Week 15: Discussion Question 3

This class was really loaded with useful information, especially our textbook; I really liked it. I've mentioned this in a previous post, but the outlines to speeches really did wonders for me so I'll definitely be applying those in the future. Before I continue on and forget though, congrats to everyone on getting through the class and thanks to Carol for being a cool professor!

Besides a lot of the how-to-prepare-a-speech tips from class and our textbook, I think I'll remember not to procrastinate on assignments, especially oral presentations. I don't know if anyone else was in a similar predicament, but it can be very stressful trying to prepare a speech in like four or five days (at least for me). I don't like stress in general so I'll try to remember what it was like rushing through the creation of a speech. Procrastinating on papers and tangible projects is one thing, but speeches are totally different because you have to practice! The rehearsing of the speech is probably one of the most important things too. Anyway, those are the things I'll take from this class into my future endeavors.

Week 15: Discussion Question 2

My favorite speech that I've done for this class was probably the tribute speech, followed by the informative one. I favor doing the tribute speech though because I really had a great time giving tribute to someone who has made an impact on my life, my grandmother. It was also very enjoyable hearing the rest of the class share about someone they admired and/or looked up to.  

Being able to reflect on how I have been changed by somebody else was really cool and, I think, beneficial. It's good to realize that other people are having a positive influence on you, even if you don't see them often or something, but just knowing that in some way, shape or form they have made you a better person; that at least something about them makes you want to do better in certain area of life whether it be to become more like them in a certain characteristic or just being inspired by them.    

Week 15: Discussion Question 1

I've learned lots about public speaking in this class, which is the purpose of a public speaking class, but I just felt like sharing that. Probably one of the most helpful concepts I learned while in this class for preparing speeches was the drafting of an outline. It may be common sense for many, but putting a speech in outline form helps so much. Although I personally don't like putting the time into writing out an outline, its end result is a help like no other. Having your intro, main points, ideas, etc. in your outline really help you prepare for the delivery because it gives you a format to follow; it tells you what you need to say next.

Most of us probably took some type of communication/public speaking class in high school. I don't know about everyone else, but I sure didn't prepare outlines for the speeches I gave then. The teacher didn't even require them. Anyway, up until this public speaking class here in college I've learned to prepare for speeches with more than just note cards ( although I still need to depend a bit less on note cards) because I've garnered the skill of drafting an outline.

Week 13: Discussion Question 3

The concept I chose to discuss from this week's reading is from chapter sixteen, speeches of introduction. Many of us have had the chance to introduce a speaker. When doing this we do a short speech that introduces someone to an audience. I remember giving the introduction to the speaker who gave the commencement address for my high school graduation; I didn't do a terrible job, but it would have been helpful to know these following points. 

It is important to remember to keep focusing everything one is saying to the speaker and the speaker's speech. Everything must move in the direction of the speaker because you are essentially preparing the audience for the main speaker. When doing an introductory speech it is not necessary for it to be long; you're just doing the little intro, let the speaker speak because after all, that is what the audience has come for. A second point to remember is to know the speaker well, research them. Although you'll be doing far more research than needed, it is good to know too much than too little, especially for somebody who you are presenting to a group of people. Last but not least, one should try to develop a relationship with the audience. One can connect with the audience by interesting them in the soon to follow speech by the speaker, as well as by having good background knowledge of the speaker. These tips can surely help anyone who has yet to give a speech of introduction.  

Week 13: Discussion Question 2

I like to stay healthy. Some of the main ways I stay healthy is by eating a good diet, exercising regularly and trying to always sleep adequate hours. Whenever I'm talking to friends, or anyone really, more often than not subjects regarding health come up. It just so happens that one of my best friends is in her first semester of nursing school. She was telling me that she is having a hard time in school due to many reasons, but her biggest complaint is that she does not get enough sleep. Being the helpful little friend I am I attempted to persuade her to try to sleep better hours because it jeopardizes her health.

In hopes of helping my friend, the type of reasoning I used was causal reasoning. This is where one action results in another. For this specific occasion I informed her (reminded actually because she already knows this) that having bad sleeping habits and not having proper rest will result in incapability to function at a prime level, hence not doing well in school. She understood that rest is a big factor that must be worked on because she certainly does not want to be tired and risk doing poorly on her academics. I believe my reasoning worked because she agreed to try to implement more sleep. But, people make promises all the time and break them. She may just decide that there is too much studying and homework that need to be done so cutting back on sleep will have to be a sacrifice. Its understandable in some circumstances, but one should always strive to get good rest regularly. 

