New ideas are changing the world every day. Some people are developing clothes that can measure your activity levels. Others are developing cell-sized robots that can fight cancer. Still, others are developing massive information systems that could change the way people use the internet. Research helps you learn more about innovations like these that are changing the world.
Innovations are new ideas, products, or ways of doing things. You might research the innovations that you find most interesting and then share what you learn. You can quote facts and details about the innovation in your writing. When you quote a source, you copy the author’s exact words, as in this example:
In a 1929 interview, Albert Einstein said, “Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.”
You also can paraphrase information from your research. When you paraphrase, you express the meaning of the information in your own words. Paraphrasing is restating someone else’s ideas in a different way:
Albert Einstein believed in the power of imagination. In a 1929 interview, he said that there is a limit to knowledge but that imagination is limitless—able to be found anywhere on earth.
You use other people’s words and ideas in your writing when you quote and paraphrase information. It is only fair, therefore, to give credit to the author or source of the information. Doing this avoids plagiarism. plagiarism is claiming another person’s ideas or information as one’s own. Instead, include citations—that is, identify the person or organization whose words or ideas you are using.
For example, suppose that you are writing about the innovations of Albert Einstein. You should cite each source that you use for information. You should provide a citation that identifies the author or organization in parentheses. You also should include a citation on a separate works cited page. The following example presents information that was paraphrased from a NASA website. It includes a citation in the text and an entry for a works cited page.
Albert Einstein’s work contributed to the field of physics. In 1921, he won the Nobel Prize for Physics for his theories about light and energy. He proposed that light was made up of energized particles called photons. (NASA)
Learning about and sharing information about innovations can be inspiring. You discover how people are acting on their creative ideas to make useful contributions in many different fields. What creative idea would you like to turn into an innovation?
After reading the information on this page, write a summary including one section of this passage including paraphrased information with a citation in the text. Please type your summary here.
13 answers
Researching about innovations is important as new ideas are changing the world everyday. Innovations can be new ideas, products or ways of doing things and one should share what they learn by quoting or paraphrasing information. Paraphrasing information means to express the meaning of the information in one’s own words and all sources used should be cited to avoid plagiarism. For instance, Albert Einstein’s contribution to the field of physics, where he proposed that light was made up of particles called photons, was cited from a NASA website.
Reread the excerpts on page 12. Write a paragraph that evaluates the reasoning each speaker uses. Tell how strongly the reasoning explains the evidence and support the claims in each presentation. Then, identify which presentation you found to be more convincing or helpful. Explain.
Page 12: Speaker 1:
"Life can be complicated. However, achieving your goals doesn’t need to be difficult. The key to success is identifying your goals clearly. According to surveys, many people feel overwhelmed by the many things they need to do each day. This can be avoided by deciding what is most important to you. Make a list of the goals you most want to achieve. Then identify the specific steps you will take to achieve them, and keep those steps simple. Next, create a schedule. Identify specific days and times when you will accomplish each step. If you complete the steps you outline in your schedule, you will achieve your goals. Success can be just that simple!"
Speaker 2:
"Students today have more demands on their time than ever before. They must manage their obligations at school and at home. Students must also manage the information they receive through technology. In today’s society, achieving goals depends on a student’s ability to limit distractions. Most distractions come in the form of internet use. According to a survey conducted by the Pew Research Center, about half of teens aged 13 to 17 have a smartphone or have access to one. The survey also showed that 45 percent of teens are online almost constantly. Another 44 percent report going online several times a day. This means students are often distracted from their studies by social media, texting, or internet browsing. To manage their goals and time, students must identify a time each day devoted specifically to achieving their goals, and they must avoid all distractions during this time. Trying to study or accomplish tasks while also engaging in online activities is not productive."
Speaker 2 (continued):
"Research was conducted at Stanford University to learn more about students who regularly multitask with media, or who do several online activities at once. Results showed that students who multitask could not perform as well as those who complete one task at a time. The study showed the media multitaskers could not pay attention or recall information as well as other students. The message from research is clear: the most effective way for students to achieve their goals is to provide a time to do their work without any online distractions."
