Portfolio for SPCH 1311
Introduction to Speech Communication
By
Ray E. Whitlow, Jr.
Table of Contents
Reflective Statement
Course Syllabus
Description of Active Learning Activity for Persuasive Speech
Directions for Persuasive Speech
Description of Active Learning Activity for Group Project
Directions for Group Project
Description of Active Learning Activity for Listening Paper
Directions for Listening Paper
Reflective Statement
As a result of the Faculty Learning Community, I have instituted the Socratic
Method in my classes as opposed to straight lecturing. In addition, I have been aided by
the FLC as it has taught me to identify the language of critical thinking, thus allowing me
to apply the concepts in a more specific matter to my teaching style. As a result, students
can apply the principles of critical thinking not only to the class, but also in their lives.
Allow me to explain.
When I first started teaching public speaking, I thought that I had to lecture in
order to give students directions as to how to deliver speeches. Since my class calls for
students to speak, I believed if I lectured for the first day or two, they still would be
participating by virtue of giving speeches. However, after being exposed to the FLC, I
find students gain a far better understanding of the class if I use the Socratic Method. For
instance, I used to show examples of speeches and tell why a particular presentation was
good or bad. However, now I show a speech and ask questions such as: What did the
speaker do that you liked? How could the speaker improve his or her delivery? Overall,
what makes this a good or bad speech? These questions compel students to critically
analyze speeches and draw well-reasoned conclusions not only in the classroom, but also
to communication artifacts in the world in which they live. When this is done, students
are more able to internalize what must be done to be effective communicators in all
aspects of their lives.
The FLC has also helped me integrate the language of critical thinking into my
classes. For example, for the persuasive speech, the directions were as follows: Persuade
the audience to believe as you do on a controversial topic. Now that I have been exposed
to the FLC, I have changed the wording to: Support a well-reasoned conclusion, testing
it against relevant research, on an issue that is arguable. The wording of the latter is more
in line with the concepts of critical thinking. In fact, I have changed all my syllabi to
reflect the design of critical thinking. In addition, I have adjusted my language in
conducting class discussions so that students not only understand what critical thinking
is, but use the concepts to become improved critical communicators in their lives.
In summation, since the FLC, I have become a more effective instructor by asking
questions as opposed to lecturing and integrating the language of critical thinking in my
classes. The end result is that students understand and apply the principles of critical
thinking in their lives.
SYLLABUS
SPCH 1311: Introduction to Speech Communication
INSTRUCTOR:
CONTACT:
OFFICE HOURS:
to 1:00 p.m.
DIVISION CHAIR:
ASSISTANT:
(bbarclay@lee.edu)
Ray E. Whitlow, Jr. (rwhitlow@lee.edu)
Office: Old Gym #107 Phone: 281 425-6876
Tue. and Thur. 11:00a.m. to 12:00p.m./Mon.and Wed. 11:00a.m.
Ray E. Whitlow, Jr.
Beth Barclay: Phone 832 556-4003, Old Gym #104
OBJECTIVE:
Critical thinking is reasonable, reflective thinking that is focused
on deciding what to believe or do. As a result, one communicates
effectively with others in figuring out solutions to complex
problems. At the end of this course, the student should become a
more critical communicator by better understanding key principles
such as public speaking, interpersonal communication, and group
communication, with the end result being that one arrives at more
productive solutions.
TEXT BOOKS:
Communication: Making Connections. Seventh Edition
Assignment #1 20% 6 to 8 min. Speech: To gain a more precise understanding on what
must be done to achieve a profession, inform the audience on your
career plans. (Five sources)
Assignment #2 20% 6 to 8 min. Speech: Support a well-reasoned conclusion, testing it
against relevant research, on an issue that is arguable. Ex: I support
lowering the legal drinking age to 18.
(Seven sources) PowerPoint
Assignment #3 20% 20 min. Group Project: In order to better understand diversity in
the world, in a small group, gather and assess relevant information
on cultural and or gender roles and present the findings to the
class. PowerPoint (Ten percent of the grade will be based on peer
evaluations.) (Ten sources)
Assignment #4 20% Three to five page paper: Humans don’t naturally appreciate the
point of view of others or the limitations in their own perspective.
