Instructions There is a lot of information here. I know it is a lot to digest. Don’t worry, as you will have several weeks to get the presentation ready. You are to organize and deliver a 2-4 minute presentation on what you have learned in this class. You will turn in the presentation in the form of a video. You are required to present the information in a way that is clear, accurate and interesting. In class discussions, we will talk about how to organize the presentation and how to deliver it effectively. Topic The good news is that you don’t actually have to do any outside research for this presentation. You will have to look over what you have learned in this class, think about it, and show that you understand how these topics apply to you. The presentation should consist of 3 points: Overall, what did you learn about yourself in this class? Choose one of the following topics and talk about how it applies to you: Listening If you choose listening, talk about what your listening challenges are. For example, do you use a particular type of nonlistening? Have you had people close to you tell you you need to work on your listening skills? Defensiveness If you choose defensiveness, what type of defense mechanisms do you catch yourself using? Have people around you told you that you are defensive? Conflict If you choose Conflict, what conflict style (or styles) do you use in particular situations? How have people around you described your approach to conflict? What do you need to change about yourself in order to be a more effective communicator? Organization You should organize the presentation in the following way: I Introduction A Attention Getter B Social Significance C Thesis and Preview II Body A What I learned About Myself B Specific Topic and how it applies to me (Listening, Conflict or Defensiveness) C What I need to change about myself to be a more effective communicator III Conclusion A Thesis and Review B Brief Summary C tie back to the attention Getter Purpose These are the main goals of this assignment: You will take a more in-depth look at a some communication topics from this class and specifically how they apply to your own life. You will learn something about your strengths and challenges as a communicator, and hopefully make a plan to improve. You will also develop and practice your public speaking skills. Since this course meets the Oral Communication requirement for the California State University System, you are each required to complete at least one assignment that gives you the opportunity to do some public speaking. This presentation gives you that opportunity. Grading Total Points: 45 Structure/clarity: 5 You should have an introduction, a conclusion and some number of main points in the presentation. Please preview those main points in the introduction. Follow the structure above. See the Oral Presentation modules for more detail and explanations of the various parts of the presentation. I have tried to make it really clear and easy for you. Creativity: 5 Please be as creative as you can. You are encouraged to use props, posters, music, costumes, art, etc. Make it fun for the audience– or in this case just me 🙂 to listen to! Physical Delivery: 10 I am grading you on how effective your physical delivery is in the presentation. This includes what you are doing with your face, eyes and body (stance, gestures, expressiveness, etc.) In order for me to grade your physical delivery, you must be standing during the presentation and use a camera angle that allows me to see your stance, gestures, facial expressiveness, etc. GRADING: I am grading your eye contact. Look up at the audience. You need to look up from your note cards. I am grading you on your Stance. Don’t lean or swaystand straight and tall with your feet shoulder length apart. Vocal Delivery: 10 I am grading you on how effective your vocal delivery is in the presentation. This includes what you are doing with your voice (volume, expressiveness, lack of vocal fillers, etc.) GRADING: I am grading you on pace (don’t talk too fast) and volume (don’t speak too softly). I am also grading you on verbal fillers. Verbal Fillers are pauses a speaker avoids by saying um, uh, ok, like, etc. I don’t expect you to have zero verbal fillers, but I am expecting you to minimize them. Rather than say ‘Um’, just pause. You are also being graded on speaking to us, rather than reading to us. If you read your presentation, you will lose a lot of points. Content: 10 Your content should be clear and accurate. It should cover the questions in the prompt. Effort and Enthusiasm: 5 I want to see that you put in some effort and thought into this presentation. How to Turn It In When you are finished, post the video to YouTube as “unlisted” (NOT private) and send me the link. Here is a short video to show you how to do that. Tips For Success If you are nervous, please talk to me about it. Most importantly, believe in yourself. You can do it! Time affects your grade. Your presentation should be 2 minutes minimum and 4 minutes maximum. You will be penalized by one point for each minute you are outside of that time limit to a maximum of 3 points. It is much more common for students to run over than under time. Anxiety or Nervousness Nervous or Anxious about Public Speaking? For those of you who are concerned about public speaking anxiety, I have some helpful tips. Fear is Normal. Everyone has some fear of public speaking. In fact, in most studies on fears in America, public speaking has been ranked the number one fear of humankind, placing higher than death in many cases. It is OK to feel some fear. We need to work to manage that fear. If by chance you aren’t afraid, you are unique and very lucky! We have control of the fear. The fear is within us. No one else knows it is there and most others can’t see it, unless we tell them we are afraid. Only we have control of our fear. Think about how you feel when you watch someone else speak. It helps to know that in almost every case, the audience does not wish to see us fail. They are there to support us. Most of the nervousness involved in public speaking comes from fear of failure or fear of the unknown. The single most important factor in decreasing fear is preparation. If we know we have practiced and are sure of what we are going to say, how we are going to say it, how long it will last, etc., we are likely to be much less nervous. Concentrate on slow deep breaths. Think positive. You can do it. If you believe that you can, you’ll be much more successful. If you believe that you can’t, you are less likely to be successful. If you have any problems or questions, please ask me. I am happy to help! Rubric Communication Presentation Rubric Communication Presentation Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeStructure and Clarity 5 pts Excellent Structure Presentation included an introduction (with attention getter, thesis and preview), a conclusion ( with a thesis and review, summary and tie back to the attention getter) and three main points. 