Chapter 2 Notes: Speech Anxiety, Preparation, and Speech One Guidelines

Syllabus Changes, Attendance, and Course Logistics

• Chapter two coverage plus Speech One assignment intro
• Instructor announced changes to the syllabus and opened time for questions about rubrics and the speech
• Friday prep: likely discussion of chapter 10 readings (Chapter 10 is due Friday)
• Attendance status: instructor paused attendance to avoid penalizing late arrivals; will proceed with attendance if no questions
• In-class flow: if there are questions, address them; otherwise proceed with content

Syllabus Updates (major changes)

• Journal entries
  • Reduced from 8 entries to 4 entries total
  • Distribution: 2 journal entries in the first half of the semester and 2 in the second half
  • Points: reduced from $40$ points to $20$ points total
• Peer reviews
  • Added for each speech section (e.g., Speech 1 period)
  • Requirement: three reviews completed by the end of the week of speeches
  • Clarification: not three reviews for a single speaker, but three reviews total by the end of the week
  • Points: $18$ points total, calculated as $6$ points per review page
  • Purpose: encourage interaction with speakers and active participation
• Submission method for peer reviews
  • Online submission preferred
  • If students abuse the system by using other activities on laptops, reviews may be printed and handwritten and turned in physically
• Extra credit related to PSC (Presentation Skill Center)
  • If you practice at the PSC and can prove it, you’ll earn extra points
  • New extra-credit value: $8$ points (instead of $6$)
• Attendance and participation tone
  • Class politesse around attendance; students encouraged to participate and engage during speeches

In-class logistics and attendance

• Roll call list examples (part of the session): Brooke, Ryan, Trent, Mark, Megan, Danielle
• If anyone is missing, instructor checks again later; otherwise proceed with content

Stress, Anxiety, and Speech Preparation (key concepts from the video discussion)

• Opening: a short video segment intended to frame speech anxiety and how stress relates to performance
• Definitions
  • Stressor: something that makes you stressed or anxious (e.g., speeches in this class)
  • Stress: our reaction to the stressor (mind, body, and behavior)
• Common fears (from a class-wide activity):
  • Forgetting a speech or messing up
  • Stuttering
  • Speaking too fast or too slow
  • Being too quiet or too loud or mumbling
  • Lack of audience interest or audience judgment
  • Stage fright
  • Preparing outlines and picking topics
  • Being graded
• Reassurance: most students relate to these fears; speaking up with note cards is allowed
• Note cards policy
  • You may use note cards during your speech
  • If you forget, no one will know unless you reveal it; anxiety is largely internal
• How anxiety manifests (mind, body, behavior)
  • Mind: negative self-talk; self-doubt
  • Body: increased heart rate, sweating, clammy hands, potential IBS, increased breathing, possible leg-locking
  • Behavior: nervous laughter, swaying, facial expressions; not all facial reactions are graded if they're involuntary
• Classroom logistics about delivering the speech
  • Speech delivery is done at the front of the room; students stand; the instructor sits at a desk
  • Movement is allowed if it helps the speech; the room setup may limit movement in some areas
  • Attire: not required to wear business casual, but students should appear presentable; sweatpants/pajamas not appropriate
• Fight, flight, and freeze (physiological responses)
  • Fight: brain signals “we can do this” and triggers bodily responses (increased heart rate, blood pressure, breathing, sweating, pupil dilation)
  • Flight: urge to run away, similar physiological responses to fight
  • Freeze: parasympathetic response; heart rate lowers, blood pressure lowers, pupils constrict, digestion may be stimulated; can occur if overwhelmed
  • Parasympathetic nervous system and social engagement also influence the freeze response
• “Green zone” concept (not in the book, used as an extra heuristic)
  • Describes where you feel grounded and calm; initial speeches may not be in this zone
• Concept of eustress vs distress (types of stress)
  • Eustress: positive stress that can be exhilarating or motivational (e.g., deciding where to attend college, roller coasters, practice sessions, and athletic training)
  • Distress: negative stress that can harm health or feel overwhelming (e.g., bullying, end of a relationship, death in the family)
  • Distress is not always harmful; it can motivate problem solving and lead to growth after the event, but it can be harmful in short-term contexts
• Anticipatory anxiety and turning stress into a positive driver
  • Acknowledging that the future event (speaking) will happen; you can prepare and practice now
  • Techniques to convert distress into eustress: accept the situation, focus nervous energy through exercise, visualization, and positive self-talk
• Coping strategies and practical tips
  • Desensitization: practice in low-stakes settings (roommates, family, in front of a mirror)
  • Visualization: mentally rehearsing success; imagine a positive outcome
  • Positive self-talk and word choice: name precise feelings (e.g., fearful, optimistic) to gain clarity
  • Physical preparation: light exercise to release nervous energy; deep breathing; posture and stance
  • Knowledge expansion: if worried about forgetting content, read an extra article on the topic to deepen understanding
• Example reference from pop culture (illustrative, not instructional): Grey's Anatomy scene where a brain surgeon uses a ritual to calm nerves before surgery

