Department: Bachelor of Science in Criminology

Course Number: GE 101

Name of Instructors: Ms. Rosa Marie B. Fuentes
Semester:1st Semester S.Y. 2020-2021
Course Title: Speech and Oral communication

Student’s Name: Year&Section:

I. Course Description:

The course is designed to develop the students’ oral communication skills for
effective personal, group, and public communication in the various disciplines. It also
provides for the improvement of skills in oral interchange between and among people. It
includes the study of the mechanics of oral communication, the various forms of speech.
Models for analysis are also included. Emphasis is given to the development of the learner’s
skill in making and delivering original speeches on different occasions.

lI. OVERVIEW:

This module aims to be a guide to the students of CAPSU DAYAO who are affected of this
COVID-19 Pandemic. This is with regards to the solution that the Commission on Higher Education
(CHED) is trying to implement; specifically it is called The Blended Learning. In this step, students
are encouraged to do the online learning as well as the face to face learning. Preferably, this module is
most beneficial to those students who are stranded in their respective provinces. For all we know that
other municipalities in our province have a very poor and very sad internet connection. This will still
update them and encourage them to do independent learning. And if by chance they have access to the
internet, they could contact their teachers for some additional module or clarifications about the said
module

Chapter II: Listening

SPEECH AND ORAL COMMUNICATION R.M. Fuentes

 LISTENING:

In your daily activities, you spend more time listening than you do reading, writing, or
speaking. Listening accounts for over 40 percent of your communication me. Through
conversations, classroom lectures, group meetings, seminars, electronic media
communication and other forms of aural communication, you receive a vast amount of
information, Also your academic performance is affected by poor listening which results in
poor grades, poor self-esteem, and others.

Poor listening will not only affect future profession but also interpersonal
relationships. Through listening, we learn to anticipate the actions of others and to gauge their
feelings and moods. Many couples, friends, relatives get separated because of the failure to
communicate and listen to each other. Statistics also shows that approximately 60% of the
Filipino families are broken because of communication breakdown.

Studies show that poor listening causes 60% of misunderstandings in business. Even
in different professions poor listening may result in wasted time, loss of productivity,
accidents, and other negative outcomes. In reality, poor listening is one of the greatest
communication problems in different companies and industries. Therefore, developing
listening skills are imperative for career success, organizational effectiveness and worker
satisfaction.

It is a fact the ability to hear is a natural process that develops in all normal infants.
Indeed, most of us begin to hear sounds before we are even born. The physical components of
the listening process combine with the cognitive development in a child, resulting in
sophisticated listening skills. The natural ability to hear, however is often mistaken for a fully
developed skill that needs no further training in listening. While we may assume that we are a
good listener, we usually don't know about problems we might have until we miss something
important.

HEARING AND LISTENING

Hearing is the first step in the listening process of receiving sound waves. Sound waves
travel through the air and set up vibrations on the eardrum; these vibrations are transmitted to

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the brain, A number of factors can interfere with hearing-distracting noises in the
environment, sounds too loud or too soft for the aural mechanisms, or impediments such as
illness or hearing loss. Generally, the hearing process is beyond the speaker's control, cxcept
for the ability to change speaking volume, seating arrangements, or conditions in the room
before talking.

Listening, on the other hand, is the cognitive process whereby people attach
meanings to aural signals. After sound waves are translated into nerve impulses by the
middle ear and the auditory nerve, they're sent to the brain for interpretationm
registering impulses, assigning them to meaningful contexts, and evaluating them -
constitute listening.(Gronbeck et al. 32).
THE PROBLEM OF POOR LISTENING SKILLS

Listening and hearing are not synonymous. Hearing occurs when your ears pick up sound
waves being transmitted by a speaker. Listening involves making sense out of what is being
transmitted. As Keith Davis put it, "Hearing is with the ears, listening is with the mind.

"In almost all jobs, people spend far more time listening than they spend reading and
writing. Yet most of us never receive any focused training on how to improve listening skills.
This is strange when one considers that most people are ineffective listeners. According to
Dr. Lyman K. Steil of the University of Minnesota in St. Paul, "Tests have shown that
immediately after listening to a 10-minute oral presentation, the average listener has heard,
understood, properly evaluated, and retained approximately half of what was said. And
within 48 hours, that drops off. to a final 25 percent level of effectiveness. In other words, we
quite often comprehend and retain only one-quarter of what is said."

