A case study.  Deborah Shore, aged 45, works for a small corporation in the Research and Development department. When she first became a member of the department 15 years ago,
September 17, 2020
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September 17, 2020

public speaking assignments 2

Assignment 1: REVIEWING HIGH SCHOOL ENGLISH

For each of the terms listed in the back of Chapter 12, please write out a definition in your own words to remind yourself of these categories of meaning. Starting with denotation, work right through the list and give the dictionary definition of the word to groove these ideas once again into your mind. As you read the chapter, you will see examples of them which will make sure you get them.

Denotative Meaning:

Connotative Meaning:

Thesaurus:

Concrete Words:

Abstract Words:

Clutter:

Imagery:

Simile:

Cliché:

Metaphor:

Rhythm:

Parallelism:

Repetition:

Alliteration:

Antithesis:

Inclusive Language:

Generic “he”:

Assignment 2: USING LANGUAGE PRECISELY

This chapter mentions three things we should do to use language clearly in our presentations. Here are the three. Summarize each of them in a sentence either quoting the text or from your own words.

USE FAMILIAR WORDS:

CHOOSE CONCRETE WORDS:

ELIMINATE CLUTTER:

Assignment 3: UNDERSTANDING THE DIFFERENCE

Speeches are often classified as “dull” or “lively.” What is the difference between the two? For this assignment, please write a short paragraph including at least three things that can help make a speech more lively and interesting. Rather than turning to the text, go to your own gray matter. For example, good fresh details can make it happen. What else?

Assignment 4: SHARPENING YOUR DELIVERY

As you look at the bulk of this chapter, you will see that the author focuses on ways in which we can make a speech pop by using our body well. Let me identify three parts of our body and let you scan the chapter content to see what he says on how to use that part of the body. For example, in the category of “OUR VOICE” you might say, “We need to pronounce words as accurately as possible.” Offer at least two observations on each of the three.

OUR VOICE:

OUR FACE:

OUR WHOLE BODY LANGUAGE:

Assignment 5: OFFERING YOUR PERSONAL OPINION

Answer each question in a couple or three sentences and send them back for me to review and grade.

  • If a person is dressed poorly, perhaps with wrinkled dirty clothes, how does that affect you as you listen to them? Does it hinder your listening in any way?
  • What role does a person’s accent play in your listening to their speech? What has to be true of the accent for it to actually hamper your listening to the speech?
  • If you had to choose between good content with poor delivery vs. good delivery but poor content, which would you choose and why?
  • If you were giving a speech and someone became ill during the presentation, would it shake your confidence or would you be able to go on easily after that person had been attended to?
  • What habit might a speaker exhibit that would turn you off from his/her speech? Have you ever experienced that directly?
  • What might be going on if a speaker does not make much eye contact with the audience? What are two or three things that might be happening inside that speaker?
  • About how long should a speech be in our day? I mean just a general information speech. Not a graduation speech which should be short. Not an inaugural address which might go longer. But your average speech? How long do you think it should be? Why?

ssignment 6: DECIDING ABOUT USING NOTES

Let’s deal with both. If a speaker uses notes, what are the potential benefits of him/her having a good set of notes in front of them as they speak? Offer three possible benefits.

And what about hindrances? How can notes on a podium actually hinder a speaker? Give three possible ways.

Assignment 7: ADDRESSING THE BIGGEST INFRACTION

According to Dr. Lucas and all that I have read in general on speech communication, the single biggest sin we commit when speaking is using vocalized pauses. Those are the “um’s” and “er’s” and “like’s” we throw in the spaces between the useful words we share. For this module, listen to a person online or on TV give a presentation of some sort and see how well they do at keeping the vocalized pauses out. Write down the name of the person, the topic of the speech and then a description of what you heard by way of “ums” and “ers” and “uhs.” If they did show up, what effect did they have on the speech in general? Was it not much of a problem? Did it distract you? Describe how well or poorly they did with their vocalized pauses.

Assignment 8:

If I could give you only two pieces of advice on how to make a speech successful, I would say it in two brief suggestions. “Be prepared.” “Be confident.” Preparation helps with confidence but nothing will save you if you are winging it. In fact, I tell students that I can spot a lack of preparation far faster than I can a lack of confidence. It shows up within seconds and hurts the credibility of the speech so greatly. But if you will study and prepare the content of your speech (My rule of thumb is an hour of study and preparation for every five minutes I am up.) you will help yourself a lot when it comes to pulling off a good delivery.

For this discussion, let’s reflect out loud on what can boost personal confidence in the delivery process. We have covered quite a bit of territory on that over the past modules. Out of your own thinking and reflection, come up with at least three things that you feel help a person deliver the speech with confidence. If your answers overlap with those of others, no problem.

 

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