FALL 2020 Tentative Schedule

Course Schedule - Fall 2020 - Once a week class

Fundamental of Speaking – COM 101

Facilitator: Bruce Hackmann, M.A.

Session 1     Introduction to Public Speaking – Course Outline

                     “Ideal Public Speaker” – 4-Steps to Success -

                     Check Points – 10 pts – 6 topics – Select PaT Speech

                    

Session 2     *Tailor Your Presentation to the Needs of Your Audience

                      Positive thinking – How to use it for this class

Check Points – 10 pts – Narrow the PaT Speech

Session 3     *Be Organized – 1 - Outlining

                     Check Points – 10 pts. – PaT Outline

Session 4     * Be Organized – 2 – Power Point

                      Check Points – 10 pts. – PaT Power Point Slides

Session 5     *Be Prepared15

                      PaT Revised Outline & Power Point Slides Due 15 pts.

Session 6     2 – 4 min. PAT speech – 30 pts. – Revised outline due

           

Session 7     *Enthusiasm

                     Speech Critiques Returned

                     Check Points – 10 pts. – 5 quiz questions

Session 8     Quiz – 40 pts. – Informative Outline Due – 10 pts. (part of quiz)

                      Informative and Persuasive Speech Discussion

Session 9     Informative Speech – 4 – 6 minutes – 80 pts

           

Session 10   Speech Critiques Returned -

                      Last Day to Make-up Informative Speech

                      

Session 11   Persuasive Speech Discussion

                  

Session 12   Persuasive Speech – 5 – 7 minutes – 80 pts.

        

          No Classes on Thanksgiving time

Session 13   Final Quiz     80 pts.

            Speech Critiques Returned

                     Last Day to Make-up Persuasive Speech

Session 14/15        Final Speech – 6 – 8 minutes – 100 pts.

METHOD OF EVALUATION – COM 101

SESS 1         IDEAL SPEAKER              10                 _____

SESS 2         POSITIVE THINKING        10                 _____

SESS 3         CHECK POINTS               10                 _____

SESS 4         CHECK POINTS               10                 _____

SESS 5         PAT – OUTLINE&PP         15                 _____

SESS 6         2 – 4 PAT SPEECH           30                 _____

SESS 7         CHECK POINTS               10                 _____

SESS 8         QUIZ + Outline                  50                 _____

SESS 9         INFORMATIVE                  80                 _____

SESS 12       PERSUASIVE                   80                 _____

SESS 13       FINAL QUIZ                      60                 _____

SESS 14/15  FINAL SPEECH                100               _____

                                                             

______/ 465 = _______

Evaluation System:

A   =100-93%               C   =        76-73           

A-  =   92-90                  C- =        72-70

B+ =   89-87                  D+ =        69-67

B   =   86-83                  D  =        66-63

B-  =   82-80                  D- =        62-60

C+ =   79-77                  F  =        59-under

Welcome to Virtual COM 101

Session 1 - The Basics

We covered 'The Basics' during this session.  I covered the 4 Steps to Success in Public Speaking.  Our lecture material will cover each of these steps.

1. Tailor Your Presentation to Meet the Needs of the Audience
2. Be Organized in order to Deliver an Effective Presentation
3. Be Prepared for Success
4. Enthusiasm - Your Key to Great Delivery Skills

Follow the 4 Steps to Success in Public Speaking and you will see that public speaking is truly easy.

We also briefly discussed nervousness.  Know how to handle nervousness.  Before you deliver a speech what should you do?  During a speech how can you handle that energy rush?

Make sure you review the course outline and know the classroom responsibilities.

Instructors email: hackmann@wccnet.edu

Session 2 we have a two minute Positive Thinking Speech.  Anything to do with positive thinking. People have talked about their religion, how they use their free time, their hobbies, stories from their life how they used it, sports stories, other peoples stories, define, explain, people have talked about time management or goal setting - anything to do with positive thinking.  No wrong way to deliver this speech.  Tell your story (only one) or give us your ideas and make your point within 2 minutes.

Tailor Your Presentation

Tailor Your Presentation to Meet the Needs of the Audience

The three things we will cover:

Analyze your audience

Analyze your situation

Narrow your topic

Analyze Your Audience
Analyze Your Audience to find out who is going to be in the audience. You don’t want to be persuading them to join the Hair Club and they all have a full head of hair. Looking into the ‘demographics and psychological make-up’ of the audience will help us to analyze the audience.

 
  Demographics – Characteristics and traits of the audience; job title, length of employment, gender, age, education, religion, political group, if they have hair or they don’t have hair.  Demographic information will help us to make some pretty good assumptions.  If they are managers and have been in the management position for six years and they have to have an MBA to be a manager – well, they are a very knowledgeable group. 

  Psychological Make-up will help us to analyze the group by finding out their specific knowledge, what they personally want to get out of the presentation, their level of interest, attitude, or opinions.  We can find this material by doing focus group interviews or surveys.  Always feel free to survey our class to find out what they know or don’t know about your topic.

Analyze Your Situation

Analyzing your situation will help to minimize mistakes that could occur in the presentation.
  Know your W's – 

When is the presentation, what equipment is available, why do you need this presentation, how many people will be attending, how long is my presentation …
  Know your classroom situation for each speech

Narrowing Your Topic

Narrow Your Topic to the audience and the situation will help you to reach their needs.  You should narrow your topic before you start to do your research.  If you start to do the research first you will not know what you are truly looking for.  You choose the topic of ‘The Civil War’.  Well, there are about 8 billion pages written about the Civil War but, you only are doing a 6 minute speech.  You cannot fit 8 billion pages into a 6 minute speech. You need to narrow this topic down.  You can choose a particular battle, person or event. 

 

There are three parts to narrowing your topic:
  General Purpose
  Goal Statement
  Message Statement

  General Purpose: This is to get your basic focus.  It is written with only two words: To Inform or To Persuade (infinitive – the word ‘to’ followed by a verb ‘inform or persuade’ for our speeches.  This infinitive is then dropped down to start the Goal Statement.)
 

 Goal Statement:   To inform my audience .... (then narrow the topic) or To persuade my audience ...

            The goal statement will have a reference to the audience.

            The goal statement is where you start to narrow your topic. 

            The goal statement is what you the speech writer will do to the audience.
To inform my audience about cancer - this is too broad
To inform my audience about leukemia
To inform my audience about adulthood leukemia
To inform my audience about three warning signs of adulthood leukemia 
Keep the word 'and' out of your goal statement - keep the goal to one major idea. 

  Message Statement: The one thing you want the audience to remember 24 hours after they hear your speech.  Do not write it like a goal statement.  Write the way they would say it to themselves.  Your main points DO NOT go in the message.  Your main points will support your message in order to have an effective presentation.

Knowing your Goal and Message will help you to stay on track during research and the writing of your speech.

Examples

General Purpose: To Inform

Goal Statement: To inform my audience how the rifle changed during the Civil War.

Message: The rifle changed dramatically during The Civil War

         

     Now, I know what to do my research on. 

General Purpose: To Persuade
Goal Statement:   To Persuade my audience to shop at Von Maur
Message Statement:  You want a great store - go to Von Maur's

General Purpose: To Inform
Goal Statement: To inform my audience about fly fishing
Message:  Fly fishing is an enjoyable past time

Here are two examples to fix:

GP: To inform
GS: To inform my audience of the process of adoption.
MS: To inform audience of adoption process, give overall view of social agencies that service this procedure.

  
GP: To persuade 
GS: To inform my audience to vacation in Ft. Myers Beach, Fl.
MS: Ft. Myers Beach is the best place to vacation if you want to relax and sit back.

Be ready for the next class session: 

Write down 6 different topics that you could speak on in this class.
Identify which ones you would make informative or persuasive.
Save your favorite topic for your final speech.
The Informative Speech, Persuasive Speech, and Final Speech need to be researchable topics.

For the Pick A Topic Speech it is your choice for the General Purpose.  The Pick A Topic can be about anything.  You can make it up.  It can be real.  You can give us your opinion on something.  It does not have to be researchable.  It can be about your dog Skippy.  The only thing being graded in the Pick A Topic speech is your outline, a couple of visuals (which you will learn about in the Be Organized lecture), and you can make the time frame. 

For the Final Speech it is your choice for the General Purpose.

Narrow one of your topics and bring it to session 3 - try to make this your Pick A Topic Speech which you will be delivering on session 6.  

Be Organized - Part 1 Outlining

Be Organized to Deliver an Effective Presentation

Plan to Prevent Information Overload
  Too much information is given in a period of time.  This is a great way to define information overload for public speaking.

