Online Final Examination Fall 2020

Student I.D: _______16844________ Date: 10/Jan/2021

June=________________
Course Title: Oral Communication (B) Course Code: SSC 201

Program: BCOM II(A) Evening SMCHS Teacher Name: Mudassir Ahmed

Siddiqui
3
Semester: Fall 2020 Marks: 40

Instructions:
This is your Final Examination and you have to submit it to the LMS as per the instruction given by you
by the examination department of the university.

Read the questions carefully and follow the instructions which were discussed with you during the second
last and last class regarding your final paper

Each question carries equal marks 5 x 8 = 40

Q-1(a) In the last class, we discussed about the verbal and non verbal communication , consider
yourself as a student and me as a teacher and write dialogues between you and me about the
importance of using correct use of non verbal communication in our office life.

Student: What is nonverbal communication?

Teacher: Nonverbal communication is a way for people to express their thoughts or emotions without
words. With nonverbal communication, people can express happiness, engagement, concern, gratitude
and confidence throughout their workday.

Student: Why is nonverbal communication important?

Teacher: Being aware of your own nonverbal communication skills can also help you convey your feelings
on various subject matters or situations. It can also help you exude confidence when talking with
supervisors or express sympathy when trying to show your sympathy and understanding to a coworker.

Student: Which of these is the triangle of communication?

Teacher: A triangle of communication known as the ARC triangle can be formed. Here A stands for
Affinity, R for Reality and C for Communication.

Student: Which of these should communication not advance?

Teacher: A communication must advance information along with affinity. It must advance information
which is real- both in intellectual and moral sense.

Student: Personal appearance is an element of non-verbal communication?

Teacher: The statement is true. Personal appearance is an element of non-verbal communication. Some
refer to non-verbal communication as body language.
Q-1(b) When do we use following types of communication
1. in-Class Debates and Deliberations:
Introduce the topic.
All ESL debates start with a topic, or resolution. Often, this resolution is a proposed course of action
that one team will argue for and another will argue against. Choose a topic to which your students can
relate and perhaps one with practical application.
Assign the Affirmative and the Negative.
There are two sides to any debate. Naturally, one will argue for and another against the resolution.
With ESL students, it is best to group your students into teams to research and argue the issue rather
than expecting one student to do all the work. This way one student does not have all the pressure to
perform, and the other members of the group can help with comprehension and strategy.
Deliberation is a process of thoughtfully weighing options, usually prior to voting. Deliberation
emphasizes the use of logic and reason as opposed to power-struggle, creativity, or dialog.

2. Speeches and Presentations:

Speech Communication is the study of how people generate shared meaning through the use of
verbal and nonverbal symbols. Speech Communication majors work to develop confidence and
effectiveness in their public speaking, inter- personal, and small group communication skills.
A presentation is a means of communication that can be adapted to various speaking situations, such
as talking to a group, addressing a meeting or briefing a team. ... To be effective, step-by-step
preparation and the method and means of presenting the information should be carefully considered.

3. Oral Examinations
Oral communication implies communication through mouth. It includes individuals conversing with
each other, be it direct conversation or telephonic conversation. Speeches, presentations, discussions
are all forms of oral communication.

Q-2(a) Draw “mind mapping” on a proper Graphic Organizer for writing task on given topics.
Choose any two of the following topics.
(1) Advantages and Disadvantages of being an Emcee rather than participant of the program
Advantages of being an Emcee participant:
Every event has (or should have) a feel about it. You certainly don’t want an inappropriate comic
upsetting the bigwigs of your party; and equally, you don’t want a bore sucking the life out of what
was supposed to be a fun and lighthearted evening. Is it going to be the serious sort with room only
for the politically-correct joke that draws polite laughter? Or is it going to be irreverent where more
risqué things can be said? Whatever the flavor, find an emcee that fits the atmosphere.
Disadvantages of being an Emcee participant:
Maintaining audience interest is the number one challenge for event professionals. Even the most
engaged audiences struggle to maintain focus when event content is exclusively business. Giving
attendees a mental break and allowing them the opportunity to internalize your message is a great
way for an expert master of ceremonies to provide value. If you wish for your audience to retain the
content – help their brains and let the master of ceremonies summarize, repeat and reframe key
points with a different voice throughout the event.
 (2) How to take care of your nonverbal communication during your Business Idea presentation
Scan the audience, make eye contact with different areas of the audience or make four- to five-second
eye contact with individual audience members. Rather than standing in one spot during the
presentation, stroll around the stage naturally.

