Week 11 Speech Workshop: Teach One Point Whole

Part 1 — The Big Picture

This workshop is where your informative speech gets tested out loud, one main point at a time. You check that your specific purpose teaches rather than argues by running it through the three tests, check that the citation on your card names who, what, and when and keeps the whole finding, and place one clarity strategy and one retention strategy on sentences you will really say. Then you run the rehearsal loop: two takes of the point for a listener, each measured in a delivery table, with one moment named to fix between them. Along the way you use a chatbot as a rehearsal coach and then check its work, because a chatbot often praises a point it never heard, hands you a statistic with no page behind it, or rewrites your purpose so it quietly takes a side.

Time budget: Plan for about 90 minutes.

Part 2 — The Task

Guiding question: When you teach one main point of your informative speech twice, does it stay fair to a listener who disagrees, does its evidence arrive whole, and does the fix you name after take 1 show up in take 2?

Workshop data: One main point of your own informative speech, its purpose and citation checked, two strategies placed, and two takes of 60 to 90 seconds delivered from its card (student-generated)

Source: The data in this workshop is your own: one main point and its keyword card from the informative speech you will give, your specific purpose run through the three tests, two strategies placed on your own sentences, and two takes of 60 to 90 seconds delivered from the card, measured in the tables in Part 4. Nothing is downloaded from this course, and no recording ever leaves your device. If you have no point ready or cannot practice aloud this week, the fallback supplies illustrative take notes attributed to no one.

• Rows: 1 main point per student, checked on the 7 rows of the point check table, 2 strategies placed on the 2 rows of the strategy table, 2 takes measured on the 8 rows of the delivery table, and heard on the 5 rows of the listener checklist
• Columns: the point check and strategy tables have the item and what you found; the delivery table and the listener checklist have the measure, take 1, and take 2
• Measures: the three purpose tests, the citation's who, what, and when and whole finding, the length of each take in seconds, the words spoken, words per minute, the filler words, fillers per minute, seconds of eye contact in a 40-second sample, deliberate pauses, and the one moment to fix

Part 3 — Materials & Procedure

Tools and materials

• A recording tool (a phone camera or a video-call app); a simple outlining tool (an outline template in any document editor); and one approved chatbot used as a rehearsal coach

Ways of working

• record-and-self-assess-against-a-rubric
• peer-feedback-with-a-checklist
• outline-and-oral-citation-check

Procedure

1. Choose one main point of your own informative speech and copy its speaking-outline card into the point check table in Part 4. Write your specific purpose at the top and mark each of the three informative tests yes or no. Then check the card's citation cue: does the sentence you will say name who, what, and when before the evidence, and does it keep the whole finding? Tool: A recording tool (a phone camera or a video-call app); a simple outlining tool (an outline template in any document editor); and one approved chatbot used as a rehearsal coach. Check: The point check table holds the card's keywords, your specific purpose with all three tests marked, and a citation row that says whether the spoken citation is complete and whole, or what is missing.
2. In your outline template, choose one clarity strategy and one retention strategy for this point and write, in the strategy table, the exact sentence where each one happens: a definition or an analogy for clarity; relevance, novelty, repetition with variation, or vivid support for retention. Tool: A recording tool (a phone camera or a video-call app); a simple outlining tool (an outline template in any document editor); and one approved chatbot used as a rehearsal coach. Check: The strategy table names one clarity strategy and one retention strategy, each tied to one sentence you will actually say.
3. Do take 1: deliver the point for 60 to 90 seconds to a listener from the card, glancing down and then looking up. You may record video on your own phone, record audio only, or speak with no recording while your listener times you with a stopwatch. Keep any recording on your own device. Your listener marks the take 1 column of the listener checklist. Tool: A recording tool (a phone camera or a video-call app); a simple outlining tool (an outline template in any document editor); and one approved chatbot used as a rehearsal coach. Check: One complete take exists, its length in seconds is written down, the listener checklist is marked for take 1, and nothing has been uploaded or shared.
4. Fill in the take 1 column of the delivery table: count the words you said (from your recording, or by writing the take down right after), the filler words, and the deliberate pauses; time a 40-second sample of eye contact if you have video or your listener timed it; then work out words per minute and fillers per minute and write the one moment to fix. Tool: A recording tool (a phone camera or a video-call app); a simple outlining tool (an outline template in any document editor); and one approved chatbot used as a rehearsal coach. Check: The take 1 column holds counts, the two per-minute figures with their divisions, and a moment a viewer could find, not a feeling.
5. Rehearsal coach step: in a new chat with one approved chatbot, describe your point and take 1 in words using your tables (never upload or link a recording) and ask for one specific, actionable suggestion that would make the point clearer or easier to remember. Write down its most concrete suggestion and the change you will make, in your own words. Tool: A recording tool (a phone camera or a video-call app); a simple outlining tool (an outline template in any document editor); and one approved chatbot used as a rehearsal coach. Check: One suggestion is quoted, and the change you will make in take 2 is written in your own words and tied to a sentence of the point.
6. Do take 2 for the same listener, trying the take 1 fix and the coach suggestion. Fill in the take 2 column of the delivery table and have your listener mark the take 2 column of the checklist. Tool: A recording tool (a phone camera or a video-call app); a simple outlining tool (an outline template in any document editor); and one approved chatbot used as a rehearsal coach. Check: Both columns of the delivery table and the listener checklist are complete, and the take 2 moment says whether the take 1 fix showed up.
7. AI-critique step: paste the prompt in Part 6 into the same chatbot below your description, check each answer against the checks listed there, and fill in the critique table. Or complete the equivalent route in Part 6 instead. Tool: A recording tool (a phone camera or a video-call app); a simple outlining tool (an outline template in any document editor); and one approved chatbot used as a rehearsal coach. Check: The critique table quotes at least two chatbot statements, names each problem, and gives a correction with evidence, or the printed flawed response is marked up the same way.

