Executive Solution Overview
**files (3)** – ## FEEDBACKFROMSPEECH.docx – ## Grandmotheroutline.docx – ## Leslieoutline.docx **## FEEDBACKFROMSPEECH.docx** FEEDBACK FROM SPEECH Leslie, please revisit the assignment prompt. This speech needs to be about a real-life experience that you had and what you learned from it. The fable …
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**files (3)**
– ## FEEDBACKFROMSPEECH.docx
– ## Grandmotheroutline.docx
– ## Leslieoutline.docx
**## FEEDBACKFROMSPEECH.docx**
FEEDBACK FROM SPEECH
Leslie, please revisit the assignment prompt. This speech needs to be about a real-life experience that you had and what you learned from it. The fable you retell should be about fictional characters who have experiences with a moral that matches the lesson you learned in real life. Although you have used some beautiful imagery in this essay, the flow of speech is disjointed for public speaking when your audience will not have a copy of your speech outline. Your language is poetic, but for public speaking – this can cause your audience to be confused. Please see my comments in the rubric's textboxes for specific feedback so that you can make changes before you deliver your speech for grade. if you have questions, please let me know.
**## Grandmotheroutline.docx**
GRANDMOTHER
GRANDMOTHER is very old, her face is wrinkled, and her
hair is quite white; but her eyes are like two stars, and they
have a mild, gentle expression in them when they look at you,
which does you good. She wears a dress of heavy, rich silk,
with large flowers worked on it; and it rustles when she
moves. And then she can tell the most wonderful stories.
Grandmother knows a great deal, for she was alive before
father and mother- that's quite certain. She has a hymn-book
with large silver clasps, in which she often reads; and in the
book, between the leaves, lies a rose, quite flat and dry; it
is not so pretty as the roses which are standing in the glass,
and yet she smiles at it most pleasantly, and tears even come
into her eyes. "I wonder why grandmother looks at the withered
flower in the old book that way? Do you know?" Why, when
grandmother's tears fall upon the rose, and she is looking at
it, the rose revives, and fills the room with its fragrance;
the walls vanish as in a mist, and all around her is the
glorious green wood, where in summer the sunlight streams
through thick foliage; and grandmother, why she is young
again, a charming maiden, fresh as a rose, with round, rosy
cheeks, fair, bright ringlets, and a figure pretty and
graceful; but the eyes, those mild, saintly eyes, are the
same,- they have been left to grandmother. At her side sits a
young man, tall and strong; he gives her a rose and she
smiles. Grandmother cannot smile like that now. Yes, she is
smiling at the memory of that day, and many thoughts and
recollections of the past; but the handsome young man is gone,
and the rose has withered in the old book, and grandmother is
sitting there, again an old woman, looking down upon the
withered rose in the book.
Grandmother is dead now. She had been sitting in her
arm-chair, telling us a long, beautiful tale; and when it was
finished, she said she was tired, and leaned her head back to
sleep awhile. We could hear her gentle breathing as she slept;
gradually it became quieter and calmer, and on her countenance
beamed happiness and peace. It was as if lighted up with a ray
of sunshine. She smiled once more, and then people said she
was dead. She was laid in a black coffin, looking mild and
beautiful in the white folds of the shrouded linen, though her
eyes were closed; but every wrinkle had vanished, her hair
looked white and silvery, and around her mouth lingered a
sweet smile. We did not feel at all afraid to look at the
corpse of her who had been such a dear, good grandmother. The
hymn-book, in which the rose still lay, was placed under her
head, for so she had wished it; and then they buried
grandmother.
On the grave, close by the churchyard wall, they planted a
rose-tree; it was soon full of roses, and the nightingale sat
among the flowers, and sang over the grave. From the organ in
the church sounded the music and the words of the beautiful
psalms, which were written in the old book under the head of
the dead one.
The moon shone down upon the grave, but the dead was not
there; every child could go safely, even at night, and pluck a
rose from the tree by the churchyard wall. The dead know more
than we do who are living. They know what a terror would come
upon us if such a strange thing were to happen, as the
appearance of a dead person among us. They are better off than
we are; the dead return no more. The earth has been heaped on
the coffin, and it is earth only that lies within it. The
leaves of the hymn-book are dust; and the rose, with all its
recollections, has crumbled to dust also. But over the grave
fresh roses bloom, the nightingale sings, and the organ sounds
and there still lives a remembrance of old grandmother, with
the loving, gentle eyes that always looked young. Eyes can
never die. Ours will once again behold dear grandmother, young
and beautiful as when, for the first time, she kissed the
fresh, red rose, that is now dust in the grave.
THE END
**## Leslieoutline.docx**
Submit Full-Sentence Outline for Speech #1 – Personal Narrative for Special Occasion
**75 Points**
**Submit your Outline and list of Sources HERE for Feedback from your Instructor.**
**First**, see / read the attached grading rubric for speech outlines. It can serve as an excellent "checklist" for ensuring that all necessary items are included in your final speech outline.
**Second,** your outline must be in proper outline formatting with indentations and progressive numbering and lettering according to formal outline guidelines. All major points and subpoints will need to be identified. LABEL all parts of the speech elements as well. (Do NOT submit a paper written in paragraphs.)
