Speech Presentations Begin Friday, May 13!!!

Students,

This is just a reminder that we will begin presenting on Friday, May 13. We will finish presenting informative speeches on Friday, May 20 after final exams. On Friday, May 20, meet in room 1B at 1:00 and we'll begin right away! Arrange for pickup that day at 2:15 p.m. If you cannot attend, you must bring a note signed by a parent/guardian explaining why you are unable to attend.

Good luck!
-Mrs. Pantuso

Speech Video Clips from Class!

Below is a link to the webpage that includes all of the video clips that I've been showing y'all in class! If you scroll to the bottom of the webpage, you'll see a section titled, "Techniques Clips." Those are the videos that we've seen in class, but it could also be helpful to check out some of the full-length speeches. I recommend the speech entitled "Fair Trade."

Speech Videos Link

INFORMATIVE SPEECH CHECKLIST

___  Put Works Cited into MLA format

___  Make revisions to your outline
___  Make sure that you listed your sources in the intro. (Credibility Statement)
___  Make sure that you included at least three in-text citations ("According to...")

___  Peer review two classmates’ outlines

___  Make another round of revisions to your own outline

___  Prepare your visual aids

___  Sign up for a meeting time with Mrs. Pantuso

___  Meet with Mrs. Pantuso to go over your speech

___  Record yourself practicing (during class)

___  Ensure speech is within 5-8 minute time limitation

___  Watch video of yourself practicing

___  Make note cards of your speaking outline

___  Practice speech at home with visual aids

___  Review the outline and speaking rubrics

___  Memorize your introduction and conclusion

___  Practice until you feel comfortable speaking, not reading, your speech

___  Get plenty of sleep the night before your speech!

Mrs. Pantuso's Sample Works Cited Page

Students,

Below are a couple of links; the first is to my example works cited page that we did together in class on Monday. The second is to a website, called the Purdue OWL (Online Writing Lab), that will tell you everything you need to know about writing a works cited page in MLA format, in case you need to look something up:

Sample Works Cited

Purdue OWL: Works Cited

Click the link below to sign up for a meeting with Mrs. Pantuso:

https://docs.google.com/spreadsheets/d/1_z1A4PVNN4dL5H2Do43Yey9DEh92PWoggYwxFzl22Mw/edit#gid=0

Informative Speech Timeline and Outline Slideshow from Class (Click the link to view!)

https://docs.google.com/presentation/d/17TBvgrDPC-UmbdRPM600mmwoMoiMyIu6GYAEu6SxNvU/edit?usp=sharing

Earth Day Video (Frontline: Heat)

Here's the link to the video we watched today in class, in case you'd like to finish it!

http://www.pbs.org/video/994540147/

EXAMPLE INFORMATIVE SPEECH OUTLINE (With Comments)

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?usp=sharing

I know we're not writing persuasive speeches, BUT...

This was too good not to share!

https://www.youtube.com/watch?v=d1I6ljzaY9k

3 Ways to Incorporate Quoted Material Into Your Writing:

1. DROPPED QUOTES--

Dropped quotes are partial phrases taken from the middle of a piece of text. Dropped quotes are comprised of only a few words and give no direction as to who the speaker is or the content it’s referring to. These must always be introduced within a sentence, and cannot comprise a complete sentence on their own.

Example: As Rembrandt’s skill developed, he began painting landscapes that are “romantic and visionary” (Wallace 96).

2. FULL SENTENCE QUOTES--

As the name implies, full sentence quotes are created by quoting complete sentences that take up less than 4 lines. Although these are complete sentences, they cannot be used as stand-alone sentences in your paper. Introduce them with an additional complete sentence or a signal phrase.

Example: Over the course of time Rembrandt’s work began to change and focus on different themes, but as Wallace points out: "Rembrandt’s great gift as an etcher lay in preserving a sense of spontaneity while scrupulously attending to close detail” (142).

Example: As Wallace states, “Rembrandt’s great gift as an etcher lay in preserving a sense of spontaneity while scrupulously attending to close detail” (142).

3. INDIRECT QUOTES--

Indirect quotes, or paraphrasing, is when you use a sentence from a source but change the wording slightly into your own words. This is useful if you’ve too many direct quotes, or full sentence quotes, in your paper. Be careful to avoid plagiarism though by changing at least 50% of the sentence.

• Change the structure of the sentence by moving parts around. You can use a thesaurus to exchange words with synonyms.

• Paraphrasing should only be done if you are certain that you understand the content you are copying. If you are unclear as to the meaning of the quote, you won’t be able to put it adequately into your own words.

• When you write your paraphrase, don’t look at the quote. Keep the meaning in your head and create a new sentence to match.

Example: 

The original passage:

Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:

In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

An acceptable summary:

Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).

A plagiarized version:

Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

Sources due Wednesday, March 30!!!

