PUBLIC SPEAKING
Professor: Douglas Kresse
Course Number:
Speech 100 Spring 2010
Office:
525-03
Kresse
Phone: 714-992-7360
20300 8.00-11.50 am FRI Room 528
22874 10.30-12.50 pm MW Room 528
22491 1.00-2.50 pm MW Room 727A
Office Hours: MW (12.30-1.00pm; 3.00-4.00pm), TTH (1.00-2.00pm) or by appointment
e-mail: dkresse@fullcoll.edu
Web Site: http://staffwww.fullcoll.edu/dkresse/
Text: Douglas Kresse, Advocacy and Debate 3rd Edition (2009).
Because we attempt to address major public communication events, we regularly examine transcripts,
artifacts, and related information. Those are available online or through library reserve.
OVERVIEW
This course is designed to provide a comprehensive survey of communication theory and practice in order to
assist students in becoming better speakers and audiences. The course gives practical experience in
research methods, organization, critical thinking, reasoning, and listening.
CATALOG DISCRIPTION
“Four hours lecture per week. The purpose of the course is to give speakers more concentrated
opportunities to communicate their ideas. Emphasis is on developing the speaker’s ability to present original
subject matter. This is accomplished by the separate preparation and presentation of four to six informative
and persuasive speeches as well as various in-class assignments and exercises designed to develop
speaking proficiency by skillfully using logic and reasoning.”
Advisory: College level reading and completion of English 60.
HUMANITIES STUDENT LEARNING OUTCOMES
1. Use language skills effectively in reading, writing, listening, or speaking to achieve personal, academic, or
vocational goals.
2. Use critical thinking skills to examine information, events, and ideas from a broader perspective.
3. Recognize the significance of language and culture in human experience.
4. Apply principles of academic honesty and integrity.
5. Work cooperatively and collaboratively with others.
6. Use campus and/or community resources to participate actively in their own education.
INSTRUCTIONAL OBJECTIVES
This class surveys communication theory and practice. Students have the opportunity to develop skill in
speaking and speech criticism, critical thinking, and research. Upon completion of the course, students
should be able to:
1. Research information from multiple, reliable sources.
2. Identify, advance and defend arguments.
3. Organize information into a comprehensible structure.
4. Present ideas with effective style and delivery.
5. Use critical thinking skills to analyze arguments and delivery.
6. Understand and practice good ethics as listeners and speakers.
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COURSE REQUIREMENTS AND GRADING
Students are expected to come prepared and to constructively contribute to class discussions. The
Fullerton College 2004-2005 Catalog advises entering with college-level reading and writing. Students
should be prepared and complete assignments on schedule. Late assignments can be deducted 20%
value per day overdue. Students need to receive approval for and make arrangements for makeup exams
Grades are: 1-599 (F) 600-699 (D) 700-799 (C) 800-899 (B) 900-1000 (A)
Examinations (3): 100 points per exam
Speeches (4): 100 points per speech
Critique: 100 points
Outlines: 100 points (4 x 25 points)
Theory presentations: 100 points (25 points each: ELM; Richards/metaphor; Toulmin; CGS/alt)
Total: 1000 points
1. Examinations: These tests are worth 100-points each.
2. Critique. Students analyze a communication artifact. 3-5 pages, typed, following proper style.
Sample critiques are on reserve, and one is at the end of your text. The paper should begin with an
introductory paragraph that sets up the rest of the paper: a clear theme and preview are expected. Then,
the paper should advance some theory used as critical method to examine some communication event
(organizational structures, metaphor, Toulmin’s model of argument, the ELM or other persuasion model).
Next, theory’s application to a speech, advertisement, or other communication form should be presented.
The paper should have a conclusion. The communication "artifact" examined needs to be approved by
the instructor. Please include copies of ads or speeches examined
3. Speeches. These should follow the recommended structure and style in the book and/or lectures.
Speeches are (first speech) 4-6 minutes or (speeches two through four) 5-8 minutes. The third speech
should explicitly advocate some action or policy change. The final speech (5-7 min.) can be a team project
where you and a classmate take differing positions on a topic. All speeches need 3 sources cited internally
in the outline and during the presentation.
Students should use outlines for presentations—not written manuscripts. Reading quotations is
permitted. The presentation should reflect adequate preparation, audience adaptation, and sound analysis.
Students using a manuscript must submit the manuscript to professor prior to presentation of speech.
Presentation notes/cards should be submitted after each speech.
4. Outlines are to be presented one week prior to the speech. The outline should include a simple
introduction, detailed body, conclusion, and references. Outlines are to be typed, and follow APA or MLA
style. The bibliography should cite three or more sources per speech. Successful completion of the outline
is a prerequisite for presenting any speech.