  Using one type of support material can give information overload
     Too many numbers
     All story telling
     Ect.

 Too long for the time frame
 Too many visuals for the time frame
 Too technical for the audience

 Know your audience and your situation.  If they are accountants well, they like numbers and lots of them.  If you have an average audience they like a few numbers.  If you overwhelm the average audience with lots of numbers they will stop listening.  If your situation is a 10 minute speech and you start to go over the audience will start to squirm in their seats like they have ants in their pants.  

One of the best ways to prevent information overload is to have a well defined 'Message' and each of you main points need to support that message.  Then, if each of your 'Main Points' are written in a complete sentence and your 'support material' supports that main point you will be on your way to having an effective outline. 

Use an Effective Outline Format to Organize Your Content
There are three sections to the speech outline; Introduction, Body, and Conclusion.  In our class we will be delivering a two part introduction which is made up of an 'Attention Getter' and a 'Preview Statement.'  The body is made up of Main Points and Support Material.  Finally, your conclusion is made up of a Summary and a Closing Statement on an informative speech or on a persuasive you deliver a Call to Action in place of the Closing.  

  Introduction - (two part introduction)
     I. Attention Getter – made up of any type of support material.  Stories or startling statistics are popular. Video clips, questions or quotes can work.
     II. Preview Statement – Covers your message and each main point (the visual to this is called a preview slide) Make sure to use the two sentence format to write your preview on your outline.

Here is an example of a Preview Statement:
"Today you will see that the rifle changed dramatically during the Civil War.  I will show you what it looked like before the Civil War, then how it started to change during the first half of the war, then how it changed during the second half and then what it looked like after The Civil War."

We can see the Message in the first sentence.  Then, we see the four main points that will be discussed.

Here is my example of the two part introduction

  Body
     Main Points – Write each point in sentence form and limit them to one main idea.  The main point should be one single idea that supports your message. A main point sentence should have your key idea, topic and the reason you are talking about it.

     Support Material – can be in bullet or fragments
            your choice on development
           
     Support Material – develop the right types/use variety
            statistics, numbers, dollars, dates
            quotes – content/variety
            personal experience, stories, testimonies,
            case studies, definitions, examples
            etc.

      Support Material Categories
            objective content is researchable material and you need to cite your source during the speech.
            subjective content is the non-researchable material - personal stories, other peoples stories, common knowledge,

  Conclusion - (two part conclusion for an informative speech)
     I. Summary – restate each main point specifically (the visual is called a summary slide)
     II. Closing Statement – covers your message
              

                     
Conclusion - (two part conclusion for a persuasive speech)
     I. Summary - still covers each main point in the speech
    II. Call to Action - direct statement of your message

Use Your Critical Thinking to be Organized for the Semester
    Choose your topics now
     Narrow your topics now
     Pick A Topic Speech – outline
     Types of support material
     Types of visuals needed
     Quality research
     Use the ‘check list’ provided in our handout

Be Organized - Part 2 Power Point

Be Organized - Organizational Patterns

Organizational Patterns

For the type of extemporaneous speeches we are going to be practicing here in this classroom and you will be delivering in your 300/400 level classes as well as your professional career – the most important process to understand is that you need a well written message that is supported by well written main points that are then followed by quality support material.

How your message is written will determine your organizational pattern.  If your main points clearly support the message it will be easier for the audience to follow along – why? – because they will not have to think about it.  As I have always said, you don’t want your audience to THINK.  Your sentence that is written for the main point should explain the connection to the message.  Your message is the one thing you want your audience to remember and your main points then explains that message.

Here are some organizational patterns

 

Chronological Order = Time Pattern

Spatial Order = Directional Pattern or Utilization of Space

Topical Order = Logical and Consistent Main Points

Problem Solution Order = Problem - Solution Pattern

Geographical Order = Organized According to Topographical Use

Let’s take a look at some examples both good and bad:

Good Chronological Order:

Message: The Great Wall of China was built over several dynasties

Each main point then explains the Dynasty that was involved in the building of the wall.

I.                    The earliest building of the Great Wall started with the Qin Dynasty

II.                  The Han Dynasty repaired and extended the wall

III.                What we see today in the Great Wall of China was built during the Ming Dynasty. 

A bad message to these main points would be –

                The Great Wall of China travels from the east to the west in the northern part of China.

