TULSA COMMUNITY COLLEGE – Owasso Campus
COURSE SYLLABUS –Spring, 2015
SPEECH 1113 Speech Communication I
Instructor: Tim Turner
Phone #: 918-899-6058
Email Address: tturner@tulsacc.edu
Communications Division
Associate Dean: Jocelyn Whitney
Office No.: NE 2389
Course Prerequisite: None
Phone No.: 918-595-7496
Next Courses in Sequence:
SPE 2103 - Interpersonal Communication &
SPE 2333 - Speech Forensics/Acting
Textbook: The Art of Public Speaking by Lucas 11th ed. -- a new, unused Connect Plus access code ISBN#:
9780077601706
Materials needed for class: textbook, access code, your college wide id to log onto the TCC internet.
Catalog Description: An introductory course in oral communication, emphasis is on improving applied communication skills. Special
attention is given to critical thinking skills and the anatomy of the communication process: audience analysis, research, organization,
logic, ethical use of evidence, delivery, and listening. Required for B.A. and B.S. degrees in most professional majors; i.e. Business,
Law, Education, Medical, English.
Course Objectives
1. To increase communication effectiveness in interpersonal interaction, small group
interaction, public speaking presentations, interviews, and persuasive situations.
2. To demonstrate the basic skills in the concept of effective organization, preparation,
and delivery of various types of speeches.
3. To demonstrate the skills of a critical evaluator of oral communication
4. To increase effectiveness in interpersonal communication through small group interaction
and dyadic relationships.
5. To increase awareness of the role of credibility in effective communication through improved non-verbal
communication processes.
6. To increase critical thinking skills.
7. To participate in a self-evaluation through audio-visual tapings and critiques.
8. To increase listening effectiveness.
9. To utilize research skills in preparation of oral presentations
10. To increase awareness concerning the vital role effective communication plays in social, business, and personal
relationships.
Teaching Methods and Conduct of the Course:
This class will be a combination of student-centered speaking and listening occasions and directed discussions.
You will spend almost half of the term listening to your classmates speak or speaking yourself and the other half engaged
in class discussion and lecture. Our class will be a learning community in which everyone is responsible for his or her
own commitment to education. Therefore, the class will be as useful and rewarding as you choose to make it.
Attendance is crucial because of the experiential nature of the class. Poor attendance will impact your final grade.
Please refer to the Attendance policy section of this syllabus. The approach used in this course is goal-centered and uses
lecture, class discussion, mediated instruction (dvd), and lab assignments, group discussion, group work, individual work,
experiential exercises, role-playing, and oral interp.
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Course Requirements:
1. Attendance!!!!!
2. Active listening as a critic of communication
3. Reading of all text assignments
4. Speaking when scheduled. Specific time will be allotted for student's speeches. Since time is an important
factor in covering the required material of the course, it becomes essential that each student be prepared for their
speeches when they are scheduled. 20% will be deducted for late speeches (not speaking on your specific
assigned date.)
5. Completion of all assignments on time. 20% deduction for late outlines, journal entries, and speech deliveries.
3% deduction per day for late homework assignments through Blackboard/Connect.
7. Student critiques.
8. Confer with instructor about progress and problems.
9. Any students who feel they have special learning needs should contact the Diagnostic and Prescriptive Center
early in the semester for assistance.
Evaluation Techniques:
In this class you will have reading requirements, speaking, listening, and writing requirements. Each of these is a
crucial skill for strong communicators. Evaluation of course projects and presentations will be based on written, as well
as, oral work. Student communication skills will be determined by the student's observable performance in the following
situations:
Specific criteria for evaluation can be viewed in the “course information” area in blackboard at https://bb.tulsacc.edu
GRADE CALCULATION
Specific criteria for evaluation will be discussed by instructor and presented in handout material. Late speech presentations will result
in a 20% deduction in that grade.
Activity
Points for Each Assignment
Total Possible
Introductory Speech Delivery
Introductory Speech Outline
Informative Speech Delivery
Informative Speech Outline
Persuasive Speech Delivery
Persuasive Speech Outline
Tests (3)
Assessments (3)
Attendance and In Class Activities
Total Points
100 pts
50 pts
100 pts
50 pts
100 pts
50 pts
100 pts
15 pts
100 pts
100 pts
50 pts
100 pts
50 pts
100 pts
50 pts
300 pts
45 pts
105 pts
900pts
ACTIVITY
(approximate)
PERCENTAGE
OF FINAL GRADE
Speech Delivery, Outlines,
Journals, BB Assignments, and
Critiques
Attendance and in-class activities
Exams
55%
12%
35%
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Grading System:
A=
B=
C=
D=
F=
90% - 100%
80% - 89%
70% - 79%
60% - 69%
59% and below
You can view your grades on the TCC Blackboard website at: https://bb.tulsacc.edu
Attendance Policy:
Communication is a process that by definition includes others; therefore, attendance is essential. Three hours
of missed class time is the maximum acceptable allowance (for a summer class 3 hour absence is one day).
