Course pack spring draft by Adam Barragato

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MWF 10:00-10:50 - MOORE 201 - 22269130 TR 9:30-10:45 - MOORE 212 - 22269137

Adam Barragato • Barra1ak@cmich.edu • @AdamBarragato OFFICE: MOORE 221E • HOURS: MW 2:00-3:30 and TR 11:00-12:00 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, heâ&#x20AC;&#x2122;ll respond Monday morning).

WHERE T FIND IT

SYLLABUS

Pages 4-11

Schedule........................................................4 Objectives......................................................5 Speech Requirements...............................6 Professional Dress.......................................7 Goals & Grading Scale................................8 Policies & Points...........................................9 Tips for SUCCESS from STUDENTS.......10 UNIT 1: Construct an argument

Pages 14-29

Prep 1......................................................................................14 Prep 2......................................................................................16 Prep 3......................................................................................20 Prep 4......................................................................................22 Prep 5......................................................................................24 Speech Examples (Good & Common).........................26,27 Evaluations for Speech 1..................................................28, 29 UNIT 2: Clarify a concept

Pages 30-51

Prep 6.....................................................................................................................32, 33 Prep 7......................................................................................................................36 Prep 8......................................................................................................................38, 39 Prep 9......................................................................................................................40, 41 Prep 10....................................................................................................................42 Prep 11....................................................................................................................44 Speech Example (Good)...................................................................................46 Evaluations for Speech 2...................................................................................50, 51 UNIT 3: Pitch an idea

Pages 54-73

Prep 12..................................................................................................................................................54 Prep 13..................................................................................................................................................56 Prep 14..................................................................................................................................................60 Prep 15..................................................................................................................................................62 Speech Examples (Good or Bad?)................................................................................................64, 68 Evaluations for Speech 3.................................................................................................................72, 73 UNIT 4: Commemorate and celebrate

Pages 76-87

Prep 16..................................................................................................................................................................................76 Prep 17..................................................................................................................................................................................78 Prep 18..................................................................................................................................................................................80 Format Helper.....................................................................................................................................................................82 Speech Examples (Good & Common)........................................................................................................................84, 85 Evaluations for Speech 4.................................................................................................................................................86, 87

ST AR T

P A M

WEEK 1: Begnnning BLVD

WEEK 7 & 8: Second Speech

PEER REVIEW MWF -M 2/23

WEEKS 1-4

M - 5/4 @ 10 AM

UNIT 3 HIGHWAY

PREP 10 DUE MWF - W 2/18

APPROACH!

PREP 2 DUE MWF - F 1/16 PREP 3 DUE MWF - W 1/21 PREP 4 DUE MWF - F 1/23 PREP 5 DUE MWF - M 1/26

WEEKS 10-13

Take-Home Final Due Due: F 12/8 via Blackboard BY MIDNIGHT PREP 12 DUE MWF - M 3/16

PREP 9 DUE MWF - F 2/13 PREP 8 DUE MWF - W 2/11

E-mail to confirm topic and sign up for Speech 2

PEER REVIEW MWF - W 9/8 UNIT 2 HIGHWAY

WEEKS 4-8

Speech Reflection 1 DUE: 2/9 via Blackboard by MIDNIGHT

MWF - 4/24, 4/27, 4/29 PEER REVIEW MWF - W 4/22

PREP 13 DUE MWF - W 3/18

PREP 6 DUE MWF - F 2/6

MWF- 1/30, 2/2, 2/4

WEEK 15 & 16: Fourth Speech

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

PREP 7 DUE MWF - M 2/9

WEEK 3 & 4: First Speech

WEEK 16: “I am” or “I learned” Speech

NO CLASS on F 5/1, GENTLE FRIDAY

Speech Reflection 2 Due 3/18 via Blackboard by MIDNIGHT

RECHARGE! MIDTERMS

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

SYLLABUS • 4

S FINI

MWF : 2/25, 2/27, 3/2, 3/4, 3/6

PREP 11 DUE MWF - F 2/20

UNIT 1 HIGHWAY

PREP 1 DUE MWF - W 1/14

OU T

PREP 18 DUE MWF - M 4/20

PREP 14 DUE MWF - M 3/23 PREP 15 DUE MWF - W 3/25

PREP 17 DUE MWF - F 4/17

PEER REVIEW MWF - M 3/30

PREP 16 DUE MWF - W 4/15

WEEK 12: & 13 Third Speech UNIT 4 HIGHWAY

MWF - 4/1, 4/6, 4/8, 4/10, 4/13

ED H SC

E L U

WEEKS 14-16

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

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:

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.

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 a new technology entitled “Haiku Deck” to help your audiences visualize the ideas that you are speaking about without using much if ANY text at all. This technology will make you think much diﬀerently about how you create a slide deck.

NOTE: In each speech you will be evaluated on all six of these objectives. Although the specifics will change in each speech, you will have to demonstrate competency in ALL six of these objectives in each speech.

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 quotation and PROFESSIONAL ONE SLIDE HAIKU cited correctly. 3-5 minutes from argue whether or (see next page) SPEECH: 4 credible start to finish. DECK not it is true. sources cited 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 PROFESSIONAL 15+ SLIDES using cited correctly. 6-8 minutes from SPEECH: at least start to finish. (see next page) HAIKU DECK. 4 credible sources cited correctly.

1 NOTE CARD

SPEECH 3: Pitch an idea

Sell a specific audience solutions to specific needs they may have.

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

SYLLABUS â&#x20AC;˘ 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

What’s Your Goal?

G G G

ROWTH?

The joy of life consists in the exercise of one’s Characteristics: energies, continual • Looks at PREPs as opportunity for learning growth, constant change, • Regularly attends office hours to discuss various ideas the enjoyment of every • Prepares for speech as a conversation to be had new experience. • Views speech topics as ways for sharing their passion ~Aleister Crowley • Takes feedback and makes adjustments

RADES? Characteristics: • Sometimes views PREPS as means to an end • Attends office hours primarily to discuss speeches • Attempts to “pefect” speech through memorization • Worries about taking on challenging speech topics • Tends to question and/or disagree with feedback

OOD TIMES? Characteristics: • Skips class & PREPs frequently • Rarely if ever attends office hours • Does not prepare for speeches, “wings it” • Finds speech topics that will make people laugh • Ignores feedback in general

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. SYLLABUS • 8

94-100% A 90-93% A87-89% B+ 83-86% B

80-82% B77-79% C+ 73-76% C 70-72% C-

Without continual growth and progress, such words as improvement, achievement, and success have no meaning. ~Benjamin Franklin

Conformity is the jailer of freedom and the enemy of growth. ~John F. Kennedy

67-69% D+ 63-66% D 60-62% D59% < E

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.