Remember fellow students and everyone else on the web who might read this, brain restoration and memory consolidation occur during sleep. So, if you're trying to remember the information that you've been studying all day long, go to bed at a decent hour instead of staying up late to study more; your brain will amass all the studying you've worked hard on so you can quickly recall it when needed.

Week 13: Discussion Question 1

I enjoyed watching those two videos on home schooling. Watching the speakers present both sides of the topic was interesting. Since I'm on this topic, I think home schooling is a great option, but it would depend on the child; does the child want to be home schooled or continue in his or her traditional school? I've known several home schooled students over the years (mainly through them showing up for extra-curricular activities such as band, choir and physical education) and they were always some of the smartest students around. However, being a home schooled came at the expense of being made fun of and shunned by the "cool" kids, just because they were home schooled. Don't worry, I didn't shun them. But, the home schooled I knew had great confidence about themselves and were not easily bothered by other students; they seemed to have little or no insecurities which may have stemmed from being home schooled (e.g. not having been exposed to troublesome students, drama, violence, etc.)

Anyway, for every topic there are two sides, the pros and the cons. Each speaker can argue for their side and make a good case; it's up to the audience to then decide what is best for them. Something I learned from this video is that I should look up arguments that will be made against my main points; what is on the opposite side, you know? It's always important to be prepared to answer back to disagreements, or to just know the oppositions and know how to counteract them.

I think the appeals that were used were geared towards parents, or those with children, obviously. The speaker who was speaking for home schooling used the tearful child example to open and close, showing how the public school system can be detrimental to a child's development. The speaker who opposed home school stated that most of them would not be willing to sacrifice their careers and time. Also, that most people who would home school would not be qualified to teach. The first appeal was directed more towards a concern for the child, while the second video's appeal seemed to be for the parents. Differences aside, they both did a great job in presenting their information.

Week 12: Discussion Question 3

It wasn't until I read this chapter that I understood what coercion was. Sure I have heard it used here and there in times past, but I didn't understand that that word was used to identify the opposite, negative side of persuasion. As our textbook said, coercion is forcing someone to think a certain way or making someone feel compelled to act under pressure or threat. For a long time I just thought that this was described as "persuading with fear."

Growing up I often went to church with my parents and I would listen to a preacher, pastor, priest or cardinal give some kind of religious talk/sermon. Some of them were very good and seemed to want the best for the congregation; they spoke with feelings, a moving power and I believe had a genuine care for the church people. However, some of religious speakers I heard used some frightening scare tactics to try to persuade people to believe something or to behave a certain way. I now am aware that they were using coercion, not persuasion really. Our textbook said, "Brainwashing or intimidating people to get a desired effect is not persuasion" (pg. 274). People who attempt to change groups minds would benefit from trying to persuade rather than coercing. The steps to persuading are not terribly difficult; one must just follow the correct steps and obviously be knowledgeable on the topic. Speakers who know how to persuade do so rightfully by using the problem-solution, problem-cause-solution, or Monroe's motivated sequence pattern of organization.    

Week 12: Discussion Question 2

How have we not been immersed in a sea of persuasion? Just about everywhere people look they will see all kinds of ads trying to get one to buy into their products, religion, train of thought, etc., all by means of persuasion. Of course though, some may think they are doing it for right reasons, for example a certain denomination might come knock at your door and discuss controversial topics with you and try to persuade you to follow their beliefs, all in the name of saving you (we've all had that happen, right?) It's not always that persuasion messages are bad though.

In my American government class last semester we had to analyze news articles from major newspapers each week, detecting them for bias. In doing that I learned how to become a better consumer of mass media by learning a few tricks that writers use to make their material subjective. Some of the tips were things such as checking the sources of the article, flattering or unflattering pictures of individuals reported on, and specific wording/ wording effects.

Some public speakers are very good at appealing to audience's pathos, appealing to the emotions. Feelings and emotions can be very strong, hence speakers can manipulate them to make one get involved in a club or charity. I've heard a few very persuasive speakers live and I do remember taking up reading more as a hobby, due to a speech I heard years ago. The speaker emphasized how reading is what made him who he is today, but it wouldn't have been without the consistent push and love from his mother that made him read more and continue on to become a world-renowned physician. He went on to talk about mother more and got emotional, which is what led others to become emotional. It was funny and moving at the same time.

Becoming a better consumer in a world where messages and ads are constantly bombarded can be a difficult and annoying place to be. That's all commercials are really; they're trying to get people to buy something, trying to make them believe they need it (my parents are good at falling for those traps too). And walking downtown in a city one cannot help buy see the huge billboards with a hot model wearing a fancy clothing brand. The persuasive messages will never cease, but one can be more informed and analyze, "Perhaps there is more to it than just buying this pair of jeans...what else is this company promoting here?" We should become critical thinkers.    