· Please see a student sample full-sentence outline written by a former SCC student in this course. Your outline needs to look EXACTLY like this outline.
· Look at the grading rubric for speech outlines as a checklist to having all the necessary components of a well-developed speech.
· Watch the YouTube video by Professor Donovan to learn how to set up MS Word properly for a speech outline. (The process may be a little different for a MAC.) Although the Dr. Donovan's demonstration is a little dated, the procedure for changing the default settings in Word will still apply for CORRECT outlining lettering, numbering, and indenting.
[https://www.youtube.com/watch?v=4whDLhs0pWg](https://www.youtube.com/watch?v=4whDLhs0pWg)
**Third,** at the bottom of your outline, you must list your reference(s) to sources. However, this does not need to be a separate page. A minimum of ONE reference is required for this first speech. It should be the source citation for the Aesop Fable you select. The use of "Reference" material means that you will follow APA guidelines. If you use the MLA style, your listing will be "Works Cited". In your Canvas course, you will find a link to "The Owl at Purdue University" for assistance in creating your list of sources. Keep in mind, where you obtained your Aesop fable must be noted in your references. Additionally, if you use a famous quote, the author of this quote (even if it is anonymous) must be noted in your
· Michelle Marshall's speech outline will show you how to list the source at the end of the speech AND how to give an attribution for the source inside the Body of your speech. While watching her video, take note of how she tells the audience what her source is in the middle of her speech.
· A handout is posted in Canvas for
**"Attributions"** that visually demonstrates the three parts needed to avoid a claim of plagiarism:
1.
1. Tell your audience
**who** is the author or the entity of the information.
2. Tell your audience
**where** you obtained the information — a book, website, journal article, professor's lecture, or newscast, etc.
3. Tell your audience
**when** the information was published or broadcasted. If an original date is not noted such as in a website, then you will tell your audience the date when you access the information.
Your document should be double-spaced, Times New Roman 12 pt. font, 1" margins, and free of grammatical or spelling errors. Google docs are NOT accepted. Your document should be saved as .doc, .rtf, or .pdf.
**Important Note!** _You may use AI according to the guidelines given in the Syllabus. Cite the AI source at the bottom of your document along with the citation for the Aesop Fable and any other sources you use such as a famous quote. If your outline suggests that it was written with the help of another person, by an AI source, or was plagiarized, then we will need to have a discussion as also outlined in the Syllabus. Remember, when you use Grammarly, Quillbot, or your own selected AI checker or grammar checker, your report will show a HIGH AI and Plagiarism score, so you are advised to NOT use them as also explained in the Syllabus._
If you have questions about this, please contact Ms. K.
Rubric
**Speech Outline**
| | | |
| — | — | — |
| Speech Outline |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeHeading<br>Details about the speaker, speech, and occasion are given for context of the message. | **10 ptsAdvanced** Student's name, course name, and section number are listed. Occasion/Event is stated. Purpose is correctly stated: to inform, to entertain, or to persuade. Thesis statement is given as a guide for the speech message and development of outline.<br> <br>**7.5 ptsDeveloping** One item is incomplete of missing.<br> <br>**5 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeFormatting/Layout<br>Outline follows proper outlining format for easy reference to notes while preparing for as well as delivering a speech. | **10 ptsAdvanced** Visual aids and props are listed. Stage directions are given for reminders before beginning speech. Proper outline numbering, lettering, and indenting are followed. Labels are given for every item.<br> <br>**7.5 ptsDeveloping** One or two items are incomplete or missing.<br> <br>**3 ptsNovice** Three or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeSources<br>Sources pass the "CRAAP Test" and are ethically used in the speech. | **10 ptsAdvanced** Minimum number of sources that pass the "CRAAP Test" are listed in proper APA or MLA formatting at the bottom of the speech outline. Every source listed at the end of the outline is communicated to the audience during the speech. Each source communicated to the audience has a complete attribution of who, where and when the information was published and/or accessed by the speaker. Proper and complete source citation(s) included for ANY AI used in the development or writing of this speech outline.<br> <br>**7.5 ptsDeveloping** One item is incomplete or missing.<br> <br>**3 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeIntroduction<br>The speaker establishes credibility as a speaker about the topic and for the occasion as well as for the audience. | **10 ptsAdvanced** A greeting and name is given. An effective attention-getter is utilized. Relevancy or reason for why audience should pay attention is provided. Speaker's credibility is established by noting personal experience, education, and/or training about the topic. Thesis statement is clearly stated for the goal of the message. A preview of two or three main points is specifically stated. A transition guides the audience into the Body of the speech and the first main point.<br> <br>**7.5 ptsDeveloping** One item is incomplete or missing.<br> <br>**3 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeMain Points<br>Two or three main points are fully developed to support the thesis statement. | **20 ptsAdvanced** Main point(s) and subpoints for each main point follow an order of progression: chronological, topical, geographical, problem/solution, cause/effect, Monroe's Motivated Sequence, or another relevant organizational pattern. Information presented has detailed explanations, descriptions, quotes, statistics, and/or story, etc. to support claims and to create "drama" for maximizing audience attention. Sign-post(s) are used between each main point to guide the audience from one main point to the next main point to help that audience follow along with the speech and the speaker. A transition statement is given to guide audience into the conclusion of the speech.<br> <br>**15 ptsDeveloping** One item is incomplete or missing.<br> <br>**6 ptsNovice** Two or more items are incomplete or missing | 20 pts |
