Narrative Speech Assignment

Traditional On Campus Class

Welcome to the Traditional On Campus version of Speech 103 Oral Communication!

I look forward to getting to know each of you.

Over the years, I have learned that many of you dread taking this class (don’t worry I felt the same way when I had to take this class) but I hope that you will find your worries to be unfounded. I work very hard to try to create a comfortable learning environment, primarily because I need you to participate in order for this class to work. This is a participatory-based class where we will all work together to help each other improve our communication skills. Consequently, you will play an active role in your own learning as well as active role in the learning of the other students in this class. Research has shown that when you are an active participant in a class you increase how much you remember as well as how much you can recall after the semester has ended. However, I have found that when you are an active participant in my class you will look forward to coming to each class session and your fears of public speaking will soon decrease.

Since this class is participatory, you will find that you will put a lot of thought and effort into this class. Much learning will occur both in class and out side of class. However, while this class is demanding, I hope that you will both enjoy this experience and learn a great deal about communication, how you communicate, and how to be a better communicator.

So, look around at your colleagues next class session, and start to remember some of their names because they will help you this semester. I also encourage each of you to stop by my office to chat. We can work together to help you achieve your educational goals.

Sincerely,

Dr. Lisa

Table of Contents:

Library Resources …… ………………………………………………… pages 4

Grading RUBRIC for presentations…………………………………… pages 5

Expectations in the course ………………………………………………. page 6

Standards in the course………………………………………………… page 6

Note taking Tips …………………………………………………………. page 7

Solutions to Common Problems…………………………………………. page 8

Extra credit assignment ……… ………………………………………… page 9

Grading RUBRIC for written assignments………………………………page 10

Speech critiques ………………………………………………………… page 11-12

Outline Template ………………………………………………………… page 13

Grading Criteria for the Outline………………………………………… pages 14-15

Narrative speech ……………………………...………………………….. pages 16-17

Informative speech ……………………………………………………….. pages 18-23

Includes section on citing sources

Persuasive speech ………………………………………………………… pages 24-29

Includes section on Monroe’s Motivated Sequence

Course Objectives ……………………………………………………….. page 30

Getting Ready for the Exam ……………………………………………...page 31

Speech 103

If you find that you need help with one or more of the topics discussed in class, feel free to stop by the library for help. Please ask for these materials at the Library’s Circulation Desk. You must show your student ID card at the time of checkout. Please return borrowed materials on time.

BOOK______

Presenting with Pizzazz 1-week checkout

VIDEO can be viewed in library only

The Arts of criticism... giving and taking

Be prepared to speak

Defensive/Supportive communication

Great openings and closings

Nonverbal communication - eye contact and kinesics

Powerful ways to persuade people

Public speaking for personal success

Speech basics

Speaking with confidence-Presentational aids

Speaking without fear or nervousness

Successful speaking: Using logic & reasoning

Speaking with confidence-Anxiety

Speaking with confidence-Critical thinking

Speaking with confidence-Critiquing public speaking

Assessment Criteria for Speeches

An “A” speech

“WOW !”

/ A “B” Speech

“Pretty Good!”

/ A “C” Speech

“Keep Trying”

A “D” Speech”Maybe Next Time”