Things happen unexpectedly. If you wait to the last minute to prepare for a speech, or use absences carelessly, it will only result in added stress. PLEASE BE RESPONSIBLE.

UNIT 2 TOTAL: 115 pts.

UNIT 1 TOTAL: 80 pts.

If you are NOT present with PREP in class and/or it is NOT completed in full sentences you will not earn credit. See below.

EXPECT THE BEST, PREPARE FOR THE WORST

8Y TH3 NUM8ER 2 NOTE: All outlines are to be submitted to blackboard on the FIRST day of speeches (regardless of the day you present). 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.

UNIT 4 TOTAL: 80 pts.

UNIT 3 TOTAL: 105 pts.

TOTAL: 495 pts. 1 Peer-Review............5 pts. 1 Speech.....................48 pts. 1 Outline....................27 pts.

1 Peer-Review...........5 pts. 1 Speech....................70 pts. 1 Outline...................30 pts.

1 Peer-Review...........5 pts. 1 Speech....................70 pts. 1 Outline...................30 pts. 1 Speech Reflection...10 pts.

1 syllabus quiz...........5 pts. 1 Peer-Review............5 pts. 1 Speech.....................45 pts. 1 Outline....................15 pts. 1 Speech Reflection....10 pts.

The Point Breakdown

PREPS (40 pts.) You start with 40 points. After missing TWO preps (for any reason) each prep missed after that is a loss of 5 points. You’re expected to show up ready to apply the preps in class otherwise you won’t earn credit. FINAL EXAM & SPEECH (75 pts.)

The Final exam is a “take-home” exam that is due on Blackboard by Friday May 1st. (60 pts.) • 9 have The last day we meet you willSYLLABUS present what you SYLLABUS • 9 learned or who you are, informally. (15 pts.)

Tips 2 Take... Really you should, these are from students.... believe it or not....

• ANXIETY • ANXIETY • ANXIETY • ANXIETY • ANXETY • ANXIETY • ANXIETY • ANXIETY • ANXIETY • ANXIETY • ANXIETY • ANXETY • ANXIETY • ANXIETY “You have to keep in mind that every • ANXIETY • ANXIETY • person in the world has messed up at one ANXIETY • ANXIETY • ANXin •their life. You just have to learn ETY • point ANXIETY ANXIETY

from your mistakes and move on.”

“Please visit Adam during his oﬃce hours. I did for almost every speech and it helped me so much! He is like your number one E HOURS • OFFICE HOURS • fan and he wants you to succeed! HOURS • OFFICE HOURS • OFAlso, if you take a little time each OURS • OFFICE HOURS • OFFICE day to work on your speeches • OFFICE HOURS • OFFICE HOURS then it will•be much easier.” E HOURS • OFFICE HOURS

HOURS • OFFICE HOURS • HOURS • OFFICE HOURS • HOURS • OFFICE HOURS • OFOURS • OFFICE HOURS • OFFICE

SYLLABUS • 10

• IDENTITY • IDENTITY TITY • IDENTITY • IDEN IDENTITY • IDENTITY • • IDENTITY • IDENTITY TITY • IDENTITY • IDEN IDENTITY • IDENTITY • “I think it’s important to showcase • IDENTITY • IDENTITY TY • IDENTITY who you are as an individual for your

speeches. The most important thing is be comfortable with who you are in this class, because it’s one of the only times where you will be able to express yourself with material while learning.”

• PREPARATION • PREPARATION • PREPARATION • PREPARATION • P RATION • PREPARATION • PREPAR TION • PREPARATION • PREPARAT “DO NOT WING A SPEECH, because it PREPARATION • PREPARATION •P is obvious to people RATION who tried and who • PREPARATION • PREPAR just doesn’t care. Care about your speech• PREPARAT TION • PREPARATION • PREPARATION •P enough that you arePREPARATION putting eﬀort into

it. That can be the diﬀerence between a speech that is okay and a speech that is a natural disaster.

“In order to be successful in this course, one must master the art of participation and preparation. • SUCCESS • SUCEach speech focuses on speciﬁc concepts that are thoroughly explained in the prep videos. The in-class CESS • SUCCESS • lectures help to solidify and clarify the preps and any SUCCESS • SUCCE other material needed for the speeches. Complet• SUCCESS • SUCing the homework and attending class is the best CESS • SUCCESS • way to get all the information needed to do the SUCCESS • SUCbest job on the speeches.”

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 period 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 • 11

“If you attempt to say three things, you end up saying nothing.” ~Heeth Brothers

UNIT 1: CONSTRUCT ONE CLEAR ARGUMENT

PREP # 1

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

The take-away

Question 1: EXPLAIN How you feel about the idea of “windows and mirrors” in public speaking (or sharing who you are inwith the audeince) - what challenges may this present to you?

Question 2: What are the MAJOR differences (in your own words) between Public Speaking and Communicating? 1.

Question 3: Use the identity wheel (next page) to begin uncovering who you in order to become transparent with this class and audiences you speak to down the road.

ACTION STEP REQUIRED...

UNIT ONE • 14

COMPLETE the IDENTITY wheel on the next page in order to earn FULL credit. Also, think about what identities are missing?

Social Identity Wheel

(Adapted from "Voices of Discovery", Intergroup Relations Center, Arizona State University) DIRECTIONS: Place the the appropriate NUMBER(S) by each identifier (see numbers inside circle) THEN answer the questions at the bottom of this page. Ethnicity

So cio -

s as Cl

or S piri tu

ec on om

al aff ili at io

ce Ra

er Gend

Religion

1. Identities you think about most often

,D al n io

m lop e ev

4. Identities that have the strongest effect on how you see yourself as a person.

Sex u a l Orie n t a t io n

3. Your own identities you would like to learn more about.

bili al A ent

2. Identities you think about least often

lO na tio

rigin

First Langua ge

Ph ys

cia l, E m ot

1. Why do you think about certain “identities” more than others? (REFLECT ON THIS, feel free to paraphrase).

2. What identities have the strong effect on HOW you see yourself, and what is that effect? (Paraphrase as well).

3. After reflecting deeply on the above two questions, finish the prompt (I am) in MANY complete sentences . Don’t feel limited to JUST writing down the parts of your social identity from the wheel above.

I AM: UNIT ONE • 15

PREP # 2

UNIT: 1 - Construct one clear argument OBJECTIVE FIT: Clarity CREDIT: 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.

3. Question 3: Using the information above, write a take-away for your proverb/quote. Proverb/Quote:

TAKE-AWAY (following the principles above):

ACTION STEP REQUIRED...

