Running head PART 2-REFLECTION AND FEEDBACK .docx

Running head: PART 2-REFLECTION AND FEEDBACK
1
PART 2-REFLECTION AND FEEDBACK
6
Part 2 - Reflection and Feedback
Student’s Name
Institutional Affiliation
Part 2 - Reflection and Feedback
3. Reflection on my Presentation Preparation
a. The approach for planning my presentation
Preparation of presentation is typically overwhelming
experience and it entails fundamental strategies as well as steps
that assist in breaking down them into more manageable tasks
(Brett, 2019).
I analyzed the audience I was to address in bid to obtain certain
fundamental information pertaining to their backgrounds,
values, as well as interests, which consequently enable me to
understand what the audience members might imagine from my
presentation (Harris et al., 2017). Consequently I selected an
appropriate topic that is of interest to the audience and me. It is
typically much easier to deliver a presentation that the audience
finds pertinent, as well as more enjoyable to research.
Thirdly, I defined the objectives of the presentation in a single
concise statement. Moreover, the objective mainly specifies
exactly those things audiences require to learn from my
presentation (Brett, 2019). Moreover, based on the objective
coupled with the level of the content on the period I will
undertake to deliver my entire in regard delivering background

knowledge of the audience.
b. Rehearsing for the presentation
Rehearsal mainly entails praxis, which typically refers to the
process of putting theoretical knowledge into practice via a
steady cycle of conceptualizing the connotation of the things
that can be learned from experience. I rehearsed through
undertaking analysis and synthesis by incorporating stimulated
experience (Brett, 2019).
During this analysis and synthesis period, i broke down the
rehearsal into diverse chunks for analysis, worked with the
relatively smaller areas, and consequently strive for the
synthesis (Harris et al., 2017). I practiced diverse means of
really expressing ideas by determining the best one. Moreover, I
used practiced different styles of delivery like speaking either
relatively faster or slower.
C.Better suggestions for the preparation in the future
For relatively better preparation in the future, I will utilize my
stimulated experience by recording my work to view it later as
well as having a trusted friend to assess and offer appropriate
feedback.
4. Using Feedback to Refine my Communication
a) Feedback received on my verbal communication from the
week 8 Discussion Board
It was noted that I need to improve on my non verbal
communication cues, my listening skill as well as my
clarification of facts. Non-verbal communication is deemed to
be imperative for effective communication and it includes tonal

variation, voice quality, making eye contact with the audience,
as well as maintaining suitable body movement (Brett, 2019).
Moreover, it considered to be easier easy to communicate using
non-verbal communication since it aids in passing the
information as well as resonating with the audience.
It was also noted that I ought to use encouraging words
alongside non-verbal gestures like head nods, a warm facial
expression as well as maintaining eye contact in bid to reinforce
openness in other individuals (Harris et al., 2017).
Active listening was also deemed to be a significant skill and
yet, i spent far more energy considering that the communicators
was going to say at the expense of listening to what the other
individuals was striving to say.
b) How I intend to use the feedback to revise and improve your
message and/or delivery
In tend to employ significant interpersonal skills like non-
verbal communication, listening skills as well as clarification.
In would use encouraging words coupled with non-verbal
gestures to reinforce openness in others. This will definitely
encourage other individual to wholly participate in discussion,
show interest in what other individuals have to say, pave the
way for improvement as well as maintenance of an association
with the audience and decrease shyness in me and others (Brett,
2019).
Moreover, I will also utilize active listening arranginga
comfortable environment conducive to the purpose of the
communication, being prepared to listen, keeping an open mind
as well as concentrating on the main direction of the underlying
speaker's message. I would also evade distractions, be objective
and avoiding stereotype (Harris et al., 2017). Lastly, I would
reflect on the feedback to another person my comprehensions,
which entailsparaphrasing the message communicated by the

speaker in my own words, capturing the essence of the facts as
well as feelings expressed. Reflection is significant since it aids
in assessing my understanding of the message clearly, making
sure that the speaker obtains appropriate feedback pertaining on
the way the message is received as well as assisting in
demonstrating that I am considering the other individual’s
viewpoint.
References
Brett, J. (2019). Reflection Methods. In Evolving Digital
Leadership (pp. 287-303). Apress, Berkeley, CA.
Harris, J., Filiplic, J., Nookala, H., & Petrelli, N. (2017). A
REFLECTION ON USING FACE-TO-FACE PEER REVIEW AS
A METHOD OF PROVIDING FORMATIVE
FEEDBACK. Proceedings of the Canadian Engineering
Education Association (CEEA).
Learn
VERBAL COMMUNICATION
Due Week 10, worth 220 points
From quick conversations to phone calls, meetings, formal
presentations, and
sales pitches, you must employ effective verbal communication
skills at all
times. While verbal interactions are extremely common, they
can also be
stressful. Every interaction contains the potential for
success...and the danger
of failure. To be “on your game” at all times requires
purposeful practice,
reflection, and adjustment based on input and feedback. No
matter what your

