Need a written outline and draft for a presentation. Background You will orally demonstrate your understanding and application of one major interpersonal communication skill we studied throughout the course and present your information using presentational speaking skills covered in Appendix B of the text. Additionally, you will practice proper outlining format for your presentation. Instructions Think about which of the two skills you learned in this class that is or will be the most useful to you and directly applicable to ONE important interpersonal relationship in your life. Make sure your choose ONE of the following two skills on which to base this presentation assignment: Ch 3 ‘I’ Language – Be sure to include a request statement at the end- This step is not listed in the textbook — Use This ‘I’ Language Grid to practice steps Check Yourself worksheet: Do you know the difference between a behavior and an interpretation? See handout in Module! Practice writing ‘I’ Statements using ‘I’ language Grid (Step-By-Step Grid) – Make sure if you are doing the skills presentation on ‘I’ language that you include the 5th step on the practice Grid. (Step 5. Make a Request) Ch 6 Perception Checking Statement – Practice Your Perception Checking Skills worksheet- Great Resource – See handout in Module! Instructions After reviewing the speech directions, please compose a full-sentence, word-for-word outline of your speech. Remember to include all necessary components as bolded + labeled categories. Follow the outline template below VERY CLOSELY. Please see the grading criteria/rubric below. OUTLINE & INSTRUCTIONS ATTACHED. TEXTBOOK: Hutchinson, C. Interpersonal Communication: Navigating Relationships in a Changing World. Hayden-McNeil. Skills Presentation: Live Via Zoom Conference Background You will orally demonstrate your understanding and application of one major interpersonal communication skill we studied throughout the course and present your information using presentational speaking skills covered in Appendix B of the text. Additionally, you will practice proper outlining format for your presentation. Instructions Think about which of the two skills you learned in this class that is or will be the most useful to you and directly applicable to ONE important interpersonal relationship in your life. Make sure your choose ONE of the following two skills on which to base this presentation assignment: Ch 3 ‘I’ Language – Be sure to include a request statement at the end- This step is not listed in the textbook — Use This ‘I’ Language Grid to practice steps 1. Check Yourself worksheet: Do you know the difference between a behavior and an interpretation? See handout in Module! 2. Practice writing ‘I’ Statements using ‘I’ language Grid (Step-By-Step Grid) – Make sure if you are doing the skills presentation on ‘I’ language that you include the 5th step on the practice Grid. (Step 5. Make a Request) Ch 6 Perception Checking Statement – Practice Your Perception Checking Skills worksheet- Great Resource – See handout in Module! Instructions 1. After reviewing the speech directions, please compose a full-sentence, word-for-word outline of your speech. 2. Remember to include all necessary components as bolded + labeled categories. 3. Follow the outline template below VERY CLOSELY. 4. Please see the grading criteria/rubric below. Copy and then paste this entire outline below into a new document and then insert your work for each section. Presentation Outline and Rubric Below: (Make sure to keep the delivery section which will be completed by instructor.) 1. You will need to add any additional points and/or subpoints to your outline. (See pp. 372-373 in textbook.) 2. Submit your completed outline in Canvas by 4pm on the day of your live presentation. 3. Single space your outline! Copy and Paste the Rubric Below Beginning Here: Fill in your presentation content and submit to Canvas. READ RUBRIC BELOW Name Class Section Skills Presentation I. INTRODUCTION____ /10 points total A. ____(3) Attention-getter: Give an example, tell a story, present a quotation (cite source), or make a startling statement. (pg 364) – Needs to be special, engaging, catchy, compelling or memorable. B. ____(2) State your name and briefly introduce your topic. C. ____(3) Thesis statement: Clearly and succinctly state your ‘big idea.” (See p. 361 in text) D. ____(2) Preview of main points: Tell us the three areas you will cover. (Consistent with main points from assignment outline template below–sections A, B, C) ___(1) Transition statement into body of speech. II. BODY ___/30 points total ______(10 points) A. Main Point 1: Briefly define and describe the skill. Briefly describe the skill by explaining it in your own words. This is one way to adapt to the audience. How would you describe it to a friend? 1. Show your understanding of the skill by explaining it in your own words. Be sure to use relevant terms and vocabulary from the textbook, but define them in your own words. 2. Include ONE quote from the textbook to elaborate on the skill and cite the textbook in APA format at the end of the outline. It should be limited to Chapters 3 or 6 where you take your quote. Personalize it. ? When you speak, only state the source’s last name and date, not the full citation. ? APA Guidelines Link ___(1) Transition into main point 2. ______(10 points) B. Main Point 2: Explain how you thought AND communicated BEFORE learning about this skill. 