Communication Studies 1:
FUNDAMENTALS of PUBLIC SPEAKING
STUDENT
SYLLABUS
for
to Accompany the Text,
The Art of Public Speaking
Instructor: Joan Merriam
2
FUNDAMENTALS OF PUBLIC SPEAKING (Communication Studies 1)
~ Fall, 2013 ~
Sierra College Nevada County Campus: N6-206
Monday-Wednesday 9:30-10:50 AM
COURSE SYLLABUS
INSTRUCTOR:
Use this address when sending attachments!
Joan Merriam
e-mail: professorjoan@foothill.net OR jmerriam@sierracollege.edu
TEXTBOOK:
The Art of Public Speaking (11th Edition) - Lucas, Stephen E.
Textbook: ISBN 978-0-07-662687-8
E-book: ISBN 978-0-07-7428211
DIGITAL DOCS:
Lecture notes and PowerPoint slides are available digitally on my
professional website at www.joanmerriam.com as well as on Canvas
COURSE OUTCOMES:
This course is designed to enable you to:
 Diagram the process of oral communication as a basis for enhancing speech skills and
attitudes
 Select and research appropriate topics for a variety of speech assignments
 Determine the appropriate organizational structure for various speech assignments, and
write detailed outlines or manuscripts for all speeches
 Deliver speeches to classroom audiences, using a conversational approach and
employing appropriate verbal and nonverbal techniques
 Demonstrate communication skills
 Demonstrate critical and analytical listening skills
WHAT I EXPECT OF YOU:
ATTENDANCE & PARTICIPATION
In a class like this, attendance and participation go hand-in hand. Coming to class is crucial
for learning how to speak effectively! Everyone starts with 200 participation points. You are
entitled to THREE unexcused absences; beyond this, each missed class will cost you 20 points.
Anyone who falls below 100 points in this area may be dropped from the course.
If you’re ill or out of town, let me know so I can mark your absence as excused. It’s your
responsibility to sign the daily attendance roll!
RULES OF THE ROAD
WRITTEN WORK: You will lose one-half grade point for each class session the work is turned
in late without an excused absence. Assignments more than three sessions late will not be
accepted, and will receive an automatic “F.”
EXAMS: You will receive an “F” for non-attendance on the day of the exam unless you have
an excused absence.
SPEECHES: Reasons for an absence on the day of your speech must be very serious, and you
MUST let me know in advance. Otherwise, two full grade points will be deducted from your
speech grade.
NO TEXTING OR WEB-SURFING IN CLASS IS ALLOWED!
1
WHAT YOU CAN EXPECT OF ME:
OPEN ACADEMIC ATMOSPHERE
My goal is to provide an environment of mutual respect and tolerance in which free and
open exchange of ideas and opinions can take place. There are no “off-limits” questions or
subjects—although I expect everyone to stay within the bounds of decency and be respectful of
racial, ethnic, cultural, religious, and sexual diversity.
FAIR AND EQUITABLE GRADING PRACTICES
I do not grade students on test results alone, or use a grading “curve.” Your grade is based
on your speeches, completion of assignments, class participation, and exams. But be warned:
ANYONE WHO CHEATS ON AN EXAM, SUBMITS WORK THAT IS NOT HIS OR HER OWN,
OR PLAGIARIZES ALL OR PART OF AN ASSIGNMENT, WILL RECEIVE AN “F” ON THE
ASSIGNMENT AND MAY BE DROPPED FROM THE COURSE.
EMAILING ASSIGNMENTS
You may email me your written assignments if you wish, but I must receive them by
midnight on the due date. (This does not apply to outlines, which MUST be turned in before
you present your speech.) Emailed assignments will be graded and returned to you by email in
order to save paper.
DISABLED STUDENTS
Students with disabilities who need assistance or accommodation should advise me, and
make arrangements with Disabled Student Services as soon as possible.
POINT BREAKDOWN FOR GRADING (1,500 POINTS POSSIBLE):
Quizzes ....................................................................
Written critique of non-classroom speech ..........
Pre-speech proposals .............................................
Written self-evaluations ........................................
Introductory Speech ...............................................
Speech of Tribute ....................................................
Informative Speech ................................................
Persuasive Speech ..................................................
Participation & Attendance ..................................
150 points
150 points
100 points
200 points
50 points
75 points
250 points
325 points
200 points
(50 each x 3 = 150 total)
(50 each x 2 = 100 total)
(50 each x 4 = 200 total)
(automatic)
Extra credit speech critique: 100 points (MUST be cleared with me first)
Here are the total points you will need to earn the grade of your choice in the course:
A = 1350 - 1500 points (90-100% of total points)
B = 1200 - 1349 points (80-89% of total points)
C = 1050 - 1199 points (70-79% of total points)
2
CLASS SCHEDULE
DAY & DATE
DISCUSSION TOPIC OR ACTIVITY
Mon., Aug. 26
Orientation to the Class
Wed., Aug. 28
Your First Speech; Meeting with Your Partner
Mon., Sept. 2
Wed., Sept. 4
(subject to change)
Read Chapter 4
LABOR DAY HOLIDAY
Overview of Public Speaking
Mon., Sept. 9
--Read Chapter 1
Read pages 358-362
** INTRODUCTORY SPEECHES **
Wed., Sept. 11
FOR NEXT CLASS:
** finish INTRODUCTORY SPEECHES **
--Read Chapters 2 & 3
Mon., Sept. 16
Ethics; Being a Good Listener
Read Chapter 5
Wed., Sept. 18
Overview of the Tribute Speech ; Choosing Your Speech Topics
Read Chapter 10
Mon., Sept. 23
Quiz #1: Chapters 1 - 5
Introductions & Conclusions
Wed., Sept. 25
** SPEECHES of TRIBUTE **
Mon., Sept. 30
** SPEECHES of TRIBUTE **
----Read Chapter 14
Wed., Oct. 2
Visual and Other Presentation Aids
Read Chapter 7
Mon., Oct. 7
Researching Your Topics
Read Chapter 8
Wed., Oct. 9
Supporting Your Ideas
Read Chapter 15
Mon., Oct. 14
Informative Speaking
Quiz #2: Chapters 7, 8, 10, & 14
Read Chapter 16
Wed., Oct. 16
Persuasive Speaking
Read Chapter 9
Mon., Oct. 21
Organizing Your Speech
Read Chapter 11
Wed., Oct. 23
