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CA 103 Public Speaking
Hartley, Harrison


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

U1J 2013 DN

Faculty

Hartley, Harrison

Title

Senior Adjunct Instructor

Degrees/Certificates

M.A. (English/Philosophy); Grad. Fellow Univ. of MO (British/American Lit./Philosophy)
B.S. Ed. (English,Social Science) MO Life Secondary English Certification
B.A. (English, Psychology)

Office Location

Before and after class and as otherwise arranged.

Office Hours

Before and after class and as otherwise arranged; Mr. Hartley is usually on campus 30 minutes (or more) before class.

Daytime Phone

(816) 279-8100; leave a message if no one answers.

E-Mail

Harrison.Hartley@park.edu

harrisonhartley@wildmail.com (Use if the Park site is down.)

Semester Dates

3 June - 26 July; 10 June last day to drop; 7 July last day to withdraw.

Class Days

M

Class Time

5:30 - 9:50 PM

Prerequisites

None

Credit Hours

3


Textbook:
The Art of Public Speaking by Stephen E. Lucas (10th Ed.) (ISBN 9780073385150)

Additional Resources:
Additional resources will be supplied by the instructor, obtainable on line, at the McAfee Memorial Library, or a local public library.

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 great French Renaissance philosopher Rene Descartes is famous for making the connection between thinking and being: "Cogito ergo sum;" "I think, therefore, I am." But what if nobody knew you were thinking? The realization of our existence as human comes from our ability to communicate, so that Descartes might have added: "Loquor ergo scitis ego sum," or "I speak, therefore, you know I am." 

This course is dedicated to the proposition that anyone who wishes to do so can improve and grow in the abilities to think accurately and express ideas with clarity and grace in almost any circumstance. Because speech is an eclectic subject, class sessions will include lectures, discussions, demonstrations (using art and artifacts from various world cultures), as well as video and graphic materials (including examples of the instructor's work in broadcasting, writing, and speaking), and, of course, presentations by class members themselves.   

Learning Outcomes:
  Core Learning Outcomes

  • Adapt messages for people of other cultures, backgrounds, and countries.
    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 research skills necessary to the public speaking process.
    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
  • Use sensory aids to increase audience understanding and retention of the message.
    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
  • Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs.
    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
  • Use appropriate delivery for the audience and occasion.
    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
  • Presents convincing arguments through reason, personal credibility, and emotion.
    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

     

  • Uses 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;
    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
  • Includes adequate and appropriate verbal footnotes.
    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

    MoStep Requirements 1.2.1.1 standards for CA103



    Core Assessment:

    The core assessment for CA103-Public Speaking will be a Final Speech. This speech be a type of speech (persuasive or informative, for example) already given by the student during the semester. For example, if a student has given informative, persuasive, and demonstration speeches during the semester, he/she 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 student.

    This assessment is designed to assess primarily Core Learning Outcomes #2-5, #7-8, #and others as applicable and will make up  20-30% of the course grade.

    Link to Class Rubric

    Class Assessment:

       Ability in public speaking is demonstrated by competent performance, but this must be knowledge-based, so grades will be drawn not only from presentations but also from four reading guide question sets as well as comprehensive mid-term and final examinations. Class participants will make four formal presentations, their length to be determined by class size, but usually  ten to twenty minutes each. ("Extempore" means there has been time to prepare in advance of delivery, whereas "impromptu" speeches are made pretty much "off the cuff" and manuscript speeches are read.) These speeches may be on any topic with which the presenter is comfortable and though the first may be general in nature, the second must be informative and the third persuasive. The fourth - part of the required core assessment - is to be given either at week seven or week eight and must be a perfected version of presentation two or three. At least one speech must include visual aids, and these must be prepared by the presenter and may not include packaged Power Point elements. (Power Point presentations are fine examples of the wonders of technology, but when the electricity goes out, a good speaker should be prepared with something that doesn't plug in!)  The informative and persuasive presentations must be supported with evidence and properly documented from a minimum of three reputable sources, and hard-copy documentation (MLA or APA or other standard style) should be prepared for submission if requested. As a matter of practice and to provide opportunities for coaching, class members will also do some impromptu speaking (again, "impromptu" meaning "right off the top of the head"), and all presentations will be anonymously peer-reviewed. (The "Manuscript Speech," as we said, is read word-for-word, usually for public record. This class will not require manuscript speeches.) NB: University policy requires all Public Speaking sections to base 70% of the final grade on presentations.
     
     

    Grading:

    Four Study Guide Question Sets:            10%
    Extempore Presentation:                         10%
    Midterm Examination:                             10%
    Informative Presentation:                         20%
    Persuasive Presentation:                          20%
    Core Assessment Presentation:                20%
    Final Examination:                                   10%
     
    AND NOW: a word about "grades."
     
