Summary response assignment
•
1 like•869 views
This document provides instructions for an assignment to attend a keynote address by Sy Montgomery on October 3rd. Students are asked to take notes during the talk and then write a one-page, double-spaced summary and response. For the summary, students should summarize Montgomery's main point and supporting points in a substantial paragraph. For the response, students should write a substantial paragraph about their thoughts, feelings, and reactions to Montgomery's talk in terms of what was new or surprising, what they agreed or disagreed with, and anything they wished had been discussed. The completed assignment is due on October 10th.
Report
Share
Report
Share
Download to read offline
Recommended
ISem 101 Summary/Response Assignment
This document provides instructions for a summary/response assignment related to attending a common read keynote address. Students are asked to take notes during the talk, then write a one-page double-spaced paper summarizing the main point and supporting points of the speech. They are also to include a response paragraph sharing any new, surprising, or strong feelings about the content and whether the talk changed their perspective or left anything wanting. The assignment is due by the end of the day on October 25th by posting it to Bblearn.
Notetaking
This document provides tips and advice for note-taking while listening. It recommends focusing on the key points and main ideas rather than writing down every word. Listeners should predict parts of speech and topics in advance. Good note-taking requires actively deciding what information is important rather than passively writing everything heard. Understanding every word is less important than grasping the overall gist or meaning.
Discourse analysis and phonology
This document discusses various linguistic concepts related to discourse analysis and phonology, including:
1) How pronunciation of words can change in discourse, such as replacing /d/ with /b/ in "good morning" due to the influence of surrounding sounds.
2) How rhythm and stress patterns vary depending on discourse context and the speaker's intentions.
3) The difference between word stress and prominence assigned by the speaker, and factors that determine which words receive prominence.
4) How intonation is used to separate units of speech, indicate new information, and convey attitudes and meanings between speakers.
Conflict Creative Task PPT Presentation
This document provides guidance on writing a short story focused on conflict. It suggests choosing between an individual in conflict with the self, others, or society. Themes of power, fear, violence, and difference should be considered. The writer is tasked with choosing a point of view inspired by an image, and telling the backstory of their chosen character in third person, leading up to the climactic image. Steps are outlined for planning the plot, starting with action, building tension through sensory details, and ending with thematic closure and a strong concluding image or line of dialogue. Graphing the plot events is also recommended.
Conflict Management
My signature course on influence and managing conflict in a group setting. (Presented at Alpha Phi Omega's National Volunteer Conference in 2009)
Exercise: What Kind of Friend Am I?
In our first journaling exercise, we take a look at how we talk to our friends when they are suffering, and then we take a look at how we talk to ourselves when suffering. We begin to consider; How is it different? And why is it different?
Key features of speech v2
This document provides definitions and examples of linguistic terms related to conversation analysis including fillers, paralinguistic features, prosodic features, overlapping speech, active listening, interruptions, pauses, and false starts. It then outlines activities for students to analyze conversations focusing on paralinguistic features, prosodic features, and using linguistic terminology to annotate a transcript of an interview with Greg Rutherford. Finally, it poses questions about the power dynamics and linguistic behaviors demonstrated in the interview.
5 tips to speak more persuasively
The document provides 5 tips for speaking more persuasively. The tips are to listen first to lower resistance, replicate the other speaker's point of view to gain respect, avoid harsh language to stay focused on the problem, repeat your view to influence the other person psychologically, and speak the truth to prove your point and speak confidently.
Recommended
ISem 101 Summary/Response Assignment
This document provides instructions for a summary/response assignment related to attending a common read keynote address. Students are asked to take notes during the talk, then write a one-page double-spaced paper summarizing the main point and supporting points of the speech. They are also to include a response paragraph sharing any new, surprising, or strong feelings about the content and whether the talk changed their perspective or left anything wanting. The assignment is due by the end of the day on October 25th by posting it to Bblearn.
Notetaking
This document provides tips and advice for note-taking while listening. It recommends focusing on the key points and main ideas rather than writing down every word. Listeners should predict parts of speech and topics in advance. Good note-taking requires actively deciding what information is important rather than passively writing everything heard. Understanding every word is less important than grasping the overall gist or meaning.
Discourse analysis and phonology
This document discusses various linguistic concepts related to discourse analysis and phonology, including:
1) How pronunciation of words can change in discourse, such as replacing /d/ with /b/ in "good morning" due to the influence of surrounding sounds.
2) How rhythm and stress patterns vary depending on discourse context and the speaker's intentions.
3) The difference between word stress and prominence assigned by the speaker, and factors that determine which words receive prominence.
4) How intonation is used to separate units of speech, indicate new information, and convey attitudes and meanings between speakers.
Conflict Creative Task PPT Presentation
This document provides guidance on writing a short story focused on conflict. It suggests choosing between an individual in conflict with the self, others, or society. Themes of power, fear, violence, and difference should be considered. The writer is tasked with choosing a point of view inspired by an image, and telling the backstory of their chosen character in third person, leading up to the climactic image. Steps are outlined for planning the plot, starting with action, building tension through sensory details, and ending with thematic closure and a strong concluding image or line of dialogue. Graphing the plot events is also recommended.
