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Education Major Version

CA 103 Public Speaking
Norris, Lynn M.


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

FA 2007 HOC

Faculty

Ms. Lynn Marie Norris

Title

Adjunct Instructor of Communication Arts

Degrees/Certificates

BA in Mass Communication - University of Missouri-Kansas City
MA in Communication - Pittsburg State University, Kansas

Office Hours

Before or after class or by appointment

Daytime Phone

(816) 886-6123

E-Mail

lynn.norris@park.edu

manko.power@comcast.net

Semester Dates

August 20, 2007 to December 16, 2007

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Prerequisites

None

Credit Hours

3


Textbook:
Stephen E. Lucas, The Art of Public Speaking, 9th Edition, McGraw-Hill, 2007.

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:
The instructor has an interactive, student-centered approach to teaching. She strives to create a safe, comfortable class environment, and to include course materials that are both enjoyable and relevant, as well as academically sound. She may involve students in any or all of the following: class discussions, critiquing, demonstrations, exercises, field trips, games, group projects, guest speakers, internet, interviewing, learning journals, problem solving, reading, speeches, role playing, self exploration, quizzes, web sites, and/or writing.

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:
Class Assessment will be based on: 4 Major Speeches (60 percent of final grade); 10 Minor Speeches (10 percent of final grade); and Participation, Discussion, and Class Work (30 percent of final grade.)

Grading:

---MAJOR SPEECHES---
(600 points TOTAL, or 60 percent of final grade)
1) Informative Speech - (100 points, or 10 percent of final grade)
2) Persuasive Speech - (200 points, or 20 percent of final grade)
3) Special Occasion Speech - (100 points, or 10 percent of final grade)
4) Final Speech - (200 points, or 20 percent of final grade)
PLEASE NOTE: Students will be given an opportunity to redo Major Speeches, with the exception of the Final Speech. To qualify, the original speech must have been delivered on time with a grade of 80 percent or below. The new grade will be averaged with the original grade to get the final score.
 
---MINOR SPEECHES---
(100 points TOTAL, or 10 percent of Final Grade; 10 points for each of 10 impromptu speeches) 
 
 
---PARTICIPATION---  
(300 points TOTAL or 30 percent of final grade)
This includes Attendance, Discussion and Class Work:
1) Attendance - This includes being continually present from the start of class until the instructor dismisses the class. The instructor for this course does not allow ANY excused absences. Participation grading allows you to miss two class sessions without any point deductions. However, you must notify the instructor within 24 hours of the class session for the absence to be entered as excused. All other absences will be considered unexcused. Consideration will be given to quantity and quality of involvement, and demonstrated attitude toward learning. Part of participation is listening. A student who is daydreaming, reading a magazine, text messaging, etc., rather than paying attention to what is happening in class, is not participating. And a student who is chatting with friends or otherwise disrupting another student's speech is not demonstrating appropriate listening behaviors.
2) Discussion - Speech topics, outlines and problem solving will be discussed extensively in this class. Students are expected to participate in these discussions, to be respectful toward each other as well as the instructor, and to keep any personal information revealed during the class confidential.
3) Class Work - This includes class exercises, quizzes, self-evaluations, critiques of fellow student speeches, and other activities that illustrate concepts and techniques while allowing students the opportunity to experience and develop concrete expressions of that knowledge.
 
GRADING SCALE:
1000 Possible Points
900-1000 points = A (90-100%)
800-899 points = B (80-89%)
700-799 points = C (70-79%)
600-699 points = D (60-69%)
0-599 points = F (0-59%)

Late Submission of Course Materials:

The instructor will not accept late written assignments. Assignments not submitted on the day is due will receive a grade of “zero”. Students are expected to turn in their assignments on time whether they are present in class or not. There are many options for students to get their work to the instructor:
1) During class on the due date, as a hard copy or a Word or PDF or RTF file on a CD.
2) Via e-mail by the due date. The assignment may be pasted into the email or submitted as a Word or PDF or RTF attachment. Within 48 hours the instructor should send confirmation of receipt. If this does not occur, please call the instructor at 816-886-6123 as soon as possible.
3) Via fax by the due date to 240-201-8597.
PLEASE NOTE: Having a computer or printer problem is generally not an acceptable excuse for late assignments.

