COM 213: Public Speaking and Presentations

Instructor: Patricia Garcia
Course Selection: 10142
Term: C-5: September 1, 2025 - October 26, 2025
Credit Hours: 3
Final Grade: 100%: A
Location: Online
Course Description: In this course, students will develop the public speaking and presentation skills needed for the creation and dissemination of communication messages across various channels, for various purposes, and aimed at various audiences. They will create and refine communication messages based on various criteria, including the relevancy of sources and information, business and organizational goals, formats of various media channels, as well as the needs and requirements of various audiences. Students will also deliver communication messages and projects to various stakeholders, both internal and external to an organization, through the successful implementation of their public speaking and presentation skills.

1-1 Discussion: Past Experiences With Public Speaking
40/40 A

My name is Jasmine but I go by Jay. I’m studying for a BA in Creative Writing and English with a Concentration in Poetry. I’m a cafeteria worker at the local high school. I’m also a newlywed, a mother to now 7 kids (5 step and 2 from a previous relationship), and 8 step grandkids. Every day is hectic but so full of love and the occasional chaos.

I have always struggled with public speaking. In fact… it’s a phobia scare. I noticed it way back in the day when I was in high school having to read anything aloud. Fumbling over words, shaking, tummy feeling like a hamster on a wheel. My work was always good but that speaking always messed with my grade just enough. Fast forward to my wedding. I was a gut wrenching mess the moment my husband asked for us to write our own vows. To add to the pressure he asked for mine to be in a poetic style since he has always admired my poetry. This hit hard because since high school I kept my writings to myself or I would just email it to someone if I felt like sharing. Hahaha. I managed to get through it somehow. Good thing weddings are meant to be emotional and teary eyed. What I noticed in both situations that I did well was despite how much I didn’t want to do it, i pushed myself to do it. I need to work on my nerves and especially my eye contact. I’m sure I could use the tips that I will learn and gain in this class to boost me up and help me. Especially as a cafeteria worker having to interact with the high school students without getting shy and trying to avoid talking.

1-1 Discussion: Instructor Feedback

Overall Feedback

Hi Jasmine, great job on your Week 1 discussion post. You introduced yourself well and shared a very honest reflection on your experiences with public speaking, from high school to your wedding. I appreciate that you pointed out what you did well, like pushing yourself to follow through even when you were nervous, as well as the areas you want to work on, like eye contact and managing nerves. Your replies to classmates were excellent because you connected their experiences to multiple sources, used APA citations and references, and provided detailed and thoughtful suggestions. This shows strong engagement with the material and with your peers. Moving forward, keep practicing strategies like visualization and preparation to build confidence in front of others. Overall, this was an excellent first post and a great start to the course.

Patti

Rubric:
~ Comprehension: Exceeds Expectations 100%: 40/40 Points:
Develops an initial post with an organized, clear point of view or idea using rich and significant detail

~ Timeliness: Exceeds Expectations 100%: 10/10 Points:
Submits initial post on time

~ Engagement: Exceeds Expectations 100%: 30/30 Points:
Provides relevant and meaningful response posts with clarifying explanation and detail

~ Clear Communication: Exceeds Expectations 100%: 20/20 Points:
Exceeds expectations with an intentional use of language that promotes a thorough understanding

1-2 Milestone One
50/50 A

Jasmine Padgett (Samuel)
September 3, 2025
COM 213: Public Speaking and Presentation Skills
Instructor: Patricia Garcia
1-2 Milestone One

Milestone One Submission: First Amendment and Poetic Expression

For my presentation, I’ve selected the topic “The First Amendment and the Protection of Poetic Expression.” This topic is directly relevant to my professional goal of becoming a poet, as it explores how free speech protections enable poets to challenge norms, amplify marginalized voices, and engage in sociopolitical critique without fear of censorship. Understanding the legal boundaries and cultural implications of free expression is essential for any artist whose work seeks to provoke thought or advocate for change.

My intended audience includes fellow creatives, educators, and professionals in literary and communication fields. This topic is relevant to them because it clarifies how constitutional protections intersect with artistic freedom, especially in contexts where poetry is used to address controversial or sensitive issues. They will learn how poets have historically relied on the First Amendment to resist suppression and how contemporary challenges—such as digital censorship and book banning—continue to shape the landscape of poetic discourse.

Selected Resources (APA Style):

1. Campbell, J. (2017). Natural rights and the First Amendment. Yale Law Journal, 127(2), 246–489. https://www.yalelawjournal.org/article/natural-rights-and-the-first-amendment — Scholarly article exploring historical interpretations of expressive freedom.

2. Harvard Law Review. (2021). Freedom of speech and the non–First Amendment law. Harvard Law Review, 134, 2299–2345. https://harvardlawreview.org/wp-content/uploads/2021/05/134-Harv.-L.-Rev.-2299.pdf — Scholarly analysis of speech protections beyond the First Amendment.

3. Freedom Forum. (n.d.). Banned poems: 13 poems that faced banning attempts. https://www.freedomforum.org/banned-poems/ — Popular source detailing real-world censorship of poetry and its legal implications.

4. PoemVerse. (n.d.). Poems celebrating the First Amendment: Giving voice to freedom. https://poemverse.org/poems-about-the-first-amendment/ — Curated collection of poems that exemplify free speech in action.

5. WGBH. (2019, March 6). Poet Richard Blanco on the First Amendment and freedom of speech. https://www.wgbh.org/2019-03-06/poet-richard-blanco-on-the-first-amendment-and-freedom-of-speech — Interview and commentary from a presidential inaugural poet on the role of free speech in poetry.

1-2 Milestone One: Instructor Feedback

Overall Feedback

Hi Jasmine, this is a very strong and unique topic choice that ties perfectly into your goal of becoming a poet. You did an excellent job explaining why the First Amendment is essential for artists and how it allows poets to challenge norms and amplify marginalized voices. Your intended audience is well defined, and you clearly explain what they will gain from your presentation, which strengthens your plan. Your resource list is well balanced with both scholarly articles and accessible popular sources, which will help make your presentation both credible and engaging. As you move forward, consider including one or two historical or contemporary examples of poets whose work was challenged or censored and this will make your presentation even more powerful and relatable. This is a great start and sets you up for a very engaging and thought-provoking project.

Patti

Rubric:
~ Topic Selection: Meets Expectations (Exceeds Expectations not available) 100%: 25/25 Points:
Selects a relevant topic for an informative business presentation

~ Intended Audience: Exceeds Expectations 100%: 25/25 Points:
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner

~ Resource Selections: Exceeds Expectations 100%: 25/25 Points:
Exceeds expectations by providing more than five credible resources, at least two of which are scholarly

~ Clear Communication: Exceeds Expectations 100%: 5/5 Points:
Exceeds expectations with an intentional use of language that promotes a thorough understanding

~ Citations and Attributions: Exceeds Expectations 100%: 20/20 Points:
Uses citations for ideas requiring attribution, with few or no minor errors

2-1 Activity: Annotated Bibliography
30/30 A

Jasmine Samuel (Padgett)
September 8, 2025
COM 213: Public Speaking and Presentations
Instructor: Patricia Garcia
2-1 Activity: Annotated Bibliography