Conflict Management
My signature course on influence and managing conflict in a group setting. (Presented at Alpha Phi Omega's National Volunteer Conference in 2009)
Exercise: What Kind of Friend Am I?
In our first journaling exercise, we take a look at how we talk to our friends when they are suffering, and then we take a look at how we talk to ourselves when suffering. We begin to consider; How is it different? And why is it different?
Key features of speech v2
This document provides definitions and examples of linguistic terms related to conversation analysis including fillers, paralinguistic features, prosodic features, overlapping speech, active listening, interruptions, pauses, and false starts. It then outlines activities for students to analyze conversations focusing on paralinguistic features, prosodic features, and using linguistic terminology to annotate a transcript of an interview with Greg Rutherford. Finally, it poses questions about the power dynamics and linguistic behaviors demonstrated in the interview.
5 tips to speak more persuasively
The document provides 5 tips for speaking more persuasively. The tips are to listen first to lower resistance, replicate the other speaker's point of view to gain respect, avoid harsh language to stay focused on the problem, repeat your view to influence the other person psychologically, and speak the truth to prove your point and speak confidently.
QUESTIONS TAGS
Question tags are short questions added to the end of statements to confirm if something is true or encourage a reply. A positive statement is followed by a negative question tag, while a negative statement uses a positive question tag. Question tags are formed using an auxiliary or modal verb matching the tense of the statement.
Presentation task1
This document discusses various aspects of communication, including verbal and non-verbal communication. It provides examples of verbal communication, such as telling someone your birthday, and non-verbal communication, such as using thumbs up. The document also describes a newspaper tower building challenge that involved limited verbal communication. Additionally, it discusses good group communication skills, consequences of poor communication, and strategies for interacting with others, such as using the SOLER technique of making eye contact and engaging in an open posture. The last section provides guidance for participating in a social media group debate.
5 Flash Cards to keep handy in your next user research session
This document provides 5 flash cards with tips for conducting user research sessions:
1. Be curious - ask open-ended questions to learn unknown needs and different perspectives.
2. Dig deeper for insights - ask open-ended questions that encourage stories, and gently guide conversations to explore interesting topics without leading.
3. Listen, don't just hear - prioritize listening over predefined questions to better understand the user's world.
4. Embrace silence - silence can elicit more information from users than questions. Observe struggles without immediately helping.
5. Feel the pain - engage empathetically without judgement by observing cues and assuming the user's perspective.
Banishing the Butterflies
This document discusses overcoming speech anxiety. It identifies common causes of speech nerves like fear of making mistakes, past bad experiences, and feeling the center of attention. It explains that worrisome thoughts are rooted in irrational fears that activate the body's fight or flight response and increase adrenaline. To overcome speech anxiety, the document recommends restructuring worrisome thoughts to positive coping statements, practicing relaxation techniques like deep breathing, and employing tips for public speaking like maintaining eye contact and visualizing success.
Tag questions
Question tags are short questions added to the end of statements to confirm if something is true or false, or encourage a response. They are formed using the auxiliary verb from the statement and the appropriate subject. A positive statement is followed by a negative question tag, while a negative statement uses a positive question tag. Examples are provided like "Jack is from Spain, isn't he?" and "They aren't funny, are they?".
Presentation task1
This document discusses verbal and non-verbal communication. It provides examples of each, including speaking, gestures, and body language. It describes an activity where groups had to plan and build a tower using only verbal communication first, then non-verbal to build it. Both forms of communication were found to be essential for success. The document also discusses good communication skills like speaking clearly and letting everyone contribute. Poor communication can cause projects to fall apart from lack of understanding or cooperation. Discussion skills are also covered, like using an agenda and time limits, as well as rules to ensure respect and staying on topic. The SOLER model of non-verbal communication teaches skills like making eye contact and having an open posture to improve interactions. Debate preparation
5 Challenges faced when Communicating In English and how to overcome them
It will be truism to say that English has become indispensable. Everyone knows it, but the fact is not many academic institutions give serious attention to communicative skills in English during a student's formative years. In many schools and colleges it is taught as a subject ignoring the very purpose of studying a language: to communicate.
October 6 (83)
The document appears to be discussing a quiz question about the color of a hippopotamus's milk, with answer options of white, yellow, pink, blue, or green. It then provides instructions for dividing into groups to discuss summaries of a book paragraph by paragraph and make predictions about the rest of the book. The next section lists tasks like reading a chapter, working on an essay draft, and participating in an online discussion. In under 3 sentences, this summary outlines the content and format but does not analyze or evaluate the document.
How to start a conversation
Use inviting body language like smiling and avoiding closed-off poses. Speak in a relaxed tone at a moderate pace. Ask open-ended questions that can't be answered in one word, like "Tell me about yourself." Reword what they say as a new question to keep the conversation flowing while making them feel heard. Leave space for the other person to talk more by controlling the conversation less. Thank them for their time before exchanging contact details.
How To Get Your Point Across In
Another presentation on a book. This one looses focus at around slide 7, and it ends rather poorly, but it sure is pretty.
Coping with speech anxiety
The document provides information on public speaking and overcoming the fear of it. It discusses how public speaking anxiety is a normal reaction when facing an unfamiliar situation like speaking in front of others. It also provides tips for controlling anxiety like focusing on positives, being confident, knowing your audience and material, gaining experience through practice. The document encourages harnessing anxiety through a self-improvement plan to identify strengths/weaknesses and taking action to overcome weaknesses by monitoring improvements over time.
