In my informative speech, while there were many things that I didn’t do or could improve on for future speeches in the categories of substance and organization, and delivery, I significantly improved from my previous how-to speech and performed better than expected. For example, while my conclusion summarized the main points, my closing was not exactly memorable to the average listener. I did however, have an excellent variety of credible support to back up my claims, an excellent attention getter to capture the audience’s attention, and good organization and transitions to facilitate the execution of the speech. In addition, I was able to maintain a well-reasoned volume and vocal variety (verbal delivery), demonstrate good nonverbal delivery
Complaint Speech (pet peeve or everyday nuisances)
Time Limit: 2-4 minutes Outline: Standard format as described in lecture and text. Sample outline included below. Why we are doing this:
This is a bridge from narrative to informative speaking where we use the entire speech preparation process but without the need for external research. In narrative speeches we simply relate a personal incident in the natural order of events as they occurred. We now move to another form of personal expression (complaining…
characters with narrations and speech bubbles to emphasize dialogue and the message regarding women’s rights and sex stereotyping. The context of the cartoon is to show the inequalities between genders. This is evident, when the women begin to associate boys with certain stereotypes such as “strong” and “tough”. Therefore indicating that women and girls today are portrayed to be the opposite.
I’ve attached several links to help you along the way. We’ll be working on these
“basics” every Wednesday as part of class, but you’re expected to work on these
during your free time as well.
5/5 REQUIRED + 3/3 OF YOUR CHOICE
4/4 REQUIRED + 2/2 OF YOUR CHOICE
1/1 REQUIRED + 1/1 OF YOUR CHOICE
Speaking and Listening
7/7 REQUIRED + 3/3 OF YOUR CHOICE
10/10 REQUIRED + 1/4 OF YOUR CHOICE
TOTAL 27/27 + 13/13 ELECTIVE = 40/40 BASICS…
rational arguments and emotional ones, and organized essays
and structurally deficient ones.
Active reading means learning to annotate, to reflect on what you read, and develop
personal responses in order to prepare yourself for writing topics
● Our own interpretation and evaluation of the text will be conditioned by our personal
experiences, background, attitudes, biases, and beliefs. In other words, even as the
class attempts to construct a common reading, each member of the class is also
constructing a somewhat different meaning…
what to look for and how to describe it if anyone wants to meet up ill
go over it with them tonight
Here is a good segment from a website my High School English
Teacher recommended to me for structure
Hope it helps!
Also the assignment is on the last page, so you can fill in your
information as you go and than form an outline after you put your
2.2 - Structure | Narrative Structure
This lesson covers...
how to tell a good story.
By the end you should...
understand how almost every Hollywood…
Office of Career Services
Faculty of Arts & Sciences
Cambridge, MA 02138
Phone: (617) 495-2595
R ESUMES A ND COVER LE TTE R S
Create a Strong Resume
resume is a brief, informative summary
of your abilities, education, and experience. It should highlight your strongest assets
and skills, and differentiate you from other candidates seeking similar positions. Although it
alone will not get you a job or internship, a good…
Students in transition: Needs and Experiences of
International Students in Australia
Paper presented at the 16th Australian International Education
Conference, Hobart, Tasmania
Author: Dr. Meeri Hellstén
Address: School of Education / ACES
Dr. Meeri Hellstén
This seminar presents case studies of international student experiences of Australian
higher education. The paper provides insights into ways of understanding…
2. How does this theory differ from the traditional definition of intelligence?
3. What do multiple intelligences have to do with my classroom?
4. How has M.I. theory developed since it was introduced in 1983?
5. Who are the critics of this theory and what do they say?
6. What are some benefits of using the multiple intelligences approach in my school?
7. How can applying M.I. theory help students learn better?
8. How can I find out more about M.I. theory?
PART II – Demonstration…