principles of effective speech writing and presentation

The Speech Writing Process

By Philippe John Fresnillo Sipacio & Anne Balgos (Page 62)

Just like events planning, or any other activities, writing an effective speech follows certain steps or processes. The process for writing is not chronological or linear ; rather, it is recursive . That means you have the opportunity to repeat a writing procedure indefinitely, or produce multiple

drafts first before you can settle on the right one.

By Philippe John Fresnillo Sipacio & Anne Balgos

The following are the components of the speech writing process.

• Audience analysis entails looking into the profile of your target audience. This is done so you can tailor-fit your speech content and delivery to your audience. The profile includes the following information.

Q demography (age range, male-female ratio, educational background and affiliations or degree program taken, nationality, economic status, academic or corporate designations)

Q situation (time, venue, occasion, and size)

Q psychology (values, beliefs, attitudes, preferences, cultural and racial ideologies , and needs)

A sample checklist is presented below.

The purpose for writing and delivering the speech can be classified into three — to inform, to entertain, or to persuade .

• An informative speech provides the audience with a clear understanding of the concept or idea presented by the speaker.
• An entertainment speech provides the audience with amusement.
• A persuasive speech provides the audience with well-argued ideas that can influence their own beliefs and decisions.

The purpose can be general and specific. Study the examples below to see the differences. The general purpose is to inform ….

These are examples of specific purpose….

• To inform Grade 11 students about the process of conducting an
• automated student government election
• To inform Grade 11 students about the definition and relevance of

information literacy today

• To inform Grade 11 students about the importance of effective money management

The purpose can be general and specific. Study the examples below to see the differences. The general purpose is to entertain ….

• To entertain Grade 11 students with his/her funny experiences in

automated election

• To entertain Grade 11 students with interesting observations of people who lack information literacy
• To entertain Grade 11 students with the success stories of the people in the community

The purpose can be general and specific. Study the examples below to see the differences. The general purpose is to persuade ….

• To persuade the school administrators to switch from manual to
• To persuade Grade 11 students to develop information literacy skills
• To persuade the school administrators to promote financial literacy
• among students

The topic is your focal point of your speech, which can be determined once you have decided on your purpose. If you are free to decide on a topic, choose one that really interests you. There are a variety of strategies used in selecting a topic, such as using your personal experiences, discussing with your family members or friends, free writing, listing, asking questions, or semantic webbing .

Narrowing down a topic means making your main idea more specific and focused. The strategies in selecting a topic can also be used when you narrow down a topic. In the example below, “Defining and developing effective money management skills of Grade 11 students” is the specific topic out of a general one, which is “ Effective money management.”

Data gathering is the stage where you collect ideas, information, sources, and references relevant or related to your specific topic. This can be done by visiting the library, browsing the web, observing a certain phenomenon or event related to your topic, or conducting an

interview or survey. The data that you will gather will be very useful in making your speech informative, entertaining, or persuasive .

Writing patterns, in general, are structures that will help you organize the ideas related to your topic. Examples are biographical , categorical / topical , causal , chronological , comparison / contrast , problem-solution, and spatial .

The different writing patterns

An outline is a hierarchical list that shows the relationship of your ideas. Experts in public speaking state that once your outline is ready, two-thirds of your speech writing is finished. A good outline helps you see that all the ideas are in line with your main idea or message. The elements of an outline include introduction, body, and conclusion. Write your outline based on how you want your ideas to develop. Below are some of the suggested formats.

The body of the speech provides explanations, examples, or any details that can help you deliver your purpose and explain the main idea of your speech. One major consideration in developing the body of your speech is the focus or central idea. The body of your speech should only have one central idea.

The following are some strategies to highlight your main idea.

• Present real-life or practical examples
• Show statistics
• Present comparisons
• Share ideas from the experts or practitioners

The introduction is the foundation of your speech. Here, your primary goal is to get the attention of your audience and present the subject or main idea of your speech. Your first few words should do so. The following are some strategies.

• Use a real-life experience and connect that experience to your subject.
• Use practical examples and explain their connection to your subject.
• Start with a familiar or strong quote and then explain what it means.
• Use facts or statistics and highlight their importance to your subject.
• Tell a personal story to illustrate your point.