Presentation week 4 interviews
A delivered to undergraduates studying Journalism in Practice at Birmingham City Uni. The course covers all aspects of journalism by giving them plenty of practice. This week we look at interviews.
Elements of a Good Speech
This document outlines elements of a good speech, including attitude, rehearsal, vocal expression, and nonverbal expression. It emphasizes being confident, speaking conversationally at an appropriate volume and pace, making eye contact with the audience, and dressing appropriately. Gestures and movement should be natural, and the speaker should focus on the message rather than themselves. Proper preparation through rehearsal of a written manuscript is also advised.
Chp3 managing speech anxiety
This document discusses strategies for managing different types of speech anxiety. It identifies four stages of public speaking anxiety: pre-preparation anxiety, preparation anxiety, pre-performance anxiety, and performance anxiety. For each type of anxiety, it provides tips, such as preparing a plan of action, working on speeches in short sessions each day, and practicing frequently to help reduce pre-performance and performance anxiety. The key message is that thorough preparation and practice can help speakers manage anxiety at each stage of preparing and delivering a speech.
ALWG Final Project
The document provides guidance on writing a memoir based on an event from one's own life. It instructs the reader to choose a meaningful life event that was a turning point, where a hard lesson was learned, or that changed them for the better. The memoir should include an introduction to grab the reader's attention, background details in the middle, and a conclusion discussing what was learned and why the event was significant. Sensory details and dialogue should be used to show rather than tell what happened. The memoir can be written chronologically, with flashbacks, or reflectively.
Rief 3 Card Interview
The document outlines an in-class interview activity where students:
1. Generate vocabulary words related to biographies on personal word walls
2. Create index cards to interview a partner by asking questions from their word wall
3. Record their partner's responses and reflect on what surprised or intrigued them
4. Draft a short piece of writing based on what they learned about their partner
Prediction powerpoint #2
The document provides instructions for students to practice making predictions about texts using sentence starters. It explains that students will be shown materials like book covers and passages from stories and asked to work in groups to use sentence starters to predict what will happen next in the text, with their responses shared with the class.
ENG333 Week 2 narratives
The document provides an overview of narrative texts and their elements. It discusses how infants, toddlers, and older children learn language through interactions at home and in social settings. The key elements of narratives are identified as theme, setting, characters, point of view, characterization, dialogue, and plot (including exposition, rising action, climax, falling action, and resolution). Examples are provided to illustrate each element. The document also covers narrative formats in media, including news stories that use structures like the inverted pyramid, hourglass, nut graph, and five boxes.
Obstacles to ineffective listening(w3)
This document discusses obstacles to effective listening. It outlines situational obstacles such as incomprehensibility, message overload, message complexity, and environmental distractions. It also discusses internal obstacles like preoccupation, prejudgment, lack of effort, and reacting to emotionally loaded language. The document concludes by describing six forms of ineffective listening: pseudolistening, monopolizing, conversational rerouting, selective listening, defensive listening, ambushing, and literal listening.
Interpersonal Communication Chapter 6
The document discusses various aspects of communication and conflict resolution. It covers topics like the stages of a conversation from greeting to closing, types of conflicts, causes of conflicts, effects of fighting, conflict resolution strategies, and principles for managing conflicts constructively. The key ideas are that conflicts are inevitable but should be resolved through respectful discussion rather than fighting, and that an understanding, empathetic approach is most effective for maintaining healthy relationships.
Academic English Listening - FULL COURSE SLIDES-3 of 4.pdf
This course is designed to improve students' listening skills in English as a second language. Through a variety of activities and authentic materials, students will develop their ability to understand and interpret spoken English in a range of contexts and genres. The course will focus on developing students' listening strategies, pronunciation skills, and ability to participate in academic and real-world listening situations.
Chapter 28 From Sandra
This document provides an overview of oral communication skills, including speaking in front of groups, the elements of communication, communication barriers, active listening strategies, examining verbal and nonverbal cues, analyzing word choice, evaluating messages, preparing and delivering speeches, interviewing skills, group roles and etiquette, and resolving conflicts. Key aspects covered include the speaker, message, and audience in communication; external, speaker-based, and audience-based barriers; informational, critical, creative, and empathic listening; and planning, writing, and rehearsing speeches.
More Related Content
What's hot
QUESTIONS TAGS
Question tags are short questions added to the end of statements to confirm if something is true or encourage a reply. A positive statement is followed by a negative question tag, while a negative statement uses a positive question tag. Question tags are formed using an auxiliary or modal verb matching the tense of the statement.
Presentation task1
This document discusses various aspects of communication, including verbal and non-verbal communication. It provides examples of verbal communication, such as telling someone your birthday, and non-verbal communication, such as using thumbs up. The document also describes a newspaper tower building challenge that involved limited verbal communication. Additionally, it discusses good group communication skills, consequences of poor communication, and strategies for interacting with others, such as using the SOLER technique of making eye contact and engaging in an open posture. The last section provides guidance for participating in a social media group debate.
