JOHN A. LOGAN COLLEGE
SPE 115
Jenn Freitag – SM 14
SPEECH
3 cr. (3-0)
COURSE DESCRIPTION:
Speech 115 combines communication theory with the practice of oral communication
skills. This course: (1) develops awareness of the communication process; (2) provides
inventional, organizational, and expressive strategies; (3) promotes understanding of an
adaptation to a variety of communication contexts; and (4) emphasizes critical skills in
listening, reading, thinking, and speaking. Students are expected to prepare and give at
least three substantial speeches, including both informative and persuasive speech
assignments. All classes require face-to-face performance of the three substantial
speeches with the class and the instructor serving as an in-class audience.
PREREQUISITE: None
COURSE OBJECTIVES:
Upon successful completion of the course, students should have attained the
competencies in both theory and practice as below.
Communication Theory – The student is expected to:
1. Demonstrate a theoretical understanding of communication.
2. Describe the relationship among self, message, and others.
3. Describe the process of effective listening.
Communication Practice – The student is expected to:
1. Phrase clear, responsible and appropriate purpose statements.
2. Develop specific, well-focused thesis statements.
3. Analyze an audience and situation, then adapt a message to those needs.
4. Generate ideas and gather supporting material.
5. Incorporate material from various appropriate sources, using proper verbal
citations.
6. Use evidence, reasoning, and motive appeals in persuasive speaking.
7. Prepare and use visual aids that promote clarity and interest.
8. Organize and outline an effective message.
9. Use language that is appropriate to enhance understanding and affect the
desired result.
10. Establish credulity by demonstrating knowledge and analysis topic.
11. Use extemporaneous delivery with reasonable fluency, expressiveness, and
comfort.
12. Cope effectively with tensions involved in public speaking.
13. Demonstrate acceptable ethical standards in research and presentation of
materials.
14. Listen to, analyze, and critique oral communication.
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COURSE OUTLINE:
Topics to be covered in this course include:
I. Getting Comfortable and Ready for Public Speaking
A. Why Public Speaking?
B. Critical Thinking and Public Speaking
C. Managing Speech Anxiety
D. Preparation
E. Audiencing
F. Voice, Style, & Confidence
II. Speaking to Inform
A. Basics of Informative Speaking
B. Topic Development
C. Structuring & Outlining
D. Locating and Citing Supportive Research
III. Speaking to Persuade
A. Basics of Persuasive Speaking
B. Audience Adaptation
C. Considering Language
D. Visual Aids
COURSE REQUIREMENTS:
Your grade will be comprised of earning points for the following assignments:
Public Speeches [65% of course grade]
•
Introduction Speech
In this short speech (around 2 minutes), you will interview a classmate, then
introduce them to the rest of the class.
•
One Object One Identity Speech
This short, introductory speech (no longer than 2 minutes) asks you to
consider the multiple identities that define you as a person. Choose one
identity that is important to your sense of self and find an object that is
relevant to, representative of, influential to, or stereotypical of that part of your
identity. The object could be something that is perceived by you or others as
positive, negative, or somewhere in between. You can include a story about
the object, but make sure you address the following questions in your speech:
1) What is the meaning/importance of the object you chose? 2) What are the
stereotypes common to this part of your identity? 3) What do you want other
people to know about this part of your identity?
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•
Presentation of Literature
This assignment will require you to select a piece of literature that is
significant to you. There are several goals that you will need to accomplish:
(1) prepare an introduction that explains your literary selection; (2)
demonstrate the importance, significance and purpose of the piece to you and
the audience; and (3) share the literary text with the class. You will also need
to time your speech to last between 3-5 minutes.
•
Informative Speech
You will present this informative speech provide insight on a particular aspect
of (a) culture. Whether you choose to focus on an aspect of your culture or a
culture in which you have little familiarity, your speech should embody an
ethical and culturally sensitive approach. This speech must: utilize at least
three types of supporting materials documented both in the speech and works
cited list, demonstrate preparedness, and last between 4-6 minutes. You will
need to turn in a draft of your outline prior to completing your speech, then a
final outline on your speech day.
•
Impromptu Persuasive Speech
In this 2-minute speech, you will practice creating and delivering persuasive
arguments on the spot. You will be given a speech topic with 2 minutes to
prepare your argument without any other preparation.
•
Motivational Speech
This 5-7 minute persuasive speech should attempt to motivate your audience
to take a particular action toward solving a problem or making a change. You
should develop a thesis, or central idea, which you build your speech upon.
You will need to include at least five types of supporting materials, an
appropriate and effective visual aid, and use a clear organizational structure
to guide your audience through your presentation. Make sure to include an
explicit invitation that asks our class to take real action and gives us ways to
actually do so. Your topic should be as new, fresh, and unique as possible for
this assignment. A draft of your outline will be due at least one week in
advance for instructor review and feedback. A final outline will need to be
turned in on the day of your speech with a works cited page.
• Impromptu Ceremonial Speech
Your final speech will involve be assigned a ceremonial speech topic and
delivering the speech on the spot without any preparation – a culmination of
everything you have learned about speech preparation and delivery
throughout the entire class.
Participation [25% of course grade]
• Attendance and participation make up an important part of your responsibility
as a member of this class. Many assignments and in-class exercises will be
completed while you are in class, and you must be present to earn
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participation points. Points will be based on the extent to which you make an
effort to contribute to class discussions, demonstrate positive audience
behaviors during others’ speeches, and contribute to a productive class
environment through your participation in activities and exercises.
• Approximately 15 participation points may be earned per class; an absence
will result in an automatic 15-point deduction from your attendance grade.
Written Assignments [10% of course grade]
• Rough drafts of speech outlines will need to be turned for instructor review
prior to speech days for the informative and motivational speeches. Points will
be offered for the amount of preparedness displayed by the completeness of
the outline.
• Each class member will provide feedback to their classmates for the
informative and motivational speeches. Feedback forms will be provided and
should be completed in full to receive credit. After instructor review, feedback
forms will be given to each speaker for future improvement in speaking.
COURSE ASSIGNMENT POINT BREAKDOWN
The form below will help you monitor your point total throughout the course. At any
time you can determine your approximate letter grade by calculating the percentage
of points you have earned out of the points possible for each graded assignment.
Assignment
Introduction Speech
One Object One Identity Speech
Presentation of Literature
Speech
Informative Speech Outline
Informative Speech
Informative Speech Peer
Feedback
Impromptu Persuasive Speech
Motivational Speech Outline
Motivational Speech
Motivational Speech Peer
Feedback
Impromptu Ceremonial Speech
Participation
Extra Credit
Total
% of
Grade
5%
10%
10%
Points
Possible
50
100
100
2.5%
15%
2.5%
25
150
25
5%
2.5%
15%
2.5%
50
25
150
25
5%
25%
0%
100%
50
250
30
1000
Grading Scale: A 100-90 / B 89-80 / C 79-70 / D 69-60 / F 59 & below
Points
Earned
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Extra Credit: I offer a maximum amount of 3%, or 30 points, of extra credit in this
class. This means that if you earn an 88% (B) in this class as well as earn the
maximum extra credit points possible, your grade would be raised to a 91% (A).
Extra credit opportunities will be announced throughout the semester.
GRADING CRITERIA FOR SPEECHES
A “C” speech:
 conforms to the kind of speech assigned (informative, persuasive, etc.)
 meets time requirements (day of speech, length of speech)
 meets specific requirements of assignment (a visual aid, kinds of support, etc.)
 is original
 is appropriate to the audience
 has a clear introduction, body, and conclusion
 has a clear, one-sentence statement of purpose
 reflects adequate research and use of support materials
 is free of errors in grammar, pronunciation, and word usage
 is delivered extemporaneously from notes brief enough to promote conversational
delivery
A “B” speech conforms to all the above and also:
 deals with a challenging topic
 fulfills all requirements of introductions and conclusions
 exhibits proficient use of transitions, signposts, and connectives
 utilizes an organizational pattern that is discernible, appropriate, and enlightening to
the purpose of the speech
 demonstrates a command of research on the subject through selecting appropriate,
relevant, and interesting support materials
 creates and sustains attention with vivid, clear, and interesting use of language
 extends the knowledge and understanding of the audience
 demonstrates poise and confidence in vocal and physical delivery
An “A” Speech conforms to all of the above as well as:
 demonstrates imagination and creativity in topic selection
 develops strong bonds of identification among speaker, audience, and topic
 adapts support materials to the experiential world of audience
 genuinely contributes to the knowledge and beliefs of audience
 demonstrates an artful and memorable use of language
 creates a style of delivery that is energetic, enjoyable, and compelling
“D” and “F” speeches do not meet the requirements above for "C," and they may
also be:
 unrehearsed, unprepared, unsupported opinions
 fabricated or deliberately distorted evidence
 plagiarized
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COURSE POLICIES
Teaching Methods: Lecture, Group Discussion, Textbook, Research, Skill Building
Sessions
Attendance & Participation: As members of a learning community, students and
instructor agree to a tacit social contract. That contract ensures that all participants will
attend every class meeting, engage one another in an informed and spirited manner,
and complete all assigned responsibilities on time. Attendance and participation are
crucial in terms of receiving a good grade in this course. Since this course relates to skill
building principles and concepts, attendance is paramount to fully understanding how to
employ the skills learned from lectures, discussions, media clips and class
engagements. Out of respect for fellow classmates, it is important to be in class to
provide support to speakers as an engaged audience member. Being on time is very
crucial; tardiness or leaving early will be counted as an absence and will adversely
affect your participation grade. Interrupting fellow classmates’ speeches is very
disrespectful and can break the speaker’s focus/concentration; such disrespect will also
affect your participation points.
Late Work: Copies of all assignments and handouts will be made available to students
(or someone they designate) after a missed class. It is the student’s responsibility to
obtain any missed assignments/handouts and complete assignments by the due date in
order to receive full credit for the assignment. No make-up work (including speeches)
is allowed. In the event of a personal emergency, make-up work may be accepted for
partial credit at the instructor’s discretion.
Writing: Even though this class focuses on public speaking, you will be required to
complete assignments and outlines in a written format. For this reason, the quality of
your writing matters and is part of the content of this course. While instructors do not
expect all of you to be perfect writers, your writing is part of what is evaluated. This
evaluation includes assessments of organization, sentence structure, accurate word
choice, typographical mistakes, spelling, and basic grammar errors in your writing. In
addition, all written work should be typed in a readable font. If you feel or if we
discover that you have trouble writing up to the standards required for this course,
please consider turning in rough drafts of your work well before assignment deadlines
and/or consulting with a tutor at the Write Center on the JALC main campus.
Academic Dishonesty: We welcome you to this classroom community with the
assumption that the work you do will be your own. Although distinguishing one student’s
work from the work of another can be tricky for both students and the instructor,
students should know that presenting another person’s work as their own, even if by
accident, is a serious violation. Plagiarism involves the act of representing the work of
another as one’s own work or preparing work for another that is to be used as that
person’s own work. When quoting or paraphrasing (or even summarizing)
someone else’s work, sources should be cited; failure to do so constitutes an act
of plagiarism.
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Buying a paper online, copying text from websites, and turning in someone else’s paper
(even with a few words changed) are all examples of plagiarism when the work is
claimed as one’s own. (Note: as services selling papers have increased, so have
services that track plagiarism!) Suspected cases of plagiarism will be investigated.
When in doubt, students should cite all sources. If students are uncertain about
sufficiently and appropriately citing sources to avoid plagiarism, they should consult the
instructor or a tutor at the Write Center.
Actions Taken for Plagiarism: 1) the instructor may refuse to grade the assignment and
record a grade of “E” instead; 2) the instructor may recommend to the division head that
the student be dropped from the course with a grade of “E”; or 3) the instructor may
recommend to the division head that the student be dropped with a grade of “E” and
that formal disciplinary action be taken against the student, including possible dismissal
from the college.
Prohibited Items: Certain items and substances may not be brought into the
classroom. The list includes (but is not limited to) firearms, ammunition, explosives,
weapons, gasoline, other combustibles, illegal drugs and alcohol, and live animals.
SUPPORT
Student Success Center (Room C219). Services available for students include tutoring
(both scheduled one-on-one tutoring and walk-in tutoring) and Disability Support
Services. Students can drop in during the hours of operation for tutoring in the Math
Help Room (C219 and C223) or the Biology Help Room (C243A). To receive one-onone tutoring, students should make a request early in the semester in the Student
Success Center. The Student Success Center is also the place to arrange
accommodations. John A. Logan College will make reasonable accommodations for
students with documented disabilities. Contact the coordinator of Disability Support
Services, Room C219B, ext. 8516, for more information. The coordinator must
determine eligibility and arrange appropriate academic accommodations. However, it is
the student’s responsibility to register in advance of a school term with Disability
Support Services and to turn in a class schedule each term to ensure accommodations
are arranged. Free educational workshops are also provided by the Student Success
Center throughout the semester. For more information, visit the Student Success
Center website at www.jalc.edu/student_success)
English Writing Center/Tutoring. For assistance with writing assignments in any college
courses, students are encouraged to visit the Writing Center in C214. English
instructors are available for one-on-one tutoring each semester during hours posted at
the center.
Financial Aid. Students who receive financial assistance and completely withdraw from
classes prior to 60% of the semester being completed (approximately 2-3 weeks after
midterm) could be responsible to return a portion of their Federal Pell Grant award.
Prior to withdrawing from courses, students should contact the Financial Aid Office.
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Course Withdrawal Information. It is expected that you will attend this class regularly.
If you stop attending for any reason, you should contact your advisor and withdraw
officially to avoid the posting of a failing grade (an E) to your transcript. It is also
advisable to discuss the situation with your instructor before dropping.
Administrative Withdrawal. A student may be withdrawn from a class for lack of
attendance/participation as defined below. Logging into an online course is not
sufficient to be considered participation. Participation for online courses is defined as
an active process and may include posting/sending assignments to the drop box or
instructor’s email, participating in online discussion boards, taking quizzes or exams, or
otherwise communicating and/or participating in some manner that is approved by the
instructor. A student who has been administratively withdrawn from class will receive
an email notification from the Admissions Office. This notification will outline the
student’s appeal options if the student wishes to re-enroll in the course.
Face-to-Face Class
(8 or 16 weeks)
Online Class
(8 week)
Online Class
(16 week)
Student may be withdrawn from class if the student has missed
four (4) consecutive class periods without prior notification to the
instructor of the absences.
Student may be withdrawn from class if the student has not
participated (as indicated by activity reports) in the online class
for the equivalent of one week.
Student may be withdrawn from class if the student has not
participated (as indicated by activity reports) in the online class
for the equivalent of two weeks.
Safety Review Request. Our safety at JALC is everyone’s responsibility!
Faculty, staff, and students are encouraged to use the Safety Review Request,
https://secure.jalc.edu/campus_safety/safety_review_request_form.php, link on the
JALC home page or contact Campus Safety directly (Ext. 8218 or Room E105) to report
safety concerns or questions. This statement comes from the John A. Logan College
Campus Violence Prevention Committee.
TEXT
M. Osborn, S. Osborn, R. Osborn. Public Speaking. 9th ed. Boston: Person Education,
2012.
** Additional materials used to support the text will be provided in class.
INSTRUCTOR
Dr. Jenn Freitag
jennifer.freitag@jalc.edu
Office Hours: MW 8:30-9:00 & 11:50-12:20
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TO ENHANCE YOUR EXPERIENCE IN THIS CLASS
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Come to class prepared for discussion. I have specified the chapters you
should read prior to class days on the tentative daily schedule. You will benefit the
most in my class if you keep up on our readings. Doing this will help you connect
ideas and concepts from our textbook with what we do in class.
Be responsible for your own learning. The majority of this class will be
discussion and activity based. This means that I will not be spending a lot of time
lecturing on material you should already be receiving from course readings. I will,
however, provide class time to answer any questions you may have from the
readings.
Communicate with me. If you are unable to attend class because of sickness,
family emergency or other urgent situation, try to keep me informed as much as
possible. This way, I can attempt to be flexible with your situation.
Ask questions. It is extremely important that you take the initiative to ask about
something if you are confused, perplexed, or merely curious. If you don’t ask the
question, I can’t attempt to answer your question and you just end up confused or
feeling cheated out of a potential learning experience.
Keep an open mind. I may ask you to do things you have not tried before. Let’s
work together as a community toward building an environment in which we are
willing to take risks, trust each other, and have a good time. This also requires
that we respect one another’s perspectives, opinions and values. You are
responsible for what you do and say in this class. Be self-aware.
John A. Logan College Telephone Numbers
Carterville Campus
Carterville and Williamson County ................................. (618) 985-2828, (618) 985-3741
Carbondale and Jackson County .................................. (618) 457-7676, (618) 549-7335
Du Quoin area .......................................................................................... (618) 542-8612
West Frankfort area.................................................................................. (618) 937-3438
Crab Orchard, Gorham, and Trico Areas ................................................. 1-800-851-4720
Alongi DQ Extension Center ................................................................. (618) 542-9210
West Frankfort Extension Center........................................................... (618) 932-6639
John A. Logan College does not discriminate on the basis of race, religion,
color, national origin, disability, age, sexual orientation, or gender orientation.
06-02-14-1c SM 14
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TENTATIVE COURSE SCHEDULE
Date
M 6/9
W 6/11
M 6/16
Topic
Introduction to
Class
Getting Comfortable
with Public
Speaking
Getting Ready to
Present and
Audience
Read for Today
Syllabus
Ch 1 Finding Your Voice
Ch 2 Managing Fear of
Speaking
Ch 3 Speech Preparation
Ch 4 Becoming a Better
Listener
W 6/18
M 6/23
One Object One Identity
Speech
Developing Voice,
Style, & Confidence
Ch 12 Presenting Your
Speech
W 6/25
Literature Presentation
Speech
M 6/30
Basics of
Informative
Speaking
W 7/2
Researching for
Speeches
M 7/7
W 7/9
Basics of
Persuasive
Speaking
M 7/14
Basics of
Persuasive
Speaking
W 7/16
Visual Aids
M 7/21
Motivational Speech
Preparation
W 7/23
M 7/28
W 7/30
Due
Introduction Speech
Ceremonial
Speeches
Ch 13 Informative
Speaking
Ch 6 Developing Your
Topic
Ch 9 Structuring &
Outlining Your Speech
Ch 7 Building Responsible
Knowledge
Ch 8 Supporting Your
Ideas
Ch 14 Persuasive
Speaking
Ch 5 Adapting to Your
Audience
Ch 11 Putting Words to
Work
Ch 15 Building Sound
Arguments
Ch 10 Presentational Aids
Ch 16 Ceremonial
Speaking
Informative Speech
Outline
Informative Speech
Motivational Speech
Topic
Impromptu Persuasive
Speech
Motivational Speech
Outline
Motivational Speech
Motivational Speech
Impromptu Ceremonial
Speech