UNIT ONE â&#x20AC;˘ 16

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

NOTES

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 # 3

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

Help! I need support

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

Question 2: EXPLAIN what EACH TYPE of SOURCE is & HOW TO USE THEM EFFECTIVELY. 1. STATS How to use them effectively: A.

B. 2. TESTIMONY How to use them effectively: A. B. 3. EXAMPLES How to use them effectively: A. B. UNIT ONE • 20

Question 3: Briefly EXPLAIN three tips for finding sources in this speech. 1. 2. 3.

NOTES

PREP # 4

UNIT: 1 - Construct one clear argument OBJECTIVE FIT: Credibility CREDIT: 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.

E. Question 2: What are THREE ways to check the credibility of a source/author (in complete sentences) 1.

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 • 22

Tips for I.C.E.ing sources.... checklist! Sources that are credible on their own... NY Times USA Today Washington Post Any news Affiliate (NBC, ABC, CNN, Fox, ESPN, and etc.)

NOTES

UNIT ONE â&#x20AC;˘ 23

PREP # 5

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

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

Question 1: Write down the take-away 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;˘ 24

NOTES

UNIT ONE • 25

GOOD EXAMPLE

Proverb/Quote: “Actions speak louder than words.” – Unknown

Take-Away: What you do will be more meaningful than what you say. A. When standing up for what you believe in, it is your actions that will be memorable and powerful, not what you say.

1. According to a NBC 2013 article, in 1963 Monk Tich Quang Duc lit himself on fire to protest the Vietnam War. It is regarded as the most symbolic and quietest protest in history. 2. In 2006, PBS interviewed human rights researcher Robin Munro about the man who stood in front of a tank and he stated “We know what he stood for. … [H]e didn’t need to have a name. He spoke for the masses, the many who’d been silenced on June Fourth.”

3. Ranker, a website collecting data from surveys and poll in 2014, found that 70% of those surveyed said Jesus one of the most memorable people of all time, followed by Mohammad with 65% proving that the most memorable people are the ones who follow through with their beliefs through actions, not just talking about them. 4. The Henry Ford Museum released an article in 2002 recalling the historic actions of Rosa Parks when she refused to give up her seat on the bus. Conclusion: Our history proves the point that actions can help you stand up for your beliefs. The most remembered people and events of all time were from actions, not by mere words. It is easy to say you believe and support something, but your beliefs take on a whole new level when you physically demonstrate those beliefs. References The Henry Ford Museum. (2002). Rosa Parks Bus - The Story Behind the Bus. Retrieved September 7, 2014, from https://www.thehenryford.org/exhibits/rosaparks/story.asp NBC News. (2013, June 11). Burning monk photo: How a moment became breaking news in 15 hours. Retrieved September 2, 2014, from http://photoblog.nbcnews.com/_news/2013/06/11/18886161-burningmonk-photo-how-a-moment-became-breaking-news-in-15-hours PBS. (2006, April 11). The Tank Man. Retrieved September 5, 2014, from http://www.pbs.org/wgbh/pages/ frontline/tankman/themes/tankman.html Ranker. (2014). The Most Influential People of All Time. Retrieved September 5, 2014, from http://www. ranker.com/crowdranked-list/the-most-influential-people-of-all-time

Grading NOTE: This example follows all the directions well, has a very important/distinct main point, and relies on a variety of support evidence. UNIT ONE • 26

COMMON EXAMPLE

Proverb/Quote: “there is no substitute for hard work.”

-Thomas A. Edison

Take-Away: You need to put in a lot of work, to achieve the success you desire A.

Hard work separates the best athletes from the good ones.

1. Max Nisen wrote an article for business insider in 2012 about 16 people who worked really hard to achieve their success. The one that stood out to me the most was the portion on Venus and Serena Williams who are famous women tennis players. They were at the tennis courts before school after school then went to their actual tennis practices with a coach. This shows extreme dedication. 2. Life coach Nancy Colasurdo in 2013 wrote an article on Michael Jordan for Fox Business. She points out that when Mike was first drafted into the NBA his outside shooting was not at the NBA level, so he spent hours on the court taking hundreds of shots a day and eventually became one of the best shooters in the NBA of all time. 3. An article in Business insider written by Tony Manfred, in 2013, talks about the many ways Kobe Bryant has shown incredible work ethic, such as he ran on an anti-gravity treadmill all summer to stay in shape without hurting his Achilles and how he works out 4 hours a day even on game days. All of these are things he didn’t have to do but wanted to do. 4. According to the article in the Chicago Tribune written in 2010, Jack Perconte says “it is important to emphasis preparation over results.” Throughout the article he explains why work ethic is more powerful than “God given gifts.” Conclusion: In the world of professional athletes, there is no substitute for hard work. The athletes who are the most successful have shown time and time again that their hard work ethic will always trump “natural talent.” References Nisen, Max. “16 People Who Worked Incredibly Hard To Succeed.” <i>Business Insider</i>. Business Insider, Inc, 5 Sept. 2012. Web. 9 Sept. 2014. &lt;http://www.businessinsider.com/16-people-who-worked-incrediblyhard-to-succeed-2012-9?op=1&gt;. Colasurdo, Nancy. “Work Ethic a La Michael Jordan.” Fox Business. 1 Jan. 2013. Web. 9 Sept. 2014. <http:// www.foxbusiness.com/personal-finance/2013/02/20/work-ethic-la-michael-jordan/>. Manfred, Tony. “18 Examples Of Kobe Bryant’s Insane Work Ethic.” Business Insider. Business Insider, Inc, 8 Dec. 2013. Web. 11 Sept. 2014. <http://www.businessinsider.com/kobe-bryant-work-ethic-2013-12?op=1 >. Perconte, Jack. “A Good Work Ethic Pays Huge Dividends.” Chicago Tribune. 15 Apr. 2010. Web. 11 Sept. 2014. <http://articles.chicagotribune.com/2010-04-15/features/sc-fam-0408-coaching-discipline-20100415_1_ work-ethic-hard-work-athletes>.

Grading NOTE: This particular example relies TOO heavily on examples and the fourth source doesn’t fully fit under the main point.

