COM 357 Course Pack

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MWF 10:00-10:50 - MOORE 201 - 22259057 TR 5:00-6:15 - MOORE 214 - 22259063

Adam Barragato • Barra1ak@cmich.edu OFFICE: MOORE 221E • HOURS: MW 3:30-5:00 and T 2:00-4:00 or by appt.

Questions? Comments? Concerns?

E-mail

Adam @ Barra1ak@cmich.edu

If you do NOT hear back from him in 24 hours, e-mail him again (unless you e-mail him on Saturday night/ Sunday, he’ll respond Monday morning).

WHERE T FIND IT

SYLLABUS

Pages 4-9

Schedule........................................................4 Objectives......................................................5 Speech Requirements...............................6 Professional Dress.......................................7 Grading Scale................................................8 Policies & Points...........................................9 UNIT 1: Construct an argument

Pages 12-21

Prep 1......................................................................................12 Prep 2......................................................................................14 Prep 3......................................................................................15 Prep 4......................................................................................16 Peer-Review..........................................................................17 Speech Examples (Good & Poor....................................18,19 Evaluations for Speech 1..................................................20, 21 UNIT 2: Clarify a concept

Pages 24-41

Prep 5.....................................................................................................................24, 25 Prep 6......................................................................................................................28 Prep 7......................................................................................................................29 Prep 8......................................................................................................................30 Prep 9......................................................................................................................31 Prep 10....................................................................................................................32 Peer-Review...........................................................................................................33 Speech Examples (Good & Poor)...................................................................34,38 Evaluations for Speech 2...................................................................................40,41 UNIT 3: Sell an idea

Pages 44-59

Prep 11..................................................................................................................................................44 Prep 12..................................................................................................................................................45 Prep 13..................................................................................................................................................48 Prep 14..................................................................................................................................................49 Speech Clean-Up...............................................................................................................................50 Speech Examples (Good & Poor)..................................................................................................52, 56 Evaluations for Speech 3.................................................................................................................60, 61 UNIT 4: Commemorate and celebrate

Pages 64-73

Prep 15..................................................................................................................................................................................64 Prep 16..................................................................................................................................................................................65 Prep 17..................................................................................................................................................................................66 Format Helper.....................................................................................................................................................................65 Speech Clean-Up...............................................................................................................................................................68 Speech Examples (Good & Poor).................................................................................................................................69, 70 Evaluations for Speech 4.................................................................................................................................................72, 73

T

ST AR

T

P A M

WEEK 1: Begnnning BLVD UNIT 1 HIGHWAY WEEKS 2-4

PREP 1 DUE MWF - W 8/27 TR - R 8/28

PREP 2 DUE MWF - F 8/29 TR - T 9/2 PREP 3 DUE MWF - W 9/3 TR - T 9/2 PREP 4 DUE MWF - F 9/5 TR - R 9/4 PEER REVIEW MWF - M 9/8 TR - T 9/9

WEEK 7 & 8: Second Speech

PEER REVIEW MWF -F 10/3 TR - R 10/2

PREP 7 DUE MWF - M 9/22 TR - T 9/23

T SYLLABUS • 4

NO CLASS on W 11/26, R 11/27 & F 11/28 WEEK 14: Fourth Speech

E-mail to confirm topic and sign up for Speech 3

MWF - 11/19, 11/21, 11/24 TR - 11/20 & 11/25 PEER REVIEW MWF - M 11/17 TR - T 11/18

PREP 12 DUE MWF - M 10/20 TR - T 10/21

E-mail to confirm topicand sign up for Speech 2 PREP 5 DUE MWF - W 9/17 TR - R 9/18 UNIT 2 HIGHWAY WEEKS 4-8

HE

MWF - 12/1, 12/3, 12/5 TR - 12/2 & 12/4

PREP 11 DUE MWF -F 10/17 TR - R 10/16

PREP 6 DUE MWF -F 9/19 TR - T 9/23

16

Week 15: SPEECH REDO!

WEEKS 8-11

PREP 8 DUE MWF -W 9/24 TR - R 9/25

WEEK 3 & 4: First Speech

MWF- 9/10, 9/12, 9/15 TR - 9/11, 9/16

Take-Home Final Due Due: M 12/8 (blackboard)

UNIT 3 HIGHWAY

PREP 9 DUE MWF - F 9/26 TR - T 9/30

APPROACH!

H

Speech Reflections!

Due 10/20 via blackboard by 5 pm

PREP 10 DUE MWF - M 9/29 TR - R 10/2

WE

Speech Reflections!

DUE: 9/22 via blackboard by 5 pm

EK

WEEK 16: “I learned” Speech

S FINI

MWF :10/6, 10/8, 10/10, 10/13, 10/15 TR: 10/7, 10/9, 10/14

RECHARGE! MIDTERMS

E-mail to confirm topic and sign up for Speech 1

OU T

PREP 17 DUE MWF - F 11/15 TR - T 11/18

PREP 13 DUE MWF - W 10/22 TR - R 10/23 PREP 14 DUE MWF - F 10/24 TR - R 10/23

PREP 16 DUE MWF - W 11/12 TR - R 11/13

PEER REVIEW MWF - M 10/27 TR - T 10/28

PREP 15 DUE MWF - M 11/10 TR - T 11/11

WEEK 11:Third Speech UNIT 4 HIGHWAY

MWF - 10/29, 10/31, 11/3, 11/5, 11/7 TR - 10/30, 11/4, 11/6

ED H SC

E L U

WEEKS 12-14

The Task At Ha d Engage audiences in new ideas through clear, concise, coordinated, credible, and visual communication.

ENGAGE AUDIENCES: Engagement is both physical delivery and understanding your audience. You will choose and analyze different audiences for each speech in order to tailor the information to their knowledge level, interests, and language.

BE CONCISE Anyone can ramble on for long periods of time. A great speaker is able to stay within a tight time limit and still deliver important information. Each speech will ask you to be careful about what you share as well as how long you share it.

ATTAIN CREDIBILITY:

It’s your job to research each source’s credibility and assure the audience that your sources are trustworthy, timely, and accurate. Just because a source is on the internet does NOT mean credible. You’ll learn to how to research whether sources are in fact credible.

SPEAK CLEARLY: Speaking clearly involves having a main “take away” that your audience can always go back to along with relevant sources of information that back up or argue the take away in a simple but memorable way.

COORDINATION:

Coordination is about organizing your speech to help your audience understand where we are. This means that you follow the recommended patterns for each speech and clearly communicate where you are, where you have been, and where you are going next.

VISUAL: You will be asked to learn how to use multiple interactive and visual technologies including Haiku Deck and Prezi in order to help your audiences visualize the ideas that you are speaking about.

SYLLABUS • 5

Hit Your T rgets A large percentage of my students do poorly on their speeches simply because they do NOT understand what is expected for each speech. Use this cheat sheet to make sure you always hit a bulls-eye in every speech!

Brief Description

Dress

Visual Aid

Sources

Length

Note Cards

SPEECH 1: Construct one clear argument

OUTLINE: 4 Pick a proverb or credible sources ONE SLIDE PPT quotation and PROFESSIONAL with your quote/ cited correctly. 3-5 minutes from argue whether or (see next page) proverb and a SPEECH: 4 credible start to finish. not it is true. sources cited picture correctly.

UNLIMTED

SPEECH 2: Clarify a concept

OUTLINE: 6 Explain a new credible sources concept to a PROFESSIONAL 15+ SLIDES using cited correctly. 5-7 minutes from specific audience (see next page) SPEECH: at least start to finish.

HAIKU DECK. using a timed 4 credible sources visual aid. cited correctly.

2 NOTE CARDS

OUTLINE: 6 credible sources A well cited correctly. 6-8 minutes from PROFESSIONAL constructed PREZI SPEECH: at least start to finish. (see next page) PRESENTATION. 4 credible sources cited correctly.

1 NOTE CARD

SPEECH 3: Construct a sales pitch

Sell a specific audience on a solution to a problem they have.

Celebrate the life SPEECH 4: and/or accomNO VISUAL AID Captivate and plishments of a BUSINESS CASUAL REQUIREMENT. celebrate person or people.

SYLLABUS • 6

NO SOURCES NEEDED IN THIS SPEECH

4-6 minutes from NO NOTE CARDS start to finish.

NOTE: No videos are allowed to be played in your speeches because of the time it takes away from your speaking.

Dress for S ccess Failure to dress professionally for speeches will result in POINT LOSS.

Learn appropriate dress BEFORE it’s more than points you’ll be losing!

GENTLEMEN

IRONED DRESS SHIRT: Polo or button down shirt (tucked in).

Suit jacket and tie are optional.

LADIES

IRONED DRESS SHIRT/BLOUSE: Dressy shirts are fine. Suit jacket is optional.

IRONED DRESS PANTS: Khakis/Suit pants/etc.

NO JEANS.

SKIRT/DRESS PANTS: Khakis/Suit pants/etc.

NO LEGGINGS, JEANS OR JEGGINGS.

DRESS SHOES Black or Brown.

NO TENNIS SHOES.

DRESS SHOES/ HEELS. Any color is fine.

NO TENNIS SHOES.

IF $$$ is a factor, CMU offers a service that donates professional attire to students in need. Visit: cmich.edu/first impressions for more info.

SYLLABUS • 7

Ma e The Grade

A

TTENTION TO DETAIL 90-93% A- • 94-100% A

Characteristics: • Does prep work in detail/reviews it before speeches • Always Reads the directions carefully • Regularly attends office hours • Starts work on speech early/lots of preparation • Goes above and beyond expectations

A

B

IT MORE EFFORT

80-82% B- • 83-86% B • 87-89% B+ Characteristics: • Does prep work in semi-detail/doesn’t always review it • Doesn’t always read directions carefully • Attends office hours second half of the semester • Starts work on speech early for some speeches • Does a BIT more than the bare minimum

LACK OF

C

NOTE: In order to pass you need to earn a C or better. Those who earn less than a 73% will re-take this course to complete competency.

D

ID NOT DO

SYLLABUS • 8

OMMITTMENT

70-72% C- • 73-76% C • 77-79% C+ Characteristics: • Misses class & prep frequently/doesn’t review it • Rarely if ever attends office hours • Waits until the last minute/misses peer-review • Meets minimum requirements

60-62 D- • 63-66% D 67-69% D+ • 59% < E

Characteristics: • Rarely completes class prep • Misses deadlines for peer-reviews & speeches • Never takes time to understand expectations

Please LE RN Responsibly Read policies carefully for the best learning outcome

PRESENT ON YOUR SCHEDULED SPEECH DATE.

You are allowed to miss 2 speech presentation days.

Each missed speech day after that results in a penalty of 5 points (from your total points) per missed speech day.

ATTEND CLASS ON SPEECH DAYS.

BRING COMPLETED PREP TO CLASS ON TIME.

In week 15, you have the option to re-present your lowest speech for a new grade UNLESS the speech in question was not delivered because you were not prepared.

