Informative Speech Outline Rubric COMM 1010
Objectives:
• Write a thesis statement and support it with propositions,
• Analyze audience demographics and adapt to audience members during delivery,
• Organize and outline a speech in informative and persuasive categories,
• Research and find evidence and claims to support your theses and propositions,
Point Value: 100
_____ (5 Points) The speaker defines an attention-getting step.
Effectively relates to topic
Potential to pull audience into speech
_____ (25 Points) The speaker writes a clear thesis that defines the purpose of the speech.
Thesis is declarative
_____ (5 Points) The speaker identifies propositions to support their thesis.
Propositions are complete and clear
_____ (5 Points) The speaker adapts their topic to their targeted audience.
All can relate in some way to the topic
_____ (20 Points) The speaker organizes propositions logically or chronologically.
Some sense of order is displayed
_____ (20 Points) The speaker writes transitions that summarize and relate information from one point to next.
Summarize
Relate
_____ (20 Points) The speaker supports claims with stratified research cited within the body of the outline.
Cited in outline
Cited bibliographically
_____ Total Points
Impromptu
- What moral issue best defines you?
- What is the biggest effect of the internet?
- Describe your worst experience
- Discuss the most memorable event in your life
- Is capitalism the best political and economic system? Defend your choice.
- Is knowledge more important than wisdom?
- Is a glass half full or half empty? Explain your choice.
- Why are humans so fascinated with understanding the universe?
- Does technology live up to it's promise?
- Ghosts I'd like to meet
- The morality of zoos
- Three keys to a happy life
- Reality TV shows
- Beauty
- You are what you eat
- Love is a choice
- Professional athletes are overpaid
- Dogs are better than cats
- How to become a millionaire
- Importance of communication
- Bottles versus cans
- Real or fake Christmas trees
- peer to peer technology
- Motorcycle helmets
- the assasination of a dictator can/cannot be justified
- Curfews
- Alien abductions
- The worst/best book you ever read
- All time favorite movie
- Your first memory
The Informative Outline Sample
This is a sample outline for a typical informative. Use this in constructing your presentation and include where you would integrate your images for support.
Topic:
Specific Purpose:
Thesis Statement:
I. Introduction
A. Attention-Getting Step:
B. Tie to Audience:
C. Thesis & Preview: (The preview includes your three platforms)
1. Proposition One
2. Proposition Two
3. Proposition Three
(Transition into Body of Speech)
II. Prop One
A. Main Point
B. Anecdotal support
C. Sources
(Transition into Prop Two)
III. Prop Two
A. Main Point
B. Anecdotal support
C. Sources
(Transition into Prop Three)
IV. Prop Three
A. Main Point
B. Anecdotal support
C. Sources
(Transition into Conclusion)
V. Conclusion
A. Restate thesis with supporting propositions.
B. Tie back to AGS.
C. Wrap it up.
Checklist:
I have analyzed my audience on this topic & have determined they are ready for action.
I have narrowed my topic to focus upon a problem that needs to be solved with action
I have clearly stated the purpose of my speech.
My thesis statement is written as a complete declarative sentence.
My introduction focuses attention, establishes my credibility, & previews my message.
The first main point in my speech establishes the need for action.
The second main point in my speech details a plan of action that satisfies the need.
The third main point in my speech visualizes the results of action and the consequences of inaction.
My integrated visuals support my points but do not draw away from my delivery.
Topic:
Specific Purpose:
Thesis Statement:
I. Introduction
A. Attention-Getting Step:
B. Tie to Audience:
C. Thesis & Preview: (The preview includes your three platforms)
1. Proposition One
2. Proposition Two
3. Proposition Three
(Transition into Body of Speech)
II. Prop One
A. Main Point
B. Anecdotal support
C. Sources
(Transition into Prop Two)
III. Prop Two
A. Main Point
B. Anecdotal support
C. Sources
(Transition into Prop Three)
IV. Prop Three
A. Main Point
B. Anecdotal support
C. Sources
(Transition into Conclusion)
V. Conclusion
A. Restate thesis with supporting propositions.
B. Tie back to AGS.
C. Wrap it up.
Checklist:
I have analyzed my audience on this topic & have determined they are ready for action.
I have narrowed my topic to focus upon a problem that needs to be solved with action
I have clearly stated the purpose of my speech.
My thesis statement is written as a complete declarative sentence.
My introduction focuses attention, establishes my credibility, & previews my message.
The first main point in my speech establishes the need for action.
The second main point in my speech details a plan of action that satisfies the need.
The third main point in my speech visualizes the results of action and the consequences of inaction.
My integrated visuals support my points but do not draw away from my delivery.
The Motivtional Persuade Outline
This is a sample outline for a typical motivational persuade based on Monroe's Motivated Sequence. Use this in constructing your presentation and include where you would integrate your sources.
Topic:
Specific Purpose:
Thesis Statement:
I. Introduction
A. Attention-Getting Step:
B. Tie to Audience:
C. Credibility Material:
D. Thesis & Preview: (The preview includes your three platforms)
(Transition into Body of Speech)
II. Body
A. Main Point #1 -- Need
1.(Statement of Need for Action)
a.(Description of Problem)
b.(Signs, Symptoms, Effects of Problem)
c.(Example, Narrative, or Testimony)
2. (Importance of Problem)
a.(Extent of Problem)
b.(Facts/Statistics)
c.(Expert Testimony)
3. (Who is Affected)
a. (Facts/Statistics)
b. (Example/Narrative)
(Transition into Main Point 2)
B. Main Point #2 (Present Solution that Satisfies Need)
1. (Description of Solution)
a. (How Solution Satisfies Need)
b. (How Solution can be Implemented)
(1) (Plan of Action)
(2) (Steps of Plan)
(i) (Step 1 of Plan)
(ii) (Step 2 of Plan)
(Transition into Main Point 3)
C. Main Point #3 (Visualize Results)
1. (Describe Expected Results of Action)
2. (Describe Consequences of Inaction)
(Transition into Conclusion)
III. Conclusion
A. Summary:
B. Tie Back to Attention-Getting Step:
C. Call for Action:
Checklist:
I have analyzed my audience on this topic & have determined they are ready for action.
