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CA 103 Public Speaking
Norris, Virgil Wayne


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

F2T 2009 DL

Faculty

Norris, Virgil "Rusty"

Title

Senior Instructor of Humanities/Adjunct Faculty

Degrees/Certificates

MA: Communication & Leadership (in progress), Park University
MLA: Social Science concentration, Baker University
BA: Liberal Arts, Park University

Office Location

Central Time Zone USA

Daytime Phone

816-886-6123 (home/office)

E-Mail

rusty.norris@park.edu

rusty.norris.park@comcast.net

Semester Dates

F2T 2009: October 19 - December 13, 2009

Credit Hours

3


Textbook:
Lucas, Stephen E. The Art of Public Speaking. 10th ed. Boston: McGraw-Hill. 2009.
Print Edition: ISBN: ISBN-13 9780077306298.
eBook: 0077304241 / 9780077304249


Special Course Equipment and Software Requirements:
In addition to Park's Standard Tech Requirements for Online courses (see online course technical requirements at http://www.park.edu/online/requirements.asp?c=online) students will need to meet the following special requirements.

  1. Each student must have access to a digital video camera and tripod.
  2. Each student must record each of four speech presentations, in front of an audience of at least 6 adults, and submit their recordings for viewing by the class.
  3. Video recordings must be submitted as digital video files uploaded to the Doc Sharing section of your online classroom. (Digital video files may be submitted by mail, on CD, at the student's expense, in the event that problems arise with uploading.) 
Each student will need one or more of the following free video player applications in order to complete various class assignments throughout the term.

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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

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:
    You will be graded on:

    • Weekly Discussion - 10% of course grade
    • Weekly Quiz - 10% of course grade
    • Homework Assignments - 10% of course grade
    • Speech 1 (Instructor-assigned speech) - 10% of course grade
    • Speech 2 (Informative Speech) - 20% of course grade Speech
    • 3 (Persuasive Speech) - 20% of course grade
    • Speech 4 - Final Exam/ Core Assessment (Persuasive) - 20% of course grade
    Weekly Discussion: 80 points (10 points for each week of the term). Due weekly.
    To receive all 10 points for discussion in a given week, you must show appropriate participation in the online discussion including:
    • Responding to all parts of the discussion topics fully, understandably, and in a timely manner;
    • Contributing to an ongoing discussion by posting at least two significant replies to a classmate's message.
    Weekly Quiz - 80 points (10 points for each week of the term). Due weekly.
    Each weekly quiz will be worth 10 points total. You may retake the exam as often as you wish during the week. However, your last score will determine the number of points you receive for the week.

    Homework Assignments: 80 points (10 points for each weekly assignment). Due weekly.
    To receive all 10 points for an individual homework assignment, the student must:
    • Follow all directions for the assignment;
    • Demonstrate a thorough knowledge of the material being addressed in the assignment;
    • Exemplify practices of good writing, punctuation, and grammar (where appropriate);
    • Clearly identify specific items being addressed;
    • Meet submission requirements, including deadline, submission location, and format.
    Speech 1 (Instructor-assigned speech): 80 points. Due (recorded and submitted) during Week 2.
    Speech 2 (Informative speech): 160 points. Due (recorded and submitted) during Week 3.
    Speech 3 (Persuasive speech): 160 points. Due (recorded and submitted) during Week 5.
    Speech 4 – Final Exam / Core Assessment (Persuasive): 160 points. Due (recorded and submitted) during Week 7.

    Criteria Used for Evaluating Speeches:
    • The average speech (grade C) should meet the following criteria:
    • Conform to the kind of speech assigned -- informative, persuasive, etc.
    • Be submitted by the assigned date
    • Conform to the time limit
    • Have a clear specific purpose and central idea
    • Have an identifiable introduction, body, and conclusion
    • Show reasonable directness and competence in delivery
    • Be free of serious errors in grammar, pronunciation, and word usage
    • Be delivered according to the specifics of the assignment
    • Adhere to all recording specifications as covered in the Course Policies section of the syllabus
    The above average speech (grade B) should meet the preceding criteria and also:
    • Deal with a challenging topic
    • Fulfill all major functions of a speech introduction and conclusion
    • Display clear organization of main points and supporting materials
    • Support main points with evidence that meets the test of accuracy, relevance, objectivity, and sufficiency
    • Exhibit proficient use of connectives -- transitions, internal previews, internal summaries, and signposts
    • Be delivered skillfully enough so as not to distract attention from the speaker's message
    The superior speech (grade A) should meet all the preceding criteria and also:
    • Constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience
    • Sustain positive interest, feeling, and/or commitment among the audience
    • Contain elements of vividness and special interest in the use of language
    • Be delivered in a fluent, polished manner that strengthens the impact of the speaker's message
    The below average speech (grade D or F) is seriously deficient in the criteria required for the C speech.

    Proctored Final for CA103: Public Speaking is unique in the online courses offered by Park University. Because the instructor sees the student completing the final -- a recorded speech -- the identity of the student is the only factor that requires authentication. Therefore, students in CA103 will not complete the standard Proctor Request Form. Instead, the student will mail to the instructor clear copies of two picture forms of legal identification (drivers license, school ID, military ID, etc.) so the instructor can match the ID with the student on the speech recording. Your instructor will provide details in the online classroom about submitting proper identification.