verbal communication skills are, you can improve them.
In this assignment, you will develop and deliver a verbal
communication for the
scenario you have identified. Your communication should match
your challenge
or opportunity. For example, if your challenge is an interview
for a new position,
you may choose to record yourself answering a few key
questions that might
be posed by the interviewer.
For the purposes of this course, your video presentation should
not exceed five
minutes. (Your scenario might require a much longer
presentation, but limit
your response to the key five minutes in this case.)
WEEK 1
IT’S A DIGITAL WORLD
ASSIGNMENT 3
INSTRUCTIONS
For Part 1, create and deliver a verbal communication
(recording your
presentation for submission to your instructor) that aligns with
your Strategic
Communication Plan.
For Part 2, reflect on your presentation, and document your
preparation and
how you used feedback to refine your verbal communication.

PART 1 - VERBAL COMMUNICATION (VIDEO)
1. Develop and Deliver Your Verbal Communication
a) Use an impactful opening statement to engage, set context,
and/or create relevant meaning for the audience
b) Use compelling stories/statistics/facts to support your
key message
c) Where appropriate, make your request of the audience
clear and actionable
d) Use visual aids (where necessary) that support and
complement your verbal communication, but which do not
drive the conversation
e) Limit recordings to no more than 5 minutes
2. Demonstrate Professional Presence
a) Be authentic and genuine in your delivery
b) Use the appropriate tone and vocabulary for your audience
c) Use body language and eye contact effectively
d) Speak concisely with clarity and confidence
e) Build rapport and connect with your audience to grow
the relationship
f) Dress appropriately and employ an appropriate camera
frame
(with a neutral background that is free of distractions)
g) Employ only professionally presented and appropriately
prepared visual aids, if used
VERBAL COMMUNICATION
Due Week 10, worth 220 points
From quick conversations to phone calls, meetings, formal
presentations, and
sales pitches, you must employ effective verbal communication
skills at all
times. While verbal interactions are extremely common, they
can also be
stressful. Every interaction contains the potential for
success...and the danger

of failure. To be “on your game” at all times requires
purposeful practice,
reflection, and adjustment based on input and feedback. No
matter what your
verbal communication skills are, you can improve them.
In this assignment, you will develop and deliver a verbal
communication for the
scenario you have identified. Your communication should match
your challenge
or opportunity. For example, if your challenge is an interview
for a new position,
you may choose to record yourself answering a few key
questions that might
be posed by the interviewer.
For the purposes of this course, your video presentation should
not exceed five
minutes. (Your scenario might require a much longer
presentation, but limit
your response to the key five minutes in this case.)
PART 2 - REFLECTION AND FEEDBACK (WRITTEN)
3. Reflect on Your Presentation Preparation
a) Describe the approach you took to plan for your presentation
b) Explain how you rehearsed for the presentation
c) Offer suggestions for how you might better prepare
in the future
4. Use Feedback to Refine Your Communication
a) Describe or list the feedback you received on your verbal
communication from the week 8 Discussion Board 4. Use

Feedback to Refine Your Communication
a) Describe or list the feedback you received on your verbal
communication from the week 8 Discussion Board
b) Explain how you used the feedback to revise and improve
your
message and/or delivery
This course requires use of Strayer Writing Standards (SWS).
The format is
different than other Strayer University courses. Please take a
moment to
review the SWS documentation for details.
1. Develop and
Deliver Your
Verbal
Communication
Weight: 25%
The student
does not
include an
impactful
opening state-
ment and/or
does not use
compelling
stories/statis-
tics/ facts.
Student does
not make a

clear and
actionable
request of the
audience.
Visual aids, if
used, do not
complement
or support the
verbal commu-
nication.
Recording is
longer than
five minutes.
The student
attempts to
make an
impactful
opening state-
ment and/or
uses some-
what compel-
ling
stories/statis-
tics/ facts.
Student
makes an
actionable
request of the
audience but
the request
lacks clarity.
Visual aids are
somewhat
complementa-
ry and support

the verbal
communica-
tion to some
degree.
Recording may
be more than
five minutes.
The student’s
opening state-
ment is ade-
quately
impactful
and/or uses
mostly
compelling
stories/statis-
tics/ facts.
Student
makes a suffi-
ciently clear
and actionable
request from
the audience.
Visual aids, if
used, are
mostly com-
plementary
and support
the verbal
communica-
tion.
Recording is
no more than
five minutes.

