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CA 103 Public Speaking
Whitaker, Mandy 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

F2QQ 2009 HI

Faculty

Whitaker, Mandy M.

Title

Instructor

Degrees/Certificates

M.S. Business Organizational Management
B.S.  Human Resource Management. Minor: Aerospace Studies
Training Manager/Director Certification

Office Location

Bldg 1279, HAFB

Office Hours

Before and after class and by appointment

Daytime Phone

801-777-6169

E-Mail

mandy.whitaker@park.edu

mandy.whitaker.ctr@hill.af.mil

Semester Dates

19 Oct - 13 Dec 2009

Class Days

--T-TH---

Class Time

7:30 - 10:15pm

Prerequisites

None

Credit Hours

3


Textbook:
Lucas, S.E..  The Art Of Public Speaking (10th ed.).  New York: McGraw-Hill Lucas, S.E.  (2007).  The Art Of Public Speaking (10th ed.).  [Computer Software].  New York: McGraw-Hill

Textbooks can be purchased through the MBS bookstore

Additional Resources:
Carnegie, D. (1983). How to Develop Self-Confidence & Influence People by Public Speaking (Reissue ed.). New York: Pocket Books. Carnegie, D. (1990). The Quick and Easy Way to Effective Speaking (Reissue ed.). New York: Pocket Books.

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/.

http://www.toastmasters.com
http://www.mhhe.com/lucas9
http://wps.ablongman.com/ab_public_speaking_2
http://www.leadersinstitute.com/resource/publicspeakingtips.html
http://www.school-for-champions.com/speaking.htm

Course Description:
A development of the ability to speak clearly and express ideas effectively before an audience.  Students plan, compose, and deliver various kinds of speeches and talks.   Principles of effective rhetorical presentation are related to basic purposes and forms of public speech-communication.   3:0:3

Educational Philosophy:
All students are personally responsible for their own education and should voluntarily contribute their ideas, thoughts, and concerns to class discussions, lectures, and assignments.  The class is based on lectures, readings, examinations, writings, discussions, etc.

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



      Instructor Learning Outcomes
    1. Evaluate and choose evidence appropriate to the speaker, speech, and occasion.
    2. Effectively support ideas using evidence, sources, and sensory aids.
    3. Critically analyze student speeches for soundness of reasoning and evidence, and offer useful feedback to peers.
    4. Create and present an effective informative message to a target audience.
    5. Create and present an effective persuasive message to a target audience. (The final speech will measure EITHER #14 or #15).
    6. Critically analyze his/her speaking performances.
    7. 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:
    Assessment of learning includes homework assignments, make-up assignments, tests, and speeches.

    Grading:

    Evaluation of student mastery of course competencies will be accomplished using the following methods to obtain a maximum of 1000 points possible: 1. Speeches—Three speeches (given before the final speech), for 45% of the course grade. Each speech will be 150pts, totaling 450pts.  2. Four pop quizzes will be given at 50pts each, totaling 200pts for 20% of the course grade.  Quizzes are given on material that should be read before class. 3.  Critiques from other students will total 50pts, and be 5% of the course grade.  4.  Preparation Outline will be 50pts and will be 5% of the course grade.  5.  Class Participation will be 50pts (3.34pts each class after first night) and will be 5% of the course grade.  6.  Lastly, the final speech at 200 pts, will be given at end of course, for 20% of the course grade. Grading Criteria: 90 - 100%   A;   80 -  89%   B;   70 -  79%   C;   60 -  69%   D;   0 -  59%   F  

    Late Submission of Course Materials:
    All assignments will be completed in a professional manner and on time, unless prior arrangements have been made with the instructor.  Complete homework, quizzes/exams, speeches on the date given.  Points will be awarded when taken/turned-in on the assigned day/time or for excused absences as arranged.  Homework, make-up assignments, quizzes, midterm, speeches, and final exams for excused absences must be completed within 7 days of the date given/due/date of students' return to class or they will receive no credit.  No credit will be awarded on assignments for unexcused absences.  No work will be accepted after the last day of class.  Exceptions will be made for Extended Military Duty or Emergency situations per the instructor's discretion.