Week 12: Discussion Question 1

We have read in our textbook before on the different patterns of organization, but in chapter fourteen the Problem-Solution, Problem-Cause-Solution and Monroe's Motivated Sequence were reintroduced and discussed in a bit more detail because these three types of organization are most effective in persuasive speaking, which is the topic of chapter fourteen.

The Problem-Solution pattern is pretty self-explanatory; it presents the problem or issue at hand and then shows the correct protocol for a resolution, the solution. Like our textbook mentioned, if this pattern is to be used in a presentation, the first step must be clear (e.g. the problem). It is only after that the solution can be given. One must be a good speaker to make sure that the problem was clearly identified because if it is not, then the solution presented will not be very effective, let alone remembered.

Monroe's motivated sequence requires a little more than the problem-solution pattern. Because Monroe's sequence is primarily used for persuasive speeches, it allows one to "take an audience-centered approach" (pg. 285). The steps involved with this pattern of organization include 1) getting the attention of the audience/relating topic to them, 2) establishing the problem/current harm, 3) explaining the solution to the problem, 4) showing pros and/or cons of the solution and 5) explaining how the audience can implement the proposed solution. This is a very step by step pattern and gives the audience a more structured, organized way to keep track of the presentation.

Personally, for the final of this course I would prefer to use Monroe's motivated sequence, however I feel that it would be more effective with more time and given we only have five to six minutes, I'd be too concerned to tackle this process. The problem-solution pattern would be more simple because basically it just says, "because of X, Y can and should be followed." Anyway, I suppose I'd still go along with Monroe's because my topic would fit more with that pattern of organization.

Week 11: Discussion Question 3

Using language effectively may seem to be easy for some speakers, but in reality, it's not that simple, unless you're naturally gifted with great speaking skills. Knowing how to use inclusive and audience-centered language is important in all types of presentations. For the large amount of public speaking I do (I'm being sarcastic here) I try to always personalize my language, to try to specify what I'm saying to the audience that is listening to me. It is far more effective to personalize a speech than to just give the same speech to every group one would speak for (e.g. a celebrity speaking at commencement ceremonies).

What struck me the hardest in this week's reading, along with being audience-centered, is to use inclusive language, that is, words that don't privilege one group over another. As our textbook mentioned, not using inclusive language can suggest that one is stereotyping or hating on a certain group of people. Classifications that are often given are people's race, class and gender. I personally don't favor being placed into a group and having others remember me only by one label that someone placed on me. For example, "the tattooed Hispanic guy." Not that I'm offended by such labels, but really? Sure I have some ink and come from a Hispanic background, but there is so much more to me than that. Not using labels that place people into what may be perceived as something derogatory is what we should strive for. This can also be said for nonsexist language.

Week 11: Discussion Question 2

Everyone will differ on their stance regarding sexist language because we're all accustomed to certain words while others might find some words offensive or belittling. In response to the sexist language discussion on Flickr, it shows how some people react to specific words used by many and how others want to encourage people to watch their word choices. Some of the words were "girl" when referring to a female or "boy" when referring to a man. A lot of people, and our textbook, agree that trying to establish a gender-neutral approach would be ideal, but this isn't an ideal world. One may try to improve society's lack of proper English and grammar though. Oh, and I hope the people who posted on Flickr improve their writing skills because that was a little painful to read.

Using nonsexist language is what we should strive for, but for a lot of people it's not a big deal. I think being politically correct all the time is a bit silly; people shouldn't be so easily offended or mind what people say. If I remember correctly, there were a couple of people on that Flickr post who suggested that certain words be prohibited from use, banning words! Are they out of their minds? Banning words goes against freedom of speech and infringes on people's rights. Its just like when someone states that burning of the American flag should be illegal. Well, no it shouldn't. Yes, it is disrespectful to some, but people have the right to do so, they have freedom of expression which the First Amendment provides. We shouldn't let feelings and emotions decide on what can or can't be done; dont' do away with words due to one person's conclusions.

 

Week 11: Discussion Question 1

I've always been a little confused when deciding what words to use during a speech, my word choices. In papers, and in science classes, we are taught to write in third person. However, this is not the case for speeches. In the videos regarding chapter ten we are instructed on how to engage with our audience with our words. Being audience centered can entail using pronouns such as "you" or "us;" being inclusive. This can be very helpful because this includes everyone and makes the audience feel involved. Other points I learned for chapter ten were to use appropriate language, making it effective and meaningful. This could be by being concise and definitely not using offensive (or questionable) language. One might think these tips are obvious, but I remember a student using a swear word during a speech in my high school speech class. It was quite shocking actually. 