The Point Breakdown TOTAL: 525 pts.

3 Preps.......................15 pts.

UNIT 4 TOTAL: 90 pts. 1 Peer-Review............5 pts.

1 Speeh......................46 pts.

1 Outline....................24 pts.

4 Preps.......................20 pts.

UNIT 3 TOTAL: 125 pts. 1 Peer-Review...........5 pts.

1 Speeh.....................67 pts.

1 Outline...................33 pts.

6 Preps......................30 pts.

UNIT 2 TOTAL: 145 pts. 1 Peer-Review...........5 pts.

1 Speeh.....................70 pts.

1 Outline...................30 pts.

1 Speech Reflection...10 pts.

UNIT 1 TOTAL: 100 pts.

If you are NOT present with PREP in class and have it completed in full sentences you will not earn credit.

RE-PRESENT YOUR LOWEST SPEECH

8Y TH3 NUM8ER 2 NOTE: All outlines are to be submitted to blackboard on the FIRST day of speeches (regardless of your presentation date). A penalty of 10% per day will be added to late outlines.

If you are not prepared to deliver your speech on your scheduled date you will earn a 0 for that speech.

1 syllabus quiz...........5 pts.

4 Preps.......................20 pts.

1 Peer-Review............5 pts.

1 Speeh......................45 pts.

1 Outline....................15 pts.

1 Speech Reflection....10 pts.

FINAL EXAM FINAL EXAM............................60 pts.

(It is a take-home final uploaded to blackboard, see schedule) “I learned...” speech................15 pts.

(The last day we meet you will present what you have learned informally to the class) SYLLABUS • 9

INFO that’s GOOD to KNOW

Please read through carefully, as your success in my class relies on both your understanding of CMU Policies and your well being.

Family Emergency/Bereavement Policy: I understand that family emergencies will arise as well as the unexpected loss of loved ones. I ask that you in the case of a family emergency or loss of a loved one you notify me via e-mail as soon as possible.

Every situation is different therefore it is IMPERATIVE that you have work completed on time (when possible) in the case of an emergency that hinders you from coming to class on important dates (i.e. your speech presentation). I will make accomodations on a case by case basis. I do allow students to miss TWO preps without losing points for situations like these. Either way, I like to be kept in the loop.

Academic Dishonesty: IN THE CASE YOU ARE CAUGHT PLAGIARIZING a speech (i.e. taking credit for the use of someone else’s speech) you will recieve a ZERO for both the speech outline and the presentation. You will NOT be allowed to re-present that particular speech in question. In the academic community the high value placed on truth implies a corresponding intolerance of scholastic dishonesty. Written or other work which a student submits must be the product of his/her own efforts. Plagiarism, cheating and other forms of academic dishonesty, including dishonesty involving computer technology, are prohibited.

Religious Observances: It is Central Michigan University policy to permit students to be absent from classes or examinations for reason of observing religious holidays.

Students are allowed to make up course requirements when they are unable to avoid a conflict between their academic and their religious obligations. Absence from classes or examinations caused by observing religious holidays does not relieve students from responsibility for any part of the coursework required during the p eriod of absence. Please contact me via e-mail ahead of time in order to arrange make-up work.

Accomodations: Please contact me during office hours or after class regarding accomodations you need in order to be successful in my class. CMU provides individuals with disabilities reasonable accommodations to participate in educational programs, activities and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact Susie Rood, Director of Student Disability Services at (800) 9501144, extension 3018 or email her at sds@cmich.edu, at least 4 weeks prior to registering for class. Students may find additional ADA information and forms at http://www.cmich.edu/student_disability_services.htm.

SYLLABUS • 10

UNIT 1: CONSTRUCT ONE CLEAR ARGUMENT

PREP # 1

UNIT: 1 - Construct one clear argument OBJECTIVE FIT: Clarity CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

The take-away

Question 1: In your own words, how would you describe the take-away?

Question 2: What are the THREE best practices for creating an effective take-away?

1.

2.

3.

Question 3: Using the information above, write a thesis for your proverb/quote.

Proverb/Quote:

THESIS:

ACTION STEP REQUIRED...

UNIT ONE â&#x20AC;˘ 12

Upon completing this HW please e-mail Adam your proverb or quote (for speech 1) AND thesis so that you can sign up for a speech day.

STOP!

Please do NOT complete PREP 2 until you have e-mailed Adam your Proverb/Quotation for speech 1.

NOTE: The following Proverbs/Quotes are NOT allowed: Every cloud has a silver lining Practice makes perfect An apple a day keeps the doctor a way Laughter is the best medicine

PREP # 2

UNIT: 1 - Construct one clear argument OBJECTIVE FIT: Credibility CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Help! I need support

Question 1: EXPLAIN what a source is (in your own words).

Question 2: LABEL and EXPLAIN the three different types of sources & HOW TO USE THEM EFFECTIVELY. 1.

How to use it effectively: 2.

How to use it effectively: 3.

How to use it effectively:

Question 3: Briefly EXPLAIN three tips for finding sources in this speech.

1.

2.

3.

UNIT ONE â&#x20AC;˘ 14

PREP # 3

UNIT: 1 - Construct one clear argument OBJECTIVE FIT: Credibility CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

I.C.E - Citing your Sources

Question 1: Briefly LABEL & EXPLAIN what each letter means in the acronym I.C.E. (in complete sentences).

I. C. E.

Question 2: What are THREE ways to check the credibility of a source/author?

1.

2.

3.

Question 3: Completely I.C.E. ONE SOURCE for your first speech in a complete sentence.

A BRIGHT IDEA....

This is the FOUNDATION to citing your sources, make sure if you’re confused you setup an appointment with Adam!

UNIT ONE • 15

PREP # 4

UNIT: 1 - Construct one clear argument OBJECTIVE FIT: Engage Audiences CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Attack of the butterflies: Handling anxiety/experience versus performance?

Question 1: Write down the thesis for this short but comical chapter on anxiety.

Question 2: Based on his tips, what are TWO things you will do to relieve anxiety in this speech?

1.

2.

Question 3: After reading this chapter, EXPLAIN ONE THING you are nervous about for your first speech.

A BRIGHT IDEA...

IF YOU ARE STILL HIGHLY ANXIOUS ABOUT YOUR FIRST SPEECH, CONTACT ADAM IMMEDIATELY. UNIT ONE â&#x20AC;˘ 16

SPEECH CLE N-UP # 1

YOU WILL NOT GET CREDIT FOR PEER-REVIEW IF COMPLETED PRINTED OUTLINE IS NOT BROUGHT TO CLASS.

AUTHOR: Write at LEAST THREE different questions/concerns you would like your peer-reviewer to investigate in your outline.

1.

2.

3.

PEER-REVIEWER: Make suggestions/comments based on questions above.

ACTION STEP REQUIRED...

Upon completion of your peer-review, make revisions to your outline before uploading it to Blackboard.

UNIT ONE â&#x20AC;˘ 17

STRONG EXAMPLE W/ comments from Adam

Proverb/Quote: “No one can make you feel inferior without your consent.” ~Eleanor Roosevelt Thesis: Despite the way others treat you, it is in your power to let them make you feel less than you truly are.

A. When handling criticism from others, people have the natural ability or capability to learn to be resilient and not let it defeat them.

1. Psychologist Kendra Cherry states in her 2014 article What is Resilience?

Coping with Crisis that resilient people are able to utilize their skills and strengths to cope and recover from problems and challenges and that resilience gives people the strength to tackle problems head on, overcome adversity and move on with their lives.

2. According to a counseling workshop presented by RMIT University in Australia in 2009, self-esteem but more so self-compassion can make it easier to be resilient when others criticize you.

3. According to Mary Polce-Lynch, Ph.D. in 2011, researchers are finding that when we stop being self-critical and start being kind to ourselves, we begin to travel down a pathway to increased resilience. When we focus on selfcompassion, we find empowerment, learning and inner strength.

4. One study conducted by Kristin Neff, Stephanie Rude and Kristin Kirkpatrick in 2007 showed that findings provided strong support for the argument that self-compassion does more than enrich psychopathology—it also predicts positive psychological strengths. Approaching painful feelings with self-compassion is linked to a happier, more optimistic mindset, and appears to facilitate the ability to grow, explore, and wisely understand oneself and others.

All I.C.E.d perfectly

Specif ic dif fere part of life a nt t ha n t hes nd is

Follows best practces of writing a thesis

Conclusion: In order to be resilient and to not let others’ criticism bring you down, you must find your will to not let it affect you. Studies have shown that if you find self-confidence and selfcompassion it is easier to be resilient when other’s try to deter you and bring you down. When you build your self-compassion, you build the ability to refuse consenting to feeling inferior.

REFERENCES

Kirkpatrick, K., Neff, K., Rude, S. (2007). An examination of self-compassion in relation to positive psychological functioning and personality traits. Journal of Research in Personality, Volume 41, Issue 4, August 2007, Pages 908–916.

Polce-Lynch, M. (2011). Practicing self-compassion. Retrieved from http://www.virginiawomenscenter.com/services-psychology-practicing-self-compassion.html RMIT University. (2009). Developing self confidence, self esteem and resilience. Counseling Service.

PDF file.

UNIT ONE • 18

P ERFEC T APA F ORMAT

Cherry, Kendra. (2014). What is resilience? Coping with crisis. Retrieved from http://psychology.about.com/od/crisiscounseling/a/resilience.htm

CAN YOU FIND THE MISTAKES? HINT: Look at HW’s 1 & 2 to check and see where this author made common mistakes!

Proverb: “In order to make an omelet you need to break a few eggs” Thesis: In order for people to make their dreams a reality sometimes they have to break through barriers that impede their path, like people, money, and objects Sometimes people need to cut loose ends to make a dream happen, even if it’s important to them.

1. Vanessa Van Edwards a specialist of intelligent, and emotional research, explains that entrepreneurs often have to deal with many obstacles through starting a business, but one of the most frustrating is dealing with the people who get annoyed from working for them. In order to run a business people have to break through that handicap and find a way to get the work done.

2. One year the Science Museums Schools Outreach Program did ago experiment. The experts took kids who didn’t want to work with others, and put them in an environment where they could work with other kids, by breaking the barriers the kids started excelling in the classes.

3. The Principles of Economics states that there are four principles for individual decision-making. The number one reason states that people will have to make trade-offs.

In this article it explains that if a person wants something sometimes they will have to give something else up in order to get what they wanted in the first place.

4. Statistic Brain states that entrepreneurs who first open a business wind up going negative for many years before they go positive. It is states that after 3 years of being in business a company will have failed 44% of the time. But the people who stick to it and can overcome those statistics end up with great businesses. The egg that they had to break was the test of time, and the government.

Conclusion: When a person has a great dream/idea sometimes people will try to get in their way, and try to bring them down.

