Chapter 1
Benefits of public speaking (3)
Credibility (term)
Dynamism (term)
Common ground (term)
4 steps of listening critically (from discussion not book)
4 major listening goals (from discussion)
Comm. Models (3) (from discussion)
Channel (term)
Noise (term)
Feedback (term)
Communication (term) (according to the text)
Chapter 2
Canons of rhetoric
Chapter 3
Ways to generate speech topics (5)
General purposes (3)
Specific purposes (term)
Thesis statement (term)
3 things to consider when choosing a topic
Chapter 4
Audience analysis (term)
Demographics (term)
Worldview (term)
Ways to gather information about the audience (4)
Open vs. Closed ended questions
Degree questions
Audience adaptation (term)
Chapter 6
Organizational patterns (6)
Monroe's motivated sequence elements
Law of recency (from discussion)
Primacy (from discussion)
Transistions (3)
Purpose of introductions
Functions of conclusions
Chapter 7
Extemporaneous delivery
Memorized
Manuscript
Impromptu
*Review graph on pg.162
Appx. A
Small group communication (term)
Questions of fact, value, and policy
Problem vs. solution Questions
Absolute and important criteriaTypes of group presentations
Post Midterm:
Bibliographic & Internal refrences P.114
Oral Citations P. 114
(2) types of examples P. 117
Survey, Testimony, Stats, etc. P. 117 - 121
Boolean Search
Time sequence - monroe's motivated sequence P. 133 - 139
Dennotative vs. Conotative P. 184
Visual aids P. 204 - 209; 212- 215
Types of Persuasive speeches P. 250 - 251
Fact/Value/policy P. 254
Hierarchy of needs P. 258
Fallacies P. 261
Special occasion P. 276 - 281
Sunday, August 30, 2009
Thursday, August 6, 2009
FOCUS PAPER ASSIGNMENT
Focus Paper
DUE: On the final exam day
5 -7 pages. Refer to your syllabus for format guidelines.
Directions: Using the knowledge you have gained throughout this course about the characteristics of an effective speaker and speech, analyze any speech from the 2008 Presidential Election.
1.) Choose a speech (Avoid debates as they are not fully formed speeches and instead look for speeches with an introduction, body and conclusion. The speech can be from anyone; Obama or McCain, Palin or Biden, or even Oprah or Paris Hilton as long as it is related to the 2008 Presidential election and fulfills the requirements of this paper.)
2.) Watch the speech and/or read the transcript
3.) Summarize the speech in YOUR OWN WORDS (*Remember, turnitin.com catches plagiarism)
4.) Take a stance on the effectiveness of the speaker and/or the speech (good papers will analyze not only the content and format of the message, but will also analyze the speaker’s style; nonverbals (gestures, vocal quality, pitch, tone) of the source. *Remember – written language is different than oral language, a speech that looks good on paper may or may not translate well verbally, depending on the speaker’s delivery.
5.) Support your opinion with an analysis of the speech. (*Remember to narrow your paper – you are NOT expected to cite examples of past presidential speeches or even past speeches from the same speaker to compare or contrast. You must focus only on this specific speech.) In the analysis section of your paper you are expected to incorporate all of the information you have gained throughout this course about how to be a successful public speaker and how to create effective speeches to support your central idea (opinion). In other words, was the introduction effective? Why or why not? What technique did he/she use, if any, to open the speech? Was a preview included? What kind of transitions? Which organizational technique did the speaker employ? Was there noise? Was there soft or hard evidence? Were there visual aids? Was the speech cohesive? Did the speaker think about the audience, occasion and themselves? Was there a summary in the conclusion? Closure? (These are just a few questions you can ask to help you with your analysis of the speech, but there are many, many more. Think of the discussion we had on the 3 YouTube videos, what elements of the speech were talked about? Also, look at critique forms from your past speeches to get ideas of analysis. The analysis section is mainly made up of your opinion but you are required not simply to state your opinion but to support your opinion (for instance do not merely say, “Palin’s nonverbals enticed the audience.” Provide specific examples form the speech such as, “Palin’s nonverbals enticed the audience. She looked directly at the camera and winked more than 3 times throughout her 7 min. speech. This was a good technique because winking can be viewed as a sign of …..”)
6.) Research other opinions on the speech (they can either support or oppose your central idea.)
Format of the paper: The paper MUST be divided into these 5 parts (each part should be titled as to signify each section.)
1.) Introduction (approximately ½ page)
· Must contain thesis / central idea
2.) Summary (Approximately 1 page)
· Answer who, what, when, where, why?
· Do not include analysis in this section. Simply summarize the speech (just as you would tell someone about a movie you have seen. Chronological organization.)
3.) Literature Review (approximately 1 – 1½ pages)
· AT LEAST 5 SOURCES are required
· Research credible opinions of the speech (they can either support or oppose your position) and summarize them in this section. In other words, what other opinions on this speech are out there? Who said what? MLA / APA format as always.
4.) Analysis (approximately 2 – 3½ pages) * * * Most important part of paper!
5.) Conclusion (approximately ½ page)
* A Works Cited/ Bibliography page is required. MLA/APA format (NOT included in 5 -7 pg. requirement.) A separate cover page is not required.
DUE: On the final exam day
5 -7 pages. Refer to your syllabus for format guidelines.
Directions: Using the knowledge you have gained throughout this course about the characteristics of an effective speaker and speech, analyze any speech from the 2008 Presidential Election.
1.) Choose a speech (Avoid debates as they are not fully formed speeches and instead look for speeches with an introduction, body and conclusion. The speech can be from anyone; Obama or McCain, Palin or Biden, or even Oprah or Paris Hilton as long as it is related to the 2008 Presidential election and fulfills the requirements of this paper.)
2.) Watch the speech and/or read the transcript
3.) Summarize the speech in YOUR OWN WORDS (*Remember, turnitin.com catches plagiarism)
4.) Take a stance on the effectiveness of the speaker and/or the speech (good papers will analyze not only the content and format of the message, but will also analyze the speaker’s style; nonverbals (gestures, vocal quality, pitch, tone) of the source. *Remember – written language is different than oral language, a speech that looks good on paper may or may not translate well verbally, depending on the speaker’s delivery.
5.) Support your opinion with an analysis of the speech. (*Remember to narrow your paper – you are NOT expected to cite examples of past presidential speeches or even past speeches from the same speaker to compare or contrast. You must focus only on this specific speech.) In the analysis section of your paper you are expected to incorporate all of the information you have gained throughout this course about how to be a successful public speaker and how to create effective speeches to support your central idea (opinion). In other words, was the introduction effective? Why or why not? What technique did he/she use, if any, to open the speech? Was a preview included? What kind of transitions? Which organizational technique did the speaker employ? Was there noise? Was there soft or hard evidence? Were there visual aids? Was the speech cohesive? Did the speaker think about the audience, occasion and themselves? Was there a summary in the conclusion? Closure? (These are just a few questions you can ask to help you with your analysis of the speech, but there are many, many more. Think of the discussion we had on the 3 YouTube videos, what elements of the speech were talked about? Also, look at critique forms from your past speeches to get ideas of analysis. The analysis section is mainly made up of your opinion but you are required not simply to state your opinion but to support your opinion (for instance do not merely say, “Palin’s nonverbals enticed the audience.” Provide specific examples form the speech such as, “Palin’s nonverbals enticed the audience. She looked directly at the camera and winked more than 3 times throughout her 7 min. speech. This was a good technique because winking can be viewed as a sign of …..”)
6.) Research other opinions on the speech (they can either support or oppose your central idea.)
Format of the paper: The paper MUST be divided into these 5 parts (each part should be titled as to signify each section.)
1.) Introduction (approximately ½ page)
· Must contain thesis / central idea
2.) Summary (Approximately 1 page)
· Answer who, what, when, where, why?
· Do not include analysis in this section. Simply summarize the speech (just as you would tell someone about a movie you have seen. Chronological organization.)
3.) Literature Review (approximately 1 – 1½ pages)
· AT LEAST 5 SOURCES are required
· Research credible opinions of the speech (they can either support or oppose your position) and summarize them in this section. In other words, what other opinions on this speech are out there? Who said what? MLA / APA format as always.
4.) Analysis (approximately 2 – 3½ pages) * * * Most important part of paper!
5.) Conclusion (approximately ½ page)
* A Works Cited/ Bibliography page is required. MLA/APA format (NOT included in 5 -7 pg. requirement.) A separate cover page is not required.
Persuasive Speech Assignment
Persuasive Speech Assignment
DUE: Tuesday August 18
Time Limit: 7 - 9 mins.
Purpose: to persuade your audience. Again, you select the topic. This time, keep in mind that you must select a topic about which your audience holds varying beliefs (you need to persuade, this cannot be done if everyone already agrees with you).
Sources: You want your audience to believe you and take your side. You must convince them using CONCRETE EVIDENCE from sources to back up your own opinions. Your opinions are not enough (although both soft and hard evidence is encouraged – soft is not enough), because you may not be an expert. At least 2 credible sources are required. Find sources related to your topic and read them to get supporting material and ideas for building your arguments (you must cite both of them during your speech and have them on your speech outline in MLA or APA format), and to understand opposing viewpoints.