Sometimes I think I don't speak loudly and clear enough. I mentioned a speech impairment of mine in my previous self-evaluation and how I've worked hard for years to minimize it, but it will slip out sometimes, especially if I speak too fast or don't enunciate properly. Like the videos for chapter twelve mentioned, vocal delivery is very crucial. One must speak loudly and at a good pitch for the audience to hear best, as well as not speaking too fast and not too slow. Also, changing the pace of one's words is important as well, but keeping a balance. 

For physical delivery, well, we're all progressing, right? Eye contact is most people's challenge, I think. Besides eye contact, facial expressions must be positive ones. Grinning from ear to ear is excessive, but choosing correct expressions is important. Although, a positive facial expression in a somber, sad event probably wouldn't suit it well. What I'm trying to say is that it all depends on the occasion. Finally, I need to remember to not use body contact if it does not feel appropriate in that moment. I think for my last speech I only took like two steps and didn't use my arms much. Perhaps it wasn't enough physical body movement, but sometimes its ok to not have lots of body movement.     

Informative Speech Self-Evaluation

For most individuals, speeches come as no easy task. I wouldn't say I have speech anxiety, rather a normal, healthy level of nervousness before I go up in front of an audience. However I may have been perceived by the public is one thing, but the way I grade myself is what I focus on more. For this speech on mitosis, I did alright overall.

I believe I provided enough information for the audience to obtain enough on mitotic cell division, I achieved the purpose of my goal. I don't think the information was terribly difficult to take in, but I'll never really know if it went over many people's heads. Throughout the speech I felt fairly confident; nervous, yet confident. However, I felt more assured of myself in the beginning and less as the speech progressed. Perhaps that was due to rehearsing the beginning far too much and not enough time allotted for the closing parts. So, if I had to do it all over again, I would make sure I practiced the latter end of the body and the conclusion just as much as the introduction. As far as changes to delivery, I would try to slow down because I felt like I was rushing a little bit. I hope my lisp didn't come across. I work very hard to minimize my lisp, which is pretty well controlled, but it slips sometimes. Or I just stumble on words. 

For the upcoming speech, my goal for improving the content would be to get more of a variety from my sources. I felt as though my sources were too scientific. But, given it was a scientific topic, I couldn't have done too much about this previous speech. Although I could have used some type of simile. Quoting an author on what he or she would compare mitosis to outside the scientific world would have been interesting. A goal for improving the delivery would be to be more prepared in speaking in an extemporaneous style because I paused a few times.

Everyone's speaking engagements will differ as one does more and more. In my case, my previous speech was the cultural one. The time difference is definitely different, but besides facts about the speech requirements, one main positive difference was the use of citing sources. I incorporated a few good ones, as my cultural speech didn't (but, it didn't call for any anyway). A negative difference from my last speech compared to this one was that my previous one was a little more prepared. I suppose it was a little more prepared because it was easier to put together. In delivering this speech I don't think I did anything distracting. I wasn't playing with my hands or anything like that. I did pause one too many times, so that probably counts as a distraction. Considering I didn't pause much on my previous speech, this is not an improvement. 

My eye contact was alright; of course it could have been better. Not that I should be comparing myself with others, but I'm pretty sure some individuals were reading their speech off of their note cards which made their eye contact pretty bad. Anyway, back to me. I would give my eye contact an eight on a one through ten scale. As far as my grade for the performance, probably a B. I give this grade because I was pretty well prepared with my presentation and had done my research. I included digital slides which were easy to follow and were not excessive in information, as well as following the slides accordingly and not forgetting to switch them. 

Citing sources was probably my biggest downfall. Out of my four sources, I cited two during the presentation. I would have cited the others, but my mind kept blanking out and I was trying to focus on what organelles do what, what phase of the mitotic phase follows, etc. Detailed presentations can get a little overwhelming, but we continue on, living and learning for next time. I think this speech was and was not better than my previous one. A few reasons why it was not better than my previous one are because I blanked out a bit during this one and forgot to cite two of my sources. On the other hand, some reasons I think I performed this one better are because I was able to manage both delivering a speech and incorporating PowerPoint throughout. I also followed my outline fairly well and stayed within the time limit of the speech requirement. Having said that now though, I would say that this speech was more of a challenge than my previous one and I completed that challenge above the average so, this speech was better than my last one.  

Week 9: Discussion Question 3

Like we have studied this week, using visuals such as multimedia slides can boost the effectiveness of one's presentation and help the audience follow along with the speech. A few key things to keep in mind are to use simple slides with good organization and with emphasis on the main points only. Large lettering and good color schemes are necessary for the audience to be able to perceive the displayed information too. 