The conclusion restates the main idea of your speech. Furthermore, it provides a summary, emphasizes the message, and calls for action. While the primary goal of the introduction is to get the attention of your audience, the conclusion aims to leave the audience with a memorable statement.

The following are some strategies.

• Begin your conclusion with a restatement of your message.
• Use positive examples, encouraging words, or memorable lines from songs or stories familiar to your audience.
• Ask a question or series of questions that can make your audience reflect or ponder.

Editing/Revising your written speech involves correcting errors in mechanics, such as grammar, punctuation, capitalization, unity, coherence, and others. Andrew Dlugan (2013), an awar di ng public speaker, lists six power principles for speech editing.

• Edit for focus.

“So, what’s the point? What’s the message of the speech?”

Ensure that everything you have written, from introduction to conclusion, is related to your central message.

• Edit for clarity.

“I don’t understand the message because the examples or supporting details were confusing.”

Make all ideas in your speech clear by arranging them in logical order (e.g., main idea first then supporting details, or supporting details first then main idea).

• Edit for concision.

“The speech was all over the place; the speaker kept talking endlessly as if no one was listening to him/her.”

Keep your speech short, simple, and clear by eliminating unrelated stories and sentences and by using simple words.

• Edit for continuity.

“The speech was too difficult to follow; I was lost in the middle.”

Keep the flow of your presentation smooth by adding transition words and phrases.

• Edit for variety.

“I didn’t enjoy the speech because it was boring.”

Add spice to your speech by shifting tone and style from formal to conversational and vice-versa, moving around the stage, or adding humor.

• Edit for impact and beauty.

“There’s nothing really special about the speech.”

Make your speech memorable by using these strategies: surprise the audience, use vivid descriptive images, write well-crafted and memorable lines, and use figures of speech.

Rehearsing gives you an opportunity to identify what works and what does not work for you and for your target audience. Some strategies include reading your speech aloud, recording for your own analysis or for your peers or coaches to give feedback on your delivery. The best

thing to remember at this stage is: “Constant practice makes perfect.”

Some Guidelines in Speech Writing

1. Keep your words short and simple. Your speech is meant to be heard by your audience, not read.

2. Avoid jargon , acronyms, or technical words because they can confuse your audience.

3. Make your speech more personal. Use the personal pronoun “I,” but take care not to overuse it. When you need to emphasize collectiveness with your audience, use the personal pronoun “we.”

4. Use active verbs and contractions because they add to the personal and conversational tone of your speech.

5. Be sensitive of your audience. Be very careful with your language, jokes, and nonverbal cues.

6. Use metaphors and other figures of speech to effectively convey your point.

7. Manage your time well; make sure that the speech falls under the time limit.

Speechwriting 101: Writing an Effective Speech

Whether you are a communications pro or a human resources executive, the time will come when you will need to write a speech for yourself or someone else.  when that time comes, your career may depend on your success..

J. Lyman MacInnis, a corporate coach,  Toronto Star  columnist, accounting executive and author of  “ The Elements of Great Public Speaking ,”  has seen careers stalled – even damaged – by a failure to communicate messages effectively before groups of people. On the flip side, solid speechwriting skills can help launch and sustain a successful career.  What you need are forethought and methodical preparation.

Know Your Audience

Learn as much as possible about the audience and the event.  This will help you target the insights, experience or knowledge you have that this group wants or needs:

• Why has the audience been brought together?
• What do the members of the audience have in common?
• How big an audience will it be?
• What do they know, and what do they need to know?
• Do they expect discussion about a specific subject and, if so, what?
• What is the audience’s attitude and knowledge about the subject of your talk?
• What is their attitude toward you as the speaker?
• Why are they interested in your topic?

Choose Your Core Message

If the core message is on target, you can do other things wrong. But if the message is wrong, it doesn’t matter what you put around it.  To write the most effective speech, you should have significant knowledge about your topic, sincerely care about it and be eager to talk about it.  Focus on a message that is relevant to the target audience, and remember: an audience wants opinion. If you offer too little substance, your audience will label you a lightweight.  If you offer too many ideas, you make it difficult for them to know what’s important to you.

