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CA 103 Public Speaking
Yarc, Carol


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

F1FF 2010 FA

Faculty

Yarc, Carol

Title

Senior Adjunct Instructor

Degrees/Certificates

BA, Pennsylvania State University
MALS, University of Mary Washington

Office Hours

By Appointment

Daytime Phone

509-466-6306

Other Phone

509-981-6660

E-Mail

carol.yarc@park.edu

cmyarc@comcast.net

Semester Dates

16 August - 10 October 2010

Class Days

M-T-W-TR

Class Time

1200-1315

Prerequisites

None

Credit Hours

3


Textbook:
Lucas, Stephen E.  The Art of Public Speaking.  10th ed.  Boston: McGraw Hill, 2009.  ISBN: 978-0077306298

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
A good collegiate dictionary, thesaurus, or synonym finder

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:

My philosophy of teaching is a belief that any student can learn to write excellent English prose and present informational and persuasive speeches within a public forum.  Writing and speaking well does not happen overnight nor does it happen with a one draft essay or one practice run-through before a speech presentation.  Good essays and speeches are results of revision and more revision and practice and more practice.  These are the keys to crafting well honed and presented texts.

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



    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:

    Peer Review - 3% of course grade
    Weekly Discussions - 7% of course grade
    Mid Term Exam - 10% of course grade
    Final Exam - 10% of course grade
    Speech 1 - 10 % of course grade
    Speech 2 - 20% of course grade
    Speech 3 - 20% of course grade
    Speech 4 - 20% of course grade

    Grading:

    Item
    Percentage of Grade
    Points
    Peer Review      

    3%

    30

    Discussion
    7%
    70
    Mid Term Exam
    10%
    100
    Final Exam
    10%
    100
    Speech 1 + Outlines
    10%
    100
    Speech 2 + Outlines
    20%
    200
    Speech 3 + Outlines
    20%
    200
    Speech 4 + Outlines
    20%
    200
     
     
     
    Total
    100%
    1000
     
    A = 900 - 1000 points
    B = 800 - 899 points
    C = 700 - 799 points
    D = 600 - 699 points
    F = 599 and below
     
    C = The average speech grade should meet the following criteria:
    • conform to the kind of speech assigned--informative, persuasive, etc.
    • be presented on the assigned date
    • conform to the time limit
    • have a clear purpose and central idea
    • have an identifiable introduction, body, conclusion
    • show reasonable directness and competence in deliver
    • be free of serious errors in grammar, pronounciation, and word usage
    • be deliverd according to the specifics of the assignment
    B = an above average speech should meet the preceding criteria and also:
    • deal with a challenging topic
    • fulfill all major functions of a speech introduction and conclusion
    • display clear organization of main points and supporting materials
    • support main points with evidence that meets the test of accuracy, relevance, objectivity, and sufficiency
    • exhibit proficient use of connectives--transitions, internal previews, internal summaries, and signposts
    • be devilered skillfully enough so as not to distract attention from the speaker's message
    A = A superior speech shoul meet all the preceding criteria and also:
    • constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience
    • sustain positive interest, feeling, and/or commitment among the audience
    • contain elements of vividness and special interest in the use of language
    • be delieverd in a fluent, polished manner that strengthens the impact of the speaker's message.

    D or F = These grades demonstrate serious deficiencies in the criteria required for a grade of C.

    Late Submission of Course Materials:

    1. All assignments are due when they are due unless prior arrangements made with the instructor.
    2. Points will be awarded based on the caliber of the work when assignments and speeches are completed on time.
    3. For excused absences, points will also be awarded based on the caliber of the work when completed within 5 days.
    4. No credit will be awarded for any activity or assignments for unexcused absences.
    5. No work will be accepted after the last day of class.
    6. There is no such thing as extra credit.

    Classroom Rules of Conduct:

    1.  No cell phones are allowed.  If a cell phone is required for duty reasons, it is the student’s responsibility to notify the instructor before the class begins. 

    2.  No texting is permitted.  It is an automatic loss of all discussion points for each occurrence.

    3.  Plan ahead for hardware or software glitches.  Students are still responsible for meeting deadlines in spite of technology.

