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CA 103 Public Speaking
Vasquez, Ashley


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 HOD

Faculty

Vasquez, Ashley

Title

Adjunct Instructor of Communication Arts

Degrees/Certificates

Bachelor of Arts in Communications/Park University
Master of Arts in Communication and Leadership/Park University

Office Location

By Appointment

Office Hours

By Appointment

Daytime Phone

816-694-5442

E-Mail

Ashley.Vasquez@park.edu

Semester Dates

Aug. 17 - Dec. 7

Class Days

-M-W-F-

Class Time

9:00 - 9:50 AM

Prerequisites

None

Credit Hours

3


Textbook:
Lucas, Stephen E. The Art of Public Speaking. Ninth or Tenth Edition. ISBN: 978-0-07-313564-9

Textbooks can be purchased through the MBS 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:
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's educational philosophy is one of interactiveness based on lectures, readings, speeches, exams, group projects, writing and more. I will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions. This is a discussion-oriented course and students should be aware that they will frequently be asked to participate in class including to critique their peers.

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:

The course assessment for CA103 include speeches, quizzes, an exam, participation and written work.
This course is based on a 1000- point schedule. Final grading will be administered as follows:
 
900-1000 - A
800-899 - B
700-799 - C
600-699 - D
0-599 - F

Grading:

Speeches – 70 percent of total grade
Introduction Speech – This 3-minute speech is to introduce students to the public speaking experience by telling some information about themselves to classmates. This assignment does NOT include a planning form or outline. Total points: 50, 5 percent of total grade.
Impromptu Speeches - Students will be required to complete two impromptu speeches during the semester. The speeches will be off the cuff and must be given on a topic provided by the instructor. Total points: 25 x 2, 5 percent of total grade.
Informative Speech – This five to seven-minute speech requires each student to inform the class about an approved topic. Required with this speech are an outline, planning form and visual aid. Total points: 110, 11 percent of total grade.
Commemorative Speech – This three to five-minute speech requires each student to eulogize or commemorate an event, person or concept as approved by instructor. Required with this speech are a manuscript and visual aid. Total points: 150, 15 percent of total grade.
Partner Debate Speech – This five to seven-minute persuasive speech requires each student to work with a partner to argue opposite sides of an issue, topic or question as assigned by the instructor. Required with this speech are an outline and planning form. Total points: 120, 12 percent of total grade.
Final Persuasive Speech – This final speech is the core competency for this course. The speech must be persuasive in nature and be at least eight to ten-minutes in total length. Required with this speech are a planning form, outline and a PowerPoint presentation. Total points: 220, 22 percent of total grade.

Tests – 10 percent of total grade
Quizzes- Five 10-point quizzes will be administered in class as listed on schedule. Each quiz will cover the most current materials. Total: 50 points, 5 percent of total grade.
Exams - A final exam worth 50 points will be administered during the scheduled final time period. The test will cover material from the second half of the semester (after Week 8).
 
Participation – 15 percent of total grade
Class attendance participation –
Students will be awarded points per class session they are in attendance and participating actively listening to peers and in discussions. Total points: 100, 10 percent of total grade.
Peer evaluations – Students are required to complete a minimum of four peer evaluation forms as assigned throughout the semester. Total points: 20, 2 percent of total grade.
Self evaluations – Students are required to complete a minimum of four self evaluation forms as assigned throughout the semester. Total points: 30, 3 percent of total grade.
 
Additional Written assignments – 5 percent of total grade
Outline analysis assignment – Students are required to complete a two-page questionnaire based upon a speech viewed in the classroom to discover the speech’s structure, main points, purpose statements, etc. Total points: 25, 2.5 percent of total grade.
Audience analysis paper – Students are required to complete a two-paged double-spaced typed paper analyzing an audience. Based on the demographics and information provided by the instructor, students will show cause for their course of public speaking action. Total points: 25, 2.5 percent of total grade.
 

Late Submission of Course Materials:
All course work is expected to be completed on time. If you know you will not be able to complete an assignment before the assignment due date during particular class period, talk to me or email me with at least 24 hours notice and you will be allowed to turn the assignment in late. The instructor must receive all authorized late assignments before the beginning of the next class period to avoid a 20% grade deduction. All assignments more than one week late will not be accepted.

The 24-hour Rule
As mentioned above, anytime you need to schedule an alternative day to turn in an assignment, you must contact me 24 hours prior to the assignment deadline you are trying to avoid. Additionally, if you are dissatisfied with a grade on an assignment, you must wait 24 hours to talk to me about it. There are no exceptions. In case of sudden illness on a day a major assignment is due, you must contact me, or at least leave a message, before the class meets, not the next class period.

Classroom Rules of Conduct:

Group Work
Often during the semester we will be working in groups. Get your group members’ phone numbers and call them when you are absent to get notes, assignments, etc. When an activity or assignment is designated as a group activity, collaboration is expected. When an activity is not specifically designated as a group activity you are to be the only individual to work on that assignment. If you collaborate on an activity not designated as a group activity and there is enough evidence of that collaboration to catch my attention you and your collaborators will receive a 0 for that assignment. I will neither ask for, nor accept, any explanations.

Locating Materials
Most of the class assignments, lectures and other materials will be provided online at www.parkonline.org. While all materials are provided in class, students are encouraged to check the online site for materials they may have lost, notes to study as well as to watch their grades. It is the student's responsibility to be checking the gradebook for missed work and or mistakes by the instructor.

