Public Speaking

COM 110

Fall 2004

Monday/Wednesday: 8:00-9:50

FAC 323

Course Description

This public speaking course primarily focuses upon the preparing and presenting of speeches as an essential part of civic engagement. In addition, a major part of the course will consist of development of our skills as an audience critically listening to and analyzing speeches which others present. Active, positive participation by each of us is critical to the success of each person and of the course.

Required Course Text

Cindy Griffin, Invitation to Public Speaking (Belmont, CA: Wadsworth, 2003)

Course Objectives

1. Improvement in Public Speaking: Not everyone will be similarly proficient in public speaking. Our primary goal under this heading will be demonstrate that each person’s speaking has improved on the basis of practice, study, discussion, and critical input from others. Specific goals for each speech are discussed below.

2. Refinement of Critical Listening and Analysis Skills: Public speaking courses not only attempt to enhance one’s skills as a speaker. They also seek to raise each person’s abilities in the role of listener and critic. By carefully listening to and considering the speeches of others, both inside and outside the classroom, we will come to appreciate better the demands placed upon the listener. These skills include those of critical thinking, application of theories of communication, and the ability to interact orally and in writing with others.

3. Research Skill Enhancement: By looking at how the World Wide Web can be used to prepare speeches and written assignments, each of us will come to see more clearly the possibilities for application in other classes and in one’s professional and private lives.

Course Work

1. Participation/Attendance

This is a course that depends upon full and vibrant participation by both speaker and audience. Public speaking requires the presence of an audience that is prepared, attentive, and receptive. It is especially important to arrive on time for class; otherwise, the first speaker of the day does not get the benefit of everyone’s participation. We are working together to try to improve everybody’s public speaking, even mine. Constructive criticism is expected and encouraged, for the only way we can improve is to receive input from the audience members.

I will strive to supplement the reading materials rather than repeating their contents. You will need to have read for class to follow the discussion. You will receive input from me on your participation during the semester. If at any time you are unsure of how I am evaluating your participation, please speak with me.

***Because of the tremendous need for an audience, I will have to keep attendance each day; I will record both late arrivals and absences. You should always strive to attend, even if you will be late. Prior arrangement for late arrival or absence should be made when possible. Your participation grade depends in part upon your attendance. You will lose points for late arrivals and absences except in the most dire circumstances.

***I dislike doing this as well, but I reserve the right to administer unannounced tests on the reading assigned for the day. This option will be used if it becomes apparent that a sizable number of students are not prepared for class. The grades on these examinations will be factored into the total course grade. Please don’t make this action necessary.

2. Speeches

You enrolled in public speaking; you will present a number of speeches. In general, each graded speech will require outside research. You will be evaluated, in part, on the basis of the amount and quality of the research reflected in the speech you present. Generally, it is a good idea to have at least three outside sources of information cited in a speech.

Our focus this semester will be upon public discourse and issues. While the election campaigns may become a focus for many of us, you can speak on a wide range of civic matters.

You will be required to hand in an outline (full sentence, proper format, typed outline) when you rise to present each graded speech. We will discuss outlining in an early class session.

You must be prepared to speak on the first speaking day for a given assignment. I will ask for volunteers (a suggested strategy: speak early, especially if you are nervous). When/if nobody volunteers, I will use a random method for asking a student to speak. This way, everyone has the same preparation time and the class stays on schedule. If you cannot speak on a given day, you need to let me know in advance so that we can make arrangements. Without prior permission or medical emergency, you will receive a full letter grade deduction if you do not present a speech if your name is called.

Extemporaneous delivery is expected for every speech. You may have a brief set of notes or an outline, but a manuscript may not be used. We will discuss this in an early class session.

Introductory Speech:

This ungraded speech will allow you to become more comfortable speaking before your peers and will be an opportunity to begin identifying any things to improve. You will be paired with another student; each of you will present a speech in which you introduce the other. These speeches should be three to five minutes long. You do not need to hand in a formal outline or a bibliography for this speech.

Impromptu Speeches:

These ungraded speeches will be a chance to improve on any areas identified in the first speech. You will discuss a current event topic of which you learned in the media (newspapers, radio, television, and/or Internet). You will have a few moments to collect your thoughts before speaking. The purpose here is to introduce you to the experience of speaking “off the cuff” and to acclimate you to the setting. If we have time, we will repeat this exercise toward the end of the semester so that you can see everyone’s improvement.

Informative Speech:

In this graded speech, you will provide relevant, useful, concise, clear information regarding a matter of current civic/public/political interest. Do not attempt to persuade your peers in this speech; rather, concentrate upon making the topic more understandable to them. It is critical on this assignment to have a narrow topic so that you can cover it in the time allotted: six to seven minutes. Only one speech on an topic will be allowed; those who first submit a topic statement will be allowed to speak on a particular organization. Keep in mind that your peers are intelligent, diverse people: do not insult them with topics that might be beneath them. Visual aids can be used in this speech, but are not necessary.

Persuasive Speech:

You should strive to persuade your audience to take a specific action, to adopt a specific attitude, or accept a specific belief with respect to a topic of current interest and controversy: reasonable minds within your audience should differ on this topic. Your evaluation will be based upon your ability to make the persuasive case for your side. In part, your grade will reflect your topic choice. The topic should be substantial and important.

This speech should run six to seven minutes. This means that the topic must be narrow enough to cover in that time span. In preparing and delivering the speech, remember to consider the possible counter-arguments to your position and how you should respond to them. Outside supporting material will enhance your position and credibility. As always, you must submit a bibliography reflecting your research.

Epideictic Speech:

We will discuss possible epideictic (ceremonial) speech types, including eulogies, commencement addresses, inaugurals, farewells, and after-dinner speeches. In these speeches, you are asked to praise or blame a specific person, group, or event as representing an abstract value or belief. For this speech, you should seek to reinforce an existing social or cultural value your audience holds. The language of this speech must be chosen carefully for its appropriateness to your character, the subject and the audience. This speech should be five to six minutes in length. You need to submit a formal outline and a bibliography.

The speeches and their point allotments follow:

Introductory Speech 0 points

Impromptu Speeches 0 points

Informative Speech 125 points

Persuasive Speech 125 points

Epideictic Speech 125 points

Total 375 points

3. Portfolio

You will be asked to maintain a three-ring binder journal for this course. The intention is to enable you to create a resource that you might use in future communication studies courses and/or public speaking situations. In addition, the portfolio is a means by which you can demonstrate your understanding of course concepts.

The portfolio’s content will include:

a. Glossary of key concepts and terms (including examples when appropriate)

b. Class notes

c. Self-Evaluations

d. Peer Evaluations

e. Evaluations of 3 speeches on matters of civic interest:

(1) A speech on campus

(2) A speech off-campus, but in Minnesota

(3) A televised speech

f. Class Handouts

g. On-Line essay questions for each chapter (submitted to me via email)

h. Additional items to be identified throughout the semester

The portfolio should be created with care; it should be clean and easy to navigate. The portfolio will be collected at the end of the semester for grading.

Journal Points 200

Grading: Your final grade is based upon the points earned as detailed above.

Grade points are distributed as follows:

Speeches (total) 375

Journal: 200

Total: 575

Scale:

A 575-540= A C 459-443 = C+

539-517 = A- 442-420 = C

B 516-501 = B+ 419-403 = C-

500-477 = B D 402-396 = D+

476-460 = B- 395-385 = D

F 384 and below

Credit: You need at least a D (67%) to pass the course. Gustavus Adolphus College has no A+ or D- grade. In addition, a grade of C- or higher is required in all Speech and Communication Studies courses used to satisfy the requirements for the Communication Studies major or minor.

Reminders

1. Please be sure to talk with me during the first week of class if you have a specific physical, psychiatric or learning disability or other condition/situation that affects your participation in this class. This way, we can talk about ways to address appropriately your learning needs. You can provide documentation of your disability to the Advising Center (204 Johnson Student Union). All discussions are confidential. If you would like to talk with someone in the Advising Center about learning disabilities, you can contact Jane Lalim (x7072).