References: http://upstart.bizjournals.com/resources/advice/2013/04/30/communicating-withannoying-employees.html?page=all http://www.theguardian.com/teacher-network/2012/jul/10/bigger-picture-teaching http://depts.alverno.edu/dgp/GEC/Principles%20of%20Economics.html http://www.statisticbrain.com/startup-failure-by-industry/

UNIT ONE • 19

SPEECH 1: Construct an Argument 3 points = BULLS-EYE • 2 points = JUST MISSED • 1 = OUTSIDE • 0 = HIT THE WALL

CREDIBILITY

CLARITY

TARGET: A concise take away interpreting your proverb/ quote followed by the specific area in life it is true/false in. Clear interpretation of sources argue the main point.

TARGET: A professional looking speaker who provides 4 sources cited correctly using multiple forms of supporting evidence.

0 1 2 3 4 0 1 2 3 0 1 2 3

CRITERIA Clear take away statement Specific main point Relevant sources Sources explained thoroughly

_______/10 POINTS

X

YOUR OVERALL CREDIBILITY

X

POLITICIAN

INFOMERCIAL

X

DOCTOR

CRITERIA 0 1 2 3 Talking speed 0 1 2 3 Comprehensive eye-contact 0 1 2 3 Note card reliance _______/9 POINTS YOUR OVERALL ENGAGEMENT

X

X

PBS

NBC

YOUR OVERALL CLARITY

X

INSTRUCTIONS

X

UNIT ONE • 20

X

NEWS FEED

HOW-TO VIDEO

X

TED TALK

X

YOUR OVERALL COORDINATION

X

RECITAL

GARAGE BAND

0 1 2 3

X

VINE

X

SYMPHONY

CONCISENESS

TARGET: Stays within :10 of the time limit.

CRITERIA Time: _____________ (TARGET 3-5 minutes)

_______/3 POINTS

X

X

COORDINATION

TARGET: A one slide picture with the quote or proverb of your choice that is pleasing to look at and easy to read.

TEXT MESSAGE

3 3 3 3

_______/6 POINTS

HBO

YOUR OVERALL VISUAL

2 2 2 2

TARGET: Smooth openening, closing, and transitions without using phrases like “this is my thesis, this is my main point.”

CRITERIA Overall flow (intro-close) 0 1 2 3 Effective closing summary 0 1 2 3

VISUAL

CRITERIA Visual aid follows directions

1 1 1 1

_______/12 POINTS

ENGAGEMENT TARGET: A polished and prepared delivery with a slow but conversational pace, eye contact with the entire audience, and LITTLE reliance on note card.

0 0 0 0

X

WITHIN

1:1 6 :1: + 01 :41 - :1 -:6 :1 :26 0 5 -: :11 40 -:2 :00 5 -:1 0

CRITERIA Accurately I.C.E.’d sources (1 pt. per source) Variety of support evidence Professional dress

0 1 2 3 4 5

_______/5 POINTS

YOUR OVERALL CONCISENESS

TEXTBOOK

X

PAMPHLET

X

TWEET

SPEECH TOTAL _______/45 POINTS

OUTLINE 1: Construct an Argument 3 points = BULLS-EYE • 2 points = JUST MISSED • 1 = OUTSIDE • 0 = HIT THE WALL

CREDIBILITY

CLARITY

TARGET: A concise take away interpreting your proverb/ quote followed by the specific area in life it is true/false in. Clear interpretation of sources argue the main point.

TARGET: A neat, clean, and correctly I.C.E.’d outline with a reference page in APA/MLA ormat (4 sources total).

CRITERIA 4 Accurately I.C.E.’d sources 0 1 2 3 (.75 pt. per source) Reference page in APA/MLA 0 1 2 3 format (citationmachine.net) _______/6 POINTS

X

YOUR OVERALL CREDIBILITY

POLITICIAN

X

INFOMERCIAL

X

DOCTOR

CRITERIA Clear take away statement Specific main point

_______/6 POINTS YOUR OVERALL CLARITY

X

INSTRUCTIONS

CONCISENESS

X

TEXTBOOK

X

_______/3 POINTS

PAMPHLET

X

TED TALK

OUTLINE TOTAL _______/15 POINTS

0 1 2 3

YOUR OVERALL CONCISENESS

X

HOW-TO VIDEO

SPEECH 1 TOTALS

TARGET: Keeps explanations of sources short, sweet, but to the point.

CRITERIA Explanations of sources are kept short & in their own words

0 1 2 3 0 1 2 3

SPEECH 1 TOTAL ___________/45 POINTS YOUR OVERALL UNDERSTANDING

X

TWEET

X

MULLIGAN (REDO)

X

ON PAR (ON TRACK)

X

HOLE IN ONE (AHEAD)

OUTLINE FEEDBACK

UNIT ONE • 21

UNIT 2: CLARIFY A CONCEPT

PREP # 5

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Credibility CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Organization: The topic in question

Question 1: What is a TOPICAL organizational pattern in your own words?

Question 2: What are THREE questions you can ask to break down your large topic into TWO main points?

1.

2.

3.

Question 3: Begin concept-mapping YOUR topic idea in order to find your TWO BEST main points (next page)

ACTION STEP REQUIRED...

UNIT TWO • 24

YOU need to have brainstormed a topic idea in order to complete your PREP. Please use the blank “concept map” on the next page to begin dividing your BIG topic into smaller ideas.

PREP #5 CONTINUED

Directions: Write down the “large” idea or topic that you’re MOST PASSIONATE about discussing in the circle.

Then, break down the LARGE topic into various sub topics (smaller circles) based on the three questions from HW 5 (question 1).

TIP: Go beyond the normal speech routine that we’ve all heard in COM 101 or in general.

Major Topic Idea:

NOTE: The following topics are NOT allowed: Blood/organ donation Texting/drinking and driving Any topic that tries to persuade you to do something Be creative! Find a new concept that people do NOT know about

UNIT TWO • 25

STOP!

Please do NOT complete PREP 6 until you have e-mailed Adam your topic for Speech 2.

NOTE: The following topics are NOT allowed: Blood/organ donation Texting/drinking and driving OR Any topic that tries to persuade you to do something Be creative! Find a new concept that people do NOT know a lot about!

PREP # 6

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Coordination CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Outliars and outlines

Question 1: Come up with a DIFFERENT analogy (other than mine) for ALL the parts of an outline: A. An outline is like a .....

B. The thesis is....

C. The main points are...

D. The sub points are...

Question 2: What are the THREE undeniable rules of outlining?

1.

2.

3.

Question 3:Write down the TWO MAIN POINTS (in complete sentences) and the TWO SUB POINTS (in complete sentences) for YOUR speech. If you do NOT have this completed, you will not earn credit.

Main Point A:

Main Point B:

Sub Point 1:

Sub Point 1:

Sub Point 2:

Sub Point 2:

UNIT TWO â&#x20AC;˘ 28

PREP # 7

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Engage Audiences CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

It’s all about the audience

Question 1: LABEL and EXPLAIN the four questions you need to answer to analyze your audience 1.

2.

3.

4.

Question 2: Elaborate on what each question (above) will tell us about your audience and how that would inform what/how you deliver your information.

1.

2.

3.

4.

Question 3: Pick a SPECIFIC audience for your speech and EXPLAIN the answers to all four questions.

1.

2.

3.

4.

UNIT TWO • 29

PREP # 8

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Clarity CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Make it stick

Question 1: Briefly LABEL and DESCRIBE each principle AND how to USE IT IN YOUR SPEECH. SHow to use it in your speech: UHow to use it in your speech: CHow to use it in your speech: CHow to use it in your speech: EHow to use it in your speech: SHow to use it in your speech: Question 2: Watch the Ted Talk (Genetic Lottery) and briefly explain an example of each principle from her speech.

S -

U-

C -

C-

E -

S-

UNIT TWO â&#x20AC;˘ 30

PREP # 9

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Visual CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

See it to believe it

Question 1: LABEL and DESCRIBE the best 3 practices for using visual aids effectively 1.

2.

3.

Question 2: Explain THREE ways to find high quality images for your visual aid?

1.

2.

3.

Question 3: Design one slide for your speech FOLLOWING the three principles and upload it to blackboard BEFORE CLASS in order to earn full credit on this prep

ACTION STEP REQUIRED....

Design a slide for your speech and upload it to Adam BEFORE class starts in order to earn full credit for this PREP!

UNIT TWO â&#x20AC;˘ 31

PREP #10

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Clarity CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Open and shut case

Question 1: Briefly describe each way to OPEN a speech AND describe what not to do.

1.

What not to do: 2.

What not to do: 3.

What not to do: 4.

What not to do: Question 2: Briefly describe each way to CLOSE a speech AND describe what not to do.

1.

What not to do: 2.

What not to do: 3.

What not to do: 4.

What not to do: Question 3: Write (in full sentences) your opener and closer for your speech using Q1 & Q2 as a guide.

OPENER:

UNIT TWO â&#x20AC;˘ 32

CLOSER:

SPEECH CLE N-UP # 2

YOU WILL NOT GET CREDIT FOR PEER-REVIEW IF COMPLETED PRINTED OUTLINE IS NOT BROUGHT TO CLASS.

AUTHOR: Write at LEAST THREE different questions/concerns you would like your peer-reviewer to investigate in your outline.

1.

2.

3.

PEER-REVIEWER: Make suggestions/comments based on questions above.

ACTION STEP REQUIRED...

Upon completion of your peer-review, make revisions to your outline before uploading it to Blackboard.

UNIT TWO â&#x20AC;˘ 33

GOOD EXAMPLE Playing Through Life Audience Analysis: I am speaking to a group of adults ages 18 to roughly 35/40 years of age. They will be both sexes who have had a minimum of high school education to no more than a bachelor’s degree. The group will have a wide range of religious beliefs and various types of employment. The audience is open-minded and willing to hear new information and the majority is more favorable than not to the topic. I believe they will be lightly knowledgeable in the subject but not well enough where they won’t gain new information.

Made to Stick Principles: The made to stick principles I want to utilize are credible, concrete and a little bit of emotion at the beginning and end. Because my audience isn’t as knowledgeable about recreation, I want to provide credible sources and information to really make the information stick. For concrete I want to provide a good visual aid to accompany the statistics shared throughout the speech. For the emotion principle, I want to create a feeling of nostalgia in at the start to remind everyone of how enjoyable recreation and play was for them as child, so when I discuss how little play we may get now, this information really sticks. Then at the end I would like to bring back those memories of recreation and call the audience to find more meaningful and beneficial uses for their free and leisure time.

Audience analysis and made to stick principles are VERY clear and detailed. There’s I.

The thesis clearly introduces the two main points and the two main points make sense.

II.

no questions as to who she is talking to OR HOW she is adapting her information.

Introduction

A. Attention Getter: Think back to your childhood. When you weren’t at school or doing chores your parents bored you with, what did your free time look like? Were you using your imagination playing with your action figure set? Did you run around outside with your siblings, playing sports or embarking to some unknown land? Now think about your free time today. Are the activities you participate in different? The same? As innocent? Chances are there is a marked difference in the way you spend your time and the types of recreational activities you do.

