Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

CA 103 Public Speaking
Pettit, Julie M.


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

U1H 2012 BU

Faculty

Pettit, Julie M.

Title

Adjunct Faculty

Daytime Phone

(850)554-5856

E-Mail

julie.pettit@park.edu

Semester Dates

4 June 2012 - 29 July 2012

Class Days

--T-R--

Class Time

7:35 - 10:05 PM

Credit Hours

3


Textbook:

Lucas, Stephen E.  The Art of Public Speaking. 10th ed. Boston:  McGraw-Hill. 2009.
Print Edition: ISBN: ISBN - 13 9780077306298
eBook: 0077304241 / 978007730424
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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


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

  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:

You will be graded on the following:
  • Weekly Discussion - 5% of course grade
  • Weekly Quiz - 10% of course grade
  • Speech Outlines - 15% of course grade
  • Speech 1(Demonstrative Speech) - 10% of course grade
  • Speech 2 (Informative Speech) - 15% of course grade
  • Speech 3 (Persuasive Speech) - 20% of course grade
  • Speech 4 (Core Assessment) - 25% of course grade
Weekly Discussion:  40 points (5 points for each week of the term).
To receive all points for discussion in a given week, you must show appropriate participation in the class discussion including:
  • Responding to all parts of the discussion topics fully, understandably, and in a timely manner.
Weekly Quiz:  80 points (10 points for each week of the term).  Due weekly.
  • Each weekly quiz will be worth 10 points total.  Quizzes will be based on assigned weekly reading.
Speech Outline Assignments:  120 points.  Outlines are due the same day as each speech.
To receive all points for each outline, the student must:
  • Relate directly to the speech being delivered;
  • Clearly articulate all components of the speech being delivered;
  • Adhere to all criteria described in the outline evaluation samples and evaluation forms;
  • Meet submission requirements, including deadline and format.
  • Outline Points Distribution:
Outline Points Distribution:
  • Outline 1 (Demonstrative Outline):  20 points
  • Outline 2 (Informative Outline):  25 points
  • Outline 3 (Persuasive Outline):  30 points
  • Outline 4 (Core Assessment):  45 points
Speech 1 (Demonstration Speech):  80 points.  Due week 2.
   3-4 minutes (1 source)
Speech 2 (Informative Speech):  120 points.  Due week 4.
   5-6 minutes (3 sources)
Speech 3 (Persuasive Speech):  160 points.  Due week 6.
   5-6 minutes (3 sources)
Speech 4 (Core Assessment):  200 points.  Due week 8.
   6-8 minutes (5 sources)

Criteria Used for Evaluating Speeches:
  • The average speech (grade C) should meet the following criteria:
  • Conform to the kind of speech assigned - informative, persuasive, etc.
  • Be submitted by the assigned date
  • Conform to the time limit
  • Have a clear specific purpose on central idea
  • Have an identifiable introduction, body, and conclusion
  • Show reasonable directness and competence in delivery
  • Be free of serious errors in grammar, pronunciation, and work usage
  • Be delivered according to the specifics of the assignment
The above average speech (grade B) 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 to not distract attention from the speaker's message
The superior speech (grade A) should meet all of 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
The below average speech (grade D or F) is seriously deficient in the criteria required for the C speech.

Grading:
A = 90 - 100% (720 to 800 points)
B = 80 - 89% (640 - 719 points)
C = 70 - 79% (560-639 points)
D = 60 - 69% (480-559 points)
F = less than 60% (479 or fewer points)
 

Late Submission of Course Materials:
Late submission of course material is not permitted.  As a face to face classroom setting, the expectation is that you will be present to accomplish all course requirements.  There may be, however, unforeseen circumstances which may prevent you from attending class.  It is strongly recommended that you notify the instructor as soon as you become aware that you will miss class.

Classroom Rules of Conduct:

Class Participation:  You are expected to participate in this class and will be graded on your participation.  Also note the following:
  • You will be exposed to many divergent views during this class.  Please respect everyone's point of view, even if it is contrary to your own.  You don't have to agree with everyone, but you do have to be willing to listen.
Grade Complaints:  Complaints about grades must occur within one week after you receive the grade.  Complaints must be given to the instructor in writing in order to receive consideration.  Include a printed copy of your original assignment (with instructor evaluation) with your grade complaint or it cannot be reevaluated.
 
Communication Devices:  Please turn off your cell phones, iPods, and any other extraneous electronic, noise-making menaces during class.

Course Topic/Dates/Assignments:

Week 1 (6/5 & 6/7)
 
Introduction to Public Speaking
Common Fears
Selecting a Topic and Purpose
Extemporaneous Speaking
 
Assigned Readings:
Chapters 1, 4, 5, 6, & Appendix for Part 1 ("Giving Your First Speech")
 
Quiz #1
 
Week 2 (6/12 &6/14)
 
Organization of Main Points
Introduction
Conclusion
Speaking to Inform
 
Assigned Readings:
Chapters 8, 9, 10, & 14
 
Activity:
Speech 1
Submit Demonstration Outline, Deliver Demonstration Speech.
 
Quiz #2
 
Week 3 (6/19 & 6/21)
 
Analyzing and Understanding Audiences
Non-Verbal Communication
 
Assigned Readings:
Chapters 11, 12, 13, Appendix for Part 2
 
Quiz #3
 
Week 4 (6/26 & 6/28)
 
Conducting Research
Providing Support
Persuasive Speaking
 
Assigned Readings:
Chapters 7, 15, & 16
 
Activity:
Speech 2
Submit Informative Outline, Deliver Informative Speech
 
Quiz #4
 
Week 5 (7/2 & 7/5)
 
Persuasion
 
Assigned Readings:
Chapters 2 & 3
 
Quiz #5
 
Week 6 (7/10 &7/12)
 
Delivery Skills
The Power of Words
 
Activity:
Speech 3
Submit Persuasive Outline, Deliver Persuasive Speech
 
Quiz #6
 
Week 7 (7/17 & 7/19)
 
Who is Persuading YOU?
 
Quiz #7
 
Week 8 (7/24 & 7/26)
 
Evaluating Your Progress/Development
 
Activity:
Speech 4
Compose Final Outline, Deliver Final Speech
 
Quiz #8
 
Due Dates:
All assignments are due by the beginning of class on the night assigned by the instructor.

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:5/7/2012 11:30:39 AM