3 pts Good Structure Presentation included most of the required structure, but was missing several required parts 1 pts Structure needs work Presentation included little or no structure 5 pts This criterion is linked to a Learning OutcomeCreativity 5 pts Excellent Creativity Presentation included some visual images, sound, or other type of creativity 3 pts Good Creativity Presentation included some creativity, but could have used more 1 pts Creativity Needs Improvement Presentation included little or no creativity 5 pts This criterion is linked to a Learning OutcomePhysical Delivery 10 pts Excellent Physical Delivery Presentation included a significant amount of eye contact. Student had an excellent stance: stood straight and tall and didn’t lean or sway 8 pts Good Physical Delivery Student had good eye contact and a good stance, but could improve a bit 5 pts Physical Delivery Can Be Improved Some good eye contact but needed more, some leaning or swaying 3 pts Physical Delivery Needs Work There are significant problems with physical delivery 10 pts This criterion is linked to a Learning OutcomeVocal Delivery 10 pts Excellent Vocal Delivery Excellent pace, volume and had few or no verbal fillers. The student did NOT read the presentation word for word 8 pts Good Vocal Delivery Student had good pace and volume, but could improve one or the other. Student used few verbal fillers 5 pts Vocal Delivery Can Be Improved Student needs to improve pace or volume significantly, or used more than a few verbal fillers. Student read some of the presentation word for word 3 pts Vocal Delivery Needs Work Student had serious problems with pace, volume and verbal fillers. Or student read the entire presentation word for word. 10 pts This criterion is linked to a Learning OutcomeContent 10 pts Excellent Content Student covered the required 3 main points effectively 8 pts Good Content Student was missing one of the required three main points 5 pts Content Can Be Improved Student is missing more than one of the three required main points 3 pts Content Needs Work Student did not cover the required content 10 pts This criterion is linked to a Learning OutcomeEffort and Enthusiasm 5 pts Excellent Effort Student clearly put some thought and effort into the presentation 3 pts Good Effort Student put in some thought and effort but could have more 2 pts Effort Needs Work Student showed little thought and effort 5 pts Total Points: 45 Tags: communication listening skills listening barriers User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.
Reference List: Basic Rules
Note: This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October 2019. The equivalent resource for the older APA 6 style can be found here.
This resource, revised according to the 7th edition APA Publication Manual, provides fundamental guidelines for constructing the reference pages of research papers. For more information, please consult the Publication Manual of the American Psychological Association, (7th ed.).
Note: Because the information on this page pertains to virtually all citations, we’ve highlighted one important difference between APA 6 and APA 7 with an underlined note written in red.
Formatting a Reference List
Your reference list should appear at the end of your paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.
Your references should begin on a new page separate from the text of the essay; label this page “References” in bold, centered at the top of the page (do NOT underline or use quotation marks for the title). All text should be double-spaced just like the rest of your essay.
Basic Rules for Most Sources
- All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation.
- All authors’ names should be inverted (i.e., last names should be provided first).
- Authors’ first and middle names should be written as initials.
- For example, the reference entry for a source written by Jane Marie Smith would begin with “Smith, J. M.”
- If a middle name isn’t available, just initialize the author’s first name: “Smith, J.”
- Give the last name and first/middle initials for all authors of a particular work up to and including 20 authors (this is a new rule, as APA 6 only required the first six authors). Separate each author’s initials from the next author in the list with a comma. Use an ampersand (&) before the last author’s name. If there are 21 or more authors, use an ellipsis (but no ampersand) after the 19th author, and then add the final author’s name.
- Reference list entries should be alphabetized by the last name of the first author of each work.
- For multiple articles by the same author, or authors listed in the same order, list the entries in chronological order, from earliest to most recent.
- When referring to the titles of books, chapters, articles, reports, webpages, or other sources, capitalize only the first letter of the first word of the title and subtitle, the first word after a colon or a dash in the title, and proper nouns.
- Note again that the titles of academic journals are subject to special rules. See section below.
- Italicize titles of longer works (e.g., books, edited collections, names of newspapers, and so on).
- Do not italicize, underline, or put quotes around the titles of shorter works such as chapters in books or essays in edited collections.
Basic Rules for Articles in Academic Journals
- Present journal titles in full.
- Italicize journal titles.
- Maintain any nonstandard punctuation and capitalization that is used by the journal in its title.
- For example, you should use PhiloSOPHIA instead of Philosophia, or Past & Present instead of Past and Present.
- Capitalize all major words in the titles of journals. Note that this differs from the rule for titling other common sources (like books, reports, webpages, and so on) described above.
- This distinction is based on the type of source being cited. Academic journal titles have all major words capitalized, while other sources’ titles do not.
- Capitalize the first word of the titles and subtitles of journal articles, as well as the first word after a colon or a dash in the title, and any proper nouns.
- Do not italicize or underline the article title.
- Do not enclose the article title in quotes.
- So, for example, if you need to cite an article titled “Deep Blue: The Mysteries of the Marianas Trench” that was published in the journal Oceanographic Study: A Peer-Reviewed Publication, you would write the article title as follows:
- Deep blue: The mysteries of the Marianas Trench.
- …but you would write the journal title as follows:
- Oceanographic Study: A Peer-Reviewed Publication
- So, for example, if you need to cite an article titled “Deep Blue: The Mysteries of the Marianas Trench” that was published in the journal Oceanographic Study: A Peer-Reviewed Publication, you would write the article title as follows:
Please note: While the APA manual provides examples of how to cite common types of sources, it does not cover all conceivable sources. If you must cite a source that APA does not address, the APA suggests finding an example that is similar to your source and using that format. For more information, see page 282 of the Publication Manual of the American Psychological Association, 7th ed.
