Assignment: Drug Addiction
Assignment: Drug Addiction
Assignment: Drug Addiction
Assignment: Drug Addiction
Assignment: Drug Addiction
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Your credibility—others’ perception of you as trustworthy, knowledgeable, and interesting—is one of the main factors that will shape your audience’s attitude to- ward you. If you establish your credibility before you begin to discuss your topic, your listeners will be more likely to believe what you say and to think that you are knowl- edgeable, interesting, and dynamic.
For example, when a high-school health teacher asks a former drug addict to speak to a class about the dangers of cocaine addiction, the teacher recognizes that the speaker’s experiences make him credible and that his message will be far more convincing than a teacher’s lecture on the perils of cocaine use.
An audience’s positive attitude toward a speaker can overcome negative or apa- thetic attitudes they may have toward the speaker’s topic or purpose. If your analysis reveals that your audience does not recognize you as an authority on your subject, you will need to build your credibility into the speech. If you have had personal ex- perience with your topic, be sure to let the audience know. You will gain credibility instantly. We will provide additional strategies for enhancing your credibility in Chapters 8 and 15.
Situational Audience Analysis So far we have concentrated on the people who will be your listeners, as the primary focus of being an audience-centered speaker. You should also consider your speaking situation. Situational audience analysis includes an examination of the time and place of your speech, the size of your audience, and the speaking occasion. Although these elements are not technically characteristics of the audience, they can have a major effect on how your listeners respond to you.
Time You may have no control over when you will be speaking, but when designing and delivering a talk, a skilled public speaker considers the time of day as well as au- dience expectations about the speech length. If you are speaking to a group of ex- hausted parents during a midweek evening meeting of the band-boosters club, you can bet they will appreciate a direct, to-the-point presentation more than a long ora- tion. If you are on a program with other speakers, speaking first or last on the pro- gram carries a slight edge because people tend to remember what comes first or last. Speaking early in the morning when people may not be quite awake, after lunch when they may feel a bit drowsy, or late in the afternoon when they are tired may mean
situational audience analysis Examining of the time and place of a speech, the audience size, and the speaking occasion in order to develop a clear and effective message
CONSIDER THE
AUDIENCE
Analyzing Your Audience before You Speak 97
you’ll have to strive consciously for a more energetic delivery to keep your listeners’ attention.
Another aspect of time: Be mindful of your time limits. If your audience ex- pects you to speak for 20 minutes, it is usually better to end either right at 20 min- utes or a little earlier; most North Americans don’t appreciate being kept overtime for a speech. In your public-speaking class you will be given time limits, and you may wonder whether such strict time-limit expectations occur outside public- speaking class. The answer is a most definite yes. Whether it’s a business presenta- tion or a speech to the city council or school board, time limits are often strictly enforced.
Size of Audience The size of your audience directly affects speaking style and au- dience expectations about delivery. As a general rule, the larger the audience, the more likely they are to expect a more formal style. With an audience of ten or fewer, you can punctuate a very conversational style by taking questions from your listen- ers. If you and your listeners are so few that you can be seated around a table, they may expect you to stay seated for your presentation. Many business “speeches” are given around a conference table.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
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Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
- The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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