Graded Project Interpersonal Communication - JustAnswerww2.justanswer.com/uploads/Prince38/2009-01-29_172234_008016.pdf · 1/29/2009 · ... Interpersonal Communication 1 ... and

Graded Project

InterpersonalCommunicationReviewed By

Joan H. Linder, Ed.D.

Reviewer

Joan H. Linder, Ed.D., President of P.S. Consultants, Inc.,Middletown, Ohio, is a nationally recognized organizational consult-ant and personnel trainer. Since she founded her own firm 20 years ago, Dr. Linder has assisted more than 500 organizations in solving problems and implementing strategies for organizationalimprovement. Dr. Linder has developed and presented custom-designed seminars and workshops throughout the United Statesand Canada.

Dr. Linder earned a master’s degree in Counseling and PersonnelServices from Miami University of Ohio and a doctoral degree inEducation from the University of Cincinnati. Dr. Linder teaches at the university level, and has served on the ad hoc faculty of five different universities. Dr. Linder is a member of several professionaland honorary societies as well as community organizations, including the American Society for Training and Development (ASTD),on which she has served as Region III Coordinator of CareerPlanning and Region III Women’s Network Representative. Dr. Linderwas chosen as a 1991 Woman of the Year by The CincinnatiEnquirer newspaper for her contributions to the profession and tothe community.

All terms mentioned in this text that are known to be trademarks or servicemarks have been appropriately capitalized. Use of a term in this text shouldnot be regarded as affecting the validity of any trademark or service mark.

Copyright © 2000 by Penn Foster, Inc.

All rights reserved. No part of the material protected by this copyright may bereproduced or utilized in any form or by any means, electronic or mechanical,including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton,Pennsylvania 18515.

Printed in the United States of America

10/03/07

iii

Introduction 1

Skill 1: Voice and Diction 2

Skill Activity

Skill 2: Listening 5

Suggested Exercise 1: Hearing and ListeningEffective ListeningSuggested Exercise 2: Nonverbal Listening Patterns

Skill 3: Speaking 10

Skill 4: Eye Contact 11

Suggested Exercise 1: Become Aware of Where You LookSuggested Exercise 2: Increase SensitivitySuggested Exercise 3: Reinforce Effective Habits

Skill 5: Body Language 14

Suggested Exercise 1: Practice in ExaggerationSuggested Exercise 2: Work with Nervous GesturesSuggested Exercise 3: Imitate Role Models

Graded Project 17

Skill Activity Answers 23

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Graded Project: Interpersonal Communication 1

INTRODUCTION

The following exercises have been designed to help you putinto practice the important lessons you’ve learned aboutcommunication skills. Each set of skill exercises is aimed atstrengthening and developing specific skills. As you work withthese exercises, you’ll find yourself becoming more flexible,responsive, and confident in all areas of the communicationprocess.

As an aid for mastering speaking and listening skills, you’ll besupplied with an audiocassette tape, Voice and Diction. Thetape offers detailed exercises for improving your speakinghabits. In addition, you may be able to find collections offamous speeches in your local library and bookstore. Listeningto historically influential speeches will not only help youimprove your listening skills but also provide models of publicspeaking techniques that will help you refine your ownspeaking skills. Some titles you may find useful include

• Bob Wikstrom, The Greatest Speeches of All-Time(Soundworks)

• Great American Speeches: 1931–1947 (Caedmon Audio Cassette, 1992)

• Great American Speeches: 1950–1963(Caedmon Audio Cassette, 1992)

• MLK: The Martin Luther King, Jr. Tapes (Soundworks, 1994)

• Winston Churchill: His Finest Hour (Soundworks)

In addition, you can search the Internet for audio examplesof historical speeches.

Interpersonal Communication

There are also books of speeches that you might find usefulfor practicing your speaking technique, including

• Brian MacArthur, ed., The Penguin Book of HistoricSpeeches (Penguin USA, 1997)

• William Safire, ed., Lend Me Your Ears: Great Speechesin History (W. W. Norton & Co., 1997)

• Robert Torricelli (Andrew Carroll, ed.), In Our OwnWords: Extraordinary Speeches of the American Century(Kodansha International, 1999)

Once you’ve completed the preliminary exercises in Skills1–5, you’ll be asked to apply your skills to a graded project.Choose one project from among the options offered. Thegraded project will give you and your instructors at PennFoster an accurate gauge by which to measure your under-standing and mastery of communication skills. Return onlythe graded project to the school, according to the instructionsprovided with the project description.

