COURSE CODE BCO122   ORAL COMMUNICATION SKILLS          FINAL ASSESSMENT BRIEF 2022            Professor:Anne Dwyer

Task

“Work on your people skills” Javier Martin Ciccone, guest speaker; International Business Development Area Manager at Mahou, San Miguel, Solan de Cabras, 18/03/22

Assignment: The Final Assessment requires you to present a Reflective Paper highlighting key areas of learning.The Reflective Paper assignment is worth 40% of your marks for the course and relates to the task described below.

Your paper needs to refer to 5-7 of the 10 Content Areas below andwill include theories and definitions, reflections on what you’ve learnt in class in relation to the concepts you’ve chosen, and how you have been able to apply these, using specific examples.References and bibliography must be documented in Harvard referencing format.

Content Options:

1. Structure: “Research shows that people retain structured information up to 40% more reliably and accurately than information that is presented in a more freeform manner” Abrahams (2015). What structures can we use to order our thoughts, when and why. How do they impact oral communication?
2. Audience: “Know Your Audience …. Give Them a Reason to Care” Abrahams (2015) I a ‘best case scenario, what information would you want to know about your audience and why? How can a Rhetorical Situation Document impact a presentation?
3. Nonverbal Communication:’When the nonverbal communication contradicts the verbal, we believe the nonverbal’ What nonverbal communication advice is key when presenting?
4. Delivery and Rhetorical Devices: How can the use of rhetorical devices be used to strengthen a presentation? What makes you and your voice easy to understand?
5. Listening: ‘If they don’t listen, they don’t learn’. Discuss the role of listening in oral communication skills, especially in the Q&A session.
6. Meetings Management, FeedbackandTeam presentations
7. Persuasion: theory and practice, Dos and DON’Ts
8. Communicating in groups: conflict management and making groups healthy
9. The impact of culture in oral communication
10. Visuals: creation and use of effective visual aids.

The learning outcomes covered in this paper are:

1. Understand the difference between oral and non-oral communication;
2. Demonstrate the ability to research, prepare and deliver individual oral presentations;
3. Apply acquired skills of effective oral communication in different settings.

Format: Cover Page: Title + Names + Course + Logos (Reflection Essay Title (This should reflect the central focus of what you learned) By: Your Name goes here

Table of Contents

Overview of the paper

Student Learning Outcome Area: (This is where you name the outcome area in which you examined your experience:)

Experience (I learned that … I learned this when … This learning matters … In light of this learning …)

Closing Section and Appendix (Table of References, Bibliography)

GUIDELINES

• Word countThe minimum number of words is 1000, and the maximum is 1500.
• You may want to include images/graphics etc. (for example from their website) to make your reasoning and argumentation more visual and explicative
• Font: Arial. Size: 12pts. Line spacing: 1,5. Text align: Justified.
• Appendices and References, do not count towards the final word count but are strongly recommended (referencing websites, articles, books etc.).
• Remember to include proper citations and references and use footnotes when appropriate.
• Deadline and submission: The reflective paper must be submitted as a pdf via Turnitin on or before Sunday, 8 May by 23:59 CET.

Avoid plagiarism

• Always write your own work.
• Do not copy and paste directly from other sources unless you create a quotation following the required quotation format and making appropriate use of the Harvard referencing system.
• Rewrite (paraphrase) the ideas expressed by another author if they are useful for the construction of your academic argument. Acknowledge the source of ideas with the Harvard referencing system.
• Do not copy reading lists or sources that were not read nor consulted, whether from academic work or from the internet.
• Plagiarism is automatically detected by Turn-it-in so, please, make sure you write your own unique assignment and do citations properly.

On Week 11, the Final Task will be presented in class, and we will comment on its most important aspects in the session.

• The Reflective Paper comes with a few guidelines that you will have to follow up in order to be able to finish your document.

The session of Week 13 will be an extra tutoring session: you will be able to ask the professor for last advice on your project.

Rubric: Whilst completing this assignment you should refer to the rubric provided below, which will show you how marks will be allocated by your professor when assessing your work. This rubric is attached below on this same document.

This task is worth 40% of the overall grade for this subject.

This is NOT to be a simple summary of materials covered in class, it is crucial for you to show how you’ve been able to apply your knowledge in order to satisfy the requirements of this assignment.

Rubric

Presentation	Exceptional 90-100	Good 80-89	Fair 70-79	Marginal Fail 60-69	Fail <60
Knowledge & understanding  (30%)	Student demonstrates superior understanding of the main concepts and principles pertaining to the theory delivered in class and awareness of current areas of debate. The student has gone beyond the class content and provided clear referencing.	Student demonstrates very good understanding of the theory delivered in class, applying some relevant knowledge to the question (some minor details might be missing).	Student demonstrates acceptable understanding of the theory delivered in class, applying some knowledge to the question (key details might be missing and there may be some irrelevance)	Student demonstrates a little understanding of the theory delivered in class, applying very little key knowledge to the question. Key details are missing and irrelevance is present.	Student demonstrates an insufficient understanding of the theory delivered in class. Key knowledge is not applied to the in question and information is of little or no relevance.
Application (20%)	Student selects veryappropriate support from data or real-life experience to support their argument, and has incorporated these data into the presentation in a coherent way.	Student selects mostly appropriate support from data or real-life experience to support their argument and has made a good attempt at incorporating these data into the presentation.	Student makes acceptable effort to select appropriate support from data or real-life experience to support their argument.	Student makes little effort to select appropriate support from data or real-life experience to support their argument.	Appropriate support from data or real-life experience to support arguments is insufficient or absent.
Critical evaluation  (20%)	Student relates concepts and principles to underlying theoretical frameworks and approaches well. An attempt is made to engage critically with these frameworks.	Student sufficiently relates concepts and principles to underlying theoretical frameworks and approaches. Some connections and relationship are addressed.	Student makes some effort to relate concepts and principles to underlying theoretical frameworks and approaches. Connections and relationships are weak.	Student makes little effort to relate concepts and principles to underlying theoretical frameworks and approaches. Some connections may be weak or not relevant.	Student does not relate concepts and principles to underlying theoretical frameworks and approaches.
Communication (30%)	Student communicates the ideas very clearly, making excellent use of visuals to support the message. The document is very well organized and very easy-to-read. Technology enhances communication. A complete spell/grammar check is evident.	Student communicates the ideas clearly, making good use of visuals to support their message.  The document is well organized and easy-to-read. Technology enhances communication. Minor errors have slipped through.	Student communicates their ideas with some clarity. Visuals are used to support their message successfully at times.  The document is organized and mostly easy-to-read. Technology enhances communication. Occasional errors have slipped through.	Student communicates their ideas with limited clarity.Visuals support their message with limited success.  Acceptable organization and mostly readable. Several errors have slipped through.	Student fails to communicate their ideas clearly. Visuals are poor and do not support the message. The document is not well organized or easy to read.  The documents have many errors