B. Thesis: Recreation and play are powerful tools that provide multiple benefits throughout a person’s lifespan, yet many young to middle-aged adults are choosing less advantageous leisure activities.

C. Main Point A: Starting at childhood and continuing through one’s life, recreation and play provide many physical and psychological benefits.

D. Main Point B: Despite the advantage that recreation provides to adults, many choose to spend their leisure time engaging in purple recreation.

Main point, and sub point are in COMP LETE sentences

Body

A. Starting at childhood and continuing through one’s life, recreation and play provide many physical and psychological benefits. a. The positive impacts that play provides to one’s physical being are numerous. i.

UNIT TWO • 34

An article called Facts on Play from Kaboom.com they note a statistic from Singh in 2010 stating that in neighborhoods without a park or playground, the incidence of childhood obesity increases 29%. Children with a park or playground within a half-a-mile are almost five times more likely to be at a healthy weight than children without playgrounds or parks nearby. The physical benefits can also be carried out into adult life as well.

ii.

According to the California State Park’s report The Health and Social Benefits of Recreation in 2005, recreational opportunities show a decrease in obesity, diminishes the risk of chronic diseases – such as cardiovascular disease, cancer, and osteoporosis – boosts your immune system and even increases life expectancy.

b. Not only does recreation provide physical advantages, it also provides psychological ones as well.

Sources are BI T long here, but they are OBV IOUS advantages as the sub point introduces.

i. According to an excerpt of Dimensions of Leisure for Life published by Human Kinetics in 2010, the psychological perspective of leisure shows us that leisure is a time for building purpose in our lives, is individually determined, and should have beneficial results. Some of the psychological benefits of leisure might include, but are not limited to, increases in self-actualization, self-identity, selfesteem, or self-concept; personal enjoyment and growth; reduction of anxiety and depression; enhanced feelings of spirituality; and improvements in overall psychological well-being. This can be seen especially with outdoor recreation. ii. According to Outdoor Recreation, Health, and Wellness: Understanding and Enhancing the Relationship by Geoffrey Godbey in 2009, rejuvenating effects have been associated with natural settings, including wilderness areas, prairies, community parks and rooms with houseplants and there can be seen calming effects of just viewing natural landscape images after people are stressed. In fact, older visitors (adults 18+) that visited local parks showed a decrease in negative moods and a decrease in anxiety and sadness.

Creative Transition: As well as many people know and have heard these benefits that recreation provides throughout a life time many adults grow out of these recreational activities and choose to engage in more taboo recreation.

B. As we grow up many young to middle-aged adults stop participating in recreational activities and increase engaging in taboo recreation otherwise known as purple recreation. a. Purple recreation is any unhealthy alternative that a person partakes in during their leisure time. i. Curtis in 1979 coined the term purple recreation in his book Recreation Theory and Practice and defined it as “acts and pursuits that bring a degree of pleasure or escape to the participants, but which suggest gross self-indulgence, greed, immorality, or cruelty and arouse repugnance in most of the remainder of society.”

Things such as using drugs and alcohol, gambling, and even doing nothing productive with your time falls under this category. ii. So if you think about what all these activities mean in terms of physical and psychological advantages, you can see that they undo every positive thing that non-taboo recreation provides. We’ve all had our health classes in high school so we know the damaging effects drugs and alcohol can have on our bodies. And we’ve all heard stories about gambling addiction. But just how prevalent are these damaging activities?

UNIT TWO • 35

b. As people age their participation in play and recreational activities declines and is replaced with more destructive leisure activities. i. In the same report mentioned earlier from California State Parks, they provide statistics from Schoenborn in 2002 stating that 7 in 10 American adults are not regularly active during their leisure time and 4 in 10 are not even active at all. So if American adults aren’t being active or aren’t playing at all then what are they doing? Chances are they are filling this time with purple recreational activities. ii. The Centers for Disease Control and Prevention stated on June 21, 2013, that the prevalence of adults 18 years and over who are current regular drinkers (defined I would leave out a LO T of these as 12 or more drinks in the past year) is 51.5%. Being on a college campus, you may see this number of drinks consumed in just a month. Some more statistics statistics, and instead tell me on purple recreation include young adults ages 21-35 had the highest percentage of casino visits at 39% (2 out of 5) in 2012, 53% of Americans played the lottery what it all means, instead. in the same year, and again in 2012, 23.9 % of 18-20 year olds reported using an illicit drug in the past month.

III.

Closing A. Summary of Speech: So in conclusion, many adults are making less time for positive recreational activities despite the advantages it can provide both physically and psychologically. Instead, a majority of adults are found participating in purple recreation or are no recreation at all. As a future recreation professional that enjoys participating in positive recreation, this is extremely disheartening. It’s sad that we have grown up forgetting the moments of pure bliss that we felt as children when we played. The fact is that we can still feel that as we age and move into our adult lives.

B. Creative Closing Statement: So I leave you all with a call to action. Instead of turning towards negative recreational activities to relieve your stress, go out and participate in something that Nice ending on a will benefit you. In 1972, an established recreation professional named David E. Gray said, relevant quotation. “recreation improves awareness, deepens understanding, stimulates appreciation, develops one’s powers, and enlarges the sources of enjoyment. It promotes individual fulfillment. It encourages self-discovery. It helps give meaning to life.”

REFERENCE PAGE California State Parks. (2005). The health and social benefits of recreation: An element of the California outdoor recreation planning program. State of California Resource Agency. PDF file.

Centers for Disease Control and Prevention. (2013). FastStats: Alcohol Use. Retrieved from Curtis, J.E. (1979). Recreation: Theory and practice. St. Louis, MI: C.V. Mosby.

Barcelona, R. (2010). Dimensions of leisure for life: Individuals and society. Champaign, Illinois: Human Kinetics.

Kaboom. (2011). Facts on play. Kaboom.org. PDF file.

Godbey, G. (2009). Outdoor recreation, health, and wellness: Understanding and enhancing the relationship. rff. org. PDF file.

All SIX SOURCES are referenced here and I.C.E.’d accordingly in the speech.

UNIT TWO • 36

CAN YOU FIND THE MISTAKES? HINT: Look at the HW’s from UNIT 2 to check and see where this author made common mistakes!

Greek Life Stereotypes I.

Introduction A. Attention Getter: Many people seem to have a negative view on Greek life. In my experiences, many people I have come across in college that are not affiliated with a Greek organization tend to think poorly of Fraternities and Sororities. Any time a story about Greek life is on the news, it is usually in a negative light. While many non-Greeks only know about that down side to Greek life, they seem to be unaware of the positive side to Greek life, along with the history of Fraternities and Sororities on college campuses in America. While many people tend to focus of the negatives about Greek life, there is so much they do not know about Fraternities and Sororities.

B. Thesis: While Fraternities and Sororities in America have some negative stereotypes, many people do not realize the positive side to Greek life along with its extensive history in America.

C. Main point A: First, I will discuss the stereotypes about Greek life on college campuses in America.

D. Main point B: Second, I will briefly explain the origins of Greek life and its original purpose.

II.

Body A. At one point or another, we have all heard certain negative stereotypes about Fraternities and sororities at our university. a. The most common stereotype I have heard of is the hazing of pledges by both Fraternities and Sororities. i.

ii.

According to an article from www.nbcnews.com published on March 3, 2008, in a survey conducted on hazing from the University of Maine, 73% of the hazing that occurred was from a Greek organization on campus.

This survey covered different kinds of hazing, including, ”… skits or roasts where members are humiliated, singing or chanting in public, wearing embarrassing clothing, being yelled or cursed at, enduring harsh weather without proper clothing, drinking large amounts of alcohol, and watching or engaging in sex acts.” b. While there is still hazing that occurs in Greek life, many organizations have made anti-hazing policies. Hazing is also illegal in 44 states in America. i. www.stophazing.org defines hazing as, ““Hazing” refers to any activity of someone joining a group (or to maintain full status in a group) that humiliates, degrades or risks emotional and/or physical harm, regardless of the person’s willingness to participate.” ii. Because hazing has resulted in the deaths of pledges in the past, Greeks all over America have taken a stand and are taking hazing out of their organizations rituals.

UNIT TWO • 37

Creative Transition: While the Greek community is not perfect, it offers many benefits to students and has been active on college campuses since 1776.

B. On December 5, 1776, Phi Beta Kappa was founded in Williamsburg, Virginia at the college of William and Mary.

a. The society was formed for social and literary purposes. They held meetings in which that would have discussions about controversial topics. i. According to an article from San Jose State University’s student involvement, “Phi Beta Kappa had all the characteristics of today’s fraternities: a motto, a ritual, a badge, principals of high idealism, a bond of friendship and camaraderie, and an urge to share the organization’s values through expansion to other campuses.” ii. Phi Beta Kappa inspired students to start organizations similar to them. Students from Union College in New York to formed the Kappa Alpha society. While the faculty opposed these societies, students embraced these societies. In 1827, Sigma Phi and Delta Phi were established and created “The Union Triad.” More Greek organizations started up after this. b. Greek life offers many different opportunities students and helps college students in many different areas of college life. i. According to Julia Feinstein in her 2013 article, Greek life empowers students and gives them many leadership opportunities, lets them participate in philanthropy events, maintain high academic standards, and helps create life long friendships. ii. Greek organizations all over America are breaking the stereotypes and are making great strides to live up to the values their founders made for the group to live by.

III.

Closing: A.

There are many stereotypes that are made about Greek life in a negative light. While there have been many incidents in the past that have reflected poorly on Greek organizations, there are plenty of Greeks fighting to change this stereotype. More and more, the Greek system is cracking down on hazing and is working towards developing a better reputation. I have seen many Greek organizations make strides to live by their set of values and use their organization to become a better person.

B.

Even though Greek life has been portrayed by the media in a negative way, the positives about Greek greatly outweigh the negatives.

UNIT TWO • 38

FEEDBACK What are some of the major things that the author is missing in this speech?

What specific areas did the author lose points in?

What grade would you give this outline?

SPEECH 2: Clarify a Concept

3 points = BULLS-EYE • 2 points = JUST MISSED • 1 = OUTSIDE • 0 = HIT THE WALL

CREDIBILITY

TARGET: A professional looking speaker who provides 4 sources cited correctly using multiple forms of supporting evidence.

0 1 2 3 4 0 1 2 3 0 1 2 3 _______/10 POINTS

X

YOUR OVERALL CREDIBILITY

X

POLITICIAN

INFOMERCIAL

X

DOCTOR

X

INSTRUCTIONS

ENGAGEMENT

0 0 0 0

1 1 1 1

2 2 2 2

3 3 3 3

_______/12 POINTS

X

YOUR OVERALL ENGAGEMENT

X

PBS

NBC

X

HBO

CRITERIA 0 1 2 3 Memorable opener 0 1 2 3 Creative transitions 0 1 2 3 Effective closing summary 0 1 2 3 Memorable closing 0 1 2 3 Organization makes sense _______/15 POINTS

X

TEXT MESSAGE UNIT TWO • 40

X

NEWS FEED

YOUR OVERALL COORDINATION

RECITAL

X

GARAGE BAND

X

SYMPHONY

CONCISENESS

TARGET: 15+ slides that help us understand the MAJOR ideas that you discuss.