1. Provide a detailed, clear and specific example of an actual situation, relationship issue, or conversation where you thought AND communicated poorly. a. The example here is too general: I chose the relationship with my older sister. Our relationship has been very toxic with little support and I felt a power imbalance.I tend to avoid and assume that ‘siblings are supposed to bully each other’ instead of trying to build a stronger relationship using ‘I’ Language. To make it more specific, you would need to add a specific time where you made the assumption, what you said, did, her reaction, response, behaviors and the results to earn full points. 2. Include the consequences of communicating poorly. a. For “I” language, your example will involve the consequences of using ‘You’ language; b. For Perception Checking, your example will involve the consequences of acting on your assumptions; c. The issue should be of importance to the field of interpersonal communication. (Not dirty dishes, or chores etc. Too general.) _____(1) Transition into main point 3. ______(10 points) C. Main Point 3: Explain how you thought AND communicated AFTER learning about this skill. 1. Provide a detailed, clear, and specific example of an actual situation, relationship issue, or conversation where you thought AND communicated more effectively using the new skills. If you haven’t used it as of now, then write the exact script of what you would or could say using a specific example. 2. Demonstrate the results of using ALL parts of the skill. (For ‘I’ Language, your example will involve the result of using ‘I’ Language, including a complete ‘I’ Language statement, clearly applying and stating all 5 elements of the formula. 3. For Perception Checking, your example will involve the result of using Perception Checking, including a complete perception checking statement, clearly applying and stating ALL elements of the formula. 4. Be sure to review all elements of the skill selected; start general with the overview of the situation and then give a specific example describing all parts of the skill. ___(1) Transition into conclusion. Ill. CONCLUSION __/6 Points Total A. ___(2) Rephrase thesis AND briefly list the main points you covered (A,B,& C of presentation outline- 1 sentence). B. ____(4) End with a conclusive, insightful, planned, and confident memorable closing statement. Refer to resources regarding effective conclusions! IV. DELlVERY____/40 Points Total ____(5) VOCALICS: Applied vocal variety. Speaker attempted to speak with interest about his/her subject by using vocal expression. (Problems may include monotone voice, sing-song tone, or powerless ‘uptone’). ____(5) VOCALICS: Used rate of speech for impact. Did not race through presentation. Used effective pauses. ____(5) VOCALICS: Spoke loudly enough to demonstrate confidence in material and comfort speaking. ____(5) EYE CONTACT: Maintained eye contact with all sections of audience. ____(2) KINESICS: Employed effective body movement so it looked like a presentation, not a “talking head.’ ____(3) APPEARANCE/ARTIFACTS: Dressed appropriately for a class presentation (one step more formal than audience). Professional demeanor, eliminating any potentially distracting personal items. ____(5) VERBAL COMM: Used professional/academic language, rather than casual/informal. Limited rambling or unplanned style, or ‘impromptu’ style. Ums, uhs, likes, etc. ____(5) VERBAL COMM: Used extemporaneous speaking style by speaking from an outline, or note cards not reading a script. Planned and rehearsed, but not read. ____(5) CHRONEMICS: Presentation was at least 3 minutes and no longer than 5 minutes. V. REQUIREMENTS ____/10 Points Total 1. _____(6) Submitted this outline, complete with ALL spaces for grading and ALL outline sections clearly delineated with the letters and numerals shown on this outline. Include additional A,B,C’s and 1,2,3s where appropriate for each new idea. You will have points and subpoints. (See pp. 372-373 in textbook.) 2. _____(4) APA CITATION: Textbook cited below HERE in APA format. (Formatting in textbook, p. 357.) END: STOP Copying just above HERE Self Evaluation: Complete after your presentation. (10 Points) RESOURCES APA Citation For Presentation APA information must be cited in 3 places: verbally during the speech (author/source name, author/source qualifications, year for any numerical data), on the outline with an in-text parenthetical citation (include both author/source and year), and under References on a separate page at the end of your outline. In the example below, the author is Lucas. Ex 1: According to communication researcher Lucas, public speaking is an essential skill (2015). Ex 2: In the textbook The Art of Public Speaking, Lucas explains that public speaking is an essential skill (2015). Ex 3: In the textbook The Art of Public Speaking, communication researcher Lucas explains that public speaking is an essential skill (2015). Secondary source: A citation where the author is cited within another source (by some other organization or individual). In the examples below, the author is Brown. The evidence was retrieved from the New York Times. – Ex 1: According to communication professor Brown, public speaking skills are important (New York Times, 2013). o (Publication name and year appear on outline – even if it’s not a statistic). – Ex 2: Communication professor, Brown, found in a 2013 study that researchers rank public speaking skills as the third most important skill in the workplace (New York Times). o Year not needed if it’s present in citation^. ? With this example, there would be an APA citation under ‘References’ for the New York Times article. See https://owl.english.purdue.edu/owl/ for APA style guidelines Purchase answer to see full attachment Tags: interpersonal communication communication skills Skills Presentation impact interpretation ability to diffuse User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.