English Language Lab has a tradition of helping learners to improve their English, whether for work, personal enrichment or English for Academic Purposes. Listening, Speaking, Reading and Writing (LSRW) are the four skills which play an important role in the acquisition of language and learning. The system ensures a stress free environment with high quality digital content.
Listening, Speaking, Reading and Writing (LSRW) are the four skills which play an important role in the acquisition of language and learning. The system ensures a stress free environment with high quality digital content.
1
Online Monroe’s Motivated Sequence Persuasive Speech Grading Rubric
This form is provided to you to use as a guide in preparing your speech. You will see the rubric
explanation (grading criteria) and the possible points for each section in blue type. The professor will
use these guidelines to grade your speech.
Speech
Criteria
Explanation Points
CONTENT
COMPETENCY:
CHOOSES AND
NARROWS A
TOPIC
APPROPRIATELY
FOR THE
AUDIENCE &
OCCASION
Does the speaker gains the audience’s attention right away in the
attention step by using an anecdote, a dramatic story, a startling
statement, arouses curiosity or suspense, or uses a quotation relevant to
the topic. Is the topic suitable to persuade the audience to change a
behavior, discontinue a behavior, or start a new behavior? Is the topic to
support or oppose a policy?
In the need step, does the speaker makes the audience feel a need for
change by showing the audience a serious problem with the current
situation. Did the speaker make strong assertions? How did examples,
statistics, and other support materials work to reinforce the assertions?
Did the speaker use pathos and logos appeals to convince the audience of
the urgency and seriousness of the problem?
In the satisfaction step does the speaker show a solution to the audience’s
problem or need? Did the speaker show how the solution will work?
How did examples, statistics, and other support materials work to show
that the speaker’s plan can work effectively?
5
CONTENT
COMPETENCY:
COMMUNICATES
THE
THESIS/SPECIFIC
PURPOSE IN A
MANNER
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker communicates a thesis/specific purpose that is exceptionally
clear and identifiable. There is a clear assertion.
Did the speaker effectively ask the audience to take a specific action?
Was this done as the last step in the sequence?
5
CONTENT
COMPETENCY:
PROVIDES
SUPPORTING
MATERIAL & ORAL
CITATIONS
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker uses supporting material that is exceptional in quality and
variety. Supporting material is unarguably linked to the thesis of the speech,
and further is of such quality that it decidedly enhances the credibility of the
speaker and the clarity of the topic. Three sources and reference material
are orally cited by the speaker during the body of the presentation. Main
points of the speech are amply supported by specific research. Research is of
sufficient variety (statistics, examples, comparisons, quotations, etc.).
You are required to effectively use a visual aid to reinforce one or more of
your main claims.
10
2
CONTENT
COMPETENCY: USES
LANGUAGE
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker uses language that is exceptionally clear, vivid, and appropriate.
The speaker chooses language that enhances audience comprehension and
enthusiasm for the speech, whi ...
English Language Lab has a tradition of helping learners to improve their English, whether for work, personal enrichment or English for Academic Purposes. Listening, Speaking, Reading and Writing (LSRW) are the four skills which play an important role in the acquisition of language and learning. The system ensures a stress free environment with high quality digital content.
Listening, Speaking, Reading and Writing (LSRW) are the four skills which play an important role in the acquisition of language and learning. The system ensures a stress free environment with high quality digital content.
1
Online Monroe’s Motivated Sequence Persuasive Speech Grading Rubric
This form is provided to you to use as a guide in preparing your speech. You will see the rubric
explanation (grading criteria) and the possible points for each section in blue type. The professor will
use these guidelines to grade your speech.
Speech
Criteria
Explanation Points
CONTENT
COMPETENCY:
CHOOSES AND
NARROWS A
TOPIC
APPROPRIATELY
FOR THE
AUDIENCE &
OCCASION
Does the speaker gains the audience’s attention right away in the
attention step by using an anecdote, a dramatic story, a startling
statement, arouses curiosity or suspense, or uses a quotation relevant to
the topic. Is the topic suitable to persuade the audience to change a
behavior, discontinue a behavior, or start a new behavior? Is the topic to
support or oppose a policy?
In the need step, does the speaker makes the audience feel a need for
change by showing the audience a serious problem with the current
situation. Did the speaker make strong assertions? How did examples,
statistics, and other support materials work to reinforce the assertions?
Did the speaker use pathos and logos appeals to convince the audience of
the urgency and seriousness of the problem?
In the satisfaction step does the speaker show a solution to the audience’s
problem or need? Did the speaker show how the solution will work?
How did examples, statistics, and other support materials work to show
that the speaker’s plan can work effectively?