    Grading:
     A = 90- 100% (or 720 points to 800 points)
    B = 80-89% (or 640 to 719 points)
    C = 70-79% (or 560 to 639 points)
    D = 60-69% (or 480 to 559 points)
    F = < 60% (or 479 or fewer points)

    Late Submission of Course Materials:
    Acceptance of late submissions will be solely at the discretion of the instructor. If you anticipate being late with an assignment, you must contact the instructor within 24 hours of the due date.

    Course Topic/Dates/Assignments:

    COURSEWORK BY WEEK

    Week 1

    Introduction to Public Speaking
    Common Fears
    Selecting a topic and purpose
    Extemporaneous speaking

    Assigned Readings:
    Online Lecture(s); Chapters 1, 4, 5, 6 & Appendix for Part 1 ("Giving Your First Speech").

    Quiz:
    Complete the Quiz under Week 1 in the online classroom. You may take the quiz as many times as you wish during the week.

    Discussion:
    Respond to the discussion topics in the Discussion area under Week 1 in the online classroom.

    Homework Assignment:
    Complete the homework assignment as directed in the Homework area under Week 1 in the online classroom.

    Week 2

    Organization of main points
    Introduction
    Conclusion
    Speaking to Inform

    Assigned Readings:
    Online Lecture(s); Chapters 8, 9, 10, & 14.

    Quiz:
    Complete the Quiz under Week 2 in the online classroom. You may take the quiz as many times as you wish during the week.

    Discussion:
    Respond to the discussion topics in the Discussion area under Week 2 in the online classroom.

    Homework Assignment:
    Complete the homework assignment as directed in the Homework area under Week 2 in the online classroom.

    Activity:
    Speech 1
    Compose and deliver a speech as specified in the online classroom by your instructor.

    Week 3

    Analyzing and understanding audiences
    Non-verbal communication

    Assigned Readings:
    Online Lecture(s); Chapters 11, 12, 13, & Appendix for Part 2

    Quiz:
    Complete the Quiz under Week 3 in the online classroom. You may take the quiz as many times as you wish during the week.

    Discussion:
    Respond to the discussion topics in the Discussion area under Week 3 in the online classroom.

    Homework Assignment:
    Complete the homework assignment as directed in the Homework area under Week 3 in the online classroom.

    Activity:
    Speech 2
    Compose and deliver an Informative Speech. (See Chapter 14 for details on speaking to inform.) This speech should be 3-5 minutes long and should be delivered extemporaneously. Follow the directions in the syllabus for delivery and recording.

    Week 4

    Conducting research
    Providing support
    Persuasive speaking

    Assigned Readings:
    Online Lecture(s); Chapters 7, 15, & 16.

    Quiz:
    Complete the Quiz under Week 4 in the online classroom. You may take the quiz as many times as you wish during the week.

    Discussion:
    Respond to the discussion topics in the Discussion area under Week 4 in the online classroom.

    Homework Assignment:
    Complete the homework assignment as directed in the Homework area under Week 4 in the online classroom.

    Week 5

    Persuasion

    Assigned Readings:
    Online Lecture(s); Chapters 2 & 3.

    Quiz:
    Complete the Quiz under Week 5 in the online classroom. You may take the quiz as many times as you wish during the week.

    Discussion:
    Respond to the discussion topics in the Discussion area under Week 5 in the online classroom.

    Homework Assignment:
    Complete the homework assignment as directed in the Homework area under Week 5 in the online classroom.

    Activity:
    Speech 3
    Compose and deliver a Persuasive Speech. (See Chapters 15 & 16 for details on speaking to persuade.) This speech should be 5-7 minutes long and should be delivered extemporaneously. Follow the directions in the syllabus for delivery and recording.

    Week 6

    Delivery Skills
    The Power of Words

    Assigned Readings:
    Online Lecture(s).

    Quiz:
    Complete the Quiz under Week 6 in the online classroom. You may take the quiz as many times as you wish during the week.

    Discussion:
    Respond to the discussion topics in the Discussion area under Week 6 in the online classroom.

    Homework Assignment:
    Complete the homework assignment as directed in the Homework area under Week 6 in the online classroom.

    Week 7

    Who is persuading YOU?

    Assigned Readings:
    Online Lecture(s).

    Quiz:
    Complete the Quiz under Week 7 in the online classroom. You may take the quiz as many times as you wish during the week.

    Discussion:
    Respond to the discussion topics in the Discussion area under Week 7 in the online classroom.

    Homework Assignment:
    Complete the homework assignment as directed in the Homework area under Week 7 in the online classroom.

    Activity:
    Speech 4
    Compose and deliver a Persuasive or Informative Speech (Your instructor will specify persuasive, informative, or offer you a choice.). (See Chapters 15 & 16 for details on speaking to persuade.) This speech should be 5-7 minutes long and should be delivered extemporaneously. Follow the directions in the syllabus for delivery and recording.

    Week 8

    Evaluating your progress/development

    Assigned Readings:
    Online Lecture(s).

    Quiz:
    Complete the Quiz under Week 8 in the online classroom. You may take the quiz as many times as you wish during the week.

    Discussion:
    Respond to the discussion topics in the Discussion area under Week 8 in the online classroom.

    Homework Assignment:
    Complete the homework assignment as directed in the Homework area under Week 8 in the online classroom.


    DUE DATES:
    All assignments are due by Midnight Sunday night of the week for which they are assigned except as noted by your instructor in the online classroom.

    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
    NOTE: All suspected incidents of plagiarism will be investigated thoroughly and penalties assigned according to the severity of the infraction.

    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.
    ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

    Park University 2009-2010 Undergraduate Catalog Page 95

    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:10/2/2009 12:40:29 PM