Category: Speech

gest pet peeve, or A movie or show you binged recently This speech does not have any directions for how to format it, how to outline it, etc. This speech is designed to help me better understand how you are coming into the course and help you create some goals for yourself this semester. Please submit it in whatever file format you

Choose a story that, at some point, has been particularly compelling or impactful to you personally. This can be a true story, or a fictional story. Feel free to use a favorite book, film, true story, etc. What made this story compelling? What resonated with you personally? Apply the Narrative Paradigm in describing the impact of the story in your life. Be sure to discuss Coherence and Fidelity and their role in the narrative.

This should be at least 250 words, and can be written as reflection. Meaning, first person discussion is fine, but should still be written with University-level quality and sources should be cited (at a minimum defining Narrative Paradigm and the story of your choosing).

to learn about The Narrative Paradigm, storytelling, and their impact on communication.

Professor Hulet gives an insightful and informative lecture about The Narrative Paradigm.

.

The Narrative Paradigm assignment is due Sunday at 11:59 PM.

1.The Why

Understanding your self-concept and cultural background is key to becoming a more effective and empathetic communicator. This assignment is designed to help you explore how your identity has been shaped, where your beliefs and attitudes come from, and how your communication is influenced by your unique perspective.

Assignment Instructions

Please answer the following reflection questions in a written response, aiming for 3-5 sentences per answer. Your responses should be thoughtful and demonstrate a connection between your personal experiences and the concepts discussed within this course so far.

Formatting Requirements

Responses to reflection questions are expected to be full and complete sentences, using terminology from your course learnings, and provide any personal examples that may relate to your arguments. Your submission should also adhere to APA style guidelines, be typed in 12-point font, and use a sans-serif typeface such as Arial or Calibri.

The file name should be: yourlastname_SPCH1311_reflection1_SelfConcept

Response Template (copy and paste this into your doc)

[Your Name]

[Course Name]

[Date]

Reflection 1: Self Concept & Cultural Influences

1. How would you describe your current self-concept?

[Type your response here. Consider how you see yourself emotionally, socially, intellectually, and in terms of your personal strengths and challenges.]

2. What people or experiences have had the most influence on shaping your self-concept?

[Type your response here. Think about family, peers, teachers, media, or major life events.]

3. How has your cultural background influenced your values, beliefs, and identity?

[Type your response here. Consider nationality, ethnicity, religion, traditions, language, or community norms.]

4. In what ways do you think others perceive you, and how does that perception compare to how you perceive yourself?

[Type your response here. Consider any similarities or differences youve noticed and how that affects your self-image.]

5. How do your communication habits (verbal, nonverbal, online, or in person) reflect your self-concept and cultural influences?

[Type your response here. Provide examples of how you express yourself and interpret others.]

6. After reflecting on your environment, how you were raised, how others see you, and how you see yourself, how do you think that influences your communication style?

[Type your final response here. Use this space to tie together your reflections.]

2.

The Why

Relationships are a central part of human communication. By reflecting on your own experiences, youll be able to connect course concepts to real-world situations. This assignment will help you see how relationships move through stages and how interpersonal theories can explain why relationships grow, change, or end.

Assignment Instructions

Part One

Think about a relationship youve experienced (romantic partner, friend, family member, etc.). For each relationship stage (contact, involvement, intimacy, deterioration, repair, dissolution), explain how this stage appeared in your chosen relationship.

If your relationship skipped or never reached a stage, explain why you think that happened. Please use examples to show your understanding of how the concepts connected to specific interactions.

Part Two

Keeping in mind that same relationship, choose one of the four interpersonal relationship theories covered in this course:

• Attraction Theory
• Relationship Rules Theory
• Social Exchange Theory
• Equity Theory

Then apply the theory you chose to your relationship. Your answer should include:

• Definition of the chosen theory in your own words or paraphrased from a primary source with in-text citations.
• Application of the theory to your relationship: how it influenced the start of the relationship, how it helped maintain the relationship, OR how it relates to why the relationship ended.

*Part two alone should be at least 150 words.*

Formatting Requirements

Responses to reflection questions are expected to be full and complete sentences and, when relevant, use terminology from your course learnings. Your submission should also adhere to APA style guidelines, be typed in 12-point font, and use a sans-serif typeface such as Arial or Calibri.

