COMM 101 VCU How to Protect Yourself from Coronavirus when You Go Outside Presentation PURPOSE: The primary objective of this speech is to demonstrate a pr

COMM 101 VCU How to Protect Yourself from Coronavirus when You Go Outside Presentation PURPOSE: The primary objective of this speech is to demonstrate a process/product for the class. The speech should not just be the demonstration but also include information about the subject area that will motivate your audience to try it. You are to share information clearly with your audience so that they receive the information, understand it, and retain it. Your speech must be on the topic chosen for the class.

PROCEDURES:

1. SPEAKER ORDER: I will randomly select students to give their speeches. If you are unprepared or absent, you will not be allowed to make up the speech. You must post your speech to moodle by June 4, 11:00 am est.

2. TIME LIMIT: 5-7 minutes. Your speech must not exceed 7 minutes nor be under 5 minutes or your grade will suffer. Time yourself in rehearsal so that you don’t go over or under time. If you go over time in practice, cut some material; don’t assume you’ll speed up during the actual presentation. If you go under time in practice, find some more material or add extra examples.

3. TOPIC SELECTION: The speech needs to focus on the subject that you are demonstrating and then provide in-depth information about that particular subject.

4. SUPPORTING MATERIALS: Use your own knowledge of the topic first; then find outside published and/or interview sources to back up your points and enhance your credibility as a speaker. You must include a minimum of three outside sources of different types into this speech. Remember, it is imperative that you cite your sources orally during the speech, as well as in the bibliography that you turn in with your outline. The credibility of your sources and how well you integrate them into your speech is vitally important to achieving a good grade on this assignment.

5. AUDIENCE ANALYSIS: Speaking effectiveness is greatly dependent upon how well you analyze your audience and adapt your speech to them. Reflect on your class audience–their demographics and their knowledge of and interest in your topic. The more personal, audience-centered the speech, the better the effect (and the grade).

6. ORGANIZATION & WRITTEN WORK: Structure your ideas and draft an outline, using supporting material for substance. The word processed outline you hand in must conform to the format discussed in class. A bibliography of your sources must be presented. Use either the MLA Style Manual or to the APA Style Manual. Bibliographies that do not appear in either style will not be acceptable.Make sure that all parts of your speech are labeled and that the Panopto link is listed at the bottom.

