COM 510 Verbal Communication Skills Assignment

COM 510 Verbal Communication Skills Assignment

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Type	Essay
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Description/Paper Instructions

COM 510 Verbal Communication Skills Assignment

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

1. 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

1. 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

4. 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 statement and/or does not use compelling stories/statistics/ facts. Student does not make a clear and actionable request of the audience. Visual aids, if used, do not complement or support the verbal communication. Recording is longer than five minutes.

The student attempts to make an impactful opening statement and/or uses some- what compel- ling stories/statistics/ facts. Student makes an actionable request of the audience but the request lacks clarity. Visual aids are somewhat complementary and support the verbal communication to some degree. Recording may be more than five minutes.

The student’s opening statement is adequately impactful and/or uses mostly compelling stories/statistics/ facts. Student makes a sufficiently clear and actionable request from the audience. Visual aids, if used, are mostly complementary and support the verbal communication. Recording is no more than five minutes.

The student’s opening statement is highly impactful and/or uses extremely compelling stories/statistics/facts. Student makes an entirely clear and actionable request of the audience. Visual aids, if used, are entirely complementary and support the verbal communication. 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 demonstrate, or demonstrates incompletely, a level of professional presence. The verbal communication is inauthentic or uses an inappropriate tone and contextually inappropriate vocabulary is used. Student fails to build confidence with the audience and does not achieve rap- port. Student’s appearance and demeanor are not professional. Visual aids, if used, are unsatisfactory and unprofessional in look and feel.

Student demonstrates 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 confidence in the student while maintaining clarity for the audience. Student attempts to build rapport with the audience and is fairly professional in appearance. Visual aids, if used, are lacking in professionalism and presentation.

Student demonstrates a moderate level of professional presence. The verbal communication is mostly authentic, uses a satisfactorily professional tone for the audience, and uses vocabulary that is largely appropriate in context. Student builds confidence and rapport with the audience while maintaining clarity. Stu- dent is mostly professional in appearance. Visual aids, if used, are satisfactory and professional in look and feel.

Student demonstrates a high level of professional presence. The verbal communication is authentic, employs an appropriately professional tone for the audience, and makes use of vocabulary that is appropriate in context. Stu- dent success- fully builds confidence and rapport with the audience. Student is professional in appearance and presentation. 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 presentation. 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 adequately 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 communication.

The student satisfactorily describes or lists feedback received. The student partially explains how feedback was used to revise and improve the written communication

The student adequately describes or lists feedback received. The student sufficiently explains how feedback was used to revise and improve the written communication.

The student accurately describes or lists feedback received. The student fully explains how feedback was used to revise and improve the written communication.

4. Use feedback to refine your communication weight: 20%

Writing does not meet minimal standards. Tone is not professional. Communication is wholly lacking in logic, clarity, and/or consistent format- ting. Contains many spellings, mechanical, formatting, and/or grammatical errors.

The student satisfactorily describes or lists feedback received. The student partially explains how feedback was used to revise and improve the written communication.

Writing is excellent. Tone is professional 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 professional. Shows logic, clarity, and consistent formatting. May contain few or no spelling, mechanical, and/or grammatical errors. There may be a small formatting error.

COM 510 Verbal Communication Skills Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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