SKILL 1: VOICE AND DICTION

For this exercise, you’ll listen to the audio file Voice andDiction accessible from your personal home page. The direc-tions for playing the audio file are given on your home page.

Practice all of the exercises as instructed by the speakers.Feel free to take notes as you listen to the various tips andtechniques the speakers offer along the way.

When you feel you’ve mastered the techniques provided onthe audio file, please complete the Skill Activity. The correctresponses can be found on page 23.

Graded Project: Interpersonal Communication2

Skill Activity

1. The average rate of speech is

a. 120–150 words per minute. c. 10–20 words per minute.b. 100–120 words per minute. d. 15–20 words per minute.

2. __________ can make you run out of breath, swallow at inconvenient times, sweat, oreven feel faint.

a. Slow speech c. Slurringb. Rapid speech d. Deep breathing

3. A(n) ________ voice is one in which all words are spoken in the same pitch.

a. inflected c. slurredb. articulated d. monotone

4. Your personal optimum pitch is known as

a. tone. c. volume.b. key. d. factor.

5. For most people, optimum pitch is ______ above the lowest note you can speak comfortably.

a. four notes c. three notesb. five notes d. six notes

6. The spread between the highest and lowest notes a person can speak is commonlyreferred to as

a. width. c. range.b. depth. d. scope.

7. _________ is the term used to describe the upward and downward glide of pitch whilespeaking.

a. Expression c. Articulationb. Inflection d. Tone

(Continued)


Skill Activity8. You may be speaking too loudly if you notice your listener

a. leaning closer. c. asking you to repeat yourself.b. blinking quickly. d. yawning frequently.

9. Increasing volume involves increasing pressure from the

a. throat. c. nasal region.b. upper chest. d. abdominal region.

10. The manner in which you speak the syllables of a word is known as

a. articulation. c. expression.b. inflection. d. enunciation.

11. Saying “ax” for “ask” and “hunnerd” instead of “hundred” are examples of

a. substituting sounds. c. transposing sounds.b. omitting sounds. d. adding extra sounds.

12. You can use a dictionary, listen to public speakers, or listen to audio books in order toensure correct

a. volume. c. intonation.b. range. d. pronunciation.

13. The term nasality refers to

a. excessive resonance through the nose. c. a muffled tone.b. excessive unvoiced air. d. a rasping quality.

14. Consistently expressing yourself in complete, articulated sentences shows

a. impoliteness. c. shyness.b. confidence. d. insensitivity.

15. Microphones can exaggerate

a. vocal pitch.b. vocal rate.c. final hard consonants.d. doubt, surprise, or unfinished thoughts.

Check your answers with those on page 23.


SKILL 2: LISTENINGHearing represents only the initial phase of the group ofinterrelated activities we call listening. Hearing is non-selective and involuntary. Our brain simply recognizes soundas it enters the ear. Other sensory data, together withmemories and feelings, help us to select and interpret thesounds we hear. Depending on the situation, we filter outsome sounds and focus on others. We seek to understandcertain messages through a variety of nonverbal cues, such asbody language and tone of voice. Listening thus distinguishesitself from hearing as a far more active, selective, and voluntary process.

A good deal of what we actively select to listen to depends onour needs and interests. One person may enjoy investing instocks and bonds, and therefore always has his “ears open”for tips on the market. Another person may “tune in” to discussions involving animal rights. Accordingly, what wechoose to listen to is often determined by our past choices.

Suggested Exercise 1: Hearing and ListeningThis exercise is aimed at focusing on the broad variety ofsounds that bombard you on a daily basis. It’s designed todevelop your awareness of listening as a voluntary andselective activity. Sit quietly someplace where people aretalking around you: a hotel lobby, office corridor, restaurant,or airport. Listen for about 10 minutes and then write downas much as you can remember of what you heard, includingwhatever words you may have picked up as well as incidentalsounds or noises, such as bells or doors opening and closing.Once you’ve finished writing your notes, spend some timeanswering the following questions.

