Specific Purpose Statement

SPECIFIC PURPOSE STATEMENT

           

The general purpose of any speech will be either to Inform; Motivate/Persuade; or Entertain your audience. As soon as you know the general purpose of your speech you can develop your Specific Purpose Statement (What the speaker will accomplish). Your Specific Purpose Statement is used to develop your speech. You don't acutally say it in your speech.

Restrict your Specific Purpose to one idea only. In Speech 151 for the informative speech your general purpose is to inform. For an informative speech you will want to start your specific purpose statement with "I will inform my audience about...." A Specific Purpose Statement for an informative speech will be phrased much like the following statements. Click here for more examples of Specific Purposes, Central Ideas, and Main Points.

Informative speech specific purpose statements:

    I will inform my audience about the two major forms of hula.

    I will inform my audience about what lifegaurds do as part of their jobs.

                          

When you have your specific purpose statement you are ready to compose your Thesis Statement/Central Idea (they are one in the same). This is the most important part of your speech. This is one sentence that encompasses the central idea of your speech.

Writing your thesis statement/central idea is a four step process:

1.      Choose your topic

2.      Determine your general purpose

3.      Write your specific purpose statement

4.      Tie it all together by composing a clear concise thesis statement/central idea

The following are effective Thesis Statements/Central Ideas for the informative specific purpose statements above:

·        "The two major forms of hula that have played an important role in Hawaiian history and have developed into unique dances are the Kahiko and 'Auana."

·        "Lifegaurding is a great way to spend your days on the beach, but the work includes training, teaching, and lots of practice making it more challenging than what you see on "Baywatch."

Your next step is to compose the main points of your speech. Main points are complete sentences that create a dialogue with your audience. With your main points you want to create questions in the mind of your audience. You will answer the question in your support of your main points. You make a claim in your main points and you support your claim in your subpoints, sub-subpoints, sub-sub-subpoints and so on.

The following are examples of Main points:

Specific Purpose: I will inform my audience about the two major forms of hula.

Central Idea: "The two major forms of hula that have played an important role in Hawaiian history and have developed into unique dances are the Kahiko and 'Auana."

    (Main Point 1) "The ancient hula or Kahiko is a unique form of hula."

    (Main Point 2) "The Kahiko plays an improtant role in the history of Hawaii."

    (Main Point 3) "The 'Auana or modern hula has played an important role in Hawaiian history."

    (Main Point 4) "The 'Auana has developed into a unique form of dance and storytelling."

Speech 151 students can find more examples of specific purpose statements and central ideas on pages of 240-251 of our text. You can also find examples of Main Points.

Arranged by Ahmad Hakiki

The Art of Listening

THE MATERIALS OF PUBLIC SPEAKING “THE ART OF LISTENING”

MUAR UNIVERSITY, JOHOR, MALAYSIA

TEXT AND MATERIALS :

1.       Understanding Music, third edition, by Jeremy Yudkin.

2.       Study Guide : Understanding Music, Guide : Understanding Music, third edition, by C.Ann Carruthers.

3.       Student collection of 3 cassettes or CDs (CD are recommended for precise tracking).

CATALOG DESCRIPTION :

·         Art of Listening I is an introduction to music  from Gregorian chant up to the time of Beethoven. Students will learn to identify significant musical styles, media, forms, and individual works through listening to and studying the great early  music  of the western world.

·         Art of Listening II is an introduction  to music from the early 19th century to the present. Students will listen to, study and learn to identify musical forms, media, styles, and individual masterpieces from the standard concert repertory.

COURSE OBJECTIVES :

·         Upon completion of The Art of Listening I or II, the students will be able to :

1.       Become aware of the elements of music. (Outcomes : communication, critical thinking)

2.       Become aware of the similarities of styles and form in musical periods. (Outcomes : communication, critical thinking).

3.       Become familiar with the great composers of Western Art Music. (Outcomes : communication, critical thinking).

4.       Gain an understanding of the interrelationships between world history and music history. (Outcomes : communication, critical thinking, culture and society).

5.       Recognize specific of works of music. (Outcomes : communication, critical thinking).

6.       Appreciate all types of music with greater awareness. (Outcomes : communication, critical thinking).

7.       Become a more aducated and open minded listener and concert-goer. (Outcomes : communication, critical thinking, culture, and society)

INSTRUCTIONAL METHODES :

·         Include reading and listening assignments

o   STRATEGIES FOR SUCCEEDING IN THIS COURSE :

1.       Read and take careful note on the currents chapter.

2.       Read and take careful note on the website lecture material.

3.       Complete the Study Guide questions.

4.       Listen to the CD example accompanied by the correspoding listening guides. The following strategies will help in the listening portion of the course :

a.       The first listening will be a “cold listening” which is basically listening to the musical selection with no preparation.

b.      In your text, read the Listening Guide that corresponds to the musical selection.

