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Topic : Hard Work: This could commemorate the value of hard work or examples of it. Commemorative Speech Manuscript Title of Speech: Speaker: Specific Purpose? What part of delivery will you be working on for this speech? Introduction Attention getter Introduce Self and Present your purpose Establish connection with the audience (transition to body) Body Main idea 1 with support(example: narrative or story-provide background of topic) Add creative language (transition) Main idea 2 with support (example: story, character- provide tribute, express gratitude) Add creative language (transition to conclusion) Conclusion Summary (review purpose) Creative conclusion (statement, quote) **This manuscript should be typed in paragraph format, using complete sentences. **Be sure to italicize and underline the creative language used throughout the manuscript. ...

Education

**This manuscript should be typed in paragraph format, using
complete sentences.
**Be sure to italicize and underline the creative language used
throughout the manuscript.

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Outline for Speech 5: Persuasive Action Topic Choose a topic that is significant, contemporary, meaningful, and relevant to the audience. Analyze the audience, link the topic to them in a way that will gain and hold attention and interest, and agreement. Format • This outline must be at least 3 pages long. • Use appropriate coordination and subordination. Use full sentences, including subjects and verbs for the main ideas or main points and the 1st order of subordinate ideas or sub-points. Consistently use either full-sentence or list form for 2nd -order sub-points supporting the same 1st order sub-point. Usually use list form for 3rd order, 4th order, and 5th order sub-points. • Enhance the readability of the outline. Use only one idea per point, only one sentence per point, single-space each point, and double-space vertically between points. Leave a line of white space between each point at every level. • Use a consistent pattern of indentation. Type main points flush with the left margin. Indent 5 spaces for 1st-order sub-points, 10 spaces for 2nd-order sub-points, 15 spaces for 3rd-order sub-points, 20 spaces for 4th-order sub-points. • Use the following system to label the points in the body: • Main Points: upper case Roman numerals [I, II, III, IV, V] • 1st -order sub-points: upper case letters [A, B, C, D, E] • 2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5] • 3rd -order sub-points: lower-case letters {a, b, c, d, e], • 4th -order sub-points: Arabic numerals in parentheses [(1), (2), (3)] Content Specific Purpose: Formulated into one sentence, the specific purpose identifies the precise response the speaker desires from the audience (change in behavior). Do not use infinitive phrases, i.e., “to inform” or “to persuade.” Place the label for the specific purpose sentence flush with the left margin. Thesis Sentence: The thesis sentence (addressed to the audience, not the instructor) summarizes everything the speaker intends to say during the speech. Place the label for the thesis sentence flush with the left margin. The introduction should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech. The introduction (which may be outlined or written word-for-word) is designed to (1) gain the attention of the audience; (2) establish the speaker's credibility; and (3) orient the audience to the body of the speech. Do not say “I will tell the story of ____,” or “I will do X, Y, or Z.” Actually outline or write the story here in the Introduction, such as “Have you ever found yourself repeating mistakes you have made before?” Actually outline or write the question here. Enclose transitions within parentheses ( ) on a line or lines separate from the rest of the outline. Transitions may link major sections OR main ideas OR subordinate ideas within the body of the speech. .

