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CA 103 Public Speaking
Graham, Marjorie F.


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

S1B 2010 BL

Faculty

Graham, Marjorie F.

Title

Adjunct Senior Professor

Degrees/Certificates

Ed.D Adult, Continuing Education; M.S., Communications;
B.J., Journalism

Office Hours

By Appointment

Daytime Phone

915-566-7675

E-Mail

marjorie.graham@park.edu

marjorie-graham@prodigy.net

Semester Dates

11 Jan.- 3 Mar 2010

Class Days

Monday & Wednesday

Class Time

5:00-7:30p.m.

Credit Hours

3


Textbook:
Lucas, S. E. (2004 or latest edition).  The art of public speaking.  Boston, MA: McGraw-Hill. ISBN; 000561739, or Tenth Edition.

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:

Public speaking is a performance course designed to improve your public communication skills.  This means that students need to be actively engaged in both the speaking and listening process.  For onground sections, attendance is a high priority so that you can participate in speaking to the class and to experiencing its reponse.
 
Below are principles of good instructional practice:
 
     Respect for diverse talents and ways of learning.
     Student-faculty contact and interaction.
     Student cooperative learning.
     Active student learning.
     Prompt feedback for student.
     Time on task for students.
     High expectations for student.
 
Chickering, A. W., & Gamson, Z.F. (1987). Seven priciples for good practice in undergraduate education.  AAHE BULLETIN,  39(7), 3-7.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the fundamental elements of the speech process.
  2. Demonstrate understanding of the ethical standards of effective speakers.
  3. Select and narrow a topic with a particular audience/situation in mind.
  4. Design a message with a particular audience/situation in mind.
  5. Demonstrate research skills necessary to the public speaking process.
  6. When appropriate, use audio-visual resources to help the audience understand the speech.
  7. Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs.
  8. Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice.
  9. Utilize language strategies for effective oral presentations.
  10. Present convincing arguments through reason, personal credibility, and emotion.
  11. Evaluate and choose evidence appropriate to the speaker, speech, and occasion.
  12. Effectively support ideas using evidence, sources, and sensory aids.
  13. Critically analyze student speeches for soundness of reasoning and evidence, and offer useful feedback to peers.
  14. Create and present an effective informative message to a target audience.
  15. Create and present an effective persuasive message to a target audience. (The final speech will measure EITHER #14 or #15).
  16. Critically analyze his/her speaking performances.
  17. Identify and use techniques for effective listening.


Core Assessment:

The core assessment for CA103-Public Speaking will be a Final Speech. This speech be a type of speech (persuasive or informative, forexample) already given by the student during the semester. For example, if a student has given informative, persuasive, and demonstration speeches during the semester, he must select one of those types of speeches to give for the final. The rationale is that a student increases his mastery of a type of speaking by giving that type of speech twice. The length of the speech will be determined by the instructor, and the topic by the instructor and/or the student.

Link to Class Rubric

Class Assessment:

The core assessment for CA103 (Public Speaking) will be a debate on an approved hypothesis and persuasive speech given by the student during the semester. The length of the debate and the rules governing it will be established by the instructor on the basis of the National Interscholastic League Tournament regulations.
 

Grading:

90-100%     A
80-89.99%  B
70-79.99%  C
60-60.99%  D
0-59.99%    F
 
Speeches and speech outlines or planning documents: 30%
Mid-Tern Exam: 20%
Attendance and participation 10%
Debates: 40%
 

Late Submission of Course Materials:

Because of the unique performance nature of this course, students should be prepared to present speeches when scheduled. Faculty may prohibit make-up speeches.  Please avoid  arriving late and interrupting a student speaker.

Classroom Rules of Conduct:

Please refer to Park University Catalog and student handbook.

Course Topic/Dates/Assignments:

Schedule 8 Weeks
Week                     Assignments                      Readings
1 Introduction     I          Impromtu,                                          Chapter1:Speakingin Public
of course                        10-minute, self-                                  Chapter 2: Ethics and Public Speaking
                                          Introductory speech delivery.        Chapter 3: Listening
                                                                                                       Appendix: Giving First Speech
______________________________________________________________________
2 Fundamentals             Delivery of 20-minute                        Chapter 4: Selecting a Topic and a Purpose
of Public Speaking         Informative category speech        Chapter 5: Analyzing the Audience
Lecture                             with five-source minimum                Chapter 6: Gathering Materials
                                                                                                        Chapter 7: Supporting Your Ideas
_________________________________________________________________________
3      Organizing &            Delivery of  5-10 minute                   Chapter 8: Organizing the Body of the Speech
        Presenting                 Special Occasion speech                 Chapter 9: Beginning  and Ending the Speech
        Speeches                    on event as assigned.                      Chapter 10: Outlining the Speech
                                                                                                          Chapter 11: Using Language
                                                                                                          Chapter 12: Delivery
_________________________________________________________________________
4      Informative             Delivery of 10-minute                            Chapter 13: Visual Aids
        Speeches                 Informative speech on subject                             
                                          of choice with 5-source                        Chapter 14: Speaking to Informe
                                minimum.
______________________________________________________________________________
5      Persuasive               Delivery of 10-minute                                     Chapter 15: Speaking to Persuade
        Speaking                   Persuasive speech on subject                     Chapter 16: Methods of Persuasion
                                           of choice with 5-source                                 Chapter 17: Speaking on Special Occasions
                                           minimum                                                           Chapter 18: Speaking in Small Groups
                                       
_________________________________________________________________________
6        MID-TERM  ESSAY EXAMINATION                                 
 
      
          
_________________________________________________________________________
7         Beginning of Debate             (Core Assessment
           Presentations by                      position speeches
           each team                                  by each team member)
___________________________________________________________________________
8         Final Exam Review and Closure; Balance of Debate Presentations
 
 
                  
                        

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 .



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:1/5/2010 9:50:15 PM