SOURCE REQUIREMENTS
Your four sources must meet the following requirements:

ACCEPTABLE SOURCES include the following: 
     - Print sources (e.g., books, magazines, newspapers, and journals)
     - News stories (e.g., radio, TV, article accessed electronically/online)
     - Interviews (with an expert/qualified person)
     - Academic journals or articles (considered "print sources") via Questia database
     - Official websites (e.g., ---.org, ---.gov, ---.edu)

UNACCEPTABLE SOURCES include the following:
     - Wikipedia
     - Blog or opinion post
     - Interview from a friend, yourself, or any other non-expert
     - Unofficial/unapproved websites
     - Encyclopedia articles (use only as a last resort)

3/28/16: Class Objectives

March 28, 2016
TODAY'S OBJECTIVES:

1. Browse the following links:

"Finding Primary Sources"
http://www.library.illinois.edu/ugl/howdoi/primarysources.html

"Finding Secondary Sources"
http://www.library.illinois.edu/ugl/howdoi/secondarysources.html

2. Log on to Questia, the database used by the school--
         a. Go to QuestiaSchool.com
         b. Enter your school email address as your username
         c. Enter "saints" (all lowercase) as your password
         d. Explore the website/browse for articles on your topic
         e. Optional: Watch tutorial videos (with headphones) at the bottom of the home page

3. Start a Google Doc titled "Informative Speech Works Cited" through your school account
         a. Once you've found four sources, submit to Mrs. Pantuso for approval by sharing with her
         b. Use www.easybib.com to put your source citations into the proper format--
             due Wednesday, 3/30

Informative Speaking Link

Use the following resource to complete your guided notes: http://writing.colostate.edu/guides/guide.cfm?guideid=52

Video: Ina Garten Makes "Ultimate Grilled Cheese" Sandwiches

Giving a demonstration speech is a lot like hosting your own cooking show. Check out this video clip from one of my favorite cooking shows!

  http://www.foodnetwork.com/chefs/ina-garten/ina-garten-videos.html?soc=socialsharingtw

Managing Public Speaking Anxiety

Mark Twain once said, "There are two kinds of speakers: those that are nervous and those that are liars." In other words, no matter how seasoned or "under-seasoned" you are when it comes to making presentations, there is going to be some particular audience, some particular topic, some particularly poor timing or something else in particular that is going to give you some sleepless nights and a queasy stomach in the morning.

It doesn’t matter if you’re presenting to two people or to 2,000 people: When presentation anxiety strikes, you need some strategies to get you out of your own head and on to the stage with confidence, polish, and professionalism.
Exercise that morning. 

For those people who consider public speaking a stressful activity, you’re in luck: According to Michael Hopkins, a graduate student at Dartmouth’s Neurobiology of Learning and Memory Laboratory, "the positive stress of exercise prepares cells and structures and pathways within the brain so that they’re more equipped to handle stress in other forms." Rather than use the morning of your big presentation to ruminate and freak yourself out, spend at least a half hour working out. 
The hardest part for most public speakers is actually getting started. You’re now trying to manage your anticipatory anxiety (planning what could go wrong in the future) with your situational anxiety (experiencing what may going wrong right now). Short-circuit your monkey mind by memorizing the first three lines of your presentation. This will shift your brain out of panic mode and into memory-retrieval mode. And so that you don’t add memory anxiety to your list of concerns, make sure that you have practiced saying your first three lines out loud several times.
Memorize your first three lines. And what about "Hello everyone—thank you for having me. I’m delighted to be here" as an intro? It doesn’t work. In order for you to use your introductory sentences to strategically catapult yourself over your opening jitters, you need to prepare something that brings energy to yourself, to the audience, and to the presentation. Share a short personal story, a brief commentary on a recent, relevant headline, or a potent quotation. (I often begin my presentation skills training with my favorite Mark Twain one!)

Plan a dialogue rather than a monologue. Which would you rather do: make a presentation in front of a group of people or engage in a conversation with a group of people? Unless you struggle with social anxiety in general (a topic for another time), chances are, you would prefer the latter. And guess what? So would your audience. Deliver it flawlessly and remember to breathe. Build in breaks for yourself that also allow your audience to share a role in the presentation. 

Give your audience the opportunity to engage with and better retain the information, 

Use the Colorado State University website as a reference when writing your introduction:

http://writing.colostate.edu/guides/page.cfm?pageid=1062&guideid=52

Jan. 29 Bell-Ringer:

Read the following article on speech introductions and conclusions:

http://www.myspeechclass.com/intros.html

Welcome to the SJDCHS Speech Blog!

Students,

Become a member or subscribe to our blog to stay up-to-date on the latest Speech class news and information! Now you have access to presentations, handouts, and information from class anytime on the web!

Cheers, 
-Ms. Kleinecke