Course Syllabus
Public Speaking
INSTRUCTOR INFORMATION
Instructor Name: jodee hobbs
Instructor Contact Information:
E-mail: jhobbs5@butlercc.edu
hobbsj@usd385.org (preferred e-mail)
School Phone: 218-4700 ext. 32402
Phone: 259-9861
Come see me before or after school if you need help. Feel free to call me if you have questions. Do not count on e-mail if I am home, because I do not access my e-mail from there.
COURSE INFORMATION
Course Description
SP 100. Public Speaking. 3 hours credit. This course will enable the student to communicate effectively in a variety of public speaking venues, utilizing nonverbal as well as verbal skills. The student will be able to critically assess information both on a verbal and research level. This course will enable the student to interview effectively and confidently in a variety of settings. The student will recognize the importance of self concept in oral communication.
Course Relevance
Documented year after year as the number one skill sought by employers for hiring, retention and promotion, oral communication skills are critical for success in life. This course empowers the student to be able to:
- Acquire, maintain, and advance in employment through effective speaking skills
- Affect change through spoken communication
- Fulfill their obligation as an active, involved, citizen.
Required Materials and Supplies
Beebe, Steven A., Beebe, Susan J. (2009). Public Speaking: An Audience-Centered Approach. (7th Edition). Allyn and Bacon Publishing: Boston, MA
Learning Outcomes
The intention is for the student to be able to communicate confidently, credibly, and articulately in public, group, interview and other job related situations
Learning PACT Statement: Butler prepares students to be principled, productive individuals who are responsible, involved lifelong learners. To accomplish this goal Butler has established a Learning PACT for the skills that learners need during their career and has integrated PACT skill-building activities and assessments through a variety of program coursework, extra curricular activities, and other learning opportunities.
The BCCC Learning PACT consists of:
P = Personal Development Skills
A = Analytical Thinking Skills
C = Communication Skills
T = Technological Skills
The Learning PACT Skills are vital for any adult to function successfully in the ever changing world of the 21st century. Butler expects learners to be full partners in the learning process and as such to assume primary responsibility for their own choices.
Learning PACT Skills that will be DEVELOPED and/or documented in this course
Through the student’s involvement in this course, he/she will develop his/her ability in the following primary PACT skill areas:
- Communication: The Creation and Delivery of Messages
- Through a variety of assessment tasks, impromptu and extemporaneous
speaking assignments, the student will analyze his/her speaking strengths and weaknesses in order to demonstrate effective communication skills in the persuasive speaking assignment. The student will demonstrate their knowledge of standard English wording, phrasing, spelling, punctuation and grammar. The student will utilize appropriate organizational strategies, fulfill their speech goal and demonstrate an effective and appropriate visual presentation.
- Analytical Thinking: Critical Thinking
· Through a variety of assessment tasks, the student will demonstrate his/her ability to identify the topic to be analyzed, choose an appropriate organizational pattern, demonstrate sound research skills, draw logical conclusions, support conclusions with evidence and reason and apply relevant principles and concepts to the chosen topic.
- Personal Development: Personal Management
· Through a variety of assessment tasks, the student will identify the nature and depth of their specific speech apprehension, take personal responsibility for addressing the apprehension and utilize available opportunities to improve his/her anxiety.
Secondary skills (developed but not documented):
Nonverbal Communication
Internet Use
Listening
Critical Thinking
Major Summative Assessment Task(s)
These learning outcomes and primary Learning PACT skills will be demonstrated by
1. Completion of a persuasive speaking assignment which demonstrates application of Monroe’s Motivated Sequence and mastery of advanced technological support though visual aids. The speaker will deliver a 5-8 minute presentation using a minimum of 5 credible sources (including at least 1 interview). The speech will be extemporaneous in nature, utilizing appropriate presentation skills learned throughout the course.
Student Engagement Expectation
Butler Community College expects students to be engaged in the learning process. Engaged students are motivated, prepared for class, interact inside and outside of class with other students and faculty, and take responsibility for their own learning.
Grade Determination
The student will be evaluated on the basis of his/her satisfactory completion of major assessment tasks, various other graded learning activities, attendance, and adequate participation.
