17: Resources- Discussions and Assignments
- Page ID
- 217863
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 17.0: Module 1 Assignment- Assessing and Deflecting Communication Apprehension
- This page details a process for managing public speaking anxiety that includes self-reflection on emotions, taking a communication apprehension assessment, linking emotional responses to physical behaviors, and developing strategies to replace negative actions. Participants also create a personal mantra for use before speaking, and an assignment rubric is included to evaluate the components of the exercise.
- 17.1: Module 1 Discussion- Speaking for Advocacy
- This page details an assignment where students propose three socially-driven speech topics focused on fostering change without placing blame. They begin by posting on issues like immigrant treatment and police reform, discussing pathways for change. Students then provide constructive feedback on peers' topics, suggesting improvements and resources. The overall aim is to promote advocacy and solutions for significant social issues.
- 17.2: Module 2 Discussion- Ethical Dilemmas in Public Speaking
- This page addresses the ethical challenges of utilizing online information for persuasive speeches. It highlights the necessity of assessing source credibility and bias, evaluating opposing viewpoints, and recognizing contradictory evidence. The activity encourages the selection of a controversial topic, exploring both supportive and opposing articles, and engaging in discussions about the ethics of disregarding unfavorable evidence.
- 17.3: Module 2 Assignment- Ethical Dilemmas
- This page outlines three ethical dilemmas: Shalamar balancing her PTA speech with her sister's criticism; Dr. Weimer navigating conflicts of interest due to kickbacks while addressing patient skepticism about flu shots; and Cassandra deciding between two assistant manager candidates, one experienced and one a friend. The assignment involves analyzing these scenarios and proposing suitable responses.
- 17.4: Module 3 Assignment- Listening and Obstacles to Listening
- This page details a four-step assignment aimed at enhancing listening skills via the Active-Emphatic Listening Scale (AELS). It involves assessing personal listening weaknesses, identifying obstacles, and strategizing solutions for three chosen obstacles. Grading is based on performance in these tasks with specific criteria. The material is from Lumen Learning and is available for reuse.
- 17.6: Module 4 Assignment- Audience Analysis and Application
- This page discusses Ronnie's preparation for a speech on the dangers of texting while driving, focusing on his target audience of high school students aged 16-17. To enhance his message, he plans to incorporate quotes from influential figures, such as celebrity advocates for safe driving. Additionally, he aims to open with a shocking image of a car crash due to texting to effectively capture the students' attention and evoke fear.
- 17.7: Module 4 Discussion- Understanding Your Audience
- This page describes a two-step assignment for a college speech class. In Step 1, students identify three interesting speech topics and justify their choices, with examples like sleep improvement and budgeting for travel. In Step 2, they respond to two classmates’ topics, sharing their opinions and suggesting resources. An example response shows interest in sleep techniques and recommends college health resources.
- 17.8: Module 5 Assignment- Gathering Quality Material to Build a Speech
- This page outlines an assignment that requires students to select a speech topic and gather various supporting materials, such as testimonials and statistics. Students must summarize these materials, evaluate their credibility and relevance, and then rewrite them for presentation. Grading focuses on topic choice, material summaries, clarity in writing, and the effective explanation of the relevance and credibility of the gathered support.
- 17.9: Module 5 Discussion- Selecting a Speech Topic
- This page outlines an activity focused on selecting and refining speech topics. Students will propose three potential topics, explaining their significance to both themselves and their audience. They must also provide constructive feedback on two classmates' topics, evaluating aspects such as interest and specificity. An example includes topics like starting running, vaping risks, and issues faced by youth aging out of foster care.
- 17.10: Module 6 Assignment- Outlining a Speech
- This page requires the creative reverse-engineering of a chosen monologue into two outlines: a speech outline and a speaking outline. The process involves selecting an appropriate monologue, structuring its main points with subpoints for the speech outline, and then adding delivery notes and verbatim lines to create the speaking outline. Both outlines will be graded based on monologue choice and point structuring effectiveness.
- 17.11: Module 6 Discussion- Organizational Patterns
- This page describes a procedure for engaging in a discussion forum where participants choose speech topics and post purpose statements. They must review two classmates' topics, suggest organizational patterns, and provide reasoning for their choices. The focus is on exploring different organizational structures to enhance the effectiveness of each speech topic.
- 17.12: Module 7 Assignment- Oral versus Written Style
- This page outlines an assignment where students contrast written and oral styles by analyzing a formal text excerpt (150-250 words) and adapting it for speech. Key tasks include modifying sentence structure, simplifying vocabulary, and using rhetorical devices for memorability. Students must format the adaptation into a speech manuscript, with grading criteria focusing on text selection, sentence and vocabulary adjustments, and the speech's overall structure.
- 17.13: Module 7 Discussion- Attention-Getters
- This page guides participants in choosing a speech topic, crafting a purpose statement, and offering feedback to peers. It emphasizes the use of effective attention-getters from various types, such as rhetorical questions and statistics, to enhance speeches. The module aims to improve public speaking skills and promote engagement in discussions through collaboration.
- 17.14: Module 8 Assignment- Practice Speech
- This page provides a guide for preparing a two- to three-minute impromptu speech about a personal pet peeve. It outlines key steps including topic selection, defining main points, creating an attention-getter, and crafting a conclusion. The speech is to be delivered to an audience for feedback, and an assignment rubric detailing grading criteria is included.
