COM 111 - PUBLIC SPEAKING
Summer 2009
Instructor: David Lapakko
Office: 178 Foss • Office hours: Monday – Thursday, 5:00 – 6:00
Office phone: 612-330-1722 (24-hour voice mail)
Home phone: 612-866-3860 (between 9 a.m. and 9 p.m. only, please)
Internet: lapakko@augsburg.edu
GENERAL COURSE DESCRIPTION
As the title suggests, COM 111 is a basic introductory course in public speaking. However, developing
skill in speaking is not the sole objective of the course; conceptual understanding is considered as
important as the ability to speak effectively. Besides giving you opportunities to develop your
speaking skills, the course is also concerned with such topics as: theories of communication, methods
of speech preparation and organization, audience analysis and adaptation, delivery, critical thinking and
listening, argumentation, style and language, and ways to criticize oral discourse. In other words, this
course is in part devoted to the practice of public speaking (i.e., performance), but it is also the study
of public speaking, to a significant degree.
You may be happy to learn that there is relatively little class time available for lectures. I will talk at
some length on a few occasions, but I believe that the best way to learn how to speak in public is to
actually do it. Therefore, I have put the emphasis on providing as many speaking opportunities as
possible. Please regard the textbook as a series of lectures that I might give if time permitted.
And again, do not underestimate the importance of examinations, which stress conceptual
understanding. Even though you have several speaking opportunities during the term, that is not
enough to make anyone a fully accomplished speaker; therefore, having a grasp of certain guiding
principles seems necessary to me. The additional experience you will gain at other times in your life.
This is also the type of course in which you must take an active role. As noted above, the majority of
the course is devoted to your giving talks to the rest of the class. For many, this may seem
uncomfortable at first, but over time, you may find that public speaking can actually be fun! In any
event, I want to stress that the success of a course like this depends upon you. If you consider speeches
as something "just to get out of the way," then the course could become rather tedious. On the other
hand, if you strive to do your best, you may well find that giving and listening to speeches can be
informative, provocative, and entertaining. Finally, remember it is very likely that you will address
other audiences than this class in your lifetime; to that extent, a public speaking course is a practical
necessity. It can help provide you with valuable skills, boost your self-confidence, and make you more
aware of what you know and believe.
ATTENDANCE POLICY
Attending class regularly is the best way to get the most out of the course; nothing can take the place of
actually being in class. Moreover, in a course of this sort, your absence is felt--it's hard to give "public"
speaking experiences to people when the audience is limited to, say, five or six people. In addition, we
only meet 9 times this term. Therefore, my expectation is that you will miss, at most, one class. If you
miss more than one class, you will lose 15 points for each additional absence. Also, as an absolute
minimum expectation, you cannot miss more than three classes and expect to pass, even if you do all of
the required work. I'll pass around an attendance sheet each night which will serve as the official
attendance record; be sure to sign in.
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REQUIRED MATERIALS
• Steven Beebe and Susan Beebe, Public Speaking: An Audience-Centered Approach, 7th ed.
(Pearson, 2009).
• A personal cassette tape of at least 60 minutes (30 minutes each side) which will be used to tape all
graded speeches--i.e., those which are not "P-N." This tape is your personal record of the major
speeches you will give this semester. I encourage you to listen to yourself. For the four "graded"
speeches, I will also make oral comments at the end of each speech that you can play back. Please
print your name somewhere on this tape, and please spend an extra 50 cents for a decent quality
tape. Note: Those who fail to bring a tape to class on days they speak are subject to a small deduction
in their score. Please remember to bring yours.
LATE ASSIGNMENTS
The success of a public speaking course depends very much on timely completion of assignments-especially those assignments that involve classroom speaking. When you fail to give a speech on the
day it is scheduled, it can and usually does have some effect on everyone else. Therefore, all late
assignments--especially late speeches--will be penalized. In most situations, this means half credit.
GRADING
Although I have no set method for determining grades, I will essentially make a kind of "class curve"
based on your point total for the term. In doing so, I will take into account:
(1) percentage of total points;
(2) the median point total in the distribution;
(3) how the point totals are "clustered" or distributed--i.e., if there are any gaps where it would
be appropriate to draw a line;
(4) college grade guidelines, which state that a 4.0 is work that "achieves highest standards of
excellence," and a 3.0 is work which is "above basic course standards," and
(5) any "intangibles" (e.g., perceived competence, class participation, attendance).