Format: The organization of this speech is similar to the others you have done. Introduction: 1) gain attention; 2) Show relevance to audience 3) build your credibility---why are you speaking on this topic? 4) reveal your central theme/ idea and preview speech. Body: This is where you explain the need/problem, cause, effect, value, fact, or policy (give definitions, examples, illustrations, statistics, testimony, etc.), show how the problem relates to the audience and offer a workable satisfaction/solution. Next, provide the audience with a vision of anticipated outcomes associated with your solution (visualization step). Show the audience how the solution you are proposing has been successful elsewhere, and how it will work in your situation. Challenge the audience to do something within 24 hours (call to action) related to your topic. Conclusion: 1) summarize the main points; 2) provide a memorable ending, something we can't forget because it's so powerful. 3.) Provide closure
This speech must be persuasive (not simply informative). You may use a question of fact, value or policy. The topic must be relevant to us and well adapted (Remember: Audience, occasion and yourself). It should not be too simple or too complex. It must be narrowed (this means that you narrow the topic so that you adequately cover all essential material in the time limit, but also not too narrow that you leave the audience wanting more or/and go under the time limit).Decide upon the most effective organizational pattern based upon your goals and organize your speech accordingly. Use critical thinking skills! The speech must be free of the fallacies of reasoning and unethical persuasive techniques such as, scare tactics.
Visual Aid: 1 visual aid is required for this speech (2 dimensional, 3 dimensional, audiovisual…) Remember not to bring in anything that may negatively affect your credibility or cause too much noise and distract the audience form your message.
Outline: ALL OUTLINES ARE DUE BEFORE YOU PRESENT. NO EXCEPTIONS! Refer to your textbook for sample persuasive speech outlines. As always, outlines must be typed and must include source information in MLA/APA format.
DUE: Tuesday August 18
Time Limit: 7 - 9 mins.
Purpose: to persuade your audience. Again, you select the topic. This time, keep in mind that you must select a topic about which your audience holds varying beliefs (you need to persuade, this cannot be done if everyone already agrees with you).
Sources: You want your audience to believe you and take your side. You must convince them using CONCRETE EVIDENCE from sources to back up your own opinions. Your opinions are not enough (although both soft and hard evidence is encouraged – soft is not enough), because you may not be an expert. At least 2 credible sources are required. Find sources related to your topic and read them to get supporting material and ideas for building your arguments (you must cite both of them during your speech and have them on your speech outline in MLA or APA format), and to understand opposing viewpoints.
Format: The organization of this speech is similar to the others you have done. Introduction: 1) gain attention; 2) Show relevance to audience 3) build your credibility---why are you speaking on this topic? 4) reveal your central theme/ idea and preview speech. Body: This is where you explain the need/problem, cause, effect, value, fact, or policy (give definitions, examples, illustrations, statistics, testimony, etc.), show how the problem relates to the audience and offer a workable satisfaction/solution. Next, provide the audience with a vision of anticipated outcomes associated with your solution (visualization step). Show the audience how the solution you are proposing has been successful elsewhere, and how it will work in your situation. Challenge the audience to do something within 24 hours (call to action) related to your topic. Conclusion: 1) summarize the main points; 2) provide a memorable ending, something we can't forget because it's so powerful. 3.) Provide closure
This speech must be persuasive (not simply informative). You may use a question of fact, value or policy. The topic must be relevant to us and well adapted (Remember: Audience, occasion and yourself). It should not be too simple or too complex. It must be narrowed (this means that you narrow the topic so that you adequately cover all essential material in the time limit, but also not too narrow that you leave the audience wanting more or/and go under the time limit).Decide upon the most effective organizational pattern based upon your goals and organize your speech accordingly. Use critical thinking skills! The speech must be free of the fallacies of reasoning and unethical persuasive techniques such as, scare tactics.
Visual Aid: 1 visual aid is required for this speech (2 dimensional, 3 dimensional, audiovisual…) Remember not to bring in anything that may negatively affect your credibility or cause too much noise and distract the audience form your message.
Outline: ALL OUTLINES ARE DUE BEFORE YOU PRESENT. NO EXCEPTIONS! Refer to your textbook for sample persuasive speech outlines. As always, outlines must be typed and must include source information in MLA/APA format.
Tuesday, July 28, 2009
Sample Informative Speech
Sample Informative Speech Outline
Title: Candlemaking Specific purpose: To inform my audience on how to make candles.
I. Introduction
A. Attention Material: What comes to mind when you see candles? We associate candles with celebrations (like Christmas or birthdays) or special occasions. Candles date back to the Ancient Egyptians who are credited with making the first candles. They used torches made by soaking the spongy core of reeds in melted tallow (National Candle Association: History of Candlemaking, p. 1).
B. Tie to the audience: I’m sure that all of us at some point have used candles for celebrations, romantic experiences, or for just plain decoration. The great part about making your own candles is that they are inexpensive to make and you shape the wax into something special. What could be more special than to make someone you love a homemade gift?
C. Credibility material: Two years ago, I made candles for decoration and also for people to purchase during a medieval Madrigal dinner production that our A Cappella choir put on. I have also made candles since then as a part of my church youth group around the Christmas season.
D. Preview: I will explain three basic things which include how to go about finding the right materials, how to melt the wax, and how to make a molded ice-cube candle.
[Transition: Let’s start by doing the most important thing, which is to find all of the materials, and tools needed to make candles.]
II. Body
A. The first step is to gather the equipment you will need (The Basics and Cool Candlemaking Ideas, p. 1).
1. You will need wax; you can either use old, worn out candles which are obviously free or you can purchase paraffin wax from a craft store.
2. You will need wicks; you can make wicks from heavy, braided cotton string or can purchase wicks from a craft store. I read in Ray Shaw’s book entitled Candle Art that heavy braided cotton string works just as good (Shaw 25-26). I’ve never tried the cotton string but it’s worth a try.
3. You need to set up a double boiler.
a. You can use an actual double boiler
b. You can make your own using a pan and a jar or coffee can.
4. You will need a mold if you are planning on making a molded candle. This can be anything; a milk carton, Dixie cups, tin can, paper towel tube, etc.
5. There are two optional ingredients.
a. You can use crayons of the desired color to color the wa or buy wax dye.b.You can purchase scented oil to make your candles smell wonderful.
[Transition: Once you have all the material that you need, you can move on to melting the wax.]
B. Your second step is to melt the wax (Pioneer Clubs: Trailblazer Handbook, p. 165).
1. Start by placing wax in the double boiler or in a coffee can put in a pan of water.
2. Heat until the water boils.
3. Make sure to turn down the heat, and let the wax melt. Don’t let it boil.
4. Add wax dye, crayons, or scent (if desired) and stir.
[Transition: Now that the wax is melted, you can let your creativity run wild and have fun making candles. You can make just about anything but I’m going to show you how to make a molded ice-cube candle. ]
C. This is how you go about making a molded ice-cube candle (Pioneer Clubs: Trailblazer Handbook, p.166).
1. Cut off the top of a milk carton.2. Place a candle the height of the carton in the center of the carton. This makes an excellent wick.3. Break ice-cubes into chunks
a. Finely crushed ice creates small holes.Large cubes create large openings. b.Fill the mold with crushed ice.c. Quickly pour hot wax into the carton while someone holds the candle straight. d. Pour off the excess water when the wax is completely hardened.
[Transition to conclusion: Now that you know how to make an ice-cube candle, let’s go over what I showed you today.]
III. Conclusion
A. Final Review: So today I showed you how to do three basic things.
1. I showed you how to find the right materials.
2. I showed you how to correctly melt the wax.
3. I showed you how to make an ice-cube candle. The tricky part is keeping the wick in the center of the mold.
B. Tie back to the audience: Today we use candles for almost any kind of occasion or celebration. Candles continue to grow in popularity and we see them just about everywhere. They are really inexpensive to make and a lot of fun!
C. Concluding remarks: So when you try making candles on your own, use your imagination and be very creative. Your candle can be anything you like. Have a great time experimenting and having fun making your own candles to enjoy.
Works Cited:
The Basics and Cool Candlemaking Ideas. [Online] Available http://homepage.interaccess.com/~bmolo/basics.html. National Candle Association: History of Candlemaking. [Online] Available http://www.candles.org/history.htm Pioneer Clubs (1994).
Pioneer Clubs: Trailblazer Handbook. Wheaton, IL: Published byPioneer Clubs Shaw, R. (1973). Candle Art. New York: William Morrow & Company, Inc.
Title: Candlemaking Specific purpose: To inform my audience on how to make candles.
I. Introduction
A. Attention Material: What comes to mind when you see candles? We associate candles with celebrations (like Christmas or birthdays) or special occasions. Candles date back to the Ancient Egyptians who are credited with making the first candles. They used torches made by soaking the spongy core of reeds in melted tallow (National Candle Association: History of Candlemaking, p. 1).
B. Tie to the audience: I’m sure that all of us at some point have used candles for celebrations, romantic experiences, or for just plain decoration. The great part about making your own candles is that they are inexpensive to make and you shape the wax into something special. What could be more special than to make someone you love a homemade gift?