Outlining
Read Chapter 12
Mon., Oct. 28
Language
Read Chapter 13
Wed., Oct. 30
Delivering the Speech
Read Chapter 17
Mon., Nov. 4
The Elements of Persuasion
---
Wed., Nov. 6
Quiz #3: Chapters 12, 13, 15, & 16
Persuasive Topic Previews
---
Mon., Nov. 11
VETERAN’S DAY HOLIDAY
---
Wed., Nov. 13
** INFORMATIVE SPEECHES **
---
Mon., Nov. 18
** INFORMATIVE SPEECHES **
---
Wed., Nov. 20
** INFORMATIVE SPEECHES **
---
Mon., Nov. 25
Effective Evidence
Wed., Nov. 27
Audience Issues
Read Chapter 6
---
Mon., Dec. 2
** PERSUASIVE SPEECHES **
---
Wed., Dec. 4
** PERSUASIVE SPEECHES **
---
Mon., Dec. 9
** PERSUASIVE SPEECHES **
Wed., Dec. 11
** PERSUASIVE SPEECHES **
3
ORDER OF CHAPTER DISCUSSIONS
Chapter 4:
Giving Your First Speech
Chapter 15:
Speaking to Inform
Chapter 1:
Speaking in Public
Chapter 16:
Speaking to Persuade
Chapter 2:
Ethics and Public Speaking
Chapter 9:
Organizing the Body of the Speech
Chapter 3:
Listening
Chapter 11:
Outlining the Speech
Chapter 5:
Selecting a Topic and Purpose
Chapter 12:
Using Language
Chapter 10:
Beginning and Ending the Speech
Chapter 13:
Delivery
Chapter 14:
Visual Aids
Chapter 17:
Methods of Persuasion
Chapter 7:
Gathering Materials
Chapter 6:
Analyzing the Audience
Chapter 8:
Supporting Your Ideas
DATES and DEADLINES
September 9 & 11
Introductory Speeches
September 16
DUE DATE for Introductory Speech Self-evaluation
September 23
Quiz #1: Chapters 1 through 5
September 25 & 30
Speeches of Tribute (4-6 minutes)
October 7
DUE DATE for Tribute Speech Self-evaluation
October 14
Quiz #2: Chapters 7, 8, 10, and 14
October 14
DUE DATE for Informative Speech Proposal
October 21
DUE DATE for Persuasive Speech Proposal
November 6
DUE DATE for Non-classroom Speech Critique
November 6
Quiz #3: Chapters 12, 13, 15, and 16
November 13 - 20
Informative Speeches (5-7 minutes)
November 27
DUE DATE for Informative Speech Self-evaluation
December 2 -11
Persuasive Speeches (7-9 minutes)
December 16
DUE DATE for Persuasive Speech Self-evaluation
(must be emailed)
4
SPECIFIC SPEECH REQUIREMENTS
INTRODUCTORY SPEECH
Date Due:
Length:
Format:
Outline:
Points:
September 9 -11
2-3 minutes
You will meet with a partner to introduce them to your audience. Choose
something about the person that will help the class understand them as a
unique individual—focus on a key experience, interest, passion, etc. and
use it to illustrate who they are. (See page 13 of this syllabus for
guidelines)
Brief outline
50 (automatic, if you do the speech)
SPEECH of TRIBUTE
Date Due:
Length:
Format:
Outline:
Points:
September 25 & 30
4-5 minutes
Pays tribute to a person, creature, group, or institution of special
importance to you. See Chapter 18, page 358-362 for guidance.
Formal outline, turned in the day of your speech; no bibliography
75
INFORMATIVE SPEECH
Date Due:
Length:
Visual Aid:
Format:
Outline:
Points:
November 13 -20 (PROPOSAL DUE OCTOBER 14 )
5-7 minutes
At least one
Informs your audience about persons/animals, objects, processes, events,
or concepts. Choose a topic that is important to you, or one you want to
know more about; be sure to follow the guidelines for structuring the
speech covered in the text.
Formal outline, turned in the day of your speech, including a bibliography
with NO FEWER THAN FOUR REFERENCES.
250
PERSUASIVE SPEECH
Date Due:
Length:
Visual Aid:
Format:
Outline:
Points:
December 2 - 11 (PROPOSAL DUE OCTOBER 21 )
7-9 minutes
None required (but they may be helpful!)
Persuades your audience—this may be a speech to address the attitudes
and values of your listeners, to urge them to action, or to contend with
opposition (see text). Structure your speech using one of the designs
discussed in the text.
Formal outline, turned in the day of your speech, including identification
of your persuasive design and a bibliography with NO FEWER THAN
FIVE REFERENCES.
325
5
SPEECH PROPOSAL
 WHAT’S A SPEECH PROPOSAL?
A speech proposal is a very short (a paragraph or so) statement about what subject you
want to cover in your speech
 IS A PROPOSAL REQUIRED BEFORE EVERY SPEECH?
No! Proposals are required for ONLY the Informative and Persuasive speeches.
 WHEN IS THE PROPOSAL DUE?
Speech proposals are due approximately one month prior to your informative and
persuasive speeches—see the schedule for specific dates.
 WHAT’S IN THE PROPOSAL?
Your proposal can be a rough outline or in written form. Whichever format you choose,
your proposal must include the following information:
1.
The subject of your speech
2.
A summary of your basic idea, with enough detail for me to be able to tell
whether you have enough depth and breadth of information to make for a good
speech…or whether you have too much!
3.
An idea of what you could use as visual aids (if required)
4.
An idea of where you think you might find your information (personal
knowledge…interviews…newspaper articles…documentary broadcast… Internet
site…etc.)
Proposals WILL BE graded, so if you fail to turn them in
on time, you will lose 50 points.
6
SPEECH WRITTEN REQUIREMENTS
On the day of your speech, turn in your formal outline, which must include the
following (review the sample format on the reverse, and the sample outlines in the text):
YOUR NAME:
TYPE OF SPEECH & SPEECH TITLE: Informative, Persuasive, etc.
TOPIC or TITLE: What the speech is about
SPECIFIC PURPOSE: For instance… “To inform the audience about
”;
“To convince the audience to
”; “To persuade the audience that
”; etc.
CENTRAL IDEA: A statement of what you plan to present
WRITTEN INTRODUCTION AND CONCLUSION: Review the examples of effective
introductions and conclusions in the text.
FORMAL OUTLINE: Review the outline format on the reverse, and in the text.
BIBLIOGRAPHY: You must include the required number of sources for your information.
Bibliographies must be in MLA format, and can include printed, published, or online
sources, or the spoken account or commentary from an authority or expert you saw
or heard on TV, film, radio, a public appearance, or whom you interviewed.