The file name should be: yourlastname_SPCH1311_reflection2_InterpersonalRelationships

Response Template (copy and paste this into your doc)

[Your Name]

[Course Name]

[Date]

Reflection 2: Interpersonal Relationships

PART ONE

• Contact Stage
• Type your response here.
• Involvement Stage
• Type your response here.
• Intimacy Stage
• Type your response here.
• Deterioration Stage
• Type your response here.
• Repair Stage
• Type your response here.
• Dissolution Stage
• Type your response here.

PART TWO

In the space below, identify and define the interpersonal relationship theory you’ve chosen. Then, apply that theory to your relationship in at least 150 words.

Type your response here.

At the proposal stage, students should draw from their press kits to introduce: Your chosen company/organization and the service/product/person you plan to promote. Which area of public communication your project fits into and why your work will contribute to that field. Consider the multiple areas including, but not limited to: Integrated Marketing Communication; Business and Organizational Communication; Health Communication; Global and Political Communication; PR and Social Media; Diversity in Public Relations; Educational Communication; Charitable and Nonprofit Ventures; Branding and Marketing; Journalism; Advertising; Popular Culture Communication theories that will support your research into this area of public communication. Students should include at least one communication theory, possibly more. (See attachment with list of communication theories). The chosen communication theories should help to elaborate on any PR techniques used by the company. I want this to be done on JFKIAT

Hello! Please write an outline for an informative speech on sea turtles.

Here is an example of the format:

Informative Speech Outline

Topic: Autism Spectrum Disorder (ASD)

Opening with Impact:

Raise your hands if you know someone with Autism or if you know the

parents of an Autistic child. Most of you probably dont know that there are really

three types of Autism categorized under the Autism Spectrum Disorder or ASD

for short. Thats what Ill tell you about today, and youll see that its probably

more common than you think.

Audience Connection and Speaker Credibility = Statistic

Slide:

According to the Centers for Disease Control and Prevention, 11 in every

1000 children in the United States have been diagnosed with ASD since 2008.

That breaks down to about 1 in every 100 children. To understand that number a

little bit more, it means that in the 3 or 4 classes each of you take in a normal

semester; one person in those classes represents someone who could have

ASD. Thats pretty common in my opinion.

Thesis Statement:

Today Ill give you a little bit more information about ASD, and by the end

of my speech youll know more about this condition and youll be able to

understand the differences between the 3 types of ASD. Youll also be given

valuable information that will help you understand what its like to have a child

diagnosed with ASD.

Preview of Main Points:

Autism

Asperger syndrome

Pervasive developmental disorder

11

4 Transitions:

(I will use movement and language after preview and each main point,) I have

just informed you about…now I will be moving to my next main point Autism

(Transition: Now that Ive given you an idea of what Ill be speaking about today,

Ill give you some basic information about autism.)

Body and Supporting Material = Main Points, sub-points,

research

Autism

o Definition Developmental disorder characterized by impaired

communication.

o Symptoms Doesnt hold eye contact, imitate facial expressions, or

respond to his or her name.

o The individual Needs help throughout life.

(Transition: Now that you have a good idea of what autism is, Ill tell you about

another type of ASD: Aspergers syndrome.)

Aspergers syndrome

o Definition Developmental disorder characterized by impaired

social skills.

o Symptoms Doesnt pick up on social cues, avoids eye contact or

stares.

o The individual Focus on one or few sets of interests.

(Transition: Now that you know about high functioning autism, or Asperger

syndrome, Ill tell you about pervasive developmental disorder.)

Pervasive developmental disorder

o Definition Any disorder in the development of the basic

psychological functions.

o Symptoms Problems with communication and play.

o The individual Almost entirely functional in society.

(Transition: After hearing about the different disorders that makeup ASD, Ill

move on to my summary.)

12

Conclusion = Summary of important facts reviewed during

main points of speech

Autism is part of a larger disorder called Autism Spectrum Disorder

Asperger is a less severe case of autism, where verbal communication is

not a problem

Pervasive developmental disorder is the diagnosis when children dont fit

into the two other categories of ASD

Clincher/ End statement:

So the next time you hear someone talk about autism, or you hear it mentioned

on TV, hopefully youll have your facts straight and youll understand that theres

more to it than meets the eye.

