SCHEDULE

SCHEDULE

WEEK 1—July 3-July 7

OBJECTIVE:

Welcome/Introductions

Syllabus/Format

Eportfolio

Youtube

Mantra/Method

 

EPORTFOLIO:

Get to know your own ePortfolio—some of you have them already, some of you do not.  For those of you who have questions about working with an ePortfolio, please take a look at the ePortfolio Resource section on our course site.  Post you questions in the comments section:

For those of you with experience, please take a look and see if you can help out our writing community.

  

READINGS:

  1. Read chapter 1 in our course reader.
  2. Follow the Youtube Resources HANDOUT to set up your account.  This is VITALLY important to deal with asap, otherwise the course simply won’t work.
  3. Please read over the MANTRA HANDOUT carefully.
  4. Read the EPortfolio Resource HANDOUT and set up your ePorfolio.
  5. Read over the rubric for Speech 1 HANDOUT and consider it as you respond to your peers (DBQ 2)

 

JOURNALS (Email me the link to your JOURNAL page by Sunday at noon):

JOURNAL # 1 :What are the big takeaways from chapter 1?  In a full journal entry, help explain the significance of what you found important and what you connected with in the chapter.

JOURNAL # 2: Select a small object from home that means something to you.  In 2-3 paragraph narrative describe it and explain why it is holds meaning for you.  THEN, convert your narrative into an outline.  We will use the outline next week to deliver a 1-2 minute speech describing the object and helping us to understand its significance.   Send both the narrative and the outline.

 

SPEECH 1, IMPROMPTU SPEECH PROMPT: How would you describe your personal communication style?  What are your strengths and weakness?  In what ways would you like to improve?  What are your “worst case scenarios” for a public speaking event—wedding toast, eulogy, presentation at work, etc.

Start with an outline to give your speech some structure.  Spend the next 30 minutes preparing an honest 1.5-2 minute response (speech) and record it on your Youtube channel.  Post it as DBQ 2.  You will respond to your peers, I will evaluate this speech and send you’re the grade.  Next week (a full week), we’ll do a dry-run (peer review) for our next speech.

 

DISCUSSION QUESTIONS, from henceforth abbreviated to DBQs:

NOTE: BECAUSE THIS IS A SHORTENED WEEK, ALL DBQs WILL OPEN WEDNESDAY.  NOTE THE CLOSE DATES BELOW.  THIS WILL NOT BE THE PATTERN IN THE FUTURE.   

I WILL SET UP GROUPS FOR DRY-RUNS OF SPEECH 2 NEXT WEEK.   FOR NOW, feel free to respond to anyone for DBQ 1-3.  Make sense?

 

  1. Help me understand what experiences you have with practice or rehearsal and the relationship that preparation has to performance—academically, professionally, etc.

Please post and respond to two other peers by Friday, July 5, 11:59pm.  Original posts, 3-4 sentences; response to peers, 3-4 sentences each.

 

2. Impromptu Speech.  Post your link and respond.  As you go through to respond to some of your peers, what patterns emerge?  Are there similarities?  Are there strengths you’d like to acquire?  Are there weaknesses you identify with?

Please post and respond to 2 other peers by Saturday, July 6, 11:59pm.  Original post is the link to Speech 1, which I will evaluate and send a feedback form; response to peers, 3 sentences each.

 

3. Watch: Joe Kowan: How I beat Stage fright—Ted talk.

Joe Kowan brought forth a number of techniques for dealing with stage fright and stress. Build off of Kowan’s mantra for success, about what you can do to reduce your apprehension about public speaking.

Please post and respond to 2 other peers by Sunday, July 7, 11:59pm.  Original posts, 3-4 sentences; response to peers, 3-4 sentences each.


WEEK 2—July 7-July 14

 

OBJECTIVE:

Feedback

Organization

 

READING:

  1. Read chapter 11 and 12.
  2. Take a look at the speech 2 rubric HANDOUT.  I’ll use this rubric to score and comment on the final version of your speech.  Please consider the rubric as you respond ton your peers in DBQ 2.
  3. See the list of peer review groups HANDOUT.  Identify your group and post and respond to only your peer review group FOR THAT DBQ each week.  ALL OTHER DBQs, feel free to post and respond to whoever you like.

