Week nine

Workbook Activities

Audio visual news release

Week 9 news release

Learning reflection

Since choosing to complete this course earlier in the year, I have been looking forward to improving my speech and script skills to increase my chances of gaining employment as a professional communicator.  Coincidentally, just before term started I applied and accepted a position at an Electorate office doing administration and communication work for a state MP. It has been a great starting point for my career as a professional communicator.

I have found the weeks for COMM12033 Speech and Script well paced and covered a comprehensive range of subjects. Weeks 4 (Performance), Week 5 (Institutional Talk) and Week 8 (Writing Speech-Speech Writing) have been most useful to me.  Week 4 discussed performative characteristics in speech, technical aspects of speech and impact of performance in speech.  Ames (2016) explained that clarity is all important and derives from clear enunciation of the sounds that comprise words. By practicing, breathing and opening my mouth more I found my pronunciation had improved from Week 1 to Week 4 of my voice recordings. Week 5 identified the key points for speech writing. Hertiage and Clayman (2010) discussed rule of three, lists and contrasts. I found these techniques assisted me to understand what makes an effective speech.  During Week 8 we discussed the process of writing a formal speech. Berko, Wolvin, & Wolvin (1998) explained topical arrangement and case formatting which proved to be greatly beneficial as it helped me think about how to construct my script for Assignment 2.

Before starting this course I had no speech or script writing experience but I needed to learn these skills to advance at work. I can definitely say that my understanding of speaking and scripting writing has improved dramatically.  The performance techniques and activities have helped me speak better and more confidently. The movie ‘In a World’ (2013) proved to be a good learning tool to understand the techniques and fundementals of narration.  In preparation for voice-overs, the characters warmed up their muscles with lip blowing, exaggerated sounds, opening the mouth and relaxing their faces. At one point, the character Carol also had an actress place a cork in her mouth to assist with vowel and accent pronunciation. I didn’t expect it to be beneficial but it was good platform to get the message of performance and technique across.

Blogging isn’t something I have tried before. Of course, I have read and followed blogs but I have never considered starting one myself.  I found it has improved my confidence with writing publicly, discovered a good visual reflection platform and has created a permanent space where I can record my university studies.  The aspect of the Course Coordinator reviewing and giving feedback on the progress of the blog was also beneficial as it encouraged improvement.

After completing the readings and activities, I feel confident that I am ready to complete my speech for Assignment 2.  However, the aspects I am most worried about are the performance of the speech and constructing the format of the speech.  I have completed the outline and notes of my speech and will just need to get a move along to start writing it.  In regards to performance, it may take a few rehearsals to get my speed and volume right but as long as I have made a good improvement from where I initially started, I’ll be happy.



Ames, K 2016, ‘Lesson 4 – Performance,’ COMM12033 Speech and Script, CQUniversity, Brisbane, viewed 31 March 2016,  https://moodle.cqu.edu.au/pluginfile.php/293232/mod_resource/content/6/COMM12033_Week4_Mod.pdf.

Berko R., Wolvin, A., & Wolvin, D. (eds.), 1998, Communication : a social and career focus, Houghton Mifflin Company, Boston, pp. 326-353, URL: http://library-resources.cqu.edu.au/cro/protected/comm12033/comm12033_cro2368.pdf.

Heritage, J and Clayman, S 2010 Talk in Action: Interactions, Identities, and Institutions, Wiley- Blackwell, West Sussex, pp. 263-287.

In a World 2013, motion picture, Stage 6 Films, Distributed roadside Attractions, and starring Lake Bell.




Week eight

Workbook activities

Presentation draft


The preparation of writing a successful formal speech should not be underestimated.  It requires preparation, research, writing, review, rehearsal, and delivery (Ames 2016) to successfully maintain the audience’s attention and communicate the message. All these steps were crucial and taken in to consideration while planning assignment three, the Member of Parliament’s maiden speech.

A public communication message should be arranged into four parts: introduction, central idea, body, and conclusion (Berko, Wolvin, & Wolvin 1998 p.327). This proved to be a good base to start my speech and to establish what the main talking points would be.

I next moved on to the arrangement and formatting methods of my speech. Topical arrangement proved to a close guide to follow as the ideas for the speech can be organized on the basis of their similarities ((Berko, Wolvin, & Wolvin 1998 p.336). The speech contains two issues and even though they are not directly related they are politically oriented and the two key speaking points for the MP.

After much research, I settled on the case formatting method as it focuses on the central idea (the MP’s induction to the Legislative Assembly) and body (two main issues).  There is no need for sub-points, which is required by the unfolding method, as it is a maiden speech. The maiden speech is made to primarily to introduce the MP, thank those involved during the campaign and confirm the issues of main concern in the MP’s electorate.  It is not a talking point speech to raise a specific issue.

Planning table

Slide Talking point / script
Visual – Aboriginal and Australian flags


Acknowledgement of traditional land owners


Visual – Mirani Electorate map


Proud to be the first female MP for the Mirani Electorate

What the Electorate means me to

The importance of the Mirani Electorate


Visual – Picture of me with my niece


Introduce family and rhetoric link

Thanks to family, friends and colleagues

Rhetoric link sister’s child with developmental delays


Visual – Dept of Education, Training and Employment logo


Early Childhood Development Programs (ECDPs)

Facts of ECDPs

Importance to children and families

Repercussions if ECDPs end


Visual – FIFO workers FIFO workforce issue in Mirani Electorate

Facts and statistics of FIFO workforce

Impact and implications for families and communities



TBA Conclusion detailing recap of introduction and issues


TBA Restatement detailing commitment to Mirani Electorate and Legislative Assembly

Inspirational quote.

Draft speech presentation


During this activity I discovered a process that I have always done with assignments but never realised there was a technical term for it. Mind mapping comprises a network of connected and related concepts.  It is free-form, spontaneous thinking that is required when creating a mind map, and the aim of mind mapping is to find creative associations between ideas (Davies 2011).  I found this activity particularly difficult to comprehend in the beginning but once I separated the different parts I began mind mapping ideas to make each step easier.

Learning the methods of arrangement and formatting, as explained by Berko (1998), has helped me to structure the final assignment more confidently as I can now see how the speech will fall in to place.  Before reading about these methods, I felt quite overwhelmed by the speech writing process and how I was going to convey my key messages.

Even though the slideshow is a good visual concept, I didn’t find it helped with the actual speech writing process.  The preparation stage and planning table were adequate enough for me to complete the activity and organise my ideas for the assignment.



Ames, K 2016, COMM12033 speech and script term 1 2016, lesson 6: Genres of speech – corporate, CQUniversity, Brisbane.

Berko R., Wolvin, A., & Wolvin, D. (eds.), 1998, Communication : a social and career focus, Houghton Mifflin Company, Boston, pp. 326-353, URL: http://library-resources.cqu.edu.au/cro/protected/comm12033/comm12033_cro2368.pdf

Davies, M 2011, ‘Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?’, Higher Education, 62, 3, pp. 279-301, Academic Search Complete, EBSCOhost, viewed 7 May 2016.