Discussion: Analyzing and Evaluating Speeches
Discussion: Analyzing and Evaluating Speeches
Discussion: Analyzing and Evaluating Speeches
Discussion: Analyzing and Evaluating Speeches
Discussion: Analyzing and Evaluating Speeches
ORDER NOW FOR AN ORIGINAL PAPERASSIGNMENT:Discussion: Analyzing and Evaluating Speeches
Having Trouble Meeting Your Deadline?
Get your assignment on Discussion: Analyzing and Evaluating Speeches completed on time. avoid delay and – ORDER NOW
Analyzing and Evaluating Speeches An effective speech should be understood by the audi- ence and should achieve the intended goal. A good speech is also ethical. When offering feedback, be de- scriptive, specific, positive, constructive, sensitive, and realistic. Use feedback to learn your own speaking strengths, evaluate the effectiveness of specific speeches, and identify areas for improvement.
Being Audience-Centered ● Feedback you give to a speaker should provide in-
formation and suggestions the speaker can use.
A Question of Ethics ● Janice was assigned the task of critiquing one of
her classmate’s speeches. Although she thought the speech was pretty good, she gave the speaker low marks because she strongly disagreed with what the speaker was saying. Was this an appropriate evaluation? Why or why not?
Evaluating a Speaker’s Rhetorical Effectiveness When listening to a speech—either a classmate’s presentation or a speech you hear on TV or find on the Web—take notes in response to the following questions to help you eval- uate the rhetorical effectiveness and appropriateness of the speaker and the message.
1. Speech Goal ● What is the general purpose of the speech? (inform, entertain, persuade)
● What is the specific purpose; what does the speaker want the listener to do?
● What are the main points or themes of the message?
2. Speech Organization ● What is the overall organizational structure of the message? ● How does the conclusion summarize the message and point listeners to what the speaker wants to
happen next?
● How does the body of the speech support the general and specific purposes?
3. Speaker’s Role ● What kind of relationship has the speaker established with the audience?
● Does the speaker assume an explicit or implied position of power, as an authority figure or an
expert on the topic addressed? or speak as an equal to the audience?
● How does the role established by the speaker influence the speech’s effectiveness?
SPEECH WORKSHOP
74 CHAPTER 3 Listening to Speeches
Speech Workshop 75
4. Speaker’s Tone ● What is the overall tone, or “feel,” of the message?
● How does the introduction set the tone for the message?
● How does the speaker use supporting materials and delivery cues to establish an overall tone of the
speech?
5. Speaker’s Techniques ● What does the speaker do to establish credibility?
● Does the speaker use logical arguments, tell effective and interesting stories, use emotional appeals,
and use interesting and precise language?
6. Audience ● Who is the intended audience? Is the message aimed at anyone who is not present?
● Who is present to hear the message? Is the message aimed at others who are not present? Is the
message aimed at anyone who is not present?
● How effectively and appropriately does the speaker connect to the interests, needs, and background
of the audience?
● How does the speaker make the connection with the audience?
For of the three
elements in
speechmaking—
speaker, subject,
and person
addressed—it is the
last one, the hearer,
that determines the
speech’s end and
object.
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.
Struggling to Meet Your Deadline?
Get your assignment on Discussion: Analyzing and Evaluating Speeches done on time by medical experts. Don’t wait – ORDER NOW!
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.
Don’t wait until the last minute
Fill in your requirements and let our experts deliver your work asap.