Is Pokémon Go a Positive Cultural Force? Or Is it Just Another Excuse for People to Stare at Their Phones? William Wei Introduction • What is Pokémon Go? • Travel between the real world and the virtual world of Pokémon Basis • Pokémon Go is same as other types of game on PC/ game consoles. • For a long time, People will lose communication with other people, and hurt their health. What is difference between Pokémon Go with other games • It helps people to go outside and exercise. • It help people to improve their relationship with their firends. Exercise https://expa ndedrambli ngs.com/in dex.php/po kemon-gostatistics/ Improving relationship • • • • Send a Gift. Trade a Pokémon. Participate in a Raid together. Battle in a Gym together. Conclusion • Pokémon Go is not only a game, but a new type of lifestyle. References • Gabbiadini, Sagioglou, & Greitemeyer. (2018). Does Pokémon Go lead to a more physically active life style? Computers in Human Behavior, 84, 258-263. • https://expandedramblings.com/index.php/pokemon-gostatistics/ • https://www.forbes.com/sites/erikkain/2016/07/11/pokemon-gois-more-than-just-a-game-its-a-phenomenon-thats-bringingpeople-together/#50a6feee214f Thank You! Signature Assignment Persuasive Speech Guidelines and Rubric CMMN 1102 Professional Speaking The signature assignment includes two parts: 1) Persuasive speech 2) Interview on persuasive speech Part I: Persuasive Speech In a five to six minute presentation, you will need to persuade the audience of a call to action on a topic. Choose and research a current topic that you feel constitutes a problem warranting collective action for its resolution. You should provide a well-rounded, evidence-based argument. You will need to establish the issue (tell the audience why it is important) and provide steps that people can take to help solve the issue. While your topic must be potentially important to your audience, it can be global or local in scope. In either case, your speech should be organized via the problem-solution design or the motivated sequence design (Professional Speaking, p. 298-300; Revel 14.4). Focus your best evidence (making reference to at least 3 specific, appropriate sources) on establishing the significance and “real life” implications of your problems, and the efficacy of your proposed solutions. Beyond telling us what needs to be done, be specific on clarifying how your audience can actually “get involved” and take action. Your topic must be approved by your instructor. You will need to provide slides with your presentation, as well as a reference page at the end of the presentation slides and parenthetical citations on slides throughout the presentation. Part II: Interview on Persuasive Speech In Part II of the signature assignment, you will be interviewed on your persuasive speech topic by your instructor and another instructor. You will need to prepare one poster-like slide (instructions to follow) on your persuasive speech that outlines the important aspects you will cover in Part I. This must be ready and sent to your instructor before your interview appointment during finals week. During the interview, you will have one minute to present a summary of your persuasive speech, and you will be asked questions about it. You should be ready to discuss the topic, your sources/examples/support, and your view (the argument you made during your speech). Persuasive speech rubric: Part I Organization Proficient (3) Approaching (2) Developing (1) Speech included a clearly defined introduction, body, and conclusion (beginning, middle, and end). Speech included an introduction, body, and conclusion that were not clearly defined or coherent. Speech included minimal No organization was evidence of an introduction, body, evident. and conclusion. No organization was Speech included elements of a evident. problem-solution or motivated sequence design. Speech clearly followed a problem-solution or motivated sequence design. Speech generally followed a problem-solution or motivated sequence design. Not evident (0) Introduction and Conclusion Speech included an attentiongrabbing introduction, an overview, and a compelling conclusion (that indicated the importance of the topic and summarized the call to action). Speech included 2 out of 3 factors Speech included 1 out of 3 factors from the (3) column. from the (3) column. Speech lacked all factors from the (3) column. Transitions Speech consistently included relevant signposting and transitions between sections and main points. Speech included some Speech included minimal No signposting or signposting and transitions signposting and transitions transitions were evident. between sections and main points. between sections and main points. Persuasive argumentation Speech included 2 or more types of evidence (facts, figures, testimony, narratives, examples), logical connections between ideas, and oral reference to at least 3 relevant sources of information. Speech included two out of three factors from the (3) column. Speech included one out of three factors from the (3) column. Speech did not include evidence and/or no oral references to sources of information. Persuasiveness Speaker demonstrated genuine interest in the issue and provided a specific call to action based on presented evidence. Speaker demonstrated genuine interest but provided an unsupported call to action. Speaker demonstrated interest but did not provide a call to action. Speaker did not demonstrate interest in the issue and did not provide a specific call to action based on evidence. Questions and Answers/Discussion Speaker was able to answer questions from the audience with authority, indicating that they understood the topic. Speaker was able to answer questions from the audience, but may have had some difficulty with forming answers. Speaker answered questions but did not provide evidence that they understood the topic or arguments surrounding the topic. Speaker was unable to answer questions posed by the audience. Nonverbal Communication Speaker made eye contact with audience; used appropriate hand gestures, facial expressions, and body movement; and referred to visuals (if applicable). Speaker made minimal eye contact with the audience or used minimal or inappropriate hand gestures, facial expressions, or body movement. Speakers made minimal reference to visuals (if applicable). Speaker made minimal eye contact with the audience and used minimal or inappropriate hand gestures, facial expressions, or body movement. Speakers made minimal reference to visuals (if applicable). Speaker did not make eye contact, used inappropriate hand