COM 213 Module Two Activity Template Annotated Bibliography

Campbell, J. (2017). Natural rights and the First Amendment. Yale Law Journal, 127(2), 246–489. https://www.yalelawjournal.org/article/natural-rights-and-the-first-amendment
- Scholarly Resource
- Summary: Campbell explores the historical foundations of expressive freedom, arguing that Founding Era elites viewed speech and press as natural rights—expansive in scope but limited in legal effect. He traces how these rights were shaped by public good considerations and common-law traditions.
- Evaluation: This peer-reviewed article is highly credible, published in a prestigious law journal and authored by a constitutional scholar. It offers a nuanced, well-researched perspective grounded in historical legal theory.
- Reflection: This resource deepened my understanding of how poetic expression, as a form of speech, was originally conceptualized—not as an absolute right, but as a negotiable liberty. It challenges modern assumptions and invites me to consider how poetic resistance fits within evolving legal frameworks.
Lakier, G. Freedom of speech and the non–First Amendment law. Harvard Law Review, 134, 2299–2345. https://harvardlawreview.org/wp-content/uploads/2021/05/134-Harv.-L.-Rev.-2299.pdf
- Scholarly Resource
- Summary: Lakier argues that free speech in the U.S. is shaped not only by the First Amendment but also by a rich tradition of statutory, state, and common law protections. She highlights how these laws often provide more expansive protections than the Constitution itself.
- Evaluation: This scholarly article is rigorous and well-cited, offering a critical legal perspective from a respected academic. It is objective and challenges dominant narratives about constitutional supremacy.
- Reflection: This piece expanded my view of poetic freedom beyond constitutional boundaries. It affirmed that poets often rely on broader legal ecosystems—especially when confronting private censorship or institutional gatekeeping.
Freedom Forum. (n.d.). Banned poems: 13 poems that faced banning attempts. https://www.freedomforum.org/banned-poems/
- Professional Resource
- Summary: This article documents real-world cases of poetic censorship, from Ovid to Amanda Gorman. It categorizes bans, restrictions, and challenges, illustrating how poetry has historically provoked legal and cultural backlash.
- Evaluation: Though not scholarly, this source is professionally curated and grounded in First Amendment advocacy. It’s reliable for illustrating public discourse and legal tensions around poetic speech.
- Reflection: This resource helped me connect abstract legal theory to lived experience. It reminded me that poetic expression is often the first to be silenced—and that defending it is both a legal and cultural act.
PoemVerse. (n.d.). Poems celebrating the First Amendment: Giving voice to freedom. https://poemverse.org/poems-about-the-first-amendment/
- Popular Resource
- Summary: This curated collection features poems by Whitman, Angelou, Hughes, and McKay that embody First Amendment principles. Each poem is paired with commentary on its thematic relevance to free speech.
- Evaluation: While not academic, this source is thoughtfully compiled and offers direct poetic evidence of First Amendment engagement. It’s useful for rhetorical and emotional analysis.
- Reflection: This collection affirmed that poetry doesn’t just reflect freedom—it enacts it. These works will serve as powerful examples in my speech, demonstrating how poetic voice becomes civic action.
WGBH. (2019, March 6). Poet Richard Blanco on the First Amendment and freedom of speech. https://www.wgbh.org/2019-03-06/poet-richard-blanco-on-the-first-amendment-and-freedom-of-speech
- Professional Resource
- Summary: This interview features Richard Blanco discussing the role of poetry in civic discourse and the importance of free speech in shaping national identity.
- Evaluation: As a primary source from a respected media outlet, this interview offers authentic insight from a practicing poet. However, the original content is currently inaccessible.
- Reflection: Blanco’s perspective reinforces the idea that poetic expression is not just protected—it’s essential. His reflections will help me humanize legal arguments and connect with audiences emotionally.
Shattuck, J., & Risse, M. (2021). Freedom of Speech and Media: Reimagining Rights & Responsibilities in the U.S. Harvard Kennedy School. https://www.hks.harvard.edu/sites/default/files/2023-11/2021_06-FreeSpeech.pdf
- Professional Resource
- Summary: This report explores the evolving nature of free speech in digital spaces, emphasizing the tension between legal protections and cultural norms. It discusses how the First Amendment must adapt to private platforms and polarized environments, and proposes frameworks for ethical speech in modern democracy.
- Evaluation: Authored by respected scholars and published by Harvard’s Carr Center for Human Rights Policy, this source is highly credible and grounded in interdisciplinary research. It’s objective, forward-thinking, and policy-oriented.
- Reflection: This resource helped me consider how poetic expression functions in online spaces—where legal protections may be blurred by corporate moderation. It strengthened my view that defending poetic speech today requires not just legal literacy, but ethical and cultural awareness.
Rohde, S. (2015). Is the First Amendment Poetic? Los Angeles Review of Books. https://lareviewofbooks.org/article/first-amendment-poetic/
- Professional Resource
- Summary: Rohde reviews Burt Neuborne’s book Madison’s Music, which interprets the First Amendment as a poetic and democratic arc. He critiques Neuborne’s argument for reducing protections, while celebrating the metaphorical structure of the amendment as a lyrical blueprint for civic engagement.
- Evaluation: Though not peer-reviewed, this article is published in a respected literary journal and written by a constitutional lawyer. It blends legal critique with poetic analysis, offering a unique interdisciplinary perspective.
- Reflection: This piece affirmed my belief that the First Amendment is not just legal text—it’s a living poem. It inspired me to frame my speech around the idea that poetic expression is both protected and protective—a force that defends democracy by imagining it anew.
Weiland, M. N. (2022). First Amendment metaphors: The death of the “marketplace of ideas” and the rise of the post-truth “free flow of information”. Yale Journal of Law & the Humanities. https://openyls.law.yale.edu/bitstream/handle/20.500.13051/18229/2_Weiland_First%20Amendment%20Metaphors_PRINT_20221110.pdf?sequence=3
- Summary: Weiland critiques the long-standing metaphor of the “marketplace of ideas” in First Amendment jurisprudence, arguing that it no longer reflects the realities of speech in digital and post-truth environments. She proposes the “free flow of information” as a more accurate metaphor, one that better captures the chaotic, algorithm-driven nature of modern discourse. The article explores how metaphors shape legal interpretation and public understanding, especially in contexts where misinformation and emotional manipulation are prevalent.
- Evaluation: Published in the Yale Journal of Law & the Humanities, this article is a peer-reviewed scholarly source with strong academic credibility. Weiland’s interdisciplinary approach—blending legal theory, philosophy, and media studies—offers a rigorous and nuanced critique. The article is well-cited, objective, and deeply relevant to current debates about expressive freedom and digital speech.
- Reflection: This resource helped me reframe poetic expression not just as protected speech, but as a metaphorical counterforce to dominant legal narratives. In a world where algorithms often privilege outrage over truth, poetry becomes a form of ethical resistance—slower, intentional, and emotionally resonant. Weiland’s critique strengthened my perspective by showing how legal metaphors shape cultural realities, and affirmed that defending poetic speech requires both legal literacy and imaginative clarity.

2-1 Activity: Instructor Feedback

Overall Feedback

Hi Jasmine,

You put together a very strong annotated bibliography with a thoughtful mix of scholarly, professional, and popular resources. I like how you drew from law journals, Harvard publications, advocacy groups, media outlets, and even poetry collections. This variety makes your project well-rounded, blending theory, history, and lived experience.

Your summaries are well written and clear, and your evaluations highlight credibility effectively by pointing to peer review, author expertise, and institutional reputation. What stood out most was your reflections—you consistently tied each source back to your theme of poetry and the First Amendment, showing both personal insight and critical thinking. That connection makes your work engaging and helps set up a strong foundation for your upcoming speech.

One area to work on is checking APA reference details closely. Be consistent with italics, capitalization, and date formats across all entries so that your bibliography looks polished.

Patti

Rubric
~ Resource Selection: 15/15 Points:
Selects a variety of professional and scholarly resources that directly relate to selected project topic

~ Resource Summary: 15/15 Points:
Briefly summarizes the main points and topics covered in each selected resource

~ Resource Evaluation: 20/20 Points
Evaluates the credibility, reliability, and objectivity of each selected resource

~ Resource Reflection : 20/20 Points
Briefly describes how each resource relates to the selected presentation topic, how it could be helpful in developing the speech, how it could support understanding of the selected presentation topic, and how it helped the student change or strengthen their perspective

~ Clear Communication: 10/10 Points
Consistently and effectively communicates in an organized way to a specific audience

~ Citations and Attributions: 20/20 Points
Uses citations for ideas requiring attribution, with consistent minor errors

2-2 Video Journal: Ethical Resources
80/80 A

Hi, I’m Jasmine Padgett, and in this reflection I want to explore what makes a resource both credible and ethical—because in public speaking, truth isn’t just about facts, it’s about integrity.

A credible resource is one that’s trustworthy, accurate, and backed by expertise. I look for authors with relevant credentials, sources that are peer-reviewed or published by reputable institutions, and information that’s current and consistent with other reliable data. As Lucas and Stob explain in The Art of Public Speaking, Chapter 7, credible research is “the foundation of effective speechmaking”—it’s what gives our words weight and our audience confidence.

But credibility alone isn’t enough. Ethical resources respect the truth, avoid manipulation, and acknowledge bias. I ask: Does this source present information fairly? Is it transparent about its purpose? Does it honor the dignity of the people or communities it references? Ethics in public speaking means we don’t just inform—we uplift, we protect, we listen.

Using ethical and credible sources isn’t just a technical requirement—it’s a moral one. It shows respect for our audience, our topic, and ourselves as speakers. And when we cite those sources aloud, as Chapter 8 reminds us, we give credit where it’s due and model intellectual honesty.

So whether I’m speaking about myth, advocacy, or belonging, I choose sources that reflect the values I want my words to carry. That’s how I build trust—and that’s how I speak with purpose.

https://www.canva.com/design/DAGybgO698M/WfcSda0tiOEwgsbgtY-IJQ/watch?utm_content=DAGybgO698M&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hd81895cfc9

2-2 Video Journal: Instructor Feedback

You explained credible and ethical resources well and showed why they are important. You included a course citation which supported your ideas.
Patricia Garcia

Rubric:
~Credible Resources: 32/32 Points
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner

~Ethical Resources: 32/32 Points
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner

~Oral Citation(s): 12/12 Points
Uses oral citations for ideas requiring attribution, with few or no minor errors

~Articulation of Response: 4/4 Points
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner

3-1 Discussion: Communication and Technology
40/40 A

I decided to go based on my married name: Padgett when selecting my scenario.

