My Speech Powerpoint 2
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This document contains a self-assessment by a student of their own speech performance. They rate themselves on various criteria such as structure, organization, openings, paragraphs, detail, arguments and conclusions. For most criteria they rate themselves a 3 or 4 out of 5, indicating room for improvement. They identify needing to speak louder and slower as areas to work on. They prepared through practice but were nervous about public speaking.
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My Year 6 Speech Assessment[1]
Sophie wrote a self-assessment of a speech she gave where she rated herself on various criteria and identified areas for improvement. She felt she could have organized her speech better, engaged the audience more with her opening, and included more detail. When reflecting on how to improve future speeches, Sophie noted she could speak more clearly and loudly and use more expression. She was impressed by how well-rehearsed other students' speeches seemed in comparison to her own.
My Year 6 Speech Assessment
The student assessed their own Year 6 speech. They rated themselves moderately on structuring the speech and using openings, paragraphs, details, and conclusions effectively. The student felt they could have spoken louder with more expression and passion. When watching other speeches, expression and voice were areas others could improve. The student prepared by practicing at home until ready. They thought their introduction and clear speaking were good but could have used more arm movements and expression. The student now feels confident giving speeches after practice and looks forward to their next one.
My Year 6 Speech Assessment
Gabe assessed his Year 6 speech and identified areas for improvement. He felt his opening was strong but his conclusion was weak by abruptly transitioning to it. While he structured it with paragraphs as instructed, he did not include all requested words. He recognized not practicing enough led to being frightened and missing parts during the presentation. The writing and second paragraph were the best elements, but delivering the speech overall made him feel it was a bad experience due to pausing for long periods.
Michaels Speech Assessment
The student provided a self-assessment of a speech they gave. They rated themselves on various criteria such as structure, openings, use of paragraphs, detail, and argument development. For most areas, they rated themselves a 3-5 out of 5 and provided comments explaining their ratings. They identified some areas for improvement such as adding more detail and strengthening their conclusion. In a follow up questionnaire, the student reflected on ways to improve their delivery, what they noticed about other speeches, and how they prepared for their own speech.
Honors Speech Final!
The student gave a self-assessment of a speech they delivered. They rated themselves highly in several areas including structure and organization, opening, use of paragraphs, detail, and arguments/conclusion. They thought they could have improved delivery by speaking louder and more expressively. They were nervous watching other speeches but felt prepared from practicing, including video recording themselves. They were pleased with the quality of writing and argument in their speech. The student feels scared but excited about giving speeches if they know their material is good, as they did for this speech.
Honors Speech
The student gave a self-assessment of a speech they delivered. They rated themselves highly in several areas including structure and organization, opening, use of paragraphs, detail, and arguments/conclusion. They thought they could have improved delivery by speaking louder and more expressively. They were nervous watching other speeches but felt prepared from practicing, including video recording themselves. They were pleased with the quality of writing and argument in their speech. The student feels scared but excited about giving speeches if they know their material is good, as they did for this speech.
Year 6 Speech Allissa
The document contains a student's self-assessment of their performance in a speech competition. They rate themselves across several criteria such as organization, openings, use of paragraphs, detail, and arguments. They feel they did well in organization and developing arguments but could have added more detail or asked more engaging opening questions. The student also reflects on how they could have improved their delivery by speaking slower and louder. They were proud of preparing well but saw room for more practice.
My Speech
The document contains a student's self-assessment of a speech they gave. They rate themselves on various criteria such as organization, openings, paragraph use, detail, and argument/conclusion. For areas of improvement, the student notes they could have slowed down, enunciated more clearly, added more emotion and actions. They prepared through practice at home and surveying 140 people. They felt their writing and detail were strong points, and while initially nervous, got more comfortable over time.
Recommended
My Year 6 Speech Assessment[1]
Sophie wrote a self-assessment of a speech she gave where she rated herself on various criteria and identified areas for improvement. She felt she could have organized her speech better, engaged the audience more with her opening, and included more detail. When reflecting on how to improve future speeches, Sophie noted she could speak more clearly and loudly and use more expression. She was impressed by how well-rehearsed other students' speeches seemed in comparison to her own.
My Year 6 Speech Assessment
The student assessed their own Year 6 speech. They rated themselves moderately on structuring the speech and using openings, paragraphs, details, and conclusions effectively. The student felt they could have spoken louder with more expression and passion. When watching other speeches, expression and voice were areas others could improve. The student prepared by practicing at home until ready. They thought their introduction and clear speaking were good but could have used more arm movements and expression. The student now feels confident giving speeches after practice and looks forward to their next one.
