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CA 103 Public Speaking
Whitlock, David


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

S2HH 2012 PA

Faculty

Whitlock, David

Title

Adjunct Senior Professor

Degrees/Certificates

B.G.E., M.A., Ph.D.

Daytime Phone

(937)864-1458

E-Mail

DavidWhitlock@park.edu

DCWhitlock@MSN.com

Semester Dates

Mar 19 - May 13, 2012

Class Days

Tuesday

Class Time

5:30 - 10:30PM

Credit Hours

3


Textbook:

 Lucas, Stephen E. THE ART OF PUBLIC SPEAKING, Eleventh Edition, NY, NY: McGraw Hill, 2012
 ISBN:978-0-07-662687-8

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:
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:
I believe every student is capable of intellectual growth. My role is to facilitate individual learning through lecturing, discussing, coaching, counseling, interpreting, evaluating, encouraging, and persuading. Discovering ideas, collecting evidence, reasoning logically, and defending theses are essential activities in the students' quest for scholastic achievement. As they pursue academic development, my students will engage this course's content through writing, speaking, reading, researching, analyzing, criticizing and interacting.

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.


  Instructor Learning Outcomes
  1. Compose and deliver an Introductory Speech.
  2. Deliver an Impromptu Speech from an assigned topic.
Core Assessment:

The core assessment for CA103-Public Speaking will be a Final Speech. This speech be a type of speech (persuasive or informative, forexample) already given by the student during the semester. For example, if a student has given informative, persuasive, and demonstration speeches during the semester, he must select one of those types of speeches to give for the final. The rationale is that a student increases his mastery of a type of speaking by giving that type of speech twice. The length of the speech will be determined by the instructor, and the topic by the instructor and/or the student.

Link to Class Rubric

Class Assessment:

Each student will be required to do the following assignments:
 
1.  Take one written examination to demonstrate knowledge of the textbook.
 
2.  Give six speeches. There will be two informative and two persuasive speeches. Specific instructions are shown in separate assignment sheets. Also, you will give an impromptu and introductory speech. The final speech is a persuasive core assessment speech designed to show what you have learned during the term. Brief descriptions of each speech are shown below.
 
   Introductory Speech.      Interview a colleague and prepare notes to introduce that person to the class, presenting background information pertaining to the interviewee's educational goals, employment status and activities, marital status, distinctive achievements, hometown, and the like. This speech will run 1 to 2 minutes, and will earn a pass or fail grade.
 
   Speech to Inform # 1.   Compose and present an informative speech of 4-6 minutes in which you describe an object, person, event, or process. Follow the guidelines for outlining on pages 211-213 of our textbook. You must have a bibliography with at lease three (3) outside sources. Speeches running under 4 and exceeding 6 minutes in length will receive a 1 percent reduction.
 
   Speech to Inform # 2.   Compose and present an informative speech of 5-7 minutes in which you describe an object, person, event, or process. You must use at least one visual aid in the speech. Follow the guidelines for outlining on pages 211 - 213 of our textbook. Include a bibliography with a minimum of four (4) outside sources. Speeches running under 5 and exceeding 7 minutes in length will receive a reduction of 2 points for each minute or fraction thereof.
 
   Impromptu Speech.   Draw a card on which you will find a topic for your speech. Without written preparation, you will proceed to the lectern and deliver a speech of 1 to 2 minutes on the assigned topic. The challenge will be to present yourself with poise, fluency, and ideas from personal experiences organized into a beginning, middle, and end. A grade of pass or fail will be awarded for this speech. 
 
   Persuasive Speech.   Compose and deliver a persuasive speech of 6-8 minutes on a major contemporary problem or issue. In this speech, logic must be the main proof supporting your purpose, but you should use both emotional and ethical appeals to make your speech interesting and believable. Document at least five (5) sources in the bibliography of your preparation outline. Speeches running under 6 and exceeding 8 minutes in length will receive a reduction of 2 points for each minute or fraction thereof.
 
   Core Assessment Speech.   Compose and deliver a persuasive speech of 8-10 minutes on a major contemporary question of policy. Your objective is to modify, alter, or change an attitude or belief the audience holds in regard to your policy question. This assignment constitutes the core assessment for this course. Logic will be your main form of proof, but you must use appropriate emotional and ethical appeals to make your address believable and compelling to the audience. You should document at least six (6) sources in your bibliography. Speeches running under 8 and exceeding 10 minutes in length will receive a reduction of 3 points for each minute or fraction thereof.
    
 

Grading:

Examination....................20%
Informative # 1...............10%
Informative # 2...............15%
Persuasive......................15%
Introductory......................5%
Impromptu........................5%
Core Assessment..........  20%
Participation....................10%
 
Grade Scale
 
90-100=A
80-89=B
70-79=C
60-69=D
0-59=F
 
The written examination uses different types of questions, and the instructor has the discretion of granting full, partial, or no credit for any answer. Students will receive graded evaluations for speeches. Grading speeches is subjective, so the instructor has the discretion of determining what constitutes good or subpar work and what points may be deducted. For the final speech, students must meet the Core Assessment Rubric guidelines as noted. Students must also understand points will be deducted from the participation grade for any unexcused absence and may be deducted if students arrive late or leave early when class is in session. There is no extra credit awarded in this course.