Late arrivals
I will deduct points from all students that arrive late to class more than once (freebie). Beyond that, half of your participation points for that particular period will be deducted. Class starts promptly so be on time please.

Communication Devices
All communication devices must be turned off, or set on silent, during the class session. 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.
 
Word Processing
All work must be typed unless otherwise specified by the instructor. Hand-written or e-mailed work will receive an automatic late work deduction. Please leave yourself plenty of time to print your work. Failed printers are not viable excuses.

Class Cancellations
If class is canceled for any reason, the class period following the canceled class will cover the material that should have been covered on the canceled day. Be sure to check your Park University email for any canceled class information and what to expect when you return after a canceled class.

Instructor Availability
Please feel free to discuss papers, presentations, and any problems you are having. I am available by email at least once per day and often more. Also, I will provide students with a cell phone number to reach me in case of emergencies since I do not have a permanent office. However, abuse of this privilege – forcing me to change my number – will result in limited email contact only in the future.
 
Extra Credit
At various times during the semester, extra credit opportunities will be given. You must have at least a C grade at the time the extra credit is recorded to be able to attempt the extra credit assignment. No extra credit will be allowed during the last two weeks of class.

Student/Teacher Responsibilities
• As a college student you must accept responsibility for your own actions. Reading for class, preparing for tests, completing assignments on time, and contributing to class discussions are the major responsibilities I expect from you as your part of the learning process. 
• My responsibility is to give you my best teaching effort, to create a positive learning climate, and to challenge you.  It takes work from both of us to make this a worthwhile experience. I vow to do my very best for you and if you have any suggestions for improvement, those are welcome in a private setting.
• Additionally, at times we will discuss controversial topics and have people who disagree with each other. You and I both must remember that while each of us has a right to our own opinion, we must respect the right of others to have differing opinions. Calling someone or some idea “stupid” creates a defensive communication climate and hampers the ability of all of us to learn. Think before you criticize. 
• Finally, come talk to me when you have questions, concerns, or suggestions about the class. It is less frustrating for both of us if you ask questions before the assignment is due, rather than after it has affected your performance. Additionally, if someone in the class or I make a comment you are uncomfortable with, please contact me immediately and first. Apologies and policy changes are best handled as soon as possible.

Course Topic/Dates/Assignments:
 

Date

Topic

Reading

Assignment Due

Week 1

Aug. 17, 19, 21

Introduction to Public Speaking, Ethics, Listening

Chapters 1, 2, 3

Introduction Speech – F

Week 2

Aug. 24, 26, 28

Speaking to Inform, Topics and Purpose

Chapters 14, 4

Quiz 1 – M

Week 3

Aug. 31, Sept. 2 and 4

Gathering Materials, Supporting Ideas

Chapters 6, 7

Quiz 2 – M

Week 4

NO CLASS MONDAY

Sept. 9, 11

Organizing the Speech, Outlining

Chapters, 8, 9, 10

Informative Plan Form – M

Outline Analysis - F

Week 5

Sept. 14, 16, 18

SPEECH WEEK

SPEECH WEEK

Informative Speech – M, W, F

Informative Speech Outline – M

Peer Evaluation

Self Evaluation

Week 6

Sept. 21, 23, 25

Commemorative Speaking, Small Groups, Delivery

Chapters 17, 18, 12

Quiz 3 – F

Week 7

Sept. 28, 30, Oct. 2

Audience Analysis, Visual Aids

Chapters 5, 13

Audience Analysis – F

Quiz 4 – F

Week 8

Oct. 5, 7, 9

SPEECH WEEK

SPEECH WEEK

Commemorative Speech – MWF

Manuscript – Due immediately following speech

Peer Evaluation

Self Evaluation

FALL BREAK

FALL BREAK

FALL BREAK

FALL BREAK

Week 9

Oct. 19, 21, 23

Speaking to Persuade

Chapter 15

Quiz 5 – F

Week 10

Oct. 26, 28, 30

Language

Chapter 11

Partner Debate Plan Form

Week 11

Nov. 2, 4, 6

Methods of Persuasion

Chapter 16

Week 12

Nov. 9, 13

NO CLASS WEDNESDAY

SPEECH WEEK

SPEECH WEEK

Partner Debate Speeches – M, F, M of following week

Partner D Plan Form

Peer Evaluations

Week 13

Nov. 16, 18, 20

Rhetorical Criticism

Provided Handouts

Persuasive Plan Form – M

Week 14

Nov. 23, 25

NO CLASS FRIDAY

Persuasive Speeches – Extra Credit Opportunities

SPEECH WEEK

Persuasive Speeches – M, W

Week 15

Nov. 30, Dec. 2, 4

SPEECH WEEK

Final wrap up

SPEECH WEEK

Persuasive Speeches – M, W, F

Outline – M

Peer Evaluation

Self Evaluation

Finals Week

Wednesday, Dec. 9,

8 a.m.

FINAL

FINAL

FINAL EXAM

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
If you have a question about whether you may or may not be plagiarizing, just ask! There are some significant gray areas in plagiarism and there are no “stupid” questions. It is always safe to side with caution.

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
In communication classes, regular attendance is a necessity if the student expects to master the course content. Participation in class exercises, listening, contributing to discussion and analyzing the communication efforts of other students are primary means of learning. Absence from class has a direct bearing on performance quality and final grade. Further, when you are absent it is your responsibility to get the assignments and notes you missed. It is not the responsibility of the instructor to see that you are caught up. If you anticipate missing any classes, let the instructor know as soon as possible.

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:7/14/2009 7:55:28 AM