My Year 6 Speech Assessment
Gabe assessed his Year 6 speech and identified areas for improvement. He felt his opening was strong but his conclusion was weak by abruptly transitioning to it. While he structured it with paragraphs as instructed, he did not include all requested words. He recognized not practicing enough led to being frightened and missing parts during the presentation. The writing and second paragraph were the best elements, but delivering the speech overall made him feel it was a bad experience due to pausing for long periods.
Michaels Speech Assessment
The student provided a self-assessment of a speech they gave. They rated themselves on various criteria such as structure, openings, use of paragraphs, detail, and argument development. For most areas, they rated themselves a 3-5 out of 5 and provided comments explaining their ratings. They identified some areas for improvement such as adding more detail and strengthening their conclusion. In a follow up questionnaire, the student reflected on ways to improve their delivery, what they noticed about other speeches, and how they prepared for their own speech.
Honors Speech Final!
The student gave a self-assessment of a speech they delivered. They rated themselves highly in several areas including structure and organization, opening, use of paragraphs, detail, and arguments/conclusion. They thought they could have improved delivery by speaking louder and more expressively. They were nervous watching other speeches but felt prepared from practicing, including video recording themselves. They were pleased with the quality of writing and argument in their speech. The student feels scared but excited about giving speeches if they know their material is good, as they did for this speech.
Honors Speech
The student gave a self-assessment of a speech they delivered. They rated themselves highly in several areas including structure and organization, opening, use of paragraphs, detail, and arguments/conclusion. They thought they could have improved delivery by speaking louder and more expressively. They were nervous watching other speeches but felt prepared from practicing, including video recording themselves. They were pleased with the quality of writing and argument in their speech. The student feels scared but excited about giving speeches if they know their material is good, as they did for this speech.
Year 6 Speech Allissa
The document contains a student's self-assessment of their performance in a speech competition. They rate themselves across several criteria such as organization, openings, use of paragraphs, detail, and arguments. They feel they did well in organization and developing arguments but could have added more detail or asked more engaging opening questions. The student also reflects on how they could have improved their delivery by speaking slower and louder. They were proud of preparing well but saw room for more practice.
My Speech
The document contains a student's self-assessment of a speech they gave. They rate themselves on various criteria such as organization, openings, paragraph use, detail, and argument/conclusion. For areas of improvement, the student notes they could have slowed down, enunciated more clearly, added more emotion and actions. They prepared through practice at home and surveying 140 people. They felt their writing and detail were strong points, and while initially nervous, got more comfortable over time.
Animal Testing Speech Assesment
The student gave a speech on stopping animal testing. They structured it with questions and caught the class's attention but could have been more passionate. The paragraphs were adequately long but could have been more detailed and organized. They provided detail on testing, how to help, why it should stop, and how animals die from disease, but could have added more detail. They explained their arguments well but needed a better call to action. To improve, they could speak louder, slow down, and make more eye contact. They prepared by practicing when possible and memorizing slowly. They think writing the speech well made it fantastic. Doing speeches is less bad when others do it too, but alone it is very embarrassing.
My Speech
The student discusses their speech for a term 2 competition. They felt their organization and opening were adequate but could be improved. Their detail writing was good but inconsistent. Their arguments for their topic of moon bears were some good but some not as good, and they concluded effectively. To improve, they could have practiced more and spoken more clearly. Watching other speeches, they saw many stumbles so they didn't feel as worried about mistakes. They prepared by taking deep breaths and rehearsing in their head. They thought the information was interesting and they did really well overall. However, they do not feel confident giving speeches in front of audiences.
Davids Year 6 Speech Assesment
The student reflects on their speech and identifies some areas for improvement. They felt their structure and organization were good but could have been better. Their opening was good but could have been more startling. Their paragraphs were effective but could have been more efficient. Their writing was detailed but could have added more content. They drew good arguments and conclusions but could have added more suspense. They think they could have been more expressive in their delivery by varying tone and using more gestures. They learned from other speeches what they did well and could improve. They prepared by partially memorizing their speech to continue if forgetting parts and practicing delivery. Their speech content and refuting opposition were highlights but delivery was more difficult and an area to focus on.
N4n0r21s Speech
The document discusses shark fin soup and includes a self-assessment of a speech. The self-assessment questions how the speaker could have improved their delivery, what stood out about other speeches, how they prepared, what they did well, and their feelings about public speaking.
