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CA 103 Public Speaking
Callens, Rosanne M.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CA 103 Public Speaking

Semester

S2GG 2011 MI

Faculty

Callens, Rosanne M.

Title

Adjunct Faculty

Degrees/Certificates

Bachelor of Science, Western Michigan University 1997
Master of Human Relations, University of Oklahoma 2008

Office Location

210 Missile Ave, Minot, ND 58705

Daytime Phone

701-578-4524

E-Mail

rosanne.callens02@park.edu

rosannecallens@aol.com

Semester Dates

March 14, 2011 - May 8, 2011

Class Days

------S

Class Time

8:00 - 1:30 PM

Credit Hours

3


Textbook:
 Lucas, Stephen E. THE ART OF PUBLIC SPEAKING, Tenth Edition, NY, NY: McGraw Hill, 2009
 ISBN:978-0-07-338515-0

Additional Resources:

APA Citation Information: http://owl.english.purdue.edu/owl/resource/560/02/

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

Handouts for Public Speaking Students at Park: http://onlineacademics.org/CA103/Handouts/

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

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

Outline Format

See your Lucas textbook. Many communication courses use APA style for citations and reference list. See Park information: http://www.park.edu/support/writing.asp

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

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:

    Each student will be required to do the following assignments:

    1. Take one written examination to demonstrate knowledge of the textbook.
     
    2. Give seven speeches. The final speech is a persuasive core assessment speech designed to show what you have learned during the term.
     
    Descriptions of each speech and class are shown below.
     
    Week 1- Introductory Speech. Interview a fellow student and prepare notes to introduce that person to the class, presenting background information pertaining to the interviewee's educational goals, employment status and activities and hometown. You may also include a fact that you learned that few people would know about this individual. This speech will run 1 to 2 minutes.
          Classroom Discussion
          Introduction to Public Speaking
          Common Fears
          Selecting a topic and purpose
          Introduction
          Conclusion
          Speaking to Inform
          APA Style & Outlines
     
          Assigned Readings:
          Chapters 1, 2,3, 4, 5, 6. Appendix for Part 1 ("Giving Your First Speech").
     
     
    Week 2- Speech to Inform # 1. Compose and present an informative speech of 4-6 minutes in which you describe an object, person, event, or process. You must have a typed outline to present to the instructor prior to presenting your speech. You must have a bibliography with at least three (3) outside sources.
     
          Classroom Discussion:
          Organization of main points
          Delivery Skills
          The Power of Words
          Visual Aids
          Outline Review
     
          Assigned Readings:
          Chapters 8, 9, 10, 11, 12, 13, and 14.
     
    Week 3- Demonstrative Speech. Compose and present a demonstrative speech. This speech will be a 5-6 minute speech. You will show the audience how to make something or how to do something. Examples include the following: How to make lasagna, how to arrange flowers, how to decorate a dorm room, how to take a good picture. Visual aid required. The focus should be on offering clear directions about some sort of process. You must have a typed outline to present to the instructor prior to presenting your speech. Three (3) outside sources are required for this speech.
     
          Classroom Discussion:
          Knowing your audience
          Non-Verbal Communication
          Visual Aids
          Review Chapters 15 & 16
          Critiques and Discussion
          Analyze speech from textbook
     
          Assigned Readings:
          Chapters 13, 14, 15, 16
     
    Week 4- Speech to Inform # 2. Compose and present an informative speech of 5-7 minutes in which you describe an object, person, event, or process. You must use at least one visual aid in the speech. You must have a typed outline to present to the instructor prior to presenting your speech. Include a bibliography with a minimum of four (4) outside sources.
     
          Classroom Discussion:
          Commemorative Speech
          Review Chapter 17
          Critiques and Discussion
          Analyze speech from textbook
     
          Assigned Readings:
          Chapters 17, 18
     
    Week 5- Commemorative Speech. Compose and present an informative speech of 5-6 minutes in which you commemorate or pay tribute to a person, group, place/institution, idea, monument, or event. Your function as a speaker is to highlight the reasons for the occasion, express the sentiments held by everyone involved in the celebration, commemoration, and tribute, and arouse your audience with an inspiring speech. Chapter 17 will help you in the textbook. You must have a typed outline to present to the instructor prior to presenting your speech. No bibliography is needed.
     
