COM 2213 Information Packet
Spring 2013
Instructor: Katherine L. Eaves, M.A.
COM 2213 Syllabus 1
Welcome to COM 2213 at OCCC!
Hello!
Welcome to Com 2213 – Introductory Public Speaking at OCCC. My name is Katherine Eaves (you
can call me Ms. Eaves) and we have the pleasure of spending the next 16 weeks together. I look forward
to getting to know each of you!
Over the years, I have learned that many of you dread taking the class. Don’t worry, I felt the same
way when I took it years ago! I hope you will find that your worries are unfounded. I work very hard to
create a comfortable learning environment, primarily because I need you all to participate in order for
this class to be successful. This is a participatory-based class, meaning we will all work together to help
each other improve our communication skills. Consequently, you will play an active role in your own
learning as well as an active roll in the learning of other students in this class. Research has shown that
when you are an active participant in class, you increase how much you remember as well as how much
you can recall after the semester has ended. I have also found that when you are an active participant in
my class, you will eventually look forward to coming (no, really, I promise!) and you fears of public
speaking will decrease.
Since this class is participatory, you will find that you will put a lot of thought and effort into it. Do
not expect and “easy A” or a “blow-off class.” You will be sorely disappointed. While this class may be
demanding, I hope you will both enjoy it and learn a great deal about communication, how you
communicate and how to be a better communicator.
So, look around at your colleagues and get to know one another! They will be your friends and as
well as your support system during the semester. I also encourage each of you to see me before or after
class or during office hours so I can learn more about you, your goals and your anxieties about this course.
Sincerely,
Katherine
COM 2213 Syllabus 2
TABLE OF CONTENTS
Welcome Note
Course Information
Instructor Information
Course Objectives
Course Expectations
Course Policies
Required Notice of Compliance
Course Schedule
Assessment Criteria for Speeches
Course Evaluation Guidelines
Grading Scale
Important Notes about Grades/Timing
Communication Apprehension Quiz
Tips for Overcoming Speech Anxiety
Bio Sheet
Classmate Scavenger Hunt
Speech Day Expectations
Speech Day Tips
No Excuses!
Speech of Introduction Rubric
Embarrassing Moment Speech Rubric
Team Chapter Presentation Assignment Sheet
Team Chapter Presentation Grading Rubric
Informative Speech Assignment Sheet
Informative Speech Preparation Sheet
Informative Speech Outline Template
Informative Speech Outline Checklist
Informative Speech Grading Rubric
Criteria for Speech Critiques
Group Debate Assignment Sheet
Group Debate Preparation Sheet
Group Debate Outline Template
Group Debate Audience Voting Ballot
Group Debate Grading Rubric
Group Debate Peer Evaluation Form
Persuasive Speech Assignment Sheet
Monroe’s Motivate Sequence Resources
Persuasive Speech Preparation Sheet
Logical Fallacies Cheat Sheet
Persuasive Speech Outline Template
Persuasive speech Grading Rubric
Demographic Audience Analysis Questionnaire
COM 2213 Syllabus 3
2
4
4
4
5
6-8
9
10-13
14
15
15
16
17-18
19
20-21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
40
41
42
43
43-46
47
48
49
50
51
Audience Analysis Exercise
Online Scavenger Hunt
Impromptu Informative Rubric
Impromptu Persuasive Rubric
Oral Citation Guide
APA Reference Page
APA Style Examples
Practice APA Worksheet
Basic Outlining Guide
Guidelines for Main Points
Outlining Exercise #1
Outlining Exercise #2
Lost at Sea
PowerPoint Prep Guide
Evaluating your Sources Guide
Helpful OCCC Resources
Helpful Online Resources
How to Write a Good Email
What NOT to Say to Your Prof.
52
53-54
55
56
57
58
59
60-61
62-63
64
65
66
67
68-69
70
71
72
73-74
75-76
Course Syllabus
Introduction to Public Speaking | COM 2213
Spring 2013
Oklahoma City Community College
Division of Arts & Humanities
Course Information___________________________________________________________________
Meeting Times: Tuesday & Thursday, 9:30 – 10:50 a.m.
Section: 013
Building: Main Building
Room: 3N1
Required Text: Nelson, P., Pearson, J. & Titsworth, S. (2011). iSpeak: Public Speaking for Contemporary
Life.
Other Required Materials: An unused (or wiped) flash drive. Not ScanDisk brand. A foler, binder, or
notebook to be used exclusively for this course.
________________________________________________________________Instructor Information
Instructor Name: Katherine L. Eaves, M.A.
E-Mail: Katherine.L.Eaves@OCCC.edu
Backup E-mail: Katie.eaves@ou.edu
Cell Phone: (405) 436-8804
Office Hours: On campus: 9-9:30 a.m. & 12:20-1:30 p.m. T-TH
Online: 9 a.m.-12 p.m. Wednesdays
Office Location: 1E2
Facebook: COM2213@OCCC Group
Twitter: #Com2213OCCC
(You can follow me @KatherineEaves)
Course Description____________________________________________________________________
Given the principles of effective speaking and listening, you will assimilate those skills into your physical
and psychological worlds. After being exposed to public and professional speaking, you will apply the
principles of invention, organization, style, and delivery through practical exercises and will use the
principles of rhetorical criticism in discussing speeches delivered in class.
Course Objectives_____________________________________________________________________
Upon completion of Com. 2213, you will be able to:
 Analyze the audience and adapt the speech to fit the audience
 Use appropriate criteria for selecting speech topics
 Recognize and use different types of supporting materials
 Understand and use basic research skills
 Organize the speech: The introduction, body and conclusion
 Demonstrate the elements of your speaking experiences
 Develop a stronger sense of self-confidence and self-reliance
COM 2213 Syllabus 4
Course Expectations__________________________________________________________________
My expectations of you
As a student in this course, you are expected to:
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Be polite, courteous and respectful to your fellow classmates and instructor at all times.
Be PREPARED each day.
Be responsible for course requirements. Do NOT make excuses.
Manage your time effectively. Come to class ready to learn.
Maintain a positive attitude.
Have FUN! (Yes, I said fun. Public speaking can actually be enjoyable!)
Use the resources available to you to improve your performance in this course.
Your expectations of me
As the instructor for this course, you can expect me to:
 Be polite, courteous and respectful to all students.
 Encourage, support and help all students.
 Grade and return all assignments in a timely manner.
 Return all student emails and phone calls in a timely manner.
 Be organized and prepared for class each day.
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COM 2213 Syllabus 5
Course Policies
Attendance
Regular attendance is expected. Being absent deprives you of valuable classroom discussions and prevents you
from effectively fulfilling course expectations, receiving participation points, and participating in in-class activities.
Therefore, you may have only 3 absences during the semester. If you must be absent, you will automatically lose
participation points and receive a 25% deduction on any assignments due that day. A 4th absence will most likely
result in a failing grade. You are still responsible for all information presented in class during your absence.
Tardiness
Attendance will be taken at the beginning of each class period. If you are late (and please try not to be), slip in
quietly and take a seat nearest the door. Advise me immediately after class or you may not receive attendance
credit for that period. If you must leave class early, you will not receive attendance points for that day unless you
are present for more than half of the class period.
Email Policy
I expect your emails to be professionally written and include correct grammar, spelling and punctuation. I also
expect them to be reserved for situations in which you are unable to obtain the needed information by other
means. Do not email me asking for information that was covered in class, is on this syllabus, or is available on
Moodle. Moreover, if you do not take the time to construct minimally professional and appropriate emails, I will
not take the time to respond to them. Please see the email guide at the end of this course packet for guidelines.
Late Speeches/Assignments
All assignments, written and oral, are due on specified dates. You are responsible for meeting these deadlines and
for making arrangements to complete late work. Late work must be turned in the class period immediately
following the due date, otherwise it will not be accepted. All late work will also be subject to a 25% penalty. If
you must be absent on a speech day, you may make up ONE presentation (excluding team chapter presentations,
group debate and impromptus) in the Speech Lab with instructor permission. However, you MUST have an
audience of at least 5 people in order to receive credit for the assignment. There will also be one class day at the
end of the semester designated as a make-up day in which any missed presentations may be made up. Both of
these alternatives are subject to a 25% grade reduction. (Grade reductions are calculated by subtracting 25% from
your original score on the assignment. If you present a late speech and receive an 80/100 (B), then 25% will be
deducted from 80 and your score will be a 60/100 (D).
Extra Credit
Extra credit opportunities may be offered at my discretion and will be added to the total points earned by the
student at the end of the semester. These opportunities are not guaranteed and should not be counted upon to
replace points from missed assignments.
Moodle (LMS)
I will use the Moodle LMS to communicate with the class on a regular basis. You are expected to check it in order to
keep up-to-date with any class announcements, assignments, etc. I will also post handouts and other course
materials here, and you are expected to view and print these handouts (if necessary) prior to the class period in
which they will be used. I will also use Moodle to manage your grades.
Class Facebook Page
In order to facilitate an active approach to learning, I have set up a COM 2213 Facebook Group, which can be found
by searching for COM2213@OCCC (https://www.facebook.com/groups/COM2213OCCC/) This group is available for
students to communicate with me and other students, discuss assignments, post relevant articles, videos, speech
topic ideas, etc. However, It IS NOT a formal means of communication for the class and students should not rely
on it for specific instructions or to ask time sensitive questions. For example, I will not post assignment
instructions, grades, syllabi, handouts or other required course materials on this page. Furthermore, while students
are encouraged to use this resource to communicate with me and one another, all posts, comments, videos,
photos, etc. must be tasteful, appropriate and comply with the professional conduct policy below. Students who
use this forum inappropriately will lose participation points and may be subject to other penalties per College
policy.
COM 2213 Syllabus 6
Twitter
Much like with the class Facebook page, I have set up a Twitter account that you can follow. You can find me at
@KatherineEaves. Use the hashtag (#) #Com2213OCCC to identify your class related tweets!
Speech Topics
Speech topics are due on specified dates and MUST be approved by the instructor. Unapproved speech topics will
result in a grade of 0 for that speech. There are a few topics I no longer allow in class, which we will discuss
together. I strongly suggest you choose topics you are passionate about and interested in! I also do not allow two
students in the same class to speak about the same topic unless it is approached from two vastly different
perspectives.
Format of Oral Presentations
All major speeches in this course will be delivered extemporaneously. No full manuscripts will be permitted. Any
speech read from a full manuscript/outline will not be given a passing grade. I must review your speaking notes
prior to your presentation and you are required to hand them in afterward.
Standards for Written Work
Except when otherwise stated, all written assignments in COM 2213 must be typed and are expected to meet
college-level standards of proficiency. Handwritten work will not be accepted.
Textbook Readings
You are responsible for reading designated textbook chapters PRIOR to the class period for which they are listed on
the schedule.
Incompletes
An “I” in COM 2213 is reserved for dire circumstances and will be given only if you have successfully completed at
least 75% of course requirements. You must also present documentation of extreme hardship which prevents you
from completing the remaining assignments during the regular semester.
Professional Conduct
You are expected to exhibit professional behavior at all times in this class. Professionalism includes, but is not
limited to, respecting others rights to express their opinions, maintaining a positive attitude about your work, and
not being rude, disrespectful or disruptive during class. Any non-professional behaviors will result in a loss of
attendance/participation points for that day. Please turn off all electronic devices during class time. This includes
laptops, iPads, tablets, cell phones and anything else that makes noise. If your phone rings, vibrates loudly, or
otherwise disrupts class, you will lose all attendance points for that day. Also DO NOT TEXT
MESSAGE/EMAIL/FACEBOOK/TWEET/ ETC IN CLASS. This is extremely disrespectful and will not be tolerated. If
you are caught text messaging, etc., you will be asked to leave. If this behavior continues, I will not hesitate to
excuse you from the class permanently.
Assignments & Grade Keeping
As previously stated, I will use Moodle to track your grades, HOWEVER, I strongly advise you to keep every single
assignment I hand back to you until final grades are posted. I have been know to enter a grade incorrectly every
now and then, and when a student can prove his or her score was different than what I had recorded I am always
happy to change their grade. If you come to me and tell me I entered something wrong, but can’t prove it by
showing me the assignment, I won't change your score.
Academic Misconduct
Plagiarism, or any other form of academic misconduct, will not be tolerated. Any type of misconduct will result in a
failing grade in the course, as well as other disciplinary procedures prescribed by college policy. Please consult the
student handbook if you are uncertain as to what is considered academic misconduct.
Accommodation Statement
