Fundamentals of
Oral Communication
SC 105-15H (3 hrs.)
M-W-F: 8:00 a.m.
GB 109
Prof: Glen Williams
Spring 2012
Course objective: To introduce students to the principles & theories of effective public
communication and nurture students’ abilities as speakers, listeners, researchers & critical thinkers.
Text:
J. Michael Hogan, Patricia Andrews, James Andrews, & Glen Williams, Public Speaking and
Civic Engagement, 2e. Boston: Allyn & Bacon, 2011.
Assignments, exams, & total points possible:
(Please keep up with your own grade.)
Written assignments
Your scores
1)
2)
3)
4)
5)
Speech I: Quick Introduction
Speech II: Quick Introduction II
Information Literacy Exercise
Proposal & Annotated Bibliography I
Speech III: Speech to Inform
Note: 10 points will be based on delivery.
6) Proposal & Annotated Bibliography II
7) Speech IV: Speech to Convince/Actuate
Note: 10 points will be based on delivery.
8) Computer-generated Visual Aid
9) Reaction paper
10) Self-critique
20 pts.
10 pts.
5 pts.
5 pts.
60 pts.
8%
4%
2%
2%
24 %
________
________
________
________
________
5 pts.
70 pts.
2%
28 %
________
________
10 pts.
5 pts.
5 pts.
4%
2%
2%
________
________
________
15 pts.
15 pts.
15 pts.
10 pts.
6%
6%
6%
4%
________
________
________
________
Your total =
_______
Three Quizzes & A Final
Quiz I
Quiz II
Quiz III
Final exam [cumulative written; group speech]:
Total pts. poss. 250 pts.
Final grades will be calculated as follows:
225-250
175-199
= A (i.e., 90% + = A)
= C (i.e., 70% + = C)
200-224
150-174
= B (i.e., 80% + = B)
= D (i.e., 60% + = D)
Instructor information:
Office: GB 217 H; Office phone (651-2247)*;
Email: gwilliams@semo.edu ( No attachments!)
Office hours: ______________________________________ Mailbox: GB 217 H, beside the door.
Web: http://cstl-cla.semo.edu/williams
Note: Also link to on-line exercises/resources.
Home phone ( 8 a.m. — 9 p.m. & vital calls only, please! : 651 - 4211)
_____________________
*The University discourages faculty from returning long-distance calls, due to the expense. Please use e-mail.
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"You can have brilliant ideas, but if you can't
get them across, your brains won't get you [ /us ] anywhere."
—Lee Iacocca, An Autobiography (New York: Bantam, 1984).
Daily schedule for SC 105 [ including due dates for assignments ]:
—January—
W 18
Before class: Download/print & read syllabus & Granny D’s speech, pp. 23-25
In class: Introduction to the course, evaluation forms, classmates, & professor
F 20
Before class: Study syllabus & Ch. 1 & Granny D’s speech, pp. 23-25.
In class: “Speech & citizenship”
M 23
Before class: Study Ch. 2 & Ch. 4.
In class: “The good person speaking / listening well”
W 25
Before class: Read Ch. 17 (pp. 427-436 & 442-443) and “Assignment One,” on
syllabus (p. 7). Also read Ch. 10 as well as “Give your message structure,” pp. 64-65,
“Thesis,” pp. 150-51, “Good organization,” pp. 214-17, & “Transitions,” pp. 226-27.
In class: “Tributes & other occasions” and “Contemplating our first speech”
Noon: SC 105 Speaker Showcase ( in U.C. Ballroom ). See our Web pages.
F 27
No class: Gw attends Basic Course annual conference; Work on Speech I.
M 30
Before class: Read “Speaking with Confidence,” pp. 67-76 in Ch. 3.
In class: “Managing nervousness”; “Pointers for speechwriting”
—February—
W1
Activity: Hold onto your hats! More fun than rollerbladin’ on ice! [impromptus]
F3
Before class: Prepare Speech One; rehearse presentation
In class: Due: Formal Outline of Speech I plus evaluation form;
Presentations begin. Bring SD memory card!*
M6
Presentations continued. Bring SD Card!
W8
Presentations conclude. Bring SD Card !
F 10
Before class: Work on Speech II ; Prepare for Quiz I.
In class: Quiz I (Ch. 1, 2, 4, 10, & 17, plus other indicated readings & notes)
M 13
Before class: Study Chapters 5 & 6.