          Classroom Discussion:
          Review highlights from previous chapters
          Poise and Fluency
          Critiques and Discussion
          Analyze speech from textbook
     
          Assigned Readings:
          Chapter 17
     
    Week 6 - Impromptu Speech. Draw a card on which you will find a topic for your speech. Without written preparation, you will deliver a speech of 1 to 2 minutes on the assigned topic. The challenge will be to present yourself with poise, fluency, and ideas from personal experiences organized into a beginning, middle, and end.
     
          Classroom Discussion:
          Guest Speaker
          Persuasive DVD
          Critiques and Discussion
          Analyze speech from textbook
     
    Week 7 - Core Assessment/Persuasive Speech. Compose and deliver a persuasive speech of 8-10 minutes on a major contemporary problem or issue. In this speech, logic must be the main proof supporting your purpose, but you should use both emotional and ethical appeals to make your speech compelling and believable. Your objective is to modify, alter, or change an attitude or belief the audience holds in regard to your policy question. This assignment constitutes the core assessment for this course. Document at least six(6) sources in the bibliography of your preparation outline.
     
          Classroom Discussion:
          Study Groups for Exam preparation
          Analyze speech from textbook
     
          Assigned Readings:
          Chapter 15, 16, 17, 18
          Chapter Reviews in textbook to prepare for examination+
     
     
    Week 8- Final Examination. The written exam uses multiple choice questions and will cover the Lucas textbook from class.
     
               

    Grading:

    Grading:

    Participation...............................80 pts
    Introduction Speech....................20 pts
    Informative # 1 Speech...............100 pts
    Demonstrative Speech.................100 pts
    Informative # 2 Speech................100 pts
    Commemorative Speech..............100 pts
    Impromptu Spech........................100 pts
    Persuasive/Core Assessment........200 pts
    Final Examination.........................200 pts 
    FOR A TOTAL OF 1,000 points
     
    Grade Scale
     
    90-100=A
    80-89=B
    70-79=C
    60-69=D
    0-59=F
     
    The written examination uses multiple choice questions. Students will receive graded evaluations for speeches. Grading speeches is subjective, so the instructor has the discretion of determining what constitutes good or subpar work and what points may be deducted. For the final speech, students must meet the Core Assessment Rubric guidelines as noted. Students must also understand points will be deducted from the participation grade for any unexcused absence and may be deducted if students arrive late or leave early when class is in session. There is no extra credit awarded in this course.

    Late Submission of Course Materials:

    Students are expected to complete all assignments on time. Unexcused late speeches will lose one letter grade after the assigned date and one letter grade each week thereafter. The instructor may make allowances for documented illnesses, emergencies, or work-related issues. Anyone who cannot complete a term due to some unforeseen circumstance would have to file for an incomplete with the university, subject to approval by the instructor based on proper documentation.

    Classroom Rules of Conduct:
    Classrooms are intended to be non-threatening. I encourage open discussion that shows respect for the rights and feelings of others. Faculty members are expected to dismiss from class any students whose behavior is detrimental to the good order of the class. Unacceptable behavior includes, but is not limited to, abusive or obscene language, attending under the influence of alcohol and drugs, and in general being disruptive in any manner. Students dismissed are subject to a failing grade, suspension, or expulsion. Unacceptable behavior, whether verbal or written, is subject to disciplinary action ranging from suspension to expulsion. Such behavior demonstrated toward administrative or support personnel is subject to the same sanctions. Please turn off cell phones and pagers while class is in session.

    Course Topic/Dates/Assignments:

    Course Topic/Dates/Assignments:

    DATES                              CLASS ACTIVITIES                                         ASSIGNMENTS
    March 19                              Introductory Speech                                           Chapters 1-6
    March 26                              Speech to Inform #1                                           Chapters 8-14
    April 2                                   Demonstrative Speech                                        Chapters 13-16
    April 9                                   Speech to Inform #2                                           Chapters 17-18
    April 16                                 Commemorative Speech                                     Chapter 17
    April 23                                 Impromptu Speech                                             Chapters 15-18                                
    April 30                                 Core Assessment/Persuasive Speech                  Chapter Reviews & Study Guide
    May 7                                    Final Examination                                                   

    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:3/3/2011 2:39:47 PM