(3) Compare and Contrast between your skills of communication now and before attending this course
After conducting this course, I more confident and I feel more enhancement in my communication.

Q-2 Write short notes on the following topics with the help of illustrations and mind maps.

i- How does checklists help in planning the program?

A checklist is a tool student can use to make sure they have met all requirements of an assignment that will
be assessed. The teacher creating the checklist decides which features of the assignment are important
enough to factor into how the work will be graded or otherwise evaluated. Checklists are tools used to better
organize your assignments and to verify, easily, your most important tasks. They have been designed to
reduce errors and ensure consistency and completeness in carrying out a duty. Checklists are assessment
tools that set out specific criteria, which educators and students may use to gauge skill development or
progress... Checklists set out skills, attitudes, strategies, and behaviors for evaluation and offer ways to
systematically organize information about a student or group of students.
Checklists must be clearly established and include all aspects that may provide data of interest to the
organization.
An effective checklist must establish clearly what has to be checked, what is the criterion of compliance or
non-conformity and the frequency of control or check.
It should have a section of observations to provide additional information.
They can be used to obtain data or to control the evolution of a characteristic or activity.
Checklists are also used to report, on a daily basis, the status of operations and to evaluate the trend and
dispersion of production, without the need for more complex statistics or graphs.

ii- Use of Effective Visual Aids for your Classroom presentations

Well, simply put, visual aids are things that your listening can look at while you give your speech or
presentation. Visual aid mainly appeals to the audience’s vision more than any other sensory organ. There is
no such thing as a perfect speech. However, there are ways to make a presentation that is closer to
perfection. What are they? Simple: Visual aids. Visual aids can bring life back into a tedious speech, and they
take less time to come up with than long notes. In this article, we discuss how you can use visual aids
effectively and conquer an audience. Before that, we discuss how visuals can help you achieve a better
presentation. When presenting, time is of the essence. So, you can effectively reduce your presentation time
if you have useful visual aids, and you use them properly. A visual aid is any material that gives shape and
form to words or thoughts. Types of visual aids include physical samples, models, handouts, pictures, videos,
infographics, etc.

iii- Effective Seating Arrangement during Job interview of a candidate

 These guidelines for setting up an interview room will help you get the most out of your interviews and your
candidates.
Choose a setting
Your interview room helps to set the tone for your entire relationship. The exact setting will depend on your
company, and on the role, you’re hiring for. For example, if you work in a rigidly hierarchical industry, like
banking, you may have to keep the candidate relatively sequestered. Same for a role that emphasizes
confidentiality, like software development.
Fine-tune to build rapport
Once you have chosen an ideal environment for the interview, you can fine-tune it to establish open and
honest lines of communication as quickly as possible. In this, few people have more experience than police
interrogators.
Remove any possible interruptions
You’ll want to keep your interview space free from interference. This includes removing interruptions from
inside your office, but also covering windows with views to the exterior that might be a tempting distraction.
Remove physical barriers
Position the table or desk off to one side, rather than placing it between you and the candidate (or do away
with the table entirely, and hold your notes on a clipboard). Objects can create a physical barrier that hides
body language, which you’ll want to observe. They also create a psychological barrier that can prevent
complete honesty.
Consider other essentials
Again, depending on the nature of the role and organization, you may have other requirements. Will the
candidate need to give a presentation? If so, the necessary AV needs to be available. Is there a test portion? If
so, you’ll also need to set up a workstation

Q-3 Although verbal communication is easier to understand, nonverbal communication is essential to

understand not a message but more importantly the feelings behind the message. Discuss about olfactory
communication as the branch of non verbal communication with the help of illustrations, examples, jokes
and scenarios.

Sense and use of smell different cultures like different smells and use smell differently (for example, some
cultures try to cover up all bodily smells and some cultures feel they are natural and should not be covered
up.

Two elderly women are at a Catskill Mountain resort

{clears throat} and one of them says
boy,
the food at this place is really terrible
the other one says
yeah, I know
and such small portions
 The performed jokes in Annie Hall bear all the marks of spontaneous, unplanned joke telling, although he
could have retaken the telling as often as necessary to obtain a smooth delivery. Significantly, the pattern of
disfluencies initially and just preceding the punch line, contrasting with a fluent punch line is exactly what we
find in conversational joke performances. Clearly, Woody Allen understands the importance of a natural
delivery to get the timing right for cuing listeners in the spoken joke performance versus the written joke text.
Listening to the joke performance diners cognitively from reading a joke text, and our theory of hu-mor
should recognize and model this deference. We must move beyond semantic script theory to do so.