Besides tools such as PowerPoint and Keynote, there are many other types of supplemental visuals which can enhance one's speech. These include whiteboards, models, flip charts and handouts. These can be very effective when used appropriately. I can recall a time when I went to hear a speaker and he was using a flip chart. He would draw or write some key words on the large sheets and then flip it over and continue. I thought it was very effective because the audience couldn't see what he had previously written: it made the audience keep up with him on the next ideas he was putting on the flip chart. 

Using visual aids can help make the audience react in a more positive way, as well as possibly have the audience understand the presentation better. 

Week 9: Discussion Question 2

One of my professors uses PowerPoint presentations for every lecture of theirs. Yes, it does help sometimes to get a view of what they are saying, but most of the time the slides have way too much text. This professor's slides have bullet points, but then continue to expound in far too much detail.

It would be more effective, I feel, for my professor to continue using the main points/bullets, along with the few pictures they interspersed but not continue with elaborate wording explaining each bullet point. I'm sure I'm not the only student in their class that finds it overwhelming to try to read, listen, and write down all that they are presenting. I have found myself a few times in that class trying to write down what I think is important from the slides and end up not remembering what the professor said because I was too focused on reading and writing down what the slide presented.

Too much on a slide is excessive, but too little is inadequate. One must find the proper balance.

Week 9: Discussion Question 1

When giving a presentation that includes audio or visual files it can be easily to distort and alter original documents. It is a speaker's moral obligation to not tamper with original photographs, audio files, etc. and use them in a presentation because that would be unethical and dishonest. Of course though, some people have different ethics, or no ethics, and may just do so.

As we have read before in chapter three, speakers must speak and listen ethically, but incorporating media is then tied with speaking because it is part of the presentation. It is necessary to use accurate, original photographs and recordings because doing otherwise would be untruthful. In our case as students, using dishonest documents could possibly lead to disciplinary action and nobody wants that, right? One must be careful when working with media files and avoid it being unoriginal.

Thankfully, I have absolutely no idea how to use Photoshop or any other audio or visual file modifier. I never have had to, so yeah. However, it would be fun to sometimes post something original on Tumblr rather than just reblogging someone else's work.

Week 8: Discussion Question 3

Informative speaking on a topic. Pretty self explanatory and simple, isn't it? Not to everyone. This is when the speaker speaks about a specific subject and tries to give a deeper meaning or raise awareness, or just educate and talk about a subject they feel knowledgeable about, or not. Getting down and dirty with one's topic is necessary for making the speech meaningful. One should become as much as an expert about the topic as possible, just don't over do it and have an anxiety attack over it. For many, choosing a topic can be difficult, myself included. Brainstorming helps, but in the end, you still have to choose. There are many things that can be presented as far as informative speeches go. The limit does not exist. Speeches on objects and places can be done, or people, processes, events or ideas and concepts. Often time these types of speeches will overlap and crossover, for example, Martin Luther King Jr. and the monumental event, the Civil Rights March on Washington. Knowing what one's goal is and what type of organizational pattern often do not happen until the research is underway. More thoughts formulate as more mental processes happen. Students should not fear choosing a topic and knowing their exact purpose and thesis right off the bat; time must be given during research and readings to try to come up with a meaningful, powerful idea.

Week 8: Discussion Question 2

The most difficult parts of a speech, or paper, for me are the introductions and the conclusions. It takes me forever to start regurgitating my ideas onto paper and then later its another challenge to stop my mental processes and conclude with a complete, organized thought.

The parts that are necessary for an introduction include an attention getter, a purpose and thesis and a preview of the main points. The attention getter is what is used to attract attention, obviously. It mustn't be long and should pertain directly to the topic. There are many types of attention getters such as questions, facts and statistics, a small story, etc. The purpose and thesis are pretty much the key to the introduction and are normally lengthy enough if they are just a few sentences in length. The thesis is what you are trying to prove or state in your entire speech. Everything one says should link back to the thesis and purpose. The preview of the main points are the main points of what is going to be stated in the body of the speech and a presentation of the subpoints.

A conclusion is the review of the main points and a reinforcing of the purpose of the speech. It can also be said that the conclusion should bring closure to the audience (sounds morbid). In the conclusion it is necessary to review the main points (lots of that in speeches) because after all, you do want the audience to remember what you said, especially if it was an important subject. The purpose and thesis should be restated because that was the goal, to prove or inform that one line. Conclusions are the last chance to connect with the audience so it is ideal to finish soundly, make a good impression and bring closure to everything stated. If all this is done correctly, chances are that the speech will be effective and memorable.  