    4.  No children allowed.

    5.  No food is permitted; beverages are.

    6.  All discussion and in class exchanges will be respectful.

    7.  Students are expected to have read all assigned material before class begins.

    8.  Students are expected to participate in all class discussions.  It is an automatic loss of all discussions points for those who do not participate.
    9.  The Park University e-mail system will be used.  Check it early and often during the term.
     
     

    Course Topic/Dates/Assignments:
     

    Week

    Activities and Assignments*

    Week 1

    Read/Discuss: Lucas, Ch 1, 3, 10, and 14

    Week 2

    Read/Discuss: Lucas, Ch 4, 7, 8, and 9

    and “Giving Your First Speech,” p. 63

    Outlines due: 24 Aug 

    Speech 1 (Introduction) 2-3 minutes

    Week 3

    Read/Discuss: Lucas, Ch 6, 11, 12

    Outlines due: 31 Aug

    Speech 2 (Informative) 3-5 minutes

    Peer Review

    Week 4

    Read/Discuss: Lucas, Ch 5, 15, and 16

    and “Using Power Point,” p. 285

    Midterm Exam:  9 Sep

    Week 5

    Read/Discuss: Lucas, Ch 2 and 13

    and King’s “I Have a Dream,” Appendix A1

    Outlines due: 14 Sep

    Speech 3 (Persuasive) 5-7 minutes

    Peer Review

    Week 6

    Review/Discuss: Lucas, Ch 15 and 16

    Analyze: “The Ultimate Gift,” and “The Hidden Horrors of Puppy Mills,”

    Week 7

    Read/Discuss: Lucas, Ch 17 and 18

    Outlines due: 28 Sep

    Speech 4 (Persuasive) 7-10 minutes

    Week 8

    Review for Final Exam

    Final Exam:  7 Oct

    *NOTES

    1. All speeches will be given and exams taken on Thursday. Full sentence outlines are due in the instructor’s drop box by the Tuesday evening prior to the speech for review. 
    1. Instructions/requirements for individual speeches will be provided to the student one week in advance of speech presentation.  In addition, the following information applies: 
      •  Speech 1 is an introductory speech in which you introduce yourself.  No visual aides or outside sources are required. 
      •  Speech 2 is an informative speech.  The student will select the subject that will inform his or her classmates about a topic, event, process, or idea, and include a question and answer period.  Visual aids are required.  No more than 5 additional minutes is allowed for set-up/take down of visual aids and question and answer period.  Four (4) credible outside sources are required, and will be cited in his or her presentation.   
      • Speech 3 is a persuasive speech.  The student will select the subject. The student will be required to use ethical, logical, and emotional appeals and evidence to motivate the audience to action on a topic of interest.  A behavioral objective of what you want the audience to think and do at the end of the speech will be included.  The student will also be required to cite in his or her presentation four (4) credible, high-quality sources.  Visual aids are required. A maximum of 5 additional minutes can be used for visual aid set-up/take down and a question and answer period. 
      • Speech 4 is also the final exam/core assessment for CA 103This speech is a persuasive speech.  The student will select the subject. The student will be required to use ethical, logical, and emotional appeals and evidence to motivate the audience to action on a topic of interest.  The student will also be required to cite five (5) credible, high-quality sources in his or her presentation. Visual aids are required. A maximum of 6 additional minutes will be allowed for set-up/take down of visual aids and a question and answer period. 
    1. Make-up Assignments

    a. When the absence is excused, students may opt to complete a 2-3 page essay using MLA formatting. This paper will cover the assigned reading/material covered in the class that was missed. Two additional outside sources are also required. The standards of English grammar will be observed in all written work.

    b. If the absence was on the night a speech was to be given, the paper will be an analysis of a speech given by a famous speaker. This paper will identify the specific purpose, the central idea, and organizational method. The introduction and conclusion will be identified and discussed as well the main and subpoints in the body of the text. Also to be addressed will be an analysis of the language used by the speaker, that is, identifying, providing examples, and commenting on the effectiveness any figurative language.

    c. In addition to the paper, students must reschedule the speech.     

         4. The instructor reserves the right to change or revise the syllabus at any time. Students will be notified should  
             this be the case
    .

    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 .



    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:7/13/2010 4:49:08 PM