Ted week #2

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Keiser University *

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1050

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English

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Apr 3, 2024

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docx

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Uploaded by CountTankPrairieDog21

Alice Ortiz Montalvo Eng.135 AA Science , Devry University Professor, Curtis Week 2 Introduction What is the TED speaker's topic? The first thing that we do is come up with a theme for our event. That makes it easier, in most cases, for the potential speaker to think about what they would like to talk about. Then we put out a "Call for Speakers" on our website and social media outlets. If you are new you might not have a large enough group of people who frequent your site or follow you. If that is the case, ask your organizing team to put together a list of potential speakers and ask them to apply. Look at the thought leaders in your area, the startups, the people who are doing work that makes a difference. I would still recommend the application process because space is usually limited. The first year may be a little difficult, but if you do it right and put on an interesting and well- planned event, you will have more the following year and even more applying the year after. Be patient and do the best work that you can and you will be fine. Rhetorical Situations Who is the speaker's target audience? What is the context of the TED Talk? What historical or current event information is presented (or missing) to help the audience understand the argument?

The power of believing that you can improve growth in the mindsets of children is very crucial. When they are challengProponents of an “informative speaking” model will often suggest that a key difference is that the content provided is entirely fact-based—and irrefutably fact-based at that. However, the presentation of facts is, in and of itself, a persuasive action. They may also point out that an informative speech does not overtly state a call to action or express an opinion. While a call to action is a persuasive speaking device, the absence of one does not mean the communication was not persuasive. Equally, the arrangement and presentation of facts on a topic is an expression of opinion; this topic merits the audience’s interest and attention and the arrangement of these facts should change or sustain the audience’s thinking on the topic. There is nothing neutral about public speaking; the “informative” model attempts to be neutral, however. Don’t be neutralized; be persuasive. Nonetheless, the classical models of informative speaking can still be useful, at least as food for thought and for the process and order they use to convey information. These narrative structures may offer a historical account of events, demonstrate a process for performing a task, such as baking muffins, chronicle the events of a person’s life, or categorize information in an interesting way. Key tenets of these models is to the narrow in scope and focused on a very specific subject, and —most importantly—to be accurate in the information conveyed.ed with a task that might be slightly too hard are assigned to students as a whole, there are two different outcomes expected. Some students would react in a positive way saying things like 'I love challenge'. While other students would feel that given a challenge is terrible and their intelligence is being judged from the fear of failing. The two different mindsets are labeled as growth mindset and understanding that their abilities can be developed to the fixed mindset. Concerned about being judged upon their abilities to do well and eventually fail. Students with a fixed mindset repeatedly avoid or disengage from problematic activities. Sometimes they look for someone who does worse than they do, so they can feel better about themselves. But students with the growth mindset engage intensely their brains are on fire with their difficulties and learn from their mistakes and they correct it. What rhetorical appeals (reason, emotion, credibility) does the speaker use to help strengthen the argument? The speaker talks about how important it is to value the thought that two different mindsets can have. The speaker speaks about how we should praise the process that kids engage in, their effort, their strategies, their focus, their perseverance, and their improvement. She also stated that the process of praise creates kids who are hardy and resilient. A lot of emotions take place when the process takes place with positive cultural surroundings, instead of nervousness of being judged or incorrect. It encourages more effort and engagement with challenging tasks over a longer time and more flexibility. The power of believing that you can improve children who do worse than they do. If they have a growth mindset, the difficulties are seen as a challenge to overcome, to learn from. The theory and study have specific flaws only for the sole reason that results and compulsory achievements

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