| This criterion is linked to a Learning OutcomeConclusion<br>A comprehensive conclusion is provided to give closure to the speech and message. | **10 ptsAdvanced** A summary or a review of the main points presented in the Body of the speech is communicated to the audience. For an informative speech or an entertaining speech, a final thought, question, or motivating statement is given that directly connects to the relevancy statement given in the Introduction. OR…for a persuasive speech, a "call to action" is given that directly relates to the relevancy statement given in the Introduction. The speaker say's "Thank you." The speaker invites questions.<br> <br>**7.5 ptsDeveloping**<br>**3 ptsNovice** | 10 pts |
| This criterion is linked to a Learning OutcomeGrammar / Mechanics<br>Student's outline is written and presented for college-level reading. | **5 ptsAdvanced** Document is double-spaced with 1" margins. 12 pt. Times New Roman, or Arial font is used. Attention is given to proper and complete grammatical structure — including the capitalization of "I" when referring to self.<br> <br>**3.75 ptsDeveloping**<br>**2.5 ptsNovice** | 5 pts |
Total Points: 75
**## Leslieoutline.docx**
Submit Full-Sentence Outline for Speech #1 – Personal Narrative for Special Occasion
**75 Points**
**Submit your Outline and list of Sources HERE for Feedback from your Instructor.**
**First**, see / read the attached grading rubric for speech outlines. It can serve as an excellent "checklist" for ensuring that all necessary items are included in your final speech outline.
**Second,** your outline must be in proper outline formatting with indentations and progressive numbering and lettering according to formal outline guidelines. All major points and subpoints will need to be identified. LABEL all parts of the speech elements as well. (Do NOT submit a paper written in paragraphs.)
· Please see a student sample full-sentence outline written by a former SCC student in this course. Your outline needs to look EXACTLY like this outline.
· Look at the grading rubric for speech outlines as a checklist to having all the necessary components of a well-developed speech.
· Watch the YouTube video by Professor Donovan to learn how to set up MS Word properly for a speech outline. (The process may be a little different for a MAC.) Although the Dr. Donovan's demonstration is a little dated, the procedure for changing the default settings in Word will still apply for CORRECT outlining lettering, numbering, and indenting.
[https://www.youtube.com/watch?v=4whDLhs0pWg](https://www.youtube.com/watch?v=4whDLhs0pWg)
**Third,** at the bottom of your outline, you must list your reference(s) to sources. However, this does not need to be a separate page. A minimum of ONE reference is required for this first speech. It should be the source citation for the Aesop Fable you select. The use of "Reference" material means that you will follow APA guidelines. If you use the MLA style, your listing will be "Works Cited". In your Canvas course, you will find a link to "The Owl at Purdue University" for assistance in creating your list of sources. Keep in mind, where you obtained your Aesop fable must be noted in your references. Additionally, if you use a famous quote, the author of this quote (even if it is anonymous) must be noted in your
· Michelle Marshall's speech outline will show you how to list the source at the end of the speech AND how to give an attribution for the source inside the Body of your speech. While watching her video, take note of how she tells the audience what her source is in the middle of her speech.
· A handout is posted in Canvas for
**"Attributions"** that visually demonstrates the three parts needed to avoid a claim of plagiarism:
1.
1. Tell your audience
**who** is the author or the entity of the information.
2. Tell your audience
**where** you obtained the information — a book, website, journal article, professor's lecture, or newscast, etc.
3. Tell your audience
**when** the information was published or broadcasted. If an original date is not noted such as in a website, then you will tell your audience the date when you access the information.
Your document should be double-spaced, Times New Roman 12 pt. font, 1" margins, and free of grammatical or spelling errors. Google docs are NOT accepted. Your document should be saved as .doc, .rtf, or .pdf.
**Important Note!** _You may use AI according to the guidelines given in the Syllabus. Cite the AI source at the bottom of your document along with the citation for the Aesop Fable and any other sources you use such as a famous quote. If your outline suggests that it was written with the help of another person, by an AI source, or was plagiarized, then we will need to have a discussion as also outlined in the Syllabus. Remember, when you use Grammarly, Quillbot, or your own selected AI checker or grammar checker, your report will show a HIGH AI and Plagiarism score, so you are advised to NOT use them as also explained in the Syllabus._
If you have questions about this, please contact Ms. K.