C. Credibility material: Two years ago, I made candles for decoration and also for people to purchase during a medieval Madrigal dinner production that our A Cappella choir put on. I have also made candles since then as a part of my church youth group around the Christmas season.
D. Preview: I will explain three basic things which include how to go about finding the right materials, how to melt the wax, and how to make a molded ice-cube candle.
[Transition: Let’s start by doing the most important thing, which is to find all of the materials, and tools needed to make candles.]
II. Body
A. The first step is to gather the equipment you will need (The Basics and Cool Candlemaking Ideas, p. 1).
1. You will need wax; you can either use old, worn out candles which are obviously free or you can purchase paraffin wax from a craft store.
2. You will need wicks; you can make wicks from heavy, braided cotton string or can purchase wicks from a craft store. I read in Ray Shaw’s book entitled Candle Art that heavy braided cotton string works just as good (Shaw 25-26). I’ve never tried the cotton string but it’s worth a try.
3. You need to set up a double boiler.
a. You can use an actual double boiler
b. You can make your own using a pan and a jar or coffee can.
4. You will need a mold if you are planning on making a molded candle. This can be anything; a milk carton, Dixie cups, tin can, paper towel tube, etc.
5. There are two optional ingredients.
a. You can use crayons of the desired color to color the wa or buy wax dye.b.You can purchase scented oil to make your candles smell wonderful.
[Transition: Once you have all the material that you need, you can move on to melting the wax.]
B. Your second step is to melt the wax (Pioneer Clubs: Trailblazer Handbook, p. 165).
1. Start by placing wax in the double boiler or in a coffee can put in a pan of water.
2. Heat until the water boils.
3. Make sure to turn down the heat, and let the wax melt. Don’t let it boil.
4. Add wax dye, crayons, or scent (if desired) and stir.
[Transition: Now that the wax is melted, you can let your creativity run wild and have fun making candles. You can make just about anything but I’m going to show you how to make a molded ice-cube candle. ]
C. This is how you go about making a molded ice-cube candle (Pioneer Clubs: Trailblazer Handbook, p.166).
1. Cut off the top of a milk carton.2. Place a candle the height of the carton in the center of the carton. This makes an excellent wick.3. Break ice-cubes into chunks
a. Finely crushed ice creates small holes.Large cubes create large openings. b.Fill the mold with crushed ice.c. Quickly pour hot wax into the carton while someone holds the candle straight. d. Pour off the excess water when the wax is completely hardened.
[Transition to conclusion: Now that you know how to make an ice-cube candle, let’s go over what I showed you today.]
III. Conclusion
A. Final Review: So today I showed you how to do three basic things.
1. I showed you how to find the right materials.
2. I showed you how to correctly melt the wax.
3. I showed you how to make an ice-cube candle. The tricky part is keeping the wick in the center of the mold.
B. Tie back to the audience: Today we use candles for almost any kind of occasion or celebration. Candles continue to grow in popularity and we see them just about everywhere. They are really inexpensive to make and a lot of fun!
C. Concluding remarks: So when you try making candles on your own, use your imagination and be very creative. Your candle can be anything you like. Have a great time experimenting and having fun making your own candles to enjoy.
Works Cited:
The Basics and Cool Candlemaking Ideas. [Online] Available http://homepage.interaccess.com/~bmolo/basics.html. National Candle Association: History of Candlemaking. [Online] Available http://www.candles.org/history.htm Pioneer Clubs (1994).
Pioneer Clubs: Trailblazer Handbook. Wheaton, IL: Published byPioneer Clubs Shaw, R. (1973). Candle Art. New York: William Morrow & Company, Inc.
Informative Speech Outline Worksheet
INFORMATION SPEECH OUTLINE WORKSHEET(adapted from: Osborn & Osborn, 1997)
*** To be used to help you organize your outline, NOT to be turned in as your actual outline!!!
Speech Title:
____________________________________________________________________________
Specific Purpose: To inform my audience about
_____________________________________________
I. Introduction (Your goal here is to draw us into your speech...)
Attention Material (This step helps us focus our attention on you and your message. It is suggested that you begin with a story, quote, statistic, definition, use of suspense, etc. Never begin with, "Hi I am ___ and today I am going to talk about ___."):
Tie to Audience (This step informs the audience how your speech topic will relate to them. Be specific about how we can USE this information in our everyday lives. Here you will be more specific than in your introduction speech.):
Credibility Material (Here the speaker tells the audience why he or she is credible, can be trusted, knows the materials, etc. How do you know about this? Why are you interested, etc.?):
Thesis & Preview: (Here summarize your speech in one sentence and continue by previewing the main points of the speech).:
Thesis: ________________________________________________________________
________________________________________________________________
Preview: Today I will tell you first ______________, second _____________ and third ______________.
(Transition into Body of Speech -- Now that we've covered _______, let's go to ____________ OR SOMETHING MORE CREATIVE WOULD BE WONDERFUL!)
Body
Main Point #1 (Your main points are the main ideas of your speech. They are the ideas necessary in supporting/proving/explaining your thesis. They are "reasons why," "primary types," "steps," etc. Speeches are organized into 2-5 main points. I included a space for three main points in this worksheet. However, feel free to modify this format as you see necessary.):
1. Subpoint #1 (The subpoints are the breakdown of the main point into smaller units. They usually are your examples, narratives, statistics, testimony, etc. In other words, the subpoints explain the main points. You may have 2-5 subpoints. I have listed three here. Feel free to modify this as you see necessary. Do use the golden rule: one hard piece of "fact" or "statistics," one piece of "softer" evidence such as an example or story and then a piece of testimony to give it credibility).
2. Subpoint #2:
3. Subpoint #3:
(Transition into Main Point 2 -- Now that we have covered __________, let's move to __________. Again, use a more creative approach if you'd like! Just remember that your transitions need to review your last point AND preview your next point. They show a connection and are a good time to remind the audience why this information is important.)
B. Main Point #2
1. Subpoint #1:
2. Subpoint #2:
3. Subpoint #2:
(Transition into Main Point 3 Now that we covered _________, finally we will _______________. Or again something more creative would work too!)
C. Main Point Three:
1. Subpoint #1:
2. Subpoint #2:
3. Subpoint #3:
(REMEMBER I LISTED 3 SPACES FOR MAIN POINTS IN THE WORKSHEET, BUT YOU MAY HAVE 2-5 MAIN POINTS….)
(Transition to the end... begins with the brakelight as indicated below…)
III. Conclusion
A. Brakelight (signals the end such as, "To sum things up…" or something more creative.)
B. Summary (reviews the main points of the speech in the order covered):
C. Tie Back to Audience (tells us again how we benefit from knowing this, show the connection between you and the audience):
D. Concluding Memorable Remarks (gives you a way to end; never, ever end on "that's it" -- plan out the end, better yet, tie back to the introduction's attention device):
*** To be used to help you organize your outline, NOT to be turned in as your actual outline!!!
Speech Title:
____________________________________________________________________________
Specific Purpose: To inform my audience about
_____________________________________________
I. Introduction (Your goal here is to draw us into your speech...)
Attention Material (This step helps us focus our attention on you and your message. It is suggested that you begin with a story, quote, statistic, definition, use of suspense, etc. Never begin with, "Hi I am ___ and today I am going to talk about ___."):
Tie to Audience (This step informs the audience how your speech topic will relate to them. Be specific about how we can USE this information in our everyday lives. Here you will be more specific than in your introduction speech.):
Credibility Material (Here the speaker tells the audience why he or she is credible, can be trusted, knows the materials, etc. How do you know about this? Why are you interested, etc.?):
Thesis & Preview: (Here summarize your speech in one sentence and continue by previewing the main points of the speech).:
Thesis: ________________________________________________________________
________________________________________________________________
Preview: Today I will tell you first ______________, second _____________ and third ______________.
(Transition into Body of Speech -- Now that we've covered _______, let's go to ____________ OR SOMETHING MORE CREATIVE WOULD BE WONDERFUL!)
Body
Main Point #1 (Your main points are the main ideas of your speech. They are the ideas necessary in supporting/proving/explaining your thesis. They are "reasons why," "primary types," "steps," etc. Speeches are organized into 2-5 main points. I included a space for three main points in this worksheet. However, feel free to modify this format as you see necessary.):
1. Subpoint #1 (The subpoints are the breakdown of the main point into smaller units. They usually are your examples, narratives, statistics, testimony, etc. In other words, the subpoints explain the main points. You may have 2-5 subpoints. I have listed three here. Feel free to modify this as you see necessary. Do use the golden rule: one hard piece of "fact" or "statistics," one piece of "softer" evidence such as an example or story and then a piece of testimony to give it credibility).
2. Subpoint #2:
3. Subpoint #3:
(Transition into Main Point 2 -- Now that we have covered __________, let's move to __________. Again, use a more creative approach if you'd like! Just remember that your transitions need to review your last point AND preview your next point. They show a connection and are a good time to remind the audience why this information is important.)
B. Main Point #2
1. Subpoint #1:
2. Subpoint #2:
3. Subpoint #2:
(Transition into Main Point 3 Now that we covered _________, finally we will _______________. Or again something more creative would work too!)