UNIT TWO • 27

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

TARGET: A professional looking speaker who provides 4 sources cited correctly using multiple forms of supporting evidence. CRITERIA Accurately I.C.E.’d sources 0 1 2 3 4 (1 pt. per source C/NC) Variety of support evidence 0 1 2 3 Professional dress 0 1 2 3 _______/10 POINTS YOUR OVERALL CREDIBILITY

DOCTOR

POLITICIAN

INFOMERCIAL

ENGAGEMENT

TARGET: A polished and prepared delivery with a slow but conversational pace, eye contact with the entire CRITERIA 0 1 2 3 Talking speed 0 1 2 3 Comprehensive eye-contact 0 1 2 3 Preparation/Note card _______/9 POINTS reliance YOUR OVERALL ENGAGEMENT

C-SPAN NBC

COMEDY CENTRAL

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 CRITERIA the main point. Clear take-away statement 0 1 2 3 Specific main point 0 1 2 3 Relevant sources 0 1 2 3 Information in sources 0 1 2 3 explained deeply _______/12 POINTS

BAD DIRECTIONS

Visual aid follows directions

0 1 2 3

_______/3 POINTS

YOUR OVERALL VISUAL

TEXT MESSAGE UNIT ONE • 28

BUZZ FEED

MEME

TED TALK

INSTRUCTIONS

COORDINATION

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 _______/6 POINTS

YOUR OVERALL COORDINATION

RECITAL

SYMPHONY

GARAGE BAND

CONCISENESS

VISUAL

TARGET: A one slide picture with caption that represents the quote or proverb, is pleasing to look at and CRITERIA easy to read.

YOUR OVERALL CLARITY

TARGET: Stays within :10 of the time target CRITERIA Time: _____________ (TARGET 3-5 minutes)

VINE

WITHIN

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

CREDIBILITY

0 1 2 3 4 5

_______/5 POINTS

YOUR OVERALL CONCISENESS

PAMPHLET

TEXTBOOK

SPEECH TOTAL _______/45 POINTS

OUTLINE 1: Construct an Argument 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 (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)

CLARITY

TARGET: A concise take away interpreting your proverb/quote followed by the specific area in life it is true/false in. CRITERIA Clear take away statement Specific main point

_______/6 POINTS

YOUR OVERALL CREDIBILITY

POLITICIAN

DOCTOR

INFOMERCIAL

CONCISENESS

TARGET: Keeps explanations of sources short, sweet, but to the point AND in their own words. CRITERIA Explanations of sources are kept short & in their own words

VINE

0 1 2 3 _______/3 POINTS

YOUR OVERALL CONCISENESS

PAMPHLET

0 1 2 3 0 1 2 3

YOUR OVERALL CLARITY

BAD DIRECTIONS

TED TALK

INSTRUCTIONS

SPEECH 1 TOTALS OUTLINE TOTAL _______/15 POINTS SPEECH 1 TOTAL ___________/60 POINTS

TEXTBOOK

OUTLINE FEEDBACK

UNIT ONE • 29

“Information overload is a symptom of our desire to NOT focus on what’s important. It is a choice.” ~Brian Solis

UNIT 2: CLARIFY A CONCEPT

PREP # 6

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

Organization: Prepare to INFORM

Question 1: What is a TOPICAL organizational pattern in your own words and HOW is the take-away different than the previojus speech??

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

3. 4. DO NOT.......

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

ACTION STEP REQUIRED...

UNIT TWO • 32

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 • 33

NOTES

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 # 7

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Coordination CREDIT: 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 take-away is.... C. The main points are... D. The sub points are...

Question 2: What are the FOUR undeniable rules of outlining? 1. 2. 3. 4. 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 2:

UNIT TWO â&#x20AC;˘ 36

NOTES

PREP # 8

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Engage Audiences CREDIT: 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. A. B. C. D. 2.

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. UNIT TWO • 38

Question 3: Pick a SPECIFIC audience for your speech and EXPLAIN the answers to all four questions. 1. A. B. C. D.

NOTES

PREP # 9

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

Make it stick

Question 1: DESCRIBE each principle AND how to USE IT IN YOUR SPEECH. Simple1.

2. Unexpected1.

2. Credible1.

2. Emotion 1.

2. S tories -

Question 2: Watch the Ted Talk (Genetic Lottery) on blackboard and briefly explain an example of each principle from her speech. S - U -

C - C -

E - S -

NOTES

UNIT TWO â&#x20AC;˘ 41

PREP # 10

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Visual CREDIT: 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. a. b. c. 2.

Question 2: Explain THREE ways to find high quality images for your visual aid? 1.

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....

UNIT TWO â&#x20AC;˘ 42

Design a slide for your speech USING HAIKU DECK and upload it to BLACKBOARD BEFORE class starts in order to earn credit for this PREP!

NOTES

PREP #11

UNIT: 2 - Clarify a concept OBJECTIVE FIT: Clarity CREDIT: 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;˘ 44

CLOSER:

NOTES

GOOD EXAMPLE

Stereotypes against women in politics Audience Analysis Information: My audience would be male voters between ages 35-50. They will have a college education and a professional job. The majority of them will be Christian, but not the entirety. This audience will THINK THEY know a lot about this topic. They will not be favorable to it and may even react with hostility because they have had the blame placed on them often. Those who are not hostile may just be desensitized or feel that this is a historical issue and not a modern one. I can connect with the audience by being intellectual and by approaching this topic in a non-bias, non-hostile way that does not seek to judge the audience or call them out for their lack of understanding. Made to Stick Principle(s) chosen and how it/they are used: The made to stick principles that I used were simple, concrete, emotion, and stories. I use concrete by showing what the stasticis mean (or humanizing them) by relating my statistics to the amount of people in the state, and lowered the numbers to a comparison of the amount of women if the world was only made of 100 humans. I use emotion (getting them to care) in the transitions and in the opening and closing when it relates politics to the suffrage movement and how stereotypes emotionally effect women and rob us of real representation. Finally, I use a story when I tell how Margaret Thatcher was forced to changed herself to succeed. I.

Introduction A. Attention Getter: “Oh, if I could but live another century and see the fruition of all the works for women! There is so much yet to be done.” This is a quote from Susan B. Anthony, one of the greatest American suffragettes. Sad to say, women from all over the world are still being treated derogatorily simply because of their gender. Women who run for office are judged in harsh ways that their male counterparts are not. They are still seen as second class, after a hundred years of fighting for equality. B. Take-Away: Women politicians are placed into two main stereotypes: feminine and nonthreatening, or un-feminine and heartless and then given the choice between conforming and failure. C. Main Point A: Women in politics are placed into two main stereotypes, that of the incapable airhead and the over assertive shrew.

II.

D. Main Point B: These stereotypes make it harder for women to get jobs and force them to change themselves. Body A. Women in politics are placed into two main stereotypes, that of the incapable airhead and the over assertive shrew. a. Women in politics who embrace their femininity are often seen as less competent and harder to take seriously. i. In a 2012 Huffington Post article author and political scientist Joanne Bamberger states that women who are mothers are more likely to be taken less seriously or sidelined to women’s issues such as abortion or birth control.

