Rockwell Window Wells are Simply, A Better Window Well! Rockwell provides Egress in an emergency escape situation from basements.Our products are used for both new construction as well as retrofit applications. We manufacture our products in Springville, UT and distribute Nationally through a network of distributors, contractors and building professionals. Please contact us at 801-396-7020 to learn more about our products and services! Thank you!
Cette brochure présente le service de création de e-commerce et d'accompagnement pour les e-commerçants proposé par Citruseo. Contactez-nous pour obtenir plus d'informations.
Worked with a team of 4 undergraduate students within a 1-week timeframe to construct and present a solution to NCG judges and industry professionals. (19 teams total)
presentation to MA Book Art students at Camberwell - part of a seminar to explore context for research writing around the final essay in relationship to practice
Rockwell Window Wells are Simply, A Better Window Well! Rockwell provides Egress in an emergency escape situation from basements.Our products are used for both new construction as well as retrofit applications. We manufacture our products in Springville, UT and distribute Nationally through a network of distributors, contractors and building professionals. Please contact us at 801-396-7020 to learn more about our products and services! Thank you!
Cette brochure présente le service de création de e-commerce et d'accompagnement pour les e-commerçants proposé par Citruseo. Contactez-nous pour obtenir plus d'informations.
Worked with a team of 4 undergraduate students within a 1-week timeframe to construct and present a solution to NCG judges and industry professionals. (19 teams total)
presentation to MA Book Art students at Camberwell - part of a seminar to explore context for research writing around the final essay in relationship to practice
Research Project Research Paper or Final Project6-8 pages, regu.docxdebishakespeare
Research Project: Research Paper or Final Project
6-8 pages, regular font, double-spaced, ~1500 words, MLA format for Works Cited section.
Schedule
– Hardcopy of short proposal due in class
– Attend the Research Workshop today with Jill Luedke—meet at Tuttleman Learning Center Room 08 (Lower Level)
- Hardcopy of Bibliography due in class
– Check your progress - do you need an extension? What other obligations do you have right now? Have you been or are you getting sick? Are you in some kind of wretched, suffering state of being? Don’t wait! Talk to Dr. Ho your very reasonable professor and deal with it TODAY!
- Research Paper or Final Project due in class
- You will select an object to research and investigate in depth. In your paper you will describe the object, situate the object in terms art history and in terms of issues of race, identity, and/or the American experience; and you will assesses significance of the object in terms of meaning and/or function within its socio-political and historical context. You will compile a bibliography of at least 10 sources. You will each be completing two peer-reviews and also have a draft of your paper reviewed by two other students before the due date. You may not turn in your paper until a draft has been reviewed by two of your peers and you have made the necessary edits and changes.
1. Proposal
a. Brainstorm and make a list of what has interested you this semester.
i. Go over your notes and readings.
ii. Think about your visits to art museums or galleries.(answer: Philadelphia art museum)
iii. What works of art did you look at for your group presentation?(answer: Africa American history)
iv. Which artists and filmmakers meant the most to you in this class?
b. Narrow down your list to a few works of art that address the issues that interest you the most. For some of you the ideas or issues will guide you, and for others, the work of art will take priority.
c. Ask yourself a question about the one work of art that interests you the most.
d. Submit a proposal for your research paper or art project that addresses a question about a specific work of art. You only need to write a few sentences, but you must state your question and identify a specific work of art according to artist, title, and date.
2. Bibliography - Submit a bibliography with at least 10 sources in Chicago or MLA format. This is perhaps twice as many of the sources you actually end up citing in your paper. You may use the articles from the course readings. Here are examples of sources I will accept:
a. The work of art
b. A book that talks about the object or artist at length
c. Articles and books on theory or analysis that have already been written.
d. Many essays are published as chapters in anthologies. Anthologies are frequently very good sources since you get a nice group of essays by different scholars all on the same topic.
e. Monographs, catalogues raisonnées, and art history reference books. The first two types of books focu ...
