Expert answer:two-minute presentation
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COMM 1710 F17: Two-minute presentations assignment guidelines
The assignment consists of four parts: a two-minute presentation (8%); the outline of the
presentation (2%); a critique of other students’ presentations (5%); and in-class comments
(participation marks).
Two-minute speech (8%)
You will present a two-minute speech informing your audience on the advantages and/or
disadvantages of a tool or society for business students. Convince your business student audience
to take some action, for example, to use the app or to join a society. Although this motivation to
act is persuasive, the speech is largely informative. Assume your audience has little background
on the topic.
Preparation
1. Choose a topic from the following list. Submit a list of three topics in order of
preference.
Tools available to students through Office 365:
Calendar
One Drive
Sway
One Note
Class Notebook
Delve
One Note
Yammer
Teams
Stream
School societies and programs:
Dalhousie Commerce Society, or any society under DCS
Enactus
ISSP
JDCC
Rowe Marketing Association
Dalhousie Investment Society (DALIS)
2.
3.
4.
5.
Define your purpose and profile your audience. See Table 14-1, p. 464.
Explore the topic.
Identify the key points.
Organize your presentation. Define your main idea, limit your scope, choose your
approach, and prepare a detailed planning outline (see pp. 465-470).
6. Select methods of developing rapport with your audience. Consider
creating an effective “hook”; developing a presentation style that can engage your
audience through direct questions, eye contact, language choices, etc.; and developing
content that is useful and appropriate for your audience.
7. Additional details: (a) The presentation should be between 2 minutes and 2 minutes
and 15 seconds; (b) you should use a minimum of two and a maximum of five
PowerPoint slides in wide screen format. Email a copy of your PowerPoint slides
no later than 4 p.m. the day before your presentation.
Presentation day
8. Submit an outline of your presentation (2%) in class before you present. See p.
469 for an example. Because the example is for a much longer presentation, it is
longer than your outline will be. Follow the format of the example, including your
title in bold, a statement of purpose, and main headings for the introduction, body,
and conclusion. Write only the opening statement and all transitions in full
sentences. Attach a page with your references (using APA style). Only typed
outlines will be accepted.
9. Deliver the presentation.
Critique (5%)
Observe and evaluate the positive and negative aspects of the other presenters’ content and
delivery. Critiques are due at the start of the class period on November 15.
Submit a 1 page, single-spaced (plus a reference page) critique. The critique should assess the
strategic decisions made in the speakers’ organization and content (1 paragraph) and delivery
(1 paragraph). Refer to the rubric for points to consider. You should refer to at least 5
presentations in the critique. Address what the speaker chose, what effect these choices had on
the audience and the goal, and evidence that these choices did/did not work to the speaker’s
advantage. Refer to specific examples from the speeches. Support your critique with evidence
from secondary sources. At least two citations should be to the textbook, and at least two
citations should be from class lectures or supplementary material from class or the course
Brightspace.
In-class comments and support (1% of participation mark for in-class comments)
You will receive one full point for attendance and asking questions or providing comments to
presenters.
Criterion
ARRANGEMENT
Two-minute Presentation Marking Rubric F17
Meets Expectations
Below Expectations
The speaker failed to introduce the topic clearly or
effectively. The purpose of the speech was unclear.
The speaker clearly and effectively introduced the topic. The
purpose was stated clearly and effectively.
The argument proceeded illogically. The order of points
was difficult to follow. Connections between ideas were
unclear; few or no transitions were used between points.
The speaker arranged the points in a logical and effective order. The
speaker highlighted the structure of the speech with effective and
artful transitions.
The speaker’s arrangement was interesting, engaging, and well suited to
the topic. Points proceeded logically and flowed smoothly.
The speaker did not conclude with a call to action. The
speaker failed to state what could be.
0
1 2 3 4 5 6 7 8 9
The speaker concluded with a call to action and a statement on what
could be.
10 11 12 13 14 15
The speaker ended with a strong motivation to action. The statement on
what could be was powerful and compelling.
16 17 18 19 20
No visual was used in the presentation, the visual was not
relevant to the topic, or the visual was poorly constructed
or unreadable.
Appropriate and effective visual. The relevance of the visual was
clear. The visual contained no errors.
Excellent and creative choice of visual. The visual enhanced audience
understanding of the material.
The speaker addressed audience objections.
The speaker addressed audience objections gracefully and with an
appropriate level of emphasis.
The speaker failed to anticipate or insufficiently
anticipated audience objections.
CONTENT
The speaker’s key points were weak or unclear. The
speaker offered weak or no supporting evidence for the
claims. The speaker failed to consider audience
knowledge or needs.
0
1 2 3 4 5 6 7 8 9
The speaker failed to engage the audience or establish
rapport (e.g., used notes, limited eye contact, distanced
self from audience).
PHYSICAL
DELIVERY
Facial expressions failed to match message. Gestures
distracted from the message.
The speaker was unable to manage visible nervous
symptoms.
0
VOCAL
DELIVERY
Exceeds Expectations
1
2
3
4
5
6
7
8
9
The speaker selected effective key points to inform the audience and
encourage the audience to act. The speaker effectively balanced
emotional and logical appeals (p. 299). The speaker was convincing.
The speaker’s content reflected awareness of audience knowledge
and needs.