Page 12: Speaker 1:
"Life can be complicated. However, achieving your goals doesn’t need to be difficult. The key to success is identifying your goals clearly. According to surveys, many people feel overwhelmed by the many things they need to do each day. This can be avoided by deciding what is most important to you. Make a list of the goals you most want to achieve. Then identify the specific steps you will take to achieve them, and keep those steps simple. Next, create a schedule. Identify specific days and times when you will accomplish each step. If you complete the steps you outline in your schedule, you will achieve your goals. Success can be just that simple!"
Speaker 2:
"Students today have more demands on their time than ever before. They must manage their obligations at school and at home. Students must also manage the information they receive through technology. In today’s society, achieving goals depends on a student’s ability to limit distractions. Most distractions come in the form of internet use. According to a survey conducted by the Pew Research Center, about half of teens aged 13 to 17 have a smartphone or have access to one. The survey also showed that 45 percent of teens are online almost constantly. Another 44 percent report going online several times a day. This means students are often distracted from their studies by social media, texting, or internet browsing. To manage their goals and time, students must identify a time each day devoted specifically to achieving their goals, and they must avoid all distractions during this time. Trying to study or accomplish tasks while also engaging in online activities is not productive."
Speaker 2 (continued):
"Research was conducted at Stanford University to learn more about students who regularly multitask with media, or who do several online activities at once. Results showed that students who multitask could not perform as well as those who complete one task at a time. The study showed the media multitaskers could not pay attention or recall information as well as other students. The message from research is clear: the most effective way for students to achieve their goals is to provide a time to do their work without any online distractions."
Speaker 1 provides straightforward reasoning that can strongly explain the evidence presented. The idea of simplifying goals and having a clear schedule can be effective in achieving one’s desired outcome. However, the presentation lacks concrete evidence to support these claims except for stating that surveys demonstrate people feel overwhelmed with numerous tasks. Speaker 2 presents a more researched argument. They provide relevant statistics and research, from the Pew Research Center and Stanford University, to reinforce their claim. Their argument is that today’s students have many distractions, primarily through social media and internet browsing, hence, they need to allocate focused time to achieve their goals. Speaker 2's argument is more convincing and helpful due to the use of supportive statistics and research that is relevant and serious in nature. Speaker 1’s method to simplify goals may work for some people but does not address the issue of distractions in detail. Thus, Speaker 2 provides more useful techniques for today’s students.
Directions - Read the passage. Summarize what you read below. (page 2)\
Page2: Speakers often present arguments in their speeches to persuade the audience to agree with their claim—their position on a topic—and possibly to take a specific action. To support a claim, the speaker must present evidence that is relevant, or related to the topic. The evidence also must be sufficient, or enough to prove the speaker’s point. You can evaluate a speaker’s evidence by determining whether it offers relevant and sufficient support for the speaker’s claim.
As you read this example, consider whether the evidence is both relevant and sufficient:
Claim: People should eat many vegetables and fruits each day to reduce their chances of having serious health problems.
Evidence: According to the Centers for Disease Control and Prevention (CDC), a daily diet rich in vegetables and fruits can lower a person’s risk of heart disease, type 2 diabetes, and some kinds of cancer.
In the example, the evidence is relevant because it is directly related to the claim. The fact from the CDC directly relates to why eating vegetables and fruits can reduce people’s serious health risks. The evidence is also sufficient because it is enough to fully support the claim. It tells why people should eat vegetables and fruits each day. It also identifies specific health problems a diet rich in vegetables and fruits can help prevent. Based on this evaluation, you can say the evidence is convincing. It is relevant and sufficient.
Not every argument will include evidence that is both relevant and sufficient. Evaluate this example:
Claim: People should eat many vegetables and fruits each day to reduce their chances of having serious health problems.
Evidence: According to the USDA, people with a daily diet high in dietary fiber from vegetables may have a lower risk of heart disease.
Here, the evidence is relevant but not sufficient. Why? The evidence directly relates to the claim: the USDA fact supports the idea that people who eat vegetables reduce the risk of serious health problems. However, the evidence is not sufficient because it supports only part of the claim. It mentions only vegetables, ignoring the role of fruit in reducing the possibility of health problems.
Finally, consider this example:
Claim: People should eat many vegetables and fruits each day to reduce their chances of having serious health problems.