Scenario: You are hosting a small, live training for the remote workers on your team.

For this scenario, I would recommend using a video recording and hosting platform such as Microsoft Stream, YouTube (unlisted/private), or Vimeo to capture and distribute the executive interviews. These platforms allow for high-quality video uploads, scheduled releases, and easy access for staff to view at their convenience. Given the professional tone and staggered release schedule, this channel supports both clarity and control.

Recommended Channel: Video Hosting Platform:
- Why?
  1. It supports asynchronous viewing, which suits a busy, dispersed staff.
  2. It allows for scheduled releases, aligning with the weekly rollout.
  3. It maintains a professional tone while offering flexibility and accessibility.
  4. Platforms like Microsoft Stream integrate well with internal systems, ensuring privacy and ease of access.
Key Considerations:
- Audience: Staff across departments with varying schedules and tech comfort levels. The platform must be intuitive and accessible across devices.
- Purpose: To share insights and leadership perspectives in a way that feels intentional and engaging—not just informational.
- Tone: Professional, but personable. The platform should support clear audio/video quality and allow for light branding (e.g., intro slides or captions) to reinforce tone and context.

Additionally, I’d consider adding brief written summaries or key takeaways with each video to support accessibility and reinforce the message. This approach ensures that the communication feels curated, not just uploaded.

3-1 Discussion: Instructor Feedback

Overall Feedback

Jasmine, you did a great job with your post and responses. In your initial discussion you clearly explained why platforms like Microsoft Stream, YouTube, and Vimeo are strong fits for hosting and releasing executive interviews. You showed good awareness of your audience by emphasizing accessibility and ease of use, and you tied your platform choices directly to the purpose and tone of the scenario. Adding the idea of written summaries or key takeaways was a smart suggestion that strengthens accessibility and reinforces learning. In your peer replies you offered thoughtful recommendations. With Jayden, you built on the strengths of Zoom by suggesting Microsoft Teams as another option, pointing out how it integrates with other Microsoft tools and extends collaboration beyond the training session. You also explained why Instagram Live would not be appropriate for a professional setting. With Dee Dee, you encouraged her choices and added Microsoft Stream as a secure, corporate-focused option, while noting why TikTok would not work well in this scenario. Your feedback to peers was specific, supportive, and tied directly to their posts. Overall, you fully met the requirements by posting once and responding to two peers, and your contributions were professional, detailed, and engaging.

Patti

Rubric:
~Comprehension: 40/40 Points:
Develops an initial post with an organized, clear point of view or idea using rich and significant detail

~Timeliness: 10/10 Points
Submits initial post on time

~Engagement : 30/30 Points
Provides relevant and meaningful response posts with clarifying explanation and detail

~Clear Communication: 20 Points
Exceeds expectations with an intentional use of language that promotes a thorough understanding

3-2 Video Journal: Audience Analysis
80/80 A

Hi, the talk I've chosen is My identity is a superpower-not an obstacle by America Ferrera, delivered at TED 2019. I chose this talk because it speaks directly to the emotional and cultural terrain I navigate-not just as a creator, but as a bi-racial black and white woman whose identity often feels like both a bridge and a battleground. Ferrera's story gave language to mine. Her voice reminded me that the tension I carry between visibility and erasure isn't mine alone-it's systemic, and it's survivable. Her message didn't just resonate-it reverberated.

Ferrera's purpose is to challenge the cultural systems that treat identity as a liability rather than a source of power. Her target audience includes creatives, professionals, and anyone who's been told they're "too much" or "not enough" to belong. Statistically, TED's audience skews toward educated adults seeking insight and inspiration-but emotionally, this talk reaches anyone who's ever tried to shrink themselves to fit a mold. That includes me.

Ferrera adapts her speech through storytelling, humor, and vulnerability. She doesn't just speak to the audience-she speaks with them. Her experience about being asked to "sound more Latina" hits hard because I've felt that coded request too: "Can you be more Black, but not too Black?" "Can you use your white voice?" These are questions I've been asked outright, and the weight of them emotionally hurt me. Ferrera's use of inclusive language-"we," "us," and "our stories"-creates a shared space where complexity is honored.

The TED platform itself is a tool: high-quality video, global accessibility, and minimalist staging that centers the speaker's voice. Ferrera uses no slides or props, but her delivery is rich with emotional cadence and physical presence. These tools make her message not just heard-but felt. The captioning and transcript features also support accessibility, allowing viewers to engage across languages and learning styles.

As Ferrera states in My identity is a superpower-not an obstacle, "I am just one of millions of people who have been told that in order to fulfill my dreams, I have to resist the truth of who I am." That line echoes through my own work, especially in how I shape mythic poetry and visual storytelling to reclaim space for voices like mine.

3-2 Video Journal: Instructor Feedback

Overall Feedback:
You connected well with the assignment in your video by naming the topic and speaker, explaining why it mattered to you, and analyzing the purpose and audience. You also pointed out how the speaker adjusted their message and used tools that supported engagement. One piece of advice I would suggest is to focus on delivery style. Adding variation in your tone of voice or emphasis on key words can make your video even more engaging for the viewer. Patricia Garcia

Rubric:
~Topic Title and Relevance 12/12 Points
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner
~Audience Analysis 20/20 Points
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner; clearly identifies the target audience using statistical and demographic analysis
~Audience-Centeredness 20/20 Points
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner
~Presentation Tools 16/16 Points
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner
~Articulation of Response 8/8 Points
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner
~Citations and Attributions 4/4 Points
Uses oral citations for ideas requiring attribution, with few or no minor errors

4-1 Discussion: Informative Speech Outline
40/40 A

Jasmine Padgett
September 23, 2025
COM 213: Public Speaking and Presentation Skills
SNHU
4-1 Discussion: Informative Speech Outline

COM 213 Speech Outline

Planning

Speech Topic: The First Amendment and the Protection of Poetic Expression

General Purpose Statement: To inform

Audience Information: Fellow creatives, educators, and professionals in literary and communication fields.

Audience Considerations:

Respect for diverse cultural and political perspectives
Awareness of trauma and censorship experiences among marginalized communities
Sensitivity to the emotional and sociopolitical weight of poetic expression

Introduction

Attention Getter: “What happens when a poem is banned? When a metaphor is deemed too dangerous to speak aloud?”

Statement of Credibility: As a poet and advocate for creative freedom, I’ve studied how the First Amendment protects-and sometimes fails-those who use poetry to challenge injustice.

Relevance Statement: For creatives and educators, understanding the legal and cultural boundaries of free expression is essential to protecting artistic integrity and amplifying marginalized voices.

Thesis Statement: The First Amendment plays a vital role in safeguarding poetic expression, enabling artists to critique, resist, and reimagine society-though its protections are continually tested by censorship and cultural backlash.

Full Introduction:
What happens when a poem is banned? When a metaphor is deemed too dangerous to speak aloud? As a poet and advocate for creative freedom, I’ve studied how the First Amendment protects-and sometimes fails-those who use poetry to challenge injustice. For creatives and educators, understanding the legal and cultural boundaries of free expression is essential to protecting artistic integrity and amplifying marginalized voices. This presentation explores how the First Amendment empowers poets to critique, resist, and reimagine society, even as censorship and backlash continue to shape the terrain of poetic discourse.

Body

Main Point One: Historical Foundations of Free Expression in Poetry
1. Sub-Point: The First Amendment’s origins and its link to natural rights (Campbell, 2017).
2. Sub-Point: Early poetic resistance movements and their reliance on speech protections
3. Transition: These foundations set the stage for modern poetic activism-but the landscape has shifted.
Main Point Two: Contemporary Challenges to Poetic Freedom
1. Sub-Point: Digital censorship and algorithmic suppression of controversial content (Harvard Law Review, 2021).
2. Sub-Point: Book banning and the targeting of poems in schools and libraries (Freedom Forum, n.d.)
3. Transition: Despite these challenges, poets continue to use their voices to advocate for change.
Main Point Three: Poetic Expression as Sociopolitical Critique
1. Sub-Point: Examples of poems that celebrate and test the boundaries of free speech (PoemVerse, n.d.)
2. Sub Point: Richard Blanco’s reflections on poetry and the First Amendment (WGBH, 2019)
3. Transition: These voices remind us that poetic freedom is not just legal-it’s cultural, emotional, and communal.

Conclusion

Statement of Closure: Poetry is not just art-it’s advocacy, and its protection matters.
Recap of Thesis/Main Points: The First Amendment empowers poets to speak truth, challenge norms, and resist suppression. Yet this freedom is fragile, and understanding its scope is essential for every artist and educator.
Full Conclusion:
Poetry is not just art-it’s advocacy, and its protection matters. The First Amendment empowers poets to speak truth, challenge norms, and resist suppression. Yet this freedom is fragile, and understanding its scope is essential for every artist and educator. As we continue to write, teach, and share poetry, we must also defend the rights that make such expression possible.

