Public Speaking 0052: Course Outline
Susan M. Wieczorek, Instructor
Course Goals and Objectives
Course Description: This course is designed to enhance students’ speech skills as effective
performers and audience members of a diverse society. Therefore, a wide variety of readings,
assignments, and class work will center on the development and application of skills necessary to
speak and listen with a heightened awareness of audience adaptation. Theoretical concepts as
they apply to actual speech performances will be the main emphasis in this course.
Course Objectives: Upon completion of this course, students should be able:
1. To think critically about topics that relate to societal issues concerning ethnicity, race,
identity, gender, and culture.
2. To select public speaking topics that reflect ideas and concepts important not only to
themselves but to the listening audience.
3. To research critically speech materials through the active use of the library, Internet,
personal interviews, newspapers, magazines, TV broadcasts/documentaries, etc.
4. To analyze the audience throughout the preparation and delivery process in an effort to
appreciate and adapt to differences in listening, thinking, perceiving, or learning due to
physical, psychological, cultural, racial, gender-related, and/or socio-economic needs.
5. To organize ideas and supporting materials in a manner considerate of the audience’s
individual listening needs.
6. To prepare a variety of public speeches which are distinguishable in form,
content, and presentation technique.
7. To listen critically yet non-judgmentally during speech performances in an effort to
understand the information, identify the purpose, and demand substantial data and
arguments in support of all assertions.
8. To develop voice and body language skills for the effective delivery of a speech in order that
all audience members might accurately hear and see the message as it was intended with full
consideration of the diverse backgrounds and special needs of all who are present.
9. To defend ideas, beliefs, and values throughout the speech performance and listening
process in an effort to demand considerate, open-minded, critically analyzed,
legitimately supported, and logically argued materials throughout the entire preparation,
delivery and observation of speeches.
10. To incorporate the principles of diversity throughout the entire speech process.
Course Materials
Required Text (Please bring to class daily!)
Lucas, Stephen E. The Art of Public Speaking. 11th Edition. New York: McGraw-Hill, 2012.
This text has been around for a long time and has been recently updated to include exciting
electronic access to pre- and post-testing, videos, interactive venues, and much, much more.
Your richest speaking learning experience would be achieved if you purchase the newest text and
the “Connect” access. You may also order an electronic version of the text, The following is
available in addition to the text:
Connect Plus ISBN 9780077428228
Connect Plus w/ Textbook ISBN 9780077601706
Connect ISBN 9780077428112
Each comes with its own benefit and its own price tag.
Since text book pricing is so high these days and since the fundamental aspect of this text is in
fact the same throughout all its editions, I am allowing you to use any of the earlier editions for
class purposes so long as you realize that you may be on a different page than I am in class, you
may miss some materials that are on the exams, or you may not gain the full experience this
excellent, updated text offers. The “costs” need to be weighed with the “benefits” of having the
most recent text. I will let the informed decision up to you.
I will not require online tests nor will I require any of the online access, though I believe it is
excellent supplement to class work as well as an excellent place to find speech topics, materials,
ideas, examples, and support. However, each student learns differently with different budgetary
limitations and priorities. Therefore, this is the first of many choices I will offer you throughout
this semester!
The bookstore has the text or you can go to McGraw-Hill at
http://catalogs.mhhe.com/mhhe/viewProductList.do?cnt=16&catid=315 or go to Amazon at
www.amazon.com. This is what the new 11e text looks like:
BlackBoard Access:
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All course materials will be located on BlackBoard for this course. Go to
http://courseweb.pitt.edu/ and follow the instructions for Public Speaking 0052 listed under your
name. Problems accessing this material should be brought to the attention of the instructor as
well as the assistants in the computer labs located throughout the university. Likewise,
sometimes problems arise doing research off campus. A helpful link for offsite access is
https://sslvpn.pitt.edu. Again, students should inform the instructor of any problems in order that
she can be aware and can help resolve the problem.
Notices, class cancellations, student messages, supplemental handouts, WEB links, citation
information, supplemental readings, pre-tests, and many other such learning tools will be
available throughout the term. Likewise, students are also expected to utilize the site as a
method to respond to classroom discussions especially when time does not permit lengthy oral
responses or even when a student feels more comfortable with expressing the ideas in writing.
Please note that similar to the reserved materials in the library, this tool will only be as useful as
the student makes it. At the same time, there will be some required responses for ALL students
throughout the term to assure that everyone has a “voice” and has familiarity with this tool.
Finally, those students who locate additional materials are encouraged to share them with the
instructor who will place them on BlackBoard if they viewed as appropriate for student learning.
Such items as YouTube clips, famous speeches, newspaper articles, websites, academic journal
articles, conference papers, and books are encouraged to be shared. Remember, this is a
cooperative learning environment. A student resource and is only as beneficial as the number of
students who utilize it and contribute to it. Students needing additional resources or help should
contact the instructor by email, by phone, or in person and she will make every attempt to locate
additional materials for your use.
Video Taping of Speeches
It is recommended that all students have some form of recording device that you can use to video
tape your speeches. You may use your or your friend’s ipad or iphone, which is the simplest
thing. You can have them upload them (if necessary in pieces) to your email address and then
have them ready for viewing on your computer. This is preferred as the instructor would also
like a copy of at least one of your speeches that you choose to self-assess. (This will be
discussed in further detail later in the semester.)
You may also choose to purchase a SDHC 4GB to 16GB Memory Card for recording in class on
the provided camera. Most students find it easier to record on their own phone; but this method
will also be made available to you throughout the semester. The key is the (1) you have access
to review you presentation in order to evaluate your work and (2) the instructor has a copy for
assessment purposes. Please be sure to inquire with your professor if you have difficulty in
providing a memory card or iphone/ipad for recording.
General Course Requirements
Overview of Course Requirements (totaling 100%):
Four Graded Speeches Worth a Total of 70% of Course Grade
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Introductory Speech:
Narrative Speech:
Informative Speech:
Persuasive Speech:
Special Occasion Speech:
Impromptu Speech (1+):
Not Graded/Required
10%
20%
25%
15%
Extra Credit/ Required
Two Exams Each Worth a Total of 20% of Course Grade
Exam One: True/False
10%
Exam Two: Multiple Choice & Essay
10%
Student Participation Worth 10% of Course Grade
Attendance:
5%
Oral, On-Line, and Written Participation: 5%
Grading Scale (for all evaluations including the final grade):
A+ -98 -100%
A -93 - 97%
A- -90 - 92%
B+ -88 - 89%
B -83 - 87%
B- -80 - 82%
C+ -78 - 79%
C -73 - 77%
C- -70 - 72%
D+ -68 - 69%
D -63 - 67%
D- -60 - 62
F -0 - 59%
Speech Requirements
Assumed Prerequisite of Speaking Ability:
Each speech builds upon the next both in difficulty level as well as in instructor expectation.
Basic concepts of organization, introduction/body/conclusion, transitions, development,
support, delivery, etc. are assumed to be learned by all students prior to this college-level
speaking experience. Those students who do not feel they have adequate preparation for this
course for whatever reason or in whatever manner, should please bring this to the attention of
the instructor as soon as possible either with a personal meeting, phone call, email, or
BlackBoard message. The instructor will help individually assess the student’s perceived
deficit and then make recommendations for supplemental readings, rehearsal speeches with the
instructor, learning services facilitation, or other such individualized assistance. The
responsibility for the student to share special needs with the instructor is necessary in order that
the student may acquire maxim benefit from this course.
