COM 101 Oral Communication (Public Speaking) ?· COM 101 Oral Communication (Public Speaking) ... Fulfilling…

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<ul><li><p>COM 101 </p><p>Oral Communication </p><p>(Public Speaking) </p><p>Prof. Remy Ashe, M.A. </p><p> </p></li><li><p>2 </p><p>Page 3: Speech Grading </p><p>Table of Contents</p><p>Page 4: Sample Grading for Informative </p><p> Page 5: Grade Calculator </p><p> Page 6: Cultural Narrative Assignment </p><p> Page 7: Cultural Narrative Evaluation Form </p><p>Page 8 -9: Informative Speaking Guidelines </p><p>Page 10: Aristotelian Outline </p><p>Page 11-14: Sample Informative Speech </p><p>Page 15: Informative 1 Evaluation Form </p><p>Page 16: Informative 2 Guidelines </p><p>Page 17: Informative 2 Evaluation Form </p><p>Page 18: Persuasive Speaking Guidelines </p><p>Page 19: Aristotelian Persuasive Outline </p><p>Page 20-23: Sample Persuasive Speech </p><p>Page 24: Sample Reference Page </p><p>Page 25: Persuasive Evaluation Form </p><p>Page 26-27: How To Do Research </p><p>Page 28: Canons of Rhetoric </p><p>Page 29: Nine Ways To Cite Your Sources </p><p> Page 30: Fallacy Worksheet</p></li><li><p>3 </p><p>Speech Grading </p><p> A An outstanding speech. Clear goal well adapted to needs and interests of the audience. </p><p>Excellent content, well-organized, excellent wording and delivery and/or superior accomplishment on the criteria established for that speech. An A speech will have more than the minimum required references. Delivery must be excellent for you to earn an A </p><p> B A speech approaching the qualities of an "A" speech. A good to very good speech, not </p><p>necessarily any real weaknesses, but not achieving a standard of excellence in any or enough areas to merit an "A". A good job of meeting most or all established criteria for that speech. Delivery must be very good for you to earn a B. Those who read directly from a text, no matter how well written will not earn an A or B. </p><p> C A satisfactory speech. Reasonably clear goal, adequate support, apparent organization, </p><p>but may not be entirely clear to the entire audience; some problems in wording or delivery or both; and/or some deficiencies in meeting the major criteria established for that speech. </p><p> D An unclear goal and serious deficiencies in some and perhaps all areas of content, </p><p>organization, wording and delivery; and/or serious deficiencies in meeting major criteria established for that speech. </p><p>F An unacceptable speech that reveals a lack of preparation and/or poor delivery. Failure </p><p>to meet major criteria established for that speech. For example, being significantly </p><p>longer or shorter than the time limit. </p><p>So how do I grade a speech? You are always graded on content as well as delivery. </p><p> Fulfilling the basic requirements of the speech will earn you a C. Turning in what I ask is </p><p>expected and does not automatically earn you an A. If there are no problems with your </p><p>content, time, number of references, turning in what you are supposed to turn in, etc, but </p><p>you do not deliver the speech well, you can still earn a C. What kills students grades is </p><p>the failure to turn in what it expected. First, you will earn your basic speech delivery </p><p>grade, and then second, I will subtract points based on what was not turned in. </p><p>*** Standing in front of the class reading your speech (even if everything else is perfect) </p><p>will earn you no greater than a C. This is public speaking, not public reading!</p></li><li><p>4 </p><p>Sample grading for informative speaking: </p><p>Here is a sampling of grades for informative speaking. </p><p> Student A. This student does everything the assignment asks but stands up and reads the entire </p><p>speech with very poor eye contact. The reading results in poor eye contact and monotone </p><p>delivery. This student could end up in the C- to C+ (56-63 points) range. </p><p> Student B. This student delivers in the same fashion as student A but does not turn in the </p><p>source material (-10 points) or reference page (-4 points) and goes 45 seconds overtime (-6 </p><p>points). This student might get a C for delivery but then I would subtract 18 points for not </p><p>turning in expected material and following time guidelines. So this person would get a 60-20, </p><p>which is a 40/80 (F). </p><p> Student C. This student delivers poorly but goes to the writing center for help with content and </p><p>incorporates more than the minimum of five sources into the speech. This student could end up </p><p>in the B- or B range. </p><p> Student D. This student just gets up and talks about the subject of the speech. The delivery is </p><p>great but none of the expectations of the assignment are fulfilled. This student would get a C, </p><p>D or F depending </p><p> Student E. This student does more that is expected on the assignment by incorporating more </p><p>than the minimum number of references into the text of the speech and takes the speech to the </p><p>writing center. This student writes the speech well in advance of the delivery date and practices the delivery. The student then delivers it with prolonged eye contact and strong vocal qualities. This student would earn an A. </p><p> ** These are just samples and may or may not apply to your situation. </p><p> ** The more you practice, the better your delivery will be!!