contains a physically addictive drug, nicotine, which creates a need in the user for repeated ingestion. ingestion. Marijuana contains THC which, while psychologically habit forming in some people, people, is not physically addictive. Therefore, smoking tobacco delivers a physically addictive drug into the bloodstream of the smoker, but smoking marijuana delivers a potentially psychologically addictive intoxicant intoxicant into the body of the smoker. The act of smoking either tobacco or marijuana damages lung tissue and compromises the health of the user, and, to that extent, they are similar. But their mental effects are dissimilar. 

© 2004 by Scott Adams

 

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GRADED SPEECH #4: THE PERSUASIVE SPEECH

In the Persuasive the Persuasive Speech you Speech you will share an opinion with us. You will attempt to convince us that your point of view is true, valid, and correct. Recall that the topic of your Informative Informative Speech was your career, in which we focused on the concept that your job should involve activities that make you happy, and thereby make your life a better place. For your Persuasive Speech, you will focus on ways to contribute to the overall happiness of humanity. That’s a tall order. You will use use your skills skills in logic, analysis, and critical  critical  thinking to pull it off. Specifically, your topic should relate to one of two areas: Ethics or Sustainability (and these ma may y be combined). The former involves Doing involves Doing What’s Right  for  for the Greater Good . The second supports Ways to Create a Thriving World.  World.  You should craft a speech that that examines social justice, rresponsible esponsible ecological stewardship, and/or sustainability awareness. Here are the important components of this speech. 1.  You must hand in an outline 2.  Citations will be required. Research is limited to books and journals. Website sources will not be  permitted. 3.  comparable For this speech you will use  PowerPoint  orprovided a imaging program. Details are on  page 40. 4. Of the various various possible possible formats formats that apply to Persuasive Speeches, you will employ an approach known as Monroe’s Motivated Sequence.  On page 39 you’ll find an explanation of how it works.

Remember that you’ll be graded on the same components as in your prior prior Informative Speech. Within the format format required, you’ll have to utilize examples of reasoning (Deductive, Inductive, etc.) while also also satisfying  satisfying the usual requirements: 1.  Give us an introduction to the topic 2.  Relate the topic to your listeners’ lives lives 3.  Preview the body of the speech 4. Interact with your listeners 5. Use correct terminology 6. Use transitions and connectives between your ideas 7. Clarify and elaborate on the concepts you discuss 8. Use citations 9. Let us know when you’re wrapping it up  up  10. Summarize the main idea you want us to remember

Regarding the subject areas of Ethics and Sustainability, S ustainability, possible topics might include but are not limited to the following:  

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1.  2.  3.  4.  5. 

Abortion Adoption Affirmative Action Laws Air Bags Amnesty: Should prisoners receive this? 6.  Animal Rights 7.  Animal testing in medicine 8.  Assisted Suicide/Euthanasia

27.  Ethical vegetarianism 28.  Feminism 29.  Food Additives 30.  Food Stamps 31.  Foreign Policy 32.  Fur is not a Fashion Statement (using animal fur for coats) 33.  Gay Adoption 34.  Gay Marriages

53.  Pesticide Use 54.  Priests: Should they be allowed to marry? 55.  Privacy rights for Celebrities 56.  Public Office Terms 57.  Racial profiling 58.  Reincarnation 59.  Religions: Should they interfere with medical care?

9.  10.  11.  12.  13.  14.  15. 

Bigamy Birth Control Capital Punishment Carbon Footprint Censorship of the Internet Confederate Flag Creationism and Evolution: are they reconcilable? Death Penalty Discrimination Laws Distributing condoms in schools Does dieting lead to eating disorders? Donor Insemination: selling babies? Drinking Age: Lower it or not?

35.  Gene Testing for Child Selection 36.  Genetic Engineering 37.  Genetically modified foods 38.  Global Warming: Fact or Fiction 39.  Gun Control and Gun Laws 40.  Human Cloning 41.  Human Trafficking 42.  Hunting Laws 43.  Immigrants and Illegal Aliens 44.  Immunity Rights for Political Leaders 45.  Legalizing prostitution 46.  Mandatory Seatbelt Laws 47.  Marijuana Decriminalization 48.  Marijuana Legalization

60.  Right to own Pitbulls 61.  School prayer 62.  Should American companies go overseas for workers? 63.  Sexualization of young girls in American culture 64.  Spaying and neutering pets 65.  Speed Limits 66.  Stem cell research 67.  Steroids 68.  Tax Laws 69.  Terrorism 70.  Test Tube Babies 71.  The war in Iraq and Afghanistan 72.  Violence on TV

Drunk Driving Eating Less Meat Eating Breakfast to Lose Weight Endangered Species Ethical Consumerism/Green Shopping

49.   Mothers Media Ethics 50. should stay at home 51.  Nuclear Weapons 52.  Organ Donation

73.   Women Water Conservation 74. in the Military 75.  Wrestling and Football: Should girls  participate?

16.  17.  18.  19.  20.  21.  22.   23. 24.  25.  26. 

