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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 2009 HOB

Faculty

Norris, Lynn M.

Title

Senior Adjunct Instructor of Communication Arts

Degrees/Certificates

M.A. in Communication, Pittsburg State University, Kansas
B.A. in Mass Communication, University of Missouri-Kansas City

Office Hours

Before/after class or by appointment

Daytime Phone

816-886-6123 (home)

E-Mail

lynn.norris@park.edu

Semester Dates

Monday, August 17, 2009 to Sunday, December 13, 2009

Class Days

--T-R--

Class Time

7:20 - 8:35 AM

Credit Hours

3


Textbook:
Fraleigh, Douglas M. and Tuman, Joseph S. SPEAK UP! An Illustrated Guide to Pubic Speaking, Bedford/St. Martin's 2009.  ISBN-10: 0-312-44580-6 ISBN-13: 978-0-312-44580-5
(PLEASE NOTE:  the Park Bookstore has in the past occasionally given students a textbook that is used by OTHER instructors who are  teaching the same course. Please ensure that you receive the correct text.)


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:
CA103 Public Speaking (GE): 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, games, group projects, audiovisuals, internet, interviewing, learning journals, problem solving, reading, role playing, self exploration, quizzes, and/or writing.

Learning Outcomes:
  Core Learning Outcomes

  • Identify the fundamental elements of the speech process.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
     
    • NAEYC 4a, 5
    • ACEI 2.1, 3.3, 3.5,
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4,6, 9, 11, 12
  • Demonstrate understanding of the ethical standards of effective speakers.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.9.3 practices professional ethics.
    SPAs
     
    • NAEYC 5
    • ACEI 2.1, 3.5, 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 2, 9
  • Select and narrow a topic with a particular audience/situation in mind.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 2.1, 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 7, 8, 9, 11, 12
  • Design a message with a particular audience/situation in mind.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.1.2 The general studies incorporate multi-cultural and global perspectives.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 2.1, 3.5, 5.3, 5.4
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4
  • Demonstrate research skills necessary to the public speaking process.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
     
    • NAEYC 5
    • ACEI 2.1, 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 1, 3, 7, 8
  • When appropriate, use audio-visual resources to help the audience understand the speech.
    MoSTEP
    1.2.7.4 uses a variety of media communication tools.
    1.2.11.5 uses technology to enhance personal productivity and professional practice;
    SPAs
     
    • NAEYC 5
    • ACEI 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 8

     

  • Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 5
  • Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    SPAs
     
    • NAEYC 4b, 5
    • ACEI 2.1, 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4
  • Utilize language strategies for effective oral presentations.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 2.1, 3.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4,11, 12
  • Present convincing arguments through reason, personal credibility, and emotion.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 2.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 7, 8, 9, 11, 12
  • Evaluate and choose evidence appropriate to the speaker, speech, and occasion.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 2.1, 5.2
    • NMSCA-3.K.3, 4.K.2
    • NCTE 7, 8, 11, 12
  • Effectively support ideas using evidence, sources, and sensory aids.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
     
    • NAEYC 5
    • ACEI 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 7, 8,11
  • Critically analyze student speeches for soundness of reasoning and evidence, and offer useful feedback to peers.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 4b, 4c, 5
    • ACEI 2.1, 3.3, 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 11
  • Create and present an effective informative message to a target audience.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    SPAs
     
    • NAEYC 5
    • ACEI 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 12
  • Create and present an effective persuasive message to a target audience. (The final speech will measure EITHER #14 or #15).
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 12

     

  • Critically analyze his/her speaking performances.
    MoSTEP
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
     
    • NAEYC 5
    • ACEI 5.2
    • NMSCA-3.K.3, 4.K.2
    • NCTE 11
  • Identify and use techniques for effective listening.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 4a, 5
    • ACEI 2.1,
    • NMSCA-3.K.3, 4.K.2
    • NCTE 11

    MoStep Requirements 1.2.1.1 standards for CA103



    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: four Major Speeches and five Impromptu Speeches (70 percent of final grade); and Participation (30 percent of final grade).