7. DELIVERY: This is NOT a manuscript speech; thus, you should not read your speech. Your notes should contain a brief outline of the speech or key words to cue your memory. Comm 101
Demonstration Speech Rubric
Name_________________________________________
Excellent
Above Average
Average
Below Average
Failure
5
– AGD uses a
well-suited
technique to
the topic and
has a clear
connection to
the thesis
4
– AGD uses a
well-suited
technique to
the topic but
the connection
to the topic is
either missing
or vague
4
-the thesis
statement is
clear and
identifies the
central idea of
the speech
4
-all the main
points are
identified but
the wording is
either too
blunt or vague
-the preview is
separate from
the thesis
3
– AGD uses a
technique but
is either vague
or loosely
connected to
the topic
2
-the AGD is
just a general
statement
introducing
the topic
1
-the AGD is
missing
3
-the thesis can
be identified
but fails to
clearly identify
the central
idea
3
-all the main
points are
identified but
are vague
-there is not a
clear
separation
between the
thesis and
preview
2
-the thesis
vaguely
references the
central idea
1
-the thesis is
either missing
or so unclear
as to be
meaningless
2
-most of the
main point are
identified but
not in the
order they are
to be
presented or
are too vague
-the thesis and
preview
appear to be
the same
1
-The preview
is missing
5
-Transitions
are smooth
and coherent
-every place
that a
transition
should occur
is represented
4
-the
transitions are
present and
provide a
connection
between the
major parts of
the speech
3
-the
transitions are
rough and/or
are poorly
worded
-one or more
of the
transitions are
missing
2
-the
transitions are
poorly worded
-most of the
transitions are
missing
1
-no transitions
are present
5
-a clear
pattern of
organization is
used
-the pattern is
the most
effective
pattern for the
speech
-main points
are separated
4
-a clear
pattern of
organization is
used
-several other
patterns
would be
more effective
-main points
are separated
3
-a vague
pattern is used
-the reasoning
for using the
chosen pattern
is not evident
-main points
are separated
2
-the
organizational
pattern is not
clear
-no apparent
reason for
choosing the
pattern is
evident
-main points
are separated
1
-the
organizational
pattern is not
clear
-the main
points blend
together into a
one point
Organization
Attention Getting
Device
Thesis
Preview
Transitions
Organization of
Main points
5
-thesis
statement is
concretely and
vividly
presented
5
-All the main
points are
clearly
covered in
order they are
to be
presented in
the preview
-the preview is
separate from
the thesis
Comm 101
Demonstration Speech Rubric
Restatement of
thesis
Review of Main
Points
Clinching Statement
Name_________________________________________
5
-thesis
restatement is
concretely and
vividly
presented
4
-the thesis
restatement is
clear and
identifies the
central idea of
the speech
3
-the thesis
restatement
can be
identified but
fails to clearly
identify the
central idea
2
-the thesis
restatement
vaguely
references the
central idea
1
-the thesis
restatement is
either missing
or so unclear
as to be
meaningless
5
-All the main
points are
clearly
covered in the
order they are
were
presented in
the preview
-the review is
separate from
the thesis
4
-all the main
points are
identified but
the wording is
either too
blunt or vague
-the review is
separate from
the thesis
3
-all the main
points are
identified but
are vague
-there is not a
clear
separation
between the
thesis and
review
2
-most of the
main point are
identified but
not in the
order they are
to be were
presented or
are too vague
-the thesis and
review appear
to be the same
1
-The review is
missing
5
– the clinching
statement
uses a wellsuited
technique to
the topic and
has a clear
connection to
the speech
4
– the clinching
statement
uses a wellsuited
technique to
the topic but
the connection
to the topic is
either missing
or vague
3
– the clinching
statement
uses a
technique but
is either vague
or loosely
connected to
the topic
2
-the clinching
statement is
just a general
statement
referencing
the topic
1
-the clinching
statement is
missing
5
-sources are
well qualified
that enhance
the credibility
of the speech
-sources are
clearly
identified
where they are
incorporated
into the speech
4
-sources are
qualified but
do little to
enhance the
credibility of
the speech
-sources are
orally cited at
some point in
the speech
3
-sources
provided little
expertise to the
speech
-sources briefly
referenced
during the
speech
2
-sources add
no credibility to
the speech
-sources are
barely
mentioned
1
-sources lack
any credibility
-sources are
not orally
mentioned in
the speech
5
-3 or more
sources
presented
4
-2 sources
presented
3
-1 source
presented
2
-sources
vaguely
referenced
1
-no sources
presented
Content
Source credibility
Number of sources
Comm 101
Demonstration Speech Rubric
Development of
main ideas
Demonstration
Examples
Reasoning
10-9
-main ideas are
Name_________________________________________
8-7
-main ideas are
identified
-main points
have adequate
levels of proof
that provides
evidence that
is relevant to
the main point
6-5
-main ideas are
vaguely
identified
-evidence is
provided but is
either not
highly relevant
or substantive
4-3
-main ideas
lack clear
separation
from other
main points
-evidence is not
relevant or
developed
0-2
-main ideas are
not identified
-little to no
evidence is
provided to
support the
main ideas
5
– Speaker
clearly and
effectively
demonstrated
a skill or
technique that
was
appropriate for
the assignment
and audience.
-Necessary
visuals were
integrated
effectively.
4
-Speaker
demonstrated
a skill or
technique that
was generally
appropriate for
the assignment
and audience.
-Necessary
visuals were
integrated
moderately
effectively.
3
-Speaker’s
demonstration
could have
been clearer or
more effective,
and/or more
appropriate for
the assignment
or audience
. -Necessary
visuals were
not integrated
or were not
integrated
effectively.
2
-Speaker’s
demonstration
was unclear or
ineffective,
and/or was not
appropriate for
the assignment
or audience.
-Necessary
visuals were
not integrated
or were not
integrated
effectively.
1
-Speaker did
little to no
demonstration
of the subject
area
-Visuals did not
demonstrate
the steps or
techniques
5
-numerous
examples are
used
-details of
examples are
concrete,
relevant and
detailed
4
-adequate
number of
examples are
used
-details are
clear, relevant,
and easily
understood
3
-some
examples are
used
-details are
clear, relevant
but are
inadequate to
accomplish the
task
2
-few examples
are used
-details are
unclear, or not
relevant
1
-no examples
are used or if
used are so