I have narrowed my topic to focus upon a problem that needs to be solved with action
I have clearly stated the purpose of my speech.
My thesis statement is written as a complete declarative sentence.
My introduction focuses attention, establishes my credibility, & previews my message.
The first main point in my speech establishes the need for action.
The second main point in my speech details a plan of action that satisfies the need.
The third main point in my speech visualizes the results of action and the consequences of inaction.
Topic:
Specific Purpose:
Thesis Statement:
I. Introduction
A. Attention-Getting Step:
B. Tie to Audience:
C. Credibility Material:
D. Thesis & Preview: (The preview includes your three platforms)
(Transition into Body of Speech)
II. Body
A. Main Point #1 -- Need
1.(Statement of Need for Action)
a.(Description of Problem)
b.(Signs, Symptoms, Effects of Problem)
c.(Example, Narrative, or Testimony)
2. (Importance of Problem)
a.(Extent of Problem)
b.(Facts/Statistics)
c.(Expert Testimony)
3. (Who is Affected)
a. (Facts/Statistics)
b. (Example/Narrative)
(Transition into Main Point 2)
B. Main Point #2 (Present Solution that Satisfies Need)
1. (Description of Solution)
a. (How Solution Satisfies Need)
b. (How Solution can be Implemented)
(1) (Plan of Action)
(2) (Steps of Plan)
(i) (Step 1 of Plan)
(ii) (Step 2 of Plan)
(Transition into Main Point 3)
C. Main Point #3 (Visualize Results)
1. (Describe Expected Results of Action)
2. (Describe Consequences of Inaction)
(Transition into Conclusion)
III. Conclusion
A. Summary:
B. Tie Back to Attention-Getting Step:
C. Call for Action:
Checklist:
I have analyzed my audience on this topic & have determined they are ready for action.
I have narrowed my topic to focus upon a problem that needs to be solved with action
I have clearly stated the purpose of my speech.
My thesis statement is written as a complete declarative sentence.
My introduction focuses attention, establishes my credibility, & previews my message.
The first main point in my speech establishes the need for action.
The second main point in my speech details a plan of action that satisfies the need.
The third main point in my speech visualizes the results of action and the consequences of inaction.
The Group
"Our problem as a group was not our problem
solving, it was the effect we had on each other."
"No one person assumed full control of the group.
We worked together well and listened to each other and in the end we were able to accomplish the task which I believe verifies the fact that our group did indeed communicate well."
solving, it was the effect we had on each other."
"No one person assumed full control of the group.
We worked together well and listened to each other and in the end we were able to accomplish the task which I believe verifies the fact that our group did indeed communicate well."
Small Group Paper Rubric
This paper is due no later than noon, Tuesday, March 9, 2010. Submit this paper via email to imnost62@mac.com with COMM1010, SG, LAST NAME in the subject line. Please submit the paper as a PDF file attached to your email.
Description of Paper
If you participated in the Haz-Mat problem–solving activity, write an original and thorough evaluation of your group's discussion and participation in the following three areas; quantitative participation of each member, qualitative participation of each member, and an overall analysis of the group's communication as a whole.
And if you played the Red/Green game, write about the essential nature of trust in relationships based on your findings, and how competition impacts trust and momentum within your group and the other groups.
200 Points Possible
Rubric
1. The student participated in both the Haz-Mat activity and the Red?green Game.
Description of Paper
If you participated in the Haz-Mat problem–solving activity, write an original and thorough evaluation of your group's discussion and participation in the following three areas; quantitative participation of each member, qualitative participation of each member, and an overall analysis of the group's communication as a whole.
And if you played the Red/Green game, write about the essential nature of trust in relationships based on your findings, and how competition impacts trust and momentum within your group and the other groups.
200 Points Possible
Rubric
1. The student participated in both the Haz-Mat activity and the Red?green Game.
(20 points) _____
2. The student writes about the quantitative participation of each member, including their own participation, and what drove them to either contribute or abstain from participating. How did this impact the outcome of the group?
(60 points) _____
3. The student writes about the qualitative participation of each member. How did their communication and participation style (task, maintenance, leader) impact the outcome of the group? What type(s) of leadership style evolved?
3. The student writes about the qualitative participation of each member. How did their communication and participation style (task, maintenance, leader) impact the outcome of the group? What type(s) of leadership style evolved?
(60 points) _____
4. The student writes about the group's communication as a whole.
(Not to worry, all responses are held in confidence.)
(Not to worry, all responses are held in confidence.)
(20 points) _____
5. The student writes about the essential nature of trust in relationships based on their findings, and how competition impacts trust and momentum within their group and the other groups. The student researches and sites an additional source on competition in small groups.
(40 points) _____
Haz Mat
Small Group Problem Solving and Roles
The Process
• Define and Analyze the Problem
• Establish Criteria for Evaluating Solutions
• Identify Possible Solutions
• Evaluate Solutions
• Select Best Solutions
• Test Solutions
The Roles
Task
Maintenance
Leadership
- Autocratic
- Democratic
- Laissez-faire
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