    Grading:

    SPEECHES
    (700 points TOTAL or 70 percent of final grade)
    1) Impromptu Speeches (1-2 min) (50 points total or 5 percent of final grade; 10 points for each of 5 Impromptu Speeches)
    2) Introduction Speech (2-4 min) (50 points, or 5 percent of final grade)
    3) Informative Speech (3-5 min, 4 sources)- (150 points, or 15 percent of final grade)
    4) Persuasive Speech (5-7 min, 6 sources)-  (200 points, or 20 percent of final grade)
    5) Final Speech (May be Informative or Persuasive, 5-7 min, 6 sources) - (250 points, or 25 percent of final grade)
    PLEASE NOTE:
    •    A rough draft of the Working Outline for each speech must be turned in during the Workshop preceding the speech. A revised working outline and speaking outline must be turned in on the day the speech is delivered.
    •    If a student should miss delivering a speech on the assigned/chosen date, unless told otherwise by the instructor, he or she is expected to deliver the speech during the following class period. There will be a 10 to 50 percent deduction on grades for late speeches, depending on the circumstances.
    •    Students must complete all four Major Speeches to receive a passing grade in this class.
    •    More information about individual speech assignments will be provided in class.

    PARTICIPATION
    (300 points TOTAL or 30 percent of final grade):
    This includes Attendance, Involvement and Class Work -
    1) Attendance - This includes being continually present from the start of class until the instructor dismisses the class. A sign-in sheet will be on the instructor’s desk every class period. Students who do not sign in will be considered absent. Students are expected to inform the instructor if they need to leave the room before class is dismissed. If a student leaves early without telling the instructor, they will be counted as absent for the entire class period. Participation grading allows students to miss four class sessions without any point deductions. All other absences will be considered unexcused.
    2) Involvement - Students should have read the material prior to class, and be ready to discuss it. Students need to be respectful toward each other as well as the instructor, and to keep any personal information revealed during the class confidential. Consideration will be given to quantity and quality of involvement, and demonstrated attitude toward learning. Part of involvement is listening. A student who is daydreaming, reading a magazine, text messaging, surfing the internet, 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.
    3) Class Work - This includes class exercises, quizzes, 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 Points TOTAL or 100 percent
    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:
    Speeches: It is expected that students will give their speeches on the dates assigned/chosen. If a student should miss delivering a speech on the assigned/chosen date, unless told otherwise by the instructor, he or she is expected to deliver the speech during the following class period. There will be a 10 to 50 percent deduction on grades for late speeches, depending on the circumstances.
    Written Assignments: Students should turn in their written assignments on time whether they are present in class or not. If present in class, they must turn in their assignments in the form of a typed hard copy. If unable to attend class, students may submit written assignments via one of the following, with the expectation that a typed hard copy will be submitted the day the student returns to class.
    1) Via the course drop box. (Be sure your file is in Word or PDF or RTF format.) Here's how:
        A. Go to http://www.parkonline.org
        B. Sign in with your OPEN name and password.
        C. Click Interpersonal Communication I.
        D. Click Drop Box.
        E. Click on the name of the assignment.
        F. Click Add Attachment. (A new window will appear.)
        G. Click Browse.
        H. Locate the assignment on your computer and select.
        I. Click Open.
        J. Click Attach.
        K. Wait until it is done and click OK. (It will then take you back to Drop Box.)
        L. Click Submit.   
    2) Via e-mail to lynn.norris@park.edu. (Be sure your file is in Word or PDF or RTF format.)
    PLEASE NOTE: Having a computer or printer problem is generally not an acceptable excuse for late assignments. The instructor will not accept items that are not in proper format. And she is not responsible for items students forget to attach to their e-mails.


    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. Ignorance is not an excuse.
    2. All communication devices such as mobile phones and pagers: Please turn these 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 calls during class.
    3. Leaving the classroom: Students should inform the instructor if they need to leave the room before class is dismissed. If a student leaves early without telling the instructor, they will be counted as absent for the entire class period.
    4. Personal matters: Assignment grades, explanations for absences from class, etc. should not be discussed in class. Rather, they should be discussed privately with the instructor, via e-mail, before or after class, or by appointment. This not only helps ensure student privacy, but allows the instructor to make more efficient use of class time.
    5. Respect for every member of the class. This must be maintained at all times. Included is not chattering while the instructor or other students are speaking, and 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.


    Course Topic/Dates/Assignments:

    Course Topic/Dates/Assignments:
    Please Note: Chapters should be read PRIOR to the week for which they are listed.