Oklahoma City Community College complies with Section 504 of the Rehabilitation Act and the Americans with
Disabilities Act. Students with disabilities who seek academic accommodations must make their request by
contacting the Office of Student Support Services located on the first floor of the Main Building near entry 12, or by
calling (405) 683-7520.
COM 2213 Syllabus 7
Safety and Emergency Procedures
The health and safety of all our students, faculty and staff are OCCC’s prime concern. The procedures outlined
below are designated to deal with emergencies of various types. Students should always follow the lead of their
instructors.
Fire
First notification will come from the fire alarm horns, sirens and strobes. The class should gather their belongings,
exit the building using the nearest exit, and move to the parking lot. Do not use the elevators. No alarm should be
treated as a false alarm. Horns, sirens and strobes are only used for the fire alarms. If someone in your area is not
capable of descending the stairwell, please ensure they remain in the “area of safety refuge” located just inside
each upper-level enclosed first stairwell. There are emergency phones located near each of these areas.
Medical
For all medical issues, push the “emergency” button located on each classroom phone. The phone will display your
room number allowing for a fast response to your location. All security officers are trained as first responders and
will assist in guiding EMSA to your location. Treat all bodily fluids as if they were contaminated.
Bomb
If you or the College receives a bomb threat, document as much information as possible and push the “emergency”
button located on the phone. If the decision to evacuate is made, the phone will sound an alarm and display a
message. The class should gather their belongings, exit the building using the nearest exit and move to an open
grassy area. Please turn off all wireless devices (cell phones, radios, laptops, etc).
Weather
Tornado warnings that include OCCC will be sent directly to the classroom phone. The phone will sound an alarm
and display a text message. The class should gather their belongings, move away from exterior glass and exits, and
move into “safer areas.” These areas are lower-level interior classrooms, restrooms and stairwells. You should
familiarize yourself with the safer areas near your classroom. If the city/county sirens are sounding and OCCC is not
in the warning area, a message will be sent to the classroom phone with this information.
Disturbance/Threats
If someone is causing a disturbance in a classroom, call security immediately. Push the “emergency” button located
on the classroom phone. Distance yourself from that person, do not place yourself in their exit path, and remove all
potential weapons from the area. Shelter in Place: If there is an armed person or shooter on campus, close and lock
the hallway doors, turn off the lights, shut the blinds, and move away from all exposed areas. Use desks, tables, and
other objects to provide protection. TURN OFF ALL ELECTRONIC DEVICES IMMEDIATELY. Updated information will
be sent to the classroom phone.
NOTES:
COM 2213 Syllabus 8
Introduction to Public Speaking Notice of Compliance:
I, _____________________________________________, promise to abide by the College and course policies and
procedures outlined in the syllabus above. If I choose not to do so, I will be subject to appropriate disciplinary
procedures from both the instructor and Oklahoma City Community College.
_____________________________________________
___________________________________________
(Printed Name)
(Signature)
_____________________________
(Date)
Instructor Signature:
Date:
COM 2213 Syllabus 9
Katherine L. Eaves
Course Schedule
*This schedule is subject to change at the discretion of the instructor. As much notice as possible will be given
Week 1
Tuesday, January 22
 Introduction to Course
o Review Syllabus, course policies, expectations, etc.
 Read for Next Time: Chapter 2, P. 41 - Presenting a Classmate & Chapter 11, P. 275 – Presentations to
Introduce & Chapter 1
 Fill out Student Bio Sheet
Thursday, January 24
 Speeches of Introduction
 Chapter 1, Preparing Your Presentations
 Classmate Scavenger Hunt
 Assign Chapter Presentation Schedule
Week 2
Tuesday, January 29
 Chapter 2, Preparing Your First Presentation
o Presented By:___________________________________________________________________
 Assign Embarrassing Moment Speech
Thursday, January 31
 Embarrassing Moment Speech
 Chapter 3, Selecting and Topic and Purpose
o Presented By:___________________________________________________________________
 Speech Topic Brainstorming Activity
Week 3
Tuesday, February 5
 Chapter 4, Analyzing the Audience
o Presented By:___________________________________________________________________
 In-Class Audience Analysis Activity
o Bring a magazine from home!
 Assign Audience Analysis Take-Home Assignment
Thursday, February 7
 Audience Analysis Assignment Due
 Chapter 5, Finding Information and Supporting Your Ideas
o Presented By:___________________________________________________________________
 Assign Online Scavenger Hunt
Week 4
Tuesday, February 12
 Online Scavenger Hunt Due
 Chapter 6, Organizing and Outlining Your Presentation
o Presented By:___________________________________________________________________
 In Class Outlining Activities
 Assign Informative Speech
Thursday, February 14
 Chapter 8, Choosing Your Words
o Presented By:___________________________________________________________________
COM 2213 Syllabus 10
 Informative Speech Examples
Week 5
Tuesday, February 19
 Informative Speech Topic Due
 Review Informative Speech Topics
Thursday, February 21
 Informative Speech Preparation Sheet Due
 Chapter 7, Delivering Speeches
o Presented By:___________________________________________________________________
 Side-by-Side Speaking Activity
Week 6
Tuesday, February 26
 Informative Outline Drafts Due
 Peer-Review of Outlines
o Bring 2 Copies!
 Chapter 10, Presenting to Inform
o Presented By:___________________________________________________________________
Thursday, February 28
 Impromptu Informative Speeches
 Chapter 9, Visual Resources and Presentation Technology
o Presented By:___________________________________________________________________
 Draw for Informative Speech speaking order
Week 7
Tuesday, March 5
 Informative Speeches
o Bring Flash Drives & Visual Aids!
Thursday, March 7
 Informative Speeches
o Bring Flash Drives & Visual Aids!
Week 8
Tuesday, March 12
 Informative Speeches
o Bring Flash Drives & Visual Aids!
Thursday, March 14
 Informative Speech Critiques Due!
 Chapter 11, Presenting Persuasive Messages
o Presented By:___________________________________________________________________
Week 9
Tuesday, March 19
 No Class – Happy Spring Break!
Thursday, March 21
 No Class – Happy Spring Break!
COM 2213 Syllabus 11
Week 10
Tuesday, March 26
 Appendix, Working and Presenting as a Group
o Presented By:___________________________________________________________________
 In-Class “I’m on a Boat!” Activity
 Assign Group Debate
o Select & Assign Debate Topics
Thursday, March 28
 Group Debate Preparation Sheet Due!
 Group Debate Preparation in Library
Week 11
Tuesday, April 2
 Group Outline Draft Due!
 Group Debate Preparation in Library
Thursday, April 4
 Group Debate Preparation in Library
 Assign Group Debate speaking order
Week 12
Tuesday, April 9
 Group Debates
o Bring Flash Drives & Visual Aids!
Thursday, April 11
 Group Debates
o Bring Flash Drives & Visual Aids!
Week 13
Tuesday, April 16
 Group Debate Critique Due!
 Assign Persuasive Speech
Thursday, April 18
 Persuasive Speech Topics Due!
 MMS speech examples
Week 14
Tuesday, April 23
 Persuasive Speech Preparation Sheet Due!
Thursday, April 25
 Persuasive Speech Outline Draft Due!
 Peer-Review of Outlines
o Bring 2 copies!
Week 15
Tuesday, April 29
 Impromptu Persuasive Speeches!
 Draw for Persuasive Speech speaking dates
Thursday, May 2
 Persuasive Speeches
o Bring Flash Drives & Visual Aids!
COM 2213 Syllabus 12
Week 16
Tuesday, May 7
 Persuasive Speeches
o Bring Flash Drives & Visual Aids!
Thursday, May 9
 Persuasive Speeches
o Bring Flash Drives & Visual Aids!
Week 17
Tuesday, May 14
 Persuasive Speech Critique Due!
 Chapter 12, Speaking on Special Occasions
o Presented By:___________________________________________________________________
 Make-Up Day
o Any student who has missed a speech MUST make it up on this day or will receive a failing grade
for the course.
Thursday, May 16
 Special Occasion Speeches
o Pay tribute to a classmate, another speech, a popular culture icon, etc.
 Feel free to bring snacks 
COM 2213 Syllabus 13
Assessment Criteria for Speeches
An “A” Speech
WOW!
Solid introduction
and conclusion with a
creative attention
getter and closing
statement, clear
thesis statement,
relevant credibility
step, solid preview
and summary.
A “B” Speech
Pretty Good!
Introduction almost
complete, not as
strong as it could be.
Needs improvement
on attention getter,
final statement,
thesis statement,
credibility step,
preview or summary.
Content, Language &
Visual Aids
Excellent inclusion of
resources and oral
citations in speech.
Clear, vivid and
appropriate
language. Solid
transitions.
Professional visual
aids which were used
appropriately and
well during the
speech.
Body Language,
Facial Expressions,
Eye Contact & Voice
Confident,
comfortable and
professional delivery.
Speaker appeared
natural and
conversational with
few or no
nonfluencies. Lively
facial expressions
which matched the
tone of the topic.
Made consistent and
confident eye contact
with audience.
Energetic and
enthusiastic voice
with appropriate
volume and variation
of pitch.
Great fluency of
speech. Obviously
rehearsed
presentation.
Polished delivery.
Genuine interest in
and positive feelings
toward topic and
audience.
Missing some needed
citations. Speech is
too conversational
and/or some
language choices
were not
appropriate.
Language needed to
be more
emotive/descriptive.
Transitions were
appropriate.
Visual aids were
satisfactory.
Delivered in fluent
and confident
manner. Seemed
natural,
conversational
although slightly
nervous or uneasy.
Little movement from
the speaker. Varied
eye contact through
most of the speech.
Introduction &
Conclusion
Overall Appearance
COM 2213 Syllabus 14
Needed at least one
more practice
presentation. Good
delivery with
moderate amount of
fluency.
A “C” Speech
Keep Trying
Introduction and
conclusion are
identifiable.
Preview and
summary are in
appropriate places.
Attention getter
and/or final
statement are weak,
but blend in with the
rest of the speech.
Conforms to the
assignment
guidelines. Speech is
direct and can be
understood. Visual
aids are used in an
acceptable fashion.
Sources are cited
when necessary.
Language choices are
acceptable but there
is room for
improvement.
A “D” Speech
Maybe Next Time
Introduction and
conclusion are there
but hard to
distinguish.
Preview, thesis,
credibility step,
audience relate step
and/or summary and
concluding device are
missing.
Reasonable comfort
and confidence.
Reasonable amount
of eye contact.
Remains behind the
podium throughout
speech. Delivery was
unemotive/dry/bland.
Read from
manuscript or
delivered from
memory. Little or no
audience
involvement or
interaction. Boring
presentation.
Ready for the
assignment on
assigned day.
Conforms to time
limit. Additional
practice clearly
needed. Prepared any
additional materials.
Clearly unrehearsed
and unprepared for
the speech.
Not prepared
according to the
assignment. Visual
aids missing &/or
unprofessional.
Missing significant
number of citations.
Transitions missing or
unclear. Poor
wording, unclear
meaning or
inappropriate
language choices.
Course Evaluation
Your performance in this course will be evaluated using the following assessment tools. Please use this form to
keep track of your points earned. It is your responsibility to keep track of your points.
Assignment
*Speech of Introduction
*Embarrassing Moments Speech
Informative Speech Preparation Sheet
Informative Speech Outline Draft
*Informative Speech
Informative Speech Critique
*Group Debate
Group Debate Preparation Sheet
Group Debate Outline Draft
Group Debate Critique
*Persuasive Speech
Persuasive Speech Preparation Sheet
Persuasive Speech Outline Draft
Persuasive Speech Critique
*Team Chapter Presentation
Team Chapter Presentation Critique
Audience Analysis Assignment
Impromptu Informative Speech
Impromptu Persuasive Speech
Online Scavenger Hunt
Class Participation
Extra Credit 1
Extra Credit 2
Extra Credit 3
Extra Credit 4
TOTAL
Points Possible
Points Received
20
50
20
20
100
20
125
20
20
20
150
20
20
20
75
20
20
20
20
20
200
1,000
Note: Any extra credit opportunities are offered at the instructor’s discretion.
*All speeches noted with an asterisk are REQUIRED in order to receive credit for this course. If you miss one of the
designated speeches and do not make it up on the assigned class day or in the speech lab, you will automatically receive a
failing grade for the course. Chapter presentations and group debates MAY NOT be made up.
Grading Scale
Keeping track of you grades in this course should be simple. Just write your point total for each
assignment in the box above and keep tally. At the end of the semester, your grade will be determined as
follows:
1000-900 = A
COM 2213 Syllabus 15
899-800 = B
799-700 = C
699-500 = D
500 & below = F
An Important Note About Speech Grades
Each of your speeches requires a variety of additional materials be handed in or completed prior to giving
your presentation.
For example, your informative speech requires the following:
Time: 4-6 minutes
Visual Aid: Required
Oral Citations: Minimum of 2
Outline: Required
Critique: Required
Bibliography: Required
Sources: Minimum of 5
Failure to complete or hand in any of the required materials will result in a 25% grade reduction.
For example, if you present your informative speech and earn a 90/100, but you fail to turn in an outline
that meets the minimum standards of acceptability, your grade will be reduced by 25%. The same applies
to a bibliography page and visual aid.
If you do not turn in a critique, you will receive a 0 for that assignment, not for your speech. If you fail to
cite (orally or in text) the required number of sources, points will be deducted from those categories on
the speech rubric.
An Important Note About Timing Speeches
Each of your presentations in this class will be timed. Failure to complete the speech within the allotted
time frame will result in a deduction of points. Time cards will be used to help speakers keep track of
time. It is important that we conform to these time limits in order to stay on schedule for the semester.
For each speech, your ability to meet the designated time limit is worth 5 points. Time limit deductions
are assessed as follows:

For a speech less than 30 seconds OVER or UNDER the time limit, you will lose 1 a point.

For a speech 30-44 seconds OVER or UNDER the time limit, you will lose 2 point.

For a speech 45-59 seconds OVER or UNDER the time limit, you will lose 3 points.

For a speech 1 minute OVER or UNDER the time limit, you will lose 4 points.

For a speech more than 1 minute OVER or UNDER the time limit, you will lose 5 points.
Any speaker who has not completed his or her presentation within 1 minute OVER the time limit will be
shown the STOP time card and politely be asked to sit down.
COM 2213 Syllabus 16
Communication Apprehension Quiz
Instructions: Here are twenty-four statements that ask how you feel about communicating. Don’t worry if some statements
seem similar to other statements. In the space to the left of each item rate the extent to which the statement describes you.
Record your first impressions without analyzing the statements closely. Use the following scale:
1 = Strongly agree—it definitely describes me
2 = Agree – it describes me
3 = Undecided how well this describes me
4 = Disagree that this describes me
5 = Strongly disagree that this statement describes me
_______1. I dislike participating in group discussions
_______2. Generally, I am comfortable while participating in group discussions
_______3. I am tense and nervous while participating in group discussions.
_______4. I like to get involved in group discussions.
_______5. Engaging in group discussion with new people makes me tense and nervous
_______6. I am calm and relaxed while I participate in group discussions
_______7. Generally, I am nervous when I have to participate in a meeting
_______8. Usually I am calm and relaxed while participating in meetings
_______9. I am calm and relaxed when I am called on to express and opinion at a meeting.
_______10. I am afraid to express myself at meetings.
_______11. Communicating at meetings usually makes me uncomfortable.
_______12. I am relaxed when answering questions at a meeting
_______13. While participating in a conversation with a new acquaintance, I feel nervous
_______14. I have no fear of speaking up in a conversation
_______15. Ordinarily, I am tense and nervous in conversations
_______16. Ordinarily, I am calm and relaxed in conversations
_______17.While conversing with a new acquaintance, I feel relaxed.
_______18. I am afraid to speak up in conversations
_______19. I have no fear of giving a speech.
_______20. Certain parts of my body tense up when giving a speech
_______21. I feel relaxed while giving a speech
_______22. My thoughts become confused and jumbled when I am speaking
COM 2213 Syllabus 17
_______23. I face the prospect of giving a speech with confidence
_______24. While giving a speech I get so nervous I forget things I really know.
Computing your score: This test allows you to calculate your overall communication apprehension score and your
communication apprehension scores for particular speaking situations.
Group Score:
Add scores for items 2,4, and 6.
Subtract scores for items 1,3, and 5.
Add 18 points _________________.
Meeting Score:
Add scores for items 8,9, and 12.
Subtract scores for items 7, 10, & 11.
Add 18 points __________________.
Dyad Score:
Add scores for items 14,16, and 17.
Subtract scores for items 13,15, & 18.
Add 18 points __________________.
Public Speaking Score:
Add scores for items 19, 21,and 23.
Subtract scores for items 20,22, and 24.
Add 18 points __________________.
Total
Add the four sub scores together
Total Communication Apprehension Score: ____________________
The overall scores may range from 24 to 120 (If your score is higher than 120 or less than 24, you calculated incorrectly).
Scores of 83 or more indicate relatively high communication apprehension. People who score in this range tend to talk little, be
shy, and are somewhat withdrawn and nervous in speaking situations.
Scores of 55 or less indicate relatively low communication apprehension. People who score in this range tend to enjoy being
with others, like to talk, and feel confident of their communication ability.
COM 2213 Syllabus 18
Tips for Overcoming Speech Anxiety
Don't be so Hard on Yourself
Nobody is scrutinizing you as closely as you are. Most people are actually preoccupied with themselves, and are
more concerned about their own possible missteps than about yours. They're likely not homing in on your
mistakes. In the unlikely event that you make a mistake and someone actually notices, consider that they're likely
to identify with you and be sympathetic, not hostile.
What's the Worst that Could Happen?
Ask yourself, "What's the worst that could happen?" Indeed, what if you actually do lose your place during your
speech, stutter, stumble on your way to the podium or make jokes that fall flat? You'd experience some moments
of embarrassment, and then you'd go on. Yes, it would be awkward, but no tragedy would ensue. Keep a realistic
perspective on what really could go wrong. Chances are, not very much will go wrong.
Focus on the Benefit to Your Audience
You're speaking in public because presumably you have something important to convey and your audience needs
to hear it. Think about how your audience will benefit and learn from your speech. Imagine your talk as a gift that
they will welcome. Hopefully, you are providing them with interesting, useful or valuable information. If you're
merely imposing your own ideas or values on them, rethink your message.
Talk to One Person, Not to the Crowd
As you deliver your speech, pick a friendly-looking person in the audience. Look directly at her and say a full
sentence--or even more--just to her. Repeat as necessary with different people in the room. It's often easier to talk
to individuals than to a faceless crowd.
Practice Makes Perfect
Rehearse your speech in front of family, friends or a mirror until you know it cold. Anticipate any questions that
might be asked, and practice the answers. Your knowledge of the material will give you--and the audience-confidence.
Don't Apologize
Don't talk about being nervous or apologize for missteps. You'll just reinforce them in yourself. Besides, such talk is
beside the point. Your audience is there to hear what you have to say, not to critique your demeanor.
Get to Know Your Audience
Be present as your audience arrives, and meet and greet some of them individually. It is easier to talk to people
that you know rather than addressing strangers.
Accept Your Anxiety
Remember that it is very common to be nervous when speaking before an audience. Anxiety is just a feeling, not a
prediction that something will actually go wrong. See if you can simply accept that some anxiety may always be
there. You don't have to fully get rid of your fear of public speaking in order to be a dynamic and successful
speaker.
Read more:
http://www.livestrong.com/article/143988-10-ways-overcome-fear-public speaking/#ixzz2HRlzVhvHS
COM 2213 Syllabus 19
The Bio Sheet
The following questions are asked in order to gather some initial information about you. The more I know about you, the easier
it will be for me to tailor this class to your interests and needs.
Name: ____________________________________________________
Phone #:________________________
Email: __________________________________________________________________________________________________
How long have you attended OCCC?__________________
What is your current standing?___________________________
What is/are your Major area(s) of study?_____________________________________________________________________
Why is this your Major area of study?
What is your biggest fear about this class?
List any previous Public Speaking experiences:
Why did you take this class (other than because it may be required)?
List 3 goals you want to accomplish in this class this semester.
1.
2.
3.
What grade do you plan on receiving for your accomplishments and efforts in this class? How will you achieve your desired
grade?
List your Hobbies/Interests/Extracurricular activities:
At what do you consider your self to be an “expert” (i.e., what are you good at doing, or knowledgeable/passionate about)?
What could you competently inform our class about?
COM 2213 Syllabus 20
Do you have regular and reliable access to the following?: (Circle all that apply. If not, please explain below)
A computer
A printer
The Internet
Do you know how to access and navigate Moodle? Yes_____
PowerPoint or other presentation software
No_____
Do you know how to access and use your OCCC email account? Yes_____
No_____
In the space below, please include any additional information you think would be relevant or important for me to know
about you as we move through the course.
COM 2213 Syllabus 21
Classmate Scavenger Hunt
Name: ________________________
Section:________________________
Date:___________________
Directions: You have 5 minutes to find three people in the class who fit the categories below and have them sign their name on
the appropriate line. One person can sign no more than 2 categories. No cheating!! Get to know your classmates! Have fun!
1. Plays an Instrument:
________________________________________
________________________________________
________________________________________
2. Has tattoos:
________________________________________
________________________________________
________________________________________
3. Loves cats:
________________________________________
________________________________________
________________________________________
4. Is a parent:
________________________________________
________________________________________
________________________________________
5. Has won an award:
________________________________________
________________________________________
________________________________________
6. Has traveled outside the U.S.:
________________________________________
________________________________________
________________________________________
7. Drives a red car:
________________________________________
________________________________________
________________________________________
8. Can speak a language other
than English fluently:
________________________________________
________________________________________
________________________________________
9. Has a birthday in August:
________________________________________
________________________________________
________________________________________
10. Has more than 2 siblings:
________________________________________
________________________________________
________________________________________
12: Reads for fun:
________________________________________
________________________________________
________________________________________
13. Played a sport in high school:
________________________________________
________________________________________
________________________________________
COM 2213 Syllabus 22
Speech Day Expectations
The most important part of giving a good presentation is being prepared mentally. In order to
facilitate this preparedness I have compiled a specific list of speech day expectations. Many of
these are listed in the course syllabus, but some are not. You should consider this a checklist for
success on speech days.

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Come to class prepared! You must bring:
o A copy of your outline to hand in.
o A copy of the speech rubric.
o Your visual aid (have a back up in case something happens or your original idea
doesn’t work. NEVER rely on technology).
o Your flash drive.
o A good attitude! A positive, enthusiastic speaker is almost always a good one 
Dress up.
o Looking professional gives you confidence which makes you a better speaker. You
don’t need to wear a suit and tie or a dress, but you should take pride in your
appearance. Remember, when you speak, all eyes are on you. You want to look
your best.
Don’t hide behind the podium.
o Effective communication is about more than the words you speak. It is also about
your body language and movement – so move with purpose!
Do not enter or leave the classroom when someone else is speaking.
o It’s rude and distracting. Enough said.
Pay attention when someone else is presenting.
o What they have to say is important. It is interesting and it is worthy of your
attention. Give it to them. If you don’t, your grade will be adjusted accordingly.
Do not read your speech.
o First and foremost it is annoying. Your note cards or outline should be single word
or single sentence. Speeches should be extemporaneous. If you want to read from a
script, go to the drama department.
Come to class early the day you present.
o If you are running late, you will be frazzled which can mess with your mojo. Get
here a few minutes early, load your visual aid if you are using the computer, and try
to relax.
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COM 2213 Syllabus 23
Speech Day Tips
1. Start Strong! The audience is busy taking their own "mind trips." Grab
their attention and focus it on
your speech. Examples, present a person or object, invite audience participation, use audio or video, use
film or power point, read a quote, tell a story, and/or use humor.
2. Look Directly at Your Audience! The only way to adapt to your audience is to look at them. Notes are
to help you if you forget the information or to keep you organized. Do not read to your audience.
3. Give Credit Where Credit is Due! Be sure when stating facts, statistics, and/or quotes during your
presentation, that you orally cite your credibility sources.
4. Put Your Personality into Speech! When researching your speech, find information that will be
interesting to your audience. Your job is to get their attention and keep their attention during your
presentation.
5. Delivery Matters! Stand balanced on two feet, not on one hip or with crossed ankles. Use the podium
for your notes only. Do not hang, lean, touch, or ride the podium. Keep gestures above the waist. Take
steps of purpose to keep the attention of your audience. Avoid pacing or random movement. Hands may
rest at your sides or clasped in front when not gesturing. Avoid hands in your pockets, behind your back,
crossed in front of your chest, or fidgeting with hair or jewelry.
6. Speak Loudly! As a speaker you must project your voice loud enough for your audience to hear you. If
they cannot hear your message they will quickly lose interest.
7. Visual Aids Help Your Audience Remember! Use visual aid(s) to reinforce or explain your information.
The visual aid should relate in some manner to the information that is being discussed. Some examples of
visual aids are power point slides, pictures, video clips, objects, models, overhead transparencies, and
handouts. Be sure your visual aid(s) are really aiding your speech. Do not talk to your visual aid(s) or the
screen, talk to your audience about the visual aid(s). Put away, cover, or "shutter" the visual aid(s) when
they are no longer being used.
8. Dress to Impress! Research shows that we do make assumptions about people based on their clothing.
Communicators who wear special clothing often gain persuasiveness. Clothing communicates nonverbally
trustworthiness.
9. Practice, Practice, Practice! Write a word or phrase outline on 2-3 note cards. Practice giving your
speech several times to yourself, to a friend, or in front of a mirror.
10. End Strong! Just like the start of your speech, the conclusion of your speech should be strong. It
should clearly let the audience know when you are finished. Ways to end strong could be ending with a
quotation, telling a story, using a striking fact, etc... "Thank you" should be stated after the note of finality
is given, not as the note of finality. Do not end with an apology, "That's all I have," or "That's it!"
COM 2213 Syllabus 24
NO EXCUSES! Be a Problem Solver!
Excuse #1: “I didn’t have enough time”
Solution: Budget your time wisely. Use the calendar of assignments in the syllabus. Get it done early.
Avoid procrastination (i.e. the night before) because the unexpected does happen.
Excuse #2: “I was sick last night”
Solution: Don’t wait until the last minute to complete assignments. The syllabus assigns everything in
advance and you are given plenty of time to do it.
Excuse #3: “My printer isn’t working”
Solution: Go to Kinko’s! Print it out the night before it is due. Use a friend’s printer. Bring money to use
the campus printer. Worst case scenario, email it to me so it isn’t considered late.
Excuse #4: “I ran out of paper”
Solution: Print your assignment out the night before and put it in your bag. Go to the store before it
closes.
Excuse #5: “I didn’t understand the assignment, so I didn’t do it.”
Solution: If you don’t understand something, you need to ASK. Make friends and contact them BEFORE
asking me. Re-read the assignment description in this packet.
Excuse #6: “I never got your email.”
Solution: If I tell you that I emailed the class information and you never received it, the responsibility is on
you to make sure you get the information once you are notified. Check your email. Make sure I have your
correct email address by emailing me.
Excuse #7: “It was due today?? I didn’t know.”
Solution: Keep this packet & syllabus with you for every class so you can keep yourself informed. Write
down due dates on your personal calendar.
Excuse #8: “I lost my syllabus, can I get another one?”
Solution: Print off another copy from Moodle or get one from a friend.
Excuse #9: “I wasn’t here in class, I didn’t know something was due.”
Solution: Check your syllabus AND contact a friend to find out what you missed. Just because YOU are not
here doesn’t mean class stops! You are responsible for all material missed.
YOUR EDUCATION IS YOUR RESPONSIBILITY!
COM 2213 Syllabus 25
Speech of Introduction Rubric
Name:________________________________ Section: ____________________
Date:_________________
Name of student being introduced:___________________________________________
Assignment Objectives: The objective of this speech is to introduce a fellow classmate to the rest of the class. You
will be divided into groups and given class time to interview a teammate and give a short (1-2 minute) presentation
about your new friend. Please include, at a minimum, his or her name, major, year in school, hometown, and at
least one unusual or interesting fact about him/her.
Points possible: 20
Length: 1-2 minutes
Outline: None Required
Visual Aid: None Required
Critique: None Required
Grading Criteria
Content:
1. Effectively introduces classmate by providing his/her name and other interesting, relevant and detailed
information: _____/5
2. Speaks for 1-2 minutes: _____/5
Presentation:
3. Speaks clearly and audibly with minimal nonfluencies:_____/5
4. Makes effort to maintain eye contact with audience:_____/5
Final Grade:__________/20
Instructor Comments:
COM 2213 Syllabus 26
Recorded Speech Time:_____________
Embarrassing Moment Speech Rubric
Name:________________________________
Section:__________________
Date:___________________
Assignment Objectives: The goal of this speech is to tell your classmates about your most (classroom appropriate)
embarrassing moment.
Points possible: 50
Visual Aid: None Required
Length: 2-3 minutes
Critique: None Required
Outline: None Required
Grading Criteria
Content:
1. Effectively introduces the speech by setting up the scene and context in a logical way, and by and providing
relevant background information: ________/10
2. Speaks for 2-3 minutes: ________/5
3. Uses appropriate language and makes appropriate word choices: ________/10
Presentation:
4. Speaks clearly and audibly with minimal nonfluencies: ________/10
5. Makes effort to maintain eye contact with audience: ________/5
6. Maintains professional posture and presentation style: ________/10
Final Grade:___________/50
Instructor Comments:
COM 2213 Syllabus 27
Recorded Speech Time:_____________
Team Chapter Presentation Assignment Sheet
Goal: The goal of this presentation is to work with a teammate to inform your classmates about the
contents of one pre-assigned chapter in your textbook. This speech will not be recorded, however you
and your partner are each required to write a critique of your presentation following the guidelines for
speech critiques located in this handbook. I expect these chapter presentations to be well thought out,
comprehensive, professionally constructed and presented and written as a TEAM! You must work
together in order to receive a passing grade.
Preparation Sheet: Not required
Critique: Required
Outline: Not Required
Points: 75
Visual Aid: Required
Time: 10-15
minutes per team
I strongly encourage you to do the following in your team chapter presentation:
 Engage your classmates! Much of the chapter text is common sense. You don’t need to dwell on
the details, but DO make an effort to present the material in a way that is engaging, interactive,
interesting and useful to your fellow students.
 Create the type of presentation you would want to listen to!
 Use video clips, audio clips, examples, photos, etc. to make your presentation interesting and
engaging.
 Venture beyond the textbook! While your book is a useful resource, the internet is full of other
valuable and interesting examples: Use it!
 Be a dynamic speaker. I expect these presentations to be more than just a boring regurgitation of
the contents of your assigned chapter. Yes, you need to cover the material, but make it relevant to
your classmates, and use any and all other resources at your disposal to do so.
 BE CREATIVE! PowerPoint can be a good tool, but don’t use it as a crutch.
 Feel free to create a relevant activity to accompany your chapter presentation. Many times, I will
also have one planned, but sometimes students come up with far more interesting and fun
activities than I do!
 If there are concepts, words, ideas or other materials in the chapter that you do not understand,
work to figure them out before you present! Ask me, Google it, or do whatever you need to do.
You can’t effectively convey material you yourself don’t understand.
The bottom line is: Find a way to take the material you have been assigned and make it palatable,
relevant, interesting and useful. Failure to do so will result in a less-than desirable grade.
Also, failure to work as a team to complete this project will result in a grade no better than a “D”. If
one member of the team is slacking, the other member is encouraged to explain the situation to me in
his or her critique.
COM 2213 Syllabus 28
Team Chapter Presentation Grading Rubric
Name:____________________________
Section:__________________________
Date: ________
Objectives: The goal of this presentation is to work with a teammate to inform your classmates about the
contents of one pre-assigned chapter in your textbook.
Preparation Sheet: Not required
Critique: Required
Outline: Not Required
Points: 75
Visual Aid: Required
Time: 10-15
minutes per team
Grading Criteria
Content:__________/40
1. Gives a substantive, comprehensive informative presentation over the pre-assigned textbook
chapter:_____/5
2. Accurately presents the material in the assigned chapter: ______/5
3. Organizes the material in a clear, concise, logical way:_____/5
4. Clearly identifies the key points of the chapter and includes relevant supporting information:_____/5
5. Clearly articulates primary take-away points from text:_____/5
6.Provides relevant, accurate and useful examples of key chapter concepts:_____/5
7. Effectively relates topic to the audience:_____/5
8. Effectively uses external resources:_____/5
Presentation & Delivery:__________/35
9. Speech is presented as a team with each student contributing equally:_____/5
10. Presentation concludes within 10-15 minutes: _____/5
11. Uses allotted time appropriately and well (is not stretching to fill time):_____/5
12. Speaks clearly and audibly with minimal nonfluencies:_____/5
13. Maintains clear and effective eye contact with audience:_____/5
14. Properly and effectively uses professionally created visual aid(s):_____/5
15. Delivers the speech using appropriate enthusiasm, body language, nonverbals and vocal tone:_____/5
Final Grade:__________/75
Instructor Notes:
COM 2213 Syllabus 29
Recorded Speech Time:_____________
Informative Speech Assignment Sheet
Goal: The objective of this speech is for you to inform your audience about a factual, non-controversial
topic of interest to you. I must approve this topic prior to you giving the presentation.
Points possible: 100
Visual Aid: Required
Sources: Minimum of 5
Time: 4-6 minutes
Critique: Required
Oral Citations: Minimum of 2
Outline: Required
Bibliography: Required
Objectives