In class: “Zooming in on a suitable subject and a provocative idea.”
Due: Speech II plus prior draft (the graded Speech I) and evaluation form
W 15
Before class: Study Ch. 7; Brainstorm topic idea(s) for Speech III.
In class: “Refining your ideas and compiling the speech.”
__________________________________
*You will need an SD (or SDHC) memory card, with a minimum capacity of 2 GB. You may share a card.
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F 17
Before class: Study Ch.14
In class: “Speaking to inform”; Tell Gw your topic idea(s) for Speech III
M 20
>>>> Kent!
Special class: Meet in Kent Library’s Little Theatre (down hall from lobby)
Note: Access the form, SC 105: Finding Credible Information and complete item one.
(Access the form via the SC 105 Web pages at http://courses.semo.edu/oralcomm/)
W 22
Before class: Study Ch. 8
In class: “Providing adequate development in your speeches”
Due: Information literacy exercise
F 24
Before class: Study Ch. 9 & review Ch. 10
In class: “Structuring thought for efficiency & effectiveness”
M 27
Before class: Work on Topic Proposal & Annotated Bibliography I
In class: “Structuring thought for efficiency & effectiveness,” cont.
W 29
Before class: Finish Topic Proposal & Annotated Bibliography I
Due: Topic Proposal & Annotated Bibliography I.
In class: Activity
—March—
F2
Prepare for Quiz II
In class: Quiz II (Ch. 5, 6, 7, 8, 9 & 14, plus notes, esp. re: library exercise)
M5
No class: Gw attends Symbolic Violence Conference; Read Kathryn Gromowski, “Global Climate
Change,” pp. 421-25. Write your reaction to her speech, following the guidelines and using the form posted
via the “You as critic” link on our class Web pages. You’ll submit the form and paper by Friday the 9th.
W7
Before class: Study Ch. 11
In class: “Harnessing the power of language”
F9
Before class: Study Ch. 13
In class: “Harnessing the power of presentational aids”
M (12) thru Fri (16)
No classes: Spring Break! Have special times with special people!
M 19
Before class: Study Ch. 12 & review Ch. 13
In class: “Doing justice to your speech during delivery”
W 21
Before class: Refine & Practice Speech III: Speech to Inform
In class: Due: Formal Outline of Speech III plus evaluation form.
Presentations begin. Bring SD memory card.
F 23
Presentations continued. Bring SD card.
M 26
Presentations, continued. Bring SD card.
W 28
Presentations, continued. Bring SD card.
F 30
Presentations, continued. Bring SD card.
Homecoming weekend!
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—April—
M2
Presentations conclude. Bring SD card.
Activity: “Your Reflections on Speech III”
W4
Before class: Study Ch. 15; Tell Gw your topic idea(s) for Speech IV
In class: “Influencing others”
F6
No class: Designated Holiday
M9
Before class: Study Ch. 16; Choose possible topics for Speech IV
In class: “Successful advocacy”
W 11
Before class: Finish Proposal & Annotated Bibliography II
Due: Topic Proposal & Annotated Bibliography II
F 13
Before class: Review for Quiz III
In class: Quiz III (Ch. 11, 12, 13, 15 and 16, plus notes).
M 16
Before class: Finish Speech IV: Speech to Convince/Actuate
In class: Due: Formal Outline of Speech IV plus evaluation form;
Presentations begin. Bring SD memory card.
W 18
Presentations, continued. Bring SD card.
F 20
Presentations, continued. Bring SD card.
M 23
Presentations, continued. Bring SD card.
W 25
Presentations, continued. Bring SD card.
F 27
Before class: Study Ch. 18 and “Group presentation,” a handout on our course website.
In class: “Participating in a group presentation”; groups formed and collaboration begins.
Due: Self-Critique paper (unless you were one of our last speakers and need more time).
M 30
Before class: Review notes from our previous meeting.
In class (in Kent Library): Work with your group on your final exam, a mini symposium.
—May!—
W2
Before class: Review notes from our previous meeting.
In class (in Kent Library): Work with your group on your final exam, a mini symposium.
F4
Before class: Review notes from our previous meeting.
In class (in Kent Library): Work with your group on your final exam, a mini symposium.