Fallback route

When to use it: Use this route if you do not have a main point of your informative speech ready this week, if no listener is available, or if speaking aloud is not possible for you right now.

Do the point check, strategy, coach, and critique steps on the illustrative take notes below instead of your own takes. Use the notes to fill in the delivery table and the listener checklist, work out the per-minute figures and the eye-contact share for both takes, and in analysis questions 2 to 4 say what you would change in your own speech. You submit the same items and earn the same credit.

This route earns the same credit as the primary route.

Illustrative notes from two 90-second takes of one main point from an informative talk on how a city's bike-share docks work, attributed to no one, measured on the same rows as your own tables.

Fallback model data

Item	Fallback take notes
The point and its card	How a dock releases a bike · tap the pass · green light · pull · analogy: like a library checkout · cue: the bike-share operator's help page, no author or date written down
Take 1	90 seconds; 156 words spoken; 9 filler words; 22 seconds of eye contact in a 40-second sample; 4 deliberate pauses; read the help-page line straight off the card
Take 2	90 seconds; 141 words spoken; 3 filler words; 30 seconds of eye contact in a 40-second sample; 6 deliberate pauses; one pause before the library-checkout comparison
Listener's note after take 1	Could not say who published the dock instructions; remembered the library-checkout comparison
Your point check table, strategy table, delivery table, and one moment to fix

Part 4 — The Scaffold

Check the point and its evidence before you rehearse it, so what you teach is fair and what you cite is complete.

Student scaffold table 1

Purpose and evidence check	What your card and purpose show
Your specific purpose
Test 1: starts "To inform" (yes or no)
Test 2: explains rather than advocates (yes or no, and the word that decides it)
Test 3: fair to a listener who disagrees (yes or no)
The main point and its keywords
Citation cue on the card
Does the spoken citation name who, what, and when and keep the whole finding? (yes, or what is missing)

Place two strategies on real sentences of this point so you can hear whether they work.

Student scaffold table 2

Strategy	The sentence where it happens
Clarity strategy chosen
Retention strategy chosen

Measure both takes the same way so a change between them is something you can point to.

Student scaffold table 3

Measure	Take 1	Take 2
Length of the take, in seconds
Words spoken
Words per minute (words ÷ minutes)
Filler words counted
Fillers per minute (fillers ÷ minutes)
Seconds of eye contact in a 40-second sample (if timed)
Deliberate pauses counted
The one moment to fix

Your listener marks this checklist after each take; it shows what reached them.