Evidence: According to the CDC, very few Americans eat the recommended daily amount of vegetables and fruits.
Here, the evidence is neither relevant nor sufficient. The evidence is a fact that few Americans eat enough fruits and vegetables, which is not relevant. The evidence is also not sufficient because it does not provide enough evidence to support the claim.
Page2: Speakers often present arguments in their speeches to persuade the audience to agree with their claim—their position on a topic—and possibly to take a specific action. To support a claim, the speaker must present evidence that is relevant, or related to the topic. The evidence also must be sufficient, or enough to prove the speaker’s point. You can evaluate a speaker’s evidence by determining whether it offers relevant and sufficient support for the speaker’s claim.
As you read this example, consider whether the evidence is both relevant and sufficient:
Claim: People should eat many vegetables and fruits each day to reduce their chances of having serious health problems.
Evidence: According to the Centers for Disease Control and Prevention (CDC), a daily diet rich in vegetables and fruits can lower a person’s risk of heart disease, type 2 diabetes, and some kinds of cancer.
In the example, the evidence is relevant because it is directly related to the claim. The fact from the CDC directly relates to why eating vegetables and fruits can reduce people’s serious health risks. The evidence is also sufficient because it is enough to fully support the claim. It tells why people should eat vegetables and fruits each day. It also identifies specific health problems a diet rich in vegetables and fruits can help prevent. Based on this evaluation, you can say the evidence is convincing. It is relevant and sufficient.
Not every argument will include evidence that is both relevant and sufficient. Evaluate this example:
Claim: People should eat many vegetables and fruits each day to reduce their chances of having serious health problems.
Evidence: According to the USDA, people with a daily diet high in dietary fiber from vegetables may have a lower risk of heart disease.
Here, the evidence is relevant but not sufficient. Why? The evidence directly relates to the claim: the USDA fact supports the idea that people who eat vegetables reduce the risk of serious health problems. However, the evidence is not sufficient because it supports only part of the claim. It mentions only vegetables, ignoring the role of fruit in reducing the possibility of health problems.
Finally, consider this example:
Claim: People should eat many vegetables and fruits each day to reduce their chances of having serious health problems.
Evidence: According to the CDC, very few Americans eat the recommended daily amount of vegetables and fruits.
Here, the evidence is neither relevant nor sufficient. The evidence is a fact that few Americans eat enough fruits and vegetables, which is not relevant. The evidence is also not sufficient because it does not provide enough evidence to support the claim.
The article discusses how speakers present arguments to persuade their audience, and how to evaluate their evidence. Speakers must offer evidence that is both relevant and sufficient. Relevant evidence must directly relate to the claim, while sufficient evidence is enough to support it. The article presents examples of claims with relevant and sufficient evidence, relevant but insufficient evidence, and irrelevant and insufficient evidence.
please reread the speech in the lesson. Evaluate the evidence the speaker uses to support the claims in the argument. Explain whether the evidence is relevant and sufficient. Then write a sentence telling why you think the speaker’s argument is or is not convincing.
Speech: “Are you eligible to vote? If so, what are you doing on Election Day? If you’re not sure, this message is for you. Vote! Our country is facing serious issues, and it needs you to weigh in. Your country needs you to decide who will lead us into the future. Everyone should vote because voting is easier now than ever before.”
"Can’t get to the polls in person? You have many voting options if you can’t physically go to the polls on Election Day. You can cast your ballot early, for example. In many states, you can vote by mail. As long as you are a registered voter, you don’t even need to be in the country to vote. According to the U.S. Census Bureau, about 40 percent of voters used an alternative method of voting in the 2018 elections."
"Do you need a ride to the polls? The Pew Research Center found that a lack of transportation was among the top ten reasons why people don’t vote. To combat the problem, many companies and communities took action. Many cities across the nation provide free train or bus rides to and from the polls. Some transportation companies, such as Uber and Lyft, are working with nonprofit voting organizations to help voters. These and other transportation companies provide discounted rides to the polls. Some also offer free rides to those who need them. In addition, there are individuals and groups in many communities who offer free rides to voters who otherwise would not be able to cast a ballot."