</p></li><li><p>5 </p><p>Grade Calculator To calculate your grade on your assignments you need to figure out the percentages. 90% and </p><p>above is an A; 80-89% is a B; 70-79% is a C; 60- 69% is a D; anything below 60 percent is an </p><p>F. Divide your score by the maximum allowed to get your percentage. For example if you </p><p>earned 56/70 on the midterm, you would divide the 56 by the 70. Your percentage on that test </p><p>would be .8 or 80 percent. </p><p> Introduction speech 1 /10 </p><p> Grade on this assignment </p><p>Cultural Narrative Speech /30 </p><p> Grade on this assignment </p><p>Informative Speech /80 </p><p> Grade on this assignment </p><p>Persuasive Speech /100 </p><p> Grade on this assignment </p><p>Midterm /80 </p><p> Grade on this assignment </p><p>Final /80 </p><p> Grade on this assignment </p><p>Participation /20 </p><p> Extra Credit </p><p>Total Points earned in this class: </p><p>400-360 = A </p><p>359-320 = B 319-280 = C 279-240 = D Below 240 = F </p><p>My final grade should be:</p></li><li><p>6 </p><p>Cultural Narrative Assignment </p><p>Objective: To practice public speaking and allow the class to get to know whom you are. </p><p>The assignment: </p><p>1. You must tell a 3-4 minute long story (narrative) about/from any culture you belong to. </p><p>Speeches that go longer or shorter will lose points. The point loss will be one point for each 30-second increment. For example, if you go 4:15 you will lose one point; if you go 4:35 you will lose two points. If you go 2:58 you will lose one point. If you go 2:29, you will lose two points. The points will be taken off your grade after your speaking grade has been determined. </p><p> 2. The speech is on any culture you belong to. Culture is loosely defined. This could be </p><p>ethnicity, place you grew up, work, religion, being a student, hobbies, interests, etc. </p><p> 3. You do not have to hand in a copy of your speech. </p><p> 4. Rip out the evaluation sheet on the next page packet and hand it to me BEFORE you speak. </p><p>Fill out the name part, but NOT the culture part. If you do not have the evaluation form, you </p><p>will not speak and this will cost you one grade. </p><p> 5. My speaking day is: </p><p> 6. My speaking order is: </p><p> 7. Top five cultures: </p><p>A. </p><p>B. </p><p>C. </p><p>D. </p><p>E. </p><p>My number one is:</p></li><li><p>7 </p><p>Cultural Narrative Evaluation Form </p><p>Name Time </p><p>Culture Score </p><p>Good Areas </p><p>Areas To be Improved On</p></li><li><p>8 </p><p>Informative Speaking Guidelines </p><p>Objective: This is your first formal speech. With this assignment I hope to have you learn the </p><p>fundamentals of good organization and topic choice and then apply these fundamentals to a </p><p>public speech. </p><p> 1. Look for an interesting topic. The topic must be important to the audience, but first and </p><p>foremost it must be interesting to you. If you do not truly like the topic, your attitude will </p><p>come across in your speech. You may do any topic as long as there is proper research on it. If </p><p>you cannot find source material for your topic, then do not do that topic! </p><p> 2. Sample topics: </p><p> 3. Do not persuade. You are merely telling us information, not passing judgment, telling us if </p><p>your topic is good or bad, advocating, or asking us to do something. </p><p> 4. The speech must be between 5 to 7 minutes. Speeches longer or shorter will lose 3 points </p><p>for each thirty seconds Be careful: in informative speeches, people tend to make them too </p><p>long. Time your speech. </p><p> 5. You must follow the Aristotelian outline. This will be covered in lecture. Your speech will lose points if you make up your own organizational structure. </p><p> 6. You must have at least six sources in your speech. Sources are where you get your </p><p>information. These can be magazines, academic journals or newspapers. All the information in </p><p>the speech must be from a source. You will be citing these sources orally during your speech. </p><p>You will lose 2 points for each source less than 5 not in the body of your speech. </p><p> 7. Before you speak you must hand me the Speech Portfolio. The Speech portfolio contains the following four items: </p><p>A. A full copy of your entire speech with the parts and sources highlighted and/or bolded. Your speech must look like the sample speech I have provided. </p><p>B. A works cited page C. A copy of all your sources with the material you used in the </p><p>speeches clearly highlighted. D. The informative evaluation sheet at the end of this portfolio must be turned in with </p><p>the rest of your portfolio. Do not attach it. Just hand it to me. If you do not turn it in, you will not get to go and you will lose one grade on your speech. </p><p> ** Put all of your material in a folder. You do not have to bind the information together</p></li><li><p>9 </p><p>8. If you do not turn in a copy of your speech before you speak, you will lose five points. No </p><p>reference page will cost you four points and you will lose two points for each source you do </p><p>not turn in. </p><p> 9. Again, you will be handing in your speech, evaluation sheet, reference page and source </p><p>material before you speak. If you say, May I give you the reference material next week? I </p><p>will say, sure you can!! (But you will still lose points). </p><p> 10. A speech aid is required. This can be auditory or visual. You will suffer an