Assignment: Ineffectual Speaker

Assignment: Ineffectual Speaker

Assignment: Ineffectual Speaker

Assignment: Ineffectual Speaker

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Organizing Your Speech

Five minutes later, Maria still had her pen poised. He had gotten off to a slow

start. Ten minutes later, she laid her pen down and decided to concentrate just

on listening. Twenty minutes later, she still had no idea what point Dr. Anderson

was trying to make. And by the time the lecture was over, Maria was practically

asleep. Disappointed, she gathered her pens and her notebook (which now con-

tained one page of lazy doodles) and promised herself she would skip the re-

maining lectures in the series.

Dr. Anderson was not a dynamic speaker. But his motivated audience of

young would-be authors and admirers might have forgiven that shortcoming.

What they were unable to do was to unravel his hour’s worth of seemingly point-

less rambling—to get some sense of direction or some pattern of ideas from his

talk. Dr. Anderson had simply failed to organize his thoughts.

The scenario described above actually happened. Dr. Anderson (not his real name) disappointed many who had looked forward to his lectures. His inability to organ- ize his ideas made him an ineffectual speaker. You, too, may have had an experience with a teacher who possessed expertise in his or her field but could not organize his or her thoughts well enough to lecture effectively. No matter how knowledgeable speakers may be, they must organize their ideas in logical patterns to ensure that their audience can follow, understand, and remember what is said. Our model of

audience-centered communication emphasizes that speeches are organized for audiences, with decisions about organization being based in large part

on an analysis of the audience. In the first six chapters of this book, you learned how to

plan and research a speech based on audience needs, inter- ests, and expectations. The planning and research process

has taken you through five stages of speech preparation:

● Selecting and narrowing a topic ● Determining your purpose

● Developing your central idea ● Generating main ideas ● Gathering supporting material

As the arrows in the model in Figure 7.1 suggest, you may have moved recursively through these first five stages, returning at times to earlier stages to make

changes and revisions based on your consideration of the audience. Now, with the results of your audience-

centered planning and research in hand, it is time to move to the next stage in the audience-centered public-

speaking process:

● Organizing your speech

In this chapter, we will discuss the patterns of organization commonly used to arrange the main ideas of a speech. Then we will dis-

cuss how to organize subpoints and supporting materials. Finally, we will talk about transitions, previews, and summaries. Chapter 8 discusses introductions and conclusions, and Chapter 9 deals with outlining, the final two components of the or- ganizational stage of the preparation process.

Generate Main Ideas

Select and Narrow Topic

CONSIDER THE

AUDIENCE Develop Central

Idea

Gather Supporting

Material

Rehearse Speech

Determine Purpose

Organize Speech

Deliver Speech

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

  • The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASS

    Discussion Questions (DQ)

    • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
    • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
    • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
    • I encourage you to incorporate the readings from the week (as applicable) into your responses.

    Weekly Participation

    • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
    • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
    • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
    • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

    APA Format and Writing Quality

    • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
    • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
    • I highly recommend using the APA Publication Manual, 6th edition.

    Use of Direct Quotes

    • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
    • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
    • It is best to paraphrase content and cite your source.

     

    LopesWrite Policy

    • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
    • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
    • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
    • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

    Late Policy

    • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
    • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
    • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
    • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
    • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

    Communication

    • Communication is so very important. There are multiple ways to communicate with me: 
      • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
      • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

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