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CA 103 Public Speaking
Duckworth, John H.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CA 103 Public Speaking

Semester

F2Z 2012 MLA

Faculty

Duckworth, John H.

Title

Adjunct Faculty

Degrees/Certificates

BA - University of Sioux Falls in Sioux Falls, SD
M. Div. - Central Baptist Theological Seminary in Kansas Cirty, KS

Office Location

525 Second Avenue North

Office Hours

Call for appointment

Daytime Phone

453-6614

Other Phone

406/788-3781

E-Mail

john.duckworth@park.edu

john-thebaptist@optimum.net

Semester Dates

October 22, 2012 through December 14, 2012

Class Days

Monday through Friday

Class Time

Noon to 1:00 pm

Credit Hours

3


Textbook:
"The Art of Public Speaking" 11th edition, Stephen E. Lucas, McGraw Hill, ISBN 978-0-07-662687-8

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:

Public speaking is a performance course designed to improve your public communication skills.  This meanse that students need to be actively engaged in both the speaking and listening process.  For onground 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 for good instructional practice:
  1. Respect 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 expectiations for student.

Chickering, A. W. & Gamson, Z. F. (1987).  Seven principles for good practice in undergraduate education.  AAHE Bulletin, 29(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:

You will be graded on:
  • Weekly Discussion - 10% of course grade or 100 points @ 12.5 points per week
  • Mid-Term Exam - 10% of course grade or 100 points
  • Homework Assignements - 10% of course grade or 100 points @ 25 points each
  • Speech 1(Instructor-Assigned Speech) - 10% of course grade or 100 points
  • Speech 2 (Informative Speech) - 20% of course grade or 200 points [due during week 3]
  • Speech 3 (Persuasive Speech) - 20% of course grade or 200 points [due during week 5]
  • Speech 4 - Final Speech (Persuasive Speech with Visual Aid/s) - 20% of grade or 200 points [due during week 8 - this speech will be video taped for evaluation)

All speeches must contain a minimum of 4 sources to receive full credit for that portion of the grade. Wikipedia will not be counted as a source. This will be discussed further in class.

Grading:

 Final grade will be determined by the below percentage of TOTAL POINTS EARNED over the course.  To help you assess your grade for each assignment both the points earned and the percentage to determine the grade for that specific assignment will be marked on your paper.  Keeping all papers and a running tally of points earned is strongly reccomended.
 
90-100 A
80-89.9 B
70-79.9 C
60-69.9 D
below 60 F

Late Submission of Course Materials:
-If you miss class with an excused absence when a speech is due, you will be expected to give the speech during the next class at which you are present. If you are not prepared at that time, your speech will not be graded. There may be cases where time does not permit you to present the speech on that day, but you should not count on that.
-If you miss the midterm exam, you will not be given class time to take it. You will need to arrange to take the exam at the Park office within one week of the scheduled time or you will not receive any credit.
-Written assignments can be submitted electronically even if you are absent. Therefore, late assignments will not be accepted for grading. However, you will still need to prepare and submit your list of sources prior to the speech to get credit for that portion of the grade.
-Assignments that are late due to an unexcused absence will not be accepted for grading.
-All work must be submitted by December 14, 2012 (the last class meeting).

Classroom Rules of Conduct:

-Except as required by the Air Force, all communication devices must be turned off or set on silent. If you must answer a call, please leave the room quietly.
-If you are outside the classroom when a speech begins, please wait until you hear applause to enter.
-Your attention to the instructor and student speakers is expected. No texting, web surfing, side discussions, or other rude or disruptive activities are allowed during class. We are all adults. Please don't do anything that would make me have to ask you to stop. 
-Any written assignments submitted electronically must be in Microsoft Word, either in .doc or .docx format. No other formats will be accepted.
-Respect is a reciprocal relationship.  Be sensitive and adaptive toward your audience.  Due to the nature of this course, differing views will be presented.  Though you may disagree strongly with a presenter always be respectful and polite as a member of the audience. 
-Computers crash. Back up your work!

Course Topic/Dates/Assignments:
 

COURSEWORK BY WEEK

Week 1 (October 22-26)

Overview of the Communication Process
Introduction to Public Speaking
Common Fears
Selecting a topic and purpose
Extemporaneous speaking

Homework Assignment:
Complete the homework assignment as directed by the instructor.

Assigned Readings:
Online Lecture(s); Chapters 1, 4, 5, 6 & Appendix for Part 1 ("Giving Your First Speech").

Discussion:
Respond to the discussion topics in the Discussion area under Week 1 in the online classroom.

Week 2 (October 29 - November 2)

Organization of main points
Introduction
Conclusion
Speaking to Inform

Assigned Readings:
Online Lecture(s); Chapters 8, 9, 10, & 14.

Discussion:
Respond to the discussion topics in the Discussion area under Week 2 in the online classroom.

Speech 1

Compose and deliver an introductory speech as specified by your instructor.  This speech should be 3-5 minutes long.

Week 3 (November 5-9)

Analyzing and understanding audiences
Non-verbal communication

Assigned Readings:
Online Lecture(s); Chapters 11, 12, 13, & Appendix for Part 2

Discussion:
Respond to the discussion topics in the Discussion area under Week 3 in the online classroom.

Speech 2
Compose and deliver an Informative Speech. (See Chapter 14 for details on speaking to inform.) This speech should be 3-5 minutes long.

Week 4 (November 12-16)

Conducting research
Providing support
Persuasive speaking

Assigned Readings:
Online Lecture(s); Chapters 7, 15, & 16.

Discussion:
Respond to the discussion topics in the Discussion area under Week 4 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed by the instructor.

Week 5 (November 19-23)

Persuasion

Assigned Readings:
Online Lecture(s); Chapters 2 & 3.

Discussion:
Respond to the discussion topics in the Discussion area under Week 5 in the online classroom.

Speech 3
Compose and deliver a Persuasive Speech. (See Chapters 15 & 16 for details on speaking to persuade.) This speech should be 5-7 minutes long.

Week 6 (November 26-30)

Delivery Skills
The Power of Words

Assigned Readings:
Online Lecture(s).

Discussion:
Respond to the discussion topics in the Discussion area under Week 6 in the online classroom.

Week 7 (December 3-7)

Who is persuading YOU?

Assigned Readings:
Online Lecture(s).

Discussion:
Respond to the discussion topics in the Discussion area under Week 7 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed by the instructor.


Week 8 (December 10-14)

Evaluating your progress/development

Assigned Readings:
Online Lecture(s).

Discussion:
Respond to the discussion topics in the Discussion area under Week 8 in the online classroom.
 
Speech 4
Compose and deliver a Persuasive Speech with Visual Aids (Your instructor will specify persuasive, informative, or offer you a choice.). (See Chapters 15 & 16 for details on speaking to persuade.) This speech should be 5-7 minutes long.

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.

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 .



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:10/22/2012 9:54:29 AM