5
CONTENT
COMPETENCY:
COMMUNICATES
THE
THESIS/SPECIFIC
PURPOSE IN A
MANNER
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker communicates a thesis/specific purpose that is exceptionally
clear and identifiable. There is a clear assertion.
Did the speaker effectively ask the audience to take a specific action?
Was this done as the last step in the sequence?
5
CONTENT
COMPETENCY:
PROVIDES
SUPPORTING
MATERIAL & ORAL
CITATIONS
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker uses supporting material that is exceptional in quality and
variety. Supporting material is unarguably linked to the thesis of the speech,
and further is of such quality that it decidedly enhances the credibility of the
speaker and the clarity of the topic. Three sources and reference material
are orally cited by the speaker during the body of the presentation. Main
points of the speech are amply supported by specific research. Research is of
sufficient variety (statistics, examples, comparisons, quotations, etc.).
You are required to effectively use a visual aid to reinforce one or more of
your main claims.
10
2
CONTENT
COMPETENCY: USES
LANGUAGE
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker uses language that is exceptionally clear, vivid, and appropriate.
The speaker chooses language that enhances audience comprehension and
enthusiasm for the speech, whi ...
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
One of the best ways to learn public speaking, other than actual.docxsmithhedwards48727
One of the best ways to learn public speaking, other than actually doing it, is to analyze what factors contributed to the strengths and weaknesses of your speech. For this assignment you will develop a self assessment of your informative speech and assess your speech by writing a five-paragraph essay, typed and double-spaced in which you identify your strengths and weaknesses and make recommendations for improvement. Refer to the grading rubric and the grading your instructor returned to you for your speech. Your essay should be 300 to 500 word. Incorporate the following elements into your essay:
1. A header (MLA style) is required.
2. Introduction (1st paragraph): Identify the purpose of your speech and summarize your topic.
3. Body (2nd paragraph): How did you open with impact? What did you say to connect your topic with your audience? Was your thesis stated clearly? Did you present the main points in a clear, concise manner? Were transitions used between main points? Did you provide ample support for main points? Did you restate your main points in the conclusion? How did you close with impact?
4. Body (3rd paragraph): Using the rubric, identify your strengths.
5. Body (4th paragraph): Using the rubric, identify your weaknesses.
6. Conclusion (5th paragraph): State how effective you believe your speech was and how you will address weaknesses. Your essay should not be longer than 1 to 2 pages.
Introduction
5
4
3
2
1
0
Weight
Total
Attention Getter
Highly effective and obvious attention getting device used. Audience attention was clearly established. (Question, startling statement, statistic, story)
Somewhat effective attention getting device used. Established attention of audience.
Attention getter was adequate to gain interest of audience.
Attention getter was not adequate or effective to gain audience attention.
Attention getter was not used.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Connects with audience
Topic relevance explained, adapted to occasion and audience. Audience motivated to listen. Connect and interest of audience obviously established.
Topic relevance explained and adapted to audience. Connect and interest of audience established.
Topic relevance established with audience. Connection with audience established.
Topic relevance minimally established or alluded to with audience. No obvious connection with audience established.
Connection with the audience was not established.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Presented thesis/main points
The thesis and main points were clearly stated, identified and established for audience.
The thesis and main points were partially stated, identified and established.
Thesis and main points were stated.
The thesis and main points were alluded to or minimally i.
Canons of Rhetoric Speech AnalysisSo what are the characteristi.docxhacksoni
Canons of Rhetoric: Speech Analysis
So what are the characteristics of an effective public speaker?
When beginning public speaking, students are asked the above question. It is often met with responses such as a strong voice, charisma, gestures, addressing the audience in a friendly tone, use of humor, and eye contact. These responses are very similar to one another; they are addressing a speaker's ability to perform for an audience. But this performance is complex, often including other important attributes, such as reasoning with solid information, explaining complex ideas clearly, and providing the audience a clear direction of where the presentation is heading.
Situations similar to this one are not uncommon. Many people think of public speaking as the ability to control nerves in front of a group but neglect considering the importance of having ideas well organized before presenting them or practicing a lot to reduce those nerves. Some people think that because they have apprehension about speaking in front a group, they are completely inept in a public speaking situation. They are often surprised to find out that they are only looking at one piece of the puzzle.
The Greek philosopher Aristotle and his contemporaries began writing about what has become the field of communication today. In writing about what was called the canons of rhetoric, they were laying the foundation for public speaking as we know it today.
Four canons, or categories of criticism, were established:
· invention,
· arrangement,
· style, and
· delivery.
