Peer Evaluations
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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.
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The document provides advice for choosing good and bad speech topics. Bad topics are those that overwhelm listeners, lack focus, bore them, or offend. Good topics show passion, credibility, match the audience, and meet time limits. For commemorative speeches, good topics create community and teach life lessons through stories. Informative speeches should teach something new or add value from an interesting angle. Persuasive speeches address real problems ethically and ask for small, concrete changes.
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Extempore tips
- Prepare for an extempore speech by jotting down ideas and vocabulary related to the topic. Maintain confidence and a positive body language.
- Speak clearly at a steady pace on the assigned topic without faking accents or imitating others. Use appropriate vocabulary.
- If you draw a blank, pretend to pause purposefully. Ask the audience questions or request water to buy time to think, but be honest if unable to recall your thoughts.
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So you've just given "the presentation of a life time." But your job's not yet done. You still have the Q&A session!
Having a hard time answering your audience's questions? Are you sweating buckets over the most simple of queries? What will you do if there's a tough one you can't answer?
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Extempore tips
- Prepare for an extempore speech by jotting down ideas and vocabulary related to the topic. Maintain confidence and a positive body language.
- Speak clearly at a steady pace on the assigned topic without faking accents or imitating others. Use appropriate vocabulary.
- If you draw a blank, pretend to pause purposefully. Ask the audience questions or request water to buy time to think, but be honest if unable to recall your thoughts.
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So you've just given "the presentation of a life time." But your job's not yet done. You still have the Q&A session!
Having a hard time answering your audience's questions? Are you sweating buckets over the most simple of queries? What will you do if there's a tough one you can't answer?
All of these are valid worries, but they shouldn't stop you from handling the most worrisome of scenarios. Here's a guide containing helpful tips on how to manage difficult Q&A sessions.
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This document provides guidance on managing small group dynamics in the classroom. It discusses common "unwelcome group member" types, including the Joker, the Quiet One/Talker, the Excuse Maker, the Whiner, the Perfectionist/Slacker, and the Bossy. Suggestions are given for how to help each type become a positive contributor, such as acknowledging humor but focusing on the task, ensuring all have time to share ideas, addressing excuses early, countering negativity, setting clear goals and schedules, and respecting group decisions. Tips for successful groups emphasize staying positive, noticing others' contributions, asking for help early, taking turns speaking, and pausing to allow everyone to
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- The most effective way to provide guidelines is through a video message or email to ensure the information is conveyed clearly.
- Proper spelling and grammar are important as it affects how the reader understands the information.
- Having appropriate body language is important because first impressions count and improper body language could be distracting.
- The most effective note taking method is to take notes electronically so the information is secure and can be referred to later.
- It is important to have a good, fast response time during
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Really, can criticism ever be constructive? Let’s admit it, no one likes to be told they are doing a less-than-perfect job. It’s not easy to hear about our shortcomings. Even the best of us have suffered the self-doubt, defensiveness and insecurity that often follows feedback.
Yet, feedback is the backbone of management. Honest, thoughtful feedback is an important and valuable tool for building not only a good team, but a good business.
Operating without feedback is like driving a car with no front/rear view or cooking without ever tasting your food. In fact, employees who don’t receive any feedback at all can feel neglected, unimportant and unnoticed.
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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?
.
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This document provides guidance on evaluating speeches through constructive feedback. It explains that speech evaluation helps improve speaking skills and future audiences. The evaluation process involves effective listening, note-taking, and analyzing strengths and areas for improvement. Evaluators should look at the speech objectives, audience, introduction, body, conclusion, language, delivery, and overall effect. Feedback should be specific, constructive, and avoid absolute statements, while praising strengths and providing suggestions.
Webquest
This document outlines a debate assignment for middle school students on topics related to The Hunger Games novel. Students will be randomly assigned to debate positions on whether Panem should revolt against the Capitol, if Katniss should have volunteered for her sister, if Katniss should help the revolution or Capitol, or if the Hunger Games should continue. Students will work in groups of 4, with roles of introduction speaker, two debate speakers, and closing speaker. They will research evidence from the book and SparkNotes to support their assigned position over two class periods, with one for preparation and one for the debate presentation.
My Speech Powerpoint 2
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.
Guidelines for writing a lecture report
The document provides guidelines for writing a lecture report, including tips such as reading about the topic in advance, taking notes during the lecture, and discussing impressions with others who attended. It suggests commenting on the topic, speaker's presentation style, methods used, discussion provoked, and any interpretation or contribution beyond presented facts. Key details to include are the advertised topic, points covered, match with expectations, and speaker's rapport with the audience.