C. Main Point Three:
1. Subpoint #1:
2. Subpoint #2:
3. Subpoint #3:
(REMEMBER I LISTED 3 SPACES FOR MAIN POINTS IN THE WORKSHEET, BUT YOU MAY HAVE 2-5 MAIN POINTS….)
(Transition to the end... begins with the brakelight as indicated below…)
III. Conclusion
A. Brakelight (signals the end such as, "To sum things up…" or something more creative.)
B. Summary (reviews the main points of the speech in the order covered):
C. Tie Back to Audience (tells us again how we benefit from knowing this, show the connection between you and the audience):
D. Concluding Memorable Remarks (gives you a way to end; never, ever end on "that's it" -- plan out the end, better yet, tie back to the introduction's attention device):
Informative Speech
Informative Speech Assignment
General Purpose: To inform, explain, discuss, describe, demonstrate or tell.
Length: 5 -7 minutes
(Remember to practice the delivery time because you WILL be stopped at 7 mins. )
Topic: Select a topic you find interesting, one you think will interest your audience. Try to think of a new and different topic or add a new twist to a common topic. All topics must be approved before you will be allowed to present your speech. Remember, if you are not interested in your topic it will be difficult to hold audience attention and you will be quite miserable writing and preparing your speech.
Requirements:The goal of this speech is to inform the audience. At the end of the speech, the audience will have a balanced view of the selected topic based on your research.The audience should not know your attitude or personal viewpoint on the topic; they can learn what other "experts" have said. As a note of caution, you will want to watch your use of language, using descriptive terms, not evaluative terms. (Avoid terms like: good/bad; right/wrong; important, critical, essential, valuable, and helpful. Unless cited from another source, these terms imply your position which the audience should not learn). The speaker should provide the facts so that the audience can decide what (if anything) is important. Do not urge the audience to act on the issue. Action is an essential component in the persuasive speech, not the informative.Required to use at least one visual aid which can either be 2-dimensional, 3-dimensional, or audio visual. In using visual aids, keep the following in mind: (1) Use large, clear, simple diagrams. (2) When possible, keep objects, models and charts covered until needed. (3) Do not hand out any visual material to the audience during your presentation. (4) Practice using the visual material. (5) Remember, your visual aids should supplement your oral presentation, not replace or detract from it. (6) Be very careful with electronic visual aids - consider Murphy’s Law.Create a message which contains: 1.) An introduction which gains the attention of the audience, makes the topic relevant to the audience, and clearly states your purpose or thesis statement. 2.) Signposts which overview your major points, review the previous points in the body moving on to the next point, and preview the next point before moving into a description of that point. 3.) A body with 3- 5 main points which follow a clear organizational pattern such as spatial, chronological or topical. 4.) A conclusion which (i) provides logical and psychological closure and (ii) summarizes the speech. Practice, practice, practice this point cannot be stressed enough. If you practice your speech not only will you be more comfortable and confident on the day of delivery, but it WILL be beneficial to your delivery. As always, DO NOT read from a manuscript! Look at the first assignment critique sheet, what were the compliments? What were criticisms? Why didn’t you do well? Why did you do well?
Organization:A TYPED (consult the syllabus for font, page margin and header information) outline is required for this speech (as with ALL speech assignments) and should include all relevant content and sources. All Main and Subpoints must be written in a complete-sentence format. Your bibliography listing the sources you consulted must be included in proper format. MLA or APA. A delivery outline is recommended when delivering the speech. YOUR PRESENTATION OUTLINE IS DUE BEFORE YOU PRESENT - NO EXCEPTIONS YOU WILL NOT BE ALLOWED TO TURN IT IN AFTER!!!
Sources:At least two credible sources (beside yourself) must be mentioned in the speech and referenced properly in outline. MLA/APA format
General Purpose: To inform, explain, discuss, describe, demonstrate or tell.
Length: 5 -7 minutes
(Remember to practice the delivery time because you WILL be stopped at 7 mins. )
Topic: Select a topic you find interesting, one you think will interest your audience. Try to think of a new and different topic or add a new twist to a common topic. All topics must be approved before you will be allowed to present your speech. Remember, if you are not interested in your topic it will be difficult to hold audience attention and you will be quite miserable writing and preparing your speech.
Requirements:The goal of this speech is to inform the audience. At the end of the speech, the audience will have a balanced view of the selected topic based on your research.The audience should not know your attitude or personal viewpoint on the topic; they can learn what other "experts" have said. As a note of caution, you will want to watch your use of language, using descriptive terms, not evaluative terms. (Avoid terms like: good/bad; right/wrong; important, critical, essential, valuable, and helpful. Unless cited from another source, these terms imply your position which the audience should not learn). The speaker should provide the facts so that the audience can decide what (if anything) is important. Do not urge the audience to act on the issue. Action is an essential component in the persuasive speech, not the informative.Required to use at least one visual aid which can either be 2-dimensional, 3-dimensional, or audio visual. In using visual aids, keep the following in mind: (1) Use large, clear, simple diagrams. (2) When possible, keep objects, models and charts covered until needed. (3) Do not hand out any visual material to the audience during your presentation. (4) Practice using the visual material. (5) Remember, your visual aids should supplement your oral presentation, not replace or detract from it. (6) Be very careful with electronic visual aids - consider Murphy’s Law.Create a message which contains: 1.) An introduction which gains the attention of the audience, makes the topic relevant to the audience, and clearly states your purpose or thesis statement. 2.) Signposts which overview your major points, review the previous points in the body moving on to the next point, and preview the next point before moving into a description of that point. 3.) A body with 3- 5 main points which follow a clear organizational pattern such as spatial, chronological or topical. 4.) A conclusion which (i) provides logical and psychological closure and (ii) summarizes the speech. Practice, practice, practice this point cannot be stressed enough. If you practice your speech not only will you be more comfortable and confident on the day of delivery, but it WILL be beneficial to your delivery. As always, DO NOT read from a manuscript! Look at the first assignment critique sheet, what were the compliments? What were criticisms? Why didn’t you do well? Why did you do well?
Organization:A TYPED (consult the syllabus for font, page margin and header information) outline is required for this speech (as with ALL speech assignments) and should include all relevant content and sources. All Main and Subpoints must be written in a complete-sentence format. Your bibliography listing the sources you consulted must be included in proper format. MLA or APA. A delivery outline is recommended when delivering the speech. YOUR PRESENTATION OUTLINE IS DUE BEFORE YOU PRESENT - NO EXCEPTIONS YOU WILL NOT BE ALLOWED TO TURN IT IN AFTER!!!
Sources:At least two credible sources (beside yourself) must be mentioned in the speech and referenced properly in outline. MLA/APA format
Sunday, July 19, 2009
Reminder!!!
Don't forget to bring a scantron and a pencil for your midterm on Tuesday!
Happy Studying!
Happy Studying!
Thursday, July 16, 2009
Midterm Exam Review
Chapter 1
Benefits of public speaking (3)
Communication Apprehension (term)
Credibility (term)
Dynamism (term)
Common ground (term)
Listening vs. Hearing (from discussion not book)
4 steps of listening critically (from discussion not book)
4 major listening goals (from discussion)
Comm. Models (3) (from discussion)
Channel (term)
Noise (term)
Feedback (term)
Communication (term) (according to the text)
Chapter 2
Canons of rhetoric
Chapter 3
Ways to generate speech topics (5)
General purposes (3)
Specific purposes (term)
Thesis statement (term)
3 things to consider when choosing a topic
Chapter 4
Audience analysis (term)
Demographics (term)
Worldview (term)
Ways to gather information about the audience (4)
Open vs. Closed ended questions
Degree questions
Audience adaptation (term)
Chapter 6
Organizational patterns (6)
Monroe's motivated sequence elements
Law of recency (from discussion)
Primacy (from discussion)
Transistions (3)
Purpose of introductions
Functions of conclusions
Chapter 7
Extemporaneous delivery
Memorized
Manuscript
Impromptu
*Review graph on pg.162
Appx. A
Small group communication (term)
Questions of fact, value, and policy
Problem vs. solution Questions
Absolute and important criteria
Types of group presentations
*Also, review the structure of a speech presentation (i.e. what goes into making a speech? examples: attention getter, preview statement, etc.) Take a look at your cultural narrative speech outline there may be questions regarding elements of a good speech.
Benefits of public speaking (3)
Communication Apprehension (term)
Credibility (term)
Dynamism (term)
Common ground (term)
Listening vs. Hearing (from discussion not book)
4 steps of listening critically (from discussion not book)
4 major listening goals (from discussion)
Comm. Models (3) (from discussion)
Channel (term)
Noise (term)
Feedback (term)
Communication (term) (according to the text)
Chapter 2
Canons of rhetoric
Chapter 3
Ways to generate speech topics (5)
General purposes (3)
Specific purposes (term)
Thesis statement (term)
3 things to consider when choosing a topic
Chapter 4
Audience analysis (term)
Demographics (term)
Worldview (term)
Ways to gather information about the audience (4)
Open vs. Closed ended questions
Degree questions
Audience adaptation (term)
Chapter 6
Organizational patterns (6)
Monroe's motivated sequence elements
Law of recency (from discussion)
Primacy (from discussion)
Transistions (3)
Purpose of introductions
Functions of conclusions
Chapter 7
Extemporaneous delivery
Memorized
Manuscript
Impromptu
*Review graph on pg.162
Appx. A
Small group communication (term)
Questions of fact, value, and policy
Problem vs. solution Questions
Absolute and important criteria
Types of group presentations
*Also, review the structure of a speech presentation (i.e. what goes into making a speech? examples: attention getter, preview statement, etc.) Take a look at your cultural narrative speech outline there may be questions regarding elements of a good speech.