 

SPEECH 2: Describing a Meaningful Object

For speech 2, you’ll take the outline from last week (journal #2) and use it to deliver a 1-2 minute speech that helps to explain why the object is significant.  Imagine breaking the speech into some clear parts—an introduction, a mission/purpose or thesis in the speech, 2-3 significant points about the importance of the object to you, and a conclusion that helps ease us out of the speech.  The intended audience for this speech is our class.  Obviously, we will need to be able to see the meaningful object in the speech.

Remember, it’s important to work off of an outline; however, reading a speech is not the same as delivering to an audience LIVE.  The more practice you have working somewhat extemporaneously off of a number of well-thought out ideas, the better you will become at presenting yourself clearly and effectively to the world.

Questions? Please email me.

 

KEY DATES FOR SPEECH 2:

Sun-Tuesday: Prep work, rehearsal.

Tuesday: Post a dry run version of speech 2 on the DBQs in assigned group by noon.

Tuesday-Thursday: Offer feedback for all your group members by noon on Thursday.

Thursday-Saturday: After taking note of the feedback from your group and revising, send me the link to your final version of speech 2 with the attached outline by Saturday at noon.

PLEASE NOTE:  Make sure to keep track of your speeches and double-check the work you’re sending.  I am unable to accept a “dry run” as the revised final version of a speech. Make sense?

 

 

JOURNALS: SEND BY SUNDAY AT NOON.

JOURNAL# 3: What are the big takeaways from chapters 11 and 12?  In a full journal entry, help explain the significance of what you found important and what you connected with in the chapter.  (150 words/chapter).

JOURNAL # 4: After submitting Speech 2, compose an honest self-reflection journal analyzing your impromptu speech.  What went well during the speech?  What can be improved?  Consider delivery, content, organization, and audience reaction in your response.

 

 

DBQS:

Focus your time here: Sun-Tues:  Closes Tuesday at 11:59p.m.

1) Watch the Sheila Heen video on receiving feedback (20 min): https://www.youtube.com/watch?v=FQNbaKkYk_Q

What experiences have you had with challenges related to giving and receiving feedback in a professional, academic, or even personal situation?  Have “wrong-spotting” or the blind spots been part of your experience?  How did you manage the difficulties of offering or receiving feedback?

Original posts, 3-4 sentences; response to peers, 3-4 sentences each.

 

Focus your time here: Tues-Thurs: Closes Thursday at 11:59p.m.

2) Post your dry-run video in your group by Tuesday at noon, provide feedback by Thursday at 11:59pm.  Offer peer review for each member of your group in the following way: 2 things that are succeeding, and 1-2 things that could use improvement in terms of clarity, message, focus, body language, eye contact, presence, and energy.

 

TEAM A

TEAM B

TEAM C

TEAM D

Original post is the link to Speech 2; response to peers, 3-4 sentences each.

 

Focus your time here: Thursday-Sat: Closes Saturday at 11:59p.m.

3) Revisit the Sheila Heen video:

https://www.youtube.com/watch?v=FQNbaKkYk_Q

Describe Heen’s body language and the way she deliver’s her talk?  How does the content fit with her delivery style?  How does Sheen’s delivery compare to Kowan from last week?

Original posts, 3-4 sentences; response to peers, 3-4 sentences each.

 


 

WEEK 3—July 14 -July 21

 

OBJECTIVE:

Body Language

Outlining

READING:

  1. Read chapter 13.
  2. Take a look at the speech 3 rubric HANDOUT.  I’ll use this rubric to score and briefly comment on the final version of your speech.  Please consider the rubric as you respond to your peers in DBQ 2.