Final exam period: 8:00 a.m. on Monday, 7 May 2012
Note: I reserve the right to adjust the calendar and/or assignments/quizzes, if necessary.
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A quick note about grades:
The university designates that average (i.e., “okay”) work merits a “C”—a good grade.
Work (speeches, papers, etc.) that is not “okay,” in any way, will earn less than a “C.”
(Note: Otherwise, I’d be telling you something was “okay” / “good” when it was not.
In addition to misleading you, I’d be cheapening the degree from Southeast.)
Work that exceeds “okay” / “good” will earn a “B.”
Work that greatly exceeds “okay” / “good,” to the point of being considered
exceptional, will earn an “A.”
Policies for the Course: ( It is your responsibility to know & abide by these! )
I will uphold University policies regarding Civil Climate; Academic Dishonesty; Attendance; Incompletes;
Withdrawal, Disruptive Behavior, etc. We will handle any issues or problems on a case-by-case basis,
documenting everything in writing. Consult the Undergraduate Bulletin for more information. I will also
uphold the department’s policy prohibiting cell phone use during class.
Attendance: Because of the experiential learning involved in both delivering and critiquing speeches,
attendance is mandatory. At the same time, I recognize that events may arise that necessitate your
absence, for example, you might be ill or need to tend to a sick child; you might need to attend a
memorial service, and so on. At the same time, though, I expect you will make every effort to be in
class, fulfilling your various responsibilities, including that of being an audience member during others’
presentations. (Note: I will encourage anyone who misses more than five days to withdraw from the
class—as nothing will make up for lost experience.)
If you miss on a date you are scheduled to speak, you will have to appeal for an excused absence in
order to make up the presentation. In making your case, you may need to provide relevant
documentation that will demonstrate that the circumstance was beyond your control. With regard to a
missed speech (as noted in #8 below) the formal outline must still be submitted. Your makeup of its
delivery will be guaranteed if you secure a replacement who speaks in your scheduled place.
Arriving on time to class also is important: tardiness is disruptive.
Note: Although I do not believe in awarding specific points for participation, your attendance record and
contributions will influence my judgment if you are borderline with the final grade.
Assignments: In addition to complying with all assignment guidelines & specifications:
1) Students must complete all assignments in order to obtain credit for the course.
2) Have a backup copy of all submitted work.
3) Submit by date due. Late submissions will result in a 10% grade reduction per 24 hrs. late, or fraction
thereof. (Please note that speech outlines are all due on the same date, and—in order to be fair to every
student—the outline submitted on the date all outlines are due will be the one I evaluate.) Also, if you
must send something via e-mail, do so copied into the e-mail message. Do not send an attachment.
4) Unless indicated otherwise, type (double-spaced) all assignments. Any work not typed will be returned
to be typed and will incur the usual late penalty.
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5) When an assignment has been returned, carefully review and reflect upon all comments for 24 hrs.
prior to discussing the grade with the instructor. Doing so will help ensure review of written feedback,
thoughtful contemplation, and a productive conference.
6) You may appeal a grade on a speech or other assignment, but must do so within four school days of its
issue. Do so orally and in writing. I will respond orally and in writing.
7) No quizzes may be made up, unless your absence qualifies as excused (see “attendance,” above).
8) All quizzes must remain under my supervision. Any student who leaves the classroom with a quiz or
fails to stow electronic device(s) while a quiz is being administered or reviewed will receive a zero on
the quiz and face possible disciplinary action for academic dishonesty. While a test is administered, all
belongings other than what is allowed for test-taking will be placed at the front of the room, as directed.
9) Due to our tight time parameter, speeches must be presented on the date scheduled. Only an excused
absence (see “attendance,” above) will permit a rescheduled presentation. In order to minimize
disruption of the class, the student should contact the instructor prior to missing the scheduled
presentation. In the event of an unexcused absence on a date scheduled to speak, the student must still
submit the formal outline to demonstrate completion of the assignment as well as deliver it for the
professor during office hours or some other, scheduled time. The work will incur a reduction of 50% of
the total points for having not presented the speech in class, plus any applicable late penalties (see # 3,
above). In addition, the student will forfeit all points associated with delivery. Note: Missing more than
one presentation will automatically result in a failing grade for the course.