Invention looks at the creation of ideas. When evaluating a speaker from this point of view, the critic may note whether or not the speaker was found to be an authority on the subject matter. This was known as ethos. The critic also may question the use of evidence presented by the speaker (known as logos) and whether the evidence seems to prove what the speaker leads the audience to think it proves. A speaker's credibility would be examined under this canon, and though opinion based, it plays an important role in a speaker's success.
Questions asked under the invention canon might include the following:
· How well informed is this speaker?
· Does the speaker support claims with reliable evidence that is current and from a credible source?
Arrangement allows a critic to analyze the components of a presentation to determine whether or not they accomplish what the speaker intends. For example, a strong introduction usually allows the speaker to capture the audience's attention, to address a central message concisely, and to provide the audience with a clear sense of what path the presentation will be taking. A critic looking at arrangement would be examining the arrangement of ideas and how they contribute to the overall message the speaker intends.
Questions for this canon might include the following:
· Were things presented in a way that was easy to understand and follow?
· Do the introduction, body, and conclusion .
Note For this assignment, you will need to use a sound recorder suc.docxkanepbyrne80830
Note: For this assignment, you will need to use a sound recorder such as Sounder Recorder on PC or Quicktime on Mac.
Assignment Deliver a three to five (3-5) minute speech (Assignment #3) that follows the action steps identified in your Week 4 Discussion Board posting.
Assignment #3: A Three to Five (3-5) Minute Speech: 100 points.
Due in Week 5
: "Prepare a three to five (3-5) minute speech based on the work you have done in class for the first 3 weeks of class." Explain what has worked well, what you have accomplished, and make suggestions for improvements (if any."
Criteria
0
Unacceptable
1
Developing
2
Competent
3
Exemplary
1. Identify the thesis or central idea of the speech.
No identifying thesis or central idea could be discerned.
Identifying thesis or central idea was weak or incompletely articulated or did not relate to the speech content.
Identifying thesis was identifiable and related well to the speech content.
Identifying thesis was strong, clear, and related very well to the speech content.
2. Identify the speakers desired audience response.
Did not identify the speakers desired audience response.
Weakly or incompletely identified the speakers desired audience response.
Sufficiently identified the speakers desired audience response.
Clearly and completely identified the speakers desired audience response.
3. Assess speaker’s appeal to the needs, attitudes, and cultural values of the audience.
Did not assess the speaker’s appeal to the needs, attitudes, and cultural values of the audience.
Weakly or incompletely assessed the speaker’s appeal to the needs, attitudes, and cultural values of the audience.
Sufficiently assessed the speaker’s appeal to the needs, attitudes, and cultural values of the audience.
Clearly and completely assessed the speaker’s appeal to the needs, attitudes, and cultural values of the audience.
4. Identify the kind of introduction and conclusion used by the speaker.
Did not identify the kind of introduction and conclusion used by the speaker.
Weakly or incompletely identified the kind of introduction and conclusion used by the speaker.
Sufficiently identified the kind of introduction and conclusion used by the speaker.
Clearly and completely identified the kind of introduction and conclusion used by the speaker.
5. Assess the use of supporting materials and its adaptation to the audience.
Did not assess the use of supporting materials and its adaptation to the audience.
Weakly or incompletely assessed the use of supporting materials and its adaptation to the audience.
Sufficiently assessed the use of supporting materials and its adaptation to the audience.
Clearly and completely assessed the use of supporting materials and its adaptation to the audience.
6. Assess language choices for effective connection with audience.
Did not assess language choices for effective connection with audience.
Weakly or incompletely assessed language choices for effective connection with audience.
Sufficiently assessed langu.
Writing Assignment 2: Listening Styles
Assignment Directions: Spring 2019
The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening,
task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 7 of
your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then
answer the following prompts.
Take time to read each of the following and assess how each statement applies to you by marking your level of
agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a
statement the lower the number you will write in the far right column next to the statement. The stronger you agree with a
statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly
Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7.
Calculate your scores for each of the four categories.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on understanding the feelings behind words.
Relational Listening Total Score
Analytical Listening
I wait until all the facts are presented before forming judgments and opinions.
I tend to withhold judgment about another’s ideas until I have heard everything they have to say.
When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.
When listening to others, I consider all sides of the issue before responding.
I fully listen to what a person has to say before forming any opinions.
To be fair to others, I fully listen to what they have to say before making judgments.
Analytical Listening Total Score
Task-Oriented Listening
I am impatient with people who ramble on during conversations.
I get frustrated when people get off topic during a conversation.
When listening to others, I become impatient when they appear to be wasting time.
I prefer speakers who quickly get to the point.
I find it difficult to listen to people who take too long to get their ideas across.
