Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

CA 103 Public Speaking
Davis, Larry D.


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

S1LL 2013 LR

Faculty

Davis, Larry D.

Title

Adjunct Faculty

Degrees/Certificates

M. A., Communication, University of Arkansas at Little Rock
B. S., Media Management, Southern Illinois University
A. S., Communication, John A. Logan College

Office Hours

Before and after class.

Daytime Phone

501-517-5750

E-Mail

Larry.Davis06@park.edu

davis150@sbcglobal.net

Semester Dates

January 14, 2013 to March 10, 2013

Class Days

-W-----

Class Time

5:00 - 10:00 PM

Credit Hours

3


Textbook:
Lucas, Stephen E. The Art of Public Speaking. 11th ed. Boston: McGraw-Hill. 2012.
Print Edition: ISBN: 9780073406732





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:

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.

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:
Each student will present four speeches: demonstration speech, informative speech, persuasive speech, and final speech. The final speech will be a core assessment speech. This final speech provides an opportunity for each student to demonstrate what he has learned during the course as well as to demonstrate confidence and improvement in public speaking.


Speech 1 (Demonstration Speech; 3-4 minutes): 100 points. Due Week 2. 

The demonstration speech is 3-4 minutes in length.  The topic will be chosen by the student.  This presentation shows the audience how to make something or how to do something. The focus should be on offering clear directions about some sort of process. Examples include the following: How to make lasagna, how to arrange flowers, how to decorate a room, how to take a good picture. At least one visual aid is required. At least one reference is required. A typed outline is required.


Speech 2 (Informative Speech; 4-5 minutes): 100 points. Due Week 3. 

The informative speech is 4-5 minutes in length.  The topic will be chosen by the student and approved by the instructor.  The emphasis is to describe a person, place, event or process. No visual aid is required.  At least three (3) references are required.  A typed outline is required.
 
Speech 3 (Persuasive Speech; 5-7 minutes): 200 points. Due Week 6. 

The persuasive speech is 5-7 minutes in length.  The topic will be chosen from a list provided by the instructor.  In this speech, logic must be the main proof supporting your purpose, but you should use both emotional and ethical appeals to make your speech interesting and believable. Document at least five (5) sources in the bibliography.  A visual aid must be utilized.  A typed outline is required.
 

Speech 4 (Core Assessment Speech;  8-10 minutes): 200 points. Due Week 8.

The core assessment speech is 8 to 10 minutes in length.  This speech in typically persuasive or informative.  The topic will be chosen by the student and approved by the instructor.  A minimum of five (5) sources must be documented and cited during the presentation.  A visual aid must be utilized (Power Point is preferred).  A typed outline is required.

Small Group Discussion 1 (Communication Topic;  20-25 minutes):  50 points. Due week 4.

The first small group discussion will be presented by each group.  Groups will be determined by the students.  Group size will be determined by the instructor.  The topics will be provided by the instructor and chosen by each group. Each member of the group is required to provide at least two (2) outside resources during the discussion. The emphasis is on a balanced discussion with no one dominating and everyone participating.

Small Group Discussion 2 (Controversial Issue Topic; 25-30 minutes):  50 points. Due week 7.

The second small group discussion will be presented by each group.  The topics will be provided by the instructor and chosen by each group.  Each member of the group is required to provide at least three (3) outside resources during the discussion.  A balanced discussion is again emphasized, along with a consensus of the group toward a particular point of view.  

Criteria Used for Evaluating Speeches:
  • The average speech (grade C) should meet the following criteria:
  • Conform to the kind of speech assigned -- informative, persuasive, etc.
  • Be submitted by the assigned date
  • Conform to the time limit
  • Have a clear specific purpose and central idea
  • Have an identifiable introduction, body, and conclusion
  • Show reasonable directness and competence in delivery
  • Be free of serious errors in grammar, pronunciation, and word usage
  • Be delivered according to the specifics of the assignment
  • Adhere to all recording specifications as covered in the Course Policies section of the syllabus
The above average speech (grade B) should meet the preceding criteria and also:
  • Deal with a challenging topic
  • Fulfill all major functions of a speech introduction and conclusion
  • Display clear organization of main points and supporting materials
  • Support main points with evidence that meets the test of accuracy, relevance, objectivity, and sufficiency
  • Exhibit proficient use of connectives -- transitions, internal previews, internal summaries, and signposts
  • Be delivered skillfully enough so as not to distract attention from the speaker's message
The superior speech (grade A) should meet all the preceding criteria and also:
  • Constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience
  • Sustain positive interest, feeling, and/or commitment among the audience
  • Contain elements of vividness and special interest in the use of language
  • Be delivered in a fluent, polished manner that strengthens the impact of the speaker's message
The below average speech (grade D or F) is seriously deficient in the criteria required for the C speech.


Grading:


  • Weekly Discussion - 12% of course grade                          (15 points each week)
  • Papers (3) - 18% of final grade (6% each)                           (60 points each)
  • Speech 1 (Demonstration speech) - 10% of course grade  (100 points)
  • Speech 2 (Informative Speech) - 10% of course grade      (100 points) 
  • Speech 3 (Persuasive Speech) - 20% of course grade    (200 points)
  • Speech 4 - (Core Assessment) - 20% of course grade        (200 points)
  • Small Group Discussions (2) - 10% of final grade               (50 points each)
A = 90-100%  (or 900 points to 1000 points)
B = 80-89%    (or 800 to 899 points)
C = 70-79%    (or 700 to 799 points)
D = 60-69%    (or 600 to 699 points)
F = < 60%      (or 599 or fewer points)

Late Submission of Course Materials:
Papers must be submitted by class time on the date due.  Late submissions will be penalized 50%.  After seven days, no submission will be accepted.  Speeches must be presented on date/time due.  In the event of an excused absence, the speech may be made up the following week at the beginning of class.  In the event of an unexcused absence, the speech may not be made up.  No group discussions may be made up.