Additional missed time will result in a grade penalty. When a student misses class, the student is responsible for ALL
material covered, handouts used, and assignments given for the day.
In case of snow days, check your Speech 1113 Blackboard announcement page for information concerning whether we
will have class that day.
Late Assignments and Make-up Policy:
No make-up time for speaking assignments will be guaranteed. If a make-up should be allowed for speeches, the
speech grade will receive a penalty of 20% reduction. Only a verifiable emergency will constitute a legitimate reason for a
student missing his/her assigned speech. Documentation must be provided the day you return to class. Only one Makeup test will be allowed, providing the test is missed for a verifiable emergency and the student contacts the instructor and
sets up a time to take the make-up test within two-weeks following the test. Test make-up policy does not include the final
exam. Only ONE test make-up allowed.
Visual Aids Policy:
Do not bring firearms, weapons, alcoholic beverages, live animals, drugs, reptiles, or birds to class to be used as
visual aids. If you have any question concerning the appropriateness of visuals, consult the instructor prior to the
presentation for clarification.
Reading Requirements:
You are expected to read the assigned chapters. You will need to use the text as a resource for preparing
and delivering your speeches. It provides a great deal of “how to” information for public speaking.
Speaking Requirements:
We are assembled as a group this semester to allow each student to develop his or her own speaking and
listening skills in a supportive environment. I suspect that each of you will have a different starting point for developing
your skills. Your speeches will be evaluated based on their own merits against objective criteria, your personal growth
over the term, and the effort you put forth---you will not be “competing” with your classmates to earn your grades. In fact,
peer teaching will be encouraged through written feedback. Please note:




The content of your speeches must meaningfully contribute to the knowledge of the typical college
student. Your topic must be researched and ethically presented to your audience. Exercise judgment in
selecting topics for speeches. Speeches designed to encourage illegal, racial, or religious sect causes
would be deemed inappropriate. Contact your instructor if you need clarification as to the
appropriateness of your topic.
The delivery of each of your speeches must be extemporaneous. YOU MAY NOT READ DIRECTLY
FROM NOTES OR A MANUSCRIPT, AND YOU MAY NOT RECITE A MEMORIZED SPEECH.
Your goal is to maintain eye contact with your audience 90% of the time and glance down at your key
word outline only when needed.
You may not use anything other than a keyword outline as your speaking notes.
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Cellular Phones and Pagers:
Please do not bring these items to class….or turn them off. Their ringing disturbs other students and can interfere
with students' concentration. They particularly present problems when a student is presenting a speech. If a student is
observed using the device during class, class activity points will be deducted. If you have an emergency or need to be
contacted during class time, leave a message with security, and they will come to the class and get you if there is
a message. The phone number for Campus Security is 595-7562.
Tardy Students:
Should you come to class late, please do not enter the room if a student is speaking at the lectern. This can be a
distraction and effect the student's concentration on their speech. Wait outside in the hallway until the student has
completed their presentation.
Note: If you are "auditing" this course, you must declare yourself such at the beginning of the semester; otherwise, an
"Audit" will not be honored. An "Incomplete" will only be given in the event a student has completed 90% of the
semester's work and near the end of the course has an extenuating emergency. The size of the class may extend the
time allowed for speeches which will effect daily assignments.
Assignments:
Speeches:
You will give several public speeches in our class. Each speech will demonstrate your developing skills including an
introductory speech (5-6 minutes)); an informative speech (5-6 minutes) with an outline, and a power-point; a persuasive
speech (5-6 minutes), power-point, & an outline. You will be assigned a specific order for your presentations. Each
speech is designed to build cumulative skills.
You will also write constructive feedback for other student’s speeches for each set of speeches. This feedback will
be turned in to the instructor at the end of the class and given to the speaker at a later class meeting. The form is located
in blackboard in “course information.” We will discuss in detail the criteria for effective feedback and your role as a critical
listener with respect to providing and accepting feedback.
Assessments: (must be typed not hand written)
Assessments are self-evaluations you write AFTER you have presented your speech. All assessments are due
the day after you give your speech. A 20% deduction will be taken for late assessments.
On your first assessment entry you will critique your own introductory speech, the 2 nd entry critiques your
informative presentation, and the 3rd critiques your persuasive speech and etc. Each assessment comprises a selfevaluation of the speech: (see the sample found in Blackboard under “Courses Documents.”)
The assessment should be an in-depth analysis of your vocal and body delivery as well as speech
content (look closely at the examples given in blackboard.)