When listening to others, I appreciate speakers who give brief, to the-point presentations.
Task-Oriented Listening Total Score
Critical Listening
When listening to others, I focus on any inconsistencies and/or errors in what’s being said.
I often catch errors in othe ...
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docxdaniahendric
ALTERNATIVE PROJECT
(In place of Baby Project – 100 points)
Due Date: Monday, November 4th
Research Paper:
Write (using your own words) a well-developed paper of at least 5 pages long. You may include your own opinions as well as updated factual research. Research must be properly cited
Use at least 3 recent references (within the last 10 years or less)
Must include: Cover Page and a Works Cited Page in either MLA or APA Format that are not part of your 5 pages
Choose one from the following topics:
How much would it cost to raise a child from birth (including pregnancy and delivery) to age 18?
In vitro fertilization: what are the up-to-date methods and how does it work?
Abortion: what are the issues surrounding this topic?
Infertility: what's being done for those who are infertile?
5. Adoption: what are your options?
6. Child Abuse: what are the laws and long-term effects?
7. Surrogate parenting: what is involved and what is the process?
The paper will be graded on the following criteria:
Depth of thought - Evidence of serious reflection and research on the topic.
Content - Clear thesis statement with adequate support
Organization: Introduction, body, and conclusion
Usage and mechanics (proofread!)
12 pt times new roman font; double spaced; 1 inch margins
Proper Citations and Works Cited/Reference Page
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!
Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on un ...
Requirements for Sociology4 chapters of the sociology book wil.docxdebishakespeare
Requirements for Sociology
4 chapters of the sociology book will be summarized in individual power point presentations and will answer the following questions. Making a total of 4 presentations to submit this term.
The Power points for each chapter will answer the following question as well as provide a brief summary of the chapter.
1. What stood out most and why?
2. What confused you most and why?
3. What made you angry or bored or not in agreement with and why?
The format for the chapter power point presentations is the 10/20/30 rule
10 slides – 15 maximum
20 minutes maximum for reader/viewer to go through presentation
30 font
The submission will include a 1-2 page max reflection paper on the learning submitted from the chapters and how the learning applies to the world of business. No APA style required for the paper.
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATIO ...
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
One of the best ways to learn public speaking, other than actual.docxsmithhedwards48727
One of the best ways to learn public speaking, other than actually doing it, is to analyze what factors contributed to the strengths and weaknesses of your speech. For this assignment you will develop a self assessment of your informative speech and assess your speech by writing a five-paragraph essay, typed and double-spaced in which you identify your strengths and weaknesses and make recommendations for improvement. Refer to the grading rubric and the grading your instructor returned to you for your speech. Your essay should be 300 to 500 word. Incorporate the following elements into your essay:
1. A header (MLA style) is required.
2. Introduction (1st paragraph): Identify the purpose of your speech and summarize your topic.
3. Body (2nd paragraph): How did you open with impact? What did you say to connect your topic with your audience? Was your thesis stated clearly? Did you present the main points in a clear, concise manner? Were transitions used between main points? Did you provide ample support for main points? Did you restate your main points in the conclusion? How did you close with impact?
4. Body (3rd paragraph): Using the rubric, identify your strengths.
5. Body (4th paragraph): Using the rubric, identify your weaknesses.
6. Conclusion (5th paragraph): State how effective you believe your speech was and how you will address weaknesses. Your essay should not be longer than 1 to 2 pages.
Introduction
5
4
3
2
1
0
Weight
Total
Attention Getter
Highly effective and obvious attention getting device used. Audience attention was clearly established. (Question, startling statement, statistic, story)
Somewhat effective attention getting device used. Established attention of audience.
Attention getter was adequate to gain interest of audience.
Attention getter was not adequate or effective to gain audience attention.
Attention getter was not used.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Connects with audience
Topic relevance explained, adapted to occasion and audience. Audience motivated to listen. Connect and interest of audience obviously established.
Topic relevance explained and adapted to audience. Connect and interest of audience established.
Topic relevance established with audience. Connection with audience established.
Topic relevance minimally established or alluded to with audience. No obvious connection with audience established.
Connection with the audience was not established.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Presented thesis/main points
The thesis and main points were clearly stated, identified and established for audience.
The thesis and main points were partially stated, identified and established.
Thesis and main points were stated.
The thesis and main points were alluded to or minimally i.
Canons of Rhetoric Speech AnalysisSo what are the characteristi.docxhacksoni
Canons of Rhetoric: Speech Analysis
So what are the characteristics of an effective public speaker?