Completed all aspects of the outline correctly

Required aspects of the outline: Attention-getter, Thesis statement, Preview of main points, Body of speech (including 2-5 main points, 1-2 transitions, and 2-5 sub points within each main point), and Concluding statement. Also must have correct organization, bullet-points, indenting, and labeling of all parts of the outline.

This criterion is linked to a Learning Outcome

Completed all aspects of the outline correctly, and with appropriate depth and detail

Required aspects of the outline: Attention-getter, Thesis statement, Preview of main points, Body of speech (including 2-5 main points, 1-2 transitions, and 2-5 sub points within each main point), and Concluding statement. Also must have correct organization, bullet-points, indenting, and labeling of all parts of the outline.

This criterion is linked to a Learning Outcome

Included 3 sources in APA or MLA citation

Listed 3 reliable and scholarly sources under ‘References’ at the bottom of the outline. Must be in APA or MLA citation.

Create a hypothetical client with a diagnosis that intrigues you. Locate two current, peerreviewed journal articles that describe evidencebased treatment approaches relevant to the clients diagnosis. Using these sources, develop an APA 7th editionformatted PowerPoint presentation that explains the diagnosis and evaluates how the selected evidencebased treatment may benefit and/or hinder your clients progress in speech and/or language therapy. The PowerPoint must demonstrate your ability to apply, appraise, and evaluate evidence-based practice for your client.

• Create a client (5 points)
• Case history
• Brief client bio (e.g., age, family, interests)
• Clients level of function prior to diagnosis
• Medical diagnosis
• Treatment diagnosis (evaluation procedures and the results with examples)
• Summary of typical communication skills expected for the clients age
• 1 Long-Term Goal (LTG)
• 2 Short-Term Goals (STGs)
• Previous therapy, if applicable
• Identify an Evidence-Based Treatment Practice approach relevant to the clients diagnosis (5 points)
• Appraise the value of the evidence
• Synthesize the best evidence
• Assess the risks and benefits of the treatment approach
• Design and Implementation
• Describe the intervention plan based on the evidence (5 points)
• Explain how the EBP would be implemented with your client (5 points)
• Evaluate the process and the outcome for your client, generate your own clinical conclusions based on the evidence and client response (5 points)
• APA formatting/grammar (10 points)
• APA style (7th edition)
• Scholarly and professional writing
• Logical flow and organization
• Proper grammar and mechanics
• PowerPoint presentation (18 – 20 slides, cover and reference slides not included)

This presentation will be about: Case: 5-year-old male with a receptive, expressive, and pragmatic language skills delay secondary to a diagnosis of autism spectrum disorder (ASD).

EBP Question: In a child with a receptive, expressive, and pragmatic language skills delay, how effective is high-tech AAC compared to low-tech AAC for improving functional communication?

So, the two peer reviewed journal articles will be about high tech AAC and low tech AAC.

In a long paragraph (10-15 college level sentences for each question) respond to the following prompts. Use a minimum of three terms from the textbook. Highlight, bold, italicize or CAPITALIZE the terms for full credit. Please also put the page number where you found the answer for each question.

Questions- Please Number the Question You are Answering in Your Response

1. In what situations do you feel like an in-group member? When do people treat you like an out-group member? How do you feel in each of these situations?
2. In what ways does society stereotype people your age? Are those assumptions mostly true or not? How do they affect the way people communicate with you?
3. How does language influence you? How do your accent, dialect, and use of regional vocabulary reflect the cultures you’ve been a part of? Do you change between different dialects and vocabularies when you interact with different people? If so, how and why?
4. Give an example of at least one time in which fact and opinion were confused, fact or inference were confused, emotion was presented as fact, or an insult was resorted to. Which suggestion from Tips and Reminders might have helped distinguish between the fact and inference/opinion/emotion/insult?
5. How might being a better listener benefit you in your career? In your personal life?
6. Describe a specific time when you or someone you know engaged in hurtful listening. In describing the situation, identify what hurtful listening habit. Use one of the terms from your book under the section heading “Hurtful Listening Habits.” NOTE: Your example must involve your PEERS/ADULTS only (not children).
7. (Is what Cuddy proposes about power poses true in your experience? Give an example of why or why not.
8. How will this knowledge influence how you behave the next time you are in class, in a job interview, on a first date, or so on?