Thursday, June 25, 2009
Cultural Narrative Speech
Cultural Narrative Speech
CULTURAL NARRATIVE SPEECH 3-5 minutes in length
The cultural artifact speech is a product of our increasingly diverse culture. It is a speech that allows us to come to know more about the many cultures represented in our country as well as our classrooms. The best cultural artifact speeches will 1) teach us about the artifact that is the focus 2) teach us about the culture from which the artifact comes and 3) teach us a little about the speaker. Good cultural artifact speeches help us break down the stereotypes of difference and help us to look at people from cultures other than our own as unique individuals.
For the purposes of this speech we will use a loose definition of culture: Any particular social, ethnic, or age group you a.) belong to or b.) strongly identify with. This definition allows you to BE CREATIVE with your topic, please take advantage. These cultures are not necessarily based on racial or ethnic groups but may also be based on group affiliations such as “deaf culture”, “gang culture” and “youth culture”.
RESEARCH
Most of your research should come from your personal background. However, you are required to cite 2 sources within your outline. For example, you could research when the culture started/evolved/or gained popularity and that would require you to find concrete facts from websites/articles/books/etc.
ARTIFACT
You need to choose a physical item that is readily available to you. This item should have both personal and cultural significance. The history of the item you are discussing should come as second nature to you. Most Jewish people can recite the story behind the menorah without pause, many African-Americans can share the story of Kwanzaa, deaf people will readily share the history of American Sign Language and Muslims can quickly tell you the significance of their prayer mats. The item you choose should be as much a part of your identity as it is a part of your culture. You will need to share the cultural significance of your item as well as its personal significance to you. You will also need to decide whether your speech should include a demonstration of the use of the item. In the past students have chosen to include a few of the following demonstrations: how to braid corn rows, how to get out of quicksand, how to drape a sari, how to do salsa dancing, how to do break dancing.
ORGANIZATION
Begin with an attention step. Once you have gained the audience’s interest introduce your thesis statement and preview of main points. The body of your speech should have 2-3 main points with 2-3 sub points beneath the main points. You should have transitions between your main points. These should review the previous point and preview the next. Your conclusion should wrap up the presentation. Remind your audience of your main points and leave them with concluding remarks that will help them remember your speech and the item you have discussed.
LANGUAGE
Use clear, descriptive language to share the importance of your item. When necessary define culture-specific terms and explain them in language that clarifies the meaning for your audience. You may also want to use one-two personal stories that give your audience insight into the importance of this item within your life and your culture.
OUTLINE
You are required to turn an outline in BEFORE you deliver your speech. If you need to use your outline during your speech, make sure you bring 2 copies because you will not be allowed to turn the outline in after the speech. You may use your outline or a 3x5 index card for reference but DO NOT READ your speech from a manuscript.
As stated in the syllabus, all written assignments MUST be typed: double-spaced, 12 font size, Times New Roman or Ariel font, 1 inch margins, include sources follow MLA or APA guidelines and be labeled (with Name, Course Title, Professor, Title of Assignment, Date & Page Numbers). Separate Cover Page and Work Cited pages are NOT required for outlines. Simply list your sources at the end of your outline.
Cultural Artifact Outline
(Approximately 30 seconds – 1 min.)
I. Intro:
A. Attention Getter
B. Revealed Object
C. Preview Statement
(Approximately 2 – 3 minutes)
II. Body:
A. Culture Object Represents
1. Language
2. Customs
3. Clothing
B. Why I identify with this culture
(Approximately 30 seconds – 1 min.)
III. Conclusion:
A. Recap main points
B. Finished with final thought
* Please type all of the points above and fill in with your information. It is a full sentence outline (one sentence per letter or number)
EXAMPLE CULTURAL NARRATIVE OUTLINE:
John Doe
Comm. 150
Professor Tamayo
Cultural Narrative Outline
October 6, 2008
Cultural Narrative Outline
I. Intro:
A. Attention Getter: Imagine doing an activity called forensics (not the CSI kind) in which you enjoy competing with other students to give speeches.
B. Revealed Object: This leads me to my object which is a timer.
C. Preview Statement: First I will discuss the culture this object represents, and then I will explain how I identify with the culture.
II. Body:
A. Culture Object Represents: Forensics culture—or speech and debate—is an old culture that has been around in the college circuit for hundreds of years.
1. Language: Forensicators have their own special language and acronyms such as “IE’s”, “shame”, “interp” etc.
2. Customs: They have strange customs such as actually enjoying talking about their debates in great detail to each other and congratulating one another when they really hope they will choke.
3. Clothing: Competitors (students) wear suits at competitions while the coaches dress casually and look like vagrants.
B. Why I identify with this culture: I have been a forensics coach for eight years and have enjoyed being part of a community that genuinely works to improve the thinking and quality of students’ lives.
III. Conclusion:
A. Recap main points: Today I have explored the culture of forensics, explained how it shaped my identity and why the object matters to me.
B. Finished with final thought: The next time you watch CSI, remember that there is another type of forensics.
Sources:
Black, E. (1965). Rhetorical Criticism. New York, NY: The MacMillian Company.
Oberg, B.C. (1995). Forensics: The Winner’s Guide to Speech Contests. Colorado
Springs, CO: Meriwether Publishing.
* NOTE: The above is an outline – not a complete speech. You are expected to use transitions and include additional information to support your main points in the delivery of your speech.
CULTURAL NARRATIVE SPEECH 3-5 minutes in length
The cultural artifact speech is a product of our increasingly diverse culture. It is a speech that allows us to come to know more about the many cultures represented in our country as well as our classrooms. The best cultural artifact speeches will 1) teach us about the artifact that is the focus 2) teach us about the culture from which the artifact comes and 3) teach us a little about the speaker. Good cultural artifact speeches help us break down the stereotypes of difference and help us to look at people from cultures other than our own as unique individuals.
For the purposes of this speech we will use a loose definition of culture: Any particular social, ethnic, or age group you a.) belong to or b.) strongly identify with. This definition allows you to BE CREATIVE with your topic, please take advantage. These cultures are not necessarily based on racial or ethnic groups but may also be based on group affiliations such as “deaf culture”, “gang culture” and “youth culture”.
RESEARCH
Most of your research should come from your personal background. However, you are required to cite 2 sources within your outline. For example, you could research when the culture started/evolved/or gained popularity and that would require you to find concrete facts from websites/articles/books/etc.
ARTIFACT
You need to choose a physical item that is readily available to you. This item should have both personal and cultural significance. The history of the item you are discussing should come as second nature to you. Most Jewish people can recite the story behind the menorah without pause, many African-Americans can share the story of Kwanzaa, deaf people will readily share the history of American Sign Language and Muslims can quickly tell you the significance of their prayer mats. The item you choose should be as much a part of your identity as it is a part of your culture. You will need to share the cultural significance of your item as well as its personal significance to you. You will also need to decide whether your speech should include a demonstration of the use of the item. In the past students have chosen to include a few of the following demonstrations: how to braid corn rows, how to get out of quicksand, how to drape a sari, how to do salsa dancing, how to do break dancing.
ORGANIZATION
Begin with an attention step. Once you have gained the audience’s interest introduce your thesis statement and preview of main points. The body of your speech should have 2-3 main points with 2-3 sub points beneath the main points. You should have transitions between your main points. These should review the previous point and preview the next. Your conclusion should wrap up the presentation. Remind your audience of your main points and leave them with concluding remarks that will help them remember your speech and the item you have discussed.
LANGUAGE
Use clear, descriptive language to share the importance of your item. When necessary define culture-specific terms and explain them in language that clarifies the meaning for your audience. You may also want to use one-two personal stories that give your audience insight into the importance of this item within your life and your culture.
OUTLINE
You are required to turn an outline in BEFORE you deliver your speech. If you need to use your outline during your speech, make sure you bring 2 copies because you will not be allowed to turn the outline in after the speech. You may use your outline or a 3x5 index card for reference but DO NOT READ your speech from a manuscript.
As stated in the syllabus, all written assignments MUST be typed: double-spaced, 12 font size, Times New Roman or Ariel font, 1 inch margins, include sources follow MLA or APA guidelines and be labeled (with Name, Course Title, Professor, Title of Assignment, Date & Page Numbers). Separate Cover Page and Work Cited pages are NOT required for outlines. Simply list your sources at the end of your outline.
Cultural Artifact Outline
(Approximately 30 seconds – 1 min.)