    WEEK 1
    :
         - Read Chapter 1: Introducing Public Speaking
         - Read Chapter 2: Developing Your First Speech
         - Read Chapter 3: Speech Ethics
         - Read Chapter 6: Selecting Your Topic

    TU AUG 18:  Introduction to the Course, Chapters 1 and 2
    TH AUG 20:  Chapters 3 and 6, Choosing Teams for Introduction Speech

    WEEK 2:   
         - Read Chapter 7: Researching Your Speech
         - Read Chapter 8: Using Supporting Materials for Your Speech

    TU AUG 25: Chapter 7, Watching Videos of Introduction Speeches
    TH AUG 27:  Chapter 8, Introduction Speech Writing Workshop (Bring your Introduction Speech Working Outline)

    WEEK 3:   
    TU SEP 1:  Quiz 1 (covers the Syllabus and Chapters 1-3), Impromptu 1
    TU SEP 3:  Introduction Speech Delivery

    WEEK 4:
         - Read Chapter 9: Organizing Your Speech
         - Read Chapter 10: Introductions and Conclusions
         - Read Chapter 11: Outlining Your Speech
         - Read Chapter 12: Language and Style

    TU SEP 8: Chapters 9 and 10
    TH SEP 10: Chapters 11 and 12

    WEEK 5:
         - Read Chapter 13: Delivering Your Speech
         - Read Chapter 14: Using Audiovisual Aids
         - Read Chapter 15: Informative Speaking

    TU SEP 15: Chapters 13, 14 and 15
    TH SEP 17: Quiz 2 (covers Chapters 6-9), Impromptu 2

    WEEK 6:
    TU SEP 22: Watching Videos of Informative Speeches
    TH SEP 24: Quiz 3 (covers Chapters 10-13), Impromptu 3

    WEEK 7:
    TU SEP 29: Informative Speech Writing Workshop (Bring your Informative Speech Working Outline)
    TH OCT 1:  Quiz 4 (covers Chapters 14 and 15), Impromptu 4
     
    WEEK 8:   
    TU OCT 6: Informative Speech Delivery
    TH OCT 8: Informative Speech Delivery

    FALL BREAK:

    TU: OCT 13: NO CLASS (FALL BREAK)
    TH: OCT 15: NO CLASS (FALL BREAK)

    WEEK 9:
         - Read Chapter 5: Audience Analysis
         - Read Chapter 16: Persuasive Speaking
         - Read Chapter 17: Methods of Persuasion

    TU OCT 20: Chapters 5 and 16
    TH OCT 22: Chapter 17, Persuasive Speech Audience Analysis Conducted (Bring your Persuasive Speech Audience Analysis Questionnaire)

    WEEK 10:
    TU OCT 27: Watching Videos of Persuasive Speeches
    TH OCT 29: Persuasive Speech Workshop (Bring your Persuasive Speech Working Outline)

    WEEK 11:
    TU NOV 3: Quiz 5 (covers Chapters 5, 16-17), Impromptu 5
    TH NOV 5: Persuasive Speech Delivery

    WEEK 12:
    TU NOV 10: Persuasive Speech Delivery
    TH NOV 12: Persuasive Speech Delivery

    WEEK 13:
    TU NOV 17: Review (Jeopardy)
    TH NOV 19: Quiz 6 (Review of Quizzes 1-5), Final Speech Writing Workshop (Bring your Final Speech Working Outline)

    WEEK 14:
    TU NOV 24: Final Speech Delivery
    TH NOV 26: NO CLASS (THANKSGIVING)

    WEEK 15:
    TU DEC 1: Final Speech Delivery
    TH DEC 3: Final Speech Delivery

    WEEK 16
    :
    TU DEC 8: NO CLASS (FINALS WEEK)
    TH DEC 10: NO CLASS (FINALS WEEK)
    (PLEASE NOTE: We may need to come in at the scheduled Exam Time to do make-up speeches)

    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 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
    PLEASE NOTE: The instructor for this class examines all written work for signs of plagiarism. Plagiarized speeches will receive a grade of “zero.”

    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
    PLEASE NOTE: Participation grading allows students to miss four class sessions without any point deductions. All other absences will be considered unexcused. A sign-in sheet will be on the instructor's desk every class period. Students who do not sign in will be considered absent. Students are expected to inform the instructor if they need to leave the room before class is dismissed. If a student leaves early without telling the instructor, they will be counted as absent for the entire class period.

    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:7/27/2009 7:41:22 PM