Strategies for Turning Anxiety into Performance (practical guidance students can apply)

• Accept the inevitability of speaking practice: you will have to speak, so acceptance reduces resistance
• Focus nervous energy: channel energy into dynamic delivery (gestures, stance, breath control)
• Visualize success: imagine delivering a strong, clear speech and receiving audience engagement
• Practice and desensitize: rehearsal in mirrors, with roommates, in PSC, or in front of family; the more you practice, the less you worry later
• Stay positive and mindful: remind yourself that peers share similar fears; you’re not alone
• Accurate self-assessment: use precise language to articulate how you feel; label emotions for movement through them
• Preparation as a buffer: a strong outline and thorough practice reduce the likelihood of forgetting content

Speech One: Introduction Speech (Overview and Requirements)

• Purpose and scope
  • Introduction speech or self-introduction with a slight informative element
  • Early opportunity to speak in front of a group and showcase planning and delivery skills
• Key deliverables and evidence of preparation
  • Clearly identifiable thesis (identifiable thesis) and a structured introduction, body, and conclusion
  • Demonstrate evidence of planning and preparation
• Consequences for attendance and makeup
  • Missing the scheduled speech results in a zero for that assignment
  • If makeup is granted, a minimum of 10 ext{%} points will be deducted from the speech score
  • Speech length: $2-4$ minutes; anything outside this window incurs point deductions; short or long speeches reduce scores accordingly
• Outline requirements
  • Outline must use correct sentence format and be fully filled out
  • The outline is worth $10$ points; the actual speech is worth $20$ points
  • The outline must follow a specific template (fill-in-the-blank); you do not need to retype the template; simply fill in the blanks
  • If the outline does not match the provided template, points will be deducted
• Timeframe and pacing guidance
  • You have to stay within $2-4$ minutes; a large gap is a red flag; there is some leeway (roughly $ext{±10-15 seconds}$) but two minutes is a substantial window and should not be exceeded or undershot
• Speech structure expectations (intro, body, conclusion)
  • Introduction: attention getter, clear thesis, preview of main points
  • Body: main points with subpoints providing evidence for the thesis; each main point should be independent and supported
  • Conclusion: restate main points, revisit the thesis, provide closure
• Delivery expectations
  • Do not read from the note cards; aim for a conversational tone
  • Maintain eye contact with the audience; if you ask a question, give the audience time to respond
  • Avoid a monotonous or purely reading voice; connect with the audience
• Rubrics and grading details
  • Speech rubric: highest score per category is 2; categories include attention getter, audience relevance, topic importance, preview of main points, independent main points, subpoints, reaffirmation of main points, memorable closure, and language/grammar quality
  • Outline rubric: same categories are evaluated; outlines must be in complete sentences; main points and subpoints must be complete sentences; thesis must be a complete sentence; adhere to spelling and grammar rules
  • Outline template requirement: fill-in-the-blank; if it looks different, points will be deducted
  • Guidance on restating the thesis and preview: avoid restating the thesis in exactly the same way more than once; there are four points in the outline where you will restate or refer to the thesis, and repeating it identically each time will lead to point deductions
• Blackboard navigation and where to find materials
  • Blackboard path: Speeches → Speech One → Descriptions and Details for point values and requirements
  • The assignment description is more thorough on the site
  • The Speech One rubric is accessible; the outline rubric is aligned with the speech rubric
• Additional resources and example outlines
  • Blackboard hosts examples of speech outlines for reference
  • A separate peer review outline assignment is introduced
• Peer review outline assignment (new) details
  • Students will fill out three peer reviews for three different speakers during Speech One
  • All three reviews must be compiled into a single document and submitted together (do not submit three separate documents)
• Schedule and logistics
  • A speech schedule is posted for Speech One; if someone misses a session, the instructor will attempt to schedule them for the next available day if time allows
  • The instructor aims to complete Speech One sessions in sequence rather than deferring to the end of the semester
• Key deadlines and exam connections
  • Outlines are due on the 15th at 11:59 PM (the day before the first exam)
  • Many exam questions (for Exam One) will be about outline design and the template; chapters 10 and 12 are the primary references for outline questions and citing sources
  • Journal Entry #1 due October 3; Journal entries #1 and #2 both due on October 3; submission can be a PDF or typed directly on Blackboard; grammar and complete sentences are required
• Office hours and contact information
  • Office hours listed as 11:00–12:00 today (location information truncated in transcript)