https://www.ted.com/talks/amy_cuddy_your_body_language_may_shape_who_you_are?language=en Answer these questions about the above video in a short paragraph at least 4-5 college level sentences)

1. Introduction /4Attention Getter – grabs their attention
2. Motivation for Listening – motivates the audience
3. Thesis Statement – over-arching theme that is not merely factual and can be argued
4. Preview of Speech – covers all main points (Main points)

• Transition to the body of speech: /2

1. Body First Main Point /3
2. Analysis (opinion)
3. Analysis (opinion)

• Transition: /2

1. Second Main Point /3
2. Analysis (opinion)
3. Analysis (opinion)

• Transition: /2

1. Third Main Point /3
2. Analysis (opinion)
3. Analysis (opinion)

• Transition to conclusion: /2

1. Conclusion /4Summary of Main Points
2. Throwback to Attention Getter

Introduction

Imagine opening a fifty-year-old closet and seeing rigid silhouettes, few options, and

regulations on what was proper. Imagine it was so nowadays, with sneakers in the same

closet as a suit, vintage denim, cultural prints, and sustainable basics, all confidently worn.

Fashion has evolved throughout the years due to the evolution of the society and the clothes

that we wear have become a kind of document of our values, technology and identity. This

topic important since fashion has an impact on the treatment of people, the representation of

cultures and how consumers can change the world by the way they purchase. Starting with

mass production to fast fashion and currently an increasing urge toward more ethical

decisions, clothing is never clothing.

I am knowledgeable with this topic as I am a believer in fashion history, follow the

newest trends in the social media and the retail industry, and I am sensitive to how cultural

trends and technology impact the way individuals dress. As we explore this topic, we will

explore three main concepts. First, we will check the way fashion shifted towards rigid social

codes and to individual self-statement. Second, we shall analyze how technology and media

transform trends in slow cycles to rapid global moments. Third, we will reflect on the way in

which the recent fashion is redefined based on sustainability, inclusiveness, and cultural

mindfulness.

Conclusion

As we step back, we realize that fashion has never remained constant since people

never remained constant. We have observed that style changed into tradition and conformity

into freedom and self-expression. We also discussed how technology and media speeded up

change, switching local inquiries into global trends overnight. Finally, we thought about the

current fashion being pushed to be more responsible, inclusive, and respectful, paying more

focused attention to labor, waste, and representation. The inspiration is very straightforward and strong now. It is time to take some action into our own hands: shop deliberately, purchase less and better where you can, set your money on a brand that treats workers and the environment well, and consider what your clothes are telling you and others about yourself

and what matters to you. Each wardrobe is a minor choice that links you to history, culture, and the future and the most memorable form of style is being able to wear your values and be proud of it.