Contains a clear introduction consisting of:
o attention step
o thesis statement
o credibility step
o audience relation step
o preview of the body of the speech.

Clearly identifies and enumerates the main points in the body of the speech.

Provides clear oral transitions between main points.

Briefly concludes the speech, including a
o summary of main points
o one additional concluding device.

Properly uses one visual aid.

Speaks clearly and audibly.

Speaks extemporaneously (i.e. uses good eye contact, not tied to notes, not memorized, not using a
manuscript).

Uses at least 5 pieces of evidence (i.e. an example, a statistic, testimony, etc) and must be labeled in
the left margin of the outline.

Orally cites at least 3 different published sources of evidence in the speech.

Hands in a speech outline prior to presenting the speech following the outline format provided with
sources of evidence indicated using footnotes in or on a separate bibliography page using APA style.

Delivers speech appropriately and with proper enthusiasm, tone and nonverbals.

Properly concludes the speech within 4-6 minutes.
COM 2213 Syllabus 30
Informative Speech Preparation Sheet
Name:____________________________
Section:__________________________
Date: ________
1. What is the topic of your speech? Why is it appropriate for you?
2. Why is the topic appropriate for your audience?
3. How will you relate the topic to your audience in the introduction?
4. How is your topic narrowed to conform to the time limits for the speech assignment?
5. What is your thesis statement?
6. What method(s) of gaining attention do you use in the introduction?
7. What method of organization do you use in the speech? Why is that the most appropriate way to structure your
ideas?
8. State in full sentences the 3 main points to be developed in the body of your speech.
1.
2.
3.
9. What is your concluding device? How do you plan to end your presentation?
COM 2213 Syllabus 31
Informative Speech Outline Template
Introduction
I. Attention getting device
II. Relate topic to audience
III. Credibility statement
IV. Thesis statement
V. Preview the main points of the body of the speech
A. Same as main point I
B. Same as main point II
C. Same as main point III
Body
I. First main point
A. Subpoint
1. Supporting information1 (Statistic)
2. Supporting information
B. Subpoint
1. Supporting information2 (Testimony)
Transition from main point I to main point II.
II. Second main point
A. Subpoint
1. Supporting information3 (Example)
2. Supporting information
B. Subpoint
1. Supporting information
Transition from main point II to main point III
III. Third main point
A. Subpoint
1. Supporting information4 (Testimony)
2. Supporting information
B. Subpoint
1. Supporting information
2. Supporting information5 (Statistic)
Conclusion
I. Restate thesis
II. Summary of main points in body of speech
A. First main point
B. Second main point
C. Third main point
III. Concluding device
1
Bibliographic information for first piece of evidence
Bibliographic information for second piece of evidence
3
Bibliographic information for third piece of evidence
4
Bibliographic information for fourth piece of evidence
5
Bibliographic information for fifth piece of evidence
2
COM 2213 Syllabus 32
Informative Speech Outline Checklist
The checklist below has been provided to aid in putting together the final draft of your Informative
Speech outline.

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
Name, date, class, time, & my name in the upper left hand corner of page 1.
The outline is typed, double-spaced & stapled.
The outline has proper and consistent subordination, spacing & structure.
You use proper grammar, spelling & punctuation.
A minimum of 5 sources utilized.
Include an APA style bibliography page or footnotes.
REMEMBER, you need:

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An engaging attention getter.
Full, complete sentences.
Three main points.
Transitions between main points.
The preview is a clear list of all of the main points.
The summary lists all of the main points and one thing about each to help the audience
remember.
A reference page which follows APA format.
o I recommend the Owl at Purdue: http://owl.english.purdue.edu/owl/resource/560/01/
A good reason to listen.
o Why should they listen you for the next five minutes?
o Would it be helpful for them to know this info? How so?
o How will it affect their lives?
Speaker Credibility.
o What have you done to prepare for this presentation: Your professional, academic,
personal experience with this topic?
A good preview letting the audience members know exactly what will be discussing today.
o Also include signifiers (first, second, third) so that as a listening audience we can keep them
on that same page.
Transitions between each main point.
o Good transition words are: “Although”, “Even though”, or “While”.
A proper review.
o Letting the audience know exactly what you discussed. Use words such as: first, second,
finally, as indicators to your listening audience.
A good reason for your audience to remember.
o Why is it important for the audience to remember this information you gave them today?
o Leave us with something interesting, motivational or useful.
COM 2213 Syllabus 33
Informative Speech Grading Rubric
Name:________________________________ Section: ____________________
Date:_____________
Assignment Objectives: The objective of this speech is give a non-controversial factual speech about a topic of your
choosing. You can think of this speech as an opportunity to TEACH the class about whatever subject you’d like!
Points possible: 100
Time: 4-6 minutes
Outline: Required
Visual Aid: Required
Critique: Required
Bibliography: Required
Sources: Minimum of 5
Oral Citations: Minimum of 2
Grading Criteria
Content:__________/45
1. Gives a substantive informative speech over a non-controversial factual topic which as been approved by the
instructor:_____/5
2. Effectively introduces the speech using an appropriate attention getting device: ______/5
3. Clearly articulates thesis statement:_____/5
4. Includes relevant credibility step:_____/5
5. Effectively relates topic to the audience:_____/5
6. Clearly previews each main point before proceeding to the body of the speech:_____/5
7. Uses at least 5 credible sources of evidence in the presentation:_____/5
8. Orally cites at least 2 of the 5 sources of evidence in the presentation:_____/5
Presentation & Delivery:__________/50
9. Clearly identifies each main point in the body of the speech:_____/10
10. Uses clear and easily identifiable transitions to move from one main point to the next:_____/5
11 Enumerates each main point in the body of the speech:_____/5
12. Speaks for 4-6 minutes: _____/5
13. Uses allotted time appropriately and well (is not stretching to fill time):_____/5
14. Speaks clearly and audibly with minimal nonfluencies:_____/5
15. Maintains clear and effective eye contact with audience:_____/5
16. Properly and effectively uses one professionally created visual aid:_____/5
17. Delivers the speech using appropriate enthusiasm, body language, nonverbals and vocal tone:_____/5
Outline:__________/5
18. Hands in outline BEFORE presenting the speech:_____/2
19. Outline conforms to assigned format, structure and meets all other criteria:_____/3
Final Grade:__________/100
Instructor Notes:
COM 2213 Syllabus 34
Recorded Speech Time:_____________
Criteria for Speech Critiques
Required for: Informative Speech
Team Chapter Presentation
Group Debate
Individual Persuasive Speech
Worth: 20 points each (20 x 4 = 80 points total)
Due: The class period following the day you gave your speech unless otherwise noted in the
syllabus/course schedule.
Guidelines: Each critique must be 2 typed, double-spaced pages in length (approximately 300-500 words)
with default margins and 12-point Times New Roman (or similar) font. You must include your name, the
date and the name of the assignment (i.e. Informative Speech Critique) at the top of the page. If your
critique is more than 1 page, you must staple the pages together. You must use correct grammar, spelling,
punctuation and sentence structure. You are all college students so I expect college level writing and
analysis from you.
Assignment: After you watch your speech on your flash drive, answer the following questions using
SPECIFIC EXAMPLES and details from your presentation:
1. What did you do well and why?
2. What can you improve upon and how will you fix it for next time?
3. What surprised you most about your presentation and why?
4. What grade would you give yourself if you were the instructor? Why do you think you earned this
grade?
For the Group Debate presentation, each person is required to submit their own critique evaluating both
their individual performance and their team’s performance.
COM 2213 Syllabus 35
Group Debate Assignment Sheet
Team Preparation Sheet: Required (one per team)
Visual Aids: Required (one per person)
Sources: Minimum of 3 per person
Worth: 125 points
Team Outline: Required (one per team)
Critique: Required (one per person)
Oral citations: Minimum of 2 per person
Length: 3-5 minutes per person
Goal: The classroom debates are exercises designed to allow you to strengthen your skills in the areas of
leadership, interpersonal influence, teambuilding, group problem solving, and oral presentation. Debate
topics and position statements will be decided in class. Groups and positions will be selected at random
by the instructor. All group members are expected to participate in the research, development, and
presentation of your debate position. Preparation will require substantial library research. Each student
will receive an individual grade reflective of his or her efforts and contribution toward the team
presentation.
Debate Format
15-20 minute position statement (3-4 minutes per team member) – Pro
15-20 minute position statement (3-4 minutes per team member) – Con
5 minute Work Period
4 minute Rebuttal - Pro
4 minute Rebuttal - Con
3 minute Work Period
2:30 minute Response - Pro
2:30 minute Response - Con
1 minute Work Period
2 minute Position Summary - Pro or Con
2 minute Position Summary - Pro or Con
5 minute Tallying of Ballots/Announcement of Winner
Debate Procedures
The debate will take the form of timed individual presentations and responses separated by timed group
work periods. When questions arise, the judgment of the instructor will provide the definitive ruling.
Prior to the beginning of the class period, both teams are to position their desks facing each other at the
front of the room and load any visual aids on the computer. Each team is to write its team name, debate
position, and debate position statement on the blackboard behind their desks.
Team members must stand when their team is presenting. Visual aids may be used at any time, including,
but not limited to, handouts, flipcharts, transparencies, slides, videos etc. While a team is not required to
COM 2213 Syllabus 36
use all of the time allocated to each debate component, speakers must stop immediately when the
allocated time runs out.
Team members are prohibited from speaking to the audience or opposing team except at the times
specifically allocated to them. Thus, there can be no immediate, reciprocal interchange of comments
between the teams.
The sequence of the position summaries will be determined by a random procedure at the conclusion of
the final work period. Note that no new information may be introduced during the summary. Doing so
may result in disqualification of the offending group. If either team feels that their opponents are
introducing new information during the summary, they may challenge them immediately and request a
ruling from the instructor.
Selection of Winner(s) and Allocation of Points
The instructor reserves the right to allocate fewer than the default or class voted points to a group, if, in
her opinion, the quality of preparation and/or presentation was inadequate. Debate "losers" who
prepare and present adequately will receive 30 points for their efforts.
Debate "Winners" will be selected in two ways, as follows:
Audience Vote: Class members in the audience will vote by secret ballot for a debate winner. Votes are
to be based upon presentation quality only, and not upon personal agreement or disagreement with the
position espoused.
At the conclusion of each component of the debate, class members will be asked to assign a point rating
along with explanatory comments to each team for their performance during that component. When the
debate is over, the point ratings will be summed. Whichever team has the higher sum will be the winner
on that ballot. After all ballots are collected, the number of votes for each team will be announced.
Whichever team has more votes will be the winner. In the event of a tie, the instructor’s vote will decide
the winner.
Instructors' Vote: The instructor will also evaluate both teams according to the above procedures and
criteria, and select his choice for the winner.
COM 2213 Syllabus 37
Group Debate Preparation Sheet
Names:
_________________________________
_________________________________
_________________________________
_________________________________
Section:
Date:_______________
1. What are your team’s primary arguments (main points) that will be used to support your position on the
assigned issue? Please use complete sentences.
2. How do you plan to effectively introduce your speech?
3. How will you relate the topic to your audience in the introduction?
4. What is your thesis statement?
5. What method(s) of gaining attention do you use in the introduction?
6. How will you organize the main points/arguments in your speech? Why will you order them in this way?
7. What sources of evidence are you relying on to support your primary arguments?
8. What is your concluding device? How will you effectively end your presentation?
COM 2213 Syllabus 38
Group Debate Outline Template
Introduction
I. Attention getting device
II. Relate topic to audience
III. Group credibility statement
IV. Thesis statement
V. Preview the main points of the body of the speech
A. First argument for/against topic (same as MP1)
B. Second argument for/against topic (same as MP2)
C. Third argument for/against topic (same as MP3)
Body
I. First argument
A. Subpoint
1. Supporting information1 (Statistic)
2. Supporting information
B. Subpoint
1. Supporting information2 (Testimony)
Transition from main point I to main point II.
II. Second argument
A. Subpoint
1. Supporting information3 (Example)
B. Subpoint
1. Supporting information4
Transition from main point II to main point III
III. Third argument
A. Subpoint
1. Supporting information5 (Testimony)
2. Supporting information
B. Subpoint
1. Supporting information
2. Supporting information6 (Statistic)
Transition from main point III to main point VI
Conclusion
I. Restate thesis
II. Summary of main points in body of speech
A. First main point
B. Second main point
C. Third main point
III. Concluding device
(Note: your team outlines should contain 1 main point per argument and ideally 1 argument per person)
1
Citation using APA style
2
Citation using APA style
3
Citation using APA style
Citation using APA style
5
Citation using APA style
6
Citation using APA style
4
COM 2213 Syllabus 39
Group Debate Ballot
Debate:________________________________
Class:_____________________
Name of Evaluator:______________________________
Date:_____________________
1
Poor
2
Fair
3
Average
4
Good
PRO
5
Excellent
CON
15-20 Minute Position Presentation
Rating = ____
Comments:
Rating = ____
Comments:
***** 5 Minute Work Period *****
4 Minute Rebuttal
Rating = ____
Comments:
Rating = ____
Comments:
***** 3 Minute Work Period *****
2 Minute Response
Rating = ____
Comments:
Rating = ____
Comments:
***** 1 Minute Work Period *****
2 Minute Position Summary
Rating = ____
Comments:
[
] Total Points
Circle Winner:
Comments:
COM 2213 Syllabus 40
Rating = ____
[
PRO
] Total Points
CON
Comments:
Group Debate Grading Rubric
Name:________________________________
Section: ____________________
Date:_____________
Assignment Objectives: The objective of this speech is to convince your audience and instructor that your side of a
given controversial topic is more right/correct/appropriate than the view of your opposing team.
Points possible: 125
Length: 15-25 minutes (3-5 minutes per person)
Team Outline: Required (one per team)
Visual Aid: Required (one per person)
Critique: Required (one per person)
Oral Citations: Minimum 2 per person
Sources: Minimum 3 per person
Bibliography: Required (one per team) APA
Grading Criteria
Content:__________/55
1.Introduce your argument clearly and effectively:_____/10
2. Clearly identifies the main point in the body of the speech:_____/5
3. Clearly states and thoroughly supports argument:_____/5
4. Briefly concludes argument, including a summary of the evidence:_____/5
5. Transitions smoothly and effectively into the next main point:_____/5
6. Avoids logical fallacies & faulty reasoning:_____/5
7. Uses at least one professional looking visual aid appropriately and well:_____/5
8. Uses at least 3 pieces of credible evidence:_____/10
9. Orally cites at least 2 pieces of evidence:_____/5
Presentation & Delivery:__________/65
10. Speaks clearly and audibly throughout presentation:_____/5
11. Speaks extemporaneously (well rehearsed and not tied to notes or memorized):_____/10
12. Maintains consistent and confident eye contact with the audience:_____/10
13. Uses clear and easily identifiable transitions to move from one main point to the next:_____/5
14. Enumerates main point in the body of the speech:_____/5
15. Speaks for 3-5 minutes: _____/5
16. Uses allotted time appropriately and well (is not stretching to fill time):_____/5
17. Uses minimal or no nonfluencies:_____/5
18. Maintains clear and effective eye contact with audience:_____/5
19. Properly and effectively uses one professionally created visual aid:_____/5
20. Delivers the speech using appropriate enthusiasm, body language, nonverbals and vocal tone:_____/5
Outline:__________/15
21. Outline conforms to assigned format and structure:____/5
22. Outline contains properly formatted bibliography page and/or footnotes:_____/5
23. Outline uses full and complete grammatically correct sentences:_____/5
Final Grade:__________/125
Instructor Comments:
COM 2213 Syllabus 41
Recorded Speech Time:_____________
Group Debate Peer Evaluation Form
Name:________________________________
Section: ____________________
Date:_____________
Please rank each member of your group on a scale of 1-5 for each of the following criteria with 1 being did not contribute and 5
being contributed fully. Please include any additional comments or information you think should be considered when
calculating grades for the presentation. These comments are particularly useful, so feel free to use the back of the page if
necessary. If you give a team member less than a perfect score, you must indicate why in the margin or in the comment
section. This evaluation may increase or reduce the grade your teammates receive on the team debate presentation. Please be
fair, accurate and as objective as possible in your evaluations. Do not evaluate your own contribution on this page.
Group Member 1 Name____________________________
Communication with group:
Contribution to research:
Presence/participation in group meetings:
Overall contribution to group presentation:
Comments:
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
3
3
3
3
4
4
4
4
5
5
5
5
3
3
3
3
4
4
4
4
5
5
5
5
3
3
3
3
4
4
4
4
5
5
5
5
Group Member 2 Name____________________________
Communication with group:
Contribution to research:
Presence/participation in group meetings:
Overall contribution to group presentation:
Comments:
1
1
1
1
2
2
2
2
Group Member 3 Name____________________________
Communication with group:
Contribution to research:
Presence/participation in group meetings:
Overall contribution to group presentation:
Comments:
1
1
1
1
2
2
2
2
Group Member 4 Name____________________________
Communication with group:
Contribution to research:
Presence/participation in group meetings:
Overall contribution to group presentation:
Comments:
Overall Comments:
COM 2213 Syllabus 42
1
1
1
1
2
2
2
2
Persuasive Speech Assignment Sheet
Goal: The goal of this speech is to persuade your classmates that they should take action with regard to a specific
issue of your choosing. In order to do this, you will use the Monroe’s Motivated Sequence (MMS) organizational
pattern. MMS is specifically designed to address questions of policy (rather than fact or value) and to motivate
people to change their behavior. Be sure the topic you select is appropriate for the speech!
Points possible: 150
Visual Aid: Required
Oral Citations: Minimum of 5
Length: 6-8 minutes
Critique: Required
Organizational Pattern: MMS
Outline: Required
Sources: Minimum of 7
Bibliography: Required, APA
Preparation: This speech will require considerable time outside of class for research and writing. Do not put it off
until the last minute! I will be able to tell and your grade will reflect it. Trust me on this.
Grading criteria: Any speech that does not clearly employ MMS will not receive a grade higher than a D.
Any speech that does not meet the time requirement will receive a full letter grade penalty.
Any speech that does not use a visual aid will be penalized one full letter grade.
Monroe’s Motivated Sequence
Organization plays a central role in the persuasive speech: The speech must logically establish why the audience
must change. (Unless audience members feel that there is something wrong with what they are doing or feeling,
they are unlikely to change.) While other persuasive designs are also effective in preempting psychological
resistance to change, the most widely used organizational pattern for public speaking is Monroe’s motivated
sequence.
1. Gain the audience’s attention: Attention-getters grab the audience, arousing curiosity about what the speaker is going to
say.
2. Identify unfulfilled needs: The speaker must establish a clear, urgent, and unfulfilled need in the mind of the audience. This
is a critical step in the sequence. No solution should be proposed during this stage.
3. Propose a solution that satisfies: Present the solution to the needs or problems described in Step 2. During this stage,
speakers must also identify and eliminate possible objections to the solution.
4. Visualize the resulting satisfaction: Intensify audience members’ desire for the solution by getting them to visualize what
their lives will be like one they’ve adopted it. Use vivid images and verbal illustrations to support the benefits of the proposed
solution.
5. Define specific action: In the final step, the speaker must turn the audience’s agreement and commitment into positive
action. Tell audience members what they need to do to obtain the described solution and its benefits.
COM 2213 Syllabus 43
STEP
FUNCTION
IDEAL AUDIENCE RESPONSE
Attention
To get audience to listen
"I want to hear what you have to say"
Need
to get audience to feel a need or want
"I agree. I have that need/want
Satisfaction
to tell audience how to fill need or want
"I see your solution will work"
Visualization to get audience to see benefits of solution
"This is a great idea"
Action
"I want it"
to get audience to take action
Monroe’s Motivated Sequence
Attention Step
Functions
To gain attention
To secure good will and respect
To prepare the audience for the discussion of your topic
Methods
Reference to a subject, event, or occasion
Personal greeting
Rhetorical question
Startling statement/statistics
Quotation
Funny anecdote
Illustration
Need Step
Functions
To describe the problem
To make your audience uncomfortable with the status quo
Methods
Statements (supported with evidence)
Illustration
Show consequences
Satisfaction Step
Functions
To present a solution to the need described above
Methods
Statements
Explanation
Theoretical demonstration
Practical experience
Meeting objections and potential counterarguments
Visualization
Functions
To intensify your audience’s desire to adopt the solution
and action you propose
To help the audience see the results/consequences
Methods
Positive method (see what will happen if we do this!)
Negative method (see what will happen if we don’t do this!)
Contrast method: (compare adoption vs. nonadoption
Action
Functions
To focus the throughts of your audience
To motivate your audience to ACT
To leave the audience in a mood appropriate to your topic
To convey a sense of completion
COM 2213 Syllabus 44
Methods
Challenge
Summary
Quotation
Illustration
Personal intention
Inducement
Monroe’s Motivated Sequence
The Motivated Sequence derives it’s name from the fact that by following the normal processes of human thinking it motivates
an audience to respond affirmatively to the speaker’s purpose. The sequence contains five distinct steps:
(1) Attention (get the attention of your audience),
(2) Need (describe the problem, demonstrate a need for change), (3)
Satisfaction (present a practical, and concise solution),
(4) Visualization (allow your audience to picture the results),
(5)
Action (request immediate action from your audience).
The Motivated Sequence Pattern is tailor made for policy speeches that seek immediate action. This sequence follows the
process of human thinking and leads the listener step by step to the desired action. This is a tried and true sequence that is
extremely effective. The Motivated Sequence Pattern is used by people who make their living by persuasion--especially
advertisers. Many TV commercials use this same sequence.
Make sure that you give your audience enough details of your proposal/plan so that it is clearly understood. Diagrams and
charts are often useful here. You want your audience to leave the satisfaction step with a clear understanding of your plan.
Your audience should now be wondering how this will work for them and what it can do for them (e.g., “This seems to be a
practical solution for me, however, I would like to see/visualize it in action. How can I benefit?”).
I. The Attention Step. First and foremost you need to gain the attention of your audience. In order to gain favorable attention,
one or more of the following are recommended (most of these are the same techniques you used in the introductions of your
informative speeches):
A. relating to the audience B. showing importance of the topic C. making a startling statement D. arousing curiosity or suspense
E. using a quotation relevant to your topic F. humorous anecdote
G. telling a dramatic story
H. posing a question (maybe
rhetorical) I. using visual aids for illustration
Which ever method you use, remember that the Visualization Step must stand the test of reality. The conditions you picture
must be capable of attainment. Moreover, they must be VIVID. Let your listeners actually see themselves enjoying the
advantages, or suffering the evils, you describe. Now that your audience is convinced your policy is beneficial, they should be
motivated to take action NOW.
II. The Need Step. Now that you have the interest and attention of your audience, you must next make them feel a need for
change. You need to show your audience that there is a serious problem with the current situation. It is important to state the
need clearly and to illustrate it with strong supporting materials.
One or more of the following are recommended: A. give a clear concise statement or description of the need or problem.
B.
one or more detailed examples which illustrate the need.
C. statistical data(don’t overwhelm us with statistics, & make sure
we can relate to them) D. Testimony and other form of support to show the extent of the need
In your need step you will make a convincing demonstration of how the need directly affects your audience: their health,
happiness, security, or other interests. By the end of this step your listeners should be so concerned about the problem that
they are psychologically primed to hear your solution.
III. The Satisfaction Step. Having aroused a sense of need, you satisfy it by providing a solution to the problem. Now you
present YOUR PLAN/SOLUTION and show your audience how it will work. The following techniques are recommended:
A. briefly state the action or change you wish your audience to adopt.
B. a complete concise explanation of your plan.
C. a
theoretical demonstration -- show how this action logically meets the problem. D. give actual examples showing that this plan
has worked effectively, and it’s a
IV. The Visualization Step. Now that you have given your plan/solution you will intensify your audience’s desire for your plan
by helping them visualize your plan. You want to project your audience into the future and picture the potential benefits of
your plan. Use vivid imagery to show your listeners how they will profit from your policy. Make them visualize how much
better conditions will be once your plan is adopted. The Visualization Step may be developed using on of the following
techniques:
COM 2213 Syllabus 45
Alan Monroe (1969) stated that “Although individuals may vary to some extent, research has shown that most people seek
consistency or balance among their cognitions. When confronted with a problem that disturbs their normal orientation, they
look for a solution; when they feel a want or need, they search for a way to satisfy it. In short when anything throws them into
a condition of disorganization or dissonance, they are motivated to adjust their cognitions or values, or to alter their behavior
so as to achieve a new state of balance” (p. 42).
A. The Positive Method -- by describing conditions as they will be in the future if the solution you purpose is carried out.
Provide vivid, concrete descriptions. Select some situation which you are quite sure will arise in the future, and picture your
audience actually enjoying the conditions which acceptance of your plan will produce.
B. The Negative Method -- by describing the adverse conditions that will prevail in the future if the plan you have presented is
not carried out. Picture for your audience the danger or the unpleasantness which will result from failure to follow your advice.
Select from the Need Step the most undesirable aspects of the present situation, and show how these conditions will continue
if your proposal is rejected.
C. The Contrast Method -- by combining the positive and negative approaches. Use the negative method first, visualizing the
bad effects if the audience fails to follow your advice; then the positive method, visualizing the good effects of believing or
doing as you recommend.
V. The Action Step. The function of the action step is to translate the desire created in the Visualization Step into overt action.
Make a call for action. Tell your audience exactly what you want them to do NOW, and exactly how to do it. For example: Tell
them where to go today on campus to donate blood. Give them the address of the state representative that they can write to
(better yet, give them stamped addressed envelopes to the representative, and maybe even a form letter they can sign). Give
them all the information they need to sign up for the CPR class offered next week at the Red Cross. You have done the leg work
and you are making it easy for your audience to take IMMEDIATE ACTION. This step can take the form of one or more of the
following devices:
A. a challenge or appeal
B. a summary is always expected by your audience C. a quotation
D. an illustration
E. a statement of
personal intentions practical solution
E. use facts, figures and the testimony of experts to support your claims\plan. You must
conclude with a final stirring appeal that reinforces your audience’s commitment to ACT NOW! Beware, however, of making
the action step too long or involved. You are trying to make this easy for your audience to do RIGHT NOW.
The above material is based on excerpts and thoughts taken from: D. Ehninger, A.H. Monroe, and B.E. Gronbeck’s, (1978)
Principles and Types of Speech Communication, 8th. Ed., pp. 142-163; S.E. Lucas (1995) The Art of Public Speaking, 5th. Ed., pp.
353-361.
COM 2213 Syllabus 46
Persuasive Speech Preparation Sheet
Name:________________________________
Section: ____________________
Date:_____________
NOTE: This speech must follow Monroe’s Motivated Sequence. Please answer the following questions using
complete sentences, and proper grammar, spelling and punctuation.
1. What policy, rule, regulation or law do you plan to argue for or against?
2 How do you plan to effectively introduce your speech (gain attention) and relate the topic to your audience?
3. What is your thesis statement?
4. What is your need step?
5. What is your satisfaction step?
6. What is your visualization step?
7. What specific sources of evidence are you relying on to support your primary arguments?
8. What is your call to action? How will you effectively end your presentation?
COM 2213 Syllabus 47
COM 2213 Syllabus 48
Persuasive Speech Outline Template
Introduction
I. ATTENTION STEP
II. Relate topic to audience
III. Credibility statement
IV. Thesis statement
V. Preview the main points of the body of the speech
A. Same as NEED step
B. Same as SATISFACTION step
C. Same as VISUALIZATION step
Body
I. NEED STEP (Explain here the NEED for change. Define the problem and use credible evidence to explain why the situation
needs changing)
A. Subpoint
1. Supporting information1 (Statistic)
2. Supporting information
B. Subpoint
1. Supporting information2 (Testimony)
C. Subpoint
1. Supporting information3 (Example)
Transition from main point I to main point II.
II. SATISFACTION STEP (Explain here the SOLUTION to the problem. What can be done to fix the problem? Be detailed and use
evidence to support your assertions).
A. Subpoint
1. Supporting information4 (Example)
2. Supporting information
B. Subpoint
1. Supporting information
2. Supporting information5 (Statistic)
Transition from main point II to main point III
III. VISUALIZATION STEP
A. Subpoint
1. Supporting information6 (Testimony)
2. Supporting information
B. Subpoint
1. Supporting information
2. Supporting information7 (Statistic)
Conclusion
I. Restate thesis
II. Summary of main points in body of speech
A. Same as NEED
B. Same as SATISFACTION
C. Same as VISUALIATION
III. CALL TO ACTION! (Explain here specifically what your audience can do to affect change and implement the solution you
provided above. Be clear, concise and make sure it’s within the realm of possibility. Provide all the needed information and any
other materials your audience may need in order for taking action to be easy and painless).
1
Bibliographic information for first piece of evidence
Bibliographic information for second piece of evidence
3
Bibliographic information for third piece of evidence
4 Bibliographic information for fourth piece of evidence
5
Bibliographic information for fifth piece of evidence
2
6
7
COM 2213 Syllabus 49
Persuasive Speech Grading Rubric
Name:________________________________
Points possible: 150
Visual Aid: Required
Oral Citations: Minimum of 5
Section: ____________________
Length: 6-8 minutes
Critique: Required
Organizational Pattern: MMS
Date:_____________
Outline: Required
Sources: Minimum of 7
Bibliography: Required
Grading Criteria
Elements of MMS:_____/75
Attention
1. Initial impression of confidence:_____/5
2. Gained attention of listeners:_____/5
3. Established credibility:_____/5
4. Established relevance to audience:_____/5
5. Thesis statement was clear:_____/5
6. Clearly previewed main points:_____/5
Need/Problem Step
7. Need/problem clearly defined:_____/5
8. Need/problem substantiated with
evidence:_____/5
Satisfaction/Solution Step
9. Plan/solution clearly explained:_____/5
10. Plan is viable and realistic:_____/5
Visualization Step
11. Practicality/viability of plan articulated and
supported with credible evidence:_____/5
12. Benefits of plan related to audience:_____/5
Action Step
13. Reviews main points:_____/5
14. Includes call for specific action:_____/5
15. Vivid concluding appeal:_____/5
Final Grade:__________/150
Instructor Comments:
COM 2213 Syllabus 50
Visual Aid:_____/15
16. Visual aid enhanced rather than
distracted:_____/5
17. Visual aid is appropriate for speech:_____/5
18. Visual aid was used appropriately and
well:_____/5
Delivery:_____35
19. Maintained eye contact:_____/5
20. Used vocal variety: _____/5
21. Absence of distracting mannerisms:_____/5
22.Communicated enthusiasm for topic:_____/5
23. Maintained poise and confidence:_____/5
24. Spoke extemporaneously: _____/5
25. Appeared well prepared and rehearsed:_____/5
Outline:_____/5
26. Hands in well written, properly constructed
outline following previously discussed guidelines
BEFORE the speech is presented:_____/5
Additional Evaluation Criteria:_____/20
27. Used a minimum of seven (7) credible sources in
speech:_____/5
28. Orally cites a minimum of five (5) credible
sources:_____/5
29. Transitions were clear and effective:_____/5
30. Completed within 6-8 minutes:_____/5
Recorded Speech Time:_____________
Demographic Audience-Analysis Questionnaire
1. Name (optional):
2. Sex/Gender:
3. Occupation:
4. Religious affiliation:
5. Marital status:
6. Major in school:
7. Years of schooling beyond high school:
8. Age:
9. Ethnic background:
10. Hometown and state:
11. Political affiliation:
12. Membership in professional or fraternal organizations:
13: Household size:
Additional Relevant Information:
COM 2213 Syllabus 51
Audience Analysis Exercise
Name:________________________________
Section: ____________________
Date:_____________
Instructions: Below are six specific purpose statements for classroom speeches. How would a speaker with this
specific purpose statement adapt his or her speech to the interests, knowledge, and attitudes of this class? In other
words, if this was your speech topic, how would you approach it in a way that would make your classmates want to
listen?
1. To inform my audience how they can protect their home against burglaries.
2. To inform my audience about the principles of aerodynamics that allow an airplane to fly.
3. To inform my audience about the causes, symptoms, and treatment of eating disorders.
4. To persuade my audience that the Social Security system should be replaced with a national system of individual
retirement accounts.
5. To persuade my audience that capital punishment should be abolished in the United State.
6. To persuade my audience to participate in campus organizations and activities.
COM 2213 Syllabus 52
Online Scavenger Hunt
Name:________________________________
Task 1:
Search
Terms:
URL:
Response:
Task 2:
Search
Terms:
URL:
Response:
Task 3:
Search
Terms:
URL:
Response:
Task 4:
Search
Terms:
URL:
Response:
Task 5:
Search
Terms:
URL:
Response:
Task 6:
Search
Terms:
URL:
Response:
Task 7:
Search
Terms:
URL:
Book
Titles:
Task 8:
Search
Terms:
URL:
Laws:
COM 2213 Syllabus 53
Section: ____________________
Find out what the high and low temperatures will be tomorrow.
Define triskaidekaphobia.
How many lines are in a limerick?
Where can you find career information in the media center catalog?
Who was the last NASCAR driver to win the Winston Cup?
Name a famous author from our state.
Find 2 books on dream interpretation in the media center catalog.
Find 3 funny laws in our state.
Date:_____________
Task 9:
Search
Terms:
URL:
Call
Number:
Task 10:
Search
Terms:
URL:
In the library catalog, find the call number for The Great Gatsby.
Find 2 events at the BI-LO Center in Greenville, South Carolina this month.
Events:
Task 11:
Search
Terms:
URL:
Response:
Task 12:
Search
Terms:
URL:
Response:
Who wrote the poem "Jabberwocky"?
What is the high school graduation rate in our state?
Answer the following discussion questions:
1. Which search engine did you use the most? Why? Does using another search engine change the results
that appear?
2. How did you determine effective keywords for your searches?
3. What were some difficulties you had in finding information?
4. Name 4 research-related resources available to you in the library catalog. How do you think you
can/will use these in the future?
5. Which resource in the library catalog do you think will be most helpful to you? Why?
COM 2213 Syllabus 54
Impromptu Informative Speech Grading Rubric
Name:________________________________
Points possible: 20
Visual Aid: None Required
Section: ____________________
Length: 1-2 minutes
Critique: None Required
Date:_____________
Outline: None Required
Grading Criteria
Content: __________/5
1. Properly concludes presentation within 1-2 minutes: ________/3
2. Uses appropriate language and makes appropriate word choices: ________/2
Presentation:__________/15
1.Speaks clearly and audibly: ________/5
4. Speaks clearly and audibly with minimal nonfluencies and demonstrates appropriate enthusiasm: ________/5
5. Makes effort to maintain eye contact with audience: ________/3
6. Maintains professional posture and presentation style: ________/2
Final Grade:___________/20
Instructor Comments:
COM 2213 Syllabus 55
Recorded Speech Time:_____________
Impromptu Persuasive Speech Grading Rubric
Name:________________________________
Points possible: 20
Visual Aid: None Required
Section: ____________________
Length: 1-2 minutes
Critique: None Required
Date:_____________
Outline: None Required
Grading Criteria
Content: __________/5
1. Properly concludes presentation within 1-2 minutes: ________/3
2. Uses appropriate language and makes appropriate word choices: ________/2
Presentation:__________/15
1.Speaks clearly and audibly: ________/5
4. Speaks clearly and audibly with minimal nonfluencies and demonstrates appropriate enthusiasm: ________/5
5. Makes effort to maintain eye contact with audience: ________/3
6. Maintains professional posture and presentation style: ________/2
