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CA 103 Public Speaking
Hartley, Harrison


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

F2J 2010 IN

Faculty

Hartley, Harrison

Title

Senior Adjunct Instructor

Degrees/Certificates

B.A. (English, Psychology)
B.S. Ed. (English,Social Science) MO Life Secondary English Certification
M.A. (English, Philosophy); Graduate Fellow, U. of MO (British/American Literature; Philosophy)

Office Location

Before and after class and as otherwise arranged.

Office Hours

Before and after class and as otherwise arranged.

Daytime Phone

(816) 279-8100; leave a message if no one answers.

E-Mail

Harrison.Hartley@park.edu

harrisonhartley@wildmail.com (Use if the Park site is down.)

Semester Dates

18 October - 12 December 2010

Class Days

M

Class Time

5:30 - 9:50 PM

Prerequisites

None

Credit Hours

3


Textbook:
The Art of Public Speaking by Stephen E. Lucas (10th Edition).

Additional Resources:
Additional resources will be supplied by the instructor or obtainable on line, at the McAfee Memorial Library, or a local public library.

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:
      In The Magic Mountain, Thomas Mann observes this about basic human nature: "A word, even the most contrary word, preserves contact. It is silence that isolates." We depend on communication in one of its three forms to establish and maintain our connection with others, and through such connection we define, construct, refine, and validate our humanity. It is the essential foundation of our conscious existence and the fabric of civilization depends on it. This course is dedicated to the proposition that anyone who wishes to do so can improve and grow in the abilities to think accurately and express ideas with clarity and grace in almost any circumstance. Because speech is an eclectic subject, class sessions will include lectures, discussions, demonstrations (using art and artifacts from various world cultures), as well as video and graphic materials (including examples of the instructor's work in broadcasting, writing, and speaking), and, of course, presentations by class members themselves.   

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:

   Ability in public speaking is demonstrated by competent performance, but this must be knowledge-based, so grades will be drawn not only from presentations but also from four reading guide question sets with quizzes as well as comprehensive mid-term and final examinations. Class participants will make four formal extempore presentations, their length to be determined by class size, but usually  ten to twenty minutes each. ("Extempore" means that there has been time to prepare in advance of delivery.) These speeches may be on any topic with which the presenter is comfortable and though the first may be general in nature, the second must be informative and the third persuasive. The fourth - part of the required core assessment - is to be given either at week seven or week eight and must be a perfected version of presentation two or three. At least one speech must include visual aids, and these must be prepared by the presenter and may not include packaged Power Point elements. (Power Point presentations are fine examples of the wonders of technology, but when the electricity goes out, a good speaker should be prepared with something that doesn't plug in!)  The informative and persuasive presentations must be supported with evidence and properly documented from a minimum of three reputable sources, and hard-copy documentation (MLA or APA style) prepared for submission if requested. As a matter of practice and to provide opportunities for coaching, class members will also do some impromptu speaking ("impromptu" meaning "right off the top of the head"), and all presentations will be anonymously peer-reviewed. NB: University policy requires all Public Speaking sections to base 70% of the final grade on presentations.
 
 

Grading:

Four Study Guides/Quizzes:                    10%
Extempore Presentation:                         10%
Midterm Examination:                             10%
Informative Presentation:                         20%
Persuasive Presentation:                          20%
Core Assessment Presentation:                20%
Final Examination:                                   10%
 
AND NOW: a word about "grades."
 
(1) Since a grade scale is considered a necessary standard, regard the percents as "points" and the following scale will apply to this course:
          90 - 100 = A
          79 - 89   = B
          66 - 78   = C
          56 - 65   = D
Note that this scale allows for a spread closer to standard than the usual breaks at the ten percent marks; but note also that whereas a statistical curve should apply as closely as possible to a grade scale, the statistical bell curve does not properly apply to any college or university class since the class members do not represent a random population sample.
 
(2) Some elements of this CA103 class will be easily quantifiable on an objective basis (as, for example, the questions on the mid-term and final examinations, such rubric items as the number of sources required for an informative or persuasive speech, or the visual aid requirement). Other aspects of any presentation, however, are either primarily subjective or so closely mixed from subjective and objective components as to be very difficult to measure in a definitive manner, and every presentation (like the person delivering it) is a whole that is much more than  the sum of all its parts. For example, emotional appeals are necessary in most efforts at persuasion but are nevertheless highly irritating to some people in almost all cases; when is emotional appeal overdone, and when not? There are also personal characteristics that can be identified and are worth polishing but should not be arbitrary aspects of judgment, like essential voice quality. Should we "give" Abraham Lincoln poor marks for voice quality because he was a tad nasal and a natural tenor? Are most women's voices to be automatically graded down because they don't have the same innate timbre and projective power as most men's voices? Quantifying such aspects of commmunication is not possible; what, for example, is one percent of the Gettysburg Address? If effectiveness is the sole determining factor, Adolph Hitler's Kristalnacht Speech that resulted in the immediate motivation of the German Nation (and subsequently the rest of the world) eclipses Dr. Martin Luther King's "I Have A Dream" speech which has yet to be fully realized. It will be standard in this section of CA103 to be very open about applying "grade" evaluations to all primarily subjective elements, and class participants will be encouraged to provide their own judgments and defend (as they should in any class) work they feel has been improperly judged.
 
(3) Since public speaking depends on a public, class members will evaluate each other's presentations by filling out an assessment sheet for each one. These sheets consist of ten questions covering the physical aspects of speaking (eye contact, projection, etc.),  logical and rhetorical structures, and general impressions of ethos and overall effectiveness. The questions are arranged on a five point scale (one = not so good; 5 = excellent) but again "points" is not the point. (We won't even know how how many "points" are possible until we know how many people are in the class.) What emerges is a kind of graph indicating areas that need improvement, and from this (and three associated questions: what did this speaker do well; what not so well; what do you suggest for improvement) a general sense of "grade" can be derived. The instructor will make a digest of these sheets and each class member will be given a copy of that digest, so that the original scales and comments will remain anonymous as far as the class is concerned but for proper record keeping the instructor will know who wrote what.
 