The Format You Should Use: Monroe’s Motivated Sequence  Sequence  Monroe’s Motivated Sequence is a persuasive format that has been used in ads and commercials for years  because it successfully convinces people that the idea being promoted---whether product, service, or policy ---is worthwhile worthwhile and deserves their support. It involves five clearly clearly defined steps: a.  Attention Step--- Tell Step--- Tell us a story about a disturbing or startling situation, event, or condition.  b.  Need Step--- Show Step--- Show us there is a need here, a lack of something, a problem that has not been resolved c. Satisfaction Step--- Describe Step--- Describe how the problem could  be  be fixed d. Visualization Step--- Illustrate Step--- Illustrate how the world will be a better place if the problem is is fixed  fixed e.  Action Step--- Tell Step--- Tell us the specific things we we should  should do to help fix the problem

 

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To align your speech with these components, use the Attention Step as your opening story, audience question, or other attention-getting device. Then use the next 3 steps---Need, Satisfaction, Satisfaction, and Visualization-- as your 3 main points. Finally, use the Action Step as your summary and wrap-up. You will need to use PowerPoint, or another comparable imaging program, to support your speech. In using PowerPoint, many people focus on making makin g fancy slides, and pa pay y little attention to the proper formatting of their speech. Moreover , many people mistakenly think PowerPoint’s presentation capabilities super sede sede the speaker’s own communication skills. However, the reverse reverse is true. true. Your speech should be a complete  presentation for which PowerPoint is not a necessity but rather an embellishment. If a technical glitch  prevents you from using your slides, you should still be able to deliver an effective speech. Therefore, create the speech before you design any PowerPoint slides. slides. After you have put your speech together, then you are ready to create a slideshow to support it it.. We will go through a PowerPoint tutorial in class. Here are the parameters for for using PowerPoint. 1.  Use only five slides, slides, one for each of the five steps in the Motivating Sequence. 2.  Except for the very first slide---the opening/title slide---, you should use no animation, no dancing words, no flashy images, and no textured background in the slides. 3.  In slides 2 through through 5, use a header box at the top of each slide. The header box should contain a  simple complete sentence of sentence of no more than 12 words. The font should be a sans serif font like like Ariel (a sans serif font looks like this) rather than a serif font like Times New Roman, which is used throughout syllabus manual. 4.  this In slides 2 through 5, beneath the header box, use an image---not image--- not words, words, but an image image---to ---to represent the idea specified in the header text. The reason for this last requirement is that images often carry more impact impa ct that words, and linger longer in the viewer’s memory. Compare this slide...  slide... 

Help to fight world hunger. The World Health Organization estimates that one-third of the world is well-fed, one-third is under-fed, and one-third is starving. While you read this, at least 200 people have died of starvation. Over 4 million will die this year.  

…with this one:

Help to fight world hunger.

 

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Which one will you remember tomorrow? Images remain in our mind’s eye. Showing this second second slide while speaking the words in the prior slide would more than double the impact for your audience. Images under a slide header are more memorable than words. Conversely, text within the header is less memorable than an image. When the audience is listening to a speaker while trying trying to read words in a slide, the two processes distract from one another, and people p eople cannot efficiently do both at once without slowing down their absorption of information. This overloads their sensory input and reduces what they will learn and remember. So keep the header text simple: 12 words in a complete sentence. sentence. Slideshow Beginning Your first slide should be black, showing nothing on the screen that will divert you yourr audience’s attention away from your opening story, story, question, or other introductory comments. To create a black slide, use the the Shapes command to draw a box the full full size of the slide. slide. In the Shape Fill command, click click on the color  black. You can also right-click on the blank slide, click on Format Background, click in the Color box, and select black.

 Now type in your title, along with your name, and change the font color from black to white so your audience can see it against the dark dark background. Then click on the text box around the lette letters, rs, click on Animations, Custom Animations, Add Effect (located to the right by the star in a box), click on Entrance, Fade, and On Click. During your presentation, after you’ve completed your opening audience-connection audience-connection message, left-click the mouse or hit Enter or Page Down. Your title will reveal itself.

The title appears when you click.

Your first/title slide should be the only one employing animation of this type, and only because it lends a touch of intrigue and drama to your opening while not distracting your audience prior to the appearance of the title verbiage. But all the remaining slides should omit animation a nimation in order to avoid distracting the audience. Main Points Slides (second, third, and fourth) Your three main points should should consist of steps 2, 3, and 4 in the Motivated Sequence. Your three main  points that you state at the end of your introduction and your first slide would therefore be: 1.  The existing need for what you propose 2.  The potential fulfillment of that need

3.  The actualized fulfillment of that need.

 

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As you construct slides for your three main points, try to address add ress the developmental levels of the people pe ople in your audience. Select verbiage and images that cascade in significance from the individual to the collective, addressing the personal, the community, and the suprapersonal. To put it another way, the slides should cover: 1.  What’s in it for me (or for you for you)) if we address this problem? 2.  What’s in it for us if us if the need were to be resolved? 3.  What’s in it for all  of  of us when the problem is is fully  fully resolved? This approach will have greater impact on the audience. The following slides representing 3 main points exemplify this concept while also demonstrating how to use parallel wording within the main point headers for increased clarity and memorability.

