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CA 103 Public Speaking
Chave, Reid W.


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

S1UU 2011 CN

Faculty

Chave, Reid W.

Title

Senior Instructor

Degrees/Certificates

B.A., University of Maryland
Ed.M, Boston University
M.A., Central Michigan University

Office Location

Education Center, Charleston AFB, South Carolina

Office Hours

By e-mail, FAX, or telephone, as required.

Daytime Phone

(843) 856-9160 or (843) 637-8554

Other Phone

FAX:  (775) 908-8810

E-Mail

reid.chave@park.edu

rjchave@comcast.net

Web Page

http://park.edu/CHAR

Semester Dates

January 10 - March 6, 2011

Class Days

Saturday, each class week.

Class Time

8:00 - 2:00 PM

Prerequisites

None

Credit Hours

3


Textbook:


The Art of Public Speaking; 10th Edition; Stephen E. Lucas; McGraw-Hill Publishers

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 
None are required; however, students are encouraged to consult other sources on public speaking and writing since both forms of communication relate to one another.  Composing speeches and speech outlines includes being able to put into writing information that is logical and comprehensive.  The Joint Base Charleston library is an immediately available resource center.
 

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 educational philosophy is that learning is a lifelong journey.  Everyone putting forth the effort will learn something every day, and keeping an open mind will facilitate the leaqrning experience.  A wise man once said, "Everyone has a right to their own opinion, but no one has the right to be wrong in relation to the facts."  Education, at least in part, is a learning process in fact finding.

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:

 
Each student will be expected to complete the following requirements.
 
1.  Present speeches identified in the grading section of the syllabus.  The final speech is a learning outcome speech, either informative, persuasive, or a speech explaining a process, which is designed to show what the student has learned during the term, and whether confidence and improvement in speaking is demonstrated.
 
2.  Written critiques for each speech will be provided by the instructor.  Speech evaluation sheets will also be provided by classmates to give immediate feedback at the conclusion of a speech.  Student evaluation sheets are not seen or viewed by the instructor and are not used to compute grade points.
 
3.  A final examination will be completed to demonstrate knowledge of course materials and the textbook.

Grading:

 
Grading Criteria: Students are expected to participate and complete all assignments during the eight weeks in which they are assignment. Grading is based on the core assessment rubic provided within this syllabus.

The components of the course and their respective grade points are as follows:

  • Introductory Speech                                       5
  • Commemorative Speech                                 10
  • Informative Speech                                         10
  • Impromptu Speeches                                      5
  • Persuasive Speech                                           10
  • Demonstration Speech                                    15
  • Final Speech                                                    25 (Core Assessment)
  • Final Examination                                           15
  • Total Points                                                     100

Course Letter Grade

  • A = 90 – 100% (90 points or higher)
  • B = 80 – 89% (80 – 89 points)
  • C = 70 – 79% (70 – 79 points)
  • D = 60 – 69% (60 – 69 points)
  • F = <60% (59 or fewer points)

Failure to complete the final examination will result in a grade of F in spite of any other completed assignments in the course.

The final examination uses assorted styles of questions, and the instructor has the discretion of granting full, partial, or no credit. Students will receive graded evaluations for speeches. Grading speeches is subjective, so the instructor has the discretion of determining good or sub-par work and what points may be deducted. For the final speech, students must meet the Core Assessment Rubic guidelines as noted. Students must also understand that grade points will be deducted from course participation for unexcused absences as well as late arrivals or early departures from class.

Late Submission of Course Materials:


If a student is unable to complete an assignment on time for a valid reason (e.g., military deployment, work-related requirements), contact the instructor by e-mail, FAX, or phone so that a determination can be made on assignment completion. Incomplete grades are not submitted at the conclusion of the course based on missing or incomplete assignments unless there is a request from the student and a Contract for Incomplete Grade is prepared clearly outlining assignment completion and reasons for the incomplete.

Classroom Rules of Conduct:


Classrooms are intended to be non-threatening. Open discussion is encourage, but students are expected to respect the rights and feelings of others when responding to speech presentations. Faculty members are expected to dismiss from class any student whose behavior is detrimental or disruptive to the good order of the class. Cell phones and pagers should be turned off while class is in session in order not to interfere with lectures or speeches.

Course Topic/Dates/Assignments:


This course is presented in eight class-weeks from January 10 - March 6, 2011. A class-week is Monday through Sunday for each scheduled week with Saturday being the scheduled day of class.   Specific assignments and due dates are presented below.

Week 1: January 10 – 16, 2011

Saturday, January 15: Chapters 1, 2.        Course Requirements. Introductory Lecture

                                   Chapters 3, 9, 10.  Introductory Speech

Week 2: January 17 – 23, 2011

Saturday, January 22: Chapters 4, 6.       Topics, audiences, and ideas; speech outlines.

                                   Chapters 10, 17.   Commemorative Speech

Week 3: January 24 – 30, 2011

Saturday, January 29: Chapters 5, 7.      Introduction, body, and conclusion.

                                   Chapters 8, 14.    Lecture, speech preparation.

                                                               Informative Speech

Week 4: January 31 – February 6, 2011

Saturday, February 5: Chapters 15, 16.  Lecture, speaking to persuade.

                                     Chapters 17, 18.  Persuasive Speech

Week 5: February 7 – 13, 2011

Saturday, February 12: Chapters 11, 12, 13. Using visual aids.

                                                                      Demonstration Speech

Week 6: February 14 – 20, 2011

Saturday, February 19:                                Make-up Speeches 

                                                                     Demonstration Speech

Week 7: February 21 – 27, 2011

Saturday, February 26:    Course Review; Final Speeches

Week 8: February 28 – March 6, 2011

Saturday, March 5:        Final Speeches

                                       Final Examination

                                       Course Evaluation

NOTE: Opportunities for make-up speeches will be provided consistent with time available on any class day. Impromptu speech opportunities will also be offered during classes at the option of the instructor. The above schedule  will be adjusted, if necessary, based upon the course total enrollment at the conclusion of Week 1 (add/drop week).

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:12/9/2010 3:05:01 PM