Works Cited Checklist (READ! READ! READ!)

Your Works Cited page, due with your speech, should meet all of the following criteria:

- Four or more reputable sources  (book, journal, periodical, interview, e.g.; these can be accessed
   electronically)
- 12 point Times New Roman font
- Double spaced throughout entire document (Do not press the "Enter" key more than once on the
   page.)
- Title: "Works Cited" (center on page)
- One inch margins
- The first line of each entry should start at the left margin. If an entry is longer than one line, which
    many will be, the second and subsequent lines should begin 1/2 inch to the right of the left margin
    (or one "Tab" over).
- Entries should be listed in alphabetical order (based on the first letter of each entry).
- Your Works Cited should be on its own page, not at the end of your outline. You will hand it in with
   your outline.
- See the "Sample Works Cited Page" post from 10/7/14 to view an example Works Cited.

VISUAL AID TIPS

•Prepare

     –Make sure your visual aid does not look sloppy or rushed.

•Relevance

     –Make sure your visual aid enhances the speech and doesn't distract from it.

•Practice

     –Make sure you know when to use your visual aids in your speech.

•Simplicity/ Clarity

     –Make your visual aids simple, clear, and to-the-point.

•Size

     –Make sure your visual aids are large enough for the audience to see.

•Font/Type

     –Select a font that’s easy to read. (Don’t get fancy; it’s distracting.)

      –Use as few words as possible; you don’t want your audience reading a paragraph!

Sign-Up Sheet for Informative Speech Meetings

In order to view the following link, you must be signed in to Google with your school username (e.g., nkleinecke@sjdcsh.org). Let me know if you have trouble accessing the document and we'll sign up together:

https://docs.google.com/a/sjdchs.org/document/d/13MKsQ9hR54FBU_CN-f7eIPwOlJbdl-EcWUGx50ScgF4/edit?usp=sharing

Sample Informative Speech Outline (The Titanic) With Commentary

Click on the following link to view an example informative speech outline on The Titanic. Read my comments along the sidebar! You can use this outline as a guide when writing your own:

https://docs.google.com/document/d/128IQxtHfZ5lSc8toKhz7zCMreYlBkmnOqiJ8tbYajW8/edit

Sample Works Cited Page

http://writing.colostate.edu/files/guides/9/File_B3836C9C-ED92-5561-F87916098F92FE4D.pdf

Sample Demonstration Speech Outline

John Doe
Demonstration Speech Outline

Topic:  Candle Making

Specific purpose:  To demonstrate to my audience how to make candles.

I. Introduction

A.  Attention-getter: How many of y’all use candles at home? If you’re like me, then you use candles almost every day to make your house smell better, to help you relax in a bubble bath, or to celebrate someone’s birthday! Did you know that candles actually date back to the Ancient Egyptians who are credited with making the first candles? They made torches by soaking the spongy core of reeds in melted tallow (made from animal fat).

B.  Tie to the audience:  Like the ancient Egyptians, I’ve invented a method of candle-making that can save

     you loads of money, and it can be a lot of fun! And no, it doesn’t involve animal fat. If you look in

     stores like Yankee Candle, you can spend anywhere from $5.00 to over $100.00 on a new candle! Well,

     today I am going to show you an inexpensive and fun way to make your very own candles at home.

C.  Credibility Material: Two years ago I began making candles. At first I made them just for fun, but then I started selling my candles for choir and for my church’s youth group around Christmas time.

D.  Preview: Today I will explain three basic steps to candle-making. First, I’ll show you how to go about

      finding the right materials. Next, I’ll show you how to melt the wax. And finally, I’ll show you how to

      make a molded ice-cube candle.

Transition: So, let’s get started!

II. Body

A. The first step is to gather the equipment you will need.

1. You will need wax.

a. You can either use old, worn out candles, which are obviously free, or you can purchase paraffin wax from a craft store.

2. You will also need wicks.

a. You can make wicks from heavy, braided cotton string, or you can purchase wicks from a craft store. I read in Ray Shaw’s book entitled Candle Art that heavy braided cotton string works just as good (Shaw 25-26). I’ve never tried the cotton string, but it’s worth a try!

3. Next, you’ll need to set up a double boiler.

a. You can use an actual double boiler.

b. You can also make your own using a pan and a jar or coffee can.

4. Next, you will need a mold for your candle.

a. This can be anything: a milk carton, cup, a tin can, a paper towel tube, etc.

5. Finally, there are two optional ingredients for candle-making:

a. First, you can use crayons or wax dye to add color to your wax.

b. Second, you can purchase scented oils or essential oils, which I prefer, to make your

    candles smell wonderful.

Transition: Now that we have all of our materials, let’s get to the fun part!

B. The first thing we’re going to do is melt the wax.

1. Start by placing wax in the double boiler or in a coffee can put in a pan of water.

2. Apply heat until the water boils.

3. Once the water is boiling, make sure to turn down the heat and let the wax melt. Don’t let the

    wax boil.

4. Once the wax has melted, you can add your wax dye, crayons, or scent (if desired) and stir.

Transition:  Once you’ve got the wax melted, you can really get creative and have some fun with the color, scent, and shape of your candle.

C. I’m going to show you how to make a molded ice cube candle.

1. First, I’m going to cut off the top of a milk carton.

2. Next, place a candle the height of the carton in the center of the carton. This makes an excellent wick.

3. Now break about ten ice cubes into chunks.

a. Finely crushed ice creates small holes. Large cubes create large openings.

4. Next, fill the mold with crushed ice.

5. Quickly pour hot wax into the carton while someone holds the candle straight.

            a. Be careful not to burn anyone!

6. Lastly, pour off the excess water when the wax is completely hardened.

Transition: Now that you know how to make an ice cube candle, let’s go over everything I showed you today.

III. Conclusion

A. Review Your Steps: So today I showed you how to do three basic things.

1. I showed you how to find the right materials.

2. I showed you how to correctly melt the wax.

3. And I showed you how to make an ice-cube candle. Just remember, the tricky part is keeping the

    wick in the center of the mold.

B. Closure: Today we use candles for many occasions. They are really inexpensive to make and a lot of fun! So when you try making candles on your own, use your imagination and be creative. Have a great time experimenting and making your own candles to enjoy!

Demonstration Speech: Outline Template

Your Name

Demonstration Speech Outline

 Topic: What is the general topic of your speech? (“How to perform CPR,” e.g.)

Specific Purpose: “To demonstrate to my audience ... (explanation of what you are doing)”

I. Introduction

A.  Attention-getter: (What you will say/do to get the audience’s attention?)

B.  Tie to the audience: (Why is this speech useful for them? How can you relate your topic to

     them?)

C.  Credibility Material: (Explain how you are qualified to give this demonstration?)

D.  Preview: (What are the steps that you will be demonstrating?)

Transition (This statement will help you move from the introduction to the body of your speech.)

II. Body

A.  Materials Needed (Use a complete sentence here.)

1.  List all…

2.  materials here.

3.  Use complete sentences.

Transition Statement (This is a complete sentence, or two, that helps you transition to actually starting the demonstration.)

B. Step One

1. Explanation----Remember to use complete sentences!

2. Explanation

Transition  (when moving from one step to the next)

C. Step Two

1. Explanation

2. Explanation

Transition

(Include as many steps as you need to complete your demonstration. Use transitions between steps to make the instructions more clear to your audience. For example, “After you have mixed all the ingredients together, then you will…”

III. Conclusion

A.  Review Your Steps: Restate the steps that you previewed in the introduction.

B.  Closure: (Wrap up the speech in a creative way. Refer back to your introduction in some way.)

Sample Demonstration Speeches (Video)

Here's are links to the videos that we viewed in class:

Table Etiquette:
https://www.youtube.com/watch?v=q-Gv5aDWjLo

Garage Sale-ing:
https://www.youtube.com/watch?v=BWevnEC1Jew

Demonstration Speech Rubric

DEMONSTRATION SPEECH RUBRIC

Presenter’s Name: ___________________________________                                               Speech Topic: ____________________________________