References

Campbell, J. (2017). Natural rights and the First Amendment. Yale Law Journal, 127(2), 246-489. https://www.yalelawjournal.org/article/natural-rights-and-the-first-amendment

Harvard Law Review. (2021). Freedom of speech and the non-First Amendment law. Harvard Law Review, 134, 2299-2345. https://harvardlawreview.org/wp-content/uploads/2021/05/134-Harv.-L.-Rev.-2299.pdf

Freedom Forum. (n.d.) Banned poems: 13 poems that faced banning attempts. https://www.freedomforum.org/banned-poems/

PoemVerse. (n.d.) Poems celebrating the First Amendment: Giving voice to freedom. https://poemverse.org/poems-about-the-first-amendment/

WGBH. (2019, March 6). Poet Richard Blanco on the First Amendment and freedom of speech. https://www.wgbh.org/2019-03-06/poet-richard-blanco-on-the-first-amendment-and-freedom-of-speech

Feedback Request

Please provide feedback on:

Effectiveness of the introduction—Does it engage and establish relevance for creatives and educators?
Relevance of explanations to subpoints—Do the examples and citations clearly support the main ideas?

4-1 Discussion: Instructor Feedback

Overall Feedback

Jasmine, your outline is very strong and shows thoughtful planning around a meaningful topic. Your introduction is engaging and immediately draws in the audience with a powerful question. The imagery of banned poems and dangerous metaphors creates urgency and relevance for creatives and educators. You also establish credibility clearly by linking your role as a poet and advocate to the subject matter, which helps the audience trust your perspective. To make the opening even stronger, you might consider condensing the thesis into one sentence that highlights both empowerment and the ongoing challenges of censorship, so your focus feels sharper right from the start.

The body of your outline flows well, with each main point building logically from historical context to modern challenges and finally to poetry as critique. This structure mirrors the progression of your argument and will make it easy for your audience to follow. Your subpoints are well chosen and supported with references, but one way to strengthen them further would be to include a brief direct example—such as quoting a banned poem or citing a statistic about book challenges—so that your points feel grounded and concrete. Since your audience includes creatives and educators, real-world illustrations will resonate deeply and make the material more memorable.

Your conclusion is concise and reinforces your thesis while also delivering a call to action. I like that you highlight poetry as advocacy and connect it back to the responsibility of artists and educators. To leave an even stronger impression, you might consider ending with a short, powerful poetic line or reflection that encapsulates the message of protecting freedom of expression.

Patti

Rubric:
~Audience, Purpose, and Tone : 30/30 Points
Develops a speech outline that includes content and delivery strategies appropriate for engaging the audience and conveying the purpose, and uses an appropriate tone
~Completeness : 30/30 Points
Completes all components of the speech outline effectively to create a well-organized speech/presentation (introduction, body, conclusion)
~Timeliness : 10/10 Points
Submits initial post on time
~Engagement : 20/20 Points
Provides relevant and meaningful response posts with clarifying explanation and detail
~Clear Communication : 5/5 Points
Exceeds expectations with an intentional use of language that promotes a thorough understanding
~Citations and Attributions : 5/5 Points
Uses citations for ideas requiring attribution, with few or no minor errors

4-2 Video Journal: Visual Aids
80/80 A

Didn't save work on flash drive.

4-2 Video Journal: Instructor Feedback

Patricia Garcia

Your presentation came across as clear and thoughtful. You did a nice job explaining your points at a steady pace that made it easy to follow along. What stood out most was your ability to stay composed and confident while speaking, which really helped your message connect. One area you could continue to build on is adding a little more variety in your tone and energy so your voice emphasizes key ideas and keeps the audience engaged throughout. You explained your material well, now think about how to make certain moments stand out more with emphasis or pauses. Overall, this was a solid presentation and you showed good preparation.

Rubric
~ Visual Aids 24/24 Points
Presents a variety of draft visuals that are aligned to the topic, purpose, and audience of the presentation as well as clear, purposeful, and appropriate
~ Purpose 24/24
Describes how decisions regarding where and how to incorporate visual aids in the presentation were made
~ Impact 24/24
Explains how draft visual aids will support audience understanding and engagement during the presentation
~ Articulation of Response 4/4
Clearly conveys meaning with correct grammar, sentence structure, and pronunciation, demonstrating an understanding of audience and purpose
~ Citations and Attributions 4/4
Uses oral citations for ideas requiring attribution, with consistent minor errors

5-1 Activity: Persuasive Claim
30/30 A

Didn't save the work on a flash drive.

5-1 Activity: Instructor Feedback

Overall Feedback

Hi Jasmine

You did an outstanding job shifting your topic from informative to persuasive. Your stance is clear, focused, and supported by credible sources. You move beyond explaining the First Amendment to making a strong case for action by advocating for the protection of poetic expression and resistance to censorship. Your mention of specific areas such as schools, publishing, and digital platforms strengthens the relevance and urgency of your message.

Patti

Rubric:
~Persuasive Claim 50/50
Describes how the presentation can be modified to address a persuasive claim
~Clear Communication 50/50
Consistently and effectively communicates in an organized way to a specific audience

5-2 Project One Submission (speaker notes)
150/150 A

Jasmine Padgett
SNHU
COM 213: Patricia Garcia
Date: 9/29/2025
5-2 Project One Submission: Speaker Notes

COM 213 Speaker Notes
Title: The First Amendment and the Protection of Poetic Expression

Slide 1: Title Slide

Text
Title: The First Amendment and the Protection of Poetic Expression
COM 213
Patricia Garcia
SNHU
Presented by: Jasmine Padgett
Date: September 29, 2025
Speaker Notes: Hello, my name is Jasmine Padgett, and today O’;; be presenting on how the First Amendment protects poetic expression. As a poet and advocate for creative freedom, this topic is deeply connected to my personal and professional goals. Let’s explore how legal protections intersect with artistic integrity and why this matters for creatives and educators.

Slide 2: Introduction

Title: Why Poetic Freedom Matters
Bullet Points
- “What happens when a poem is banned?”
- Condensed Thesis: The First Amendment empowers poets to speak truth-but its protections are fragile and constantly tested.
- Relevance: Essential for creatives and educators.
- Quote from A Light in the Attic: “Put something silly in the world that ain’t been there before.” – Shel Silverstein
Speaker Notes: What happens when a poem is banned? When in a metaphor deemed too dangerous to speak aloud? These questions aren’t hypothetical-they reflect real experiences of poets whose work challenges injustice. Shel Silverstein once wrote, “Put something silly in the world that ain’t been there before.” That line, tucked inside A Light in the Attic, reminds us that poetic freedom isn’t just about protest-it’s about possibility. As a poet and advocate, I’ve studied how the First Amendment empowers artists to speak truth-but its protections are fragile and constantly tested. For creatives and educators, understanding these boundaries is essential to protecting artistic integrity and amplifying marginalized voices.

Slide 3 & 4: Historical Foundations

Title: Roots of Free Expression in Poetry
Timeline
- 1773: Phillis Wheatley publishes Poems on Various Subjects, Religious and Moral- First book by an African American woman poet.
- 1791: First Amendment ratified-Establishes the constitutional right to free speech and expression.
- 1927: Whitney v. California- Supreme Court begins shaping free speech doctrine, influencing artistic protections.
- 1957: Allen Ginsberg’s Howl is seized for obscenity; landmark trial begins.
- 1959: Howl trial ends with ruling that the poem is protected under the First Amendment-major win for literary freedom.
- 1965: Amiri Baraka publishes A Black Mass, blending poetry and political critique during the Black Arts Movement.
- 1978: U.S. Supreme Court affirms in FCC v. Pacifica Foundation that artistic speech can be regulated-but also recognized its expressive value.
- 1993: Maya Angelou reads On the Pulse of Morning at President Clinton’s inauguration-poetry enters national civic discourse.
- 2021: Amanda Gorman performs The Hill We Climb at President Biden’s inauguration-poetry as national healing and critique.
- 2022: Over 1,600 books-including poetry collections-banned or challenged in U.S. schools (Freedom Forum)
Speaker Notes: Let’s start with the roots—because poetic resistance didn’t begin in a vacuum. It’s built on centuries of bold expression and legal reckoning. In 1773, Phillis Wheatley published Poems on Various Subjects, Religious and Moral—the first book by an African American woman poet. Her work wasn’t just literary; it was revolutionary. She wrote herself into a world that tried to erase her, and in doing so, she laid a foundation for poetic defiance. Just 18 years later, in 1791, the First Amendment was ratified. It didn’t just grant legal protection—it affirmed a moral commitment to the dignity of expression. As Campbell (2017) puts it, “The First Amendment is not merely a legal protection—it is a moral commitment to the dignity of expression.” That commitment has echoed through every generation of poetic resistance. By 1927, the Supreme Court began shaping what free speech actually meant in Whitney v. California. This case cracked open the door for artistic protections—recognizing that expression, even when uncomfortable, deserves space. Fast forward to 1957: Allen Ginsberg’s Howl was seized for obscenity. That trial wasn’t just about one poem—it was about whether raw, unfiltered truth had a place in public discourse. And in 1959, the court ruled that Howl was protected under the First Amendment. That was a seismic win for literary freedom. Then came 1965, when Amiri Baraka published A Black Mass—a fierce blend of poetry and political critique that embodied the spirit of the Black Arts Movement. His work didn’t ask for permission; it demanded recognition. In 1978, the Supreme Court ruled in FCC v. Pacifica Foundation that artistic speech could be regulated—but also acknowledged its expressive value. That tension still shapes how we navigate censorship today. By 1993, poetry entered national civic discourse when Maya Angelou read On the Pulse of Morning at President Clinton’s inauguration. Her voice carried the weight of history and the promise of change. And in 2021, Amanda Gorman stood at President Biden’s inauguration and performed The Hill We Climb—a poem that offered both healing and critique. Her presence was proof that poetry still matters, still moves, still mobilizes. But let’s not romanticize progress. In 2022, over 1,600 books—including poetry collections—were banned or challenged in U.S. schools. That’s not just a statistic. That’s a warning. From Wheatley to Gorman, from courtroom battles to inaugural stages, poetry has always been a form of resistance. These moments remind us that free expression isn’t static—it’s shaped by those who dare to speak, write, and imagine beyond the boundaries.