In your assessment you must discuss what you did well, what you need to improve on and a strategy for
improvement. You must provide a list of at least two self improvement goals and a list of specific
strategies for reaching each of those goals.
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Delivering Your Speeches - You will:
Use a keyword outline for speaking notes; never
word-for-word.
read from a manuscript or attempt to recite a speech
Use 90% eye contact with your audience. Glance down at your notes only if you need to remind yourself of a
point. Ignore the notes if you don’t need them.
Speak very loudly. You volume should sound too loud to you.
Speak in a slow-paced, comfortable, conversational manner to the audience. You will never try to recite your
speech word-for-word from memory or read your speech from your notes or a manuscript. Your speaking rate
should sound too slow to you.
Gesture often to emphasize important points. Gesture every sentence or so. Never hold your speaking notes in
your hands; this prevents you from using effective gestures
Maintain a 5-6 minute time limit. Points will be deducted for speeches that do not meet the time limit. By
practicing at least ten
times, you should be able to meet the time limit without trouble.
Use the required visual aids.

Keep all visual aids concealed until the moment when you discuss them.

Conceal them again after you have discussed them.

Never turn toward your visual aids, and, as a result, turn your back on your audience.

Never talk toward your visual aids, but you will face the audience and explain the information in the visual
aids. A pointer is available for your use.

Never distribute handouts before or during a speech. You may place them on a side table before your
speech and mention during your speech that audience members may pick up handouts after your
speech.
When using PowerPoint, display charts, graphs, or photographs, do not display talking points or a modified outline of your
speech. Make your visual aids VISUAL, NOT VERBAL. Plan for technical glitches.
SPEECH 1
“INTRODUCTORY SPEECH”
Time limit : 3-4 minutes
You will bring to class three items. Think carefully about which of your possessions, or other items, help you define
yourself, and place those three small items in a plastic or paper bag.
1 item from your past, or which represents your past
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1 item from your present, or which represents your present
1 item for your future, or which represents your future
In a 3-4 minute speech (watch your time carefully), discuss these items and explain why you are sharing them with us.
You can discuss each item individually, or, if you have a theme, you can intertwine your discussion of the three. I
encourage you to be creative in developing a theme. The tone of this speech is much more casual than the speeches to
follow (in particular, the informative, panel, and persuasive speeches). Personal appearance and grooming are always
important when speaking in front of groups (see page 248). Take this opportunity to fine the limits of your public speaking
skills (such as moving about the room as you speak), while remaining aware of the ethical considerations and the context
in which you are speaking. Refer to Chapter 1 (page 9 & 10) and Chapter 2 of the textbook for suggestions on preparing
your first speech, dealing with anxiety, and delivering your material.
OBJECTIVES/EMPHASIS:
 To introduce yourself by providing us with information about where you have been, where you are now, and where
you are going in the future.
 To begin to establish your “comfort zone” for speaking in front of groups.
 To create an awareness of the need to follow specific time constraints while speaking
 To practice skills necessary for preparing interesting speech content
 To practice the skills needed for effective speech delivery
 To practice using visual aids while speaking
 The list can go on…..feel free to establish your own learning objectives
Speech 2
"Speaking to Inform”
Time Limit: 5-6 minutes
One of the main purposes of public speaking is to inform your audience about a topic (see Chapter 14 “Informative
speaking”.) When you provide this type of speech, it is because you have information that you want others to learn.
Many business presentations fall into this category of public speaking.
For this assignment, you will prepare and deliver an informative speech using a power-point visual aid. You will choose a
topic that is appropriate for your audience and fills some need they have. An informative speech on “ How to change a
bicycle tire” may not be appropriate since it probably does not meaningfully contribute to the knowledge of your audience.
Speeches on topics such as, “Possible uses of PowerPoint software in the workplace,” or “The impact of Japanese culture
on Northwest businesses,” would be better choices. You will prepare a professional informative presentation. This will
include creating a key word outline of your speech. You will submit this keyword outline at the time you deliver your
speech and should include it in a section of your Professional Presentation Portfolio. Refer to Chapters 9 (Introductions &
Conclusions) & 10 (Outlining your speech) for ideas and suggestions. See examples of a topic word outline in
“Blackboard” under the heading, ‘Course Documents.’ You will also use the key word outline as speaking notes.
You must use Power-point as a presentation program to enhance the delivery of your presentation. These programs
are available for your use in labs around the campus and in the Facet center. Word Processing programs can be used to
create transparencies and/or handouts. Please do not feel overwhelmed by the need to integrate some form of technology
into your presentation. Together, we can find ways to create simple yet powerful visual aids. We will of course further
discuss the details of constructing an informative presentation in class.