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Assignments
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Possible Points
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Your Points
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Speeches
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500 (meets department requirement of 50%)
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research assignment
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80
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impromptu 1 (debate)
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20
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impromptu 2 (subject)
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25
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impromptu 3 (practice)
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15
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impromptu 4 (quotation)
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30
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informative outline
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25
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informative
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120
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persuasive outline
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20
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persuasion audience adaptation
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15
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persuasive
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150
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Interview Assignment
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140 (exceeds department requirement of 10%)
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Interview
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110
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interview analysis
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30
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Small Group Assignment
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200 (meets department requirement of 20%)
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Reflective Thinking Method Worksheet
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20
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Group Presentation
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130
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Reflective Thinking Method Exercise
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30 50
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amended 11/20/09
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Reflective Journal of Group Process
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20
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deleted 11/20/09
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Daily work (tests)
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160 (20% at discretion of teacher - other 4% is in the Interview)
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Test 1
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40
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Test 2
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40
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Test 3
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40
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Test 4 (final)
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40
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Total points determine grades and are calculated according to the grading scale shown below. You may access your current grade by using powerschool.
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Grading Scale
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90-100%
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A
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80- 89%
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B
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70- 79%
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C
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60- 69%
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D
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0- 59%
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F
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Class Schedule:
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Week
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Date
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Chapter
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Learning Activities
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1
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8/21
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Introductions
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2
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8/24-28
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1, 4
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Syllabus, intro, communication apprehension, listening
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3
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8/31-9/4
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2, 3, 5, 6, 15, appendix B
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Ethics, audience adaptation, choosing topics
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4
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9/8-11
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Interviewing
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5
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9/14-18
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7, 8, 9, 10, 11
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Research, organization
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6
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9/22-25
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Organization, research assignment due
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7
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9/28-10/2
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Impromptu, job description due (I)
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8
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10/5-9
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Impromptu
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9
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10/12-15
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12,
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Impromptu, test 2, language, resume & letter due (I)
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10
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10/19-23
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13, 14,
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Delivery, sensory aids, powerpoint, informative outline due, interview schedule due
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11
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10/26-30
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Informative speeches
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12
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11/2-6
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16, 17,
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Persuasion, interview & evaluation due (I), test 3
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13
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11/9-12
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appendix A
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Persuasion, persuasive outline due, Small group
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14
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11/16-20
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Persuasive speeches
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15
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11/23-24
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Small group
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16
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11/30-12/4
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Work on groups, test 4
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17
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12/7-11
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Present small group projects
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The schedule and procedures in this course are subject to change in the event of extenuating circumstances.
INSTITUTIONAL POLICIES
Attendance: Students are expected to attend all scheduled class and examination meetings. Students are also expected to maintain satisfactory progress in each of the classes in which they are enrolled. Thus, whenever absences become excessive and, in the instructor’s opinion, minimum course objectives cannot be met due to absences, the student may, at the discretion of the instructor, be withdrawn from the course. If a student is withdrawn by the instructor for excessive absences, a grade of “WT” (withdrawn by teacher) will be recorded on his/her permanent record. Instructors are responsible for clearly stating their attendance policy and administrative drop policy in the course syllabus, and it is the student’s responsibility to be aware of those policies.
Procedural Clarifications:
1. Students should not miss class for any reason other than a college activity or an emergency, as determined by the instructor (i.e., death in the family, health).
2. Student absences for approved college activities will not accrue as excessive absences.
3. Students will be allowed to make up work missed as a result of college approved activities.
4. Students will make up work before the absence for the approved college activity or within one week after returning to class. Students will check with each instructor prior to the absence to arrange for make-up times.
5. Activity sponsors will publish a timely list of students who will be absent because of an approved college activity.
Academic Honesty: Effective learning may involve differences of opinion and views between the student and faculty. Students are responsible, however, for learning the content of course of study outlined by the instructor, regardless of how the student feels privately. This attainment for content must be reached in an honest and forthright manner. Students who compromise the integrity of the academic process are subject to disciplinary action on the part of the college.
Students who have been accused of violating a standard of honesty may protect themselves with a series of appeal processes and are assured of due process and procedure. A student may appeal faculty and administration decisions concerning academic honesty. The first step is with the Division Dean, who, if necessary, may inform the student of further steps in the procedure. These can include appeals to the Vice President for Student Services and College President if the student deems this necessary.
