SPCH219 How to Have Constructive Conversation Essay Case Assignment

SPCH219 How to Have Constructive Conversation Essay Case Assignment

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Description/Paper Instructions

SPCH219 How to Have Constructive Conversation Essay Case Assignment

This is two part assignments. Details matters. I will do the video, i just want you to help with the outlines and in part two, we may have to work together to get it done. Part 1 is due by Thursday

PART 1

“The TED style is effective because it’s consistent with how our brains are wired to receive information.” – Carmine Gallo

According to its website, TED is a nonprofit organization “devoted to spreading ideas, usually in the form of short, powerful talks. TED began in 1984 as a conference where Technology, Entertainment, and Design converged, and today covers almost all topics — from science to business to global issues — in more than 100 languages.” (TED, 2016, Our organization) (Links to an external site.)

Since establishing a presence online in 2006, TED Talks are commonly heralded as presentations that resonate; in fact, these online presentations have been viewed more than one billion times.

Please proceed to the “Instructions” section for detailed instructions on your initial post.

 

 

Step One – Find a TED Talk: To analyze a TED presentation, start by finding one that resonates with you. TED.com allows you to search by topic or by speaker. Watch a few speeches until you find one that grabs your attention within the first 30 seconds and keeps you hooked from start to finish. Any TED or TEDx Talk will work for this assignment. Important Note: Please do not select a “Best of the Web” talk, as these presentations were not delivered on the TED stage.

Step Two – Take Notes: Begin your analysis by taking notes while you watch your chosen TED Talk from start to finish for the first time. What are the strengths of the presentation? What are the weaknesses?

Step Three – Develop an Analysis: After completing Steps One and Two, watch your TED Talk a second time. Create a thorough analysis of your chosen presentation by addressing the following five prompts in detail:

Identify the speaker, the title, and the purpose of the TED Talk.

Describe the storytelling in the TED Talk. What are the primary stories told? Where are these stories (introduction, body, conclusion)? Do the stories keep the audience engaged?

How does the TED Talk begin and end? Describe the techniques used to grab the audience’s attention in the introduction and to resonate with the audience in the conclusion.

Describe the speaker’s use of the following from Chapter 8: examples, statistics, testimony, and oral citations. Is the speech well supported overall? Which of these forms of support works best for the audience?

On a scale from 1 (lowest) to 5 (highest), rate the TED Talk overall. Describe why you assigned that numerical rating.

Be sure to post your Original Post by the 4th day of the module week.

 

 

PART 2

Step One

Revised Outline: In Module 2, you developed the first draft of your Informative Presentation Outline. In this module, you will revise that outline into a Speaking Outline to best prepare for your Informative Presentation. This presentation will be 4-5 minutes.

What feedback did you receive from your classmates and from your instructor?

Revise your outline with these suggestions.

What did you learn from your Module 3 readings, videos, and lessons? From your other class assignments

Revise your outline incorporating this new knowledge.

In Module 2, you told a 30-second story which was to align with the purpose of the Informative Presentation.

What feedback did you receive from your instructor?

Where in your Informative Presentation will this story best fit?

Revise your outline to include your 30-second story.

Remember that an outline is different from an essay. An outline uses bullet points and phrases versus complete sentences.

Your revised outline should contain the following elements clearly labeled:

 

1. A) Introduction with attention-getter/hook and central idea (use Chapter 10 in The Art of Public Speaking)
2. B) Body with three main points (use Chapter 8 and 9 in The Art of Public Speaking),
3. C) Conclusion (use Chapter 10 in The Art of Public Speaking).

Revise your outline to ensure your presentation is well-structured and engaging from start to finish.

Step Two

Delivering Your Informative Presentation: First, practice delivering your Informative Presentation with a stopwatch so that you can ensure your speech is 4-5 minutes. This may involve cutting, editing, or making additional changes to your Informative Presentation Outline from Step One. Once you are confident in the length of your Informative Presentation, film a video of yourself delivering the speech.

Step Three

Submitting Your Work: To submit your Module 3 – Assignment: Informative Presentation, please include a word processor document with your Revised Informative Presentation Outline from Step One and a video file or a link to your 4-5 minute Informative Presentation.

Reminder

Before posting your video, please ensure that you have met the basic expectations outlined in Instructions on Recording Speeches (PDF) and “How To Guide” on the Module 1 Recording and Sharing Presentations page.

SPCH219 How to Have Constructive Conversation Essay Case 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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