This message does not have a great fit to the chronological order as stated above.  But, it would work as a spatial order or geographical order.  I would plan this as spatial order and the first main point would explain where the first section was built and then what direction it went from there.  The Dynasties involved in the building would become support material.  More than likely support material A) would name the Dynasty involved in the build of this section.  Geographical references and the Dynasties involved would be support material.  

Here is a good geographical order message to this example:

The Great Wall of China travels from the Gansu Province to the Hebei Province.

Each main point is going to have a geographical reference. 

Spatial Order Example:

You might cover your road trip in a spatial or chronological order. 

You want to explain how you climbed a mountain.

Message: It took us six hours to climb …. (whatever mountain)

First main point explains the first two hours the second main point next two and so on.

Obviously, chronological

Message: Climbing to the top of Mount (whatever) was a challenge. Your main points might be in a spatial or topical order. 

You might explain how “students will use the second floor of the Student Building for their administrative purposes.”  This would be utilization of space – spatial order. 

Most of our speeches will be in topical order. 

Message: Picasso was a versatile artist. 

Main points would cover his: paintings, sculpting, and printmaking works. 

Remember: your message is different than your main points.  Your main points NEVER go in the message.  Your main points only support your message.

You are wrong all day long when you write message this way: Picasso does paintings, sculpting and printmaking. 

Then, your main point one is about his paintings; two is about sculpting, and three is about printmaking.  What is the message???? – There is not one. 

Earlier I said, you don’t want your audience to think.  In this example they have to think and the audience will not remember because they now have to figure it out – they will have to think about it. 

Microwave popcorn takes about a minute and a half to pop and we hate to wait that long … do you think they will think that long about your speech? … NO. 

You will understand this even better when we talk about the ‘introduction’ and ‘conclusion.’ 

The textbook of, Public Speaking The Evolving Art is a perfect example of why we don’t use a textbook in this class.  We want to do professional presentations not a textbook speech. 

Here is their example:

I use the word Message and they use the word ‘Thesis.’ As I have always said, the English program is a weak academic program because you can write a lousy long winded thesis statement with all the main points in your thesis and you still don’t have one single message.  But, you can read their essay 50 times and say, I think I know what they are saying.  But, in speech you only have one shot at it and they better get it or they just might have to think about it and you will have people leaving with twenty interpretations about your speech. 

Here we go with the textbook example:

Thesis: The people of the Ann Arbor Street Art Fair include the organizers, volunteers, performers and the fair-goes. 

And, just guess each of the main points.  Yes, a sentence written about the organizers, volunteers, performers and the fair-goes. 

What is the one; the single message?  You got it.  I don’t know!  There is not one.  You delete the main points out of a thesis and you are left with NO single message or idea.  Then, the audience has to ‘think’ and all is lost.

How about this message:

It takes a lot of people to make the Ann Arbor Street Fair a Success. 

When you cover main point one about the organizers – does that support the message? Yes.

When you cover main point two about the volunteers – does that support the message? Yes.

Main point three: performers; main point four: fair-goes – yes and yes. 

You have one single message to get across and each main point supports that message. 

What order? Topical. But, who cares the speech is organized properly. 

The textbook has proper organizational structure but, no message. 

Forget about organizational structure. Make sure you have a well written message (one idea) and each main point supports that message.  Then, your audience does not have to think about what you are telling them.  They know because you told them. 

Be Organized – Connectives

Connectives help to connect and/or highlight parts of a speech. 

Here are the four I’ll cover:

Transitions

Internal Previews

Internal Summaries

Signposts

A true connector is a transition and this can help the speech to flow from one section to the next and from one point to another.  Delivering a transition can prepare the audience member to listen to your main point because you will pick up their attention when you deliver one.

Transitions help to connect the Introduction to the Body and the Body to the Conclusion.  It will also connect one Main Point to another Main Point.

After you have delivered your preview statement to the audience you could say, ‘Let’s start this presentation,’ or ‘Let’s get into the first main point.’

After covering the last piece of support material in the body of the presentation you could say (and probably will) ‘In summary,’ or ‘Let us conclude this presentation,’ in order to move into the conclusion.