Rubric
**Speech Outline**
| | | |
| — | — | — |
| Speech Outline |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeHeading<br>Details about the speaker, speech, and occasion are given for context of the message. | **10 ptsAdvanced** Student's name, course name, and section number are listed. Occasion/Event is stated. Purpose is correctly stated: to inform, to entertain, or to persuade. Thesis statement is given as a guide for the speech message and development of outline.<br> <br>**7.5 ptsDeveloping** One item is incomplete of missing.<br> <br>**5 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeFormatting/Layout<br>Outline follows proper outlining format for easy reference to notes while preparing for as well as delivering a speech. | **10 ptsAdvanced** Visual aids and props are listed. Stage directions are given for reminders before beginning speech. Proper outline numbering, lettering, and indenting are followed. Labels are given for every item.<br> <br>**7.5 ptsDeveloping** One or two items are incomplete or missing.<br> <br>**3 ptsNovice** Three or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeSources<br>Sources pass the "CRAAP Test" and are ethically used in the speech. | **10 ptsAdvanced** Minimum number of sources that pass the "CRAAP Test" are listed in proper APA or MLA formatting at the bottom of the speech outline. Every source listed at the end of the outline is communicated to the audience during the speech. Each source communicated to the audience has a complete attribution of who, where and when the information was published and/or accessed by the speaker. Proper and complete source citation(s) included for ANY AI used in the development or writing of this speech outline.<br> <br>**7.5 ptsDeveloping** One item is incomplete or missing.<br> <br>**3 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeIntroduction<br>The speaker establishes credibility as a speaker about the topic and for the occasion as well as for the audience. | **10 ptsAdvanced** A greeting and name is given. An effective attention-getter is utilized. Relevancy or reason for why audience should pay attention is provided. Speaker's credibility is established by noting personal experience, education, and/or training about the topic. Thesis statement is clearly stated for the goal of the message. A preview of two or three main points is specifically stated. A transition guides the audience into the Body of the speech and the first main point.<br> <br>**7.5 ptsDeveloping** One item is incomplete or missing.<br> <br>**3 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeMain Points<br>Two or three main points are fully developed to support the thesis statement. | **20 ptsAdvanced** Main point(s) and subpoints for each main point follow an order of progression: chronological, topical, geographical, problem/solution, cause/effect, Monroe's Motivated Sequence, or another relevant organizational pattern. Information presented has detailed explanations, descriptions, quotes, statistics, and/or story, etc. to support claims and to create "drama" for maximizing audience attention. Sign-post(s) are used between each main point to guide the audience from one main point to the next main point to help that audience follow along with the speech and the speaker. A transition statement is given to guide audience into the conclusion of the speech.<br> <br>**15 ptsDeveloping** One item is incomplete or missing.<br> <br>**6 ptsNovice** Two or more items are incomplete or missing | 20 pts |
| This criterion is linked to a Learning OutcomeConclusion<br>A comprehensive conclusion is provided to give closure to the speech and message. | **10 ptsAdvanced** A summary or a review of the main points presented in the Body of the speech is communicated to the audience. For an informative speech or an entertaining speech, a final thought, question, or motivating statement is given that directly connects to the relevancy statement given in the Introduction. OR…for a persuasive speech, a "call to action" is given that directly relates to the relevancy statement given in the Introduction. The speaker say's "Thank you." The speaker invites questions.<br> <br>**7.5 ptsDeveloping**<br>**3 ptsNovice** | 10 pts |
| This criterion is linked to a Learning OutcomeGrammar / Mechanics<br>Student's outline is written and presented for college-level reading. | **5 ptsAdvanced** Document is double-spaced with 1" margins. 12 pt. Times New Roman, or Arial font is used. Attention is given to proper and complete grammatical structure — including the capitalization of "I" when referring to self.<br> <br>**3.75 ptsDeveloping**<br>**2.5 ptsNovice** | 5 pts |
Total Points: 75
**## FEEDBACKFROMSPEECH.docx**
FEEDBACK FROM SPEECH
Leslie, please revisit the assignment prompt. This speech needs to be about a real-life experience that you had and what you learned from it. The fable you retell should be about fictional characters who have experiences with a moral that matches the lesson you learned in real life. Although you have used some beautiful imagery in this essay, the flow of speech is disjointed for public speaking when your audience will not have a copy of your speech outline. Your language is poetic, but for public speaking – this can cause your audience to be confused. Please see my comments in the rubric's textboxes for specific feedback so that you can make changes before you deliver your speech for grade. if you have questions, please let me know.
**## Grandmotheroutline.docx**
GRANDMOTHER
GRANDMOTHER is very old, her face is wrinkled, and her
hair is quite white; but her eyes are like two stars, and they
have a mild, gentle expression in them when they look at you,
which does you good. She wears a dress of heavy, rich silk,
with large flowers worked on it; and it rustles when she
moves. And then she can tell the most wonderful stories.
Grandmother knows a great deal, for she was alive before
father and mother- that's quite certain. She has a hymn-book
with large silver clasps, in which she often reads; and in the
book, between the leaves, lies a rose, quite flat and dry; it
is not so pretty as the roses which are standing in the glass,
and yet she smiles at it most pleasantly, and tears even come
into her eyes. "I wonder why grandmother looks at the withered
flower in the old book that way? Do you know?" Why, when
grandmother's tears fall upon the rose, and she is looking at
it, the rose revives, and fills the room with its fragrance;
the walls vanish as in a mist, and all around her is the
glorious green wood, where in summer the sunlight streams
through thick foliage; and grandmother, why she is young
again, a charming maiden, fresh as a rose, with round, rosy
cheeks, fair, bright ringlets, and a figure pretty and
graceful; but the eyes, those mild, saintly eyes, are the
same,- they have been left to grandmother. At her side sits a
young man, tall and strong; he gives her a rose and she
smiles. Grandmother cannot smile like that now. Yes, she is
smiling at the memory of that day, and many thoughts and
recollections of the past; but the handsome young man is gone,
and the rose has withered in the old book, and grandmother is
sitting there, again an old woman, looking down upon the
withered rose in the book.