Graded/Ungraded Speech Formats:
There are four graded speeches and two “ungraded” ones that go towards the class participation
assessment. Specific assignments for each may be found at the end of this course outline.
Students are highly encouraged to read over each and every assignment at the onset of this
course in an effort to prepare for the work load ahead, plan for speech topics, and identify
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potential problems. Please note also that although the speech is considered “ungraded,” oral and
in most cases written feedback will be given for all presentations.
Extemporaneous Style for All Speeches:
All speeches are to be presented in a manner that does not sound read or memorized. Due to
this requirement, students will not be allowed to use more than one 3” by 5” or 4” by 6” note
card for any of their speeches. The only exception to this is the last graded special occasion
speech which is considered a “manuscript” speech. This means that the speech will be typed out
fully on one side of each sheet and backed with plain colored construction paper. Even though
the manuscript allows students to have the entire speech in front of them, it is expected that they
still present it in a more extemporaneous speech style such as a public speaker who uses the
teleprompter. The speech, though in front of the student, should still not be read word for word.
At least 70% eye contact is expected on all speeches, manuscript or not. Finally, for the
impromptu speech, no cards will be used since this speech will be made up on the spot and
totally extemporaneous in nature.
Speech Time Limitations:
Time limitations are strictly adhered to in this classroom because of the time restraints of the
course and because of the practical application to real life speaking situations outside the
classroom. Such speakers as radio broadcasters, TV journalists and talk show hosts, political
candidates, graduation speakers, eulogists, after dinner speakers, and award winners alike must
realize that one of the least tolerated cardinal sins of speaking is to do so for too long a time.
Likewise when there are so many students presenting so frequently throughout the term, it is
necessary for them all to speak on the day they planned and within the time limitations of the
class period.
Therefore, time requirements for all speeches are as follows:
Introductory Speech:
Narrative Speech:
Informative Speech:
Persuasive Speech:
Commemorative Speech:
Impromptu Speech:
1.5 - 2 minutes
3 - 4 minutes
5 - 6 minutes
6 - 7 minutes
4 – 5 minutes
1 – 2 minutes
For all graded speeches, there will be a 30 second grace period given for either under- or
over-time. Beyond this, a point will be deducted for every 30 seconds over or under the
grace period. A student who goes significantly over the grace period has obviously not
rehearsed adequately and thus will be asked to conclude the speech in one or two more
sentences.
Speech Prerequisites for Grading:
In an effort to address the most basic elements of an acceptable speech in this course, the
following list of fundamental requirements must be stated implicitly in an effort to maintain
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the integrity and rules of the classroom as well as the respect and consideration of all
participants.
A speech WILL NOT be evaluated yet will receive an automatic F if…
1.… offensive, abusive, foul language or disrespectful and/or discriminatory statements
exist within the speech. In consideration of the various religious, racial, ethnic,
cultural, and gender differences, this cannot and will not be accepted in this
classroom. Audience analysis and basic respect for human difference in this multicultural world is a fundamental requirement for all speeches in any setting and
therefore provides the basis for this standard.
2.…an outline/manuscript or works cited sheet (as required by the individual speech
form) is not handed in PRIOR TO the presentation. Students who do not turn in their
required written materials WILL NOT BE PERMITTED TO SPEAK.
3.…the time limitations of the particular speech are severely ignored. Certainly some
students will speak faster or slower when they are in front of an audience. Rehearsals
out loud in front of a real or pretend audience often may help prevent severe time
violations. Reasonable grace periods are also given for each speech. (See “Speech
Time Limitations” above.) However, students who present a speech that is less than
half or more than double the required time, apparently have not rehearsed
appropriately and will not be graded.
4.…the form of the speech does not match the assignment. On rare occasions, students
completely misinterpret the speech assignment due to frequent absences or some
other misunderstanding. In this case, the speech may be done over again if in fact the
student completely redoes it on another topic that is mutually agreed upon by the
instructor and student.
In addition, all speeches must be well researched, organized, and prepared in accordance with
the instructions and guidelines presented in the text, handouts, and lectures for each
particular speech assignment.
PLEASE NOTE: Severe, repeated, and obviously intentional defiance of the above listed
criteria will result in personal consultations with the instructor and/or division chair and
could result in an “F” for this course. Appropriateness of a speech is a fundamental
requirement in real life, not only in the classroom!
Grading Rubric for All Speeches:
In an effort to maintain consistency throughout the semester, a standardized speech
evaluation form is attached at the end of this course outline. It will be used on all graded
speeches with minor adaptations and emphases as deemed appropriate for the individual
speech assignments. Since (1) this course assumes a basic knowledge of
writing/organizational methods taught in previous speech classes and freshmen writing
classes and (2) all speeches build upon the instruction and experience of the previous
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speeches, areas that have been covered in class discussion and readings will be graded at an
increased level of expectation and improvement throughout the semester.
For example, “support” in the first graded speech means examples in the student’s personal
life but by the end of the semester, “support” in the persuasive speech means not only
examples but all other forms of evidence (statistics, testimony, analogies, etc.) that are cited
orally in the speech and on the outline as well as are warranted through sound rhetorical
argument. Again, the course builds upon the instruction and experience developed
throughout the semester.
Please note, if students would like a developmental, holistic rubric for each speech, this will
be provided upon request.
Writing Requirements
Audience Analyses (For the Narrative Speech):
For every speech, students must consider the importance of audience needs, expectations,
and diversity throughout the entire process of researching, speech development and design,
rehearsal, delivery, and question/answering at the end of the performance. Although this is a
thoughtful requirement for any time one must speak before an audience, it is only a written
assignment for the Narrative Speech.
Assessment of this assignment will be included as 10% of the final speech grade. Specific
rubric for this assignment will be forthcoming. (For instructional material, see student
packets and/or Blackboard attachments. For the standardized speech evaluation form see
attached at the end of this course outline. For course lecture/discussion days, see the “Course
Syllabus” at the end of the Course Outline.)
Speech Outlines/Works Cited Sheets (For the Informative and Persuasive
Speeches):
For the Informative and Persuasive Speeches, both a pre outline and a final performance
outline are required to be handed in prior to presenting the speech to the class. The pre
outline is due one week prior to the beginning of the first day of speeches. It must be
submitted to the online tutorial service for the ACS (www.my.pitt.edu). This outline serves
as an aid to the student in that it screens major topic or design errors and forces the student to
prepare the speech well in advance of the performance in order to allow for increased oral
rehearsal time. Students who do not turn in a pre outline one full week prior to their
presentations will have 5 points deducted from the written assignment section of the
evaluation form.
Please note that “late” means any length of time after the class period ends, even immediately
following the class! “I forgot” means you do not have your work done on time. “My
computer was out!” or “I ran out of ink/paper.” also mean you are late. No exceptions can be
made in all fairness to everyone. Emailed late assignments are appreciated but still
considered late!
Those day students wishing to hand in or email a pre outline two class periods ahead of time
will receive written and/or oral feedback from the instructor in enough time to make
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revisions prior to the pre outline deadline. Individual consultations with the instructor are
also possible preferably with advanced notice.
The typed, final outline and a works cited sheet (using APA format only) must be handed
in prior to speaking on the day of the presentation. As noted above, those students who do
not come to class prepared with their required outlines and who have not submitted their
outlines ahead of time to the online service will NOT be permitted to speak on their
assigned date.
Manuscripts/Works Cited Sheets (For the Final Manuscript Speech):
For the final graded speech, the Special Occasion Speech, all students are required to hand in
a rough draft or outline of the speech one week period prior to the presentation (similar to the
outline requirement above listed). Those not handing this in will likewise have deducted 5
points from the written assignment section of the evaluation form. Pre assessment by the
tutor as described above applies for this speech as well.
Please note that all “late” assignment requirements apply for the pre manuscript as well.
On the day of their individual performances, all students must turn in to the instructor a
typed, double-spaced copy of the manuscript with citations included in the body of the
manuscript. There also must be a works cited sheet which follows the APA format. The
students must also use a typed manuscript for their performance. However, theirs must be
taped (not stapled) to pieces of solid colored construction paper. This provides a professional
appearance and avoids problems with paper noise or flopping during the speech.
Self and Peer Written Assessments:
A vital portion of the public speaking experience is assessment. Students not only learn from
their instructor’s comments but they also learn from their self and peer assessments as well.
By learning key components or elements of effective speaking, students learn what to look
for and how to improve various aspects of the speech process. Therefore there are specific
assignments built into this course designed to facilitate this learning objective:
Uploading procedure: Each student is required to do at minimum one self assessment
and one peer assessment of either the narrative, informative, or persuasive speeches.
In order to do this, all students must record their speech either on a smart phone, an
ipad, or on the in-class camera (using your own memory card). This speech must then
be uploaded onto your own computer and sent in copy via email to the professor
within 24 hours of their recorded presentations. Each student is responsible for his or
her own uploading. Please purchase at least a 4GB to 16GB memory card for video
recording or use your own recording mechanism. Tutors for public speaking may
also assist students with this uploading process. Specific directions concerning type of
memory card and uploading procedure will be discussed very early in the semester.
Peer and Self Assessments: All students must evaluate one of their own recorded
speeches. Each student will be expected to comment on each aspect of the speech
assessment sheet by filling out a clean, instructor evaluation form. The student should
not copy what the instructor has written or what students have written. The student
should write out what he/she sees in observing the recording. This will be a graded
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and required part of the overall course participation grade. Comments should be made
about content and delivery. These comments should describe exactly what the speaker
is doing well and not so well at the specific moment within the recordings/oral
presentations. Sample comments should reflect items noted in the standard speech
form used in class.
Please note that additional assessments may be done by students on themselves and on each
other as a form of extra credit towards the class participation grade. Amount of extra credit
will be determined by how thorough and appropriate the responses are. For each additional
review, there is a possibility of up to 5 extra credit points per additional speech evaluation
possible.
In-Class Written Peer Evaluations:
As part of the class participation grade, all students must evaluate about half of the
performances throughout the semester both through oral commentary as well as through
written feedback. This assessment is done in class during and after the student performances.
A special evaluation form will be given to each student on speech days in order that they may
identify their peer’s positive and negative speaking techniques involving such items as
organization (main points), support/citations, and delivery. These will be reviewed by the
instructor and forwarded to the appropriate student in an effort to provide additional feedback
for peers as well as facilitate listening and assessment techniques for all students.
BlackBoard Discussion Board:
As discussed below under “Class Participation and Attendance,” students will be required to
make comments using discussion board on occasion, particularly with the initial exercise on
“student sharing.” As part of the participation grade in class, this opportunity affords all
students a means for sharing information, ideas, questions, and impressions that they may not
otherwise feel comfortable doing orally within the class on all topics. As with all aspects of
this course, however, the same rules apply with consideration of student respect of cultural,
sub cultural and attitudinal differences in language, ideas, needs, and values. In short,
respect for all students must be maintained on line as well as within the classroom.
Examinations
This course is designed as a performance-based, active learning experience. The true test of
one’s ability will be measured in the speech writing and presenting demonstrated throughout
the semester. Certainly, students need to read, study, understand, and apply the text materials
throughout the semester and not just the night before an exam or speech.
Midterm Examinations:
In an effort to consider student preference in various forms of assessment, there will be two
examinations throughout the semester on text and course content utilizing a variety of test
formats. Exam One will be a true/false objective exam and Exam Two will be a multiple
choice/essay exam. Both will be given in class during an entire classroom period. (See the
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“Course Syllabus” for specific dates/times. Please be sure to contact the instructor well in
advance with any special testing needs.)
Practice Examinations:
For each chapter, practice exams are available on BlackBoard for student review. They too
will provide a variety of testing methods. Students who utilize this study assistance will
likely perform better on the graded exams.
Final Examination:
Since this is an oral performance course, the students will not have a final examination per
se. Rather the final assessment of the student’s learning will be on the last graded speech.
The time set aside for the final exam will be utilized in the event that graded speeches were
not completed by the last day of class or that students chose to do a make up speech or
assignment.
Class Participation/Attendance
General Perspective:
This class may be viewed as a cooperative learning experience in which we are all
responsible for one another's learning. Speeches are not created to be delivered to empty
rooms but rather to attentive audiences. For this reason attending class and sharing ideas,
views, and feedback will be mandatory and therefore evaluated regularly, on a daily basis
throughout this course. Certainly, exceptional needs or learning differences will be dealt
with on an individual basis. Please be sure to bring such cases to the instructor early in the
semester.
Class Attendance Grade:
There are 14 weeks of classes. Each class on the Tuesday/Thursday schedule will receive
two “half classes” per week. Each class the is a night class will receive two “half classes”
per night. That means that attendance will be taken at the beginning of all classes and for the
night classes attendance will be taken again after the evening break. This way, both
Tuesday/Thursday and Nightclasses will have “two half classes” per class week.
All students will receive a daily grade for attendance (or two per night class), worth 5% of
the overall grade for the course. If there is an absence, no credit for any work done during
that period will be given. Likewise, it is the students’ responsibility to acquire missed lecture
materials and notes from a classmate prior to approaching the instructor for individualized
help. Although students do not have to tell the instructor the reason for their absence, it
would be greatly appreciated. (See below for “rewards system” built into the participation
grade.) Students who are involved with sports, career days, illnesses, or other such legitimate
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and/or unavoidable excuses should approach the instructor if at all possible ahead of time and
will be awarded accordingly for their consideration. Certainly the instructor reserves the
right to deal with special cases and prolonged absences according to her discretion and to her
right for consultation with the Associate Vice President of Academic Affairs, Dr. Janet
Grady. Again, special needs should be brought to her attention as soon as possible in the
semester or in the face of problems.