Alexs Speach Self Assessment
The student assessed their own speech performance based on several criteria. For structure and organization, they rated themselves a 4/5, feeling they followed the instructed format well. They rated their opening a 3/5, thinking it was average. They rated their paragraph use a 4/5, placing them in the right places. They rated detail a 4/5, using appropriate and necessary detail. They rated argument and conclusion a 5/5, effectively setting out and concluding their arguments. They identified areas for improvement as being more expressive and better memorization to avoid mistakes. They prepared through extensive practice, taking advice from parents and teachers. They thought their conclusion and content were 'fantastic.' They enjoy giving speeches but find it can
Year 6 Speech Allissa
This document contains a self-assessment by Steven Green of his performance in delivering a speech. He rates himself on various criteria such as organization, openings, paragraph structure, detail, and argumentation. He identifies areas for improvement such as memorization, slower delivery, and clearer speaking. Steven also answers questions about preparing for the speech and feels he was more nervous than usual giving this particular speech.
Speech (What I Think)
The student received feedback on a speech they delivered in class. They were rated highly in their organization but could have improved their opening and use of paragraphs. While they provided details, they could have better supported their arguments with facts. To improve, the student aims to slow down their delivery, speak louder, and reduce fidgeting. They recognize not asking questions in their opening was weak compared to peers. To prepare, they practiced their speech aloud and in front of others. Their refutation section was most effective at changing opinions. The student remains uncomfortable giving speeches due to physical nerves.
Self evaluation
This self-evaluation discusses the author's writing process and what they have learned about themselves. The author wants readers to feel emotions and leave more intelligent after reading their papers. However, they acknowledge being lazy at times and using too many rhetorical questions in one essay, which decreased their grade. In another essay, laziness caused it to be shorter than it could have been, though the author felt it was more fluent than the previous one. The author learned they are detailed and like sharing vivid images with readers, but need to work on avoiding procrastination and using the word "you" too frequently.
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Carvers Year 6 Speech Assessment
The document discusses a student's speech and areas for improvement. The student acknowledges that their speech could have been more organized and had a more original opening. They used paragraphs well but could have added more detail. Their arguments were supported but not drawn to a clear conclusion. The student recognizes their voice could have been louder in delivery and that others put more effort into their speeches. They prepared with paragraphs and note cards but get nervous giving speeches.
Sami - Revision in the Writing Process
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Swot Analysis
The document discusses the strengths and weaknesses of the author's script. Some strengths included good writing skills, sensitively handling a mental health topic, and managing time well. Weaknesses included difficulty making the script long enough and properly formatting dialogue. The author gained skills through doing research on the illness portrayed and using free time effectively, but struggled as a script writing novice, especially with an all voiceover format.
Giving peer feedback
The document provides a 3-step process for giving effective peer feedback on writing assignments:
Step 1 involves providing a description of how well the writer addressed various writing elements. Step 2 requires starting with compliments about what the writer did well. Step 3 consists of making specific suggestions about how the writing could be improved, such as using more descriptive words or details. The document emphasizes giving feedback in a positive manner and providing concrete recommendations.
Giving peer feedback
The document provides guidance on how to effectively provide peer feedback on writing. It explains that peer feedback involves classmates helping to improve each other's writing. There are three key steps to peer feedback: 1) describing what the writing did well in terms of categories like content and organization, 2) providing compliments by pointing out what was liked, and 3) making suggestions for improvement while staying positive and specific. Suggestions could involve areas like word choice, details, organization, sentences, or topic focus. It emphasizes the importance of staying positive and giving specific feedback.
Carvers Year 6 Speech Assessment
The student provided a self-assessment of a speech they gave. They rated themselves on various criteria such as structure, openings, use of paragraphs, detail, and argument development. For most areas, they rated themselves a 3-5 out of 5 and provided comments explaining their ratings. They identified some areas for improvement such as adding more detail and strengthening their conclusion. In a follow up questionnaire, the student reflected on ways to improve their delivery, what they noticed about other speeches, and how they prepared for their own speech.
Carvers Year 6 Speech Assessment
The student provided a self-assessment of a speech they gave. They rated themselves on various criteria such as structure, openings, use of paragraphs, detail, and argument development. For most areas, they rated themselves a 3-5 out of 5 and provided comments explaining their ratings. They identified some areas for improvement such as adding more detail and strengthening their conclusion. In a follow up questionnaire, the student reflected on ways to improve their delivery, what they noticed about other speeches, and how they prepared for their own speech.
My Year 6 Speech Assessment[1]
Gabe assessed his Year 6 speech and identified areas for improvement. He felt his opening was strong but his conclusion was weak by abruptly transitioning to it. While he included paragraphs and details as instructed, he did not memorize his speech fully. In delivering the speech, Gabe paused for long periods and skipped over parts, indicating a need for better preparation and practice to overcome nerves. He recognized strong elements in peers' speeches like expression but also saw examples of stage fright.
My Year 6 Speech Assessment 97 2003
The document contains a student's self-assessment of their performance in a speech competition. They rate themselves across several criteria such as organization, openings, use of paragraphs, detail, and arguments. They feel they did well in organization and developing arguments but could have added more detail or asked more engaging opening questions. The student also reflects on how they could have improved their delivery by speaking slower and louder. They were impressed by other students' interesting speeches and prepared by practicing aloud multiple times. The student felt they wrote their speech well and did an okay job presenting it, and while speeches make them nervous initially, it gets less scary as they continue.
Speech (What I Think)
The student received feedback on a speech they delivered in class. They were rated highly in their organization but could have improved their opening and use of paragraphs. While they provided details, they could have better supported their arguments with facts. To improve, the student aims to slow down their delivery, speak louder, and reduce fidgeting. They recognize not asking questions in their opening was weak compared to peers. To prepare, they practiced their speech aloud and in front of others. Their refutation section was most effective at changing opinions. The student remains uncomfortable giving speeches due to physical nerves.
Will's Speech Assessment
Will assessed his own Year 6 speech, giving himself high marks for writing structure and organization but lower marks for detail and concluding arguments effectively. In his self-assessment questionnaire, he identified ways he could have improved delivery by being more expressive and slowing down. He felt two strengths were delivering reasons with passion and an effective concluding call to action. The experience helped reduce his nerves about public speaking which will be important for his future career goals.
T1 Mynard & Thornton
The role of written dialogue in advising (Talk T1)
Presenters: Jo Mynard and Katherine Thornton, Kanda University of International Studies, Japan
In this session, the presenters explore the nature of the written dialogue between learning advisors and language learners and discuss the importance of this kind of dialogue for the development of learner autonomy. By analysing comments written by learning advisors on students’ work in two different self-directed learning modules over a one-semester period, the researchers identify patterns of written advising which they will share during the presentation. The different approaches that advisors take and specific strategies that they use in written format to interact with students will be presented and discussed.
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Animal Testing Speech Assesment
The student gave a speech on stopping animal testing. They structured it with questions and caught the class's attention but could have been more passionate. The paragraphs were adequately long but could have been more detailed and organized. They provided detail on testing, how to help, why it should stop, and how animals die from disease, but could have added more detail. They explained their arguments well but needed a better call to action. To improve, they could speak louder, slow down, and make more eye contact. They prepared by practicing when possible and memorizing slowly. They think writing the speech well made it fantastic. Doing speeches is less bad when others do it too, but alone it is very embarrassing.
My Speech
The student discusses their speech for a term 2 competition. They felt their organization and opening were adequate but could be improved. Their detail writing was good but inconsistent. Their arguments for their topic of moon bears were some good but some not as good, and they concluded effectively. To improve, they could have practiced more and spoken more clearly. Watching other speeches, they saw many stumbles so they didn't feel as worried about mistakes. They prepared by taking deep breaths and rehearsing in their head. They thought the information was interesting and they did really well overall. However, they do not feel confident giving speeches in front of audiences.
Davids Year 6 Speech Assesment
The student reflects on their speech and identifies some areas for improvement. They felt their structure and organization were good but could have been better. Their opening was good but could have been more startling. Their paragraphs were effective but could have been more efficient. Their writing was detailed but could have added more content. They drew good arguments and conclusions but could have added more suspense. They think they could have been more expressive in their delivery by varying tone and using more gestures. They learned from other speeches what they did well and could improve. They prepared by partially memorizing their speech to continue if forgetting parts and practicing delivery. Their speech content and refuting opposition were highlights but delivery was more difficult and an area to focus on.
N4n0r21s Speech
The document discusses shark fin soup and includes a self-assessment of a speech. The self-assessment questions how the speaker could have improved their delivery, what stood out about other speeches, how they prepared, what they did well, and their feelings about public speaking.
Alexs Speach Self Assessment
The student assessed their own speech performance based on several criteria. For structure and organization, they rated themselves a 4/5, feeling they followed the instructed format well. They rated their opening a 3/5, thinking it was average. They rated their paragraph use a 4/5, placing them in the right places. They rated detail a 4/5, using appropriate and necessary detail. They rated argument and conclusion a 5/5, effectively setting out and concluding their arguments. They identified areas for improvement as being more expressive and better memorization to avoid mistakes. They prepared through extensive practice, taking advice from parents and teachers. They thought their conclusion and content were 'fantastic.' They enjoy giving speeches but find it can
Year 6 Speech Allissa
This document contains a self-assessment by Steven Green of his performance in delivering a speech. He rates himself on various criteria such as organization, openings, paragraph structure, detail, and argumentation. He identifies areas for improvement such as memorization, slower delivery, and clearer speaking. Steven also answers questions about preparing for the speech and feels he was more nervous than usual giving this particular speech.