Sadly, the inventor of the ‘‘Hokey Pokey’’ died last week.

His widow insisted on an open casket,
but there was a problem at the funeral
because he kept putting: his right arm out and you shake it all about
(sung with appropriate arm movements).
Here actions and singing create the incongruency necessary to suggest that the corpse is performing the
‘‘Hokey Pokey’’ himself. Moreover, narrative jokes may be built entirely around gestures. Here’s an example
of a narrative joke where gestures are central to the buildup and the punch line.

Repetition: It repeats and often strengthens the message you’re making verbally.
Contradiction: It can contradict the message you’re trying to convey, thus indicating to your listener that you
may not be telling the truth.
Substitution: It can substitute for a verbal message. For example, your facial expression often conveys a far
more vivid message than words ever can.
Complementing: It may add to or complement your verbal message. As a boss, if you pat an employee on the
back in addition to giving praise, it can increase the impact of your message.
Accenting: It may accent or underline a verbal message. Pounding the table, for example, can underline the
importance of your message.

believes he gets along great with his colleagues at work, but if you were to ask any of them, they would say
that Jack is “intimidating” and “very intense.” Rather than just look at you, he seems to devour you with his
eyes. And if he takes your hand, he lunges to get it and then squeezes so hard it hurts. Jack is a caring guy
who secretly wishes he had more friends, but his nonverbal awkwardness keeps people at a distance and
limits his ability to advance at work.

Q-3(a) how will rubric help you for the group discussion which you have prepared in group presentations.
Write a commentary of five lines about it.

Criteria Advanced Proficient Not Yet Not There at

There All
 Development Well-developed ideas; Developing ideas; Poorly Does not
of Ideas introduces new ideas, sometimes stimulates developed enter the
and discussion ideas which discussion
stimulates discussion do not add
to the
discussion
Evidence of Clear evidence of Beginning of critical Poorly Does not
Critical critical thinking; postings developed enter the
Thinking thinking-application, tend to critical discussion
analysis, synthesis, address peripheral thinking
and issues. Generally
evaluation. Postings accurate, but could be
are improved with more
characterized by analysis and creative
clarity of thought. Tendency to
argument, depth of recite facts rather
insight than
into theoretical address issues
issues,
originality of
treatment, and
relevance. Sometimes
include unusual
insights.
Arguments are well
supported
Clarity Posts are well Posts are Posts are difficult to Posts are
articulated and understandable, but clarify unintelligible
understandable some thought is or not
required present
Responses to Other Interacts at least 2 Interacts at least once Does not enter
Students and times with other with another student discussion
Instructor students and or instructor
instructor
Timeliness Individual messages Individual message Posting is Everything is
and at posted before made after late or not
least two responses deadline deadline or completed
posted but at least one both
before deadline response responses
is late late

Q-4 Read the quotes carefully and writes a persuasive Speech on the topic. Also select a suitable audience
analysis chart and give a report about the audience with whom you will conduct this session.
“The importance of Spiritual wellbeing over materialism”.