Therefore, critically analyze yourself using the Johari Window so
that you can better draw well-reasoned conclusions about your life
in order to become a more effective communicator. (p. 368)
Assignment #5 10% Three to five page paper: As stated, critical thinking involves
insightful thinking. Therefore, in order to think reflectively, one
must listen effectively so that one can process information and
draw well-reasoned deductions. To help improve listening,
analyze barriers that must be overcome in your life in order to help
you arrive at more well informed conclusions. (Ch. 6)
Assignment #6 10% Final
Note: Homework and class participation will factor into each student's grade.
The instructor must clear all speech topics. A typed outline will be turned in with each
speech with the appropriate number of sources listed. The Modern Language Association
(MLA) style will be used to document sources.
The following grading scale will be used for all assignments:
A
B
C
D
F
90 to 100
80 to 89
70 to 79
60 to 69
59 and below
ABSENCES: Students who have been absent from class for three hours or three sessions
may be dropped by the instructor for non-attendance with grades of “F” or “W2.” The
last day to drop a class is:
Statement on plagiarism: Plagiarism is presenting another person’s language or ideas
as one’s own and will not be tolerated. If a student is found guilty of plagiarism, he or
she will receive a failing grade on the assignment for the first offence and receive an F in
the class for the second offence.
Students representing Lee College and or participating in a Lee College sponsored
activity are to provide their instructor with a written explanation and dates for the
absences--signed by the appropriate sponsor. Sponsored activities include trips or events
officially funded by the college. Any assignments missed due to explained absences
must be made-up.
If a student has an unexplained absence on the day he or she is due to speak, the resulting
grade could be a 0. If the absence is due to extreme circumstances, this must be
communicated to the instructor immediately. Arrangements must be made to make-up
any missed assignments with the instructor.
STATEMENT ON REASONABLE ACCOMMODATION: Lee College adheres to all
applicable federal, state, local laws, regulations, and guidelines with respect to providing
reasonable accommodations for students with disabilities. Students with disabilities
should register with the Disabled Students Service Center and contact their instructor(s)
in a timely manner to arrange for appropriate accommodations.
Tentative schedule
Class 1: Administrative duties;
Sign up for speeches
Class 16: Speeches
Class 2: Library
Class 17: Speeches
Class 3: Discuss chapters
Class 18: Speeches
Class 4: Discuss chapters
Class 19: Speeches
Class 5: Discuss chapters
Class 20: Speeches
Class 6: Speeches
Class 21: Prepare for Group Project
Class 7: Speeches
Class 22: Prepare for Group Project
Class 8: Speeches
Class 23: Prepare for Group Project
Class 9: Speeches
Class 24: Prepare for Group Project
Class 10: Speeches
Class 25: Prepare for Group Project
Class 11: Prepare for Group Project
Class 26: Prepare for Group Project
Class 12: Prepare for Group Project
Class 27: Group Project
Class 13: Prepare for Group Project
Class 28: Group Project
Class 14: Review all Assignments
Class 29: Group Project
Class 15: Review all Assignments
Class 30: Open
Persuasive Speech
Description of Active Learning Activity for Persuasive Speech
For the persuasive speech, each student should support a well-reasoned conclusion,
testing it against relevant research, on an issue that is arguable. In order for this speech to
meet the requirements of the assignment, the issue must have at least two rational sides.
Meaning, there must be people of sound body and mind that are for and against each
stance. For example, a student could present a speech that supports lowering the legal
drinking age to 18.
The intent of this exercise is not to prove that one side is right or the other side is wrong.
In fact, trying to prove rightness or wrongness is difficult to do on social issues because
there are many different acceptable social backgrounds in the world. Instead, the intent is
to get students, through critical thinking, to explore all sides of an argument, and then
based on sound research, determine which side they think is the most plausible.
Directions to Persuasive Speech
In this presentation, students need to give sufficient information on the topic so that the
audience can gain a basic understanding on the issue being discussed.
