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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

S1T 2013 DLA

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, January 14, 2013 to Sunday, March 10, 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

  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:
 

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 2011-2012 Undergraduate Catalog Page 95-96

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 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 2011-2012 Undergraduate Catalog Page 98

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

Bibliography:

About 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, 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.

You may go to the following website to see additional information about me and other Park faculty and staff:

 http://flag.park.edu/Faculty_Page_2/faculty_staff.html

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)
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:12/21/2012 9:41:10 AM