This innovation will benefit you.

This innovation will benefit the community. 

This innovation will benefit the world. 

Conclusion Slide (fifth) Your final slide should urge everyone in your audience to go forth today today to  to fix the problem. If you wish, you may use a split screen approach and divide the slide from left to right, with the text on the left:

Do something now!

Slide Formatting As already noted, text in the header should consist of a complete sentence of no more than 12 words. For images, you may wish to create photographs p hotographs to upload into your slideshow. Otherwise, a plethora of images can be found online, oftentimes for free, though you should use caution ffor or copyrighted material. Searching ® Google  under the heading of Images will usually yield fruitful results.

A strong contrast should exist between font color and background color. Black letters on a white white  background are easy to read. Dark blue letters on white work well, as do white letters on black, dark blue, or dark green. Avoid red, orange, or yellow backgrounds; they induce psychological discomfort in the viewer.

 

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Don’t use the patterned background options offered in PowerPoint. Background images and patterns may look pretty, but they can distract the viewer from the focal point of the slide. Saving Your Work After you create the slideshow, save it to a portable memory device, such as a flash drive or CD, and email it to yourself as a backup.

 

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GRADED SPEECH #5: THE FUTURE HISTORY SPEECH 

In this class you’ve you’ve already talked about your career, which takes place in in the larger context of your life. life. But what does your life mean? What is your your life all about, at least up until now? How do you define yourself? What kind of person are you? you? In what contexts have you thought about your own existence? These are some of the questions that may be posed to you in your future academic endeavors, as well as in job interviews. Therefore, it’s worth your time to develop your own ideas on the most important subject of all: You. Does your life have a specific mission? A purpose? What are the things you you value? What’s most important to you? What are your strengths strengths and good points? What do people like best about you? What challenges would you like to overcome? And in the future, when you you look back to see what your llife ife has been, what would you like to be able to say about it?

The year is 2040. 2040. You are the guest of honor at a testimonial dinn dinner. er. You are approximately approximately 50 years old and have lived according to your most important values while doing your best to achieve your personal  goals. Now, hundreds hundreds of people hav havee come to hear you talk about you yourr life. You will deliver deliver what is known as a Special Occasion Occasion speech. Pretend that you have been asked asked to describe all that you ’ve ’ve accomplished during the last few decades. Imagine that your goals have been attained, you dreams  fulfilled. Ev erything erything you’ve ever wanted is a done deal. Be ready to tell us about that---in the the past tense. “Good evening , ladies and gentlemen . Tonight I’d like to tell you the story of my life.”   Some possible components of this speech might include: include : “I remember once when I was a kid….”  kid….”  “The people who have most influenced my life”  life”  “The values I’ve always tried to live by”  by”  “What motivated me”  me”  “The people I’ve influenced”  influenced”  “Professional goals I’ve achieved”  achieved”   “Personal goals I’ve achieved”  achieved”   “Places I’ve visited, places I’ve lived”  lived”   “Relationships I’ve known”  known”  “Ways that I’ve grown as a person”  person”   Requirements for this speech: 1.   No outline is needed. 2.  Citations are needed. Citations? How do I research a speech on events in my life that have not yet occurred? 

It’s simple. You look up and cite information regarding your career(s), or the phases of your life, in a hypothetical retrospective fashion:

“Back in 2010 , the website  bls.gov  said that there would be a need for [X number of] people in my  professions.com,  profession thefield nextwere 15 years, and andto that’s happened happened. According individualsover in my expected earn exactly $75,000 $75,000what per year, but I. earned twicetothat. According to

 

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 Americanvalues.net   Americanvalue s.net , the most

important values in our country have traditionally been fairness and sustainability, and I have tried to live my life in alignment with those principles.” Citations should be real, from the present year, not from the hypothetical future.

In your speech you are asked to provide provide 3 to 5 main points (3 is preferable). You can arrange them chronologically (“What I did in my childhood; my m y teens; my twenties; my thirties; my forties,” etc.) or in terms of categories (“First I’ll tell you about the people who most inspired me; then I’ll talk about the values I’ve lived by and where those values came from; and finally I’ll tell you about the most important achievements I’ve attained.”). Whichever format you follow, assume that you have arrived at the place in your life where you want to be. To find examples or suggestions, suggestions, you may do a web search for “Personal Goals,”” “Personal Values, Goals, Values,” “Motivation,” or “Inspiration.”  “Inspiration.”  Ideas can be researched at at  www.my50.com www.my50.com,, and inspiring personal essays may be found at  at  www.thisibelieve.org .  You’ll be graded on this according to the same guidelines used in your Informative and Persuasive speeches: 1.  Introduction 2.  Relating to your audience 3.  Previewing your main points 4.  Holding people’s interest (this is where your nonverbal skills come into play)  play)   5.  Correct terminology 6.  Transitions (linking ideas) 7.  Using citations 8.  Wrapping up 9.  Recapping what you want us to remember

