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CA 103 Public Speaking
Griffin, Keith 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

U1UU 2013 CNA

Faculty

Griffin, Keith H

Title

Adjunct Faculty

Degrees/Certificates

Ph.D. Rhetoric and Public Address, Louisiana State University
M.A. Speech Communication, Wake Forest University
B.A. Speech and Theatre, The College of Wooster

Office Location

JBC, Building 221, Room 128

Office Hours

1:00 - 4:30, W

Daytime Phone

843-670-3465

E-Mail

Keith.Griffin@park.edu

KHGriffin@comcast.net

Semester Dates

06/05/2013 to 07/2/2013

Class Days

---W---

Class Time

4:30 - 9:45 PM

Credit Hours

3


Textbook:

Please contact the Instructor before purchasing the textbook.

Fraleigh, Douglas M. and Tuman, Joseph S.  An Illustrated Guide to Public Speaking.  Boston/New York: Bedford/St. Martin's, 2011
ISBN-13: 978-0-312-62188-9
ISBN-10: 0-312-62188-4


Additional Resources:
The Instructor will email PPTs. of each text chapter to students prior to the respective class meeting.

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 believe the discipline of communication stands at the core of the liberal arts tradition and that the communications instructor assists students in developing perspectives and skills that enable them (1) to analyze complex issues or problems, (2) form rational, creative and ethical viewpoints or solutions and (3) communicate their understanding and/or recommendations to others in a clear, concise and credible manner. The development and application of these skills is vital both to the success of individuals in the various roles they will play after graduation and to the health of our evolving society and global community.

Teaching is a pragmatic art. Each student brings a unique perspective that reflects his or her life experiences. Therefore, I feel I serve students best in:

·        Giving clear expectations of learning objectives, assignments and performance standards;

·        Employing a variety of teaching methods, techniques and resources that meet the needs of individuals with different learning styles;

·        Encouraging individuals to draw on their knowledge and experience base concerning practical applications of communication theories and principles;

·        Creating a learning environment where students feel free to ask questions, reflect on, and challenge what they read and hear and think on a deeper level;

·        Demonstrating an appreciation for differences and diversity;

·        Making evident the value of drawing upon/making connections with other disciplines to enhance the learning experience; and,

·        Maintaining a scholarly agenda that offers students opportunities to develop their research and writing skills through authoring or co-authoring papers and to become acquainted with state, regional and national professional associations.

As a teacher, I am committed to a continuous process of personal and professional development. My reward is the satisfaction that comes with helping students discover and develop the best in themselves.


Learning Outcomes:
  Core Learning Outcomes

  • Adapt messages for people of other cultures, backgrounds, and countries.
    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 research skills necessary to the public speaking process.
    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
  • Use sensory aids to increase audience understanding and retention of the message.
    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
  • Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs.
    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
  • Use appropriate delivery for the audience and occasion.
    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
  • Presents convincing arguments through reason, personal credibility, and emotion.
    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

     

  • Uses 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;
    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
  • Includes adequate and appropriate verbal footnotes.
    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

    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, for example) already given by the student during the semester. For example, if a student has given informative, persuasive, and demonstration speeches during the semester, he/she 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 student.

    This assessment is designed to assess primarily Core Learning Outcomes #2-5, #7-8, #and others as applicable and will make up  20-30% of the course grade.

    Link to Class Rubric

    Class Assessment:
    Each student will be expected to complete the five speech assignments and a final examination to demonstrate knowledge of course materials and the textbook.


    The five graded speeches include.:
    • One Informative Speech
    • One Persuasive Speech
    • One Impromptu Speech
    • One Special Occasion Speech
    • The final learning outcome speech, either informative or persuasive. .
    The Instructor will provide written critiques to each student for each speech.  The Instructor will also provide speech evaluation sheets to classmates to give immediate feedback at the conclusion of a speech.  Student evaluations are not seen or used by the Instructor to compute grade points.


    Grading:

    Grading criteria: Students are expected to participate and complete all assignments during the eight weeks of the course.  Grading is based on the core assessment rubric provided within this syllabus.  

    The components of the course and their respective grade points are:

    • Introductory Speech                    0   pts.    2 to 4"
    • Informative Speech                    20   pts.    7 to 10"
    • Impromptu Speech                    5   pts.    3 to 5"
    • Special Occasion Speech         15  pts.    4 to 6"
    • Persuasive Speech                   20   pts.    8 to 12"
    • Final Speech                            25   pts.    8 to 12"
    • Final Examination                     15  .pts
    • Total Points                           100
    Course Letter Grade:
    • A = 90 - 100% (90 points and higher)
    • B = 80 - 89%  (80 - 89 points)
    • C = 70 - 79%  (70 - 79 points)
    • D = 60 - 69% (60 - 69 points)
    • F = 59% or less (59 or fewer points)
    Failure to complete the final examination will result in a grade of F regardless of other completed course assignments.

    The final examination will be comprised of six multiple choice questions.  Students are to answer five of the six questions and to support their answer (A., B., C., or D.) with a paragraph in which they support their answer with an explanation and an illustration. 

    Late Submission of Course Materials:
    If a student is unable to complete an assignment on time for a valid reason (TDY, restricted to quarters for health reasons, or work-related requirements, the student is required to contact the Instructor via email, fax, or phone so a determination can be made on assignment completion.  


    Incomplete grades are not submitted at the conclusion of the course based on missing or incomplete assignments unless (1) there is a request from the student and (2) a Contract for Incomplete Grade is prepared clearly outlining assignment completion and reasons for the incomplete.

    Classroom Rules of Conduct:
    Classrooms are intended to be non-threatening; students are expected to respect the rights and feelings of others when responding to speech presentations.  Park U expects faculty members to dismiss from class any student whose behavior is detrimental or disruptive to the learning community.


    Cell phones and pagers are to be turned off while class is in session so as not to interfere with lectures or speeches.

    Course Topic/Dates/Assignments:

    Course Topics/Dates/Assignments:

    Impromptu speeches can be presented during any scheduled class at the discretion of the Instructor depending on available class time and the total number of students enrolled in the class.  Impromptu speeches do not require an outline.  Students will select a topic provided by the Instructor from a random list of speech topics chosen and prepared by the members of the class.

     Audio/Visual Aids - Students may use PowerPoint, white boards, actual objects, models, etc.Lecture: Introduction to Public Speaking; Speech Preparation and Outlines; and, Topics and Audiences

    06/05
     
    Preparation for introductory speech - students will pair off and interview their partner to obtain sufficient information to using in outlining and delivering a speech to introduce their partner to the rest of the class.
    Assigned Readings: Chapters 1, 2, 5, 6, 7, and 15

    06/12

    Presentations - Introduction Speeches
    Lecture: Preparing the Speech to inform
    Assigned Readings: Chs. 8, 9, 10, and 11
             
     
    06/19
     
    Presentations - Speeches to Inform - Informative speeches is expected to provide the audience with data, details, and information about a topic of historical, technical, or current events.  The speech outline should contain a minimum of four cited sources (oral source citations).
     

    06/26
    Speaking to Persuade
    Assigned Readings: Chapters 12, 14, 16 and 17
     
    Speaking to Persuade - With persuasive speeches, speakers are expected to take positions of pro or con on the topics they select. They are to present information that supports their points of view.  The outlines for persuasive speeches should include a minimum of five cited sources/references.

    07/03

    Presentations - P
    ersuasive Speeches
     
     Assigned Readings: 11, 12, and 13
     
    07/10
     
    Presentations - Impromptu Speeches
    Special Occasion Speeches - Special Occasion speeches include Introductions of key note speakers, confering of an honor or award, eulogies, and commemorations of a signficant event.  For this assigment, the time limit is four to six minutes; oral source citations are optional. 
    Assigned Reading: ch. 18

    07/17

    Presentations - Special Occasion Speeches

    07/24

    Presentation of final Speeches - This Assignment is explained in the Core Assessment section of the syllabus.  Since the final speech carries the highest point value of any speech in the course, the length of the speech is a minimum of eight to twleve minutes.  The speech outline for this speech should contain a minimum of eight cited sources/references. 

    Final Examination
     
     


    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 .

    Additional Information:






















     

    Bibliography:



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    1                                                                                                                                                                                                                                                          
    Outcomes
    Adapt messages for people of other cultures, backgrounds, and countries.                                                                                                                                                                                                                                                                                                                                                                                                                                             
    Message is customized to  people of other cultures, backgrounds, and countries. Message is understandable to  people of other cultures, backgrounds, and countries. Speech is inappropriate for the intercultural audience.  
    2                                                                                                                                                                                                                                                          
    Outcomes
    Demonstrate research skills necessary to the public speaking process.                                                                                                                                                                                                                                                                                                                                                                                                                                                
    Speaker uses quality materials from a wide variety of reliable library sources. Speaker uses quality materials from a limited variety of reliable library sources. Speaker uses materials of questionable quality or relies on web information.  
    3                                                                                                                                                                                                                                                          
    Outcomes
    Use sensory aids to increase  audience understanding and retention of the message.                                                                                                                                                                                                                                                                                                                                                                                                                                   
    Speaker's sensory aids are unique, clear, helpful, and used effectively. Speaker's sensory aids are clear and helpful and used effectively. Speaker's sensory aids are confusing, use detracts from the speech, or none are used.  
    4                                                                                                                                                                                                                                                          
    Outcomes
    Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs.                                                                                                                                                                                                                                                                                                                                                                                                                       
    Speech has clear introduction, body, and conclusion which use an effective organization pattern to meet audience needs and expectations. Speech has clear introduction, body, and conclusion which use a recognizable organization pattern and meet audience needs and expectations. Speech lacks a clear introduction, body, or conclusion.  
    5                                                                                                                                                                                                                                                          
    Outcomes
    Use appropriate delivery for the audience and occasion.                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    Delivery includes eye contact, use of voice, use of gestures, and use of movement that is adapted to the audience and occasion. Delivery includes generally effective eye contact, use of voice, use of gestures, and use of movement. Delivery has significant flaws in eye contact, use of voice, use of gestures, or use of movement.  
    6                                                                                                                                                                                                                                                          
    Outcomes
    Presents convincing arguments through reason, personal credibility, and emotion.                                                                                                                                                                                                                                                                                                                                                                                                                                     
    Speaker uses logical arguments that are well supported and act to enhance their personal credibility and also includes varied emotional and motivational  appeals designed to meet audience needs and expectations. Speaker uses logical arguments that are well supported and add at least minimally to enhance their personal credibility and also includes limited emotional and motivational  appeals designed to meet audience needs and expectations. Speaker's arguments are not logical or well supported, or fails to act to enhance their personal credibility; or student fails to include any emotional or motivational  appeals.  
    7                                                                                                                                                                                                                                                          
    Outcomes
    Uses evidence appropriate to the speaker, speech, and occasion.                                                                                                                                                                                                                                                                                                                                                                                                                                                      
    Uses at least five different types of evidence appropriate for the audience and occasion to support the speech. Uses at least five different types of evidence to support the speech. Fails to use at least five different types of evidence to support the speech.  
    8                                                                                                                                                                                                                                                          
    Outcomes
    Includes adequate and appropriate verbal footnotes.                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
    Effectively cites five or more different valid sources that are appropriate for the audience and occasion to support the speech. Effectively cites at least five different valid sources to support the speech. Effectively cites four or fewer sources or uses inappropriate sources to support the speech.  

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    Last Updated:5/22/2013 10:15:01 AM