Chapter Instructional Discussion Requirements Please know that the following amount and type of details are intentional. It is normal if you feel this info is a bit evasive, youre not entirely sure what your end product should look like, and you just wish there was a rubric showing you exactly how to create this gig so you could check off items and move on with life. That is also intentional. Dont worry. Theres a process. You will be great. What: Above are randomly-assigned partners and chapters from our TED book. You will collaborate with your partner(s) and will lead the discussion for your designated chapter. It is important that you prep for and facilitate a DISCUSSION not a presentation. We will discuss this in class and/or during meetings/recordings. This is NOT: A presentation in which you and your partner(s) tell us info, ask a quick question, and then its done. Instead, this is an interactive discussion between the audience and you and your partner(s). The amount of speaking will be balanced among all of us and you will be leading the flow of that conversation. Required: You and your partner(s) will create an agenda for your class period. On this agenda, please include 5-8 discussion questions to ask the group. Be prepared to ask in-the-moment or follow-up questions when appropriate. The agenda can be ANY design (search Word or Google for templates), but needs to clearly included the partner names, date, chapter, order of how you are running the discussion, and the questions. Some of the best agendas offer an interactive component that students can easily take notes on the agenda, answer questions, complete an activity, view a particular image. (These examples wont immediately make sense until you get deep into planning something unique for your ID.) You are welcome to include any other info and jazz it up as desired. ** There are two steps with this agenda. 1. Submit it under MODULES – Assignment. (One submission per group.) 2. Bring in a copy for each student on the DAY YOU PRESENT your instructional discussion. See Canvas>People for how many students are in the class. You can print copies in the library. Check the daily attendance sheet for number of students in class plus one for Lee Anne. a. If online, these will be made available to students digitally. TED Talk: I want you to show two videos one highlighted from the chapter and one that is a non-TED Talk speech. Think of historical speeches that support your chapter material. If your chapter focuses on or mentions one specific TED Talk, plan on showing us this or part of it. Think about 8-10 minutes total to be shown of each (8-10 for the TED Talk and 8-10 for the non-TED Talk speech. If for some reason, it is imperative to include more of the talk, please let me know. If the talk is longer, watch it to determine which part is most helpful for your material and plan to cue up the video at the start of class. If your chapter does not refer to a specific talk, find a TED Talk on YouTube that shows the concepts highlighted in your chapter. You have a lot of liberty with these as there are many talks available. Have some of your discussion questions centered on the chapter and some centered on the TED talk and other speech you select. Be sure to ask and showcase how your chapter is applicable to this specific TED Talk and other speech. This is NOT: Videos talking about your specific chapter content. Instead, it needs to include videos which show that content either negatively or positively. Ex: If your chapter is about Opening and Closing a speech, then you are not going to show us a TED Talk in which the speaker is talking about the intro and conclusion in their talk. Instead, look for talks that have powerfully success, underwhelming, and/or ineffective openings and let those examples speak for themselves. An opportunity to select a YouTube video of a middle schooler who struggled giving a speech. That is not what we are after with this ID. This is not to make fun of anyone nor is it the opportunity to exploit a speaker who likely did not personally add their video to YouTube. Often, those speeches are uploaded by others and not for any kind reasons. So, reach for professional speakers or speakers who voluntarily are in public speaking because its their passion, job, affiliation, etc. When: Note two different dates. 1. Check the calendar for when you will lead your discussion. If your chapter is listed in a 2-week increment, plan for either of those weeks and LA will confirm with you as soon as she knows what the class flow will be. 2. HOWEVER, all discussion questions are due to Lee Anne via Canvas by 6:00 p.m. on Sunday, February 8th. (First ID starts on Tuesday, February 10th. Note these dates are corrected/extended from syllabus calendar dates.) Typed copies must include your chapter number, title, questions, and title and speaker of the TED Talk. If one partner submits your materials late, then it is considered late for the other partner(s). Google Doc links will not be accepted for any documents. This means that you need to save your agenda as a .pdf, and then submit it into the Canvas assignment. Even if a link is submitted prior to the deadline, Lee Anne will not request permission to access your document. It will be considered late, and a resubmission will not be possible. Links to video can be copied and pasted onto your link, but be sure to label any TED Talks or speeches with the speakers name and if applicable, a title. How: You and your partner determine how you would like to run your discussion. You can get as creative as you would like. You are in charge of opening, maintaining, and closing the discussion. This means Lee Anne will be part of the group versus leading the discussion. Things to consider: Think about if you want to leave the room as-is. Or, do you want us to be in a full circle if room space allows it. Are you going to present/review any of the chapter info or go straight into questions? How are you going to split the talking between you and your partner(s)? Have questions, comments, or examples to fill the silence. Understand there will be silence and this is okay. Often, it takes a moment for a group to get comfortable in a discussion. It is your responsibility to keep the discussion going strong. Consider if you want to show the talk at the start or in the middle of your discussion. Do you want to play some of the video, stop and ask questions, and then resume with the video? How will you handle if the audience collectively lost interest? Be prepared to cut out questions, shorten videos (if too long), change up pace, etc. Extra Credit: If you are interested in running one of the extra discussions, please let me know ASAP. Length: Outside of your video length, your entire ID should run between 20 and 30 minutes. You and your partner(s) will not be speaking for this entire time frame. Questions: Please let me know!

I would like for you to proofread my paper and revise if needed. Include table of contents as well.