Classroom Rules of Conduct:
All cell phones should be turned off or placed on mute during class.  The answering of any call should be only in the case of an emergency. Please notify the instructor if you may be receiving an emergency call.  No computers or other electronic devices are to be used at any time in class without permission of the instructor.

Course Topic/Dates/Assignments:

COURSEWORK BY WEEK

Week 1

Introduction to Public Speaking
Common Fears
Selecting a topic and purpose
Extemporaneous speaking

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

Prepare Speech #1 (Demonstration Speech) (3-4 min.)

Week 2

Organization of main points
Introduction
Conclusion
Speaking to Inform

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

Homework Assignments:
Prepare Speech #2 (Informative) (4-5 min.)

Prepare Paper #1: "Communication Self-Assessment" (Based on class discussion.)

Activity:
Deliver Speech 1:  Compose and deliver a demonstration speech. (3-4 min.)

Week 3

Analyzing and understanding audiences
Non-verbal communication

Assigned Readings:
Chapters 11, 12, 13, & Appendix for Part 2

Homework Assignment:
Prepare Small Group Discussion #1. (20 minutes)

Activity:
Speech #2:  
Compose and deliver Informative Speech. (4-5 min.)

Week 4

Conducting research
Providing support
Persuasive speaking

Assigned Readings:
Chapters 7, 15, & 16.

Homework Assignment:
Paper #2: "Audience Analysis" (Based on class discussion.)

Activity:  

Deliver small group discussion #1. (20 minutes)

Week 5

Persuasion

Assigned Readings:
Chapters 2 & 3.

Homework Assignment:
Prepare Speech #3: (Persuasive) (5-7 min.)

Paper #3:  "Feedback" (Based on class discussion.)

Week 6

Delivery Skills
The Power of Word

Homework Assignment:

Prepare Small Group Discussion #2. (30 minutes)

Activity:

Speech #3:  Compose and deliver Persuasive Speech (5-7 min.)


Week 7

Who is persuading YOU?

Homework Assignment:
Prepare Speech #4: (Core Assessment) (8-10 min.)

Activity:
Deliver Small Group Discussion #2. (30 minutes)


Week 8

Evaluating your progress/development

Activity:

Compose and deliver Speech #4 (Core Assessment) (8-10 min.)



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 .

Additional Information:








Bibliography:



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the student's ability to synthesize information from 4+ sources. The speech demonstrates the  student's ability to synthesize information from 2-3 sources. The speech demonstrates the  student's ability to synthesize information from 1 source. No sources are used. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the  student's ability to formulate and use creative, logical main points and convincing arguments. The speech demonstrates the student's ability to formulate and use logical main points and arguments. The speech demonstrates the  student's ability either to formulate and use vague or inappropriate main points or arguments. No coherent main points or arguments are present. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the  student's ability to evaluate and use unique, original materials and sources. The speech demonstrates the  student's ability to evaluate and use appropriate materials and sources. The speech demonstrates the  student's ability to evaluate and use marginally appropriate or unclear materials and sources. Inappropriate materials and sources are used; or, no materials or sources are used. 
Terminology                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
(In this area, terminology is interpreted as using vocabulary and grammar.) The speech demonstrates the student's ability to effectively use advanced, professional-level vocabulary and grammar. (In this area, terminology is interpreted as using vocabulary and grammar.) The final speech demonstrates the student's ability to use appropriate vocabulary and grammar. (In this area, terminology is interpreted as using vocabulary and grammar.) The final speech demonstrates the student's ability to use vocabulary and grammar on a rudimentary level. (In this area, terminology is interpreted as using vocabulary and grammar.) Grammar and vocabulary are poorly used and/or inappropriate. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
(In this area, one of the most important concepts mastered by students is organization). The speech demonstrates the student's ability to organize content into seamless, easy-to-follow introduction, body, and conclusion. (In this area, one of the most important concepts mastered by students is organization). The speech demonstrates the student's ability to organize content into clear introduction, body, and conclusion. (In this area, one of the most important concepts mastered by students is organization). The speech demonstrates the student's ability to organize content into rudimentary (but difficult to follow) introduction, body, and conclusion. (In this area, one of the most important concepts mastered by students is organization). No clear introduction, body, and conclusion are present. 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the  student's to effectively apply principles of good public speaking, including consistent eye contact with all audience members and having no distractors (un, uh, like). The speech demonstrates the  student's to effectively apply principles of good public speaking, including consistent eye contact and using few distractors (un, uh, like). The speech demonstrates the student's to sporadically apply principles of good public speaking. Eye contact is inconsistent, and many distractors (un, uh, like) are present. Eye contact is non-existent, and distractors (un, uh, like) are common. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The speech demonstrates the student's ability to deliver audience-appropriate content professionally. Organization is clear and clever, and delivery is energetic and engages audience. The speech demonstrates the student's ability to deliver audience-appropriate content. Organization is clear, and delivery engages audience. The speech usually demonstrates the student's ability to deliver audience-appropriate content. Organization is usually clear, and delivery sometimes engages the audience. Content is not audience appropriate. Speech is either disorganized, and/or the delivery leaves audience bored, confused, or both. 

Copyright:

This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:12/3/2012 9:24:44 PM