SPEECH 3: Teaching a Skill:

We often have to teach others how to do something that we already know well.  Basic examples include teaching a child how to tie their shoes, showing a colleague how to set up a computer program, teaching a friend the rules of a sport, or carefully guiding someone through the steps prepare your favorite meal (think way beyond boxed mac and cheese here :)).  In this speech, you will teach your classmates a skill that you have mastered.  This speech should be at least 3 minutes (no more than 5) and you will need at least one prop to demonstrate this skill.  You will need to turn in detailed outline with this assignment, so include that with the email link you your final Youtube video.

Questions? Please email me.

 

KEY DATES FOR SPEECH 3:

Sun-Tuesday: Prep work, rehearsal.

Tuesday: Post a dry run version of speech 2 on the DBQs in assigned group by noon.

Tuesday-Thursday: Offer feedback for all your group members by noon on Thursday.

Thursday-Saturday: After taking note of the feedback from your group and revising, send me the link to your final version of speech 2 with the attached outline by Saturday at noon.

 

JOURNALS: SEND BY SUNDAY AT NOON.

JOURNAL# 5: What are the big takeaways from chapter 13?  In a full journal entry, help explain the significance of what you found important and what you connected with in the chapter. (150-200 words).

JOURNAL # 6: After submitting Speech 3, compose an honest self-reflection journal analyzing your Teaching a Skill speech.  What went well during the speech?  What can be improved?  Consider delivery, content, organization, and audience reaction in your response.  (150-200 words).

 

DBQS:

Focus your time here: Sun-Tues:  Closes Tuesday at 11:59p.m.

Sun-Tues:

Watch the Ann Cuddy body language video (20 min):

https://www.youtube.com/watch?v=Ks-_Mh1QhMc

What are the big takeaways from the Cuddy video?  What ideas resonated with you?  PS, try “power posing” before your video dry-run and final run.

Original posts, 3-4 sentences; response to peers, 3-4 sentences each.

 

Focus your time here: Tues-Thurs: Closes Thursday at 11:59p.m.

Tues-Thurs:

For credit, post your dry-run video in your group by Tuesday at noon.  By Thursday @ 11:59pm, offer peer review for each member of your group in the following way: 2 things that are succeeding, and 1-2 things that could use improvement in terms of clarity, message, focus, body language, eye contact, presence, and energy.

Original post is the link to Speech 2; response to peers, 3-4 sentences each.

As a way to model some good work, I’ve gathered some samples from the feedback you provided for speech # 2 last week.  I think it might be helpful for your approach to feedback on speech 3 to look over some thoughtful examples from your peers.  Please check it out here.

TEAM A

TEAM B

TEAM C

TEAM D

 

Focus your time here: Thursday-Sat: Closes Saturday at 11:59p.m.

Thursday-Sat

You composed, rehearsed, and delivered two speeches and offered feedback for a number of your peers.  As we roll into nearly the halfway point in this accelerated semester, what takeaways or improvements come to mind about your process and ability to deliver a speech?

Original posts, 3-4 sentences; response to peers, 3-4 sentences each.

 


WEEK 4—July 21-July 28

 

OBJECTIVE:

Ceremonial Speeches

Adding Length to a Speech

Feedback Awareness

 

READING:

  1. Read chapter 25.
  1. Take a look at the speech 4 rubric HANDOUT. I’ll use this rubric to score and briefly comment on the final version of your speech.  Please consider the rubric as you respond to your peers in DBQ 2.

 

SPEECH 4What You Mean to Me:

The goal of this speech is to explain why someone is important to you.  What are their strengths and what have you learned from them?  What should others know about this person?  This person could be a mentor, a friend, guardian, teacher, an expert in the field you are interested in studying, or a role model.  The speech may be given in the style of an introduction, a toast, a commemorative, or a eulogy.  (Think: how would the tone and approach differ?)

Your speech should have a clear introduction, clear thesis, at least three main points you want to cover, as well as a conclusion.  Use thoughtful language and specific examples to help convey the importance of this person.  The speech should be between 3-5 minutes.  If you would feel more comfortable with a prop—a glass, for example (if you’re doing a toast)—feel free to use one.

TO BEGIN: Who is this person and why are they significant?   Make a list of people you might like to talk about and list some adjectives to describe them.  Consider how comfortable and capable you are discussing someone if they are no longer alive.