    Classroom Rules of Conduct:
    Cell phones are a wonderful tool in the 21st Century, but have no place in classroom. Cell phones must be turned off or place on vibrate before entering the class. No calls are to be taken in class as it disrupts learning. If you must receive or make a call, please leave the room before doing it. Taking a call in class will result in losing five (5) class participation points for each occurrence. Computers make writing and revising much easier and more productive.  Students must recognize technology does not work perfect all the time.  Printers run out of ink/toner and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to CD, hard drive, and print out paper copies for backup purposes. Guidelines for Speeches:  Topics for speeches are at the discretion of the student and must be tasteful and not inflammatory in nature.  It can be and is recommended that speeches be related to current issues and/or work issues or policies. A work must be the student's original work. Make-up Assignments:  Make-up assignments consist of a 3-5 page paper using 12pt. font with double-spaced lines.  The paper must cover understanding of the readings/material covered in the class that was missed and contain at least two references outside of the readings.  If the absence is during a speech night and the student was not assigned to speak, the paper will be an analysis of a speech given by a famous speaker and will identify how the speaker utilized the key parts of a speech as discussed in the readings/textbook.  If the absence is during a speech night and the student was assigned to speak, the student will not only need to do the paper, but will also need to reschedule the speech.  If the speech cannot be rescheduled during normal classes, no points will be awarded for the speech. Proprietary Information:  While the University's teaching/learning model emphasizes the sharing of professional experiences in the context of analyzing relevant course materials, it is against the policy of Park University for students and/or faculty members to share information about present or past employers that would be considered to be “proprietary,” “confidential,” “company sensitive,” or “trade secret.” Harassment and Unethical Behavior:  All employees and students have a right to an environment free of discrimination, including freedom from sexual harassment.  It is the policy of Park University that no employee or student may sexually harass another.  The intent of this policy is not to create a climate of discomfort but to foster responsible behavior in an academic and working environment free of discrimination.   Student Preparation and Participation:  As a MINIMUM, all students are EXPECTED to have READ and thought about the information provided in the assigned chapters BEFORE class commences!  This is a professional responsibility to yourself and your classmates.  Active participation in class discussions is an important element of a collegiate program; it is evaluated by instructors and is reflected in the assignment of course grades.  Participation includes the quantity and quality of comments and class discussions, lively fellowship, positive contributions to group assignments, ability to respond to questions by classmates and the instructor and ability to work as a member of a group.  Students are expected to synthesize, analyze and integrate all reading assignments.  It is obvious that consistent attendance and being on time is an essential ingredient of participation. Class Discussion: Each student participates in discussion to help in his or her learning as well as the learning of other students.  All questions related to the subject/class are good questions.  There are probably others with the same question. Discussion is good for the mind and open discussion, without judgments of any kind, is desired. Syllabus/Class Changes and Revisions:  The instructor reserves the right to make changes and revisions to the syllabus or class at any time.  All changes will be provided to the students in writing at least one class period before the changes take effect.

    Course Topic/Dates/Assignments:

    Week 1
    -- 20 Oct - Expectations, Syllabus, Introductions, Chapter 4 Discussion. Read Chapters 8 and 10 before next class.
    -- 22 Oct - Discuss Chapters 8 and 10. Read Chapters 5-6 before the next class. Start Preparation Outline.
     
    Week 2
    -- 27 Oct - Discuss Chapters 5-6. Read Chapter 14 before next class. Impromptu Speeches.
    -- 29 Oct - Discuss Chapter 14. Impromptu Speeches. Read Chapters 15-16 before next class.
     
    Week 3
    -- 3 Nov - Discuss Chapters 15-16.  Read Chapter 7& 9 before next class. Impromptu Speeches.
    -- 5 Nov - Discuss Chapters 7 & 9 before next class.  Read Chapter 11 before next class. 
     
    Week 4
    -- 10 Nov - Informative Speeches (5-7 Minutes). Discuss Chapter 11. Read Chapter 13 before next class. 
    -- 12 Nov - Informative Speeches (5-7 Minutes).  Discuss Chapter 13.  Read Chapter 12 before next class.
     
    Week 5
    -- 17 Nov - Discuss Chapter 12. Read Chapter 1 before next class. Research Persuasive topics.
    -- 19 Nov - Discuss Chapter 1. Prepare Persuasive Speeches. 
     
    Week 6
    -- 24 Nov - Persuasive Speeches (5-7 Minutes). Re-cap up to this point. Read Chapter 2 before next class.
    -- 26 Nov - Persuasive Speeches (5-7 Minutes).  Discuss Chapter 2. Read Chapter 3 before next class.
     
    Week 7
    -- 1 Dec - Process Speeches (5-7 Minutes). Discuss Chapter 3. Read Chapter 17 before next class. 
    -- 3 Dec - Process Speeches (5-7 Minutes). Discuss Chapter 17. Prepare for Final Speeches.
     
    Week 8
    --  8 Dec - Final Speeches (10-12 minutes).
    -- 10 Dec - Final Speeches (10-12 minutes).

    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 .


    Attachments:
    Sample Preparation Outline

    Sample Quiz

    Sample Preparation Outline

    Sample Quiz

    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:9/22/2009 12:50:19 PM