CRITERIA 0 1 2 3 Slides match well with ideas 0 1 2 3 Text used strategically 0 1 2 3 Showcases best practices _______/9 POINTS

X

X

TED TALK

COORDINATION

VISUAL

YOUR OVERALL VISUAL

X

HOW-TO VIDEO

TARGET: Smooth openening, closing, and transitions that make following your speech easy and enjoyable.

TARGET: A polished and prepared delivery adapted to your audience with strong pacing, complete eye contact, and LITTLE reliance on note card.

CRITERIA Vocaletics/Pacing Comprehensive eye contact Note card reliance Adaptation to audience

YOUR OVERALL CLARITY

X

VINE

TARGET: Stays within :10 of the time limit.

CRITERIA Time: _____________ (TARGET 5-7 minutes)

X

WITHIN

1:2 6 1:1 + 1 :56 -1:2 5 :41 -1:10 -:5 :26 5 -: :11 40 -:2 :00 5 -:1 0

CRITERIA Accurately I.C.E.’d sources (1 pt. per source) Variety of support evidence Professional dress

CLARITY

TARGET: A concise take away, two specific main points that follow your thesis backed by relevant sources explained effectively and memorably.

CRITERIA Clear take away statement 0 1 2 3 2 Specific main points 0 1 2 3 Main points follow thesis 0 1 2 3 Effective organization 0 1 2 3 Sources explained effectively 0 1 2 3 Made to Stick principles 0 1 2 3 used obviously/effectively _______/18 POINTS

0 1 2 3 4 5 6 _______/6 POINTS

YOUR OVERALL CONCISENESS

TEXTBOOK

X

PAMPHLET

X

TWEET

SPEECH TOTAL _______/70 POINTS

OUTLINE 2: Clarify a Concept

3 points = BULLS-EYE • 2 points = JUST MISSED • 1 = OUTSIDE • 0 = HIT THE WALL

CREDIBILITY

TARGET: A neat, clean, and correctly I.C.E.’d outline with a reference page in APA/MLA ormat (6 sources total).

CRITERIA Accurately I.C.E.’d sources (6) (.5 pt. per source) Reference page in APA/MLA format (citationmachine.net)

0 1 2 3 0 1 2 3

_______/6 POINTS

CLARITY

TARGET: A concise take away, two specific main points that follow your thesis backed by relevant sources explained effectively and memorably.

CRITERIA Clear take away statement 0 1 2 3 2 Specific main points 0 1 2 3 2 Specific sub points 0 1 2 3 relevant to main points Made to stick principles 0 1 2 3 clearly explained/adapted _______/12 POINTS

X

YOUR OVERALL CREDIBILITY

POLITICIAN

X

INFOMERCIAL

X

DOCTOR

YOUR OVERALL CLARITY

X

INSTRUCTIONS

ENGAGEMENT

TARGET: A speech that clearly explains and meets the need of a specific audience (CANNOT BE COLLEGE STUDENTS).

CRITERIA Specific audience explained thoroughly Adapts information to audience

0 1 2 3 0 1 2 3

_______/6 POINTS

X

PBS

YOUR OVERALL ENGAGEMENT

X

NBC

X

HBO

OUTLINE FEEDBACK

X

HOW-TO VIDEO

X

TED TALK

CONCISENESS

TARGET: Keeps explanations of sources short, sweet, but to the point & in complete sentences.

CRITERIA Explanations of 0 1 2 3 sources are kept short Complete sentences are used 0 1 2 3 throughout the outline _______/6 POINTS

X

YOUR OVERALL CONCISENESS

X

TEXTBOOK

PAMPHLET

X

TWEET

SPEECH 2 TOTALS OUTLINE TOTAL _______/30 POINTS SPEECH 2 TOTAL ___________/100 POINTS YOUR OVERALL UNDERSTANDING

X

MULLIGAN (REDO)

X

ON PAR (ON TRACK)

X

HOLE IN ONE (AHEAD)

UNIT 3: CONSTRUCT A SALES PITCH

PREP #11

UNIT: 3 - Sales pitch OBJECTIVE FIT: Clarity CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

The art of persuasion

Question 1: In your own words, explain what persuasion is.

Question 2: EXPLAIN (in full sentences) the three elements that make make messages persuasive.

1.

2.

3.

Question 3: Find ANY persuasive message (advertisement) and elaborate on the specifics of the THREE elements from Q2 regarding the persuasive message. Also, E-MAIL it to Barra1ak@cmich.edu before class.

Advertisment: 1.

2.

3.

UNIT THREE â&#x20AC;˘ 44

PREP #12

UNIT: 3 - Sales pitch OBJECTIVE FIT: Coordination CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Step 1 & 2: Finding the NEED

Question 1: What is the GOAL in STEP 1 of Monroe’s Motivated Sequence?

Question 2: What is the GOAL in STEP 2 of Monroe’s Motivated Sequence?

Question 3: LABEL and EXPLAIN the FIVE different types of needs an audience might have (via Maslow’s Hierarchy of Needs).

EXPLAIN 1.

2.

3.

4.

5.

UNIT THREE • 45

STOP!

Please do NOT complete PREP 13 until you have e-mailed Adam your topic for speech 3.

NOTE: The following topics are NOT allowed: Marijuana legalization Texting/drinking and driving Lowering the drinking age OR Any topic topic that sounds like “why you should do this or that” TIP: FIND A PROBLEM OR NEED A SPECIFIC AUDIENCE HAS.

PREP #13

UNIT: 3 - Sales pitch OBJECTIVE FIT: Coordination CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Step 3: The solution

Question 1: Who is your audience and what NEEDS (or problems) will you attempt to satisfy in this speech?

AUDIENCE (be as specific as possible. COLLEGE STUDENTS ARE NOT ALLOWED):

NEEDS: (TIP - Think about this as problems AND how they fit into Maslow’s Hierarchy of needs) 1.

2.

Question 2: What is the GOAL of STEP 3 of Monroe’s Motivated Sequence?

Question 3: EXPLAIN the “best practices” of step 3.

1.

2.

3.

UNIT THREE • 48

PREP #14

UNIT: 3 - Sales pitch OBJECTIVE FIT: Coordination CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Step 4 & 5: Visualization and call to action

Question 1: What is the GOAL of STEP 4 of Monroe’s Motivated Sequence?

Question 2: What are the MAJOR differences between STEP 3 and STEP 5 in Monroe’s Motivated Sequence?

1.

2.

3.

Question 3: What is MOST confusing about Monroe’s Motivated Sequence at this point?

UNIT THREE • 49

SPEECH CLE N-UP # 3

YOU WILL NOT GET CREDIT FOR PEER-REVIEW IF COMPLETED PRINTED OUTLINE IS NOT BROUGHT TO CLASS.

AUTHOR: Write at LEAST THREE different questions/concerns you would like your peer-reviewer to investigate in your outline.

1.

2.

3.

PEER-REVIEWER: Make suggestions/comments based on questions above.

ACTION STEP REQUIRED...

UNIT THREE â&#x20AC;˘ 50

Upon completion of your peer-review, make revisions to your outline before uploading it to Blackboard.

GOOD OR POOR EXAMPLE? Keep the Spark Alive AUDIENCE ANALYSIS: The audiences for this speech are couples who have been married anywhere from 3 months to 3 years. They are both male and females ages range from 20-27 give or take a few years. Everyone has a high school diploma and a majority has bachelor’s degrees with a few in graduate school. The couples are from various towns and cities from the Southwest side of Michigan. Religions, ethnicities and jobs also vary as well. It’s 10am on a Saturday morning at a large community center. Each couple is aware of the increasing divorce rates but do not know how to combat them. Therefore they are highly favorable to the topic because they are happy in their current relationship and want to be with their spouse forever. They are willing to learn about what they can do to keep their relationships healthy and avoid the potential for divorce.

MASLOW’S HIERARCHY OF NEEDS: Many young adults choose to get married for various reasons. One reason is for a sense of financial security and comfort. Having two people being able to contribute to needs such as food and living space makes life easier. For this I will attempt to briefly target the safety needs of Maslow’s Hierarchy. Another reason, and arguably the main reason, is for a sense of belonging, and to make a meaningful connection and relationship with someone on a romantic level. This obviously has the connection to Maslow’s belongingness & love needs. I will be trying to target this need the most in this speech by providing examples that cater to that need.

Attention: You have just gotten back from the worst date of your life. There was little conversation going on and when the person went to talk, you just got so annoyed with what they had to say. You felt absolutely no spark with them and you even left slightly despising the person. Unfortunately, you came home with that person. They have been your spouse for only 2 years. You two rarely communicate your needs to one another and you often contemplate divorce. When 86% of 18-29 year old Americans expect their marriages to last a lifetime, you wonder how you ended up being the other 14%.

Needs: 1. For many young adults, after graduating college and establishing a career, the next step is getting married to find a meaningful relationship and connection as well as obtaining a stronger sense of security and comfort. a. In her 2013 article Love and Marriage, D’vera Cohn notes that a 2010 Pew Research Center survey found that 93% of married people and 84% of unmarried people give love as the most important reason to wed.

The next second most important reason given was for a lifetime commitment with 87% of married people and 74% of unmarried people saying this. So obviously making a meaningful, loving relationship is important to many Americans. b. Another reason for marriage is to gain a higher sense of security. According to Andrew Moore in his 2014 article Top 10: Reasons to Get Married from askmen.com, marriage means you can afford the things you could never afford on your own; it means a better home, a better car, a better vacation. Financial security combined with a sense of love and a meaningful connection provides comfortability many individuals seek.

2. Rising divorce rates are threatening many newlywed couples and their desire to maintain a meaningful relationship. a. According to Can This Marriage Be Saved? by Anna Miller in 2013, experts routinely estimate that between 40 percent and 50 percent of marriages today will end in divorce. b. In their book 2009 Should I Keep Trying to Work it Out? by Hawkins and Fackrell, they mention that in a recent national survey it was found that the most common reason given for divorce was “lack of commitment” (73% said this was a major reason).

