In-class Speech Notes: Thesis, Transitions, Signposts, Organization, and Assessments

In-class activity: Thesis alignment

• Purpose: verify the thesis statement relevance; if you remove a main point, adjust the thesis accordingly.
• Activity setup: read the thesis statement, identify its main points, and pick the main point that isn’t related to the other main points or to the thesis.
• Class format options discussed: whole class vs pair-share; students will stand up and move to sit next to someone they have not sat next to yet.
• Example discussion flow from the transcript:
  • Number one / two second roll: discussing central performance and how an element (e.g., an outstanding GPA at Central) helped with admission or standing.
  • Reiterate: Does this help connect main points to the thesis and vice versa? (Yes.)
• Takeaway: reinforces coherence between thesis and supporting points.

Transitions, subpoints, and signposts

• Transitions define flow from one point to the next.
• Subpoints:
  • A point within a point; used to elaborate on main ideas.
  • Rule: if a subpoint isn’t related to its main point, don’t include it.
• Preview transitions:
  • A statement that alerts listeners you are about to shift to a new topic (e.g., "Now I will be discussing blank").
• Summary transitions:
  • Briefly remind listeners of points already discussed (e.g., "As we have discussed so far…").
• Signposts:
  • Verbal cues: words/phrases that distinguish one point from another.
  • Nonverbal signposts: gestures and body language that indicate a transition.
• Verbal signpost examples:
  • After, finally, at this point, first, followed by, concurrently, subsequently, second.
• Nonverbal signposts:
  • Gestures, body movement (e.g., moving to a different seating area or page turn), vocal instructions (pitch/volume changes), pauses for emphasis.
• Practical note: signposts are as important as the words used.
• Cautions: monotone delivery undermines engagement; use variety to stay engaging.
• Visual support: lecture mentions a graphic in the textbook (likely Chapter 11) with a list of signposts and usage guidance; the instructor will post related material on Blackboard.

Organizing your speech: Patterns

• Topic pattern:
  • Main points are grouped by category or subject; e.g., three sports topics separated into separate main points (basketball, baseball, boxing/wrestling).
• Time pattern (chronological):
  • Order matters if presenting in sequence; e.g., historical events or a process that must follow steps in order.
  • Caution: avoid jumping around in time; maintain consistent timeline to avoid confusion.
  • Applies to describing or informing about a process (e.g., how to tie shoes: first put on socks, then untie/shoe, etc.).
• Space pattern:
  • Organize by physical/geographical space (e.g., describing a trip from Mount Pleasant to Lansing from start to end; could also be east-to-west). The instructor notes curiosity about how this pattern might apply in class.
• Cause and effect:
  • Identify a cause and its result.
  • Example given: brushing teeth daily to avoid gingivitis.
• Problem–solution:
  • Present a problem and then propose a solution (e.g., identify gingivitis and propose brushing twice daily and flossing).
• Noting: space pattern is the most confusing; the instructor acknowledges uncertainty about its frequent usage.

Attention getters and credibility in speaking

• Attention getter ideas:
  • Humor or joke (appropriate for the audience).
  • Start with a quote from a favorite musician or relevant figure.
  • Pose a question to provoke audience thinking.
  • Introduce an object (e.g., your coffee mug) to anchor the talk.
  • Gratitude or value statements written on items you see or interact with (e.g., stickers on a mug reflecting values like courage, openness, possibility).
  • Surprise the audience with an unexpected action (e.g., perform a small surprising move like the worm).
• Transition after attention getter: use a nonverbal cue or signpost to invite audience reflection before moving into the main content.
• Credibility components (Speech 2 and 3 focus more on this):
  • Wisdom: demonstrate knowledge or experience with the subject; explain your preparation and background.
  • Virtue: highlight the quality and reliability of your sources; question overreliance on tools like ChatGPT; cite sources via trusted channels (e.g., Google Scholar, library).
  • Goodwill: connect with the audience; demonstrate sincerity and care for the topic and audience.
• Practical takeaway: credibility is less central to Speech 1 but important for later speeches.

Ending your speech: conclusion structure and signposting

• A complete conclusion includes three elements:
  • A signal to the end (e.g., explicit wrap-up cues).
  • A review of main points (rephrase rather than restate word-for-word, since the audience has context).
  • A memorable moment to leave a lasting impression (analogous to an attention getter but at the end).
• Do not introduce new information in the conclusion; use the body for new material.
• Memorable moment ideas:
  • End with a quote related to the speech.
  • End with relevant humor that ties back to the topic.
  • End with a provocative question to leave the audience thinking.
• Relationship to attention getter: the memorable moment at the end mirrors the attention getter at the start.

In-class assignment: submission and attendance logistics

• Purpose: counted as attendance for the day.
• Task: create a Word document on your device including your name and your favorite color; any font or size is acceptable.
• Submission: upload the document to Blackboard as either a Word doc or a PDF.
• Accessibility notes:
  • If uploading as Word, the document must be public (privacy settings should allow the instructor to open it); do not submit a link.
  • PDF submissions are simpler because they don’t require access permissions.
• Context: Blackboard location is at the bottom of the course page; titled "in class assignment uploading".
• Class policy notes:
  • In this class, there are no drafts or revisions graded for this assignment; rubric-based grading will be used.
  • If submitted incorrectly, the instructor will message you and you’ll have another attempt.
  • As long as something is submitted, you are marked as attending; monitor for follow-up messages from the instructor.
• Continuation: the instructor will proceed with other items even as submissions occur.

Betterment reflections and the Presentation Skills Center (PSC)

• Purpose: for students scoring C or below (≤ 73%) on the performance section of their speech, there is an opportunity for improvement via the PSC.
• Process:
  • Visit the Presentation Skills Center in the library.
  • A staff member will discuss your outline, may have you practice your speech, and provide feedback on what went wrong.
  • You will receive a sheet detailing what happened during the PSC session.
  • You must write a 5–6 sentence reflection describing what went wrong and considerations for improvement, submitted under the PSC link in Blackboard.
• Timing and points:
  • For the first speech, you can earn up to 3 points back.
  • For the next two speeches, you can earn up to 6 points each.
  • The reflections are due by the final exam; waiting until the end of the semester is less effective.
• Extra credit:
  • There is extra credit for visiting the PSC, but two separate visits are required (two visits total) to qualify for PSC-related extra credit.
  • If you pursue Betterment Reflections, they cannot be used as extra credit; they are separate two-credit-structure activities.
  • The extra credit option is described as credit back on your general grade, not tied to a specific speech.
• Practical note:
  • The instructor will clarify details about the PSC process and the two-visit requirement; the plan is to offer opportunities throughout the semester, not just at the end.
• Administrative note:
  • Some details come from Blackboard and the syllabus; information may appear under the PSC or Presentation Skills Center link.

Additional notes and reminders

• The instructor encourages you to review signposts and transitions via Blackboard resources and a chapter 11 graphic in the textbook.
• The in-class assignment and betterment reflections are designed to support attendance, preparation, and improvement across speeches.
• The overall aim is to deepen understanding of how thesis, transitions, signposts, organization, and credibility contribute to effective public speaking.
• If you have questions about any of these topics, the instructor encouraged asking and using the PSC resources for extra practice.