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CA 103 Public Speaking
Callan, Pamela A.


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

F1V 2009 GO

Faculty

Callan, Pamela A.

Title

Adjunct Faculty

Degrees/Certificates

Bachelor of Arts in English
Master of Arts in English (additional graduate hours in Communication)
Master of Science in Education

Office Location

San Angelo, TX

Office Hours

TBA

Daytime Phone

325-234-0531

Other Phone

325-947-0021

E-Mail

pamela.callan@park.edu

bump@wcc.net

Semester Dates

Aug 17 – Oct 11, 2009

Class Days

-M-----

Class Time

5:00 - 10:00 PM

Credit Hours

3


Textbook:

Fujishin, Randy,   The Natural Speaker. 6th Edition, 2009

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
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:
I strongly believe in collaborative learning. My philosophy of teaching is one of interactiveness based on lectures, readings, quizzes, discussions, examinations, peer editing, web sites and videos. I strongly encourage each student to strive to reach his/her highest potential by reading, questioning, reviewing and discussing.

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:
1. Group Discussions
2. Group Exercises and Activities
3. Practice Speeches
4. Major Speeches
5. Peer Editing
6. Lectures
7. Online assignments

Grading:

1.   Major Exam:  20% 
      Exam questions will come from required readings, instructor notes and class discussions.
      Please Note:  Taking the exam at a later date than the one assigned will result in a 15-point
      deduction from the exam grade.
2.   Class Participation:  10%
      Class participation grades consist of the average of the grades from chapter quizzes, group 
      activities, practice speeches, peer editing exercises, and critiques of online and peer
      speeches.  Please Note:  Participation grades may not be made up. Quiz questions will
      come from the required readings. Practice speech assignment sheets will be handed out
      in class and will include detailed information about the assignment requirements.
3.   Major Speeches:  70%
      A.  Major Speech One -     Birthdate Introduction:   10%
      B.  Major Speech Two -     Impromptu Speech:        10%
      C.  Major Speech Three:   Informative Speech:        20%
      D.  Major Speech Four:     Persuasive Speech:         30%
      Please Note:   Speeches two and four may not be made up for any reason.  Delivering speeches one and three 
      at a later date than the one assigned will result in a 15-point deduction from the speech grade.
      Assignment sheets will be handed out in class and will include detailed information about the 
      assignment requirements for the major speeches.
 

Late Submission of Course Materials:

1.  Taking the exam at a later date than the one assigned will result in a 15-point 
     deduction from the exam grade.
 2. Speeches two and four may not be made up for any reason.  Delivering speeches one and three 
     at a later date than the one assigned will result in a 15-point deduction from the speech grade.
 3. Participation grades may not be made up.
 
Please plan ahead; don't allow an unexpected emergency to cause you to be late, resulting in the loss of credit for the assignment.

Classroom Rules of Conduct:

No cell phones please. You are responsible for planning ahead and meeting deadlines in spite of technology; be sure to save copies of your work to disk and/or hard drive, and print out paper copies for backup purposes.

Course Topic/Dates/Assignments:
Please note:  This is a blended class (face-to-face and online).  We will meet at the GAFB campus from 5:00-10:00 on weeks one and eight, and from 5:00-7:30 on weeks two through seven.  There will be required online work during weeks two through seven.  


AUGUST

17:  Discuss syllabus and class schedule. Practice Speech: Classmate Introduction.
       Go over Major Speech #1 assignment sheet. Instructor lecture/background notes.
24:  Chapter 1 – Communicating with Others and Chapter 2 – Giving Yourself
       Permission/Reducing Anxiety. Instructor Notes.  In-class draft of speech #1 outline.
       Upload First critique of outside speech to the dropbox.  Upload final draft of speech #1 outline o dropbox.
31:  Major Speech #1 (Birth Date introduction).  Instructor Notes and Chapters 4 & 5 – Selecting the topic/gathering
       speech material, and 
audience analysis.  Go over Major Speeches #3 and #4 assignment sheets.
       Upload homework to the drop box.  Complete online discussion question.

SEPTEMBER
 
7:    Instructor Notes and Chapter 6 – Organizing and Outlining Your Speech, Chapter 7– Delivering Your Speech, and 
       Chapter 3 – Four Speaking Methods.  
       Upload homework assignment to the dropbox.  Complete discussion assignment.  
14:  Instructor Notes and Chapter 8 – Informing your audience and and Chapter 9 – Persuading your audience.  
       Major Speech #2 (Impromptu speech). Work on first draft of speech #3 outline.
       Upload final draft of speech #3 outline.   Complete discussion assignment.
21:  Major Speech #3 (informative). Work on first draft of speech #4 outline.  Review for exam.
       Upload Persuasion homework assignment.  Complete discussion assignment.  
28:  Major Exam over Chapters 1-9.  
       Upload final draft of speech #4 outline.  Complete discussion assignment.          
                                                                                 
OCTOBER

5:    Major Speech #4 (persuasive speech)
       Go over exam.  Course wrap-up.  Final grades/averages.

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

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

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 .

Additional Information:

I have served as an adjunct instructor for Park University since 2002 through the Goodfellow AFB campus in San Angelo, Texas. I received an MA in English with a minor in Psychology from Angelo State University in 1989 and an MS in Education from Capella University in 2002. I earned a graduate certificate in Diversity Studies in 2003 from Capella University, and have earned additional graduate hours in English, communication, history, management, psychology, and sociology(human services). My areas of interest are communication (both small group and interpersonal), English literature, public speaking, race and ethnic relations, the study of the lifespan, and the study of the family.



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:6/18/2009 1:01:31 PM