I. Intro:
A. Attention Getter
B. Revealed Object
C. Preview Statement
(Approximately 2 – 3 minutes)
II. Body:
A. Culture Object Represents
1. Language
2. Customs
3. Clothing
B. Why I identify with this culture
(Approximately 30 seconds – 1 min.)
III. Conclusion:
A. Recap main points
B. Finished with final thought
* Please type all of the points above and fill in with your information. It is a full sentence outline (one sentence per letter or number)
EXAMPLE CULTURAL NARRATIVE OUTLINE:
John Doe
Comm. 150
Professor Tamayo
Cultural Narrative Outline
October 6, 2008
Cultural Narrative Outline
I. Intro:
A. Attention Getter: Imagine doing an activity called forensics (not the CSI kind) in which you enjoy competing with other students to give speeches.
B. Revealed Object: This leads me to my object which is a timer.
C. Preview Statement: First I will discuss the culture this object represents, and then I will explain how I identify with the culture.
II. Body:
A. Culture Object Represents: Forensics culture—or speech and debate—is an old culture that has been around in the college circuit for hundreds of years.
1. Language: Forensicators have their own special language and acronyms such as “IE’s”, “shame”, “interp” etc.
2. Customs: They have strange customs such as actually enjoying talking about their debates in great detail to each other and congratulating one another when they really hope they will choke.
3. Clothing: Competitors (students) wear suits at competitions while the coaches dress casually and look like vagrants.
B. Why I identify with this culture: I have been a forensics coach for eight years and have enjoyed being part of a community that genuinely works to improve the thinking and quality of students’ lives.
III. Conclusion:
A. Recap main points: Today I have explored the culture of forensics, explained how it shaped my identity and why the object matters to me.
B. Finished with final thought: The next time you watch CSI, remember that there is another type of forensics.
Sources:
Black, E. (1965). Rhetorical Criticism. New York, NY: The MacMillian Company.
Oberg, B.C. (1995). Forensics: The Winner’s Guide to Speech Contests. Colorado
Springs, CO: Meriwether Publishing.
* NOTE: The above is an outline – not a complete speech. You are expected to use transitions and include additional information to support your main points in the delivery of your speech.
Wednesday, June 24, 2009
Tues. 6/30 Group # 1 Appendix A Group Pres.
1.) Ginger
2.) Monica
3.) Diana
4.) Jenny
Thurs. 07/02 Group #2 Chapters3 & 4 Topic & Audience
1.) Kelly
2.) Jeremy
3.) Isabel
4.) Minh
Tues. 07/14 Group #3 Chapters 6 & 7 Org./Delivery
1.) Marvin
2.) Lupe
3.) Akintomide
4.) Lindsey
Thurs. 07/23 Group #4 Chapters 10 & 5 Info. /Supporting Material
1.) Mariah
2.) Laura
3.) Ryan
4.) Samantha
Tues. 7/28 Group #5 Chapter 8 Word Choice
1.) Alexandra
2.) Khyla
3.) James
4.) Erica
5.) William
Thurs. 07/30 Group #6 Chapter 9 Visual Aids
1.) Rocio
2.) Chris
Tues. 8/11 Group #7 Chapter 11Persuasive
1.) Zeltzin
2.) Charles
3.) David
Thurs. 8/13 Group #8 Chapter 12 Special Occasions
1.) Helena
2.) Muhammad
3.) Aracely
1.) Ginger
2.) Monica
3.) Diana
4.) Jenny
Thurs. 07/02 Group #2 Chapters3 & 4 Topic & Audience
1.) Kelly
2.) Jeremy
3.) Isabel
4.) Minh
Tues. 07/14 Group #3 Chapters 6 & 7 Org./Delivery
1.) Marvin
2.) Lupe
3.) Akintomide
4.) Lindsey
Thurs. 07/23 Group #4 Chapters 10 & 5 Info. /Supporting Material
1.) Mariah
2.) Laura
3.) Ryan
4.) Samantha
Tues. 7/28 Group #5 Chapter 8 Word Choice
1.) Alexandra
2.) Khyla
3.) James
4.) Erica
5.) William
Thurs. 07/30 Group #6 Chapter 9 Visual Aids
1.) Rocio
2.) Chris
Tues. 8/11 Group #7 Chapter 11Persuasive
1.) Zeltzin
2.) Charles
3.) David
Thurs. 8/13 Group #8 Chapter 12 Special Occasions
1.) Helena
2.) Muhammad
3.) Aracely
Monday, June 22, 2009
Syllabus
COMM 150 – Oral Communication
California State University, Los Angeles – Department of Communication Studies
Course Syllabus
Course Information
Course Number: 10697;
California State University, Los Angeles – Department of Communication Studies
Course Syllabus
Course Information
Course Number: 10697;
Class Time: TR 11:40 – 1:20;
Section Number: 03;
Class Location: MUSIC 109;
Quarter: Summer 2009
Instructor Information
Professor: Samantha Tamayo;
Email: stamayo2@calstatela.edu;
Office: King Hall C3057;
Office Phone: (323) 343-2262
and (323) 343-4222;
Office Hours: T: 10:30 – 11:30
***FYI: Email is the BEST way to contact me.
Course Rationale and Description: At one time or another, each of you will be called upon to stand before a group and deliver information, argue a position, present an award, introduce a guest speaker, or honor a special event or occasion. At these times, it is important that you command the audience’s attention, present yourself as credible, represent your position clearly and accurately, and speak with conviction.
Speech 150 is designed to help you develop and refine your oral communication and critical thinking skills. The course is designed to present the basic elements of human communication, provide techniques for organizing and presenting information and offer perspectives for evaluating public discourse. This course will fulfill the general education lower division discipline requirements in area A2 Oral Communications.
Learning Objectives: COMM 150 will provide you with both a theoretical understanding of and practical experience with oral communication. The main objectives of this course include:
- To acquire an understanding of the conceptual bases of oral communication.
***FYI: Email is the BEST way to contact me.
Course Rationale and Description: At one time or another, each of you will be called upon to stand before a group and deliver information, argue a position, present an award, introduce a guest speaker, or honor a special event or occasion. At these times, it is important that you command the audience’s attention, present yourself as credible, represent your position clearly and accurately, and speak with conviction.
Speech 150 is designed to help you develop and refine your oral communication and critical thinking skills. The course is designed to present the basic elements of human communication, provide techniques for organizing and presenting information and offer perspectives for evaluating public discourse. This course will fulfill the general education lower division discipline requirements in area A2 Oral Communications.
Learning Objectives: COMM 150 will provide you with both a theoretical understanding of and practical experience with oral communication. The main objectives of this course include:
- To acquire an understanding of the conceptual bases of oral communication.
- To examine the importance and purpose of oral communication in social life, including the relationship of oratory to the understanding of language, ethics, and culture.
- To refine research, reasoning and delivery skills through the practice of preparing and delivering public presentations.
- To acquire a theoretical framework for critically analyzing the public discourse of others, achieved through the completion of written assignments.
- To acquire the skill of supporting publicly presented arguments through the giving of good reasons and use of evidence.
- To practice and study oral communication by attending to the ways culture (specially gender, color, class, ethnicity and sexual identity) influence the construction, delivery, audience and analysis of oral communication.
- To deliver informative, persuasive, and cultural narrative speeches to audiences.
- To successfully reduce and manage your apprehension toward communicating in public contexts.
Required Texts:
1)ISpeak (2006) Nelson
2) Additional readings on http://www.csulacomm.blogspot.com/
- To refine research, reasoning and delivery skills through the practice of preparing and delivering public presentations.
- To acquire a theoretical framework for critically analyzing the public discourse of others, achieved through the completion of written assignments.
- To acquire the skill of supporting publicly presented arguments through the giving of good reasons and use of evidence.
- To practice and study oral communication by attending to the ways culture (specially gender, color, class, ethnicity and sexual identity) influence the construction, delivery, audience and analysis of oral communication.
- To deliver informative, persuasive, and cultural narrative speeches to audiences.
- To successfully reduce and manage your apprehension toward communicating in public contexts.
Required Texts:
1)ISpeak (2006) Nelson
2) Additional readings on http://www.csulacomm.blogspot.com/
Cavet for Changes: Please note that this is a tentative syllabus. Your professor reserves the right to add, delete, or alter the syllabus as necessary. But-the primary course description and the objectives (as stated above) will remain consistent throughout the course. Students must read the assigned sections BEFORE the date listed in the syllabus in order to be prepared for class discussion
Course Policies
ALL FORMS OF DISCRIMINATION BASED ON ETHNICITY, GENDER, APPEARANCE & SEXUAL ORIENTATION WILL NOT BE TOLERATED IN THIS CLASSROOM. SEXUAL HARASSMENT OF ANY KIND WILL ALSO NOT BE TOLERATED.
Course Policies
ALL FORMS OF DISCRIMINATION BASED ON ETHNICITY, GENDER, APPEARANCE & SEXUAL ORIENTATION WILL NOT BE TOLERATED IN THIS CLASSROOM. SEXUAL HARASSMENT OF ANY KIND WILL ALSO NOT BE TOLERATED.