1. How many different kinds of sounds do you rememberhearing?

2. What types of sounds did you remember most easily?

3. What words or phrases did you remember most clearly?

4. Were you aware of your mind wandering during theexercise? If so, at what point did you notice your mindwandering?


Use the space provided here to record your thoughts.



Effective ListeningEffective listening typically involves the entire body. We listenwith our ears, our eyes, and even the angle of the head andbody. Effective listeners, moreover, offer speakers both non-verbal and verbal cues of their interest and participation inwhat’s being said. Often these nonverbal cues include

• Sitting in an attentive posture (Figure 1)

• Leaning toward the speaker

• Nodding in acknowledgment

• Making eye contact

Other nonverbal cues can signal lack of interest or wanderingfocus. These signals include

• Fidgeting

• Blinking

• Biting your lip or nails

• Playing with your hair, tie, or jewelry

• Glancing at your watch

• Staring


FIGURE 1—Sitting in an attentiveposture indicates to the speakerthat you’re interested in what heor she has to say.

In addition to demonstrating poor listening skills, suchbehaviors can also distract the speaker, as well as any otherlisteners nearby. The following exercise is designed to helpyou to refine your nonverbal listening skills.

Suggested Exercise 2: Nonverbal Listening PatternsObserve yourself on two separate occasions holding conver-sations with two people you know. Choose one person withwhom you enjoy spending time and another person withwhom you feel less comfortable. Analyze your nonverbal lis-tening behavior during the conversation with each person.Use the categories listed below to describe exactly what youdid in each category with each person. Review both columnsand look for areas showing strength and areas showing aneed for improvement. Under the category marked Ways toImprove, list ways you could improve, strengthen, andmaintain your nonverbal listening behaviors. Consider someof the skills and activities in the project booklet as exercises to practice.


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SKILL 3: SPEAKINGYou listen to people making speeches every day: newscasters,politicians, radio and TV personalities, clergy, and athletes, toname a few. The degree to which a speaker is successful inengaging you to listen, and persuading, inspiring, or entertain-ing you, is highly dependent on the speaker’s delivery style,including pace, volume, and enunciation. Think of great speak-ers you have heard. What was it about them that made youwant to listen to them, believe, respect, or admire them? Writedown the names of at least three effective speakers you’ve heardand would like to use as role models. For each summarize whatskills they use effectively. Consider these skills as you continuewith the activity.

For this exercise, write a speech two to three minutes long onone of the following topics:

• Your career goals, the reasons you chose these goals, andthe ways you intend to accomplish each

• An interesting, exciting, or unusual experience you’ve had

• Someone or something that is very important to you

Generally it is easier to write and speak about something that’smeaningful to you. Most people can relate to at least one of theabove topics. Choose the topic that has the most meaning andimportance for you. When writing your speech, it’s important todetermine just what you want your message to be, and thendecide just how best to convey this message. Your goal shouldbe to deliver a speech that informs, entertains, or engages thelistener.

In order to do this, you must first get the attention of your listening audience. This can be done with humor, shock, ormanner of delivery. Once you have your listener’s attention, youwill want to keep it. Communication experts agree that variationin tone holds a listener’s attention—and enhances a speaker’smessage—more than a voice that has little variation. Therefore,your voice should reflect your mood, attitude, or feelings. Boththe content of your speech and how you deliver it will determinethe impact that you have on the listener.


Once you have written your speech and are satisfied with yourmessage, you’re ready to practice the delivery of your speech bycompleting the following steps:

1. Practice your speech aloud at least twice, trying to applythe effective communication skills you noted about yourrole-model speakers above, as well as what you havelearned about tone, pitch, volume, diction, and pace.

2. Then present your speech aloud to at least one other per-son and ask for that person’s evaluation of what you aredoing well and what needs improvement.

3. Record yourself delivering your speech and then listen toyour recording, paying particular attention to your use oftone, pitch, volume, diction, and pace. You’ll probablynotice some areas that still need improvement. If so, prac-tice the speech again alone and before another person,paying particular attention to improving your presentationeach time.