5 Flash Cards to keep handy in your next user research session
This document provides 5 flash cards with tips for conducting user research sessions:
1. Be curious - ask open-ended questions to learn unknown needs and different perspectives.
2. Dig deeper for insights - ask open-ended questions that encourage stories, and gently guide conversations to explore interesting topics without leading.
3. Listen, don't just hear - prioritize listening over predefined questions to better understand the user's world.
4. Embrace silence - silence can elicit more information from users than questions. Observe struggles without immediately helping.
5. Feel the pain - engage empathetically without judgement by observing cues and assuming the user's perspective.
Banishing the Butterflies
This document discusses overcoming speech anxiety. It identifies common causes of speech nerves like fear of making mistakes, past bad experiences, and feeling the center of attention. It explains that worrisome thoughts are rooted in irrational fears that activate the body's fight or flight response and increase adrenaline. To overcome speech anxiety, the document recommends restructuring worrisome thoughts to positive coping statements, practicing relaxation techniques like deep breathing, and employing tips for public speaking like maintaining eye contact and visualizing success.
Tag questions
Question tags are short questions added to the end of statements to confirm if something is true or false, or encourage a response. They are formed using the auxiliary verb from the statement and the appropriate subject. A positive statement is followed by a negative question tag, while a negative statement uses a positive question tag. Examples are provided like "Jack is from Spain, isn't he?" and "They aren't funny, are they?".
Presentation task1
This document discusses verbal and non-verbal communication. It provides examples of each, including speaking, gestures, and body language. It describes an activity where groups had to plan and build a tower using only verbal communication first, then non-verbal to build it. Both forms of communication were found to be essential for success. The document also discusses good communication skills like speaking clearly and letting everyone contribute. Poor communication can cause projects to fall apart from lack of understanding or cooperation. Discussion skills are also covered, like using an agenda and time limits, as well as rules to ensure respect and staying on topic. The SOLER model of non-verbal communication teaches skills like making eye contact and having an open posture to improve interactions. Debate preparation
5 Challenges faced when Communicating In English and how to overcome them
It will be truism to say that English has become indispensable. Everyone knows it, but the fact is not many academic institutions give serious attention to communicative skills in English during a student's formative years. In many schools and colleges it is taught as a subject ignoring the very purpose of studying a language: to communicate.
October 6 (83)
The document appears to be discussing a quiz question about the color of a hippopotamus's milk, with answer options of white, yellow, pink, blue, or green. It then provides instructions for dividing into groups to discuss summaries of a book paragraph by paragraph and make predictions about the rest of the book. The next section lists tasks like reading a chapter, working on an essay draft, and participating in an online discussion. In under 3 sentences, this summary outlines the content and format but does not analyze or evaluate the document.
How to start a conversation
Use inviting body language like smiling and avoiding closed-off poses. Speak in a relaxed tone at a moderate pace. Ask open-ended questions that can't be answered in one word, like "Tell me about yourself." Reword what they say as a new question to keep the conversation flowing while making them feel heard. Leave space for the other person to talk more by controlling the conversation less. Thank them for their time before exchanging contact details.
How To Get Your Point Across In
Another presentation on a book. This one looses focus at around slide 7, and it ends rather poorly, but it sure is pretty.
Coping with speech anxiety
The document provides information on public speaking and overcoming the fear of it. It discusses how public speaking anxiety is a normal reaction when facing an unfamiliar situation like speaking in front of others. It also provides tips for controlling anxiety like focusing on positives, being confident, knowing your audience and material, gaining experience through practice. The document encourages harnessing anxiety through a self-improvement plan to identify strengths/weaknesses and taking action to overcome weaknesses by monitoring improvements over time.
Presentation week 4 interviews
A delivered to undergraduates studying Journalism in Practice at Birmingham City Uni. The course covers all aspects of journalism by giving them plenty of practice. This week we look at interviews.
Elements of a Good Speech
This document outlines elements of a good speech, including attitude, rehearsal, vocal expression, and nonverbal expression. It emphasizes being confident, speaking conversationally at an appropriate volume and pace, making eye contact with the audience, and dressing appropriately. Gestures and movement should be natural, and the speaker should focus on the message rather than themselves. Proper preparation through rehearsal of a written manuscript is also advised.
Chp3 managing speech anxiety
This document discusses strategies for managing different types of speech anxiety. It identifies four stages of public speaking anxiety: pre-preparation anxiety, preparation anxiety, pre-performance anxiety, and performance anxiety. For each type of anxiety, it provides tips, such as preparing a plan of action, working on speeches in short sessions each day, and practicing frequently to help reduce pre-performance and performance anxiety. The key message is that thorough preparation and practice can help speakers manage anxiety at each stage of preparing and delivering a speech.
ALWG Final Project
The document provides guidance on writing a memoir based on an event from one's own life. It instructs the reader to choose a meaningful life event that was a turning point, where a hard lesson was learned, or that changed them for the better. The memoir should include an introduction to grab the reader's attention, background details in the middle, and a conclusion discussing what was learned and why the event was significant. Sensory details and dialogue should be used to show rather than tell what happened. The memoir can be written chronologically, with flashbacks, or reflectively.