Violations Include:
1.Cheating, in any form, whether in formal examinations or elsewhere.
2.Plagiarism, using the work of others as ones own without assigning proper credit to the source.
3.Misrepresentation of any work done in the classroom or in preparation for a class.
4.Alteration of any documents pertaining to academic records.
5.Disruptive behavior in a course of study or abusiveness toward faculty or fellow students.
Students violating such standards must accept the consequences which may include a failing grade, suspension or dismissal from the class or college.
Incompletes: If a student who has been making a passing grade cannot complete the work in a course due to illness (or other sufficient reason), at the instructor's discretion an "I" (incomplete) may be entered temporarily on the record. A course recorded as an incomplete must be completed within the first six weeks of the following semester (excluding summer) except when an extension of time is granted by the agreement of the appropriate dean and the instructor of the course. If this extension is not granted, the "I" is changed to an "F".
Special Needs Statement: Anyone needing information concerning special needs should contact your instructor after class or the Special Needs Coordinator, at 322-3321 or 733-3321.
INSTRUCTOR POLICIES
Attendance: For additional rules on attendance, please check Section III Attendance, pp. 14 – 15 in the Andover Central High Jaguar planner. These rules will be enforced.
Late/Make-up Assignments:
Homework: You will have homework for this class. You will need access to the internet and computers for some of it. The majority of your homework will involve writing and practicing for the presentations that you will be doing or developng the skills to do those presentations. Most assignments must be typed.
Late Work: Assignments are due when they are due. If there is a problem, let me know beforehand. Late assignments without a prior okay from me will result in a “0” for your grade on the assignment. This is especially true for speeches/presentations and speech outlines.
Make-Up Work: It is the student’s responsibility to obtain make-up assignments from teachers following an excused absence. If a student misses an assignment due to a school sponsored event, it is their duty to make necessary arrangements with the teacher in advance.
Unexcused Absences: Students who have an unexcused absence will lose credit for all work missed during that class period.
All policies and guidelines from the Andover Central High School Student Handbook will be enforced.
Drop: Whenever absences become excessive and, in the instructor’s opinion, minimum course objectives cannot be met due to absences, the student may, at the discretion of the instructor, be withdrawn from the course. If a student is withdrawn by the instructor for excessive absences, a grade of “WT” (withdrawn by teacher) will be recorded on his/her permanent record. (Do not miss class, especially on a performance day. That miss could keep you from meeting minimum course objectives.)
EXTRAS
1. Come ready to work and learn.
2. Be responsible by keeping track of assignment due dates and test dates.
3. Be NICE! Show respect for classmates and teachers, especially during presentations or questionnaires.
4. Take notes when given.
5. Read the corresponding chapters in your book. It will aid in your understanding of course material.
6. Ask questions if you have them.
7. Remember to put your name on assignments. No name could mean a “0” for your grade on the assignment.
8. Do your own work. Make sure you read the definition of plagiarism in your handbooks. Do not “create” evidence. This would result in a “0” on the assignment.
9. Check student planners for additional rules. You are responsible for them.
10. Do not enter the classroom while another student is making a presentation.
11. You may bring limited food and drink in the classroom as long as it does not disrupt the class. Failure to clean up after yourself will result in a suspension of privileges for the entire class.
11. This is a communication class, and I want you to feel comfortable talking in the class room. You learn more by expressing yourself on the topics discussed. BUT, talking off task or distracting the class is not acceptable. I will let you know if you are talking inappropriately. If necessary, I will write you up and/or talk to your parents.
12. Other Distractions: All personal electronic devices should be turned off before entering the classroom (cell phones, ipods etc.,). I will confiscate and turn in to the office any device that in my opinion, distracts from the class. You may use a laptop to take notes or work. You may not visually record the class in any way.
DEPARTMENTAL POLICIES
All presentations, interviews, and assignments for groups and teams should reflect the speaking skills and tasks used in the marketplace.
