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CA 103 Public Speaking
Mayo, Staci Lea


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

SP 2013 HOA

Faculty

Staci Mayo, M.C.L

Title

Adjunct Faculty

Office Hours

By Appointment

Daytime Phone

8167038561

E-Mail

staci.mayo@park.edu

mayo385@gmail.com

Semester Dates

January 14, 2013-May 10, 2013

Class Days

MWF

Class Time

8:00-8:50

Credit Hours

3


Textbook:
Speak Up! An Illustrated Guide to Public Speaking. 2nd Ed. 

Douglas M. Fraleigh
Joseph S. Tuman

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:

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



    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:

    Participation/Discussion 25% (250 Points)

    Participation is vital in this course. I believe that interaction, activities, and lively discussions lead to a better understanding of the topic being discussed. Participation will be awarded for being in class (and on time), being active in discussions and activities. Just showing up to class is not enough to get participation points. You must meaningfully contribute to what we are learning for the week. 16 Points/Week 

    Excessive Absences: After 3 unexcused absences, 5 points per absence will be taken from your total score at the end of the semester.

    Written Work/Final Exam 5% (50  Points)

    Self Evaluation (50 points)-In this paper you will provide an evaluation of your communication skills from the beginning of the course to the end. You will discuss your strengths and weaknesses as a public speaker and provide a plan for improving those skills.

    Individual Speeches         70% (700 Points)

    Introductory Speech-Social Networking Speech (50 Points)-Length 1-2 minutes. You will introduce a classmate based upon their social networking site.                                     
    30 Second Business Speech (50 Points)-We will have a mock work party where you will tell people at the party about yourself in  30 seconds.

    Informative Speech 1 (150 Points)-You will present a 4-5 minute informative speech. Two outside sources are required for this speech. 50 points presentation 50 points full sentence preparation outline
                                   
    Persuasive Speech 1 (150 Points)-You will present a speech topic that persuades the audience (5-7 minutes). You will be required to use 3 outside sources for the speech. 100 points presentation 50 points full sentence outline

    Persuasive Speech 2 (200 Points)-You will present a speech topic that informs the audience (7-9 minutes). This speech will serve as your core assessment for the course. You will be required to use 4 outside sources. 150 points presentation 50 points full sentence outline 

    Group Presentation 10% (100 Points)

    The first week of class you will create a group that will present an informative presentation at the end of the course.  These groups will be used on a regular basis for class activities. Your group may present a presentation on any topic related to public speaking. You will have time throughout the semester to work as a group in class. The length of your presentation is dependent on the number of group members. Each group member should speak approximately 4 minutes. A 5 minute discussion session will occur after the speech. It will be your groups responsibility to lead the discussion.  A total of 5 outside sources are required for the entire group for this speech. 100 points presentation 

                                                                                        


    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
    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:
     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)

    Assessment

    Due

    Points

    Percentage
    of Grade

    Speeches

    Speech 1: Introductory speech.

    ·  Due: Week 1

    ·  2-3 minute time limit

    ·  Delivery: 50 pts.

    ·  Total: 50 pts.

     

    Speech 2: Elevator Speech

    ·         Due: Week 4

    ·         30 second time limit

    ·         Total: 50 pts.

    Speech 3 Informative Speech 

    Due: Week 7

    ·  4-6 minute time limit

    ·  Requires at least 3 sources.

    ·  Prep: 50 pts.

    ·  Delivery: 100 pts.

    ·  Total: 150 pts.

    Speech 4: Persuasive Policy Speech (Not Motivated-Sequence)

    ·  Due: Week 9

    ·  5-7 minute time frame

    ·  Requires at least 5 sources.

    ·  Prep: 50 pts.

    ·  Delivery: 100 pts.

    ·  Total: 150 pts.

    Speech 5: Persuasive Policy Speech

    Core Assessment (Motivated-Sequence) = Final Exam

    ·  Due: Week 12

    ·  5-7 minute time frame

    ·  Requires at least 6 sources.

    ·  Prep: 50 pts.

    ·  Delivery: 150 pts.

    ·  Total: 200 pts.

    Speech 6: Group Speech

    ·         Due: Week 14

    ·         Requires 4 sources

    ·         Prep 25 points

    ·         Peer review 25 points

    ·         Delivery 50 points

    ·         Total: 100 pts

    700

    70%

    Participation 

    250

    25%

    Quizzes

     Periodically

    50

    5%

    Total:

     

    1000 points 

    100% of course grade

     

     

     

     

    Late Submission of Course Materials:
    All assignments must be completed on time. This means that work must be submitted by the assigned time on the day it is due. I must be made aware of the circumstances for any late work before the due date. I will only accept late work if you have attempted to contact me (via phone or e-mail) about the matter. Any accepted work that is turned in late will automatically be reduced a minimum of 20% and will be reduced by 10% each additional day it is late. Speeches are included in this rule. Again, I must be aware of the circumstances ahead of time or the speech may not be made up. In extreme circumstances, this rule may be reconsidered. Any decisions to make an exception to the rule will be considered on a case-by-case basis. If you are aware you will be unavailable when assignments are due, it is your responsibility to make up any work due ahead of time.

    Classroom Rules of Conduct:

    Communication Expectations

     

    1.      The course syllabus: This syllabus is designed to give you an overview of the course and also to give you the specific expectations of the course. Many common questions that you have about this course are listed here in the course syllabus and class schedule. I have many different schedules for different classes and do not have each class schedule memorized. While I often send out reminders about information that is contained in this syllabus, it is YOUR responsibility as a student to use this information.

    2.      E-College:  I use E-College in a variety of ways during the course. I use it to post grades, list assignments, post feedback, course materials, and post announcements. You will find the materials you need for the course (including the syllabus) in E-College. Saying that you lost the syllabus or did not check E-College does not relieve you from the responsibility of any assignments in this course. Check E-College regularly!

    3.      Email: If you need me to respond quickly to an e-mail, please write URGENT in the subject line. My campus email is staci.mayo@park.edu . I often send reminders and changes to the schedule through e-mail. One of the best things to do is to have your Park email forwarded to your primary email address. All of my Park email is forwarded to my mobile device.

    4.      Classroom: The classroom experience allows for two-way communication to take place. If you have a question, please ask. Also, please know that I would be glad to meet with you by appointment before or after class. 

     


    Course Topic/Dates/Assignments:

    COURSE SCHEDULE

    Week 1-16                                                                                Assigned Reading         

    Week 1

    Jan 14-18

    Introduction to the Course and Syllabus
    Exchange Social Networking Info/Group Info
    Introduction Speeches
    Communication Apprehension

    Ch. 1, 2 (57-63)

    Week 2

    1/21 No Class

    Jan 21-25

    The Speech Preparation Process
    Topic Selection
    Audience Analysis

    Ch. 2. (38-57)
    Ch. 6
    Ch. 5

    Week 3
    Jan 28-Feb 1

    Special-Occasion Speaking
    Impromptu Speaking

    Explain 30 Second Business Speech

    Organization and Outlining

    Ch. 18
    Ch. 9, 11

    Week 4
    Feb 4-8

    Delivery

    Explain Informative Speech Assignment

    Informative Speaking
    30 Second Speech

    Ch. 13, 15

    Week  5
    Feb 11-15

    Presentation Aids
    Research and Evidence
    Outline Check-Informative Speech

    Ch. 14,
    Ch. 7

    Week 6
    Feb 18-22

    No Class Feb 18

    Supporting Materials
    Style
    Listening
    Being and Effective Audience Member


     

    Ch. 8, 12

    Ch. 4

    Week 7
    Feb 25-March 1

    Informative Speeches


    Week 8
    March 4-8

    Explain Persuasive Speaking Assignment #1
    View/Discuss Classic Persuasive Speech
    Audience Analysis and Adaptation
    Outline Check-Persuasive Speech #1

    Ch. 16
    Ch. 5

    Break March 11-15

     

     

    Week 9
    March 18-22
    March 29 No Class

    Persuasive Speech #1

     

    Week 10
    March 25-29

    Persuasive Speech #1

     

    Week 11
    April 1-5

    Developing Persuasive Messages/Prep
    Outline Check-Persuasive Speech #2

    Ch. 17

    Week 12
    April 8-12

    Persuasive Speech #2

     

    Week 13
    April 15-19th

    Persuasive Speech #2

     

    Week 14
    April 22-26

    Group Prep/Group Speeches

     

    Week 15
    April 29-May3

    Group Speeches

     

    Week 16

    Final-Self Evaluation

     

     

    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
    Plagiarism Policy Statement for Public Speaking
    Any of the following is considered plagiarism in this class.
    1. Providing false data when writing or delivering a speech.
    2. Using direct quotes from a source without citing the source out loud in your speech, on your outline and works cited page.
    3. Paraphrasing work that is not your own without giving credit to the original source by not citing the source orally in your presentation, on your outline and works cited page.
    4. Using complete or partial speeches, papers or outlines from internet paper mills or other sources of non original work without citing the source orally in your presentation, on your outline and in your works cited page.
    5. Using another person's visual aids as your own.
    6. Using another person's outline as your own.

    If I suspect that there is any other form of plagiarism not written in the above six categories, I will do a thorough search for academic misconduct. If you have plagiarized any portion of your speech, you will receive a zero for the entire speech, and outline.

    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
    Excessive Absences: After 3 unexcused absences, 5 points per absence will be taken from your total score at the end of the semester.

    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:





    GENERAL INFORMATION ABOUT YOUR SPEECHES:



         
    • Speeches endorsing a particular viewpoint of a political issue, a political party, or a political candidate are not permitted. Leave that to the politicians.

    •    
    • Speeches endorsing a particular religion or religious belief are not permitted. This is not your place of worship.

    •    
    • Sales talks, or speeches promoting a product or service, are not permitted. This is not a commercial.

    •    
    • Be extremely cautious about the use of slang, "street talk," "off-color" language, sexist language, or any other language which might be offensive to your audience and/or classmates. The use of nonstandard English is not appropriate for most situations and may lower your grade significantly.

    •    
    • Be cautious about becoming overly personal in your speeches. While relaying personal experience may be very appropriate in the context of certain speeches, avoid making your speech a "tell-all" session or an open confessional. This is not a television talk show.

    •    
    • Be judicious in your use of humor. It's fine to use humor in your speech, but be careful that you don't become lost in "entertaining" your audience when the purpose of the speech is to inform or persuade them.

    •    
    • Observe the specified time limits. Failing to meet the minimum time limit, or exceeding the maximum, will result in major point deductions.

    •    
    • Be sure to follow the specified format for the type of speech you are delivering.

    •    
    • Avoid merely "reading" your speech; all speeches are to be given extemporaneously. Verbatim reading of your speech, in and of itself, may reduce your speech grade by as much as two letter grades.

         

    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. 

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    Last Updated:1/12/2013 4:33:13 PM