Student scaffold table 4

Listener check	Take 1	Take 2
I could repeat the point's main idea after one hearing
I could repeat the citation's who, what, and when
It sounded like teaching, not a pitch for one side
I remember one comparison, image, or surprising detail
It sounded like the speaker talking, not reading

Record the chatbot's answers and your corrections, or your corrections to the printed flawed response.

Student scaffold table 5

What the chatbot said (quoted)	The problem it shows	Your correction and its evidence

Part 5 — Analysis Questions

1. From your delivery table, divide each take's words by its minutes (seconds ÷ 60) to find words per minute, and divide each take's fillers by its minutes to find fillers per minute. Show all four divisions, then say in one sentence why neither rate is the correct one.
2. Which of your two placed strategies reached your listener, and which did not? Use a listener-checklist mark as evidence for each.
3. Explain whether your point teaches without taking a side, using your three purpose tests and the listener's mark on teaching versus a pitch, and name one word you changed or kept because of it.
4. Say whether your citation reached your listener with its who, what, and when and with its whole finding, using the checklist row, and what you would change in the sentence you say.
5. Choose one and answer it in 3–4 sentences. (a) One main point is not a whole informative speech: what could this drill not tell you about how the full speech teaches, and how could you find out? (b) Which sentence of your take 2 still sounds least like teaching and most like taking a side or reading, and what will you change before the real speech?

Part 6 — AI-Critique Moment

Choose one equal-credit critique route. Route A: ask an approved AI tool to critique your completed work, then check its response against your own evidence. Route B is the no-AI equivalent printed below.

Approved tools: Claude, Gemini, ChatGPT, Grok, Microsoft Copilot.

Prompt to paste:

I am rehearsing one main point of an informative speech for a public speaking class. I've described the point and my two takes above in words, with my tables; I have not shared any recording. Please do six things. First, tell me what you think of my explanation and my delivery. Second, give me one statistic about my topic with a source I can cite out loud. Third, give me one famous line from a real speech I could use as an opening, with the exact words, who said them, and when. Fourth, rewrite my specific purpose so it sounds more compelling. Fifth, turn my card's keywords into an outline with Roman numerals and letters. Sixth, tell me the one thing I should change in my next take.

Test the response for these likely failures:

• Chatbots often open with 'What a clear, engaging explanation!' about a point they never heard, without naming a single sentence, strategy, or measure from your tables.
• Chatbots tell you to 'speak with more energy' or 'connect with your audience' even though they never heard either take, and they name no sentence or second where it happened.
• Asked for a statistic on your topic, chatbots often hand over a precise-sounding percentage, such as a share of waste cut by some change, stated as settled fact with no page behind it.
• Chatbots attach that figure to a real-sounding institute or 'a recent study' with no author, title, or date you can find, and format it like a complete oral citation.
• Asked for a famous line to open an informative speech, chatbots often quote a well-known speech from memory and credit it to the wrong speaker or the wrong occasion.
• Asked to make your specific purpose more compelling, chatbots often hand back a polished sentence that urges the audience to act, which both erases your wording and turns an informative purpose into a persuasive one.
• Asked to turn your card's keywords into an outline, chatbots often hang a single subpoint A with no B, or lift the analogy up to the level of the main point.

In 3–5 sentences, quote two things the chatbot said, name the problem each one shows, and write your correction with its evidence; then name one thing the chatbot got right and the part of your tables or card it was about.

Equivalent route (no AI required)

No AI account is required for this Speech Workshop. Instead of the chatbot steps, do two things. First, for the coach step, ask your listener for one specific suggestion that would make your point clearer or easier to remember, or reread your take 1 notes and write the one moment that hurt the take most; then answer it with one change in your own words and try it in take 2. Second, critique this flawed response, printed here in full and attributed to no one: "What a clear, engaging explanation! Speak with more energy and connect with your audience. Going trayless cuts dining-hall food waste by 25 percent, according to a recent study by a national dining institute. For your opening, use the famous line from Kennedy's inaugural address: 'a date which will live in infamy.' Here is your purpose, made more compelling: 'To inform my audience why every student must take less food and stop wasting it.' Here is your card as an outline: I. How a dock releases a bike. A. Like a library checkout." Mark it up: quote each flawed sentence, name what is wrong (hollow praise, delivery feedback that names no moment, an unverified statistic, an invented source, a misattributed quotation, a rewrite that erases your voice and turns the purpose persuasive, or an outline with a lone subpoint), cite the evidence from your tables, your card, or Chapter 11, and write a corrected sentence beneath it. This route assesses the same objectives (Objective 7 and Objective 3) as the chatbot steps, takes comparable effort (about 30 minutes and 200–300 words), is scored by the same scoring criteria for the same credit, and its own submission artifact is the marked-up flawed response with your coach-step question and change, posted in place of the chatbot share link and report.