- 17.15: Module 8 Discussion- Delivery
- This page examines Sir Ken Robinson's popular TED talk "Do Schools Kill Creativity?" It encourages readers to analyze Robinson's delivery and personal reflections on the message, while pondering the influence of presentation style versus content on the talk's success. Participants are also required to engage with two other posts to foster discussion.
- 17.16: Module 9 Assignment- Informative Speech Purpose and Structure
- This page provides a step-by-step guide for preparing an informative speech, detailing the process of topic identification, formulating a purpose statement, and listing main points. It suggests choosing an organizational pattern, such as causal, to effectively convey the information. An assignment rubric is included to evaluate key components like topic selection, purpose clarity, main points, and overall organization.
- 17.17: Module 9 Discussion- Pre-Existing Knowledge
- This page provides a structured method for preparing an informative speech, including three key steps: selecting three potential topics, formulating audience-engagement questions, and facilitating peer discussion through question responses. Examples of topics include the legislative process, hurricane formation, and the effects of caffeine, each accompanied by targeted questions to enhance audience understanding.
- 17.18: Module 10 Assignment- Ethos, Pathos, Logos
- This page details a guide for crafting a persuasive speech on pet adoption, highlighting the importance of ethos, pathos, and logos. The speaker, drawing from ten years of pet ownership, aims to leverage personal experiences and emotional media to connect with the audience. Supporting arguments with statistics will reinforce the conclusion that pet ownership enhances life quality. The assignment includes a grading rubric focused on topic choice and the effectiveness of the persuasive techniques.
- 17.19: Module 10 Discussion- Identifying Possible Appeals for Persuasive Speaking
- This page outlines a two-step guide for students on writing persuasive speeches and commenting on peers' work. Step 1 focuses on creating a thesis statement, while Step 2 emphasizes the use of persuasive appeals rooted in Steven Reiss's desires and Maslow's hierarchy of needs for peer feedback. An example showcases love and belonging as a persuasive appeal in environmental discussions, aiming to enhance class engagement and critical thinking.
- 17.20: Module 11 Assignment- Practice Special Occasion Speaking
- This page outlines an assignment where students create a speech for specific occasions like weddings or awards. It prompts selections based on event details and personal touches, encourages rhetorical devices for effectiveness, and offers guidance on introductions. A grading rubric with assessment criteria is also included.
- 17.21: Module 11 Discussion- Special Occasions
- This page describes a two-step assignment in which participants select a special-occasion scenario for a speech, such as a New Year's toast or award presentation. It includes an example toast about friendship and new beginnings and encourages engagement through commenting on classmates' posts to foster personal connections. The content is authored by Misti Wills from Lumen Learning.
- 17.22: Module 12 Assignment- Engaging the Audience Online
- This page presents a framework for planning interactive online workshops or webinars. It includes steps for defining content, duration, and audience, while emphasizing engagement strategies and necessary tools. Additionally, it involves compiling a technical requirements list of preferred software with their advantages and disadvantages. The ultimate aim is to enhance learning and interaction among participants.
- 17.23: Module 12 Discussion- Challenges of Online Communication
- This page outlines a discussion task where participants must share their greatest challenge related to online communication from personal experience, with a word limit of 150-200 words for the initial post. They are also required to respond to a classmate's post with suggestions for addressing their challenge in about 75 words. The content is based on a module from Lumen Learning.
- 17.25: Module 13 Discussion- Pitching an Idea
- This page focuses on creating a 30-second elevator pitch for a product or innovation. Participants must identify a problem, propose a solution, and highlight its benefits, using personal anecdotes to strengthen their pitches. They are encouraged to prompt audience engagement. Following the pitch submission, participants must also respond in writing to two classmates, evaluating the pitches and expressing if they would consider purchasing or implementing the ideas, along with their reasoning.
- 17.26: Module 14 Assignment- Working in Groups
- This page outlines an assignment for a reflective essay that requires the writer to analyze their role in team settings using the TREO system. They must identify which of the six roles (Organizer, Doer, Challenger, Innovator, Team Builder, Connector) aligns with their contributions. The essay should include a recent teamwork experience, discuss the merits and drawbacks of their role, and offer personal reflections on their involvement in the team.
- 17.27: Module 14 Discussion- Group Roles
- This page highlights the significance of diverse skills in group projects through a hypothetical podcast creation task. Participants assume various roles, such as writing and graphic design, while sharing their unique contributions and areas needing support. They are encouraged to engage with peers to explore collaboration and utilize differing skills for enhanced project outcomes.
- 17.28: Module 15 Assignment- Practice Slide Deck Creation
- This page outlines a task to create an informative speech on changing a flat tire, emphasizing research on recommended steps. It requires the selection of three key steps to include in a presentation. Additionally, the assignment involves creating three slides that follow design principles regarding font, color, and imagery. Grading criteria focus on research quality, step selection, and slide effectiveness, with the slides receiving the highest weight in the overall scoring.
- 17.29: Module 15 Discussion- Visual Aids
- This page details a multi-step assignment aimed at enhancing students' speaking skills. Students choose a speech topic and post a purpose statement, then engage with peers by suggesting visual aids for their topics. This process encourages critical thinking about the pros and cons of different visual aids while promoting collaborative learning.