Hey Jude

Topics: Nonverbal communication, Regulatory Focus Theory, Audience theory Pages: 24 (4837 words) Published: April 18, 2013
Assignment 1: The Name / Ice Breaker Speech

Goals: This assignment is designed to provide an initial speaking experience in a low risk situation. It provides practice using your name as the basis for the brief speech. Be as creative as possible, using any method (narrative, etymology or your name, visual aids, etc.). The goal is to get the class and instructor to remember you. Preparation: Think about your name and the best way to get the class to remember you’re your speech should only be 1 to 2 minutes, therefore, practice and time yourself before-hand. This speech should be delivered extemporaneously from brief notes that occupy no more than one side of a single 4 X 6 note card. You should not read your speech and should use as much eye contact as possible. Grading Guidelines:

|Grade Value |20 points; Evaluation Sheet for Feedback Purposes | | | | |Time Limit |2 minutes (you must speak for at least 1 minute to pass this assignment) | |Note Cards |1 permitted | |Visual Aid |Required |

Learning Outcomes: Assessment of this assignment will focus primarily on measuring two outcomes: 1. Demonstration of the student’s ability to manage or to overcome communication apprehension in front of strangers. 2. Performance of the student’s ability to create an original speech

Critique Sheet for Name Speech


Object: _________
Time: _________

Things you did well:

Aspects of you speech/delivery you need to work on:

Assignment 2: Demonstration Speech

Goals: This assignment applies basic concepts necessary to creating speech structure. The goal of the demonstration speech is to show the audience how to do something. It is often called a process speech because you are showing the audience how to complete steps in a process. Description: Present to your audience with a tutorial on “how to” do/create something. You must formulate your instructional speech by creating main points about the process and sub-points further supporting/explaining the process. You will need an introduction and conclusion. Preparation: You should select something that you know how to do well. Think about how you would teach someone the steps in the process. The steps in the process are the main points, “First, … Second, … And finally,…” You will bring into class what you need to demonstrate the process and demonstrate as you teach the class. Grading Guidelines:

|Grade Value |5% of total graded work | |Point Value |30 points | |Time Limit |3 to 5 minutes | |Note Cards |1 | |Visual Aid |Optional |

Learning Outcomes: Assessment of this assignment will focus primarily on measuring three outcomes: 3. Demonstration of the student’s ability to analyze discourse using their critical reasoning skills 4. Demonstration of the student’s ability to recognize diversity in the audience 5. Demonstration of public performance skills

|Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 - 7 points) |(8 - 15 points) |(16 - 23 points) |(24–30 points) | | |Ideas may not be focused or |Listener can...
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Jude Essay
  • Jude the Obscure Essay
  • Jude the Obscure Essay
  • Marriage in "Jude the Obscure" Essay
  • Hey There Delilah Chord Research Paper
  • Thomas Hardy's Jude the Obscure Research Paper
  • Redemption, a Literary Device: Hey Nostradamus! Response Essay
  • Essay on Masculinity in Jude the Obscure

Become a StudyMode Member

Sign Up - It's Free