When beginning public speaking, students are asked the above question. It is often met with responses such as a strong voice, charisma, gestures, addressing the audience in a friendly tone, use of humor, and eye contact. These responses are very similar to one another; they are addressing a speaker's ability to perform for an audience. But this performance is complex, often including other important attributes, such as reasoning with solid information, explaining complex ideas clearly, and providing the audience a clear direction of where the presentation is heading.
Situations similar to this one are not uncommon. Many people think of public speaking as the ability to control nerves in front of a group but neglect considering the importance of having ideas well organized before presenting them or practicing a lot to reduce those nerves. Some people think that because they have apprehension about speaking in front a group, they are completely inept in a public speaking situation. They are often surprised to find out that they are only looking at one piece of the puzzle.
The Greek philosopher Aristotle and his contemporaries began writing about what has become the field of communication today. In writing about what was called the canons of rhetoric, they were laying the foundation for public speaking as we know it today.
Four canons, or categories of criticism, were established:
· invention,
· arrangement,
· style, and
· delivery.
Invention looks at the creation of ideas. When evaluating a speaker from this point of view, the critic may note whether or not the speaker was found to be an authority on the subject matter. This was known as ethos. The critic also may question the use of evidence presented by the speaker (known as logos) and whether the evidence seems to prove what the speaker leads the audience to think it proves. A speaker's credibility would be examined under this canon, and though opinion based, it plays an important role in a speaker's success.
Questions asked under the invention canon might include the following:
· How well informed is this speaker?
· Does the speaker support claims with reliable evidence that is current and from a credible source?
Arrangement allows a critic to analyze the components of a presentation to determine whether or not they accomplish what the speaker intends. For example, a strong introduction usually allows the speaker to capture the audience's attention, to address a central message concisely, and to provide the audience with a clear sense of what path the presentation will be taking. A critic looking at arrangement would be examining the arrangement of ideas and how they contribute to the overall message the speaker intends.
Questions for this canon might include the following:
· Were things presented in a way that was easy to understand and follow?
· Do the introduction, body, and conclusion .
Note For this assignment, you will need to use a sound recorder suc.docxkanepbyrne80830
Note: For this assignment, you will need to use a sound recorder such as Sounder Recorder on PC or Quicktime on Mac.
Assignment Deliver a three to five (3-5) minute speech (Assignment #3) that follows the action steps identified in your Week 4 Discussion Board posting.
Assignment #3: A Three to Five (3-5) Minute Speech: 100 points.
Due in Week 5
: "Prepare a three to five (3-5) minute speech based on the work you have done in class for the first 3 weeks of class." Explain what has worked well, what you have accomplished, and make suggestions for improvements (if any."
Criteria
0
Unacceptable
1
Developing
2
Competent
3
Exemplary
1. Identify the thesis or central idea of the speech.
No identifying thesis or central idea could be discerned.
Identifying thesis or central idea was weak or incompletely articulated or did not relate to the speech content.
Identifying thesis was identifiable and related well to the speech content.
Identifying thesis was strong, clear, and related very well to the speech content.
2. Identify the speakers desired audience response.
Did not identify the speakers desired audience response.
Weakly or incompletely identified the speakers desired audience response.
Sufficiently identified the speakers desired audience response.
Clearly and completely identified the speakers desired audience response.
3. Assess speaker’s appeal to the needs, attitudes, and cultural values of the audience.
Did not assess the speaker’s appeal to the needs, attitudes, and cultural values of the audience.
Weakly or incompletely assessed the speaker’s appeal to the needs, attitudes, and cultural values of the audience.
Sufficiently assessed the speaker’s appeal to the needs, attitudes, and cultural values of the audience.
Clearly and completely assessed the speaker’s appeal to the needs, attitudes, and cultural values of the audience.
4. Identify the kind of introduction and conclusion used by the speaker.
Did not identify the kind of introduction and conclusion used by the speaker.
Weakly or incompletely identified the kind of introduction and conclusion used by the speaker.
Sufficiently identified the kind of introduction and conclusion used by the speaker.
Clearly and completely identified the kind of introduction and conclusion used by the speaker.
5. Assess the use of supporting materials and its adaptation to the audience.
Did not assess the use of supporting materials and its adaptation to the audience.
Weakly or incompletely assessed the use of supporting materials and its adaptation to the audience.
Sufficiently assessed the use of supporting materials and its adaptation to the audience.
Clearly and completely assessed the use of supporting materials and its adaptation to the audience.
6. Assess language choices for effective connection with audience.
Did not assess language choices for effective connection with audience.
Weakly or incompletely assessed language choices for effective connection with audience.
Sufficiently assessed langu.
Writing Assignment 2: Listening Styles
Assignment Directions: Spring 2019
The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening,
task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 7 of
your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then
answer the following prompts.