Introduction
and
Conclusion / Solid introduction and conclusion with a creative attention getter and final remark, clear topic statement, relevant credibility, solid preview and summary
Great call to action / Introduction almost complete, not as strong as it could be
Needs improvement on either (attention getter, final remark, topic statement, credibility, preview and summary) / Introduction and Conclusion are identifiable
Preview and summary are in appropriate places
Attention getter &/or final remark blend in with the rest of the speech / Introduction and conclusion there but hard to distinguish
Preview &/or summary missing
Content, Language, and Visual Aids / Excellent inclusion of resources, citations in speech when necessary, clear, vivid language which made me feel the speech through 2 or more senses
Professionally appearing visual aids which were used wonderfully throughout the speech / Deals with a challenging topic, not all material that needs to be cited is cited
Speech a bit too conversational &/or some usage of slang, sexism, &/or jargon
Language needed to be a little more emotive with more attention paid to the senses
Proficient use of transitions
Visual aids done satisfactorily / Conform to the assignment (narrative, informative, persuasive)
Speech direct and easy to understand
Visual Aids are presented throughout the speech and presented professionally
Sources are cited in speech when needed / Not prepared according to the assignment
Visual aids missing &/or unprofessional
Visual aids handled in an unprofessional manner
Body Language, Facial
Expressions, Eye Contact, and Voice / Confident, comfortable delivery, speaker appeared natural and conversational with no verbal pauses
Lively face and facial expression, matched the tone of the topic, scanned the audience well while also using note cards appropriately
Energetic, enthusiastic voice which matched the tone of the topic a nice volume and great variation of pitch / Delivered in a fluent confident manner
Seemed natural, conversational although slightly nervous &/or uneasy
little movement from the speaker
Varied eye contact throughout most of the speech / Reasonable comfort and confidence
Reasonable amount of eye contact with the audience
Remain behind the podium throughout the speech
Little or no movement from the speaker
Delivered in a matter of fact, here is what you need to know, manner / Read from a manuscript or delivered from memory
No audience interaction and involvement
Overall Appearance / Great fluency of speech
Appeared as if they had rehearsed this speech enough, polished delivery
Genuine interest, positive feelings towards topic and the audience / Needed at least one more practice
Skillful delivery with moderate amount of fluency throughout the speech / Ready for the assignment on the assigned day
Conform to the time limit
Prepared any special requirements (outline, visuals, sources, etc.)
Needed to rehearse a couple more times / Clearly unrehearsed and unprepared for the speech

Guidelines of Courtesy for the speeches that take place in the classroom:

Cellular phones and pagers should be turned off while in class or placed on vibrate. Please do not disturb the class with these items! Particularly on speech days!!! Should your phone ring during a student speech you will have 5 points deducted from your speech.
If you arrive late to class on a day speeches are scheduled WAIT OUTSIDE THE

CLASSROOM until you hear applause at the conclusions of the speech. We would not want to interrupt anyone’s speeches.

Please remove hats and sunglasses both in class and during your speeches.
If a student arrives to class on speech days after the class has concluded (due to an early finish), the student cannot give the speech at a later date.
If a student arrives to class on speech days over ½ of the way through the class, that student will be considered absent and will not be able to deliver their speech.
If you elect not to deliver your speech, due to an unforeseen incident, you will receive a zero on your speech and will not be able to make it up.
Please treat other students with verbal and nonverbal dignity and respect!
Students with disabilities who may need academic accommodations should discuss options with me during their first two weeks of class.

Standards Expected in this Course

1. Your formal outline and bibliography will be collected on the day you are assigned to speak.

2. Since there is a tremendous amount of written work in this class, all assignments turned in after the printed due dates in the syllabus will receive half credit, no exceptions.

3. Rough outlines will not be collected after the printed due date on the last page of the syllabus. Rough outlines will be collected approximately one week before your speeches, see calendar for exact dates.

NOTE TAKING

Taking good notes both in class and while reading the textbook will make your study time more effective. The time and effort you take now to improve your study skills will benefit you throughout the course.

NOTE TAKING IN-CLASS

Sometimes it is difficult to determine what information given during a lecture should be written down. Here are a few suggestions. In general, you should take notes on:

· All information written on the board

· All pertinent information not included in the textbooks

· Definitions given

· Key words or phrases

· Lecture objectives discussed

· Examples that clarify a concept

· Examples that will facilitate recall of a concept

· Assignment instructions

· Anything that seems IMPORTANT

NOTE TAKING WHILE READING

Not only should you highlight your textbooks when reading them, you may also find it helpful to take notes on the material covered. This can be done either in a notebook or on note cards. Note cards are particularly convenient because you can use them as flash cards when studying for an exam. Although this process can be time consuming, it will assist you in studying for exams and improve your retention of the information covered. When reading, you should be sure to take notes on:

· Definitions

· Key words or phrases

· Steps to a process

· Diagrams

· Examples that clarify a concept

· Examples that will facilitate recall of a concept

· Anything that seems IMPORTANT

Remember: All material included in the lectures and/or in the textbook may appear on examinations.

No Excuses! Be a Problem-Solver.

Excuse #1: “I didn’t have enough time”

Solution: Budget your time wisely. Use the calendar of assignments in the syllabus. Get it done early. Avoid procrastination (i.e. the night before) because the unexpected does happen.

Excuse #2: “I was sick last night”

Solution: Don’t wait until the last minute to complete assignments. The syllabus assigns everything in advance and you are given plenty of time to do it.