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Outline Grading Criteria The superior outline (grade A):  Topic is creative, appropriate, and original.  Name, general purpose, specific purpose, and thesis statement (central idea) are included.  Constitutes a genuine contribution by the speaker to the knowledge or beliefs of the audience.  Remains audience-centered throughout outline.  Content fits the assignment.  Contains elements of vividness and special interest in the use of language.  Language is clear, concise, memorable, and easy to follow.  If sources are required, high quality sources are used.  If sources are required, adheres to quantity of sources rule (one source per minute for total amount of sources).  If sources are used, a reference page is included.  Outline is in complete sentences.  Standard subdivisions are used.  Transitions are advanced and included in proper places.  In-text citations are present.  Various sections and components of the outline are labeled.  Main points are declarative sentences.  Main points are logical.  Appropriate number of main points is included.  Support material is appropriate.  All components of the introduction, body and conclusion are included and well-developed.  Organizational pattern is clear. The above average outline (grade B):  Creative topic.  Audience analysis is evident.  Fulfills all major functions of a speech introduction, body and conclusion.  Displays clear organization of main points and supporting materials.  Exhibits proficient use of transitions.  Effective use of language.  Overall structure apparent but may need to develop ideas more effectively.  Properly labeled and formatted.  Clearly identifies sources of information and ideas in the speech. The average outline (grade C):  Conforms to the kind of speech assigned (i.e., informative, persuasive, special occasion etc.).  Has a clear specific purpose and thesis statement (central idea).  Lacks audience-centeredness.  Has an identifiable introduction, body, and conclusion.  Missing transitions or contains weak transitions.  Language is appropriate but could be more memorable or creative.  Missing some of the components of an effective speech.  Minor errors in grammar, pronunciation, and word usage.  Does not contain enough quality source material. The below average outline (grade D or F)  Topic does not conform to speech purpose.  Audience-analysis is not evident.  Unorganized.  Contains incomplete sentences or phrases.  Is based entirely on biased information or unsupported opinions.  Uses fabricated supporting material or deliberately distorted evidence.  Uses bullet points or paragraph form.  No references present.  Is plagiarized. Checklist for a Full-Sentence Outline · The outline begins with a title. · The specific purpose is clearly stated in one complete sentence. · The central idea (thesis .

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Speech 3: Persuasive Belief Topic Choose a topic that is significant, contemporary, meaningful, and relevant to the audience. Analyze the audience, link the topic to them in a way that will gain and hold attention and interest, and agreement.Use current and updated references at least 6 references. Format This outline must be at least 3 pages long and use 12-point font. Use appropriate coordination and subordination. Use full sentences, including subjects and verbs for the main ideas or main points and the 1st order of subordinate ideas or sub-points. Consistently use either full-sentence or list form for 2nd -order sub-points supporting the same 1st order sub-point. Usually use list form for 3rd order, 4th order, and 5th order sub-points. Enhance the readability of the outline. Use only one idea per point, only one sentence per point, single-space each point, and double-space vertically between points. Leave a line of white space between each point at every level. Transitions between major sections and the main points should be provided in the outline (enclosed in parentheses). Use transitions to move the audience’s attention from one section to another or from one main point to another. Use a consistent pattern of indentation. Type main points flush with the left margin. Indent 5 spaces for 1st-order sub-points, 10 spaces for 2nd-order sub-points, 15 spaces for 3rd-order sub-points, 20 spaces for 4th-order sub-points. Use the following system to label the points in the body: Main Points: upper case Roman numerals [I, II, III, IV, V] 1st -order sub-points: upper case letters [A, B, C, D, E] 2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5] 3rd -order sub-points: lower-case letters {a, b, c, d, e], 4th -order sub-points: Arabic numerals in parentheses [(1), (2), (3)] Content Specific Purpose: Formulated into one sentence, the specific purpose identifies the precise response the speaker desires from the audience (agree). Do not use infinitive phrases, i.e., “to inform” or “to persuade.” Place the label for the specific purpose sentence flush with the left margin. Thesis Sentence: The thesis sentence (addressed to the audience, not the instructor) summarizes everything the speaker intends to say during the speech. Place the label for the thesis sentence flush with the left margin.The i ntroduction should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech. The introduction (which may be outlined or written word-for-word) is designed to gain the attention of the audience; establish the speaker's credibility; and orient the audience to the body of the speech. Do not say “I will tell the story of ____,” or “I will do X, Y, or Z.” Actually outline or write the story here in the Introduction, such as “Have you ever found yourself repeating mistakes you have made before?” Actually outline or write the question here.Enclose transitions within p.