Take time to read each of the following and assess how each statement applies to you by marking your level of
agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a
statement the lower the number you will write in the far right column next to the statement. The stronger you agree with a
statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly
Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7.
Calculate your scores for each of the four categories.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on understanding the feelings behind words.
Relational Listening Total Score
Analytical Listening
I wait until all the facts are presented before forming judgments and opinions.
I tend to withhold judgment about another’s ideas until I have heard everything they have to say.
When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.
When listening to others, I consider all sides of the issue before responding.
I fully listen to what a person has to say before forming any opinions.
To be fair to others, I fully listen to what they have to say before making judgments.
Analytical Listening Total Score
Task-Oriented Listening
I am impatient with people who ramble on during conversations.
I get frustrated when people get off topic during a conversation.
When listening to others, I become impatient when they appear to be wasting time.
I prefer speakers who quickly get to the point.
I find it difficult to listen to people who take too long to get their ideas across.
When listening to others, I appreciate speakers who give brief, to the-point presentations.
Task-Oriented Listening Total Score
Critical Listening
When listening to others, I focus on any inconsistencies and/or errors in what’s being said.
I often catch errors in othe ...
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docxdaniahendric
ALTERNATIVE PROJECT
(In place of Baby Project – 100 points)
Due Date: Monday, November 4th
Research Paper:
Write (using your own words) a well-developed paper of at least 5 pages long. You may include your own opinions as well as updated factual research. Research must be properly cited
Use at least 3 recent references (within the last 10 years or less)
Must include: Cover Page and a Works Cited Page in either MLA or APA Format that are not part of your 5 pages
Choose one from the following topics:
How much would it cost to raise a child from birth (including pregnancy and delivery) to age 18?
In vitro fertilization: what are the up-to-date methods and how does it work?
Abortion: what are the issues surrounding this topic?
Infertility: what's being done for those who are infertile?
5. Adoption: what are your options?
6. Child Abuse: what are the laws and long-term effects?
7. Surrogate parenting: what is involved and what is the process?
The paper will be graded on the following criteria:
Depth of thought - Evidence of serious reflection and research on the topic.
Content - Clear thesis statement with adequate support
Organization: Introduction, body, and conclusion
Usage and mechanics (proofread!)
12 pt times new roman font; double spaced; 1 inch margins
Proper Citations and Works Cited/Reference Page
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!
Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on un ...
Requirements for Sociology4 chapters of the sociology book wil.docxdebishakespeare
Requirements for Sociology
4 chapters of the sociology book will be summarized in individual power point presentations and will answer the following questions. Making a total of 4 presentations to submit this term.
The Power points for each chapter will answer the following question as well as provide a brief summary of the chapter.
1. What stood out most and why?
2. What confused you most and why?
3. What made you angry or bored or not in agreement with and why?
The format for the chapter power point presentations is the 10/20/30 rule
10 slides – 15 maximum
20 minutes maximum for reader/viewer to go through presentation
30 font
The submission will include a 1-2 page max reflection paper on the learning submitted from the chapters and how the learning applies to the world of business. No APA style required for the paper.
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATIO ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Advantages and Disadvantages of CMS from an SEO Perspective
FIDP-ORAL-COMMUNICATION-GRADE-11 (1).docx
1. FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)
Grade: 11 Semester: 1st
Core Subject Title: ORAL COMMUNICATION No of Hours/ Semester: 80/Semester
Prerequisites if needed: N/A
Core Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations.
What to Teach? Why Teach? How to Assess? How to Teach?
Content
Content
Standards
Most
Essential
Topics
Performance
Standards
Learning Competencies
Highest Thinking Skill to
Assess
Highest Enabling Strategy
to Use in Developing the
Highest Thinking Skill to
Assess
Complete
KUD
Classificati
on
Most
Essential
KUD
Classificat
ion
RBT Level
Flexible
Assessment
Activities
(FAA)
Enabling
General
Strategy
Flexible
Learning
Strategies
(FLS)
Performance
Check(s)
1ST QUARTER
Nature and
Elements of
Communica
tion
The learner...
understands
the
nature and
elements of
oral
communicati
on in context.
Nature and
Elements of
Communicati
on
1. Definition
2. The Process
of
Communicatio
n
3.
Communicatio
n Models
4. Five
Elements of
The learner…
designs and
performs
effective
controlled and
Uncontrolled
oral
communicatio
n activities
based on
context.
1. Defines
communicat
ion
Knowing 1. Defines
communica
tion.