Note on Bibliographies: You cannot use yourself as your ONLY source…although
you may be one source if you have personal experience with or knowledge of the
subject.
YOU WILL
NOT
BE ALLOWED
TO PRESENT YOUR SPEECH
IF YOU DO NOT SUBMIT YOUR OUTLINE!
That means you cannot give your speech on the scheduled day…
and THAT means
YOU WILL LOSE TWO FULL GRADE-POINTS
ON YOUR SPEECH!
(Over for Sample Outline …)
7
SAMPLE SPEECH OUTLINE
John Smith
C.S 1: Monday-Wednesday
Informative Speech: “American’s Most Popular Dog Breeds”
Specific Purpose: To inform my audience about the most popular dog breeds in the U.S.
Central Idea: Today’s most popular dog breeds in America range in size from the German
Shepherd to the Yorkie…in temperament from the dominant and assertive to
the laid-back… and include dogs used for security to those that could best be
categorized as “lap dogs.”
INTRODUCTION
He is considered among the most dangerous creatures of his kind in the world. He can take
down smaller creatures with a single bite of his menacing jaws, and is powerful enough to
knock down a typical NFL lineman in one fell swoop. Yet in thousands of American homes,
he is considered a trustworthy member of the family, no more feared than house-fly. He is
the German Shepherd dog, and he’s ranked among America’s most popular dog breeds for
the last several decades.
OUTLINE
I.
II.
Top breeds historically
A. 1800s
1. English Setter
2. Saint Bernard
B. Early to mid-1900s
1. Collie
2. Boston Terrier
3. German Shepherd
4. Cocker Spaniel
C. 1950s through 1999
1. Beagle
2. Poodle
3. Labrador Retriever
Today’s Top 10 Breeds in the U.S.
A. Labrador Retriever
B. German Shepherd
This is a VERY brief example
of the outline for this speech.
Yours will be longer, and have
much more detail under each
point.
An outline needs to include
ALL the speech’s relevant
details, so that someone
reading it has a complete
picture of what’s in the speech.
8
III.
C. Yorkshire Terrier
D. Golden Retriever
E. Beagle
F. Boxer
G. Bulldog
H. Dachshund
I. Poodle
J. Shih Tzu
Breed characteristics
A. ……………
B. ……………
C. ……………
CONCLUSION
Of course, not everyone is a “dog person.” Not everyone lives where they can have a dog,
nor can everyone afford a dog. But there’s a reason that dogs have been our human
companions and protectors for tens of thousands of years, long before anyone worried
about things like muggers or terrorists or even whether you’re more likely to pick up a
possible date if you have a dog by your side when you’re out walking. Unlike our cavedwelling ancestors, today we can choose among dozens of breeds of dogs that fit our
lifestyles, our living situations, and our individual personalities. Love them or not, dogs are
clearly part of the American way of life, and will remain so into the foreseeable future.
BIBLIOGRAPHY
1. “AKC Dog Registration Statistics.” American Kennel Club. 2011. March 12, 2012.
www.akc.org/reg/dogreg_stats.cfm.
2. McGraw, Seamus. “Which Breed is America’s Top Dog?” Today: MSNBC. January 26,
2011. http://today.msnbc.msn.com/id/41249142/ns/todaytoday_pets_and_animals/t/which-breed-americas-top-dog/#.Tswc-7LNkqM.
3. Coren, Stanley. “The Gender Divide.” Modern Dog Winter, 2011: 24-25.
[consult the syllabus for required number of sources; MUST be in proper MLA bibliographic format]
9
SPEECH SELF-EVALUATION:
GUIDELINES & REQUIREMENTS
You are required to submit a self-evaluation of each of your speeches, analyzing your
presentation’s strengths and weaknesses.
1. First and foremost, this means that….
YOU MUST A RECORDING DEVICE (a phone or camera) WITH YOU
ON THE DAY OF EACH SPEECH
The classroom is also equipped with cameras and a videotape recorder if you have no
personal recording device—please bring your own video cassette!
2. Please save your recorded speeches…this gives you the opportunity to look back and
see your improvement.
3. LENGTH: Your self-evaluation should be TWO FULL typewritten pages (double-spaced)
in PARAGRAPH format (not bullet-points!)
4. GUIDELINES: Be sure to address the following issues, although feel free to include
anything that you notice or recall about your presentation:
 Preparation (Were you as prepared as you would like to have been? Did you
rehearse enough?)
 Nervousness (Did you notice obvious signs of nervousness or stage fright? Or were
you surprised that your nervousness didn’t show, even though you could feel it?)
 Eye contact (How did you do on maintaining eye contact with your listeners?)
 Vocal characteristics (Did you notice problems in your speaking voice? How was your
volume? Expressiveness? Vocal variety? Articulation? Rate of speech?)
 Language and word choice (Did you catch yourself “umm”ing or “uhh”ing or using
slang or some other expression throughout the speech? Did you remember to explain
any words or terms that your audience might be unfamiliar with?)
 Body language and gestures (Did you appear natural and relaxed, or stiff and
uncomfortable? Were you comfortable using gestures? Did you notice anything
distracting about your body or hand movements?)
 Visual aids (How do you feel about the way you handled your visual aids? Were they
effective and helpful, or could something have worked better?)
 Introduction and conclusion (Did you start and end on a strong note? In what ways?)
SELF-EVALUATIONS ARE DUE
ON THE DATES PRINTED IN THE
“DATES & DEADLINES” SECTION, PAGE 4
10
NON-CLASSROOM SPEECH CRITIQUE
All students are required to evaluate one LIVE (that is, not recorded) speech during the
semester, and to turn in a written critique of the presentation.
The speech may be of any type—informative, persuasive, how-to, etc.—and may be on
any subject. The presenter need not be a “professional” speaker, but the speech must be one
which is prepared (as opposed to impromptu) and delivered to a live audience.
You may NOT critique one of your fellow students in this class or one of your regular
professors…although if a class has a guest speaker, that would be acceptable. Here are a
few examples to get you thinking:

Speech by someone running for office

Retirement speech

State-of-the-State or State-of-theUnion speech

Presentation to a civic or community
organization

Closing or opening argument in a
court trial

Sales presentation

Funeral or memorial service eulogy

Talk at a conference or seminar

Public lecture

Religious sermon or homily

Commencement address

Speech by someone being honored or
recognized

Speech at a Toastmaster’s Club
meeting

Staff meeting where someone is giving a
prepared presentation
The speech must be at least 8 minutes long, and preferably no longer than 30 minutes
(beyond that, the job of evaluating gets very tough).
You MUST watch the speech as a part of the audience. (In other words, you cannot
watch a tape of Martin Luther King’s “I Have A Dream” speech, and critique that.)
11
GUIDELINES FOR SPEECH CRITIQUE
Critiques must be typed, double-spaced, on plain white bond. Be sure to include your
name and the class title and day/time. Critiques are to be a minimum of THREE FULL
PAGES long IN PARAGRAPH FORMAT (do NOT use a bulleted list!) and will be graded
for clarity, grammar, punctuation, and spelling, in addition to content. The critique must
include the following information:






The name (and title or position, if applicable) of the speaker
The date, time, and place of the speech
If possible, the audience makeup and approximate number
The length of the speech
The speech’s main points
A detailed evaluation of the speech, addressing each of these issues:
LENGTH
- Was the speech too long? Too short? Just about right? Explain.
INTRODUCTION & CONCLUSION
- Were the introduction and conclusion effective and memorable? Explain.
ORGANIZATION
- How was the speech organized (chronological, causal, etc.)?
- Was the organization logical and clear? Could you follow the speaker’s main
points and assertions? Explain.
SUPPORT & EVIDENCE
- What kinds of evidence and supporting materials did the speaker use?
- Was this information adequate, clear, and credible? Explain.
VISUAL AIDS
- What kinds of visual aids (if any) did the speaker use?
- How did the speaker handle the visuals? Were they clear, understandable, and
useful? Explain.
DELIVERY
- How did you feel about the speaker’s style of delivery?
- Was the speaker natural and spontaneous?
- Describe the speaker’s eye contact, body language & gestures, and the
presence of any distracting mannerisms.
- How did you feel about the speaker’s rate of speech, volume, tone, and
articulation and pronunciation?
LANGUAGE
- Did the speaker use language effectively, vividly and accurately? Explain.
- Did the speech contain unexplained or unfamiliar jargon or techno-babble,
clutter, abstractions, or potentially offensive references or word usage?
12
(see page 15 for sample)
1.
Talk to your partner about who they are: Why is he/she
the way they are? What was their life like growing up?
What do they consider to be the most important thing(s) in
their life? What are their dreams… goals…aspirations?
What was the most important or memorable event in their
life? What do they love? What do they dislike? What
makes them UNIQUE from everyone else?
2.
Then…decide what you want to say
3.
Then…develop a preparation outline:
 determine your main points
** how will you arrange your ideas?
** what kind of information will you use to illustrate your
points?
 prepare your introduction
** gain your listeners’ attention
** preview your message
 prepare your conclusion
** summarize
** end with a bang, not a whimper
4.
Then…prepare the notes you’ll use when giving your
speech
5.
Finally…practice, practice, PRACTICE!
13
14
SAMPLE INTRODUCTORY SPEECH
“Her Life From Toe to Head”
Today I’m here to introduce you to Allie and her life, from toe to head—starting with
the toes.
She has ten of them. In July 1985, her parents gave birth to a happy, healthy, blueeyed girl with ten toes and ten fingers. Unfortunately, she was born with two left feet.
Although all her toes were in their correct places, her right foot curved the wrong way. So
she had two left feet, and the doctors were stumped, and so they put a tiny plaster cast on
her right foot in order to reshape it.
Allie spent the first two months of her life with a cast on her foot, while her mother
spent time explaining why her precious baby was already in a cast. Well, now she realizes
how lucky she is to have normal feet. She played eight years of hockey, three years of
tennis, and two years of volleyball. She loves to dance and jog and buy shoes. Try doing
those things with two left feet!
Next are Allie’s legs. As you can see, she’s very tall. When a six-foot-seven-inch man
marries a five-foot-ten-inch woman, they tend to create tall children. And she confesses
that it isn’t easy growing up taller than all of your friends, and taller than most boys too.
Allie’s height taught her a lot. For a while, she was self-conscious and thought she
stuck out and was different from everyone else. But then she learned to love her height,
the attention she got because of it, and the fact that she was unique. And her height has
taught her to be comfortable with herself and her appearance.
Finally, moving up to the head—the most important part. Allie says she has a good
head on her shoulders. You may notice the hair, which she had highlighted. Last summer
she worked as a receptionist at a local hair salon, but she says it was more an experience
than a job. She learned a lot about life and responsibility, as well as what can happen when
ten people—mostly middle-aged women—work in close quarters with each other.
So now you’ve all met Allie, from toe to head. She’s an active, fun-loving, proud, and
motivated person who is ready to take on the world. Being a freshman in college is a new
experience, but she’s sure that all six feet of her will be successful!
15
SAMPLE SPEECH OF TRIBUTE
“My Grandfather”
Every day, people are born and people die. Human beings come into this world and
leave it—most without their names being immortalized in any history books. Millions of
people have lived and worked and loved and died without making any great claims to fame
or fortune.
But they aren’t forgotten—not by their friends, not by their families. And some of these
people, some very special people, are not forgotten even by those who hardly knew them.
My grandfather was one of these very special people.
What made him so special? Why is he remembered not only by friends and family but
even by casual acquaintances? Very simply, because he was the essence of love. More than
that, he was the essence of what I think of as “active” love. Just as his heart was not empty,
his words were not empty.
He didn’t just speak of compassion. During the Great Depression he took homeless
people off the street into his home when they needed a place to sleep. He gave them food
when they needed something to eat. And though he wasn’t a rich man by any means, he
gave them money when they had none. Those people off the street will remember the man
who had enough love in his heart to share with them all that he had.
