June 1 – July 25, 2015
This course introduces students to basic skills necessary to function effectively in public communication situations, including informative and persuasive speaking. In addition, students will develop abilities to analyze and evaluate oral discourse as a means of becoming informed consumers of communication.
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Prerequisite : None
Proctored Exams : None
Lucas, Stephen E. (2012) 11 th Edition. The Art of Public Speaking with
Connect Lucas. New York, NY: McGraw-Hill. ISBN-13 978007340673-2
Please note that the textbook comes with access to Connect Lucas (an online resource), which you will not need, but may want to review as a resource in the course.
Textbooks for the course may be ordered from MSB Direct. You can order
 online at http://direct.mbsbooks.com/columbia.htm ( be sure to select Online Education rather than your home campus before selecting your class )
 by phone at 800-325-3252
For additional information about the bookstore, visit http://www.mbsbooks.com
.

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This course focuses on the study and application of skills needed to function effectively in public communication situations, including informative and persuasive speaking . This course provides specific strategies and skills to develop an effective extemporaneous speaking style to enhance the student's ability to communicate in a sure and confident manner in a variety of situations. The course also introduces students to basic communication concepts and strategies to analyze and evaluate oral discourse as a means of becoming informed consumers of communication.
Participation in this course will require the basic technology for all online classes at Columbia
College:
 A computer with reliable Internet access,
 A web browser,
 Acrobat Reader,
 Microsoft Office or another word processor such as Open Office.
You can find more details about standard technical requirements for our courses on our site.
To complete the assignments in this class, you will also need access to a digital recorder for recording five short speeches that you perform in front of an audience of five adults and submit for a grade. Of course, you will also need a video player installed on your computer to view your recorded speech, as well as the speeches that you will peer critique within the content area.
 To function effectively in public communication situations.
 To better understand the public speech communication process.
 Learn methods for overcoming speech anxiety.
 Learn to speak effectively in a public setting.
 Construct/deliver informative speeches and outlines.
 Construct/deliver persuasive speeches and outlines.
 Learn how to use support material/equipment to enhance speech effectiveness.
 Learn how to use new language strategies to strengthen personal speaking styles.
 Examine how to analyze and identify the audience for a specific speech.
 Explore how to be critical consumers of public communication.

GRADE POINTS PERCENT
A
B
C
D
F
900-1000 90-100
800-899 80-89
700-799 70-79
600-699 60-69
0-599 0-59
WEEK ASSIGNMENT
Week 1 Introduction
Preparation Outline 1
Discussion 1
Discussion 2
Quiz 1 (Chapters 1, 3 & 4)
Week 2 Peer Critique 1
Peer Critique 2
Preparation Outline 2
Speech 1
Self-Critique 1
Discussion 3
Discussion 4
Quiz 2 (Chapters 2, 5-7)
Week 3 Peer Critique 3
Speech 2
Self-Critique 2
Preparation Outline 3
Discussion 5
Quiz 3 (Chapters 8-11)
Week 4 Peer Critique 4
Speech 3
Preparation Outline 4
Discussion 6
Week 5 Peer Critique 5
Speech 4
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ASSIGNMENT
Discussions
Quizzes
Written Critique
Peer Critiques
Preparation Outlines
Speeches
Self-Critiques
Total
20
5
50
5
100
20
5
5
50
5
100
5
5
5
100
POINTS
0
20
5
5
50
5
5
20
50
5
POINTS PERCENT
50 5%
250
50
25%
5%
40
100
500
10
1000
4%
10%
50%
1%
100%
DUE DATE
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST

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Preparation Outline 5
Discussion 7
Quiz 4 (Chapters 13-15)
Week 6 Peer Critique #6
Discussion 8
Discussion 9
Written Critique
Week 7 Peer Critique 7
Discussion 10
Speech 5
Week 8 Peer Critique 8
Discussion: Significant Insight
Quiz 5 (Chapters 12, 16-18)
Total
20
5
50
5
5
5
50
5
5
150
5
0
50
1000
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Sunday, 10PM CST
Saturday. Midnight
CST
CST
CST
Discussion
Discussion postings and a reply to at least one of your classmate’s discussion postings should be submitted by the due date and time of the assigned week. Your response must demonstrate an understanding of the discussion topic. Each response should include an answer to the instructor- posted question, a reason for the answer, and an example illustrating the reason and/or the answer.
Your reply must demonstrate relevance to both the discussion topic and your classmate’s response to the discussion topic. Only replies to classmates’ discussion posts count for this assignment; a reply to a reply does not satisfy this requirement. All posts must contain full citations from sources you use to support your assertions.
Preparation Outlines
You must submit an outline for each speech during the week before you record the speech. Files should be submitted as Microsoft Word (.doc or .docx) file in the appropriate drop box, other formats will receive a zero . Outlines should be submitted by the due date and time of the assigned week. Preparation outlines cannot be revised to improve your grade. Include at least one non-
Internet source in the bibliography. Do not use Wikipedia as a source of information . Follow guidelines in content area for specifics.
Speeches
Speeches should be submitted by the due date and time of the assigned week. The heart of this course is speech. You must complete five short speeches during the course. You will record them in front of a live audience of at least five adults (I must be able to see them or you will receive a zero) and then submit that recording to the course for a grade using You Tube or by a standard mailing service or you will receive a zero . You may not use notes for your speech, but you may have an outline of the main points to trigger you thoughts. You may read directly from notes for short direct quotes and/or statistics, as long as it is done appropriately. You may not revise or edit the recorded speech before submitting it. You can find more a more detailed description of these assignments in the content area. Videos must be posted as instructed in the drop box area.

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Self Critiques
Self Critiques should be submitted by the due date and time of the assigned week. You will critique your first two speeches. State what you believe to be one strength in your own performance, one
weakness, and one suggestion for improvement. Immediately after delivering Speeches 1 and 2, write your first impression (without viewing the tape of your speech) of one strength in your own performance, one weakness, and one suggestion for improvement.
Peer Critiques
Peer Critiques (these are not actual students in this clas s) should be submitted by the due date and time of the assigned week. You will write a critique of 8 of the speeches available in the content area.
The specific speeches to view will be described below in the weekly schedule and in the course environment. Using one or two sentences per criterion, state what you believe to be one strength i n the student’s performance, one weakness, and one suggestion for improvement.
Written Critique
The Written critique should be submitted by the due date and time of the assigned week.
You will observe and critique a live (face-to-face) public speech outside of class delivered by a trained, prominent public speaker during the current session. If you are unable to do this, you may observe a recorded public speech delivered by a trained, prominent public speaker; you must establish that the speaker has a national reputation as a public speaker.
Quizzes
There will be five quizzes in the course. Quizzes should be submitted by the due date and time of the assigned week.
There will be 20 items on each quiz; you will have 30 minutes to take each quiz. Check the FAQ about how to avoid having your browser kick you off a quiz before completing it.
NOTE: All work should be done in Times New Roman, 12-font size, Single Spaced—unless instructed otherwise.
Note: See course site content area for a comprehensive detail description of assignments due, the syllabus course schedule only offers an overview in some instances.
Readings: Read chapter 1 (pp. 18-21); chapters 3 and 4 (pp. 47-76)
Discussion Assignments:
Introduce yourself in the Introduction topic of our class discussion. Include your name, profession, hobbies, interest in speech communication, and any other information that can help us get to know you. Discuss what benefits you expect to gain from your study of public speaking.
1. Discuss the element in the speech communication process which gives you, personally, the most difficulty in public speaking.
2. Identify obstacles to effective listening that challenge you the most, and explain what can be done to overcome these obstacles.
Post and respond to your classmates.
Preparation Outline 1: Submit your outline for speech 1 (Self-Analysis)
Quiz 1 : Covers material in chapters 1, 3 and 4.