Moving from one main point to another you have several different options when doing a transition.  Here are four options and what I call them: 1) The Accountant Transition; 2) The Barbershop Transition; 3) The Sales Person Transition;

The Account loves to count by numbers so here is an example:

First, let’s talk about Picasso’s paintings.  The second thing will cover is his sculpting work. The third thing that makes him a versatile artist is his printmaking.   These are not main points.  This is a way to introduce the main point to catch the attention of the listener.  Now, make sure you deliver your main point after you deliver your transition.  Students and professionals in the work place make the mistake of delivering transitions instead of main points and then the main point and its material will lose its effectiveness because you are talking in bullet form or fragments.  Talking in bullets or fragment will make you sound like Charley Sheen on crack and you don’t want to sound like Charley Sheen on crack.

With the Barbershop Transition you are just like a Barber that knows his customers.  Bob you are next, Tim you’re next.  So moving from main point one to main point two you say, ‘Next we will talk about Picasso’s sculpting work.’ ‘Next, let’s cover his printmaking.’

The Sales Person Transition closes out one main point and then moves on to the next.  Just like a sales person trying to close the deal.  Now that we know you want the Brilliant Blue for your car color let’s talk about the special options available to you.  So, let’s see it in action for a speech.

Moving from main point 1 to main point 2 you may say, “Now that we have seen Picasso’s paintings; let’s look at his sculpting work.”  Moving from main point 2 and going into main point 3 you may say, “Picasso’s sculpting work is interesting but, let’s move on to his printmaking.”

More than likely you will use a combination of these in your speech.  Transitions are helpful but, not essential.  Like I already said, they will prepare the audience member to listen to your delivery of your main point.  Not, delivering one will not hurt a speech.  Most transitions now a days happen in the non-verbal delivery of the speech.  The power point slide moves; there should be the pause in your voice moving from one main point to the next; physical movement by the speaker to the screen when the next main point slide appears should happen. The biggest mistake is not delivering your main point.  I know some that some textbooks say that transitions are vital.  That if you don’t have a transition your speech will be choppy.  And, so the student becomes excellent at delivering a transition but, never learns to deliver a main point in a full verbal sentence.  Learn to deliver your main points in a full verbal sentence is the most important thing.  Then you can learn how to add a transition. 

Internal Preview

The next type of connector is the Internal Preview.  The internal preview is a highlighter.  It highlights your support material to be covered under your main point.  So, you deliver a full verbal sentence for your main point and then you preview your support material.

For example:

Main Point: Maintaining the fluids in your car will help you to get maximum mileage.

Internal Preview: We will be covering the different types of oil, your anti-freeze and brake fluid. 

This is for bigger presentations (in time). 

Internal Summary

The internal summary is a highlighter as well.  It highlights your support material that has been covered.

For example:

Internal Summary: We just covered the different types of oil, your anti-freeze and your brake fluid that you need to maintain your car.

Once again this is for your bigger presentations.  As a personal rule I might add either an internal preview or summary to a less than one hour presentation.  I prefer to use an internal summary in the middle of the presentation.  By doing so you will pick up the audience’s attention because you’ll say, ‘in summary’ and they will think you are ready to conclude the presentation.  Sneaky but effective. 

If the presentation is three hours or longer you can do both to a main point.  Let’s say one main point and its support material take one hour to cover … then, doing an internal preview and summary can help your audience to remember the information.  You never deliver an internal summary for your last main points.  Why?  Because you are going to do the overall summary for the presentation and doing both sounds very awkward. 

Signposts

Signposts help us to highlight each main point by ‘hanging’ out a signpost.  Signpost use the same word pattern to start each main point. 

Signposts only help to dress up an informative speech.  If you did not use one it probably will not make a difference in the presentation.  But, in a persuasive speech you may need to use a signpost.  If immediacy or a specific date is important then you will want to use one.

Example:

Main point one may start with - “Sign the petition …

Main point two then starts with - “Sign the petition to help us …

Main point three – “By signing the petition you …

Once again make sure you deliver the main point.  The full sentence to the main point follows the signpost.  The audience’s brains are perceptive enough to pick up the word pattern to the second and third main points, once you used it on the first main point, and their brain knows to listen to the material that follows.

In the example above with the petition.  They hear you say, ‘sign the petition’ throughout the body and you make your Call to Action in your conclusion, ‘sign the petition’ there is no doubt what you want them to do.   I watched a presentation in the work place where the person wanted us to sign a petition but, they never asked us to sign the petition and the majority of the people left without signing the petition. 