4. Finally, record your speech once again. Compare your firstrecording with the second one. Make a note of yourimprovements as well as areas needing further practice.

SKILL 4: EYE CONTACT

The appropriate use of eye contact is one of the most impor-tant communication skills to master. The eyes are the onlypart of a human being’s central nervous system that directlyconnects with another person. However, except in specificcases, a mere fleeting glance is rarely sufficient to establish ameaningful connection. Making effective use of eye contact isa more subtle and involved process.

Studies have shown that people engaged in one-on-one com-munication normally make eye contact for five to ten secondsbefore glancing away. This five- to ten-second period commu-nicates confidence, interest, honesty, and enthusiasm.

Shorter periods of eye contact suggest a lack of interest,integrity, or confidence. Tense or demanding situations canalso compel us to avoid making direct eye contact. Avoidanceconveys nervousness, which undermines our credibility and


also tends to make the person we’re speaking with feeluncomfortable. By contrast, eye contact lasting longer than10 seconds suggests either intimacy or intimidation, neitherof which may be appropriate to everyday situations.

Experts have noted that some people exhibit a habit of blinking very slowly while conversing one-on-one or in smallgroups. Keeping your eyelids closed for up to two or threeseconds subtly conveys a lack of interest or desire to remainengaged in conversation (Figure 2). As the conversation con-tinues, the others involved will gradually find themselves losing interest as well, and the process of communicationwill typically break down.

The following exercises are aimed at developing greater sensi-tivity toward the appropriate use of eye contact. The firststep in improving any skill is to identify habits. Only thencan you apply conscious effort toward inhibiting bad habitsand replacing them with more effective responses.


FIGURE 2—Blinking too slowly can indicate that you’re notinterested in having a conversation with the person you’re talking to.

Suggested Exercise 1: Become Aware of Where You LookIn one-to-one conversations, our eyes tend to move allaround the face of the person with whom we’re speaking. Yetmost of us feel most comfortable focusing slightly longer onone particular part of the face. Note that it’s virtually impos-sible to look directly into both eyes of the person you’respeaking with. Most people tend to make contact with eithera person’s left eye or right eye.

During your next 10 conversations, determine where youhabitually focus. It might be the right eye, the bridge of thenose, or even directly between the eyes. Any spot near theeyes is acceptable for making effective eye contact. Gazinganywhere else, such as the floor or over the other person’shead or shoulder, will inhibit communication.

Suggested Exercise 2: Increase SensitivityYou’ll need a friend, family member, or coworker to help you with this exercise. Ask your partner to look away fromyou after 15 seconds of conversation, avoiding direct eye contact for the rest of the con-versation (Figure 3). Observehow the absence of direct eyecontact makes you feel. Nowreverse roles and notice howavoiding eye contact makesyou feel. Afterwards, discussyour observations with yourpartner.


FIGURE 3—Having a friend avoid eye contact with you duringa conversation can help make you aware of how such behavioraffects others.

Suggested Exercise 3: Reinforce Effective HabitsUse the second hand of a clock or watch to familiarize your-self with the sensation of focusing on one point for five to tenseconds. Next, practice making eye contact with your ownimage in a mirror for the same length of time. When you’reready, focus on making eye contact with another person forthe same length of time during ordinary conversation.Finally, ask a friend, family member, or coworker to keeptrack of how long you maintain eye contact with people youspeak with throughout the day. If you’re in a position tospeak at a meeting or give a speech, ask a friend to counthow long you look at specific individuals.

SKILL 5: BODY LANGUAGE

Effective communication includes the open and natural useof gestures and facial expressions (Figure 4). Research showsthat very few people ever exaggerate their gestures or facialexpressions. In fact, most people tend to inhibit the naturaltendency toward expressiveness. It’s important, therefore, to

learn to break through yourinhibitions and practice accen-tuating your positive gestures.

Avoid deciding in advance touse gestures to emphasize cer-tain words or phrases, however.Almost invariably, such ges-tures look wooden and false.Most communication expertsagree that you’re better off let-ting your hands rest naturallyat your sides until emphaticgestures or facial expressionsoccur spontaneously throughnatural enthusiasm.


FIGURE 4—The natural use of gestures enhances your communication effectiveness.


Suggested Exercise 1: Practice in ExaggerationBefore you begin this exercise, take a few moments tofamiliarize yourself with the following chart, which lists common examples of body language together with theirtypical meanings.

Stand 6–8 feet from a partner, who will act as an observer.Talk about how your hands and arms feel as they rest atyour sides. Next, begin talking about gestures in general andhow they feel when they’re natural, gesturing spontaneouslyas you do so. Gradually exaggerate your gestures and facial

Body Language Signal Meaning

Direct eye contact (5–10 seconds) Interest or honesty

Direct eye contact (longer than 10 seconds) Intimacy or intimidation

Eyes darting away Dishonesty

Looking up and to the side Thinking

Squinting Trying to understand

Smiling Pleasure

Frowning Displeasure

Flared nostrils Anger

Furrowed brow Concentration Anger

Chewing lips or nails Nervousness

Firm handshake Friendliness Integrity

Crossing arms over chest Unwillingness to agree

Stretching arms backward/upward Desire to leave

Holding the stomach Anxiety

Tapping hands or feet Impatience

Leaning toward a speaker Sincere interest

Leaning away from a speaker Lack of interest Repulsion

Slumping Low self-esteem

Erect posture Confidence

expressions, while describing to your partner how you feelabout your exaggerated body language. Finally, ask your part-ner for feedback. You’ll probably be surprised to learn that youdidn’t appear as unnatural or foolish as you may have felt.

Next, try reversing the process—letting your partner speakand gesture as you observe and give feedback. Practice theexercise several times until you learn what level of enthusiasmyou can express yourself with without being perceived asexaggerated.

Suggested Exercise 2: Work with Nervous GesturesMost people exhibit some form of nervous gesturing. That is,they’ve developed a habit of using or holding the hands in acertain way when speaking before a group of people. Part of

learning to communicate effec-tively involves discovering yourprimary nervous gesture andthen inhibiting that gesture.Some people clasp their handsin front of their bodies, a ges-ture often referred to as the “figleaf.” Others lock their armsrigidly at their sides (Figure 5).

The next time you speak infront of a group, ask someoneto identify your nervous gesture and count the numberof times you display the gesture. This exercise can beperformed in the context ofeither a formal or informalspeaking situation. Accurateobservation will sensitize youto the seriousness of the prob-lem, and assist you in makinga conscious effort to replaceyour nervous gesture withmore natural and spontaneousbody language.


FIGURE 5—Many people exhibit nervous gestures or rigid posture when engaged in conversation.

Suggested Exercise 3: Imitate Role ModelsExamine a videotaped or televised performance of a confi-dent, energetic speaker. For the purposes of the exercise,choose someone who consistently demonstrates effectivespeaking skills. Avoid speakers who display obvious speechhabits, such as strong local or regional accents. It’s also agood idea to avoid speakers who demonstrate strong, uniquepersonality traits, such as stand-up comedians or late nighttalk show hosts. Appropriate role models may include

• A national television news anchorperson

• Inspirational speakers

• Television documentary hosts

• Educational television program hosts

Take notes as you watch, focusing on the body language that strikes you as particularly effective. If possible, practicethe same speech or performance, incorporating the body language until it feels natural and spontaneous to you.

The next time you prepare to speak in front of a group, consider how the person you’ve chosen as a role model might deliver the material. You might even try practicing asthough you were that person. Bear in mind that this is onlyan exercise, and in no way implies that you need to act likesomebody else in actual situations. Eventually, you’ll need toadapt your role model’s body language to your own style.

GRADED PROJECT

The graded project is intended to help you integrate the various communication techniques and skills you’ve beenpracticing and studying. The completed project will give your instructor an accurate gauge by which to measure your understanding and mastery of these important skills.

More importantly, completion of the project gives you theopportunity to apply your new skills in a real-life situation—and perhaps even show off a little in the process!


For your graded project, you have to choose one of twooptions: write an essay of 500-800 words or write and presenta speech of two-to-three minutes. The second option requiresthe use of equipment which isn’t supplied by the school. Asyou work on the project, review pertinent lesson material inyour study unit, the Graded Project booklet, and the Voiceand Diction audio file.

Option 1

Review the work you completed for the Nonverbal ListeningPatterns exercise. Write a 500–800 word essay on your expe-rience with this exercise, discussing the following points:

• The steps you took to complete the Nonverbal ListeningPatterns exercise

• What you learned about your own interpersonal com-munication behaviors or skills

• The steps you can take to improve or maintain eachbehavior or skill

Process

Step 1: Write from your point of view using the pronoun I.Use the past tense for your verbs since you’re reporting onwhat has already occurred.

Your first paragraph should summarize information aboutthe exercise—the identity of the two people (supervisor,friend, relative, etc.), how well you know each person, wherethe exercise took place, when it occurred, and how long ittook to complete it. Also, give the main topic of each conver-sation

In your second paragraph, describe specific examples of yournonverbal listening behavior for posture, eye contact, ges-tures, and facial expressions with one of the people. (Be sureto indicate how comfortable you felt with that person.)Explain and analyze why you behaved in these ways duringthe conversation. Was your behavior appropriate for that con-versation given what you have learned about proper commu-nication skills? Why or why not?

In your third paragraph, provide the same type of discussionbut with the second person.


In your fourth paragraph, continue by discussing at leastthree non-verbal listening behaviors or skills that you discov-ered about yourself during these conversations. You may dis-cuss your weak skills, your strong skills, or a combination ofthe two. Since this essay is a self-analysis of your skills, youwill want to identify both your weak and your strong points.With each skill you describe, also explain how you intend toimprove the weaker skills and maintain the stronger skillsthat you identified in the previous paragraph. Exactly whatcan you do to make and keep your nonverbal listeningbehaviors effective? Also, discuss how you can determineyour status and progress toward improvement.

In your final paragraph, discuss your reaction to the activityand analyze your non-verbal listening behaviors. Summarizethe insights you have gained about your communicationskills.

Step 2: Read your essay aloud and listen for areas whereyou may have missed some words or your sentences areawkwardly constructed. You may want to ask someone toread it to you exactly as you have written it. Listen for clear,logical flow of your ideas and discussion. Edit your essaycarefully according to the standard conventions for academiccompositions: coherent paragraph development, varied sen-tence structure, correct grammar, word usage, spelling, andpunctuation. Remember to use the pronouns I, me, and my,since you are writing about your own experience from yourpoint of view. Also, use the past tense for your verbs. Furtherrevise and edit according to the evaluation criteria givenbelow.

Introduction (5 points)

You describe the exercise and the methods used to completeit.

Description of your non-verbal listening behavior (30 points)

You provide specific examples for each type of behavior forboth conversations, analyzing the effectiveness of yourbehavior for that conversation.



Identification of weak skills or strengths along with planfor improvement and/or maintenance (30 points)

Based on your experience during the two conversations, youspecify areas for improvement and/or strong skills. Youexplain why you think these are weak and/or strong skillsfor you. For each weak area, you describe a specific way toimprove that non-verbal listening behavior as well as howyou will determine the level of improvement. For each strongand effective area identified, you describe a specific way tomaintain that behavior as well as how you will determinethat it is still a strong point for you.

Conclusion (10 points)

You provide closure for the reader by reflecting on your expe-rience and sharing insights you gained about your commu-nication skills.

Grammar, sentence structure, and mechanics (15 points)

Your essay is free of errors in grammar (especially verbtense), sentence structure, spelling, and punctuation.

Format (10 points)

You include the Project Sheet. Your essay uses the assignedfont, is double spaced, and includes the required heading oneach page.

Step 3: Type the final draft of your essay using font TimesNew Roman, size 12. Include the following information atthe top of each page of your document. The best way toensure the information is on each page is to enter everythingusing the Header option (usually located on the View orInsert menu).

Name and Student Number Exam number (eight digits) Page X of YMailing Address

Example:Jane Smith, 12345678 05085702 Page 1 of 1111 Education DriveAny Town, PA 18515


Double space your essay—that means there is a blank linebetween each typed line. Indent the first line of each paragraph.Before printing your work, proofread once more for typos,spelling, and grammatical errors. Keep a copy of your essay.