Knowing Rememberin
g
Graphic
Organizer
Representation Define what is
communication
through an
organizer
using a PPT
2. Communicatio
n
o Verbal and
Non-Verbal
Communicatio
n
5. Effective
Communicatio
n Skills
6.
Intercultural
Communicatio
n
2. Explains
the nature
and process
of
Communicat
ion.
With LC # 3
& 4
Knowing 2. Explains
the nature
and
process of
Communic
ation.
With LC #
3 & 4
Knowing Analyzing Graphic
Organizer
Communication Complete the
Diagram
(Communicat
ion Process)
3.
Differentiate
s the various
models of
Communicat
ion.
Knowing Knowing Analyzing Communication
4.
Distinguishe
s the unique
feature(s) of
one
communicat
ion process
from the
other.
Knowing 4.
Distinguish
es the
unique
feature(s)
of one
communica
tion
process
from the
other.
Knowing Analyzing Communication
3. 5. Explains
why there is
a
breakdown
of
communicat
ion.
With LC # 6
Knowing 5. Explains
why there
is a
breakdown
of
communica
tion
With LC #
6
Knowing Analyzing Picture
Analysis
Communication Answer the
file uploaded
in the google
classroom by
supplying the
correct
answers.
6. Uses
various
strategies in
order to
avoid
communicat
ion
breakdown
Knowing 6. Uses
various
strategies
in order to
avoid
communica
tion
breakdown
Knowing Analyzing Communication
7.
Demonstrat
es
sensitivity
to the
sociocultura
l dimension
of
communicat
ion
situation
with focus
on
a. culture
b. gender
Doing 7.
Demonstra
tes
sensitivity
to the
sociocultur
al
dimension
of
communica
tion
situation
with focus
on
a. culture
b. gender
Doing Creating Personal
Matter
Problem Solving Create a
narrative
about your
experience in
avoiding
communicati
on
breakdown
Functions
Of
Communica
tion
The learners
values the
functions/
Functions of
Communicati
on
The learners
writes a 250-
word essay of
his/her
1. Discusses
the
functions of
Knowing 1.
Discusses
the
functions of
Knowing Rememberin
g
Multiple Choice
Test
Representation 10 items
Multiple
Choice Test
4. purposes of
oral
communicati
on.
1.Regulation
2. Social
Interaction
3. Motivation
4. Information
5. Emotional
6. Expression
objective
observation
and evaluation
of the various
speakers
watched and
listened to
communicat
ion.
communica
tion
2. Identifies
the
speaker’s
purpose(s).
With LC # 6
Knowing 2. Identifies
the
speaker’s
purpose(s).
With LC #
6
Knowing Rememberin
g
Identification
Test
Representation 15 items
Identification
Test
3. Watches
and listens
to sample
oral
communicat
ion
activities.
With LC # 4
& 5
Knowing 3. Watches
and listens
to sample
oral
communica
tion
activities.
With LC #
4 & 5
Knowing Rememberin
g
Module 3:
What I Know
(Activity 1)
Representation Watch &
Listen to the
comic
illustration
on the Guide
to Effective
Communicati
on on this
link:
https://www
.youtube.com
/watch?v=Jw
jAAgGi-
90&fbclid=lw
AR37XIJAgpo
jEGme7D4Lh
Ro4TkJic5Ow
WXAyDTADR
0sbtRS9RF-
clmwSF_4
and explain
the quote:
“Precise
communicati
on at the
right place,
the right
time, can
guarantee
success.”
5. 4. Ascertains
the verbal
and
nonverbal
cues that
each
speaker
uses to
achieve
his/her
purpose.
Understandi
ng
4.
Ascertains
the verbal
and
nonverbal
cues that
each
speaker
uses to
achieve
his/her
purpose.
Understand
ing
Analyzing Communication
5.
Comprehen
ds various
kinds of oral
texts
Understandi
ng
5.
Comprehen
ds various
kinds of
oral
texts
Understand
ing
Analyzing Communication
6. Identifies
strategies
used by
each
speaker to
convey
his/her
ideas
effectively.
Knowing 6. Identifies
strategies
used by
each
speaker to
convey
his/her
ideas
effectively.
Knowing Rememberin
g
Representation
7. Evaluates
the
effectivenes
s of an oral
communicat
ion activity.
Doing 7.
Evaluates
the
effectivene
ss of an
oral
communica
tion
activity.
Doing Evaluating Essay Reasoning Proof Write a 250
word essay
evaluating
how effective
communicati
on is through
the activities.
Communica
tive
1. Identifies
the various
Knowing 1. Identifies
the various
Knowing Rememberi
ng
Identification
Test
Representation 20 item
identifiation
6. Competenc
e
Strategies
in Various
Speech
Situations
The learners
recognizes
that
communicati
ve
competence
requires
understandin
g of
speech
context,
speech style,
speech
act and
communicati
ve strategy.
