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CA 103 Public Speaking
Yarbrough, Melinda Y.


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

S1B 2012 BLW

Faculty

Yarbrough, Melinda Y.

Title

Adjunct Faculty

Degrees/Certificates

Master of Arts in Leadership Studies
Bachelor of Business Administration

Office Location

Ft Bliss

Office Hours

Before or after class with appointment only

E-Mail

melinda.yarbrough@park.edu

Semester Dates

January 16, 2012 - March 11, 2012

Class Days

TU / TH

Class Time

5:00PM - 7:30 PM

Credit Hours

3


Textbook:
Title:  Speak Up:  Illustrated Guide To Public Speaking
Edition:  2nd Edition
Author:  Fraleigh, Douglas M. and Tuman, Joseph S.
ISBN:  0-312-62188-4 or 978-0-312-62188-9




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:
The facilitator's educational philosophy is based on lecture and collaboration via interactive in-class assignments.  The learner will express their understanding by providing feedback during class sessions and activities.

Learning Outcomes:
  Core Learning Outcomes

  • Identify the fundamental elements of the speech process.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
     
    • NAEYC 4a, 5
    • ACEI 2.1, 3.3, 3.5,
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4,6, 9, 11, 12
  • Demonstrate understanding of the ethical standards of effective speakers.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.9.3 practices professional ethics.
    SPAs
     
    • NAEYC 5
    • ACEI 2.1, 3.5, 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 2, 9
  • Select and narrow a topic with a particular audience/situation in mind.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 2.1, 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 7, 8, 9, 11, 12
  • Design a message with a particular audience/situation in mind.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.1.2 The general studies incorporate multi-cultural and global perspectives.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 2.1, 3.5, 5.3, 5.4
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4
  • Demonstrate research skills necessary to the public speaking process.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
     
    • NAEYC 5
    • ACEI 2.1, 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 1, 3, 7, 8
  • When appropriate, use audio-visual resources to help the audience understand the speech.
    MoSTEP
    1.2.7.4 uses a variety of media communication tools.
    1.2.11.5 uses technology to enhance personal productivity and professional practice;
    SPAs
     
    • NAEYC 5
    • ACEI 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 8

     

  • Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 5
  • Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    SPAs
     
    • NAEYC 4b, 5
    • ACEI 2.1, 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4
  • Utilize language strategies for effective oral presentations.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 2.1, 3.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4,11, 12
  • Present convincing arguments through reason, personal credibility, and emotion.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 2.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 7, 8, 9, 11, 12
  • Evaluate and choose evidence appropriate to the speaker, speech, and occasion.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 2.1, 5.2
    • NMSCA-3.K.3, 4.K.2
    • NCTE 7, 8, 11, 12
  • Effectively support ideas using evidence, sources, and sensory aids.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
     
    • NAEYC 5
    • ACEI 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 7, 8,11
  • Critically analyze student speeches for soundness of reasoning and evidence, and offer useful feedback to peers.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 4b, 4c, 5
    • ACEI 2.1, 3.3, 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 11
  • Create and present an effective informative message to a target audience.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    SPAs
     
    • NAEYC 5
    • ACEI 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 12
  • Create and present an effective persuasive message to a target audience. (The final speech will measure EITHER #14 or #15).
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 5
    • ACEI 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 12

     

  • Critically analyze his/her speaking performances.
    MoSTEP
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
     
    • NAEYC 5
    • ACEI 5.2
    • NMSCA-3.K.3, 4.K.2
    • NCTE 11
  • Identify and use techniques for effective listening.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
     
    • NAEYC 4a, 5
    • ACEI 2.1,
    • NMSCA-3.K.3, 4.K.2
    • NCTE 11

    MoStep Requirements 1.2.1.1 standards for CA103



      Instructor Learning Outcomes
    1. Effectively create outlines and organize their thoughts
    2. Effectively apply speech delivery skills and use them in various situations
    3. Deomonstrate practical application when speaking in front of an audience
    4. Critically research information utilizing the Internet
    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:

    Informative & Persuasive Speech - 150 points each     = 300 points
    (4) Impromptu speeches - 50 points each                      = 200 points
    Mid-term exam                                                             = 150 points
    Final Speech                                                                 = 250 points  Participation                                                                 = 100 points
                                                                                          _________
                                                                                         1000 points

    Criteria Used for Evaluating Speeches:
    • Turn in outline for all speeches
    • Follow outline when giving speech-have a clear introduction, body & conclusion
    • Deliver specific speech assigned- impromptu, informative, persuasive 
    • Conform to time limit
    • Exhibit effective use of specified sources
    • Include delivery skills: volume, rate, pauses, eye contact, pitch
    Criteria Used for Evaluating Final Speech:
    • Speech must be a Persuasive/Informative Speech
    • Speech must be at least 8-10 minutes
    • Topic must be approved by instructor
    • Use of one audio/video
    • Turn in typed speech preparation outline
    • Excellent use of delivery skills
    • Engage audience during delivery
    • Exhibit effective use of 5 sources
     


    Grading:

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

    Informative & Persuasive Speech- 150 points each     = 300 points
    (4) Impromptu speeches - 50 points  each                     = 200 points
    Mid-term exam                                                             = 150 points
    Final Speech                                                                  = 250 points  Participation                                                                 = 100 points                            
                                                                                              ______
                                                                                           1000 points

    Classroom Rules of Conduct:
    1. Assignments due on specified date unless prior coordination has been made with the instructor prior to assignment due date.  Email instructor at melinda.yarbrough@park.edu for coordination of missed assignments. 
    2. Missed class session:
       - email the instructor at melinda.yarbrough@park.edu
       - reason for missing the class
       - class date that will be missed
       - student is responsible for missed class notes (e-companion)
    3. Turn cell phones/Blackberry to "vibrate" mode
    4.  If you must answer phone, step out of classroom
    5.  Participation is mandatory
    6.  If you have questions or concerns about an assignment- email the instructor at melinda.yarbrough@park.edu with the following:
       - which assignment/topic you are requesting clarification
       - a ten digit phone number to call you back or specify if you want response via email if email please provide your park.edu email address
        - a specific time you are available for a telephonic response

    Course Topic/Dates/Assignments:

    COURSEWORK BY WEEK

    Week 1- 17 & 19 JAN 2012

    Review syllabus
    Introductions
    Ch. 1    Introduction
    CH 2    Preparation
    Ch. 3   Communication Ethics
    Ch. 4    Listening
    Ch. 5   Audience
     
     "What is an Impromptu Speech"
     "Outlines"
    Graded assignment:  Impromptu Speech #1 (Introductions ) :30 -1 minute
    • Student must introduce a classmate
    • 3 main points and sub points
    • State students name
    • Main point #1 (state major )
    • Main point #2 (state current job)
    • Main point #3 (state hobby or hobbies)
                                                                
    Week 2- 24 & 26 JAN 2012

     
    CH.9     Organizing
    CH. 10   Introductions / Conclusions
    CH. 11   Outlining (handout)
    CH. 14   Presentation Aids
    CH. 15   Informative Speaking
    In Class discussion (Language / Delivery / Informative speech/Transitions or transitional phrase)

    Graded assignment:  Impromptu speech #2 (Introduce a Classmate)
    • 1-2 minutes in length
    • 3 main points
    • Attention Getter in Introduction
    • Body of speech with sub points
    • Outline
    • Conclusion (re-stating 3 main points, vivid ending)
     

    Week 3- 31 JAN & 2 FEB 2012

    Review (Topics, Language, Delivery)
    In class discussion on mid-term/final speeches

    Graded assignment:  Informative Speech- "Please teach me something"
    • 5-6 minutes
    • Typed preparation outline (50 points of speech)
    • 4 source minimum
    • Student can use note cards or speaking outline
    • Introduction with attention getter
    • Introduction stating 3 main points
    • Conclusion (re-stating 3 main points and vivid ending)
    Week 4- 7 & 9 FEB 2012  Midterm 5-7 minutes (Demonstration speech )
     
    Graded assignment: Demonstration Speech
    • Typed preparation outline with body listing steps (50 points of grade)
    • Student must demonstrate topic and have a completed product
    • 1 source needed
    • 5-7 minutes in length
    CH. 18.  Special Occasion Speech

    Week 5- 14 & 16 FEB 2012

    Graded Assignment:  Impromptu Speech #3 (Special Occasion Speech) 
    • 3-5 minutes
    • Student must present speech to the targeted audience
    • Speech must have 3 main points
    • Introduction (attention getter, state 3 main points)
    • Conclusion (re-state 3 main points and vivid ending)
    CH. 16   Persuasive Speaking
    CH. 17   Methods of Persuasion 
    Group project:  Introductions/Conclusions
     
     

    Week 6
    - 21 & 23 FEB 2012

    Graded assignment:  Persuasive Speech (6-8 minutes)
    •   6-8 minutes
    • 5 source minimum
    • At least one visual is required
    • Typed preparation outline (50 points of grade)
    • Can use note cards or speaking outline
    • Introduction (attention getter and three main points)
    • Conclusion (re-state 3 main points, vivid ending)

    Week 7- 28 FEB & 1 MAR 2012

    Impromptu Speech #4  (Topic will be provided by instructor) 2-3 minute presentation
    • Introduction
    • Body
    • Conclusion

    Prepare for final speech

    - What type of speech?
    - What is your topic?:
    - Outline/organization
    - What research has been conducted?:
    - Delivery skills
    Assisting students in class with final speech


    Week 8- 6 & 8 MAR 2012  FINAL EXAM (Persuasive / Informative Speech)

    Graded assignment:  Final Speech (persuasive / informative speech)

    • 8-10 minutes
    • 5 source minimum
    • At least one visual is required
    • Typed preparation outline (50 points of grade)
    • Student can use note cards or speaking outline
    • Introduction (attention getter and 3 main points)
    • Conclusion (re-state 3 main points, vivid ending)

                                   


    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 one letter grades.

         



    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:12/20/2011 8:45:47 AM