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CA 103 Public Speaking
DeReus, Darrin L.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CA 103 Public Speaking

Semester

S2KK 2008 HA

Faculty

DeReus, Darrin L.

Title

Adjunct Faculty

Degrees/Certificates

MS, Cost Analysis
MBA

Office Location

Hanscom AFB

Office Hours

5pm - 10pm

Daytime Phone

781-377-1032

Other Phone

978-201-1235

E-Mail

dereusd@park.edu

dereusdj@comcast.net

Semester Dates

17 Mar-11 May 08

Class Days

M or W (please review Schedule)

Class Time

5 - 10 PM

Credit Hours

3


Textbook:
Lucas, Stephen E. The Art   of Public Speaking. 9th ed. Boston: McGraw-Hill. 2007. ISBN: 0-07-322865-6.

Be aware that this textbook, even if purchased used, should come with 2 Student CDs. Your instructor may direct you to various files on those CDs as part of the course requirements.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A development of the ability to speak clearly and express ideas effectively before an audience. Students plan, compose, and deliver various kinds of speeches and talks. Principles of effective rhetorical presentation are related to basic purposes and forms of public speech-communication. 3:0:3

Educational Philosophy:

I believe in having a highly interactive classroom environment that is relaxing and conducive to learning.  I believe that by having fun with this class, we will improve your ability for public speaking.  This will be on open environment for sharing thoughts and ideas.  Everyone is afraid of speaking in public.  My goal is to put you in a friendly environment and boost your confidence in your abilities and teach you some techniques to improve your speaking ability.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the fundamental elements of the speech process.
  2. Demonstrate understanding of the ethical standards of effective speakers.
  3. Select and narrow a topic with a particular audience/situation in mind.
  4. Design a message with a particular audience/situation in mind.
  5. Demonstrate research skills necessary to the public speaking process.
  6. When appropriate, use audio-visual resources to help the audience understand the speech.
  7. Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs.
  8. Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice.
  9. Utilize language strategies for effective oral presentations.
  10. Present convincing arguments through reason, personal credibility, and emotion.
  11. Evaluate and choose evidence appropriate to the speaker, speech, and occasion.
  12. Effectively support ideas using evidence, sources, and sensory aids.
  13. Critically analyze student speeches for soundness of reasoning and evidence, and offer useful feedback to peers.
  14. Create and present an effective informative message to a target audience.
  15. Create and present an effective persuasive message to a target audience. (The final speech will measure EITHER #14 or #15).
  16. Critically analyze his/her speaking performances.
  17. Identify and use techniques for effective listening.


Core Assessment:

The core assessment for CA103-Public Speaking will be a Final Speech. This speech be a type of speech (persuasive or informative, forexample) already given by the student during the semester. For example, if a student has given informative, persuasive, and demonstration speeches during the semester, he must select one of those types of speeches to give for the final. The rationale is that a student increases his mastery of a type of speaking by giving that type of speech twice. The length of the speech will be determined by the instructor, and the topic by the instructor and/or the student.

Link to Class Rubric

Class Assessment:
You will be graded on:

  • Speech 1 (Instructor-assigned speech) - 25% of course grade
  • Speech 2 (Informative Speech) - 25% of course grade
  • Speech 3 (Persuasive Speech) - 25% of course grade
  • Speech 4 - Final Exam/ Core Assessment (Instructor assigned) - 25% of course grade

Criteria Used for Evaluating Speeches:

The average speech (grade C) should meet the following criteria:

  • Conform to the kind of speech assigned -- informative, persuasive, etc.
  • Be submitted by the assigned date
  • Conform to the time limit
  • Have a clear specific purpose and central idea
  • Have an identifiable introduction, body, and conclusion
  • Show reasonable directness and competence in delivery
  • Be free of serious errors in grammar, pronunciation, and word usage
  • Be delivered according to the specifics of the assignment
  • Adhere to all recording specifications as covered in the Course Policies section of the syllabus

The above average speech (grade B) should meet the preceding criteria and also:

  • Deal with a challenging topic
  • Fulfill all major functions of a speech introduction and conclusion
  • Display clear organization of main points and supporting materials
  • Support main points with evidence that meets the test of accuracy, relevance, objectivity, and sufficiency
  • Exhibit proficient use of connectives -- transitions, internal previews, internal summaries, and signposts
  • Be delivered skillfully enough so as not to distract attention from the speaker's message

The superior speech (grade A) should meet all the preceding criteria and also:

  • Constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience
  • Sustain positive interest, feeling, and/or commitment among the audience
  • Contain elements of vividness and special interest in the use of language
  • Be delivered in a fluent, polished manner that strengthens the impact of the speaker's message

The below average speech (grade D or F) is seriously deficient in the criteria required for the C speech.