Keep in mind that a "class" curve is not necessarily a "normal" bell-shaped curve. I do not assume that
there have to be a particular number of any grade. To put it another way: do not assume that if you
have the lowest point total in the class that you will fail; similarly, do not assume that you will get an A
if you have the highest point total. The class distribution of points is only one indication of a possible
grade; the other considerations are mentioned above. In general, grades of 3.0 or above are considered
marks of some distinction. To receive a 4.0, one must demonstrate excellence in all facets of the
course--not just giving speeches, but also on exams and writing assignments. Finally, be aware that I
tend to be fairly generous on the "low end" and somewhat stingy on the "high end." If you do all of the
required work and attend class regularly, you absolutely will not fail--but you will really have to earn a
4.0.
Other notes about grading: (1) You must complete all assignments in order to receive credit for this
course--you may not "take a zero" on an assignment and expect to receive credit. (2) Incompletes will
be strongly discouraged, except under very unusual circumstances, and only by making prior
arrangements with the instructor (and the registrar). (3) Although I have already indicated that I
consider a number of factors to arrive at grades, if you want a rough idea of how you're doing, keep
track of your percentage of total points. If it's 90 percent or above, you're doing an excellent job; if it's
at least 80 percent, you're doing good work; if it's at least 70 percent, you're in the "C" range; and if it's
less than 70 percent, you should be concerned. Again, this is only an indication, but perhaps the single
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best one you have.
GRADED ACTIVITIES (details subject to slight modification)
350 points total
EXAMS (125 points)
Exam #1 and Exam #2 are open-book take-home exams, each worth 50 points.
Exam #1 – due July 15
(50 points)
This exam will be based on the following chapters in the text: 1, 2, 5, 6, 9, 10, 11, 12, 13, 14, and 15.
It will consist of multiple choice and short answer questions.
Exam #2 – due July 27
(50 points)
This exam will be based on these chapters: 3, 4, 7, 8, 16, 17, and 18. The format will be similar to
exam #1.
Exam 1 actually has 76 points worth of questions and exam 2 has 66 total points. Your score on
a 50-point scale will be determined as follows:
95 - 100 percent on the exam ………
90 - 94 percent on the exam ………
85 - 89 percent on the exam ………
80 – 84 percent on the exam ………
75 – 79 percent on the exam ………
Below 75 percent on the exam ……
50 points
45 points
40 points
35 points
30 points
0 points
(exam 1: 72/76;
(exam 1: 68/76;
(exam 1: 65/76;
(exam 1: 61/76;
(exam 1: 57/76;
exam 2:
exam 2:
exam 2:
exam 2:
exam 2:
63/66)
60/66)
56/66)
53/66)
50/66)
Exam #3 – Wednesday, August 5
(25 points)
This long quiz/short exam will be based primarily on any “lecture” or other in-class material. It may
also include a few items that seemed to be “troublesome” on exams 1 and 2. It will consist of truefalse, multiple choice, and short answer questions.
For exam #3, you can use both sides of a 4 x 6 note card as an aid.
SPEECHES (175 points)
“Introduction”speech - 2 minutes (July 8) .........................................................................
P-N
"Pet peeve"speech - 3-5 minutes (July 13).........................................................…………
(25 points)
Informative speech - 6-8 minutes (July 20-22) .................................................………..
(50 points)
Persuasive speech - 7-9 minutes (July 27-29)............................................................….
(50 points)
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Speech to entertain - 6-8 minutes (August 3-5)..................................................………..
(50 points)
WRITTEN ASSIGNMENT – due Monday, August 3 (50 points)
Because COM 111 is an “Engaging Minneapolis” course, we need to provide at least one assignment in
which you are out in the city involved in something related to the course. Therefore, you should attend
at least one “speaking event” off-campus, in the city, and write about it. You must provide details
about the speech itself: who spoke, in what venue, for how long, to what audience, for what length of
time. You should also summarize the main points of the speech. Then, given what you have been
reading about speechmaking, and what we have discussed in class, provide a critical analysis of the
speech. What did the speaker do well, and why? What were the weaknesses in the speech? In short,
do anything that involves a critical analysis. Suggested length: 4 double-spaced typewritten pages.