Grandmother is dead now. She had been sitting in her
arm-chair, telling us a long, beautiful tale; and when it was
finished, she said she was tired, and leaned her head back to
sleep awhile. We could hear her gentle breathing as she slept;
gradually it became quieter and calmer, and on her countenance
beamed happiness and peace. It was as if lighted up with a ray
of sunshine. She smiled once more, and then people said she
was dead. She was laid in a black coffin, looking mild and
beautiful in the white folds of the shrouded linen, though her
eyes were closed; but every wrinkle had vanished, her hair
looked white and silvery, and around her mouth lingered a
sweet smile. We did not feel at all afraid to look at the
corpse of her who had been such a dear, good grandmother. The
hymn-book, in which the rose still lay, was placed under her
head, for so she had wished it; and then they buried
grandmother.
On the grave, close by the churchyard wall, they planted a
rose-tree; it was soon full of roses, and the nightingale sat
among the flowers, and sang over the grave. From the organ in
the church sounded the music and the words of the beautiful
psalms, which were written in the old book under the head of
the dead one.
The moon shone down upon the grave, but the dead was not
there; every child could go safely, even at night, and pluck a
rose from the tree by the churchyard wall. The dead know more
than we do who are living. They know what a terror would come
upon us if such a strange thing were to happen, as the
appearance of a dead person among us. They are better off than
we are; the dead return no more. The earth has been heaped on
the coffin, and it is earth only that lies within it. The
leaves of the hymn-book are dust; and the rose, with all its
recollections, has crumbled to dust also. But over the grave
fresh roses bloom, the nightingale sings, and the organ sounds
and there still lives a remembrance of old grandmother, with
the loving, gentle eyes that always looked young. Eyes can
never die. Ours will once again behold dear grandmother, young
and beautiful as when, for the first time, she kissed the
fresh, red rose, that is now dust in the grave.
THE END
**## Leslieoutline.docx**
Submit Full-Sentence Outline for Speech #1 – Personal Narrative for Special Occasion
**75 Points**
**Submit your Outline and list of Sources HERE for Feedback from your Instructor.**
**First**, see / read the attached grading rubric for speech outlines. It can serve as an excellent "checklist" for ensuring that all necessary items are included in your final speech outline.
**Second,** your outline must be in proper outline formatting with indentations and progressive numbering and lettering according to formal outline guidelines. All major points and subpoints will need to be identified. LABEL all parts of the speech elements as well. (Do NOT submit a paper written in paragraphs.)
· Please see a student sample full-sentence outline written by a former SCC student in this course. Your outline needs to look EXACTLY like this outline.
· Look at the grading rubric for speech outlines as a checklist to having all the necessary components of a well-developed speech.
· Watch the YouTube video by Professor Donovan to learn how to set up MS Word properly for a speech outline. (The process may be a little different for a MAC.) Although the Dr. Donovan's demonstration is a little dated, the procedure for changing the default settings in Word will still apply for CORRECT outlining lettering, numbering, and indenting.
[https://www.youtube.com/watch?v=4whDLhs0pWg](https://www.youtube.com/watch?v=4whDLhs0pWg)
**Third,** at the bottom of your outline, you must list your reference(s) to sources. However, this does not need to be a separate page. A minimum of ONE reference is required for this first speech. It should be the source citation for the Aesop Fable you select. The use of "Reference" material means that you will follow APA guidelines. If you use the MLA style, your listing will be "Works Cited". In your Canvas course, you will find a link to "The Owl at Purdue University" for assistance in creating your list of sources. Keep in mind, where you obtained your Aesop fable must be noted in your references. Additionally, if you use a famous quote, the author of this quote (even if it is anonymous) must be noted in your
· Michelle Marshall's speech outline will show you how to list the source at the end of the speech AND how to give an attribution for the source inside the Body of your speech. While watching her video, take note of how she tells the audience what her source is in the middle of her speech.
· A handout is posted in Canvas for
**"Attributions"** that visually demonstrates the three parts needed to avoid a claim of plagiarism:
1.
1. Tell your audience
**who** is the author or the entity of the information.
2. Tell your audience
**where** you obtained the information — a book, website, journal article, professor's lecture, or newscast, etc.
3. Tell your audience
**when** the information was published or broadcasted. If an original date is not noted such as in a website, then you will tell your audience the date when you access the information.
Your document should be double-spaced, Times New Roman 12 pt. font, 1" margins, and free of grammatical or spelling errors. Google docs are NOT accepted. Your document should be saved as .doc, .rtf, or .pdf.