Speech (What I Think)
The student received feedback on a speech they delivered in class. They were rated highly in their organization but could have improved their opening and use of paragraphs. While they provided details, they could have better supported their arguments with facts. To improve, the student aims to slow down their delivery, speak louder, and reduce fidgeting. They recognize not asking questions in their opening was weak compared to peers. To prepare, they practiced their speech aloud and in front of others. Their refutation section was most effective at changing opinions. The student remains uncomfortable giving speeches due to physical nerves.
Self evaluation
This self-evaluation discusses the author's writing process and what they have learned about themselves. The author wants readers to feel emotions and leave more intelligent after reading their papers. However, they acknowledge being lazy at times and using too many rhetorical questions in one essay, which decreased their grade. In another essay, laziness caused it to be shorter than it could have been, though the author felt it was more fluent than the previous one. The author learned they are detailed and like sharing vivid images with readers, but need to work on avoiding procrastination and using the word "you" too frequently.
Burnet News Club - Writing and speaking guide
Educational resource for members of the Burnet News Club - a club for young journalists run by The Economist Educational Foundation.
www.burnetnewsclub.com
Healthy Voices - Session Three - Writing
Session Three of a series of workshops on communicating online. This session covers the art of writing including authors voice, identifying who you are writing for and some writing do's and dont's. This is the presentation, there are also accompanying notes.
Carvers Year 6 Speech Assessment
The document discusses a student's speech and areas for improvement. The student acknowledges that their speech could have been more organized and had a more original opening. They used paragraphs well but could have added more detail. Their arguments were supported but not drawn to a clear conclusion. The student recognizes their voice could have been louder in delivery and that others put more effort into their speeches. They prepared with paragraphs and note cards but get nervous giving speeches.
Sami - Revision in the Writing Process
The document discusses the importance of revision in the writing process. It provides several steps for revising a paper, including taking a break after the first draft, checking for basic essay components, ensuring the paper does not deviate from the thesis, reading it aloud for clarity, addressing mechanics, and repeating the revision process as needed. Revision helps improve the rhetoric, decrease writing anxiety, and can boost a paper's grade. Resources like peer editing and the writing center can provide helpful feedback for revision.
Swot Analysis
The document discusses the strengths and weaknesses of the author's script. Some strengths included good writing skills, sensitively handling a mental health topic, and managing time well. Weaknesses included difficulty making the script long enough and properly formatting dialogue. The author gained skills through doing research on the illness portrayed and using free time effectively, but struggled as a script writing novice, especially with an all voiceover format.
Giving peer feedback
The document provides a 3-step process for giving effective peer feedback on writing assignments:
Step 1 involves providing a description of how well the writer addressed various writing elements. Step 2 requires starting with compliments about what the writer did well. Step 3 consists of making specific suggestions about how the writing could be improved, such as using more descriptive words or details. The document emphasizes giving feedback in a positive manner and providing concrete recommendations.
Giving peer feedback
The document provides guidance on how to effectively provide peer feedback on writing. It explains that peer feedback involves classmates helping to improve each other's writing. There are three key steps to peer feedback: 1) describing what the writing did well in terms of categories like content and organization, 2) providing compliments by pointing out what was liked, and 3) making suggestions for improvement while staying positive and specific. Suggestions could involve areas like word choice, details, organization, sentences, or topic focus. It emphasizes the importance of staying positive and giving specific feedback.
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Similar to My Speech Powerpoint 2
Carvers Year 6 Speech Assessment
The student provided a self-assessment of a speech they gave. They rated themselves on various criteria such as structure, openings, use of paragraphs, detail, and argument development. For most areas, they rated themselves a 3-5 out of 5 and provided comments explaining their ratings. They identified some areas for improvement such as adding more detail and strengthening their conclusion. In a follow up questionnaire, the student reflected on ways to improve their delivery, what they noticed about other speeches, and how they prepared for their own speech.
Carvers Year 6 Speech Assessment
The student provided a self-assessment of a speech they gave. They rated themselves on various criteria such as structure, openings, use of paragraphs, detail, and argument development. For most areas, they rated themselves a 3-5 out of 5 and provided comments explaining their ratings. They identified some areas for improvement such as adding more detail and strengthening their conclusion. In a follow up questionnaire, the student reflected on ways to improve their delivery, what they noticed about other speeches, and how they prepared for their own speech.
My Year 6 Speech Assessment[1]
Gabe assessed his Year 6 speech and identified areas for improvement. He felt his opening was strong but his conclusion was weak by abruptly transitioning to it. While he included paragraphs and details as instructed, he did not memorize his speech fully. In delivering the speech, Gabe paused for long periods and skipped over parts, indicating a need for better preparation and practice to overcome nerves. He recognized strong elements in peers' speeches like expression but also saw examples of stage fright.