Research and Organize

Research until you drop.  This is where you pick up the information, connect the ideas and arrive at the insights that make your talk fresh.  You’ll have an easier time if you gather far more information than you need.  Arrange your research and notes into general categories and leave space between them. Then go back and rearrange. Fit related pieces together like a puzzle.

Develop Structure to Deliver Your Message

First, consider whether your goal is to inform, persuade, motivate or entertain.  Then outline your speech and fill in the details:

• Introduction – The early minutes of a talk are important to establish your credibility and likeability.  Personal anecdotes often work well to get things started.  This is also where you’ll outline your main points.
• Body – Get to the issues you’re there to address, limiting them to five points at most.  Then bolster those few points with illustrations, evidence and anecdotes.  Be passionate: your conviction can be as persuasive as the appeal of your ideas.
• Conclusion – Wrap up with feeling as well as fact. End with something upbeat that will inspire your listeners.

You want to leave the audience exhilarated, not drained. In our fast-paced age, 20-25 minutes is about as long as anyone will listen attentively to a speech. As you write and edit your speech, the general rule is to allow about 90 seconds for every double-spaced page of copy.

Spice it Up

Once you have the basic structure of your speech, it’s time to add variety and interest.  Giving an audience exactly what it expects is like passing out sleeping pills. Remember that a speech is more like conversation than formal writing.  Its phrasing is loose – but without the extremes of slang, the incomplete thoughts, the interruptions that flavor everyday speech.

• Give it rhythm. A good speech has pacing.
• Vary the sentence structure. Use short sentences. Use occasional long ones to keep the audience alert. Fragments are fine if used sparingly and for emphasis.
• Use the active voice and avoid passive sentences. Active forms of speech make your sentences more powerful.
• Repeat key words and points. Besides helping your audience remember something, repetition builds greater awareness of central points or the main theme.
• Ask rhetorical questions in a way that attracts your listeners’ attention.
• Personal experiences and anecdotes help bolster your points and help you connect with the audience.
• Use quotes. Good quotes work on several levels, forcing the audience to think. Make sure quotes are clearly attributed and said by someone your audience will probably recognize.

Be sure to use all of these devices sparingly in your speeches. If overused, the speech becomes exaggerated. Used with care, they will work well to move the speech along and help you deliver your message in an interesting, compelling way.

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The 8 Key Elements of Highly Effective Speech

…and why your words barely matter.

Posted July 10, 2012 | Reviewed by Ekua Hagan

I’d like you to take a moment to experience the following sentence, taken from a recent article exploring the nature of human consciousness: “Neuroplastic mechanisms relevant to the growing number of empirical studies of the capacity of directed attention and mental effort systematically alter brain function.”

Exciting? Hardly! In fact, most of the words you read barely register in your brain, and most of the words you speak barely register in the listener’s brain. In fact, research shows that words are the least important part of communication when you have face-to-face conversations with others. So before you utter another word to another person, memorize this list of the 8 key elements of highly effective speech:

• Gentle eye contact
• Kind facial expression
• Warm tone of voice
• Expressive hand and body gestures
• Relaxed disposition
• Slow speech rate
• The words themselves

Effective communication is based on trust, and if we don’t trust the speaker, we’re not going to listen to their words. Trust begins with eye contact because we need to see the person’s face to evaluate if they are being deceitful or not. In fact, when we are being watched, cooperation increases. [1] When we are not being watched, people tend to act more selfishly, with greater dishonesty. [2]

Gentle eye contact increases trustworthiness and encourages future cooperation, [3] and a happy gaze will increase emotional trust. [4] However, if we see the slightest bit of anger or fear on the speaker’s face, our trust will rapidly decrease. [5] But you can’t fake trustworthiness because the muscles around your mouth and eyes that reflect contentment and sincerity are involuntary. Solution: if you think about someone you love, or an event that brought you deep joy and satisfaction, a "Mona Lisa" smile will appear on your face and the muscles around your eyes will soften.

