Causes And Effects Of Couloma - 1488 Words

Plasmas containing charged nano- and micro-particles have been extensively studied for several decades. Since they are of fundamental interest, such complex plasma systems have attracted research attention in diverse fields, and novel phenomena have been found and investigated, including the formation of Coulomb dust crystals, dust vortices and voids, cosmic clouds, etc. (-- removed HTML --) (-- removed HTML --) 1–6 (-- removed HTML --) (-- removed HTML --) Dusty plasmas are also relevant to plasma confinement in fusion research and many technological applications. (-- removed HTML --) (-- removed HTML --) 1,7,8 (-- removed HTML --) (-- removed HTML --) (-- removed HTML --) (-- removed HTML --) Many properties of dusty plasmas are†¦show more content†¦(-- removed HTML --) (-- removed HTML --) 25–29 (-- removed HTML --) (-- removed HTML --) In Ref. (-- removed HTML --) 26 (-- removed HTML --) , the time-dependence of the charge of 6.8 (-- removed HTML --) ÃŽ ¼ (-- removed HTML --) m-diameter dust particles in the afterglow of a complex rf plasma under microgravity conditions was investigated experimentally and theoretically. It was found that the dust particle can retain a negative residual charge for a long time. (-- removed HTML --) (-- removed HTML --) 26 (-- removed HTML --) (-- removed HTML --) In Ref. (-- removed HTML --) 30 (-- removed HTML --) , the mean residual charge for 200-nm-radius particles was measured in the afterglow of an rf plasma. It was reported that negatively and positively charged as well as neutral dust particles can coexist for more than a minute after the discharge was switched off. (-- removed HTML --) (-- removed HTML --) 30 (-- removed HTML --) (-- removed HTML --) In Ref. (-- removed HTML --) 31 (-- removed HTML --) , it was shown that particle diffusion in the afterglow of a dusty plasma can be used to establish several properties of the active plasma. In Refs. (-- removed HTML --) 28 (- - removed HTML --) , (-- removed HTML --) 29 (-- removed HTML --) , (-- removed HTML --) 32 (-- removed HTML --) , and (-- removed HTML --) 33 (-- removed HTML --) , plasma

Should Minds Be Forced Down The Throats Of Youth

Every generation has their own ideal of the â€Å"perfect American†, and each generation seemingly losing the right of free thinking more and more. Our society is releasing the grip on the freedom to have an opinion that doesn’t agree with the minds of others. Minds are being persuaded to think a certain way in order to have a sense of belonging. Opinions are being forced down the throats of youth in America. Opinions that correspond with major topics such as race, gender stereotypes, or gender orientation are the topics that people have forced their opinion into the circuit for many years. Through the generations the right to an opinion has changed a great deal. Going from two major opinions to allowing for everyone to have their own is how the negative and positives of Americans have evolved. Along with free thinking the change in work ethic is a main change that is shown through the generations. Americans have been about to advance with the insight of our grandparents generation by learning through their mistakes as well as their successes. Personally my grandparents have been the ones to go to great lengths in order to provide the best lifestyle for themselves as well as their children. They have been positive examples of the way Americans worked hard to provide for their families. Knowing that they weren t going to be handed food or money they chose to work for what they wanted to obtain. With their generation being stocked full of hard working, dedicated people itShow MoreRelatedMustang Convertible Is No Different1320 Words   |  6 Pagesdifferent. Much like where its name is derived from, it seems to gallop through town stealing the attention of all who witness the glistening green tint. It is not a statement; it is not a cry for attention. Simply put: it is youth. Before embarking, the top is set down like the curtain of a play waiting to burst with art. Setting off with the sun behind his back, he reminds himself that he will grow old. Following aspirations requires something much more dependable. A man’s first car will simplyRead MoreChapter 1 : The Story Of Alaynas Tale1084 Words   |  5 Pagesof her betrothed. However, Alayna could hardly care less about prosperity in this case because she was in the arms of the man she wanted. To hells with what others thought of her. Alayna felt a blush bloom on the apples of her cheeks as she glanced down at his breast plate, â€Å"It’s probably been ages since you’ve had a proper tilt.† â€Å"Truly.† The Dornishman agreed, â€Å"The last tourney I went to was the tourney at Storm’s End held in honor of Lord Steffon.