Slide 5: Contemporary Challenges

Title: Modern Threats to Poetic Freedom
Bar Graph Infographic
- Title: Book Bans in U.S. Schools (2022)
- Y-Axis: Number of Titles Banned or Challenged
- X-Axis: Categories of Literature
  - Poetry Collection: 320
  - Novels: 540
  - Memories: 280
  - Graphic Novels: 260
  - Other: 200
    - Source: Freedom Forum (2022)
Bullet Points
- Rise in digital censorship and algorithmic bias (Lakier, 2021).
- Over 1,600 books banned or challenged in 2022-including 320 poetry collections (Freedom Forum, 2022).
- Real-World examples: Amanda Gorman’s The Hill We Climb, Rudy Francisco’s To The Man Who Shot My Father
- The infographic bar graph is a breakdown of banned literary categories.
- Quote: “Private platforms now wield the power to silence speech without constitutional accountability,” -Lakier
Speaker Notes: Today, poetic freedom faces new and evolving threats. As Lakier (2021) explains, “Private platforms now wield the power to silence speech without constitutional accountability.” Rudy Francisco’s poem To the Man Who Shot My Father was flagged on Instagram for “sensitive content,” despite its emotional depth and artistic merit. Amanda Gorman’s inaugural poem The Hill We Climb was challenged in Florida schools for being “indoctrinating.” According to Freedom Forum, over 1,600 books were banned or challenged in U.S. schools in 2022—including 320 poetry collections. The updated infographic shows how poetry is disproportionately targeted alongside novels and memoirs. These examples reveal how censorship adapts to new platforms and policies. For poets, educators, and advocates, understanding these dynamics is essential to defending expressive rights in both digital and educational spaces.

Slide 6: Poetry as a Critique

Title: Poetry as a Critique
Bullet Points
- “Howl” by Allen Ginsberg: Once banned, now protected.
- Richard Blanco: “Poetry is the voice of democracy.”
- Cultural, emotional, and communal power.
- Insight: “The poem’s survival became a landmark victory for literary freedom.”-Rohde
Speaker Notes: Poetry isn’t just personal—it’s political. Allen Ginsberg’s “Howl” was banned for obscenity in 1957, but later upheld as protected speech. As Rohde (2015) notes, “The poem’s survival became a landmark victory for literary freedom.” Richard Blanco, who read at President Obama’s inauguration, said, “Poetry is the voice of democracy—it’s how we speak truth to power” (WGBH, 2019). These works show how poetic expression challenges norms and builds community. As PoemVerse reminds us, “Poetry doesn’t just reflect freedom—it demands it.”

Slide 7: Conclusion

Title: Protecting the Flame
Bullet Points:
- Poetry=Advocacy
- First Amendment=Empowerment + Fragility
- Shattuck & Risse Quote: “Freedom of speech must be reimagined to protect not just the right to speak, but the right to be heard.”
- Final Reflection: “A poem is a lantern in the dark-let us protect the flame.”
Speaker Notes: Poetry is not just art—it’s advocacy. The First Amendment empowers poets to speak truth and challenge injustice, but that freedom is fragile. As Shattuck and Risse (2021) argue, “Freedom of speech must be reimagined to protect not just the right to speak, but the right to be heard.” As creatives and educators, we must understand and defend the rights that make expression possible. A poem is a lantern in the dark—let us protect the flame.

Slide: 8, 9, and 10: References

Title: References
Bullet Points
- Angelou, M. (1993). On the pulse of morning [Poem]. Inaugural reading, President Bill Clinton’s inauguration.
- Campbell, R. (2017). Poetry and the First Amendment: A legal perspective on creative expression. Journal of Free Speech Studies, 12(3), 45–62.
- Freedom Forum. (2023). Free speech and the arts: A modern analysis. https://www.freedomforum.org/free-speech-and-the-arts
- Freedom Forum. (2022). Book bans in America: A 2022 report on censorship in schools. https://www.freedomforum.org (Used for the statistic on 1,600+ banned or challenged books.)
- Federal Communications Commission v. Pacifica Foundation, 438 U.S. 726 (1978).
- Grace. (2020, September 24). MTB: Protest Poetry. DVerse. https://dversepoets.com/2020/09/24/mtb-protest-poetry/
- Gorman, A. (2021). The hill we climb: An inaugural poem for the country. Viking Books.
- Harvard Law Review. (2021). Creative liberties: The First Amendment and artistic speech. Harvard Law Review, 134(5), 1120–1145.
- Howl (poem). (2023, February 17). Wikipedia. https://en.wikipedia.org/wiki/Howl_(poem)
- https://www.facebook.com/entertainmentweekly. (2024). Poetry at the Presidential inauguration: The Richard Blanco poem “One Today,” its form and meaning. EW.com. https://ew.com/article/2013/01/21/inaugural-richard-blanco/
- Morgan, B. (2006). The typewriter is holy: The complete, uncensored history of the Beat Generation. Free Press. (Includes detailed account of the “Howl” obscenity trial and its impact.)
- Neal, L. (1968). The Black Arts Movement. The Drama Review, 12(4), 29–39. https://doi.org/10.2307/1144377 (Context for Amiri Baraka and political poetry of the 1960s.)
- PoemVerse. (2024). Banned but beloved: Poems that challenged the status quo. https://www.poemverse.org/banned-poems
- Rohde, D. (2015). The poem that changed America: Howl and the battle for free expression. PoemVerse.
- Shattuck, J., & Risse, M. (2021). Reimagining rights & responsibilities in the United States: Freedom of speech and media (HKS Faculty Research Working Paper Series RWP21-004). Harvard Kennedy School. https://www.hks.harvard.edu/publications/reimagining-rights-responsibilities-united-states-freedom-speech-and-media
- U.S. Const. amend. I. (1791).
- WGBH. (2023). Censorship and creativity: The battle over banned books and poems. https://www.wgbh.org/news/censorship-and-creativity
- Wheatley, P. (1773). Poems on various subjects, religious and moral. London: Archibald Bell.
- Whitney v. California, 274 U.S. 357 (1927).
Speaker Notes: These are the sources that informed my presentation. They include scholarly articles, non profit reports, and professional reflections-all chosen for their credibility and relevance to poetic freedom. Together, they show how legal theory, lived experience, and creative practice intersect in the fight for expressive rights.

5-2 Project One Submission: Instructor Feedback

Overall Feedback

Hi Jasmine

Your 5-2 Informative Presentation titled The First Amendment and the Protection of Poetic Expression was powerful, thoughtful, and eloquently constructed. You connected the legal, historical, and emotional dimensions of poetic freedom in a way that felt both scholarly and deeply personal. From your opening question about what happens when a poem is banned, you immediately captured the audience’s attention and framed your topic as more than legal theory. It became a defense of creativity and voice.

Your slides were beautifully organized and easy to follow. The timeline provided an excellent overview of major moments in poetic freedom from Phillis Wheatley’s early publication to Amanda Gorman’s contemporary voice. This historical thread helped the audience see how poetry has always reflected and challenged cultural norms. You also did an outstanding job integrating credible sources such as Campbell, Freedom Forum, and Lakier, which grounded your discussion in strong research.

The section on contemporary challenges was especially impactful. By including current examples like Gorman and Francisco, you showed how censorship and bias are not just historical problems but active forces shaping modern expression. The visual bar graph clearly communicated the scale of book bans and added strong visual interest. Your discussion of algorithmic bias and private platforms silencing artists was insightful and timely, demonstrating a sophisticated understanding of digital age censorship.