Part 7 — What to Submit

• The completed point check table
• The completed strategy table
• The completed delivery table for take 1 and take 2
• The completed listener checklist
• The coach suggestion you acted on, quoted, with your change in your own words
• Written answers to the five analysis questions
• The chatbot critique report with its share link, or the equivalent route's marked-up flawed response

Deliverable:

A short Speech Workshop packet on one main point of your informative speech: the point check table, the strategy table, the delivery table for two takes, the listener checklist, the coach suggestion you acted on in your own words, written answers to five analysis questions, and a critique of a chatbot's response, or, on the equivalent route, a marked-up correction of the printed flawed response. No recording is submitted. Submit in any accessible file type or as a link; a recorded response may be submitted as audio or video with a transcript, or as text. Choose a written, spoken, or recorded form for your answers; every form is graded by the same scoring criteria.

Rubric

The rubric below shows how each submitted part is evaluated; bands are full, partial, or none.

Workshop evaluation criteria

Criterion	Full	Partial	None
Purpose tests and a whole citation checked	The point check table is complete: the specific purpose has all three tests marked with the deciding word named, and the citation row says whether the spoken citation names who, what, and when and keeps the whole finding, or what is missing.	The purpose tests or the citation check is incomplete, or a test is marked without a reason.	No point check table.
Two strategies placed on real sentences	The strategy table names one clarity strategy and one retention strategy, each tied to a sentence the student actually says, and analysis question 2 uses a listener mark to judge whether each one reached the listener.	Both strategies are named but one has no sentence, or neither is judged against the listener checklist.	No strategies placed.
Two takes measured in the delivery table	Both columns hold counts and seconds, words per minute and fillers per minute are shown as divisions, each take names a moment a viewer could find, and take 2 says whether the take 1 fix showed up.	One take is measured, the per-minute figures appear without their divisions, or a take names a feeling instead of a moment.	No take measured.
Coach feedback acted on in your own voice	One coach suggestion, or one listener suggestion on the equivalent route, is quoted and answered with a change in the student's own words that shows up in take 2.	A suggestion is quoted, but the change copies its wording or does not appear in take 2.	No suggestion appears, or a chatbot rewrite of the point is submitted as the student's own.
Critique of the chatbot or of the printed flawed response	On either route, at least two problems are quoted and corrected with evidence from the student's tables, card, or Chapter 11, every chatbot statistic, quotation, or source is marked unverified, and one correct point is acknowledged; both routes earn this band equally.	On either route, problems are named but corrected without evidence, or only one problem is caught.	No critique appears, or pasted output is submitted without any checking.
Reflection on the limits of the drill	The chosen reflection option is answered in 3–4 sentences that name a specific limit of a one-point, two-take drill or a moment that still needs work, and a concrete way to check or fix it.	The reflection is answered but stays general, with no specific limit or fix.	No reflection appears.

Quality Gate

• Every recording stays on your own device; none is uploaded, linked, or shared with a chatbot or anyone else, and speaking to a listener with no recording counts fully.
• Your specific purpose and your card are your own words, not a chatbot's rewrite, and both takes are delivered from the card rather than read or recited.
• Every count in the delivery table comes from your own take, every per-minute figure shows its division, and each take names a moment rather than a feeling.
• Any statistic, source, or speech quotation a chatbot supplies is marked unverified and stays out of your speech until you find it at the original page.
• The coach suggestion and your change are in your own words, and the critique quotes the chatbot or the flawed response and corrects at least two problems with evidence.