    (1) The following scale will apply to this course:
              90 - 100 = A
              79 - 89   = B
              66 - 78   = C
              56 - 65   = D

    (2) On a basis of 1000 points (to make it easy to figure), assignments will count as follows:
      Study Question Sets:         100 points (25 points each) 
    Presentation 1:                  100 points
    Midterm Exam:                 100 points
    Informative Presentation:   200 points
    Persuasive Presentation:    200 points
    Core Assessment Pres.:    200 points
    Final Examination:             100 points

    (3) Note that this scale allows for a spread closer to standard than the usual breaks at the ten percent marks; but note also that whereas a statistical curve should apply as closely as possible to a grade scale, the statistical bell curve does not properly apply to any college or university class since the class members do not represent a random population sample.
     
    (4) Some elements of this CA103 class will be easily quantifiable on an objective basis (for example, the questions on the mid-term and final examinations, such rubric items as the number of sources required for an informative or persuasive speech, or the visual aid requirement). Other aspects of any presentation are more subjective and difficult to quantify, so that close reference to the rubric (below) is an invaluable guide to presenters. Anonymous peer reviews of all formal presentations will also serve as helpful instruments of evaluation and will consist of ten questions covering the physical aspects of speaking (eye contact, projection, etc.), logical and rhetorical structures, and general impressions of ethos and overall effectiveness. The review questions are arranged on a five point scale (one = not so good; 5 = excellent) and will be completed by each class member for each presentation, after which they will be correlated by the instructor who will report the results privately to the presenter in question. This provides a graphic summation of areas that may need work, and from this a general sense of achievement with any suggestions for improvement can be derived.

    (5) And finally, if a class member is not happy with a presentation, that presentation may be repeated as (and if) time permits.
       
     
    All this will be revisited in class; ask questions then or email Harrison.Hartley@park.edu or call (816) 279-8100 if you want to discuss it before term begins.
     
     

    Late Submission of Course Materials:
          Written material may be submitted late with the instructor's permission, but scheduled presentations should be given as planned and only delayed because of utter disaster, and even then must also have the approval of the instructor. (It is the vice side of the virtue of a concentrated eight week course that there just isn't much wiggle room, especially where a series of presentations is concerned.) *Note the Attendance Policy below for information on medical, business, or military absences.

    Classroom Rules of Conduct:
          Please remember to turn off your cell 'phone or put it on silent mode. We will break for food about 6:40 (please feel free to bring something if you like), and again for the necessities about 8:15. NB: an early "heads up" on best public speaking practices - don't eat a lot right before you have to talk, and don't drink too much, especially fizzy soda. (There's nothing like a giant BURP to destroy the solemnity of the occasion!) 

    Course Topic/Dates/Assignments:

    All chapter references are to the Lucas text. Assignments are noted a week in advance; questions sets and presentations are noted on the date they are due.

     
    "Some people have a way with words; others, not have way."
    - Steve Martin
     
    Week 1 - 6/3:    "Language has always been held to be man's richest art form; that which distinguishes him from the animal creation. " - Marshall McLuhan   * What is the product of this "art form?" Do we "make ourselves" with language?
      
       What language is, how it works (and provides a foundation for our humanity), and why the formal study of communication is important.  For next time: read Chapters 4, 5, and 6; prepare to speak impromptu.again (we'll do some of that this session in order to warm up).  Question set 1 due next time.
     
    Week 2 -  6/10:  "Is slopiness in speech caused by ignorance or apathy? I don't know and I don't care."  - William Safire
     
         Focusing on a topic; preliminary comments on delivery with some attention to the perils of satire and irony.  For next time, read Ch.8, 9, and 11; skim 10 and 13; prepare extempore presentation 1 on a topic selected tonight.   Question set 1 due now; question set 2 due next time; impromptu exercises tonight.
     
    Week 3 -  6/17:  "'A word," said Humpty-Dumpty, "means just what I choose it to mean, neither more nor less!'"   
        (1) Something about aids, visual and otherwise. (2) A brief introduction to logic and "the meaning of meaning.."   For next time, read Ch.14, 7 and associated materials provided; prepare an informative speech for week 5 (topics and order of presentation to be determined tonight) ; midterm exam next week (we will review well tonight!)  Question set 2 due now; question set 3 due next time; extempore presentation 1 tonight (any not presented tonight are due after the test next time).
     
                 "Sometimes it takes me two or three weeks to think up a good impromptu remark."
                                                                - Mark Twain
     
     (Subtext: you are entitled to your own opinion, but you are NOT entitled to your own facts!)   
     
    Week 4 -  6/24:   :Extraordinary claims require extraordinary evidence." - Carl Sagan
                                   OR: Something about argument and persuasion.
     
    (NB: Attention to "The Speech of Red Jacket to the Missionaries")
     
         Informative presentations due; select topics for first series of persuasive presentations (for next time);  MIDTERM!   For next time, read Ch.15 and 16; finish all informative presentations; first series of persuasive presentations due. 
     
    Week 5 -  7/1:       "The right to be heard does not automatically include the right to be taken seriously." - Hubert Humphrey   Succinct review: Ch.7, 16; informative presentations due in order determined; finish next time if/as necessary.
    Select topics/order of presentation for persuasive presentations next time.
     
