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CA 103 Public Speaking
Miles, Timothy Warren


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

F1BB 2011 HL

Faculty

Miles, Tim

Title

Adjunct Professor

Degrees/Certificates

MA Communication and Leadership
BS Criminal Justice Administration

Office Location

Holloman AFB Education Center

Office Hours

TBD

Daytime Phone

(575) 439-7105

E-Mail

timothy.miles@park.edu

Semester Dates

August 15 - October 9, 2011

Class Days

--T----

Class Time

5:00 - 10:00 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 / 9780077304249


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

Educational Philosophy:

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:

  • Weekly Quiz - 100 points  10%  of course grade
  • Speech 1 (Introductory speech) - 100 points 10% of course grade 
  • Speech 2 (Special Occassion Speech) - 100 points 10% of course grade 
  • Speech 3 (Informative Speech) - 150 points 15% of course grade
  • Midterm 100 points 10% of course grade 
  • Speech 4 (Persausive Speech) - 150 points 15% of course grade
  • Speech 5 Core Assessment - 200 points 20% of course grade
  • Final Exam 100 points 10% of course grade

 

Weekly Quiz - 100 points (10 points for each week of the term). Due weekly.
Each weekly quiz will be worth 10 points total. You may retake the exam as often as you wish during the week. However, your last score will determine the number of points you receive for the week.

Speech 1  (2-4 minutes): 100 points. Due during  Week 2.
Speech 2 (3-5 minutes): 100 points. Due during Week 3.
Speech 3 (5-7 minutes): 150 points. Due during Week 5.
Speech 4 (5-7 minutes): 150 points. Due during Week 6
Speech 5 Core Assessment Speech (Persuasive; 7-10 minutes): 200 points. Due during Week 7.

Criteria Used for Evaluating Speeches:
All speeches will require an outline turned in to the instructor prior to the delivery of the speech:
Speech 3 will require one visual aid and three citings.
Speech 4 will require one visual aid and five citings within the speech given verbally.
 
The core assessment speech will require two visual aids and six citings within the speech given verbally.
  • 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 and 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 word usage
  • Be delivered according to the specifics of the assignment
  • Adhere to all recording specifications as covered in the Course Policies section of the syllabus
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 not to distract attention from the speaker's message
The superior speech (grade A) 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
The below average speech (grade D or F) is seriously deficient in the criteria required for the C speech.

Grading:

 A = 90-100%
B = 80-89% 
C = 70-79% 
D = 60-69% 
F = < 60% 

Late Submission of Course Materials:

Classroom Rules of Conduct:

Course Topic/Dates/Assignments:

COURSEWORK BY WEEK

Week 1

Introduction to Public Speaking
Common Fears
Selecting a topic and purpose
Extemporaneous speaking

Assigned Readings:
Online Lecture(s); Chapters 1, 4, 5, 6 & Appendix for Part 1 ("Giving Your First Speech").

Organization of main points
Introduction
Conclusion
Speaking to Inform
 
Week 2
 

Assigned Readings:
Online Lecture(s); Chapters 8, 9, 10, & 14.

Quiz:

Activity:
Speech 1
Compose and deliver an introductory speech as specified in the online classroom by your instructor.

Week 3

Analyzing and understanding audiences
Non-verbal communication

Assigned Readings: 
Chapters 11, 12, 13, & Appendix for Part 2

Quiz:

Activity:
Speech 2
Compose and deliver an Special Occassion Speech. This speech should be 3-5 minutes long and should be delivered extemporaneously. 

Week 4

Conducting research
Providing support
Persuasive speaking

Assigned Readings: 
Chapters 7, 15, & 16.

Midterm:

Week 5

Persuasion

Assigned Readings: 
Chapters 2 & 3.

Quiz:


Activity:
Speech 3
Compose and deliver a Informative Speech. (See Chapters 14  for details on speaking to Inform.) This speech should be 5-7 minutes long and should be delivered extemporaneously. Follow the directions in the syllabus for delivery and recording.

Week 6

Delivery Skills
The Power of Words

Assigned Readings:
Online Lecture(s).

Quiz:
Complete the Quiz under Week 6 in the online classroom. You may take the quiz as many times as you wish during the week.

Discussion:
Respond to the discussion topics in the Discussion area under Week 6 in the online classroom.

Activity:
Compose and deliver Speech 4 persausive speech see chapters 15 & 16 for information on this type of speech.

Week 7

Who is persuading YOU?

Assigned Readings:


Quiz:

Activity:
Speech 4
Compose and deliver a Persuasive or Informative Speech (Your instructor will specify persuasive, informative, or offer you a choice.). (See Chapters 15 & 16 for details on speaking to persuade.) This speech should be 7-10 minutes long and should be delivered extemporaneously.

Week 8

Evaluating your progress/development

Assigned Readings:
Online Lecture(s).

Final Exam

DUE DATES:
All assignments are due in class on the due date.

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 .

Additional Information:



GENERAL INFORMATION ABOUT YOUR SPEECHES:



       
  • Speeches endorsing a particular viewpoint of a political issue, a political party, or a political candidate are not permitted. Leave that to the politicians.
       

  •    
  • Speeches endorsing a particular religion or religious belief are not permitted. This is not your place of worship.
       

  •    
  • Sales talks, or speeches promoting a product or service, are not permitted. This is not a commercial.
       

  •    
  • Be extremely cautious about the use of slang, "street talk," "off-color" language, sexist language, or any other language which might be offensive to your audience and/or classmates. The use of nonstandard English is not appropriate for most situations and may lower your grade significantly.
       

  •    
  • Be cautious about becoming overly personal in your speeches. While relaying personal experience may be very appropriate in the context of certain speeches, avoid making your speech a "tell-all" session or an open confessional. This is not a television talk show.
       

  •    
  • Be judicious in your use of humor. It's fine to use humor in your speech, but be careful that you don't become lost in "entertaining" your audience when the purpose of the speech is to inform or persuade them.
       

  •    
  • Observe the specified time limits. Failing to meet the minimum time limit, or exceeding the maximum, will result in major point deductions.
       

  •    
  • Be sure to follow the specified format for the type of speech you are delivering.
       

  •    
  • Avoid merely "reading" your speech; all speeches are to be given extemporaneously. Verbatim reading of your speech, in and of itself, may reduce your speech grade by as much as two letter grades.

       

Bibliography:



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:8/2/2011 10:28:38 PM