Excuse #3: “My printer isn’t working”

Solution: Go to Kinko’s! Print it out the night before it is due. Use a friend’s printer. Bring money to use the campus printer. Worst case scenarios, email it to me so it isn’t considered late.

Excuse #4: “I ran out of paper”

Solution: Print your assignment out the night before and put it in your bag. Go to the store before it closes.

Excuse #5: “I didn’t understand the assignment, so I didn’t do it.”

Solution: If you don’t understand something, you need to ASK. Make friends and contact them BEFORE asking me. Re-read the assignment description in this packet.

Excuse #6: “I never got your email.”

Solution: If I tell you that I emailed the class information and you never received it, the responsibility is on you to make sure you get the information once you are notified. Check your email. Make sure I have your correct email address by emailing me.

Excuse #7: “It was due today?? I didn’t know.”

Solution: Keep this packet & syllabus with you for every class so you can keep yourself informed. Write down due dates on your personal calendar.

Excuse #8: “I lost my syllabus, can I get another one?”

Solution: Make a photocopy from a friend. You get only one. Email me a request to send it to you electronically.

Excuse #9: “I wasn’t here in class, I didn’t know something was due.”

Solution: Check your syllabus AND contact a friend to find out what you missed. Just because YOU are not here doesn’t mean class stops! You are responsible for all material missed.

YOUR EDUCATION IS YOUR RESPONSIBILITY!

Chapter Outline Extra Credit

This is due the same day that you are taking the exam in the class.

I will NOT accept this late!

To receive a bonus 10 points you will need to summarize each of the chapters in the textbook that we cover in class in your own words. Each chapter outline should be 1-2 pages in length, these should act as notes of the chapter not just a list of key terms and ideas (therefore, the entire packet should be no more than 20 pages).

This is a simple assignment that will actually help you do better in the course, since reading the textbook is critical to your success. All you have to do is to find the information that is highlighted in bold throughout the chapter and briefly explain what it is. Sentences cannot be lifted directly from the chapter; these must be done in your own words and it cannot be done with another student. Should you complete this as a “group” activity neither of you will receive any extra credit points.

It is extra credit and does not have to be done if you choose not to. But if you choose not to do it, do not ask me for other extra credit assignments!!

Below you will find a RUBRIC explaining how I will be grading your critiques and your discussion board assignments and responses.

Please review the various levels to make sure that your papers are written in the best manner possible.

WRITING PROFICIENCY RUBRIC
Theme / Organization / Words, Usage & Grammar / Citing Sources / Overall Success
Writer’s Questions
Writer: Did
I explain the central question, the background of the issue, and my point of view (thesis) clearly? / Writer: Did the ideas build logically, allowing the essay to flow in an unbroken manner? / Writer: Did my grammar, syntax and punctuation provide the cues and direction I intended the Reader to go? / Writer: Did I cite others’ works and ideas? Did I follow standard conventions for citing sources? / Writer: Did I succeed in making my ideas and intentions come across clearly to the Reader?
Reader’s Comments
Level 1:
I understood from the start what the essay was about. The thesis was strong, clear, and original. / Level 1:
I followed the logic of the essay from beginning to end. / Level 1:
I continuously read the essay without feeling interrupted by miscues. / Level 1:
Outside sources supported the essay. My reading was not interrupted by the citation convention used. / Level 1: I feel confident I understood the essay. The writer's tone and word usage were consistent with the writer's argument.
Level 2:
I understood the central question, the background of the issue, and/or the point of view (thesis) eventually. The central ideas of the essay were weak or vague. / Level 2: Sometimes I felt I would put things in a different logical sequence. I was still able to follow the essay in general. / Level 2: I was able to read the essay with minimal sense of interruption by punctuation miscues or incorrect spellings. / Level 2:
Outside sources helped slightly to advance the argument. I was distracted by the citation convention used. / Level 2: In general, I understood the essay Sometimes the writer's argument or tone changed or was inconsistent throughout the essay
Level 3: I did not know what the essay was about. Further reading did little to help me. / Level 3:
I interrupted my reading to try to work out the logic of the essay. / Level 3:
I interrupted my reading to decode spellings, punctuation, and word usage. / Level 3:
Inaccurately cited sources or lack of sources did not advance the argument. / Level 3: I know little or nothing of what the writer was trying to convey to me.