The problems caused by ineffective listening are staggering in number: instructions

misunderstood, equipment broken from improper use, productivity decreased, profits
lowered, sales lost, feelings hurt, morale lowered, rumors started, and health harmed. Dr.
Steil estimates that listening mistakes each week in American business might cost as much as
a billion dollars.

HOW TO LISTEN EFFECTIVELY

Though mistakes abound, listeners can be taught techniques to improve their
understanding and retention of spoken material, as some American businesses have
discovered. To boost productivity and sales, giant corporations such as 3M, AT&T, and
General Electric routinely send employees to special listening-skills classes. Troubled by
declining sales to 200 “problem accounts," Abbott Laboratories conducted listening-skills
classes for employees handling the accounts. Three years later, Abbott had experienced a $9
million jump in sales to those accounts.

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 In this section we will look at some specific advice on listening effectively.

1. Prepare Yourself. Listening to difficult material is hard work, so prepare yourself as

thoroughly as a runner prepares for a race.

a. Prepare yourself physically. Get plenty of sleep the night before. If necessary,
exercise right before the speech or lecture. Let's. you will be sitting in a warm room in mid-
afternoon and are therefore likely to become drowsy and lethargic. You could take a brisk
walk before entering the room to make yourself alert.

b. Prepare yourself intellectually. If the subject matter of the speech is new or complex,
do research or background reading beforehand: In this way, the speech will be much easier to
understand. The American philosopher Henry David Thoreau once said, “We hear and
apprehend only what we already half know."

2. Be Willing to Expend Energy. When you listen to a comedian cracking jokes on TV,
do you have to work hard to pay attention? Of course not. You simply sit back in a
comfortable chair and enjoy the humor. It is easy, effortless, relaxing.

If you are like many listeners, you assume that when you go into a room for a lecture or a
speech on a difficult subject, you should be able to sit back and absorb the content just as
easily as you grasp a comedian's jokes. This is a major misconception because the two
situations are quite different. Listening to light material requires only a modest amount of
mental effort, while listening effectively to difficult material requires work. You must be alert
and energetic, giving total concentration to the speech, with your eyes on the speaker, your
ears tuned in to the speaker's words, and your mind geared to receive the message.

According to Dr. Ralph G. Nichols, who did pioneering work on listening skills at the
University of Minnesota, listening "is characterized by faster heart action, quicker circulation
of the blood, and a small rise in body temperature."

If you tend to drift away mentally whenever a speaker begins to talk about unfamiliar or
difficult material, try to break yourself of the habit. Vow to put as much energy as necessary
into paying attention.

3. Listen Analytically. You should analyze a speech as it is being presented- not to

nitpick or poke holes in it, but to help you understand and remember the speaker's message,
and to determine which parts of the speech are valuable to you and which are worthless.
There are two elements that you should examine analytically: the main ideas and the support
materials.

a. Focus on main ideas. Some listeners make the mistake of treating all of a speaker's
utterances as equal in importance. This causes them to "miss the forest for the trees": they
look so hard at individual sentences that they fail to see the "big picture," the larger meaning.

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 Try to distinguish the speaker's primary ideas from the secondary material-such as facts,
figures, and stories-that arc used to explain, illustrate, or prove the primary ideas. If a speaker
tells an interesting story, for example, ask yourself, "“Why is the speaker telling me this?
What main idea is the speaker trying to get across to me by telling this story?" Main points
are more important than support materials, as you can see in the sample notes in Figure 3.1.

b. Evaluate support materials. Effective speakers use support materials.(such as stories,

statistics, and quotations) to explain, illustrate, or prove their main points. As a listener, you
should evaluate these supports, asking yourself these questions:

• Is each main point amplified with support materials?

• Do the support materials seem accurate and up to date? Are they derived from
reliable sources or are they merely hearsay?

 Do they truly explain or prove a point?

Learning to listen analytically not only will help you become a better listener, but also help
you improve the quality of your own speeches. You will find yourself avoiding the mistakes
you see in the speeches of others.

LISTENING PROCESS

1. H.U.R.I.E.R. Model

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Brownell's HURIER Model. From Brownell,J. (2002). Listening: Attitudes, principles and skills
(2nd ed.) Boston: Allyn and Bacon

The sole listening model that has been validated is Brownell's (1996) HURIER model. HURIER is an
Acronym for her six step listening process: Hearing, Understanding, Interpreting, Remembering
valuating, responding. Brownell's model was developed jot' private industry and validated
through a factor analysis.