UNIT TWO • 46

ii. Editor Jenna Goudreau writes in a 2011 Forbes magazine article that during the 2008 election Sarah Palin was described as “a cheerleader, not a coach nor a quarterback.”

b. Women who opt to take less feminine roles are seen as demasculinizing and callous. i. According to a 2011 article by Teaching Tolerance, a magazine for the education of controversial issues, woman who reject gender norms are more likely to be rejected by society and voters. ii. Society simultaneously demands that women become more masculine and rejects them when they do- it is a double standard that is impossible to win. Creative Transition: So now you reach the point in your chosen career path where you’ve been labeled and objectified by the people you hope to represent. You have to choose, do you betray yourself and be stereotyped? B. These stereotypes make it harder for women to get jobs and force them to change themselves. a. The number of women in politics is drastically smaller than the number of men. i. According to a publishing by the National Women’s Political Caucus, an organization dedicated to the training and election of women, in 2011,only 18% of congress or 99 out of 533 were women. If this statistic were applied to a world of 100 people, only 18 or less than a quarter of them would be female. ii. New York City mayoral candidate Christine Walsh was told by her staff to change her appearance and demeanor but refused, and this lead to her defeat. She was called “ambitious and bossy” – traits that would be viewed as attributes if she were a man. b. These stereotypes force women to conform and change themselves in order to succeed in being elected. i. In a 2008 Telegraph article, Patrick Sawyer recounts how the “Iron Lady” Prime Minister Margaret Thatcher was forced to change her appearance and demeanor. She was forced to stop wearing dresses in favor of suits, and to adopt a more masculine way of standing. She was also put through extensive elocution classes to lower “shrill” tone of her voice. Only after she made these extensive changes was she able to become the forerunner in British politics. ii. These stereotypes make women pay the price of their individuality. They are forced to give up some of the most integral parts of themselves to conform to an idea of normalcy. III.

Closing A. Summary: Women in politics are seen as sex objects, un-authoritative, and unintelligent. Those who are not are viewed as unpleasant, heartless, and unsettling. When we choose our leaders based on stereotypes, we rob women of the chance to make a difference and ourselves of real representation. These stereotypes present an unfair ultimatum to women: choose one, and be labeled accordingly, or lose any chance of succeeding in politics. B. Memorable Closing Statement: So if Susan B. Anthony were given another hundred years, would she be pleased with our progress? I think the more likely response would be to point out the goals that we - males and females - have left work on. Until the gender of a candidate is no longer relevant, there is still much for us to do.

UNIT TWO • 47

REFERENCE PAGE Bamberger, Joanne. “Political Mothers: You’re the Key to the White House.” The Huffington Post. TheHuffingtonPost.com, 01 Nov. 2012. Web. 04 Oct. 2014. Goudreau, Jenna. “The 10 Worst Stereotypes About Powerful Women.” Forbes. Forbes Magazine, 24 Oct. 2011. Web. 22 Sept. 2014. Moore, Martha T. “Women Still Struggling to Win Big-city Mayoral Jobs.” USA Today. Gannett, 19 Sept. 2013. Web. 05 Oct. 2014. Sawyer, Patrick. “How Maggie Thatcher Was Remade.” The Telegraph. Telegraph Media Group, 30 July 2008. Web. 05 Oct. 2014. “Statistics.” Http://www.nwpc.org. National Women’s Political Caucus, Jan. 2013. Web. 24 Sept. 2014. “Susan B. Anthony Quote.” BrainyQuote. Xplore, n.d. Web. 05 Oct. 2014. “Who Would Be a Woman in Politics?” Theguardian.com. The Observer, 8 Feb. 2014. Web. 25 Sept. 2014. “Women and Political Power.” Teaching Tolerance. Teaching Tolerance, 1 Oct. 2011. Web. 05 Oct. 2014.

UNIT TWO • 48

CHECKLIST?

UNIT TWO • 49

SPEECH 2: Clarify a Concept

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

CRITERIA Accurately I.C.E.’d sources

0 1 2 3 4

(1 pt. per FULLY I.C.E.d source)

Variety of support evidence Professional dress

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

YOUR OVERALL CREDIBILITY

DOCTOR

POLITICIAN

INFOMERCIAL

ENGAGEMENT

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

0 0 0 0

1 1 1 1

2 2 2 2

3 3 3 3

_______/12 POINTS YOUR OVERALL ENGAGEMENT

NBC

C-SPAN

VISUAL

COMEDY CENTRAL

TARGET: 15+ slides that help us understand the MAJOR ideas that you discuss and follows best practices. CRITERIA 0 1 2 3 Slides match well with ideas 0 1 2 3 Knows each slide/Does not read it 0 1 2 3 Showcases best practices _______/9 POINTS

YOUR OVERALL VISUAL

TEXT MESSAGE UNIT TWO • 50

BUZZ FEED

MEME

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 YOUR OVERALL CLARITY

BAD DIRECTIONS

TED TALK

INSTRUCTIONS

COORDINATION

TARGET: Smooth openening, closing, and transitions that make following your speech easy and enjoyable. CRITERIA 0 1 2 3 Memorable opener 0 1 2 3 Creative transition 0 1 2 3 Effective closing summary 0 1 2 3 Memorable closing 0 1 2 3 Clear labeling of points _______/15 POINTS

YOUR OVERALL COORDINATION

RECITAL

SYMPHONY

GARAGE BAND

CONCISENESS TARGET: Stays within :10 of the time target. CRITERIA Time: _____________ (TARGET 5-7 minutes)

VINE

WITHIN

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

CREDIBILITY

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

0 1 2 3 4 5 6 _______/6 POINTS

YOUR OVERALL CONCISENESS

PAMPHLET

TEXTBOOK

SPEECH TOTAL _______/70 POINTS

OUTLINE 2: Clarify a Concept

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

CREDIBILITY

CLARITY

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

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

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

YOUR OVERALL CREDIBILITY

POLITICIAN

DOCTOR

INFOMERCIAL

YOUR OVERALL CLARITY

BAD DIRECTIONS

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

C-SPAN

YOUR OVERALL ENGAGEMENT

NBC

COMEDY CENTRAL

OUTLINE FEEDBACK

TED TALK

INSTRUCTIONS

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/no grammatical errors _______/6 POINTS

YOUR OVERALL CONCISENESS

PAMPHLET

VINE

TEXTBOOK

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

MULLIGAN (REDO)

ON PAR (ON TRACK)

HOLE IN ONE (AHEAD) UNIT TWO • 51

â&#x20AC;&#x153;What is necessary to change a person is to change his awareness of himself.â&#x20AC;? ~Abraham Maslow

UNIT 3: PITCH AN IDEA

PREP #12

UNIT: 3 - Sales pitch OBJECTIVE FIT: Clarity CREDIT: 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.