My Year 6 Speech Assessment 97 2003
The document contains a student's self-assessment of their performance in a speech competition. They rate themselves across several criteria such as organization, openings, use of paragraphs, detail, and arguments. They feel they did well in organization and developing arguments but could have added more detail or asked more engaging opening questions. The student also reflects on how they could have improved their delivery by speaking slower and louder. They were impressed by other students' interesting speeches and prepared by practicing aloud multiple times. The student felt they wrote their speech well and did an okay job presenting it, and while speeches make them nervous initially, it gets less scary as they continue.
Speech (What I Think)
The student received feedback on a speech they delivered in class. They were rated highly in their organization but could have improved their opening and use of paragraphs. While they provided details, they could have better supported their arguments with facts. To improve, the student aims to slow down their delivery, speak louder, and reduce fidgeting. They recognize not asking questions in their opening was weak compared to peers. To prepare, they practiced their speech aloud and in front of others. Their refutation section was most effective at changing opinions. The student remains uncomfortable giving speeches due to physical nerves.
Will's Speech Assessment
Will assessed his own Year 6 speech, giving himself high marks for writing structure and organization but lower marks for detail and concluding arguments effectively. In his self-assessment questionnaire, he identified ways he could have improved delivery by being more expressive and slowing down. He felt two strengths were delivering reasons with passion and an effective concluding call to action. The experience helped reduce his nerves about public speaking which will be important for his future career goals.
T1 Mynard & Thornton
The role of written dialogue in advising (Talk T1)
Presenters: Jo Mynard and Katherine Thornton, Kanda University of International Studies, Japan
In this session, the presenters explore the nature of the written dialogue between learning advisors and language learners and discuss the importance of this kind of dialogue for the development of learner autonomy. By analysing comments written by learning advisors on students’ work in two different self-directed learning modules over a one-semester period, the researchers identify patterns of written advising which they will share during the presentation. The different approaches that advisors take and specific strategies that they use in written format to interact with students will be presented and discussed.
Peer Evaluations
This document provides guidance on writing helpful peer evaluations for speeches. Helpful evaluations should respond to all criteria, use a positive tone, include concrete examples, provide feedback for improvement, and note what was liked. An example of a helpful comment is provided that notes what was liked about an introduction and how descriptive language made the story effective. Unhelpful comments lack specifics on what worked or didn't. Tips are given for writing evaluations, such as discussing how speeches could be improved, sharing personal experiences, focusing on content and delivery, and posting evaluations promptly.
effective-listening-skills-supplemental-self-study-presentation.ppsx
This document provides an overview of effective listening skills. It discusses the importance of listening and describes the steps of active listening: preparing physically and mentally, receiving the message, reviewing and evaluating the message, responding to show understanding, and remembering the key points. It also covers techniques for improving understanding such as questioning skills, interpreting body language, paraphrasing, and listening effectively in emotional situations. The goal is for learners to understand effective listening and be able to apply steps to become better listeners.
My Speech Powerpoint 2
The student gave a speech on the cruelty of moon bear farming. They structured their speech well with an opening using rhetorical questions. They used paragraphs effectively except their introduction had two paragraphs. They wrote with detail to make the treatment of moon bears sound disgusting and elicit sympathy. However, they could have included more facts to better support their conclusion. They think they could have improved their delivery by slowing down, speaking louder, and drinking water to ensure a clear voice. When watching other speeches, they were struck by discussions of animal testing killing millions and an innocent man receiving the death penalty. To prepare, they practiced a lot in front of family and drank water. They thought discussing disturbing treatment of moon bears and proposing ways to help them were
ChS 151 Self EvaluationYou are expected to review your speech cap.docx
ChS 151: Self Evaluation
You are expected to review your speech captured on video and then write thoughtful and honest 2-3 page essay about your overall performance. Please provide evaluative comments with concrete evidence. For example, when commenting about your delivery, don’t write, “My delivery was good” or “It was hard for my audience to follow me.” Instead identify a specific aspect of your overall point to support your comments. For example, “I need to develop a greater rapport with my audience through stronger eye contact. In my informative speech I looked down at my notes too much during the body of my speech and when I looked up I tended to just establish brief eye contact only with students in the front row.” Another example, “I realize that the audience may not have known when my second major point on “visual elements” ended and when my third one on “audio components” began. I need to work on using internal summaries, internal previews, and clear transitions so my audience can better follow my speech.” In addition, your essay should be:
A. 3 page
proofread
B. in essay form with an overall thesis and fully developed paragraphs
C. all comments should be backed up by
concrete examples
from the speech itself
Due: 11/07/14
By 12 pm
Please use the following questions as your guide for your self-evaluation. This exercise is intended to help you recognize strengths and weaknesses and determine areas for improvement in an effort to enhance your public communication.