NEXT: BRAINSTORM:  What other stories or anecdotes can you think of? Continue to add depth to your outline and speech.  (Writing a draft of a toast for your “person,” even if you are not composing a toast, might help shape your speech.)

NEXT: NARROW:  Pick one person and focus on what you think your audience should know about this person.

NEXT: STRUCTURE:  Lay out 3 clear parts on paper: Intro, Body, Conclusion and start to budget the time your will spend delivering each part.

NEXTIN MOTION: Draft, add, subtract, practice, revise, repeat.  This speech, like all the others, is meant to evolve as you keep working with it throughout the week.

Questions? Please email me.

 

KEY DATES FOR SPEECH 4:

Sun-Tuesday: Prep work, rehearsal.

Tuesday: Post a dry run version of speech 4 on the DBQs in assigned group by noon.

Tuesday-Thursday: Offer feedback for all your group members by noon on Thursday.

Thursday-Saturday: After taking note of the feedback from your group and revising, send me the link to your final version of speech 4 with the attached outline by Saturday at noon.

 

JOURNALS: SEND BY SUNDAY AT NOON.

JOURNAL# 7: What are the big takeaways from chapter 25?  In a full journal entry, help explain the significance of what you found important and what you connected with in the chapter. (150-200 words).

JOURNAL # 8: After submitting Speech 4, compose an honest self-reflection journal analyzing speech 4.  What went well during the speech?  What can be improved?  Consider delivery, content, organization, and audience reaction in your response.  (150- 200 words).

 

DBQS:

 

DBQ 1: Focus your time here: Sun-Tues:  Closes Tuesday at 11:59p.m.

 Sun-Tues:

Watch former President Barack Obama’s speech eulogizing Nelson Mandela and follow the transcript at the end of chapt. 25:

https://www.youtube.com/watch?v=SggOsfjsL0c

 

This is a grand speech on a global stage, but there are lessons here for any kind of ceremonial speech.  In chapt. 25, you will read the transcript of this speech.  How does Obama elevate the words on the page with this delivery?  Can you point on moments (cite the time in video:  12:50, for example) where you note moments of significance in terms delivery, tone, pacing, body language, pausing, poise, and energy?

Original posts, 3-4 sentences; response to peers, 3-4 sentences each.

 

DBQ 2: Focus your time here: Tues-Thurs: Closes Thursday at 11:59p.m.

Tues-Thurs:

For full credit, post your dry-run video in your group by Tuesday at noonBy Thursday at 11:59pm, offer peer review for each member of your group in the following way: 2 things that are succeeding, and 1-2 things that could use improvement in terms of clarity, message, focus, body language, eye contact, presence, and energy.

Original post is the link to Speech 4 (by noon on Tuesday); response to peers, 3-4 sentences each.

 

TEAM A

TEAM B

TEAM C

TEAM D

 

DBQ 3: Focus your time here: Thursday-Sat: Closes Saturday at 11:59p.m.–> And note, the link to your page should be posted at noon on Thursday.

 

Thursday-Saturday:

The idea for this DBQ is a little different.  I’d like you to create a PAGE (not a post) on your ePortfolio and add a few things to it.  We’ll be adding on to the page leading up to our final week of class, so this work builds to our final week speech project.

Original post is the link to your page; response to peers, 3-4 sentences each.

 

STEP 1:  Create a page and label in FINAL SPEECH PAGE.  Make sure it is visible for someone to see.  I’m directing you back to the VISIBLE PAGES resource from week 1 if needed: https://jessemiller.uneportfolio.org/visible-pages/

STEP 2: Go back through the DBQ peer review from the last 3 weeks.  What was the best peer review that you offered to a single peer?  Copy that peer review and paste it on your page, making sure to label it: MY BEST ADVICE.

STEP 3:  Now, in 3 or so sentences, help explain WHY it’s good advice.  How do you see it was being effective, needed, helpful to your peer?  You’re really showing here that you have some understanding of how to give feedback.  Make sure to label it: WHY IT’S MY BEST ADVICE.