Brownell developed her model by first consulting the literature and identifying numerous
statements that had been used to depict the listening process.

COMPONENTS OF THE HURIER MODEL

l. Hearing - focusing on and attending to the message. It refers to the response caused by sound
waves stimulating the sensory receptors of the ear; it is physical response; hearing is perception
of sound waves; you must hear to listen, but you need not listen to hear (perception necessary for
listening depends on attention).

2. Understanding- obtaining the literal message meaning. To understand symbols you have seen
and heard, you must analyze the meaning of the stimuli you have perceived; symbolic stimuli are
not only words but also sounds like applause... and sights like red uniform...that have symbolic
meanings as well; the meanings attached to these symbols are a function of your past associations
and of the context in which the symbols occur; for successful interpersonal communication, the
listener must understand the intended meaning and the context assumed by the sender. The ability
to understand what you hear, listening comprehension, improves with practice.

3. Remembering -- recalling the message for future action. It is important in the listening process
because it means that an individual has not only received and interpreted a message but has also
added it to the mind's storage bank; but just as your attention is selective, so too is your memory
— what is remembered may be quite different from what was originally seen or heard.

4 Interpreting- expressing sensitivity to contextual and non-verbal message aspects. When you
interpret message you do two things: first, you take into account the total communication context
so that you are better able to understand the meaning of what is said from the speaker's point of
view. Your ability to empathize, or to see a situation from the other person's perspective, requires
that you pay attention to emotional meaning and to the communicative context. Second, effective
listeners let their partners know that they have been understood. Evaluating logic applied to the
assessment of the message value. You listen from a unique point of view and are influenced by
your perceptual filters— your past experiences, attitudes, personal values, and predispositions. It
is therefore impossible not to evaluate, to some extent, everything you hear.

5. Understanding- the principles of logic and reasoning, and recognizing bias, stereotyping,
propaganda, and other factors that may influence the conclusions you draw, is essential. Effective
listeners, as you might suspect, deliberately reduce the influence of their own viewpoint until they
have first understood the speaker's ideas. Objectivity, in this sense, is prerequisite to making wise
evaluations.

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6. Responding — choosing an appropriate response to what is heard. Your partner makes
judgements regarding the quality of your listening based largely on the nature of your response.
The HURIER model incorporates your response as an integral part of the listening process. This
approach suggests that effective listeners analyze the communication situation and purpose, and
then choose an appropriate response from among alternatives. Once again, you can see that
listening is prerequisite to formulating an appropriate response.

TYPES OF LISTENING

People listen for different reasons on different occasions. On any given day, you may listen
intently to your instructors in order to learn new concepts and facts; you may listen to your
favourite music to relax; and you may listen to sales executive in an appliance store to make
sure that the person isn't skipping over some essential feature of the machine's performance or
the dealer's warranty. Wolvin and Coakley in their listening research, identified five kinds of
listening that reflect purposes you may have when communicating with others: appreciative,
discriminative therapeutic, comprehension, and critical

1. Appreciative listening- focuses on something other than the primary message. Some
listeners enjoy seeing a famous speaker. Others appreciate the art of good public speaking.
On these occasions, you listen primarily to entertain yourself.

2. Discriminative listening- requires listeners to draw conclusions from the way a message is
presented rather than directly from what is said. In discriminative listening, people seek to
understand what the speaker really thinks, believes, or feels. You are engaging in
discriminative listening when you draw conclusions about how angry your parents are with
you, based not on what they say but on how they say it. An important dimension of listening
depends upon your ability to draw relatively sophisticated inferences from messages.

3. Therapeutic listening- is intended to provide emotional support for the speaker. Although
it is more typical of interpersonal than public communication, therapeutic listening does
occur in public speaking situations—for example, when a public figure apologizes for
unprofessional behavior a religious person describes a soul-saving experience, or a classmate
remembers a personal problem and appreciates friends for their help in solving it.

[Link] for comprehension occurs when you gain additional information or insights
from the speaker. This is probably the form of listening with which you are most familiar.
When you listen to radio or TV news, classroom lectures, seminars and conferences, business
meetings, or staff explaining computerized registration procedures, you are listening to
understand - to comprehend information, ideas, and processes.

