Note: The Mozilla add-on I was talking about in class is called Nuke Anything Enhanced.
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The instructor asked for students to trade their full-sentence outlines with a colleague. She put the book outline on the overhead doc cam and we went through the various sections of the speech. Students wrote what was needed on each speech outline. Students took these outlines with them to work from, but they should not be thrown away. They will be turned in at a later date.
We wrote numerous parts of the speech in class. We wrote the benefit to the listening to the speech ("what's in it for me?"). In addition, we wrote the internal preview. We discussed creative introductions and the instructor gave examples of introductions she had seen that aroused audience interest.
The instructor returned "I Am" papers with corrections. At a future class, we will do personality profiles and a discussion on the paper in conjunction with what was learned from the "I Am" paper. Students who received their papers need to bring them to future classes, as we will be working with them for this exercise and also for an English grammar/usage corrections session.
Carla gave her "how to" speech.
Finally, the instructor discussed the use of Powerpoint in presentations. She showed students a scholar who dislikes Powerpoint (Tufte). The datagraphics work of Tufte was also discussed.
In addition, she showed students "royalty free" and "public domain" imagery. She discussed stock photos and how they can be used (with watermark). We talked about how photographs had to be cited, just like other information does.
She went over what items must be turned in at the time of the speech: notecard (no more than 50 words), full-sentence outline, and Annotated Works Cited. She reminded students of the assignment in the syllabus and how they needed to go over the assignment before full preparing their speech so they could do important items like naming two library sources.
Next class:
Speeches: Gus, Carla, Luis, Mae
Chapter 6, Listening
