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CA 103 Public Speaking
Salina, Mary J.


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 ML

Semester

S1Z2006

Faculty

Hall-Salina, Mary Joanne

Title

Senior Instructor , Communication

Degrees/Certificates

M A Communication, University of Montana

Daytime Phone

406 761-8585

E-Mail

maryhallsalina@park.edu

Semester Dates

9 Jan - 13 Mar  2006

Class Days

-M-W---

Class Time

7:45 - 10:15 PM

Credit Hours

3


Textbook:
The Art of Public Speaking, Stephan Lucas, Random House, 8th Ed.

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore


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, for example) 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 RubricClass Assessment:
Students will complete the following requirements:
1. Typewritten preparation outline of the first informative speech.
2. A 5-7 minute informative speech.
3. A 5-7 minute eulogy on themselves.
4. A 5-7 minute speech on a process.
5. A 10 minute informative speech using a visual aid.
6. A 12-15 minute persuasive speech
7. A multiple choice/short answer midterm exam

CORE ASSESSMENT RUBRIC - Course Name and Number ____CA103_______________

Competency Exceeds Expectation                    (3) Meets Expectation                   (2) Does Not Meet Expectation (1) No Evidence                     (0)
Critical Thinking
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.
Content
Terminology         Outcome -   (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          Outcome -   (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.
Technical Skills
Whole          Outcome -      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.
Component        Outcome - Components of the speech demonstrate the student's ability to effectively present and explain well-researched materials and to present convincing, logical arguments. Components of the speech demonstrate the student's ability to effectively present well-researched materials and logical arguments. Components of the speech demonstrate the student's ability to present researched materials, although the research is superficial. Arguments are present, but are marginally logical. No research is done. Arguments are illogical and never convincing.
M/LL or Graduate            Outcome -
08 29 05















Grading:
Outline  10%
5-7 minute informative speech 10%
5-7 minute eulogy 10%
5-7 minute process speech 15%
10 minute informative speech with visual aid 15%
12-15 minute persuasive speech 20%
test 15%
attendance and participation 5%

Late Submission of Course Materials:
Work-related absences will be excused.  Students who wish to make up attendance and participation points may outline a chapter of the text for each absence.  Speeches and assignments that are late without a valid excuse will lose 5 points per class period they are late.

Classroom Rules of Conduct:
All communication devices, with the exception of those required by the Air Force, must be turned off or set on silent.  If you must answer a call, please leave the room as quietly as possible so as not to disrupt class.  Once speeches have begun, the door the the classroom wil be closed and locked.  If you are late to class, please wait quietly  outside the door  until you hear applause, then knock to enter.

Course Topic/Dates/Assignments:
TENTATIVE  SCHEDULE

JANUARY

M-9 CH 1,2,3
W-11 CH 4,5,6

M-16 CH 7,8,9
W-18 CH 10,11,12

M-23 CH 13,14,15
W-25 CH 15,16

M-30 CH 17
FEBRUARY
W-1 OUTLINES ARE DUE, REVIEW FOR MIDTERM

M-6 MIDTERM EXAM
W-8 5-7 MINUTE INFORMATIVE SPEECH

M-13 5-7 MINUTE EULOGY ON SELF
W-15 5-7 MINUTE PROCESS SPEECH

M-20 10 MINUTE  SPEECH WITH VISUAL AID
W-22 10 MINUTE SPEECH WITH VISUAL AID

M- 27 REVIEW CHAPTERS ON PERSUASION
MARCH
W-1 12-15 MINUTE PERSUASIVE SPEECHES

M-6 12-15 MINUTE PERSUASIVE SPEECHES
W-8 12-15 MINUTE PESUASIVE SPEECHES

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 2005-2006 Undergraduate Catalog Page 85-87

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 2005-2006 Undergraduate Catalog Page 85-87

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 "WH".
  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 2005-2006 Undergraduate Catalog Page 89

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. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners 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 American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent 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

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Critical Thinking

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.

Content

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.

Technical Skills

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.

Component
Outcomes
 

Components of the speech demonstrate the student's ability to effectively present and explain well-researched materials and to present convincing, logical arguments.

Components of the speech demonstrate the student's ability to effectively present well-researched materials and logical arguments.

Components of the speech demonstrate the student's ability to present researched materials, although the research is superficial. Arguments are present, but are marginally logical.

No research is done. Arguments are illogical and never convincing.

M/LL Courses
Outcomes
 

 

 

 

 

Copyright:

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