CA103 Public Speaking

for FA 2012

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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.


CA 103 Public Speaking


FA 2012 HOA


Cohn, Lora


Associate Professor of Communication Arts


Ph.D. (Communication Studies) University of Kansas
M.A. (Communication Studies) University of Kansas
B.S. Ed. (Mass Communication) Truman State University

Office Location

211 Copley Hall

Office Hours

M/W/F 10-11am; M/W 2:00-300; T 2-5pm; and by appointment

Daytime Phone

816-584-6311 (fax 816-505-5454)

Other Phone

816-741-8443 (calls between 9am and 9pm CST welcome)


Semester Dates

Aug. 20- Dec. 14

Class Days


Class Time

9:00 to 9:50 AM

Credit Hours


Fraleigh, D.M. & Tuman, J.S. (2011).  Speak up!: An illustrated guide to public speaking (2nd ed.).  Boston, MA: Bedford/St. Martin's. 

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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

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:
When I went to college, we read books and articles, discussed them in class, and wrote papers.  Through my teaching I have discovered that not everyone learns all they can in that type of system.  I believe education must address different learning styles and intelligences.  To that end, my class features activities, presentations, discussion, reflection, reading, and writing—I will try to balance activities meeting the needs of different learners with old standbys like reading and writing.  Writing is the most visible product of education and the ability to clearly communicate via writing is a key skill for students.  This course, therefore, will emphasize writing along with speaking.  Discussion and debate helps refine and justify ideas as well as enhancing critical thinking and communication skills which are key outcomes of liberal education.  In this class, expect to defend your ideas and interpretations to develop these skills.   

I am guided by this quote from Ayn Rand:  The only purpose of education is to teach a student how to live his life - by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past and he has to be equipped to acquire further knowledge by his own effort--  Ayn Rand, "The Anti-Industrial Revolution"

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:
I will use a variety of assessment methods to determine your grade and progress in the course including: oral and written teacher evaluations, peer evaluations, self-evaluations, quizzes and exams, written work and performances.

Tests: (10%) Testing will include pop quizzes to encourage reading the textbook before class and getting to class on time.

Participation/Discussion: (10%) Participation/Discussion will include activities such as group activities, critiquing speeches, and homework.
Speeches: (70%) An introductory speech, two informative speeches, and two persuasive speeches will be given. Each speech requires significant preparation work. The persuasive speech will be the core assessment for the class and the prep work and speech will represent 20% of your grade.

Judging paper: (10%) You will be required to judge three rounds at a high school speech tournament and write a paper analyzing that experience. Papers must be at least 5 pages, 12 pt. font, Times New Roman, double-spaced, 1-inch margins.
Assignment Information: There will be 1000 points possible divided among the following














Judging Paper


 100 pts


A= 900-1,000

B= 800-899

C= 700-799

D= 600-699

F=   0-599

Participation activities

10 @ 10 pts.


 100 pts


Pop quizzes

10 @ 10 pts.


100 pts


Introductory speech



 35 pts
*Speech 25 pts
*Outline 10 pts



Demonstration speech



 125 pts
*Speech 105 pts
*Prep 20 pts



Informative speech



 170 pts
*Speech 130 pts
*Prep 40 pts



Brief Persuasive speech



 170 pts
*Speech 130 pts
*Prep 40 pts



Persuasive speech



 200 pts
*Speech 160 pts
*Prep 40 pts










1000 pts



A. Tests: Ten pop quizzes will be given. Each quiz is worth 10 points. Tests and quizzes must be taken on time. They cannot be "made-up."

B. Speeches: You will give five speeches in this class: a 3-4 minute introductory speech, a how-to speech 4-6 minutes long using two sources, a second informative speech 5-7 minutes long using five sources, a brief persuasive speech 3-4 minutes long using four sources, and a persuasive speech 5-7 minutes long using six sources. All speeches must be serious in nature. Typewritten outlines with bibliographies are required for all speeches. A ROUGH DRAFT OF EACH OUTLINE MUST BE TURNED IN ON THE DATE NOTED IN THE SPEECH ASSIGNMENT. A REVISED, FORMAL OUTLINE MUST BE TURNED IN ON THE FIRST DAY OF SPEECHES. You are always welcome to bring a preliminary outline to me for comments before the day of presentation. I have found that the biggest mistake students make is in underestimating the time it takes to outline and practice a speech. Rarely can you give an “A” presentation without MANY hours of research and EVEN MORE HOURS OF PRACTICE. Start early. Participating as an audience member for this class is just as important as presenting the speech-- so be sure to attend on all days speeches are given. An assignment sheet detailing each speech will be distributed later. Remember, late speeches are penalized two letter grades AND you MUST complete all speeches to receive a passing grade in this class. ADDITIONALLY, no speech may be given more than two weeks after the last scheduled day for that speech. If you will be absent during the time a speech is to be completed you must deliver the speech before you leave.