Let’s say your message is: ‘Donate blood on June 15^th.’  This is the one and only thing you want them to do and remember.  Make June 15^th your signpost to start each main point.  For Example:

Main Point 1: On June 15^th you can help us …

Main Point 2: On June 15^th you will …

And so on

You state your message in the preview statement, then you have June 15^th as your signpost for your three main points, and you deliver your call to action with your message ‘Donate blood on June 15^th.’  I will guarantee they will remember when the blood drive is going to be held. 

So, we just covered four types of connectives:

Transitions

Internal Previews

Internal Summaries

Signposts

So think about using connectives in your speech to help dress them up and make your speech a little more effective. 

Babbling Brook

Let us have some peace

Hope you enjoy my poem

Be Prepared I

Be Prepared for Your Success in Public Speaking

You have to have two copies of one outline.  This is due at the beginning of class.   
15 minutes after the start of class is termed late.  The outlines must be typed - no handwritten.



Reasons to Use Visuals

  

   Saves Time

   Helps with Note Taking

   Follow Along

   Increases Understanding

   Learning is Improved

   Quality Visuals Increase Credibility

   Increases Persuasive Appeal

   Retention

   Recall

Types of Visual Material

Visuals are not your support material.  They show your support.

   Charts & Graphs

   Pictures, Drawings or Maps

   Objects, Models & Diagrams

   Tables & Lists

   Video

Pie charts, line graph, and bar graph show numbers, dollars, and statistics. Numbers, dollars, and statistics are your support material.  One way to show them is by using charts and graphs. 

Pictures, drawings and maps show the support material of examples. 

Types of Visual Equipment

   Power Point / Computer / Projector

   Document Camera

   DVD /

   Chalkboards / Whiteboard / Paper

See handouts on power point layout/design

Title Slide: is optional.  You could have a blank slide; you could have one, two or three slides for your attention getter.  Pictures, logos and other images are a great way to design your title slide.  Keep the amount of words used to a minimum. 

Preview Slide: covers your message and main points.  Keep pictures and images off the preview slide.  They take away from trying to get your message and main points across. 

Main Point Slides: it is encouraged to use these slides to help your audience to follow along.  Your main point should be at the header in bullet or fragment.  Your support should be listed in bullet form as well.  Content pictures and variety pictures help to bring your presentation to life.  Make sure to cite your sources visually.  You can verbally cite your source but, if you forget or they do not hear your source then, your visual citation has you covered.  Follow the rules set forth in class for designing your visuals.

Summary Slide: the summary slide has the word ‘Summary’ at the head of the slide.  The summary does not cover your message.  It only covers your specific main points.  The best way to design this is to copy your ‘preview slide’ and paste it where the summary goes.  Then, delete your message and write the word ‘Summary’ in the header. 

Closing Slide: You show this slide when you deliver your closing statement or call to action.  Pictures, logos, and other images work best on this slide.  Keep words to a minimum.  If you do not want anything on your closing slide then use a blank slide.

Source Slide: this is your bibliography.  List slide by slide.  If you used objective content during your attention getter you would list it as – Slide 1 and paste your url as your source.  If on slide three you have a source – Slide 3 and put your url or book, magazine or other material you are using.  Follow the rules given in class and on your handouts.   

Power Point Video

Watch this fun video about Power Point Slide Construction

Don McMillian: Life After Death by PowerPoint 

Speech Requirements

Pick A Topic Speech Requirements
   The General Purpose is your choice
   Quality Outline + power pt handout
   Preview Slide – list visual
   Summary Slide – list visual
   Organizational Flow of Material
   Cite one source during


Informative Speech Requirements
   Quality Outline – (hand in)
   Quality Visuals – (hand in power pt slides)
   Research – Citing Sources During
   at least 2 published sources
   to at least 2 DIFFERENT types of objective material
   Organizational Flow of Material
   Delivery Skills – Control: 3 -6 min.
   Be On time


Persuasive Speech Requirements
   Quality Outline – (hand in)
   Quality Visuals – (hand in power pt slides)
   Research – Citing Sources During
      at least 3 published sources
      at least 3 types of objective material
   Organizational Flow of Material
   Delivery Skills – Control: 4 -7 min
   Be Prepared – Be on time


Final Speech Requirements
   The General Purpose is your choice
   Quality Outline – (hand in)
   Quality Visuals – (hand in power pt slides)
   Research – Citing Sources During
      at least 3 published sources
      at least 3 types of objective material
   Organizational Flow of Material
   Delivery Skills – Control: 7 – 10 min.
   Be Prepared – Be on time

*Follow all the rules and guidelines set forth in lecture and handouts.

Be Prepared II

Be Prepared II - Lecture

 Research
     Main Source – Outside Sources
          EX: General Motors – Main Source
          Ins. Institute, JD Power, Car & Driver – Outside Sources

     Variety Sources


Types of Sources
     Interviews of professionals
     Newspapers
     Magazines
     Books
     Professional Journals
     Reports – Documents
     Web

Cite Sources During Your Speech -  to Your Content
     Objective Content
          Definition(s)
          Content Quotes
          Examples and examples that go to Content Pictures
          Statistics, # & $
          Testimony
          Case – research study

Practice
     Time frame
     Notes
     Visuals
     Delivery skills
     How to practice & what you are practicing

Be Ready for
     Stage Set-up
     Mistakes
     Outline to Notes
     Nervousness
     Use - Guidelines for Using Visuals
     Use - Steps to Success - Checklist

Due Session 5 - two copies of your power point slides

Enthusiasm

Your enthusiasm is your key to a Great Presentation.

You can: Tailor Your Presentation; Be Organized; Be Prepared - BUT, if you don't deliver the goods with enthusiasm they will not listen.

Enthusiasm for public speaking is displaying the proper emotions for your presentation.  It cannot be excitement.  If you were talking about 'death' you would have to talk about it in an exciting way then.

Your use of words will be important in communicating your enthusiasm.
Simplicity is a great rule of thumb.
Being specific
Use vivid or concrete terms – get them to see it, touch it, smell it,
Get them to experience it or feel it emotionally
Use similes, metaphors, analogies
Alliterations

Your nonverbal communication is the most important element to communicate your enthusiasm.
Your physical movement and interaction with your visuals and the audience will create the energy to keep the audience involved in your presentation.
Proxemics – distance between you (the speaker) and your audience and your visual
Body orientation – shoulders squared up with the audience – moving the torso – span the audience
Posture – watch leaning on lecterns, podiums, dry/chalkboards, and counters or sitting on tables.  Consider the nature of your content and situation.
Hand/arm Gestures – General, Expressive, and Descriptive
Appearance
Facial Expressions
Eye Contact – strong 90% and up; good 80-89%; improve 70-79%; poor 69-less; reading
3 – C’s of eye contact: Control, Confidence, and Credibility
F-word: Feedback – Understanding, Confusion, Agreement, and Disagreement. (there are others)
You are not looking to see if they like/dislike you or your topic. That does not matter – your message is the most important.
Vocal Quality is known as paralinguistic. Para – beyond: linguistic – word. So, beyond the word. Your vocal quality influences every single word you utter.
Pitch
Rate
Volume
Fluency / Disfluencies – pause, silence part of vocal. Um’s, errr's and other sounds we make.

SPICE

Here are some elements of spice that you could add to your speech.

Humor

Acitivity

Bring it Home - Bring the info closer to home. Example: national stats are nice but, what is the local information. The international story is good but, the local story has better impact.  

Importance

Demostration / Role Play

Your visuals can be a form of spice

Music / videos

YOU are the number one piece of spice. The topic you choose

No such thing as an exciting topic. You make it so. If topics were exciting – no matter how you presented them they would always be exciting. Could you imagine Ben Stein giving you a passionate talk about sex!

You are in charge of the level of enthusiasm in your presentation.  From your topic selection, to your organization and preperation, to your final delivery you are in charge.

FAREWELL WCC

Free Textbook

If you would like to use a Public Speaking Textbook here is an open source book (aka: Free)
click here

For the table of content to this textbook click here

How the chapters of this book match up to our class material

Session 1: The Basics - chapters: 1,3,4

Session 2: Tailor Your Presentation to Meet the Needs of the Audience - chapters: 5 and 6

Session 3: Be Organized to Deliver an Effective Presentation - chapters: 8,9,10,11,12

Session 4/5: Be Prepared for Success - chapters: 2,7,15,16,17

Session 7: Enthusiasm is Your Key to a Great Presentation - chapters: 13,14

First Day Handout Information

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Student Conduct

The Board of Trustee Policy 4095 provides information on overall Student Rights, Responsibilities, and Conduct Code including Academic Dishonesty:

            Academic Dishonesty

                All forms of academic dishonesty including but not limited to collusion, fabrication,                                                          cheating, and plagiarism will call for discipline.

