Reference no: EM132368425

Assessment: Group Video Presentation and Speaking Outline

Task Description

Case Study: Your group has been given the task of presenting information about professional communication on a course for graduate recruits in engineering or management (the group may pick either one). Each member of the group will present information on one professional communication topic. You may choose the professional communication topic. This assessment consists of both group and individual work. The group will work together to develop the introduction and the conclusion. The individual group member's part of the presentation should include information about.

1. What is the topic?

2. Why the topic important for graduate recruits in engineering/management?

Other: The content of the presentation must not simply be a re-articulation of the information presented in the weekly teaching and learning materials. You may focus on topics covered in this unit, but you must do so in a manner that extends the information beyond what was presented during the term.

Your overall mark for this assessment is calculated based upon both the group work and your individual work. You will receive a group grade for the introduction and conclusion of the presentation. All other parts of the presentation will be individually marked, including the individual sentence speaking level outline. This case study is based upon a case study presented in Girdham, M (2015). Work communication: Mediated and face-to-face practices.

A sentence level speaking outline provides a comprehensive framework for your presentation. You will need to submit a sentence level speaking outline for assessment two. Each member of the group will submit a sentence level speaking outline. The sentence-level speaking outline is based upon both group and individua work. As a group, you will all work on the introduction and the conclusion. This means that each individual speaking outline will have the same introduction and the same conclusion. The body of the speaking outline is your individual contribution to the presentation. The references are based upon the information presented within the body of the presentation. Again, the references are your individual work.

Based upon your sentence-level speaking outline, you will be able to develop your speaking notes. Your speaking notes are simply one-or-two-key word notes written on note cards or a few sheets of paper that you refer to briefly as you are presenting. Please remember you must not read from your notes; your delivery is an extemporaneous one-you can refer to your notes, but not directly read from them. Although for this assignment you are recording your presentation, the audience can very easily tell if you are reading or not.

The following information is an example of a sentence level speaking outline. You can use this outline to help you structure your sentence level speaking outline for assessment two.

PRESENTATION OUTLINE TITLE: Paragraph Matters-Developing Paragraph Writing Skills for Essays
Name of group members:
General Purpose: To inform my audience
Specific Purpose: To inform my audience about the form and substance of an academic essay

I. INTRODUCTION:
A. Attention-getting statement: How you write matters: it especially matters as a university student.
i. Within the context of your tertiary education, the written documents that you produce enhance your learning and knowledge of a subject and demonstrate understanding of that subject.
B. Statement of ethos: I have substantial knowledge about this topic having been both a student and an instructor in tertiary education for the last 25 years.
C. Statement of exigence: All professionally written academic documents begin with well-written paragraphs.
i. Essays without clearly written paragraphs are simply a rambling jumble of junk words. This means that how you write your paragraphs matters if you want your essay to get a high distinction.
D. Thesis: Effective academic essays are based upon clearly structured and appropriately articulated paragraphs.
E. This presentation will cover the structure and content of introductory, body and concluding essay paragraphs.
(Transition: Let's start at the beginning by looking at introductory paragraphs)

II. THE BODY OF THE PRESENTATION

A. Main Point 1: The introductory paragraph is very important because sets the readers first impressions and expectations for the essay.
i. The first part of an introductory paragraph is the opening statement or lead-in statement.
1. This sentence should entice the reader to continuing reading.
2. After the opening statement, the writer then needs to narrow the topic.
a. This can be achieved by articulating the background or context for the essay, or an explanation of the main concepts or terms.
b. Additionally, if there is a problem or issue that is the focus of the essay, then it should be introduced here.
ii. The second part of an introductory paragraph relates to importance or significance of the topic of the essay.
1. Topic can be important in terms of the how the information can improve or enhance a practice or activity
2. The topic can also be important or significant in terms of developing or extending an existing body of knowledge.
iii. The third part of an essay is the preview.
1. The preview alerts the reader to the ‘schedule' of information.
a. Most previews are chronological in that it follows a logic temporal series or sequence of information.
i. The first issue addressed is. . . .
ii. The second issue addressed is . . . .
iii. The third issue addressed is . . .
iv. Fourth, you may wish to include a transitional sentence.
1. A transitional sentence provides ‘sign-post' of where the essay is heading next.
(Transition: Now that you know how to write an introductory paragraph, let's have a look at how to write a well-structured body paragraph)
B. Main Point 2: In between the introduction and the conclusion are the body paragraphs, and the body paragraphs are designed to advance or explain your thesis statement.
i. The first part of a body paragraph is the topic sentence.
1. The topic sentence is a declarative sentence that identifies the subject to be discussed within the paragraph.
2. Sometimes it is tempting to use a question or interrogative statement as a topic statement. Do not do this, while questions have a role within writing they should not be used as a topic sentence within academic essays.
a. What you include in your body paragraphs is dependent upon the topic sentence and how the individual paragraph function in the logical flow of information within the larger frame of the essay.
b. The problem
c. The causes of the problem
d. The implication of the problem today
e. The implications of the problem in the future
ii. Most, if not all your body paragraphs, will contain evidentiary information. This is to say the information provided in the body paragraph serves as evidence that supports or explains your topic sentence.
1. Evidence within academic essay may be definitions, quotations, examples, and/or statistics.
a. Definitions supply clarification about the meaning of terms or ideas.
i. Remember your definitions should come from credible sources.

