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I need 3 assignments completed. 1st assignment must be in its own word document. How does the textbook suggest that you choose a topic, and what is the difference between a specific purpose and a central idea? Based on the last set of videos of bad speeches to learn from, what is one thing you’d like to avoid in your next speech, and how might you avoid it?Connect what you see in the Week 2 videos with what you read in this week’s assigned text. Comment critically in at least 250 words 2nd assignment Must be in its own word document Post your revised topic ideas for the informative and persuasive speech rounds. Be sure to distinguish between the informative and the persuasive treatments.How does your chosen topic lend itself to both types of treatments? And what would be a specific purpose and a central idea for an informative and a persuasive speech?Finally, how did you take your audience into account in choosing your topic? Why would your audience find it interesting? Be sure to consult the Opposing Viewpoints database again.Which library databases did you consult, and which keywords did you use to search for research on your topic? Were you able to find enough research for both sides of the topic? Did you find mostly journal articles, or a combination of journal articles and popular press articles?How would you summarize your research process and how you plan to incorporate the research into both the informative and persuasive speeches?Comment critically in at least 250 words 3rd assignment Must be in its own word document Submit a polished draft of a full-sentence informative speech preparation outline here for feedback. Ensure that it is complete with all substantive library research and in-text parenthetical citations that link to a full works cited at the end.See Chapter 11 for a model of a preparation outline and the linked document, Sample Preparation Outline, below.
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Informative Speech: Formal Speech #1 of 2
The informative and persuasive speeches will be delivered on the same topic. Your first step
will be to select a question of fact, value, or policy for the persuasive speech. Choose a topic in
which you hold a sincere interest, because you will spend much of this course working on it.
Ensure that the topic you select has at least two sides or perspectives. Visit Opposing
Viewpoints on the JWU Library Database homepage for a list of possible topics.
The goal of this speech is to inform your audience about the facts, history, or other relevant
details surround a question of fact, value, or policy. In the next speech, you will advocate a
change in your audience’s thinking or behavior. For example, if you wanted to persuade us in
the persuasive speech that Congress should lift the Cuban trade embargo, you would brief us in
the informative speech on the historical background of the trade embargo.
Just to be clear: the purpose of this speech is to inform the audience about all relevant
information surrounding a question of fact, value, or policy, not information that supports your
position. You are not persuading the audience in any way in this speech.
Your speech will include two to four main points. How you organize your information into the
main points will be driven by the research that you find. Your main points should clearly
demonstrate a chronological, spatial, thematic or topical order.
Length:
4-5 minutes. Harmonize has a 5-minute limit. You will need to careful that your
speech does not exceed 5 minutes.
Outlines:
You will turn in both a preparation outline and a speaking outline. Your preparation
outline must include a works cited page in MLA format.
Research:
Minimum of four (4) sources. You will cite your sources orally during your speech
delivery and in written form on your preparation outline.
Visual Aids:
Optional.
Delivery:
The speech must be delivered extemporaneously. You will use your speaking outline.
Persuasive Speech: Formal Speech #2 of 2
The persuasive speech will be on the same topic as the informative one. Since you already
delivered your informative speech, the audience should have a basic understanding of your
topic; this will enable you to persuade them without having to provide extensive background on
the subject.
The purpose of this speech is to persuade the audience to take action regarding a change in
fact, value, or policy. Select a fact, value, or policy that you believe should be changed; the fact,
value, or policy may exist at the university, local, state, national, or international level. In order
for your argument to be effective, you must be able to:
▪
▪
▪
▪
identify the specific body that would make the change
demonstrate a reasonable need for the change
demonstrate that the potential for change exists
link the impact of the policy change to your audience
Avoid trivial topics that you cannot relate to the audience in a reasonable way.
Length:
4-5 minutes. Harmonize has a 5-minute limit. You will need to careful that your
speech does not exceed 5 minutes.
Outlines:
You will turn in both a preparation outline and a speaking outline. Your preparation
outline must include a works cited page in MLA format.
Research:
Minimum of five (5) sources (including at least three new sources). You will cite your
sources orally during your speech and in written form on your preparation outline.
Visual Aids:
Minimum of three visuals required. Visuals do not have to be digital. Physical objects
and displays are acceptable.
Delivery:
The speech must be delivered extemporaneously. You will use your speaking outline.
ENG1030 Formal Speech Rubric
Criteria
(Weight)
Introduction:
10%
Professional (90-100%)
Body: 20 %
➔ Main points are cogent
➔ Clear organization
➔ Clear oral citation of
evidence
➔ Excellent use of examples,
statistics, testimony,
stories, etc.