Classroom Rules of Conduct:

1) Pirate Mail is the official channel of communication for all Park students. Thus, the instructor will occasionally contact students via their Park accounts to notify them of schedule changes, receipt of electronic assignments, and other important information related to the class. All students are responsible for checking their Park e-mail accounts regularly, thus they are considered by the instructor to be informed, and expected to properly utilize the information provided and be prepared for class. Ignorance is not an excuse.
2) All Communication Devices, such as mobile phones and pagers, must be turned off or set on silent during class. no phone calls or text messages are to be sent or received without the instructor's permission. If you are expecting an important message, notify the instructor in advance. You must have permission from the instructor to answer messages during class.
3) Respect for every member of the class must be maintained at all times. This includes respecting the confidences of members of the class who may share personal information during exercises. Disagreements are natural and may occur, but respect can still be maintained.
4) Students Who Arrive Late to Class are asked to wait until the class is "between speeches" before entering the room. Every effort must be made to not disrupt student speeches. Students are also asked to listen politely to their fellow students. This means not talking to each other or the speaker, and demonstrating proper listening behaviors, such as looking at the speaker rather than reading a book, etc.

Course Topic/Dates/Assignments:

Please note that chapters listed should be read PRIOR to the class session in which it is discussed.

Week 1: Read Chapters 1 and 2
-TU Aug. 21: Introduction to Class
-TH Aug. 23: Introduction to Public Speaking & General Impromptu 1
 
Week 2: Read Chapters 3 to 5
-TU Aug. 28: Public Speaking Ethics & Critical Thinking for Public Speaking
-TH Aug. 30: Selecting a Topic and a Purpose & Analyzing the Audience & General Impromptu 2

Week 3: Read Chapters 6 and 7
-TU Sep. 4: Speech Research Lesson I
-TH Sep. 6: Speech Research Lesson II

Week 4: Read Chapters 8, 9, and 14
-TU Sep. 11: Speech Organization
-TH Sep. 13: Informative Speech How To & Informative Impromptu 1 & Informative Speech Audience Analysis
                       *Due: Potential Topics for Informative Speech

Week 5: Read Chapters 10-12
-TU Sep. 18: Speech Outlines Lesson I
-TH Sep. 20: Speech Outlines Lesson II & Delivery

Week 6: Read Chapters 13-15
-TU Sep. 25: Review and Discussion of Informative Speech Draft Outlines & Informative Impromptu 2
                       *Due: Draft Outline for Informative Speech
-TH Sep. 27: Speaking to Persuade How To & Persuasive Impromptu 1 & Persuasive Speech Audience Analysis
                       *Due: Potential Topics for Persuasive Speech

Week 7: No reading
-TU Oct: 9 Informative Speech Day 1
-TU Oct. 4: Informative Speech Day 2

Week 8: No reading
-TH Oct. 9: Informative Speech Day 3
-TH Oct. 11: Review and Discussion of Persuasive Speech Draft Outlines & Persuasive Impromptu 2
                     *Due: Draft Outline for Persuasive Speech

Spring Break:
-TU Oct. 16: NO CLASS
-TH Oct. 18: NO CLASS

Week 9: Read Chapter 17
-TU Oct. 23: Speaking on Special Occasions How To & Special Occasion Impromptu 1 & Special Occasion Speech Audience Analysis
                     *Due: Potential Topics for Special Occasion Speech
-TH Oct. 25: Persuasive Speech Day 1

Week 10:
-TU Oct. 30: Persuasive Speech Day 2
-TH Nov. 1: Persuasive Speech Day 3

Week 11:
-TU Nov. 6: Review and Discussion of Special Occasion Speech Draft Outlines & Special Occasion Impromptu 2 & Final Speech Audience Analysis
                    *Due: Draft Outline for Special Occasion Speech
                    *Due: Potential Topics for Final Speech

-TH Nov. 8: Final Impromptu 1 & Make Up Speeches

Week 12:
-TU Nov. 13: Special Occasion Speeches Day 1
-TH Nov. 15: Special Occasion Speeches Day 2

Week 13:
-TU Nov. 20: Review and Discussion of Final Speech Draft Outlines & Final Impromptu 2
                      *Due: Draft Outline for Final Speech
-TH Nov. 22: NO CLASS (Thanksgiving Holiday)

Week 14:
-TU Nov. 27: Final Speeches Day 1
-TH Nov. 29: Final Speeches Day 2

Week 15:
-TU Dec. 4: Final Speeches Day 3
-TH Dec. 6: Final Speeches Day 4

Finals Week:
-Exam Time TBA: Make Up Speeches (if needed)

PLEASE NOTE: Schedule subject to change at instructor's discretion.

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
PLEASE NOTE: Participation grading allows you to miss two class sessions without any point deductions. However, you must notify the instructor within 24 hours of the class session for the absence to be entered as excused. All other absences will be considered unexcused.

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:8/13/2007 7:00:52 PM