1. Did you adequately
prepare
for your speeches, allowing enough time to articulate, research, organize, write, and rehearse? If not, where did you fall short in this process and what will you do differently in the future?
2. How solid is the
structure
of your speech writing? Do you feel your speeches were well organized? Did you include all essential components in your introduction, body, and conclusion? Why or why not?
3. How do you rate the quality of your speech
content
overall compared to your classmates and personal expectations? Are there gaps in content—do you provide enough examples, anecdotal information, reasoning, references, etc., to support your ideas? How might you improve the quality of your content for future speeches?
4.What about your
delivery
—any problems with vocal quality (volume, rate, variety), articulation, eye contact, expressions, gestures, posture, dress, timing, fillers, etc.? Is your delivery conversational? Are you enthusiastic and confident? What do you need to do to enhance your delivery? Please be specific, and list
all
fillers you used.
5. What is the biggest
strength
of your public speaking? 6. What is the biggest
weakness
, and how might you improve this—and your overall performance—in future speeches?
.
Preparing orals
1. The document provides tips for students on preparing and delivering effective speeches, role-plays, and debates. It discusses the importance of practice, preparation, research, and using notes to feel confident and knowledgeable on the topic.
2. Tips for role-plays include carefully reading the role card, researching the topic and developing arguments for the point of view, and taking notes but not full sentences to avoid sounding rehearsed.
3. Preparing for debates also requires practice, research, note-taking in points not full sentences, making arguments clearly while engaging the audience, and coordinating with group members if participating as part of a group.
Wessex Speakers - Evaluation workshop run by Julian Gee 9.4.14
Slides from a workshop presentation delivered by Julian Gee to members and guests at Wessex Speakers April 9th 2014.
Includes a fail safe technique to deliver good evaluations at a Toastmasters meeting.
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effective-listening-skills-supplemental-self-study-presentation.ppsx
ChS 151 Self EvaluationYou are expected to review your speech cap.docx
ChS 151 Self EvaluationYou are expected to review your speech cap.docx
Wessex Speakers - Evaluation workshop run by Julian Gee 9.4.14
Wessex Speakers - Evaluation workshop run by Julian Gee 9.4.14
More from year 6 DBIS
Mount Everest Project by Maddi
To climb Mount Everest, one needs proper equipment and supplies to handle the extreme conditions, and there are dangers to watch out for such as avalanches and altitude sickness. The first people to reach the summit of Everest were Edmund Hillary from New Zealand and Tenzing Norkay from Nepal in 1953. Extra facts provided about Everest include its formation process, different parts of mountains, and types of mountains.
Mount Everest!!!!!!![1][1]
Mount Everest is the tallest mountain in the world and in 1953 Sir Edmund Hillary and Tenzing Norgay were the first people to reach its summit. Some key facts about Mount Everest include that it is located in the Himalayas and spans the border between Nepal and China.
Types of Mountains
Dome mountains form when magma pushes up from below the earth's crust, creating a dome shape by pushing up on the underlying rock without breaking through the surface. The magma pushes upwards, causing the mountain to grow taller over time. The most well-known example of a dome mountain is Black Dome Mountain.
Mount Everest Project By Maddi
To climb Mount Everest, one needs proper equipment and supplies to handle the extreme conditions, and there are dangers to watch out for such as avalanches and altitude sickness. The first people to reach the summit of Everest were Edmund Hillary from New Zealand and Tenzing Norkay from Nepal in 1953. The document also provides extra facts about Everest such as how it was formed and its various parts, as well as background on the history of climbs up the mountain.
The River Nile
The document discusses the impact of climate change on coastal communities. Rising sea levels threaten to submerge low-lying areas and increase the frequency and severity of coastal flooding. Without significant reductions in greenhouse gas emissions, climate change is expected to displace millions of people living in coastal regions over the coming decades.
The River Nile
The document discusses the challenges of summarizing longer form content into concise summaries. Specifically, it aims to extract only the most important and essential information while maintaining readability and flow. The goal is to give readers a high-level understanding of the key topics and takeaways in as few sentences as possible.
Project Andes Mountains
The document discusses the wildlife and culture of the Andes mountains, including camels that live at high altitudes where oxygen is scarce, and the Andean condor. It also mentions the geological formation of the Andes from tectonic plate subduction and how the mountains contain both fold mountains and volcanic mountains.
The Himalayas, Mountains And Rivers Project - Carver
This document provides an overview of the different regions of the Himalayas, including the Greater Himalayas, Lesser Himalayas, Outer Himalayas, Indian Himalayas, Nepalese Himalayas, and Tibetan Himalayas. It includes a table of contents listing the topics and pages for sections on the general details of the Himalayas and each specific region. Credits are provided at the end for the production team that created the document.