Transitions:
15 %
➔ Required number of
internal previews
➔ Required number of
internal summaries
➔ Clear connections between
main points
➔ Clear connections between
sub-points
➔ Excellent use of sign
posting
➔ Captures attention
➔ Relates well to audience
➔ Clear and precise central
idea
➔ Preview of main points
➔ Credibility established
JWU ENG1030
College of Professional Studies
Johnson & Wales University
Thorough
(80-89%)
➔ Somewhat captures
attention
➔ Partially relates to the
audience
➔ Fairly clear central idea
➔ Main points are implicitly
previewed
➔ Credibility is established
but could be stronger
➔ Main points are fairly
cogent
➔ Organization is fairly clear
➔ Oral citation of evidence is
fairly clear
➔ Good use of examples,
statistics, stories,
testimony, etc.
➔ Less than the required
number of internal
previews
➔ Required number of
internal summaries
➔ Fairly clear connections
between main points
➔ Fairly clear connections
between sub-points
➔ Good use of sign posting
Adequate
(70-79%)
➔ Audience attention is not
captured
➔ Little regard for the
audience is demonstrated
➔ Unclear central idea
➔ Main points are not
previewed
➔ Credibility is lacking
Not Fully Developed (60-69%)
➔ Main points need to be
reorganized
➔ Organization needs to be
revamped
➔ Oral citation is lacking
➔ Sporadic use of examples,
statistics, stories, etc.
➔ Main points are
nonexistent
➔ Poor organization
➔ No oral citation
➔ No use of evidence
➔ Nothing
submitted
➔ Less than the required
number of internal
previews
➔ Less than the required
number of internal
summaries
➔ Connections between main
points could be much
clearer
➔ Connections between subpoints could be much
clearer
➔ Fair use of sign posting
➔ No internal previews
➔ No internal summaries
➔ Poor connections between
main points
➔ Poor connections between
sub-points
➔ Poor use of sign posting
➔ Nothing
submitted
➔ Audience attention is not
captured
➔ No regard for the audience
is demonstrated
➔ Central idea is missing
➔ Main points are missing
➔ Credibility is missing
Does Not Meet
Requirements (0%)
➔ Nothing
submitted
ENG1030 Formal Speech Rubric
Delivery:
35%
Conclusion:
10%
Feedback:
10%
➔ Extemporaneous
➔ High degree of eye contact
➔ Precise
grammar/pronunciation
➔ Excellent use of
paralanguage (rate of
speech, pitch, etc.)
➔ Superb use of kinesics (e.g.,
gestures) and proxemics
(e.g., body movement)
➔ Ties together main points
➔ Prepares audience for
natural ending
➔ Reinforces central idea
➔ Concludes with a note of
finality
➔ Completed in time limit
➔ Mostly extemporaneous
➔ Moderately high degree of
eye contact
➔ Fairly precise
grammar/pronunciation
➔ Good use of paralanguage
(rate of speech, pitch, etc.)
➔ Good use of kinesics (e.g.,
gestures) and proxemics
(e.g., body movement)
➔ Ties together some of the
main points
➔ Somewhat prepares
audience for natural ending
➔ Reinforces central idea
➔ Concludes with a note of
finality, but it could be
stronger
➔ Completed in time limit
➔ Somewhat
extemporaneous
➔ Moderate degree of eye
contact
➔ Fair use of grammar
➔ Fair use of paralanguage
(rate of speech, pitch, etc.)
➔ Fair use of kinesics (e.g.,
gestures) and proxemics
(e.g., body movement)
➔ Ties together a few of the
main points
➔ Misses an opportunity to
reinforce the central idea
➔ Hesitant or unclear
conclusion
➔ Not completed in the time
limit
➔ Not extemporaneous
➔ Poor degree of eye contact
➔ Imprecise
grammar/pronunciation
➔ Poor use of paralanguage
(rate of speech, pitch, etc.)
➔ Poor use of kinesics (e.g.,
gestures) and proxemics
(e.g., body movement)
➔ Nothing
submitted
➔ Does not tie together main
points
➔ Does not reinforce the
central idea
➔ Not completed in the time
limit
➔ Nothing
submitted
➔ Responded to at least 2
peers’, highlighting two
strengths and two
weaknesses for each, with
guidance on how they can
improve for the next
speech.
➔ Responded to at least 2
peers’, highlighting two
strengths and two
weaknesses for each, but
may lack guidance for
future speeches.
OR
➔ Responded to at least 2
peers’, highlighting fewer
than two strengths and two
weaknesses for each, but
provided guidance on how
to improve for future
speeches.
➔ Responded to at least 2
peers’, highlighting fewer
than two strengths and two
weaknesses for each, but
may lack guidance for
future speeches.
OR
➔ Responded to only one
peer, highlighting two
strengths and two
weaknesses for each, with
guidance on how they can
improve for the next
speech.
➔ Responded to only one
peer, highlighting fewer
than two strengths and two
weaknesses for each, with
guidance on how they can
improve for the next
speech.
OR
➔ Responded to only one
peer, highlighting two
strengths and two
weaknesses for each,
without guidance on how
they can improve for the
next speech.
➔ Nothing
submitted
JWU ENG1030
College of Professional Studies
Johnson & Wales University
Last Name, 1
Student Name
Instructor Name
Public Speaking
Date: (dd/mm/year)
Title: Choosing a Speech Topic
Specific Purpose: To inform the audience about how to make speeches relatable to their own audience.