Your slides on poetry as critique and the closing message Protecting the Flame were especially moving. The quotes from Richard Blanco and Shattuck and Risse reinforced your theme of poetry as both advocacy and illumination. Your final reflection, A poem is a lantern in the dark, let us protect the flame, beautifully tied together the emotional and intellectual core of your message.

To make future presentations even stronger, you might consider briefly contrasting how First Amendment protections apply differently to private versus public settings, which would give additional clarity to your discussion on digital censorship.

Overall, your presentation was eloquent, informative, and inspiring.

Patti

Rubric
~Topic Title and Resources: Topic Selection 7/7
Selects a relevant topic for an informative business presentation

~Topic Title and Resources: Intended Audience 12/12
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner

~ Topic Title and Resources: Resource Selections 10/10
Exceeds expectations by providing more than five credible resources, at least two of which are scholarly

~Informative Presentation: Purpose Statement 12/12
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner

~Informative Presentation: Organization 15/15
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner

~Informative Presentation: Visual Aids 10/10
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner

~Informative Presentation: Language Use 12/12
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner

~Informative Presentation: Speaker Notes 12/12
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner

~Clear Communication 5/5
Exceeds expectations with an intentional use of language that promotes a thorough understanding

~Citations and Attributions 5/5
Uses oral citations for ideas requiring attribution, with few or no minor errors

6-1 Discussion: Persuasive Outline
40/40 A

Jasmine Padgett

SNHU

COM 213: Public Speaking and Presentation Skills
Instructor: Patricia Garcia

Date: October 6, 2025

6-1 Discussion: Persuasive Outline

Project Two: The First Amendment and the Protection of Poetic Expression

COM 213 Speech Outline

Planning

Speech Topic: The First Amendment and the Protection of Poetic Expression

General Purpose Statement: To persuade

Audience Information: Fellow creatives, educators, and professionals in literary and communication fields

Audience Considerations:

Respect for diverse cultural and political perspectives
Awareness of trauma and censorship experiences among marginalized communities
Sensitivity to the emotional and sociopolitical weight of poetic expression

Introduction

Attention Getter: “What happens when a poem is banned? When a metaphor is deemed too dangerous to speak aloud?”

Statement of Credibility: As a poet and advocate for creative freedom, I’ve studied how the First Amendment protects—and sometimes fails—those who use poetry to challenge injustice.

Relevance Statement: For creatives and educators, understanding the legal and cultural boundaries of free expression is essential to protecting artistic integrity and amplifying marginalized voices.

Thesis Statement: We must actively defend the First Amendment’s protection of poetic expression, not only as a legal right but as a cultural necessity—because when poetry is silenced, so are the voices of resistance, healing, and transformation.

Full Introduction

What happens when a poem is banned? When a metaphor is deemed too dangerous to speak aloud? As a poet and advocate for creative freedom, I’ve studied how the First Amendment protects—and sometimes fails—those who use poetry to challenge injustice. For creatives and educators, understanding the legal and cultural boundaries of free expression is essential to protecting artistic integrity and amplifying marginalized voices. This presentation argues that we must actively defend the First Amendment’s protection of poetic expression, not only as a legal right but as a cultural necessity—because when poetry is silenced, so are the voices of resistance, healing, and transformation.

Body

Main Point One: The First Amendment is foundational to poetic resistance

Sub-point: Its origins are rooted in natural rights and the protection of dissent (Campbell, 2017)

Sub-point: Early poetic movements relied on speech protections to challenge injustice

Transition: But today, those protections are under threat in new and insidious ways

Main Point Two: Poetic freedom is increasingly endangered

Sub-point: Digital censorship and algorithmic suppression silence controversial voices (Harvard Law Review, 2021)

Sub-point: Book banning disproportionately targets poems by marginalized authors (Freedom Forum, n.d.)

Transition: These threats demand not just awareness—but action

Main Point Three: Defending poetic expression defends democracy

Sub-point: Poems like those by Richard Blanco and others push boundaries and inspire civic dialogue (WGBH, 2019)

Sub-point: Poetic expression fosters empathy, challenges norms, and builds inclusive communities (PoemVerse, n.d.)

Transition: To protect poetry is to protect the soul of free speech

Conclusion

Statement of Closure: Poetry is not just art—it’s advocacy, and its protection is a moral imperative

Recap of Thesis/Main Points: The First Amendment empowers poets to speak truth, challenge norms, and resist suppression. But this freedom is fragile. We must defend it—legally, culturally, and communally.

Full Conclusion:

References

Campbell, J. (2017). Natural rights and the First Amendment. Yale Law Journal, 127(2), 246–489. https://www.yalelawjournal.org/article/natural-rights-and-the-first-amendment

Harvard Law Review. (2021). Freedom of speech and the non-First Amendment law. Harvard Law Review, 134, 2299–2345. https://harvardlawreview.org/wp-content/uploads/2021/05/134-Harv.-L.-Rev.-2299.pdf

Freedom Forum. (n.d.). Banned poems: 13 poems that faced banning attempts. https://www.freedomforum.org/banned-poems/

PoemVerse. (n.d.). Poems celebrating the First Amendment: Giving voice to freedom. https://poemverse.org/poems-about-the-first-amendment/

WGBH. (2019, March 6). Poet Richard Blanco on the First Amendment and freedom of speech. https://www.wgbh.org/2019-03-06/poet-richard-blanco-on-the-first-amendment-and-freedom-of-speech

For Peer Feedback

Effectiveness of Conclusion: Does the final call to action feel urgent and empowering?
Appropriate and Ethical Use of Emotion: Am I using emotional appeals in a way that feels authentic and respectful—not manipulative?

What’s Changed from the Informative Version

Purpose Shift: From informing to persuading—now I’m urging action, not just sharing facts.
Thesis Revision: The original thesis emphasized understanding; the new one emphasizes defending poetic freedom.
Tone & Structure: More assertive and emotionally resonant language, with transitions that build urgency and connection.
Evidence Use: Sources now support a persuasive claim, not just an informative overview.

6-1 Discussion: Instructor Feedback

Overall Feedback

Hi Jasmine,

You created an excellent persuasive outline on the First Amendment and poetic expression. Your topic is powerful, relevant, and deeply meaningful, and your writing shows both artistry and critical thought. The introduction immediately captures attention with thought-provoking questions that challenge the audience to reflect on the fragility of creative freedom. Your credibility and relevance statements flow smoothly and give the audience confidence in your perspective, while your thesis clearly establishes why defending poetic expression is a moral and cultural necessity. The organization of your speech is strong, with each main point building logically toward your call to action. Your transitions guide the audience effortlessly, and your use of credible, scholarly sources enhances both your authority and the persuasive power of your message. The conclusion is eloquent and memorable, closing the speech with conviction and purpose. If you wanted to add a final touch, you could briefly reference a specific poet or banned poem as an example to make your message even more vivid. Overall, your outline demonstrates a beautiful balance of logic, emotion, and ethics, which are the core elements of persuasive speaking.

Your peer feedback is equally strong, thoughtful, and supportive. You consistently give detailed and constructive comments that align with best practices in public speaking. Your response to Dee Dee was clear and professional, highlighting strong elements like inclusivity and persuasive structure while offering useful, actionable advice for enhancing urgency and impact. Your feedback to Jayden was equally insightful, recognizing the emotional strength of their introduction and suggesting small refinements to strengthen flow and clarity. In both replies, your tone is warm, respectful, and confident. You write as both a peer and a mentor, helping others improve while celebrating their strengths. Excellent work showing both academic understanding and genuine care for communication that inspires change.

Patti

Rubric
~Audience, Purpose, and Tone 30/30
Develops a speech outline that includes content and delivery strategies appropriate for engaging the audience and conveying the purpose, and uses an appropriate tone

~Completeness 30/30
Completes all components of the speech outline effectively to create a well-organized speech/presentation (introduction, body, conclusion)

~Timeliness 10/10
Submits initial post on time

~Engagement 20/20
Provides relevant and meaningful response posts with clarifying explanation and detail

~Clear Communication 5/5
Exceeds expectations with an intentional use of language that promotes a thorough understanding

~Citations and Attributions 5/5
Uses citations for ideas requiring attribution, with few or no minor errors

6-2 Video Journal: Speech Best Practices
80/80 A

Jasmine Padgett

SNHU

COM 213: Public Speaking and Presentation Skills

Instructor: Patricia Garcia

6-2 Video Journal Speech Best Practices

Hi, I’m Jasmine Padgett, and in this video journal I’ll be analyzing the speech titled “Speech Bad Example”—a politician’s attempt to secure his party’s nomination. What stood out immediately were several poor communication techniques, both verbal and nonverbal.

