I was nervous and I didn’t have speaking points so I just decided to read directly from my script. One weakness that I had while delivering this speech was memory, which is one of the classical cannons of rhetoric. I didn’t practice as much as I should so I decided to read directly from my script, since I didn’t remember everything I wrote. Another weakness was pronunciation, I didn’t pronounce some words correctly which led me to pause and re-read it again. Delivering this speech was a little difficult for me since I’m a little shy in front of a group of people.
This is a problem because it's distracting instead of emphasizing what I was saying. Like last time, I'm very hard on myself about how I do, but this time I really feel I didn't do even close to a good enough job. The only things I can mention are good eye contact, and I had volume. There was clarity to the speech about what we were trying to share, but my problem areas took away from that clarity. I can't say it's changed from the last speech but I know that in years before I used to be really quiet.
The reason I choose this chapter is because I'm a bad listener and I have a very low attention span. Reading this chapter and listening to other speeches in class really enhanced my listening skills. Chapter 3 also explained how to be a good listener such as avoiding fake listening and rudeness, controlling emotions, and resist distractions. One important factor of listening is evaluating the speaker. Evaluating the speaker requires the listener to listen effectively and pay very close attention to the speaker.
I think most of the classmates have never heard of the Greek gods, so I’m thinking why she would choose such a topic. It wasn’t the easiest and it required more research and time. I think there were other speeches better, but I believe Jessica put more effort into hers. I feel that some in the class stay within their comfort zone or picked a topic that didn’t require a lot of work except for Jessica. I probably focus on her speech more because I notice a lack of interest from other classmates and sense that she was aware of that as well.
The Ah-ha Moment That Made me Wanna’ Rhyme English 1101 Liberty University April 8, 2013 The Ah-ha Moment That Made me Wanna’ Rhyme I am taking a risk here. I know that academia prohibits that in most cases, but I am ready to talk (or write for that matter). Education, to me, is a journey that is full of corners that you can’t quite see behind without turning it. As a read through essays in my composition class at Liberty University, my mind expanded and caused me to think in an abstract manner—I began to think like others may think. It was hard at first to see the rationale in the points of others until I had that “a-ha!” moment and learned that I am learning from different points of view.
The speech Mrs. Holler had given had placed a heavy weight on my shoulders, my schedule was already so difficult, and I didn’t think that I would be able to be successful with a class that required so much devotion. But then I made new friends, sitting with different grade levels, and I started to get more comfortable with the class. But then you switched it up once again. You gave us our group members; you put me in a group with complete strangers, Jacob Biber, Julie Klemz, Katelyn Meeter, Natalie Ambrose, and Kristen Saunders. Ohmigosh, I wanted to run out that door and never come back.
Some of my goals were to learn English, otherwise I wouldn’t be able to communicate and succeed as an immigrant. The decision to come to USA was my parents decision , at first it was hard because I didn’t like the idea, but later on I realize that I didn’t have other option so I decided to start learning . “In America everybody can be successful and if we try hard everybody can make their dreams come true” my teacher used to always tell me that and I could never forget it even when she forgets to told me that it wouldn’t be easy. At first I felt that I could never learn, because when I was listening it sounds like people said 1000 words without pause. Well that’s because I don’t know how to speak it an I try to listen what people said, but it always got me confused Last name 2 because when I read, it was so different from what I heard.
The way I prepared for the scene was to memorize the parts to change the tone. I felt prepared when I preformed because I practiced the scene after I was done with my home work for about 30 minutes. But I think me and my group did pretty well on the scene. I chose Macbeth because he had the longest lines and nobody in my group wanted to do it because of that but I didn't really mind the long lines so I did it. Macbeth was pretty hard character to play especially because of all the different feeling he's experiencing in that particular scene so there was a lot of tone changes that had to be done so everyone could get a good understanding of what was happening in the scene.
Although I recorded audio of myself and was not able to use video, I know myself well enough to know how the speech would have looked in person. I felt as if my voice was a little tense, but my instructor said that my voice was clear and the delivery was well paced. Neither my instructor nor myself felt as if there were other signs of anxiety in the presentation. I did feel like the pacing of my presentation was great, but this was also one of the things I was working on that required a second and third try. In this class I would like to work on my delivery, but mostly, I would like to stop being so monotonous and be able to use gestures and movements more effectively.
. When I first attended this speech class, I have no idea how to pass this subject, because I’m not good at speaking in English. Just the thought of standing in front of the class and delivering a speech knowing that I’m may be grammatically wrong makes me want not to attend the class. But with you ma’am, I am able to deliver a speech. And I thought I actually have a chance to pass this subject.