(4) Two final principles are these: first, the business of education is encouragement, not discouragement, and in this CA103 section any class member who puts forth good effort will do well. Second, dignity lies in the person, not in the grade. Never get yourself confused with your circumstances; public speaking requires risk, and if you are willing to take the risk because you have something worth saying, you will be respected for it however it turns out.
 
All this will be revisited in class; ask questions then or email Harrison.Hartley@park.edu or call (816) 279-8100 if you want to discuss something before term begins.
 
 

Late Submission of Course Materials:
      Written material may be submitted late with the instructor's permission, but scheduled presentations should be given as planned and only delayed because of utter disaster, and even then must also have the approval of the instructor. (It is the vice side of the virtue of a concentrated eight week course that there just isn't much wiggle room, especially where a series of presentations is concerned.) *Note the Attendance Policy below for information on medical, business, or military absences.

Classroom Rules of Conduct:
      Please remember to turn off your cell 'phone or put it on silent mode. We will break for food about 6:40 (please feel free to bring something if you like), and again for the necessities about 8:15. NB: an early "heads up" on best public speaking practices - don't eat a lot right before you have to talk, and don't drink too much, especially fizzy soda. (There's nothing like a giant BURP to kill the rapport!) 

Course Topic/Dates/Assignments:

All chapter references are to the Lucas text. Assignments are noted a week in advance; quizzes and presentations are noted on the date they are due.

 
"It takes two to speak the truth - one to speak and the other to hear."
Henry David Thoreau
 
Week 1 - 18 Oct:    "Language has always been held to be man's richest art form; that which distinguishes him from the animal creation. " - Marshall McLuhan
          * What is the product of this "art form?" Do we "make ourselves" with language?
 
"The opposite of talking isn't listening. The oposite of talking is waiting."
Fran Lebowitz
 
   What language is, how it works (and provides a foundation for our humanity), and why the formal study of communication is important.      For next time: read Chapters 4, 5, and 6; prepare to speak impromptu.  (*Question: how can it be "impromptu" if there's time to think about it?" Answer: because nobody knows when time to talk will come, or what the subject will be. Besides, as Mark Twain observed, sometimes it takes two or three weeks to think up a good spur-of-the-moment remark.)          Quiz 1 due.
 
Week 2 -  25 Oct.:  "Is slopiness in speech caused by ignorance or apathy? I don't know and I don't care."  - William Safire
 
     Focusing on a topic; preliminary comments on delivery.  For next time, read Ch.8, 9, and 11; skim 10 and 13; prepare an extempore presentation on a topic selected tonight.   Quiz 2 due; impromptu challenge tonight.
 
Week 3 -  1 Nov.:  "'A word," said Humpty-Dumpty, "means just what I choose it to mean, neither more nor less!'"   
    Something about aids, visual and otherwise. (A brief introduction to logic.)   For next time, read Ch.14, 7 and associated materials provided; prepare an informative speech topics and order to be determined tonight) ; midterm exam next week (we will review well!)  Quiz 3 and extempore presentations due tonight.
 
                                            "Extraordinary claims require extraordinary evidence."  
                                                                           - Carl Sagan
 
       (Subtext: of course you are entitled to your own opinion, but you are NOT entitled to your own facts!)   
 
Week 4 -  8 Nov.:   "Shut up," he explained. (Ring Lardner)
                               OR: Something about argument and persuasion.
 
(NB: Attention to "The Speech of Red Jacket to the Missionaries")
 
     Informative presentations due; select topics for first series of persuasive presentations (for next time);  MIDTERM!   For next time, read Ch.15 and 16; finish all informative presentations; first series of persuasive presentations due. 
 
Week 5 -  15 Nov.:       "The right to be heard does not automatically include the right to be taken seriously." - Hubert Humphrey  (OR: Review Ch.7, 16; Persuasive presentations due as determined.   For next time, finish persuasive presentations.
 
NB: "When ideas fail, words come in very handy." - Goethe
 
Week 6 -   22 Nov.: "Speak when you are angry and you'll give the best speech you'll ever  regret."         -   Laurence .J. Peter
     Logic (a review) and the ethics of persuasion. For next time, finish persuasive presentations, discuss core assessment; Quiz 4 (a "dry run" for the final); determine order of core assessment presentations.
 
Week 7 -  29 Nov.:  "The wise speak because they have something to say; fools because they think they have to say something." - Plato  Review Quiz 4 and anything else the pops up; first series: core assessment presentations.
 
Overherard at a church supper:
"I like everything Veta says if only she didn't talk so much between spurts."
 
Week 8 -  6 Dec.:   [Possibly the best one-line advice on being a successful public speaker:]
                                                     "Be sincere, be brief, be seated." - FDR
            Finish core assessment presentations, take the final exam, heave a sigh of relief, go home and collapse into bed.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
All university rules and standards governing academic honesty will be strictly enforced.

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 2010-2011 Undergraduate Catalog Page 95-96
If you know in advance you must miss class, be sure to inform the instructor by telephone or email in order to have the absence reported as "excused." If you must miss otherwise, communicate with the instructor as soon as possible to discuss how to managed missed material.

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 .
All necessary accommodations will be made to assure that each class member is provided with the best possible environment. Please discuss any helpful changes of seating or any other needs with the instructor at your convenience.



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:10/4/2010 2:00:38 AM