SPC 1600:
Fundamentals of Oral Communication
Mr. David Young, Instructor
Summer B 2008
Sections 2 & 8
COURSE PACK
Tip Sheet For SPC 1600
Most of the issues confronting speech students are similar to those facing composition
students—rhetoric is, after all, rhetoric. But there are some peculiarities to oral presentation, in
particular the fact that the audience can’t “re-read” part of a speech if they didn’t understand it
the first time around. Clarity in focus, organization, and language is of the utmost importance.
So, when you're composing your speech, remember that it should:
FLOW
•
Focus audience attention and interest
• Begin with an attention-getter
• Motivate the audience to listen (this requires a bit of
audience analysis)
• Establish credibility (why should they listen to you?)
•
Lead in to the topic
• State the thesis clearly (and make sure it is specific—
SPC 1600 speeches range from 4-8 minutes)
• Preview the main points (tell the audience what they’re
going to hear)
•
Organize and support the main points
• Decide on an appropriate organizational pattern, be it
topical, chronological, spatial, problem/solution, or
whatever—there must be some recognizable pattern
• There should be a minimum of 2 and maximum of 5
main points
• Each point must be supported
• Transitions between each point are essential
•
Wrap-up
• Summarize argument(s) and main points
• Conclude definitively—refocus audience interest in a
memorable way
SPEECH ASSIGNMENTS
Cultural Artifact Speech
Everyone has been influenced by the culture they inhabit. Family traditions, regional
customs, religious practices, books, music, film, television, sports--all are part of your
culture. This 4 to 6 minute presentation will provide an opportunity to develop speaking
skills while learning something about your audience (the other members of the class).
Begin by selecting a cultural influence on your life. Then select an “artifact” that
illustrates, symbolizes, or helps explain that influence. You will be expected to cover the
following points (although not necessarily in this order):
1. What this cultural influence is.
2. How it changed or shaped you into who you are today.
3. Why it’s important that your audience knows about it.
Use the artifact as a visual aid. It should help you explain one or more of these points.
Informative Speech
Present a speech to inform with the aid of visual material. This speech will be based
on a topic researched in several outside sources. Keep your subject limited so it can be
covered effectively in the time allowed (5 to 7 minutes). You must cite at least three
sources in your speech. At least two of these sources must be non-internet
sources; any citation from Wikipedia will result in a grade of 0 in competency #3
and your bibliography. Your typed bibliography, in correct APA form, must be
turned in when you give your speech.
This speech should be timely and "news" to your audience. It must have a clear
thesis statement that is developed with two or three main points. Each point should be
supported with a variety of appropriate supporting material. In using visual aids, keep the
following in mind: 1) Use large, clear, simple diagrams. 2) When possible, keep objects,
models, and charts covered until needed. 3) Do not hand out any visual material to the
audience during your presentation. 4) Practice using the visual material. 5) Remember,
your visual aids should supplement your oral presentation.
Persuasive Speech To Move To Action
Choose a topic that is timely and important--something you feel represents a problem
that needs collective action. Establish the existence of the problem in the minds of your
audience and offer clear and explicit actions your audience can take to help resolve the
matter. Try to focus on an issue that your audience can actually do something about.
Incorporate strategies that will involve your audience and make them feel the topic is
important to them. This 6 to 8 minute presentation must have a minimum of four cited
sources taken from the mass media, personal interviews, or library research. At least
three of these sources must be non-internet sources; any citation from Wikipedia
will result in a grade of 0 in competency #3 and your bibliography. Your typed
bibliography, in correct APA form, must be turned in when you give your speech.
(The use of visual aids is appropriate and encouraged, but not required.)
PLEASE NOTE:
The following topics are off-limits for all speeches:
drunk driving, fraternities and sororities, abortion, blood and/or organ
donation, skin cancer, effects of sunlight/tanning booths, capital
punishment, benefits of exercise/healthy diet, voter registration, tobacco
use, legalization of drugs, seat belts, safe sex, MDMA (Ecstasy),
vegetarianism, recycling, spaying/neutering pets, elderly drivers, and
euthanasia. We've all heard a million speeches on these topics (at least I
have!); you are unlikely to have an original argument, nor are you likely to
change anyone's mind.
If you believe you have an original argument on one of these topics,
please pitch it to me--I may let you do it. (But only if you pitch it to me
beforehand!)
GEP ASSESSMENT / VIDEOTAPING
In order to assess the effectiveness of this GEP course, student speeches may be videotaped for
evaluation. Your section may be chosen at random for inclusion in the GEP Assessment process. If so,
your instructor may submit your videotape to the evaluation committee.