First, the speaker’s body language lacked intention. His posture was stiff, his gestures were either absent or awkward, and he rarely made eye contact with the audience. This created a disconnect and made the message feel impersonal. As noted in The Art of Public Speaking, Chapter 13 by Stephen Lucas, effective delivery requires purposeful movement and strong eye contact to build trust and engagement.

Vocally, the speaker’s tone was flat and tedious. There was little variation in pitch or pace, which made the speech feel lifeless. He also rushed through key points without pausing for emphasis or reflection. As Lucas explains in Chapter 13, vocal inflection and strategic pauses are essential tools for highlighting meaning and managing audience attention.

To improve, the speaker should have embraced best practices like rehearsing with vocal variety, using gestures that reinforce his message, and maintaining eye contact to connect with listeners. Practicing impromptu delivery—as recommended in The Art of Public Speaking—would have helped him sound more natural and confident.

When I present, I aim to embody these principles: I use expressive tone, intentional pauses, and open body language to communicate not just information, but conviction. As creatives and advocates, our delivery is part of our message. It’s how we make people feel seen, heard, and moved.

Thank you.

6-2 Video Journal: Instructor Feedback

No Comments Made

Rubric Comments
~Communication Techniques 20/20
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner
~Best Practices 20/20
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner
~Delivery 20/20
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner
~Articulation of Response 12/12
Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner
~Citations and Attributions 8/8
Uses oral citations for ideas requiring attribution, with few or no minor errors

7-1 Activity: Listening Best Practices
30/30 A

Jasmine Padgett

Instructor: Patricia Garcia

COM 213: Public Speaking and Presentation Skills

SNHU

October 13, 2025

Listening Best Practices: Evaluation of “Bringing Baths Into the 21st Century”

Fredy Vasilev’s pitch for Bathomatic omits three critical elements: market data, user testimonials, and a clear implementation roadmap. Without statistics on consumer demand or projected growth, his claim of a “bathroom standard of the future” remains speculative. The absence of user feedback weakens emotional appeal—no voices to validate the product’s impact. Finally, the lack of a rollout strategy leaves investors uncertain about how the requested £1 million would translate into tangible returns (BBC Studios, 2019).

To identify these gaps, I employed focused repetition—rewatching key segments to trace logic and evidence. I also practiced evaluative listening, asking, “What’s missing that would convince me?” This sharpened my critique. Lastly, I used reflective note-taking, jotting down claims and cross-referencing them with what wasn’t said. These strategies illuminated the persuasive voids and clarified why the pitch faltered.

Listening isn’t passive—it’s a scalpel. When wielded with intention, it reveals not just what’s spoken, but what’s strategically unsaid.

Reference

BBC Studios. (2019, June 6). “Serial Inventor” Wants £1M For “Genius” Bathroom Invention | Dragons’ Den [Video]. YouTube. https://www.youtube.com/watch?v=dI7yH9xa2nY

7-1 Activity: Instructor Feedback

Overall Feedback

Hi Jasmine,

You did an outstanding job analyzing the weaknesses in Fredy Vasilev’s persuasive pitch. You clearly identified three critical pieces of missing information, including market data, user testimonials, and a rollout plan, and explained how each one weakened the overall persuasiveness of his message. Your connection between the missing details and their impact on credibility and investor confidence shows a strong understanding of effective persuasion.

Your listening strategies were also very well explained. Rewatching key segments, practicing evaluative listening, and using reflective note-taking are excellent examples of active listening in action. I especially like how you described listening as an intentional and analytical process rather than a passive one. That insight shows real depth and engagement with the assignment.

Your APA citation for the video is formatted correctly, which meets the prompt requirements. Overall, this is a sharp, thoughtful, and well-written submission that demonstrates excellent comprehension of both persuasive analysis and listening best practices.

Best,
Patti

Rubric
~Missing Information 35/35
Describes at least three issues or gaps in the speech; explains how these issues affect the purpose and audience of the speech

~Listening Strategies 35/35
Describes at least three listening strategies; explains how these strategies helped evaluate the speech

~Clear Communication 15/15
Consistently and effectively communicates in an organized way to a specific audience

~Citations and Attributions 15/15
Uses citations for ideas requiring attribution, with consistent minor errors

7-2 Project Two Submission
150/150 A

COM 213 7-2 Persuasive Speech: The First Amendment and the Protection of Poetic Expression By Jasmine Padgett

Jasmine Padgett
Instructor: Patricia Garcia
COM 213: Public Speaking and Presentation Skills
SNHU
October 13, 2025
7-2 Project

The First Amendment and the Protection of Poetic Expression

Planning

Speech Topic: The First Amendment and the Protection of Poetic Expression

General Purpose Statement: To persuade

Audience Information: Organizational leaders, creatives, educators, and professionals in literary and communication fields who value free expression and cultural integrity

Audience Considerations:

Respect for diverse cultural and political perspectives
Awareness of trauma and censorship experiences among marginalized communities
Sensitivity to emotional and sociopolitical weight of poetic expression
Shared values of empathy, democracy, and artistic freedom

Introduction

Attention Getter: What happens when a poem is banned? When a metaphor is deemed too dangerous to speak aloud?

Statement of Credibility: As a poet and advocate for creative freedom, I’ve studied how the First Amendment protects—and sometimes fails—those who use poetry to challenge injustice.

Relevance Statement: For creatives and educators, understanding the legal and cultural boundaries of free expression is essential to protecting artistic integrity and amplifying marginalized voices.

Full Introduction:

Body

Main Point One: The First Amendment is foundational to poetic resistance

Sub-point: Its origins are rooted in natural rights and the protection of dissent (Campbell, 2017)

Sub-point: Early poetic movements relied on speech protections to challenge injustice

Transition: But today, those protections are under threat in new and insidious ways

Main Point Two: Poetic freedom is increasingly endangered

Sub-point: Digital censorship and algorithmic suppression silence controversial voices (Harvard Law Review, 2021)

Sub-point: Book banning disproportionately targets poems by marginalized authors (Freedom Forum, n.d.)

Sub-point: Example: Danez Smith’s “Dear White America” was removed from a school curriculum for being “too provocative”—but provocation is how poetry wakes us up

Transition: These threats demand not just awareness—but action

Main Point Three: Defending poetic expression defends democracy

Sub-point: Poems like those by Richard Blanco push boundaries and inspire civic dialogue (WGBH, 2019)

Sub-point: Poetic expression fosters empathy, challenges norms, and builds inclusive communities (PoemVerse, n.d.)

Transition: To protect poetry is to protect the soul of free speech

Conclusion

Statement of Closure: Poetry is not just art—it’s advocacy, and its protection is a moral imperative.

Full Conclusion:

Poetry is not just art—it’s advocacy, and its protection is a moral imperative. The First Amendment empowers poets to speak truth, challenge norms, and resist suppression. But this freedom is fragile. We must defend it—legally, culturally, and communally. As creatives and educators, we have a responsibility to protect the voices that shape our collective conscience. I urge this organization to take action: host poetry readings that center marginalized voices, partner with schools and libraries to resist book bans, support legal efforts that defend artistic expression, and raise your voice when others are silenced. Because when we protect poetry, we protect the conscience of our culture.

References

Campbell, J. (2017). Natural rights and the First Amendment. Yale Law Journal, 127(2), 246–489. https://www.yalelawjournal.org/article/natural-rights-and-the-first-amendment

Freedom Forum. (n.d.). Banned poems: 13 poems that faced banning attempts. https://www.freedomforum.org/banned-poems/

Harvard Law Review. (2021). Freedom of speech and the non-First Amendment law. Harvard Law Review, 134, 2299–2345. https://harvardlawreview.org/wp-content/uploads/2021/05/134-Harv.-L.-Rev.-2299.pdf

PoemVerse. (n.d.). Poems celebrating the First Amendment: Giving voice to freedom. https://poemverse.org/poems-about-the-first-amendment/

WGBH. (2019, March 6). Poet Richard Blanco on the First Amendment and freedom of speech. https://www.wgbh.org/2019-03-06/poet-richard-blanco-on-the-first-amendment-and-freedom-of-speech

Jasmine Padgett
Instructor: Patricia Garcia
COM 213: Public Speaking and Presentation Skills
SNHU
October 13, 2025
7-2 Project

The First Amendment and the Protection of Poetic Expression

Key:⏳ = Suggested time 🎙️ = Vocal cue ✋ = Gesture cue

⏳ 0:00–0:20 | Introduction

🎙️ “What happens when a poem is banned? When a metaphor is deemed too dangerous to speak aloud?” ✋ (Pause. Open palms. Eye contact.)

🎙️ “As a poet and advocate for creative freedom, I’ve studied how the First Amendment protects—and sometimes fails—those who use poetry to challenge injustice.”

🎙️ “For creatives and educators, understanding the legal and cultural boundaries of free expression is essential to protecting artistic integrity and amplifying marginalized voices.”

