Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages
Lobbying Plan Elevator Pitch Part 1
Activity Overview and Purpose
This week, you will make an approximately 60-second video of yourself proposing your lobbying plan. This will help you to:
- Practice presenting in a confident, professional manner – both verbally and nonverbally. After your instructor views the video, he or she will give you feedback on how your communication style would be perceived by a person to whom you are promoting your lobbying plan.
- At some point with a lobbying plan (probably early on as you recruit supporters), you will need to have a quick, to-the-point speech of about 60 seconds to “hook” them.
There are two parts to this learning activity assignment:
Part 1. In order to complete this discussion, you may use the native video tool in your classroom. Please review the Canvas Video Submission. Instructions in order to get started. This guide will familiarize you with the tool and review how to record your video to the classroom.
As an alternative, you may use an external platform called Screencast-O-Matic (Links to an external site.) Links to an external site. Please review the Screencast-O-Matic Quick-Start Guide Links to an external site. instructions in order to get started. This guide will familiarize you with the tool and review how to upload your video to the classroom. If you choose to use another video recording tool for your submission, please follow the guide instructions to upload an MP4 video file into your classroom using the same steps.
Important Note: All submissions require an upload of the video to the classroom. Submission of a link to a video does not fulfill the submission requirements.
Part 2. Write a Reflection: After viewing your video, reflect on your communication skills. Submit this reflection as a Word document in the assignment titled Week 3 Learning Activity Reflection.
Part 1: Create a Video
Preparing for the Video
- In Weeks 1 and 2, you considered the stakeholders involved in a mental health agency and began considering a formal lobbying plan. As your plan evolves, you will need to “recruit” supporters for your lobbying efforts – you will have to sell your plan to them.
- Many stakeholders do not have a large amount of time to listen to details, so your job is to get your audience’s attention (usually one or two people at a time), then let them ask you for more information. Think of it as a “commercial” for your plan. You also may have heard this referred to as an “elevator pitch.”
- Write down, in outline form, your plan goals: What you want to do with your plan?
- Write down your objective in talking to this person: Why do you want her/his support?
- List 5 or 6 action statements about it that you can recite to a listener – quickly.
- Record yourself using the native video tool in your classroom, reviewing your plan outline, stating your objective in speaking to your audience, and articulating your action statements in a conversational but professional manner.
Video of Your Communication Skills
For this activity, you will be using the native video tool in your classroom. Before you interact with the video tool, select the “Click here for instructions on how to submit your assignment” link. You can follow the steps outlined in the new window that appears.
When you are ready to make the video, scroll down and use the embedded interface below.
The technical requirements for this assignment align with those for an Ashford University student.
To fully participate in this activity you must have a computer with a microphone and webcam. We believe this activity is beneficial as a professional development practice and it will help you promote your lobbying plan.
If you are unable to complete this activity due to technical issues, contact your instructor for alternative arrangements.
You can also contact the Office of Student Access and Wellness for additional resources and support in completing this activity.
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. The 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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