Sample performance of a key point

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Из курса от партнера University of Washington

Introduction to Public Speaking

483 оценки

University of Washington

Introduction to Public Speaking

483 оценки

Курс 1 из 4 — Specialization Dynamic Public Speaking

This course gives you a reliable model for preparing and delivering effective presentations. In business, in school, and in public life, we are often called upon to “make a few comments.” Often, people tasked with such speeches become flummoxed. They might not know what to talk about, or ramble without making a point, or simply be confusing to listen to. This course is designed to help you shine where others falter. We’ll learn how organize talks clearly, write them memorably, and deliver them confidently. By the end of the course, you should be able to significantly reduce your fear of public speaking, use rehearsal techniques to develop a strong, vibrant speaking voice, and perform speeches with dynamic movement and gestures. The speech model that we’ll practice is useful for briefings, elevator talks, interviews, and even as a structure for hour-long presentations. If you’re a beginner, this course will help you quickly master the fundamentals of speaking. If you’re a seasoned speaker, this course will help you better understand public speaking and push you to the next level.

Из урока

Week 3: Illustrating and delivering your ideas

This week, we’ll talk about support and arrangement. The lessons here will immediately help all of your other presentations. Why? Because we need to think about how audiences hear our ideas in real time. There are things we should be doing to help listeners instantly organize and process the information we’re presenting to them. By the end of the week, you should be able to discuss evidence clearly and highlight your speech's organization. If you want some feedback, you’ll be able to upload a practice elevator speech for peer review.

Finding the right support4:49

Discussing your examples concisely3:24

Performing your key point3:26

Sample performance of a key point4:17

Познакомьтесь с преподавателями

Dr. Matt McGarrity
Principal Lecturer
UW Department of Communication

So this video will provide an example of how you might perform each key point.

My goal here is to demonstrate how to discuss your support while

moving through the stages of state it, explain it, show it and conclude it.

So you can take a look.

Here's my key point speech here.

And what I want to do is just perform this second key point.

So let's say that I just finished the first point and

now I'm starting the second point.

Second, I do administrative work.

So if you're unfamiliar with this,

most universities require faculty to help keep the university running.

And this can be stuff like advising undergraduates, running majors, so

on so forth.

Professional staff do a lot but faculty need to help administer the university.

And I'm no different.

So I do administrative work at the departmental level and

at the college level.

So I just want to talk a little bit about what each one of those looks like.

So first, at the department level, I try to help run our major well.

So for a number of years, I served as the undergraduate program coordinator.

So that's the faculty member in charge of the communication major.

Now the communication major is pretty big, we're a large major,

over a thousand undergraduates, so there's a lot to be done there.

And as the undergraduate program coordinator,

I had to make sure that the right courses were being offered at the right time,

that the graduation requirements were appropriate, and that they were being met.

Basically I had to make sure that the students were getting the classes and

the learning experiences that they needed and it was a lot of administrative work.

Just kind of keeping tabs on all of our many programs and

making sure everything was running smoothly.

So, I also did that, so I did that but

I also did administrative work at the college level.

So here, for example, I serve on the college's curriculum committee.

So with about five other faculty members, I review every single

new course proposed in the College of Arts and Sciences, and that's a lot of stuff.

The college has over a thousand faculty members.

There are 44 different departments.

We offer about 4,000 different courses.

And so what this means is every couple of months, I sit down with all

the new proposed courses and basically check them for quality.

Make sure that the requirements are accurate, make sure there is not too much

overlap between a new course and an existing course.

So for example, we just had a meeting not too long ago and

at that meeting we looked at 70 new courses.

And to give you a flavor of what that looks like,

one of them was a course on Parisian architecture, as in art.

There was another religious studies course, on the Book of Job.

We looked at a chemistry course on quantum mechanics for chemical engineers.

It's pretty diverse, right?

That's a lot to wrap your head around.

But I love it.

I mean it gives me a glimpse, just a tiny little glimpse of all the work,

and all the thinking that goes on at a big university.

And it's an opportunity I wouldn't have if I didn't serve on that committee.

And that type of work, that sort of departmental work,

that sort of college work is built into the university system.

Universities don't run themselves.

They need faculty like me to do administrative work.

And scene.

So hopefully what you're able to see there is where I felt like I was moving through

each stage of state it, explain it, show it, and conclude it.

Conclude it.

The show it part is obviously where you're going to spend most of your time but

the other aspects are just as important because they're helping the audience

know where the support is coming from and it's relevance to the claim.

When I'm talking about those examples, I want those examples

to illustrate what my service looks like and what type of activities I'm doing.

As I'm discussing that, I don't want to wander off topic, so

in each chunk I'm only going to be talking about departmental level work or

college level work.

And this was just a short example of how you might discuss your points.

I would say don't get overwhelmed by the terms and procedures that I am using here.

It basically comes down to, what's the key idea?

How can you help the audience understand that idea clearly?

And this takes practice, but we want to make sure that we're focusing on our key

point, and using the support appropriately.

[MUSIC]

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