2). What components, according to your book go into your Introduction and Conclusion? How are you going to use these ideas in your Informative Speech?
____
According to our book, the Introduction is comprised of an attention getter, a preview of main points, establishing credibility and indication of purpose & thesis. While my introduction for my previous speech was pretty good, I need to do a better job establishing credibility in this speech, something I neglected last time. It will be more important this time around because it is an information speech instead of a simple demonstration of something, that type of speech not really requiring any certain level of expertise in the area discussed.
The book also outlines the components of a proper conclusion as reviewing main points, reinforcing the purpose of your speech and providing closure for the audience on both your topic and yourself as a speaker. These aspects are typical of any paper or speech, but one of the most forgotten or abused aspects is the provision of closure at the end of the speech. As I learned in the video it is very important to provide this closure to leave your audience with a final positive note on your speech and on you as a speaker. I am going to work a lot harder to provide this closure in my next speech! hooray!
Friday, October 17, 2008
Wednesday, October 15, 2008
week 5 response 1
Videos:
Although we have already learned how to use and implement introductions and conclusions, I found the chapter 9 videos helpful because they brought up things that I never really considered when composing these key speech elements. Using humor in your intro seems like a no-brainer, but it is a better idea than you would think to set the tone and mood for the speech. Also, I found it helpful that the speaker said to keep your conclusion positive, because at the end your viewer should feel positive about the speech and about you as the speaker, even if they weren't persuaded by your speech. I think it would have been benificial to have seen these videos before the first speech we gave. They are such key parts of speeches, they shouldn't have been this far in the semester! ahhh! :D
Although we have already learned how to use and implement introductions and conclusions, I found the chapter 9 videos helpful because they brought up things that I never really considered when composing these key speech elements. Using humor in your intro seems like a no-brainer, but it is a better idea than you would think to set the tone and mood for the speech. Also, I found it helpful that the speaker said to keep your conclusion positive, because at the end your viewer should feel positive about the speech and about you as the speaker, even if they weren't persuaded by your speech. I think it would have been benificial to have seen these videos before the first speech we gave. They are such key parts of speeches, they shouldn't have been this far in the semester! ahhh! :D
Tuesday, October 7, 2008
week 4 response 1
video 7.1: narratives, definitions, examples, facts and statistics, testimony
video 7.2: media (credibility, relevance, reliability), books, newspapers
video 8.1: organization: chronological, spatial, topical, narrative, cause-and-effect, problem-solution, monroe's motivated sequence
video 8.2: transitioning correctly: ordering, reinforcing, contrasting, chronology, causality, summarizing.
Because the first three videos were review from previous things we have discussed, the fourth was the one I found most helpful. It is hard for my to think of a transition as an important part of a speech because of the way I was taught to write essays and speeches, with the introduction sentence of a paragraph being the transition between the previous and coming points. This video will really help me with my next speech and making transitions clearer and more varied, so I am not just using the same type over and over.
hooray!
video 7.2: media (credibility, relevance, reliability), books, newspapers
video 8.1: organization: chronological, spatial, topical, narrative, cause-and-effect, problem-solution, monroe's motivated sequence
video 8.2: transitioning correctly: ordering, reinforcing, contrasting, chronology, causality, summarizing.
Because the first three videos were review from previous things we have discussed, the fourth was the one I found most helpful. It is hard for my to think of a transition as an important part of a speech because of the way I was taught to write essays and speeches, with the introduction sentence of a paragraph being the transition between the previous and coming points. This video will really help me with my next speech and making transitions clearer and more varied, so I am not just using the same type over and over.
hooray!
Saturday, October 4, 2008
self eval 1
Self Evaluation
For my first speech in this Comm 20 class, I have mixed feelings on how the presentation went as a whole. While of course it was nerve-racking to be giving this speech in the first place, I feel that the time and effort I put into preparing for it did not come across in the actual presentation, for various reasons.
(2)I felt extremely nervous during the entire speech. I was shaking and having trouble concentrating and remembering what I was going to say next. I think this is due to the way that i re-write speeches during other speeches to make it flow better with the other speakers’ presentations. Although I had written the entire speech already I altered the order in which I presented the information and changed the tone of the introduction, which made me less prepared, however I feel that the speech I gave was more appropriate for the audience than the one I had written before.
On the other hand, I feel I did well in a few categories.(1) I feel that I achieved the purpose of the speech, which was to demonstrate something and relate why it was a beneficial thing to learn how to do. I feel the information I gave was very well planed out, but the delivery made it less effective. (8)When reviewing the speech on the video, I feel I had fairly good eye contact, about a 7 or 8, (6)but I used a lot of teenaged words like ‘super.’ This could have given me a better connection with my audience, since they were my age they could see that my topic could be relevant to them too instead of it seeming like gardening was something that older people do, which was one of the things I discussed in my speech. On the other hand, this language would have reduced my credibility.
