After reviewing the speech directions, compose a full-sentence, word-for-word outline of your speech.

Skill Presentation

Skills Presentation: Zoom Conference

Background

You will orally demonstrate your understanding and application of one major interpersonal communication skill we studied throughout the course and present your information using presentational speaking skills covered in Appendix B of the text. Additionally, you will practice proper outline format for your presentation.

Instructions

Think about which of the two skills you learned in this class that is or will be the most useful to you and directly applicable to ONE important interpersonal relationship in your life. Make sure your choose ONE of the following two skills on which to base this presentation assignment:

Ch 3 “I” Language – Be sure to include a request statement at the end- This step is not listed in the
textbook — Use “I” Language Grid

Check Yourself worksheet: Do you know the difference between a behavior and an interpretation? See handout in Module!

Practice writing “I” Statements using “I” Language Grid (Step-By-Step Grid) – Make sure if you are doing the skills presentation on “I” language that you include the 5th step on the practice Grid. (Step 5. Make a Request)

Ch 6 Perception Checking Statement – Practice Your Perception Checking Skills worksheet- Great Resource – See handout in Module!

Instructions

After reviewing the speech directions, compose a full-sentence, word-for-word outline of your speech.
Follow the outline template below VERY CLOSELY.

See the grading criteria/rubric below.

Copy and then paste this entire outline below into a new document and then insert your work for each section.
Presentation Outline and Rubric Below: (Make sure to keep the delivery section which will be completed by the instructor.)

Submit your completed outline in Canvas by 4pm on the day of your live presentation.
Single space your outline!

Copy and Paste the Rubric Below Beginning Here: Fill in your presentation content and submit to Canvas.

READ RUBRIC BELOW
Name Class Section Skills Presentation

I. INTRODUCTION____ /10 points total

____(3) Attention-getter: Give an example, tell a story, present a quotation (cite source), or make a startling statement. (See p. 381) – Needs to be special, engaging, catchy, compelling, or memorable.
____(2) State your name and briefly introduce your topic.
____(3)  topic statement: Clearly and succinctly state your ”big idea.” (See p. 378)
____(2) Preview of main points: Tell us the three areas you will cover. (Consistent with main points from assignment outline template below–sections A, B, C)
___(1) Transition statement into body of speech (See p. 382).

II. BODY ___/30 points total

______(10 points)
A. Main Point 1: Briefly define and describe the skill. Briefly describe the skill of Perception Checking or “I” Language (depending on which skill you chose) by explaining it in your own words. This is one way to adapt to the audience.

How would you describe it to a friend?

Show your understanding of the skill by explaining it in your own words. Be sure to use relevant terms and vocabulary from the textbook, but define them in your own words.

Include ONE quote from the textbook to elaborate on the skill and cite the textbook in APA format at the end of the outline. It should be limited to Chapters 3 or 6 where you take your quote (depending on which skill you chose). Personalize it.

When you speak, only state the source’s last name and date, not the full citation.

APA Guidelines Link

___(1) Transition into main point 2 (See p. 383).

______(10 points)
B. Main Point 2: Explain how you thought AND communicated BEFORE learning about this skill.

Provide a detailed, clear and specific example of an actual situation, relationship issue, or conversation where you thought AND communicated poorly.

The example here is too general: I chose the relationship with my older sister. Our relationship has been very toxic with little support and I felt a power imbalance.I tend to avoid and assume that “siblings are supposed to bully each other” instead of trying to build a stronger relationship using “I” Language. To make it more specific, you would need to add a specific time where you made the assumption, what you said, did, her reaction, response, behaviors and the results to earn full points.

Include the consequences of communicating poorly.

For “I” language, your example will involve the consequences of using “You” language.
For Perception Checking, your example will involve the consequences of acting on your assumptions.
The issue should be of importance to the field of interpersonal communication. (Not dirty dishes, or chores etc. Too general.)

_____(1) Transition into main point 3 (See p. 383).

______(10 points)

C. Main Point 3: Explain how you thought AND communicated AFTER learning about this skill.

Provide a detailed, clear, and specific example of an actual situation, relationship issue, or conversation where you thought AND communicated more effectively using the new skills. If you haven’t used it as of now, then write the exact script of what you would or could say, using the interpersonal relationship you chose for this presentation.

Demonstrate the results of using ALL parts of the skill. For “I” Language, your example will involve the result of using “I” Language, including a complete “I” Language statement, clearly applying and stating ALL 5 elements of the formula.

For Perception Checking, your example will involve the result of using Perception Checking, including a complete Perception Checking statement, clearly applying and stating ALL elements of the formula.

Be sure to review all elements of the skill selected; start general with the overview of the situation and then give a specific example describing all parts of the skill.

___(1) Transition into conclusion (See p. 383).

Ill. CONCLUSION __/6 Points Total

___(2) Rephrase thesis AND briefly list the main points you covered (A,B,& C of presentation outline- 1 sentence).
____(4) End with a conclusive, insightful, planned, confident, and memorable closing statement.
Refer to resources regarding effective conclusions! (See p. 382)

IV. DELlVERY____/40 Points Total

____(5) VOCALICS: Applied vocal variety. Speaker attempted to speak with interest about his/her subject by using vocal expression. (Problems may include monotone voice, sing-song tone, or powerless ”uptone”).

____(5) VOCALICS: Used rate of speech for impact. Did not race through the presentation. Used effective pauses.

____(5) VOCALICS: Spoke loudly enough to demonstrate confidence in material and comfort speaking.

____(5) EYE CONTACT: Maintained eye contact with all sections of the audience.

____(2) KINESICS: Employed effective body movement so it looked like a presentation, not a “talking head.”

____(3) APPEARANCE/ARTIFACTS: Dressed appropriately for a class presentation (one step more formal than audience). Professional demeanor, eliminating any potentially distracting personal items.

____(5) VERBAL COMM: Used professional/academic language, rather than casual/informal. Limited rambling or unplanned style, or ”impromptu” style. Ums, uhs, likes, etc.

____(5) VERBAL COMM: Used extemporaneous speaking style by speaking from an outline, or note cards not reading a script. Planned and rehearsed, but not read.

____(5) CHRONEMICS: Presentation was at least 3 minutes and no longer than 5 minutes.

V. REQUIREMENTS ____/10 Points Total
_____(6) Submitted this outline, complete with ALL spaces for grading and ALL outline sections clearly delineated with the letters and numerals shown on this outline. Include additional A,B,C’s and 1,2,3s where appropriate for each new idea.
_____(4) APA CITATION: Textbook cited below HERE in APA format.
See https://owl.english.purdue.edu/owl/ for APA style guidelines.

END: STOP Copying just above HERE

Self Evaluation: Complete after your presentation. (10 Points)

RESOURCES

APA Citation For Presentation:

APA information must be cited in 3 places: verbally during the speech (author/source name, author/source qualifications, year for any numerical data), on the outline with an in-text parenthetical citation (include both author/source and year), and under References on a separate page at the end of your outline.

With this example, there would be an APA citation under “References” for the New York Times article.

See https://owl.english.purdue.edu/owl/ for APA style guidelines.

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