10) In order to demonstrate thoughtful preparation and the ability to operate within constraints, students
must confine their speeches to the prescribed time limits. Students who fall below or exceed the target
time by two minutes will lose 5% of the points. At the two minute mark above the target time, I may (at
my discretion) have the speaker to stop speaking. (Doing so will allow other scheduled speakers to
speak that day.) I will use the formal outline to grade content not presented.
Students with special needs: I will do my best to facilitate learning and enhance the educational experience
for every student. In order to provide optimum assistance for a student with special needs, I will need to
coordinate my efforts with those of the Learning Assistance Programs (651-2273). Please contact that office
and share their recommendations with me. Online, they are at: http://www.semo.edu/lap/
Final grades: Online reporting allows you to access your final, overall course grade immediately after I
have calculated / reported it. Note: Use the table on page one to keep up with your own grade.
General expectations for performance in the course:
1) This course will require a lot of writing. The emphasis will be on quality, not quantity. Although an
assignment may not require a lot of pages, it will require a lot of thought and careful attention to how it is
written—including clarity, coherence of thought, structure, style, and so on.
I will always expect your best work, and it is in your interest (both in terms of grade and
development) to put forth your best effort on any assignment. I will expect each submission to be the
result of multiple drafts / revisions. I also will expect you to review my comments and apply them to your
next endeavor. (See “Pointers for the Writer,” online.)
Regardless of how well you write, I will expect to see you improve as a writer. An ability to write
well allows one to produce more effective messages as well as better analyze others’ messages—two of
the major goals of this class.
You will read about and we will discuss writing, and I will coach you. You may also need to visit the
Writing Center in Kent Library (651-2159) for some one-on-one assistance.
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2) I expect you to contribute to class discussion—helping raise our collective awareness & enhance our
learning. One item on the Final Exam may be to identify a contribution you made.
3) I expect you to tune into the class and to avoid distracting others. In the interest of all, I will expect only
limited (rather than extended) “private” conversations. No use of cell phone during class (e.g., no texting).
Supplies needed for the course:
You will need an SD (or SDHC) memory card with a minimum capacity of 2 GB. You will bring the card
with you on the days you are scheduled to present your speeches, so that we can record your presentation.
You will use the video recording to review and critique your own delivery, one of the written assignments
in the course. SD (or SDHC) cards are widely available for around $10 for a 2 GB card. An adapter for your
computer’s USB port is around $5 at Target and other retailers.
Descriptions of assignments: It is your responsibility to follow all directions.
The descriptions are meant to clarify and assist. If you have any questions, please ask.
One:
Speech I: Quick Introduction/Tribute (See Tributes, pp. 442-43 in the text)
Craft a speech that introduces us to one of the most impressive individuals you have known—someone
who has had an impact on you and the community through his or her example / actions. Your mission is
to help us see what is “impressive” about her or him, as is done in the sample speeches posted on my Web
pages. (Note: We’ll use the form on the last page of the syllabus, in class, to sketch out speech ideas.)
To write the speech, contemplate what is particularly “impressive” about the person. Then, on that
basis, devise a theme/thesis and develop it with two or three main points that you can briefly elaborate
upon. Each main point should state a point/main idea, each point should clearly develop the theme/thesis
(overall idea), and each point should receive approximately the same amount of elaboration/development
as the other points. (Note how this is done in the samples online, & consult the relevant evaluation form.)
Next, write a quick, catchy introduction and conclusion. Work especially hard on these, trying out
several, creative ideas until you hit upon one that really works well.
After you’ve got a complete draft, look back over everything and rework it until it’s all working
together and is smooth. Lay it aside for a day or so and come back to it to give it another going over. Read
it aloud, as you do. Lay it aside again and come back to it again. After a few revision sessions you should
be in pretty good shape.
To facilitate revision, copy and paste your thesis and points onto a separate page, so to bring them
into full view. I refer to this “tool” as a “skeleton.” (See the sample skeleton on p. 10, below).
When you draft the formal outline for the speech, include everything you anticipate saying—using
complete sentences and labeling all parts, just as is done in the samples. Anything less will be considered
substandard work (i.e., less than a “C” performance).
After you’ve written the speech, begin practicing and refining it. Remember, the target time for the
speech is three minutes. Once it’s looking good, practice some more and, while doing so, reduce the
outline to speaking notes. (You’ll still give me the full outline; you’ll use the abbreviated one for your
delivery.) While devising the speaking outline, concentrate on the ideas more than the words. You will
want only to glance at the outline to see what idea comes next. (See, not difficult, eh? Piece of cake!)