Step 4: Print your essay on regular 8½" x 11" white paper.Fill your student information on the Project Sheet at the endof the study unit and attach your essay to it. Mail your examin the beige exam envelope provided, or, if you don’t haveone, use your own envelope and mail to

Penn Foster Student Service Center925 Oak StreetScranton, PA 18515

Your evaluated essay will be mailed to you using the addressyou give on the Project Sheet.

Option 2

Go back to the speech you prepared and delivered in Skill 3.Remember, your speech should be two-to-three minuteslong. Your goal now is to perfect that speech even more.Practice the speech alone and in front of other people severaltimes, incorporating the vocal quality skills you’ve learnedsuch as pace, tone, pitch, inflection, and enunciation. Aftereach practice delivery, critique yourself. How effective wasyour delivery? Use the following evaluation criteria to deter-mine the effectiveness of your voice qualities and the contentof your speech.

Pace (15 points)

You deliver your speech at a moderate pace appropriate tothe content—approximately 120 words per minute.

Pitch (15)

Your voice is moderately pitched and pleasant to the ear.

Volume (15)

You deliver your speech in a moderate volume that can beeasily heard.


Tone (15)

Your tone reflects your mood, feelings, or attitude based onthe content you’re presenting. In addition, you vary yourtone in a way that holds the listener’s attention.

Enunciation and pronunciation (15)

You speak clearly and precisely. You pronounce your wordsas determined by a standard dictionary.

Time and format (5 points)

Your speech is two-to-three minutes in length, includes theProject Sheet, and follows the submission directions.

Grammar (10)

Your speech is free of errors in grammar.

Content (10)

Your speech conveys specific information on one of theassigned topics in a well-organized, understandable manner.

When you’re satisfied with your performance, record yourspeech on an audiocassette (either standard or micro-cas-sette) or on a CD-ROM. Begin your recording by stating yourname and student number. Then deliver your speech. Makea copy to keep in case your work is lost or damaged in themail.

When you’ve completed the speech, label your cassette or CDwith your student number, name, and the exam number.Mail your speech along with the completed Project Sheet inthe mailer provided to

Student Service Center925 Oak StreetScranton, PA 18515

Your actual speech will not be returned but kept on file atthe school for 30 days. An evaluation of your speech will bemailed to you, however.

Good luck with your project!

23

SKILL ACTIVITY ANSWERS

1. a

2. b

3. d

4. b

5. a

6. c

7. b

8. b

9. d

10. a

11. c

12. d

13. a

14. b

15. c

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NOTES

SKill Activity Answers24

NAME ________________________________________________________________

ADDRESS ________________________________________________________________

CITY ________________________________________________________________

❐ Check if this is a new address

PHONE

PLEASE PRINT

—

FOR YOUR INSTRUCTOR’S USEGRADE GRADED BY

PROJECT SHEET

STUDENT NUMBER:

STATE/PROVINCE ZIP/POSTAL CODE

EXAMINATION NUMBER 00801601

Interpersonal Communication

Graded Project

CU

T A

LON

G T

HIS

LIN

E

Check your chosen option. The instructor will use this sheet to evaluate either youressay or your speech, depending upon the option chosen.

❒ Option 1 Evaluation

Exemplary Proficicient Fair Poor Not Shown

Introduction 5 4 3 2-1 0

Description of behavior 30-28 27-25 24-22 21-10 0

Skills and Plan 30-28 27-25 24-22 21-10 0

Conclusion 10 9 8 7-3 0

Grammar, sentence structure,

mechanics15-14 13-12 11-10 9-4 0

Format 10 9 8 7-3 0

SKill Activity Answers26

❒ Option 2 Evaluation

Exemplary Proficicient Fair Poor Not Shown

Pace 15-14 13-12 11-10 9-4 0

Pitch 15-14 13-12 11-10 9-4 0

Volume 15-14 13-12 11-10 9-4 0

Tone 15-14 13-12 11-10 9-4 0

Enunciation and pronunciation 15-14 13-12 11-10 9-4 0

Time and Format 5 4 3 2-1 0

Grammer 10 9 8 7-3 0

Content 10 9 8 7-3 0

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