You also may be asked to discuss these experiences in class, very briefly, on August 3.
OTHER NOTES:
• A reminder that speeches, like writing assignments, can be plagiarized. I expect you to be familiar
with the section of the college's student guide dealing with plagiarism. In the event of blatant
plagiarism, I would be forced to determine an appropriate penalty.
• Finally, it's easy to forget some very basic things. I don't want to make your life miserable. I want
you to profit from the course. Every time I make work for you, I make work for me, too. I'm open to
concerns, complaints, and suggested alternatives. And I'm always just a phone call away.
SCHEDULE FOR THE TERM
7/8
__________________________________________________________________________________
7/13
pet peeve speeches
7/15
EXAM #1 due
__________________________________________________________________________________
7/20
informative speeches
7/22
informative speeches
__________________________________________________________________________________
7/27
persuasive speeches
7/29
persuasive speeches
EXAM #2 due
__________________________________________________________________________________
8/3
speeches to entertain
8/5
speeches to entertain
5
Engaging Minneapolis
assignment due
EXAM #3 (in class)
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ASSIGNMENT SHEET: PET PEEVE SPEECH
1. This speech will give you the chance to tell the class something about yourself or
your views on some matter that concerns you. It may be something seemingly trivial or
fairly important, but it must be one (or possibly more) of your “pet peeves”--something
that bothers you more than most people.
2. Depending on a variety of things (including what topic you choose), your primary
goal may be to inform, to persuade, or to entertain. Obviously, whatever your purpose
is, it should be clear to the audience.
3. This is to be a 3-5 minute speech. Speeches which are less than 3 minutes or more
than 5 are subject to a penalty, so plan yours carefully. (The more you exceed these
limits, the greater the deduction.)
4.
As for all speeches given this term, you should not use a manuscript. But at the
same time, don’t be afraid to use a fair number of notes. But don’t write the speech out
word-for-word. The use of a complete manuscript may result in a point deduction.
5.
Grading criteria are listed on the critique sheet I will use for this particular
assignment--I’ll hand one out so that you can see them.
6.
In general, this is a speech that should exercise some of your more “creative”
talents. Have fun with it!
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ASSIGNMENT SHEET: INFORMATIVE SPEECH
Some guidelines and expectations for this assignment:
1. This should be a 6-8 minute speech. Speeches which are outside of these limits will lose up to 5
points, so plan yours carefully.
2. Subject choice and, more importantly, treatment of your subject are critical. An informative
speech must present new and interesting material--something that the audience does not already know.
Good research will help in this regard and is expected.
3. Some speaking occasions (e.g., conferences or specialized seminars) bring with them people who
are already interested in virtually any topic that is discussed. For this and many other occasions,
however, the speaker cannot and should not assume that the audience is already interested or motivated
to listen. Therefore, part of what you will need to do for this occasion is to provide what I call a
“significance statement”--most likely, in the early part of the speech. A significance statement simply
answers this question for the audience: “What’s in this speech for me? Why should I bother to listen?”
In short, be sure to justify your topic choice--provide the audience with incentive to listen if at all
possible.
4. Clear organization is also particularly critical in an informative speech. This type of speech
demands more precise and explicit organization than some other types. You should have definite
“major heads” which form an outline for the speech, and this organizational schema should be made
clear and explicit to the audience. In this regard, a short preview and summary are important, along
with clear “signposting” to make the divisions of the speech evident. See chapter 9 of the text for
further guidance.
5. To give you practice using visual aids, this assignment also requires that you use at least one visual
aid (of any sort) in the speech--e.g., graphs, posters, objects, or the blackboard. Good visual aids,
carefully and sparingly used, can do much to get a point across. But, do read chapter 14 of the text on
the use of visual aids to avoid any problems. (Remember that your visual aid does not have to be an
object--it may simply be an outline of the major headings, or a visual display of a key piece of technical
information. In fact, think twice about simply showing an object as your “required visual aid.” For
example, your speech is on baseball, so you hold a baseball in your hand—how does that really help
your audience retain the information?) Overall, I’m looking for something that’s sophisticated and also
effective.