To fulfill this assignment, you will need to submit your formal outline (with the appropriate
evaluation form attached) on the date indicated and present your speech on the date you are scheduled.
Remember, too, that I grade the outline submitted on the date all outlines are due. This keeps everything
fair for everybody. Please also provide your skeleton on a cover page—replicating the actual thesis &
points you use in your speech (see sample, p. 10, below).
Note: Please dress in professional attire (i.e., “business casual”) for your presentation.
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Two:
Speech II ( An analysis/revision of Speech I, plus abbreviated presentation ) :
This assignment consists of three parts: analysis, revision, and an abbreviated presentation.
1) Analyze what you did well in your first speech and what you could improve upon. Draft written
reflections upon my feedback, as well as your own thoughts. Present a list of concise entries, such as:
“My thesis reflected points one & two but failed to reflect my 3rd point,” or “I should’ve practiced more so I could’ve
been less dependent on my speaking notes.”
2)
Revise your formal outline, correcting whatever is amiss and otherwise improving upon it.
3)
You will present your revised introduction. Be certain to capture our attention, introduce
your thesis, and preview your points/areas. Be animated and don’t read!
Note: Submit your analysis & your revision with your graded/returned speech stapled on top of it,
clearly labeled with your name & class time. Be sure to include the evaluation form / my comments.
Three: Information Literacy Exercise:
We will discuss the particulars. You will use an online form which we’ll access the day of instruction.
Be sure to have a topic/focus in mind when you arrive that day, so you can work on your actual speech!
Four: Proposal & Annotated Bibliography I ( for Speech III ):
The proposal will help you to discover a suitable topic for your first researched presentation, as well as
facilitate a bit of prewriting for it. You will want to get an early start in order to do well. The proposal and
bibliography will ensure that you begin early and will benefit from my input.
Choose your topic carefully. Finding the “right” topic ultimately will affect your enthusiasm for your
project, the interest of your audience, and your delivery.
To find the ideal topic, consider the following:
1) (Target time: Six minutes). Your goal is to provide for your audience information that they need or
desire. Your purpose is to explain some concept, thing, operation, historical process, etc. The information
presented should not be disputed or controversial. If you do touch on controversial matters, you should
acknowledge the existence of controversy and do your best to give balanced and unbiased treatment to the
differing facts and competing interpretations. You may wish to draw upon your own experience or special
expertise, depending on the topic.
Select a specific purpose within your broader area of investigation that is not too broad to cover in the
time allotted and which will engage the attention and interest of your audience. The objective of the speech
is to improve your ability to organize ideas and to communicate those ideas clearly and concisely.
Informative speeches typically occur in settings where specialized or technical information is presented to
audiences of lay persons, or where the goal is simply to teach or increase understanding of some
phenomenon.
2) Consider: What should be of interest to our group that has a bearing on our (and our loved ones’)
lives? Keep in mind “who” we are—thoughtful, hardworking, ambitious types who are/will be pursuing
careers, establishing our own homes (with possibly a companion and/or kids), and becoming more civicminded and involved in community affairs. The well-being of our self, our families, our community, and
our nation resides on our shoulders. What information will help us meet, more adequately, our
responsibility? What will improve our quality of life? Be the good citizen, speaking well.
3) What is workable in terms of research? What is workable in terms of time allotted for presentation?
(continued on next page)
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Format for the proposal:
Download & complete the topic proposal form posted on my Web pages. Attach an annotated bibliography
of three, high quality sources. (Impress me!) Be sure to place your name atop the bibliography. Indicate
which style guide you are using, such as APA or MLA or Chicago style.
For your reference, here is a sample entry for an annotated bibliography. Note that you are to
describe the contents of the source and how it contributes to your speech. Also note that only one of
your sources may be Web page material; the rest have to be from reputable publications.
Sample annotated entry:
(formatted with APA style)
Williams, I. (1998, Sept. 7). Terrorism and retaliation. Nation, 267, 5.
This article examines factors leaders considered when determining whether to retaliate
against an act of terrorism.
I will use this article to explain the circumstances considered in the aftermath
of the two embassy bombings during the Clinton administration.