**Important Note!** _You may use AI according to the guidelines given in the Syllabus. Cite the AI source at the bottom of your document along with the citation for the Aesop Fable and any other sources you use such as a famous quote. If your outline suggests that it was written with the help of another person, by an AI source, or was plagiarized, then we will need to have a discussion as also outlined in the Syllabus. Remember, when you use Grammarly, Quillbot, or your own selected AI checker or grammar checker, your report will show a HIGH AI and Plagiarism score, so you are advised to NOT use them as also explained in the Syllabus._
If you have questions about this, please contact Ms. K.
Rubric
**Speech Outline**
| | | |
| — | — | — |
| Speech Outline |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeHeading<br>Details about the speaker, speech, and occasion are given for context of the message. | **10 ptsAdvanced** Student's name, course name, and section number are listed. Occasion/Event is stated. Purpose is correctly stated: to inform, to entertain, or to persuade. Thesis statement is given as a guide for the speech message and development of outline.<br> <br>**7.5 ptsDeveloping** One item is incomplete of missing.<br> <br>**5 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeFormatting/Layout<br>Outline follows proper outlining format for easy reference to notes while preparing for as well as delivering a speech. | **10 ptsAdvanced** Visual aids and props are listed. Stage directions are given for reminders before beginning speech. Proper outline numbering, lettering, and indenting are followed. Labels are given for every item.<br> <br>**7.5 ptsDeveloping** One or two items are incomplete or missing.<br> <br>**3 ptsNovice** Three or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeSources<br>Sources pass the "CRAAP Test" and are ethically used in the speech. | **10 ptsAdvanced** Minimum number of sources that pass the "CRAAP Test" are listed in proper APA or MLA formatting at the bottom of the speech outline. Every source listed at the end of the outline is communicated to the audience during the speech. Each source communicated to the audience has a complete attribution of who, where and when the information was published and/or accessed by the speaker. Proper and complete source citation(s) included for ANY AI used in the development or writing of this speech outline.<br> <br>**7.5 ptsDeveloping** One item is incomplete or missing.<br> <br>**3 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeIntroduction<br>The speaker establishes credibility as a speaker about the topic and for the occasion as well as for the audience. | **10 ptsAdvanced** A greeting and name is given. An effective attention-getter is utilized. Relevancy or reason for why audience should pay attention is provided. Speaker's credibility is established by noting personal experience, education, and/or training about the topic. Thesis statement is clearly stated for the goal of the message. A preview of two or three main points is specifically stated. A transition guides the audience into the Body of the speech and the first main point.<br> <br>**7.5 ptsDeveloping** One item is incomplete or missing.<br> <br>**3 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeMain Points<br>Two or three main points are fully developed to support the thesis statement. | **20 ptsAdvanced** Main point(s) and subpoints for each main point follow an order of progression: chronological, topical, geographical, problem/solution, cause/effect, Monroe's Motivated Sequence, or another relevant organizational pattern. Information presented has detailed explanations, descriptions, quotes, statistics, and/or story, etc. to support claims and to create "drama" for maximizing audience attention. Sign-post(s) are used between each main point to guide the audience from one main point to the next main point to help that audience follow along with the speech and the speaker. A transition statement is given to guide audience into the conclusion of the speech.<br> <br>**15 ptsDeveloping** One item is incomplete or missing.<br> <br>**6 ptsNovice** Two or more items are incomplete or missing | 20 pts |
| This criterion is linked to a Learning OutcomeConclusion<br>A comprehensive conclusion is provided to give closure to the speech and message. | **10 ptsAdvanced** A summary or a review of the main points presented in the Body of the speech is communicated to the audience. For an informative speech or an entertaining speech, a final thought, question, or motivating statement is given that directly connects to the relevancy statement given in the Introduction. OR…for a persuasive speech, a "call to action" is given that directly relates to the relevancy statement given in the Introduction. The speaker say's "Thank you." The speaker invites questions.<br> <br>**7.5 ptsDeveloping**<br>**3 ptsNovice** | 10 pts |
| This criterion is linked to a Learning OutcomeGrammar / Mechanics<br>Student's outline is written and presented for college-level reading. | **5 ptsAdvanced** Document is double-spaced with 1" margins. 12 pt. Times New Roman, or Arial font is used. Attention is given to proper and complete grammatical structure — including the capitalization of "I" when referring to self.<br> <br>**3.75 ptsDeveloping**<br>**2.5 ptsNovice** | 5 pts |
Total Points: 75
**## FEEDBACKFROMSPEECH.docx**
FEEDBACK FROM SPEECH
Leslie, please revisit the assignment prompt. This speech needs to be about a real-life experience that you had and what you learned from it. The fable you retell should be about fictional characters who have experiences with a moral that matches the lesson you learned in real life. Although you have used some beautiful imagery in this essay, the flow of speech is disjointed for public speaking when your audience will not have a copy of your speech outline. Your language is poetic, but for public speaking – this can cause your audience to be confused. Please see my comments in the rubric's textboxes for specific feedback so that you can make changes before you deliver your speech for grade. if you have questions, please let me know.
**## Grandmotheroutline.docx**
GRANDMOTHER
GRANDMOTHER is very old, her face is wrinkled, and her
hair is quite white; but her eyes are like two stars, and they
have a mild, gentle expression in them when they look at you,
which does you good. She wears a dress of heavy, rich silk,
with large flowers worked on it; and it rustles when she
moves. And then she can tell the most wonderful stories.
