Principles of Speech and Communication
Fall 2013
K. Price
pricek@granby.k12.ct.us
Conferencing Times:
Period 1: SDA
Period 5: Learning Center
Period 6: Prep
Essential Questions
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What skills are necessary in order to communicate effectively in both formal and
informal situations?
How can we cultivate our communication skills?
Description
This one-semester course provides the opportunity to write, present, and evaluate a series of speeches
and presentations designed to improve the student's communication skills. After studying successful
speaking strategies and rhetorical devices and analyzing noteworthy speeches and orators, students will
write, research, and deliver a variety of speeches, including informative, persuasive, and special occasion
addresses. In addition, students will use targeted technology tools to support research, development,
presentation, and analysis of speeches. Behaviors that enhance and that impede communication will be
addressed as well, with the goal of improvement in both public speaking and communication skills.
Goals
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to develop strategies to improve communication skills
to develop and enhance public speaking skills
to recognize how a speakers’ choices about content and rhetoric are based on purpose in
relation to audience.
Units of Study
Building Blocks of Communication
Community Building, Self-Analysis and Goal Setting
Hearing vs. Listening
Verbal & Nonverbal Communication
Awareness of Audience
The Art of Conversation
Mini-Speech (Video-Taped)
Selling Yourself Speech
Speech Writing and Preparation, Delivery, and Critique
Dramatic Presentation Speech
Demonstration Speech
Special Occasion Speech
Narrative Speech
Definition Speech
Persuasive Speech
Time Frame
9/3/13 – 9/20/13
9/23/13 – 1/10/14
1/13/14 – 1/24/14
Final
Revision & Rehearsal
Formal Speech
Final Critique & Reflection
Resources
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O'Hair, Dan, Hannah Rubenstein, and Rob Stewart. A Pocket Guide to Public
Speaking. Boston: Bedford/St. Martin's. 2004.
Various Internet resources, selected by instructor and students
Student-created presentations
Student-generated speeches
Grading
Your grade will be based on a points system. You will be aware of point values for each
assignment. At the end of the quarter, your grade will be the number of points you earned
divided by the number of possible points for the quarter. I will use a variety of formative and
summative assessments to gage your understanding and see evidence of your growth &
learning. You can expect timely and thorough feedback on your work, and I make a concerted
effort to update the portal on a weekly basis. Please understand that I value many of the
intangible attributes that students bring to the classroom to foster a sense of community, and as
much as I am able, I will reward your positive contributions to this class.
Assignment/Homework Policies & Expectations
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Please come to class prepared to participate actively. Be willing to take positive risks.
Assignment types include speech drafts, critiques (self and speaker), reflections,
quizzes, formal speeches (preparation, presentation, delivery) and participation
Assignments that are turned in late will not receive full credit, and late assignments will
be graded at my convenience.
Being unprepared on a pre-planned speech day will result in a 50% reduction.
Do not e-mail work unless specifically asked to do so. Pet peeve alert: Do not ask for a
pass to print an assignment at the beginning of class.
As a rule, assignments should be typed, double-spaced, size 12 font.
All speeches and major assignments will be submitted to turnitin.com. Log in information
will be provided ahead of time.
Also, please remember that your assignments are due on the date assigned even when
you are dismissed early for sports events, class or club involvements, personal
appointments, or field trips. It is your responsibility to deliver your assignment before
your dismissal.
If you miss class due to a legitimate absence, it is your responsibility to see me before or
after class for assignments, not during class time. Always check the board and website
for assignments.
English Department
Check Values
While the point value or percentage weight of individual assignments may vary according to
the type of assignment given, your daily homework and classwork may be assessed
according to the following criteria:
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+ / 95%: Assignment reflects precise attention to instructions; the question
being asked or writing topic is completely and accurately addressed. Main points
are fully developed with supporting details, using direct quotes from the text
where appropriate. Assignment displays a minimum of errors in grammar,
spelling, and punctuation. Additionally, word choice and sentence variety reflect
the writer’s careful attention. Assignment includes student’s name, date, and
title of assignment. Work is prepared carefully and neatly, reflecting the
student’s best efforts.
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 / 83%: Assignment basics are completed, though student work may not follow
all of the instructions. Main points are partially supported with details, but not
to the extent of a + answer. Assignment may contain several grammar, spelling,
and punctuation errors, and may not be written in complete sentences.
Assignment may be missing date or title. Assignment appears to be hastily
prepared as compared to + work and does not reflect the student’s best
efforts.
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- / 69%: Assignment is not complete and/or only partially follows the
instructions. The response minimally addresses the question being asked. Work
is short, general, and/or superficial. Answers are generally not in complete
sentences, and there are many grammar, spelling, and/or punctuation errors.
Assignment may be missing date and title. Written work may be messy or
illegible and does not reflect much effort.
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- - /55% or lower: Assignment is attempted but less than half done.
Assignment absolutely does not represent what student is capable of producing
with more time and effort.
In addition to these grades, student work may earn these grades:
 / + (89%);
 / - (78%);
Truly extraordinary work may earn a + + (100%).