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CA 103 Public Speaking
Aitken, Joan Evelyn


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

FA 2010 HOA

Faculty

Dr. J. E. Aitken

Title

Professor

Office Location

229 Copley

Office Hours

By appointment

Daytime Phone

http://people.park.edu/Public/Default.aspx?TabKey=0&TaskItemKey=2&Screen=0

E-Mail

joan.aitken@park.edu

Web Page

http://onlineacademics.org/PS/

Class Days

-M-W-F-

Class Time

11:00 - 11:50 AM

Credit Hours

3


Textbook:
The professor will provide book chapters free of charge in the eCompanion course environment:

Berko, R. M., Aitken, J. E., & Wolvin, A. D. (Under development). Public speaking in the era of technology.

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/.

http://parkonline.org
http://onlineacademics.org/Guidelines.html

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 you can participate in speaking to the class as a speaker and responding as an effective listener. 

Below are principles good instructional practice:

1.            Respects for diverse talents and ways of learning. 

2.            Student-faculty contact and interaction. 

3.            Student cooperative learning. 

4.            Active student learning. 

5.            Prompt feedback for student.

6.            Time on task for student. 

7.            High expectations for student.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles 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:
Speeches & speech planning documents:  50%
Final Speech (Core Assessment):  20%
Other Assignments (midterm test, speech critiques, in-class activites):  30%

 

Grading:

Typically, 100 points = 100%.
A = 90- 100%
B = 80-89.9%
C = 70-79.9%
D = 60-69.9%
F = < 60%

Late Submission of Course Materials:

A late planning document will not be accepted late.
In class activities cannot be made up because they take place in class.
Because of scheduling problems, late speeches may not be accepted. 
If you have a physician's excuse, please talk to your professor.
 
LATE SPEECH --For a late speech, you will need to present an apologetic speech to the class, which gives research based information about how we use time to communicate competence.

 

Both assignments are due within one week of the original due date or the assigned makeup date, typically doubling the work. No extra credit points for this assignment. The additional assignment should be of comparable quality and substance. In addition to the required research paper.

 

The original assignment is typically docked 10-50% (e.g., 10% if less than one week late, 20% if less than two weeks late), and so on.

 

See additional information here:  http://onlineacademics.org/Guidelines.html#BE_ON_TIME

Classroom Rules of Conduct:
 

See http://onlineacademics.org/Guidelines.html

Guidelines for Student Conduct and Expectations

·                     Be on time and engaged in the entire class meeting.  You cannot make up in-class participation assignments because they are just that--in class participation where you learn collaboratively.  

·                     Contribute to the learning community consistently throughout the course.Students need to turn off cell phones and similar devices during presentations.  Park University expects instructors to take and report attendance each week.

·                     Turn in your assignments on time.

 Some instructors do not accept makeup work.  Plan to submit written assignments as a hardcopy at the beginning of the class meeting.  Speeches are due when your instructor calls on you. Please do NOT email assignments to your instructor unless he or she tells you to do so.

 

·                     No animals in the classroom please. 

·                     Use appropriate nonverbals for presentation.  Competent communicators are careful about the messages of their appearance and vocal qualities as nonverbal communication.  Speak loudly and clearly so that you can be heard by everyone, including an audience member who has a hearing loss.   Remember, you must be heard to be understood.  Convey a passion or enthusiasm for your topic and message via your voice.  Research says that more formal clothing and appearance increases a speaker's credibility.  At the minimum, professionalism suggests no hats, no pajamas, no rubbery flip-flops, no shorts, no bare midriff/chest, and no outdoor jackets. 

If your appearance distracts or creates a weak impression with the audience, you will lose effectiveness.   For a skilled approach, look and sound like a professional.

 

·                     Show Respect.  

Respect is a reciprocal relationship.  Be sensitive and adaptive toward your audience. 

 

Course Topic/Dates/Assignments:
 

Course Topic/Dates/Assignments:

Tentative Schedule

8 Weeks

Speech Assignments Due

See the detailed assignment explanation for each speech in eCompanion (parkonline.org)

Learning Topics and Chapter Reading Assignment

1-2

Brief speeches

Speech 1 planning document due

Week 1

1. Overview of the Speechmaking Process
2. Foundations of Public Speaking
Week 2

3. Listening
4. Audience Analysis

3-4

Present Speech 1

Speech 2 typed outline or planning document due

Present brief speeches as time allows.

Week 3

5. The Speech Purpose
6. Developing Supporting Materials
Week 4

7. Finding Sources and Conducting Research
8. Organizing and Outlining the Speech

5-6

Present Speech 2

Speech 3 typed outline or planning document due

Present brief speeches as time allows.

Week 5

9. Language
10. Nonverbal Presentation Style
Week 6

11. Audio-Visual Technology
12. Informative Speaking

7-8

Midterm test over book.

Present brief speeches as time allows.

Week 7

13. Persuasive Speaking
14. Ceremonial Speaking

9-10

Present Speech 3

Speech 4 typed outline or planning document due

Present brief speeches as time allows.

11-12

Present Speech 4

Final Speech typed outline or planning document due

Present brief speeches as time allows.

13-14

Present Final Speech

Present brief speeches as time allows.

Appendix: Speeches for Analysis and Discussion

15-16

Final Speech

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

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

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:
USEFUL LINKS

APA style for citations and reference list (Park information): http://www.park.edu/support/writing.asp  


APA Reference List Information (Purdue): http://owl.english.purdue.edu/owl/resource/560/06/


Behavior Guidelines for Dr. Aitken’s Students: http://onlineacademics.org/Guidelines.html


Research Scholarly Databases http://www.park.edu/library/ (peer-reviewed and non peer-reviewed articles)


Research database research tutorial: http://onlineacademics.org/LibraryTutorial/


Resources for Public Speaking Students: http://onlineacademics.org/PS/


Writing, Citing, & Reference List Help from Park: http://www.park.edu/support/writing.asp


SPEECH PLANNING ASSIGNMENT--DUE BEFORE THE ROUND OF SPEECHES BEGIN


SPECIFIC PURPOSE:


INTRODUCTION


I. State an attention device--such as a story--in one complete sentence.


II. State your interest in this topic in one complete sentence.


III. State the behavioral objective of your speech in one complete sentence.


BODY


I. State the first main point in one complete sentence.


 A. In one complete sentence, provide supporting evidence--such as statistics, illustrations, visual aids, photograph, testimony from an authority--and cite the source of the information in APA style (Author, Year).


 B. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).


II. State the second main point in one complete sentence.  A. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).


 B. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).


III. State the third main point in one complete sentence.


 A. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).


 B. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).


CONCLUSION


I. Summarize your speech in one complete sentence.


II. Tell the audience exactly what you want them to do in one complete sentence.


III. State the speech clincher, call to action, or a memorable device in one complete sentence.


REFERENCES


Provide 4 quality references in APA style, including at least two peer-reviewed quality from EBSCO or other quality data base. For information about how to use APA style, see http://www.park.edu/support/writing.asp


FIRST PAGE OF EACH REFERENCE (Hardcopy or electronic format)



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:7/20/2010 2:52:31 PM