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CA 103 Public Speaking
Koepke, Deanna


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

U1Z 2009 ML

Faculty

Koepke, Deanna

Title

Adjunct Faculty

Degrees/Certificates

MA Human and Organizational Development
MS Information Systems
BA Interpersonal Communications

Office Location

Troy University

Office Hours

7:30-4:30 M-F

Daytime Phone

406-727-5451

Other Phone

406-761-4813

E-Mail

deanna.koepke@park.edu

Semester Dates

August 17 - October 11, 2009

Class Days

--T-R--

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:

"The Art of Public Speaking + Learning Tools Suite", 9th Edition, Stephen Lucas, McGraw-Hill, 2007
ISBN 0073228656

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

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:

1.  typewritten preparation outline of each speech (follow Chapter 10)
2.  5-7 minute informative speech (#1)--a place you have been or would like to go
3.  5-7 minute special occasion speech (#2)--eulogy of a famous person
4.  5-7 minute process/demonstration speech (#3)--hobby or something you enjoy doing
5.  5-7 minute persuasive speech (#4)--topic will be assigned/chosen
6.  10-12 minute informative speech with a visual aid (#5)--topic of your choice
7.  12-14 minute final speech (#6)--type and topic of your choice (not special occasion)
8.  multiple choice/short answer midterm exam

Grading:

outlines and topic choices 10%
5-7 minute informative speech (#1) 10%
5-7 minute special occasion speech (#2) 10%
5-7 minute process/demonstration speech (#3) 10%
5-7 minute persuasive speech (#4) 10%
10-12 minute informative speech with visual aid (#5) 10%
12-14 minute final speech (#6) 20%
midterm exam 10%
attendance and participation 10% (see further information under "Attendance Policy")
 
Grading Scale:
90-100   A
80-89.9   B
70-79.9   C
60-69.9   D
below 60   F

Late Submission of Course Materials:

-If you miss class with an excused absence when a speech is due, you will be expected to give the speech during the next class at which you are present.  If you are not prepared at that time, your grade will be reduced by 5 points for every class period the speech is late.
-If you miss the midterm exam, you will not be given class time to take it.  You will need to arrange to take the exam within one week of the scheduled time or you will not receive any credit.
-Written assignments can be submitted via e-mail even if you are absent.  Therefore, grades for any that are not submitted on or before the due date will be reduced by 5 points for every class period they are late.  If they are not received within one week of the due date, you will receive no credit.
-Grades for any assignments that are late without an excused absence will be reduced by 5 points for every class period they are late.
-All work must be submitted by October 8, 2009 (the last class meeting).

Classroom Rules of Conduct:
Except as required by the Air Force, all communication devices must be turned off or set on silent.  If you must answer a call, please leave the room quietly.  If you are outside the classroom when a speech begins, please wait until you hear applause to enter.

Course Topic/Dates/Assignments:

August 18 - introduction and Chapters 1-5
August 20 -Chapters 6-10
  - topic choices for speeches #1-3 and 5-6 due
August 25 - Chapters 11-12 and 14
  - topic for speech #4 assigned
  - preparation outline for speech #1 due
August 27 - speech #1 - 5-7 minute informative speech*
September 1 - Chapters 13 and 17
   - preparation outline for speech #2 due
September 3- speech #2 - 5-7 minute special occasion speech*
September 8 - Chapters 15-16
   - preparation outline for speech #3 due
September 10 - speech #3 - 5-7 minute process/demonstration speech*
September 15 - review for midterm exam
   - preparation outline for speech #4 due
September 17 - speech #4 - 5-7 minute persuasive speech*
September 22 - midterm exam
   - preparation outline for speech #5 due
September 24 - speech #5 - 10-12 minute informative speech with a visual aid*
September 29 - speech #5 (cont.) - 10-12 minute informative speech with a visual aid*
   - preparation outline for speech #6 due
October 1 - speech #6 - 12-14 minute final speech*
October 6 - speech #6 (cont.) - 12-14 minute final speech*
October 8 - speech #6 (cont.) - 12-14 minute final speech*
_____________________________________________________________________
*Typewritten reference sheet (APA or MLA format) is due BEFORE you begin speaking to receive credit for your sources.
_____________________________________________________________________
**This syllabus is subject to change.**

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 2008-2009 Undergraduate Catalog Page 87

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 2009-2010 Undergraduate Catalog Page 92

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, but unexcused absences may carry further penalties.
  3. 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".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. 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.
  6. 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 2009-2010 Undergraduate Catalog Page 95
***********************************************************
-Absences due to work will be excused with proper documentation.
-You must notify the instructor PRIOR to the absence to be excused.
-If you miss class, you will be expected to type an outline of a chapter from the textbook following the preparation outline guidelines in Chapter 10 to receive attendance and participation credit for that day.  The outline must be submitted according to the "Late Submission of Course Materials" policy.
***********************************************************

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:7/12/2009 4:55:01 PM