Time: __________

CRITERIA	(POINTS EARNED) Performance Evaluation Based on Criteria
Speech begins with an attention-getting statement to capture audience’s attention.	( 6 ) Speaker used an attention-getting statement to effectively capture audience’s attention.	( 4 ) Attention-getting statement was present, but lacking in delivery and/or efficacy.	( 2 ) Attention-getting statement was included in speech, but it was present at the wrong time and was lacking in efficacy.	( 0 ) Speech did not begin with an attention-getting statement.
Relate to Audience	( 6 ) The speaker clearly related their topic to the audience in the introduction.	( 3  )  The speaker attempted to relate their topic to the audience.		( 0 ) The speaker does not relate their topic to the audience in the introduction.
Topic is clearly stated in the introduction.	( 6 ) The topic of the speech is clearly stated in the introduction.	( 4 ) The topic of the speech is only suggested or implied.	( 2 ) The topic of the speech was unclear in the introduction.	( 0 ) The topic of the speech was not stated in the introduction.
Materials are listed after the introduction.	( 6 ) Speaker listed all necessary materials before beginning the demonstration (after introduction).	( 4 ) Speaker listed some, but not all, materials before beginning the demonstration (after the introduction).	( 2 ) Speaker either listed some, and not all, of the materials or does not list them at the correct point in the speech.	( 0 ) Speaker did not list their materials in the speech and/or did not have any materials.
Steps are clear, specific, and easy to follow. Ideas are clearly stated.	( 10 ) Steps were easy to follow and specific. Speaker’s ideas were clearly stated.	( 8 ) The order of steps could be followed.	( 6 ) Order of steps could not always be followed. Speaker’s ideas were not easy to understand.	( 4 ) Order of steps could not be followed. Speaker’s ideas could not be understood.
Transitions were used successfully to connect different parts of the speech.	( 5 ) The speaker used transition statements effectively after the introduction, between steps, and before the conclusion.	( 3) The speaker used some, but not all, required transitions in their speech.	( 1 ) The speaker used one transition in their speech.	( 0 ) The speaker did not use any transitions in their speech.
Presenter reviewed the steps again in their conclusion.	( 5 ) At the beginning of the conclusion, the speaker briefly reviewed the steps.	( 3) The speaker attempted to review steps again, but did not communicate them effectively (steps out of order, some steps missing, e.g.).		( 0 ) The speaker did not review the steps again in their conclusion.
Conclusion includes a concluding statement to wrap up the speech.	( 6 ) Speech ended with a strong closing statement that effectively ends the speech.	( 3 ) Closing statement was included in speech, but was not effective in ending the speech.		( 0 ) Speech ended abruptly without any closing statement(s).
Speaker’s voice was audible and confident.	( 6 ) Speaker spoke clearly, loudly, and confidently.	( 4 ) Speaker’s voice was difficult to hear/ understand at times.	( 2 ) Speaker’s voice was often hard to hear/understand (spoke quietly/quickly, e.g.).	( 0 ) Speaker’s voice was inaudible.
Speaker maintained the interest of the class.	( 6 ) Speaker did a great job maintaining the interest of the class during the presentation.	( 4 ) Speaker generally maintained the interest of the class during the presentation.	( 2 ) Speaker could have done a better job at maintaining the interest of the class during the presentation.	( 0 ) Speaker failed to maintain the interest of the class during the presentation.
Speaker maintained eye contact with the class.	( 6 ) Speaker made eye contact with the audience as much as possible and did not read from note cards.	( 4 ) Speaker made eye contact with the audience as much as possible with the aid of note cards.	( 2 ) Speaker made little eye contact with the audience and read often from note cards.	( 0 ) Speaker rarely or never made eye contact with the audience.
Presenter used visual aids to demonstrate topic.	( 10 ) Presenter effectively used visual aids in their presentation.	( 7 ) Visual aids were used in the presentation.	( 4 ) Visual aids were distracting or were used ineffectively.	( 1 ) Presenter did not have or use visual aids in their presentation.
Preparedness	( 10 ) The speaker was prepared with all materials, knew their lines, and clearly rehearsed beforehand.	( 7 ) The speaker did well overall but could have done more to prepare.	( 4 ) The speaker forgot materials, read their lines, and/or did not appear to have rehearsed beforehand.	( 1 ) The speaker was not prepared at all and clearly did not rehearse their presentation beforehand.
			POINTS EARNED/ TOTAL SCORE	/ 88 (+ 12) =                  /100

ADDITIONAL COMMENTS: