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CA 103 Public Speaking
Griffin, Keith H


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

U1UU 2012 CN

Faculty

Griffin, Keith H

Title

Adjunct Faculty

Degrees/Certificates

Ph.D. Rhetoric and Public Address, Louisiana State University
M.A. Speech Communication, Wake Forest University
B.A. Speech and Theatre, The College of Wooster

Office Location

CAFB, Building 221, Room 128

Office Hours

3:00 - 4:30, M-TH

Daytime Phone

843-552-5543

Other Phone

843-670-3465

E-Mail

Keith.Griffin@park.edu

KHGriffin@comcast.net

Semester Dates

02/01/2012 - 04/14/2012

Class Days

---W---

Class Time

4:30 - 9:45 PM

Credit Hours

3


Textbook:
Lucas, Stephen E. The Art of Public Speaking. 10th ed. Boston: McGraw-Hill. 2009.
Print Edition: ISBN: ISBN-13 9780077306298.
eBook: 0077304241 / 9780077304249


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:
 

I believe the discipline of communication stands at the core of the liberal arts tradition and that the communications instructor assists students in developing perspectives and skills that enable them (1) to analyze complex issues or problems, (2) form rational, creative and ethical viewpoints or solutions and (3) communicate their understanding and/or recommendations to others in a clear, concise and credible manner. The development and application of these skills is vital both to the success of individuals in the various roles they will play after graduation and to the health of our evolving society and global community.

Teaching is a pragmatic art. Each student brings a unique perspective that reflects his or her life experiences. Therefore, I feel I serve students best in:

·        Giving clear expectations of learning objectives, assignments and performance standards;

·        Employing a variety of teaching methods, techniques and resources that meet the needs of individuals with different learning styles;

·        Encouraging individuals to draw on their knowledge and experience base concerning practical applications of communication theories and principles;

·        Creating a learning environment where students feel free to ask questions, reflect on, and challenge what they read and hear and think on a deeper level;

·        Demonstrating an appreciation for differences and diversity;

·        Making evident the value of drawing upon/making connections with other disciplines to enhance the learning experience; and,

·        Maintaining a scholarly agenda that offers students opportunities to develop their research and writing skills through authoring or co-authoring papers and to become acquainted with state, regional and national professional associations.

As a teacher, I am committed to a continuous process of personal and professional development. My reward is the satisfaction that comes with helping students discover and develop the best in themselves.


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:
Each student will be expected to complete the following assignments.


1.  A final examination to demonstrate knowledge of course materials and the textbook.

2.  Present  speeches identified in the grading section of the syllabus.  The final speech is a learning outcome speech, either informative, persuasive, or a speech explaining a process (demonstration), which is designed to show what the student has learned during the term, and whether confidence and improvement in speaking is demonstrated.

3.  The Instructor will provide written critiques to each student for each speech.  The Instructor will also provide speech evaluation sheets to classmates to give immediate feedback at the conclusion of a speech.  Student evaluations are not seen or used by the Instructor to compute grade points.


Grading:

Grading criteria: Students are expected to participate and complete all assignments during the eight weeks of the course.  Grading is based on the core assessment rubric provided within this syllabus.  

The components of the course and their respective grade points are:

  • Introductory Speech                   5
  • Informative Speech             10
  • Impromptu Speeches           15
  • Persuasive Speech             15
  • Demonstration Speech         15
  • Final Speech (Core Assessment)25
  • Final Examination                      15
  • Total Points                             100
Course Letter Grade:
  • A = 90 - 100% (90 points and higher)
  • B = 80 - 89%  (80 - 89 points)
  • C = 70 - 79%  (70 - 79 points)
  • D = 60 - 69% (60 - 69 points)
  • F = 59% or less (59 or fewer points)
Failure to complete the final examination will result in a grade of F regardless of other completed course assignments.

The final examination will be comprised of six multiple choice questions.  Students are to answer five of the six questions and to support their answer (A., B., C., or D.) with a paragraph in which they support their answer with an explanation and an illustration. 

Late Submission of Course Materials:
If a student is unable to complete an assignment on time for a valid reason (TDY, restricted to quarters for health reasons, or work-related requirements, the student is required to contact the Instructor via email, fax, or phone so a determination can be made on assignment completion.  Incomplete grades are not submitted at the conclusion of the course based on missing or incomplete assignments unless (1) there is a request from the student and (2) a Contract for Incomplete Grade is prepared clearly outlining assignment completion and reasons for the incomplete.

Classroom Rules of Conduct:
Classrooms are intended to be non-threatening.  Open discussion is encouraged; students are expected to respect the rights and feelings of others when responding to speech presentations.  Park U expects faculty members to dismiss from class any student whose behavior is detrimental or disruptive to the learning community.


Cell phones and pagers are to be turned off while class is in session  so as not to interfere with lectures or speeches.

Course Topic/Dates/Assignments:

Course Topics/Dates/Assignments:

This course is presented as a late afternoon/evening class from June 6 to July 29th.  Specific assignments and due dates are listed below.

Outlines - Students will prepare a speech outline for each scheduled speech except for impromptu speeches.  Detailed instructions and a template will be presented in the first class meeting.

Speech Length/Times - The length of a speech will be dictated by the subject or topic of the assignment, but should not be less than five minutes.  The final speech (Core Assessment) is expected to be a minimum of eight to ten minutes.  Students select the subjects and topics of the speeches.

Impromptu speeches can be presented during any scheduled class at the discretion of the Instructor depending on available class time and the total number of students enrolled in the class.  Impromptu speeches do not require an outline.  Students will select a topic provided by the Instructor from a random list of speech topics chosen and prepared by the members of the class.

Audio/Visual Aids - Students may use PowerPoint, white boards, etc.


June 6

Lecture: Introduction to Public Speaking; Speech Preparation and Outlines; and, Topics and Audiences
Preparation for introductory speech - students will pair off and interview their partner to obtain sufficient information to using in outlining and delivering a speech to introduce their partner to the rest of the class.
Assigned Readings: Chapters 1, 2, 3, 9, and 10
June 13

          Introductory Speeches
  Lecture: Preparing the Speech to inform
          Impromptu Speeches
          Assigned Readings: Chapters 4, 6, 9, 10, and 17
 
June 20
Speeches to Inform - Informative speeches is expected to provide the audience with data, details, and information about a topic of historical, technical, or current events.  The speech outline should contain a minimum of four cited sources/references.
Lecture: Speaking to Persuade
Assigned Readings: Chapters 15, 16, 17, and 18

June 27

           Speeches to Persuade - With persuasive speeches, speakers are expected to take positions of pro or con on the topics
   they select. They are to present information that supports their points of view.  The outlines for persuasive speeches
          should include a minimum of five cited sources/references.

July 4

          Persuasive Speeches continued
          Lecture: Using Visual Aids; Preparing for Demonstration Speeches 3, Special Occasion Speech
          Assigned Readings: 11, 12, and 13

July 11
          

          Presentation of Demonstration Speeches - In the Demonstration Speech, speakers will explain or demonstrate a
          process, a function or how something is done. The speech outlines should contain a minimum of five cited
  sources/references.

July 18

        Presentation of final Speeches - This Assignment is explained in the Core Assessment section of the syllabus.  Since the
        final speech carries the highest point value of any speech in the course, the length of the speech is a minimum of eight to
        ten minutes.  The speech outline for this speech should contain a minimum of eight cited sources/references.

July 25
 
        Presentation of final Speeches
        Final Examination


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:








 

Bibliography:



Rubric

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

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Last Updated:5/22/2012 9:38:44 PM