The three kinds of supporting materials discussed in your textbook are
How to remember more of what you read
You are not alone if you find a blank sheet of paper or a flickering cursor on a computer screen frightening. Beginning to write can be daunting for many authors, students, and employees. When faced with a blank page, accomplished authors, like most daily tasks, remind themselves that writing is a process. With practice, everything can become much simpler, from writing to cooking to biking to learning to use a new mobile phone.
To write a good written composition, you’ll need a strategy, money, and enough time, just as you’ll need a recipe, ingredients, and the right tools to cook a delicious meal. To put it another way, writing is a method that necessitates the use of measures and tactics to achieve the objectives.
Effective writing may simply be described as well-articulated ideas that are presented in a logical order. This chapter will enable you to practice all of these crucial aspects of writing. While there are several more prewriting techniques, this chapter focuses on six: using knowledge and insights, freewriting, asking questions, brainstorming, mapping, and Internet searching. Using the techniques in this chapter, you will resolve your fear of the blank page and begin writing confidently.
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The collection of instructional materials that meet the needs of students and suit the constraints of the teaching and learning environment is a key feature of successful teaching. There are various demands on educators to accommodate the audiovisual stimuli that students are exposed to, such as television, computers, and video games. Instructors can design and configure computer-based audiovisual presentations and create computer-based assignments for their students thanks to the speed of personal computers and the ease of authoring systems. The rapid expansion of knowledge transfer, Internet connectivity, and content posting on the World Wide Web has provided teachers and students with an almost unlimited supply of resource material. Furthermore, the convenience of electronic communication between a teacher and students, as well as among students, opens up new avenues for exchanging questions, responses, and discussions during a course. At the same time, textbooks continue to play an important role in student learning, as do demonstrations, films, photographs, slides, and overhead transparencies.
Worked exercise 2.3
Examples, histories, explanations, descriptions, historical and scientific fact, facts, and testimony are the seven types of supporting materials. Each offers a different form of assistance, and you’ll want to choose the materials that will better assist you in making the argument you want to bring to your audience.
This is the first and simplest form of supporting material to use, but it’s also the easiest to overlook. Short but concrete basic examples are almost often used to explain a definition. They’re meant to serve as a point of reference for viewers. If you were explaining a style of architecture, you can clearly show visual aids and offer verbal explanations, but you might also say, “Every time you go downtown, you pass an example of this type of architecture—City Hall.” An example must be readily understood by the audience, something they may remember from their memory or experience.
The trick to using examples successfully in your speeches is to note that what is an example to you could not be an example to your audience if they have had a different experience. One of the writers has been teaching for four decades and is no longer able to use the same pop culture references in class. Television shows from twenty years ago are largely irrelevant to today’s viewers. An illustration may not work for the audience for a variety of reasons, including time and age. Using a well-known soccer player as an example of perseverance or overcoming prejudice in the sports world can not connect if you are a big soccer fan speaking to a community that barely knows soccer. It’s possible that it’ll only leave the audience scratching their heads.
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You should begin coordinating your speech with the body. Even though most students want to begin with the presentation, I clarify that introducing and previewing something you haven’t yet created is difficult. An introduction, a body, and a conclusion make up a well-structured expression. Consider this form to be a human body. This form of analogy can be traced back to Plato, who said that “every speech should be put together like a living thing” (Winans, 1917). The head serves as the introduction, the chest and legs serve as the body, and the feet serve as the conclusion. The organs and muscle are the details you add to this structure through your study and personal experience. Transitions are the connective tissues that hold the pieces together, and a well-executed delivery is the skin and clothing that keeps it looking presentable.
In the speech-writing process, the body of your speech takes the most time. The initial creation of the body should be driven by your basic intent and thesis claims, which will then be influenced by your research method. You’ll decide on key points that will help you achieve your goal and are compatible with your thesis. The different forms of supporting material mentioned previously would then be used to fill information into your key points. You’ll use transitions and other signposts to connect the key points before moving on to your introduction and conclusion.