Just some similarities I noticed.simpsons family guy

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Take out your keys. Tell us about yourself by relating to something on your keys.

Learning Outcomes: Design a message with a particular audience/situation in mind. Effectively support ideas using evidence, sources, and sensory aids.
Assignment: Prepare and give a 3-minute speech of introduction for a classmate. Interview the classmate to find out interesting information you can use in the speech about her or him. In preparing your speech, you may want to include an interesting anecdote, something about the person's accomplishments or qualifications--build credibility, a realistic compliment and the person's name. Find something interesting, unique, or memorable to tell about your partner. Spend some time interviewing the person and doing some real investigative work.

When introducing a speaker, you might tell an interesting anecdote about the person, identify a few key items from her or his resume, and give the person's name. In formal situations, the audience is there to hear the key speaker, not the person making the introduction. Your job is to warm up the audience, orient them to the speaker, help build the speaker's credibility. The speech of introduction keeps to this point and then lets the key speaker take over. To organize a speech of introduction, consider the following components:
Outline:
Introduction: Interesting anecdote
A. Key Idea 1: Person's accomplishments or qualifications--build credibility about speeches he or she will give during the course.
B. Key idea 2: Realistic compliment
Conclusion: Person's name

Feedback Sheet
Name of listener: ________________________________ Name of speaker: ________________________________
Name of person being introduced: ________________________________

1. Do you know more about the person introduced than you did before the introduction? Yes: ___ No: ___

2. Could you hear the speaker adequately? Yes: ___ No: ___

3. What is the person’s interest and expertise about each topic you may hear this person discuss during this course?

Learning Outcomes: Design a message with a particular audience/situation in mind. Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice. Evaluate and use unique, original materials and sources.
Assignment: Tell a story that conveys a message. This story can be from personal experience or a fable. If untrue, be sure to tell us at the end whether it actually happened to you.
“Languages differ in the very assumption of how information should be organized, of what is to be or not to be described and expressed” (Maynard, 1996). In other words, as we develop our language skills we hear ideas presented in certain patterns. If concepts are presented in an alternative pattern it can cause listener problems. Korean presentations, for example, are characterized by indirectness and nonlinear development. Memory research shows that “Koreans have more difficulty recalling information when that information is presented in a linear rhetorical style” (Jaffe, 1998). Also, because of their language backgrounds, Arabic speakers value telling a story or a series of parables and letting the listener figure out the moral of the narrative. This indirect presentational style, with little structure, often confuses English speaking US Americans who are used to a direct format in which a statement is made and evidence is presented to clarify the proposition.

Learning Outcomes: Use effective language strategies for oral presentations. Design a message with a particular audience/situation in mind.
Assignment: The US American experience has included the silencing of the voices of women and minorities. In most nations today, as in the past, societies tend to silence some groups and hear others. Effective public speakers are aware of this fact and are responsive to the needs of all their listeners. Select one of the following web sites or one of your choice to explore further and obtain information that you will use to outline a brief speech on “silenced voices.”

Azerbaijanis under the Soviets: www.azer.com/aiweb/categories/magazine/61_folder/61_articles/61_rafibeyli.html

Female Voices in Picture Books: www.scils.rutgers.edu/~kvander/Feminist/fempic.html

Children’s Holocaust Diaries: www.thejewishweek.com/news/newscontent.php3?artid=5965

African-American Voices: s

Although you may be able to generalize about audiences, you need to understand the uniqueness that each individual brings to the public communication situation. One way to look at the situation, then, is to identify your target audience. Out of the people present, to whom will you gear your message? Whom do you think will want to learn about what you have to say? Who will do what you are proposing? Is there one representative or typical individual to whom you are speaking. Is your focus a particular person? Imagine you are giving a wedding toast to your best friend.

Learning Outcomes: Apply principles of good public speaking, including consistent eye contact with all audience members and having no distractors (um, uh, like, and). Design a message with a particular audience/situation in mind. Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs. Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice.
Assignment: Find a speech from US history. Explain to the class the significance, context, and speaker's perspective, then read a segment from the speech in the way you think the speech would have been presented.

 
Learning Outcomes: Demonstrate a brief toast for a celebratory situation. Apply principles of good public speaking, including consistent eye contact with all audience members and having no distractors (um, uh, like, and). Utilize language strategies for effective oral presentations. Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice. Use advanced, professional-level vocabulary and grammar.
Assignment: A toast is a wish to a person at a celebration. Traditions require the person to stand and hold a glass high (there doesn't need to be anything in the glass). The speaker gives a brief and eloquent wish to the speaker, then sits down. The person receiving the toast typically remains seated, but thanks the speaker. An eloquent quotation is often used. "In the words of. . . "

How would you gear a message to the best friend as your target, but also to the many people in attendance? How will you achieve eloquence in your language?