5. Critical listening- demands that you both interpret and evaluate the message. It is the most
sophisticated and difficult kind of listening. It demands that you go beyond the message in
interpreting it, judging its strengths and weaknesses, and assigning it some value. You are
also using this in class especially listening to a lecture using critical thinking skills. A careful
consumer also uses critical listening techniques to evaluate sales presentation. It is also used
in campaign speeches, court proceedings, advice from financial advisers or arguments offered
by controversial talk or debate. When you are listening critically, you decide whether to
accept or reject ideas and whether to act on someone's advice.

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 Evaluating messages through critical listening requires you to identify mentally the key
ideas and phrases. You might need to rephrase or reorganize those ideas and note the
signposts and other clues to rational structure offered by the speaker. Summarize the message
periodically. Ask yourself these crucial questions about the information provided:

 Do I understand the ideas?

 What is the main thrust of the speech?
 Does the speaker's message coincide with other things I know to be true?
 Does the speaker provide supporting material and acceptable explanations?
 Do these explanations support the speakers' conclusions?

Therefore, think about these key questions and ask yourself: What is my purpose
in listening to this speech? Do I expect to gain information and insight in order to make a
decision? Or am I listening to enjoy myself, to understand the feelings of another human
being, to assess someone's state of mind, or to test some idea? Knowing why you are
listening will help you listen more efficiently and effectively.

WHY LISTENING IS DIFFICULT

Careful listening will help both the audience and the speaker. But what makes listening so
difficult that we need training in it? Why are so many people poor listeners? At least four
factors deserve close attention:

1. Listener Distractions. We can think faster than we can listen. Because the processing
of sound waves does not fully engage the brain, we can do something else at the same time
we listen. Unfortunately, that "something else" may distract us from listening effectively.

Imagine a listener who is daydreaming during a speech, constructing a mental fantasy

while listening. The fantasy may be more exciting and more personally relevant than the
speaker's message. Gradually, without meaning to, this member audience will devote all
energy to the daydream-still hearing but not listening to, the speech. In fact the distracting
daydream may be stimulated by words in the speech. The word movie, for example, might
trigger the thought, "I wonder what DVD I should rent for the party tonight," which in turn
might lead to "I hope my roommate remembers to bring home a pizza," and then a mental
checklist of preparations for the party. All these thoughts might lead to "I hope Andrew
Montalban is going to be there." Clearly this is not careful listening.

Worse yet, the listener might be distracted several times during the speech before
snapping to attention and thinking, "Oops, I'd better listen more closely to this speech." After
tuning in again for a few minutes, the listener might then be distracted by some other word or
phrase. The idea of "channel surfing"--of mindlessly switching among television programs
without paying much attention to any of them--aptly describes how some listeners tune a
speech in and out, seemingly at random. Although a speaker can't be held responsible for
listeners' habits, a well-prepared, we'll-delivered speech is the bs defense against listener
distractions.
2. Limited Attention Span. Another factor that makes listening difficult is that most people's
attention span--the length of time they will attend to a message without distraction--is short.
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 In the past, audiences were prepared for (and expected) lengthy speeches, sermons, lectures,
and debates. During the eighteenth and early nineteenth centuries, political orations went on
for hours, sometimes, days. But today's public messages are much shorter.

The trend may have reversed somehow in recent years. Although advertisements remain
short, some speeches have become longer. Shorter messages are generally less complex and
make fewer demands on of concentration. The speaker simply doesn't have time to try out
many ideas, to develop them fully, and to suggest all their implications Very short messages
can present little except slogans or sound bites. And frequent exposure to short messages-
-whether advertising jingle or political slogans--weakens listeners' capacity to process and
evaluate longer, more intricate messages.

3. Jumping to Conclusions. People sometimes assume they "know" what the speaker is
going to say, but jumping to conclusions is no basis for effective listening.

Instant acceptance and instant rejection happen when listeners jump to conclusions
through assimilation. They blur the distinction between two similar messages and regard
them as identical. If the speaker says something that in a way seems to confirm their position,
they interpret that as a thesis of the speech. They also disregard any parts of the message that
challenge their assumptions. Simply ignore those ideas. In both cases, hasty conclusions keep
them from truly listening.

4. Situational Distractions. Distractions in the specific speaking situation can also make
listening difficult. Perhaps the wind blows the door shut while you are speaking, and listeners
turn to look when they hear it slam. Or an audience member may arrive late, or some lights
may go out, or loud laughter may erupt in the hallway. None of these events can be controlled
yet all can interfere with effective listening. The first thing a speaker can do in such cases is
to try to offset the distraction by repeating or rephrasing the part of the speech that had to
compete with it.