Late Submission of Course Materials:
Students are expected to complete all assignments on time. Unexcused late speeches will lose one letter grade after the assigned date and one letter grade each week thereafter. The instructor may make allowances for documented illnesses, emergencies, or work-related issues. Anyone who cannot complete a term due to some unforeseen circumstance would have to file for an incomplete with the university, subject to approval by the instructor based on proper documentation.

Classroom Rules of Conduct:
Classrooms are intended to be non-threatening. I encourage open discussion that shows respect for the rights and feelings of others. Faculty members are expected to dismiss from class any students whose behavior is detrimental to the good order of the class. Unacceptable behavior includes, but is not limited to, abusive or obscene language, attending under the influence of alcohol and drugs, and in general being disruptive in any manner. Students dismissed are subject to a failing grade, suspension, or expulsion. Unacceptable behavior, whether verbal or written, is subject to disciplinary action ranging from suspension to expulsion. Such behavior demonstrated toward administrative or support personnel is subject to the same sanctions. Please turn off cell phones while class is in session.

Course Topic/Dates/Assignments:

DATES                              CLASS ACTIVITIES                                         ASSIGNMENTS
 
20 Mar 2012               Discuss theories in Public Speaking.                           Chapters 1,4,5,9,10,11 & 15.
                                   Introductory Speeches.
 
27 Mar                        Speech to Inform # 1. Critiques. Discuss                    Chapters 2,3,6,7,8 & 14.
                                   readings.                                                                    Prepare Speech to Inform#1.
 
03 Apr                        Discuss readings. Audit model speeches.                   Chapters 12,13,16,17 & 18.
 
10 Apr                        Speech to Inform # 2. Critiques. Review                     Review readings. Prepare
                                   readings. Study Guide.                                                Speech to Inform#2. 
 
17 Apr                        Examination. Audit model speeches.                           Prepare for Examination.
 
24 Apr                        Persuasive Speeches. Critiques. Review                     Prepare Persuasive Speech.
                                   Examination.
 
01 May                       Impromptu Speeches. Critiques. Audit                        Work on Core Assessment
                                   model speeches.                                                          Speech. 
 
08 May                       Core Assessment Speeches. Critiques.                        Prepare Core Assessment
                                                                                                                       Speech.
                                 
 
                        
                                 
 
 
 
     
 

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
Contact your instructor before or immediately after each absence. If you are absent for some reason beyond your control, such as illness, directed travel, emergency at work, or similar causes, turn in substantiating documentation as soon as possible. Students will receive a deduction in participation points for unexcused absences, lateness, and early departures.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the student's ability to synthesize information from 4+ sources. The speech demonstrates the  student's ability to synthesize information from 2-3 sources. The speech demonstrates the  student's ability to synthesize information from 1 source. No sources are used. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the  student's ability to formulate and use creative, logical main points and convincing arguments. The speech demonstrates the student's ability to formulate and use logical main points and arguments. The speech demonstrates the  student's ability either to formulate and use vague or inappropriate main points or arguments. No coherent main points or arguments are present. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the  student's ability to evaluate and use unique, original materials and sources. The speech demonstrates the  student's ability to evaluate and use appropriate materials and sources. The speech demonstrates the  student's ability to evaluate and use marginally appropriate or unclear materials and sources. Inappropriate materials and sources are used; or, no materials or sources are used. 
Terminology                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
(In this area, terminology is interpreted as using vocabulary and grammar.) The speech demonstrates the student's ability to effectively use advanced, professional-level vocabulary and grammar. (In this area, terminology is interpreted as using vocabulary and grammar.) The final speech demonstrates the student's ability to use appropriate vocabulary and grammar. (In this area, terminology is interpreted as using vocabulary and grammar.) The final speech demonstrates the student's ability to use vocabulary and grammar on a rudimentary level. (In this area, terminology is interpreted as using vocabulary and grammar.) Grammar and vocabulary are poorly used and/or inappropriate. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
(In this area, one of the most important concepts mastered by students is organization). The speech demonstrates the student's ability to organize content into seamless, easy-to-follow introduction, body, and conclusion. (In this area, one of the most important concepts mastered by students is organization). The speech demonstrates the student's ability to organize content into clear introduction, body, and conclusion. (In this area, one of the most important concepts mastered by students is organization). The speech demonstrates the student's ability to organize content into rudimentary (but difficult to follow) introduction, body, and conclusion. (In this area, one of the most important concepts mastered by students is organization). No clear introduction, body, and conclusion are present. 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the  student's to effectively apply principles of good public speaking, including consistent eye contact with all audience members and having no distractors (un, uh, like). The speech demonstrates the  student's to effectively apply principles of good public speaking, including consistent eye contact and using few distractors (un, uh, like). The speech demonstrates the student's to sporadically apply principles of good public speaking. Eye contact is inconsistent, and many distractors (un, uh, like) are present. Eye contact is non-existent, and distractors (un, uh, like) are common. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the student's ability to deliver audience-appropriate content professionally. Organization is clear and clever, and delivery is energetic and engages audience. The speech demonstrates the student's ability to deliver audience-appropriate content. Organization is clear, and delivery engages audience. The speech usually demonstrates the student's ability to deliver audience-appropriate content. Organization is usually clear, and delivery sometimes engages the audience. Content is not audience appropriate. Speech is either disorganized, and/or the delivery leaves audience bored, confused, or both. 

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Last Updated:2/2/2012 1:51:43 PM