Purpose The goal of this exercise is to observe a cultural scene.docxleahlegrand
Purpose:
The goal of this exercise is to observe a 'cultural scene' as an anthropologist would (i.e. based on everything you have learned in the course to-date). The student will analyze their observations in terms of themes from the subfield of cultural anthropology such as how it helps frame our societies (family, lifestyle, lineage, language and communication) and, in some ways, its evolution.
Description:
Culture as we have discussed in our readings and lecture notes is an incredible advantage that has allowed humans to enter almost every niche in nature. The development and maintenance of culture is what sets humans apart from other species. Culture varies by time and location. For this assignment, students will be observing a particular setting for 25 minutes, writing up your observations, and then analyzing them.
Directions:
In a 3-5 page written assignment, answer the following questions.
1) 1) Discuss culture and its importance to anthropology.
a. This should include defining culture using the text and/or lecture notes.
2)
2)
Choose a time and location for where/when you are going to conduct your observations of an ethnographic scene
a.
Examples of Possible Ethnographic Scenes
i.
The coming and going of shoppers in a mall
ii.
Getting on and riding the bus
iii.
Buying coffee at a coffee shop
iv.
Crossing at a cross-walk
3)
3)
Go to the specified location and proceed with your observations.
a.
The easiest way to do this is to find a place to sit quietly and to simply watch what is going on.
i.
Please do not talk to or interview people during this time.
b.
Take handwritten (recommended) notes in a small notebook and/or mental notes of:
i.
details about the scene itself (time of day, lighting, furniture, plants, sounds, temperature, smell, vibe/energy, etc)
ii.
the people around you, not only their behavior but general information about their characteristics (age, race/ethnicity, gender, class, etc)
iii.
what you see people doing
1.
this is the heart of your description and should provide the instructor of how the people you saw were involved in the scene you were observing
iv.
your thoughts and feelings while observing may be a brief section of the paper.
4) 4) When your 25 minutes are finished, leave the scene. In a quiet place, fill out your notes. Be sure you include more details about the topics from step 3.
a. At this time, you should start to think about what themes, patterns, or conclusions you saw.
This step is critical.
b.
Type up your notes (you will add them to the end of your write-up)
5)
5)
Write a 3 - 5 page reaction paper about your observations Your paper should include
a.
Discussion about and definition of culture
b.
a ‘thick description’ of the location
i.
i.e. building you were in (what is the architecture like), descriptions of people there (in terms of characteristics: age, race/ethnicity, gender, socio-.
Pages: 2
Topic: Vietnam war
Style: Chicago
Sources: 5
Level: College
Subject:
Language: U.S
Instructions
hi
prompts 2 is the best and the easy one out of the 3. " the vietnam war"
thanks.
1302-3001Assignment #4
Student Essay
Background Information
Creating an argument through the use of historical evidence is one of the key skills you should develop in this course.
As this is our second essay, you should feel more comfortable with writinga well-polished essay.Just as with our previous essay, I am giving you multiple prompts to choose from as well as additional information that should help you feel more confident in writing an effective essay.
Directions
Please chose
one
of the following prompts to write a 600+ word essay. Your essay should create an argument to fully answer the question and draw any conclusions that may be substantiated by data. You need to incorporate historical evidence such as people, events, legislation, etc. to support your conclusions. To prepare for this essay, I am including directions on writing an outline. Students need to turn in their outlines with their essay.
This essay is due in the dropbox by 11:55pm Tuesday, July 7
th
.
Writing Prompts
1.American prosperity in the 1950s birthed a new era of consumerism. Evaluate the changing political, social, cultural, and economic landscape within the nation that led to this new “consumer culture.” Be sure to include analysis on groups that did not partake in this prosperity.
2.
Analyze the Vietnam War. Explain how and why the Vietnam War brought turmoil to American society and eventually drove Johnson and the divided Democrats from power in 1968.
3.
Analyze post-WWII civil rights as it applied to two of the following:
African Americans
Homosexuals
Women
Native Americans
Hispanic Americans
Grading
This essay is worth
100
points and will be graded as follows:
-
20
points for a well developed thesis that fully addresses the prompt
-
50
points for content (accurate, thorough, and effective use of evidence to prove thesis)
-
10
points for writing style (Chicago format, grammar, and proof reading)
-
10
points for your works cited and footnotes (your essay must include at least four sources, (you may use your textbook as one of your sources)
-
10
points for your outline (include at the end of the document. It can be typed or hand-written and scanned)
How to write successful essays for History 1302
Different Types of Essays
In your history courses you might write different types of essays.
Most of them involve description of events, discussion of ideas, summarization of information, and analysis or evaluation.
Analysis might involve classifying, comparing and contrasting, explaining causes and effects, exploring a topic's history, or describing a process.
Or, you might be asked to write an essay that explains the effects of something: the effects of a war, of a law, of a social movement.
Sometimes you may need to take a stan.
I teach a weekly online class to virtual students in my school, focusing on 5th grade Writing Strategies. This PowerPoint is one of the lessons that I designed for the class. It is aligned to CA standards for fifth grade, and also aligned to the K12 curriculum so that students can get guided instruction on one of their lessons and be able to mark it off at the end.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Personal Object Speech overview
Create a 2 ½ minute speech, using an meaningful
object, that represents your:
1)Cultural background
2)Personality
3)Hobbies
4)And/or values, ambitions, major
The object is a point of reference that explains how
it relates to your life. You will use three main
points to reference how it relates.
3. Personal Object speech preparation
Using the chosen object as a point of departure, you
should develop a speech that explains how it relates to
your life.
Examples:
A new father might select a cloth diaper as a vehicle for
discussing his approach to parenting.
A soccer player might bring a jersey or ball to illustrate
her passion about the sport and how it changed her life.
4. Personal object speech preparation
Examples:
An aspiring chef might bring their knives or chefs hat to discuss their
goal of being a Food Network Star.
A Harry Potter fan may bring one of their favorite books to describe
how reading it opened up their world to magic and now they want to
write.
An student may want to use their country flag to discuss their culture
and history and the meaning to their life.
5. What other objects?
Other objects discussed:
Sports equipment such as cleats, jersey’s etc. from past or current
sports involvement.
Paintings, journals, jewelry, wedding dresses, and personal tattoos.
Jeans, Michael Jordan tennis shoes, and items such as stethoscope, t-
shirts of family members who have passed away.
6. Personal object speech requirements
Simple outline – Due: March 22 (Must typed, and is required to be
able to speak.)
Full sentence outline – Due: Day of your speech (Must be turned
into instructor before you speak or your will lose ____ points. )
Notecards for your speech. (This should be half of an 8 ½ by 11
paper or actual note cards.)
Required object:
Bring your personal object to class on your speech day.
IF the object is too large, too rare, or too valuable, you should bring
in a model, drawing, or photograph of the object.
You will lose points for not having the object, model, drawing, copy
or photograph
7. Speech Information/Late
You are required to give your speech the day it is scheduled. In most
cases, make-up speeches are not allowed.
IF YOU CAN’T MAKE YOUR SPEECH, YOU NEED TO EMAIL THE
INSTRUCTOR. If you do not email the instructor, you will receive a fail
for the speech, and in the event that a make-up speech would be
allowed, it will be made up during class time and your score will be
lowered an entire letter grade.
The reasons for acceptance of late work or allowing missed speeches
are: illness requiring a visit to a doctor, required presence in court or
other legal proceedings, death in the immediate family, or a school
sanctioned event or religious holiday.
8. Recommended time division: 2 to 2 1/2 minutes; 30 second
grace period.
I. Introduction: 15 seconds
II. Body: 2 min. in length
III. Conclusion: 15 seconds
10. PERSONAL OBJECT Simple Outline
Due: March 22 (At the beginning of class)
Must be typed: (Will not be able to speak, if not turned in.)
Student’s name:
Class/Time:
Date:
The Outline (This is where the speech starts)
Name: Share your name
Specific Purpose (Preview statement): To introduce myself to my audience by explaining
how my (object) reveals that I am a…
Transition: I will be sharing my three main points.
Main Points: (List your three main points) Use topical, chronological, or the easiest the Object
organizational pattern
a. Main point one (No longer than one sentence)
b. Main point two (No longer than one sentence)
c. Main point three (No longer than one sentence)
11. PERSONAL OBJECT Final Full Sentence Outline
Due: Day of your assigned day; Length: 2 ½ minutes long (30 second grace period)
Must be typed and turned in at the beginning of class on your assigned speech
day. (Will lost points, if not turned in. )
At the top of the page of the outline
Student’s name:
Class/Time:
Date:
Topic: Title that suggests the topic of your speech
Thesis: The central idea of your speech (summary of main points.)
The outline (This is where the speech starts)
I. Introduction
A. Attention Getter: Use something that grabs the attention of the audience. (Quote, story,
statistics, research source)
B. Thesis Statement: One short, clear sentence that tells the audience the topic of your
presentation. (The object)
C. Preview of Main Points: (Provide a summary of your main points.)
12. PERSONAL OBJECT Final Full Sentence
II. The Body
A. Statement of first main point
1. Support material (ex: stories, examples, statistics, quotation, etc.)
Transition: (Required) Statement of movement that looks back (internal summary)
and looks forward (preview).
B. Statement of second main point
1. Support material (ex: stories, examples statistics, quotation, etc.)
Transition: (Required) Statement of movement that looks back and looks forward
(internal summary)
C. Statement of third main point.
1. Support material (ex: stories, examples, statistics, quotation, etc.)
13. PERSONAL OBJECT Final Full Sentence
III. Conclusion
A. Review of Main Points:
1.Restate your first main point, your second main point,
and third main point.
a. Closure: Develop a creative closing that will give the
speech a sense of ending. This point may be more than one
sentence. You should refer back to your attention getter.
14. I. INTRODUCTION
A. Attention Getter: Someone once said, you don’t
really know a person until you walk a mile in his or her
shoes. Whoever said this must have met many a person
like me.
B. Specific Purpose: (one sentence overview)Where
one’s shoes have been and what they have done can
give you a great deal of insight into a person.
C. Preview statement: (Central idea) I think my shoes
reveal a lot about me—not only my everyday activities
and hobbies, but the events that have shaped my inner
self.
Personal Object example - A Mile in my Shoes – pg.
41 to 42 in textbook
15. II. BODY
Main 1. If you closely examine my shoes, you'll notice many
things that connect me to what I do.
A. I am an artist. You may see a speck of paint that fell from the
brush as I worked on my latest still-life oil painting.
B. Or you may notice a fair amount of clay, a result of my
aggressive wrestling with the medium on a potter's wheel.
Transition: The exterior of my shoes can tell you a lot about
what I do, but they also can provide clues to who I am and
Personal Object example - A Mile in my
Shoes
16. II. BODY
Main 2. Also evident on my shoes is my major on campus. A.
I'm a Meat and Animal Science major, and my shoes bear full
documentation of my involvement in this program.
B. The shoelaces are frayed from the sheep that chew on them
while I work in the barns. The leather is marred from the hooves
of animals stepping on my feet.
C. If you're unfortunate enough, you may find something in the
treads that I accidentally stepped in.
Transition: My shoes have done more than been in barns,
they have also been on many adventures and special occasions.
Personal Object example - A Mile in my Shoes
17. II. BODY
Main 3. I have always been an explorer and traveler. My father says
that I was born under a wandering star.
A. My shoes have been on my feet for many of my spiritual and
physical wanderings.
B. They've walked up into the Alps, across the cliffs of Ireland, and
through 14 countries.
C. They've been on numerous backpacking trips throughout the nation
and on hikes in the northern Wisconsin woods.
D. They've been witnesses to archeological digs and rowing regattas.
E. They were on my feet the day I took my first hike with my fiancé and
Personal Object example - A Mile in my Shoes
18. III. Conclusion
A. Summary: (Summary of main points)So you can see my
shoes have been through a lot, and they’re beginning to
show the wear and tear a bit. They’ve been witnesses to my
everyday adventures and the epic journeys that have
shaped my life.
B. Refer back to the introduction: You can learn a lot about
me by looking at my shoes, but you could learn a great deal
more by walking a few miles in them.
Personal Object example - A Mile in my Shoes
20. Personal Object Steps to Writing the speech
1. Select your object (In-class exercise)
2. Decide your main points (organizational pattern) Pg. 51 in your
textbook (Object, Chronological, and Topical) Also, Journalistic
approach --- Who, What, Where, When, and Why?