BARRIERS TO GOOD LISTENING

l. Excessive Talking. Good conversational skills are an asset, and a person with this skill is
more likely to achieve professional success. However, talking more than what is necessary is
a barrier to effective communication. People hesitate to interact with a person who talks
excessively without listening to them. They may also get bored, and excessive talking may be
perceived as aggression.

Try these tips to overcome this habit:

a. Think before you speak, and don't speak if you have nothing important to contribute.

b. Practice self-control. Allow the other person to speak.

c. Avoid interrupting when the other person is speaking.

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 d. Be aware of indulging in useless talk for the sake of talking.

e. Be brief while conveying your thoughts

f. Observe your listener's reactions while speaking.

2. Prejudice. Prejudice is a preconceived opinion of feeling, which is usually irrational.

Prejudice is very dangerous and has the potential to bring animosity into the team and to break
team spirit. The reason for a prejudice may be the speaker's race, religion, age or appearance. A
prejudiced person will not make any effort to listen and understand.

Overcoming prejudice while listening:

a. Respect the other person for his or her knowledge and skills, irrespective of the person's
background.

b. Make conscious efforts to take charge of your thoughts.

c. Consciously avoid taking an "1 know what he or she is going to say" attitude while the other
person is speaking.

3. Distractions. The four main types of distractions are physical, mental, auditory and visual.
Here's how to avoid this common barrier:

a. Face the person who is speaking.

b. Maintain eye contact while the other person is speaking.

c. Ensure that you are comfortable.

d. Switch off the cell phone.

4. Excessive Attachment to Personal Beliefs and Values. It is fine to have personal beliefs and
values, but an excessive attachment to them will have a negative impact on your ability to
communicate effectively with others. Learn to appreciate the fact that each and every person has
his or her own of beliefs and values.

5. Misunderstanding. Inability to hear correctly is one of the many reasons for misunderstanding
of what the speaker is trying to communicate. This inability to hear is often the result ofprejudice.
To avoid misunderstanding, always clarify with the speaker to ensure that you have understood
correctly.

6. Interrupting. Interrupting a conversation with improper body language or inappropriate words

will have a negative impact in effective communication. Here's some tips to help you avoid this
barrier to effective listening:

a. Listen without interrupting while the other person is speaking.

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 b. If you seek to clarify something, use appropriate body language such as raising your hand or
use appropriate words (like "1 am sorry to be interrupting you...").

7. Faking Attention. The person who is faking attention is just "hearing" but not "listening." The
person is acting as if he or she is listening. There may be some eye contact and the person may
even be nodding, but the mind is elsewhere. The person may be thinking about what to have for
lunch or what to wear for the party that evening. Faking attention is a habit for some people, but it
conveys lack of respect and dishonesty.

Try these tips:

a. Make it a habit to listen attentively. It is advisable to assume that the other person knows
something that you may not know.

b. Avoid thinking about how to reply when the other person is speaking.

c. This habit can be overcome by taking notes while the other person is speaking.

8. Bringing in Emotions. Emotions erect barriers to effective communication. A listener's senses

are not likely to be functioning at their optimum level when he or she is angry. Likewise, it is not
possible to understand or appreciate what the speaker is saying if the listener is excessively sad.
Tip: It is better to avoid conversations when you are angry or excessively sad.

9. Noise. Noise is "any unwanted sound." It is a great impediment to clear communication. It is

impossible to listen in a noisy environment. It becomes a frustrating experience for both the
speaker and the listener.

a. Try to avoid conversations in noisy surroundings.

b. Eliminate the source of noise whenever possible; turn off cell phones, radios or television sets.

10. Fear. Fear is a great barrier to listening. People who are afraid during a conversation are
not likely to listen. They become defensive and tend to argue.

Tips to overcome fear:

a. Be aware that fear can only worsen the situation. Listen to what the other person is about to say
without fear.

b. Keeping calm will give you mental strength to face any situation.

c. Taking a deep breath helps in overcoming fear.

11. Great leaders are good listeners. Effective listening is a valuable skill that helps team
members achieve their goals efficiently and improves productivity. This skill is necessary to stay
competitive in the current global scenario. Implementing the above mentioned tips will definitely
help in improving listening skills. It is possible with self-examination and self-discipline.

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Activity no.1
(Detach this part and submit to the teacher)

Let's Work On This!

Name: ___________________________ Course/ Year/ Section: _____________________

Date: ____________________________ Score: _____________________

What type of listening should be used in the following?