6. For educational reasons, your notes must be limited to one side of an 8 1/2 x 11 sheet of paper or its
equivalent. In other words, the speech must be extemporaneous.
7. This speech will be evaluated using the following general criteria:
• subject choice--appropriate to speaker, audience, assignment, time limit
• subject development--clear, coherent, creative, interesting
• introduction and conclusion--memorable, attention-getting, helpful in establishing your
purpose
• organization--clear, orderly, explicit, sensible
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• delivery--conversational, poised, lively, communicative
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ASSIGNMENT SHEET: SPEECH TO PERSUADE
•1. This should be a 7-9 minute speech which attempts to change our attitude, opinion, or behavior on
an issue of some significance. Speeches which are outside of these limits will lose up to 5 points.
•2. Your thesis should meet all three of these criteria:
(a) As indicated above, the issue should have some personal significance for members of the
audience. It needn't be a national issue, but it shouldn't be a trivial one.
(b) The topic should be narrowed sufficiently so that you can do justice to it in 7-9 minutes. For
example, rather than arguing that U.S. foreign policy in the last 100 years has been a failure, you might
do better to argue that our recent actions in Central America have been misguided.
(c) Most important, the thesis must be controversial. You must have at least some reasonable
grounds to believe that at least several members of the class may not agree with you. Otherwise, the
assignment offers little in the way of a persuasive challenge. Please do not give a speech on why
“crime is bad” or “good nutrition is important.” A couple other topics that I have grown weary of
involve why we should wear seat belts or why we ought to donate blood. (If you want to argue that we
shouldn't wear seat belts or shouldn't donate blood, that's maybe another story. But please avoid the
"affirmative" stance on these two issues.)
•3. This assignment places special emphasis on your ability to understand and apply principles of
persuasive speaking that have been discussed in class or in the text. Please check your lecture notes
along the way in this regard, as well as chapters 16 and 17 of the text.
•4. This should not be a manuscript speech--however, you are allowed to use both sides of one 8 1/2 x
11 sheet of paper (or its equivalent in note cards) as an aid. Feel free to make use of extensive notes-just do not "read" the entire speech from start to finish.
•5. Factors which will be considered in evaluating the speech will include:
•
•
•
•
•
delivery,
organization,
topic and thesis choice,
use of supporting material (i.e., evidence and reasoning), and
application of persuasive principles.
Feel free to consult with me as you go along. But do make a topic and thesis choice as soon as you
can. It's not wise to "spin your wheels" for too long. Doing the necessary thinking and researching
does take time.
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ASSIGNMENT SHEET: SPEECH TO ENTERTAIN
It is my belief that audiences love to be entertained, and that public speakers need to develop their
ability to be entertaining--hence this assignment. In general, what is sometimes called an after-dinner
speech is supposed to be an amusing speech of some sort, and yes, many are literally given "after
dinner.” Please be aware of these expectations:
•1. The speech should be 6-8 minutes, with the usual penalties for undertime and overtime.
•2. Again, you may use extensive notes (one side of one sheet of paper), but do not use a complete
manuscript.
•3. You must develop this speech around one central subject. For example, the subject might be
driving, college, grades, television, or winter. (These are just examples, of course.) Everything you
say in this speech ought to relate to this subject.
•4. The speech ought to be funny, but it should also make a point--in some way, the speech ought to
get us thinking about the subject. Think of your presentation as an amusing essay that has a definite
purpose. You might want to convey your insights about the subject, get us to see the subject in a new
way, or inform us or persuade us of something. In general, think of it as an amusing essay. We don't
have to be "laughing in the aisles," but we should be smiling.
•5. The speech should not sound like a stand-up comedy routine--you know, a series of "one-liners"
like Jay Leno or Rodney Dangerfield might deliver. Again, everything you say ought to tie together
around a single coherent theme.
•6. In general, have fun with this. But do keep in mind that certain types of humor are rather risky and
potentially offensive. You can be a little daring, but keep it clean! Most important criteria for
evaluation: (a) subject choice and development--including use of language and supporting material, (b)
delivery, and (c) ability to be entertaining.
•7. See your text, pages 426-429, for some helpful thoughts about this type of speech.