Here are some online examples to click on and learn from: Greg Graffin Oprah Winfrey Steve Martin

ZITS

 

by Jerry Scott and Jim Borgman  

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GRADED SPEECH #6: THE DEBATE 

A debate will test your skills in critical thinking and in presenting well-developed ideas. The purpose of the debate is to to convincingly prove your point and to disprove someone else’s. You are expected to employ employ real and hypothetical hypothetical examples, and and to  provide logic, reasoning, comparison, analogy, facts, figures, statistics, statistics, and other  pertinent information to show that the ideas you present are valid. You and the members of your your debate team may select your own ttopic. opic. You may want to revisit revisit the topics related to Ethics Ethics or Sustainability that you used in your Persuasive speech. speech. The skills you you demonstrate in a debate are not topic-specific. Your style of presenting iideas deas and attitudes should be generalizable tto o any subject. For the purpose of debating, it doesn’t matter what y you ou personally believe in. What matters most is the way you construct a verbal argument to convince people that a particular point of view merits their acceptance. In order to build and sharpen your abilities in critical thinking, it is wise to select a topic about which you previously had no opinion. Better still, the pinnacle of debate skill can be demonstrated in arguing against something you already believe in. in. For example, if you you believe that abortion abortion should be legal, you would strongly develop your debate skills by creating a counterargument against abortion. If you  believe that marijuana should be decriminalized, then successfully arguing against its decriminalization would mark you as a highly skilled thinker. Click here to watch a scene from the film “The Great Debaters.”  Debaters.”   Debates involve two teams: an affirmative team and team and a negative team. team. The affirmat affirmative ive team wants wants to change the way things are. If something is illegal, the affirmative team team will argue that it should be legal. If certain conditions exist, the affirmative affirmative team will arg argue ue to change those conditions. The negative team, conversely, wants no changes to occur. The negative team argues that current conditions should remain exactly the same, and that to change those conditions would be hurtful to or inappropriate for society. A debate focuses on one single issue, issue, pro or con. It does not pit two two policies, entities, or concepts against one another. Here are examples of correct and incorrect approaches to debate topics.

 

INCORRECT UF has a FSU has a superior superior

CORRECT UF has a UF does not superior have a superior

football  program

football  program

vs.

football  program

vs.

football  program

INCORRECT Democrats Republicans exemplify exemplify American American vs. values values

CORRECT Republicans do Republicans not exemplify exemplify American vs. American values values

INCORRECT Superman Spider-man is the most is the most  popular vs.  popular superhero superhero

CORRECT Superman Superman is is the most not  the  the most  popular vs.  popular superhero superhero

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Each debate team usually contains four members. The members will jointly select a topic. They will then divide into two teams of two, and decide who among them will present the affirmative argument and who will present the negative argument. All members will, jointly and separately, research research their topics, and will stage stage their debate on an assigned date. As you prepare and research the debate with your team members, you will, in a sense, choreograph your manner of presentation. Each person will know what she or he will say, and will have a good idea what will be said by members of the opposing side. Each person is free to do some additional solo research to dig up information to support their argument or to undermine the argument of the opposing team. Surprising one’s opponents with new supportive information will increase your team’s chances of o f winning the debate, and will allow your opponents to demonstrate their skill in arguing against a gainst your reasoning. At the end of the debate, debate, the entire class will will vote on which team won the debate. Winning or losing a debate will not determine your your grade. Each participant will be graded individually on their argumentation and thinking skills demonstrated demonstrated during the debate. Use the components of the debate debate evaluation form as a guideline for your presentation. There are three segments to a debate: the constructive speech, the rebuttal speech, and the cross-examination. cross-examination. For the ffirst irst segment, begin by clearly stating your thesis or central idea, such as “Marijuana should be decriminalized.”   Note: the only time you introduce information (facts, decriminalized.” information  (facts, data, citations, etc.) is during the first  the first  part  part of the debate, the constructive speech. Within the second part, the rebuttal, you will not no t employ new information. You will only argue against the other team’s re reasoning. asoning. In the third part, the cross examination, you will answer a question based on information already provided. A bountiful supply of research on the pros and cons of dozens of topics can be found in the web-links shown  below. Using these sites will save you hours of research time. http://people.sfcollege.edu/diana.matthews/subjguide/speech.htm http://dept.sfcollege.edu/library/PDF/handouts/hottopics.pdf Constructive Speech: 5 to 7 minutes per person The constructive speech is a persuasive speech delivered sitting down. The standard rules for persuasive persuasive speeches apply: introduction, main points, citations, transitions, ssummary, ummary, etc. During the constructive speech, each participant states their position on the selected topic. Opinions are expressed, examples are given, facts and figures are cited, and terminology terminolog y is defined. You will establish that a problem ex exists ists and explain why it exists. As you and your team conduct research on the topic, you may want to divide up your findings, pro and con, among the members of your team who wi will ll talk about them during the debate. For example, if you find 8 arguments in favor of a concept and 10 arguments against it, you can divide them up so that the team members who favor the topic can present 4 ideas each, and those who oppose the concept will have 5 ideas apiece.