Learning Outcomes: Organize content into seamless, easy-to-follow introduction, body, and conclusion. Effectively support ideas using evidence, sources, and sensory aids. In the Keys Speech: Use audio-visual resources to help the audience understand the speech.
Assignment: The student will receive a topic or topic choice from which he or she will give a speech with about one minute preparation time.

Learning Outcome: Convey positive content and nonverbals in an interview context.

Assignment: Imagine that you have applied for an internship or job you hope will translate into long-term employment. A job interview is sometimes a public communication situation. You may be at a job fair where you have a mini interview in front of others. You may find yourself interviewed by a panel of people, who include your possible supervisors, coworkers, department heads, and human resources staff. You may find yourself on a telephone interview where several people are listening. You can improve your effectiveness through practice and role-playing. In this case, your instructor may set up an individual interviewer or a panel interview. The teacher or students will role-play the interviewer(s), while each student takes turns answering questions. Remember to role-play with appropriate posture, hand position and gestures, eye contact, and other nonverbal communication. Your instructor may have students call each other on their cell phones for practice, for example, with one student playing the role of interviewer and another playing the role of interviewee.

You or your instructor may find other sources of common interview questions. The questions below are quoted directly from the following sources, retrieved September 20, 2007. Career Consulting Corner – JobInterviewQuestions.org - Quintessential Careers