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POSSIBLE SPEECH TOPICS
adoption
advertising
AIDS
air pollution
alcoholism
allergies
Alzheimer's disease
animal
experimentation
anorexia nervosa
architecture
arms control
astrology
astronomy
auto repair
baldness
baseball cards
bilingual education
body piercing
bulimia
camping
cancer
cannibalism
capital punishment
censorship
chess
chiropractic care
college policies
cowboys
Communism
computers
computer dating
the CIA
child abuse
cloning
clothing
college athletics
commercials
cooking
credit cards
dancing
day care
defense spending
diabetes
divorce
domed stadiums
dream
interpretation
driving
drug testing
earthquakes
energy crisis
ESP
etiquette
euthanasia
evolution
facial hair
farming
“fast food”
federal budget
deficits
food safety
fraternities
funerals
grading
greenhouse effect
gun control
handwriting
analysis
heart disease
hiccups
highway speed
limits
holidays
homosexuality
hunting
hypnotism
illegal aliens
illiteracy
insects
IQ tests
Japan
job interviewing
jogging
journalism
karate
labor unions
legalized gambling
lie detectors
marijuana
marriage
mental illness
Middle East
Moral Majority
movies
music
national health
insurance
Native Americans
Nazi Party
Nicaragua
nonverbal messages
nuclear power
obesity
the Olympics
oral surgery
organ transplants
ozone depletion
pets
phobias
photography
plagiarism
plea bargaining
pollution
population control
pornography
prayer in schools
premarital sex
Presidential
elections
prisons
pro sports
prostitution
public speaking
racial busing
racism
rap music
rape
recycling
reincarnation
religious "cults"
restaurants
school vouchers
Scientology
serial killers
sexism
sexual harassment
shoplifting
sign language
smoking
soap operas
socialism
Social Security
space travel
stem cell research
stock market
subliminal
messages
suicide
superstitions
surgery
surrogate
motherhood
talk shows
tattoos
tax reform
teacher competency
tests
television
tennis
terrorism
toxic wastes
toy safety
travel
UFOs
United Nations
vegetarianism
video games
voodoo
war in Iraq
weather control
welfare
wine
witchcraft
women's rights
words/language
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COMMONLY-ASKED QUESTIONS
ABOUT THIS PUBLIC SPEAKING COURSE
• I'm afraid I'll be too nervous when I speak. What should I do?
This is one of the most frequently-voiced concerns about public speaking. Please read chapter 1 of the
text as soon as you can--I think it will help. In general, realize that stage fright is normal and actually
can be beneficial--although it must be controlled. The single most important bit of advice I have is to be
prepared. Do the necessary research and planning. Try to have the speech basically ready to go at least a
couple of days before you are to give it. Give it some time to "sink in."
• What if I make a big mistake in a speech? Won't it be really embarrassing?
Not necessarily--it all depends on how you handle it. The wrong response to a mistake, I think, is to try
and cover it up--pretend it didn't happen. This will only make you (and the audience) more tense and
embarrassed. It seems to me far better to laugh at your mistakes--if you do, the audience will be
laughing with you, not at you. Nobody expects you to be perfect--in fact, perfection can get awfully
boring. Accept the fact that people make mistakes--it's OK. And remember also that some of the most
important things we learn in life are because of mistakes--to that extent, I think that making mistakes is
essential if one is to learn anything.
• Does rehearsing a speech help?
Yes--although it doesn't have to be oral rehearsal. Some people claim that practicing the speech aloud is
essential; others simply "give the speech in their mind," doing a kind of mental rehearsal. Another
option to consider is tape recording your speech beforehand. It is possible to over-rehearse a speech--as
it can sound stilted--but as long as you don't practice the final version more than, say, five or six times,
that usually isn't a problem.
• How many notes should I have? How many are allowed?
For a variety of reasons, all speeches in this course must be delivered extemporaneously--that is, using
an outline or key phrases only. This does not mean that you can't use a lot of notes--you can--but it does
mean that complete word-for-word manuscripts are not allowed. First, audiences tend to prefer this style
of delivery. Second, the size of the classroom audience (relatively small) makes a manuscript slightly
inappropriate. Third, not having a manuscript also reduces the temptation to simply plagiarize a speech
from an article in the newspaper or a weekly magazine. (Please remember that speeches--like papers-can be plagiarized.) And most important, I think that speaking without a manuscript is the better
educational experience--anyone can "read" a speech, but learning to speak conversationally is a more
important skill for most people in most situations. For all of these reasons, do not use a manuscript.