"Why are there so many options for voting and transportation to the polls? The answer is simple: Voting is important, and everyone’s vote matters. Be sure to cast your vote on Election Day!"
Speech: “Are you eligible to vote? If so, what are you doing on Election Day? If you’re not sure, this message is for you. Vote! Our country is facing serious issues, and it needs you to weigh in. Your country needs you to decide who will lead us into the future. Everyone should vote because voting is easier now than ever before.”
"Can’t get to the polls in person? You have many voting options if you can’t physically go to the polls on Election Day. You can cast your ballot early, for example. In many states, you can vote by mail. As long as you are a registered voter, you don’t even need to be in the country to vote. According to the U.S. Census Bureau, about 40 percent of voters used an alternative method of voting in the 2018 elections."
"Do you need a ride to the polls? The Pew Research Center found that a lack of transportation was among the top ten reasons why people don’t vote. To combat the problem, many companies and communities took action. Many cities across the nation provide free train or bus rides to and from the polls. Some transportation companies, such as Uber and Lyft, are working with nonprofit voting organizations to help voters. These and other transportation companies provide discounted rides to the polls. Some also offer free rides to those who need them. In addition, there are individuals and groups in many communities who offer free rides to voters who otherwise would not be able to cast a ballot."
"Why are there so many options for voting and transportation to the polls? The answer is simple: Voting is important, and everyone’s vote matters. Be sure to cast your vote on Election Day!"
The speaker presents the argument that everyone should vote because voting is easy and your vote matters. The evidence the speaker uses is relevant and sufficient. The U.S. Census Bureau statistic that forty percent of voters used an alternative method of voting in 2018 and the Pew Research Center’s statistic that lack of transportation was a top ten reason why people don’t vote, support the speaker’s claim. The evidence is enough to prove the speaker’s point that voting is easy and convenient. Therefore, overall, the speaker’s argument is convincing because the evidence offered is relevant, sufficient, and adequately supports the claims made.
Use the Video on page 2 to complete the Check in on page 3. Please type your answers below.
Page 2 Video Transcript:
A FEMALE STUDENT is standing up holding some notecards in her hand. A LEARNING COACH is sitting on a couch observing.
FEMALE STUDENT: Thanks for helping me practice for my presentation. I get so nervous.
LEARNING COACH: No problem. What are some things you know you should do?
FEMALE STUDENT: First, make eye contact with my audience. If I look down at my notecards or at the floor the whole time, they’ll lose interest. I’m trying to communicate with them, so making eye contact will keep them engaged.
LEARNING COACH: That’s great.
FEMALE STUDENT: I need to make sure I speak with the right tone and volume. That means that I speak loudly and clearly, but of course, I don’t have to scream.
LEARNING COACH: What else?
FEMALE STUDENT: I need to know the pronunciation of every word or name I’m going to say. I should take pauses between sentences, and leave enough time for the audience to look at any visuals I provide.
LEARNING COACH: Okay, give it a shot.
The FEMALE STUDENT holds up the notecards reads from the notecards without looking up. She reads a little too quickly and her voice is too soft.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
LEARNING COACH: Okay, hold on. I can’t really hear what you’re saying. Try it again, a bit more slowly and loudly. You’re doing great.
The FEMALE STUDENT reads with clearer enunciation, but still looks down at the note cards while she reads.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
LEARNING COACH: Better! Now, remember to look up at me, your audience, while you’re speaking.
Copyright 2020 Pearson Online & Blended Learning K–12 USA. All rights reserved.
The FEMALE STUDENT delivers the rest of the introduction with good enunciation and looks directly at the LEARNING COACH.
FEMALE STUDENT: Imagine hiking through an ancient seabed, where fossils of ancient creatures could be around any corner. Imagine Badlands National Park.
LEARNING COACH: How’d that feel?
FEMALE STUDENT: Good!
LEARNING COACH: Yeah, it sounded really good too! Nice work.
FEMALE STUDENT: Alright. Here we go.
The FEMALE STUDENT goes back to her first notecard and starts the presentation over again.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
Page 2 Video Transcript:
A FEMALE STUDENT is standing up holding some notecards in her hand. A LEARNING COACH is sitting on a couch observing.
FEMALE STUDENT: Thanks for helping me practice for my presentation. I get so nervous.