Grading system rubric:
28 half classes attended = 28/28 or 100% = A+ or 0 absences—attended 14/14 weeks of classes
27 half classes attended = 27/28 or 96% = A or 1 absence
26 half classes attended = 26/28 or 93% = A- or 2 absences—attended 13/14 weeks of classes
25 half classes attended = 25/28 or 89% = B+ or 3 absences
24 half classes attended = 24/28 or 86% = B or 4 absences—attended 12/14 weeks of classes
23 half classes attended = 23/28 or 82% = B- or 5 absences
22 half classes attended = 22/28 or 79% = C+ or 6 absences—attended 11/14 weeks of classes
21 half classes attended = 21/28 or 75% = C or 7 absences
20 half classes attended = 20/28 or 71% = C- or 8 absences—attended 10/14 weeks of classes
19 half classes attended = 19/28 or 68% = D+ or 9
18 half classes attended = 18/28 or 64% = D or 10 absences—attended 9/14 weeks of classes
17 half classes attended = 17/28 or 61% = D- or 11 absences
16 half classes attended = 16/28 or 57% = F or 12 absences—attended 8/14 weeks of classes
0 to 11 classes attended or 9 or more weeks of classes missed equals 0% or an F for the entire
course.
Students who miss a class for ANY reason (including a legitimate absence) are marked absent.
Make-up classes can only be achieved by attending an outside presentation pre-agreed upon by
the professor and student or by attending a library “data base tour.” Students may bank such
acceptable “extra” classes in case of a pre-planned or emergency absence occurring within the
semester. “Legitimate absences,” as determined by the instructor are only considered in light of
participation grades. See below.
Please note that if a class needs to be cancelled for any reason by the professor or university,
students will not be deducted for this absence. It will be counted as if they were in attendance
for the day.
Participation Grade:
The general numeric method for grading class participation is as follows: Each class is
worth a total of 5 points. Five points per day is given for active participation, 4 for moderate,
3 for little, 2 for merely showing up and 1 for an excused absence (which was cleared with
the instructor). If the absence is not excused, no credit is given for that day. Students
arriving late for class are asked to write their name and time of arrival on a slip of paper and
to give this to the instructor at the end of class. This assures the students that at least partial
credit for the day is given; however, a maximum of 3 points can be achieved when tardy for
each affected class period. Scores are tallied for each day and a final percentage grade is
calculated.
The total number of participation points is 5 points per “half class” or a total of 140 points
per semester. Again the participation grade is worth 5% of the overall class grade.
Participation Rubric is as follows:
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Score of 5: Excellent. Student attends class on time. Student actively participates in
classroom discussions, in group work, on the peer written assessments, at the end of
student question/answer periods on speech days, and/or by responding on Discussion
Board or by email to the instructor (especially if topic matters make a student
uncomfortable in expressing themselves orally or publicly to all students). Student
responses may involve such things as asking questions, expressing ideas,
demonstrating active attention/engagement (through note taking, eye contact, focus,
etc.). On the occasion that a Discussion Board question is required (such as in the
opening exercise), the student responds thoroughly and insightfully.
Score of 4: Strong. Student attends class on time. Student participates in any of the
manners listed above but shows less depth of thought, responsiveness, involvement,
and/or interest. If the Discussion Board is used, the student provides adequate but
minimally reactive and introspective responses.
Score of 3: Moderate. Student is somewhat late for class entering after role is
already taken. Student seldom participates according to the above standards and does
so with little or no development of ideas or depth. If the Discussion Board is used,
student responds with little more than a yes/no comment or a simple phrase.
Score of 2: Problematic. Student misses half or more of the class. There is no real
indication of student involvement or participation. Student may be daydreaming or
sleeping. There is no response given on Discussion Board.
Score of 1: Deficient. Student misses the entire class. Student provides an excuse
for the absence and discusses it with the instructor. Student does not utilize
Discussion Board.
Score of 0: Severely Deficient. Student misses the entire class. Student does not
provide an excuse. Student does not email the instructor or use Discussion Board.
Extra Credit
Speech Revisions:
Students may redo one or more speeches in an effort to improve their grade.
The requirements for this option are as follows:
(1) Students must do a totally different speech on a different topic but must follow the same
criteria of the particular speech assignment.
(2) Students must complete this make-up work by no later than the last scheduled day of classes.
(Exceptions may be made for finals week if prearrangements are made and the need arises.
Remember this is solely at the discretion of the instructor.)
(3) Students must perform the make ups in front of a live audience, preferably their own
classmates.
(4) Students can only receive the same or improved grades upon doing a new speech. That is,
they cannot do worse than on the first speech. The better of the two grades will be given.
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(5) Students may not substitute a speech grade for one that they did not have prepared for on
time. This is not to be used for late speech assignments.
Outside Speech Extra Credit Assignment:
Early in the semester, an option will be provided for all students to observe one outside
speech and prepare a written assessment of that speech as a form of extra credit. This option
will be given to all students but will be encouraged especially for special cases of absence or
student failure to meet required number of classes. Details of this credit will be discussed
individually on a case by case basis with the affected student. However, all students may in
fact do this assignment simply as a form of extra credit. Evaluation forms for this
assignment may be found in the course packet and/or on BlackBoard.
Data Base “Library” Tour/Extra Credit Towards Attendance:
Because of the importance of library and internet recourse familiarity, students are highly
encouraged to attend a virtual “tour” of the Pitt Library System and its online available data
bases. Students are responsible for arranging their own tours with the library. A list of
prescheduled tours is available at Owen Library and on line. This accommodation may or
may not be possible depending upon the availability of tour space and computer assess in
other classes. Signed verification of this extra attendance is necessary.
Please note that the tour is optional since some students may have had such an experience in
previous classes. Keep in mind that there are several different types of tours that may cover
information not previously gone over in the Composition class tours. All students who
attend this tour will receive 5 points bonus towards class participation and a bonus day or
partial day of class to be used towards any absence during the semester. If students receive
100% in either class attendance and/or participation, they then will earn more than 100% for
those respective grade categories. This will then “bleed over” into their other course grades.
In short, students are awarded for all extra work!
There may also be made available throughout the semester additional presentations/lectures
on campus that may also be used as extra credit towards attendance make-up. These will be
announced as they come up throughout the semester. Students aware of these on campus are
encouraged to bring them to the instructor’s attention as well.
Tutorial Services: A wide variety of extra credit opportunities exist through tutorial
services. These are listed in the section that follows.
Tutorial Services
(Includes both extra credit and required assignments)
General Information:
The Academic Success Center (ASC) provides a full array of tutorial services including
public speaking. Students are highly encouraged to discuss their outlines, ideas, and research
with a trained tutor. They are also encouraged to rehearse their presentations orally during
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the designated times offered by the ASC or pre record their speeches and send them for
feedback through the tutorial site for review by trained tutors. This program has been in
force for the past several years and improves in depth and focus each semester.
Remember that each subject may have different tutors and different tutorial requirements. Be
sure to review all requirements for this particular course when preparing for class
assignments.
Types of Tutorial Services Available:
Private Tutoring Sessions: To request a tutor, go to www.upj.pitt.edu, click on
“Current Students” link, click “Campuservices.upj.pitt.edu” link and log-in with your
username and password. Finally click on “Academic Success Center—Tutor
Services” and complete the application process.
Drop-In Tutorial Sessions: Public speaking tutors are regularly scheduled for dropin sessions with students on Mondays, Tuesdays, Wednesdays, and Thursdays from
4:00 to 5:00 PM and on Mondays, Tuesdays, and Wednesdays from 7:00 to 8:00 PM
on the ground floor of Owen Library. (Please note: These times are subject to
change based upon budgeting within the tutorial department.) The time and place of
live tutorial sessions will be announced early in the semester since both depend upon
availability of resources. All students must use the drop-in (or virtual on-line) service
at least once throughout the semester. It is suggested that all speeches are presented
to tutors during each preparation period. Requirements will be announced for each
speech.
On-Line Outline Assistance: Students may submit their outlines to the tutorial
service center on line and receive feedback on their outlines any time throughout the
semester. All students are required to submit their Informative pre-outline,
Persuasive pre-outline, and Manuscript Speech rough draft to this service for review
at least one week in advance of their presentation. This allows for feedback and
revisions. It is important to note that this service for now is located in the ACS
website by going to www.upj.pitt.edu, entering the student area for tutoring and
submitting documents. Be sure to check the inbox for revisions. PRINT the
comments made by the tutor and include these in with your final speech outline on
the day of your speech. This assures the instructor that you are using the service
effectively and you are responding to the comments made by the tutors. It also serves
as a check and balance system for all tutors in an effort to insure that students are
being guided according to the department standards. Absolutely no credit will be
given without the copy of the tutorial assessment at the time of the speech
presentation!
Availability of all sessions will be announced. Any use of tutorial services beyond the
required ones listed above will afford the student extra credit for the speech rehearsed (up to
5% of the speech grade). All extra credit awards will be based upon the extent of student
effort and improvement.
Student Accountability and Accommodations
Plagiarism:
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In the event that students plagiarize by submitting work that is not their own, they will
automatically fail that assignment. If students do this a second time, they will automatically
fail the course. Please refer to the text, supplemental materials, and classroom discussions
for a more thorough explanation of plagiarism. In short without identifying the source for the
utilized quotes, paraphrased materials, data, analyses, ideas, organizational patterns, or views
of others both in writing on the outline/manuscript and orally in the speech, the students have
plagiarized and will be without question held accountable.
Disability Accommodation:
If you have a disability for which you are or may be requesting an accommodation, you are
encouraged to contact both your instructor and the Office of Health and Counseling Services, G10 Student Union, 814-269-7119 as early as possible in the term. The Office of Health and
Counseling Services will verify your disability and determine reasonable accommodations for
this course.
Special Dates and Notices:
There are several dates to keep in mind regarding dropping a class from your schedule
and class changes:
•
September 2, 2013: Labor Day (University Closed)
•
September 6, 2013: Add / Drop period ends for classes.
•
October 14, 2013: Fall Break. There are no classes this day.
•
October 15, 2013 is scheduled for Monday classes. Tuesday classes do not meet
this week.
•
October 25, 2013: Last date possible for withdraw from an individual class, with a
grade of W on your transcript. After that date, you must obtain a “Late
Withdrawal” form the Office of Academic Affairs to receive permission.
Permission for “Late Withdrawal” is allowed only under extreme circumstances
outside of the student’s control.
•
October 27, 2013: Last day to withdraw from all classes with partial refund.
•
October 28, 2013: Spring Term enrollment appointments begin.
•
November 30, 2012: Last day to withdraw from all classes with no refund.
Academic Calendar for Fall 2013: http://www.upj.pitt.edu/34245.pdf
Cell Phones, E-Books, Laptops, Ipods, et al.:
Please minimize use of all electronic devices within the classroom. Although it is possible that
students have an e-text, it is preferred that students do not use their computers in class in order
that a widely communicative, distraction-free environment may be achieved. Under no
circumstance should a student use a cell phone or any other electronic device during a speech
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performance unless it is approved specifically for disability accommodation purposes. (See
above.)
Cell phones are not permitted in class unless being used for recording purposes by the
speaker. Please turn off all electronic devices and be fully attentive and respectful during all
class periods. Please be considerate.
Some Final Comments
Some people have the impression that the ability to speak in public is a talent that some have
while others do not. If there is any truth to this notion it probably will not be proven in this
course. The only way to receive a "good grade" in this class is through careful preparation of
your speeches. Inadequate preparation will show through a speech no matter how smooth or
confident the speaker might appear. On the other hand, extensive preparation will give even a
very nervous speaker a solid speech. The choice is your own.
Best wishes for a rewarding, exciting speaking experience!!
Public Speaking 0052: Performance Rubric
Susan M. Wieczorek, Instructor
Directions: Here follows the basic rubric for all graded speeches in this class. Although the
weight of each section may vary in importance, emphasis, and expectation, the key assessment
areas remain the same for virtually all speeches. This form is to serve four main purposes in the
learning process: to guide students in their preparation, to aid them in listening to and evaluating
each others performances, to provide feedback from the instructor, and to serve as a self-evaluation
tool. Each section is worth 10 points while each sub point is worth 2, making the total score out of
100.
_____ Audience Analysis/Outline/Manuscript
_____ Proper form
_____ Proper citation method
_____ Development/Content
_____ Purpose and thesis statements
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_____ Other
_____ Subject
_____ Adequately narrowed/focused
_____ Appropriate for given audience
_____ Appropriate for speaker
_____ Appropriate for occasion
_____ Other
_____ Introduction
_____ Attention-getting
_____ Disposed audience to respond favorably
_____ Thesis stated or strongly implied
_____ Preview of main ideas
_____ Other
_____ Organization / Structure
_____ Appropriate pattern
_____ Clear indication of main and supporting points
_____ Transition, signposting
_____ Balance
_____ Other
_____ Support
_____ Variety (at least two forms)
_____ Properly cited
_____ Strength of evidence for assertions
_____ Credible, specific, current
_____ Other
_____ Conclusion
_____ Indication of main assertions
_____ Attention to audience response
_____ Smooth closing
_____ Handling of questions
_____ Other
_____ Language / Style
_____ Conversational tone
_____ Accurate grammar and usage
_____ Vivid, colorful, creative wording
_____ Appropriate level of difficulty for audience
_____ Other
_____Voice
_____ Timbre, pitch, volume
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_____ Rate, pause, intonation pattern
_____ Articulation, pronunciation
_____ Tone, emotional involvement
_____ Vocal variety
_____ Body Language
_____ Entrance, exit, walk
_____ Posture, movement, gestures
_____ Facial expression
_____ Eye contact
_____ Other
_____ General Effectiveness
_____ Attention to diversity issues
_____ Overall attitude
_____ Accomplishment of purpose
_____ Time limitations
_____ Other
_____ Total Score Out of 100
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Public Speaking 0052: Speech Assignments
Introductory Speech
Speech #1 (Self Presentation Speech)
Assignment: Prepare a 1.5 to 2 minute speech which describes you as a unique individual in
light of your cultural, ethnic, racial, socio-economic, and/or gender-related background. Be
creative, descriptive, honest, interesting, and impressionable. Although this class has not as yet
specifically addressed the guidelines for effective speech preparation, read the opening chapters
in the text to facilitate you.
Criteria: Be sure to include the following points:
1. Begin with an introduction which includes a creative opening with a simple thesis
statement. A concise, clear indication of the two or three main points should be evident.
Include your name so students can remember you. Avoid, “Hi, my name is….” Again,
be creative. Remember that although this is not graded, it is your first impression on the
audience. Feedback will also be given by the instructor.
2. Develop your speech in an easy-to-follow manner, guiding your listener through each
main point. Be creative. Use interesting language which maintains the attention of the
listener. Use examples which help clarify your message. Utilize your time wisely and
thoroughly. Be careful to be considerate of all students no matter what their
3. Conclude your speech by reviewing the main points. Try to help your audience
remember you as an individual and to remember your name. Make an interesting final
remark, which pulls together your ideas and makes a lasting impression.