Grandmother knows a great deal, for she was alive before
father and mother- that's quite certain. She has a hymn-book
with large silver clasps, in which she often reads; and in the
book, between the leaves, lies a rose, quite flat and dry; it
is not so pretty as the roses which are standing in the glass,
and yet she smiles at it most pleasantly, and tears even come
into her eyes. "I wonder why grandmother looks at the withered
flower in the old book that way? Do you know?" Why, when
grandmother's tears fall upon the rose, and she is looking at
it, the rose revives, and fills the room with its fragrance;
the walls vanish as in a mist, and all around her is the
glorious green wood, where in summer the sunlight streams
through thick foliage; and grandmother, why she is young
again, a charming maiden, fresh as a rose, with round, rosy
cheeks, fair, bright ringlets, and a figure pretty and
graceful; but the eyes, those mild, saintly eyes, are the
same,- they have been left to grandmother. At her side sits a
young man, tall and strong; he gives her a rose and she
smiles. Grandmother cannot smile like that now. Yes, she is
smiling at the memory of that day, and many thoughts and
recollections of the past; but the handsome young man is gone,
and the rose has withered in the old book, and grandmother is
sitting there, again an old woman, looking down upon the
withered rose in the book.
Grandmother is dead now. She had been sitting in her
arm-chair, telling us a long, beautiful tale; and when it was
finished, she said she was tired, and leaned her head back to
sleep awhile. We could hear her gentle breathing as she slept;
gradually it became quieter and calmer, and on her countenance
beamed happiness and peace. It was as if lighted up with a ray
of sunshine. She smiled once more, and then people said she
was dead. She was laid in a black coffin, looking mild and
beautiful in the white folds of the shrouded linen, though her
eyes were closed; but every wrinkle had vanished, her hair
looked white and silvery, and around her mouth lingered a
sweet smile. We did not feel at all afraid to look at the
corpse of her who had been such a dear, good grandmother. The
hymn-book, in which the rose still lay, was placed under her
head, for so she had wished it; and then they buried
grandmother.
On the grave, close by the churchyard wall, they planted a
rose-tree; it was soon full of roses, and the nightingale sat
among the flowers, and sang over the grave. From the organ in
the church sounded the music and the words of the beautiful
psalms, which were written in the old book under the head of
the dead one.
The moon shone down upon the grave, but the dead was not
there; every child could go safely, even at night, and pluck a
rose from the tree by the churchyard wall. The dead know more
than we do who are living. They know what a terror would come
upon us if such a strange thing were to happen, as the
appearance of a dead person among us. They are better off than
we are; the dead return no more. The earth has been heaped on
the coffin, and it is earth only that lies within it. The
leaves of the hymn-book are dust; and the rose, with all its
recollections, has crumbled to dust also. But over the grave
fresh roses bloom, the nightingale sings, and the organ sounds
and there still lives a remembrance of old grandmother, with
the loving, gentle eyes that always looked young. Eyes can
never die. Ours will once again behold dear grandmother, young
and beautiful as when, for the first time, she kissed the
fresh, red rose, that is now dust in the grave.
THE END
**## Leslieoutline.docx**
Submit Full-Sentence Outline for Speech #1 – Personal Narrative for Special Occasion
**75 Points**
**Submit your Outline and list of Sources HERE for Feedback from your Instructor.**
**First**, see / read the attached grading rubric for speech outlines. It can serve as an excellent "checklist" for ensuring that all necessary items are included in your final speech outline.
**Second,** your outline must be in proper outline formatting with indentations and progressive numbering and lettering according to formal outline guidelines. All major points and subpoints will need to be identified. LABEL all parts of the speech elements as well. (Do NOT submit a paper written in paragraphs.)
· Please see a student sample full-sentence outline written by a former SCC student in this course. Your outline needs to look EXACTLY like this outline.
· Look at the grading rubric for speech outlines as a checklist to having all the necessary components of a well-developed speech.
· Watch the YouTube video by Professor Donovan to learn how to set up MS Word properly for a speech outline. (The process may be a little different for a MAC.) Although the Dr. Donovan's demonstration is a little dated, the procedure for changing the default settings in Word will still apply for CORRECT outlining lettering, numbering, and indenting.
[https://www.youtube.com/watch?v=4whDLhs0pWg](https://www.youtube.com/watch?v=4whDLhs0pWg)
**Third,** at the bottom of your outline, you must list your reference(s) to sources. However, this does not need to be a separate page. A minimum of ONE reference is required for this first speech. It should be the source citation for the Aesop Fable you select. The use of "Reference" material means that you will follow APA guidelines. If you use the MLA style, your listing will be "Works Cited". In your Canvas course, you will find a link to "The Owl at Purdue University" for assistance in creating your list of sources. Keep in mind, where you obtained your Aesop fable must be noted in your references. Additionally, if you use a famous quote, the author of this quote (even if it is anonymous) must be noted in your
· Michelle Marshall's speech outline will show you how to list the source at the end of the speech AND how to give an attribution for the source inside the Body of your speech. While watching her video, take note of how she tells the audience what her source is in the middle of her speech.