The tone of your voice is equally important when it comes to understanding what a person is really trying to say. If the facial expression expresses one emotion , but if the tone conveys a different one, neural dissonance takes place in the brain, causing the person confusion. [6] The result: trust erodes, suspicion increases, and cooperation decreases.

Researchers at the University of Amsterdam found that expressions of anger, contempt, disgust, fear, sadness, and surprise were better communicated through vocal tone than facial expression, whereas the face was more accurate for communicating expressions of joy, pride, and embarrassment . [7] And in business, a warm supportive voice is the sign of transformational leadership , generating more satisfaction, commitment, and cooperation between other members of the team. [8]

You can easily train your voice to convey more trust to others, and all you have to do is slow down and drop your pitch. This was tested at the University of Houston: when doctors reduced their speaking rate and pitch, especially when delivering bad news, the listener perceived them “as more caring and sympathetic.” [9] Harvard's Ted Kaptchuk also discovered that using a warm voice would double the healing power of a therapeutic treatment. [10]

If you want to express joy, your voice needs to become increasingly melodic, whereas sadness is spoken with a flat and monotonic voice. When we are angry, excited, or frightened, we raise the pitch and intensity of our voice, and there’s a lot of variability in both the speed and the tone. However, if the emotion is incongruent with the words you are using, it will create confusion for the listener. [11]

Gestures, and especially hand movements, are also important because they help orchestrate the language comprehension centers of your brain. [12] In fact, your brain needs to integrate both the sounds and body movements of the person who is speaking in order to accurately perceive what is meant. [13] From an evolutionary perspective, speech emerged from hand gestures and they both originate the same language area of the brain. [14] If our words and gestures are incongruent, it will create confusion in the listener’s brain. [15] Our suggestion: practice speaking in front of a mirror, consciously using your hands to “describe” the words you are speaking.

Your degree of relaxation is also reflected in your body language , facial expressions, and tone of voice, and any form of stress will convey a message of distrust . Why? Your stress tells the observer’s brain that there may be something wrong, and that stimulates defensive posturing in the listener. Research shows that even a one-minute relaxation exercise will increase activity in those parts of the brain that control language, communication, social awareness, mood-regulation, and decision-making . [16] Thus, a relaxed conversation allows for increased intimacy and empathy. Stress, however, causes us to talk too much because it hinders our ability to speak with clarity.

When you speak, slow down! Slow speech rates will increase the ability for the listener to comprehend what you are saying, and this is true for both young and older adults. [17] Slower speaking will also deepen that person’s respect for you, [18] Speaking slowly is not as natural as it may seem, and as children we automatically speak fast. But you can teach yourself, and your children to slow down by consciously cutting your speech rate in half. A slow voice has a calming effect on a person who is feeling anxious , whereas a loud fast voice will stimulate excitement, anger, or fear. [19]

Try this experiment: pair up with a partner and speak so slowly that … you … leave … 5 … seconds … of … silence … between … each … word. You’ll become aware of your negative inner speech that tells you that you should babble on endlessly and as fast as possible. It’s a trap, because the listener’s brain can only recall about 10 seconds of content! That’s why, when we train people in Compassionate Communication, we ask participants to speak only one sentence at a time, slowly, and then listen deeply as the other person speaks for ten seconds or less. This exercise will increase your overall consciousness about the importance of the first 7 elements of highly effective communication. Then, and only then, will you truly grasp the deeper meaning that is imparted by each word spoken by others.

But what about written communication, where you only have access to the words? When it comes to mutual comprehension, the written word pales in comparison to speech. To compensate, your brain imposes arbitrary meanings onto the words. You, the reader, give the words emotional impact that often differs from what the writer intended, which is why so many email correspondences get misinterpreted. And unless the writer fills in the blanks with specific emotional words and descriptive speech – storytelling – the reader will experience your writing as being flat, boring , dry, and probably more negative than you intended.

