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Week Nine Assignment 5 Bus221

The Formal Informative Speech (5-8 Minutes)

Review your speech plans in Week 8 Discussion Board before you complete work here.

You must select a current events topic from the media (newspaper/magazine, radio, TV, or Internet).

This can be based on a social, economic or political activity of concern to you.

REVIEW THE GUIDELINES AND GRADING MATRIX BELOW.

Assignment #5: The Formal Informative Speech (5-8 Minutes)

Due: Week 9 (this week).

Speech Assignment: Communicate on Your Feet, an Expository Speech

    1. Follow the speech plan Action Steps to prepare a five to eight minute informative speech in which you present carefully researched, in-depth information about a complex topic. You may choose one of the topics from Figure 16.2 in the textbook, or a topic suggested by your coursework; or a topic about which you are interested;

      or a topic suggested by your instructor. Your instructor must approve your topic.
    2. Criteria for evaluation include all the general criteria of topic and purpose, content, organization, and presentation, but special emphasis will be placed on how intellectually stimulating the topic is made for the audience, how creatively ideas are presented, and how clearly the important information is emphasized. Use the Expository Speech Evaluation Checklist, Figure 16.3 in the textbook to critique yourself as you practice your speech.
  1. Prior to presenting your speech, prepare an outline, a source list in APA format, and a written plan for adapting your speech to the audience. Your adaptation plan should describe both verbal and visual strategies and should address how you will:
  • Establish common ground
  • Build and maintain audience interest
  • Adjust to the audience’s knowledge and sophistication
  • Build speaker credibility
  • Adapt to

    the audience’s attitudes toward your speech goal
  • Adapt to audiences from different cultures and language communities (if relevant for you in this speech)

The United States has gone to war with North Korea in the past (1950-1953). It was a challenging undertaking due to geography and climate, and because of the Chinese and the Soviets taking the side of the North Koreans. Millions died in the process, and North Korea has used this as one of the pretexts in their quest for the weapons of mass destruction. Of course, conflicts are unpredictable and they tend to spiral out of control. Not many players would wish to rush to war since the outcome is uncertain. I look forward to reevaluating this issue to understand the history behind the Korean crisis, all the parties involved, any intervention measures being put in place to prevent war, any successes and/or stalemates, as well as why there is a lot of mistrust. I hope to be able to predict development



on the Korean issue over the next few months with relative certainty.There has been a lot of talk about the North Korean nuclear activity; and, of course, this is concerning since North Korea does not seem to be slowing down. The North Koreans insist on developing and possessing these dangerous weapons, and they have made it clear of their intentions to use them if attacked or provoked. North Korea may not be having a real enemy as of now. This is since South Korea, Japan, and the United States are highly regarded as the beacons of morality and humanity in general. In fact, immediately after President Trump came to office, there were fears that a war with Korea may break-out. Diplomacy worked, and the world was pulled from the brink of another catastrophe.

Andelman, D.A. (2017, August 21). North Korea will be a nuclear power. We need to accept that now. CNN. Retrieved from


href="http://edition.cnn.com/2017/08/21/opinions/north-korea-will-have-nuclear-weapsons-andelman-opinion/index.html">http://edition.cnn.com/2017/08/21/opinions/north-korea-will-have-nuclear-weapsons-andelman-opinion/index.html

The online news article is:

Use visual aids to enhance audience understanding and memory 


valign="top">

Had 6 - 7 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Many issues)


valign="top">

The language was not clear, vivid, emphatic, and appropriate.

Criteria

0

Unacceptable

1

Developing

2

Competent

3

Exemplary

1. An outline is prepared showing how you will adapt your speech to the audience based on the seven criteria given in the assignment

Did not submit



outline or

did not explain how the speech would be adapted to the audience; or omitted key information and/or included irrelevant information. Completed with less than 60% accuracy, thoroughness, and logic.

Partially explained how the speech would be adapted to the audience with 60-79% accuracy and thoroughness.

Sufficiently explained how the speech would be adapted to the audience with 80-89% accuracy and thoroughness.

Fully explained how the speech would be adapted to the audience with 90-100% accuracy and thoroughness.

2. Writing – Grammar, sentence structure, paragraph structure, spelling, punctuation, APA structure and usage.

Did not complete the assignment or had 8 or more different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Major issues)

Had 4 - 5 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Minor issues)

Had 0 - 3 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage.

 

3. The goal of the speech is clear.

No goal was discernable.

The goal was weakly or incompletely stated.

The goal sufficiently was stated.

The goal was clear and completely stated.

4. The introduction is effective in creating interest and introducing the process.

The introduction was present or not effective in



creating interest and introducing the process.

The introduction was weak or incomplete or not very effective in creating interest and introducing the process.

The introduction was sufficiently effective in creating interest and introducing the process.