UNIT THREE • 52

Solutions:

1. Communication is such a vital skill of any relationship and even more important for newlyweds. a. Good communication skills can help keep relationships strong. They can help identify problem areas and then find positive solutions for you and your spouse. b. Magarita Tartokovsky in 7 Tips for Newlyweds on Avoiding Common Mistakes & Improving Your Marriage from 2013 notes 7 important tips from psychotherapist Christina Steinhorth. One is to address issues head on. To avoid resentment, address the important issues. Don’t ignore and bite your tongue because it won’t work itself out, you have to work it out. Other key pieces of advice are to discuss the details and confront conflict constructively. By discussing things fully, you understand the person’s wants and needs of life and can focus on how or if those work with yours. Conflict isn’t a problem if it’s done in the right and it usually ends with finding a solution. Avoid name-calling and character bashing, minimize distractions and ask for clarification. All of these will help you and your spouse understand each other and strengthen the relationship.

2. Make time for the relationship and be creative! Keeping the spark alive is a good way to avoid small problems that can end a marriage. a. Couple Brett and Kate McKay wrote an article Spark Up Your Marriage: 4 Ways to Date Your Wife All Over Again in 2008 for artofmanliness.com and said your can beat the marital “blahs” and consequently beat divorce by simply dating your wife all over again! These four tips will help feed the flame to recapture all the feelings you had when you first started dating. They say use expressions of love in unique ways, show courtesy, give small gifts every once in a while and make time for date nights. b. Many couples fall into a routine and just assume the other knows that they love them, but the Mckays say you still need to show and say you love each other. Chivalry also should not die a few weeks after the “I do’s”. Courtesy and consideration is just as important after the ceremony so each day perform little acts of kindness such as opening the door for your wife. Next, find little gifts for each other that one another enjoys to show you care and are paying attention. The gifts don’t have to be tangible or physical, you can do something as simple as cleaning the house or picking up the others dry cleaning. Lastly, make time for date night and treat this time as sacred. When you first started dating you went out all the time right? Why should it be any different when you’re married? Get out of the house and just spend time together.

Visualization: Now imagine you are out on a date with someone. The butterflies are in your stomach, conversation is flowing so easily and you can imagine being with this person for the rest of your life. You feel so secure and comfortable with this individual that you can’t imagine anyone else making you feel the same. The person across the table from you has actually been your spouse for 7 years now. You’ve been going out on spontaneous dates at least every other month, maybe more if time permits it, and the sparks are well alive. You find out something new about your partner every time you go out.

You’re communication skills are phenomenal. You can talk about any problem that arises with constructive criticism and not worry about resentment from your partner. You learned early on that communication and keeping the spark alive would make your marriage strive. There are never thoughts of divorce, just excitement about where the next date will take you.

Action: 1. Make an agreement with your spouse that the next time a conflict arises you will verbalize it to each other. By making the agreement before the problem occurs this increases the chance that you will talk about it instead of letting resentment grow.

2. Pick a few weekends that you are both free and plan dates right now. Don’t wait until you think the relationship is in danger. Start now to keep the excitement up and to constantly remind yourselves why you wanted to marry your partner in the first place. By taking these proactive steps you and your spouse can decrease your chances of divorce.

UNIT THREE • 53

REFERENCE PAGE Cohn, D. (2013). Love and marriage. Retrieved from http://www.pewsocialtrends.org/2013/02/13/love-and-marriage/ Hawkins, A., & Fackrell, T. (2009). Should I keep trying to work it out?. Salt Lake City, Utah: Utah Commission on Marriage.

Mckay, B., & Mckay, K. (2008). Spark up your marriage: 4 ways to date your wife all over again. Retrieved from http://www.artofmanliness.com/2008/01/04/spark-up-your-marriage-6-ways-to-date-your-wife-all-over-again/ Miller, A. (2013). Can marriage be saved?. America Psychological Association, 44(4), 42. Retrieved from https:// www.apa.org/monitor/2013/04/marriage.aspx

Moore, A. (2014). Top 10: Reasons to get married. Retrieved from http://www.askmen.com/top_10/dating/top-10reasons-to-get-married.html

Tartavosky, M. (2013). [Web log message]. Retrieved from http://psychcentral.com/blog/archives/2013/06/25/7tips-for-newlyweds-on-avoiding-common-mistakes-improving-your-marriage/

UNIT THREE • 54

FEEDBACK What were some of the things this author did well?

What specific areas did the author lose points in?

Which example was this and WHY?

GOOD OR POOR EXAMPLE? Quality Management: The key to a successful company Audience Analysis: The audience for this speech is a select group of business owners or CEOS who are seeking help for their troubling company. The crowd size ranges from around 25-50 adults. For many, sales and employee engagement has been tumbling throughout the past year. The majority of the owners are male and female, between the ages of 50 and above. All in attendance are college educated with more than 1 year of experience in their profession. These owners come from well-known white collar and blue collar businesses around the state of Michigan with extensive knowledge of the company they own. The meeting is set for 04/22/2014, at 7:00pm in the Bush Theater on Central Michigan University’s campus. I have provided a healthy arrangement of snacks upon their arrival.

Maslow’s Hierarchy of Needs: Every Business owner has the vision of being as successful as they can in their particular market. In order to do so, their employees, managers and their selves must be working at their full potential in the work place.

These components for success have a close connection to the feeling of self-accusation, which is the fifth and last part of Maslow’s Hierarchy of Needs. The self-accusation need pushes for creativity, problem solving and motivation. By introducing quality management techniques and showing how to engage employees, I’ll directly be acting on this inner need in my audience.

Attention: The well-known author and professor of business management at McGill University Henry Mintzberg once said that “Management is, above all, a practice where art, science and craft meet.” Management is often the most important part of running a business. Managers mentor and interact with employees who make up the D.N.A of your company. Their behavior influences how productive and creative your employees are at work. So think about who you have in charge of your employees, and at the end of my speech, I’ll let you decide for yourself if he or she is helping, or hurting your business.

Needs: 1. Employees are disengaged or unmotivated in the work place.

A.

According to the Gallup 2013 State of the American Workplace report, 52% of Americans feel disengaged while at work.” 52%, that’s over half of the American work population not reaching their full potential in the work place. Just to put that into financial perspective, Gallup estimates that disengaged employees cost the United States economy between 450 billion and 500 billion dollars per year. Many of you may be thinking, my employees are better than that, and if not, only a few bad apples exist in the bunch. Well a few bad apples do spoil the basket, as Gallup estimates that each company loses $2,246 dollars a year per disengaged employee. So if you have 100 employees all together and ¼ of them are disengaged, your company is experiencing a $56,150 dollar deficit each year from a lack of focus/ motivation.

UNIT THREE • 56

2. Managers often have valuable company skills, but lack quality management training.

A.

In her November 11th 2013 article for the US News, “Why Are There So Many Bad Managers?,” author Alison Green puts into perspective of why some managers aren’t performing up to par. She notes that some of the most common causes for poor management are, “managers were promoted into management roles because they were good at something else, and in effect they have little or no training in how to manage well.” It is very familiar to see companies promoting employees to management for their hard work or expertise, without actually taking the time to see if he or she will last as a quality manager.

Solutions: 1. Employees need a leader or role model who is personally living their company’s values.

B.

C.

D.

According to his April 2011 article, “Engaged Employees= high-performing organizations,” author Bob Kelleher emphasizes that employee engagement starts at the top. Managers need to be the poster boy for their company, reflecting to their employees how he or she should conduct themselves in the workplace.

Mr. Kelleher says setting personal/company goals unifies employees as a team within the company.

Money only creates an achievement that can be measured. Intangible rewards of accomplishment when meeting team goals will align with company values.

Likewise, by creating feedback mechanisms, employees will become more motivated to reach their full potential personally and within in their position in the company. Managers need to be more sensitive to the needs and wants of their employees. Interpersonal communication shows employee’s personal care as well as broadcasting that each individual does have an important identity in the grant scheme of the business.

2. Companies need to choose the right managers.

A.

B.

In the March 27th 2012 Forbes magazine article, “Manager Needed: No Experience Preferred,” author Ron Ashkenas explains how President and CEO of North Shore-LIJ Health System Michael Dowling chooses his leaders in his company. Dowling says that instead of picking those with the most experience, he takes interest in managers who communicate well, can show empathy, show creativity, can problem solve and who are passionate.

For those lacking the funds to rehire new managers or educate existing ones at a university or college, Taking the time to highlight company values to your managers or even setting them up in leadership training can drastically change how they interact in the work place.

UNIT THREE • 57

Visualization: With all the recent talk about March Madness, it’s easy to see why we often think of sports when reflecting on leadership. In sense, a sports team is a lot like a business. The coach or “manager,” leads his team or “employees” to accomplish a goal. Kentucky, one of the top teams in the country this year has five starting freshman on the floor. Regardless of their individual talent, critics doubted their performance in the tournament due to the lack of experience. However, as many of you know from watching a heavily favored Michigan team fall, Kentucky is all but a team to underestimate. In the beginning of the season this team looked sloppy, sure all five were top notch players, but they didn’t play well together as a team. Call in Coach John Calipari. Coach Calipari has coached his teams to multiple final fours and won the division 1 national championship in 2012.

Kentucky is a living example of how a team can thrive with the right leader. You have to believe that Coach Calipari’s leadership skills had a direct affect on his players performance on the court. Similarly, with the right techniques, your managers can do the same thing with your employees in the work place.

Call to Action: 1. Go home tonight and think about who you’ve put in charge within your company. Is he or she really qualified to lead your employees and general business into a new era? Ask yourself where do I want to see this company in ten years, and are the managers I have right now going to get me there?

2. I challenge you to head to work tomorrow and attempt to create a connection with your employees and your managers. Treat your colleagues the same way you’d treat yourself. Remember that everyone has the ability to perform at their best capability, you just need to have leaders to pave the the way for others. Set an example for your managers and the effect will trickle down.

Reference Page Ashkenas, R. (2012, March 27). Manager Needed: No Experience Preferred. Retrieved From: http://www.forbes.com/sites/ronashkenas/2012/03/27/manager-needed-no-experiencepreferred/ Green, A. (2013, November 11). Why Are There So Many Bad Managers? Retrieved From: http://money. usnews.com/money/blogs/outside-voices-careers/2013/11/11/why-are-there-so-many-bad-managers Kelleher, B. (2011, April). Engaged employees = high-performing organizations: disengaged employees have been found to be I of the biggest threats 10 successful businesses, whereas engagement--building a mutual commitment between employer and employee--results in just the opposite Retrieved From: http://0-go.galegroup.com.catalog.lib.cmich.edu/ps/i.do?&id=GALE|A255125400&v=2.1&u=l om_cmichu&it=r&p=AONE&sw=w Gallup Business Staff.(2013,). State of the American Workplace. Retrieved From:http://www.gallup.com/ strategicconsulting/163007/state-american-workplace.aspx

FEEDBACK What were some of the things this author did well?

What specific areas did the author lose points in?

Which example was this and WHY?

SPEECH 3: The Sales Pitch

3 points = BULLS-EYE • 2 points = JUST MISSED • 1 = OUTSIDE • 0 = HIT THE WALL

CREDIBILITY

CLARITY

TARGET: A concise take away interpreting your proverb/ quote followed by the specific area in life it is true/false in. Clear interpretation of sources argue the main point.