Attendance: You are expected to attend and be prepared for every class session. The success of your learning experience depends on the active contributions of everyone; therefore, your attendance is important. If you must miss class, you are accountable for the information covered in the missed class meeting. Check the school policy regarding what is considered an excused absence and bring in verification for the absence to be accepted. Unexcused absences may result in a deduction of 10 points per absence. Your attendance is crucial on speaking days for both the presentation of your own speech and your participation as an audience member. Since communication requires a sender and a receiver, the speakers in class require an audience and you are required to be in class to be the audience for your classmates when you are not scheduled to present a speech. Do not be late to class (especially on speech days). Coming to class late or leaving early may be counted as an absence. Unexcused absences on a day when speeches are presented will result in a 25 point deduction per day from your final grade. Unexcused absences on the day your speech/presentation is due will result in a zero grade for that assignment in addition to the point deduction.
Participation: You are encouraged to play an active role in classroom discussions and activities. Nearly every week you will be offering peer evaluations of speeches. The quantity and quality of these works will affect your score in this area. Please note: You may also lose participation credit for classroom activities that are obnoxious, disrespectful, or inconsiderate to others, at the professor’s discretion.
Electronic Devices: Please be respectful by turning off your cell phones in class. If you have an important reason for leaving your phone on, please talk to me at the beginning of class. If your cell phone or any electronic devices emit a sound or vibration during a speech or presentation, 10 points per instance will be deducted from your final grade. This policy includes text messaging. Also turn off your iPod before you enter the classroom. If you want to record a class session, you must request permission from the instructor.
Assignment Deadlines: Assignment due dates will not be negotiated. All assignments are due at the beginning of the class period on the dates indicated in the syllabus or in class. If you will not be in class, it is your responsibility to get the assignment turned in on time.
Make-ups: Make-ups and late assignments will NOT be granted for unexcused absences and a grade of zero will be assigned. Students with verifiable excused absences can make up a different version of the exam or turn in an assignment at an arranged time at the professor’s discretion. In a public speaking course, rescheduling a speech is very difficult. If you must miss your speaking day and your absence is excused, you may make up your speech when time permits during the quarter. This may mean that you should be prepared to give your speech at any time (including the finals exam or to a different audience). Please note: The final exam date and time is nonnegotiable as it is set by the University.
Special Circumstances: If you have any learning or physical challenges that could affect your performance in this class, it is your responsibility to notify the instructor as soon as possible so that accommodations can be made to ensure your full participation and to facilitate your educational opportunities. I will work with you toward your success.
Make-ups: Make-ups and late assignments will NOT be granted for unexcused absences and a grade of zero will be assigned. Students with verifiable excused absences can make up a different version of the exam or turn in an assignment at an arranged time at the professor’s discretion. In a public speaking course, rescheduling a speech is very difficult. If you must miss your speaking day and your absence is excused, you may make up your speech when time permits during the quarter. This may mean that you should be prepared to give your speech at any time (including the finals exam or to a different audience). Please note: The final exam date and time is nonnegotiable as it is set by the University.
Special Circumstances: If you have any learning or physical challenges that could affect your performance in this class, it is your responsibility to notify the instructor as soon as possible so that accommodations can be made to ensure your full participation and to facilitate your educational opportunities. I will work with you toward your success.
STATEMENT ON ACADEMIC HONESTY
(From Instructional Policies, Academic Honesty: http://www.calstatela.edu/academic/senate/handbook/ch5a.htm)
The University in its quest for truth and knowledge embraces honesty and integrity. These fundamental values must not be compromised. The trust and respect among professors, students and the society need to be vigilantly protected. Cheating and plagerism can be neither justified nor condoned as this would destroy the ideals and purposes of higher education. Students enter the University to gain the knowledge and tools necessary for participation in society. Academic integrity is one foundation for a society based on trust and honesty. Therefore, the University takes seriously its responsibility for academic honesty.
I endorse the University’s policies on academic dishonesty and will apply them in this class. Plagiarism and other forms of cheating are serious offenses. A violation of academic honesty will result in an F for the course.
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. The Turnitin review reveals the extent to which the content of a paper is ‘copied’ from various sources. All submitted papers will be included as source documents in the turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You may request, in writing, that your papers not be submitted to Turnitin.com. However, if you choose this option you will be required to provide documentation to substantiate that the papers are your original work and do not include any plagiarized material.
The Social Contract
This means that both students and instructor will work to create a supportive, explanatory and intellectually challenging academic community. This demands preparation for class discussions and commitments to the full participation in all engagements as well as providing sensitive, critical response to the work of your colleagues.
Within the class, we will foster an environment that is friendly, supportive, safe, and non-threatening. To that end, we will attempt to acknowledge and respect the diverse experiences, cultures, and preferences of each person – as reflected in their attitudes, beliefs, values and behaviors, while contributing to a common classroom culture of mutual support and respect. You will voluntarily enter this contract by maintaining your enrollment in this class.
Course Assignments
- Readings: Regular reading assignments from the text are listed on the course schedule. Be sure to read the material before you come to class.
- Quizzes: We will have a total of 10 quizzes to determine your comprehension of the reading material. Quizzes will be given periodically at the beginning of class. There will be no make-up quizzes.
- Exams: There will be two exams throughout the semester. Exams will cover lecture material, in-class activities, and chapter readings. Make-up exams will not be granted, unless you can provide written documentation verifying that your absence falls within the school’s excused absence policy. The final exam WILL cover material from previous exams. Both exams must be completed to pass this class.
- Reading Presentation: During the quarter you will work with a group to present an interactive overview of the assigned readings. You will want to present a brief overview of the material in your own words; please do not read the text! Examples explaining the central elements of the reading are also required (you may construct skits, create games or provide handouts to supplement your presentation. Be creative!) 10 – 15 minutes in length. You are also required to turn in an individual outline of your specific part of the presentation.
- Speeches: There will be three speeches: Cultural Narrative/Cultural Artifact Speech, Informative Speech, and Persuasive Speech. All three speeches must be presented with outlines to pass this class. Because this is a GE course, you must have a C to pass this class and a C- means that you need to repeat this course.
Cultural Narrative Speech:
This is a self-introductory speech that asks you to bring an object to class that represents an aspect of your culture. You are asked to speak to the class for 3-5 minutes
Informative Speech:
In this presentation, you will choose a topic of interest or expertise and spend 5-7 minutes “teaching” the rest of the class about the subject.
Persuasive Speech:
You are asked to choose a topic of interest and then attempt to persuade the class into action. You will be asked to follow a specific organization structure, utilize advanced research skills, and incorporate visual aids into a group presentation. Each student will speak for 7-9 minutes.
Written Assignments: Cultural Narrative Speech Outline, Informative Speech Outline, Persuasive Speech Outline, Reading Presentation Outline, Focus Paper (5-7 pages), All written assignments must be typed: double-spaced, 12 font size, Times New Roman or Ariel font, 1 inch margins, include sources, follow MLA or APA guidelines and be labeled (with Name, Title of the Paper, Course Title, Professor, Date, & Page Numbers). Cover Page and Work Cited pages do not count towards the 5-7 pages.
Evaluation
Final Grades will be assigned on the following scale:
A 93% – 100%
A - 90% – 92.9%
B + 87% – 89.9%
B 83% – 86.9%
B - 80% – 82.9%
C + 77% – 79.9%
C 73% – 76.9%
C - 70% – 72.9%
D + 67% – 69.9%
D 63% – 66.9%
D - 60% – 62.9%
F 59.9% or lower
Attendance & Participation 100 pts ___________
Quizzes 20 pts ___________
Reading Presentation 25 pts ___________
Presentation Outline 10 pts ___________
Cultural Narrative 100 pts ___________
Cultural Narrative Outline 15 pts ___________
Informative Speech 150 pts ___________
Informative Speech Outline 15 pts ___________
Persuasive Speech 200 pts ___________
Persuasive Speech Outline 15 pts ___________
Focus Paper 50 pts ___________
Midterm Exam 100 pts ___________
Final Exam 200 pts ___________
Total Possible Points 1000 pts
Tentative Class Schedule
(From Instructional Policies, Academic Honesty: http://www.calstatela.edu/academic/senate/handbook/ch5a.htm)
The University in its quest for truth and knowledge embraces honesty and integrity. These fundamental values must not be compromised. The trust and respect among professors, students and the society need to be vigilantly protected. Cheating and plagerism can be neither justified nor condoned as this would destroy the ideals and purposes of higher education. Students enter the University to gain the knowledge and tools necessary for participation in society. Academic integrity is one foundation for a society based on trust and honesty. Therefore, the University takes seriously its responsibility for academic honesty.
I endorse the University’s policies on academic dishonesty and will apply them in this class. Plagiarism and other forms of cheating are serious offenses. A violation of academic honesty will result in an F for the course.
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. The Turnitin review reveals the extent to which the content of a paper is ‘copied’ from various sources. All submitted papers will be included as source documents in the turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You may request, in writing, that your papers not be submitted to Turnitin.com. However, if you choose this option you will be required to provide documentation to substantiate that the papers are your original work and do not include any plagiarized material.
The Social Contract
This means that both students and instructor will work to create a supportive, explanatory and intellectually challenging academic community. This demands preparation for class discussions and commitments to the full participation in all engagements as well as providing sensitive, critical response to the work of your colleagues.
