Burwell Public Schools - Speech 1110 Syllabus

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COURSE SYLLABUS OUTLINE

I. CATALOG DESCRIPTION

Course Number: SPCH 1110

Course Name: Public Speaking

Pre/Co-Requisites: None

Description: This course will enable students to master the skills required of speaking in today's workplace and society. This course will focus on the organization, preparation, research, and evidence needed for a presentation that is tailored to fit the audience. This course will also enhance the students’ active and critical listening skills.

Credit/Contact Hour Designation: Credits _3_ Lecture _45_ Lab _0_ Clinical/Practicum _0_ Coop _0_

Term: Fall 2020 and Spring 2021

II. COURSE OBJECTIVES: Course will

Acquaint students with knowledge of the communication process.
Have students identify and perform skills necessary for selected types of public speeches.
Provide students with an understanding of effective and appropriate language.
Provide students with an understanding of effective and appropriate eye contact, voice, gestures and presentational aids in public speaking.
Have students utilize research for a variety of speeches.
Incorporate information from outside source(s) ethically, effectively and appropriately.
Have students critically listen, analyze, and evaluate various types of speeches within their cultural context.
Provide tools for students to effectively communicate in a variety of settings.

III. STUDENT LEARNING OUTCOMES: Students will be able to

1. 1. 1. Describe and explain the basic speech communication models.
    2. Develop an awareness of the impacts of mediated communication.
    3. Define the role of the public speaker in relationship to the audience, the content of the speech

and the purpose of the speech.

1. 1. 1. Describe and participate in the process of preparing and presenting speeches.
    2. Distinguish between the principles of informative and persuasive speaking.
    3. Understand and utilize techniques to effectively manage speech anxiety.
    4. Differentiate between and apply, as appropriate, for the speaking situation the various delivery

methods: speaking extemporaneously (i.e. prepared and practiced in advance), speaking impromptu (i.e. spontaneously without preparation or notes), reading from a manuscript, and reciting from memory.

1. 1. 1. Prepare a preparation outline and/or speaking.
    2. Prepare a reference list using APA or MLA citation style.
    3. Evaluate the credibility of supportive material.
    4. Cite sources properly when delivering the speech.
    5. Demonstrate flexibility and adaptability with the available technology in the public speaking

context.

1. 1. 1. Demonstrate the appropriate use of presentational aids while speaking.
    2. Apply active listening skills to enhance the communication process.
    3. Critically evaluate the public discourse of others with awareness of cultural context.
    4. Demonstrate professionalism and tolerance for opposing viewpoints.

CONTENT/TOPICAL OUTLINE

Why Study Public Speaking Week 1

1. Explain why it is important to study public speaking.
2. Describe how public speaking differs from casual conversation.
3. Sketch and explain a model that illustrates the components and process of communication.
4. Discuss in brief the history of public speaking.
5. Explain how becoming an audience-centered public speaker can help you speak effectively to diverse audiences.
6. Describe why speakers sometimes feel nervous about speaking in public.
7. Use several techniques to become a more confident speaker.

Assignments:

1. 1. 1. Read chapter 1 and test
    2. Three bag speech
    3. Self speech

The Audience Centered Speech making process Week 2

1. Select
2. Purpose
3. Central ideas

Assignments

1. 1. 1. Read Chapter 2 and test
    2. Poetry Memorization
    3. 3 Poem Program

Ethics and Speaking Week 3

1. Explain why it is important to be audience-centered during each step of the speechmaking process.
2. . Select and narrow an appropriate topic for a speech.
3. Differentiate between a general speech purpose and a specific speech purpose.
4. Develop a sentence that captures the central idea of a speech.
5. Describe several types of supporting material that could be used to support speech ideas.
6. Develop a speech with three main organizational parts—an introduction, a body, and a conclusion.