Speech 3
“Persuasive Speaking”
Time Limit: 5-6 minutes
Your task is to persuade your audience. You should focus on influencing your audience’s beliefs, attitudes, and values
(speech to convince) or attempt to change your audience’s behavior (speech to actuate) (see Chapter 16). Try to avoid
topics that have been beaten into a pulp through repetition in our classrooms. Your presentation will include: a key word
outline, power-point, and at least 2 sources (cite them while giving your speech and in your keyword outline). See
guidelines in Chapter 8. Also look in ‘Blackboard’ under the heading, “Course Documents.” When you deliver your
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presentation, cite your sources to help establish credibility with your audience. Emphasis: research, logical and
emotional appeals, strategies to inspire the audience, effective delivery, and visual aids.
Use emotion and intensity in your face and voice. Use research, logical and emotional appeals, sound logic, strategies to
inspire the audience, effective delivery, and visual aids. Always name your source each time you present information
from a source; this practice enhances your credibility.
Your task is to give a speech on a question of policy. Also you must give two opposing view points and
refute each one in your persuasive speech.
Influence your audience’s
beliefs and attitudes about
an action that you think
should be taken (speech to
convince)
OR
Attempt to change your
audience’s behavior
(speech to actuate) by
telling them to do something
you recommend.
Thesis: Make your thesis in your introduction and conclusion clearly states what you hope to convince your audience to
agree to. Do not be subtle. Be clear, confident, and forceful in wording your thesis. The audience can’t possibly agree
with you if they don’t understand clearly from the very beginning what you want. Do not let your thesis sound like a thesis
for an informative speech. For example, “I want to tell you something about _____________________.” sounds like an
informative speech, not a persuasive speech.
Topics: Avoid topics that have been beaten into a pulp through repetition. In other words, if you have heard about the
topic many times, so has your audience; avoid these topics. Try to find topics that are current, fresh, interesting, or likely
to be relevant to students of communication in professional contexts. Topics of local interest or those that involve
professional development are appropriate.
Sources: Collect and include persuasive evidence from at least three sources. Cite the sources in your keyword outline
and Works Cited. As you are presenting your speech, name a source each time you provide information from the source
(“the Internet” is not a source). Citing sources will enhance your credibility with your audience and make your case more
convincing. When you state statistics, you must also provide the audience with a frame of reference to help them relate to
the statistic. For example, if you stated that 20,000 deaths occurred during 2012, you could tell the audience that is the
same as the entire student body of TCC dying during one year.
The Listening Requirements:
Expect your classmates to listen critically to your speeches to provide oral and written evaluations of what you did well
and what could be improved. Be prepared to do the same for them. We will practice active listening skills and provide
non-verbal and written feedback.
Need help with Outlining or writing the journal entry? Go to https://bb.tulsacc.edu (the TCC Blackboard
website) and click on “Course Documents.” There are examples of a topic word outline and a good journal entry
and bad journal entry.
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Introduction to Public Speaking
Speech 1113 TCC
Course Calendar
Spring 2015
Date
1/12
1/14
1/19
1/21
1/26
1/28
2/2
2/4
2/9
2/11
2/16
2/18
2/23
2/25
3/2
3/4
3/9
3/11
3/16
3/18
3/23
3/25
3/30
4/1
4/6
4/8
4/13
4/15
4/20
4/22
4/27
4/29
5/4
Activity
Assignment
Introduction
Read Chapter 1
Discuss Chapter 1/4
Read Chapter 4/5
Martin L. King Holiday
Discuss Chapter 5
Read Chapter 11
Discuss Chapter 11
Review for Test #1
Build Introductory Speech/ Review Chapters 1, 4, 5, 11
Test #1 (Chapters 1, 4, 5, 11)
Prep Intro Speech
Introductory Speech Presented
Introductory Speech Presented
Introductory Speech Presented
Review Introductory Speeches
Read Chapter 8
Discuss Chapter 8
Read Chapter 9
Discuss Chapter 9
Read Chapter 10
Discuss Chapter 10
Read Chapter 15
Discuss Chapter 15
Review Chapters 8, 9, 10, 15
Build Info Speech
Prep Info Speech
Review forTest #2 (Chapters 8,9,10,15)
Test #2 Chapters 8, 9, 10, 15
SPRING BREAK
SPRING BREAK
Informational Speech Presented
Informational Speech Presented
Informational Speech Presented
Read Chapter 12
Discuss Chapter 12
Read Chapter 13
Discuss Chapter 13
Read Chapter 16
Discuss Chapter 16
Read Chapter 17
Discuss Chapter 17
Review Chapters 12,13,16,17
Persuasive Speech
Prep Persuas. Speech
Persuasive Speech Presented
Persuasive Speech Presented
Persuasive Speech Presented/Review for test #3
Test #3 Chapters 12,13,16,17
Finals Week
To Be Announced
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