Topic Suggestions: There are numerous ways of approaching this speech. Here are a few
suggestions. Do not try to do everything. One of the following would be plenty. There is also
room for your own creative approach. If you decide to develop a speech using another
organizing idea, still be sure to follow the outlined criteria above indicated.
1. Identify a word or two, which best describes you as a person.
2. Use an object that represents who you are. Bring it in as a visual support tool if possible.
Be sure everyone can clearly see the object. Explain how it relates to you as an
individual.
3. Identify a special goal you have in life and tell how this has grown out of your role in this
diverse society.
4. Describe a person who has influenced you and in turn represents who you are and/or who
you strive to be like. Be sure you are focusing in on yourself more than on the other
person.
5. Identify an ideal towards which you strive. Reflect on how this relates to your “place” in
society or to your image of yourself as a unique and social individual. Explain how the
image causes you to react to situations and people in life in particular ways.
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6. Identify a value in life that is important to you. Tell how having this value has affected
your life and has shaped your self-image. Tell how this value has grown out of your
cultural, racial, socio-economic, and/or gender-related self image.
7. PREFERRED: Indicate the culture or heritage from which you have been born or
raised. Show how this exemplifies who you are and where you belong in this
multicultural world.
8. Create your own organizing factor which best exemplifies who you are and who you
strive to be. Please do not however, use religious topics that might be offensive to others
for this assignment. Be careful to always consider others viewpoints as you present your
own.
Grading: Although this speech is not formally graded, it will still be assessed with written
feedback from the instructor as well as oral feedback and questions from the students. The
general presentation grade will be represented as part of your class participation grade for that
day. If you do an exceptional job, it will act as extra credit toward your grade. If you do a
particularly poor job (i.e., you do not follow the criteria or assignment), you will be docked for
the day’s participation grade. Just follow the guidelines. Be prepared. And have fun!
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Narrative Speech
Speech #2 (Intercultural or Sub Cultural Experience/Learning)
Assignment: Prepare a 3 to 4 minute speech in which you relate a brief, intercultural or sub
cultural experience you have had in order to make a point. The story should be presented in
chronological order followed by what the audience and you might learn from it. More
specifically, the topic for this story must relate to a specific incident in your life in which you
noticed a difference between your cultural views and another’s. State how you felt and reacted
to this experience. What did you learn about yourself as a result of your behavior, reactions, and
feelings? What can others in the class learn from this?
Organization/Content: The following three areas must be covered:
1. The topic must be very specific. It should involve an event or incident that has
significantly affected your life. This should cover a time period no longer than a day
or two at most. Preferably, the incident should just involve a brief period in a day.
Topics that cover the entire summer or span a year or more are not appropriate (such
as what you did on your summer vacation or your freshman year at college). You
may place the incident in a context, but your emphasis again must be on the specific
incident that represents the most significant point or the turning point of your learning
experience. Your description should be very detailed and vivid.
2. State what you have learned from this incident. Either comment on what this
incident meant to you as a person throughout the narrative or towards the end of the
speech. Whichever the case, you need to say more than, “I learned never to do that
again.” or “This is what made me who I am today.” Develop the analysis by stating
how and why this incident was/is significant to you as a person, how it has changed
you, how you wish you had responded how you hope to respond in the future, etc.
3. Suggest how the audience may also learn from this. Usually at the end of the
speech a brief mention of what you think others can glean from this experience is
needed. Although you might suggest this in the introduction or body, typically the
appeal to the audience is needed in the conclusion. Again, seriously ask yourself why
you chose this example to share with the audience and what sort of influence you
wish to have on them.
Topic Suggestions: In addition to this being an intercultural and/or sub cultural experience
in your life, the following should be considered in your topic selection:
1. Choose a story that actually happened to you. Certainly we learn from others,
however, this speech should cover a situation that you yourself were involved in
directly or at least reacted to and/or witnessed. Such things as what my dad told me
about his youth would not be appropriate, however, how you reacted to the story and
what affect that had on the rest of your life from that point on, might be.
2. Avoid emotional topics. You should never share a story that you might become
emotional over. Such things as rape, abuse, deaths, or tragedies of any sort may be
more than you can comfortably handle in front of an audience. Ask yourself if you
really even want to share such and incident. Often when students are nervous about a
speech, they end up unexpectedly crying or shaking because the incident is so intense
or fresh in their minds. Test your speech on friends and relatives before you attempt
such a topic.
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3. Choose a very brief incident. (See above.)
Criteria for Grading: These are the areas of emphasis for this particular speech:
1.
2.
3.
4.
Organization as above indicated.
Language that is descriptive, detailed, vivid, and concrete.
Conversational tone.
Appropriate topic/experience.
Writing Assignment: A typed, Audience Analysis is due the day of the speech. See course
packet for instructional details.
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Informative Speech
Speech #3 (Informative with Visual Aid)
Assignment: Prepare a 5 to 6 minute informative speech intended to describe or to explain a
significant problem or issue in society today. Ask yourself how this topic reflects issues on race,
gender, socio-economic class, subgroups, etc. Support in this speech must include at least 4
references and a visual aid.
Organization/Content: Each of the following areas must be included:
1.
Open with a well-rehearsed introduction. Be sure it includes a “startling” or catchy
opening statement, a preview of the main ideas, necessary definitions, a clear thesis,
a credibility statement, and an appeal to the audience.
2.
Develop the speech using an appropriate pattern of organization. Typically such
organizational patterns as chronological, topical, and spatial are most appropriate.
Be sure to guide your audience with transitions, visual aides, and audible pausing.
There should be no question what your main points are nor what your chosen
organizational pattern is.
3.
Conclude with well-rehearsed final words. Although memorization is not
encouraged, this section of your speech should be slow, emphatic, clear, concise,
direct, and WELL REHEARSED. You should not end with “Are there any
questions.” Be sure to draw the audience back in at the end and to reiterate clearly
your main points.
Topic Suggestions: Be sure to consider each item below:
1.
Choose a significant social issue: This means that the focus should be on the
larger, societal application of the topic. Although UPJ, for instance, may be used as
an example of a campus issue, the perspective should be on how this campus
represents the problem on a larger, national or state scale. One, therefore, may talk
about things close to home but should explain how these issues represent the larger
social situation. Politics, current events, and national news items generally fall in
this category, but are not necessary.
2.
Choose something you are interested in or know something about. You certainly
may choose a completely original topic you have always wanted to study; however,
most students find it helpful to pick something relating to a major, hobby, or job
they have explored or have always wanted to explore. Choose something you want
to learn more about instead of have to learn about!
3.
Spend time exploring the scope of your topic. Of course be sure to narrow your
topic into a tight enough focus that you can handle it thoroughly within the 5 to 6
minute time limit. Learn more than what you are required to know about the topic
so that you are prepared for the question/answer session at the end of the speech.
Explore, develop, narrow, and organize your topic in a way that is most appealing to
you and your audience.
4.
Remember this is informative and not demonstrative. This is not a “how to do it”
speech but a simple, clear, concise discussion of a societal issue with very little to
23
no persuasive bias present. Remember, you are merely explaining the issues to the
audience.
Criteria for Grading: All previous areas are emphasized as well as the following:
1.
2.
3.
4.
Topic & organizational clarity and appropriateness as above indicated.