C. Participation Activities: Ten times during the semester, daily activities will count as a participation activity. This includes activities done in class and homework. Your performance will be peer or instructor evaluated. You may not make in-class work up later for points. Homework may be turned in late but late penalties will apply. It is your responsibility to ask the instructor about missed homework assignments.

D. Office Visit: At the beginning of the semester you will be required to make an appointment to visit with me about your speech topics or anything else you want to discuss. The visit must be scheduled in advance and must last 10 minutes. The visit is worth 10 participation points.

Late Submission of Course Materials:
All course work is expected to be done on time. If you know you will be absent a particular class period, come talk to me and you will be allowed to complete non-discussion class work prior to that absence. Illness, sudden or otherwise, is no excuse for missing a due date. You must contact me and make arrangements before the due date-- at least leave a note before class. Roommates, spouses, or parents can call even if you have a sore throat and are unable to talk--- better yet, come to class, I'll actually believe you then. A doctor's note, hospital bill, or funeral program will be required to avoid a lateness penalty for any assignment. For unexpected absences, you can complete non-discussion class work later but late work will be penalized 10%. Additionally, my personal policy on late speeches is that they will be made up at my discretion and will be penalized two letter grades. If you have a good excuse you can avoid the two-letter grade penalty if you complete a five-page paper analyzing a recorded speech. All late work must be completed within two weeks of the original due date unless special permission is granted. It's best to plan ahead and start early. It's been my experience that the night before an assignment is due, all the books in the library on the topic have been checked out and the library computer system will be down.

Classroom Rules of Conduct:

1. Attendance: In speech communication classes, regular attendance is a necessity if the student expects to master the course content. Participation in class exercises, listening, contributing to discussion, and analyzing the communication efforts of other students are primary means of learning. Good attendance is a vital ingredient of success in any speech class. Absence from class has a direct bearing on performance quality and final grade. Absence on the day of a participation activity means you will not receive points for that activity. Further, when you are absent it is your responsibility to get the assignments and notes you missed. It is not the responsibility of the instructor to see that you are caught up.  Absences on days when speech sign-up sheets are available may result in the instructor randomly assigning your speech presentation date--OFTEN ON THE FIRST DAY SPEECHES ARE GIVEN. For some reason those time slots are always available. If you anticipate missing a number of classes because you will be attending college-related functions or religious holidays, please provide me with a list of the days you will be absent at least a week prior to the absences.
2. Writing in the Communication Program:  All work must be typed or word-processed. This instructor believes that writing is a means to learning; that there is a correlation between reading and writing; and that writing helps one discover, clarify, examine, and synthesize information. Writing is, therefore, integral to any course and should be evaluated on its form as well as its content. In the Communication Program, students will be required to write and be evaluated from reaction papers, final reports, self-evaluations, written exams, journals, speech outlines, peer critiques, etc. Students are encouraged to use the services of the Writing Center to improve their writing.

 3. Group Work: Often during the semester we will be working in groups. Get your group's phone numbers and call them when you are absent to get notes, assignments, etc. When an activity or assignment is designated as a group activity, collaboration is expected. When an activity is not specifically designated as a group activity you are to be the only individual to work on that assignment. If you collaborate on an activity not designated as a group activity and there is enough evidence of that collaboration to catch my attention you and your collaborators will receive a 0 for that assignment. I will neither ask for, nor accept, any explanations.

 4. The 24-hour Rule: Anytime you need to schedule an alternative day to turn in an assignment, you must contact me 24 hours prior to the assignment deadline you are trying to avoid. Additionally, if you are dissatisfied with a grade on an assignment, you must wait 24 hours to talk to me about it. There are no exceptions. In case of sudden illness on a day a major assignment is due, you must contact me, or at least leave a message, BEFORE the class meets-- not the next class period. Be sure to have a doctor's note or receipt to substantiate your illness.

5. Class Cancellations: If class is canceled for any reason, the class period following the canceled class will cover the material that should have been covered on the canceled day. This means if we do not have class on the Monday on which you were supposed to give your speech, be ready to give it on Wednesday! There will be no exceptions.

6. Office Hours: Please feel free to come to my office to discuss papers, presentations, and any problems you are having. If my office hours conflict with your schedule, we can arrange another time to meet.

 7. Extra Credit: At various times during the semester, extra credit opportunities will be given. You must have at least a C grade at the time the extra credit is recorded to be able to attempt the extra credit assignment. No extra credit will be allowed during the last two weeks of class.