I. This course will focus on three communication skills: interviewing, small group work, and classroom presentations.
A. The interview assignment will constitute 10 percent of the final grade.
1. An interview assignment: should focus on professions and careers.
2. A research component will be involved.
3. A set of five questions at least will be prepared.
4. Students will both be the interviewee and the interviewer in the course of this assignment.
5. Dress and nonverbal communication and speaking skills will be the criteria for the assessment of this assignment.
B. The small group assignment will constitute 20 percent of the final grade.
1. This basic group discussion should include reflective thinking with all of the steps of problem solving including:
a. Research with interviewing
b. A paper with documentation
c. A presentation with PowerPoint or visuals
d. Technology skills in researching and in the group process
e. Group participation and interaction
C. Classroom presentations:
1. Three major speaking presentations will emphasize impromptu speaking; and, extemporaneous speaking in the informative and persuasive unit.
2. These presentations will constitute 50 percent of the final grade.
a. An impromptu presentation
(1.) Impromptu presentations provide experiences to use critical thinking, organizational skills and confidence on the spur of the moment.
(2.) Topics may be submitted by the students.
(3.) Each presenter will select a different topic; topics are not announced.
(4.) Speakers draw topics just prior to speaking.
(5.) Speakers will have the same time to prepare as they do to speak—a suggested three minutes.
(6.) Presenters may use a template to organize speech notes—prepared during the prep period, and they may be used during the speech.
(7.) The presentation is graded not on content, but on organization, presentational skills and confidence.
b. An informative presentation using PowerPoint or multi-media per the Beebe text
(1.) Uses technology in the visual presentation
(2.) Cites at least four out of 6 sources from the BCC Library databases with 1 of those 6 sources being an interview.
(3.) At least 5-7 minutes in length
(4.) Uses delivery and wording skills
(5.) Scored on all of the assessment criteria outlined by the department.
(6.) Research skills including interviews
(7.) A formal outline pr the text example
(8.) Notes may consist of the outline with sources and citations; the text of the outline must not exceed 1/3 of the spoken presentation.
c. A persuasive or motivational presentation using Monroe’s Motivational Sequence
(1.) Cites a minimum of 6 sources from the BCC library databases with 1 of those 6 sources being an interview.
(2.) At least 6-8 minutes in length.
(3.) Research skills including interviews
(4.) A formal outline as per the text example
(5.) Visual aids and PowerPoint is at the choice of the speaker and the instructor
(6.) Notes may consist of the outline with sources and citations; the text of the outline must not exceed 1/3 of the spoken presentation.
(7.) Critical thinking, reasoning, ethics, and emotional appeals are used in this presentation.
(8.) Demonstrate the use of ethos, pathos, and logos.
(9.) This assignment is a major summative assessment task and should employ all skills learned throughout the semester.
II. Other required presentational skills:
A. Critical thinking
B. Research
C. Nonverbal communication
D. Speech wording and Standard English with command of the English language
E. Computer skills, technology
F. Outlining principles
G. Attendance and participation in oral communication skills for each class period
H. Daily participation points are encouraged; daily work including tests will constitute 20 percent of the semester’s grade.
I. All outlines and assessment tasks are graded.
III. Listening/Audience skills
A. Listening comprehension and critical listening
B. Non verbal communication
C. Respect for fellow students
D. Appropriate attire in the classroom
E. Attendance and attentiveness as an audience member
IV. Safety policies
A. No guns, firearms, weapon, explosives, or drug paraphernalia are to be brought into the classroom.
B. No alcoholic beverages or controlled substances are to be brought into the classroom.
C. If there is an emergency, call 911; then notify the Dean, Facilities Management Office and other college officials.
D. College equipment is the responsibility of everyone; please respect college property.
V. Timely Feedback
A. The Speech Department will implement the following plan of action:
1. Timely feedback should be defined with this basic guideline: same day or next class period – no later than one week
2. Disclaimer: The speech faculty will aim for this guideline; do not panic if this is not met. We do not want to cut the evaluation process short in order to fulfill these ideals. This is the scenario that we are aiming for. Circumstances will arise in schedules that will not fit the timelines listed above.
3. Grade reports: Self-recording/tracking are encouraged; some instructors may choose to prepare one or two grade reports per semester, with or without individual conferences.
4. Final grades will be posted on Pipeline.
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