    NB: "When ideas fail, words come in very handy." - Goethe
     
    Week 6 -   7/8: "Speak when you are angry and you'll give the best speech you'll ever  regret."   -   Laurence .J. Peter
         Logic (a review) and the ethics of persuasion. For next time, finish persuasive presentations if/as necessary, question set 4 due; determine order of core assessment presentations (begin next time).
     
    Week 7 -  7/15:  "The wise speak because they have something to say; fools because they think they have to say something." - Plato  Review for the final; first series: core assessment presentations.
     
    Overherard at a church supper:
    "I like everything Veta says if only she didn't talk so much between spurts."
     
    Week 8 -  7/22:   [Possibly the best one-line advice on being a successful public speaker:]
                                                         "Be sincere, be brief, be seated." - FDR
                Finish core assessment presentations, take the final exam, heave a sigh of relief, go home and collapse into bed.

    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 2012-2013 Undergraduate Catalog Page 97

    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 2012-2013 Undergraduate Catalog Page 95
    All university rules and standards governing academic honesty will be strictly enforced.

    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 2012-2013 Undergraduate Catalog Page 98
    If you know in advance you must miss class, be sure to inform the instructor by telephone or email in order to have the absence reported as "excused." If you must miss otherwise, communicate with the instructor as soon as possible to discuss how to managed missed material. If you are called to military duty, copies of your orders should be made available to the Campus Center Director, and if you must miss for work or because of illness or because of fire or theft, some supporting documentation should be presented.

    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 .
    All necessary accommodations will be made to assure that each class member is provided with the best possible environment. Please discuss any helpful changes of seating or any other needs with the instructor at your convenience.

    Additional Information:







    Bibliography:



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    1                                                                                                                                                                                                                                                          
    Outcomes
    Adapt messages for people of other cultures, backgrounds, and countries.                                                                                                                                                                                                                                                                                                                                                                                                                                             
    Message is customized to  people of other cultures, backgrounds, and countries. Message is understandable to  people of other cultures, backgrounds, and countries. Speech is inappropriate for the intercultural audience.  
    2                                                                                                                                                                                                                                                          
    Outcomes
    Demonstrate research skills necessary to the public speaking process.                                                                                                                                                                                                                                                                                                                                                                                                                                                
    Speaker uses quality materials from a wide variety of reliable library sources. Speaker uses quality materials from a limited variety of reliable library sources. Speaker uses materials of questionable quality or relies on web information.  
    3                                                                                                                                                                                                                                                          
    Outcomes
    Use sensory aids to increase  audience understanding and retention of the message.                                                                                                                                                                                                                                                                                                                                                                                                                                   
    Speaker's sensory aids are unique, clear, helpful, and used effectively. Speaker's sensory aids are clear and helpful and used effectively. Speaker's sensory aids are confusing, use detracts from the speech, or none are used.  
    4                                                                                                                                                                                                                                                          
    Outcomes
    Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs.                                                                                                                                                                                                                                                                                                                                                                                                                       
    Speech has clear introduction, body, and conclusion which use an effective organization pattern to meet audience needs and expectations. Speech has clear introduction, body, and conclusion which use a recognizable organization pattern and meet audience needs and expectations. Speech lacks a clear introduction, body, or conclusion.  
    5                                                                                                                                                                                                                                                          
    Outcomes
    Use appropriate delivery for the audience and occasion.                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    Delivery includes eye contact, use of voice, use of gestures, and use of movement that is adapted to the audience and occasion. Delivery includes generally effective eye contact, use of voice, use of gestures, and use of movement. Delivery has significant flaws in eye contact, use of voice, use of gestures, or use of movement.  
    6                                                                                                                                                                                                                                                          
    Outcomes
    Presents convincing arguments through reason, personal credibility, and emotion.                                                                                                                                                                                                                                                                                                                                                                                                                                     
    Speaker uses logical arguments that are well supported and act to enhance their personal credibility and also includes varied emotional and motivational  appeals designed to meet audience needs and expectations. Speaker uses logical arguments that are well supported and add at least minimally to enhance their personal credibility and also includes limited emotional and motivational  appeals designed to meet audience needs and expectations. Speaker's arguments are not logical or well supported, or fails to act to enhance their personal credibility; or student fails to include any emotional or motivational  appeals.  
    7                                                                                                                                                                                                                                                          
    Outcomes
    Uses evidence appropriate to the speaker, speech, and occasion.                                                                                                                                                                                                                                                                                                                                                                                                                                                      
    Uses at least five different types of evidence appropriate for the audience and occasion to support the speech. Uses at least five different types of evidence to support the speech. Fails to use at least five different types of evidence to support the speech.  
    8                                                                                                                                                                                                                                                          
    Outcomes
    Includes adequate and appropriate verbal footnotes.                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
    Effectively cites five or more different valid sources that are appropriate for the audience and occasion to support the speech. Effectively cites at least five different valid sources to support the speech. Effectively cites four or fewer sources or uses inappropriate sources to support the speech.  

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    Last Updated:4/29/2013 2:04:04 PM