(3)If I was able to do the presentation over again I would have spent more time focusing on the language I used in the initial speech to make it more college student friendly. (4) In my next speech I would like to have the same balance/ratio of information that I had in this speech, not so much that you feel like there are random facts being thrown at you, but enough to see why the topic is relevant to the audience. (5) I would also like to reduce the amount of times I say certain words, which I think will naturally come with practicing more than I did.
Overall, I think that the speech i gave should have gotten a B. (9)The information was sound with two oral citations, and the demo was well rehearsed and done, but the delivery was a bit spotty, with lowered credibility in the form of the word ‘super’ being used a lot and other generally ‘unprofessional’ language and was very distracting.
For my first speech in this Comm 20 class, I have mixed feelings on how the presentation went as a whole. While of course it was nerve-racking to be giving this speech in the first place, I feel that the time and effort I put into preparing for it did not come across in the actual presentation, for various reasons.
(2)I felt extremely nervous during the entire speech. I was shaking and having trouble concentrating and remembering what I was going to say next. I think this is due to the way that i re-write speeches during other speeches to make it flow better with the other speakers’ presentations. Although I had written the entire speech already I altered the order in which I presented the information and changed the tone of the introduction, which made me less prepared, however I feel that the speech I gave was more appropriate for the audience than the one I had written before.
On the other hand, I feel I did well in a few categories.(1) I feel that I achieved the purpose of the speech, which was to demonstrate something and relate why it was a beneficial thing to learn how to do. I feel the information I gave was very well planed out, but the delivery made it less effective. (8)When reviewing the speech on the video, I feel I had fairly good eye contact, about a 7 or 8, (6)but I used a lot of teenaged words like ‘super.’ This could have given me a better connection with my audience, since they were my age they could see that my topic could be relevant to them too instead of it seeming like gardening was something that older people do, which was one of the things I discussed in my speech. On the other hand, this language would have reduced my credibility.
(3)If I was able to do the presentation over again I would have spent more time focusing on the language I used in the initial speech to make it more college student friendly. (4) In my next speech I would like to have the same balance/ratio of information that I had in this speech, not so much that you feel like there are random facts being thrown at you, but enough to see why the topic is relevant to the audience. (5) I would also like to reduce the amount of times I say certain words, which I think will naturally come with practicing more than I did.
Overall, I think that the speech i gave should have gotten a B. (9)The information was sound with two oral citations, and the demo was well rehearsed and done, but the delivery was a bit spotty, with lowered credibility in the form of the word ‘super’ being used a lot and other generally ‘unprofessional’ language and was very distracting.
Saturday, September 20, 2008
week 3 response 3
3). Pick one concept from the assigned reading (Chapter 5) that you found useful or interesting and discuss it.
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I found the section about adapting to your location the most helpful in this chapter. In most cases I have only had experience speech writing or presenting in a classroom setting, about 20-30 students. Because of this I have a certain level of informality stuck in the way I write my speeches. I also have only presented in a group where I know most if not all of the students, so they understand my level of credibility as well as making it less awkward for me to be giving my presentation, since I know my audience. This section has reminded me that even with people that you know or that you can identity with, you need to keep a certain level of formality to keep the focus on your presentation. This is very important because when you are doing a classroom presentation it can be difficult not to keep a professional tone.
Although I found this information helpful, I found some other parts of the section not so much. Where it talks about time of the presentation and how that effects the audience's alertness, it was kind of a no-brainer to me. Oh well, I guess it's not so clear to everybody!
--
I found the section about adapting to your location the most helpful in this chapter. In most cases I have only had experience speech writing or presenting in a classroom setting, about 20-30 students. Because of this I have a certain level of informality stuck in the way I write my speeches. I also have only presented in a group where I know most if not all of the students, so they understand my level of credibility as well as making it less awkward for me to be giving my presentation, since I know my audience. This section has reminded me that even with people that you know or that you can identity with, you need to keep a certain level of formality to keep the focus on your presentation. This is very important because when you are doing a classroom presentation it can be difficult not to keep a professional tone.
Although I found this information helpful, I found some other parts of the section not so much. Where it talks about time of the presentation and how that effects the audience's alertness, it was kind of a no-brainer to me. Oh well, I guess it's not so clear to everybody!
Friday, September 19, 2008
week 3 response 2
2). Discuss the importance of audience analysis and audience adaptation in the speech development process. Also, discuss how YOU plan on using audience analysis in your speech.