The introduction was very effective in creating interest and introducing the process.

5. The speech is organized and uses time order.

The speech was unorganized and did not use time order.

The speech was somewhat organized and had evidence of time order.

The speech was sufficiently organized and had sufficient use of time order.

The speech was organized and clear and had clear evidence of time order.

6. The language is clear, vivid, emphatic, and appropriate.

The language was sometimes clear, vivid, emphatic, and appropriate.

The language was sufficiently clear, vivid, emphatic, and appropriate.

The language was impactful: it was very clear, vivid, emphatic, and appropriate.

7. The conclusion is effective in summarizing the steps.

The conclusion was not effective in summarizing the steps.

The conclusion was weak or incomplete and was not fully effective in summarizing the steps.

The conclusion was sufficiently effective in summarizing the steps.

The conclusion was clear and complete and fully effective in summarizing the steps.

8. Delivery was enthusiastic with vocal expressiveness, fluency,



spontaneity, and directness.

Did not deliver the speech enthusiastically with vocal expressiveness, fluency, spontaneity, and directness.

Delivered the speech with some enthusiasm, vocal expressiveness, fluency, spontaneity, and directness.

Delivered the speech with sufficient enthusiasm, vocal expressiveness, fluency, spontaneity, and directness.

Delivered the speech with an abundance of enthusiasm, vocal expressiveness, fluency, spontaneity, and directness.

9. The content is intellectually stimulating, creative, and clear.

Did not have content that was intellectually stimulating, creative, and clear.

Content was weak or incomplete or was not sufficiently intellectually stimulating, creative, and clear.

Content was sufficiently intellectually stimulating,



creative, and clear.

Content was very intellectually stimulating, creative, and clear.

Criteria

0

Unacceptable

1

Developing

2

Competent

3

Exemplary

1. An outline is prepared showing how you will adapt your speech to the audience based on the seven criteria given in the assignment

Did not submit outline or

did not explain how the speech would be adapted to the audience; or omitted key information and/or included irrelevant information. Completed with less than 60% accuracy, thoroughness, and



logic.

Partially explained how the speech would be adapted to the audience with 60-79% accuracy and thoroughness.

Sufficiently explained how the speech would be adapted to the audience with 80-89% accuracy and thoroughness.

Fully explained how the speech would be adapted to the audience with 90-100% accuracy and thoroughness.

2. Writing – Grammar, sentence structure, paragraph structure, spelling, punctuation, APA structure and usage.

Did not complete the assignment or had 8 or more different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Major issues)

Had 6 - 7 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Many issues)

Had 4 - 5 different errors in grammar,



sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Minor issues)

Had 0 - 3 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage.

 

3. The goal of the speech is clear.

No goal was discernable.

The goal was weakly or incompletely stated.

The goal sufficiently was stated.

The goal was clear and completely stated.

4. The introduction is effective in creating interest and introducing the process.

The introduction was present or not effective in creating interest and introducing the process.

The introduction was weak or incomplete or not very effective in creating interest and introducing the process.

The



introduction was sufficiently effective in creating interest and introducing the process.

The introduction was very effective in creating interest and introducing the process.

5. The speech is organized and uses time order.

The speech was unorganized and did not use time order.

The speech was somewhat organized and had evidence of time order.

The speech was sufficiently organized and had sufficient use of time order.

The speech was organized and clear and had clear evidence of time order.

6. The language is clear, vivid, emphatic, and appropriate.

The language was not clear, vivid, emphatic, and appropriate.

The language was sometimes clear, vivid, emphatic, and appropriate.

The language was



sufficiently clear, vivid, emphatic, and appropriate.

The language was impactful: it was very clear, vivid, emphatic, and appropriate.

7. The conclusion is effective in summarizing the steps.

The conclusion was not effective in summarizing the steps.

The conclusion was weak or incomplete and was not fully effective in summarizing the steps.

The conclusion was sufficiently effective in summarizing the steps.

The conclusion was clear and complete and fully effective in summarizing the steps.

8. Delivery was enthusiastic with vocal expressiveness, fluency, spontaneity, and directness.

Did not deliver the speech enthusiastically with vocal expressiveness, fluency, spontaneity, and directness.

Delivered the speech with some



enthusiasm, vocal expressiveness, fluency, spontaneity, and directness.

Delivered the speech with sufficient enthusiasm, vocal expressiveness, fluency, spontaneity, and directness.

Delivered the speech with an abundance of enthusiasm, vocal expressiveness, fluency, spontaneity, and directness.

9. The content is intellectually stimulating, creative, and clear.

Did not have content that was intellectually stimulating, creative, and clear.

Content was weak or incomplete or was not sufficiently intellectually stimulating, creative, and clear.

Content was sufficiently intellectually stimulating, creative, and clear.

Content was very intellectually stimulating, creative, and clear.

 

 

 


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