Week 8: Discussion Question 1

The videos that were assigned to watch were helpful and informative. The videos for chapter nine informed on what aspects need to go into an introduction and a conclusion. I won't go into detail as to what they are comprised of though because that would be taking from this week's second discussion question. The videos pertaining to chapter thirteen were informative speeches on techno music, camera technology and what the word "kosher" means. Evans speech on techno was precise, short and quite informative. I liked how he mentioned the history of techno; it's a good supplement to include historical facts. However, it can't exactly always be done so smoothly. For example, my informative speech is on cell division. The history for that would be a bit awkward because not everyone agrees with evolution or creation. Some things can get complicated and confusing with history. Anyway, the speeches on the camera revolution and the specificity of kosher were...nice? Alright, they were boring, yet informative. It's impossible for everyone to be interested in one topic so I suppose those just happened to be dull ones for me. They presented their information well though. What I learned that could be applied to my upcoming speech is to try to make my topic as appealing, interesting and exciting for the whole class. That will be easy because everyone just loves science at the cellular level!

Week 5: Discussion Question 3

It is so important to have good organization when doing a speech. If it's not organized, how is it to be effective? As most of us know, a speech is comprised of an intro, body and conclusion. It may seem that one of these parts are more important than any of the others, but that is not true...they are all equally important, I think.

The introduction is what invites the audience to your train of thought, what opens them up to your speech. It is important to introduce one's main points at this part of the speech, as well as in the body. The body is the core of what one will present. How will the body be organized you may ask? By using an organization pattern. The choosing of an organization patter depends on the type of speech but they include the spatial, topical, narrative ad problem-solution, among others. Also, it is necessary to transition smoothly in the speech, mainly the body because this is heart to the speech. The conclusion is what you want the audience to remember the most, and what you want to leave your audience with is your main points (yes, again). The conclusion should summarize everything that was presented and highlight the main focus, the points. This will ensure an organized whole, a complete presentation.

Week 5: Discussion Question 2

Facts and statistics can be a huge help in speeches. They are effective most of the time, if used properly and can easily be used to persuade and make the audience agree with oneself. The thing is, facts and statistics appeal to peoples logic; it's simple for most individuals to understand, hence they can buy into whatever is being told at them. Of course this is not always the case though. Statistics and facts can be most effective in a persuasive speech because one would state a stat or fact like this, "Because X shows X', you should become Y and do Y'." That's a terrible example, but hopefully you get the idea. Like our textbook mentioned, most people believe statistics and facts to be objective, which they should continue to strive to be, but they are also used for other means, for example manipulation. They can become distorted and misinterpreted, depending on the speaker's ability to persuade a crowd.

Stats and facts can be appropriate and very useful for persuasive speeches (which I'm looking forward to), but they aren't always useful or appropriate to use. Statistics wouldn't be good to use if they are wrong, meaning that the sampling method wasn't reliable (I'm in statistics now for math and it's definitely not a favored class of mine). Data can become misrepresented or skewed easily and the speaker must be ethical to report the information correctly. It would be wrong to use false data and facts.

Week 5: Discussion Question 1

In watching videos 7.1, 7.2, 8.1 and 8.2 I learned about materials to support and inform in a speech. In one of the first videos it was advised to not overdue personal narratives. They are great in many cases, however they may become too long and distract from the main points in one's speech. I have experience in doing that during public speaking class in high school, but it didn't compare to one of my friends speeches who was talking about their family. His speech was practically a narrative from his birth on. It was incredibly boring and hilarious (the fact that it was so boring made if funny). I can't even recall the point of the speech, so that proves that personal stories shouldn't be lengthy.

What stuck with me most from the videos was probably transitions. It's always been a challenge for me to transition smoothly, orally and in writing. A few of the different types of effective transitions include ordering, chronology and summarizing. I think that to improve my transitions for speeches could be to incorporate the words that the video recommended, depending on the different transition type (e.g. however, although, in summary, therefore, etc.).

Week 4: Discussion Question 3

Speaker credibility encompasses more than just integrating credible sources in a speech or presentation. There is a "wheel of credibility" you could say, which includes competence, sociability, dynamism and trustworthiness. All of these tie together to make the speaker credible because the audience will have been able to perceive and understand the speaker's credibility by assessing these different observation/perception tools.