Final Grade:___________/20
Instructor Comments:
COM 2213 Syllabus 56
Recorded Speech Time:_____________
In-Speech Oral Citation Guide
When citing your references in your speech, you need to include three things: Author, Source, and Date.
Utilizing all three of these items will make your references sound solid and will allow critical thinkers to
find the information you are talking about.
“Author” refers to who wrote or spoke the information you are referencing.
Source refers to the source that the author made the comment in: Newspaper, magazine, book, TV
show, interview, etc.
Date refers to when the author said the material or when the source material was published. If there is
not a date listed due to the type of source (i.e. webpage), use the last accessed date instead. Last
accessed date refers to the last date that you looked that information up online.
When citing your reference author, be sure to include any information necessary to aid their credentials.
This is especially important when the source you are using is a personal interview that you conducted.
You need to be sure we understand why this person is an expert and why we should trust the information
that you are presenting. It also helps critical thinking for the listeners in that they are able to better judge
the information that is presented. If the author is the person who wrote a journal or magazine article such
as National Geographic, it isn’t necessary to add any more credentials. However, if it is an author to a
website that is not well known, letting your audience know more about the person will help them analyze
the information and weigh out its merit.
Some examples of source material cited properly in a speech are as follows:
“According to Kevin Blakely, a reporter for MSN.com in February of this year, currently US divorce rate is
at 50%”
“According to an article published in NY Times by author Ken Penn in October 2009, terrorism is a bigger
threat now than it was on 9/11”
“In September 2011, author Bob Jones wrote an article for Time Magazine talking about reproduction
habits of our closest relatives, the chimpanzee. He said...”
“According to a personal interview in October of this year with Dr. Laura Stouff, a family practitioner in
the area for 24 years, immunization rates in our community are lower than average.”
Notice that all examples include author, source, and date for the material that was presented and they
are worded as conversationally as possible. Your references should be memorized so as to not detract
from the information you are presenting and to enhance the credibility of the information. If you have to
look down to retrieve your source material, it will seem like you don’t care very much about it and thus, it
must not be that important. Knowing a source and citing it fluidly, without looking away from your
audience, will make you look better and will make your presentation more enhanced.
COM 2213 Syllabus 57
Proper APA Reference Page
All communication and psychology classes at your college will require APA (American Psychological
Association) format for your reference and in text citations. MLA or Modern Language Association is
another common reference format, but is used for English and language courses. APA has specific
reference requirements that need to be followed for any communication course. For a beginning public
speaking course, you will be required to follow the APA guidelines for your reference papers that are
turned in with your assignments.
General guidelines for APA reference papers are as follows according to Purdue OWL website, a reputable
site for APA referencing (http://owl.english.purdue.edu/owl/resource):
Your reference list should appear at the end of your paper. It provides the information necessary for a
reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the
paper must appear in your reference list; likewise, each entry in the reference list must be cited in your
text.
Your references should begin on a new page separate from the text of the essay; label this page
"References" centered at the top of the page (do NOT bold, underline, or use quotation marks for the
title). All text should be double-spaced just like the rest of your essay.
Basic Rules
All lines after the first line of each entry in your reference list should be indented one-half inch from the
left margin. This is called hanging indentation. Authors' names are inverted (last name first); give the last
name and initials for all authors of a particular work for up to and including seven authors. If the work has
more than seven authors, list the first six authors and then use ellipses after the sixth author's name.
After the ellipses, list the last author's name of the work.
Reference list entries should be alphabetized by the last name of the first author of each work. If you have
more than one article by the same author, single-author references or multiple- author references with
the exact same authors in the exact same order are listed in order by the year of publication, starting with
the earliest.
Capitalize all major words in journal titles.
When referring to books, chapters, articles, or Web pages, capitalize only the first letter of the first word
of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not
capitalize the first letter of the second word in a hyphenated compound word.
Italicize titles of longer works such as books and journals.
Do not italicize, underline, or put quotes around the titles of shorter works such as journal articles or
essays in edited collections.
COM 2213 Syllabus 58
APA Style Common Examples
One Authors
Last name first, followed by author initials.
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological
Science, 11, 7-10.
Two Authors
List by their last names and initials. Use the ampersand instead of "and."
Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency
hypothesis. Journal of Personality & Social Psychology, 66, 1034-1048.
Article in Journal
APA style dictates that authors are named last name followed by initials; publication year goes between
parentheses, followed by a period. The title of the article is in sentence-case, meaning only the first word
and proper nouns in the title are capitalized. The periodical title is run in title case, and is followed by the
volume number which, with the title, is also italicized or underlined.
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue
number), pages.
Basic Format for Books
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.
Article in a Magazine
Henry, W. A., III. (1990, April 9). Making the grade in today's
schools. Time, 135, 28-31
Article in a Newspaper
Unlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style. Single
pages take p., e.g., p. B2; multiple pages take pp., e.g., pp. B2, B4 or pp. C1, C3-C4.
Schultz, S. (2005, December 28). Calls made to strengthen state energy policies. The Country Today, pp.
1A, 2A.
Nonperiodical Web Document, Web Page, or Report
List as much of the following information as possible (you sometimes have to hunt around to find the
information; don't be lazy. If there is a page like http://www.somesite.com/somepage.htm, and
somepage.htm doesn't have the information you're looking for, move up the URL to
http://www.somesite.com/):
Author, A. A., & Author, B. B. (Date of publication). Title of document. Retrieved from http://Web address
Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M.,Soderland, L., & Brizee, A. (2010, May 5).
General format. Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/
Personal Interviews
Personal interviews refer to those interviews that you conduct yourself. List the interview by the name of
the interviewee. Include the descriptor Personal interview and the date of the interview.
Purdue, Pete. Personal interview. 1 Dec. 2000.
COM 2213 Syllabus 59
Practice APA Worksheet
Name:________________________________
Section: ____________________
Date:_____________
Part 1: For this exercise, list the following in the correct APA reference page format.
Example #1
Book: How to Create A Happy Family Atmosphere
Published: June 2009 from McGraw Hill
Author: Kim Jessop
Example #2
Website: www.helpingothers.com; article entitled “How to help your neighbors achieve success at work”
Author: Simone Helper, a RN in the local area of Vermont for 20 years
Date: September 2009
Example #3
Personal Interview:
Author: Jim Hansen, warden of Central Utah Facility Prison for 15 years
Date: October 13, 2011
Example #4
Journal: “The Journal of Communication”
Article: “How Communication Apprehension Hurts Self-Esteem”
Author: Kim Jenkins
Date: February 8, 1979
Part 2: Write out all four references in proper order with the proper labeling
COM 2213 Syllabus 60
Part 3: Take all four references and create a statement from each of them in spoken speech format. In
example, “According to an article published in NY Times by author Ken Penn in October 2009, terrorism is
a bigger threat now than it was on 9/11”. Since you don’t know the material and they are made up
references anyway, you will make up what that source material is about. As long as the Author, Source,
and Date are used properly in a statement, any information will be accepted.
Example #1
Example #2
Example #3
Example #4
Basic Outlining Guide
COM 2213 Syllabus 61
Why are outlines important?
An outline sets forth in plain view the architecture of your thought. An outline can assist you as you speak
in at least eight ways.
1. You can be sure your main points sustain your thesis.
2. You can be sure your thought patterns are appropriate, orderly, and consistent.
3. You can be sure your supporting materials (sub points) are logically or psychologically related
but subordinate to your main points.
4. You can be sure your supporting materials are of the kind, quantity and quality that:
a. Sustain your main points
b. Develop your subject fully and completely.
c. Influence your audience as much as possible in the way you desire.
5. You can be sure that you use proper transitions to help make progression and relationships
clear.
6. You can be more sure of remembering your main points, their sequence and their development.
7. You can, because of all of the above, be sure your audience will comprehend your speech better
and remember it longer.
8. You can have a permanent record of your speech.
What is good outline form?
A good outline meets these four standards:
1. There should be only one item or statement in each unit in the outline. If two ore more statements
appear under one symbol, their relationship becomes unclear.
EXAMPLE:
(How not to do it!)
I. Our city should conduct a campaign against the thousands of flies that infest it each year,
breeding everywhere and buzzing at every house, because they spread disease by carrying germs
and contaminating food, and because they can be stopped by killing them with insecticides and
preventing their breeding by eliminating refuse.
(How to do it!)
I. Our city should conduct a campaign against flies.
A. Thousands of flies infest the city every year.
1. They breed everywhere.
2. They buzz at every house.
B. Flies spread disease.
1. They carry germs.
2. They contaminate food.
C. Flies can be eliminated easily.
1. Widespread use of insecticides kill them.
2. Cleaning up trash prevents their breeding.
2. The items on the outline should be properly subordinated – statements listed as subpoints under a
larger heading should actually be subordinate to or support major points.
For a test of correct subordination, read the statement you wish to use as a main point (or sub-point) and
mentally insert “because” or “since” or “for” and read the sub-point (or sub-sub point) immediately
COM 2213 Syllabus 62
underneath. If “because,” “since” or “for” makes a logical connection between the two, your
subordination is probably correct.
EXAMPLE:
(How not to do it!)
I. Radio benefits humanity.
A. It has saved many lives at sea.
II. It makes spreading the news easier.
III. Current broadcasting techniques impede radio’s full potential.
A. There are too many stations cluttering up the air.
1. Programs are becoming worse.
2. There are too many DJ-shows and advertisements.
(How to do it!)
I. Radio benefits humanity (because…)
A. It has saved many lives at sea.
B. It makes spreading news easier.
II. Current broadcasting techniques impede radio’s full potential. (because…)
A. There are too man stations cluttering up the air.
B. Programs are becoming worse. (since…)
1. There are too many DJ shows.
2. There are too many advertisements.
3. Proper indentation should be used to indicate the logical relationship between the items. The greater
the importance of the item, the closer it should be to the left hand margin. If a statement takes up more
than one line, the second line should be indented exactly as the beginning of the item.
EXAMPLE:
(How not to do it!)
I. Dogs are mans best friend.
A. They are incredibly loyal.
1. In early August 2011, Kirby, a small black dog whose owner recently died, went
missing from his new home. The little pup was found soon after, sitting by his owner's grave, having
walked miles to find it.
(How to do it!)
I. Dogs are mans best friend.
A. They are incredibly loyal.
1. In early August 2011, Kirby, a small black dog whose owner recently died, went
missing from his new home. The little pup was found soon after, sitting by his
owner's grave, having walked miles to find it.
4. It is necessary to use a consistent set of symbols.
EXAMPLE:
(How to do it!)
I. Roman numerals
A. Capital letters
1. Arabic numerals
a. Lower-case letters.
COM 2213 Syllabus 63
Some Guidelines for Clear, Effective Main Points
1. Main points should be complete, declarative sentences expressing a single idea.
2. Main points should be parallel; they should be in the same grammatical form, should be similarly
phrased and should repeat as many of the same words as possible.
EXAMPLE:
(How not to do it!)
I. The amount of your income tax depends on the amount you can earn.
II. Isn’t property tax assessed on the value of what you own?
III. You pay sales tax in proportion to the amount you buy.
(How to do it!)
I. The amount you earn decides your income tax.
II. The amount you own decides your property tax.
III. The amount you buy decides your sales tax.
COM 2213 Syllabus 64
Outlining Exercise #1
Name:________________________________
Section: ____________________
Date:_____________
In the left hand column below is a partially blank outline from a speech about sleep deprivation. In the right-hand
column, arranged in random order, are the subpoints to fill in the outline. Choose the appropriate subpoint for each
blank in the outline.
Outline
I. Most Americans do not get the sleep
they need on a regular basis
A.
Subpoints
Sleep deprivation has been linked
to a number of health problems.
The Times also blames falling asleep at the
Wheel for 6,500 U.S. traffic deaths each year.
B.
1.
2.
II. Sleep deprivation is a major cause of traffic
accidents and deaths.
A.
The typical adult needs about eight hours
of sleep each night to function effectively
during the day.
The same study showed that 20 percent of
the population gets less than six hours of
sleep a night.
1.
Second, it increases the risk of heart disease.
2.
The statistics linking sleep deprivation to
traffic accidents and deaths are alarming.
Yet most Americans consistently get less than
eight hours of sleep a night.
B.
III. Sleep deprivation also contributes to poor
personal health.
A.
First, it weakens the immune system.
Sleep deprivation is second only to alcohol
as the leading cause of traffic accidents and
deaths.
B.
1.
Newsweek reports that “sleep deprivation
has become one of the most pervasive health
problems facing the U.S.”
2.
3.
A Stanford study showed that over half the
population gets less than seven hours of sleep a
night.
Third, it contributes to gastrointestinal illness.
The Los Angeles Times reports that drowsiness
causes 200,000 auto accidents each year.
COM 2213 Syllabus 65
Outlining Exercise #2
Name:________________________________
Section: ____________________
Date:_____________
Below is a speech outline with 12 main points. Reorganize the outline so as to reduce the original main points to three
main points, each with three sub points. Use the new main points and subpoints to fill in the blank outline at the bottom
of this page. Be sure to use parallel wording when stating the main points.
I. The first part of preparing for a backpacking trip is plotting the course.
II. Choose a course that is suitable for everyone in the hiking group.
III. Check detailed maps so you can identify obstacles on your course.
IV. Consider the climate of the hiking area when plotting your course.
V. Preparing you food is also important.
VI. Work out a menu that covers all means you will eat on the trip.
VII. Shop for the food you will need.
VIII. Carefully pack the food in waterproof bags.
IX. Good equipment is a necessity as well.
X. You will need a tent that is lightweight yet spacious.
XI. You will need strong, comfortable hiking boots.
XII. You will need proper clothing for the terrain and climate.
I.
A.
B.
C.
II.
A.
B.
C.
III.
A.
B.
C.
COM 2213 Syllabus 66
Lost at Sea Exercise
Name:________________________________
Section: ____________________
Date:_____________
Scenario:
You and your team have chartered a yacht. None of you have any previous sailing experience, so you
have hired an experienced skipper and two-person crew. As you sail through the Southern Pacific Ocean,
a fire breaks out and much of the yacht and its contents are destroyed. The yacht is slowly sinking. Your
location is unclear because vital navigational and radio equipment have been damaged. The yacht
skipper and crew have been lost to the fire. Your best guess is that you are approximately 1,000 miles
southwest of the nearest landfall.
1. A sextant
2. A shaving mirror
3. A quantity of mosquito netting
4. A 5-gallon can of water
5. A case of army rations
6. Maps of the Pacific Ocean
7. A floating seat cushion
8. A 2-gallon can of oil/petrol
9. A small transistor radio
10. 20 square feet of Opaque sheeting
11. Shark repellent
12. One quart of rum
13. 15-ft nylon rope
14. 2 boxes of chocolate bars
15. A fishing kit
Self
Team
Actual
Difference
In addition to the above, you have salvaged a
four-man rubber life raft.
The total contents of your combined pocket’s
amounts to a pack of cigarettes, three boxes
of matches and 3 $5 bills.
YOUR CHANCES OF SURVIVAL WILL DEPEND UPON YOUR ABILILTY TO RANK THE ABOVE 15 ITEMS IN
THEIR RELATIVE ORDER OF IMPORTANCE. GOOD LUCK!
COM 2213 Syllabus 67
How to Create a PowerPoint that isn’t Terrible
Presentations – whether they are made with PowerPoint or other applications, are a great way to support
a speech, visualize complicated concepts or focus attention on a subject. However, a bad presentation
can achieve the opposite. Badly designed slides with too much text or bad graphics can distract or worse,