Support including a minimum of 4 references of which only one may be a
reference work such as a dictionary or encyclopedia (online version as well).
Internet references must be authored or from a reputable site such as the American
Red Cross, American Cancer Society, AMA, etc. All other sources must be
authored sources!
Only one note card, 5 by 7 or 4 by 6, front/back to be used during speaking but not
collected.
Presentation style must be extemporaneous and conversational.
Writing Assignment: Pre outline due one week ahead to online tutorial center; final outlines
and works cited sheets (APA Style) due day of speech.
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Persuasive Speech
Speech #4 (Social Justice Policy Speech)
Assignment: Prepare a 6 to 7 minute researched persuasive speech on a question of fact,
value or policy. It must discuss a significant social justice issue which has impact on the
audience as well as society in general.
Organization/Content: This speech should include the following:
1.
Draw audience in immediately. Right from the start the listeners should recognize
this as a persuasive speech. Utilize pausing, volume, eye contact, and precise
wording to entice and engage your audience immediately and powerfully. Be
sensitive to listeners’ difference of opinion as evidenced especially by their
nonverbal reactions.
2.
Develop the speech using appropriate pattern or organization. Either Monroe’s
Motivated Sequence or a form of Problem/Cause/Solution patterns of organization
is most common to this speech format. Within a solution speech, however, it is
still possible that these solutions are arranged chronologically, spatially, or
topically.
3.
Conclude with a final, powerful appeal to the audience. Remember if you are
doing a true policy speech, you want your audience to DO something with the
information you gave them. Be sure this is clear, direct, and to the point. There
should be no question in anyone’s mind what you want from the audience when
you are done.
Topic Suggestions: Be sure to consider the following:
1.
Address a significant social justice issue. Similar to the informative speech, the
topic must be specific in scope but broad in application. Again, you may use
personal and local examples to support your point but they always should be placed
in the larger societal context. Be careful that when you discuss injustices you state
why they exist and what is prolonging them. How do you propose to change or
affect positively these injustices concerning such things as inner city poverty levels,
anti gay/lesbian church demonstrations, homelessness of the aged, discriminatory
death penalty practices, equity of access for the poor and under privileged,
handicapped access laws, and prison reform for juvenile repeat offenders? Think
about these issues; ask yourself why they are so significant and what we should do
to address them in today’s society.
2.
Choose something towards which you feel passionate. Although this speech is to
be extemporaneous and conversational in nature, it should be delivered with a
degree of vocal and nonverbal mastery. You should appear confident and credible.
Likewise whether the audience agrees or disagrees with your point of view, there
should be no question whatsoever what your stand is on the position you take, why
you feel this way, and what you expect the audience to do about it. With this in
mind, you must choose something to which you have a real emotional, ethical,
moral, and/or legal commitment. Show it!
3.
Know as much as possible about your topic. Explore the pros and cons.
Understand contrary positions in an effort to solidify your argument. Be prepared
25
for the audience to disagree with you. Include a works consulted sheet if you read
additional, related materials that are not cited on the works cited page. Know all the
sides of the issue and be prepared to warrant all claims and address all questions.
4.
Know your audience. You must survey the class before you take your position.
This is not so that you change your views to agree with the majority but so that you
can determine the best possible approach to motivating your audience towards
agreement and/or action. Realize that many issues concerning social justice are
laden with bias, stereotypes, and bigotry. Be careful to choose words that are
reasonably neutral avoiding euphemisms and bigoted slang terms. Do not be
surprised if someone in the audience takes offense to your ideas. Be prepared to
respond to their offense in a respectful, considerate, and non-judgmental fashion.
Criteria for Grading: Keep in mind the following particulars in addition to all previous
grading criteria:
1.
At least 5 sources must be used with no more than one of these from a dictionary or
encyclopedia (including online versions). All sources must be authored. Be certain
to cite relevant sources that adequately support your claims.
2.
Warrant your claims using Toulmin’s Model of Reasoning. You must develop
your argument in a manner that cites relevant support as well as shows how the
support “warrants” or justifies your claims. You are not just explaining. You are
ARGUING!
3.
Utilize various supporting materials. At least three different types of supporting
materials should be used such as analogy, example, testimony, statistics, visual or
audio support, etc.
Writing Assignment: Again, a pre and final outline plus a works cited sheet are required.
26
Special Occasion Speech
Speech #5 (Commemorative Speech on Someone from a Culture Different
From Which You Identify)
Assignment: Prepare a 4 to 5 minute tribute to a particular person (or group of people) who is
from a culture different from which you identify. This may include a living or deceased person.
It may also be presented in a role-playing style (such as a eulogy for a deceased hero), a
commemorative speech at a dinner banquet, or a building dedication. Necessary is the ability to
support your honored subject with documented data/citations. If you do choose to role play
within a particular setting, you must explain this to your audience in order that they too may role
play with you. Remember that this is a manuscript speech.
Organization/Content: This speech must follow a persuasive organizational pattern
.
1.
Follow the standard procedures for the introduction, body, and conclusion. In
format this speech is not really any different from your previous speeches. The
focus is on the person commemorated but the developmental principles remain
similar to the standard persuasive speech. All previous suggestions apply to this
speech as well.
2.
Organizational patterns must be carefully chosen. Again, although you might be
able to use several formats successfully, this speech lends itself to a TOPICAL
organizational pattern. The notion is that you believe this person deserves to be
applauded, and your job is to convince the audience to feel the same way.
Therefore, most speeches list the reasons for your selection and the justification for
why these reasons merit tribute. The argument is all about why you feel this
person deserves the recognition you are giving it.
3.
Remember that this is a value analysis. That is, the values that the honored
person or group has demonstrated should be examined in light of how they should
be important to and valued by the audience as well. Absolutely do not use a
chronological order. Birth to death speeches and childhood to adulthood stories
may work in narratives or encyclopedias, but they are not appropriate here. The
focus is on the reasons for why the person is worthy of recognition. The format
more appropriately resembles editorials than documentaries.
Topic Suggestions: The following are appropriate topic considerations:
1.
Choose a topic you enjoy and believe in. As always, your level of enthusiasm
comes across better when you speak about a topic you are personally interested in
as well as passionate about. Be sure the person is worthy of this praise and that the
audience is sure to agree with your beliefs by the time you are through with your
speech.
2.
Adhere to topic specifications. This tribute may involve a living or deceased, real
or fictitious (such as a cartoon character), historic or contemporary, famous or less
widely known person or group of people. Remember that whatever the case, the
audience must be convinced that the values demonstrated are important for us to
uphold.
27
3.
Use at least 3 sources not including the encyclopedia or dictionary. It is great to
talk about your grandma or uncle, but unless this person has documented
information written on him or her, you should not do that topic.
4.
Remember diversity issues. Although a written audience analysis is not required,
particular attention must be given to the diversity represented in each and every
classroom. Everyone may be a “typical” college student, but everyone brings to
the classroom different associations, memberships, family backgrounds,
educations, group memberships, and last but certainly not least, values. An
opinion survey may be an excellent method for sampling the audience diversity.
You should never just assume that because you have a particular belief or value
that everyone else automatically does too. For effective persuasion, you must
know you audience and adapt your message accordingly.