c.       The second listening will be a “warm listening”. By this point you have heard the selection (and are more familiar with the overall sound of the music) and have read the background information about the piece in the listening guide. You can now follow along  with the outline of the piece (almost all listening guides have an outline to follow along with, complete with timings and track numbers that appear on your CDs) which will help you understand how the piece is constructed and how it is to be experienced.

o   GRADING

·         Final grades are based on the following distribution of points :

§  75% Three Exams will be given during class. Each will determine 25% of your final grade. There is a listening portion with each exam. Students must be able to identify the composition and composer of each piece from the students collection af tapes or CDs and from the instructor collection of CDs. The CDs are available for listening in the Learning Resource Center (at the information desk, on reserve). All selections from the instructor’s set that are subjected to teh testing will be available online as sound files, and will be available at the Learning Resource Center as well. A list of compositions and composers will be provided during the exam.

§  10 % Concert Report :

DUE DATED ARE POSTED ON THE SERF PORTION OF THE ART OF LISTENING CLASS SCHEDULE

§  15% Homework Assignments :

DUE DATED ARE POSTED ON THE SERF PORTION OF THE ART OF LISTENING CLASS

o   ART OF LISTENING I CLASS SCHEDULE

·         The serf portion of class will contain a guide is to help you prepare for class. It will benefit you to read the pages assigned in the text during the dates suggested. Each exam will have a listening portion where you will be asked to identify specific pieces from the tapes/CDs that accompany the text.

o   GUIDELINES FOR CONCERT REPORTS :

1.       Attending a live musical concert is a unique enriching experience. That more you know about music the more rewarding the experience can be to you. In selecting a concert try to find one that features at least one work from the time periods studied.

2.       Your report should be at least three pages in length, typewritten, double-spaced. A formal report utilizes a concervative type font with black ink only. Please read your paper carefully avoiding gramatical and spelling errors.

3.       YOU MUST INCLUDE WITH YOUR PAPER THE CONCERT PROGRAM AND TICKET STUB. Please attach these to your paper. Papers without a program / ticket stub will not be accepted.

4.       You are free to use any standar writing format but be consistent. You must give credit to any sources that you quote or reference in a footnote and bobliography. However, you are not required to use outside sources with this report.

o   FORMAL HINTS :

1.       The concert report is the chance for you to respond to the concert. Aside from the obvious information of who played what, tell me if the concert was realistically or stylistically accurate. For example, if it was an all Mozart concert did they use a large or a small orchestra and/or periods instruments? Did it sound like the recordings used in class? This is your chance to be creative. Do not hesitate to ask for help. I want this to be an enjoyable experience – not busy work.

2.       Topics to discuss are the four Ws : Who, What, When and Where. Discuss whether or not you enjoyed the concert, or not, and why, and also be objective.

o   CONCERT ETIQUETTE :

1.       Arrive at least 15 minutes prior to the start of the concert.

2.       Read the program before the concert starts.

3.       Appalud when everyone else does :

a.       When the first violinist comes on to the stage to tune the orchestra.

b.      When the conductor and/or soloist enters

c.       At the end of the entire piece. A symphony has four movements : appalud after the last movement, not in between movements.

d.      At the end of the concert.

4.       Return to your seat after intermission : this is usually signaled  by the flashin of the house lights and lobby lights.

5.       Do not talk during the performance.

6.       Do not take “note” during the performance! Write any of your thoughts  or observations down during the intermission ar after the concert. You do not have to leave the auditorium during the intermission or immediately after the concert. Enjoy yourself!

Resource :

http://www.harford.edu/faculty/kkramer/#TextandMaterials.com

Compilled by Tia Anita

Contoh Metode Pembelajaran

1.       Pembelajaran dengan   audio visuals

Strategi pembelajaran yang menggunakan audio visual dapat memberikan dimensi lain pada pembelajaran dan selain itu materi audio visual efektif menjangkau pembelajar dengan gaya belajar yang berbeda-beda. Materi audio visual dapat berteknologi rendah (misalkan tape recorder) ataupun berteknologi tinggi (seperti TV dan pemutar DVD).

2.      Curah Pendapat

Strategi pembelajaran yang efektif untuk mengetahui apa yang telah diketahui oleh siswa, misalkan dosen meminta siswa menjelaskan sebab akibat sebuah peristiwa alam. 

3.      Studi kasus

Strategi pembelajaran dengan memanfaatkan  situasi atau kasus yang dapat memberikan siswa pembelajaran bermakna dan bermanfaat. Biasanya, guru   memberikan sebuah cerita yang berkaitan dengan konsep ataupun ketrampilan yang akan dipelajari. siswa kemudian berdiskusi untuk melakukan analisis, sintesis dan evaluasi atas fakta-fakta ataupun situasi yang ada dalam kasus tersebut. 

4.      Demonstrasi

Strategi pembelajaran dosen memperlihatkan bagaimana ia melakukan sesuatu yang kemudian diamati dan dibahas.