STEP 4: Go back through the DBQ peer review from the last 3 weeks again, and identify the best advice another peer offered you. Copy their advice and paste it on your page, making sure to label it: BEST ADVICE FROM MY PEERS.

STEP 5:  Now, in 3 or so sentences, help explain WHY it’s good advice.  How did this advice help you in revision?  Did encouragement help?  How did their feedback make an impact on your speech, even if you didn’t follow every bit of the advice, word for word. You’re really showing here that you have some understanding of how to receive feedback. Make sure to label it: WHY IT’S THEIR BEST ADVICE.

STEP 6:  Post this page on DBQ 3 by NOON on Thursday.  For this part of the DBQ only, I’ll offer a grace period until 6pm on Thursday to post.  This might give some folks a chance to see examples of what others are doing; I’ll be sending out an email on Thursday afternoon with some good examples from our class, so help me help your peers by posting by (or before) noon on Thursday.

STEP 7:  Respond to your peers by 11:59 on Saturday.

 

At most, this might take 60-80 mins.  Read over the instructions and follow the steps.

Help yourself succeed by tackling this part of the week’s assignments early.  I’m happy to help answer questions in email, phone, or Facetime/Skype.  Just let me know!


 

WEEK 5 AND PART OF WEEK 6—July 28-August 6

***SUPER IMPORTANT***:  AS IT IS A LARGER PROJECT, SPEECH 5 WILL BE BROKEN OVER WEEK 5 AND A PORTION OF WEEK 6.  THE DBQ DEADLINES WILL BE ALTERED SLIGHTLY THIS WEEK.

I WILL POST A WEEK 6 MENU THAT WILL FOCUS ON REFLECTION, PACKAGING YOUR ePORTFOLIO, AND SHORT FINAL SPEECH BY SUNDAY, AUGUST 4. 

THE FINAL VERSION OF SPEECH 5 SHOULD BE SENT TO ME BY TUESDAY, AUGUST 6.

 

OBJECTIVE:

Persuasive Speaking

 

READING:

  1. Read chapter 23-24.
  2. Take a look at the speech 5 rubric HANDOUT.  I’ll use this rubric to score and briefly comment on the final version of your speech.  Please consider the rubric as you respond to your peers in ***DBQ 3.***

 

SPEECH 5: Little Known Facts and Why Should I Care?

The title of this one explains it all!  This speech combines everything that we have been doing so far this semester, while focusing on using persuasive techniques to convince your audience that the topic is important.

First, you will need to research a topic of your choice that you think is important but very few people know much about.  Then you will need to explain to your audience what the topic is, and convince them that they should care about it, too.

Devote time to brainstorming, mapping, outlining, researching, and establishing a game plan for this presentation.  To add support to your discussion, you could imagine researching both on the internet as well as doing any in-person fact-finding.

When citing specifics from your research, make sure to include a Works Cited page in MLA format.  For this speech, 2-3 credible sources are required.  Credible popular or scholarly sources are both fine for this assignment.

Some resources on MLA format and finding sources for this project:

 

  • MLA resources can be found here.
  • UNE Library services:
  • Differentiating Scholarly and Popular Sources: here.
  • Finding Popular Sources: here.
  • Finding Scholarly Sources: here.

 

FINE PRINT:

The speech should be a minimum 5 minutes long and no more than10 minutes. 7 minutes is likely the sweet spot.  I’m asking that you have at least two visuals to help support your presentation.  They could take the form of objects, posters, or a PowerPoint presentation that you use in the video.  Make sure to turn in an outline and a Works Cited page with the final speech, in the same email, please.

 

GETTING STARTED: Begin researching topics and brainstorming your ideas.  Compose a working thesis statement for this speech and be prepared to “pitch” your topic it to me before posting the first dry run.  Your job is to SELL me on your ideas.   

Ask yourself:

What is the issue?

Why wouldn’t it be well known to your audience?

What is at stake? 

Why would it be important for the audience to know and care about your issue?

 

KEY DATES FOR SPEECH 5  

Sunday-Tuesday: Prep work, rehearsal, email me your pitch by Tuesday at NOON.