The student’s
opening state-
ment is highly
impactful
and/or uses
extremely
compelling
stories/statis-
tics/facts.
Student
makes an
entirely clear
and actionable
request of the
audience.
Visual aids, if
used, are
entirely com-
plementary
and support
the verbal
communica-
tion.
Recording is
no more than
five minutes.
POINTS: 220
Criteria
Unacceptable
Below 70% F
Fair
70-79% C

Proficient
80-89% B
Exemplary
90-100% A
ASSIGNMENT 3: VERBAL COMMUNICATION
Student does
not demon-
strate, or
demonstrates
incompletely,
a level of
professional
presence.
The verbal
communica-
tion is inau-
thentic or uses
an inappropri-
ate tone and
contextually
inappropriate
vocabulary is
used.
Student fails
to build confi-
dence with the
audience and
does not
achieve rap-
port. Student’s
appearance

and demeanor
are not profes-
sional. Visual
aids, if used,
are unsatis-
factory and
unprofession-
al in look and
feel.
Student demon-
strates a pass-
able level of
professional
presence.
The verbal
communication
may be lacking
a completely
authentic voice,
uses a fairly
appropriate
professional
tone for the
audience, and
uses fairly
contextually
appropriate
vocabulary that
helps to build
some confi-
dence in the
student while
maintaining
clarity for the
audience.

Student
attempts to
build rapport
with the audi-
ence and is
fairly profes-
sional in
appearance.
Visual aids, if
used, are lack-
ing in profes-
sionalism and
presentation.
Student
demonstrates
a moderate
level of profes-
sional pres-
ence.
The verbal
communica-
tion is mostly
authentic,
uses a satis-
factorily pro-
fessional tone
for the audi-
ence, and uses
vocabulary
that is largely
appropriate in
context.
Student builds
confidence
and rapport

with the audi-
ence while
maintaining
clarity. Stu-
dent is mostly
professional in
appearance.
Visual aids, if
used, are
satisfactory
and profes-
sional in look
and feel.
Student
demonstrates
a high level of
professional
presence.
The verbal
communica-
tion is authen-
tic, employs
an appropri-
ately profes-
sional tone for
the audience,
and makes
use of vocabu-
lary that is
appropriate in
context. Stu-
dent success-
fully builds
confidence
and rapport

with the audi-
ence.
Student is
professional in
appearance
and presenta-
tion.
Visual aids, if
used, are
professional in
look and feel.
2. Demonstrate
Professional
Presence
Weight: 25%
The student
does not
reflect, or
reflects
incompletely,
on the presen-
tation. The
student does
not provide
the necessary
information.
The student
reflects on the
presentation
to some
degree and

provides
some, but not
enough,
information.
The student
reflects ade-
quately on the
presentation
and provides a
moderate
amount of
necessary
information.
The student is
exceptionally
reflective
concerning the
presentation.
The student
provides all
necessary
information.
3. Reflect on Your
Presentation
Preparation
Weight: 20%
The student
does not
describe
feedback
received.
The student

does not
explain how
feedback was
used to revise
and improve
the written
communica-
tion.
The student
satisfactorily
describes or
lists feedback
received.
The student
partially
explains how
feedback was
used to revise
and improve
the written
communica-
tion
The student
adequately
describes or
lists feedback
received.
The student
sufficiently
explains how
feedback was
used to revise
and improve
the written

communica-
tion.
The student
accurately
describes or
lists feedback
received.
The student
fully explains
how feedback
was used to
revise and
improve the
written com-
munication.
4. Use Feedback
to Refine Your
Communication
Weight: 20%
Writing does
not meet
minimal stan-
dards.
Tone is not
professional.
Communica-
tion is wholly
lacking in
logic, clarity,
and/or consis-
tent format-

ting. Contains
many spelling,
mechanical,
formatting,
and/or gram-
matical errors.
The student
satisfactorily
describes or
lists feedback
received.
The student
partially
explains how
feedback was
used to revise
and improve
the written
communica-
tion.
Writing is
excellent.
Tone is profes-
sional and
sophisticated.
Shows logic,
clarity, and
consistent
formatting.
Contains no
spelling,
mechanical, or
grammatical
errors, and

formatting
meets
standards.
5. Write in a
professional
manner using
proper
grammar,
mechanics,
spelling, and
formatting.
Weight: 10%
Writing could
be improved,
but meets
acceptable
standards.
Tone is profes-
sional.
Shows logic,
clarity, and
consistent
formatting.
May contain
few or no
spelling,
mechanical,
and/or gram-
matical errors.
There may be
a small
formatting
error.