He didn’t just speak of tolerance. During the 1960s, when his peers were condemning
those “long-haired hippies,” I can remember riding in the car with my grandfather, picking up
dozens and dozens of those “long-haired hippies” who were hitchhiking, and going miles out
of our way to give them a ride somewhere. Those men and women will remember the man
who had enough love in his heart to bridge the gap between his world and theirs and to
practice the spirit of brotherhood.
And he didn’t just speak of courage. He proved his courage time and time again. He
proved it to a little girl who was trapped in the basement of a burning building. He pulled
her out of the flames and gave her back her life. And that little girl, now a grown woman,
will remember the man who had enough love in his heart to risk his life for a person he
didn’t even know.
He also proved his courage, in a more personal way, to his family. In 1966 he was told
he had leukemia and only a year to live. He immediately started chemotherapy treatment,
and I don’t know which is worse—the effects of the disease or the effects of those
treatments. In the ensuing year we saw his hair fall out, we saw his skin turn a pasty shade
of gray, and we saw him lose so much weight that he seemed to shrivel up into half the size
he had been. We didn’t want to see him go out that way.
And we didn’t. He fought that disease with all his strength and all his courage. And
despite the pain he endured, he never complained. I think about him when I catch myself
complaining about my “tons of homework” or a “terrible headache,” and suddenly that
homework or that headache doesn’t seem so terrible after all.
He lived through that first year, and he lived through eight more. And that disease
never stopped him from working, and it never stopped him from caring. All through those
years of suffering, he continued to show compassion and tolerance and courage.
He died in 1975. And though he left this world without ever making the pages of a
history book, he still left the world a great deal. He left to the people who knew him a spirit
to exemplify life—a spirit of unconditional, selfless, and truly inspiring love.
16
SAMPLE INFORMATIVE SPEECH
“Feng Shui”
It’s move-in day. While most everyone is rushing about carrying boxes, computers,
TVs, and stereos to make their dorm rooms feel a little more like home, my mom is
carrying—wind chimes. Don’t wind chimes belong outside? In a garden? On a patio?
Anywhere but a dorm room? My mom had strategically placed them so that each time I
opened the door, it would swing into them. It was all because of feng shui.
According to Simon Brown, author of Practical Feng Shui, feng shui, which literally
means wind and water, “is the art of designing your home to promote success in life,
health, wealth and happiness.” Feng shui originated in China over 4,000 years ago and is
still practiced throughout the world today.
While it may seem like only ancient Chinese philosophers can master this art, even
college students like us can learn simple techniques for improving the flow of energy in
our dorm rooms, homes, or apartments. With my mom’s enthusiasm behind me, I decided
to research this topic some more on my own. First I’ll explain a bit more about what feng
shui is and then give you some tips on putting this ancient art into practice.
As I mentioned in my introduction, the ancient Chinese art of feng shui is a method
of maximizing energy flow by manipulating your environment. Pam Kai Tollefson,
director of Feng Shui Design, believes that feng shui changes and harmonizes the
environment. There are many components of feng shui, the most important of which is
chi. According to Sarah Rossbach, author of the book Feng Shui: The Chinese Art of
Placement, chi is defined as the energy flow that connects all things, and it has a profound
impact on our lives. Simon Brown describes chi as carrying thoughts, ideas, emotions,
dreams, and energy from the environment. Practitioners of feng shui maintain that chi can
move through air, people, buildings, windows, and doors. The flow of chi is the basis of
feng shui.
The aim of feng shui is to improve your chi, which is accomplished by altering your
surroundings. There is good and bad chi that flows throughout buildings such as this one.
For example, the sharp corners on this lectern create negative chi because sharp corners
cause chi to swirl, creating confusion or illness. Another problem in this room is that there
are no windows. Sunlight is crucial because it’s the main medium that keeps chi moving.
According to its followers, feng shui has many benefits once a home or office is
arranged according to the principles of feng shui. Decreased stress and a better night’s
sleep are one advantage of feng shui. Improved health, motivation, relaxation, love, and
romance can even occur. Feng shui helps create more harmonious family relationships.
Overall, it can help you feel more in control and might even win you fame and respect.
Nancilee Wydra, author of the book Feng Shui: 150 Simple Solutions for Health and
Happiness in Your Home or Office, believes that feng shui is beneficial in the workplace as
well. Balanced chi creates a good start to a new career and a growing business, while
evenly circulated chi throughout the body can help you become more assertive in the
workplace.
Now that we’ve taken a look at what feng shui is, let’s put this newfound knowledge
into practice. To illustrate, we’ll look at how feng shui works in a typical dorm room. Since
17
we don’t have control over the actual structure of our dorm rooms, we’re forced to work
with what we have.
Let’s start with the ideal floor covering. Winifred Gallagher, in The Power of Place, says
that soft materials slow chi energy and create a relaxing atmosphere. Few dorm rooms are
carpeted, so make sure to cover your floor with a soft, fitted carpet.
Next, we’ll look at the placement of your bed in your dorm room. In Practical Feng
Shui, Simon Brown claims that “the direction you sleep in affects your whole life as well as
how well you sleep.” Feng shui recommends having the head of the bed face east because
it’s good for career building, ambition, getting things done, and ideal for growth. Or, if
you’re having trouble sleeping, try having the head of the bed face the north. This will
enhance feelings of peace, tranquility, and spirituality. No matter what direction the head
of your bed faces, make sure you can see the door and the window from your bed.
Once it’s located in the ideal position, make sure to cover your bed with cotton, linen,
or silk sheets to create a harmonious flow. Synthetic materials have a negative effect on
chi. Finally, keep your curtains tightly closed at night to slow the flow of chi energy
through your window.
Now that we’ve looked at the possibilities with what’s already in your dorm room,
let’s see what we can add to enhance the already flowing chi.
For starters, try adding a wide mirror on one end of your dorm room to reflect the
energy across the entire room. Most dorms provide harsh, electric lighting. To soften this