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Critical Thinking 1. Mrs. Santos reads aloud "Beyond Forgetting" by Rolando Carbonell
and instructs her students to draw an image based on the poem.

Listening for comprehension 2. Your favorite pop music plays in the radio.

Therapeutic Listening 3. Nilda, your best friend since high school, talks to you over a
cup ofcoffee about her failing grades in college.

Discriminative Listening 4. Mr. Escodero blows his top for the class representative's failure to bring
the report of the whole class. He discuss his points in class.

Appreciative Listening 5. You attend Father Romero's mass and listen to his sermon .

Activity no.2
(Detach this part and submit to the teacher)

Let's Work On This!

Name: ___________________________ Course/ Year/ Section: _____________________

Date: ____________________________ Score: _____________________

List down listening situations using the following types of listening.

1. Critical Listening
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 - Listening on Seminars
- Listening on Reports and Presentations
2. Therapeutic Listening
- ASMR
- Listening to Music or Soothing Audios

3. Discriminative Listening

- Instructions of what you must do

4. Appreciative Listening

- Listening on a sincere Apology

5. Listening for Comprehension

- Listening on a radio or TV about the daily news

Activity no.3
(Detach this part and submit to the teacher)

Let's Work On This!

Name: ___________________________ Course/ Year/ Section: _____________________

Date: ____________________________ Score: _____________________

Recall your listening experiences. Was there a situation when your listening was
hindered by any of the given barriers? Write your answers using 1000 words!

As a student who attends seminars and meetings, I experience barriers which hinders
me on listening on a speech. Noise itself is a problem while listening on a speech. For
example, technical errors on speakers or a low volume, construction noise nearby or a
traffic happening outside. It overwhelms the speech making you unable to hear the
whole thing but aside from those barriers there are also barriers like how the speech is
presented and how the audience behaves it. I have encountered instances where the
speech was really boring for, he/she just reads the paper and it makes the impression
that he/she can’t explain the idea without reading it on paper or understanding it. Other
instances like how the audience behaves or someone distracts you from listening.

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Although There are many factors that could affect you from listening on a speech, you
still can avoid this things by proper self-control or how you respond to this barriers
professionally

Activity no. 4
(Detach this part and submit to the teacher)

Let's Work On This!

Name: ___________________________ Course/ Year/ Section: _____________________

Date: ____________________________ Score: _____________________

Directions: answer the following Questions.

1. We have all heard speeches that were interesting and speeches that were boring. What was it about
the interesting speeches that grabbed your attention? What was it about the boring speeches that made
them difficult to bear? Based on your answers, suggest some strategies for gaining and holding an
audience's attention.

- Interesting speeches gives a more approachable and easy way on how to understand the topic
which some boring speeches lack. Maintaining a good connection with the audience through
humor and courtesy makes the speech interesting.

2. You are about to speak to a hostile audience. How do you get them to listen with an open mind
rather than immediately discounting your position?
- As a speaker I should welcome ideas and opinions given by the audience. Listen to each
Suggestions and make a friendly character towards each other.

3. You are assigned the responsibility of grading a speech that you yourself haven't heard. You must
consider the views of two critics who heard the speech and gave you their opinions about it. But their
evaluations are contradictory: One says the speech was great, and the other thinks it was shoddy work.
How would you reconcile these different evaluations and assign a grade to the speech?
- I would listen carefully at the speech being presented and put away the comments of the two
critics and grade the speech for what my opinion really is and not getting affected by the other
critics about it.

4. You have just heard a speech that was particularly effective, but in your opinion it was ethically
suspect. How would you evaluate the speech? Why?

- Discuss the things I think was the flaws in the speech with the one who made it. Suggest ideas that
could make it better and site errors that may affect the speech.

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Activity no. 5

(Detach this part and submit to the teacher)

Let's Work On This!

Name: ___________________________ Course/ Year/ Section: _____________________

Date: ____________________________ Score: _____________________

1. Listen to a speech on television, in class, or at a lecture. Whenever your mind wanders, make a note
about the last thing you heard and what you then began to think about. After the speech, write a short
essay about your listening habits and how you would like to improve them.

2. Map a speech. Identify its thesis and main ideas, and evaluate its claims and links.

3. Write a three- to five-page essay to evaluate a speech. Analyze the rhetorical situation and the
speaker's purpose; state and explain your evaluation standards; and apply rhetorical criticism to the
speech.

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