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CA 103 Public Speaking
Lozano, Juliet


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

U1B 2013 BL

Faculty

Lozano, Juliet

Title

Adjunct Instructor/Communications

Degrees/Certificates

Public Relations/Organizational Communications, BA
Organizational Management,MA

Office Location

Fort Bliss

Office Hours

Before or after class with appointment only

Daytime Phone

915-873-5500-TEXT

E-Mail

Juliet.lozano@park.edu

LozanoJZ@elpasotexas.gov

Semester Dates

June 3, 2013 - July 28, 2013

Class Days

Fridays

Class Time

5:00pm - 10:00pm

Credit Hours

3


Textbook:

Speak Up: An Illustrated Guide to Public Speaking
Edition:2nd
Fraleigh, Douglas M.
ISBN: 9780312621889

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/.


Course Description:
CA103 Public Speaking (GE): A development of the ability to speak clearly and express ideas effectively before an audience. Students plan, compose, and deliver various kinds of speeches and talks. Principles of effective rhetorical presentation are related to basic purposes and forms of public speech-communication. 3:0:3

Educational Philosophy:
The facilitor's educational philosophy is based on lecture and interactive learning assigments. The learner will have the opportunity to learn and provide feedback on what was taught through examples and hands-on activities.

Learning Outcomes:
  Core Learning Outcomes

  • Identify the fundamental elements of the speech process.
    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 understanding of the ethical standards of effective speakers.
    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
  • Select and narrow a topic with a particular audience/situation in mind.
    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
  • Design a message with a particular audience/situation in mind.
    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
  • Demonstrate research skills necessary to the public speaking process.
    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
  • When appropriate, use audio-visual resources to help the audience understand the speech.
    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

     

  • Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs.
    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
  • Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice.
    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
  • Utilize language strategies for effective oral presentations.
    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;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 2.1, 3.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4,11, 12
  • Present convincing arguments through reason, personal credibility, and emotion.
    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;
    1.2.7.2 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;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 2.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 7, 8, 9, 11, 12
  • Evaluate and choose 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;
    SPAs
     
    • NAEYC 5
    • ACEI 1, 2.1, 5.2
    • NMSCA-3.K.3, 4.K.2
    • NCTE 7, 8, 11, 12
  • Effectively support ideas using evidence, sources, and sensory aids.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
     
    • NAEYC 5
    • ACEI 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 7, 8,11
  • Critically analyze student speeches for soundness of reasoning and evidence, and offer useful feedback to peers.
    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;
    SPAs
     
    • NAEYC 4b, 4c, 5
    • ACEI 2.1, 3.3, 3.5
    • NMSCA-3.K.3, 4.K.2
    • NCTE 11
  • Create and present an effective informative message to a target audience.
    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;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    SPAs
     
    • NAEYC 5
    • ACEI 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 12
  • Create and present an effective persuasive message to a target audience. (The final speech will measure EITHER #14 or #15).
    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;
    SPAs
     
    • NAEYC 5
    • ACEI 5.1
    • NMSCA-3.K.3, 4.K.2
    • NCTE 4, 12

     

  • Critically analyze his/her speaking performances.
    MoSTEP
    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 5
    • ACEI 5.2
    • NMSCA-3.K.3, 4.K.2
    • NCTE 11
  • Identify and use techniques for effective listening.
    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;
    SPAs
     
    • NAEYC 4a, 5
    • ACEI 2.1,
    • NMSCA-3.K.3, 4.K.2
    • NCTE 11

    MoStep Requirements 1.2.1.1 standards for CA103



      Instructor Learning Outcomes
    1. Ensure students will learn how to develop an outline and organize their thoughts.
    2. Provide the opportunity to the students to practice effective delivery skills that can be used in various situations.
    3. Provide the opportunity for students to practice speaking in front of an audience.
    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:

     
     

    Informative & Special Occasion Speech

    150 pts each

    300 Points

    (4) Impromptu Speeches

    50 pts. each

    200 Points

    Persuasive Speech (mid-term)

    250 pts.

    250 Points

    Final Speech

    250 pts.

    250  Points

            Total

    1000 points

     
     
    Criteria Used for Evaluating Speeches:
    • Turn in outline for all speeches
    • Follow outline when giving speech-have a clear introduction, body & conclusion
    • Deliver specific speech assigned-informative/persuasive/impromptu
    • Conform to time limit
    • Exhibit effective use of specified sources
    • Include delivery skills-volume,pauses,eye contact
    Criteria used for Evaluating Final Speech
    • Speech must be a Persuasive speech
    • Speech must be at least 8-10 minutes
    • Turn in detailed outline
    • Excellent use of delivery skills
    • Use of audio visuals
    • Engage audience in speech
    • Exhibit effective use of  5 sources

    Grading:

     

    Points

    Grade

    1000 - 900

    A

    899 - 800

    B

    799 - 700

    C

    699 - 600

    D

    599 and Below

    F

     

    Classroom Rules of Conduct:

    1. Assignments due on specified date-if you will not be in class, email instructor the assignment (Juliet.Lozano@park.edu)
    2.If you will not be in attendance-email the instructor the following information
       -reason for missing the class
       -class date that was missed
       -remember to review class notes on e-companion
    3.Turn cell phones/Blackberry to "vibrate" mode
    4.If you must answer your phone, (due to an emergency) please step out of the room
    5.Participation is mandatory
    6.If you have a question about an assignment -email the instructor the following information
       -which assignment do you need help with?
       -a phone number to call you back
       -a specific time you are available to discuss the assignment over the phone

    Course Topic/Dates/Assignments:

    Week 1-June 7, 2013
     
    Introductions
    Review syllabus
    Ch.1   p.3-18
    Ch.2   p.47-53
               p.57-63
    Ch.11 p.325-330
    Ch.13 p.394-396
    Lecture
    -How to create an outline?
    -What is an Impromptu Speech?                           

    In Class exercise
    Outlines - Create an outline and present to class-give feedback

    Graded assignment
    Impromptu #1- focus of speech is on "outline"
                            3 minute speech, no sources needed
                            Turn in outline, can use note cards 
                            Refer to criteria in "Class Assessment" section

    Week 2-June 14, 2013
     
    Ch.14 p.421-452
    Ch.15 p.457-487
    Lecture
    -Importance of time limits
    -Review of main delivery skills
    -Proper use of powerpoints & review tips
    -What are visual aids
    -What is an Informative Speech?
     
    In class exercise
    Review & critique different power points
     
    Graded assignment
    Impromptu #2-focus of speech is on "time limits & delivery skills"                           
                           5-6 minutes, no sources must be referenced
                           Turn in outline, can use note cards     
                           Refer to criteria in "Class Assessment" section

    Week 3-June 21, 2013

    Ch.16 p.507-511
               p.515-527
    Lecture
    In class discussion on how to present a presuasive speech & what is a persuasive speech
    In class - assign - mid-term speeches-Persuasive speech

    In class exercise
    How to present with emotion

    Graded assignment 
    Informative speech-"Teach me something"-
                                  must have a visual aid and 4-5 sources included in speech
                                  6-7 minutes                           
                                  Turn in outline, can use note cards
                                  Refer to criteria in "Class Assessment" section

    Week 4 -June 28, 2013-Mid-term speeches

    Ch.18   p.597-603
                 p.608-619

    Graded assignment
    Impromptu speech #3-focus of presentation is delivery with emotion
    Persuasive speech-"Change my mind"-must have sources
                                   Mid-term speech -as assigned in class
                                   6-7 minutes, 5-6 sources included in speech    
                                   Turn in outline, can use note cards
                                   Refer to criteria in "Class Assessment" section
    Lecture
    In class discussion on the various types of Special Occassion speeches

    Week 5-July 5, 2013

    Ch.9   p.288-292
    Ch.10 p.297-319
    Ch.12 p.357-383
    Lecture        
    What is an effective Introduction/Conclusion
    How do I transition from point to point
    Note cards & how they can help with your presentation

    In class exercise
    Group project:          Introductions/Conclusions
    In class exercise:       Transitions

    Graded Assignment  
    Special Occassion Speech- 4-5 minutes
                                             
    Week 6-July 12, 2013

    Ch.19 p.636-660
    Lecture
    How to best handle Small Group Communication

    In class exercise
    Small group exercise
    Complete Individual critiques

    Graded assignment
    Impromptu speech #4- focus of speech is introduction/conclusion/transitions 

    Week 7-July 19, 2013
     
    Preparing for final speech
    -What type of speech?
    -What is your topic?
    -Outline/organization
    -What research has been done?
    -Delivery skills
    Assisting students in class with final speech
     
    Week 8-July 26, 2013-Final Speeches

    Students will give their final speeches
    Students must attend
    Refer to criteria in "Class Assessment" section

    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.

    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 .



    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:4/23/2013 10:55:33 PM