The constructive speech is the only time in the debate wherein arguments are introduced and information is  provided. As each participant speaks, members of the opposing side should be taking detailed notes to assist in later counter-arguments during during the rebuttal. The order of speakers is as follows:  

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First Affirmative Speaker First Negative Speaker Second Affirmative Speaker Second Negative Speaker Rebuttal Speech: four minutes minutes per person

During the rebuttal speech you will attack your opponents’ arguments and rebuild your arguments which w hich may have been attacked by your opponents. But don’t don’t just give us more reasons why your side of o f the argument is right; emphasize why the logic logic of  of the other team is wrong . You are not allowed to introduce any new arguments or information information during the rebuttal. Also, don’t use preprinted notes. notes.  Take notes while your opponents speak, and attempt to find fault with their reasoning. The order of speakers is as follows: First Negative Speaker First Affirmative Speaker Second Negative Speaker Second Affirmative Speaker Cross-Examination In the cross-examination, each participant participant poses one simple, concise ques question tion to the opposing team. Each member of that team should respond. Don’t argue with your opponents; just ask a brief question and let them answer. The order of speakers is as follows: First Affirmative Speaker First Negative Speaker Second Affirmative Speaker Second Negative Speaker Special Note On page 24 of this manual you you saw the injunction against rreading eading aloud during a speech. Keep that in mind while presenting your debate. During the opening segment, many sstudents tudents are strongly tempted to spout a  plethora of facts and figures, staring at pages of documentation while making no eye contact with their audience.  Avoid that hazard.  hazard.  The debate is not a data dump; it is a tag-team tag-team speech, and speeches require

eye contact with the audience. Even a newsreader on TV maintains eye contact with the camera. Y our eyes yes

 sho  sh ould be on yo your ur a aud udien ience ce more tha han n on your n no otes.

On the next page you’ll find a sample evaluation form which will be used to grade your debate presentation. Examine it closely so so you’ll know what is expected of you during the debate.  debate. 

 

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C onst onstrr ucti uctive ve Spe Spee ech 

Absent

Yuck

Lame

Maybe

OK

Very Good

Outstanding

Eye contact

0

2

4

6

8

10

12

Vocal volume, word rate

0

2

4

6

8

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 Animatedness and enthusiasm

0

2

4

6

8

10

12

Defining topic & terms

0

2

4

6

8

10

12

Reasoning: inductive, deductive (syllogism), causal, analogical

0

2

4

6

8

10

12

Creativity & insightfulness in argumentation

0

2

4

6

8

10

12

Supported points by citations

0

0

0

6

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12

Summary/conclusion

0

2

4

6

8

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12

State the point you’re about to attack

0

2

4

6

9

11

13

Challenge your opponent’s logic  logic  and reasoning

0

2

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6

9

11

13

Summary/conclusion of attack

0

2

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13

0

2

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Creativity & insightfulness in defending your views

0

2

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12

 Asking/answering questions without help from team members  

0

2

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6

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12

R ebutt buttal al S Spe pee ech

C r oss-E xam xamii na nation tion Phrasing short, polite questions that stick to the topic  

 

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GRADED SPEECH #7: THE ELEVATOR SPEECH 

The Elevator Speech, or Job Interview Speech, is a short summary of an applicant's background, expertise, and education. It is a commercial, a self-promotional monologue which concisely highlights the full range of an individual's suitability for a professional role. role. Designed to be brief enough to be completed during an elevator ride in a tall office building, it is used for networking to solicit job leads, as well as to showcase one's experience in front of a hiring panel or employment committee. Preparation First, think in detail about your next job or your your ideal job. Visualize the type of work, work, the physical working environment, the people you would work with, with, and so on. This will provide you you with a conceptual basis from which to create your commercial.

Then, picture yourself standing in front of an interview panel consisting of half a dozen executives and administrators who run run the company or organization you want tto o work for. Imagine they are conducting  preliminary interviews for a job you strongly desire. Prepare a speech describing your background, education, qualifications, and abilities that would make you the ideal candidate ffor or the job. When delivered in front of a group, this speech should last 2 to 3 minutes. Remember, in a job interview situation it is not only desirable but absolutely crucial that you bra brag g about yourself. An employer will want to know how you stand out from the other candidates, what makes you different or special, and and why they should offer you a salary. Elaborate about anything you might be proud of in your education, your working background, or life activities. Talk about your achievements in every context you can think of. Tell how you’ve completed an import important ant task or accomplished someth something ing meaningful. Include leisure interests, interests, hobbies, or unpaid endeavors e ndeavors where you’ve utilized the abilities that will apply to the job you want. While creating your commercial, consider the following issues: What kind of skills or abilities will the job require? How much experience do you have in demonstrating the appropriate skills and abilities? Exactly what can you do for your potential employer? What is your primary area of competency? How do you most want to be used? Where have you performed recently or in the past, and ho how w similar was that setting to the hypothetical one in which you’re now seeking employment? What kind of setting would you most like like to  to work in? When you get up in front front of the class, tell about the job you’re applying for. Then, imagining that your classmates are the members of the interview panel, introduce yourself and give them your sales pitch.  Do not read it aloud.  aloud.  Going by memory, and referring to your notes only when necessary, convince them that you are the best person in the world for tthis his job. Write your commercial from today’s perspective, perspective, while you’re still in college, not from a few years in the future. Imagine that the chief interviewer has asked, “Tell us a bit about yourself.” Present the information in this order: 1. Your profession and degree degree (actual (actual or anticipated) 2. The number of years spent in each of the above, if applicable 3. Measurable, quantitative accomplishments in school (GPA, awards, etc.) and at work (any numbers  pertaining to achievements).

 

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For this exercise you’ll be graded on the th e following competencies: competencies:   Speaker Competencies

Points Possible

Bad

Poor

Almost OK

OK

Self-introduction Self-introduc tion

0

Description of skills

1

3

4

5

6

0

1

3

4

5

6

Summary of experiences

0

1

3

4

5

6

Emphasis on strongest skill

0

1

3

4

5

6

Poise and presence

0

1

3

4

5

6

Charisma and confidence

0

1

3

4

5

6

Gesturing with arms and hands

0

1

3

4

5

6

Animation/energy Animation/ener gy

0

1

3

4

5

6

Eye contact and visual focus

0

1

3

4

5

6

Vocal power and diction

0

1

3

4

5

6

 

Very Good

Outstanding

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Extra Credit Option Attend a public lecture, analyze it using the guidelines shown below, and give us a speech about it in class. The lecture should be one that you attend in person during the current semester; not an online video lecture, and not something you attended in the past . Lectures are offered here at Santa Fe, at the University of Florida, and at other places around town. Check the Scene Scene magazine  magazine listings in the Thursday edition of the Gainesville Sun. Read the instructions below carefully, noting that there are four are four components of the analysis that must be  fully addressed in your speech.  speech. You won’t be writing a paper to read aloud; you’ll merely plan and outline your speech according to these guidelines and deliver it accordingly. Time will be allotted to to deliver these speeches in the classroom. classroom. You should try to attend a public presentation early in the semester. semester. If you wait wait till the end of the term, you’ll be busy with studying and finals, and there might not be any local  presentations that would fit your schedule. You can earn up to 40 points of extra credit for this exercise, depending on how thoroughly you analyze the speech and follow the required guidelines. Part 1.  Start with a story or a quote derived from the presentation you attended Part 2.  Tell us about the demographics of the event: ----The speaker’s name and credentials/biography  ----The credentials/biography  ----The title of the speech ----The event location, date, and time ----The ---The nature of speaker’s message: informative, persuasive, special occasion, etc.  etc.  ----The s peaker’s style: dynamic or relaxed, animated or immobile; posture; amount of gesturing, eye contact, facial expression, vocal expressiveness; voice pitch, voice volume (if unamplified); engaging the audience; visual appearance/attire ----The s peaker’s supports: visual aids, exhibits, models, PowerPoint, overheads, anecdotes,  anecdotes,  stories, personal experiences, connectives, etc. ----Layout and size of the physical facility Part 3.  Describe the audience and its behaviors: ----The estimated number of attendees ----The estimated age range of attendees ----Their public behaviors: alert/distracted, focused/unfocussed, interested/disinterested, attentive/inattentive; rapt, watchful, yawning, arriving late, leaving early, asking questions, engaging the speaker Part 4.  Relate your feelings about the event: ----Why did you choose to attend this particular speech? ----What was your first impression of the speaker? Did your impression change as the speech progressed or after it ended? ----What did you like best about the speech? ----What did you like least? ----If the speech could be improved, how would you change it?

