Chapter 20: PRESENTATION AIDS

HEY GANG--PAGE 141 OR SO IN THE BOOK OFFERS THIS TIP: Don't just show a visual aid, explain it and weave it into the speech structure, artistically to make it  do important things: Support a main point AND add attention getting devices in the body  to keep distracted busy listeners engaged! Huh? Did you say something? What? sorry I drifted off...Anyhoo--Props and graphs are a bit more professional than photo-collage type aids if you have to make something yourself because, say, your classroom is actually a broken down trailer with no computer and a bare wall instead of a slide screen. Anyhoo....as we have seen, the overhead transparency is not dead, as previously rumored around the time we lost Michael Jackson, so those are cool too, just cover them up in between points! For powerpoint slides, remember the 8 by 8 rule: Only 8 words per line and 8 lines max per slide: LESS IS MORE when it comes to visual support (Sandra Wheeler Abeyta, 200....well, just now) Be sure to offer citations for visuals you get on-line or in books...Us big simple fonts and save handouts for the end of the speech or they become disruptive! There, I said it...So this week, if you please...let's talk powerpoint. Tell us one thing you feel reaches you as an audience member , like a good use of powerpoint or a good powerpoint technique (ie: Easy to read and sound effects). Then mention a powertpoint practice that bugs you or is distracting. If you want, without using names we can kind of make fun of somebody you know that ""overdoes it"" with powerpoint. Thanks! Happy Halloween!!!!!!!!!!!!!!!!!!!!!!!!!!!!

INFO SPEECH COUNTDOWN: Next week for most of you!

Time: about 6 minutes


Topic: Must be approved by Sandra BEFORE speaking in class!

Visual Aid: 1 required per Textbook standards, with citation

References: Two sources, 2 oral citations minimum

Grading: points evenly distributed over organization, content & delivery.

Points: 100

Order: Grades docked for missing class on sign-up day/time.

Outline: See below, same as midterm PLUS References/oral citations. One copy due to me BEFORE you make the speech. Optional: Early copies emailed to idnasss@yahoo.com for extra input/editing/tips.

Overview: As an audience we will be listening for a new perspective on an old idea OR new information.

Speakers goals: Teaching us something by focusing us adequately, avoiding ‘persuasion,’(should should not be in your thesis/purpose), attempting audience interaction at least once, as well as being appropriate as you explain, instruct demonstrate or describe and ultimately offer the potential of life enrichment to us.

Bottom line: What often makes the difference between a C speech and an A or B? Contagious enthusiasm! Convey how much you care about your topic! (Brydon and Scott 368).

Outline Review: INTRO--attn getter, thesis/purpose, preview mp's, connection, credibility, transition to deeper exploration of mp's in body--BODY--main points 1-3 repeated and explored in depth supported by examples,research,analogies orpersonal experiences and visual aids, transition to conclusion--CONCLUSION--conclusive language, restate thesis, review briefly the main points (tell 'em what u just told 'em!) and end with a BANG!--Alphabetical References list Per APA or MLA (Not spoken, just included for me with the outline)

Also provide feedback for the speaker who goes immediately after you do! (10% of grade!)

For this BLOG, due next WED please let your classmates know what you hope to gain through peer feedback, ie: what would be most helpful to hear from classmates about your speech? Sounds easy, right? Ok, if you want credit, turn it into a RAPor a Rhyme or a Poem! Can be funny or serious, whatever you like! About 5 or 6 sentences ONLY! Email me with any questions on the info speech! idnasss@yahoo.com.

MY RAP

YO YO YO, SANDRAH IN DAH HOWWWSE:

WHEN I GET FEEDBACK I LIKE TO HEAR

SOMETHING GOOD I DON'T WANNA FEEL FEAR

ABOUT MY GRADE CUZ I DON'T WANT IT 2 SUCK

ONCE I MADE A SPEECH ABOUT A LITTLE LOST DUCK

DON'T B 2 HARSH, BREAK IT 2 ME GENTLY

IF I SAID UM 2 MUCH WHILE I WAS ROLLIN' IN MY BENTLEY.......WUUURDDDD

What about personal experiences????

That narrative ROCKED! Thanks for a great laugh and demonstration of creativity! Now, on to the use of personal experiences--can we use them in our info speeches? YES! Audiences, as out textbook reminds us--respond well to a mix of research based information and personal experiences to support your main points of your speech! How do you credit these personal experiences you ask? Something like this:

FOOD IS GOOD
"Now that you know how important food is, let me tell you about the time I myself ate some food!" Woo-hoo! (Ok-- not too exciting, but you get the idea!) Followed by research: AFter I realized eating food would curb my hunger, I discovered an editorial in Time Magazine from May of 2007. In this piece, everyone polled claimed to like eating some sort of food! Smith actually stated, "Food keeps me alive!"

Your turn: Pick an overly generic, way-too-basic topic, make up a title for the pretend speech and then link a personal experience as well as a faux (or real) research citation to support it using clear signposting (words that label the outline parts, such as "according to" or "Research states..."). Just like I did above. Also, in lieu of our meeting this week, please think about technology and the ways it has enhanced or set-back public oratory. Spend some time reading about this either on-line or in the library and we'll discuss it after the impromptu midterm. Don't forget to memorize the outline for next Wed and to bring in your article to write the introduction about afterward! Email me with any questions this week at idnasss@yahoo.com!

Exploring... no, that's dull, I know: EXPLODING the Narrative!

Time to Tell a Story...together!

Using a narrative, or story-telling technique is a great way to add style to a longer speech! A good story teller doesn't say too much (no rambling) but just the right amount of colorful highlights are included in a brief and intesting was to gain our attention and keep us involved as the details of the speech unfold. Read about this in your textbooks and try it here this week as well. I'll go first. Be sure to read everyone else's entries before you type yours so it makes sense. Add on one 5-7 line paragraph to keep the story going--no profanity or non-PC language please. Also include a reference to one class member (yourself or some one else) in your entry. An audience loves to hear their name mentioned!

OUR STORY TITLE: "Public Speaking Skills Can Save Your LIFE!"
On an ordinary day in an ordinary town, a seemingly ordinary student sat in an ordinary college classroom. There was just one smal, extra-ordinary detail: Johnny Z was a top-secret. public speaking-super hero. Although at first glance, he appeared as ordinary as the students around him, beneath his hoodie he wore a glittery golden cape and concealed super powers, such as 'instant credibility," "transitions for every occasion" and "mind-blowing attention getters." Sitting at a broken desk in the dank, trailer-like portable, JZ pretended to be texting before tonight's class while he actually checked in at super hero headquarters from his fancy I-phone. The words he saw on the tiny screen sent shivers down his spine and he realized tonight would be like no other evening in the history of  public speaking instruction. The text from headquarters warned Johnny Z  the super hero to expect a catastrophic public speaking event that very night in COMM 301 at 7:47pm: "No!" he gasped, not during my Sacred Writing Time!" Just then the classroom went completely dark. Except for the glow worms...