Within the class, we will foster an environment that is friendly, supportive, safe, and non-threatening. To that end, we will attempt to acknowledge and respect the diverse experiences, cultures, and preferences of each person – as reflected in their attitudes, beliefs, values and behaviors, while contributing to a common classroom culture of mutual support and respect. You will voluntarily enter this contract by maintaining your enrollment in this class.
Course Assignments
- Readings: Regular reading assignments from the text are listed on the course schedule. Be sure to read the material before you come to class.
- Quizzes: We will have a total of 10 quizzes to determine your comprehension of the reading material. Quizzes will be given periodically at the beginning of class. There will be no make-up quizzes.
- Exams: There will be two exams throughout the semester. Exams will cover lecture material, in-class activities, and chapter readings. Make-up exams will not be granted, unless you can provide written documentation verifying that your absence falls within the school’s excused absence policy. The final exam WILL cover material from previous exams. Both exams must be completed to pass this class.
- Reading Presentation: During the quarter you will work with a group to present an interactive overview of the assigned readings. You will want to present a brief overview of the material in your own words; please do not read the text! Examples explaining the central elements of the reading are also required (you may construct skits, create games or provide handouts to supplement your presentation. Be creative!) 10 – 15 minutes in length. You are also required to turn in an individual outline of your specific part of the presentation.
- Speeches: There will be three speeches: Cultural Narrative/Cultural Artifact Speech, Informative Speech, and Persuasive Speech. All three speeches must be presented with outlines to pass this class. Because this is a GE course, you must have a C to pass this class and a C- means that you need to repeat this course.
Cultural Narrative Speech:
This is a self-introductory speech that asks you to bring an object to class that represents an aspect of your culture. You are asked to speak to the class for 3-5 minutes
Informative Speech:
In this presentation, you will choose a topic of interest or expertise and spend 5-7 minutes “teaching” the rest of the class about the subject.
Persuasive Speech:
You are asked to choose a topic of interest and then attempt to persuade the class into action. You will be asked to follow a specific organization structure, utilize advanced research skills, and incorporate visual aids into a group presentation. Each student will speak for 7-9 minutes.
Written Assignments: Cultural Narrative Speech Outline, Informative Speech Outline, Persuasive Speech Outline, Reading Presentation Outline, Focus Paper (5-7 pages), All written assignments must be typed: double-spaced, 12 font size, Times New Roman or Ariel font, 1 inch margins, include sources, follow MLA or APA guidelines and be labeled (with Name, Title of the Paper, Course Title, Professor, Date, & Page Numbers). Cover Page and Work Cited pages do not count towards the 5-7 pages.
Evaluation
Final Grades will be assigned on the following scale:
A 93% – 100%
A - 90% – 92.9%
B + 87% – 89.9%
B 83% – 86.9%
B - 80% – 82.9%
C + 77% – 79.9%
C 73% – 76.9%
C - 70% – 72.9%
D + 67% – 69.9%
D 63% – 66.9%
D - 60% – 62.9%
F 59.9% or lower
Attendance & Participation 100 pts ___________
Quizzes 20 pts ___________
Reading Presentation 25 pts ___________
Presentation Outline 10 pts ___________
Cultural Narrative 100 pts ___________
Cultural Narrative Outline 15 pts ___________
Informative Speech 150 pts ___________
Informative Speech Outline 15 pts ___________
Persuasive Speech 200 pts ___________
Persuasive Speech Outline 15 pts ___________
Focus Paper 50 pts ___________
Midterm Exam 100 pts ___________
Final Exam 200 pts ___________
Total Possible Points 1000 pts
Tentative Class Schedule
REVISED SCHEDULE FOR NEW TEXTBOOK: ISPEAK 2006 BY NELSON
Tues. 06/23
Class Orientation/Overview, Review Syllabus,
Tues. 06/23
Class Orientation/Overview, Review Syllabus,
Introductions/Class Activity, Form Groups
HW: Read Chapters: 1 & 2
Thurs. 06/25
Discuss Chapters 1 & 2
HW: Read Chapters: 1 & 2
Thurs. 06/25
Discuss Chapters 1 & 2
Overview of Cultural Narrative Speech
HW: Read Chapter: Appendix A
Research and Choose Cultural Narrative Topic
HW: Read Chapter: Appendix A
Research and Choose Cultural Narrative Topic
Tues. 06/30
Discuss Appendix A
Discuss Appendix A
GROUP #1 READING PRESENTATION
DUE: Cultural Narrative Topic
HW: Read Chapter: 3 & 4
Work on Cultural Narrative Speech and Outline
Thurs. 07/02
Discuss Chapter 3& 4
HW: Read Chapter: 3 & 4
Work on Cultural Narrative Speech and Outline
Thurs. 07/02
Discuss Chapter 3& 4
GROUP #2 READING PRESENTATION
HW: Work on Cultural Narrative Speech and Outline
Tues. 07/07
CULTURAL NARRATIVE SPEECHES
Outlines due BEFORE you present
Thurs. 07/09
CULTURAL NARRATIVE SPEECHES
Outlines due BEFORE you present
HW: Work on Cultural Narrative Speech and Outline
Tues. 07/07
CULTURAL NARRATIVE SPEECHES
Outlines due BEFORE you present
Thurs. 07/09
CULTURAL NARRATIVE SPEECHES
Outlines due BEFORE you present
HW: Read Chapters 6 & 7
Tues. 07/14
Discuss Chapters 6 & 7
GROUP # 3 READING PRESENTATION
Thurs. 07/16
Midterm Review
HW: Study!
Tues. 07/21
MIDTERM EXAM
(Chapters: 1, 2, 3, 4, 6, 7 & A)
Tues. 07/14
Discuss Chapters 6 & 7
GROUP # 3 READING PRESENTATION
Thurs. 07/16
Midterm Review
HW: Study!
Tues. 07/21
MIDTERM EXAM
(Chapters: 1, 2, 3, 4, 6, 7 & A)
HW: Read Chapters 10 & 5
Thurs. 07/23
Discuss Chapters 10 & 5
Thurs. 07/23
Discuss Chapters 10 & 5
GROUP READING PRESENTATION #4
Overview of Informative Speech
HW: Read Chapter 8
Research and Choose Informative Topic
Tues. 07/28
Discuss Chapter 8
GROUP READING PRESENTATION #5
HW: Read Chapter 8
Research and Choose Informative Topic
Tues. 07/28
Discuss Chapter 8
GROUP READING PRESENTATION #5
DUE: Informative Speech Topic
HW: Read Chapter 9
Work on Informative Speech and Outline
Thurs. 07/30
Discuss Chapter 9
Work on Informative Speech and Outline
Thurs. 07/30
Discuss Chapter 9
GROUP #6 READING PRESENTATION
HW: Work on Informative Speech and Outline
Tues. 08/04
INFORMATIVE SPEECHES
Outlines due BEFORE you present
Thurs. 08/06
INFORMATIVE SPEECHES
Outlines due BEFORE you present
HW: Work on Informative Speech and Outline
Tues. 08/04
INFORMATIVE SPEECHES
Outlines due BEFORE you present
Thurs. 08/06
INFORMATIVE SPEECHES
Outlines due BEFORE you present
Overview Persuasive Speech
HW: Read Chapter 11
Research and Choose Persuasive Topic
Tues. 08/11
Discuss Chapter 11
Research and Choose Persuasive Topic
Tues. 08/11
Discuss Chapter 11
GROUP #7 READING PRESENTATION
DUE: Persuasive Speech Topic
HW: Read Chapter: 12
Work on Persuasive Speech and Outline
Thurs. 08/13
Discuss Chapter 12
HW: Read Chapter: 12
Work on Persuasive Speech and Outline
Thurs. 08/13
Discuss Chapter 12
GROUP # 8 READING PRESENTATION
HW: Work on Persuasive Speech and Outline
Tues. 08/18
PERSUASIVE SPEECHES
HW: Work on Persuasive Speech and Outline
Tues. 08/18
PERSUASIVE SPEECHES
Outlines due BEFORE you present
HW: Work on Focus Paper
Thurs. 08/20
PERSUASIVE SPEECHES
Outlines due BEFORE you present
HW: Work on Focus Paper
HW: Work on Focus Paper
Thurs. 08/20
PERSUASIVE SPEECHES
Outlines due BEFORE you present
HW: Work on Focus Paper
Tues. 08/25
PERSUASIVE SPEECHES
Outlines due BEFORE you present
HW: Work on Focus Paper
Thurs. 08/27
Final Exam Review
HW: Work on Focus Paper
Thurs. 08/27
Final Exam Review
DUE: Focus Paper
HW: Study!
FINALS WEEK: PLEASE CONSULT THE SCHEDULE OF CLASSES FOR EXACT DAY AND TIME
***Syllabus Tentative Class Schedule is subject to change at instructor’s discretion
HW: Study!
FINALS WEEK: PLEASE CONSULT THE SCHEDULE OF CLASSES FOR EXACT DAY AND TIME
***Syllabus Tentative Class Schedule is subject to change at instructor’s discretion
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