Rief 3 Card Interview
The document outlines an in-class interview activity where students:
1. Generate vocabulary words related to biographies on personal word walls
2. Create index cards to interview a partner by asking questions from their word wall
3. Record their partner's responses and reflect on what surprised or intrigued them
4. Draft a short piece of writing based on what they learned about their partner
Prediction powerpoint #2
The document provides instructions for students to practice making predictions about texts using sentence starters. It explains that students will be shown materials like book covers and passages from stories and asked to work in groups to use sentence starters to predict what will happen next in the text, with their responses shared with the class.
ENG333 Week 2 narratives
The document provides an overview of narrative texts and their elements. It discusses how infants, toddlers, and older children learn language through interactions at home and in social settings. The key elements of narratives are identified as theme, setting, characters, point of view, characterization, dialogue, and plot (including exposition, rising action, climax, falling action, and resolution). Examples are provided to illustrate each element. The document also covers narrative formats in media, including news stories that use structures like the inverted pyramid, hourglass, nut graph, and five boxes.
What's hot (18)
5 Flash Cards to keep handy in your next user research session
5 Flash Cards to keep handy in your next user research session
5 Challenges faced when Communicating In English and how to overcome them
5 Challenges faced when Communicating In English and how to overcome them
Similar to Summary response assignment
Obstacles to ineffective listening(w3)
This document discusses obstacles to effective listening. It outlines situational obstacles such as incomprehensibility, message overload, message complexity, and environmental distractions. It also discusses internal obstacles like preoccupation, prejudgment, lack of effort, and reacting to emotionally loaded language. The document concludes by describing six forms of ineffective listening: pseudolistening, monopolizing, conversational rerouting, selective listening, defensive listening, ambushing, and literal listening.
Interpersonal Communication Chapter 6
The document discusses various aspects of communication and conflict resolution. It covers topics like the stages of a conversation from greeting to closing, types of conflicts, causes of conflicts, effects of fighting, conflict resolution strategies, and principles for managing conflicts constructively. The key ideas are that conflicts are inevitable but should be resolved through respectful discussion rather than fighting, and that an understanding, empathetic approach is most effective for maintaining healthy relationships.
Academic English Listening - FULL COURSE SLIDES-3 of 4.pdf
This course is designed to improve students' listening skills in English as a second language. Through a variety of activities and authentic materials, students will develop their ability to understand and interpret spoken English in a range of contexts and genres. The course will focus on developing students' listening strategies, pronunciation skills, and ability to participate in academic and real-world listening situations.
Chapter 28 From Sandra
This document provides an overview of oral communication skills, including speaking in front of groups, the elements of communication, communication barriers, active listening strategies, examining verbal and nonverbal cues, analyzing word choice, evaluating messages, preparing and delivering speeches, interviewing skills, group roles and etiquette, and resolving conflicts. Key aspects covered include the speaker, message, and audience in communication; external, speaker-based, and audience-based barriers; informational, critical, creative, and empathic listening; and planning, writing, and rehearsing speeches.
Facilitation and Media Interviews
This document provides guidance for facilitators and on conducting media interviews. It discusses key concepts for facilitators such as focusing on the process, paraphrasing, summarizing, and questioning participants. It also outlines important attitudes, knowledge, and skills for facilitators including active listening, communication best practices, and dealing sensitively with adults. For media interviews, it recommends answering the question concisely, being concrete with examples, preparing key messages and responses to tough questions, and keeping answers brief and focused.
NYS Ela Regent Prep
The document provides guidance on becoming a more productive listener by understanding an author's purpose and recalling evidence that supports that purpose. It includes prompts for journal entries about listening to passages, audio, and media. Students are asked to note the tone, topic, and main points of what they're listening to, as well as any quotes or examples that back up the topic. The goal is to help students engage more deeply with what they're hearing and learn to summarize it accurately.
Listen effectively
This document provides techniques for effective listening. It discusses 9 techniques: 1) like to listen, 2) ignore distractions, 3) summarize what is said, 4) tame emotions, 5) eliminate hasty judgments, 6) never interrupt, 7) inspire openness, 8) acknowledge the need to listen, and 9) generate conclusions. The document emphasizes that active listening involves interpreting and organizing what is heard, communicating a willingness to listen, and offering feedback with genuine respect for others' opinions to reduce communication breakdowns. Practicing these 9 techniques can help people become better listeners and understand each other more fully.
Public speaking for business presentation
The document discusses public speaking and provides guidance on how to effectively structure and deliver a speech. It covers topics such as understanding the audience, organizing the content, using language appropriately, managing timing, employing body language, and utilizing audiovisual aids. The key aspects of an effective speech include being understandable, having a clear structure with an introduction, body and conclusion, and using presentation skills to engage the audience.
Gallery.pptx
There are four main types of listening:
1. Marginal/passive listening involves hearing sounds in the background without focusing on them.
2. Attentive listening requires focusing on and showing interest in what is being said, taking note of specifics and how they relate to main points.
3. Critical/analytical listening involves deciding on the truth of ideas, passing judgment on claims, and determining whether to accept, reject, or seek clarification on what is heard.
4. Appreciative listening provides pleasure from aspects like humor or blended voices and reactions.
Debating an-introduction-for-beginners
Debating involves two teams (affirmative and negative) arguing for or against a topic. Each team has three speakers. The document outlines the rules and structure of a debate, including the duties of each speaker, how to define and interpret the topic, how to prepare arguments, and tips for effective presentation and structure. Good debaters use clear, well-supported arguments and address both their own position and the opposing position.
Oral Presentations
Oral presenatation masterclass as part of Fastbleep's 2011 academic seminar series. Seminar by James Giles
Observation Lesson Plan
This daily lesson plan is for an ESL listening and speaking class. It includes two main activities: 1) A review and discussion of a listening from the previous class, where students practice identifying opinions and agreeing or disagreeing. 2) An activity where students listen to summaries, compare their own summary sentences to examples, and learn signals phrases used in summaries. The lesson aims to help students recognize organizational cues in summaries and work on speaking skills like expressing opinions. Students' skills will be informally assessed during class activities and formally assessed later in the unit test.
COMMUNICATIVE STRATEGY.pptx
This document appears to be a lesson plan for an English communication class. It includes an agenda with items like prayer, attendance, house rules, and a review. It then covers topics like types of speech acts, movies, interviews, vocabulary words, and communicative strategies. For communicative strategies, it defines and provides examples of 7 types: nomination, restriction, turn-taking, topic control, topic shifting, repair, and termination. It includes activities like role plays applying the strategies and identifying them in examples. The lesson aims to help students distinguish and use polite and meaningful communicative strategies.
Comunicative competence
The document provides guidance on skills for teaching English pronunciation, developing vocabulary, comprehending texts, studying effectively, giving oral presentations, writing compositions, and evaluating student presentations. It includes tips for distinguishing sounds, recalling information, making predictions, stressing words, and structuring speeches. The document also lists criteria for evaluating students' use of voice, language, knowledge, and visual aids during oral presentations.
Effective Communication Skills for Software Engineers
This document provides tips and guidance for improving soft skills and communication skills for software engineers. It discusses the importance of communication, listening skills, verbal and non-verbal communication, and overcoming barriers to effective communication. Specific tips include prioritizing communication, simplifying messages, engaging listeners, developing listening skills, using body language properly, maintaining eye contact, and showing respect for audiences. The overall message is that communication skills are essential for software engineers to develop in order to have greater success and impact in their work.
Effective Public Speaking Skills
The two-day training workshop aimed to help participants improve their public speaking skills through modules on understanding public speaking, overcoming stage fright, speech preparation and delivery, the use of body language and voice modulation. Key lessons included different types of public speaking, qualities of effective speakers, and models for structuring speeches to capture audience attention and motivate action. Participants had opportunities for individual and group presentations to practice their skills.
Theory of Interpersonal Skills by Tai Tran
The document discusses interpersonal skills, including listening skills, barriers to communication, and assertion skills. It provides details on attending skills like maintaining eye contact and body language, following skills like using openers and minimal encourages, and reflecting skills like paraphrasing and reflecting feelings. It also discusses improving listening by focusing on feelings, staying non-judgmental, and using three-part assertion messages to address behaviors, feelings, and impacts in a constructive manner.
Listening
The document discusses the differences between hearing and listening, describing listening as a conscious choice that requires concentration. It outlines various types of listening including appreciative, empathetic, comprehensive/active, critical/analytical listening. Barriers to effective listening like distractions and assumptions are also discussed. The document provides 8 commandments for effective listening and emphasizes listening with an open mind, without judgment, to understand different perspectives.
Eksami Ettevalmistus Ppt
This document provides tips for preparing for the Estonian national examination. It covers four areas: writing, listening, reading, and speaking. For writing, it advises reading instructions carefully, using formal language, and including an introduction, body paragraphs, and conclusion. For listening, it suggests focusing on stressed words, the situation, and speakers' moods. For reading, it recommends dealing with difficult words through context and completing notes while reading. For speaking, it advises preparing key words and examples for a monologue and introducing oneself and asking follow-up questions in a role play. The conclusion states that following the tips may improve exam scores.
Impromptu Speaking.pptx
This document provides guidance on improving impromptu speaking abilities. It outlines a five-step formula of listen, pause, confirm, tell, and end for structuring an impromptu response. Several strategies are also suggested, such as expressing an opinion, addressing cause and effect, breaking the topic into components, or discussing the past, present and future. The document cautions against apologizing, rambling, or inventing responses. Regular practice of these concepts can help one develop confidence in impromptu speaking situations.
Similar to Summary response assignment (20)
Academic English Listening - FULL COURSE SLIDES-3 of 4.pdf
Academic English Listening - FULL COURSE SLIDES-3 of 4.pdf
Effective Communication Skills for Software Engineers
Effective Communication Skills for Software Engineers
More from Victoria Arthur
Engl 317 Project 1 Schedule Steps Summer 2021
This document provides a schedule and estimated time for completing the deliverables for Project 1. It outlines 5 steps students need to take to analyze a piece of their own writing and compose a memo report on its technical prose and presentation style. Step 1 involves reviewing the schedule and assignments. Step 2 focuses on reviewing lecture materials. Step 3 directs students to analyze their writing using a provided handout. Step 4 reviews optional podcast instructions. Step 5 covers recording an optional podcast. All deliverables, including a self-evaluation and memo report, are due by the specified Sunday deadline.
