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CA 103 Public Speaking
Pennington, Barry


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

U1T 2013 DL

Faculty

Pennington, Barry

Title

Senior Instructor of Communication Arts/Adjunct Faculty

Degrees/Certificates

Master of Arts in Speech, The University of Texas
Bachelor of Science in Speech, The University of Texas
Secondary Speech, English, and Journalism Certification, The State of Texas

Office Location

Austin, Texas - Central Time Zone (USA)

Office Hours

Online Office Hours Vary

Daytime Phone

512.963.5568

Other Phone

512.369.3653

E-Mail

barry.pennington@park.edu

barrypennington@att.net

pennington@sbcglobal.net

Web Page

http://captain.park.edu/PenningtonCA103/

Semester Dates

Monday, June 03, 2013 to Sunday, July 28, 2013

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Textbook:

Fraleigh, D. M. & Tuman, J. S. (2011). Speak Up!: An Illustrated Guide to Public Speaking, 2nd ed. Paper Text, 784pgs.  ISBN: 0-312-62188-4.  ISBN-13: 978-0-312-62188-9.
 
Additional Requirements:

Audience Members

It is the student's responsibility to arrange for at least 6 adults to serve as an audience for each of four speeches, as well as a presentation space with adequate lighting. Some possible audience participants might include coworkers/supervisors, neighbors, local Toastmaster groups, or members of volunteer/church organizations to which you belong. If you have any questions about the appropriateness of your audience, please contact your instructor for guidance before recording your speech.

Video Recording Equipment
There is a wide variety of audio-video equipment available for recording your speeches, including camcorders, webcams, and cell phones/smart phones. While there are no specific requirements, it is important to keep the following criteria in mind when selecting the equipment you will use.
  • Recordings must be in digital format in order to be uploaded to the online classroom for viewing.
  • Your instructor can give a grade only for what they can clearly see and hear on the recording, so the better the quality of the recording, the more accurately your speech can be evaluated.
  • Extremely large files take longer to upload and are subject to “timing out” during the upload process.
    • This can usually be overcome by using free compression software downloaded from the internet, which greatly reduces file size while sacrificing little quality.
  • DVD recordings need to be converted to another format for uploading.
  • File formats that typically work well include .avi, .mov, .mpg, .wmv, and QuickTime files.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
CA103 Public Speaking : 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 facilitator’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

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:
     

    Assessment will be based on: weekly discussions, quizzes, homework assignments, group exercise, and four speeches.

    Grading:
     

    Assessment

    Due

    Points

    Percentage
    of Grade

    Speeches

    Speech 1: Introductory speech.

    · Due: Week 2

    · 2-4 minute time limit

    · Outline: 20 pts.

    · Delivery: 80 pts.

    · Total: 100 pts.

    Speech 2: Informative Speech

    · Due: Week 4

    · 4-6 minute time limit

    · Requires at least 3 sources.

    · Prep: 100 pts.

    · Delivery: 100 pts.

    · Total: 200 pts.

    Speech 3: Persuasive Policy Speech (Not Motivated-Sequence)

    · Due: Week 6

    · 5-7 minute time frame

    · Requires at least 5 sources.

    · Prep: 100 pts.

    · Delivery: 100 pts.

    · Total: 200 pts.

    Speech 4: Persuasive Policy Speech (Motivated-Sequence) = Final Exam

    · Due: Week 8

    · 5-7 minute time frame

    · Requires at least 6 sources.

    · Prep: 100 pts.

    · Delivery: 100 pts.

    · Total: 200 pts.

    700

    70%

    Quizzes

    Weeks 2-6

    150

    15%

    Homework

    Excluding research and outline assignments

    25

    2.5%

    Discussion 

    Weeks 1-8;
    Excluding audience analysis

    100

    10%

    Group Exercise    

     Week 2

    25

    2.5%

    Total:


    1000 points 

    100% of course grade



    Grading Scale
    A = 90-100% or 900-1000 points
    B = 80-89% or 800-899 points
    C = 70-79% or 700-799 points
    D = 60-69% or 600-699 points
    F = below 60% or 0-599 points

    Late Submission of Course Materials:
     

    All assignments have posted deadlines. Plan ahead. Plan for disaster. Don’t wait until the last minute. Extensions MAY be granted for extenuating circumstances at the instructor’s discretion.

    If you notify your instructor about possible delays before a deadline, you are more likely to receive an extension than if you notify your instructor after a deadline. Never assume you will be allowed to submit late work for credit.