light, bring in lamps with shades.
You can also add simple elements to enhance the flow of chi. Plants are always a
good addition to a room because of their soothing effect. As my mom insisted, try placing
wind chimes next to your door so they sound every time you open it. Lurrae Lupone,
author of Feng Shui: Therapy for the New Millennium, says that wind chimes cleanse and
purify the chi energy already in your room.
In addition to hanging wind chimes near your door, you can hang crystals such as
this one in a window. The crystals bring energy from the outside environment into your
dorm room. Adding water, such as a bowl of water or a fish tank, can also bring fresh chi
energy into the room. If you place a bowl of water in your room, place it in the east or the
southeast and refill it every day. According to advocates of feng shui, the water element
can help you attain your goals and might even help you study for those midterms.
Finally, for those of you who tend to be a bit messy, beware. Untidiness slows the
flow of chi energy. Make sure to store everything in cupboards or storage areas, and
remember to stay organized.
In the last few minutes, we have taken a look at one of China’s most time-honored
traditions. We’ve seen what feng shui is and then put this ancient art into practice.
Although we looked at how feng shui works in a typical dorm room, you can apply the
principles of feng shui to your home, office, or apartment.
Now as I walk into my dorm room, I no longer cringe at those wind chimes’ loud
clanging or avoid touching them at all costs. Instead, I swing the door right into them and
smile. It may be noisy, but it sure is good chi.
18
SAMPLE PERSUASIVE SPEECH
“Responsible Drinking”
“This Bud’s for you.” “Buy that man a Miller.” “It’s the right beer now.” The
message you get from beer companies is that you deserve that ice-cold beer when you’re
having a good time.
On the other hand, you hear, “Drinking and driving can kill a friendship” and
“Friends don’t let friends drive drunk.” You easily get the impression that it’s no problem
to drink to excess as long as you don’t drive. But I’ve seen students who didn’t drive get
carried out of parties on stretchers because they drank until they passed out. I’ve had to
put friends in cabs or have them stay over at my home because they drank too much to be
able to make it home safely.
As a student, I’ve seen firsthand that drinking too much is a problem and my
research shows that it’s a growing problem on college campuses. Tonight, I will tell you of
the serious problem of excessive drinking by college students. I’ll discuss some causes and
I’ll propose a solution.
Let’s first examine the problem when college students drink to excess. From my inclass survey, I learned that eleven of you agree that excessive drinking by college students
causes serious problems for the college, while only four of you are either undecided or
disagree. We’re probably all aware of the dangers of drinking and driving, and we’re
becoming increasingly aware of the role of alcohol in acquaintance rape, but let’s turn to
some problems you may not have thought about.
First, students may use a community’s medical resources if they drink too much.
According to an article published in Newsweek, the number of students from Boston
University hospitalized for alcohol-related illnesses doubled this year.
In addition to causing problems for the community, students may cause problems for
themselves if they drink too much. We may skip class, work, or studying due to a
hangover. Now you might be thinking, what’s a skipped class here and there? Well, it
adds up. According to the Office for Substance Abuse Prevention in Washington, D. C.,
alcohol is a factor in 21% of all college dropouts.
Next, students who drink to excess sometimes injure themselves or others. My survey
showed that eight of you have had an alcohol-related injury or you know someone who
has. Much more tragic are student deaths caused by alcohol. In February of this year, a
student who’d been drinking heavily at a campus party at Princeton University climbed
on top of a train that was stopped at the station, and was electrocuted when he touched
the train’s live wire.
According to the Office for Substance Abuse Prevention, alcohol is the leading cause
of death among young adults. Furthermore, of college students currently enrolled in the
United States, more than 240,000 will eventually lose their lives to alcohol. Two hundred
and forty thousand—that’s the current student population of this university, six times
over.
Now that we’ve seen how drinking too much is a serious problem for students and
their communities, let’s look at some causes. Of course, there are many general causes—
from the glorification of drinking that we see in the media, to the tradition of drinking
19
heavily as a rite of passage. But I’d like to discuss some causes that are more specific to
college life.
College has many activities that are alcohol-centered. Many parties have drinking as
a main event or feature drinking games, and we all know the purpose of a bar located
within walking distance of a campus is for people to purchase and to consume alcohol. If
alcohol is the thrust of the activity, then most people who attend that activity will drink,
and no one is setting limits as to how much they should drink. All around the country,
Spring Break has become such an alcohol-centered activity that the Surgeon General said,
“Spring Break used to be where the boys are.Now, it’s where the booze is.”
In addition to alcohol-centered activities, social pressure is a cause. I remember well
my initiation into an eating club at Princeton University when I first started in college.
Most of my friends were getting initiated that night as well, and we got the message
clearly—from each other and from the club—that if we wanted to make it into the club
that night, we would have to drink, and drink heavily. Everyone I knew drank a great deal
that night. Many of you have also experienced social pressure: I found from my survey
that nine of you feel that social pressure has an impact on the amount you drink.
Now that we’ve seen how social pressure and alcohol-centered activities can lead to
excessive student drinking, I’d like to discuss solutions that address these causes. These
are simple solutions that are within your power to use right away.
First, you can choose fun activities that are not alcohol-centered. For a friend’s
twenty-first birthday, rather than just taking them out for drinks, take them shopping for a
special gift. You can go for walks, go to sporting events, or go for bicycle rides to see the
view of the city rather than just the view from the bar. You can choose parties and clubs
that are alcohol-free. You may say, “Nobody wants to go to activities that don’t involve
alcohol,” but this year the Wisconsin Union Directorate offered students a chance to help
the poor in Florida, North Carolina, and Texas as an alternative to Spring Break. There
