Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

CA 103 Public Speaking
Yarc, Carol


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CA 103 Public Speaking

Semester

U1FF 2012 FA

Faculty

Yarc, Carol

Title

Senior Adjunct Instructor

Degrees/Certificates

BA, Pennsylvaania State University
MALS, Mary Washington College

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

4 Jun2 - 29 July 2012

Class Days

--T-R--

Class Time

5:00 - 7:40 PM

Credit Hours

3


Textbook:
Fraleigh, Douglas M. and Joseph S. Truman.  Speak Up: An Illustrated Guide to Public Speaking.  2nd ed.  Boston: Bedford, 2011.  ISBN: 978-0-312-62188-9

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
A good dictionary, MLA Handbook, thesaurus, and synonym finder.  All these books are available in the Fairchild Library.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
CA103 Public Speaking (GE): A development of the ability to speak clearly and express ideas effectively before an audience. Students plan, compose, and deliver various kinds of speeches and talks. Principles of effective rhetorical presentation are related to basic purposes and forms of public speech-communication. 3:0:3

Educational Philosophy:

My philosophy of teaching is a belief that any student can learn to speak and write well.  I believe that good written English is not just a function of applying the rules of grammar; it is also a function of reading widely and often, and thinking critically about what has been read.  In like manner, good public speaking is not simply writing a speech and presenting it, it is also a function of practicing, revising, and polishing what you want to say. Students who actively engage the material they wish to present either verbally or in writing become more confident in their ability to write or speak publically about that material. This confidence then requires the student to more actively pursue the language skills required to write and speak well.

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:

Discussion/Review Questions - 7%
Final Exam - 12.5%
Peer Review - 6%
Quizzes - 4.5%
Speeches - 70%

Grading:

Speech I (Introduction)

90 pts

     Speech 1 Outline

10 pts

Speech 2 (Informative)

180 pts

     Speech 2 Outline

20 pts

Speech 3 (Persuasive)

180 pts

     Speech 3 Outline

20 pts

Speech 4 (TBD)

180 pts

     Speech 4 Outline

20 pts

Discussion/Review Qs

70 pts

Final Exam

125 pts

Peer Review

60 pts

Quizzes

45 pts

Total Points

1000pts

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, pronunciation, and word usage
  • be delivered 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 delivered skillfully enough so as not to distract attention from the speaker's message

A = A superior speech should 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 delivered 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 have been made with the instructor.
2.  Points are awarded based on the caliber of the work when the assignments and speeches are completed on time.
3.  For excused absences, points will be awarded based on the caliber of the work when submitted by the following class period.
4.  No credit will be awarded for any activity or assign for unexcused absences.  If the student does not notify the instructor in advance of an absence, an automatic "unexcused" absence will be assigned. 
5.  No work will be accepted after the last day of class.
6.  Students must arrive on time for all exams.  If a student is late, no additional time will be allowed.
7.  For all excused absences, a memo form the student's supervisor will be required stating the reason for the absence.
8.  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 students responsibility to notify the instructor prior to class beginning.  In the case, the cell phone should be set to vibrate.

2.  No texting is permitted.  It is an automatic loss of all discussion points for each occurrence.
3.  Plan ahead for hardware and software glitches.  Students are still responsible for meeting deadlines in spite of technology.
4.  No children are allowed.
5.  No food is permitted.  Beverages are.
6.  Students are expected to have read all assigned material before class begins and to have completed the review questions at the end of each chapter.
7.  All discussions and in class exchanges will be respectful.
8.  Students are expected to participate in all class discussions.  It is an automatic loss of discussion points for those who do not participate.
9.  The Park e-mail system will be used.  Check it early and often.
10.  If you take ordinary leave during the term, you are still required to hand in all assignments by the original due date.  No extensions or exceptions will be granted.

Course Topic/Dates/Assignments:

Week

 

Activities and Assignments

Week 1
 

5/7 June
  • Read/Discuss: Fraleigh, Ch 1, 2, 11, 15 and complete the review questions at the end of each chapter.
  • Quiz 1 (Ch 1, 2, 11, 15)

Week 2

12/14 June

  • Read/Discuss: Fraleigh, Ch 6, 8, 9, 10 and complete the review questions at the end of each chapter
  • Peer Review
  • Speech 1 – Self Introduction, 2-3 minutes

Week 3

19/21 June

  • Read/Discuss: Fraleigh, Ch 3, 7, 12 and complete the review questions at the end of each chapter
  • Quiz 2 (Ch 6, 8, 9, 10, 3, 7, 12)

Week 4

26/28 June

  • Read/Discuss: Fraleigh, Ch 5, 16, 17 and complete review questions at the end of the each chapter
  • Peer Review
  • Speech 2 – Informative, 3-5 minutes

Week 5

3/5 July

  • Read/Discuss: Fraleigh, Ch 13, 14 and complete review questions at the end of each chapter
  • Quiz 3 (Ch 5, 16, 17, 13, 14)

Week 6

10/12 July

  • Read/Discuss: Fraleigh, Ch 16, 17
  • Peer Review
  • Speech 3 – Persuasive, 5-7 minutes

Week 7

17/19 July

  • Read/Discuss: Fraleigh, Ch 18, 19 and complete review questions at the end of each chapter
  • Peer Review
  • Speech 4 – TBD, 7-10 minutes

Week 8

24/26 July

  • Comprehensive review
  • Final Exam

Notes:

1. All quizzes and speeches will be given on Thursday evening.  Review questions are due Thursday evenings as well.

2. Full sentence outlines (preparation outlines) are due in the instructor’s inbox on the Monday evening prior to the speech for review. Students will bring one copy of their preparation outline to class on Tuesday evening for peer review.

3. Instructions/requirements for each speech will be provided to the student one week in advance of speech presentation. In addition, the following applies:

o         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 2 additional minutes is allowed for set-up/take down of visual aids and question and answer period.  Three (3) 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 4 additional minutes can be used for visual aid set-up/take down and a question and answer period. 
    • Speech 4 is also the core assessment for CA 103.  This speech will be either a persuasive or informative speech at the discretion of the instructor.  The student will select the subject. If persuasive, 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 5 additional minutes will be allowed for set-up/take down of visual aids and a question and answer period. 

3.      Make-up Assignments

a. When the absence is excused, and a student desires to make-up the discussion points missed, the student may opt to complete an analysis of a speech assigned by the instructor. Format for this assignment will also be provided by the instructor.  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, in addition to the speech analysis, the student must re-schedule the speech for the following Tuesday evening.

     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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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 2011-2012 Undergraduate Catalog Page 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. 

Copyright:

This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:4/16/2012 4:38:45 PM