† â€Å"I’d wager you’re itching to redeem yourselfRead MoreThe Health And Safety Code Section 85.007 Education Program1323 Words   |  6 Pagesstudents say they have had sex; and 15 percent of high school students have had sex with four or more partners during their lifetime,† (NCSL). In our society today sex is a very open subject and is being observed by young adults in everyday life. Walking down the street we see half naked women plastered on billboards and street signs, leaving nothing to the imagination and making adolescents everywhere question why and wonder what that is. As children we are taught that abstinence before marriage is theRead MoreEvolution Of Education : How Much Has Education1545 Words   |  7 PagesGreece the Greeks were rather fond of their gods and had spiritual peace with themselves. Robert Guiespi states, â€Å"The goal of education was to prepare the child for adult activities as a citizen.†. Like the early period they focus ed on teaching their youth what was vital to be a citizen, this however varied between city states. In Athens, a democratic city state, they taught all forms of education, as well as dabbled into military, whereas Sparta had no forms of education, and hardcore military trainingRead MoreLoss of Innocence in Sarah ´s Key1747 Words   |  7 Pageswas going to get her†¦. These blood-thirsty monsters. Monsters! She hated them. She wished them all dead. The bastards. She used all the swearwords she knew, all the words her mother had forbidden her ever to use†¦. She screamed the swearwords in her mind†¦.he would not find her. Never bastards, dirty bastards. ( Rosnay129-130) Sirka has to hide from the Germans under the potatoes, because she knows that they are coming for her. The thought of the Germans get[ting] her is causing her to useRead MoreThe Black Cat By Edgar Allan Poe2214 Words   |  9 PagesA man who has abused his pets and killed his wife is sentenced to death, but were these transgressions made in the clarity of mind or was it an act of madness? In the short story THE BLACK CAT by Edgar Allan Poe, we follow the ramblings of a man who is sentence to death on the very next day for his act of murder. Do not take his ramblings to heart as he is an unreliable man but see for it what it really is. The beginning of the story starts out in a jail cell where the narrator is hours away fromRead MoreDescriptive Essay : Names Of Nicknames1973 Words   |  8 PagesNicknames are fleeting. They stay for a time and leave too quickly. In this way, a nickname given as a child does not become any older than a child. Adulthood whisks it away, flying through time in a whirlwind of bittersweet memory. That’s the way it should have bee n, but for us, it was different. We gave each other nicknames at seven years old. When we were thirteen, it was still the only thing that felt comfortable to say. Everyone except you called me Kimberly. It too grown up, you said, so you calledRead More The Dramatic Monologues of Robert Browning Essay2233 Words   |  9 Pagesactions. This is why we are shocked when the speaker, in the same tone, tells us, ‘†¦all her hair In one long yellow string I wound Three times her little throat around And strangled her.’ The lack of emotion which the steady rhythm conveys is very important in the characterisation of the speaker as it shows the speakers state of mind. Had the rhythm broken and quickened at dramatic moments the speaker would seem more impulsive and insane, but instead his calm mediated manner makes himRead MoreSix Paragraph Essay on the Pearl by John Steinbeck1771 Words   |  8 Pagestheir community? Even worse, the life of their child. While Kino did not intend to lose any of these attributes in his quest for a better life, his stubbornness guided him to murder and ultimate heartbreak. It leaves the reader questioning, what price should be paid to attain the luxuries one wants from life? John Steinbeck’s novella, The Pearl, follows a poor Indian/Mexican pearl diver as the best find of his life slowly morphs into the greatest misfortune he had ever known. Blinded by opportunity,Read MoreTheory and Pratice of Gay Marriage2384 Words   |  10 Pagestriangles, and no, t here are no secrets: rather, their marriage might not be recognize if they live in the United States. When asked if we should treat everyone fairly, regardless of sexual orientation, gender, religious status, age, race, etc. the replied with enthusiastic is yes. However when we asked the same people who replied yes, if same-sex marriages should be allow, you received mixed answers. There are valid reasons brought up by those who oppose same sex marriages such as moral and religious

Hey Jude Free Essays

Assignment 1: The Name / Ice Breaker Speech Goals: This assignment is designed to provide an initial speaking experience in a low risk situation. It provides practice using your name as the basis for the brief speech. Be as creative as possible, using any method (narrative, etymology or your name, visual aids, etc. We will write a custom essay sample on Hey Jude or any similar topic only for you Order Now ). The goal is to get the class and instructor to remember you. Preparation: Think about your name and the best way to get the class to remember you’re your speech should only be 1 to 2 minutes, therefore, practice and time yourself before-hand. This speech should be delivered extemporaneously from brief notes that occupy no more than one side of a single 4 X 6 note card. You should not read your speech and should use as much eye contact as possible. Grading Guidelines: Grade Value |20 points; Evaluation Sheet for Feedback Purposes | | | | |Time Limit |2 minutes (you must speak for at least 1 minute to pass this assignment) | |Note Cards |1 permitted | |Visual Aid |Required | Learning Outcomes: Assessment of this assignment will focus primarily on measuring two outcomes: 1. Demonstration of the student’s ability to manage or to overcome communication apprehension in front of strangers. 2. Performance of the student’s ability to create an original speech Critique Sheet for Name Speech Name:_____________ Grade:________ Object: _________ Time: _________ Things you did well: Aspects of you speech/delivery you need to work on: Assignment 2: Demonstration Speech Goals: This assignment applies basic concepts necessary to creating speech structure. The goal of the demonstration speech is to show the audience how to do something. It is often called a process speech because you are showing the audience how to complete steps in a process. Description: Present to your audience with a tutorial on â€Å"how to† do/create something. You must formulate your instructional speech by creating main points about the process and sub-points further supporting/explaining the process. You will need an introduction and conclusion. Preparation: You should select something that you know how to do well. Think about how you would teach someone the steps in the process. The steps in the process are the main points, â€Å"First, †¦ Second, †¦ And finally,†¦Ã¢â‚¬  You will bring into class what you need to demonstrate the process and demonstrate as you teach the class. Grading Guidelines: |Grade Value |5% of total graded work | |Point Value |30 points | |Time Limit |3 to 5 minutes | |Note Cards |1 | |Visual Aid |Optional | Learning Outcomes: Assessment of this assignment will focus primarily on measuring three outcomes: 3. Demonstration of the student’s ability to analyze discourse using their critical reasoning skills 4. Demonstration of the student’s ability to recognize diversity in the audience 5. Demonstration of public performance skills |Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 – 7 points) |(8 – 15 points) |(16 – 23 oints) |(24–30 points) | | |Ideas may not be focused or |Listener can follow the |Generally well organized |Thesis is clearly stated | | |developed; the main purpose |speech only with effort. |but better transitions |and developed. The main | | |is not clear. Main points |Main point is not clear. |needed from idea to idea. |argument and supporting | | |are difficult to identify. Transitions need to be |Sequence of ideas is |arguments are clearly | | |Transitions may be needed. |developed. The audience |logic al and is followed |articulated. Clear | |Organization |There is no logical sequence|has difficulty |easily, complemented by a |transitions. The article | | |of ideas in the speech. The|understanding the speech |clearly discernible |source is clearly stated. | |main idea from the article |because the sequence of |structure. The main idea |The types of supporting | | |is not presented or is |information is unclear. |is presented with |material used in the | | |unclear. Supporting |There is an attempt to |supporting arguments. At |article are clearly | | |arguments from the article |illustrate supporting |least one type of |articulated. | |are not presented or are |material used in the |supporting material is | | | |unclear. Supporting |article. |presented. | | | |material from the article | | | | | |are not presented or are | | | | | |unclear. | | | | |Does not present his/her |Citations are attributed |Citations are generally |Student has a clear grasp | | |information in the form o f a|incorrectly. Student has a|introduced and attributed |of the content. Student | | |speech. Student does not |partial grasp of the |appropriately. Student is |demonstrates full | | |have grasp of content and |content. Listeners |at ease with expected |knowledge by answering all| | |cannot answer questions |recognize errors to be the|answers to all questions |class questions with | |Content |about the subject. Over |result of nervousness. |but fails to elaborate. |explanations and | | |dependence on notes is |Student does not provide |Over dependence on notes |elaboration. Note cards | | |observed. |enough detail in each main|may be observed. are used for reference | | | |point to inform audience. | |only. | | | |Aspects of the speech are | | | | | |too elementary or too | | | | | |sophisticated for the | | | | | |audience. | | | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or in offensive. |precise. Language is free|precise meaning. Language| | |of slang. Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/halting. |sporadically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. |clarity and confidence to | | |listeners will be ffended. | | |the target audience; | | |Responds to questions | | |Informative tone is very | | |inadequately. | | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated. The |create interest. The | | | The delivery detracts from |s/he struggles with it. |delivery generally seems |delivery is extemporaneous| | |the message. Eye contact |Pacing is sometimes too |effective – however, |– natural, confident, and| | |may be very limited; the |fast or too slow. The |effective use of volume, |enhances the message. | | |presenter may tend to look |presenter seems |eye contact, vocal |Posture, eye contact, | | |at the floor, mumble, speak |uncomfortable. The |control, may not be |smooth gestures, facial | | |inaudibly, fidget, or read |audience strains to hear. consistent; some hesitancy|expressions, volume, pace | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|indicate confidence, a | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |commitment to the topic, | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |and a willingness to | | |are used excessively. expressions do not detract|articulation and |communicate. The vocal | | |Articulation and |significantly from the |pronunciation are clear. |tone, delivery style, and | | |pronunciation tend to be |message. Audience members | |clothing are consistent | | |sloppy. Poise or composure |can generally hear the | |with the message. Delivery| | |is lost during any |presentation. |style and clothing choices| | |distractions. | | |suggest an awareness of | | | | | |expectations and norms. | | | | | |Limited use of | | | | | |nonfluencies is observed. | | | | |Articulation and | | | | | |pronunciation are clear. | | | | | |Audience members can hear | | | | | |the presentation. | Critique Sheet for Demonstration Speech Speaker’s Name:_____________________________________ Topic:___________________________________________ Items of Evaluation: 0 1 2 3Rhetorical device (AGD)/Credibility/Exigency 0 1 2 3Purpose statement/Preview 0 1 2 3Main ideas are easily followed/Transitions 0 1 2 3Language is vivid/clear/fluid 0 1 2 3Speech is well organized 0 1 2 3Demonstration is appropriate 0 1 2 3Voice is used effectively 0 1 2 3Nonverbal communication is effective/Eye contact 0 1 2 3Conclusion is effective 0 1 2 3Overall effectiveness TOTAL SCORE: _________ COMMENTS: Assignment 3: Informative (You are the Expert) Speech Outline Goals: This assignment is designed to provide the opportunity to put communication theories and concepts from the course into practice. Specifically, it aims to use skills in invention, such as structuring an appropriate introduction, selecting speech materials based on analysis of the members of the audience, and arranging that information in a clear format, as well as skills in speech performance, while informing the audience on a particular topic. Description: As a speaker, your purpose is to share information with the audience. This is not a â€Å"how to† or persuasive speech; you should not preview a step-by-step process or try and convince the audience of the merits of the topic. Rather, you are to give your audience new/useful information regarding a topic that is important to you. This may be your major/intended career, a hobby/sport that you are passionate about, something that you have had personal experience in or are planning on pursuing. Logical arrangement of main points and supporting information should provide your audience with understanding of the chosen topic. To complete the assignment, you are required to submit a complete full-sentence outline and bibliography in advance, as well as deliver a successful informative speech to the class. Speech Preparation: All attempts to persuade should be avoided in this assignment. All topics must be pre-approved by your instructor. Be prepared to deliver the speech extemporaneously. You will be penalized 20 points for excessive reliance on note cards. The speech presented in class must include the following: 1. An appropriate introduction, including all six components of an effective introduction 2. Evidence of audience analysis throughout the speech (what will make the topic interesting for audience) 3. At least three main ideas with two sub-points for each 4. Use of at least two different types of supporting material (book/newspaper/journal article, television/radio, interviews, Internet . com . org . net, etc. ) 5. Citation of at least four sources. Four sources is the minimum requirement. Your sources must be cited aloud, during your speech. 6. An appropriate conclusion. Outline Preparation: You must turn in a complete, typed, full-sentence outline – including a bibliography – to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Guidelines: Grade Value: |17% of total graded work | |Point Value: |100 points (70 speech/30 outline) | |Time Limit: |5-6 minutes | |Note Cards: |4 maximum | |Visual Aid: |Required | |Outline/Bibliography: |Required; 15 point penalty if not ready when due | Learning Outcomes: Assessment of this assignment will focus primarily on measuring the following outcomes: 6. Demonstration of decreased communication apprehension 7. Demonstration of t he student’s ability to recognize and adapt to diverse audiences 8. Demonstration of the student’s ability to create and to perform an original speech to inform Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 – 17 points) |(18 – 34 points) |(35-52 points) |(53–70 points) | | |Ideas may not be focused or |Listener can follow the |Demonstrates an awareness |Speech follows persuasion | | |developed; the main purpose |speech only with effort. |of the nature of |format: three main | | |is not clear. The |There is a great deal of |persuasive speeches. points; | | |introduction is undeveloped. |information that is not |Reproduces most of the |problem-cause-solution | | |Main points are difficult to|clearly connected to the |conventions in their |structure. Thesis is | |Organization |identify. Transitions may be|thesis. Main points are |speech. Generally well |clearly stated and | | |needed. There is no |not clear. Transitions | organized but better |developed. Clear | | |conclusion or may not be |need to be developed. The|transitions needed from |transitions. The | | |clear the presentation has |audience has difficulty |idea to idea. Sequence of |introduction gains the | | |concluded. There is no |understanding the speech |ideas is logical and is |attention of the audience,| | |logical sequence of ideas in|because the sequence of |followed easily, |provides a clear purpose, | | |the speech. |information is unclear. |complemented by a clearly |enhances the speaker’s | | | | |discernible structure. credibility with a source,| | | | | |previews main points, and | | | | | |demonstrates significance. | | | | | |There is a clear action | | | | | |step and an overt call to | | | | | |action. | |Does not present his/her |Few, if any, sources are |Supporting material may |Student has a clear grasp | | |information in the form of |cited. Citations are |lack in originality. |of the content. Citations | | |an informative speech. |attributed incorrectly. |Citations are generally |are introduced and | | |Student does not have grasp |Student has a partial |introduced and attributed |attributed appropriately | | |of content and cannot answer|grasp of the content. |appropriately. Student is |and accurately. Supporting| |Content |questions about the subject. |Listeners recognize errors|at ease with expected |material is original, | | |Different sources of |to be the result of |answers to all questions |logical and relevant. | | |information are not used. |nervousness. Student does|but fails to elaborate. |Student demonstrates full | | |Inaccurate, generalized, or |not provide enough detail |Over dependence on notes |knowledge by answering all| | |inappropriate supporting |in each main point to |may be observed. class questions with | | |material may be used. Over |informaudience. Aspects | |explanations and | | |dependence on notes is |of the speech are too | |elaboration. Note cards | | |observed. There are not |elementary or too | |are used for reference | | |three clear, distinct main |sophisticated for the | |only. Speech is | | |points. |audience. | |informative. | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning. Language| | |of slang. Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/halting. sporadically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. Tone of voice |clarity and confidence to | | |listeners will be offended. | |demonstrates some attempt |the target audience; | | |Responds to questions | |to be informative. |Informative tone is very | | |inadequately. | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. |regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated. The |create interest. The | | |The delivery detracts from |s/he struggles with it. delivery generally seems |delivery is extemporaneous| | |the message. Eye contact |Pacing is sometimes too |effective – however, |– natural, confident, and| | |may be very limited; the |fast or too slow. The |effective use of volume, |enhances the message. | | |presenter may tend to look |presenter seems |eye contact, vocal |Posture, eye contact, | | |at the floor, mumble, speak |uncomfortable. The |control, may not be |smooth gestures, facial | | |inaudibly, fidget, or read |audience strains to hear. consistent; some hesitancy|expressions, volume, pace | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|indicate confidence, a | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |commitment to the topic, | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |and a willingness to | | |are used excessively. |expressions do not detract|articulation and |communicate. The vocal | | |Articulation and |significantly from the |pronunciation are clear. tone, delivery style, and | | |pronunciation tend to be |message. Audience members | |clothing are consistent | | |sloppy. Poise or composure |can generally hear the | |with the message. Delivery| | |is lost during any |presentation. | |style and clothing choices| | |distractions. | | |suggest an awareness of | | | | | |expectations and norms. | | | | |Limited use of | | | | | |nonfluencies is observed. | | | | | |Articulation and | | | | | |pronunciation are clear. | | | | | |Audience members can hear | | | | | |the presentatio n. | Critique Sheet for the Informative Speech Speaker: _________________________ Topic: __________________________________ Grade: _____ Time penalty: _____ Final grade: _____ |   INTRODUCTION (15 pts. ): _____ |COMMENTS SUGGESTIONS | |0 1 2 3 |Gained attention and interest | |0 1 2 3 |Introduced topic clearly | |0 1 2 3 |Motivated the audience to listen | |0 1 2 3 |Established credibility | |0 1 2 3 |Previewed remainder of speech | DISCUSSION (18 pts. ): _____ 0 1 2 3 |Main points well organized/developed | |0 1 2 3 |Clearly focused topic | |0 1 2 3 |Originality of ideas | |0 1 2 3 |Language: vivid, clear, creative | |0 1 2 3 |Identified with audience throughout | |0 1 2 3 |Transitions: quality, points well identified | SUPPORTING MATERIALS (6 pts. ): _____ |0 1 2 3 |Quality: credible sources | |0 1 2 3 |Quantity: enough supporting | CONCLUSION (9 pts): _____ |0 1 2 3 |Reinforce theme | |0 1 2 3 |Summary clear | |0 1 2 3 |Sense of closure | DELIVERY (12 pts. ): _____ 0 1 2 3 |Level of animation/confidence/dynamism | |0 1 2 3 |Gestures: effective, appropriate, | |0 1 2 3 |Voice clarity, vocal emphasis | |0 1 2 3 |Extemporaneous style and use of notes | GENERAL EFFECTIVENESS (10 pts. ): _____ |1 |2 |3 |4 |5 | Assignment 4: Persuasive Speech Outline Goals: This assignment is designed to provide the opportunity to put the all of the knowledge and skills from the course into practice. Specifically, it aims to put into practice skills in audience analysis, argumentative reasoning, and management of personal ethos, while attempting to persuade the audience. Description: As a speaker, you must aim to persuade or to actuate the class to your way of thinking on a specific topic. Within your speech, you should present a problem, the reasons that problem exists, and what we can do to fix that problem using documented evidence (not just your opinion) to convince your audience. To complete the assignment, you are required to submit a complete full-sentence outline and bibliography in advance, as well as deliver a successful persuasive speech to the class. The Speech is worth 70 points and the outline 30. Speech Preparation: You may choose to structure your speech in one of two organizational designs: the motivated sequence design or the problem/cause/solution design. Be prepared to deliver the speech extemporaneously. You will be penalized 10 points for excessive reliance on note cards. The speech presented in class must include the following: 1. An appropriate introduction — meeting the six criteria 2. Evidence of audience analysis throughout the speech 3. At least three main ideas with two sub-points for each 4. Use of at least two different types of supporting material 5. Citation of at least six sources. Your sources must be cited aloud during your speech. 6. An action step in your last main point (solutions). You may wish to solve your problem through legislation or by changing an existing system. In addition, you must provide the audience with the potential to act based on your speech. The action step is literally something that your audience could do once they leave the classroom were they motivated to action by your speech. 7. Evidence of persuasive organizational development 8. An appropriate conclusion 9. An attempt to enhance ethos through your appearance Outline Preparation: You must turn in a complete, typed, full-sentence outline – including a bibliography – to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Grading Guidelines: Grade Value |17% of total graded work | |Point Value |100 points (70 speech/30 outline) | |Time Limit |7-9 minutes | |Note Cards |4 maximum | |Visual Aid |Optional | |Outline/Bibliography |Required; 15 point penalty if not read y when due | Learning Outcomes: Assessment of this assignment will focus primarily on measuring the following outcomes: 1. Demonstration of the student’s ability to recognize and adapt to diverse audiences 2. Demonstration of the student’s ability to research, analyze, and reason from evidence to create logically sound arguments and conclusions 3. Demonstration of the student’s ability to create and to perform an original speech to persuade Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 – 17 points) |(18 – 34 points) |(35-52 points) |(53–70 points) | | |Ideas may not be focused or |Listener can follow the |Demonstrates an awareness |Speech follows persuasion | | |developed; the main purpose |speech only with effort. |of the nature of |format: three main | | |is not clear. The |There is a great deal of |persuasive speeches. |points; | | |introduction is undeveloped. information that is not |Reproduces most of the |problem-cause-solution | | |Main points are difficult to|clearly connected to the |conventions in their |structure. Thesis is | |Organization |identify. Transitions may be|thesis. Main points are |speech. Generally well |clearly stated and | | |needed. There is no |not clear. Transitions |organized but better |developed. Clear | | |conclusion or may not be |need to be developed. The|transitions needed from |transitions. The | | |clear the presentation has |audience has difficulty |idea to idea. Sequence of |introduction gains the | | |concluded. There is no |understanding the speech |ideas is logical and is |attention of the audience,| | |logical sequence of ideas in|because the sequence of |followed easily, |provides a clear purpose, | | |the speech. |information is unclear. |complemented by a clearly |enhances the speaker’s | | | | |discernible structure. |credibility with a source,| | | | | |previews main points, and | | | | | |demonstrates significance. | | | | |There is a clear action | | | | | |step and an overt call to | | | | | |action. | | |Does not present his/her |Few, if any, sources are |Supporting material may |Student has a clear grasp | | |information in the form of a|cited. Citations are |lack in originality. |of the content. Citations | | |persuasive speech. Student |attributed incorrectly. Citations are generally |are introduced and | | |does not have grasp of |Student has a partial |introduced and attributed |attributed appropriately | | |content and cannot answer |grasp of the content. |appropriat ely. Student is |and accurately. Supporting| |Content |questions about the subject. |Listeners recognize errors|at ease with expected |material is original, | | |Different sources of |to be the result of |answers to all questions |logical and relevant. | | |information are not used. |nervousness. Student does|but fails to elaborate. Student demonstrates full | | |Inaccurate, generalized, or |not provide enough detail |Over dependence on notes |knowledge by answering all| | |inappropriate supporting |in each main point to |may be observed. |class questions with | | |material may be used. Over |persuade audience. | |explanations and | | |dependence on notes is |Aspects of the speech are | |elaboration. Note cards | | |observed. There is no |too elementary or too | |are used for reference | | |action step. |sophisticated for the | |only. | | |audience. | | | | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they ar e |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning. Language| | |of slang. Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/halting. |sporadically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. Tone of voice |clarity and confidence to | | |listeners will be offended. | |demonstrates some attempt |the target audience; | | |Responds to questions | |to be persuasive. Persuasive tone is very | | |inadequately. | | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. |regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated . The |create interest and | | |The delivery detracts from |s/he struggles with it. |delivery generally seems |persuade. The delivery is| | |the message. Eye contact |Pacing is sometimes too |effective – however, |extemporaneous — natural,| | |may be very limited; the |fast or too slow. The |effective use of volume, |confident, and enhances | | |presenter may tend to look |presenter seems |eye contact, vocal |the message. Posture, eye | | |at the floor, mumble, speak |uncomfortable. The |control, may not be |contact, smooth gestures, | | |inaudibly, fidget, or read |audience strains to hear. |consistent; some hesitancy|facial expressions, | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|volume, pace indicate | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |confidence, a commitment | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |to the topic, and a | | |are used excessively. expressions do not detract|articulation and |willingness to | | |Articulation and |significantly from the |pronunciation are clear. |communicate. The vocal | | |pronunciation tend to be |message. Audience members | |tone, delivery style, and | | |sloppy. Poise or composure |can generally hear the | |clothing are consistent | | |is lost during any |presentation. | |with the message. Delivery| | |distractions. | |style and clothing choices| | | | | |suggest an awareness of | | | | | |expectations and norms. | | | | | |Limited use of | | | | | |nonfluencies is observed. | | | | | |Articulation and | | | | | |pronunciation are clear. | | | | |Audience members can hear | | | | | |the presentation. | |Critique Sheet for the Persuasive Speech | |Speaker: _________________________ Topic: _____________________________ Grade: _____ | |Time penalty: _____ | |Final grade: _____ | |INTRODUCTION (15 pts. : _____ | |COMMENTS SUGGESTIONS | | | | | |0 1 2 3 | |Gained attention and interest | | | |0 1 2 3 | |Introduced topic clearly | | | |0 1 2 3 | |Motivated the audience to listen | | | |0 1 2 3 | |Established credibility | | | |0 1 2 3 | |Previewed remainder of speech | | | |DISCUSSION (21 pts. ): _____ | |0 1 2 3 | |Main points well organized/developed | | |0 1 2 3 | |Clearly focused topic | | | |0 1 2 3 | |Adequate Solution Steps | | | |0 1 2 3 | |Language: vivid, clear, creative | | | |0 1 2 3 | |Identified with audience throughout | | | |0 1 2 3 | |Transitions: quality, points well identi fied | | | |0 1 2 3 | |Speech is Persuasive: Weakening/Strengthening Commitment, Conversion, Induces a Specific Action | | | |SUPPORTING MATERIALS (6 pts. : _____ | |0 1 2 3 | |Quality: credible sources | | | |0 1 2 3 | |Quantity: enough supporting material | | | |CONCLUSION (6 pts): _____ | |0 1 2 3 | |Summary clear | | | |0 1 2 3 | |Sense of closure | | | |DELIVERY (12 pts. : _____ | |0 1 2 3 | |Level of animation/confidence/dynamism | | | |0 1 2 3 | |Gestures: effective, appropriate? | | | |0 1 2 3 | |Voice clarity, vocal emphasis | | | |0 1 2 3 | |Extemporaneous style and use of notes | | | |GENERAL EFFECTIVENESS (10 pts. : _____ | |1 | |2 | |3 | |4 | |5 | |6 | |7 | |8 | |9 | |10 | | | |Inadequate | |Poor | |Satisfactory | |Excellent | |Superior | | | EXTRA CREDIT OPPORTUNITY Public Speaking in the Real World Total extra credit points: 10 You’ve probably thought it at some point during the class or another, when on earth am I going to have to use this? Or, you might be forced to watch upcoming presentations in your other courses and begin to realize just how terrible a poor public speaker can be as an audience member. However, effective mastery of public speaking is a skill that will help you achieve in your career no matter what level or industry you aspire to get into. This assignment will help you realize that as well as become a more effective critic of the messages you consume. Requirements You will attend at least one public speech or lecture this semester, you can attend a lecture sponsored by your department, a lecture or presentation sponsored by Communication Studies, or something you sponsor through your extracurricular or social organization. The only requirement is that you witness a public speech at least 10 minutes in length so that you have something to critique. – You must attend the speech in person. – You must obtain a program or some kind of record of your attendance to attach to your critique. Analysis To obtain full credit for this assignment you must turn in a 1 – 2 pg response (single space) to the speech you witnessed. Feel free to critique the speaker as much as the speech itself. If it was bad or boring to watch, tell me about it and explain why you think it went wrong. A quality paper will exhibit the following – One paragraph describing the rhetorical situation : occasion, audience, speaker and speech (at least a sentence or two for each part). Provide your perspective as to the exigence of the particular speech or lecture. – A second paragraph should analyze the content of the speech. How did the speaker gain your attention, did he or she have a clear preview statement/thesis. How did the speaker reinforce ethos? Were there transitions or a clear organization pattern. How was the speech organized? A successful paragraph should adequately address all of these elements. – A third paragraph should adequately assess the style and delivery of the presentation. What was the level of energy/dynamism, how did the gestures and nonverbal delivery enhance the presentation. How did the speaker use their voice and inflection? Was there adequate examples of extemporaneous delivery? – A final paragraph should offer conclusions about the speech you watched, and what you have learned from the process. How will your future presentations in this course and in your life be enhanced by what you observed. – All papers must have your name and course section # to receive full credit. How to cite Hey Jude, Papers