Eng 317 Syllabus Summer 2021
This document is a syllabus for an English technical writing course. It outlines the course objectives, which are to teach students to communicate technical information to non-expert audiences through various media formats. It describes 5 projects students will complete, including analyzing readability, creating technical documentation, designing data visualizations, performing usability tests, and preparing job application materials. It also provides policies on technology requirements, file formats, deadlines, submitting work, disabilities, plagiarism, and contacting the instructor.
Project5 Schedule Steps Engl317 Summer2021
This document provides a schedule and instructions for Project 5, which involves creating a professional identity portfolio. The estimated time to complete the project is 12 hours. It outlines 5 steps: 1) reviewing the project instructions, choosing an internship/job posting and analyzing required skills; 2) drafting a cover letter and resume/CV; 3) continuing to revise documents; 4) creating an e-portfolio website using a free tool like Wix or Weebly to showcase samples; and 5) submitting all deliverables by the due date. The deliverables include a self-evaluation, cover letter and resume/CV, and the URL to the e-portfolio website.
Project4 Schedule Steps Engl317 Summer2021
This document outlines the steps and timeline for Project 4, which involves conducting a usability test of a website. It provides estimated times for each step of the process over two weeks. The main steps are: 1) reviewing materials on usability testing, 2) planning and conducting test tasks to collect data, 3) analyzing the data and writing a technical white paper, and 4) creating a screencast reporting a key finding. The deliverables due at the end of the two weeks are a self-evaluation, technical white paper, and screencast reporting a usability test finding.
Project3 Schedule Steps Engl317 Summer2021
This 3-page document outlines the steps and timeline for Project 3. It includes:
1. An estimated 12 hours to complete the project, broken into 4 steps over 3 hours each.
2. The first step involves reviewing materials on data visualization and choosing a data set.
3. The second step has students create an outline and wireframe for an infographic.
4. Step three is to create the infographic using provided options.
5. The final step involves creating a screencast to justify design choices.
All deliverables are due by Sunday at 11:59 PM and must be submitted through the online portal.
Project2 Schedule Steps Engl317 Summer 2021
This document provides the schedule and instructions for Project 2, which involves creating technical definitions and descriptions, as well as a slidecast explaining them. It outlines 5 steps to complete over 12 hours, including reading assignments, planning the technical documentation, creating and testing the slidecast, and submitting all deliverables by the due date and time. Students are asked to skim the schedule, study instructional slides, write the technical documentation in 3 hours, decide on a slidecast format and record a test, design visuals and script for 4 hours, and finally record and practice the voiceover for 2 hours.
Eng 317 Project1 Schedule Steps Engl317 Summer2021
This document provides a schedule and instructions for students to complete Project 1 over the course of one week. It outlines 5 steps for students to analyze a writing sample, write a memo report on their findings, and create an audio-only podcast. The estimated time to complete the project is 12 hours. Step 1 involves reviewing the assignment instructions. Step 2 has students review lecture materials. Step 3 is to analyze their writing sample according to the provided handout. Step 4 is to review podcast instructions and do a test recording. Step 5 is to write a podcast script and record the podcast. All deliverables are due by the specified Sunday deadline.
Eng 317H P5 Virtual Schedule Spring 2021
This document outlines the schedule and deliverables for Project 5 in an English technical writing course. It provides the dates that assignments are due, including a cover letter and resume/CV that are due on May 2nd. It also requires students to create an e-portfolio with their materials and submit the URL along with a self-evaluation in the online dropbox by the May 2nd deadline. The document emphasizes verifying submissions are received correctly to avoid penalties.
Eng 309 Unit 4 Virtual Schedule
For the final unit of the semester, students will complete a final portfolio project to reflect on what they learned about genre and style throughout the class. Students will revise and improve their major projects from the semester. The portfolio project will be introduced on April 19th and students will have optional individual conferences and workdays scheduled until the final portfolio is due on May 10th at 11:59pm.
Eng 309 Unit 4 Virtual Schedule
The document provides an overview and schedule for a final portfolio project in an English class. Students will reflect on what they learned about genre and style over the course of the class and conduct substantive revisions to major projects. They will create a reflective memo on their learning and workshop drafts of the memo as well as an open letter or commencement speech. The final portfolio containing all revised work and reflections is due on Monday, May 10th at 11:59 pm.
Eng 345 Class Schedule
This document outlines the class schedule and assignments for an English course on Shakespeare called Eng 345: Studies in Shakespeare. The course is divided into five units focusing on different Shakespearean works: Hamlet, Romeo and Juliet, Macbeth, The Tempest, and Station Eleven. For each unit, the schedule lists the dates for zoom meetings and assignments such as reading portions of the play and submitting responses. Students will complete a midterm analysis paper, creative assignment, and final reflection paper. The course explores Shakespearean works through discussion, film adaptations, and examining their relevance today.
Eng 309 Unit 4 Final Portfolio Assignment Sheet
This document provides instructions for the final portfolio project for an English course. It consists of a reflective memo between 1000-1500 words and revisions of up to three major projects from the semester. The reflective memo must include an introduction, two sections, and a conclusion. Section one requires the student to reflect on how they met the five learning outcomes of the course using evidence from their work. Section two describes the revisions made to each project based on feedback. The portfolio allows students to reflect on their learning and growth over the semester.