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Outline for Speech 2: Visual Aids Topic Choose a topic that you are interested in and that your audience might be interested in. Format This outline should be at least 3 pages in length and use 12-point font. Use appropriate coordination and subordination. Use full sentences, including subjects and verbs for the main ideas or main points and the 1st order of subordinate ideas or sub-points. Consistently use either full-sentence or list form for 2nd -order sub-points supporting the same 1st order sub-point. Usually use list form for 3rd order, 4th order, and 5th order sub-points. Enhance the readability of the outline. Use only one idea per point, only one sentence per point, single-space each point, and double-space vertically between points. Leave a line of white space between each point at every level. Transitions between major sections and the main points should be provided in the outline (enclosed in parentheses). Use transitions to move the audience’s attention from one section to another or from one main point to another. Use a consistent pattern of indentation. Type main points flush with the left margin. Indent 5 spaces for 1st-order sub-points, 10 spaces for 2nd-order sub-points, 15 spaces for 3rd-order sub-points, 20 spaces for 4th-order sub-points. Use the following system to label the points in the body: Main Points: upper case Roman numerals [I, II, III, IV, V] 1st -order sub-points: upper case letters [A, B, C, D, E] 2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5] 3rd -order sub-points: lower-case letters {a, b, c, d, e], 4th -order sub-points: Arabic numerals in parentheses [(1), (2), (3)] Content Specific Purpose: Formulated into one sentence, the specific purpose identifies the precise response the speaker desires from the audience. Do not use infinitive phrases, i.e., “to inform” or “to persuade.” Place the label for the specific purpose sentence flush with the left margin. Thesis Sentence: The thesis sentence (addressed to the audience, not the instructor) summarizes everything the speaker intends to say during the speech. Place the label for the thesis sentence flush with the left margin. The introduction should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech. The introduction (which may be outlined or written word-for-word) is designed to gain the attention of the audience; establish the speaker's credibility; and orient the audience to the body of the speech. Do not say “I will tell the story of ____,” or “I will do X, Y, or Z.” Actually outline or write the story here in the Introduction, such as “Have you ever found yourself repeating mistakes you have made before?” Actually outline or write the question here. Enclose transitions within parentheses ( ) on a line or lines separate from the rest of the outline. Transitions may link major sections OR main ideas OR subordinate ideas within the body of the .

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Animal farm essay Writing the introduction The question: Animal farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns – evaluate this statement. thesis [This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or disagreeing with the statement?) This sets the parameters of your discussion. Structure of an introduction Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc) 2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the keywords in the essay statement. 3. State your thesis – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the arguments that you’ll be using to prove your position? 4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value. Task: By the end of this lesson, you need to have completed your introduction (if you already have, refine it). Then submit it to google classroom so I can take a look and give feedback. Year 10 - Critical Study of a Novel Animal Farm Essay ALARM Scaffold THE STATEMENT: “Animal Farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns.” Evaluate this statement in relation to your prescribed text. DECONSTRUCT AND DEFINE THE STATEMENT: Highlight the key words in the essay statement, define them and come up with a short list of synonyms for them. What exactly is the question asking you to do? What is your focus? THESIS: [This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or disagreeing with the statement?) This sets the parameters of your discussion. INTRODUCTION: (Paragraph 1) 1. Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc) 2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the keywords in the essay statement. 3. State your thesis (see above) – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the arguments that you’ll be using to prove your position? 4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value. BODY PARAGRAPHS NAME & DEFINE T DISCUSS & EXPLAIN E EVIDENCE & ANALYSIS Identify -> Example -> Effect E EVALUATE & CONCLUDE L Topic sentence/ thesis statement: Use the language of the ...

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One way to improve your verbal communication is to own your thoughts and feelings. You-language is a way of speaking that projects responsibility onto another person and tends to be judgmental. I-language , on the other hand, is a way of speaking that owns responsibility and is descriptive rather than judgmental. Study the following example: You-language statement I-language statement "You make me so mad!" "I feel very angry when you interrupt me when I'm telling a story." Complete the following two parts of your written assignment in one Word document. First, show your skill at translating You-language messages into I-language messages. Secondly, apply this skill to your own communication. Part 1 Translate the following You-language statements into I-language messages. Sentences to be translated: You are so selfish. You don't understand a word I'm saying. You are too nosy; mind your own business. You totally humiliated me in front of our friends. You never help me around the house. Part 2 Think of a You-language statement that you find yourself using when you communicate with a friend, family member, spouse, or romantic partner. Compose a paragraph that explains the situation in which you have used this You-language message. Consider how you would translate this You-language statement into an I-language message. .

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