LEARNING COACH: No problem. What are some things you know you should do?
FEMALE STUDENT: First, make eye contact with my audience. If I look down at my notecards or at the floor the whole time, they’ll lose interest. I’m trying to communicate with them, so making eye contact will keep them engaged.
LEARNING COACH: That’s great.
FEMALE STUDENT: I need to make sure I speak with the right tone and volume. That means that I speak loudly and clearly, but of course, I don’t have to scream.
LEARNING COACH: What else?
FEMALE STUDENT: I need to know the pronunciation of every word or name I’m going to say. I should take pauses between sentences, and leave enough time for the audience to look at any visuals I provide.
LEARNING COACH: Okay, give it a shot.
The FEMALE STUDENT holds up the notecards reads from the notecards without looking up. She reads a little too quickly and her voice is too soft.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
LEARNING COACH: Okay, hold on. I can’t really hear what you’re saying. Try it again, a bit more slowly and loudly. You’re doing great.
The FEMALE STUDENT reads with clearer enunciation, but still looks down at the note cards while she reads.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
LEARNING COACH: Better! Now, remember to look up at me, your audience, while you’re speaking.
Copyright 2020 Pearson Online & Blended Learning K–12 USA. All rights reserved.
The FEMALE STUDENT delivers the rest of the introduction with good enunciation and looks directly at the LEARNING COACH.
FEMALE STUDENT: Imagine hiking through an ancient seabed, where fossils of ancient creatures could be around any corner. Imagine Badlands National Park.
LEARNING COACH: How’d that feel?
FEMALE STUDENT: Good!
LEARNING COACH: Yeah, it sounded really good too! Nice work.
FEMALE STUDENT: Alright. Here we go.
The FEMALE STUDENT goes back to her first notecard and starts the presentation over again.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
What are some things the female student knows she should do during her presentation?
The female student should make eye contact with her audience to keep them engaged and should speak loudly and clearly, while also leaving enough time for the audience to look at visuals. She needs to know the pronunciation of every word or name she is going to say and take pauses between sentences.
The female student should make eye contact with her audience to keep them engaged and should speak loudly and clearly, while also leaving enough time for the audience to look at visuals. She needs to know the pronunciation of every word or name she is going to say and take pauses between sentences.
Use the Video on page 2 to complete the Check in on page 3. Please type your 4 answers below.
Page 2 Video Transcript:
A FEMALE STUDENT is standing up holding some notecards in her hand. A LEARNING COACH is sitting on a couch observing.
FEMALE STUDENT: Thanks for helping me practice for my presentation. I get so nervous.
LEARNING COACH: No problem. What are some things you know you should do?
FEMALE STUDENT: First, make eye contact with my audience. If I look down at my notecards or at the floor the whole time, they’ll lose interest. I’m trying to communicate with them, so making eye contact will keep them engaged.
LEARNING COACH: That’s great.
FEMALE STUDENT: I need to make sure I speak with the right tone and volume. That means that I speak loudly and clearly, but of course, I don’t have to scream.
LEARNING COACH: What else?
FEMALE STUDENT: I need to know the pronunciation of every word or name I’m going to say. I should take pauses between sentences, and leave enough time for the audience to look at any visuals I provide.
LEARNING COACH: Okay, give it a shot.
The FEMALE STUDENT holds up the notecards reads from the notecards without looking up. She reads a little too quickly and her voice is too soft.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
LEARNING COACH: Okay, hold on. I can’t really hear what you’re saying. Try it again, a bit more slowly and loudly. You’re doing great.
The FEMALE STUDENT reads with clearer enunciation, but still looks down at the note cards while she reads.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
LEARNING COACH: Better! Now, remember to look up at me, your audience, while you’re speaking.
Copyright 2020 Pearson Online & Blended Learning K–12 USA. All rights reserved.
The FEMALE STUDENT delivers the rest of the introduction with good enunciation and looks directly at the LEARNING COACH.
FEMALE STUDENT: Imagine hiking through an ancient seabed, where fossils of ancient creatures could be around any corner. Imagine Badlands National Park.
LEARNING COACH: How’d that feel?
FEMALE STUDENT: Good!
LEARNING COACH: Yeah, it sounded really good too! Nice work.