🎙️ “We must actively defend the First Amendment’s protection of poetic expression—not only as a legal right, but as a cultural necessity. Because when poetry is silenced, so are the voices of resistance, healing, and transformation.” ✋ (Firm hand gesture on “actively defend.” Slight pause before final sentence.)

⏳ 0:20–1:10 | Main Point 1 – Foundation of Poetic Resistance

🎙️ “The First Amendment was born from the belief in natural rights—the idea that dissent is not just permitted, but protected (Campbell, 2017).”

🎙️ “Poets like Langston Hughes and Allen Ginsberg relied on this freedom. Their verses weren’t just art—they were acts of resistance.” ✋ (Use one hand to gesture outward on “acts of resistance.”)

🎙️ “But today, those protections are under threat in new and insidious ways.” ✋ (Lean slightly forward to signal transition.)

⏳ 1:10–2:10 | Main Point 2 – Modern Threats to Poetic Freedom

🎙️ “Digital platforms—once celebrated for democratizing speech—now use algorithms that suppress controversial voices, especially those from marginalized communities (Harvard Law Review, 2021).”

🎙️ “Book banning disproportionately targets poems by Black, Indigenous, and LGBTQ+ authors (Freedom Forum, n.d.).”

🎙️ “Take Danez Smith’s ‘Dear White America.’ It was removed from a school curriculum for being ‘too provocative.’ But provocation is the point—it’s how poetry wakes us up.” ✋ (Use air quotes for “too provocative.” Pause before “it’s how poetry wakes us up.”)

🎙️ “This isn’t just censorship—it’s erasure. And it demands action.” ✋ (Strong tone. Slight pause.)

⏳ 2:10–3:00 | Main Point 3 – Poetry as Democratic Power

🎙️ “Poets like Richard Blanco have shown how verse can push boundaries and inspire civic dialogue (WGBH, 2019).”

🎙️ “Poetry fosters empathy, challenges norms, and builds inclusive communities (PoemVerse, n.d.).”

🎙️ “To protect poetry is to protect the soul of free speech.” ✋ (Open gesture. Let the line breathe.)

⏳ 3:00–4:00 | Conclusion & Call to Action

🎙️ “Poetry is not just art—it’s advocacy. And its protection is a moral imperative.”

🎙️ “The First Amendment empowers poets to speak truth, challenge norms, and resist suppression. But this freedom is fragile.”

🎙️ “So here’s what I ask of you:” ✋ (Step forward slightly. Use fingers to count.)

🎙️ “Host poetry readings that center marginalized voices. Partner with schools and libraries to resist book bans. Support legal efforts that defend artistic expression. And most importantly, raise your voice when others are silenced.”

🎙️ “Because when we protect poetry, we protect the conscience of our culture.” ✋ (Return to center. Calm, grounded tone.)

🎙️ “Thank you.” ✋ (Hold eye contact. Small nod.)

7-2 Project 2 Submission: Instructor Feedback

Overall Feedback

Jasmine, you did an exceptional job with your persuasive speech on the First Amendment and the protection of poetic expression. Your introduction is powerful and thought-provoking, immediately engaging the audience by asking questions that challenge them to consider the consequences of censorship. You establish strong credibility as both a poet and an advocate for creative freedom, and your thesis beautifully connects the legal importance of the First Amendment to the moral and cultural necessity of preserving artistic expression.

Your main points are clearly organized and supported by credible sources such as The Yale Law Journal, Harvard Law Review, and Freedom Forum. You skillfully balance logic, ethics, and emotion throughout your argument, grounding your speech in both constitutional principles and human experience. The inclusion of examples like Danez Smith’s “Dear White America” adds depth and personal resonance to your message, making it relatable and impactful. Your transitions flow naturally, guiding the audience through each point while reinforcing your overall theme of defending creative integrity.

The conclusion is eloquent and inspiring, leaving the audience with a clear call to action that aligns perfectly with your purpose. Your speech goes beyond persuasion and empowers others to take responsibility for protecting artistic and cultural freedom. This is a beautifully written and intellectually strong presentation that demonstrates both passion and professionalism.

Patti

Rubric

Persuasive Components: Introduction: Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Persuasive Components: Body: Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Persuasive Components: Conclusion: Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Persuasive Components: Audience Centeredness: Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Speech Delivery: Vocal Presentation: Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Speech Delivery: Length: Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Speech Delivery: Body Language: Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Speech Delivery: Space: Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Clear Communication: Exceeds expectations with an intentional use of language that promotes a thorough understanding
Citations and Attributions: Uses oral citations for ideas requiring attribution, with few or no minor errors

8-1 Video Journal: Growth and Opportunity
80/80 A

When I was young, I didn't speak much. As I aged, I used to speak to be heard. Now, I speak to be felt.

This course didn't just sharpen my delivery it deepened my conviction. I've grown most in clarity and emotional resonance:
- I anchor arguments in lived experience.
- I weave vivid examples with legal precedent.
- I revise with humility, speak with purpose, and listen with empathy.

These skills have transformed my academic writing, my peer feedback, and my advocacy. They'll serve me in interviews, in boardrooms, and in community spaces where truth needs a voice.

But growth is never finished.
- I still stumble in impromptu moments-when structure slips and nerves arise.
- I want to master naturalness: To speak with ease when the script disappears.

Because real life rarely hands us a podium. It asks us to rise, ready or not.

So I'll keep practicing.
Not just to present-but to connect.
Not just to persuade-but to empower.

8-1 Video Journal: Instructor Feedback

Patricia Garcia

Thank you for sharing your final reflection. You did a great job describing how you have grown as a speaker this term. It is clear that you have gained more confidence and developed stronger organization and audience awareness. These skills will continue to help you in your academic, professional, and personal life.

You also did well identifying areas where you can keep improving. Recognizing what to strengthen shows real self-awareness and commitment to growth. Keep practicing and applying what you have learned whenever you communicate with others.

Your video was clear and easy to follow. Excellent work reflecting on your experience and progress this term.

10/28/2025, 11:05 AM

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COM 213: Public Speaking and Presentations

1-1 Discussion: Past Experiences With Public Speaking 40/40 A

1-1 Discussion: Instructor Feedback

1-2 Milestone One 50/50 A

1-2 Milestone One: Instructor Feedback

2-1 Activity: Annotated Bibliography 30/30 A

2-1 Activity: Instructor Feedback

2-2 Video Journal: Ethical Resources80/80 A

2-2 Video Journal: Instructor Feedback

3-1 Discussion: Communication and Technology40/40 A

3-1 Discussion: Instructor Feedback

3-2 Video Journal: Audience Analysis80/80 A

3-2 Video Journal: Instructor Feedback

4-1 Discussion: Informative Speech Outline 40/40 A

4-1 Discussion: Instructor Feedback

4-2 Video Journal: Visual Aids 80/80 A

4-2 Video Journal: Instructor Feedback

5-1 Activity: Persuasive Claim 30/30 A

5-1 Activity: Instructor Feedback

5-2 Project One Submission (speaker notes) 150/150 A

5-2 Project One Submission: Instructor Feedback

6-1 Discussion: Persuasive Outline 40/40 A

Planning

Introduction

Body

Conclusion

For Peer Feedback

What’s Changed from the Informative Version

6-1 Discussion: Instructor Feedback

6-2 Video Journal: Speech Best Practices 80/80 A

6-2 Video Journal: Instructor Feedback

7-1 Activity: Listening Best Practices 30/30 A

7-1 Activity: Instructor Feedback

7-2 Project Two Submission 150/150 A

Planning

Body

Conclusion

References

⏳ 0:00–0:20 | Introduction

⏳ 0:20–1:10 | Main Point 1 – Foundation of Poetic Resistance

⏳ 1:10–2:10 | Main Point 2 – Modern Threats to Poetic Freedom

⏳ 2:10–3:00 | Main Point 3 – Poetry as Democratic Power

⏳ 3:00–4:00 | Conclusion & Call to Action

7-2 Project 2 Submission: Instructor Feedback

8-1 Video Journal: Growth and Opportunity 80/80 A

8-1 Video Journal: Instructor Feedback

1-1 Discussion: Past Experiences With Public Speaking
40/40 A

1-2 Milestone One
50/50 A

2-1 Activity: Annotated Bibliography
30/30 A

2-2 Video Journal: Ethical Resources
80/80 A

3-1 Discussion: Communication and Technology
40/40 A

3-2 Video Journal: Audience Analysis
80/80 A

4-1 Discussion: Informative Speech Outline
40/40 A

4-2 Video Journal: Visual Aids
80/80 A

5-1 Activity: Persuasive Claim
30/30 A

5-2 Project One Submission (speaker notes)
150/150 A

6-1 Discussion: Persuasive Outline
40/40 A

6-2 Video Journal: Speech Best Practices
80/80 A

7-1 Activity: Listening Best Practices
30/30 A

7-2 Project Two Submission
150/150 A

8-1 Video Journal: Growth and Opportunity
80/80 A