The solution: help the reader “paint a picture” in their mind with your words. Use concrete nouns and action verbs because they are easier for the reader’s brain to visualize. Words like “sunset” or “eat” are easy to see in the mind's eye, but words like “freedom” or “identify” force the brain to sort through too many conceptual frameworks. Instead, our lazy brain will skip over as many words as possible, especially the abstract ones. When this happens the deeper levels of meaning and feeling will be lost.

For more information on how to improve your speaking and listening skills, along with additional exercises to practice, see Words Can Change Your Brain: 12 Conversation Strategies for Building Trust, Reducing Conflict, and Increasing Intimacy (Newberg & Waldman, 2012, Hudson Street Press).

[1] Cues of being watched enhance cooperation in a real-world setting. Bateson M, Nettle D, Roberts G. Biol Lett. 2006 Sep 22;2(3):412-4.

[2] Effects of anonymity on antisocial behavior committed by individuals. Nogami T, Takai J. Psychol Rep. 2008 Feb;102(1):119-30.

[3] Eyes are on us, but nobody cares: are eye cues relevant for strong reciprocity? Fehr E, Schneider F. Proc Biol Sci. 2010 May 7;277(1686):1315-23.

[4] Evaluating faces on trustworthiness: an extension of systems for recognition of emotions signaling approach/avoidance behaviors. Todorov A. Ann N Y Acad Sci. 2008 Mar;1124:208-24.

[5] Common neural mechanisms for the evaluation of facial trustworthiness and emotional expressions as revealed by behavioral adaptation. Engell AD, Todorov A, Haxby JV. Perception. 2010;39(7):931-41.

[6] Use of affective prosody by young and older adults. Dupuis K, Pichora-Fuller MK. Psychol Aging. 2010 Mar;25(1):16-29.

[7] "Worth a thousand words": absolute and relative decoding of nonlinguistic affect vocalizations. Hawk ST, van Kleef GA, Fischer AH, van der Schalk J. Emotion. 2009 Jun;9(3):293-305.

[8] Leadership = Communication? The Relations of Leaders' Communication Styles with Leadership Styles, Knowledge Sharing and Leadership Outcomes. de Vries RE, Bakker-Pieper A, Oostenveld W. J Bus Psychol. 2010 Sep;25(3):367-380.

[9] Voice analysis during bad news discussion in oncology: reduced pitch, decreased speaking rate, and nonverbal communication of empathy. McHenry M, Parker PA, Baile WF, Lenzi R. Support Care Cancer. 2011 May 15.

[10] Components of placebo effect: randomised controlled trial in patients with irritable bowel syndrome. Kaptchuk TJ, Kelley JM, Conboy LA, Davis RB, Kerr CE, Jacobson EE, Kirsch I, Schyner RN, Nam BH, Nguyen LT, Park M, Rivers AL, McManus C, Kokkotou E, Drossman DA, Goldman P, Lembo AJ. BMJ. 2008 May 3;336(7651):999-1003.

[11] Use of affective prosody by young and older adults. Dupuis K, Pichora-Fuller MK. Psychol Aging. 2010 Mar;25(1):16-29.

[12] Gestures orchestrate brain networks for language understanding. Skipper JI, Goldin-Meadow S, Nusbaum HC, Small SL. Curr Biol. 2009 Apr 28;19(8):661-7.

[13] When language meets action: the neural integration of gesture and speech. Willems RM, Ozyürek A, Hagoort P. Cereb Cortex. 2007 Oct;17(10):2322-33.

[14] When the hands speak. Gentilucci M, Dalla Volta R, Gianelli C. J Physiol Paris. 2008 Jan-May;102(1-3):21-30. Epub 2008 Mar 18.

[15] How symbolic gestures and words interact with each other. Barbieri F, Buonocore A,Volta RD, Gentilucci M. Brain Lang. 2009 Jul;110(1):1-11.

[16i] Short-term meditation training improves attention and self-regulation. Tang YY, Ma Y, Wang J, Fan Y, Feng S, Lu Q, Yu Q, Sui D, Rothbart MK, Fan M, Posner MI. Proc Natl Acad Sci U S A. 2007 Oct 23;104(43):17152-6.

[17] Comprehension of speeded discourse by younger and older listeners. Gordon MS, Daneman M, Schneider BA. Exp Aging Res. 2009 Jul-Sep;35(3):277-96.