were only 40 positions available, but over 120 people applied.
Choosing activities is important, but the choice not to drink too much is equally
important. So if you attend activities that do involve alcohol, make a decision before the
event that you will not drink too much. You can use the buddy system and say to a friend,
“Tonight at the party I’ve decided only to have three drinks. If you help me maintain my
limit, I’ll help you maintain your limit.”
In social situations where there is a lot of pressure to constantly have a drink in your
hand, you can alternate an alcoholic drink with a non-alcoholic drink. For instance, I like
to drink rum and coke, so what I’ll do is I’ll have one rum and coke and then for my next
drink I’ll ask the bartender to fill that same glass with just Coca-Cola. I can easily maintain
my limit, and no one else at the party needs to know that I’m not always consuming
alcohol. If we recognize that social pressure is a factor in our drinking, we can use it to our
advantage to help us drink responsibly.
Tonight we’ve learned about the serious problem of excessive drinking by college
students and some of its causes, and I do hope you realize that solutions are within your
power. Please don’t think I’m against alcohol, but I am advocating responsible use of the
drug—and we must recognize alcohol’s power as a drug.
Let’s go beyond “Friends don’t let friends drive drunk” to “Friends don’t let friends
get drunk.” Be a good friend to the most important person of all—yourself—and if you
choose to drink, please don’t drink to excess.
20
Speech
“Topic Finder”
and
Helpful Hints
TOPIC FINDER
Keep in mind that there is no limit to the number of potential speech topics—the ones listed on
these pages are meant to stimulate your creativity, not limit it. Many of these topics are very
broad and will need to be narrowed in order to fit the specific assignment and the time allotted
for the speech.
A
Abortion
Acupuncture
ADHD
Adoption
Advertising
AIDS
Air pollution
Alcoholism
Allergies
Alternative energy
Alternative fuel
vehicles
Alzheimer’s disease
Amish
Animal rights
Anthony, Susan B.
Antibiotics
Aromatherapy
Atheists
Asteroids
Autism
Automobiles
B
Ballet
Baseball
Beatles
Bees
Bicycle racing
Bilingual education
Bill of Rights
Birth control
Black holes
Blood donation
Boxing
Breast cancer
Buddhism
Buffalo
Bullfighting
Butterflies
C
Diabetes
Dickens, Charles
Dickenson, Emily
Diet drugs
Discrimination
Disneyland
Diversity
Divorce
Dogs
Domestic violence
Down’s Syndrome
Dracula
Drugs
Drunk driving
Dylan, Bob
Dyslexia
Caffeine
Cambodia
Campaign finance
laws
Camping
Canada
Canoeing
Cancer
Capital punishment
Cartoons
Cats
Censorship
Chavez, Cesar
Chemical weapons
Chewing tobacco
Child abuse
Chinese New Year
Chocolate
Cinco de Mayo
Civil rights
Climate change
Cloning
Cocaine
Coffee
Comets
Computers
Consumer
protection
Coral reefs
Crazy Horse, Chief
Creationism
Crime prevention
Cults
E
E. coli bacteria
Earhart, Amelia
Earthquakes
Eating disorders
Eclipses
Ecstasy (the drug)
Edison, Thomas
Einstein, Albert
Elderly drivers
Electoral college
Embryonic stem cell
research
Emotional
intelligence
Endangered species
Energy conservation
Environmental issues
Epilepsy
Eskimos
Euthanasia
Evolution
Extrasensory
perception
D
Dalai Lama
Date rape
Dead Sea Scrolls
Death penalty
Democracy
Dentistry
Depression
Día de los Muertos
F
21
Famine
Fast food
Fatherhood
Feminism
Feng Shui
Fertility drugs
Fetal alcohol
syndrome
Fire protection
Floods
Food additives
Food safety
Football
Forest fires
Fossils
Freud, Sigmund
Frogs
G
Galápagos Islands
Gandhi, Mahatma
Gambling
Gangs
Gasoline
Gay rights
Genealogy
Genetic engineering
Geronimo
Gettysburg
Ghosts
Glaciers
Global warming
God, existence of
Golden Gate Bridge
Golden retrievers
Grand Canyon
Grizzly bears
Gulf War
Guide dogs
Gun control
H
Habitat for
Humanity
Halley’s Comet
Halloween
Handicapped
Hate crimes
Hawaii
Headaches
Health issues
Health foods
Heart disease
Heroin
Hiking
Hindenburg
Hip hop
Hiroshima
Holistic medicine
Holocaust
Homelessness
Home schooling
Homosexuality
Horror movies
Horse racing
Hospice
Human rights
Hurricanes
Hypnosis
I
Ice Age
Icebergs
Identity theft
Illiteracy
Immigration
India
Infant mortality
In vitro fertilization
Incest
Insomnia
Insanity plea
Iran
Iraq
Islam
Israel
Ivory
J
Jack the Ripper
Jaguars
Jazz
Jefferson, Thomas
Jekyll and Hyde
Jellyfish
Jerusalem
Jihad
Joan of Arc
Judaism
Jurassic Period
Juvenile delinquency
Massage
Medical marijuana
Medicine
Meditation
Mental illness
Methamphetamine
Microsoft
Middle East
Military
Missing children
Moon
Motorcycles
Mountain lions
Movie violence
Movies
Multiple Sclerosis
Music
K
Kaleidoscopes
Kangaroos
Karate
Kayaking
Keller, Helen
Kennedy, John F.
Kentucky Derby
Kickboxing
Killer whales
King Kong
Kleptomania
Koala bears
Koran
Korea
Ku Klux Klan
N
NAACP
National health care
Native Americans
Near-death
experience
Neo-Nazis
Nicotine
Nightmares
Noah’s Ark
Nobel Prize
Nonfat foods
Nuclear power
Nuclear weapons
Nutrition
L
Labrador retrievers
Ladybugs
Lake Tahoe
Land mines
Laser surgery
Laughter
Lead poisoning
Learning disabilities
Leeches
Leprechauns
Lewis and Clark
Life after death
Llamas
Loch Ness Monster
Logging
Lottery
O
Obesity
Obsessive-compulsive
disorder
Oceans
Offshore drilling
O’Keefe, Georgia
Oklahoma City
bombing
Oil spills
Olympic games
Opium
Oregon Trail
Organ donation
Organic gardening
Organized crime
Osteoporosis
Ouija boards
M
Mafia
Malcolm X
Mandela, Nelson
Mardi Gras
Marriage
Martial arts
22
Ovarian cancer
Ozone depletion
P
Paintball
Palestine
Pandas
Patients’ rights
Pesticide use
Pet overpopulation
Photography
Physical fitness
Picasso, Pablo
Pirates
Plastic surgery
Polar bears
Police
Politicians
Pornography
Poverty
Prayer in schools
Pregnancy
Prisoners’ rights
Prisons
Pro-choice
Pro-life
Prostate cancer
Prostitution
Pulitzer Prize
Puppy mills
Q-R
Quakers
Quebec
Rabies
Racial [in]tolerance
Rain forest
Rape
Reality television
Recycling
Red Cross
Reincarnation
Religious freedom
Road rage
Rock & roll
Rock climbing
ROTC
Runaways
Running
S
Salem witch trials
Salmon
Same-sex marriage
Saudi Arabia
Schizophrenia
School vouchers
September 11
Sex education
Sexism
Sexual violence
Sharks
Shoplifting
SIDS
Sierra Nevada
mountains
Single parents
Sixties (1960’s)
Skiing
Skydiving
Smoking
Soccer
Solar energy
Space exploration
Spiders
Standardized testing
Steroid use
Stress
Stock market
Suicide
Surfing
Sushi
T
Tanning salons
Tattoos
Taxes
Tea
Teenage drinking
Teenage pregnancy
Television
Television violence
Tennis
Terrorism
Thunderstorms
Tibet
Tornadoes
Tower of London
Toxic waste
Traffic problems
Travel
Tropical rain forest
Tsunamis
Twins
Typhoid fever
Zoning laws
Zoos
Zorro
U-V
UFOs
Ultraviolet radiation
Underground
Railroad
Unemployment
United Farm
Workers
United Nations
Vandalism
Van Gogh, Vincent
Vegetarianism
Venereal disease
Victims’ rights
Video games
Violence
Viruses
Vitamins
Voting
W
Walking
War
War crimes
Water pollution
Water skiing
Weather forecasting
Weightlifting
Werewolves
West Nile Virus
Whales
White-water rafting
Wildlife conservation
Wine