Mount Everest Project. By: Maddi
To climb Mount Everest, one needs proper equipment and supplies to handle the extreme conditions, and there are dangers to watch out for such as avalanches and altitude sickness. The first people to reach the summit of Everest were Edmund Hillary from New Zealand and Tenzing Norkay from Nepal in 1953. The document also provides extra facts about Everest such as how it was formed and its various parts, as well as background on the history of climbs up the mountain.
Mt Everest Slideshow
Mount Everest is the tallest mountain in the world at 8,848 meters. It is located in the Himalayas between Nepal and Tibet. Mount Everest was formed 60 million years ago when the Indian plate collided with the Eurasian plate, pushing up the land and forming the Himalayan mountain range. The first successful ascent of Mount Everest was made in 1953 by Sir Edmund Hillary and Tenzing Norgay. Reaching the summit requires careful planning and navigation to deal with challenges like high altitude, low oxygen, extreme cold, and dangerous conditions.
Amazon River Powerpoint 2003
This document provides information about the major rivers of the Amazon River system, including their lengths and countries they flow through. It lists the longest rivers, such as the Amazon River, Purus River, and Madeira River. The document also mentions some tributaries and canals connected to the Amazon River system.
The Himalayas
The Himalayas are a mountain range in Asia that separates the Indian subcontinent from the Tibetan Plateau. Stretching across five countries, the Himalayas contain over 100 peaks rising above 7,000 meters including Mount Everest, which at 8,848 meters is the highest point on Earth. The Himalayas are geologically young and highly active mountains created by the collision of the Indian subcontinent with Eurasia.
Mountains 97
Mountains are geological formations that rise prominently above their surroundings. They are formed through tectonic forces or volcanism and eroded by weather and glaciers over extremely long periods of time. The highest mountain on Earth is Mount Everest, located in the Himalayas, which reaches an elevation of 8,848 meters (29,029 feet) above sea level.
Enrique, Maddi and Megan's Pres
Dome mountains form when magma pushes up from below the earth's crust, creating a dome shape by pushing up on the underlying rock without breaking through the surface. The magma continues pushing upwards, causing the mountain to grow taller over time. The best known example of a dome mountain is Black Dome Mountain.
The Amazon River By Steven Green 97 2003 Powerpoint
The Amazon River flows through 7 South American countries before emptying into the Atlantic Ocean. At over 6,400 km long, it is the second longest river in the world. The river begins in the Andes Mountains in Peru and passes through dense rainforest before reaching its enormous mouth, which is over 60 km wide and larger than the length of the Thames River in London. The Amazon River is home to many species of wildlife including bull sharks, anacondas, piranhas, and Amazon river dolphins.
Rivers
The document is an invitation to look at a book. The author, Honor Faye Easton, offers to show their book to the reader if they would like to take a look at it. The reader is asked to see the author so that the author can show them the book.
Mount Everest
This document discusses a person named Sophie as the author. No other details are provided about the content of the document itself within the given text. There is insufficient information to construct a meaningful summary beyond stating the author's name.
Mountain Project
There are five main types of mountains: fold mountains like the Himalayas which are formed by colliding tectonic plates; volcanic mountains such as Mount St. Helens which are formed by volcanic eruptions; dome mountains like Mount Kea that form when magma forces up from below; plateau mountains in places like New Zealand which form from erosion of flat plains pushed upwards; and block mountains exemplified by the Sierra Nevada range that are created by cracks filling with rock and magma.
More from year 6 DBIS (20)
The Himalayas, Mountains And Rivers Project - Carver
The Himalayas, Mountains And Rivers Project - Carver
The Amazon River By Steven Green 97 2003 Powerpoint
The Amazon River By Steven Green 97 2003 Powerpoint
My Speech Powerpoint 2
- 2. Self Assessment – writing targets Target Mark Comment Write with appropriate structure and organisation. 1 2 3 4 5 I think that I ordered my speech well and it followed what we have practiced doing. I also think it was organised and didn’t have facts in the wrong paragraph Use quality openings 1 2 3 4 5 I think that my opening only slightly caught peoples attention and that I could have made it more interesting. Use paragraphs effectively 1 2 3 4 5 I think that I used my paragraphs effectively but could have done a little better. Write with detail 1 2 3 4 5 I think I wrote with a bit of detail but I could have put more in to make it more interesting. Set out arguments and draw them to a conclusion effectively 1 2 3 4 5 I think that I did it well and I made sure that I explained my arguments fully. I also think that I concluded my speech well and made it sound like the end.
- 3. Self Assessment – Speech Rubric