Question 3: Find ANY persuasive message on the web and elaborate on the specifics of the THREE elements from Q2. MAKE SURE TO E-MAIL THE AD (FILE OR LINK) to Barra1ak@cmich.edu before class. JUST E-MAIL THE AD, not the questions. Advertisment: 1. 2. 3.

UNIT THREE â&#x20AC;˘ 54

NOTES

PREP #13

UNIT: 3 - Sales pitch OBJECTIVE FIT: Coordination CREDIT: 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 • 56

NOTES

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 #14

UNIT: 3 - Sales pitch OBJECTIVE FIT: Coordination CREDIT: 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 (or SOLUTIONS) of Monroe’s Motivated Sequence?

Question 3: EXPLAIN the “best practices” of Step 3 (or SOLUTIONS). 1.

3. UNIT THREE • 60

NOTES

PREP #15

UNIT: 3 - Sales pitch OBJECTIVE FIT: Coordination CREDIT: 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.

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

UNIT THREE • 62

NOTES

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. 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 interested 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 2013, 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 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 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, 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 • 64

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 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. c. 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. d. 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 in 2008 for artofmanliness.com, noting you can beat the marital “blahs” and consequently beat divorce by simply dating your wife all over again! 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. c. 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. d. 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. e. 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 • 65

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 • 66

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.

B. 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.

C. 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 • 68

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

A. In her November 11th 2013 article for the US News, 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.”

B. 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. A. According to his April 2011 article, 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. B. 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. C. 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. 2. Companies need to choose the right managers. A. In the March 27th 2012 Forbes magazine article, 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. B. 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. 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.

UNIT THREE • 69

Call to Action: 1. Go home tonight and think about who youâ&#x20AC;&#x2122;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 youâ&#x20AC;&#x2122;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-somany-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: Pitch an Idea

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

CREDIBILITY

TARGET: A professional looking speaker who provides at least 4 sources cited correctly using multiple forms of supporting evidence. CRITERIA 0

3 4

_______/10 POINTS YOUR OVERALL CREDIBILITY

POLITICIAN

DOCTOR

INFOMERCIAL

Moves in correct sequence Easy to follow sequencce Relevant sources Sources explained thoroughly Each step is carefully examined/ near time suggestion

Maslow’s H.O.N.

YOUR OVERALL CLARITY

BAD DIRECTIONS

C-SPAN

NBC

VISUAL

TEXT MESSAGE UNIT THREE • 72

BUZZ FEED

3 3 3 3 3

TED TALK

INSTRUCTIONS

TARGET: Strategically move through each step of Monroe’s Motivated Sequence descriptively, clearly, and persuasively and with the audience in mind. CRITERIA 0 1 2 3 Effective ATTENTION getter 2 Specific NEEDS explained 0 1 2 3 2 helpful/relevant SOLUTIONS 0 1 2 3 Persuasive visualization 0 1 2 3 2 Short Term call to actions 0 1 2 3 _______/15 POINTS

COMEDY CENTRAL

TARGET: 15+ slides that help us understand the MAJOR ideas that you discuss, and is used eﬀectively. CRITERIA 0 1 2 3 Slides match well with ideas Knows each slide/Does not read it 0 1 2 3 Showcases best practices 0 1 2 3 _______/9 POINTS YOUR OVERALL VISUAL

2 2 2 2 2

COORDINATION

_______/15 POINTS YOUR OVERALL ENGAGEMENT

1 1 1 1 1

_______/15 POINTS

ENGAGEMENT

TARGET: A polished and prepared delivery adapted to specific audience with a conversational pace, eye contact with the entire audience, and LITTLE reliance on note card. CRITERIA Conversational Tone/Pace 0 1 2 3 Comprehensive eye-contact 0 1 2 3 Preparation/Use of notecard 0 1 2 3 Adaptation to audience 0 1 2 3 Needs clearly reflect 0 1 2 3

0 0 0 0 0

MEME

YOUR OVERALL COORDINATION

RECITAL

SYMPHONY

GARAGE BAND

CONCISENESS TARGET: Stays within :10 of the time

CRITERIA Time: _____________ (TARGET 6-8 minutes)

VINE

WITHIN

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

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

CLARITY

TARGET: A speech that follows Monroe’s Motivated Sequence accurately so the audience can follow along easily. Speaker uses relevant sources and CRITERIA explains them eﬀectively and thoroughly.

0 1 2 3 4 5 6 _______/6 POINTS

YOUR OVERALL CONCISENESS

PAMPHLET

TEXTBOOK

SPEECH TOTAL _______/70 POINTS

OUTLINE 3: Pitch an Idea

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

CREDIBILITY

CLARITY

TARGET: A neat, clean, and correctly I.C.E.’d outline with a reference page in APA/MLA format. CRITERIA Accurately I.C.E.’d sources (6) 0 (.5 pt. per FULLY I.C.E.d source) Reference page in APA/MLA format 0 (citationmachine.net)

_______/6 POINTS

TARGET: An outline that clearly takes the audience through Monroe’s Motivated sequence in order, detail, and keeps the audience in mind. CRITERIA 2 specific needs explained 0 1 2 3 2 solutions that satisfy the needs 0 1 2 3 Audience can apply solutions 0 1 2 3 2 Specific Call to Actions explained 0 1 2 3 (and different than solutions)

_______/12 POINTS

ENGAGEMENT

CRITERIA

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

Specific audience answers all 4 questions thoroughly Clear explanation of how NEEDS target audience using Maslow’s H.O.N.

_______/6 POINTS

OUTLINE FEEDBACK

CONCISENESS

CRITERIA

TARGET: Keeps explanations of sources short, sweet, but to the point, in complete sentences, and in their own words.

Explanations of sources are short 0 1 2 3 & in own words Complete sentences are used 0 1 2 3 throughout the outline/no grammatical errors _______/6 POINTS

SPEECH 3 TOTALS OUTLINE TOTAL _______/30 POINTS SPEECH 3 TOTAL ___________/100 POINTS YOUR OVERALL UNDERSTANDING

MULLIGAN (REDO)

ON PAR (ON TRACK)

HOLE IN ONE (AHEAD) UNIT THREE • 73

Life is a lot more interesting if you are interested in the people and the places around you. So, illuminate your little patch of ground, the people that you know, the things that you want to commemorate. Light them up with your art, with your music, with your writing, with whatever it is that you do. ~Alan Moore

UNIT 4: CELEBRATE & COMMEMORATE

PREP #16

UNIT: 4 - Celebrate & Commemorate OBJECTIVE FIT: Engaging Audiences CREDIT: 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 (be specific)

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

Wedding Toast

Graduation Speech

UNIT FOUR • 76

Celebration of Life (Eulogy)

Life Success (Retirement, Promotion, Etc.)