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Readings: Read chapter 2 (pp. 31-36); chapter 5 (pp. 78-82); chapter 7 (pp. 120-133)
Discussion Assignments:
1. Ethics a. Why should public speakers care about ethics in public speaking? b. What things can you do in your speeches to make sure the ethics of public speaking are employed?
2. Getting Started a. How should you begin to search for a topic for a speech? b. Where should you begin gathering materials for a speech? c. Explain how you will develop your research plan by answering the following questions: o What information do I need? o Where am I most likely to find it? o How can I obtain this information? o How will time constraints affect my research options?
Post and respond to your classmates. All posts must contain full citations from sources you use to support your assertions.
Peer Critique 1 and 2: View videos and respond.
Speech 1 (Self-Analysis Speech): Video tape speech and post to YouTube or mail.
Self Critique 1 (of Speech 1): Review your speech and post critique to drop box area.
Preparation Outline 2: Submit your outline for Speech 2 (Informative).
Quiz 2 : Covers material in chapters 2, and 5-7.
Readings: Read chapter 8-11 (pp. 141-205)
Discussion Assignment:
1. What do you believe is the most important tip for using statistics? Why?
Post your response by Sunday; respond to your classmates by Sunday night. All posts must contain full citations from sources you use to support your assertions.
Peer Critique 3: View video and respond.
Preparation Outline 3: Submit Preparation Outline # 3: (Visual Aids).
Speech 2 (Informative Speech): Video tape speech and post to YouTube or mail.
Self Critique 2 (of Speech 2): Review your speech and post critique to drop box area.
Quiz 3 : Covers material in chapters 8-11.

Readings: Read chapter 14 (pp. 259-276)
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Discussion Assignments:
1. Using Visual Aids a. What visual aid are you planning to use for your third speech? b. What sort of problems would you most likely encounter in using the visual aids you have chosen?
How can you effectively deal with these problems? c. PowerPoint is a popular medium for visual aids. Brainstorm other visual aid options that could enhance your speech.
Post and respond to your classmates. All posts must contain full citations from sources you use to support your assertions.
Peer Critique 4: View video and respond.
Speech 3 (Visual Aids Speech): Video tape speech and post to YouTube or mail.
Preparation Outline 4: Submit Preparation Outline 4 (Persuasive-Belief).
Readings: Read chapters 13 (pp. 239-258); chapter 15 (pp. 277-298)
Discussion Assignment:
1. Audience Awareness a. A good speaker must target the speech subject to the audience. What do you believe is the single most important thing to know about an audience before preparing the speech? Why? b. How can you make a topic more relevant and interesting for your classmates?
Post and respond to your classmates. All posts must contain full citations from sources you use to support your assertions.
Peer Critique 5: View video and respond.
Speech 4 (Persuasive-Belief Speech): Video tape speech and post to YouTube or mail.
Preparation Outline 5: Submit Preparation Outline 5 (Persuasive-Action).
Quiz 4: Covers material in chapters 13-15.
Readings: Review chapter 9 (pp. 169-173); Read chapter 16 (pp. 304-318); chapter 17 (pp. 325-346)
Discussion Assignments:
1. Which pattern of organization or, as your textbook calls it, the "Strategic Order on Main Points," would you be most likely to use for a persuasive speech? Would your choice differ whether the speech was on a question of fact, value, or policy?
2. What do you find makes a speaker persuasive? Share an example of a speech you remember that changed your view on an issue or moved you to take an action.
Post and respond to your classmates. All posts must contain full citations from sources you use to support your assertions.

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Peer Critique 6: View video and respond.
Written Critique:
1. Submit your Written Critique of a public speech delivered by a prominent public speaker observed outside of class or on video tape, and post critique per detailed instructions.
Course Evaluation:
1. Please evaluate the course. You will be able to submit your course evaluation between Sunday of Week
5 and Thursday of Week 7. A link will be sent to your CougarMail that will allow you to access the
evaluation.
Readings: Read chapter 12 (pp. 221-238)
Discussion Assignment:
1. Which of the categories of "Using Language Appropriately" (occasion, audience, topic, speaker) do you have the most trouble with? Why? What can you do to improve your speaking in this area?
Post and respond to your classmates. All posts must contain full citations from sources you use to support your assertions.
Peer Critique 7: View video and respond.
Speech 5: Submit speech 5 (Persuasive-Action Speech): Video tape speech and post to YouTube or mail.
Readings: Review all readings; Read chapter 18 (pp.353-364)
Discussion Assignments:
1. What is the most significant insight you have gained in becoming a more effective public speaker?
Why?
Post and respond to your classmates. All posts must contain full citations from sources you use to
support your assertions.
Peer Critique 8: View video and respond.
Quiz 5 : Covers material in chapters 12, and 16-18.
All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College’s Student Conduct Code and Acceptable Use
Policy . Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the
Computer Use Policy for students can be found in the Columbia College Student Handbook . The
Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus
Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

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Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work
(papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.
Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.
All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.
Students with documented disabilities who may need academic services for this course are required to register with the Coordinator for Disability Services at (573) 875-7626. Until the student has been cleared through the disability services office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus before enrolling in the course. The structure or the content of the course may make an accommodation not feasible.
You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.
Attendance for a week will be counted as having submitted a course assignment for which points have been earned during that week of the session. A class week is defined as the period of time between
Monday and Sunday (except for Week 8, when the week and the course will end on Saturday at midnight). The course and system deadlines are all based on the Central Time Zone.
All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring e-mail from that account for important messages from the College and from your instructor. You may forward your Cougar e-mail account to another account; however, the
College cannot be held responsible for breaches in security or service interruptions with other e-mail providers.
Students should use e-mail for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

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An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.
No late work will be accepted for a grade, though all work submitted to the appropriate late folder will received feedback.
The only exception to this late policy is that students who are on a documented deployment or who have a documented illness will be allowed to submit assignments after returning from deployment or hospitalization. If you have advance notice of such deployment and/or hospitalization, I prefer that you submit assignments in advance when possible. Please note that problems with your computer and/or Internet Service Provider do not constitute legitimate excuses for submitting assignments late.
You will have the opportunity to evaluate the course near the end of the session. Course evaluations will open on Sunday of Week 5 and will remain open until Thursday of Week 7. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.
This course is offered online, using course management software provided by Desire2Learn and
Columbia College. The Student Manual provides details about taking an online course at Columbia
College. You may also want to visit the course demonstration to view a sample course before this one opens.
If you have problems accessing the course or posting your assignments, contact your instructor, the
Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.
CCHelpDesk@ccis.edu
800-231-2391 ex. 4357
helpdesk@desire2learn.com
877-325-7778
Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. The Writing
Center can be used for writing assistance in any course.
Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.
Access Smarthinking through CougarTrack under Students->Academics->Academic Resources.

Criteria
Answer
Reasoning
Example
Description
Post provides an answer to the instructor-posted question and demonstrates an understanding of the discussion topic.
Post provides a reason to support the answer provided.
Post provides an example to support the answer provided. Give full citations.
Response to
Classmates
Response to student’s post is substantive and notes areas of agreement, disagreement, support, encouragement, comment and/or further questions.
Total
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Points
2
1
1
1
5

Criteria Description
Strength/Weakness Complete and thorough critique that provides both a strength and a weakness of the speech.
Examples
Suggestions
Total
Provides an example illustrating the strength and weakness.
Provides suggestion for improvement.
Criteria Description
Strength/Weakness Complete and thorough critique that provides both a strength and a weakness of the speech.
Examples
Total
Suggestions
Provides an example illustrating the strength and weakness.
Provides suggestion for improvement.
Criteria
Introduction.
Body.
Strengths.
Weaknesses.
Suggestions for Improvement.
Conclusion.
Total
Points
4
4
4
4
4
20
Criteria
Preliminary Section
Introduction
Body
Conclusion
Bibliography
Total
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Points
3
1
1
5
1
1
5
Points
3
Points
4
4
4
4
4
20
Criteria
Selection of a Prominent Speaker
Indicating the Method of Rhetorical Criticism
Follows Format Requirements.
Presentation of the Critical Observation(s),
Providing Reasons for the Observation(s),
Organization.
Style and Full Citations.
Total
Points
10
10
10
10
10
50

Speech # 1: Self-Analysis Speech (3-5 min)
Criteria Points
Organization
Strengths
Weaknesses
Suggestions for improvement
Language and memory
Total
10
10
10
10
10
50
Speech # 2: Informative Speech (5-7 min)
Criteria Points
Ideas
Organization
20
20
Language
Memory
Delivery
Total
20
20
20
100
Speech # 3: Visual Aids Speech (5-7 min)
Criteria Points
Ideas 20
Organization 20
Language and Memory 20
Use of Audiovisual Aids
Delivery
20
20
Total 100
Speech # 4: Persuasive-Belief Speech (6-8 min).
Criteria
Evidence and Reasoning
Organization
Language
Memory
Delivery
Total
Points
20
20
20
20
20
100
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Speech # 5: Persuasive--Action Speech (7-9 min).
Points
30
30
30
30
30
150
Criteria
Evidence and Reasoning
Organization
Language
Memory
Delivery
Total
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