5. Participation is based on the quality and quantity of interaction. Attendance policy: more than two
unexcused absences constitute grounds for grade reduction (50 points/2-hr. class). Being late for class can
constitute an absence. Students complete one peer-review ballot.
6. Theory Presentations: Students pair up to explain how ELM, Language, Argument (Toulmin) and other
models work in everyday discourse.
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TENTATIVE SCHEDULE
WEEK DATE
AGENDA
1
JAN. 19-22
Overview; Models; Anxiety
2
JAN. 25-29
Organization & Argument
ELM PRESENTATION;
3
FEB. 1-5
Argument & Persuasion
TEST 1; SPEECH OUTLINE
4
FEB. 8-11
SPEECH 1
5
FEB. 16-19
SPEECH 1
6
FEB. 22-26
Language & Nonverbals
TOULMIN PRESENTATION
7
MAR. 1-5
Criticism; Ethics
LANGUAGE PRESENTATION;
SPEECH OUTLINE
8
MAR. 8-12
SPEECH 2
9
MAR. 15-19
SPEECH 2
10 MAR. 22-26
MAR. 29-APR. 2
READING
22-79
1-21
79-115
TEST 2; Campaigns; CRITIQUE PAPER DUE; SPEECH OUTLINE
NO SCHOOL – Spring Vacation
11 April 5-9
CGS PRESENTATION; SPEECH 3
12 APR. 12-16
SPEECH 3
13 APR. 19-23
SPEECH 3; SPEECH OUTLINE
14 APR. 26-30
SPEECH 4
15 MAY 3-7
SPEECH 4
16 MAY 10-14
SPEECH 4
17 MAY 17-18
SPEECH 4;
FINAL EXAM SCHEDULE
Friday 8.00am meets Friday May 21 at 8.00 am
Monday 10.30am meets May 26 at 9.00 am
Monday 1.00pm meets May 24 at 1.00 pm
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FULLERTON COLLEGE ACADEMIC HONESTY POLICY
Students are expected to abide by ethical standards in preparing and presenting material which
demonstrates their level of knowledge and which is used to determine grades. Such standards are founded
on basic concepts of integrity and honesty. These include, but are not limited to, the following areas:
1. Students shall not plagiarize, which is defined as:
A. stealing or passing off as one’s own the ideas or words of
another, or
B. using a creative production without crediting the source.
The following cases constitute plagiarism:
• paraphrasing published material without acknowledging the source,
• making significant use of an idea or a particular arrangement of ideas, e.g., outlines,
• writing a paper after consultation with persons who provide suitable ideas and incorporating
these ideas into the paper without acknowledgment, or
• submitting under one’s own name term papers or other reports which have been prepared by
others.
2. Students shall not cheat, which is defined as:
A. using notes, aids, or the help of other students on tests or exams in ways other than those
expressly permitted by the instructor, or
B. misreporting or altering the data in laboratory or research projects involving the collection of
data.
3. Students shall not furnish materials or information in order to enable another student to plagiarize or
cheat.
Instructors may deal with academic dishonesty in one or more of the following ways:
1. Assign an appropriate academic penalty such as an oral reprimand or point reduction.
2. Assign an “F” on all or part of a particular paper, project, or exam.
3. Report to the appropriate administrators, with notification of same to the student(s), for
disciplinary action by the College. Such a report will be accompanied by supporting
evidence and documentation.
TURNITIN.COM STATEMENT
In its commitment to academic honesty and accurate assessment of student work, Fullerton College uses Turnitin.com to
prevent and detect plagiarism.
This instructor reserves the right to submit student assignments to Turnitin.com to check for similarities between student
submissions and the internet, various research databases, and the Turnitin.com database of previous student
submissions. Furthermore, this instructor may also submit essays to other instructors seeking plagiarism matches.
Students may be required to electronically submit their written work to the instructor or to Turnitin.com, and by taking this
course, students agree that all assignments are subject to plagiarism detection processes and plagiarism penalties.
Assignments submitted to Turnitin.com by the student or instructor will become part of their database and will be used for
plagiarism prevention and detection. Student papers, however, will remain the intellectual property of the author.
WAIT TIME FOR LATE INSTRUCTORS
If, due to unforeseen emergencies, the instructor does not arrive at the scheduled start time for class,
students are to wait for fifteen minutes (unless otherwise notified by the division). If they do not receive
notification to wait for their instructor to arrive, after fifteen minutes the students may leave with no penalty
for absence or assigned work due for that class meeting.