Competence refers to being able to talk about one's topic with qualification, knowing about the topic, having done research. Being able to carry out the speech in an appropriate manner is being competent. Trustworthiness is being honest and reliable. How accurate is the speaker's information? Is it demonstrated as being put to improve the greater good, but more importantly, to the benefit of the audience? Dynamism is one's ability as the speaker to demonstrate a charismatic, bold, courageous front, being confident in the message. Most people have seen or heard excellent speakers. I think by beholding and observing good speakers (e.g. Bill Clinton) one can better their speaking abilities. Lastly, sociability is very important because that is what brings the audience and speaker together. However, the audience and speaker must work equally to connect. Like our book stated, it's good to find commonalities when beginning a speech. These are important audience adaption principles which will assist in being a more effective speaker.  

Week 4: Discussion Question 2

Audience analysis and audience adaptation is very important during the speech development process. Knowing and planning on how one is to approach their audience is crucial because it gives one an edge on how to relate to the audience. Like the chapter stated, it is important to take a diverse approach when speaking to audience because of differences. The main points to remember when addressing audiences is to know commonalities, have credible sources, support materials in accordance with specific audience groups, use common or appropriate language and make sure to keep the audience engaged throughout.

For the upcoming speech, my demonstrative speech on how to make a smoothie, I think audience analysis is fairly easy to do because we all have a few commonalities in this case. For example, we are all college students and as students, we must eat well to learn and retain information as best as possible. One way to do this is by eating healthy foods such as fruit and/or vegetables which often go into smoothies. This could be one point where most classmates might agree. I don't necessarily plan on doing a questionnaire on students' views on smoothies, but perhaps asking open-ended questions such as "Do you think smoothies are healthy?" or "Do you think incorporating fruits and vegetables is important to a balanced diet?" could be beneficial to getting more information from our classroom audience.

Week 4: Discussion Question 1

Matthew, the speaker who promoted responsible drinking, had a pretty well formulated speech. Foremost, I agreed with him on how citizens must be responsible and safe if they are going to consume alcohol. Matt's use of many statistics were fascinating to hear and are important to use in speeches, especially in persuasive ones, because that informs one's audience of true information that has and continues to happen regarding whatever topic. The overhead visuals were helpful because it allowed the audience to read some of what he was saying. In watching this video I learned, or rather was reminded, to incorporate statistics and current data into a couple of the upcoming speeches; having facts about a subject makes the presentation more effective.

The speech on pollution by Courtney was nice. Since only the introduction was given it was obviously short, but in those few seconds I saw and learned how stating one's main points in the introductory paragraph is important. She laid out her three main points, with some of those main points having sub-main points. I think that's what Courtney did well. What I don't think was very necessary for her to say was, "I'm not making this up." Thank you Courtney, but did you really have to say that? We as the audience expect a speaker to speak ethically, the audience most likely assumes one is speaking truth. But, I guess it's not always so, for example politics. Enough said.  

Week 3: Discussion Question 3

The concept that stood out to me most during the reading of chapter six was the fact that one should seek multiple perspectives and sources for a presentation/speech. I suppose it stems from being selfish, but for most of the reports and speeches I've done for previous schooling, they all seem to have been rather biased, I did not try to integrate diversity into my presentations. I can now see how effective a paper or speech could be if multiple perspectives are incorporated; it calls for an open mind, a claim that states, "Not only did I do my research on my viewpoints, but I bring out other arguments from other sides which may..." This is because it informs whoever is reading or listening to you that you are up for a challenge, as well as challenging the ideas which may be going against one's own topic. Also, as the book mentioned, it helps to speak ethically. Finding more sources aides in the integrating of different perspectives.

Week 3: Discussion Question 2

The videos pertaining to chapter six were beneficial. The first video informed me to do substantial research for whatever speech topic I am working on. I've obtained help at our campus library from a couple of the librarians there; the librarians really look forward to helping students, its funny! Dory's speech on how she values family very much was cute. The story of her grandparents was organized well and it flowed very steadily. I liked how she repeatedly mentioned her main points during the whole speech, something I need to incorporate more. Also, the outline of her speech posted on one of the side tabs was good because I could follow along with her easily.

The informative gastropod speech was so cool! I think Shaura did a good job with her slide show because her the visuals on her slides were not too distracting from her speaking. I was able to follow her speech because it was interesting, very informative and entertaining (to me anyway). And for the record, I completely agree with Shaura that people should not eliminate slugs by methods such as salt. Its so sad to kill them that way! Why not just pick them up and move them somewhere else, somewhere where they won't bother you? Just an idea.

Week 3: Discussion Question 1

My experience in conducting research interviews is very limited. I have never actually performed a formal interview of any kind. Well, when I was vice-president of student council in high school, I remember asking a few quick questions to a couple of members on the council regarding who could organize an event better, but that probably doesn't really count.