Communicati
ve
Competence
Strategies in
Various
Speech
Situations
A. Types of
Speech context
1.
Intrapersonal
2.
Interpersonal
a.1 Dyad
a.2 Small
group
3. Public
B. Types of
Speech Style
1. Intimate
2. Casual
3. Consultative
4. Formal
5. Frozen
C. Types of
Speech Act
1. Locution
(Utterance)
2. Illocution
(Intention)
3. Perlocution
(Response)
The learners
demonstrates
effective
use of
communicativ
e
strategy in a
variety of
speech
situations.
types of
speech
Context
With LC # 3
& 4
types of
speech
Context
With LC #
3 & 4
test (found in
the module)
2. Exhibits
appropriate
verbal and
nonverbal
behavior in
a given
speech
context
With LC # 5
& 6
Understandi
ng
2. Exhibits
appropriat
e verbal
and
nonverbal
behavior in
a given
speech
Context
With LC #
5 & 6
Understand
ing
Applying Picture
Analysis
Connections Picture
Analysis
(activity
found in the
module)
3.
Distinguishe
s types of
speech style
With LC # 4
Knowing 3.
Distinguish
es types of
speech
style
With LC #
4
Knowing Rememberi
ng
Text Analysis Representation Identify the
style and
social
situation
used in the
text
(conversatio
n)
4. Identifies
social
situations in
which
each speech
style is
appropriate
to use
Understandi
ng
4. Identifies
social
situations
in which
each
speech
style is
appropriat
e to use
Understand
ing
Analyzing Communication
7. 5. Observes
the
appropriate
language
forms in
using a
particular
speech style
Understandi
ng
5. Observes
the
appropriat
e language
forms in
using a
particular
speech
style
Understand
ing
Appyling Connections
6. Responds
appropriatel
y and
effectively
to a speech
act
Undestandin
g
6.
Responds
appropriat
ely and
effectively
to a speech
act
Understand
ing
Applying Connections
Performance Task:
You are a part of a speech organization that aims to deliver information througout your entire school. For the upcoming english culmination, you were tasked to
record and deliver a speech about any relevant topics concerning the students of SVA’s health. It will be presented through a facebook live stream on the day of the
event.
The teacher will refer to this criteria in rating your performance:
CRITERION
EXCELLENT
(10-8)
GOOD
(7-5)
SATISFACTORY
(4-2)
NEEDS IMPROVEMENT
(1-0)
SCORE
Content
Topic is clear, and
arelevant. Ideas is
supported well with
examples, gives
appropriate closure.
Topic is clear and
relevant. Ideas are
somehow supported with
examples, and it gives
appropriate closure.
Topic is slightly unclear.
Ideas are somehow
supported with examples,
closing statements are
hanging.
Topic is not clear, ideas
are not well supported
and does not have an
appropriate closure.
Language Usage
(grammar & syntax)
Speaker used the best
sentence structure that
supported the topic. No
Jargons or slang words
were used.
Speaker used correct
sentence structure that
supported the topic. No
Jargons or slang words
were used.
Speaker used correct
sentence structure that
supported the topic. A
few Jargons or slang
words were used.
Speaker used incorrect
sentence structure that
was not appropriate for
the topic. A lot of Jargons
or slang words were used.
8. Pronunciation
Speaks clearly and
distinctly all the time, and
no mispronunciation of
words.
Speaks clearly and
distinctly all the time, but
have mispronounced
some words.
Speaks clearly and
distinctly most the time,
but have mispronounced
a few words.
Frequently mumbles or
mispronounces several
key words.
Delivery
The speaker is very well
prepared and delivers
ideas in a clear and
concise manner, without
depending too much on
notes. Volume, pacing and
gestures contribute
maximally to the speech.
The speaker is well
prepared and delivered
ideas with lots of eye
contact. Appropriate
voice volume, pacing and
gestures supported the
overall speech.
The speaker was
somewhat prepared.
Delivery of the speech
was made but strong
dependence on notes and
hesitation. Some eye
contact and good voice
volume, tone nd pacing.
Used some appropriate
gestures that supported
the speech.
The speaker was clearly
unprepared to present to
the audience. Marked lack
of eye contact, poor voice
voume, tone and pacing.
Innappopriate gestures
was used which distracts
the audience.
TOTAL
Prepared by: Checked by: Approved by:
KAYE B. ALCISTO, LPT. KAYE B. ALCISTO, LPT. JOSEPHINE N. AYUNO, LPT.
Subject Teacher Academic Coordinator School Principal