unclear as to
provide no
evidence to
support the
main ideas
5
-Reasoning is
clear and has
depth
-few if any
logical errors
are committed
4
-Reasoning is
clear
-some logical
errors are
committed
3
-Reasoning
could be
clearer but is
still
understandable
-lacks adequate
depth
-average level
of logical errors
exists
2
-Reasoning is
unclear
-numerous
logical errors
are apparent
1
-little if any
reasoning is
present
-numerous
logical errors
exist
clearly identified
-main points
have high levels
of proof that
provides
substantive and
relevant
evidence to the
main point
Comm 101
Demonstration Speech Rubric
Name_________________________________________
Delivery
Vocal Variety
Gestures
Eye Contact
Use of notes
Language Use
Time Limits
Comments:
5
4
3
2
1
-excellent use of
the voice to
convey meaning
-excellent
variation of the
rate of speaking
to maintain
audience interest
-excellent
variation of the
pitch of the voice
to convey
meaning
-excellent
variation of the
tone of the voice
to keep the
audience
interested
-effective use of
the voice to
convey meaning
-effective
variation of the
rate of speaking
to main audience
interest
-effective
variation of the
pitch of the voice
to convey
meaning
-effective
variation of the
tone of the voice
to keep the
audience
interested
-adequate use of
the voice to
convey meaning
-adequate
variation of the
rate of speaking
to maintain
audience interest
-adequate
variation of the
pitch of the voice
to convey
meaning
-adequate
variation of the
tone of the voice
to keep the
audience
interested
-inadequate use
of the voice to
convey meaning
-inadequate
variation of the
rate of speaking
to maintain
audience interest
-inadequate
variation of the
pitch of the voice
to convey
meaning
-inadequate
variation of the
tone of the voice
to keep the
audience
interested
-little to no use
of the voice to
convey meaning
-little to no
variation of the
rate of speaking
to maintain
audience interest
-little to no
variation of the
pitch of the voice
to convey
meaning
-little to no
variation of the
tone of the voice
to keep the
audience
interested
5
-very energetic
– very fluid
-natural
-greatly added
to the meaning
of the speech
4
– energetic
-fluid
-natural
-added to the
meaning of the
speech
3
-occasional
-fluid
-natural
-provided little
additional
meaning to the
speech
1
-none or
virtually none
-distracting or
undercut the
meaning of the
speech
5
-spread out
evenly to
individuals
across the
audience
5
Effective
4
-directed at
different
segments of
the audience
3
-occasional eye
contact
2
-very few
-at times
appear
awkward
-provided no
additional
meaning to the
speech
2
-very limited
eye contact
4
Not distracting
3
-hampered
verbal delivery
or eye contact
1
-read the
speech
5
-vivid detailed
imagery
-created
“word”
pictures
-appropriate
vocabulary
4
-some use
imaginative
language
-appropriate
language
3
-language
neither added
nor detracted
from the
speech
-5
-4
-3
2
-distracting
because of
nervous playing
with notes
2
-poor or
inappropriate
usage of
language
–terms or
concepts not
defined for the
audience
-2
1
-virtually no
eye contact
1
-use of
stereotypical
language
-glaring
grammatical
errors
-1
Minus one
point per 30
seconds over or
under time
DEMONSTRATION/HOW TO SPEECH ASSIGNMENT
PURPOSE: The primary objective of this speech is to demonstrate a process/product for the class. The speech
should not just be the demonstration but also include information about the subject area that will motivate your
audience to try it. You are to share information clearly with your audience so that they receive the information,
understand it, and retain it. Your speech must be on the topic chosen for the class.
PROCEDURES:
1. SPEAKER ORDER: I will randomly select students to give their speeches. If you are unprepared or absent,
you will not be allowed to make up the speech. You must post your speech to moodle by June 4, 11:00 am est.
2. TIME LIMIT: 5-7 minutes. Your speech must not exceed 7 minutes nor be under 5 minutes or your grade will
suffer. Time yourself in rehearsal so that you don’t go over or under time. If you go over time in practice, cut some
material; don’t assume you’ll speed up during the actual presentation. If you go under time in practice, find some
more material or add extra examples.
3. TOPIC SELECTION: The speech needs to focus on the subject that you are demonstrating and then provide
in-depth information about that particular subject.
4. SUPPORTING MATERIALS: Use your own knowledge of the topic first; then find outside published and/or
interview sources to back up your points and enhance your credibility as a speaker. You must include a minimum
of three outside sources of different types into this speech. Remember, it is imperative that you cite your sources
orally during the speech, as well as in the bibliography that you turn in with your outline. The credibility of your
sources and how well you integrate them into your speech is vitally important to achieving a good grade on this
assignment.
5. AUDIENCE ANALYSIS: Speaking effectiveness is greatly dependent upon how well you analyze your
audience and adapt your speech to them. Reflect on your class audience–their demographics and their knowledge of
and interest in your topic. The more personal, audience-centered the speech, the better the effect (and the
grade).
6. ORGANIZATION & WRITTEN WORK: Structure your ideas and draft an outline, using supporting
material for substance. The word processed outline you hand in must conform to the format discussed in class. A
bibliography of your sources must be presented. Use either the MLA Style Manual or to the APA Style Manual.
Bibliographies that do not appear in either style will not be acceptable.Make sure that all parts of your speech are
labeled and that the Panopto link is listed at the bottom.
7. DELIVERY: This is NOT a manuscript speech; thus, you should not read your speech. Your notes should
contain a brief outline of the speech or key words to cue your memory. Your best delivery is extemporaneous.
Additionlly, make sure that you are standing for the presentation and that the camera can capture you if you decided
to move around. You need to make sure that you establish eye contact to an imaginery audience of 15 people that is
spread out in front of you.
8. AUDIO-VISUAL AIDS: Audio-visual aids can enhance any speech. You are not required to use them for this
speech. But if you do decide to incorporate audio-visual aids into your speech refer to the textbook chapter on
visual aids for tips on preparing and using them. Handling aids poorly can undermine the best planned speech.
The speech is worth 100 points.

Purchase answer to see full
attachment