Speech etiquitte

I think giving helpful advice on areas that could have been covered in more detail is good.  Correcting his physics makes you look like a tool.

Giving a fellow student a lower grade is how you get stuffed in trash cans.

I'll remember to never take a class with you.

Ceesman762 wrote: Benjichang wrote: I'll remember to never take a class with you. You don't strike me as the type of guy that I would have to do such things to, Benji...

He means WGP.

No he was not...let's put him in a trash can and roll him down the stairs. That'll teach him.

It is a speech class, so maybe that's all that's important. However, it's also supposed to be an informative speech and putting out incorrect facts destroys his credibility--ruining the speech.

If it were me, it'd depend on who the kid was. 99% of the time I couldn't care less, but that 1% when it's some tool I don't like up there in front of the class and I'm feeling ornery...then yah ask him some questions and make him squirm.

Respecting the etiquette of the class is obviously important, but once a speaker throws out incorrect facts and dodges questions, he's disrespected the audience.

Why in the world would you ask questions at the end of his speech? And on top of that correct him on his info, wow you suck at life.

If its a speech class, he could have told me that the sky was purple, that rhinos eat glass shards and the keebler elves live in Hoboken, and if the speech wasn't to be graded on content, it doesn't matter. If it was a good speech, he passes.

He's not in a science class giving a presentation on the LHC where content and information are key- he's giving a speech in speech class, the point of which I would bet is to hone public speaking skills, not earn a degree in physics.

 
 

You sicken me.

WGP guy2 wrote: Researching and having correct information is part of delivering an effective speech.  I can't see how you guys are seperating the content of the speech from the quality.

Easily, actually, especially if its only a 200 level course. The mechanics of making a good speech are completely different than the content of it.

How was his posture?
How enthusiastically did he present the material?
Could you hear him properly?
Was he boring?
Did he present the speech or read it off a paper?

All of these things can be evaluated, completely regardless of the information contained therein. Hell, he could have made the speech in a foreign language and you can still tell if it was delivered decently.

Since its a lower level course, I'm willing to bet that the teacher of the speech class (read: not physics) is going to look at your evaluation, utter a hearty 'lol' and grade the kid on the speech, rather than on the nit-pickiness of one of the student's peers (excuse 'nit-picky' I couldn't think of a better term)

Having taken a speech course myself, with a teacher who was bordering on 900 years old, I can say with confidence that some of the speeches given in the class, the poor old woman knew nothing about. Did she grade them based on content? No. She graded them on the mechanics that go into giving a good speech.

Proper information never hurts of course, but I'm going to bet that the vast, overwhelming majority of the people in the class didn't know what 'LHC' was before the speech started- much less had any inkling of the physics involved.

Don't take this the wrong way, but if I was in that class and found out that you gave the kid a D because some of the content was off, I'd be humming the theme to dexter's lab every time you walked into the room.