(Continued on next page)  

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Additional points you should cover in your analysis:

Did the speaker have an attention-gaining opening? What kind of opening technique did she or he use? Did the speaker establish him- or herself as a credible source? Did the speaker give a brief outline ou tline of what ideas were to follow? Were the speaker's ideas clearly organized so you could easily follow the development of ideas? Were the speaker's ideas clearly stated so they were easy to understand? Did the speaker's evidence and examples back up the main contentions? Was the speaker's reasoning logical? What special techniques did the speaker use in getting the ideas across? Did the speaker effectively summarize in the conclusion? Did the speaker end with an effective concluding statement? Was the speaker's rate of delivery smooth and easy to follow? Did the speaker use much vocal variety and inflection to emphasize the points? Was the speaker's volume loud enough to be easily heard? Did the speaker effectively use gestures and facial expressions ex pressions to communicate ideas? Was enthusiasm for the subject easily noticeable because of o f the speaker's vocal and non-verbal non -verbal actions? Did the speaker use verbal disfluencies: disfluencies: "uh”, "um,", “like”, and "you know?"  know?"   Did the speaker seem interested in audience response to the message? Did the speaker attempt to establish eye contact conta ct with members of the audience? Did the speaker attempt to orient the message to the specific group being add addressed? ressed? Did the speaker appear to be responsive to audience feedback? How would you characterize the audience's reaction to the speaker's message? What do you think was the audience's reaction to the speaker's style of delivery? Did the audience provide effective feedback to the speaker? Do you think audience members were strongly moved or had their attitudes changed because of the speaker's message? Did the audience members ask questions and perceive that they received effective answers?

 

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Appendix “A”  Public Speaking and Your Career From Bookrags.com:

In general, jobs that are pursued by people skilled in speech and public speaking involve three things: (1) dealing with the public, (2) organizing information, and an d (3) exhibiting individual responsibility. Typical careers for individuals skilled in public speaking include advertising include  advertising executive, attorney, corporate communications officer, corporate trainer, customer service representative, human representative, human resources manager,  manager,  organizational development specialist, public specialist, public relations professional, relations professional, sales representative, and television reporter. Training in speech and communication commun ication is also important for individuals who desire employment as administrators, audience coordinators for television programs, p rograms, business analysts, computer consultants, digital media specialists, entertainers, financial entertainers, financial consultants, consultants, hospitality  hospitality managers, insurance managers, insurance agents, agents,   librarians, marketing librarians,  marketing professionals,  professionals, mediators, nonprofit development officers officers,, project development specialists, retail buyers, social workers, telecommunications consultants, travel agents, and television  producers. From the above lists, it may seem that any an y professional career could benefit from training in speech and a nd  public speaking, and, speaking, and, in fact, that is probably true. Training in public speaking helps individuals develop organizational skills, the ability to be comfortable when talking in front of both large and small groups, and effective means to persuade others. These skills contribute to effectiveness in almost any an y career situation. (Source:  http://www.bookrags.com (Source: http://www.bookrags.com/research/public-speaking-careers /research/public-speaking-careers-in-eci-03/ -in-eci-03/) 

Recommendations from your Instructor

Throughout the or United States and around the have worlddone thereinare largeclass. numbers of public annually earn six figures higher by doing what you speech Some of themspeakers take thewho experience acquired in their jobs and careers and turn it into into a presentation. Some do so with their hobbies and  pastimes. Many of these people study a topic they love until they become authorities on it, and they then find an audience that wishes to hear about it. Regardless of a person’s beginnings, profession, or background, anyo an yone ne possessing strong communication skills can flourish flourish as a paid speaker. You could do so if you wish---without wish---without changing your current career direction. You can proceed with your present career plans and be a paid speaker as well. Here’s how.  how.  1. Think of any topic that you know a lot about, or one that you like like a great deal, perhaps related to your your  job, your major, or to some other activity. Conduct a web search by typing the name of that topic along with the words “speaker,” “public speaker,” or “professional speaker.” You will find websites of people who know the kind of things you know, and who have learned to talk to audiences about them in exchange for money. If they can do it, so can you.

 

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2. Visit the website website of the National National Speakers Association (www.nsaspeaker.org). (www.nsaspeaker.org). Look at the site’s “Find A Speaker” link. From here, you can use various various search criteria to locate speakers, either using tthe he "areas of expertise" function, "metro area" or "keyword search". Examine the listings of speakers and their topics. See which ones involve your own knowledge sets and interests. 3. To learn the business aspect of making a living as a paid speaker, you you will have to do some homework and research. Various books and websites can assist you. Conduct searches for books, articles, and website that deal with becoming a paid professional speaker. 4. Locally, the central Florida chapter of the National Speakers Association brings brings professional professional presenters presenters to the Tampa vicinity every month. The chapter holds meetings in which these visiting speakers advise other  presenters on the best approaches to achieving commercial success in the field. The central Florida chapter also hosts its own speakers’ academy from time to time. Their web address is www.nsacentralflorida.com. is www.nsacentralflorida.com.   At that site you can also review lists of Florida speakers categorized cate gorized by topic specialty. 5. Your speaking style style may benefit from some fine-tuning fine-tuning and modification in in order to achieve a high level level of expertise, but that can be accomplished with practice and feedback. I recommend that that you take the following steps. First, create a presentation presentation with a particular local audience in mind; put together a talk. Then contact local groups whose meetings meetin gs are advertised in the newspaper, and offer to speak for free; this is how you get started. When you schedule a presentation---and this is crucial---, obtain a videocamera and tape your speech. Later, watch it and critique yourself. The speech evaluation components listed for informative and persuasive speeches in your Syllabus Manual can serve as y your our guidelines. Listen to your voice, inflection, volume, language, and filler noises. Watch your body language, stance, gesturing, and eye contact. Analyze your delivery style in terms of energy, presence, and interacting with your audience as opposed to merely talking to them. From this you will determine determine what, if anything, you would like to work on as you develop your style. Don’t be dismayed iiff your presentation presentation doesn’t seem perfect at first. first. With time you will achieve perfection.