[18] Celerity and cajolery: rapid speech may promote or inhibit persuasion through its impact on message elaboration. Smith SM, Shaffer, DR. Pers Soc Psychol Bull. 1991 Dec;17(6):663-669.

[19] Voices of fear and anxiety and sadness and depression: the effects of speech rate and loudness on fear and anxiety and sadness and depression. Siegman AW, Boyle S. J Abnorm Psychol. 1993 Aug;102(3):430-7. The angry voice: its effects on the experience of anger and cardiovascular reactivity. Siegman AW, Anderson RA, Berger T. Psychosom Med. 1990 Nov-Dec;52(6):631-43.

Andrew Newberg, M.D ., and Mark Robert Waldman are the authors of Words Can Change Your Brain .

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Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

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Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

12.5 Organizing Principles for Your Speech

Learning objective.

• Identify and understand how to use at least five different organizing principles for a speech.

There are many different ways to organize a speech, and none is “better” or “more correct” than the others. The choice of an organizing principle , or a core assumption around which everything else is arranged, depends on the subject matter, the rhetorical situation, and many other factors, including your preference as speaker.

The left column of Table 12.6 “Sample Organizing Principles for a Speech” presents seventeen different organizing principles to consider. The center column explains how the principle works, and the right column provides an applied example based on our sample speech about the First Transcontinental Railroad. For example, using a biographical organizing principle, you might describe the journey of the Lewis and Clark expedition in 1804; the signing of the Pacific Railroad Act in 1862, and the completion of the first Transcontinental Express train trip in 1876. As another example, using a spatial organizing principle, you might describe the mechanics of how a steam locomotive engine works to turn the train wheels, which move on a track to travel across distances.

As you read each organizational structure, consider how the main points and subheadings might change or be adapted to meet each pattern.

Table 12.6 Sample Organizing Principles for a Speech

Key Takeaway

A speech may be organized according to any of many different organizing principles.

• Choose at least three different organizing principles from the left column of Table 12.6 “Sample Organizing Principles for a Speech” . Take the thesis of a speech you are preparing and write an applied example, similar to the ones provided about the First Transcontinental Railroad that shows how you would apply each of your chosen organizing principles to your speech.
• Think of one technology or application that you perceive has transformed your world. Choose two organizing principles and create two sample outlines for speeches about your topic. Share and compare with classmates.

Ayres, J., & Miller, J. (1994). Effective public speaking (4th ed., p 274). Madison, WI: Brown & Benchmark.

Maslow, A. (1970). Motivation and personality (2nd ed.). New York, NY: Harper & Row.

Shutz, W. (1966). The interpersonal underworld . Palo Alto, CA: Science and Behavior Books.

Business Communication for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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PRINCIPLES OF SPEECH WRITING