irritate the audience. Here’s a short guide that will help you create presentations with a professional look
and concise content, avoiding the most common mistakes.
Design
The first thing that gives a professional touch to any presentation is the design.
Presentation Helper has a large selection of free Powerpoint templates for a variety of topics. However,
whether you download a free template or create your own, keep the following in mind:
1. Compose Slides
 Don’t copy & paste slides from different sources.
 Keep the design very basic and simple. It shall not distract.
 Pick an easy to read font face.
 Carefully select font sizes for headers and text.
 Leave room for highlights, such as images or take home messages.
 Decorate scarcely but well.
 Restrict the room your design takes up and don’t ever let the design restrict your message.
2. Use Consistency
 Consistently use the same font face and sizes on all slides.
 You may highlight headers, create a special frame for figures/images or the whole slide but don’t
overload your slides with these elements.
Colors
A poor choice of colors can shatter a presentation. If you’re unsure which colors match best, use
ColorBlender to get a set of up to six matching colors, simply by moving a set of RGB sliders back and
forth.
3. Use Contrast
 Black text on a white background will always be the best but also the most boring choice.
 If you want to play with colors, keep it easy on the eyes and always keep good contrast in mind so
that your readers do not have to strain to guess what you’ve typed on your slide.
4. Apply Brilliance
 Carefully use color to highlight your message!
 Don’t weaken the color effect by using too many colors at an instance.
 Match colors.
 Make a brilliant choice: match colors for design and good contrast to highlight your message.
Text
5. KISS
 Keep It Straight and Simple.
 Keywords only.
 No sentences!
 Never read your slides, talk freely.
 Remember that your slides are only there to support, not to replace your talk! You’ll want to tell a
story, describe your data or explain circumstances, and only provide keywords through your slides.
If you read your slides and if you do it slow and badly, the audience will get bored and stop
COM 2213 Syllabus 68
listening.
6. Take Home Message
 Always express a Take Home Message.
 It’s your message, a summary of your data or story.
 Make it a highlight that stands out.
Images
Images are key elements of every presentation. Your audience has ears and eyes – they’ll want to see
what you’re talking about, and a good visual cue will help them to understand your message much better.
7. Add Images
 Have more images in your slides than text.
 But do not use images to decorate!
 Images can reinforce or complement your message.
 Use images to visualize and explain.
 A picture can say more than a thousand words.
 If you don’t have your own images, you can browse Flickr or Google’s image search for material. If
this is a very public and official presentation however, you need to keep copyrights in mind.
Animations & Media
In animations, there is a fine line between a comic or professional impression. However, animations can
be rather powerful tools to visualize and explain complicated matters. A good animation can not only
improve understanding, but can also make the message stick with your audience.
8. Don’t Be Silly
 Use animations and media sparingly.
 Use animations to draw attention, for example to your Take Home Message.
 Use animations to clarify a model or emphasize an effect.
Target & Content
Your target i.e. your audience, defines the content of your presentation. For example, you won’t be able
to teach school kids about the complicated matters of economy. However, you may be able to explain
what economy is in the first place and why it is important.
9. Keep Your Audience In Mind
In your talk, describe the essentials colorfully and choose your weapons i.e. text, images and animations
wisely (see above). If you lose the attention of your audience, everything will be lost — it won’t matter
how ingenious your design or how brilliantly you picked colors and keywords.
Answer these questions and boil your slides down to the very essentials:
 What do they know?
 What do you need to tell them?
 What do they expect?
 What will be interesting to them?
 What can you teach them?
 What will keep them focused?
10. Practice
A well-prepared and enthusiastic talk will help you convince your audience and maintain their attention.
There are some key points that define a good talk.
 Know your slides inside out.
 Speak with confidence – loud and clear.
 Don’t speak too fast.
 Maintain eye contact with the audience.
COM 2213 Syllabus 69
Evaluating Your Sources
Just because you see it in print or on your computer screen, do not assume it is accurate or reliable!
Evaluation checklist
 What's the book's purpose? (or article or website)
 Who is the author?
 Who is the publisher?
 Why should I believe this information?
 How timely is it?
 What will this add to my project?
 What can I tell from an Internet address?
Before you use information from a book-or article-for your paper, take a critical look at it. Consider the following:
 What is the book's purpose?
Is it to inform, to present opinions, to report research or to sell a product? For
what audience is it intended-general public, children, scholarly?
 Who is the author?
Are his qualifications, experience, and/or institutional affiliation given? What
credentials or special knowledge does he have? Does the author have a certain bias?
 Who is the publisher?
Is it published by an academic institution or a large commercial publisher? By a nonprofit organization or a business? The publisher may give clues as to the reliability and/or bias of the
information presented. If it's a website, what does the URL tell you?
 Why should I believe this information-what authority does it have? Does it contain documented facts or
personal opinion? Any footnotes, bibliographies, or lists of references that let you check the accuracy of
statistics or factual information? Is the documentation from published sources, not personal webpages?
 How timely is this information? Do you need a new book about current research or issues? Need
something written earlier on issues during a certain historical period? Are the statistics and facts cited in
the book recent enough for your research needs? If this is a website, is there a "last updated" date shown?
 What will this information add to your project? Does it help you to understand the topic and answer your
research question? How does it compare to what you've read in other books and articles? Does it give
historical or theoretical context to what you've learned? What aspect of your topic does it not cover? Can
you use the bibliography to find more on your topic? Is it a scholarly or a popular source?
(Adapted from University of Minnesota Libraries' "Quickstudy.")
What can I tell from an Internet address?
An Internet address is also called a URL (Uniform Resource Locator). Looking at the end of the URL will often tell
you something about what kind of website you're visiting-even a clue about how trustworthy or objective the
information might be.
URL
TYPE OF INFO
RELIABILITY
.com (commercial)
Commercial sites, ads, business info, shopping, news
!!!
.edu (education)
school info, links to libraries & departments
!!!!
.gov (government)
statistics, public info, facts, agency databases
!!!!!
non-profit information, interest group agendas, may try to
.org (organization)
!!!
influence public opinion
.net (network)
Internet service provider, often sponsors personal sites
!!
~ (tilde) followed by a personal
Could be great information. (Some educational institutions let
You be the
name (someone's personal
individuals post personal material, with no monitoring of
judge!
webpages)
contents.)
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Helpful OCCC Resources
The Speech Lab
The Speech Lab at Oklahoma City Community College offers students the opportunity to practice and
record their speeches and view them immediately or take them home on a USB drive to critique
themselves and make improvements to their public speaking for classes such as Introduction to Public
Speaking. Students are expected to provide their own USB drives.
This new lab is located in 1D4 in the Arts and Humanities Building, across from the Arts and Humanities
Division Office.
Hours for this lab will change each semester. Check with the Arts and Humanities Division Office for dates
and times. For more information, call 682-7558.
The Communication Lab
The Comm Lab provides the following services to student free of charge:
Word Processing
Free Tutoring
Reading Skills
Grammar Software
Study Skills
Computer Center
Writing Workshops
Tutor Facilitated Study Groups
ESL Conversation Groups
Online Writing Assistance
Their website also has a lot of useful resources: http://www.occc.edu/comlab/instructions.html
http://www.occc.edu/comlab/
Phone number: (405) 682-1611 extension 7379 E-Mail: echo@occc.edu
The lab is located in Area 1N7 of the Main Building.
The Library
The library also has a ton of useful resources, including free printing on the third floor. Oh, and librarians
(in my experience, anyway) are the most helpful people ever. If you need something or have questions,
just ask them!
http://www.occc.edu/library/
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Helpful Online Resources
www.youtube.com
Use this to look up examples of the different types of speeches you will be presenting throughout the
semester. Be wary, though. Not all of the student speeches on Youtube are done well!
http://yourlogicalfallacyis.com
Useful in helping you identify and understand various types of logical fallacies and how to avoid them in
your presentations.
http://michaelhyatt.com/5-rules-for-more-effective-presentations.html
More tips for how to create effective PowerPoint presentations.
www.Prezi.com
Similar to PowerPoint, but allows your presentation to move through space and show relationships
between ideas more effectively. Check it out! It’s free!
http://owl.english.purdue.edu/owl/section/2/10/
Guide to APA style.
http://citationmachine.net/index2.php
Will help you format you APA citations correctly.
http://www.hawaii.edu/mauispeech/html/infotopichelp.html
Extensive list of possible speech topics.
http://www.toastmasters.org/MainMenuCategories/FreeResources.aspx
Toastmasters International is a non-profit educational organization that teaches public speaking and
leadership skills through a worldwide network of meeting locations.
http://www.accuconference.com/resources/effective-presentations.aspx
This website has lots of tips and resources to help you give more effective speeches.
COM 2213 Syllabus 72
Five things to remember when e-mailing a professor
By Megan Roth
Photo by Ryan McVay
The scenario: It’s Tuesday afternoon, the day
before the exam, and you’re not sure about
the material. It’s too late to attend the
professor’s office hours. As you sit at your
computer, staring at the open email window,
you freeze. How do you email the professor?
Emailing a professor might seem daunting,
especially if he or she does not know you
individually among the sea of hundreds of
other students in your lecture class or college.
But following a few general principles will help
you establish communications with your
professors without worrying that you’ve lost
face.
Keep these five things in mind when emailing your professor.
1. Be Formal
Always use a proper salutation when emailing a professor — even if you know the professor
personally or professionally. Use “Dear” to begin the email and address he or she by the name you would use if
speaking to the professor in person (Dear Dr. ____ or Dear Ms. ______). If you do address the professor by first
name, still use “dear” to set up a respectful tone for the letter.
2. Specify
Specify who you are by first and last name, and specify which class you are taking before diving into the
specifics. Professors often teach anywhere from two to six classes per semester and usually have hundreds of
students to serve. State your name, the class you are taking and the course section (the professor might teach
three sections of your course and will need to know which one you attend).
3. Be thorough
Any time you send a message, you should have two things in mind: goal and audience. Your
audience here is a professor, who is an authority figure. Your goal could be any number of things, from clarifying
the reading assignment to asking for an extension. Whatever your goal may be, you’ll want to anticipate any
questions the professor may have and incorporate the information into your message. For example:
Dear Professor Smith,
My name is John Green and I attend your ENC4214 section 9 course. I missed class on Tuesday and would like to find
out the assignment for Thursday. The syllabus only lists a reading assignment, but I wanted to make sure nothing is
due to hand in Thursday. Thank you for your help.
Sincerely,
John Green
The example above shows that John indicated that he had already checked the syllabus. This saves time and allows
the professor to simply respond, “Yes, there is a written assignment and it is _____” or “No, there is no written
assignment,” knowing that John has already gone to the syllabus.
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4. Be kind
Professors are people, too. They have friends, families, hobbies and favorite foods. So when you email a
professor, remember that you are not writing to an entity, a building or a computer — you are communicating with
a real person. Be kind, be thankful and never come across as demanding. This can be accomplished with the “You
Attitude,” a concept that asks you to consider yourself as the reader. What words or sentences would be offputting? For example:
“Get back to me as soon as possible.” This sentence is demanding, pushy and gives a direct command —
something you want to avoid. After all, you are communicating with a higher-up.
“Please advise me at your convenience.” This conveys respect and awareness. The professor is not a public servant
and doesn’t need to do anything as soon as possible for you.
Using the “You Attitude” establishes goodwill and respect and increases the chances you will receive the help you
need. It also won’t hurt to thank the professor at the end of the email, which establishes good rapport (see the
example above).
5. Proofread
Perhaps the most important and final step, proofreading ensures that you come across as
professional and caring. An email full of errors and faulty sentence structure is sure to enflame a busy professor.
After all, if your writing is unclear, the reader has to work to understand what you want. Do the work on your end
and make the message is clear and easy to read. For a short message, don’t get fancy. Use simple syntax (subjectverb-object) and proofread for run-on sentences, misspellings and other errors.
Together these tips will make emailing your professor a breeze.
COM 2213 Syllabus 74
5 things you should never say to your professor
By Jorie Scholnik
By Digital Vision
This is what your professor probably wants to do when you ask one of these questions.
Before you read any further, I want you to know two things about me, the author of this blog post. First, I am a
young professor, which means that I completely understand the current demands of a student, how students go
about selecting courses and all the tricks in the book for making excuses. I also want you to know that I have heard
everything below, and this article wasn’t written to be comical in any way.
From a professor’s point of view, I want to tell students that effective professors care about their classes, put a lot
of time into grading and lesson planning and genuinely want students to take away some knowledge from the
course. Being a professor with the technology accessible to students today also means that we are expected to
answer emails immediately.
Believe it or not, professors also want to see their students do well in their courses. However, we do form
impressions about students and it’s undeniable that we consider assignment extensions based on a student’s
attitude and effort. Therefore, in order to build a relationship with your professor, whether it be to earn a good
grade for the semester or to secure a letter of recommendation in the future, here are some things to avoid saying
at all costs. Seriously.
1. “Did I miss anything important/Did we do anything important in class?”
Let me answer this one for you in one word: Yes. The answer will always be “yes.” The reason is because professors
never stand up in front of a room or create an activity that they consider useless. Professors value their course and
think the content is important every day. I will also add a bonus pointer here that it should be the student’s
responsibility to find out what was missed in class.
2. “I just took your class for an easy A.”
Professors translate this statement as the student didn’t care about the course material or want to put any effort
into doing the work. Professors care about their course curriculum and they hope that it will be respected and
taken seriously. When professors grade, quality counts, and taking quizzes, writing papers and completing group
presentations are all part of earning a passing grade.
3. “I didn’t know we had anything due in this course.”
Saying this to a professor is equivalent to asking, “What days does this class meet?” and, “Do we have a book in this
course?” At the college level, students have assignments due in every class, every semester. It is a student’s
responsibility to look at the course syllabus. At the collegiate level, a student should not be relying on class
announcements or personalized emails to be alerted to upcoming due dates either.
4. “I was busy studying for my other classes so I didn’t do my work for this class.”
Unfortunately, that is not an excuse. Students need to learn time-management skills and effective study habits. It is
COM 2213 Syllabus 75
an insult for a professor to hear that their class wasn’t as important as another one.
5. “Did you answer my email yet?”
There are two reasons why students should never say this to their professors. First, if you expected that the
professor should reply to your email, you should spend time checking your inbox for the response before asking.
It’s extremely frustrating if a lot of time was put into an email response and the student doesn’t even read the
reply. Second, it gives off the impression that you believe the professor’s life revolves around your email.
Professors attend meetings, have research demands, serve on committees and sleep at night. Please allow your
professor a normal response time, especially if the email was sent at 1 a.m.
Note: The more polite way to handle the situation would be to follow up with a second email if the professor does
not answer the first one within a week.
COM 2213 Syllabus 76