· A handout is posted in Canvas for
**"Attributions"** that visually demonstrates the three parts needed to avoid a claim of plagiarism:
1.
1. Tell your audience
**who** is the author or the entity of the information.
2. Tell your audience
**where** you obtained the information — a book, website, journal article, professor's lecture, or newscast, etc.
3. Tell your audience
**when** the information was published or broadcasted. If an original date is not noted such as in a website, then you will tell your audience the date when you access the information.
Your document should be double-spaced, Times New Roman 12 pt. font, 1" margins, and free of grammatical or spelling errors. Google docs are NOT accepted. Your document should be saved as .doc, .rtf, or .pdf.
**Important Note!** _You may use AI according to the guidelines given in the Syllabus. Cite the AI source at the bottom of your document along with the citation for the Aesop Fable and any other sources you use such as a famous quote. If your outline suggests that it was written with the help of another person, by an AI source, or was plagiarized, then we will need to have a discussion as also outlined in the Syllabus. Remember, when you use Grammarly, Quillbot, or your own selected AI checker or grammar checker, your report will show a HIGH AI and Plagiarism score, so you are advised to NOT use them as also explained in the Syllabus._
If you have questions about this, please contact Ms. K.
Rubric
**Speech Outline**
| | | |
| — | — | — |
| Speech Outline |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeHeading<br>Details about the speaker, speech, and occasion are given for context of the message. | **10 ptsAdvanced** Student's name, course name, and section number are listed. Occasion/Event is stated. Purpose is correctly stated: to inform, to entertain, or to persuade. Thesis statement is given as a guide for the speech message and development of outline.<br> <br>**7.5 ptsDeveloping** One item is incomplete of missing.<br> <br>**5 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeFormatting/Layout<br>Outline follows proper outlining format for easy reference to notes while preparing for as well as delivering a speech. | **10 ptsAdvanced** Visual aids and props are listed. Stage directions are given for reminders before beginning speech. Proper outline numbering, lettering, and indenting are followed. Labels are given for every item.<br> <br>**7.5 ptsDeveloping** One or two items are incomplete or missing.<br> <br>**3 ptsNovice** Three or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeSources<br>Sources pass the "CRAAP Test" and are ethically used in the speech. | **10 ptsAdvanced** Minimum number of sources that pass the "CRAAP Test" are listed in proper APA or MLA formatting at the bottom of the speech outline. Every source listed at the end of the outline is communicated to the audience during the speech. Each source communicated to the audience has a complete attribution of who, where and when the information was published and/or accessed by the speaker. Proper and complete source citation(s) included for ANY AI used in the development or writing of this speech outline.<br> <br>**7.5 ptsDeveloping** One item is incomplete or missing.<br> <br>**3 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeIntroduction<br>The speaker establishes credibility as a speaker about the topic and for the occasion as well as for the audience. | **10 ptsAdvanced** A greeting and name is given. An effective attention-getter is utilized. Relevancy or reason for why audience should pay attention is provided. Speaker's credibility is established by noting personal experience, education, and/or training about the topic. Thesis statement is clearly stated for the goal of the message. A preview of two or three main points is specifically stated. A transition guides the audience into the Body of the speech and the first main point.<br> <br>**7.5 ptsDeveloping** One item is incomplete or missing.<br> <br>**3 ptsNovice** Two or more items are incomplete or missing. | 10 pts |
| This criterion is linked to a Learning OutcomeMain Points<br>Two or three main points are fully developed to support the thesis statement. | **20 ptsAdvanced** Main point(s) and subpoints for each main point follow an order of progression: chronological, topical, geographical, problem/solution, cause/effect, Monroe's Motivated Sequence, or another relevant organizational pattern. Information presented has detailed explanations, descriptions, quotes, statistics, and/or story, etc. to support claims and to create "drama" for maximizing audience attention. Sign-post(s) are used between each main point to guide the audience from one main point to the next main point to help that audience follow along with the speech and the speaker. A transition statement is given to guide audience into the conclusion of the speech.<br> <br>**15 ptsDeveloping** One item is incomplete or missing.<br> <br>**6 ptsNovice** Two or more items are incomplete or missing | 20 pts |
| This criterion is linked to a Learning OutcomeConclusion<br>A comprehensive conclusion is provided to give closure to the speech and message. | **10 ptsAdvanced** A summary or a review of the main points presented in the Body of the speech is communicated to the audience. For an informative speech or an entertaining speech, a final thought, question, or motivating statement is given that directly connects to the relevancy statement given in the Introduction. OR…for a persuasive speech, a "call to action" is given that directly relates to the relevancy statement given in the Introduction. The speaker say's "Thank you." The speaker invites questions.<br> <br>**7.5 ptsDeveloping**<br>**3 ptsNovice** | 10 pts |
| This criterion is linked to a Learning OutcomeGrammar / Mechanics<br>Student's outline is written and presented for college-level reading. | **5 ptsAdvanced** Document is double-spaced with 1" margins. 12 pt. Times New Roman, or Arial font is used. Attention is given to proper and complete grammatical structure — including the capitalization of "I" when referring to self.<br> <br>**3.75 ptsDeveloping**<br>**2.5 ptsNovice** | 5 pts |
Total Points: 75
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