If you are unwilling to allow your videotape to be used for any purpose other than the GEP
Assessment for the current semester, please sign both copies of this Exclusion Notice and give
them to your instructor before the end of the current semester. Your instructor will also sign both copies
and return one to you for your records.
If you do not submit this notice, your videotaped speech may be used in the future as an example either
in your instructor’s class, in other UCF SPC classes, or in the training of new instructors and graduate
Teaching Assistants within the SPC Program.
EXCLUSION NOTICE
(STUDENT COPY)
I choose to be excluded from any future use of videotaped recordings of my speeches in this class
beyond the GEP Assessment for _________ (current semester) ________ (year).
Student name (print) ________________________SPC 1600 Section________
I understand that failure to submit this exclusion notice prior to the last class meeting of the
current semester will mean that my videotape or any videotape of my speeches obtained during
the semester by my instructor becomes the property of the UCF Speech Program and may be used
in the future as an example in other UCF speech classes or in the training of new instructors and
Graduate Teaching Assistants within the Speech Program.
Student signature _____________________________ Date _______________
Instructor name: David Young
I acknowledge that this student submitted a notice of exclusion from future use of the video tape
obtained during my class and I agree to submit this notice to the speech Program Coordinator as
requested.
Instructor signature ___________________________ Date ________________
EXCLUSION NOTICE
(INSTRUCTOR COPY)
I choose to be excluded from any future use of videotaped recordings of my speeches in this class
beyond the GEP Assessment for _________ (current semester) ________ (year).
Student name (print) ________________________SPC 1600 Section________
I understand that failure to submit this exclusion notice prior to the last class meeting of the
current semester will mean that my videotape or any videotape of my speeches obtained during
the semester by my instructor becomes the property of the UCF Speech Program and may be used
in the future as an example in other UCF speech classes or in the training of new instructors and
Graduate Teaching Assistants within the Speech Program.
Student signature _____________________________ Date _______________
Instructor name: David Young
I acknowledge that this student submitted a notice of exclusion from future use of the video tape
obtained during my class and I agree to submit this notice to the speech Program Coordinator as
requested.
Instructor signature ___________________________ Date ________________
THE COMPETENT SPEAKER
SPEECH PERFORMANCE EVALUATION FORM
EVALUATOR: MR. DAVID YOUNG
SPEAKER:_________________________________________
ASSIGNMENT: Cultural Artifact Speech DATE:_____________________
EIGHT PUBLIC SPEAKING COMPETENCIES
Unsatisfactory
0–2
Satisfactory
3–4
Excellent
5
Competency #1: Chooses and narrows a topic appropriately for the audience and occasion
Competency #2: Communicates the thesis in a manner appropriate for audience and occasion
Competency #3: Provides appropriate supporting material based on audience and occasion
Competency #4: Organizational pattern is appropriate to topic, audience, occasion, and purpose
Competency #5: Uses language appropriate to audience, occasion, and purpose
Competency #6: Uses vocal variety in rate, pitch, and intensity to heighten and maintain interest
Competency #7: Uses pronunciation, grammar, and articulation appropriate to audience
Competency #8: Uses physical behaviors that support the verbal message
SUBTOTAL
TIME:_______________ (4 – 6 minute window)
=
<PENALTIES>
TOTAL SCORE
___________
___________
=
___________
THE COMPETENT SPEAKER SPEECH PERFORMANCE EVALUATION FORM
EVALUATOR: MR. DAVID YOUNG
SPEAKER:____________________________________________
ASSIGNMENT: Informative Speech DATE:___________________
EIGHT PUBLIC SPEAKING COMPETENCIES
Unsatisfactory
0–2
Satisfactory
3–4
Excellent
5
4 - 7
8 - 10
Competency #1: Chooses and narrows a topic appropriately for the audience and occasion
Competency #2: Communicates the thesis in a manner appropriate for audience and occasion
Competency #3: Provides appropriate supporting material based on audience and occasion
Competency #4: Organizational pattern is appropriate to topic, audience, occasion, and purpose
Competency #5: Uses language appropriate to audience, occasion, and purpose
Competency #6: Uses vocal variety in rate, pitch, and intensity to heighten and maintain interest
Competency #7: Uses pronunciation, grammar, and articulation appropriate to audience
Competency #8: Uses physical behaviors that support the verbal message
BIBLIOGRAPHY SCORE
0 - 3
Bibliography: Uses recent, varied, authoritative sources cited using correct APA form
SUBTOTAL
TIME:_______________________ (5 – 7 minute window)
<PENALTIES>
# OF VISUALS:_______________
TOTAL SCORE
=
___________
___________
=
___________
THE COMPETENT SPEAKER SPEECH PERFORMANCE EVALUATION FORM
EVALUATOR: MR. DAVID YOUNG
SPEAKER:____________________________________________
ASSIGNMENT: Persuasive Speech DATE:_____________________
EIGHT PUBLIC SPEAKING COMPETENCIES
Unsatisfactory
0–3
Satisfactory
4–7
Excellent
8 - 10
4 - 7
8 - 10
Competency #1: Chooses and narrows a topic appropriately for the audience and occasion;
specific call to action for audience
Competency #2: Communicates the thesis in a manner appropriate for audience and occasion
Competency #3: Provides appropriate supporting material based on audience and occasion
Competency #4: Organizational pattern is appropriate to topic, audience, occasion, and purpose
Competency #5: Uses language appropriate to audience, occasion, and purpose
Competency #6: Uses vocal variety in rate, pitch, and intensity to heighten and maintain interest
Competency #7: Uses pronunciation, grammar, and articulation appropriate to audience
Competency #8: Uses physical behaviors that support the verbal message
BIBLIOGRAPHY SCORE
0 - 3
Bibliography: Uses recent, varied, authoritative sources cited using correct APA form
SUBTOTAL
TIME:_______________________ (6 – 8 minute window)
<PENALTIES>
# OF VISUALS:_______________
TOTAL SCORE
=
___________
___________
=
___________
THE COMPETENT SPEAKER
Eight Public Speaking Competencies & Criteria For Assessment
COMPETENCY ONE:
CHOOSES AND NARROWS A TOPIC APPROPRIATE TO THE AUDIENCE AND OCCASION
EXCELLENT = The speaker presents a topic & a focus that are exceptionally appropriate for the purpose, time constraints, &
audience.
(That is, the speaker’s choice of topic is clearly consistent with the purpose, is totally amenable to the time limitations, and
reflects unusually insightful audience analysis.
SATISFACTORY = The speaker presents a topic and a focus that are appropriate for the purpose, time constraints, and audience.
(That is, the speaker’s choice of topic is generally consistent with the purpose, is a reasonable choice for the time
limitations, and reflects appropriate analysis of a majority of the audience.)
UNSATISFACTORY = The speaker presents a topic and a focus that are not appropriate for either the purpose, time constraints, or
audience.
(That is, the speaker’s choice of topic is inconsistent with the purpose, the topic cannot be adequately treated in the time
limitations of the speech, and there is little or no evidence of successful audience analysis.)
COMPETENCY TWO:
COMMUNICATES THE THESIS/SPECIFIC PURPOSE IN A MANNER APPROPRIATE FOR THE
AUDIENCE AND OCCASION
EXCELLENT = The speaker communicates a thesis/specific purpose that is exceptionally clear and identifiable, and provides an
explicit preview of the speech.
(That is, there is no question that all of the audience should understand clearly, within the opening few sentences, precisely
what the specific purpose/thesis of the speech is.)
SATISFACTORY = The speaker communicates a thesis/specific purpose that is adequately clear and identifiable.
(That is, a least a majority of the audience should understand clearly, within the opening few sentences of the speech,
precisely what the specific purpose/thesis of the speech is.)
UNSATISFACTORY = The speaker does not communicate a clear and identifiable thesis/specific purpose.
(That is, a majority of the audience may have difficulty understanding, within the opening few sentences of the speech,
precisely what the specific purpose/thesis of the speech is.)
COMPETENCY THREE:
PROVIDES SUPPORTING MATERIAL APPROPRIATE TO THE AUDIENCE AND OCCASION
EXCELLENT = The speaker uses supporting material that is exceptional in quality and variety.
(That is, supporting material is unarguably linked to the thesis of the speech, and further is of such quality that it decidedly
enhances the credibility of the speaker and the clarity of the topic.)
SATISFACTORY = The speaker uses supporting material that is appropriate in quality and variety.
(That is, supporting material is logically linked to the thesis of the speech, and is of such quality that it adds a measurable
level of interest to the speech.)
UNSATISFACTORY = The speaker uses supporting material that is inappropriate in quality and variety.
(That is, supporting material is only vaguely related to the thesis of the speech, and variety is either too great or too little to
do anything but detract from the effectiveness of the speech.)
COMPETENCY FOUR:
USES AN ORGANIZATIONAL PATTERN APPROPRIATE TO THE TOPIC, AUDIENCE, OCCASION,
AND PURPOSE
EXCELLENT = The speaker uses an exceptional introduction and conclusion and provides an exceptionally clear and logical
progression within and between ideas.
(That is, the introduction clearly engages the audience in an appropriate and creative manner, the body of the speech
reflects superior clarity in organization, and the conclusion clearly reflects the content of the speech and leaves the
audience with an undeniable message or call to action.)
SATISFACTORY = The speaker uses an appropriate introduction and conclusion and provides a reasonably clear and logical
progression within and between ideas.
(That is, the introduction clearly engages a majority of the audience in an appropriate manner, the body of the speech
reflects adequate clarity in organization, and the conclusion reflects adequately the content of the speech and leaves the
majority of the audience with a clear message or call to action.)
UNSATISFACTORY = The speaker fails to use an introduction or conclusion and fails to provide a reasonably clear and logical
progression within and between ideas.
(That is, the introduction fails to engage even a majority of the audience in an appropriate manner, the body of the speech
reflects lack of clarity in organization, and the conclusion fails to reflect adequately the content of the speech and fails to
leave even a majority of the audience with a clear message or call to action.)
COMPETENCY FIVE:
USES LANGUAGE APPROPRIATE TO THE AUDIENCE AND OCCASION
EXCELLENT = The speaker uses language that is exceptionally clear, vivid, and appropriate.
(That is, the speaker chooses language that enhances the audience’s comprehension and enthusiasm for the speech, while
adding a measure of creativity that displays exceptional sensitivity by the speaker for the nuances and poetry of meaning.)
SATISFACTORY = The speaker uses language that is reasonably clear, vivid, and appropriate.
(That is, the speaker chooses language that is free of inappropriate jargon, is nonsexist, is nonracist, etc.)
UNSATISFACTORY = The speaker uses unclear or inappropriate language.
(That is, the speaker chooses inappropriate jargon or language which is sexist, racist, etc.)
COMPETENCY SIX:
USES VOCAL VARIETY IN RATE, PITCH, AND INTENSITY (VOLUME) TO HEIGHTEN AND
MAINTAIN INTEREST APPROPRIATE TO THE AUDIENCE AND OCCASION
EXCELLENT = The speaker makes exceptional use of vocal variety in a conversational mode.
(That is, vocalics are exceptionally and appropriately well-paced, easily heard by all audience members, and varied in pitch
to enhance the message.)
SATISFACTORY = The speaker makes acceptable use of vocal variety in a conversational mode.
(That is, the speaker shows only occasional weakness in pace, volume, pitch, etc., thereby not detracting significantly from
the overall quality or impact of the speech.)
UNSATISFACTORY = The speaker fails to use vocal variety and fails to speak in a conversational mode.
(That is, the speaker shows frequent weakness in controlling and adapting pace, volume, pitch, etc., resulting in an overall
detraction from the quality or impact of the speech.)
COMPETENCY SEVEN:
USES PRONUNCIATION, GRAMMAR, AND ARTICULATION APPROPRIATE TO THE AUDIENCE
AND OCCASION
EXCELLENT = The speaker has exceptional articulation, pronunciation, and grammar.
(That is, the speaker exhibits exceptional fluency, properly formed sounds which enhance the message, and no
pronunciation or grammatical errors.)
SATISFACTORY = The speaker has acceptable articulation, with few pronunciation or grammatical errors.
(That is, most sounds are properly formed, there are only minor vocalized disfluencies, and a few (1-2) minor errors
in pronunciation and grammar.)
UNSATISFACTORY = The speaker fails to use acceptable articulation, pronunciation, and grammar.
(That is, nonfluencies and disfluencies interfere with the message, and frequent errors in pronunciation and grammar
make it difficult for the audience to understand the message.)
COMPETENCY EIGHT:
USES PHYSICAL BEHAVIORS THAT SUPPORT THE VERBAL MESSAGE
EXCELLENT = The speaker demonstrates exceptional posture, gestures, bodily movement, facial expressions, eye contact, and
use of dress.
(That is, kinesic (posture, gesture, facial expressions, eye contact) and proxemic (interpersonal distance and spatial
arrangement) behaviors and dress consistently support the verbal message and thereby enhance the speaker’s
credibility throughout the audience.)
SATISFACTORY = The speaker demonstrates acceptable posture, gestures, facial expressions, eye contact, and use of dress.
(That is, kinesic and proxemic behaviors and dress generally support the message, with minor inconsistencies that
neither significantly distract from the speaker’s credibility with the audience nor interfere with the message.)
UNSATISFACTORY = The speaker fails to use acceptable posture, gestures, facial expressions, eye contact, and dress.
(That is, kinesic and proxemic behaviors and dress are incongruent with the verbal intent and detract from the speaker’s
credibility with the audience as well as distracting the audience from the speaker’s message.)