1. According to Cenere, Gill, Lawson, and Lewis, M. (2015, pg. 38). "organisational communication is the tool used within organisations to transmit information".
a. These authors are communication scholars, so they should know what they are talking about in this regard.
b. Quotations are words or text repeated or represented in or by a source other than the original author or speaker.
i. "Conventionally, academic essays consist of an introduction, a body, a conclusion and reference list or bibliography. The introduction section of an academic essay has been described as troublesome because it must perform multiple functions or rhetorical moves (Swales 1990). For instance, a good introduction must clearly identify the substance or content of the essay (usually called a thesis statement) so that the reader is guided or oriented to the subsequent essay material. At the same time, the introduction must achieve two additional purposes; it must entice the reader to read on (Mounsey 2002; Xudong 2003), and, crucially, the introduction must establish authority for the content to come (Xudong 2003). Indeed, Arrington and Rose (1987, 306) have suggested that introductions ‘are both text about text and text about context' [italics in original] and function meta-discursively to indicate what the reader is expected to already know, what the reader will yet discover in the essay, and the context in which the material will be situated" ( Brown & Marshall, 2012, p. 654). is a quotation.

c. Examples supply a written ‘picture' of the topic of the paragraph. They illustrate or exemplify or describe topic of paragraph.
i. You may want to include examples from existing academic research, theories, processes or practices.
d. Statistics are numerical facts, which can be communicated as either tables, charts, graphs or as words and numbers.
(Transition: At the other end of an essay is the concluding paragraph, which is the next and last topic to which we now turn)

C. Main Point 3: The conclusion of the essay is important because it is the writer's last chance to prove or remind or reinforce the written message, which is carried out in four specific ways.
i. First, the conclusion should open with a sentence or two reminding the reader of the importance or value of the overall essay.
ii. Next, the conclusion provides a review of the main points discussed within the essay.
iii. After the review of the main points, the conclusion should include a restatement of the thesis
iv. Four and finally, the concluding paragraph should supply a statement that signals to the reader that the essay has ended.
v. As a last point, there should be no new information in the conclusion of the essay.
(Transition: So, as you can see writing well-formed paragraphs is not hard-let's review what you have just heard)

III. THE CONCLUSION
A. Remind the audience of the importance or value: Writing clearly structured well- articulated paragraphs are important because they are the building blocks of an excellent essay.
B. Review the main points: This presentation has discussed introductory, body and concluding essay paragraphs.
C. Restate the thesis: Effective academic essays are based upon clearly structured and appropriately articulated paragraphs.
D. Capstone Statement: Now you know what to do-go ahead write that high distinction quality essay.Sentence-Level Speaking Outline Structure

This document provides you with the outline structure for your specific speaking outline. Please remember, you and your team members will write both the introduction and the conclusion. This is the group part of the assessment. Each individual member of the group
will write on one of the main points. This is the individual part of the group assessment. So, the sentence level speaking outline that you hand in will include: the introduction, your main point, and the conclusion. Yes-before you ask there will be a high Turnitin similarity score because each member of the group will have the same introduction and conclusion-don't panic. We will only be looking at the individual main points in terms of overlap scores.

PRESENTATION TITLE:
Name of group members: General Purpose: Specific Purpose:

I. INTRODUCTION:
A. Attention-getting statement:
B. Statement of ethos:
C. Thesis:
D. Preview
i. Main point one
ii. Main point two
iii. Main point three

II. THE BODY OF THE PRESENTATION
A. Main Point 1 (Describe your topic)
i. Subpoint one
1. Sub-subpoint one
2. Sub-subpoint two
ii. Subpoint two
1. Sub-point one
2. Sub-point two
iii. Subpoint three
1. Sub-supoint one
2. Sub-subpoint two

B. Main Point 2 (Explain why the topic is important for graduate recruits in engineering/management)
i. Subpoint one
1. Sub-subpoint one
2. Sub-subpoint two
ii. Subpoint two
1. Sub-point one
2. Sub-point two

iii. Subpoint three
1. Sub-subpoint one
2. Sub-subpoint two

III. THE CONCLUSION
A. Remind the audience of the importance or value
B. Review the main points
i. Main point one
ii. Main point two
iii. Main point three
C. Restate the thesis:
D. Capstone Statement