Materialism is a psychological construct reflecting the extent to which an individual believes that it is
important to attain money, possessions, image, and status, relative to other aims in life. This chapter
reviews evidence showing that materialism is a fundamental aspect of the human value system that stands
in relative conflict with intrinsic values concerning personal growth, close interpersonal relationships, and
helping others. Meta-analytic results and longitudinal studies demonstrate that people report lower levels
of well-being when they prioritize materialistic values and goals. Because materialism is also negatively
associated with pro-social and pro-environmental attitudes and behaviors, a strong focus on such aims is
likely to undermine the well-being of other people, other species, and future generations. Recent studies
show that materialism can diminish when people receive interventions that encourage intrinsic values, that
involve deep inward reflections, or that lead them to disengage from and question the messages of
consumer culture. Support for a value-based conceptualization of materialism comes from research showing
that such aims consistently emerge as a fundamental set of values across cultures. For instance, Schwartz’s
(1992) cross-cultural work has identified a cluster of self-enhancing values that includes “wealth,” “preserving
my public image,” and “social power,” as well as being “ambitious,” and “influential.” Further, Burroughs and
Rindfleisch (2002) demonstrated that the Richins and Dawson (1992) measure of materialistic values is
highly positively correlated with these self-enhancing values (as well as with hedonistic values). Using a
measure of personal “aspirations” or goals, Kasser and Ryan (1996) similarly showed the emergence of an
extrinsic factor composed of aspirations for financial success Grouzet et al. (2005) demonstrated that these
three extrinsic aims consistently cluster together in the goals of college students from 15 nations. One of the
primary questions that researchers have asked about materialism is whether prioritizing such values promote
or hinders people’s personal well-being. Since the earliest studies on this topic (Belk, 1985; Cohen & Cohen,
1996; Kasser & Ryan, 1993, 1996; Richins & Dawson, 1992), dozens more have been conducted. Dittmar,
Bond, Hurst, and Kasser (2014) recently undertook a thorough search for and subsequent meta-analysis of
published and unpublished studies on the relationship between materialism and well-being.
While living a happy, satisfying life free from depression, anxiety, compulsive consumption, and
substance abuse is clearly part of what it means to “live well,” from my perspective, it is only part.
Individuals exist in families, communities, and ecospheres in which their actions affect the lives, and thus
the well-being, of other people, other species, and future generations. Thus, it is theoretically possible that
some individuals could experience relatively high levels of personal well-being while also behaving in ways
that hinder the well-being of others. Such individuals would certainly not be “living well together”
(Deneulin & McGregor, 2010). Ecological sustainability is another aspect of “living well together” with which
materialism appears to interfere. To test this idea, Hurst, Dittmar, Bond, and Kasser (2013) meta-analyzed
published and unpublished data from 13 independent samples that reported 26 different effects results
showed that materialism was negatively associated with pro-environmental attitudes behaviors. Apparently,
the desire for more and more money and stuff is one factor that leads people to treat the planet in ways that
leave less for other people, other species, and future generations to meet their needs.
Given this definition and these operationalizations of materialism, the current chapter does not review the
growing research literature on the associations between well-being and how people use their money, e.g., if
they spend it on experiences (Van Boven & Gilovich, 2003) or prosaically (Dunn, Aknin, & Norton,
2008). It would be interesting, however to connect these two literatures more explicitly, especially given
that experiential and prosocial spending might reflect a person’s attempt to incorporate intrinsic values into
their monetary behavior.

Audience analysis involves identifying the audience and adapting a speech to their interests, level of
understanding, attitudes, and beliefs. Taking an audience-centered approach is important because a
speaker’s effectiveness will be improved if the presentation is created and delivered in an appropriate
 manner. Identifying the audience through extensive research is often difficult, so audience adaptation often
relies on the healthy use of imagination.
I would conduct this speech in front of Apathetic Audience.

Q-5(a) Rewrite the following by paraphrasing the direct quotations into indirect quotations.

(i) Tom Nelson, president of the citywide Parent Teachers Association: "Our major concern this year will be security in the
schools, particularly in the high schools. We will be working with school officials on ways we can help create a safer
environment for the education of our children. A number of incidents in the past year have been very disturbing to many
parents. We are going to try to provide a way for those parents to make a real difference in their local schools."

Tom Nelson who is president of teachers association citywide, the security of the high school is on priority
we’ll be working with school officially to make the safe environment for the children. There are many
incidents held in last year who are very disturbing to many parents. We’re trying best to provide good
difference in their local school.

Q-5(b) Answer the following questions: (any four)

I. How many types of speech delivery are there? Which one will you prefer for different types of occasions?

There are 4 types of speeches

Impromptu Delivery.
Extemporaneous Delivery.
Manuscript Delivery.
Memorized Delivery.

II. Write names of the seven C s of consideration which you will follow to write and deliver your speech?

• Clear
• Concise
• Concrete
 • Correct
• Coherent
• Complete
• Courteous

III. What factors make an entertainment speech different from information speech? Write important aspects which
you will consider for your chosen topic of Entertainment Speech

An informative speech aims to inform the audience about a specific topic. A persuasive speech aims to
persuade the audience to perform a certain action or convince the audience to adopt the belief or opinion of
the speaker. Many speeches will combine features of informative and persuasive speeches.
In broad terms, an entertaining speech is a speech designed to captivate an audience's attention and regale
or amuse them while delivering a message... However, they can also be given on more mundane occasions,
where their purpose is primarily to amuse audience members or arouse them emotionally in some way.