5.      Penemuan

Strategi pembelajaran dimana siswa didorong untuk menemukan pengetahuan atau konsep baru sendiri. Misalnya,  siswa diminta untuk mengukur jari-jari dan keliling beberapa benda berbentuk bundar, dan kemudian kelilingnya dibagi dengan jari-jarinya, hal ini dilakukan untuk setiap benda. Siswa akan menemukan bahwa hasilnya akan hampir sama (ketidaktepatan dapat disebabkan penghitungan yang kurang akurat). Setelah ini barulah dosen menjelaskan konsep Phi. 

      

6.      Jigsaw

Kegiatan pembelajaran yang mendorong kerjasama dalam kelompok. Setiap anggota kelompok memahami dan mendalami sesuatu untuk kemudian digabung menjadi satu dengan anggota-anggota kelompok lain untuk memperoleh suatu pemahaman yang utuh.

7.      Kegiatan Lapangan

Kegiatan di luar kelas untuk mempelajari situasi baru dan berbeda. siswa juga dapat melakukan survei untuk proyek pelajaran sosial, ataupun membuat peta lingkungan sekitar untuk matematika, ataupun menggunakan ketrampilan berbahasa yang baru untuk memperoleh pengetahuan baru.  

8.      Ceramah

Kegiatan pembelajaran yang menekankan pada penyampaian informasi secara verbal dan cenderung searah (dosen/guru à siswa) secara ini dapat terstruktur, menggunakan teknologi rendah, dan memungkinkan. Kegiatan ini  untuk mengajarkan banyak siswa/ siswa dalam waktu yang relatif singkat.

9.      Diskusi kelompok

Kegiatan pembelajaran yang mendorong siswa untuk berinteraksi  dan membantu memahami pendapat  yang berbeda yang mungkin muncul selama kegiatan berlangsung. Kegiatan ini juga mendorong siswa untuk menghargai perbedaan pendapat.

10.   Pembicara Tamu

Kegiatan pembelajaran dengan mendatangkan orang yang bisa melakukan sesuatu yang guru atau dosen tidak bisa lakukan. Ini dapat memberi suasana segar.

11.    Tulis Berantai

Ini pada dasarnya merupakan kegiatan curah pendapat tetapi dalam bentuk tulisan. Kegiatan tulis berantai ini bisa antar individu dalam kelompok, bisa juga antar kelompok dalam kelas.

12.   Debat

Diskusi antara dua belah pihak yang mempunyai pendapat yang berbeda dan bahkan bertentangan terutama berkaitan dengan masalah-masalah yang kontroversial.

13.   Bermain peran

Mahasiswa memainkan peran yang berbeda-beda dalam situasi tertentu dan secara spontan memainkan peran sesuai dengan situasi atau kasus yang diberikan. Melalui kegiatan ini memungkinkan siswa/ siswa untuk melakukan analisa dan memecahkan masalah. 

14.   Simulasi

Kegiatan pembelajaran yang memungkin siswa untuk mencoba dan melakukan sesuatu pada situasi yang kondisikan. Contoh : simulasi mengajar pada saat microteaching 

15.   Tugas Proyek

Kegiatan pembelajaran yang memberikan kesempatan kepada siswa suatu tugas dalam waktu tertentu secara individu atau kelompok untuk menghasilkan sesuatu produk. Kegiatan yang memberikan kesempatan kepada siswa untuk merangkum pengetahuan dari berbagai bidang serta secara kritis dan kreatif  mengaplikasikannya dalam kehidupan nyata. 

16.   Presentasi

Kegiatan pembelajaran yang memberikan kesempatan kepada siswa/ siswa untuk mempresentasikan hasil yang telah dipelajari atau diteliti.

17.   Penilaian Sejawat

Ini merupakan kegiatan untuk saling memberikan penghargaan, masukan dan masukan atas hasil karya teman sendiri. Dalam kegiatan ini hasil karyanya yang dipertukarkan kepada siswa lain untuk dinilai.

18.   Bola Salju

Kegiatan pembelajaran yang memberikan kesempatan individu untuk berpendapat, kemudian dipadukan secara berpasangan, kelomppok dan yang terakhir secara klasikal untuk mendapatkan pandangan dari sekuruh siswa atau siswa di kelas.

19.   Tulis Berantai

Ini pada dasarnya merupakan kegiatan curah pendapat tetapi dalam bentuk tulisan. Kegiatan tulis berantai ini bisa antar individu dalam kelompok, bisa juga antar kelompok dalam kelas.

20.  Kunjung Karya

Ini merupakan kegiatan untuk saling melihat hasil karya orang lain untuk belajar bertanya, memberikan komentar dan saran . Sementara pihak yang dikunjungi menjawab, menanggapi komentar dan saran secara produktif. Dalam kegiatan ini siswa bergerak mengamati hasil karya-karya mereka.