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CA 103 Public Speaking
Stewart, Stephanie M.


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

U1Q 2012 FEH

Faculty

Stewart, Stephanie M.

Title

Adjunct Faculty

Degrees/Certificates

M.A. – Organizational Management
B.A. – English/Journalism
B.A. – Legal Studies

Office Location

F.E. Warren Air Force Base

Office Hours

Anytime via email and cell

Daytime Phone

307-421-0337 (I do text)

E-Mail

515175@park.edu

SStewart6809@gmail.com

Semester Dates

Summer 2012 FEW

Class Days

--T----

Class Time

5:00 - 10:00 PM

Credit Hours

3


Textbook:

Fraleigh, D.M. & Tuman, J.S. (2009). Speak Up! An Illustrated Guide to Public Speaking, Boston, MA: Bedford/St. Martin’s.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

APA Citation Information: http://owl.english.purdue.edu/owl/resource/560/02/
APA Reference List Information: http://owl.english.purdue.edu/owl/resource/560/06/
Handouts for Public Speaking Students at Park: http://onlineacademics.org/CA103/Handouts/
Resources for Public Speaking Students at Park: http://onlineacademics.org/PS/
Writing, Citing, & Reference List Help from Park: http://www.park.edu/support/writing.asp  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/.

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

This is a blended course that will be both face to face and online, so access to a computer is required for the online portion.

Educational Philosophy:

Public speaking is a performance course designed to improve your public communication skills.  This means that students need to be actively engaged in both the speaking and listening process.  For on-ground sections, attendance is a high priority so you can participate in speaking to the class as a speaker and responding as an effective listener. 

Below are principles good instructional practice:

1.      Respects for diverse talents and ways of learning. 

2.      Student-faculty contact and interaction. 

3.      Student cooperative learning. 

4.      Active student learning. 

5.      Prompt feedback for student.

6.      Time on task for student. 

7.      High expectations for student.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.

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:
The core assessment for CA103-Public Speaking will be a Final Speech. This speech will 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 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.

Grading:

90-100% A
80-89.99% B
70-79.99% C
60-60.99% D
0-59.99% F

Gradable Task

Total Point Value

Weekly Discussion Questions

70

Speech Outlines (3 Outlines)

-    Informative Outline

-    Special Occasion Outline

-    Persuasive Outline

 

50

50

50

 

 

Speeches (4 Speeches)

-    Informative

-    Special Occasion

-    Persuasive 

-    Final Persuasive (Core Assessment Speech)

 

100

150

180

200

Debate Paper

50

Final Exam

100

Total Points Available

1,000

Extra Credit Opportunities:

-    Extra Credit Assignment

-    Course/Instructor Evaluation

 

20

10

 

Speeches & speech outlines and paper:  83%

Final Exam: 10%
Participation/Discussion Questions: 7%

Late Submission of Course Materials:

Be on time to class.

Because of the unique performance nature of this course, students need to be prepared to present speeches when scheduled.  Obviously, in the real world, if a person fails to show to a public speaking situation, the opportunity is gone.  Faculty may prohibit make-up speeches, particularly regarding the final speech.

 

Please avoid walking in late and interrupting a student speaker.

Assignments are due on the dates noted above. Late speeches will not be accepted simply because time does not allow for make-up speeches. Homework that is turned in such as speech outlines are due as indicated above. All written assignments are expected to be electronically submitted using the drop box feature on the class website (http://www.parkonline.org/) according to the following schedule:

  • Week 2 – Due by June 11th
  • Week 3 – Due by June 18th
  • Week 4 – Due by June 25th
  • Week 5 – Due by July 2nd
  • Week 6 – Due by July 9th
  • Week 7 – Due by July 16th
  • Week 8 – Due by July 25th

Any assignments not received by 10:00 p.m. on the due date will not be graded and returned to the student.