Next, students must present the opposing side or sides of the topic. This is done so that
the audience can have context on the issue. Meaning, how can one determine what side
to support if one does not have arguments on all sides? In presenting the opposition,
students can let it be known that they disagree with the opposing viewpoint. However, in
the interest of fairness as well and giving the audience all details to make an informed
conclusion, the opposing view or views must be presented sufficiently.
Finally, students should present their arguments as to why the audience should support
their findings.
This speech must be documented with at least seven sources and be accompanied by a
PowerPoint presentation.
Group Project
Description of Active Learning Activity for Group Project
We live in a diverse world. In addition, gender roles are also changing each day. For
example, in Asian cultures, a proper greeting is a bow whereas in the United States
people shake hands. In terms of gender roles, American women can hold just about any
profession, which was not the case fifty years ago. In order to better understand diversity
and gender roles, in a small group, students will gather and assess relevant information
and present the findings to the class.
Humans tend to be egocentric. Meaning, we do not naturally consider the rights and
needs of others. The intent of this exercise is to do research on aspects of different
culture or gender roles so as not to continue egocentric thinking, but instead become
more effective critical thinkers.
Directions for Group Project
The class will divided into groups based on last names. Each group is to gather and
assess relevant information on cultural and or gender roles and present the findings to the
class. This presentation must be at least 20 minutes in length and have at least ten
sources documented in the MLA format. A PowerPoint slide show must also accompany
the presentation.
The entire group can choose to present, or certain members may be designated as
speakers. It should be noted that all the members will get the same grade for the
presentation portion, regardless of who actually has a speaking role. Ten percent of the
grade will be based on peer evaluations. Meaning, everybody in the group will grade all
other members from 0 to 100. Then, the average off all members will be determined and
will count as half of the group project.
Humans tend to be egocentric in their thinking, which is a concept that states that people
only look at the world from their perspective, thus limiting their knowledge. The intent
of this exercise is to do research on different culture or gender roles so as not to continue
egocentric thinking, but instead become more effective critical thinkers.
Listening Paper
Description of Active Learning Activity for the Listening Paper
In a communication class, a great deal of emphasis is on the speaking element. However,
the most effective communicators are the ones who not only articulate what he or she
wants to say, but also places a premium on listening.
As stated, critical thinking involves insightful thinking. Therefore, in order to think
reflectively, one must listen effectively so that one can process information and draw
well-reasoned conclusions. To help improve listening, this assignment will call on
students to analyze barriers that must be overcome in their lives in order to help them
arrive at more well informed conclusions.
The intent of this paper is for students to analyze their weaknesses as they pertain to
listening. Once barriers can be identified, steps can be taken to overcome those barriers,
so that one can become a more effective critical thinker.
Directions for Listening Paper
Each student will write a three to five page paper analyzing barriers that must be
overcome in order to help one arrive at more well informed conclusions. Chapter six lists
several common barriers. Each student should analyze barriers that pertain to their life,
give examples of the barriers, and then describe how the barriers can be overcome.
As stated, critical thinking involves insightful thinking. Therefore, in order to think
reflectively, one must listen effectively so that one can process information and draw
well-reasoned deductions. The intent of this paper is to identify and overcome listening
barriers so that one becomes a more effective critical thinker.
FLC Addendum
How Assignments Relate to Critical Thinking
As stated, critical thinking is reasonable, reflective thinking that is focused on deciding
what to believe or do. This addendum will explain how the three practice exercises relate
to critical thinking.
Exercise one -Persuasive Speech: This exercise relates to critical thinking because it
compels students to research all sides of an issue. Once thorough research has been done,
students are in a better position to make knowledgeable decisions on important issues
because they have sufficient information to do so.
Exercise two – Group Project: This project relates to critical thinking because it
compels students to explore the behavior of other societies or the opposite gender. Once
this is done, students realize that other cultures or the opposite sex think and view the
world in a different manner. With this knowledge, hopefully, one will expand their
thinking beyond their world, which will help them make better decisions on issues in
their lives.
Exercise three – Listening Paper: This paper relates to critical thinking because it
compels students to identify their barriers to listening. Once this is done, one can work
on overcoming these barriers and obtain more relevant information, which in turn will
help students arrive at more informed conclusions.