Assignments

1. 1. 1. Read Chapters 3 and test
    2. Pre informative research

Listening to Speeches Week 4

1. . Explain why it is important to study public speaking.
2. Describe how public speaking differs from casual conversation.
3. Sketch and explain a model that illustrates the components and process of communication.
4. Discuss in brief the history of public speaking.
5. Explain how becoming an audience-centered public speaker can help you speak effectively to diverse audiences.
6. . Describe why speakers sometimes feel nervous about speaking in public.
7. . Use several techniques to become a more confident speaker.

Assignments

1. 1. 1. Read Chapters 4 and test
    2. Three poem with transition

Analyzing Your Audience and Delivery Week 5

1. Identify the stages in the listening process.
2. 2. List and describe five barriers to effective listening.
3. 3. Discuss strategies to become a better listener.
4. 4. Identify strategies for improving your note-taking skills.
5. 5. Discuss the relationship between listening and critical thinking.
6. 6. Use criteria for evaluating speeches.

Assignments

1. 1. 1. Read Chapter 5 and 13 and test
    2. Informative work time
    3. Community Contest Speech Unit and Outline

Developing Your Speech Week 6

1. Select a topic for a classroom speech that is appropriate to the audience, the occasion, and yourself.
2. Narrow a topic so that it can be thoroughly discussed within the time limits allotted for a specific assignment.
3. Write an audience-centered specific-purpose statement for an assigned topic.
4. Explain three ways of generating main ideas from a central idea.
5. Develop a blueprint for a speech by combining the central idea and a preview of the main ideas.
6. Apply to a speaking assignment the four steps for getting from a blank sheet of paper to a plan for the speech.

Assignments

1. 1. 1. Read Chapter 6 and 14 test
    2. Poster and Visual Aid Unit

Gathering Support and Introduction and Conclusions Week 7

1. List five potential sources of supporting material for a speech.
2. Discuss the variety of resources available on the World Wide Web.
3. Explain six criteria for evaluating Websites.
4. List seven types of library resources.
5. Plan and conduct an effective interview.
6. Explain what items of information a researcher should record to document resources.

Assignments

1. 1. 1. Read Chapter 7 and 10 and test
    2. Informative Speech With Outline

Supporting Your Speech Week 8

1. Explain the importance of supporting material to a speech.
2. List the six main types of supporting material.
3. Explain at least one guideline for using each of the six types of supporting material.
4. List and explain six criteria for determining which supporting material to use in a speech.

Assignments

1. 1. 1. Read Chapters 8 and test
    2. 2^nd memorized poem
    3. Informative speech perform

Informative Speech Organization and Outlining Week 9

1. List and describe five patterns for organizing the main ideas of a speech.
2. Explain how organizational strategies can vary according to culture.
3. List five patterns of organization applicable to subpoints.
4. Describe how to integrate supporting material into a speech.
5. List and explain four organizational strategies specifically adapted to supporting material.
6. List and define three types of verbal and nonverbal speech signposts.
7. Explain how visual aids can supplement signposts.

Assignments

1. 1. 1. Read Chapter 9, 11, test
    2. Impromptu Speaking
    3. Informative speech final perform
    4. Mid term test

Persuasive Speaking Week 10

1. Define persuasion.
2. Describe cognitive dissonance.
3. Identify Maslow’s five levels of needs, which explain how behavior is motivated.
4. Select and develop an appropriate topic for a persuasive speech.
5. . Identify three principles of persuasive speaking.

Assignments

1. 1. 1. Read Chapter 16 test
    2. Persuasive Speaking Research

Persuasive Speaking Week 11

1. Identify strategies to improve your initial, derived, and terminal credibility.
2. Use principles of effective reasoning to develop a persuasive message.
3. Employ effective techniques of using emotional appeal in a persuasive speech.
4. Adapt your persuasive message to receptive, neutral, and unreceptive audiences.
5. Identify strategies for effectively organizing a persuasive speech.

Assignments

1. 1. 1. 1. Read chapter 17 and test
      2. Persuasive speech outline
      3. Persuasive speech perform

Special Occasion Week 12

1. . Identify and explain the requirements for two types of speaking situations likely to arise in the workplace.
2. . List and describe nine types of ceremonial speeches.
3. Explain the purpose and characteristics of an after-dinner speech.
4. List and explain strategies for creating humor in a speech.

Assignments

1. 1. 1. Read Chapter 18
    2. Prose Unit
    3. Movie Maker

Speaking in Small Groups Week 13

1. Define small-group communication.
2. Organize group problem solving, using the steps of reflective thinking.
3. Participate effectively in a small group as a member or leader.
4. Contribute effectively to a group meeting.
5. Develop a plan for coordinating a group project.
6. Present group conclusions in a symposium, forum, panel presentation, or written report.

Assignments

1. 1. 1. Read Chapter 19
    2. Prose Unit
    3. Movie Maker

Famous Speeches Week 14

1. Research a famous speech for writing and speaking element

Assignments

1. 1. 1. Third poetry memorization

Independent Speech project Week 15-16

Final Exam Test Review

Work on final class speaking projects of three speechs

1. 1. Oratory
  2. Prose
  3. Mass Media

DEAD WEEK Week 17

Final Speech Projects and Test Week 18

1. Semester Test
2. Oratory Speech with Outline
3. Prose Perform
4. Mass Media Video Project

DAILY SCHEDULE: (Hour and a half class time)

Cover Textbook Content

Daily Speech Warm-up

Give Speeches as needed

Speech Check in, Writing Time, or Time to Peer Practice

INSTRUCTIONAL MATERIALS

Approved Textbooks For SPCH 1110:

Public Speaking Handbook, Beebe & Beebe (Pearson Education)
The Public Speaking Project, Public Speaking: the Virtual Text, www.publicspeakingproject.org.

Brief texts:

Concise Public Speaking Handbook, Beebe & Beebe (Pearson Education)
A Pocket Guide to Public Speaking, O’Hair, Rubenstein & Stewart (Bedford St. Martin’s)

Supplemental texts:

A college-level citation handbook or public speaking guide that includes academic level citation documentation APA and/or MLA styles must be readily available for student use. Online citation sources are acceptable. The style formats provided with the textbook or textbook supplemental sources are acceptable.

METHOD OF PRESENTATION

Methods of presentation typically include a combination of the following:

1. Technology enhanced lecture

2. Classroom discussions

3. Interactive group activities

4. Audio visual materials

5. Small and large discussion groups

6. Collaborative projects

7. Guest speakers

8. Peer response and evaluation

9. Multi-media and field trips.

METHOD OF EVALUATION

Course grades, at the determination of the instructor, will be based on speech presentations, written evaluations, class and group participation, daily work, exams, projects, papers and/or a portfolios. Instructor will distribute and discuss evaluation tools and his/her grading policies with students at the beginning of each term.

Grades will be determined according to the following grading scale:

95 – 100 A+ 70 – 74 C

90 – 94 A 65 – 69 D+

85 – 89 B+ 60 – 64 D

80 – 84 B Below 60 F

75 – 79 C+

Grading: Public speaking is difficult; something made easier by continued practice. Therefore, you are expected to participate fully in all activities and projects, whether individual or group. You are also expected to present your performance on the day assigned. Failing to do so will result in an automatic 50% deduction from your grade. Self- and peer-evaluations will also be a component of this course.

Your final grade will be figured using the following

40% Solo Speeches

20% Group Projects

15% Daily Projects

25% Tests

Extra Credit: There will be opportunities for extra credit. All assignments must be completed to do extra credit.

COURSE REQUIREMENTS

A. Students, in both online and face-to-face classes, will deliver a minimum of three major speeches that incorporate a minimum of 3 credible sources, each with a final outline and works cited page. (1) one informative speech, (2) one persuasive speech and (3) one speech according to the instructor’s preference: Commemorative, Debate, Demonstration, Dyad presentation, Entertainment, Eulogy, Group presentation, Informative, Panel, Persuasive, Point-Counterpoint, or Tribute and one minor speeches of the instructor’s choice: (1) introduction, (2) presentation, (3) acceptance, (4) impromptu, (5) non-researched versions of the major speeches or (6) storytelling

B. All speeches must be delivered before a live audience.

1. Must contain no less than 4 audience members.

2. Audience members must be a minimum of 16 years of age.

3. The specific requirements of audience members must meet institutional standards. Requirements for the Major Speeches

A typed, full content outline and reference page will be handed in the day of your speech. Along with the hardcopy, each outline and reference page must also be submitted on a disk.
Use and verbal citation of three (event/place speech), four (speech of definition), and six (persuasive) sources per speech.
Peer evaluations will be completed in class.
For each presentation, you may use three notecards.
Time limits will be set for each presentation. Points will be deducted for being under or going over time.
One visual aid will be required for the first two speeches. Each visual aid will be graded on an ACF scale. If you do not meet the visual aid requirement, you will receive an F. If you have a visual aid, but it does not meet the guidelines we will discuss, you will receive a C. If you meet the visual aid requirement and follow the guidelines, you will receive an A.
An interview or survey must be completed for the persuasive speech. Again, this will be graded on an ACF scale.
I must OK your topic ahead of time.

Requirements for Minor Speeches

Two special occasion speeches will also be given in class. Very limited preparation may be required.

2. A one-minute minimum time limit will be set for each special occasion speech.

3. No sources will be required for these minor speeches.

Cell phone should not be used when in class. Any recording of class instructions should be approved prior to starting. If a student is absent, please feel free to request that class be recorded.

Attendance policy: Please follow the attendance policy as outlined in the Burwell Public Schools Handbook 2017.

Plagiarism of speeches will not be tolerated! Doing so will result in a zero for the assignment and no option to redo. If a students is caught cheating on an assignment they will get a zero and then redo the assignment for a maximum of 50%.

Plagiarism is defined as "the false assumption of authorship; the wrongful act of taking the product of another person's mind and presenting it as one's own" .

Examples of plagiarism include:

1. Copying another person's actual words without the use of quotation marks, source citation, or footnotes.

2. Presenting another person's ideas or theories in your own words without citing the source.

3. Failing to acknowledge contribution and collaboration from others.

4. Using information that is not common knowledge without citing the source.

5. Submitting downloaded papers or parts of papers, "cutting and pasting," or paraphrasing or copying information from Internet sources without proper acknowledgement of a source.

CLASS INFORMATION:

Class Rules:

1. Bring all materials with you: notebook, portfolio, writing utensil, etc.

2. Exercise RESPECT: for the material, facility, others, and the instructor. Do not exclude, make fun of people, or use put down.

3. Be considerate. During class be a considerate speaker as well as a member of the audience. This includes your topic selection, language, and content. A speech that puts dugs, alcohol, sex, racism and other related topics in a humorous light will be given a zero. Show support to all class members.

4. Be prepared. Have your work done on time and be prepared to speak on your presentation date.

Read all the chapters as assigned. Lectures may NOT mirror the assigned readings so it is up to YOU to complete course reading within the recommended time frame. You will be tested over all readings.

Please clean up after yourselves. Many students will use the classroom during the day put things neatly away when you are done with them. If an item is running low please inform the teacher.

Tardies: The first unexcused tardy is a verbal warning; the second tardy will result in time after school; and the third or more will be points off your participation grade.

Passes: Hall passes are privileges and are only to be used in emergency situations. Please take care of restroom and drink breaks during passing time. Passes will not be signed the first and last 10 minutes of class, during student presentations, in lecture situations or while I am involved in individual instruction. Before you ask me to sign a pass, please write the destination, my room number, and the time.

Portfolio: Students are expected to keep a portfolio for this course. This should consist of a three-ring binder that accompanies the student at all times. This will contain class notes, handouts, speeches and critiques; the safest bet is to keep EVERYTHING. It will help you on the semester test and other assignments.

Makeup/Late Work: You are responsible for gathering any missed lecture notes or handouts, as well as scheduling a time to make up quizzes, tests or performances. All work must be made up within two school days for each day missed or the student will receive zero (0) points for that assignment. Late homework will only be accepted the following day with a 50% deduction for tardiness off the grade. In-class work or activities are due during that period without exception. Students gone on school related activities should try to hand in work ahead of time or make an arrangement with the teacher.

Title IX also provides you with significant protections if you experience complications with a pregnancy or childbirth. Please contact the Director of Disability Services at 402-844-7343 as soon as you are able to discuss a plan for successful completion of this course if complications prevent you from being a successful student in this class.

Another common example is if you are struggling with an issue that may be traumatic or unusually stress producing, I will likely inform the Northeast Counseling Services office. If you would like to reach out directly to the Counseling Office, the contact information is provided above.

Finally, know that if, for some reason, our interaction involves a disruptive behavior or potential violation of policy, I will inform the Director of Student Conduct even when you and I may have reached a resolution to the incident. The purpose of this is to keep the Director apprised of any concerning behaviors and what was done to resolve them.

Academic Dishonesty Statement

All behavior is to be of an academic nature and students are expected to complete their own work, unless assigned to complete group work. While I encourage students to study together, this does not extend to copying, sharing solutions, or any other inappropriate conduct. Review the most current edition of the Northeast Student Handbook; pay special attention to the Student Code of Conduct available online at http://www.northeast.edu/Current-Students/.

Cheating of any kind will not be tolerated. According to the Northeast Student Handbook: the term “cheating” includes, but is not limited to, 1) use of any unauthorized assistance in taking quizzes, tests, or examinations; 2) use of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; 3) the acquisition, without permission, of tests or other academic material belonging to a member of the College faculty or staff; and 4) engaging in any behavior specifically prohibited by a faculty member in the course syllabus or class discussion. Expanded definitions available online at http://www.northeast.edu/Current-Students/.
Plagiarism will not be tolerated. According to the Northeast Student Handbook:

the term “plagiarism” includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Expanded definitions available online at http://www.northeast.edu/Current-Students/.

Samples will be provided for consideration for inclusion (individual faculty or department specific)

INSTRUCTOR INFORMATION

Work Email: Candace.cain@burwellpublicschools.com

Work Phone 308-346-4150

Home Phone: 308-346-5508

Office: Room 108

Office Hours: 7:30am-8:00am, 4^th Period, and Encore

I hope that this will be a fun and educational class for you all. This class will cover a variety of aspects that relate to oral communications. Please let me know if there is anything I can do to help you be successful in this class.

SYLLABUS ACKNOWLEDGEMENT

COURSE NAME: __Public Speaking__________

INSTRUCTOR: ___________________________

I have received the course syllabus and have had the opportunity to have questions concerning the syllabus answered by the instructor.

I understand that during the course of semester, some of my work (homework, group work, tests, quizzes, or papers) may be copied for assessment purposes, and that the information obtained will be confidential. As a student of this course, I understand that if I need further clarification of the class expectations and grading policy, or assessment, I am free to ask the instructor throughout the semester.

I will abide by the syllabus as a student in this course.

______________________________

Student Signature

____________________________________

Date

SYLLABUS ACKNOWLEDGEMENT

COURSE NAME: ___Public Speaking__________

INSTRUCTOR: ___________________________

I have received the course syllabus and have had the opportunity to have questions concerning the syllabus answered by the instructor.

I will abide by the syllabus as a student in this course.

______________________________

Student Signature

____________________________________

Date

Speech 1110 Syllabus

by Candace Cain

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