Five:
Speech III: The Speech to Inform:
You = The Good Citizen, Informing Others
While discussing the proposal, I’ve acquainted you with the general aspects of this speech. Now let’s turn
to some specifics (which are also entered on the speech’s evaluation form, which you should consult).
Once you’ve hit upon the ideal topic, fashion a tentative thesis to guide your exploration (or fashion
the points first, as you explore, if that works better and then see what thesis they suggest). Continue
researching the subject, modifying your thesis and areas of coverage as necessary. Limit coverage to two
or three areas. For each area craft a main point that works with the thesis statement. You may have to
continually adjust the wording of any given point as well as the thesis so that they accurately reflect your
findings and complement one another.
Include only the best informational materials. Use whatever is best-suited for explaining and
illustrating (e.g., statistics, examples, testimony, comparison). Use a combination of materials. Be sure to
disclose all sources of information. To do so well, see “Citing Sources During Your Presentation” (pp.
181-82 in the text). Provide a formal bibliography, listing all of the sources you used in the speech, at the
end of your formal outline. Indicate the style guide you have followed (e.g., APA, MLA, or Chicago).
Reminder: I must (in fairness) grade the outline submitted on the date all outlines are due.
Research a minimum of five quality sources. Only two may be public Web page material & you’ll
need to evaluate and justify each in the same manner as you did for our information literacy exercise.
Provide the skeleton of your speech on a cover page—the actual thesis and points of your speech.
(See the sample skeleton below, on the next page.) The skeleton will assist you and it’ll help me, too.
Target time: Six minutes. Hence, this is to be a high quality briefing about your topic. Concentrate on
being highly informative, yet concise. You’ll want to get our attention from the “get go,” letting us know
how this topic pertains to our lives. As you proceed, keep us involved by including information to which
we can relate, and provide a conclusion that drives home the relationship between us and the
topic/information you’ve provided.
Note:. Please dress professionally for your presentation. Note the separate grade for delivery. You’ll
want to practice your delivery & devise good speaking notes. (See speech one’s description re: speaking notes.)
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Sample skeleton of a speech:
Thesis: Solar panels have come a long way in recent years.
I. There are a number of advances in their design.
II. They have grown increasingly efficient.
Six:
Proposal & Annotated Bibliography II
You’ve already done this for an informative speech. Now propose a speech topic and conduct some preliminary
research for a speech in which you’ll attempt to have us adopt a certain perspective or position, and/or do
something specific with regard to a particular public controversy (see the assignment description, below). Be
civic-minded. Be considerate of who we are. Choose a fresh, meaningful topic. Download and complete the
form posted on my Web pages. Be sure to indicate the style guide used for your bibliography. Annotate the
entries.
Seven: Speech IV: Speech to Convince / Actuate:
You = The Good Citizen, Influencing Others
You’ve already conducted some initial research for your proposal & annotated bibliography. As a result of
that activity, you now have a better grasp of how we should regard and respond to that public controversy.
You will advocate that we adopt your perspective and / or take certain action(s) by sharing your findings
with us and structuring them into a compelling case.
Keep in mind that the purpose of this speech is to defend a specific position in a controversy. The
central materials of this speech will be arguments calculated to convince the audience to believe in alleged
facts, to embrace disputed judgments, or to support or oppose a proposed policy. The objectives of this
speech are to make rational arguments and to establish criteria of evaluation as the bases of judgments. The
chief materials of this speech will be ethical, psychological, and logical appeals designed to persuade your
audience to support your beliefs, judgments, or proposals.
As usual, craft a thesis statement, a few main points, and develop each with adequate supporting
material. Each main point, as you know, should complement your thesis as well as one another. You also
know that each point should express the gist of a particular area, and each area of the body should occupy
roughly the same amount of space / time—unless there is a reason to develop a particular area differently.
You know to draw upon a variety of high quality supporting materials, cite your sources well during the
presentation(see pp. 181-82 in the text), and provide your list of references at the end of your formal outline
(minimum of five sources, with no more than two from public Web page material—with each Web source
justified.) Indicate the style guide you have used for your bibliography (e.g., APA, MLA, or Chicago).
You know to involve us from the start, keep us involved throughout, and firm up—even more—that
connection as you conclude. Employ an effective organizational strategy.
Very important!!!: As before, provide the skeleton of your speech on a cover page. (See the sample
above.) The skeleton will help you, and it’ll help me, too! Also consult (& submit) the evaluation form.
Remember, I must (in fairness) grade the outline submitted on the date all outlines are due.
The target time for this full-blown speech (i.e., complete with introduction, body, transitions, and
conclusion) is seven minutes. I expect to see gooooood things happen!
Reminder: You are required to use a visual aid (discussed below) during your speech.
Note: Please dress in professional attire for your presentation. Also note the separate grade for delivery.
You’ll want to practice your delivery and devise good speaking notes.
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Eight: Visual Aid:
These days speakers are expected to use visual aids to help convey information. Visual aids can help
simplify and amplify information. They can also be very motivational. Naturally, then, we should experience
a few of these ourselves during our presentations. Hence, I will require you to devise at least one for Speech
IV, and I’ll evaluate its use and design in terms of what we’ve covered.
I will require that you employ computer assistance to create your visual aids. Various programs, such as
PowerPoint, allow you to construct charts, tables, graphs, and so on, very easily, quickly, and with
professional-looking results. If you use PowerPoint, bring it on a Flash Drive, please. As a backup, you can
print out what you create for use with the Elmo projector. (In the past you’d put it on overhead transparency
stock for use with a traditional overhead projector.)
Determine what information in your speech could use a visual boost. If you’re stumped, ask me and I’ll
help. Also, you can work in the PC labs around campus. Note: The computer in our classroom is a PC.
Nine: Reaction Paper: You will respond to what you have encountered in a specific persuasive speech I
assign. You will contemplate a particular set of questions I assign for this endeavor.
Ten: Self-Critique:
I will video-record (at minimum) your last two speeches, recognizing that the visual record may prove more
instructive than anything I could write in an evaluation or discuss with you in a conference. The old sayings
that “seeing is believing” and “a picture is worth a thousand words” hold true with regard to speech
instruction—and it’s what professional speech consultants utilize!
In order to facilitate recording, you will supply your own SD (or SDHC) Memory Card (as discussed
above). On the days you are scheduled to speak, bring along your SD Card. (You may share a card.)
You will write a two-paragraph critique of what you see on the recording. In a first developmental
paragraph, tell me what you did well in Speech IV (the Speech to Convince/Actuate), and what
improvements you made over your previous speech(es). In a second developmental paragraph, tell me what
you target for further improvement and the strategy you will employ. Note: You may need an adapter so
your computer can read the SD card. An adaptor looks like a flash drive and plugs into a USB port. They
cost around $5 at Target and other retailers.
Don’t worry with an introduction or conclusion; I’ll be happy with the two developmental paragraphs.
Descriptions of quizzes:
Quiz One: This quiz will cover Chapters 1, 2, 4, 10, & 17, plus pp. 67-76 from Ch 3. It will also cover
“Pointers for Writing” (from the syllabus) and notes from class as well as the Speaker Showcase. The
format will be a combination of short answer and multiple choice.
Quiz Two: This quiz covers Chapters 5, 6, 7, 8, 9, & 14, plus class notes (esp. library stuff!) Same format.
Quiz Three: This quiz covers Chapters 11, 12, 13, 15, & 16, plus class notes. Same format.
Final Exam: The final will be cumulative. Same format as quizzes, plus a speech component. The speech
will be a mini symposium. Your group will address a contemporary issue, such as: “primary safety belt
laws,” “the benefits of being a bike-friendly city,” “the benefits of local foods,” “why our city should ban
smoking in food venues,” or other topics I approve or assign.
Format for submissions:
In order to be more environmentally friendly and to reduce bulk, please use neither title pages nor folders
for your submissions. Instead, simply type the following information atop the first page:
sample:
your name
the name of the assignment
the class & meeting time
>
>
>
Jenny Chang
Speech One
SC-105, 9:00 a.m.
12
Sketching Out Your Speech
Gw
Directions: Sketch out a speech. You will need a thesis statement which unites/suggests various
areas of the speech, a point to set up and make sense of each area, and supporting details. You’ll
also need a grabbing introduction, transitions, & a conclusion.
Area one’s subject: ____________________________
main point of area: ______________________________
development (in brief):
Thesis:
Area two’s subject: ____________________________
main point of area: ______________________________
development (in brief):
Area three’s subject: ____________________________
main point of area: ______________________________
development (in brief):
Ideas for
introduction:
Ideas for
conclusion: