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Sarah Greywitt

Dr. Tiene
ITEC 67420Researching Current Issues
June 13, 2013
Week OneChapter Two

Lesson Title: Evaluating Speeches
Course: Public Speaking
Target Audience: Year one or two college level
Point Value: Seventy (70) points total, thirty (35) points per speech

Introduction:
In this class, we are learning to make strong speeches. Part of learning about
what makes a good speech is the ability to evaluate speeches that other people
make. In class, we have several opportunities to evaluate one another. This
reinforces information we have read, talked about and experienced when we
make our own speeches. However, it is also useful to expand the speeches we see
by viewing speeches made by other professionals, such as politicians,
businessmen and women, famous authors, artists and other successful
professionals. These people are speaking in different environments than we are
in this class (ie graduation ceremonies, political campaigns, etc.). They are
speaking to different audiences and for different purposes. All of these variables
have an effect on the speech, and give us a greater breadth of examples of public
speaking.

For this assignment, we will be analyzing and evaluating speeches, reviewing
each speech to determine what works and what doesnt work. You will select two
different speeches: one from a set of websites that I have provided in Part II, and
one through an Internet search that you conduct, in Part III. When you find your
speeches to evaluate, you will be evaluating the speakers non-verbal behavior,
including vocal techniques (tone, pitch, pace, audible pauses, etc.) to determine
how the speech is effective and ineffective. You will also judge the content of the
speech, and reflect upon your viewing experience. Questions are listed below to
guide you in writing about non-verbal behavior, content, and your reflection.
You will complete one (1), two to four (2-4) page, double-spaced paper evaluating
and reflecting upon both speeches. Again, only one paper will include your
evaluation and reflection for both speeches.

Previous Knowledge Required:
This assignment requires that the student have some computer literacy. If a
student has not used a computer prior to this class, he or she can sit down with
the instructor to learn the basics of searching the Internet. Most students should
have enough basic computer skills to complete this lesson.

A brief review of Internet searches will be covered in class. Any other knowledge
required to complete this assignment will be reviewed in class before this
assignment is given, and is included in chapter four of our Young and Travis text.

Objectives:

Gain skills in Internet research
Analyze speeches from professionals in a variety of fields and settings
Evaluate the speech, applying knowledge gained about non-verbal skills
Express findings in writing

Instructional Task:
Part I:
Review information in chapter four of our text that covers different aspects of
non-verbal communication, including body movements (also called kinesics), as
well as emblems, illustrators, affect displays, etc. Additionally, also in chapter
four, you will review different aspects of paralanguage. All of this information
will be useful to you as you evaluate your speeches.

Part II:
Use any of the sources provided under Resources. For this part of the
assignment, you will need to search through a few suggested websites to find a
speech that is five minutes or longer.
1) Find a speech that you want to review, using the resources provided. You may
only choose a video of a speech, in which the video shows the speaker speaking.
Audio and transcripts of speeches are not acceptable sources.
2) Watch the speech. Watch the speech a second and third time. What do you
notice about the speakers non-verbal behavior? Which aspects of non-verbal
behavior work and enhance the message? Is there anything that detracts from
the speech? Write about three different aspects of non-verbal behavior,
excluding paralanguage (vocal techniques).
3) Watch the speech again. Now pay attention to the speakers vocal techniques.
What do you notice? Can you hear the speaker? Is there any aspect of the
speakers voice that is distracting? Do they have any audible pauses? If so, are
these distracting? What else do you notice? Refer to paralanguage in chapter
four if you need more ideas about which to write.
4) Watch the speech again. Write about the content of the speech. What was the
speech about? Was the message clear? Was the speech well structured? Was
there any aspect of the content that enhanced or detracted from the speech? If
so, which part or parts? Why?
5) Reflect upon your speech evaluation. What did you learn? Were you able to
notice more details of the speech as you watched it a third or fourth time?
Explain why or why not. Why did you choose the speech that you chose? That is,
were you searching for a certain topic, field of study or person? What drew you to
evaluating this speech? Did the speech impact you in a significant way? Who was
the speaker speaking to? Did the speech reflect the audience for which it was
spoken? Why or why not? Explain. (Keep in mind, not all questions need to be
answered or should be answered. These questions serve as a guide.)

Part III:
[NOTE FOR INSTRUCTOR: Remind students that good research takes time.
The first search engine tried may not yield the best results. They may need to try
different websites and key words to find the best speech for this assignment.
They will likely view several speeches before finding one that is most useful for
this assignment.]

For Part III, choose a second speech by conducting a search using one of the
search engines provided under Resources, Part III. After you have chosen a
speech, it is time to evaluate it. For this speech, again evaluate your speech by
following items 1-5 from Part II (above). Additionally, reflect upon your Internet
searches for your second speech. Consider the following questions:
6) Reflect upon your Internet searches. What new search engines did you use?
What did you learn about using them? Would you use them again? Why or why
not? How were these search engines different from the search engine(s) you
usually use? Could you see their usefulness for future research in other classes?
Explain.

Resources:
Part II:
Use any of these websites to find a speech to evaluate.
www.ted.com/talks
www.youtube.com
http://www.americanrhetoric.com
www.libraryspot.com
www.teachertube.com

Part III:
Take advantage of the many useful search engines that can enhance your search
results. This is not an exhaustive list, but should keep you from solely searching
on one search engine.
www.sweetsearch.com
www.altavista.com
www.hakia.com
www.lycos.com
www.excite.com
www.bing.com


Other search engines not listed are also acceptable. However, please do not use
the search engine(s) that you usually use. If you always use Bing, for example,
dont use Bing. If you always use Google, then try another search engine, but
dont use Google. Also, be sure to use more than one search engine for a greater
breadth of results before deciding on the speech you will use.


Assessment Rubric:

Points per
speech
5 4 3 2 0
Speech
selection
Speech selected
is video
recorded, and is
5 minutes or
longer
Speech
selected is
video
recorded,
and is 3
minutes or
longer
Speech
selected is
video
recorded,
and is
under 3
minutes
Speech
selected is an
audio
recording, and
is 5 minutes or
longer
Speech does
not meet the
above criteria,
or no speech is
selected
Evaluation of
non-verbal
behavior
(excluding
paralanguage)
Evaluation
covers at least 3
aspects of non-
verbal behavior
Evaluation
covers at
least 2
aspects of
non-verbal
behavior
Evaluation
covers at
least 1
aspect of
non-verbal
behavior
Evaluation
briefly
mentions an
aspect of non-
verbal
behavior
Paper does not
review non-
verbal
behavior
Evaluation of
vocal
techniques
(paralanguage)
Evaluation
thoroughly
covers at least 2
aspects of vocal
techniques
Evaluation
somewhat
covers at
least 2
aspects of
vocal
techniques
Evaluation
thoroughly
covers at
least 1
aspect of
vocal
techniques
Evaluation
somewhat
covers at least
1 aspect of
vocal
techniques
Paper does not
evaluate vocal
techniques
Evaluation of
speech content
Evaluation
thoroughly
covers the
content of the
speech,
answering many
questions posed
Evaluation
thoroughly
covers the
content of
the speech,
answering
some
questions
posed
Evaluation
somewhat
covers the
content of
the speech
Evaluation
mentions the
content briefly
Paper does not
evaluate
content
Reflection on
speech
Well thought
through
reflection,
touching upon
several
questions posed
Pretty well
thought
through
reflection,
touching
upon
several
questions
posed
Decently
thought
through
reflection,
touching
upon one
or two
questions
posed





Not very
thought
through
reflection, not
really touching
upon any
questions
posed






No reflection
in paper
Reflection on
Internet and
website search
Thorough
explanation of
the search
process,
indication of
good use of
Internet
resources,
including the
search engines
and websites
used
Pretty good
explanation
of the
search
process,
indication
of good use
of Internet
resources,
including
the search
engines
and
websites
used
Decent
explanation
of the
search
process,
fair use of
the
Internet
resources
Very little
explanation of
the search
process, poor
use of the
Internet
resources
No reflection
in paper
Grammar,
spelling, neat
and careful
work
Paper contains
no grammar or
spelling errors;
work is well-
formatted and
carefully
executed
Paper
contains 1-
3 errors in
grammar
or spelling;
work is
well-
formatted
and
carefully
executed
Paper
contains 4-
6 errors in
grammar
or spelling;
work
contains
some
problems
in
formatting
and/or the
work is not
carefully
executed
Paper contains
7 or more
errors in
grammar or
spelling; work
contains
several
problems in
formatting
and the work
is not
carefully
executed
Student did
not submit an
assignment



Reflection for this lesson plan:
This assignment has been designed for a public speaking class. In this class
students are expected to give four speeches during the course of the semester, as
well as learn about basic communication, such as non-verbal behavior and
interpersonal and intrapersonal skills. In order to become better speakers, this
assignment will expose students to speeches by professionals outside of the
classroom, and allow them to study and evaluate those speeches. It will also
allow them to connect the information we learn about basic communication to
the speeches we make, synthesizing the new information we are learning.

For this assignment, the primary focus is for students to find and evaluate
speeches from the Internet. The advantage to using the Internet, as opposed to
any other tool, is the easy access to a wide variety of speeches from any location
with an Internet connection. Students can find a range of speeches from classic,
historical speeches to current speeches by contemporary professionals. Besides
the easy access to so many speeches, having these speeches saved as videos
means that students can review the speeches again and again. This gives them a
chance to notice nuances that may have been missed on a first or second viewing.
The recorded speech is a huge advantage to a written speech or an audio
recording, as it gives students the advantage of evaluating non-verbal behavior
and vocal nuances that enhance the speech beyond just speech content.

In addition to using the vast amount of speech resources available to them on the
Internet, students will also learn new ways to search for more speeches beyond a
typical Google or Bing search. They will be evaluated, partly, on their ability to
expand their search in new and different ways.

This assignment is lengthy, and might be useful to be divided into two smaller
papers. The first paper would cover a speech evaluation from the websites
provided (Part II) and the second paper could cover the evaluation of a speech
from Internet searches (Part III). The reason I am having these different search
engines given to the students, is to broaden their notion of what is available
online. Since studying search engines last fall, and then passing along the
information to my classes, many students had never heard of these alternative
search engines. Using only one search engine all the time dramatically reduces
the resources available to them, and does not open them up to so many sources
that are part of the deep Web (p. 2) as Bernie Dodge talks about in his article,
FOCUS: Five Rules for Writing a Great WebQuest.

This lesson plan is intended for the instructor. Different sections of the plan can
be extracted from this primary document, and given to the student as a guide for
this assignment.

Reference
Young, K. S. & Travis, H. P. (2008). Oral Communication: Skills, Choices, and
Consequences. Long Grove, IL: Waveland Press, Inc.

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