Effective Public Speaking Essay Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Effective Public Speaking Essay Assignment
1 How can you tell an organized speaker from an unorganized one?
2 When do you usually think about how you’re going to organize your speech?
3 Why do you think the topical organizational pattern is the most frequently used pattern? Which organizational pattern do you think is used least, and why?
4 If you were going to give an informative speech on “space exploration,” think of two organizational patterns that might be appropriate. Now, assume you’re going to give a persuasive speech on space exploration. What might be the most appropriate way to organize your ideas? Why?
5 In public speaking, what functions are served by transitions and summaries? Can you think of several effective transitional statements to develop the speech topics from question #4?
6 Review the essential requirements for planning and key-word outlines. Why is it necessary to develop both outline forms, and why are both equally important in extemporaneous speaking?
1 What alternatives are available for capturing audience attention in an introduction? What alternatives are available for bringing closure to a speech?
2 What is the relationship between the effectiveness of a speech’s introduction and conclusion and speaker credibility?
3 What mistakes do speakers commonly make in preparing the introduction and conclusion of a speech?
4 How do effective introductions and conclusions meet the psychological needs of the audience?
5 What makes some of us funnier than others? Is it genetic or learned? Can it work for you in speeches or is it too da1 In your opinion, is spoken language significantly different from written language? How can language contribute to or detract from the effectiveness of your speech?
1 In your opinion, is spoken language significantly different from written language? How can language contribute to or detract from the effectiveness of your speech?
2 Why must language fit the needs of the speaker, audience, occasion, and message? What do you need to consider when choosing proper language in a speech?
3 What are some of the language pitfalls that you have witnessed while watching a speech? What effect did these have on the overall message for you?
4 How does humor affect the speaker–audience relationship? What impact might it have on speaker ethos? Generally, do you believe humor is correlated with higher intelligence? If so, when might this generalization not hold true?dangerous?
1 Why is extemporaneous speaking generally the most appropriate form of delivery? When would it be best to use a manuscript? To memorize? To give an impromptu speech?
2 Have you given an impromptu speech? What was its purpose, and do you think you were successful? Why or why not?
3 To what extent do you think effective verbal delivery is necessary to your overall evaluation of a speech? How do your movements, gestures, eye contact, and clothing influence your relationship with your audience and the communication of your message?
4 What is most important to remember when using note cards during your speech? Other than note cards and note pads, how else do people display notes for the speeches?
5 Under what circumstances do you feel communication anxiety? How do you know physically that you’re experiencing apprehension? How do you respond psychologically?
6 Six obstacles (fears) to public speaking were presented early in the chapter. Which of those fears do you personally experience in a public speaking situation? Which obstacles do you think would be most common in college students?
7 Although degrees of speech tension vary from speaker to speaker, most inexperienced speakers share common feelings of discomfort. What can you do to minimize your feelings of apprehension and make your nervous energy work for you rather than against you?
1 Do you think technology is inherently persuasive? When does it add impact beyond the power of the content of a message? When does it distract from the content of a message?
2 What criteria for using presentational aids would you add to the list? If you were Emperor of the World and you had the power, what decrees would you make? Can you provide three laws of the land that you would enforce on all presenters in your world?
3 How might technology augment ethos, pathos, and logos?
4 Is the speaker who uses more technology in a speech more credible than one who uses less or no technology?
5 Has increased technology made people more or less connected? Why?
6 Do students generally rehearse the use of their presentational aids for classroom reports? How about professional speakers; do you think they rehearse? If more students understood the potential payoff for rehearsing with their aids, do you think more would do dress rehearsals, or do you think most already understand this but don’t make time for it anyway? Why would that be the case, even for some?
7 What should you keep in mind as you design and develop a PowerPoint presentation? What is death-by-PowerPoint? How can you avoid this epidemic? What is the appropriate level of “PowerPointedness”?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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