WCS 100L Intro. to World Lit. and Cultures
Dr. Slater
Fall 2018
Paper #2 Assignment
Assignment: topics in literary analysis and associated abstract
Length of paper: 2.5-3 pages double-spaced, font Times 12
Length of abstract: 1 paragraph for class literary journal
“Impact”
Due Date: Sunday, December 9
1. Discuss “Falling Girl” as a satirical allegory (look up these
words in a dictionary of literary terms to be sure you understand
them) about modern society.
2. Choose one of the short stories we have read since the
midterm and write a continuation of the story (or an alternate
ending) using the author’s tone and style. Include a one-page
analysis of the author’s techniques that you incorporated.
3. Analyze the surrealist imagery in Breton’s poem “Free
Union” as an example of the techniques of surrealism and an
evocation of the speaker’s relationship with the woman
described.
4. Discuss the existential themes of alienation and commitment
in “The Guest” (Camus). Include a discussion of Camus’
version of existentialism.
5. Do a detailed analysis of the images in Bei Dao’s poem
“Notes From the City of the Sun” relating to its evocation of the
Cultural Revolution in China.
6. Do a detailed analysis of the main character, Claire, in “The

Visit.”
7. Using reliable internet sources (interviews on authors’
websites) as well as detailed literary analysis of the works we
have read, discuss how several authors that we have
encountered this semester see their role in society. Choose 2
authors that we have read since the midterm and 1 from before.
See attached rubric:
Rubric (for all except #2)
Dr. Lee Slater / Understanding World Literature
Literary Analysis
Category
Above Standards “A”
Meets Standards “B”
Approaches Standards “C”
Below Standards “D”
Score
Focus or Thesis Statement
The thesis statement identifies the topic of the essay and
articulates the main aspects of the topic that will be discussed.

The thesis statement names the topic of the essay but falls short
of expressing the different angles to be examined in the paper.
The thesis statement outlines some of the main points to be
discussed but does not name the topic. There is a lack of
cohesion and focus.
The thesis statement does not name the topic AND does not
preview what will be discussed.
20 pts.
Introduction
The introductory paragraph has a strong and inviting opening
sentence (a relevant quote or statistic) and contains the thesis
statement.
The introductory paragraph has a hook or attention grabber, but
it is weak, rambling or inappropriate for the audience
The author has an interesting introductory paragraph but the
connection to the topic is not clear.
The introductory paragraph is not interesting AND is not
relevant to the topic.
20 pts.
Closing Paragraph
The conclusion is strong and leaves the reader solidly
understanding the writer's position. Effective reiteration of the
position statement begins the closing paragraph.
The conclusion is recognizable. The author's position is restated
within the first two sentences of the closing paragraph.
The author's position is unclear and or absent from the
concluding paragraph.
There is no conclusion - the paper just ends.
15 pts.
Evidence and Examples

All of the evidence and examples are specific, relevant and
explanations are given that show how each piece of evidence
supports the author's position.
Most of the evidence and examples are specific, relevant and
explanations are given that show how each piece of evidence
At least one of the pieces of evidence and examples is relevant
and has an explanation that shows how that piece of evidence
Evidence and examples are NOT relevant AND/OR are not
explained.
15 pts.
Sources
All identified knowledge and sources used are relevant,
credible, high quality and cited correctly.
Identified knowledge or sources are mostly relevant, credible
and cited correctly.
Identified knowledge or sources are minimally relevant and
credible and cited correctly.
Many sources are suspect (not credible) AND/OR are not cited
correctly.
10 pts.
Grammar and Spelling
Author makes no errors in grammar or spelling that distract the
reader from the content.
Author makes a few errors in grammar or spelling that distract
the reader from the content.
Author makes consistent errors in grammar or spelling that

distract the reader from the content.
Errors in grammar or spelling prevent the reader from following
or understanding the content.
10 pts.
Sequencing
Arguments and support are provided in a logical order that
makes it easy and interesting to follow the author's train of
thought. There are clear transitions from one paragraph to
another.
Arguments and support are provided in a fairly logical order
that makes it reasonably easy to follow the author's train of
thought. Transitions are mostly present.
A few of the support details or arguments are not in an expected
or logical order, distracting the reader and making the essay
seem a little confusing.
Many of the support details or arguments are not in an expected
or logical order, distracting the reader and making the essay
seem very confusing.
10 pts.

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