Eng 317H P4 Virtual Schedule Spring 2021
This document outlines the schedule and assignments for Project 4 of the ENGL 317 Spring Technical Writing course. It details that over weeks 10-13, students will conduct usability testing of communication products and websites. They will write a technical white paper about their findings and create a screencast. The deliverables due on April 18th are a self-evaluation, the white paper, and the screencast URL. Students are advised to verify their submissions were received correctly.
Eng 309 Unit 3 Virtual Schedule
This document provides an overview and schedule for Unit 3 of ENGL 309 Rhetorical Style. It outlines that students will analyze genres and incorporate rhetorical devices into their own writing about the year 2020. By the end of the unit, students should be able to successfully reproduce a genre using an original topic, and skillfully use tropes and schemes. The schedule lists upcoming class activities like analyzing examples of open letters and commencement speeches, choosing a project genre, having writing conferences, and workshopping a draft.
Eng 309 Unit 3 Virtual Schedule
This document provides an overview and schedule for Unit 3 of ENGL 309 Rhetorical Style. It outlines that students will analyze genres and incorporate rhetorical devices into their own writing about the year 2020. The unit outcomes are to successfully analyze and reproduce a genre using an original topic, and skillfully incorporate tropes and schemes. The schedule lists upcoming class activities like analyzing examples of open letters and commencement speeches, choosing a project genre, conferences, and workshops for a draft.
Eng 309 Unit 3 Assignment Sheet Writing 2020 Spring 2021
This document outlines Project 3 assignments for an English class. Students will write either an open letter or commencement speech, both examples of epideictic rhetoric meant to reveal community values. The project aims to help students grasp epideictic genres and skillfully incorporate tropes and schemes. Deliverables include a memo introducing the genre chosen, tropes used, and lessons learned, as well as the open letter or speech. The feedback will assess successful use of epideictic genre conventions, effective trope and scheme incorporation, and polished structure and style.
Eng 309 Class Schedule
This document outlines the class schedule for an English literature course focusing on Shakespeare. The course is divided into 5 units covering Hamlet, Romeo and Juliet, Macbeth, The Tempest, and Station Eleven. For each class, students are assigned readings from the plays as well as supplemental materials. Class time involves discussing the plays, films adaptations, and related topics. Major assignments include strong response papers, a midterm analysis paper, a creative assignment, padlet posts and responses, and a final reflection paper.
Eng 309 Unit 2 Virtual Schedule
This document provides an overview and schedule for Unit 2 of an English course focusing on rhetorical style. The unit will involve analyzing stylistic elements of essays through works like Performing Prose and Best American Essays. Students will learn to identify aspects of style such as purpose, motives, conventions, and rhetorical devices. A major assignment will require students to conduct a stylistic analysis of one essay and then write their own imitation of that essay's style using a different topic. The schedule outlines the readings, in-class exercises, and assignments for each class meeting over the course of the unit, including analyzing the essay "Total Eclipse," presenting on additional essays, workshops, and drafting their stylistic analysis and imitative essay.
Eng 317H P3 Virtual Schedule Spring 2021
This document provides the project schedule for Project 3 of the ENGL 317 Spring Technical Writing course. It outlines the in-class work and assignments due for weeks 7 through 9, which focus on data visualization and creating an infographic. Key deliverables include an Infographic Planning Memo due on March 3rd and the full Infographic project due on March 14th, which should be submitted through the submissions drop box on the project page. Students are advised to verify their submissions work as intended to avoid penalties.
Eng 317H Project 2 Virtual Schedule Spring 2021
This document provides the schedule and assignment details for Project 2 of the ENGL 317 Spring Technical Writing course. It outlines the following key points across weeks 4-6:
- Students will be introduced to creating technical definitions and descriptions.
- The schedule includes in-class instruction and exercises, peer review, and optional office hours to get help.
- Deliverables include a technical documentation memo, a slidecast presenting a technical definition or description, and a self-evaluation.
- All project materials are due by Sunday, February 21st by submitting the required files to the submissions drop box.
More from Victoria Arthur (20)
Eng 317 Project1 Schedule Steps Engl317 Summer2021
Eng 317 Project1 Schedule Steps Engl317 Summer2021
Eng 309 Unit 3 Assignment Sheet Writing 2020 Spring 2021
Eng 309 Unit 3 Assignment Sheet Writing 2020 Spring 2021
Recently uploaded
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Recently uploaded (20)
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Summary response assignment
- 1. ISem 101: The Monsters We Make Summary/Response Assignment Attend the Common Read Keynote Address, Monday 10/3, 7:00 pm, International Ballroom, Pitman Center. Take notes during the talk. Write up a one-‐paged, typed, double-‐spaced summary/response. Summary – in a substantial paragraph, summarize Sy Montgomery’s talk. Focus on the main point of her talk and supporting points. Response – in another substantial paragraph, write about what you think and feel about Montgomery’s talk. Was anything she said new or surprising to you? Do you feel strongly (positively or negatively) about something she said? Do you think or feel differently about something after her talk? Is there something you wish she had discussed that she didn’t? Due Date: Monday, 10/10 in class