FEMALE STUDENT: Alright. Here we go.
The FEMALE STUDENT goes back to her first notecard and starts the presentation over again.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
Page 2 Video Transcript:
A FEMALE STUDENT is standing up holding some notecards in her hand. A LEARNING COACH is sitting on a couch observing.
FEMALE STUDENT: Thanks for helping me practice for my presentation. I get so nervous.
LEARNING COACH: No problem. What are some things you know you should do?
FEMALE STUDENT: First, make eye contact with my audience. If I look down at my notecards or at the floor the whole time, they’ll lose interest. I’m trying to communicate with them, so making eye contact will keep them engaged.
LEARNING COACH: That’s great.
FEMALE STUDENT: I need to make sure I speak with the right tone and volume. That means that I speak loudly and clearly, but of course, I don’t have to scream.
LEARNING COACH: What else?
FEMALE STUDENT: I need to know the pronunciation of every word or name I’m going to say. I should take pauses between sentences, and leave enough time for the audience to look at any visuals I provide.
LEARNING COACH: Okay, give it a shot.
The FEMALE STUDENT holds up the notecards reads from the notecards without looking up. She reads a little too quickly and her voice is too soft.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
LEARNING COACH: Okay, hold on. I can’t really hear what you’re saying. Try it again, a bit more slowly and loudly. You’re doing great.
The FEMALE STUDENT reads with clearer enunciation, but still looks down at the note cards while she reads.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
LEARNING COACH: Better! Now, remember to look up at me, your audience, while you’re speaking.
Copyright 2020 Pearson Online & Blended Learning K–12 USA. All rights reserved.
The FEMALE STUDENT delivers the rest of the introduction with good enunciation and looks directly at the LEARNING COACH.
FEMALE STUDENT: Imagine hiking through an ancient seabed, where fossils of ancient creatures could be around any corner. Imagine Badlands National Park.
LEARNING COACH: How’d that feel?
FEMALE STUDENT: Good!
LEARNING COACH: Yeah, it sounded really good too! Nice work.
FEMALE STUDENT: Alright. Here we go.
The FEMALE STUDENT goes back to her first notecard and starts the presentation over again.
FEMALE STUDENT: Imagine going to a window into the past. Imagine going to a place that looks like a cross between the Grand Canyon and the Moon.
What should the female student do to keep her audience engaged during her presentation?
The female student should make eye contact with her audience and speak loudly and clearly. She should also know the pronunciation of every word or name she is going to say and take pauses between sentences, leaving enough time for the audience to look at visuals.
What does the learning coach suggest when the female student reads too quickly and too softly from her notecards?
The learning coach suggests she should try again a bit more slowly and loudly while still speaking clearly.
Does the female student make improvements in her delivery of the presentation?
Yes, the female student does improve her presentation delivery by speaking more loudly with clearer enunciation and making eye contact with the learning coach.
What does the learning coach say when asking the female student how she felt after delivering the rest of the introduction?
The learning coach asks the female student how it felt, implying whether it felt any better or worse, after delivering the rest of the introduction.
The female student should make eye contact with her audience and speak loudly and clearly. She should also know the pronunciation of every word or name she is going to say and take pauses between sentences, leaving enough time for the audience to look at visuals.
What does the learning coach suggest when the female student reads too quickly and too softly from her notecards?
The learning coach suggests she should try again a bit more slowly and loudly while still speaking clearly.
Does the female student make improvements in her delivery of the presentation?
Yes, the female student does improve her presentation delivery by speaking more loudly with clearer enunciation and making eye contact with the learning coach.
What does the learning coach say when asking the female student how she felt after delivering the rest of the introduction?
The learning coach asks the female student how it felt, implying whether it felt any better or worse, after delivering the rest of the introduction.
Which of the following describes mass media?(1 point)
Responses
verbal communication between small groups
verbal communication between small groups
video and audio created for entertainment
video and audio created for entertainment
information produced for private use
information produced for private use
tools used to get information to the public
Responses
verbal communication between small groups
verbal communication between small groups
video and audio created for entertainment
video and audio created for entertainment
information produced for private use
information produced for private use
tools used to get information to the public
Tools used to get information to the public.