Grading Criteria: Again all past grading issues apply here as well along with the following
emphases:
1. Manuscript Format is required. That means that you will hand in a pre outline or
rough draft of your speech a class period before you speech and will then use a final,
word-for-word document during the presentation itself. You should BACK YOUR
MANUSCRIPT with construction paper. You should TAPE the paper to this backing
and not just set it on there. Likewise, you should use a solid, dark backing and not
simply a spiral bound notebook you happen to have in your backpack!
2. Extemporaneous delivery is necessary. The greatest challenge in this speech is for
you to have a fully written out speech in front of you and yet not read it word for
word from the paper. The delivery style therefore comes across with very concise
and prepared wording while at the very same time it comes across naturally. To
accomplish this, you must spend a great deal of time going over and over your speech
and indeed memorizing parts of it. However, you absolutely should not appear to be
reading off of the paper, word for word. An extemporaneous speaking style is still
required.
3. At least 3 sources must be stated orally and written on the works cited sheet. Often
in a speech of tribute people think that the rules for plagiarism do not apply. This is
NEVER the case. To maintain credibility and ethical considerations, all information
not directly attributed to common knowledge or your opinion, must be cited and
referenced. You may use a dictionary or encyclopedia (including online versions) ,
but they may not be included as one of the 3 required, authored sources.
Written Assignment: A rough draft may take the place of the pre outline. Likewise, a final,
typed, full-sentence manuscript must be handed in to the instructor prior to the start of the speech
presentation. This is the only speech you do that does not utilize a note card. Podiums are not
permitted for this speech.
Impromptu Speech
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Speech #6 (Spontaneous Response Speech)
Assignment: If time, this final presentation takes place on the last day of class in an effort to
provide some extra credit towards student’s class participation grades as well as to show students
that they in fact can think and speak on their feet so long as they follow some very basic
guidelines.
Procedure: All students will be asked to draw two cards from a stack of about 30. Each card
contains a question about politics, UPJ, TV, local attractions, etc. You choose one of the two
topic cards and prepare a brief one minute presentation for the audience. The amount of
preparation time is limited to the length of time the person before you takes to speak.
Speech Guidelines: The following suggestions should help you mentally prepare for this
exercise:
1. Relax. This is not formally graded. This is for fun. Everyone is in the same boat.
2. Identify two main points. Just like in past speeches, you should organize your
thoughts quickly in light of what two things you can comment on concerning this
topic. Once you know them, you can come up with examples to develop in your
speech.
3. Remember Introduction/Body/Conclusion format. Introduce the question and two
categories you will address about this question in the introduction. Develop these
ideas. Conclude reviewing these ideas. The same fundamental format applies for
nearly any type of speech!
4. Take this seriously. Certainly have fun but realize that the better you do, the more
bonus points you can achieve.
5. HAVE FUN. As with any speaking experience, it is all about attitude. Think
positive, be confident, support each other, remember student differences of opinion
and background, and believe in yourself!
29
Introductory Discussion Board Exercise
Exercise Purpose: The purpose of this assignment is to introduce all student members to
their peers in an effort to allow them to (1) get to know each other better, (2) grow comfortable
speaking in front of the class, (3) do an accurate audience analysis for the first graded speech,
and (4) be aware of diversity factors within the classroom.
Assignment: Enter the Discussion Board for this class on BlackBoard. As part of your first
day’s class participation grade, create a brief biography of yourself that you feel comfortable
sharing with the audience. Be sure to respond to as many questions as you as possible. Be sure
to “pass” on those you do not wish to discuss. Share only what you feel “safe” in disclosing but
realize that the more you share the better your classmates will be able to consider your needs in
their speech preparation and class discussions.
Possible Questions:
1.
What particular groups do you identify with at UPJ? Why do you chose them?
2. What sort of hobbies do you enjoy? How do these reflect your personality?
3. Do you have a job outside of college? Describe your responsibilities and tell why
you do or do not enjoy them.
4. Describe how you view your religious, socio-economic, political, ethnic, racial,
and/or gender-specific role in society. Do you feel you or anyone else with whom
you identify have ever been the target of discrimination? What made you feel that
way? What suggestions might you have for others who find themselves in similar
situations? Do you feel you reacted appropriately? What have you learned from
this experience?
5. Where does your family originate? Where did you grow up? Did you like it
there?
6. Have you ever traveled? Where? What did you learn from this experience about
yourself and your relationship with those from other areas or countries?
7. Describe your favorite foods and tell why you enjoy them. Describe foods you
love to eat but shouldn’t. Describe food you detest. What does this say about
your values, background, attitudes, beliefs, etc?
8. Do you have any pets? If not would you ever want to get one? Describe these.
Do the kind of pets people choose say something about them? Explain.
9. Describe your major and tell why you chose it. What do you plan to do with your
education? What would be an ideal job to you?
10. Share with the class something about yourself that might help them in their future
interactions with you and their preparation of speech topics.
Public Speaking 0052: Syllabus
30
Susan M. Wieczorek, Instructor
Fall Class Times: T/Th 12:30-1:50 (248 Biddle) OR T/Th 2:00-3:20 (G25 Owen)
OR Thursday 6:00-8:40 PM (211 Biddle)
Office: Biddle Hall 233D
Office Hours: Tuesday & Thursday 3:45-4:45 & by appointment
Mail Box: Biddle Hall 233
E-mail: susanw@pitt.edu or se6kids@aol.com
Office Phone: 814-269-7158
COURSE SYLLABUS
TOPIC / ACTIVITY
DATE(S)
ASSIGNED
UNIT ONE: The Communication Process
Course Intro, Diversity, Comm. Theory
Introduction to Communication Process
Week 1
Access BlackBoard & Discussion Board
Introductory Discussion Board Exercise
Read Chapters 1, 2
Speech of Introduction Delivery
Narrative Speech Instruction
Week 2
Student Performances in Class
Introductory Discussion Board Exercise Due
Listening, Audience Analysis
Topic Selection/Ideas
Week 3
Bring in Topic Selection for Narrative Speech
Read Chapters 3, 4, 5, 6
Narrative Speech Delivery
Informative Speech Instruction
Week 4
Student Performances in Class
UNIT TWO: Designing the Speech
The Informative Speech Process:
Week 5
Topic Selection, Speech Design, Outlining
Sign-Up for Informative Speech Topic
Read 8, 9, 10
Research, Support, & Presentation Aids
Week 6
Read Chapters 7, 13
Delivery & Performance
Week 7
Pre-Outline Due On-Line to Tutor
Reach Chapter 12, 14
UNIT THREE: Informative and Persuasive Speaking
31
Informative Speech Delivery
Week 8
Speech Performances in Class
The Persuasive Speech Process
Week 9
Topic for Persuasive Speech Due
Read Chapter 15, 16
Argument and Evidence
Week 10
Pre-Outline Due On-Line to Tutor
Exam I: Chapters 1-10, 13
Persuasive Speech Delivery
Week 11
Speech Performances in Class
UNIT FOUR: Public Speaking in Everyday Life
Special Occasion Speech Process
Professional and Small Group Sp
Week 12
Preliminary Speech Topic Due
Read Chapters 11, 17
Impromptu Speeches
Week 13
Exam II: Chapters 11, 12, 14-17
Speech Performances in Class
Manuscript Rough Draft Due On-Line to Tutor
Commemorative Speech Delivery
Week 14
Speech Performances in Class
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