Classroom Rules of Conduct:

Guidelines for Student Conduct and Expectations:

  • Be on time and engaged in the entire class meeting.   Students cannot make up in-class participation assignments because they are just that--in class participation where students learn collaboratively.  
  • Contribute to the learning community consistently throughout the course. Students need to turn off cell phones and similar devices during presentations.  Park University expects instructors to take and report attendance each week.
  • Turn in assignments on time.  Some instructors do not accept makeup work.  Plan to submit written assignments as a hardcopy at the beginning of the class meeting.  Speeches are due when the instructor calls on the student.
  • No animals in the classroom please. 
  • Use appropriate non-verbals for presentation.  Competent communicators are careful about the messages of their appearance and vocal qualities as nonverbal communication.  Speak loudly and clearly so that the speech can be heard by everyone, including an audience member who has a hearing loss.   Remember, students must be heard to be understood.  Convey a passion or enthusiasm for the topic and message via voice.  Research says that more formal clothing and appearance increases a speaker's credibility.  At the minimum, professionalism suggests no hats, no pajamas, no rubbery flip-flops, no shorts, no bare midriff/chest, and no outdoor jackets.  If a student’s appearance distracts or creates a weak impression with the audience, the student will lose effectiveness.   For a skilled approach, look and sound like a professional.
  • Show Respect.  Respect is a reciprocal relationship.  Be sensitive and adaptive toward the audience.  

Course Topic/Dates/Assignments:

Week

Assignments Due

Chapters Covered

Homework Due at Next Class

Tests

Week 1
June 5th – June 11th
In Person

None

1, 2, 11

·    Outline for Informative Speech

·    Discussion Questions

 

Week 2
June 12th – June 18th
Online

·    Outline for Informative Speech

13, 14, 15

·    Prepare for Informative Speech

·    Discussion Questions

 

Week 3
June 19th – June 25th
In Person

·    Will Deliver Informative Speech

5, 6, 18

·    Outline for Special Occasions Speech

·    Discussion Questions

 

Week 4
June 26th – July 2nd Online

·    Outline for Special Occasion Speech

7, 8

·    Prepare for Special Occasion Speech

·    Discussion Questions

 

Week 5
July 3rd – July 9th
In Person

·    Will Deliver Special Occasion Speech

9, 10, 16, 17

·    Debate Paper

·    Discussion Questions

 

Week 6
July 10th – July 16th Online

·    Debate Paper

4, 12

·    Outline for Final Persuasive Speech

·    Discussion Questions

 

Week 7
July 17th – July 23rd
In Person

·    Outline for Final Persuasive Speech

·    Will deliver Persuasive Speech

3, 19

·    Study for Final

·    Prepare for Final Persuasive Speech

·    Discussion Questions

·    Extra Credit (if desired)

 

 

Week 8
July 24th – July 30th
In Person

 

·    Will Deliver Final Persuasive Speech

·    Final Exam

 

 

Final over Chapters
1 - 19

Speech & Paper Descriptions:

Week 3: Informative Speech – Students will give a 7 to 10 minute speech informing the class on some topic, process, idea, or event. At least two sources outside of the text are required and will be referenced to orally in the speech. Students will hand in a Works Cited page. The Works Cited page must be in APA or MLA format. At least one visual aid is required.

Week 5: Special Occasion Speech – Students will give a 7 to 10 minute speech designed for a special occasion (i.e. a graduation, a wedding toast, a eulogy, a job acceptance speech, etc.). No sources are required. No visual aid is required, but students can have one if they desire.

Week 6: Debate Paper – Students will write a 4 to 7 page paper describing a famous debate or a debate that they admire. Students will describe each position in the debate and how each position uses ethical, emotional and logical appeals and evidence to motivate the audience to take action on a topic of interest. Students will include the behavioral objective of what each speaker in the debate wanted the audience to think and do at the end of the speech. At least three sources outside of the text are required. Students will include a Works Cited page. The Works Cited page must be in APA or MLA format.

Week 7: Persuasive Speech– Students will give a 7 to 10 minute speech on a position of their choosing. The goal is to persuade the audience to adopt a specific position or viewpoint.. At least  four sources outside of the text are required, and must be referenced to orally within the speech. Students will include a Works Cited page. The Works Cited page must be in APA or MLA format.

Week 8: Final Persuasive Speech – Students will give a 7 to 10 minute persuasive or informative speech. At least four sources outside of the text are required and will be referenced to orally in the speech. Students will hand in a Works Cited page. The Works Cited page must be in APA or MLA format. At least one visual aid is required.

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
Students are expected to attend each scheduled class, and to participate weekly in the online classroom. If, however, a student must miss a class, the instructor will excuse the student if the student notifies the instructor before the class begins. However, all assignments are still due. If a student is unable to attend a class and fails to notify the instructor prior to missing class, he or she will forego the points available for the week.

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:5/30/2012 3:57:17 PM