automatic </p><p>two-grade loss if you do not have a speech aid. You will lose credit if the speech aid is not </p><p>effective. Speech aid guidelines: </p><p> A. Make sure it looks as professional as possible. Professional does not have to be </p><p>expensive. B. Make sure every bit of it is large enough to see from the back of the room C. Do not have anything written on it. In fact, you should not need words at all if you are going to announce what we are looking at. D. Do not hand anything out to be looked at and/or passed around. If you have a handout, save it for the end of class. E. Make sure you talk to your audience and not your speech aid. F. Do not have multiple pictures on the same board. G. Incorporate the speech aid into the speech; do not just throw it in at the end. Speech aids are supposed to make a point at a specific spot in the speech. H. Make sure everyone in the room can see it or hear it. I. Give the audience enough time to digest what we are looking at or hearing. </p><p> 11. You will be graded on content and delivery. Assuming you have followed all the </p><p>requirements of the assignment, you will earn a C if you just stand up and read the speech. </p><p>Practice it! You will lose more points if you do not hand in what is expected of you or fail to </p><p>meet the time and source requirements of the assignment. </p><p> 12. My speaking day is: </p><p> 13. My speaking position is: </p><p> 14. Topics I am thinking about:</p></li><li><p>10 </p><p>Aristotelian Outline </p><p>I. Introduction </p><p> A. Attention Gainer (Source cite?) </p><p>B. Significance/interest (Source cite) </p><p>C. Thesis </p><p>D. Preview </p><p>II. Body </p><p> A. Pt. 1 Claim + support (Source cites) </p><p>Transition </p><p>B. Pt. 2 Claim + support (Source cites) </p><p>Transition </p><p>C. Pt. 3 Claim + support (Source cites) </p><p>III. Conclusion </p><p> A. Review </p><p>B. Restate thesis </p><p>C. Leave us with something to think about and/or tie into attention gainer</p></li><li><p>11 </p><p>Sample Informative Name Cal Poly, Pomona Date </p><p>Telomerase </p><p>ATTENTION GETTER: Sherri Brighton was mentioned in the June, 1995 issue of </p><p>Newsweek magazine. At age 17, Sherri Brighton appeared to have it all, she was an </p><p>outstanding athlete in cross country running, and she also excelled in all of her academic </p><p>studies with a 4.0 GPA finding interest in psychology. To the other kids in her high school she </p><p>had it all, and she did, unfortunately she also had Leukemia. </p><p>Mark Weller also had it all. The January 1995, issue of Mens Health reports that at age </p><p>30, he was newly married to his high school sweetheart and was a free-lance pilot. He was also </p><p>very active in his Christian faith. Unfortunately, he was diagnosed with stomach cancer. </p><p>Mark, as well as his family and friends were shocked and angry. </p><p>All across America people from every walk of life suffer from the terrible disease of cancer- </p><p>just like Sherri and Mark. </p><p>SIGNIFICANCE: But the December 8, 1995, A.M.A Journal of Oncology, reports that "we </p><p>may be on the threshold for devising a new strategy to battle cancer" because of recent </p><p>discoveries of a substance called telomerase. </p><p>THESIS: Telomerase is an enzyme which has been found in malignant cancer tumors and </p><p>may unlock the secrets of cancer, thus providing us with a cure in the very near future. </p><p>PREVIEW: To understand telomerase and what it means to cancer research, we must first </p><p>discover what it is, and then second, find out its relation to cancer. </p><p>POINT ONE: The understanding of telomerase begins with the understanding what a </p><p>telomere is, and then how telomeres relate to our topic of telomerase. This understanding </p><p>begins in the 1930s. </p><p>The February 6,1996 issue of Scientific American reports that during the 1930's two </p><p>geneticists discovered that there were caps on the ends of the chromosomes in certain</p></li><li><p>12 </p><p>organisms. After more research into what these caps were, they found that these caps </p><p>provided stability for the chromosomes, helped maintain cell integrity and prevented the </p><p>chromosomes from sticking together. These end caps were called telomeres. </p><p>The September 1, 1995 issue of the Science Journal, reports that in the 1970s, two </p><p>researchers, Elizabeth Blackburn and Joseph G. Gall, of Yale University, discovered that </p><p>telomeres were also present in higher level animals, including human beings. </p><p>According to the February 1996 Scientific American, during the 1980's, continued </p><p>research of telomeres uncovered an enzyme called telomerase. As you may recall, an enzyme </p><p>is something which acts as a catalyst for a chemical reaction. For example the acids in our </p><p>stomachs act as enzymes to break down the food we eat. Telomerase is an enzyme that helps in </p><p>the cell replication process. When our cells replicate the new daughter cells tend to become </p><p>smaller than the original parent cells. This is primarily because the telomeres or the end caps </p><p>end up getting cut short in the replication process. The telomerase found in the telomeres </p><p>reacts with the body to fill in the empty space present in the daughter cell to make it as large as </p><p>its parent. </p><p>The Bio...</p></li></ul>


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