Student/Teacher Responsibilities

As a college student you must accept responsibility for your own actions. Reading for class, preparing for tests, completing assignments on time, and contributing to class discussions are the major responsibilities I expect from you as your part of the learning process. My responsibility is to give you my best teaching effort, to create a positive learning climate, and to challenge you. It takes work from both of us to make this a worthwhile experience. Additionally, at times we will discuss controversial topics and have people who disagree with each other. You and I both must remember that while each of us has a right to our own opinion, we must respect the right of others to have differing opinions. Calling someone or some idea "stupid" creates a defensive communication climate and hampers the ability of all of us to learn. Think before you criticize.   Additionally, if I or a classmate make a comment you are uncomfortable with, please contact me immediately and first. Apologies and policy changes are best handled in the classroom not the administrative offices. Finally, come talk to me when you have questions, concerns, or suggestions about the class. It is less frustrating for both of us if you ask questions before the assignment is due, rather than after it has affected your performance. 

Course Topic/Dates/Assignments:






Week 1

Aug. 20

Intro to course






Aug. 22

Speech process

F&T, Chap. 1




Aug. 24

Your first speech

F&T, Chap. 2 & pp. 90-92



Week 2

Aug. 27

Intro speeches

Outlines due; Speeches due





Aug. 29

Intro speeches

Speeches due





Aug. 31

Topic selection and audience analysis

Self-evaluation paper due



F&T, Chap. 5, 6, & pp. 69-86

Week 3

Sept. 5

Informative speaking

Topics list due



F&T, Chap. 15


Sept. 7

The demonstration speech

Hand out



Planning form due end of class


Sept. 10

Demo speech practice

Outlines due




Week 4

Sept. 12

Demo speeches

 Revised outlines due
Speeches due



Sept. 14

Demo speeches

Speeches due




Week 5

Sept. 17

Demo speeches

Speeches due





Sept. 19

Demo speeches

Speeches due





Sept. 21

Evidence/Supporting materials

Self-evaluation due



F&T, Chap. 8, pp. 80-86

Week 6

Sept. 24


Planning form due; F&T, Chap. 7




Sept. 26

Library day

Research assignment due


Sept. 28

Organizing the speech

F&T, Chap. 9

Week 7

Oct. 1

Introductions and conclusions

Evidence due



F&T, Chap. 10


Oct. 3

Outlining the speech

F&T, Chap. 11


Oct 6

Presentation Aids and delivery

F&T, Chaps. 13-14



Week 8


Peer editing of rough draft

Draft outline due





Oct. 10


Revised outline due

F&T, Chap. 4


 Oct. 12

Info speeches

Speeches due





Oct. 19

No Class, Fall Break

Week 9

 Oct. 22

 Info speeches

 Speeches due


Oct. 24

Info speeches

Speeches due





Oct. 26

Info speeches

Speeches due




Week 10

Oct. 29

Info speeches

Persuasive speaking

Speeches due

 F&T, pp. 505-525





Oct. 31

Persuasive organization

Self-evaluation due ;

F&T, Chap. 16, pp. 525-538




Nov. 2

Persuasive strategies

Evidence due ;

F&T, Chaps. 12, 17



Week 11

Nov. 5

Adapting to your audience

Planning form due end of class ; Handouts



Nov. 7

 Brief Persuasive outline peer editing

Rough outline due

Nov. 9

Brief Persuasive speeches

Speeches due; Revised outline due

 Nov. 12

Veterans Day, no class

Week 12

Nov.  14

Brief Persuasive speeches

 Speeches due

Nov. 16

Brief Persuasive speeches

 Speeches due

Week 13

Nov. 19

Developing a longer persuasive speech

Self-evaluation due




Nov. 21

Critical thinking

Planning form due; Handouts;
F&T, pp. 545-564


Nov. 23 

Thanksgiving – No Class

Week 14 

Nov. 26

Persuasive speeches outline peer editing

Rough outline due

Nov. 28

 Persuasive speeches

Speeches due

Nov. 30

Persuasive speeches

Speeches due

Week 15

Dec. 3

Persuasive speeches

Speeches due

Dec. 5

Persuasive speeches

Speeches due

Dec. 7

Persuasive speeches

Speeches due

Week 16

Dec. 12

Final speeches

Self-evaluation due



8 am to 10 am

Judging paper due

NOTE: This does not represent a contract.  I reserve the right to make alterations in the syllabus during the semester.

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 ( or Park University 2011-2012 Undergraduate Catalog Page 95-96

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 95

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 98

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: .

Additional Information:

additional materials


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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. 
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. 
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. 
(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. 
(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. 
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                                                                                                                                                                                                                                             
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:8/19/2012 9:40:01 AM