Central Idea: To inform my audience of the three ways of making a speech relatable to them: making it
interesting, important, and informative.
Introduction
I. Attention getter: In our public speaking class, we spend 28 hours giving speeches. We also spend
$15,000 a year, that’s $875 that we have spent listening to those 28 hours of speeches.
II. Credibility statement: how you became interested in the topic or what you did to prepare: I am also a
student, so I know first-hand how much money that is; my family and I do not have access to that much
money, so I need to make good use of my time as a college student. I met with several representatives from
Student Financial Services on campus to understand what goes into a budget, including how tuition dollars
are allocated.
III. Relation to audience: a specific statement that shows the relevance of the topic to your audience: We all
need to give speeches in this class, so my topic is something that should be of interest to most of you. In
addition, we are all college students, and the skills that we learn in this class should translate to our future
careers.
IV. Two to four main points (preview) + thesis: In this speech, I will discuss what I call the three I’s of
making my speech relatable: interest, importance, and information.
(Transition): Let’s get started with the first I.
Body
I. The first I stands for interesting.
(internal preview): By making our speech interesting, we are able to lessen the boredom.
A. Alleviate the boredom.
1. Present it in a manner that shows the speaker’s interest.
2. In effect, it will translate to the audience’s interest.
B. Hold the audience’s attention.
1. The audience could be thinking about a million other things.
2. Choosing an interesting topic will alleviate some of the anxiety that we feel as speakers, and will
maintain your audience’s attention (Milken).
Last Name, 2
(internal summary): Now that you have effectively grabbed your audience’s attention and kept them
from being bored, you have effectively used the first I, which is interest.
(Transition): The first main point was interest, but the second main point is slightly different.
II. The second main point is importance.
(internal preview): Relevancy and transferability are key points for speaking to an audience.
A. The speech needs to have a direct relation to the current lives of the audience.
1. There should be at least one tie-in to campus life, perhaps through a mention of food,
dormitories, or student activities.
2. The topic should be more than just academic: it needs to have an underlying social logic or
some kind of social component to it; it is not enough to just talk about classes—you need to put those
classes into a larger context of why they are meaningful and what else takes up the day of a typical college
student.
i.
ii.
B. The speech needs to have some transferability to the future careers of its audience.
1. As a speaker, you should give your audience some takeaway that can be used in the future—this
may be as simple as a clear structure for organizing complex information; imagine explaining the politics
of tuition to your audience in simple terms, reducing the jargon of economics to direct, straightforward
language that college students can use to enter into the nationwide debate about student debt (Lipsitz).
2. According to Lois Lane in a 2015 article in the Chronicle of Higher Education, today’s
employers expect graduates to demonstrate competency in the area of oral communication; indeed, when
polled, these employers argue that graduates should be better prepared to speak in public than they already
are (cited in Leroux).
(internal summary): So, clearly the future and the present matter a great deal—it is not just that this
class is important for the sake of its content, but also for the potential it holds in our futures.
(Transition): Interest, importance and information round out the three I’s.
III. When you think of information, you may think of the media, but there is a direct relationship between
this word and our public speaking class.
(internal preview): Novelty and collectivity are the two operative words here.
A. Novelty is an important factor in any informative speech.
1. Having a new perspective on an average topic could make that topic more interesting.
2. Changing the method of delivery will keep your audience interested (Gowdy).
B. An informative speech should also tap into and extend beyond the talents of all audience members.
1. I could conduct an informal survey or class poll to find out a bit more about my audience’s
interests.
2. I know that all of you enjoy videos, and I have worked to incorporate a relevant clip into my
speech (show clip).
(internal summary): An informative speech needs to be fresh and it needs to relate directly to the
audience.
Last Name, 3
(Transition): So, you all know the three I’s by heart: information, interest, and importance.
Conclusion
Summarize the whole speech here and recap the three main points as well as one detail for each point.
So, recall that I mentioned the importance of holding your audience’s interest…
So, I didn’t exactly have an opportunity to tell you about X…
In my next speech, I am going to focus on why it is important for us to persuade the administration to make
J&W affordable for everyone.
Works Cited
Gowdy, John. “Avoiding Self-Organized Extinction: Toward a Co-Evolutionary Economics of
Sustainability.” International Journal of Sustainable Development and World Ecology, vol. 14, no. 1, 2007,
pp. 27-36.
An Inconvenient Truth. Directed by Davis Guggenheim, Paramount, 2006.
Lane, Louis. “What’s up with ecological speaking?” The Chronicle of Higher Education, 2015, April 5.
Leroux, Marcel. Global Warming: Myth or Reality?: The Erring Ways of Climatology. Springer, 2005.
Milken, Michael, et al. “On Global Warming and Financial Imbalances.” New Perspectives Quarterly, vol. 23,
no. 4, 2006, p. 63.
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