Academic English Skills: Speaking and Presentation Skills
This document provides guidance on developing a good presentation. It discusses analyzing the audience, developing main ideas and supporting arguments, creating visual aids like slides, and preparing for questions. The key steps are to understand the audience, organize the content into clear main points and evidence, and practice delivery techniques to engage viewers. Presenters should communicate their message enthusiastically while coming across as confident and conversational. They should encourage questions and listen attentively before providing thorough but concise answers.
Academic Writing Centre Online at NUIG: Teaching academic writing through pee...
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The document summarizes an online academic writing collaboration (AWC Online) between students and staff at NUI Galway. It discusses the methodology, which involved students completing writing tasks, editing other students' work, and rating peer feedback. Over 175 students participated in the pilot program. The methodology section outlines the types of writing and editing tasks. Student feedback found that it improved their writing skills by learning to structure arguments and apply different writing techniques. Proposed changes include reducing pressure by extending it over a year and adding variety through other exercise types.How to conduct qualitative interviews
The document outlines guidelines for conducting qualitative interviews, including focusing the interview on the participant's experiences, asking open-ended questions, being knowledgeable about the topic while avoiding leading questions or personal inquiries, and preparing summaries that describe the interview and include memos about themes, methodology, and personal reflections. Qualitative interviews aim to have participants do most of the talking to provide rich details about how and why they experienced certain events. Interviewers must listen actively and be sensitive in structuring the interview.
Discussion exam
Here are some key points that make someone a good speaker:
- Clear pronunciation so the listener can understand what is being said. The speaker needs to form words correctly.
- Using appropriate intonation (rising and falling of the voice) and stress on important words to make the meaning clear.
- Pausing in the right places so the speech has a natural flow and rhythm.
- Choosing vocabulary that fits the topic and level of the listener. Too simple or complex words may confuse.
- Speaking fluently without too many pauses or hesitations. The message is conveyed smoothly.
Accuracy is especially important in formal situations like presentations, debates or exams where precise communication is expected.
Evaluate to Motivate
Evaluate to Motivate
- Sharing tips to provide an effective evaluation for a Toastmaster speeches , using skills that can help you become and effective listener and excellent leader that inspire others .
TED Talk
The document provides instructions for a public speaking assignment requiring students to watch 6 TED Talks, fill out worksheets, then create and present their own original 2-3 minute TED Talk. Students must select a topic they are passionate about, prepare an outline and visual aid, practice their presentation, have it peer evaluated twice, and then perform it for the class. The goal is for students to learn how to give a casual yet polished presentation on a meaningful subject, as the ancient Greeks did through oration.
Interview Skills.pptx
This document provides guidance on interview skills and giving presentations. It discusses the purpose of interviews from the perspective of both the candidate and employer. It provides tips for interviews, such as arriving on time and dressing appropriately. For presentations, it recommends preparing, practicing, using visual aids simply, and establishing a comfortable environment. It also gives techniques for delivery, such as varying voice, maintaining eye contact, and having an open body language. The document aims to help individuals improve their interview and presentation skills.
Jignesh nakum(c.s.)
The document provides guidance on making effective presentations. It discusses the importance of preparation, including planning the content, structure, visual aids, and handling questions. When giving the presentation, speakers should use simple language, maintain eye contact with the audience, and practice to manage nerves. The introduction should attract attention and the conclusion should summarize key points. Preparation, practice, and good delivery are essential to engage audiences and communicate messages clearly.
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Peer Evaluations
- 1. Directions ___Responds to all criteria ___Positive and encouraging tone ___Concrete examples ___Feedback for improvement ___Feedback about what you liked “I liked your story about your summer job in your intro. The descriptive language caught my attention and helped me understand your experience.” Why is it helpful? It tells the speaker why the intro caught attention and how the descriptive language made the story work. The comment is concrete, positive, and says what the listener liked. “Great attention getter in introduction. Good job.” Why is it unhelpful? The speaker cannot tell what made the attention getter work; the comment lacks concrete examples about why the listener liked the attention getter. 1. Discuss what the speaker can add to the speech to improve: “I liked that your credibility statement talked about your library research, but adding what you said last week in class about your summer job would enhance your statement.” 2. Respond from your own experience: “As a listener, I thought talking about packing for a trip was useful. Spring break trips are fun, and I liked hearing about your vacation. How to pack will help me in the long run.” “As a listener, I had a hard time following your main points…” 3. Focus on content as well as delivery. 4. Post evaluations as soon as possible. 1. See examples on Blackboard. 2. Think: What kind of evaluations would help you? 3. If I cannot tell which speech you’re evaluating from your comments, then your evaluation is too vague to grade or to help your peer. 1. Respond to all primary criteria on evaluation sheet; 2. Promote community with a positive and encouraging tone; 3. Use concrete examples to show fairness and accuracy; 4. Give concrete suggestions to improve future speeches; 5. Explain what you liked so peers can better gauge future audiences. Fundamentals of Speech Making comments Peer Evaluations Rubric Helpful comments Unhelpful comments Tips