If I did have to conduct a research interview though I would be sure to use the tips our textbook uses. On page 110 is listed six easy to follow steps. First, one must determine the interview's purpose. What is the reason I am interviewing this person? To enhance the subject matter that will correlate with my speech, obviously. The second step is to select interviewees. The best interviewees are those with the most information and credentials, experience. Developing questions comes next. One needs to ask specific, relevant questions and remember to focus on the purpose. Organizing and conducting the interview are the following steps, respectively. Finally, the last step is to integrate the information. Using an organized scheme is necessary in order to tie everything together well.

Week 2: Discussion Question 3

Choosing a topic for both oral presentations and written reports has always been a challenge for me. When brainstorming I normally have many ideas fighting each other, but the act of pointing out the best takes forever. The fourth chapter of our textbook listed a few simple, effective ways on how to narrow ones choices when preparing for a speech and knowing the specific purpose of a presentation.

The important things to remember when choosing topic ideas are ones personal interests, audience, available resources, timing and setting. Obviously most individuals choose topics which are related to them, meaning that the subject matter is at least somewhat interesting to them (in some cases not though, e.g. getting an assigned topic). It is crucial to know who your audience is because interests change drastically in different groups of people. The odds of speaking to senior citizens about the latest video game development are pretty low. Of course knowing the setting, time limit and the resources which will be available to oneself are good to know for a myriad of reasons. Considering the time aspect, you might choose a broad topic such as global warming in the Amazon, but it would be difficult to cover that in four to five minutes.

Having an idea of where we want to go with our speech, what our purpose is, is the whole theory behind giving a speech or writing a report. One must know exactly what the goal is. Is the speech to inform, persuade or entertain? Questions like that must be asked continuously. When the purpose is clear, one will know, or at least estimate well, how the audience will respond. Therefore, it is necessary to weigh topic choices and to know the reasoning and purpose behind ones presentation.

Week 2: Discussion Question 2

Watching the Speech Buddy videos was a refresher of what was covered in the book through chapter 2. Janine explained how to best prepare for a speech, which is good information. The steps she outlined were: visualization, relabeling and relaxation. I've always thought of visualization as the most effective in preparation for being upfront because you are imagining yourself in the location of where you will give your speech and are anticipating the reactions or questions of the audience. Maybe even going to the classroom where we meet would be a good idea (when it's empty, of course), so we could practice the location. It's an idea anyway for those who want to visualize in the exact spot.

Through this video I learned more about relabeling (even if it was only touched upon briefly). Assigning positive association with what tends to be a negative word (e.g. nervousness, stress, etc.) can be a motivator for improvement. The relaxation techniques were helpful too...I love deep breathing and breathing exercises. Who wouldn't want to reduce their heart rate level and stress? I'll definitely be applying the relaxation tips before I do my speeches.

Week 2: Discussion Question 1

Thankfully I have never been too apprehensive when it comes to public speaking. But that's not to say I don't get a little nervous before going out to speak or perform for a group of individuals; it's totally normal to get nervous, even beneficial in some circumstances. However, what tends to make me a little apprehensive before public speaking is doubting my abilities as a speaker and my speaking abilities. The first section in chapter two of our textbook, Public Speaking: The Evolving Art, depicts a table of "Uncertainties of Public Speaking." I found this useful because on the page following the table it gave information of how to avoid doubting in one's own abilities.

Uncertainties as a public speaker can stem from not knowing what to do when giving a speech. In high school, when I gave speeches on a regular basis, I often times did not know what to do with my body language. I know I didn't want to stand completely still, lifeless, so I would try to use my arms and hands. Sometimes it ended up with me looking rather silly, said my friends. I think imagining beforehand what one is going to do during the speech gives the opportunity to plan out movements, emphasis on certain parts of the speech, etc. That's why one should always prepare in advanced and not procrastinate until the few days before the speech is to be presented. In the words of Thomas Jefferson, "Don't put off till tomorrow what can be done today."

Introduction

Hello fellow classmates!

It was nice getting to know all of you the other night through the introductory speeches. Just so you know who I am on here, I'm Jose, however my alias name on here is JC. This is my last year here at Sierra College, then transferring to CSU Sacramento. So many of us plan to go to Sacramento State. I guess most of us just want to stay close to home?

The background I applied on this blog is my hometown, Napa. I lived there for the first fifteen years of my life. In the early mornings you can see several hot air balloons taking tourists on tours, by air obviously. Napa is only about an hour northeast of San Francisco. Definitely worth a visit if you're ever in the Bay Area.

Anyway, I like blogging. I have two other personal blogs, one on which I don't update often. Does anyone else blog too? I think our class will benefit from blogging on here. Anyway, I'm sure we'll all do great in this public speaking class. Lets remember to be supportive and tactful when critiquing. Cheers to a great semester!