Assignment: Counseling Facilities
Assignment: Counseling Facilities
Assignment: Counseling Facilities
Assignment: Counseling Facilities
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Assignment: Counseling Facilities
Assignment: Counseling Facilities
Assignment: Counseling Facilities
Assignment: Counseling Facilities
General Purpose Specific Purpose
To inform At the end of my speech, the audience will be able to identify three counseling facilities on campus and describe the best way to get help at each one.
To persuade At the end of my speech, the audience will visit the counseling facilities on campus.
To entertain At the end of my speech, the audience will be amused by the series of misunderstandings I created when I began making inquiries about career advisors on campus.
CONSIDER THE
AUDIENCE
22 CHAPTER 1 Speaking with Confidence
the end of the speech. Your specific purpose should be a fine-tuned, audience- centered goal. For an informative speech, you may simply want your audience to restate an idea, define new words, or identify, describe, or illustrate something. In a persuasive speech, you may try to rouse your listeners to take a class, buy something, or vote for someone.
Once you have formulated your specific purpose, write it down on a piece of paper or note card and keep it before you as you read and gather ideas for your talk. Your specific purpose should guide your research and help you choose sup- porting materials that are related to your audience. As you continue to work on your speech, you may even decide to modify your purpose. But if you have an ob- jective in mind at all times as you move through the preparation stage, you will stay on track.
Develop Your Central Idea You should now be able to write the central idea of your speech. Whereas your state- ment of a specific purpose indicates what you want your audience to do when you have finished your speech, your central idea identifies the essence of your message. Think of it as a one-sentence summary of your speech. Here’s an example:
TOPIC: The South Beach diet
GENERAL PURPOSE: To inform
SPECIFIC PURPOSE: At the end of my speech, the audience will be able to identify the three key elements in the South Beach diet.
CENTRAL IDEA: The South Beach diet is based on reducing the amount of carbohydrates you eat, drinking more water, and increasing the amount of exercise you get.
Here’s another way to think about how to develop your central idea sentence. Imag- ine that you have just finished presenting your speech and you get into an elevator. Someone who missed hearing your talk says, “Oh, I’m sorry I missed your speech. What did you say?” Between the second floor and the first, you have only 15 seconds to summarize your message. You might say, “I said there are two keys to parent and child communication: First, make time for communication, and second, listen effec- tively.” That brief recap is your central idea sentence. To clarify the difference between your purpose and the central idea sentence: Your purpose sentence is what you want the audience to be able to do; the central idea sentence is your speech in a nutshell— your speech in one sentence.
Generate the Main Ideas In the words of columnist H. V. Prochnow, “A good many people can make a speech, but saying something is more difficult.” Effective speakers are good thinkers; they say something. They know how to play with words and thoughts to develop their main ideas. The ancient Romans called this skill invention—the ability to develop or dis- cover ideas that result in new insights or new approaches to old problems. The Roman orator Cicero called this aspect of speaking the process of “finding out what [a speaker] should say.”
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASSDiscussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.