Witchcraft
Women’s rights
World Trade Center
Wounded Knee
X–Y-Z
X-rays
Yard sales
Year-round school
Yellowstone Park
YMCA
Yom Kippur
Yosemite
Youth culture
Zodiac
23
Fear becomes a problem when we do (or don’t do) something to try to avoid feeling it. But when
we consciously work with fear, we can actually harness its energy to our advantage. Here are 8
ways to do it.
1. Learn to identify subtle signs of fear. It’s easy to identify fear when we’re about to pass
out or throw up or run screaming from the room. But fear has many subtler faces that can be
hard to identify. If you’re over-performing, underperforming, or avoiding it altogether,
chances are fear’s the reason. Maybe the reason you keep endlessly revising your speech is
really the result of fear. Or maybe the reason you can’t find time to start researching or
practicing the speech is because of fear.
2. Focus on process instead of results. Fear tends to be focused on projected outcomes,
which we cannot control. So, why not use fear as a signal to turn your attention to processes
instead? When you give your attention to following through on the goal of deciding on a
topic, doing your research, or polishing your performance, you’re creating a forward motion
that makes it harder for fear to hold you back.
3. Put perfectionism in its place. Many of us have this idea that we need to be perfect when
we do something. Instead, try thinking of your speeches as similar to your fingerprints: each
one is a unique pattern that is exclusively yours—not good or bad or better or worse than
anyone else’s. Rather than setting “perfect” as a goal, try setting your sights on “finished,”
and see if that gives you the peace you need to move forward.
4. Retrain your bad habits bit by bit. If you find yourself avoiding getting started on
researching your speech topic—or revising it over and over and over again because you just
can’t tell when it’s “finished enough”—maybe the answer is to set some limits with yourself.
Tell yourself you’ll work on the speech for 10 minutes, and then go do something else.
Whatever happens, happens…and then you’re excused. Decide when you’ll come back to it
again, and make yourself stick to it. Then put in another 10 minutes, and stop again. The
point is to find your own way to accept and then move through your resistance, and re-train
yourself.
5. Do what scares you because it scares you. What is it about public speaking that scares
you the most? Take some time to evaluate whether it really has the ability to do you serious
harm. Chances are, the answer is “No”…in which case, you need to do the thing you’re
afraid of doing until you simply exhaust the fear-energy that surrounds it. Speak publicly at
every opportunity, even if it’s just in front of a group of friends. Force yourself to speak up
in class…or at meetings…or anywhere else you’d normally stay quiet. It won’t be easy, and
it won’t be quick, but if you commit yourself to it, you’ll find your fear diminishing.
24
6.
Keep your eyes on the prize. If you have something other than fear to focus on, it’s
far less likely that fear will hog the spotlight of your attention. One way to hold your focus
elsewhere is to be clear with yourself why you’re doing what you’re doing. Have you chosen
this speech topic because you want to learn more about the subject? Is the subject something
you truly love and are passionate about? Do you want to get others as interested in it as you
are? Focus on those things instead of the fear of actually presenting the speech, and you’ll have a
much greater chance of reaching your goals.
7. Be realistic about your worst-case scenarios. Fear exists to keep us safe. If you’re
feeling fearful, it’s likely because you’re perceiving danger—and the harder to you try to
silence that fear, the louder it will get to try to protect you. Instead, try having a conversation
with your fear:
YOU: Why can’t I finish work on this speech?
FEAR: Because if you call it “finished,” then you might find out it’s no good. If you never
finish it, then you never have to risk presenting it. You’ll be safer that way.
YOU: What’s wrong with finding out it’s not very good?
FEAR: It would mean you’re a bad speaker.
YOU: According to whom?
FEAR: Your instructor. Your fellow students.
YOU: But wouldn’t actually finishing something and getting constructive feedback help me
improve, so I could do a better job next time?
Your fear will have no choice but to agree!
8. Set your fear of fear free. We all have negative thoughts that creep in when we’re afraid.
Your job is to learn to live with the negative stories that get airtime in your mind, without
allowing them to limit you. Fear itself isn’t the problem: fearing fear is where we run into
trouble. When we acknowledge and then move away from those invented stories that have
been dictated to us by fear, we have room to breathe and grow and simply do the best we
can.
25
Just how accurate is Wikipedia, and can you trust what it tells you?
For colleges and universities across the country, the answer is plain: Not totally, and not
always.
In fact, most colleges ban student from using Wikipedia as a primary source in their
papers, although they are allowed to consult it for background material.
That means you need to learn to use Wikipedia as a starting point for your research,
NEVER as the final word.
Why? Because Internet users—any Internet user!—can add and edit Wikipedia entries.
That means the great article you found on Wikipedia about the Kennedy assassination or the
Challenger disaster or how silly putty is made could have been edited and changed by the
student in the seat next to yours…or their 10 year-old cousin.
So, when using Wikipedia, always be on the lookout for possible errors and biases. How
can you find this kind of incorrect or suspect information?
*
Read the text carefully. Misspelling or poor grammar could indicate that the information
was added by a sloppy contributor.
*
Check for missing well-known features of a particular story or concept.
*
Value statements or citations that aren't credited are almost always suspicious.
*
When Wikipedia entries have a list of reference sources, the authority of the sources should
always be checked using a number of criteria, including: Is the source cited from an
institutional Web page or a formal publication of recognized academic, research, education
or scholarly institution, such as a university, academic publishing house or journal site? Is
the source reference complete? Does the source have an author or is it anonymous?
*
The Wikipedia label "controversial" posted at the top of the article might indicate that the
topic has created conflict and debate.
*
There may be conflict among contributors even if the article is not labeled "controversial."
Signs of conflict can be found under the "history" or "discussion" tabs that come with any
Wikipedia entry.
If you see this graphic text box on a Wikipedia page, it’s a good sign that the folks at
Wikipedia are unsure of the content or have problems with its authenticity…so watch out!
!
26