 

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Appendix “B” 

Pat Breslin’s Schedule Breslin’s Schedule for Fall 2010  MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Office 

Office 

Office 

Office 

Office 

8:00

9:00

Public Speaking SPC2608.003 P-165

10:00

Office 

Public Speaking SPC2608.015 L-203

Office 

Public Speaking SPC2608.015 L-203

Office 

11:00

Public Speaking SPC2608.005 P-165

Office 

Public Speaking SPC2608.005 P-165 

Office 

Public Speaking SPC2608.005 P-165 

12:00

Public Speaking SPC2608.007 P-165 

Office 

Public Speaking SPC2608.007 P-165 

Office 

Public Speaking SPC2608.007 P-165 

Public Speaking SPC2608.003 P-165

Public Speaking  1:00

3:00

4:00

Office 

Office 

Public Speaking 

Public Speaking 

SPC2608.021 L-203

6:00

8:00

9:00

SPC2608.019 L-203

Office 

5:00

7:00

Public Speaking 

SPC2608.019 L-203

2:00

Public Speaking SPC2608.003 P-165

Public Speaking SPC2608.052 L-203 

SPC2608.021 L-203

 

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Appendix “C”  THE DISCOVER PROGRAM The Discover Program is a career assessment tool. It examines your interests, abilities, and values, and then matches them with career areas that may be of interest to you. Within those career areas you will find lists of specific professions, and you’ll be you’ll be able to access information about each profession. Use this information to support your Informative Speech presentation. On thecall SFC Northwest Campus, you can go to the Career Resource Center lab in I-40 and complete this assignment there; ahead, 395-5824, to make an appointment. Otherwise, you can complete it online. Discover Set-Up In class you’ll be given an access code to log into Discover. After you’ve signed in and established your file information, click on Get Started. Then click on Plan My Path. When the next screen opens, click on Find Find Occupations That Fit Me, then on Select Path. A screen will open saying My Path Summary. Now follow these steps: Step 1:  1:  In the left-hand column sidebar, click on the first of the underlined steps, Interest Inventory. When the next page appears, click on Take Inventory Inventory Now. Read the UNIACT Instructions that appear, then click on Next, and the interest inventory will begin. As you go through this inventory, you will click on Dislike, Indifferent, or Like to rate your your feelings on different career areas. When you come to the end of the Interest Inventory, a screen will appear showing several possible career areas that might be of interest to you. Beneath the career areas you will see a button button labeled List Suggested Occupations. If you click on it you will come to another list of Career areas, and beneath each area will appear a list of specific professions. You can click on any profession to learn more about it. If the profession appeals to y you, ou, after you’ve clicked on it you can click on Add to My Favorites. Step 2: Now look at the left-hand sidebar again and click on the second of the underlined steps, Abilities Inventory. When the next page appears, click on Take Inventory Now. A screen will appear describing how you may rate yourself on 15 abilities important to career planning. Read the instructions on the page and click on Next. You will be guided through the inventory. When you come to the end of the Abilities Inventory, a screen will appear showing several possible career areas that might be of interest to you. Beneath the career areas you will see a button button labeled List Suggested Occupations. If you click on it you will come to another list of career areas, and beneath each area will appear a list of specific professions. You can click on any profession to learn more about it. If the profession appeals to you, after you’ve clicked on it you can click on Add to My Favorites. Step 3:  3:  Look again at the left-hand sidebar and click on the third of the underlined steps, Values Inventory. When the next page appears, click on Take Inventory Now. A screen will appear describing how you may rate yourself on 22 values important to career planning. Read the instructions on the page and click on Next. You will b be e guided through the inventory. When you finish, a page page will open listing your work-related values. At the bottom of that page, click on Show My Results. As before, various career areas will be suggested. Beneath the career areas you will se see e a button labeled List Suggested Occupations. If you click on it you will come to another list of career areas, and beneath each area will appear a list of specific professions. You can click on any profession to learn more about it. If the profession appeals appeals to you, after you’ve clicked on it you can click on  Add to My Favorites. Step 4: In the left hand sidebar, click on My Favorites. A list will appear showing your preferred professions based on your responses to the Discover program. At this point, select 3 professions that might seem to suit you. One by one, click on a profession to open its descriptor, then click on File and Print. (At the top and bottom of the screen you’ll find additional information links about the job, including Salary, Training, Related Occupations, and so on; if you wish, you can print these as well.)