gestures, facial movements, and body movement. Speakers did not reference visuals (if applicable). Pronunciation/Fluency Speaker produced intelligible consonants and vowels, exhibited control of stress and intonation, and had appropriate fluency (few to no pauses or fillers). Speaker expressed control of 2/3: Speaker expressed control of 1/3: consonants and vowels, stress and consonants and vowels, stress and intonation, or fluency. intonation, or fluency. Speaker expressed little to no control of the criteria: consonants and vowels, stress and intonation, or fluency. Grammar and vocabulary Speech contained few to no mistakes in grammar or unusual word choices. Speech contained mistakes in grammar or unusual word choice that did not interfere meaning. Speech contained errors in grammar or inappropriate word choice that interfered with meaning, but was comprehensible. Speech was incomprehensible. Visual aid/slides Slides are cohesive and included a balance of text and images to support the speaker’s message. References are included in APA format. Text is easily legible and free of spelling and grammatical mistakes. Slides a include text, images, and references. Some formatting, spelling, and grammatical mistakes are evident. Slides include few of the features in the “3” column. Slides are not used. Timing Speech was within the time limit provided. Speech was 1 to 30 seconds under Speech was 31 to 60 seconds or over the time limit. under or over the time limit. Speech was more than one minute under or over the time limit. Persuasive speech: Part II Persuasive speech summary Speaker provided a concise summary of the main points and any necessary details of the persuasive speech from Part I within the time limit. Speaker provided a summary with some of the main points/details of the persuasive speech from Part I within the time limit. Speaker provided some of the main points of the persuasive speech from Part I within the time limit. Speaker provided few to no main points of the persuasive speech from Part I within the time limit. Visual aid/adaptation of presentation to poster Speaker provided a visual representation of their speech that included the main points, necessary details, and references. Visual representation was appropriately formatted and concise. Speaker provided a visual representation of their speech that included most of the main points, necessary details, and references. Visual representation was appropriately formatted and concise. Speaker provided a visual representation of their speech that included few of the main points and necessary details, and/or the visual representation was inappropriately formatted and wordy. Speaker did not provide a visual representation of their speech from Part I. Questions and Answers/Discussion Speaker was able to answer questions with authority, indicating that they understood the topic. Speaker was able to answer questions, but may have had some difficulty with forming answers. Speaker answered questions but did not provide evidence that they understood the topic or arguments surrounding the topic. Speaker was unable to answer questions posed by the audience. Nonverbal Communication Speaker made eye contact with audience; used appropriate hand gestures, facial expressions, and body movement; and referred to visuals (if applicable). Speaker made minimal eye contact with the audience or used inappropriate hand gestures, facial expressions, or body movement. Speakers made minimal reference to visuals (if applicable). Speaker made minimal eye contact with the audience and used inappropriate hand gestures, facial expressions, or body movement. Speakers made minimal reference to visuals (if applicable). Speaker did not make eye contact, used inappropriate hand gestures, facial movements, and body movement. Speakers did not reference visuals (if applicable). Pronunciation/Fluency Speaker produced intelligible consonants and vowels, exhibited control of stress and intonation, and had appropriate fluency (few to no pauses or fillers). Speaker expressed control of 2/3: consonants and vowels, stress and intonation, or fluency. Speaker expressed control of 1/3: consonants and vowels, stress and intonation, or fluency. Speaker expressed little to no control of the criteria: consonants and vowels, stress and intonation, or fluency. Grammar and vocabulary Speech contained few to no mistakes in grammar or unusual word choices. Speech contained mistakes in grammar or unusual word choice that did not interfere meaning. Speech contained errors in grammar or inappropriate word choice that interfered with meaning, but was comprehensible. Speech was incomprehensible. Outline Is Pokémon Go a Positive Cultural Force? Or Is it Just Another Excuse for People to Stare at Their Phones? I. Introduction II. A. Background information: Pokémon Go is a new type of phone games. B. People may think that those players just play their phones. C. Thesis statement: Pokémon Go become a positive cultural force. Body paragraph 1: A. Topic sentence: People considered Pokémon Go as same as other PC/ Phones Games. Example Support: i. PC/ phone games let people in front of their screen instead of going outside. ii. People may focus on games, but losing communication with others. Transaction: As new type of game, Pokémon Go is not just a game. III. Body paragraph 2: A. Topic sentence: Pokémon Go can help people can help people to do exercise. i. People need to go outside for finding Pokémon Go. ii. People can avoid some health problems caused by playing other games. Transaction: Pokémon Go is not only reducing the risk of health problems, but also bringing people together. IV. Body paragraph 3: A. Topic sentence: Pokémon Go is a good way to communicate with their friends. i. There are some Boss needed to fight with other friends. ii. People can improve their relationship by this way. Transaction: This is the way how technology changing our life. V. Conclusion: Pokémon Go is not just a game. It is a new type of life style. People can exercise themselves and chatting with their friends through this way. People need to play Pokémon Go instead of PC/ game consoles References: https://www.forbes.com/sites/erikkain/2016/07/11/pokemon-go-is-more-than-just-a-game-its-aphenomenon-thats-bringing-people-together/#564bbf94214f https://www.vox.com/2016/12/14/13921012/pokemon-go-exercise-studies-research https://www.researchgate.net/publication/316862344_Pokemon_Go_Increasing_Social_Cultural_and_Physic al_Activity_in_Public_Spaces_An_Analysis_of_Cultural_Change_through_Technological_Innovation.
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