    Exception to the above: If you encounter technical problems with recording/uploading your speeches, notify your instructor by email as soon as possible. Check your email regularly for your instructor’s response, including suggestions for resolving your problem. Keep your instructor informed of your progress in resolving technical issues.

    Classroom Rules of Conduct:
     

    Critical thought, robust discussion, and civil dialog can all exist at the same time. Don’t fear presenting your honest views or asking tough questions, but always do so with respect for your classmates and instructor.

    Course Topic/Dates/Assignments:
     

    Week 1

    Activity

    Description

    Points

    Due Date

    Discussion 1

    Experience and anxiety

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Discussion 2

    Preparations

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Homework 1

    Speech 1 Outline

    20

    Thursday

    Homework 2

    Demographic Information Sheet

    5

    Sunday

     Reading Assignment

     Chapters 1-4



    Week 2

    Activity

    Description

    Points

    Due Date

    Discussion 1

    Speech 2 Topic and audience analysis

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Discussion 2

    Speech Ethics

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Homework 1

    Speech 1 Research

    30

    Sunday

    Group Exercise

    Material selection and organization

    25

    Initial response: Wednesday.
    Peer responses: Sunday.

    Quiz

    Chapters 1-4

    30

    Sunday

    Speech Delivery

    Speech 1

    80

    Sunday

     Reading Assignment

     Chapters 5-8



    Week 3

    Activity

    Description

    Points

    Due Date

    Discussion 1

    Peer reviews of Speech 1

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Homework 1

    Speech 2 Outlines

    60

    Thursday

    Quiz

    Chapters 5-8

    40

    Sunday

     Reading Assignment

     Chapters 9-11 & 15



    Week 4

    Activity

    Description

    Points

    Due Date

    Discussion 1

    Speech 3 Topic and audience analysis

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Discussion 2

    Speech critiques

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Homework 1

    Speech 3 Research

    30

    Sunday

    Quiz

    Chapters 9-11 & 15

    40

    Sunday

    Speech Delivery

    Speech 2

    100

    Sunday

     Reading Assignment

     Chapters 12-14



    Week 5

    Activity

    Description

    Points

    Due Date

    Discussion 1

    Peer speech reviews

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Discussion 2

    Emotional appeals

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Homework 1

    Speech 3 Outlines

    60

    Thursday

    Quiz

    Chapters 12-14

    20

    Sunday

     Reading Assignment

     Chapters 16-17



    Week 6

    Activity

    Description

    Points

    Due Date

    Discussion 1

    Speech 4 Topic and audience analysis

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Homework 1

    Speech 4 Research

    30

    Sunday

    Quiz

    Chapters 16-17

    20

    Sunday

    Speech Delivery

    Speech 3

    100

    Sunday





    Week 7

    Activity

    Description

    Points

    Due Date

    Discussion 1

    Those who persuade you.

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Discussion 2

    Comparing notable speakers.

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Homework 1

    Speech 4 Outlines

    60

    Thursday

    Homework 2

    Identifying Logical Fallacies

    20

    Sunday

    Week 8

    Activity

    Description

    Points

    Due Date

    Discussion 1

    Self review

    10

    Initial response: Thursday.
    Peer responses: Sunday.

    Speech Delivery

    Speech 4

    100

    Sunday





    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

    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.
    ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

    Park University 2012-2013 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: http://www.park.edu/disability .

    Additional Information:


    Attachments:
    Handout 1

    Handout 2Bibliography:

    Your Instructor

    I am a Senior Adjunct Instructor of Communication Applications courses for Park University. In addition to Public Speaking, I have taught Interpersonal Communication at the Austin, Texas site. I have also taught communications courses at LeTourneau University.  I am a Texas certified secondary school teacher. In the public schools I have taught Speech Communication, Debate, Journalism, Advanced Broadcast Journalism, Public Relations, English Language Arts and Theatre Arts.

    I have a Bachelor of Science degree in Speech and a Master of Arts degree in Speech and Journalism from The University of Texas system.

    My Educational Philosophy

    Because all human beings "are created equal," and because many do not fully accept this fundamental principle, I have determined to facilitate an inclusive learning process for all who enter my class, recognizing diversity.  This learning process is founded upon the development of interpersonal skills. Every student will be given an opportunity to grow in persistence, optimism, self-awareness, self-discipline, empathy, self-confidence, and social skills.  I will employ every lawful, appropriate, and expedient method of instruction to instill within every student a real and genuine acceptance of the truth that all "are created equal," and therefore, all have an equal opportunity to achieve leadership status.





    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:5/10/2013 9:23:21 AM