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Audience analysis is one of the most important aspects of giving a speech. As I talked about briefly in my last post, knowing your audience is essential to giving a good speech. Before you give a speech, you need to brain storm about who your audience consists of, in ways like age, level of education, and the ideals or focus of a specific group that you could be presenting in front of. These fit into the demographic and pshycographic aspects of audience analysis.
As far as audience analysis goes in preparing for a speech, it outlines what is an is not appropriate to talk about, as well as what will make the speech really reach out to your audience. An example of this gone horribly wrong was in the first of the two speeches we analyzed this week. While the speaker tried to play off the age group he was talking to about drinking by leveling with them by them statistics on their age range, the vomiting noises were inappropriate regardless of the audience's maturity level.
I plan on using this to help our class understand why CPR is practical for them to know, even at our age. A lot of people think that CPR is something only life guards need to know, but it is nessecary for babysitters, camp counselors and many other child-related jobs, a majority of which are held by high school and college aged people.
--
Audience analysis is one of the most important aspects of giving a speech. As I talked about briefly in my last post, knowing your audience is essential to giving a good speech. Before you give a speech, you need to brain storm about who your audience consists of, in ways like age, level of education, and the ideals or focus of a specific group that you could be presenting in front of. These fit into the demographic and pshycographic aspects of audience analysis.
As far as audience analysis goes in preparing for a speech, it outlines what is an is not appropriate to talk about, as well as what will make the speech really reach out to your audience. An example of this gone horribly wrong was in the first of the two speeches we analyzed this week. While the speaker tried to play off the age group he was talking to about drinking by leveling with them by them statistics on their age range, the vomiting noises were inappropriate regardless of the audience's maturity level.
I plan on using this to help our class understand why CPR is practical for them to know, even at our age. A lot of people think that CPR is something only life guards need to know, but it is nessecary for babysitters, camp counselors and many other child-related jobs, a majority of which are held by high school and college aged people.
Thursday, September 18, 2008
week 3 response 1
1). Speech Buddy: Review Drinking and Light Pollution videos on the Interactive Video website in accordance with Chapter 5. Respond to each video. What did the speaker do well? What can you learn from watching these videos?
Drinking Video:
Imitating a vomiting noise to open a speech about drinking? Part of talking with a group of people you want to persuade is not grossing them out or insulting them, lines i think were crossed 5 seconds in to this speech. If I was sitting in class listening to a presentation about how drinking was wrong or bad for you, I would be offended when the speaker did that. Secondly, this guy seems to be drunk himself! It looks like he hardly prepared for his speech, his sentences are often disconnected. His visual aid also lacks, because it is exactly what he is saying in his speech. It's like he's reading the transparency instead of actually knowing the facts. The visual aid should be more than just sentences from the speech. With that said, he has good facts, but it jsut doesn't come across well because of how he is presenting the information.
Light Pollution Video:
Unlike the previous video, this speaker sounds sure of her information. It is obvious she knows what she is saying is true, so she says it in a more pronounced way than the last speaker. This is a good way to start a speech! She also says what she is going to cover to the listener knows the key points of the speech. I liek how she used her hands during her speech as well, instead of gripping the podium like the other guys was. She seemed more prepared and ltherefore less stressed out.
The contrast between the two videos shows you how what you are saying can be true or right, but the delivery is one of my key things to producing a good end result. Practice and be sure of your information and all will be well! :)
Drinking Video:
Imitating a vomiting noise to open a speech about drinking? Part of talking with a group of people you want to persuade is not grossing them out or insulting them, lines i think were crossed 5 seconds in to this speech. If I was sitting in class listening to a presentation about how drinking was wrong or bad for you, I would be offended when the speaker did that. Secondly, this guy seems to be drunk himself! It looks like he hardly prepared for his speech, his sentences are often disconnected. His visual aid also lacks, because it is exactly what he is saying in his speech. It's like he's reading the transparency instead of actually knowing the facts. The visual aid should be more than just sentences from the speech. With that said, he has good facts, but it jsut doesn't come across well because of how he is presenting the information.
Light Pollution Video:
Unlike the previous video, this speaker sounds sure of her information. It is obvious she knows what she is saying is true, so she says it in a more pronounced way than the last speaker. This is a good way to start a speech! She also says what she is going to cover to the listener knows the key points of the speech. I liek how she used her hands during her speech as well, instead of gripping the podium like the other guys was. She seemed more prepared and ltherefore less stressed out.
The contrast between the two videos shows you how what you are saying can be true or right, but the delivery is one of my key things to producing a good end result. Practice and be sure of your information and all will be well! :)
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