Thursday: Post a dry run version of speech 5 on the DBQs in your assigned group by NOON for credit.

Thursday-Saturday: Offer feedback for all your group members by Saturday 11:59 pm.

Saturday-Tuesday (August 6): After taking note of the feedback from your group and revising, keep developing and preparing the real-deal.  Email me the speech, Works Cited page, and outline by Tuesday, Aug. 6

 

JOURNALS: SEND BY SUNDAY AT NOON.

JOURNAL# 9: What are the big takeaways from chapter 23-24?  In a full journal entry, help explain the significance of what you connected with and be prepared to discuss next class. (150 words/chapter words).

 

JOURNAL# 10 (2 parts here): 

  • On the SPEECHES page you created at the start of class, make sure to post ALL of your speeches, dry-run and final. Make sure to label each.  Send me the link to your SPEECHES page. (This should take no time at all).

 

  • You’ve created now 4 different speeches, with rehearsal dry-runs (drafts) for each. Spend some time revisiting these 4 different speeches and return to your FINAL SPEECH PAGE.  Which speech did you really see some growth between dry-run and final?  What was the big shift and how did you get there?  Copy and paste the link for the dry run and the final speech sequence where you made your biggest strides.  Now, consider the feedback you’ve received and in 3-4 sentences, explain the growth between these drafts.  How did you get to the finish line?  What worked?  What did you change/alter/adjust/try?  Where do you see SPECIFIC good moments? (indicate the time on the video.)  Make sure to label it: MY BIGGEST STRIDES. (I would imagine this will take no more than 60 min).

 

DBQS:

DBQ 1: Focus your time here: Sun-Tues:  Closes Tuesday at 11:59p.m.

Sun-Tues:

Watch Bandi Mbubi “Demand a Fair Trade Cell Phones”: https://www.ted.com/talks/bandi_mbubi_demand_a_fair_trade_cell_phone

How does Mbubi establish his credibility on the issue, and in what ways do you find his talk compelling?

 

DBQ 2: Focus your time here: Tues-Thurs: Closes Thursday at 11:59p.m.

Tues-Thurs:

Watch Asha de Vos “Why You Should Care about Whale Poo”

http://www.ted.com/talks/asha_de_vos_why_you_should_care_about_whale_poo#t-115545

How does de Vos establish credibility on the issue, and in what ways do you find her talk compelling?

 

DBQ 3: Focus your time here: Thurs-Saturday: Closes Saturday at 11:59p.m.

Thursday-Saturday:

For full credit, post your dry-run video in your group by Thursday at noonBy Saturday at 11:59pm, offer peer review for each member of your group in the following way: 2 things that are succeeding, and 1-2 things that could use improvement in terms of clarity, message, focus, body language, eye contact, presence, and energy.

Original post is the link to Speech 5 (by noon on Thursday); response to peers, 3-4 sentences each.

>>>>PLEASE NOTICE I’VE COLLAPSED AND RECONFIGURED TEAMS>>>

 

TEAM A (AWESOME)

Andrew Cookson

Meghan Mazzochhi

Kianna Sousa

 

TEAM B (BINGO)

Brandon Crawford-Adams

David McKenzie

Raica Mirza

Chelsea Kimbal

 

TEAM C (CRUSHING IT)

MacKenzie Facteau,

Alexandra Pezzolesi

Ben Harvey


WEEK 6—August 4-August 8

OBJECTIVE:

Wrapping up

Reflection

Looking Forward

 

READING:

  1. Take a look at the Speech 6-Final Speech Page Project rubric HANDOUT.  I’ll use this rubric to score and briefly comment on your end of the semester work.

 

Speech 6-Final Speech Page Project: Secrets to My Success (or Promoting Yourself)

This Project is Pass/Fail: For this final speech, you will imagine that everyone in this class has a say in your success.  Your goal should be to convince us that you should pass this class.  To do so, you’ll need to consider ALL of the work, feedback, experiences, struggles, success, and general blood, sweat and tears that have gone into the last 6 weeks.  Use those specific examples to shape the content of your speechPlease draw on the work you’ve assembled already on your Final Speech Page and direct us to specific examples.  Be concrete with your examples and help make your case. You could imagine that although your audience is filled with pleasant people, they want to understand your value as a member of this class; your audience is careful, measured, and discerning.  Convince them you should ascend.

This speech should be persuasive, have a clear introduction, body, and conclusion; 2-4 minutes is the perfect amount.  Visual aids help, but are not required.

Post this speech on your Final Speech Page under the work you did last week (My Biggest Strides) and label this speech The Secrets to My Success.

Send me an outline with the link to your Final Speech Page by Thursday, August 8 by noon.  This cannot be late for credit.

Please note: I’d like to compile these Final Speech Pages to create a compilation page that spotlights the good work you’ve done this term. UNE is very much embracing ePortfolio, and the work you have been doing in this course is a great example of how this tool can enhance a classroom (“live” or online).  I’d really love to be able to show off your work, but if you’d rather not be part of the collection, just let me know.

 

KEY DATES FOR WEEK 6, PLEASE NOTE THE SHORTNED TIMESPAN THIS WEEK:

Sun-Thursday: Prep work, rehearsal, delivery of Final Speech Page.  As week 5 (and the longer speech from that week bleeds into week 6), there is no dry-run this week for Speech 6, due by Thursday, August 8 by noon-posted on Final Speech Page and link sent to me. 

Sun-Thursday: Final Journal (email me the link to your journal page) due Thursday, August 8 by 11:59p.m. 

Sun-Thursday: DBQ 1 (only 1 this week) Closes Thursday August, 8 by 11:59p.m.

Sun-Thursday: I’m offering you 1 point on your overall grade in this class if you create a short video about what students should know entering this class (see ***BONUS*** below) due Thursday, August 8 by 11:59p.m.

 

JOURNALS:

FINAL JOURNAL # 11: After completing Speech 6 compose an honest self-reflection journal analyzing your Secrets to My Success (Promoting Yourself). What went well during the speech?  What can be improved?  Consider delivery, content, organization, and audience reaction in your response.  DUE BY THURSDAY, August 8 at 11:59p.m.  

 

DBQS, note, just 1 this week:

DBQ 1: Focus your time here: Sun-Thursday:  Closes Thursday at 11:59p.m.

Sun-Thurs:

Post a 100-200 word thank you note for someone or multiple members of the class.  It takes a lot of energy to do the work of this class and people should be recognized.  I normally bring donuts in as a nice way to wrap up the term, but because we are not “live,” donuts are a no-go.  Sorry! Instead, we’ll have to appreciate the sweetness of our peers.  There’s no requirement to comment on anyone’s post, but it might be nice to take a look at what the class has come up with.

 

***BONUS***: Help Your Peers!: We’ve spent 6 weeks now trying to harness our ability to convey a compelling message to an audience.  You’ve rehearsed and delivered speeches on a variety of topics, grand and small.  In short, there’s been a great deal of work involved with getting to this point in the semester.

Unfortunately, sometimes at the start of them term, students imagine the course is without its rigors.  I explain how rigorous this course is, but sometimes in effective public speaking, it’s the messenger who can make all the difference in getting through to the audience.   Therefore, if you would like to earn 1 point on your overall grade in this class, please practice all of the skills we’ve developed in this class (brainstorming, outlining, rehearsal, and revision) and create a 1.5-3 minute video that would help students understand the landscape and expectations of this course.  I’ll likely have students look at these on day one of the next semester.

You could imagine treating this like a speech that explains in serious terms what folks might need to do (or not do) to succeed in this class.  Any questions, please do let me know. DUE BY THURSDAY, August 8 at 11:59p.m. 

 

NOTE REGARDING GRADES: As with everything during the summer semester, things are accelerated.  I need to turn in grades very quickly after the semester ends.  Therefore, I cannot accept late work this week—it’s either on time or a zero.  I very much appreciate your attention to detail and focus as we wrap up this exciting (but way too short) semester!