TARGET: A professional looking speaker who provides 4 sources cited correctly using multiple forms of supporting evidence.

0 1 2 3 4 0 1 2 3 0 1 2 3

CRITERIA Moves in sequence Easy to follow Relevant sources Sources explained thoroughly

_______/10 POINTS

X

YOUR OVERALL CREDIBILITY

X

POLITICIAN

INFOMERCIAL

X

DOCTOR

CRITERIA 0 1 2 3 Vocaletics/Pacing 0 1 2 3 Comprehensive eye-contact 0 1 2 3 Note card reliance 0 1 2 3 Adaptation to audience 0 1 2 3 Needs clearly reflect Maslow’s H.O.N. _______/15 POINTS

X

YOUR OVERALL ENGAGEMENT

X

PBS

NBC

X

HBO

YOUR OVERALL CLARITY

X

INSTRUCTIONS

X

YOUR OVERALL VISUAL

TEXT MESSAGE UNIT THREE • 60

X

NEWS FEED

X

VINE

2 2 2 2

3 3 3 3

X

HOW-TO VIDEO

X

TED TALK

COORDINATION TARGET: Strategically move through each step of Monroe’s Motivated Sequence strategically, clearly, and persuasively.

CRITERIA Creative ATTENTION getter 0 1 2 3 2 Specific NEEDS explained 0 1 2 3 2 helpful/relevant SOLUTIONS 0 1 2 3 0 1 2 3 Persuasive visualization 0 1 2 3 2 Short Term call to actions _______/15 POINTS

X

YOUR OVERALL COORDINATION

X

RECITAL

VISUAL

TARGET: 15+ slides that help us understand the MAJOR ideas that you discuss.

CRITERIA 0 1 2 3 Slides match well with ideas 0 1 2 3 Text used strategically 0 1 2 3 Showcases best practices _______/9 POINTS

1 1 1 1

_______/12 POINTS

ENGAGEMENT TARGET: A polished and prepared delivery with a slow but conversational pace, eye contact with the entire audience, and LITTLE reliance on note card.

0 0 0 0

GARAGE BAND

X

SYMPHONY

CONCISENESS

TARGET: Stays within :10 of the time limit.

CRITERIA Time: _____________ (TARGET 3-5 minutes)

X

WITHIN

1:2 6 1:1 + 1:56 1:2 5 :41 -1:10 -:5 :26 5 -:4 :11 0 -: :00 25 -:1 0

CRITERIA Accurately I.C.E.’d sources (1 pt. per source) Variety of support evidence Professional dress

0 1 2 3 4 5 6

_______/6 POINTS

YOUR OVERALL CONCISENESS

TEXTBOOK

X

PAMPHLET

X

TWEET

SPEECH TOTAL _______/67 POINTS

OUTLINE 3: The Sales Pitch

3 points = BULLS-EYE • 2 points = JUST MISSED • 1 = OUTSIDE • 0 = HIT THE WALL

CREDIBILITY

TARGET: A neat, clean, and correctly I.C.E.’d outline with a reference page in APA/MLA ormat.

CRITERIA Accurately I.C.E.’d sources (6) (.5 pt. per source) Reference page in APA/MLA format (citationmachine.net)

0 1 2 3 0 1 2 3

_______/6 POINTS

CLARITY

TARGET: An outline that clearly takes the audience through Monroe’s Motivated sequence in order and in detail.

CRITERIA Creative ATTENTION getter 0 1 2 3 2 Specific NEEDS explained 0 1 2 3 2 helpful/relevant SOLUTIONS 0 1 2 3 Persuasive visualization 0 1 2 3 2 calls to actions 0 1 2 3 (different than solutions) _______/12 POINTS

X

YOUR OVERALL CREDIBILITY

POLITICIAN

X

INFOMERCIAL

X

DOCTOR

YOUR OVERALL CLARITY

X

INSTRUCTIONS

ENGAGEMENT

TARGET: A speech that clearly explains and meets the need of a specific audience (CANNOT BE COLLEGE STUDENTS).

CRITERIA 0 1 2 3 Specific audience explained thoroughly 0 1 2 3 Clear explanation of how NEEDS target audience using Maslow’s H.O.N. _______/6 POINTS

X

PBS

YOUR OVERALL ENGAGEMENT

X

NBC

X

HBO

OUTLINE FEEDBACK

X

HOW-TO VIDEO

X

TED TALK

CONCISENESS

TARGET: Keeps explanations of sources short, sweet, but to the point & in complete sentences.

CRITERIA Explanations of 0 1 2 3 sources are kept short Complete sentences are used 0 1 2 3 throughout the outline _______/6 POINTS

X

YOUR OVERALL CONCISENESS

X

TEXTBOOK

PAMPHLET

X

TWEET

SPEECH 3 TOTALS OUTLINE TOTAL _______/33 POINTS SPEECH 3 TOTAL ___________/100 POINTS YOUR OVERALL UNDERSTANDING

X

MULLIGAN (REDO)

X

ON PAR (ON TRACK)

X

HOLE IN ONE (AHEAD)

UNIT 4: CELEBRATE & COMMEMORATE

PREP #15

UNIT: 4 - Celebrate & Commemorate OBJECTIVE FIT: Engaging Audiences CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

What does the situation call for?

Question 1: Look up the word “commemorative” speech and define it in your own words.

Question 2: Elaborate on what you would EXPECT to hear in each type of “commeorative speech”

Wedding Toast

Graduation Speech

UNIT FOUR • 64

Celebration of Life (Eulogy)

Life Success (Retirement, Promotion, Etc.)

PREP #16

UNIT: 4 - Celebrate & Commemorate OBJECTIVE FIT: Engaging Audiences CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

Paint a picture using vivid imagary

Question 1: LABEL and EXPLAIN the definition of each type of vivid language 1.

2.

3.

4.

5.

Question 2: Pick a close friend/family member and successfully demonstrate TWO forms of vivid language to express who they are to someone that has NEVER met them before.

UNIT FOUR â&#x20AC;˘ 65

PREP #17

UNIT: 4 - Celebrate & Commemorate OBJECTIVE FIT: Clarity CREDIT: 5 pts IF COMPLETED IN FULL SENTENCES

The master story teller

Question 1: Elaborate on three reasons that stories are MEMORABLE? 1.

2.

3.

Question 2: What are THREE important things to keep in mind while telling stories?

1.

2.

3.

Question 3: Elaborate on a story that you will use in your speech, follow the three practices above!

UNIT FOUR â&#x20AC;˘ 66

7 Steps to writing your Commemorative Speech Use the following questions to trigger your imagination regarding the person of your choice. Pick a person who has made a positive impact on your life that you wish to honor to your classmates. These questions simply serve as a method to make you think of things you want to mention. They also provide an order in which you can place your thoughts.

1. Who is the person you would like to honor with your words and what is their relationship to you?

2. What characteristics does this person have that is honorable? What significant aspect of your subject represents or symbolizes an important value in our own lives? Maybe it will help if you ask yourself the basic who, when, what where, why and how questions about your subject.

3. Refer to the particular contributions, achievements or merits. Give concrete examples. What has been accomplished?

4. Link your examples to the morality, taste, beliefs, opinions and sentiments of your audience. It’s the heart of this kind of speech. What specific values can we distract and which ones make the difference?

What can we learn of the subjects’ way of approaching things in his personal or professional life?

5. Now, make a summarizing transition. Link the previous commemorative speech topics of the important values to the common feelings and thoughts that you and the audience share. Illustrate them with a short story, anecdote, facts or a testimony of a symbolic personal experience with the subject.

6. Conclude with a memorable summary. Help the audience to remember the speech topics, and above all the values being celebrated. Maybe a poem or a quote.

7. Okay, now that you have some direction, think about the words specifically that you want to use to recognize this person. Write 5-10 words that you think of when you hear their name.

UNIT FOUR • 67

SPEECH CLE N-UP # 4

YOU WILL NOT GET CREDIT FOR PEER-REVIEW IF COMPLETED PRINTED OUTLINE IS NOT BROUGHT TO CLASS.

AUTHOR: Write at LEAST THREE different questions/concerns you would like your peer-reviewer to investigate in your outline.

1.

2.

3.

PEER-REVIEWER: Make suggestions/comments based on questions above.

ACTION STEP REQUIRED...

Upon completion of your peer-review, make revisions to your outline before uploading it to Blackboard.

UNIT THREE â&#x20AC;˘ 69

GOOD EXAMPLE Speech Four- Commemorative - Celebration of Life

Have you ever heard of a grandmother who flashes her boobs to her grand daughters whole open house party? Grandmothers who can out drink a 20 year old or one who can school a guy in basketball? If you’ve never met my nana then you probably haven’t. Today I am here to thank someone who gave me more than money, more than laughs, more than praise and presents at Christmas time; she gave me morals, lessons and true happiness. This woman is not just my nana or my friend; she is my guardian angel. When I wanted to give up, she forced me to hold on, when I was confused and scared, she showed me the right way, when I let myself down, she was always there to pick me up. This woman is the most courageous, strong, kind hearted, and crazy 61 year old to have set foot on this planet.

My nana does not judge, she is not afraid of anything; she does not complain about having too little, she does not let anything get in the way of what she wants. She is not selfish, not anywhere close to boring. She has taught me these lessons and made me the independent person I am today. Her heart is as big as the universe and her smile shines as bright as an eclipse. I cannot sit here and tell you everything this woman has done for me but I can promise you there isn’t another lady like her.

She has always been there for me and fought to the greatest length to put a smile on my face.

She has told me, since I was old enough to remember, that I am the only reason she is living and that no matter what it is I can come talk to her and she will be there to help with open arms.

One day in particular, she called me early in the morning and told me she was going to pick up my friend Kaitlyn and I after school. She had already called kaitie’s parents and told them we were going out for a girl’s day. She picked us up and had lunch waiting in the car. We went to Formar nature preserve and had a picnic. After that she took us to the mall and bought us both an outfit, we went to see a movie and then played in the arcade for hours. We drove all around town with the windows down singing and doing Chinese fire drills. That day spent with my nana and best friend was the best, most beautiful and bazaar day I’ve had. It’s not about her spending money on me or showing me a good time, it’s the idea that she did all of this out of the kindness of her heart.

She has so much passion and love for everybody, never once have I seen her turn her back on somebody in need or refuse to help family or friends. Every single homeless person we drive by, she pulls into the next fast food restaurant, gets a meal and takes it back to them. There have been numerous times she has gone to pick up my friends if they needed a ride, or brought us over snacks when all us girls were together. My best friend got broken up with and my nana showed up to her work with flowers and a card just to show her how much she truly cared. If anybody ever asks for a favor or needs a helping hand, my nana is the first one in line to help them out.

She calls me everyday just to leave me a voicemail, “You don’t have to answer because I know you love me and you’re just busy but I’m still going to call to make sure you remember how much I love you”, I mean really how much more love and appreciation could I ask for from someone?

She has taught me to never let a person have any control over me or my outlook on life, she has shown me that we must find beauty in everything in order to create our own happiness and that we must live for others because its how you make a person feel that will matter most. Phyllis Theroux once said “We all have one person who blesses us, despite the fact that we may not be worthy of it”.

Well Phyllis I would have to agree, I have put my nana through hell and back and I know sometimes she just wanted to give on me but she didn’t. No matter the situation she has always been on my side and I don’t thank her nearly enough for being the reason I am still here today.

UNIT FOUR • 70

POOR EXAMPLE Speech Four- Commemorative - Celebration of Life The CDC says that up to 65% of people lose sleep over little things like stress. I guarantee that 100% of the people that Dan Dan the Matress Man has met in his life, has walked away and increased their sleep by 65%. So as you can see, the Mattress Man has changed the lives of everyone he met.

Body: Good afternoon ladies and gentlemen, we are gathered here today to celebrate the life of one of Mount Pleasants finest citizens. This man was a great asset to the community and was a very kind, energetic, and reasonable man. He was the man who owned the store that gave you more. Dan Dan the Mattress Man was the person whom everyone knew had the very best mattresses, futons, and the most fine Amish made furniture. His departure from our lives came as a shock that not even his best mattresses could absorb the movement.

Dan Dan the Mattress Man committed his life to ensuring that your sleeping needs have been met, and not only that, but at the best competitive prices. Dan Dan the Mattress Mans mattresses were always made with the finest materials and to those who have had the fine opportunity to own one of these mattresses knows that it is like sleeping in the clouds, and not just any cloud, but the cloud that is created out of micro-foam clouds and even has air chambers that adjust to your personal cloud number.

Dan Dan the mattress man will be missed very much. His life ended all too soon. No one could foresee the tragedy that befell the mattress man as his hopes and dreams seemed to be crushed by an unfathomable tower of falling firm mattresses. I do give my deepest and most heartfelt condolences to Mrs. Mattress Man and the Mattress Man family, for you I would like to say that we are all equally affected and no one is left untouched by this tragedy.

Closing:

As we all depart here today, know this. Not only is our sleep improved by the fine services that Dan Dan the Mattress Man gave us, but our lives have been affected by the kindness, generosity, and great prices that he offered us on a daily basis. I hope that we do not forget what the Mattress Man has done for us, but take what he did for us, and do it for others. Pass on the savings that the Mattress Man gave you onto others who cannot afford such mattresses so that NOBODY will ever lose another wink of sleep for something silly like stress, stability, or in Danâ&#x20AC;&#x2122;s case ultimate and true comfort.

UNIT FOUR â&#x20AC;˘ 71

SPEECH 4: Commemorate

3 points = BULLS-EYE • 2 points = JUST MISSED • 1 = OUTSIDE • 0 = HIT THE WALL

CREDIBILITY

TARGET: A professional looking speaker who provides 4 sources cited correctly using multiple forms of supporting evidence.

CRITERIA Professional/mature demeanor Appropriate language/stories

0 1 2 3 0 1 2 3

CLARITY

TARGET: A concise take away, two specific main points that follow your thesis backed by relevant sources explained effectively and memorably.

CRITERIA Diverse use of vivid language (VL) 0 1 2 3 VL clearly highlights recipient 0 1 2 3 Creative, non-cliche use of VL 0 1 2 3

_______/6 POINTS _______/9 POINTS

X

POLITICIAN

INFOMERCIAL

X

DOCTOR

X

INSTRUCTIONS

ENGAGEMENT

0 0 0 0

1 1 1 1

2 2 2 2

3 3 3 3

X

HOW-TO VIDEO

COORDINATION

CRITERIA Memorable opener Clear flow throughout speech Clear theme Memorable closing

X

X

PBS

NBC

X

HBO

X

TEXT MESSAGE UNIT FOUR • 72

NEWS FEED

3 3 3 3

X

GARAGE BAND

X

SYMPHONY

TARGET: Stays within :10 of the time limit.

CRITERIA Time: _____________ (TARGET 4-6 minutes)

_______/3 POINTS

X

2 2 2 2

CONCISENESS

TARGET: 20-23 slides that help us understand the MAJOR ideas that you discuss.

CRITERIA 0 1 2 3 Language provides clear picture of recipient

X

1 1 1 1

YOUR OVERALL COORDINATION

RECITAL

VISUAL

YOUR OVERALL VISUAL

0 0 0 0

_______/12 POINTS

_______/12 POINTS YOUR OVERALL ENGAGEMENT

X

TED TALK

TARGET: Smooth openening, closing, and transitions that make following your speech easy and enjoyable.

TARGET: A polished and prepared delivery adapted to your audience with strong pacing, complete eye contact, and LITTLE reliance on note card.

CRITERIA Vocaletics/Pacing Comprehensive eye contact Note card reliance Meets speech expectations

YOUR OVERALL CLARITY

X

VINE

X

WITHIN

1:2 6 1:1 + 1 :56 -1:2 5 :41 -1:10 -:5 :26 5 -: :11 40 -: :00 25 -:1 0

X

YOUR OVERALL CREDIBILITY

0 1 2 3 4 5 6 _______/6 POINTS

YOUR OVERALL CONCISENESS

TEXTBOOK

X

PAMPHLET

X

TWEET

SPEECH TOTAL _______/48 POINTS

MANUSCRIPT 4: Commemorate

3 points = BULLS-EYE • 2 points = JUST MISSED • 1 = OUTSIDE • 0 = HIT THE WALL

CREDIBILITY

CLARITY

TARGET: A creative and diverse use of vivid language in a way that truly highlights the recipient or recipients of the speech in descriptive and non-cliche way.

TARGET: Clean and appropriate stories and language for all crowds.

CRITERIA Appropriate lanauge/stories

0 1 2 3

_______/3 POINTS

X

YOUR OVERALL CREDIBILITY

POLITICIAN

X

INFOMERCIAL

X

DOCTOR

CRITERIA Diverse use of Vivid Language 0 1 2 3 (at least 3 different kinds) VL clearly highlights recipient 0 1 2 3 Creative, non-cliche use 0 1 2 3 of VL _______/9 POINTS YOUR OVERALL CLARITY

X

INSTRUCTIONS

TARGET: Smooth openening, closing, and overall clear theme.

TARGET: Keeps explanations of sources short, sweet, but to the point.

X

0 1 2 3 _______/3 POINTS

YOUR OVERALL CONCISENESS

TEXTBOOK

X

PAMPHLET

X

TED TALK

COORDINATION

CONCISENESS CRITERIA Written in full sentences/ no spelling errors

X

HOW-TO VIDEO

X

TWEET

CRITERIA Memorable opener Clear theme Memorable closing

0 1 2 3 0 1 2 3 0 1 2 3 _______/9 POINTS

YOUR OVERALL COORDINATION

X

RECITAL

MANUSCRIPT FEEDBACK

X

GARAGE BAND

X

SYMPHONY

SPEECH 4 TOTALS MANUSCRIPT TOTAL

_______/24 POINTS

SPEECH 4 TOTAL ___________/72 POINTS YOUR OVERALL UNDERSTANDING

X

MULLIGAN (REDO)

X

ON PAR (ON TRACK)

X

HOLE IN ONE (AHEAD)

A New Path urvey This survey is designed to help you begin to recognize how your natural student tendencies lead to negative learning outcomes and help you make positive adjustments.

Answer questions as honestly as possible. Key on next page.

1. When I get feedback from an instructor (assuming it’s readable and constructive) I..... (circle best choice) A. Feel like I’m going to have a heart attack and therefore skip the feedback completely.

B. Glance over it, but don’t pay too much attention to it because I don’t think he/she gave me the benefit of the doubt.

C. Get excited because I believe it’s an opportunity for growth.

2. When a big assignment is introduced I.....(circle best choice) A. Normally wait until the last minute to look at it and work on it mostly in one big time slot because I work better under pressure.

B. Set aside time to work on it later assuming nothing better comes up. I might piece it out into two or three work days.

C. Put it in a calendar and begin working on it in chunks with plenty of time to spare.

3. I normally....(circle best choice) A. Don’t read directions or look at the evaluation(s) for big assignments.

B. Try to read the directions and look at the evaluations but most times it doesn’t make sense.

C. Always look at the directions and evaluations and ask the teacher when I’m confused.

4. The syllabus is....(circle best choice) A. A great to read when I’m having trouble falling asleep.

B. Something I may look over but rarely take seriously because instructors don’t seem to ever really follow it.

C. Something I take very seriously and hold the instructor accountable to.

5. The class schedule is something that I...(circle best choice) A. Is not very helpful for me nor do I really want to look at it all that often.

B. Will look at from time to time but most teachers make so many changes or hardly follow it so either do I. C. Take seriously. I try to plan out everything as well as I can and get mad when a teacher makes changes.

A New Path

KEY

Directions: Tally up the number of A, B, and C answers. Read the results based on the letter you chose most frequently.

MAINLY

A’s

CONGRATULATIONS! You’re habits are just like mine while obtaining an undergraduate degree. I did well enough to get by but never really got the most out of class. In fact, I even had to re-take a few classes because I didn’t pay close enough attention to the details. I always thought I was stupid until I realized that I just needed to put a BIT more effort in school.

My challenge to you: Take it up a notch in this class AND schedule an appointment to come and talk to me. Let me help you make some simple adjustments that could really improve the large investment you’re making in higher education.

YOUR CLOSE! It sounds like you’re about half way there. You know what you need to do but you do NOT always either A) trust the instructor and/or B) make time to talk with him/her.

Don’t hesitate to e-mail me when you have ANY questions about the schedule, assignment instructions, or just a grade you got on your speech.

My challenge to you: Give me a chance to change your outlook on taking time to read the schedule, syllabus, and/or instructions. I work REALLY hard at making things clear and easy to understand. Also, I stick to my policies LIKE GLUE. If you get confused, e-mail me and see how fast I get back to you with you an answer!

MAINLY

C’s

MAINLY

B’s

WOW! My guess is that you’re pretty successful in college. I think that with these habits you’ll do great in my class. I stick to the schedule and the syllabus, but if the class is struggling I may push things back a day or two. Either way, I’m excited to have you in my class. I hope you continue to do all of these things.

My challenge to you: Help out those around you. You have the habits needed to be successful in this class, so why not help others see the light? I may come to you and ask for your assistance during “speech clean-up” or “peer-review” days. Bring your zeal to class EVERY DAY and change the atmostphere for the better both for your peers and for me.

Regardless of your answers, let’s unlock your FULL potential!

MAP

OUT YOUR

SEMESTER!

WEEKS 10-13 WEEKS 1-4

WEEKS 5-9 WEEKS 14-16

KEY: (make a symbol for the following) and put it on the MAP when it’s due for ALL classes) = EXAM/TEST QUIZ

=PAPER

=PROJECT

=SPEECH/ PRESENTATION

= OTHER