Blackboard and Course Materials (where to find key resources)

• Speeches section on Blackboard
  • Speeches > Speech One for the current assignment
  • Descriptions and Details for point values, outline requirements, and time limits
  • Rubrics for both the speech and the outline
• Templates and examples
  • Outline template to be filled in (fill-in-the-blank format)
  • Examples of previous outlines available for reference
• Peer reviews
  • Peer review outline assignment located under Speech One materials
  • Three reviews required; all in one document when submitted
• Journal entries
  • Journal Entry #1 and #2 instructions posted on Blackboard; due date October 3
  • Submission options: upload as PDF or type directly on Blackboard; ensure proper grammar and full sentences

Quick Reference: Key Numerical and Temporal Details (LaTeX format)

• Journal entries: $8 o 4$ entries; points: $40$
• Journal entries total points after change: $20$
• Peer reviews: total $18$ points; $6$ points per review page
• Extra credit (PSC): $8$ points
• Speech One length: $2 ext{ to } 4 ext{ minutes}$
• Speech One points: speech $20$; outline $10$
• Outline due date: $ext{Oct 15, } 11:59 ext{ PM}$
• Exam One emphasis: outline design and template; chapters $10$ and $12$ are go-to references for outlines and citations
• Journal Entry #1 due: $Oct 3$; two entries due by $Oct 3$ (both #1 and #2)

Practical takeaways for prepping Speech One

• Start practicing early with your outline and notes; use the preparation guidance from the rubric to shape your outline
• Practice in front of a mirror or with a small audience to desensitize and build confidence
• Use note cards as a support, not a crutch; avoid reading verbatim
• Focus on delivering a clear, engaging introduction with a strong attention getter, a well-defined thesis, and a preview of main points
• Ensure body points are independent and supported by subpoints and evidence
• Prepare a strong conclusion that restates the thesis and leaves a memorable closure
• Visit Blackboard regularly for updated rubrics, templates, and schedule shifts
• Pair up with classmates for peer reviews and provide constructive feedback; compile three reviews into one document for submission

Ethical, Philosophical, and Real-World Relevance

• Acknowledges universal stage fright and normalizes anxiety as a common experience among peers
• Emphasizes preparation, practice, and self-regulation as practical strategies to manage stress
• Highlights that some stress (eustress) can be beneficial when channeled positively, while distress can motivate problem-solving but may harm health if unmanaged
• Encourages responsible technology use in class (online submission vs handwritten if misuse occurs) to streamline feedback and grading

Summary of Immediate Actions for Students

• Review the revised syllabus and note changes to journal entries, peer reviews, and extra credit
• Begin outlining Speech One using the provided template; aim for a complete, sentence-form outline
• Prepare to deliver a 2 to 4 minute introduction with attention-getter, thesis, and main-point previews
• Plan to collect three peer reviews (for Speech One) and compile them into a single document for submission
• Schedule time to visit the PSC or equivalent for practice credit and document proof of practice for extra credit
• Monitor Blackboard for the Speech One rubric, descriptions and details, and the outline template
• Complete Journal Entry #1 and #2 by the October 3 deadline, typed or submitted on Blackboard with correct grammar and full sentences