NOTES

PREP #17

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

Paint a picture using vivid imagary

Question 1: LABEL and EXPLAIN the definition of each type of vivid language (IGNORE PERSONIFICATION) 1.

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. 1. Vivid Language chosen:______________ (write the paragraph using it below)

2. Vivid Language chosen:______________ (write the paragraph using it below)

UNIT FOUR â&#x20AC;˘ 78

NOTES

PREP #18

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

The master story teller

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

Question 2: What are THREE important things to keep in mind while telling stories? 1.

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

UNIT FOUR â&#x20AC;˘ 80

NOTES

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 • 82

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 • 84

COMMON 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.

SPEECH 4: Commemorate

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

CREDIBILITY

CLARITY

TARGET: Speaker has professional demeanor/ posture. Provides clean and appropriate stories with language for all crowds. CRITERIA Professional/mature demeanor Appropriate language/stories

0 0

1 1

2 2

3 3

TARGET: A t least 3 creative and diverse uses of vivid language that truly highlights the recipient(s) of the speech in descriptive and non-cliche way. 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

DOCTOR

POLITICIAN

INFOMERCIAL

YOUR OVERALL CLARITY

BAD DIRECTIONS

ENGAGEMENT

TARGET: A polished and prepared, completely memorized delivery adapted to the specific occasion with a conversational pace and eye contact with the entire audience. CRITERIA Vocaletics/Pacing 0 1 2 3 Comprehensive eye contact 0 1 2 3 Overall memorization 0 1 2 3 0 1 2 3 Meets speech expectations

TED TALK

COORDINATION

TARGET: Smooth openening, closing, and overall clear theme. CRITERIA Memorable opener Clear flow throughout speech Clear theme Memorable closing

NBC

C-SPAN

VISUAL

COMEDY CENTRAL

TARGET: Language provides clear picture of who the recipient of the speech is. CRITERIA 0 1 2 3 Language provides clear picture of recipient

TEXT MESSAGE UNIT FOUR • 86

BUZZ FEED

MEME

1 1 1 1

YOUR OVERALL COORDINATION

RECITAL

2 3 2 3 2 3 2 3

SYMPHONY

GARAGE BAND

CONCISENESS TARGET: Stays within :10 of the time CRITERIA Time: _____________ (TARGET 4-6 minutes)

_______/3 POINTS YOUR OVERALL VISUAL

0 0 0 0

_______/12 POINTS

_______/12 POINTS YOUR OVERALL ENGAGEMENT

INSTRUCTIONS

VINE

WITHIN

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

YOUR OVERALL CREDIBILITY

0 1 2 3 4 5 6

_______/6 POINTS

YOUR OVERALL CONCISENESS

PAMPHLET

TEXTBOOK

SPEECH TOTAL _______/48 POINTS

MANUSCRIPT 4: Commemorate

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

CREDIBILITY

CLARITY

TARGET: Clean and appropriate stories with language for all crowds. CRITERIA Appropriate lanauge/stories

_______/3 POINTS

YOUR OVERALL CREDIBILITY

POLITICIAN

DOCTOR

INFOMERCIAL

TARGET: A t least 3 creative and diverse uses of vivid language that truly highlights the recipient(s) of the speech in descriptive and non-cliche way. CRITERIA 0 1 2 3 Diverse use of Vivid Language (at least 3 different kinds) 0 1 2 3 VL clearly highlights recipient Creative, non-cliche use 0 1 2 3 of VL _______/9 POINTS YOUR OVERALL CLARITY

BAD DIRECTIONS

1 1

2 2

3 3

CRITERIA Memorable opener Clear theme Memorable closing

0 0 0

_______/6 POINTS

VINE

YOUR OVERALL CONCISENESS

PAMPHLET

INSTRUCTIONS

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

TARGET: Writes in complete sentences without grammatical errors (within reason) 0 0

TED TALK

COORDINATION

CONCISENESS CRITERIA Written in full sentences Grammatically correct

TEXTBOOK

1 1 1

2 2 2

3 3 3

_______/9 POINTS YOUR OVERALL COORDINATION

RECITAL

MANUSCRIPT FEEDBACK

SYMPHONY

GARAGE BAND

SPEECH 4 TOTALS MANUSCRIPT TOTAL

_______/27 POINTS

SPEECH 4 TOTAL ___________/75 POINTS YOUR OVERALL UNDERSTANDING

MULLIGAN (REDO)

ON PAR (ON TRACK)

HOLE IN ONE (AHEAD) UNIT FOUR • 87

I AM or I HAVE LEARNED final Speech 3 points = BULLS-EYE • 2 points = JUST MISSED • 1 = OUTSIDE • 0 = HIT THE WALL

CREDIBILITY

CLARITY

TARGET: Ideas and perspectives are explained deeply and clearly for the audience to undersatnd.

TARGET: A professional delivery that showcases unique perspectives of the speaker. CRITERIA Professional delivery that showcases unique perspective(s) of speaker

CRITERIA Ideas are explained deeply and clearly

0 1 2 3

_______/3 POINTS

YOUR OVERALL CREDIBILITY

POLITICIAN

DOCTOR

_______/3 POINTS YOUR OVERALL CLARITY

INFOMERCIAL

TED TALK

BAD DIRECTIONS

ENGAGEMENT

TARGET: Smooth openening, closing, and transitions . CRITERIA Overall flow (intro-close) make sense

COMEDY CENTRAL

YOUR OVERALL COORDINATION

SYMPHONY

RECITAL

CONCISENESS

CRITERIA Time: _____________ (TARGET 3-5 minutes)

VINE FINAL • 88

WITHIN

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

TARGET: Stays within :10 of the time target

0 1 2 3

_______/3 POINTS

C-SPAN NBC

INSTRUCTIONS

COORDINATION

TARGET: A polished and prepared delivery with a slow but conversational pace, eye contact with the entire audience. CRITERIA 0 1 2 3 Comes Prepared with thoughtful comments

YOUR OVERALL ENGAGEMENT

0 1 2 3

_______/3 POINTS

YOUR OVERALL CONCISENESS

PAMPHLET

TEXTBOOK

SPEECH TOTAL _______/15 POINTS

GARAGE BAND

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

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!

COM 357 - MWF SCHEDULE - SPRING 2015

REMINDERS

WEEK 1 - Introduction to Public Speaking Wednesday January 14th

Monday January 12th TO BE COMPLETED

-Prep 1 - I am? (Don’t have a course pack yet? Complete it and bring hard copy)

-Pick Up Course Pack -Read Syllabus

WEEK 2 - Unit 1 Continued Wednesday January 21st

Monday January 19th TO BE COMPLETED

o TO BE COMPLETED

MLK DAY NO CLASS

Monday January 26th -Prep 5 - Attack of the butterflies!

-Prep 3 - Help! I need Support!

WEEK 3 - Unit 1 Presentations Wednesday January 28th Speech Peer-Review 1 BRING HARD COPY OF COMPLETED SPEECH TO EARN FULL CREDIT

Friday January 16th -Prep 2 - The Take-Away -Syllabus quiz due MIDNIGHT on Blackboard Friday January 23rd -Prep 4 - I.C.E.

Friday January 30th Presentations Day 1 ALL OUTLINES DUE ON BLACKBOARD by 10 am

WEEK 4 - Unit 1 Presentations & Introduction to Unit 2 Monday February 2nd Wednesday February 4th Friday February 6th TO BE COMPLETED

TO BE COMPLETED

Presentations Day 2

Presentations Day 3

WEEK 5 - Unit 2 cont. Wednesday February 11th -Prep 8 - Make it Stick

Monday February 9th -Prep 7 - Outlining -SPEECH 1 Reflection Due via Blackboard by MIDNIGHT

WEEK 6 - Systems Presentations Monday February 16th Wednesday February 18th TO BE COMPLETED

-Prep 9 - Audience Analysis CONT.

Monday February 23rd TO BE COMPLETED

WEEK 7 - Unit 2 Presentations Wednesday February 25th

Speech Peer-Review 2 BRING HARD COPY OF COMPLETED SPEECH TO EARN FULL CREDIT Monday March 2nd

TO BE COMPLETED

-Prep 10 - Communicating Visual Aids Clearly

Presentations Day 3

Presentations Day 1 ALL OUTLINES DUE by 10 am

WEEK 8 - Unit 2 Presentations CONT. Wednesday March 4th Presentations Day 4

-Prep 6 - Prepare to INFORM!

Syllabus Quiz due by Friday January 16th before MIDNIGHT. Quiz is graded and is worth 5 points. E-mail Adam the topic and take-away fro the first speech so you can sign up for a speech day!

Don’t forget to bring a HARD COPY for your peer-review NO HARD COPY NEEDED for final speech.

After presenting your speech, make sure to watch it via the speech reflections folder!

Friday February 13th -Prep 9 - Audience Analysis

Speech Reflection (in blackboard) is due on Monday February 9th. It’s a big deal, take it seriously!

Friday February 20th

E-mail Adam your TOPIC for the second speech! He needs to approve it before you can sign up!

-Prep 11 - Open/Close & Transition

Friday February 27th Presentations Day 2

Friday March 6th Presentations Day 5 (if needed)

Don’t forget to bring a HARD COPY for your peer-review NO HARD COPY NEEDED for final speech. After presenting your speech, make sure to watch it via the speech reflections folder!

REMINDERS

WEEK 10 - Unit 3 Introduction Monday March 16th TO BE COMPLETED

Wednesday March 18th -Prep 13 - Monroe’s Sequence P1 -SPEECH 2 Reflection Due via Blackboard by MIDNIGHT

-Prep 12 - Persuade me

Monday March 23rd TO BE COMPLETED

-Prep 14 - Monroe’s Sequence P2

Friday March 20th -Prep 13 - Monroe’s Sequence P1 CONT.

WEEK 11 - Unit 3 Cont. Wednesday March 25th

Friday March 27th

-Prep 15 - Monroe’s Sequence P3

-Putting it ALL together (no oﬃcial prep due)

Speech Reflection (in blackboard) is due on Wednesday March 18th. Don’t forget about it over break! E-mail Adam your TOPIC for the second speech! He needs to approve it before you can sign up!

WEEK 12 - Unit 3 Presentations Monday March 30th TO BE COMPLETED

Speech Peer-Review 3 BRING HARD COPY OF COMPLETED SPEECH TO EARN FULL CREDIT

Wednesday April 1st Presentations Day 1 ALL MANUSCRIPTS DUE on Blackboard by 10 am

Friday April 3rd GOOD FRIDAY: NO CLASS! GO HOME AND SPEND TIME WITH FAMILY!

NO CLASS ON GOOD FRIDAY! Go home and spend time with family. Make sure you have a ride back!

WEEK 13 - Unit 3 Presentations CONT. Monday April 6th TO BE COMPLETED

Wednesday April 8th

Presentations Day 2

Presentations Day 3

Friday April 10th Presentations Day 4

After presenting your speech, make sure to watch it via the speech reflections folder!

WEEK 14 - Unit 3 Presentations & Introduction to Unit 4 Monday April 13th TO BE COMPLETED

Wednesday April 15th -Prep 16 - What does the situation call for?

Presentations Day 5 (if needed)

Friday April 17th -Prep 17 - V is for Vivid

Start working on your take-home Final Exam. This is not something that can be done the day of!

WEEK 15 - Unit 4 Presentations Monday April 20th TO BE COMPLETED

Wednesday April 22nd Speech Peer-Review 4 BRING HARD COPY OF COMPLETED SPEECH TO EARN FULL CREDIT

-Prep 18 - Storytelling

WEEK 16 - Final Exam Review Wednesday April 29th

Monday April 27th TO BE COMPLETED

Presentations Day 2

Monday May 4th TO BE COMPLETED

Presentations Day 3

WEEK 17 - Final Meeting Week Wednesday May 6th

“I am” or “I have learned speech” - 15 pts. (see p. 88 for directions)

NO CLASS STUDY for YOUR FINALS

Friday April 24th Presentations Day 1 ALL MANUSCRIPTS DUE on Blackboard by 10 am Friday May 1st FINAL EXAM DUE on Blackboard by MIDNIGHT GENTLE FRIDAY NO CLASS Friday May 8th NO CLASS ENJOY SUMMER!

Don’t forget to bring a HARD COPY for your peer-review NO HARD COPY NEEDED for final speech.

Final Exam is due by midnight on Gentle Friday, but don’t wait until then to start it!

I AM or I HAVE LEARNED speech is an easy way to earn 15 points, look at the rubric on p. 88!