1. Are you good at delegating tasks?
2. Are you seeking employment in a company of a certain size? Why?
3. Are you willing to relocate?
4. Are you willing to travel for the job?
5. Can you describe a time where you have been required to perform as part of a team? What was the situation? What part did you play in the team and what was the outcome of the exercise?
6. Can you explain this gap in your employment history?
7. Can you explain your salary history?
8. Can you work well under deadlines or pressure?
9. Describe a time when you had to deal with conflicting demands. How did you deal with this situation and what was the outcome?
10. Describe the best job you've ever had.
11. Describe the best supervisor you've ever had.
12. Describe the most rewarding experience of your career thus far.
13. Describe the relationship that should exist between the supervisor and those reporting to him or her?
14. Describe the workload in your current (or most recent) job.
15. Describe your management style.
16. Do you consider yourself a leader?
17. Do you have a geographic preference? Why?
18. Do you have any hobbies? What do you do in your spare time?
19. Do you have any question for me? (See Questions for the Interviewer that you might want to ask below).
20. Do you have plans for continued study? An advanced degree?
21. Do you have your reference list with you? (Remember don't give it out unless it is asked for).
22. Have you ever been fired or forced to resign?
23. Have you ever had difficulty with a supervisor? How did you resolve the conflict?
24. Have you kept up in your field with additional training?
25. How did you do in school?
26. How do you determine or evaluate success?
27. How do you establish a working relationship with new people?
28. How do you plan to achieve your career goals?
29. How do you work under pressure?
30. How does this assignment fit into your overall career plan?
31. How long would it take for you to make a meaningful contribution?
32. How much do you expect if we offer you this position?
33. How well do you adapt to new situations?
34. How well do you work with people? Do you prefer working alone or in teams?
35. How would a good friend describe you?
36. How would you describe yourself?
37. How would you describe yourself?
38. How would you evaluate your ability to deal with conflict?
39. How would your boss describe you?
40. How would your colleagues describe you?
41. If you took the job what would you accomplish in the first year?
42. If you were hiring a job-seeker for this position, what qualities would you look for?
43. Imagine that you are a member of a small team responsible for the development and production of an internal publication. Your team is dependent on another workgroup to provide the data which will form the basis of your publication. The deadline for completing this project is not able to be relaxed. (a) What factors do you think might affect the team's ability to meet the publication deadline? (b) What could the team do to ensure the project is completed on time?
44. In what kind of work environment are you most comfortable?
45. In what ways do you think you can make a contribution to our company?
46. Is there an achievement of which you are particularly proud? What is it? Why is it significant?
47. Tell me about a challenging situation you have faced. What was the situation and how did you cope with it?
48. Tell me about yourself? (try to hold your response to 2 minutes)
49. The ability to work independently within a structured team is essential to the position. This will require the successful applicant to be self-starting, able to prioritize tasks, be a good communicator, as well as showing considerable initiative. Can you give us some examples where you have worked within a team environment and demonstrated these abilities?
50. The research project and facilities the successful applicant will be involved with receives considerable attention from the general public. Therefore, a component of the job will involve liaising with the general public and media. This requires the delivery of information in a simple precise manner. How confident do you feel you are in delivering sometimes complex information in a simple manner?
51. What are the attributes of a good leader?
52. What are the key elements of measuring performance and how can you establish whether an outcome represents a success? (Answer this in terms of your own work or study experience.) More specifically, what do you think might be some key indicators of the successful performance of a national agency?
53. What are the most important rewards you expect in your career?
54. What are your career goals?
55. What are your expectations regarding promotions and salary increases?
56. What are your long range and short range goals and objectives?
57. What are your long range career objectives?
58. What are your strong points?
59. What are your weak points?
60. What can you do for us that someone else can't?
61. What can you tell us about our company?
62. What computer programs are you familiar with, and more specifically, what programs would you use to write a report, enter research data, and to prepare a poster or seminar.
63. What criteria are you using to evaluate the company for which you hope to work?
64. What do you believe is the most difficult part of being a supervisor of people?
65. What do you consider to be your greatest strengths and weaknesses?
66. What do you expect to be earning in five years?
67. What do you feel is the potential for aquaculture in Australia and what are some of the major impediments to its development? What are some of the major aquaculture species cultured in freshwater? As well as the position involving general maintenance of the aquaria and pond facilities, a significant component will involve participation in scientific experiments through the collection and collation of research data. Can you describe previous experience you have had in the day to day running of scientific experiments?
68. What do you know about our company?
69. What do you know about our competitors?
70. What do you look for in a job?
71. What do you really want to do in life?
72. What do you see yourself doing five years from now? Ten years from now?
73. What do you think it takes to be successful in a company like ours?
74. What do you think of your present or past boss?
75. What have you accomplished that shows your initiative and willingness to work?
76. What have you learned from your mistakes?
77. What interests you about our products?
78. What kind of hours are you used to working or would like to work?
79. What major problem have you encountered and how did you deal with it?
80. What makes you qualified for this position?
81. What motivates you to go the extra mile on a project or job?
82. What other positions are you considering?
83. What particular skills and qualities do you bring to the workforce? What other skills would you like to develop in the future?
84. What position do you expect to have in 2 to 5 years?
85. What qualifications do you have that make you successful in this career?
86. What qualities should a successful manager possess?
87. What questions didn't I ask that you expected?
88. What skills and qualifications are essential for success in the position of ______?
89. What specific goals other than those related to your occupation, have you established for yourself for the next ten years?
90. What two or three accomplishments have given you the most satisfaction? Why?
91. What two or three things are most important to you in your job?
92. What was wrong with your current or last position?
93. What were the five most significant accomplishments in your career so far?
94. What were the five most significant accomplishments in your last assignment?
95. What would your last boss say about your work performance?
96. What’s more important to you -- the work itself or how much you’re paid for doing it.
97. What’s the most recent book you’ve read?
98. What's one of the hardest decisions you've ever had to make?
99. Where do you expect to be in 5 years time? What will you do if you are not successful in gaining this position?
100. Which is more important: creativity or efficiency? Why?
101. Why are you looking for a new career?
102. Why did you choose this career?
103. Why did you decide to seek a position in this company?
104. Why did you leave your last job?
105. Why do you think you might like to live in the community in which our company is located?
106. Why do you want to work for us?
107. Why should I hire you?
108. Why should we hire you?
109. You have demonstrated in your CV that you have knowledge of entomology. Could you please expand on your experience and tell us what you think your strengths are in this field. An important component of the position will be the maintenance of water quality parameters within acceptable limits for the species. Can you outline your experience in water quality testing? What do you feel are the most important water quality variables?
110. You have had an opportunity to look at the statistical table from the publication (this was supplied before the interview). (a) Imagine you were asked to write a commentary on the information in the table. Are there any significant or curious or interesting features revealed by the data which you think should be highlighted, and if so, what might you say about them? Can you offer any suggestions to explain these features? (b) What is your opinion of the general layout of the table? How might it be improved?
 

Learning Outcome: The purposes of the assignment is to demonstrate collaboration and presentational skills. Your instructor may expect one or more of the following: (a) increase your sense of belonging and community in this class, (b) increase knowledge of and interaction with people in the class, and (c) increase knowledge and application of effective public speaking and listening skills, (d) prepare you for a test over the textbook, and (e) gain knowledge and practice in using presentational (audio visual) aids.