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AMERICANS WITH DISABILITIES ACT (ADA) STATEMENT
Fullerton College is committed to providing educational accommodations for students with disabilities upon
the timely request by the student to the instructor. Verification of the disability must also be provided. The
Disability Support Services office functions as a resource for students and faculty in the determination and
provision of educational accommodations.
EMERGENCY RESPONSE STATEMENT
Take note of the safety features in around the classroom. Also, please study the posted evacuation routes.
The most direct route of egress may not be the safest. Running out of the building during earthquakes may
be dangerous. During strong earthquakes, it is recommended to duck, cover, and hold until the quaking
stops. Follow the guidance of your instructor. Your cooperation during emergencies can minimize the
possibility of injury to yourself and others.
FULLERTON COLLEGE CATALOG AND CLASS SCHEDULE
The Fullerton College Catalog and the Class Schedule contain a number of policies relating to students that are important
to you. Please be sure that you have read these publications thoroughly. You may purchase copies of these publications
at the campus bookstore, or you may read them online at the Fullerton College website, www.fullcoll.edu
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TIPPING POINT - Malcolm Gladwell
http://www.gladwell.com/
I.
TIPPING POINT
A. Infected
B. Little cause yields BIG EFFECTS
C. Rapid change
II.
“LAW OF THE FEW” - interpersonal links
A. knowing lots of people (quality/quantity)
B. opinion leaders or “mavens”
C. “hubs” / 6 degrees of Kevin Bacon
but: http://www.washingtonpost.com/ac2/wp-dyn/A14356-2002Feb27
III.
STICKINESS : presence, association
A.
B.
C.
D.
IV.
re-organized “clutter”
ELM model : MAD
Metaphors, strong arguments
Burke: ratios
CONTEXT
A. James Q. Wilson “Broken Windows”
Optimal sizes for interaction
B. Burke: scene:act ratio
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LANGUAGE
IA Richards semantic triangle
Richard Weaver Language is sermonic
Kenneth Burke
Perspective/metaphor / Terministic screens
Language as symbolic action (incipient act)
Terms of order / Ratios
OVERVIEW on STYLE
Oral versus written
Simple—complex
Repetition—tedious
Formal—informal
Situational—inappropriate
Authoritative—indecisive
Distant—intimate
Ornate—concise
Vivid—vague
PRESENCE
Memorable phrases
ETHOS-LOGOS-PATHOS (Rhetorical)
Identification-difference
Reflexive
Denotation/connotation
Clarity (concreteness, jargon, passive-active, ambiguous)
Maxims/proverbs
METAPHORS
Fusion
Inferential leap
Common ground
Rationale
Uniqueness
Enthymeme
SOUNDS
Alliteration
Consonance
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NONVERBAL COMMUNICATION
Purpose of NVC
content-relation level
replace or repeat message
reinforce message
regulate message
contradict message
Qualities of NVC
multiple channels
media impact
conscious – unconscious
Types of NVC
face – eyes – mouth
hands – arms (gestures)
kinesics
voice
pitch
volume
quality-tone
rate
disfluencies-fillers
proxemics
environment
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PERSUASION THEORIES
Aristotle
Ethos
Pathos
Logos
Enthymeme
Social Judgment Theory
Latitude of acceptance
Latitude of rejection
Assimilation - Contrast
Bandura's Social Learning Theory
Acting proactively
Learn goals & means to achieve them
Info sources: Role play, model, experience
Cognitive Response Model
Internal debate/dialogue
Quality & quantity of arguments
Bias, saliency
Self-persuasion
Elaboration Likelihood Model
Two tracks: central and peripheral
Motivated-able-debate (MAD)
Attractiveness--quantity
Likelihood of evaluation
Inoculation
Pre-treatments
Refutational
Supportive
Fear Appeals
Level of threat
Credible
Plan solvency
Consistency
Cognitive dissonance
Balance
Public-private
Compliance-Gaining Strategies (CGS)
Relation & effect of persuasive strategy
Locus of control
Self-Persuasion
Counter-attitudinal
attribution theory
arguments
Foot-in-door
incremental
attribution theory
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Fishbein & Ajzen-Reasoned Action
Consequences of action
Social norm
Saliency
Intention to act
Chaim Perelman
Presence
Association
Dissociation
(Vico: imagination)
Narrative Paradigm
Probability (coherent)
Fidelity ("rings true")
Kenneth Burke's Dramatism
Terministic Screens
Metaphors
Identification
Consubstantiality
Ratios (Pentad): scene, act, agent,
agency, purpose
Terms of order: order-violation-guiltredemption
Toulmin's Argument Model
Data-Grounds
Warrant
Claim
Reservation
Qualifier
Backing (Field)
Inferential leap
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