3. Use the organizational pattern as your roadmap to begin writing.
4. Think about your audience while writing. Are there words,
expressions, and you should consider?
5. Write introduction – Pgs. 64 to 68;and conclusion see pgs. 68 to 69
(Also, see chapters 8 – Organizing and 9 - Introductions and
Conclusions)
6. When done, read the speech out loud to see if it sounds
conversational and to see how long it is.
7. Edit - If your speech is too long - a) Cut the introduction and conclusion; b)
Look for repetition; c) Shorten quotes; d) Cut unnecessary details.
21. Organize main points Object pattern- pg. 51
Main Point 1: Origin/meaning (Cultural, historical, or
family origin/meaning.)
Main Point 2: Physical characteristics (Describe, vivid
language.)
Main Point 3: Special qualities (What stands out, what
has meaning about the object.)
23. How to Organize Topical (Natural or Logical
Divisions)
A mile in my shoes: Each main point reveals
something different about the speaker.
Main Point 1: The speaker is an artist
Main Point 2: The speaker is a Meat and Animal
Science Major
Main Point 3: The speaker travels, is involved in
many activities, and is engaged to be married.
24. What are speech transitions?
Speech transitions are magical words and phrases
that help your speech flow smoothly.
They form an entire sentence that move the speech
from main point to main point.
They reveal the relationship between the words
just spoken and those about to be spoken. In this
way, speech transitions help your audience
understand your message.
Transitions Resource: https://owl.english.purdue.edu/owl/resource/574/01/
25. Creating Credibility
Help your audience identify with you.
1)Mention what you have in common.
2)Be friendly. Smile. Make eye contact.
3)Relate to listener’s situation, feelings, and motives
4)Have a open, natural nonverbal that match what you say.
5)Be organized, well rehearsed, and most of all be
enthusiastic.
6) Wear appropriate and attractive clothing.
28. Personal Object Speech DAY Guidelines
1. Speak from brief notes or a manuscript (Take your outline and turn it
into a paper format, such as the Personal Object speech on the other side of
this paper. )
2. Eye contact is vital.
3. Demonstrate knowledge of speech - Practice your speech at least 5-7
times in front of a mirror or recording device before the due date. You should
know your time and get a feeling for the duration of the speech.
4. Turn in a typed outline before you speak.
5. No hats, sunglasses, ear buds, or t-shirts with offensive images or
language.
6. Must speak on your assigned day. If you miss your speech and do not
contact me, you will not be able to make it up.
7. Dress up for extra credit – 5 points for professional dress
29. DELIVERY pgs. 23 to 37 in your textbook
You will get what you give. What you put
into things is what you get out of them.
~ Jennifer Lopez
30. 1. Preparation begins with conceptualization –
When you begin writing your speech, you are in the
process of practicing it.
Sit down with notes.
Think about what one thing you want the audience to
remember from each point and how to transition between
points.
2. Internalize don’t memorize
Internalize not memorize.
Know the stories. Present it in a conversational tone and
not to recite from a script.
31. 3. Present out loud –
Speak it out loud. Reading and speaking your presentation are
two different things. You need to say your speech out loud to
know how it sounds, where transitions are rocky, and to
discover any points or stories that don’t fit.
4. Present standing up
Practice my presentation standing up in a room.
Practice my gestures and how I am going to move.
5. Present in the clothes you are going to wear –
To me this makes my practice real.
It also tells you if your cloths are comfortable and you feel
good in them.
32. 6. Time it – Plan out how much time you want to spend
on each point or slide. Then time it when you practice. Too
short? Too long? Remember audiences do mind if you go
over time!
7. Visualize your success – Visualize yourself in front of
the audience. Visualize doing well. By the time I YOU get to
the front of the class you will have given your presentation
several times.
33. Research has confirmed that 93 percent of your
communication impact comes from how you look and
sound, which is what your delivery is all about.