10
11
12
13
14
The speaker introduced the topic and engaged the audience in an original
and effective way. The speaker’s purpose was strongly and clearly
presented.
The speaker effectively included background information on the subject
and incorporated techniques for reinforcing the persuasive argument
(p.301). The speaker was compelling. The speaker’s content reflected
careful consideration of audience knowledge and needs.
15
The speaker engaged the audience and established rapport through
body language. The speaker established a connection with the
audience through eye contact with all audience members around the
room.
Facial expressions conveyed appropriate meaning. Gestures and
movements were varied and controlled and complemented the
message.
The speaker exhibited minimal visible (e.g. rubbing fingers, shaking
hands, pacing or rocking) nervous symptoms.
10 11 12 13 14 15
16
17
18
19
20
The speaker engaged the audience, as evidenced by audience reaction.
Body language facilitated the connection with the audience. Eye contact
was established with audience members throughout the room in equal
measure. The speaker’s manner created easy rapport.
Facial expressions emphasized meaning. Gestures and movements were
well orchestrated, varied, and complemented and enhanced the message.
The speaker exhibited confidence.
16
17
18
19
20
Speech was halting or exhibited little or no evidence of
practice.
Speech appeared extemporaneous yet well-rehearsed.
The speech appeared extemporaneous and well-rehearsed with limited
use of notes.
The speaker was unable to manage audible nervous
symptoms.
The speaker exhibited minimal audible (e.g. filler words, fast
speaking pace, stumbling) nervous symptoms.
The speaker appeared genuine and enthusiastic with no nervous
symptoms. The speaker’s voice demonstrated confidence.
The use of language negatively affected audience
comprehension. Words were not well articulated or
mispronounced.
The use of language was correct and appropriate for the audience.
Words were articulated well and pronounced correctly.
The language was creative, well-selected, and expressive. Words were
articulated and pronounced well with no errors.
The pace was appropriate. The speaker was easily heard.
The pace varied at appropriate points; pauses were used effectively. The
speaker could be heard, and fluctuations in volume enhanced content.
16 17 18 19 20
The pace was too slow or too fast. The speaker could not
be easily heard.
0
1 2 3 4 5 6 7 8 9
10
11
12
13
14
15
TOTAL:
/80
OUTLINE
The speaker did not submit an outline. The outline does
not reflect the organization or content of the speech
accurately. The outline does not contain a purpose
statement. The opening sentence and transitions are not
in full sentences. The key points are not in phrases or key
words.
0
1
2
3
4
5
6
7
8
The outline reflects the organization and content accurately. The
outline contains a purpose statement. The opening statement and
transitions are in full sentences. The points are presented in key
words or phrases.
9
10
11
12
13
14
The organizational strategy is clear and the content is accurate in the
outline. The purpose statement is an accurate reflection of the content
and goal. The opening statement and transitions are presented in
sentences, while the points are in key words and phrases. The outline
provides sufficient detail.
16
15
17
18
19
20
Critique of Presentations Rubric
Criterion
Below Expectations
Meets Expectations
The critique fails to address arrangement, content, and/or
delivery. The critique does not address positive and/or
negative elements of the presenters’ work. The
observations are poorly categorized.
Presentation
examples
Fewer than 5 examples from different speeches are
referred to. The selected examples do not illustrate the
writer’s claim. The examples do not demonstrate
understanding or attention to detail.
The critique addresses speakers’ key choices in arrangement
and content (1 paragraph) and delivery (1 paragraph).. The
observations are categorized effectively. The critique identifies
both positive and negative elements of the presenters’ work.
A minimum of 5 speeches are referred to in the critique. The
writer selects good examples in demonstrating his/her points.
10
0
1
2
3
4
5
6
7
8
Secondary source
evidence
The paper does not use APA style adequately.
Focus,
arrangement,
language, and
format
1
2
3
4
5
6
7
8
9
The critique is difficult to read in language or format and
points are hard to follow. The critique is less than or more
than one full page.
0
1
2
3 4
12
13
14
More than five speeches are referred to in the critique. The
examples from the speeches are very well selected and demonstrate
understanding of concepts as well as attention to detail.
15
16
9
The writer uses little or no evidence to support claims or
uses an inadequate number of secondary sources. The
claims are not well supported by evidence.
0
11
Exceeds Expectations
The critique identifies and discusses key choices in a) arrangement
and content and b) delivery. The critique makes insightful,
unbiased, and balanced observations of the positive and negative
elements of the presenters’ work. These observations are well
categorized for maximum effect.
The critique uses well-chosen secondary source evidence to
support the assertions. At least two citations are to the textbook
and at least two citations are from class lectures, supplementary
material from class, or blogs or websites.
The report uses APA style. The sources are correctly cited and
referenced.
10 11 12 13 14 15
The critique evaluates the presentations clearly, using formal
English. The critique is no more than one page (10-12 pt. font)
plus a reference page. The critique makes good use of limited
space.
5 6 7
17
18
19
20
The critique incorporates evidence from multiple secondary sources
from the textbook and other supplementary material. The evidence
is smoothly incorporated in the discussion. The evidence is
effectively applied to the presentations and the writer’s claims.
APA in-text citations and references have no errors.
16
17
18
19
20
The writer presents a clear and effective critique using formal
English. The critique makes maximum use of limited space,
effectively managing, for example, quotations and the use of
language.
8
TOTAL
9
10
/50
…
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