2. I am happy to talk with you about any grade you receive in the class. I ask that you wait until 24 hours after receiving a grade before scheduling an appointment to discuss the grade. This will allow you to consider the grade and to read the feedback carefully. Sometimes, our first reactions or impressions are not our best—yours and mine—so a short period of reflection is often helpful.

3. Plagiarism: The American Heritage Dictionary defines the word “plagiarize” as “to steal and use (the ideas or writings of another) as one’s own.”[1] Under its Academic Honesty Policy section, the Gustavus Adolphus College Academic Catalog states that “footnotes or some other acceptable form of citation must accompany any use of another’s words or ideas.” If you are concerned that you might be crossing the line of plagiarism, please come and discuss the situation with me. Any student who plagiarizes in this course will fail the course and the matter will be forwarded to the Dean’s Office for further action.

4. Honor Code: As a community of scholars, the faculty and students of Gustavus Adolphus College have formulated an academic honesty policy and honor code system, which is printed in the Academic Bulletin and the Gustavus Guide. As a student at Gustavus Adolphus College, you agree to uphold the honor code. This means that you will abide by the academic honesty policy, and abide by decisions of the joint student/faculty Honor Board.

We will discuss the Honor Code in the first week of class. My expectation is that you will abide by the Honor Code at all times. Please ensure that the Honor Code pledge—“On my honor, I pledge that I have not given, received, or tolerated others’ use of unauthorized aid in completing this work”—appears on individually written papers in this course. We will talk about how you can comply with the Honor Code while undertaking group work.

Course Schedule

September

8 Course Introduction

*Take the PRCA-24 Assessment and email results to me by Friday, September 10 at 3:00 p.m. You can access the survey at the Wadsworth website: www.wadsworth.com

(1) Click on Communication Studies on the left-hand frame

(2) Click on Public Speaking

(3) Click on the Cindy Griffin text

(4) Click on Student Resources. There, you will see the survey link

13 Introductory Issues

Reading: Why Speak in Public?

Reading: Entering the Public Dialogue with Confidence

15 Audience-Centered Matters

Reading: Effective Listening

Reading: Delivering Your Speech

20 Audience and Topic Selection

Reading: Developing Your Speech Topic

Topic Selection Exercise

Reading: Your Audience and Speaking Environment

22 Crafting a Logical Speech

Reading: Supporting Materials

Citing Sources Exercise

27 Informative Speaking

Reading: Informative Speeches

29 Organizing a Speech

Reading: Organizing Your Speech

Reading: Introductions/Conclusions

October

4 Outlining

Reading: Outlining Your Speech

6 Logos

Reading: Reasoning

Nobel Conference (attend and report upon a speech)

11 CLE: No Class Meeting

13 Persuasive Speaking

Reading: Persuasive Speaking

Reading: Persuasion and Reasoning

18 Informative Speeches Day

20 Informative Speeches Day

25 Reading Break

27 Community Building

Please visit the Wadsworth website and do Exercise 1.1 on Convening Public Dialogue

November

1 Ethics and Public Speaking

3 Ethics and Public Speaking

8 The Aesthetics of Public Speaking

Reading: Language

Dr. Seuss book assignment

10 National Communication Association Convention: No Class Meeting

15 Persuasive Speeches Day

17 Persuasive Speeches Day

22 Ceremonial Speaking

Reading: Invitational Speaking

Reading: Speaking on Special Occasions

24 To Be Announced

29 Declamation Exercises

December

1 Declamation Exercises

6 Rhetorical Leadership

Reading: Leroy G. Dorsey, “Introduction: The President as a Rhetorical Leader,” The Presidency and Rhetorical Leadership (College Station: Texas A&M University, 2002): 3-19.

8 To Be Announced

13 Ceremonial Speeches

15 Ceremonial Speeches

[1] The American Heritage Dictionary of the English Language, 1980 Dell ed., s.v. “plagiarism.”