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THE SPEECH WRITING

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Dr Mahmoud M S Abdallah

PREFACE Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports, summaries, critical reviews, etc.). In addition, junior EFL student teachers need to delve deeper into more advanced forms of writing such as multi-genre writing. Also, they need to recognise the wide range of writing areas, forms, possibilities and chances enabled online by the web technologies. Moreover, writing is an important skill that prospective English language teachers need to develop during their pre-service education (training) programmes. They need to write accurately and coherently to present their ideas in a clear and acceptable academic format. They badly need this while doing their assignments, submitting their study reports and answering essay questions in literature, civilisation and language history courses, for example. Course information based on new regulations (college bylaws, recently modified in 2013): Level: 3rd Year- 2nd Semester Course Title: Writing (3) Code: Curr327 Number of Units: -Lecture (Theoretical Study): 1 hour -Workshops (Practical Sessions): 2 hours -Total: 3 hours Major: BA in Arts and Education (English Section) This Writing III course to junior EFL student teachers complements - and builds on - the Writing II course studied in the previous year by 2nd-year EFL student teachers. It gradually takes student teachers further into more advanced essay writing genres, types and processes. Like the Writing II course, it also aims mainly to foster EFL student teachers’ essay writing skills by helping them to identify different ways, strategies and/or techniques used for writing a standard English essay (e.g. a comprehensive five-paragraph essay). In this regard, it provides many examples, samples and illustrations of how to write different types of essays, and how to use various online techniques and strategies to develop paragraphs, and thus explore, reinforce and develop the main topic. More specifically, by the end of the course, junior EFL student teachers are expected to be able to: 1. Identify an English essay and its main components; 2. Write an English essay accurately and adequately; 3. Identify a topic paragraph in an essay; 4. Write a topic paragraph (and topic sentences or thesis) in an essay; 5. Identify and use multi-genre writing for different purposes; 6. Identify the common errors that people sometimes make while writing; 7. Continue writing and practicing different types of essays (e.g. expository, academic, descriptive, and narrative essays); 8. Practice some online writing skills (e.g. using new technologies - such as social networks - to fulfill some real literacy needs; sharing ideas online; write reflectively online; and give appropriate feedback to others online); 9. Identify different forms/types of online writing facilitated by some web technologies (e.g. reflective writing, collaborative writing and connective writing); 10. Write accurately based on some writing standards and/or guidelines; and 11. Write pragmatically and functionally based on some real needs and common goals. Intended Learning Outcomes (ILOs): 1.1 Knowledge & Understanding: 1.1.9 The student teacher recognizes the difference between the paragraph, the composition and the essay. 1.1.10 The student teacher recognizes the various modes and genres of writing, such as comparing and contrasting, cause and effect, argumentative and expository writing. 1.1.11 The student teacher recognizes how to revise and edit essays and check them for unity, order and coherence. 1.1.15 The student teacher recognizes the difference between translating the text and the context and the various stylistic devices used in social, political, medical and cultural contexts. 1.2 Intellectual Skills: 1.2.6 The student teacher produces various writing genres (explanatory, expository, descriptive and narrative) accurately and fluently. 1.2.7 The student teacher initiates and terminates paragraphs or essays accurately. 1.2.8 The student teacher uses the process and product approach to writing paragraphs and/or essays. 1.2.9 The student teacher achieves unity and coherence in his/her writing through various devices. 1.2.10 The student teacher determines the audience or the purpose of an intended writing piece. 1.2.11 The student teacher prepares writing in a format (e.g. oral presentation, manuscript, and multimedia) appropriate to audience and purpose. 1.2.12 The student teacher revises and/or edits paragraphs and/or essays. 1.3 Professional Skills: 1.3.1 The student teacher enjoys English as an international means of communication. 1.3.2 The student teacher feels that learning English facilitates travelling abroad and communicating with native speakers. 1.3.5 The student teacher thinks that studying English dispels self-consciousness. 1.3.6 The student teacher thinks that English is a worthwhile subject. 1.4 General Skills: 1.4.1 The student teacher responds to specific situations and current conditions when implementing instructions. 1.4.2 The student teacher responds to the ideas and opinions of other speakers thoughtfully before uttering. 1. Lecturing 2. Discussion 3. Collaborative learning 4. Blended learning 5. Online learning 3- Teaching and Learning Methods 1. Online tutorials 2. Private interviews 3. Self-paced learning 4- Teaching and Learning Methods for Low Learners 5- Evaluation: Both forms of evaluation (i.e. formative and summative) are employed with student teachers throughout the whole semester. Writing tasks in workshops; oral/written presentations; formative assessment in workshops; and discussion in lectures a) Tools -Provisional scores are assigned for each student teacher every week in each workshop based on certain tasks. -A final total score is assigned for each one by the end of the semester based on total performance in both lectures and workshops. -Some time is devoted to online interactions with tutors and among student teachers themselves outside the frame of the formal schedule (e.g. a Facebook group or an online Blog). b) Time Schedule • Semester work + Oral production: 20 marks • Final semester exam: 80 marks • Total: 100 marks c) Grading System Course Instructor: Dr Mahmoud M. S. Abdallah Associate Professor of Curriculum & Instruction of English Language Learning Assiut University College of Education

Rafael Mitchell

Ciskek Bronis

anix maureal

Teaching Guide for Senior High School

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