                Collusion is defined as the unauthorized collaboration with any other person in                                                                                 preparing work offered for individual credit.

                Fabrication is defined as intentionally falsifying or inventing any information or citation                                                  on any academic exercise.

                Cheating is defined as intentionally using or attempting to use unauthorized materials,                                                  information, or study aids in any academic exercise.

                Plagiarism is defined as the appropriation of any other person’s work and the                                                                    unacknowledged incorporation of that work in one’s own work offered for                                                         credit.

The full policy is available at http://www.wccnet.edu/trustees/policies/4095/.

Safety & Security

Your safety and security is important to us.  Here are some important safety tips for the upcoming semester.  Also watch your WCC email for safety tips throughout the semester.

·         Emergency Notification Service: We encourage you to sign up for the Emergency Notification Service in MyWCC. You will receive timely notifications if the College is closed due to weather or other emergency.

·         Fire:  If there is a fire or other reason a building needs to be evacuated, the fire alarm will ring.  Exit the building using the nearest stairway.  Do not use elevators. Make sure you stay at least 150 feet from the building until the all clear signal is given.

·         Tornado:  If a tornado warning is issued for the WCC campus area, the tornado siren will activate outside and an emergency message will broadcast throughout campus.  Please seek shelter in the closest room/area designated as a tornado shelter.  If you are unable to find a marked tornado shelter, seek shelter in an inner hallway or restroom, away from exterior windows.

·         Property Security: Do not leave laptop computers, smart phones, tablets or other valuables unattended.  If parking on campus, roll up your windows, lock your doors and keep personal belongings out of sight.

·         Call Campus Safety (734-973-3411 or 3411 from a College house phone) to report any suspicious activity or safety concern.

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Accommodations

If you have a documented disability or used an IEP in high school, contact Learning Support Services as soon as possible to discuss accommodations.  Learning Support Services is located in room LA 104.

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Pregnant Students

The College recommends that pregnant students be proactive in communicating their situation with their instructor and WCC support offices.   Pregnant students should contact the Ombudsman office (ombudsman@wccnet.edu) as soon as possible if they encounter medical situations that are impacting their ability to attend classes.  Options for adjustments become limited with time.

Pregnant students should contact Learning Support Services to discuss accommodations, if needed, during their pregnancy.  Additional information is available at:

http://www.wccnet.edu/services/ombudsman/pregnant-student-rights/

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Lactation Room

In support of our students and employees who are nursing mothers, a lactation room is available for your use. The room offers a secure and private place for the mother to express milk for their nursing children.

Students may make arrangements to use the lactation room by contacting:

            Student Resources Center (SRC) on the second floor of the Student Center             building or via phone at 734-677-5105.

Additional information is available at:

http://www.wccnet.edu/services/ombudsman/lactation-room/

Suggestions Regarding Reporting Responsibilities of Faculty

(*Reminder to Faculty - be mindful of your assignments and suggested topics.  Consider whether the topic is requesting/suggesting student disclosures on reportable situations.  A sample awareness statement to provide to students is shown below.)

Dear Student;

While I want you to feel comfortable coming to me with issues you may be struggling with or concerns you may be having, please be aware that I have reporting requirements that are part of my job responsibilities at Washtenaw Community College.

For example, if you inform me of an issue of sexual assault, sexual misconduct, or gender discrimination - I am required to bring it to the attention of the institution’s Title IX Coordinator or Deputy Coordinator.  If you would like to talk to either of those individuals directly, they can be reached at:

           

            Linda Blakey

            VP of Student and Academic Services & WCC Title IX Coordinator

            lblakey@wccnet.edu

           

            Larry Aeilts

            Dean/Ombudsman & WCC Deputy Title IX Coordinator

            laeilts@wccnet.edu  

            or

            ombudsman@wccnet.edu

           

Information on all reporting options for issues of sexual assault, sexual misconduct, or gender discrimination (including confidential reporting options) is available at:

http://www.wccnet.edu/consumer-information/sexual-misconduct/