 

Grading:
 A = 90- 100%
B = 80-89%
C = 70-79%
D = 60-69% 
F = < 60%

Late Submission of Course Materials:

Due to the environment we are in, late submissions will be handled on a case by case basis.  Prior notification is required.

Classroom Rules of Conduct:

17 Mar - Chp 1,2,3,4, and 14  Introductions and syllabus overview
24 Mar - Chp 5,8,9,10 Discuss Speech 1, Informative
31 Mar - Chp 6,7,11,12,15,16
7 Apr -   Informative Speech 1
14 Apr - Chp 17, 18, Discuss Speech 2 Informative and Speeches 3 and 4 Persuasive
28 Apr - Informative Speech 2, Answer questions on Speech 3 and 4
5 May - Persuasive Speech 3
7 May - Persuasive Speech 4

Course Topic/Dates/Assignments:

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the student's ability to synthesize information from 4+ sources. The speech demonstrates the  student's ability to synthesize information from 2-3 sources. The speech demonstrates the  student's ability to synthesize information from 1 source. No sources are used. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the  student's ability to formulate and use creative, logical main points and convincing arguments. The speech demonstrates the student's ability to formulate and use logical main points and arguments. The speech demonstrates the  student's ability either to formulate and use vague or inappropriate main points or arguments. No coherent main points or arguments are present. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the  student's ability to evaluate and use unique, original materials and sources. The speech demonstrates the  student's ability to evaluate and use appropriate materials and sources. The speech demonstrates the  student's ability to evaluate and use marginally appropriate or unclear materials and sources. Inappropriate materials and sources are used; or, no materials or sources are used. 
Terminology                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
(In this area, terminology is interpreted as using vocabulary and grammar.) The speech demonstrates the student's ability to effectively use advanced, professional-level vocabulary and grammar. (In this area, terminology is interpreted as using vocabulary and grammar.) The final speech demonstrates the student's ability to use appropriate vocabulary and grammar. (In this area, terminology is interpreted as using vocabulary and grammar.) The final speech demonstrates the student's ability to use vocabulary and grammar on a rudimentary level. (In this area, terminology is interpreted as using vocabulary and grammar.) Grammar and vocabulary are poorly used and/or inappropriate. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
(In this area, one of the most important concepts mastered by students is organization). The speech demonstrates the student's ability to organize content into seamless, easy-to-follow introduction, body, and conclusion. (In this area, one of the most important concepts mastered by students is organization). The speech demonstrates the student's ability to organize content into clear introduction, body, and conclusion. (In this area, one of the most important concepts mastered by students is organization). The speech demonstrates the student's ability to organize content into rudimentary (but difficult to follow) introduction, body, and conclusion. (In this area, one of the most important concepts mastered by students is organization). No clear introduction, body, and conclusion are present. 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the  student's to effectively apply principles of good public speaking, including consistent eye contact with all audience members and having no distractors (un, uh, like). The speech demonstrates the  student's to effectively apply principles of good public speaking, including consistent eye contact and using few distractors (un, uh, like). The speech demonstrates the student's to sporadically apply principles of good public speaking. Eye contact is inconsistent, and many distractors (un, uh, like) are present. Eye contact is non-existent, and distractors (un, uh, like) are common. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the student's ability to deliver audience-appropriate content professionally. Organization is clear and clever, and delivery is energetic and engages audience. The speech demonstrates the student's ability to deliver audience-appropriate content. Organization is clear, and delivery engages audience. The speech usually demonstrates the student's ability to deliver audience-appropriate content. Organization is usually clear, and delivery sometimes engages the audience. Content is not audience appropriate. Speech is either disorganized, and/or the delivery leaves audience bored, confused, or both. 

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Last Updated:2/23/2008 4:16:03 PM