S.P.E.A.K.E.R. stands for:
Smile
Posture
Eye Communication
Appearance
Kinesics
Expressive Vocals
Resting Places for Your Hands
34. The seven key S.P.E.A.K.E.R. details below:
1) Smile – The important of smiling is discussed in Principle
10 in your text book.
Appropriate smiling is even more important. One must
reflect the tone of the material they are presenting.
35. S.P.E.A.K.E.R. a
2) Posture – Be professional in your posture.
No leaning on the podium
Hands in pocket
Playing with hair, jewelry, clothing
Add hand gestures to help describe (Tall/Short,
Big/Small, You/Me)
36. S.P.E.A.K.E.R.
3) Eye Communication – The importance of making eye
contact is discussed in Axiom 10 in the book.
Triangle
Obama Cone
The quadrant
Mindful eye.
37. S.P.E.A.K.E.R.
4) Appearance
Clothes make the man or women. Naked people have little
or no influence in society.” ~Mark Twain
Don’t let your clothing, jewelry, etc. get in the way of
your message. You have 30 seconds for your audience to
decide if they want to listen.
38. 5) Kinesics – Moving around is important – Do the 3 point walk for a
dynamic presentation.
6) Expressive vocals – Using your voice to show emotions helps draw
your audience into your speech. If they can feel your words, they are
more involved. See Principle 10 for exercises to help you use the power
of your voice.
7) Resting places for hands – Doing something with your hands is
important. If they are moving around randomly, the audience is focused
on that, instead of your speech. Review Principle 10 to find ways to use
your hands effectively.
S.P.E.A.K.E.R.
39. Pitch Experimentation:
Say the sentences below in your high, middle and low pitch
range. Note what happens to the intensity and the way you
perceive the emotional content of the sentences. There will
be a distinct variation between each.
I broke up with my partner.
I want a new car.
This dinner is delicious.
People should love their neighbors as themselves.
40. Exercises for TONE
The Ham Sandwich Exercise: Repeat the words
'Ham Sandwich' in as many varying ways as you can. For
example say it angrily, happily, sadly, lovingly, despairingly,
laughingly, importantly, slyly, snidely, shyly ...
41. Avoid these telltale signs of worry:
Fidgeting: Avoid touching your face or playing with jewelry. Keep your hands in front of you. If using a lectern, place
your hands on either side of it.
Pacing: Rather than pace in a random, panicky manner, move strategically. Move a few steps and then stop. This can
help keep an audience engaged, and you can use it to emphasize the message you’re communicating.
Hands shaking: Use cards rather than sheets of paper for your notes. This will make your shakiness much less apparent.
Never have change or keys in your pockets. You do not want to have the sound of objects competing with your voice.
Never wear a hat or sunglasses, unless it is part of your presentation. Dress appropriately any time you give a
presentation. It is better to make a credible first impression by looking as if you are interested in giving a good speech.
Do not use distracting mannerisms. This includes many nervous habits you might have (i.e. playing with a ring or
necklace, tucking hair behind your ear, playing with a pen; cracking knuckles, etc.). These are actions you can easily
avoid doing if you are aware of them. Take off your jewelry; tie your hair back or moose it down; get rid of the pen,
etc...
Do not stand with your arms crossed or your hands in your pockets. This type of posture prevents you from gesturing
and may even make your audience uncomfortable.
Never apologize if you make a mistake while giving a speech. Simply correct the mistake and move on. You never want
to draw light to an error, chances are most people will miss it anyway. Along these same lines never make faces when
you make a mistake it is better to just keep going.
42. Need Help? You got it!
Make an appt. with Professor Thornock, by email.
Schedule an appointment at the Writing Center,
LARC room 229, call or email at:
(818) 947-2810
writingtutor@lavc.edu
Visit: The Online Writing Center http://
www.lavc.edu/writingcenter
43. Mind Mapping for Main Ideas
(Topical/Chronological)
Brainstorming main points
My speech – The Apron
47. Apron Speech
Cooking – Tools, Cookbooks, Food supplies, Types of
cooking, cooking shows, purpose of cooking, clothing
(apron), etc.
Apron represents love of cooking
Not just an Apron – But magical Chef uniform
Relationship with my mother
Learning about other cultures/food
Meditative practice