• Why do the speeches have time limits? What happens if I don't stay within these limits?
The reality is that all speeches really have time limits in the sense that the audience has certain
expectations about how long someone will speak. Imagine, for example, if the President gave a twohour State of the Union address! Therefore, do not think of these limits as overly artificial. Granted,
they are relatively strict, but that is simply because we have so many speeches to hear this term--so the
occasion demands a strong concern for time. Besides, learning to be concise is an important skill to
learn--oral messages need to be fairly simple and clear. If you do go outside of the time limits for a
speech, you will be penalized, but don't worry about going overtime for 10 or 20 seconds. However, the
more that you deviate from the stated time limits, the greater the penalty will be--sort of a "sliding scale."
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• How are classroom speeches different from other types of speeches?
Classroom speeches are definitely "real" speeches that can have a real impact on the audience; I think it's
best to think of these speeches in that way. However, classroom speeches tend to be different from other
speeches in certain respects. First, as noted below, time constraints are a bit more demanding than in
most (but not all) "real world" situations. Second, classroom speakers usually have to justify their topic
choices a bit more, simply because the speeches are not given in a definite context--e.g., they are not part
of a convention, church service, political rally, etc. For this reason, classroom speakers often have to do
motivate the audience more, explain their connection to the topic, and generally "set up" the speech more
explicitly--in short, they have to prepare the audience more carefully for what's to come. Third,
classroom speeches--mostly because of time constraints--tend to be basically "one-way" messages. To
stay within the time limits, and also because I want you to have practice talking without interruption, the
audience does not generally ask a lot of questions during and after the speech. Please remember,
however, that a more "interactive" approach is often desirable--just because we do not take a lot of time
for spontaneous questions in the middle of speeches does not mean it's a bad idea. In fact, I would argue
that in most situations speakers should try to develop some of this interplay with the audience. In short,
a speech does not have to be uninterrupted talking and passive listening, even though that tends to be the
case here.
• I don't know what to speak about. How do I get ideas for topics?
In general, speak about things that you are reasonably familiar with--things that reflect your interests,
your knowledge, and your life experiences. But it is important to understand that even subjects you are
familiar with still usually require additional research. One suggestion: don't stare at a blank wall and try
to think of a topic--get some sort of stimulation. Browse through newspapers, magazines, and books-even think about things that you watch on TV--as a possible source of ideas.
• What if someone else in the class chooses the same topic?
This often happens, and it should not be a cause for concern. For one thing, each speech is graded
independently. Also, no two speeches are really the same, and it is often interesting to see how two
different people develop the same topic.
• What kind of feedback will I get from you about my speeches?
For each major speech (those which aren't P/N), you will get a critique sheet from me, as well as oral
comments on your audio tape. (Your score on the speech will be on the tape--my way of encouraging
you to listen to yourself.) We will also discuss your longer speeches in class immediately after they are
given. I know all too well that this can seem uncomfortable--who likes to hear about themselves right
there in class? But from a teaching standpoint, it is important for me (and for the rest of the class) to
highlight both perceived strengths and weaknesses of the speech. Discussing speeches publicly is how
the class learns--it is not done just for you. But obviously, the feedback is for you as well, and I don't
hesitate to mention what I think are problems with a speech as well as strengths. The main thing I want
you to know is that I never make a comment to demean or ridicule anyone. You deserve honest
feedback, and as I mentioned above, I think mistakes are almost inevitable and often a "good" thing. If
you ever feel that my assessment of your speech is faulty, please see me--I am more than open to
discussing it. Finally, because of the time crunch in this class, I often don't take the time to say
something that deserves frequent repetition: regardless of what problems I may see in your speech, I am
continually impressed by the ability of the student speakers that I hear. When you leave this course, you
will not be a fully polished public speaker (that's a lifelong task, in my view), but you should have more
confidence and skill than 90 percent of the rest of the population.
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